Pub Date : 2022-02-22DOI: 10.1177/00131245221076093
S. Budhai, Kristine S. Lewis Grant
While parent involvement has been shown to have positive academic outcomes for their children, for structural changes to be made, parents have to go from being active to taking on a more activist role, thus “stoking the flame” of the norm. Parent advocacy and empowerment groups play a vital role in the transformation of parent activists, yet their contributions are often overlooked in the literature on parent involvement. Using Yosso’s Community Cultural Wealth Framework, findings from this qualitative study examine how a parent empowerment group embraced the cultural assets and strengths of Black parents, served as the spark to engage them in the educational reform process, and built a platform for them as activists. This research expands conceptualizations of parent involvement to include activism and asserts parent advocacy and empowerment groups as vital stakeholders in educational change.
{"title":"Stoking the Flames: A Community Cultural Wealth Analysis of Black Parents’ Engagement in an Empowerment Organization","authors":"S. Budhai, Kristine S. Lewis Grant","doi":"10.1177/00131245221076093","DOIUrl":"https://doi.org/10.1177/00131245221076093","url":null,"abstract":"While parent involvement has been shown to have positive academic outcomes for their children, for structural changes to be made, parents have to go from being active to taking on a more activist role, thus “stoking the flame” of the norm. Parent advocacy and empowerment groups play a vital role in the transformation of parent activists, yet their contributions are often overlooked in the literature on parent involvement. Using Yosso’s Community Cultural Wealth Framework, findings from this qualitative study examine how a parent empowerment group embraced the cultural assets and strengths of Black parents, served as the spark to engage them in the educational reform process, and built a platform for them as activists. This research expands conceptualizations of parent involvement to include activism and asserts parent advocacy and empowerment groups as vital stakeholders in educational change.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":"55 1","pages":"371 - 392"},"PeriodicalIF":1.2,"publicationDate":"2022-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43291479","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-04DOI: 10.1177/00131245221076074
Bernadette M. Castillo
Focusing on family and community partnerships in schools is an important aspect to culturally responsive education, yet it is often an overlooked area. Educators must consider new models to engage community and family members to become partners in schools. This study presents finding from a mini-ethnographic case study and explores various stakeholders working as a collective to engage in culturally responsive work. In the model, group members interacted to develop curriculum proposals, professional development for teachers and community, as well as proposals for new courses. The opportunities and challenges school districts face when engaging community members in the policy and practice of schools are also discussed in this model.
{"title":"“Equity Work is Messy”: Exploring a Family and Community Partnership in One School District","authors":"Bernadette M. Castillo","doi":"10.1177/00131245221076074","DOIUrl":"https://doi.org/10.1177/00131245221076074","url":null,"abstract":"Focusing on family and community partnerships in schools is an important aspect to culturally responsive education, yet it is often an overlooked area. Educators must consider new models to engage community and family members to become partners in schools. This study presents finding from a mini-ethnographic case study and explores various stakeholders working as a collective to engage in culturally responsive work. In the model, group members interacted to develop curriculum proposals, professional development for teachers and community, as well as proposals for new courses. The opportunities and challenges school districts face when engaging community members in the policy and practice of schools are also discussed in this model.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":"55 1","pages":"201 - 221"},"PeriodicalIF":1.2,"publicationDate":"2022-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41345773","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-19DOI: 10.1177/00131245211065414
J. Childs, Ain A. Grooms, Mollie Purcell Mozley
COVID-19 placed a significant burden on urban students of color and their families. Changing environmental, community, and schooling factors influenced students’ ability and desire to attend school regularly. To ensure that students would attend school, district and school leaders were challenged with creating school environments and cultures that would promote attendance and overall safety. This case study of a charter school district in Texas highlights how organizational commitment by leaders and desire to get students to attend school during the pandemic, was pivotal as the school was transitioning during uncertain times. Interviews with district and school leaders revealed that supports, resources, and integration of technology helped to influence student attendance and helped to create plans for safely reopening.
