Review of Research in Education最新文献_第8页

Intersectionality in Transnational Education Policy Research 跨国教育政策研究中的交叉性

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2018-03-01 DOI: 10.3102/0091732X18759305

Sarah A. Robert, Min Yu

{"title":"Intersectionality in Transnational Education Policy Research","authors":"Sarah A. Robert, Min Yu","doi":"10.3102/0091732X18759305","DOIUrl":"https://doi.org/10.3102/0091732X18759305","url":null,"abstract":"This review assesses intersectionality as a theoretical and methodological approach to transnational education policy research. In particular, we are concerned with how the concept is translated and interpreted to interrogate globally circulating education policies and how that transformation might inform the concept within Western and Northern contexts. We acknowledge intersectionality’s origins in U.S. Black feminist scholarship, but anticipate transformations as it travels to “Other” contexts and is translated to theorize systemic inequality in particular albeit interconnected spaces. Examining Eastern and Southern Hemisphere English-language, Chinese-language, and Spanish-language peer-reviewed publications, we ask how intersectionality translates to languages other than English and to Eastern and Southern contexts, and what analytic insights are gained from intersectionality’s travel and translation that may contribute to its reconceptualization in Northern and Western contexts. Intersectionality coupled with transnationalism provides theoretical and methodological might toward understanding complex systems of inequality through/in which education policy travels, critiquing how inequality continues to flourish within nation-states and global-level hierarchies and privileging non-Western/Southern struggles for equity.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":null,"pages":null},"PeriodicalIF":6.4,"publicationDate":"2018-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732X18759305","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48143162","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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: 11

Heterogeneous Effects in Education: The Promise and Challenge of Incorporating Intersectionality Into Quantitative Methodological Approaches. 教育中的异质效应：将交叉性纳入定量方法论的前景和挑战。

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2018-03-01 Epub Date: 2018-04-05 DOI: 10.3102/0091732x18759040

Lauren Schudde

{"title":"Heterogeneous Effects in Education: The Promise and Challenge of Incorporating Intersectionality Into Quantitative Methodological Approaches.","authors":"Lauren Schudde","doi":"10.3102/0091732x18759040","DOIUrl":"https://doi.org/10.3102/0091732x18759040","url":null,"abstract":"<p><p>To date, the theory of intersectionality has largely guided qualitative efforts in social science and education research. Translating the construct to new methodological approaches is inherently complex and challenging, but offers the possibility of breaking down silos that keep education researchers with similar interests-but different methodological approaches-from sharing knowledge. Quantitative approaches that emphasize the varied impacts of individual identities on educational outcomes move beyond singular dimensions capturing individual characteristics, drawing a parallel to intersectionality. Scholars interested in heterogeneous effects recognize the shortcomings of focusing on the effect of a single social identity. This integrative review explores techniques used in quantitative research to examine heterogeneous effects across individual background, drawing on methodological literature from the social sciences and education. I examine the goals and challenges of the quantitative techniques and explore how they relate to intersectionality. I conclude by discussing what education researchers can learn from other applied fields that are working to develop a crosswalk across the two disparate, but interconnected, literatures.</p>","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":null,"pages":null},"PeriodicalIF":6.4,"publicationDate":"2018-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732x18759040","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41147859","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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: 22

(Re)Centering Quality in Early Childhood Education: Toward Intersectional Justice for Minoritized Children (二)以幼儿教育质量为中心:走向少数民族儿童的交叉正义

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2018-03-01 DOI: 10.3102/0091732X18759550

Mariana Souto-Manning, Ayesha Rabadi-Raol

{"title":"(Re)Centering Quality in Early Childhood Education: Toward Intersectional Justice for Minoritized Children","authors":"Mariana Souto-Manning, Ayesha Rabadi-Raol","doi":"10.3102/0091732X18759550","DOIUrl":"https://doi.org/10.3102/0091732X18759550","url":null,"abstract":"In this chapter, we offer a critical intersectional analysis of quality in early childhood education with the aim of moving away from a singular understanding of “best practice,” thereby interrupting the inequities such a concept fosters. While acknowledging how injustices are intersectionally constructed, we specifically identified critical race theory as a counterstory to White supremacy, culturally relevant and sustaining pedagogies as counterstories to monocultural teaching practices grounded in deficit and inferiority paradigms, and translanguaging as a counterstory to the (over)privileging of dominant American English monolingualism. While each of these counterstories forefronts one particular dimension of oppression, together they account for multiple, intersecting systems of oppressions; combined, they expand the cartography of early childhood education and serve to (re)center the definition of quality on the lives, experiences, voices, and values of multiply minoritized young children, families, and communities. Rejecting oppressive and reductionist notions of quality, through the use of re-mediation, this article offers design principles for intersectionally just early childhood education with the potential to transform the architecture of quality.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":null,"pages":null},"PeriodicalIF":6.4,"publicationDate":"2018-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732X18759550","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42425611","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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: 59

