Authors:Annie M. Wofford Abstract: AERA Open, Volume 9, Issue , January-December 2023. Mentorship is vital to increasing graduate school access in computing; however, mentorship must be structured in power-conscious, developmental ways to ensure equitable access to and support within computing graduate pathways. I engage a critical quantitative lens to examine mentoring support among undergraduates with reported graduate aspirations, taking a nuanced look at departmental mentorship to investigate how organizational power in computing may maintain inequitable mentoring outcomes. Descriptive and regression analyses draw from a longitudinal sample of 442 graduate aspirants in computing who completed an introductory course survey (between 2015–2017) and a follow-up survey (fall 2019). Results document significant variation in forms of mentoring support and disciplinary psychosocial beliefs (i.e., computing identity and self-efficacy), with key patterns across graduate aspirants’ social identities and mentors’ organizational power (via their departmental roles). I conclude by discussing structural and social inequities in mentorship, which may underscore disparities in students’ realization of their computing graduate aspirations. Citation: AERA Open PubDate: 2023-01-31T04:59:57Z DOI: 10.1177/23328584221143097 Issue No:Vol. 9 (2023)
Authors:William T. Gormley, Sara Amadon, Katherine Magnuson, Amy Claessens, Douglas Hummel-Price Abstract: AERA Open, Volume 9, Issue , January-December 2023. In this study, we used data from a cohort of 4,033 Tulsa kindergarten students to investigate the relationship between pre-K enrollment and later college enrollment. Specifically, we tested whether participation in the Tulsa Public Schools universal pre-K program and the Tulsa Community Action Project (CAP) Head Start program predicted enrollment in 2- or 4-year colleges. We used propensity score weighting with multiply imputed data sets to estimate these associations. We found that college enrollment was 12 percentage points higher for Tulsa pre-K alumni compared with former students who did not attend Tulsa pre-K or Head Start. College enrollment was 7.5 percentage points higher for Head Start alumni compared to former students who did not attend Head Start or Tulsa pre-K, but this difference was only marginally significant. Tulsa pre-K attendance was associated with 2-year college enrollment among students from all racial and ethnic backgrounds, but only among Black and Hispanic students did it strongly predict 4-year college enrollment. Citation: AERA Open PubDate: 2023-01-28T07:02:10Z DOI: 10.1177/23328584221147893 Issue No:Vol. 9 (2023)
Authors:Samantha Viano, Luis A. Rodriguez, Seth B. Hunter Abstract: AERA Open, Volume 9, Issue , January-December 2023. Recruiting racially minoritized principals is one suggested strategy to increase the racial diversity of teachers, who would then better match their increasingly racially diverse students. However, focusing solely on race ignores the salience of race-gender intersectionality in principal-teacher relations. Using three waves of nationally representative, cross-sectional data with school and year fixed effects, we compared similar teachers in the same school who are and are not race-gender congruent with their principal. We found that better discretionary workplace benefits were concentrated among Black teachers with Black principals, especially Black male teachers with Black male principals, who reported workplace supports almost half a standard deviation higher than did similar non-Black female teachers in their school. Male teachers earned up to $2,890 more supplemental income with male, racially congruent principals; female teachers earned up to $1,050 less with female, racially congruent principals. However, teacher turnover was not consistently responsive to race-gender congruence. Citation: AERA Open PubDate: 2023-01-23T12:20:51Z DOI: 10.1177/23328584221148156 Issue No:Vol. 9 (2023)
Authors:Gina A. Garcia, Marcela G. Cuellar Abstract: AERA Open, Volume 9, Issue , January-December 2023. There has been a surge in the number of Hispanic-serving institutions (HSIs), which are degree-granting, nonprofit, postsecondary institutions that enroll at least 25% Hispanic/Latinx/e undergraduate students. Although HSI scholarship has increased dramatically since around 2010, there is still a gap in knowledge about individuals who fall within the “H” and the diversity among HSIs themselves. Using critical theory and critical methods, the articles in this special topic collection explore the complexities of the Hispanic/Latinx/e identity and the various ways that HSIs fall short of and meet the challenges of serving students at the intersections of identity. This introduction provides a brief overview of the eight articles in this collection and explains the need for this critical approach to HSI scholarship, which we call “intersectional servingness.” We outline the contributions of these eight articles and call on practitioners, scholars, policy intermediaries, funders, and federal agencies to consider the complexities of the “H” while making decisions, advancing research, implementing policies, and creating funding streams that will enhance intersectional servingness. Citation: AERA Open PubDate: 2023-01-20T10:56:35Z DOI: 10.1177/23328584221148421 Issue No:Vol. 9 (2023)
