Pub Date : 2024-06-01DOI: 10.1177/27526461241256965
Fatima Elmouden, Erik M. Hines, Tyron Slack, Jared L. Davis, L. S. Benjamin, David Horton, Kristin L. Schaefer, J. Henderson
In 2020, the COVID-19 pandemic had a widespread effect on students, and accompanying it was the social unrest following the murder of George Floyd. Scholars have called this melding of a global health crisis and the social realization of the value (or lack thereof) of Black life as the “dual pandemic.” Despite the proliferation of studies highlighting the effect of the dual pandemic on students in general, fewer published studies have foregrounded the experiences of Black men in engineering undergraduate programs and how they experienced these phenomena. Therefore, in this study, we aimed to investigate how Black male engineering students experienced these two phenomena to better understand how to support Black men’s success in engineering not only during troubling times but at all times. We conducted semi-structured interviews with 20 Black male engineering students. Using thematic analysis , we developed three themes: (1) feelings of estrangement, (2) adaptation, and (3) resilient reintegration, which illuminate the resilience of Black male engineering students. Though the participants reported setbacks due to the effect of the pandemic and social unrest on their academic pursuits, they ultimately demonstrated an unwavering ability to adapt and reframe those setbacks in positive ways that allowed them to push forward.
{"title":"Exploring the dual pandemic experiences of Black male engineering students","authors":"Fatima Elmouden, Erik M. Hines, Tyron Slack, Jared L. Davis, L. S. Benjamin, David Horton, Kristin L. Schaefer, J. Henderson","doi":"10.1177/27526461241256965","DOIUrl":"https://doi.org/10.1177/27526461241256965","url":null,"abstract":"In 2020, the COVID-19 pandemic had a widespread effect on students, and accompanying it was the social unrest following the murder of George Floyd. Scholars have called this melding of a global health crisis and the social realization of the value (or lack thereof) of Black life as the “dual pandemic.” Despite the proliferation of studies highlighting the effect of the dual pandemic on students in general, fewer published studies have foregrounded the experiences of Black men in engineering undergraduate programs and how they experienced these phenomena. Therefore, in this study, we aimed to investigate how Black male engineering students experienced these two phenomena to better understand how to support Black men’s success in engineering not only during troubling times but at all times. We conducted semi-structured interviews with 20 Black male engineering students. Using thematic analysis , we developed three themes: (1) feelings of estrangement, (2) adaptation, and (3) resilient reintegration, which illuminate the resilience of Black male engineering students. Though the participants reported setbacks due to the effect of the pandemic and social unrest on their academic pursuits, they ultimately demonstrated an unwavering ability to adapt and reframe those setbacks in positive ways that allowed them to push forward.","PeriodicalId":183631,"journal":{"name":"Equity in Education & Society","volume":"35 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141274451","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-22DOI: 10.1177/27526461241254495
Chivas L Coner
Natural mentoring relationships are characterized as organic, committed, and long-term connections with non-parental adult figures within schools and the community. The objective of this qualitative descriptive design study is to understand how males of color in a mentoring program articulate the support they received in their social-emotional, cognitive, and identity development through natural mentoring relationships during the transition from high school to college in Central Florida. Eleven male students of color took part in individual semi-structured and follow-up focus group interviews. Thematic analysis of the interview helped the author develop themes, forming the basis of the study’s outcomes. The findings underscore the significance of fostering the social, emotional, cognitive, and identity competencies of males of color through a natural mentoring approach. However, the study suggests the need for continued support for males of color after the transition to college, addressing challenges such as financial barriers and the absence of long-term support systems, which hinder their graduation. In response, the author proposes the Natural Mentoring Model for Males of Color (NMMMC) transitioning to college, derived from the distinctive experiences of male students of color who successfully transitioned to college with the support of natural mentoring relationships.
