共查询到20条相似文献，搜索用时 15 毫秒
1.
Tamika P. La Salle Cixin Wang Chaorong Wu Jesslynn Rocha Neves 《Journal of educational and psychological consultation》2020,30(3):314-343
ABSTRACTThe student population in American public schools has become increasingly diverse; however, the teacher workforce remains primarily White (80%). The purpose of the current paper was to examine the relationship between student-teacher racial composition and perceptions of school climate and the impact of Whiteness on the educational outcomes of minoritized students and their counterparts. Findings from the study indicate that more than 90 percent of the minoritized students in the sample are being educated by a majority White teaching staff. White students’ perceptions of cultural acceptance and connectedness increased as the number of White teachers increased. However, there was no effect for minoritized students. For minoritized students, perceptions of school climate did increase as the number of minoritized students increased. Recommendations for addressing ways to create more equitable learning environments for minoritized students and address and reduce teacher bias are discussed. 相似文献
2.
Jeffrey M. Brown Shereen C. Naser Charity Brown Griffin Sally L. Grapin Sherrie L. Proctor 《Psychology in the schools》2022,59(1):14-33
Gender and sexually diverse (GSD) students face unique challenges in schools due to the privileging of cisgender and heterosexist norms in these settings. In particular, GSD youth who belong to ethnically and racially minoritized groups face further challenges within school environments that disregard their cultural contexts and intersectional identities. It is important for school psychologists to ensure safe and high-quality mental health, educational, and behavioral supports for these students. One possible avenue for building these types of supports is through school consultation. When school psychologists collaborate with other professionals in a culturally competent, participatory way, their work has the potential to bolster behavioral, academic, and mental health outcomes at the individual, group, and/or systems levels. Adapting Ingraham's multicultural school consultation model, this article proposes a multicultural, GSD affirming school consultation framework that also approaches the experiences of racially and ethnically minoritized individuals through the lenses of intersectionality and minority stress frameworks. Across its five domains, this adapted framework aims to give practitioners and researchers a conceptual foundation to support GSD students of minoritized ethnic and racial identities by considering interactions among consultants, consultees, and clients within their wider school contexts. 相似文献
3.
Cabell Autumn L. Kozachuk Lindsay 《International journal for the advancement of counseling》2022,44(3):512-528
International Journal for the Advancement of Counselling - The impact of racial microaggressions on career adaptability and professional leadership engagement of racial/ethnic minoritized... 相似文献
4.
Erich N. Pitcher 《International journal of qualitative studies in education》2017,30(7):688-703
Historically, minority stress theory focused on the experiences of ‘sexual minorities;’ this study extends minority stress theory to understand the unique stressors that trans* individuals face in academic workplaces. Using interview data from 10 trans* college and university faculty, I fill a noted gap in the literature and examined the unique stressors that these faculty faced within the academy. In this study, microaggressions, a kind of minoritized stress, included: (mis)recognition, including misgendering and mispronouning, being an impossible person, and tokenization. Additionally, trans* faculty reported strategies to resist these stressors. These findings suggest that trans* academics navigate hostile academic work environments and experience minoritized stress deriving from their minoritized gender identities. Implications for research indicate that addressing the personal and professional consequences of minoritized stressors is an important step in understanding how microaggressions affect trans* academics. Implications for practice include the need for rethinking cisnormative assumptions within academe. 相似文献
5.
Drawing on data collected in a qualitative study of racially minoritized faculty members, this article examines the challenges these faculty members faced in bringing different aspects of their spirituality into their scholarly work as graduate students. This article explores the questions: How do racially minoritized graduate students negotiate their spiritual identities and integrate their spiritual epistemologies and cultural knowledge into academic practices, and what challenges do they face in doing both? This article presents three salient themes: sacred subjectivity in student-focused research, spiritual praxis in the classroom, and new visions for inclusive spiritual expression in the academy. By focusing our analysis on study participants' strategies for resisting pressures to closet their beliefs, this article affirms the importance of legitimizing the spiritual epistemological perspectives of racially minoritized graduate students in creating a more equitable and diverse higher education culture. 相似文献
6.
Louise Archer 《British Journal of Sociology of Education》2020,41(6):900-909
AbstractReflecting through the prisms of past, present (“the shape of things that are and were”) and future (“the shape of things to come”), this paper discusses three challenges for sociology of education: the rise of populism and declining faith in ‘experts’; inequities within and re/produced by the sociology of education; and how to enact a sociology of education that can ‘make a difference’ to social inequalities. The paper puts forward some ideas in support of a current and future practice of the discipline that is pluralistic and orientated towards social justice. Arguments are made for the value of public-orientated dialogue that is conducted in a range of registers and the importance of acknowledging and engaging with the ‘debt’ (Ladson-Billings) that is owed to minoritized communities and minoritized researchers. Finally, a case is made for a sociology of education based on the principle of service as enacted through praxis partnerships. 相似文献
7.
The Urban Review - Misalignments in caring between home and school can often be a source of alienation for minoritized students. This study explores how African immigrant middle school students at... 相似文献
8.
