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Authors:Ify Ogwumike, Virginia Snodgrass Rangel, Detra D. Johnson Abstract: Education and Urban Society, Ahead of Print. This study sought to explore the extent to which and how principals can help decrease the use of out-of-school suspension and close the racial discipline gap. This study comprised a qualitative case study of a principal in an urban school district. Data derive from in-depth interviews with current and former campus and district leaders, historical data, and documents. The principal’s transformational actions, together with support from the district, helped to improve the school’s culture, and decreased the use of OSS, but were not sufficient to close the racial discipline gap. Citation: Education and Urban Society PubDate: 2022-06-25T10:09:10Z DOI: 10.1177/00131245221106710
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Authors:Maribel Santiago, Hana Kang Abstract: Education and Urban Society, Ahead of Print. Using the nonparametric Mann–Whitney U-Test to analyze 128 survey responses from K-12 teachers, this paper considers how value-added measures (VAM) impact educators’ decisions to include Latinx topics in their social studies lessons. The authors found that VAM teachers are more likely to rely on district/state curriculum standards whereas non-VAM teachers rely on curriculum resources to incorporate Latinx topics. When compared to non-VAM teachers, VAM teachers cover less Latinx content when it does not align with the standards, but higher coverage when the topics do align. The findings suggest that VAM can restrict teachers from implementing a diverse curriculum. Citation: Education and Urban Society PubDate: 2022-06-25T09:29:48Z DOI: 10.1177/00131245221106712
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Authors:David Z. Kanaan Abstract: Education and Urban Society, Ahead of Print. This study examines whether community-level social disorganization and community engagement initiatives are associated with public high school performance. Analyzing data from the National Center for Education Statistics (NCES) School Attendance Boundary Survey (SABS), a latent variable measuring community-level social disorganization is examined within a structural equation model for 302 traditional public high schools in Florida. The study finds a statistically significant and large negative association between community-level social disorganization and a latent variable representing Florida Department of Education performance metrics. Correspondingly, the recognition of receiving the Florida Five Star School award for satisfying recommended community engagement criteria is positively associated with high school performance with social disorganization factors simultaneously considered. This research hopes to further provide an emphasis for recognizing and engaging community within the context of addressing disparities in public education performance. Citation: Education and Urban Society PubDate: 2022-05-18T08:36:47Z DOI: 10.1177/00131245221092746
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Authors:Van T. Lac, Christina Diaz Abstract: Education and Urban Society, Ahead of Print. This study examines the experiences of three aspiring Latina school leaders in a principal preparation program with a social justice emphasis. Employing theoretical perspectives grounded in a community-based educational leadership framework and transformational resistance theory, this study documents how coursework informed the perspectives of participants regarding educational equity and racial justice. This comparative case study takes place at a Hispanic Serving Institution and focuses on two social foundations courses spanning a 5-month period. Findings illustrate participants’ capacity to (a) reframe their past experiences as P-20 students in relation to meritocracy; (b) respond to current injustices as K-12 teachers, particularly the power of language to disrupt or perpetuate inequities; and lastly (c) re-envision educational leadership as future Latina principals as deeply intertwined with communities. The research highlights a need for a broadened approach to principal preparation that fosters future leaders to consider the engagement and leadership of marginalized students and families. Citation: Education and Urban Society PubDate: 2022-05-13T06:44:32Z DOI: 10.1177/00131245221092743
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Authors:James M. Ellis, Lumas J. Helaire Abstract: Education and Urban Society, Ahead of Print. Racial-ethnic and low-income youth have differential access to key educational resources that promote learning and college readiness. College readiness programs provide activities, resources, and experiences that support learning. Yet little is known about the influence of adults and peers in shaping students’ beliefs and expectations as learners. This study examined the extent to which GEAR UP adolescent self-regulated learning was influenced by perceptions of adult and peer behavioral expectations. Among the 118 adolescent participants, perceived behavioral expectations of a parent or guardian was found to be the strongest determinant of self-regulated learning. Implications and directions for future research are discussed. Citation: Education and Urban Society PubDate: 2022-05-05T09:52:09Z DOI: 10.1177/00131245221092744
