From Me to We

2020 ◽  
pp. 25-65 ◽  
Author(s):  
Alexandra Babino ◽  
Kathryn Dixon
Keyword(s):  
United States ◽  
Sexual Orientation ◽  
Teacher Preparation ◽  
Teacher Preparation Program ◽  
Southern United States ◽  
Elementary Educators ◽  
School Students ◽  
Public School Students ◽  
Marginalized Groups ◽  
White Middle Class

While the heterogeneity of public school students continues to grow, the demographics of classroom educators remain the same: Many students identify as part of traditionally marginalized groups according to their race, class, religious beliefs, gender identity, and sexual orientation, but teachers often identify as traditionally dominant groups of white, middle class, Christian, straight, and cis-gender. Thus, in order to effectively prepare elementary educators to work with diverse, marginalized students, there is a great gap that must be bridged. This chapter details how teacher preparations programs may be uniquely positioned to develop teachers' understanding and pedagogy for pluralistic and inclusive classrooms by exploring the multi-year, qualitative action research of one EC-6 teacher preparation program in the southern United States.

From Me to We

2021 ◽  
pp. 401-431
Author(s):  
Alexandra Babino ◽  
Kathryn Dixon
Keyword(s):  
United States ◽  
Sexual Orientation ◽  
Teacher Preparation ◽  
Teacher Preparation Program ◽  
Southern United States ◽  
Elementary Educators ◽  
School Students ◽  
Public School Students ◽  
Marginalized Groups ◽  
White Middle Class

While the heterogeneity of public school students continues to grow, the demographics of classroom educators remain the same: Many students identify as part of traditionally marginalized groups according to their race, class, religious beliefs, gender identity, and sexual orientation, but teachers often identify as traditionally dominant groups of white, middle class, Christian, straight, and cis-gender. Thus, in order to effectively prepare elementary educators to work with diverse, marginalized students, there is a great gap that must be bridged. This chapter details how teacher preparations programs may be uniquely positioned to develop teachers' understanding and pedagogy for pluralistic and inclusive classrooms by exploring the multi-year, qualitative action research of one EC-6 teacher preparation program in the southern United States.

Off the Grid: Vaccinations among Homeschooled Children

2007 ◽  
Vol 35 (3) ◽  
pp. 471-477 ◽  
Author(s):  
Donya Khalili ◽  
Arthur Caplan
Keyword(s):  
Public Health ◽  
United States ◽  
Public School ◽  
Private School ◽  
The United States ◽  
School Students ◽  
Health States ◽  
Public School Students ◽  
Sponsored Programs ◽  
Homeschooled Students

Every September, millions of parents around the country herd their children into pediatricians’ offices with school immunization forms in hand. Their kids have already received a dozen or more shots before the age of two, and, depending on the state in which they live, a dozen more may await them over the ensuing decade. To protect public health, states require that parents have their children immunized before they are permitted to attend public or private school, but the rules vary for homeschooled children. With the spectacular growth in the number of homeschooled students, it is becoming more difficult to reach these youth to ensure that they are immunized at all. These children are frequently unvaccinated, leaving them open to infection by diseases that have been all but stamped out in the United States by immunization requirements. States should encourage parents to have their homeschooled students vaccinated by enacting the same laws that are used for public school students, enforcing current laws through neglect petitions, or requiring that children be immunized before participating in school-sponsored programs.

Older Lesbian, Gay, Bisexual, Transgender, and Queer Adults’ Experiences With Discrimination and Impacts on Expectations for Long-Term Care: Results of a Survey in the Southern United States

2021 ◽  
pp. 073346482110481
Author(s):  
Lexus Dickson ◽  
Samuel Bunting ◽  
Alexis Nanna ◽  
Megan Taylor ◽  
Mindi Spencer ◽  
...  
Keyword(s):  
United States ◽  
Older Adults ◽  
Sexual Orientation ◽  
Online Survey ◽  
Long Term Care ◽  
The United States ◽  
Southern United States ◽  
Term Care ◽  
Higher Educational Attainment

