Pub Date : 2024-11-01Epub Date: 2022-09-18DOI: 10.1177/00420859221125704
Ijeoma Opara, Daneele Thorpe, David T Lardier
Leveraging publicly available data about schools' absenteeism from the New Jersey Department of Education, the present study examined how neighborhood-level resource deprivation and violent crime related to chronic absenteeism in Passaic County's elementary, middle, and high schools. Results highlighted geographic disparities in Passaic County, New Jersey, whereby predominantly racial/ethnic, under-resourced, communities of color have significantly greater levels of resource deprivation and threat. Additionally, greater neighborhood-level resource deprivation and neighborhood violent crime were associated with higher rates and trajectories of absenteeism across three academic school years. These findings highlight the importance of considering neighborhood context in absenteeism prevention programs.
{"title":"School Absenteeism and Neighborhood Deprivation and Threat: Utilizing the Child Opportunity Index to Assess for Neighborhood-Level Disparities in Passaic County, NJ.","authors":"Ijeoma Opara, Daneele Thorpe, David T Lardier","doi":"10.1177/00420859221125704","DOIUrl":"10.1177/00420859221125704","url":null,"abstract":"<p><p>Leveraging publicly available data about schools' absenteeism from the New Jersey Department of Education, the present study examined how neighborhood-level resource deprivation and violent crime related to chronic absenteeism in Passaic County's elementary, middle, and high schools. Results highlighted geographic disparities in Passaic County, New Jersey, whereby predominantly racial/ethnic, under-resourced, communities of color have significantly greater levels of resource deprivation and threat. Additionally, greater neighborhood-level resource deprivation and neighborhood violent crime were associated with higher rates and trajectories of absenteeism across three academic school years. These findings highlight the importance of considering neighborhood context in absenteeism prevention programs.</p>","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"38 1","pages":"2738-2766"},"PeriodicalIF":1.7,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11636610/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77838410","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-18DOI: 10.1177/00420859241279453
Meghan Comstock
Education scholars argue that the term “achievement gap” promotes deficit orientations toward certain students of color, focuses the field on individualistic rather than structural sources of inequality, and narrows viable policy solutions for equity concerns. Using a randomized survey, I examine whether the term “racial opportunity gap” mitigates critiques of the achievement gap term. I find that teachers responding to this language less strongly attributed the gap to individual characteristics—student motivation, student effort, and parenting—and more strongly prioritized incorporating students’ racial/ethnic and cultural identities into instruction to address the gap than teachers responding to “racial achievement gap” language.
{"title":"Gaps in Achievement or Opportunity? How Achievement Gap Discourse Affects Teachers’ Beliefs and Priorities","authors":"Meghan Comstock","doi":"10.1177/00420859241279453","DOIUrl":"https://doi.org/10.1177/00420859241279453","url":null,"abstract":"Education scholars argue that the term “achievement gap” promotes deficit orientations toward certain students of color, focuses the field on individualistic rather than structural sources of inequality, and narrows viable policy solutions for equity concerns. Using a randomized survey, I examine whether the term “racial opportunity gap” mitigates critiques of the achievement gap term. I find that teachers responding to this language less strongly attributed the gap to individual characteristics—student motivation, student effort, and parenting—and more strongly prioritized incorporating students’ racial/ethnic and cultural identities into instruction to address the gap than teachers responding to “racial achievement gap” language.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"43 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142255393","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-18DOI: 10.1177/00420859241279450
Andrew F. Miller, Kierstin Giunco, Maria A. Moreno Vera, Audrey A. Friedman, Charles T. Cownie, Myra Rosen-Reynoso, Annie Smith
There has been little research examining how decentralized Catholic diocesan systems have worked toward their stated system-wide goal of keeping urban Catholic schools sustainable. Through a new qualitative analysis of interviews with Catholic school and system leaders, we demonstrate in this article how leaders agreed about the issues preventing urban Catholic elementary schools from becoming operationally sustainable but disagreed about potential solutions to this problem. Our findings indicate these leaders believed decentralized systems constrained their ability to pursue coherent system-wide reforms. We connect these findings to broader calls for decentralization in large urban systems attempting to pursue educational equity initiatives.
