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Human Rights Violations Through Structural Violence: A Case Study of Human Rights Education in New York City 透过结构性暴力侵害人权:纽约市人权教育个案研究
IF 3.6 1区 教育学
American Educational Research Journal Pub Date : 2021-11-25 DOI: 10.3102/00028312211057307
Diana Rodríguez-Gómez, S. Russell
{"title":"Human Rights Violations Through Structural Violence: A Case Study of Human Rights Education in New York City","authors":"Diana Rodríguez-Gómez, S. Russell","doi":"10.3102/00028312211057307","DOIUrl":"https://doi.org/10.3102/00028312211057307","url":null,"abstract":"A major area of critical scholarship within human rights education (HRE) aims to discover HRE’s revolutionary potential by questioning its relationship to the global human rights regime. However, the very concept of “human rights violations” remains underexamined. This article analyzes the use and function of human rights violations as pedagogical devices. Drawing from qualitative data collected in two public high schools in New York City (2014–2015), this study explores the limitations of teaching human rights through the legal definition of human rights violations. In doing so, HRE positions human rights violations primarily as manifestations of direct violence. We argue that to teach human rights violations also as expressions of structural violence can help students cultivate powerful and transformative forms of knowledge.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2021-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82152190","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: 1
Dual Language as White Property: Examining a Secondary Bilingual-Education Program and Latinx Equity 双语作为白人财产:考察中学双语教育计划和拉丁裔平等
IF 3.6 1区 教育学
American Educational Research Journal Pub Date : 2021-11-09 DOI: 10.3102/00028312211052508
Laura C. Chávez-Moreno
{"title":"Dual Language as White Property: Examining a Secondary Bilingual-Education Program and Latinx Equity","authors":"Laura C. Chávez-Moreno","doi":"10.3102/00028312211052508","DOIUrl":"https://doi.org/10.3102/00028312211052508","url":null,"abstract":"This critical race ethnography examines a secondary-level dual-language (DL) program, a bilingual-education model thought to provide Latinxs educational equity. Drawing from a three-stage recursive analytic approach, I present evidence that a DL program’s policies and practices valued offering Latinx youth biliterate schooling only so long as DL was available and advantageous to Whites—which ultimately excluded some Latinx students from bilingual education and/or accessing its benefits. I theorize DL functions as white property when DL perpetuates racial hierarchies and preserves the value of a white racial identity, thereby maintaining Whites’ inequitable material accumulation. I problematize the logic of DL—highlighting that DL has the elitist tendencies of world-language education—and assess DL’s potential to deliver educational justice to Latinxs.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85028758","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: 15
How Finance Reform May Alter Teacher and School Quality: California’s $23 Billion Initiative 财政改革如何改变教师和学校质量:加州230亿美元的倡议
IF 3.6 1区 教育学
American Educational Research Journal Pub Date : 2021-10-29 DOI: 10.3102/00028312211047854
Joonho Lee, Bruce Fuller, S. Rabe-Hesketh
{"title":"How Finance Reform May Alter Teacher and School Quality: California’s $23 Billion Initiative","authors":"Joonho Lee, Bruce Fuller, S. Rabe-Hesketh","doi":"10.3102/00028312211047854","DOIUrl":"https://doi.org/10.3102/00028312211047854","url":null,"abstract":"Gains in school spending helped to lift achievement over the past half century. But California’s ambitious effort—progressively distributing $23 billion in yearly funding to poorer districts—has yet to reduce disparities in learning. We theorize how administrators in districts and schools, given organizational habits and labor constraints, may fail to move quality resources to disadvantaged students. We identify the exogenous portion of California’s post-2013 reform, finding that schools receiving progressively targeted funding tended to hire inexperienced teachers and disproportionately assign novices to courses serving English learners. New funding expanded the array of courses in high schools, as access to college-preparatory classes by English learners declined. These unfair mechanisms operated most strongly in high-needs schools serving larger concentrations of poor students.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2021-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73254253","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: 4
Public School Teacher Contracts and State-Level Reforms: Assessing Changes to Collective Bargaining Restrictiveness Across Three States 公立学校教师合同和州级改革:评估三个州集体谈判限制的变化
IF 3.6 1区 教育学
American Educational Research Journal Pub Date : 2021-10-27 DOI: 10.3102/00028312211048950
Katharine O. Strunk, Joshua M. Cowen, Dan Goldhaber, Bradley D. Marianno, Roddy Theobald, Tara Kilbride