The number of older adults in the United States is projected to increase in coming years, including the number of lesbian, gay, bisexual, transgender, queer, or questioning (LGBTQ+) older adults requiring long-term care (LTC) services. We conducted an online survey of older LGBTQ+ adults living in the Southern United States between January and March of 2018 to inquire about their anticipation of discrimination in and willingness to utilize LTC services. We found that 78.6% of respondents ( N = 789) anticipated discrimination in LTC. Previous experiences with discrimination, higher educational attainment, and queer/questioning sexual orientation were associated with greater expectation of discrimination. Higher anticipation of discrimination was also associated with a greater preference for utilizing LTC services offered by LGBTQ+ providers or for LGBTQ+ older adults. These findings suggest that LTC staff and researchers may be uniquely positioned to craft outreach and policies to protect LGBTQ+ LTC residents.

scholarly journals Effect of Students' Attractiveness and Tidiness on the Development of Student-Teachers' Expectations of Their Intellectuality

2021 ◽  
Vol 11 (4) ◽  
pp. 27
Author(s):  
Abdullah Alhajri
Keyword(s):  
Teacher Preparation ◽  
Student Teachers ◽  
College Of Education ◽  
Teacher Preparation Program ◽  
Ministry Of Education ◽  
Preparation Program ◽  
School Students ◽  
Kuwait University ◽  
Diverse Classroom ◽  
School Uniform

The present study examined students' facial attractiveness and school uniform tidiness in developing the student-teachers' expectations of their academic performances. The researcher administered a questionnaire of 10 items on a sample that consisted of 135 student-teachers at the college of education in Kuwait University after exposing them to pictures of four school students with diversified traits of attractiveness and school uniform tidiness. The results showed that all the student-teachers' sample tends to form expectations about diverse classroom students based on their level of attractiveness and school uniform tidiness. There were no differences in these expectations between student-teachers of different GPAs. Still, such differences existed between student-teachers groups of fields of specialization. Several recommendations were then directed & brought to the Ministry of Education and teacher preparation program personnel's attention.   Received: 18 March 2021 / Accepted: 20 May 2021 / Published: 8 July 2021

Education for Everyday People: Obstacles and Opportunities Facing the Obama Administration

2009 ◽  
Vol 79 (2) ◽  
pp. 345-359 ◽  
Author(s):  
Gloria Ladson-Billings
Keyword(s):  
United States ◽  
The United States ◽  
School Students ◽  
National Interests ◽  
Interest Convergence ◽  
Public School Students ◽  
Diverse Communities ◽  
Meaningful Engagement ◽  
Definition Of ◽  
Future Of Education

In this essay, Gloria Ladson-Billings describes her reaction to Barack Obama's election and her desire to share these historic moments with folks she considers "everyday people." She then looks to the future of education in the United States and highlights obstacles to the Obama administration's meaningful engagement with education issues. Ladson-Billings uses the frame of interest convergence to suggest that this new administration has the opportunity to engage in pragmatic politics and to put forward polices that simultaneously promote both the interests of public school students—particularly those from disenfranchised communities—and national interests. She illustrates this argument through a chronicle imagining a future discussion among the president's cabinet. Finally, she closes by describing the power of the president's inauguration for uniting diverse communities and broadening the definition of everyday people.

Does the Method of Schooling Impact Students' Perceptions of Scientists?

2016 ◽  
pp. 465-477
Author(s):  
Donna Farland-Smith
Keyword(s):  
United States ◽  
Public School ◽  
The United States ◽  
Home School ◽  
School Students ◽  
Public School Students ◽  
School Classroom ◽  
Home Schooled ◽  
Public School Classroom

In the last 60 years, many researchers have thoroughly examined public school students' perceptions of scientists (Barman, 1997; Chambers, 1983; Fort & Varney, 1989; Mead & Meraux, 1957; Schibeci & Sorenson, 1983). It has long been established and commonly accepted that many students, for example, perceive scientists in a negative light, as living lonely and isolated lives, being detached from reality and constrained by their work (Barman, 1997; Chambers, 1983; Fort & Varney, 1989; Mead & Meraux, 1957; Schibeci & Sorenson, 1983). Throughout this sixty years there has been an increase in learning about scientists outside these traditional settings public school classroom. Over 1.7 million students (3.4% of the population) in the United States are homeschooled. An investigation of home-schooled students' and their perceptions of scientists have never been investigated. This chapter compares home-school students in grades two through 10 with public school students in the same grades to determine if any differences exist between the groups relative to their perceptions of scientists.

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