CLEARvoz Journal (Center for Leadership, Equity and Research)
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Lessons On Servingness From Mentoring Program Leaders At A Hispanic Serving Institution
Full text linkServingness is a multidimensional framework detailing how Hispanic Serving Institutions (HSIs) – which enroll at least 25% Latinx students – can shift from merely enrolling to meaningfully serving students holistically. Critically examining how institutional structures facilitate or inhibit servingness is essential for improving institutional efforts focused on student success. Adding to a dearth of literature linking servingness and mentoring, we investigated mentoring program leaders’ visions for servingness, along with the strengths and challenges they experience towards serving and mentoring minoritized students. Secondary analysis of interviews with 11 leaders demonstrated that visions of servingness were rooted in promoting student-centered and equity-forward policies. Strengths included building belonging for minoritized students and implementing high-impact mentoring practices. Importantly, six structural challenges to servingness were identified, such as precarious or limited funding. These often unexplored viewpoints – from leaders on-the-ground – provide vital perspectives and actionable lessons to shift institutional structures in ways that better fulfill a public mission of servingness
The Summer Of The Pivot: Prioritizing Equity In Remote Instruction Through A Multidisciplinary Community Of Practice Initiative At A Canadian University
Full text linkThis article is about the multidisciplinary Community of Practice (CoP) initiative that was implemented in the summer of 2020- summer of the pivot- at a Canadian post-secondary institution to prepare faculty, staff, and students for remote teaching and learning while navigating pandemic conditions created by COVID-19. The CoP as a case study using Critical Theory as a theoretical framework examines the experiences of a collective group of faculty and staff from different disciplines leading a multidisciplinary university-wide initiative and the implications of the approach for promoting effective pedagogies for teaching and learning remotely. Findings based on feedback from workshop attendees, reflections from the CoP facilitators, and comments forwarded to senior administrators about the impact and the effectiveness of the program indicate positive results. It is recommended that although the CoP initiative was originally conceived as a response to the summer of the pivot, it should become an integral approach to promoting dialogue and innovative strategies to advance equitable practices in higher education by cultivating community networks. The findings serve to continue constructive dialogues and discussions about how universities can transition, pivot, and mobilize innovatively and creatively to prioritize equitable teaching and learning conditions that challenge the status quo. This requires a long-term commitment by higher education institutions to break away from historically normalized practices and invest in innovative ways to identify and meet the needs of various stakeholders
Foreword: Under Attack And Counter Voices For Social Justice
Full text linkAs the voices of ignorance continue to attack democracy and social justice, we will continue to serve as a platform to counter those perspectives through the Center for Leadership, Equity and Research (CLEAR). Activism, anti-racism, and advocacy for the oppressed will continue to be the mission. We embrace Critical Race Methodology and Praxis that remain the driving epistemologies for the stories, research genres, authentic narratives, and counterstories of those who have been largely marginalized, racialized, and underrepresented
Difference-Education Intervention That Promotes A Sense Of Belonging, Mindset, And Hope In Minoritized First-Generation Students
Full text linkThis research aimed to test Difference-Education Intervention (DEI) to determine the impact of this intervention on first-generation students' sense of belonging, mindset, and hope in Hispanic Serving Institutions. Social Learning Theory was used to understand that individuals must internalize what is learned and perceived socially, as learning cannot be separated from its social context. As a result of a careful review of the literature, DEI was replicated to examine its effects on first-generation students in Hispanic Serving Institutions. The study used an experimental design to create a control and intervention group. A convenience sampling technique was utilized to recruit 174 first-generation and continuing-generation first-year students from seven class sections of a college preparation course at Fresno State. A total of 84 students (48.28%) participated in the intervention and completed both the pre and post-survey questions. 28 participants were male, and 56 were female. 71 of them were first-generation students, and 13 identified as continuing-generation students. These findings suggest that social-psychological interventions can increase a student's sense of belonging, mindset, and hope for first-generation students in Hispanic Serving Instutions
Character Education Initiatives And Preparation For School Administrators: A Review Of Literature