{"title":"Can Decentralized School Systems Pursue Common Ends? An Analysis of Urban Catholic School and System Leaders’ Perceptions of Reform","authors":"Andrew F. Miller, Kierstin Giunco, Maria A. Moreno Vera, Audrey A. Friedman, Charles T. Cownie, Myra Rosen-Reynoso, Annie Smith","doi":"10.1177/00420859241279450","DOIUrl":"https://doi.org/10.1177/00420859241279450","url":null,"abstract":"There has been little research examining how decentralized Catholic diocesan systems have worked toward their stated system-wide goal of keeping urban Catholic schools sustainable. Through a new qualitative analysis of interviews with Catholic school and system leaders, we demonstrate in this article how leaders agreed about the issues preventing urban Catholic elementary schools from becoming operationally sustainable but disagreed about potential solutions to this problem. Our findings indicate these leaders believed decentralized systems constrained their ability to pursue coherent system-wide reforms. We connect these findings to broader calls for decentralization in large urban systems attempting to pursue educational equity initiatives.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"34 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142268912","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-14DOI: 10.1177/00420859241279457
Melanie Bertrand, Thainá Ferrari Deolindo, Leyda W. Garcia, Ashley D. Domínguez
Research has shown that youth participation in school decision-making is hindered by both racism and adultism. However, less is known about the implications of intersecting forms of injustice for youth leadership to advance social justice. We address this area using the lens of intersectionality in a qualitative study of youth leadership at a school in an urban area. Our findings point to the complexity of representation in youth leadership, considering the intersections of not only age and race but also disability and language. Ultimately, our research indicates that efforts to increase youth influence should consider intersectionality.
{"title":"Youth Leadership and Intersectionality: Which Youth Have a Say in School Decision-Making?","authors":"Melanie Bertrand, Thainá Ferrari Deolindo, Leyda W. Garcia, Ashley D. Domínguez","doi":"10.1177/00420859241279457","DOIUrl":"https://doi.org/10.1177/00420859241279457","url":null,"abstract":"Research has shown that youth participation in school decision-making is hindered by both racism and adultism. However, less is known about the implications of intersecting forms of injustice for youth leadership to advance social justice. We address this area using the lens of intersectionality in a qualitative study of youth leadership at a school in an urban area. Our findings point to the complexity of representation in youth leadership, considering the intersections of not only age and race but also disability and language. Ultimately, our research indicates that efforts to increase youth influence should consider intersectionality.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"13 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142255394","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-26DOI: 10.1177/00420859241258174
Natacha Ndabahagamye Jones, Jennifer Keys Adair
Black girls’ schooling experiences and capabilities are understudied. Their brilliance eludes neoliberal early childhood contexts characterized by control, standardization, hyper-individualism, and antiblackness. This article builds on Black Girlhood frameworks and Engaged Pedagogy to center 11 Black girls in three Texas PreK classrooms. In a secondary analysis of video-data from two large-scale video-cued ethnographies, we documented their capabilities, versatility, and consistency in building community with their classmates for interdisciplinary knowledge-making and enjoyment. Our findings reveal that context impacted how Black girls’ endeavors were received and which capabilities they could fully embody and share. We identify community, play, and joy as essential emancipatory avenues for learning.
{"title":"Black Girl Joy (Un)Interrupted: Recognizing and Nurturing Black Girls' Community-Building Capabilities in the Early Grades","authors":"Natacha Ndabahagamye Jones, Jennifer Keys Adair","doi":"10.1177/00420859241258174","DOIUrl":"https://doi.org/10.1177/00420859241258174","url":null,"abstract":"Black girls’ schooling experiences and capabilities are understudied. Their brilliance eludes neoliberal early childhood contexts characterized by control, standardization, hyper-individualism, and antiblackness. This article builds on Black Girlhood frameworks and Engaged Pedagogy to center 11 Black girls in three Texas PreK classrooms. In a secondary analysis of video-data from two large-scale video-cued ethnographies, we documented their capabilities, versatility, and consistency in building community with their classmates for interdisciplinary knowledge-making and enjoyment. Our findings reveal that context impacted how Black girls’ endeavors were received and which capabilities they could fully embody and share. We identify community, play, and joy as essential emancipatory avenues for learning.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"37 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141773222","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-25DOI: 10.1177/00420859241258144
Martez Files, T. Elon Dancy, Tonya B. Perry, Gwendolyn Eskridge Dancy
In this study, two Black sons engage with their mothers’ memories as educational life practice. Using endarkened feminist methodology and BlackCrit feminist theory, we explore the impact of Black mothers’ lives and educational journeys on the constructions of Black sons’ masculinities. We examine Black mother/son relationships within the context of slavery's afterlife, particularly how these relationships map knowledges of structural suffering and insurgent possibilities. Drawing upon the transformative power of Black motherwit, this scholarship emphasizes the need for revolutionary scripts in either cultivating a Black liberatory masculinity or abandoning masculinity projects altogether toward Black freedom aims.
