Bilingual, Multilingual, and Multicultural Education Commons^™

What Is Your Social Justice Iq: Leading Social Justice In Higher Education, Janice M. Garnett, Germaine W. Huber

Journal of Curriculum, Teaching, Learning and Leadership in Education

This article describes an experience originating in the College of Education to explore a process for the college’s social justice efforts to lead and guide administration, faculty, and staff in their day-to-day decision-making. This educational process examined in the article was introduced through the College of Education’s Diversity and Inclusion Committee to engage administration, faculty, and staff in using their various perspectives focused on social justice to help them shift the college's current paradigm from understanding to action. The authors incorporated a conceptual framework as the foundation to develop the collaborative process to engage education professionals in gaining a greater …

Higher Education Experiences Of International Faculty In The U.S. Deep South, Elizabeth Omiteru, James Martinez, Rudo Tsemunhu, Eugene F. Asola

Journal of Multicultural Affairs

Immigration was one of the key issues from within the Obama administration. One focus of the administration was to retain brilliant foreign scholars who have studied in the United States (U.S). Rather than let International Faculty return to their countries after completing their programs, employers found it advantageous to retain these professionals to boost the United States workforce. Higher education was one of the government sectors that experienced an increase in the numbers of foreign nationals choosing to remain in the United States after completing their degrees. What many International Faculty may be oblivious of, and which their programs of …

An Autoethnography Of Culturally Relevant Leadership As Moral Practice: Lived Experiences Through A Scholar-Practitioner Lens, Charles L. Lowery

The Qualitative Report

In this autoethnography, I am concerned with cultural relevance as an experience of a scholar-practitioner educational leader. I question my own cultural competence as a teacher and school principal. Turning a reflective gaze on my lived experiences as an educator creates a space in which I attempt to make meaning of the phenomenon of culturally relevant practices in the field of education. As an act of pedagogical and personal meaning-making, this autoethnographic work centers on the value of cultural relevance as informed by scholarly practice.

Identifying Inclusive Practices On U.S. University Campuses That Create Engagement For Diverse Populations, Brandon Tatum

Electronic Theses and Dissertations

Interactions between diversity and inclusion have been incompletely studied on U.S. college campuses. Previous researchers have also demonstrated an incomplete understanding of these two constructs, resulting in uneven attempts to create inclusion on college campuses. Diversity and inclusion research on college life is needed because inclusion is relatively new and unexplored, student diversity in U.S. higher education is increasing, and practical models and programs for enhancing campus inclusion are lacking. Therefore, the purpose of this study was to identify best practices and student attitudes regarding inclusion and group memberships with Generation Z and Millennial college students in the United States, …

Student Voices: African American High School Seniors' Perception Of Culturally Responsive Teaching., Whitney M. Stewart

Electronic Theses and Dissertations

This dissertation examined African-American high school seniors’ perceptions of culturally responsive teaching in one public high school within a large urban public-school district in the southeastern region of the United States. It begins with a brief historical overview on the plight of African-Americans in the US public education system and how public school educators have failed to leverage Afrocultural learning orientations as an asset to educate and increase the academic achievement of African-American students in classrooms. The Philosophical Aspects of Cultural Difference Framework (Nichols, 1986, 1995) will guide this dissertation study. The latter part of the dissertation reveals that a …

Expanding Capacity To Serve Multilingual Learners: A University-School District Partnership, Beth Clark-Gareca, Kim Fontana

Excelsior: Leadership in Teaching and Learning

In a time of new teacher certification requirements in New York, school districts are grappling with how to meet the regulatory expectations imposed by Commissioner’s Regulations Part 154. One way that schools are solving staffing challenges is by forging new collaborations with university partners to expand their collective capacities to serve Multilingual learners (MLLs). In this article, we document a partnership between SUNY New Paltz’s Teaching English to Speakers of Other Languages (TESOL) program and the Pawling Central School District during the 2017-18 academic year. We describe the partners’ distinct roles in the university-district collaboration, and discuss the logistical considerations …

