Educational Sociology Commons^™

I Come From..., Steven Corotan

CouRaGeouS Cuentos: A Journal of Counternarratives

No abstract provided.

Mi Pasado No Lo Vences, Jorge Rico

CouRaGeouS Cuentos: A Journal of Counternarratives

No abstract provided.

In My Moment, The Moment That Stands Out, In My Moment…, Manuel Lopez

CouRaGeouS Cuentos: A Journal of Counternarratives

No abstract provided.

Tortillas, Miles Banda Davila

CouRaGeouS Cuentos: A Journal of Counternarratives

No abstract provided.

Camino A Los Solares De Mi Abuelo, Antonio Barajas

CouRaGeouS Cuentos: A Journal of Counternarratives

No abstract provided.

Untitled, Misael Anguiano

CouRaGeouS Cuentos: A Journal of Counternarratives

No abstract provided.

I Am From, Irma Rodriguez

CouRaGeouS Cuentos: A Journal of Counternarratives

No abstract provided.

Memories Fade, Samuel Nault

CouRaGeouS Cuentos: A Journal of Counternarratives

No abstract provided.

Troje, Erandi Hernández Aguilar

CouRaGeouS Cuentos: A Journal of Counternarratives

No abstract provided.

Front Matter, Courageous Cuentos

CouRaGeouS Cuentos: A Journal of Counternarratives

No abstract provided.

Full Issue, Courageous Cuentos

CouRaGeouS Cuentos: A Journal of Counternarratives

No abstract provided.

What’S Critical In Critical Media Literacy? Barriers And Good Practices In Adult Education, Stefanie Mayer, Stefanie Fridrik, Josef Mühlbauer, Brigitte Temel, Viktoria Eberhardt

Journal of Media Literacy Education Pre-Prints

While there is broad consensus regarding the social and educational need for CML, its actual didactic content and especially the meaning of ‘critical’ are far from clear. The article argues for a turn to educational practices. Findings are based on empirical research on adult education in Vienna (Austria) consisting mainly of interviews with expert-practitioners in the field of adult education and media and/or digital literacy. We confront academic definitions of the critical impetus of CML with an analysis of innovative projects, which were designed for accessibility and addressed learners facing high educational barriers. Our findings encourage a turn towards the …

Social Media And E-Cigarette Use In Youth: Does Depression Play A Mediating Role?, Soumya Upadhyay, Mohammad Karim, Shivank Chhaya

Healthcare Administration and Policy Faculty Research

About 28% of middle and high school students report the use of e-cigarettes per the 2019 NYTS survey. Social media can seclude a youth into limited set of beliefs, including affirmation for e-cigarette use. Internalizing problems like depression may be due to overuse of social media, and youth with depressive symptoms are more likely to use e-cigarettes to cope. National Youth Tobacco Survey (NYTS) 2023 data was used (n = 18 143) in a cross-sectional design. Ever e-cigarette use was the binary (Y/N) dependent variable. Independent variable, social media use, was categorized as “never,” “nondaily,” “daily.” Mediator variable, presence of …

Beyond The Gpa: What Your Gpa Really Means, Su Nguyen, Erick Leiva, Azzurra Bitti

CAFE Symposium 2026

The project applies sociological concepts to analyze the function of the Grade Point Average (GPA) in student life. This analysis focuses on three areas: understanding why some students attribute significant meaning to GPA while others do not; investigating the broader societal implications of this metric’s existence; and examining the appropriate approach to this seemingly objective measurement.

Navigating Intersectional Margins: A Multilevel Analysis Of First- And Second-Generation Immigrant Students’ Academic Outcomes Within Urban Coethnic Communities, Douglas D. Havard, Minh Truong, Sophie Nguyen, Richard Vo, Luis Truong, Nellie Nguyen, Ryan Dam

Education Faculty Articles and Research

This study examines how structural and cultural forms of capital interact to shape the academic attainment of first- and second-generation immigrant students within urban coethnic communities. Drawing on data from the Children of Immigrants Longitudinal Study and hierarchical multinomial logistic regression, we integrate Yosso's community cultural wealth and the cultural and structural coethnic frameworks to examine how socioeconomic resources, bilingual fluency, and coethnic community strength predict postsecondary outcomes. Findings reveal that strong coethnic networks, bilingual fluency, and faith-based participation offset structural disadvantage. Results reframe the immigrant paradox through an intersectional, asset-based lens, emphasizing community-driven supports for equity-focused urban education policy.

The Social And Cultural Challenges Experienced By Children With Send Through Quasi-Inclusion Practices In Two Mainstream Primary Schools In Postcolonial Guyana, Lidon Lashley, Clevelon Gordon

IALS Journal

This ethnographic study investigates the sociocultural experiences of 36 children with SEND and two non-SEND peers in two rural mainstream primary schools in Guyana. Through interviews, observations, and situational analysis, the study explores how ableism, colonial legacies, prejudice, poverty, linguistic barriers, and inadequate educational support shape the experiences of children with SEND. Findings reveal persistent stigmatization, discrimination, marginalization, exclusion, and "fated failure" discourses that negatively affect learning, participation, agency, and wellbeing. The study concludes that teachers require greater support, training, and specialist resources to foster genuine inclusion within Guyana's mainstream schools.

Corrigendum To “Decolonizing Knowledge As Epistemic Justice: Key Conceptual Tendencies From The Global South” [Tanzania Journal Of Sociology, Vol. 11, Issue No.2, December 2025: 113 - 128], Richard Sambaiga

Tanzania Journal of Sociology

This article registers corrections done to a reference section of "Decolonizing Knowledge as Epistemic Justice: Key Conceptual Tendencies from the Global South” [Tanzania Journal of Sociology, Vol. 11, Issue No.2, December 2025: 113 - 128]

About The Contributors

Impact: A Journal of Community and Cultural Inquiry in Education

No abstract provided.

Formatted Feelings: Rap As A Pedagogy Of Capitalized Emotion, Guanhua Yao

Impact: A Journal of Community and Cultural Inquiry in Education

This article examines mainstream rap as a key apparatus through which capital formats emotional life under platform capitalism. Utilizing grounded theory coding for ten Billboard No. 1 rap tracks released between 2005 and 2025, the analysis identifies durable affective templates, commodified desire, spectacularized power, and curated vulnerability, that standardize how emotion becomes legible, repeatable, and marketable. Synthesizing affect theory, media sociology, and social dramaturgy, the article argues that rap teaches listeners how to perform feeling in ways compatible with visibility regimes and datafied attention economies. Rather than treating these songs as expressive artifacts, the study reframes them as pedagogical infrastructures …

Teacher Representation In Film And Television, Kailey Deweever

Impact: A Journal of Community and Cultural Inquiry in Education

This article explores teacher representation in film and television, highlighting four main archetypes. It discusses how positive portrayals improve public perceptions and teacher self-image, while negative depictions harm both. Additionally, it critiques how infrequent depictions of actual teaching often trivialize the complexity of the profession.

Keywords: Teacher self-image, popular culture, teacher archetypes, teacher representation, film, television