bluuebunny/crossref_metadata_2025_split huggingface dataset:
Developing a Profiling Tool Using a Values Approach to School Renewal
Authors: Brown Raymond , Heck Deborah , Pendergast Donna , Kanasa Harry , Morgan Ann 
Published: November 2021

Purpose The purpose of this article is to outline the evidence-based development of a learning approach to school renewal that employs information from key members of a school community (teachers, parents, students) to promote school-based discussions about school renewal. Setting The study took place in an independent system of Catholic schools. Schools in this tradition have an enduring history in the development of Catholic education and have partner schools in Australia, New Zealand, Papua New Guinea, India, Africa, Europe, and the Americas. Research Design The study employed a qualitative sociocultural design focused on generating narratives that could be used to describe the school as a community of practice and the development of a valid and reliable School Renewal Profiling Tool (SRPT) that provides an empirical picture of a school's culture and practice. Data Collection and Analysis Data collection included school visitations, classroom observations, in-depth interviews, and publicly available school documentation and data gathered from a case study site, a coeducational secondary college located in the center of a metropolitan city. Data collected were subjected to thematic analysis and principal components analysis (PCA). Data gathered from the SRPT items were then presented to the school community in the form of a collated report for feedback and school renewal purposes. Findings Findings suggest that the SRPT has the potential to capture local ways of knowing and doing as resources to promote organizational school renewal through refecting individual perceptions of participation in collective practice. Conclusions The research surrounding the development of the SRPT contributes to the field of school renewal in two distinct ways. First, the development of the SRPT offers an approach to school renewal that focuses on the values upon which a school community is based. Second, the SRPT avoids the difficulty of what Fielding (2004) refers to as “speaking about and for others,” where the original thoughts of respondents are couched in the language and values of the researcher.
Challenging Respectability: Student Health Directors Providing Services to Lesbian and Gay Students at Historically Black Colleges and Universities
Authors: Nguyen Thai-Huy , Samayoa AndrÉs Castro , Gasman Marybeth , Mobley Steve 
Published: November 2021

Background Researchers have tended to favor scholarship that looks at institutional forms of support for gay, lesbian, bisexual, and transgender students in the context of resource centers specifically tailored to gay, lesbian, bisexual, and transgender students. Our study makes two distinct contributions to the study of gay and lesbian students of color: (1) We move away from resource centers as a focal point of support for students and attempt to explore the role of student health at 11 HBCUs; and (2) We draw attention to the ways in which health administrators challenge the influence of respectability to promote the delivery of healthcare that is attuned to the needs and experiences of sexual minorities, thereby providing evidence that pushes back against dominant narratives that reinforce HBCUs as homogenous communities of conservatism and homophobia. Research Question This study seeks to answer the following questions: (1) How do student health directors at HBCUs promote policies and practices that are attuned to the health of their gay and lesbian students? and (2) What conditions are developed to cultivate a student health center that not only addresses students’ physical health, but is also “in a position to reaffirm these students”? Participants Eleven student health directors at 4-year private and public HBCUs. Research Design The inquiry is situated within the tradition of narrative analyses. Semistructured interviews were conducted with our participants. Data Collection and Analysis We structured each interview around six broad open-ended questions that offered opportunities for us to tease out unique areas of tension during the interview and to “lead the respondent on a journey, to a frame of mind from which she will understand our ‘big’ questions.” These questions included perceptions of challenges and successes of campus inclusiveness for sexual minority students, clinical services, sensitivity training for staff, and the presence of same gender loving brochures and messaging. Findings Our data offers a narrative that illuminates the forces that shape the challenges and opportunities for student health directors (SHDs) to engender change within and outside student health centers and how that ultimately affects the provision of health services to gay and lesbian students. More importantly, it showcases how efforts are made to challenge the influence of respectability to ensure student health and well-being. The findings are organized under the following themes: (a) building trust, (b) partnerships, (c) resistance, and (d) envisioning next steps. Conclusions We provide an extensive discussion in how student health directors manage the challenges associated with dominant institutional ideologies, as well as critical implications for future research and practice.
Choosers, Obstructed Choosers, and Nonchoosers: A Framework for Defaulting in Schooling Choices
Authors: Delale-O'Connor Lori 
Published: November 2021

