Pub Date : 2023-10-24DOI: 10.1177/01614681231208482
Julie Kallio, Marta Filip-Fouser, Allison Finn Yemez, Alison B. Monzo, Denise Labieniec, Sarah Odell
Independent schools are increasingly looking to research as a strategy for building equitable systems and practices, through the creation of an embedded researcher position. This commentary grapples with how independent schools are building internal research capacity find. Using a self-study methodology with interviews, job document review, and educational autobiographies, we examine the practices and positions of researchers at six independent schools—five in the United States and one in Turkey—through the lens of research as a strategy for equity. We that researchers and leaders conceived of the research roles as aligned with equity-focused improvement, yet implementation was contingent on how the role was situated in the organization and the ability of the researcher to negotiate definitions of research and research processes with leaders, teaching faculty, and students. We conclude with theoretical and practical implications of using research and the role of an embedded researcher as a strategy for equity-focused school improvement in independent schools.
{"title":"Research as a Strategy for Equity in Independent Schools","authors":"Julie Kallio, Marta Filip-Fouser, Allison Finn Yemez, Alison B. Monzo, Denise Labieniec, Sarah Odell","doi":"10.1177/01614681231208482","DOIUrl":"https://doi.org/10.1177/01614681231208482","url":null,"abstract":"Independent schools are increasingly looking to research as a strategy for building equitable systems and practices, through the creation of an embedded researcher position. This commentary grapples with how independent schools are building internal research capacity find. Using a self-study methodology with interviews, job document review, and educational autobiographies, we examine the practices and positions of researchers at six independent schools—five in the United States and one in Turkey—through the lens of research as a strategy for equity. We that researchers and leaders conceived of the research roles as aligned with equity-focused improvement, yet implementation was contingent on how the role was situated in the organization and the ability of the researcher to negotiate definitions of research and research processes with leaders, teaching faculty, and students. We conclude with theoretical and practical implications of using research and the role of an embedded researcher as a strategy for equity-focused school improvement in independent schools.","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135267929","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 : 2023-10-24DOI: 10.1177/01614681231209589
Lilia Cai
Background: Within more than 1,600 preK–12 member schools in the National Association of Independent Schools (NAIS) in the United States, there were only seven Asian American women heads of schools in 2019, representing 6% of all heads of color, 1% of all women heads, and 0.4% of all heads of schools. There has been limited research on intersectionality in educational leadership, particularly in the context of independent schools. Purpose of Study: This article sets out to address the research gap in current literature as it pertains to examining the intersectional impact of race, gender, culture, and epistemology on the leadership experiences of Asian American women heads of independent schools, and to deconstruct mainstream leadership narratives by unearthing and complicating critical narratives of a small group of educational leaders who are women of color. Research Design: This qualitative study employs intersectionality theory as the conceptual framework, culturally responsive school leadership as the leadership framework, and elements of portraiture, critical Indigenous studies, and critical race theory as the research methodologies and analytical tools. Data Collection and Analysis: A background information survey was emailed to all seven Asian American women heads of schools to collect contextual and demographic information. The goal of the survey was to find commonalities among the heads and their schools so that a portrait of these seven individuals and their schools could be drawn as an intelligible whole before delineating specific experiences of the research participants. Perceptual information was collected via interviews. The interview protocols were designed to gather information around participants’ pathways to leadership, and their epistemological foundation and its impact on their leadership journeys and styles. Elements of portraiture were used to analyze participants’ experiences based on interviews in this qualitative study. Findings: This study connects culture and epistemologies to leadership practices and shines a light on how these Asian American women heads of schools—despite experiencing stereotype threats, microaggressions, and oppositions—negotiate between the transactional nature of independent schools and the transformational power of educational leadership, and make powerful contributions toward reimagining schools as places with radical possibilities. Conclusions: Asian Americans are a historically disadvantaged racial minority group, and Asian American women in education and academia have faced a long history of discrimination grounded in racism, xenophobia, and misogyny. The NAIS leadership team should better understand what challenges Asian American women face on their pathways to leadership and develop a better support system for all women of color aspiring leaders.
