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1.
Being that educational disparities, manifested through socioeconomic instability, were a major contributing factor to the Los Angeles riots, it is important to examine how public high schools are now shaping the postsecondary opportunities of underrepresented students. Using opportunity-to-learn (OTL) and bounded rationality as frames, this article examines the college preparatory experiences of Black and Latina/o students at a magnet and standard urban high school, specifically focusing on the experiences of high achievers. Findings indicate that students at the two schools had equally high college aspirations, but experienced very different college preparatory environments. Magnet students had access to more college-going resources and greater opportunities to learn, manifested directly from opportunities offered at their school and indirectly from the collective college-going culture shaped by the school, peers, and parents. Bounded rationality allowed students at the underresourced urban school to perceive their school's resources positively and stay motivated, but limited their efforts to pursue additional resources to enhance their opportunity-to-learn.  相似文献   

2.
This article examines college-going identity construction for Black, Latino, and Asian American and Pacific Islander high school students. The authors use Marcia’s (J Personal Soc Psychol 3(5):551–558, 1966; in: Delson (ed) Handbook of adolescent research, Wiley, New York, 1980) ego identity statuses perspective to examine how students develop their college-going identities to consider their post-high school pathways. We draw on focus groups interviews with 153 Black, Latino, and Asian American Pacific Islanders students enrolled in 10 urban and suburban high schools in California. The findings show the importance of being somebody, not quitting before establishing a career or graduating from college, joining the military as a pathway to finance postsecondary education, and the internal pressure to pay for higher education. The significance of this paper challenges the dominant narrative of young men of color not invested or interested in higher education, but highlight how the young men of color negotiate their agency in constructing their ideas and making decisions based on how various tensions and aspirations shape their goals after high school.  相似文献   

3.
ABSTRACT

STEM Education is sweeping the United States, prompted primarily by the recent adoption of the Next Generation Science Standards. The surge in interest in STEM Education is beneficial for local schools and communities, and promises to positively impact students, teachers, school leaders, community members, and the future workforce. Unfortunately, inequitable hegemonic structures and practices limit urban students’ access to knowledge, resources, and a comprehensive and fair educational experience. This article explores the STEM activities in place at the Center for Innovation in STEM Education (CISE), at a local university in greater Los Angeles. From a historical context, CISE data show that an approach to STEM education that focuses on serving underrepresented populations by creating a pipeline, can serve as an example for K-12 schools, universities, and educational leaders seeking equitable practices in the field of STEM education. We identify implications for leadership development for school leaders, teacher leaders, and districts.  相似文献   

4.
Latinos are being educated in American colleges and universities in greater numbers than ever before. Yet, despite the increases in population growth, Latinos are still falling behind. Little attention has been given to the experiences of Latino males enrolled at the community college. However, research shows that it is the community colleges in which a large portion of the college-going Latino population is enrolled. The purpose of this qualitative study is to examine how community colleges can increase Latino male engagement in the quest to promote their academic persistence. Findings suggest these 12 Latino men are faced with unique circumstances (familial commitment, employment, peers) both on and off campus that impedes their involvement. Institutions of higher education are encouraged to be more supportive by offering opportunities for engagement that are sensitive to lifestyle of these participants in order to maintain their enrollment.  相似文献   

5.
While an extensive body of research has examined the role of cultural capital in reproducing social class inequality in educational outcomes, the role of habitus and school context has received less attention in quantitative studies. We attend to this gap in the literature by considering the relationship between cultural capital, habitus, and the transition into higher education across high schools with low and high college-going cultures in the United States. Findings indicate that the relationship between cultural capital and transition into higher education is context specific and manifested only in schools with a high college-going culture. In addition, students from less advantaged family backgrounds benefit more from cultural capital than their more advantaged counterparts, but this is the case primarily in schools with a high college-going culture. Habitus, however, is related to the transition into higher education regardless of the high school context and benefits all students equally.  相似文献   

