Suneal Kolluri
Dados Biográficos
| ID | 4469022 |
|---|---|
| NOME | Suneal Kolluri |
| PRENOMES | Suneal |
| SOBRENOME | Kolluri |
| ASSINATURA | KOLLURI S |
| AFILIAÇÕES | University of California, Riverside |
| ORCID | 0000-0001-9628-0032 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 22 |
| TOTAL DE CITAÇÕES | 19 |
| TOTAL COMO AUTOR | 21 |
| TOTAL COMO EDITOR | 1 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2018 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 3 |
Outliers for equity
Some schools prepare more of their students to succeed in college than others. This case study in Riverside County seeks to identify high schools that are outliers in college outcomes and illuminate processes that might encourage or discourage college enrollment and persistence. Leveraging the theory of loose coupling and interviews of educators in outlier schools, findings suggest that schools frame college readiness differently, and constraints…
The Popular Guys in the AP Class
Background: The academic performance of Black and Latino young men has long been a source of concern in educational circles. Advanced Placement (AP) classes—challenging courses that can earn students college credit—underserve Black and Latino young men. Some argue that racially minoritized young men who do well in school pay a social price for doing so, losing friends by way of AP participation. Ultimately, the exclusion of young men from the mos…
Ethnic Studies Mandates
In 2021 California became the first state to mandate ethnic studies as a high school graduation requirement, to begin in 2030. There is cause for celebration at this effort to improve the ways in which schools, teachers, and students are intentionally preparing for the realities of multiracial democracy, but extensive unresolved questions of implementation exist as California considers how to scale ethnic studies—with fidelity—beyond idiosyncrati…
Advanced Placement African American Studies as a Master’s Tool
African American studies—a discipline grounded in celebrations of Black culture and resistance to anti-Blackness—is now being piloted in Advanced Placement (AP)—an educational program that has long excluded Black people and promoted dominant cultural norms. In the parlance of Audre Lorde, AP may be a “master’s tool“ incapable of dismantling racism. This case study of two AP African American studies classes investigated whether the course can teac…
No space for race”
Love and Meritocracy
Purpose: Teachers who demonstrate authentic care make culturally affirming connections with students and critically consider injustice in student communities. Authentic care is distinct from aesthetic care that only emphasizes academic achievement. A full version of care—its academic, cultural, and critical components—expands opportunities for marginalized youth. Few studies have looked at authentic care partially applied. Research Methods: This …
Denying Pathology While Implying It? Avoiding Person-Centered Pathology Traps in Counter-Deficit Research
Pathological thinking surrounding disenfranchised and marginalized communities remains a problem in education policy, popular discourse, and research on marginalized communities. Scholars employ a host of frameworks to challenge such pathological thinking, often through the language of deficits. We argue that in an effort to refute pathological thinking about marginalized communities, counter-deficit frameworks potentially rely on a different log…
What Do I Need That For
Young Black and Latino men face profound academic obstacles in transitioning to college. Few studies have interrogated college readiness practices in urban schools through the lens of masculinity. Drawing on a yearlong ethnography, this study investigated how young men respond to college-readiness practices while enacting masculinity. Many young men were not convinced that working hard in their classes was necessary for their college futures. Col…
Street-Level Educators
Why AP Human Geography
This commentary attempts to contextualize the articles in this issue by interrogating the purpose of Advanced Placement (AP) Human Geography. Why should students learn geography? Why should they learn geography as an “AP” course—one that indicates college-level challenge and the potential for college credit? Leveraging David Labaree’s consideration about the public and private purposes of education—social mobility, economic efficiency, and democr…
Men Don’t Ask for Directions
Young Black and Latino men transition from high school to 4-year universities at rates considerably lower than their peers. College-going disparities by gender are partly influenced by young men’s constrained access to social capital in high school. This research explores how gendered inequalities in social capital arise for college-aspiring seniors at an urban high school. The data suggest that young men were more reluctant than their young wome…
The Counter-Deficit Lens in Educational Research
Deficit framings of marginalized students, though maintaining widespread social influence, are thoroughly condemned in recent educational scholarship. The goal of this “counter-deficit” scholarship is to challenge racism in schools and improve opportunities for marginalized youth. To meet the lofty ambition of racial equity in education, how scholarship understands racial oppression is a central concern. Sociologists of race have emphasized the d…
Chill Dudes” and “Academic-Type Students”
