Pub Date : 2023-06-09DOI: 10.3102/00028312231178760
Cheryl D. Ching
While there is no shortage of scholarship on “equity” in higher education, researchers typically examine whether a policy or practice is (in)equitable rather than how those responsible for designing and enacting a policy or practice make meaning of equity. Using a sensemaking framework and case study approach, I explored the collective meaning-making of practitioners at one community college during a time of increased policy attention to equity. Despite lacking a formal definition after 2 years of meaning-making, practitioners labeled specific ideas and activities as equity, suggesting the development of an implicit understanding. From this case, I offer five lessons to propose the concept of “equity sense,” a practitioner-constructed, contextually bounded meaning with implications for practice, policy, and research.
{"title":"Developing “Equity Sense”: Meaning-Making at a Community College","authors":"Cheryl D. Ching","doi":"10.3102/00028312231178760","DOIUrl":"https://doi.org/10.3102/00028312231178760","url":null,"abstract":"While there is no shortage of scholarship on “equity” in higher education, researchers typically examine whether a policy or practice is (in)equitable rather than how those responsible for designing and enacting a policy or practice make meaning of equity. Using a sensemaking framework and case study approach, I explored the collective meaning-making of practitioners at one community college during a time of increased policy attention to equity. Despite lacking a formal definition after 2 years of meaning-making, practitioners labeled specific ideas and activities as equity, suggesting the development of an implicit understanding. From this case, I offer five lessons to propose the concept of “equity sense,” a practitioner-constructed, contextually bounded meaning with implications for practice, policy, and research.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":"11 1","pages":"810 - 844"},"PeriodicalIF":3.6,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88285570","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-06DOI: 10.3102/00028312231175858
Rowhea Elmesky, Olivia Marcucci
Black students face hyper-disciplining and high levels of social control when they enter American schools. The cultural mismatch hypothesis attempts to explain this hyper-disciplining by arguing that the mostly White teaching force misinterprets the attitudes and behaviors of Black students, which leads to their hyper-disciplining. Utilizing a longitudinal, deeply iterative, participatory, and critical ethnographic research process, however, this article shows that traditional scholarship around the cultural mismatch hypothesis is insufficient. The analysis indicates that teachers’ misinterpretation of mismatched capital (the traditional cultural mismatch hypothesis) is actually a racialized interpretation of both matched and mismatched capital coming from Black students, and such racialized interpretations are guided by the logic of antiblackness endemic to American institutions. Hence, this research argues for the integration of antiblackness as a theoretical tool to expand upon cultural mismatch explanations and for the creation of educational spaces where Black students are recognized, valued, and treated with dignity and humanization.
{"title":"Beyond Cultural Mismatch Theories: The Role of Antiblackness in School Discipline and Social Control Practices","authors":"Rowhea Elmesky, Olivia Marcucci","doi":"10.3102/00028312231175858","DOIUrl":"https://doi.org/10.3102/00028312231175858","url":null,"abstract":"Black students face hyper-disciplining and high levels of social control when they enter American schools. The cultural mismatch hypothesis attempts to explain this hyper-disciplining by arguing that the mostly White teaching force misinterprets the attitudes and behaviors of Black students, which leads to their hyper-disciplining. Utilizing a longitudinal, deeply iterative, participatory, and critical ethnographic research process, however, this article shows that traditional scholarship around the cultural mismatch hypothesis is insufficient. The analysis indicates that teachers’ misinterpretation of mismatched capital (the traditional cultural mismatch hypothesis) is actually a racialized interpretation of both matched and mismatched capital coming from Black students, and such racialized interpretations are guided by the logic of antiblackness endemic to American institutions. Hence, this research argues for the integration of antiblackness as a theoretical tool to expand upon cultural mismatch explanations and for the creation of educational spaces where Black students are recognized, valued, and treated with dignity and humanization.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":"39 1","pages":"769 - 809"},"PeriodicalIF":3.6,"publicationDate":"2023-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78850495","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-12DOI: 10.3102/00028312231167802
J. Ferrare, R. J. Waddington, Brian R. Fitzpatrick, M. Berends
We estimate the longitudinal effects of charter schools authorized by different authorizing bodies on student achievement by using student-level data from Indiana. The results of our analysis point to substantial variation, especially between the state’s two largest authorizers: Ball State University and the Indianapolis Mayor’s Office. Some of the variation is driven by the types of operators these bodies authorize to run charter schools. However, operator effects are not consistent across authorizers, suggesting a more complex story about how authorization affects student achievement. These results point to the ways that public and private interests in charter schools may complicate the work of authorizers and suggest a need for policymakers to offer more guidance in how authorizers carry out their various accountability mandates.
