Urban Education current issue

Editorial

Lomotey, K. — Fri, 09 Oct 2009 16:28:36 PDT

The Principal's Role in Professional Development for Social Justice: An Empirically-Based Transformative Framework

Kose, B. W. — Fri, 09 Oct 2009 16:28:36 PDT

Literature on principal leadership in professional development offers important but underdeveloped conceptions of how school principals promote professional development for social justice. This article offers an empirically-based framework of the principal’s role in professional development for social justice. An in-depth qualitative multicase study design was used to examine how three school principals for social justice influenced professional learning in their schools. Data collection included 5 months of field work and more than 40 semistructured interviews with principals, teachers, specialists, and other personnel. Data suggest five principal roles worked together to optimize professional learning: transformative visionary, transformative learning leader, transformative structural leader, transformative cultural leader, and transformative political leader.

Educational Attainment of Haitian Immigrants

Nicolas, G., DeSilva, A., Rabenstein, K. — Fri, 09 Oct 2009 16:28:36 PDT

Educational attainment is often linked to upward mobility in the United States. As a result, current research has focused on the educational attainment of various racial groups, including Black Americans. However, few studies have examined the various ethnic and immigrant groups that comprise the Black population. To address this gap, the current article focuses on the educational attainment of Haitian immigrants (n = 150) living in the United States. Results indicate that socioeconomic status (SES) is a predictor of educational attainment but, contrary to previous research, gender and aspirations are unrelated. Implications for educators and policy makers are discussed.

Parent Involvement in Children's Education: An Exploratory Study of Urban, Chinese Immigrant Families

Ji, C. S., Koblinsky, S. A. — Fri, 09 Oct 2009 16:28:36 PDT

This exploratory study examined the involvement of Chinese immigrant parents in children’s elementary and secondary education. Participants were 29 low-income, urban parents of public school children working primarily in the hospitality sector. Parents were interviewed about their academic expectations, knowledge of school performance, parent involvement, and barriers to involvement. Participants reported high academic expectations but only half had knowledge of their children’s school performance. Approximately 35% attended parent—teacher conferences, 14% helped with homework, and 10% volunteered at school. No parents participated in school decision making or community collaborations. Limited English and demanding work schedules were major barriers to involvement. Recommendations for educators are presented.

Different Folks, Different Hopes: The Educational Aspirations of Black Males in Urban, Suburban, and Rural High Schools

Strayhorn, T. L. — Fri, 09 Oct 2009 16:28:36 PDT

The educational aspirations of Black males in urban, suburban, and rural high schools were examined in this study, using a nationally-representative sample of respondents to the National Educational Longitudinal Study (NELS:88/00). Hierarchical linear regression analysis revealed statistically significant relationships between aspirations and SES, academic achievement, and urban city with high-SES, high-achieving, suburban Black males reporting the highest aspirations. Leveled and/or lower aspirations were associated with low-SES, low-achieving, Black males in urban and rural settings. Implications for future practice, theory, and research are discussed, along with recommendations for future policy.