Pub Date : 2024-06-13DOI: 10.1177/01614681241262135
S. Eckes
The media has featured “controversies” over pride flags in public schools. Although some of these attempts to ban pride flags have been initiated at the state level, other efforts have occurred at the local level when school boards have tried to adopt policies banning pride flags. Parents have also challenged schools that display pride flags. Although there is no U.S. Supreme Court case that addresses this issue, litigation that has arisen in other related contexts (e.g., parental rights, teacher speech) may provide some guidance on this topic. A few different legal issues that provide insight into this topic are briefly explored.
{"title":"Pride Flags in Public Schools: Evolving Legal Issues to Consider","authors":"S. Eckes","doi":"10.1177/01614681241262135","DOIUrl":"https://doi.org/10.1177/01614681241262135","url":null,"abstract":"The media has featured “controversies” over pride flags in public schools. Although some of these attempts to ban pride flags have been initiated at the state level, other efforts have occurred at the local level when school boards have tried to adopt policies banning pride flags. Parents have also challenged schools that display pride flags. Although there is no U.S. Supreme Court case that addresses this issue, litigation that has arisen in other related contexts (e.g., parental rights, teacher speech) may provide some guidance on this topic. A few different legal issues that provide insight into this topic are briefly explored.","PeriodicalId":22248,"journal":{"name":"Teachers College Record: The Voice of Scholarship in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141348152","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 : 2024-06-13DOI: 10.1177/01614681241261175
Beth C. Rubin
Over the past several decades, understandings of civic knowledge and engagement have been enlarged in productive ways; the field has been transformed by contributions rooted in and showcasing critical, cultural, transnational, activist, and participatory approaches to the civic. Civic action research fits neatly amid these new articulations of the civic; multiple studies attest to its potential for creating civic learning experiences that build on young people’s strengths and provide space for critical analysis and informed action. In this social design project, civic action research investigations conducted by youth in communities impacted by structural inequality catalyzed densely interwoven, affectively infused networks of cross-district interaction and action: critical ecologies of civic learning. This article retheorizes civic learning in light of findings from a research initiative rooted in the question: “How might civic inquiry be used to create school district practices that nurture and integrate the civic voice of youth?” In this 18-month-long social design collaboration between a university-based research team and two public school districts in the northeastern United States, youth in five participating schools—two high schools and three middle schools—carried out civic inquiry projects under the guidance of experienced social studies teachers. In these projects, young people examined their communities, selected issues to investigate, designed and carried out research, analyzed data, communicated findings, and took action. Data collected by the adult researchers included observations of club sessions, focus groups with students, interviews with adult stakeholders, and observations of “civic voice events” involving both youth and adults. Interdisciplinary, iterative reading and thematic coding led to the development of the conceptual framework that is the focus of this article. This article illustrates and theorizes critical ecosystems of civic learning. In this project, civic learning was collectively produced rather than vertically transmitted—a joint activity of youth and adults. A historically and structurally situated phenomenon, civic learning was not separable from the resources, assets, and experiences that young people brought with them as civic actors. Civic learning was not bound by the container of the classroom—it moved and flowed across settings, accruing through the interactions of people inhabiting varied perspectives. Finally, civic learning was affective and relational, engaging emotion and fostering connection. Building upon and extending critical and participatory reframings, a critical ecosystems theorization of civic learning can help us to envision deeper, more expansive forms of civic education that support, activate, and empower young people from across a broad spectrum of communities, propelling us toward a more just and inclusive civic future.
