Pub Date : 2022-09-01DOI: 10.1177/01614681221132944
Genia M. Bettencourt, Ryan S Wells, J. Abbott
Background: Although students with disabilities are enrolling in higher education in larger numbers than ever before, they are still underrepresented in colleges and universities, particularly among four-year institutions. College choice has been explored across multiple facets, but limited research has examined the college choice processes of students with disabilities. Research Questions: (1) What factors are most influential to the successful college choice processes of students with disabilities? (2) To what extent are these factors different from those that influence the choice processes of students without disabilities? (3) How do students describe the influence of key factors on their college choice process? (4) How does the college choice process for students with disabilities vary across institutional types? Setting: This research took place at three public institutions in the state of Massachusetts, one public research university (Research University [RU]) and two regional comprehensive universities (City State University [CSU], Suburban State University [SSU]). Research Design: We utilized a convergent mixed methods study composed of survey research and qualitative interviews. Participants: For the quantitative survey, we recruited students with and students without disabilities by sending invitations to a random sample of 30% of students at RU and all students at CSU and SSU. A total of 1,981 students completed the survey. For the qualitative interviews, we recruited students via a targeted email invitation sent through the disability services office on each campus, resulting in 27 participants. Data Collection and Analysis: Data were collected through a quantitative survey and a qualitative interview. The survey took approximately 15 minutes and took place over Qualtrics; data were analyzed using descriptive analysis and chi-squared tests. Qualitative data were collected through 60- to 90-minute semistructured interviews and were analyzed through deductive and inductive coding. Conclusions and Recommendations: Our findings revealed that although students with disabilities considered the same factors as their peers without disabilities, they faced additional considerations related to the quality of disability services and accessibility of the campus. We also found that although factors such as family, school, and distance had similar influence across students with disabilities, subtle distinctions emerged in how students approached these categories when they chose a research university versus a regional comprehensive institution. We concluded with recommendations for further research into how disability and institutional type shape college choice and for practices to help students with disabilities in their college search and choice processes.
{"title":"The Iterative College Choice Process of Students with Disabilities: A Mixed-Methods Study","authors":"Genia M. Bettencourt, Ryan S Wells, J. Abbott","doi":"10.1177/01614681221132944","DOIUrl":"https://doi.org/10.1177/01614681221132944","url":null,"abstract":"Background: Although students with disabilities are enrolling in higher education in larger numbers than ever before, they are still underrepresented in colleges and universities, particularly among four-year institutions. College choice has been explored across multiple facets, but limited research has examined the college choice processes of students with disabilities. Research Questions: (1) What factors are most influential to the successful college choice processes of students with disabilities? (2) To what extent are these factors different from those that influence the choice processes of students without disabilities? (3) How do students describe the influence of key factors on their college choice process? (4) How does the college choice process for students with disabilities vary across institutional types? Setting: This research took place at three public institutions in the state of Massachusetts, one public research university (Research University [RU]) and two regional comprehensive universities (City State University [CSU], Suburban State University [SSU]). Research Design: We utilized a convergent mixed methods study composed of survey research and qualitative interviews. Participants: For the quantitative survey, we recruited students with and students without disabilities by sending invitations to a random sample of 30% of students at RU and all students at CSU and SSU. A total of 1,981 students completed the survey. For the qualitative interviews, we recruited students via a targeted email invitation sent through the disability services office on each campus, resulting in 27 participants. Data Collection and Analysis: Data were collected through a quantitative survey and a qualitative interview. The survey took approximately 15 minutes and took place over Qualtrics; data were analyzed using descriptive analysis and chi-squared tests. Qualitative data were collected through 60- to 90-minute semistructured interviews and were analyzed through deductive and inductive coding. Conclusions and Recommendations: Our findings revealed that although students with disabilities considered the same factors as their peers without disabilities, they faced additional considerations related to the quality of disability services and accessibility of the campus. We also found that although factors such as family, school, and distance had similar influence across students with disabilities, subtle distinctions emerged in how students approached these categories when they chose a research university versus a regional comprehensive institution. We concluded with recommendations for further research into how disability and institutional type shape college choice and for practices to help students with disabilities in their college search and choice processes.","PeriodicalId":22248,"journal":{"name":"Teachers College Record: The Voice of Scholarship in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86796522","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 : 2022-09-01DOI: 10.1177/01614681221132384
Jennifer Darling-Aduana, Kristin Hemingway
