Pub Date : 2024-04-13DOI: 10.1177/00420859241244768
Gabriel Velez, Verónica Mancheno, Saúl López
Urban minoritized students often face a multitude of systemic challenges that play out in their statistical outcomes. Still, they are also surrounded by cultural, family, and community resources, supports, and funds of knowledge. In this manuscript, we present a methodology for a community-engaged process to urban educational ecosystems as a first step in promoting systems change. We describe the need consider systems, and then discuss our work in mapping the ecosystem of supports for Black and Latino/a students in Milwaukee. Our aim is to present an adaptable model for other scholars and findings from our own engagement with the process.
{"title":"Mapping Ecosystems: Building an Understanding of an Urban Network of Supports and Resources for Black and Latino/a Students","authors":"Gabriel Velez, Verónica Mancheno, Saúl López","doi":"10.1177/00420859241244768","DOIUrl":"https://doi.org/10.1177/00420859241244768","url":null,"abstract":"Urban minoritized students often face a multitude of systemic challenges that play out in their statistical outcomes. Still, they are also surrounded by cultural, family, and community resources, supports, and funds of knowledge. In this manuscript, we present a methodology for a community-engaged process to urban educational ecosystems as a first step in promoting systems change. We describe the need consider systems, and then discuss our work in mapping the ecosystem of supports for Black and Latino/a students in Milwaukee. Our aim is to present an adaptable model for other scholars and findings from our own engagement with the process.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"27 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140569216","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 : 2024-04-12DOI: 10.1177/00420859241244752
Annie Daly, Saba Khan Vlach, Susan Tily, Jessi Murdter-Atkinson, Beth Maloch
We examined how three early career teachers of color (TOC) experienced mentoring with white mentors in a university-based induction program within a large urban school district. We found cross-racial pairs privileged whiteness by pursuing “success” through standardized teaching methods (e.g., classroom management) while also avoiding discussions about race, leaving little space or reason to address the overt forms of racism mentees experienced during their first year of teaching. Our findings highlight the need to bring race and racism to the forefront of university-based mentoring to address the harm early career TOC experience in entering a profession dominated by whiteness.
{"title":"“I Never Explicitly Brought That Up to My Mentor”: Early Career Teachers of Color Navigating Whiteness With White Mentors in a University-Based Induction Program","authors":"Annie Daly, Saba Khan Vlach, Susan Tily, Jessi Murdter-Atkinson, Beth Maloch","doi":"10.1177/00420859241244752","DOIUrl":"https://doi.org/10.1177/00420859241244752","url":null,"abstract":"We examined how three early career teachers of color (TOC) experienced mentoring with white mentors in a university-based induction program within a large urban school district. We found cross-racial pairs privileged whiteness by pursuing “success” through standardized teaching methods (e.g., classroom management) while also avoiding discussions about race, leaving little space or reason to address the overt forms of racism mentees experienced during their first year of teaching. Our findings highlight the need to bring race and racism to the forefront of university-based mentoring to address the harm early career TOC experience in entering a profession dominated by whiteness.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"31 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140569131","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 : 2024-04-05DOI: 10.1177/00420859241244773
Amy J. Heineke, Kristin J. Davin
The Seal of Biliteracy (SoBL) is a language education policy adopted by states to recognize students’ biliteracy. Originally implemented in high schools to recognize graduating seniors, the initiative also includes pathway awards, which can be implemented in earlier grades to promote lengthier language study and increase biliteracy attainment. This qualitative case study investigates the K-12 implementation of SoBL and pathway recognitions in the urban-intensive context of the Chicago Public Schools. Drawing from documentation and interviews with district- and school-level stakeholders, this research uncovers the nuanced policy work to promote, assess, and recognize biliteracy in a district with 322,000 students.
{"title":"Pathways to Biliteracy: Investigating the Implementation of the Seal of Biliteracy in Elementary and Secondary Schools in Chicago","authors":"Amy J. Heineke, Kristin J. Davin","doi":"10.1177/00420859241244773","DOIUrl":"https://doi.org/10.1177/00420859241244773","url":null,"abstract":"The Seal of Biliteracy (SoBL) is a language education policy adopted by states to recognize students’ biliteracy. Originally implemented in high schools to recognize graduating seniors, the initiative also includes pathway awards, which can be implemented in earlier grades to promote lengthier language study and increase biliteracy attainment. This qualitative case study investigates the K-12 implementation of SoBL and pathway recognitions in the urban-intensive context of the Chicago Public Schools. Drawing from documentation and interviews with district- and school-level stakeholders, this research uncovers the nuanced policy work to promote, assess, and recognize biliteracy in a district with 322,000 students.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"55 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140569212","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}
The school closures due to the COVID-19 pandemic disrupted the work and home lives of families. Drawing on data from 19 interviews with Brazilian and non-Brazilian mothers in one urban elementary school, we explore how mothers negotiated their roles as caregivers, breadwinners, and teachers during this unprecedented time. Braiding Oliveira's concept of the currency of love with Yosso's concept of community cultural wealth, we argue that mothers across immigrant, cultural, and socioeconomic lines enacted similar care practices to sustain their children's learning. This study advances the literature by illuminating the sometimes invisible efforts of mothers to nurture their children's schooling.
