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Articles 1 - 30 of 59
Full-Text Articles in Education
Chicago Alliance For Equity In Computer Science, Steven Mcgee, Lucia Dettori, Ronald I. Greenberg, Andrew M. Rasmussen, Dale F. Reed, Don Yanek
Chicago Alliance For Equity In Computer Science, Steven Mcgee, Lucia Dettori, Ronald I. Greenberg, Andrew M. Rasmussen, Dale F. Reed, Don Yanek
Computer Science: Faculty Publications and Other Works
In 2016, CPS enacted a high school computer science graduation requirement as a means to broaden participation in computer science. ECS is the primary course that supports enactment of this policy. With limited numbers of certified computer science teachers, CPS relied on teachers from a variety of disciplines to teach ECS. The ECS professional development program is designed to prepare teachers from all backgrounds to support student success in ECS. This study examines how the profile of ECS teachers changed and the impact of that change on teachers' experiences with ECS professional development.
Building Bridges: Epistemic Violence And Mother–Daughter Pedagogies From The U.S.–Mexico Border, Tanya J. Gaxiola Serrano, Elvia Serrano
Building Bridges: Epistemic Violence And Mother–Daughter Pedagogies From The U.S.–Mexico Border, Tanya J. Gaxiola Serrano, Elvia Serrano
Journal of Critical Scholarship on Higher Education and Student Affairs
Living in the U.S.–Mexico borderlands, residents have intimately learned about the impact of the militarized policing of the physical border on their lives. While not often discussed, the policing transcends the border institution and targets the ways of knowing of People and Immigrants of Color. This essay features pláticas between two Mexican women educators from the border, la frontera, to challenge epistemic violence on the lives of U.S. Chicanas/Latinas. Intergenerational pedagogies of a mother–daughter dyad from the Tijuana–San Diego region serve as exemplars of the survival and resistance found in the borderlands. The narratives highlight their unique experiences, one as …
The Black Feminist Mixtape: A Collective Black Feminist Autoethnography Of Black Women's Existence In The Academy, Erica R. Wallace, J'Nai D. Adams, Carla Cadet Fullwood, Erica-Brittany Horhn, Camaron Loritts, Brandy S. Propst, Coretta Roseboro Walker
The Black Feminist Mixtape: A Collective Black Feminist Autoethnography Of Black Women's Existence In The Academy, Erica R. Wallace, J'Nai D. Adams, Carla Cadet Fullwood, Erica-Brittany Horhn, Camaron Loritts, Brandy S. Propst, Coretta Roseboro Walker
Journal of Critical Scholarship on Higher Education and Student Affairs
Seven Black women graduate students from across different functional areas of higher education work in solidarity to write a collective Black Feminist Autoethnography (BFA) (Griffin, 2012) about our experiences at our respective colleges and universities. BFA is a "theoretical and methodological means for Black female academics to critically narrate the pride and pain of Black womanhood" (Griffin, 2012, p. 1). This article centers Black feminist scholarship as a framework to reflexively interpret how we as seven Black women navigate within, against, and beyond the academy to address dominant narratives that affect our professional and personal experiences. We use contemporary music …
(Re)Negotiating And (Re)Envisioning Our Feminist Journeys: A Collaborative Autoethnography Of Five Women Of Color Doctoral Students, Dajanae Palmer, Ting-Han Chang, Megan Covington, Vanessa Na, Amy C. Wang
(Re)Negotiating And (Re)Envisioning Our Feminist Journeys: A Collaborative Autoethnography Of Five Women Of Color Doctoral Students, Dajanae Palmer, Ting-Han Chang, Megan Covington, Vanessa Na, Amy C. Wang
Journal of Critical Scholarship on Higher Education and Student Affairs
This study utilizes critical collaborative autoethnography to explore the development, identity, and experiences as a feminist from five Women of Color doctoral students. Given that existing research on the experiences of doctoral women of color remains sparse, the purpose of this study is to expand the knowledge by highlighting and validating the lived experiences of doctoral women of color in the academy from a feminist perspective. Through the use of collaborative autoethnography, the authors explore and interrogate their individual journeys as self-identified or aspiring feminists. The findings present the living reality and complexity involving history, contexts, intersection of identities, conflicts, …
The Role Of Race In Urban Community-University Relationships: Moving From Interest Convergence To Critical Literacy, Jake D. Winfield, James Earl Davis
The Role Of Race In Urban Community-University Relationships: Moving From Interest Convergence To Critical Literacy, Jake D. Winfield, James Earl Davis
Journal of Critical Scholarship on Higher Education and Student Affairs
