Conra D Gist
Dados Biográficos
| ID | 1479146 |
|---|---|
| NOME | Conra D Gist |
| PRENOMES | Conra D |
| SOBRENOME | Gist |
| ASSINATURA | GIST C D |
| AFILIAÇÕES | University of Houston |
| ORCID | 0000-0001-8977-7059 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 23 |
| TOTAL DE CITAÇÕES | 140 |
| TOTAL COMO AUTOR | 21 |
| TOTAL COMO EDITOR | 2 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1999 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2024 |
| ÍNDICE H | 6 |
Glancing back and looking forward
The Handbook of Research on Teachers of Color and Indigenous Teachers charts the landscape of the educator diversity research base by focusing on 11 domains of inquiry. Policy, one of the domains of inquiry in the Handbook, is instrumental for advancing educator diversity. This paper is anchored in the lessons from the policy domain, and extends this scholarship by briefly synthesizing the historical origins of educator diversity policies, and ex…
Research on Teachers of Color and Indigenous Teachers
This special issue expands upon the Handbook of Research on Teachers of Color and Indigenous Teachers (Gist & Bristol, 2022a) and the practitioner-focused Phi Delta Kappan special issue, “Learning from the Voices of Black, Indigenous and People of Color Educators: Charting New Directions for Research, Policy, and Practice” (Gist & Bristol, 2021). The co-created articles in this special issue highlight the combined expertise of policy makers and e…
Equity-Centered Research–Practice Partnerships
The importance of educator diversity is becoming increasingly evident as research demonstrates the positive impact of Teachers of Color and Indigenous Teachers (TOCIT) on student learning and achievement, particularly among underrepresented groups (Dee, 2004; Gershenson et al., 2018; Grissom & Redding, 2016; Shirrell et al., 2021). Despite this, progress toward diversifying the educator workforce remains slow, signaling the need to advance educat…
Handbook of Research on Teachers of Color and Indigenous Teachers
The Community Teacher
There is a paucity of conceptual scholarship on community teacher development initiatives that prepare community members to become teachers and are designed to shift power relations in teacher development systems. Community teacher development initiatives designed as equity and justice programs committed to broadening community members’ access to the profession create space for radical reimagination in order to reorient our perception toward what…
An Essential but Overlooked Workforce
Recent research documents the positive impact that paraprofessionals have on student learning. Given these strengths, states and districts across the country have developed programs to attract and prepare paraprofessionals to become certified teachers. Despite increased interest in expanding pathways for the paraeducator workforce, research has also consistently revealed that paraeducators encounter obstacles along the career development continuu…
Socioculturally Mediated Academic Advising
This case study examined how the academic advising (hence, advising) component of a Grow Your Own (GYO) teacher program can be tailored to honor bilingual/bicultural paraprofessionals’ (hence, BL/BC paras) assets and differential needs. Data collection strategies included participant observation, interviews, a focus group, field notes, and documentation. Thematic data analysis suggested that socioculturally mediated advising involves some aspects…
A Course in Academic Writing as a Vehicle for Personal Growth and Transformation
Scholarly writing is traditionally written and reviewed with a positivist mindset, based on ideas of universal truths that typically remove subjectivisms, cultural experiences, and marginalized voices from the writing process. Writing in this manner fails to recognize how the societal and internalized ideas of white dominance can negatively influence how Black, Indigenous, and People of Color (BIPOC) understand academic writing. Challenging this …
Radical and Liberatory Academic Writing
This article introduces and frames the special issue Radical and Liberatory Academic Writing: Speaking Truth to People and Power for Revolutionary Purposes. The goal of this special issue is to feature articles dedicated to examining: (a) novel efforts to demystify academic writing as a genre and spotlight the problematics and potentialities inherent when choosing to take up radical and liberatory work; (b) various processes and projects that can…
Lessons on Academic Writing
For Black, Indigenous, and People of Color (BIPOC) scholars, reflecting on our journey to becoming academic writers can reveal important lessons for crafting justice oriented academic futures. Interweaving the pain, joy and wisdom from narratives on academic writing, this piece synthesizes BIPOC scholars’ lessons learned, representing the experiences of doctoral students, early career and midcareer academics. It begins with a reflective narrative…
Shifting Dominant Narratives of Teacher Development
Grow Your Own (GYO) programs are designed to recruit high school students, paraeducators, community organizers and parents, and/or career changers from the local community to join the educator workforce. When considering the nontraditional teacher pools that may enter the profession through GYO programs, commonly held assumptions about who teachers are, how they are developed, and what is most important for supporting their growth are challenged.…
The Teacher Testimony Project
