Erin Feinauer Whiting
Biographic Data
| ID | 75068 |
|---|---|
| NAME | Erin Feinauer Whiting |
| GIVEN NAMES | Erin Feinauer |
| FAMILY NAME | Whiting |
| SIGNATURE | WHITING E F |
| AFFILIATIONS | Brigham Young University |
| ORCID | 0000-0002-0839-5874 |
| VERIFIED | Yes |
| TOTAL WORKS | 28 |
| TOTAL CITATIONS | 32 |
| AUTHOR COUNT | 28 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
‘Chilled classrooms’: Teacher responses to ‘divisive concepts’ legislation-related challenges to professionalism
‘Divisive concept’ legislation and related social media rhetoric seek to limit conversations about race, gender, and other ‘divisive’ issues in K–12 schools. Emerging research suggests that these politicised curriculum disputes may be harmful to teachers. Although recent studies have explored teachers’ initial reactions to divisive concept legislation, limited research exists on how teachers see this legislation affecting their behaviour. This re…
“I’m still kind of not buying it”: Negotiating authority and resistance in five critical multicultural education courses
Although student resistance to equity-oriented teacher education courses is common, less is known about the pedagogical strategies that teacher educators use to respond to challenging classroom situations. Our article addresses this gap by using positioning theory to explore how instructors across five different multicultural education courses positioned themselves to claim authority and give their course content legitimacy. Our findings indicate…
The Rashomon effect in critical multicultural education: Positional identities and figured worlds in a contested “teachable moment”
“I Think It’s Pretty Easy to Give Up”: High School Counselors’ Perspectives on Supporting Latinx Newcomer Multilingual Learners
High school counselors describe challenges and important supports their work with Latinx newcomer multilingual learners. Challenges stem from rigid state graduation requirements and the everyday realities and language barriers. Important supports included onboarding practices, Spanish-speaking staff, and peer mentoring programs, that operate at school and classroom levels. Findings reveal that counselors address the immediate needs of HS NML, suc…
School leadership envisions sociocultural competence: A case study of one private dual language bilingual education school in Central America
Multiple conceptualizations of sociocultural competence, coupled with the elevation of issues related to social justice and the promotion of equitable practices in DLBE programs has, unsurprisingly, raised urgent questions of practice for school leaders . School administrators in DLBE programs need guidance and examples of how to implement school-wide systems that support the development of sociocultural competence. In this case study, three soci…
The role of instructors in fostering a sense of belonging for Oceania students at one University in Hawai’i
Ways we performed inclusion and fell short: Shared entanglements with violence in social justice education
The Role of Language in Identity and Belonging for Fijian College Students
School and beyond: The relationship between local schools and community experience
Be yourself, but don’t be weird’: Conformity, performance, and contradictions in early adolescent students’ advice for belonging at school
This study explores open-ended student responses representing advice for belonging from all students in one junior high school with 3 grades of youth ages 12–16 (n = 618). Nearly 5% of responses indicated that there was no way to belong at all. A variety of ideas about what matters for belonging in school emerged, including features of academic life and relationships with teachers, as well as friendships. Surprisingly, responses suggesting person…
Becoming Equitable Educators: Practical Measures to Support Teachers' Dispositional Growth
Animating equity in teaching and learning depends on teacher dispositions-orientations to self, others, and society that underlie how we think and act. Teacher dispositions are virtues or qualities of moral character that modify the ways we interact with students and educator colleagues. Although interest in "measuring to improve" teaching and teacher education has grown recently, most measures lack validity evidence for practical usefulness. Int…
Tensions between equity and elitism for local scholarship students in an international school
Intercultural competence (IC), a desired outcome in many international schools, comprises the necessary knowledge, skills, and attitudes to effectively navigate intercultural situations. However, international schools are often elite institutions catering to affluent expatriates and host country nationals, thus aligning the development of IC to elite norms. This study explored the perspectives of six local scholarship students in a Central Americ…
