Lynnette Mawhinney
Biographic Data
| ID | 656616 |
|---|---|
| NAME | Lynnette Mawhinney |
| GIVEN NAMES | Lynnette |
| FAMILY NAME | Mawhinney |
| SIGNATURE | MAWHINNEY L |
| AFFILIATIONS | Rutgers, the State University of New Jersey |
| ORCID | 0000-0002-6662-6941 |
| VERIFIED | Yes |
| TOTAL WORKS | 24 |
| TOTAL CITATIONS | 47 |
| AUTHOR COUNT | 23 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 5 |
We’re More Than Just Black History Month: A Visual Culture Audit of a Dual Language Diverse-by-Design School
Diverse-by-design schools—educational institutions that explicitly name diversity as part of their mission statement—comprise an increasing number of state authorized schools in the United States and have consequently shifted school design in the K–12 school sector. Through a qualitative data collection, including a visual culture audit, this paper highlights how one dual language school, despite its diverse-by-design mission, did not recognize B…
Truth Tellers: Using the Photovoice Method to Inform Retention with Teachers of Color
This paper highlights the value of the photovoice method for creating affinity spaces, crafting counterstories, and informing retention practices for urban teachers of Color. The research team, together with an affinity group of teachers of Color, used photographic images to foster a deeper understanding of the question, “What does it mean to be a teacher of Color in today's schools?” The images serve as the foundation for counterstories that spe…
Counterstories of teachers of color: Photovoice narratives from educators who “walked in their shoes”
Swimming Between the Rocks: Navigating Equity Detours in Diverse-by-Design Schools
Diverse-by-design (DbD) schools intentionally recruit students to create a racially/socioeconomically diverse student population. They seek to address historic segregation patterns in neighborhoods and build bridges across differences by intentionally developing diverse learning environments. DbD schools often demonstrate an increase in academic outcomes for youth, yet no valid reliable tools exist to investigate how these schools are evaluating …
When We Know Better, We Do Better: Educators' Storied Reflections on Black Teacher Attrition and Retention
This article reports on experiences and perspectives of Black teachers (current and former) within the School District of Philadelphia. Findings are based on interviews and focus groups with 30 educators who shared their thoughts related to Black teacher attrition and retention in the district. Their perspectives deepen our understandings of Black teachers' experiences of different forms of racism in schools-interpersonal and systemic forms of ra…
Special Issue Introduction: Making Our Way—Rethinking and Disrupting Teacher Education
PreK-12 curriculums change and evolve [...]
Resisting practice to impact policy: A case for moving toward an ESL/bilingual teacher education initiative
While it is nationally recognized that there is a high need for teachers, particularly those of diverse backgrounds and with ESL/bilingual certifications, barriers to certification continue to exist for undocumented individuals. Within the state of New Jersey, these barriers mirror the national limitations. Although New Jersey has made efforts to address citizenship and reform policies, some barriers persist, hindering these candidates from makin…
Nurturing “A Specific Kind of Unicorn-y Teacher”: How Teacher Activist Networks Influence the Professional Identity and Practices of Teachers of Color
This article highlights the ways justice-oriented activist teachers of Color nurture themselves professionally through their involvement in critical professional development through activist teacher networks. This study conducted narrative inquiries of 26 activist teachers of Color across the United States. The counter-stories told by the teachers in this study reflect critical intellectual engagement and highlight specific ways in which these or…
From a Spark, a Mighty Flame: How Germinal Networks Support Teachers of Color to Promote Change in Activist Organizations and Beyond
Background: Recent research has demonstrated that social justice teacher activist networks provide vital support to teachers of Color, reducing feelings of isolation and providing high-quality professional learning opportunities. Yet, there is a need for broader scaled research that looks across multiple activist organizations to add to our understandings of these findings. Focus of Study: Our study examines the network participation characterist…
Responding to the times: Adapting an evaluation study during a dual pandemic
Measuring DEI within workplaces: Questioning the theoretical, empirical, and practical models
BECO designed an Equity Audit tool to measure racial diversity, equity, and inclusion (DEI) within workplaces. The tool has three versions (K-12 schools, For-Profits, and Non-Profits) and is currently undergoing the Standard Setting Process. This study reports on quantitative and qualitative findings for For-Profits and Non-Profits and by doing so, extends the conversation regarding the theoretical, empirical, and practical issues we encounter wi…
In it together’: Activist teachers of color networks combating isolation
Teachers of Color experience isolation due to racial microaggressions and institutional racism throughout their careers, leading to trauma and higher levels of teacher turnover in the profession. In this study, we use the ‘pedagogy of activism’and scholarship on microaggressionsto explore how activist teachers of Color seek support to combat isolation and harm through participation in teacher activist networks. Using qualitative methods, we inves…
