Title

Assistant Professor

Contact Information

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Office: 206T MCKB
Department:
TEd, TEd Graduate

Brief Biography

Bryant is interested in improving learning opportunities for underserved children, particularly Latinos from Mexican and Central American immigrant families. His work addresses cultural aspects of social and academic learning, classroom observation, home-school collaborations, teacher preparation, mixed methods, and design-based approaches. In collaboration with colleagues, Bryant developed the Classroom Assessment of Sociocultural Interactions (CASI), a classroom observation system that measures cultural dimensions of teacher-child interactions in elementary classrooms. The purpose of the CASI is to provide equitable classroom interactions for marginalized students in order to enrich their learning and development. Bryant worked as a school psychologist in Phoenix, and studied literacy teaching and learning in different communities and school types across Mexico. Previously he was a research associate for the National Task Force on Early Education for Hispanics, a Fulbright scholar in Mexico, teacher educator in California\'s San Joaquin Valley, and an IES postdoc fellow at the University of Oregon. Bryant is a first-generation college graduate. He and his superhuman spouse Taryn are the parents of four young children and live in Provo.

Teaching Interests

Multicultural Education; Learning Theory; Child Development; Design-Based Research; Culturally Responsive Teaching;

Research Interests

Sociocultural Interactions; Teacher-Child Relationships; Culture and Learning; Teacher Preparation; Mexican/Central American Schooling; Development of Culturally Diverse Children; International Migration

Awards

Early Career Grantee, National Academy of Education

National Academy of Education

2013 - 2014

Fulbright-Garcia Robles Fellow

Fulbright

2007 - 2008

Selected Publications

International migration and the academic performance of Mexican adolescents (2016)

Authors: Jensen, Bryant Troy; Giorguli, Silvia; Hernandez, Eduardo

Publication Type: Journal Article, Academic Journal

Publisher: Wiley

URL: onlinelibrary.wiley.com/doi/10.1111/imre.12307/abstract

Abstract: click to view

We analyze path models of a nationally representative sample of Mexican adolescents in 2008 to explore how migration variables interact with school retention to shape their migration plans, effort in school, and achievement on a standardized measure of Spanish literacy. Among other findings, we discover that more immediate plans are associated with lower performance for students considering migration, and that this relationship varies by family SES. We also find that parent migration exposure negatively affects achievement for some groups. We interpret findings in terms of structural inequalities in Mexico, and conclude with recommendations to enrich academic learning opportunities for children and youth within migrant families and communities.

Measuring the multicultural dispositions of preservice teachers (2016)

Authors: Jensen, Bryant Troy; Whiting, Erin Feinauer; Chapman, Sara

Publication Type: Journal Article, Academic Journal

Publisher: Sage

Page Numbers: 16 pages

URL: http://jpa.sagepub.com/content/early/2016/08/09/0734282916662426.abstract

Abstract: click to view

Claims abound in the research literature regarding multicultural teacher dispositions, including how to foster them in teacher preparation programs. However, measures of multicultural dispositions of teachers that (a) capture the range of conceptually rich constructs and (b) demonstrate strong psychometric properties are not represented in the literature. In this article, we discuss the iterative development and psychometric properties of the Multicultural Teacher Dispositions Scale (MTDS), a survey of 15 items designed to assess three dispositions/factors: Meekness, Social Awareness, and Advocacy. We analyze responses from 372 preservice teachers in three samples and analytic phases, and discuss factor and item analytic results from the final phase. Results demonstrate strong support for Meekness, though moderate support for Social Awareness and Advocacy. We discuss limitations, implications for measure refinement, and eventual use for research and practice improvement.

More whites should practice meekness in race-relations struggle (2016)

Authors: Jensen, Bryant Troy

Publication Type: Newspaper article

URL: http://www.deseretnews.com/article/865658637/My-view-More-whites-should-practice-meekness-in-race-relations-struggle.html?pg=all?ref=https%3A%2F%2Fwww.google.com%2F

Abstract: click to view

We are struggling as a nation to make sense of the horror of innocent lives taken, the motives of killers, and the implications for race and police-community relations in America. I only wish that we white people would practice more meekness.

Framing and assessment classroom opportunity to learn: The case of Mexico (2016)

Authors: Jensen, Bryant Troy; Perez Martinez, Maria Guadalupe; Escobar Aguilar , Angelica

Publication Type: Journal Article, Academic Journal

Publisher: Routledge

City: London

Country: United Kingdom

Volume: 23

Issue: 1

Page Numbers: 149-172

URL: www.tandfonline.com/doi/abs/10.1080/0969594X.2015.1111192?journalCode=caie20#.VoMQQZMrI6U

A portrait of U.S. children of Central American origins and their educational opportunit (2015)

