Hmong Sudents Consistently Feel Excluded, Unwelcome on Campus, New Research Finds
February 3, 2019 | By Parker Schorr
A student-led research project aimed at uncovering the experiences of Hmong students at the University of Wisconsin found all of its participants felt excluded and unwelcome on campus. The HMoob American Studies Committee, a Hmong student activist group, partnered with the Center for College-Workforce Transitions to conduct the study. The group chose the name HMoob instead of Hmong to better reflect the history of Hmong Americans and to challenge the “Americanization” of the Hmong name, heritage and people.
CCWT: Experiences of Hmoob (Hmong) American Undergraduate Students
February 1, 2019
The Center for Research on College-Workforce Transitions (CCWT) and WISCAPE sponsored this presentation of findings from a student-led research project examining the experiences of HMoob (Hmong) American undergraduate students at UW-Madison. In addition to featuring students, the presentation also includes comments from faculty members Stacey Lee and Cindy Cheng.
Students Say UW-Madison is Excluding and Unwelcoming to Hmong-American Students
February 1, 2019 | By Jamie Perez
A group of University of Wisconsin-Madison students conducted a study with the Center for Research on College to Workforce Transitions and found Hmong-American students feel invisible on campus, even though Hmong-Americans make up the largest portion of the Asian population, at 36 percent. Students were able to suggest possible actions the university could take, citing things such as having more inclusive clubs, educating more people outside the Hmong community about Hmong culture and creating an environment of understanding and compassion for the Hmong-American students who feel excluded.
Students Say ‘UW-Madison as an Institution is Excluding and Unwelcoming to Hmong-American Students’
February 1, 2019 | By Jamie Perez
Local Madison TV station Channel 3000 ran a story about a study conducted by the Center for Research on College to Workforce Transitions that finds Hmong-American students feel excluded and unwelcomed on campus. This revelation comes from a study conducted by a group of University of Wisconsin-Madison students who found that even though Hmong-Americans make up the largest portion of the Asian population on campus, at 36 percent, this group feels "invisible."
Gov. Tony Evers Wants More Money for K-12 Education
February 1, 2019 | By Jen Zettel-Vandenhouten
WCER's Madeline Hafner describes the multiple-directions approach needed to tackle the academic achievement gap.
Thought-Provoking Facts About Black Men Revealed in New Book
January 30, 2019 | By Michigan State University Press
Jerlando Jackson, director of WCER's WeiLab, penned the introduction to a new book published by Michigan State University Press, "The Handbook of Research on Black Males," edited by Theodore S. Ransaw, C.P. Gause and Richards Majors.
Introducing CRECE (Cray-Say) at WCER
January 28, 2019 | By Lynn Armitage
Last year with support from the Wisconsin Center for Education Research, Beth Graue launched the Center for Research on Early Childhood Education (CRECE). Its missions is focused on equity, supporting cross-disciplinary research, conducting policy analyses and connecting teacher education directly to research. CRECE (pronounced “cray-say”) is quite an appropriate name for the new center. In Spanish, it means, “It grows.”
#BlackOnCampus, Campus Racial Climates & Black Men’s College Experiences
January 28, 2019
Derrick Brooms explores the sociology of African Americans in urban environments through research and activism focusing on educational equity, race and racism, diversity and inequality, and identity. In this lecture he will discuss his educational research, which centers on Black men’s college experiences.
Report: Lots of Access to Pre-K, But Quality Sometimes Lacking
January 24, 2019 | By Shamane Mills
A group that supports more and better pre-K programs finds access is good in Milwaukee but class sizes could be pared down. Ideally, 20 or fewer students are in a class, said Shelley Hearne, president of CityHealth, the organization which issued the report on Wednesday along with the National Institute for Early Education Research, on pre-K programs in the nation’s 40 largest cities. Local education experts, such as Beth Graue, say sometimes that’s not possible. "Particularly in large urban areas, they can't afford to have a class that low," said Graue, director of the University of Wisconsin-Madison's Center for Research on Early Childhood Education.
Why It’s Wrong to Label Students ‘At-Risk’
January 23, 2019 | By Ivory A. Toldson
A powerful quote from a 2007 speech by WCER education researcher Gloria Ladson-Billings helps anchor a new critique of using the term "at-risk" to describe students who don't perform well in traditional educational settings.
Jewish Women of Color—Including Shahanna McKinney-Baldon—Lead DC Women’s March
January 21, 2019 | By David Dahmer
A large delegation of women from around the country, led by WCER's Shahanna McKinney-Baldon carrying the Torah, was the first group in line for the National Women's March that took place in Washington, D.C. on January 19, 2019.
CIMER to Provide Mentoring Expertise in National STEM Diversity Campaign
January 18, 2019 | By Karen Rivedal
WCER's CIMER will contribute to 40 percent of a $57 million National Science Foundation program designed to ramp up successful regional efforts to help diversify the STEM workforce nationally.
Changes Needed to Help Refugees in Wisconsin Access Higher Education
January 17, 2019 | By Karen Rivedal
A new study shows refugees who resettle in Wisconsin face a daunting array of barriers, both systemic and situational, in getting college degrees. But creative remedies could be developed, UW−Madison researchers say, to ease their path to higher education and then to better jobs.
Middleton High School Minority Mentors Work to Help Elementary Students Achieve
January 14, 2019 | By Pam Cotant
Every other week, Middleton High School students mentor younger students at three Middleton elementary schools. The members of the Black Student Union club “thought the elementary students needed something because there weren’t many teachers of color… so they know someone looks like them and is looking out for them in the district,” said Jaeda Coleman, a Middleton High School sophomore. The mentors are part of Leaders Emerging to Achieve Greatness by Uplifting Each Other, or LEAGUE, which incorporates other groups at Middleton, including the Latinos Unidos and the Student Voice Union. “I love it. ... The kids are just so adorable. It is really good to see them every week,” Coleman said. “It gives you sort of a break from high school where everything (academically) is really tough and stressful.” The Black Student Union, Latinos Unidos and the Student Voice Union all send leaders to the national conference of the Minority Student Achievement Network. It is a national consortium of 27 multiracial, suburban-urban school districts working together to understand and eliminate racial opportunity/achievement gaps that persist within their schools. The organization is based at the Wisconsin Center for Education Research at UW-Madison and includes the Madison school district, which is a founding member, and the Sun Prairie, Verona and Middleton-Cross Plains districts.
Baraboo Teacher Works with UW-Madison Researchers Examining Rural Education
January 10, 2019 | By Susan Endres
Researchers at the University of Wisconsin-Madison are looking to school districts such as Baraboo for insight into what it’s like to teach in rural areas and how to better connect university graduates to those schools.