Hope and struggle to decolonize the preservice teachers’ mind: An urban teacher education program history
This academic year marks the tenth anniversary of the establishment of a five-year (bachelors and masters) urban teacher education program at a small, state institution in the northeast. This progr
Unpacking and complicating the ethics and pedagogy of visual studies with youth
In the spring of 2019, we had the opportunity to team teach a doctoral course on Visual Ethnography. Most of the students came to the class because they were either intrigued by the concept of visu
Teacher Education across Minority-Serving Institutions: Programs, Policies, and Social Justice
The first of its kind, Teacher Education across Minority-Serving Institutions brings together innovative work from the family of institutions known as minority-serving institutions: Historically Black Colleges and Universities, Tribal Colleges and Universities, Hispanic Serving Institutions, and Asian American and Native American Pacific Islander Serving Institutions. The book moves beyond a singular focus on teacher racial diversity that has cha…
I Just Feel So Guilty: The Role of Emotions in Former Urban Teachers’ Career Paths
This article explores the dynamic structures of emotions used by former urban teachers as they negotiated the challenges of the profession. Drawing from a national sample of 25 former urban teachers, this article looks closely at the lives of two teachers who taught in urban intensive school districts. Specifically, the piece captures the emotional aftermath of leaving teaching around two themes: (a) recognition of guilt and (b) continued advocac…
A requirement and challenge of joke-ability in humor researcher: A fusion autoethnographic analysis
Purpose – With particular reference to qualitative humor research, this paper aims to look at fieldwork from a new angle. The purpose of this paper is to address humor research foci by completing a fusion autoethnographic analysis of how lead author used humor to interact with the participants. This analysis outlines the two examples of joke-ability; specifically self-deprecating humor and more generally attempts to blend in. Design/methodology/a…
Being and Becoming a Teacher: How African American and White Preservice Teachers Envision Their Future Roles as Teacher Advocates
This article captures the life histories and professional futures of preservice teachers at three institutions of higher education. In this article, we focus on the experiences and expectations of 4 preservice teachers. We find that, although African American and White preservice teachers both see themselves as advocates for their students, they envision different approaches to advocacy and their agency along racial lines. African American preser…
Coping with the crickets: A fusion autoethnography of silence, schooling, and the continuum of biracial identity formation
This study explores biracial identity development in the adolescent years through fusion autoethnography. Using an ecological model of biracial identity development, this study illustrates how family, peers, and school curricula validate and reject racial self-presentations. We pay specific attention to the different forms of silence (i.e. "crickets") that teachers and peers deploy as tactics of rejection and how racially coded artifacts such as …
African American Pre-Service Teachers’ Perspectives on Urban Education: An Exploration at an HBCU
The Creation of Restorative Places for Teachers in an Urban School
This article chronicles a two-year ethnography focused on teachers' restorative places. Restorative places, in school contexts, are where teachers congregate with colleagues for solace during the workday. In this article, I outline teachers' perceptions at one urban school, from their own voice, of how restorative places are created, while also exploring their thoughts on the interactions and relationships developed within these places. This unde…
Let's lunch and learn: Professional knowledge sharing in teachers' lounges and other congregational spaces
Laugh so you don't cry: Teachers combating isolation in schools through humour and social support
The structure of the teaching profession leaves teachers professionally and personally isolated from other adults. This article will discuss the results of an ethnography focused on the rare informal social interaction that occurs among teachers in a United States’ school, with a particular focus on the lunch hour. Specifically, this article explores the reciprocal nature of support provided within self-generated congregational spaces. This study…
Educational Policy and Reform for Homeless Students: An Overview
This article provides an overview of educational reform efforts that have been targeted toward assisting homeless students. The authors first review some of the difficulties and barriers that confront homeless children in terms of school access and academic success. The authors then examine four different types of educational reforms for homeless students—mainstreamed schools, supplemental supports, transitional schools (separate schools), and mo…
Educational Policy and Reform for Homeless Students: An Overview
This article provides an overview of educational reform efforts that have been targeted toward assisting homeless students. The authors first review some of the difficulties and barriers that confront homeless children in terms of school access and academic success. The authors then examine four different types of educational reforms for homeless students—mainstreamed schools, supplemental supports, transitional schools (separate schools), and mo…
