“We Make Our Own Rules Here”: Democratic Communities, Corporate Logics, and “No Excuses” Practices in a Charter School Management Organization

2019 ◽  
Vol 49 (2) ◽  
pp. 176-200 ◽  
Author(s):  
Garth D. Stahl
Keyword(s):  
Education Reform ◽  
Charter School ◽  
Corporate Culture ◽  
Low Socioeconomic Status ◽  
Students Of Color ◽  
The United States ◽  
School Management ◽  
Educational Success ◽  
Low Socioeconomic ◽  
School Networks

Recently, there has been growing debate over the managerial and leadership practices of expanding charter school networks, often referred to as Charter School Management Organizations (CMOs). CMOs—which typically serve low–socioeconomic status students of color—are deeply tied to education reform efforts in the United States. Many CMOs consistently promote the belief that education can and should borrow heavily from the “best practices” of corporate culture and many have unlimited resources to enact their vision of educational success, closely aligned with what has been called “no excuses” schooling. Research on the daily practices of leaders working in a CMO remains limited; we know very little of how corporate ideologies are enacted in schooling. Drawing on ethnographic vignettes, I explore the daily life in one school within a CMO network considering to what extent corporate practices de-democratize education, produce neoliberal subjectivities, and shape experiences with learning for disadvantaged populations.

Effects of Violence on Trauma among Immigrant Women from Central America

2020 ◽  
Author(s):  
Arlette Vila ◽  
Elizabeth C Pomeroy
Keyword(s):  
Central America ◽  
Low Socioeconomic Status ◽  
Immigrant Women ◽  
Country Of Origin ◽  
The United States ◽  
Hierarchical Regression ◽  
Trauma Symptoms ◽  
Low Socioeconomic ◽  
Hierarchical Regression Model ◽  
Effects Of Violence

Abstract The purpose of the study was to explore the effects of violence on trauma among forced-immigrant women from the northern triangle of Central America (NTCA) resulting from direct and indirect violence in their country of origin and during the migratory journey through Mexico. In trauma theory the concept of compounding stressors is an important framework for understanding aspects of human development, especially among low-socioeconomic-status and oppressed populations. Authors hypothesized that violence would have an impact on trauma and conducted interviews with 108 women ages 18 to 65 from the NTCA who traveled by land across Mexico before entering the United States. A survey instrument captured demographic information and types of violence experienced in the home country and during the migratory journey. A standardized screening tool was used to measure trauma symptoms. A hierarchical regression model for trauma was entered in the following order: (a) demographics and (b) violence. Violence was found to be a significant predictor for trauma. Findings suggest that having experienced violence in the country of origin and through the migratory journey had a powerful role in predicting trauma symptoms among immigrant women from the NTCA.

Predictors of Unmet Dental Health Needs in US Adults in 2018: A Cross-Sectional Analysis

2021 ◽  
pp. 238008442110356
Author(s):  
D.J. Gaskin ◽  
H. Zare ◽  
R. McCleary ◽  
O. Kanwar ◽  
A.L. Davis
Keyword(s):  
Socioeconomic Status ◽  
Oral Health ◽  
Low Socioeconomic Status ◽  
Low Income ◽  
The United States ◽  
Permanent Teeth ◽  
Dental Visit ◽  
Low Socioeconomic ◽  
The Past ◽  
Dental Needs

Objective: To identify predictors of unmet dental needs for adults 18 y of age or older in the United States. Method: Using the Aday and Andersen framework and data from the 2018 Behavioral Risk Factor Surveillance System (BRFSS), we ran logistic regression to estimate predictors for adults of not having a dental visit within 5 y and having lost any teeth using a national sample of 155,060 survey respondents. Results: Results showed that predisposing factors (age, race/ethnicity, gender, and educational attainment) and enabling factors (income and health insurance status) are important predictors for losing teeth due to decay or gum disease. Men, the elderly, and less educated and low-income residents were less likely to have seen a dentist within the past 5 y and more likely to have lost their permanent teeth. Compared to non-Hispanic White adults, Hispanics adults were more likely to have had a dental visit within the past 5 y. Unmet dental needs varied across states. People living in states with extensive Medicaid dental care benefit coverage were less likely to lose their teeth and more likely to have had a dental visit within the past 5 y. Conclusion: Efforts to improve oral health should address unmet dental needs of men and adults with low socioeconomic status. Studying the variation between state oral health care programs could further our understanding of how public policy can improve population oral health. Knowledge Transfer Statement: Men, non-Hispanic Blacks, mixed and other race minorities, and low socioeconomic status adults are most at risk of unmet dental needs. States can address these needs by expanding Medicaid coverage for adults.