Background/Context: Schools are increasingly using scripted curricula that limit teacher autonomy. These limitations are exacerbated when scripted curricula are enacted in fully standardized, asynchronous online course environments with no mechanisms for student–teacher communication. Purpose: This study extends understanding of how teacher discretion, identity, and the relationship between those two components shape students’ educational experiences online. Research Design: Within a sequential mixed method design, we identified spaces for teacher discretion using critical discourse analysis. By coding lesson transcripts, we developed a typology of common strategies: friendly, directive, personalized, and procedural. We used the resulting typology to run statistical models examining associations among teacher identity, discretionary acts, and student achievement. Lastly, we turned back to the qualitative data to confirm findings, test hypotheses, and provide nuance. Findings: Teachers presenting as Black were significantly more likely to use a procedural approach and significantly less likely to use friendly strategies. Students scored higher on their end-of-lesson quiz when their teacher used personalized strategies, such as sharing relevant personal experiences, and scored lower when teachers used friendly or directive strategies. Conclusions: Findings have implications for understanding and enacting equitable educational practices in asynchronous, scripted online environments. The isolation of discretionary acts feasible within the virtual learning environment studied contributes nuance to knowledge of the mechanisms through which teacher discretion might result in more favorable learning outcomes for students belonging to minoritized groups.
{"title":"Representation Is Not Enough: Teacher Identity and Discretion in an Asynchronous, Scripted Online Learning Environment","authors":"Jennifer Darling-Aduana, Kristin Hemingway","doi":"10.1177/01614681221132384","DOIUrl":"https://doi.org/10.1177/01614681221132384","url":null,"abstract":"Background/Context: Schools are increasingly using scripted curricula that limit teacher autonomy. These limitations are exacerbated when scripted curricula are enacted in fully standardized, asynchronous online course environments with no mechanisms for student–teacher communication. Purpose: This study extends understanding of how teacher discretion, identity, and the relationship between those two components shape students’ educational experiences online. Research Design: Within a sequential mixed method design, we identified spaces for teacher discretion using critical discourse analysis. By coding lesson transcripts, we developed a typology of common strategies: friendly, directive, personalized, and procedural. We used the resulting typology to run statistical models examining associations among teacher identity, discretionary acts, and student achievement. Lastly, we turned back to the qualitative data to confirm findings, test hypotheses, and provide nuance. Findings: Teachers presenting as Black were significantly more likely to use a procedural approach and significantly less likely to use friendly strategies. Students scored higher on their end-of-lesson quiz when their teacher used personalized strategies, such as sharing relevant personal experiences, and scored lower when teachers used friendly or directive strategies. Conclusions: Findings have implications for understanding and enacting equitable educational practices in asynchronous, scripted online environments. The isolation of discretionary acts feasible within the virtual learning environment studied contributes nuance to knowledge of the mechanisms through which teacher discretion might result in more favorable learning outcomes for students belonging to minoritized groups.","PeriodicalId":22248,"journal":{"name":"Teachers College Record: The Voice of Scholarship in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85105317","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 : 2022-09-01DOI: 10.1177/01614681221126007
Barrett J. Taylor, S. Barringer, Sheila S. Slaughter
Background/context: A growing body of evidence indicates that trustees link the boards of research universities to organizations in other fields. It is less clear whether these board characteristics indicate distinct university contexts with which particular activities would be associated. Research questions: We ask three questions. The first two are descriptive and focus attention on the changing characteristics of university boards: How do boards tie universities to other sectors of society? How has the composition of these ties changed over time? The third is inferential and attends to possible relationships between board characteristics and university activities over time: Are there relationships between board ties to external organizations and university activities? Research design: We answered our first two questions using descriptive analyses. We answered the third question using regression analyses, inclusive of fixed board-level effects, which estimated the within-unit association among board characteristics, control characteristics, and the dependent variables associated with activities of interest. Data collection and analysis: Our sample consisted of the 54 boards that oversaw members of the Association of American Universities. Data were compiled in 10-year increments between 1985 and 2015. Historical data on university boards were created using Standard and Poor’s Register of Corporations, Directors, and Executives and the Capital IQ Personal Intelligence database, both of which provided time-verified data about the affiliations of individual trustees at a given moment in time (e.g., 1985, 1995). We merged these data with information on university characteristics drawn from existing secondary data sources. Findings: Consistent with other analyses, sampled boards were increasingly connected to organizations in other fields over time. Connections grew especially rapidly between 1995 and 2015, with particularly notable growth in ties to the finance industry. In inferential analyses, the total number of ties to external organizations was associated with increases in total publications and with the share of publications in the biological sciences. Board characteristics were not associated with variation in other variables (e.g., endowment growth). Conclusions/recommendations: Our findings suggest that board characteristics are more likely to be associated with some university activities than others. It is less clear why this is the case. Our paper therefore lays important groundwork for future research on the ways in which individual trustees may directly coordinate, indirectly facilitate, or be selected because of their ties to particular external organizations.
