Communities and School Ratings: Examining Geography of Opportunity in an Urban School District Located in a Resource-Rich City

Green, Terrance L.; Sánchez, Joanna; Germain, Emily

doi:10.1007/s11256-017-0421-1

Cited by 23 publications

(19 citation statements)

References 46 publications

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“…While seemingly inert, these dominant frameworks translate into policies and structures that harm minoritized students (Solorzano and Yosso, 2001). For example, school tracking systems (Rosenbaum, 1976;Southworth and Mickelson, 2007), intelligence testing (Rose, 1976;Solorzano and Yosso, 2001), and disparate resource availability (Tate, 2008;Green et al, 2017) have historically been used to maintain social hierarchies by advancing the education of white students while justifying modern-day segregation and deficit notions of BIPOC students (Solorzano and Yosso, 2001;Yosso, 2005;McGee, 2020). Using a CRT lens allows us to explore how our current definitions and metrics of success do not come from neutral, unbiased, or meritocratic ideals, as is often assumed; instead they have been founded on racist principles.…”

Section: :Es3mentioning

confidence: 99%

Success for All? A Call to Re-examine How Student Success Is Defined in Higher Education

Weatherton

Schussler

2021

LSE

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Section: :Es3mentioning

confidence: 99%

Success for All? A Call to Re-examine How Student Success Is Defined in Higher Education

Weatherton

Schussler

2021

LSE

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“…Minority and low-income students often attend relatively poorly STEM-resourced schools that have a rather low percentage of students who advance to STEM majors in college (Green et al, 2017; Martinez and Castellanos, 2018; Samuels, 2016; Wiggins et al, 2017). Often these students lack STEM professional role models in their families and communities (Bottia et al, 2018; Rendón, 2006).…”

Section: Discussionmentioning

confidence: 99%

“…This results in a decreasing focus on science education, which is often not a primary outcome that enters into the teacher’s or school’s annual assessment (students typically are required to take annual standardized assessments of math and reading, but only in a few grades are science, engineering or technology tested, and even then they often do not contribute to a schools overall grade from the district or state). Moreover, middle school students have very weak career awareness about STEM professions (Green et al, 2017; Maltese and Tai, 2011). Unless these students have their scientific interest sparked in the middle and early high school years, they are unlikely to have a great interest in, and skills for college science and engineering education or careers, despite the fact that these areas are some of the most important and profitable careers in the 21st Century.…”

Section: Discussionmentioning

confidence: 99%

Preparing 8th Grade Students to Excel in Physical Science: HandsOn Physics (HOP)!

Dizbay-Onat¹,

Wyss

2018

JSTEM

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This study describes a program that the University of Alabama at Birmingham (UAB) carried out in partnership with Birmingham City Schools (BCS) to test an educational intervention, i.e., Hands-On Physics (HOP), among 8th grade students in predominantly minority schools. It also evaluated teachers’ demographics and educational backgrounds. The students conducted four physics experiments during a three day period. They performed better on post-tests. The actual and the percent gains in knowledge for each school were essentially equal for the schools that had passing versus failing grades in annual state assessment (20.4±5.6/49.0±5.6%, 20.4±2.7/48.4±8.3%, respectively). Most students (53%) stated that they were comfortable with science, 88% indicated that they were planning to enter higher education, and 86% agreed that higher education was very important for their future. The students’ major perceived obstacles to higher education were education cost and low grades. The teachers were primarily between 40–59 years old (60%), female (80%) and African-American (93%), and 87% majored in biology (93%). Forty percent had a bachelor’s degree and 60% had a master’s degree. They reported that they needed more support teaching physics and reported that a lack of materials and time were the main obstacles to provide the highest quality science educational experiences.

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“…Research on geography of opportunity has documented the importance of where people live in determining their access to educational opportunities and resources (Green, Sánchez, & Germain, 2017; Hillman & Weichman, 2016). For example, in a qualitative study of Appalachian youth, Carrico and Matusovich (2016) found that social and family networks, such as parental place of employment, influenced knowledge of the college application process.…”

Section: Literature Reviewmentioning

confidence: 99%

Illuminating inequality in access: Variation in enrollment in undergraduate engineering programs across Virginia's high schools

Knight

Grohs

Bradburn

et al. 2020

J of Engineering Edu

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Background: Determining the root causes of persistent underrepresentation of different subpopulations in engineering remains a continued challenge. Because place-based variation of resource distribution is not random and because school and community contexts influence high school outcomes, considering variation across those contexts should be paramount in broadening participation research. Purpose/Hypothesis: This study takes a macroscopic systems view of engineering enrollments to understand variation across one state's public high school rates of engineering matriculation. Design/Method: This study uses a dataset from the Virginia Longitudinal Data System that includes all students who completed high school from a Virginia public school from 2007 to 2014 (N = 685,429). We explore geographic variation in four-year undergraduate engineering enrollment as a function of gender, race/ethnicity, and economically disadvantaged status. Additionally, we investigate the relationship between characteristics of the high school and community contexts and undergraduate engineering enrollment across Virginia's high schools using regression analysis. Results: Our findings illuminate inequality in enrollment in engineering programs at four-year institutions across high schools by gender, race, and socioeconomic status (and the intersections among those demographics). Different high schools have different engineering enrollment rates among students who attend four-year postsecondary institutions. We show strong associations between high schools' engineering enrollment rates and four-year institution enrollment rates as well as moderate associations for high schools' community socioeconomic status.

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Communities and School Ratings: Examining Geography of Opportunity in an Urban School District Located in a Resource-Rich City

Cited by 23 publications

References 46 publications

Success for All? A Call to Re-examine How Student Success Is Defined in Higher Education

Success for All? A Call to Re-examine How Student Success Is Defined in Higher Education

Preparing 8th Grade Students to Excel in Physical Science: HandsOn Physics (HOP)!

Illuminating inequality in access: Variation in enrollment in undergraduate engineering programs across Virginia's high schools

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