Maxine Mckinney De Royston
Datos Biográficos
| ID | 102376 |
|---|---|
| NOMBRE | Maxine Mckinney De Royston |
| NOMBRES | Maxine Mckinney |
| APELLIDO | De Royston |
| FIRMA | DE ROYSTON M M |
| AFILIACIONES | University of Wisconsin–Madison |
| ORCID | 0000-0002-7046-800X |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 14 |
| TOTAL DE CITAS | 92 |
| TOTAL COMO AUTOR | 13 |
| TOTAL COMO EDITOR | 1 |
| PRIMER AÑO DE PUBLICACIÓN | 2016 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2022 |
| ÍNDICE H | 5 |
A critical‐ecological approach to STEM P‐20+ advising
This essay is the second paper of a related three‐paper set that examines, critiques, and offers responses to current conceptions of academic advising within P‐20+ STEM education. In this essay, we offer a review of the current understandings of academic advising and its existing limitations with meaningfully supporting Black and Brown STEM learners. As a response to this critique, we call for a critical‐ecological perspective to STEM academic ad…
Youth as philosophers of technology
We explore the idea of youth as philosophers of technology within a university-community partnership in the Chicago area. Youth as philosophers of technology decenters computing practices such as design, making, coding, and tinkering to instead foreground learning how to decode and unmake tech’s relationship with power through artistic, moral and humanistic inquiry. Our analysis explores the ethical, relational sense-making of two high school stu…
No Choice Is the “Right” Choice
In this article, Linn Posey-Maddox, Maxine McKinney de Royston, Alea R. Holman, Raquel M. Rall, and Rachel A. Johnson examine Black parents’ educational decision-making in the racial and educational contexts of predominantly white suburban districts, majority-Black urban schools with an Afrocentric focus, and racially diverse urban public and private schools. Undertaking a qualitative meta-analysis, they ask, How and why is anti-Black racism sali…
Rethinking Learning
Theories of learning developed in education and psychology for the past 100 years are woefully inadequate to support the design of schools and classrooms that foster deep learning and equity. Needed is learning theory that can guide us in creating schools and classrooms where deep learning occurs, where learners’ full selves are engaged, and that disrupt existing patterns of inequality and oppression. In this article, we build on recent research …
I’m a Teacher, I’m Gonna Always Protect You”
Many Black educators in the United States demonstrate a political clarity about white supremacy and the racialized harm it cultivates in and out of schools. We highlight the perspectives of some of these educators and ask, (1) How do they articulate the need to protect Black children? and (2) What mechanisms of protection do they enact in their classrooms and schools? Through further elaborating the politicized caring framework, our analyses show…
Handbook of the Cultural Foundations of Learning
Edited by a diverse group of expert collaborators, the Handbook of the Cultural Foundations of Learning is a landmark volume that brings together cutting-edge research examining learning as entailing inherently cultural processes. Conceptualizing culture as both a set of social practices and connected to learner identities, the chapters synthesize contemporary research in elaborating a new vision of the cultural nature of learning, moving beyond …
Rethinking schools, rethinking learning
The COVID-19 pandemic and social unrest offer an opportunity to clarify what learning is and rethink how to design and assess a “good” school. Schools — online, hybrid, or in-person — should foster learning for all students. Yet, too often, schools paradoxically act as both drivers of equity and reproducers of inequities, both inviting and foreclosing certain types of learning. Maxine McKinney de Royston, Carol Lee, Na’ilah Suad Nasir, and Roy Pe…
Black womanist teachers' political clarity in theory and practice
Black women educators have a legacy of political clarity about teaching and learning as well as about anti-Black racism. Scholarship on Black women teachers has begun to map out this political clarity (e.g), yet is continually at risk of being devalued and deintellectualized in an educational era that privileges universalist and reductivist (e.g."best-practices") approaches to teaching and learning and over politically relevant forms that are rel…
Illuminating political clarity in culturally relevant science instruction
Failure to improve achievement in K‐12 science for racially minoritized students and students living in poverty continues to challenge the inclusionary rhetoric of science for all . Science education researchers, teacher educators, and educators must consider the racialized and classed inequalities that continue to limit students’ opportunities to learn. To achieve this, we must be able to conceptualize sociopolitical pedagogical approaches and l…
Exploring Politicized Trust in a Racially Diverse Computer Science Classroom
Over the past decade, abroad range of policymakers, corporations, educators, and scholars in the United States have catapulted computer science (CS) education from the sidelines to the center of K-12 public education discourse. While calls for CS education are often framed in terms of national and economic competitiveness, there is a growing interest amongst equity scholars in curricular interventions that directly engage the ethical and sociopol…
Digital Youth Divas
Women use technology to mediate numerous aspects of their professional and personal lives. Yet, few design and create these technologies given that women, especially women of color, are grossly underrepresented in computer science and engineering courses. Decisions about participation in STEM are frequently made prior to high school, and these decisions are impacted by prior experience, interest, and sense of fit with community. Digital Youth Div…
