Pub Date : 2023-02-07DOI: 10.1177/00420859231153408
Shawn R. Coon
Many urban public schools are often perceived as inclusive due to the demographics of their diverse student populations. This myth of inclusivity reifies notions of equity in both education and broader society. However, upon closer inspection, this myth of inclusion crumbles once immersed within an urban high school. In this article, I present the concept of the inclusion mirage. Through the utilization of critical ethnographic methods, I uncovered how schools that may appear diverse and integrated on the surface are vastly segregated for those that learn and work within their walls.
{"title":"The Inclusion Mirage: Inside the Segregation of an Urban High School","authors":"Shawn R. Coon","doi":"10.1177/00420859231153408","DOIUrl":"https://doi.org/10.1177/00420859231153408","url":null,"abstract":"Many urban public schools are often perceived as inclusive due to the demographics of their diverse student populations. This myth of inclusivity reifies notions of equity in both education and broader society. However, upon closer inspection, this myth of inclusion crumbles once immersed within an urban high school. In this article, I present the concept of the inclusion mirage. Through the utilization of critical ethnographic methods, I uncovered how schools that may appear diverse and integrated on the surface are vastly segregated for those that learn and work within their walls.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"74 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83736395","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 : 2023-02-06DOI: 10.1177/00420859231153415
Bryan A. Mann, A. Rogers
The percentage of White residents in the urban core increased during the last three decades. Meanwhile, urban school choice policies have changed school enrollment processes. Scholars must examine how White residents navigate school choice in this context to understand why racial segregation persists. We study White parents in a city with changing demographics and system-wide school choice. We use an exit, voice, and loyalty (EVL) framework to understand White parents’ values and procedures. We find White parents weigh exit more than voice, and disloyalty is the norm. These findings suggest the enrollment ecosystem's norms perpetuate school racial segregation.
{"title":"The Inequality of the Long Game in a City With School Choice and Changing Racial Demographics","authors":"Bryan A. Mann, A. Rogers","doi":"10.1177/00420859231153415","DOIUrl":"https://doi.org/10.1177/00420859231153415","url":null,"abstract":"The percentage of White residents in the urban core increased during the last three decades. Meanwhile, urban school choice policies have changed school enrollment processes. Scholars must examine how White residents navigate school choice in this context to understand why racial segregation persists. We study White parents in a city with changing demographics and system-wide school choice. We use an exit, voice, and loyalty (EVL) framework to understand White parents’ values and procedures. We find White parents weigh exit more than voice, and disloyalty is the norm. These findings suggest the enrollment ecosystem's norms perpetuate school racial segregation.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"65 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91259843","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 : 2023-02-06DOI: 10.1177/00420859231153407
C. Voulgarides
I provide a broad frame for understanding racial disproportionality in special education by showing how the inequity is a byproduct of the educational debt. I used a single case study design that relied upon qualitative semi-structured interviews, document analyses, and school board meeting transcripts gathered from a mid-sized urban school district in the northeastern United States to show how the inequity morphed under the conditions of the pandemic and revealed its relationship to the educational debt. I end with recommendations for policy that consider the linkages between present day educational deficits, educational opportunity gaps, and the educational debt.
{"title":"Special Education Racial Inequity and the Educational Debt","authors":"C. Voulgarides","doi":"10.1177/00420859231153407","DOIUrl":"https://doi.org/10.1177/00420859231153407","url":null,"abstract":"I provide a broad frame for understanding racial disproportionality in special education by showing how the inequity is a byproduct of the educational debt. I used a single case study design that relied upon qualitative semi-structured interviews, document analyses, and school board meeting transcripts gathered from a mid-sized urban school district in the northeastern United States to show how the inequity morphed under the conditions of the pandemic and revealed its relationship to the educational debt. I end with recommendations for policy that consider the linkages between present day educational deficits, educational opportunity gaps, and the educational debt.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"68 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83515609","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 : 2023-02-03DOI: 10.1177/00420859231153406
Patricia L. Marshall, Jonee Wilson
Among the most urgent matters in contemporary education discourses are those that delve into the justice issues related to diversity, equity, and inclusion. Colleges of Education are critical sites for such discourse. In particular, the teaching methods course is where candidates are to acquire tools to take up such issues. Success of justice agendas depends on the receptivity of individuals to engage in ways that are critical, substantive, and above all authentic. But what challenges present if receptivity is feigned? In this paper, we describe encounters with the phenomenon of performative wokeness and how it threatens justice agendas.
