Virtual School Meanderings

September 28, 2020

AERA and NAEd Statement in Support of Anti-Racist Education

An important statement from AERA and NAEd.

 

For Immediate Release

September 24, 2020

 

Contacts:

Tony Pals, tpals@aera.net

(202) 238-3235

 

Gregory White, gwhite@naeducation.org

 

Statement in Support of Anti-Racist Education
September 24, 2020

 

The hallmark of a democratic society is support and encouragement of free speech. With that freedom as foundational—protecting generally welcome and unwelcome speech of the times—we can ever improve our imperfect, but laudable union. So important is this value that, in the United States, free speech is codified in the Constitution as the very First Amendment.1 A directly related hallmark of the academy is academic freedom, which has been recognized by courts as within the implied interests of the First Amendment. Both notions, free speech and academic freedom, are deeply ingrained in free societies. Even when the ideas that emerge are unpopular, there is no more precious right than free speech. It is through respect for evidence-based discourse on difficult subjects that we advance as a society.

 

Our associations are proud of our enduring commitment to open, trustworthy inquiry and the hard work we have done in our scholarly field to examine issues of equity, diversity, inclusion, and anti-racism in education writ large as well as in education policy, administration, and practice contexts. This commitment extends to examining the history, unintended biases and exclusionary practices in all sectors, including research, as part of promoting integrity, honesty, and inclusivity and ultimately excellence in every part of society.

 

Just as a democratic society needs to support the production of scientific and scholarly knowledge free of political manipulation or intrusion, we need educational systems that are not politicized and censored, but rather seek the truth by exploring even the most difficult truths. We need to teach students to engage on difficult topics with intellectual integrity and respectful discourse. We are troubled by actions that appear to reject these principles, and especially on topics as salient to U.S. society as equality and justice for all. We must also respect the rule of law in our educational systems, including Congressional prohibitions of federal government prescriptions and prohibitions of curriculum content in our schools.2

 

In our interest in serving the public good, we specifically call attention to three current administration efforts (1) to ban use of the 1619 Project by those teaching about race in U.S. schools; (2) the Office of Management and Budget’s September 4 directive to Executive Departments and Agencies to dictate what training about race, diversity, or equality can include (explicitly mandating the exclusion of a theoretical perspective that has led to important scientific research on systemic racism); and (3) the U.S. Department of Education launching an investigation of Princeton University based on the contention that the university’s intention to reconsider its own potential biases or patterns of systemic racism means that prior assurances of non-bias constituted false statements, implicitly threatening the university’s federal funding.

 

Our statement is intended to bring to the attention of diverse publics—whatever one’s political party or views—that these actions both undermine our democracy and fly in the face of what scientific inquiry has affirmed on many issues and in many contexts. Evidence in studies of early childhood development through professional development and training demonstrates that exposure to a diversity of ideas and open inquiry about them leads all persons to better learning, more consensual decision-making, and a deeper appreciation of oneself and others. And, evidence also tells us that we have much more work to do to elevate understanding of racism in U.S. society, which is critical to its eradication. (See relevant scientific studies attached.)

 

We need in essence more and better education about race and racism without the imposition of a federal government view about what it can and cannot include. Despite the progress that the nation has made toward racial equality, we recognize that we still have a long way to go. This past spring and summer have shown us that far too many persons in the U.S. cannot pursue life, liberty, and happiness with assurance they will receive equal treatment under the law. The ways that education researchers and other scientists attempt to remedy social problems is through research, teaching, and professional learning. Thus, we stand against any directives that do not allow professionals to talk openly and honestly about race and racism even when these discussions are uncomfortable.

 

The evidence suggests that addressing issues of race and racism requires a level of candor not often experienced in workplaces and education settings. In the 1970s, educators stood against Holocaust deniers to ensure that students would learn the truth of Nazism and Anti-Semitism. Today, we must stand against the notion that systemic racism does not exist. Institutions examining their practices, researchers interrogating these issues, or educational programming confronting the topic should be applauded for tackling the most difficult of problems. As our research attests, all of us, regardless of what we do or what we believe, will be better for it.