背景/背景:越来越多的证据表明，受托人将研究型大学的董事会与其他领域的组织联系起来。不太清楚这些董事会特征是否表明与特定活动相关的不同大学背景。研究问题:我们问三个问题。前两个问题是描述性的，关注的是大学董事会不断变化的特征:董事会如何将大学与社会其他部门联系起来?随着时间的推移，这些关系的构成发生了怎样的变化?第三个是推断性的，关注董事会特征与大学活动之间可能存在的关系:董事会与外部组织的联系与大学活动之间是否存在关系?研究设计:我们使用描述性分析回答了前两个问题。我们使用回归分析回答了第三个问题，包括固定的董事会水平效应，它估计了董事会特征、控制特征和与感兴趣的活动相关的因变量之间的单位内关联。数据收集和分析:我们的样本包括监督美国大学协会(Association of American Universities)成员的54个董事会。数据是在1985年至2015年之间以10年为单位编制的。大学董事会的历史数据是使用标准普尔公司、董事和高管登记册和Capital IQ个人情报数据库创建的，这两个数据库都提供了在特定时间(例如，1985年和1995年)关于个人受托人的隶属关系的时间验证数据。我们将这些数据与从现有二手数据源中提取的大学特征信息合并。发现:与其他分析一致，随着时间的推移，抽样董事会与其他领域的组织联系越来越紧密。1995年至2015年期间，联系增长尤为迅速，与金融业的联系增长尤为显著。在推论分析中，与外部组织联系的总数与出版物总数的增加和生物科学出版物的份额有关。董事会特征与其他变量(如捐赠增长)的变化无关。结论/建议:我们的研究结果表明，董事会特征更有可能与某些大学活动联系在一起。目前尚不清楚为什么会出现这种情况。因此，我们的论文为未来研究个人受托人可能直接协调、间接促进或因其与特定外部组织的联系而被选择的方式奠定了重要的基础。
{"title":"University Board Connectivity, Finances, and Research Production, 1985–2015","authors":"Barrett J. Taylor, S. Barringer, Sheila S. Slaughter","doi":"10.1177/01614681221126007","DOIUrl":"https://doi.org/10.1177/01614681221126007","url":null,"abstract":"Background/context: A growing body of evidence indicates that trustees link the boards of research universities to organizations in other fields. It is less clear whether these board characteristics indicate distinct university contexts with which particular activities would be associated. Research questions: We ask three questions. The first two are descriptive and focus attention on the changing characteristics of university boards: How do boards tie universities to other sectors of society? How has the composition of these ties changed over time? The third is inferential and attends to possible relationships between board characteristics and university activities over time: Are there relationships between board ties to external organizations and university activities? Research design: We answered our first two questions using descriptive analyses. We answered the third question using regression analyses, inclusive of fixed board-level effects, which estimated the within-unit association among board characteristics, control characteristics, and the dependent variables associated with activities of interest. Data collection and analysis: Our sample consisted of the 54 boards that oversaw members of the Association of American Universities. Data were compiled in 10-year increments between 1985 and 2015. Historical data on university boards were created using Standard and Poor’s Register of Corporations, Directors, and Executives and the Capital IQ Personal Intelligence database, both of which provided time-verified data about the affiliations of individual trustees at a given moment in time (e.g., 1985, 1995). We merged these data with information on university characteristics drawn from existing secondary data sources. Findings: Consistent with other analyses, sampled boards were increasingly connected to organizations in other fields over time. Connections grew especially rapidly between 1995 and 2015, with particularly notable growth in ties to the finance industry. In inferential analyses, the total number of ties to external organizations was associated with increases in total publications and with the share of publications in the biological sciences. Board characteristics were not associated with variation in other variables (e.g., endowment growth). Conclusions/recommendations: Our findings suggest that board