Anne Galletta- Ph.D.
- Professor at Cleveland State University
Anne Galletta
- Ph.D.
- Professor at Cleveland State University
About
30
Publications
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Introduction
As a social psychologist, I research social relations and the structural arrangements influencing these relations. I collaborate with community-based organizations and schools toward sustaining humanizing and equitable educational practice and policies. Through participatory methods, I partner in generating knowledge and addressing serious local and regional issues. Research skills include ethnography, case study approach, archival study, and participatory action research.
Current institution
Publications
Publications (30)
I write to interrogate my representation of coconstructed knowledge from participatory action research (PAR) projects and to question my response to disciplinary boundaries and the disciplining process inherent in peer review. My writing is not detached from my relationship as a White researcher to Black youth experiencing structural racism. It is...
There is optimism that the effects of childhood adversity can be mitigated through trauma-informed care (TIC) practices in school settings. This study investigated a nonprofit, therapeutic school’s experience with implementing and sustaining TIC. At both the organizational and individual levels, factors exist that complicate the application of TIC...
In this article, we try to capture a moment when we were relatively steady in our belief that as persons working in/through the academy, we are accountable to the temblores, to take up the project of decolonizing the curriculum, democratizing our pedagogy, and sharing the very space we occupy with those most affected by current assaults on immigran...
We explore longitudinally the spatial dimensions of race and income isolation shaped by a period of accelerated school choice options within and beyond the urban context of a school portfolio system. Three entangled strands within national policy directives offer a conceptual frame for understanding how educational policy is often argued as respons...
As qualitative researchers based in the United States, we theorize and ground ethical issues within our work as inherent to the continuum of methods, epistemologies, and research relationships. Through collective and transgressive reflexivity, we write as members of the Society for Qualitative Research in Psychology (SQIP) Ethics Task Force, re-ima...
This article examines the experience of school closure as narrated by youth in survey responses and as evident in school-level characteristics drawn from publicly available data during the 2010–2012 years of district reform in Cleveland, Ohio. Among ninth-grade students reporting closure of their K–8 schools, closed-ended survey data suggest nearly...
The study is framed by critical race theory to explore the intersection of cultural and institutional factors that influence Latino students’ completion of high school. The purpose of this study is to determine the extent to which factors related to students’ background, culture, socioeconomic status, and institutional-support such as participation...
There is great potential to mine social psychological theory and explore the human experience of thoughts in tension. The work in cognitive dissonance reveals how cognitive inconsistencies and the consequential aversive psychological state of dissonance may affect one's understanding of the relations between self and other, creating openings for mo...
In this paper we demonstrate the utility of structural violence as an analytical device to
make visible intergenerational patterns of exclusion obscured by institutional
arrangements initially established to represent and defend community interests. We apply
an interdisciplinary critical analysis of the history of economic and social marginalizatio...
In this chapter, we examine youth voice within intergenerational collectives where youth and adults are in consultation with each other about school and community issues. The three projects discussed in this chapter reflect the use of participatory action research (PAR) to address educational policies and practices viewed as counterproductive by yo...
Tracing the nature of critical engagement and agency among youth in a participatory action research (PAR) collective, the study attends to the manner in which critical engagement and agency developed over time for the youth researchers. The focus of the project was to conduct a survey among ninth grade students concerning their early high school ex...
Mastering the Semi-Structured Interview and Beyond offers an in-depth and captivating step-by-step guide to the use of semi-structured interviews in qualitative research. By tracing the life of an actual research project-an exploration of a school district's effort over 40 years to address racial equality-as a consistent example threaded across the...
As school closures are on the rise across the nation, it becomes important to study these disappearing spaces. We frame the recent rash of school closings and their impact on communities through the concept of erasure, which we see as the uprooting of a particular space to make room for innovation. In this article, we consider such examples of eras...
Our article is based on a study of our integration of social foundations coursework with filmmaking and participatory action research, bringing teacher candidates and middle and high school students together. The project was carried out in partnership between an urban university and two nearby public schools within a Midwestern city known for high...
The article draws on an ethnographic study of students' experiences in a restructured campus of several schools, located in a densely populated northeastern city, serving a multiracial, largely working class and poor Latino neighborhood. The authors underscore student narratives of a chronology of opportunity and loss, while also noting an increasi...
Background/Context
With the growth of the small-school movement, many urban districts have restructured large underperforming high schools into new, small high schools or schools-within-a-school designed to engage adolescents in rigorous and meaningful learning along with strong teacher-student relationships. In the case of this study, the culminat...
One of the objectives of the works included in this volume is to interrogate the so-called achievement gap between mainstream white and Asian American students as compared to minority students in general and black students in particular. The current chapter focuses on the latter, although our analysis has implications for the general discourse on t...