Let's lunch and learn: Professional knowledge sharing in teachers' lounges and other congregational spaces
In it together’: Activist teachers of color networks combating isolation
Teachers of Color experience isolation due to racial microaggressions and institutional racism throughout their careers, leading to trauma and higher levels of teacher turnover in the profession. In this study, we use the ‘pedagogy of activism’and scholarship on microaggressionsto explore how activist teachers of Color seek support to combat isolation and harm through participation in teacher activist networks. Using qualitative methods, we inves…
Coping with the crickets: A fusion autoethnography of silence, schooling, and the continuum of biracial identity formation
This study explores biracial identity development in the adolescent years through fusion autoethnography. Using an ecological model of biracial identity development, this study illustrates how family, peers, and school curricula validate and reject racial self-presentations. We pay specific attention to the different forms of silence (i.e. "crickets") that teachers and peers deploy as tactics of rejection and how racially coded artifacts such as …
Being and Becoming a Teacher: How African American and White Preservice Teachers Envision Their Future Roles as Teacher Advocates
This article captures the life histories and professional futures of preservice teachers at three institutions of higher education. In this article, we focus on the experiences and expectations of 4 preservice teachers. We find that, although African American and White preservice teachers both see themselves as advocates for their students, they envision different approaches to advocacy and their agency along racial lines. African American preser…
Laugh so you don't cry: Teachers combating isolation in schools through humour and social support
The structure of the teaching profession leaves teachers professionally and personally isolated from other adults. This article will discuss the results of an ethnography focused on the rare informal social interaction that occurs among teachers in a United States’ school, with a particular focus on the lunch hour. Specifically, this article explores the reciprocal nature of support provided within self-generated congregational spaces. This study…
Hope and struggle to decolonize the preservice teachers’ mind: An urban teacher education program history
This academic year marks the tenth anniversary of the establishment of a five-year (bachelors and masters) urban teacher education program at a small, state institution in the northeast. This progr
I Just Feel So Guilty: The Role of Emotions in Former Urban Teachers’ Career Paths
This article explores the dynamic structures of emotions used by former urban teachers as they negotiated the challenges of the profession. Drawing from a national sample of 25 former urban teachers, this article looks closely at the lives of two teachers who taught in urban intensive school districts. Specifically, the piece captures the emotional aftermath of leaving teaching around two themes: (a) recognition of guilt and (b) continued advocac…
The Creation of Restorative Places for Teachers in an Urban School
This article chronicles a two-year ethnography focused on teachers' restorative places. Restorative places, in school contexts, are where teachers congregate with colleagues for solace during the workday. In this article, I outline teachers' perceptions at one urban school, from their own voice, of how restorative places are created, while also exploring their thoughts on the interactions and relationships developed within these places. This unde…
Truth Tellers: Using the Photovoice Method to Inform Retention with Teachers of Color
This paper highlights the value of the photovoice method for creating affinity spaces, crafting counterstories, and informing retention practices for urban teachers of Color. The research team, together with an affinity group of teachers of Color, used photographic images to foster a deeper understanding of the question, “What does it mean to be a teacher of Color in today's schools?” The images serve as the foundation for counterstories that spe…
Counterstories of teachers of color: Photovoice narratives from educators who “walked in their shoes”
A requirement and challenge of joke-ability in humor researcher: A fusion autoethnographic analysis
Purpose – With particular reference to qualitative humor research, this paper aims to look at fieldwork from a new angle. The purpose of this paper is to address humor research foci by completing a fusion autoethnographic analysis of how lead author used humor to interact with the participants. This analysis outlines the two examples of joke-ability; specifically self-deprecating humor and more generally attempts to blend in. Design/methodology/a…
Educational Policy and Reform for Homeless Students: An Overview
This article provides an overview of educational reform efforts that have been targeted toward assisting homeless students. The authors first review some of the difficulties and barriers that confront homeless children in terms of school access and academic success. The authors then examine four different types of educational reforms for homeless students—mainstreamed schools, supplemental supports, transitional schools (separate schools), and mo…
Laugh so you don't cry: Teachers combating isolation in schools through humour and social support