{"title":"“It’s Going to Go Beyond These Walls”: Toward a More Expansive Vision of Civic Learning","authors":"Beth C. Rubin","doi":"10.1177/01614681241261175","DOIUrl":"https://doi.org/10.1177/01614681241261175","url":null,"abstract":"Over the past several decades, understandings of civic knowledge and engagement have been enlarged in productive ways; the field has been transformed by contributions rooted in and showcasing critical, cultural, transnational, activist, and participatory approaches to the civic. Civic action research fits neatly amid these new articulations of the civic; multiple studies attest to its potential for creating civic learning experiences that build on young people’s strengths and provide space for critical analysis and informed action. In this social design project, civic action research investigations conducted by youth in communities impacted by structural inequality catalyzed densely interwoven, affectively infused networks of cross-district interaction and action: critical ecologies of civic learning. This article retheorizes civic learning in light of findings from a research initiative rooted in the question: “How might civic inquiry be used to create school district practices that nurture and integrate the civic voice of youth?” In this 18-month-long social design collaboration between a university-based research team and two public school districts in the northeastern United States, youth in five participating schools—two high schools and three middle schools—carried out civic inquiry projects under the guidance of experienced social studies teachers. In these projects, young people examined their communities, selected issues to investigate, designed and carried out research, analyzed data, communicated findings, and took action. Data collected by the adult researchers included observations of club sessions, focus groups with students, interviews with adult stakeholders, and observations of “civic voice events” involving both youth and adults. Interdisciplinary, iterative reading and thematic coding led to the development of the conceptual framework that is the focus of this article. This article illustrates and theorizes critical ecosystems of civic learning. In this project, civic learning was collectively produced rather than vertically transmitted—a joint activity of youth and adults. A historically and structurally situated phenomenon, civic learning was not separable from the resources, assets, and experiences that young people brought with them as civic actors. Civic learning was not bound by the container of the classroom—it moved and flowed across settings, accruing through the interactions of people inhabiting varied perspectives. Finally, civic learning was affective and relational, engaging emotion and fostering connection. Building upon and extending critical and participatory reframings, a critical ecosystems theorization of civic learning can help us to envision deeper, more expansive forms of civic education that support, activate, and empower young people from across a broad spectrum of communities, propelling us toward a more just and inclusive civic future.","PeriodicalId":22248,"journal":{"name":"Teachers College Record: The Voice of Scholarship in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141349834","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 : 2024-06-10DOI: 10.1177/01614681241262622
K. Baker-Doyle, Lynnette Mawhinney
Recent research has demonstrated that social justice teacher activist networks provide vital support to teachers of Color, reducing feelings of isolation and providing high-quality professional learning opportunities. Yet, there is a need for broader scaled research that looks across multiple activist organizations to add to our understandings of these findings. Our study examines the network participation characteristics of 26 activist teachers of Color across 14 activist organizations in the United States. Our research questions were: (1) How do activist teachers of Color foster social capital in networks to influence policies and actions in their organizations and beyond? (2) What relationship exists between the participation structures of networks and the involvement of teachers of Color in the activist organizations? Our research design used a critical social network research approach informed by Black feminist thought (BFT) and research on teacher activism. Our data included interviews from the 26 teachers and documents from their activist organizations. Our analysis involved a macro-to-micro qualitative network analysis of data, which afforded a broad view of network characteristics and deep descriptions of the stories of a subset of teachers. We found that the teachers of Color who were involved in affinity-based groups and subgroups were often the germinators of policy and action shifts, usually related to racial and intersectional justice in their organization. We call this network phenomenon a germinal network. We explore other features of germinal networks, such as a tendency toward reflexivity and mentorship-seeking and support. This study has implications for future critical research on social networks and the design of radically inclusive and humanizing social infrastructures in education-related organizations.
