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Thursday, November 17 • 9:15am - 10:20am
GSS Session 19 - Methods to Raise Awareness and Advocacy

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Participants: Situational Proactive Preparation: An Examination of Ethnic-Racial Socialization Practices of Parents of Young Children Dawn Williams, University of Washington A qualitative study was conducted to examine the ethnic-racial socialization practices of a diverse group of parents of young children under eight years old. Parents employed practices to expose their children to culture and prepare them for current and future bias. Parents offered suggestions to teachers about how to address race. Discussions about culture and race occurred because there was something a child was exposed to which resulted in a parent having to address it. Discussions on Race with a School Community Group Omar J. Salaam, University of South Florida Using an IRB approved research study project to inform my dissertation proposal, I expect to defend my proposal during the Summer-2016 semester. My study’s focus is on ways in which members of a school community group engage in conversations on race. Through a Critical Interpretivist lens, I am using Participatory Action Research methods (Kemmis & McTaggart, 2011), in facilitating discussions in an elementary International Baccalaureate magnet school with a diverse student population. Leading Entrepreneurial Education: A South African and Slovakian Perspective Zukiswa Mthimunye, Teachers College Columbia University; Jaromir Sedlar, University of Texas at Austin Political transformation in any national context is all encompassing, bringing with it the complexities of redefining many aspects of social life. However, developing entrepreneurial skills in high schools demands more from the curriculum, and teachers than producing future small business owners. In this comparative country case session, researchers will discuss a collaborative project between two schools of entrepreneurial leadership in South Africa and Slovakia. Reimagining the Discourse: A Historical Feminist Poststructural Discourse Analysis of Women Superintendents Lisa Cullington, University of Massachusetts Boston Women, particularly women of color, have been disproportionately represented at the highest levels of leadership in United States public schools since the creation of the superintendent position in the 1800s (Blount, 1998). Using feminist poststructuralism as a theoretical frame, this proposal identifies a historical discourse analysis as a useful methodological approach. This research methodology provides an innovative way of reframing and re-envisioning the discourse depicting educational leadership. Facilitator: Catherine A. Lugg, Rutgers University


Thursday November 17, 2016 9:15am - 10:20am
Detroit Marriott at the Renaissance Center: Floor 5 - Nicolet A

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