Showing papers in "Harvard Educational Review in 2011"
TL;DR: Ong et al. as discussed by the authors reviewed nearly forty years of scholarship on the postsecondary educational experiences of women of color in science, technology, engineering, and mathematics (STEM) fields.
Abstract: In this article, Maria Ong, Carol Wright, Lorelle Espinosa, and Gary Orfield review nearly forty years of scholarship on the postsecondary educational experiences of women of color in science, technology, engineering, and mathematics (STEM). Their synthesis of 116 works of scholarship provides insight into the factors that influence the retention, persistence, and achievement of women of color in STEM fields. They argue that the current underrepresentation of women of color in STEM fields represents an unconscionable underutilization of our nation's human capital and raises concerns of equity in the U.S. educational and employment systems. They refute the pervasive myth that underrepresented minority women are less interested in pursuing STEM fields and then present a complex portrait of the myriad factors that influence the undergraduate and graduate experiences of women of color in STEM fields. Finally, the authors discuss the policy implications of their findings and highlight gaps in the literature wh...
676 citations
TL;DR: In this article, the authors develop a conceptual framework to systematically examine the ways in which unauthorized status affects the millions of children, adolescents, and emerging adults caught in its wake, and elucidate the various dimensions of documentation status.
Abstract: Unauthorized immigrants account for approximately one-fourth of all immigrants in the United States, yet they dominate public perceptions and are at the heart of a policy impasse. Caught in the middle are the children of these immigrants—youth who are coming of age and living in the shadows. An estimated 5.5 million children and adolescents are growing up with unauthorized parents and are experiencing multiple and yet unrecognized developmental consequences as a result of their family's existence in the shadow of the law. Although these youth are American in spirit and voice, they are nonetheless members of families that are "illegal" in the eyes of the law. In this article, the authors develop a conceptual framework to systematically examine the ways in which unauthorized status affects the millions of children, adolescents, and emerging adults caught in its wake. The authors elucidate the various dimensions of documentation status—going beyond the binary of the "authorized" and "unauthorized." An ecolog...
461 citations
TL;DR: Espinosa et al. as mentioned in this paper examined the effect of precollege characteristics, college experiences, and institutional setting on the persistence of undergraduate women of color in STEM majors and also investigated how this pathway might differ for women of colour in comparison to their white peers.
Abstract: Supporting undergraduate achievement in science, technology, engineering, and mathematics (STEM) disciplines is paramount to ensuring our nation's continued scientific and technological advancement. In this quantitative study, Lorelle Espinosa examines the effect of precollege characteristics, college experiences, and institutional setting on the persistence of undergraduate women of color in STEM majors and also investigates how this pathway might differ for women of color in comparison to their White peers. She utilized hierarchical generalized linear modeling (HGLM) to examine the experiences of 1,250 women of color and 891 White women attending 135 institutions nationwide. Results revealed the paramount role of women's college experiences. Women of color who persisted in STEM frequently engaged with peers to discuss course content, joined STEM-related student organizations, participated in undergraduate research programs, had altruistic ambitions, attended private colleges, and attended institutions w...
460 citations
TL;DR: In a meta-analysis of true and quasi-experiments, Graham and Herbert as discussed by the authors presented evidence that writing about material read improves students' comprehension of it; teaching students how to write improves their reading comprehension, reading fluency, and word reading.
Abstract: Reading is critical to students' success in and out of school. One potential means for improving students' reading is writing. In this meta-analysis of true and quasi-experiments, Graham and Herbert present evidence that writing about material read improves students' comprehension of it; that teaching students how to write improves their reading comprehension, reading fluency, and word reading; and that increasing how much students write enhances their reading comprehension. These findings provide empirical support for long-standing beliefs about the power of writing to facilitate reading.
409 citations
TL;DR: Buras as mentioned in this paper examines educational policy formation in New Orleans and the racial, economic, and spatial dynamics shaping the city's reconstruction since 2005, and argues that policy actors at the federal, state, and local levels have contributed to a process of privatization and an inequitable racial-spatial redistribution of resources while acting under the banner of "conscious capitalism."