{"title":"An Asian American Feminist Manifesto: Asian American Women Heads of Schools Embodying Culturally Responsive School Leadership","authors":"Lilia Cai","doi":"10.1177/01614681231209589","DOIUrl":"https://doi.org/10.1177/01614681231209589","url":null,"abstract":"Background: Within more than 1,600 preK–12 member schools in the National Association of Independent Schools (NAIS) in the United States, there were only seven Asian American women heads of schools in 2019, representing 6% of all heads of color, 1% of all women heads, and 0.4% of all heads of schools. There has been limited research on intersectionality in educational leadership, particularly in the context of independent schools. Purpose of Study: This article sets out to address the research gap in current literature as it pertains to examining the intersectional impact of race, gender, culture, and epistemology on the leadership experiences of Asian American women heads of independent schools, and to deconstruct mainstream leadership narratives by unearthing and complicating critical narratives of a small group of educational leaders who are women of color. Research Design: This qualitative study employs intersectionality theory as the conceptual framework, culturally responsive school leadership as the leadership framework, and elements of portraiture, critical Indigenous studies, and critical race theory as the research methodologies and analytical tools. Data Collection and Analysis: A background information survey was emailed to all seven Asian American women heads of schools to collect contextual and demographic information. The goal of the survey was to find commonalities among the heads and their schools so that a portrait of these seven individuals and their schools could be drawn as an intelligible whole before delineating specific experiences of the research participants. Perceptual information was collected via interviews. The interview protocols were designed to gather information around participants’ pathways to leadership, and their epistemological foundation and its impact on their leadership journeys and styles. Elements of portraiture were used to analyze participants’ experiences based on interviews in this qualitative study. Findings: This study connects culture and epistemologies to leadership practices and shines a light on how these Asian American women heads of schools—despite experiencing stereotype threats, microaggressions, and oppositions—negotiate between the transactional nature of independent schools and the transformational power of educational leadership, and make powerful contributions toward reimagining schools as places with radical possibilities. Conclusions: Asian Americans are a historically disadvantaged racial minority group, and Asian American women in education and academia have faced a long history of discrimination grounded in racism, xenophobia, and misogyny. The NAIS leadership team should better understand what challenges Asian American women face on their pathways to leadership and develop a better support system for all women of color aspiring leaders.","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135268415","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 : 2023-10-18DOI: 10.1177/01614681231206637
Laura Reardon
In an increasingly individualistic society in which the economic forecast has been uncertain for the past several years, independent schools have struggled to understand donors’ motivations for giving. In addition, schools continually examine the way their annual giving campaigns articulate how donors’ gifts align with the schools’ missions and future strategic goals. This case study aims to form an understanding of giving practices for independent schools. Because annual giving is central to the financial sustainability and success of a school, this study’s aim is to fully examine the extent to which school constituents (parents, grandparents, alumni, faculty members, parents of alumni, administration, and students) are involved in the annual giving process and aware of its impact. There is a distinct disparity in the outcome of fundraising efforts of long-standing independent schools and institutions with existing endowments and newer independent schools. The question becomes, How do the latter schools better educate their constituents about the importance of the annual fund? Using qualitative data elicited from survey and interview methods, this study examines the motivating factors that have a significant impact on annual giving practices.
{"title":"For the Betterment of All: Motivating Factors With Significant Impact on Annual Giving Practices in Independent Schools","authors":"Laura Reardon","doi":"10.1177/01614681231206637","DOIUrl":"https://doi.org/10.1177/01614681231206637","url":null,"abstract":"In an increasingly individualistic society in which the economic forecast has been uncertain for the past several years, independent schools have struggled to understand donors’ motivations for giving. In addition, schools continually examine the way their annual giving campaigns articulate how donors’ gifts align with the schools’ missions and future strategic goals. This case study aims to form an understanding of giving practices for independent schools. Because annual giving is central to the financial sustainability and success of a school, this study’s aim is to fully examine the extent to which school constituents (parents, grandparents, alumni, faculty members, parents of alumni, administration, and students) are involved in the annual giving process and aware of its impact. There is a distinct disparity in the outcome of fundraising efforts of long-standing independent schools and institutions with existing endowments and newer independent schools. The question becomes, How do the latter schools better educate their constituents about the importance of the annual fund? Using qualitative data elicited from survey and interview methods, this study examines the motivating factors that have a significant impact on annual giving practices.","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135883449","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 : 2023-09-25DOI: 10.1177/01614681231198637