{"title":"Hidden in (Virtual) Plain Sight: A Charter District’s Focus on Attendance During COVID-19","authors":"J. Childs, Ain A. Grooms, Mollie Purcell Mozley","doi":"10.1177/00131245211065414","DOIUrl":"https://doi.org/10.1177/00131245211065414","url":null,"abstract":"COVID-19 placed a significant burden on urban students of color and their families. Changing environmental, community, and schooling factors influenced students’ ability and desire to attend school regularly. To ensure that students would attend school, district and school leaders were challenged with creating school environments and cultures that would promote attendance and overall safety. This case study of a charter school district in Texas highlights how organizational commitment by leaders and desire to get students to attend school during the pandemic, was pivotal as the school was transitioning during uncertain times. Interviews with district and school leaders revealed that supports, resources, and integration of technology helped to influence student attendance and helped to create plans for safely reopening.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":"55 1","pages":"876 - 893"},"PeriodicalIF":1.2,"publicationDate":"2022-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42958501","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-07DOI: 10.1177/00131245211066192
C. Russo
{"title":"COVID-19 and Urban Schools: The Public Health Issue of Our Time","authors":"C. Russo","doi":"10.1177/00131245211066192","DOIUrl":"https://doi.org/10.1177/00131245211066192","url":null,"abstract":"","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44186410","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-07DOI: 10.1177/00131245211069945
Esther Cuadrado, Blas Domínguez-Herrera, Bárbara Luque, Manuel Moyano, C. Tabernero
The main objective of this study was to develop and validate a reliable and valid scale that allows the measurement of the perception that teachers have of attention to diversity in the classroom: the Perception of Attention to Diversity Scale (PADS). To this end, 456 teachers answered a survey. Exploratory and confirmatory factor analyses confirmed a robust adjustment of the expected bifactorial structure. The two factors identified were the perception of attention (a) related to the Specific Educational Needs, with five items, and (b) related to cultural diversity, with four items. The patterns of relationship between the scale and its factors with other psychological variables supported the construct validity. The study provides a useful tool both to measure the perception that teachers have of the levels of attention to diversity they offer in the classroom, and to analyze the relationship that such perception can have with different study variables.
{"title":"Construction and Validation of the Perception of Attention to Diversity Scale (PADS)","authors":"Esther Cuadrado, Blas Domínguez-Herrera, Bárbara Luque, Manuel Moyano, C. Tabernero","doi":"10.1177/00131245211069945","DOIUrl":"https://doi.org/10.1177/00131245211069945","url":null,"abstract":"The main objective of this study was to develop and validate a reliable and valid scale that allows the measurement of the perception that teachers have of attention to diversity in the classroom: the Perception of Attention to Diversity Scale (PADS). To this end, 456 teachers answered a survey. Exploratory and confirmatory factor analyses confirmed a robust adjustment of the expected bifactorial structure. The two factors identified were the perception of attention (a) related to the Specific Educational Needs, with five items, and (b) related to cultural diversity, with four items. The patterns of relationship between the scale and its factors with other psychological variables supported the construct validity. The study provides a useful tool both to measure the perception that teachers have of the levels of attention to diversity they offer in the classroom, and to analyze the relationship that such perception can have with different study variables.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":"55 1","pages":"555 - 576"},"PeriodicalIF":1.2,"publicationDate":"2022-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41521598","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-27DOI: 10.1177/00131245211065419
Richard Miller, Katrina Liu
The 2020 COVID-19 disaster triggered an educational crisis in the United States, deeply exacerbating the inequities present in education as schools went online. This primary impact may not be the only one, however: literature describes a secondary impact of such disasters through “disaster capitalism,” in which the private sector captures the public resources of disaster-struck communities for profit. In response to these warnings, we ask how schools, families, and communities can counteract disaster capitalism for educational equity. To address this question, we first synthesize a critical framework for analyzing digital inequity in education. We then dissect the strategies disaster capitalism uses to attack the school-family-community relationship and exacerbate digital inequity in “normal” times as well as during crises. Employing the notion of community funds of knowledge, we next examine the resources schools, families, and communities can mobilize against disaster capitalism and digital inequity. Finally, guided by the concepts of generative change and transformative learning, we consider actionable practices of countering disaster capitalism for a transformative education.
