A boy told me I was ugly. Voices of At Risk Adolescent Girls on Gender Identity and Dating Roles

Through an exploration of urban middle school girls’ Discourse, this study sought to investigate how at risk females defined their gendered identity. Based on an analysis of spoken and written Discourse in a Third Space writing group, we discovered that at risk girls’ notions of patriarchal dating roles, which were predicated upon ideas of physical attractiveness and “datability,” drove much of their perspectives about gender. This study reveals girls’ strong desire to conform and adhere to dating roles with boys despite their depiction of relationships as tumultuous, necessary, exciting, and inevitably painful. Implications for educators pertain to the importance of using Discourse as a tool to help understand and define gender struggles for at risk adolescent girls and the need for pedagogy that would encourage girls to safely work through the invisible constraints of gender

Testing for All: An Exploration of Disproportionality in the Georgia Alternate Assessments

Public schools use standardized testing to measure students’ academic achievement at the conclusion of each school year. Students with severe cognitive disabilities are evaluated through the Georgia Alternate Assessment (GAA). The purpose of this descriptive study was to describe the demographic characteristics of students who took the Georgia Alternate Assessment (GAA) and students who took the Georgia Milestones End of Grade Assessment (EOG) in English/Language Arts using publicly available data from the 2014-2015 academic year. Additionally, the study investigated disproportionality of certain student groups who took the GAA and EOG in English/Language Arts. A series of chi-square analyses resulted in significant overrepresentation of male, Black or African American, and economically disadvantaged students on the GAA. Our results indicated underrepresentation of migrant, limited English proficient, and Hispanic students on the GAA. Results of the present study have important implications for the student referral process and inclusion criteria for alternate assessment