Pub Date : 2023-03-29DOI: 10.3102/0013189x221095547
T. Allen, P. Noguera
The presence of armed police officers in schools has sparked considerable policy debate and demands for reform. Thus far, much of the debate has centered on an empirical analysis of school resource officers rather than school police officers and their impact on particular student populations, especially those burdened by their greater vulnerability to punitive interactions such as detention and arrest. In this article the authors show that an examination of the data reveals that interactions between students and police follow distinct patterns with respect to race and geographic space. The authors use the “sociospatial dialectic” method to explain why certain student populations are most vulnerable to negative interactions with school police within particular spatial settings. Oral history interviews with 120 Black students in a large urban public school district reveal two self-reinforcing pathways: (1) soft coercion, when care and courtesy meet preemptive criminalization to produce punitive policing, and (2) shielding, when referrals to school police officers by school personnel shift blame onto students and invite the use of punitive policing without care. These findings underscore the racialized and contextually specific nature of school policing’s social and spatial processes for Black students in low-income communities.
{"title":"A Web of Punishment: Examining Black Student Interactions With School Police in Los Angeles","authors":"T. Allen, P. Noguera","doi":"10.3102/0013189x221095547","DOIUrl":"https://doi.org/10.3102/0013189x221095547","url":null,"abstract":"The presence of armed police officers in schools has sparked considerable policy debate and demands for reform. Thus far, much of the debate has centered on an empirical analysis of school resource officers rather than school police officers and their impact on particular student populations, especially those burdened by their greater vulnerability to punitive interactions such as detention and arrest. In this article the authors show that an examination of the data reveals that interactions between students and police follow distinct patterns with respect to race and geographic space. The authors use the “sociospatial dialectic” method to explain why certain student populations are most vulnerable to negative interactions with school police within particular spatial settings. Oral history interviews with 120 Black students in a large urban public school district reveal two self-reinforcing pathways: (1) soft coercion, when care and courtesy meet preemptive criminalization to produce punitive policing, and (2) shielding, when referrals to school police officers by school personnel shift blame onto students and invite the use of punitive policing without care. These findings underscore the racialized and contextually specific nature of school policing’s social and spatial processes for Black students in low-income communities.","PeriodicalId":47159,"journal":{"name":"Australian Educational Researcher","volume":"47 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86018768","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 : 2023-03-29DOI: 10.3102/0013189x221079853
Erica B. Edwards, Jeremy Singer, S. Lenhoff
This study considers the degree to which attendance policies and practices to address chronic absenteeism in a large Midwestern urban school district create suffering in Black parents’ experiences. In a secondary analysis of longitudinal qualitative data conducted through Afro-pessimist conceptualizations of anti-Blackness, we found that the district’s attendance policies antagonize Black parents in ways that create psychological and material distress; and that educators characterize Black parents as problems they must overcome. These findings demonstrate how attendance policies and practices are imbricated in anti-Black social processes, inviting social death into Black family life. In the ongoing struggle to realize Black freedom, the paper calls for abandoning incentivize-and-punish approaches that assume Black parents and students are inadequately committed to schooling.
{"title":"Anti-Blackness and Attendance Policy Implementation: Evidence From a Midwestern School District","authors":"Erica B. Edwards, Jeremy Singer, S. Lenhoff","doi":"10.3102/0013189x221079853","DOIUrl":"https://doi.org/10.3102/0013189x221079853","url":null,"abstract":"This study considers the degree to which attendance policies and practices to address chronic absenteeism in a large Midwestern urban school district create suffering in Black parents’ experiences. In a secondary analysis of longitudinal qualitative data conducted through Afro-pessimist conceptualizations of anti-Blackness, we found that the district’s attendance policies antagonize Black parents in ways that create psychological and material distress; and that educators characterize Black parents as problems they must overcome. These findings demonstrate how attendance policies and practices are imbricated in anti-Black social processes, inviting social death into Black family life. In the ongoing struggle to realize Black freedom, the paper calls for abandoning incentivize-and-punish approaches that assume Black parents and students are inadequately committed to schooling.","PeriodicalId":47159,"journal":{"name":"Australian Educational Researcher","volume":"14 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84396005","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 : 2023-03-29DOI: 10.3102/0013189x231161054
Jonathan Diamond, L. Gomez
White supremacy and anti-Black racism are deeply embedded in educational organizations and disrupting them is key to creating more racially just schools. This essay details how the regular practice of organizational routines reproduces racial domination and subordination. We argue that combining critical perspectives on race with organizational improvement approaches can help disrupt this reproductive process. More specifically, educators can engage in critical reflection and action to interrupt, deconstruct, and redesign organizational routines in ways that challenge and hopefully undermine white supremacy and anti-Black racism in schools. We highlight how this approach could help create more racially just educational contexts.
