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Adult Learners\u27 Community Cultural Wealth: Seeing ABE Learners through a CRT Lens
Get PDFAs a field, adult basic education (ABE) has been slow to address racial injustice or to consider how racism informs commonly-held, deficit-based beliefs about adult literacy students. This ethnographically-grounded research article utilizes Critical Race Theory (CRT) and Yosso\u27s (2005) framework of community cultural wealth to highlight the culturally-grounded assets two ABE learners brought to their reading class. I argue that increased acknowledgement of community cultural wealth could improve services to the many racially marginalized adults who participate in publicly-funded ABE programs
Falling Through the Cracks of Early Intervention and Prevention: Missed Smoking Cessation Referrals for Mothers in Early Head Start
Get PDFIntroduction. Smoking rates have decreased overall but smoking during pregnancy remains a challenge with impacts to mother, child, and family. Referrals are a critical component in accessing cessation, yet research identifies several barriers to access. Early Head Start (EHS) is one avenue for referrals, and we wanted to understand which characteristics describe those who have received prenatal smoking cessation referrals from EHS. Methods. This project utilized secondary data from the EHS Family and Child Experiences Study (N = 144). We conducted three hierarchical logistic regressions based on the following characteristics pulled from the literature—demographics (e.g., race, ethnicity, age, education, marital status, and partner at home), smoking behavior, and accessibility (e.g., language, location, siblings in EHS, length of time (LOT) in EHS, and program type)— removing non-significant variables at each stage of the hierarchy. Results. Results indicated no significant differences in referral rates across demographics (ps > .32). Results also showed smoking during pregnancy predictive of referral receipt (OR = 10.35, p < .05). Lastly, results showed longer LOTs with EHS (OR = 4.41, p < .01) and siblings in EHS (OR = 10.98, p < .05) significantly associated with referral receipt. Discussion. We found equity among referrals, consistent with EHS’s anti-racist foundation. We found mothers only reporting smoking history were missed. Finally, we found when EHS knows about a pregnancy, either from early referral to EHS or from other children receiving services, the referral mechanism is most successful. Future work should include an emphasis on recruiting earlier in gestation
Engaging Families and Addressing Adverse Childhood Experiences in Early Head Start
Get PDFSupporting parenting and home environments for children through collaborations with families is a critical function of Early Head Start (EHS)/Head Start (HS) providers. Building a strong partnership with caregivers allows educators to identify family strengths and identifying areas of concern in parenting and home environments, such as those linked to adverse childhood experiences (ACEs). Family Map Inventory (FMI) is a tool used to screen for ACEs among children birth to 5 years-of-age while respecting the family needs. The effectiveness of FMI in its original paper format (p-FMI) has been validated. This study examined the validity of a new, web-based Family Map Inventory (e-FMI) by (1) comparing the distribution of ACEs risks captured in e-FMI with the traditional p-FMI, and (2) investigating the association of ACEs captured through e-FMI and parental warmth. Further, this study documented decreases in ACEs risks after center-based EHS services
HSI Students’ Experiences of “Servingness” during COVID-19
Get PDFIn this paper, we identify the contexts in which students at Hispanic-Serving Institutions (HSIs) continued (or failed to continue) their academic pursuits during the COVID-19 pandemic. We collected and analyzed open-ended survey data from 518 students from 14 computing departments at HSIs. Our analysis highlights how students experienced the multidimensional framework of “servingness,” the critical organizational, interactional, and ideological approach that many HSIs use to support their students (Garcia et al., 2019). We describe six distinct ways students experienced servingness in their postsecondary education during the first months of the pandemic, specifically through ) maintaining accessibility of physical infrastructures; 2) creating flexible policies that center relationality and responsibility; 3) holistic approaches to student wellness; 4) development of online culturally responsive pedagogy; 5) departmental and institutional provision of technical resources; and 6) student development of peer support networks
The Banality of Liberal White Supremacy: Black Women Leaders, Administrative Marginalization and the Professional Toll of Anti-blackness
Get PDFAdult education programs have traditionally embraced progressive, social justice-oriented approaches to instruction and advocacy, and during a time of "racial reckoning," this has been critical. However, even in culturally diverse spaces, whiteness often dominates – both in leadership and in how difference is framed - leaving anti-black racism unexplored. The result is that access to a truly transformative education is limited. Black female leaders face distinct challenges in this organizational context and moment. In this paper, the author utilizes her experiences as a Black female adult educator and administrator to explore how liberal white supremacy is enacted through the administrative marginalization of Black women as leaders and the impact this has on their professional development and the field. Suggestions to help programs authentically reflect on anti-blackness and nurture anti-racist community are provided
Against All Odds: Reflections from a “Scary” Black Woman
Get PDFThis reflective essay addresses the use of sanctuaries as resistance capital, the burden of resistance, and the impacts of Black visibility within higher education from a first-year doctoral student. It addresses the concepts of identity, whiteness, and representation, and how they have shaped my experiences within a predominantly white Marianist institution that has claimed to have taken charge against racist practices. It considers my background as a first-generation college student who has felt the need to minimize myself in spaces of whiteness to adhere to white comfort and make myself more palatable. Additionally, it presents my decision, not to negotiate my Blackness and how it alters how I am viewed within these spaces. Lastly, it addresses the stereotypical notions of the “scary Black woman” and how utilizing my voice and perspective has created an atmosphere of fear for my white counterparts. Reflecting on my experiences within higher education will help to shine a light on the intersectionalities of the Black Lives Matter movement and the Black experience and how those outer movements shape how I create both resistance and a holistic approach to wholeness in an environment created for white students.
Keywords: reflection, whiteness, white privilege, sanctuary, stereotype
Leadership Alignment: Teachers’ and Administrators’ Perspectives within Two Schools
Get PDFMany school administrators struggle to find a reliably efficient and effective way of stabilizing academic reform implementation within educational institutions. Questionnaire responses were collected from two administrators and six teachers across two schools in the same school district, with the intent of examining if teachers’ and administrators’ perceptions of administrative leadership align within the same school. The findings of this research study conclude that educational leadership can be effectively implemented through the shared vision of the school, communication, collaboration, and supportive resources, along with humane characteristics utilized throughout those categories to create rapport and positive school culture. This study contributes to the greater understanding between the academic structures of top-down leadership and transformational leadership. Limitations include the small sample size, short time frame of the study, and only middle school representation. The concluding message is that by distributing responsibilities, schools have a greater change to cultivate academic and social change
Editorial: South Asian Dance Intersections
Get PDFWelcome to the inaugural issue of SADI—South Asian Dance Intersections—a progressive, scholarly, blind peer-reviewed, open-access online journal. SADI was conceived during the pandemic as a transnational feminist project. It proposes a field-defining modality of looking at scholarship around South Asian dance studies emerging within the field across values, theories, and practices. It seeks to carry to newer and larger audiences, a unique blend of high-quality research in scholarly, theoretical, textual, choreographic, contemporary, social justice, and community-oriented, interdisciplinary, and intersectional writing. SADI explores the ecosphere of South Asian dance activities, celebrating plural practices, diversity, and richness, while challenging incongruencies