Teachers College Record最新文献

{"title":"FACTSHEET – Civic Engagement: Roles and Opportunities for Postsecondary Education","authors":"D. Stewart","doi":"10.1177/01614681231181796","DOIUrl":"https://doi.org/10.1177/01614681231181796","url":null,"abstract":"","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":"125 1","pages":"39 - 42"},"PeriodicalIF":1.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44105547","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}

{"title":"FACTSHEET – Racial Microaggressions and the Health of African American Students","authors":"Jessica DeCuir-Gunby, Whitney N. McCoy, Stephen M. Gibson","doi":"10.1177/01614681231181800","DOIUrl":"https://doi.org/10.1177/01614681231181800","url":null,"abstract":"• • Brief and subtle exchanges that communicate denigrating messages to people of color because of their racial group membership. • • A form of “everyday racism” and can be snubs, looks, words, gestures, or tones. • • Influenced by institutional racism and oppressive structural policies and processes, which are created by macroaggressions, overarching beliefs, and ideologies. • • Cumulative and can intersect with other forms of oppression (class, gender, sexuality).","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":"125 1","pages":"56 - 58"},"PeriodicalIF":1.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46170120","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}

{"title":"“When You Carry a Lot”: The Forgotten Spaces of Youth Prison Schooling for Incarcerated Disabled Girls of Color","authors":"Brian Cabral, S. Annamma, Jamelia Morgan","doi":"10.1177/01614681231181816","DOIUrl":"https://doi.org/10.1177/01614681231181816","url":null,"abstract":"Context: The Crouse decision from 1838 laid precedent to the positioning of prisons as sites where education takes place. With a massive expansion of youth carceral facilities since then, alongside the prison-schools within them, we continually rely on prison-school spaces as places where youth are brought to experience education and punishment. While the wider population of youth who are incarcerated in the United States has significantly reduced since the year 2000, the reduction of incarcerated Girls of Color has not. Many incarcerated Girls of Color are also disabled. Thus, it is within this context that we explore the prison-school space as a site that is intended to provide robust educational opportunities. Focus of Study: In this article, we repositioned disabled incarcerated Girls of Color as knowledge generators and as experts well positioned to describe existing prison-school practices and alternatives to prison-school. Through the conceptual frames of forgotten places and the destructive practices within, we focused on the lived experiences of disabled incarcerated Girls of Color in SYRAD, a Midwestern maximum-security youth prison, to address our main research question: What are the education experiences of disabled Girls of Color in prison-schools? Research Design: Our qualitative study is part of a larger project that included 14 disabled incarcerated Girls of Color. Throughout the year, the girls were enrolled in a credit-bearing course with the principal investigator and research team. Our full corpus of data included interviews with the girls (23) and adults in the youth prison (6); classroom observations (25); education journey maps (10); focus groups (4); field notes (20); and classroom artifacts (21). For this study, we mainly focused on the initial interviews with the girls in which they discussed topics related to their experiences in a prison and prison-school. Conclusions/Recommendations: Our analyses showcased that prison-schools do not offer robust educational opportunities as claimed by the Crouse decision. Instead, the collective experiences of disabled incarcerated Girls of Color in our study were saturated with destructive prison-school practices. Three main findings emerged in our analysis that framed prison-school educational spaces as “concentrated sinks” of destructive practices: (1) curricular reduction, (2) remedial pedagogy, and (3) relational antagonism. Further, the girls offered robust explications on why naming and describing destructive practices is important, especially “when you carry a lot” as an incarcerated disabled Girl of Color in a forgotten place of prison-school. These findings led us to the need for an eventual abolition of prisons and prison-school spaces that can be anchored in a DisCrit abolitionist imaginary in the meantime.","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":"125 1","pages":"95 - 113"},"PeriodicalIF":1.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45380861","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}

