Pub Date : 2023-06-16DOI: 10.1080/03055698.2023.2218518
J. Faddar, S. de Maeyer, J. Vanhoof
{"title":"Answering it or skipping it: predicting item nonresponse in school self-evaluation questionnaires","authors":"J. Faddar, S. de Maeyer, J. Vanhoof","doi":"10.1080/03055698.2023.2218518","DOIUrl":"https://doi.org/10.1080/03055698.2023.2218518","url":null,"abstract":"","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46267976","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-11DOI: 10.1080/03055698.2023.2216331
Ewan Wright, Moosung Lee, A. Walker, Darren A. Bryant, Soobin Choi, Kanwal Hassan
{"title":"Developing the next generation of leaders: a global study of student leadership","authors":"Ewan Wright, Moosung Lee, A. Walker, Darren A. Bryant, Soobin Choi, Kanwal Hassan","doi":"10.1080/03055698.2023.2216331","DOIUrl":"https://doi.org/10.1080/03055698.2023.2216331","url":null,"abstract":"","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41493395","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-30DOI: 10.1080/03055698.2023.2216821
Gülden Taner, F. Gümüşok, G. Balikçi, Banu Çiçek BAŞARAN UYSAL
{"title":"Surviving uncertainty: the impact of COVID-19 policies on the teaching practicum in Turkey","authors":"Gülden Taner, F. Gümüşok, G. Balikçi, Banu Çiçek BAŞARAN UYSAL","doi":"10.1080/03055698.2023.2216821","DOIUrl":"https://doi.org/10.1080/03055698.2023.2216821","url":null,"abstract":"","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42386367","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-25DOI: 10.1080/03055698.2023.2216822
Clare Woolhouse
{"title":"Re/Imagining time, space and identity through qualitative narrative research with teachers: “These ghosts came back to haunt me”","authors":"Clare Woolhouse","doi":"10.1080/03055698.2023.2216822","DOIUrl":"https://doi.org/10.1080/03055698.2023.2216822","url":null,"abstract":"","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49413838","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-25DOI: 10.1080/00131946.2023.2194537
LaWanda W. M. Ward, Chayla Haynes, Raya Petty, Tierra Walters Mackie
Abstract White men who enslaved people of African descent and wrote the U.S. Constitution never imagined Blackwomen as persons who would become educated citizens. Acknowledgments and legal interpretations to affirm Blackwomen’s personhood are absent from the romanticized document. We argue that in academia the intersecting contract is imposed on Blackwomen’s bodies when their worth, qualifications, and potential are overly scrutinized, and they experience epistemic and physical violence within PWIs and in society writ large. The intersecting contract, through plantation politics, further helps to explain why Blackwomen academics who are seeking tenure are expected to overextend themselves by doing extra work without fair compensation. We use intersectionality methodology in our application of Angela Davis’ framework, Blackwomen as contemporary anti-slavery rebels, to illuminate how three Blackwomen academics breach the intersecting contract that undergirds discriminatory practices enacted by institutional actors to deprive them of tenure and promotion and trample on their dignity. We conclude by inviting Blackwomen academics to embody a maroon logic for rest, healing, and protection as PWIs cannot be coconspirators in our liberation.