{"title":"From a Spark, a Mighty Flame: How Germinal Networks Support Teachers of Color to Promote Change in Activist Organizations and Beyond","authors":"K. Baker-Doyle, Lynnette Mawhinney","doi":"10.1177/01614681241262622","DOIUrl":"https://doi.org/10.1177/01614681241262622","url":null,"abstract":"Recent research has demonstrated that social justice teacher activist networks provide vital support to teachers of Color, reducing feelings of isolation and providing high-quality professional learning opportunities. Yet, there is a need for broader scaled research that looks across multiple activist organizations to add to our understandings of these findings. Our study examines the network participation characteristics of 26 activist teachers of Color across 14 activist organizations in the United States. Our research questions were: (1) How do activist teachers of Color foster social capital in networks to influence policies and actions in their organizations and beyond? (2) What relationship exists between the participation structures of networks and the involvement of teachers of Color in the activist organizations? Our research design used a critical social network research approach informed by Black feminist thought (BFT) and research on teacher activism. Our data included interviews from the 26 teachers and documents from their activist organizations. Our analysis involved a macro-to-micro qualitative network analysis of data, which afforded a broad view of network characteristics and deep descriptions of the stories of a subset of teachers. We found that the teachers of Color who were involved in affinity-based groups and subgroups were often the germinators of policy and action shifts, usually related to racial and intersectional justice in their organization. We call this network phenomenon a germinal network. We explore other features of germinal networks, such as a tendency toward reflexivity and mentorship-seeking and support. This study has implications for future critical research on social networks and the design of radically inclusive and humanizing social infrastructures in education-related organizations.","PeriodicalId":22248,"journal":{"name":"Teachers College Record: The Voice of Scholarship in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141365816","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 : 2024-06-10DOI: 10.1177/01614681241258834
Pamela Catherine Callahan, Joel D. Miller
Public school library book challenges have garnered ample media attention in recent years as many school districts and advocacy organizations have reported record numbers of book challenges. Book challenges are not a new phenomenon, historically speaking, but they have often illuminated values clashes in communities and raise questions about the rights and freedoms of public school students. Judicial rulings and school district policies that address book challenges could provide insights for many members of school communities (including, but not limited to, school board members, students, parents, and teachers) as they experience challenges, but these aspects of the legal record and their influence on responses to book challenges remains underexamined in scholarship. The 1982 Supreme Court case Island Trees School District v. Pico remains the lasting judicial precedent for interpreting public school students’ First Amendment rights as they interact with school library books. We examine the extent to which school district book challenge policies align with court precedent set in Pico (1982) and the implications for students’ rights and democratic participation during book challenges. Drawing on elements of the law and society framework as well as political analysis categories, this study uses qualitative methods to illuminate specific elements of district policies that govern book challenges. Specifically, we examine 29 policies in school districts that experienced a publicly reported book challenge between 2017 and 2021 to understand relationships between school district book challenge policies and the Pico (1982) precedent. Our findings reveal ample space between judicial rulings and school district policies we examine. In fact, we find a broader array of relevant actors in book challenge processes than conceived by the courts and raise implications for students’ constitutional rights and protections related to who policies indicate may or must be involved in these processes, the settings in which book challenge decisions are made, and the limited roles for public involvement during school library book challenges.
近年来，公立学校图书馆的图书挑战引起了媒体的广泛关注，许多学区和倡导组织都报告了图书挑战的创纪录数量。从历史上看，图书质疑并不是一个新现象，但它们往往揭示了社区中的价值观冲突，并提出了有关公立学校学生权利和自由的问题。司法裁决和学区政策中有关图书挑战的内容可以为学校社区的许多成员（包括但不限于校董会成员、学生、家长和教师）在经历挑战时提供启示，但这些方面的法律记录及其对图书挑战应对措施的影响在学术界仍未得到充分研究。1982 年最高法院审理的 "Island Trees School District v. Pico "一案仍然是解释公立学校学生在与学校图书馆图书互动时享有的第一修正案权利的持久性司法先例。我们研究了校区图书质疑政策与皮科案（1982 年）中法院判例的一致程度，以及在图书质疑过程中对学生权利和民主参与的影响。本研究借鉴了法律与社会框架的要素以及政治分析类别，采用定性方法阐明了管理图书质疑的学区政策的具体要素。具体而言，我们考察了 2017 年至 2021 年间经历过公开报道的图书挑战的学区的 29 项政策，以了解学区图书挑战政策与皮科（1982 年）先例之间的关系。我们的研究结果表明，司法裁决与我们所考察的学区政策之间存在很大的空间。事实上，我们发现图书质疑过程中的相关行为者比法院所设想的更为广泛，并对学生的宪法权利和保护产生了影响，这些影响涉及政策表明谁可以或必须参与这些过程、图书质疑决定是在什么环境下做出的，以及在学校图书馆图书质疑过程中公众参与的有限作用。