Full text linkOver the past 25 years, substantive scholarly literature has been published that focuses on ethical decision-making by school administrators. In addition, learning activities integrated in principal preparation programs (PPPs) that relate to professional ethics and character education provides aspiring school administrators with functional tools and strategies to address challenging workplace issues, including matters that relate to inequity, racism and oppression. This literature review provides a current understanding of K-12 character education and ethics as it relates to school administrator professional preparation and practice. Using well-defined criteria, 31 peer-reviewed research articles published during the past 25 years were included in this review. After a thorough comparative analysis was completed, four overarching themes emerged that relate concepts of ethics and school leadership: (a) principal preparation program practices that focus on professional ethics, (b) implementation of character education interventions in schools, (c) non-commensurate school administrator attention to student achievement, and (d) school administrator attitudes on ethics and the development of character
Supported, Silenced, Subdued, Or Speaking Up? K12 Educators’ Experiences With The Conflict Campaign, 2021- 2022
Full text linkAcross the country, effort is underway to restrict discussion, learning, and student support related to race and gender/sexual identity in educational settings, targeting schools with state legislation and politicians’ orders; national conservative media and organizations; Board directives; and local actors wielding media-fueled talking points. To date, few analysts have yet explored in detail educators’ lived experiences of these multi-level restriction efforts and local responses to them. In this article, we analyze 16 educators’ experiences of 2021-22 restriction effort and local responses, with an eye to potential effects on student support and learning. Educators interviewed emphasized their recent experiences with talking about race and LGBTQ lives, with many emphasizing threatened punishment by critics for discussing these topics. Context mattered tremendously: While some educators enjoyed support and freedom in race and diversity-related discussion and learning, other educators described intensive restriction effort emanating from local, state, and national pressures. Respondents also indicated that responses from local district leaders, school leaders, and other community members amidst such multi-level restriction efforts were crucial in effecting restriction or protecting the ability to talk and learn. Data from this interview study suggest that the nation may be heading toward two schooling systems: one where children and adults get to talk openly about their diverse society and selves, and one where they are restricted or even prohibited from doing so. The fate of our nation’s teaching, learning, and student support is up not only to the nation’s teachers, principals, and superintendents, but us all
Accelerate Ethnic Studies With “All Deliberate Speed!”
Full text linkAmerica is known as the Land of Opportunity, yet one may ask, “Opportunity for whom?” Black/African American, Hispanic/Chicano/a/x/ Latino/a/x, Native American/American Indian, Asian American, and Pacific Islander along with other traditionally and historically underrepresented groups have experienced being marginalized in the United States as well as the school systems within our society. Since the inception of the concept of schooling in the United States, public education has had a minimal acknowledgment of historically and traditionally marginalized groups as contributors to the cultivation and development of the United States. It’s beyond time to redesign our educational system to reflect a system that will contribute to a true and sustainable democracy. This will require social justice educators with the capacity to teach our youth the complete truth of their cultural and ethnic imprint within the history and fabric of our country
Book Review
Full text linkAs Black educators with decades of combined experience in the K-12 education setting, we appreciate seeing a book depicting the unique obstacles and struggles that teachers of Color face, and greatly empathize with the stories and experiences provided to serve as counterstories. Kohli spends a great deal of time attending to the disparities that teachers of Color face in the education sector, and she delineates tangible ways in which to disrupt the inequities
Book Review
Full text linkIn Bounding Greed: Worklife Integration and Positive Coping Strategies Among Faculty of Color in Early, Middle, and Late Career Stages at Comprehensive Universities (henceforth known as Bounding Greed), authors Guillaume and Martinez artfully craft an instructive template for faculty of Color in coping with the distressing culture of many comprehensive universities and the achievement of work-life balance
Freedom Dreaming Through Waking Nightmares: A Duoethnography Of Education Scholars Navigating Public Schooling As Parents
Full text linkAs advocates for public schools, public school teachers, and the promise of public education, we experience tension related to our roles as parents of school-aged children. While our vision of both schools and our own children’s education goes beyond “academic” success, a struggle arises at the intersection of our personal and professional roles. With that in mind, this paper discusses the tensions we experience as both teacher educators and parents. Our inquiry took a reflective nature as we worked to gain clarity into and highlight the differences between the pushes and pulls we feel given the intersections of our personal and professional roles. This tension is even more palpable at a time when being critical of public education, even in a loving and productive manner, only feeds its critics and further burdens its exhausted and alienated teachers