Researching “Black” Educational Experiences and Outcomes: Theoretical and Methodological Considerations

2007 ◽  
Vol 36 (9) ◽  
pp. 541-552 ◽  
Author(s):  
Carla O’Connor ◽  
Amanda Lewis ◽  
Jennifer Mueller
Keyword(s):  
Black Students ◽  
Racial Discrimination ◽  
Educational Experiences ◽  
Future Studies ◽  
Black Experience ◽  
Recent Scholarship ◽  
Methodological Considerations

This article delineates how race has been undertheorized in research on the educational experiences and outcomes of Blacks. The authors identify two dominant traditions by which researchers have invoked race (i.e., as culture and as a variable) and outline their conceptual limitations. They analyze how these traditions mask the heterogeneity of the Black experience, underanalyze institutionalized productions of race and racial discrimination, and confound causes and effects in estimating when and how race is “significant.” The authors acknowledge the contributions of more recent scholarship and discuss how future studies of Black achievement might develop more sophisticated conceptualizations of race to inform more rigorous methodological examinations of how, when, and why Black students perform in school as they do.

scholarly journals Aboriginal Language and School Outcomes: Investigating the Associations for Young Adults

2017 ◽  
Vol 8 (1) ◽  
Author(s):  
Anne Guevremont ◽  
Dafna Kohen
Keyword(s):  
Parental Education ◽  
School Attendance ◽  
Educational Experiences ◽  
Cohort Effect ◽  
Language Instruction ◽  
School Outcomes ◽  
Residential School ◽  
Future Studies ◽  
Confounding Variables ◽  
Aboriginal Children

Being taught an Aboriginal language at school has generally been associated with positive school outcomes for Aboriginal children but not adults. This study attempted to understand this discordance by examining three possible explanations: (a) confounding variables, (b) a cohort effect, and (c) differences in the timing and duration of Aboriginal language instruction. Confounding variables (school attendance on reserve, parental education, and family residential school attendance) and duration of Aboriginal language instruction (six of more grades) were important contributors; whereas the presence of a cohort effect and the timing of Aboriginal language instruction were not found to be significant. Future studies of Aboriginal language instruction should consider family educational experiences, location of schooling, and the duration of Aboriginal language instruction.

Condom migration resulting from circumcision, microbicides and vaccines: brief review and methodological considerations

Sexual Health ◽  
2012 ◽  
Vol 9 (1) ◽  
pp. 96 ◽  
Author(s):  
Richard A. Crosby ◽  
JaNelle Ricks ◽  
April Young
Keyword(s):  
Empirical Evidence ◽  
Male Circumcision ◽  
English Language ◽  
Allied Health ◽  
Entire Body ◽  
Methodological Issues ◽  
Future Studies ◽  
Cumulative Index ◽  
Methodological Considerations ◽  
Biomedical Interventions

Objective: To provide an updated review of condom migration as a means of highlighting methodological issues for future studies of this behavioural issue. Methods: Electronic searches of PubMed, MEDLINE and Cumulative Index to Nursing and Allied Health Literature (CINAHL) databases were carried out in October 2010 and updated in January 2011 for English-language articles published from 1994 onward. Results:Evidence addressing condom migration from microbicides and vaccines is vastly underdeveloped, simply because these products are still experimental. In contrast, the more advanced evidence regarding male circumcision is hopeful because it suggests that migration may not be an overwhelming issue. Nonetheless, the entire body of empirical evidence on this question could be substantially expanded and improved. Conclusion: Until stronger evidence suggests that condom migration is unlikely, it is important to be mindful of the potential for condom migration to occur in response to biomedical interventions (circumcision, microbicides and vaccines).

scholarly journals Outreach librarian to black students : A de facto role

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Katrina Spencer
Keyword(s):  
College Students ◽  
Black Students ◽  
Predominantly White ◽  
Personal Experience ◽  
Educational Experiences ◽  
Predominantly White Institutions ◽  
Black College ◽  
Black College Students ◽  
White Institutions ◽  
Additional Labor

While some predominantly white institutions can offer unique and laudable educational experiences to Black college students, they can also lack resources that provide these same students with a culturally affirming milieu. Black faculty and staff can organize their time, energy and resources to offer culturally enriching experiences for Black students. However, this additional labor is not systematically seen, cataloged or recognized as a core or essential duty. The author describes some effective forms of outreach from her personal experience and simultaneously asks whose job it is to meet the cultural needs of this population.