{"title":"Blackwomen* Academics as Contemporary Anti-Slavery Rebels: Breachers of the Intersecting Contract in Tenure Denial Lawsuits","authors":"LaWanda W. M. Ward, Chayla Haynes, Raya Petty, Tierra Walters Mackie","doi":"10.1080/00131946.2023.2194537","DOIUrl":"https://doi.org/10.1080/00131946.2023.2194537","url":null,"abstract":"Abstract White men who enslaved people of African descent and wrote the U.S. Constitution never imagined Blackwomen as persons who would become educated citizens. Acknowledgments and legal interpretations to affirm Blackwomen’s personhood are absent from the romanticized document. We argue that in academia the intersecting contract is imposed on Blackwomen’s bodies when their worth, qualifications, and potential are overly scrutinized, and they experience epistemic and physical violence within PWIs and in society writ large. The intersecting contract, through plantation politics, further helps to explain why Blackwomen academics who are seeking tenure are expected to overextend themselves by doing extra work without fair compensation. We use intersectionality methodology in our application of Angela Davis’ framework, Blackwomen as contemporary anti-slavery rebels, to illuminate how three Blackwomen academics breach the intersecting contract that undergirds discriminatory practices enacted by institutional actors to deprive them of tenure and promotion and trample on their dignity. We conclude by inviting Blackwomen academics to embody a maroon logic for rest, healing, and protection as PWIs cannot be coconspirators in our liberation.","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":"59 1","pages":"403 - 419"},"PeriodicalIF":0.9,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44691990","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-18DOI: 10.1080/00131946.2023.2207696
Derrick R. Brooms, Jarrod E. Druery
Abstract This article focuses on the college experiences of 19 Black men who attended historically white institutions (HWIs). Using a hermeneutic phenomenological approach, we explore how these students articulate, make sense of, and are confronted by antiblackness during their college years. We find and detail three specific forms of anti-Black racism that challenge their higher education endeavors, which include dislocating Black men as outsiders on campus, dismissing Black men’s intellect and abilities, and manufacturing Black men’s invisibilities. Additionally, given the barrage of anti-Black racial logics that confront Black men at HWIs, we also discuss internalizing antiblackness as a fourth finding that illuminates Black men’s struggles and dilemmas within these white educational contexts. These four frames reveal how collegiate Black men can be rendered as insignificant at HWIs, which not only negatively impacts their college experiences but also can contribute to their nonbelonging and produce additional academic and personal stressors.
{"title":"Between the World and Us: Black Men Navigating Antiblackness at Historically White Institutions","authors":"Derrick R. Brooms, Jarrod E. Druery","doi":"10.1080/00131946.2023.2207696","DOIUrl":"https://doi.org/10.1080/00131946.2023.2207696","url":null,"abstract":"Abstract This article focuses on the college experiences of 19 Black men who attended historically white institutions (HWIs). Using a hermeneutic phenomenological approach, we explore how these students articulate, make sense of, and are confronted by antiblackness during their college years. We find and detail three specific forms of anti-Black racism that challenge their higher education endeavors, which include dislocating Black men as outsiders on campus, dismissing Black men’s intellect and abilities, and manufacturing Black men’s invisibilities. Additionally, given the barrage of anti-Black racial logics that confront Black men at HWIs, we also discuss internalizing antiblackness as a fourth finding that illuminates Black men’s struggles and dilemmas within these white educational contexts. These four frames reveal how collegiate Black men can be rendered as insignificant at HWIs, which not only negatively impacts their college experiences but also can contribute to their nonbelonging and produce additional academic and personal stressors.","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":"59 1","pages":"382 - 402"},"PeriodicalIF":0.9,"publicationDate":"2023-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43686813","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-09DOI: 10.1080/03055698.2023.2210712
Hao Zhou, Jian Liu, Yueyang Shao, Tian Yanyan
{"title":"How much is too much time spent on homework: an exploratory study based on a Bayesian multilevel piecewise model with a random change point","authors":"Hao Zhou, Jian Liu, Yueyang Shao, Tian Yanyan","doi":"10.1080/03055698.2023.2210712","DOIUrl":"https://doi.org/10.1080/03055698.2023.2210712","url":null,"abstract":"","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41390410","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-09DOI: 10.1080/03055698.2023.2210713
Milagros Sáinz, Claudia Malpica
{"title":"Gender gaps in the evaluation of academic abilities and their role in shaping study CHOICES","authors":"Milagros Sáinz, Claudia Malpica","doi":"10.1080/03055698.2023.2210713","DOIUrl":"https://doi.org/10.1080/03055698.2023.2210713","url":null,"abstract":"","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41488368","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-14DOI: 10.1080/00131946.2023.2200188
V. Smith, K. Magill, Michelle Bauml, B. Blevins, Karon N. LeCompte
Abstract In this study, we aimed to understand the role of place in how young people come to understand civic life. We implemented and studied an action civics curriculum at two sites to explore the connections between place and youth civic identity. We found that (1) place informs students’ conceptualizations of community responsibility and collective action, (2) place can help students see community issues in expansive and critical ways, and (3) attention to place during instruction can encourage young people to identify as civic agents. We suggest that a pedagogical emphasis between place and action civics helps students imagine themselves as builders of their socio-material reality and contributes to their civic knowledge, skills, and dispositions.
