Urban Youth Scholars: Cultivating Critical Global Leadership Development through Youth-Led Justice-Oriented Research

The Urban Review - Educational researchers and practitioners have cited the need for new directions in youth leadership studies as it relates to globalization. Globalization is considered one of...     

Saying no in Chinese and English: Cultural similarities and differences in strategies of refusal

This study examines cultural similarities and differences in strategies of refusal by presenting realistic request scenarios which manipulate levels of imposition of the request, the amount of obligation to the requestee as well as the relational closeness. Differences in self‐reported refusal strategies between Chinese in Taiwan and Americans were assessed across four conditions. It was hypothesized that obligation and relational closeness would determine whether or not Chinese in Taiwan would refuse and that they would be likely to select less assertive refusal strategies while US subjects would generally find it easier to refuse using more assertive strategies regardless of obligation or relational closeness. Subjects were asked to judge what was the most important value for them in each of four situations. These outcomes were compared with scores on Markus and Kitayama's (1991) interdependence/independence scale to test hypotheses about how Taiwan and US subjects would be likely to behave. Several unexpected findings based on culture and gender were observed in the study. This study suggests that refusal is a much more complex behaviour than we expected for both US culture and that of Taiwan.     

Gleaning hope in a vacillating DACA sociopolitical context: undocumented Latinx students’ systems of support and success in K-16 education

Abstract

In light of the lingering threat of recession of Deferred Action for Childhood Arrivals (DACA), this paper examines the ways in which undocumented Latinx students glean hope in a vacillating DACA context to persist through college. A review of immigration policy particularly as it relates to K-12 and higher education is provided as a springboard to investigate the salience of student voice in policy considerations. Findings indicate the critical supports of familial capital as undocumented Latinx students navigate the complex anti-immigrant terrain. As the long-term legislative fate of undocumented students remains unknown, we provide recommendations for educators and policymakers.     

Retaining Black Teachers: An Examination of Black Female Teachers’ Intentions to Remain in K-12 Classrooms

Sixty years after Brown v. Board of Education, retention trends indicate that there is a Black teacher shortage. Research shows that Black teachers’ retention rates are often lower than the retention rates of White teachers. Black teachers report low salaries, lack of administrative support, and other school variables as reasons for leaving the teaching profession. Seeking to alter the predominantly White, middle class teaching force and potentially impact students’ educational experiences, this qualitative study examines twelve Black female teachers’ intentions to remain in the K-12 classroom. Utilizing conventional content analysis, three themes emerged regarding the retention of Black female teachers. Conclusions, recommendations, and implications are offered for school administrators and educational policymakers.