Pub Date : 2024-02-12DOI: 10.3102/0013189x241228255
Amanda Datnow
Drawing on a set of studies conducted over 3 decades, this article provides a reflection on what has been learned by centering equity questions in research on educational reform. These studies reveal the need to explore educators’ belief systems, emotions, and agency in relation to reform. They also underscore the co-constructed nature of reform and the importance of attending to context and scale. Although prior research reveals the complex challenges educators, policymakers, and communities face in promoting educational change with social justice aims, it also provides lessons for a hopeful path forward. Pursuing an equity agenda in this pivotal moment requires deep thinking about how we conduct research on educational reform, prepare the next generation of scholars, and work across disciplinary and national boundaries.
{"title":"2022 Wallace Foundation Distinguished Lecture Education Reform, Past and Present: Asking Equity Questions and Looking for Hope","authors":"Amanda Datnow","doi":"10.3102/0013189x241228255","DOIUrl":"https://doi.org/10.3102/0013189x241228255","url":null,"abstract":"Drawing on a set of studies conducted over 3 decades, this article provides a reflection on what has been learned by centering equity questions in research on educational reform. These studies reveal the need to explore educators’ belief systems, emotions, and agency in relation to reform. They also underscore the co-constructed nature of reform and the importance of attending to context and scale. Although prior research reveals the complex challenges educators, policymakers, and communities face in promoting educational change with social justice aims, it also provides lessons for a hopeful path forward. Pursuing an equity agenda in this pivotal moment requires deep thinking about how we conduct research on educational reform, prepare the next generation of scholars, and work across disciplinary and national boundaries.","PeriodicalId":507571,"journal":{"name":"Educational Researcher","volume":"122 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139842885","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-30DOI: 10.3102/0013189x241228599
Nicholas A. Bowman, Olusola O. Adesope, Brian P. An, Royel M. Johnson, Angela Urick, A. Welton
{"title":"A Letter From the Editors: The Past, Present, and Future of Educational Researcher","authors":"Nicholas A. Bowman, Olusola O. Adesope, Brian P. An, Royel M. Johnson, Angela Urick, A. Welton","doi":"10.3102/0013189x241228599","DOIUrl":"https://doi.org/10.3102/0013189x241228599","url":null,"abstract":"","PeriodicalId":507571,"journal":{"name":"Educational Researcher","volume":"521 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140482894","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-18DOI: 10.3102/0013189x231216970
C. Wong
I examine how youth racialized and gendered as Black girls co-conspired to challenge misogynoir with their peers racialized and gendered as Latina/x and Polynesian girls. I investigate how they did so within an after-school space at a public charter high school that came to be known as the “Critical Feminisms Club.” Thinking about the space alongside the girls in the club, I reveal how they politically and pedagogically engaged love to (a) (re)author the stories of Black girls and (b) challenge the material and ideological misogynoir that circumscribed Black girls’ lives, possibilities, and futurities within their lives and schooling. They (re)narrated how they should be in relation with and responsible to each other as collective, co-relational, and interdependent beings, recognizing how Black womanness/girlness was a genre of being human that was specifically targeted for enclosure, exploitation, and elimination. Their love-politics engaged pedagogy to remake the world such that the safety and protection of Black girls and gender-nonconforming youth was a necessity and priority, which they saw in turn as bound to the safety and protection of the non-Black identified Latina/x and Polynesian girls who accepted this interdependence and mutual responsibility.
