Pub Date : 2022-03-01DOI: 10.17763/1943-5045-92.1.32
H. Reed, S. Aptekar, Amy Hsin
Contributing to the literature on the institutional experiences of undocumented youth, this article by Holly E. Reed, Sofya Aptekar, and Amy Hsin explores undocumented and “DACAmented” students’ experiences managing their illegality on campus and how college staff and faculty manage that illegality while organizing programs and support. Their analysis of in-depth qualitative interviews conducted with more than one hundred undocumented college students and former students and thirty-five faculty and staff members at the City University of New York identifies multiple points of tension. The “undocumented mismatch” between campus management of illegality and student experiences was evident in the exclusion and alienation of non-Latinx undocumented students, stress around legal status disclosure, and challenges around the issue of data confidentiality.
Holly E. Reed、Sofya Aptekar和Amy Hsin撰写了一篇关于无证青年的机构经验的文章，探讨了无证和“dacamedment”学生在校园里管理非法行为的经历，以及大学教职员工在组织项目和支持时如何管理非法行为。他们对一百多名未登记在籍的大学生和前学生以及35名纽约城市大学的教职员工进行了深入的定性访谈，分析了多个紧张点。校园非法行为管理与学生经历之间的“无证不匹配”表现在对非拉丁裔无证学生的排斥和疏离、对法律身份披露的压力以及对数据保密问题的挑战等方面。
{"title":"Managing Illegality on Campus: Undocumented Mismatch Between Students and Staff","authors":"H. Reed, S. Aptekar, Amy Hsin","doi":"10.17763/1943-5045-92.1.32","DOIUrl":"https://doi.org/10.17763/1943-5045-92.1.32","url":null,"abstract":"Contributing to the literature on the institutional experiences of undocumented youth, this article by Holly E. Reed, Sofya Aptekar, and Amy Hsin explores undocumented and “DACAmented” students’ experiences managing their illegality on campus and how college staff and faculty manage that illegality while organizing programs and support. Their analysis of in-depth qualitative interviews conducted with more than one hundred undocumented college students and former students and thirty-five faculty and staff members at the City University of New York identifies multiple points of tension. The “undocumented mismatch” between campus management of illegality and student experiences was evident in the exclusion and alienation of non-Latinx undocumented students, stress around legal status disclosure, and challenges around the issue of data confidentiality.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42904871","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 : 2022-03-01DOI: 10.17763/1943-5045-92.1.107
Claire Alkouatli
In this interpretive research study, Claire Alkouatli inquires into the pedagogical activities Sunni Muslim educators employ in sites of Islamic education that are often marginalized by stereotypes, misperceptions, and charges of anachronism and indoctrination. She invited thirty-five Muslim Canadian educators to share their perspectives on their pedagogies around teaching Islam to children and youth. Her thematic analysis of participants’ variegated descriptions coalesced into a three-theme pedagogical typology. Distinct from mainstream secular pedagogies at the levels of ontology, epistemology, and developmental psychology, Islamic pedagogies are situated within a wider conceptual paradigm. Recognizing their qualities of holism and “double cultural relevance,” they are functionally significant in teachers’ repertoires for helping young Muslims think across paradigms and may contribute to both sociocultural continuity and more equal inter-epistemic interaction in heterogeneous societies.