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Authors:Breahannah Hilaire, Laurie O. Campbell, Viki P. Kelchner, Eric D. Laguardia, Cassandra Howard Abstract: Education and Urban Society, Ahead of Print. This study examines the characteristics of school shootings and investigates the relationship between perpetrators’ race and how shootings are reported by the media. Findings, utilizing data from the Center for Homeland Defense and Security, demonstrate differences by race in the characteristics of school shootings and media reporting of school shootings. Inaccurate and incomplete portrayals of school gun violence in data repositories and the media may lead to public perceptions and policy responses that do not adequately address root causes of violence. In addition, these inaccurate depictions shroud the reality of gun violence in K-12 schools. Accurate information regarding the circumstances of gun violence in schools is a necessary component of preventing future violence. Citation: Education and Urban Society PubDate: 2022-05-05T09:48:04Z DOI: 10.1177/00131245221092739
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Authors:Gazi Mahabubul Alam, Morsheda Parvin Abstract: Education and Urban Society, Ahead of Print. According to a proverb often referring to the misery that prevails in restricted if enlightened surroundings, “It is dark under the lamp.” Urban areas have emerged as centers of excellence as far as economic development is concerned. People coming from diverse cultural, professional, and economic backgrounds live in cities. Gaps their economic conditions have led to various clusters of people much different from their rural counterparts. Comparing between urban and rural areas, studies often argued that urban education is exceptionally better. Adopting “descriptive analysis” of both secondary and primary data, this study notes that students living in urban slums suffer in terms of three parameters (access, attendance, and academic performance) of K-8 education. Government-run education neglects students living in the slums and this enabled NGOs to step in. Students living in tin-sheds receive education mainly through the government’s initiatives, while those living in flats attend private, international, and elite-public schools. Students who live in tin-sheds cannot compete with those who live in flats, let alone the slums. The Covid-19 pandemic has further aggravated this crisis. Substantial policy intervention by the government may be the only viable way to ensure developing nations’ K-8 urban education is safe from criticism. Citation: Education and Urban Society PubDate: 2022-05-05T09:45:32Z DOI: 10.1177/00131245221086277
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Authors:Kasım Karataş, Ibrahim Arpaci, Yusuf Yildirim Abstract: Education and Urban Society, Ahead of Print. This study aimed to predict the culturally responsive teacher roles based on cultural intelligence and self-efficacy using machine learning classification algorithms. The research group consists of 415 teachers from different branches. The Bayes classifier (NaiveBayes), logistic-regression (SMO), lazy-classifier (KStar), meta-classifier (LogitBoost), rule-learner (JRip), and decision-tree (J48) were employed in the assessment of the predictive model. The results indicated that JRip rule-learner had a better performance than other classifiers in predicting the culturally responsive teachers based on six attributes used in the study. The JRip rule-learner classified the culturally responsive teachers as low, medium, or high with an accuracy of 99.76% (CCI: 414/415) [Kappa statistic: 0.996, Mean Absolute Error (MAE): 0.003, Root Mean Square Error (RMSE): 0.043, Relative Absolute Error (RAE): 0.663, Relative Squared Error (RRSE): 9.244]. The results indicated that all classifiers had an acceptable performance but JRip rule-learner had a better performance than the other classifiers in predicting the culturally responsive teachers. Citation: Education and Urban Society PubDate: 2022-04-13T09:44:32Z DOI: 10.1177/00131245221087999
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Authors:Kelly Bylica Abstract: Education and Urban Society, Ahead of Print. This article uses the lens of border crossing to consider the ways in which middle school music students and their teachers engaged with dark and politicized funds of knowledge. Through the development of music composition projects, students and educators shared, challenged, and problematized issues of race, immigration, and urban identity as they grappled with the complexities inherent in their knowledges and experiences. This article explores how these projects served as catalysts for dialogue that challenged unidirectional understandings of knowledge, encouraged dispositional reflection, and amplified the need for dynamic pedagogical practices that seek to connect learning practice with in-the-world experiences. Citation: Education and Urban Society PubDate: 2022-04-13T09:40:12Z DOI: 10.1177/00131245221087995
