SEt 2: Highlighted Presidential Sessions
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1. Assessment Literacy: The Heart of Teacher Education
2. Beyond the Border Crisis: Addressing the Intersection of Trauma, Identity, and Language (TIDAL) among Im/Migrants and Refugees
3. Centering Communities in Ed Reform
4. Come Together: How Researchers and Educational Administrators Can Find Solutions to the Student Motivation Crisis
5. The Criticality of Women of Color in Leadership Roles
6. Educational Emcees on Campus and in Community: Hip Hop Pedagogy and Praxis
7. Examining and Rethinking the Complexities and Challenges of Rural Education
8. Gentrification, Displacement, and Student Resistance in the San Francisco Bay Area
9. Learning from One Another: Research and Practice Partnerships
10. The Plight of Children in the Diaspora: Struggles and Salve
11. Reclaiming a Black Pedagogical and Leadership Model in Teaching and Learning
12. Responsive or Visionary: The Role of Schools of Education in Shaping Educational Outcomes for all America’s Children
13. The Truth Is, We Don’t Have the Range: Exploring the Realities and Complexities of College “Access,” College “Choice,” and Institutional Quality
14. Turning the Neoliberal Tide in Academia to Advance Social Justice
15. Unraveling the Complicated Asian-American Educational Experience
1. Assessment Literacy: The Heart of Teacher Education
2. Beyond the Border Crisis: Addressing the Intersection of Trauma, Identity, and Language (TIDAL) among Im/Migrants and Refugees
3. Centering Communities in Ed Reform
4. Come Together: How Researchers and Educational Administrators Can Find Solutions to the Student Motivation Crisis
5. The Criticality of Women of Color in Leadership Roles
6. Educational Emcees on Campus and in Community: Hip Hop Pedagogy and Praxis
7. Examining and Rethinking the Complexities and Challenges of Rural Education
8. Gentrification, Displacement, and Student Resistance in the San Francisco Bay Area
9. Learning from One Another: Research and Practice Partnerships
10. The Plight of Children in the Diaspora: Struggles and Salve
11. Reclaiming a Black Pedagogical and Leadership Model in Teaching and Learning
12. Responsive or Visionary: The Role of Schools of Education in Shaping Educational Outcomes for all America’s Children
13. The Truth Is, We Don’t Have the Range: Exploring the Realities and Complexities of College “Access,” College “Choice,” and Institutional Quality
14. Turning the Neoliberal Tide in Academia to Advance Social Justice
15. Unraveling the Complicated Asian-American Educational Experience
1. Assessment Literacy: The Heart of Teacher Education
Many educators and educational researchers believe that large-scale standardized achievement tests are misused and abused, that they are the cause of the achievement gap, and that they do little to improve teaching and learning. The purpose of this session is not to refute these beliefs, but to sound an alarm bell for the need of teacher education programs to instill a deep conceptual assessment literacy in pre-service teachers. Participants will provide various perspectives as to why it is imperative for teachers to understand how to interpret and use evidence to make sound instructional decisions, create and utilize valid and reliable assessments to use in their classrooms, and evaluate the use of large-scale mandated tests, with respect to validity.
Session Length: 2 hours
Chair:
Participants:
Discussant: Catherine S. Taylor, University of Washington
Session Type: Invited Speaker Session
Session Details: Monday, April 20, 4:05p.m. to 6:05p.m.
Moscone Center, South Building, Upper Mezzanine, Room 15
Many educators and educational researchers believe that large-scale standardized achievement tests are misused and abused, that they are the cause of the achievement gap, and that they do little to improve teaching and learning. The purpose of this session is not to refute these beliefs, but to sound an alarm bell for the need of teacher education programs to instill a deep conceptual assessment literacy in pre-service teachers. Participants will provide various perspectives as to why it is imperative for teachers to understand how to interpret and use evidence to make sound instructional decisions, create and utilize valid and reliable assessments to use in their classrooms, and evaluate the use of large-scale mandated tests, with respect to validity.