Purpose: Much scholarly hand-wringing has concerned the academic engagement of Black and Latino boys. At the center of these conversations are questions of culture. Cultural disconnects between home and school are profound for students from marginalized communities, particularly so for young men. Prudence Carter asserts that young men in urban settings are more reluctant than their female peers to become “cultural straddlers”—students who adeptly…
Ethnic Studies
Student Perspectives on the Common Core
The Common Core State Standards were designed to prepare all students for college and careers. Using theories of cultural capital and culturally relevant pedagogy, this study of 54 college-bound, inner-city high school seniors seeks to determine how students perceive their college readiness during the implementation of the new standards. While the Common Core promotes the development of higher-order thinking skills and cultural competence, studen…
Latinx High School Seniors Preparing for College
The senior year is among the most important for students’ long-term academic success. Traditionally, seniors are assumed to be largely disengaged from school, enduring “senioritis” or a “senior slump.” For college-bound Latinx students, academic disengagement may be particularly troublesome given the well documented postsecondary struggles of these students. However, leveraging theories of ganas and symbolic violence, the findings here suggest th…
Police as “Helpers”
Curricular standards have the potential to elevate dominant ideology at the expense of marginalized perspectives. Recently, dominant narratives of police as a community benefit have been passionately challenged in the public sphere. Through a critical discourse analysis of social studies content standards of 50 states, we evaluate which narratives about law enforcement are reinforced in K–12 curricula. While police in marginalized communities are…
Rigor restricted
Although participation in Advanced Placement programs has been expanding rapidly across the United States, participation among marginalized students generally, and boys of color in particular, has remained lower than for other students. In his observations at an urban high school, Suneal Kolluri found that, if they were going to put in the work required in these classes, Black and Latino boys needed to feel connected to the teachers and the curri…
Bookshelf
In this monthly column, Kappan authors discuss books and articles that have informed their views on education. Suneal Kolluri recommends In Search of Deeper Learning by Jal Mehta and Sarah Fine. Kim Marshall recommends Fifteen Thousand Hours by Michael Rutter, Barbara Maughan, Peter Mortimore, and Janet Ouston. And Jonathan Plucker recommends The Nature of Creativity edited by Robert Sternberg
Patchwork capital and postsecondary success
In scholarly conversations of college readiness, the academic performance of Latinx students largely hinges on questions of culture. College success necessitates fluency in dominant cultural capital and community cultural wealth. Inner-city high schools, however, inadequately endow Latinx students with dominant cultural capital and are often subtractive of community cultural wealth. Nonetheless, many Latinx college students are enjoying academic …
Relational Sociology and Research on Schools, Colleges, and Universities
Relational sociology was conceived by theorists frustrated by what they viewed as an incomplete accounting of social reality. Torn between notions of structural rigidity on the one hand and rational choice individualism on the other, relational sociologists have sought new units of analysis. Social reality, they have argued, is manufactured through relationships. People are who they are, and society is what it is, not because of some individual o…
Advanced Placement
The Advanced Placement (AP) program offers an opportunity for students to earn college credit and develop college-ready skills in high school. The curriculum was initially designed for “superior” students at exclusive private schools. Recently, however, the AP program has expanded to serve more students from marginalized backgrounds, and equitable access has become one of its core objectives. Scholars have questioned whether AP can continue to of…
Student Perspectives on the Common Core
The Common Core State Standards were designed to prepare all students for college and careers. Using theories of cultural capital and culturally relevant pedagogy, this study of 54 college-bound, inner-city high school seniors seeks to determine how students perceive their college readiness during the implementation of the new standards. While the Common Core promotes the development of higher-order thinking skills and cultural competence, studen…
Patchwork capital and postsecondary success
In scholarly conversations of college readiness, the academic performance of Latinx students largely hinges on questions of culture. College success necessitates fluency in dominant cultural capital and community cultural wealth. Inner-city high schools, however, inadequately endow Latinx students with dominant cultural capital and are often subtractive of community cultural wealth. Nonetheless, many Latinx college students are enjoying academic …
Relational Sociology and Research on Schools, Colleges, and Universities
Relational sociology was conceived by theorists frustrated by what they viewed as an incomplete accounting of social reality. Torn between notions of structural rigidity on the one hand and rational choice individualism on the other, relational sociologists have sought new units of analysis. Social reality, they have argued, is manufactured through relationships. People are who they are, and society is what it is, not because of some individual o…
