Lingering Effects of COVID-19 in Education: A Mini-Series

The American Journal of Education Forum Editorial Board is excited to launch the Lingering Effects of COVID-19 in Education mini-series, featuring those dedicated to transforming the PK-20 and adult education system: teachers, principals, instructional coaches, activists, researchers, and community members. The pandemic has both perpetuated and shed a stark spotlight on long-standing educational inequities for Black

Teaching in the Politicized Educational Climate by Kate Steilen

Last fall, sixty high schools in states across the US piloted an AP course in African-American studies (International Business Times 2022). The pilot responds to years of activism and educational research supporting culturally responsive teaching, a pedagogy that links learning with “deep understanding of (and appreciation for) culture” (Ladson Billings 2014, 76). Culturally responsive teaching focuses

A Feminist Perspective on Teacher Pay: Education’s “Me Too” Moment by Michael J. Franklin

Education’s “Me Too” Moment Teacher pay is sexist and damages both teachers and students.  While the “Me Too” movement has exposed sexual discrimination rampant in Hollywood, the more mundane sexual discrimination issue holding back educators remains muted. The adjacent teacher accounts reveal financial insecurity, and research says that teaching induces stress too (Rand 2022). The anxiety begins with

Supporting Youth Experiencing Intergenerational Conflict (IC) in Immigrant Families by Yuqing Qiu

Photo by Rene Bernal on Unsplash I recently attended the 2023 American Counseling Association (ACA) Conference, where I presented a poster on supporting youth experiencing intergenerational conflict (IC) in immigrant families. As a first-time attendee, the conference was a significant opportunity to improve my public speaking and open communication skills and networking. My presentation aimed to promote mental

“How it is Useful to Me”: Including Utility Value as a Way to Enhance Statistics Achievement by Yuqing Zou

Statistics achievement is one’s level of success or proficiency in the field of statistics. It is critical to enhance college students’ statistics achievement because it benefits their future research endeavors (Onwuegbuzie 2004). However, many college students, particularly those in traditionally less quantitative programs in social sciences, are shown to exhibit unsatisfying academic behaviors that result in

AJE Feature | “What makes you, you”: The discursive construction of the self in U.S. college application essays by Sarah W. Beck & Amanda J. Godley

The full-length American Journal of Education article by Sarah W. Beck and Amanda J. Godley can be accessed here. As entry into four-year colleges becomes more competitive each year, equalizing opportunity in college admissions for first generation, low-income and racially and linguistically minoritized students remains a persistent challenge (Nietzel 2021; Serling 2019). There is a need for