Kate Phillippo
Biographic Data
| ID | 298100 |
|---|---|
| NAME | Kate Phillippo |
| GIVEN NAMES | Kate |
| FAMILY NAME | Phillippo |
| SIGNATURE | PHILLIPPO K |
| AFFILIATIONS | Loyola University Chicago |
| ORCID | 0000-0001-7996-706X |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 48 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Research on Turkish and U.S. Teachers as Mandated Reporters of Child Abuse and Neglect: A Comparative Scoping Review
Child abuse and neglect remain, unfortunately, a pervasive issue worldwide. Teachers play a critical role in identifying and reporting suspected child abuse and neglect and are often considered the “front line” due to their daily access to children. Although teachers are required to report suspected child abuse and neglect, concerns have arisen about teachers’ capability due to international instances of under- and overreporting. We therefore tur…
How Policy Positionality Helps Explain Policy That Does Not Fit Students
“Why wasn’t I doing this before?”: Changed school social work practice in response to the Covid-19 pandemic
The American education system has been significantly disrupted by the COVID-19 pandemic, which led schools to shut down and convert to remote learning environments in spring 2020. However, long before these school closures, school social workers (SSWs) have faced significant practice dilemmas, as they have encountered obstacles to their engagement in best practices. While initial pandemic school closures presented SSWs with a range of uncertain s…
Conflict Theory, Extended: A Framework for Understanding Contemporary Struggles Over Education Policy
Conflicts over education and education policy continue, and now new, diversified actors push for change while technologies expand the terrain where conflicts unfold. Conflict theories would seem best suited to address these conflicts. However, despite conflict theories’ substantive contributions, they are infrequently used in the US context and have met with critique, viewed as too reductive to fully contend with the complexities of conflict in t…
What Students and Teachers Do to Build Positive Reciprocal Relationships: A Study Co-Led by Youth and Adult Researchers
Purpose: As research increasingly links positive student-teacher relationships (STRs) to positive student outcomes, instruments to measure STRs have proliferated. Yet most neglect student agency and sociocultural variation in the operationalization of STRs. This study explores the specific actions teachers and students take to build positive STRs from the vantage point of a diverse group of US middle and high school students. Research Methods: Dr…
The Relationship between Ninth Graders' Perceptions of Teacher Equity and Their Math Identity: Differences by Student Race and School Racial Composition
Using data on ninth graders, math teachers, and schools from the nationally representative High School Longitudinal Study of 2009, we investigate the following questions: (1) How do ninth graders' perceptions of their math teachers as equitable relate to their math identity at the intersection of adolescents' race and gender? and (2) Do differences in the percentage of students at the school who share the adolescent's race moderate (i.e., differe…
A Mixed Method Study of Teachers' Appraisals of Student Wellness Services and Supports During Covid‐19
BACKGROUND: Understanding teachers' appraisals of student wellness services and supports during COVID-19 is essential to strengthening services and improving student health outcomes. This mixed-method study aimed to examine US PK-12 teachers' appraisals of student wellness services and supports during COVID-19. METHODS: This study focuses on qualitative data from 291 teachers' open-ended responses to the question: "What do you wish your school le…
White-on-white research: A study of white qualitative researcher positionality among white participants
Researcher positionality is widely accepted as a phenomenon to be understood and used to strengthen the qualitative research process. However, consideration of white researchers’ positionality has largely centered on situations in which they are “outsider” researchers in spaces that do not reflect their own racial identities. To build knowledge about the effects of researcher whiteness upon research in white spaces with white participants, we ana…
Seeing Merit as a Vehicle for Opportunity and Equity: Youth Respond to School Choice Policy
Racial Injustice in Schools: Underscoring Social Work’s Obligation to Promote Antiracist Practice
Children of color (COC) continue to have a range of disparate educational experiences that implicate structural and institutional racism as powerful, detrimental forces in P-12 schools. As members of a profession dedicated to empowerment and the dismantling of oppression, social workers are called to respond. Social workers work in and with schools in diverse roles (for example, as practitioners, community partners, organizational leaders, and co…
Constrained Consumers: Middle-Class Parents’ Resistance of School Closure and Consolidation in Chicago
Many urban districts use a portfolio management model, hoping to promote school choice and improve school performance. This model requires school closure, which has predominantly impacted lower income families. In 2013, Chicago Public Schools relocated Granger Elementary into one of 48 schools it closed, placing its middle-class parents in the unusual position of resisting a school closure-related decision. Our case study explores parents’ resist…