David Nurenberg, Liana Tuller
Background: For the last century, the dominant practice in U.S. high schools has involved sorting students by perceived ability level, yet 40 years of research has yielded consistent evidence that these practices harm the learning of students placed in lower-level classes; evidence is inconsistent about benefits for students in classes designated as higher-level, depending often on the actual pedagogy involved. Sufficient evidence exists to encourage schools to take on the challenge of implementing effective differentiated pedagogy within heterogeneous classrooms. Ideally, such pedagogy would avoid the well-established negative effects of separate-class ability grouping while preserving opportunities for all students to access stimulating and challenging learning opportunities that are both suited to their present readiness level and geared toward pushing them to advance to higher levels of academic capability. Focus of Study: Despite all that is known about the harms of tracking, most studies have focused on the contrast between classes that are tracked by ability level vs. heterogeneously grouped classes. There has been little research on the opportunity to embed an “honors” option within a heterogeneously grouped class. In theory, embedded honors may prove an antidote to some of the challenges presented by separated ability-grouped classes while avoiding the pitfalls of non-differentiated heterogeneous environments. This study examined one school’s change in student placement policy to test whether within-class leveling (within heterogeneously grouped classes) correlated with an increase in the participation of students, particularly from marginalized groups, signing up for “honors” level learning opportunities, as well as with an increase in learning and performance among any populations of students. The study also attempted to examine how students experienced learning in within-class leveling in heterogeneously grouped classes vs. separately grouped, leveled courses, in terms of the various areas identified in the literature. Research Design: This is a multi-methods study combining analysis of existing quantitative and qualitative data, as well as analysis of additional follow-up surveys and qualitative interviews. This case study examines one suburban Massachusetts high school’s experiment with converting seven separated “ability-leveled” courses in English, history, science, and math into heterogeneously grouped courses, in which students could elect whether or not to take the class for “honors” credit while still learning alongside the full spectrum of their peers. The authors examine data collected by the district ( n = 6,995 student data points), as well as from surveys and interviews ( n = 709) to analyze the resulting changes to enrollment and achievement, in the context of existing theory and research around grouping practices. Conclusions: Statistically significant correlational results included: (1) increased participation in Honor
{"title":"“All in This Together”: Improving Access to Accelerated Learning Through Embedding Honors in Heterogeneously Grouped Classes","authors":"David Nurenberg, Liana Tuller","doi":"10.1177/01614681231198637","DOIUrl":"https://doi.org/10.1177/01614681231198637","url":null,"abstract":"Background: For the last century, the dominant practice in U.S. high schools has involved sorting students by perceived ability level, yet 40 years of research has yielded consistent evidence that these practices harm the learning of students placed in lower-level classes; evidence is inconsistent about benefits for students in classes designated as higher-level, depending often on the actual pedagogy involved. Sufficient evidence exists to encourage schools to take on the challenge of implementing effective differentiated pedagogy within heterogeneous classrooms. Ideally, such pedagogy would avoid the well-established negative effects of separate-class ability grouping while preserving opportunities for all students to access stimulating and challenging learning opportunities that are both suited to their present readiness level and geared toward pushing them to advance to higher levels of academic capability. Focus of Study: Despite all that is known about the harms of tracking, most studies have focused on the contrast between classes that are tracked by ability level vs. heterogeneously grouped classes. There has been little research on the opportunity to embed an “honors” option within a heterogeneously grouped class. In theory, embedded honors may prove an antidote to some of the challenges presented by separated ability-grouped classes while avoiding the pitfalls of non-differentiated heterogeneous environments. This study examined one school’s change in student placement policy to test whether within-class leveling (within heterogeneously grouped classes) correlated with an increase in the participation of students, particularly from marginalized groups, signing up for “honors” level learning opportunities, as well as with an increase in learning and performance among any populations of students. The study also attempted to examine how students experienced learning in within-class leveling in heterogeneously grouped classes vs. separately grouped, leveled courses, in terms of the various areas identified in the literature. Research Design: This is a multi-methods study combining analysis of existing quantitative and qualitative data, as well as analysis of additional follow-up surveys and qualitative interviews. This case study examines one suburban Massachusetts high school’s experiment with converting seven separated “ability-leveled” courses in English, history, science, and math into heterogeneously grouped courses, in which students could elect whether or not to take the class for “honors” credit while still learning alongside the full spectrum of their peers. The authors examine data collected by the district ( n = 6,995 student data points), as well as from surveys and interviews ( n = 709) to analyze the resulting changes to enrollment and achievement, in the context of existing theory and research around grouping practices. Conclusions: Statistically significant correlational results included: (1) increased participation in Honor","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135816947","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 : 2023-09-25DOI: 10.1177/01614681231198648
