Bettie Ray Butler
Dados Biográficos
| ID | 3887722 |
|---|---|
| NOME | Bettie Ray Butler |
| PRENOMES | Bettie Ray |
| SOBRENOME | Butler |
| ASSINATURA | BUTLER B R |
| AFILIAÇÕES | University of North Carolina at Charlotte |
| ORCID | 0000-0002-6814-2756 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 16 |
| TOTAL DE CITAÇÕES | 103 |
| TOTAL COMO AUTOR | 16 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2011 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 5 |
Dismantling the Carceral State in Educational Practices
Rectifying the injustices of mass incarceration and its lasting impact on practices in urban educational contexts necessitates a collective effort. Attempts to understand and change unjust carceral systems must include the voices of people these systems affect most. This article examines how centering the voice of our co-author, who was formerly incarcerated, resulted in changes in the other authors’ various education practices working toward gre…
She-Search
Educational research methodologies are often situated in the onto-epistemologies of patriarchal whiteness. Lacking critical emotionality, these designs repress human instinct for the fallacy of scientific objectivity. The life-giving methods and methodologies employed by many Black women educational researchers oppose these positivist designs. In this context guided by our collective "she-searches," we conceptualize Black indigenous methods (BIMs…
Me-Search
We, Abiola and Bettie (sista and mama scholars), editors of this special issue offer an overiew of authors' works. Here, we welcome you to sit, stay a while, and partake in their collective wisdom, truths, and expereinces. We invite you to allow yourself to become undone and reconnect with self as these authors share their me-searchers in hopes that you, too, will find your "me" in qualitataive research. With love, A & B
Tracking the Effects
The relationship between academic tracking and exclusionary discipline actions has only been studied in a limited number of empirical studies. By placing students at the lower strata, schools deprive them of the educational opportunities, widening the educational opportunity gap in a process we define as “opportunity stratification.” Using a quantitative analysis of data from the Educational Longitudinal Study, we found students in low-track, non…
The Discipline Gatekeeper
School discipline disparities for African American students in urban schools continue to be a topic of contention. While research has rightfully called into question the practices and preparation of teachers and principals, the role that assistant principals serve as disciplinary gatekeepers has gone relatively unnoticed in the literature. The purpose of this study was to explore the experiences of five assistant principals at two urban middle sc…
Policing Black femininity
Studies have documented the ubiquitous racial disparities in school discipline. However, knowledge of the unique and complex disciplinary experiences of Black girls, shared from their own voices, remains under-researched. To better understand the school policing and ‘pushout’ phenomenon for Black girls, this qualitative study examines data which explore the resulting consequences of a fight between 30 Black female students. Our findings suggest t…
The Time is Now
We are in a time and place where the lives of Black women and girls have to do more than "matter" in education; they must be researched, understood, and enhanced through transformative educational praxis. The Journal of African American Women and Girls in Education (JAAWGE) issued a call for papers for its inaugural issue that sought to elucidate Black women and girls' educational experiences across a variety of disciplines, contexts, and geograp…
Ain’t I A Woman
National data on Black women in higher education has typically been presented through a deficit lens. General interpretations have suggested that in ‘comparison’ to white women, the rate at which Black women enroll in college or secure faculty appointments is less than ideal. While this data is intended to highlight systemic inequities in opportunities for Black women in higher education, too often it is (mis)used to justify the intellectual infe…
Chapter 10
Background/Context Teaching to empower requires a critical focus on the unique challenges and opportunities of teaching in socially unjust educational environments. Effective teaching happens in an environment that engages students and teachers in critical investigation of content, knowledge, and activities. Critical learning environments simultaneously nurture the development of multiple perspectives and challenge the status quo. Establishing a …
Justice-Oriented Teaching Dispositions in Urban Education
The effects of professional teacher dispositions on student development have been widely documented. Yet there is limited discussion of the impact of socially just dispositions. The present study critically examines the relationship between justice-oriented mind-sets in preservice teachers and their perceptions of teaching in urban schools. Using critical interpretive case study, we analyze a series of journal reflections from a diverse group of …
Reducing Discipline Disparities by Expanding the Black Teacher Pipeline
Conceptualizing a Black Female Teacher Pipeline
Considering Black women's historic contributions and enduring legacy in education, their continual disproportionate underrepresentation in US public schools is severely problematic. The absence of Black women in many public schools nationally is disconcerting given their potential to improve school outcomes for students of Color. Despite this finding, teacher education programs and school districts struggle to effectively recruit and retain Black…
Deconstructing teacher quality in urban early childhood education
Purpose The purpose of this paper is to deconstruct the extant scholarship on quality in early childhood education and to emphasize the importance of extending the literature to explore the potential influence that a teachers’ educational background may have on kindergarten readiness for African American children in urban early learning settings. Design/methodology/approach Research has identified high-quality early education as a significant con…
