Land Acknowledgement, Joy N. Emmanuel, Madison Pimental

The Vermont Connection

No abstract provided.

Acknowledgement, Joy N. Emmanuel, Madison Pimental

The Vermont Connection

No abstract provided.

Editors' Note, Joy N. Emmanuel, Madison Pimental

The Vermont Connection

No abstract provided.

Shift Happens! Clashing Ais In Higher Education And The Unexpected Implications Of Restriction And Implementation, Carol A. Bruzzano

The Vermont Connection

The AI-AI conflict in higher education, artificial intelligence and academic integrity, led to a frenzy of policy and curricula changes throughout the 2022-2023 academic year. Yet, the impacts of restrictions and implementations on marginalized populations were not immediate concerns. Students with disabilities and others considered marginalized and underprepared may have the most to lose without careful considerations of the implications of restriction and implementation. Identifying evidence-based best practices for next steps in AI integration that support students' learning and avoid the biases of emerging applications may provide the safest path forward for evolving teaching and student advising in higher education …

Do No More Harm: Changing The Classroom In Response To Covid-19 Trauma, Erin M. Adams

The Vermont Connection

The COVID-19 pandemic was a worldwide trauma that has long lasting effects that we are still yet to discover. For current college-aged students, many of them experienced the COVID-19 pandemic during key developmental stages of their lives. Many student affair professionals have noted the difference between the students who were in college when the pandemic hit and those who were not. This article examines trauma through the lens of trauma informed practices and high impact practices and makes recommendations on how educators can change their classrooms to better serve students.

Bringing Personal Identity Into Our Learning Spaces, Sobha Kavanakudiyil

The Vermont Connection

Abstract

This paper will integrate a personal narrative with published work to examine the journey and thoughts of a South Asian female theatre educator working in theatre education. The paper will discuss stories of identity, the impact it has had, and the intentionality of what should be done with this information. It will illuminate the need for further research to engage more South Asian female voices in theatre education.

Keywords: ethnic identity, teacher preparation, South Asian, theatre teacher, autoethnography, female voice

(In)Effectiveness Of Summer Bridge Programs Among First-Year Low-Income, First-Generation College Students, Joy N. Emmanuel

The Vermont Connection

Summer bridge programs have become a widely adopted strategy in four-year institutions to address the unique challenges faced by first-year, low-income, first-generation college students. These programs aim to enhance academic preparedness, foster a sense of belonging, and improve retention rates. However, this paper critically examines the effectiveness of summer bridge programs in achieving these goals. Drawing on a review of existing literature, it becomes evident that while summer bridge programs offer certain benefits, they may not be as effective in promoting holistic success, persistence, and retention among this specific group of students. The analysis highlights several limitations, including a limited …

Resisting The Deficit Framework: Practices For Student Services Professionals To Effectively Support Bipoc Students At Predominantly White Institutions, Joshua Ravenscroft

The Vermont Connection

Student services professionals are employed across the United States as a key resource to support undergraduate students as they enter higher education. However, Black, Indigenous, and People of Color (BIPOC) at Predominantly White Institutions (PWIs) face unique challenges which not all student services methods are prepared to address. For student services professionals to effectively promote the wellbeing and academic achievement of BIPOC students requires that they receive additional resources and training to avoid deficit thinking and be equipped to assist BIPOC students in their specific contexts. As student services professionals and departments learn to resist deficit thinking, they can intentionally …

Pov: Working In Admissions During The Ruling On Affirmative Action, Kirsty Nicole Bayo-Ang Bocado

The Vermont Connection

Affirmative action has existed to help students from hxstorically marginalized communities have equitable opportunity to receive admissions into institutions of higher education. There are many perceptions of what affirmative action is. It is important to understand the context behind why affirmation action came about in the first place and what purpose it serves students. In recent hxstory, the US Supreme Court ruled against affirmative action. This was a decision that set back our efforts of supporting students’ access to higher education. As an admissions counselor at a Hispanic-serving institution in the New York City metropolitan area, I witnessed how this …

Racism, Immigration Laws, And Financial Hurdles: An Assessment Of Triadic Traumatizing Experiences Of Bipoc Students In The Usa, Ayodele A. Akinsnaya

The Vermont Connection

No abstract provided.

