Wallace Foundation

This article serves as the introduction to the special issue, “Beyond Now: Feminist Politics, Policy, and Research Futures in Education.” As co-editors, we came together as colleagues to examine how the field engages feminist thought and what this means for advancing critical inquiry, theorizing, and research praxis. We begin by situating our work within a period representing widespread cultural and political change, and in doing so, offer a chronicling of feminist situatedness to such historical moments—a looking back to reenvision research considerations for those who engage this work. After discussing the urgency of feminisms in education, we present an overview of nine articles by authors who advance a range of critical theoretical and methodological frameworks. We curated this special issue across diverse disciplinary, epistemic, generational, geographic, and professional backgrounds to contemplate necessary political, policy, and research futures beyond now—a horizon of possibility that resists the constraints of the present and insists on future-making grounded in abolitionist, decolonial, and feminist commitments.

The Badboot (Dutch for swimming pool boat) is a floating swimming pool located in the city center of Antwerp in Belgium. The overall design consists of a recycled ferry boat that serves as a restaurant and next to that a newly built ship that harbours an Olympic size swimming pool, sun decks, locker rooms with showers, and a party space. A major design goal of the project was to make the ship as environmentally friendly as possible. To avoid discharge of contaminated waste water in the Antwerp docks, the ship includes onsite treatment of wastewater in a compact constructed wetland. The treatment wetland system was designed to treat wastewater from visitor locker rooms, showers, toilets, two bars, and the wastewater from the restaurant kitchen. Due to the limited space on board the ship, only 188m(2) could be allocated to a wetland treatment system. As a result, part of the design included intensification of the wetland treatment process through the use of Forced Bed Aeration, which injects small quantities of air in a very uniform grid pattern throughout the wetland with a mechanical air compressor. The system was monitored between August 2012 and March 2013 (with additional sampling in the autumn of 2014). Flows and loads to the wetland were highly variable, but removal efficiency was extremely high; 99.5% for chemical oxygen demand (COD), 88.6% for total nitrogen and 97.2% for ammonia. The treatment performance was assessed using a first-order, tanks-in-series model (the P-k-C* model) and found to be roughly equivalent to similar intensified wetlands operating in Germany. However, treatment performance was substantially better than data reported on passive wetlands, likely as a result of intensification. Even with mechanically assisted aeration, the total oxygen delivered to the treatment wetlands was insufficient to support conventional nitrification and denitrification, so it is likely that alternate nitrogen removal pathways, such as anammox, are operating in the wetland.

Background Low community college completion rates are an area of concern for policymakers and practitioners. Although many students require developmental education upon entry, research suggests that even students who are deemed “college-ready” by virtue of their placement test scores or completion of developmental coursework may not earn a credential, suggesting that college readiness encompasses more than academic skill. Purpose The purpose of this study is to provide an empirically grounded description of the role of the community college student. Drawing on sociological role theory, we articulate the largely unspoken expectations, behaviors, and attitudes to which students must adhere if they are to be successful. In doing so, we begin to clarify a piece of the college success puzzle that has heretofore been underexamined. We also extend current literature on college persistence by integrating theories of psychosocial identity, social roles, and college persistence. Research Design The study uses qualitative data from semistructured interviews conducted with community college students (n = 97) and faculty and staff (n = 72) from a study of student success courses in three community colleges in the Virginia Community College System (VCCS). We examined a subset of interview questions investigating the expectations that staff and faculty hold of community college students. We used analytic induction to categorize disparate expectations into discrete components of the community college student role. Findings Relying on sociological conceptions of the role, we find that the demands and expectations placed on community college students are different from other social positions with which individuals are familiar, particularly with regard to the level of fluidity and demands for self-awareness. We also identify four distinct components of the role of community college student: academic habits, cultural know-how, balancing multiple demands, and help seeking. Conclusions Our data clarify the nonacademic components of college success that contribute to academic readiness. We also find agreement between our data and other college persistence literature focused on other student populations. Our findings extend current understandings of the psychosocial transition to college by paying attention to the cultural elements of the community college student role. This paper concludes with suggestions for future research.