Challenges of Immigrant Parents: Narratives of South Korean Mothers in the US Context

Parents of diverse students can be one of the most abundant sources for sociocultural knowledge. Therefore, this study provides experiential knowledge through the stories of immigrant parents, aimed at deepening educators’ understanding and raising their consciousness of diverse students and families, and equity in the educational system. Four South Korean immigrant mothers, who moved to the US in adulthood and were mothers of children attending public school, were purposefully selected as the participants. A narrative inquiry was employed to listen to their schooling experiences in the US. Three main challenges were identified from the Korean immigrant mothers’ narratives. Practical implications, as well as suggestions for future research were discussed.

Does Diversity Really Matter?: The Interplay between Students’ Race and Their Teachers’ Level of Cultural Responsiveness

The United States continues to experience a persistent academic achievement gap between European American students and students of color from historically marginalized groups. In response, many researchers have found that culturally responsive educators are able to significantly reduce achievement gaps. In an attempt to better understand the achievement gap and cultural responsiveness, the researchers examined whether teachers’ level of cultural responsiveness differed based on the racial makeup of the student body. Using several theories, as identified in “Culturally Responsive Educational Theories” (2013), a culturally responsive survey was developed and administered to measure teachers’ initial level of cultural responsiveness. The study revealed that teachers who taught in schools with higher percentages of students of color had higher levels of overall cultural responsiveness as well as higher levels of cultural responsiveness as it relates to their efficacy and as it relates to their perspectives on students’ views and values. The findings strongly suggest that culturally responsive qualities are enhanced when educators have greater exposure to diverse learners.

Employment Discrimination against Persons with Disabilities: Evidence from Matched Pair Testing

In a situation-testing study, persons with and without mobility disabilities applied simultaneously for thirty-one sales positions at New York City clothing retailers. Nearly all applicants were treated courteously, but those with a disability were only 27 percent as likely to receive a job offer or otherwise advance as far in the hiring process as their equally qualified counterparts without a disability. Conscious or unconscious bias was documented by 41 percent of retailers tested. These findings demonstrate how employers’ perceptions, policies, and practices contribute substantially to the higher unemployment, lower earnings, lower labor-force participation, and widespread reports of discrimination for workers with disabilities. In contrast, some retailers’ employment of job seekers with mobility disabilities demonstrate that unbiased hiring of these workers in retail sales is feasible when employers follow “best practices.”