{"title":"Insufficient Accountability? Heterogeneous Effects of Charter Schools Across Authorizing Agencies","authors":"J. Ferrare, R. J. Waddington, Brian R. Fitzpatrick, M. Berends","doi":"10.3102/00028312231167802","DOIUrl":"https://doi.org/10.3102/00028312231167802","url":null,"abstract":"We estimate the longitudinal effects of charter schools authorized by different authorizing bodies on student achievement by using student-level data from Indiana. The results of our analysis point to substantial variation, especially between the state’s two largest authorizers: Ball State University and the Indianapolis Mayor’s Office. Some of the variation is driven by the types of operators these bodies authorize to run charter schools. However, operator effects are not consistent across authorizers, suggesting a more complex story about how authorization affects student achievement. These results point to the ways that public and private interests in charter schools may complicate the work of authorizers and suggest a need for policymakers to offer more guidance in how authorizers carry out their various accountability mandates.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":"1 1","pages":"696 - 734"},"PeriodicalIF":3.6,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89577201","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-11DOI: 10.3102/00028312231169243
Spenser Gwozdzik, Leanna Stiefel
Positive perceptions of school climate correlate with many dimensions of academic well-being and student health. Unfortunately, some existing research finds more favorable perceptions in middle school for general education students (GENs) than for students with disabilities (SWDs). Given the importance of ninth grade to student success, it is important to know if perceptions improve when students go to high school, if they improve more for GENs than SWDs, and if they are mediated by school characteristics. Our analysis of rich student-level longitudinal data suggests that students perceive improvements in school climate when they transition to high school, school characteristics do mediate perceptions, and perceptions of GENs improve more (or decline less) than those of SWDs, resulting in gaps favoring GENs.
{"title":"Do Perceptions of School Climate Improve in High School for Students With Disabilities?","authors":"Spenser Gwozdzik, Leanna Stiefel","doi":"10.3102/00028312231169243","DOIUrl":"https://doi.org/10.3102/00028312231169243","url":null,"abstract":"Positive perceptions of school climate correlate with many dimensions of academic well-being and student health. Unfortunately, some existing research finds more favorable perceptions in middle school for general education students (GENs) than for students with disabilities (SWDs). Given the importance of ninth grade to student success, it is important to know if perceptions improve when students go to high school, if they improve more for GENs than SWDs, and if they are mediated by school characteristics. Our analysis of rich student-level longitudinal data suggests that students perceive improvements in school climate when they transition to high school, school characteristics do mediate perceptions, and perceptions of GENs improve more (or decline less) than those of SWDs, resulting in gaps favoring GENs.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":"60 1","pages":"667 - 695"},"PeriodicalIF":3.6,"publicationDate":"2023-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85086122","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-23DOI: 10.3102/00028312231165909
Tamara L. Clegg, Kenna Hernly, June Ahn, Jason C. Yip, Elizabeth M. Bonsignore, Daniel Pauw, Caroline Pitt
Supporting youths’ STEM dispositions takes an entire community of adults, yet we must understand the dispositions that adults bring to such community efforts, ways they influence youths’ learning and are shaped by the community. In this paper, we examine a sociotechnical system called Science Everywhere, which invited the broader community to interact with science learning experiences youths shared across home, school, and community settings. Integrating frameworks for disposition and asset-based community development, we present a case study of four focal adults within Science Everywhere embedded in one neighborhood. We make the case for a relational perspective of disposition development that leverages community members’ science and relational assets to foster dynamic, community-specific learning opportunities for youths, particularly those from resource-constrained communities.
