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1.
Linn Posey-Maddox Shelley McDonough Kimelberg Maia Cucchiara 《British Journal of Sociology of Education》2016,37(7):905-927
A growing body of literature has begun to explore the individual identities, motivations, and school choices of middle-class, typically white, parents who choose to reside in socioeconomically and racially mixed central city neighborhoods. Drawing on qualitative research in three US cities, we argue that a focus on middle-class parents’ collective engagement in schooling is particularly important in under-resourced urban contexts. In these environments, we show, middle-class parents’ use of social networks often extends beyond basic information-sharing about school quality to encompass a range of activities undertaken with other families ‘like them’ who have also chosen to enroll their children in an urban public school. We find that, in some instances, middle-class parents’ collective actions can benefit an entire class or school. Yet in other instances, their activation of social capital can contribute to processes of social reproduction in urban schooling by excluding or marginalizing low-income students and their families. 相似文献
2.
This study assessed the needs of urban school leaders for special education preparation in a large public school district in the USA in order to assist the school administrators with improving their knowledge and skills for providing appropriate services to students with disabilities and their families to support inclusive education. The needs survey was created based on the Council for Exceptional Children (CEC 2009) standards for school administrators in the USA and the literature in special education. The validity and reliability of the instrument were verified. The needs assessment measures 10 aspects regarding special education knowledge and skills as indicated by 10 factors in the exploratory factor analysis. Quantitative data analyses on a sample of 289 participants revealed that there were significant differences in the needs of training in special education knowledge based on the school administrators’ backgrounds. The current research supports the call for the professional development and inclusive education for school leaders. The findings of the current study indicated that school leaders wanted the knowledge to make them more successful in serving students with disabilities to answer the call for inclusive education. 相似文献
3.
Cheryl E. Matias 《Educational Philosophy and Theory》2016,48(3):221-236
In Black Skin, white masks (1967, Grove Press), Franz Fanon uses a psychoanalytic framework to theorize the inferiority-dependency complex of Black men in response to the colonial racism of white men. Applying his framework in reverse, this theoretical article psychoanalyzes the white psyche and emotionality with respect to the racialization process of whites and their racial attachment to Blackness. Positing that such a process is interconnected with narcissism, humanistic emptiness, and psychosis, this article presents how racial attachment becomes racial fetish. Such a fetish reifies whiteness by accumulating fictive kinships with friends of color; hence, the common parlance of ‘But I have a Black friend!’ The article, then, overlays this theoretical interpretation onto the subject of teacher education in the US, specifically urban teacher education programs that are predominantly comprised of white middle-class females who claim a desire to ‘save’ urban students of color. Ending with the dangers and hopes of a more humanistic friendship, this article offers emotional ways one can self-actualize the racialization process. 相似文献
4.
KAREN SEASHORE LOUIS 《Cambridge Journal of Education》2003,33(3):371-382
A central problem for school leadership in the United States is to create settings in which success for students motivates teachers. Meeting this objective is becoming more difficult as teachers, except the most brilliant, struggle to cope with the diversity of students in a changing socio-economic climate and a context in which there is a ‘policy vacuum’, an unclear articulation of policy issues and choices, and inconsistency in policy initiatives. This is where school leaders must step in. Improvement in classrooms rarely occurs without strong leadership from building and district leaders. The fact that many school leaders in the USA were trained to exhibit authoritative rather than democratic leadership has often led to ‘democratic minimalism’, where the emphasis is on statutory fairness and majority rule, but not on full involvement of affected parties, such as teachers, students, and parents. The issues in contemporary leadership in areas of disadvantage are illustrated through the experience of one Minnesota elementary|spagf|ro|epagf| |spagf|it|epagf|school principal, and the wider implications for school leaders are discussed. 相似文献
5.
In this article, we examine one school’s experience with policy, as a means of shedding light on the intersection of factors contributing to challenges of implementing policies to support the academic achievement and social adaptation of immigrant and minority students in their school context. We begin with the presentation of a ‘big fight’ between two students of different ethnic and racial backgrounds, and consider multiple perspectives of how the disagreement was addressed by teachers and administrators, to offer insight into how issues of race and policy might have been understood by members of the school community. We use a narrative inquiry approach to examine ways in which a policy designed to enhance student participation was interpreted by various members of this school community. This study reveals nuances of the intersection between culture and (hidden) curriculum as it relates to the implementation of policies aimed at creating and maintaining safe school communities. 相似文献
6.