Session Length: 2 hours
Chair:
- Cindy M. Walker, Duquesne University
Participants:
- Carl Cohn, Claremont Graduate University
- Debbie Durrence, Gwinnett County Public Schools
- Michael J. Feuer, The George Washington University
- Deb Kerr, Brown Deer School District
- Arturo Olivarez, The University of Texas - El Paso
- Deb Schanley, Council of Great City Schools
- Catherine S. Taylor, University of Washington
- Cindy M. Walker, Duquesne University
- Donna L Wiseman, University of Maryland
Discussant: Catherine S. Taylor, University of Washington
Session Type: Invited Speaker Session
Session Details: Monday, April 20, 4:05p.m. to 6:05p.m.
Moscone Center, South Building, Upper Mezzanine, Room 15
2. Beyond the Border Crisis: Addressing the Intersection of Trauma, Identity, and Language (TIDAL) among Im/Migrants and Refugees
Humanitarian im/migrant youth have uniquely-intersecting educational needs related to trauma, identity, and language. These needs are enhanced by often-forced mobility, limited sociocultural stability, interrupted education, and racism. Yet, the rise in humanitarian im/migrant youth (i.e., those fleeing refugee-like situations such as asylees and undocumented youth) who face challenges in the US immigration and education systems is overlooked in politicized debates surrounding the US/Mexico border crisis. This session includes both scholars and organizational stakeholders addressing experiences across different border crisis phases, including: (1) detention of humanitarian im/migrants crossing the border; (2) education in detention centers and/or shelters while awaiting release or deportation; and (3) education in local schools if/when released to foster families or family/guardians. Organizational stakeholders represented in this session bring legal, socio-psychological, and evidence-based advocacy experience to the discussion.
Session Length: 1.5 hours
Chairs:
Discussant:
Session Type: Invited Speaker Session
Session Details: Monday, April 20, 2:15 p.m. t0 3:45: p.m.
Moscone Center, South Building, Upper Mezzanine, Room 153
Humanitarian im/migrant youth have uniquely-intersecting educational needs related to trauma, identity, and language. These needs are enhanced by often-forced mobility, limited sociocultural stability, interrupted education, and racism. Yet, the rise in humanitarian im/migrant youth (i.e., those fleeing refugee-like situations such as asylees and undocumented youth) who face challenges in the US immigration and education systems is overlooked in politicized debates surrounding the US/Mexico border crisis. This session includes both scholars and organizational stakeholders addressing experiences across different border crisis phases, including: (1) detention of humanitarian im/migrants crossing the border; (2) education in detention centers and/or shelters while awaiting release or deportation; and (3) education in local schools if/when released to foster families or family/guardians. Organizational stakeholders represented in this session bring legal, socio-psychological, and evidence-based advocacy experience to the discussion.
Session Length: 1.5 hours
Chairs:
- Alexander W. Wiseman, Texas Tech University
- Lisa Damaschke-Deitrick, Lehigh University
Discussant:
- William Perez, Loyola Marymount University
Session Type: Invited Speaker Session
Session Details: Monday, April 20, 2:15 p.m. t0 3:45: p.m.
Moscone Center, South Building, Upper Mezzanine, Room 153
3. Centering Communities in Ed Reform
During this dialogue, scholar/activists and community organizers who utilize decolonizing and participatory methodologies to work with historically marginalized communities, grapple with ways to generate authentic community involvement in educational reform efforts. Participants focus on the beliefs and practices of academics who partner with families, communities, and youth to support community schools and engage educational reform. They consider the tensions involved in coalition building across differences, speaking truth to power, and working from the “inside” to disrupt systems that harm local communities.
Session Length: 1.5 hours
Chair:
Discussant:
Session Type: Invited Speaker Session
Session Details: Monday, April 20, 12:25p.m. to 1:55p.m.