{"title":"After the Virus: Disaster Capitalism, Digital Inequity, and Transformative Education for the Future of Schooling","authors":"Richard Miller, Katrina Liu","doi":"10.1177/00131245211065419","DOIUrl":"https://doi.org/10.1177/00131245211065419","url":null,"abstract":"The 2020 COVID-19 disaster triggered an educational crisis in the United States, deeply exacerbating the inequities present in education as schools went online. This primary impact may not be the only one, however: literature describes a secondary impact of such disasters through “disaster capitalism,” in which the private sector captures the public resources of disaster-struck communities for profit. In response to these warnings, we ask how schools, families, and communities can counteract disaster capitalism for educational equity. To address this question, we first synthesize a critical framework for analyzing digital inequity in education. We then dissect the strategies disaster capitalism uses to attack the school-family-community relationship and exacerbate digital inequity in “normal” times as well as during crises. Employing the notion of community funds of knowledge, we next examine the resources schools, families, and communities can mobilize against disaster capitalism and digital inequity. Finally, guided by the concepts of generative change and transformative learning, we consider actionable practices of countering disaster capitalism for a transformative education.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":"55 1","pages":"533 - 554"},"PeriodicalIF":1.2,"publicationDate":"2021-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46558270","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-26DOI: 10.1177/00131245211062531
Chioma Stella Amadi
This comparative study examines the extent to which the 21st-century skills are integrated into the 4th and 8th-grade public school science curriculum in Canada in relation to that of the United States of America (USA) by analyzing the 4th and 8th grade Common Framework of Science Learning Outcomes of Canada and the 4th and 8th grade Next Generation Science Standards (NGSS) of the United States in relation to the 21st-century skills as listed by the Applied Educational System (AES). The results predicted a huge economic decline of the United States in the nearest future in contrast to that of Canada if an intervention is not instituted.
{"title":"The Integration of 21st-Century Skills in Science: A Case Study of Canada and the USA","authors":"Chioma Stella Amadi","doi":"10.1177/00131245211062531","DOIUrl":"https://doi.org/10.1177/00131245211062531","url":null,"abstract":"This comparative study examines the extent to which the 21st-century skills are integrated into the 4th and 8th-grade public school science curriculum in Canada in relation to that of the United States of America (USA) by analyzing the 4th and 8th grade Common Framework of Science Learning Outcomes of Canada and the 4th and 8th grade Next Generation Science Standards (NGSS) of the United States in relation to the 21st-century skills as listed by the Applied Educational System (AES). The results predicted a huge economic decline of the United States in the nearest future in contrast to that of Canada if an intervention is not instituted.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":"55 1","pages":"56 - 87"},"PeriodicalIF":1.2,"publicationDate":"2021-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48195183","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-26DOI: 10.1177/00131245211063878
L. Neuberger, D. Carroll, Silvana Bastante, Maeven Rogers, Laura Boutemen
Financial illiteracy is a systemic issue across the country, especially among lower-income individuals in urban communities. This low level of financial literacy often leads to higher levels of debt, lower credit scores, less wealth accumulation, and poor retirement planning. Increasing financial literacy in these priority populations can be effective in combatting some of these negative financial outcomes. This study emerged from a partnership between community organizations in a large urban metropolitan area and scholars from diverse disciplinary backgrounds. Guided by formative research principles, this manuscript reports on research findings derived from several focus groups with community members. These focus groups helped to identify existing perceived financial knowledge levels, categorize barriers to enhancing financial literacy, and illuminate potentially pathways to effective financial literacy program development.
{"title":"Taking Financial Literacy Downtown: Leveraging Community Partnerships to Increase Communication of Essential Financial Information in an Urban Area","authors":"L. Neuberger, D. Carroll, Silvana Bastante, Maeven Rogers, Laura Boutemen","doi":"10.1177/00131245211063878","DOIUrl":"https://doi.org/10.1177/00131245211063878","url":null,"abstract":"Financial illiteracy is a systemic issue across the country, especially among lower-income individuals in urban communities. This low level of financial literacy often leads to higher levels of debt, lower credit scores, less wealth accumulation, and poor retirement planning. Increasing financial literacy in these priority populations can be effective in combatting some of these negative financial outcomes. This study emerged from a partnership between community organizations in a large urban metropolitan area and scholars from diverse disciplinary backgrounds. Guided by formative research principles, this manuscript reports on research findings derived from several focus groups with community members. These focus groups helped to identify existing perceived financial knowledge levels, categorize barriers to enhancing financial literacy, and illuminate potentially pathways to effective financial literacy program development.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":"54 1","pages":"1010 - 1022"},"PeriodicalIF":1.2,"publicationDate":"2021-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41659234","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-26DOI: 10.1177/00131245211062537
Chantal Francois
School leadership research offers prescriptions for strong instructional and culturally relevant leadership for diverse and urban adolescent populations, yet little evidence describes how school principals impact adolescents’ in-school reading experiences. This qualitative inquiry sought to understand how one urban secondary principal perceived and enacted his role in a school’s effort to teach reading. It also investigated how staff and students perceived his actions. Framed by sociocultural perspectives of reading and a distributed leadership perspective, data analysis revealed that the principal made time and nurtured relationships to grow teacher capacity, support and participate in independent reading, and attend to individual readers and teachers. This study affirms the importance of context in shaping urban adolescents’ reading experiences and raises implications for the urban school principal’s role in their literacy instruction.