{"title":"“Flights for Freedom With Her Words”: Black, Latinx, and Polynesian Girls Co-Conspiring Against Misogynoir Through Love","authors":"C. Wong","doi":"10.3102/0013189x231216970","DOIUrl":"https://doi.org/10.3102/0013189x231216970","url":null,"abstract":"I examine how youth racialized and gendered as Black girls co-conspired to challenge misogynoir with their peers racialized and gendered as Latina/x and Polynesian girls. I investigate how they did so within an after-school space at a public charter high school that came to be known as the “Critical Feminisms Club.” Thinking about the space alongside the girls in the club, I reveal how they politically and pedagogically engaged love to (a) (re)author the stories of Black girls and (b) challenge the material and ideological misogynoir that circumscribed Black girls’ lives, possibilities, and futurities within their lives and schooling. They (re)narrated how they should be in relation with and responsible to each other as collective, co-relational, and interdependent beings, recognizing how Black womanness/girlness was a genre of being human that was specifically targeted for enclosure, exploitation, and elimination. Their love-politics engaged pedagogy to remake the world such that the safety and protection of Black girls and gender-nonconforming youth was a necessity and priority, which they saw in turn as bound to the safety and protection of the non-Black identified Latina/x and Polynesian girls who accepted this interdependence and mutual responsibility.","PeriodicalId":507571,"journal":{"name":"Educational Researcher","volume":"80 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139175125","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-18DOI: 10.3102/0013189x231216949
Sophia Rodriguez, Gabrielle C. Wy
This brief reports findings from a survey with middle and high school youth in a midsize district in the Mid-Atlantic. We find that belonging varies by race and ethnicity for young people. Overall, Black and Latino/x youth report lower belonging when compared to their White peers in a pro-diversity and inclusion district. Implications for policy and practice are addressed to improve sense of belonging for racially/ethnically and linguistically diverse youth.
{"title":"Struggling to Belong: Evidence From a Survey of Youth Belonging in Public Schools","authors":"Sophia Rodriguez, Gabrielle C. Wy","doi":"10.3102/0013189x231216949","DOIUrl":"https://doi.org/10.3102/0013189x231216949","url":null,"abstract":"This brief reports findings from a survey with middle and high school youth in a midsize district in the Mid-Atlantic. We find that belonging varies by race and ethnicity for young people. Overall, Black and Latino/x youth report lower belonging when compared to their White peers in a pro-diversity and inclusion district. Implications for policy and practice are addressed to improve sense of belonging for racially/ethnically and linguistically diverse youth.","PeriodicalId":507571,"journal":{"name":"Educational Researcher","volume":"193 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139175002","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-30DOI: 10.3102/0013189x231216389
Lori D. Patton
National Youth Poet Laureate Amanda Gorman’s poem “The Hill We Climb”—among the most powerful moments of the 2021 presidential inauguration—inspired the central inquiry of the 18th Annual Brown Lecture in Education Research: Why are we still climbing the hill of educational equity 67 years after the U.S. Supreme Court’s landmark decision in Brown v. Board of Education? The purpose of this article is to challenge dominant narratives surrounding Brown and introduce perspectives that might help account for a general lack of progress—perspectives that typically are overlooked or erased in wider Brown discourses. Inspired by her poem, Patton Davis offers a scholarly analysis and contributes a robust understanding of Brown and its historical and contemporary meanings in the sociopolitical contexts of racism and white supremacy. Patton Davis considers pressing questions: How can study of the circumstances that have intensified the COVID-19 pandemic fuel collective understanding of racial inequities and intersectional injustices in education? How might a critical race lens guide educators, policymakers, and researchers toward a more progressive realization of the promises of Brown? What would it take for education researchers, the majority of whom are situated in postsecondary settings, to engage in activism modeled after the work of communities still fighting for the racial and educational equity envisioned in Brown?