Moscone Center, South Building, Upper Mezzanine, Room 151
During this dialogue, scholar/activists and community organizers who utilize decolonizing and participatory methodologies to work with historically marginalized communities, grapple with ways to generate authentic community involvement in educational reform efforts. Participants focus on the beliefs and practices of academics who partner with families, communities, and youth to support community schools and engage educational reform. They consider the tensions involved in coalition building across differences, speaking truth to power, and working from the “inside” to disrupt systems that harm local communities.
Session Length: 1.5 hours
Chair:
- Shelly Zion, Rowan University
Discussant:
- Lisa Robinson, University of Nottingham
Session Type: Invited Speaker Session
Session Details: Monday, April 20, 12:25p.m. to 1:55p.m.
Moscone Center, South Building, Upper Mezzanine, Room 151
4. Come Together: How Researchers and Educational Administrators Can Find Solutions to the Student Motivation Crisis
Student motivation constitutes a critical problem in education. Research shows pervasive declines in many students’ motivation and engagement across the school years and disparities across racial and income groups. These changes and the disparities they create can be linked to school practices, structures, and policies that undermine student motivation. This session brings together a group of five eminent school-focused researchers and two high-level administrators from large urban school districts to discuss student motivation and to consider ways to collaborate to address motivation challenges. The panel will share successes and challenges in working collaboratively and will provide recommendations to redress the declines in student motivation.
Session Length: 1.5 hours
Chairs/ Discussants:
Participants:
Session Type: Invited Speaker Session
Session Details: Monday, April 20, 10:35a.m. to 12:05p.m.
Moscone Center, South Building, Upper Mezzanine, Room 160
Student motivation constitutes a critical problem in education. Research shows pervasive declines in many students’ motivation and engagement across the school years and disparities across racial and income groups. These changes and the disparities they create can be linked to school practices, structures, and policies that undermine student motivation. This session brings together a group of five eminent school-focused researchers and two high-level administrators from large urban school districts to discuss student motivation and to consider ways to collaborate to address motivation challenges. The panel will share successes and challenges in working collaboratively and will provide recommendations to redress the declines in student motivation.
Session Length: 1.5 hours
Chairs/ Discussants:
- Erika Alisha Patall, University of Southern California
- Allan L. Wigfield, University of Maryland - College Park
Participants:
- Carol Alexander, Los Angeles Unified School District
- Eric M. Anderman, The Ohio State University
- Sandra Graham, University of California - Los Angeles
- Ritu Khanna, San Francisco Unified School District
- Jelena Obradović, Stanford University
- Robert Pianta, University of Virginia
- Barbara Schneider, Michigan State University
Session Type: Invited Speaker Session
Session Details: Monday, April 20, 10:35a.m. to 12:05p.m.
Moscone Center, South Building, Upper Mezzanine, Room 160
5. The Criticality of Women of Color in Leadership Roles
This symposium will bring together stakeholders from various educational organizations to engage in an intergenerational presentation and conversation about the history, present, and future imperatives when women and youth of color lead education. Historical figures such as Fannie Lou Hamer, Ella Baker, Anna Julia Cooper, and Ida B. Wells were all leaders of education, both of political pedagogy and public pedagogy to shift the mindset of who counted as human and deserving of respect and dignity. Drawing from historical examples and on-going challenges for women of color, this symposium features senior scholars, foundation leaders, and youth leaders to consider the legacies and possibilities for education impact from women of color leaders. This symposium will offer participants opportunity to engage with each other and with the panelists about identity, intersectional social locations, and WoC leaders’ legacies.
Session Length: 2 hours
Chair/ Discussant:
Session Type: Invited Speaker Session
Session Details: Sunday, April 19, 2:15p.m. to 4:15p.m.
Moscone Center, South Building, Upper Mezzanine, Room 155
This symposium will bring together stakeholders from various educational organizations to engage in an intergenerational presentation and conversation about the history, present, and future imperatives when women and youth of color lead education. Historical figures such as Fannie Lou Hamer, Ella Baker, Anna Julia Cooper, and Ida B. Wells were all leaders of education, both of political pedagogy and public pedagogy to shift the mindset of who counted as human and deserving of respect and dignity. Drawing from historical examples and on-going challenges for women of color, this symposium features senior scholars, foundation leaders, and youth leaders to consider the legacies and possibilities for education impact from women of color leaders. This symposium will offer participants opportunity to engage with each other and with the panelists about identity, intersectional social locations, and WoC leaders’ legacies.
