Pub Date : 2025-01-22DOI: 10.1016/j.cedpsych.2025.102344
Korinthia D. Nicolai , Tasneem L. Talib , Stella Jackman-Ryan , N. Leigh Boyd , Allison Zengilowski , Sarita Y. Shukla , Jason A. Chen
In this article, we emphasize the problematic role of colonialism in theory development and the need to challenge the prevailing norm of centering whiteness in educational psychology. As we reflect on the power that theories hold in the broader field and their potential to hurt and oppress marginalized communities, we recognize the need for a paradigm shift. We advocate for a transition from a focus on ownership to answerability, urging educational psychologists to critically examine the knowledge informing theories, incorporate diverse voices, and nurture ideas that have been marginalized.
{"title":"An anti-colonial approach to deconstructing and reconstructing educational psychology theories","authors":"Korinthia D. Nicolai , Tasneem L. Talib , Stella Jackman-Ryan , N. Leigh Boyd , Allison Zengilowski , Sarita Y. Shukla , Jason A. Chen","doi":"10.1016/j.cedpsych.2025.102344","DOIUrl":"10.1016/j.cedpsych.2025.102344","url":null,"abstract":"<div><div>In this article, we emphasize the problematic role of colonialism in theory development and the need to challenge the prevailing norm of centering whiteness in educational psychology. As we reflect on the power that theories hold in the broader field and their potential to hurt and oppress marginalized communities, we recognize the need for a paradigm shift. We advocate for a transition from a focus on ownership to answerability, urging educational psychologists to critically examine the knowledge informing theories, incorporate diverse voices, and nurture ideas that have been marginalized.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"80 ","pages":"Article 102344"},"PeriodicalIF":3.9,"publicationDate":"2025-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143165656","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-01-20DOI: 10.1016/j.cedpsych.2025.102340
Angela M. White , Christy M. Byrd , Tanya A. Malloy
The development of anti-racist quantitative measures is troubled by educational psychology’s long reliance on quantitative methodologies that have reinforced White supremacy. To move the field of educational psychology forward, we must critically analyze and challenge methods that do not consider race and racism as realities for communities of color. This manuscript proposes grounding the development of instruments in critical, transformative frameworks such as Critical Race Theory (CRT) and Phenomenological Variant Ecological Systems Theory (PVEST). Considerable attention is given to the instrument development process, theoretical frameworks, and validation of the instrument. This paper highlights the use of a Critical Race Mixed Methodology (CRMM), which involves the combining of Critical Race Theory and Mixed Methods (DeCuir-Gunby & Schutz, 2018), to develop the first quantitative tool to measure the STEM identity of African American students while accounting for their racial identity and lived experiences with racism in STEM spaces. Essentially, this manuscript seeks to emphasize the importance of scrutinizing current methods and adopting a more nuanced approach that accounts for the role of power and racialized realities of communities of color.
