The Complex Web of Inequality in North American Schools

Conchas, Gilberto Q.; Hinga, Briana M.; Abad, Miguel N.; Gutiérrez, Kris D.

doi:10.4324/9781315170152

Cited by 3 publications

(1 citation statement)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Teachers are routinely expected to implement policies developed by others (Good et al, 2017;Conchas et al, 2020). Education policies or reforms will frequently have unanticipated outcomes; some students will benefit more than others or implementation may falter as the complexities of local contexts arise (Gottfried & Conchas 2016;Park & Datnow, 2017).…”

Section: Introductionmentioning

confidence: 99%

Recognizing Ableism in Educational Initiatives: Reading between the Lines

Timberlake

2020

REPAM

View full text Add to dashboard Cite

The ubiquity of ableism in education policy requires being increasingly alert to the portrayal of, (including the absence of), disability within educational initiatives. Ableism is a form of oppression, a largely unconscious acceptance of able-bodied norms from the inaccessibility of instructional materials, to assumptions about the body (a healthy body is within one’s control) to the acceptance of segregated settings. In response to the call for this special issue, previous qualitative inquiry into the unintended consequences of three educational reforms were synthesized using critical disability theory. Seemingly disparate at first glance, all three initiatives, while ostensibly increasing equity, also contained ableism that reinforced stereotypes about student variability and served to further isolate disabled students. One federal (Alternate Assessment), one state (CCSS modules), and one local (project-based learning) policy implementation are included in this theoretical analysis. Reading between the lines means being alert to ableism, and is essential to prevent the historical marginalization of students with disabilities from continuing within contemporary “progress”.

show abstract

Section: Introductionmentioning

confidence: 99%

Recognizing Ableism in Educational Initiatives: Reading between the Lines

Timberlake

2020

REPAM

View full text Add to dashboard Cite

show abstract

Toward Equity in School-Based Assessment: Incorporating Collaborative/Therapeutic Techniques to Redistribute Power

Holman

D’Costa

Janowitch

2021

School Psychology Review

View full text Add to dashboard Cite

“Immigration Enforcement Is a Daily Part of Our Students’ Lives”: School Social Workers’ Perceptions of Racialized Nested Contexts of Reception for Immigrant Students

2022

View full text Add to dashboard Cite

This qualitative analysis examines school social workers’ equity work for immigrant students, including their perceptions of immigration enforcement and school climates that support or hinder immigrant student experiences. We conceptually expand understandings of nested contexts of reception and racialized organizations across macro, meso, micro levels, and how they affect immigrant students’ educational experiences, mobility, and belonging. Utilizing open-ended responses from a unique national survey data set, we examine school social workers’ perceptions of the macro, meso, micro racialized contexts that immigrant students encounter, how school social worker perceptions reflect racial attitudes as part of the racialized organization of schools in which they work, and how such racial attitudes influence their actions and potentially disrupt racial inequality in schools. Discussion of the impact of school social workers’ racial attitudes, and perceptions of racialized contexts and how they influence school social workers’ advocacy for immigrant students is offered.

show abstract

The Complex Web of Inequality in North American Schools

Cited by 3 publications

References 0 publications

Recognizing Ableism in Educational Initiatives: Reading between the Lines

Recognizing Ableism in Educational Initiatives: Reading between the Lines

Toward Equity in School-Based Assessment: Incorporating Collaborative/Therapeutic Techniques to Redistribute Power

“Immigration Enforcement Is a Daily Part of Our Students’ Lives”: School Social Workers’ Perceptions of Racialized Nested Contexts of Reception for Immigrant Students

Contact Info

Product

Resources

About