Session Length: 2 hours
Chair/ Discussant:
- Arnetha F. Ball, Stanford University
Session Type: Invited Speaker Session
Session Details: Sunday, April 19, 2:15p.m. to 4:15p.m.
Moscone Center, South Building, Upper Mezzanine, Room 155
6. Educational Emcees on Campus and in Community: Hip Hop Pedagogy and Praxis
This uniquely formatted session will explore the overlaps between dynamic Hip-Hop based educational programming across two areas: 1) community-based organizing and 2) campus-based programming. Additionally, presenters will consider the merger of community-based organizing and campus-based programming to reinforce the relationship among educators, students, and cultural communities on the college campus. A central goal for educators is to forge connections with students for their personal and intellectual development. How can a shared passion for hip-hop education help to break down walls that separate college students from their cultural communities? The audience will be invited to generate poetry in response to creative prompts, share their poetry along with the panelists in an open mic format, and join in dialogue with the panelists.
Session Length: 1.5 hours
Chair:
Participants:
Discussant:
Session Type: Invited Speaker Session
Session Details: Saturday, April 18, 10:35a.m. to 12:05p.m.
Moscone Center, South Building, Upper Mezzanine, Room 157
This uniquely formatted session will explore the overlaps between dynamic Hip-Hop based educational programming across two areas: 1) community-based organizing and 2) campus-based programming. Additionally, presenters will consider the merger of community-based organizing and campus-based programming to reinforce the relationship among educators, students, and cultural communities on the college campus. A central goal for educators is to forge connections with students for their personal and intellectual development. How can a shared passion for hip-hop education help to break down walls that separate college students from their cultural communities? The audience will be invited to generate poetry in response to creative prompts, share their poetry along with the panelists in an open mic format, and join in dialogue with the panelists.
Session Length: 1.5 hours
Chair:
- Bettina L. Love, University of Georgia
Participants:
- Branden Balenzuela, BEB Productions
- Crystal Leigh Endsley, John Jay College of Criminal Justice
- Toby S. Jenkins, University of South Carolina
- Tony Keith, George Mason University
- Mazi Mutafa, Words, Beats, & Life Inc.
Discussant:
- P. Thandi Hicks Harper, Youth Popular Culture Institute, Inc.
Session Type: Invited Speaker Session
Session Details: Saturday, April 18, 10:35a.m. to 12:05p.m.
Moscone Center, South Building, Upper Mezzanine, Room 157
7. Examining and Rethinking the Complexities and Challenges of Rural Education
This session aims to shine a light on the dire needs of rural education. Each of the four panelists interweaves the following themes into their presentations: 1) the typology issues of rurality, and the negative stereotypes often applied to rural students and communities; 2) the need to give appropriate attention to urban, suburban and rural educational research; 3) the diversity of the student population, both strengths and challenges, curricular issues (STEM), learning disabilities and gifted education, social and physical distance, resource isolation; and finally 4) the infrastructure, jobs, and capitals of rural education. This panel highlights promising areas of scholarship and practice as well as the critical issues rural educators confront.
Session Length: 2 hours
Chair:
Participants:
Discussant:
Session Type: Invited Speaker Session
Session Details: Satuday, April 18, 8:15a.m. to 10:15a.m.
Moscone Center, South Building, Upper Mezzanine, Room 157
This session aims to shine a light on the dire needs of rural education. Each of the four panelists interweaves the following themes into their presentations: 1) the typology issues of rurality, and the negative stereotypes often applied to rural students and communities; 2) the need to give appropriate attention to urban, suburban and rural educational research; 3) the diversity of the student population, both strengths and challenges, curricular issues (STEM), learning disabilities and gifted education, social and physical distance, resource isolation; and finally 4) the infrastructure, jobs, and capitals of rural education. This panel highlights promising areas of scholarship and practice as well as the critical issues rural educators confront.
