Papers by Rosa Rivera-McCutchen
International Journal of Mentoring and Coaching in Education, Feb 25, 2014
Journal of Urban Learning, Teaching, and Research, 2016
Bridges Institute is a small public urban high school founded in 1994 as part of the restructurin... more Bridges Institute is a small public urban high school founded in 1994 as part of the restructuring of a failing comprehensive high school. Part of a network of "critical" small schools in New York City, Bridges aims to interrupt the educational neglect of their students through carefully designed student-centered instruction and authentic assessment, as well as through active engagement in relevant social issues. While the school has experienced success at helping students "beat the odds," a previous study hinted that students faced considerable challenges in pursuing college degrees. The present study explores the issue more fully through an explicit examination of the college experiences of a group of Bridges alumni. Their perspectives on the challenges they faced, along with possible areas for action and further study, are discussed.
The journal of faculty development, Sep 1, 2015
Leadership and Policy in Schools, Apr 3, 2019
While the notion of "armed love" has been discussed in the context of pedagogy in a limited way, ... more While the notion of "armed love" has been discussed in the context of pedagogy in a limited way, it stands to reason that teachers cannot do this work alone; school leaders must guide teachers by practicing and enacting armed love in their leadership. In this article, I borrow from prior conceptualizations of armed love and, applying it to the field of leadership and the activism of two school leaders, in particular, I argue that actively resisting forces that stand in the way of access to high-quality educational experiences and opportunities is a form of armed love and exactly the kind of leadership we need.
The Urban Review, Aug 21, 2014
There is increasing urgency to enact critical perspectives in the profession of nursing, with a r... more There is increasing urgency to enact critical perspectives in the profession of nursing, with a resurgence of the political, a deliberative focus on social change, and a growing uneasiness with remaining neutral in the face of such pressing need. This analysis starts with a brief overview of critical perspectives, underscoring nursing's complex positioning at the interface of witnessing peoples' suffering, and the structural change necessary to address its root causes. Although witnessing may imply watching, or even bystanding, here it refers to historical and cultural meanings of witnessing as standing alongside in solidarity and action throughout the struggle for justice-bearing witness as a moral and a political obligation. Moral bystanding is described as a foundational barrier to achieving the moral imperative of critical perspectives. We conclude with pathways for cultivating and enacting a critical gaze, and a call for moral courage to systematically integrate critical perspectives in nursing. Throughout the discussion, we draw upon the work of nurse ethicists to provide important links about enacting critical perspectives as part of the moral foundation of nursing. Our intention is not to provide an analysis of the moral contexts of nursing, but rather to situate critical perspectives within the moral territory of social change, synthesizing key ideas that have direct salience for critical social justice in nursing.
Urban Education, Feb 28, 2012
Teachers College Record, May 1, 2021
Background: Part of a special issue on the high-stakes testing opt-out movement, this article foc... more Background: Part of a special issue on the high-stakes testing opt-out movement, this article focuses its analysis on the movement within New York State, and examines white privilege and power within one specific organization, the NYS Allies for Public Education (NYSAPE). Specifically, I examine how the public-facing work of NYSAPE addressed (or ignored) race and/or racism in their efforts to resist high-stakes testing. I also ask, in what ways do their public stances affirm and reinforce white privilege and power? Purpose: I explore the opt-out movement in New York State, and argue that it is a movement that has been largely dominated by white privilege and power. Employing critical race theory as analytical and methodological tools, I briefly examine the development and policy positions of NYSAPE, a coalition of grassroots parent, educator and community organizations. Research Design: This qualitative case study focuses on NYSAPE and employs critical race theory as a methodological and analytical framework, with specific emphasis on whiteness as property (power) and interest convergence. Conclusions/Recommendations: The paper aims to engage the opt-out movement in considering how its (in)actions are shaped by racism, a deeply entrenched element in our society, and pushes the movement to take a more liberatory stance for all children. Leaders within the opt-out movement, particularly in predominantly white and middle-to upper-class communities, have to examine their complicity in perpetuating racial inequities. Opponents of Common Core testing plan an "Opt Out, Shop Out" at Roosevelt Field Mall on Saturday morning to encourage boycotts of state standardized tests being given in April to students in grades three through eight. (Ferrette, 2016, para. 1) The event described above was organized by Long Island Opt Out, a grassroots coalition of educators and parents in Long Island, NY, who advocate resisting the New York State (NYS) high-stakes exams. Jeanette Deutermann, founder of Long Island Opt Out, shared that teacher unions across the island were asked to promote the event to teachers and
