Pub Date : 2024-08-09DOI: 10.1177/23328584241267785
Patricia Virella
Given today’s crisis-laden context filled with educational challenges, it is critical to understand how principals express hope through their leadership to navigate these challenges. Through an extensive qualitative research study conducted in 2019–2022, I examined how 50 principals expressed and used hope in varying degrees to hinder or facilitate increased outcomes, inclusivity, and stable recovery post-crisis to design a better future for their school communities. In so doing, I describe (a) how the context in which principals lead lends itself to expressing high- or low-hope leadership attributes; (b) principals’ expressions of high-hope leadership during and post-crisis; and (c) principals’ expressions of low-hope leadership during and post-crisis. Identifying expressions of hope leadership practices with the potential to cultivate inclusive, equitable school climates proves vital, given the complexity of leadership today and the myriad crises leaders face.
{"title":"A Continuum of Expressions of Hope and the Influence on Leadership Through Times of Crisis","authors":"Patricia Virella","doi":"10.1177/23328584241267785","DOIUrl":"https://doi.org/10.1177/23328584241267785","url":null,"abstract":"Given today’s crisis-laden context filled with educational challenges, it is critical to understand how principals express hope through their leadership to navigate these challenges. Through an extensive qualitative research study conducted in 2019–2022, I examined how 50 principals expressed and used hope in varying degrees to hinder or facilitate increased outcomes, inclusivity, and stable recovery post-crisis to design a better future for their school communities. In so doing, I describe (a) how the context in which principals lead lends itself to expressing high- or low-hope leadership attributes; (b) principals’ expressions of high-hope leadership during and post-crisis; and (c) principals’ expressions of low-hope leadership during and post-crisis. Identifying expressions of hope leadership practices with the potential to cultivate inclusive, equitable school climates proves vital, given the complexity of leadership today and the myriad crises leaders face.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"303 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141929713","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-07DOI: 10.1177/23328584241269812
James Wright, Jennifer Karnopp
In the century following emancipation, Blackamericans developed robust and effective schools despite limited resources. Unfortunately, their successes and contributions to the education system are often overlooked. This interdisciplinary theoretical paper draws on historiographies of segregated school systems, examining the struggles of Blackamerican educators within segregated education systems through the lenses of coloniality and institutional work. This examination reveals a distinct Blackamerican institutional schema rooted in community, guiding educators in navigating structural and systemic dynamics that shape educational opportunities and successfully challenge dominant white education standards. We discuss the coloniality of schooling, a structural framework, and a mindset that continues to undergird our contemporary education system and then draw attention to an alternative perspective. Our goal is to work toward more inclusive and equitable education systems by recognizing and acknowledging the protest and resistance of Blackamerican educators, their contributions to alternative epistemologies, and the mindsets that guided their actions.
{"title":"Protest and Resistance: Conceptualizing a Blackamerican Institutional Schema and the Contemporary Relevance of Pre-Brown Educators","authors":"James Wright, Jennifer Karnopp","doi":"10.1177/23328584241269812","DOIUrl":"https://doi.org/10.1177/23328584241269812","url":null,"abstract":"In the century following emancipation, Blackamericans developed robust and effective schools despite limited resources. Unfortunately, their successes and contributions to the education system are often overlooked. This interdisciplinary theoretical paper draws on historiographies of segregated school systems, examining the struggles of Blackamerican educators within segregated education systems through the lenses of coloniality and institutional work. This examination reveals a distinct Blackamerican institutional schema rooted in community, guiding educators in navigating structural and systemic dynamics that shape educational opportunities and successfully challenge dominant white education standards. We discuss the coloniality of schooling, a structural framework, and a mindset that continues to undergird our contemporary education system and then draw attention to an alternative perspective. Our goal is to work toward more inclusive and equitable education systems by recognizing and acknowledging the protest and resistance of Blackamerican educators, their contributions to alternative epistemologies, and the mindsets that guided their actions.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"191 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141929714","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-31DOI: 10.1177/23328584241263849
Ilana M. Umansky, Taiyo Itoh
Federal law defines English learner (EL) eligibility differently for Indigenous, compared to non-Indigenous, students, allowing for broader entry into the EL category, along with its accompanying resources and services. We interviewed EL leaders from 25 state departments of education to learn about their level of understanding of the differentiated definition and their work to interpret and implement it. Drawing upon and expanding recent conceptual frameworks, we explored how EL leaders’ knowledge about and engagement with EL constituents influence their ability to interpret and implement policy in equity-expansive ways. We found that many EL leaders had little understanding of the federal law and weak engagement with Indigenous Tribes and communities, both of which limited their work. In states where leaders had deeper knowledge and engagement, they were more actively interpreting and implementing federal law, particularly with the aim of increasing Indigenous EL-classified students’ access to heritage language and culturally-sustaining programs.