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Authors:Carlos Capella-Peris, Mary Margaret Cosgrove, Celina Salvador-García, María Maravé-Vivas Abstract: Education and Urban Society, Ahead of Print. This paper analyzes the effects of active learning (AL) on the social entrepreneurship (SE) of physical education teacher education students (n = 158) from an Urban School. AL participants applied several strategies including but not limited to flipped classroom, problem solving, team projects, or case studies. The topic was approached using mixed methods with methodological triangulation. Quantitative evidence was gathered through a quasi-experimental design of six non-equivalent groups implementing the Social Entrepreneurship Competency Scale (SECS). Meanwhile, qualitative analysis was undertaken analyzing 119 reflective journals. Quantitative results provide significant evidence regarding the positive effect of AL on SE. Qualitative analysis complements this view describing how SE was developed (e.g., providing-receiving feedback among peers). Additionally, data transformation displays an alternative analysis of the benefit provided. Our results display how AL improves SE of physical education teacher education students, enhancing new research into this direction to meet current education demands. Citation: Education and Urban Society PubDate: 2022-04-13T09:38:36Z DOI: 10.1177/00131245221083551
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Authors:Chris Seeger, Seth Parsons, Jenice L. View Abstract: Education and Urban Society, Ahead of Print. This study documented the curricular and pedagogical adaptations of equity-centered teachers in high-poverty secondary schools in the Washington, DC-metro region. The participating teachers provided survey data, audio-recorded interviews, and curricular artifacts to describe adaptations made within unique classroom environments. Thematic analysis of the data suggests that some teachers’ adaptations align with theories such as: thoughtfully adaptive teaching, equity pedagogy, culturally relevant pedagogy, and critical pedagogy. The results contribute real-world examples of equity-centered teaching, and can be used to contextualize discussions about how teachers can create equitable opportunities for students across the content areas. Citation: Education and Urban Society PubDate: 2022-03-21T06:26:21Z DOI: 10.1177/00131245221076088
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Authors:Reema Mani Abstract: Education and Urban Society, Ahead of Print. This article shows the significance of college-going aspiration in the future identities of young girls and the sources of such influence in their worlds. Using the figured worlds theory, the paper analyzes the process and implications of these young girls’ college-going aspirations. Drawing on interviews and observations with nineteen young girls living in urban India, the study shows that their response to the normative good girl figure gives them a chance of going to college. Their imagined identity is linked to values and communicative competence, and their figuring shows their investment in their own cultural transformation. Citation: Education and Urban Society PubDate: 2022-03-18T09:19:53Z DOI: 10.1177/00131245211063881
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Authors:Jin Lee Abstract: Education and Urban Society, Ahead of Print. Persistent disparities in school exclusionary policies by race and ethnicity have long been recognized as a major issue in student disciplinary practices and in unequal opportunities for education. Only limited research has been conducted to provide insight into the varying effects of race and ethnicity on the recently increasing implementation of student discipline. This study examines racial imbalances in in-school suspension rates within school neighborhoods, which are defined as school districts and five-digit zip-code areas. This research provides partial but significant support for the racial threat hypothesis by presenting that racially uneven school districts and communities present smaller differences in in-school suspension rates between African American and White students and between Hispanic or Latinx students and White students. Citation: Education and Urban Society PubDate: 2022-03-10T09:28:37Z DOI: 10.1177/00131245221076090
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Authors:Joanna Smith, Lorna Porter, Brandon J. Harrison, Priscilla Wohlstetter Abstract: Education and Urban Society, Ahead of Print. Research has found that teachers of color contribute to better academic, behavioral, and socioemotional outcomes for diverse students. Despite these benefits, the diversity of the teacher workforce in the United States has not kept pace with increases in student diversity. States have adopted aspirational legislation aimed at increasing teaching diversity, but have fallen short of diversity targets. This qualitative study examines barriers to increasing teacher diversity by presenting the efforts to do so at 28 diverse-by-design charter schools across five locales. Despite a range of approaches, these schools struggled to meet teacher diversity targets, suggesting a need for states to adopt alternate policy instruments rather than relying on legislative mandates. Citation: Education and Urban Society PubDate: 2022-03-09T09:55:19Z DOI: 10.1177/00131245221076086