United States and Canada pre-service teacher certification standards for student mental health: A comparative case study
Rural Cross-Sector Collaboration: A Social Frontier Analysis
Schools throughout the United States apply comprehensive community partnership strategies to address students’ in- and out-of-school needs. Drawing from models like the Harlem Children’s Zone, Promise Neighborhoods, and full-service community schools, such strategies call for diverse professionals to reach beyond their own organizations to collaborate with complementary partners. Extant research on cross-sector collaboration focuses disproportion…
The Social Geography of Choice: Neighborhoods’ Role in Students’ Navigation of School Choice Policy in Chicago
You’re Trying to Know Me”: Students from Nondominant Groups Respond to Teacher Personalism
The Social Geography of Choice: Neighborhoods’ Role in Students’ Navigation of School Choice Policy in Chicago
You’re Trying to Know Me”: Students from Nondominant Groups Respond to Teacher Personalism
White-on-white research: A study of white qualitative researcher positionality among white participants
Researcher positionality is widely accepted as a phenomenon to be understood and used to strengthen the qualitative research process. However, consideration of white researchers’ positionality has largely centered on situations in which they are “outsider” researchers in spaces that do not reflect their own racial identities. To build knowledge about the effects of researcher whiteness upon research in white spaces with white participants, we ana…
Rural Cross-Sector Collaboration: A Social Frontier Analysis
Schools throughout the United States apply comprehensive community partnership strategies to address students’ in- and out-of-school needs. Drawing from models like the Harlem Children’s Zone, Promise Neighborhoods, and full-service community schools, such strategies call for diverse professionals to reach beyond their own organizations to collaborate with complementary partners. Extant research on cross-sector collaboration focuses disproportion…
Seeing Merit as a Vehicle for Opportunity and Equity: Youth Respond to School Choice Policy
Constrained Consumers: Middle-Class Parents’ Resistance of School Closure and Consolidation in Chicago
Many urban districts use a portfolio management model, hoping to promote school choice and improve school performance. This model requires school closure, which has predominantly impacted lower income families. In 2013, Chicago Public Schools relocated Granger Elementary into one of 48 schools it closed, placing its middle-class parents in the unusual position of resisting a school closure-related decision. Our case study explores parents’ resist…
United States and Canada pre-service teacher certification standards for student mental health: A comparative case study
What Students and Teachers Do to Build Positive Reciprocal Relationships: A Study Co-Led by Youth and Adult Researchers
Purpose: As research increasingly links positive student-teacher relationships (STRs) to positive student outcomes, instruments to measure STRs have proliferated. Yet most neglect student agency and sociocultural variation in the operationalization of STRs. This study explores the specific actions teachers and students take to build positive STRs from the vantage point of a diverse group of US middle and high school students. Research Methods: Dr…
The Relationship between Ninth Graders' Perceptions of Teacher Equity and Their Math Identity: Differences by Student Race and School Racial Composition
Using data on ninth graders, math teachers, and schools from the nationally representative High School Longitudinal Study of 2009, we investigate the following questions: (1) How do ninth graders' perceptions of their math teachers as equitable relate to their math identity at the intersection of adolescents' race and gender? and (2) Do differences in the percentage of students at the school who share the adolescent's race moderate (i.e., differe…
Racial Injustice in Schools: Underscoring Social Work’s Obligation to Promote Antiracist Practice
Children of color (COC) continue to have a range of disparate educational experiences that implicate structural and institutional racism as powerful, detrimental forces in P-12 schools. As members of a profession dedicated to empowerment and the dismantling of oppression, social workers are called to respond. Social workers work in and with schools in diverse roles (for example, as practitioners, community partners, organizational leaders, and co…
You’re Trying to Know Me”: Students from Nondominant Groups Respond to Teacher Personalism
The Social Geography of Choice: Neighborhoods’ Role in Students’ Navigation of School Choice Policy in Chicago
Rural Cross-Sector Collaboration: A Social Frontier Analysis
Schools throughout the United States apply comprehensive community partnership strategies to address students’ in- and out-of-school needs. Drawing from models like the Harlem Children’s Zone, Promise Neighborhoods, and full-service community schools, such strategies call for diverse professionals to reach beyond their own organizations to collaborate with complementary partners. Extant research on cross-sector collaboration focuses disproportion…
United States and Canada pre-service teacher certification standards for student mental health: A comparative case study
