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“My Greatness Made a Difference There”: Exploring the High School Experiences of High Achieving Black Girls “我的伟大成就了那里的不同”:探索高成就黑人女孩的高中经历
IF 1.2 4区 教育学
Education and Urban Society Pub Date : 2023-08-29 DOI: 10.1177/00131245231195001
Renae D. Mayes, Kendra P. Lowery, Lauren C. Mims, J. Rodman, Deneen Dixon-Payne
{"title":"“My Greatness Made a Difference There”: Exploring the High School Experiences of High Achieving Black Girls","authors":"Renae D. Mayes, Kendra P. Lowery, Lauren C. Mims, J. Rodman, Deneen Dixon-Payne","doi":"10.1177/00131245231195001","DOIUrl":"https://doi.org/10.1177/00131245231195001","url":null,"abstract":"Recent studies have provided insight into the schooling experiences and lives of Black girls. These studies highlight the challenges that Black girls face in the school environment including underachievement, disproportionality in school discipline, deficit ideologies, and educator and counselor bias. The current study centers the voices on high achieving Black girls in an effort to center their unique and nuanced experiences in high school. Data was collected using in-depth individual interviews and analyzed using Interpretive Phenomenological Analysis. We found that high achieving Black girls must navigate deficit thinking and negative stereotypes similar to their peers while they also pull strength and resilience from their intersecting identities. Further, high achieving Black girls were tenacious in their pursuits and found familial and teacher relationships to be paramount in their success. These findings support the importance of developing intentional and systemic supports to counter intersectional oppression to meet the needs of high achieving Black girls.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45959139","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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
Adverse Childhood Experiences and the Process(es) of Frequent K–12 Student Mobility in Urban Contexts 城市背景下K-12学生频繁流动的不良童年经历和过程
IF 1.2 4区 教育学
Education and Urban Society Pub Date : 2023-08-09 DOI: 10.1177/00131245231193406
Sarah Ryan, Robert Ream, Margaret Martin, Janet K Shim, M. Brooks, I. Yen
{"title":"Adverse Childhood Experiences and the Process(es) of Frequent K–12 Student Mobility in Urban Contexts","authors":"Sarah Ryan, Robert Ream, Margaret Martin, Janet K Shim, M. Brooks, I. Yen","doi":"10.1177/00131245231193406","DOIUrl":"https://doi.org/10.1177/00131245231193406","url":null,"abstract":"As part of a larger project focused on the intersection of educational and health trajectories over the life course, we use in-depth interviews with 28 adults who experienced multiple non-promotional school changes during the course of their K-12 schooling in three U.S. urban centers to advance understanding of frequent student mobility. Prior research focuses predominantly on isolating the impact of student mobility while saying little about processes through which mobility influences educational trajectories in particular contexts. Frequent student mobility was intertwined with adverse childhood experiences and access to coping resources, and these forces shaped participants’ trajectories in patterned ways. Supporting frequently mobile students, almost a third of school-age children in the United States, will require greater attention to the reasons for, processes of, and contexts of student mobility.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48942853","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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
Development of Online Professional Development for Teachers: Understanding, Recognizing and Responding to Bullying for Students with Disabilities 教师在线专业发展的发展：对残疾学生欺凌的理解、认识和应对
IF 1.2 4区 教育学
Education and Urban Society Pub Date : 2023-07-22 DOI: 10.1177/00131245231187370
D. Espelage, Anjali J. Forber-Pratt, Chad A. Rose, Katie Graves, Rachel Hanebutt, A. E. Sheikh, Ashley Woolweaver, Tracey Kenyon Milarsky, Katherine M. Ingram, Luz E. Robinson, A. M. Gomez, Pamela K. Chalfant, Christine D. Salama, Philip E. Poekert
{"title":"Development of Online Professional Development for Teachers: Understanding, Recognizing and Responding to Bullying for Students with Disabilities","authors":"D. Espelage, Anjali J. Forber-Pratt, Chad A. Rose, Katie Graves, Rachel Hanebutt, A. E. Sheikh, Ashley Woolweaver, Tracey Kenyon Milarsky, Katherine M. Ingram, Luz E. Robinson, A. M. Gomez, Pamela K. Chalfant, Christine D. Salama, Philip E. Poekert","doi":"10.1177/00131245231187370","DOIUrl":"https://doi.org/10.1177/00131245231187370","url":null,"abstract":"Students with disabilities (SWDs) are disproportionately at-risk for bullying victimization and perpetration, yet there is a lack of educator-focused professional development targeting prevention for these students. This project sought to address gaps in training through the creation of four online professional development modules: (1) understanding bullying among SWDs, (2) examining risk characteristics, (3) establishing school and classroom prevention strategies, and (4) individual prevention. These modules were iteratively developed with feedback from teachers and staff, incorporating the Multi-Tiered System of Supports (MTSS) framework to focus on interventions rooted in social emotional learning (SEL), and emphasizing the importance of prevention for SWDs.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46588661","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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: 2
