RoSusan Bartee

RoSusan D. Bartee. Ph.D

Educational Scholar, Professional Consultant, Administrative Strategist, Public Speaker

Academic Publications

Contemporary Perspectives on Capital in Educational Contexts (2011)

RoSusan D. Bartee (Editor)

The edited volume, Contemporary Perspectives on Capital in Educational Contexts, is timely in its unique and appropriate analyses of the prevailing internal and external dynamics of capital as indicative of the type of currency within institutional structures or the currency among individual stakeholders of education. The intersection of capital and currency emerges similarly and differently within the American compulsory-based system of K-12 and the choice-based system of higher education.

Contemporary Perspectives on Capital in Educational Contexts disentangles the broader challenges and opportunities of the institution of education and the individuals who comprise. Emerging insights from the analyses provide an informed basis for ascertaining the rules of engagement and means of negotiation for the respective constituencies. With that said, this volume essentially responds to three important questions: 1) What are the tenets of capital and currency in public schools and higher education?; 2 ) How do institutions and individuals navigate those tenets?; and 3) What general and specific implications do capital hold for the educational pipeline and beyond?

These questions provide a useful framework for engaging critical conversations about the dynamics of capital while offering perspectives about how to improve the quality of currency in K-12 or colleges and universities. These questions further serve as a basis for eliciting more questions toward the consideration capital as both a conceptual construct and applicable model.

Contemporary Perspectives on Capital in Educational Contexts, too, is an expansion of the work of School matters: Why African American Students Need Multiple Forms of Capital, where Bartee & Brown (2007) examines how the acquisition and possession of capital equips African American students in a highperforming, high-achieving magnet school in Chicago for competitiveness in school-generated and non-school generated activities. Success experienced by the students and the school become associated with the academic rigor and reputation while any shortcomings reflect an inadequate capacity of the school or the student to appropriately engage the other.

The Broken Cisterns Of African American Education (2009)

M Christopher Brown II and RoSusan D. Bartee (Editors)

The failure of American education to achieve racial diversity has resulted from the inability of educational researchers, policy makers, and judicial officials to disentangle the complex definitions that have emerged in a post-segregated society. Broken Cisterns provides snapshots of educational occurrences that have shaped current phenomena in schools and the larger society.

Theoretical and empirical discussions related to segregation, desegregation, and integration provides a contextual framework for understanding their resulting effects. In response, the book examines the historic and community contexts of academic performance in both public and higher educational settings. The book also examines content aspects involving student achievement and the diverse elements that impact the strategies that should be used to enhance outcomes. Broken Cisterns examines the African American education experience post-Brown v. Board of Education, as well as the long-term effects that result from failure to achieve racial equity. The American education system demands new political and social agendas despite the seeming infinite cycle of persisting racial inequalities in educational settings. This book does just that.

The Broken Cisterns of African American Education is a volume in the Research on African American Education Series. The series is edited by Carol Camp Yeakey of Washington University and Ronald D. Henderson of the National Education Association.

School Matters: Why African American Students Need Multiple Forms of Capital (2007)

RoSusan D. Bartee and M. Christopher Brown II (authors)

There are four types of capital: economic, human, cultural, and social. The distribution of capital in home and school settings affects the types of educational outcomes and the quality of lifelong opportunities that individuals are able to enjoy. Resource availability and accessibility influence the success levels at which teaching and learning is experienced. School matters: Why African American Students Need Multiple Forms of Capital (2007) also introduces an initial exploration of different forms of capital as producer (improve the status quo through inputs), consumer (participant based upon outputs), and regulator (maintain the status quo through the process) within the educational system. The multifaceted role of capital demonstrates its span of influence for institutional and individual capacities.

Capital possession or acquisition impacts the ability to navigate the academic pipeline and to recognize the appropriate tools by which to do so. Minimal attempts have been taken to address different perspectives related to economic, human, cultural, and social capital. This book identifies the various tenets of capital as having shared similarities and/or differences, as well as reveals how the distribution of capital impacts educational settings.