Brooke Dinsmore, Josipa Roksa
Background: Extensive research has documented the importance of faculty advisors for graduate students’ experiences and outcomes. Recent research has begun to provide more nuanced accounts illuminating different dimensions of advisor support as well as attending to inequalities in students’ experiences with advisors. Purpose: We extend the research on graduate student advisor relationships in two important ways. First, building on the concept of social capital, and in particular the work on institutional agents, we illuminate specific benefits associated with student-advisor relationships. Second, we advance prior work on inequality in advisor relationships by examining students’ experiences at the intersection of race and gender. Research Design: To illuminate the nuances of graduate students’ experiences with advisors, this study included interviews with 79 students pursuing PhD’s in biological sciences. Thematic coding revealed several important dimensions of benefits associated with advisor relationships. Corresponding codes were grouped into three categories, describing three groups of students with notably different experiences with advisors. Findings: The data revealed three distinct student-advisor relationship profiles which we term scholars, subordinates, and marginals. The three groups had vastly different experiences with access to knowledge and resources, access to networks, and cultivation of independence. Moreover, the distribution across these three groups was highly unequal with unique patterns observed at the intersection of race and gender. White men benefited from both racial and gender privilege and were notably overrepresented in the scholars group while White women and racial/ethnic minority (REM) students were more likely to be socialized as subordinates. REM men had the least favorable experiences with the majority of them being in the marginal category, along with a substantial proportion of White and REM women. Notably, even experiences of negative relationships with advisors were gendered and raced: REM men’s negative relationships with advisors were characterized by “benign neglect” while women primarily experienced conflictual relationships. Conclusion and Recommendations: The findings illuminate important consequences of student-advisor relationships and pronounced inequalities in who has access to benefits accrued through those relationships. Creating more equitable experiences will necessitate substantial attention to improving mentoring and eliminating gender and racial/ethnic inequalities in faculty support.
{"title":"Inequalities in Becoming a Scholar: Race, Gender and Student-Advisor Relationships in Doctoral Education","authors":"Brooke Dinsmore, Josipa Roksa","doi":"10.1177/01614681231198648","DOIUrl":"https://doi.org/10.1177/01614681231198648","url":null,"abstract":"Background: Extensive research has documented the importance of faculty advisors for graduate students’ experiences and outcomes. Recent research has begun to provide more nuanced accounts illuminating different dimensions of advisor support as well as attending to inequalities in students’ experiences with advisors. Purpose: We extend the research on graduate student advisor relationships in two important ways. First, building on the concept of social capital, and in particular the work on institutional agents, we illuminate specific benefits associated with student-advisor relationships. Second, we advance prior work on inequality in advisor relationships by examining students’ experiences at the intersection of race and gender. Research Design: To illuminate the nuances of graduate students’ experiences with advisors, this study included interviews with 79 students pursuing PhD’s in biological sciences. Thematic coding revealed several important dimensions of benefits associated with advisor relationships. Corresponding codes were grouped into three categories, describing three groups of students with notably different experiences with advisors. Findings: The data revealed three distinct student-advisor relationship profiles which we term scholars, subordinates, and marginals. The three groups had vastly different experiences with access to knowledge and resources, access to networks, and cultivation of independence. Moreover, the distribution across these three groups was highly unequal with unique patterns observed at the intersection of race and gender. White men benefited from both racial and gender privilege and were notably overrepresented in the scholars group while White women and racial/ethnic minority (REM) students were more likely to be socialized as subordinates. REM men had the least favorable experiences with the majority of them being in the marginal category, along with a substantial proportion of White and REM women. Notably, even experiences of negative relationships with advisors were gendered and raced: REM men’s negative relationships with advisors were characterized by “benign neglect” while women primarily experienced conflictual relationships. Conclusion and Recommendations: The findings illuminate important consequences of student-advisor relationships and pronounced inequalities in who has access to benefits accrued through those relationships. Creating more equitable experiences will necessitate substantial attention to improving mentoring and eliminating gender and racial/ethnic inequalities in faculty support.","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135815828","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 : 2023-09-22DOI: 10.1177/01614681231198642
Mary-Louise Leger, Louis M. Gomez, Olivia E. Obeso
