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Where the Kids Went: Nonpublic Schooling and Demographic Change during the Pandemic Exodus from Public Schools 孩子们去了哪里:公立学校大流行病爆发期间的非公立学校和人口结构变化
IF 1 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-06-01 DOI: 10.1177/01614681231190201
T. Dee
Over the first two full school years under the COVID-19 pandemic, K-12 enrollment in public schools fell dramatically (i.e., by more than 1.2 million students) with losses concentrated among the youngest students. Currently, little is known about where these students went and what learning environments they are experiencing. In this research note, I present leading descriptive evidence on this question by combining public-school enrollment data with newly collected state-level data on private-school and homeschool enrollment and Census-based estimates of the changed size of the school-age population resident in each state. These data indicate that, between the 2019-20 and the 2021-22 school years, homeschool and private-school enrollment grew by 30 and 4 percent, respectively. Across the states with available data, increased homeschool enrollment and population loss each explain 26 percent of the public-school enrollment decline while the more modest increase in private-school enrollment explains 14 percent. Over a third of public-school enrollment loss cannot be explained by observed changes in nonpublic-school enrollment and the school-age population. This large residual indicates the pandemic may have shaped learning opportunities, particularly for the youngest children, in additional ways (e.g., skipping kindergarten, unregistered homeschooling, truancy) that merit further scrutiny.
在2019冠状病毒病大流行的头两个学年,公立学校K-12入学人数大幅下降(即减少120多万学生),损失集中在最年轻的学生中。目前,这些学生去了哪里,他们经历了什么样的学习环境,我们知之甚少。在这篇研究报告中,我将公立学校的入学数据与新收集的私立学校和家庭学校的入学数据以及基于人口普查的各州学龄人口变化规模的估计相结合,提出了关于这个问题的主要描述性证据。这些数据表明,在2019-20学年和2021-22学年之间,家庭学校和私立学校的入学人数分别增长了30%和4%。在有数据可查的各州中,在家上学人数的增加和人口的减少分别解释了公立学校入学人数下降的26%,而私立学校入学人数的适度增长解释了14%。超过三分之一的公立学校入学人数的减少不能用非公立学校入学人数和学龄人口的变化来解释。这么大的残差表明,大流行可能以其他方式(例如,跳过幼儿园、未注册的在家上学、逃学)影响了学习机会,特别是对最年幼的儿童而言,这些方式值得进一步审查。
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引用次数: 1
Reimagining Education, Learning, and Partnership: Experiences of Caregivers of Students With Extensive Support Needs During Distance Learning 重新构想教育、学习和伙伴关系:远程学习中有广泛支持需求的学生的照顾者的经验
IF 1 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-06-01 DOI: 10.1177/01614681231184514
S. Toews, Amy N. Hanreddy, Elia Mahoney
Background and Purpose: The unprecedented shift to distance learning during the COVID-19 pandemic intensified educational inequities for students with disabilities, a historically marginalized population in terms of access to quality instruction. Caregivers assumed an integral role in access to education during distance learning, making it critical for school teams to understand caregiver experiences and priorities. The purpose of this study was to explore the experiences, needs, and desires of caregivers of students with extensive support needs (ESN; i.e., intellectual disability, autism, or multiple disabilities) related to distance learning in order to support educators in program design during the COVID-19 pandemic and beyond through the following research question: In what ways has mandated distance learning during the COVID-19 pandemic maintained and/or transformed education for students with ESN and their families? Methods: We combine qualitative (interview) and quantitative (survey) data analyses to jointly explore caregiver experiences. A total of 92 caregivers completed the survey, and 11 were interviewed. Survey results provided frequencies of factors that have impacted families during the COVID-19 pandemic: for example, access to educational technology, types of educational supports received, and frequencies of social, emotional, and physical family experiences (e.g., increased anxiety, increased physical strain), as well as differences in experiences across subgroups of caregivers (e.g., single- and multiple-caregiver homes, different ethnicities), challenges, and silver linings. Interviews allowed us to contextualize and more deeply explore patterns that emerged from the survey data. Findings: Four themes were identified: (1) the intense physical, mental, and emotional impact of distance learning; (2) transformed access to instruction; (3) transformed access to social connections; and (4) transformed family–school interactions. Caregivers struggled to meet their own needs and those of their children during distance learning. Most reported that their children needed consistent support throughout the day to access their education and maintain health and safety. Despite struggling to meet their own needs, caregivers frequently maintained high expectations for academic learning and social connection, and they demonstrated agency in the development of educational programs. Caregivers appreciated increased collaboration with teachers, increased knowledge of their child’s skills, and ways to work on those skills at home. Conclusion: Access to instruction became synonymous with the complex relationship between the availability of in-person support, the meaningfulness of instruction, and accessibility of the educational program. Findings highlight the importance of increased and sustained collaboration between school teams and families to maximize student access and success within distance learning and in-person schooling.