A new generation of Teachers of Color in the present educator reform era are engaged in acts of conscious-raising to critique and challenge an educational system that underserves and routinely marginalizes youth of color. This article spotlights the creation of opportunities to organize and mobilize the voices of Teachers of Color through a social justice effort called The Teacher Testimony Project. The methodology for designing and implementing …
Examining Grow Your Own Programs Across the Teacher Development Continuum
Grow Your Own (GYO) programs are cited in recent policy briefs as viable pathways for increasing the racial/ethnic diversity of teachers, yet recent scholarship on GYO programs is minimal. To address this issue, this article investigates what we know, and do not know, about GYO programs, by examining a range of data sources on different types of GYO program teacher pools (e.g., middle/high school, paraprofessional, community activists/parents men…
Growing and Sustaining Black Teachers
Moving Teachers of Color from the Margin to the Center
Black Educators Fight Back
Pushed to Teach
This research study examines the learning experiences of 11th- and 12th-grade Black girls participating in a precollegiate program committed to increasing the number of Teachers of Color entering the profession by viewing a teaching career as an act of social justice committed to educational equity. The pipeline functions as an education reform structure to disrupt pedagogies and policies that push Black girls out of educational spaces at disprop…
Portraits of Anti-racist Alternative Routes to Teaching in the U.S
Voices of Aspiring Teachers of Color
This article centers and investigates the voices of teacher candidates of color to examine how double binds influence their teaching and learning experiences in teacher education programs. Interview and focus group data from teacher candidates of color at two teacher education programs are analyzed to unpack the types of personal and systemic ties they experience as well as the strategies they utilize to escape them. Implications for eliminating …
Culturally Responsive Pedagogy for Teachers of Color
This study utilizes the conceptual framework of culturally responsive pedagogy and theoretical suppositions about the culturally responsive teacher educator to examine the learning experiences of teacher candidates of color. Findings from the case study of a teacher educator’s and teacher candidates’ of color teaching and learning experiences in a semester-long course revealed the following: (a) The teacher educator’s culturally responsive conten…
A Black Feminist Interpretation
This article examines the ways in which black feminism-as a concept, an applied theory, and a safety net-functions as a critical social theory designed to assist students in understanding the multiple ways that black and brown women are marginalized through institutionalized structures and practices. Drawing heavily upon the work of Patricia Hill Collins, this article defines and explains black feminist critical pedagogy arguing that it is a crit…
Teaching racial literacy in secondary humanities classrooms
This article examines how three culturally relevant teachers in New York City public schools challenged the concepts of race and racism which low-income adolescents of color brought to the study of history and contemporary society. Framed by concepts of culturally relevant teaching and racial literacy, the study illustrated how the teachers used sustained and strategic instruction about race (Skerrett 2011) to complicate and challenge students’ i…
Minority Identification Project Benefits Students, Shows Survey
An abstract is not available for this content so a preview has been provided. As you have access to this content, a full PDF is available via the ‘Save PDF’ action button
Examining Grow Your Own Programs Across the Teacher Development Continuum
Grow Your Own (GYO) programs are cited in recent policy briefs as viable pathways for increasing the racial/ethnic diversity of teachers, yet recent scholarship on GYO programs is minimal. To address this issue, this article investigates what we know, and do not know, about GYO programs, by examining a range of data sources on different types of GYO program teacher pools (e.g., middle/high school, paraprofessional, community activists/parents men…
Pushed to Teach
This research study examines the learning experiences of 11th- and 12th-grade Black girls participating in a precollegiate program committed to increasing the number of Teachers of Color entering the profession by viewing a teaching career as an act of social justice committed to educational equity. The pipeline functions as an education reform structure to disrupt pedagogies and policies that push Black girls out of educational spaces at disprop…
Voices of Aspiring Teachers of Color
This article centers and investigates the voices of teacher candidates of color to examine how double binds influence their teaching and learning experiences in teacher education programs. Interview and focus group data from teacher candidates of color at two teacher education programs are analyzed to unpack the types of personal and systemic ties they experience as well as the strategies they utilize to escape them. Implications for eliminating …
Teaching racial literacy in secondary humanities classrooms