6.
In this article, we discuss principals’ perspectives on the priority given to the place in the curriculum of and the supporting practices related to health and sustainability education in schools in Denmark (for pupils aged 6–16). The study is situated within the discourses about critical health and sustainability education and treats the two issues as societal challenges that are important to address in schools as educational examples. We draw on the literature on school leadership challenges linked to global neoliberal trends in educational reform. The context of the study is the ongoing school reform in Denmark. The data were generated through an online survey of principals in Denmark (n = 118). The findings show that although the principals view school as an important arena for health and sustainability education, their actual support for such education lags behind. Health education is prioritized somewhat more than sustainability education; however, both are characterized by insufficient attention to teachers’ professional development and the low prioritization of collaboration within the school and between the school and community actors. Acknowledging the contradicting demands that principals face in the context of the reform, we argue for reconnecting the concept of leadership with the wider purposes of schooling and for providing space for an emergent, whole-school curriculum that addresses health and sustainability.  相似文献   

7.
This article documents an extended Mexican family’s social practices surrounding literacy as they engage with bilingual children’s literature in a unique context that draws from both home and school without the pressures of curriculum mandates. The research is situated within the southeastern United States where English-dominant practices permeate the school and community. Sociocultural and third space theories provide a framework for understanding the complexities surrounding language use and literacy development. Findings indicate the new space, Story Nights, provides for the development of connections to Mexican culture and a notion of community-based literacy learning. The author makes recommendations for classroom teachers, teacher education programs, and educational policy to be more inclusive of Latino/Latina English learners.  相似文献   

8.
Abstract

Despite overall increases in college-going, college enrollment rates remain inequitable. Many programs attempt to address these persistent racial/ethnic and social class disparities in college attendance by intervening in the high school curriculum. Advancement Via Individual Determination (AVID) is among the longest standing and prevalent of these college access programs. In this paper, we present findings from a multi-year evaluation and cost analysis of the AVID/TOPS program – an enhanced AVID model – in place in Madison Metropolitan School District (Wisconsin). Taken together, the evaluation’s findings characterize AVID/TOPS as a promising program model that is associated with an increased likelihood for college readiness and matriculation, particularly for student groups underrepresented in higher education. We also report on the resources and costs required to implement the program, and show that the program’s benefits appear to exceed its costs.  相似文献   

9.
Latino males are grossly underrepresented at four-year postsecondary institutions in the United States. This phenomenological study seeks to address this emergent educational crisis by focusing on the experiences of two Latino male achievers at predominantly White research universities. Community Cultural Wealth is used to explore how Latino male collegians with a cumulative grade point average (GPA) above 3.75 employed linguistic, resistant, and navigational capital to enhance their academic and social experiences during college. The reports offered by participants in this study are intended to advance knowledge regarding the experiences of Latino male collegians as well as to enhance research, policies, and practices that increase the educational attainment of Latina/o students within higher education.  相似文献   

10.
Traumatic brain injuries (TBIs), including concussions, can result in a constellation of physical, cognitive, emotional, and behavioral symptoms that affect students’ well‐being and performance at school. Despite these effects, school personnel remain underprepared identify, educate, and assist this population of students. This article describes a model of service delivery for students with TBI in a large urban school district. The district's TBI Program and Concussion Management Team address unique issues related to assessment, intervention, and transition planning for this population of students, as well as prevention and education efforts in the district as a whole. This model involved designating a district‐level school psychologist to serve as a point person for TBI cases, which improved accurate identification of students with TBI, facilitated coordination of concussion management efforts, and provided a smooth transition for students with TBI from the hospital or clinic back to school. Suggestions for increasing school psychologists’ involvement with TBI cases are proposed, including strategies for serving as team leaders, for coordinating progress monitoring, and for training others in the school community about TBIs.  相似文献   