A Meta-Analysis: The Association Between Relational Parental Involvement and Student and Parent Outcome Variables 一项元分析:关系型父母介入与学生及父母结果变量之关系
IF 1.2 4区 教育学
Education and Urban Society Pub Date : 2023-06-21 DOI: 10.1177/00131245231179674
W. Jeynes
{"title":"A Meta-Analysis: The Association Between Relational Parental Involvement and Student and Parent Outcome Variables","authors":"W. Jeynes","doi":"10.1177/00131245231179674","DOIUrl":"https://doi.org/10.1177/00131245231179674","url":null,"abstract":"This paper shares the results of a meta-analysis on the parental-relational component of parental-involvement and its association with the academic and behavioral outcomes of urban students. This meta-analysis includes 76 quantitative studies. The results indicated that statistically significant effects emerged across students of different backgrounds, including differences by age groups, race, gender, and nationality. The results were also substantial in the highest quality studies. The significance of these results is discussed.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47157218","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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
When I Think of Home: Black Families Supporting Their Children During the COVID-19 Pandemic. 当我想到家:在COVID-19大流行期间支持孩子的黑人家庭。
IF 1.2 4区 教育学
Education and Urban Society Pub Date : 2023-06-01 DOI: 10.1177/00131245211065415
Brian L Wright, Beverly E Cross, Donna Y Ford, Cynthia Tyson
{"title":"When I Think of Home: Black Families Supporting Their Children During the COVID-19 Pandemic.","authors":"Brian L Wright,&nbsp;Beverly E Cross,&nbsp;Donna Y Ford,&nbsp;Cynthia Tyson","doi":"10.1177/00131245211065415","DOIUrl":"https://doi.org/10.1177/00131245211065415","url":null,"abstract":"<p><p>Since the onset of the COVID-19 pandemic, economic crisis, and persistent systemic and structural racism have plagued Black communities. The continued physical and symbolic violence and murders of Black bodies are undeniable. As White institutions, schools are definite contributors to this brutality as they center the culture and realities of White children while ignoring or denigrating Black children. This is even evident in the undermining of Black families' efforts to prepare their children to face the inequities and injustices they experience in the U.S. In this article, we discuss Black families' engagement in their children's education amid threats through racial socialization research aimed at developing and validating Black children's perspectives, experiences, and realities in Black identity to promote their positive social-emotional and psychological development. Black families must know how to cultivate their child's healthy self-identity, voice, and agency, along with academic achievement. Schools should learn from these practices. Schools that choose to ignore these concepts will continue contributing to trauma and violence against Black children and maintain deficit-oriented views. The article includes examples and implications for teaching and supporting the well-being of Black children, and concludes with practical ideas that educators can learn from and integrate into their practices.</p>","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":"55 5","pages":"515-532"},"PeriodicalIF":1.2,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10247674/pdf/10.1177_00131245211065415.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9619508","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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: 1
“We’ve Been Forgotten”: First-Hand Perspectives on Teacher Leaders and Teacher Leadership in Urban Schools “我们被遗忘了”:城市学校教师领导和教师领导的第一手观点
IF 1.2 4区 教育学
Education and Urban Society Pub Date : 2023-02-03 DOI: 10.1177/00131245221150915
Meredith L. Wronowski, Bryan A. VanGronigen, W. Henry, James L. Olive
{"title":"“We’ve Been Forgotten”: First-Hand Perspectives on Teacher Leaders and Teacher Leadership in Urban Schools","authors":"Meredith L. Wronowski, Bryan A. VanGronigen, W. Henry, James L. Olive","doi":"10.1177/00131245221150915","DOIUrl":"https://doi.org/10.1177/00131245221150915","url":null,"abstract":"The use of teacher leadership in PK-12 education has experienced a resurgence since the late 1990s as school leadership models have evolved to include the engagement of diverse stakeholders in school and district leadership processes aimed at improvement efforts. Despite this resurgence, there remain several barriers to understanding the nature of the work in which teacher leaders engage and the contributions that they make. This grounded theory study examined teacher perceptions of teacher leadership, the types of work in which teacher leaders do and should engage, the boundaries of that work, and barriers to teacher leadership. Leveraging interviews with teachers in a large urban school district, we found that teachers function in many domains of work and are eager for pathways to leverage their expertise, but some faced a lack of access to their school’s leadership and management space. We conclude by discussing the implications from our findings for school- and district-level leaders, local and state policymakers, and educational leadership preparation programs.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48736751","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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
Research on the Growth Experience of Presidents and Scientific Research Performance of Top Universities in China 我国顶尖大学校长成长经历与科研绩效研究