Why Do We Have to Go Away?”: A Beginning Exploration into the Lived Experience of Three MotherScholars Imagining Possibilities in the Time of Covid-19
In this time of COVID-19, our public and private spaces have come together in unprecedented ways, giving rise to unique challenges and new opportunities to synergize maternal and academic spaces. We use narrative inquiry to explore our lived experiences as LDS MotherScholars by conducting three story cycles, using prompts about the past, present, and imagined possibilities for the future. Specifically, we looked for ways the emerging COVID-19 pan…
Loving lunch in junior high: Lunchtime activities and a sense of belonging in school
We explore student lunchtime experiences as they relate to student sense of belonging. We use SPSS Two‐Step cluster analysis and logistic regression of data from a schoolwide survey ( n = 830) in the United States. Stepwise modeling is used to determine the importance of clusters representing lunchtime activity preferences and love of lunch on belonging scores. Loving lunch significantly positively affects school belonging. Students naturally gro…
“I Think I’m the Bridge”: Exploring Mentored Undergraduate Research Experiences in Critical Multicultural Education
Although mentored undergraduate research has been shown to deepen student engagement across various disciplines, this type of extended learning opportunity is not a prominent feature of research and practice in teacher education. Our article addresses this gap by analyzing the experiences and growth of a group of five preservice teachers engaged in a mentored undergraduate research experience in several sections of an introductory critical multic…
Kindergarteners’ perceptions of belonging and inclusion in a two-way immersion classroom
Little systematic attention has been paid toward belonging for young children, particularly in contexts of diversity that are regularly part of school settings. Two-Way immersion (TWI) programs provide one educational context ideally suited for exploring the constructs of belonging and inclusion in linguistically and culturally diverse settings. This study explores how kindergarteners articulate a sense of belonging in a socio-linguistically dive…
Faculty readiness for online crisis teaching: Transitioning to online teaching during the Covid-19 pandemic
[EN] This mixed-methods study was designed to measure and elaborate constructs of faculty online readiness from pre- COVID-19 pandemic literature. Bringing together the validation of a scale to measure these constructs and insights from a focus group, findings suggest that the negative connotations of risk-taking and making mistakes while learning to teach online seem to have been mitigated by a combination of affective factors such as humility, …
Smile!”: Emotion Performance as a Strategy for Belonging in Junior High School
This mixed-method research explores how students (ages 12–15) describe dispositional qualities for belonging and fitting in one junior high school. Inductive coding of open-ended responses about perceptions of belonging in school shows candor about the emotional performances and management of emotions for belonging at school. Recommendations for being authentic, nice, and friendly emerged as relevant for belonging. Findings suggest that students …
Estamos aquí pero no soy de aqui: American Mexican Youth, Belonging and Schooling in Rural, Central Mexico
This article explores notions of belonging and citizenship for "American Mexican" students-Mexican-heritage youth born in the United States who return to Mexico with their families. Our findings reveal belonging as a sociocultural practice that participants negotiated spatially and relationally, chiefly by making their US-born status more and less visible within particular spaces at school. The experiences of American-Mexican youth reveal the cru…
Knowledge Production and Power in an Online Critical Multicultural Teacher Education Course
This reflexive inquiry explores a teacher educator’s efforts to design opportunities for students to use their knowledge of social media and the Internet to contribute content to their online critical multicultural education course. Findings identify steps critical multicultural education pedagogues can take to design such opportunities: (a) identify contradictions in their practice, (b) take pedagogical risks, and (c) work with chronic tensions.…
The Simple School Belonging Scale: Working Toward a Unidimensional Measure of Student Belonging
Research focused on student belonging has sometimes used available measures in a unidimensional way despite evidence of multidimensionality in these scales. This study introduces a new unidimensional measure of school belonging that is psychometrically robust with preliminary evidence of construct validity that we call the Simple School Belonging Scale (SSBS)
Naming a Personal “Unearned” Privilege: What Pre-service Teachers Identify After a Critical Multicultural Education Course
