A Classroom Observer Like Me: The Effects of Race-congruence and Gender-congruence Between Teachers and Raters on Observation Scores

2021 ◽  
pp. 1-67
Author(s):  
Olivia L. Chi
Keyword(s):  
Fixed Effects ◽  
Southeastern United States ◽  
Decision Makers ◽  
Race And Gender ◽  
School Based ◽  
Fairness Concerns ◽  
State And Local ◽  
Teacher Workforce ◽  
And Gender ◽  
Local Education Agencies

Abstract State and local education agencies across the country are prioritizing the goal of diversifying the teacher workforce. To further understand the challenges of diversifying the teacher pipeline, I investigate race and gender dynamics between teachers and school-based administrators, who are key decision-makers in hiring, evaluating, and retaining teachers. I use longitudinal data from a large school district in the southeastern United States to examine the effects of race-congruence and gender-congruence between teachers and observers/administrators on teachers’ observation scores. Using models with two-way fixed effects, I find that teachers, on average, experience small positive increases in their scores from sharing race or gender with their observers, raising fairness concerns for teachers whose race or gender identities are not reflected by any of their raters.

scholarly journals What Can Art Do? A Review of Bridging Communities through Socially Engaged Art Edited by Alice Wexler and Vida Sabbaghi

2020 ◽  
Vol 5 (1) ◽  
pp. 233-240
Author(s):  
Kristin Bergaust
Keyword(s):  
The United States ◽  
Decision Makers ◽  
Artistic Practice ◽  
Race And Gender ◽  
Socially Engaged Art ◽  
Northern European ◽  
Diverse Communities ◽  
Gender Perspectives ◽  
And Gender ◽  
Art Pedagogy

My review of Bridging Communities Through Socially Engaged Art (2019), looks at this collection of case-studies and practical examples, mainly from the United States, read by a Northern-European reviewer. The book presents twenty-seven inspiring project examples from artistic practice, art education, art dissemination and art therapy. This review looks at some chapters, representing different sections of the book: Museums and Cultural Institutions in Diverse Communities, Art Pedagogy in Diverse Communities, Critical Race and Gender Perspectives, and DIS/ability Justice and Outsiders. The included chapters of the volume are mainly authored by practicing professionals and offer both concrete descriptions and reflections. The dire situation of charged political and contextual conditions was a sub-text in my reading. As a conclusion, I found this book a rewarding and inspirational experience to be recommended for students and decision-makers.

scholarly journals RACIAL DISPARITIES IN RURAL-URBAN MORTALITY GAP IN THE UNITED STATES: A 24-YEAR LONGITUDINAL STUDY

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S733-S733
Author(s):  
Nasim Ferdows ◽  
Soroosh Baghban Ferdows ◽  
Amit Kumar
Keyword(s):  
Mortality Rate ◽  
Rural Areas ◽  
Urban Areas ◽  
Fixed Effects ◽  
The United States ◽  
Mortality Rates ◽  
Race And Gender ◽  
Racial Gap ◽  
The Us ◽  
And Gender

Abstract Although overall life expectancy in the US has improved rapidly over the course of the 20th century and the racial gap in all-cause mortality has declined in recent decades, geographical disparities in mortality have increased in the last three decades. This research aims to study racial and geographical disparities by comparing the race and sex-specific mortality trends of the US rural and urban populations. We created a longitudinal county level analytic file of the US population 65 years and older, over the period of 1968 to 2015 obtained from CDC-WONDER and Area Health Resources Files. First, we used an OLS regression of age-adjusted mortality rate onto year indicators interaction with race and gender to depict the race and sex-specific trend in age-adjusted mortality rates. We also estimated the change in in mortality rate over time, for each race and gender, relative to values in 1968. Finally, we estimated race and sex specific trend in rural-urban mortality gap using state fixed effects regression. Our results indicate that racial gap in mortality rates has only declined in urban areas. Mortality rates of the whites in rural areas declined more rapidly than their Black counterparts, resulting in a gap that has been widening in the last three decades. The racial gap has increased considerably for males residing in rural counties not adjacent to an urban county. Thus, racial disparity in mortality has increased in rural areas, with a considerable widening between white and black male population living in the more remote rural areas.