We trace the development and analyze the generalizability of the Classroom Assessment of Sociocultural Interactions (CASI), an observation system designed to measure cultural dimensions of classroom interactions. We establish CASI measurement properties by analyzing panoramic videos of 4th and 5th grade classrooms from the Measures of Effective Teaching project, and argue for its significance in terms of achievement opportunity for minoritized students and needed evidence regarding equitable teaching. We frame ten dimensions of sociocultural interactions within three domains: Life Applications (i.e., connections with what students know and do outside of school); Self in Group (i.e., interdependence to motivate learning and foster social identities); and Agency (i.e., how freedom and choice are managed).
We demonstrate how measurement error is associated with raters, lessons, and lesson segments, and discuss implications for CASI refinement, as well as appropriate instrument uses to enrich learning opportunities for minoritized students across a variety of classroom settings. 相似文献
9.
Jean J. Ryoo Tiera Tanksley Cynthia Estrada Jane Margolis 《Computer Science Education》2020,30(3):337-361
ABSTRACT
Background and Context
Overlaying Computer Science (CS) courses on top of inequitable schooling systems will not move us toward “CS for All.” This paper prioritizes the perspectives of minoritized students enrolled in high school CS classrooms across a large, urban school district in the Western United States, to help inform how CS can truly be for all. 相似文献10.
This research study explores a teacher pipeline program intent on developing critical educators among minoritized high school students aspiring to become teachers. Critical educators typically employ critical perspectives, foreground the notion of cariño, and possess agentive qualities to create transformative learning experiences for students of color, especially in under-resourced communities. This teacher pipeline program leverages youth participatory action research (YPAR) as a pedagogy for minoritized high school students to engage in original research studying critical educators in their schools. Findings illustrate that through YPAR, young people surface key perspectives aligned with those of critical educators: the role of institutionalized racism in exacerbating the opportunity gap and the centrality of building relationships in classrooms. In the discussion, the author elaborates on how YPAR advances the pedagogy in teacher pipeline programs, promotes critical perspectives amongst secondary students, and positions these emergent teachers to envision critical educators as making a substantive difference in the lives of marginalized students. The author concludes with implications for educational leaders in P-20 settings to consider in the promotion of a critical educators of color pipeline.
相似文献11.
Vanessa Anthony-Stevens 《Diaspora, Indigenous, and Minority Education》2017,11(2):92-105
Educational reform policies in the United States promote school choice as a central tool to empower low-income and minoritized families in order to close the achievement gap. However, research on school choice rarely reflects the voice of minoritized families and offers little evidence that choice significantly addresses inequities in educational outcomes. This article analyzes the perspectives of Indigenous parents as they navigate school choice options with their children in the southwestern U.S. Through the conceptual lens of enduring struggle and educational survivance, ethnographic data offers insight into factors significant for three families as they select schools from a highly constrained landscape. Deeper analysis of why Indigenous families reject and select schools reveals an educational landscape fraught with persisting inequities, in spite of choice. The continued silencing of issues relevant to Indigenous education, such as the impacts of colonization, tribal sovereignty, and rights to culturally responsive education marginalize Indigenous voices from the school choice debate. This study adds Indigenous voices to the school choice debate, and contributes new dimensions to parent choice behaviors. Implications support scholarly claims that current school choice policy masks the entrenched operations of race, class and deficit discourse which perpetuate unfavorable school outcomes for Indigenous youth. 相似文献
12.
The authors use the results of an intersectional critical qualitative inquiry to illustrate the encounters 6 minoritized counselor educators had with institutional forms of oppression. Their findings depict the insidious nature of institutional oppression and suggest that counselor educator experiences may be improved by peer mentorship programs and by the organizational advocacy and accountability efforts of bodies such as the Association for Counselor Education and Supervision. 相似文献
13.
Lucy Avraamidou 《科学教学研究杂志》2020,57(3):311-341
Framed within intersectionality and using science identity as a unit of analysis, in this single case study I explore the barriers, difficulties, and conflicts that Amina, a young Muslim woman, immigrant in Western Europe confronted throughout her trajectory in physics and the ways in which her multiple identities intersected. The main sources of data consisted of three long biographical interviews, which were analyzed through a constant comparative method. The analysis of the data provided insights into how intrapersonal, interpersonal, sociocultural factors, alongside a myriad of experiences nurtured Amina's intersectional identities and what this may mean for Muslim women's participation in physics. The findings are summarized in two main assertions: (a) Amina was confronted with various barriers across her journey in physics with the intersection of religion and gender being the major barrier to her perceived recognition due to cultural expectations, sociopolitical factors, and negative stereotypes and (b) Amina's social class, religion, gender performance, and ethnic status positioned her as Other in various places throughout her trajectory in physics, and consequently hindered her sense of belonging. These findings suggest the urgency and importance of: (a) examining the intersection of science identity with other identities, especially, religion, gender, and ethnicity for the purpose of extrapolating a more comprehensive understanding of how minoritized groups participate in science; (b) rethinking recognition through an explicit intersectionality lens across various geographical and sociopolitical contexts; and (c) transforming physics into a diverse world where multiple ways of being are recognized, where minoritized groups will not have to compartmentalize parts of their identities to exist, and where they can perform their authentic and intersectional identities. 相似文献
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15.
