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Article
Publication date: 9 April 2018

Jemimah L. Young, Bettie Ray Butler, Inna N. Dolzhenko and Tameka N. Ardrey

The purpose of this paper is to deconstruct the extant scholarship on quality in early childhood education and to emphasize the importance of extending the literature to explore…

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Abstract

Purpose

The purpose of this paper is to deconstruct the extant scholarship on quality in early childhood education and to emphasize the importance of extending the literature to explore the potential influence that a teachers’ educational background may have on kindergarten readiness for African American children in urban early learning settings.

Design/methodology/approach

Research has identified high-quality early education as a significant contributor to the academic success and development of young children. This paper examines current conceptualizations and trends in early childhood education related to the needs of African American children.

Findings

Our assessment indicates that the early learning of African American children in urban settings warrants further consideration by educational stakeholders. Specifically, the process and structural quality of urban early learning environments requires more culturally responsive approaches to policy and practice.

Originality/value

Improving the early learning opportunities of African American students in urban settings has practical and social implications that substantiate the value of the process and structural quality assessments. Recommendations for policy and practice are centered on a growth-based model of opportunities. Policy recommendations include creating urban teacher credentials and sustaining urban education, while practical recommendations include creating opportunities for vicarious experiences, affirming interactions and engaging in multicultural discourse.

Details

Journal for Multicultural Education, vol. 12 no. 1
Type: Research Article
ISSN: 2053-535X

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Article
Publication date: 27 January 2025

Jemimah Young, Kristian Edosomwan and Jamaal Rashad Young

This scoping review aims to investigate the current utilization of a QuantCrit approach within educational research.

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Abstract

Purpose

This scoping review aims to investigate the current utilization of a QuantCrit approach within educational research.

Design/methodology/approach

The research follows the methodological framework proposed by Arksey and O’Malley (2005), employing comprehensive search criteria across various databases to select 24 relevant studies for analysis.

Findings

The analysis of the selected studies underscores the focus of QuantCrit in education, primarily addressing educational inequities related to race, gender and socioeconomic status across K-16 education levels. The methodologies used in the studies ranged from basic descriptive statistics to more advanced techniques like multilevel models and correlational analyses. The significant influence of Gillborn et al.’s (2018) tenets of QuantCrit is evident, although some studies incorporated these tenets without direct citation. Limitations identified include the hindrance in data disaggregation across racial groups due to limited sample sizes, the correlational nature of the studies and the complexity of variables.

Research limitations/implications

The findings highlight the need for more comprehensive investigations in the application of QuantCrit within educational research. Future research should address the limitations identified, focusing on increasing sample sizes, incorporating diverse methodologies and exploring variables more deeply.

Practical implications

The review suggests that future educational research should pay more attention to the intricate application of QuantCrit principles, particularly in addressing educational disparities related to race, gender and socioeconomic status across different education levels.

Originality/value

This scoping review provides valuable insights into the multifaceted application of the QuantCrit approach in educational research and points to the need for comprehensive and nuanced investigations in this domain. The value of the paper lies in its contribution to understanding the role of QuantCrit in addressing educational inequalities and providing a roadmap for future research in this area.

Details

Journal for Multicultural Education, vol. 19 no. 1
Type: Research Article
ISSN: 2053-535X

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Article
Publication date: 22 September 2021

Jemimah Young, Bettie Ray Butler, Kellan Strong and Maiya A. Turner

This paper aims to argue that culturally responsive approaches to literacy instruction are necessary not only to celebrate Black girl literacies but to also expose, challenge and…

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Abstract

Purpose

This paper aims to argue that culturally responsive approaches to literacy instruction are necessary not only to celebrate Black girl literacies but to also expose, challenge and disrupt antiblackness in English education. However, without explicit exemplars to guide classroom practice, this type of instruction will remain elusive. The present paper expands upon the original conceptualization of Counter Fairy Tales (CFT) by further explicating the framework and providing recommendations to inform culturally responsive literacy practices to disrupt antiblackness.

Design/methodology/approach

The question that drives this study asks how can the CFT model be applied as a form of culturally responsive literacy instruction to best teach Black girls?

Findings

The CFT framework places value on Black girls’ ways of knowing and gives primacy to their voice and unique experiences through culturally responsive literacy instruction.

Research limitations/implications

The larger implication of this research is for teachers to begin to create culturally responsive literacy instruction that honors the lived experiences of today’s Black adolescent girls, particularly those in young grades. Inclusive and affirming literary practices must be established, an environment in which Black girls can share their voices and visions as they explore themselves through writing.

Originality/value

This conceptual paper is one of few that specifically focuses on how teachers can use CFTs to facilitate the inclusion of Black girls’ experiential and communal ways of knowing to support culturally responsive literacy instruction in younger grades.

Details

English Teaching: Practice & Critique, vol. 20 no. 4
Type: Research Article
ISSN: 1175-8708

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Book part
Publication date: 1 September 2016

Edwins Laban Moogi Gwako

This chapter examines how Maragoli women farmers’ plot-level crop control, individual, and household variables affect yields. This chapter contributes to a holistic understanding…

Abstract

Purpose

This chapter examines how Maragoli women farmers’ plot-level crop control, individual, and household variables affect yields. This chapter contributes to a holistic understanding of the ramifications of quantitative and qualitative factors informing women farmers’ plot-level undertakings and yields as well as their innovative and creative strategies for optimizing output. It broadens the existing debate in the sub-Saharan African agricultural production literature by suggesting a composite measure of plot-level crop control as one factor influencing women farmers’ yields even in situations where land is owned by someone else. It also provides a rich discussion of the various and interlocking qualitative factors distorting women farmers’ incentive structures, efforts to increase plot-level yields and their strategies for minimizing the detrimental effects of the same.

Methodology/approach

A multimethod quantitative and qualitative ethnographic case study approach was used in this study.

Findings

This chapter demonstrates that women strategically bargained and invested more of their productive resources on the plots where they anticipated the greatest individual gains.

Practical implications

This chapter underscores women farmers’ ability to boost agricultural output when there are appropriate incentives for them to do so and suggests the theoretical and practical relevance of secure control and property rights over the products of the land not for the household (head), but for the cultivator. The chapter demonstrates and reaffirms that Africa women farmers respond appropriately to incentives and suggests that there is need for a customized, renewed, and sustained emphasis on women farmers’ empowerment and inclusion in all levels in the agricultural sector in order to actualize increased yields. Investing in women farmers and implementing policies that narrow existing gender disparities in African agricultural production systems is holistically beneficial.

Details

The Economics of Ecology, Exchange, and Adaptation: Anthropological Explorations
Type: Book
ISBN: 978-1-78635-227-9

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