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(Mis)Alignment of Challenges and Strategies in Promoting Inclusive Racial Climates in STEM Graduate Departments STEM研究生部促进包容性种族氛围的挑战和策略的协调
IF 2.8 3区 教育学
Aera Open Pub Date : 2023-01-01 DOI: 10.1177/23328584231168639
R. Perez, Rudisang Motshubi, Sarah L. Rodriguez
{"title":"(Mis)Alignment of Challenges and Strategies in Promoting Inclusive Racial Climates in STEM Graduate Departments","authors":"R. Perez, Rudisang Motshubi, Sarah L. Rodriguez","doi":"10.1177/23328584231168639","DOIUrl":"https://doi.org/10.1177/23328584231168639","url":null,"abstract":"This descriptive qualitative study used racialized organizations (Ray, 2019) as a lens to examine how 27 faculty, administrators, and postdoctoral fellows in STEM departments at two institutions understood the problems that underlie negative racial climate, the strategies they used to improve racial climate, and the alignment between problems and solutions. Participants did not discuss racism and White supremacy as factors that contribute to negative racial climate. Instead, they indicated a weak STEM pipeline, and lack of faculty engagement created negative climate. Because participants did not attend to how racism and White supremacy fostered negative climate, their strategies (e.g., increased recruitment, committees, workshops) left systemic racism intact and (un)intentionally amplified labor for racially minoritized graduate students and faculty champions who often led change efforts with little support. These findings can help move departments away from intervention-centered models of change and toward more systemic approaches that contest how racialized organizations operate.","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":"48279790","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 Effects of School Finance Reforms on Teacher Salary and Turnover: Evidence from National Data 学校财政改革对教师工资和流动性的影响：来自全国数据的证据
IF 2.8 3区 教育学
Aera Open Pub Date : 2023-01-01 DOI: 10.1177/23328584231174447
Tuan D. Nguyen, J. C. Anglum, M. Crouch
{"title":"The Effects of School Finance Reforms on Teacher Salary and Turnover: Evidence from National Data","authors":"Tuan D. Nguyen, J. C. Anglum, M. Crouch","doi":"10.1177/23328584231174447","DOIUrl":"https://doi.org/10.1177/23328584231174447","url":null,"abstract":"In recent decades, parallel literature has documented the magnitudes and effects of teacher turnover and the impact of state school finance reforms (SFRs). In this paper, we examine SFRs as possible mechanisms to improve teacher salary, turnover, and job satisfaction by using nationally representative data from 2000 to 2016 and leveraging variation in SFR timing. We find that SFRs increased teacher salaries by approximately $4,000 and reduced teacher turnover by three percentage points, on average, though gains in both outcome measures took up to a decade to emerge. We observe larger salary gains among teachers in high-poverty and high-minority school contexts, though declines in their corresponding turnover behaviors were similar to average findings. As policymakers seek to address heightened concerns regarding teacher retention and shortages, our findings suggest targeted salary policies may improve rates of teacher attrition.","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":"46708173","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
Opting Out of Standardized Tests at the Secondary Level—A Geographic Analysis of Colorado 选择退出二级标准化考试-科罗拉多州地理分析
IF 2.8 3区 教育学
Aera Open Pub Date : 2023-01-01 DOI: 10.1177/23328584231169735
L. Ross, Kathryn P. Chapman, Sherman Dorn, Carlos R. Casanova
{"title":"Opting Out of Standardized Tests at the Secondary Level—A Geographic Analysis of Colorado","authors":"L. Ross, Kathryn P. Chapman, Sherman Dorn, Carlos R. Casanova","doi":"10.1177/23328584231169735","DOIUrl":"https://doi.org/10.1177/23328584231169735","url":null,"abstract":"Although much of the national opt-out movement is parent driven, the Colorado opt-out movement involved considerable efforts from high school students. This study explores the geography of the Colorado opt-out movement among secondary students, drawing upon social movements theory. We utilize the Colorado Measures of Academic Success (CMAS) as a measure of opt-out behavior in Colorado between 2016–2019. We also examine school-level demographic data. We first applied ordinary least squares regression and then utilize multiscale geographically weighted regression (MGWR) to examine the relationships between school-level demographics and opting out behavior for 11th-grade standardized assessments in Colorado. This analysis demonstrates the importance of geography in enacting social networks surrounding the opt-out movement in the state of Colorado. This study offers insight into opting out in the unique context of youth activism in Colorado, with a specific focus on geographical analysis.","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":"42707571","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
Unintended Consequences of Expanding Teacher Preparation Pathways: Does Alternative Licensure Attenuate New Teacher Pay? 扩大教师准备途径的意外后果：替代许可证会降低新教师的薪酬吗？
IF 2.8 3区 教育学
Aera Open Pub Date : 2023-01-01 DOI: 10.1177/23328584231159900
Sarah Guthery, Lauren P. Bailes