背景和目的:在2019冠状病毒病大流行期间,前所未有的远程教育转变加剧了残疾学生的教育不平等,残疾学生在获得优质教学方面历来处于边缘地位。在远程学习期间,护理人员在获得教育方面发挥着不可或缺的作用,因此学校团队了解护理人员的经验和优先事项至关重要。本研究旨在探讨具有广泛支持需求的学生的照顾者的经验、需求和愿望。(即智力残疾、自闭症或多重残疾),以便通过以下研究问题支持教育工作者在2019冠状病毒病大流行期间及以后的计划设计:2019冠状病毒病大流行期间的强制性远程学习以何种方式维持和/或改变了ESN学生及其家庭的教育?方法:采用定性(访谈)与定量(调查)相结合的数据分析方法,共同探讨照顾者体验。共有92名护理人员完成了调查,其中11人接受了采访。调查结果提供了在2019冠状病毒病大流行期间影响家庭的因素的频率:例如,获得教育技术的机会、获得的教育支持类型、社会、情感和身体家庭经历的频率(例如,焦虑加剧、身体压力增加),以及不同护理人员亚组(例如,单一和多重护理人员家庭、不同种族)的经历差异、挑战和一线希望。访谈使我们能够对调查数据中出现的模式进行背景化和更深入的探索。发现:确定了四个主题:(1)远程学习对身体、心理和情感的强烈影响;(2)教学途径的转变;(3)社会联系途径的转变;(4)改变了家庭与学校的互动。护理人员在远程学习期间努力满足自己和孩子的需求。大多数人报告说,他们的孩子全天都需要持续的支持,以便接受教育并保持健康和安全。尽管照顾者努力满足自己的需求,但他们经常保持对学术学习和社会联系的高期望,并且他们在教育项目的发展中表现出能动性。照顾者很欣赏与老师合作的增加,对孩子技能的了解的增加,以及在家学习这些技能的方法。结论:获得教学成为了面对面支持的可得性、教学的意义和教育项目的可及性之间复杂关系的代名词。研究结果强调了学校团队和家庭之间加强和持续合作的重要性,以最大限度地提高学生在远程学习和面对面学习中的机会和成功。
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引用次数: 0
“It’s Bigger Than Just a Book Challenge”: A Collective Case Study of Educators’ Experiences With Censorship “这不仅仅是一本书的挑战”:教育工作者与审查经验的集体案例研究
IF 1 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-06-01 DOI: 10.1177/01614681231184515
PhD Danielle E. Sachdeva, PhD Sue C. Kimmel, B. B. J. Sebastián Chérres
Background: Challenges to books are surging across the United States, and books that portray diverse human experiences are particularly targeted. Censorship has deleterious consequences, such as undermining children’s intellectual freedom and influencing educators’ book selections. In a climate of censorship, when educators face the realistic possibility of a challenge, diverse voices may be silenced, and real-world issues avoided. Despite the impact that book challenges have, the experiences of educators who have faced them are understudied. Purpose: This study investigates the self-reported experiences of seven educators who have been involved in book challenges within K–12 public schools within the United States. Its goal is to yield new insights about how educators perceive the experience of censorship and what resources they leverage as they defend children’s right to read. It is significant because the lessons learned from these educators may be instructive for novice and veteran teachers and school librarians who are facing censorship—an increasingly likely possibility in contemporary times. It also highlights the range of forms that censorship takes within today’s schools. Research Design: This research employs a collective case study design. Seven teachers and school librarians from K–12 public schools across the United States were interviewed about their experiences with book challenges and other forms of censorship. Interview transcripts were qualitatively analyzed using Pierre Bourdieu’s types of cultural capital as a framework. Within-case and cross-case analyses are presented. Conclusions: Participants drew from various forms of cultural capital in their efforts to defend children’s intellectual freedom, including their professional ethics, school policies, and institutional knowledge. The study emphasizes the importance of building cultural capital among pre- and in-service educators within university preparation and professional development programs. It also calls on professional groups within education and librarianship to take an organized stand against censorship.
