Pub Date : 2023-05-01DOI: 10.1177/01614681231181803
Vanessa A. Sansone
{"title":"FACTSHEET – Addressing Racial and Spatial Postsecondary Disparities—Rural Latino Youth","authors":"Vanessa A. Sansone","doi":"10.1177/01614681231181803","DOIUrl":"https://doi.org/10.1177/01614681231181803","url":null,"abstract":"","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43675134","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 : 2023-05-01DOI: 10.1177/01614681231181798
Jessica DeCuir-Gunby, Whitney N. McCoy, Stephen M. Gibson
Background/Context: African American students often encounter racial microaggressions when attending predominantly white institutions (PWIs). Experiencing racial microaggressions can negatively affect African American students’ feelings of belonging to the campus community. Racial microaggressions can also affect their physical and emotional stability. Purpose of Study: Using a critical race theory (CRT) framework, we focused on the centrality of race and racism and intersectionality. We examined how experiencing racial microaggressions influenced African American students’ (n = 15) feelings of belonging at PWIs. In addition, we explored how students emotionally coped with their experiences. Research Design: A semi-structured interview was conducted with participants. Using thematic analysis through the process of open coding and axial coding, we developed themes based on students’ experiences with microaggressions, feelings of belonging, and coping strategies. We connected the themes to the larger research literature, focusing on our CRT framework. Conclusions/Recommendations: Experiencing racial microaggressions made students feel devalued in the campus community. In addition, racial microaggressions intersected with other forms of oppression, further impacting students’ sense of belonging. These experiences often led students to use maladaptive coping mechanisms; despite this, students were able to create community by using self-protective coping mechanisms, such as creating supportive networks. Racism-related stress caused by racial microaggressions should be considered a public health issue. By exploring racial microaggressions, researchers and policy makers can understand how racism impacts individuals and provide tools on how to challenge racism on systemic levels.
{"title":"The Compounding Impact of Racial Microaggressions: The Experiences of African American Students in Predominantly White Institutions","authors":"Jessica DeCuir-Gunby, Whitney N. McCoy, Stephen M. Gibson","doi":"10.1177/01614681231181798","DOIUrl":"https://doi.org/10.1177/01614681231181798","url":null,"abstract":"Background/Context: African American students often encounter racial microaggressions when attending predominantly white institutions (PWIs). Experiencing racial microaggressions can negatively affect African American students’ feelings of belonging to the campus community. Racial microaggressions can also affect their physical and emotional stability. Purpose of Study: Using a critical race theory (CRT) framework, we focused on the centrality of race and racism and intersectionality. We examined how experiencing racial microaggressions influenced African American students’ (n = 15) feelings of belonging at PWIs. In addition, we explored how students emotionally coped with their experiences. Research Design: A semi-structured interview was conducted with participants. Using thematic analysis through the process of open coding and axial coding, we developed themes based on students’ experiences with microaggressions, feelings of belonging, and coping strategies. We connected the themes to the larger research literature, focusing on our CRT framework. Conclusions/Recommendations: Experiencing racial microaggressions made students feel devalued in the campus community. In addition, racial microaggressions intersected with other forms of oppression, further impacting students’ sense of belonging. These experiences often led students to use maladaptive coping mechanisms; despite this, students were able to create community by using self-protective coping mechanisms, such as creating supportive networks. Racism-related stress caused by racial microaggressions should be considered a public health issue. By exploring racial microaggressions, researchers and policy makers can understand how racism impacts individuals and provide tools on how to challenge racism on systemic levels.","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46727934","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 : 2023-05-01DOI: 10.1177/01614681231181791
Ashley N. Patterson, Royel M. Johnson, Francesca A. López, LaWanda W. M. Ward
In this introduction to the special issue, we describe the socio-political context that spurred our efforts to disrupt the anti-critical race theory (CRT) that has seeped into popular and political conversations about the US educational system. Noting the lack of preparation educational researchers have for sharing their nuanced, academic CRT understandings to policy-making audiences, we endeavored to address this issue. With use of funding support provided by the Spencer Foundation’s Conference Grants Program and in conjunction with Penn State University’s Research-to-Policy Collaboration, we identified a panel of CRT experts, facilitated their training in translating research into policy factsheets, and hosted a Day on the Hill conference during which the factsheets were shared with policy-making professionals. This introduction provides additional details about our process and about the resulting special issue which pairs together two written products covering the same CRT topic from each author, one written in the format of a traditional academic essay and the other as a two-page factsheet. Taken together, we hope that the paired publications serve as an example for how education researchers might demistify academic understandings of CRT in order to transform discourse with policy makers.