{"title":"Unintended Consequences of Expanding Teacher Preparation Pathways: Does Alternative Licensure Attenuate New Teacher Pay?","authors":"Sarah Guthery, Lauren P. Bailes","doi":"10.1177/23328584231159900","DOIUrl":"https://doi.org/10.1177/23328584231159900","url":null,"abstract":"Texas reduced new teacher preparation requirements in 2001 to allow more alternate paths to licensure. Within 5 years, this policy change resulted in more than half of the state’s new teachers being alternatively licensed. Using a series of first difference models, this study examines the relationship between the increased supply of new teachers in Texas and new teacher salaries prior to the policy change and in the 15 years thereafter. We find that the policy change did increase the supply of new teachers via alternative licensing, but pay for new EC-6 teachers declined by 2%–13% with differential effects based on the rate at which districts hired alternatively licensed teachers.","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":"45253383","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
Exploring Gender Differences in Leadership Aspirations: A Four-Year Longitudinal Study of College Students From Adverse Backgrounds 领导意愿的性别差异探究——基于不良背景的大学生四年纵向研究
IF 2.8 3区 教育学
Aera Open Pub Date : 2023-01-01 DOI: 10.1177/23328584231183665
Gregory C. Wolniak, Emily C. Chen-Bendle, J. Tackett
{"title":"Exploring Gender Differences in Leadership Aspirations: A Four-Year Longitudinal Study of College Students From Adverse Backgrounds","authors":"Gregory C. Wolniak, Emily C. Chen-Bendle, J. Tackett","doi":"10.1177/23328584231183665","DOIUrl":"https://doi.org/10.1177/23328584231183665","url":null,"abstract":"The gender disparity in leadership positions is substantial and critical yet persists despite decades of focused study. Critical developmental periods, such as emerging adulthood, may be particularly relevant to attend to if we hope to find effective interventions to tackle this problem. The present study draws on longitudinal data covering four years of college among a socio-demographically and nationally diverse sample of college students with adverse backgrounds (N = 404) who enrolled at one of 182 four-year colleges or universities across the United States. Results indicate that female students enter college with significantly lower levels of leadership aspirations than their male counterparts. Once in college, despite greater likelihoods of participating in activities conceptualized as “leadership learning experiences,” female disadvantages persist. Overall, development experiences over four years of college had no discernable effect on gender disparities in leadership aspirations. Implications for research and practice are discussed.","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":"46736722","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
Trends in Parents’ Time Investment at Children’s Schools During a Period of Economic Change 经济变革时期家长在子女学校时间投入的趋势
IF 2.8 3区 教育学
Aera Open Pub Date : 2023-01-01 DOI: 10.1177/23328584231163862
A. Kalil, Samantha Steimle, R. Ryan
{"title":"Trends in Parents’ Time Investment at Children’s Schools During a Period of Economic Change","authors":"A. Kalil, Samantha Steimle, R. Ryan","doi":"10.1177/23328584231163862","DOIUrl":"https://doi.org/10.1177/23328584231163862","url":null,"abstract":"This paper examines changes from 1996–2019 in U.S. parents’ time investment at their children’s schools using data from the National Household Education Survey (N ≈ 116,000). The most common way parents spend time at their child’s school is by attending a general school meeting, which rose from 76% to 85% over this period. The proportion who volunteered at school rose slightly over time (36% to 38%), whereas the frequency of participating in school activities decreased slightly. Little change emerged in the proportion who attend a PTA/PTO meeting (~50%), whereas the proportion who spent time fundraising decreased (60% to 54%). Differences in time investment between high- versus low-income parents either narrowed significantly (attended school meetings, frequency of participation) or remained stable (attended PTO/PTA meeting, volunteered) over time, except for income-based differences in time spent fundraising for their child’s school, which grew significantly. We discuss factors possibly related to these narrowing and persistent gaps.","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":"41604567","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
A Culturally Responsive Disposition: How Professional Learning and Teachers’ Beliefs About and Self-Efficacy for Culturally Responsive Teaching Relate to Instruction 文化反应倾向：专业学习和教师对文化反应教学的信念和自我效能感与教学的关系
IF 2.8 3区 教育学
Aera Open Pub Date : 2023-01-01 DOI: 10.1177/23328584221140092
Meghan Comstock, Erica Litke, K. Hill, Laura Desimone
{"title":"A Culturally Responsive Disposition: How Professional Learning and Teachers’ Beliefs About and Self-Efficacy for Culturally Responsive Teaching Relate to Instruction","authors":"Meghan Comstock, Erica Litke, K. Hill, Laura Desimone","doi":"10.1177/23328584221140092","DOIUrl":"https://doi.org/10.1177/23328584221140092","url":null,"abstract":"Persistent social inequities in the United States demand attention to culturally responsive (CR) teaching, which requires a specific disposition toward students and teaching. Using survey data of secondary teachers ( N = 417) in seven urban districts across the country engaging in equity-oriented professional learning (PL) initiatives, we examine the relationship between teachers’ beliefs about, self-efficacy for, and engagement in PL around CR teaching and their self-reported CR teaching practices. We find correlational evidence that teacher-reported self-efficacy with CR teaching and engagement in PL focused on CR teaching are associated with higher self-reported frequency of CR teaching. We also find that teachers who have beliefs aligned with CR teaching have a stronger relationship between their CR teaching self-efficacy and self-reported CR teaching practices. Finally, we find evidence that changes in CR teaching self-efficacy are associated with changes in self-reported CR teaching—suggesting that CR teaching self-efficacy may drive changes in CR teaching.","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":"45459411","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