Session Length: 2 hours
Chair:
- Sabrina Miller, University of California - Los Angeles
Participants:
- Catharine Biddle, University of Maine
- Francisco Guajardo, The University of Texas - Rio Grande Valley
- Nicholas Hillman, University of Wisconsin – Madison
- Mara Casey Tieken, Bates College
- Sheneka M. Williams, University of Georgia
Discussant:
- Susan C. Faircloth, Colorado State University
Session Type: Invited Speaker Session
Session Details: Satuday, April 18, 8:15a.m. to 10:15a.m.
Moscone Center, South Building, Upper Mezzanine, Room 157
8. Gentrification, Displacement, and Student Resistance in the San Francisco Bay Area
How can young people and city leaders collectively tackle today’s historic levels of gentrification and displacement to thrive together in an uncertain future? Although traditionally researched, planned, and operated separately, the future of our cities and schools are inextricably linked, and this connection is especially salient today in the San Francisco Bay Area. This panel will explore the power of young people to resist the dismantling of their schools, communities, and social networks through engagement in Y-PLAN (Youth - Plan, Learn, Act, Now!) action research initiatives in Oakland and Silicon Valley. Students have been working as participants in an intergenerational community of practice with city planners and technology leaders to collect and analyze community data and generate solutions to stabilize their communities, together.
Session Length: 1.5 hours
Chair:
Participants:
Discussant:
Session Type: Invited Speaker Session
Session Details: Sunday, April 19, 12:25p.m. to 1:55p.m.
Moscone Center, South Building, Upper Mezzanine, Room 153
How can young people and city leaders collectively tackle today’s historic levels of gentrification and displacement to thrive together in an uncertain future? Although traditionally researched, planned, and operated separately, the future of our cities and schools are inextricably linked, and this connection is especially salient today in the San Francisco Bay Area. This panel will explore the power of young people to resist the dismantling of their schools, communities, and social networks through engagement in Y-PLAN (Youth - Plan, Learn, Act, Now!) action research initiatives in Oakland and Silicon Valley. Students have been working as participants in an intergenerational community of practice with city planners and technology leaders to collect and analyze community data and generate solutions to stabilize their communities, together.
Session Length: 1.5 hours
Chair:
- Deborah McKoy, UCB Center for Cities + Schools
Participants:
- Libby Schaaf, Mayor for the City of Oakland
- Elizabeth Aviles, University of California-Merced and Y-PLAN Alumna
- Karen Chapple, University of California-Berkeley
- Amanda Eppley, University of California – Berkeley
- Linn E. Posey-Maddox, University of Wisconsin – Madison
- Richard Rothstein, University of California-Berkeley
Discussant:
- Pedro A. Noguera, University of California - Los Angeles
Session Type: Invited Speaker Session
Session Details: Sunday, April 19, 12:25p.m. to 1:55p.m.
Moscone Center, South Building, Upper Mezzanine, Room 153
9. Learning from One Another: Research and Practice Partnerships
Around the country and world, researchers and universities committed to meaningful change in school communities have launched research-practice partnerships that allow researchers and communities to work together in collaborative ways. But what can these partnership communities learn from one another? What are collective measures of success and what ongoing challenges remain? This session uses both collective engagement and roundtable discussions to invite the cross-fertilization of ideas across partnerships. Anyone involved in university and community engagement, or interested in initiating university and community engagement, is invited to join the conversation.
Session Length: 2 hours
Chairs:
Session Type: Invited Speaker Session
Session Details: Monday, April 20, 8:15a.m to 10:15a.m.