{"title":"Natural mentoring for males of color transitioning to college","authors":"Chivas L Coner","doi":"10.1177/27526461241254495","DOIUrl":"https://doi.org/10.1177/27526461241254495","url":null,"abstract":"Natural mentoring relationships are characterized as organic, committed, and long-term connections with non-parental adult figures within schools and the community. The objective of this qualitative descriptive design study is to understand how males of color in a mentoring program articulate the support they received in their social-emotional, cognitive, and identity development through natural mentoring relationships during the transition from high school to college in Central Florida. Eleven male students of color took part in individual semi-structured and follow-up focus group interviews. Thematic analysis of the interview helped the author develop themes, forming the basis of the study’s outcomes. The findings underscore the significance of fostering the social, emotional, cognitive, and identity competencies of males of color through a natural mentoring approach. However, the study suggests the need for continued support for males of color after the transition to college, addressing challenges such as financial barriers and the absence of long-term support systems, which hinder their graduation. In response, the author proposes the Natural Mentoring Model for Males of Color (NMMMC) transitioning to college, derived from the distinctive experiences of male students of color who successfully transitioned to college with the support of natural mentoring relationships.","PeriodicalId":183631,"journal":{"name":"Equity in Education & Society","volume":"93 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141111577","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-16DOI: 10.1177/27526461241254493
Christopher Jones
This article aims to explore the ways in which racial inequity in England education affects resilient minority (ReM) – that is, racially minoritised – students. Scholars argue racism simultaneously produces and normalises the lack of opportunities given to ReM students, shown within six key processes: (i) pre-university educational attainment, (ii) university application choices, (iii) university admissions process, (iv) degree completion and achievement, (v) graduate career prospects, and (vi) the racialised student experience. Each of these processes afford opportunity but are vulnerable to external factors (e.g. race and gender), thus students’ futures are ultimately constrained to uncontrollable aspects of their being. This is because racism manifests in both overt and covert ways leading administrators to believe a colour-blind and meritocratic system is beneficial for students, in turn creating deficit narratives. Thus, the author has called these stages the six Racism-in-Education-Processes (6 REP). Research has highlighted the impact of these processes, but few have amalgamated them altogether. Therefore, this paper deploys existing literature and the author’s theses using a Critical Race Theory analysis to critically examine the 6 REPs impact on Black African England students, to illustrate the absence of racial equity leads to the presence of racism.
{"title":"Absence & presence: The six racism-in-education-processes (‘the 6 REP’)","authors":"Christopher Jones","doi":"10.1177/27526461241254493","DOIUrl":"https://doi.org/10.1177/27526461241254493","url":null,"abstract":"This article aims to explore the ways in which racial inequity in England education affects resilient minority (ReM) – that is, racially minoritised – students. Scholars argue racism simultaneously produces and normalises the lack of opportunities given to ReM students, shown within six key processes: (i) pre-university educational attainment, (ii) university application choices, (iii) university admissions process, (iv) degree completion and achievement, (v) graduate career prospects, and (vi) the racialised student experience. Each of these processes afford opportunity but are vulnerable to external factors (e.g. race and gender), thus students’ futures are ultimately constrained to uncontrollable aspects of their being. This is because racism manifests in both overt and covert ways leading administrators to believe a colour-blind and meritocratic system is beneficial for students, in turn creating deficit narratives. Thus, the author has called these stages the six Racism-in-Education-Processes (6 REP). Research has highlighted the impact of these processes, but few have amalgamated them altogether. Therefore, this paper deploys existing literature and the author’s theses using a Critical Race Theory analysis to critically examine the 6 REPs impact on Black African England students, to illustrate the absence of racial equity leads to the presence of racism.","PeriodicalId":183631,"journal":{"name":"Equity in Education & Society","volume":"56 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140970145","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-10DOI: 10.1177/27526461241254494
Nola P Hill-Berry, Nellian E Hutton-Rose
In this article, the researchers present the results of an investigation into students’ perceptions of the quality and utility of assessment feedback, and implications for educational leadership and quality assurance. A quantitative approach was taken to conduct a survey among a wide representation of students in one academic unit at a University in Jamaica. Data were collected over a 1-month period. This survey was administered online using the students’ group email addresses and allowing voluntary participation. Using a 20-point questionnaire with close-ended items, the researchers investigated student’s perceptions about the methods used to provide assessment feedback, the quality of feedback, timeliness of the feedback, students’ attitude toward feedback, as well as the utility and value of the assessment feedback. The findings of this study were similar to what was found in the literature. For students to value and use assessment feedback, it must be clear, specific, provide directions for improvement, and must be communicated in a timely manner, using the most appropriate method. Both the students’ perceptions of the quality of assessment feedback and their utility of assessment feedback were good. The findings of this study have implications for educational leadership and quality assurance.