{"title":"Urban Literacy Leadership: Examining One Principal’s Vision and Practice","authors":"Chantal Francois","doi":"10.1177/00131245211062537","DOIUrl":"https://doi.org/10.1177/00131245211062537","url":null,"abstract":"School leadership research offers prescriptions for strong instructional and culturally relevant leadership for diverse and urban adolescent populations, yet little evidence describes how school principals impact adolescents’ in-school reading experiences. This qualitative inquiry sought to understand how one urban secondary principal perceived and enacted his role in a school’s effort to teach reading. It also investigated how staff and students perceived his actions. Framed by sociocultural perspectives of reading and a distributed leadership perspective, data analysis revealed that the principal made time and nurtured relationships to grow teacher capacity, support and participate in independent reading, and attend to individual readers and teachers. This study affirms the importance of context in shaping urban adolescents’ reading experiences and raises implications for the urban school principal’s role in their literacy instruction.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":"54 1","pages":"923 - 945"},"PeriodicalIF":1.2,"publicationDate":"2021-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41612023","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-17DOI: 10.1177/00131245211065413
E. Fletcher, Nicholas J. Minar, Brooke A Rice
In this manuscript, we highlight the virtual Future Ready Lab as one example of an innovative internship concept designed to increase the quantity of meaningful paid internship experiences available for students to participate in, prepare for further education, and be able to compete in the 21st Century workforce. The Lab’s premise is to provide access to student populations (e.g., economically disadvantaged, Black, and Latinx students) who oftentimes are not afforded the opportunity to hone their 21st Century skills in a high-impact internship experience. The virtual nature of the Future Ready Labs provided opportunities for high school students to participate, despite transportation limitations, social distancing, emerging safety precautions, and requirements based on the COVID-19 pandemic. In this manuscript, we help fill gaps in existing literature concerning how schools support students’ work-based learning experiences during times of crisis, particularly for diverse and economically disadvantaged learners. We conclude with recommendations for practice, and a broader work-based learning framework for how partnerships can be forged and sustained in high schools across the nation, as well as implications for educational policy, practice, and research.
{"title":"The Future Ready Lab: Maintaining Students’ Access to Internships during Times of Crisis","authors":"E. Fletcher, Nicholas J. Minar, Brooke A Rice","doi":"10.1177/00131245211065413","DOIUrl":"https://doi.org/10.1177/00131245211065413","url":null,"abstract":"In this manuscript, we highlight the virtual Future Ready Lab as one example of an innovative internship concept designed to increase the quantity of meaningful paid internship experiences available for students to participate in, prepare for further education, and be able to compete in the 21st Century workforce. The Lab’s premise is to provide access to student populations (e.g., economically disadvantaged, Black, and Latinx students) who oftentimes are not afforded the opportunity to hone their 21st Century skills in a high-impact internship experience. The virtual nature of the Future Ready Labs provided opportunities for high school students to participate, despite transportation limitations, social distancing, emerging safety precautions, and requirements based on the COVID-19 pandemic. In this manuscript, we help fill gaps in existing literature concerning how schools support students’ work-based learning experiences during times of crisis, particularly for diverse and economically disadvantaged learners. We conclude with recommendations for practice, and a broader work-based learning framework for how partnerships can be forged and sustained in high schools across the nation, as well as implications for educational policy, practice, and research.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":"55 1","pages":"577 - 592"},"PeriodicalIF":1.2,"publicationDate":"2021-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43638819","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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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