characteristics are more likely to be associated with some university activities than others. It is less clear why this is the case. Our paper therefore lays important groundwork for future research on the ways in which individual trustees may directly coordinate, indirectly facilitate, or be selected because of their ties to particular external organizations.","PeriodicalId":22248,"journal":{"name":"Teachers College Record: The Voice of Scholarship in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91228745","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 : 2022-09-01DOI: 10.1177/01614681221132942
A. Kaneria, G. Kasun, Beth W. Marks
Background: Little research on Latinx students studying abroad has explored the historic sensibilities they bring to their experiences abroad related to their bordered realities. Research Purpose and Question: This study explores the experiences of Latinx students in one Mexico study abroad class session through the lenses of border theory and Anzaldúan theory. The research question was: What are the experiences of Latinx students as they reflect on their unique participation in a heritage study abroad program, particularly their understanding of the metaphorical “in between” space at borders? Participants: The participants were nine Latinx students. Research Design: The study used a qualitative research design. Findings: Our data analysis revealed two primary findings. First, the students were heavily engaged in nepantla (living in the liminal in-between) as part of the study abroad process. Second, the students experienced connection as nepantleras. The students’ expressions of nepantla were experiences of self-awareness around their guilt and grief. Their nepantlera connection was with themselves; their language, culture, and identity; the group; and their families, in spirit and in the flesh. Conclusions and Recommendations: As the students allowed themselves to talk about, reflect on, and process their feelings, they were planting the seeds for transformation and healing. Because of their facultad (gift of awareness) as nepantleras (bridge builders), we observed the students create bridges not only for their conflicting feelings, but also for their families’ interactions and experiences, all of which were painful and challenging for them. Gaining experiences of connection and strengthening their connectionist facultad provided the students with the opportunity to internalize and embody community building while their facultad gave them an awareness to begin their personal transformations. We argue gaining the lived experience of building community through a connectionist facultad has the potential for the students in this program to create transformative spaces and experiences with their families and their local communities. For K–12 and U.S.-based higher education, our findings support the implementation of ethnic studies and critical multicultural curricula not only to attend to guilt that may be experienced by Latinx youth, but also as a remedy for the disconnect many feel toward their heritage. For directors and researchers of study abroad, we suggest examining both the demographics of the countries where students study and the demographics of the participants in the study abroad group to determine how this influences the students’ feelings and interactions and to guide program development.