{"title":"Students’ perceptions of the quality and utility of assessment feedback: Implications for educational leadership and quality assurance","authors":"Nola P Hill-Berry, Nellian E Hutton-Rose","doi":"10.1177/27526461241254494","DOIUrl":"https://doi.org/10.1177/27526461241254494","url":null,"abstract":"In this article, the researchers present the results of an investigation into students’ perceptions of the quality and utility of assessment feedback, and implications for educational leadership and quality assurance. A quantitative approach was taken to conduct a survey among a wide representation of students in one academic unit at a University in Jamaica. Data were collected over a 1-month period. This survey was administered online using the students’ group email addresses and allowing voluntary participation. Using a 20-point questionnaire with close-ended items, the researchers investigated student’s perceptions about the methods used to provide assessment feedback, the quality of feedback, timeliness of the feedback, students’ attitude toward feedback, as well as the utility and value of the assessment feedback. The findings of this study were similar to what was found in the literature. For students to value and use assessment feedback, it must be clear, specific, provide directions for improvement, and must be communicated in a timely manner, using the most appropriate method. Both the students’ perceptions of the quality of assessment feedback and their utility of assessment feedback were good. The findings of this study have implications for educational leadership and quality assurance.","PeriodicalId":183631,"journal":{"name":"Equity in Education & Society","volume":" 31","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140991569","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-18DOI: 10.1177/27526461241249015
{"title":"Corrigendum to “A call for reform: Education’s role in strengthening democracy”","authors":"","doi":"10.1177/27526461241249015","DOIUrl":"https://doi.org/10.1177/27526461241249015","url":null,"abstract":"","PeriodicalId":183631,"journal":{"name":"Equity in Education & Society","volume":" 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140687049","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-17DOI: 10.1177/27526461241248194
Chike Nnalue, Arif Mahmud
Reforms to special education policy in England have emphasised the importance of parents being involved in decision-making about their child’s education and greater control over their child’s support. This study’s research questions investigated four Black African parents of children with special educational needs and disability (SEND) living in England and their experiences of working in partnership with education professionals to support their children, as well as exploring the barriers to effective partnership between Black African parents and education professionals. A critical approach was taken to understand how issues of power such as race and socio-economic status, combined with the parents own African culture, affected their interactions with education professionals who hold an entirely different contextual disposition. The parents took part in semi-structured interviews which were thematically analysed. Three overarching themes were identified: Communication (which focused on issues such as language, articulation and communication styles ); cultural barriers (which encompassed the cultural differences between the parents and the education professionals) ; and the parent-professional relationship (which was key for the parents to navigate the SEND system). Recommendations for practice such as professionals building more trust with parents, engaging more with cultural competency training and evaluating the accessibility of their current services are discussed.
{"title":"The experiences of Black African parents on partnership: Working with education professionals in the English special education needs and disability system","authors":"Chike Nnalue, Arif Mahmud","doi":"10.1177/27526461241248194","DOIUrl":"https://doi.org/10.1177/27526461241248194","url":null,"abstract":"Reforms to special education policy in England have emphasised the importance of parents being involved in decision-making about their child’s education and greater control over their child’s support. This study’s research questions investigated four Black African parents of children with special educational needs and disability (SEND) living in England and their experiences of working in partnership with education professionals to support their children, as well as exploring the barriers to effective partnership between Black African parents and education professionals. A critical approach was taken to understand how issues of power such as race and socio-economic status, combined with the parents own African culture, affected their interactions with education professionals who hold an entirely different contextual disposition. The parents took part in semi-structured interviews which were thematically analysed. Three overarching themes were identified: Communication (which focused on issues such as language, articulation and communication styles ); cultural barriers (which encompassed the cultural differences between the parents and the education professionals) ; and the parent-professional relationship (which was key for the parents to navigate the SEND system). Recommendations for practice such as professionals building more trust with parents, engaging more with cultural competency training and evaluating the accessibility of their current services are discussed.","PeriodicalId":183631,"journal":{"name":"Equity in Education & Society","volume":" 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140691818","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-15DOI: 10.1177/27526461241246112
Shelby Messerschmitt-Coen, Shelley-Jean Bradfield, Elizabeth McMahon, Paulina Mena, Gannon Oberhauser
Social justice in education is becoming a more prominent and necessary area of study in higher education. Facets of social justice align directly with values of liberal arts education, and students who are exposed to social justice pedagogy develop the knowledge and skills necessary to meet critical learning outcomes associated with the liberal arts. Given such demands to incorporate social justice pedagogy and practice into curriculum, the purpose of this study was to understand student and faculty attitudes and values regarding social justice education in order to guide the creation of this academic program at our college, as well as other institutions, particularly liberal arts colleges and/or predominately white institutions, that are interested in creating or enhancing their social justice education programs. Themes from focus groups with students and faculty revealed needs, desires, and concerns from the campus community regarding social justice education. Additionally, we created a social justice studies program for our institution using a strategic review of existing curriculum, resulting in a new academic minor built on existing courses that required no new faculty lines and little additional work on behalf of the faculty. Insights from this process are shared.
