Coming to Class: Looking at Education through the Lens of Class Introduction to the Class and Education Special Issue

Yeskel, Felice

doi:10.1080/10665680701793428

Cited by 9 publications

(2 citation statements)

References 12 publications

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“…Equity in public education breeds equality in society, and the lack of equity in public education exacerbates societal inequality (Oakes, 2005; Sacks, 2007; US Department of Labor, 2017; Vallas, 2009; World Bank Group, 2018; Yeskel, 2008). To break the cycle of social inequity and inequality, public education must ensure equal opportunity to all citizens regardless of background or demographics.…”

Section: Equity and Social Justice Leadershipmentioning

confidence: 99%

Leading for equity: how principals experience professional learning

Clayton

Nganga

2022

JEA

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PurposeThis study examined how principals experienced professional learning that asked them to reflect on their own biases and beliefs, as well as to determine where there are systemic issues of inequity in their schools, and what they planned to do to address those challenges.Design/methodology/approachThrough interviews, observations, and documents, the authors explored the building and sustaining of equity mindsets in education.FindingsThe authors analysis led to four overarching themes that collectively answered the research questions about how the principals learned individually and in concert with each other. The themes included the power of the personal journey and commitment, the importance of building a network of support, the benefit of practice-oriented activities that disrupt power structures and inequitable practices in schools, and sustainability.Research limitations/implicationsThe study focused on a single institute and as such, findings are not generalizable, but may be transferable.Practical implicationsSchools and school districts may use the findings when designing professional learning, especially as it relates to leading with and for equity and in cross-district collaborations.Originality/valueThis contributes to the literature around concrete ways principals learn and reflect on enacting equity in schools.

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Section: Equity and Social Justice Leadershipmentioning

confidence: 99%

Leading for equity: how principals experience professional learning

Clayton

Nganga

2022

JEA

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“…Juggling two or more value systems (Anzaldua, 1987, p. 60) may help contextualize our findings by considering that although AHN students might flourish in their math class, they may also be navigating whether it is worth the effort to succumb to a "math" identity. Yeskel (2008) explained this conflict in terms of socioeconomic class and predominantly White institutions. His explanation is transferable and can also be used to explain AHN identities in predominantly White subject areas.…”

Section: Differential Outcomes Of Intervention Based On the Race/ethnicity Of The Studentsmentioning

confidence: 99%

The Relation Between a Teacher-Based Growth Mindset Training and Minoritized Student Motivation in Mathematics

2021

JHETP

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Growth mindset intervention research has centered student outcomes and has largely ignored the effects of the teacher on the student and how teachers specifically influence African American, Latinx, and Native students (AHN) in Mathematics. The current study used a pre-post experimental design to test whether a teacher-based growth mindset online intervention program influenced students' motivation (i.e., cost beliefs) on mathematics classes, particularly for AHN students. Results showed that the intervention influenced AHN students' perception of cost (i.e., effort) value. AHN status moderated outcomes on cost value beliefs, where cost value for AHN students decreased after their teacher's participation in the intervention.

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