{"title":"Reclaiming and recasting: An anti-racist approach to psychometric instrument development","authors":"Angela M. White , Christy M. Byrd , Tanya A. Malloy","doi":"10.1016/j.cedpsych.2025.102340","DOIUrl":"10.1016/j.cedpsych.2025.102340","url":null,"abstract":"<div><div>The development of anti-racist quantitative measures is troubled by educational psychology’s long reliance on quantitative methodologies that have reinforced White supremacy. To move the field of educational psychology forward, we must critically analyze and challenge methods that do not consider race and racism as realities for communities of color. This manuscript proposes grounding the development of instruments in critical, transformative frameworks such as Critical Race Theory (CRT) and Phenomenological Variant Ecological Systems Theory (PVEST). Considerable attention is given to the instrument development process, theoretical frameworks, and validation of the instrument. This paper highlights the use of a Critical Race Mixed Methodology (CRMM), which involves the combining of Critical Race Theory and Mixed Methods (DeCuir-Gunby & Schutz, 2018), to develop the first quantitative tool to measure the STEM identity of African American students while accounting for their racial identity and lived experiences with racism in STEM spaces. Essentially, this manuscript seeks to emphasize the importance of scrutinizing current methods and adopting a more nuanced approach that accounts for the role of power and racialized realities of communities of color.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"80 ","pages":"Article 102340"},"PeriodicalIF":3.9,"publicationDate":"2025-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143165161","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-01-19DOI: 10.1016/j.cedpsych.2025.102338
Revathy Kumar
Anti-coloniality is a critical way of analyzing the world. An anti-colonial attitude towards disciplinary knowledge seeks to challenge colonial legacies, promote diversity and inclusion, and contribute to more equitable and just forms of knowledge production. Such an attitude is essential for moving away from the predominantly Eurocentric roots of educational psychology and embracing a more inclusive, just, equity-focused, and culturally grounded understanding of the literature on human development, reasoning, perceptions, cognitions, emotions and motivations. The article emphasizes the importance of promoting epistemic justice by giving consideration to divergent perspectives when examining existing knowledge or creating new knowledge in educational psychology. In this context, in an effort to promote disciplinary theories and constructs that are informed by an anti-colonial attitude, the works of educational psychologists using such critical asset-based rather than deficit-based perspectives are highlighted. As argued, anti-coloniality will facilitate the building of critical educational psychology that advocates for a relativistic and interpretative understanding of theories to promote epistemic justice and equity in education and support disciplinary rigor through iterative theory building that is culturally and contextually grounded.
{"title":"Cultivating anti-coloniality: A framework for building critical educational psychology","authors":"Revathy Kumar","doi":"10.1016/j.cedpsych.2025.102338","DOIUrl":"10.1016/j.cedpsych.2025.102338","url":null,"abstract":"<div><div>Anti-coloniality is a critical way of analyzing the world. An anti-colonial attitude towards disciplinary knowledge seeks to challenge colonial legacies, promote diversity and inclusion, and contribute to more equitable and just forms of knowledge production. Such an attitude is essential for moving away from the predominantly Eurocentric roots of educational psychology and embracing a more inclusive, just, equity-focused, and culturally grounded understanding of the literature on human development, reasoning, perceptions, cognitions, emotions and motivations. The article emphasizes the importance of promoting epistemic justice by giving consideration to divergent perspectives when examining existing knowledge or creating new knowledge in educational psychology. In this context, in an effort to promote disciplinary theories and constructs that are informed by an anti-colonial attitude, the works of educational psychologists using such critical asset-based rather than deficit-based perspectives are highlighted. As argued, anti-coloniality will facilitate the building of critical educational psychology that advocates for a relativistic and interpretative understanding of theories to promote epistemic justice and equity in education and support disciplinary rigor through iterative theory building that is culturally and contextually grounded.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"80 ","pages":"Article 102338"},"PeriodicalIF":3.9,"publicationDate":"2025-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143165162","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-01-19DOI: 10.1016/j.cedpsych.2025.102339
Jameson D. Lopez, Ruth Cuasialpud-Canchala
This paper reflects on the challenges faced by researchers in utilizing institutional and national datasets to study Indigenous educational outcomes, proposing a transformative approach through Indigenous theoretical frameworks and quantitative research methods. The intention of the following is to provide quasi-completed and proposed studies within Indigenous communities to illustrate the needs and principles we need to take while collecting data in Indigenous populations. We present three examples examining 1. How researchers might integrate an Indigenous theoretical framework, Quechan warrior tradition (Kwanamii), with critical quantitative methods to measure postsecondary outcomes. 2. The collaboration of Native American non-profits to create some of the best data on Native American college students to date. And 3. to addresses the need for critical quantitative approaches in international contexts, using the example of Colombia and the SABER 11 test dataset, to highlight the importance of disaggregated data for meaningful analysis. We conclude with a call to develop culturally responsive research informed by Indigenous knowledge, aiming to catalyze transformative change in educational systems and practices for the benefit of Indigenous communities.
