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Proceedings of the 2019 AERA Annual Meeting

Presentation: An Ethics of Historical Engagement, American Association for the Advancement of Cur... more Presentation: An Ethics of Historical Engagement, American Association for the Advancement of Curriculum Studies, The George Washington University, Washington D.C. April 5-8, 2016.

I am so grateful for your support. My parents (Katherine Locke; Peter Locke), in-laws (Dr. Judy L... more I am so grateful for your support. My parents (Katherine Locke; Peter Locke), in-laws (Dr. Judy Lewis; Merle Lewis), and wonderful extended family have been emotionally supportive and encouraging throughout this dissertation process. Thank you to my colleagues and friends (especially to Susan M. Croteau, Tanya A. Long, and Freda Bryson), who helped me talk through my ideas and encouraged me to keep going. My best friend and husband-my everything-Phil Lewis, has been incredibly loving and supportive throughout this entire adventure. We took countless walks together and discussed everything I was reading and writing. He encouraged me, helped me sharpen my thinking and writing skills, and made sure I remembered to eat. I am so glad we experienced this together, another adventure with my best friend and partner in life. v

Education and Urban Society, 2019

As the push and expectation to attend college continues to increase, making the process of gettin... more As the push and expectation to attend college continues to increase, making the process of getting into college more competitive than ever before, there is a need to interrogate whether and how efforts to create a college-going culture and increase college readiness among students, particularly those from historically marginalized backgrounds, might have an adverse impact on students. This study illuminates 59 students’ voices who participated in a multisite descriptive case study examining the strong college-going culture and college readiness efforts at three racially and economically diverse urban public high schools in different regions of Texas. Although students revealed positive aspects of their schools’ efforts, this study focuses on some of the negative, unintended consequences related to how students felt and coped with being overwhelmed, scared, and increasingly stressed as a result of the narrow focus on college readiness. Such findings must be considered by scholars, po...

Journal of Cases in Educational Leadership

Gary Armstrong, assistant principal, is faced with a delicate situation. The elementary school re... more Gary Armstrong, assistant principal, is faced with a delicate situation. The elementary school recently enrolled a transgender student, and the principal, Amy Lamar, is resistant to considering the student’s unique needs. This case was developed for use in a leadership course. Instructors can use the case to encourage dialogue around legal frameworks, roles and perspectives of key characters, and theoretical perspectives informing decisions and policies. The four activities and discussion questions are designed to guide students in analyzing the scenario. The final activity involves comparing the scenario with a similar case with a different context and disparate outcomes.

Teachers College Record: The Voice of Scholarship in Education

Context It has been argued that high schools with a majority of students of color and from low-in... more Context It has been argued that high schools with a majority of students of color and from low-income backgrounds must be purposeful in fostering a college-going culture in order to address the challenges and inequities historically underserved students face in preparing for and accessing a higher education. However, what this looks and sounds like in practice is not always clear, leaving schools seeking common ground on how to create a college-going environment. Purpose Through a symbolic and ecological model of college readiness framework, the messaging associated with the college-going culture at three racially and economically diverse Texas high schools that had consistently high college ready graduate rates was examined. The research questions that guided the study included: What types of college-going culture messages are conveyed at the schools, and how? How might such messaging impact students, school staff and leaders? Research Design This study drew on data from a three-ye...

As the push and expectation to attend college continues to increase, making the process of gettin... more As the push and expectation to attend college continues to increase, making the process of getting into college more competitive than ever before, there is a need to interrogate whether and how efforts to create a college-going culture and increase college readiness among students, particularly those from historically marginalized backgrounds, might have an adverse impact on students. This study illuminates 59 students' voices who participated in a multisite descriptive case study examining the strong college-going culture and college readiness efforts at three racially and economically diverse urban public high schools in different regions of Texas. Although students revealed positive aspects of their schools' efforts, this study focuses on some of the negative, unintended consequences related to how students felt and coped with being overwhelmed, scared, and increasingly stressed as a result of the narrow focus on college readiness. Such findings must be considered by scholars, policymakers, and practitioners alike.

Social Justice Leadership and Inclusion: A Genealogy

The purpose of this article is to engage in an historical analysis of research about two concepts... more The purpose of this article is to engage in an historical analysis of research about two concepts: social justice leadership and leadership for inclusion. Recent experiences have caused me to wonder about our interpretations of justice, equity, and inclusion. Analysis of the relevant literature revealed a lack of consensus among scholars as to a clear, operational definition of both social justice leadership and inclusion. In the first part of this paper, I use a Foucaultian genealogical method to examine texts and uncover the historical development of social justice leadership and leadership for inclusion in the United States. Uncovering past meanings and contexts should help illuminate current meanings and uses of these concepts. Considering Hall’s (1972) Reception Theory of Communication, which explains that audiences interpret meanings based on their own experiences and cultural backgrounds, it is recommended that leaders engage in critical reflection to uncover the common sense language of equity-oriented leadership practices and that researchers use critical disability studies to deepen a more critical, open stance of social justice leadership and inclusion.