This qualitative study systematically documents pre-service teachers' responses to a writing prompt asking them to name a personal “unearned” privilege on an end-of-term final assessment. Findings suggest that typical White/European heritage pre-service teachers can name privileges that have advantaged their own lives, even after one 14-week critical multicultural education course. Categories reveal patterns in participants' responses about their…
Home Language and Literacy Practices of Parents at One Spanish-English Two-Way Immersion Charter School
This study looks at how parents in one Spanish-English two-way immersion (TWI) charter school report their participation in various home language and literacy practices. Parent groups, based on a cluster analysis, highlight the heterogeneity of Latino parents at the school while acknowledging the commonalities as well. Four parent groups emerged based not only on primary language, but also ethnicity, religion, socioeconomic status, and proximity …
Examining the Sociolinguistic Context in Schools and Neighborhoods of Pre-adolescent Latino Students: Implications for Ethnic Identity
This study examined the sociolinguistic contexts of neighborhoods and schools in two predominantly Latino communities in the United States. We used census data to assess social and ethnic composition and observational data to compare and contrast environmental print, language use, and availability of community services in Spanish in these schools and neighborhoods. Structured interviews with pre-adolescent (5th grade) students raised questions ab…
Taking a closer look at Latino parents at one Spanish–English two-way immersion charter school
Scholars who work with Latino/as in the USA have long been calling for a more nuanced understanding of the heterogeneity of the US-based Latino population. Two-way Immersion (TWI) bilingual education programmes are an interesting context in which to examine the Latino parent communities in the USA. Overall, the language enrichment nature of TWI programmes attracts diverse parents from across many different demographic groups, and for a variety of…
The Simple School Belonging Scale: Working Toward a Unidimensional Measure of Student Belonging
Research focused on student belonging has sometimes used available measures in a unidimensional way despite evidence of multidimensionality in these scales. This study introduces a new unidimensional measure of school belonging that is psychometrically robust with preliminary evidence of construct validity that we call the Simple School Belonging Scale (SSBS)
Food provisioning strategies, food insecurity, and stress in an economically vulnerable community: The Northern Cheyenne case
Estamos aquí pero no soy de aqui: American Mexican Youth, Belonging and Schooling in Rural, Central Mexico
This article explores notions of belonging and citizenship for "American Mexican" students-Mexican-heritage youth born in the United States who return to Mexico with their families. Our findings reveal belonging as a sociocultural practice that participants negotiated spatially and relationally, chiefly by making their US-born status more and less visible within particular spaces at school. The experiences of American-Mexican youth reveal the cru…
Kindergarteners’ perceptions of belonging and inclusion in a two-way immersion classroom
Little systematic attention has been paid toward belonging for young children, particularly in contexts of diversity that are regularly part of school settings. Two-Way immersion (TWI) programs provide one educational context ideally suited for exploring the constructs of belonging and inclusion in linguistically and culturally diverse settings. This study explores how kindergarteners articulate a sense of belonging in a socio-linguistically dive…
Smile!”: Emotion Performance as a Strategy for Belonging in Junior High School
This mixed-method research explores how students (ages 12–15) describe dispositional qualities for belonging and fitting in one junior high school. Inductive coding of open-ended responses about perceptions of belonging in school shows candor about the emotional performances and management of emotions for belonging at school. Recommendations for being authentic, nice, and friendly emerged as relevant for belonging. Findings suggest that students …
Naming a Personal “Unearned” Privilege: What Pre-service Teachers Identify After a Critical Multicultural Education Course
This qualitative study systematically documents pre-service teachers' responses to a writing prompt asking them to name a personal “unearned” privilege on an end-of-term final assessment. Findings suggest that typical White/European heritage pre-service teachers can name privileges that have advantaged their own lives, even after one 14-week critical multicultural education course. Categories reveal patterns in participants' responses about their…