Building Capacity For Quality Leadership With English Language Learners, John Leonard, Betty Alford, Neill Armstrong

School Leadership Review

Waxman, Téllez, and Walberg (2004) advocated that school leaders must assist staff developers in providing English language learner (ELLs)-related professional development that includes “demonstration of theories of language, sustained coaching, and evaluation programs measuring teacher implementation and impact” (p 2-3). These professional development goals are central to the leader’s purposeful expansion of teachers’ knowledge, skills, and dispositions concerning the unique needs of ELLs and communicating the importance of the effective curricular integration of well-planned and embedded strategies designed to meet the needs of the often marginalized ELL population. School leaders must be willing to provide a systematic program of professional …

Woke Pedagogy: A Framework For Teaching And Learning, Altheria Caldera

Diversity, Social Justice, and the Educational Leader

The sociopolitical context of schooling demands that teachers acknowledge the ways their students’ and their own experiences are shaped by the intersections of racism, classism, sexism, heterosexism, and other discriminatory factors. This is especially true during times of heightened civil unrest resulting from pervasive and persistent injustice experienced by minoritized populations. To engage students in pedagogy that connects with their lived experiences and that equips them to critically examine inequities, teachers must refute colorblind pedagogy in favor of woke pedagogy. Woke pedagogy, like critical multicultural education, is defined by teaching practices that integrate critiques of contemporary justice-related issues with academic …

Race, Disability And The Possibilities Of Radical Agency: Toward A Political Philosophy Of Decolonial Critical Hermeneutics In Latinx Discrit, Alexis C. Padilla

Language, Literacy, and Sociocultural Studies ETDs

The present dissertation is a non-empirical methodology project grounded in political philosophy. As a practical exercise, it bridges knowledge workers (e.g., educators, action researchers and other engaged scholars) with activists to explore the situated emancipation possibilities of radical agency at the intersection of blindness and Latinidad. It does so in line with DisCrit and other bodies of literature within critical disability studies, works centered on trans-Latinidades and border-crossing, intersectional decoloniality theorizing, critical hermeneutics, critical race theory and blackness/ whiteness studies. It interrogates performative and movement building spaces for teaching and learning that foster radical exteriority trajectories of decolonial solidarity and …

Family Involvement Strategies Of Asian Students With High Achievement In Middle School Mathematics: A Phenomenological Study, Kenneth N. Anisiobi

School Leadership Review

The No Child Left Behind Act of 2001 requires that schools maintain policies, strategies, and practices that support parental involvement in the education of all children (No Child Left Behind [NCLB], 2002). Houtenville and Conway (2008) found that by implementing strategies which promote family engagement in the educational process, schools can save up to one thousand dollars per child in education expenses per year.

Barriers To Pursuing Stem-Related Careers: Perceptions Of Hispanic Girls Enrolled In Advanced High School Stem Courses, Veronica Vijil, Julie P. Combs, Rebecca M. Bustamante

School Leadership Review

Researchers indicate that the United States has fallen behind other nations in science, technology, engineering, and mathematics (STEM) education (President's Council of Advisors on Science and Technology, 2010, 2012). A declining interest in the field of engineering as demonstrated by students who pursue degrees in STEM fields also threatens the U.S. competitive edge (National Science Foundation, 2013; Schneider, Judy, & Mazuca, 2012). Although some students perform successfully in STEM courses, an achievement gap between school-aged boys and girls is well-documented in the literature (e.g., College Board, 2007). Moreover, Hispanic students are underrepresented in science-related courses and careers (Hanley & Noblit, …

Ownership And Violence Against Women Of Color Reflected Through The Lens Of Anglo Saxon Theology, Jennifer Herring, Luraine Kimmerle

Violence Against Women conference

In the American cultural mind, white bodies have been upheld as ideal. In addition, the male body has received praise, greater access, and safety on the streets, in business, education, and the wider world. In the arena of higher education students tend to discover how their personal sociocultural perspective informs ownership of the lack thereof. It is through this reality that the idea of ownership is seen when it comes to violence inflicted on/received by women. When race is included in the violence against women dialogue we uncover the branches of Anglo-Saxon Exceptionalism, planted by the theologies and worldviews of …