(Un)Hidden Figures: A Synthesis of Research Examining the Intersectional Experiences of Black Women and Girls in STEM Education （Un）隐藏的数字：研究黑人妇女和女孩在STEM教育中的跨部门经历的综合

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2018-03-01 DOI: 10.3102/0091732X18759072

D. Ireland, K. Freeman, Cynthia E. Winston-Proctor, Kendra D. DeLaine, Stacey McDonald Lowe, K. M. Woodson

{"title":"(Un)Hidden Figures: A Synthesis of Research Examining the Intersectional Experiences of Black Women and Girls in STEM Education","authors":"D. Ireland, K. Freeman, Cynthia E. Winston-Proctor, Kendra D. DeLaine, Stacey McDonald Lowe, K. M. Woodson","doi":"10.3102/0091732X18759072","DOIUrl":"https://doi.org/10.3102/0091732X18759072","url":null,"abstract":"In this chapter, we argue that intersectionality is a theoretical and methodological framework by which education researchers can critically examine why and how students in STEM fields who are members of intersecting marginalized groups have distinctive experiences related to their social identities, other psychological processes, and educational outcomes. Taken separately, the bodies of education research focused on the experiences of Black students and female students in STEM fields often render Black women and girls “hidden figures” in that they have not sufficiently addressed their simultaneous racialized and gendered experiences in educational contexts. Additionally, we find that the current discourse on intersectionality is limited in that it does not attend to key psychological processes associated with identity and the intersectional experience in STEM education. We take a theoretical and methodological approach to examining intersectionality in STEM education and provide a new interpretation of the literature on Black women and girls in this social context. A synthesis of (N = 60) research studies revealed that (1) identity; (2) STEM interest, confidence, and persistence; (3) achievement, ability perceptions, and attributions; and (4) socializers and support systems are key themes within the experiences of Black women and girls in STEM education. Our analysis also highlights the ways that researchers have employed intersectionality to make the experiences of Black women and girls in STEM education more visible, or “unhidden.” We discuss these findings from a psychological perspective and provide insights to guide future research and practice directions in STEM education.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":null,"pages":null},"PeriodicalIF":6.4,"publicationDate":"2018-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732X18759072","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45707871","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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: 144

Intersectionality, Race-Gender Subordination, and Education 交叉性、种族-性别从属关系和教育

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2018-03-01 DOI: 10.3102/0091732X18759071

A. Harris, Z. Leonardo

引用次数: 46

Intersectionality in Education: A Conceptual Aspiration and Research Imperative 教育中的交叉性:一个概念的愿望和研究的必要性

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2018-03-01 DOI: 10.3102/0091732X18768504

Adai A. Tefera, Jeanne M. Powers, Gustavo E. Fischman

引用次数: 37

Intersectional Analysis in Critical Mathematics Education Research: A Response to Figure Hiding 批判性数学教育研究中的交叉分析：对图形隐藏的回应

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2018-03-01 DOI: 10.3102/0091732X18759039

Erika C. Bullock

{"title":"Intersectional Analysis in Critical Mathematics Education Research: A Response to Figure Hiding","authors":"Erika C. Bullock","doi":"10.3102/0091732X18759039","DOIUrl":"https://doi.org/10.3102/0091732X18759039","url":null,"abstract":"In this chapter, I use figure hiding as a metaphor representing the processes of exclusion and suppression that critical mathematics education (CME) seeks to address. Figure hiding renders identities and modes of thought in mathematics education and mathematics education research invisible. CME has a commitment to addressing figure hiding by making visible what has been obscured and bringing to the center what has been marginalized. While the tentacles of CME research address different analytical domains, much of this work can be connected to the social isms that plague our world (e.g., sexism, racism, heterosexism, colonialism, capitalism, ableism, militarism, nationalism, religious sectarianism). However, the trend in CME research is to address these isms in silos, which does not reflect the compounded forms of oppression that many experience. I review CME studies that employ intersectionality as a way of analyzing the complexities of oppression. Intersectionality’s limited use in CME research has been for identity-based analyses. I offer intersectional analysis as a strategy to extend intersectionality’s power beyond identity toward more systemic analyses.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":null,"pages":null},"PeriodicalIF":6.4,"publicationDate":"2018-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732X18759039","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47466621","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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: 18