Social capital, power, school-based decision making, and the teaching assignment process

2018 ◽  
Vol 3 (4) ◽  
pp. 321-340 ◽  
Author(s):  
Daina S. Lieberman ◽  
Jennifer K. Clayton
Keyword(s):  
Decision Making ◽  
Social Capital ◽  
Structured Interviews ◽  
Content Type ◽  
Race And Gender ◽  
Teacher Understanding ◽  
School Based ◽  
And Gender ◽  
Interpretive Design ◽  
At Risk Student

PurposeThe purpose of this paper is to investigate power and its influence on the teaching assignment process and school-based decision making.Design/methodology/approachQualitative interpretive design and thematic analysis were used. Semi-structured interviews were conducted with teachers and administrators.FindingsBoth teachers and administrators discussed power and social capital as components of the teaching assignment process. Teachers viewed the origins of their social capital differently than administrators and felt social capital was evident in school-based decision making and the teaching assignment process.Research limitations/implicationsParticipants were demographically rather homogeneous. Further studies with a diverse sample could examine race and gender as factors in the teaching assignment process.Practical implicationsThis study demonstrates a need for administrators to examine how they consider social capital when distributing teaching assignments and involving teachers in school-based decision making. Administrators’ actions may result in teacher tracking, disadvantaging marginalized and at-risk student populations.Social implicationsThere is a clear disconnect between administrator and teacher understanding of the purpose and practice of teaching assignment distribution. Administrators were unaware of their own power, how they wielded it, and the effect it had on teachers.Originality/valueFew studies have examined teacher–administrator power relations or the teaching assignment process at the secondary level. This study connects the teaching assignment process to social capital and power.

Improving Speech and Language Services through Effective Time Management

1983 ◽  
Vol 14 (2) ◽  
pp. 86-91 ◽  
Author(s):  
Barbara W. Travers
Keyword(s):  
Time Management ◽  
Management Strategies ◽  
Federal State ◽  
Speech Language Pathologist ◽  
School Based ◽  
Work Area ◽  
Paper Work ◽  
Areas Of Concern ◽  
State And Local ◽  
Therapeutic Services

This paper presents strategies for increasing the effectiveness and efficiency of the school-based speech-language pathologist. Various time management strategies are adapted and outlined for three major areas of concern: using time, organizing the work area, and managing paper work. It is suggested that the use of such methods will aid the speech-language pathologist in coping with federal, state, and local regulations while continuing to provide quality therapeutic services.

Referral Patterns for Youths Identified at Risk for Suicide by Trained Gatekeepers

Crisis ◽  
2012 ◽  
Vol 33 (2) ◽  
pp. 113-119 ◽  
Author(s):  
Michael S. Rodi ◽  
Lucas Godoy Garraza ◽  
Christine Walrath ◽  
Robert L. Stephens ◽  
D. Susanne Condron ◽  
...  
Keyword(s):  
Suicide Prevention ◽  
Demographic Characteristics ◽  
Service Access ◽  
Referral Patterns ◽  
Race And Gender ◽  
Lee Smith ◽  
Prevention Behavior ◽  
Key Variables ◽  
And Gender ◽  
To Receive

Background: In order to better understand the posttraining suicide prevention behavior of gatekeeper trainees, the present article examines the referral and service receipt patterns among gatekeeper-identified youths. Methods: Data for this study were drawn from 26 Garrett Lee Smith grantees funded between October 2005 and October 2009 who submitted data about the number, characteristics, and service access of identified youths. Results: The demographic characteristics of identified youths are not related to referral type or receipt. Furthermore, referral setting does not seem to be predictive of the type of referral. Demographic as well as other (nonrisk) characteristics of the youths are not key variables in determining identification or service receipt. Limitations: These data are not necessarily representative of all youths identified by gatekeepers represented in the dataset. The prevalence of risk among all members of the communities from which these data are drawn is unknown. Furthermore, these data likely disproportionately represent gatekeepers associated with systems that effectively track gatekeepers and youths. Conclusions: Gatekeepers appear to be identifying youth across settings, and those youths are being referred for services without regard for race and gender or the settings in which they are identified. Furthermore, youths that may be at highest risk may be more likely to receive those services.

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