Hosted by the William T. Grant Foundation and the Forum for Youth Investment, this event, Measuring Race and Racism in Studies of Research Use, is the fourth webinar in a series focused on bringing critical race perspectives to research that examines how to improve the use of research evidence in policy and practice. Past webinars have addressed the ways race matters for how research is used, what research is used, and whose research is used. This session focuses on concrete strategies for incorporating attention to race in a study’s research design.

Panelists will share examples, strategies, and challenges related to the conceptualization and operationalization of race in research design. This webinar is targeted toward researchers who want to develop richer and more nuanced approaches to examining race in their own research.

We invite you to join us on November 15, 2pm – 4pm ET to think together about how to meaningfully measure race and racism in studies that examine strategies to improve the use of research evidence in ways that benefit youth.

Speakers:

• Amanda E. Lewis, Director of the Institute for Research on Race and Public Policy and College of Liberal Arts and Sciences Distinguished Professor of Black Studies and Sociology, University of Illinois at Chicago

• Johanna S. Quinn, Assistant Professor of Sociology, Fordham University

• June Ahn, Associate Professor of Learning Sciences and Research Practice Partnerships, University of California, Irvine

• Meredith I. Honig, Professor of Education Policy, Organizations, and Leadership and Director of the District Leadership Design Lab, University of Washington

Speaker Bios:

Amanda E. Lewis is the Director of the Institute for Research on Race and Public Policy and College of Liberal Arts & Sciences Distinguished Professor of Black Studies and Sociology at the University of Illinois at Chicago. Her research focuses on how race shapes educational opportunities and on how our ideas about race get negotiated in everyday life. She is the author of several award-winning books including, with co-author John Diamond, Despite the Best Intentions: Why racial inequality persists in good schools (Oxford University Press, 2015), and Race in the Schoolyard: Negotiating the color-line in classrooms and communities (Rutgers University Press 2003). Her research has appeared in a number of academic venues including Sociological Theory, American Educational Research Journal, American Behavioral Scientist, Ethnic & Racial Studies, Educational Researcher, Anthropology and Education Quarterly, The Sociology of Race and Ethnicity, Urban Education and The Du Bois Review. She has received numerous grants and awards including from the National Science Foundation, National Institute o Health, Spencer Foundation, Russell Sage Foundation, MacArthur Foundation, Field Foundation, and the American Sociological Association. As Director of IRRPP, she has co-authored a number of reports as part of the State of Racial Justice in Chicago project chronicling the experiences and conditions of racial/ethnic groups in the city. Dr. Lewis lectures and consults regularly on issues of racial and educational equity and contemporary forms of racism.

Johanna S. Quinn is a sociologist of education and an assistant professor in the Department of Sociology and Anthropology at Fordham University. Her research and evaluation work examines 1) how race, gender, class, and care shape school workplace experiences for childcare providers, custodians, counselors, secretaries, paraprofessionals, teachers, and principals, 2) how individuals, groups, and organizations contribute to producing, reproducing, and challenging inequalities and 3) how school and out-of-school programs can best support adolescent thriving. Her research uses an array of methods including, ethnography, interviews, surveys, and frame analyses, and draws from feminist and critical race scholarship.

June Ahn is an Associate Professor of Learning Sciences and Research Practice Partnerships, University of California, Irvine, School of Education. He is also the founding Director of the Orange County Educational Advancement Network (OCEAN, https://ocean.education.uci.edu/) which is a strategic initiative to train doctoral students and faculty in developing research-practice partnerships (RPPs), and to develop these RPPs with local schools and education organizations across the county. His own research combines partnership approaches, human-centered design and participatory design methods, to design and develop learning environments, organizational improvement strategies, and technologies that enhance learning. He is currently pursuing a project with Dr. Kim Gomez (UCLA), funded by the WT Grant Foundation, that is exploring how to structure and implement RPPs to utilize research to support anti-racist change efforts in local schools.

Meredith I. Honig is a Professor of Education Policy, Organizations, and Leadership at the University of Washington (UW), Seattle, where she is also the Director of the District Leadership Design Lab (DL2, dl2.education.uw.edu) and an Adjunct Professor of Public Affairs. Her research, teaching, and district partnerships focus on interrupting inequitable school district practices and systems and rebuilding them to ensure high-quality teaching and deeper learning that centers, values, and elevates the success of students identifying as Black, Indigenous, Latinx, students of color, or living in low-income circumstances. Her work recognizes that barriers to educational equity are systemic, that school district central office leaders are in strategic positions to lead for systemic changes, and that they would benefit from new knowledge and support for their leadership. Meredith has examined and supported district leadership of various reform strategies, including: school-community partnerships, new small autonomous schools initiatives, data-informed decision-making, and districtwide teaching and learning improvement efforts. Her findings have been published in such journals as Educational Researcher, the American Educational Research Journal, and Educational Evaluation and Policy Analysis and funded by The Wallace Foundation, The Spencer Foundation, the W.T. Grant Foundation, and other sources. Her most recent book (with Lydia Rainey) is Supervising Principals for Instructional Leadership: A Teaching and Learning Approach (Harvard Education Press). In 2014, Meredith established the District Leadership Design Lab (DL2) to generate new knowledge and resources for central office leaders.

Please direct any questions or concerns to Shanell Meredith Harriday at shanell@forumfyi.org.

Registrations are closed

Measuring Race and Racism in Studies of Research Use