{"title":"Special Issue Introduction: Demystifying Academic Understandings of Critical Race Theory to Transform Discourse With Policy Makers","authors":"Ashley N. Patterson, Royel M. Johnson, Francesca A. López, LaWanda W. M. Ward","doi":"10.1177/01614681231181791","DOIUrl":"https://doi.org/10.1177/01614681231181791","url":null,"abstract":"In this introduction to the special issue, we describe the socio-political context that spurred our efforts to disrupt the anti-critical race theory (CRT) that has seeped into popular and political conversations about the US educational system. Noting the lack of preparation educational researchers have for sharing their nuanced, academic CRT understandings to policy-making audiences, we endeavored to address this issue. With use of funding support provided by the Spencer Foundation’s Conference Grants Program and in conjunction with Penn State University’s Research-to-Policy Collaboration, we identified a panel of CRT experts, facilitated their training in translating research into policy factsheets, and hosted a Day on the Hill conference during which the factsheets were shared with policy-making professionals. This introduction provides additional details about our process and about the resulting special issue which pairs together two written products covering the same CRT topic from each author, one written in the format of a traditional academic essay and the other as a two-page factsheet. Taken together, we hope that the paired publications serve as an example for how education researchers might demistify academic understandings of CRT in order to transform discourse with policy makers.","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48325381","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 : 2023-04-01DOI: 10.1177/01614681231178589
Thomas Fallace
Background/Context: Historical studies of this volatile period in educational history (1960–2003 tend to focus on educational policy and/or curriculum, but rarely address changes in learning theory. Numerous historical studies have traced how psychologists, psychometricians, policymakers, and social scientists have dismissed the intellectual potential of Black students over the course of the 20th century, but these studies have completely overlooked the controversial Black learning style idea and how the idea interacted with the educational and racial discourses of the period. Purpose: This intellectual history traces the rise and fall of the controversial idea that there was a Black learning style. Research Design: Hollinger (1985) defines intellectual history succinctly as the “discourse of intellectuals” (p. 131). Often described as thinking rather than thought, an intellectual history focuses on contingencies, contradictions, and inconsistencies in a discourse; contextualizes the discourse in evolving historical, political, and social contexts; and explores how these changing contexts affect the development of the ideas. Conclusions: The Black learning style and cultural mismatch theories both emerged from the research of psychologist Herman Witkin in the 1950s. The idea was further developed by Rosalie Cohen, Asa Hilliard III, and Janice Hale in the 1970s and 1980s. By the late 1990s, many scholars considered the Black learning style idea to be dangerous and stopped directly referencing it. Despite its eventual rejection, the Black learning style idea inspired many lines of inquiry about the ways that race, culture, and ethnicity impact learning that are still being pursued today. This intellectual history traces the origins, emergence, and fall of the idea that Black students had a different learning and/or cognitive style that clashed with that of White teachers, standardized testing, and American schools.
{"title":"Herman Witkin and the Rise and Fall of the Black Learning Style Idea, 1960–2003","authors":"Thomas Fallace","doi":"10.1177/01614681231178589","DOIUrl":"https://doi.org/10.1177/01614681231178589","url":null,"abstract":"Background/Context: Historical studies of this volatile period in educational history (1960–2003 tend to focus on educational policy and/or curriculum, but rarely address changes in learning theory. Numerous historical studies have traced how psychologists, psychometricians, policymakers, and social scientists have dismissed the intellectual potential of Black students over the course of the 20th century, but these studies have completely overlooked the controversial Black learning style idea and how the idea interacted with the educational and racial discourses of the period. Purpose: This intellectual history traces the rise and fall of the controversial idea that there was a Black learning style. Research Design: Hollinger (1985) defines intellectual history succinctly as the “discourse of intellectuals” (p. 131). Often described as thinking rather than thought, an intellectual history focuses on contingencies, contradictions, and inconsistencies in a discourse; contextualizes the discourse in evolving historical, political, and social contexts; and explores how these changing contexts affect the development of the ideas. Conclusions: The Black learning style and cultural mismatch theories both emerged from the research of psychologist Herman Witkin in the 1950s. The idea was further developed by Rosalie Cohen, Asa Hilliard III, and Janice Hale in the 1970s and 1980s. By the late 1990s, many scholars considered the Black learning style idea to be dangerous and stopped directly referencing it. Despite its eventual rejection, the Black learning style idea inspired many lines of inquiry about the ways that race, culture, and ethnicity impact learning that are still being pursued today. This intellectual history traces the origins, emergence, and fall of the idea that Black students had a different learning and/or cognitive style that clashed with that of White teachers, standardized testing, and American schools.","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44319374","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 : 2023-04-01DOI: 10.1177/01614681231182220
