Dr. Estela Mara Bensimon, Professor at the Rossier School of Education and Co-Director of the Center for Urban Education, will present the paper "What's Race Got To Do With It?" at a presidential session at the 2013 AERA Annual Meeting.  Dr. Bensimon will discuss the point at which race and poverty diverge, and what that divergence means for equity in higher education. The paper is a response to the 2013 AERA meeting theme "Education and Poverty: Theory, Research, Policy and Praxis." In it Drs. Bensimon and Dowd note that with regards to addressing issues of race versus poverty, "[t]he tools and aims would differ because the mechanisms of exclusion and marginalization of poor and low-income students differ from the mechanisms of racial discrimination in education." 

Over the past ten years the Center for Urban Education has worked with more than eighty institutions in ten states, leading to the development of tools, ideas and practices that help practitioners understand how the mechanisms of race-based exclusion differ from those of the more commonly understood and discussed issues facing poor and low-income students.

Monday, April 29, 2013 8:15 AM - 9:45 PM

Hilton Union Square, Lobby Level - Plaza A 

SPEAKER: Dr. Estela M. Bensimon

ADDITIONAL SPEAKERS: Rick R. McCown (Duquesne University), Etta R. Hollins (University of Missouri - Kansas City), Peter L. McLaren (University of California - Los Angeles), Carl A. Grant (University of Wisconsin - Madison), Vanessa de Oliveira Andreotti (University of Oulu)

AERA Roundtable Session: The Impact of the Equity Scorecard on College Access Provider and Urban High School Collaboration

College Access Providers (CAPs) and high school staff members both prepare students for college, but these two groups are often assessed independently without considering potential intersections. College access program evaluations have narrowly focused on participant outcomes without considering the connections between CAPs and high school staff initiatives, policies, and practices (Standing et al., 2008; Myers et al, 2004; Olsen et al, 2007). Consequently, it is useful to examine CAPs in conjunction with their partners. Therefore, the aim of the current study is to expand the literature by adding information about the nature of collaborative relationships and interactions between CAPs and high school staff as they learn to create equitable college-going cultures, which provides context for observed trends in student outcomes.  

Wednesday, May 1, 2013  10:35 AM - 12:05 PM

Hilton Union Square, Ballroom Level - Imperial Ballroom B

CUE SPEAKER: Tiffany Nicole Jones, Dean's Fellow, University of Southern California

ADDITIONAL SPEAKERS: Tia Brown McNair (National College Access Network)