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Introduction to the Special Issue The Race for Educational Equity by Adrienne Dixson, Jamel K. Donnor & Celia Rousseau Anderson — 2011An introduction to the Special Issue The Race for Educational Equity: An Examination of the meaning of Community Schools v. Seattle School District No.1, et al. and Crystal D. Meredith, Custodial Parent and Next Friend of Joshua Ryan McDonald v. Jefferson County Board of Education, et al. on school desegregation. To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:
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- Adrienne Dixson
The Ohio State University
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ADRIENNE D. DIXSON is an associate professor in the School of Teaching and Learning at The Ohio State University. Her research examines educational equity, race, and gender in urban school contexts. Recent publications include: Dixson, A. D., & Dingus, J. E. (2008). In search of our mothers' gardens: Black women teachers and professional socialization. Teachers College Record, 110(4), 805–837; and Gafford, C. M., & Dixson, A. D. (2008). Black females in high school: A statistical educational profile. Negro Educational Review, 59(3–4), 163–180.
- Jamel Donnor
The College of William and Mary
JAMEL K. DONNOR is an assistant professor in the Department of Curriculum and Instruction in the School of Education at The College of William and Mary. His research interests include examining race in education and society as it relates to theory, policy studies, and the experiences of African Americans students, specifically African American males, throughout the K–16 education pipeline. Among his recent publications is “Leaving Us Behind: A Political Economic Interpretation of NCLB and the Mis-education of African American Males,” Educational Foundations, Summer-Fall 2010, 43–54.
- Celia Anderson
University of Memphis
CELIA ROUSSEAU ANDERSON is an associate professor in the Department of Instruction and Curriculum Leadership at the University of Memphis. Her scholarly interests include equity in mathematics education; urban education; and critical race theory. A recent publication is: Rousseau-Anderson, C., & Tate, W. (2008). Still separate, still unequal: Democratic access to mathematics in U.S. schools. In L. English (Ed.), Handbook of international research in mathematics education (2nd ed., pp. 299–318). New York: Routledge.
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