Lori Delale-O’connor
Biographic Data
| ID | 4861037 |
|---|---|
| NAME | Lori Delale-O’connor |
| GIVEN NAMES | Lori |
| FAMILY NAME | Delale-O’connor |
| SIGNATURE | DELALE-O’CONNOR L |
| AFFILIATIONS | University of Pittsburgh |
| ORCID | 0000-0001-8742-6431 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 48 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 5 |
STEM “On-the-Job”: The Role of Summer Youth Employment Programs in the STEM Learning Ecosystem
Summer Youth Employment Programs (SYEPs) operate in most major U.S. cities and are known to build social–emotional and job skills in youth while reducing crime. Integrating STEM learning and summer employment offers a promising way to increase youth engagement in STEM—and allow leaders to access funding not typically used for education. Using a connected learning framework, we examined how STEM-focused SYEPs support STEM pathways, the practices t…
Adapting improvement science tools and routines to build racial equity in out-of-school time STEM spaces
Over the past two decades, networked improvement communities (NICs) have become popular for their collaborative, evidence-based approaches to enduring educational challenges. However, traditional improvement science has had inconsistent focus and efficacy in working on issues of racial equity. This study examines the integration of equity into improvement science through the case of the STEM PUSH Network, an NSF-funded alliance aimed at increasin…
The Promise of Building Equitable Ecosystems for Learning
Children and youth learn across settings; however, U.S. educational practice and policy frequently equates learning with formal schooling. This perspective overlooks the growth in structured out-of-school learning programs and the opportunities they provide for addressing educational inequities for marginalized students. In this article, we link the literatures on out-of-school time and educator expertise with historical and contemporary understa…
African American Parents’ Educational Involvement in Urban Schools: Contextualized Strategies for Student Success in Adolescence
Research on parental educational involvement has been organized into three overarching domains—home-based involvement, school-based involvement, and academic socialization. Conventional empirical work in these domains typically centers involvement strategies around White, middle-class experiences rather than examining how optimal parenting approaches vary by race and context. Even fewer studies have explored the manifestations of involvement acro…
Opportunity gaps in out-of-school learning: How structural and process features of programs relate to race and socioeconomic status
Out-of-school learning programs can be a context for positive development and learning for children and youth. However, research points to potential racial and socioeconomic disparities, or opportunity gaps, in this context. In this study, we use survey and video data from 106 staff across 30 out-of-school programs to examine how three features, staff, activities, and adult–child interactions, differ based on the racial and socioeconomic makeup o…
Aspiring Teachers and Urban Education Programs
Racialized Compensatory Cultivation: Centering Race in Parental Educational Engagement and Enrichment
In this study, we examine the intersections and divergences of class- and race-based parenting motivations and practices as they connect to education through an exploration of the purposeful, race-conscious ways that a socioeconomically mixed sample of Black families approaches and practices academic and social enrichment and development. Drawing from focus groups and interviews with 28 African American caregivers and their middle school children…
Teachers’ Talk About Race and Caregiver Support: “You Can Never Be Too Sure About Parents”
This study focused on teachers’ perceptions of caregiver support for engaging in conversations about race in the classroom. We analyzed data from the Teachers’ Race Talk Survey, an exploratory survey that examines teachers’ perceptions about discussing race and racial violence in the classroom. Our analyses suggested that respondents espoused broad uncertainty for talking about race with regard to parental support. Teachers explained their respon…
Understanding Achilles’ Heel: Information Dissemination, Readability, and Marketing in Urban School Choice
Scholars have long acknowledged that the information parents have about schools is the “Achilles’ heel” of school choice. Although much has been written about school choice, far less is known about the information disseminated to help families make choices. I construct a case study of the dissemination and accessibility of choice information in the Chicago Public Schools. I find that both the readability and content of the information disseminate…
Self-Efficacy Beliefs, Classroom Management, and the Cradle-to-Prison Pipeline
In this article, we focus on connections between and among teachers' self-efficacy beliefs, classroom management practices, and the cradle to prison pipeline. Drawing from Bandura's (1986) theorization of self-efficacy, we discuss how teachers' beliefs shape their classroom management practices and how these beliefs and practices can be essential sites to understanding and decreasing disparate outcomes in disciplinary referral patterns among prac…
Self-Efficacy Beliefs, Classroom Management, and the Cradle-to-Prison Pipeline
In this article, we focus on connections between and among teachers' self-efficacy beliefs, classroom management practices, and the cradle to prison pipeline. Drawing from Bandura's (1986) theorization of self-efficacy, we discuss how teachers' beliefs shape their classroom management practices and how these beliefs and practices can be essential sites to understanding and decreasing disparate outcomes in disciplinary referral patterns among prac…
Racialized Compensatory Cultivation: Centering Race in Parental Educational Engagement and Enrichment
In this study, we examine the intersections and divergences of class- and race-based parenting motivations and practices as they connect to education through an exploration of the purposeful, race-conscious ways that a socioeconomically mixed sample of Black families approaches and practices academic and social enrichment and development. Drawing from focus groups and interviews with 28 African American caregivers and their middle school children…
African American Parents’ Educational Involvement in Urban Schools: Contextualized Strategies for Student Success in Adolescence
Research on parental educational involvement has been organized into three overarching domains—home-based involvement, school-based involvement, and academic socialization. Conventional empirical work in these domains typically centers involvement strategies around White, middle-class experiences rather than examining how optimal parenting approaches vary by race and context. Even fewer studies have explored the manifestations of involvement acro…