{"title":"Black Sons to Mothers: Memory, Mothering, and Masculinity “in the Wake”","authors":"Martez Files, T. Elon Dancy, Tonya B. Perry, Gwendolyn Eskridge Dancy","doi":"10.1177/00420859241258144","DOIUrl":"https://doi.org/10.1177/00420859241258144","url":null,"abstract":"In this study, two Black sons engage with their mothers’ memories as educational life practice. Using endarkened feminist methodology and BlackCrit feminist theory, we explore the impact of Black mothers’ lives and educational journeys on the constructions of Black sons’ masculinities. We examine Black mother/son relationships within the context of slavery's afterlife, particularly how these relationships map knowledges of structural suffering and insurgent possibilities. Drawing upon the transformative power of Black motherwit, this scholarship emphasizes the need for revolutionary scripts in either cultivating a Black liberatory masculinity or abandoning masculinity projects altogether toward Black freedom aims.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"126 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141773223","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-28DOI: 10.1177/00420859241258194
M. Billye Sankofa Waters
{"title":"When and Where We Enter: Introduction to the Special Issue","authors":"M. Billye Sankofa Waters","doi":"10.1177/00420859241258194","DOIUrl":"https://doi.org/10.1177/00420859241258194","url":null,"abstract":"","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"2016 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141168265","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-18DOI: 10.1177/00420859241244757
Jill Harrison Berg, Benjamin D. Parad
While instructional inequity persists throughout U.S. schools, urban schools serving students with a wide array of out-of-school factors that affect their schooling are especially challenged to ensure that Black and Brown students receive what they need to learn as consistently as white students do. Critical race theory helps explain why this inequity exists but does not explain how educators can address it. Drawing upon this theory and our experience with school-based Instructional Leadership Teams (ILTs), we use literature on transformational change, distributed leadership, and organizational learning to propose conditions under which ILTs can be engines for instructional equity.
{"title":"Advancing Equity Through Instructional Leadership Teams: A Theoretical Model","authors":"Jill Harrison Berg, Benjamin D. Parad","doi":"10.1177/00420859241244757","DOIUrl":"https://doi.org/10.1177/00420859241244757","url":null,"abstract":"While instructional inequity persists throughout U.S. schools, urban schools serving students with a wide array of out-of-school factors that affect their schooling are especially challenged to ensure that Black and Brown students receive what they need to learn as consistently as white students do. Critical race theory helps explain why this inequity exists but does not explain how educators can address it. Drawing upon this theory and our experience with school-based Instructional Leadership Teams (ILTs), we use literature on transformational change, distributed leadership, and organizational learning to propose conditions under which ILTs can be engines for instructional equity.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"14 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140630358","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-15DOI: 10.1177/00420859241244770
Dabin Hwang, Rebekah Levine Coley
Extending work documenting historical resource inequities across U.S. schools, we examined how school financial and social resources mediate the relationship between family income and student achievement, and tested how these associations varied by race and ethnicity. Merging administrative school data sources to a nationally representative sample of U.S. elementary students, and employing structural equation modeling, we found that family income selected all children into more highly socially resourced schools, with significantly stronger effects for White children relative to students of color. Contrary to expectations, school financial and social resources were not significantly associated overall with achievement.
{"title":"Examining How School Resources Contribute to Income Achievement Disparities Across Race and Ethnicity","authors":"Dabin Hwang, Rebekah Levine Coley","doi":"10.1177/00420859241244770","DOIUrl":"https://doi.org/10.1177/00420859241244770","url":null,"abstract":"Extending work documenting historical resource inequities across U.S. schools, we examined how school financial and social resources mediate the relationship between family income and student achievement, and tested how these associations varied by race and ethnicity. Merging administrative school data sources to a nationally representative sample of U.S. elementary students, and employing structural equation modeling, we found that family income selected all children into more highly socially resourced schools, with significantly stronger effects for White children relative to students of color. Contrary to expectations, school financial and social resources were not significantly associated overall with achievement.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"13 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140569218","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-13DOI: 10.1177/00420859241244774
Van T. Lac, Bianca Sulaica, Bianca Zapata
This qualitative study centers on interview data from ten Mexican American aspiring school leaders as they developed their racial literacy across two sociocultural foundations courses in a principal preparation program at a Hispanic Serving Institution in South Texas. The theoretical perspectives framing this study include notions of racial literacy and the subtractive schooling of Mexican school children in the United States. Findings illustrate how coursework strengthened Mexican American participants’ racial literacy in several ways. The discussion elaborates on racial literacy from theory to practice and the contextual elements that promote anti-racial literacy in P-20 settings in South Texas.
{"title":"“It Wasn’t Just in My Head”: A Qualitative Study on Nurturing the Racial Literacy of Mexican American Aspiring School Leaders in South Texas","authors":"Van T. Lac, Bianca Sulaica, Bianca Zapata","doi":"10.1177/00420859241244774","DOIUrl":"https://doi.org/10.1177/00420859241244774","url":null,"abstract":"This qualitative study centers on interview data from ten Mexican American aspiring school leaders as they developed their racial literacy across two sociocultural foundations courses in a principal preparation program at a Hispanic Serving Institution in South Texas. The theoretical perspectives framing this study include notions of racial literacy and the subtractive schooling of Mexican school children in the United States. Findings illustrate how coursework strengthened Mexican American participants’ racial literacy in several ways. The discussion elaborates on racial literacy from theory to practice and the contextual elements that promote anti-racial literacy in P-20 settings in South Texas.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"17 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140569217","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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