bluuebunny/crossref_metadata_2025 huggingface dataset:
How Colleges Can Correctly Determine Selection Benefits from the SAT
Authors: Crouse James , Trusheim Dale
Published: May 2015

Since its inception in 1927, the Scholastic Aptitude Test (SAT) has been used by increasing numbers of colleges in the admissions process. In this article, James Crouse and Dale Trusheim argue that the selection benefits colleges derive from using the SAT in their admissions decisions are minimal. They support this argument through a discussion of the prediction equation, supplemental table of predicted grades, and expectancy table currently used by the College Board's Validity Study Service (VSS) to assess the selection benefits of the SAT for individual colleges. Crouse and Trusheim present an analysis of the added information gain from SAT scores, as well as an alternative method for colleges to assess their selection benefits from the SAT. The authors illustrate their method by using Dartmouth College as a case study. Crouse and Trusheim then call for the inclusion of two additional tables in the VSS presentation to college administrators: the Crosstabulation of Predicted Grades Table and the College Outcomes Table. The Crosstabulation of Predicted Grades Table would allow college administrators to identify the level of redundancy in predicted freshman admissions for their particular institution based on high school GPA alone, compared with those based on high school GPA plus SAT scores. The College Outcomes Table would allow college administrators to estimate the impact their use of the SAT actually has on predicting several different student performance outcomes, such as average grades of admitted students, the percentage of admitted students with freshman GPAs above 2.5, and the percentage of admitted students who graduate.
Learning to Teach against the Grain
Authors: Cochran-Smith Marilyn
Published: May 2015

Can prospective teachers learn to be both educators and activists, to regard themselves as agents for change, and to regard reform as an integral part of the social, intellectual, ethical,and political activity of teaching? In this article, Marilyn Cochran-Smith argues that a powerful way for student teachers to learn to reform teaching, or what she refers to as teaching against the grain, is to work in the company of experienced teachers who are themselves struggling to be reformers in their own classrooms, schools, and communities.

Cochran-Smith analyzes two approaches to preparing preservice teachers to teach against the grain, proposing that differences between them can be understood as the result of different underlying assumptions about knowledge, power, and language in teaching. By analyzing conversations among student teachers and experienced teachers in four urban schools, the author explores the nature of reformers' intellectual perspectives on teaching and demonstrates that regular school-site discussions are an indispensable resource in the education of reformers.
What We Talk about When We Talk about School Reform
Authors: Roemer Marjorie Godlin
Published: May 2015

In this article, Marjorie Roemer tells the story of a collaborative effort between secondary school and university faculty members to implement the use of writing portfolios as a means of assessment in high school English classes. Her story illustrates how this work, which involved the English faculties of ten high schools in a large urban school district, reflects some of the complexities of school reform. The author argues that the process of implementation is as crucial as the proposed reforms themselves. Thus, she looks at the development of this school-reform initiative not merely in terms of its final accomplishments, but also as it unfolded in the diverse environments of the participants and with the particular points of view their varied experience dictated. Through the testimony of teachers, school administrators,and university consultants, Roemer demonstrates how the participants understood change and its process in strikingly different ways. Despite their shared purposes, the results of this initiative were considered a success by some, a failure by others.
Freire and a Feminist Pedagogy of Difference
Authors: Weiler Kathleen
Published: May 2015

In this article, Kathleen Weiler presents a feminist critique that challenges traditional Western knowledge systems. As an educator, Weiler is interested in the implications of this critique for both the theory and practice of education. She begins with a discussion of the liberatory pedagogy of Paulo Freire and the profound importance of his work. She then questions Freire's assumption of a single kind of experience of oppression and his abstract goals for liberation. A feminist pedagogy, she claims, offers a more complex vision of liberatory pedagogy. Weiler traces the growth of feminist epistemology from the early consciousnessraising groups to current women's studies programs. She identifies three ways that a feminist pedagogy, while reflecting critically on Freire's ideas, also builds on and enriches his pedagogy: in its questioning of the role and authority of the teacher; in its recognition of the importance of personal experience as a source of knowledge; and in its exploration of the perspectives of people of different races, classes, and cultures.
The Rhetorical Construction of "the Teacher"
Authors: Nespor Jan , Barber Liz
Published: May 2015

