What makes organizations so similar? We contend that the engine of rationalization and bureaucratization has moved from the competitive marketplace to the state and the professions. Once a set of organizations emerges as a field, a paradox arises: rational actors make their organizations increasingly similar as they try to change them. We describe three isomorphic processes-coercive, mimetic, and normative—leading to this outcome. We then specify hypotheses about the impact of resource centralization and dependency, goal ambiguity and technical uncertainty, and professionalization and structuration on isomorphic change. Finally, we suggest implications for theories of organizations and social change.

The iron cage revisited: Institutional isomorphism and collective rationality in organizational fields (Chinese Translation)

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Keepin It Real School Success Beyond Black And White

The need for research synthesis grows along with the volume of contemporary published scholarship. Reporting such synthesis warrants rigorous guidelines for preparing these important, information-rich documents that make statements concerning the state of knowledge about a topic, gaps in knowledge, or the aggregation or integration of primary research. Cooper’s revised and expanded fourth edition of Research Synthesis and MetaAnalysis: A Step-by-Step Approach (2010) provides these needed guidelines with special attention given to the threats to validity at all steps of the research synthesis process.

/pdf/more-tools-for-the-synthesist-s-toolbag-in-harris-cooper-s-4r6q71e3bs.pdf

More Tools for the Synthesist’s Toolbag in Harris Cooper’s Research Synthesis and Meta-Analysis: A Step-by-Step Approach (4th ed.)

While educational shifts in response to COVID-19 at the state, district and school-level may have been grounded in the best of intentions, these decisions may not fully respond to the everyday realities of teachers, parents, caregivers and students living within historically marginalized communities. In addition to evidence-based and pragmatic approaches to emergency remote teaching (ERT), there is also a need to understand the experiences of students and families living in urban and rural contexts, who in light of existing educational inequities, are being further exposed to inequitable access due to school closures and the abrupt shift to ERT. This paper aims to use a reflexive dialogic approach to explore these issues.,Drawing from a larger phenomenological study highlighting the lived experiences of families being impacted by emergency shifts in educational policy and practice, this paper presents a dialogue between two teacher-educators of color working directly with teachers and administrators in the K-12 system across urban and rural contexts. This dialogue acknowledges and interrogates inequitable educational practices exacerbated by the pandemic for marginalized communities, and the shared responsibility of supporting the most vulnerable students as they transition to ERT.,Reflecting across their local contexts, the authors highlight the importance of educational decision-making that centers the perspectives of families in local communities; develop both pedagogical and structural approaches to address educational inequities; and purposefully approach ERT to disrupt such inequities and move toward a vision of educational justice.,Broader implications of this discussion speak to the ever-widening divide between marginalized and dominant communities, which undergirds the and educational inequities that continue to threaten the academic achievement of all students.,As educational decision-makers imagine new pathways in the days ahead, this dialogue highlights the importance of keeping complex issues of educational inequity at the center of the conversation.

https://www.emerald.com/insight/content/doi/10.1108/ILS-04-2020-0100/full/pdf?title=emergency-remote-teaching-across-urban-and-rural-contexts-perspectives-on-educational-equity

Emergency remote teaching across urban and rural contexts: perspectives on educational equity

SCHOOL CONNECTIONS: U.S. Mexican Youth, Peers and School Achievement

Hispanic-Serving Institutions (HSIs) are colleges and universities that enroll at least 25% Latinx students. Despite being recognized by the federal government since 1992, HSIs lack a historical mi...

Toward a Multidimensional Conceptual Framework for Understanding “Servingness” in Hispanic-Serving Institutions: A Synthesis of the Research:

This qualitative study examines how working influences students’ college experiences, extending the predominantly quantitative research in this area. Findings based on interviews with Latino first-generation students who work reveal three themes. First, these students bring a familial orientation that motivates them to increase occupational status. Second, students perceive that working helps them develop a sense of belonging on campus and important academic and social skills. Third, students describe work as intrinsically satisfying and purposeful. Thus, work offers these students benefits beyond financial capital, including human, cultural, and social capital. Implications include the importance of structuring meaningful work opportunities in to maximize these benefits in college.

Earning and learning: Exploring the meaning of work in the experiences of first-generation Latino college students

Exploring Factors Contributing to College Success among Student Veteran Transfers at a Four-Year University.

This study used a spatial approach to explore metropolitan and nonmetropolitan variation of college enrollment at the interplay of place and race within the state of Texas. Analyzing Integrated Public Use Microdata Series (IPUMS-USA) data and using population proportions as well as regression methods, we pay particular attention to the racial/ethnic diversity in non-metro (i.e., rural) areas and its relationship with college enrollment. We find geography is a mediating factor in the college enrollment racial/ethnic gaps for rural Texans, but there are considerable regional disparities. These disparities show diverse trends among rural regions where large proportions of Latinxs reside. This indicates a need for more research to explore geographic post-secondary opportunity and college access practices and policy with the racial/ethnic diversity of place in mind, especially regarding rural communities of Color. The data and code for the analysis can be found here on a GitHub repository.

https://www.iastatedigitalpress.com/jctp/article/11013/galley/10759/download/

Metro and Non-Metro Variation in Postsecondary Enrollment: The Role of Race, Ethnicity, and Residential Location in Texas

/pdf/developing-work-based-geosciences-learning-opportunities-in-2ytkat797n.pdf

Vanessa A. Sansone

Papers

Toward a Multidimensional Conceptual Framework for Understanding “Servingness” in Hispanic-Serving Institutions: A Synthesis of the Research:

Earning and learning: Exploring the meaning of work in the experiences of first-generation Latino college students

Exploring Factors Contributing to College Success among Student Veteran Transfers at a Four-Year University.

Metro and Non-Metro Variation in Postsecondary Enrollment: The Role of Race, Ethnicity, and Residential Location in Texas

Developing Work-Based Geosciences Learning Opportunities in a Hispanic-Serving Institution.