Denying Pathology While Implying It? Avoiding Person-Centered Pathology Traps in Counter-Deficit Research
Pathological thinking surrounding disenfranchised and marginalized communities remains a problem in education policy, popular discourse, and research on marginalized communities. Scholars employ a host of frameworks to challenge such pathological thinking, often through the language of deficits. We argue that in an effort to refute pathological thinking about marginalized communities, counter-deficit frameworks potentially rely on a different log…
Police as “Helpers”
Curricular standards have the potential to elevate dominant ideology at the expense of marginalized perspectives. Recently, dominant narratives of police as a community benefit have been passionately challenged in the public sphere. Through a critical discourse analysis of social studies content standards of 50 states, we evaluate which narratives about law enforcement are reinforced in K–12 curricula. While police in marginalized communities are…
No space for race”
Ethnic Studies
Latinx High School Seniors Preparing for College
The senior year is among the most important for students’ long-term academic success. Traditionally, seniors are assumed to be largely disengaged from school, enduring “senioritis” or a “senior slump.” For college-bound Latinx students, academic disengagement may be particularly troublesome given the well documented postsecondary struggles of these students. However, leveraging theories of ganas and symbolic violence, the findings here suggest th…
Advanced Placement
The Advanced Placement (AP) program offers an opportunity for students to earn college credit and develop college-ready skills in high school. The curriculum was initially designed for “superior” students at exclusive private schools. Recently, however, the AP program has expanded to serve more students from marginalized backgrounds, and equitable access has become one of its core objectives. Scholars have questioned whether AP can continue to of…
Rigor restricted
Although participation in Advanced Placement programs has been expanding rapidly across the United States, participation among marginalized students generally, and boys of color in particular, has remained lower than for other students. In his observations at an urban high school, Suneal Kolluri found that, if they were going to put in the work required in these classes, Black and Latino boys needed to feel connected to the teachers and the curri…
Bookshelf
In this monthly column, Kappan authors discuss books and articles that have informed their views on education. Suneal Kolluri recommends In Search of Deeper Learning by Jal Mehta and Sarah Fine. Kim Marshall recommends Fifteen Thousand Hours by Michael Rutter, Barbara Maughan, Peter Mortimore, and Janet Ouston. And Jonathan Plucker recommends The Nature of Creativity edited by Robert Sternberg
Patchwork capital and postsecondary success
In scholarly conversations of college readiness, the academic performance of Latinx students largely hinges on questions of culture. College success necessitates fluency in dominant cultural capital and community cultural wealth. Inner-city high schools, however, inadequately endow Latinx students with dominant cultural capital and are often subtractive of community cultural wealth. Nonetheless, many Latinx college students are enjoying academic …
Relational Sociology and Research on Schools, Colleges, and Universities
Relational sociology was conceived by theorists frustrated by what they viewed as an incomplete accounting of social reality. Torn between notions of structural rigidity on the one hand and rational choice individualism on the other, relational sociologists have sought new units of analysis. Social reality, they have argued, is manufactured through relationships. People are who they are, and society is what it is, not because of some individual o…
Latinx High School Seniors Preparing for College
The senior year is among the most important for students’ long-term academic success. Traditionally, seniors are assumed to be largely disengaged from school, enduring “senioritis” or a “senior slump.” For college-bound Latinx students, academic disengagement may be particularly troublesome given the well documented postsecondary struggles of these students. However, leveraging theories of ganas and symbolic violence, the findings here suggest th…
Police as “Helpers”
Curricular standards have the potential to elevate dominant ideology at the expense of marginalized perspectives. Recently, dominant narratives of police as a community benefit have been passionately challenged in the public sphere. Through a critical discourse analysis of social studies content standards of 50 states, we evaluate which narratives about law enforcement are reinforced in K–12 curricula. While police in marginalized communities are…
Student Perspectives on the Common Core
The Common Core State Standards were designed to prepare all students for college and careers. Using theories of cultural capital and culturally relevant pedagogy, this study of 54 college-bound, inner-city high school seniors seeks to determine how students perceive their college readiness during the implementation of the new standards. While the Common Core promotes the development of higher-order thinking skills and cultural competence, studen…
The Counter-Deficit Lens in Educational Research
