“…el trabajo más duro que he amado tanto”:: Percepciones y experiencias de los maestros que trabajan en la frontera en el nivel de media superior y universidad
Artículos
Publicado diciembre 23, 2020
Palabras clave
niveles combinados media superior-superior
estudiantes marginalizados
grupos no representados
justiciar social
equidad
frontera
estudiantes marginalizados
grupos no representados
justiciar social
equidad
frontera
Resumen
El propósito de este estudio interpretativo y cualitativo fue comprender las perspectivas y experiencias de los líderes y maestros que trabajan en Early College High Schools (ECHS), modelos escolares orientados a la justicia social y la equidad que combinan el nivel medio superior y la universidad, con respecto a su entorno laboral, los desafíos que enfrentan y la preparación de estudiantes de grupos marginados y subrepresentados para el éxito postsecundario. Las entrevistas en profundidad con 27 educadores de ECHS sirvieron como medio principal de recopilación de datos. Se utilizaron los lentes conceptuales de justicia social, equidad y la zona fronteriza de Anzaldúa para comprender e interpretar los datos. Los resultados revelan que los participantes adoptan fácilmente la ECHS en términos de justicia social y equidad. Sin embargo, los desafíos que discutieron sugieren que el ECHS puede no ser tan efectivo como se planeó debido a los desafíos del día a día. Estos desafíos fueron temáticos como Carga de Trabajo, Invasión Fronteriza, Falta de Recursos, y Mantenerse Fiel a la Misión.Citas
American Institutes for Research. (2007). Evaluation of the ECHS initiative: Select topics on implementation. Washington, DC: American Institutes for Research.
Anzaldúa, G. (1987). Borderlands/La frontera: The new Mestiza. San Francisco, CA: Aunt Lute Books.
Barajas, H. L., & Ronnkvist, A. (2007). Racialized space: Framing Latino and Latina experience in public schools. Teachers College Record, 109, 1517-1538.
Barnett, E., & Stamm, L. (2010). Dual enrollment: A strategy for educational advancement of all students. Washington, DC: Blackboard Institute.
Battle, J., & Lewis, M. (2002). The increasing significance of class: The relative effects of race and socioeconomic status on academic achievement. Journal of Poverty 6(2), 21-35. doi:10.1300/J134v06n02_02
Berger, A., Adelman, N., & Cole, S. (2010). The early college high school initiative: An overview of five evaluation years. Peabody Journal of Education, 85, 333-347. doi:10.1080/0161956X.2010.491697
Biddle, B. & Berliner, D.C. (2002). Small class size and its effects. Educational Leadership, 59(5), 12-23.
Bourdieu, P. (1977). Cultural reproduction and social reproduction. In J. Karabel & A. H. Halsey (Eds.), Power and ideology in education (pp. 487-511). New York: Oxford University Press.
Burris, C.C. & Welner, K.G. (2005). Closing the achievement gap by detracking. Phi Delta Kappan, 86, 594-598. doi:10.1177/003172170508600808
Carter, P. & Wellner, K. G. (2013). Closing the opportunity gap: What America must do to give every child an even chance. Oxford, England: Oxford University Press.
Chambers, T. V. (2009). The “receivement gap”: School tracking policies and the fallacy of the “achievement gap.” The Journal of Negro Education, 78, 417-431.
Conchas, G. Q. & Rodriguez, L.F. (2008). Small schools and urban youth: Using the power of school culture to engage students. Thousand Oaks, CA: Corwin.
Darling‐Hammond, L. (2007). Race, inequality and educational accountability: The irony of ‘No Child Left Behind’. Race Ethnicity and Education, 10(3), 245-260.
Darling-Hammond, L., & Sykes, G. (1999). Teaching as the learning profession: Handbook of policy and practice. San Francisco: Jossey-Bass.
Duncan‐Andrade, J. (2007). Gangstas, wankstas, and ridas: Defining, developing, and supporting effective teachers in urban schools. International Journal of Qualitative Studies in Education, 20, 617-638. doi:10.1080/09518390701630767
Early Colleges. (2016). Overview and FAQ. Retrieved from http://www.jff.org/initiatives/early-college-designs
Edmunds, J. A. Bernstein, L., Glennie, E., Willse, J., Arshavsky, N., Unlu, F., Dallas, A. (2010). Preparing students for college: The implementation of the early college high school model. Peabody Journal of Education, 85, 348-364. doi:10.1080/0161956X.2010.491702
Futrell, M. H. (2004). Anticipating success: Removing the barriers to educational equity and equality. Harvard Journal of African American Public Policy, 10, 103-116.