{"title":"Avenues for Engagement? Testing the Democratic Nature of Library Book Challenge Processes","authors":"Pamela Catherine Callahan, Joel D. Miller","doi":"10.1177/01614681241258834","DOIUrl":"https://doi.org/10.1177/01614681241258834","url":null,"abstract":"Public school library book challenges have garnered ample media attention in recent years as many school districts and advocacy organizations have reported record numbers of book challenges. Book challenges are not a new phenomenon, historically speaking, but they have often illuminated values clashes in communities and raise questions about the rights and freedoms of public school students. Judicial rulings and school district policies that address book challenges could provide insights for many members of school communities (including, but not limited to, school board members, students, parents, and teachers) as they experience challenges, but these aspects of the legal record and their influence on responses to book challenges remains underexamined in scholarship. The 1982 Supreme Court case Island Trees School District v. Pico remains the lasting judicial precedent for interpreting public school students’ First Amendment rights as they interact with school library books. We examine the extent to which school district book challenge policies align with court precedent set in Pico (1982) and the implications for students’ rights and democratic participation during book challenges. Drawing on elements of the law and society framework as well as political analysis categories, this study uses qualitative methods to illuminate specific elements of district policies that govern book challenges. Specifically, we examine 29 policies in school districts that experienced a publicly reported book challenge between 2017 and 2021 to understand relationships between school district book challenge policies and the Pico (1982) precedent. Our findings reveal ample space between judicial rulings and school district policies we examine. In fact, we find a broader array of relevant actors in book challenge processes than conceived by the courts and raise implications for students’ constitutional rights and protections related to who policies indicate may or must be involved in these processes, the settings in which book challenge decisions are made, and the limited roles for public involvement during school library book challenges.","PeriodicalId":22248,"journal":{"name":"Teachers College Record: The Voice of Scholarship in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141366225","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 : 2024-06-10DOI: 10.1177/01614681241261174
Rebecca M Taylor
College campuses in the United States are currently engaged in public and ongoing negotiation of the value and limits of free speech in educational contexts. Responses to invited campus speakers from students, faculty, and campus leaders point to diverging perspectives on the roles and responsibilities of higher education institutions and their members as communities of inquiry. Considering these perspectives raises questions about the epistemic aims of colleges and universities. The purpose of this article is to investigate perspectives on the ethics of inquiry and on the value and demands of open-mindedness in higher education. Specifically, I examined one case of an invited campus speaker who sparked considerable debate—Charles Murray’s invited talk at Middlebury College in 2017. This study employs the methods of empirically engaged philosophy, a philosophical approach to inquiry that engages with empirical evidence in considering educational aims and implications for institutional structures and policies. I apply conceptual tools stemming from the philosophical theories of knowledge and justice to a thematic content analysis of public statements made by faculty, administrators, and students in the Middlebury case. Through analysis of this campus speaker case, I observed two alternative perspectives on the ethics of inquiry—rational individualism and just collectivism. These two perspectives shared a number of common commitments, including the importance of cultivation of the mind as a primary aim in higher education; the value of open-mindedness, debate, and protest in the pursuit of truth; and the importance of justice, equality, and inclusion. They diverged in their epistemic orientations (individual vs. collective responsibility), their views on the proper bounds of open debate within an institution oriented toward truth-seeking, and what virtuous open-mindedness requires of individuals and collectives. This study contributes to a contemporary understanding of the unique ethical responsibilities of colleges and universities as inquiring organizations, whose members may hold divergent epistemological orientations. By investigating the relationship between open-mindedness, inquiry, and justice in contemporary public discourse in higher education, this study addresses a need for deeper engagement with the philosophical foundations of higher education.