In the World War II era, many United States educators recognised that the claims of racial superiority underlying German anti-Semitism and Japanese imperialism challenged the fundamental democratic idea of human equality that is the bedrock of US political ideals. At the same time, these educators realised the importance of national social cohesion for political unity and strength. Their response to this challenge was to develop school programmes that emphasised the principles of equality of opportunity and inalienable human rights, that promoted respect for diverse races and cultures, that warned against the dangers of race-based totalitarianism and that taught all students to fulfil their responsibilities as US citizens. These programmes, generally referred to as ‘intercultural education’, enjoyed their greatest success from the late 1930s to the early 1950s. In practice, most intercultural education programmes, as implemented in schools, did not live up to the ideals established by intercultural education’s founders. Instead, most programmes focused on the cultural contributions of diverse groups and on values such as tolerance and appreciation for differences. Yet one large and influential public school district, the Detroit Public Schools (DPS) district, did fulfil many of the expectations for the programmes. DPS administrators and teachers pushed intercultural education in more daring directions, directly tackling deeper structural issues such as power, privilege, discrimination, equality and race to help students from different racial and cultural backgrounds respect one another and to help groups that were traditionally discriminated against achieve their full rights as citizens. Intercultural education in Detroit simultaneously taught students to value racial and cultural diversity and to cherish and follow civic values – not an easy task. Although intercultural education was a short-lived movement, ending in the 1950s in Detroit and around the country, we demonstrate that many initiatives of intercultural education formed the basis for accomplishments several decades later, during what is known as the multicultural education movement. Intercultural education also had a legacy through Norman Drachler, a leader of the intercultural programmes in the 1940s: years later, as General Superintendent of the DPS in the late 1960s, Drachler would lead the effort to dramatically change US history textbooks to be inclusive of diverse people and groups. 相似文献
7.
School choice parental practices have been extensively researched worldwide. Recently, an emergent line of studies has focused on the case of mostly white middle-class parents, who, in contrast to the dominant trend identified by sociological research, choose or are willing to choose a socially, racially and/or ethnically diverse school for their children. The purpose of this article is to review the literature published between 2000 and 2017 on this nascent field, exploring the characteristics of families’ ‘against the grain’ choice processes, the parental practices deployed for managing school diversity, and their consequences for intra-school integration. Results highlight (a) the tensions underlying parental choices for diversity, (b) the multiple individual and collective practices that families implement to confront sociocultural school mix, and (c) the implications for the emergence of social and racial/ethnic intra-school segregation and power dynamics within communities. Based on the findings presented, the article discusses suggestions for further research.
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9.
Laura E. Hernández 《Peabody Journal of Education》2016,91(1):47-63
As schools face growing competitive pressures, researchers have investigated the increasing reliance on marketing and its implications for various racial and socioeconomic groups. Although research has expanded our knowledge of marketing's gatekeeping qualities, it has less often considered the manner in which school marketing efforts contribute to broader, social understandings of race and the characterization of racial groups. Because marketing has historically played a pivotal role in the construction of race and racial identity in American society, this exploratory study considers if and how racial identities are configured in the marketing materials of two prominent charter management organizations (CMOs). Employing critical discourse analysis, this study suggests that the focal CMOs employ a racial discourse characterized by indirect racial references that are supplemented with negative depictions of the communities and racial groups they serve. I argue that the focal CMOs’ racial discourse contributes to the reification of colorblindness, the dominant racial frame that characterizes the manner in which many understand race and race relations. This paper concludes with a discussion of the implications of the CMOs’ espousal of color blindness in their marketing materials, noting how the discursive obfuscation of race affects the manner in which educational leaders imagine educational solutions and neglects the continued and unique impact that race has in everyday lives. 相似文献
10.
Considering that some university-based principal preparation programmes may not be properly training principals for leadership roles, “grow your own” leadership development programmes have become more popular across the US. This study provides a contribution to previous research in terms of the specific components a district leadership development programme may incorporate into its curriculum in order to positively influence school principals’ effectiveness as school leaders. A purposeful sample of second-, third- and fourth-year campus principals working in a large urban school district in the south-west region of the US who had participated in their district’s leadership development programme were administered the Principal Effectiveness Survey and participated in semi-structured interviews to examine the influence of the programme on the participants’ effectiveness as leaders. Survey results indicated that principals consider training activities related to human capital, executive leadership, school culture and strategic operations as having a “high” influence on their effectiveness as school leaders. In addition, interview data revealed the importance of supervisor support and building relationships with peers as critical to their continued success as leaders. 相似文献
11.