与非土著学生相比，联邦法律对土著学生英语学习者（EL）资格的定义有所不同，允许更广泛地进入英语学习者类别，并提供相应的资源和服务。我们采访了来自 25 个州教育部门的英语学习者领导，以了解他们对差异化定义的理解程度，以及他们解释和实施该定义的工作。我们借鉴并扩展了最近的概念框架，探讨了英语语言教育领导者对英语语言教育选民的了解和参与如何影响他们以平等的方式解释和实施政策的能力。我们发现，许多 EL 领导人对联邦法律知之甚少，与土著部落和社区的联系也很薄弱，这都限制了他们的工作。在那些对联邦法律有更深入了解和参与的州，他们更积极地解释和实施联邦法律，特别是为了增加土著 EL 分类学生获得遗产语言和文化上可持续发展项目的机会。
{"title":"“We Still Have a Long Way to Go”: How State Education Leaders’ Understanding and Engagement Shapes English Learner Identification of Indigenous Students","authors":"Ilana M. Umansky, Taiyo Itoh","doi":"10.1177/23328584241263849","DOIUrl":"https://doi.org/10.1177/23328584241263849","url":null,"abstract":"Federal law defines English learner (EL) eligibility differently for Indigenous, compared to non-Indigenous, students, allowing for broader entry into the EL category, along with its accompanying resources and services. We interviewed EL leaders from 25 state departments of education to learn about their level of understanding of the differentiated definition and their work to interpret and implement it. Drawing upon and expanding recent conceptual frameworks, we explored how EL leaders’ knowledge about and engagement with EL constituents influence their ability to interpret and implement policy in equity-expansive ways. We found that many EL leaders had little understanding of the federal law and weak engagement with Indigenous Tribes and communities, both of which limited their work. In states where leaders had deeper knowledge and engagement, they were more actively interpreting and implementing federal law, particularly with the aim of increasing Indigenous EL-classified students’ access to heritage language and culturally-sustaining programs.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"51 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141870179","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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: 10.1177/23328584241263861
Arielle Boguslav
Despite the common title of “coach,” definitions of high-quality coaching vary tremendously across models and programs. Yet few studies make comparisons between different models to understand what is most helpful, for whom, and under what circumstances. As a result, practitioners are left with many options and little evidence-based direction. This is exacerbated by the literature’s focus on more abstract features of coaching practice (e.g., building trust), leaving practitioners to figure out what concrete discourse strategies support these goals. This article begins to address these challenges by introducing a taxonomy of coaching “moves,” parsing the concrete details of coach discourse. While the taxonomy is informed by the literature, it highlights conceptual possibilities rather than providing a list of empirically grounded or “evidence-based” strategies. In doing so, this taxonomy may serve as a common language to guide future work exploring how coach discourse shapes teacher development, synthesizing across studies, and supporting coach practice.
{"title":"Parsing Coaching Practice: A Systematic Framework for Describing Coaching Discourse","authors":"Arielle Boguslav","doi":"10.1177/23328584241263861","DOIUrl":"https://doi.org/10.1177/23328584241263861","url":null,"abstract":"Despite the common title of “coach,” definitions of high-quality coaching vary tremendously across models and programs. Yet few studies make comparisons between different models to understand what is most helpful, for whom, and under what circumstances. As a result, practitioners are left with many options and little evidence-based direction. This is exacerbated by the literature’s focus on more abstract features of coaching practice (e.g., building trust), leaving practitioners to figure out what concrete discourse strategies support these goals. This article begins to address these challenges by introducing a taxonomy of coaching “moves,” parsing the concrete details of coach discourse. While the taxonomy is informed by the literature, it highlights conceptual possibilities rather than providing a list of empirically grounded or “evidence-based” strategies. In doing so, this taxonomy may serve as a common language to guide future work exploring how coach discourse shapes teacher development, synthesizing across studies, and supporting coach practice.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"24 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141771015","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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: 10.1177/23328584241264513
Natalia Palacios, Natalie L. Bohlmann, Bethany A. Bell, Min Hyun Oh, Yitong Yue
Utilizing Utah state data, the aim of this study is to examine the association between language program types programs (dual language programs [DLI], sheltered instruction [SEI], and English as a second language [ESL]) since first grade and third-grade basic literacy skills of Spanish-speaking English learners (ELs) in the United States. We employ propensity score matching (PSM) to generate matched samples using child and family factors known to be associated with children’s early literacy: child sex, immigrant status, unhoused status, special education status, child met Dynamic Indicators of Basic Early Literacy Skills (DIBELS) benchmark at start of first grade, as well as family income and parental language (DLI & ESL, n = 380; DLI & SEI, n = 380; SEI & ESL, n = 550). Regression models comparing early literacy outcomes for each matched group indicate small trends, based on effect sizes, in favor of DLI programs when compared to other program types, although differences were not statistically significant. Implications for policy and practice related bilingual education are addressed.