全国青年桂冠诗人阿曼达-戈尔曼（Amanda Gorman）的诗歌 "我们攀登的山峰"（The Hill We Climb）是 2021 年总统就职典礼上最震撼人心的时刻之一，它启发了第 18 届布朗教育研究年度讲座的核心问题：在美国最高法院对 "布朗诉教育委员会 "一案做出具有里程碑意义的裁决 67 年后，我们为何仍在攀登教育公平之山？本文旨在挑战围绕布朗案的主流叙事，并介绍可能有助于解释普遍缺乏进展的观点--这些观点通常在更广泛的布朗案论述中被忽视或抹杀。帕顿-戴维斯（Patton Davis）受其诗歌启发，对布朗及其在种族主义和白人至上的社会政治背景下的历史和当代含义进行了学术分析，并提出了有力的理解。帕顿-戴维斯思考了一些紧迫的问题：对加剧 COVID-19 流行的环境的研究如何促进对教育中种族不平等和交叉不公正的集体理解？批判性种族视角如何引导教育工作者、政策制定者和研究人员以更进步的方式实现布朗的承诺？教育研究人员中的大多数人都在中学后教育环境中工作，如何才能让他们仿效仍在为布朗案中所设想的种族和教育公平而奋斗的社区的工作，参与到积极行动中来？
{"title":"Eighteenth Annual AERA Brown Lecture in Education Research Still Climbing the Hill: Intersectional Reflections on Brown and Beyond","authors":"Lori D. Patton","doi":"10.3102/0013189x231216389","DOIUrl":"https://doi.org/10.3102/0013189x231216389","url":null,"abstract":"National Youth Poet Laureate Amanda Gorman’s poem “The Hill We Climb”—among the most powerful moments of the 2021 presidential inauguration—inspired the central inquiry of the 18th Annual Brown Lecture in Education Research: Why are we still climbing the hill of educational equity 67 years after the U.S. Supreme Court’s landmark decision in Brown v. Board of Education? The purpose of this article is to challenge dominant narratives surrounding Brown and introduce perspectives that might help account for a general lack of progress—perspectives that typically are overlooked or erased in wider Brown discourses. Inspired by her poem, Patton Davis offers a scholarly analysis and contributes a robust understanding of Brown and its historical and contemporary meanings in the sociopolitical contexts of racism and white supremacy. Patton Davis considers pressing questions: How can study of the circumstances that have intensified the COVID-19 pandemic fuel collective understanding of racial inequities and intersectional injustices in education? How might a critical race lens guide educators, policymakers, and researchers toward a more progressive realization of the promises of Brown? What would it take for education researchers, the majority of whom are situated in postsecondary settings, to engage in activism modeled after the work of communities still fighting for the racial and educational equity envisioned in Brown?","PeriodicalId":507571,"journal":{"name":"Educational Researcher","volume":"35 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139208900","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-27DOI: 10.3102/0013189x231208964
Robert Kelchen, Justin C. Ortagus, Kelly Rosinger, Dominique Baker, Mitchell D. Lingo
We compiled the first longitudinal data set with detailed state funding information to examine whether different funding strategies for public higher education correlate with college access and completion, with a focus on outcomes among racially minoritized students. We found no relationships between funding mechanisms and student outcomes at public universities. However, at community colleges, we found that funding strategies that combine base adjustments and enrollment or performance components may increase enrollment, but not completions.
{"title":"The Relationships Between State Higher Education Funding Strategies and College Access and Success","authors":"Robert Kelchen, Justin C. Ortagus, Kelly Rosinger, Dominique Baker, Mitchell D. Lingo","doi":"10.3102/0013189x231208964","DOIUrl":"https://doi.org/10.3102/0013189x231208964","url":null,"abstract":"We compiled the first longitudinal data set with detailed state funding information to examine whether different funding strategies for public higher education correlate with college access and completion, with a focus on outcomes among racially minoritized students. We found no relationships between funding mechanisms and student outcomes at public universities. However, at community colleges, we found that funding strategies that combine base adjustments and enrollment or performance components may increase enrollment, but not completions.","PeriodicalId":507571,"journal":{"name":"Educational Researcher","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139231235","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-16DOI: 10.3102/0013189x231209969
Raquel Muñiz
In Dobbs v. Jackson Women’s Health Organization (2022), the U.S. Supreme Court overturned decades of precedent regarding the federal right to an abortion for people who can carry pregnancies. This case has substantial significance for the education field, directly affecting school- and college-age marginalized students who can carry pregnancies. In this essay, I argue that Dobbs and subsequent policies have created a significant need for educational research to inform courts, public policy, and practice to improve social and educational structural support for marginalized students who can carry pregnancies in a post- Dobbs era. This need is because Dobbs and subsequent policies have significantly diminished reproductive justice, and reproductive justice is intricately tied to marginalized students’ ability to fully engage in their education. Timely educational research is critical to address the systemic inequities that Dobbs and related policies have exacerbated and reified.
