Thinking Critically about Difference: Analytical Tools for the 21st Century

Zamudio, Margaret; Ríos, Francisco; Jaime, Angela M.

doi:10.1080/10665680801957378

Cited by 7 publications

(6 citation statements)

References 20 publications

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“…For two of the three programs, preservice students complete at least some of their field experiences in urban school contexts. This suggests the need for teacher candidates to have structured opportunities to participate in mediated discussions (Seidl et al, 2008) and to use tools of inquiry (Zamudio, Rios, & Jaime, 2008) to foster a critical consciousness with regard to issues of race, class, language, and culture in their practice settings. In other words, the commitment to diversity in these programs requires more than placing preservice students in culturally, ethnically, socioeconomically, linguistically, and ability-diverse classrooms and schools; it requires purposeful deliberation about…”

Section: Distribution Of Course Topics and Assignmentsmentioning

confidence: 99%

Enacting Diversity in Dual Certification Programs

Pugach

Blanton

2012

Journal of Teacher Education

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This exploratory study, based on a content analysis of program descriptions, course syllabi, and related program documents, examined the curricula of three fully merged teacher education programs that were redesigned to better prepare teachers for the full range of diversity in their student populations. In these programs, graduates earn a general and special education elementary license simultaneously. Results suggest that attention to disability is more prevalent than attention to other social identity markers such as race, class, culture, or language.

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Section: Distribution Of Course Topics and Assignmentsmentioning

confidence: 99%

Enacting Diversity in Dual Certification Programs

Pugach

Blanton

2012

Journal of Teacher Education

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“…We consider the solutions in Table 1 to be a realistic approach to address the gender gaps in CS&E, and the broader leadership problem. A required condition is to ensure that individuals exercise their critical thinking skills, and question forgone conclusions and assumptions that have been sustained through time (Zamudio et al, 2008). While we believe that the transformational leadership approach in academia, corporations, and social groups can be effective in addressing the problems of representation described throughout this paper, we do not believe that the discussion should end there.…”

Section: Barriers For Women In Csandementioning

confidence: 87%

Women in Computer Science and Engineering: A Transformational Leadership Approach to Gender Equity

Ryan

Daz

Grow

2021

Advancing Women in Leadership Journal

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The underrepresentation of women in science, technology, engineering, and mathematics (STEM) is a phenomenon that needs to be addressed from an educational perspective. Within the domains of computer science and engineering (CS&E) the gender imbalance is even more acute as the underrepresentation of women not only persists but has increased over the past few decades (Corbett & Hill, 2015; Master et al., 2016). In this paper a discussion of the current situation of women’s underrepresentation across broad CS&E domains is presented. This will be demonstrated through a review of research into the historical factors and institutional practices that have been ongoing barriers to the inclusion of women in CS&E. Then, a discussion of how transformational leadership theory can serve as a tool for change to help scholars better understand the present situation, and then guide practitioners in overcoming it, is presented. To this end, the paper concludes with a discussion of how diversity and inclusion ideas, based on a transformational leadership approach, can improve gender equity in CS&E. Keywords: underrepresented, women, gender, transformational, leadership

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“…This then could help cultivate critical thinking skills beneficial for activism and social justice. Consequently, borrowed and expanded concepts from a soon-to-be published article provided the basis for a critical cultural thinking framework necessary for analyzing, challenging, and dismantling individual and institutional oppressions (Zamudio et al 2008).…”

Section: Activisim Social Justice and Critical Cultural Thinking Esmentioning

confidence: 99%

“…An initial program assessment clearly delineated the unit's mission and goals and revamped the curriculum, which provided the basis for the assessment of student learning. A summative course embedded assessment strategy provided direct evidence for the task of measuring and analyzing six higher-order learning outcomes geared toward promoting critical thinking and social praxis (Jennings, Rienzi, and Lyda 2006;Moriarty and Garrett 2008;Peat 2008;Suskie 2004;Zamudio, Rios, and Jaime 2008). Additional exit interview data with Chicano Studies Program students (Suskie 2004) reinforce findings suggesting that non-Eurocentric academic programs and curricula can go a long way in cultivating a critical cultural thinking framework that promotes activism and social justice (Zamudio et al 2008).…”

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confidence: 92%

Assessment of Student Learning

et al. 2012

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In recent years, academic programs have increasingly documented student learning. For many, this practice of measuring and analyzing student learning outcomes continues as an elusive endeavor fraught with resentment and misgiving. This article describes the development of a student learning assessment plan for the University of Wyoming's Chicano Studies Program. An initial program assessment facilitated the development of a faculty agreed-upon mission, goals, and learning outcomes. A summative course embedded assessment strategy provides direct evidence for determining student learning achievement. Student exit interviews provide additional evidence suggesting that Chicana/o Studies curricula help in cultivating a critical cultural thinking framework oriented toward social justice and activism. Current antiimmigrant and anti-Latina/o sentiments provide the context for a discussion of the study's implications.

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Thinking Critically about Difference: Analytical Tools for the 21st Century

Cited by 7 publications

References 20 publications

Enacting Diversity in Dual Certification Programs

Enacting Diversity in Dual Certification Programs

Women in Computer Science and Engineering: A Transformational Leadership Approach to Gender Equity

Assessment of Student Learning

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