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Authors:Leah E. Glass Abstract: Education and Urban Society, Ahead of Print. There is an increasingly large disparity in college graduation rates among low-income and first-generation college students. Research suggests that the main reason for this discrepancy is the lack of access to information and knowledge about the college process. First-generation students have fewer people in their social network who went to college and thus cannot help them navigate the difficult and multi-step process of finding, applying, and enrolling in college. Mentoring, however, has been proven to be a successful intervention for helping these populations navigate the post-secondary process. This paper evaluates a school-based hybrid mentoring program to attempt to measure the relationship between mentors and how students in New York City navigated the post-secondary process and enrolled in college. Findings show that program lessons, number of months matched, and meeting out of program are important program elements in increasing a student’s likelihood of graduating high school and enrolling on-time in college. Citation: Education and Urban Society PubDate: 2022-03-04T10:22:53Z DOI: 10.1177/00131245221076097
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Authors:Monique H. Harrison Abstract: Education and Urban Society, Ahead of Print. “No Excuses” charter schools are at the center of many debates in education policy. First, what accounts for their test success, excellent learning environments or merely test preparation' Second, are strict behavior policies necessary to create efficient learning environments or are they harmful to students and their ability to navigate authority' This study uses classroom observations, student surveys, and interviews of administrators, teachers and students to understand the dynamics of pedagogy and discipline in two high-performing charter schools in New York City. Surprisingly, what makes these top “no excuses” schools successful is what distances them from the “no excuses” standard definitions. The schools displayed progressive mathematics pedagogy, reflective and abridged discipline practices, and strong school cultures that retained both students and teachers. These findings suggest that there are more nuances in the “no excuses” model than previously known and which need to be understood before continued replication. Citation: Education and Urban Society PubDate: 2022-03-04T06:07:17Z DOI: 10.1177/00131245221076096
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Authors:Teressa Williams Abstract: Education and Urban Society, Ahead of Print. The purpose of this study was to examine faculty, staff, and administrative perceptions regarding implementation of trauma-informed care (TIC) in a small suburban school district. All employees of the district were invited to participate, with 91 submitting completed surveys. Participants completed the ARTIC-35 to measure perceptions of TIC. While no significant differences were found for the total or subscale scores, findings indicated the staff, as a whole, had positive perceptions of the program. Based on these findings, it appears that professional development before and during the program helped staff become more responsive to students who had experienced trauma. Citation: Education and Urban Society PubDate: 2022-03-03T06:34:27Z DOI: 10.1177/00131245221076100
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Authors:Elif Dasci Sonmez, Tuba Gokmenoglu Abstract: Education and Urban Society, Ahead of Print. With the increasing cross-country immigration and human mobility, different cultures are reflected more in the schools. The behavioral patterns of educational leaders in multicultural settings and the affecting factors have been subject to many discussions and researches. This study examines the relationship between school principals’ distributed leadership behaviors and teachers’ social justice leadership and attitudes toward multiculturalism. A structural model has been created and tested through the mentioned variables integrative approach. The results partially confirm that teachers’ social justice leadership behaviors mediate the relationships between the principals’ distributed leadership behaviors and their attitudes toward multiculturalism. In a structure where leadership roles are shared at school, teachers can exhibit more social justice leadership behavior; their attitudes toward multiculturalism become more positive. Distributed leadership increases teachers’ support, critical consciousness, and inclusive behavior. Implications for practice, theory, and policy are also discussed in the paper. Citation: Education and Urban Society PubDate: 2022-03-03T06:29:48Z DOI: 10.1177/00131245221076095