{"title":"The Need for Educational Research Engagement With Courts, Public Policy, and Practice in a Post-Dobbs Era","authors":"Raquel Muñiz","doi":"10.3102/0013189x231209969","DOIUrl":"https://doi.org/10.3102/0013189x231209969","url":null,"abstract":"In Dobbs v. Jackson Women’s Health Organization (2022), the U.S. Supreme Court overturned decades of precedent regarding the federal right to an abortion for people who can carry pregnancies. This case has substantial significance for the education field, directly affecting school- and college-age marginalized students who can carry pregnancies. In this essay, I argue that Dobbs and subsequent policies have created a significant need for educational research to inform courts, public policy, and practice to improve social and educational structural support for marginalized students who can carry pregnancies in a post- Dobbs era. This need is because Dobbs and subsequent policies have significantly diminished reproductive justice, and reproductive justice is intricately tied to marginalized students’ ability to fully engage in their education. Timely educational research is critical to address the systemic inequities that Dobbs and related policies have exacerbated and reified.","PeriodicalId":507571,"journal":{"name":"Educational Researcher","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139270491","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-16DOI: 10.3102/0013189x231208413
Brandi Hinnant-Crawford, E. Bonney, Jill Alexa Perry, A. Bozack, Deborah S. Peterson, Robert Crow, Susan Carlile
In this essay, we explore the tension between research using continuous improvement (CI) paradigms, such as improvement science, and conventional research, and the role and regulation of Institutional Review Board (IRB) oversight. We argue that the current regulatory structure privileges traditional research and hinders collaborative inquiry that centers the voice and agency of those traditionally marginalized. We also question whether IRBs should limit CI efforts required of educational leaders as part of their jobs. We offer recommendations for how IRBs and scholar-practitioners can together support CI efforts.
在这篇文章中，我们将探讨使用持续改进（CI）范式（如改进科学）进行的研究与传统研究之间的矛盾，以及机构审查委员会（IRB）监督的作用和监管。我们认为，当前的监管结构赋予了传统研究以特权，阻碍了以那些传统上被边缘化的人的发言权和代理权为中心的合作探究。我们还质疑，作为教育领导者工作的一部分，IRB 是否应限制他们在 CI 方面的努力。我们就 IRB 和学者-实践者如何共同支持 CI 工作提出了建议。
{"title":"Continuous Improvement, Institutional Review Boards, and Resistance to Practitioner Scholarship","authors":"Brandi Hinnant-Crawford, E. Bonney, Jill Alexa Perry, A. Bozack, Deborah S. Peterson, Robert Crow, Susan Carlile","doi":"10.3102/0013189x231208413","DOIUrl":"https://doi.org/10.3102/0013189x231208413","url":null,"abstract":"In this essay, we explore the tension between research using continuous improvement (CI) paradigms, such as improvement science, and conventional research, and the role and regulation of Institutional Review Board (IRB) oversight. We argue that the current regulatory structure privileges traditional research and hinders collaborative inquiry that centers the voice and agency of those traditionally marginalized. We also question whether IRBs should limit CI efforts required of educational leaders as part of their jobs. We offer recommendations for how IRBs and scholar-practitioners can together support CI efforts.","PeriodicalId":507571,"journal":{"name":"Educational Researcher","volume":"63 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139268254","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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