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Inequitable Interactions: A Critical Quantitative Analysis of Mentorship and Psychosocial Development Within Computing Graduate School Pathways 不公平的互动:计算机研究生院路径中指导和心理社会发展的关键定量分析
IF 2.8 3区 教育学
Aera Open Pub Date : 2023-01-01 DOI: 10.1177/23328584221143097
Annie M. Wofford
{"title":"Inequitable Interactions: A Critical Quantitative Analysis of Mentorship and Psychosocial Development Within Computing Graduate School Pathways","authors":"Annie M. Wofford","doi":"10.1177/23328584221143097","DOIUrl":"https://doi.org/10.1177/23328584221143097","url":null,"abstract":"Mentorship is vital to increasing graduate school access in computing; however, mentorship must be structured in power-conscious, developmental ways to ensure equitable access to and support within computing graduate pathways. I engage a critical quantitative lens to examine mentoring support among undergraduates with reported graduate aspirations, taking a nuanced look at departmental mentorship to investigate how organizational power in computing may maintain inequitable mentoring outcomes. Descriptive and regression analyses draw from a longitudinal sample of 442 graduate aspirants in computing who completed an introductory course survey (between 2015–2017) and a follow-up survey (fall 2019). Results document significant variation in forms of mentoring support and disciplinary psychosocial beliefs (i.e., computing identity and self-efficacy), with key patterns across graduate aspirants’ social identities and mentors’ organizational power (via their departmental roles). I conclude by discussing structural and social inequities in mentorship, which may underscore disparities in students’ realization of their computing graduate aspirations.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46274502","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Designing Field Experiments to Integrate Research on Costs 设计实地实验以整合成本研究
IF 2.8 3区 教育学
Aera Open Pub Date : 2023-01-01 DOI: 10.1177/23328584231171536
A. B. Bowden
{"title":"Designing Field Experiments to Integrate Research on Costs","authors":"A. B. Bowden","doi":"10.1177/23328584231171536","DOIUrl":"https://doi.org/10.1177/23328584231171536","url":null,"abstract":"Although experimental evaluations have been labeled the “gold standard” of evidence for policy (U.S. Department of Education, 2003), evaluations without an analysis of costs are not sufficient for policymaking (Monk, 1995; Ross et al., 2007). Funding organizations now require cost-effectiveness data in most evaluations of effects. Yet, there is little guidance on how to integrate research on costs into efficacy or effectiveness evaluations. As a result, research proposals and papers are disjointed in the treatment of costs, implementation, and effects, and studies often miss opportunities to integrate what is learned from the cost component into what is learned about effectiveness. To address this issue, this paper uses common evaluation frameworks to provide guidance for integrating research on costs into the design of field experiments building on the ingredients method (Levin et al., 2018). The goal is to improve study design, resulting in more cohesive, efficient, and higher-quality evaluations.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45235461","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The Front End of the STEM Teacher Pipeline: Early-Career STEM Teachers’ Field Experiences and Perceptions of Preparation STEM教师队伍的前端：早期职业STEM教师的实地经验和准备观念
IF 2.8 3区 教育学
Aera Open Pub Date : 2023-01-01 DOI: 10.1177/23328584231190372
Dan Goldhaber, Roddy Theobald, K. Choate, Nate Brown
{"title":"The Front End of the STEM Teacher Pipeline: Early-Career STEM Teachers’ Field Experiences and Perceptions of Preparation","authors":"Dan Goldhaber, Roddy Theobald, K. Choate, Nate Brown","doi":"10.1177/23328584231190372","DOIUrl":"https://doi.org/10.1177/23328584231190372","url":null,"abstract":"A growing quantitative literature finds evidence that student teaching placements predict later outcomes of teacher candidates and their students, but there is little large-scale quantitative evidence about the mechanisms for these estimated relationships. We used data from a survey of STEM teachers in Washington State to better understand how their perceptions of preparation were related to student teaching placements and current classroom environment. We found evidence that the composition of students in student teaching classrooms was predictive of STEM teachers’ perceptions of their preparation. For example, STEM teachers who student taught in classrooms with more English language learners and economically disadvantaged students reported feeling prepared to teach these specific student populations. Likewise, STEM teachers who student taught in high-poverty classrooms tended to report feeling better prepared to manage their current classroom, particularly if they were currently teaching in a high-poverty classroom.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43190173","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Instruction Increases Canadian Students’ Preference for and Use of Lateral Reading Strategies to Fact-Check Online Information 教学增加了加拿大学生对横向阅读策略的偏好和使用，以核实在线信息的事实
IF 2.8 3区 教育学
Aera Open Pub Date : 2023-01-01 DOI: 10.1177/23328584231192106
Jessica E. Brodsky, P. J. Brooks, Dimitrios Pavlounis, Jessica Leigh Johnston