Moscone Center, South Building, Upper Mezzanine, Room 160
Around the country and world, researchers and universities committed to meaningful change in school communities have launched research-practice partnerships that allow researchers and communities to work together in collaborative ways. But what can these partnership communities learn from one another? What are collective measures of success and what ongoing challenges remain? This session uses both collective engagement and roundtable discussions to invite the cross-fertilization of ideas across partnerships. Anyone involved in university and community engagement, or interested in initiating university and community engagement, is invited to join the conversation.
Session Length: 2 hours
Chairs:
- Elon Dancy, University of Pittsburgh
- Paula Arce-Trigatti, National Network of Education Research-Practice Partnerships
- Pamela Benford, DeKalb County School System
Session Type: Invited Speaker Session
Session Details: Monday, April 20, 8:15a.m to 10:15a.m.
Moscone Center, South Building, Upper Mezzanine, Room 160
10. The Plight of Children in the Diaspora: Struggles and Salve
This session explores the history of white exploitation and conquest among Black people and places this history at the center of a conversation about the enduring afterlives of Black people educationally across the African diaspora. It explores the psychological, mental, spiritual, and educational damages that are continually perpetuated in the silences and ignorance of this collective history, and it examines the ways critical educational issues are being addressed across the multiple continents, considering both successes and remaining challenges.
Session Length: 2 hours
Chair:
Participants:
Discussants:
Session Type: Invited Speaker Session
Session Details: Sunday, April 19, 2:15p.m. to 4:15p.m.
Moscone Center, South Building, Upper Mezzanine, Room 154
This session explores the history of white exploitation and conquest among Black people and places this history at the center of a conversation about the enduring afterlives of Black people educationally across the African diaspora. It explores the psychological, mental, spiritual, and educational damages that are continually perpetuated in the silences and ignorance of this collective history, and it examines the ways critical educational issues are being addressed across the multiple continents, considering both successes and remaining challenges.
Session Length: 2 hours
Chair:
- Cynthia B. Dillard, University of Georgia
Participants:
- George J. Dei, OISE/University of Toronto
- Cynthia B. Dillard, University of Georgia
- Kassie Freeman, African Diaspora Consortium
- Carmen L. Medina, Indiana University – Bloomington
- Javier Cardona Otero, Indiana University – Bloomington
- Walter C. Rucker, Emory University
- Victoria Showunmi, UCL Institute of Education,London
- Lucie Viakinnou-Brinson, Kennesaw State University
Discussants:
- Joyce E. King, Georgia State University
- George J. Dei, OISE/University of Toronto
Session Type: Invited Speaker Session
Session Details: Sunday, April 19, 2:15p.m. to 4:15p.m.
Moscone Center, South Building, Upper Mezzanine, Room 154
11. Reclaiming a Black Pedagogical and Leadership Model in Teaching and Learning
Although differing terminology has been utilized to capture the pedagogical and leadership style of African American teachers and principals, a consistency of beliefs and behaviors can be documented historically and contemporarily in a variety of settings. This session seeks to synthesize the tenets of these cultural practices and consider whether the pedagogical and leadership style of African American teachers and principals should be utilized more extensively in contemporary teacher/leader preparation programs and in ongoing professional development.
Session Length: 1.5 hours
Chair:
Participants:
Session Type: Invited Speaker Session
Session Details: Monday, April 20, 2:15p.m. to 3:45p.m.
Moscone Center, South Building, Upper Mezzanine, Room 155
Although differing terminology has been utilized to capture the pedagogical and leadership style of African American teachers and principals, a consistency of beliefs and behaviors can be documented historically and contemporarily in a variety of settings. This session seeks to synthesize the tenets of these cultural practices and consider whether the pedagogical and leadership style of African American teachers and principals should be utilized more extensively in contemporary teacher/leader preparation programs and in ongoing professional development.
Session Length: 1.5 hours
Chair:
- Sheryl Jones Croft, Kennesaw State University
Participants:
- Pamela Benford, DeKalb County School System
- Sibonelo Blose, University of KwaZulu-Natal
- Travis Bristol, University of California – Berkeley
- Conra D. Gist, University of Houston
- Kofi Lomotey, Western Carolina University
- Andrea I. Prejean, National Education Association
Session Type: Invited Speaker Session
Session Details: Monday, April 20, 2:15p.m. to 3:45p.m.
