Publications
The Power to Make Change:
Expanding Equity in American Schools
This is a wide-ranging report that studies 140+ schools, districts, and charter management organizations (CMOs) in 28 states. Our findings reflect quantitative and qualitative data from approximately 1,100 teachers and administrators across all functions of preK-12 operations. This report gives policymakers, district and school administrators, and philanthropic funders insight into how to build sustainable equity and inclusion practices that will strengthen education outcomes for students throughout the entire nation.
Expanding Early Learning Opportunities for Latine Families in Orleans Parish
New Orleans’ immigrant population is on the rise.
Their participation in Early Care Education is not.
Despite the rapid growth of Latine families in New Orleans, their participation in the early childhood system is limited. Only 5% percent of ECE students are Latine compared to 14% of Latine students in K-12 public schools.
This report led to findings about family expectations, ECE workforce development and entrepreneurship support for Spanish-dominant educators, and infrastructure for the broader early learning ecosystem to support intersectional needs of Multilingual Learners (MLL).
PAR x Policy
Forthcoming
NOLA C.A.R.E.S., an Orleans Parish collaborative centering Black and Latine women in the field of early care and education, weaves research and policy efforts together to set the path for action and change. Participatory Action Research (PAR) is an exciting component of the three-year project. This brief offers a case study in how this effort can yield benefits for PAResearchers, policy advocacy organizations, and the communities both strive to represent. It also illuminates challenges that arise when people with different relationships to power come together to work toward a common goal.
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Special Issue Introduction: Leveraging Participatory Research Methods to Disrupt White Supremacy Culture in Schools, Nonprofits, Workplaces and Beyond
Vol. 4, Issue 3, 2023 | Published by Journal of Participatory Research Methods. (n.d.). https://jprm.scholasticahq.com/issue/8575 -
This book features case studies that address dual language bilingual education (DLBE) programs, which offer content instruction in two languages to help youth develop fluent bilingualism/biliteracy, high academic achievement, and sociocultural competence. While increasingly popular, the DLBE model is a framework that comes with unique hurdles and challenges.
Broussard,R., Kares, F., Ralston, N., Santos, M. (2022) “Black and Bilingual: Challenges in Decentering Whiteness in Dual Language Bilingual Education.” In Dorner, L., Palmer, D., Cervantes-Soon, C., Heiman, D., Crawford, E. (Eds.) Critical Consciousness in Dual Language Bilingual Education. Routledge. https://doi.org/10.4324/9781003240594
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This book focuses on the transformative social change that DEI is meant to have within organizations and institutions. Covering topics such as DEI strategy, performance vs. impact, and workplace dynamics, this reference work is ideal for government officials, faith communities, doctoral students, educational agencies, researchers, and students.
Kares, F., Broussard, R., Ralston, N., Brown Rawlings, L., Taylor, S., Young, L. (2024) “Interrogating the Air We Breathe: Dismantling White Supremacy Culture Traits in Organizations” In Wesley, J., Mack, A., Thorpe, L., (Eds.) Transformative Social Change in Organizations: A DEI Perspective. IGI Global. DOI: 10.4018/978-1-6684-8731-0.ch010
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Bowe, A., Drame, E., Duval-Diop, D., Mawhinney, L., & Melaco, C. (2023). Measuring DEI within workplaces: questioning the theoretical, empirical, and practical models. Bulletin of Sociological Methodology/Bulletin de Méthodologie Sociologique, 159(1), 75-89. https://doi.org/10.1177/07591063231184252
Mawhinney L, Drame ER, Bowe AG, Duval-Diop D, Kares FR, Santos P. Responding to the times: Adapting an evaluation study during a dual pandemic. Eval Program Plann. 2023 Apr; 97:102213. doi: 10.1016/j.evalprogplan.2022.102213. Epub 2022 Dec 23. PMID: 36586302
Price, C. A., Lauren Young, Rhonda Broussard, Nicole C. Ralston, and Faith R. Kares. 2023. “The Equity Lens Map: Factor Analysis & Validation.” EdArXiv. February 16. doi:10.35542/osf.io/m2z4c.
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Swift, Givens, & Wilcox (September 2023). Centering Black Women Led Community Interventions: Collaborating for Gender and Racial Economic Equity through Early Childhood Education. Presented at the State of Black Health Conference of the Center for Black Health and Equity, San Juan Puerto Rico.
Gatewood, B. (2023, August 17). Research, Art, & Activism: Youth Participatory Research Action in Action [Conference presentation]. ABS Annual Conference, Philadelphia, PA, United States.
Odim, N., Swift A.L., Patterson, P., & Brown-Joseph, S. (July 2023). “I know what I’m doing and it feels good”. Black and LatinX women transform New Orleans childcare practice and policy with Participatory Action Research. Presented at the 53rd annual Convention of the Association of Black Psychologists, Detroit MI, United States
Melaco, C. & Swift, A.L. (May 2023). IRB as Equity: Addressing Systemic and Structural Inequities in the Academy. Poster Session Track, 35th Annual National Conference on Race & Ethnicity in Higher Education, New Orleans LA, United States
Melaco, C. (January 2024). Belonging While Black: Unpacking Black Caregivers’ Relationships to School Leadership in Diverse-by-Design Schools, Hawaii International Conference on Education, January 2024, Honolulu, Hawaii