背景:对书籍的挑战在美国各地激增,描绘不同人类经历的书籍尤其具有针对性。审查制度具有有害的后果,例如破坏儿童的知识自由和影响教育工作者的图书选择。在审查制度的氛围中,当教育工作者面临挑战的现实可能性时,不同的声音可能会被压制,现实世界的问题也会避免。尽管书籍挑战带来了影响,但面对这些挑战的教育工作者的经历却没有得到充分的研究。目的:本研究调查了七名参与美国K-12公立学校图书挑战的教育工作者的自我报告经历。它的目标是对教育工作者如何看待审查制度的经历,以及他们在捍卫儿童阅读权时利用了什么资源,产生新的见解。这一点意义重大,因为从这些教育工作者那里学到的教训可能对面临审查的新手和资深教师以及学校图书馆员有指导意义——在当代,这种可能性越来越大。它还强调了审查制度在当今学校中采取的一系列形式。研究设计:本研究采用集体案例研究设计。来自美国K-12公立学校的七名教师和学校图书馆员接受了采访,讲述了他们在图书挑战和其他形式的审查方面的经历。以皮埃尔·布迪厄的文化资本类型为框架,对访谈记录进行了定性分析。介绍了案例内分析和跨案例分析。结论:参与者在捍卫儿童知识自由的努力中汲取了各种形式的文化资本,包括他们的职业道德、学校政策和机构知识。该研究强调了在大学准备和专业发展计划中,在职前和在职教育工作者中建立文化资本的重要性。它还呼吁教育界和图书馆界的专业团体采取有组织的立场反对审查制度。
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引用次数: 0
The Pedagogy of Gear Touchers: Unearthing Modes of Teaching Within and Through DIY Venues 齿轮触摸者的教学法:在DIY场地内和通过DIY场地发掘教学模式
IF 1 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-06-01 DOI: 10.1177/01614681231190498
Peter J. Woods
Background: Within the body of literature on do-it-yourself (DIY) music scenes, researchers have routinely placed an emphasis on the role of material space in shaping the sociocultural and musical practices of punk music and other related genres. Scholars have also examined the teaching and learning processes of these musical subcultures under the banner of “punk pedagogy” scholarship. However, investigations into the intersection between these two strands of research need to occur because theories of punk pedagogy have largely overlooked the role of physical space within the educative practices of DIY music. Research into the thematically related space of the maker movement amplifies this need, because maker education scholars have repeatedly shown the multiple ways that materials and space shape how individuals learn through DIY production. Research Questions: I use this paper to attend to the following questions: How do DIY music venues shape the pedagogical practices of DIY music scenes? And in what ways do those pedagogies align with the ideological and ethical aims of these communities? By focusing on learning within DIY venues, I consider multiple forms of musical production outside of the context of a specific genre (i.e., punk). This study therefore provides insight into the mechanisms through which individuals learn and how those mechanisms relate to the physical affordances of these spaces. Research Design: To address these questions, I conducted a year-long comparative case study into two intertwined music series centered on noise music (an experimental subgenre within DIY music’s broad umbrella) and located in two separate DIY venues. Although each of the 13 events in this series included both a workshop and a concert, I focus my analysis on the concert portion of the series to explore a common site of interaction within DIY scenes. Through open and iterative qualitative analyses of field notes generated from observations of concerts in the series and interviews with featured artists and audience members, I provide a nuanced understanding of learning within DIY music venues and the role that both material space and technologies play in shaping