Constrained Consumers: Middle-Class Parents’ Resistance of School Closure and Consolidation in Chicago
Many urban districts use a portfolio management model, hoping to promote school choice and improve school performance. This model requires school closure, which has predominantly impacted lower income families. In 2013, Chicago Public Schools relocated Granger Elementary into one of 48 schools it closed, placing its middle-class parents in the unusual position of resisting a school closure-related decision. Our case study explores parents’ resist…
Seeing Merit as a Vehicle for Opportunity and Equity: Youth Respond to School Choice Policy
Racial Injustice in Schools: Underscoring Social Work’s Obligation to Promote Antiracist Practice
Children of color (COC) continue to have a range of disparate educational experiences that implicate structural and institutional racism as powerful, detrimental forces in P-12 schools. As members of a profession dedicated to empowerment and the dismantling of oppression, social workers are called to respond. Social workers work in and with schools in diverse roles (for example, as practitioners, community partners, organizational leaders, and co…
A Mixed Method Study of Teachers' Appraisals of Student Wellness Services and Supports During Covid‐19
BACKGROUND: Understanding teachers' appraisals of student wellness services and supports during COVID-19 is essential to strengthening services and improving student health outcomes. This mixed-method study aimed to examine US PK-12 teachers' appraisals of student wellness services and supports during COVID-19. METHODS: This study focuses on qualitative data from 291 teachers' open-ended responses to the question: "What do you wish your school le…
White-on-white research: A study of white qualitative researcher positionality among white participants
Researcher positionality is widely accepted as a phenomenon to be understood and used to strengthen the qualitative research process. However, consideration of white researchers’ positionality has largely centered on situations in which they are “outsider” researchers in spaces that do not reflect their own racial identities. To build knowledge about the effects of researcher whiteness upon research in white spaces with white participants, we ana…
“Why wasn’t I doing this before?”: Changed school social work practice in response to the Covid-19 pandemic
The American education system has been significantly disrupted by the COVID-19 pandemic, which led schools to shut down and convert to remote learning environments in spring 2020. However, long before these school closures, school social workers (SSWs) have faced significant practice dilemmas, as they have encountered obstacles to their engagement in best practices. While initial pandemic school closures presented SSWs with a range of uncertain s…
Conflict Theory, Extended: A Framework for Understanding Contemporary Struggles Over Education Policy
Conflicts over education and education policy continue, and now new, diversified actors push for change while technologies expand the terrain where conflicts unfold. Conflict theories would seem best suited to address these conflicts. However, despite conflict theories’ substantive contributions, they are infrequently used in the US context and have met with critique, viewed as too reductive to fully contend with the complexities of conflict in t…
What Students and Teachers Do to Build Positive Reciprocal Relationships: A Study Co-Led by Youth and Adult Researchers
Purpose: As research increasingly links positive student-teacher relationships (STRs) to positive student outcomes, instruments to measure STRs have proliferated. Yet most neglect student agency and sociocultural variation in the operationalization of STRs. This study explores the specific actions teachers and students take to build positive STRs from the vantage point of a diverse group of US middle and high school students. Research Methods: Dr…
The Relationship between Ninth Graders' Perceptions of Teacher Equity and Their Math Identity: Differences by Student Race and School Racial Composition
Using data on ninth graders, math teachers, and schools from the nationally representative High School Longitudinal Study of 2009, we investigate the following questions: (1) How do ninth graders' perceptions of their math teachers as equitable relate to their math identity at the intersection of adolescents' race and gender? and (2) Do differences in the percentage of students at the school who share the adolescent's race moderate (i.e., differe…
How Policy Positionality Helps Explain Policy That Does Not Fit Students
Research on Turkish and U.S. Teachers as Mandated Reporters of Child Abuse and Neglect: A Comparative Scoping Review
Child abuse and neglect remain, unfortunately, a pervasive issue worldwide. Teachers play a critical role in identifying and reporting suspected child abuse and neglect and are often considered the “front line” due to their daily access to children. Although teachers are required to report suspected child abuse and neglect, concerns have arisen about teachers’ capability due to international instances of under- and overreporting. We therefore tur…
Sociology (13 works) · Political science (11 works) · Psychology (11 works) · Pedagogy (8 works) · Early Childhood Education and Development (6 works) · Social science (6 works) · Critical Race Theory in Education (5 works) · Public relations (5 works) · Law (4 works) · Mathematics education (4 works)