Pub Date : 2022-09-01DOI: 10.17763/1943-5045-92.3.361
P. Bennett, Amy C. Lutz
In this research article, Pamela R. Bennett and Amy Lutz offer new hypotheses about how state bans on affirmative action affect application decisions based on students’ beneficiary positions vis-à-vis affirmative action and evaluate them for black, white, Latino, and Asian American students separately. They posit that bans discourage applications to selective colleges from prospective students who benefit from affirmative action (black and Latino) and encourage applications from prospective students who do not benefit from the policy (white and Asian American). Members of nonbeneficiary groups that have strong academic credentials are more responsive to bans because they are best positioned for admission under restrictions on race-conscious admissions policies. Citing results from the Education Longitudinal Study of 2002–2006, the authors show how state restrictions on race-conscious admissions have contributed to racial inequality in higher education by further drawing into elite institutions’ application pools racial groups that already account for most of their students while also raising the chances that students from those groups will be admitted.
{"title":"Bans and Signals: Racial and Ethnic Differences in Applications to Elite Public Colleges in States With and Without Affirmative Action","authors":"P. Bennett, Amy C. Lutz","doi":"10.17763/1943-5045-92.3.361","DOIUrl":"https://doi.org/10.17763/1943-5045-92.3.361","url":null,"abstract":"In this research article, Pamela R. Bennett and Amy Lutz offer new hypotheses about how state bans on affirmative action affect application decisions based on students’ beneficiary positions vis-à-vis affirmative action and evaluate them for black, white, Latino, and Asian American students separately. They posit that bans discourage applications to selective colleges from prospective students who benefit from affirmative action (black and Latino) and encourage applications from prospective students who do not benefit from the policy (white and Asian American). Members of nonbeneficiary groups that have strong academic credentials are more responsive to bans because they are best positioned for admission under restrictions on race-conscious admissions policies. Citing results from the Education Longitudinal Study of 2002–2006, the authors show how state restrictions on race-conscious admissions have contributed to racial inequality in higher education by further drawing into elite institutions’ application pools racial groups that already account for most of their students while also raising the chances that students from those groups will be admitted.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47829475","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 : 2022-09-01DOI: 10.17763/1943-5045-92.3.391
Jo Kelcey
For millions of people living in humanitarian crisis, education can confer physical and psychological protection and offer a path to a brighter future. Overshadowing this promise, however, are the unavoidable politics of humanitarianism. In this historical case study of the United Nations Relief and Works Agency for Palestine Refugees in the Near East during the First Intifada (1987–1993), Jo Kelcey shows how the agency’s ostensibly apolitical humanitarian education program was in fact shaped by competing political interests. This case highlights both the impossibility of apolitical education programs and the unforeseen consequences of humanitarian framings for education, ultimately underscoring the need to critically reflect on the value of aligning education to humanitarian discourse and practice.
{"title":"An (A)Political Education? UNRWA, Humanitarian Governance, and Education for Palestinian Refugees During the First Intifada (1987–1993)","authors":"Jo Kelcey","doi":"10.17763/1943-5045-92.3.391","DOIUrl":"https://doi.org/10.17763/1943-5045-92.3.391","url":null,"abstract":"For millions of people living in humanitarian crisis, education can confer physical and psychological protection and offer a path to a brighter future. Overshadowing this promise, however, are the unavoidable politics of humanitarianism. In this historical case study of the United Nations Relief and Works Agency for Palestine Refugees in the Near East during the First Intifada (1987–1993), Jo Kelcey shows how the agency’s ostensibly apolitical humanitarian education program was in fact shaped by competing political interests. This case highlights both the impossibility of apolitical education programs and the unforeseen consequences of humanitarian framings for education, ultimately underscoring the need to critically reflect on the value of aligning education to humanitarian discourse and practice.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43737085","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 : 2022-09-01DOI: 10.17763/1943-5045-92.3.451
Mekka A. Smith
{"title":"All the White Friends I Couldn’t Keep: Hope—and Hard Pills to Swallow—About Fighting for Black Lives","authors":"Mekka A. Smith","doi":"10.17763/1943-5045-92.3.451","DOIUrl":"https://doi.org/10.17763/1943-5045-92.3.451","url":null,"abstract":"","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42452250","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 : 2022-09-01DOI: 10.17763/1943-5045-92.3.321
Andrea Avery
In this reflective essay, Andrea Avery considers how teaching Lucy Grealy’s 1994 Autobiography of a Face in a memoir class functions to cultivate embodied vulnerability among high school seniors. She discusses her own identity as a disabled/chronically ill teacher and how her positioning of and interaction with Grealy’s text invites her students to “see” her body and to use autobiographical writing to see and claim their own bodies. She reflects on the particular challenges she has faced in pursuit of the goal of liberatory educational practice wherein, as theorized by bell hooks, the empowerment of all people in the space depends on the teacher’s willingness to make herself vulnerable alongside her students.