Deficit framings of marginalized students, though maintaining widespread social influence, are thoroughly condemned in recent educational scholarship. The goal of this “counter-deficit” scholarship is to challenge racism in schools and improve opportunities for marginalized youth. To meet the lofty ambition of racial equity in education, how scholarship understands racial oppression is a central concern. Sociologists of race have emphasized the d…
Chill Dudes” and “Academic-Type Students”
Purpose: Much scholarly hand-wringing has concerned the academic engagement of Black and Latino boys. At the center of these conversations are questions of culture. Cultural disconnects between home and school are profound for students from marginalized communities, particularly so for young men. Prudence Carter asserts that young men in urban settings are more reluctant than their female peers to become “cultural straddlers”—students who adeptly…
Ethnic Studies
Why AP Human Geography
This commentary attempts to contextualize the articles in this issue by interrogating the purpose of Advanced Placement (AP) Human Geography. Why should students learn geography? Why should they learn geography as an “AP” course—one that indicates college-level challenge and the potential for college credit? Leveraging David Labaree’s consideration about the public and private purposes of education—social mobility, economic efficiency, and democr…
Men Don’t Ask for Directions
Young Black and Latino men transition from high school to 4-year universities at rates considerably lower than their peers. College-going disparities by gender are partly influenced by young men’s constrained access to social capital in high school. This research explores how gendered inequalities in social capital arise for college-aspiring seniors at an urban high school. The data suggest that young men were more reluctant than their young wome…
No space for race”
Love and Meritocracy
Purpose: Teachers who demonstrate authentic care make culturally affirming connections with students and critically consider injustice in student communities. Authentic care is distinct from aesthetic care that only emphasizes academic achievement. A full version of care—its academic, cultural, and critical components—expands opportunities for marginalized youth. Few studies have looked at authentic care partially applied. Research Methods: This …
Denying Pathology While Implying It? Avoiding Person-Centered Pathology Traps in Counter-Deficit Research
Pathological thinking surrounding disenfranchised and marginalized communities remains a problem in education policy, popular discourse, and research on marginalized communities. Scholars employ a host of frameworks to challenge such pathological thinking, often through the language of deficits. We argue that in an effort to refute pathological thinking about marginalized communities, counter-deficit frameworks potentially rely on a different log…
What Do I Need That For
Young Black and Latino men face profound academic obstacles in transitioning to college. Few studies have interrogated college readiness practices in urban schools through the lens of masculinity. Drawing on a yearlong ethnography, this study investigated how young men respond to college-readiness practices while enacting masculinity. Many young men were not convinced that working hard in their classes was necessary for their college futures. Col…
Street-Level Educators
Outliers for equity
Some schools prepare more of their students to succeed in college than others. This case study in Riverside County seeks to identify high schools that are outliers in college outcomes and illuminate processes that might encourage or discourage college enrollment and persistence. Leveraging the theory of loose coupling and interviews of educators in outlier schools, findings suggest that schools frame college readiness differently, and constraints…
The Popular Guys in the AP Class
Background: The academic performance of Black and Latino young men has long been a source of concern in educational circles. Advanced Placement (AP) classes—challenging courses that can earn students college credit—underserve Black and Latino young men. Some argue that racially minoritized young men who do well in school pay a social price for doing so, losing friends by way of AP participation. Ultimately, the exclusion of young men from the mos…
Ethnic Studies Mandates
In 2021 California became the first state to mandate ethnic studies as a high school graduation requirement, to begin in 2030. There is cause for celebration at this effort to improve the ways in which schools, teachers, and students are intentionally preparing for the realities of multiracial democracy, but extensive unresolved questions of implementation exist as California considers how to scale ethnic studies—with fidelity—beyond idiosyncrati…
Advanced Placement African American Studies as a Master’s Tool
African American studies—a discipline grounded in celebrations of Black culture and resistance to anti-Blackness—is now being piloted in Advanced Placement (AP)—an educational program that has long excluded Black people and promoted dominant cultural norms. In the parlance of Audre Lorde, AP may be a “master’s tool“ incapable of dismantling racism. This case study of two AP African American studies classes investigated whether the course can teac…
Critical Race Theory in Education (15 obras) · Sociology (15 obras) · Psychology (14 obras) · Pedagogy (10 obras) · Higher Education Research Studies (9 obras) · Mathematics education (9 obras) · Political science (8 obras) · School Choice and Performance (7 obras) · Gender Studies (6 obras) · Social Psychology (6 obras)