{"title":"Students as Place-Makers: A Case Study on Action Civics and Place","authors":"V. Smith, K. Magill, Michelle Bauml, B. Blevins, Karon N. LeCompte","doi":"10.1080/00131946.2023.2200188","DOIUrl":"https://doi.org/10.1080/00131946.2023.2200188","url":null,"abstract":"Abstract In this study, we aimed to understand the role of place in how young people come to understand civic life. We implemented and studied an action civics curriculum at two sites to explore the connections between place and youth civic identity. We found that (1) place informs students’ conceptualizations of community responsibility and collective action, (2) place can help students see community issues in expansive and critical ways, and (3) attention to place during instruction can encourage young people to identify as civic agents. We suggest that a pedagogical emphasis between place and action civics helps students imagine themselves as builders of their socio-material reality and contributes to their civic knowledge, skills, and dispositions.","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":"59 1","pages":"318 - 337"},"PeriodicalIF":0.9,"publicationDate":"2023-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46997958","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-13DOI: 10.1080/00131946.2023.2194536
Tessa M. van de Rozenberg, Marleen G. Groeneveld, Daudi P. van Veen, Lotte D. van der Pol, J. Mesman
Abstract In this study, we examined gender and sexuality representation in language and math textbooks for Dutch secondary education. We analyzed all male and female characters in 13 language textbooks (N = 7,347) and 12 math textbooks (N = 4,591). Our results confirmed our expectations based on the theory of the hidden curriculum: female characters were underrepresented in all textbooks (40% in language, 44% in math textbooks), but overrepresented in household tasks and EHW (Education, Health, and Welfare) professions. Male characters were overrepresented in occupational roles, especially in STEM (Science, Technology, Engineering, and Math) professions and technical tasks. Further, female characters in language textbooks were overrepresented in parental roles, and male characters were overrepresented among characters with disharmonious traits and behaviors. We found no characters from sexual minorities in any of the textbooks. In conclusion, in line with theories of the hidden curriculum, Dutch textbooks include gender stereotypic messages and are heteronormative. These findings are relevant in light of previous studies demonstrating the negative impact of these biases on children. Publishers and schools that want to be more inclusive are recommended to be more critical in their selection of stories and role models in their books.
{"title":"Hidden in Plain Sight: Gender Bias and Heteronormativity in Dutch Textbooks","authors":"Tessa M. van de Rozenberg, Marleen G. Groeneveld, Daudi P. van Veen, Lotte D. van der Pol, J. Mesman","doi":"10.1080/00131946.2023.2194536","DOIUrl":"https://doi.org/10.1080/00131946.2023.2194536","url":null,"abstract":"Abstract In this study, we examined gender and sexuality representation in language and math textbooks for Dutch secondary education. We analyzed all male and female characters in 13 language textbooks (N = 7,347) and 12 math textbooks (N = 4,591). Our results confirmed our expectations based on the theory of the hidden curriculum: female characters were underrepresented in all textbooks (40% in language, 44% in math textbooks), but overrepresented in household tasks and EHW (Education, Health, and Welfare) professions. Male characters were overrepresented in occupational roles, especially in STEM (Science, Technology, Engineering, and Math) professions and technical tasks. Further, female characters in language textbooks were overrepresented in parental roles, and male characters were overrepresented among characters with disharmonious traits and behaviors. We found no characters from sexual minorities in any of the textbooks. In conclusion, in line with theories of the hidden curriculum, Dutch textbooks include gender stereotypic messages and are heteronormative. These findings are relevant in light of previous studies demonstrating the negative impact of these biases on children. Publishers and schools that want to be more inclusive are recommended to be more critical in their selection of stories and role models in their books.","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":"59 1","pages":"299 - 317"},"PeriodicalIF":0.9,"publicationDate":"2023-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43244509","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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