Recent decades have seen an increased involvement of institutions of higher education in their communities. Previous scholarship on community engaged scholarship and anchor institutions often fails to consider race, racism, and racial power dynamics. We analyze interviews with the program director of a critical community engaged scholarship initiative as part of a multi-year community-led collaboration between an urban, historically White institution and its adjacent community using the critical race theory tenet of interest convergence and critical literacy. We find that the university's relationship with the local community is troubling to residents, especially frequent student projects and university-initiated neighborhood safety initiatives. …
“Diversity & Inclusion & Free Speech & Civility”: Oppression And Marginalization Through Diversity Rhetoric, Kamden Strunk, Hannah Carson Baggett, Ivan E. Watts
“Diversity & Inclusion & Free Speech & Civility”: Oppression And Marginalization Through Diversity Rhetoric, Kamden Strunk, Hannah Carson Baggett, Ivan E. Watts
Journal of Critical Scholarship on Higher Education and Student Affairs
As higher education institutions increasingly roll out diversity and inclusion initiatives, they intend to signal particular commitments. In this manuscript, we employ critical literacy as a framework for understanding the text and subtext of moments on our campus related to diversity and inclusion offices and initiatives. We first present the text of two particular moments, including the actual text of signs, messages, and conversations, but also including as a text the actions and inactions of university administrators. For each moment, we first present the text, including the actual or physical text(s), the superficial meaning(s), and the sequence of events. …
A Critical Literacy Approach To Student Affairs Education, Brian J. Reece, Ryan M. Rish
A Critical Literacy Approach To Student Affairs Education, Brian J. Reece, Ryan M. Rish
Journal of Critical Scholarship on Higher Education and Student Affairs
This article argues for the use of critical literacy as a critical pedagogy in student affairs practice. The authors describe how some currents of the student affairs literature have shifted toward a focus on student learning and critical approaches to student development and learning. Subsequently, they discuss the social turn in our understanding of literacy and a related move toward critical approaches to understanding literacy as a social practice. Finally, they present a synthesis of the literature, which results in considerations for approaching higher education student affairs contexts through a critical literacy framework, exposing gaps and areas for future theorizing …
Using Critical Race Theory To Redefine The Standards Of Professional Practice For Chief Diversity Officers, Brandon C M Allen, Alberto J. Rodriguez, Levon T. Esters,
Using Critical Race Theory To Redefine The Standards Of Professional Practice For Chief Diversity Officers, Brandon C M Allen, Alberto J. Rodriguez, Levon T. Esters,
Journal of Critical Scholarship on Higher Education and Student Affairs
To meet the needs of the evolving student demographics that has seen a 300% increase in URM college going rates, higher education institutions began developing the Chief Diversity Officer (CDO) position to govern and lead their mission as it relates to diversity, equity, and inclusion. More than 60 colleges have created a CDO position over the last 20 yeas with many more heading in that direction. However, because CDOs are relatively novel in the higher education space, the leading authority of diversity officer research, the National Association of Diversity Officers in Higher Education (NADOHE), developed a set of guidelines to …
Promoting Access & Critical Literacy: Working Within, Beyond, And Against The Academy, Sydney Curtis, Dianey R. Leal
Promoting Access & Critical Literacy: Working Within, Beyond, And Against The Academy, Sydney Curtis, Dianey R. Leal
Journal of Critical Scholarship on Higher Education and Student Affairs
There is a common trope in academia that the purpose of research is to give a voice to the voiceless. However, as critical scholars, we recognize that this viewpoint perpetuates a deficit lens and ignores and/or minimizes the agency that individuals already hold. So when the 2019–2020 Editorial Board was deciding on a theme for the Journal’s next Special Issue, rather than thinking of any person as “voiceless,” we knew we wanted to instead, “pass the mic” to amplify voices and perspectives that are not always centered in academia. Promoting Access and Critical Literacy is a function of our values …
Disability As Diversity In Higher Education, Emily M. Burns
Disability As Diversity In Higher Education, Emily M. Burns
Journal of Critical Scholarship on Higher Education and Student Affairs
College students with disabilities experience many barriers to postsecondary education including disability documentation requirements, social exclusion, inaccessible course design, and ostracizing campus environments. Most postsecondary leaders regulate disabled students to disability services offices, worrying about adherence to disability laws. Contributors to Disability as Diversity in Higher Education: Policies and Practices to Enhance Student Success, edited by Kim & Aquino (2017), challenge higher education personnel to implement intentional strategies that would include disabled students in all aspects of campus life.
