Non-dominant Communities Research Articles

Choice, Information Inequity, and the Production, Legitimation, and Reduction of Educational Inequality

Background: Choice is a key part of the culture of the United States. Americans believe deeply in the personal and social usefulness of being able to make many choices. Hence, all sorts of efforts have been made to increase students’ options, whether by creating many different kinds of schools and colleges, offering a great array of majors and degree programs, or allowing multiple modes of attending higher education. However, this proliferation of choices reproduces social inequality in two crucial ways. First, the provision of many options produces social inequality: people often make choices that do not serve their interests as well as they might wish, particularly if they are faced with many options and do not have adequate information. Second, the provision of many choices legitimates social inequality: the more one thinks in terms of choices in the context of a highly individualistic culture such as that of the United States, the easier it is for dominant groups to blame nondominants as creating their own troubles through feckless choices. Purpose: This paper focuses on one particularly important realm of choice—higher education—because it has come to play a central role in the transmission and legitimation of social inequality. Four higher education choices are of particular interest: whether to enter higher education, which college to attend, what major to choose, and what modality to attend college (for example, part time versus full time or in person versus online). Analyzing this choice-making process, the paper focuses on the impact of inequitable access to high-quality information. Beyond analyzing how choice proliferation and information inequity join to produce and legitimate educational inequality, the paper lays out detailed recommendations for what can be done to reduce this inegalitarian impact. Research Design: The paper draws on a wide variety of social science literatures including sociology of education, critical race theory, behavioral economics, and cognitive and social psychology. More particularly, the paper synthesizes sociology of education research inspired by Pierre Bourdieu and work drawing on critical race theory. Although there are major tensions between these two bodies of work, they can be fruitfully combined to both illuminate and overcome the ways information inequity produces and legitimates educational inequality. Recommendations: To reduce the role of information inequity in producing and legitimating educational inequality, the paper recommends four strands of change. One strand involves providing high-quality information more equitably through restructured and much more pervasive school counseling and other forms of information provision during middle school, high school, and higher education. A crucial component of this more equitable information provision is drawing on the community cultural wealth of nondominant communities. Second, it is important to design an “architecture of choice” that simplifies choice making and nudges students toward better choices by such means as simplifying the financial aid process, improving credit articulation for community college transfer students, and building guided pathways through college. A third strand involves reducing the harms of suboptimal choices by creating the means to monitor student progress and intervene when students might or actually do go off course. Finally, because suboptimal choices will still occur, it is important to enlighten student choosers and their observers about how choice making under conditions of information inequity produces and legitimates social inequality and to empower them to combat that stratified and stratifying process.

Towards culturally sustaining design: Centering community’s voices for learning through Participatory Design

Embedding cultural ways of knowing and being of non-dominant communities into learning tools and environments often falls short of authentically representing the people they are meant to serve. Designers have used principles and methods of Participatory Design (PD) to work alongside minoritized communities due to its roots in democratic participation. However, following PD methods may fall short when infusing the community’s culture and values in the design in a way that is responsive to the community’s preferences, intentions and aspirations. In the field of education, researchers and practitioners have designed teaching and learning tools and environments by leveraging the cultural wealth and ways of knowing of minoritized learners through an asset-based perspective, as exemplified by Culturally Sustaining Pedagogy (CSP). In this paper we present a case study for the development of a mobile application to extend physical playful learning spaces, designed with local low-income Latine families to foster fun family learning. We highlight how our design practices helped us center youth voices and community ways of knowing and being, particularly in the stages of ideation, concept, testing, and prototyping. Our case study reflects how we foregrounded cultural values and practices into our educational mobile application. Through these practices, we present concrete examples and initial building blocks for future work towards building a Culturally Sustaining Design Framework.