Knowing About Racial Stereotypes Versus Believing Them
Despite post-racial rhetoric, stereotypes remain salient for American youth. We surveyed 150 elementary and middle schoolers in Northern California and conducted case studies of 12 students. Findings showed that (a) students hold school-related stereotypes that get stronger in middle school, (b) African American and Latino students experience greater divergence between stereotype awareness about their group and endorsement than other students, an…
Rethinking Race and Power in Design-Based Research
Participatory design-based research continues to expand and challenge the “researcher” and “researched” paradigm by incorporating teachers, administrators, community members, and youth throughout the research process. Yet, greater clarity is needed about the racial and political dimensions of these collaborative research projects. In this article, we focus on how race and power mediate relationships between researchers and communities in ways tha…
Modeling Manhood
This paper examines the process by which stereotypical mainstream representations of black males (as hard, as anti-school, and as disconnected from the domestic sphere) were reimagined in all-black, all-male manhood development classes for 9th graders in urban public high schools. Findings show that instructors debunked stereotypes and created new definitions of black manhood through the practice of modeling manhood, critiquing existing notions o…
I’m a Teacher, I’m Gonna Always Protect You”
Many Black educators in the United States demonstrate a political clarity about white supremacy and the racialized harm it cultivates in and out of schools. We highlight the perspectives of some of these educators and ask, (1) How do they articulate the need to protect Black children? and (2) What mechanisms of protection do they enact in their classrooms and schools? Through further elaborating the politicized caring framework, our analyses show…
Rethinking Learning
Theories of learning developed in education and psychology for the past 100 years are woefully inadequate to support the design of schools and classrooms that foster deep learning and equity. Needed is learning theory that can guide us in creating schools and classrooms where deep learning occurs, where learners’ full selves are engaged, and that disrupt existing patterns of inequality and oppression. In this article, we build on recent research …
Black womanist teachers' political clarity in theory and practice
Black women educators have a legacy of political clarity about teaching and learning as well as about anti-Black racism. Scholarship on Black women teachers has begun to map out this political clarity (e.g), yet is continually at risk of being devalued and deintellectualized in an educational era that privileges universalist and reductivist (e.g."best-practices") approaches to teaching and learning and over politically relevant forms that are rel…
Modeling Manhood
This paper examines the process by which stereotypical mainstream representations of black males (as hard, as anti-school, and as disconnected from the domestic sphere) were reimagined in all-black, all-male manhood development classes for 9th graders in urban public high schools. Findings show that instructors debunked stereotypes and created new definitions of black manhood through the practice of modeling manhood, critiquing existing notions o…
Exploring Politicized Trust in a Racially Diverse Computer Science Classroom
Over the past decade, abroad range of policymakers, corporations, educators, and scholars in the United States have catapulted computer science (CS) education from the sidelines to the center of K-12 public education discourse. While calls for CS education are often framed in terms of national and economic competitiveness, there is a growing interest amongst equity scholars in curricular interventions that directly engage the ethical and sociopol…
Knowing About Racial Stereotypes Versus Believing Them
Despite post-racial rhetoric, stereotypes remain salient for American youth. We surveyed 150 elementary and middle schoolers in Northern California and conducted case studies of 12 students. Findings showed that (a) students hold school-related stereotypes that get stronger in middle school, (b) African American and Latino students experience greater divergence between stereotype awareness about their group and endorsement than other students, an…
Rethinking Race and Power in Design-Based Research
Participatory design-based research continues to expand and challenge the “researcher” and “researched” paradigm by incorporating teachers, administrators, community members, and youth throughout the research process. Yet, greater clarity is needed about the racial and political dimensions of these collaborative research projects. In this article, we focus on how race and power mediate relationships between researchers and communities in ways tha…
Modeling Manhood
This paper examines the process by which stereotypical mainstream representations of black males (as hard, as anti-school, and as disconnected from the domestic sphere) were reimagined in all-black, all-male manhood development classes for 9th graders in urban public high schools. Findings show that instructors debunked stereotypes and created new definitions of black manhood through the practice of modeling manhood, critiquing existing notions o…
Digital Youth Divas
Women use technology to mediate numerous aspects of their professional and personal lives. Yet, few design and create these technologies given that women, especially women of color, are grossly underrepresented in computer science and engineering courses. Decisions about participation in STEM are frequently made prior to high school, and these decisions are impacted by prior experience, interest, and sense of fit with community. Digital Youth Div…