Abstract: In this article, Kristen L. Buras examines educational policy formation in New Orleans and the racial, economic, and spatial dynamics shaping the city's reconstruction since 2005. More specifically, Buras draws on the critical theories of whiteness as property, accumulation by dispossession, and urban space economy to describe the strategic assault on black communities by education entrepreneurs. Based on data collected from an array of stakeholders on the ground, she argues that policy actors at the federal, state, and local levels have contributed to a process of privatization and an inequitable racial-spatial redistribution of resources while acting under the banner of "conscious capitalism." She challenges the market-based reforms currently offered as a panacea for education in New Orleans, particularly charter schools, and instead offers principles of educational reform rooted in a more democratic and critically conscious tradition.
212 citations
TL;DR: Enriquez et al. as mentioned in this paper found that undocumented immigrant students receive emotional and financial support from multiple actors, including family members, peers, and teachers, in order to achieve their educational goals.
Abstract: Drawing from the educational experiences of fifty-four undocumented immigrant college students, Laura E. Enriquez seeks to uncover the concrete ways in which social capital is used to successfully navigate K–12 educational institutions and pursue a higher education. Enriquez argues that there is a need for a more grounded understanding of how marginalized individuals develop and use social capital. She finds that undocumented immigrant students receive emotional and financial support from multiple actors, including family members, peers, and teachers. Yet undocumented students require informational resources specific to their legal status, which tend to be provided by other undocumented students rather than by traditional institutional agents. Looking specifically at how these students utilize their social capital, Enriquez shows that undocumented immigrant students participate in patchworking, the haphazard piecing together of various resources, in order to achieve their educational goals. Additionally, ...
179 citations
TL;DR: Engel argues that curiosity is both intrinsic to children's development and unfolds through social interactions as discussed by the authors, and that curiosity should be cultivated in schools, even though it is often almost completely absent from classrooms.
Abstract: In this essay, Susan Engel argues that curiosity is both intrinsic to children's development and unfolds through social interactions. Thus, it should be cultivated in schools, even though it is often almost completely absent from classrooms. Calling on well-established research and more recent studies, Engel argues that interactions between teachers and students can foster or inhibit children's curiosity. She offers an explanation for why curiosity is not a priority in our educational system and calls for greater attention to children's interests and explorations, which, she argues, are the mechanisms that underlie authentic learning.
175 citations
TL;DR: In this paper, Reyes presented the issues faced by women of color in the fields of science, technology, engineering, and math (STEM) as they transfer from community colleges to universities.
Abstract: In this article, Marie-Elena Reyes presents the issues faced by women of color in the fields of science, technology, engineering, and math (STEM) as they transfer from community colleges to universities. Community colleges offer a great potential for diversifying and increasing participation of underrepresented groups in STEM. Many women of color enter higher education through community colleges, but transfer rates are low, and retention rates of transfer students into STEM at universities are lower still. Through interviews conducted with participants in the National Science Foundation–funded Futurebound program, Reyes reveals an atmosphere in which women of color transfer students experience attitudes and treatment signaling that they do not belong because of age, ethnicity, and gender as well as preconceptions that transfer students are not adequately prepared. Reyes proposes that programs and policies to integrate responses to these challenges could improve the transfer rates and retention of women of...
164 citations
TL;DR: Roy and Roxas as discussed by the authors found that the discourse employed by educators was grounded in a deficit-based paradigm that created missed opportunities for connecting with Somali Bantu parents and marginalized students by blaming them rather than evaluating the...
Abstract: In this article, Laura Roy and Kevin Roxas draw from two studies with Somali Bantu refugee families in South Texas and Michigan. Findings from both study sites revealed a disconnect between how educators perceived the Somali Bantu families' educational goals and Somali Bantu families' actual views of education. In contrast to educators' perceptions, Somali Bantu caregivers stressed the high value they placed on education through their storytelling practices in the home that related past struggles, including experiences of violence and poverty. The stories told and advice given by parents and elders showed an embedded value of education within the community and a counter-story to the way in which Somali Bantu families were viewed by the majority of their teachers. The authors conclude that the discourse employed by educators was grounded in a deficit-based paradigm that created missed opportunities for connecting with Somali Bantu parents and marginalized students by blaming them rather than evaluating the...