 

See Sweezy v. New Hampshire, 354 U.S. 234 (1957). The holding of this is a late McCarthy era case, where an academic refused to answer the government’s questions about what he was teaching, addresses due process—but its discussion is renowned for recognizing the importance of academic freedom in American society and democracy.

 

See, 20 USC 1232a (Prohibition against Federal control of education) (“No provision of any applicable program shall be construed to authorize any department, agency, officer, or employee of the United States to exercise any direction, supervision, or control over the curriculum, program of instruction, administration, or personnel of any educational institution, school, or school system, or over the selection of library resources, textbooks, or other printed or published instructional materials by any educational institution or school system….”); 20 USC 3403(b) (similar language); 20 USC 8526A.

 

American Educational Research Association

National Academy of Education

 

In collaboration with the following endorser scientific societies

American Academy of Social Work and Social Welfare

American Anthropological Association

American Association for Anatomy

American Association for Dental Research

American Society for Gravitational and Space Research

American Society of Tropical Medicine & Hygiene

American Sociological Association

American Thoracic Society

Consortium of Social Science Associations

Council on Undergraduate Research

Entomological Society of America

Federation of American Scientists

The Gerontological Society of America

National Communication Association

OSA-The Optical Society

Society for the Psychological Study of Social Issues

 

Bibliography

 

Ames, D. L., Jenkins, A. C., Banaji, M. R., & Mitchell, J. P. (2008). Taking another person’s perspective increases self-referential neural processing. Psychological Science, 19(7), 642–644. https://doi.org/10.1111/j.1467-9280.2008.02135.x

 

Bowman, N. A., Denson, N., & Park, J. J. (2016). Racial/cultural awareness workshops and post-college civic engagement: A propensity score matching approach. American Educational Research Journal, 53(6), 1556-1587. https://doi.org/10.3102/0002831216670510

 

Chang, M. J., Denson, N., Saenz, V., & Misa, K. (2006). The educational benefits of sustaining cross-racial interaction among undergraduates. The Journal of Higher Education, 77(3), 430-455. https://doi.org/10.1080/00221546.2006.11778933

 

Denson, N., & Chang, M. J. (2015). Dynamic relationships: Identifying moderators that maximize benefits associated with diversity. The Journal of Higher Education, 86(1), 1-37. https://doi.org/10.1080/00221546.2015.11777355

 

Devine, P. G., Forscher, P. S., Austin, A. J., & Cox, W. T. (2012). Long-term reduction in implicit race bias: A prejudice habit-breaking intervention. Journal of Experimental Social Psychology, 48(6), 1267-1278. https://doi.org/10.1016/j.jesp.2012.06.003

 

Godsil, R. D. The Science of Equality in Education: The Impact of Implicit Bias, Racial Anxiety, and Stereotype Threat on Student Outcomes (2017). Perception Institute. Retrieved from https://perception.org/wp-content/uploads/2017/05/Science-of-Equality-Education.pdf.

 

Gurin, P., Nagda, B. R. A., & Zuniga, X. (2013). Dialogue across difference: Practice, theory, and research on intergroup dialogue. Russell Sage Foundation.