Jongyeon Ee
Background/Context: As dual language bilingual education (DLBE) programs expand nationwide, parental feedback becomes crucial in evaluating their effectiveness and ensuring equitable access. Understanding the perspectives of diverse parental groups, including marginalized and privileged communities, is essential for developing inclusive and equitable language programs that serve all students. Furthermore, the changing demographics of students and their families with transnational experiences, along with the growing diversity in non-Spanish DLBE languages, highlight the need for research that documents diverse DLBE programs and contexts. Considering this context, acknowledging parental views on Korean programs is meaningful in valuing the opinions of parents with rich transnational experiences in one of the less-commonly taught language programs in the country. Korean dual language programs are also under-researched in the DLBE literature, despite their unique spaces where different power dynamics emerge compared to Spanish or Chinese DLBE programs. Objective and Research Question: This study aims to investigate parents’ evaluations of DLBE programs, their plans to enroll their child until the secondary level, and potential reasons for leaving DLBE programs. First, the researcher explores parents’ evaluations of Korean dual language programs (KDLPs) and examines how parental evaluation is associated with other aspects of parents’ views and characteristics, such as their demographic features, parental satisfaction with their child’s language development, integration experiences among both children and parents, and parental involvement in the program. Next, the researcher investigates whether parents plan to enroll their child in KDLPs until the secondary level (grade 8 or 12) and examines the relationship between their plan and program evaluation. The study also probes the association between parental commitment plans and other variables related to parents’ views and characteristics. Finally, the study explores potential reasons that could spur parents to leave KDLPs. Research Design: This quantitative study used survey data collected from a sample of over 450 parents of students in seven KDLPs at the elementary level in Southern California. This study employed multilevel modeling, accounting for the nested data structure of respondents within schools. The parental evaluation variable was explored by multilevel ordinary least squares (OLS) regression with a cubed form of program evaluation value as the dependent variable to explore parents’ evaluation. For examining parents’ program commitment plans, multilevel logistic regression analysis was employed. To examine the difference between Korean and non-Korean parents in potential reasons for leaving the program, this study used the Wilcoxon-Mann-Whitney test. Conclusions/Recommendations: The results show that parental evaluation of KDLPs is positively linked with satisfaction in bilingualism, bilite
{"title":"Beyond Grades: A Holistic Parental Report Card for Korean Dual Language Programs","authors":"Jongyeon Ee","doi":"10.1177/01614681231182220","DOIUrl":"https://doi.org/10.1177/01614681231182220","url":null,"abstract":"Background/Context: As dual language bilingual education (DLBE) programs expand nationwide, parental feedback becomes crucial in evaluating their effectiveness and ensuring equitable access. Understanding the perspectives of diverse parental groups, including marginalized and privileged communities, is essential for developing inclusive and equitable language programs that serve all students. Furthermore, the changing demographics of students and their families with transnational experiences, along with the growing diversity in non-Spanish DLBE languages, highlight the need for research that documents diverse DLBE programs and contexts. Considering this context, acknowledging parental views on Korean programs is meaningful in valuing the opinions of parents with rich transnational experiences in one of the less-commonly taught language programs in the country. Korean dual language programs are also under-researched in the DLBE literature, despite their unique spaces where different power dynamics emerge compared to Spanish or Chinese DLBE programs. Objective and Research Question: This study aims to investigate parents’ evaluations of DLBE programs, their plans to enroll their child until the secondary level, and potential reasons for leaving DLBE programs. First, the researcher explores parents’ evaluations of Korean dual language programs (KDLPs) and examines how parental evaluation is associated with other aspects of parents’ views and characteristics, such as their demographic features, parental satisfaction with their child’s language development, integration experiences among both children and parents, and parental involvement in the program. Next, the researcher investigates whether parents plan to enroll their child in KDLPs until the secondary level (grade 8 or 12) and examines the relationship between their plan and program evaluation. The study also probes the association between parental commitment plans and other variables related to parents’ views and characteristics. Finally, the study explores potential reasons that could spur parents to leave KDLPs. Research Design: This