Andrene J Castro
Datos Biográficos
| ID | 6006745 |
|---|---|
| NOMBRE | Andrene J Castro |
| NOMBRES | Andrene J |
| APELLIDO | Castro |
| FIRMA | CASTRO A J |
| AFILIACIONES | Virginia Commonwealth University School of Education, Richmond, VA, USA |
| VERIFICADO | No |
| TOTAL DE OBRAS | 8 |
| TOTAL DE CITAS | 12 |
| TOTAL COMO AUTOR | 8 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2022 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 2 |
Is Teacher Morale Race-Neutral? Exploring Morale Among Teachers of Color
Teacher morale, characterized as the extent to which teachers’ needs are met within the context of their work, is often associated with key work outcomes such as turnover and retention, engagement, and productivity. However, teacher morale research rarely adopts race-conscious perspectives that attend to how teachers of color navigate racialized work environments, which limits our understanding of how they perceive and express morale. Using exten…
Navigating Racialized Administrative Burdens in Teacher Licensure and Certification
Background and Context: Teacher licensure and certification are complex processes that aim to establish standards of teacher quality by regulating entry into the profession. However, many teachers of color experience barriers when navigating licensure and certification. Purpose: Using racialized administrative burdens as a theoretical lens to understand such barriers, this study attends to structural biases assembled in ostensibly race-neutral ad…
Shifting the Gaze
Purpose: Despite the sizable research on teacher morale, including related work on teacher motivation, job satisfaction, retention, and attrition, studies have largely focused on morale in urban contexts. It is often assumed that suburban schools employ and maintain teachers with higher morale, but these conclusions are largely unsubstantiated. We explore morale in demographically changing suburban schools and draw on a dynamic view of school con…
School choice, teachers’ work, and professional identity
Teacher professional identity, or what it means to be a teacher, informs the types of schools teachers seek for work. With the marketization of schools in the US and abroad, teachers’ professional identities are changing. However, we know little about how teachers negotiate—and renegotiate—their professional identities during the job search in contexts with school choice, such as charter schools. This study uses qualitative interview data from 46…
“All schools are not created equal
Public opinion plays an important role in shaping the policy process. We examined public input in the form of written public comments to interrogate group expression and public values in school policymaking. Drawing on theoretical and methodological tenets of critical policy and critical discourse analysis, our study examined 3,339 written public comments across two school districts undergoing school rezoning, which is the process of drawing and …
Community Schools as an Urban School Reform Strategy
The community school concept has become a popular school reform model that has gained traction in urban school systems. To date, however, few studies have looked across contexts to see how various communities are conceptualizing the reform: the aims that are articulated, the partnerships that are being created, or sustainability plans. In this study, we explore these questions through an analysis of 32 funded proposals from the federal Full-Servi…
Teachers of Color and Precarious Work
The teacher workforce has undergone macrostructural economic and political changes tied to privatization, deunionization, and deregulation. These forms of neoliberal restructuring have resulted in employment precarity or job insecurity for teachers, but have acutely impacted teachers of color. Drawing on the literature from economic sociology and the sociology of work, this conceptual paper outlines three defining features of precarity in teachin…
Gentrifying Neighborhoods, Gentrifying Schools? An Emerging Typology of School Changes in a Gentrifying Urban School District
An increasing number of central cities across the U.S. are experiencing a growth in white middle-class population, which is associated with gentrification in historically disinvested and racially segregated urban neighborhoods. These changing neighborhood dynamics are starting to shift the context of urban schooling in some districts across the nation. While we know that racial and socioeconomic demographic shifts are associated with neighborhood…
Gentrifying Neighborhoods, Gentrifying Schools? An Emerging Typology of School Changes in a Gentrifying Urban School District
An increasing number of central cities across the U.S. are experiencing a growth in white middle-class population, which is associated with gentrification in historically disinvested and racially segregated urban neighborhoods. These changing neighborhood dynamics are starting to shift the context of urban schooling in some districts across the nation. While we know that racial and socioeconomic demographic shifts are associated with neighborhood…