 

Lai, C. K., Marini, M., Lehr, S. A., Cerruti, C., Shin, J. L., Joy-Gaba, J. A., Ho, A. K., Teachman, B. A., Wojcik, S. P., Koleva, S. P., Frazier, R. S., Heiphetz, L., Chen, E., Turner, R. N., Haidt, J., Kesebir, S., Hawkins, C. B., Schaefer, H. S., Rubichi, S., Sartori, G., Dial, C. M., Sriram, N., Banaji, M. R., & Nosek, B. A. (2014). Reducing implicit racial preferences: I. A comparative investigation of 17 interventions. Journal of Experimental Psychology: General, 143, 1765-1785.

https://doi.org/10.1037/a0036260

 

Logel, C. R., Walton, G. M., Spencer, S. J., Peach, J., & Mark, Z. P. (2012). Unleashing latent ability: Implications of stereotype threat for college admissions. Educational Psychologist, 47(1), 42-50. https://doi.org/10.1080/00461520.2011.611368

 

Luo, J., & Jamieson-Drake, D. (2009). A retrospective assessment of the educational benefits of interaction across racial boundaries. Journal of College Student Development, 50(1), 67-86. https://doi.org/10.1353/csd.0.0052

 

National Science Board, National Science Foundation. 2019. Science and Engineering Indicators 2020: Science and Engineering Labor Force. Science and Engineering Indicators 2020. NSB-2019-8. Alexandria, VA. Available at https://ncses.nsf.gov/pubs/nsb20198/.

 

Park, J. J., Denson, N., & Bowman, N. A. (2013). Does socioeconomic diversity make a difference? Examining the effects of racial and socioeconomic diversity on the campus climate for diversity. American Educational Research Journal, 50(3), 466-496. https://doi.org/10.3102/0002831212468290

 

Tienda, M. (2013). Diversity≠ inclusion: Promoting integration in higher education. Educational Researcher, 42(9), 467-475. https://doi.org/10.3102/0013189X13516164

 

Tropp, L. R., & Bianchi, R. A. (2006). Valuing diversity and interest in intergroup contact. Journal of Social Issues, 62(3), 533-551.

 

Weisman, E. M., & Garza, S. A. (2002). Preservice teacher attitudes toward diversity: Can one class make a difference? Equity & Excellence in Education, 35(1), 28-34.

 

Wolfe, B. L., & Fletcher, J. (2013). Estimating benefits from university-level diversity (No. w18812). National Bureau of Economic Research. https://doi.org/10.3386/w18812

 

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About AERA

The American Educational Research Association (AERA) is the largest national interdisciplinary research association devoted to the scientific study of education and learning. Founded in 1916, AERA advances knowledge about education, encourages scholarly inquiry related to education, and promotes the use of research to improve education and serve the public good.

 

About NAEd

The National Academy of Education (NAEd) advances high-quality research to improve education policy and practice. Founded in 1965, the NAEd consists of U.S. members and international associates who are elected on the basis of scholarship related to education. The Academy undertakes research studies to address pressing educational issues and administers professional development fellowship programs to enhance the preparation of the next generation of education scholars.

 

This release can be found online.

 

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American Educational Research Association

1430 K Street, NW

Suite 1200

Washington, DC 20005
(202) 238-3200

September 21, 2020

Special Invite—Sept. 23 AERA-OECD Webinar on Education Research Worldwide in a Covid and Post-Covid World

This webinar in a couple of days may be of interest to both researchers and those individuals in the results of educational research.

September 23, 2020

9:30-11:00 AM EDT / 3:30-5:00 PM CEST

 

MODERATORS

Felice J. Levine

Executive Director

American Educational Research Association

 

Stéphan Vincent-Lancrin

Deputy Head of the Innovation and Measuring Progress Division and Senior Analyst

Organisation for Economic Co-operation and Development

. . . . . . . . . . . . . . . . . . . . .

EXPERT PANEL PERSPECTIVES

Hidenori Fujita

Past President

Japanese Educational Research Association
(Tsuru University)

 

Shaun R. Harper

President

American Educational Research Association
(University of Southern California)

 

Debra Myhill

President

European Association for Research on Learning and Instruction
(University of Exeter)

 

Joe O’Hara

President

European Educational Research Association
(Dublin City University)

. . . . . . . . . . . . . . . . . . . . .