{"title":"Does Early Elementary Dual Language Instruction Deliver as Promised?","authors":"Natalia Palacios, Natalie L. Bohlmann, Bethany A. Bell, Min Hyun Oh, Yitong Yue","doi":"10.1177/23328584241264513","DOIUrl":"https://doi.org/10.1177/23328584241264513","url":null,"abstract":"Utilizing Utah state data, the aim of this study is to examine the association between language program types programs (dual language programs [DLI], sheltered instruction [SEI], and English as a second language [ESL]) since first grade and third-grade basic literacy skills of Spanish-speaking English learners (ELs) in the United States. We employ propensity score matching (PSM) to generate matched samples using child and family factors known to be associated with children’s early literacy: child sex, immigrant status, unhoused status, special education status, child met Dynamic Indicators of Basic Early Literacy Skills (DIBELS) benchmark at start of first grade, as well as family income and parental language (DLI & ESL, n = 380; DLI & SEI, n = 380; SEI & ESL, n = 550). Regression models comparing early literacy outcomes for each matched group indicate small trends, based on effect sizes, in favor of DLI programs when compared to other program types, although differences were not statistically significant. Implications for policy and practice related bilingual education are addressed.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"10 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141785125","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-10DOI: 10.1177/23328584241258741
Denisa Gándara, Hadis Anahideh, Matthew P. Ison, Lorenzo Picchiarini
Colleges and universities are increasingly turning to algorithms that predict college-student success to inform various decisions, including those related to admissions, budgeting, and student-success interventions. Because predictive algorithms rely on historical data, they capture societal injustices, including racism. In this study, we examine how the accuracy of college student success predictions differs between racialized groups, signaling algorithmic bias. We also evaluate the utility of leading bias-mitigating techniques in addressing this bias. Using nationally representative data from the Education Longitudinal Study of 2002 and various machine learning modeling approaches, we demonstrate how models incorporating commonly used features to predict college-student success are less accurate when predicting success for racially minoritized students. Common approaches to mitigating algorithmic bias are generally ineffective at eliminating disparities in prediction outcomes and accuracy between racialized groups.
高校越来越多地采用预测大学生成功的算法来为各种决策提供依据，包括与招生、预算和学生成功干预相关的决策。由于预测算法依赖于历史数据，因此会捕捉到包括种族主义在内的社会不公正现象。在本研究中，我们考察了大学生成功预测的准确性在不同种族群体间的差异，这表明算法存在偏差。我们还评估了主要的消除偏见技术在解决这种偏见方面的效用。通过使用 2002 年教育纵向研究（Education Longitudinal Study of 2002）中具有全国代表性的数据和各种机器学习建模方法，我们证明了包含常用特征的大学生成功预测模型在预测少数种族学生的成功时准确性如何降低。减少算法偏差的常用方法通常无法有效消除种族群体之间在预测结果和准确性方面的差异。
{"title":"Inside the Black Box: Detecting and Mitigating Algorithmic Bias Across Racialized Groups in College Student-Success Prediction","authors":"Denisa Gándara, Hadis Anahideh, Matthew P. Ison, Lorenzo Picchiarini","doi":"10.1177/23328584241258741","DOIUrl":"https://doi.org/10.1177/23328584241258741","url":null,"abstract":"Colleges and universities are increasingly turning to algorithms that predict college-student success to inform various decisions, including those related to admissions, budgeting, and student-success interventions. Because predictive algorithms rely on historical data, they capture societal injustices, including racism. In this study, we examine how the accuracy of college student success predictions differs between racialized groups, signaling algorithmic bias. We also evaluate the utility of leading bias-mitigating techniques in addressing this bias. Using nationally representative data from the Education Longitudinal Study of 2002 and various machine learning modeling approaches, we demonstrate how models incorporating commonly used features to predict college-student success are less accurate when predicting success for racially minoritized students. Common approaches to mitigating algorithmic bias are generally ineffective at eliminating disparities in prediction outcomes and accuracy between racialized groups.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"31 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141587348","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-24DOI: 10.1177/23328584241262746