Becoming Equitable Educators: Practical Measures to Support Teachers' Dispositional Growth
Animating equity in teaching and learning depends on teacher dispositions-orientations to self, others, and society that underlie how we think and act. Teacher dispositions are virtues or qualities of moral character that modify the ways we interact with students and educator colleagues. Although interest in "measuring to improve" teaching and teacher education has grown recently, most measures lack validity evidence for practical usefulness. Int…
Why Do We Have to Go Away?”: A Beginning Exploration into the Lived Experience of Three MotherScholars Imagining Possibilities in the Time of Covid-19
In this time of COVID-19, our public and private spaces have come together in unprecedented ways, giving rise to unique challenges and new opportunities to synergize maternal and academic spaces. We use narrative inquiry to explore our lived experiences as LDS MotherScholars by conducting three story cycles, using prompts about the past, present, and imagined possibilities for the future. Specifically, we looked for ways the emerging COVID-19 pan…
Loving lunch in junior high: Lunchtime activities and a sense of belonging in school
We explore student lunchtime experiences as they relate to student sense of belonging. We use SPSS Two‐Step cluster analysis and logistic regression of data from a schoolwide survey ( n = 830) in the United States. Stepwise modeling is used to determine the importance of clusters representing lunchtime activity preferences and love of lunch on belonging scores. Loving lunch significantly positively affects school belonging. Students naturally gro…
Knowledge Production and Power in an Online Critical Multicultural Teacher Education Course
This reflexive inquiry explores a teacher educator’s efforts to design opportunities for students to use their knowledge of social media and the Internet to contribute content to their online critical multicultural education course. Findings identify steps critical multicultural education pedagogues can take to design such opportunities: (a) identify contradictions in their practice, (b) take pedagogical risks, and (c) work with chronic tensions.…
Home Language and Literacy Practices of Parents at One Spanish-English Two-Way Immersion Charter School
This study looks at how parents in one Spanish-English two-way immersion (TWI) charter school report their participation in various home language and literacy practices. Parent groups, based on a cluster analysis, highlight the heterogeneity of Latino parents at the school while acknowledging the commonalities as well. Four parent groups emerged based not only on primary language, but also ethnicity, religion, socioeconomic status, and proximity …
How Does the New Tanf Work Requirement "Work" in Rural Minority Communities? A Case Study of the Northern Cheyenne Nation
Opportunity Reconciliation Act (PRWORA), which President Bill Clinton then signed into law, "ending welfare as we know it." For the past thirty years emphasis on work and self-sufficiency has slowly replaced income supports in welfare policy. Others, however, are concerned by the social and economic implications of these new policies. Given the period of time that these policies have been in effect, we have the opportunity to review the assumptio…
Food provisioning strategies, food insecurity, and stress in an economically vulnerable community: The Northern Cheyenne case
Reasons for enrollment at a Spanish–English two-way immersion charter school among highly motivated parents from a diverse community
This study builds on previous work to examine parent reasons for enrolling their children in a two-way immersion (TWI) charter school. This work goes beyond ethno linguistic background variables (language, ethnicity), to include other key variables such as education level, income, religion, household distance from school, and family structure. This study takes place in one school-wide TWI program in a charter school where parents must choose and …
Examining the Sociolinguistic Context in Schools and Neighborhoods of Pre-adolescent Latino Students: Implications for Ethnic Identity
This study examined the sociolinguistic contexts of neighborhoods and schools in two predominantly Latino communities in the United States. We used census data to assess social and ethnic composition and observational data to compare and contrast environmental print, language use, and availability of community services in Spanish in these schools and neighborhoods. Structured interviews with pre-adolescent (5th grade) students raised questions ab…
Taking a closer look at Latino parents at one Spanish–English two-way immersion charter school