INTERNATIONAL REFLECTIONS

Andreas Schleicher

Director for Education and Skills

Organisation for Economic Co-operation and Development

. . . . . . . . . . . . . . . . . . . . .

This AERA-OECD webinar will examine priorities and planning for education research at a time when education and learning face uncertainty and dislocation. In this interactive discussion, research leaders from around the world will share insights on how education research is currently contributing to the response to COVID-19 for all levels of education and forms of learning. They will also discuss what is needed to further understand and monitor related challenges, and will offer evidence-based policies to help education leaders, government officials, schools, and education systems make sound decisions. The webinar will explore how the worldwide research community can collaboratively contribute to the design of COVID and post-COVID education and to the implementation of new research processes that can help inform stakeholders during and after the crisis.
*****

This webinar will broadcast live on ZOOM.

ASL interpretation and captioning will be provided.

Please register in advance.

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American Educational Research Association

1430 K Street, NW

Suite 1200

Washington, DC 20005
(202) 238-3200

September 1, 2020

AERA Highlights: William F. Tate IV To Deliver 2020 Brown Lecture, AERA Town Hall Meetings Envision The 2021 Virtual Annual Meeting​, And More!

A newsletter from the American Educational Research Association that I received yesterday.

Click here to view this email in your browser.
August 2020
 

AERA News

Research Policy and Funding Updates

AERA Important Nominations

New AERA Call

Ongoing AERA Calls

AERA Publications Calls

Beyond AERA

In Memoriam

AERA in the News

 

AERA News

AERA Selects William F. Tate IV to Deliver 2020 Brown Lecture in Education Research

William F. Tate IV, provost and executive vice president of academic affairs at the University of South Carolina, and a leading expert on the intersections between education, society, and public health, has been selected to present the 2020 Brown Lecture in Education Research. Read more

AERA Town Hall Meetings Engage Education Research Community in Envisioning the 2021 Virtual Annual Meeting​

AERA Executive Director Felice J. Levine and President Shaun R. Harper hosted two virtual Town Hall Meetings on August 25 and August 28 to talk to the education research community about early plans for the 2021 Virtual Annual Meeting and to gather feedback and answer questions from AERA members and other meeting attendees. Read more

AERA to Provide Live Demonstrations of Interactive Presentation Gallery for 2020 Annual Meeting Authors—September 15 and 22

Extended Deadline for Creating Presentations: October 30

To help 2020 Annual Meeting authors take full advantage of the features of the new Interactive Presentation Gallery, AERA will be holding two live demonstrations of the iPoster platform on September 15 and 22, from 3:30 p.m. to 5:00 p.m EDT. Read more

AERA to Hold Virtual Awards Celebration for 2020 AERA-wide Awardees

On October 3, 2020, from 3:00 p.m. to 4:30 p.m. EDT, AERA will hold a Virtual Awards Celebration to honor and celebrate the recipients of the 2020 AERA-wide awards. Read more

AERA to Co-Host Online Conference on Educational Data Science on September 18—Registration Now Open​

In collaboration with Stanford University Professor Daniel A. McFarland and other scholars, AERA is co-hosting the Online Conference on Educational Data Science on September 18, 8:00 a.m.–12:45 p.m. PDT. Read more

AERA to Hold Virtual Research Learning Courses on September 1 and 15​

The first AERA Virtual Research Learning Series concludes in September with two final courses that will build on the significant success of the series since it launched in May. Read more

AERA seeks nominations for the 2021 AERA Awards
 

Research Policy and Funding Updates

AERA Submits Comments on 2020–21 CRDC Revisions and Schedule Adjustment

On August 6, AERA Executive Director Felice J. Levine submitted comments on additional proposed changes and updates to the 2020–21 Civil Rights Data Collection. Read more

NAGB Advances Resolution Urging NCES to Continue Plans for 2021 Mandated NAEP Assessments​