Authors in the field of education inevitably use rhetorical strategies that embody particular,and often implicit, theoretical, epistemological, and political positions. In this article, Jan Nespor and Liz Barber critically examine the rhetorical structure of a 1987 article published in the Harvard Educational Review — Lee S. Shulman's "Knowledge and Teaching:Foundations of the New Reform." The authors examine various textual strategies — such as"the phenomenological hook," "appropriating a constituency," and "moving on" — that Shulman used to construct "the teacher" as an object of study. Through a detailed analysis of this widely cited article, Nespor and Barber address broader issues of representation and power in the social sciences, and conclude with a call for "a more 'critical literacy' among the readers and writers of research texts."
Talking about Race, Learning about Racism: The Application of Racial Identity Development Theory in the Classroom
Authors: Tatum Beverly
Published: May 2015

The inclusion of race-related content in college courses often generates emotional responses in students that range from guilt and shame to anger and despair. The discomfort associated with these emotions can lead students to resist the learning process. Based on her experience teaching a course on the psychology of racism and an application of racial identity development theory, Beverly Daniel Tatum identifies three major sources of student resistance to talking about race and learning about racism, as well as some strategies for overcoming this resistance.
Equity, Equality, and Biculturalism in the Restructuring of New Zealand Schools: A Life-History Approach
Authors: Middleton Sue
Published: May 2015

In this article, Sue Middleton draws on interview data from the initial phase of"Monitoring Today's Schools," a research project to monitor the impact of New Zealand's educational restructuring. Unlike restructuring movements in other countries,the New Zealand movement specifically included goals of social equity and cultural inclusiveness, and Middleton focuses on the reactions of parents, teachers,and administrators to the restructuring efforts surrounding these issues. After presenting a brief historical overview of the development of and debate over equity and cultural inclusiveness in New Zealand education, Middleton presents excerpts from interviews with members of three different schools' boards of trustees, which were created as part of the restructuring effort to move more authority to the local school level. She includes their reactions to the impact of social equity and cultural inclusiveness policies on their schools and their children, and concludes by describing recent developments in New Zealand education regarding these issues.
Teacher Research as a Way of Knowing
Authors: Lytle Susan , Cochran-Smith Marilyn
Published: May 2015

In this article, Susan Lytle and Marilyn Cochran-Smith, two university-based teacher educators, argue for a different theory of knowledge for teaching — one that is drawn from the systematic inquiry of teachers themselves. In contrast to a knowledge base for teaching that privileges only the knowledge of the university researcher, the authors propose a knowledge base that includes the emic perspective of the teacher researcher,whose questions and processes are embedded in classroom practice. In their analysis,the authors draw on a wide range of texts written by teachers, including journals,essays, oral inquiries, and classroom studies. Lytle and Cochran-Smith conclude that teacher research, which historically has been marginalized in the field, challenges the assumption that knowledge for teaching is generated by outsiders only; they argue,rather, that school-based teacher researchers are themselves knowers and a primary source of generating knowledge about teaching and learning for themselves and others.
Challenging Venerable Assumptions: Literacy Instruction for Linguistically Different Students
Authors: De La Luz Reyes Maria
Published: May 2015

In this article, María de la Luz Reyes identifies, discusses, and challenges widely accepted assumptions that undergird and guide literacy instruction for linguistically different students.1 Citing examples from current research, Reyes shows how the "one size fits all" belief, and its corollary assumptions about the practice of process instruction with limited- and non-English-speaking students, mitigate against the success of these students. The author draws from the findings of a case study that provides an example of process instruction that proved to be successful not only for mainstream students, but also for those who are linguistically different. In concluding, she makes a strong appeal for efforts to tailor literacy instruction to account for the cultural and linguistic diversity of all students. For the author, such adaptations cannot be an afterthought; rather, if teaching practices are to be inclusive of all learners, they must "begin with the explicit premise that each learner brings a valid language and culture to the instructional context."
Teaching as a Profession: The Rochester Case in Historical Perspective
Authors: Murray Christine
Published: May 2015

In this article, Christine Murray provides an analysis of teacher professionalization using a case study of the Rochester (New York) City School District. She examines the conceptual and practical changes that have occurred for teaching as a profession during three distinct time periods: the turn of the century and its growing urban school settings, the 1960s and the rise of teacher unions, and the reform movements of the 1980s. Her analysis provides a general overview of national trends, while using the Rochester case to detail changes in teacher professionalization in the context of a large urban school district.
Teaching and Practice
Authors: Saylor Patricia
Published: May 2015

In this article, Patricia Saylor tells of her experience as a hearing woman dedicated to learning and teaching about the Deaf community. Saylor is the founder and director of BRIDGES, a program aimed at building connections between Deaf culture and hearing culture. In her essay, Saylor offers a moving and detailed description of the program's goals by articulating her own experiences along with those of members of the BRIDGES community. As she explores a world that is largely ignored by the hearing population and describes some of the positive implications of connecting the hearing and deaf worlds, Saylor reveals the strengths and richness of the Deaf community.
Why Today's High-School-Educated Males Earn Less than Their Fathers Did: The Problem and an Assessment of Responses
Authors: Murnane Richard , Levy Frank
Published: May 2015

