Flip the Script

Each one of us must understand education reform as inseparable from our concurrent struggles in other sectors, including labor and healthcare, and the movements to secure full human and civil rights for all. --Authors

Not just the best years of my life: personal growth in higher education

Our conception of product affirmation depicts a product as “sculptor” of the consumer’s ideal self, similar to how a relationship partner can help us achieve our aspirations and goals. We performed two studies to look at the role of higher education as a product in affirming a consumer’s ideal self. We found that product affirmation for undergraduate students and alumni (with the university as the product that affirms the ideal self of the student/alumnus) leads to increases in the experience of various positive emotions, the acquisition of various positive traits, and positive evaluations of the university. Additionally, we found that product affirmation effects were more pronounced and robust in one’s personal ideal-self domain than in one’s professional ideal-self domain. Practical implications, study limitations, and future directions are discussed, as well as preliminary findings from a follow-up experiment using a sample of graduate students

NEPC Review: Proposed 2015 Federal Teacher Preparation Regulations

On December 3, 2014, the U.S. Department of Education released a draft of proposed new Teacher Preparation Regulations under Title II of the Higher Education Act with a call for public comments within 60 days. The proposal enumerates federally mandated but state-enforced regulations of all teacher preparation programs. Specifically, it requires states to assess and rate every teacher preparation program every year with four Performance Assessment Levels (exceptional, effective, at-risk, and low-performing), and states must provide technical assistance to &ldquo;low-performing&rdquo; programs. &ldquo;Low-performing&rdquo; institutions and programs that do not show improvement may lose state approval, state funding, and federal student financial aid. This review considers the evidentiary support for the proposed regulations and identifies seven concerns: (1) an underestimation of what could be a quite high and unnecessary cost and burden; (2) an unfounded attribution of educational inequities to individual teachers rather than to root systemic causes; (3) an improperly narrow definition of teacher classroom readiness; (4) a reliance on scientifically discredited processes of test-based accountability and value-added measures for data analysis; (5) inaccurate causal explanations that will put into place a disincentive for teachers to work in high-needs schools; (6) a restriction on the accessibility of federal student financial aid and thus a limiting of pathways into the teaching profession; and (7) an unwarranted, narrow, and harmful view of the very purposes of education.</p

The doormat effect: When forgiving erodes self-respect and self-concept clarity.

We build on principles from interdependence theory and evolutionary psychology to propose that forgiving bolsters one's self-respect and self-concept clarity if the perpetrator has acted in a manner that signals that the victim will be safe and valued in a continued relationship with the perpetrator but that forgiving diminishes one's self-respect and self-concept clarity if the perpetrator has not. Study 1 employed a longitudinal design to demonstrate that the association of marital forgiveness with trajectories of self-respect over the first 5 years of marriage depends on the spouse's dispositional tendency to indicate that the partner will be safe and valued (i.e., agreeableness). Studies 2 and 3 employed experimental procedures to demonstrate that the effects of forgiveness on self-respect and self-concept clarity depend on the perpetrator's event-specific indication that the victim will be safe and valued (i.e., amends). Study 4 employed a longitudinal design to demonstrate that the association of forgiveness with subsequent self-respect and self-concept clarity similarly depends on the extent to which the perpetrator has made amends. These studies reveal that, under some circumstances, forgiveness negatively impacts the self

Linking Recent Discrimination-Related Experiences and Wellbeing via Social Cohesion and Resilience

The current study examined the relationship between recent experiences of discrimination and wellbeing and the mediating effects that social cohesion and resilience had on this relationship. Using online sampling, participants (N =255) from a South London community rated the levels of discrimination related experiences in the past 6 months, alongside measures of social cohesion, resilience, and wellbeing (happiness and depressive symptoms). Results revealed a negative relationship between recent experiences of discrimination and wellbeing which was explained by a serial mediation relationship between social cohesion and resilience, and singly by resilience alone. The study highlights how recent experiences of discrimination can lead to a depletion of personal resources and social resources (which in turn also lead to reduced personal resources) and in turn, to lower levels of wellbeing

