L Trenton S Marsh
Biographic Data
| ID | 6007633 |
|---|---|
| NAME | L Trenton S Marsh |
| GIVEN NAMES | L Trenton S |
| FAMILY NAME | Marsh |
| SIGNATURE | MARSH L T S |
| AFFILIATIONS | University of Central Florida |
| ORCID | 0000-0002-2769-4167 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 21 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1929 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
A Healing Oasis for Peace and Empowerment (H.O.P.E.) Circle: Implementing Youth-Led Participatory Action Research as an Antiracist Approach to Black Youths’ Disenfranchised Grief and Healing
Planting the Seeds of Culturally Responsive, Equity-Centered, and Trauma-Informed Attitudes Among Urban Educators
This qualitative study explored the influence of implementing a virtual culturally responsive and equity-centered trauma-informed professional development series with seven urban educators in the U.S. The study's findings suggest that a culturally responsive, equity-centered trauma-informed professional development series can enrich educators’ knowledge and awareness regarding racial trauma. Furthermore, the series has the potential to improve in…
Leveraging Black Youth Voice in Florida Amid Covid-19 to Add to the Discourse About Re-Envisioning the Educational Futures of Black Students
Taking responsibility: Institutional agents of color (Re)imagine collaboration that centers community stakeholders in university-community partnerships
This paper examines three university-community partnership (UCP) projects. Two projects were situated within a Southeastern, lower-income Black community, where the university recently developed a campus, to anchor an education ecosystem. The third project was affiliated with a Northeastern university that is seen as an anchor for the community, within its city limits. The projects and participants were examined not to reveal empirical findings. …
Deficit-Oriented Beliefs, Anti-Black Policies, Punitive Practices, and Labeling: Exploring the Mechanisms of Disproportionality and Its Impact on Black Boys in One Urban “No-Excuses” Charter School
Background/Context: Embedded in “common sense” and state-mandated reforms to close “the achievement gap,” the urban school, especially those sites with a no-excuses orientation to learning, can produce and reproduce the carceral state in students’ lives. The seemingly innocuous policies and processes limit access to educational opportunities and create disproportionate out-of-class time, which can emerge as the connective tissue for criminalizati…
Critical vigilance, counter-discourses, and counter-conduct: White Teachers’ attempt at resistance at one ‘no-excuses’ urban charter school
Educational innovations such as ‘no-excuses’ charter schools have emerged as a discipline-focused approach to schooling as they are predicated on communicating high-expectations and personal responsibility. As ‘no-excuses’ charters are replicated across the United States as part of a neoliberal education reform policy, there continues to be prevailing stereotypes about the Black and Latinx populations in these spaces by teachers, the majority of …
Raw Intelligence Does Not Help You”: Exploring Teachers’ Conceptualizations of Success at One “No-Excuses” Charter School
This paper explores the ways in which success in school is constructed by a majority White teaching staff during day-to-day classroom practices and schoolwide policies, such as the disciplinary systems at a “no-excuses” charter school in one of the largest urban districts in the U.S. Stakeholders were assessed by interviews and observations during a year-long situated ethnography with an analysis of teachers’ dispositions and actions. As “no-excu…
Beyond Stigma and Stereotypes: An Ethnographic Study on the Effects of School-Imposed Labeling on Black Males in an Urban Charter School
The project method in speech education
Beyond Stigma and Stereotypes: An Ethnographic Study on the Effects of School-Imposed Labeling on Black Males in an Urban Charter School
Planting the Seeds of Culturally Responsive, Equity-Centered, and Trauma-Informed Attitudes Among Urban Educators
This qualitative study explored the influence of implementing a virtual culturally responsive and equity-centered trauma-informed professional development series with seven urban educators in the U.S. The study's findings suggest that a culturally responsive, equity-centered trauma-informed professional development series can enrich educators’ knowledge and awareness regarding racial trauma. Furthermore, the series has the potential to improve in…
Taking responsibility: Institutional agents of color (Re)imagine collaboration that centers community stakeholders in university-community partnerships