{"title":"“Why Am I the One Who Gets to Go to Mexico?”: Nepantlera Bridging Among Latinx Students in a Decolonial Study Abroad Program","authors":"A. Kaneria, G. Kasun, Beth W. Marks","doi":"10.1177/01614681221132942","DOIUrl":"https://doi.org/10.1177/01614681221132942","url":null,"abstract":"Background: Little research on Latinx students studying abroad has explored the historic sensibilities they bring to their experiences abroad related to their bordered realities. Research Purpose and Question: This study explores the experiences of Latinx students in one Mexico study abroad class session through the lenses of border theory and Anzaldúan theory. The research question was: What are the experiences of Latinx students as they reflect on their unique participation in a heritage study abroad program, particularly their understanding of the metaphorical “in between” space at borders? Participants: The participants were nine Latinx students. Research Design: The study used a qualitative research design. Findings: Our data analysis revealed two primary findings. First, the students were heavily engaged in nepantla (living in the liminal in-between) as part of the study abroad process. Second, the students experienced connection as nepantleras. The students’ expressions of nepantla were experiences of self-awareness around their guilt and grief. Their nepantlera connection was with themselves; their language, culture, and identity; the group; and their families, in spirit and in the flesh. Conclusions and Recommendations: As the students allowed themselves to talk about, reflect on, and process their feelings, they were planting the seeds for transformation and healing. Because of their facultad (gift of awareness) as nepantleras (bridge builders), we observed the students create bridges not only for their conflicting feelings, but also for their families’ interactions and experiences, all of which were painful and challenging for them. Gaining experiences of connection and strengthening their connectionist facultad provided the students with the opportunity to internalize and embody community building while their facultad gave them an awareness to begin their personal transformations. We argue gaining the lived experience of building community through a connectionist facultad has the potential for the students in this program to create transformative spaces and experiences with their families and their local communities. For K–12 and U.S.-based higher education, our findings support the implementation of ethnic studies and critical multicultural curricula not only to attend to guilt that may be experienced by Latinx youth, but also as a remedy for the disconnect many feel toward their heritage. For directors and researchers of study abroad, we suggest examining both the demographics of the countries where students study and the demographics of the participants in the study abroad group to determine how this influences the students’ feelings and interactions and to guide program development.","PeriodicalId":22248,"journal":{"name":"Teachers College Record: The Voice of Scholarship in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75202997","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 : 2022-08-01DOI: 10.1177/01614681221126243
J. Skelton
Background/Context: This article is drawn from a doctoral research study that involved co-research between as adult trans academic and their child, a nonbinary 11-year-old. It mounts an epistemic challenge to education that assumes children to be cis, and either boys or girls. GIaNT children (Gender Independent, and Nonbinary, Trans) are often talked about but seldom directly engaged about their wants and desires in education, but my study addresses this problem and centers their agency. Purpose/Research Question/Focus of Study: The purpose of the study was to generate knowledge and insight into how 2SLGBTQ children, and children from 2SLGBTQ families, envision education spaces and programs that meet their needs. It also investigates the potentiality and significance of a parent-and-child researcher team to engage caregivers and children in co-imagining liberatory education spaces as 2SLGBTQ cultural spaces. Participants: Participants were 17 children (ages 4–12 years) and 12 adults from 11 households; the focus in this article is on the 12 children who identified their gender as other than cis. Research Design: A qualitative, arts-based participatory research methodology was employed. While the parent-child research team of a trans adult and a nonbinary 11-year-old conducted semi-structured interviews with both children and parents, the focus in this article is on the former. Participants were also invited to draw their ideal learning space. Interviews were video recorded, transcribed, and coded. Findings/Results: GIaNT children in this study desired learning spaces that are ready for them, that affirm their self-assigned genders, and that understand that people define their own genders. They wanted to be believed as who they said they were. They wanted safe access to bathrooms and schools to be communities, not just places of learning, and they recognized that learning happens outside of school. They desired an end to gender policing in schools, and in online learning, participants wanted schools that were safe and celebratory of all their identities and of all their peers. They wanted schools that are antiracist and decolonizing, that practice universal access, that teach queer and trans history and culture, and that provide meals and transportation. Conclusions/Recommendations: The study highlighted the creative potentialities of GIaNT children to provide generative insights into gender-affirming school spaces. It advocates for children to be engaged in processes of creating their own learning experiences. GIaNT children called for schools to be more equitable, antiracist, and decolonizing, committed to practicing universal access, teaching queer and trans history and culture, and providing meals and transportation.