Journal of school leadership, Sep 1, 2014
The current study builds on earlier leader succession research, focusing on a school where the "i... more The current study builds on earlier leader succession research, focusing on a school where the "insider"-who was believed to be strong before being hired as the formal school leader-drew sharp criticism after assuming the principalship. Interviews with staff members who worked with the insider leader in her role as teacher and principal were analyzed to examine changes in their perceptions of her. Results suggest that the leader did not change; rather, perceptions of her leadership effectiveness changed once she assumed the role of principal. The staff believed that the insider would continue to act like a peer, and when she did not, their perceptions of her effectiveness as a leader were negatively affected. Research studies on the challenge of leadership succession in schools have stressed the importance of deliberate planning to facilitate effective transitions and strong leadership (Fink & Brayman, 2006; Fullan, 2002). Research has shown that where succession planning is absent, the transitions can be disruptive and fraught with problems (Fink & Brayman, 2006; Fullan, 2002). Given these earlier research findings, it would stand to reason that in a school where the strategic selection of a new leader from within the ranks of the school is supported by the staff, the subsequent leadership of the new "insider" leader would be viewed as successful by his or her former peers. This research examines one case where the insider principal, though selected with the support of her colleagues in the school, was largely criticized for her leadership choices once she assumed the
VUE, Feb 24, 2023
Schools have not been the same since the COVID-19 pandemic forced educational administrators to c... more Schools have not been the same since the COVID-19 pandemic forced educational administrators to close their doors in the spring of 2020. Educators worked feverishly to provide instruction virtually and ensure their students had access to food and medical care, all while juggling the fact that their very own families and communities were in crisis. Confusing public health messages exacerbated by the politicization of masks and vaccines and the continued assault on Black lives, civil rights, and democracy put school leaders in a particularly challenging situation. Racial inequities and inequalities became even worse amid what Darity, Hubbard, and Wright (2022) referred to as "the pandemic divide, " reflecting the multiple impacts of COVID-19 on wealth, housing, employment, health, and of course, education (Douglass Horsford, et. al, 2021).
Journal of Cases in Educational Leadership, Nov 7, 2014
This case highlights the challenges faced by the principal of Forest Middle/Senior High School. I... more This case highlights the challenges faced by the principal of Forest Middle/Senior High School. In the surrounding school community, White middle-class families are increasingly opting to send their children to private schools. Within the school, critical incidents between White teachers and Black and Latino/a teachers and students mirror the neighborhood unrest. Privately, the principal, a White male, acknowledges that deeply held deficit perspectives about race and class are the underlying causes of the tension, but has failed to do so publicly. This case highlights critical junctures involving trust, race, ethnicity, and class, and examines how this particular leader promotes equity and social justice.
VUE (Voices in Urban Education)
Schools have not been the same since the COVID-19 pandemic forced educational administrators to c... more Schools have not been the same since the COVID-19 pandemic forced educational administrators to close their doors in the spring of 2020. Educators worked feverishly to provide instruction virtually and ensure their students had access to food and medical care, all while juggling the fact that their very own families and communities were in crisis. Confusing public health messages exacerbated by the politicization of masks and vaccines and the continued assault on Black lives, civil rights, and democracy put school leaders in a particularly challenging situation. Racial inequities and inequalities became even worse amid what Darity, Hubbard, and Wright (2022) referred to as "the pandemic divide, " reflecting the multiple impacts of COVID-19 on wealth, housing, employment, health, and of course, education (Douglass Horsford, et. al, 2021).