Scholars who work with Latino/as in the USA have long been calling for a more nuanced understanding of the heterogeneity of the US-based Latino population. Two-way Immersion (TWI) bilingual education programmes are an interesting context in which to examine the Latino parent communities in the USA. Overall, the language enrichment nature of TWI programmes attracts diverse parents from across many different demographic groups, and for a variety of…
Home Language and Literacy Practices of Parents at One Spanish-English Two-Way Immersion Charter School
This study looks at how parents in one Spanish-English two-way immersion (TWI) charter school report their participation in various home language and literacy practices. Parent groups, based on a cluster analysis, highlight the heterogeneity of Latino parents at the school while acknowledging the commonalities as well. Four parent groups emerged based not only on primary language, but also ethnicity, religion, socioeconomic status, and proximity …
Naming a Personal “Unearned” Privilege: What Pre-service Teachers Identify After a Critical Multicultural Education Course
This qualitative study systematically documents pre-service teachers' responses to a writing prompt asking them to name a personal “unearned” privilege on an end-of-term final assessment. Findings suggest that typical White/European heritage pre-service teachers can name privileges that have advantaged their own lives, even after one 14-week critical multicultural education course. Categories reveal patterns in participants' responses about their…
The Simple School Belonging Scale: Working Toward a Unidimensional Measure of Student Belonging
Research focused on student belonging has sometimes used available measures in a unidimensional way despite evidence of multidimensionality in these scales. This study introduces a new unidimensional measure of school belonging that is psychometrically robust with preliminary evidence of construct validity that we call the Simple School Belonging Scale (SSBS)
Knowledge Production and Power in an Online Critical Multicultural Teacher Education Course
This reflexive inquiry explores a teacher educator’s efforts to design opportunities for students to use their knowledge of social media and the Internet to contribute content to their online critical multicultural education course. Findings identify steps critical multicultural education pedagogues can take to design such opportunities: (a) identify contradictions in their practice, (b) take pedagogical risks, and (c) work with chronic tensions.…
Faculty readiness for online crisis teaching: Transitioning to online teaching during the Covid-19 pandemic
[EN] This mixed-methods study was designed to measure and elaborate constructs of faculty online readiness from pre- COVID-19 pandemic literature. Bringing together the validation of a scale to measure these constructs and insights from a focus group, findings suggest that the negative connotations of risk-taking and making mistakes while learning to teach online seem to have been mitigated by a combination of affective factors such as humility, …
Smile!”: Emotion Performance as a Strategy for Belonging in Junior High School
This mixed-method research explores how students (ages 12–15) describe dispositional qualities for belonging and fitting in one junior high school. Inductive coding of open-ended responses about perceptions of belonging in school shows candor about the emotional performances and management of emotions for belonging at school. Recommendations for being authentic, nice, and friendly emerged as relevant for belonging. Findings suggest that students …
Estamos aquí pero no soy de aqui: American Mexican Youth, Belonging and Schooling in Rural, Central Mexico
This article explores notions of belonging and citizenship for "American Mexican" students-Mexican-heritage youth born in the United States who return to Mexico with their families. Our findings reveal belonging as a sociocultural practice that participants negotiated spatially and relationally, chiefly by making their US-born status more and less visible within particular spaces at school. The experiences of American-Mexican youth reveal the cru…
“I Think I’m the Bridge”: Exploring Mentored Undergraduate Research Experiences in Critical Multicultural Education
Although mentored undergraduate research has been shown to deepen student engagement across various disciplines, this type of extended learning opportunity is not a prominent feature of research and practice in teacher education. Our article addresses this gap by analyzing the experiences and growth of a group of five preservice teachers engaged in a mentored undergraduate research experience in several sections of an introductory critical multic…
Kindergarteners’ perceptions of belonging and inclusion in a two-way immersion classroom