Background/Context Prior research overlooks the importance of drawing distinctions within the category of defaulters or “nonchoosers” in schooling choices. Defaulters are both a theoretically and empirically interesting population, and understanding the processes by which families come to or are assigned the default school offers insight into the micromechanisms contributing to the reproduction of inequality through education. Purpose/Objective/Research Question/Focus of Study In this study, I use in-depth interview data to understand defaulting and propose a basic framework that gets beyond a chooser/nonchooser dichotomy. The purpose of this work is to help researchers and school district officials to identify areas of school choice systems that are incompatible with would-be choosers. This study further offers a useful framework for thinking about defaulters and their role in the school choice process. Population/Participants/Subjects This study draws from survey and interview data from 28 low-income to working-class African American parents in the Chicago Public Schools whose children were at a choice juncture (the transition from eighth grade to high school). Data Collection and Analysis This study utilizes survey and in-depth qualitative interviews. Surveys and interviews were conducted in person and lasted from 30 minutes to 2 hours each. Parent respondents filled out a survey that included demographic information, family and child activities, community connectedness, and basic activity around choosing a high school and then answered open-ended questions about their specific choice activities, their ideas about education, and their information networks. I employed inductive coding to analyze the interview data. Findings/Results In this study, I find that families who arrived at the default outcome did so in ways that followed patterns similar to those found in studies of choosers. Families’ inclination to choose, capacity for choice, and school preferences, as well external barriers, compose a framework that helps to explain how some parents labeled as “nonchoosers” or defaulters in other studies are actually actively engaging in the choice process and, further, how the choice process itself can lead those who perceive themselves as choosers to be classified by researchers as nonchoosers or defaulters. Conclusions/Recommendations The defaulter framework provides insight into the barriers that some families face to active choosing and, as such, suggests potential micro- and macro-level interventions to meet the needs of a variety of potential types of participants in choice systems.
High-Performing English Learners’ Limited Access to Four-Year College
Authors: Kanno Yasuko 
Published: November 2021

Context/Background Currently, chances for English learners (ELs) to reach higher education in the United States are slim. Almost half of ELs do not attend postsecondary education (PSE), and access to four-year college is particularly limited, but we do not exactly know why. Purpose To examine what inhibits ELs’ four-year-college access in the United States, Bourdieu's notion of habitus and a related concept of institutional habitus were used as the theoretical framework. Research Design A longitudinal, ethnographic investigation. The study tracked the college choice experiences of two high-performing ELs who nonetheless elected to attend a local community college without applying to a single four-year institution. Data consist of interviews with the students and key staff members, classroom observations, and relevant documents. Data Analysis The data on each EL were first qualitatively analyzed to create an overall picture of her college trajectory (within-case analysis); the cases were then compared with one another to identify common barriers to their college access (cross-case analysis). Data segments related to the school's institutional habitus and the students’ individual habitus were extracted and coded, and patterns of the interplay between the two were identified. Results Three factors inhibiting ELs’ four-year college access were identified: (a) limited access to advanced-level college preparatory courses; (b) underdeveloped college knowledge to effectively navigate college planning and application; and (c) linguistic insecurity about their English proficiency. The school's institutional habitus highlighted ELs’ linguistic deficits and inclined educators to view high-performing ELs as community-college-bound. The students themselves internalized the deficit orientation and came to view community college as the only possible college choice for them. Conclusions A fundamental reexamination of the deficit orientation to ELs’ linguistic and academic capabilities is necessary. ELs need to be placed in advanced college preparatory courses commensurate with their abilities and provided with regular, frequent, and accessible college guidance.
Talking ‘Bout My Generation: Defining “First-Generation College Students” in Higher Education Research
Authors: Toutkoushian Robert K. , Stollberg Robert A. , Slaton Kelly A. 
Published: November 2021