The reification of identity narratives in teacher–student discourse during an inquiry project

AbstractWe present a year‐long case study that documents the interactions between a teacher–research–mentor (TRM) and two 11th grade students working in their school laboratory on an extended inquiry project that is part of reformed mandatory requirements for advanced‐level matriculation in physics. Both the students (females) and the TRM (male) are Arab citizens of Israel, and the school is a public Arab school in Israel. Data were collected through videotaped participant observation of authentic working sessions and interviews with the TRM and the students. The analysis combines an ethnographic account with discourse analysis informed by a sociolinguistic approach that aims to answer the following research questions: (1) how are a teacher's identity‐narratives reified in teacher–student discourse in authentic sessions of mentoring students' inquiry? (2) how do they shape students' learning? and (3) how do they emerge from social–historical contexts? The findings problematize the challenges involved in engaging students from nondominant communities in science, technology, engineering, and mathematics learning. The analysis articulates the complexity of this challenge by showing how teachers' identity narratives shape the social construction of student–teacher discourse, generate tensions that undermine successful implementations of reformed learning experiences, and how this vicious cycle is profoundly influenced by the embedding social and historical contexts. The implications for research and practice are discussed.

Cultivating Community Cultural Wealth and Armed Love: Freedom School as a Vanguard

We present a conceptual exploration of armed love as a component of liberatory pedagogy. We ground our work in community cultural wealth theory (CCW) that centers social capital often found in non-dominant communities under pressure. We argue that recognizing and working against exploitation using the community's social, cultural, and historical assets are central to liberatory pedagogy. Explicating the connections between armed love and CCW is a novel contribution to the field, as it has not been done before and it highlights how asset-based pedagogies that are grounded in love can act as a protective factor for students in a racist society.

Buchnera breaks the specialization of the cotton-specialized aphid (Aphis gossypii) by providing nutrition through zucchini.

The cotton aphid, Aphis gossypii Glover, is a species of polyphagous aphid with many biotypes, and its host transfer has always been the focus of research on the control of cotton aphid. An important factor affecting aphid specialization is the nutritional association with microbial symbionts that provide the host with nutrients lacking in the diet. We analyzed the microbial composition and biodiversity of reared on zucchini for 10 generations (T1-T10) and cotton as a control (CK), by high-throughput Illumina sequencing of 16S ribosomal RNA genes. The findings showed that the change in plant hosts decreased the richness and variety of microbial species. Regardless of whether the plant host is altered or not, Proteobacteria and Firmicutes are the predominate phyla in cotton-specialized aphid. Additionally, cotton-specialized aphids that live in zucchini had considerably lower relative abundances of non-dominant phyla (Bacteroidetes) than cotton hosts. At the genus level the dominant communities were Buchnera, Acinetobacter, and Arsenophonus. The relative abundance of Buchnera was significantly higher in aphids reared on zucchini than those on cotton, whereas the opposite was observed for Acinetobacter, as well as for some non-dominant communities (Stenotrophomonas, Pseudomons, Flavobacterium, Novosphingobium). Collectively, this study clarifies the dynamic changes of symbiotic bacteria in cotton-specialized aphids reared on zucchini for multiple generations. Among them, Buchnera is crucial for the cotton-specialized aphid to get nutrients during the transfer of the host and has a favorable impact on the colonization of cotton-specialized aphid populations on zucchini hosts. It not only enriches our understanding of the relationship between the bacterial microbiota of aphids and their adaptability to new hosts, zucchini, but also expands the current body of research on the mechanisms underlying the host shifting ability of cotton-specialized aphids.

Disrupting Computing Education: Teen-Led Participatory Design in Libraries

Large-scale disparities in computing exist for many youth of color. Learning in informal settings can increase the participation of youth in computing; however, computing education programs have typically been developed by adults for youth. We argue computing education can contribute toward decolonization by directly involving youth from nondominant communities as design partners. When we directly involve youth voices, we can move away from focusing solely on the structural barriers faced by youth of color toward an assets-based approach. We examine a 10-week case study within KidsTeam Libraries, an intergenerational digital design program where local youth conceptualize what digital learning could look like in libraries. Our qualitative dataset includes over 15 hours of video recordings from participatory design sessions, six interviews with participants, 10 researcher jottings, and a corpus of 25 researcher memos written by researchers, librarians, and teens. Throughout our investigation, our knowledge claims are co-constructed with the two teenagers who led the design and implementation of a three-dimensional printing curriculum in their local library with 10 children. Our findings emphasize (1) the ways in which the involvement of teen leaders can foster and sustain community-level relationships for computing education; (2) how we noticed, enforced, and disrupted power within our computing education program; and (3) the systemic challenges we confronted in our process toward disrupting computing education. We provide empirical evidence of teen-led participatory design approaches for computing education in their community through detailed vignettes from sessions and through quotes from key participants. We contribute to the computing education community a novel approach in which youth are positioned as design partners for reimagining a computing education experience in libraries that centers and serves community members.