The structure of the teaching profession leaves teachers professionally and personally isolated from other adults. This article will discuss the results of an ethnography focused on the rare informal social interaction that occurs among teachers in a United States’ school, with a particular focus on the lunch hour. Specifically, this article explores the reciprocal nature of support provided within self-generated congregational spaces. This study…
Let's lunch and learn: Professional knowledge sharing in teachers' lounges and other congregational spaces
Being and Becoming a Teacher: How African American and White Preservice Teachers Envision Their Future Roles as Teacher Advocates
This article captures the life histories and professional futures of preservice teachers at three institutions of higher education. In this article, we focus on the experiences and expectations of 4 preservice teachers. We find that, although African American and White preservice teachers both see themselves as advocates for their students, they envision different approaches to advocacy and their agency along racial lines. African American preser…
Coping with the crickets: A fusion autoethnography of silence, schooling, and the continuum of biracial identity formation
This study explores biracial identity development in the adolescent years through fusion autoethnography. Using an ecological model of biracial identity development, this study illustrates how family, peers, and school curricula validate and reject racial self-presentations. We pay specific attention to the different forms of silence (i.e. "crickets") that teachers and peers deploy as tactics of rejection and how racially coded artifacts such as …
African American Pre-Service Teachers’ Perspectives on Urban Education: An Exploration at an HBCU
The Creation of Restorative Places for Teachers in an Urban School
This article chronicles a two-year ethnography focused on teachers' restorative places. Restorative places, in school contexts, are where teachers congregate with colleagues for solace during the workday. In this article, I outline teachers' perceptions at one urban school, from their own voice, of how restorative places are created, while also exploring their thoughts on the interactions and relationships developed within these places. This unde…
A requirement and challenge of joke-ability in humor researcher: A fusion autoethnographic analysis
Purpose – With particular reference to qualitative humor research, this paper aims to look at fieldwork from a new angle. The purpose of this paper is to address humor research foci by completing a fusion autoethnographic analysis of how lead author used humor to interact with the participants. This analysis outlines the two examples of joke-ability; specifically self-deprecating humor and more generally attempts to blend in. Design/methodology/a…
I Just Feel So Guilty: The Role of Emotions in Former Urban Teachers’ Career Paths
This article explores the dynamic structures of emotions used by former urban teachers as they negotiated the challenges of the profession. Drawing from a national sample of 25 former urban teachers, this article looks closely at the lives of two teachers who taught in urban intensive school districts. Specifically, the piece captures the emotional aftermath of leaving teaching around two themes: (a) recognition of guilt and (b) continued advocac…
Teacher Education across Minority-Serving Institutions: Programs, Policies, and Social Justice
The first of its kind, Teacher Education across Minority-Serving Institutions brings together innovative work from the family of institutions known as minority-serving institutions: Historically Black Colleges and Universities, Tribal Colleges and Universities, Hispanic Serving Institutions, and Asian American and Native American Pacific Islander Serving Institutions. The book moves beyond a singular focus on teacher racial diversity that has cha…
Hope and struggle to decolonize the preservice teachers’ mind: An urban teacher education program history
This academic year marks the tenth anniversary of the establishment of a five-year (bachelors and masters) urban teacher education program at a small, state institution in the northeast. This progr
Unpacking and complicating the ethics and pedagogy of visual studies with youth
In the spring of 2019, we had the opportunity to team teach a doctoral course on Visual Ethnography. Most of the students came to the class because they were either intrigued by the concept of visu
In it together’: Activist teachers of color networks combating isolation
Teachers of Color experience isolation due to racial microaggressions and institutional racism throughout their careers, leading to trauma and higher levels of teacher turnover in the profession. In this study, we use the ‘pedagogy of activism’and scholarship on microaggressionsto explore how activist teachers of Color seek support to combat isolation and harm through participation in teacher activist networks. Using qualitative methods, we inves…
Responding to the times: Adapting an evaluation study during a dual pandemic
Measuring DEI within workplaces: Questioning the theoretical, empirical, and practical models
BECO designed an Equity Audit tool to measure racial diversity, equity, and inclusion (DEI) within workplaces. The tool has three versions (K-12 schools, For-Profits, and Non-Profits) and is currently undergoing the Standard Setting Process. This study reports on quantitative and qualitative findings for For-Profits and Non-Profits and by doing so, extends the conversation regarding the theoretical, empirical, and practical issues we encounter wi…
Special Issue Introduction: Making Our Way—Rethinking and Disrupting Teacher Education
PreK-12 curriculums change and evolve [...]