The Longitudinal Effects of School Improvement Grants

2021 ◽  
pp. 016237372110124
Author(s):  
Min Sun ◽  
Alec I. Kennedy ◽  
Susanna Loeb
Keyword(s):  
School Improvement ◽  
Low Socioeconomic Status ◽  
Students Of Color ◽  
English Language ◽  
High School Graduation Rates ◽  
Low Socioeconomic ◽  
School Improvement Grants ◽  
Positive Effects ◽  
State Test ◽  
Longitudinal Effects

School Improvement Grants (SIGs) exemplify a capacity-building investment to spur sustainable changes in America’s persistently lowest-performing schools and stimulate the economy. This study examines both short- and longer-term effects of the first two cohorts of SIG schools from four locations across the country. Dynamic difference-in-differences models show that SIGs’ effects on achievement in Grades 3 to 8, as measured by state test scores in math and English language arts, gradually increased over the three reform years and were largely sustained for 3 or 4 years afterward. Evidence on high school graduation rates, though less robust, also suggests SIGs had positive effects. SIGs’ effects on students of color and low-socioeconomic-status students were similar to or significantly larger than the overall effects.

Racial and socioeconomic disparities in follicular lymphoma survival.

2019 ◽  
Vol 37 (15_suppl) ◽  
pp. e18173-e18173
Author(s):  
Richard Stephen Sheppard ◽  
Adewumi Adekunle ◽  
Stefani Beale ◽  
Meena Ahluwalia
Keyword(s):  
Socioeconomic Status ◽  
Follicular Lymphoma ◽  
Low Socioeconomic Status ◽  
Survival Rates ◽  
The United States ◽  
Rank Test ◽  
Men And Women ◽  
Low Socioeconomic ◽  
Asian Pacific Islander ◽  
Asian Pacific

e18173 Background: Follicular Lymphoma (FL) is a the second most common Non Hodgkin's Lymphoma (NHL) diagnosed in the United States with 2.6 per 100,000 men and women per year from 2011 to 2015 when age adjusted as per the National Cancer Institute with the number of deaths of 0.5 per 100,000 men and women per year. It known that FL is one of the most clinically indolent NHL and due to this, survival rates are generally more favorable when compared to other B Cell Lymphomas. With this study, we aim to analyse socioeconomic and racial disparities in the survival rates for FL. Methods: The authors identified patients diagnosed with FL between 1973 and 2015 using the Surveillance, Epidemiology, and End Results (SEER) database. Overall survival was estimated and compared between racial/ethnic groups using the log-rank test. Our outcome variables were 1-year, 5-year and mortality. Our independent variables were race and socioeconomic status. We controlled for age, demographic characteristics, time of diagnosis, pathological classification, treatment and socioeconomic status. Results: A total of 66 127 patients were identified; 90% of the patients were White, 4% Black, and 4% Asian. We noted significant differences in disease presentation, socioeconomic status, and outcomes. Asian/Pacific Islander had the lowest survival with a mean of 228 survival months, Blacks had a mean survival months of 237, and Whites had a mean survival months of 234. Conclusions: Disparities exist in the care and outcomes of FL. A low socioeconomic status is correlated with decreased survival.

Moral Identity Among Low–Socioeconomic Status Adolescents: Stressful Events and Family Relationships Considered

2017 ◽  
Vol 33 (4) ◽  
pp. 395-415
Author(s):  
Alexandra N. Davis ◽  
Cara Streit
Keyword(s):  
Low Socioeconomic Status ◽  
Low Income ◽  
Family Relationships ◽  
Conceptual Models ◽  
Moral Identity ◽  
Qualitative Interviews ◽  
The United States ◽  
Family Processes ◽  
Stressful Events ◽  
Low Socioeconomic

The current study aimed to examine themes surrounding the moral identity of adolescents from two low-income communities in the United States using qualitative interviews. Based on previous conceptual models, the authors aimed to examine the co-occurrence of themes of morality, stressors, and family processes. Participants were adolescents from the Northeast and Midwest ( n = 38; mean age = 15.64; 73.7% female; 23.7% Black, 30.6% Latino, and 47.4% White). The results demonstrated that morality was a salient theme among adolescents. In addition, a subset of adolescents discussed stressors and family processes in conjunction with morality. The discussion will focus on the resiliency of youth living in low-income communities.

LATINA/O WHITENING?

2015 ◽  
Vol 12 (1) ◽  
pp. 119-136 ◽  
Author(s):  
Nicholas Vargas
Keyword(s):  
Socioeconomic Status ◽  
Low Socioeconomic Status ◽  
Skin Color ◽  
The United States ◽  
Personal Identification ◽  
Racial Identification ◽  
Low Socioeconomic ◽  
Life Study ◽  
Boundary Maintenance ◽  
Eastern European Immigrant

AbstractSome scholars argue that Latina/os in the United States may soon become White, much like the supposed Whitening of Eastern European immigrant groups in the early twentieth century. High rates of White racial identification on surveys among Latina/os is one explanation provided for this assertion. However, personal identification is but one element of racial boundary maintenance. It is when personal identification is externally validated that it is most closely associated with group-based experiences. This article maps components of the White-Latino racial boundary that may be permeable to White expansion by examining conditions under which Latina/os self-identify as Whiteandreport that they are externally classified as White by other Americans. Employing novel data from the 2006 Portraits of American Life Study, this article shows that nearly 40% of Latina/os sometimes self-identify as White, yet a much smaller proportion—only 6%—report being externally classified as White by others. Moreover, logistic regression analyses suggest that for those with light phenotypical features and high levels of socioeconomic status, the odds of reported external Whitening are increased. Interestingly, phenotypically light Latina/os with low-socioeconomic-status levels have low probabilities of reporting external classification as White when compared to their phenotypically light and high-socioeconomic-status counterparts, suggesting that the combination of both skin color and class may be central to the White-Latino racial boundary. Results also indicate that many who report external Whitening do not prefer to self-identify as White. In sum, multidimensional measures of racial classification indicate that only a very small minority of Latina/os may be “becoming White” in ways that some previous researchers have predicted.

