Student leadership positions in colleges and universities have been a defining aspect of the college experience (Renn and Reason 2021). Often linked to greater rates of persistence and retention to degree completion, common practices in student affairs encourage undergraduate students to become club leaders, peer mentors, resident assistants (RAs), student government representatives, and more (Astin
Reading proficiency is key for economic participation, yet international PISA test results highlight continued challenges (OECD, 2018a). In Latin America, all countries scored below the OECD mean (487) in PISA reading tests, with a mean score of 452 in Chile (OECD, 2018a), with 32% of Chilean students not achieving baseline levels (OECD average is 23%).
For many educators who taught during the 2020 and 2021 school years, words like “remote learning” and “asynchronous” will forever evoke a memory. A period of life where so much was uncertain, and as a result, the educational landscape drastically shifted. In addition, the grave inequities for BIPOC students, specifically those who identify as low-income, became
School counselor (SC) preparation programs are charged with training future school counselors in accordance to the American School Counseling Association (ASCA) National Model and the Council for Accreditation of Counseling and Related Educational Programs (CACREP). Although role ambiguity within the SC profession has been a long-standing issue (Cinotti, 2014; Culbreth et al., 2005), the pandemic exacerbated
When colleges and universities address racism, they do so as reactionary responses to discrete racialized incidents. Further, they rarely follow through on their written commitments to racial equity and justice (Ahmed 2012). This includes how university leaders responded to rampant anti-Asian hate during the COVID-19 pandemic, exacerbated by the perpetual foreigner stereotype. This stereotype portrays
As schools shut down during the height of the Covid-19 pandemic, Vanessa met with five new teachers as part of a research project to learn about their preparation to teach in rural schools in the Pacific Northwest. Vanessa posed the question, what surprised you most about teaching during the COVID-19 pandemic? One teacher, Ms. Tolson
On January 13, 2020, I started my new role at the University of Chicago’s To&Through Project as a coach. Full of excitement, and a little nervousness, my colleague Ashley Leonard and I were launching a new initiative called the Middle Grades Network (MGN) with the vision of cohorts of schools in Chicago Public Schools (CPS) collaborating to
Last fall, sixty high schools in states across the US piloted an AP course in African-American studies (International Business Times 2022). The pilot responds to years of activism and educational research supporting culturally responsive teaching, a pedagogy that links learning with “deep understanding of (and appreciation for) culture” (Ladson Billings 2014, 76). Culturally responsive teaching focuses
Education’s “Me Too” Moment Teacher pay is sexist and damages both teachers and students. While the “Me Too” movement has exposed sexual discrimination rampant in Hollywood, the more mundane sexual discrimination issue holding back educators remains muted. The adjacent teacher accounts reveal financial insecurity, and research says that teaching induces stress too (Rand 2022). The anxiety begins with
By Ghadir Al Saghir Conversations with school principals who host minoritized student groups at their schools can be eye-opening. A project I did in Lebanon had me going to schools that host refugee students to explore the role of principals in building healthy school environments for the kids. The conversations I had showed that the