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Authors:Stephanie Smith Budhai, Kristine S. Lewis Grant Abstract: Education and Urban Society, Ahead of Print. While parent involvement has been shown to have positive academic outcomes for their children, for structural changes to be made, parents have to go from being active to taking on a more activist role, thus “stoking the flame” of the norm. Parent advocacy and empowerment groups play a vital role in the transformation of parent activists, yet their contributions are often overlooked in the literature on parent involvement. Using Yosso’s Community Cultural Wealth Framework, findings from this qualitative study examine how a parent empowerment group embraced the cultural assets and strengths of Black parents, served as the spark to engage them in the educational reform process, and built a platform for them as activists. This research expands conceptualizations of parent involvement to include activism and asserts parent advocacy and empowerment groups as vital stakeholders in educational change. Citation: Education and Urban Society PubDate: 2022-02-23T06:18:40Z DOI: 10.1177/00131245221076093
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Authors:Bernadette M. Castillo Abstract: Education and Urban Society, Ahead of Print. Focusing on family and community partnerships in schools is an important aspect to culturally responsive education, yet it is often an overlooked area. Educators must consider new models to engage community and family members to become partners in schools. This study presents finding from a mini-ethnographic case study and explores various stakeholders working as a collective to engage in culturally responsive work. In the model, group members interacted to develop curriculum proposals, professional development for teachers and community, as well as proposals for new courses. The opportunities and challenges school districts face when engaging community members in the policy and practice of schools are also discussed in this model. Citation: Education and Urban Society PubDate: 2022-02-04T08:09:49Z DOI: 10.1177/00131245221076074
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Authors:Brian L. Wright, Beverly E. Cross, Donna Y. Ford, Cynthia Tyson Abstract: Education and Urban Society, Ahead of Print. 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. Citation: Education and Urban Society PubDate: 2022-01-19T11:02:59Z DOI: 10.1177/00131245211065415
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Authors:Joshua Childs, Ain Grooms, Mollie Purcell Mozley Abstract: Education and Urban Society, Ahead of Print. COVID-19 placed a significant burden on urban students of color and their families. Changing environmental, community, and schooling factors influenced students’ ability and desire to attend school regularly. To ensure that students would attend school, district and school leaders were challenged with creating school environments and cultures that would promote attendance and overall safety. This case study of a charter school district in Texas highlights how organizational commitment by leaders and desire to get students to attend school during the pandemic, was pivotal as the school was transitioning during uncertain times. Interviews with district and school leaders revealed that supports, resources, and integration of technology helped to influence student attendance and helped to create plans for safely reopening. Citation: Education and Urban Society PubDate: 2022-01-19T11:00:23Z DOI: 10.1177/00131245211065414
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Authors:Esther Cuadrado, Blas Domínguez-Herrera, Bárbara Luque, Manuel Moyano, Carmen Tabernero Abstract: Education and Urban Society, Ahead of Print. The main objective of this study was to develop and validate a reliable and valid scale that allows the measurement of the perception that teachers have of attention to diversity in the classroom: the Perception of Attention to Diversity Scale (PADS). To this end, 456 teachers answered a survey. Exploratory and confirmatory factor analyses confirmed a robust adjustment of the expected bifactorial structure. The two factors identified were the perception of attention (a) related to the Specific Educational Needs, with five items, and (b) related to cultural diversity, with four items. The patterns of relationship between the scale and its factors with other psychological variables supported the construct validity. The study provides a useful tool both to measure the perception that teachers have of the levels of attention to diversity they offer in the classroom, and to analyze the relationship that such perception can have with different study variables. Citation: Education and Urban Society PubDate: 2022-01-07T08:27:50Z DOI: 10.1177/00131245211069945
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Authors:Charles J. Russo Abstract: Education and Urban Society, Ahead of Print.
Citation: Education and Urban Society PubDate: 2022-01-07T08:23:52Z DOI: 10.1177/00131245211066192
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