Glaser, B.G. (1965). The constant comparative method of qualitative analysis. Social Problems, 12, 436-445. doi:10.1525/sp.1965.12.4.03a00070
Gregory, A., Skiba, R. J., & Noguera, P.A. (2010). The achievement gap and the discipline gap: Two sides of the same coin? Educational Researcher, 39(1), 59-68.
Harklau, L. (2013). Why Izzie didn't go to college: Choosing work over college as Latina feminism. Teachers College Record, 115(1), 1-32.
Haxton, C., Song, M., Zeiser, K., Berger, A., Turk-Bicakci, L., Garet, M. S. & Hoshen, G. (2016). Longitudinal findings from the Early College High School Initiative Impact Study. Educational Evaluation and Policy Analysis, 38, 410-430. doi:10.3102/0162373716642861
Howe, R. K. (1993). Equality of educational opportunity and the criterion of equal educational worth. Studies in Philosophy and Education, 11, 329-337. doi:10.1007/BF00376397
Howley, C., Strange, M., & Bickel, R. (2000). Research about school size and school performance in impoverished communities. ERIC Resource Center. ERIC Digest. ED448968 2000-12-00.
Ingersoll, R. M., & Strong, M. (2011). The impact of induction and mentoring programs for beginning teachers a critical review of the research. Review of Educational Research, 81, 201-233. doi:10.3102/0034654311403323
Jobs for the Future. (2016). Reinventing high schools for postsecondary success. Retrieved from http://www.jff.org/initiatives/early-college-designs
Kozol, J. (2012). Savage inequalities: Children in America's schools. New York: Broadway Books.
Kuh, G. D., Kinzie, J., Buckley, J. A., Bridges, B. K., & Hayek, J. C. (2006, July). What matters to student success: A review of the literature. Washington, DC: National Postsecondary Education Cooperative.
Levin, H., Belfield, C., Muennig, P., & Rouse, C. (2007). The costs and benefits of excellent education for all of America’s children. Retrieved from http://www.literacycooperative.org/documents/Thecostsandbenefitsofanexcellentedforamerchildren.pdf
Lichtman, M. (2014). Qualitative research for the social sciences. Los Angeles, CA: Sage.
Lieberman, J. E. (2004). The early college high school concept: Requisites for success. Boston: Jobs for the Future.
Locke, L. & McKenzie, K. (2015). “It’s like giving us a car, only without the wheels:” A critical policy analysis of an early college programme. International Journal of Leadership in Education, 19(2), 157-181. doi: 10.1080/13603124.2015.1015617
Magolda, P. (2001). Border crossings: Collaboration struggles in education. The Journal of Educational Research, 94, 346-358. doi:10.1080/00220670109598772
Mickelson, R. A. (2005). How tracking undermines race equity in desegregated schools. In J. Petrovich & A. Wells (Eds.), Bringing equity back: Research for a new era in American education policy (pp. 49-76). New York: Teachers College Press.
Milner IV, H. R., Murray, I. E., Farinde, A. A., & Delale-O’Connor, L. (2015). Outside of school matters: What we need to know in urban environments. Equity & Excellence in Education, 48(4), 529-548.
Mollet, A., Stier, M., Linley, J., & Locke, L.A. (2020). “I didn’t become a college professor to teach high school”: Examining college educators’ perspectives of culture in Early College High Schools. Equity & Excellence in Education, 53(1-2), 229-243.
Moore, G. W., & Slate, J. R. (2008). Who’s taking the advanced placement courses and how are they doing? A statewide two-year study. The High School Journal, 92, 56-67. doi:10.1353/hsj.0.0013
Nieto, S. (1996). Affirming diversity: The sociopolitical context of multicultural education (2nd ed.). White Plains, NY: Longman.
North, C. E. (2006). More than words? Delving into the substantive meaning(s) of “social justice” in education. Review of Educational Research, 76, 507-536. doi:10.3102/00346543076004507
Oakes, J. (2005). Keeping track: How schools structure inequality (2nd ed.). New Haven, CT: Yale University Press.