Susan Crandall Hart, James C. DiPerna, Pui-Wa Lei, Hui Zhao, Tianying Sun, Xinyue Li, Kyle Husmann
Although proponents suggest that universal social-emotional learning (SEL) programs promote academic achievement, few studies have directly tested these outcomes under routine conditions in schools. Forty first-grade classrooms participated in an effectiveness trial in which schools (N = 13) were randomly assigned to implementation of a universal SEL program (SSIS SEL CIP) or control (business-as-usual practices) conditions within sites/regions. Teachers in the treatment condition prepared for and implemented the program in accordance with their typical local practices. There were no statistically significant main effects on teacher-rated student engagement, motivation, and academic skills. Effect sizes, however, were medium to large and positive for academic engaged time and math achievement. Students with lower teacher-rated academic motivation at pretest also were more likely to improve after program exposure. These findings help identify considerations for further studying the potential academic outcomes resulting from implementing universal SEL under typical conditions.
尽管支持者认为普及社会情感学习（SEL）项目能促进学业成绩，但很少有研究直接测试这些项目在学校常规条件下的效果。40 个一年级班级参加了一项有效性试验，在试验中，学校（N = 13）被随机分配到实施普及社会情感学习计划（SSIS SEL CIP）或对照组（照常实践）的地点/地区内。治疗条件下的教师按照当地的典型做法准备和实施该计划。在教师评定的学生参与度、积极性和学术技能方面，没有统计学意义上的主要影响。但是，在学习参与时间和数学成绩方面，效果大小为中到大，且呈正值。在预测试时，教师评定的学习动机较低的学生在参加项目后也更有可能得到提高。这些发现有助于确定进一步研究在典型条件下实施通用 SEL 可能产生的学业成果的注意事项。
{"title":"Does Universal SEL Promote Academic Success? Examining Learner Outcomes Under Routine Conditions in First-Grade Classrooms","authors":"Susan Crandall Hart, James C. DiPerna, Pui-Wa Lei, Hui Zhao, Tianying Sun, Xinyue Li, Kyle Husmann","doi":"10.1177/23328584241262746","DOIUrl":"https://doi.org/10.1177/23328584241262746","url":null,"abstract":"Although proponents suggest that universal social-emotional learning (SEL) programs promote academic achievement, few studies have directly tested these outcomes under routine conditions in schools. Forty first-grade classrooms participated in an effectiveness trial in which schools (N = 13) were randomly assigned to implementation of a universal SEL program (SSIS SEL CIP) or control (business-as-usual practices) conditions within sites/regions. Teachers in the treatment condition prepared for and implemented the program in accordance with their typical local practices. There were no statistically significant main effects on teacher-rated student engagement, motivation, and academic skills. Effect sizes, however, were medium to large and positive for academic engaged time and math achievement. Students with lower teacher-rated academic motivation at pretest also were more likely to improve after program exposure. These findings help identify considerations for further studying the potential academic outcomes resulting from implementing universal SEL under typical conditions.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"26 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141504072","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-24DOI: 10.1177/23328584241259398
Michael Gottfried, Phil Kim, Tina L. Fletcher
When it comes to understanding the consequences of school absenteeism, how missing school might be linked to student-teacher relationships remains relatively unexplored. Our work helps to further detail this context by specifically investigating whether teachers’ perceptions of students are different based on how frequently those students are absent. We explore this in early elementary school—a period marked by high rates of student absenteeism not witnessed again until early adolescence. Using a nationally representative dataset of children in kindergarten through second grade, we found that teachers felt less close with students who had more absences compared to students with fewer absences. Findings also suggested teachers had lower perceptions of absent students’ classroom social skills compared to the perceptions that they held for less-absent students. Finally, teachers had lower ratings of learning approaches as well as lower ratings of language and math abilities for students who were more absent. Recommendations for policy and practice are discussed.