Background: As more education practitioners adopt techniques of improvement science to address problems of practice, there is an increasing demand for leaders with the knowledge and capacity to lead improvement efforts. However, little research explores how school leaders learn to lead improvement science in their school context or the challenges they may face in doing so. To ensure leaders are supported in learning increasingly common school improvement frameworks, there is a need to understand better the contextual conditions that may influence how practitioners come to learn and lead improvement science in their school contexts. Purpose: The purpose of this research paper is twofold: first, to understand how contextual conditions throughout a learner’s journey into, during, and after an educational leadership program could influence aspiring and current leaders’ efforts to lead improvement science. Second, the study aimed to explore the broader question of how context influences a practitioner’s ability to mobilize new knowledge into action. The researchers introduced the concept of “improvement science fluency” as a methodological contribution to specify the capabilities required to learn and lead improvement science effectively. The research question guiding the inquiry was: “What are the conditions that influenced the development of educational leaders’ improvement science fluency?” Research Design: The study focused on participants who completed a 10-week improvement science course as part of an educational leadership preparatory program at a large public university in Southern California. The research team conducted semistructured interviews with 17 participants who met the inclusion criteria of recalling and using the course concepts in their work since graduating from the program. Interviews were audio-recorded, transcribed, and coded using a weighted coding schema to assess participants’ improvement science fluency in guiding principles, tools, and dispositions. The research team analyzed the data to identify conditions that influenced participants’ application and adaptation of improvement science, categorized as professional experiences prior to the course, experiences within the course, and conditions in the organizational environment post-course. Contrasting cases were considered to enhance the robustness of the analysis and acknowledge potential variations within the dataset. Conclusions/Recommendations: The findings provided insights into the contextual factors that challenge or support the application of improvement knowledge to action, offering implications for designing and enhancing school leadership preparation programs to cultivate effective educational leaders for sustainable school improvement. The study emphasizes that organizational role and slack play a crucial role in shaping practitioners’ authority, opportunities for practice and application, and access to continued training and coaching, ultimately impacting their
{"title":"Learning Improvement Science to Lead: Conditions that Bridge Professional Development to Professional Action","authors":"Mary-Louise Leger, Louis M. Gomez, Olivia E. Obeso","doi":"10.1177/01614681231198642","DOIUrl":"https://doi.org/10.1177/01614681231198642","url":null,"abstract":"Background: As more education practitioners adopt techniques of improvement science to address problems of practice, there is an increasing demand for leaders with the knowledge and capacity to lead improvement efforts. However, little research explores how school leaders learn to lead improvement science in their school context or the challenges they may face in doing so. To ensure leaders are supported in learning increasingly common school improvement frameworks, there is a need to understand better the contextual conditions that may influence how practitioners come to learn and lead improvement science in their school contexts. Purpose: The purpose of this research paper is twofold: first, to understand how contextual conditions throughout a learner’s journey into, during, and after an educational leadership program could influence aspiring and current leaders’ efforts to lead improvement science. Second, the study aimed to explore the broader question of how context influences a practitioner’s ability to mobilize new knowledge into action. The researchers introduced the concept of “improvement science fluency” as a methodological contribution to specify the capabilities required to learn and lead improvement science effectively. The research question guiding the inquiry was: “What are the conditions that influenced the development of educational leaders’ improvement science fluency?” Research Design: The study focused on participants who completed a 10-week improvement science course as part of an educational leadership preparatory program at a large public university in Southern California. The research team conducted semistructured interviews with 17 participants who met the inclusion criteria of recalling and using the course concepts in their work since graduating from the program. Interviews were audio-recorded, transcribed, and coded using a weighted coding schema to assess participants’ improvement science fluency in guiding principles, tools, and dispositions. The research team analyzed the data to identify conditions that influenced participants’ application and adaptation of improvement science, categorized as professional experiences prior to the course, experiences within the course, and conditions in the organizational environment post-course. Contrasting cases were considered to enhance the robustness of the analysis and acknowledge potential variations within the dataset. Conclusions/Recommendations: The findings provided insights into the contextual factors that challenge or support the application of improvement knowledge to action, offering implications for designing and enhancing school leadership preparation programs to cultivate effective educational leaders for sustainable school improvement. The study emphasizes that organizational role and slack play a crucial role in shaping practitioners’ authority, opportunities for practice and application, and access to continued training and coaching, ultimately impacting their ","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136060137","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 : 2023-09-01DOI: 10.1177/01614681231216781
Rachel Talbert