White teachers developing racial identity awareness and critical consciousness through critical reflexivity

ABSTRACT Racial understanding is essential for many reasons, one being that the United States population is growing increasingly diverse while many communities are still racially segregated. At the same time, many white teachers are uncomfortable investigating their racial identities, and do not engage pupils in discussions about race. Using critical reflexivity, this study sought to ascertain how, if at all, four white kindergarten to fifth-year teachers who taught in predominantly white schools began developing their racial identities and critical consciousness. We also sought to understand their comfort in discussing race. Teachers did not have identical experiences, but all voiced awareness of racial truths about their own social positions and that of members of non-dominant communities. To some degree, all started advancing their critical consciousness and became more comfortable talking about race committing to further use of multicultural texts. Most importantly, they understood that this ongoing process requires continuous reflection and learning.

Exploring the role of community cultural wealth in university access for minority students

Ethnic minority students—often descendants of earlier waves of immigrants from neighbouring South and Southeast Asian countries—have been under-represented in enrolment in higher education in Hong Kong. In addressing low university/college-enrolment, traditionally under-represented students’ family and community are considered deficit and under-resourced, and their inherent values and strengths remain unrecognised and less-explored. This study employed the community cultural wealth framework to highlight the various forms of capital existing within the families and communities of 15 South/Southeast Asian university students that had allowed them to navigate university predisposition, search and choice processes. The findings of this study unveil the diversity and richness of capital within non-dominant communities that have limited access to capital, normalised within hegemonic and oppressive educational institutions and call for researchers and educators to legitimise and utilise the community resources for widening university attendance.

Interview with Ken Zeichner: Current challenges and future possibilities for teacher education

ABSTRACT Based on Ken’s keynote address at the 2021 Australian Teacher Education Association conference, in this interview, Ken outlines his arguments on the current challenges and possibilities for teacher education, especially in the United States. Significant challenges include funding constraints and structural reconfigurations in teacher education courses as well as schools, and the implications for students from non-dominant communities who comprise significant cohorts in American schools. To address the inequities and assert the “rightful presence” of communities in the education of their children, Ken calls for a democratising of education and provides persuasive examples of how this approach has been actioned.

To endow or not to endow? A question of Shakespearean proportions facing higher education today

Just as Hamlet asked the existential question: ‘To be or not to be?’ community colleges are asking a similarly challenging question when it comes to securing long-term financial stability: To create significant endowments or not? Increasingly, this is the interrogative that colleges are engaging with donors as they strive to make their institutions financially sustainable. Because of the transformational roles that endowments can and do play in the complicated puzzles that are higher education budgets, these funding mechanisms have taken on nearly Shakespearean proportions — while at the same time generating Shakespearean-like drama — for a number of institutions trying to defend their endowments or hoping to acquire them in significant amounts. This paper focuses on the role of endowments in higher education institutions, with a particular emphasis on community colleges, which according to the American Association of Community Colleges (AACC), currently educate 41 per cent of all undergraduates in the USA. Undoubtedly, endowments have generated advantages for institutions fortunate enough to have secured them in significant amounts. For the relatively small number of institutions with significant endowed assets, the advantages have been staggeringly disproportional. According to the National Association of College and University Budget Officers (NACUBO), approximately 750 of the nation’s 4,000 degree-granting higher education institutions hold endowed assets totaling more than US$635bn. While these funds are generally viewed favorably because of the critical role they play in keeping universities and colleges operational, there is a growing chorus of criticism aimed at endowments. This is especially true for those so-called elite institutions that hold immense endowed wealth and structural power. As these questioning voices have broken through the din of higher education critique, many institutions hoping to generate significant endowments of their own believe it is becoming very difficult to fundraise for endowed support. They say the elite schools and colleges have essentially sucked the oxygen out of the room, and that has had a dramatic impact on institutions trying to fulfill their missions, especially serving marginalised, non-dominant communities. The criticisms over endowments, coupled with changing views about how endowments should be established and their income distributed, are requiring institutions to look at these long-established funding tools very differently. This paper will explore endowments and how institutions are wrestling with the best ways to create financial stability — especially for community colleges that are taking on more of a responsibility educating and training individuals who have traditionally been left behind.