11.
Latinos, particularly Mexican immigrants, are the fastest-growing population in the United States but lag behind others in educational attainment. Parent involvement in their child's education has been linked to positive student academic outcomes, but few studies have focused specifically on Latino/a parents. To identify and promote culturally salient parent involvement approaches for Mexican immigrant parents, this qualitative strength-based study investigated motivations, actions, and culture of 11 Mexican immigrant parents of students who attended a selective college preparatory high school. The study found that a parent's effort to help their children succeed is not dependent on high levels of parent education or income. Rather, the home-based strategies, many of which are rooted in the Latino culture, and specific outreach by educators influenced parent involvement.  相似文献   

12.
This article examines the responses of school principals from an urban school district to Michigan's zero-tolerance policy. We specifically seek to understand how school leaders interpret and implement the policy and how their administrative discussions subsequently affect the educational experience of children in urban schools. Given that a disproportionately high number of African American and Latino students are negatively affected by this policy, how do school leaders in predominantly African American districts implement it? The findings in this study reveal that the disparate interpretation of the zero-tolerance policy among school leaders and its implementation negatively affects the educational experience of urban students.  相似文献   

13.
Across the country, educational and policy leaders are challenged to find solutions to the potentially serious shortage of certified public school teachers. Although community colleges enroll almost half of the undergraduate students in American colleges and universities, until very recently, little attention has been focused on their potential role in meeting this critical societal need. In addition to discussing pertinent literature, proposing a basic typology of teacher education delivery models based on those already being utilized by community colleges, and describing relevant issues and challenges, this article reports and analyzes the findings of a 2002 survey of state community college directors. The survey was designed to ascertain perceptions of these state leaders with respect to the current role of community colleges in teacher education and the importance of the issue in their respective states. Questions for further study and policy considerations are offered as an extension of the analysis of these data and issues.  相似文献   

14.
Although parent school councils are the archetypal arrangement for engaging parents in school improvement planning, their effectiveness is negligible when it comes to building parents’ capacity for and confidence in educational decision-making. Using Arnstein’s ladder of citizen participation, this qualitative case study investigated the nature and degree of parents’ participation on six school community councils (SCCs) in Saskatchewan, Canada. Focus groups and interviews with SCC parent members, and school and district leaders were the chief data sources. In most schools, the SCC structure did not dislodge time-honoured barriers that restricted parents’ influence on extracurricular issues. A conceptual examination of participation affords a process-oriented understanding of parent involvement that complements the existing focus on the factors that impact school council effectiveness as an outcome.  相似文献   

15.
Abstract

This article analyzes a ‘critical race moment’ in an ethnographic study to examine intragroup advocacy in a diverse Latinx community. In this moment, a Spanish-language TV newscast used an image of the first author and her young son to report on local Latinx leaders’ advocacy to address disparities impacting the broader Latinx community. Informed by Critical Race Theory, Latino Critical Race Theory, and Chicana Feminist Epistemology, this paper employs a unique analytical approach of unpacking a ‘critical race moment’ to examine the intragroup representative messages used by leaders. While their advocacy efforts led to investments in educational programming, Latinx leaders at times employed deficit ideologies about low-income, Spanish-speaking, immigrant Latinx families as they spoke to policymakers. Findings reveal the potential political binds Latinx leaders may encounter when they seek to advocate and speak for (rather than with) other Latinx community members in White dominant policy spaces.  相似文献   

16.
Muslim learners in English schools: a challenge for school leaders   总被引：1，自引：0，他引：1  
Faith identity is emerging as significant for Muslim students in the post 9/11 scenario, with implications for their education and wider social cohesion. This poses challenges to school leaders, raising issues not only linked to student achievement and performance, but also with regard to students’ identity constructions and their educational engagement. The paper draws on data collected from a small number of teachers and Muslim students from two secondary schools in England, looking at how Muslim students experience their identity in the school context and with what implications for their educational engagement. It also discusses the challenges for educational leaders/teachers in managing ‘Muslimness’ on educational sites. The data indicate that the increasing engagement with faith identity can be a response to experiences of discrimination, marginalisation and negative media. The paper highlights the need for communication and understanding across differences, underpinned by an equally pressing need for the recognition of religious and cultural diversity.  相似文献   