{"title":"Toward A Discourse on the Threat of Performative Wokeness to Justice Agendas in Education","authors":"Patricia L. Marshall, Jonee Wilson","doi":"10.1177/00420859231153406","DOIUrl":"https://doi.org/10.1177/00420859231153406","url":null,"abstract":"Among the most urgent matters in contemporary education discourses are those that delve into the justice issues related to diversity, equity, and inclusion. Colleges of Education are critical sites for such discourse. In particular, the teaching methods course is where candidates are to acquire tools to take up such issues. Success of justice agendas depends on the receptivity of individuals to engage in ways that are critical, substantive, and above all authentic. But what challenges present if receptivity is feigned? In this paper, we describe encounters with the phenomenon of performative wokeness and how it threatens justice agendas.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"53 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81154362","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 : 2023-02-03DOI: 10.1177/00420859231153413
M. Hemphill
{"title":"A Review of: Restorative Justice Tribunal: And Ways to Derail Jim Crow Discipline in Schools, by Zachary Scott Robbins, Routledge, 2021","authors":"M. Hemphill","doi":"10.1177/00420859231153413","DOIUrl":"https://doi.org/10.1177/00420859231153413","url":null,"abstract":"","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"9 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88399758","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 : 2023-01-31DOI: 10.1177/00420859231153409
Luis A. Rodriguez, Tuan D. Nguyen, Matthew G. Springer
There is continued concern over the inequitable distribution of highly experienced and effective teachers among historically marginalized student populations. Using longitudinal data from Tennessee, this study assesses whether students of racially/ethnically minoritized and economically disadvantaged backgrounds have unequal exposure to teachers based on alternate definitions of teaching quality. We find minoritized and economically disadvantaged students are 5 to 15 percentage points less likely to be exposed to high-quality teachers. These teacher quality gaps tend to be the largest in urban school contexts. Moreover, school-level exposure gaps tend to be associated with several school, district, and neighborhood factors.
{"title":"Revisiting Teaching Quality Gaps: Urbanicity and Disparities in Access to High-Quality Teachers Across Tennessee","authors":"Luis A. Rodriguez, Tuan D. Nguyen, Matthew G. Springer","doi":"10.1177/00420859231153409","DOIUrl":"https://doi.org/10.1177/00420859231153409","url":null,"abstract":"There is continued concern over the inequitable distribution of highly experienced and effective teachers among historically marginalized student populations. Using longitudinal data from Tennessee, this study assesses whether students of racially/ethnically minoritized and economically disadvantaged backgrounds have unequal exposure to teachers based on alternate definitions of teaching quality. We find minoritized and economically disadvantaged students are 5 to 15 percentage points less likely to be exposed to high-quality teachers. These teacher quality gaps tend to be the largest in urban school contexts. Moreover, school-level exposure gaps tend to be associated with several school, district, and neighborhood factors.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"98 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81115956","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 : 2023-01-29DOI: 10.1177/00420859231153414
Shawn Joseph
As a Black former superintendent of a U.S. urban school district, I understand the crucial need for Black superintendents to systematically document their experiences. Given the low number of Black school superintendents and the lack of research literature about them, Black superintendents need to describe and build knowledge about their experiences. In this article, I argue, autoethnographies allow Black superintendents to document their experiences, particularly focusing on how race and racism impact their work. On a broader scale, documenting and sharing experiences through autoethnography may lead to changes in the superintendent pipeline and social change. Future Black superintendents may use insights for strategic guidance and empowerment, increasing recruitment and retention in the superintendency. The article describes how Black superintendents can create an autoethnography and provides a brief personal example.