IF 1.2 4区 教育学
Education and Urban Society Pub Date : 2023-01-31 DOI: 10.1177/00131245221092748
Zhuguo Li, Lingna Zhong, Yuling Lu
{"title":"Research on the Growth Experience of Presidents and Scientific Research Performance of Top Universities in China","authors":"Zhuguo Li, Lingna Zhong, Yuling Lu","doi":"10.1177/00131245221092748","DOIUrl":"https://doi.org/10.1177/00131245221092748","url":null,"abstract":"More than half of the presidents in top universities of China have been grown up in their original universities. According to the upper echelon theory, the “indigenization” characteristics of university presidents will have an impact on their cognitive level and thus affect the scientific research performance of universities. Based on data from the National Natural Science Fund Projects and the National Social Science Fund Projects of China from 2007 to 2016, as well as individual characteristics of presidents, this paper empirically investigates the influence of the growth experience of presidents in 115 “Project 211” universities on scientific research performance. The results show that the presidents who grow up from the original universities have a significant negative impact on national fund projects, especially on the national natural science foundation projects. This paper suggest that the reason maybe the insufficient motivation and less access to external resources for native presidents. Some corresponding policy recommendations are proposed for this purpose.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":"55 1","pages":"744 - 768"},"PeriodicalIF":1.2,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42361979","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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
Book Review 书评
IF 1.2 4区 教育学
Education and Urban Society Pub Date : 2023-01-26 DOI: 10.1177/00131245221150914
Jialin Shi
{"title":"Book Review","authors":"Jialin Shi","doi":"10.1177/00131245221150914","DOIUrl":"https://doi.org/10.1177/00131245221150914","url":null,"abstract":"","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":"1 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42495175","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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
Teachers and Parents at Odds: Results From a Survey on a Dual Language Program Implementation 教师与家长意见不合:一项关于双语课程实施的调查结果
IF 1.2 4区 教育学
Education and Urban Society Pub Date : 2023-01-26 DOI: 10.1177/00131245221141071
Gabrielle Oliveira, Eunhye Flavin, Haylea Hubacz
{"title":"Teachers and Parents at Odds: Results From a Survey on a Dual Language Program Implementation","authors":"Gabrielle Oliveira, Eunhye Flavin, Haylea Hubacz","doi":"10.1177/00131245221141071","DOIUrl":"https://doi.org/10.1177/00131245221141071","url":null,"abstract":"Dual language education programs have become increasingly popular among elementary schools across the country. These programs are touted to represent a promise of a more equitable education for children whose parents are immigrants or whose first languages are not English. Nonetheless, these programs are also known to have appeal to monolingual English speaking families who would like their children to learn another language. Schools across the United States are starting dual language programs and recruiting teachers that have credentials to teach in these newly developed classes. However, less attention has been paid to how parents and teachers react when a new bilingual program is implemented in their schools and classrooms. In this article, we address the perceptions of teachers and parents in a newly established dual language program where the majority of students were of Brazilian origin and spoke Portuguese.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45736716","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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
Does the Expert-based Collective Advising Mechanism Promote Educational Equity? Experience from China 专家集体咨询机制促进教育公平吗?来自中国的经验
IF 1.2 4区 教育学
Education and Urban Society Pub Date : 2023-01-26 DOI: 10.1177/00131245221150916
Liujie Xu, Ling Chen, Yiran Chen
{"title":"Does the Expert-based Collective Advising Mechanism Promote Educational Equity? Experience from China","authors":"Liujie Xu, Ling Chen, Yiran Chen","doi":"10.1177/00131245221150916","DOIUrl":"https://doi.org/10.1177/00131245221150916","url":null,"abstract":"The Expert-based Collective Advising Mechanism (ECAM) was embedded in the open online tutoring project to provide free tutoring for rural students and to help them improve their academic performance, and thus, to solve education inequity. Taking urban and rural students in Tongzhou District of Beijing as the objects, this study gathered data on the tutoring frequency, the durations students received tutoring, the number of teachers who tutored the same student, and the students’ academic performance. The tutoring behavior and academic performance of rural and urban students were compared. The results showed that the ECAM could improve students’ academic performance. Rural and urban students who received tutoring got the same degree of performance appreciation. Finally, gender, school type, and tutoring duration predicted academic performance positively.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47185340","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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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