{"title":"Muslim Educators’ Pedagogies: Tools for Self, Social, and Spiritual Transformation","authors":"Claire Alkouatli","doi":"10.17763/1943-5045-92.1.107","DOIUrl":"https://doi.org/10.17763/1943-5045-92.1.107","url":null,"abstract":"In this interpretive research study, Claire Alkouatli inquires into the pedagogical activities Sunni Muslim educators employ in sites of Islamic education that are often marginalized by stereotypes, misperceptions, and charges of anachronism and indoctrination. She invited thirty-five Muslim Canadian educators to share their perspectives on their pedagogies around teaching Islam to children and youth. Her thematic analysis of participants’ variegated descriptions coalesced into a three-theme pedagogical typology. Distinct from mainstream secular pedagogies at the levels of ontology, epistemology, and developmental psychology, Islamic pedagogies are situated within a wider conceptual paradigm. Recognizing their qualities of holism and “double cultural relevance,” they are functionally significant in teachers’ repertoires for helping young Muslims think across paradigms and may contribute to both sociocultural continuity and more equal inter-epistemic interaction in heterogeneous societies.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42492729","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 : 2022-03-01DOI: 10.17763/1943-5045-92.1.140
Abigail Orrick
{"title":"Scripting the Moves: Culture and Control in a “No-Excuses” Charter chool","authors":"Abigail Orrick","doi":"10.17763/1943-5045-92.1.140","DOIUrl":"https://doi.org/10.17763/1943-5045-92.1.140","url":null,"abstract":"","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48025246","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 : 2022-03-01DOI: 10.17763/1943-5045-92.1.1
Liang Zhang
The Post-9/11 GI Bill represents significant public investment in and commitment to veterans who have served in the armed forces and those who will serve in the future. Recent studies have examined its effect on veterans’ college participation. In this study, Liang Zhang uses data from four waves of the National Postsecondary Student Aid Study between 2004 and 2016 to examine the effect of the Post-9/11 GI Bill on veterans’ college choices. This analysis finds, most notably, that veterans who received federal education benefits attended colleges in more expensive locations after the implementation of the bill. Moreover, a greater proportion of veterans attended private for-profit institutions instead of public institutions. Also, the bill had no significant impact on choices in terms of institution level as measured by four-year versus two-year colleges, Carnegie Classification, or program type (online versus in-person).
{"title":"How Did the Post-9/11 GI Bill Affect Vet eran Students’ Undergraduate College Choices? An Application of Propensity Scores in Difference-in-Differences Models","authors":"Liang Zhang","doi":"10.17763/1943-5045-92.1.1","DOIUrl":"https://doi.org/10.17763/1943-5045-92.1.1","url":null,"abstract":"The Post-9/11 GI Bill represents significant public investment in and commitment to veterans who have served in the armed forces and those who will serve in the future. Recent studies have examined its effect on veterans’ college participation. In this study, Liang Zhang uses data from four waves of the National Postsecondary Student Aid Study between 2004 and 2016 to examine the effect of the Post-9/11 GI Bill on veterans’ college choices. This analysis finds, most notably, that veterans who received federal education benefits attended colleges in more expensive locations after the implementation of the bill. Moreover, a greater proportion of veterans attended private for-profit institutions instead of public institutions. Also, the bill had no significant impact on choices in terms of institution level as measured by four-year versus two-year colleges, Carnegie Classification, or program type (online versus in-person).","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48121260","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 : 2022-03-01DOI: 10.1109/TIP.2022.3153138
Gukyeong Kwon, Ghassan Al Regib
Generalized zero-shot learning (GZSL) aims at training a model that can generalize to unseen class data by only using auxiliary information. One of the main challenges in GZSL is a biased model prediction toward seen classes caused by overfitting on only available seen class data during training. To overcome this issue, we propose a two-stream autoencoder-based gating model for GZSL. Our gating model predicts whether the query data is from seen classes or unseen classes, and utilizes separate seen and unseen experts to predict the class independently from each other. This framework avoids comparing the biased prediction scores for seen classes with the prediction scores for unseen classes. In particular, we measure the distance between visual and attribute representations in the latent space and the cross-reconstruction space of the autoencoder. These distances are utilized as complementary features to characterize unseen classes at different levels of data abstraction. Also, the two-stream autoencoder works as a unified framework for the gating model and the unseen expert, which makes the proposed method computationally efficient. We validate our proposed method in four benchmark image recognition datasets. In comparison with other state-of-the-art methods, we achieve the best harmonic mean accuracy in SUN and AWA2, and the second best in CUB and AWA1. Furthermore, our base model requires at least 20% less number of model parameters than state-of-the-art methods relying on generative models.