Who Cares About Diversity? A Preliminary Investigation of Diversity Exposure in Teacher Preparation Programs
The existing literature has extensively documented the urgency for educators to raise their cultural awareness and become more culturally responsive; yet the importance placed on cultural competence in teacher education programs has been surprisingly weak. The present study, therefore, provides a preliminary investigation of diversity exposure, through course curriculum, for preservice teachers. Using state-level data, a content analysis of cours…
Assessing the Odds
Bettie Ray Butler, Chance W. Lewis, James L. Moore III, Malcolm E. Scott, Assessing the Odds: Disproportional Discipline Practices and Implications for Educational Stakeholders, The Journal of Negro Education, Vol. 81, No. 1, Special Focus: Adolescent Discipline, Cultural Compatibility, and Academic Achievement in Education (Winter 2012), pp. 11-24
Unmasking the Inequitable Discipline Experiences of Urban Black Girls
Unmasking the Inequitable Discipline Experiences of Urban Black Girls
Conceptualizing a Black Female Teacher Pipeline
Considering Black women's historic contributions and enduring legacy in education, their continual disproportionate underrepresentation in US public schools is severely problematic. The absence of Black women in many public schools nationally is disconcerting given their potential to improve school outcomes for students of Color. Despite this finding, teacher education programs and school districts struggle to effectively recruit and retain Black…
Justice-Oriented Teaching Dispositions in Urban Education
The effects of professional teacher dispositions on student development have been widely documented. Yet there is limited discussion of the impact of socially just dispositions. The present study critically examines the relationship between justice-oriented mind-sets in preservice teachers and their perceptions of teaching in urban schools. Using critical interpretive case study, we analyze a series of journal reflections from a diverse group of …
The Discipline Gatekeeper
School discipline disparities for African American students in urban schools continue to be a topic of contention. While research has rightfully called into question the practices and preparation of teachers and principals, the role that assistant principals serve as disciplinary gatekeepers has gone relatively unnoticed in the literature. The purpose of this study was to explore the experiences of five assistant principals at two urban middle sc…
Who Cares About Diversity? A Preliminary Investigation of Diversity Exposure in Teacher Preparation Programs
The existing literature has extensively documented the urgency for educators to raise their cultural awareness and become more culturally responsive; yet the importance placed on cultural competence in teacher education programs has been surprisingly weak. The present study, therefore, provides a preliminary investigation of diversity exposure, through course curriculum, for preservice teachers. Using state-level data, a content analysis of cours…
Policing Black femininity
Studies have documented the ubiquitous racial disparities in school discipline. However, knowledge of the unique and complex disciplinary experiences of Black girls, shared from their own voices, remains under-researched. To better understand the school policing and ‘pushout’ phenomenon for Black girls, this qualitative study examines data which explore the resulting consequences of a fight between 30 Black female students. Our findings suggest t…
Me-Search
We, Abiola and Bettie (sista and mama scholars), editors of this special issue offer an overiew of authors' works. Here, we welcome you to sit, stay a while, and partake in their collective wisdom, truths, and expereinces. We invite you to allow yourself to become undone and reconnect with self as these authors share their me-searchers in hopes that you, too, will find your "me" in qualitataive research. With love, A & B
She-Search
Educational research methodologies are often situated in the onto-epistemologies of patriarchal whiteness. Lacking critical emotionality, these designs repress human instinct for the fallacy of scientific objectivity. The life-giving methods and methodologies employed by many Black women educational researchers oppose these positivist designs. In this context guided by our collective "she-searches," we conceptualize Black indigenous methods (BIMs…
Reducing Discipline Disparities by Expanding the Black Teacher Pipeline
Assessing the Odds
Bettie Ray Butler, Chance W. Lewis, James L. Moore III, Malcolm E. Scott, Assessing the Odds: Disproportional Discipline Practices and Implications for Educational Stakeholders, The Journal of Negro Education, Vol. 81, No. 1, Special Focus: Adolescent Discipline, Cultural Compatibility, and Academic Achievement in Education (Winter 2012), pp. 11-24
Unmasking the Inequitable Discipline Experiences of Urban Black Girls
Assessing the Odds
Bettie Ray Butler, Chance W. Lewis, James L. Moore III, Malcolm E. Scott, Assessing the Odds: Disproportional Discipline Practices and Implications for Educational Stakeholders, The Journal of Negro Education, Vol. 81, No. 1, Special Focus: Adolescent Discipline, Cultural Compatibility, and Academic Achievement in Education (Winter 2012), pp. 11-24
Who Cares About Diversity? A Preliminary Investigation of Diversity Exposure in Teacher Preparation Programs
The existing literature has extensively documented the urgency for educators to raise their cultural awareness and become more culturally responsive; yet the importance placed on cultural competence in teacher education programs has been surprisingly weak. The present study, therefore, provides a preliminary investigation of diversity exposure, through course curriculum, for preservice teachers. Using state-level data, a content analysis of cours…
