CLEARvoz Journal (Center for Leadership, Equity and Research)
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Perceptions Of Inequality As Racial Projects: Uncovering Ethnoracial And Gendered Patterns Among First-generation College-going Asian American Students
Full text linkThrough a Racial Formation Framework, this article explores how Chinese, Korean, and Vietnamese American first-generation college students at a large research university perceive inequality in the United States. Drawing on 129 interviews, our findings suggest that students operate under a Racial Formation Inequality Spectrum in which they conceptualize contemporary racial projects through distinct structural-to-cultural explanations. Korean American students in this sample deploy a cultural understanding of inequality embedded within structural frames, while Chinese and Vietnamese American students employ more structural perspectives integrating critiques of cultural explanations. We also find that gender shapes these factors, as most women respondents are more likely than men to view inequality from a structural lens and utilize more sophisticated conceptualizations where they critique purely cultural explanations. Ultimately, we argue that the discourse about perceptions of inequality can serve as a form of racial projects. The results of this research shed light on how social locations such as ethnorace and gender contribute to divergent understandings of inequality in the United States as described by Asian American college students. The findings have direct implications for student sense of belonging and success in higher education contexts
The Differential Latinx Attainment Rate: A Comparative Analysis of Recent Trends in Educational Achievements
Full text linkThis paper examines data from the Digest of Educational Statistics and other sources to investigate Latinx educational achievement rates between 2005 and 2019. After comparing educational attainment rates from white, Black, Latinx, and Asian students, the paper documents the improvement in education among Latinx students in recent years despite falling behind other groups. The data suggests that the educational transition rate from secondary school to postsecondary school is an urgent concern to be addressed by educational leaders. To further analyze differential attainment rates, the paper discusses preliminary findings from an ongoing within-group study comparing the eleven largest Latinx communities residing in the United States. Finally, the paper tries to demonstrate that the legacy of national development and a structuration theoretical framework could potentially be useful to explain different rates of educational achievement
The Effects of School Belonging and Peer Influences on the Achievement of High School Immigrant Students
Full text linkThis study examines the effect of race/ethnicity, immigrant status and the role of school belonging on the academic achievement of Mexican, Filipino, and white students. We focus on school belonging and peer influences in concert with immigrant generational status and family income to predict students’ academic achievement at the end of 9th grade. Using data from the High School Longitudinal Study of 2009 (HSLS:09), we examine the effects of school belonging as well as other student and school context factors for immigrant and non-immigrant students in secondary schools. Our findings show that school belonging is a statistically significant predictor of academic achievement, and this relationship differs for second-generation immigrant Filipino and Mexican-origin students. Our results indicate that establishing school environments that foster a strong sense of school belonging can help mitigate the academic disparities associated with students’ ethnic background, immigrant generational status, and family socioeconomic status (SES) on their academic achievement
How Are California’s Latina/x/o Students Faring?: Charter Elementary Schools’ Spanish/English Dual Language Programs
Full text linkDespite the widespread popularity of both Dual Language Programs (DLP) and charter schools in California, little is known about the intersection of these two school models. In a quantitative study utilizing several statewide databases, researchers explored four questions related to DLP and charter schools: 1) How many Latina/x/o students attend charter DLP? 2) What are the student body characteristics (ethnicity, socioeconomic status, EL status) found in charter DLP vs. neighborhood-based attendance (NBA) DLP? 3) Do Latina/x/o students in charter DLP outperform those in NBA DLP? 4) What are the teacher characteristics (credential status, misassignments) found in charter DLP vs. NBA DLP? Analysis revealed previously unknown basic demographic information about student and staffing characteristics in DLP, as well as significant differences between charter and non-charter DLP in schoolwide mean language arts CAASPP scores and proportional enrollments of Latina/x/o, white, and Asian students
Distinguished Scholar Commentary
Full text linkIt is my distinct pleasure to comment on the special issue of the Journal for Leadership, Equity, and Research entitled “Emancipatory Methodology for Social Justice in Education.” ..
Black Girls and School Discipline: Shifting from the Narrow Zone of Zero Tolerance to a Wide Region of Restorative Practices and Culturally Proficient Engagement
Full text linkNationally, Black girls experience disproportionate discipline consequences more than any other group of students, starting in preschool with Black girls making up 20% of girls enrolled, but 54% of girls suspended from preschool (Camera, 2017). Inequitable, exclusionary discipline practices occur because there are many forms of institutionalized racism, including the invisibility, intersectionality, and stereotyping of Black girls. Implicit biases held by some school officials transform into practices, (supported by policies such as Zero Tolerance), which translate into suspensions and expulsions, and further contribute to the school-to-prison pipeline. Two scenarios of Black female high school students are examined to compare the implications of Zero Tolerance policies versus Restorative Practices and creating equity through Culturally Proficient Partnerships. The recommendations to reduce the number of suspensions is to not only use Restorative Practices, but also continue to educate and equip teachers and administrators in Culturally Proficient strategies that promote family and community partnerships, which insist on equity and fairness.
Educational Practices that Decrease Opportunity Gaps in Literacy
Full text linkHistorically, research in regards to the instruction of culturally and linguistically diverse students focuses predominantly on a comparison to mainstream culture as well as the use of primary language separate from the second language. The traditional approach focuses on a deficit lens, or perceived deficiencies of culturally and linguistically diverse students in comparison to a mainstream monolingual culture. This research perspective establishes one language and as a result, one culture, as dominant. Despite a large body of research on the need for high quality rigorous instruction to support linguistically and culturally diverse students, minimal research focuses on instructional approaches to support diverse student literacy. This paper discusses a review of the current research literature specific to evidence based practices to support academic literacy development in students of culturally and linguistically diverse backgrounds. Overall, the research findings suggest that traditional approaches to academic literacy instruction are inadequate for developing academic literacy in culturally and linguistically diverse students.