Authors:Walter G. Ecton, Carolyn J. Heinrich, Celeste K. Carruthers Abstract: AERA Open, Volume 9, Issue , January-December 2023. Although some students choose to work while enrolled in college, others may have no choice but to work, even if work may be detrimental to their chances of succeeding in college. Leveraging 17 years of statewide student-level records from Tennessee, the authors examine the relationship between working while enrolled and degree completion, time to degree, credit accumulation, and grade point average. The authors aim to increase understanding of how the timing and intensity of work relate to student outcomes and to explore how these relationships differ by college sector, industry of employment, and student characteristics. The authors find consistent negative associations between work and academic success, especially at higher levels of work intensity. Working students attempt and earn fewer credits and are 4 to 7 percentage points less likely to complete college. Among completers, working students take longer to graduate, even though they earn similar grade point averages and complete their attempted credits at similar rates to nonworking students. Citation: AERA Open PubDate: 2023-01-07T12:45:32Z DOI: 10.1177/23328584221140410 Issue No:Vol. 9 (2023)
Authors:Meghan Comstock, Erica Litke, Kirsten Lee Hill, Laura M. Desimone Abstract: AERA Open, Volume 9, Issue , January-December 2023. 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. Citation: AERA Open PubDate: 2023-01-07T12:43:32Z DOI: 10.1177/23328584221140092 Issue No:Vol. 9 (2023)
Authors:Saugher Nojan Abstract: AERA Open, Volume 9, Issue , January-December 2023. 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. Citation: AERA Open PubDate: 2023-01-06T05:00:02Z DOI: 10.1177/23328584221121339 Issue No:Vol. 9 (2023)
Authors:David Stroupe, Julie Christensen Abstract: AERA Open, Volume 9, Issue , January-December 2023. At the onset of the COVID-19 pandemic, our teacher preparation program shifted to an online setting, disrupting a key feature of practice-based teacher preparation: preservice science teachers’ (PSTs) approximation of rigorous and responsive instruction during extended pedagogical rehearsals, called macroteaching. Given this unplanned shock to their preparation, we examined how PSTs viewed macroteaching and their evolving participation in the teaching rehearsal. Using a situative perspective, we collected multiple forms of data. We found that although PSTs wanted to enact rigorous and responsive instruction, their participation was deeply affected by the sudden shift to an online setting. Our analysis of video-recorded lessons confirmed PSTs’ observations that their instruction became less rigorous and responsive over time. We conclude with questions about teacher preparation during the pandemic. Citation: AERA Open PubDate: 2023-01-04T05:11:23Z DOI: 10.1177/23328584221139774 Issue No:Vol. 9 (2023)
Authors:Jeff Walls, Karen Seashore Louis Abstract: AERA Open, Volume 9, Issue , January-December 2023. The notion of belonging is an often-referenced but under-theorized concept in studies of school organization. The purpose of this study is to examine the politics of belonging in schools and accompanying implications for how schools are organized and led. This research employs an autophotographic methodology. Student participants took photographs across 2 years of data collection of spaces where they did and did not “fit in” and participated in interviews to explain their photographs. Students identified four themes in their photographs regarding their sense of membership at school: (a) the importance of spaces where belonging is noncontingent; (b) the distinction between calm spaces and surveilled spaces; (c) anxiety in public, “wild” spaces where no help was available; and (d) generally positive but mixed impressions of teachers. An increased understanding of organization leadership for belonging is linked to numerous other timely concerns in educational administration, including equity and inclusion. Citation: AERA Open PubDate: 2023-01-02T12:34:34Z DOI: 10.1177/23328584221139766 Issue No:Vol. 9 (2023)
Authors:Emma Armstrong-Carter, Steve Osborn, Olivia Smith, Connie Siskowski, Elizabeth A. Olson Abstract: AERA Open, Volume 9, Issue , January-December 2023. This partnership-based study identified how many middle and high school students take care of parents, siblings, and grandparents at home, via student surveys across Rhode Island public schools (N = 48,508; 46% White non-Latinx; 21% Latinx; 47% girls). Further, we investigated how students’ caregiving for family related to their school engagement, belonging, and emotional well-being. A sizable proportion of students reported caring for family for part (29%) or most of the day (7%). Girls and Black, Asian, Latinx, Native, and multiracial youth were more likely to care for family, compared to boys and White non-Latinx youth. Caregiving students from all demographics were more likely to experience intense sadness compared to noncaregivers, revealing a need to support caregiving youth in schools. In addition, caregiving girls reported lower levels of school engagement and school belonging. However, caregiving for part of the day was related to greater belonging among Black and Native youth. Citation: AERA Open PubDate: 2023-01-02T12:32:54Z DOI: 10.1177/23328584221140337 Issue No:Vol. 9 (2023)
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