《Critical Studies in Education》2013,54(2):169-182
Drawing on a broader study that focused on examining principal leadership for equity and diversity, this paper presents the leadership experiences of ‘Jane’, a White, middle-class principal of a rural Indigenous school. The paper highlights how Jane's leadership is inextricably shaped by her assumptions about race and the political dynamics and historical specificities of her school community. A central focus is on Jane's tendency to deploy culturally reductionist understandings of Indigeneity that position it as incompatible or incommensurable with White culture/western schooling. The paper argues the central imperative of a leadership that rejects these understandings and engages in a critical situational analysis of Indigenous politics, relations and experience. Such an analysis is presented as imperative to supporting representative justice in that it moves beyond merely according a voice to Indigenous people to a focus on better understanding, problematising and remedying the racial relations that contribute to Indigenous oppression. 相似文献
12.
Amalia Dache-Gerbino 《Equity & Excellence in Education》2017,50(4):368-386
In US cities, a domino effect of concentrating poverty and suburbanizing wealth shapes discourses of local higher education access for residents of color. How the racialization of space mirrors colonial binaries of Good/Evil, Black/White and Civilized/Uncivilized is part and parcel to understanding city and county geographies surrounding college campuses. Although the college access and choice literature addresses racial and ethnic issues related to the likelihood of students of color attending college, the literature excludes how external campus racial climates are part of postcolonial geographies that contribute to racial and ethnic diversity on local college campuses. Situated in the City of Rochester, New York, I employ Geographic Information Systems (GIS) to collect and analyze data from the US Census and Integrated Post-Secondary Education Data Systems (IPEDS). This article finds that there are postcolonial relationships in the racial composition of urban and suburban areas, local colleges, urban economic underdevelopment, and transportation. 相似文献
13.
Alison C. Tyler 《Peabody Journal of Education》2016,91(3):289-308
Suburban school districts are in the midst of rapid racial/ethnic and socioeconomic diversification, although the teaching force remains much more homogenous. This article examines how educators in increasingly more diverse suburban schools conceptualize diversity. Qualitative data comes from interviews of 40 teachers, 23 principals and assistant principals, and 16 other school staff in six suburban school districts across the country. Using critical discourse analysis (van Dijk, 1993), I identify three primary discourses: an aspirational commitment to preparing students for a diverse society; color-muteness and insistence on individuality; and a deficit perspective on students from diverse racial/ethnic, linguistic, and socioeconomic backgrounds. In particular, educators perceived cultural deficits in students’ families and communities (Valencia, 2010). Finally, a small number of participants recognized structural forces that impeded the achievement of students of color. The discussion analyzes how such discourses threaten to reproduce educational inequality as suburban districts continue to diversify and concludes with recommendations for districts and schools. 相似文献
14.
Multicultural school psychology training: An examination of students’ self‐reported course outcomes 
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下载免费PDF全文 This mixed methods study examined the outcomes of a multicultural course on school psychology students’ feelings of empathy and sensitivity toward members of different racial and ethnic groups. It also investigated students’ perceptions of how the course would influence their future practice as school psychologists. Ethnic identity awareness was explored across ethnic groups and in relation to students’ feelings of empathy and sensitivity toward members of different racial and ethnic groups. Results showed differences in ethnic identity awareness between White and non‐White participants, significant increases in areas of feelings of empathy and sensitivity at posttest, and significant positive correlations between measures of ethnic identity awareness and feelings of empathy and sensitivity. Additionally, a content analysis of the participants’ reflection papers highlighted three key themes: (1) importance of a safe learning environment, (2) increased social awareness, and (3) putting theory into practice. Implications for school psychology training programs to prepare culturally competent practitioners will be discussed as well as limitations and future directions for research. 相似文献
15.
Salvatore Saporito 《Peabody Journal of Education》2013,88(2):172-190
This study investigates how much the racial composition of communities influences the private school enrollment rates of members of different racial groups. Some scholars argue that private school enrollment contributes to racial segregation in public schools because White families attempt to enhance the social status of their children by leaving public schools serving communities with higher percentages of children who are Black. A second group of scholars argue that private school enrollment is primarily based on nonracial factors. A third, related perspective argues that race is of diminishing importance in driving behaviors such as school choice. This study explores these perspectives using 1990 and 2000 Public Use Micro Data Samples to estimate private school enrollment rates by student race and community racial composition. Findings indicate that private school enrollment rates among Asian, Black, and Hispanic students do not fluctuate much with community racial composition. By contrast, private school enrollment rates among White families are strongly and positively correlated with the percentage of children in their communities who are Black—even after holding constant a series of individual and community-level factors that may account for this trend. Moreover, the association between race and choice has changed little between 1990 and 2000. 相似文献
16.