Angry White Men On Campus: Theoretical Perspectives And Recommended Responses, Kyle C. Ashlee, Pietro A. Sasso, Christina Witkowicki
Angry White Men On Campus: Theoretical Perspectives And Recommended Responses, Kyle C. Ashlee, Pietro A. Sasso, Christina Witkowicki
Journal of Critical Scholarship on Higher Education and Student Affairs
In this article, the authors explore a rise in violent protest among white college men, theoretical interpretations of this trend, and recommendations that student affairs educators can implement to address the harmful acts of white male on campus. By examining hegemonic masculinity, the theory of dispossession, anomic protest masculinity, and white men’s disengagement in college, student affairs professionals can begin to understand the larger contemporary trend of student activism among white college men. Moreover, evaluating common strategies for engaging college men, including behavior-only approaches, bad-dogging accountability practices, and white privilege pedagogy, educators can gain perspective on how current responses in …
Rethinking The Study Of College Student Suicide: Critical Suicidology And Higher Education, Lisa S. Kaler
Rethinking The Study Of College Student Suicide: Critical Suicidology And Higher Education, Lisa S. Kaler
Journal of Critical Scholarship on Higher Education and Student Affairs
This paper introduces Critical Suicidology to higher education, exploring how this perspective can help understand and prevent college student suicide. Critical Suicidology critiques the creation of truth and knowledge in the study of suicide and demonstrates that suicide has been socially constructed. Assumptions within extant literature limit our understanding of suicide and preclude critical examination into the role of higher education on suicidal thoughts among college students, particularly those from marginalized populations. This paper argues that higher education scholars’ contextual knowledge of the student experience can engender critical studies that explore college student suicide within the context of higher education, …
Place-Based Engagement On Chicago's Northeast Side, Jon J. Schmidt, David Ensminger, Mitchell A. Hendrickson
Place-Based Engagement On Chicago's Northeast Side, Jon J. Schmidt, David Ensminger, Mitchell A. Hendrickson
Education: School of Education Faculty Publications and Other Works
Loyola University Chicago (LUC) is a Jesuit university with a mission to prepare students to “set the world on fire” by promoting justice in the world. Led by its School of Education, LUC has worked to engage this mission in its emerging work with public school partners guided by core principles of mutual benefit among partners, place-based engagement within our communities, and a focus on sustainable relationships. While serving others represents the genotype of our 150-year-old Jesuit university and community and civic engagement represents its phenotype, the last ten years has seen change in the university’s phenotype through dramatic growth …
Is Waiting For My School Leader To Retire My Only Solution To Bring About Change?, Hank M. Bohanon
Is Waiting For My School Leader To Retire My Only Solution To Bring About Change?, Hank M. Bohanon
Education: School of Education Faculty Publications and Other Works
No abstract provided.
What Can Paul Masson Wines Teach Us About School Systems?, Hank M. Bohanon
What Can Paul Masson Wines Teach Us About School Systems?, Hank M. Bohanon
Education: School of Education Faculty Publications and Other Works
No abstract provided.
Exploring Career Change Transitions Through A Dialogic Conceptualization Of Science Teacher Identity, Lara Smetana, Ali Kushki
Exploring Career Change Transitions Through A Dialogic Conceptualization Of Science Teacher Identity, Lara Smetana, Ali Kushki
Education: School of Education Faculty Publications and Other Works
Research into the construct of science teacher identity has gained momentum over the past decade in an effort to achieve a more comprehensive, holistic understanding of teacher learning and development. As yet few studies have examined the unique identity challenges of science teacher career changers. Akkerman and Meijer’s (2011) dialogical approach to the conceptualization of teacher identity informed this longitudinal, qualitative study exploring the different identity aspects, or I-positions, of two individuals who had changed careers to teach high-school biology. The study identified moments of disequilibrium experienced by the participants and explored how they each eventually restored equilibrium. Analysis included …
Alone Together: A Special Education Teacher’S Perspective During Covid-19, Hank M. Bohanon
Alone Together: A Special Education Teacher’S Perspective During Covid-19, Hank M. Bohanon
Education: School of Education Faculty Publications and Other Works
No abstract provided.
