Yolanda J Majors
Biographic Data
| ID | 663633 |
|---|---|
| NAME | Yolanda J Majors |
| GIVEN NAMES | Yolanda J |
| FAMILY NAME | Majors |
| SIGNATURE | MAJORS Y J |
| AFFILIATIONS | University of Illinois Chicago |
| VERIFIED | No |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2001 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Increasing STEM engagement through opportunity landscaping
This paper outlines our approach to one city's opportunity landscape. The opportunity landscape involves collecting systems-driven data sets corresponding to organizations, places, barriers and supports that collectively shape the opportunities available to youth, families, and educators. Understanding and utilizing this landscape is crucial to fully accounting for youth progress along STEM pathways. Such awareness is vital as stakeholders often …
Meaningful and Expansive
Most people have struggled with reading in one situation or another, depending on their appreciation for the content, their prior experiences, and the texts. This department column shares ways for educators to help literacy learners unlock their potential with instruction anchored in their skills, knowledge, ways of learning, interests, and attitudes
Silence as Indicator of Engagement
Most people have struggled with reading in one situation or another, depending on their appreciation for the content, their prior experiences, and the texts. This department column shares ways for educators to help literacy learners unlock their potential with instruction anchored in their skills, knowledge, ways of learning, interests, and attitudes
Starting Over One Word at a Time
Most people have struggled with reading in one situation or another, depending on their appreciation for the content, their prior experiences, and the texts. This department column shares ways for educators to help literacy learners unlock their potential with instruction anchored in their skills, knowledge, ways of learning, interests, and attitudes
Joy and the “Smart Kids”
Through a sharing of personal experience, this article aims to draw attention to the language of schooling— a language, both simple and sophisticated, that many schools, as institutions, devise to communicate with insiders and outsiders. The author argues that there is a mismatch between assumed best practices embedded in this language and the challenging demands of cultural, community‐based pedagogies. Institutional discourses, while appearing n…
Narrations of cross-cultural encounters as interpretative frames for reading word and world
This article describes how a group of African-American women read social relations as socially constructed texts. Such reading, I think, is a literacy skill, rehearsed and developed within classrooms and communities that cultural border crossers 1 develop through their participation within specific discourses communities, as well as through their movement across different kinds of communities (Majors and Orellana, 2003). I draw from one ethnograp…
I Wasn't Scared of Them, They Were Scared of Me
This article describes how a group of black women read culture, class, and other social relations, analyzing the process and skill of reading linguistic and paralinguistic cues in allowing individuals to navigate across multiple discourses. I draw from one ethnographic study of talk in a Midwestern hair salon. Such research seeks to strengthen ties between the disciplines of anthropology and education, and relatedly between those who work within …
Shoptalk
This study examines ways of speaking, performing, and reasoning within an urban, African American hair salon. I argue here that participants within the salon, through participation, collaboration, and negotiation, construct and transmit their understandings of the world within systems of activity. By identifying how members of the community hair salon use cultural resources and institutional technologies, co-construct knowledge, and change and de…
Announcing the Alan C. Purves Award Winner
We are pleased to announce that Bob Fecho of The University of Georgia is the winner of the 2002 Alan C. Purves Award for his article “‘Why Are You DoingThis?’: Acknowledging and Transcending Threat in a Critical Inquiry Classroom.”
Passing Mirrors
Passing Mirrors
I Wasn't Scared of Them, They Were Scared of Me
This article describes how a group of black women read culture, class, and other social relations, analyzing the process and skill of reading linguistic and paralinguistic cues in allowing individuals to navigate across multiple discourses. I draw from one ethnographic study of talk in a Midwestern hair salon. Such research seeks to strengthen ties between the disciplines of anthropology and education, and relatedly between those who work within …
Passing Mirrors
Shoptalk
This study examines ways of speaking, performing, and reasoning within an urban, African American hair salon. I argue here that participants within the salon, through participation, collaboration, and negotiation, construct and transmit their understandings of the world within systems of activity. By identifying how members of the community hair salon use cultural resources and institutional technologies, co-construct knowledge, and change and de…
Announcing the Alan C. Purves Award Winner
We are pleased to announce that Bob Fecho of The University of Georgia is the winner of the 2002 Alan C. Purves Award for his article “‘Why Are You DoingThis?’: Acknowledging and Transcending Threat in a Critical Inquiry Classroom.”
I Wasn't Scared of Them, They Were Scared of Me
This article describes how a group of black women read culture, class, and other social relations, analyzing the process and skill of reading linguistic and paralinguistic cues in allowing individuals to navigate across multiple discourses. I draw from one ethnographic study of talk in a Midwestern hair salon. Such research seeks to strengthen ties between the disciplines of anthropology and education, and relatedly between those who work within …
Narrations of cross-cultural encounters as interpretative frames for reading word and world
This article describes how a group of African-American women read social relations as socially constructed texts. Such reading, I think, is a literacy skill, rehearsed and developed within classrooms and communities that cultural border crossers 1 develop through their participation within specific discourses communities, as well as through their movement across different kinds of communities (Majors and Orellana, 2003). I draw from one ethnograp…
Joy and the “Smart Kids”
Through a sharing of personal experience, this article aims to draw attention to the language of schooling— a language, both simple and sophisticated, that many schools, as institutions, devise to communicate with insiders and outsiders. The author argues that there is a mismatch between assumed best practices embedded in this language and the challenging demands of cultural, community‐based pedagogies. Institutional discourses, while appearing n…
Starting Over One Word at a Time
Most people have struggled with reading in one situation or another, depending on their appreciation for the content, their prior experiences, and the texts. This department column shares ways for educators to help literacy learners unlock their potential with instruction anchored in their skills, knowledge, ways of learning, interests, and attitudes
Silence as Indicator of Engagement
Most people have struggled with reading in one situation or another, depending on their appreciation for the content, their prior experiences, and the texts. This department column shares ways for educators to help literacy learners unlock their potential with instruction anchored in their skills, knowledge, ways of learning, interests, and attitudes
Meaningful and Expansive
Most people have struggled with reading in one situation or another, depending on their appreciation for the content, their prior experiences, and the texts. This department column shares ways for educators to help literacy learners unlock their potential with instruction anchored in their skills, knowledge, ways of learning, interests, and attitudes
Increasing STEM engagement through opportunity landscaping
This paper outlines our approach to one city's opportunity landscape. The opportunity landscape involves collecting systems-driven data sets corresponding to organizations, places, barriers and supports that collectively shape the opportunities available to youth, families, and educators. Understanding and utilizing this landscape is crucial to fully accounting for youth progress along STEM pathways. Such awareness is vital as stakeholders often …
Psychology (8 works) · Sociology (7 works) · Pedagogy (6 works) · Linguistics (5 works) · Literacy (4 works) · Literacy, Media, and Education (4 works) · Mathematics education (4 works) · Media studies (4 works) · Reading (process (4 works) · Anthropology (3 works)