Resisting practice to impact policy: A case for moving toward an ESL/bilingual teacher education initiative
While it is nationally recognized that there is a high need for teachers, particularly those of diverse backgrounds and with ESL/bilingual certifications, barriers to certification continue to exist for undocumented individuals. Within the state of New Jersey, these barriers mirror the national limitations. Although New Jersey has made efforts to address citizenship and reform policies, some barriers persist, hindering these candidates from makin…
Nurturing “A Specific Kind of Unicorn-y Teacher”: How Teacher Activist Networks Influence the Professional Identity and Practices of Teachers of Color
This article highlights the ways justice-oriented activist teachers of Color nurture themselves professionally through their involvement in critical professional development through activist teacher networks. This study conducted narrative inquiries of 26 activist teachers of Color across the United States. The counter-stories told by the teachers in this study reflect critical intellectual engagement and highlight specific ways in which these or…
From a Spark, a Mighty Flame: How Germinal Networks Support Teachers of Color to Promote Change in Activist Organizations and Beyond
Background: Recent research has demonstrated that social justice teacher activist networks provide vital support to teachers of Color, reducing feelings of isolation and providing high-quality professional learning opportunities. Yet, there is a need for broader scaled research that looks across multiple activist organizations to add to our understandings of these findings. Focus of Study: Our study examines the network participation characterist…
Counterstories of teachers of color: Photovoice narratives from educators who “walked in their shoes”
Swimming Between the Rocks: Navigating Equity Detours in Diverse-by-Design Schools
Diverse-by-design (DbD) schools intentionally recruit students to create a racially/socioeconomically diverse student population. They seek to address historic segregation patterns in neighborhoods and build bridges across differences by intentionally developing diverse learning environments. DbD schools often demonstrate an increase in academic outcomes for youth, yet no valid reliable tools exist to investigate how these schools are evaluating …
When We Know Better, We Do Better: Educators' Storied Reflections on Black Teacher Attrition and Retention
This article reports on experiences and perspectives of Black teachers (current and former) within the School District of Philadelphia. Findings are based on interviews and focus groups with 30 educators who shared their thoughts related to Black teacher attrition and retention in the district. Their perspectives deepen our understandings of Black teachers' experiences of different forms of racism in schools-interpersonal and systemic forms of ra…
We’re More Than Just Black History Month: A Visual Culture Audit of a Dual Language Diverse-by-Design School
Diverse-by-design schools—educational institutions that explicitly name diversity as part of their mission statement—comprise an increasing number of state authorized schools in the United States and have consequently shifted school design in the K–12 school sector. Through a qualitative data collection, including a visual culture audit, this paper highlights how one dual language school, despite its diverse-by-design mission, did not recognize B…
Truth Tellers: Using the Photovoice Method to Inform Retention with Teachers of Color
This paper highlights the value of the photovoice method for creating affinity spaces, crafting counterstories, and informing retention practices for urban teachers of Color. The research team, together with an affinity group of teachers of Color, used photographic images to foster a deeper understanding of the question, “What does it mean to be a teacher of Color in today's schools?” The images serve as the foundation for counterstories that spe…
Sociology (24 works) · Psychology (21 works) · Pedagogy (19 works) · Political science (12 works) · Mathematics education (11 works) · Critical Race Theory in Education (10 works) · Teacher Education and Leadership Studies (9 works) · Social Psychology (8 works) · Law (6 works) · Social science (6 works)