Shane Martin | Seattle University (original) (raw)
Papers by Shane Martin
Phi Delta Kappan, Jun 1, 2008
We have been invited to respond to Megan Hopkins' article because our schools partner with Teach ... more We have been invited to respond to Megan Hopkins' article because our schools partner with Teach for America (TFA) to prepare corps members in our graduate programs. Why? Because we maintain a deep commitment to preparing and placing effective, knowledgeable, and caring teachers in every classroom. Thus we seek out viable partners who can help in our efforts to counteract the impact on students of extreme teacher shortages and diminishing confidence in the positive outcomes of teacher education programs. We partner with TFA to provide comprehensive teacher preparation programs-not mere backdoor or emergency approaches. Our programs actively support new teachers. Comments Comments
This book examines soc:ocultural factors that affect teaching and learning in today's Catholic el... more This book examines soc:ocultural factors that affect teaching and learning in today's Catholic elementary and secondary schools. The first chapter, "Cultural Diversity: An. Important but Problematic Issue," discusses how demographic and societal changes have created a greater need for cultural diversity in education, and stresses the ambiguities inherent in addressing this diversity. The second chapter, "The Success of Catholic Education: Impressive and Still Able To Be Better," recounts the success of Catholic schools in building community, outlines the sociocultural theory of learning, and highlights the challenges to developing culturally sensitive pedagogy and a welcoming school culture. This chapter also addresses the importance of recognizing the school's hidden curriculum, hiring an ethnically diverse faculty and staff, and being aware of aspects of institutional racism. The third chapter, "The Catholicity of Our Schools: Making the Gospel Concrete," suggests that Catholic schools build on their tradition of Gospel values to explore opportunities for incorporating cultural diversity in their schools. Appendices include suggestions for professional development and faculty inservice workshops that use focus questions to promote reflection on cultural diversity, 43 additional resources for educators interested in cultural diversity, and 36 Internet addresses concerning cultural diversity. Contains endnotes and 116 references. (TD)
Anthropology News, May 1, 2002
The case study of an all-male Catholic college preparatory school illustrates that, although the ... more The case study of an all-male Catholic college preparatory school illustrates that, although the school appears to be a model school, African American students do not feel connected to the school community or culture, and many experience alienation, frustration, and racial prejudice at the school. Initial interview questions were pretested with 10 students, and then surveys of 66 members of the larger student population and 10 faculty members were conducted. The school enrolled 1,355 students at the start of the study, only 35 of whom were African American. Thirteen African American students participated in the study. The experience of the African American students was very different than that of other students. None spoke enthusiastically about belonging to the school community, a finding in contrast with those regarding White, Asian, and American Indian students. None of the African American students was as enthusiastic about the school in general as the majority of students. None thought that the curriculum was reflective of cultural diversity, and most talked about feeling isolated at the school and experiencing racial discrimination. The African American Student Union did play a significant role in the school lives of the African Americans. Findings indicate that ethnicity is an important social construct for ethnic and cultural minority students at the school. (Contains 5 tables and 19 references.) (SLD)
Encyclopedia of Diversity in Education, 2012
Catholic Education a Journal of Inquiry and Practice, Mar 1, 2010
This study examined the impact of Catholic education on elementary and secondary students in Los ... more This study examined the impact of Catholic education on elementary and secondary students in Los Angeles. The study focused on the continuation and graduation rates of ethnic minority students who received special funding from the Catholic Education Foundation (CEF). Using qualitative and quantitative measures, the study revealed that students from ethnic minority and low-income communities enrolled in Catholic schools are graduating from secondary schools at a higher rate than their peers who are enrolled in public schools. Furthermore, survey data were collected from principals and parents of these students enrolled in Catholic schools. The study shows that a Catholic education has a major impact on the lives of these students, their parents, and their communities. E ver since the 1983 publication of A Nation at Risk from the National Commission on Excellence in Education, educators have been concerned about the quality of our schools. Particular concern has focused on the school experience of ethnic minorities and students from low socioeconomic status (SES) backgrounds who do not succeed at school in alarming numbers. In large urban areas such as New York, Los Angeles, and Chicago, there is special concern because these major regions are majority ethnic minority and the future viability of our major cities depends on the ability of Latino, African American, and low SES students to receive a quality education. Without such an education, the future generation of our major cities will not be prepared to function as part of an educated citizenry or in the workforce. Thus, during the past 30 years there have been numerous reform efforts in public and private education focused on closing the achievement gap and documenting best practices in urban education. Some of these efforts have focused on the unique ability of Catholic schools to provide a quality education for ethnic minorities and students from low SES backgrounds, often at much less cost than public schools.
