Navigating the Double Bind: A Systematic Literature Review of the Experiences of Novice Teachers of Color in K–12 Schools

2021 ◽  
pp. 003465432110608
Author(s):  
Elizabeth Bettini ◽  
Christopher J. Cormier ◽  
Maalavika Ragunathan ◽  
Kristabel Stark
Keyword(s):  
Novice Teachers ◽  
Students Of Color ◽  
People Of Color ◽  
Educational Institutions ◽  
Double Bind ◽  
Educational Systems ◽  
Teachers Of Color ◽  
Positive Outcomes ◽  
The Many ◽  
K 12

A robust body of U.S.-based research demonstrates the importance of teachers of color to promote positive outcomes among students of color, and recent policies aim to increase the proportion of teachers of color. These policies are unlikely to succeed if they ignore how educational systems currently marginalize teachers of color, particularly early in teachers’ careers, when they are more likely to leave. Thus, we conducted a systematic narrative review of the experiences of novice teachers of color in K–12 schools. We identified 72 relevant studies, from 1996 to the present, and qualitatively analyzed themes within them. We found that novices’ experiences of their socialization into K–12 educational institutions were deeply racialized, through their interactions with every aspect of K–12 educational systems. Novices’ experiences often placed them in a double bind, as they experienced tensions between their personal commitments as people of color and their professional commitments in schools that perpetuated oppressive systems. Welcoming novice teachers of color into K–12 schools thus necessitates broader efforts to dismantle the many ways oppressive systems are embedded within and perpetuated by schools—efforts to which novice teachers of color can contribute, but for which they should not bear sole responsibility.

scholarly journals The logic of national policies and strategies for open educational resources

2013 ◽  
Vol 14 (2) ◽  
pp. 96 ◽  
Author(s):  
Fred Mulder
Keyword(s):  
Large Scale ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Educational Institutions ◽  
Educational Systems ◽  
Major Barrier ◽  
National Policies ◽  
Clear Cut ◽  
The Many

<p>In its first decade (2001-2010) the OER movement has been carried by numerous relevant and successful projects around the globe. These were sometimes large-scale but more often not, and they were primarily initiated by innovating educational institutions and explorative individual experts. What has remained, however, is the quest for a sustainable perspective, in spite of the many attempts in the OER community for clear-cut solutions to the problem of sustainability. This is a major barrier for mainstreaming the OER approach in national educational systems.</p><p>At the end of the first decade, and more so at the beginning of the second decade (2011-2020), we are witnessing in a few countries emerging efforts to develop and establish a national OER approach. That is required in order to break down the barrier for mainstreaming OER. Making the OER approach sustainable cannot be left to the educational institutions only, but should be facilitated in a national setting.</p>

scholarly journals WHERE DO WE GO FROM HERE?A Report of Learnings from We Can’t Go Back: A Video Interview Series Focused on Anti-Racism in Arts & Cultural Education

2021 ◽  
pp. 1-27
Author(s):  
André Solomon
Keyword(s):  
White Supremacy ◽  
Cultural Work ◽  
People Of Color ◽  
Leadership Strategies ◽  
Educational Systems ◽  
Educational Tools ◽  
The Arts ◽  
Community Activists ◽  
Creative Generation ◽  
The Many

From August to December 2020, the Teaching Artistry with Courtney J. Boddie podcast and Creative Generation collaborated with twenty-two inspiring Black, Indigenous, and People of Color (BIPOC) artists, educators, and community activists through the “We Can’t Go Back.” The interviews aggregated leadership strategies, educational tools, and an archive of the stories of BIPOC professionals whose work took action - inspired by the murders of George Floyd, Breonna Taylor and other countless victims at the hands of police - to further community understanding, counteract White Supremacy, and disassemble anti-Blackness in cultural and educational systems. This cumulative report highlights the many anti-racist, liberatory, and intersectional feminist practices, strategies, and fundamental shifts in arts and cultural work – both pedagogical and institutional – to reimagine a future to which the arts education field may move toward. Readers are invited to pause and reflect on the question: If we can't go back, where do we go from here?

Gender and Education

2015 ◽  
pp. 56-73
Author(s):  
Molly Y. Zhou
Keyword(s):  
Basic Education ◽  
School Age Children ◽  
Educational Institutions ◽  
Educational Systems ◽  
Access To Higher Education ◽  
College Entrance ◽  
The Public ◽  
Gender And Education ◽  
K 12 ◽  
Mao Era

The chapter focuses on the discussion of gender and education in Post Mao Era in the Chinese Education System, one of the largest educational systems in the world. As history turns to a new page in China's development, China of the Post Mao Era features an emphasis on education and respect for intellectuals and knowledge. Access to higher education was reopened to the public in 1979 and the Gaokao testing system as the selective assessment system to enter college was reestablished. The K-12 schools were established and expanded to provide basic education for school age children. Educational institutions continued to develop to include regular K-12 schools, vocational schools, 2 year-colleges, and 4-year colleges. However, when increased opportunities become available to the general population, is gender equality achieved in schooling and higher learning settings? In this chapter, factors that impact gender and schooling and college entrance assessments are explored and analyzed.