quantitative study used survey data collected from a sample of over 450 parents of students in seven KDLPs at the elementary level in Southern California. This study employed multilevel modeling, accounting for the nested data structure of respondents within schools. The parental evaluation variable was explored by multilevel ordinary least squares (OLS) regression with a cubed form of program evaluation value as the dependent variable to explore parents’ evaluation. For examining parents’ program commitment plans, multilevel logistic regression analysis was employed. To examine the difference between Korean and non-Korean parents in potential reasons for leaving the program, this study used the Wilcoxon-Mann-Whitney test. Conclusions/Recommendations: The results show that parental evaluation of KDLPs is positively linked with satisfaction in bilingualism, bilite","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47939275","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 : 2023-04-01DOI: 10.1177/01614681231176921
Eupha Jeanne Daramola, Taylor N. Allbright, Julie A. Marsh
Background: In recent years, school districts have experienced a complex policy environment with myriad reforms aimed at addressing longstanding and historically entrenched disparities in opportunities and outcomes between racially minoritized students and White students. One such reform is standards-based accountability, with its emphasis on documenting and addressing racial disparities in testing outcomes. Recently, educators and lawmakers have sought to address persistent racial disproportionality in disciplinary actions. New behavioral policies may be seen as a response to national attention and outrage regarding the “school-to-prison pipeline,” which indicates that school discipline practices contribute to the over-representation of Black men in the criminal justice system. In recent years, local leaders have been tasked with implementing new disciplinary reforms alongside their ongoing efforts at instructional improvement. Purpose: As districts face an increasingly complex policy environment and constrained resources, researchers must understand how district leaders make sense of and manage the varied policies they are tasked with implementing. This study contributes to the knowledge base on K–12 policy implementation by examining how school district leaders manage multiple policies—particularly when some new practices engage beliefs around racial discrimination or structural racism. We contribute to the gap in the literature by asking: What differences emerged in the early implementation processes of an instructional policy and a discipline policy in the Elmwood school district, and what might explain those differences? Research Design: To answer this question, we employ a comparative, embedded case study design and examine extensive qualitative data from a single school district. Oakes’s (1992) framework of technical, normative, and political dimensions of policy change guided the analysis and was applied to rich interview data. Conclusions: Overall, our findings highlight significant differences in how Elmwood leadership implemented the two policies. Our study indicates that though both instructional and disciplinary reforms purport to address racial outcome gaps, district leaders may view discipline in a racialized way that they do not view instructional policy. The perceived racialized nature of discipline policy may significantly influence implementation practices. Ultimately, the data suggests that racialized normative beliefs and values, along with political and technical investments, greatly influence the implementation process and raise larger questions about the role of racism in education reform.
{"title":"“Are You Saying That We’re Racist?”: Comparing Normative, Political, and Technical Dimensions of Instructional and Disciplinary Policies","authors":"Eupha Jeanne Daramola, Taylor N. Allbright, Julie A. Marsh","doi":"10.1177/01614681231176921","DOIUrl":"https://doi.org/10.1177/01614681231176921","url":null,"abstract":"Background: In recent years, school districts have experienced a complex policy environment with myriad reforms aimed at addressing longstanding and historically entrenched disparities in opportunities and outcomes between racially minoritized students and White students. One such reform is standards-based accountability, with its emphasis on documenting and addressing racial disparities in testing outcomes. Recently, educators and lawmakers have sought to address persistent racial disproportionality in disciplinary actions. New behavioral policies may be seen as a response to national attention and outrage regarding the “school-to-prison pipeline,” which indicates that school discipline practices contribute to the over-representation of Black men in the criminal justice system. In recent years, local leaders have been tasked with implementing new disciplinary reforms alongside their ongoing efforts at instructional improvement. Purpose: As districts face an increasingly complex policy environment and constrained resources, researchers must understand how district leaders make sense of and manage the varied policies they are tasked with implementing. This study contributes to the knowledge base on K–12 policy implementation by examining how school district leaders manage multiple policies—particularly when some new practices engage beliefs around racial discrimination or structural racism. We contribute to the gap in the literature by asking: What differences emerged in the early implementation processes of an instructional policy and a discipline policy in the Elmwood school district, and what might explain those differences? Research