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Full-Text Articles in Education
D-Stem Equity Model: Diversifying The Stem Education To Career Pathway!!!, Adrienne Coleman
D-Stem Equity Model: Diversifying The Stem Education To Career Pathway!!!, Adrienne Coleman
Publications & Research
According to the National Science Foundation, “the U.S. STEM workforce must be considered in the context of an expanding and vibrant global scientific and technological enterprise” (2014). “The National Academy of Sciences further suggests that, without the participation of individuals of all races and genders, the increasing demand for workers in STEM fields will not be met, potentially compromising the position of the United States as a global leader”. The stark reality is that there are a disproportionate number of Blacks and Latinos who lack the access and exposure to become STEM-literate. In order for the U.S. to remain a …
Response To “Redesigning Systems Of School Accountability”: Addressing Underlying Inequities, Elizabeth Gil, Taeyeon Kim
Response To “Redesigning Systems Of School Accountability”: Addressing Underlying Inequities, Elizabeth Gil, Taeyeon Kim
Administration and Instructional Leadership Faculty Publications
As Bae (2018) suggests, one way to fill gaps between a holistic view of student learning and accountability policy implementation is to use multiple measures that reflect diverse perspectives of learning. The purpose of this commentary is to provide a discussion of issues, which need to be considered in order to achieve the desired outcomes of greater equity and transparency through these broader accountability efforts. In this commentary, we address equity issues related to Bae’s argument and propose that taking action regarding existing inequities in terms of access to resources, and including traditionally excluded voices are crucial to ensuring that …
Examining Latina/O Students’ Experiences Of Injustice: Latcrit Insights From A Texas High School, Kristy Cooper Stein, James Wright, Elizabeth Gil, Andrew Miness, Dion Ginanto
Examining Latina/O Students’ Experiences Of Injustice: Latcrit Insights From A Texas High School, Kristy Cooper Stein, James Wright, Elizabeth Gil, Andrew Miness, Dion Ginanto
Administration and Instructional Leadership Faculty Publications
We used Latina/Latino Critical Race Theory (LatCrit) to re-analyze survey and interview data from earlier research in which we found Latina/o students reported less positive experiences than other students in this high school. We found racial injustice in class enrollments, in students’ experiences with stereotypes and prejudice, in student-teacher relationships, and in school policies and norms. LatCrit principles illustrate interconnections among racism, interest convergence, and colorblindness that create racial injustice for Latinas/os. We argue that counterstorytelling could emerge to resist that injustice and that educators must understand how racism functions in their schools and interrogate relevant policies and norms.
How To Measure Student Success? Toward Consideration Of Student Resilience As A Metric Of Success In Institutional Accountability Frameworks, Elvira Abrica
Department of Educational Administration: Faculty Publications
Rates of student success—four-year transfer, degree, and certificate completion— are frequently discussed. Less frequent, however, are opportunities to reflect on how these outcomes are measured. In this paper, I reflect on how rates of success—specifically for men of color—are calculated based on two California institutional accountability frameworks. First, I compared measures of success for men of color using the methodologies outlined by each framework. Secondly, I explored enrollment data of men of color who did not transfer or complete a degree or certificate after six years, those who would not be counted by either framework. Findings indicate that some students …
Equity-Minded Faculty Development, Aeron Haynie
Equity-Minded Faculty Development, Aeron Haynie
To Improve the Academy: A Journal of Educational Development
A governing principle of equity-minded faculty development is a commitment to supporting marginalized populations who may feel unwelcome in academia: from minority college students to first-generation graduate students to faculty of color. Faculty development should encourage faculty to notice inequities and not dismiss them as student’s individual failures; to examine institutional data on student, graduate student, and faculty achievement patterns; and to collaborate with other campus partners on interventions. As we work with faculty to develop strategies to ensure all students can succeed, we must also enact the same empowering, strengths- based practices we promote.