On July 31, the National Assessment Governing Board voted 13–10 to pass a resolution that encourages the National Center for Education Statistics to continue plans to administer the fourth- and eighth-grade 2021 National Assessment of Educational Progress tests in math and reading. Read more

Negotiations Stall on Additional COVID-19 Emergency Funding Package

Despite meetings between congressional Democratic leadership and the Trump administration, action on an additional emergency funding package to address the Covid-19 pandemic stalled in August. Read more

AERA Important Nominations

AERA Nominating Committee for SIG Executive Committee Seeks Recommendations—Deadline: September 15

The AERA Nominating Committee for the Special Interest Groups Executive Committee seeks recommendations for well-qualified candidates to run for the positions of Chair-Elect and Member-at-Large in the 2021 election. Read more

AERA Nominating Committee for Graduate Student Council Welcomes Recommendations—Deadline: September 15

The AERA Graduate Student Council Nominating Committee welcomes recommendations of well-qualified individuals as potential candidates to run for GSC office in the 2021 election. Read more

AERA Fellows Committee Seeks Nominations for 2021 Class of Fellows—Deadline Extended: October 30

In recognition of the time demands facing nominators putting together strong Fellow submission materials, AERA is extending the nominations deadline from September 30 to October 30. Read more

New AERA Call
Ongoing AERA Calls
AERA Publications Calls
  • AERA Open Special Topic: Education in the Time of Pandemic—Deadline: Abstracts due on a rolling basis through September 1
    The purpose of this special topic, launched in response to the current pandemic crisis, will be to learn and share as many lessons as possible, so that we are better prepared for systemic shocks in the future.
  • AERA Open Special Topic: Educational Data Science—Deadline: Papers due October 1
    This AERA Open special topic call aims to showcase the best of this ongoing genre of research and to broaden the scope of data science applications to include work on diverse topics and frameworks related to education and learning, much of which is being generated by interdisciplinary scholars and educational domain experts.
Beyond AERA
  • The W.T. Grant Foundation is accepting proposals for a $650,000, three-year Institutional Challenge Grant that encourages research institutions to build partnerships with public agencies or nonprofits in order to reduce inequality in youth outcomes. Deadline: September 10 Read more
  • Call for Proposals for the Fall 2020 NAFSA Research Symposium –Deadline: September 7 Read more

Visit the Beyond AERA webpage for professional advancement opportunities from other organizations, including calls for papers and submissions, meetings and conferences, and other activities.


In Memoriam

AERA members who recently passed away

Kathryn Anne Davis, 70, died on August 16. She retired in 2017 from the University of Hawai‘I, where she had served as a professor in the Department of Second Language Studies and director of the Center for Second Language Research. Read more

 

Stuart Karabenick, 80, Professor Emeritus of Education and adjunct professor of psychology at the University of Michigan, Professor Emeritus of Psychology at Eastern Michigan University, died on August 1, 2020. He was a member of Division C: Leaning and instruction. Read more

 

Lubna N. Chaudhry, 54, an associate professor of human development at Binghamton University–SUNY, died on August 12. She was a member of the 2021 AERA Presidential Program Committee and was Division G’s co-program chair. Read more

 

Ruby Takanishi, a senior research fellow at the New America Foundation and former president and CEO of the Foundation for Child Development, recently died. She received the AERA Distinguished Public Service Award in 2014 and served on the AERA Annual Meeting Policies and Procedures Committee. Read more

 

Notices of AERA members who have passed away may be sent to members@aera.net. Please include full name, date of death, age, most recent affiliation, and a link to an official announcement.


AERA in the News

Recent media coverage of AERA and AERA-published research

More AERA in the News

 

 

AERA Highlights is published by the American Educational Research Association monthly to inform members and others interested in education research about the latest news and developments in AERA and in the field.