that process. Conclusions: Drawing on this analysis, I contend that the stageless design of DIY venues provides a physical affordance that allows “gear toucher conversations” to occur. These conversations involve audience members engaging performers in discussions about the music technologies they use mere seconds after they finish performing, thus linking this pedagogical moment to the material attributes of the venue. However, these conversations reinscribe masculine notions of technology and undermine DIY music’s egalitarian politics, a finding that mirrors critical research into maker education. This work therefore calls on both researchers and practitioners to contend with the pedagogies of place and the educative processes that emerge out of situated technologies to further the liberatory
背景:在关于自己动手(DIY)音乐场景的文献中,研究人员经常强调物质空间在塑造朋克音乐和其他相关流派的社会文化和音乐实践中的作用。学者们也在“朋克教育学”学术的旗帜下研究了这些音乐亚文化的教学过程。然而,需要对这两种研究之间的交叉点进行调查,因为朋克教育学理论在很大程度上忽视了物理空间在DIY音乐教育实践中的作用。对创客运动的主题相关空间的研究放大了这种需求,因为创客教育学者已经反复展示了材料和空间塑造个人如何通过DIY制作学习的多种方式。研究问题:我用这篇论文来关注以下问题:DIY音乐场地如何塑造DIY音乐场景的教学实践?这些教学方法在哪些方面与这些社区的意识形态和道德目标相一致?通过专注于在DIY场地内学习,我考虑了特定流派(如朋克)背景之外的多种形式的音乐制作。因此,这项研究提供了个人学习的机制,以及这些机制如何与这些空间的物理可视性相关。研究设计:为了解决这些问题,我对两个相互交织的音乐系列进行了为期一年的比较案例研究,这些音乐系列以噪音音乐(DIY音乐的一个实验亚类型)为中心,位于两个独立的DIY场地。虽然本系列的13个活动中的每一个都包括研讨会和音乐会,但我将分析重点放在系列的音乐会部分,以探索DIY场景中的共同互动场所。通过对一系列音乐会的观察和对特色艺术家和观众的采访所产生的现场笔记进行开放和迭代的定性分析,我对DIY音乐场所的学习以及物质空间和技术在塑造这一过程中所起的作用提供了细致入微的理解。结论:根据这一分析,我认为DIY场地的无舞台设计提供了一种物理支持,允许“齿轮触摸者对话”发生。在这些对话中,观众与表演者讨论他们在表演结束后几秒钟内使用的音乐技术,从而将这一教学时刻与场地的材料属性联系起来。然而,这些对话重新诠释了男性化的技术概念,破坏了DIY音乐的平等主义政治,这一发现反映了对创客教育的批判性研究。因此,这项工作呼吁研究人员和实践者与地方教学法和从情境技术中产生的教育过程相抗衡,以进一步推动DIY生产可以产生的解放实践。
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引用次数: 1
What Has COVID-19 Taught Us: Advancing Chinese International Student-Related Research, Policies, and Practices Through Critical Race Perspectives 新冠肺炎教会了我们什么:通过批判性种族视角推进中国国际学生相关研究、政策和实践
IF 1 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-06-01 DOI: 10.1177/01614681231190165
Jing Yu
As the largest international student group in U.S. higher education, Chinese international students have been made particularly vulnerable due to the resurgence of anti-Asian racism and U.S.-China geopolitical tensions. There is therefore a pressing need to make sense of Chinese international students’ perspectives and experiences around U.S. higher education—and in doing so, to highlight the ever-present educational inequalities rooted in academic capitalism, global unevenness, and institutional racism. This article builds on the results of a critical qualitative research project investigating Chinese international students’ agency, decision-making, and perceptions of race, racism, and power. It aims to unveil global hierarchies and racial inequalities in the field of international education in order to help advance future research and open new paths to practice. Greater critical reflexivity can help enhance the higher education institution’s understanding of and engagement with Chinese international students in today’s highly interconnected but politically polarized society.