Context: This study examines how urban American Indian high school students negotiate their civic identities within the settler colonial structures of urban American public schools. Research Question: How do urban American Indian students negotiate civic identities in spaces where civic concepts are taught, such as American history classes in an urban public high school and a Native Youth Council (Native YC)? Research Design: This critical participatory ethnographic study examines the negotiation of civic identity by 11 urban Indigenous students in social studies classes, a Native YC, and a school in Washington State, where the STI curriculum is taught. Safety zone theory and tribal critical race theory were used to understand students’ experiences and their stories from observations, participant interviews, and focus groups, which were employed as data. Conclusions/Recommendations: The study found that the social studies classes and Native YC were zones of sovereignty (ZoS), forwarding survivance and self-determination for Native students. Students learned about the Indigenous civic constructs of sovereignty, self-determination, dual citizenship, tribal self-government, and federal Indian policy inside and outside of school, all of which supported Native students in civic identity development. Recommendations on teaching Indigenous civic constructs to all students as part of teaching for critical democracy in public schools as a component of social studies classes and extracurricular activities are discussed.
{"title":"Civic Sovereignty: Indigenous Civic Constructs in Public School Spaces","authors":"Rachel Talbert","doi":"10.1177/01614681231216781","DOIUrl":"https://doi.org/10.1177/01614681231216781","url":null,"abstract":"Context: This study examines how urban American Indian high school students negotiate their civic identities within the settler colonial structures of urban American public schools. Research Question: How do urban American Indian students negotiate civic identities in spaces where civic concepts are taught, such as American history classes in an urban public high school and a Native Youth Council (Native YC)? Research Design: This critical participatory ethnographic study examines the negotiation of civic identity by 11 urban Indigenous students in social studies classes, a Native YC, and a school in Washington State, where the STI curriculum is taught. Safety zone theory and tribal critical race theory were used to understand students’ experiences and their stories from observations, participant interviews, and focus groups, which were employed as data. Conclusions/Recommendations: The study found that the social studies classes and Native YC were zones of sovereignty (ZoS), forwarding survivance and self-determination for Native students. Students learned about the Indigenous civic constructs of sovereignty, self-determination, dual citizenship, tribal self-government, and federal Indian policy inside and outside of school, all of which supported Native students in civic identity development. Recommendations on teaching Indigenous civic constructs to all students as part of teaching for critical democracy in public schools as a component of social studies classes and extracurricular activities are discussed.","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139345138","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 : 2023-09-01DOI: 10.1177/01614681231216522
Hannah Mathews, Rachel Oblath, Elizabeth Bettini, Erica D. McCray, Akash Chopra, Terrance Scott
Background/Context: Culturally relevant education (CRE) is a powerful tool for improving students’ educational experiences and outcomes. Yet CRE is not the norm in U.S. public education systems (Achinstein & Ogawa, 2011, 2012; Borrero et al., 2016; Coffey & Farinde-Wu, 2016), perhaps because teachers are socialized into systems that reproduce and uphold white-normed practice (Leonardo & Manning, 2017). The organizational contexts and conditions surrounding teachers’ practice could be a tool for leaders and policy makers to promote the use of CRE in schools. Purpose: The purpose of this study was to explore how three organizational factors—administrative support, school culture, and curricula—may contribute to teachers’ knowledge and enactment of CRE. We framed our analysis using cultural historical activity theory (CHAT) (Cole & Engeström, 1993), a tool for examining how learning is situated in contexts and conditions, and how these contexts and conditions mediate teaching practice (Foot, 2014). Research Design: Guided by the tenets of quantitative critical inquiry (Stage, 2007; Stage & Wells, 2014), we used survey data from 534 teachers in 33 schools in the 2019 school year to explore how three organizational factors (i.e., administrative support, school culture, and curricula) contribute to teachers’ knowledge and enactment of CRE. We collected data in spring 2019 in a high-poverty urban district in the southeastern United States serving predominantly students of color. We used confirmatory factor analysis to test each scale’s dimensionality, accounting for clustering by school, and then used structural equation modeling (SEM) to model relationships among the organizational factors and teachers’ self-reported CRE knowledge and practice. Conclusions/Recommendations: Our analysis indicated that curricular resources for CRE and collective expectations for CRE—an element of school culture—were both positively associated with teachers’ self-reported CRE knowledge. CRE knowledge, curricular resources for CRE, and administrative support were positively associated with teachers’ self-reported CRE practice. Finally, CRE knowledge partially mediated the relationship between curricular resources for CRE and CRE practice. Notably, general curricular resources were negatively associated with CRE practice. Findings suggest that norms and curricula focused on the use of CRE are crucial for enhancing teachers’ knowledge and use of CRE practice; general curricular resources may not foster teachers’ work in providing CRE in their classrooms. Finally, findings suggest that administrators may be uniquely positioned to help teachers transform their practice. We discuss implications for research and practice, in light of present efforts to curtail teachers’ use of CRE in seeking to provide students with meaningful educational opportunities.