{"title":"Changing Lanes: Relational Dispositions That Fuel Community Science Learning","authors":"Tamara L. Clegg, Kenna Hernly, June Ahn, Jason C. Yip, Elizabeth M. Bonsignore, Daniel Pauw, Caroline Pitt","doi":"10.3102/00028312231165909","DOIUrl":"https://doi.org/10.3102/00028312231165909","url":null,"abstract":"Supporting youths’ STEM dispositions takes an entire community of adults, yet we must understand the dispositions that adults bring to such community efforts, ways they influence youths’ learning and are shaped by the community. In this paper, we examine a sociotechnical system called Science Everywhere, which invited the broader community to interact with science learning experiences youths shared across home, school, and community settings. Integrating frameworks for disposition and asset-based community development, we present a case study of four focal adults within Science Everywhere embedded in one neighborhood. We make the case for a relational perspective of disposition development that leverages community members’ science and relational assets to foster dynamic, community-specific learning opportunities for youths, particularly those from resource-constrained communities.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":"2022 1","pages":"621 - 661"},"PeriodicalIF":3.6,"publicationDate":"2023-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87765474","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-23DOI: 10.3102/00028312231162347
Dominique J. Baker, B. Edwards, Spencer F. X. Lambert, Grace Randall
At least 38 states have created service areas or “districts” for each of their community colleges. However, little is known about the geographic boundaries of community college districts and the policymaking process that defines them. We studied state policy documents nationally and the actual district boundaries of Texas community colleges to investigate the larger policymaking processes of determining boundaries. We found significant variation across the United States, including in who determines the boundaries and whether the districts have associated tuition reductions. In our case study, we also found evidence that the majority of Texas’s community college districts appear to reflect their larger local environments, although a small number may exhibit evidence of racial imbalance.
{"title":"Defining the “Community” in Community College: A National Overview and Implications for Racial Imbalance in Texas","authors":"Dominique J. Baker, B. Edwards, Spencer F. X. Lambert, Grace Randall","doi":"10.3102/00028312231162347","DOIUrl":"https://doi.org/10.3102/00028312231162347","url":null,"abstract":"At least 38 states have created service areas or “districts” for each of their community colleges. However, little is known about the geographic boundaries of community college districts and the policymaking process that defines them. We studied state policy documents nationally and the actual district boundaries of Texas community colleges to investigate the larger policymaking processes of determining boundaries. We found significant variation across the United States, including in who determines the boundaries and whether the districts have associated tuition reductions. In our case study, we also found evidence that the majority of Texas’s community college districts appear to reflect their larger local environments, although a small number may exhibit evidence of racial imbalance.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":"25 1","pages":"588 - 620"},"PeriodicalIF":3.6,"publicationDate":"2023-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82215743","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-30DOI: 10.3102/00028312231161037
A. Stornaiuolo, Laura Desimone, Morgan S. Polikoff
This study examines implementation of college-and-career-ready (CCR) education standards across five school districts in Ohio, Texas, California, Pennsylvania, and Massachusetts. Drawing on the policy attributes theory, we found that the specificity of districts’ approaches to two long-recognized policy levers, curriculum and professional learning, was critical in shaping how stakeholders implemented and experienced CCR policies. We identified an approach we called “flexible specificity”—flexibility informed by ongoing data collection and evaluation that allowed districts to develop specific, useful guidance about curriculum and professional learning based on stakeholder needs. We present four shared practices characterizing this approach in two districts, analyzing why those districts seemed to find the right balance of specificity and flexibility while others struggled.
{"title":"“The Good Struggle” of Flexible Specificity: Districts Balancing Specific Guidance With Autonomy to Support Standards-Based Instruction","authors":"A. Stornaiuolo, Laura Desimone, Morgan S. Polikoff","doi":"10.3102/00028312231161037","DOIUrl":"https://doi.org/10.3102/00028312231161037","url":null,"abstract":"This study examines implementation of college-and-career-ready (CCR) education standards across five school districts in Ohio, Texas, California, Pennsylvania, and Massachusetts. Drawing on the policy attributes theory, we found that the specificity of districts’ approaches to two long-recognized policy levers, curriculum and professional learning, was critical in shaping how stakeholders implemented and experienced CCR policies. We identified an approach we called “flexible specificity”—flexibility informed by ongoing data collection and evaluation that allowed districts to develop specific, useful guidance about curriculum and professional learning based on stakeholder needs. We present four shared practices characterizing this approach in two districts, analyzing why those districts seemed to find the right balance of specificity and flexibility while others struggled.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":"146 1","pages":"521 - 561"},"PeriodicalIF":3.6,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77743220","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-25DOI: 10.3102/00028312231162061
Junghee Choi
Climbing the ladder of institutional prestige is often promoted by leaders and policymakers in higher education, but there may be trade-offs associated with striving for status. This study examines the impact of Texas’s National Research University Fund (NRUF), which uses financial incentives to support institutions’ pursuit of prestige, on the salaries and employment of faculty. For full professors, the NRUF had a positive effect on the salaries of both men and women, but the policy also contributed to widening the gender gap in salary. In regard to employment, the NRUF had a negative impact on the share of women among full professors. The findings suggest that organizational pursuit of prestige may have unintended consequences for faculty gender equity.