{"title":"Approaching Indigenous theoretical frameworks and quantitative research methods to improve Indigenous data","authors":"Jameson D. Lopez, Ruth Cuasialpud-Canchala","doi":"10.1016/j.cedpsych.2025.102339","DOIUrl":"10.1016/j.cedpsych.2025.102339","url":null,"abstract":"<div><div>This paper reflects on the challenges faced by researchers in utilizing institutional and national datasets to study Indigenous educational outcomes, proposing a transformative approach through Indigenous theoretical frameworks and quantitative research methods. The intention of the following is to provide quasi-completed and proposed studies within Indigenous communities to illustrate the needs and principles we need to take while collecting data in Indigenous populations. We present three examples examining 1. How researchers might integrate an Indigenous theoretical framework, Quechan warrior tradition (Kwanamii), with critical quantitative methods to measure postsecondary outcomes. 2. The collaboration of Native American non-profits to create some of the best data on Native American college students to date. And 3. to addresses the need for critical quantitative approaches in international contexts, using the example of Colombia and the <em>SABER 11</em> test dataset, to highlight the importance of disaggregated data for meaningful analysis. We conclude with a call to develop culturally responsive research informed by Indigenous knowledge, aiming to catalyze transformative change in educational systems and practices for the benefit of Indigenous communities.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"80 ","pages":"Article 102339"},"PeriodicalIF":3.9,"publicationDate":"2025-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143165157","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-01-18DOI: 10.1016/j.cedpsych.2025.102343
Ji Hong , Dionne Cross Francis , Faqryza Ab Latif , Taylor Roloff , Jing Zhao , Paul Schutz
In this article, we demonstrate how incorporating tenets of Critical Race Theory (CRT), in particular the centrality of race and racism, intersectionality, and counterstories, can give visibility, voice, and agency to multiple marginalized and underrepresented (MMU) teachers’ experiences while challenging majoritarian perspectives. In particular, we discuss our ontological and epistemological assumptions, which counter the objective, value-free assumptions, and how they align with the methodological approach of critical narrative inquiry. We provide useful guidelines for “how to” conduct critical research, in relating with participants, collecting data, analyzing data, and ensuring rigor of research. By showcasing why and how to humanize research, we support the educational psychology community to move forward to disrupt whiteness and heteronormativity, which is a necessary step in building scholarship where all students’ and teachers’ experiences are validated and equitably represented.
{"title":"Counterstories: Disrupting whiteness and heteronormativity in educational psychology research","authors":"Ji Hong , Dionne Cross Francis , Faqryza Ab Latif , Taylor Roloff , Jing Zhao , Paul Schutz","doi":"10.1016/j.cedpsych.2025.102343","DOIUrl":"10.1016/j.cedpsych.2025.102343","url":null,"abstract":"<div><div>In this article, we demonstrate how incorporating tenets of Critical Race Theory (CRT), in particular the centrality of race and racism, intersectionality, and counterstories, can give visibility, voice, and agency to multiple marginalized and underrepresented (MMU) teachers’ experiences while challenging majoritarian perspectives. In particular, we discuss our ontological and epistemological assumptions, which counter the objective, value-free assumptions, and how they align with the methodological approach of critical narrative inquiry. We provide useful guidelines for “how to” conduct critical research, in relating with participants, collecting data, analyzing data, and ensuring rigor of research. By showcasing why and how to humanize research, we support the educational psychology community to move forward to disrupt whiteness and heteronormativity, which is a necessary step in building scholarship where all students’ and teachers’ experiences are validated and equitably represented.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"80 ","pages":"Article 102343"},"PeriodicalIF":3.9,"publicationDate":"2025-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143165156","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-01-17DOI: 10.1016/j.cedpsych.2025.102342
Sarita Y. Shukla , Falynn A. Thompson , Sarah B. Shear
While there have been some in educational psychology who have taken up critical research practices, this paper urges more scholars in this field to utilize critical methodologies. We consider this reframing of our work by articulating the research paradigms that have been prevalent in educational psychology. We also shine light on the historical and contemporary problems in educational psychology research. We provide recommendations for critically examining the link between researcher positionality and research, exploring the roles of axiology, ontology, and epistemologies in positionality, and adopting critical frameworks to research.