作为美国高等教育中最大的国际学生群体,由于反亚裔种族主义的死灰复燃和美中地缘政治紧张局势,中国国际学生变得特别脆弱。因此,迫切需要了解中国国际学生对美国高等教育的看法和经历,并在这样做的过程中,强调植根于学术资本主义、全球不均衡和制度性种族主义的教育不平等现象。本文基于一个关键的定性研究项目的结果,该项目调查了中国留学生的代理、决策以及对种族、种族主义和权力的看法。它旨在揭示国际教育领域的全球等级制度和种族不平等,以帮助推进未来的研究并开辟新的实践道路。在当今高度互联但政治两极分化的社会中,更大的批判性反思性有助于提高高等教育机构对中国国际学生的理解和参与度。
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引用次数: 0
Civic Engagement and Resisting “Docile Bodies” in Postsecondary Education 高等教育中的公民参与与抵制“温顺团体”
IF 1 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-05-01 DOI: 10.1177/01614681231181795
D. Stewart
Background/Context: Robust civic engagement by young adults supports the aims of a democratic society, as well as college- and university-espoused commitments to the public good. Civic engagement also benefits students themselves. Although voting participation among young adults has shown modest increases from 2016 to 2020, work remains to be done to help youth become more engaged in civics. Postsecondary education has the tools to support this engagement among college students. Purpose/Objective/Research Question/Focus of Study: Postsecondary education has long sought to support young adults to participate in democratic society, despite the current dominance of a neoliberal focus on career and socioeconomic mobility outcomes. A realignment of goal-setting is necessary to recognize the need to do more than produce “docile bodies” for a neoliberal and capitalist labor market. Yet, colleges and universities struggle to center equity goals that would support radical democratic engagement. Research Design: This article is a philosophical analysis of the intersection of civic education, democracy, and equity in the postsecondary curriculum. Conclusions/Recommendations: The article concludes with four policy recommendations: (1) access to federal and state funding for postsecondary institutions for civic engagement initiatives; (2) support for the freedom to learn and the freedom to teach material grounded in equity principles, including critical race theory; (3) assessing civic education as a core learning outcome through collaborations between postsecondary education and government initiatives; and (4) protecting the methods by which young adults in college can participate in the electoral process.
背景/背景:年轻人强有力的公民参与支持民主社会的目标,以及学院和大学对公共利益的承诺。公民参与也有利于学生自身。尽管从2016年到2020年,年轻人的投票参与率略有上升,但仍有工作要做,以帮助年轻人更多地参与公民活动。中学后教育拥有支持大学生参与的工具。目的/目标/研究问题/研究重点:尽管目前新自由主义对职业和社会经济流动性的关注占主导地位,但中学后教育长期以来一直寻求支持年轻人参与民主社会。有必要重新调整目标设定,以认识到为新自由主义和资本主义劳动力市场生产“顺从的身体”的必要性。然而,学院和大学努力将支持激进民主参与的公平目标集中起来。研究设计:这篇文章是对公民教育、民主和高等教育课程公平交叉点的哲学分析。结论/建议:文章最后提出了四项政策建议:(1)为公民参与倡议获得联邦和州对中学后教育机构的资助;(2) 支持以公平原则为基础的学习自由和教学自由,包括批判性种族理论;(3) 通过中学后教育和政府举措之间的合作,评估公民教育作为核心学习成果;以及(4)保护大学年轻人参与选举过程的方法。
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引用次数: 0
FACTSHEET – Youth of Color Activism Matters in the Critical Race Theory (CRT) Debates 简报-有色人种青年行动主义在关键种族理论(CRT)辩论中的重要性
IF 1 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-05-01 DOI: 10.1177/01614681231181823
L. Boveda, Mildred Boveda
In this brief, the authors examine the role that racialized youth activists play in youth–adult collaborations. Attending to anti-CRT legislations, the authors offer research-informed policy recommendations to support the accurate representation of youth of color’s input.