COVID-19 大流行导致学校关闭，扰乱了家庭的工作和家庭生活。通过对一所城市小学的巴西籍和非巴西籍母亲的 19 次访谈，我们探讨了在这一前所未有的时期，母亲们是如何协商她们作为照顾者、养家糊口者和教师的角色的。将奥利维拉（Oliveira）的 "爱的货币"（currency of love）概念与尤索（Yosso）的 "社区文化财富"（community cultural wealth）概念相结合，我们认为，不同移民、文化和社会经济背景的母亲们采取了类似的照顾方式来维持孩子们的学习。这项研究阐明了母亲们为子女的学业付出的有时是无形的努力，从而推动了相关文献的发展。
{"title":"A Currency of Love: Illuminating Motherhood Across Immigrant, Cultural, and Socioeconomic Lines During COVID-19","authors":"Marisa Segel, Eunhye Flavin, Haylea Hubacz, Gabrielle Oliveira","doi":"10.1177/00420859241244769","DOIUrl":"https://doi.org/10.1177/00420859241244769","url":null,"abstract":"The school closures due to the COVID-19 pandemic disrupted the work and home lives of families. Drawing on data from 19 interviews with Brazilian and non-Brazilian mothers in one urban elementary school, we explore how mothers negotiated their roles as caregivers, breadwinners, and teachers during this unprecedented time. Braiding Oliveira's concept of the currency of love with Yosso's concept of community cultural wealth, we argue that mothers across immigrant, cultural, and socioeconomic lines enacted similar care practices to sustain their children's learning. This study advances the literature by illuminating the sometimes invisible efforts of mothers to nurture their children's schooling.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"19 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140569136","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 : 2024-04-04DOI: 10.1177/00420859241244765
Alexander Nguyen, Noah Borrero
In 2030 Ethnic Studies will be a required course for all high schoolers in California's public schools. This paper examines the opportunities and challenges of this milestone and how the future of Ethnic Studies can impact the U.S. education system as a whole. Through highlighting the history of Ethnic Studies and presenting the perspectives of eight early career Ethnic Studies teachers and counselors, this study showcases the importance of Ethnic Studies in providing spaces for students of Color to see themselves in school curricula, build community, and envision substantive change through their teaching.
{"title":"A New Era for Ethnic Studies: Hearing From Early-Career Educators","authors":"Alexander Nguyen, Noah Borrero","doi":"10.1177/00420859241244765","DOIUrl":"https://doi.org/10.1177/00420859241244765","url":null,"abstract":"In 2030 Ethnic Studies will be a required course for all high schoolers in California's public schools. This paper examines the opportunities and challenges of this milestone and how the future of Ethnic Studies can impact the U.S. education system as a whole. Through highlighting the history of Ethnic Studies and presenting the perspectives of eight early career Ethnic Studies teachers and counselors, this study showcases the importance of Ethnic Studies in providing spaces for students of Color to see themselves in school curricula, build community, and envision substantive change through their teaching.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"8 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140569209","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 : 2024-04-04DOI: 10.1177/00420859241244766
Tadashi Dozono
This article reimagines economics education through culturally sustaining pedagogy and Ethnic Studies, emphasizing economic practices rooted in racially marginalized urban communities as alternatives to the dominant economic system. The article presents an economics curriculum that asks, how can cooperative economics help to sustain urban communities that have been marginalized by the dominant capitalist white supremacist economic system? Through teacher practitioner inquiry at a small urban public school, this study is grounded in a twelfth-grade economics course on cooperative economics in marginalized communities.
{"title":"Cooperative Economics in Racially Marginalized Communities: Reframing Economics Education Through Racial Capitalism and Democratic Practices","authors":"Tadashi Dozono","doi":"10.1177/00420859241244766","DOIUrl":"https://doi.org/10.1177/00420859241244766","url":null,"abstract":"This article reimagines economics education through culturally sustaining pedagogy and Ethnic Studies, emphasizing economic practices rooted in racially marginalized urban communities as alternatives to the dominant economic system. The article presents an economics curriculum that asks, how can cooperative economics help to sustain urban communities that have been marginalized by the dominant capitalist white supremacist economic system? Through teacher practitioner inquiry at a small urban public school, this study is grounded in a twelfth-grade economics course on cooperative economics in marginalized communities.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"27 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140569605","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 : 2024-04-04DOI: 10.1177/00420859241244778
Christopher Redding
Given urban school and district administrators’ historical challenges with recruiting and retaining a high-quality, racially diverse teacher workforce, there is a need to better understand the factors shaping why graduates return to teach in their home district. This descriptive study examines the high school students who returned to teach in their home district—a large urban district in the southeastern United States. White female, economically privileged, and higher achieving graduates returned to teach at the highest rates, although notable differences by race/ethnicity were observed. Implications for urban teacher recruitment are discussed.
