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Download full textPaul J. Yoder – AERA Open, 2024
Trauma studies scholars emphasize naming or acknowledging trauma to promote healing. In response to the recent political and curricular whiplash in the Commonwealth of Virginia, this paper investigates the prevalence and nature of traumagenic events in Virginia's social studies standards. Data analysis suggests that conceptual insights from trauma…
Descriptors: Trauma, Social Studies, Classification, Trauma Informed Approach
Catherine Kramarczuk Voulgarides; Sarah L. Woulfin; Natasha Strassfeld; Isabel Meltzer – AERA Open, 2024
We employ the metaphor of an educational ecosystem to explain how racial inequity in special education manifests in a midsized urban school district via equity expressions and experiences. We focus on two ecosystems operating at the mesol-evel within school districts: 1) special education and 2) equity ecosystems. We show how these educational…
Descriptors: Special Education, Racial Discrimination, Equal Education, Educational Environment
Jennifer R. Cowhy; Lok-Sze Wong; Megan Hopkins – AERA Open, 2024
Federal entitlement policies like Title III and the IDEA help grant multilingual learners (MLs) and students with disabilities (SWDs) access to public schools. Yet they have operated in ways that continue to "other" the very student populations they intend to integrate. Drawing on social network surveys and semi-structured interviews…
Descriptors: Elementary Secondary Education, Federal Legislation, Educational Legislation, Equal Education
Daniel Millán – AERA Open, 2024
Evolving or stagnant immigration laws and policies may distinctly shape the experiences of undocumented students by shifting access to rights or opportunities. I draw upon 30 interviews with college students in California to analyze how they encountered legal vulnerability. I argue that legal vulnerability can be dismissed, dormant, or…
Descriptors: Undocumented Immigrants, College Students, State Legislation, Student Experience
Amanda Slaten Frasier – AERA Open, 2024
Prohibited concept laws have a chilling effect on teaching, resulting in the erasure of social justice topics; however, the extent to which district-level actors support such laws or the role they play in perpetuating the effect is unclear. I offer a framework for understanding how district-level policy messaging contributes to the chilling effect…
Descriptors: State Legislation, Educational Legislation, Educational Policy, Superintendents
Christa S. Bialka; Nicole Hansen; Irene P. Kan; Danielle Mackintosh; Rebecca Jacobson – AERA Open, 2024
One major responsibility of K-12 teachers in United States public schools is to meet the needs of disabled students. While many preservice and in-service teacher training programs present educators with information related to service delivery as outlined in a student's Individualized Education Program or 504 plan, they rarely address how to talk…
Descriptors: Elementary School Teachers, Secondary School Teachers, Public School Teachers, Faculty Development
