Inequality of Opportunity: Experiences of Racialized and Minoritized Students

Eizadirad, Ardavan

doi:10.1007/978-3-030-27462-7_4

Cited by 4 publications

(3 citation statements)

References 15 publications

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“…Before COVID-19, the opportunity gap between minoritized students and nonminoritized students was growing (e.g. Eizadirad, 2019;Gorski, 2017;Welner & Carter, 2013). While researchers still understanding COVID-19's long-term academic outcomes, the ongoing results suggest that inequity in urban schools has only deepened post-COVID-19.…”

Section: Covid-19 and Urban School Settingsmentioning

confidence: 99%

Building capacity in urban schools: emphasizing partnerships between counselor education and elementary schools

Frank,

Taylor

2024

SUP

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PurposePost-COVID-19, public K–12 schools are still facing the consequences of the years of interrupted learning. Schools serving minoritized students are particularly at risk for facing challenges with academics, behavior and student social emotional health. The university counseling programs are in positions to build capacity in urban schools while also supporting counselors-in-training through service-learning opportunities.Design/methodology/approachThe following conceptual manuscript demonstrates how counselor education counseling programs and public schools can harness the capacity-building benefits of university–school partnerships. While prevalent in fields like special education, counselor educators have yet to heed the hall to participate in mutually beneficial partnership programs.FindingsUsing the multi-tiered systems of support (MTSS) and the components of the university–school partnerships, counselor educators and school stakeholders can work together to support student mental health, school staff well-being and counselor-in-training competence.Originality/valueThe benefits and opportunities within the university–school partnerships are well documented. However, few researchers have described a model to support partnerships between the university counseling programs and urban elementary schools. We provide a best practice model using the principles of university–school partnerships and a school’s existing MTSS framework.

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Section: Covid-19 and Urban School Settingsmentioning

confidence: 99%

Building capacity in urban schools: emphasizing partnerships between counselor education and elementary schools

Frank,

Taylor

2024

SUP

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“…There is a correlation between race and racialization and the magnitude of systemic inequities experienced by racialized identities including Black, Indigenous, People of Colour (BIPOC), and those from lower socio-economic backgrounds in Canadian society (Colour of Poverty, 2019;Eizadirad, 2019;Toronto Foundation, 2021;Williams et al, 2013). Findings from the Lewis (1992) and McMurtry and Curling (2008) reports provide historical context for Ontario which contextualize how systemic inequities rooted in the intersection of racism and poverty lead to disparities in outcomes such as the overrepresentation of racialized identities in correctional facilities particularly Black and Indigenous people (Chan et al, 2017;Colour of Poverty, 2019).…”

Section: Finding #4: There Is a Need To Implement Socio-culturally Re...mentioning

confidence: 99%

“…10). Racialized identities experience more systemic barriers contributing to the perpetuation of the school to prison pipeline (Carter & Welner, 2013;Eizadirad, 2019). Lack of representation, mentorship, and culturally relevant, responsive, and sustaining pedagogies leads to many racialized identities being pushed out of schools because schools and their content, policies, and pedagogies are not reflective of racialized identities and their histories and lived experiences (Au, 2016;Colour of Poverty, 2019;Dei et al, 1997;James, 2020;Ladson-Billings, 2006).…”

Section: Finding #4: There Is a Need To Implement Socio-culturally Re...mentioning

confidence: 99%

Experiences of Learners Who Are Incarcerated With Accessing Educational Opportunities in Ontario, Canada

2023

JHETP

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Access to education is a human right that should be upheld for everyone including individuals who are incarcerated as outlined in Article 26 of the United Nations Universal Declaration of Human Rights. 25 interviews were conducted between April to June 2021 with various key stakeholders: 5 staff involved with the delivery of educational programs in jails, 10 learners who are or were formerly incarcerated, and 10 representatives from post-secondary institutions or jails. The objective was to identify barriers limiting access to education, while incarcerated and post-release, and how such barriers can be mitigated. Responses were examined using Critical Race Theory as a paradigm and thematic analysis as a methodology. Findings indicate that access to education for individuals who are incarcerated remains limited, not prioritized, and overall an underdeveloped sector in Canada. More funding and resources need to be allocated to prioritize education and expand the capacity of incarceration facilities to offer more programming in ways that are accessible and socio-culturally relevant.

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Systemic Racism and Inaccessibility to Education for the Incarcerated in Canada

Eizadirad

2023

Handbook of Curriculum Theory and Research

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Inequality of Opportunity: Experiences of Racialized and Minoritized Students

Cited by 4 publications

References 15 publications

Building capacity in urban schools: emphasizing partnerships between counselor education and elementary schools

Building capacity in urban schools: emphasizing partnerships between counselor education and elementary schools

Experiences of Learners Who Are Incarcerated With Accessing Educational Opportunities in Ontario, Canada

Systemic Racism and Inaccessibility to Education for the Incarcerated in Canada

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