by Wayne Au & Joseph J. FerrareUsing social network analysis, critical policy studies, and literacy theory, this study analyzes the network of policy actors involved in the campaign to pass a charter school initiative in the state of Washington. This study finds that through a combination individual donations and the support to key local organizations provided by their affiliated philanthropic organizations, a small group of wealthy individuals leveraged a disproportionate amount of influence over the direction and outcome of the charter school initiative in the state of Washington, particularly relative to the average Washington voter.
by Stephen John QuayeIn this article, I examine the experiences of 22 postsecondary educators facilitating dialogues about racial issues in classroom settings. Findings reveal four main strategies participants employed: using group work and discussions, incorporating an integrated assortment of resources, inviting students to apply racial concepts to their lives, and having learners debrief following each dialogue session.
by Desirée Baolian Qin & Eun-Jin HanDrawing on longitudinal interview data collected on 72 Chinese immigrant children and their parents, we examined how immigration reshapes parental involvement in mostly working-class Chinese immigrant families. Our findings include multiple challenges parents face after migration in school involvement, parental feelings of powerlessness, and children’s forced precocious independence.
by Ezekiel J. Dixon-RománPierre Bourdieu’s concept of cultural capital has often been misread to refer only to “high status” or dominant cultural norms and resources. While there have been articulations of nondominant cultural capital this article instead argues that the adjective nondominant is a theoretical contradiction with Marx’s “capital” and focuses on the present pedagogical experiences of marked deviance. Scenes from The Wire are analyzed to demonstrate the rich pedagogical processes that are present in the marked deviant practices of marginalized youth.
by Constance Iloh & William G. TierneyIn this paper the authors utilize a rational choice framework to examine the factors that influenced college choice for community college and for-profit college students.
by James Sebastian, Elaine Allensworth & David StevensThis article applies fuzzy set qualitative comparative analysis (QCA) to high school administrative and survey data to examine the relationship of school leadership and mediating organizational supports with students’ classroom participation. The study uses a configurational approach to examine combinations of supports that are associated with the varying levels of the outcome.
by Thurston Domina, Andrew M. Penner, Emily K. Penner & AnneMarie ConleyThis paper uses data from a diverse California school district to examine a multi-year effort to make high-level middle school mathematics courses more inclusive by placing nearly every 8th grader in Algebra I.
by Susan J. Paik, Stacy M. Kula, L. Erika Saito, Zaynah Rahman & Matthew A. WitensteinAsian Americans have recently been reported as the largest incoming immigrant population and the fastest-growing racial group. Diverse in culture, tradition, language, and history, they have unique immigrant stories both before and after the Immigration Act in 1965. Historians, sociologists, educators, and other experts inform us that immigrant arrival into a new country has long-standing effects for any cultural group, but there is limited research that collectively and systematically examines their historical immigrant experiences. The purpose of this paper is to provide a survey of the historical context experienced by diverse Asian American groups, and to link these variations to their current educational outcomes. Based on an adapted model of incorporation, the paper analyzes the historical experiences into a taxonomy to understand past and present trends. The findings illustrate the diversity that exists within and between Asian American groups in terms of their immigration, incorporation, and educational experiences. There is further need to disaggregate data as some groups experienced more barriers than opportunities, and continue to struggle academically. In understanding upward mobility, the nature of co-ethnic communities also played a role for the success of some groups. Key stakeholders can work together to support positive opportunity structures and partnerships.