Source: U.S. Department of Education, 2021
The U.S. Department of Education, launched the Safer Schools and Campuses Best Practices Clearinghouse (the Clearinghouse) in accordance with Executive Order 14000 Supporting the Reopening and Continuing Operation of Schools and Early Childhood Education Providers. The Clearinghouse is designed to support young children, students, families, early childhood providers, teachers, faculty, and staff as early childhood education programs, schools, and campuses continue to reopen following closures due to the coronavirus disease 2019 (COVID-19) pandemic. The Clearinghouse will be a place to share and highlight best practices and lessons learned for operating safely during and after the pandemic submitted by early childhood providers, teachers, faculty, staff, early childhood programs, schools, districts, institutions of higher education, other places providing educational instruction and States.
Source: Ain A. Grooms, Duhita Mahatmya, Eboneé T. Johnson, Educational Policy, Vol 35, Issue 2, 2021
From the abstract:
Representing approximately 20% of the workforce, educators of color (EOC) leave the field at a rate 25% higher than their White counterparts. Despite workforce diversification efforts, few studies investigate the psychosocial consequences of navigating racialized school climate as reasons EOC may leave the workforce. This study relies on survey data collected from educators of color (paraprofessionals through superintendents) across the state of Iowa. Applying a critical quantitative research design, we examined factors that link racialized school climate to their job satisfaction and psychological well-being. Findings indicate that a racialized school climate has a significant, direct effect on EOC’s race-based stress and professional racial self-efficacy. We argue that solely focusing on the retention of educations of color acts as a distraction from dismantling the institutionalized racism that continues to permeate our school systems.
How race-related stress could be driving educators of color away from the job
Source: Ain Grooms, The Conversation, April 13, 2021
When teachers of color experience high levels of race-based stress in schools, they can also have an increasingly negative sense of belonging, according to new research.
For the study, we analyzed survey data from educators of color across Iowa. To get at whether they were experiencing race-based stress, we asked whether the educators felt supported raising concerns with their peers about racism in schools or if they felt the need to ignore or avoid it. I conducted this research along with my colleagues – education researcher Duhita Mahatmya and community and behavioral health professor Eboneé Johnson.
Teachers reported less support from colleagues than did principals. Over 75% of the teachers in our sample (175 out of 229) reported a negative sense of belonging, especially when they thought school districts would not devise policies to actively address equity and racism.
Source: Rachel M. Cohen, New Republic, March 8, 2021
Teachers unions were accused of being obstinate and compromising education. The real story is a lot more complex.
Last month in Chicago, after months of heated negotiations, the teachers union and Chicago Public Schools emerged with one of the most detailed school reopening agreements in the nation. Brad Marianno, an education policy professor at the University of Nevada, Las Vegas, who has been studying these agreements since last spring, called it the most comprehensive he’s seen, citing its inclusion of things like testing protocols, measures that might lead to reclosing schools, and vaccination commitments. Among other things, the union succeeded in negotiating accommodations for hundreds more members at higher risk of Covid-19 complications, or who serve as the primary caregiver for someone at higher risk, than the district had originally agreed to accommodate.
Stacy Davis Gates, the vice president of the Chicago Teachers Union, said one of the most important components of the agreement was the so-called “school safety committees” a demand the union put forward in December to hold leadership accountable to the health and safety promises it’s made. The school-based committees include up to four CTU members, the principal, the building engineer, and a “reasonable” number of other employees like janitors, lunchroom staff, and security guards. On a regular basis, they will flag to the principal any issues that arise and can hold the school liable if they go ignored. ….
Source: Suresh Naidu, Aaron Sojourner, Roosevelt Institute, December 2020
From the abstract:
As the COVID-19 recession continues and the pandemic worsens, millions of people have lost their jobs and are at risk of long-term unemployment. Policymakers and practitioners looking for strategies to address long-term unemployment are turning to workforce training and development programs to help workers rebuild their skills. Yet training programs that focus on skills learning without addressing underlying labor market power dynamics between employers and workers can perpetuate existing inequalities.