{"title":"Public School Teacher Contracts and State-Level Reforms: Assessing Changes to Collective Bargaining Restrictiveness Across Three States","authors":"Katharine O. Strunk, Joshua M. Cowen, Dan Goldhaber, Bradley D. Marianno, Roddy Theobald, Tara Kilbride","doi":"10.3102/00028312211048950","DOIUrl":"https://doi.org/10.3102/00028312211048950","url":null,"abstract":"In many school districts, the policies that regulate teaching personnel are governed by collective bargaining agreements (CBAs). While there is significant policy attention that has affected the scope of these agreements, there is relatively little research on how CBAs vary over time, or whether they change in response to states’ legislative reforms. Using a panel data set of over 1,200 CBAs across three states, we compare CBA change before and after reforms in two states (Michigan and Washington) relative to a state with no statutory changes (California). We show that the state policy reforms lessened the restrictiveness of CBAs, as intended. The results suggest when reforms limit bargaining negotiations, unions are unable to compensate for the substantial reductions in working conditions.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2021-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77144124","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: 6
Repressive Legalism: How Postsecondary Administrators’ Responses to On-Campus Hate Speech Undermine a Focus on Inclusion 压抑的法律主义:高等教育管理者对校园仇恨言论的反应如何破坏了对包容性的关注
IF 3.6 1区 教育学
American Educational Research Journal Pub Date : 2021-10-01 DOI: 10.3102/00028312211027586
Liliana M. Garces, B. Johnson, Evelyn Ambriz, Dwuana Bradley
{"title":"Repressive Legalism: How Postsecondary Administrators’ Responses to On-Campus Hate Speech Undermine a Focus on Inclusion","authors":"Liliana M. Garces, B. Johnson, Evelyn Ambriz, Dwuana Bradley","doi":"10.3102/00028312211027586","DOIUrl":"https://doi.org/10.3102/00028312211027586","url":null,"abstract":"Guided by legal, sociolegal, and higher education concepts, we use an embedded case study of university administrators at a public institution to examine how they negotiate and institutionalize principles of freedom of expression and inclusion in responses to the proliferation of on-campus hate speech following the 2016 U.S. presidential election. Our findings reveal that an institution's legal context and administrators’ interpretations of law and law-related pressures shape their understanding of hate speech–related incidents, and the permissible responses, in ways that make it nearly impossible to consider and implement inclusion-focused practices. We advance the concept of “repressive legalism” to explain these dynamics and discuss implications for policies and practices that support both open, robust expression and inclusion for students of color.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79412398","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: 6
Students' Sense Making of Higher Education Policies During the Vertical Transfer Process. 学生在纵向转学过程中对高等教育政策的理解。
IF 3.5 1区 教育学
American Educational Research Journal Pub Date : 2021-10-01 Epub Date: 2021-04-10 DOI: 10.3102/00028312211003050
Lauren Schudde, Huriya Jabbar, Eliza Epstein, Elif Yucel
{"title":"Students' Sense Making of Higher Education Policies During the Vertical Transfer Process.","authors":"Lauren Schudde, Huriya Jabbar, Eliza Epstein, Elif Yucel","doi":"10.3102/00028312211003050","DOIUrl":"10.3102/00028312211003050","url":null,"abstract":"<p><p>More than a third of students enter higher education at a community college; most aim to earn a baccalaureate. Drawing on sense-making theory and longitudinal qualitative data, we examined how community college students interpret state transfer policies and how their interpretations influence subsequent behavior. Data from 3 years of interviews revealed how students adjudicate betweenmultiple intersecting policies. The higher education context, where institutions provided competing signals about policies, left students to navigate complex messages to achieve their transfer goals. Students' approaches to understanding transfer policies primarily followed one of two patterns: adopting policy signals as step-by-step procedures or adapting and combining policy signals to create a customized transfer pathway. Both approaches had important implications for students' transfer outcomes.</p>","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.5,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11323060/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87022662","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: 0
The Special Olympics Unified Champion Schools Program and High School Completion 特奥会统一冠军学校计划和高中完成
IF 3.6 1区 教育学
American Educational Research Journal Pub Date : 2021-09-22 DOI: 10.3102/00028312211032744
Michelle Yin, Garima Siwach, Yu. O. Belyakova
{"title":"The Special Olympics Unified Champion Schools Program and High School Completion","authors":"Michelle Yin, Garima Siwach, Yu. O. Belyakova","doi":"10.3102/00028312211032744","DOIUrl":"https://doi.org/10.3102/00028312211032744","url":null,"abstract":"Despite an increase in special education enrollment, a stark gap in high school completion between students with and without disabilities persists. This study examined the impact of Unified Champion Schools (UCS), a Special Olympics program designed to foster social inclusion through three components—Unified Sports, Inclusive Youth Leadership, and Whole School Engagement—on high school graduation rates. Using a novel dataset and a difference-in-differences design, we found that implementing the UCS program increased the graduation rate by 1.1 percentage points for all students and 1.4 percentage points for students with disabilities. The increase in schooling outcomes for students with disabilities in UCS schools also was found to be positively correlated with perceptions about a more socially inclusive school environment.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2021-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76017225","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: 1