Lexi Earl 《Cambridge Journal of Education》2020,50(1):77-93
ABSTRACTThis paper explores how middle-class distinction is produced in a primary school by focusing on four different ‘scenes’. Using Bourdieu’s notion of distinction, this paper shows how children are educated on matters of middle-class taste. I argue that privilege is produced through food education in different formats. This taste education goes beyond what one should merely eat and consume. It is situated within a middle-class nostalgia for rural ‘villageness’. While this type of distinction is not in and of itself problematic, this paper discusses the implications for when these ideas are taken up in policy, and expected of all schools. I argue educators need to be aware of how these values are being rolled out as universal values, expected of schools in diverse areas. Educators should pay attention to how middle-class distinction and privilege is produced and reproduced in schools, in order to create a more inclusive food education. 相似文献
17.
《Critical Studies in Education》2013,54(2):137-151
With the launch of the ‘My School’ website in 2010, Australia became a relative latecomer to the publication of national school performance comparisons. This paper primarily seeks to explore the school choice experience as framed by ‘My School’ website, for participating middle-class families. We will draw on Bourdieusian theory of cultural capital and relationship networks and Australian-based school choice research in order to contribute to understandings regarding the application of ‘My School’ data within participating families. Data collection consisted of qualitative, semi-structured, in-depth interviews with five families, each based within inner-city suburbs of Melbourne, Victoria. The findings of this small-scale study indicate that participating middle-class families possessed highly developed strategies for locating and achieving enrolment in school-of-choice and therefore did not seek to apply available data on ‘My School’ to decision-making, despite each participant reviewing the available data. 相似文献
18.
Jessie Abrahams 《British Journal of Sociology of Education》2017,38(5):625-640
This article explores the contrasting predispositions of a group of working-class and middle-class undergraduates to using nepotism to gain advantage in the labour market. Drawing upon a Bourdieusian framework, it is argued that the middle-class students, whose habitus was aligned to the field, were more likely to express a willingness to utilise whatever networks they could to secure a ‘foot in the door’. Meanwhile, the working-class students, who were more insecure about the legitimacy of their participation within a middle-class field, expressed a commitment to a form of honour which ruled out using contacts on the grounds that it was morally unacceptable. They discussed a desire to ‘prove themselves’ which is arguably symptomatic of a deeply ingrained reliance on meritocracy. I explore how this may arise due to their habitus having developed within a dominated position in society where respectability is crucial to generating feelings of self-worth and value. 相似文献
19.
Priyadarshani Joshi 《Compare》2018,48(1):110-127
This paper aims to provide a fresh perspective on the predominantly negative discourse on schooling quality in low-income countries by focusing on the research questions: ‘How can one identify great schools and what makes them special?’ Using a network-based perspective, I measure peer evaluations of quality in two districts in Nepal. Specifically, I ask principals to mention three schools they view as the ‘best’ schools in their district and then map the interconnections between schools as a result of this response. I additionally analyse the differentiating characteristics of these schools and qualitatively investigate the most frequently cited ‘best’ school in each district. Public school principals collectively chose a few schools as being among the ‘best’; these chosen schools had relatively higher enrolment and better student performance. The in-depth qualitative analysis highlights less quantifiable measures, such as motivated leaders who were able to help schools succeed despite difficult circumstances. 相似文献
20.
Alex L. Pieterse Minsun Lee Alexa Fetzer 《International journal for the advancement of counseling》2016,38(1):28-47
This study documents various process elements of multicultural training from the perspective of counseling and counseling psychology students within the United States (US). Using a mixed-methods approach, findings indicate that racial group membership is an important variable that differentially impacts White students and students of Color while undertaking a multicultural counseling course. Results of a principal components analysis revealed four components associated with racial group membership, including negative racial experiences and salience of racial diversity. Findings from a grounded theory analysis identified five overarching themes including intense emotional experiences, representing one’s racial group, and issues of safety impacting course experience. Implications for training and future research are offered. 相似文献