bluuebunny/crossref_metadata_2025_split huggingface dataset:
Silencing Racism: Remembering and Forgetting Race and Racism in 11th-Grade U.S. History Classes
Authors: Wills John S. 
Published: November 2021

Background The continuing significance of race in U.S. society and culture begs the question of what role history and social studies education can and should play in preparing students to critically and constructively address race and racism in contemporary U.S. society and culture. However, research on history and social studies curriculum and practice continues to demonstrate significant problems in meaningfully including and representing race, racism, and racial violence in U.S. history, underscoring the need for additional research to improve how we address race and racism in history and social studies education. Purpose I examined how teachers’ understandings of race and racism, which informed their use of curricular materials, and the content, focus, and framing of race and racism in the formal curriculum shaped the inclusion and representation of race and racism in the enacted U.S. history curriculum in their classes. Research Design Qualitative methods were used to study U.S. history instruction in three teachers’ classes at a suburban high school. This included daily observations in each teacher's class over a 7-month period, observation of weekly teacher planning meetings, individual interviews with teachers and group interviews with students, and collection of all curricular materials, and samples of student work. Findings Race and racism were addressed in lessons on U.S. imperialism in the late 1800s and early 1900s in a U.S. foreign policy unit and in a civil rights unit that focused on the civil rights movement. In both units race remained an elusive concept, for example referencing skin color but also culture and nationality, and racism was represented as shared beliefs in the superiority of whites over nonwhites. However, during the civil rights unit, the representation of racism as an individual psychological phenomenon of prejudice and stereotyping came to be privileged over other representations and, coupled with ambiguous understandings of race, this enabled the decoupling of race from representations of racism. Additionally, race was eventually forgotten in accounts of civil rights movement events as teachers’ use of the formal curriculum deflected attention away from discussions of race and racism. Conclusions More robust understandings of race as a process of racialization and representations of racism as structural and systemic would assist teachers in presenting a continuous history of racism in the United States that would better outfit students to constructively engage racism in the present.
“Show Some Love”: Youth and Teaching Artists Enacting Literary Presence and Musical Presence in an After-School Literacy-and-Songwriting Class
Authors: Hess Juliet , Watson Vaughn W. M. , Deroo Matthew R. 
Published: November 2021

Background/Context Youth's multiliteracies and musical practices are increasingly considered as taking place beyond school and including community-based educational contexts. Literacy scholars increasingly seek to understand the social and cultural contexts of literacy practices, underscoring youths’ identities as present and future civic participants. Moreover, Small's concept of musicking reframes academic understandings of music to acknowledge the multiplicity of ways youth are inherently musical. Yet less is known about social and cultural contexts of multiliteracies practices and musicking activities of youth of color in community-based education settings. Moreover, less is understood about how youth demonstrate academic literacies and musicking activities, already present and informed by their lived experiences, and the formal curriculum of community-based educational contexts. This article examines the multiliteracies practices and musicking activities of youth of color during open mic at The Verses Project, a community-based literacy-and-songwriting class, to explore how youth demonstrate what Tatum and Muhammad referred to as “literary presence” and what we extend as youth's literary presence and musical presence. Purpose/Objective/Research Question/Focus of Study This study1 details ways in which youth of color extended their literary and musical presence as active civic participants through engagement in open mic, in the context of a 15-week community-based literacy-and-songwriting class. In examining experiences of youth participants and teaching artists across open mic, we ask: What academic literacy practices and multifaceted musical activities already-present in youth's lived experiences do youth demonstrate during open-mic? And how do youth demonstrate literary presence and musical presence across literacy practices and musical activities? Setting Data for this study were collected at the Community Music School—Detroit (CMS-D) during an after-school literacy-and-songwriting class for youth age 9 to 15. Research Design Data for this 15-week qualitative study, informed by critical ethnography, were collected using videotaped observations, field notes, focus-group interviews, curriculum-planning meetings, multimodal artifacts, and researcher memos. Conclusions/Recommendations This article shows how youth demonstrated uses of open mic, reflecting sharing as an act of bravery; teaching artists across open mic scaffolded youth's development of literary and musical presence; and youth, in words and music, across open mic, enacted already-present academic literacies and musicking activities. We discuss possibilities for using open mic in formal, school-based, English and music classrooms and extend the possibilities of theory, research, and teaching in literacy studies and music education that attend to the lived experiences of youths’ literate and musical lives.
Renaming the Narrative, Reclaiming Their Humanity: Black and Latino Males’ Descriptions of Success
Authors: Howard Tyrone C. , Woodward Brian , Navarro Oscar , Huerta Adrian H. , Haro Bianca N. , Watson Kenjus 
Published: November 2021