{"title":"Schools Often Fail to Expect Trans and Nonbinary Elementary Children: What Gender Independent, Nonbinary, and Trans Children Desire","authors":"J. Skelton","doi":"10.1177/01614681221126243","DOIUrl":"https://doi.org/10.1177/01614681221126243","url":null,"abstract":"Background/Context: This article is drawn from a doctoral research study that involved co-research between as adult trans academic and their child, a nonbinary 11-year-old. It mounts an epistemic challenge to education that assumes children to be cis, and either boys or girls. GIaNT children (Gender Independent, and Nonbinary, Trans) are often talked about but seldom directly engaged about their wants and desires in education, but my study addresses this problem and centers their agency. Purpose/Research Question/Focus of Study: The purpose of the study was to generate knowledge and insight into how 2SLGBTQ children, and children from 2SLGBTQ families, envision education spaces and programs that meet their needs. It also investigates the potentiality and significance of a parent-and-child researcher team to engage caregivers and children in co-imagining liberatory education spaces as 2SLGBTQ cultural spaces. Participants: Participants were 17 children (ages 4–12 years) and 12 adults from 11 households; the focus in this article is on the 12 children who identified their gender as other than cis. Research Design: A qualitative, arts-based participatory research methodology was employed. While the parent-child research team of a trans adult and a nonbinary 11-year-old conducted semi-structured interviews with both children and parents, the focus in this article is on the former. Participants were also invited to draw their ideal learning space. Interviews were video recorded, transcribed, and coded. Findings/Results: GIaNT children in this study desired learning spaces that are ready for them, that affirm their self-assigned genders, and that understand that people define their own genders. They wanted to be believed as who they said they were. They wanted safe access to bathrooms and schools to be communities, not just places of learning, and they recognized that learning happens outside of school. They desired an end to gender policing in schools, and in online learning, participants wanted schools that were safe and celebratory of all their identities and of all their peers. They wanted schools that are antiracist and decolonizing, that practice universal access, that teach queer and trans history and culture, and that provide meals and transportation. Conclusions/Recommendations: The study highlighted the creative potentialities of GIaNT children to provide generative insights into gender-affirming school spaces. It advocates for children to be engaged in processes of creating their own learning experiences. GIaNT children called for schools to be more equitable, antiracist, and decolonizing, committed to practicing universal access, teaching queer and trans history and culture, and providing meals and transportation.","PeriodicalId":22248,"journal":{"name":"Teachers College Record: The Voice of Scholarship in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83543037","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 : 2022-08-01DOI: 10.1177/01614681221125531
Clare Bartholomaeus, D. Riggs
This commentary reflects on what it means to have a mandatory policy for supporting trans students in education settings, drawing on the South Australian context. The authors argue that for policy to be productive, it needs to move beyond a document to being implemented in practice.
{"title":"Trans Students, Mandatory Policy, and the South Australian Context: What Can a Policy Do?","authors":"Clare Bartholomaeus, D. Riggs","doi":"10.1177/01614681221125531","DOIUrl":"https://doi.org/10.1177/01614681221125531","url":null,"abstract":"This commentary reflects on what it means to have a mandatory policy for supporting trans students in education settings, drawing on the South Australian context. The authors argue that for policy to be productive, it needs to move beyond a document to being implemented in practice.","PeriodicalId":22248,"journal":{"name":"Teachers College Record: The Voice of Scholarship in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80953718","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 : 2022-08-01DOI: 10.1177/01614681221124198
Lee Airton, K. Martin
In this commentary, the authors show that teacher education’s mundane—ordinary and unremarkable—demands of all teacher candidates may require transgender and/or gender nonconforming candidates to harm themselves through “non-decisions”: acts of harm to one’s self that would be unthinkable as explicit requests from program faculty or staff, but that these candidates nevertheless undertake, driven to believe they are necessary to become a teacher. The included non-decision examples all link in some way with invocations of “professionalism” in the daily life of teacher education programs.
{"title":"How Teacher Education Mundanely Yet Profoundly Fails Transgender and/or Gender Nonconforming Candidates","authors":"Lee Airton, K. Martin","doi":"10.1177/01614681221124198","DOIUrl":"https://doi.org/10.1177/01614681221124198","url":null,"abstract":"In this commentary, the authors show that teacher education’s mundane—ordinary and unremarkable—demands of all teacher candidates may require transgender and/or gender nonconforming candidates to harm themselves through “non-decisions”: acts of harm to one’s self that would be unthinkable as explicit requests from program faculty or staff, but that these candidates nevertheless undertake, driven to believe they are necessary to become a teacher. The included non-decision examples all link in some way with invocations of “professionalism” in the daily life of teacher education programs.","PeriodicalId":22248,"journal":{"name":"Teachers College Record: The Voice of Scholarship in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87841589","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 : 2022-08-01DOI: 10.1177/01614681221124194
E. Blair, Sherry L. Deckman
Many teacher education programs are committed to social justice. This commentary argues that gender-expansive education—teaching that opens up, democratizes, and complicates our understandings of gender, gender identity, and gendered embodiment in our classrooms in ways that make space for all kinds of students—must be meaningfully, intersectionally included in teacher education that aims to promote equity, democracy, and freedom through schooling. We suggest ways that teacher education programs can leverage many of the critical skills and dispositions already cultivated in social justice education to integrate gender-expansive perspectives throughout their curriculum.