{"title":"Taking Seriously Campus Debates Surrounding Invited Speakers: Open-Mindedness and the Ethics of Inquiry in Higher Education","authors":"Rebecca M Taylor","doi":"10.1177/01614681241261174","DOIUrl":"https://doi.org/10.1177/01614681241261174","url":null,"abstract":"College campuses in the United States are currently engaged in public and ongoing negotiation of the value and limits of free speech in educational contexts. Responses to invited campus speakers from students, faculty, and campus leaders point to diverging perspectives on the roles and responsibilities of higher education institutions and their members as communities of inquiry. Considering these perspectives raises questions about the epistemic aims of colleges and universities. The purpose of this article is to investigate perspectives on the ethics of inquiry and on the value and demands of open-mindedness in higher education. Specifically, I examined one case of an invited campus speaker who sparked considerable debate—Charles Murray’s invited talk at Middlebury College in 2017. This study employs the methods of empirically engaged philosophy, a philosophical approach to inquiry that engages with empirical evidence in considering educational aims and implications for institutional structures and policies. I apply conceptual tools stemming from the philosophical theories of knowledge and justice to a thematic content analysis of public statements made by faculty, administrators, and students in the Middlebury case. Through analysis of this campus speaker case, I observed two alternative perspectives on the ethics of inquiry—rational individualism and just collectivism. These two perspectives shared a number of common commitments, including the importance of cultivation of the mind as a primary aim in higher education; the value of open-mindedness, debate, and protest in the pursuit of truth; and the importance of justice, equality, and inclusion. They diverged in their epistemic orientations (individual vs. collective responsibility), their views on the proper bounds of open debate within an institution oriented toward truth-seeking, and what virtuous open-mindedness requires of individuals and collectives. This study contributes to a contemporary understanding of the unique ethical responsibilities of colleges and universities as inquiring organizations, whose members may hold divergent epistemological orientations. By investigating the relationship between open-mindedness, inquiry, and justice in contemporary public discourse in higher education, this study addresses a need for deeper engagement with the philosophical foundations of higher education.","PeriodicalId":22248,"journal":{"name":"Teachers College Record: The Voice of Scholarship in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141364602","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 : 2024-06-07DOI: 10.1177/01614681241258833
Lingyu Li
There is increasing research focusing on dual language (DL) education program policies and practices regarding who has access to bilingualism and whose bilingualism is valued and represented. However, limited research is situated in the context of Chinese–English DL education and its service of emergent bilingual learners with disabilities (EBLWDs). The current study examines DL policy documents from one Chinese–English DL charter school to answer the following research question: How do a Chinese–English DL charter school’s policies and practices address racial and disability injustice? Textual analysis is conducted to examine publicly available educational policy documents from school, district, and parent-hosted websites; photos from school Facebook pages; and meeting minutes from the school principal, with permission. Drawing from a Disability Critical Race (DisCrit) stance, this study reveals textual silences on disability and race and the exclusion of EBLWDs through no-excuses accountability policies. Discourses of elite bilingualism and neoliberalism are perpetuated and reproduced by White, nondisabled, middle-class, English-speaking families who control the right to make policy decisions. These discourses shape the lived experiences of EBLWDs, who are deemed as deviant for their racial/ethnic identities and deficient for disability and linguistic status, and are thus denied access to bilingual DL education.
{"title":"Erasing Race and Disability from Educational Policies of a Chinese–English Dual Language Charter School","authors":"Lingyu Li","doi":"10.1177/01614681241258833","DOIUrl":"https://doi.org/10.1177/01614681241258833","url":null,"abstract":"There is increasing research focusing on dual language (DL) education program policies and practices regarding who has access to bilingualism and whose bilingualism is valued and represented. However, limited research is situated in the context of Chinese–English DL education and its service of emergent bilingual learners with disabilities (EBLWDs). The current study examines DL policy documents from one Chinese–English DL charter school to answer the following research question: How do a Chinese–English DL charter school’s policies and practices address racial and disability injustice? Textual analysis is conducted to examine publicly available educational policy documents from school, district, and parent-hosted websites; photos from school Facebook pages; and meeting minutes from the school principal, with permission. Drawing from a Disability Critical Race (DisCrit) stance, this study reveals textual silences on disability and race and the exclusion of EBLWDs through no-excuses accountability policies. Discourses of elite bilingualism and neoliberalism are perpetuated and reproduced by White, nondisabled, middle-class, English-speaking families who control the right to make policy decisions. These discourses shape the lived experiences of EBLWDs, who are deemed as deviant for their racial/ethnic identities and deficient for disability and linguistic status, and are thus denied access to bilingual DL education.","PeriodicalId":22248,"journal":{"name":"Teachers College Record: The Voice of Scholarship in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141372422","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: 10.1177/01614681241254178
Reynaldo Reyes
Giving quizzes to get students to read may continue to be misunderstood, even grossly undervalued. Using a quiz to encourage (enforce) reading plays a significant role not only in students learning content of their chosen field, but also as the critical first step toward an awakening of the mind—or, at the very least, the mind being more informed, where new knowledge begins with the interplay of reading the world and reading the word. And for those students who have come from the margins of life and school, reading not only informs and prepares them, but also can have other personal and academic significance not immediately seen. Considering the educationally marginalized when making pedagogical choices, such as using a quiz to get students to read in preparation for class, is an important part of social justice in education.