Drop In Or Drop Out: A Case Study On The Effects Of Academic Track Placement, And Levels Of Student Skill And Will, On Successful Ninth-Grade Completion, Channell M. Wilson-Segura

Teacher Education, Educational Leadership & Policy ETDs

The ninth grade is a transition year from middle school to high school where many students struggle to successfully navigate a new environment, new teachers and peers, new academic and behavioral expectations, and the concept of graduation requirements. This qualitative study examined the effects of academic track placement, and student levels of skill and will, on successful ninth-grade completion in one New Mexico Title I high school. It also provided insight into their perceptions of the success factors and challenges that they felt impacted their ability to successfully promote to the tenth-grade, and thus, remain on-track for graduation.

This study …

Self-Regulation, Co-Regulation, And Feedback In The Context Of Cross-Cultural Language Acquisition In Higher Education: A Conceptual Approach, Papia Bawa

Journal of Research Initiatives

Given the exponential growth in international student populations in the United States, supporting cross cultural language learners (CCLL) in developing their self and co-regulated learning is highly important. This paper presents a conceptual framework on the value of feedback within self-regulated versus co-regulated environments, in the context of cross- cultural language learning. We use the term cross cultural language learners (CCLL) to refer to international learners, in particular from Asia. When exploring the issues of cross cultural language acquisition relating to logographic (Chinese) and alphabetic (English) languages, we examine the literature that support self and co-regulated learning within the frame …

P.S. 25, South Bronx: Bilingual Education And Community Control, Laura J. Kaplan

Dissertations, Theses, and Capstone Projects

Through a methodology of oral history interviews with primary subjects and archival research, this dissertation explores the creation and evolution of P.S. 25, The Bilingual School, the first Spanish-English bilingual elementary school in New York City, as well as the entire Northeast. The Bilingual School, founded in 1968, was a product of the civil rights movement in the United States and one key manifestation of that movement in New York City, the struggle for community control of schools.

Latinos in general and Puerto Ricans in particular have been written out of the official narrative of the educational civil rights movement …

A Transcendental Phenomenological Study Of Novice Teachers Administrative Support Experiences In High-Poverty High-Minority Rural South Carolina Schools, Celestine Lavan

Doctoral Dissertations and Projects

The purpose of this transcendental phenomenological study was to develop a deeper understanding of the lived experiences of novice teachers who remain teaching in high-poverty, high-minority rural schools in South Carolina in relation to the administrative support they received. The research questions guiding this study are: (1) How do novice teachers describe their administrative support experiences in high-poverty, high-minority schools? (2) How do novice teachers in high-poverty, high-minority rural schools describe administrative emotional and social support experiences? (3) How do novice teachers in high-poverty, high-minority rural schools describe administrative instructional support experiences in high-poverty, high-minority rural schools? This study intended …

Scholastic Liberation: Schools' Impact On African American Academic Achievement, Aaron M. Johnson

Language Arts Journal of Michigan

This article addresses some of the factors that contribute to low achievement observed in African American students. It is common that either schools or school districts are unable to fix the problem or they are unaware about how the beliefs and attitudes about African American students can contribute to their low performance in school. Furthermore, this article encourages school institutions to examine themselves and change school environments to align to the identities of African American students. African American students must be liberated from negative assumptions about them and to do that, individuals and the institution of school as a whole, …

Revealing Luz: Illuminating Our Identities Through Duoethnography, Carrie Diaz Eaton, Luz Marizza Bailey

Journal of Humanistic Mathematics

Hispanic Americans make up 15% of the current US workforce, but they only account for 7% of the STEM Education workforce [8]. One effective way to reach this population, particularly Latinas, is by providing stories and ethnographic biographies of successful Latinas they can relate to. It is important to note that Latinas have been earning PhDs in STEM disciplines outside of the US much longer than US-born Latinas have been earning them inside. Thus we offer the story of a mathematics educator, from Peru, Dr. Luz Antonia Mendizábal Gálvez de Rodriguez, a girl who was given a chance to be …