{"title":"A Gating Model for Bias Calibration in Generalized Zero-shot Learning.","authors":"Gukyeong Kwon, Ghassan Al Regib","doi":"10.1109/TIP.2022.3153138","DOIUrl":"10.1109/TIP.2022.3153138","url":null,"abstract":"<p><p>Generalized zero-shot learning (GZSL) aims at training a model that can generalize to unseen class data by only using auxiliary information. One of the main challenges in GZSL is a biased model prediction toward seen classes caused by overfitting on only available seen class data during training. To overcome this issue, we propose a two-stream autoencoder-based gating model for GZSL. Our gating model predicts whether the query data is from seen classes or unseen classes, and utilizes separate seen and unseen experts to predict the class independently from each other. This framework avoids comparing the biased prediction scores for seen classes with the prediction scores for unseen classes. In particular, we measure the distance between visual and attribute representations in the latent space and the cross-reconstruction space of the autoencoder. These distances are utilized as complementary features to characterize unseen classes at different levels of data abstraction. Also, the two-stream autoencoder works as a unified framework for the gating model and the unseen expert, which makes the proposed method computationally efficient. We validate our proposed method in four benchmark image recognition datasets. In comparison with other state-of-the-art methods, we achieve the best harmonic mean accuracy in SUN and AWA2, and the second best in CUB and AWA1. Furthermore, our base model requires at least 20% less number of model parameters than state-of-the-art methods relying on generative models.</p>","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":"55 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89850205","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 : 2022-03-01DOI: 10.17763/1943-5045-92.1.86
Christopher J. Cormier
In this research article, Christopher J. Cormier analyzes interviews he conducted with five Black male US special education teachers to understand how they experienced social ties in the workplace. The interviews reveal the raced and gendered dynamics that complicated the interviewees’ relationships with their predominantly White and female colleagues and how these Black male teachers chose to forgo social activities with their White colleagues even while knowing that this avoidance could limit their opportunities for broader career advancement.
在这篇研究文章中，Christopher J. Cormier分析了他对五位美国黑人男性特殊教育教师的采访，以了解他们如何体验工作场所的社会关系。访谈揭示了种族和性别的动态，使受访者与以白人和女性为主的同事之间的关系变得复杂，以及这些黑人男教师是如何选择放弃与白人同事的社交活动的，即使他们知道这种回避可能会限制他们更广泛的职业发展机会。
{"title":"“I Wouldn’t Invite Them to the Cookout”: How Black Male Special Education Teachers Feel About Socializing with Their White Colleagues","authors":"Christopher J. Cormier","doi":"10.17763/1943-5045-92.1.86","DOIUrl":"https://doi.org/10.17763/1943-5045-92.1.86","url":null,"abstract":"In this research article, Christopher J. Cormier analyzes interviews he conducted with five Black male US special education teachers to understand how they experienced social ties in the workplace. The interviews reveal the raced and gendered dynamics that complicated the interviewees’ relationships with their predominantly White and female colleagues and how these Black male teachers chose to forgo social activities with their White colleagues even while knowing that this avoidance could limit their opportunities for broader career advancement.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46770835","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 : 2022-03-01DOI: 10.17763/1943-5045-92.1.134a
Alyssa Napier
{"title":"An African American Dilemma: A History of School Integration and Civil Rights in the North","authors":"Alyssa Napier","doi":"10.17763/1943-5045-92.1.134a","DOIUrl":"https://doi.org/10.17763/1943-5045-92.1.134a","url":null,"abstract":"","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42490687","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 : 2022-03-01DOI: 10.17763/1943-5045-92.1.55
Chin Ee Loh, Baoqi Sun, Chan‐Hoong Leong
In this article, Chin Ee Loh, Baoqi Sun, and Chan-Hoong Leong utilize a critical spatial perspective to examine how students from different socioeconomic statuses access reading resources at home, in school, and in the community. Using Geographic Information System (GIS) data, they evaluate the distribution of reading resources in Singapore by mapping out students’ physical distances to libraries and bookstores. They juxtapose the data against case studies of students and survey data from more than six thousand participants from six secondary schools in Singapore to understand their use of resources for reading. Findings show that while students may have equal access to reading resources in terms of access to public resources for books, home backgrounds significantly affect students’ actual access. The critical spatial approach of this study provides a new way to evaluate the efficacy and equity of resource distribution and access for twenty-first-century learning.