Background/Context There have been numerous studies conducted in the higher education literature to determine whether parental education is related to the academic plans and success of their children. Within this literature, particular emphasis is often given to children who are “first-generation college students.” However, researchers and policy makers have not reached agreement on what constitutes a first-generation college student and whether the definition affects the findings from their studies. Purpose/Objective/Research Question/Focus of Study In this study, we examined whether the way in which first-generation college status was defined affected its association with the likelihood of a student going to college. We used data from the Educational Longitudinal Study of 2002 (ELS:02), which is a nationally representative longitudinal sample of 10th-grade students in 2002 who were followed up in 2004, 2006, and 2012. Research Design We used binary and multinomial logistic regression analysis to examine how first-generation college status, as well as other personal, family, and school characteristics, were associated with whether a student took a college entrance exam, applied to college, and enrolled in college. For this study, we constructed eight different definitions of a first-generation college student. The definitions varied with regard to the level of education needed for a parent to be considered “college educated” and the number of parents meeting the education criteria. Conclusions/Recommendations Our results showed that the connection between first-generation college status and these three outcomes varied depending on how first-generation college status was defined. In general, we found larger deficits for first-generation college students when neither parent was college educated and when college educated was defined as earning a bachelor's degree or higher. First-generation college students faced the largest deficits for enrolling in college, and smaller (but often significant) deficits for taking a college entrance exam and applying to college. The results imply that researchers should be very specific about how they are defining first-generation college status and should determine whether their findings are sensitive to how the variable was defined.
The Ethnic Prejudice of Flemish Pupils: The Role of Pupils’ and Teachers’ Perceptions of Multicultural Teacher Culture
Authors: Vervaet Roselien , Van Houtte Mieke , Stevens Peter A. J. 
Published: November 2021

Background/Context As a result of migration processes, schools in Flanders (the Dutch-speaking region of Belgium) are notably ethnically diverse. This evolution has coincided with an increasing number of studies focusing on ethnic-minority pupils’ experiences of ethnic prejudice from their ethnic majority counterparts. Purpose/Objective/Research Question/Focus of Study Taking into consideration the lack of research on the importance of cultural school features to students’ ethnic prejudice, this study investigates the association between a multicultural teacher culture and the ethnic prejudice of Flemish secondary school pupils. In addition, the analysis tests the mediating role of pupils’ perceptions of the multicultural educational practices of teachers and controls for individual and school characteristics that have been shown to be related to ethnic prejudice. Population/Participants/Subject/Research Design Multilevel analyses were carried out on data from 2,083 Flemish pupils and 636 teachers in 40 secondary schools, collected by means of a written questionnaire. Findings/Results The main finding of this study is that a more multicultural teacher culture is associated with reduced ethnic prejudice among Flemish pupils. However, the association between a multicultural teacher culture and pupils’ ethnic prejudice is mediated by pupils’ perceptions of multicultural teaching. Conclusions/Recommendations These findings highlight the importance of including macro factors, individual variables, and their interdependence when explaining ethnic prejudice. The findings also show that what matters most for reducing prejudice among pupils is not what teachers claim they do in terms of multicultural teaching, but pupils’ perceptions of what their teachers do in practice.
Dividing by Zero: Exploring Null Results in a Mathematics Professional Development Program
Authors: Hill Heather C. , Corey Douglas Lyman , Jacob Robin T. 
Published: November 2021

Background/Context Since 2002, U.S. federal funding for educational research has favored the development and rigorous testing of interventions designed to improve student outcomes. However, recent reviews suggest that a large fraction of the programs developed and rigorously tested in the past decade have shown null results on student outcomes and, often, intermediate variables. Scholars reporting on null results often explain such results by citing factors they informally identified while they either delivered or observed the program. Purpose/Objective/Research Question/Focus of Study In this paper, we argue for a more systematic approach to examining null results, and develop a framework for evaluating null results based on the policy implementation literature. We then illustrate this approach by examining why one professional development program failed to show impacts on measures of teaching and student learning in a recent study. Setting The professional development program took place in a mid-sized urban school district on the East Coast. The provider was fully scaled up, capable of providing professional development in most U.S. locations. Research Design The main study of this program was conducted as a cluster randomized trial with 105 teachers in 18 schools. Here, we engage in a qualitative case study, using multiple sources of evidence to assess the likelihood that specific reasons for null results are valid. Data Collection and Analysis The case study sources of evidence include observations of professional development; teacher surveys and logs; transcribed videos of teachers’ mathematics instruction; and teacher interviews. Findings/Results Our analysis suggested that null impacts could result from district priorities and instructional guidance that compete with professional development goals; weaknesses in the intervention as well as its fit to teachers’ needs; and the difficulty of implementing ambitious instructional practice. Conclusions/Recommendations Our findings suggest the need for further elaboration of the null-results framework. They also suggest that professional development providers consider both (a) both the organizations in which programs operate and (b) fit of the program to teachers’ needs as potential barriers to success.
Mission as Metaphor: Reconceptualizing how Leaders Utilize Institutional Mission
Authors: Zenk Leslie R. , Louis Karen Seashore 
Published: November 2021