Source: Nilda Alexandra Sanchez-Rodriguez, Journal of Library Administration, Latest Articles, December 12, 2020
From the abstract:
Maximizing the current organizational culture and diversity/inclusion practices within CUNY libraries is crucial to retaining highly talented support staff with significant potential for future leadership roles. This research explores equity, diversity, and inclusion within the library profession, with the intention of implementing strategic frameworks to attract, recruit, and retain underrepresented groups within the University. To spotlight areas of upward mobility within CUNY academic libraries, a CUNY-wide Library Workplace Climate survey on the perceptions of diversity, universal inclusion, and career progression was conducted. The scope of the survey study compares the different perspectives of CUNY librarians, full-time library classified paraprofessionals, and part-time classified staff to measure CUNY’s commitment to addressing the diversity gap in the library profession. CUNY-wide, 141 library employees participated in a survey study to uncover professional development opportunities in support of career advancement and upward mobility. Nearly 2 in 5 African American/Black library staff-members are paraprofessionals, while 13.5% are faculty. A stark contrast to 3 in 5 or 64% CUNY library faculty, which identified as White/Caucasian. The findings reinforce the need for measures to maximize workplace diversity through support-staff mentoring, guidance, and recruitment. Workplace mentorship and career development—across all levels within CUNY libraries—cultivate skills for a better work environment that can lead to promotion and successful plans for succession. Investing and sustaining structured library professional development opportunities geared toward underrepresented groups—generally in paraprofessional and student-worker roles—will help identify next generation CUNY library leadership.
Source: Paul A. Landsbergis, Elina Shtridler, Amy Bahruth, Darryl Alexander, NEW SOLUTIONS: A Journal of Environmental and Occupational Health Policy, Volume 30 Issue 3, November 2020
From the abstract:
Elementary and secondary school educators face many work stressors, which appear to be increasing due to economic, political, and social trends. Therefore, we analyzed data from a 2017 national American Federation of Teachers survey of U.S. education staff, including data from two New York School districts that have adopted collaborative labor-management practices. The national American Federation of Teachers sample of educators reported significantly higher prevalences of several work stressors and poorer physical and mental health compared to the U.S. workers overall, adjusted for age, gender, and race/ethnicity. Compared with educators nationally, educators in districts with collaborative labor-management practices did not have a consistently higher or lower prevalence of work stressors or poorer health. Findings suggest the importance of reducing work stressors among U.S. educators. Results should be interpreted with caution due to the low educator survey response rate.
Source: Audrey Massmann, Sam Klug, and Dennis M. Hogan, The Forge, October 5, 2020
…This past summer, The Forge’s Lindsay Zafir sat down with Sam Klug, an organizer with the Harvard Graduate Students Union (HGSU), and Dennis Hogan and Audrey Massmann, organizers with the Brown Graduate Labor Organization, to talk about the road to winning a union for graduate workers, how they waged a contract campaign during the pandemic, and their vision for building power across the ranks of the academic labor movement. This interview has been edited and condensed. …
Source: Kent Phillippe, Community College Daily, September 7, 2020
The novel coronavirus has affected all aspects of society and the economy. But what do the data say about the impact of the pandemic on community colleges?
Getting timely and reliable data on two-year colleges is challenging. Many of the key metrics are not systematically collected nor reported nationally. This article will look at some of the available data to get a sense of the effects of COVID-19 on this sector of higher education.
Source: Barbara Madeloni, Labor Notes, September 30, 2020
The pandemic has made me see more clearly why it works when workers get together to solve problems collectively.
With no public health system to access and a disorganized, inept, and neglectful response from the government, individuals have been cast out alone to deal with the pandemic. Decisions about working—and risking one’s health and safety—have become individual.
School districts have surveyed parents and educators, asking what individuals wanted for themselves. Unions that simply let members fill out their surveys alone reinforced the message: you are on your own, do what is best for you.
Which is why the contrast when workers come together to talk is so pronounced and powerful right now.
Source: Michelle Jackson and Brian Holzman, Proceedings of the National Academy of Sciences (PNAS), Vol. 117, no. 32, August 11, 2020
From the abstract:
The “income inequality hypothesis” holds that rising income inequality affects the distribution of a wide range of social and economic outcomes. Although it is often alleged that rising income inequality will increase the advantages of the well-off in the competition for college, some researchers have provided descriptive evidence at odds with the income inequality hypothesis. In this paper, we track long-term trends in family income inequalities in college enrollment and completion (“collegiate inequalities”) using all available nationally representative datasets for cohorts born between 1908 and 1995. We show that the trends in collegiate inequalities moved in lockstep with the trend in income inequality over the past century. There is one exception to this general finding: For cohorts at risk for serving in the Vietnam War, collegiate inequalities were high, while income inequality was low. During this period, inequality in college enrollment and completion was significantly higher for men than for women, suggesting a bona fide “Vietnam War” effect. Aside from this singular confounding event, a century of evidence establishes a strong association between income and collegiate inequality, providing support for the view that rising income inequality is fundamentally changing the distribution of life chances.