125 citations
TL;DR: The Double Bind: The Price of Being a Minority Woman in Science as mentioned in this paper is an insightful perspective on the development of this field over the last thirty-five years, and it has spent the intervening years working on increasing diversity and inclusion in STEM education and careers.
Abstract: In this foreword, Shirley Malcom and Lindsey Malcom speak to the history and current status of women of color in science, technology, engineering, and mathematics (STEM) fields. As the author of the seminal report The Double Bind: The Price of Being a Minority Woman in Science, Shirley Malcom is uniquely poised to give us an insightful perspective on the development of this field over the last thirty-five years. She has spent the intervening years working on increasing diversity and inclusion in STEM education and careers. Her daughter, Lindsey Malcom, represents the next generation of scholars seeking to understand and advance the representation of women of color in STEM. Together, they connect the past and the present regarding the pathways used by minority women entering STEM, their patterns of advancement, and shifting paradigms on how best to support women of color in these fields.
120 citations
TL;DR: Filindra, Blanding, and Garcia Coll as mentioned in this paper found a strong positive association between the immigrant inclusion in state welfare programs and high school graduation rates for the children of immigrants, and suggested that multiculturalism policies, targeting racial...
Abstract: Children of immigrant backgrounds—children who are immigrants themselves or were born to immigrant parents—are the largest segment of growth in the U.S. school population. In this exploratory interdisciplinary analysis, Filindra, Blanding, and Garcia Coll ask whether the context of policy and political receptivity, even when they are not directed at school reform or at immigrants, nonetheless affects the high school completion of children of immigrant backgrounds. The novelty of this work is its theoretical integration of insights from multiple disciplines and its emphasis on the larger context in analyzing the educational outcomes for children of immigrants. The authors' findings suggest that policy matters and that it matters in different ways. Specifically, they find a strong positive association between the immigrant inclusion in state welfare programs and high school graduation rates for the children of immigrants. At the same time, the study suggests that multiculturalism policies, targeting racial ...
TL;DR: In this article, the authors present an innovative pedagogy of acompanamiento, which combines critical literacy, poetry, and storytelling into a relational "pedagogy" of the borderlands through which the students could speak back to society and the educational institutions around them.
Abstract: In this article, Enrique Sepulveda draws on an array of theological, anthropological, and cultural studies, and critical literacy frameworks, as well as on the voices of transmigrant youth through their poetic and autobiographical writing, to present an innovative pedagogy of acompanamiento. Sepulveda shares narratives from his research and teaching at a northern California high school, working with a group of mostly undocumented Mexican students. Together with these students, Sepulveda merged critical literacy, poetry, and storytelling into a relational "pedagogy of the borderlands" through which the students could speak back to society and the educational institutions around them. Sepulveda calls on educators of transmigrant students to find their own ways to acompanar students through the liminal spaces of schooling.
TL;DR: In this paper, Aurora Chang describes her experience of hyperdocumentation, the effort to accrue awards, accolades, and eventually academic degrees to compensate for her undocumented status, and questions the pursuit of documentation as a means to legitimacy and acceptance in American society.
Abstract: In this personal essay, Aurora Chang describes her experience of hyperdocumentation— the effort to accrue awards, accolades, and eventually academic degrees to compensate for her undocumented status. In spite of her visible successes and naturalization, Chang still confronts the rage and intolerance of American "commonsense" beliefs about immigration. Her narrative questions the pursuit of documentation as a means to legitimacy and acceptance in American society.
TL;DR: In this paper, Anne Rios-Rojas focused on the experiences of immigrant youth as they negotiate a sense of belonging in an ever more globalized society, paying particular attention to the multiple and at times contradictory ways in which youth maneuver within a social landscape that is flooded with confusing messages about what it means to belong (or not) in a new society.
