Unequal Schooling: by Danielle Ditty https://padlet.com/dditty91/3yrk8xk33lbs Race and Gender Disparity in Urban Education en-us 2019-01-20 13:57:51 UTC 2025-02-22 21:33:56 UTC hello@padlet.com References: dditty91 https://padlet.com/dditty91/3yrk8xk33lbs/wish/322489141
  • Lopez, N., 2003. Unequal schooling: race and gender disparity in urban education. Hopeful girls, troubled boys: race and gender dispartity in urban education. New York: Routledge.
  • Morrison, M. (2007). What do we mean by educational research? In M. Coleman & A. Briggs, Eds. Research methods in educational leadership and Management. London, England: Paul Chapman Publishing.
    • ]]>     2019-01-20 14:07:18 UTC https://padlet.com/dditty91/3yrk8xk33lbs/wish/322489141     Questions Being Answered: dditty91 https://padlet.com/dditty91/3yrk8xk33lbs/wish/322489727
  • How is the second generation racialized and gendered?
  • How do they experience race and gender in daily life? 
  • How do racialized and gendered experiences shape life perspectives?
  • How do race-gender experiences in public spaces differ for men and women?
  • How do formal and informal institutional practices within schools “race” and “gender” students?
  • How do family life and gender roles influences how young men and women view the role of education?
  • What is the impact of the race-gender experiences men and women encounter in the workplace on their outlooks?
  • How can oppressive racialization and gendering processes be revealed, interrupted, and rearticulated to create more equitable and liberating educational opportunities, particularly for low-income urban second-generation youth?
    • ]]>     2019-01-20 14:13:37 UTC https://padlet.com/dditty91/3yrk8xk33lbs/wish/322489727     Research Goals: dditty91 https://padlet.com/dditty91/3yrk8xk33lbs/wish/322490525 Examine intersecting racialization and gendering processes as key to understanding educational trajectories
    Personal Goal:
    • Lopez's mother emigrated from the Dominican Republic to the United States during the 1960s 
    ]]>     2019-01-20 14:22:08 UTC https://padlet.com/dditty91/3yrk8xk33lbs/wish/322490525     Epistemology dditty91 https://padlet.com/dditty91/3yrk8xk33lbs/wish/322491052
  • All researchers ask questions about knowledge- how we find it, how we recognize it when we find it, how we use it, and how it distinguishes truth from falsehood
  • Researchers seek to ‘know’ the ‘reality’ they are describing
    • ]]>     2019-01-20 14:27:23 UTC https://padlet.com/dditty91/3yrk8xk33lbs/wish/322491052     Ontology: dditty91 https://padlet.com/dditty91/3yrk8xk33lbs/wish/322491075
  • the philosophical study of being 
  • it studies concepts that directly relate to being, in particular becoming, existence, reality, as well as the basic categories of being and their relations
    • ]]>     2019-01-20 14:27:37 UTC https://padlet.com/dditty91/3yrk8xk33lbs/wish/322491075     Methods: dditty91 https://padlet.com/dditty91/3yrk8xk33lbs/wish/322491097
  • Eclectic research design that includes multiple sites of qualitative data sources
  • Over a two-year period, Lopez (2003) conducted focus groups with college students, life history interviews with young adults, and performed six months of participant observation at Urban High School
  • Three distinct sources of data: 
    • focus groups
    • life history interviews
    • participant observation 
    • ]]>     2019-01-20 14:27:51 UTC https://padlet.com/dditty91/3yrk8xk33lbs/wish/322491097     Methodology: dditty91 https://padlet.com/dditty91/3yrk8xk33lbs/wish/322491115
  • the theory (or set of ideas about the relationship between phenomena) of how researchers gain knowledge in research contexts and why
  • provides a rationale for the ways in which researchers conduct research activities
  • ‘Why’ Question- is critical since it is through methodological understanding that researchers and readers of research are provided with a rationale to explain the reasons for using specific strategies and methods in order to construct, collect, and develop particular kinds of knowledge about educational phenomena
    • ]]>     2019-01-20 14:28:02 UTC https://padlet.com/dditty91/3yrk8xk33lbs/wish/322491115     Paradigm: dditty91 https://padlet.com/dditty91/3yrk8xk33lbs/wish/322491137
  • a network of coherent ideas about nature of the world and the function of researchers which, adhered to by a group of researchers, conditions the patterns of their thinking and underpins their research actions.