Citizenship Education Beyond The Nation State Implications For Teacher Education, Seungho Moon, Charlie Tocci
Citizenship Education Beyond The Nation State Implications For Teacher Education, Seungho Moon, Charlie Tocci
Education: School of Education Faculty Publications and Other Works
Scholars and teacher educators investigating citizenship education beyond the nation state now require innovative, layered, and generative theoretical frameworks and practices in order to promote conversations concerning equity for students of all backgrounds. This chapter traces out an array of intersections that mark the relationship between global citizenship and teacher education. It explores approaches to global citizenship education in an effort to broaden our perspectives. The chapter outlines four dominant frameworks exploring theoretical and practical components of global citizenship education in teacher education: humanistic approaches, critical theories approaches, phenomenological and autobiographical approaches, and poststructuralist and feminist approaches. It provides strategies …
Fuera De Lugar: Undocumented Students, Dislocation, And The Search For Belonging, Blanca Minerva Torres-Olave, Mark Torrez, Kelly N. Ferguson, Amy Bedford, Claudia M. Castillo-Lavergne, Karla Robles, Aurora Chang
Fuera De Lugar: Undocumented Students, Dislocation, And The Search For Belonging, Blanca Minerva Torres-Olave, Mark Torrez, Kelly N. Ferguson, Amy Bedford, Claudia M. Castillo-Lavergne, Karla Robles, Aurora Chang
Education: School of Education Faculty Publications and Other Works
This article presents findings from a Youth Participatory Action Research (YPAR) study on the experiences of six undocumented college students at a community college in the Midwest United States. We focused on two main research questions: What are some of the key developmental experiences of undocumented youth? What is the impact of these experiences on the students’ identity and sense of belonging in educational spaces, especially as they transition to college? The findings illustrate the experiences of the six participant coresearchers (PCRs) as they navigated the messy, fragile, and shifting nature of belonging. A common thread in their narratives was …
"That’S Helpful Information, But Next Time, Could You Please Talk About High Schools?", Hank M. Bohanon
"That’S Helpful Information, But Next Time, Could You Please Talk About High Schools?", Hank M. Bohanon
Education: School of Education Faculty Publications and Other Works
No abstract provided.
The Importance Of Acknowledgement In Secondary Schools (Even Though They’Re Teenagers), Hank Bohanon
The Importance Of Acknowledgement In Secondary Schools (Even Though They’Re Teenagers), Hank Bohanon
Education: School of Education Faculty Publications and Other Works
No abstract provided.
Talking Trash: A Human Problem With Human Solutions, Lauren Wisbrock, Erin Reynolds, Jen Mertins, Anne Schultz, Timothy Hoellein, Lara K. Smetana
Talking Trash: A Human Problem With Human Solutions, Lauren Wisbrock, Erin Reynolds, Jen Mertins, Anne Schultz, Timothy Hoellein, Lara K. Smetana
Biology: Faculty Publications and Other Works
No abstract provided.
Higher Education: Path Or Barrier To Opportunity?, Amanda Jd Simpfenderfer
Higher Education: Path Or Barrier To Opportunity?, Amanda Jd Simpfenderfer
Journal of Critical Scholarship on Higher Education and Student Affairs
Higher education has long been viewed as the pathway to economic and social mobility within the United States and yet institutions have historically restricted access based on race, gender, and social class. This scholarly paper, explores, argues, and presents evidence to demonstrate how the impact of colonialism, neoliberalism, and cultural capital/wealth intersect and have served to mold higher education into a tool of oppression, by limiting access and attainment, to historically underserved and oppressed populations.