Little systematic attention has been paid toward belonging for young children, particularly in contexts of diversity that are regularly part of school settings. Two-Way immersion (TWI) programs provide one educational context ideally suited for exploring the constructs of belonging and inclusion in linguistically and culturally diverse settings. This study explores how kindergarteners articulate a sense of belonging in a socio-linguistically dive…
Tensions between equity and elitism for local scholarship students in an international school
Intercultural competence (IC), a desired outcome in many international schools, comprises the necessary knowledge, skills, and attitudes to effectively navigate intercultural situations. However, international schools are often elite institutions catering to affluent expatriates and host country nationals, thus aligning the development of IC to elite norms. This study explored the perspectives of six local scholarship students in a Central Americ…
Why Do We Have to Go Away?”: A Beginning Exploration into the Lived Experience of Three MotherScholars Imagining Possibilities in the Time of Covid-19
In this time of COVID-19, our public and private spaces have come together in unprecedented ways, giving rise to unique challenges and new opportunities to synergize maternal and academic spaces. We use narrative inquiry to explore our lived experiences as LDS MotherScholars by conducting three story cycles, using prompts about the past, present, and imagined possibilities for the future. Specifically, we looked for ways the emerging COVID-19 pan…
Loving lunch in junior high: Lunchtime activities and a sense of belonging in school
We explore student lunchtime experiences as they relate to student sense of belonging. We use SPSS Two‐Step cluster analysis and logistic regression of data from a schoolwide survey ( n = 830) in the United States. Stepwise modeling is used to determine the importance of clusters representing lunchtime activity preferences and love of lunch on belonging scores. Loving lunch significantly positively affects school belonging. Students naturally gro…
Be yourself, but don’t be weird’: Conformity, performance, and contradictions in early adolescent students’ advice for belonging at school
This study explores open-ended student responses representing advice for belonging from all students in one junior high school with 3 grades of youth ages 12–16 (n = 618). Nearly 5% of responses indicated that there was no way to belong at all. A variety of ideas about what matters for belonging in school emerged, including features of academic life and relationships with teachers, as well as friendships. Surprisingly, responses suggesting person…
Becoming Equitable Educators: Practical Measures to Support Teachers' Dispositional Growth
Animating equity in teaching and learning depends on teacher dispositions-orientations to self, others, and society that underlie how we think and act. Teacher dispositions are virtues or qualities of moral character that modify the ways we interact with students and educator colleagues. Although interest in "measuring to improve" teaching and teacher education has grown recently, most measures lack validity evidence for practical usefulness. Int…
School leadership envisions sociocultural competence: A case study of one private dual language bilingual education school in Central America
Multiple conceptualizations of sociocultural competence, coupled with the elevation of issues related to social justice and the promotion of equitable practices in DLBE programs has, unsurprisingly, raised urgent questions of practice for school leaders . School administrators in DLBE programs need guidance and examples of how to implement school-wide systems that support the development of sociocultural competence. In this case study, three soci…
The role of instructors in fostering a sense of belonging for Oceania students at one University in Hawai’i
Ways we performed inclusion and fell short: Shared entanglements with violence in social justice education
The Role of Language in Identity and Belonging for Fijian College Students
School and beyond: The relationship between local schools and community experience
‘Chilled classrooms’: Teacher responses to ‘divisive concepts’ legislation-related challenges to professionalism
‘Divisive concept’ legislation and related social media rhetoric seek to limit conversations about race, gender, and other ‘divisive’ issues in K–12 schools. Emerging research suggests that these politicised curriculum disputes may be harmful to teachers. Although recent studies have explored teachers’ initial reactions to divisive concept legislation, limited research exists on how teachers see this legislation affecting their behaviour. This re…
Psychology (19 works) · Sociology (16 works) · Political science (13 works) · Pedagogy (12 works) · Social Psychology (12 works) · Multilingual Education and Policy (8 works) · Parental Involvement in Education (8 works) · Social Psychology (8 works) · Context (archaeology (7 works) · Ethnic group (7 works)