Is the “First-Generation Student” Term Useful for Understanding Inequality? The Role of Intersectionality in Illuminating the Implications of an Accepted—Yet Unchallenged—Term “第一代学生”这个术语对理解不平等有用吗？交叉性在阐明一个被接受但未被挑战的术语的含义中的作用

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2018-03-01 DOI: 10.3102/0091732X18759280

Thai-Huy Nguyen, Bach Mai Dolly Nguyen

{"title":"Is the “First-Generation Student” Term Useful for Understanding Inequality? The Role of Intersectionality in Illuminating the Implications of an Accepted—Yet Unchallenged—Term","authors":"Thai-Huy Nguyen, Bach Mai Dolly Nguyen","doi":"10.3102/0091732X18759280","DOIUrl":"https://doi.org/10.3102/0091732X18759280","url":null,"abstract":"First-generation students (FGSs) have received a great deal of attention in education research, practice, and policy. The difficulty of understanding and subsequently addressing the various and persistent configurations of inequality associated with FGSs lies with the complicated yet obscure state of the FGS term itself. Leaving the term unquestioned limits the capacity to grasp how these students’ backgrounds and identities shape their decisions and relationships to others and to institutions, and risks reproducing the very inequality that education researchers wish to mitigate. This chapter begins to resolve these conflicts by offering a critical analysis and discussion—grounded by the concept of intersectionality—of the empirical literature on FGSs. We identify and discuss the dominant and problematic manner in which the FGS term has been operationalized in research and discuss the implications of their findings. We end with a discussion on emerging topics that extends the consideration of research on FGSs beyond the imaginary, traditional boundaries of college campuses.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":null,"pages":null},"PeriodicalIF":6.4,"publicationDate":"2018-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732X18759280","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42619117","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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: 49

Replacing Representation With Imagination: Finding Ingenuity in Everyday Practices 用想象取代表象:在日常实践中寻找独创性

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2017-03-01 DOI: 10.3102/0091732X16687523

Kris D. Gutiérrez, Krista Cortes, Arturo Cortez, Daniela K. Digiacomo, Jennifer Higgs, Patrick Johnson, José Ramón Lizárraga, Elizabeth Mendoza, J. Tien, Sepehr Vakil

引用次数: 65

Leveraging Students’ Communicative Repertoires as a Tool for Equitable Learning 利用学生的交际技能作为公平学习的工具

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2017-03-01 DOI: 10.3102/0091732X17691741

Danny C. Martinez, P. Morales, Ursula S. Aldana

{"title":"Leveraging Students’ Communicative Repertoires as a Tool for Equitable Learning","authors":"Danny C. Martinez, P. Morales, Ursula S. Aldana","doi":"10.3102/0091732X17691741","DOIUrl":"https://doi.org/10.3102/0091732X17691741","url":null,"abstract":"Leveraging is often described as the process of using the home and community languages of children and youth as a tool to access the “academic” or “standard” varieties of languages valued in schools. In this vein, researchers have called on practitioners to leverage the stigmatized language practices of children and youth in schools for their academic development. In this review, we interrogate the notion of leveraging commonly used by language and literacy scholars. We consider what gets leveraged, whose practices get leveraged, when leveraging occurs, and whether or not leveraging leads to robust and transformative learning experiences that sustain the cultural and linguistic practices of children and youth in our schools, particularly for students of color. We review scholarship steeped in Vygotskian-inspired research on learning, culturally relevant and culturally sustaining pedagogies, and bilingual education research that forefront the notion that the language practices of children and youth are useful for mediating learning and development. We conclude with a discussion of classroom discourse analysis methods that we believe can provide documentation of transformative learning experiences that uncovers and examines the linguistic resources of students in our twenty-first-century classrooms, and to gain a common language around notions of leveraging in the field.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":null,"pages":null},"PeriodicalIF":6.4,"publicationDate":"2017-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732X17691741","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45530347","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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: 43