{"title":"Considering the Educationally Marginalized: A Quiz as Social Justice?","authors":"Reynaldo Reyes","doi":"10.1177/01614681241254178","DOIUrl":"https://doi.org/10.1177/01614681241254178","url":null,"abstract":"Giving quizzes to get students to read may continue to be misunderstood, even grossly undervalued. Using a quiz to encourage (enforce) reading plays a significant role not only in students learning content of their chosen field, but also as the critical first step toward an awakening of the mind—or, at the very least, the mind being more informed, where new knowledge begins with the interplay of reading the world and reading the word. And for those students who have come from the margins of life and school, reading not only informs and prepares them, but also can have other personal and academic significance not immediately seen. Considering the educationally marginalized when making pedagogical choices, such as using a quiz to get students to read in preparation for class, is an important part of social justice in education.","PeriodicalId":22248,"journal":{"name":"Teachers College Record: The Voice of Scholarship in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140970721","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 : 2024-05-14DOI: 10.1177/01614681241252502
C. Leider, Johanna Tigert, Nasiba Norova
Teachers are often positioned as the main providers of educational equity and access for culturally and linguistically diverse learners (CLDLs). Teachers’ beliefs regarding this population can play a major role in their instructional and curricular decisions. In this study, we use a lens of professionalization to examine how teacher beliefs might be influenced during the in-service years of a teacher’s career through the role of teacher professional organizations. We utilized document analysis to examine how CLDLs are discussed in the position statements from four long-standing teacher professional organizations (i.e., National Council for Teachers of English, National Science Teacher Association, National Council for Teachers of Mathematics, and National Council for Social Studies). One hundred and four position statements produced between 2000 and 2022 were analyzed. Findings revealed that most position statements employ generic language, rarely referring explicitly to CLDLs, their access to education, the need to consider their languages/cultures in instructional methods and materials, or ways to effectively prepare teachers to meet their needs. Findings suggest that teacher professional organizations should rethink their approach to crafting position statements to be both inclusive and specific in language. Implications for teacher professional development and future research are discussed.
{"title":"Teaching Culturally and Linguistically Diverse Learners: A Content Analysis of Teacher Professional Organizations’ Position Statements","authors":"C. Leider, Johanna Tigert, Nasiba Norova","doi":"10.1177/01614681241252502","DOIUrl":"https://doi.org/10.1177/01614681241252502","url":null,"abstract":"Teachers are often positioned as the main providers of educational equity and access for culturally and linguistically diverse learners (CLDLs). Teachers’ beliefs regarding this population can play a major role in their instructional and curricular decisions. In this study, we use a lens of professionalization to examine how teacher beliefs might be influenced during the in-service years of a teacher’s career through the role of teacher professional organizations. We utilized document analysis to examine how CLDLs are discussed in the position statements from four long-standing teacher professional organizations (i.e., National Council for Teachers of English, National Science Teacher Association, National Council for Teachers of Mathematics, and National Council for Social Studies). One hundred and four position statements produced between 2000 and 2022 were analyzed. Findings revealed that most position statements employ generic language, rarely referring explicitly to CLDLs, their access to education, the need to consider their languages/cultures in instructional methods and materials, or ways to effectively prepare teachers to meet their needs. Findings suggest that teacher professional organizations should rethink their approach to crafting position statements to be both inclusive and specific in language. Implications for teacher professional development and future research are discussed.","PeriodicalId":22248,"journal":{"name":"Teachers College Record: The Voice of Scholarship in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140979315","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 : 2024-05-14DOI: 10.1177/01614681241252299
Kathy Chau Rohn