{"title":"Do Teachers Perceive Absent Students Differently?","authors":"Michael Gottfried, Phil Kim, Tina L. Fletcher","doi":"10.1177/23328584241259398","DOIUrl":"https://doi.org/10.1177/23328584241259398","url":null,"abstract":"When it comes to understanding the consequences of school absenteeism, how missing school might be linked to student-teacher relationships remains relatively unexplored. Our work helps to further detail this context by specifically investigating whether teachers’ perceptions of students are different based on how frequently those students are absent. We explore this in early elementary school—a period marked by high rates of student absenteeism not witnessed again until early adolescence. Using a nationally representative dataset of children in kindergarten through second grade, we found that teachers felt less close with students who had more absences compared to students with fewer absences. Findings also suggested teachers had lower perceptions of absent students’ classroom social skills compared to the perceptions that they held for less-absent students. Finally, teachers had lower ratings of learning approaches as well as lower ratings of language and math abilities for students who were more absent. Recommendations for policy and practice are discussed.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"24 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141504074","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-22DOI: 10.1177/23328584241260737
Michelle Frierson, Victoria Hand, Elizabeth Mendoza, Jihee Yoon
Collaborations between education stakeholders are increasingly prevalent due to the need for diverse perspectives on issues of justice in education. Less is known, however, about how stakeholders form heterogeneous communities where people from different backgrounds learn and take action together. This study examined the contours of a community that emerged from a three-year partnership between mathematics teachers, community educators, and university scholars. This racially- and gender-diverse community was marked by contention and affirmation, which illuminates the complex and politicized nature of the joint work. This study illuminates tensions across dimensions of the community including spaces as affirming and fraught, goals as shared and contested, belonging as ebbing and flowing, relationships as personal and political, and roles as imposed and amorphous.
{"title":"Communities as Fraught Spaces","authors":"Michelle Frierson, Victoria Hand, Elizabeth Mendoza, Jihee Yoon","doi":"10.1177/23328584241260737","DOIUrl":"https://doi.org/10.1177/23328584241260737","url":null,"abstract":"Collaborations between education stakeholders are increasingly prevalent due to the need for diverse perspectives on issues of justice in education. Less is known, however, about how stakeholders form heterogeneous communities where people from different backgrounds learn and take action together. This study examined the contours of a community that emerged from a three-year partnership between mathematics teachers, community educators, and university scholars. This racially- and gender-diverse community was marked by contention and affirmation, which illuminates the complex and politicized nature of the joint work. This study illuminates tensions across dimensions of the community including spaces as affirming and fraught, goals as shared and contested, belonging as ebbing and flowing, relationships as personal and political, and roles as imposed and amorphous.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"11 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141504075","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-27DOI: 10.1177/23328584241255626
Claire Wladis, Maggie P. Fay, Alyse C. Hachey
We present a model of capital that expands existing models to introduce two new forms of capital (time and body capital) as sources of inequity in education. The aim is to (a) make visible core resources that are relevant to educational outcomes and also (often hidden) sources of inequity, (b) identify commonalities across diverse empirical and theoretical research strands, and (c) reconceptualize existing research from an asset rather than deficit framework. We explain how time and physiological resources can be conceptualized as forms of capital and link this to extant empirical and theoretical research across fields. Then, we describe how students may have different amounts and types of time and body capital, as well as different drains on capital, and how this may lead to educational inequities. We close by describing the affordances of using this theory as a lens for analyzing existing educational structures, policies and practices.
{"title":"The Holistic Capital Model: Time and Body Capital as Sources of Inequity","authors":"Claire Wladis, Maggie P. Fay, Alyse C. Hachey","doi":"10.1177/23328584241255626","DOIUrl":"https://doi.org/10.1177/23328584241255626","url":null,"abstract":"We present a model of capital that expands existing models to introduce two new forms of capital (time and body capital) as sources of inequity in education. The aim is to (a) make visible core resources that are relevant to educational outcomes and also (often hidden) sources of inequity, (b) identify commonalities across diverse empirical and theoretical research strands, and (c) reconceptualize existing research from an asset rather than deficit framework. We explain how time and physiological resources can be conceptualized as forms of capital and link this to extant empirical and theoretical research across fields. Then, we describe how students may have different amounts and types of time and body capital, as well as different drains on capital, and how this may lead to educational inequities. We close by describing the affordances of using this theory as a lens for analyzing existing educational structures, policies and practices.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"145 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141171902","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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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