scholarly journals How a principal's action as an invitational leader with a social justice orientation can serve as a factor in recruiting and reciprocally retaining teachers at high-poverty, high-minority, high needs urban high schools

2020 ◽  
Author(s):  
◽  
William E. McDowell
Keyword(s):  
Social Justice ◽  
High Schools ◽  
Collective Efficacy ◽  
The United States ◽  
Teaching Profession ◽  
Urban High Schools ◽  
High Poverty ◽  
Social Justice Orientation ◽  
Retaining Teachers ◽  
Leading Schools

The number of individuals going into the teaching profession was dwindling at a time when the rate of retirement and people leaving the profession was increasing. Sutcher et al. (2016) noted that in 2015-16, the United States was short 64,000 qualified teachers. They predicted this to grow to as much as 300,000 teachers needed per year by 2020 and up to 316,000 by 2025. The COVID-19 pandemic may exacerbate this challenge even more (Page, 2020). Teachers need to be recruited, supported, and retained in high-poverty, high-minority, high-needs, urban high schools (Freedman and Appleman, 2008; Greenlee and Brown, 2009; Hughes, 2012; Petty, et. al, 2012; Podolsky, et. al., 2016; Simon and Johnson, 2015; Stotko, et. al., 2006; Waddell, 2010). In a time when inequities are being exacerbated in the field of education, the principals and the teachers will be called upon to do more with less (Page, 2020). Empowerment of school principals who are willing to take on the schools that are the most challenging (Bartanen, 2019; Levin and Bradley, 2019) is needed. They must to be trained to demonstrate leadership dimensions and supporting actions (Martin and Miller, 2017) that can guide them to build a team of team of irreplaceable teachers (The Irreplaceables, 2012), which will build collective efficacy (Hattie, 2016) to help students furthest from opportunity reach their high potential in academic and personal achievement. In the contention of Martin and Miller, (2017) aligning the dimensions of invitational leadership (Purkey and Novak, 2016; Purkey and Siegel, 2003) with action and self-reflection of social justice leadership for principal leadership will better prepare principals leading schools with diverse populations. This study further contends that if the principal's action as an invitational leader with a social justice orientation it will serve as a factor in recruiting and retaining teachers in the schools where they are needed most.

Implementing Social Change: A Qualitative Analysis of Counseling Psychologists’ Engagement in Advocacy

2018 ◽  
Vol 46 (2) ◽  
pp. 154-189 ◽  
Author(s):  
Saliha Kozan ◽  
David L. Blustein
Keyword(s):  
Social Justice ◽  
Counseling Psychology ◽  
Doctoral Programs ◽  
Qualitative Content Analysis ◽  
The United States ◽  
Social Justice Advocacy ◽  
Social Justice Orientation ◽  
Semistructured Interviews ◽  
Psychology Training Programs ◽  
Counseling Psychologists

In recent years, many counseling psychology training programs in the United States have adopted social justice principles into training. Although previous studies have provided thought-provoking discussions on social justice advocacy, they mostly reflected the voices of psychologists in academia; therefore, the advocacy work of practitioners has been neglected. In order to explore the advocacy experiences of counseling psychologists in practice, we utilized qualitative content analysis to analyze semistructured interviews with 11 practitioners who were trained in social justice-oriented counseling psychology doctoral programs. The findings were clustered under three domains: (a) participants’ development of a social justice orientation, (b) different ways of implementing advocacy in practice, and (c) positioning advocacy in psychology. The interviews depicted resources and challenges with regard to integrating advocacy into practice indicating that counseling psychologists continue to struggle with systemic barriers that limit their advocacy actions. We discuss implications for research, practice, and training in counseling psychology.

Teacher Recruitment and Retention: A Review of the Recent Empirical Literature

2006 ◽  
Vol 76 (2) ◽  
pp. 173-208 ◽  
Author(s):  
Cassandra M. Guarino ◽  
Lucrecia Santibañez ◽  
Glenn A. Daley
Keyword(s):  
United States ◽  
Empirical Studies ◽  
Teacher Recruitment ◽  
The United States ◽  
Teaching Profession ◽  
Empirical Literature ◽  
Recruitment And Retention ◽  
Show Evidence ◽  
Retaining Teachers

This article critically reviews the recent empirical literature on teacher recruitment and retention published in the United States. It examines the characteristics of individuals who enter and remain in the teaching profession, the characteristics of schools and districts that successfully recruit and retain teachers, and the types of policies that show evidence of efficacy in recruiting and retaining teachers. The goal of the article is to provide researchers and policymakers with a review that is comprehensive, evaluative, and up to date. The review of the empirical studies selected for discussion is intended to serve not only as a compendium of available recent research on teacher recruitment and retention but also as a guide to the merit and importance of these studies.

