Reciprocal Dialogue Between Educational Decision Makers and Students of Color

Abstract

Purpose: This article explores the possibilities for reciprocal dialogue between educational decision makers and Students of Color. Such dialogue-defined as interactions in which participants build on each other's words-may provide the means to develop creative ways to address manifestations of systemic racism in education. The article uses the concept of Third Space to investigate how educational decision makers responded to a group of high school Students of Color advocating for change. Research Method: The data for the article come from two studies investigating the influence of the students in the group, who were engaged in youth participatory action research. The analysis focuses on interviews conducted with decision makers who attended the group's presentations. Findings: The analysis revealed that many educational decision makers responded to the group's presentations in ways that limited the potential for future reciprocal dialogue with students. These decision makers' responses most often focused on aspects of the students' performance at presentations. In contrast, the responses that promoted reciprocal dialogue, which were rare,

More than Data Collectors: A Systematic Review of the Environmental Outcomes of Youth Inquiry Approaches in the United States

“…Five articles reported that adults had an increased understanding of the experiences and needs of diverse youth because of the project (Brown, ; Galletta & Jones, ; McIntyre, Chatzopoulos, Politi, & Roz, ; Ozer & Wright, ; Sanchez, ). Specifically, adults were more willing to engage in diversity‐related discussions with young people at school (Ozer & Wright, ); relationships between students and teachers were improved (Mitra, ; Voight, ); and adults described engaging in more reflexivity regarding power dynamics between youth and adults (Bertrand, ; McIntyre et al., ).…”

“…Several studies reported formalizing opportunities for youth voice into school and community settings (Brazg et al., 2011 Otis & Loeffler, ; Suleiman, Soleimanpour, & London, ). In Bertrand's () study, a YPAR program led to the creation of a “Students Speak Out” group that involved regular opportunities for youth to meet with their principal. Similarly, Ozer and Wright () described several expanded roles for students to be seen as experts, which included: meeting regularly with the principal, informing hiring decisions, providing feedback on teaching practices, and engaging youth of color in back‐to‐school nights.…”

A Framework for Rethinking Educational Leadership in the Margins: Implications for Social Justice Leadership Preparation

“…Also, some educational leadership scholars, including the authors of this piece, have begun to adopt more expansive views of the contributions and viewpoints of youth, parents, and community, especially those marginalized along lines of race or other socially constructed categories (Barajas-López & Ishimaru, 2016; Bertrand, 2014; Fernández & López, 2017; Lac, 2017; López, 2001; Mansfield, 2014; Rodela, 2016; Rogers, Freelon, & Terriquez, 2012). In addition, scholarship beyond the field of educational leadership discusses the contributions of youth, parents, and community in school leadership (Dolan, Christens, & Lin, 2015; Fox et al, 2010; Lozenski, 2016; Morrell, 2006; Quijada Cerecer, Cahill, & Bradley, 2013; Welton et al, 2014).…”

“…The term “youth voice” is used to describe a variety of ways youth can participate in decision making, ranging from completing surveys to engaging in shared decision making with school administrators and others with official positions of power (Mitra & Gross, 2009). The term is also used in connection with projects involving YPAR (Bertrand, 2014; Lac, 2017; Welton, Harris, La Londe, & Moyer, 2015). Mansfield (2014) has explored youth voice as related to educational leadership.…”

“I Don't Really Look Very Asian”: Transracially and Transnationally Adopted Asian Youth in Rural Appalachia

“…This recognition and promotion of students' heterogeneity is a precedent for third space. Actively and intentionally co-constructing a third space to 125 listen allows concerns to be recognized, but also gives voice to people of color (Bertrand, 2014). Educational policies continue to minimize issues that are occurring in rural, Appalachian areas.…”