    • In making sense of research information and transforming it into data, researchers draw implicitly or explicitly upon a set of beliefs or epistemological assumptions called paradigms.
    ]]>     2019-01-20 14:28:10 UTC https://padlet.com/dditty91/3yrk8xk33lbs/wish/322491137     Examples of Paradigms: dditty91 https://padlet.com/dditty91/3yrk8xk33lbs/wish/322501440
  • Positivism/empiricism
    • where it is accepted that facts can be collected about the world; language allows us to represent those facts unproblematically; and it is possible to develop correct methods for understanding educational processes, relations, and institutions
  • Phenomenology as a form of interpretivism
    • where the emphasis is placed on the way human beings give meaning to their lives; reasons are accepted as legitimate causes of human behavior; and agential perspectives are prioritized 
  • Critical theory
    • where it is accepted that values are central to all research activities; describing and changing the world are elided; and the researcher does not adopt a neutral stance in relation to the world
  • Postmodernism
    • reject universalizing modes of thought and global narratives; understands knowledge as localized; and seeks above all else to undermine the universal legitimacy of notions such as truth and legitimacy
    • ]]>     2019-01-20 16:01:04 UTC https://padlet.com/dditty91/3yrk8xk33lbs/wish/322501440     Ways in which interpretive education researchers ‘work’ with and on their data dditty91 https://padlet.com/dditty91/3yrk8xk33lbs/wish/322501688
  • Recognize that they are part of, rather than separate from, the research topics they investigate
  • The core task is to view research participants as research subjects and to explore the ‘meanings’ of events and phenomena from the subjects’ perspectives
  • A related issue for educational researchers is the extent to which it is possible to present the accounts contained in research reports and theses in education leadership and management as being accounts by them, and whether or not researchers’ account represent or distort what research participants have said or written
    • ]]>     2019-01-20 16:03:10 UTC https://padlet.com/dditty91/3yrk8xk33lbs/wish/322501688     Qualitative Data Collection dditty91 https://padlet.com/dditty91/3yrk8xk33lbs/wish/322505342
  • Rely primarily on the skills of the researcher, as an empathetic observer, in collecting detailed descriptions about the character, range, and depth of participants’ experiences
  • Aims to uncover an individual’s own narrative about his or her life experience and outlook
  • Techniques usually include participant observation, ethnography, in-depth interviews, and focus groups
  • Seeks to understand the significance of events in life course of the individual, the community, or the phenomenon study, whereas surveys simply record events
    • ]]>     2019-01-20 16:34:05 UTC https://padlet.com/dditty91/3yrk8xk33lbs/wish/322505342     Race-gender experience framework dditty91 https://padlet.com/dditty91/3yrk8xk33lbs/wish/322505594 Employs two central concepts for unraveling experiential differences with race and gender processes, namely race-gender experiences and race-gender outlooks
    • Race-gender experiences- social interactions that take place in a given social sphere, such as public spaces, schools, work, and the home, in which men and women undergo racial and gender processes
    • Experiential differences- how men and women view the role of education in their lives
    • Race-gender outlooks- life perspectives and attitudes about how social mobility is attained
    ]]>     2019-01-20 16:36:30 UTC https://padlet.com/dditty91/3yrk8xk33lbs/wish/322505594     dditty91 https://padlet.com/dditty91/3yrk8xk33lbs/wish/322505612 2019-01-20 16:36:34 UTC https://padlet.com/dditty91/3yrk8xk33lbs/wish/322505612 dditty91 https://padlet.com/dditty91/3yrk8xk33lbs/wish/322508714 2019-01-20 17:02:20 UTC https://padlet.com/dditty91/3yrk8xk33lbs/wish/322508714