Higher Education and Justice-Impacted Students: Toward a Radical Reimagining

2021 ◽  
pp. 000276422110548
Author(s):  
Erin S. Corbett ◽  
Jarrod M. Wall
Keyword(s):  
Postsecondary Education ◽  
Students Of Color ◽  
Educational Opportunities ◽  
Educational Systems ◽  
Special Issue ◽  
Prospective Students ◽  
Impact Pathways ◽  
Educational Spaces ◽  
System 2 ◽  
K 12

In this special issue, the five previous articles trace the longstanding presence and integration of carceral practices in both K-12 and postsecondary education systems. As illuminated by the authors, carceral practices disproportionately criminalize students of color and impact pathways, trajectories, and how educational opportunities are experienced. In our review and closing comments for this special issue, we expand and share three emergent themes running throughout this volume: 1) Power Analysis, an investigation of macro systems and structures that determine specific contexts entrapping current and prospective students in the carceral system; 2) Worth/Value, an interrogation of the paradigms contributing to the devaluation, and ultimate criminalization, of Black and Latinx students within educational spaces; 3) Reform or Reimagine?, an inquiry and challenge on whether to advance with useful, but insufficient, changes to an unjust system or a move forward with new wide-sweeping and radical approaches to minimize damage to individuals. Our paper concludes with reimagining educational systems using these more radical approaches.

Conclusion

2017 ◽  
Author(s):  
Mitch Kachun
Keyword(s):  
American History ◽  
Colonial America ◽  
Public Life ◽  
People Of Color ◽  
History And Memory ◽  
Men And Women ◽  
Revolutionary Era ◽  
The Public ◽  
Historical Significance ◽  
The Many

The Conclusion ties together the book’s main arguments about Crispus Attucks’s place in American history and memory. We do not know enough about his experiences, associations, or motives before or during the Boston Massacre to conclude with certainty that Attucks should be considered a hero and patriot. But his presence in that mob on March 5, 1770, embodies the diversity of colonial America and the active participation of workers and people of color in the public life of the Revolutionary era. The strong likelihood that Attucks was a former slave who claimed his own freedom and carved out a life for himself in the colonial Atlantic world adds to his story’s historical significance. The lived realities of Crispus Attucks and the many other men and women like him must be a part of Americans’ understanding of the nation’s founding generations.

scholarly journals Evaluation of Diversity Programs in Higher Education Training Contexts in Spain

2021 ◽  
Vol 11 (5) ◽  
pp. 226
Author(s):  
David Pérez-Jorge ◽  
Eva Ariño-Mateo ◽  
Ana Isabel González-Contreras ◽  
María del Carmen Rodríguez-Jiménez
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Educational Needs ◽  
Social Conditions ◽  
Dropout Rates ◽  
Educational Institutions ◽  
Educational Systems ◽  
University Teachers ◽  
Diversity Programs ◽  
Spanish Universities

Measures adopted by educational systems to improve and adapt the educational response of pupils with disability or diversity conditions arising from their personal and social conditions, have enabled them to gain tenure throughout the various stages of education. Educational institutions have been progressively adapting and responding to the educational needs of students who start university, and this fact highlights the lack of inclusive culture in university institutions. The lack of training of university teachers in the educational response to the needs of students with disabilities is evidenced by the high dropout rates of this group and in successive complaints of teachers who do not have the skills or tools to cope with this situation successfully. The review of a set of 75 programs developed by different Spanish universities to meet the needs of these students shows an insufficient institutional and administrative response while reflecting the lack of unity of jointly developed criteria.

“Over-zealous Parents, Over-programmed Families”: Asian Americans, Academic Achievement, and White Supremacy

2021 ◽  
pp. 233264922110184
Author(s):  
Pawan Dhingra
Keyword(s):  
Asian Americans ◽  
Asian American ◽  
White Supremacy ◽  
Minority Group ◽  
People Of Color ◽  
White Educators ◽  
Asian American Students ◽  
American Students ◽  
High Achieving ◽  
K 12