Design: To answer this question, we employ a comparative, embedded case study design and examine extensive qualitative data from a single school district. Oakes’s (1992) framework of technical, normative, and political dimensions of policy change guided the analysis and was applied to rich interview data. Conclusions: Overall, our findings highlight significant differences in how Elmwood leadership implemented the two policies. Our study indicates that though both instructional and disciplinary reforms purport to address racial outcome gaps, district leaders may view discipline in a racialized way that they do not view instructional policy. The perceived racialized nature of discipline policy may significantly influence implementation practices. Ultimately, the data suggests that racialized normative beliefs and values, along with political and technical investments, greatly influence the implementation process and raise larger questions about the role of racism in education reform.","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45370068","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 : 2023-04-01DOI: 10.1177/01614681231182185
N. Garcia, Vanessa Danek
Background/Context: Our study takes an asset-based approach to examine the experiences of Puerto Rican undergraduates and the consequences of cascading disasters (e.g., hurricanes, earthquakes, COVID-19). Puerto Rican undergraduates were prone to vulnerability during cascading disasters because they lacked emergency supplies (e.g., flashlights), effective communication pre- and postdisaster (e.g., texts), and/or knowledge of disaster-related procedures on campus. Purpose/Objective/Research Question/Focus of Study: In this article, we use disaster capitalism and the trauma doctrine as our theoretical underpinnings to address the colonial relationship between the United States and Puerto Rico, in which Puerto Ricans have experienced disaster as an ongoing process illuminated by the sociopolitical and sociohistorical contexts that only exacerbate a longer history of deep-seated colonial traumas. Research Design: This study employs disaster capitalism and the trauma doctrine as a theoretical guide to depict an anticolonial approach and provide a thick description of the multiple case study design bounded by the phenomenon of disaster across two units of analyses from 2017 to 2020. The first unit of analysis (case 1) demonstrates how the public education sector has been diminishing in Puerto Rico due to investments, in this instance, in stateside institutes of higher education (IHEs) through hurricane relief programs. The second unit of analysis (case 2) shows how increasingly paramount it is to examine the experiences of Puerto Rican undergraduates left prone to these vulnerabilities. Conclusions/Recommendations: The theoretical application and findings from our study demonstrate that based on the intersections of disaster capitalism and the trauma doctrine, Puerto Rican undergraduates have and are still experiencing deep-seated trauma masked in disaster “relief” and “recovery” at the hands of the U.S. government and IHEs. These provide an understanding of disaster at the national, institutional, and individual levels.
{"title":"Shelter from the Storm: Disaster Capitalism and Puerto Rican Undergraduates in Post–Hurricane María Stateside Higher Education","authors":"N. Garcia, Vanessa Danek","doi":"10.1177/01614681231182185","DOIUrl":"https://doi.org/10.1177/01614681231182185","url":null,"abstract":"Background/Context: Our study takes an asset-based approach to examine the experiences of Puerto Rican undergraduates and the consequences of cascading disasters (e.g., hurricanes, earthquakes, COVID-19). Puerto Rican undergraduates were prone to vulnerability during cascading disasters because they lacked emergency supplies (e.g., flashlights), effective communication pre- and postdisaster (e.g., texts), and/or knowledge of disaster-related procedures on campus. Purpose/Objective/Research Question/Focus of Study: In this article, we use disaster capitalism and the trauma doctrine as our theoretical underpinnings to address the colonial relationship between the United States and Puerto Rico, in which Puerto Ricans have experienced disaster as an ongoing process illuminated by the sociopolitical and sociohistorical contexts that only exacerbate a longer history of deep-seated colonial traumas. Research Design: This study employs disaster capitalism and the trauma doctrine as a theoretical guide to depict an anticolonial approach and provide a thick description of the multiple case study design bounded by the phenomenon of disaster across two units of analyses from 2017 to 2020. The first unit of analysis (case 1) demonstrates how the public education sector has been diminishing in Puerto Rico due to investments, in this instance, in stateside institutes of higher education (IHEs) through hurricane relief programs. The second unit of analysis (case 2) shows how increasingly paramount it is to examine the experiences of Puerto Rican undergraduates left prone to these vulnerabilities. Conclusions/Recommendations: The theoretical application and findings from our study demonstrate that based on the intersections of disaster capitalism and the trauma doctrine, Puerto Rican undergraduates have and are still experiencing deep-seated trauma masked in disaster “relief” and “recovery” at the hands of the U.S. government and IHEs. These provide an understanding of disaster at the national, institutional, and individual levels.","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46823330","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 : 2023-04-01DOI: 10.1177/01614681231180012