Background/Context An ongoing challenge for scholars who examine the educational experiences of young men of color, particularly Black and Latino males, is to illustrate the complex nature of their experiences and to call into question the dichotomous narrative that these students are either successful or unsuccessful. There is a responsibility for scholars to present a balanced, more nuanced analysis and to highlight that, while a significant number of these young men are underperforming compared to their peers from other backgrounds, there are many students who are doing quite well in school. While interrogating the notion of success can be a complex task, one of the concerns in the professional literature has been that the definition is frequently limited to narrow or conventional standards (i.e., high GPA, high test scores, etc.). While these examples of success are indeed important, we maintain that they do not capture the full spectrum of favorable educational and social outcomes of Black and Latino male students both inside and outside of schools. Purpose/Objective This study operates from the standpoint that many Black and Latino males are thriving, yet their stories are rarely told, especially by the young men themselves. The objective of the study is to challenge conventional depictions of Black and Latino males by better understanding how these young men perceive themselves, as well as how they conceptualize success. Thus, the questions that anchored this study include: How do Black and Latino males describe themselves? In what ways do they operationalize the term “success”? And what can researchers, practitioners, and policymakers learn from student perceptions of success? Research Design The study included in-depth qualitative interviews that were conducted in person. The interviews were audio recorded and subsequently transcribed. Transcripts were uploaded to a qualitative data analysis program. Prevalent themes, topics, key terms, and phrases were all identified and ultimately represented recurring patterns and codes within the data. Findings/Results Students defined success in similar ways to how they described themselves. “Hardworking,” “determined,” and “able to work with others” were a few descriptors offered by the participants. Moreover, the young men expressed an inherent belief that success was not relegated to school alone and that it was equally important to make their mark in their respective homes and communities. Establishing financial security, emphasizing self-improvement, helping their families and communities, and just wanting to be happy were other ways in which the participants defined success. Conclusion Allowing students to develop their own definitions of success can serve as an impetus toward a shift away from thinking that success is in how others define the term. Success for these young men was the ability to write their own narrative.
The Possibility of Promotion: How Race and Gender Predict Promotion Clarity for Associate Professors
Authors: Kulp Amanda M. , Wolf-Wendel Lisa E. , Smith Daryl G. 
Published: November 2021

Background/Context The research on promotion to full professor is sparse. Research that does exist has largely emerged from single campuses and studies conducted through disciplinary associations. Extant studies strongly suggest the presence of equity issues in advancement throughout the academic pipeline. Our study uses cross-institutional results to offer analysis of and potential solutions for the problem. Purpose/Objective/Research Question We explore the extent to which tenured faculty members at four-year postsecondary institutions are clear about their prospects of being promoted to full professor and how their background characteristics, institutional characteristics, and satisfaction with various aspects of academic work predict their perceptions of promotion clarity. We are focused on whether cultural taxation in the form of heavy service and advis-ing—often associated with underrepresented minority faculty and women faculty—is a factor. We examine the influence of ideal-worker norms and work/family demands on perceptions of promotion clarity. Lastly, we focus on the structural elements of the academy to frame the topic, rather than focusing on individual agency. Population/Participants/Subjects This study uses data from the Collaborative on Academic Careers in Higher Education (COACHE) survey, a large, national study of postsecondary faculty. Our sample consists of 3,246 individuals who held full-time, tenured positions as associate professor at four-year institutions when they responded to the surveys between 2010 and 2012. The sample was roughly divided between males (54%) and females (46%), and most faculty were employed at research institutions (59%). The sample was predominantly White (82%). The characteristics of the associate professors in the sample are representative of the larger U.S. faculty population at the time of the survey. Research Design This quantitative study uses descriptive statistics to examine patterns in promotion clarity across various demographic and institutional characteristics. We examine how satisfaction variables intersect with perceptions of promotion clarity for associate professors. Then we conduct a series of linear regression analyses to explore the influence of predictors on associate professors’ sense of clarity about promotion. Conclusions/Recommendations Being unclear about expectations of promotion to full professor is clearly of concern to faculty members at four-year universities in the United States, but it is especially of concern to women. Satisfaction with service is a very important variable in predicting perceptions of promotion clarity. For all associate professors, working at certain types of institutions or in particular academic disciplines had an inverse relationship with promotion clarity. The factors associated with lack of clarity about promotion are more structural than individual.
Principled Improvisation to Support Novice Teacher Learning
Authors: Philip Thomas M. 
Published: November 2021