{"title":"Examining student and faculty attitudes in developing a social justice studies minor","authors":"Shelby Messerschmitt-Coen, Shelley-Jean Bradfield, Elizabeth McMahon, Paulina Mena, Gannon Oberhauser","doi":"10.1177/27526461241246112","DOIUrl":"https://doi.org/10.1177/27526461241246112","url":null,"abstract":"Social justice in education is becoming a more prominent and necessary area of study in higher education. Facets of social justice align directly with values of liberal arts education, and students who are exposed to social justice pedagogy develop the knowledge and skills necessary to meet critical learning outcomes associated with the liberal arts. Given such demands to incorporate social justice pedagogy and practice into curriculum, the purpose of this study was to understand student and faculty attitudes and values regarding social justice education in order to guide the creation of this academic program at our college, as well as other institutions, particularly liberal arts colleges and/or predominately white institutions, that are interested in creating or enhancing their social justice education programs. Themes from focus groups with students and faculty revealed needs, desires, and concerns from the campus community regarding social justice education. Additionally, we created a social justice studies program for our institution using a strategic review of existing curriculum, resulting in a new academic minor built on existing courses that required no new faculty lines and little additional work on behalf of the faculty. Insights from this process are shared.","PeriodicalId":183631,"journal":{"name":"Equity in Education & Society","volume":"55 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140701342","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-26DOI: 10.1177/27526461241240691
{"title":"Corrigendum to “School leaders leading curriculum inclusion: Re-culturing pedagogy, re-imagining the student experience”","authors":"","doi":"10.1177/27526461241240691","DOIUrl":"https://doi.org/10.1177/27526461241240691","url":null,"abstract":"","PeriodicalId":183631,"journal":{"name":"Equity in Education & Society","volume":"120 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140380231","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-26DOI: 10.1177/27526461241240526
{"title":"Corrigendum to “School leaders leading anti-racism and inclusion: Evidence from schools in England”","authors":"","doi":"10.1177/27526461241240526","DOIUrl":"https://doi.org/10.1177/27526461241240526","url":null,"abstract":"","PeriodicalId":183631,"journal":{"name":"Equity in Education & Society","volume":"109 35","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140379403","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-28DOI: 10.1177/27526461241235942
Leanne Ali, Siân E Jones
Toys representing disability are now commercially available, yet there has been limited exploration of parental perspectives on these toys. This study explored parents’ and carers’ views of toys that represented disability through a pre-registered online survey of N = 83 parents of children aged between 0 and 14 years old. In a repeated measures design, parents viewed images of commercially available toys. We measured their child’s previous direct contact with a disabled person, their perceived likelihood that their child would enjoy playing with that toy, and parents’ open-ended views on why they thought their child would or would not enjoy that toy. We found that significantly more parents of older disabled children and younger non-disabled children thought their child would choose to play with representative dolls. Open-ended responses indicated that this finding may have occurred because parents of disabled children (vs non-disabled children) valued the representation afforded by the toys. In this way, we show that parents value representation and accessibility particularly when they are a parent of a disabled child themselves. Our study highlights when parents may bring disability-representative toys into the toy box in ways that promote inclusion.
{"title":"“It represents her in play” parental and child views on toys that represent disability","authors":"Leanne Ali, Siân E Jones","doi":"10.1177/27526461241235942","DOIUrl":"https://doi.org/10.1177/27526461241235942","url":null,"abstract":"Toys representing disability are now commercially available, yet there has been limited exploration of parental perspectives on these toys. This study explored parents’ and carers’ views of toys that represented disability through a pre-registered online survey of N = 83 parents of children aged between 0 and 14 years old. In a repeated measures design, parents viewed images of commercially available toys. We measured their child’s previous direct contact with a disabled person, their perceived likelihood that their child would enjoy playing with that toy, and parents’ open-ended views on why they thought their child would or would not enjoy that toy. We found that significantly more parents of older disabled children and younger non-disabled children thought their child would choose to play with representative dolls. Open-ended responses indicated that this finding may have occurred because parents of disabled children (vs non-disabled children) valued the representation afforded by the toys. In this way, we show that parents value representation and accessibility particularly when they are a parent of a disabled child themselves. Our study highlights when parents may bring disability-representative toys into the toy box in ways that promote inclusion.","PeriodicalId":183631,"journal":{"name":"Equity in Education & Society","volume":"20 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140421340","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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