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Teachers College Record | 2001

How Context Mediates Policy: The Implementation of Single Gender Public Schooling in California.

Amanda Datnow; Lea Hubbard; Gilberto Q. Conchas

In this article, we present findings about the implementation of single gender public schooling in California—a movement that signifies a growing interest in school choice and private sector solutions to public education problems. We analyze qualitative data gathered in a study of 12 single gender academies (6 boys; 6 girls). As well-meaning educators responded to California’s single gender academies legislation, they designed schools and used resources to address the pressing needs of students in each community, such as low achievement, poverty, or violence, rather than to address gender bias. The impetus for single gender schooling in each context affected the organization, curriculum, and pedagogy in each academy, as did educators’ ideologies about gender. In the end, the politics surrounding the legislation, the resource interests of district and school administrators, and the lack of institutional support for this gender-based reform coalesced to structure the demise of most of the single gender academies. We consider the implications of these findings for the viability of single gender schooling as a public school option.


International Journal of Qualitative Studies in Education | 2005

The role of gender in academic achievement

Lea Hubbard

This article focuses on findings from a study involving 30 highly successful, low‐income, African American public high school students. The students’ gender‐based experiences defy the traditional patterns of educational underachievement associated with this minority group. They challenge John Ogbu’s influential notions of ‘involuntary’ minority students as oppositional and resistant to schooling. Moreover, the strong gender‐based variation found among these students in terms of their college aspirations and strategies for attaining success raise questions about an undifferentiated treatment of the African American student population. School practices, peer interactions and students’ lived familial and community experiences are crucial factors in shaping educational outcomes. The intertwining of school, family and community cultures constructs gendered attitudes and beliefs. Even when students share a racial and class identity, gender may strongly mediate their perceptions and behavior, in and out of school.


Journal of Negro Education | 1999

Race and Reform: Educational "Niche Picking" In a Hostile Environment.

Lea Hubbard; Hugh Mehan

Historically, racist attitudes and policies among officials and citizens in the United States have influenced the effectiveness of educational reform efforts. Given that reality, this article describes an implementation of the Advancement Via Individual Determination (AVID) program within a broad sociopolitical context that includes a communitys beliefs about intelligence, race, and academic achievement. AVID, designed to help low-income and minority high school students attend college; challenged this communitys fundamental beliefs about academic success and subsequently met resistance from educators and community members who believed that intelligence is fixed and racially based. A case study approach was taken to explore how racism shapes educational reform in the local context and to identify ways to reverse its negative effects. In recent years, school reform efforts have focused increasingly on the strategies that educators in districts or schools have deployed to renew and improve their schools. Notable among these reform efforts are the Accelerated Schools program (Levin, 1987), the Comer School Development Program (Comer, 1980, 1988, 1997), and the Coalition of Essential Schools (Sizer 1992), which have been adopted and implemented throughout the country. These organizational development models emerged as antidotes to top-down models of school reform that were criticized for being insensitive to the obstacles and constraints facing teachers attempting to implement educational reforms. These models are heuristic because they show how educational innovations are negotiated in the practical, nitty-gritty details of daily life in schools. However, because their focus is on schoollevel strategies for self-renewal and improvement, they downplay the actions that initiated reform and the governmental, community, and district actions that occurred away from and before the school attempted rejuvenation and renewal (Datnow, Hubbard, & Mehan, 1999). Experts have called for locally adapted change that is sensitive to local education practice and context (Elmore, 1996; Elmore & McLaughlin, 1988; Fullan & Hargreaves, 1996; McLaughlin, 1990). As Goodman (1995) stated: What is most important [if we are to be truly transformative in schooling] ... is the recognition that school restructuring efforts be built upon an open discourse regarding the type of culture we wish to build and the relationship between schooling and this future society. (p. 7) Reform agents point out that efforts fail when they do not fully address the context in which the school is located or when they ignore the culture of the school (Sarason, 1996). Schools are political domains; therefore attention must be paid to the power that is embedded in all relationships that unfold therein (Datnow, 1998; Fullan, 1991; Giroux & McLaren, 1986; Hargreaves, 1994). The implementation of reform efforts is a conditional process in which the consequences of actions taken in one context may become the conditions for actions in another (Datnow et al., 1999; Hall & McGinty, 1997). On the one hand, in their exuberance to present the rich details of educational change in local contexts, educational researchers must not lose sight of the importance of actions taken in sociopolitical contexts that exist at a distance to the school. On the other hand, they cannot be content to treat sociopolitical factors as disembodied forces. The enactment of these factors in social interaction must be revealed and explained. In this article, we describe the implementation of a reform model aimed at improving the academic opportunity of African American youth in a community in a southern state. The purpose of this research is threefold: (a) to describe more fully the process by which this school implemented, incorporated, and enacted a reform design that was developed externally; (b) to explore more fully the dynamic relationship among structural constraints, cultural arrangements, and peoples actions in the context of this school reform effort; and (c) to illustrate how cultural beliefs about race and intelligence become structural constraints impinging on educational reform. …