Background A significant body of scholarship has highlighted the importance of improvisation in teaching, particularly the interactional and responsive creativity that is required for teachers to co-construct meaning with students. However, recent efforts inside and outside university-based teacher education have pushed against novice teacher learning through improvisation, preferring to focus on the “practicing” of identifiable components or discrete techniques of teaching. Purpose Based on an expansive view of practice, I argue that improvisation is inextricably connected to practice and illustrate that the marginalization of improvisation limits opportunities for novice teachers to learn the relational aspects of teaching. I develop the concept of principled improvisation: improvisation that is purposefully oriented toward justice and that accentuates each moment of teaching as political, ethical, and consequential. I describe the design of a learning environment for preservice teachers that was organized around principled improvisation and demonstrate its unique affordances for particular forms of novice teacher learning. Research Design Based on a close reading of novice teachers’ weekly reflections and audio recordings and field notes from the whole-class discussions, I highlight five examples of practice guided by principled improvisation that span a diversity of participants, contexts, and scale. These illustrative cases are not meant to systematically characterize all instances of practice guided by principled improvisation in the course; rather, they are meant to be invitations to grapple with new pedagogical and learning possibilities (and limitations) that emerge when teacher education is organized around principled improvisation. In particular, I explore how learning to listen played prominently in teacher practice guided by principled improvisation and examine how the opportunity to narrate, re-narrate, and re-envision experiences allowed novice teachers to learn and collectively build place-relevant theory. Conclusions The opportunities to learn to recognize emotion, listen, see race in place, consider political expression, and make sense of power across scales were significant aspects of the relational work of teachers that were learned by organizing novice teacher learning around principled improvisation. These forms of learning could not have taken place if the experiences of the novice teacher were only organized around the rehearsal of components of teaching. It required teaching in a complex space that connects self and interactions in place to larger structures and ideologies in society.
Vanishment: Girls, Punishment, and the Education State
Authors: Vaught Sabina E. 
Published: November 2021

Background/Context This article emerges from several scholarly traditions, chief among them feminist and critical ethnography; school–prison nexus; and critical feminist and race theories. Focus of Study The larger study that informs this article was an 18-month ethnographic inquiry into youth prison schooling in one state. This study explored both the specifics of schooling inside the system and attended to the ways in which it mimicked, mirrored, or resonated with schooling on the outside—offering a qualitative map of power and discipline in schooling writ large. The story that undergirds this article is drawn from that larger study. Here, I attend carefully to one ethnographic moment to conceptualize broad questions of punishment, gender, race, and sexual identity. Setting The research took place inside multiple institutions across one state's juvenile detention and prison system. The article organizes its inquiries around an ethnographic vignette from Inside one state's largest juvenile detention facility. Research Design The research that informs this article is both a long-term critical ethnographic study and rigorous theoretical research across several areas. Conclusions I both begin and conclude this article by offering an initial conceptualization of one form of punishment: vanishment. Vanishment is a punishment that works in concert with imprisonment, banishment, and treatment to organize the disciplinary practices of U.S. school and society. In considering vanishment, the article offers an initial development of the construct and reflects on inquiries that might begin to excavate its seemingly hidden mechanisms. I invite consideration of this punishment across multiple sites and through a variety of approaches.
Teacher Sorting within and across Schools and Nations: A Comparative Study of South Korea and the United States
Authors: Jeong Dong Wook , Luschei Thomas F. 
Published: November 2021