Background/Context Institutional missions serve many purposes within universities, but most studies focus on how mission points to direction, guidelines, or priorities. However, organizational missions have been shown to have other functions such as instructing members about actions or behaviors that are acceptable. This paper therefore examines texts for evidence of how respondents’ ideas about mission go beyond just a statement of direction or priorities. Purpose/Objective/Research Question/Focus of Study To consider the use of metaphor in describing institutional mission, the following research questions were examined: 1. How are metaphors used to describe institutional mission? 2. What function(s) is the discourse around institutional mission being used to serve? Research Design The study is a discourse analysis of written texts and interview transcripts as part of a qualitative, comparative case study of six master's-granting institutions that are campuses within one state's public university system. Data Collection and Analysis Interviews were conducted with 36 university leaders including chief academic officers, deans, department chairs, and faculty members including at least one: (a) member of the institution's body of collegiate deans, (b) department chair and/or collegiate dean directly involved in decision making, and (c) current and/or previous president of the faculty governance body. Qualitative data analysis was conducted using an iterative data analysis method drawing from grounded theory and constant comparative analysis. Following qualitative analysis, a subsequent word count was conducted to determine the extent to which the metaphors were used. Conclusions/Recommendations Results suggest mission is a socially constructed phenomenon with a variety of different functions revealed through metaphor that engage different audiences and are closely tied to institutional context and purpose. Metaphors of mission articulated by respondents include mission as: (a) symbolic unity, (b) boundary object, (c) tool, (d) cage, (e) metamorphosis, (f) cultural artifact, (g) motivator, (h) authoritative text, (i) transaction, and (j) treaty document. Understanding the complexities of institutional mission suggests a need to reconsider it and the ways in which leaders engage with their institutional missions.
Earning Professional Legitimacy: Challenges Faced by Women, Underrepresented Minority, and Non-Tenure-Track Faculty
Authors: O'Meara Kerryann , Templeton Lindsey , Nyunt Gudrun 
Published: November 2021

Background and Context Little research has focused on how legitimacy is understood and conveyed through interactions between faculty colleagues, despite its importance to faculty careers. Not all faculty experience an even playing field in trying to access professional legitimacy. This is especially true for women, underrepresented minority (URM), and nontenure-track (NTT) faculty. These groups experience common dilemmas in their pursuit of professional legitimacy in research university environments, though each group also faces distinct challenges of its own. An ideal place to understand experiences of faculty trying to earn professional legitimacy are faculty learning communities. Purpose The purpose of this study was to analyze how women, URM, and NTT faculty understand and describe professional legitimacy in one research university. We sought to understand the challenges these groups experienced in trying to obtain legitimacy from colleagues that they attributed to their gender, race, or appointment type. Through this study, we hope to provide an understanding of and recommendations for creating inclusive academic work environments for all three groups. Setting The study took place at Land Grant University (LGU), a research-intensive institution. LGU received a National Science Foundation ADVANCE grant to focus on issues of equity in the retention and advancement of women and URM faculty. Out of recognition that the institution faced challenges in retaining and/or advancing women, URM, and NTT faculty, LGU's ADVANCE program created faculty learning communities. Research Design A qualitative case study approach was used to understand how women, URM, and NTT faculty interpreted institutional scripts of legitimacy within their academic departments. Data Collection and Analysis Data were collected using semistructured participant observations of five faculty learning communities, which were formed to support the retention and advancement of women, URM, and NTT faculty over five years. Findings/Results Women, URM, and NTT faculty participating in faculty learning communities understood professional legitimacy as associated with belonging, merit, autonomy, and voice in decision making. Participants described multiple ways in which they felt their gender, race, and/or appointment type constrained their ability to achieve legitimacy. Conclusions and Recommendations In this study, we used our findings to “mark” how inequality is maintained through professional interactions with colleagues. Implicit bias influenced several of the inequalities and barriers to earning legitimacy noted in the study. One recommendation, therefore, is to raise awareness of implicit bias and provide department-wide trainings on how to address it. This study also supports the use of faculty learning communities as a place of restoration for faculty seeking professional legitimacy and as a tool to create inclusive academic environments.