Minority Language Revitalization and Social Media through the Lens of Covid-19 in Yunnan and Gansu, western China

ABSTRACT The language vitality of non-dominant communities has gained increasing attention worldwide with international declarations and national legislation enacted to protect the right of non-dominant language use and development. As information and communication technology (ICT) has spread, extending ICT to ethnic or indigenous languages has lagged. Nevertheless, their use on social media and other platforms has been growing rapidly, raising the question of their role in supporting non-dominant language vitality. In 2020 in China, non-dominant languages were used on various social media platforms to communicate anti-COVID messages. Drawing on language revitalisation frameworks, the investigators explore how the global pandemic has provided minority nationalities in west China the opportunity to increase recognition of their cultures and languages. We explore how minority communities in Yunnan and Gansu provinces in western China participated in China’s anti-Covid-19 campaign through the creation and dissemination of multilingual materials of different forms, genres, and modes on ICT social media platforms. We argue that using multilingual and multimodal ICT platforms to publicise countermeasures against Covid-19 has the potential to contribute to recognition and use of languages of non-dominant ethnic communities and revitalisation of heritage languages and cultures.

The quest for sustainable futures: designing transformative learning spaces with multilingual Black, Brown, and Latinx young people through critical response-ability.

In an era of global climate change, intertwined with social and ecological predation, there is growing recognition of the importance of building socially, environmentally, culturally pluralistic, just and sustainable futures. Yet many of the calls for reform and discourses around sustainability are authored and defined through top-down approaches, by those who have power, privilege, and cognitive authority, and excludes the voices, identities, and epistemologies of those in the margins. In this paper we argue for the need to design and develop transformative learning ecologies that explicitly position the diverse voices of youth from nondominant communities as central to re-defining and re-envisioning relationally just, pluralistic, and sustainable futures. To this end, we seek to provide examples from participatory design-based learning ecologies to illustrate the centering of middle school youth voices and agencies from multilingual Black, Brown, and Latinx communities through critical response-ability. These examples highlight how these youth grapple with the uncertain landscapes of sustainability in their communities and provide counter-narratives to traditional deficit-based discourses and youth empowerment. We draw on what we have learned from multilingual youth to offer some suggestions for designing transformative learning ecologies situated within the framework of critical-response-ability in the quest for sustainable, thriving, and just futures.

Non-Dominant Groups in Kosovo: A Marginalised View on (De)Securitisation of Minorities After Conflict

Drawing on case studies and in-depth analysis of ethnic minorities in Kosovo against the backdrop of statebuilding since 1999, this article discusses how the securitisation and desecuritisation of minorities after conflict is particularly problematic when seen from the marginalised perspective of non-dominant groups. I therefore argue that the adoption of a multi-ethnic statebuilding model of governance, including consociational power-sharing arrangements, has triggered unintended consequences for the (de)securitisation of minorities in Kosovo. Among such consequences is the risk of perceiving all minorities as potential threats and approaching minority issues merely through the lenses of security. By exploring various social, economic, legal, political, and identity characteristics of non-dominant communities in Kosovo and drawing on personal interviews with key stakeholders, representatives, and members of minority communities, this article shows the need for a more inclusive understanding of security which stretches beyond the threat of physical violence. This would permit, among other things, a more effective approach to dealing with the different layers of securitisation of minorities identified here. Otherwise, minority rights and concerns cannot escape the straitjacket of emergency politics. In conclusion, the long-term risk of managing multi-ethnicity through one-size-fits-all approaches is that statebuilding in plural societies will always struggle to desecuritise minority rights and develop ‘normal’ politics of diversity.