{"title":"Relationships between Organizational Factors and Teachers’ Knowledge and Use of Culturally Relevant Education","authors":"Hannah Mathews, Rachel Oblath, Elizabeth Bettini, Erica D. McCray, Akash Chopra, Terrance Scott","doi":"10.1177/01614681231216522","DOIUrl":"https://doi.org/10.1177/01614681231216522","url":null,"abstract":"Background/Context: Culturally relevant education (CRE) is a powerful tool for improving students’ educational experiences and outcomes. Yet CRE is not the norm in U.S. public education systems (Achinstein & Ogawa, 2011, 2012; Borrero et al., 2016; Coffey & Farinde-Wu, 2016), perhaps because teachers are socialized into systems that reproduce and uphold white-normed practice (Leonardo & Manning, 2017). The organizational contexts and conditions surrounding teachers’ practice could be a tool for leaders and policy makers to promote the use of CRE in schools. Purpose: The purpose of this study was to explore how three organizational factors—administrative support, school culture, and curricula—may contribute to teachers’ knowledge and enactment of CRE. We framed our analysis using cultural historical activity theory (CHAT) (Cole & Engeström, 1993), a tool for examining how learning is situated in contexts and conditions, and how these contexts and conditions mediate teaching practice (Foot, 2014). Research Design: Guided by the tenets of quantitative critical inquiry (Stage, 2007; Stage & Wells, 2014), we used survey data from 534 teachers in 33 schools in the 2019 school year to explore how three organizational factors (i.e., administrative support, school culture, and curricula) contribute to teachers’ knowledge and enactment of CRE. We collected data in spring 2019 in a high-poverty urban district in the southeastern United States serving predominantly students of color. We used confirmatory factor analysis to test each scale’s dimensionality, accounting for clustering by school, and then used structural equation modeling (SEM) to model relationships among the organizational factors and teachers’ self-reported CRE knowledge and practice. Conclusions/Recommendations: Our analysis indicated that curricular resources for CRE and collective expectations for CRE—an element of school culture—were both positively associated with teachers’ self-reported CRE knowledge. CRE knowledge, curricular resources for CRE, and administrative support were positively associated with teachers’ self-reported CRE practice. Finally, CRE knowledge partially mediated the relationship between curricular resources for CRE and CRE practice. Notably, general curricular resources were negatively associated with CRE practice. Findings suggest that norms and curricula focused on the use of CRE are crucial for enhancing teachers’ knowledge and use of CRE practice; general curricular resources may not foster teachers’ work in providing CRE in their classrooms. Finally, findings suggest that administrators may be uniquely positioned to help teachers transform their practice. We discuss implications for research and practice, in light of present efforts to curtail teachers’ use of CRE in seeking to provide students with meaningful educational opportunities.","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139346492","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 : 2023-09-01DOI: 10.1177/01614681231216518
E. McGee, Terrell R. Morton, Devin T. White, Whitney Frierson
Background/Context: The United States invests in STEM education, but this investment is racialized and political. The country wants to maintain global economic domination, but there are also calls to diversify the STEM workforce (Baber, 2015; Basile & Lopez, 2015; Vakil & Ayers, 2019). This context leaves Black and Brown people to navigate racially hostile, toxic, and oppressive STEM learning and working environments (Bullock, 2017; Erete et al., 2020; Wright & Riley, 2021). Purpose/Objective/Research Question/Focus of Study: This conceptual paper offers strategies for institutionalizing equity ethics in STEM higher education. The paper attends to the core components of equity ethics and its possibilities while identifying structural constraints. Equity ethics is an equity-minded perspective that focuses on leveraging the multiple forms of knowledge associated with understanding and engaging the natural world to foster an oppression-free society that specifically enhances the lives of Black and Brown people. We also examine specific cases of STEM education and research scholars and practitioners who are committed to engaging and uplifting racially minoritized communities through the intersection of STEM and justice. Research Design: This conceptual paper takes a qualitative approach. It uses the existing literature to review the current state of diversity in STEM, the major components of an