Discussions of white supremacy focus on patterns of whites’ stature over people of color across institutions. When a minority group achieves more than whites, it is not studied through the lens of white supremacy. For example, arguments of white supremacy in K-12 schools focus on the disfranchisement of African Americans and Latinxs. Discussions of high-achieving Asian American students have not been framed as such and, in fact, can be used to argue against the existence of white privilege. This article explains why this conception is false. White supremacy can be active even when people of color achieve more than whites. Drawing from interviews and observations of mostly white educators in Boston suburbs that have a significant presence of Asian American students, I demonstrate that even when Asian Americans outcompete whites in schools, white supremacy is active through two means. First, Asian Americans are applauded in ways that fit a model minority stereotype and frame other groups as not working hard enough. Second and more significantly, Asian Americans encounter anti-Asian stereotypes and are told to assimilate into the model of white educators. This treatment is institutionalized within the school system through educators’ practices and attitudes. These findings somewhat support but mostly contrast the notion of “honorary whiteness,” for they show that high-achieving minorities are not just tools of white supremacy toward other people of color but also targets of it themselves. Understanding how high-achieving minorities experience institutionalized racism demonstrates the far reach of white supremacy.

Diversity, equity and inclusion: organizational strategies during and beyond the COVID-19 pandemic

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sangeeta Lamba ◽  
M. Bishr Omary ◽  
Brian L. Strom
Keyword(s):  
Community Building ◽  
People Of Color ◽  
Positive Outcomes ◽  
Organizational Strategies ◽  
Healthcare Organizations ◽  
Content Type ◽  
Institutional Values ◽  
The Impact ◽  
Equity And Inclusion

PurposeThe coronavirus disease 2019 (COVID-19) pandemic has caused unprecedented health, economic and social ramifications. Cumulative stressors for healthcare organizations during the pandemic have an impact on the morale of the workforce. The impact of magnified health disparities with ongoing disproportionate loss of lives of people of color combined with the racial injustices has left many colleagues and communities traumatized and seeking solutions. This is a moment in time for organizations to lean into the strengths of their diversity leadership to strengthen a culture of inclusion and build resilience for their employees.Design/methodology/approachThe authors use an organizational case study to describe the initiatives and experiences related to fostering a culture of inclusion and belonging at an academic health center during the initial epicenter of the pandemic.FindingsThe authors weekly community building virtual cafes, leveraging funding for diversity initiatives and visible ways to showcase the work of colleagues have been feasible, sustainable and had positive outcomes. Similar processes may assist other institutions and organizations seeking to enhance efforts for inclusion while distancing.Research limitations/implicationsStrategies described are generalizable but the authors report on one organization's experience.Originality/valueIntentional strategies that help build a deeper sense of community are essential for institutions during the disruption of pandemic related physical distancing. Inclusive decisions anchored in equity and inclusion as core institutional values will be essential to sustain resilience as the authors seek to build the new “equitable” normal.

Who is (Not) Protected by Title IX? A Critical Review of 45 Years of Research

2021 ◽  
Vol 123 (2) ◽  
pp. 1-42
Author(s):  
Elizabeth J. Meyer ◽  
Mary Quantz
Keyword(s):  
Literature Review ◽  
Title Ix ◽  
Sex Discrimination ◽  
Educational Institutions ◽  
Review Of The Literature ◽  
Queer Of Color Critique ◽  
Scholarly Publications ◽  
Queer Of Color ◽  
Transgender Students ◽  
K 12

Background/Context This is the first published systematic literature review with an exclusive focus on Title IX scholarship. This article aims to offer a holistic view of the existing knowledge base in this field presented in peer-reviewed scholarly publications. Purpose This review of the literature identifies key trends in this body of research and highlights strengths, as well as gaps and oversights, that future research should address. Research Design This descriptive literature review systematically collected 169 peer-reviewed articles to identify the conceptual boundaries of the field and the current gaps. Data Collection and Analysis Authors applied Booth, Sutton, and Papaioannou's SALSA approach (Search, AppraisaL, Synthesis, and Analysis) to this systematic review to identify and analyze the 169 articles included in the study. We applied an intersectional feminist lens and Queer of Color critique to the analysis of the included articles. Findings/Results Peer-reviewed scholarly publications on Title IX (169) have generally focused on analyses of legal decisions (93) and studies of athletics (75), with little attention to other aspects of the law. Most studies lacked intersectional analyses of how “sex discrimination” has been understood in K–12 and higher education contexts, which leaves experiences of students of color, transgender students, and LGBQ students missing from most of the scholarship in this field. Conclusions/Recommendations This review of the literature is intended to help scholars interested in issues of sex discrimination and gender equity in educational institutions in the United States have a clear overview of scholarship that already exists related to Title IX in order to ask more focused and critical questions about its impacts and implementation. More research is needed to understand the ways in which educational institutions interpret and apply their responsibilities under this law—particularly through the lenses of intersectional feminism and Queer of Color critique. Contemporary issues, including campus sexual assault, and the negative experiences documented about gay, lesbian, bisexual, and transgender students in schools underline the importance of staying current with Title IX, and the current body of literature indicates scant attention to collecting and analyzing data about this law's application in practice and implications for diverse groups of people.

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