Reaching girls Jacobs, Charlotte E.; Kuriloff, Peter J.; Andrus, Shannon H. ...
Phi Delta Kappan,
09/2014, Letnik:
96, Številka:
1
Journal Article, Book Review
If educators want to engage girls in learning, they must align teaching practices with girls' specific needs. In a study modeled after Reichert and Hawley's study of boys, the authors learned that ...lessons with hands-on learning, elements of creativity, multimodal projects, and class discussions all worked to stimulate girls' interest in the classroom; relationships, while central to both genders, seem to be particularly influential for girls and their educational engagement; and the relevance of the classroom material to girls' lives is key to sustaining girls' interest.
In this article we argue that when university researchers engage in democratic participatory action research with schools the process requires a special type of attention to the ethical difficulties ...which can arise. We note how current professional standards of ethics are inadequate to fully address many of the dilemmas faced in collaborative research. We then share examples of ethical dilemmas that have arisen in our work with schools and demonstrate how each has contributed to the (developing) framework we have created to avoid or manage the kinds of messy ethical issues we describe. We argue that this framework reflects a continuous commitment to an ethics of practice. We believe that those engaged in this type of work must assume an ethical stance and view all decisions in the research process as ethical ones that potentially affect the lives of all of those involved.
Miles to go Andrus, Shannon; Jacobs, Charlotte; Kuriloff, Peter
Phi Delta Kappan,
10/2018, Letnik:
100, Številka:
2
Journal Article, Book Review
While some believe there is little need to be concerned about girls in education, they continue to face such ongoing stereotyping, biases, and harassment that follow them into their careers. Shannon ...Andrus, Charlotte Jacobs, and Peter Kuriloff explore the current state of girls’ education and discuss importance of an intersectional lens that takes into account other identities, such as race, socioeconomic status, and sexual orientation. Using data from a large-scale qualitative study of girls and teachers, the authors recommend ways to address and overcome these obstacles, including the use of active gender consciousness in the classroom.
This study explores social class and racial differences in parents' school involvement. Furthermore, it examines involved parents' intentions concerning school. Data are from a yearlong observation ...of parent-educator relations at a suburban school district in the northeastern United States. Highly involved parents tended to be White, upper-middle-class mothers. This happened, in part, because involved mothers frequently acted in ways that excluded other mothers, particularly African Americans. Involved mothers pressed administrators for additional tracking. This was a strategy for separating their children from lower status children and positioning their children for higher education. We discuss implications for school policy.
How do boys from diverse backgrounds manage in an elite boys' school? Interviewing a representative sample of 27 boys, blocked for race, class, and academic performance, we found that they navigated ...the school's academic geography by mastering “a drill” that included hard work, unwavering commitment, a will to win, a cool style, and self knowledge as learners. Some developed a transformative love of learning. But many marginalized boys struggled with the school's social geography. African American boys managed most effectively as they developed intra‐group discourses of race and class enabling them to take up the school's offers of “hegemonic habitus” without “selling out.” We discuss the liberating implications of helping students in both independent and public schools develop similar critiques.
ABSTRACT— In a previous issue of Mind, Brain, and Education, Hinton and Fischer (2008) argue that educational research needs to be grounded in the lived realities of school life. They advocate for ...research schools as a venue for accomplishing this. The Center for the Study of Boys’ and Girls’ Lives represents an alternative model—a research collaborative among independent schools and university‐based scholars. This article describes the Center’s experience with democratic, participatory action research. It discusses major roadblocks encountered doing such work, including difficulties selecting research topics collaboratively, epistemological differences in methods and design, the scarcity of time, and resistance to results when they challenge gender stereotypes or the status quo or involve student researchers. The article concludes with strategies for overcoming these roadblocks, including clearer, upfront negotiations with schools and a compact that specifies roles and responsibilities for both school and Center personnel.
The U.S. Congress mandated due process hearings in special education disputes to ensure parental involvement in educational decision making and to promote individual justice. The present study ...explored two kinds of justice, defined as objective and subjective fairness, and examined parent and school officials' subjective experience of the fairness of their hearings. Findings indicate that hearings are not achieving subjective fairness. Neither school officials nor parents felt positively about the experience. Supplements to hearings, such as mediation and negotiation, should be studied to see if they are more effective vehicles for achieving congressional intent and for avoiding costly and emotionally draining hearings.
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