{"title":"Commitments to doing differently: Paradigm shifts necessary for critical educational psychology research","authors":"Sarita Y. Shukla , Falynn A. Thompson , Sarah B. Shear","doi":"10.1016/j.cedpsych.2025.102342","DOIUrl":"10.1016/j.cedpsych.2025.102342","url":null,"abstract":"<div><div>While there have been some in educational psychology who have taken up critical research practices, this paper urges more scholars in this field to utilize critical methodologies. We consider this reframing of our work by articulating the research paradigms that have been prevalent in educational psychology. We also shine light on the historical and contemporary problems in educational psychology research. We provide recommendations for critically examining the link between researcher positionality and research, exploring the roles of axiology, ontology, and epistemologies in positionality, and adopting critical frameworks to research.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"80 ","pages":"Article 102342"},"PeriodicalIF":3.9,"publicationDate":"2025-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143165160","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-01-17DOI: 10.1016/j.cedpsych.2025.102345
Jimmy Aguilar, Gabriela M. Torres, Andrea J. Macias
Despite advancements in educational psychology research that have amplified the diverse experiences and development of Black, Indigenous, and People of Color (BIPOC) in educational spaces, BIPOC scholars continue to face challenges in the change-resistant landscape of academia and educational psychology. One prominent issue is the lack of methodological frameworks that consider the lived realities of BIPOC participants and the positionality of BIPOC researchers. As Latina/o researchers, we collaboratewith our communities to reconstruct existing paradigms and deconstruct deficit perspectives. We provide alternatives in educational psychology, addressing the issue of race-neutral solutions that often default to white middle-class students as the norm. We contend that researcher reflexivity and responsibility to one’s community allow participants and researchers to present their whole selves beyond existing protocols, norms of engagement, and temporal research participant expectations. Our ongoing qualitative research study examines how Latina community college transfer students at selective universities in California interact with support networks and develop a sense of community. Our team adopts a reflexive and relational methodology for engaging in insider research. While this focuses on the experiences of Latina college students, our framework aims to motivate BIPOC researchers conceptualize culturally relevant methodologies, recognizing that we do not aim to offer a one-size-fits-all approach. This methodology centers researcher(s) positionality and researcher-participant connections, allowing us to better calibrate participant responses and capture lived experiences beyond the confines of existing theories and frameworks.
{"title":"Insider research: Reflexivity, responsibility, and community-informed approaches","authors":"Jimmy Aguilar, Gabriela M. Torres, Andrea J. Macias","doi":"10.1016/j.cedpsych.2025.102345","DOIUrl":"10.1016/j.cedpsych.2025.102345","url":null,"abstract":"<div><div>Despite advancements in educational psychology research that have amplified the diverse experiences and development of Black, Indigenous, and People of Color (BIPOC) in educational spaces, BIPOC scholars continue to face challenges in the change-resistant landscape of academia and educational psychology. One prominent issue is the lack of methodological frameworks that consider the lived realities of BIPOC participants and the positionality of BIPOC researchers. As Latina/o researchers, we collaboratewith our communities to reconstruct existing paradigms and deconstruct deficit perspectives. We provide alternatives in educational psychology, addressing the issue of race-neutral solutions that often default to white middle-class students as the norm. We contend that researcher reflexivity and responsibility to one’s community allow participants and researchers to present their whole selves beyond existing protocols, norms of engagement, and temporal research participant expectations. Our ongoing qualitative research study examines how Latina community college transfer students at selective universities in California interact with support networks and develop a sense of community. Our team adopts a reflexive and relational methodology for engaging in insider research. While this focuses on the experiences of Latina college students, our framework aims to motivate BIPOC researchers conceptualize culturally relevant methodologies, recognizing that we do not aim to offer a one-size-fits-all approach. This methodology centers researcher(s) positionality and researcher-participant connections, allowing us to better calibrate participant responses and capture lived experiences beyond the confines of existing theories and frameworks.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"80 ","pages":"Article 102345"},"PeriodicalIF":3.9,"publicationDate":"2025-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143165155","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-01-17DOI: 10.1016/j.cedpsych.2025.102341
Carlton J. Fong , Yasmiyn Irizarry
For educational psychology to be leveraged for the greater good and the creation of anti-racist bodies of knowledge, the value systems and patterns of thinking that undergird quantitative approaches require a re-orientation. In this paper, we critique quantitative educational psychologists’ reliance on objectivity and neutrality by drawing attention to methodological trauma and describing tenets of QuantCrit as an alternative approach. Specifically, we discuss the importance of 1) the centrality of racism, 2) numbers are not neutral, 3) categories are neither natural nor given, 4) voice and insight, and 5) a social justice and equity orientation (Gillborn et al., 2018). When appropriate, we highlight empirical examples aligned with these principles to provide methodological guidance for transforming quantitative research in the field. We end with recommendations for engaging in this work toward a more just and equitable research agenda for educational psychology.