The “college-for-all” movement has guided education reform efforts over the last few decades. Of college-for-all adopters, the “no-excuses” charter school model is arguably the most successful and controversial. Schools that use this model produce high standardized test scores and four-year college acceptance rates for marginalized students. However, questions regarding whether the ends of college-for-all justify the practices utilized by these schools to achieve such outcomes are prevalant. Few studies have investigated how institutional agents—critical actors in the college preparation process for marginalized youth—seek to reflect on and change potentially problematic college-for-all approaches in a no-excuses charter high school context. The purpose of this study is twofold: (1) to understand how institutional agents perceive the ways in which the economic, social, and political drivers of the college-for-all ethos have shaped their “no-excuses” charter high school and (2) to uncover how institutional agents are attempting to (re)imagine and transform traditional “no-excuses” beliefs and practices related to college readiness and success in their high school context. This study followed a qualitative case study design bound by a single no-excuses charter high school located in a city on the East Coast. Drawing on interviews with 14 institutional agents, in-person school observations, and document review, this study integrates Perna and Thomas’s (2006) college success model with Stanton-Salazar’s (2011) social capital framework to understand how institutional agents within a no-excuses charter high school context are shaped by, and have the power to shape, their school’s organizational habitus. This study highlights how institutional agents within a “successful” no-excuses charter high school grapple with changing one-size-fits-all college expectations and white and middle-class norms associated with the college-for-all ethos that have been intertwined with the no-excuses model since its inception. Because no-excuses charter schools are shaped by external pressures as well as their own longstanding habitus, findings highlight the tensions, complexity, and tradeoffs that institutional agents encountered when attempting to make change in spaces that they themselves are entrenched in. This study suggests, however, that institutional agents, when acting as empowerment agents, can resist assimilationist college preparation practices and (re)shape their school’s organizational habitus to facilitate marginalized students’ empowerment. Recommendations for policy, practice, and theory are discussed.
{"title":"From Awareness to Action: Institutional Agents Attempt to (Re)imagine College Readiness and Success at a No-Excuses Charter High School","authors":"Kathy Chau Rohn","doi":"10.1177/01614681241252299","DOIUrl":"https://doi.org/10.1177/01614681241252299","url":null,"abstract":"The “college-for-all” movement has guided education reform efforts over the last few decades. Of college-for-all adopters, the “no-excuses” charter school model is arguably the most successful and controversial. Schools that use this model produce high standardized test scores and four-year college acceptance rates for marginalized students. However, questions regarding whether the ends of college-for-all justify the practices utilized by these schools to achieve such outcomes are prevalant. Few studies have investigated how institutional agents—critical actors in the college preparation process for marginalized youth—seek to reflect on and change potentially problematic college-for-all approaches in a no-excuses charter high school context. The purpose of this study is twofold: (1) to understand how institutional agents perceive the ways in which the economic, social, and political drivers of the college-for-all ethos have shaped their “no-excuses” charter high school and (2) to uncover how institutional agents are attempting to (re)imagine and transform traditional “no-excuses” beliefs and practices related to college readiness and success in their high school context. This study followed a qualitative case study design bound by a single no-excuses charter high school located in a city on the East Coast. Drawing on interviews with 14 institutional agents, in-person school observations, and document review, this study integrates Perna and Thomas’s (2006) college success model with Stanton-Salazar’s (2011) social capital framework to understand how institutional agents within a no-excuses charter high school context are shaped by, and have the power to shape, their school’s organizational habitus. This study highlights how institutional agents within a “successful” no-excuses charter high school grapple with changing one-size-fits-all college expectations and white and middle-class norms associated with the college-for-all ethos that have been intertwined with the no-excuses model since its inception. Because no-excuses charter schools are shaped by external pressures as well as their own longstanding habitus, findings highlight the tensions, complexity, and tradeoffs that institutional agents encountered when attempting to make change in spaces that they themselves are entrenched in. This study suggests, however, that institutional agents, when acting as empowerment agents, can resist assimilationist college preparation practices and (re)shape their school’s organizational habitus to facilitate marginalized students’ empowerment. Recommendations for policy, practice, and theory are discussed.","PeriodicalId":22248,"journal":{"name":"Teachers College Record: The Voice of Scholarship in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140979952","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 : 2024-05-14DOI: 10.1177/01614681241252298
