Education and Urban Society

Lee, Jin

doi: 10.1177/00131245221076090pmid: N/A

Persistent disparities in school exclusionary policies by race and ethnicity have long been recognized as a major issue in student disciplinary practices and in unequal opportunities for education. Only limited research has been conducted to provide insight into the varying effects of race and ethnicity on the recently increasing implementation of student discipline. This study examines racial imbalances in in-school suspension rates within school neighborhoods, which are defined as school districts and five-digit zip-code areas. This research provides partial but significant support for the racial threat hypothesis by presenting that racially uneven school districts and communities present smaller differences in in-school suspension rates between African American and White students and between Hispanic or Latinx students and White students.

Wang, Changmi

doi: 10.1177/00131245211048428pmid: N/A

This article examines the influence of English language proficiency and intercultural competence on the English-medium instruction lecturer’s classroom leadership. It analyzes self-reported data obtained by three measuring scales from 188 English-medium instruction lecturers of a Chinese university. The Pearson correlational analysis indicated that there were significant positive relationships between the English-medium instruction lecturer’s classroom leadership and the two predicting factors. The multiple regression analysis suggested that both intercultural competence and English proficiency contribute much to the variance of the English-medium instruction lecturer’s classroom leadership. It was found that the lecturer’s language proficiency and intercultural communicative abilities could be two determining factors for the lecturer to deliver their disciplinary knowledge and command the class in an engaging and competent manner. The findings may provide implications for the strategic intervention of English-medium instruction educators in institutions of higher education.

Amadi, Chioma Stella

doi: 10.1177/00131245211062531pmid: N/A

This comparative study examines the extent to which the 21st-century skills are integrated into the 4th and 8th-grade public school science curriculum in Canada in relation to that of the United States of America (USA) by analyzing the 4th and 8th grade Common Framework of Science Learning Outcomes of Canada and the 4th and 8th grade Next Generation Science Standards (NGSS) of the United States in relation to the 21st-century skills as listed by the Applied Educational System (AES). The results predicted a huge economic decline of the United States in the nearest future in contrast to that of Canada if an intervention is not instituted.

Dhaliwal, Tasminda K.; Daramola, Eupha Jeanne; Alonso, Jacob D.; Marsh, Julie A.

doi: 10.1177/00131245211048439pmid: N/A

Many urban school districts are adopting restorative practices (RP) as a means to reduce suspensions and resolve racial discipline gaps. In this study, we use a sensemaking framework to examine educators’ beliefs about discipline and their perceptions of RP and its implementation. We draw on survey responses (N = 363) administered after educators attended RP trainings in a large, diverse county in California. Our results show the majority of respondents possess beliefs or an understanding of RP that are compatible with the goals of the approach. Survey respondents cite challenges to implementing RP that are at times consistent (e.g., lack of time) and at times at odds (e.g., relatively low emphasis on lack of leadership as a hindrance) with the current literature. As suggested by sensemaking theory, we find attitudes and beliefs are predictors of educators’ experiences implementing RP, including challenges to implementation and effects of the practices.

Guterman, Oz; Gill, Efrat

doi: 10.1177/00131245211027366pmid: N/A

Academic studies play a central role in determining socioeconomic status in Western society. Nevertheless, most research had focused on factors of academic achievement and paid less attention to factors of actual registration for academic studies. Reasons for choosing to enrol in academic studies are particularly important for understanding majority and minority group differences in rates of registration for such studies and helping promote ethnic groups. The present research, conducted with undergraduate students in Israel, examined differences between students of Jewish and Arab origin in terms of their reasons for undertaking studies. First, qualitative interviews were held with 50 students from the two groups about their reasons for choosing to study. Based on thematic analysis of the interviews, a quantitative questionnaire was developed. It was administered to 367 students from the two groups. The data indicate several differences between the groups, but also reveal opposite directions of correlations in the two groups, corresponding with different family situations. Some possible explanations are suggested for the associations of the groups, family status, and reasons for studying, and the theoretical and methodological implications of these associations are discussed.