{"title":"Staying Close to Home: A Descriptive Analysis of the High School Graduates Who Return to Teach in Their Home District","authors":"Christopher Redding","doi":"10.1177/00420859241244778","DOIUrl":"https://doi.org/10.1177/00420859241244778","url":null,"abstract":"Given urban school and district administrators’ historical challenges with recruiting and retaining a high-quality, racially diverse teacher workforce, there is a need to better understand the factors shaping why graduates return to teach in their home district. This descriptive study examines the high school students who returned to teach in their home district—a large urban district in the southeastern United States. White female, economically privileged, and higher achieving graduates returned to teach at the highest rates, although notable differences by race/ethnicity were observed. Implications for urban teacher recruitment are discussed.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"13 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140569137","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 : 2024-03-04DOI: 10.1177/00420859241227962
Wintre Foxworth Johnson
Imagination is often relegated to the margins of African American children's schooling experiences. Furthermore, the varied role of children in liberation struggles and their centrality in ushering in just futures remain underexplored. This article examines five African American first graders’ sociopolitical knowledge and how they used their imagination to develop counternarratives of refusal and agentic possibilities. I offer imaginative praxis as a conceptual tool to analyze how young African American children name historical and contemporary racialized realities and generate joyful visualizations of actionable resistance. Young children's imaginative praxis challenges the notion that the fight for liberation is void of joy.
{"title":"“Harriet Tubman is a Superhero”: Conceptualizing Young African American Children's Sociopolitical Awareness as Imaginative Praxis","authors":"Wintre Foxworth Johnson","doi":"10.1177/00420859241227962","DOIUrl":"https://doi.org/10.1177/00420859241227962","url":null,"abstract":"Imagination is often relegated to the margins of African American children's schooling experiences. Furthermore, the varied role of children in liberation struggles and their centrality in ushering in just futures remain underexplored. This article examines five African American first graders’ sociopolitical knowledge and how they used their imagination to develop counternarratives of refusal and agentic possibilities. I offer imaginative praxis as a conceptual tool to analyze how young African American children name historical and contemporary racialized realities and generate joyful visualizations of actionable resistance. Young children's imaginative praxis challenges the notion that the fight for liberation is void of joy.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"2 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140037005","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 : 2024-02-26DOI: 10.1177/00420859241227929
Richard O. Welsh
Increasing attention has been paid to rural education policy and research, yet few studies have examined the conceptualization of rural school districts. This study provides a conceptual and empirical examination of the definitions of rural districts. The results illustrate that a common, singular definition of rural is elusive and there is a prevailing notion of rural as “not urban.” Regardless of the operationalization of rurality, there are statistically significant differences across urban and rural districts in terms of their size, complexity, demographic composition, segregation, educational resources, economic structure, economic and social context, and academic and equity-related outcomes. Implications are discussed.
{"title":"Does Rural Mean not Urban? Reconsidering the Conceptualization and Operationalization of Rural School Districts","authors":"Richard O. Welsh","doi":"10.1177/00420859241227929","DOIUrl":"https://doi.org/10.1177/00420859241227929","url":null,"abstract":"Increasing attention has been paid to rural education policy and research, yet few studies have examined the conceptualization of rural school districts. This study provides a conceptual and empirical examination of the definitions of rural districts. The results illustrate that a common, singular definition of rural is elusive and there is a prevailing notion of rural as “not urban.” Regardless of the operationalization of rurality, there are statistically significant differences across urban and rural districts in terms of their size, complexity, demographic composition, segregation, educational resources, economic structure, economic and social context, and academic and equity-related outcomes. Implications are discussed.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"52 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139980238","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 : 2024-02-21DOI: 10.1177/00420859241232396
William H. Jeynes
This article shares the results of a meta-analysis on the association between parent-teacher interaction using technology-based communication and parental-involvement, and its association with the academic and behavioral outcomes of urban students. This meta-analysis includes 31 quantitative studies and well over 20,000 students. The results indicated that statistically significant effects did not emerge, except to some degree at the elementary school level. The significance of these results is discussed.
{"title":"A Meta-analysis: The Association Between Increased Use of Communicative Technology and Parental Involvement and the Relationship with Academic Achievement","authors":"William H. Jeynes","doi":"10.1177/00420859241232396","DOIUrl":"https://doi.org/10.1177/00420859241232396","url":null,"abstract":"This article shares the results of a meta-analysis on the association between parent-teacher interaction using technology-based communication and parental-involvement, and its association with the academic and behavioral outcomes of urban students. This meta-analysis includes 31 quantitative studies and well over 20,000 students. The results indicated that statistically significant effects did not emerge, except to some degree at the elementary school level. The significance of these results is discussed.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"102 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139953918","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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