How Do Parents Evaluate and Select Schools? Evidence From a Survey Experiment 家长如何评估和选择学校?调查实验的证据
IF 3.6 1区 教育学
American Educational Research Journal Pub Date : 2021-09-18 DOI: 10.3102/00028312211046360
S. Haderlein
{"title":"How Do Parents Evaluate and Select Schools? Evidence From a Survey Experiment","authors":"S. Haderlein","doi":"10.3102/00028312211046360","DOIUrl":"https://doi.org/10.3102/00028312211046360","url":null,"abstract":"As parents are increasingly given flexibility to enroll their children in a school of their choice, understanding parents’ preferences for school qualities is essential. Using a randomized survey experiment, this study adds to the existing literature by assessing parents’ preferences in a controlled environment, where they can be isolated from information asymmetries and constraints. Results suggest that achievement matters to parents but status matters more when evaluating quality and growth matters more when choosing between schools. Additionally, student demographics affect both parents’ perception of school quality and their likelihood of selecting into a school. This article has important implications for the theory and practice of accountability as it offers new insights on parents’ latent preferences for school qualities.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2021-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89663784","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: 4
A Replicable Identity-Based Intervention Reduces the Black-White Suspension Gap at Scale 一个可复制的基于身份的干预在规模上减少了黑人和白人的悬架差距
IF 3.6 1区 教育学
American Educational Research Journal Pub Date : 2021-09-18 DOI: 10.3102/00028312211042251
Geoffrey D. Borman, Jaymes Pyne, Christopher S. Rozek, Alex Schmidt
{"title":"A Replicable Identity-Based Intervention Reduces the Black-White Suspension Gap at Scale","authors":"Geoffrey D. Borman, Jaymes Pyne, Christopher S. Rozek, Alex Schmidt","doi":"10.3102/00028312211042251","DOIUrl":"https://doi.org/10.3102/00028312211042251","url":null,"abstract":"Nationally, educators suspend Black students at greater rates than any other group. This disproportionality is fueled by stereotypes casting Black students as “troublemakers”—a label students too often internalize as part of their identities. Across two independent double-blind randomized field trials involving over 2,000 seventh graders in 11 middle schools, we tested the efficacy of a brief intervention to buffer students from stereotypes and mitigate the racial suspension gap. The self-affirmation intervention helps students access positive aspects of their identities less associated with troublemaking in school. Confirmed in both trials, treatment effects cut Black-White suspension and office disciplinary referral gaps during seventh and eighth grade by approximately two thirds, with even greater impacts for Black students with prior infractions.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2021-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88367279","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: 4
Can Teacher Evaluation Systems Produce High-Quality Feedback? An Administrator Training Field Experiment 教师评价系统能产生高质量的反馈吗?管理人员培训现场实验
IF 3.6 1区 教育学
American Educational Research Journal Pub Date : 2021-07-20 DOI: 10.3102/00028312211024603
M. Kraft, A. Christian
{"title":"Can Teacher Evaluation Systems Produce High-Quality Feedback? An Administrator Training Field Experiment","authors":"M. Kraft, A. Christian","doi":"10.3102/00028312211024603","DOIUrl":"https://doi.org/10.3102/00028312211024603","url":null,"abstract":"A core motivation for the widespread teacher evaluation reforms of the past decade was the belief that these new systems would promote teacher development through high-quality feedback. We examine this theory by studying teachers’ perceptions of evaluation feedback in Boston Public Schools and evaluating the district's efforts to improve feedback through an administrator training program. Teachers generally reported that evaluators were trustworthy, fair, and accurate but that they struggled to provide high-quality feedback. We find little evidence that the training program improved perceived feedback quality, classroom instruction, teacher self-efficacy, or student achievement. Our results illustrate the challenges of using evaluation systems as engines for professional growth when administrators lack the time and skill necessary to provide frequent, high-quality feedback.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2021-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73500766","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: 17
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