Teachers of Color and Precarious Work
The teacher workforce has undergone macrostructural economic and political changes tied to privatization, deunionization, and deregulation. These forms of neoliberal restructuring have resulted in employment precarity or job insecurity for teachers, but have acutely impacted teachers of color. Drawing on the literature from economic sociology and the sociology of work, this conceptual paper outlines three defining features of precarity in teachin…
School choice, teachers’ work, and professional identity
Teacher professional identity, or what it means to be a teacher, informs the types of schools teachers seek for work. With the marketization of schools in the US and abroad, teachers’ professional identities are changing. However, we know little about how teachers negotiate—and renegotiate—their professional identities during the job search in contexts with school choice, such as charter schools. This study uses qualitative interview data from 46…
“All schools are not created equal
Public opinion plays an important role in shaping the policy process. We examined public input in the form of written public comments to interrogate group expression and public values in school policymaking. Drawing on theoretical and methodological tenets of critical policy and critical discourse analysis, our study examined 3,339 written public comments across two school districts undergoing school rezoning, which is the process of drawing and …
Community Schools as an Urban School Reform Strategy
The community school concept has become a popular school reform model that has gained traction in urban school systems. To date, however, few studies have looked across contexts to see how various communities are conceptualizing the reform: the aims that are articulated, the partnerships that are being created, or sustainability plans. In this study, we explore these questions through an analysis of 32 funded proposals from the federal Full-Servi…
Teachers of Color and Precarious Work
The teacher workforce has undergone macrostructural economic and political changes tied to privatization, deunionization, and deregulation. These forms of neoliberal restructuring have resulted in employment precarity or job insecurity for teachers, but have acutely impacted teachers of color. Drawing on the literature from economic sociology and the sociology of work, this conceptual paper outlines three defining features of precarity in teachin…
Gentrifying Neighborhoods, Gentrifying Schools? An Emerging Typology of School Changes in a Gentrifying Urban School District
An increasing number of central cities across the U.S. are experiencing a growth in white middle-class population, which is associated with gentrification in historically disinvested and racially segregated urban neighborhoods. These changing neighborhood dynamics are starting to shift the context of urban schooling in some districts across the nation. While we know that racial and socioeconomic demographic shifts are associated with neighborhood…
Shifting the Gaze
Purpose: Despite the sizable research on teacher morale, including related work on teacher motivation, job satisfaction, retention, and attrition, studies have largely focused on morale in urban contexts. It is often assumed that suburban schools employ and maintain teachers with higher morale, but these conclusions are largely unsubstantiated. We explore morale in demographically changing suburban schools and draw on a dynamic view of school con…
Navigating Racialized Administrative Burdens in Teacher Licensure and Certification
Background and Context: Teacher licensure and certification are complex processes that aim to establish standards of teacher quality by regulating entry into the profession. However, many teachers of color experience barriers when navigating licensure and certification. Purpose: Using racialized administrative burdens as a theoretical lens to understand such barriers, this study attends to structural biases assembled in ostensibly race-neutral ad…
Is Teacher Morale Race-Neutral? Exploring Morale Among Teachers of Color
Teacher morale, characterized as the extent to which teachers’ needs are met within the context of their work, is often associated with key work outcomes such as turnover and retention, engagement, and productivity. However, teacher morale research rarely adopts race-conscious perspectives that attend to how teachers of color navigate racialized work environments, which limits our understanding of how they perceive and express morale. Using exten…
Sociology (7 obras) · Political science (5 obras) · Psychology (4 obras) · Teacher Education and Leadership Studies (4 obras) · Gender Studies (3 obras) · Pedagogy (3 obras) · Public relations (3 obras) · School Choice and Performance (3 obras) · Communication in Education and Healthcare (2 obras) · Critical Race Theory in Education (2 obras)