“A New Era Of Black Thought”: Revisiting Gil Scott-Heron And The Hbcu Protest Novel, Magana J. Kabugi

The Vermont Connection

In 1972, spoken-word artist and poet Gil Scott-Heron published his second novel, controversially titled The Nigger Factory. As the student arm of the Civil Rights Movement started to shift its intellectual concerns from integration to questions of Black Power and self-determination, Scott-Heron’s novel burst onto the literary scene like a stick of dynamite. Literary critics and newspapers didn’t quite know what to make of the novel, which focused on a student government president and a fringe opposition group both vying for control over a student protest at a fictional historically Black college. Raw, direct, and full of rage, the book …

Post-9/11 Racism And Xenophobia's Effects On Muslim Students' Persistence And Belonging In U.S. Higher Education, Takudzwa Kennedy Bozhiwa

The Vermont Connection

The occurrence of Islamophobia targeting Muslim students in the United States escalated after the 9/11 tragedy, leading to instances of microaggressions perpetrated against them within college campuses. The phenomenon of Islamophobia has resulted in a multitude of challenges, hence adversely affecting the academic performance of Muslim students. This study centers on the microaggressions of Muslim students leading to racialization experiences within the context of United States higher education. Consistent exposure to such discriminatory acts has had a profound effect on their sense of belonging, affecting their academic persistence and mental well-being. Although some students have risen above the challenges through …

The Case Of Blackness And Disability: Disproportionality In Special Education Identification, Patricia Pfende

The Vermont Connection

The Individuals with Disabilities Education Act (IDEA) was initially passed in 1975, making provisions for qualifying students to receive special education. Though the act was meant to address the needs of students with disabilities in Kindergarten to twelve grades (K-12), disparities in special education enrollment for Black students have been well documented in the United States over the last 40 years. Scholars continue to question what is the relationship between low-income students, students of color, and disproportionality. Disproportionality refers to the under and over-representation of a specific group in special education. Drawing from the Critical race theory lance, this paper …

Higher Ed Killjoys: Trauma/Drama - Doing The Most And Being "A Lot", Z'Uko [Z]

The Vermont Connection

No abstract provided.

The Experiences Of Trans* Students In Residential Life, Lydea Rowell

The Vermont Connection

In this paper I explore the experiences of trans* students in their residential life settings. I first identified three areas of discrimination and discomfort for trans* students, including the housing selection process, the relationships they have with roommates and residential life staff, and the residential hall community. Subsequently, I provided implications for making the housing experience better for trans* communities. Recommendations include gender-inclusive housing, training, and education for staff, trans*-affirming administrative policies, LGBTQ+ living-learning communities, and programming.

Refusal, Freedom Dreaming, Abolition, And Joy: Revolutionary Change In Higher Education, C.V. Dolan

The Vermont Connection

No abstract provided.

Shaping A Spark, Gabi Cuna

The Vermont Connection

No abstract provided.

Queer Joy As Rage: A Tool To Transform, E. Jeremy Torres

The Vermont Connection

Highlighting the transformative potential of queer joy as a form of resistance and revolution within higher education. It emphasizes the need to challenge oppressive systems and narratives through the celebration of joy, reclaiming identity, and building resilience. By asserting and reveling in their joy, queer individuals can challenge societal norms, demand change, and affirm their right to live authentically.

Cover Page, Joy N. Emmanuel, Madison Pimental

The Vermont Connection

No abstract provided.

Teaching For Social Justice In Middle Grades Mathematics: Lessons From A Field Instructor/Preservice Teacher Partnership, Kelsey L. Benson, Ashley Conlon

Middle Grades Review

This paper discusses the implementation of social justice lessons in middle grades mathematics by a preservice teacher enrolled in a social justice-oriented teacher education program during her practicum placements in 7^th and 8^th grade classrooms in a rural county in the southeastern United States. We begin with an overview of relevant literature on the importance of teaching for social justice in mathematics, particularly with/for young adolescents. Next we describe the social justice Math lessons Ashley designed and taught. We conclude with implications for both teachers and teacher education programs undertaking justice-oriented work in divisive and hostile political contexts.

