Education Research Lectureship Series
All lectures are virtual and do not require registration.
Lectures are primarily sponsored by the Virginia Education Sciences Training (VEST) Program (supported by the U.S. Department of Education Institute of Education Sciences or IES) and the School of Education and Human Development Dean’s Office, although other co-sponsors may be noted below per talk.
The Listening Project: Building curiosity and connection among adolescents to address the crisis of connection
Dr. Hiro Yoshikawa, NYU Steinhardt
Friday September 11, 2020; 11:00-12:15 PM
Virtual - Zoom Link
Bio: Hirokazu Yoshikawa is the Courtney Sale Ross Professor of Globalization and Education at NYU Steinhardt and a University Professor at NYU, and Co-Director (with J. Lawrence Aber) of the Global TIES for Children center at NYU. He is a community and developmental psychologist who studies the effects of public policies and programs related to immigration, early childhood, and poverty reduction on children’s development. He conducts research in the United States and in low- and middle-income countries. He has also conducted research on culture, sexuality and youth and young adult development in the contexts of HIV / AIDS risk and prevention and is currently conducting research on GSAs (gender and sexuality alliances) in Massachusetts with Paul Poteat, Jerel Calzo, and others. His current projects also include leading the research and evaluation for the MacArthur Foundation 100&Change and Lego Foundation funded partnerships of Sesame Workshop with the International Rescue Committee and BRAC to provide early childhood programming for Syrian refugee families in the Middle East and Rohingya refugee families in Bangladesh (with Alice Wuermli); the first experimental evaluation of an unconditional cash transfer for families with young children in the United States (with Greg Duncan, Kimberly Noble, Lisa Gennetian, Katherine Magnuson, and Nathan Fox); and the Listening Project, a Spencer Foundation funded project evaluating a middle-school-based intervention in New York City schools to train students and teachers in transformative curiosity (interviewing and listening), with Niobe Way, Joseph Nelson, Alisha Ali and David Kirkland. His recent books include Cradle to Kindergarten: A New Plan to Combat Inequality (with Ajay Chaudry, Taryn Morrissey, and Christina Weiland, 2017, Russell Sage) and Immigrants Raising Citizens: Undocumented Parents and Their Young Children (2011, Russell Sage). He serves on the Board of Trustees of the Russell Sage Foundation. He is an elected fellow of the National Academy of Education, the American Academy of Political and Social Sciences, and the American Academy of Arts and Sciences. He served in 2020 on the Biden / Sanders unity task force on education.
Abstract: The roots of the crisis of connection in the United States, across race, ethnicity, gender, immigration status, sexual orientation, gender identity, ability status and other social categories, are in the common processes of dehumanization that cut across these specific divides. Interventions to address the crisis of connection must not simply attempt generic human connection activities, but foster fundamental human skills and capacities that can address these divides. The Listening Project (investigators Niobe Way, Joseph Nelson, Hiro Yoshikawa, Crystal Clarke, Jinjoo Han, Alisha Ali, and David Kirkland - a signature initiative of the Project for the Advancement of our Common Humanity, or PACH) addresses the crisis of connection by building transformative curiosity and connection through training of seventh graders in deep interviewing and listening skills. The process evaluation of the Listening Project includes development of new measures of common humanity, interpersonal curiosity, and listening and interviewing. This presentation will focus on the conceptualization and implementation of the Listening Project in middle schools in New York City, as well as results from the initial process evaluation.
Reimagining Youth Work(ers) and the Ongoing Struggle for Racial Justice
Dr. Bianca Baldridge, University of Wisconsin, Madison
Friday October 2nd, 2020; 11:00 - 12:00PM
Sponsored by Youth-Nex, CRPES, and The Office of Diversity, Equity, and Inclusion
Virtual - Zoom Link
Bio: Bianca J. Baldridge is an Associate Professor in the Department of Educational Policy Studies at the University of Wisconsin, Madison. As a sociologist of education, Bianca’s scholarship explores the socio-political context of community-based youth work and afterschool education. Bianca’s research critically examines the confluence of race, class, and gender, and its impact on educational reforms that shape community-based spaces that engage Black and Latinx youth in the US. She explores the organizational and pedagogical practices employed by youth workers amid neoliberal education restructuring. Bianca’s book, Reclaiming Community: Race and the Uncertain Future of Youth Work, examines how market-based reforms and whiteness, with its emphasis on privatization and accountability, undermines Black community-based organizations’ efforts to support comprehensive youth development opportunities. Her book received the 2019 American Educational Studies Association Critic’s Choice Book Award. With the support of the National Academy of Education/Spencer Foundation Postdoctoral Fellowship program, Bianca studied how racial discourse shapes community-based spaces that engage Black youth in predominantly white cities that espouse a liberal and progressive ethos. Her current research examines how Black community-based youth organizations and youth workers respond to city change and displacement fueled by gentrification and neoliberal education restructuring. Bianca’s research has been featured in the American Educational Research Journal, Review of Research in Education, Teachers College Record, Educational Researcher, and Race, Ethnicity, and Education. Bianca’s experiences as a community-based youth worker in domestic and international contexts continue to inform her research in profound ways.