equity ethic, the structural and institutional barriers people of color face in STEM higher education, and how equity ethics may be institutionalized. In particular, we highlight examples of equity ethics in action to provide models for action and policy change. Conclusions/Recommendations: Institutionalized equity ethics at the mid-institutional level (e.g., departments and units) would require all faculty to mentor Black and Brown STEM students through critical transitions. We also recommend revising department- and unit-level policies and practices around access to resources that are critical for STEM achievement and knowledge production. Although expanding and sustaining financial investments in equity-focused endeavors is required, these investments must also come with the power and agency to transform institutional structures around STEM access, learning, and innovation. Transformation of top-level policies and practices could include changes to institutional admissions processes and ensuring that racist gatekeeping mechanisms are removed, while also requiring senior-level administrators to have training in racial justice ideologies and praxes. Building equity ethics into STEM higher education is essential to creating a more just and equitable STEM ecosystem.
{"title":"Accelerating Racial Activism in STEM Higher Education by Institutionalizing Equity Ethics","authors":"E. McGee, Terrell R. Morton, Devin T. White, Whitney Frierson","doi":"10.1177/01614681231216518","DOIUrl":"https://doi.org/10.1177/01614681231216518","url":null,"abstract":"Background/Context: The United States invests in STEM education, but this investment is racialized and political. The country wants to maintain global economic domination, but there are also calls to diversify the STEM workforce (Baber, 2015; Basile & Lopez, 2015; Vakil & Ayers, 2019). This context leaves Black and Brown people to navigate racially hostile, toxic, and oppressive STEM learning and working environments (Bullock, 2017; Erete et al., 2020; Wright & Riley, 2021). Purpose/Objective/Research Question/Focus of Study: This conceptual paper offers strategies for institutionalizing equity ethics in STEM higher education. The paper attends to the core components of equity ethics and its possibilities while identifying structural constraints. Equity ethics is an equity-minded perspective that focuses on leveraging the multiple forms of knowledge associated with understanding and engaging the natural world to foster an oppression-free society that specifically enhances the lives of Black and Brown people. We also examine specific cases of STEM education and research scholars and practitioners who are committed to engaging and uplifting racially minoritized communities through the intersection of STEM and justice. Research Design: This conceptual paper takes a qualitative approach. It uses the existing literature to review the current state of diversity in STEM, the major components of an equity ethic, the structural and institutional barriers people of color face in STEM higher education, and how equity ethics may be institutionalized. In particular, we highlight examples of equity ethics in action to provide models for action and policy change. Conclusions/Recommendations: Institutionalized equity ethics at the mid-institutional level (e.g., departments and units) would require all faculty to mentor Black and Brown STEM students through critical transitions. We also recommend revising department- and unit-level policies and practices around access to resources that are critical for STEM achievement and knowledge production. Although expanding and sustaining financial investments in equity-focused endeavors is required, these investments must also come with the power and agency to transform institutional structures around STEM access, learning, and innovation. Transformation of top-level policies and practices could include changes to institutional admissions processes and ensuring that racist gatekeeping mechanisms are removed, while also requiring senior-level administrators to have training in racial justice ideologies and praxes. Building equity ethics into STEM higher education is essential to creating a more just and equitable STEM ecosystem.","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139343847","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 : 2023-08-29DOI: 10.1177/01614681231194405
Chinyere Odim
{"title":"Transforming the Elite: Black Students and the Desegregation of Private Schools","authors":"Chinyere Odim","doi":"10.1177/01614681231194405","DOIUrl":"https://doi.org/10.1177/01614681231194405","url":null,"abstract":"","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136283109","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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