Research by Dr. Joshua M. Rosenberg

Rosenberg, J. M., Borchers, C., Burchfield, M. A., Anderson, D., Stegenga, S. M., & Fischer, C. (2022).

Posts about students on Facebook: a data ethics perspective.

Educational researcher, 51(8), 547-550. https://journals.sagepub.com/doi/full/10.3102/0013189X221120538

This study examines the public Facebook pages of schools and districts, which are often among the top search results for community school districts. These pages, accessible to anyone on the Internet, frequently contain posts including photos of students and sometimes even their names. The research aims to address the potential privacy risks associated with sharing personally identifiable information (PII) of students on these pages.Sharing students’ PII is concerning due to parental worries about the privacy of their children’s information beingshared without consent. This concern is exacerbated by the possibility that third-party entities, including companies and government agencies, might access and use this data. Predictive policing companies and government agencies regularly gather public social media data, potentially infringing on student privacy. This is significant as it goes against the Fair

Information Practice standards (FIPs) that uphold protections under the Family Educational Rights and Privacy Act (FERPA). These standards prohibit the secondary use of student data. The study seeks to shed light on the potential implications and awareness of schools regarding third-party access to student data on Facebook.

Research byDr. Joshua M. Rosenberg

Hodge, E. M., López, F. A., & Rosenberg, J. M. (2022). How to respond to community concerns about critical race theory. Phi Delta Kappan, 104(3), 48-53. https://journals.sagepub.com/doi/full/10.1177/00317217221136599

In 2020, critical race theory (CRT) gained widespread attention as a legal framework for examining the roots of structural racism and its ongoing impacts. Some politicians and activists, however, have distorted CRT to encompass almost any discussion of social justice or racism in public schools. This shift has led to debates, particularly at school board meetings and online, reflecting longstanding conflicts over multiculturalism and American identity. These debates highlight the significance of what is taught in schools, as education embodies values and priorities. While opponents argue that CRT is typically encountered in graduate school and not in K-12 curricula, some educators suggest a pragmatic approach to avoid escalating tensions. However, others advocate for a more proactive response, leveraging the positive aspects of CRT to help students reconsider the concept of race’s societal division. Education leaders are encouraged to support teachers in integrating discussions about race in alignment with CRT principles, offering both responses to critics and proactive messages about addressing disparities. This approach prevents leaders from reactively defending practices and lets them guide the conversation’s direction. Drawing lessons from political communication, educators can learn from right-wing politicians’ strategies of tapping into fears to win elections. Such strategies often involve negative and stereotyped messages about immigrants, exploiting resentments and motivating primarily white voters. By applying effective political communication techniques, educators can counter messages of division and promote constructive discussions about race and social justice.This paper discusses how school leaders can communicate effectively about contentious topics, including CRT.