{"title":"If I Ruled the World: Race, Policy, and Action in Education Research","authors":"Adrienne Dixson","doi":"10.1177/01614681231181840","DOIUrl":"https://doi.org/10.1177/01614681231181840","url":null,"abstract":"The fundamental aim of critical race theory (CRT), despite our skepticism that we will ever achieve it, is freedom from racial subordination for People of Color. The founding scholars of CRT were skeptical that U.S. jurisprudence was the optimal lever to achieve racial equity, given the role that the courts have played historically in reifying racial subordination and white supremacy. Moreover, these scholars called for legal academics to do more than just write scholarly articles to effect change—they also called on them to engage in political activism and advocacy. Several CRT legal scholars demonstrated their commitment to social change in myriad ways. Some participated in direct actions. For example, Derrick Bell, often recognized as the “founding father” of CRT, protested racism in legal academia, particularly as it manifested in faculty hiring. He was especially committed to intersectional hiring practices, as demonstrated by his hunger strike in protest of a refusal by Harvard Law School to hire a Black woman law professor. He continued to be a champion for women of color during 1181840 TCZXXX10.1177/01614681231181840Teachers College RecordDixson research-article2023","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":"125 1","pages":"157 - 161"},"PeriodicalIF":1.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46552913","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}

{"title":"FACTSHEET – Prison-Schools","authors":"Brian Cabral, S. Annamma, Jamelia Morgan","doi":"10.1177/01614681231181819","DOIUrl":"https://doi.org/10.1177/01614681231181819","url":null,"abstract":"What: Prison-schools are education programs within youth prisons that are mandated by law. Everyone deserves a robust education, including incarcerated youth. Yet, prison-schools are generally ineffective for all populations, and they are particularly harmful for disabled Youth of Color. Who: Despite population reductions for incarcerated youth overall, disabled Girls of Color are still more likely to be confined in youth prisons. Concurrently, youth confinement is expensive. The average state cost for secure confinement of one youth is more than $200,000 per year. At least 40 states spend more than $100,000 per year to incarcerate one student in a youth facility (Justice Policy Institute, 2022). We focus on disabled Girls of Color because:","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":"125 1","pages":"114 - 117"},"PeriodicalIF":1.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43841470","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}

{"title":"A Critical Race Theory Assessment of Law Student Needs","authors":"Meera E. Deo","doi":"10.1177/01614681231181825","DOIUrl":"https://doi.org/10.1177/01614681231181825","url":null,"abstract":"Background/Context: Law students of color have been struggling to recover from the heightened challenges they endured during the first two years of the pandemic. Struggles with food insecurity, financial anxiety, and emotional strain contribute to declining academic success for populations that were marginalized on law school campuses long before COVID. Legislative support is necessary to support students through this era so they can maximize their full potential. Purpose/Objective/Research Question/Focus of Study: The study seeks to understand law students’ challenges during COVID and consider ways that administrators, legislators, and others can ameliorate their struggles. The objective is to provide greater support to already marginalized students during a time of significant stress and pressure. The focus of the study is on serving the needs of students of color, particularly women of color (drawing from an intersectional raceXgender framework from critical race theory). Research Design: The article draws on data from the Law School Survey of Student Engagement (LSSSE). With participation from partner law schools, LSSSE collects annual longitudinal data from law students, now housing responses from almost 300,000 students over 19 years. This study of law student needs draws from more than 13,000 responses collected in spring 2021, highlighting findings from the Coping with COVID module, a short set of questions focused on anticipated student challenges during the pandemic. The article presents findings disaggregated by race as well as raceXgender to underscore ways that COVID deepened existing disparities and heightened challenges for already vulnerable populations. Conclusions/Recommendations: The article concludes with recommendations for both institutional and legislative solutions to the identified student struggles. Law schools must allocate greater resources to student needs that range from mental health counseling to academic support—and only after first identifying the unique challenges facing women of color and other students traditionally left at the margins. Legislators must recognize that law students, while privileged in many ways, nevertheless need ongoing support to meet their basic needs; they should consider expanding Supplemental Nutrition Assistance Program (SNAP) benefits to cover law students, providing more financial aid and loan forgiveness, and prioritizing rental assistance so that law students can focus on their academic success and reach their full potential as attorneys.","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":"125 1","pages":"135 - 153"},"PeriodicalIF":1.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49331420","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}