Results from a Preliminary Study on Black Student Responses to a University's Enslavement History
Dr. Juan Garibay, University of Virginia
Friday, October, 16, 2020; 12:00 – 1:30PM
Co-Sponsorship with CRPES
Virtual - Zoom Link
Bio: Juan Carlos Garibay is an Assistant Professor in the Higher Education program at the University of Virginia. He holds a Ph.D. in Education (with an emphasis in Higher Education & Organizational Change) from the University of California, Los Angeles (UCLA). His research uses a variety of statistical methods to examine issues of diversity, equity, social justice, and sustainability/environmental justice in higher education. Garibay's scholarship has been published or is currently in press with various peer-reviewed education journals including the Review of Higher Education, Research in Higher Education, American Educational Research Journal, Journal of Research in Science Teaching, Environmental Education Research, and Journal of Student Affairs Research and Practice, among other academic outlets.
While at UCLA, he served as a research analyst for the Higher Education Research Institute where he worked on a national longitudinal study funded by the National Institutes of Health and National Science Foundation examining the experiences of underrepresented Students of Color in the STEM fields. He also collaborated with the UCLA Center for the Study of Inequality examining four decades of national data to understand the various factors that explain income inequality among U.S. citizen and immigrant workers. As a research analyst for the UCLA Office of Faculty Diversity and Development he examined faculty diversity issues from the recently administered UC-wide Campus Climate survey to help support institutional decisions and planning as well as developed resources for faculty to help promote a climate of inclusiveness.
Abstract: Over the past fifteen years, a growing number of universities have begun to examine their respective institution's involvement in slavery. However, such research has yet to explore whether, and if so, how this historical context may play a role in contemporary Black students’ college experiences. In this talk, Garibay will share results from a pilot survey conducted at a Southern institution with a historical involvement in slavery. He will discuss how Critical Race Quantitative Inquiry and Anti-Blackness literature were used to devise a methodology to (a) measure various ways students respond to an institution's history of slavery, and (b) explore factors that may relate to student responses to the institution's slavery history. Lastly, implications of the preliminary findings for quantitative research in higher education and the higher education reparations movement will be discussed, as well as next steps to expand the study.
College Now…or Later: Measuring the Effects of Dual Enrollment on College Access
Dr. Tolani Britton, UC Berkeley
Friday, November 20, 2020; 11:00-12:15PM
Virtual - Zoom Link
Bio: Tolani Britton uses quasi-experimental methods to explore the impact of policies on students’ transition from secondary school to higher education, as well as access and retention in higher education. Recent work explores whether the disproportionate increase in incarceration of Black males for drug possessions and manufacture increased gaps in college enrollment rates by race and gender over two time periods- after the passage of the Anti-Drug Act from 1986 - 1993 and after the passage of the Violent Crime Control and Law Enforcement Act from 1995 - 2000.
Prior to earning her doctorate, Professor Britton worked as a high school math teacher and college counselor in New York City public schools and as a policy analyst for the Organization for Economic Cooperation and Development (OECD) in Paris, France. Her scholastic credentials include a Master of Arts in Economics from Tufts University, a Master of Arts in French Cultural Studies from Columbia University, and a Bachelor of Arts in both Economics and French Literature from Tufts University.
Abstract: Research suggests that earning college credits in high school increases the likelihood of postsecondary progress and graduation. In this study, we measure the impact of dual enrollment in high school and college courses through the College Now (CN) program on college enrollment for students in New York City. We use a regression discontinuity design (RDD) that estimates the causal local average effect of the treatment — eligibility for dual enrollment in college classes while in high school — on college enrollment. We find that being eligible for CN leads to a 7% point increase in the likelihood of college enrollment and an 8.6% point increase in the likelihood of enrollment in a four-year college.