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Reform efforts like the urban, arts-based initiative Project ARTS are designed to provide intentional, equitable methods of improving students' learning, yet few urban educators have been sufficiently trained to recognize differences in habitus between themselves and their students. For equitable reform to occur teachers must understand their own habitus and the habitus-forming experiences of their students. In this paper, we analyze qualitative project data using Bourdieu's theoretical concepts of cultural capital, field, "habitus", symbolic violence and misrecognition to explore teachers' and students' experiences in order to determine the extent to which power and privilege begin to be challenged within participating schools. We explore the ways in which teacher habitus has shifted to recognize, include or become empathetic to student habitus as a result of Project ARTS curricula, co-teaching and professional development while also considering the possibility the program produces unintended consequences at odds with the project's mission: reproducing the status quo by advancing the cultural capital of teachers rather than that of students. Finding markedly fewer teacher narratives confirming the social reproduction of inequitable power relationships than when the project began, we conclude by discussing the transformation of teacher habitus, student outcomes, and school climate after 5 years of Project ARTS participation, proposing implications for urban teachers and leaders, their communities, and policymakers intent upon implementing equitable educational reform and the social transformation reform intends.

The current study involves a comparison of student levels of engagement, ability to learn autonomously, and interaction with peers and faculty in two different learning settings: a large lecture hall and online. Results suggest that learning mechanism drives the styles of learning and teaching practiced in traditional and online learning settings. Students in the online course were more reflective in their learning practices, spending more time independently preparing for the course, as well as being more involved in class discussions. By comparison, students from the traditional lecture hall reported being more collaborative in their learning with classmates. (Contains 3 tables.)

Most research on the career pathways of women presidents has been dedicated to the traditional career path and the paucity of women in positions leading to a four-year college or university presidency. This leaves little research on women who achieved the position by following a nontraditional trajectory. This qualitative study explores the career trajectories of six women presidents who described their journeys to the highest leadership position as "nontraditional" or "unusual." Using Bateson's (1989) concepts of improvisation and adaption to examine their professional and personal experiences, the presidents unveil they were responsive to new opportunities, responsibilities, and challenges leading to their presidencies. Their backgrounds led them to develop an understanding and appreciation of institutional and organizational practices and cultures, community relations, campus relations, and a sensitivity to the importance of relationship building with an array of stakeholders. The study concludes by discussing the necessity of considering broader career frameworks to identify and increase the number of potential women candidates for the presidency. [ABSTRACT FROM AUTHOR]