Policy Sociology in the Contemporary Global Era: Continued Importance and Pressing Methodological Considerations

2021 ◽  
pp. 0013189X2110091
Author(s):  
Laura Engel ◽  
Patricia Burch
Keyword(s):  
Policy Reform ◽  
Policy Networks ◽  
Power Dynamics ◽  
Future Studies ◽  
Global Policy ◽  
Global Era ◽  
Policy Sociology ◽  
Methodological Considerations ◽  
Vantage Points ◽  
Policy Problems

The intensities of the contemporary moment continue to prompt reflections on the strengths and limitations of approaches typically used to study education policy reform. The central contention of this essay is that policy sociology and its application within education offers needed vantage points on contemporary pressing global policy problems. Future studies would do well to keep the footprint of existing frameworks, which emphasize policy networks and mobilities, power dynamics within these flows, and the focus on doing research that speaks to concerns of stakeholders. The next generation of policy sociologists can further strengthen the relevance and rigor of the analytic scheme by leaning into methodologies that further attend empirically and descriptively to power asymmetries within policy networks.

scholarly journals Insiders, thresholders, and outsiders in west European global justice networks: network positions and modes of coordination

2013 ◽  
Vol 6 (2) ◽  
pp. 167-189 ◽  
Author(s):  
Clare Saunders
Keyword(s):  
Decision Making ◽  
Social Movement ◽  
Survey Data ◽  
Political Institutions ◽  
Global Justice ◽  
Work Organizations ◽  
Global Justice Movement ◽  
Future Studies ◽  
Formal Organizations ◽  
Methodological Considerations

Since the new millennium, scholars have acclaimed a vigorous global justice movement (GJM). Many accounts have stressed the tolerant identities of those involved in this movement, and/or the movement's horizontal decision-making structure. Consequently, formal organizations are often excluded from analysis, precluding the chance to assess systematically whether they are involved in social movement modes of coordination. The article uses deductive block modelling and inferential statistics on survey data of a broad sample of 208 western European global justice organizations to uncover their modes of coordination. I find that many organizations commonly considered integral to the GJM demonstrate organizational and coalitional modes of coordination, while formal organizations often engage in coalitional work. Organizations most densely networked, including some formal organizations,dohave social movement modes of coordination: they identify with the GJM, display continuity in attendance at international protests/events, and have contentious relations with political institutions. In addition, I raise methodological considerations for future studies of social movement modes of coordination.

scholarly journals Administrative Records Mask Racially Biased Policing

2020 ◽  
Vol 114 (3) ◽  
pp. 619-637 ◽  
Author(s):  
DEAN KNOX ◽  
WILL LOWE ◽  
JONATHAN MUMMOLO
Keyword(s):  
Racial Discrimination ◽  
Bias Correction ◽  
Principal Stratification ◽  
Exact Form ◽  
Correction Procedure ◽  
Statistical Bias ◽  
Future Studies ◽  
Administrative Records ◽  
Race Effects ◽  
Quantities Of Interest

Researchers often lack the necessary data to credibly estimate racial discrimination in policing. In particular, police administrative records lack information on civilians police observe but do not investigate. In this article, we show that if police racially discriminate when choosing whom to investigate, analyses using administrative records to estimate racial discrimination in police behavior are statistically biased, and many quantities of interest are unidentified—even among investigated individuals—absent strong and untestable assumptions. Using principal stratification in a causal mediation framework, we derive the exact form of the statistical bias that results from traditional estimation. We develop a bias-correction procedure and nonparametric sharp bounds for race effects, replicate published findings, and show the traditional estimator can severely underestimate levels of racially biased policing or mask discrimination entirely. We conclude by outlining a general and feasible design for future studies that is robust to this inferential snare.

Policy Dialogue: Black Teachers of the Past, Present, and Future

2021 ◽  
Vol 61 (1) ◽  
pp. 94-102
Author(s):  
Gloria Ladson-Billings ◽  
James D. Anderson
Keyword(s):  
Twentieth Century ◽  
Black Students ◽  
School Administrators ◽  
Black Teachers ◽  
Policy Dialogue ◽  
Black Experience ◽  
The Past ◽  
Black Teacher ◽  
Research Questions

In the second half of the twentieth century, the ranks of Black teachers and school administrators declined precipitously. Today, less than 7 percent of American teachers are Black. This loss has had a number of consequences for schools and communities, but perhaps especially for Black students. As recent research has found, Black students benefit socially and academically from having a Black teacher, are less likely to be suspended or expelled, and are more likely to enroll in college.For this inaugural policy dialogue, the HEQ editors asked Gloria Ladson-Billings and James D. Anderson to reflect on the past, present, and future of the Black teacher corps. Their wide-ranging exchange explores the various roles of educators, the legacy of segregation, the role of policy, and the Black experience. They close with a provocative list of research questions for emerging and established scholars to consider.