{"title":"Instruction Increases Canadian Students’ Preference for and Use of Lateral Reading Strategies to Fact-Check Online Information","authors":"Jessica E. Brodsky, P. J. Brooks, Dimitrios Pavlounis, Jessica Leigh Johnston","doi":"10.1177/23328584231192106","DOIUrl":"https://doi.org/10.1177/23328584231192106","url":null,"abstract":"Canadian middle and high school students (N = 2,278) completed a “CTRL-F” curriculum teaching them how to evaluate online information by reading laterally to investigate sources, check claims, and trace information to original contexts. A subset of CTRL-F students (N = 316) were in classes with teacher-matched control groups (N = 287). Some CTRL-F students (N = 994) completed a delayed posttest. At pretest, students indicated preference for some lateral reading strategies, but preference rarely translated into use. Following instruction, CTRL-F students showed greater preference for and use of lateral reading than controls and greater alignment between preference and use. The curriculum’s impact varied by demographic factors but not by differences in implementation. Gains were maintained from posttest to delayed posttest. Direct instruction and practice in lateral reading appear to strengthen connections between students’ preferences and utilization of these strategies to evaluate online content relevant to academic and personal life.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"1 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41463980","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
The Impacts of Three Educational Technologies on Algebraic Understanding in the Context of COVID-19. 新冠肺炎背景下三种教育技术对代数理解的影响
IF 2.8 3区 教育学
Aera Open Pub Date : 2023-01-01 DOI: 10.1177/23328584231165919
Lauren E Decker-Woodrow, Craig A Mason, Ji-Eun Lee, Jenny Yun-Chen Chan, Adam Sales, Allison Liu, Shihfen Tu
{"title":"The Impacts of Three Educational Technologies on Algebraic Understanding in the Context of COVID-19.","authors":"Lauren E Decker-Woodrow,&nbsp;Craig A Mason,&nbsp;Ji-Eun Lee,&nbsp;Jenny Yun-Chen Chan,&nbsp;Adam Sales,&nbsp;Allison Liu,&nbsp;Shihfen Tu","doi":"10.1177/23328584231165919","DOIUrl":"https://doi.org/10.1177/23328584231165919","url":null,"abstract":"<p><p>The current study investigated the effectiveness of three distinct educational technologies-two game-based applications (From Here to There and DragonBox 12+) and two modes of online problem sets in ASSISTments (an Immediate Feedback condition and an Active Control condition with no immediate feedback) on Grade 7 students' algebraic knowledge. More than 3,600 Grade 7 students across nine in-person and one virtual schools within the same district were randomly assigned to one of the four conditions. Students received nine 30-minute intervention sessions from September 2020 to March 2021. Hierarchical linear modeling analyses of the final analytic sample (N = 1,850) showed significantly higher posttest scores for students who used From Here to There and DragonBox 12+ compared to the Active Control condition. No significant difference was found for the Immediate Feedback condition. The findings have implications for understanding how game-based applications can affect algebraic understanding, even within pandemic pressures on learning.</p>","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"9 ","pages":"23328584231165919"},"PeriodicalIF":2.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/01/c2/10.1177_23328584231165919.PMC10125888.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9761428","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 7
Principal and Teacher Shared Race and Gender Intersections: Teacher Turnover, Workplace Conditions, and Monetary Benefits 校长和教师共享种族和性别交叉点:教师流动，工作条件和金钱利益
IF 2.8 3区 教育学
Aera Open Pub Date : 2023-01-01 DOI: 10.1177/23328584221148156
Samantha Viano, Luis A. Rodriguez, Seth B. Hunter
{"title":"Principal and Teacher Shared Race and Gender Intersections: Teacher Turnover, Workplace Conditions, and Monetary Benefits","authors":"Samantha Viano, Luis A. Rodriguez, Seth B. Hunter","doi":"10.1177/23328584221148156","DOIUrl":"https://doi.org/10.1177/23328584221148156","url":null,"abstract":"Recruiting racially minoritized principals is one suggested strategy to increase the racial diversity of teachers, who would then better match their increasingly racially diverse students. However, focusing solely on race ignores the salience of race-gender intersectionality in principal-teacher relations. Using three waves of nationally representative, cross-sectional data with school and year fixed effects, we compared similar teachers in the same school who are and are not race-gender congruent with their principal. We found that better discretionary workplace benefits were concentrated among Black teachers with Black principals, especially Black male teachers with Black male principals, who reported workplace supports almost half a standard deviation higher than did similar non-Black female teachers in their school. Male teachers earned up to $2,890 more supplemental income with male, racially congruent principals; female teachers earned up to $1,050 less with female, racially congruent principals. However, teacher turnover was not consistently responsive to race-gender congruence.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44094633","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
bELonging: Do Students Classified as English Learners Feel Included? bELonging：被归类为英语学习者的学生感觉被包容了吗？
IF 2.8 3区 教育学
Aera Open Pub Date : 2023-01-01 DOI: 10.1177/23328584231179171
Rachel S. White, J. Schneider, Madeline Mavrogordato