在本文中,作者考察了种族化的青年活动家在青年-成人合作中所起的作用。关注反crt立法,作者提供了研究知情的政策建议,以支持有色人种青年的输入的准确代表。
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引用次数: 0
Applying Intersectionality to Address Racial and Spatial Postsecondary Disparities—Rural Latino Youth 应用交叉性来解决种族和空间上的中学后差距——农村拉丁裔青年
IF 1 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-05-01 DOI: 10.1177/01614681231181802
Vanessa A. Sansone
Background/Context: There is a growing concern about the ways in which geography affects the educational opportunity for America’s rural youth. Most research on this population has assumed that rural America is primarily White and that rural college access is stratified by an individual’s ability to complete the application process. Such approaches ignore race and the interplay among geography, admissions practices, and individual behavior and decision-making. Purpose/Objective/Research Question/Focus of Study: This study examines the postsecondary experiences and opportunity structures for Latino youth living in rural Latino communities in South Texas. The purpose of this study is to understand quantitively and qualitatively how the geographic context of a predominantly rural Latino area shaped the college-going process and pathway decisions for the Latino youth living within these rural communities. To critically understand beyond the individual and learn about how systemic conditions in rural Latino communities can usher in (dis)advantages in their postsecondary experiences and sort students into pathways, this study employed Núñez’s (2014) multilevel model of intersectionality framework. As such, this study asked the following research questions: (1) What is the college access experience for Latino youth living in rural communities in South Texas? (2) In what ways, if any, do rural Latino youth describe how their rural geography structures (in) equalities in the college-going process? (3) How are rural Latino youths’ college access and opportunity structured, and does this differ from other geographic contexts? Research Design: Using a three-phase mixed-methods design (QUAL→quan), this study interviewed 101 Latino youth living in three different rural areas in South Texas toward the end of their senior year of high school. The quantitative component of the study used descriptive and spatial data to further expand on, complement, and confirm the intersectional findings in the qualitative data. In the last phase, data were integrated, and inferences were made about how college access opportunities are structured for Latino youth living in rural communities. Conclusions/Recommendations: Using an intersectionality framework, this study identified several ways in which the geography of rural Latino communities is structured that render and perpetuate inequities and disadvantages for Latino youth pursuing college. Rural Latino youth lived in communities that systemically experienced higher poverty, lower median incomes, and less access to resources and opportunities as compared with (sub)urban metro areas. Most students discussed how these geographic conditions played a role in the ways that bounded the opportunities they experienced during their college-going process and their decision to enroll at a college within close proximity to their rural region. This study has implications for how intersectionality frames can expand our understanding of th