{"title":"The Gradual and Immediate Violence of an Engineered Conflict: School Closings, Public Housing, Law Enforcement, and the Future of Black Life in Chicago","authors":"David Stovall","doi":"10.1177/01614681231181804","DOIUrl":"https://doi.org/10.1177/01614681231181804","url":null,"abstract":"Background/Context: This article considers violence, both structurally and interpersonally, in Chicago, a city that moves to isolate and contain many of its Black working-class/low-income/no-income residents. Violence (particularly death by gun violence) should never be understood as a singular social problem that requires unilateral decisions on how to address the issue. Instead, it is critical to understand that homicides and other forms of violence are often the outcomes of conflict exacerbated by planned scarcity and abandonment (engineered conflict). In short, we should consider these conflicts as largely engineered by the state, declaring some Chicago residents to be of value along the lines of race, class, gender, age, (dis)ability, and sexual orientation, while others are deemed disposable. Purpose/Objective/Research Question/Focus of Study: Instead of the deficit narrative of crazed, pathological criminals roaming the streets, another conversation pushes us to understand violence beyond the acts that result in bodily harm or death, and begin to consider the structural conditions that increase the chances of a violent act taking place. For these reasons, this article contemplates the following questions: What pushes people to be in conflict with each other while remaining reluctant to strike back at the system that has largely engineered the conditions of marginalization, isolation, and containment? More important, for those who have decided to resist, what are they doing to address the situation while building new realities for themselves and the people they care about? Research Design: The design of the study is qualitative, utilizing archival and current data on school closings, the destruction of public housing, and law enforcement. Utilizing conceptual design, the study positions engineered conflict as a material and ideological process with the goal of rendering certain Black communities in Chicago disposable. Conclusions/Recommendations: Instead of ending with the adage that “there’s nothing we can do about it,” we should understand that people who find state-sanctioned violence to be unacceptable are operating in ways that are proactive and compelling. Local organizations throughout the city have created their own unique processes in developing strategies to address affordable housing, quality education, and public safety. Their consideration of fugitive possibilities (strategies that are not based in commonplace policy solutions offered by the state) and actions is critical in a city that attempts to enforce a logic of disposability on their humanity.","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":"125 1","pages":"79 - 92"},"PeriodicalIF":1.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45767078","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}

{"title":"FACTSHEET – Nationwide Ethnic Studies Now","authors":"Á. Valenzuela, Eliza M. Bentley Epstein","doi":"10.1177/01614681231181794","DOIUrl":"https://doi.org/10.1177/01614681231181794","url":null,"abstract":"","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":"125 1","pages":"25 - 28"},"PeriodicalIF":1.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44151936","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}

{"title":"FACTSHEET – Law Students Need Support","authors":"Meera E. Deo","doi":"10.1177/01614681231181839","DOIUrl":"https://doi.org/10.1177/01614681231181839","url":null,"abstract":"There are more than 100,000 students in law school today (American Bar Association, 2021), and increasing numbers of students are from diverse backgrounds (Deo et al., 2020). Nevertheless, most law students are white (Li et al., 2020), and women often feel that they do not belong (Deo & Christensen, 2019). Without increased diversity from students of color and women, the legal profession will continue to be mostly white and male (Kanu, 2021). Plus, diversity improves critical thinking, cultural competency, and leadership—all necessary skills for lawyers (Christensen, 2020). The COVID-19 pandemic has intensified existing barriers that, without intervention and resolution, will likely continue. Following are some challenges to consider and recommendations to support all students on the road to success.","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":"125 1","pages":"154 - 156"},"PeriodicalIF":1.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48688220","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}

{"title":"FACTSHEET – Engineered Conflict in Chicago","authors":"David Stovall","doi":"10.1177/01614681231181815","DOIUrl":"https://doi.org/10.1177/01614681231181815","url":null,"abstract":"","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":"125 1","pages":"93 - 94"},"PeriodicalIF":1.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48600413","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}