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The Struggle for Identity in Today's Schools examines cultural
recognition and the struggle for identity in America's schools. In
particular, the contributing authors focus on the recognition and
misrecognition as antagonistic cultural forces that work to shape,
and at times distort identity. What surfaces throughout the
chapters are two lessons to be learned in relation to identity. The
first lesson is that identities and the acts attributed to them are
always forming and re-forming in relation to historically specific
contexts, and these contexts are political in nature, i.e., defined
by issues of diversity such as race, ethnicity, language, sexual
orientation, gender, and economics. The second lesson presented by
the authors is that identity forms in and across intimate and
social contexts, over long periods of time. The historical timing
of identity formation cannot simply be dictated by discourse. The
identities posited by any particular discourse become important and
a part of everyday life based on the intersection of social
histories and social actors. Importantly, the social-cultural use
of identities leads to another way of conceptualizing histories,
personhoods, cultures, and their distributions over social and
political groups.
Though there has been a rapid increase of women's representation in
law and business, their representation in STEM fields has not been
matched. Researchers have revealed that there are several
environmental and social barriers including stereotypes, gender
bias, and the climate of science and engineering departments in
colleges and universities that continue to block women's progress
in STEM. In this book, the authors address the issues that
encounter women of color in STEM in higher education.
Though there has been a rapid increase of women's representation in
law and business, their representation in STEM fields has not been
matched. Researchers have revealed that there are several
environmental and social barriers including stereotypes, gender
bias, and the climate of science and engineering departments in
colleges and universities that continue to block women's progress
in STEM. In this book, the authors address the issues that
encounter women of color in STEM in higher education.
The 11 chapters in this book provide a glimpse into the journeys
thatwomen from diverse backgrounds and ethnic differences take in
their higher education undergraduate or graduate careers. The
diverse women include ethnicities of Arabic, Asian,
African-American, American Indian, and Latina.
Women of Color in STEM: Navigating the Workforce is an opportunity
for making public the life stories of women of color who have
persevered in STEM workplace settings. The authors used various
critical theories to situate and make visible the lives of women of
color in such disciplines and workplace contexts like mathematics,
science, engineering, NASA, academia, government agencies, and
others. They skillfully centered women and their experiences at the
intersection of their identity dimensions of race, class, gender,
and their respective discipline. While the disciplines and career
contexts vary, the oppression, alienation, and social inequities
were common realities for all. Despite the challenges, the women
were resilient and persevered with tenacity, a strong sense of self
as a person of color, and reliance on family, community, mentors,
and spirituality. While we celebrated the successes, it is critical
that organizational leaders, whether in education or other
workplace settings, draw from narratives and counter?narratives of
these women to improve the organizational climate where individuals
can thrive, despite their racial, class and gender identity. This
book will assist educational communities, professional communities,
and families to understand their roles and responsibilities in
increasing the number of women of color in STEM.
Women of Color in STEM: Navigating the Workforce is an opportunity
for making public the life stories of women of color who have
persevered in STEM workplace settings. The authors used various
critical theories to situate and make visible the lives of women of
color in such disciplines and workplace contexts like mathematics,
science, engineering, NASA, academia, government agencies, and
others. They skillfully centered women and their experiences at the
intersection of their identity dimensions of race, class, gender,
and their respective discipline. While the disciplines and career
contexts vary, the oppression, alienation, and social inequities
were common realities for all. Despite the challenges, the women
were resilient and persevered with tenacity, a strong sense of self
as a person of color, and reliance on family, community, mentors,
and spirituality. While we celebrated the successes, it is critical
that organizational leaders, whether in education or other
workplace settings, draw from narratives and counter?narratives of
these women to improve the organizational climate where individuals
can thrive, despite their racial, class and gender identity. This
book will assist educational communities, professional communities,
and families to understand their roles and responsibilities in
increasing the number of women of color in STEM.
In the book provides snapshots describing this critically important
time in the United States when federal educational policy
implementation has been at a level previously unheard of in the
nation. It presents a chapter on the design and method of Voices 3,
eight chapters on analyses of the focus-group discussions, and two
invited chapters that provide a review and critique of the editors'
work. The chapters will be excellent resources for professors of
educational leadership as the editors respond to the changing
environment and improve preparation programs for superintendents
and principals. This book is a good resource for practitioners who
desire to take the pulse of their colleagues in the field to see
common concerns across various issues. Finally, it will be useful
to policy makers as they consider the impact of their decisions on
the implementation phases in districts and schools. This book
provides access to the 27 focus-group transcripts on which the
chapters are based. Instructors of qualitative research may find
these data useful in their classes, e.g., for students to practice
different types of data analysis and coding.
