Volume 1, issue 1 (2010) http://hdl.handle.net/2451/38244 2026-04-11T04:43:17Z 2026-04-11T04:43:17Z Editors http://hdl.handle.net/2451/38262 2017-03-28T13:53:20Z 2010-11-01T00:00:00Z

Title: Journal of Equity in Education: About the Journal Authors: Editors Description: Documentation of the journal's policies, published on the original journal web site as of March 2017.

2010-11-01T00:00:00Z Floyd, Carlton D. http://hdl.handle.net/2451/38249 2017-03-10T00:27:02Z 2010-11-01T00:00:00Z

Title: Black Language and Equity in Education Authors: Floyd, Carlton D. Abstract: This paper argues that the educational system in the United States has shown little interest in educating African Americans. This lack of interest is most evident in public responses to Black language, which has shown repeatedly that this language and those that use it are subjects of derision. Derision of any culture, particularly of one so integral to the nation’s foundation, teaches disrespect for racial and ethnic differences and fosters inequities in a nation and an educational system considered to uphold ideals of equality and equal opportunity. This issue of disrespect and its potential impact on students has too often been eclipsed in debates about definition. What is the linguistic form associated largely but not exclusively with Black people? Can this form be considered a language, a dialect, or is it something else altogether? Can or should it be used in educational settings, and how? Important though these questions may be, they typically overshadow the questions posed here, which I draw from the writer, James Baldwin (1979). Can and should a nation seek to teach a people for whom they have shown consistent disrespect? Can and should a people seek to learn from a nation that has consistently disrespected them?

2010-11-01T00:00:00Z Avery, Cynthia M. Daly, Alan J. http://hdl.handle.net/2451/38248 2017-03-10T00:23:38Z 2010-11-01T00:00:00Z

Title: Promoting Equitable Educational Outcomes for High-Risk College Students: The Roles of Social Capital and Resilience Authors: Avery, Cynthia M.; Daly, Alan J. Abstract: Ensuring the success of high-risk college students is important for individuals, universities, and society at large. To ensure degree attainment, educational leaders must identify and understand the factors that contribute to student retention to degree. The purpose of this qualitative research study was to explore the personal and campus related supports described by high-risk students. The research was conducted at a large, public, doctoral intensive university in Southern California that admits freshmen under two different admissions criteria. Eight students admitted in the university’s lower admissions cohort were interviewed. The interplay between student resilience and self-efficacy, with engagement and acquisition of social capital were identified as critical factors in student retention and degree attainment.

2010-11-01T00:00:00Z Kirkland, David http://hdl.handle.net/2451/38247 2017-03-28T14:01:39Z 2010-11-01T00:00:00Z

Title: Choices We Can Believe In: City Parents and School Choice Authors: Kirkland, David Abstract: “Choices We Can Believe In” explores (parental) “school choice” as postcolonial phenomenon. Based on ethnographic interviews Kirkland finds that, for four inner city parents, available school choices are in essence forced choices: the choice to remain in one’s community but endure poor schools, or the choice to abandon one’s community for better schools but endure nascent and sometimes blatant discrimination and other associated hardships. Each of these choices comes with ulterior consequences that eliminate them from being rational or free. As such, neither of these options is adequate for citizens of an evolved democracy. In this way, Kirkland argues that the “free choice” movement is very much a mirage that obscures historical integration efforts, leaving today’s schools to bathe in the failed backdrop of a pre-Brown educational politic that sanctions schooling as a way to reproduce social inequities. Without a true treatise toward making all school integrateable, Kirkland suggests that any effort at providing broad school choices will disintegrate into what amounts to neo-segregation or educational colonialism. To resolve this dilemma, Kirkland calls for comprehensive school reform that has at its end “integrateable schools” as opposed to integration itself. For Kirkland, integrateable schools can move us closer to integration by offering parents real school choice based on an available pool of schools that are safe, non-discriminatory and have as their design a holistic model that values and mixes the common and complex cultures of all Americans.

2010-11-01T00:00:00Z