17.
This article explores commonalities in the lives and work of women head teachers in Malawian secondary schools and women principals in Australian Lutheran schools. In both Australia and Malawi women are under-represented in school leadership and often appointed to complex schools and communities. We commence with a brief discussion of Malawi and Australia’s political and educational histories which have much in common, before outlining current selection policies for school leadership. The second part of the article explores women leaders’ initial and ongoing challenges in relation to their school systems, daily work and domestic lives. The final section focuses on their perspectives of current strategies to address women’s under-representation as leaders in their respective school systems. Notwithstanding the stark contrast in socio-economic contexts, we highlight enduring transnational inequalities in women leaders’ lives and work in Malawian secondary and Australian Lutheran schools.  相似文献   

18.
In 2002, Greenlandic reform leaders launched a comprehensive, nation‐wide reform to create culturally compatible education. Greenland’s reform work spans the entire educational system and includes preschool through higher education. To assist their efforts, reform leaders adopted the Standards for Effective Pedagogy developed at the Center for Research on Education, Diversity, and Excellence (CREDE). The standards are principles of effective teaching and learning that have been researched in many other indigenous communities. This study investigated the early stages of Greenland’s reform work of the public school to understand why reform leaders adopted the CREDE standards, and what constraints, if any, the standards posed in the Greenlandic context. The findings suggest the reform was initiated to further decolonize Greenland as a former colony of Denmark. The standards were adopted to assist in this process by increasing Greenlandic students’ linguistic abilities, strengthening native culture and identity, and improving Greenland’s labor market.  相似文献   

19.
The context of this study were research and development projects in Dutch secondary education, particularly funded by government to combine practice-based research with school development goals for inquiry-based culture. Aiming at better understanding of the strategic role that school leaders play in embedding inquiry-based practices in schools, the research question of this study was to explore to what extent and how do school leaders use the opportunity of participating in funded research and development projects for encouraging and integrating inquiry-based practices in their schools? Differences concerning the integration of inquiry-based working in the school as professional learning community were examined, distinguishing between school leaders’ strategies of capacity building. Twenty-eight school leaders of Dutch secondary schools, involved in nineteen projects, were interviewed retrospectively. Analyses showed the majority of the school leaders to be convinced that inquiry-based working is important for their schools’ development as a professional community. Their strategies for achieving school level project significance differed in school leaders’ successive attention on personal or interpersonal capacity building with regard to inquiry-based practices. Moreover, while some school leaders were actively involved with capacity building right from the start of the research and development projects projects, almost two-third of the school leaders developed interest in inquiry-based practices during the projects and started to enact in the final year of the project. In discussing the results, it is proposed that the interaction of strategy and context needs further study, for instance to inform peer learning among school leaders that are novice and experienced in inquiry-based practices as a means to develop the school as a professional learning community.  相似文献   

20.
In 2001, the Government of Qatar began a comprehensive education reform (Education for a New Era) based on RAND's recommendations and options for building an educational system that would meet the country's changing needs. Nine years later, Qatar's educational landscape has significantly changed. Among these changes is the introduction of Professional Standards for teacher and school leaders and Qatar's first system for the registration and licensing of teachers and school leaders that are directly linked to the professional standards. This study seeks to analyze school leaders’ perspectives regarding the Qatar National Professional Standards for Teachers and School Leaders and the recently introduced accompanying licensure system. The study reports results from questionnaires addressed to 74 school leaders. These findings illuminate problematic issues and indicate that these policies use ambiguous terminology and procedures, ignore local educators’ input, and provide unrealistic expectations of society, lack consistency and created resistance on the part of educators. Discussion is provided that centers on the implications of importing educational products and the need to take into account the local culture in implementing these products.  相似文献   

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