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This qualitative study contextualized the leadership experiences of journalism and mass communication (JMC) deans who self-identified as persons of color. While anonymously participating in a virtual focus group, these deans expressed bringing a higher purpose to leading their programs. This study aims to elucidate the benefits of increasing the diversity of JMC leadership and illuminate the need to improve the working environment for current and future JMC leaders of color. [ABSTRACT FROM AUTHOR]

Contextual or organizational factors in faculty members' work settings can support or limit their efforts to implement what they learned in faculty development programs. These factors may be particularly salient for programs designed to enhance faculty research productivity. In this article, the authors introduce a measure of faculty research culture, an adaptation of a well-established measure of research training environments, that can be used to identify targets for development program interventions as well as evaluate their effectiveness. Description of item construction as well as initial psychometrics with a geographical and academically diverse national faculty sample are presented. [ABSTRACT FROM AUTHOR]

Parents have long served a crucial role in their children's postsecondary success through guidance and support. In an effort to help Latina/o parents in emerging immigrant communities overcome any limits to their knowledge around college-going practices, this study evaluates the feasibility and beginning efficacy of a parent-focused, Spanish-language psychoeducational program (Padres Promoviendo Preparación). The program is novel in that it centers on increasing parent college-going knowledge and self-efficacy for guiding their children forward; it was delivered in both school and congregational settings; and the content was delivered in Spanish by community advocates working in collaboration with university-based personnel. The quantitative pre/post measures indicate that the program was successful at increasing parents' knowledge and self-efficacy, and the qualitative data help to expand upon the ways that parents perceived the impact or benefit of the program for their families. Implications for educators, advocates, and policymakers center on the impact of parent-focused programs on knowledge gains and how that knowledge transforms the parent--child relationship. As schools and communities seek to engage with families to increase Latina/o student post-high school options, this program and these findings can provide both context and content for doing so. [ABSTRACT FROM AUTHOR]

It has been projected that 33% of all school children will be from immigrant households by the year 2040 (Suarez-Orozco et al., 2010). For school personnel (e.g., administrators, counselors, teachers) working with immigrant youth and adolescents, understanding ethnic identity development is an essential cultural competency. In this essay, the authors outline how the family, peer, and school contexts can influence a student's ethnic identity, along with suggested activities that utilize ethnic identity development to enhance student personal/social development. Greater personal/social development of individual students and greater integration of marginalized ethnic groups can contribute to a healthier school community. Informal methods of evaluating outcomes are also identified. [ABSTRACT FROM AUTHOR]

Through research-practice partnerships (RPPs) researchers and practitioners engage in long-term problem-solving collaborations aimed, in part, at increasing the capacity of personnel in local schools and districts to manage and use educational data for improvement. There has been an increasing number of studies exploring the process and outcomes of RPPs in the United States since 2013. Based on the review of 86 articles published during 2013–2019, we described the data management and use engagement process across various types of RPPs in the field of education and identified key considerations reported by RPPs in the United States. For researchers and practitioners engaged in the initiation and development of RPPs, the findings of this review offer empirically derived data management and use strategies for consideration. • RPP teams face common challenges in terms of data management and use. • RPP teams engage in data exploration, co-design, implementation, and dissemination. • RPP teams consider contexts, establish routines and practice mutual appropriation. [ABSTRACT FROM AUTHOR]