Since 1972, high-school-educated males have experienced a dramatic decrease in labor market earnings, making them the first generation since World War II to experience a lower standard of living than their fathers. In this article, Richard Murnane and Frank Levy examine this downward trend in earnings, citing the shift in job opportunities from manufacturing to the service sector and technological changes within the workplace as contributing factors to the income decline. In the final section of the article, the authors provide an analysis of recent educational policy initiatives aimed at improving U.S. education and increasing the skill level of new workers. They offer a framework of questions that challenges the design and implementation of these initiatives and points to critical issues that must be considered if these initiatives are to improve the education and earnings prospects of high-school-educated males.
Academic Freedom and the Parameters of Knowledge
Authors: Tierney William
Published: May 2015

In this article, William Tierney explores the historically vexed issue of academic freedom as it pertains to the contemporary constraints placed on "permissible" fields of study and discourse. Using a case study of a large state university, he addresses the overt and covert limitations that have been placed on study and discussion of gay, lesbian, and bisexual issues on the college campus. Tierney's findings reveal a paradox: at a university committed to the advancement of human understanding and academic openness, lesbian, gay, and bisexual faculty, staff, and students feel that their civil rights are threatened, which both implicitly and explicitly limits research pertaining to these issues. Through the lens of this case study, Tierney raises new questions and presents his own understanding of academic freedom.
Teaching and Practice
Authors: Boudin Kathy
Published: May 2015

In this article, Kathy Boudin recounts her story as an inmate and literacy educator at Bedford Hills Correctional Facility for women. While the standard literacy education curriculum for the facility emphasized instrumental, workbook-based reading skills, Boudin sought to make the literacy program more relevant to the women's lives and experiences. By working with the women in the literacy program, Boudin incorporated critical literacy teaching practices into the skills-based curriculum, using the subject of AIDS in prison as a means of linking the women's experiences with their acquisition of literacy skills. Although the article focuses on prison education, the women in Bedford Hills are like other women in urban communities for whom literacy is only one of many problems. Thus, the pedagogical and social issues raised here have many implications that extend beyond the prison bars.
Black Curriculum Orientations: A Preliminary Inquiry
Authors: Watkins William
Published: May 2015

In this article, William Watkins presents a historical discussion that traces the development of six different curriculum orientations in the educational experience of African Americans. He begins by pointing out that Black curriculum development is inextricably tied to Black America's experience of slavery and oppression in the United States. Watkins then outlines the six orientations, each of which represents African Americans' differing, although sometimes overlapping, sociopolitical responses to their historical reality. The author concludes that, because of the oppressiveness and separateness of U.S. society, Black curriculum orientations will continue to develop as both a part of and separate from the mainstream curriculum movement. Finally,he suggests that further study of the relationship of ethnicity, race, and culture to curriculum may be revealing as we examine contemporary urban education.
"You Can't Just Say That the Only Ones Who Can Speak Are Those Who Agree with Your Position": Political Discourse in the Classroom
Authors: Fine Melinda
Published: May 2015

In this article, Melinda Fine describes the classroom dynamics surrounding the discussion of controversial issues in a middle school classroom. Through observation and interviews, she creates a detailed portrait of the interactions among teachers and students, revealing that while discussions of emotionally charged social and political issues are often heated and difficult, they can still be constructive. Fine maintains that students are more resilient and able to handle disagreement than is often believed. She concludes by arguing that education in a democracy requires that teachers and students learn to deal constructively with political and social differences.
Researching Change and Changing the Researcher
Authors: Delgado-Gaitan Concha
Published: May 2015

In this article, Concha Delgado-Gaitan describes her experience as a researcher in Carpinteria, a predominantly Mexican-American community in California. After collecting data about family literacy practices through ethnographic observations and interviews, she began meeting regularly with parents to share her findings and solicit their input. These meetings became a turning point for Delgado-Gaitan, redirecting the focus of her research from literacy activities to the process of community empowerment as she learned from these parents about their own understanding of literacy and about their concerns regarding communication with schools. Through these meetings, the parents organized as a group, in order to demand that the school respond to their needs.