The case study of an all-male Catholic college preparatory school illustrates that, although the ... more The case study of an all-male Catholic college preparatory school illustrates that, although the school appears to be a model school, African American students do not feel connected to the school community or culture, and many experience alienation, frustration, and racial prejudice at the school. Initial interview questions were pretested with 10 students, and then surveys of 66 members of the larger student population and 10 faculty members were conducted. The school enrolled 1,355 students at the start of the study, only 35 of whom were African American. Thirteen African American students participated in the study. The experience of the African American students was very different than that of other students. None spoke enthusiastically about belonging to the school community, a finding in contrast with those regarding White, Asian, and American Indian students. None of the African American students was as enthusiastic about the school in general as the majority of students. None thought that the curriculum was reflective of cultural diversity, and most talked about feeling isolated at the school and experiencing racial discrimination. The African American Student Union did play a significant role in the school lives of the African Americans. Findings indicate that ethnicity is an important social construct for ethnic and cultural minority students at the school.
Phi Delta Kappan, Jun 1, 2008
We have been invited to respond to Megan Hopkins' article because our schools partner with Teach ... more We have been invited to respond to Megan Hopkins' article because our schools partner with Teach for America (TFA) to prepare corps members in our graduate programs. Why? Because we maintain a deep commitment to preparing and placing effective, knowledgeable, and caring teachers in every classroom. Thus we seek out viable partners who can help in our efforts to counteract the impact on students of extreme teacher shortages and diminishing confidence in the positive outcomes of teacher education programs. We partner with TFA to provide comprehensive teacher preparation programs -not mere backdoor or emergency approaches. Our programs actively support new teachers.
Journal of Catholic Education, 2014
Journal of Catholic Education, 1997
Phi Delta Kappan, Jun 1, 2008
We have been invited to respond to Megan Hopkins' article because our schools partner with Teach ... more We have been invited to respond to Megan Hopkins' article because our schools partner with Teach for America (TFA) to prepare corps members in our graduate programs. Why? Because we maintain a deep commitment to preparing and placing effective, knowledgeable, and caring teachers in every classroom. Thus we seek out viable partners who can help in our efforts to counteract the impact on students of extreme teacher shortages and diminishing confidence in the positive outcomes of teacher education programs. We partner with TFA to provide comprehensive teacher preparation programs-not mere backdoor or emergency approaches. Our programs actively support new teachers. Comments Comments
This book examines soc:ocultural factors that affect teaching and learning in today's Catholic el... more This book examines soc:ocultural factors that affect teaching and learning in today's Catholic elementary and secondary schools. The first chapter, "Cultural Diversity: An. Important but Problematic Issue," discusses how demographic and societal changes have created a greater need for cultural diversity in education, and stresses the ambiguities inherent in addressing this diversity. The second chapter, "The Success of Catholic Education: Impressive and Still Able To Be Better," recounts the success of Catholic schools in building community, outlines the sociocultural theory of learning, and highlights the challenges to developing culturally sensitive pedagogy and a welcoming school culture. This chapter also addresses the importance of recognizing the school's hidden curriculum, hiring an ethnically diverse faculty and staff, and being aware of aspects of institutional racism. The third chapter, "The Catholicity of Our Schools: Making the Gospel Concrete," suggests that Catholic schools build on their tradition of Gospel values to explore opportunities for incorporating cultural diversity in their schools. Appendices include suggestions for professional development and faculty inservice workshops that use focus questions to promote reflection on cultural diversity, 43 additional resources for educators interested in cultural diversity, and 36 Internet addresses concerning cultural diversity. Contains endnotes and 116 references. (TD)
Anthropology News, May 1, 2002