Z. Taylor, Guillermo Ortega, Susana H. Hernández
Although many scholars have evaluated how Hispanic-serving institutions (HSIs) serve and can better serve Latinx students and their communities, scant research has integrated artificial intelligence (AI) technology within this evaluation of diversity and servingness. With institutions of higher education continuing to explore ways to integrate AI into their everyday operations, it is critical to understand whether HSIs are leveraging AI chatbot technology, given this specific technology’s ubiquity in modern society. This study aimed to evaluate whether HSIs employ AI chatbot technology on their websites and the usability of this technology in accessing admissions information in English and Spanish. As a result, this study analyzes all 558 Hispanic-serving institution (.edu) websites and interacts with embedded AI chatbots to evaluate whether HSIs utilize chatbots and if these chatbots are engineered or staffed to communicate with Spanish-speaking audiences. This study employed a mixed methods approach, utilizing qualitative and quantitative data collection and analysis methods. Given the study’s emphasis on human–computer interaction, the researchers also engaged with interactive research methods to perform artificial intelligence testing. Findings suggest roughly 20% of HSIs employ AI chatbots, but far fewer use bilingual English/Spanish chatbots (12%). However, HSIs are equally as likely to staff English (20%) live agents as Spanish (21%) live agents when users are elevated from AI. Our findings demonstrate the importance of having Spanish and bilingual information embedded into HSIs to truly serve Latinx students and their families (Garcia, 2019). More specifically, Spanish should be incorporated within technological spaces where Latinx students and their communities may seek HSI information to pursue higher education such as how to apply for admission and financial aid. Ultimately, HSIs must consider how technology services like AI chatbots provide resources and answer questions in Spanish to ensure equitable access to information for Latinx students, their families, and their communities. Moreover, HSI leadership must continue to explore how HSIs may be transformed through technological innovation, such as artificial intelligence integration within digital spaces, including the HSI’s website.
{"title":"Hispanic-Serving Artificial Intelligence: Do Hispanic-Serving Institutions Use Chatbots and Can They Speak Spanish?","authors":"Z. Taylor, Guillermo Ortega, Susana H. Hernández","doi":"10.1177/01614681241252298","DOIUrl":"https://doi.org/10.1177/01614681241252298","url":null,"abstract":"Although many scholars have evaluated how Hispanic-serving institutions (HSIs) serve and can better serve Latinx students and their communities, scant research has integrated artificial intelligence (AI) technology within this evaluation of diversity and servingness. With institutions of higher education continuing to explore ways to integrate AI into their everyday operations, it is critical to understand whether HSIs are leveraging AI chatbot technology, given this specific technology’s ubiquity in modern society. This study aimed to evaluate whether HSIs employ AI chatbot technology on their websites and the usability of this technology in accessing admissions information in English and Spanish. As a result, this study analyzes all 558 Hispanic-serving institution (.edu) websites and interacts with embedded AI chatbots to evaluate whether HSIs utilize chatbots and if these chatbots are engineered or staffed to communicate with Spanish-speaking audiences. This study employed a mixed methods approach, utilizing qualitative and quantitative data collection and analysis methods. Given the study’s emphasis on human–computer interaction, the researchers also engaged with interactive research methods to perform artificial intelligence testing. Findings suggest roughly 20% of HSIs employ AI chatbots, but far fewer use bilingual English/Spanish chatbots (12%). However, HSIs are equally as likely to staff English (20%) live agents as Spanish (21%) live agents when users are elevated from AI. Our findings demonstrate the importance of having Spanish and bilingual information embedded into HSIs to truly serve Latinx students and their families (Garcia, 2019). More specifically, Spanish should be incorporated within technological spaces where Latinx students and their communities may seek HSI information to pursue higher education such as how to apply for admission and financial aid. Ultimately, HSIs must consider how technology services like AI chatbots provide resources and answer questions in Spanish to ensure equitable access to information for Latinx students, their families, and their communities. Moreover, HSI leadership must continue to explore how HSIs may be transformed through technological innovation, such as artificial intelligence integration within digital spaces, including the HSI’s website.","PeriodicalId":22248,"journal":{"name":"Teachers College Record: The Voice of Scholarship in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140979725","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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