Expanding Transformative Agency: Learning Lab as a Social Change Intervention for Racial Equity in School Discipline

BackgroundIn the United States, students of color are more likely to receive disciplinary exclusion compared with their White peers. The racial disproportionality in exclusionary school discipline (e.g., office discipline referrals and suspension) marginalizes students from nondominant communities and further aggravates inequalities in academic, social, and behavioral outcomes. As a socially, historically, and geographically situated inequity issue, addressing racial disparities in disciplinary outcomes requires a transformative experiment in which local stakeholders can engage in situated problem identification and problem-solving efforts in response to their specific needs, goals, and local dynamics.Purpose of StudyThis study examined how Learning Lab, an inclusive, collaborative problem-solving process, created a collaborative problem-solving space wherein school stakeholders exercised their collective, transformative agency to bring about a qualitative transformation in the school discipline system at an urban middle school for the creation of culturally responsive and equity-oriented learning environments for all students.SettingThe research took place at Rogoff Middle School in Wisconsin, which has historically served students from urban, low-income families. The school community struggled with the overrepresentation of Black students in exclusionary school discipline.ParticipantsLearning Lab comprised 14 members. Three parents and 11 school staff— administrators, teachers, social workers, an after-school coordinator, and a parent/paraprofessional working in a special education classroom—participated in the Learning Lab.Research DesignThis study used the Learning Lab intervention, taking place at an urban middle school between November 2012 and May 2014, as an instrumental case to explore how the participatory, design-based intervention transformed a schoolwide behavioral support system. Data collected from 14 meetings include observations, ethnographic field notes, school disciplinary data, and photos. All meetings were video recorded and transcribed, then analyzed using a transformative agency framework.Findings/ResultsWith the aim of organizing inclusive problem-solving activities for shared, collaborative future-making learning experiences, the Learning Lab encouraged local stakeholders to exercise their collective, transformative agency in order to produce locally meaningful and emancipatory knowledge aimed at reshaping a dysfunctional, punitive system that historically has yielded racial injustice in school discipline.Conclusions/RecommendationsAs a community-driven, scaled-down design process, Learning Lab can be a powerful leadership tool for school leaders to unite school stakeholders by building authentic school–family–community partnerships and leveraging expertise, experiences, and ingenuity for the development of locally optimized solutions to inequity.

Disability and Invisibility in STEM Education

Across STEM fields, the education system continues to “weed out” students from non-dominant communities. Most studies on the damaging effects of underrepresentation focus on minorities or women in STEM fields. We examine some of the research about students with disabilities and note the limited literature on this subject. University enrollment by students with disabilities has increased in the last two decades while the amount of corresponding research published has decreased. This issue should not be siloed to disability studies- it is one that must be recognized by all educators. We conclude with some practical suggestions on how to move forward.

Challenging Native Speakerism in Literacy Research and Education

Scholars have examined the myth of Asian Americans and Pacific Islanders (AAPIs) as model minorities in education and specifically within mathematics education, yet less is known about how this myth reveals an intersection of race and language that shapes the experiences of AAPIs in the literacy field. In this article, I argue that a monolingual model rooted in nativist ideologies of English is part and parcel of AAPIs’ racialization as model minorities and forever foreigners. Drawing from AAPI and literacy studies as well as autoethnographic insights, I further argue that the positioning of AAPIs in literacy research illustrates its Eurocentric legacy. This Insights article seeks to raise awareness of a racialized native speaker ethos of literacy research and education, and to call for more literacy research on AAPIs—an invisible minority within the field. Implications include expanding notions of literacy with varied and global perspectives through more research with and from multilingual nondominant communities.