This paper examines three university-community partnership (UCP) projects. Two projects were situated within a Southeastern, lower-income Black community, where the university recently developed a campus, to anchor an education ecosystem. The third project was affiliated with a Northeastern university that is seen as an anchor for the community, within its city limits. The projects and participants were examined not to reveal empirical findings. …
Raw Intelligence Does Not Help You”: Exploring Teachers’ Conceptualizations of Success at One “No-Excuses” Charter School
This paper explores the ways in which success in school is constructed by a majority White teaching staff during day-to-day classroom practices and schoolwide policies, such as the disciplinary systems at a “no-excuses” charter school in one of the largest urban districts in the U.S. Stakeholders were assessed by interviews and observations during a year-long situated ethnography with an analysis of teachers’ dispositions and actions. As “no-excu…
The project method in speech education
Beyond Stigma and Stereotypes: An Ethnographic Study on the Effects of School-Imposed Labeling on Black Males in an Urban Charter School
Critical vigilance, counter-discourses, and counter-conduct: White Teachers’ attempt at resistance at one ‘no-excuses’ urban charter school
Educational innovations such as ‘no-excuses’ charter schools have emerged as a discipline-focused approach to schooling as they are predicated on communicating high-expectations and personal responsibility. As ‘no-excuses’ charters are replicated across the United States as part of a neoliberal education reform policy, there continues to be prevailing stereotypes about the Black and Latinx populations in these spaces by teachers, the majority of …
Raw Intelligence Does Not Help You”: Exploring Teachers’ Conceptualizations of Success at One “No-Excuses” Charter School
This paper explores the ways in which success in school is constructed by a majority White teaching staff during day-to-day classroom practices and schoolwide policies, such as the disciplinary systems at a “no-excuses” charter school in one of the largest urban districts in the U.S. Stakeholders were assessed by interviews and observations during a year-long situated ethnography with an analysis of teachers’ dispositions and actions. As “no-excu…
Deficit-Oriented Beliefs, Anti-Black Policies, Punitive Practices, and Labeling: Exploring the Mechanisms of Disproportionality and Its Impact on Black Boys in One Urban “No-Excuses” Charter School
Background/Context: Embedded in “common sense” and state-mandated reforms to close “the achievement gap,” the urban school, especially those sites with a no-excuses orientation to learning, can produce and reproduce the carceral state in students’ lives. The seemingly innocuous policies and processes limit access to educational opportunities and create disproportionate out-of-class time, which can emerge as the connective tissue for criminalizati…
Taking responsibility: Institutional agents of color (Re)imagine collaboration that centers community stakeholders in university-community partnerships
This paper examines three university-community partnership (UCP) projects. Two projects were situated within a Southeastern, lower-income Black community, where the university recently developed a campus, to anchor an education ecosystem. The third project was affiliated with a Northeastern university that is seen as an anchor for the community, within its city limits. The projects and participants were examined not to reveal empirical findings. …
Leveraging Black Youth Voice in Florida Amid Covid-19 to Add to the Discourse About Re-Envisioning the Educational Futures of Black Students
A Healing Oasis for Peace and Empowerment (H.O.P.E.) Circle: Implementing Youth-Led Participatory Action Research as an Antiracist Approach to Black Youths’ Disenfranchised Grief and Healing
Planting the Seeds of Culturally Responsive, Equity-Centered, and Trauma-Informed Attitudes Among Urban Educators
This qualitative study explored the influence of implementing a virtual culturally responsive and equity-centered trauma-informed professional development series with seven urban educators in the U.S. The study's findings suggest that a culturally responsive, equity-centered trauma-informed professional development series can enrich educators’ knowledge and awareness regarding racial trauma. Furthermore, the series has the potential to improve in…
Political science (7 works) · Sociology (7 works) · Psychology (6 works) · Critical Race Theory in Education (5 works) · Education Discipline and Inequality (4 works) · Charter (3 works) · Pedagogy (3 works) · Situated (3 works) · Social Psychology (3 works) · Charter school (2 works)