More specifically, this book reveals that given the increases in the parental education or the cultural capital of African Americans, no significant changes have occurred in the number of years that African-American children attend schools. This finding remains consistent in terms of the sort of cultural capital that they are able to gain. In sum, the research concludes that cultural capital does assume a significant role in the transfer of advantages that stem from middle- and upper-level socioeconomic backgrounds

Still Not Equal: Expanding Educational Opportunity in Society (2007)

by M. Christopher Brown II (Editor) with assistance from RoSusan D. Bartee

Still Not Equal: Expanding Educational Opportunity in Society addresses the successes and failures of Brown v. Board of Education and the Civil Rights Act of 1964, as well as the continuing challenge of expanding educational opportunity in the United States and across the Black diaspora. The educational, political, and social influence resulting from Brown, the Civil Rights Act, and their progeny have shaped the dynamics of the collective educational and social experiences of people of color.

Notwithstanding, the obstacles, barriers, and enablers of educational, occupational, and economic status outcomes impact the formation and interpretation of public policy, specifically, and public perception, generally, about racialized notions of schooling and learning. The pursuit of educational access, attendance, and attainment is intertwined with the implications of academic research and public policy to improve local practices in school settings. Inasmuch as a diverse research agenda, priorities, and activities become situated to critically address status and attainment outcomes in education from preschool through adulthood for African Americans in the United States and abroad, the resulting complexities in education and other settings will continue to behave in ways that cross racial lines.

Academic Manuscripts (selected)

Bartee, R. D. (forthcoming, 2014). School leadership and student learning in the era of resegregation and NCLB: Examining the multifaceted dynamics of cultural and social capital as currency for educational success. In Brooks-Buck, J. & Yeakey, C. (Eds.), Being on the wrong side of history: Critical readings on resegregation and race in the 21st century. Charlotte, NC: Information Age.

Bartee, R. D. (2013). Examining trends in cultural, social, and symbolic capital pre and post No Child Left Behind: The status of African American females in cognitive and noncognitive achievements within Michigan public schools . In Zamani-Gallaher, E. & Polite, V. (Eds.), African American females: Achievements, challenges, and images in contemporary contexts, pp. 3-27. Lansing: Michigan State University Press.

Bartee, R. D. (2012). Redefining educational leadership through principal preparation: Recontextualizing the knowledge and skill of educational leadership through principal preparation: Implications of cultural and social capital in teaching and learning for administrators. Planning and Changing, 43, 322-343.

Bartee, R. D. (2012). Educational leadership and professional development: The transformational currency of cultural and social capital for urban school contexts. National Journal of Urban Education and Practice, 5, 348-362.

Bartee, R. D. (2010). Transforming the currency of educational leadership into cultural and social capital as transformational leadership. National Forum of Applied Educational Research Journal, 24, 85-91.

Bartee, R. D. (2009). Impacting educational processes through cultural and social capital: Understanding 'teacher' and 'administrator' leadership capacities. In Brown II, M. C. & Bartee, R. D. (Eds.), The broken cisterns of African American education: Academic performance and achievement in the post-Brown era. Charlotte, NC: Information Age.

Brown II, M. C. & R.D. Bartee. (2009). Rethinking African American education post-Brown: An introduction. In Brown II, M. C. and Bartee, R. D. (Eds.), The broken cisterns of African American education: Academic performance and achievement in the post-Brown era. New York: Peter Lang.

Bartee, R.D. (2008). Increasing the social capital of underrepresented populations. In B.C. Williams (Ed.), Preparing effective teachers of reading: Putting research findings to work for student learning. New York: Peter Lang.

Evaluation and Technical Reports

Bartee, R. D. (2012). Two-year summative report for the Jackson's Urban Leadership for Excellence (JULE). Mississippi Institute for Learning: Jackson, MS.

Bartee, R. D. (2010). Demographical information, survey analyses, and participant viewpoints on leadership and literacy instructional development. Mississippi Institute for Learning: Jackson, MS.

Bartee, R. D. (2010). Session evaluations on professional development activities. Mississippi Institute for Learning: Jackson, MS.

Bartee, R. D. (2010). Comprehensive review of the strategic plan of the Holly Springs School District. Holly Springs School District: Holly Springs, MS.

Academic Pathways