Abstract: Using ethnographic fieldwork conducted in a public high school located in the greater Barcelona area, Anne Rios-Rojas focuses on the experiences of immigrant youth as they negotiate a sense of belonging in an ever more globalized society. Rios-Rojas pays particular attention to the multiple and at times contradictory ways in which youth maneuver within a social landscape that is flooded with confusing messages about what it means to belong (or not) in a new society. Drawing richly on their voices, she describes how these youth navigate through discourses that at times locate them as delinquents and terrorists and, at other times, as victims who require saving—but always as outsiders. She concludes with an exploration of the theoretical and practical implications of attending to youth's (re)visions of belonging and citizenship within an increasingly complex globalized world.
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TL;DR: Wergin this paper argues that the doctor of education should be based on John Dewey's progressive ideals of democratization and Paulo Freire's concepts of emancipatory education, and proposes five principles through which schools of education can "reboot" their education degrees, creating programs that represent continued scholarship into practice and a commitment to social action.
Abstract: In this essay, Jon Wergin reminds readers of the philosophical and historical foundations of the doctor of education (EdD) degree. He argues that the EdD should be based, in large part, on John Dewey's progressive ideals of democratization and Paulo Freire's concepts of emancipatory education. Drawing on theories of reflective practice, participatory action research, and signature pedagogies, Wergin proposes five principles through which schools of education can "reboot" their EdD degrees, creating programs that represent continued scholarship into practice and a commitment to social action. He then illustrates one potential application of these principles.
TL;DR: Barbara Seidl and Stephen Hancock introduce the concept of a double image, which they argue is central to the development of a mature, antiracist identity for White people as mentioned in this paper.
Abstract: In this article, Barbara Seidl and Stephen Hancock introduce the concept of a double image, which they argue is central to the development of a mature, antiracist identity for White people. Similar in some ways to Dubois's (1903) concept of double consciousness, a double image is a sensibility or consciousness that gives White people a deeper understanding of how they are seen and raced by others, particularly People of Color. Drawing on eight years as antiracist teacher educators, Seidl and Hancock demonstrate how White preservice teachers in a cross-cultural internship begin to develop a double image, the obstacles they come across, and the pedagogies that can assist them in this process.
TL;DR: Nurenberg as discussed by the authors relates his experiences as a suburban high school humanities teacher struggling to engage students with issues of social justice, revealing what happens when a teacher works against the resistance of his primarily white and privileged students to reading "literature of the oppressed" on the grounds that it is irrelevant to their lives.
Abstract: In this article, David Nurenberg relates his experiences as a suburban high school humanities teacher struggling to engage students with issues of social justice. His story reveals what happens when a teacher works against the resistance of his primarily white and privileged students to reading "literature of the oppressed" on the grounds that it is irrelevant to their lives. Nurenberg draws on Freirean pedagogy, which encourages socially conscious educators to help make learning authentic and relevant by engaging students with curricula focused on issues of social injustice, and asks us to consider what a pedagogy of the oppressed is for students who do not see their lives as such. He reflects on the dynamics of his classroom using applicable theory and speculates about what is possible in teaching social justice in a place of privilege.
TL;DR: Gill Rutherford as mentioned in this paper studied the influence of teacher aides' work on the school experiences of New Zealand students with disabilities and found that teachers' knowing and caring about students in terms of their humanity and competence resulted in their recognizing and addressing injustices experienced by students.
Abstract: In this article, Gill Rutherford seeks to understand, from the perspectives of teacher aides, the influence of their work on the school experiences of New Zealand students with disabilities. Rutherford contributes to a growing body of international research regarding the role of teacher aides that documents the complex and ambiguous nature of their work. Ironically, given the injustice of assigning unqualified teacher aides to students whose learning support requirements (through no fault of their own) often challenge teachers, the findings of the study suggest that aides may contribute to the development of a more just education by virtue of their relationships with students with disabilities. Teacher aides' knowing and caring about students in terms of their humanity and competence resulted in their recognizing and addressing injustices experienced by students. In acting on students' behalf, in "doing right by" each student, these aides enabled students to enact their formal right to education. The stud...
TL;DR: The authors explored how nine-, ten-, and eleven-year-old children in a diverse neighborhood school in immigrant New York City navigated and often undermined hegemonic notions of difference and belonging offered by mainstream multiculturalism and raciology.