Journal of Urban Learning, Teaching, and Research, 2016
Bridges Institute is a small public urban high school founded in 1994 as part of the restructurin... more Bridges Institute is a small public urban high school founded in 1994 as part of the restructuring of a failing comprehensive high school. Part of a network of “critical” small schools in New York City, Bridges aims to interrupt the educational neglect of their students through carefully designed student-centered instruction and authentic assessment, as well as through active engagement in relevant social issues. While the school has experienced success at helping students “beat the odds,” a previous study hinted that students faced considerable challenges in pursuing college degrees. The present study explores the issue more fully through an explicit examination of the college experiences of a group of Bridges alumni. Their perspectives on the challenges they faced, along with possible areas for action and further study, are discussed.
Leadership and Policy in Schools, 2019
ABSTRACT While the notion of “armed love” has been discussed in the context of pedagogy in a limi... more ABSTRACT While the notion of “armed love” has been discussed in the context of pedagogy in a limited way, it stands to reason that teachers cannot do this work alone; school leaders must guide teachers by practicing and enacting armed love in their leadership. In this article, I borrow from prior conceptualizations of armed love and, applying it to the field of leadership and the activism of two school leaders, in particular, I argue that actively resisting forces that stand in the way of access to high-quality educational experiences and opportunities is a form of armed love and exactly the kind of leadership we need.
Journal of School Leadership, 2014
The current study builds on earlier leader succession research, focusing on a school where the “i... more The current study builds on earlier leader succession research, focusing on a school where the “insider”—who was believed to be strong before being hired as the formal school leader—drew sharp criticism after assuming the principalship. Interviews with staff members who worked with the insider leader in her role as teacher and principal were analyzed to examine changes in their perceptions of her. Results suggest that the leader did not change; rather, perceptions of her leadership effectiveness changed once she assumed the role of principal. The staff believed that the insider would continue to act like a peer, and when she did not, their perceptions of her effectiveness as a leader were negatively affected.
Journal of Cases in Educational Leadership, 2016
Michael Pelligrino is a novice principal in a large urban high school. After a rocky yet somewhat... more Michael Pelligrino is a novice principal in a large urban high school. After a rocky yet somewhat successful first year as the principal of Hilltop High School, tensions in the school and surrounding community are at an all-time high. The deaths of unarmed Black men, women, and children by law enforcement agents nationwide have led hundreds of students to participate in community-led protests aligned with the #BlackLivesMatter movement. Pelligrino is conflicted. Should he respond to the needs of his school community or continue to focus on district mandates? This case study provides opportunities for aspiring school leaders to engage in critical reflection and transformative leadership practices.
The Urban Review, 2014
There is increasing urgency to enact critical perspectives in the profession of nursing, with a r... more There is increasing urgency to enact critical perspectives in the profession of nursing, with a resurgence of the political, a deliberative focus on social change, and a growing uneasiness with remaining neutral in the face of such pressing need. This analysis starts with a brief overview of critical perspectives, underscoring nursing's complex positioning at the interface of witnessing peoples' suffering, and the structural change necessary to address its root causes. Although witnessing may imply watching, or even bystanding, here it refers to historical and cultural meanings of witnessing as standing alongside in solidarity and action throughout the struggle for justice-bearing witness as a moral and a political obligation. Moral bystanding is described as a foundational barrier to achieving the moral imperative of critical perspectives. We conclude with pathways for cultivating and enacting a critical gaze, and a call for moral courage to systematically integrate critical perspectives in nursing. Throughout the discussion, we draw upon the work of nurse ethicists to provide important links about enacting critical perspectives as part of the moral foundation of nursing. Our intention is not to provide an analysis of the moral contexts of nursing, but rather to situate critical perspectives within the moral territory of social change, synthesizing key ideas that have direct salience for critical social justice in nursing.
Journal of Cases in Educational Leadership, 2014
This case highlights the challenges faced by the principal of Forest Middle/Senior High School. I... more This case highlights the challenges faced by the principal of Forest Middle/Senior High School. In the surrounding school community, White middle-class families are increasingly opting to send their children to private schools. Within the school, critical incidents between White teachers and Black and Latino/a teachers and students mirror the neighborhood unrest. Privately, the principal, a White male, acknowledges that deeply held deficit perspectives about race and class are the underlying causes of the tension, but has failed to do so publicly. This case highlights critical junctures involving trust, race, ethnicity, and class, and examines how this particular leader promotes equity and social justice.
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Papers by Rosa Rivera-McCutchen