Examining an Urban District’s College-Going Culture: The Role of Magnet School Designation

Nienhusser, H. Kenny; Ives, Jillian

doi:10.1007/s11256-020-00556-0

Cited by 5 publications

(2 citation statements)

References 46 publications

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“…Meanwhile, in schools like the predominantly Black neighborhood schools where there was more evidence of positive racial-academic response patterns emerging, educational and college-directed resources remain notoriously scarce 18 , 77 . In spite of this, the cadre of Resistors we identified shows us that resilience and determination are still possible and that, with proper support, Black adolescents can both embrace their communities and simultaneously prize success in mathematics 40 , 78 .…”

Section: Discussionmentioning

confidence: 99%

Black adolescents’ motivation to resist the false dichotomy between mathematics achievement and racial identity

Wilson,

Matthews

2024

npj Sci. Learn.

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This study investigates the racial-mathematical identity profiles of Black American adolescents. Survey data were collected in five schools across one U.S. urban school district at two time points (spring 2018 [n = 197] and spring 2019 [n = 210]). Based on extant research regarding psychological response patterns to racialized school stress, we investigated the existence of an identity negotiation pattern in which students were motivated to resist negative stereotypes about Black people by achieving well in mathematics. We conducted a latent profile analysis combining students’ self-beliefs across five indicators: racial centrality, racial public regard, mathematics attainment value, mathematics mastery experiences, and resistance motivation. Three distinct racial-mathematical identity profiles emerged: (1) Mathematics Devalued/Ambivalent, (2) Moderately Math Attained, and (3) Resistors. We found associations between profile membership and students’ gender, negative math emotions, and their receipt of cultural and critical mathematics instruction. We also found an association between the identity profiles and school type (academically selective “magnet” schools vs. open-enrollment neighborhood schools), but not in the direction that might be assumed. Moreover, we found that certain school environment factors (i.e., racial stereotyping and cultural and critical mathematics instruction) were significantly different in racially diverse magnet schools than in the neighborhood schools. Overall, our data reveal the existence of a highly motivated Resistor profile among Black students, that is predicted by cultural and critical mathematics instruction but underrepresented within this district’s selective magnet schools.

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Section: Discussionmentioning

confidence: 99%

Black adolescents’ motivation to resist the false dichotomy between mathematics achievement and racial identity

Wilson,

Matthews

2024

npj Sci. Learn.

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“…The evolution of mission and role of community colleges has ranged from vocational training to access points toward postsecondary education (American Association of Community Colleges, 1988;Boggs, 2011). Their geographical spread positions community colleges to be institutions of opportunity for various rural and urban communities that often have embedded inequities across policies in the educational pipeline (Nienhusser & Ives, 2020) Waters-Bailey et al, 2019. However, criticism has remained on how completion efforts are advanced through equitable practices to support minoritized students, such as first-generation, low-income, Black, Indigenous, students of color, and others (Felix, 2020;Nevarez, & Wood, 2010;Taylor, 2015).…”

Section: Community Collegesmentioning

confidence: 99%

Policy implementation as a tool for advancing equity in community college

González

Burgos-López

Felix

et al. 2021

EPAA

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This special issue examines the role of policy implementation in the community college context and the ways reforms are enacted to achieve or advance educational equity. In this introduction, we provide an overview of policy implementation, its current landscape within higher education, and the role it can and must serve for community colleges as a tool to advance equity efforts. The articles in this special issue provide a well-rounded overview of policy implementation efforts across various states and institutions. Authors examine promise programs, equity initiatives, articulation agreements, federally funded support programs, and race-conscious implementation. The community college context serves as a critical site of inquiry given that almost half of the undergraduate population is enrolled at a community college. Therefore, the following articles explore how to leverage policy implementation as a tool toward more equitable outcomes.

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“We can be leaders”: minoritized youths’ subjugated (civic) knowledges and social futures in two urban contexts

Sinclair

Rodriguez

Monreal

2022

International Journal of Qualitative Studies in Education

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Examining an Urban District’s College-Going Culture: The Role of Magnet School Designation

Cited by 5 publications

References 46 publications

Black adolescents’ motivation to resist the false dichotomy between mathematics achievement and racial identity

Black adolescents’ motivation to resist the false dichotomy between mathematics achievement and racial identity

Policy implementation as a tool for advancing equity in community college

“We can be leaders”: minoritized youths’ subjugated (civic) knowledges and social futures in two urban contexts

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