在这篇反思性的文章中，安德里亚·艾弗里(Andrea Avery)思考了在回忆录课上教授露西·格雷利(Lucy Grealy) 1994年的《一张脸的自传》(Autobiography of a Face)是如何培养高中高年级学生的具体脆弱性的。她讨论了自己作为一名残疾/慢性病教师的身份，以及她如何定位和与格雷利的文本互动，邀请她的学生“看到”她的身体，并使用自传写作来看到和主张自己的身体。她反思了她在追求解放教育实践目标时所面临的特殊挑战，其中，正如贝尔·胡克斯(bell hooks)所提出的理论，空间中所有人的赋权取决于教师是否愿意让自己与学生一起变得脆弱。
{"title":"A Face for My Autobiography: Lucy Grealy and Embodied Vulnerability","authors":"Andrea Avery","doi":"10.17763/1943-5045-92.3.321","DOIUrl":"https://doi.org/10.17763/1943-5045-92.3.321","url":null,"abstract":"In this reflective essay, Andrea Avery considers how teaching Lucy Grealy’s 1994 Autobiography of a Face in a memoir class functions to cultivate embodied vulnerability among high school seniors. She discusses her own identity as a disabled/chronically ill teacher and how her positioning of and interaction with Grealy’s text invites her students to “see” her body and to use autobiographical writing to see and claim their own bodies. She reflects on the particular challenges she has faced in pursuit of the goal of liberatory educational practice wherein, as theorized by bell hooks, the empowerment of all people in the space depends on the teacher’s willingness to make herself vulnerable alongside her students.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42571823","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 : 2022-09-01DOI: 10.17763/1943-5045-92.3.444
Alyssa Napier
{"title":"Willful Defiance: The Movement to Dismantle the School-to-Prison Pipeline","authors":"Alyssa Napier","doi":"10.17763/1943-5045-92.3.444","DOIUrl":"https://doi.org/10.17763/1943-5045-92.3.444","url":null,"abstract":"","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42930768","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 : 2022-09-01DOI: 10.17763/1943-5045-92.3.440
Abhinav Ghosh
{"title":"Memory in the Mekong: Regional Identity, Schools, and Politics in Southeast Asia","authors":"Abhinav Ghosh","doi":"10.17763/1943-5045-92.3.440","DOIUrl":"https://doi.org/10.17763/1943-5045-92.3.440","url":null,"abstract":"","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45896511","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 : 2022-09-01DOI: 10.17763/1943-5045-92.3.336
S. Lenhoff, Jeremy Singer, Kimberly Stokes, James Bear Mahowald, Sahar Khawaja
This essay combines an ecological perspective with a mobility justice theoretical framework to reconceptualize the relationship between school transportation and educational access. Authors Sarah Winchell Lenhoff, Jeremy Singer, Kimberly Stokes, James Bear Mahowald, and Sahar Khawaja document the problem of “getting to school” that is at the intersection of students’ family, community, and social contexts and how it goes beyond whether there is a reliable mode of physical transportation. Bringing together a historical analysis of the policy landscape and interview data from parents and students in Detroit, they find that school transportation problems reflect the unequal political, social, and economic context in which families navigate enrollment and attendance. They discuss how policy makers can advance mobility justice in school policy by equitably distributing transportation resources, engaging students and parents as experts in developing and communicating transportation policy, and using institutional power to remedy structural barriers to educational access.