Linking recent discrimination-related experiences and wellbeing via social cohesion and resilience

United Kingdom The current study examined the relationship between recent experiences of discrimination and wellbeing and the mediating effects that social cohesion and resilience had on this relationship. Using online sampling, participants (N= 255) from a South London community rated the levels of discrimination related experiences in the past 6 months, alongside measures of social cohesion, resilience, and wellbeing (happiness and depressive symptoms). Results revealed a negative relationship between recent experiences of discrimination and wellbeing which was explained by a serial mediation relationship between social cohesion and resilience, and singly by resilience alone. The study highlights how recent experiences of discrimination can lead to a depletion of personal resources and social resources (which in turn also lead to reduced personal resources) and in turn, to lower levels of wellbeing

Trust and biased memory of transgressions in romantic relationships.

Relative to people with low trust in their romantic partner, people with high trust tend to expect that their partner will act in accordance with their interests. Consequently, we suggest, they have the luxury of remembering the past in a way that prioritizes relationship dependence over self-protection. In particular, they tend to exhibit relationship-promoting memory biases regarding transgressions the partner had enacted in the past. In contrast, at the other end of the spectrum, people with low trust in their partner tend to be uncertain about whether their partner will act in accordance with their interests. Consequently, we suggest, they feel compelled to remember the past in a way that prioritizes self-protection over relationship dependence. In particular, they tend to exhibit self-protective memory biases regarding transgressions the partner had enacted in the past. Four longitudinal studies of participants involved in established dating relationships or fledgling romantic relationships demonstrated that the greater a person's trust in their partner, the more positively they tend to remember the number, severity, and consequentiality of their partner's past transgressions—controlling for their initial reports. Such trust-inspired memory bias was partner-specific; it was more reliably evident for recall of the partner's transgressions and forgiveness than for recall of one's own transgressions and forgiveness. Furthermore, neither trust-inspired memory bias nor its partner-specific nature was attributable to potential confounds such as relationship commitment, relationship satisfaction, self-esteem, or attachment orientations. (PsycINFO Database Record (c) 2016 APA, all rights reserved

Understanding the Attacks on Critical Race Theory

Attacks on Critical Race Theory have been in the news for over a year. Rallies have been organized, school board meetings disrupted, executive orders issued, and legislation introduced to remove or exclude CRT from school curriculum. Since early 2021, eight states have passed legislation that, broadly speaking, seeks to ban historical information and critical analysis related to race and racism in public school classrooms, and additional legislation is being considered. Advocates of these administrative and legislative actions argue that providing students with information on race and racism is un-American, divisive, and itself racist. This policy memo reviews the contemporary attacks against CRT, describes the political objectives of these attacks, explores historical examples of similar tactics, and provides resources on evidence-based strategies to counter the propaganda. </div

Education policy as an act of white supremacy: whiteness, critical race theory and education reform

The paper presents an empirical analysis of education policy in England that is informed by recent developments in US critical theory. In particular, I draw on ‘whiteness studies’ and the application of Critical Race Theory (CRT). These perspectives offer a new and radical way of conceptualising the role of racism in education. Although the US literature has paid little or no regard to issues outside North America, I argue that a similar understanding of racism (as a multifaceted, deeply embedded, often taken-for-granted aspect of power relations) lies at the heart of recent attempts to understand institutional racism in the UK. Having set out the conceptual terrain in the first half of the paper, I then apply this approach to recent changes in the English education system to reveal the central role accorded the defence (and extension) of race inequity. Finally, the paper touches on the question of racism and intentionality: although race inequity may not be a planned and deliberate goal of education policy neither is it accidental. The patterning of racial advantage and inequity is structured in domination and its continuation represents a form of tacit intentionality on the part of white powerholders and policy makers. It is in this sense that education policy is an act of white supremacy. Following others in the CRT tradition, therefore, the paper’s analysis concludes that the most dangerous form of ‘white supremacy’ is not the obvious and extreme fascistic posturing of small neonazi groups, but rather the taken-for-granted routine privileging of white interests that goes unremarked in the political mainstream