{"title":"A Call for Black Superintendents to Document Their Experiences Through Autoethnography","authors":"Shawn Joseph","doi":"10.1177/00420859231153414","DOIUrl":"https://doi.org/10.1177/00420859231153414","url":null,"abstract":"As a Black former superintendent of a U.S. urban school district, I understand the crucial need for Black superintendents to systematically document their experiences. Given the low number of Black school superintendents and the lack of research literature about them, Black superintendents need to describe and build knowledge about their experiences. In this article, I argue, autoethnographies allow Black superintendents to document their experiences, particularly focusing on how race and racism impact their work. On a broader scale, documenting and sharing experiences through autoethnography may lead to changes in the superintendent pipeline and social change. Future Black superintendents may use insights for strategic guidance and empowerment, increasing recruitment and retention in the superintendency. The article describes how Black superintendents can create an autoethnography and provides a brief personal example.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"57 1","pages":"1415 - 1434"},"PeriodicalIF":2.3,"publicationDate":"2023-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90177312","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 : 2022-12-19DOI: 10.1177/00420859221140064
Natalie Schock, Jennifer E. Cossyleon, K. Nerenberg
Despite rich and growing school choice and school marketing literatures, little is known about if and how principals of zoned public elementary schools engage in marketing. We address this gap by drawing on in-depth interviews with principals of nine schools—in different neighborhoods—in the Baltimore school district. We find that principals have internalized marketing as a key component of school leadership. Further, marketing strategies differ depending on school and community contexts (e.g., enrollment, neighborhood, and resources, and principals' perceptions thereof). Our study reveals how differences in neighborhood conditions and inequities in school resources affect marketing pressure, capacity, and actions. Our findings underscore a need to support urban principals as they navigate marketing pressures and also show how neglecting to do so may exacerbate inequity among students.
{"title":"“We Want to Make our Customers Happy”: How Principals of Zoned Elementary Schools Navigate Inequity and Marketing Across Neighborhood Contexts","authors":"Natalie Schock, Jennifer E. Cossyleon, K. Nerenberg","doi":"10.1177/00420859221140064","DOIUrl":"https://doi.org/10.1177/00420859221140064","url":null,"abstract":"Despite rich and growing school choice and school marketing literatures, little is known about if and how principals of zoned public elementary schools engage in marketing. We address this gap by drawing on in-depth interviews with principals of nine schools—in different neighborhoods—in the Baltimore school district. We find that principals have internalized marketing as a key component of school leadership. Further, marketing strategies differ depending on school and community contexts (e.g., enrollment, neighborhood, and resources, and principals' perceptions thereof). Our study reveals how differences in neighborhood conditions and inequities in school resources affect marketing pressure, capacity, and actions. Our findings underscore a need to support urban principals as they navigate marketing pressures and also show how neglecting to do so may exacerbate inequity among students.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"34 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81954664","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 : 2022-12-08DOI: 10.1177/00420859221140400
Jacob Hackett, Nadia Behizadeh, M. Hobson, Ayinde Summers, Johnnie Ford
The Atlanta Schools Critical Education Network for Distinction (ASCEND) is an ongoing interdisciplinary coalition supporting the critical consciousness of social justice educators. ASCEND partners include: (1) activist faculty from two university departments: Middle and Secondary Education and African American Studies; (2) a justice-oriented community-based organization; and (3) local public middle school faculty. This paper analyzes ASCEND's impact on deepening urban teachers’ awareness of, and attention to, local injustices within their curriculum, and initial application of critical pedagogy. Major findings capture the impact of providing experiential educator learning opportunities outside of schools and the urgency to center community in educator development.
{"title":"Ascending Critical Consciousness: Designing an Experiential Liberatory Teacher Education Collaborative in Atlanta","authors":"Jacob Hackett, Nadia Behizadeh, M. Hobson, Ayinde Summers, Johnnie Ford","doi":"10.1177/00420859221140400","DOIUrl":"https://doi.org/10.1177/00420859221140400","url":null,"abstract":"The Atlanta Schools Critical Education Network for Distinction (ASCEND) is an ongoing interdisciplinary coalition supporting the critical consciousness of social justice educators. ASCEND partners include: (1) activist faculty from two university departments: Middle and Secondary Education and African American Studies; (2) a justice-oriented community-based organization; and (3) local public middle school faculty. This paper analyzes ASCEND's impact on deepening urban teachers’ awareness of, and attention to, local injustices within their curriculum, and initial application of critical pedagogy. Major findings capture the impact of providing experiential educator learning opportunities outside of schools and the urgency to center community in educator development.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"102 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2022-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80622453","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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