In the book, we provide snapshots describing this critically
important time in our nation when federal educational policy
implementation has been at a level previously unheard of in the
United States. We present a chapter on the design and method of
Voices 3, eight chapters on analyses of the focus-group
discussions, and two invited chapters that provide a review and
critique of our work. The chapters will be excellent resources for
professors of educational leadership as we respond to the changing
environment and improve preparation programs for superintendents
and principals. We also see the book as a good resource for
practitioners who desire to take the pulse of their colleagues in
the field to see common concerns across various issues. Finally, it
will be useful to policy makers as they consider the impact of
their decisions on the implementation phases in districts and
schools. With this book, you are receiving access to the 27
focus-group transcripts on which the chapters are based.
Instructors of qualitative research may find these data useful in
their classes, e.g., for students to practice different types of
data analysis and coding.
Though there has been a rapid increase of women's representation in
law and business, their representation in STEM fields has not been
matched. Researchers have revealed that there are several
environmental and social barriers including stereotypes, gender
bias, and the climate of science and engineering departments in
colleges and universities that continue to block women's progress
in STEM. In this book, the authors address the issues that
encounter women of color in STEM in higher education.
The 11 chapters in this book provide a glimpse into the journeys
thatwomen from diverse backgrounds and ethnic differences take in
their higher education undergraduate or graduate careers. The
diverse women include ethnicities of Arabic, Asian,
African-American, American Indian, and Latina.
Though there has been a rapid increase of women's representation in
law and business, their representation in STEM fields has not been
matched. Researchers have revealed that there are several
environmental and social barriers including stereotypes, gender
bias, and the climate of science and engineering departments in
colleges and universities that continue to block women's progress
in STEM. In this book, the authors address the issues that
encounter women of color in STEM in higher education.
Standards-Based Leadership is written specifically for
superintendents and is framed within the most recent national
standards: Professional Standards for Educational Leaders 2015. The
cases provide an opportunity for superintendents, as well as those
in training, to critically reflect on best-practices with real
scenarios. Each chapter contains PSEL2015 standards, best practice
literature, three cases, discussion questions, and additional
resources. The chapters have been written by educators with
leadership and superintendent experience.
Today's school principals are charged with the responsibility of
creating learning organizations that emphasize success for all
students. Framing decisions in standards that are grounded in
research and best practice, this book provides a structure for
learning and growth for both current and aspiring principals. Each
chapter in Standards-Based Leadership: A Case Study Book for the
Principalship is organized around a Texas Principal Competency Exam
and related to the 2014 Texas Principal Standards and 2011 ELCC
standards. The cases provided for discussion are all based on real
problems that challenge principals in Texas or any other state. By
applying the standards and using the brief literature reviews as
resources to guide decision making, principals are provided with a
framework for implementation of specific strategies that will best
help them successfully lead schools.
At a time when America's schools face many of the most difficult
challenges ever, the authors of Equity Issues for Today's
Educational Leaders return the reader to an agenda for addressing
equity in schools, emphasizing the need to reexamine past reform
efforts and the work ahead for educational leaders in reshaping
schools and schooling_in concert, attending to the social
responsibility of furthering the ideals of a democratic society.
The Struggle for Identity in Today's Schools examines cultural
recognition and the struggle for identity in America's schools. In
particular, the contributing authors focus on the recognition and
misrecognition as antagonistic cultural forces that work to shape,
and at times distort identity. What surfaces throughout the
chapters are two lessons to be learned in relation to identity. The
first lesson is that identities and the acts attributed to them are
always forming and re-forming in relation to historically specific
contexts, and these contexts are political in nature, i.e., defined
by issues of diversity such as race, ethnicity, language, sexual
orientation, gender, and economics. The second lesson presented by
the authors is that identity forms in and across intimate and
social contexts, over long periods of time. The historical timing
of identity formation cannot simply be dictated by discourse. The
identities posited by any particular discourse become important and
a part of everyday life based on the intersection of social
histories and social actors. Importantly, the social-cultural use
of identities leads to another way of conceptualizing histories,
personhoods, cultures, and their distributions over social and
political groups.
Standards-Based Leadership is written specifically for
superintendents and is framed within the most recent national
standards: Professional Standards for Educational Leaders 2015. The
cases provide an opportunity for superintendents, as well as those
in training, to critically reflect on best-practices with real
scenarios. Each chapter contains PSEL2015 standards, best practice
literature, three cases, discussion questions, and additional
resources. The chapters have been written by educators with
leadership and superintendent experience.
Today's school principals are charged with the responsibility of
creating learning organizations that emphasize success for all
students. Framing decisions in standards that are grounded in
research and best practice, this book provides a structure for
learning and growth for both current and aspiring principals. Each
chapter in Standards-Based Leadership: A Case Study Book for the
Principalship is organized around a Texas Principal Competency Exam
and related to the 2014 Texas Principal Standards and 2011 ELCC
standards. The cases provided for discussion are all based on real
problems that challenge principals in Texas or any other state. By
applying the standards and using the brief literature reviews as
resources to guide decision making, principals are provided with a
framework for implementation of specific strategies that will best
help them successfully lead schools.
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