Oakes, J., Gamoran, A., & Page, R. N. (1992). Curriculum differentiation: Opportunities, outcomes, and meanings. In P. W. Jackson (Ed.), Handbook of research on curriculum (pp. 570-608). New York: Macmillan.
Patel, L.L. (2013). Youth held at the border: Immigration, education, and the politics of exclusion. New York: Teachers College Press.
Pender Early College High School. (2016). Mission statement. Retrieved from http://pechspcs.sharpschool.com/about_us/mission_statement
Ronfeldt, M., Loeb, S., & Wyckoff, J. (2013). How teacher turnover harms student achievement. American Educational Research Journal, 50(1), 4-36. doi:10.3102/0002831212463813
Rothstein, R. (2004). Class and schools: Using social, economic, and educational reform to close the black-white achievement gap. New York: Teachers College Press.
Rutledge, S. A., Cohen-Vogel, L., & Roberts, R. L. (2015). Understanding effective high schools’ evidence for personalization for academic and social emotional learning. American Educational Research Journal, 52, 1060-1092. doi:10.3102/0002831215602328
Skrla, L., Scheurich, J. J., Johnson, J. F., & Koschoreck, J. W. (2001). Accountability for equity: Can state policy leverage social justice? International Journal of Leadership in Education, 4, 237-260. doi:10.1080/13603120120176
Stark, P., Noel, A. M., & McFarland, J. (2015). Trends in high school dropout rates in the United States:1972-2012. Compendium Report. National Center for Educational Statistics. Washington DC: USDE. NCES 2015-015.
Sweetland, S. R. & Hoy, W. K. (2000). School characteristics and educational outcomes: Toward an organizational model of student achievement in middle schools. Educational Administration Quarterly, 36, 703-729. doi:10.1177/00131610021969173
Theoharris, G. (2009). The school leaders our children deserve: Seven keys to equity, social justice, and school reform. New York: Teachers College Press.
Thompson, C., & Ongaga, K. (2011). " Flying the plane while we build it": A case study of an early college high school. The High School Journal, 94, 43-57. doi:10.1353/hsj.2011.0000
Tierney, W. G., & Venegas, K. M. (2006). Fictive kin and social capital: The role of peer groups in applying and paying for college. American Behavioral Scientist, 49, 1687-1702. doi:10.1177/0002764206289145
U.S. National Center for Educational Statistics. (2015). Status dropout rates. The Condition of Education, 2015. NCES 2015-144.
Unterhalter, E. (2009). What is equity in education? Reflections form the capability approach. Studies in Philosophy and Education, 28, 415-424. doi:10.1007/s11217-009-9125-7
Vander Ark. (2002). The case for small schools. Educational Leadership, 59(5), 55-59.
Vlãsceanu, L., Grünberg, L., & Pârlea, D. (2007). Quality assurance and accreditation: A glossary of basic terms and definitions (Bucharest, UNESCO-CEPES). Revised and updated edition. Retrieved from http://dev.observatoriorh.org/sites/default/files/webfiles/fulltext/unesco_cepes_qual_assur_acred.pdf
Anzaldúa, G. (1987). Borderlands/La frontera: The new Mestiza. San Francisco, CA: Aunt Lute Books.
Barajas, H. L., & Ronnkvist, A. (2007). Racialized space: Framing Latino and Latina experience in public schools. Teachers College Record, 109, 1517-1538.
Barnett, E., & Stamm, L. (2010). Dual enrollment: A strategy for educational advancement of all students. Washington, DC: Blackboard Institute.
Battle, J., & Lewis, M. (2002). The increasing significance of class: The relative effects of race and socioeconomic status on academic achievement. Journal of Poverty 6(2), 21-35. doi:10.1300/J134v06n02_02
Berger, A., Adelman, N., & Cole, S. (2010). The early college high school initiative: An overview of five evaluation years. Peabody Journal of Education, 85, 333-347. doi:10.1080/0161956X.2010.491697
Biddle, B. & Berliner, D.C. (2002). Small class size and its effects. Educational Leadership, 59(5), 12-23.
Bourdieu, P. (1977). Cultural reproduction and social reproduction. In J. Karabel & A. H. Halsey (Eds.), Power and ideology in education (pp. 487-511). New York: Oxford University Press.
Burris, C.C. & Welner, K.G. (2005). Closing the achievement gap by detracking. Phi Delta Kappan, 86, 594-598. doi:10.1177/003172170508600808
Carter, P. & Wellner, K. G. (2013). Closing the opportunity gap: What America must do to give every child an even chance. Oxford, England: Oxford University Press.