Knowing About Racial Stereotypes Versus Believing Them
Despite post-racial rhetoric, stereotypes remain salient for American youth. We surveyed 150 elementary and middle schoolers in Northern California and conducted case studies of 12 students. Findings showed that (a) students hold school-related stereotypes that get stronger in middle school, (b) African American and Latino students experience greater divergence between stereotype awareness about their group and endorsement than other students, an…
Illuminating political clarity in culturally relevant science instruction
Failure to improve achievement in K‐12 science for racially minoritized students and students living in poverty continues to challenge the inclusionary rhetoric of science for all . Science education researchers, teacher educators, and educators must consider the racialized and classed inequalities that continue to limit students’ opportunities to learn. To achieve this, we must be able to conceptualize sociopolitical pedagogical approaches and l…
Exploring Politicized Trust in a Racially Diverse Computer Science Classroom
Over the past decade, abroad range of policymakers, corporations, educators, and scholars in the United States have catapulted computer science (CS) education from the sidelines to the center of K-12 public education discourse. While calls for CS education are often framed in terms of national and economic competitiveness, there is a growing interest amongst equity scholars in curricular interventions that directly engage the ethical and sociopol…
Handbook of the Cultural Foundations of Learning
Edited by a diverse group of expert collaborators, the Handbook of the Cultural Foundations of Learning is a landmark volume that brings together cutting-edge research examining learning as entailing inherently cultural processes. Conceptualizing culture as both a set of social practices and connected to learner identities, the chapters synthesize contemporary research in elaborating a new vision of the cultural nature of learning, moving beyond …
Rethinking schools, rethinking learning
The COVID-19 pandemic and social unrest offer an opportunity to clarify what learning is and rethink how to design and assess a “good” school. Schools — online, hybrid, or in-person — should foster learning for all students. Yet, too often, schools paradoxically act as both drivers of equity and reproducers of inequities, both inviting and foreclosing certain types of learning. Maxine McKinney de Royston, Carol Lee, Na’ilah Suad Nasir, and Roy Pe…
Black womanist teachers' political clarity in theory and practice
Black women educators have a legacy of political clarity about teaching and learning as well as about anti-Black racism. Scholarship on Black women teachers has begun to map out this political clarity (e.g), yet is continually at risk of being devalued and deintellectualized in an educational era that privileges universalist and reductivist (e.g."best-practices") approaches to teaching and learning and over politically relevant forms that are rel…
No Choice Is the “Right” Choice
In this article, Linn Posey-Maddox, Maxine McKinney de Royston, Alea R. Holman, Raquel M. Rall, and Rachel A. Johnson examine Black parents’ educational decision-making in the racial and educational contexts of predominantly white suburban districts, majority-Black urban schools with an Afrocentric focus, and racially diverse urban public and private schools. Undertaking a qualitative meta-analysis, they ask, How and why is anti-Black racism sali…
Rethinking Learning
Theories of learning developed in education and psychology for the past 100 years are woefully inadequate to support the design of schools and classrooms that foster deep learning and equity. Needed is learning theory that can guide us in creating schools and classrooms where deep learning occurs, where learners’ full selves are engaged, and that disrupt existing patterns of inequality and oppression. In this article, we build on recent research …
I’m a Teacher, I’m Gonna Always Protect You”
Many Black educators in the United States demonstrate a political clarity about white supremacy and the racialized harm it cultivates in and out of schools. We highlight the perspectives of some of these educators and ask, (1) How do they articulate the need to protect Black children? and (2) What mechanisms of protection do they enact in their classrooms and schools? Through further elaborating the politicized caring framework, our analyses show…
A critical‐ecological approach to STEM P‐20+ advising
This essay is the second paper of a related three‐paper set that examines, critiques, and offers responses to current conceptions of academic advising within P‐20+ STEM education. In this essay, we offer a review of the current understandings of academic advising and its existing limitations with meaningfully supporting Black and Brown STEM learners. As a response to this critique, we call for a critical‐ecological perspective to STEM academic ad…
Youth as philosophers of technology
We explore the idea of youth as philosophers of technology within a university-community partnership in the Chicago area. Youth as philosophers of technology decenters computing practices such as design, making, coding, and tinkering to instead foreground learning how to decode and unmake tech’s relationship with power through artistic, moral and humanistic inquiry. Our analysis explores the ethical, relational sense-making of two high school stu…
Sociology (14 obras) · Psychology (11 obras) · Political science (10 obras) · Pedagogy (9 obras) · Critical Race Theory in Education (6 obras) · Gender Studies (6 obras) · Politics (5 obras) · CLARITY (4 obras) · Law (4 obras) · Teacher Education and Leadership Studies (4 obras)