Educational or Social Reform? Students Inform the Debate Over Improving Urban Schools

Abstract

The educational community is divided over which is the best approach for improving urban schools: focus on teaching and learning or underlying social inequity? This article argues that the students who attend urban schools can inform the debate. The study draws on interviews with fourteen urban youth about their participation in a community-based program that supports school activism. In the program, the students selected a surprising, and seemingly trivial, set of school problems as their top reform priorities. Yet findings reveal that from the students’ vantage point, these concrete changes will enhance engagement and the perceived fairness of the educational environment. Urban students therefore bridge current policy debates by posing recommendations pertinent to both educational and social reform advocates. The study concludes with reflections on students’ contributions to the content and process of urban educational reform.

Engaging with Student Voice in Research, Education and Community

“…Such an example is given by Taines (2012) who evolved a program in urban Mid-Western United States schools designed to facilitate urban students' activism for school reform.…”

Reciprocal Dialogue Between Educational Decision Makers and Students of Color

“…For instance, Taines (2012a) found that high school students' "seemingly trivial" demands related to school lunches and bathroom cleanliness revealed valid obstacles to student learning. As mentioned above, the input of Students of Color can be especially valuable in efforts to challenge systemic racism in education and society (Bautista et al, 2013;Ginwright, 2010).…”

Evaluation of a learning community program for developmental reading students at a two-year college.

“…This evaluation is also significant in that it provides direct insight from students about their experiences with specific learning communities. Student voice is regularly absent in reform efforts (Aronowitz and Giroux 1991;Ingersoll 2003;Taines 2012). This evaluation examines insights from students on attitudes toward reading, academic self-confidence, and sense of community at college.…”

“…This evaluation is also significant in that it provides insight from students about their experiences with specific learning communities. Scholars argue that student voice is often missing in reform efforts (Aronowitz and Giroux 1991;Ingersoll 2003;Taines 2012).…”

“…First, this study is unusual in that it includes student input concerning reform efforts. Many authors argue that there is a lack of student involvement regarding such reform efforts (Aronowitz and Giroux 1991;Ingersoll 2003;Taines 2012). It is important to note that all eight students who participated in the in-depth interviews were very open with their feelings and opinions, and they wanted to be heard.…”