Umansky Ilana M, Callahan Rebecca M, Lee Jennifer C
assistant professor in the College of Education at the University of Oregon. Her work focuses on quantitative and longitudinal analysis of the educational opportunities and outcomes of immigrant students, emergent bilingual students, and students classified in school as English learners (ELs). With a PhD in sociology of education from Stanford University, she studies key EL policies including identification, service provision, and reclassification, focusing on issues of stratification and opportunity.
associate professor in educational leadership and policy at the University of Texas at Austin. Her research examines the intersection of education and language policy as it relates to the academic preparation of immigrant, language minority adolescents in the transition from high school into young adulthood. She is involved in several research projects that explore the effects of school context, social and academic processes, and teachers' pedagogical practices on the academic and civic development of bilingual or immigrant students.
Am J Educ (Chic Ill). 2020 May;126(3):335-388. doi: 10.1086/708250.
This study explores disparities in reclassification outcomes between Chinese and Latinx English learner (EL) students in one large school district, along with possible mechanisms that drive these differences. Using mixed methods including discretetime hazard modeling of longitudinal administrative data and analysis of in-depth interviews with veteran EL educators and administrators, we find large and persistent ethnic differences in reclassification outcomes across grade levels. Drawing on prior research on inequalities among immigrant students, we find evidence that individual background characteristics, social capital, school and instructional contexts, and stereotypes and bias all contribute to variation in reclassification patterns. Importantly, reclassification processes may be sensitive to racial and ethnic biases, disproportionately limiting Latinx EL students' reclassification.
本研究探讨了在一个大的学区中，华裔和拉丁裔英语学习者（EL）学生在重新分级结果方面的差异，以及导致这些差异的可能机制。我们采用了混合方法，包括对纵向管理数据进行离散时间风险建模，以及对资深EL教育工作者和管理人员进行深度访谈分析，发现不同年级的重新分级结果存在巨大且持续的种族差异。借鉴先前关于移民学生不平等问题的研究，我们发现有证据表明，个人背景特征、社会资本、学校和教学环境，以及刻板印象和偏见都导致了重新分级模式的差异。重要的是，重新分级过程可能对种族和民族偏见敏感，从而不成比例地限制了拉丁裔EL学生的重新分级。