The situation challenged Delgado-Gaitan to redefine her role as a researcher. After much internal debate and reflection, she decided to become involved in the empowerment of parents as an informant and facilitator. This article is the story of how this research project supported the process of community empowerment in Carpinteria, and how that process challenged the researcher to examine her own identity, to refocus her research, and to change.
Zen and the Art of Reflective Practice in Teacher Education
Authors: Tremmel Robert
Published: May 2015

In this article, Robert Tremmel explores the possibility of enriching reflective teaching and teacher education programs by transcending the limitations imposed by technical and analytic views of reflective practice through the incorporation of non-Western notions of reflection, particularly the Zen Buddhist tradition of "mindfulness." Tremmel discusses Donald Schön's notion of reflection-in-action as an alternative and broader approach to reflection, and connects this approach to central dimensions of Zen teachings. In contrast, the author points out how some teacher education programs committed to reflective practice are not successful because they rely on narrow conceptions of reflection that ignore the need of "preparing our minds" as an initial step towards reflection. Finally, Tremmel draws from his own practice as a teacher educator to discuss his work in teaching students the art of "paying attention" as a way of nurturing reflective practice.
Is It Real for All Kids? A Framework for Equitable Assessment Policies for English Language Learners
Authors: Lacelle-Peterson Mark , Rivera Charlene
Published: May 2015

Many people in education hope that reform will bring positive change for all students in the United States. However, Mark LaCelle-Peterson and Charlene Rivera argue in this article that, unless educational reformers reflect seriously on the implications of assessment reform for specific groups of students, among them students whose first language is not English, little meaningful change will occur. The authors present a demographic profile of English language learners, propose a definition of educational equity and excellence, and outline the range of educational goals the definition implies. They argue that it is erroneous to assume that changes that affect monolingual English students favorably will automatically do the same for English language learners, and offer options and recommendations for more appropriate assessment policy and practice for English language learners.
Appearing Acts: Creating Readers in a High School English Class
Authors: Cone Joan Kernan
Published: May 2015

Asking how she, as a teacher, can motivate students to discover the joy of reading, Joan Kernan Cone explores students' self-perceptions as "readers" and "non-readers." By engaging her students in this question and through her willingness to respond to their ideas Cone experiments with methods to cultivate "readers" — those who read on their own for pleasure and knowledge. Through the use of student journals, reading materials matching their interest and cultural backgrounds, and group discussion, she inspires a passion for reading. As a result of her in-class research and collaborative reflection with her students, Cone advocates creating a "community of readers" in which students can choose books, read them, talk about them, and encourage each others to read.
Reading the World of School Literacy: Contextualizing the Experience of a Young African American Male
Authors: Willis Arlette Ingram
Published: May 2015

In this article, Arlette Willis articulates the literacy schooling experiences of her son, Jake, as he engages in a struggle to affirm himself as both a literacy learner and an African American. Asserting that Jake's struggle has historical roots and present-day consequences for the education of culturally and linguistically diverse school children, Willis argues for a reconceptualization of literacy that builds on these children's backgrounds and knowledges. In the last section of the article, Willis provides the reader with some of the strategies and practices she has employed as a teacher-educator to assist her own students in expanding their understandings of the various cultures in U.S. society that children represent.
Sexual Harassment in School: The Public Performance of Gendered Violence
Authors: Stein Nan
Published: May 2015

In this article, Nan Stein argues that sexual harassment in schools is a form of gendered violence that often happens in the public arena. She presents the narratives of girls and boys about their experience of sexual harassment in schools and finds parallels with cases documented in court records and depositions. While highly publicized lawsuits and civil rights cases may have increased public awareness of the issue, inconsistent findings have sent educators mixed messages about ways of dealing with peer-to-peer sexual harassment. The antecedents of harassment, she suggests, are found in teasing and bullying, behaviors tacitly accepted by parents and teachers. Stein makes a case for deliberate adult intervention and the inclusion of a curriculum in schools that builds awareness of these issues.
A Dialogue with Noam Chomsky
Authors: Leistyna Pepi , Sherblom Stephen
Published: May 2015

The following dialogue between Noam Chomsky and Harvard Educational Review Editors Pepi Leistyna and Stephen Sherblom occurred in the fall of 1994, at Chomsky's office at the Massachusetts Institute of Technology. In conceptualizing this Special Issue, the Editorial Board thought it imperative to frame the lives of youth within an interdisciplinary perspective that explores and lays bare the historical, sociopolitical, economic, ideological, and cultural conditions of U.S. society. Chomsky's prolific work accomplishes this in many important respects; however, his political critiques and insights have been almost entirely excluded from national efforts to understand community disintegration and address issues of youth violence. It is the Board's belief that by bringing Chomsky's critical perspectives, concerns, and outlooks to the center of educational debates we can better understand the complex roots and history of violence in this country, and thus better inform educators of the current social contexts in which children live.

