Educational Inequity from the Perspectives of Those Who Live It: Urban Middle School Students’ Perspectives on the Quality of their Education

Storz, Mark

doi:10.1007/s11256-008-0083-0

Cited by 13 publications

(11 citation statements)

References 27 publications

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“…In addition, students used the network to critique their school and their education. In short, the network seemed to operate not only as a reservoir of information but also as a safe outlet for expressing critical concerns in a constructive manner without being sanctioned or disciplined for “disrespect.” This is important because as Hilberth and Slate (2014) pointed out, suspension for subjective reasons such as disrespect represents yet another inequity in disciplinary practices targeting Black students; furthermore, as Storz (2008) pointed out, Black students tend to be keenly aware of the inequities.…”

Section: Discussionmentioning

confidence: 99%

“…The importance of "voice" cannot be overstated in education, and as pointed out by Storz (2008), Black students even at the middle school level tend to be acutely aware of inequities that exist in their schools. For students in the African American Student Network, there seemed to be space where students could give voice to these experiences and be heard instead of silenced.…”

Section: Supportmentioning

confidence: 99%

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An African American Student Networking Group in an Urban High School: Experiences and Outcomes

Gbolo

Grier‐Reed

2016

Urban Education

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Educational disparities are deeply entrenched in U.S. society. Our research focused on a move toward equity and investment in one Midwestern charter school via the implementation of the African American Student Network. Participants were 15 male and 15 female students in Grades 9 to 12 who participated in the network for one semester. Qualitative analysis of focus group interviews revealed that students in the network experienced safety, support, empowerment, affirmation, and connectedness. Quantitative analysis revealed that pre-and post-test grade point averages (GPAs), disciplinary referrals, and attendance trended in promising directions although there were no statistically significant differences.

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Section: Discussionmentioning

confidence: 99%

Section: Supportmentioning

confidence: 99%

An African American Student Networking Group in an Urban High School: Experiences and Outcomes

Gbolo

Grier‐Reed

2016

Urban Education

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“…Educational inequity is a complex construct and cannot be solved by focusing solely on improving academics or fiscal allocations (Storz, ). Instead, initiatives intending to support educationally disadvantaged students in overall academic achievement and more specifically math and science require the use of more holistic approaches (Beatty, ).…”

Section: Introductionmentioning

confidence: 99%

Investigating the impact of an urban community school effort on middle school STEM‐related student outcomes over time through propensity score matched methods

Sondergeld

Provinzano

Johnson

2020

School Sci & Mathematics

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This study investigates the impact of an urban community school reform initiative that focuses on an immigrant and refugee population in middle school. A 6th-8th grade cohort of students in the community school are followed over time and compared to a propensity score matched group on overall GPA, mathematics, and science academic outcomes and traditional college preparedness indicators. Further, a deeper dive into the intersection of gender and race/ethnicity was examined on all outcomes.Findings revealed that students in the urban community school demonstrated significantly more preparedness to enroll in college and move into a STEM field if they desired compared to the matched students. All gender/racial groups in the community school performed significantly higher than those in the matched group. Further, all gender/racial groups of students in the urban community school defied standard academic achievement drops common over time in middle school, and instead increase overall, math, and science grades from 6th to 8th grade. K E Y W O R D Sevaluation, STEM education, student assessment How to cite this article: Sondergeld TA, Provinzano K, Johnson CC. Investigating the impact of an urban community school effort on middle school STEMrelated student outcomes over time through propensity score matched methods. School Science and Mathematics. 2020;120:90-103. https ://doi.

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“…In the USA, these include Poplin and Weeres' (1992) student voice study in southern California, Wilson and Corbett's (2001) extensive body of interviews with students in Philadelphia, and Storz's (2008) study of over 200 students in four Midwestern urban schools. There has been a small amount of research on teachers' learning through listening to their students.…”

Section: Professional Development That Repositions Teacher-student Rementioning

confidence: 99%

Te Kotahitanga: a case study of a repositioning approach to teacher professional development for culturally responsive pedagogies

Hynds

Sleeter

Hindle

et al. 2011

Asia-Pacific Journal of Teacher Education

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This article presents a case study of a unique New Zealand professional development programme, Te Kotahitanga, for mainstream secondary school teachers. Findings discussed are drawn from an independent evaluation of the programme across 22 secondary schools. The professional development approach attempted to reposition the relationship between teachers and Indigenous Māori students, and enhance Māori student outcomes. Interviews with 150 teachers across participating schools investigated teacher perceptions of impact on classroom practice and student outcomes across subjects. The professional development programme was associated with shifts in teachers' understandings of their positioning within classrooms and relationships with and expectations for Māori students. Results also highlight ongoing challenges in teachers' repositioning and the development of new relationship-based approaches. The implications for teaching practice and professional learning programmes and recommendations for further research are discussed.

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Educational Inequity from the Perspectives of Those Who Live It: Urban Middle School Students’ Perspectives on the Quality of their Education

Cited by 13 publications

References 27 publications

An African American Student Networking Group in an Urban High School: Experiences and Outcomes

An African American Student Networking Group in an Urban High School: Experiences and Outcomes

Investigating the impact of an urban community school effort on middle school STEM‐related student outcomes over time through propensity score matched methods

Te Kotahitanga: a case study of a repositioning approach to teacher professional development for culturally responsive pedagogies

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