Moscone Center, South Building, Upper Mezzanine, Room 155
12. Responsive or Visionary: The Role of Schools of Education in Shaping Educational Outcomes for all America’s Children
Governmental policies and federal/state funding are key components to the educational landscape for schools of education, frequently both enhancing and inhibiting the capacity to prepare educational leaders. This session explores the ways schools of education position themselves within this context. Should researchers create programmatic possibilities that align with governmental policies? Should they generate new visions aligned with research but differing from governmental visions? What are the risks for education schools, students, faculty, and school communities if new visions for pedagogy and practice differ from federal mandates? In this session, education leaders discuss their visions of how Schools of Education might position themselves in pedagogy, research, and practice in a climate that increasingly diminishes the need for professional preparation in education.
Session Length: 1.5 hours
Chair:
Participants:
Session Type: Invited Speaker Session
Session Details: Monday, April 20, 12:25p.m. to 1:55p.m.
Moscone Center, South Building, Upper Mezzanine, Room 154
Governmental policies and federal/state funding are key components to the educational landscape for schools of education, frequently both enhancing and inhibiting the capacity to prepare educational leaders. This session explores the ways schools of education position themselves within this context. Should researchers create programmatic possibilities that align with governmental policies? Should they generate new visions aligned with research but differing from governmental visions? What are the risks for education schools, students, faculty, and school communities if new visions for pedagogy and practice differ from federal mandates? In this session, education leaders discuss their visions of how Schools of Education might position themselves in pedagogy, research, and practice in a climate that increasingly diminishes the need for professional preparation in education.
Session Length: 1.5 hours
Chair:
- Patricia Albjerg Graham, Harvard University
Participants:
- Prudence L. Carter, University of California – Berkeley
- Kathryn B. Chval, University of Missouri – Columbia
- Megan Duff, Teachers College, Columbia University
- Valerie Kinloch, University of Pittsburgh
- David F. Labaree, Stanford University
- Priscilla Wohlstetter, Teachers College, Columbia University
Session Type: Invited Speaker Session
Session Details: Monday, April 20, 12:25p.m. to 1:55p.m.
Moscone Center, South Building, Upper Mezzanine, Room 154
13. The Truth Is, We Don’t Have the Range: Exploring the Realities and Complexities of College “Access,” College “Choice,” and Institutional Quality
Narratives about access in higher education have been prominent in headlines in 2019-2020. In reality, the conversation about college access spans far beyond the elite colleges most likely to be addressed in such discussions. This session incorporates luminaries and leaders across sectors for a critical dialogue centering the complexities of 21st century access and opportunity beyond performative indicators. In doing so, it addresses the meaning of access for understandings of institutional quality. The session emphasizes the urgency and importance of reexamining the context of college access and opportunity so that reality, rather than perception, informs the pressing needs of postsecondary education.
Session Length: 2 hours
Chairs:
Participants:
Session Type: Invited Speaker Session
Session Details: Saturday, April 18, 4:05p.m. to 6:05p.m.
Moscone Center, South Building, Upper Mezzanine, Room 157
Narratives about access in higher education have been prominent in headlines in 2019-2020. In reality, the conversation about college access spans far beyond the elite colleges most likely to be addressed in such discussions. This session incorporates luminaries and leaders across sectors for a critical dialogue centering the complexities of 21st century access and opportunity beyond performative indicators. In doing so, it addresses the meaning of access for understandings of institutional quality. The session emphasizes the urgency and importance of reexamining the context of college access and opportunity so that reality, rather than perception, informs the pressing needs of postsecondary education.
Session Length: 2 hours
Chairs:
- Constance Iloh, University of California – Irvine
- Nina Harris, University of Maryland - College Park
Participants:
- Constance Iloh, University of California – Irvine
- Keith Curry, Compton College
- Marie Bigham, ACCEPT: Admissions Community Cultivating Equity & Peace Today
- Tiffany Nicole Jones, Education Trust
Session Type: Invited Speaker Session
Session Details: Saturday, April 18, 4:05p.m. to 6:05p.m.