Community cultural wealth in science, technology, engineering, and mathematics education: A systematic review

AbstractBackgroundOne emerging approach to diversity and inclusion in engineering is to take an assets‐based view of what students from nondominant communities bring to their education and work experiences.Purpose/HypothesisThe purpose of this review is to understand how community cultural wealth (CCW), an assets‐based framework, has been applied in science, technology, engineering, and mathematics (STEM) education research. We address research questions focused on (a) the characteristics of studies using CCW in STEM education, (b) examples of the six types of capital (aspirational, linguistic, familial, navigational, social, and resistant) in STEM educational settings, and (c) gaps and opportunities in how CCW is being applied in STEM education.Design/MethodWe identified 33 dissertations, theses, journal articles, and conference papers using systematic review procedures. To qualify, each study must present empirical data and include at least one type of CCW capital in its results or discussion. We coded study characteristics, such as methods, participant populations, and research setting. We qualitatively analyzed each of the six types of CCW capital.ResultsStudies tended to focus on higher education settings, engineering, and qualitative methods, particularly student interviews. We identified several specific engineering‐relevant examples of assets for each type of capital. Future work should collect data from faculty, staff, and family members identified in several studies as important to CCW in addition to foregrounding student voices.ConclusionsIn synthesizing existing studies, this review provides insight into how an assets‐based framework is being interpreted and provides a foundation for more assets‐based perspectives in future engineering education work.

The limits of inclusion: Representation of minority and non-dominant communities in consociational and liberal democracies

Consociationalism starts with the assumption that in divided societies there are multiple groups with reasonable claims which leads to the development of group sensitive mechanisms for political representation. While consociations are put in place to ensure the participation of groups whose past disenfranchisement from (equal) political representation resulted in violence, their disregard for individuals and identities of other, non-dominant groups is comparable to the impact of liberal democratic governments on minority groups. Both the approach observed in consociational practice and the liberal democratic approach of accommodating members of minority groups result from a preference for the political accommodation of majority group identities. Both approaches, I argue, result in the neglect of the input of minority and non-dominant groups. This effect is, principally, a result of the lack of guaranteed representation afforded to their group identities and is exacerbated by the representation of majority interests which is aggregated from individual-level participation.

How power-sharing includes and excludes non-dominant communities: Introduction to the special issue

As the introduction to the special issue titled Democratisation in Divided Places: Designing Power-Sharing Institutions for Broad Inclusion, this article situates the themes, issues, and findings of the issue in a broad disciplinary perspective. Drawing from theories of constitutional design, peacebuilding, democratisation, and ethnonational accommodation, the article outlines the trade-offs that power-sharing faces in war-to-peace transitions and the implications for non-dominant groups. We articulate what we see as a central problem with contemporary power-sharing arrangements, a phenomenon we call the ‘exclusion amid inclusion’ dilemma. That is, for power-sharing to create stability and pacify the dominant groups, it must marginalise non-dominant groups. These are groups who were neglected in the original design of power-sharing institutions, who remain on the sidelines of postconflict politics, and who face major institutional constraints on their representation and participation in the power-sharing arrangement. Using ‘exclusion amid inclusion’ as an analytical lens, we explain how the articles included in the special issue highlight how different societies have grappled with the question of facilitating broad inclusion in the design of political power-sharing institutions.

Youth as historical actors in the production of possible futures

ABSTRACTIn this paper, we expand the concept of historical actors to elaborate on how transformative agency has been addressed in our work with youth from nondominant communities, particularly as they leverage digital tools. First, we revisit our work with migrant students, from which the concept arose. Next, we expand this theory by proposing four indicia of the transformative nature of becoming historical actors, and offer three empirical examples to elucidate them. In our first vignette, we document how, when youth glitch during video game play, they collectively experiment with the rules, regulations, and boundaries of game design, finding ways to circumvent normative video game play and co-author their experiences. In the second vignette, we focus on siblings who take over research video cameras as their family is being filmed. We illustrate how they reshape their relation to the cameras, reorganizing participation structures through their agentive and transgressive actions. Finally, we offer an example from viral media to consider how we might recognize the process of becoming historical actors in the research that youth themselves conduct when they leverage digital tools to document everyday acts of racism, and, importantly, resistance.