Racial-Religious Decoupling in the University: Investigating Religious Students’ Perceptions of Institutional Commitment to Diversity 大学中的种族-宗教脱钩：宗教学生对多元化制度承诺的认知调查
IF 2.8 3区 教育学
Aera Open Pub Date : 2023-01-01 DOI: 10.1177/23328584221121339
Saugher Nojan
{"title":"Racial-Religious Decoupling in the University: Investigating Religious Students’ Perceptions of Institutional Commitment to Diversity","authors":"Saugher Nojan","doi":"10.1177/23328584221121339","DOIUrl":"https://doi.org/10.1177/23328584221121339","url":null,"abstract":"Muslims face racism based on their racialized religious identities, yet few address their experiences through critical race theory or campus racial climate. This paper addresses how religious students rate institutional commitments to campus diversity when considering racial and religious respect. This study examines undergraduate experience surveys across nine campuses and a Muslim student photovoice project through a mixed-methods design. I argue that racial and religious respect derived from interpersonal, discursive, and material sources influence Muslim students’ perceptions of institutional commitment to diversity. I introduce racial-religious decoupling to refer to how the separation of race and religion as distinct social experiences hinders campus commitments to diversity, equity, and inclusion for addressing anti-Muslim racism and intersections of race and religion. This study uses critical race theory to demonstrate how hegemonic Whiteness embedded in higher education includes Christian normativity, which racializes non-Christians as outsiders who have to justify their needs and resources for their communities.","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":"49551129","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 Design and Characteristics of School Improvement Plan Templates 学校改善计划模板的设计与特点
IF 2.8 3区 教育学
Aera Open Pub Date : 2023-01-01 DOI: 10.1177/23328584231168378
Bryan A. VanGronigen, C. Meyers, Rachel Antwi Adjei, Latrice Marianno, Linda Charris
{"title":"The Design and Characteristics of School Improvement Plan Templates","authors":"Bryan A. VanGronigen, C. Meyers, Rachel Antwi Adjei, Latrice Marianno, Linda Charris","doi":"10.1177/23328584231168378","DOIUrl":"https://doi.org/10.1177/23328584231168378","url":null,"abstract":"Resources for school improvement efforts, such as school improvement plan (SIP) templates, can espouse governmental entities’ perspectives on and requirements and recommendations for the school improvement planning process. These resources, in turn, can influence how educators enact school improvement efforts generally and the school improvement planning process specifically. In this exploratory qualitative study, we leveraged a conventional content analysis to rigorously examine SIP templates used by schools in the United States before and after the passage of the Every Student Succeeds Act (ESSA) in 2015. We were particularly interested in learning how a sample of SIP templates espoused the school improvement planning process before and after ESSA’s passage. Findings suggest that SIP templates focused more on developing SIPs than implementing SIPs, raising concerns about SIPs continuing to be enacted out of compliance rather than as a mechanism for spurring and sustaining improvement efforts in schools.","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":"44912886","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 Role of Immigrant Generation and Mentors in Educational Attainment 移民一代和导师在教育成就中的作用
IF 2.8 3区 教育学
Aera Open Pub Date : 2023-01-01 DOI: 10.1177/23328584231190380
Anita Caduff, Nabamallika Dehingia, A. Raj
{"title":"The Role of Immigrant Generation and Mentors in Educational Attainment","authors":"Anita Caduff, Nabamallika Dehingia, A. Raj","doi":"10.1177/23328584231190380","DOIUrl":"https://doi.org/10.1177/23328584231190380","url":null,"abstract":"Social capital, including engagement with mentors, facilitates educational attainment. However, engagement with mentors differs significantly across groups of adolescents with different backgrounds, including an immigrant background. We investigate how immigrant generation predicts adolescents’ engagement with mentors and different types of mentors (i.e., school-based and non-school-based), the association of mentors with educational attainment, and these estimates’ heterogeneity based on the immigrant generation. We analyzed nationally representative Add Health data from N = 11,242 adolescents by using school fixed-effect linear probability models. Results show that adolescents from immigrant generations 1 and 2 were less likely than those from generation 3+ to have a mentor, but there were no significant differences in engaging with school-based mentors. Mentors predicted educational attainment; school-based mentor effects were larger than non-school-based mentor effects. The associations between mentors and college attendance and graduation were largest for first-generation immigrants. Our findings indicate the importance of structures supporting relationship-building and mentorship in schools and wider communities.","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":"44974950","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
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