Moscone Center, South Building, Upper Mezzanine, Room 157
14. Turning the Neoliberal Tide in Academia to Advance Social Justice
Neoliberal ideologies influence every aspect of society and higher education including infiltrating the practices of higher education leaders who have adopted free market values. The result is a set of institutional policies that shape the ways universities function, from pressuring scholars to invest in chasing “prestige” to soliciting successful rankings, increasing revenue and achieving other quantifiable metrics of “impact.” This panel discussion explores the challenges of advancing scholarship for social justice in this climate of neoliberal politics.
Session Length: 2 hours
Chair:
Discussant:
Session Type: Invited Speaker Session
Session Details: Monday, April 20, 4:05p.m. to 6:05p.m.
Moscone Center, South Building, Upper Mezzanine, Room 154
Neoliberal ideologies influence every aspect of society and higher education including infiltrating the practices of higher education leaders who have adopted free market values. The result is a set of institutional policies that shape the ways universities function, from pressuring scholars to invest in chasing “prestige” to soliciting successful rankings, increasing revenue and achieving other quantifiable metrics of “impact.” This panel discussion explores the challenges of advancing scholarship for social justice in this climate of neoliberal politics.
Session Length: 2 hours
Chair:
- Soribel Genao, Queens College
Discussant:
- Samuel D. Museus, University of California - San Diego
Session Type: Invited Speaker Session
Session Details: Monday, April 20, 4:05p.m. to 6:05p.m.
Moscone Center, South Building, Upper Mezzanine, Room 154
15. Unraveling the Complicated Asian-American Educational Experience
The term “Model Minority” was a conservative counterpoint to the Civil Rights Movement and popularized in the 1960s to characterize the increasing number of Asian Americans in the United States who seemingly succeeded better educationally and economically than other people of color. Yet, decades of research problematizing the “Model Minority” demonstrates that Asian Americans have a myriad of academic outcomes. These variances inform how Asian Americans experience education and how they contend with racial policies and practices as evident with the recent Harvard affirmative action case. This session brings together scholars and organizational leaders to explore more deeply the Asian American P-20 educational experience. They will discuss the need for data disaggregation, the material realities of underserved Asian American ethnic groups, and contentions about race, educational equity, and affirmative action.
Session Length: 1.5 hours
Chair:
Participants:
Discussant:
Session Type: Invited Speaker Session
Session Details: Monday, April 20, 10:35a.m. to 12:05p.m.
Moscone Center, South Building, Upper Mezzanine, Room 155
The term “Model Minority” was a conservative counterpoint to the Civil Rights Movement and popularized in the 1960s to characterize the increasing number of Asian Americans in the United States who seemingly succeeded better educationally and economically than other people of color. Yet, decades of research problematizing the “Model Minority” demonstrates that Asian Americans have a myriad of academic outcomes. These variances inform how Asian Americans experience education and how they contend with racial policies and practices as evident with the recent Harvard affirmative action case. This session brings together scholars and organizational leaders to explore more deeply the Asian American P-20 educational experience. They will discuss the need for data disaggregation, the material realities of underserved Asian American ethnic groups, and contentions about race, educational equity, and affirmative action.
Session Length: 1.5 hours
Chair:
- Stacey J. Lee, University of Wisconsin - Madison
Participants:
- Pranav Kothari, Revolution Impact
- Vichet Chhuon, University of Minnesota
- Tracy Lachica Buenavista, California State University – Northridge
- Liliana M. Garces, University of Texas at Austin
- Sally Chen, Chinese for Affirmative Action
Discussant:
- Yoon K. Pak, University of Illinois at Urbana-Champaign
Session Type: Invited Speaker Session
Session Details: Monday, April 20, 10:35a.m. to 12:05p.m.
Moscone Center, South Building, Upper Mezzanine, Room 155