Authors: Jensen, Bryant Troy; Bachmeier, James

Publication Type: Research Report

Publisher: MacArthur Foundation

ISBN: 978-607-486-332-1

URL: www.canamid.org/en/publication?id=PB02

Abstract: click to view

Educational opportunity—access to high quality schooling—is a critical aspect of social mobility and integration in the United States. This policy brief provides a demographic portrait of children with Central American heritage, with a focus on educational opportunity. We describe educational outcomes as well as some institutional conditions and family circumstances associated with opportunity. Nearly 1.7 million children (ages 0 to 17 years) of Central American origin lived in the United States in 2011. Guatemalan, Salvadoran, and Honduran origins are the most prevalent. Central American families settle throughout the U.S., though California, Texas, and Florida are the most common destination states. Most children of Central American origins (86%) were born in the United States, and most (82%) live in immigrant households (those with one or more foreign-born parents). Among their Latino peers, children of Central American origins (40%) are the most likely to have an undocumented parent. Having an undocumented parent is associated with weaker educational opportunity—e.g., lower parent education, higher poverty, and lower rates of health insurance coverage. Overall, children of Salvadoran, Guatemalan, and Honduran origin have weaker educational opportunity than their peers from the rest of Central America. These differences are associated with pre-existing social inequalities within migrant-sending communities, the selectivity of migrants versus non-migrants in their countries of origin, and structural inequalities in the U.S. school system. The integration of Central American-origin children into the U.S. mainstream, as with other Latinos, is an intergenerational process. By the third generation, however, it appears that many children with Central American heritage are not integrated. Poverty, overcrowded housing, and health coverage rates between those with documented immigrant and U.S.-born parents are comparable. We conclude with four recommendations to improve educational opportunity of Central-American-origin children.

Social competencies and oral language development for young Latino children of immigrants (2015)

Authors: Jensen, Bryant Troy; Reese, Leslie ; Hall-Kenyon, Kendra Maria; Bennett, Courtney

Publication Type: Journal Article, Academic Journal

Publisher: Taylor & Francis

Country: USA

Volume: 26

Issue: 7

Page Numbers: 933-955

URL: http://www.tandfonline.com/doi/abs/10.1080/10409289.2015.1005728

Abstract: click to view

Research Findings: In this study we analyze how parent and teacher ratings of young Latino children’s social competencies in rural California are associated with children’s oral language development. We find (a) that there is considerable incongruence between parent and teacher ratings of child social competence, (b) that both parent and teacher ratings account for meaningful variation in children’s oral language development, and (c) that incongruence between parent and teacher ratings is associated with oral language above and beyond the effects of parent and teacher ratings alone. Practice or Policy: Young Latino children’s social competencies contribute to their oral language development. These competencies represent an important, though to date underutilized, asset for building stronger academic/language functioning. Part of the paradoxical development of Latino children (i.e., strong social though weak academic/language competence) could be attributable to cultural differences that underlie teacher and parent perceptions of social competence. Teachers of young Latino children should (a) be aware of the cultural nature of social competence and (b) explore culturally responsive ways of interacting in classrooms to build stronger oral language functioning.

Emotionally supportive classroom contexts for young Latino children in rural California (2014)

Authors: Jensen, Bryant Troy; Reese, Leslie; Ramirez, Debora

Publication Type: Journal Article, Academic Journal

Publisher: University of Chicago Press

City: Chicago, IL

Country: USA

Volume: 114

Issue: 4

URL: www.jstor.org/stable/10.1086/675636

Regarding Educacion: Mexican American Schooling, Immigration, and Bi-National Improvement (2013)

Authors: Jensen, Bryant Troy; Sawyer, Adam

Publication Type: Book, Edited

Publisher: Teachers College Press, Columbia University

City: NY, NY

Country: USA

Page Numbers: 360

URL: https://www.tcpress.com/regarding-educacion-9780807753927

Abstract: click to view

The “Latino Education Crisis” not only threatens to dash the middle class aspirations of the nation’s largest immigrant group, it is also an ominous sign for democratic engagement and global competitiveness for U.S. society as a whole. This timely book argues that this crisis is more aptly characterized as a “Mexican Education Crisis.” This book brings together voices that are rarely heard on the same stage—Mexican and U.S. scholars of migration, schooling, and human development—to articulate a new approach to Mexican-American schooling: a bi-national focus that highlights the interpersonal assets of Mexican-origin children. Contributors document the urgency of adopting this approach and provide a framework for crossing national and disciplinary borders to improve scholarship, policy, and practice associated with PreK–12 schooling. Contributors: James D. Bachmeier, Frank D. Bean, Susan K. Brown, Benilde García Cabrero, Cynthia García Coll, Regina Cortina, Ivania de la Cruz, Guadalupe Ruiz Cuéllar, Claudia Galindo, Francisco X. Gaytán, Edmund T. Hamann, Nadia Huq, Mark A. Leach, Gabriela Livas Stein, Carmina Makar, Mary Martinez-Wenzl, Vilma Ortíz, María Guadalupe Pérez Martínez, Leslie Reese, Rosaura Tafoya-Estrada, Edward Telles, Ernesto Treviño, Víctor Zúñiga