{"title":"bELonging: Do Students Classified as English Learners Feel Included?","authors":"Rachel S. White, J. Schneider, Madeline Mavrogordato","doi":"10.1177/23328584231179171","DOIUrl":"https://doi.org/10.1177/23328584231179171","url":null,"abstract":"In this article, we analyze student survey data related to sense of belonging and relationships with teachers and adults within and across the fastest growing subgroup of K–12 public school students: students classified as English learners (ELs). Students classified as ELs in our study, overall, felt a similar sense of belonging, or slightly higher sense of belonging than their never and formerly EL-classified peers; however, within the sense of belonging constructs, students classified as ELs varied in their perceptions of school climate. Additionally, current EL-classified students who took the survey in English were more positive than those who took the survey in another language; however, once student demographics and school contexts were held constant, survey language was weakly related to our outcome measures. We conclude by discussing how our findings can guide K–12 education policies, practices, and research to foster inclusive educational environments.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48517439","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
What Does ESL Mean to Her? An Analysis of Women of Color Recounting Their Attempts to Exit EL Instructional Services ESL对她来说意味着什么?有色人种女性退出教育服务的尝试分析
3区 教育学
Aera Open Pub Date : 2023-01-01 DOI: 10.1177/23328584231195878
Maneka Deanna Brooks
{"title":"What Does ESL Mean to Her? An Analysis of Women of Color Recounting Their Attempts to Exit EL Instructional Services","authors":"Maneka Deanna Brooks","doi":"10.1177/23328584231195878","DOIUrl":"https://doi.org/10.1177/23328584231195878","url":null,"abstract":"A portion of EL-identified youth want to exit the EL instructional services to which they are legally entitled. Moreover, institutionalized adultism within EL policy does not provide youths a role in decision-making about these services. As a result, little is known about how individuals who attempt unsanctioned exits conceptualize EL instructional services. This study uses an intersectional anti-adultism conceptual lens to analyze the retrospective interviews of 35 women of color who attempted to exit EL instructional services during their K–12 schooling. The findings highlight three dominant themes in participants’ conceptualizations of EL instructional services: they were academically limiting, socially isolating, and that placement in these services was a product of racism. Moreover, this detailed analysis evidenced how schooling transitions impacted participants’ conceptualization of EL instructional services. These findings have implications for how research, policy, and practice can center EL-identified youths’ decision-making and disrupt their experiences of marginalization.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135402214","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The “Good” Schools: Academic Performance Data, School Choice, and Segregation “好”学校:学业成绩数据、择校和种族隔离
IF 2.8 3区 教育学
Aera Open Pub Date : 2023-01-01 DOI: 10.1177/23328584231177666
David M. Houston, J. Henig
{"title":"The “Good” Schools: Academic Performance Data, School Choice, and Segregation","authors":"David M. Houston, J. Henig","doi":"10.1177/23328584231177666","DOIUrl":"https://doi.org/10.1177/23328584231177666","url":null,"abstract":"We examine the effects of disseminating school-level academic performance data—achievement status, achievement growth, or both—on parents’ school choices and their implications for racial, ethnic, and economic segregation. Many researchers consider growth to be a superior (if still imperfect) measure of school effectiveness relative to status. Moreover, compared to status, growth has weaker relationships with schools’ demographic compositions. We conduct an online survey experiment featuring a nationally representative sample of parents and caretakers of children ages 0–12. Participants choose between three randomly sampled elementary schools drawn from the same school district. The provision of status information guides participants toward schools with higher achievement status and fewer Black, Hispanic, and economically disadvantaged students. The provision of growth information and the provision of both types of academic performance data guide participants toward higher growth schools. However, only growth information—alone, and not in concert with status information—tends to elicit choices with desegregating consequences.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42375550","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
Classroom Segregation without Tracking: Chance, Legitimacy, and Myth in “Racial Paradise” 没有追踪的课堂隔离：“种族天堂”中的偶然性、合法性和神话
IF 2.8 3区 教育学
Aera Open Pub Date : 2023-01-01 DOI: 10.1177/23328584231176456
Josh Leung-Gagné
{"title":"Classroom Segregation without Tracking: Chance, Legitimacy, and Myth in “Racial Paradise”","authors":"Josh Leung-Gagné","doi":"10.1177/23328584231176456","DOIUrl":"https://doi.org/10.1177/23328584231176456","url":null,"abstract":"Though schools do not track in Brazil, I find that racial classroom segregation in Brazil is on par with recent estimates from North Carolina high schools (Clotfelter et al., 2020). How does racial classroom segregation occur without tracking, and in a supposed “racial paradise,” no less? Using national, student-level data spanning from 2011 to 2017, I describe racial classroom segregation among Brazilian 5th and 9th graders and assess potential mechanisms identified in the literature. The findings are consistent with segregation by chance in which (1) schools initially segregate students by using effectively random classrooms assignment practices and (2) schools choose to move forward with these initial assignments, even when they are highly segregating, rather than make race-conscious adjustments. This is consistent with the myth of racial democracy, a prominent colorblind ideology in Brazil that promotes the legitimacy of de facto racial segregation and undermines the legitimacy of race-conscious desegregation.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47881078","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
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