The Impact Of Teacher Motivation In Promoting Academic Achievement Among African American Male Students, Erroll Royal

Doctoral Dissertations and Projects

This study investigated the impact of teacher motivation in promoting academic achievement among African American male students in an urban middle school in northeast North Carolina. In this quantitative study, the sample population was comprised of fifty 7th grade students and fifty 8th grade students. Eight teachers, (four science teachers, and four math teachers) both male and female were given the Teacher Efficacy Scale (see Appendix G). The results revealed that there was no relationship between teacher motivation and academic achievement among African American male students. Further research should include similar studies that would examine the impact of teacher motivation …

Dual Immersion Leadership: A Case Study Of Three K-5 Principals Who Show Success With Emergent Bilinguals, Ivonne Karina Dibblee

Dissertations and Theses

In the past decade the number of dual language immersion programs in US public schools has grown to more than 2000. The benefits of dual language immersion for emergent bilinguals (EBs) have been confirmed by numerous studies. However, lacking from this literature is research which focuses on leadership within dual immersion schools. Despite an upsurge in the number of immersion schools, few studies examine the characteristics of effective immersion leaders. The aim of this study is to examine the leadership characteristics of principals leading K-5 dual language immersion programs who have increased student achievement among EBs.

The purpose of this …

Best Practices For The Development Of English Language In Rural Elementary Schools In Prevention Of Long Term English Learners, Heather Christine Gomez

Dissertations

Purpose: The purpose of this study was to describe the best practices of English language development programs in rural South San Joaquin Valley elementary schools in the targeted areas of reading, writing, listening and speaking and best practices in teacher professional development to prevent Long Term English Learners from the perspective of principals. An additional purpose was to identify and describe obstacles to the implementation of best practices of English language development in rural South San Joaquin Valley elementary schools from the perspective of principals.

Methodology: Through data analysis, rural elementary schools in South San Joaquin Valley were identified …

Critical Complexity: A Challenge To Engage For Educators, Elizabeth Johnson

MA TESOL Collection

Education is a means of ensuring the survival of the human race. By passing on knowledge and awareness, humans attempt to craft adaptability of future generations. Adaptability allows humans to respond to unforeseen events that may challenge their survival.

Education is a process that works to achieve change and growth of the individual and the regeneration and transformation of society. The outcomes of interactions in educational systems are uncertain and emergent. Educational systems are open, adaptive, complex, dynamic and non-linear.

In the near past, reducing the complexity of natural and social phenomena has allowed the human race to simplify and …

Mentoring Relationships As Social Capital In The Career Advancement Of Latina School Administrators, Ligia Veronica Alberto

Seton Hall University Dissertations and Theses (ETDs)

This study examined the underrepresentation of women in leadership roles, specifically on the underrepresentation of Latina women holding leadership administrative positions in education. Using social capital as the theoretical framework, this study explored the role of mentoring relationships in the career advancement and promotions of Latina women. A narrative research design was selected to collect participants’ stories about their career advancement into school leadership positions. The narratives were collected through semi-structured face-to-face interviews. A total of 20 Latina school administrators were interviewed for 45 to 60 minutes. Upon completion of the interviews, the data was analyzed using narrative analysis. This …

Cognitive Assessment Of Culturally And Linguistically Diverse Students:Evidence For Current Practices, Aaron Pomeranz, Hannah Luken

Thinking Matters Symposium Archive

Evidence from placement data show that culturally and linguistically diverse (CLD) students are over-identified for learning and intellectual disabilities (Donovan & Cross, 2002). Cognitive assessments play a central role in correctly identifying CLD students for special education services. This study reviewed the literature to determine support for three methods of cognitive assessment with CLD students. Search results revealed that although there was considerable research supporting the use of the Cultural-Linguistic Interpretive Matrix (C-LIM) and Nonverbal Assessment, there was also much research disputing their use. Much of the support the C-LIM and Dual Language Assessment was not from peer reviewed research. …

