scholarly journals “All kids matter”? Catholic institutional advocacy for federal COVID relief funding for non-public schools

2021 ◽  
Vol 29 ◽  
pp. 131
Author(s):  
Kathleen M. Sellers
Keyword(s):  
Public Schools ◽  
Critical Race Theory ◽  
Critical Discourse Analysis ◽  
Low Income ◽  
Catholic Church ◽  
The United States ◽  
Low Income Students ◽  
Institutional Advocacy ◽  
American Catholic ◽  
Trump Administration

This article explores the policy interests expressed by the largest private educational system in the United States, American Catholic schools, during the first four months of the COVID-19 crisis. Critical discourse analysis is applied to public texts produced by the Catholic Church between March 1 and July 1, 2020, in order to understand the discursive strategies through which this institution constructs meaning in the policy arena. This analysis illustrates how Catholic leaders use language to make racialized and low-income students “discursively invisible.”  The author documents a significant change in policy discourse, from neoconservative logics to neoliberal ones, which corresponds directly to political signaling from the Trump Administration. Drawing on critical race theory, the author suggests implications for policymakers and stakeholders.    

¡Sí se Puede en Colaboración! Increasing College Placement Rates of Low-income Students

2011 ◽  
Vol 113 (7) ◽  
pp. 1435-1476
Author(s):  
Matthew Militello ◽  
Jason Schweid ◽  
John Carey
Keyword(s):  
High School ◽  
High Schools ◽  
College Readiness ◽  
Low Income ◽  
The United States ◽  
Intervention Strategies ◽  
Low Income Students ◽  
College Board ◽  
Post Secondary ◽  
College Application

Background/Context Today we have moved from the debate of student opportunity to post-secondary educational setting to 100% access. That is, today's high school settings have been charged with preparing “college ready” graduates. Educational policy has leveraged mandates and sanctions as a mechanism to improve college placement rates, especially in high schools with a high percentage of low-income students. However, little empirical evidence exists to assist us in understanding how college readiness is actualized for low-income students. Focus of Study The purpose of this study was to identify specific strategies that schools employ to raise college application and attendance rates for low-income students. Research Design This study investigated 18 College Board Inspiration Award winning or honorable mention high schools across the United States. Phone interviews with all 18 schools informed the selection of five case study high schools. Data collection included interviews and observations with high school educators, parents, students, and other community members. Findings In this study, we describe evidence within and across the five case schools using a framework that was generated from the first phase of this study. These schools effectively improved college readiness by developing collaborative practices around: (1) Program Management, (2) External Partnerships, (3) Leadership, (4) College-focused Intervention Strategies, (5) Achievement-oriented School Culture, (6) Parental Outreach, (7) Systemic, Multileveled Intervention Strategies, (8) Use of Data, (9) Development and Implementation of Inclusive School Policies, and (10) Routinizing or Offloading Routine or Mundane Tasks. Conclusions/Implications This study operationalizes what effective practices look like in high schools with low-income students. The findings move beyond normative models to be implemented across sites to illustrations of exemplar practices that can guide collaborative efforts to enact the specific tasks necessary to improve college readiness for students.

Politics, Power, and Money

2021 ◽  
pp. 98-118
Author(s):  
Sandro Galea
Keyword(s):  
Low Income ◽  
The United States ◽  
Political Leaders ◽  
The Public ◽  
Political Dynamics ◽  
Public Health Infrastructure ◽  
The Us ◽  
Data Informed ◽  
Disproportionate Burden ◽  
Trump Administration

This chapter investigates how politics and power shape health outcomes, with special emphasis on how these forces intersect with economic inequality and the disproportionate burden of sickness experienced by low-income populations. During the spread of COVID-19, American political leadership faced a test of its ability to respond to sudden crisis. Rising to such a difficult occasion requires detailed plans for what to do in such a scenario, robust public health infrastructure, and leadership which takes decisive, data-informed action, listening to experts and communicating clearly and consistently with the public. Tragically, COVID-19 found the United States lacking in all these areas. Political leaders are in a position to mold public opinion, nudging the public mind towards new ways of thinking. The precise term for this is “shifting the Overton window.” By helping to mainstream a cavalier attitude towards COVID-19, the Trump administration shifted the Overton window towards greater acceptance of behaviors which create poorer health. The chapter then looks at the failure to adequately address race in the US. Among the factors that shape health, the area of race is particularly sensitive to political dynamics.

scholarly journals The Contested Discourses of Yoga, Youth, and Urban Schooling: Paradox and Possibility

2020 ◽  
Vol 122 (9) ◽  
pp. 1-40
Author(s):  
Janet D. Johnson
Keyword(s):  
Critical Discourse Analysis ◽  
Low Income ◽  
Classroom Teacher ◽  
Research Question ◽  
Alternative High School ◽  
The United States ◽  
Teacher Participation ◽  
Youth Of Color ◽  
Urban Schooling ◽  
Background Context