背景/背景:人们越来越关注地理对美国农村青年教育机会的影响。大多数对这一人群的研究都认为,美国农村主要是白人,农村大学的入学率是根据个人完成申请过程的能力来划分的。这种方法忽略了种族以及地理、招生实践、个人行为和决策之间的相互作用。目的/目的/研究问题/研究重点:本研究考察了生活在德克萨斯州南部农村拉丁裔社区的拉丁裔青年的中学后经历和机会结构。本研究的目的是从数量和质量上了解以拉丁裔农村为主的地区的地理环境如何影响生活在这些农村社区中的拉丁裔青年的上大学过程和路径决策。为了批判性地理解个人之外的情况,并了解拉丁裔农村社区的系统性条件如何在他们的中学后经历中带来(dis)优势,并将学生分为不同的途径,本研究采用了Núñez(2014)的跨部门框架多层次模型。因此,本研究提出了以下研究问题:(1)生活在得克萨斯州南部农村社区的拉丁裔青年的大学入学经历是什么?(2) 拉丁裔农村青年如何描述他们的农村地理结构在上大学过程中的平等?(3) 农村拉丁裔青年的大学入学和机会是如何安排的,这与其他地理环境不同吗?研究设计:使用三相混合方法设计(QUAL→quan),这项研究采访了101名居住在得克萨斯州南部三个不同农村地区的拉丁裔青年,他们即将进入高中四年级。该研究的定量部分使用描述性和空间数据来进一步扩展、补充和确认定性数据中的交叉发现。在最后一阶段,对数据进行了整合,并对生活在农村社区的拉丁裔青年的大学入学机会的结构进行了推断。结论/建议:本研究采用交叉性框架,确定了拉丁裔农村社区的地理结构的几种方式,这些方式给正在上大学的拉丁裔青年带来了不公平和劣势,并使其长期存在。与(次)城市大都市地区相比,农村拉丁裔青年生活在系统性地经历了更高贫困、更低中等收入、更少获得资源和机会的社区。大多数学生讨论了这些地理条件如何在限制他们在上大学过程中所经历的机会方面发挥作用,以及他们决定在靠近农村地区的大学入学。这项研究对交叉性框架如何扩大我们对农村地区独特特征的理解具有启示意义,这些特征为寻求中学后教育机会的拉丁裔农村青年创造了机遇和挑战。鉴于大多数高等教育研究人员、政策制定者和从业者将农村地区的种族/民族多样性与白人和白人混为一谈,这一点意义重大。在这样做的过程中,他们忽视了农村地区拉丁裔的存在,忽视了他们的交叉资产和挑战,阻碍了能够更好地支持历史上被边缘化的学生的有效政策解决方案。
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引用次数: 0
Struggles For/With/Through Ethnic Studies in Texas: Third Spaces as Anchors for Collective Action 为/与/通过德克萨斯州的种族研究而斗争:作为集体行动锚点的第三空间
IF 1 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-05-01 DOI: 10.1177/01614681231181793
Á. Valenzuela, Eliza Epstein
Background/Context: Ethnic Studies is an umbrella term for a group of academic disciplines attentive to identifying oppression, restorying history, and creating liberatory futures. These disciplines were born from social movements, with students, educators, and community members demanding educational spaces guided by people who looked like them, curriculum that told their stories, and pedagogies that could transform their communities. Around the country, elementary and secondary schools are expanding Ethnic Studies offerings at the school, district, and state levels. Ethnic Studies work is deeply local, and, as such, different approaches to expanding access to Ethnic Studies have been taken across localities and states. The power and potential of Ethnic Studies to shift social reality beyond the classroom is both a strength in the struggle for just, liberatory futures and a factor that draws the disciplining eyes of the state. Purpose/Objective/Research Question/Focus of Study: Like the discipline of Ethnic Studies, Ethnic Studies research is activist, transformative, and community embedded. In this article, we illustrate the ways that our research about the movement for Ethnic Studies in Texas is inextricable from our community-based work to expand access to Ethnic Studies, which is itself woven in and guided by the theories that ground the disciplines of Ethnic Studies. We write with the theories, thinkings, and actions of feminists of color, sharing vignettes that braid together our research and advocacy, highlighting community fostered organic third spaces, in what we call decolonial policy praxis. Research Design: We use digital and auto-ethnography methods to build our vignettes. Conclusions/Recommendations: We note the critical importance of building coalitions and of remaining committed/connected to the liberatory theories of Ethnic Studies in our research and in the collaborative development of culturally sustaining policy. This means building with community, in community, and for community in pursuit of liberatory, Ethnic Studies futures.