Abstract: In this article, Maria Kromidas explores how nine-, ten-, and eleven-year-old children in a diverse neighborhood school in immigrant New York City navigated and often undermined hegemonic notions of difference and belonging offered by mainstream multiculturalism and raciology. Based on ethnographic research and utilizing a finegrained sociocultural linguistic analysis, Kromidas demonstrates how the children subverted the most dehumanizing elements of these ideologies—most notably their essentialism and absolutism and their basis in blood, birth, and bodies. She argues that the children provide a compelling vision for living with difference, one that emerged from the rich experiences and everyday-ness of multiracial living.
TL;DR: In this paper, Joyce King attempts to interrupt the calculus of human (un)worthiness and to repair the collective cultural amnesia that are legacies of slavery and that make it easy for the public to accept myths and media reports, such as those about the depravity of survivors of Hurricane Katrina in New Orleans and the earthquake in Haiti.
Abstract: In this essay, Joyce King attempts to interrupt the calculus of human (un)worthiness and to repair the collective cultural amnesia that are legacies of slavery and that make it easy—hegemonically and dysconsciously—for the public to accept myths and media reports, such as those about the depravity of survivors of Hurricane Katrina in New Orleans and the earthquake in Haiti King uses examples of Black Studies scholarship within a critical studyin' framework to recover and re-member the historical roots of resistance and revolution and the African cultural heritage that New Orleans and Haiti have in common Within this framework, teachers, students, and parents can combat ideologically biased knowledge, disparaging discourses of Blackness, and dehumanizing disaster narratives
TL;DR: The Lakou Soley Academic Enrichment and Cultural Arts Center (LSAAC) as mentioned in this paper is a Haitian diaspora institution that provides a family space in which to connect to her ancestors and cultural ways of knowing.
Abstract: In this essay, Charlene Desir reflects on her role as an academic from the Haitian diaspora and her journey to reconnect to her Haitian roots after the 2010 earthquake. Desir begins by exploring her family background and the centrality of lakou—a sacred family space in which to connect to her ancestors and cultural ways of knowing. By centering the conversation on community and reciprocity, she considers the roles and responsibilities of academics in the diaspora to give back to their communities. This essay tells the story of her experiences in Saint-Raphael, Haiti, developing the Lakou Soley Academic Enrichment and Cultural Arts Center. In examining her own role in her community—or lakou—Desir underscores the importance of using Haitian epistemology in the process of rebuilding Haiti.
TL;DR: Sofia and Wendy exchange their understandings of Sofia's immigration experiences, and how her identity has changed from age ten to fifteen as she has navigated her bicultural and bilingual worlds as mentioned in this paper.
Abstract: This article is an experiment in writing about and across differences; it seeks to open up dialogue between adults and young people in childhood and youth studies research. The coauthors, Sofia1 and Wendy, met through Wendy's longitudinal research project, which explores the roles that gender, race, and immigrant status play in how young people represent themselves and their social worlds. In this article, Sofia and Wendy exchange their understandings of Sofia's immigration experiences, and how her identity has changed from age ten to fifteen as she has navigated her bicultural and bilingual worlds.
TL;DR: In this paper, a collection of autobiographical stories was written by students in Educators for Fair Consideration (E4FC), a San Francisco-based nonprofit that provides direct support and advocacy for low-income immigrant students who have grown up in the United States but face challenges due to financial need and immigration status.
Abstract: Debate goes on about the proposed Development, Relief and Education for Alien Minors (DREAM) Act. In presidential speeches, one-minute congressional floor statements, and intermittent media coverage, we hear passionate arguments for and against this federal legislation that would provide a path toward citizenship for hundreds of thousands of undocumented students. Absent from this debate are the reallife stories of DREAMers who have been educated and raised in this country and are now desperate to contribute. This collection of autobiographical stories was written by students in Educators for Fair Consideration (E4FC), a San Francisco-based nonprofit that provides direct support and advocacy for low-income immigrant students who have grown up in the United States but face challenges due to financial need and immigration status. These students shed light on what it is like to grow up as undocumented youths. They talk about not being able to return to their homelands, about wanting to be accepted as America...