The case study of an all-male Catholic college preparatory school illustrates that, although the ... more The case study of an all-male Catholic college preparatory school illustrates that, although the school appears to be a model school, African American students do not feel connected to the school community or culture, and many experience alienation, frustration, and racial prejudice at the school. Initial interview questions were pretested with 10 students, and then surveys of 66 members of the larger student population and 10 faculty members were conducted. The school enrolled 1,355 students at the start of the study, only 35 of whom were African American. Thirteen African American students participated in the study. The experience of the African American students was very different than that of other students. None spoke enthusiastically about belonging to the school community, a finding in contrast with those regarding White, Asian, and American Indian students. None of the African American students was as enthusiastic about the school in general as the majority of students. None thought that the curriculum was reflective of cultural diversity, and most talked about feeling isolated at the school and experiencing racial discrimination. The African American Student Union did play a significant role in the school lives of the African Americans. Findings indicate that ethnicity is an important social construct for ethnic and cultural minority students at the school. (Contains 5 tables and 19 references.) (SLD)
Encyclopedia of Diversity in Education, 2012
Catholic Education a Journal of Inquiry and Practice, Mar 1, 2010
This study examined the impact of Catholic education on elementary and secondary students in Los ... more This study examined the impact of Catholic education on elementary and secondary students in Los Angeles. The study focused on the continuation and graduation rates of ethnic minority students who received special funding from the Catholic Education Foundation (CEF). Using qualitative and quantitative measures, the study revealed that students from ethnic minority and low-income communities enrolled in Catholic schools are graduating from secondary schools at a higher rate than their peers who are enrolled in public schools. Furthermore, survey data were collected from principals and parents of these students enrolled in Catholic schools. The study shows that a Catholic education has a major impact on the lives of these students, their parents, and their communities. E ver since the 1983 publication of A Nation at Risk from the National Commission on Excellence in Education, educators have been concerned about the quality of our schools. Particular concern has focused on the school experience of ethnic minorities and students from low socioeconomic status (SES) backgrounds who do not succeed at school in alarming numbers. In large urban areas such as New York, Los Angeles, and Chicago, there is special concern because these major regions are majority ethnic minority and the future viability of our major cities depends on the ability of Latino, African American, and low SES students to receive a quality education. Without such an education, the future generation of our major cities will not be prepared to function as part of an educated citizenry or in the workforce. Thus, during the past 30 years there have been numerous reform efforts in public and private education focused on closing the achievement gap and documenting best practices in urban education. Some of these efforts have focused on the unique ability of Catholic schools to provide a quality education for ethnic minorities and students from low SES backgrounds, often at much less cost than public schools.
The case study of an all-male Catholic college preparatory school illustrates that, although the ... more The case study of an all-male Catholic college preparatory school illustrates that, although the school appears to be a model school, African American students do not feel connected to the school community or culture, and many experience alienation, frustration, and racial prejudice at the school. Initial interview questions were pretested with 10 students, and then surveys of 66 members of the larger student population and 10 faculty members were conducted. The school enrolled 1,355 students at the start of the study, only 35 of whom were African American. Thirteen African American students participated in the study. The experience of the African American students was very different than that of other students. None spoke enthusiastically about belonging to the school community, a finding in contrast with those regarding White, Asian, and American Indian students. None of the African American students was as enthusiastic about the school in general as the majority of students. None thought that the curriculum was reflective of cultural diversity, and most talked about feeling isolated at the school and experiencing racial discrimination. The African American Student Union did play a significant role in the school lives of the African Americans. Findings indicate that ethnicity is an important social construct for ethnic and cultural minority students at the school.
Phi Delta Kappan, Jun 1, 2008
We have been invited to respond to Megan Hopkins' article because our schools partner with Teach ... more We have been invited to respond to Megan Hopkins' article because our schools partner with Teach for America (TFA) to prepare corps members in our graduate programs. Why? Because we maintain a deep commitment to preparing and placing effective, knowledgeable, and caring teachers in every classroom. Thus we seek out viable partners who can help in our efforts to counteract the impact on students of extreme teacher shortages and diminishing confidence in the positive outcomes of teacher education programs. We partner with TFA to provide comprehensive teacher preparation programs -not mere backdoor or emergency approaches. Our programs actively support new teachers.
Journal of Catholic Education, 2014
Journal of Catholic Education, 1997