在这篇文章中，Chin Ee Loh、孙宝琪和Chan Hoong Leong利用批判性的空间视角来研究不同社会经济地位的学生如何在家、学校和社区中获得阅读资源。利用地理信息系统（GIS）数据，他们通过绘制学生与图书馆和书店的物理距离来评估新加坡阅读资源的分布。他们将这些数据与学生的案例研究以及来自新加坡六所中学的6000多名参与者的调查数据并置，以了解他们对阅读资源的使用情况。研究结果表明，虽然学生在获得公共图书资源方面可以平等地获得阅读资源，但家庭背景会显著影响学生的实际获得途径。本研究的批判性空间方法为评估21世纪学习资源分配和获取的有效性和公平性提供了一种新的方法。
{"title":"Reading Identities, Mobilities, and Reading Futures: Critical Spatial Perspectives on Adolescent Access to Literacy Resources","authors":"Chin Ee Loh, Baoqi Sun, Chan‐Hoong Leong","doi":"10.17763/1943-5045-92.1.55","DOIUrl":"https://doi.org/10.17763/1943-5045-92.1.55","url":null,"abstract":"In this article, Chin Ee Loh, Baoqi Sun, and Chan-Hoong Leong utilize a critical spatial perspective to examine how students from different socioeconomic statuses access reading resources at home, in school, and in the community. Using Geographic Information System (GIS) data, they evaluate the distribution of reading resources in Singapore by mapping out students’ physical distances to libraries and bookstores. They juxtapose the data against case studies of students and survey data from more than six thousand participants from six secondary schools in Singapore to understand their use of resources for reading. Findings show that while students may have equal access to reading resources in terms of access to public resources for books, home backgrounds significantly affect students’ actual access. The critical spatial approach of this study provides a new way to evaluate the efficacy and equity of resource distribution and access for twenty-first-century learning.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49261738","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 : 2022-03-01DOI: 10.17763/1943-5045-92.1.137
Tara P. Nicola
{"title":"The PhD Parenthood Trap: Caught Between Work and Family in Academia","authors":"Tara P. Nicola","doi":"10.17763/1943-5045-92.1.137","DOIUrl":"https://doi.org/10.17763/1943-5045-92.1.137","url":null,"abstract":"","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46931554","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 : 2021-11-29DOI: 10.17763/1943-5045-91.4.457
M. Wolfgram, Brian D. Vivona, Tamanna Akram
In this article, authors Matthew Wolfgram, Brian Vivona, and Tamanna Akram present a comparative case study analysis of five students from a comprehensive, urban Hispanic-Serving Institution whose experiences exemplify a coordination of intersectional factors that amplify barriers to internship participation. Research shows that college internships yield academic, economic, and professional benefits. However, the opportunity to locate and participate in internships is not equal across student demographic and socioeconomic contexts. There are multiple complex barriers to internship participation for students who are socially and institutionally minoritized by race, gender, and other contextual factors, including finances, work responsibilities, travel, and gendered familial obligations. These factors intersect with systems of power and privilege to amplify challenges and foreclose futures. The authors argue that the delineation of barriers into types alone, such as financial, social, and cultural, without additional analysis of the dynamics of how such barriers intersect and amplify, runs the risk of misconstruing students’ actual experiences when they struggle to access internships and other educational opportunities.
{"title":"On the Intersectional Amplification of Barriers to College Internships: A Comparative Case Study Analysis","authors":"M. Wolfgram, Brian D. Vivona, Tamanna Akram","doi":"10.17763/1943-5045-91.4.457","DOIUrl":"https://doi.org/10.17763/1943-5045-91.4.457","url":null,"abstract":"In this article, authors Matthew Wolfgram, Brian Vivona, and Tamanna Akram present a comparative case study analysis of five students from a comprehensive, urban Hispanic-Serving Institution whose experiences exemplify a coordination of intersectional factors that amplify barriers to internship participation. Research shows that college internships yield academic, economic, and professional benefits. However, the opportunity to locate and participate in internships is not equal across student demographic and socioeconomic contexts. There are multiple complex barriers to internship participation for students who are socially and institutionally minoritized by race, gender, and other contextual factors, including finances, work responsibilities, travel, and gendered familial obligations. These factors intersect with systems of power and privilege to amplify challenges and foreclose futures. The authors argue that the delineation of barriers into types alone, such as financial, social, and cultural, without additional analysis of the dynamics of how such barriers intersect and amplify, runs the risk of misconstruing students’ actual experiences when they struggle to access internships and other educational opportunities.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2021-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46033336","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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