The dialogue begins by confronting the dominant ideologies that drive our history of systemic inequalities, oppression, and sanctioned violence that have resulted in this country's current culture of violence. Moving from a discussion of how the poor and middle-class in the United States subsidize the rich, to how the media and public institutions such as schools function to manufacture public consent for, and complicity with, such unequal distribution of power and wealth, Chomsky concludes with a discussion of the possibilities for progressive social change. Throughout, the dialogue vividly illustrates how we as a society often work against the values that we publicly profess, such as the growth and health of children, the social and economic well-being of all people, and the basic tenets of democracy.

As participants in this dialogue, Editors Sherblom and Leistyna acknowledge their understanding of violence as endemic to unequal and exclusionary economic and social structures. This understanding and their commitment to social transformation shaped both the flavor of the questions and the evolution of the discussion, and may not reflect the opinion of the full Board of the Harvard Educational Review.

The Board sincerely hopes that the following will contribute significantly to meaningful public dialogue, support the development and implementation of social policy that will reduce violence in the lives of youth, and work toward realizing a vision of a society without violence.
Levels of Comparison in Educational Studies: Different Insights from Different Literatures and the Value of Multilevel Analyses
Authors: Bray Mark , Thomas R. Murray
Published: May 2015

Research in the field of comparative education has traditionally focused on studies across world regions and countries. In this article, Mark Bray and R. Murray Thomas argue that this approach often yields incomplete and unbalanced perspectives on educational studies because it fails to consider salient differences among states, districts, schools, classrooms, and individuals. The authors illustrate the need for a broader conceptualization of comparative education and propose multilevel analysis as a more comprehensive model of research that can integrate insights gleaned from single-level approaches.
Script, Counterscript, and Underlife in the Classroom: James Brown versus Brown v. Board of Education
Authors: Gutierrez Kris , Rymes Betsy , Larson Joanne
Published: May 2015

In this article, Kris Gutierrez, Betsy Rymes, and Joanne Larson demonstrate how power is constructed between the teacher and students. The authors identify the teacher's monologic script, one that potentially stifles dialogue and interaction and that reflects dominant cultural values, and the students' counterscripts, formed by those who do not comply with the teacher's view of appropriate participation. The authors then offer the possibility of a "third space" — a place where the two scripts intersect, creating the potential for authentic interaction to occur. Using an analysis of a specific classroom discourse, the authors demonstrate how, when such potential arises, the teacher and students quickly retreat to more comfortable scripted places. The authors encourage the join construction of a new sociocultural terrain, creating space for shifts in what counts as knowledge and knowledge representation.
The Four "I's" of School Reform: How Interests, Ideology, Information, and Institution Affect Teachers and Principals
Authors: Weiss Carol
Published: May 2015

A popular strategy of school reform over the past two decades has involved shifting decisionmaking authority from one level to another: from the district to the state to the school. This venue-changing approach assumes that actors working within a different forum will make different and better decisions about schooling that will ultimately lead to improved teaching and learning. In this article, Carol Weiss zeroes in on shared decisionmaking (SDM), one such reform initiative. Using what she refers to as the "4-I" analysis, Weiss explains how interests, ideology, information, and the institution affect teacher and principal responses to shared decisionmaking, and discusses their unsettling implications for school reform.
Total Quality Management in the Academy: A Rebellious Reading
Authors: Bensimon Estela Mara
Published: May 2015

In this article, Estela Bensimon assesses the appropriateness of adapting Total Quality Management (TQM) to higher education. She uses feminist adaptations of post-structuralist analysis to develop a critical interpretation of the basic postulates of quality with TQM: Quality is defined by customer satisfaction; Quality is the reduction of variation; Quality must be measurable. In particular, she focuses on the language of TQM that expresses how quality is defined, improved, and controlled; how the customer is determined; and how variation is eliminated. She concludes with a discussion of the negative implications of TQM as a philosophy and theory for the academy.
Uncertain Allies: Understanding the Boundaries of Race and Teaching
Authors: Cochran-Smith Marilyn
Published: May 2015

In this article, Marilyn Cochran-Smith reflects on her experiences as the director of a teacher education program that is attempting to open the unsettling discourse of race in the pre-service curriculum. She suggests that teacher educators need to examine how they and their students construct this discourse and how they interpret its implications for particular schools, communities, and classrooms. Cochran-Smith further offers that teacher educators may convey contradictory messages about the responsibilities of teachers who work with students who are similar to and different from them in race, culture, and ethnicity through the powerful messages implicit in the pedagogy of pre-service education itself. She concludes with the caution that unless teacher educators engage in the unflinching interrogation of pre-service pedagogy and then work to alter their own teaching and programs, it is unlikely that they will be able to effectively help student teachers do the same.
The Politics of Culture: Understanding Local Political Resistance to Detracking in Racially Mixed Schools
Authors: Wells Amy Stuart , Serna Irene
Published: May 2015