Leslie C. Banes, Julia G. Houk, Steven Z. Athanases, Sergio L. Sanchez
Background: Classroom discourse featuring meaning making supports students achieving discipline-specific learning. However, moving beyond recitation requires developing beliefs, skills, structures, and practices. Any theorizing we do about developing discussion practice must attend to realities of culturally and linguistically diverse classrooms. Purpose: Our study offers a teacher education innovation that prepares ELA candidates to facilitate discussion, framed by a set of noticing lenses: noticing for collaborative communication, content learning, and equity. We asked: As they reflected on their first attempts at facilitating discussion in diverse secondary ELA classes, what did preservice teachers (PSTs) notice about their discussion practices and students’ engagement and response patterns? Participants: Our study features an inquiry course in a teacher credential program. Participants were 83 PSTs pursuing secondary English credentials, student teaching in diverse classrooms. Three-fifths identified as White, with 39% identifying as PSTs of color. Design: We constructed a database of multipage essays in which PSTs reflected on videotaped discussion tryouts. We developed a coding scheme from research literature and emerging themes from data review to capture what PSTs noticed. We organized themes conceptually using and adapting a multi-lens noticing framework. Additionally, we constructed vignettes to explore ways two PSTs were noticing discussion engagements among their diverse learners. Results: We found evidence of all three noticing lenses in the data. Of the three lenses, collaborative communication was densest. PSTs were preoccupied with “getting students talking.” PSTs also reflected on attempts at co-constructing meaning and tracking flow of ideas. Three-fourths documented noticing of cross-content literacy development. Fewer PSTs demonstrated attending to collaborative interpretation of literary works, an important aspect of ELA-specific discussion. Although PSTs were beginning to leverage cultural and linguistic knowledge, many were not yet responding to or educating about racism and other forms of bias. To demonstrate multi-lens noticing in practice, we present two vignettes of how PSTs interpreted salient moments in classroom discussion. Conclusions: Our research provides a launching for understanding what PSTs notice in early stages of leading discussion and highlights what is needed to jump-start this process early. Findings underscore the need to build authentic and tangible discussion-leading practice, with deeper attention to ELA disciplinary goals and equity. Our study highlights a framework as an analytical and pedagogical tool to help PSTs organize and reflect on emerging discussion practices. Framework and findings may serve as a heuristic for teacher educators committed to fostering learning about equitable discussion.
{"title":"Multi-Lens Noticing in Preservice Teachers’ First Attempts at Facilitating Discussion in Diverse English Classes","authors":"Leslie C. Banes, Julia G. Houk, Steven Z. Athanases, Sergio L. Sanchez","doi":"10.1177/01614681231180012","DOIUrl":"https://doi.org/10.1177/01614681231180012","url":null,"abstract":"Background: Classroom discourse featuring meaning making supports students achieving discipline-specific learning. However, moving beyond recitation requires developing beliefs, skills, structures, and practices. Any theorizing we do about developing discussion practice must attend to realities of culturally and linguistically diverse classrooms. Purpose: Our study offers a teacher education innovation that prepares ELA candidates to facilitate discussion, framed by a set of noticing lenses: noticing for collaborative communication, content learning, and equity. We asked: As they reflected on their first attempts at facilitating discussion in diverse secondary ELA classes, what did preservice teachers (PSTs) notice about their discussion practices and students’ engagement and response patterns? Participants: Our study features an inquiry course in a teacher credential program. Participants were 83 PSTs pursuing secondary English credentials, student teaching in diverse classrooms. Three-fifths identified as White, with 39% identifying as PSTs of color. Design: We constructed a database of multipage essays in which PSTs reflected on videotaped discussion tryouts. We developed a coding scheme from research literature and emerging themes from data review to capture what PSTs noticed. We organized themes conceptually using and adapting a multi-lens noticing framework. Additionally, we constructed vignettes to explore ways two PSTs were noticing discussion engagements among their diverse learners. Results: We found evidence of all three noticing lenses in the data. Of the three lenses, collaborative communication was densest. PSTs were preoccupied with “getting students talking.” PSTs also reflected on attempts at co-constructing meaning and tracking flow of ideas. Three-fourths documented noticing of cross-content literacy development. Fewer PSTs demonstrated attending to collaborative interpretation of literary works, an important aspect of ELA-specific discussion. Although PSTs were beginning to leverage cultural and linguistic knowledge, many were not yet responding to or educating about racism and other forms of bias. To demonstrate multi-lens noticing in practice, we present two vignettes of how PSTs interpreted salient moments in classroom discussion. Conclusions: Our research provides a launching for understanding what PSTs notice in early stages of leading discussion and highlights what is needed to jump-start this process early. Findings underscore the need to build authentic and tangible discussion-leading practice, with deeper attention to ELA disciplinary goals and equity. Our study highlights a framework as an analytical and pedagogical tool to help PSTs organize and reflect on emerging discussion practices. Framework and findings may serve as a heuristic for teacher educators committed to fostering learning about equitable discussion.","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41322498","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 : 2023-04-01DOI: 10.1177/01614681231177817