Dismantling the Black–White Achievement Gap Paradigm: Why and How We Need to Focus Instead on Systemic Change

2021 ◽  
pp. 002205742110319
Author(s):  
Nicole Gardner-Neblett ◽  
Iheoma U. Iruka ◽  
Marisha Humphries
Keyword(s):  
Achievement Gap ◽  
Black Students ◽  
Racial Disparities ◽  
Culturally Relevant Pedagogy ◽  
Educational Experiences ◽  
Systemic Change ◽  
Structural Racism ◽  
Educational Discourse ◽  
Relevant Pedagogy ◽  
Gap Paradigm

More than half a century of educational efforts have focused on eliminating the Black–White achievement gap. Yet, racial disparities persist. In this article, we describe the issues with educational discourse focused on the achievement gap and the ways structural racism drives the educational experiences and outcomes of Black students. We include a discussion of Black children’s developmental competencies and the ways educators may use culturally relevant pedagogy to capitalize upon these competencies and support higher achievement among Black students. We conclude with suggestions for specific actions to foster systemic change for Black students.

Student Teachers' Uncertainty Competence and Its Measurement

2021 ◽  
Vol 4 (2) ◽  
pp. 50-65
Author(s):  
Philipp Martzog ◽  
Svenja Hoyer ◽  
Simon Kuttner
Keyword(s):  
Student Teachers ◽  
Educational Experiences ◽  
Professional Lives ◽  
Student Knowledge ◽  
New Approach ◽  
Teacher Authority ◽  
Conceptual Clarity ◽  
Methodological Considerations ◽  
Measurement Approach ◽  
Preliminary Support

Uncertainty, here defined as an experienced information deficit regarding teacher authority, student knowledge etc., is a ubiquitous phenomenon in teachers' professional lives. Teacher education in Germany does however not explicitly prepare student teachers for uncertainty, and there is little conceptual clarity regarding competencies required to successfully cope with uncertainty in the teacher profession. Therefore, the authors first propose a new conceptual framework that defines teachers' uncertainty competence (UC) and, secondly, report on a new measurement approach that was developed to assess student teachers' UC in different educational settings. In a final step, the new approach was administered to 356 Waldorf and non-Waldorf student teachers in Germany to examine two core assumptions behind UC, namely its sensitivity to differences in context and educational experiences. Results lend preliminary support for these assumptions and are discussed with regard to their match with the new response concept and methodological considerations regarding its measurement.

scholarly journals (Ontologically) Black and Proud

2020 ◽  
Author(s):  
Nickolaus Alexander Ortiz
Keyword(s):  
Black Students ◽  
Cultural Practices ◽  
Relevant Literature ◽  
Black Children ◽  
Data Set ◽  
Quality Of Instruction ◽  
Linguistic Patterns ◽  
Methodological Considerations ◽  
Work Done

This research is meant to articulate from a pedagogical and empirical sense, howeducators and those who engage in educational research conceptualize ways to create opportunities for Black children to participate in mathematics, and how this task is taken up in a way that affirms their identity, cultural practices, and knowledge. Thus, I ask the complex but straightforward question: what forms of capital do Black students possess that could be advantageous to the learning of mathematics? In framing this review, I articulate the distinctions from seminal work done on Black children, and suggest that understanding Black students’ cultural capital implicates the quality of instruction that they receive. After creating a data set of articles focused on Black children’s learning of mathematics, I provide the reader with an argument of discovery outlining what conversations are embedded in the relevant literature. My findings are captured within a framework describing three interconnected claims related to capital: a) macro and micro issues related to their sociohistorical realities as related to resistance and resilience, b) communalism and a collective Black identity, and c) beauty in communication and non-dominant linguistic patterns. I contend that this capital that Black children possess, already predisposes them to advantages within mathematics, and highlight how at least five common theories interact with one another to solidify and explain these forms of capital. I conclude this study with a few implications, indeed ontological, epistemological, and methodological considerations for how educators, policymakers, and researchers might go on thinking about inclusive middle grades mathematics environments, and the research that could be taking place to improve these spaces for Black children.

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