Jessica M Schulz
Biographic Data
| ID | 6850188 |
|---|---|
| NAME | Jessica M Schulz |
| GIVEN NAMES | Jessica M |
| FAMILY NAME | Schulz |
| SIGNATURE | SCHULZ J M |
| AFFILIATIONS | Iowa State University |
| ORCID | 0000-0003-0557-0638 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 1 |
Exploring Undergraduate Students’ Conceptualizations of Social Justice Action
This critical constructivist descriptive case study examined how 12 students in a diversity dialogue course conceptualized action in response to oppression. Participants often defined action as individual-level intervention and rarely discussed systemic change. Although they increased their knowledge during the course, participants hesitated to take action fearing they did not know enough, would be physically harmed, or lacked the ability to make…
Critical content knowledges in the English language arts classroom: Examining practicing teachers' nuanced perspectives
Manifest in research, national policy, and instructional standards, the United States has a long-documented interest in teachers as ‘content experts.’ Yet, research offers limited empirical examinations of teachers’ discipline-specific critical content knowledges—their curricular agility in noticing and disrupting power and oppression, and working to promote empowerment, joy, and liberation. Accordingly, this study asks: what critical content kno…
How STEM lab settings influence graduate school socialization and climate for students of color
Critical content knowledges in the English language arts classroom: Examining practicing teachers' nuanced perspectives
Manifest in research, national policy, and instructional standards, the United States has a long-documented interest in teachers as ‘content experts.’ Yet, research offers limited empirical examinations of teachers’ discipline-specific critical content knowledges—their curricular agility in noticing and disrupting power and oppression, and working to promote empowerment, joy, and liberation. Accordingly, this study asks: what critical content kno…
How STEM lab settings influence graduate school socialization and climate for students of color
Exploring Undergraduate Students’ Conceptualizations of Social Justice Action
This critical constructivist descriptive case study examined how 12 students in a diversity dialogue course conceptualized action in response to oppression. Participants often defined action as individual-level intervention and rarely discussed systemic change. Although they increased their knowledge during the course, participants hesitated to take action fearing they did not know enough, would be physically harmed, or lacked the ability to make…
Pedagogy (3 works) · Mathematics education (2 works) · Psychology (2 works) · Social Psychology (2 works) · Social science (2 works) · Sociology (2 works) · Career Development and Diversity (1 works) · Content (measure theory) (1 works) · Content analysis (1 works) · Criminology (1 works)