D. Sonu, Karen Zaino
Background/Context: Macro-analyses have documented the raced and classed consequences of rampant economic inequality in schools and society. However, in educational research, there remain clear gaps in understanding how schoolteachers, especially those working with children, locate the appearances of economic inequality in their teaching and how they make sense of the social conditions that create such disparities. Purpose/Objective/Research Question/Focus of Study: Key to understanding how economic inequality matters in the classroom is acknowledging teachers as critical to disrupting classist relations, cultivating critical awareness, and advocating on behalf of and in solidarity with those who face the brunt of ongoing systems of racial capitalism and coloniality. Equally critical is how the role of teaching can challenge the neoliberal belief that market principles are the best and only way to shape the impending future. To that end, the purpose of this project was to analyze the process of elementary school teachers in New York City as they materialize a more robust understanding of class formation as a part of lived experience and to advance new possibilities for harnessing the teaching of economics as a means toward racial and social justice. Research Design: As part of this larger project, we asked 57 New York City teachers in grades 1–5 to share responses to Likert and open-ended questions, and analyzed a subset of data along two primary lines of inquiry: In what ways does social class appear in your classroom? Describe a moment in your classroom or school when social class mattered. Through a constructivist grounded analysis, we surfaced four overlapping locations: (1) disparities in material possessions and access among students; (2) tensions between teachers, parents, and families; (3) inequalities built into school-based structures and practices; and (4) teachers’ own subjective histories with social class. Conclusions/Recommendations: Given the dearth of scholarship in this area, particularly at the elementary level, we argue for greater attention to the experiences of teachers as they work within institutions marred by racial capitalist society. Elementary school teachers are keenly aware of how material infrastructures and the extraction of value in and through education present grave inequalities for their students and families. They express genuine interest in deepening their understanding of economic inequality and for spaces to explore ways in which they can respond to the everyday events they shared in this study.
{"title":"Breaking Light on Economic Divide: How Elementary School Teachers Locate Class Inequality in Teaching and Schools","authors":"D. Sonu, Karen Zaino","doi":"10.1177/01614681231177817","DOIUrl":"https://doi.org/10.1177/01614681231177817","url":null,"abstract":"Background/Context: Macro-analyses have documented the raced and classed consequences of rampant economic inequality in schools and society. However, in educational research, there remain clear gaps in understanding how schoolteachers, especially those working with children, locate the appearances of economic inequality in their teaching and how they make sense of the social conditions that create such disparities. Purpose/Objective/Research Question/Focus of Study: Key to understanding how economic inequality matters in the classroom is acknowledging teachers as critical to disrupting classist relations, cultivating critical awareness, and advocating on behalf of and in solidarity with those who face the brunt of ongoing systems of racial capitalism and coloniality. Equally critical is how the role of teaching can challenge the neoliberal belief that market principles are the best and only way to shape the impending future. To that end, the purpose of this project was to analyze the process of elementary school teachers in New York City as they materialize a more robust understanding of class formation as a part of lived experience and to advance new possibilities for harnessing the teaching of economics as a means toward racial and social justice. Research Design: As part of this larger project, we asked 57 New York City teachers in grades 1–5 to share responses to Likert and open-ended questions, and analyzed a subset of data along two primary lines of inquiry: In what ways does social class appear in your classroom? Describe a moment in your classroom or school when social class mattered. Through a constructivist grounded analysis, we surfaced four overlapping locations: (1) disparities in material possessions and access among students; (2) tensions between teachers, parents, and families; (3) inequalities built into school-based structures and practices; and (4) teachers’ own subjective histories with social class. Conclusions/Recommendations: Given the dearth of scholarship in this area, particularly at the elementary level, we argue for greater attention to the experiences of teachers as they work within institutions marred by racial capitalist society. Elementary school teachers are keenly aware of how material infrastructures and the extraction of value in and through education present grave inequalities for their students and families. They express genuine interest in deepening their understanding of economic inequality and for spaces to explore ways in which they can respond to the everyday events they shared in this study.","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47154710","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 : 2023-03-01DOI: 10.1177/01614681231175199