Developing Proportional Reasoning Via Lego Robotics: Experiences Of A 7th Grade Mathematics Class, Shelli L. Casler-Failing, Leah C. Swann

Middle Grades Review

A qualitatively oriented mixed methods case study was conducted to investigate the effects of incorporating LEGO robotics into a seventh-grade mathematics curriculum. Using the lenses of Social Constructivist Theory and the Five Stages of Technology Integration, this research focused on the development of proportional reasoning skills. The data show students experienced success in developing their proportional reasoning skills as they completed tasks using the robotics. The quantitative data shows evidence of growth in understanding and development of proportional reasoning. The qualitative analysis provides evidence that students developed their understanding through collaborative discussions as they worked through the different technology stages. …

Engaged Pedagogies In The Middle Grades: A Case Study Of Justice-Oriented Teachers In Covid Times, Hilary E. Hughes, Rachel Ranschaert, Kelsey L. Benson

Middle Grades Review

Much of the extant literature regarding middle grades teachers centers on interventions to improve the quality or effectiveness of their teaching: studies that identify a particular instructional strategy, curricular support, or disposition, and conclude with recommendations that teachers improve their practice by adopting said thing. In contrast, the qualitative case study we present here contributes to the rising tide of research illustrating the powerful, transformative work that middle grades teachers oriented toward justice and equity are already doing in the classroom. Specifically, we draw on eight months of data to illuminate how teachers in a Title I middle school located …

A Shared Vision? Exploring The Perceptions Of Principals And Teachers Regarding The Middle School Concept, Shawn A. Faulkner, Chris Cook, Ryan Alverson, Mike Dicicco

Middle Grades Review

From decades of recommendations, middle school advocates have recommended various organizational structures and instructional practices to meet the specific educational needs of young adolescents. Several notable national studies have sought to assess and report the status of implementation of these recommended practices, though largely from the perspective of the building principal. The purpose of this study was to examine both teachers’ and principals’ perceptions concerning the middle school concept. Based on responses of over 1,600 teachers and principals from all 50 states, findings indicate support for components of the middle school concept related to curriculum and instruction as well as …

A Distributed Leadership Perspective For Critical Consciousness In Middle Grades, Kenneth M. Bond, Daniel P. Tulino

Middle Grades Review

In middle-grades settings, students are cultivating critical consciousness to apply general knowledge of equity to their local context(s) (Nojan, 2020). As educators work to foster environments that allow middle-grade students to cultivate critical consciousness, expectations have shifted in the area of leading for equity. We have outlined a leadership framework we believe will advance the collective critical consciousness with examples for middle-grade contexts. Our focus is working toward equitable outcomes through one’s sociopolitical development and creating ways to further the collective critical consciousness of the entire school community through a distributed leadership perspective. Through this lens, our hope is to …

“Always A Place To Start” In Middle Grades Education: Editorial Remarks, Penny A. Bishop, James F. Nagle

Middle Grades Review

No abstract provided.

Considering Middle School Organizational Structures Through A Lens Of Equity And Justice, Kristie Smith

Middle Grades Review

No abstract provided.

Growing Culturally Responsive Advisory In Your Context., Matt Moulton

Middle Grades Review

No abstract provided.

Students Deserve More Than Equity Conversations: Middle Level Structures That Promote Equity, Dave Brown

Middle Grades Review

No abstract provided.

Re-Examining School Structures Of People, Place, And Time To Promote Equity At The Middle Level, Katherine M. Main, Dana Pomykal Franz, Kristina N. Falbe, Cheryl Ellerbrock

Middle Grades Review

In 2018 we published a chapter entitled “Middle Grades Schools and Structures” (Ellerbrock et al., 2018a) in Literature Reviews in Support of the Middle Level Education Research Agenda (Mertens et al., 2013). Building on the earlier work of Ellerbrock et al. (2018a), this chapter reviewed literature between 2000 and 2018 that reported on the organizational structures of middle level education settings in the United States of America and Australia. Though the findings highlighted the dearth of research specifically examining the organizational structures of middle level education, the literature examined supported the original three key interconnected themes of people, place …

Equity & Middle Grades Organizational Structures: Echoes Of The Past, Influences On The Present, Hopes For The Future, Gayle Andrews

Middle Grades Review

Fostering a sense of belonging is fundamental to recommended organizational structures in middle grades schools including interdisciplinary teams, advisory relationships, flexible instructional schedules, and heterogeneous grouping. Middle grades educators must ensure that organizational structures support a sense of belonging and also problematize the very idea of “belonging,” actively countering and disrupting white supremacy culture and colonizing forces that can make “belonging” conditional and available only for those who accept systemic oppressive forces without question or complaint. This essay contends that key organizational structures in middle grades schools can be designed and enacted to infuse equity orientations and culturally sustaining approaches …