Deconstructing teacher quality in urban early childhood education
Purpose The purpose of this paper is to deconstruct the extant scholarship on quality in early childhood education and to emphasize the importance of extending the literature to explore the potential influence that a teachers’ educational background may have on kindergarten readiness for African American children in urban early learning settings. Design/methodology/approach Research has identified high-quality early education as a significant con…
Reducing Discipline Disparities by Expanding the Black Teacher Pipeline
Conceptualizing a Black Female Teacher Pipeline
Considering Black women's historic contributions and enduring legacy in education, their continual disproportionate underrepresentation in US public schools is severely problematic. The absence of Black women in many public schools nationally is disconcerting given their potential to improve school outcomes for students of Color. Despite this finding, teacher education programs and school districts struggle to effectively recruit and retain Black…
The Time is Now
We are in a time and place where the lives of Black women and girls have to do more than "matter" in education; they must be researched, understood, and enhanced through transformative educational praxis. The Journal of African American Women and Girls in Education (JAAWGE) issued a call for papers for its inaugural issue that sought to elucidate Black women and girls' educational experiences across a variety of disciplines, contexts, and geograp…
Ain’t I A Woman
National data on Black women in higher education has typically been presented through a deficit lens. General interpretations have suggested that in ‘comparison’ to white women, the rate at which Black women enroll in college or secure faculty appointments is less than ideal. While this data is intended to highlight systemic inequities in opportunities for Black women in higher education, too often it is (mis)used to justify the intellectual infe…
Chapter 10
Background/Context Teaching to empower requires a critical focus on the unique challenges and opportunities of teaching in socially unjust educational environments. Effective teaching happens in an environment that engages students and teachers in critical investigation of content, knowledge, and activities. Critical learning environments simultaneously nurture the development of multiple perspectives and challenge the status quo. Establishing a …
Justice-Oriented Teaching Dispositions in Urban Education
The effects of professional teacher dispositions on student development have been widely documented. Yet there is limited discussion of the impact of socially just dispositions. The present study critically examines the relationship between justice-oriented mind-sets in preservice teachers and their perceptions of teaching in urban schools. Using critical interpretive case study, we analyze a series of journal reflections from a diverse group of …
Policing Black femininity
Studies have documented the ubiquitous racial disparities in school discipline. However, knowledge of the unique and complex disciplinary experiences of Black girls, shared from their own voices, remains under-researched. To better understand the school policing and ‘pushout’ phenomenon for Black girls, this qualitative study examines data which explore the resulting consequences of a fight between 30 Black female students. Our findings suggest t…
The Discipline Gatekeeper
School discipline disparities for African American students in urban schools continue to be a topic of contention. While research has rightfully called into question the practices and preparation of teachers and principals, the role that assistant principals serve as disciplinary gatekeepers has gone relatively unnoticed in the literature. The purpose of this study was to explore the experiences of five assistant principals at two urban middle sc…
Tracking the Effects
The relationship between academic tracking and exclusionary discipline actions has only been studied in a limited number of empirical studies. By placing students at the lower strata, schools deprive them of the educational opportunities, widening the educational opportunity gap in a process we define as “opportunity stratification.” Using a quantitative analysis of data from the Educational Longitudinal Study, we found students in low-track, non…
She-Search
Educational research methodologies are often situated in the onto-epistemologies of patriarchal whiteness. Lacking critical emotionality, these designs repress human instinct for the fallacy of scientific objectivity. The life-giving methods and methodologies employed by many Black women educational researchers oppose these positivist designs. In this context guided by our collective "she-searches," we conceptualize Black indigenous methods (BIMs…
Me-Search
We, Abiola and Bettie (sista and mama scholars), editors of this special issue offer an overiew of authors' works. Here, we welcome you to sit, stay a while, and partake in their collective wisdom, truths, and expereinces. We invite you to allow yourself to become undone and reconnect with self as these authors share their me-searchers in hopes that you, too, will find your "me" in qualitataive research. With love, A & B
Dismantling the Carceral State in Educational Practices
Rectifying the injustices of mass incarceration and its lasting impact on practices in urban educational contexts necessitates a collective effort. Attempts to understand and change unjust carceral systems must include the voices of people these systems affect most. This article examines how centering the voice of our co-author, who was formerly incarcerated, resulted in changes in the other authors’ various education practices working toward gre…
Sociology (15 obras) · Pedagogy (11 obras) · Political science (10 obras) · Psychology (10 obras) · Social science (10 obras) · Critical Race Theory in Education (9 obras) · Gender Studies (9 obras) · Education Discipline and Inequality (8 obras) · Gender Studies (6 obras) · Teacher Education and Leadership Studies (5 obras)