为了利用教育心理学来实现更大的利益和创造反种族主义的知识体系，作为定量方法基础的价值体系和思维模式需要重新定位。在本文中，我们批评定量教育心理学家对客观性和中立性的依赖，通过提请注意方法论创伤和描述QuantCrit的原则作为一种替代方法。具体来说，我们讨论了1)种族主义的中心地位，2)数字不是中立的，3)类别既不是自然的也不是给定的，4)声音和洞察力，以及5)社会正义和公平取向的重要性（Gillborn et al., 2018）。在适当的时候，我们强调与这些原则相一致的实证例子，为该领域的定量研究转型提供方法论指导。最后，我们提出了参与这项工作以实现更公正和公平的教育心理学研究议程的建议。
{"title":"Too quant to crit? Advancing QuantCrit methodologies in educational psychology","authors":"Carlton J. Fong , Yasmiyn Irizarry","doi":"10.1016/j.cedpsych.2025.102341","DOIUrl":"10.1016/j.cedpsych.2025.102341","url":null,"abstract":"<div><div>For educational psychology to be leveraged for the greater good and the creation of anti-racist bodies of knowledge, the value systems and patterns of thinking that undergird quantitative approaches require a re-orientation. In this paper, we critique quantitative educational psychologists’ reliance on objectivity and neutrality by drawing attention to methodological trauma and describing tenets of QuantCrit as an alternative approach. Specifically, we discuss the importance of 1) the centrality of racism, 2) numbers are not neutral, 3) categories are neither natural nor given, 4) voice and insight, and 5) a social justice and equity orientation (<span><span>Gillborn et al., 2018</span></span>). When appropriate, we highlight empirical examples aligned with these principles to provide methodological guidance for transforming quantitative research in the field. We end with recommendations for engaging in this work toward a more just and equitable research agenda for educational psychology.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"80 ","pages":"Article 102341"},"PeriodicalIF":3.9,"publicationDate":"2025-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143165154","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-01-17DOI: 10.1016/j.cedpsych.2025.102346
Michalinos Zembylas
This paper aims to extend the conversation on the importance of renewing the scope of educational research to critically examine whiteness in a way that acknowledges and values Black affects. Additionally, it explores methodological considerations for White scholars who seek to advance this research agenda. The paper offers strategies for White researchers to center Black, Indigenous, and People of Color in their analyses of the affective enactments of whiteness in educational settings. The discussion emphasizes two key insights: the need for educational research, particularly by White scholars, to explicitly focus on the critical study of whiteness, considering the affective, material, and historically contextual impacts of racialization, anti-Blackness, and white supremacy; and the importance of recognizing and addressing the affective experiences of Black individuals, as shaped by these same processes.