Chambers, T. V. (2009). The “receivement gap”: School tracking policies and the fallacy of the “achievement gap.” The Journal of Negro Education, 78, 417-431.
Conchas, G. Q. & Rodriguez, L.F. (2008). Small schools and urban youth: Using the power of school culture to engage students. Thousand Oaks, CA: Corwin.
Darling‐Hammond, L. (2007). Race, inequality and educational accountability: The irony of ‘No Child Left Behind’. Race Ethnicity and Education, 10(3), 245-260.
Darling-Hammond, L., & Sykes, G. (1999). Teaching as the learning profession: Handbook of policy and practice. San Francisco: Jossey-Bass.
Duncan‐Andrade, J. (2007). Gangstas, wankstas, and ridas: Defining, developing, and supporting effective teachers in urban schools. International Journal of Qualitative Studies in Education, 20, 617-638. doi:10.1080/09518390701630767
Early Colleges. (2016). Overview and FAQ. Retrieved from http://www.jff.org/initiatives/early-college-designs
Edmunds, J. A. Bernstein, L., Glennie, E., Willse, J., Arshavsky, N., Unlu, F., Dallas, A. (2010). Preparing students for college: The implementation of the early college high school model. Peabody Journal of Education, 85, 348-364. doi:10.1080/0161956X.2010.491702
Futrell, M. H. (2004). Anticipating success: Removing the barriers to educational equity and equality. Harvard Journal of African American Public Policy, 10, 103-116.
Glaser, B.G. (1965). The constant comparative method of qualitative analysis. Social Problems, 12, 436-445. doi:10.1525/sp.1965.12.4.03a00070
Gregory, A., Skiba, R. J., & Noguera, P.A. (2010). The achievement gap and the discipline gap: Two sides of the same coin? Educational Researcher, 39(1), 59-68.
Harklau, L. (2013). Why Izzie didn't go to college: Choosing work over college as Latina feminism. Teachers College Record, 115(1), 1-32.
Haxton, C., Song, M., Zeiser, K., Berger, A., Turk-Bicakci, L., Garet, M. S. & Hoshen, G. (2016). Longitudinal findings from the Early College High School Initiative Impact Study. Educational Evaluation and Policy Analysis, 38, 410-430. doi:10.3102/0162373716642861
Howe, R. K. (1993). Equality of educational opportunity and the criterion of equal educational worth. Studies in Philosophy and Education, 11, 329-337. doi:10.1007/BF00376397
Howley, C., Strange, M., & Bickel, R. (2000). Research about school size and school performance in impoverished communities. ERIC Resource Center. ERIC Digest. ED448968 2000-12-00.
Ingersoll, R. M., & Strong, M. (2011). The impact of induction and mentoring programs for beginning teachers a critical review of the research. Review of Educational Research, 81, 201-233. doi:10.3102/0034654311403323
Jobs for the Future. (2016). Reinventing high schools for postsecondary success. Retrieved from http://www.jff.org/initiatives/early-college-designs
Kozol, J. (2012). Savage inequalities: Children in America's schools. New York: Broadway Books.
Kuh, G. D., Kinzie, J., Buckley, J. A., Bridges, B. K., & Hayek, J. C. (2006, July). What matters to student success: A review of the literature. Washington, DC: National Postsecondary Education Cooperative.
Levin, H., Belfield, C., Muennig, P., & Rouse, C. (2007). The costs and benefits of excellent education for all of America’s children. Retrieved from http://www.literacycooperative.org/documents/Thecostsandbenefitsofanexcellentedforamerchildren.pdf
Lichtman, M. (2014). Qualitative research for the social sciences. Los Angeles, CA: Sage.
Lieberman, J. E. (2004). The early college high school concept: Requisites for success. Boston: Jobs for the Future.
Locke, L. & McKenzie, K. (2015). “It’s like giving us a car, only without the wheels:” A critical policy analysis of an early college programme. International Journal of Leadership in Education, 19(2), 157-181. doi: 10.1080/13603124.2015.1015617
Magolda, P. (2001). Border crossings: Collaboration struggles in education. The Journal of Educational Research, 94, 346-358. doi:10.1080/00220670109598772
Mickelson, R. A. (2005). How tracking undermines race equity in desegregated schools. In J. Petrovich & A. Wells (Eds.), Bringing equity back: Research for a new era in American education policy (pp. 49-76). New York: Teachers College Press.
