Schools' overt or explicit practices are a dominant lens through which education researchers and policymakers attempt to understand how schools are racially inequitable. Yet, Lewis and Diamond argue that contemporary racial inequalities are largely sustained through implicit factors, like institutional practices and structural inequalities. Ray's framework on racialized organizations similarly outlines how our racialized sociopolitical structure becomes embedded in organizations, legitimating and perpetuating the racialized hierarchy. We apply illustrative cluster analysis techniques to rich data on schools, teachers, and students from the nationally representative High School Longitudinal Study of 2009 to find that structural inequities (e.g., student body, sector, average achievement) appear to be most salient in delineating the racialization of US high schools, whereas the characteristics of schools and teachers that are typically emphasized for closing racial inequities in educational outcomes (e.g., teacher qualifications, courses offered, stratification practices) are not salient differentiators across schools.

This study reports high school Black girls' experiences in mathematics classrooms. Forty-eight Black girls participated in 12 focus groups. Findings showed that the girls experienced uncaring teachers, uninteresting curriculum, and unsupportive learning environments. We used a sociopolitical analytic approach to make sense of their narratives and theorized how these experiences could relate to discourses of intersectional harm. We argue that discourses of (1) silencing and dismissiveness and (2) erasure of intellect manifested in their mathematics classrooms and served as barriers to their positive mathematics identity development. We propose a vision for disrupting these discourses of intersectional harm.

This paper uses quantitative analytics to study talk-based participation in 100 mathematics classrooms across one racially diverse urban school district in the USA. Using the EQUIP observation tool and hierarchical linear modeling, we characterize the quantity and quality of participation for students across 3025 coded turns, by race and gender. We found that in general, boys participated significantly more than girls. We also found that Latinx and Asian/Pacific Islander students had significantly fewer turns than Black and White students. To interpret these findings in context, we analyzed interviews from 29 district leaders using a poststructural framework organized around D/discourse.

This article investigates the understudied relationship between teacher socioeconomic status (SES) and retention. Drawing on Bourdieu's theory of social reproduction and longitudinal data from 378 mathematics teachers, we use logistic regression to examine whether teacher SES, conceptualized and measured in terms of their economic, social, and cultural capital, is associated with their school, district, and professional retention at five years. We find teacher SES to be significantly related to retention at five years, and this is independent of teacher race. Practically, the study suggests that incorporating teacher SES into teacher recruitment and selection efforts, as has been done with teacher race, might be a valuable next step for schools and districts in which teacher retention has been a long-standing, serious issue.

Besides its use as a powerful systems analysis tool, simulation has also been used for decades in educational settings as a teaching and learning method. Simulation can replace or augment real-world inquiry-based experiences by providing learners with a low-cost and risk-free experimentation platform to develop knowledge and skills in a simulated environment. This paper presents an overview of current applications and the ongoing transition from physical experimentation to digital simulations and immersive simulated learning environments in engineering education. The paper highlights major implementation and research gaps related to simulation-based learning and immersive simulated learning environments, namely, lack of integration with learning theories and limited formal assessments of effectiveness. Potential implementation approaches and important areas for future educational research are discussed and exemplified in response to the identified gaps. The discussions presented are intended for simulationists, educational researchers, and instructors who are interested in designing and/or utilizing engineering education interventions involving simulated learning environments and immersive technologies in their teaching and educational research. In particular, the Immersive Simulation-Based Learning (ISBL) approach discussed in the paper provides a framework for simulationists to reuse the models developed as part of their simulation projects for educational purposes.

Purpose: Most empirical work using a distributed perspective to frame research on leadership practice uses the school as the unit of analysis, focusing on how leadership is stretched over people and aspects of the situation within schools. This study investigates leadership practice for elementary science, using a multilevel distributed framework, to understand the interrelationships among educational leaders operating at various levels-from classrooms, to schools, to educational systems, and, beyond, to the educational sector. Research Methods/Approach: Using an embedded, comparative case study design, we analyzed leadership practice for elementary science reform in 13 school districts in the U.S. as leaders worked to bridge from the Next Generation Science Standards learning ideals to classroom instruction. Data collection included interviews, observations, and documents. Findings: Leading elementary science reform involved three core components of leadership practice: (1) garnering attention for science in a situation that prioritized the instruction of English Language Arts and mathematics; (2) cultivating and channeling essential relationships not only within the system but also in the broader education sector to access the resources needed to (re)build an educational infrastructure for elementary science instruction; and (3) supporting the use of educational infrastructure in everyday practice in schools. Implications: This study makes the case for using a multilevel distributed leadership perspective to frame studies of leadership practice to understand how efforts at different levels interact in shaping the practice of leadership.

The eye-mind link postulates a relationship between overt attention and covert cognitive processes. Eye movements are the key measure used to reflect attention allocation, and have long been used to develop explanatory and predictive models of mental processing. However, there is very little research investigating the direct relationship between eye movements and the processing occurring in the brain. The proposed research aims to leverage a multimodal dataset where both eye tracking and the cortical hemodynamic responses in the brain were recorded in parallel. The goal is to develop a flexible methodology that can relate eye movements to the brain activations occurring in parallel, including state-of-the-art transformer models to extract meaningful information from the two very different time series. The goal is to support the understanding of the eye-mind link through a focus on the "mind" while also working towards multimodal modeling of cognitive processes. © 2024 Copyright held by the owner/author(s).

Eye movements have long been used to reflect ongoing cognitive processing to develop explanatory and predictive models of mental states and processes. This relationship, deemed the eye-mind link, contains underlying assumptions of the mental processes occurring in the brain, which have rarely been explicitly investigated. We propose a multimodal approach to investigate alignment of eye movements and brain activations (eye-brain alignment) and how it might be predicted by unfolding cognitive processes. We applied this method to a dataset of 76 participants who read long, connected texts while their eye movements and the hemodynamic responses in their brains were tracked using functional near-infrared spectroscopy (fNIRS). We found that reliable eye-brain alignment signals varied based on the participants’ cognitive state during reading. Implications for multimodal modeling of cognitive processes are discussed. © 2024 Copyright held by the owner/author(s).

Transitions often bring reflection and change. This paper illuminates transformational change initiated by Native students who are transitioning into the workplace in engineering and computer science. Drawing on surveys (n=36) and photo elicitation interviews (n=4) from a larger, longitudinal project, and grounded in transitions theory, the paper describes how these new professionals are guided by values of culturally connected giving back, such as promoting technology sovereignty, and how they engage Two-Eyed Seeing to bring together western and Native knowledges. The paper concludes with recommendations for attracting and retaining Native scientists in E&CS through opportunities of giving back and Two-Eyed Seeing.

The underrepresentation of Black women in college computing programs is well known but not well understood, as enrollment reports often fail to account for the complexity inherent in this issue. We analyzed longitudinal data for a cohort of public school students from sixth grade through college enrollment in Texas (N=266,062), distinguishing between institution admission and program participation, 2- and 4-year programs, and types of computing and computing-related programs. Results suggest that the underrepresentation of Black women in computing programs may be less of an institutional admissions problem and more of a department culture problem. We leverage these results to examine the tension between expanding Black women's participation in college computing programs, effective affirmative action practices, and the recent rampant endorsement of anti-DEI policies. We conclude by offering practical approaches to addressing race and gender disparities in computing in light of the constraints of anti-DEI legislation.