scholarly journals The Deprofessionalization of Educators: An Intersectional Analysis of Neoliberalism and Education “Reform”

2018 ◽  
Vol 52 (1) ◽  
pp. 51-69 ◽  
Author(s):  
Jennifer Gale de Saxe ◽  
Sarah Bucknovitz ◽  
Frances Mahoney-Mosedale
Keyword(s):  
United States ◽  
Social Justice ◽  
Public Education ◽  
Education Reform ◽  
Political Activism ◽  
The United States ◽  
Teaching Profession ◽  
Education Policies ◽  
Intersectional Analysis

Throughout this article, we discuss the neoliberal assault on public education, specifically in the United States, which, through coercive means, is anti-feminist, racist, and classist and demonstrates a deliberate attack on the female-dominated teaching profession. By contextualizing and analyzing education policies through a framework of intersectional critical feminism, we demonstrate how educators are delegitimized and deprofessionalized through privatization, education “reform,” and policies that reduce the profession to one that is both technicist and rote, all under the guise of “equity” and “social justice.” Our analysis reinforces the need to better understand the intricacies that permeate such policies so that the necessity to resist becomes inherently part of teaching, education, and political activism both in the United States and internationally.

scholarly journals Leadership for Social Justice in High-Poverty Schools: Exploration of Equity and Fundraising in an Urban-Suburban School

2019 ◽  
Vol 23 (1) ◽  
pp. 93-110
Author(s):  
Jacob D. Skousen ◽  
Elizabeth Domangue
Keyword(s):  
Decision Making ◽  
Social Justice ◽  
First Grade ◽  
The United States ◽  
Classroom Technology ◽  
Complex Case ◽  
High Poverty ◽  
High Poverty Schools ◽  
Leadership For Social Justice ◽  
Principal Decision Making

School fundraising is a practice that is common in many schools in the United States. This is also true in high-poverty schools where there are many financial needs that are often not met. Lincoln Elementary School is one of these schools. A well-intentioned first-grade team of teachers develops and works to implement a plan to fundraise using their students to get monies for needed classroom technology. A problem arises when the reward designed to incentivize students to raise funds is put into question by one of the first-grade student’s parents. This complex case considers inequity, fundraising, intentions, principal decision-making, critical consciousness, and leading high-poverty schools using a lens of social justice.

Asian Americans and Pacific Islanders: Employment Issues in the United States

2011 ◽  
Vol 9 (1-2) ◽  
pp. 58-69
Author(s):  
Marlene Kim
Keyword(s):  
United States ◽  
Asian Americans ◽  
The United States ◽  
Current Data ◽  
Pacific Islanders ◽  
Native Hawaiians ◽  
Data Sets ◽  
High Poverty ◽  
Unemployment Rates

Asian Americans and Pacific Islanders (AAPIs) in the United States face problems of discrimination, the glass ceiling, and very high long-term unemployment rates. As a diverse population, although some Asian Americans are more successful than average, others, like those from Southeast Asia and Native Hawaiians and Pacific Islanders (NHPIs), work in low-paying jobs and suffer from high poverty rates, high unemployment rates, and low earnings. Collecting more detailed and additional data from employers, oversampling AAPIs in current data sets, making administrative data available to researchers, providing more resources for research on AAPIs, and enforcing nondiscrimination laws and affirmative action mandates would assist this population.

The Politics of US Latino Literature and American Realism

2019 ◽  
pp. 231-248
Author(s):  
Ramón J. Guerra
Keyword(s):  
United States ◽  
Social Justice ◽  
Mexican Revolution ◽  
The United States ◽  
Spanish American ◽  
Spanish American War ◽  
Men And Women ◽  
Latino Literature ◽  
The Common ◽  
Racial Ethnic

This chapter examines the development of Latino literature in the United States during the time when realism emerged as a dominant aesthetic representation. Beginning with the Treaty of Guadalupe Hidalgo (1848) and including the migrations resulting from the Spanish-American War (1898) and the Mexican Revolution (1910), Latinos in the United States began to realistically craft an identity served by a sense of displacement. Latinos living in the United States as a result of migration or exile were concerned with similar issues, including but not limited to their predominant status as working-class, loss of homeland and culture, social justice, and racial/ethnic profiling or discrimination. The literature produced during the latter part of the nineteenth century by some Latinos began to merge the influence of romantic style with a more socially conscious manner to reproduce the lives of ordinary men and women, draw out the specifics of their existence, characterize their dialects, and connect larger issues to the concerns of the common man, among other realist techniques.

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