Editor: Felice J. Levine

Managing Editors: Tony Pals and John Neikirk

Contributors: Nathan Bell, Audrey Poe, Christy Talbot, Tong Wu, and Martha Yager

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American Educational Research Association

1430 K Street, NW

Suite 1200

Washington, DC 20005

(202) 238-3200

August 31, 2020

AERA to Hold Final Two 2020 Virtual Learning Courses in September

An item from the American Educational Research Association that may be of interest.

AERA 2020
 Virtual Research Learning Series
The AERA 2020 Virtual Research Learning Series Continues with Last Two High-Quality, Interactive Courses
Register Now!


Both courses are from 1:00–5:00 p.m. EDT. / FEE $35
Live or On Demand Access


Using Factor Analysis for Survey Design and Validation (RL-8)
Tuesday, September 1

Instructors
Katherine Picho, Howard University (course director)
Marie Plaisime, Howard University

Intended for educators (including administrators) and researchers at all levels, this interactive course provides a primer on survey development and the use of factor analysis to validate surveys.

View full course description.


Co-Decolonizing Research Methods: Toward Research Sustaining Indigenous and ‘Other’ Community Engaged Ways of Knowing (RL-9)
Tuesday, September 15

Instructors
Lorri Many Rivers Johnson Santamaría, Mixteco Indígena Community Organizing Project (MICOP) (course director)
Cristina Corrine Santamaría Graff, Indiana University—Purdue University at Indianapolis

For those interested or engaged in research produced by or serving Indigenous peoples or people of Color in the United States directly or indirectly impacted by colonization, this course provides a way forward toward authentic collaboration with stakeholders and interested parties.

View full course description.

information here register here
The American Educational Research Association (AERA) is the largest
national interdisciplinary research association devoted to the scientific
study of education and learning. Founded in 1916, the Association strives
to advance knowledge about education, to encourage scholarly inquiry
related to education, and to promote the use of research to improve
education and serve the public good.

 

#VirtualResearchLearningSeries

August 20, 2020

Two Town Hall Meetings August 25 & 28 – On 2021 Virtual AERA Annual Meeting

A notice from the American Educational Research Association.

Click here to view this email in your browser
 
Dear AERA Members and Others with Interests in AERA Annual Meetings,

 

The Town Hall Meetings to talk with the education research community about the 2021 Virtual Annual Meeting are now scheduled for Tuesday, August 25, from 3:00 to 4:30 pm EDT, and Friday, August 28, 2020, from 3:00 to 4:30 pm EDT.

 

At these Town Hall events, we plan to overview core elements of our planning for a virtual Annual Meeting on April 9-12, 2021. Most importantly, these Town Halls are an opportunity to hear from members and other participants about what you most seek and hope for in a virtual event. While there is still ample opportunity to bring innovations to the fore, we aim for each Town Hall to cover such issues as:

  • Synchronous and asynchronous sessions
  • Interactive paper presentations
  • Workshops and professional development courses
  • Business meetings
  • Networking and meet-up opportunities that can accommodate informal gatherings, receptions, and events
  • Other topics

Please note that these Town Hall events include dedicated time for open chats and questions related overall to the Annual Meeting and virtual features. Specialized virtual meetings for Division and SIG Chairs and Program Chairs have taken place (and will continue to take place) over the weeks and months ahead.

 

You are invited to register for one of the following sessions:

  • Tuesday, August 25, 3:00 pm – 4:30 pm EDT. Click here to register for this session.
  • Friday, August 28, 3:00 pm – 4:30 pm EDT. Click here to register for this session.

Once you register, you will receive a confirmation email with details for logging into the Zoom meeting.

 

We look forward to the Town Hall events adding to the design and delivery of the 2021 AERA Annual Meeting. Please join with us and participate.

 

If you should have questions about these events, please contact annualmtg@aera.net.

 

Cordially,

Felice J. Levine, Ph.D.

Executive Director

flevine@aera.net

(202) 238-3200

American Educational Research Association

1430 K Street, NW

Suite 1200

Washington, DC 20005

 

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