This article asserts whiteness as an ideology that reaches beyond race/racism to shape and reproduce other interlocking oppressive systems. In higher education, this notion of whiteness permeates commonly celebrated “high impact practices” (HIPs) to undermine the success of trans* students in US postsecondary education. Through an intersectional approach, we illustrate how HIPs lead to jeopardizing trans* students’ success in higher education and advance a different approach that we have coined “trickle up high impact practices” (TUHIPs). TUHIPs prioritize the needs of those students who are most vulnerable and incorporate an acknowledgement of the oppressive contexts within which students with multiple minoritized identities must navigate higher education. We discuss the implications of this approach and offer five recommendations to move higher education institutions toward policies, practices, and systems that support the college success of trans* students. 相似文献
16.
Niral Shah Julie A. Christensen Nickolaus A. Ortiz Ai-Khanh Nguyen Sunghwan Byun David Stroupe 《Computer Science Education》2020,30(3):254-278
ABSTRACT
Background and Context
Computing is being integrated into a range of STEM disciplines. Still, computing remains inaccessible to many minoritized groups, especially girls and certain people of color. In this mixed methods study, we investigated racial and gendered patterns of equity and inequity in high school physics classrooms incorporating computational modeling, with an emphasis on group work. 相似文献17.
ABSTRACTPostsecondary institutions remain bastions of oppression, threat and harm for faculty who hold minoritized identities. While some scholars have explored the ways in which monoracial faculty of color and LGBT faculty members navigate an academy that is steeped in racism, genderism, sexism and other systems of oppression, there remains a paucity of scholarship focused on the experiences of multiracial faculty and nonbinary trans* faculty. Given the need to focus on faculty who hold liminal identities in relation to hegemonic identitarian illogic, we used Gloria Anzaldúa’s borderlands theory and an auto-ethnographic analysis to explore our academic experiences as faculty members whose identities place us betwixt-and-between socially constructed monolithic identity categories. 相似文献
18.
Amy Noelle Parks 《Early Childhood Education Journal》2018,46(5):557-565
Previous research focused on schools that serve low-income and minoritized communities has demonstrated that families often do not feel that their schools are receptive to family involvement. This interview study, which comes out of a long-term ethnographic project at a rural school that primarily served low-income, African American families, reports on the ways that mothers in this school felt welcomed by school staff during their children’s first three years of schooling (Prekindergarten to Grade 1). Many of the parents identified the rural context as contributing to their positive feelings about involvement with the school because the context supported long-term relationships with school staff, and the small school allowed parents to feel that both they and their children were known. Mothers reported that these characteristics supported their efforts to intervene on behalf of their children. 相似文献
19.
To increase participation of students of color in science graduate programs, research has focused on illuminating student experiences to inform ways to improve them. In biology, Black students are vastly underrepresented, and while religion has been shown to be a particularly important form of cultural wealth for Black students, Christianity is stigmatized in biology. Very few studies have explored the intersection of race/ethnicity and Christianity for Black students in biology where there is high documented tension between religion and science. Since graduate school is important for socialization and Black students are likely to experience stigmatization of their racial and religious identity, it is important to understand their experiences and how we might be able to improve them. Thus, we interviewed 13 Black Christian students enrolled in biology graduate programs and explored their experiences using the theoretical lens of stigmatized identities. Through thematic content analysis, we revealed that students negotiated experiences of cultural isolation, devaluation of intelligence, and acts of bias like other racially minoritized students in science. However, by examining these experiences at the intersection of race/ethnicity and religion, we shed light on interactions students have had with faculty and peers within the biology community that cultivated perceptions of mistrust, conflict, and stigma. Our study also revealed ways in which students' religious/spiritual capital has positively supported their navigation through biology graduate school. These results contribute to a deeper understanding of why Black Christian graduate students are more likely to leave or not pursue advanced degrees in biology with implications for research and practice that help facilitate their success. 相似文献
20.
Milagros Castillo-Montoya Joshua Abreu Abdul Abad 《International journal of qualitative studies in education》2019,32(9):1125-1145
AbstractIn this study, we sought to understand how Black lives matter (BLM) epistemology, as displayed through six months of social media content from official accounts, can inform a racially liberatory pedagogy in higher education for Black and other racially minoritized students. We found BLM, through Facebook and Twitter, situated intersectional Black culture in the contemporary struggle for liberation. BLM also offered information that can raise its followers’ intersectional critical consciousness. Additionally, BLM content highlighted actions that can support Black liberation. Lastly, BLM content supported the building of relationships and naming of emotions as Black people work toward their liberation. In this sense, BLM connected with elements of a racially liberatory pedagogy and offered nuances that advanced the framework. We discuss the implications of this framework for teaching in higher education. 相似文献