Background Although most research on teacher sorting has taken place in the United States, where teacher distribution favors more advantaged children, there is some evidence that the distribution of teachers across schools is much more equitable in South Korea. This is the first study to directly compare teacher distribution across schools and classrooms in the two countries. Research Questions Our research questions are: (1) Are teachers in lower secondary schools distributed evenly across schools in South Korea and the United States? (2) Are teachers in lower secondary schools distributed evenly across classrooms in South Korea and the United States? (3) How does assignment of teachers to classrooms within schools differ in South Korea and the United States? Research Design We use data from the 2013 Teaching and Learning International Survey to examine the distribution of teachers across regions, schools, and classrooms in the United States and South Korea. To answer our research questions we employ a range of quantitative techniques, ranging from simple descriptive statistics and Gini indices of teacher variables, to multinomial and ordered logistic regressions of school and classroom conditions on key teacher quality variables. Results We find that across schools, inequitable teacher sorting patterns are more pronounced in the United States. In both countries teacher sorting is more pronounced across classrooms than across schools; specifically, teachers with more total experience are less likely to teach in classrooms with higher concentrations of economically disadvantaged students and students with behavioral problems. Further, U.S. teachers with more years of experience in their current schools are less likely to receive assignments in classrooms with more language minority students, economically disadvantaged students, and students with special needs. Conclusions We conclude that South Korea can provide lessons to the United States to help reduce inequities in disadvantaged children's access to qualified teachers across schools through policies like centralized assignment of teachers, incentives to teach in difficult-to-staff schools, and mandatory rotation of teachers across schools. In terms of cross-classroom teacher sorting, our results signal a warning for policy makers in both countries. We argue that the most effective way to reduce within-school teacher sorting is to better integrate language-minority, low-income, and special-needs students into classrooms so that teaching conditions do not differ significantly across classrooms, and teachers have fewer options to sort across.
Digesting “the Worm's Share”: Administrative Authority and Faculty Strategies in the Humanities
Authors: Taylor Barrett , Rosinger Kelly Ochs , Coco Lindsay , Slaughter Sheila 
Published: November 2021

Background/Context Research on academic capitalism often maps changing conditions in which faculty work occurs without explaining the mechanisms by which change occurs. We use Fligstein and McAdam's theory of fields to posit that the changing conditions in which humanities faculty members work reflect activities in overlapping (the academic profession more generally) and proximate (university administration) fields. We seek to illuminate the ways in which humanities faculty experience heightened administrative authority and strategically respond. Research Questions We ask: 1) How do faculty members in the humanities understand the changes in their field? 2) How do faculty members in the humanities understand their relationships to members of overlapping (e.g., faculty in other areas) and proximate (e.g., administrators) fields? and 3) How do faculty members in the humanities strategize to improve their positions? Participants We conducted semistructured interviews with 46 faculty members in humanities fields with various appointments (tenured, tenure-track, non-tenure-track). Faculty participants were mainly housed in English and history, two of the largest humanities departments at many institutions, but also in philosophy and religion departments. Research Design Our multiple case study design took place at two public research universities to understand how faculty respond to changing conditions. The research sites, typical of many public research universities, experienced declining direct government support and therefore conditions in which academic capitalist processes occur were present at both. Humanities departments contributed a large portion of student credit-hour production at both research sites, yet such funds were centralized and allocated by university administration. Data Collection and Analysis Our interview protocol focused on faculty perceptions of resource allocation within the institution, allocation of work within the department, perceptions of the department relative to others, and how faculty structured their time and careers in response to various pressures inside and outside of their university. Semistructured interviews ranged from 25 and 90 minutes and were recorded and transcribed. We analyzed data using a priori and emergent codes which were grouped into broad themes reflecting faculty responses to changing conditions. Results Three strategic responses emerged among humanities faculty members we interviewed: utilizing lower status faculty members, exploiting weaker units in the field, and forming alliances. Conclusions/Recommendations Strategies result in the improved status of some individual faculty members but do not arrest the diminishing status of the humanities as a field. Our analysis suggests that field-level analyses entail implications for the study of academic work and processes in the academic capitalism tradition.