{"title":"Institutional Striving and Gender Equity in Faculty Salaries and Employment","authors":"Junghee Choi","doi":"10.3102/00028312231162061","DOIUrl":"https://doi.org/10.3102/00028312231162061","url":null,"abstract":"Climbing the ladder of institutional prestige is often promoted by leaders and policymakers in higher education, but there may be trade-offs associated with striving for status. This study examines the impact of Texas’s National Research University Fund (NRUF), which uses financial incentives to support institutions’ pursuit of prestige, on the salaries and employment of faculty. For full professors, the NRUF had a positive effect on the salaries of both men and women, but the policy also contributed to widening the gender gap in salary. In regard to employment, the NRUF had a negative impact on the share of women among full professors. The findings suggest that organizational pursuit of prestige may have unintended consequences for faculty gender equity.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":"48 1","pages":"562 - 587"},"PeriodicalIF":3.6,"publicationDate":"2023-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73834908","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-21DOI: 10.3102/00028312231157661
Emily Machado, Margaret R. Beneke, Jordan Taitingfong
Although writing is often used for personal reflection in teacher education, it is less commonly leveraged to imagine educational futures (Gilligan, 2020)—particularly those centered on collective liberation. Amid intersecting social crises, however, imagining futures is critically important (Ladson-Billings, 2021), and writing is a crucial step toward bringing them into the present. In this participatory case study (Reilly, 2010), we explored the future-oriented writing practices of five early childhood teachers in an inquiry group. Drawing on critical literacy (Vasquez et al., 2019) and prolepsis (Cole, 1993), we describe how collaborative, creative, and pedagogical writing supported them in envisioning, enacting, and leading liberatory literacy pedagogies within and beyond their schools. Findings contribute to literature in teacher education, early childhood education, and literacy.
{"title":"“Rise Up, Hand in Hand”: Early Childhood Teachers Writing a Liberatory Literacy Pedagogy","authors":"Emily Machado, Margaret R. Beneke, Jordan Taitingfong","doi":"10.3102/00028312231157661","DOIUrl":"https://doi.org/10.3102/00028312231157661","url":null,"abstract":"Although writing is often used for personal reflection in teacher education, it is less commonly leveraged to imagine educational futures (Gilligan, 2020)—particularly those centered on collective liberation. Amid intersecting social crises, however, imagining futures is critically important (Ladson-Billings, 2021), and writing is a crucial step toward bringing them into the present. In this participatory case study (Reilly, 2010), we explored the future-oriented writing practices of five early childhood teachers in an inquiry group. Drawing on critical literacy (Vasquez et al., 2019) and prolepsis (Cole, 1993), we describe how collaborative, creative, and pedagogical writing supported them in envisioning, enacting, and leading liberatory literacy pedagogies within and beyond their schools. Findings contribute to literature in teacher education, early childhood education, and literacy.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":"58 1","pages":"486 - 520"},"PeriodicalIF":3.6,"publicationDate":"2023-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75019893","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-24DOI: 10.3102/00028312231152584
Nicholas Limerick
Indigenous education increasingly seeks to reclaim the institutions of state assimilation as spaces for the dissemination and support of localized forms of knowledge and language use and the valorization of alternative citizenship identities. In this study, I compare two schools in Ecuador to show how divergent ways of teaching Kichwa promote or reject state policies of language standardization and the kinds of citizens foregrounded by them. By comparing the schools’ approaches to teaching Kichwa, I call attention to linguistic registers as they carry out or contest predominant forms of citizenship. These examples provide a pathway to study inclusive language policies and classrooms and to understand the multiplicity of ways that citizenship manifestsin communication.
{"title":"Linguistic Registers and Citizenship Education: Divergent Approaches to Content, Instruction, Kichwa Use, and State Relationships in Ecuador’s Intercultural Bilingual Education","authors":"Nicholas Limerick","doi":"10.3102/00028312231152584","DOIUrl":"https://doi.org/10.3102/00028312231152584","url":null,"abstract":"Indigenous education increasingly seeks to reclaim the institutions of state assimilation as spaces for the dissemination and support of localized forms of knowledge and language use and the valorization of alternative citizenship identities. In this study, I compare two schools in Ecuador to show how divergent ways of teaching Kichwa promote or reject state policies of language standardization and the kinds of citizens foregrounded by them. By comparing the schools’ approaches to teaching Kichwa, I call attention to linguistic registers as they carry out or contest predominant forms of citizenship. These examples provide a pathway to study inclusive language policies and classrooms and to understand the multiplicity of ways that citizenship manifestsin communication.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":"26 1","pages":"219 - 256"},"PeriodicalIF":3.6,"publicationDate":"2023-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74005377","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：