scholarly journals COVID-19 pandemic reveals persistent disparities in nitrogen dioxide pollution

2021 ◽  
Vol 118 (30) ◽  
pp. e2022409118
Author(s):  
Gaige Hunter Kerr ◽  
Daniel L. Goldberg ◽  
Susan C. Anenberg
Keyword(s):  
United States ◽  
Nitrogen Dioxide ◽  
Low Socioeconomic Status ◽  
Ethnically Diverse ◽  
The United States ◽  
Urban Neighborhoods ◽  
Air Pollutant ◽  
Low Socioeconomic ◽  
Passenger Traffic ◽  
Demographic Subgroups

The unequal spatial distribution of ambient nitrogen dioxide (NO2), an air pollutant related to traffic, leads to higher exposure for minority and low socioeconomic status communities. We exploit the unprecedented drop in urban activity during the COVID-19 pandemic and use high-resolution, remotely sensed NO2 observations to investigate disparities in NO2 levels across different demographic subgroups in the United States. We show that, prior to the pandemic, satellite-observed NO2 levels in the least White census tracts of the United States were nearly triple the NO2 levels in the most White tracts. During the pandemic, the largest lockdown-related NO2 reductions occurred in urban neighborhoods that have 2.0 times more non-White residents and 2.1 times more Hispanic residents than neighborhoods with the smallest reductions. NO2 reductions were likely driven by the greater density of highways and interstates in these racially and ethnically diverse areas. Although the largest reductions occurred in marginalized areas, the effect of lockdowns on racial, ethnic, and socioeconomic NO2 disparities was mixed and, for many cities, nonsignificant. For example, the least White tracts still experienced ∼1.5 times higher NO2 levels during the lockdowns than the most White tracts experienced prior to the pandemic. Future policies aimed at eliminating pollution disparities will need to look beyond reducing emissions from only passenger traffic and also consider other collocated sources of emissions such as heavy-duty vehicles.

Effects of Different-Race Exposure in School and Neighborhood on the Reading Achievement of Hmong Students in the United States

2015 ◽  
Vol 52 (10) ◽  
pp. 1255-1283 ◽  
Author(s):  
Moosung Lee ◽  
Beatrice Oi-Yeung Lam ◽  
Na’im Madyun
Keyword(s):  
Reading Achievement ◽  
Low Socioeconomic Status ◽  
Positive Association ◽  
The United States ◽  
Urban School District ◽  
Racially Diverse ◽  
Low Socioeconomic ◽  
English Speaking ◽  
Limited English Proficient Students ◽  
Hmong Students

Based on analyses of 1,622 Hmong adolescents in a large urban school district, we illuminate a positive association between school different-race exposure and Hmong limited English proficient students’ reading achievement. However, we also note a negative association of neighborhood different-race exposure with Hmong students from low socioeconomic status (SES) backgrounds. These findings suggest that even if school different-race exposure opportunities are developed through racially diverse schools, this does not necessarily lead to desirable interracial social ties between Hmong students and mainstream English-speaking students. Rather, Hmong students from low SES backgrounds are more likely to benefit academically when they reside in predominantly Hmong neighborhoods.

Achieving Excellence in Teacher Workforce and Equity in Learning Opportunities in South Korea

2008 ◽  
Vol 37 (4) ◽  
pp. 200-207 ◽  
Author(s):  
Nam-Hwa Kang ◽  
Miyoung Hong
Keyword(s):  
United States ◽  
South Korea ◽  
Low Socioeconomic Status ◽  
The United States ◽  
Learning Opportunities ◽  
Community Resources ◽  
Low Socioeconomic ◽  
South Korean ◽  
Teacher Workforce ◽  
Professional Occupation

Akiba, LeTendre, and Scribner (2007) identified two problems with mathematics education in the United States: (a) a shortage of qualified mathematics teachers and (b) unequal access to those teachers by students of high and low socioeconomic status. Akiba et al. called for further research on how South Korea and other countries have achieved excellence in their teacher workforces and equity in access to qualified teachers. They also called for research on what mediates the relationship between opportunity and achievement gaps. In response, the authors of this article describe pertinent South Korean educational contexts and policies. To ensure teacher quality in the United States, the authors propose establishing teaching as a professional occupation by offering competitive salaries, improving working conditions, and increasing teachers’ out-of-class time for planning and professional development. As a way to close the achievement gap, they recommend that accessible supplementary learning opportunities be provided for students who lack family and community resources.

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