In this article, Amy Stuart Wells and Irene Serna examine the political struggles associated with detracking reform. Drawing on their three-year study of ten racially and socioeconomically mixed schools that are implementing detracking reform, the authors take us beyond the school walls to better understand the broad social forces that influence detracking reform. They focus specifically on the role of elite parents and how their political and cultural capital enables them to influence and resist efforts to dismantle or lessen tracking in their children's schools. Wells and Serna identify four strategies employed by elite parents to undermine and co-opt reform initiatives designed to alter existing tracking structures. By framing elite parents' actions within the literature on elites and cultural capital, the authors provide a deeper understanding of the barriers educators face in their efforts to detrack schools.
Getting to Scale with Good Educational Practice
Authors: Elmore Richard
Published: May 2015

How can good educational practice move beyond pockets of excellence to reach a much greater proportion of students and educators? While many children and young adults in school districts and communities around the country have long benefited from the tremendous accomplishments of successful teachers, schools, and programs, replicating this success on a larger scale has proven to be a difficult and vexing issue. In this article, Richard Elmore addresses this problem by analyzing the role of school organization and incentive structures in thwarting large-scale adoption of innovative practices close to the "core" of educational practice. Elmore then reviews evidence from two attempts at large-scale reform in the past — the progressive movement and the National Science Foundation curriculum reform projects — to evaluate his claims that ambitious large-scale school reform efforts, under current conditions, will be ineffective and transient. He concludes with four detailed recommendations for addressing the issue of scale in improving practice in education.
Cornel West on Heterosexism and Transformation: An Interview
Authors: Eisen Vitka , Kenyatta Mary
Published: May 2015

In the fall of 1995, deep in the midst of shaping and developing this Special Issue, several Harvard Educational Review Editorial Board members had the opportunity to hear philosopher and scholar Dr. Cornel West speak at the Harvard Graduate School of Education. They enthusiastically reported back to us that in his talk, West, who is Professor of Afro-American Studies and of the Philosophy of Religion at Harvard, drew explicit and repeated connections between White supremacy, patriarchy, and heterosexism. At the time, we were searching for an article that would illuminate the deep ties between different forms of oppression in the United States. We envisioned an article that would serve as a bridge from the diverse topics represented within this Special Issue to broad systems of power, privilege, and domination. Inspired by Dr. West's articulation of the above issues, as well as by his focus on democratic struggles for liberation, we asked him if he would be willing to be interviewed for our Special Issue.
Toward a Most Thorough Understanding of the World: Sexual Orientation and Early Childhood Education
Authors: Casper Virginia , Cuffaro Harriet , Schultz Steven , Silin Jonathan , Wickens Elaine
Published: May 2015

Written collaboratively by five educators from the Bank Street College of Education, this article focuses on sexual orientation and early childhood education, an issue that is often overlooked. The authors describe research projects they have undertaken to explore elementary school teachers' thoughts and attitudes about sexual orientation in relation to children's sexuality and parents' sexual orientation. Building form there, they examine the connections between teachers' reflections of their own childhood experience and their current attitudes towards sexual orientation. They then move from exploring adult conceptions of family to examining those of children. Finally, the authors describe the process of transformation at Bank Street College as the institution struggles to include gay and lesbian lives in the early childhood and graduate school curriculum. Throughout the article, the authors continually connect their proactive stance for inclusion around sexual orientation with their larger vision of a more just and equitable society.
Negotiating Legacies: Audre Lorde, W. E. B. DuBois, Marlon Riggs, and Me
Authors: Price-Spratlen Townsand
Published: May 2015

In this article, Townsand Price-Spratlen discusses the role that Audre Lorde, W. E. B. DuBois, and Marlon Riggs have played in forming his orientation towards "praxis" as a queer scholar of African descent. He describes his praxis formation as "negotiating legacies," "an introspective process in which we attempt to learn the lessons of history by seeking to understand the contexts and contributions of our ancestors." Using Lorde's The Cancer Journals, DuBois's The Souls of Black Folk, and Riggs's Tongues Untied, the author illustrates how each of these figures contributed to various phases of his personal and professional development. Through this article, Price-Spratlen provides an example to others of how they may negotiate their own individual legacies.
Editors' Reviews
Authors: Campbell Carolyn , Hall Irene
Published: May 2015

Two Teenagers in Twenty: Writings by Gay and Lesbian YouthEdited by Ann Heron Boston: Alyson, 1994. 187 pp. 8.95 (paper).