{"title":"Disrupting White Supremacy and Anti-Black Racism in Educational Organizations","authors":"Jonathan Diamond, L. Gomez","doi":"10.3102/0013189x231161054","DOIUrl":"https://doi.org/10.3102/0013189x231161054","url":null,"abstract":"White supremacy and anti-Black racism are deeply embedded in educational organizations and disrupting them is key to creating more racially just schools. This essay details how the regular practice of organizational routines reproduces racial domination and subordination. We argue that combining critical perspectives on race with organizational improvement approaches can help disrupt this reproductive process. More specifically, educators can engage in critical reflection and action to interrupt, deconstruct, and redesign organizational routines in ways that challenge and hopefully undermine white supremacy and anti-Black racism in schools. We highlight how this approach could help create more racially just educational contexts.","PeriodicalId":47159,"journal":{"name":"Australian Educational Researcher","volume":"31 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80773511","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 : 2023-03-29DOI: 10.3102/0013189x231151939
R. Z. Liu, W. Liu, Janelle S. Wong, Richard Q. Shin
In this critical race discourse analysis of legal documents and correspondence, we discuss how a small number of highly organized and visible groups of Asian American parent activists oppose admissions policy reforms intended to diversify student enrollment to specialized high schools. We identify two narratives deployed by this vocal minority: anti-Asian discrimination and Asian American exceptionalism. These narratives prioritize the historical and interpersonal racialized experiences of Asian Americans over institutionalized racial inequality experienced by Black students, namely, residential housing and school segregation. By valorizing Asian American exceptionalism and meritocracy, these claims relegate racism as a historical problem, mirroring ideologies of white supremacy and anti-Blackness while reconstituting anti-racism.
{"title":"Anti-Black Racism and Asian American Local Educational Activism: A Critical Race Discourse Analysis","authors":"R. Z. Liu, W. Liu, Janelle S. Wong, Richard Q. Shin","doi":"10.3102/0013189x231151939","DOIUrl":"https://doi.org/10.3102/0013189x231151939","url":null,"abstract":"In this critical race discourse analysis of legal documents and correspondence, we discuss how a small number of highly organized and visible groups of Asian American parent activists oppose admissions policy reforms intended to diversify student enrollment to specialized high schools. We identify two narratives deployed by this vocal minority: anti-Asian discrimination and Asian American exceptionalism. These narratives prioritize the historical and interpersonal racialized experiences of Asian Americans over institutionalized racial inequality experienced by Black students, namely, residential housing and school segregation. By valorizing Asian American exceptionalism and meritocracy, these claims relegate racism as a historical problem, mirroring ideologies of white supremacy and anti-Blackness while reconstituting anti-racism.","PeriodicalId":47159,"journal":{"name":"Australian Educational Researcher","volume":"60 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75622441","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 : 2023-03-24DOI: 10.3102/0013189X231163139
Rachel S. White
Given that a national superintendent dataset has never existed, claims about superintendent turnover and gender gaps have traditionally been based on conjecture or data from a single year and small sample of superintendents. Utilizing a new dataset of all K–12 public school district superintendents in the United States across four school years, this study explores how the superintendent gender gap and turnover have changed over time and across states and district types. Analyses reveal that superintendent turnover has increased, particularly among men, and the superintendent gender gap has marginally narrowed. Although men are increasingly turning over, women are seldom filling those positions—a necessity if the superintendent gender gap is to narrow. State and district analyses are presented, as well as discussion of the implications of the findings and the power of a longitudinal superintendent dataset.
{"title":"Ceilings Made of Glass and Leaving En Masse? Examining Superintendent Gender Gaps and Turnover Over Time Across the United States","authors":"Rachel S. White","doi":"10.3102/0013189X231163139","DOIUrl":"https://doi.org/10.3102/0013189X231163139","url":null,"abstract":"Given that a national superintendent dataset has never existed, claims about superintendent turnover and gender gaps have traditionally been based on conjecture or data from a single year and small sample of superintendents. Utilizing a new dataset of all K–12 public school district superintendents in the United States across four school years, this study explores how the superintendent gender gap and turnover have changed over time and across states and district types. Analyses reveal that superintendent turnover has increased, particularly among men, and the superintendent gender gap has marginally narrowed. Although men are increasingly turning over, women are seldom filling those positions—a necessity if the superintendent gender gap is to narrow. State and district analyses are presented, as well as discussion of the implications of the findings and the power of a longitudinal superintendent dataset.","PeriodicalId":47159,"journal":{"name":"Australian Educational Researcher","volume":"29 1","pages":"272 - 285"},"PeriodicalIF":2.1,"publicationDate":"2023-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73590872","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 : 2023-03-21DOI: 10.1007/s13384-023-00624-w
Andrew Miller, Leanne Fray, Jennifer Gore
[This corrects the article DOI: 10.1007/s13384-023-00614-y.].