Teachers’ Talk About Race and Caregiver Support: “You Can Never Be Too Sure About Parents”
This study focused on teachers’ perceptions of caregiver support for engaging in conversations about race in the classroom. We analyzed data from the Teachers’ Race Talk Survey, an exploratory survey that examines teachers’ perceptions about discussing race and racial violence in the classroom. Our analyses suggested that respondents espoused broad uncertainty for talking about race with regard to parental support. Teachers explained their respon…
Understanding Achilles’ Heel: Information Dissemination, Readability, and Marketing in Urban School Choice
Scholars have long acknowledged that the information parents have about schools is the “Achilles’ heel” of school choice. Although much has been written about school choice, far less is known about the information disseminated to help families make choices. I construct a case study of the dissemination and accessibility of choice information in the Chicago Public Schools. I find that both the readability and content of the information disseminate…
The Promise of Building Equitable Ecosystems for Learning
Children and youth learn across settings; however, U.S. educational practice and policy frequently equates learning with formal schooling. This perspective overlooks the growth in structured out-of-school learning programs and the opportunities they provide for addressing educational inequities for marginalized students. In this article, we link the literatures on out-of-school time and educator expertise with historical and contemporary understa…
Aspiring Teachers and Urban Education Programs
Self-Efficacy Beliefs, Classroom Management, and the Cradle-to-Prison Pipeline
In this article, we focus on connections between and among teachers' self-efficacy beliefs, classroom management practices, and the cradle to prison pipeline. Drawing from Bandura's (1986) theorization of self-efficacy, we discuss how teachers' beliefs shape their classroom management practices and how these beliefs and practices can be essential sites to understanding and decreasing disparate outcomes in disciplinary referral patterns among prac…
Teachers’ Talk About Race and Caregiver Support: “You Can Never Be Too Sure About Parents”
This study focused on teachers’ perceptions of caregiver support for engaging in conversations about race in the classroom. We analyzed data from the Teachers’ Race Talk Survey, an exploratory survey that examines teachers’ perceptions about discussing race and racial violence in the classroom. Our analyses suggested that respondents espoused broad uncertainty for talking about race with regard to parental support. Teachers explained their respon…
Understanding Achilles’ Heel: Information Dissemination, Readability, and Marketing in Urban School Choice
Scholars have long acknowledged that the information parents have about schools is the “Achilles’ heel” of school choice. Although much has been written about school choice, far less is known about the information disseminated to help families make choices. I construct a case study of the dissemination and accessibility of choice information in the Chicago Public Schools. I find that both the readability and content of the information disseminate…
Opportunity gaps in out-of-school learning: How structural and process features of programs relate to race and socioeconomic status
Out-of-school learning programs can be a context for positive development and learning for children and youth. However, research points to potential racial and socioeconomic disparities, or opportunity gaps, in this context. In this study, we use survey and video data from 106 staff across 30 out-of-school programs to examine how three features, staff, activities, and adult–child interactions, differ based on the racial and socioeconomic makeup o…
Aspiring Teachers and Urban Education Programs
Racialized Compensatory Cultivation: Centering Race in Parental Educational Engagement and Enrichment
In this study, we examine the intersections and divergences of class- and race-based parenting motivations and practices as they connect to education through an exploration of the purposeful, race-conscious ways that a socioeconomically mixed sample of Black families approaches and practices academic and social enrichment and development. Drawing from focus groups and interviews with 28 African American caregivers and their middle school children…
African American Parents’ Educational Involvement in Urban Schools: Contextualized Strategies for Student Success in Adolescence
Research on parental educational involvement has been organized into three overarching domains—home-based involvement, school-based involvement, and academic socialization. Conventional empirical work in these domains typically centers involvement strategies around White, middle-class experiences rather than examining how optimal parenting approaches vary by race and context. Even fewer studies have explored the manifestations of involvement acro…
The Promise of Building Equitable Ecosystems for Learning
Children and youth learn across settings; however, U.S. educational practice and policy frequently equates learning with formal schooling. This perspective overlooks the growth in structured out-of-school learning programs and the opportunities they provide for addressing educational inequities for marginalized students. In this article, we link the literatures on out-of-school time and educator expertise with historical and contemporary understa…
Adapting improvement science tools and routines to build racial equity in out-of-school time STEM spaces
Over the past two decades, networked improvement communities (NICs) have become popular for their collaborative, evidence-based approaches to enduring educational challenges. However, traditional improvement science has had inconsistent focus and efficacy in working on issues of racial equity. This study examines the integration of equity into improvement science through the case of the STEM PUSH Network, an NSF-funded alliance aimed at increasin…
STEM “On-the-Job”: The Role of Summer Youth Employment Programs in the STEM Learning Ecosystem
Summer Youth Employment Programs (SYEPs) operate in most major U.S. cities and are known to build social–emotional and job skills in youth while reducing crime. Integrating STEM learning and summer employment offers a promising way to increase youth engagement in STEM—and allow leaders to access funding not typically used for education. Using a connected learning framework, we examined how STEM-focused SYEPs support STEM pathways, the practices t…
Psychology (9 works) · Sociology (8 works) · Political science (6 works) · Developmental psychology (4 works) · Gender Studies (4 works) · Parental Involvement in Education (4 works) · Social Psychology (4 works) · Computer Science (3 works) · Critical Race Theory in Education (3 works) · Diverse Education Studies and Reforms (3 works)