背景/背景:民族研究是一组致力于识别压迫、恢复历史和创造解放未来的学术学科的总称。这些学科诞生于社会运动,学生、教育工作者和社区成员要求由长得像他们的人引导的教育空间、讲述他们故事的课程,以及能够改变他们社区的教育方法。在全国各地,中小学正在扩大学校、地区和州各级的民族研究课程。民族研究工作具有深刻的地方性,因此,各地和各州都采取了不同的方法来扩大获得民族研究的机会。民族研究将社会现实转移到课堂之外的力量和潜力,既是为正义、解放的未来而斗争的力量,也是吸引国家纪律眼光的因素。目的/目的/研究问题/研究重点:与民族研究学科一样,民族研究具有积极性、变革性和社区性。在这篇文章中,我们说明了我们对得克萨斯州民族研究运动的研究与我们以社区为基础的扩大民族研究机会的工作是密不可分的,这本身就融入了民族研究学科的理论并以这些理论为指导。我们用有色人种女权主义者的理论、思想和行动写作,分享将我们的研究和倡导编织在一起的小插曲,强调社区培育的有机第三空间,我们称之为非殖民化政策实践。研究设计:我们使用数字和自动民族志方法来构建我们的小插曲。结论/建议:我们注意到,在我们的研究和文化可持续政策的合作发展中,建立联盟和保持对民族研究解放理论的承诺/联系至关重要。这意味着与社区、在社区中、为社区建设,以追求解放,民族研究的未来。
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引用次数: 0
Centering Youth of Color Activism and Knowledge in the Critical Race Theory Debates 批判种族理论辩论中的有色人种激进主义与知识青年
IF 1 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-05-01 DOI: 10.1177/01614681231181822
L. Boveda, Mildred Boveda
Background/Context: Leah Boveda, a sophomore at Brown University, collaborated with her mother—Mildred Boveda, an intersectional studies scholar situated in special education and teacher education—to make sense of her high school community activism in Arizona. They retrace how Leah’s experiences eventually shaped her understandings of and participation in adult-centered conversations about critical race theory bans. This daughter–mother authorial team offers lessons learned from Leah’s youth mobilizations and how they may inform education research about youth activists of color. Research Design: Using an intersectionally conscious, collaborative approach and a daughtering analytical framing, the authors revisited Leah’s high school youth activism. In addition to their memories, they returned to written documents, such as a 2019 interview between Leah and a correspondent at The New York Times, her notes from a 5-minute speech presented at a CRT summit, and shared files for a panel presentation that Leah gave as an assistant “faculty” member for the July 2021 CRT Summer School. The authors consider how Leah’s youth mobilization may inform how adults—whether educators, researchers, or policymakers—engage youths of color in the CRT debates. Conclusions/Recommendations: The authors analyzed how the adults Leah collaborated with engaged youth voice, including at events where student perspectives about CRT bans were invited. In her daughtering role, Leah both appreciated and pushed the nurturing adults in her life. The authorial team unveils how youth activists of color must deal with not only racialized oppression, but also the pressure to achieve proximity to adults in order to be heard and respected.
背景/背景:布朗大学大二学生Leah Boveda与她的母亲Mildred Boveda合作,了解她在亚利桑那州的高中社区活动。他们追溯了Leah的经历如何最终塑造了她对以成年人为中心的关于批判性种族理论禁令的对话的理解和参与。这个由女儿和母亲组成的作者团队提供了从利亚的青年动员中吸取的教训,以及他们如何为有色人种青年活动家的教育研究提供信息。研究设计:作者采用交叉意识、协作的方法和女儿式的分析框架,重新审视了Leah的高中青年激进主义。除了记忆之外,他们还回到了书面文件,比如Leah与《纽约时报》记者2019年的一次采访,她在CRT峰会上发表的5分钟演讲的笔记,以及Leah作为2021年7月CRT暑期学校助理“教员”发表的小组演讲的共享文件。作者考虑了Leah的青年动员如何告知成年人——无论是教育工作者、研究人员还是政策制定者——如何让有色人种青年参与CRT辩论。结论/建议:作者分析了成年人Leah如何与参与的青年声音合作,包括在邀请学生对CRT禁令发表看法的活动中。在女儿的角色中,Leah既欣赏又推动了她生活中有教养的成年人。作者团队揭示了有色人种青年活动家不仅必须应对种族化的压迫,还必须应对与成年人亲近的压力,以便被倾听和尊重。
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引用次数: 1
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