Background/Context Yoga, as a recent cultural phenomenon in the United States, is often marketed as a way to relieve stress and anxiety. This has led to yoga becoming widespread in schools, particularly schools that serve low income youth of color. While some advocates argue that yoga can help students navigate highly controlled, standards-based school environments, others assert that yoga is being used as a tool for student compliance rather than liberation. Purpose/Objective/Research Question/Focus of Study This study addresses the tensions between schooling discourses and yoga discourses, and how youth use their own discourses and agency to navigate those complications. Setting/Population This study took place in an alternative high school program for students who were in danger of not graduating because they had too few credits. Reflecting the community, the participants were low income youth of color. Research Design In this yearlong critical qualitative study, I served as an observer for weekly yoga classes at the school, interviewed the student participants during the fall and the spring, and interviewed the yoga teacher and classroom teacher during the fall and spring. I kept a field journal and wrote memos after every class and analyzed the data from the observations and interviews using critical discourse analysis. Conclusions/Recommendations Even as yoga may serve as a counternarrative to schooling discourses, it is only with intention and practice that it does not reify narratives of power and patriarchy. This is particularly true when the participants themselves may replicate these narratives, such as the participants’ complex use of heteronormative masculine discourses. For yoga to be liberatory in schools, the following aspects should be included: a sense of community where all students feel valued, classroom teacher participation, explicit instruction in the discourses of yoga around acceptance and compassion for oneself and others, and acknowledging school and youth discourses around sports and heteronormativity.

Catholicism and Race

2018 ◽  
Author(s):  
Mike Pasquier
Keyword(s):  
Fifteenth Century ◽  
Catholic Church ◽  
White Supremacy ◽  
The United States ◽  
First Century ◽  
Racial Identification ◽  
American Catholicism ◽  
Black And White ◽  
American Catholic ◽  
Historical Accounts

Historical accounts of American Catholicism are not complete without some recognition of the racial contours of life in the United States. As a people both racist and racialized, American Catholics have lived along a spectrum of racial identification, both reinforcing and confounding the black-and-white boundaries that so dominate American racial ideology. European Catholic colonizers introduced race-based notions of slavery to North America as early as the fifteenth century. Some Catholics of African descent challenged the institutionalization of white supremacy in the American Catholic Church during the nineteenth and twentieth centuries, at the same time that many white Protestant Americans categorized Catholic immigrants of Europe as dark-skinned outsiders. The immigration of people from Latin America and Asia has only added to the racial diversification of American Catholicism in the twenty-first century, further reinforcing the importance of race to the study of Catholicism in American history.

Preventing and Transforming Violence

2021 ◽  
pp. 243-256
Author(s):  
Nancy D. Erbe ◽  
Swaranjit Singh
Keyword(s):  
United States ◽  
Public Schools ◽  
Juvenile Offenders ◽  
The United States ◽  
Human Race ◽  
Contemporary World ◽  
Significant Potential ◽  
Years Of Service ◽  
Trump Administration

The authors have spent careers preventing and transforming violence, as a lawyer for public schools, treatment leader for repeat violent juvenile offenders, victim offender mediator, and an army colonel. Here they share the field-tested insights they have gained over a combined 50 plus years of service. They also elaborate Gandhi's nonviolence (actual and envisioned) so that readers will start to fully appreciate what is required for sustainable nonviolence. He offered several practices, tools, and ideas that have significant potential to help the contemporary world embrace nonviolence as a complex growth-filled way of living, one that promises to help the human race sustain and enrich their civilization(s). This updated chapter will include reflections about preventing and reducing violence with a particular focus on the increased and tragic violence in the United States under the Trump administration.

A Meta-Theoretical Framework for Understanding Educational Disparities Affecting Black Youth in the United States: Implications for Social Work

2019 ◽  
Vol 3 (2) ◽  
pp. 187-206
Author(s):  
Stephanie C. Boddie ◽  
Eric Kyere ◽  
A. Christson Adedoyin
Keyword(s):  
Public Schools ◽  
Social Work ◽  
Critical Race Theory ◽  
Research Policy ◽  
Black Youth ◽  
The United States ◽  
Theoretical Framework ◽  
Policy And Practice ◽  
Educational Disparities ◽  
Modern Capitalism

BackgroundBlack youth are disproportionately disadvantaged in nearly every indicator of academic performance.ObjectiveThis analysis seeks to understand the role of racism in the genesis of educational disparities affecting Black youth.MethodsDrawing from structural functionalism, modern capitalism, and critical race theory, we provide a meta-theoretical framework to explore the underpinnings of racial disparities that disadvantage Black youth in U.S. public schools.FindingsThis meta-theoretical framework suggests a critical need to examine the history of racism as well as the social, political, and economic structure of the U.S. to understand the educational disparities affecting Black youth.ConclusionSocial work professionals can use this meta-theoretical framework to inform research, policy, and practice addressing educational disparities and ultimately create more equitable, fair, and just school environments.