[这更正了文章DOI:10.1007/s13384-023-00614-y.]。
{"title":"Correction to: Was COVID-19 an unexpected catalyst for more equitable learning outcomes? A comparative analysis after two years of disrupted schooling in Australian primary schools.","authors":"Andrew Miller, Leanne Fray, Jennifer Gore","doi":"10.1007/s13384-023-00624-w","DOIUrl":"10.1007/s13384-023-00624-w","url":null,"abstract":"<p><p>[This corrects the article DOI: 10.1007/s13384-023-00614-y.].</p>","PeriodicalId":47159,"journal":{"name":"Australian Educational Researcher","volume":" ","pages":"1-2"},"PeriodicalIF":2.1,"publicationDate":"2023-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10028757/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9686581","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-20DOI: 10.3102/0013189X231163147
K. Burke, M. Juzwik, E. Prins
The ascendance of White Christian nationalism has profound implications for democracy and public institutions in the United States, including public education. This article explains the core beliefs and features of White Christian nationalism as a contemporary religiopolitical movement that seeks to fuse Christianity with civic life; delineates how and why it matters for educational research; and identifies how education scholars might begin to address White Christian nationalism, particularly by investigating how it can be unlearned. We argue that learning about White Christian nationalism can help educational stakeholders better understand current educational battles, such as banning books and discussion of critical race theory, and contextualize a wide range of pressing problems facing US education, especially problems involving educational justice and equity.
{"title":"White Christian Nationalism: What Is It, and Why Does It Matter for Educational Research?","authors":"K. Burke, M. Juzwik, E. Prins","doi":"10.3102/0013189X231163147","DOIUrl":"https://doi.org/10.3102/0013189X231163147","url":null,"abstract":"The ascendance of White Christian nationalism has profound implications for democracy and public institutions in the United States, including public education. This article explains the core beliefs and features of White Christian nationalism as a contemporary religiopolitical movement that seeks to fuse Christianity with civic life; delineates how and why it matters for educational research; and identifies how education scholars might begin to address White Christian nationalism, particularly by investigating how it can be unlearned. We argue that learning about White Christian nationalism can help educational stakeholders better understand current educational battles, such as banning books and discussion of critical race theory, and contextualize a wide range of pressing problems facing US education, especially problems involving educational justice and equity.","PeriodicalId":47159,"journal":{"name":"Australian Educational Researcher","volume":"51 1","pages":"286 - 295"},"PeriodicalIF":2.1,"publicationDate":"2023-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86432769","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 : 2023-03-20DOI: 10.3102/0013189X231156593
Joyce Gomez-Najarro, M. Pugach, L. Blanton
Dual certification programs are proliferating as the principal means of preparing teachers for inclusive practice. Drawing on the 1,408 university-based teacher education programs on the 2019 Title II database, we examined the institutional website discourse for every program offering prospective teachers the opportunity to earn a general and special education license. One-quarter of these websites reflected discourse conveying inclusion as a reform, transformational, and equity strategy for teaching; three-quarters limited discourse to the practical benefit of earning two licenses, absent any elaboration regarding inclusive teaching. This raises questions regarding whether these programs serve a robust reform function in orienting prospective teachers to inclusive practice or instead a transactional function that maintains the traditional binary relationship between general and special education.
{"title":"Portraying Teacher Education for Inclusion: An Analysis of the Institutional Discourse of Dual Certification Programs","authors":"Joyce Gomez-Najarro, M. Pugach, L. Blanton","doi":"10.3102/0013189X231156593","DOIUrl":"https://doi.org/10.3102/0013189X231156593","url":null,"abstract":"Dual certification programs are proliferating as the principal means of preparing teachers for inclusive practice. Drawing on the 1,408 university-based teacher education programs on the 2019 Title II database, we examined the institutional website discourse for every program offering prospective teachers the opportunity to earn a general and special education license. One-quarter of these websites reflected discourse conveying inclusion as a reform, transformational, and equity strategy for teaching; three-quarters limited discourse to the practical benefit of earning two licenses, absent any elaboration regarding inclusive teaching. This raises questions regarding whether these programs serve a robust reform function in orienting prospective teachers to inclusive practice or instead a transactional function that maintains the traditional binary relationship between general and special education.","PeriodicalId":47159,"journal":{"name":"Australian Educational Researcher","volume":"234 1","pages":"327 - 338"},"PeriodicalIF":2.1,"publicationDate":"2023-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89256703","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 : 2023-03-20DOI: 10.1007/s13384-023-00618-8
W. Tomaszewski, Ning Xiang, Yangtao Huang
{"title":"School climate, student engagement and academic achievement across school sectors in Australia","authors":"W. Tomaszewski, Ning Xiang, Yangtao Huang","doi":"10.1007/s13384-023-00618-8","DOIUrl":"https://doi.org/10.1007/s13384-023-00618-8","url":null,"abstract":"","PeriodicalId":47159,"journal":{"name":"Australian Educational Researcher","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41510374","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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