Severe and Pervasive? Consequences of Sexual Harassment for Graduate Students and their Title IX Report Outcomes

Sexual harassment of graduate students is prevalent, yet little is known about their experiences reporting sexual harassment to their university. We conducted interviews with 32 graduate students who reported sexual harassment to Title IX to understand how survivors’ experiences of harassment align with report outcomes. Nearly all participants experienced severe, education-limiting consequences of the harassment and reported to ensure safety and restore educational access. Most reports were deemed unactionable and findings of responsibility were rare, demonstrating a disconnect between survivors’ experiences and Title IX outcomes. Our analysis suggests that Title IX practitioners rely on notions of “severity” rather than harassment consequences.

North-west Nigerian insecurity faces new escalation

Significance The claim that one of Boko Haram’s factions sponsored the Kankara attack reinforces fears that jihadist outreach to bandit groups is succeeding and that violence will grow in coming months. Impacts Precautionary school closures will displace thousands of schoolchildren, and further disrupt educational access in one of the poorest zones. North-western governors will pressure Buhari for new targeted security funds, much of which will likely fall victim to fraud and corruption. Abuja’s opaqueness about security issues, coupled with worsening violence in the north-west, could undermine the ruling party in 2023 polls.

Widening Disparities in Educational Access during COVID-19: A Deepening Crisis

Online learning has taken center stage in the times of COVID and is being lauded as a feasible alternative for imparting education to learners. In many developing countries, the school education sector, which had rarely tried or tested the online mode, came at the forefront in rapidly adopting the online means for delivering instructions to learners. However, the question remains: Is all well with this swift adoption of online mode? Is educational access same as pre-COVID times or has it been impacted for worse? Educational access (through online schooling) largely depends on e-readiness of learners. Therefore, two fundamental points, viz. digital access and requisite digital skills among learners must be mooted before arriving at any conclusion vis-à-vis the quality and effectiveness of online schooling. It is feared that the already existing disparities in educational access will further exacerbate with the inability to access online schools. The chapter consists of a two-part study. First part, a cursory analysis of a) how school-closure affects a large learners’ segment, b) technology pre-requisites of online schooling, c) pre-existing status of digital infrastructure and digital access, and d) the governments initiatives to bridge the digital divide in India to provide a background for the study of e-readiness among learners during the pandemic. Second part, a comparative study for finding out the e-readiness among the learners in three types of schools, viz. Kendriya Vidyalayas (under Ministry of Education, Government of India), the government schools run by respective states governments, and private schools managed by private entities. The study uses a quantitative descriptive survey method on a sample of 250 students from two regions (NCT-Delhi and Bihar). A questionnaire comprising of 8 Likert-type items was administered. The findings were used to extrapolate the extent of disparity in terms of access to online education (impacting the overall educational access during COVID) between the learners of the three types of schools. The study indicates an urgent need for addressing the widening educational disparity due to an indefinitely prolonged pandemic.

Extending the Race between Education and Technology

The race between education and technology provides a canonical framework that does a remarkable job of explaining US wage structure changes across the twentieth century. The framework involves secular increases in the demand for more-educated workers from skill-biased technological change, combined with variations in the supply of skills from changes in educational access. We expand the analysis backward and forward. The framework helps explain rising skill differentials in the nineteenth and twenty-first centuries but needs to be augmented to illuminate the recent convexification of education returns and implied slowdown in the growth of the relative demand for college workers.

The Emerging Promise of Restorative Practices to Reduce Discipline Disparities Affecting Youth with Disabilities and Youth of Color: Addressing Access and Equity

In this article, Kervick and colleagues posit that restorative practices (RP) implementation promises to mitigate educational inequities resulting from discipline disparities for youth with disabilities and youth of color. Recent efforts to reduce these disparities have emphasized more relational approaches to behavioral change. Kervick et al. argue that nonpunitive restorative approaches promise to mitigate discipline disparities for racialized youth and youth with disabilities within a schoolwide multitiered systems of support framework only if implemented with an emphasis on educational access and equity. They offer practical tools and strategies to support teachers with implementation of inclusive, accessible, and equitable Tier 1 restorative circles.