Milner IV, H. R., Murray, I. E., Farinde, A. A., & Delale-O’Connor, L. (2015). Outside of school matters: What we need to know in urban environments. Equity & Excellence in Education, 48(4), 529-548.
Mollet, A., Stier, M., Linley, J., & Locke, L.A. (2020). “I didn’t become a college professor to teach high school”: Examining college educators’ perspectives of culture in Early College High Schools. Equity & Excellence in Education, 53(1-2), 229-243.
Moore, G. W., & Slate, J. R. (2008). Who’s taking the advanced placement courses and how are they doing? A statewide two-year study. The High School Journal, 92, 56-67. doi:10.1353/hsj.0.0013
Nieto, S. (1996). Affirming diversity: The sociopolitical context of multicultural education (2nd ed.). White Plains, NY: Longman.
North, C. E. (2006). More than words? Delving into the substantive meaning(s) of “social justice” in education. Review of Educational Research, 76, 507-536. doi:10.3102/00346543076004507
Oakes, J. (2005). Keeping track: How schools structure inequality (2nd ed.). New Haven, CT: Yale University Press.
Oakes, J., Gamoran, A., & Page, R. N. (1992). Curriculum differentiation: Opportunities, outcomes, and meanings. In P. W. Jackson (Ed.), Handbook of research on curriculum (pp. 570-608). New York: Macmillan.
Patel, L.L. (2013). Youth held at the border: Immigration, education, and the politics of exclusion. New York: Teachers College Press.
Pender Early College High School. (2016). Mission statement. Retrieved from http://pechspcs.sharpschool.com/about_us/mission_statement
Ronfeldt, M., Loeb, S., & Wyckoff, J. (2013). How teacher turnover harms student achievement. American Educational Research Journal, 50(1), 4-36. doi:10.3102/0002831212463813
Rothstein, R. (2004). Class and schools: Using social, economic, and educational reform to close the black-white achievement gap. New York: Teachers College Press.
Rutledge, S. A., Cohen-Vogel, L., & Roberts, R. L. (2015). Understanding effective high schools’ evidence for personalization for academic and social emotional learning. American Educational Research Journal, 52, 1060-1092. doi:10.3102/0002831215602328
Skrla, L., Scheurich, J. J., Johnson, J. F., & Koschoreck, J. W. (2001). Accountability for equity: Can state policy leverage social justice? International Journal of Leadership in Education, 4, 237-260. doi:10.1080/13603120120176
Stark, P., Noel, A. M., & McFarland, J. (2015). Trends in high school dropout rates in the United States:1972-2012. Compendium Report. National Center for Educational Statistics. Washington DC: USDE. NCES 2015-015.
Sweetland, S. R. & Hoy, W. K. (2000). School characteristics and educational outcomes: Toward an organizational model of student achievement in middle schools. Educational Administration Quarterly, 36, 703-729. doi:10.1177/00131610021969173
Theoharris, G. (2009). The school leaders our children deserve: Seven keys to equity, social justice, and school reform. New York: Teachers College Press.
Thompson, C., & Ongaga, K. (2011). " Flying the plane while we build it": A case study of an early college high school. The High School Journal, 94, 43-57. doi:10.1353/hsj.2011.0000
Tierney, W. G., & Venegas, K. M. (2006). Fictive kin and social capital: The role of peer groups in applying and paying for college. American Behavioral Scientist, 49, 1687-1702. doi:10.1177/0002764206289145
U.S. National Center for Educational Statistics. (2015). Status dropout rates. The Condition of Education, 2015. NCES 2015-144.
Unterhalter, E. (2009). What is equity in education? Reflections form the capability approach. Studies in Philosophy and Education, 28, 415-424. doi:10.1007/s11217-009-9125-7
Vander Ark. (2002). The case for small schools. Educational Leadership, 59(5), 55-59.
Vlãsceanu, L., Grünberg, L., & Pârlea, D. (2007). Quality assurance and accreditation: A glossary of basic terms and definitions (Bucharest, UNESCO-CEPES). Revised and updated edition. Retrieved from http://dev.observatoriorh.org/sites/default/files/webfiles/fulltext/unesco_cepes_qual_assur_acred.pdf