Journal of Education for Students Placed at Risk (jespar) | 2014

The Viability of Combining Academic and Career Pathways: A Study of Linked Learning

Lea Hubbard; Mary McDonald

In an attempt to reform high schools and prepare students with the knowledge and skills needed for the 21st century, educators and policymakers have turned to programs that combine career and academic pathways. One such program, Linked Learning, has taken up the reform challenge by relying on technical adjustments, rearranging students’ schedules, and integrating career technical education (CTE) with a set of courses that support students’ eligibility for their state and university college system. Linked Learning has attempted to avoid the pitfalls often associated with an earlier vocational education model. This article reports findings from a year-long study of eight schools in five districts whose district leaders and principals have placed Linked Learning at the core of their platform for school reform. Interviews with these educators reveal that while changing the structure of students’ course schedules offered some advantages for students, school principals were challenged to keep their academic and career promises. This qualitative investigation has shown that to understand reform challenges it is essential to examine the broader school, district, and state context in which the reform is embedded. Both structural and cultural considerations must be addressed if high school reform is to more effectively support students.


Archive | 2010

Travel of District-Wide Approaches to Instructional Improvement: How Can Districts Learn from One Another?

Mary Kay Stein; Lea Hubbard; Judith Toure

Increasingly, districts are being recognized for the role that they can play in improving instructional practice and, in turn, improving the academic performance of students (Hightower, Knapp, Marsh, & McLaughlin, 2002; Supovitz, 2006). With the passage of No Child Left Behind (NCLB) Act, improvement in student achievement is no longer just a laudable goal, but rather has become a real goal with real consequences. As the recognition that instructional improvement is the best way to boost student achievement has gradually sunk in among policymakers, raising the quality of teaching and learning across the board has become essential. Arguably, no organization is in a better position to accomplish this than is a school district.


Archive | 2003

PETER HALL’S CONTRIBUTIONS TO PUBLIC POLICY RESEARCH: APPLICATIONS TO EDUCATIONAL REFORM

Hugh Mehan; Amanda Datnow; Lea Hubbard

To understand Peter Hall’s work on social policy, it is heuristic to place it in the context of work that was done contemporaneously. Public policy studies in the late 1960s through the early 1980s concentrated in large part on the large-scale governmental policies such as the Great Society Programs of the Lyndon Johnson administration, Follow-through, Headstart, special education, bilingual education. Social policy research of that time tended to take Weberian notions of technical rationality seriously, probably too seriously.


Archive | 2002

Extending educational reform : from one school to many

Amanda Datnow; Lea Hubbard; Hugh Mehan


Archive | 2006

Reform as Learning: School Reform, Organizational Culture, and Community Politics in San Diego

Lea Hubbard; Hugh Mehan; Mary Kay Stein


Anthropology & Education Quarterly | 2005

Do Single‐Sex Schools Improve the Education of Low‐Income and Minority Students?

Lea Hubbard; Amanda Datnow


Anthropology & Education Quarterly | 1999

College Aspirations among Low-Income African American High School Students: Gendered Strategies for Success

Lea Hubbard

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Hugh Mehan

University of California

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Amanda Datnow

University of California

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Mary Kay Stein

University of Pittsburgh

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Laura Pruyn

University of San Diego

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