{"title":"Beyond the Bus: Reconceptualizing School Transportation for Mobility Justice","authors":"S. Lenhoff, Jeremy Singer, Kimberly Stokes, James Bear Mahowald, Sahar Khawaja","doi":"10.17763/1943-5045-92.3.336","DOIUrl":"https://doi.org/10.17763/1943-5045-92.3.336","url":null,"abstract":"This essay combines an ecological perspective with a mobility justice theoretical framework to reconceptualize the relationship between school transportation and educational access. Authors Sarah Winchell Lenhoff, Jeremy Singer, Kimberly Stokes, James Bear Mahowald, and Sahar Khawaja document the problem of “getting to school” that is at the intersection of students’ family, community, and social contexts and how it goes beyond whether there is a reliable mode of physical transportation. Bringing together a historical analysis of the policy landscape and interview data from parents and students in Detroit, they find that school transportation problems reflect the unequal political, social, and economic context in which families navigate enrollment and attendance. They discuss how policy makers can advance mobility justice in school policy by equitably distributing transportation resources, engaging students and parents as experts in developing and communicating transportation policy, and using institutional power to remedy structural barriers to educational access.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44562652","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 : 2022-09-01DOI: 10.17763/1943-5045-92.3.413
M. F. Orellana, Lu Liu, Sophia L. Ángeles
In this “ethnographically-oriented” study, authors Marjorie Faulstich Orellana, Lu Liu, and Sophia L. Ángeles examine the learning experiences expressed in the diaries of thirty-five families from diverse ethnicities/races, cultures, national origins, and social classes living in the United States during the COVID-19 pandemic. Exploring participants’ reflections on the learning they engaged in during this time and attending to what families prioritized as they reorganized their daily lives, the authors identify several common themes that emerged as participants figured out new ways of “reinventing themselves” during this unprecedented time by centering their cultural heritage, creativity, health, well-being, and connections to nature and to others and by using technology in creative and innovative ways. In offering the life lessons and richness of learning the families experienced as a counter to the current focus on pandemic learning loss, this study has implications for reimagining education in culturally sustaining ways.
{"title":"“Reinventing Ourselves” and Reimagining Education: Everyday Learning and Life Lessons from the COVID-19 Pandemic","authors":"M. F. Orellana, Lu Liu, Sophia L. Ángeles","doi":"10.17763/1943-5045-92.3.413","DOIUrl":"https://doi.org/10.17763/1943-5045-92.3.413","url":null,"abstract":"In this “ethnographically-oriented” study, authors Marjorie Faulstich Orellana, Lu Liu, and Sophia L. Ángeles examine the learning experiences expressed in the diaries of thirty-five families from diverse ethnicities/races, cultures, national origins, and social classes living in the United States during the COVID-19 pandemic. Exploring participants’ reflections on the learning they engaged in during this time and attending to what families prioritized as they reorganized their daily lives, the authors identify several common themes that emerged as participants figured out new ways of “reinventing themselves” during this unprecedented time by centering their cultural heritage, creativity, health, well-being, and connections to nature and to others and by using technology in creative and innovative ways. In offering the life lessons and richness of learning the families experienced as a counter to the current focus on pandemic learning loss, this study has implications for reimagining education in culturally sustaining ways.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47177868","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 : 2022-09-01DOI: 10.17763/1943-5045-92.3.447
Santiago Pulido-Gómez
{"title":"Queer Data: Using Gender, Sex and Sexuality Data for Action","authors":"Santiago Pulido-Gómez","doi":"10.17763/1943-5045-92.3.447","DOIUrl":"https://doi.org/10.17763/1943-5045-92.3.447","url":null,"abstract":"","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49187076","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 : 2022-07-01Epub Date: 2022-05-31DOI: 10.1007/s00122-022-04120-0