Safe Routes to School? Black Caribbean Youth Negotiating Police Surveillance in London and New York City

2018 ◽  
Vol 88 (3) ◽  
pp. 261-286 ◽  
Author(s):  
DERRON WALLACE
Keyword(s):  
New York ◽  
New York City ◽  
Public Schools ◽  
Critical Race Theory ◽  
York City ◽  
Black Youth ◽  
The United States ◽  
Ethnographic Study ◽  
Stop And Frisk ◽  
Black Caribbean

In this article, Derron Wallace examines how Black Caribbean youth perceive and experience stop-and-frisk and stop-and-search practices in New York City and London, respectively, while on their way to and from public schools. Despite a growing body of scholarship on the relationship between policing and schooling in the United States and United Kingdom, comparative research on how students experience stop-and-frisk/search remains sparse. Drawing on the BlackCrit tradition of critical race theory and in-depth interviews with sixty Black Caribbean secondary school students in London and New York City, Wallace explores how adolescents experience adult-like policing to and from schools. His findings indicate that participants develop a strained sense of belonging in British and American societies due to a security paradox: a policing formula that, in principle, promises safety for all but in practice does so at the expense of some Black youth. Participants in the ethnographic study learned that irrespective of ethnicity, Black youth are regularly rendered suspicious subjects worthy of scrutiny, even during the school commute.

scholarly journals University-Partnered New School Designs: Fertile Ground for Research–Practice Partnerships

2017 ◽  
Vol 46 (3) ◽  
pp. 143-146 ◽  
Author(s):  
Karen Hunter Quartz ◽  
Rhona S. Weinstein ◽  
Gail Kaufman ◽  
Harold Levine ◽  
Hugh Mehan ◽  
...  
Keyword(s):  
Public Schools ◽  
Low Income ◽  
Students Of Color ◽  
Urban School Districts ◽  
School Design ◽  
Research Practice ◽  
Low Income Students ◽  
New School ◽  
Policy Context ◽  
Fertile Ground

This commentary suggests that new school design is a fertile policy context for advancing research–practice partnerships. The authors represent four public universities that have created new school designs in partnership with urban school districts. Unlike the laboratory schools of previous generations, these university-partnered public schools were intentionally designed to disrupt persistent patterns of inequity and prepare low-income students of color to flourish in college. The authors argue that these schools provide a promising context for marrying research and practice to bring about fundamental change in schools, with potential for spread of innovation to districts and universities.

“If There Were One People”: Francis Weninger and the Segregation of American Catholicism

2017 ◽  
Vol 27 (2) ◽  
pp. 218-246
Author(s):  
David Komline
Keyword(s):  
African Americans ◽  
Catholic Church ◽  
Jim Crow ◽  
Historical Context ◽  
Roman Catholic ◽  
The United States ◽  
American Catholicism ◽  
German Immigrants ◽  
Mission Strategy ◽  
American Catholic

AbstractThis article uses the career of Francis Weninger—an Austrian Jesuit who traversed the United States preaching mostly to German audiences—to trace the development of Roman Catholic approaches to African American missions from the end of the Civil War to the rise of Jim Crow. The study proceeds in two parts, each of which addresses three themes. The first half treats Weninger's work among American Germans, examining the historical context, mission strategy, and revivalistic activity involved in Weninger’s work among his fellow immigrants. The second half details Weninger's evangelistic efforts among African Americans, reversing the order of these themes: first, it describes his activity, then, his strategy and motivation, and, finally, how Weninger's work fits into the broader context of Catholic race relations. The paper shows that the activism of Francis Weninger, the most significant Catholic advocate of missions to African Americans during the key time period in which the American Catholic church adopted an official policy of racial segregation, helped both to stimulate and to define later Roman Catholic initiatives to evangelize African Americans. Weninger modeled his approach to evangelizing African Americans directly on his work among German immigrants, encouraging both groups to establish their own ethnically and racially segregated parishes.

Public Schools vs. Catholic Schools and James McMaster

1966 ◽  
Vol 28 (1) ◽  
pp. 19-46 ◽  
Author(s):  
Thomas T. McAvoy
Keyword(s):  
United States ◽  
Nineteenth Century ◽  
Public Schools ◽  
First Generation ◽  
The United States ◽  
Second Vatican Council ◽  
American Catholicism ◽  
Vatican Council ◽  
The Galaxy ◽  
American Catholic

THE “emergence of the Catholic layman” in the United States which has been heralded sofrequently since the opening of the Second Vatican Council has tended to do a grave injustice to the American Catholic layman of earlier generations. It is true that many of the leading American Catholiclaymen of the nineteenth century were converts from Protestantism, and there were few opportunities for the first generation immigrant Catholic to achieve higher education outside the seminaries. Nevertheless, the “Generation of the Third Eye” has not produced a philosopher of the depth or comprehension of Orestes A. Brownson, nor a defender of orthodoxy of the knowledge and capacity of James A. McMaster nor has it surpassed such men as Roger B. Taney, John Scott, and William J. Read who were called in to address the first Provincial Council of Baltimore, or Richard Clarke who tried to form the first Catholic union in the United States. The number of prominent Catholic laymen and laywomen of the nineteenth century is large as can be seen in the mere listing of the galaxy that participated in the two lay Catholic Congresses in Baltimore in 1889 and Chicago in 1893. Of all these, James McMaster has no equal in his influence on the religious and theological development of American Catholicism.

Sign in / Sign up

Export Citation Format

Share Document