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Pub Date : 2022-08-01DOI: 10.1177/01614681221121710
J. Ullman
Background/Context: In recent years, numerous, ongoing moral panics with respect to the acknowledgment of gender and sexuality diversity within curriculum/policies have done considerable damage to Australian educators’ confidence and capacity to support gender and sexuality diverse students. Trans/gender-diverse students have been specifically targeted during this period. Purpose: Cisnormative microaggressions are a pervasive element of the Australian school climate, impacting trans/gender-diverse students’ relationships with school-based adults and peers and their experiences of schooling more broadly. This article seeks to contribute to scholarship exploring school well-being for trans/gender-diverse students, inclusive of students’ sense of their teachers’ concern for their personal and academic well-being, and its relationship to students’ perceptions of their school climate. Participants: This article explores data from trans/gender-diverse participants (n = 685) in the 2021 Free2Be. . .Yet? Australian national online survey of gender and sexuality diverse high school students in Grades/Years 7–12. Research Design: Using students’ self-reported data on selected quantitative measures of school climate with respect to gender and sexuality diversity, alongside perceptions of teacher concern and expectations for success, as selected indicators of school-based well-being, this research sought to identify these variables’ predictive impact on students’ sense of belonging at school. Conclusion: Multiple regression analyses revealed the influence of an accepting and supportive schooling environment for gender and sexuality diversity on trans/gender-diverse students’ sense of school belonging, explaining additional factor variance beyond included demographic factors or students’ sense of teacher concern and expectations. Findings add to the body of existing literature recommending professional development for educators that interrogates and seeks to redress both structural and interpersonal cisnormative microaggressions and articulates the need for gender expansiveness.
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Pub Date : 2022-08-01DOI: 10.1177/01614681221121521
E. Payne, M. Smith
Context: This research contributes to a growing body of scholarship on affirming and accommodating transgender and gender-diverse students in elementary school spaces by exploring how institutional resistance to gender-inclusive practices manifested in a single rural school district. Purpose/Objective/Research Question/Focus of Study: The study was shaped by the following questions: (1) How is “successful” support of a transgender child defined by the educators who worked with a child as her gender identity and expression changed? (2) What were the educators’ strategies for facilitating the student’s in-school transition? (3) What (if any) actions were taken to recognize or affirm gender diversity? This article focuses on one educator advocate’s experiences navigating a district administrator’s expressions of discomfort with transgender inclusion, which he deployed in situations in which he believed proposals for gender-inclusive policies and practices were “running wild” and too far from the institutional status quo. Participants: Interview participants were school personnel, including administrators, teachers, and counselors, who worked in the school while the child was in kindergarten through third grade, and the student’s mother. Research Design: Eleven interviews were conducted. Limited observation included a school assembly focused on learning to accept differences and observation of gendered images throughout the school building. A semi-structured interview protocol was used that included questions about (1) first learning of the presence of a transgender child; (2) the process for learning about transgender identity; (3) implementing procedures for including and accommodating the transgender student; (4) integrating gender differences into the curriculum; (5) discussing gender differences with students; and (6) perceptions of the school district’s success in working with the transgender student and her family. Interview questions were designed to encourage descriptive accounts in which participants describe what happened, their interpretation of the events, and their understanding of their own positions within the events. Conclusions: This study addresses how discomfort serves as a socially acceptable narrative for school personnel to prioritize the (actual or perceived) feelings of cisgender adults and children over the needs of transgender students.
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