This article examines how three culturally relevant teachers in New York City public schools challenged the concepts of race and racism which low-income adolescents of color brought to the study of history and contemporary society. Framed by concepts of culturally relevant teaching and racial literacy, the study illustrated how the teachers used sustained and strategic instruction about race (Skerrett 2011) to complicate and challenge students’ i…
Culturally Responsive Pedagogy for Teachers of Color
This study utilizes the conceptual framework of culturally responsive pedagogy and theoretical suppositions about the culturally responsive teacher educator to examine the learning experiences of teacher candidates of color. Findings from the case study of a teacher educator’s and teacher candidates’ of color teaching and learning experiences in a semester-long course revealed the following: (a) The teacher educator’s culturally responsive conten…
Shifting Dominant Narratives of Teacher Development
Grow Your Own (GYO) programs are designed to recruit high school students, paraeducators, community organizers and parents, and/or career changers from the local community to join the educator workforce. When considering the nontraditional teacher pools that may enter the profession through GYO programs, commonly held assumptions about who teachers are, how they are developed, and what is most important for supporting their growth are challenged.…
Moving Teachers of Color from the Margin to the Center
Growing and Sustaining Black Teachers
Black Educators Fight Back
A Black Feminist Interpretation
This article examines the ways in which black feminism-as a concept, an applied theory, and a safety net-functions as a critical social theory designed to assist students in understanding the multiple ways that black and brown women are marginalized through institutionalized structures and practices. Drawing heavily upon the work of Patricia Hill Collins, this article defines and explains black feminist critical pedagogy arguing that it is a crit…
Minority Identification Project Benefits Students, Shows Survey
An abstract is not available for this content so a preview has been provided. As you have access to this content, a full PDF is available via the ‘Save PDF’ action button
Teaching racial literacy in secondary humanities classrooms
This article examines how three culturally relevant teachers in New York City public schools challenged the concepts of race and racism which low-income adolescents of color brought to the study of history and contemporary society. Framed by concepts of culturally relevant teaching and racial literacy, the study illustrated how the teachers used sustained and strategic instruction about race (Skerrett 2011) to complicate and challenge students’ i…
Culturally Responsive Pedagogy for Teachers of Color
This study utilizes the conceptual framework of culturally responsive pedagogy and theoretical suppositions about the culturally responsive teacher educator to examine the learning experiences of teacher candidates of color. Findings from the case study of a teacher educator’s and teacher candidates’ of color teaching and learning experiences in a semester-long course revealed the following: (a) The teacher educator’s culturally responsive conten…
A Black Feminist Interpretation
This article examines the ways in which black feminism-as a concept, an applied theory, and a safety net-functions as a critical social theory designed to assist students in understanding the multiple ways that black and brown women are marginalized through institutionalized structures and practices. Drawing heavily upon the work of Patricia Hill Collins, this article defines and explains black feminist critical pedagogy arguing that it is a crit…
Portraits of Anti-racist Alternative Routes to Teaching in the U.S
Voices of Aspiring Teachers of Color
This article centers and investigates the voices of teacher candidates of color to examine how double binds influence their teaching and learning experiences in teacher education programs. Interview and focus group data from teacher candidates of color at two teacher education programs are analyzed to unpack the types of personal and systemic ties they experience as well as the strategies they utilize to escape them. Implications for eliminating …
Growing and Sustaining Black Teachers
Moving Teachers of Color from the Margin to the Center
Black Educators Fight Back
Pushed to Teach
This research study examines the learning experiences of 11th- and 12th-grade Black girls participating in a precollegiate program committed to increasing the number of Teachers of Color entering the profession by viewing a teaching career as an act of social justice committed to educational equity. The pipeline functions as an education reform structure to disrupt pedagogies and policies that push Black girls out of educational spaces at disprop…
The Teacher Testimony Project
A new generation of Teachers of Color in the present educator reform era are engaged in acts of conscious-raising to critique and challenge an educational system that underserves and routinely marginalizes youth of color. This article spotlights the creation of opportunities to organize and mobilize the voices of Teachers of Color through a social justice effort called The Teacher Testimony Project. The methodology for designing and implementing …
Examining Grow Your Own Programs Across the Teacher Development Continuum
Grow Your Own (GYO) programs are cited in recent policy briefs as viable pathways for increasing the racial/ethnic diversity of teachers, yet recent scholarship on GYO programs is minimal. To address this issue, this article investigates what we know, and do not know, about GYO programs, by examining a range of data sources on different types of GYO program teacher pools (e.g., middle/high school, paraprofessional, community activists/parents men…