Does A Computer Science Graduation Requirement Contribute To Increased Enrollment In Advanced Computer Science Coursework?, Steven Mcgee, Randi Mcgee-Tekula, Jennifer Duck, Lucia Dettori, Ronald I. Greenberg, Andrew M. Rasmussen, Erica Wheeler, Adam Shelton
Does A Computer Science Graduation Requirement Contribute To Increased Enrollment In Advanced Computer Science Coursework?, Steven Mcgee, Randi Mcgee-Tekula, Jennifer Duck, Lucia Dettori, Ronald I. Greenberg, Andrew M. Rasmussen, Erica Wheeler, Adam Shelton
Computer Science: Faculty Publications and Other Works
Prior research has shown that students pursuing Exploring Computer Science (ECS) as their first elective course were more likely to pursue another computer science course in high school, as compared to students who took a traditional course as the first course. This study investigated whether the results are consistent when students are pursuing ECS to fulfill the Chicago Public Schools' graduation requirement. ECS is designed to foster deep engagement through equitable inquiry around computer science concepts. It is hypothesized that students who are fulfilling a graduation requirement will pursue additional computer science coursework at rates similar to students who were …
What Parents Know: Risk And Responsibility In United States Education Policy And Parents’ Responses, Amy B. Shuffelton
What Parents Know: Risk And Responsibility In United States Education Policy And Parents’ Responses, Amy B. Shuffelton
Education: School of Education Faculty Publications and Other Works
In this special issue exploring parents’ responses to neoliberal policy changes, especially shifting notions of risk and responsibility, this article provides a historical account of local and national policy initiatives in the contemporary United States that have increased risk and placed responsibility for this risk on the shoulders of parents (as well as educators). The opening section of the paper reviews major recent policy documents and initiatives in the United States, from the landmark 1983 report ‘A Nation at Risk’ to the current age of test-based accountability. In the following sections, the paper explores what two Chicago parents themselves had …
Non-Violencing: Imagining Non-Violence Pedagogy With Laozi And Deleuze., Charlie Tocci, Seungho Moon
Non-Violencing: Imagining Non-Violence Pedagogy With Laozi And Deleuze., Charlie Tocci, Seungho Moon
Education: School of Education Faculty Publications and Other Works
This paper explores the challenges of non‐violence as an educational subject. Conceptually framed by nonduality, this cross‐cultural conversation between Laozian and Deleuzian viewpoints articulates reforming non‐violence into non‐violencing within the educational discourse. Non‐violencing is a shift that opens up space to theorise non‐violence as open‐ended, uncertain and dynamic. Dr. Moon utilises Laozi's Taoism to examine yin–yang cosmology to illustrate the continuum of violence/non‐violence. Proceeding from the notion of non‐action (wuwei, 無爲), he argues that non‐violence is not the opposite of violence, but it is a form of active action by not doing. Dr. Tocci draws from Deleuze to connect non‐violence …
Every Tool Is A Weapon If You Hold It Right: Solidarity, Civics Education, And Use-Oriented Politics, Derek Gottlieb, Amy B. Shuffelton
Every Tool Is A Weapon If You Hold It Right: Solidarity, Civics Education, And Use-Oriented Politics, Derek Gottlieb, Amy B. Shuffelton
Education: School of Education Faculty Publications and Other Works
No abstract provided.
The Impact Of Cs For All On College Placement In Computer Science, Ronald I. Greenberg, Julie Medero, Samuel A. Rebelsky, Frances P. Trees, Dale Reed
The Impact Of Cs For All On College Placement In Computer Science, Ronald I. Greenberg, Julie Medero, Samuel A. Rebelsky, Frances P. Trees, Dale Reed
Computer Science: Faculty Publications and Other Works
With the CS for All movement increasingly gaining traction nationally, students entering colleges and universities are arriving with deeper and broader CS experiences. This in turn can change students' higher education starting point. This panel of CS faculty with expertise in this area will present perspectives and models to describe how higher education choices for placement, credit, and curriculum design affect the efforts to broaden participation in student pathways into computing and related studies.
The Changing Profile Of Ecs Teachers, Steven Mcgee, Lucia Dettori, Ronald I. Greenberg, Andrew M. Rasmussen, Dale F. Reed, Don Yanek
The Changing Profile Of Ecs Teachers, Steven Mcgee, Lucia Dettori, Ronald I. Greenberg, Andrew M. Rasmussen, Dale F. Reed, Don Yanek
Computer Science: Faculty Publications and Other Works
This study compares the characteristics and professional development (PD) experiences between teachers who began teaching Exploring Computer Science before and after the enactment of a CS graduation requirement in the Chicago Public Schools. The post-requirement teachers were less likely to have a CS background, but their experience in the ECS PD and their level of confidence at the end of the PD were equivalent to the early adopters.
Computer Science Through Concurrent Enrollment: A Strategy To Broaden Participation, Renee Fall, Seth Freeman, Ronald I. Greenberg, Dan Kaiser, Nigamanth Sridhar
Computer Science Through Concurrent Enrollment: A Strategy To Broaden Participation, Renee Fall, Seth Freeman, Ronald I. Greenberg, Dan Kaiser, Nigamanth Sridhar
Computer Science: Faculty Publications and Other Works
Most U.S. states support college-readiness and access through dual enrollment, in which high school students enroll in college courses. Concurrent enrollment (CE) allows students to take college courses in their own high school, taught by high school teachers approved by the partner college. CE has positive effects on students' education, but rarely is CS available through CE. Unlike AP, CE provides college credit to students who are assessed throughout the course rather than by a single high-stakes exam/project. This panel will showcase four different types of post-secondary institutions' experiences offering CS-through-CE and discuss its potential as an entry point into …