MULTIETHNIC MOMENTS: THE POLITICS OF URBAN EDUCATION REFORM. Susan (original) (raw)
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The Politics of Higher Education: Perspectives for African Americans in the 21st Century
Western Journal of Black Studies, 1993
Minorities face a myriad of fundamental problems in educational programs. These problems are tied to ever increasing politics prevalent in higher education. Traditionally, politics has been linked to education raising questions concerning first, the role of higher education in reducing endemic problems confronting minorities, and second, the pursuit of educational goals by minority groups within the political setting. Since education continues to be the key for upward class mobility of minorities in the American society, there is a need for intrinsically engineered and institutionally established strategies that go beyond mere acceptability to productivity in higher education. Possible perspectives for minorities seeking to broaden their bases via education avenues in the future must include the development of time-management skills for goal-setting and goal-attainment of minority students. Institutions need to infuse multiculturalism into their programs through restructuring curricula, reforming testing and instruction, and adopt nontraditional methods. Four strategic phases can be identified for minorities in the 21st century: acceptance, acclimatization, responsibility and productivity. (Contains 49 references.) (Author/JB)
American Educational Research Journal, 2014
The Arizona legislature passed HB 2281, which eliminated Tucson Unified School District's (TUSD's) Mexican American Studies (MAS) program, arguing the curriculum was too political. This program has been at the center of contentious debates, but a central question has not been thoroughly examined: Do the classes raise student achievement? The current analyses use administrative data from TUSD (2008-2011), running logistic regression models to assess the relationship between taking MAS classes and passing AIMS (Arizona state standardized tests) and high school graduation. Results indicate that MAS participation was significantly related to an NOLAN L. CABRERA is an assistant professor in the . His research focuses on Whiteness formation and racial dynamics on college campuses. JEFFREY F. MILEM is the Ernest W. McFarland Distinguished Professor of Leadership for Educational Policy and Reform at the Department of Educational Policy Studies and Practice at the University of Arizona. His current research focuses on the ways in which colleges and universities can be organized to enhance equity, access, and success for all students; the racial context within higher education; and the relationship between how colleges and universities organize themselves and student outcomes and faculty role performance. OZAN JAQUETTE is an assistant professor in the Department of Educational Policy & Practice at the University of Arizona. His research program analyzes how postsecondary institutions change their behavior to generate enrollments from desired student populations. RONALD W. MARX is a professor of educational psychology and dean of education at the University of Arizona. His research focuses on how classrooms can be sites for learning that is highly motivating and cognitively engaging.
Partners Not Adversaries Higher Education and Diverse Schools
2020
Often education researchers enter schools only to depict inequity and weak practice, but the same empirical skills that illuminate challenges can, under a different premise, illuminate excellence. This chapter describes how graduate students enrolled in an "Effecting High School Improvement" course helped a diverse public high school document its excellence and win National Education Policy Center (NEPC) recognition as a "School of Opportunity." Although this case is unique in specific detail, other school/higher education partnerships could clearly function like this one did. Good schools may not have staff to document their multifaceted responsiveness to diverse enrollments, but, with university assistance, they can. In turn, such efforts to "document the good" can provide important practice, from both a research methods standpoint and as an ethical stance, for scholars in preparation.