Handbook of Research on Teachers of Color and Indigenous Teachers
The Community Teacher
There is a paucity of conceptual scholarship on community teacher development initiatives that prepare community members to become teachers and are designed to shift power relations in teacher development systems. Community teacher development initiatives designed as equity and justice programs committed to broadening community members’ access to the profession create space for radical reimagination in order to reorient our perception toward what…
An Essential but Overlooked Workforce
Recent research documents the positive impact that paraprofessionals have on student learning. Given these strengths, states and districts across the country have developed programs to attract and prepare paraprofessionals to become certified teachers. Despite increased interest in expanding pathways for the paraeducator workforce, research has also consistently revealed that paraeducators encounter obstacles along the career development continuu…
Socioculturally Mediated Academic Advising
This case study examined how the academic advising (hence, advising) component of a Grow Your Own (GYO) teacher program can be tailored to honor bilingual/bicultural paraprofessionals’ (hence, BL/BC paras) assets and differential needs. Data collection strategies included participant observation, interviews, a focus group, field notes, and documentation. Thematic data analysis suggested that socioculturally mediated advising involves some aspects…
A Course in Academic Writing as a Vehicle for Personal Growth and Transformation
Scholarly writing is traditionally written and reviewed with a positivist mindset, based on ideas of universal truths that typically remove subjectivisms, cultural experiences, and marginalized voices from the writing process. Writing in this manner fails to recognize how the societal and internalized ideas of white dominance can negatively influence how Black, Indigenous, and People of Color (BIPOC) understand academic writing. Challenging this …
Radical and Liberatory Academic Writing
This article introduces and frames the special issue Radical and Liberatory Academic Writing: Speaking Truth to People and Power for Revolutionary Purposes. The goal of this special issue is to feature articles dedicated to examining: (a) novel efforts to demystify academic writing as a genre and spotlight the problematics and potentialities inherent when choosing to take up radical and liberatory work; (b) various processes and projects that can…
Lessons on Academic Writing
For Black, Indigenous, and People of Color (BIPOC) scholars, reflecting on our journey to becoming academic writers can reveal important lessons for crafting justice oriented academic futures. Interweaving the pain, joy and wisdom from narratives on academic writing, this piece synthesizes BIPOC scholars’ lessons learned, representing the experiences of doctoral students, early career and midcareer academics. It begins with a reflective narrative…
Shifting Dominant Narratives of Teacher Development
Grow Your Own (GYO) programs are designed to recruit high school students, paraeducators, community organizers and parents, and/or career changers from the local community to join the educator workforce. When considering the nontraditional teacher pools that may enter the profession through GYO programs, commonly held assumptions about who teachers are, how they are developed, and what is most important for supporting their growth are challenged.…
Glancing back and looking forward
The Handbook of Research on Teachers of Color and Indigenous Teachers charts the landscape of the educator diversity research base by focusing on 11 domains of inquiry. Policy, one of the domains of inquiry in the Handbook, is instrumental for advancing educator diversity. This paper is anchored in the lessons from the policy domain, and extends this scholarship by briefly synthesizing the historical origins of educator diversity policies, and ex…
Research on Teachers of Color and Indigenous Teachers
This special issue expands upon the Handbook of Research on Teachers of Color and Indigenous Teachers (Gist & Bristol, 2022a) and the practitioner-focused Phi Delta Kappan special issue, “Learning from the Voices of Black, Indigenous and People of Color Educators: Charting New Directions for Research, Policy, and Practice” (Gist & Bristol, 2021). The co-created articles in this special issue highlight the combined expertise of policy makers and e…
Equity-Centered Research–Practice Partnerships
The importance of educator diversity is becoming increasingly evident as research demonstrates the positive impact of Teachers of Color and Indigenous Teachers (TOCIT) on student learning and achievement, particularly among underrepresented groups (Dee, 2004; Gershenson et al., 2018; Grissom & Redding, 2016; Shirrell et al., 2021). Despite this, progress toward diversifying the educator workforce remains slow, signaling the need to advance educat…
Pedagogy (21 obras) · Sociology (21 obras) · Political science (14 obras) · Psychology (14 obras) · Critical Race Theory in Education (12 obras) · Teacher Education and Leadership Studies (12 obras) · Mathematics education (8 obras) · Professional development (7 obras) · Public relations (7 obras) · Faculty Development (6 obras)