Francesca A López
Biographic Data
| ID | 109420 |
|---|---|
| NAME | Francesca A López |
| GIVEN NAMES | Francesca A |
| FAMILY NAME | López |
| SIGNATURE | LÓPEZ F A |
| AFFILIATIONS | University of Arizona, Tucson, USA |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 38 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 3 |
We Don’t Teach Critical Race Theory Here”: A Sentiment Analysis of K-12 School and District Social Media Statements
Conservative activism around the purported influence of Critical Race Theory (CRT) on K-12 education has swept the country in recent years. While others have documented the sources of these messages, how school districts have responded to these critiques has not yet been investigated. Drawing on research on how social media algorithms elevate polarizing information and activate emotions, we analyze public social media posts on school/district Fac…
How to respond to community concerns about critical race theory
Many school leaders responded to the controversies over critical race theory with denial. That approach can backfire, according to Emily Hodge, Francesca López, and Joshua Rosenberg. They suggest proactive messaging, which can help prevent leaders from falling into the trap of reactively defending their practices and letting the direction of the conversation be guided by those with the most extreme views
Altering the Trajectory of the Self-Fulfilling Prophecy: Asset-Based Pedagogy and Classroom Dynamics
Prior research has contributed to our understanding about the ways teachers communicate their expectations to students, how students perceive differential teacher behaviors, and their effect on students' own perceptions of ability and achievement. Despite more than half a century of this work, historically marginalized students continue to be underrepresented in a vast array of achievement outcomes. Scholars have argued that asset-based pedagogy …
A Story within a Story: Culturally Responsive Schooling and American Indian and Alaska Native Achievement in the National Indian Education Study
There have been numerous calls to increase quantitative studies examining the role of culturally responsive schooling (CRS) on American Indian and Alaska Native (AIAN) achievement. The National Indian Education Study (NIES) is the only large-scale study focused on (AIAN) students’ cultural experiences within the context of schools. Given that NIES also includes achievement on the National Assessment of Educational Progress (NAEP), it has the pote…
Developmental Considerations and Acculturation of Children: Measures and Issues
This article presents the secondary validation of the Brief Acculturation Rating Scale for Mexican Americans-II (Brief ARSMA-II) for use with children— carried out using two samples of Mexican-descent children (ages = 9-11) from two states ( N = 295). The Brief ARSMA-II was originally normed on adolescents and adults but has been validated and used with children. Ethnic identity development perspectives suggest that the interpretation of scores d…
Altering the Trajectory of the Self-Fulfilling Prophecy: Asset-Based Pedagogy and Classroom Dynamics
Prior research has contributed to our understanding about the ways teachers communicate their expectations to students, how students perceive differential teacher behaviors, and their effect on students' own perceptions of ability and achievement. Despite more than half a century of this work, historically marginalized students continue to be underrepresented in a vast array of achievement outcomes. Scholars have argued that asset-based pedagogy …
Developmental Considerations and Acculturation of Children: Measures and Issues
This article presents the secondary validation of the Brief Acculturation Rating Scale for Mexican Americans-II (Brief ARSMA-II) for use with children— carried out using two samples of Mexican-descent children (ages = 9-11) from two states ( N = 295). The Brief ARSMA-II was originally normed on adolescents and adults but has been validated and used with children. Ethnic identity development perspectives suggest that the interpretation of scores d…
A Story within a Story: Culturally Responsive Schooling and American Indian and Alaska Native Achievement in the National Indian Education Study
There have been numerous calls to increase quantitative studies examining the role of culturally responsive schooling (CRS) on American Indian and Alaska Native (AIAN) achievement. The National Indian Education Study (NIES) is the only large-scale study focused on (AIAN) students’ cultural experiences within the context of schools. Given that NIES also includes achievement on the National Assessment of Educational Progress (NAEP), it has the pote…
We Don’t Teach Critical Race Theory Here”: A Sentiment Analysis of K-12 School and District Social Media Statements
Conservative activism around the purported influence of Critical Race Theory (CRT) on K-12 education has swept the country in recent years. While others have documented the sources of these messages, how school districts have responded to these critiques has not yet been investigated. Drawing on research on how social media algorithms elevate polarizing information and activate emotions, we analyze public social media posts on school/district Fac…
Developmental Considerations and Acculturation of Children: Measures and Issues
This article presents the secondary validation of the Brief Acculturation Rating Scale for Mexican Americans-II (Brief ARSMA-II) for use with children— carried out using two samples of Mexican-descent children (ages = 9-11) from two states ( N = 295). The Brief ARSMA-II was originally normed on adolescents and adults but has been validated and used with children. Ethnic identity development perspectives suggest that the interpretation of scores d…
A Story within a Story: Culturally Responsive Schooling and American Indian and Alaska Native Achievement in the National Indian Education Study
There have been numerous calls to increase quantitative studies examining the role of culturally responsive schooling (CRS) on American Indian and Alaska Native (AIAN) achievement. The National Indian Education Study (NIES) is the only large-scale study focused on (AIAN) students’ cultural experiences within the context of schools. Given that NIES also includes achievement on the National Assessment of Educational Progress (NAEP), it has the pote…
Altering the Trajectory of the Self-Fulfilling Prophecy: Asset-Based Pedagogy and Classroom Dynamics
Prior research has contributed to our understanding about the ways teachers communicate their expectations to students, how students perceive differential teacher behaviors, and their effect on students' own perceptions of ability and achievement. Despite more than half a century of this work, historically marginalized students continue to be underrepresented in a vast array of achievement outcomes. Scholars have argued that asset-based pedagogy …
How to respond to community concerns about critical race theory
Many school leaders responded to the controversies over critical race theory with denial. That approach can backfire, according to Emily Hodge, Francesca López, and Joshua Rosenberg. They suggest proactive messaging, which can help prevent leaders from falling into the trap of reactively defending their practices and letting the direction of the conversation be guided by those with the most extreme views
We Don’t Teach Critical Race Theory Here”: A Sentiment Analysis of K-12 School and District Social Media Statements
Conservative activism around the purported influence of Critical Race Theory (CRT) on K-12 education has swept the country in recent years. While others have documented the sources of these messages, how school districts have responded to these critiques has not yet been investigated. Drawing on research on how social media algorithms elevate polarizing information and activate emotions, we analyze public social media posts on school/district Fac…
Critical Race Theory in Education (5 works) · Psychology (5 works) · Political science (3 works) · Social Psychology (3 works) · Sociology (3 works) · Academic achievement (2 works) · Critical race theory (2 works) · Critical theory (2 works) · Educator Training and Historical Pedagogy (2 works) · Ethnic group (2 works)