Language Learning: A Study Of Academic Self-Efficacy In A Suburban High School, Geneviève Brand

EDL Sixth Year Theses

Students taking a foreign language in high schools generally are educated to be competent in the three modes of communication as defined by the American Council on Teaching of Foreign Languages. This study tool place in 9th and 10th grade foreign languages class in one, suburban school in Connecticut. At this school, some students enrolled live in that community, and some opt to attend that school rather than their neighborhood school through an inter-district program called Open-Choice (OC). All students in this school are asked to engage in a rigorous and challenging curriculum in order master these modes of communication. …

Global Perspectives In The Us Social Justice Classes: Impact On Identity, Alexandra (Sasha) Watkins, Corliss Brown Thompson

Lesley University Community of Scholars Day

This paper is based on the experiences and reflections of the instructor and the student in the social justice doctoral-level course. Graduate-level social justice classes provide students with valuable knowledge on how power, privilege, and oppression operate in the society and its impact on individuals and communities (Boutain, 2008; Garii & Appova, 2013; Mohammed, Cooke, Ezeonwu, & Stevens, 2014; Motulsky, Gere, Saleem, & Trantham, 2014). At the same time, the scholarly material covered in the social justice classes can serve as a powerful catalyst for examining one’s personal identity (Farnsworth, 2010), thus contributing to students’ identity development (Izadinia, 2013; Trent, …

The Influence Of The Heritage Language On The Cultural Integration Of Second-Generation Hispanic Adolescents: A Phenomenological Study, Camille Schuler

CUP Ed.D. Dissertations

This qualitative study explored the influence of the heritage language on the cultural integration of 10 second-generation Hispanic adolescents, ages 15-19. Data were collected using in-depth interviews that asked participants to share their experiences with their heritage language, and in what situations they found themselves feeling more Hispanic, more American, and more bicultural, when speaking their heritage language. Participants also shared the formal course of language study they chose, such as Spanish, Heritage Spanish, and AP Spanish Language, why they chose it, and how that choice influenced their perceptions of the heritage language and their cultural integration. Berry’s (2005) Acculturation …

Organizational Improvement Plan: Improving Core French Teacher Equity Within A French Immersion School, Angelica Farr

The Dissertation-in-Practice at Western University

My Organizational Improvement Plan examines the systemic inequity between the Core French Program and the French Immersion Program in Ontario secondary schools. Leadership, in the form of Principals, can play a significant role in this issue. Principals who prioritize the equitable distribution of resources and professional development in French Immersion settings may positively impact teacher efficacy; however, in Core French settings, Principals’ realm of priorities often lies in other curriculum areas.

Various researchers, such as Lapkin (2003) and Mady (2010), have looked at the systemic inequity between the two French programs. It has been shown that there is a disproportionate …

Perspectives And Expectations Of Native Spanish-Speaking Parents About Their Children's Education In An American Elementary School, Franklin D. Rothwell Ii

Educational Studies Dissertations

This qualitative study inquired about the perceptions of Spanish-speaking immigrant parents about their children's experiences in a Massachusetts elementary school, the expectations they have for their children's education, and their understanding of their role with regards to their children's education. The phenomenological design and analysis concentrated on parents' lived experience as they and their families interacted with the school. Thirty-eight parents of English learners participated in answering a questionnaire and ten were later interviewed. Findings reveal that parents of English learners face obstacles in understanding American schooling and often rely on information from others and comparisons with their own previous …

Equity And Inclusion: Expanding The Urban Ecosystem, Tia Brown Mcnair, Judith A. Ramaley

Public Administration Faculty Publications and Presentations

As our nation grows ever more diverse, the need to ensure that our educational institutions are truly equitable and inclusive becomes more and more urgent. This sense of urgency plays out across a social and political terrain that threatens the very core of our identity as a nation. Our growing diversity is seen by some as a threat to our national security and as the primary cause behind the displacements and angers being created by the ever growing differences that are dividing our country. Our authors see our growing diversity as a much needed and valued source of energy, creativity …