Not the Only One: Lesbian and Gay Fiction for TeensEdited by Tony Grima Boston: Alyson, 1994, 237 pp. 7.95 (paper).
Editors' Reviews
Authors: Shavarini Mitra
Published: May 2015

Transformations: Immigration, Family Life, and Achievement Motivation among Latino Adolescentsby Carola Suárez-Orozco and Marcelo Suárez-Orozco Stanford, CA: Stanford University Press, 1995. 266 pp. 45.00; 16.95 (paper)

California's Immigrant Children: Theory, Research, and Implications for Educational Policyedited by Rubén G. Rumbaut and Wayne A. Cornelius. San Diego: University of California Center for U.S.-Mexican Studies, 1995. 272 pp. 21.95
Troubling Clarity: The Politics of Accessible Language
Authors: Lather Patti
Published: May 2015

In this article, Patti Lather addresses the call for accessibility and plain speaking within academic writing. She argues the non-innocence of transparent theories of language, and explores the relationship between academic theoretic authority and feminist practices of writing, a relationship that contributes to social change. In the first section, Lather focuses on the politics of language. She grounds her arguments in feminist and postmodern theory, including the ideas of Derrida, Spivak, Benjamin, and Nietzsche, particularly Nietzche's concept of a text that constructs an audience "with ears to hear." In the second part of the article, Lather reflects on her own experimental approach to writing up research. She discusses the process of creating her book, Troubling Angels, a multiply coded text on women, AIDS, and angels. Lather opens up possibilities for displaying complexities through her experiments with multivoiced text that moves through different registers and that speaks to multiple audiences.
Teacher-Researcher Collaboration from Two Perspectives
Authors: Ulichny Polly , Schoener Wendy
Published: May 2015

How can qualitative research in education incorporate the voices of both the researched and the researcher? In this article, coauthors Polly Ulichny, a researcher, and Wendy Schoener, a teacher, respond to this question. In alternating sections throughout the article, they present two distinct interpretations of the teaching and learning that occurred in adult English as a Second Language classroom and of their developing relationship as collaborators. Together, Ulichny and Schoener come to realize that interdependence extends beyond agreeing on a research focus to include mutual collaboration in all phases of a research project.
(Li)Ability Grouping: The New Susceptibility of School Tracking Systems to Legal Challenges
Authors: Welner Kevin , Oakes Jeannie
Published: May 2015

In this article, Kevin Welner and Jeannie Oakes assert that educators and education advocates have developed a greater awareness of the harmful effects and pedagogical indefensibility of tracking. They also note that detracking advocates are increasingly giving litigation serious consideration in their search for policy tools to promote reform. The authors argue that courts can play an important role in advancing detracking, and that educational researchers are vital to these efforts. They survey four recent cases and discuss the presentations made by the researchers who served as experts on the cases. Then, based on their review of case law, including these recent cases, as well as their review of desegregation literature, Welner and Oakes conclude that these top-down mandates, while unlikely to achieve all of their intended goals, can play an indispensable role in initiating detracking in schools and districts where such reforms are otherwise highly unlikely.
A Social Capital Framework for Understanding the Socialization of Racial Minority Children and Youths
Authors: Stanton-Salazar Ricardo
Published: May 2015

In this article, Ricardo Stanton-Salzar offers a network-analytic framework for understanding the socialization and schooling experiences of working-class racial minority youth. Unlike many previous writers who have examined the role of "significant others," he examines the role that relationships between youth and institutional agents, such as teachers and counselors, play in the greater multicultural context in which working-class minority youth must negotiate. Stanton-Salazar provides the conceptual foundations of a framework built around the concepts of social capital and institutional support. He concentrates on illuminating those institutional and ideological forces that he believes make access to social capital and institutional support within schools and other institutional settings so problematic for working-class minority children and adolescents. Stanton-Salazar also provides some clues as to how some working-class minority youth are able to manage their difficult participation in multiple worlds, how they develop cultural strategies for overcoming various obstacles, and how they manage to develop sustaining and supportive relationships with institutional agents.
Sex and the Teacher: Should We Come Out in Class?
Authors: Khayatt Didi
Published: May 2015

