Lindsay E Romano
Biographic Data
| ID | 5508872 |
|---|---|
| NAME | Lindsay E Romano |
| GIVEN NAMES | Lindsay E |
| FAMILY NAME | Romano |
| SIGNATURE | ROMANO L E |
| AFFILIATIONS | New York University |
| ORCID | 0000-0001-7626-5126 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Feasibility, Acceptability, and Preliminary Effectiveness of a Mindfulness-Based Critical Consciousness Training Program for Teachers
All They Need is a Little Respect
The present study utilized data from the 2017 Educator Quality of Work Life Survey (EQWLS). The EQWLS was distributed through the American Federation of Teachers and the Badass Teachers Association to document educators' experiences regarding their well‐being, working conditions, and stressors. We found that the extent to which teachers feel respected is a significant predictor of their likelihood of remaining in the profession. Specifically, fee…
Exploring variations in educator perceptions of coursetaking ecologies for students classified as English learners
This mixed methods study explores educators’ perceptions of the challenges that students who are classified as English learners (ELs) in the U.S. face in accessing core academic content in middle and high school. Based on a survey with educators (N = 156) recruited from a language education listserv and website who had experience working with students receiving EL services across 39 states, we explored variation in the ways that educators attribu…
The power of conscious choice
Research on the pervasiveness of racial- and disability-based disparities in schools is not new. For decades, scholars and practitioners alike have been privy to the disparate outcomes between student groups based on identity markers such as race and disability status. Despite the overwhelming evidence of the existence of disparities, less is known about how to effectively shift them. One often overlooked dimension of transforming disparities is …
Integrating Community Cultural Wealth Into Postsecondary Transition for Students With Disabilities Receiving English Learner Services
Understanding how capital influences postsecondary transition for students receiving special education and English learner (EL) services can inform culturally sustaining planning practices and improve postsecondary outcomes. Recognizing how students and families utilize community cultural wealth capital in the transition process can support efforts to thwart deficit-based practices and replace them with asset-based approaches that expand upon stu…
Differential Returns to Academic Preparation for English Learners
This article reconsiders the role of prior academic preparation as it relates to English learners’ access to advanced coursework in high school. Using longitudinal data from New York City ( n = 178,155), we test a set of interactions between middle school preparation—in the form of math achievement and advanced math and science coursework—and subgroups of English learners (ELs). We find that for all ELs, both components of prior preparation are s…
The Role of Linguistic Course Concentration in Secondary English Learners’ Attainment
Ever English Learner 4-Year Graduation
This brief analyzes 4-year graduation rates among students ever classified as English learners (ever-ELs) and those never classified as English learners (never-ELs) at the intersections of gender, race/ethnicity, and neighborhood income. We follow two cohorts of New York City students who entered ninth grade in 2013–2014 and 2014–2015 ( N = 127,931). We find substantial variations in 4-year graduation among these subgroups, with differential pred…
Right Mindfulness in Teacher Education
Despite decades of reform efforts, disparities in schooling persist based on race, threatening the economic and social wellbeing of the United States. Why are there still significant opportunity gaps despite decades of reform efforts to curb inequities? For one, these efforts often overlook the internal habits of mind, or inner nature of inequity, and the ways in which educators may perpetuate racism through unexamined racial biases. Secular mind…
Ever English Learner 4-Year Graduation
This brief analyzes 4-year graduation rates among students ever classified as English learners (ever-ELs) and those never classified as English learners (never-ELs) at the intersections of gender, race/ethnicity, and neighborhood income. We follow two cohorts of New York City students who entered ninth grade in 2013–2014 and 2014–2015 ( N = 127,931). We find substantial variations in 4-year graduation among these subgroups, with differential pred…
Right Mindfulness in Teacher Education
Despite decades of reform efforts, disparities in schooling persist based on race, threatening the economic and social wellbeing of the United States. Why are there still significant opportunity gaps despite decades of reform efforts to curb inequities? For one, these efforts often overlook the internal habits of mind, or inner nature of inequity, and the ways in which educators may perpetuate racism through unexamined racial biases. Secular mind…
Ever English Learner 4-Year Graduation
This brief analyzes 4-year graduation rates among students ever classified as English learners (ever-ELs) and those never classified as English learners (never-ELs) at the intersections of gender, race/ethnicity, and neighborhood income. We follow two cohorts of New York City students who entered ninth grade in 2013–2014 and 2014–2015 ( N = 127,931). We find substantial variations in 4-year graduation among these subgroups, with differential pred…
Integrating Community Cultural Wealth Into Postsecondary Transition for Students With Disabilities Receiving English Learner Services
Understanding how capital influences postsecondary transition for students receiving special education and English learner (EL) services can inform culturally sustaining planning practices and improve postsecondary outcomes. Recognizing how students and families utilize community cultural wealth capital in the transition process can support efforts to thwart deficit-based practices and replace them with asset-based approaches that expand upon stu…
Differential Returns to Academic Preparation for English Learners
This article reconsiders the role of prior academic preparation as it relates to English learners’ access to advanced coursework in high school. Using longitudinal data from New York City ( n = 178,155), we test a set of interactions between middle school preparation—in the form of math achievement and advanced math and science coursework—and subgroups of English learners (ELs). We find that for all ELs, both components of prior preparation are s…
The Role of Linguistic Course Concentration in Secondary English Learners’ Attainment
Feasibility, Acceptability, and Preliminary Effectiveness of a Mindfulness-Based Critical Consciousness Training Program for Teachers
All They Need is a Little Respect
The present study utilized data from the 2017 Educator Quality of Work Life Survey (EQWLS). The EQWLS was distributed through the American Federation of Teachers and the Badass Teachers Association to document educators' experiences regarding their well‐being, working conditions, and stressors. We found that the extent to which teachers feel respected is a significant predictor of their likelihood of remaining in the profession. Specifically, fee…
Exploring variations in educator perceptions of coursetaking ecologies for students classified as English learners
This mixed methods study explores educators’ perceptions of the challenges that students who are classified as English learners (ELs) in the U.S. face in accessing core academic content in middle and high school. Based on a survey with educators (N = 156) recruited from a language education listserv and website who had experience working with students receiving EL services across 39 states, we explored variation in the ways that educators attribu…
The power of conscious choice
Research on the pervasiveness of racial- and disability-based disparities in schools is not new. For decades, scholars and practitioners alike have been privy to the disparate outcomes between student groups based on identity markers such as race and disability status. Despite the overwhelming evidence of the existence of disparities, less is known about how to effectively shift them. One often overlooked dimension of transforming disparities is …
Psychology (4 works) · Sociology (3 works) · Context effect (2 works) · Critical Race Theory in Education (2 works) · Early Childhood Education and Development (2 works) · Education Discipline and Inequality (2 works) · Education Systems and Policy (2 works) · EFL/ESL Teaching and Learning (2 works) · Gender Studies (2 works) · Higher education (2 works)