Michael Gottfried, Jennifer A. Freeman, Taylor K. Odle, J. Plasman, Daniel Klasik, Shaun M. Dougherty
Background/Context: Career and technical education (CTE) coursework in science, technology, engineering, mathematics, and medical/health (STEMM) fields has been supported by policy makers as a way to align the secondary-to-postsecondary-to-career pipeline. Yet, in the research, the focus has been on whether STEMM CTE coursetaking in high school predicts college-going or whether it predicts employment for non–college goers. Little attention has been paid to whether STEMM CTE coursetaking in high school aligns with college employment opportunities. Purpose/Objective/Research Question/Focus of Study: This study investigates the relationship between one promising educational practice—STEMM career and technical education (STEMM CTE) coursetaking—and outcomes along students’ college employment pathways. Specifically, we asked the following research questions: Does taking more STEMM CTE courses in high school link to “general” college employment outcomes? Does taking more STEMM CTE courses in high school link to “STEMM-specific” college employment outcomes? How do these relationships vary across important student subgroups, namely, those identified by the National Science Foundation as traditionally underrepresented in STEMM fields: low-income students, students with learning disabilities, women, and Black and Hispanic students? Research Design: We relied on data from the High School Longitudinal Study of 2009 (HSLS). Administered by the National Center for Education Statistics (NCES), HSLS is the most current, nationally representative data set that follows a cohort of more than 20,000 ninth-grade students across the United States throughout high school and after graduation. Our regression analyses relied on data collected during the baseline year school-level survey (2009), the high school transcript update (2013), and student-level surveys from all four data-collection waves (2009, 2012, 2013, 2016). Conclusions/Recommendations: Using these national data, we find that taking more STEMM CTE courses was associated with a higher chance of having a STEMM job during college and having higher expectations for future STEMM employment, though not with general employment outcomes such as wages. The findings were different for students from some underrepresented backgrounds in STEMM fields, and implications are discussed.
{"title":"Does High School STEMM Career Coursework Align With College Employment?","authors":"Michael Gottfried, Jennifer A. Freeman, Taylor K. Odle, J. Plasman, Daniel Klasik, Shaun M. Dougherty","doi":"10.1177/01614681231175199","DOIUrl":"https://doi.org/10.1177/01614681231175199","url":null,"abstract":"Background/Context: Career and technical education (CTE) coursework in science, technology, engineering, mathematics, and medical/health (STEMM) fields has been supported by policy makers as a way to align the secondary-to-postsecondary-to-career pipeline. Yet, in the research, the focus has been on whether STEMM CTE coursetaking in high school predicts college-going or whether it predicts employment for non–college goers. Little attention has been paid to whether STEMM CTE coursetaking in high school aligns with college employment opportunities. Purpose/Objective/Research Question/Focus of Study: This study investigates the relationship between one promising educational practice—STEMM career and technical education (STEMM CTE) coursetaking—and outcomes along students’ college employment pathways. Specifically, we asked the following research questions: Does taking more STEMM CTE courses in high school link to “general” college employment outcomes? Does taking more STEMM CTE courses in high school link to “STEMM-specific” college employment outcomes? How do these relationships vary across important student subgroups, namely, those identified by the National Science Foundation as traditionally underrepresented in STEMM fields: low-income students, students with learning disabilities, women, and Black and Hispanic students? Research Design: We relied on data from the High School Longitudinal Study of 2009 (HSLS). Administered by the National Center for Education Statistics (NCES), HSLS is the most current, nationally representative data set that follows a cohort of more than 20,000 ninth-grade students across the United States throughout high school and after graduation. Our regression analyses relied on data collected during the baseline year school-level survey (2009), the high school transcript update (2013), and student-level surveys from all four data-collection waves (2009, 2012, 2013, 2016). Conclusions/Recommendations: Using these national data, we find that taking more STEMM CTE courses was associated with a higher chance of having a STEMM job during college and having higher expectations for future STEMM employment, though not with general employment outcomes such as wages. The findings were different for students from some underrepresented backgrounds in STEMM fields, and implications are discussed.","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41647674","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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