Gary Armstrong, assistant principal, is faced with a delicate situation. The elementary school re... more Gary Armstrong, assistant principal, is faced with a delicate situation. The elementary school recently enrolled a transgender student and the principal, Amy Lamar, is resistant to considering the student’s unique needs. This case was developed for use in a social justice-oriented leadership course. Instructors can use the case to encourage dialogue around legal frameworks, roles and perspectives of key characters, and theoretical perspectives informing decisions and policies. The four activities and discussion questions are designed to guide students in analyzing the scenario. The final activity involves comparing the scenario to a similar case with a different context and disparate outcomes.

Proceedings of the 2019 AERA Annual Meeting

Education and Urban Society, 2019

Journal of Cases in Educational Leadership

Teachers College Record: The Voice of Scholarship in Education

As the push and expectation to attend college continues to increase, making the process of gettin... more As the push and expectation to attend college continues to increase, making the process of getting into college more competitive than ever before, there is a need to interrogate whether and how efforts to create a college-going culture and increase college readiness among students, particularly those from historically marginalized backgrounds, might have an adverse impact on students. This study illuminates 59 students' voices who participated in a multisite descriptive case study examining the strong college-going culture and college readiness efforts at three racially and economically diverse urban public high schools in different regions of Texas. Although students revealed positive aspects of their schools' efforts, this study focuses on some of the negative, unintended consequences related to how students felt and coped with being overwhelmed, scared, and increasingly stressed as a result of the narrow focus on college readiness. Such findings must be considered by scholars, policymakers, and practitioners alike.

Social Justice Leadership and Inclusion: A Genealogy

Gary Armstrong, assistant principal, is faced with a delicate situation. The elementary school re... more Gary Armstrong, assistant principal, is faced with a delicate situation. The elementary school recently enrolled a transgender student and the principal, Amy Lamar, is resistant to considering the student’s unique needs. This case was developed for use in a social justice-oriented leadership course. Instructors can use the case to encourage dialogue around legal frameworks, roles and perspectives of key characters, and theoretical perspectives informing decisions and policies. The four activities and discussion questions are designed to guide students in analyzing the scenario. The final activity involves comparing the scenario to a similar case with a different context and disparate outcomes.

State conference presentation, Texas Transgender Nondiscrimination Summit in Dallas, Texas

This case study responds to the call for scholarship that informs professional practice in increa... more This case study responds to the call for scholarship that informs professional practice in increasingly diverse democracies by analyzing leadership styles and practices and identifying policies that address the needs of transgender students on higher education campuses. Drawing on data from documents, observations, and interviews with seven campus leaders, we considered institutional structures, management practices, and leadership approaches as important factors influencing the trans-affirming climate at one public university in the Southwestern United States. Findings indicated that socially-just leadership practices, progressive policies, and several other factors have contributed to this climate. In consideration of these multiple factors of influence, we began developing a conceptual model that may inform campus leaders in assessing the current climate while informing future actions.

This review supports incorporating a Critical Disability Studies (CDS) framework within education... more This review supports incorporating a Critical Disability Studies (CDS) framework within educational leadership discourses. A critical perspective uncovers the historical and political underpinnings of identity categories used to sort students. Despite evidence of the overrepresentation of students of color in special education and increased calls for social justice leaders, educational leadership discourses rarely include conversations about dis/ability. It is recommended that leaders view systemic inequities through a CDS lens in order to develop a deeper, more critical stance toward issues of equity and access for students with dis/abilities.

Teaching about Gender Diversity, 2020

Chapter contribution to Teaching about Gender Diversity Teacher-Tested Lesson Plans for K–12 Clas... more Chapter contribution to Teaching about Gender Diversity
Teacher-Tested Lesson Plans for K–12 Classrooms

Overview
Teaching about Gender Diversity is an edited collection of teacher-tested interdisciplinary lesson plans that provides K–12 teachers with the tools to implement gender-inclusive practices into their curriculum and talk to their students about gender and sex. Divided into three sections dedicated to the elementary, middle, and secondary grade levels, this practical resource provides lessons for a variety of subject areas, including English language arts, STEM (science, technology, engineering, and mathematics), and health and physical education. The lessons range from reading aloud early literacy picture books that use gender-neutral language and highlight the gendered experiences of characters to engaging mathematics in the study of targeting gender terminology, stereotypes, and the social construction of binary gender.

Written by teachers for teachers, this engaging collection highlights teachers’ specialized knowledge of pedagogical practices for the diverse contemporary classroom. More than 30 contributors from across North America provide their varied perspectives on the timely issue of teaching about gender in the classroom. Teaching about Gender Diversity is an ideal resource for students taking education courses on gender, sexuality, diversity and equity, curriculum design, and professional practice.

FEATURES

detailed lesson plans that include next steps and extension ideas
practice-based, guided approach
practical resource for pre-service and in-service teachers

Book will be launched mid-September 2020. My chapter is entitled "The Unnecessary Gendering of Ev... more Book will be launched mid-September 2020. My chapter is entitled "The Unnecessary Gendering of Everything": Gender Diverse Adults Speak Back to their K-12 Schools. Please see PDF of flyer for details.