75.041-4 - Intersectionalities of Lived Experience: Social Context as Evidence to Democratize Educational Research

• In Event: 75.041 - MTCC Roundtable Session 33

Session Type: Roundtable Session

Abstract

The purpose of this symposium is to connect data from auto-ethnographic, qualitative, quantitative, narrative, and participatory research to the lived-knowledge of educators, students, parents, and administrators. Our work provides concrete recommendations to directly address structural failures in education. By bringing together several interdisciplinary and mixed methods research projects from within the greater Boston area, we show how institutionalized and overt racism, sexism, classism, and religious bigotry intersect to negatively impact the achievement of marginalized students. This presentation will add depth and clarity to our collective understanding of how inequity plays out in multiple contexts in public education. In addition, collectively, presenters seek to inform educational policy utilizing the truth-telling power of lived-experience in this “‘Post-Truth Era.’”

Sub Unit

• Division G - Social Context of Education / Division G - Section 2: Differences and Intersectionalities

Chair

• Patricia Krueger-Henney, University of Massachusetts at Boston

Papers

• Black Male Principals and the Challenges of Social Justice Leadership in a Post-Truth Era - Jamel Adkins-Sharif, Blackstone Innovation School

• Forging a Pathway to STEM: Intersecting Identities and Experiences of Undergraduate Women in College Algebra - Karen Marie Crounse, University of Massachusetts Boston

• Exposing the Context: Student Perceptions of Racial Microaggressions in the Classroom - Nadine O'Garro, Boston Public Schools

• Charter Schools: A Multimodal Story of Discipline Policies and Pushout - Amando Branion, Wareham Public Schools

• Community College Noncompletion: The Missing Voices of Underserved Students in Educational Research and Improvement Efforts - Tara Gully-Hightower, Massasoit Community College

Discussant

• Patricia Krueger-Henney, University of Massachusetts at Boston