Javaid Akhter Bhat, Benjamin Karikari, Kehinde Adewole Adeboye, Showkat Ahmad Ganie, Rutwik Barmukh, Dezhou Hu, Rajeev K Varshney, Deyue Yu
Key message: Plant height of soybean is associated with a haplotype block on chromosome 19, which classified 211 soybean accessions into five distinct groups showing significant differences for the target trait. Genetic variation is pivotal for crop improvement. Natural populations are precious genetic resources. However, efficient strategies for the targeted utilization of these resources for quantitative traits, such as plant height (PH), are scarce. Being an important agronomic trait associated with soybean yield and quality, it is imperative to unravel the genetic mechanisms underlying PH in soybean. Here, a genome-wide association study (GWAS) was performed to identify single nucleotide polymorphisms (SNPs) significantly associated with PH in a natural population of 211 cultivated soybeans, which was genotyped with NJAU 355 K Soy SNP Array and evaluated across six environments. A total of 128 SNPs distributed across 17 chromosomes were found to be significantly associated with PH across six environments and a combined environment. Three significant SNPs were consistently identified in at least three environments on Chr.02 (AX-93958260), Chr.17 (AX-94154834), and Chr.19 (AX-93897200). Genomic regions of ~ 130 kb flanking these three consistent SNPs were considered as stable QTLs, which included 169 genes. Of these, 22 genes (including Dt1) were prioritized and defined as putative candidates controlling PH. The genomic region flanking 12 most significant SNPs was in strong linkage disequilibrium (LD). These SNPs formed a single haplotype block containing five haplotypes for PH, namely Hap-A, Hap-B, Hap-C, Hap-D, and Hap-E. Deployment of such superior haplotypes in breeding programs will enable development of improved soybean varieties with desirable plant height.
{"title":"Identification of superior haplotypes in a diverse natural population for breeding desirable plant height in soybean.","authors":"Javaid Akhter Bhat, Benjamin Karikari, Kehinde Adewole Adeboye, Showkat Ahmad Ganie, Rutwik Barmukh, Dezhou Hu, Rajeev K Varshney, Deyue Yu","doi":"10.1007/s00122-022-04120-0","DOIUrl":"10.1007/s00122-022-04120-0","url":null,"abstract":"<p><strong>Key message: </strong>Plant height of soybean is associated with a haplotype block on chromosome 19, which classified 211 soybean accessions into five distinct groups showing significant differences for the target trait. Genetic variation is pivotal for crop improvement. Natural populations are precious genetic resources. However, efficient strategies for the targeted utilization of these resources for quantitative traits, such as plant height (PH), are scarce. Being an important agronomic trait associated with soybean yield and quality, it is imperative to unravel the genetic mechanisms underlying PH in soybean. Here, a genome-wide association study (GWAS) was performed to identify single nucleotide polymorphisms (SNPs) significantly associated with PH in a natural population of 211 cultivated soybeans, which was genotyped with NJAU 355 K Soy SNP Array and evaluated across six environments. A total of 128 SNPs distributed across 17 chromosomes were found to be significantly associated with PH across six environments and a combined environment. Three significant SNPs were consistently identified in at least three environments on Chr.02 (AX-93958260), Chr.17 (AX-94154834), and Chr.19 (AX-93897200). Genomic regions of ~ 130 kb flanking these three consistent SNPs were considered as stable QTLs, which included 169 genes. Of these, 22 genes (including Dt1) were prioritized and defined as putative candidates controlling PH. The genomic region flanking 12 most significant SNPs was in strong linkage disequilibrium (LD). These SNPs formed a single haplotype block containing five haplotypes for PH, namely Hap-A, Hap-B, Hap-C, Hap-D, and Hap-E. Deployment of such superior haplotypes in breeding programs will enable development of improved soybean varieties with desirable plant height.</p>","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":"80 1","pages":"2407-2422"},"PeriodicalIF":5.4,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9271120/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89879153","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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