TL;DR: Sioux Hall as discussed by the authors used a strengths-based approach to examine the interruption of the intergenerational cycle of child abuse and explores the strategies that women who were abused by a parent as children used to raise their children without abuse.
Abstract: In this article, Sioux Hall promotes using a strengths-based approach to examine the interruption of the intergenerational cycle of child abuse and explores the strategies that women who were abused by a parent as children used to raise their children without abuse. She documents the mothers' uses of strategies such as vowing to protect and support their children, reconciling their abuse histories, and developing flexible, eclectic parenting methods. She discusses therapeutic and programmatic implications suggested by this research in the hope that this approach will create a shift in thinking among child protection professionals and educators toward a strengths-based perspective. Hall challenges readers to listen to the voices and consider the experiences of the ex-abused in order to reexamine the research, theory, and practice of prevention and treatment of child abuse.
TL;DR: DiAquoi, Doucet, and Marcelin this article discuss their roles as Haitian American scholars who are participating in Haiti's reconstruction process after the Haiti earthquake of January 2010.
Abstract: In this interview conducted by Harvard Educational Review editor Raygine DiAquoi, Fabienne Doucet of New York University and Louis Herns Marcelin of the University of Miami discuss their roles as Haitian American scholars who are participating in Haiti's reconstruction process after the earthquake of January 2010. Each professor focuses on different sectors of the educational system: Doucet on the importance of investing in early childhood education and Marcelin on the significance of higher education in rebuilding Haitian society. From these scholars we learn about the importance of including local actors in the efforts to rebuild in the aftermath of a natural disaster. Through the Interuniversity Institute for Research and Development (INURED), they work with scholars around the world to facilitate participatory research that seeks to democratize the production of knowledge while simultaneously building the capacity of Haitian students and educators to use research to effect change in their own communities.
TL;DR: In this article, Fairbanks, Crooks, and Ariail followed Esme Martinez from the sixth grade to the eleventh grade, focusing on her perspectives of schooling and her shifting identities related to home, school, friendships, and future.
Abstract: In this article, Fairbanks, Crooks, and Ariail followed Esme Martinez, a Spanish-speaking Latina, from the sixth grade to the eleventh grade, focusing on her perspectives of schooling and her shifting identities related to home, school, friendships, and future. Drawing on the construct of artifacts, a sociohistorical concept that understands skills, practices, and the means of putting them to use in social spaces, they detail Esme's school history, the ways she was positioned there, and the resources she used to respond and reposition herself. This examination offers a long-term profile of the complex interactions that school entails and a nuanced reflection on agency within institutional constraints.
TL;DR: In this paper, Gussin Paley brings us into a kindergarten classroom using her characteristic style of listening and recounting from the child's perspective, revealing the small but significant moments that occur alongside the planned curriculum to illustrate how children author their own narratives and come to each other's rescue.
Abstract: In this Voices Inside Schools essay, Vivian Gussin Paley brings us into Derek's kindergarten classroom using her characteristic style of listening and recounting from the child's perspective. With delicacy and insight, she reveals the small but significant moments that occur alongside the planned curriculum to illustrate how children author their own narratives and come to each other's rescue. In this essay, Paley's ability to attend to what emerges in the spaces between academic activities offers ways for teachers to get to know children as they see themselves. Paley demonstrates how, through storytelling and dramatic play, children author narratives of confidence and capability, seeing themselves as powerful and whole.
TL;DR: In this paper, Hana Kawai and Emily Taylor provide a case study of one teacher's classroom that examines issues of student conflict, gender dynamics, and the importance of reflective discussion to address oppressive social structures.
Abstract: In this essay, Hana Kawai and Emily Taylor provide a case study of one teacher's classroom that examines issues of student conflict, gender dynamics, and the importance of reflective discussion to address oppressive social structures. Through reflections and observations that focus on the intersection of gender and race, they urge teachers to recognize, understand, and respond to everyday classroom conflict through a critical lens. Kawai and Taylor conclude with an "imagined conversation" that discusses the larger societal influences that affect individual choices.