In this article, Didi Khayatt, a tenured faculty member and a lesbian, describes her own struggles with the question of coming out to her students by making a declarative statement, such as "I am a lesbian." She questions whether that is the only way to come out or be out as a teacher. Using stories and anecdotes to highlight the complicated assumptions and issues surrounding any decision regarding the disclosure of such personal information, Khayatt explores the questions arising from the notion of what it means to come out in class, the internal and external pressures on teacher to come out to their students, and the implications, both political and pedagogical, that sexual orientation disclosures invoke. Her very personal and powerful self-evaluation provides a framework in which others who are faced with making these complicated decisions can find their own answer to the question, "Should I come out in class?"
Dancing with Bigotry: The Poisoning of Racial and Ethnic Identities
Authors: Bartolomé Lilia , Macedo Donaldo
Published: May 2015

By analyzing issues and messages in the mass media and recent news events, Lilia Bartolomé and Donaldo Macedo further the political discussion that problematizes the current discourse in education around ethnicity and race. The authors' discussion moves us beyond the monolithic constructs of Whiteness and "otherness" to recognize the complex interpenetrations and dynamics of ethnic and racial relations in the United States. In this article, the authors reveal how the politics of racism and division do not belong solely to extremist hate groups, but are an unacknowledged and potent part of mainstream American ideology, thought, and action. They provide examples of state and Congressional political figures and national mass media personalities to make their argument concrete.
Dual-Language Immersion Programs: A Cautionary Note Concerning the Education of Language-Minority Students
Authors: Valdes Guadalupe
Published: May 2015

Dual-language immersion programs have received a great deal of attention from parents, researchers, and policymakers. The supporters of dual-language immersion see the promise of providing first-language instruction for children with non-English-speaking backgrounds, while simultaneously offering monolingual children access to non-English languages. In this article, Guadalupe Valdés concentrates on the possible negative effects of the dual-language immersion movement. After reviewing the literature on the success and failure of Mexican-origin children, the author raises difficult questions surrounding the use of dual-language immersion in the education of language-minority students. Among the issues raised are the quality of instruction in the minority language, the effects of dual immersion on intergroup relations, and, ultimately, how dual-language immersion programs fit into the relationship between language and power and how that relationship may affect the children and society.
Symposium: The History of Women in Education
Authors: Woyshner Christine , Hao Kuo Tai Bonnie
Published: May 2015

The nineteenth century saw major advances in educational opportunities for women and girls, from the common school movement in the early part of the century to multiple opportunities in higher education at the century's close. In the 1800s, women began to play central roles in education — as teachers and as learners, in formal and informal education settings, on the frontier and in the cities. What did these advances mean for the education of women and girls in the twentieth century?

This Symposium looks at developments in the education of women and girls over the course of the twentieth century, including research currently being conducted by and about women who historically have been excluded from mainstream academic discourse.
Conflicted Progress: Coeducation and Gender Equity in Twentieth-Century French School Reforms
Authors: Mavrinac Marilyn
Published: May 2015

Since the Third French Republic was established in 1875, French education has operated under a mandate to provide compulsory citizenship training to all children and to select an elite group of talented students who will receive a more rigorous form of schooling. In the twentieth century, France has experienced two major education reform movements aimed at democratizing this mandate — one between 1920 and 1930, and the other between 1960 and 1980. Both reform waves concentrated on changing the selection process for this elite group, which had almost exclusively included middle- and upper-class males. In these waves of change, which resulted in the standardization and centralization of France's schools, much attention was paid to issues of class, but little was paid to issues of gender equity. Mavrinac examines the effects of these reforms on gender equity and the effects of increased school centralization on girls' access to equitable education. She concludes by highlighting the lack of connection between movements for school reform and gender equity proposals and suggests that, despite its modification in recent years, the patriarchal structure of the educational bureaucracy remains powerfully in place.
Reconsidering a Classic: Assessing the History of Women's Higher Education a Dozen Years after Barbara Solomon
Authors: Eisenmann Linda
Published: May 2015

In this article, Linda Eisenmann examines the role and impact of Barbara Solomon's now classic text in women's educational history, In the Company of Educated Women: A History of Women and Higher Education in America. Eisenmann analyzes how Solomon's book influenced, defined, and in some ways limited the field of women's educational history. She shows how current historical research — such as the study of normal schools and academies — grew out of Solomon's work. She points out where the book is innovative and indispensable and where it disappoints us as teachers and scholars in the 1990s. Eisenmann criticizes Solomon for placing too much emphasis on women's access to higher education, thereby ignoring the importance of wider historical and educational influences such as economics, women's occupational choices, and the treatment of women in society at large. Finally, Eisenmann examines the state of subsequent research in women's higher educational history. She urges researchers to investigate beyond the areas defined by Solomon's work and to assess the impact of these neglected subjects on women's experiences in education.