{"title":"Affective methodologies for a critical study of whiteness: Considerations for white scholars","authors":"Michalinos Zembylas","doi":"10.1016/j.cedpsych.2025.102346","DOIUrl":"10.1016/j.cedpsych.2025.102346","url":null,"abstract":"<div><div>This paper aims to extend the conversation on the importance of renewing the scope of educational research to critically examine whiteness in a way that acknowledges and values Black affects. Additionally, it explores methodological considerations for White scholars who seek to advance this research agenda. The paper offers strategies for White researchers to center Black, Indigenous, and People of Color in their analyses of the affective enactments of whiteness in educational settings. The discussion emphasizes two key insights: the need for educational research, particularly by White scholars, to explicitly focus on the critical study of whiteness, considering the affective, material, and historically contextual impacts of racialization, anti-Blackness, and white supremacy; and the importance of recognizing and addressing the affective experiences of Black individuals, as shaped by these same processes.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"80 ","pages":"Article 102346"},"PeriodicalIF":3.9,"publicationDate":"2025-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143165153","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-01-10DOI: 10.1016/j.cedpsych.2025.102336
Julian M. Etzel , Aiso Heinze , Knut Neumann , Sascha Bernholt , Jan Retelsdorf , Olaf Köller , Gabriel Nagy
A commonly held belief is that knowledge acquired in school (KAS) matters for later stages of education because it enables individuals to make better use of new learning opportunities. The current study approached this question by examining the role of domain-specific KAS for the development of professional knowledge (PK) in vocational education and training (VET). Our analyses recurred on (1) school achievement tests that assess domain-specific KAS in chemistry, physics, and math, (2) occupation-specific achievement tests in the same domains to assess PK (and its development) in VET, and (3) comparisons between different VET programs to isolate the effects of learning opportunities on PK acquisition over time and their interaction with KAS. Data stemmed from a sample of N = 2,775 trainees from three VET groups (chemical laboratory assistants, technicians, and industrial clerks) that are characterized by a focus on different knowledge domains. Our findings suggest that VET does not affect the knowledge assessed with school achievement tests. Instead, VET programs provide learning opportunities that facilitate the acquisition of domain-specific PK. In addition, KAS matters for subsequent learning in VET because it (1) determines the level of PK with which trainees enter VET and (2) enables trainees to make better use of the learning opportunities to develop their professional knowledge.
{"title":"What we learn in school, we learn for life: Learning opportunities as moderators of the relationship between prior knowledge and learning in post-school contexts","authors":"Julian M. Etzel , Aiso Heinze , Knut Neumann , Sascha Bernholt , Jan Retelsdorf , Olaf Köller , Gabriel Nagy","doi":"10.1016/j.cedpsych.2025.102336","DOIUrl":"10.1016/j.cedpsych.2025.102336","url":null,"abstract":"<div><div>A commonly held belief is that knowledge acquired in school (KAS) matters for later stages of education because it enables individuals to make better use of new learning opportunities. The current study approached this question by examining the role of domain-specific KAS for the development of professional knowledge (PK) in vocational education and training (VET). Our analyses recurred on (1) school achievement tests that assess domain-specific KAS in chemistry, physics, and math, (2) occupation-specific achievement tests in the same domains to assess PK (and its development) in VET, and (3) comparisons between different VET programs to isolate the effects of learning opportunities on PK acquisition over time and their interaction with KAS. Data stemmed from a sample of <em>N</em> = 2,775 trainees from three VET groups (chemical laboratory assistants, technicians, and industrial clerks) that are characterized by a focus on different knowledge domains. Our findings suggest that VET does not affect the knowledge assessed with school achievement tests. Instead, VET programs provide learning opportunities that facilitate the acquisition of domain-specific PK. In addition, KAS matters for subsequent learning in VET because it (1) determines the level of PK with which trainees enter VET and (2) enables trainees to make better use of the learning opportunities to develop their professional knowledge.</div></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"80 ","pages":"Article 102336"},"PeriodicalIF":3.9,"publicationDate":"2025-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143165159","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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