Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13
Topics
Discussion
Announcements
 
Diversity


Articles
by Sabina Vaught — 2019
This article conceptualizes “vanishment” as a form of school-based, state punishment through ethnographic stories from inside a juvenile detention center school.

by Manka Varghese, Julia Daniels & Caryn Park — 2019
This conceptual article examines how race-based caucuses in one university-based teacher education program attempt to shift candidates’ understandings of their racialized selves as related to their teacher identities, invoking the significance of emotions, emotion labor, and criticality.

by Mariana Souto-Manning & Jessica Martell — 2019
In this article, a university-based teacher educator of color and an early childhood teacher/teacher educator of color unveil the complex sociospatial dialectic of teacher education across settings. They share findings from a three-year collaborative study in which they worked to disrupt the traditional physical, pedagogical, and relational locations and boundaries of teacher education critically and collaboratively, intentionally working to interrupt how teacher education is implicated in the re-production and maintenance of racial injustices.

by Arshad Ali — 2019
This article explores how Muslim undergraduates understand their campus experiences in a social and political context that deems these students a suspect class. The study reveals that Muslim students often feel politically and culturally targeted and isolated on their campuses and do not feel that their peers and faculty engage them as full members of the campus community.

by Rachel Roegman, David Allen & Thomas Hatch — 2019
This article analyzes the outcomes of the work of five districts that have identified racial inequities in AP participation and developed initiatives to address these initiatives. To do this, the authors analyze district policy, participation data, and performance data over five years through the lens of color-blind racism.

by David Martinez, Oscar Jiménez-Castellanos & Victor Begay — 2019
This study reports on an exploratory longitudinal comparative descriptive analysis (2006–2012) of Arizona's non-Navajo and Navajo K–12 school-district demographics, academic achievement, tax rates, land valuation, and school-district revenue.

by Z. Taylor & Myra Barrera — 2019
This study examines 218 official statements published by leaders of institutions of higher education in the U.S. in response to President Trump’s rescission of DACA. Results suggest that the average statement was unreadable by a postsecondary student of average reading ability and that only 51% of statements included resources for DACA students in their time of need.

by Amanda Kulp, Lisa Wolf-Wendel & Daryl Smith — 2019
This study of associate professors at four-year higher education institutions uses national survey data to predict the degree to which associate professors are clear about their prospects of promotion to the rank of full professor.

by John Wills — 2019
This paper examines how teachers’ understandings of race and racism inform their use of curricular materials.

by Veronica Jones — 2019
Utilizing a critical discourse analysis framework, this study assesses the language conveyed in university presidents’ responses to racism at several predominantly White institutions and how their responses reveal larger patterns of social power and privilege. By informing the conversation around how those in power respond to racist speech, this research presents several implications for the ways in which universities can be more responsive to marginalized student communities.

by Ebony McGee, Derek Griffith & Stacey Houston II — 2019
In this research, we found that Black PhD students and postdoctoral researchers in engineering and computing departments framed the stress and strain of their STEM doctoral experiences through the lens of race. Their experiences in these settings not only led them to question their abilities and fit within their doctoral programs but also gave them the sense that they had to work twice as hard as their non-Black peers to survive the doctoral program.

by Timothy Patterson & Jay Shuttleworth — 2019
This study analyzes historical portrayals of enslavement in 21 recently published books for elementary students. Informed by critical race theory, our findings suggest elementary teachers will be presented with a more complicated set of options when selecting among historical children’s literature than previously documented by researchers.

by Michael Gottfried & Cameron Sublett — 2019
This study examines whether older versus younger kindergarten entry age links to differences in academic achievement for children who start school with a disability.

by Richard Lofton, Jr. — 2019
This study illuminates how African American parents whose children attended a racially diverse middle school made sense and came to terms with academic placement, neighborhood inequalities, and forms of agency.

by William Zahner, Suzanne Chapin, Rich Levine, Lingjun He & Robert Afonso — 2019
This study investigates the affordances of two contrasting pathways into teaching secondary mathematics through examining the recruitment, placement, and early career trajectories of 158 Grades 6–12 mathematics teachers who entered teaching via two preparation programs focused on staffing high-need schools in the same region.

by Robert Kelchen — 2019
The article examines the extent to which public colleges use the additional revenue gained from enrolling higher percentages of nonresident students, who typically pay higher prices, to make college more affordable for in-state students.

by Julia McWilliams & Erika Kitzmiller — 2019
This article examines 30 recent school closures in Philadelphia to explain how such closures have become yet another policy technology of Black community and school devaluation in the United States.

by James Jupp, Alisa Leckie, Nolan Cabrera & Jamie Utt — 2019
This article reviews 25 years of race-evasive White teacher identity studies between 1990 and 2015. Using the framework of colorblind racism and the method of the synoptic text, this review historicizes and synthesizes White teacher identity studies’ race-evasive dimension.

by Stuart Yeh — 2018
This article synthesizes empirical results that are difficult to explain except in terms of a new theory of the racial achievement gap.

by Dalal Katsiaficas, Edwin Hernandez, Cynthia Alcantar, Erick Samayoa, Maria Nava Gutierrez & Zyshia Williams — 2018
Through mixed methods, this paper examines the family and community responsibilities of a sample of Latino undocumented undergraduate student survey respondents along with three portraits of qualitative visual and verbal narratives.

by Toby Park, Chenoa Woods, Shouping Hu, Tamara Bertrand Jones, Oguzcan Cig & David Tandberg — 2018
In this article, the authors investigate whether recent developmental education reform in Florida has had any impact on the existing racial/ethnic achievement gap in successfully accessing and passing gateway (introductory college-level) courses.

by KerryAnn O’Meara, Lindsey Templeton & Gudrun Nyunt — 2018
This study analyzes how women, underrepresented minority, and non-tenure-track faculty understand and describe professional legitimacy. It also explores the challenges these groups experience in trying to obtain legitimacy from colleagues that they attribute to their gender, race, or appointment type. The authors provide recommendations to create inclusive academic work environments for all three groups.

by Larry Walker — 2018
Policy makers have to ensure that federal programs align with the needs of underserved communities. For this reason, this article examines the impact that the Every Student Succeeds Act could have on African American students’ access to mental health support services in PreK–12 schools.

by Jamaal Young, Mary Capraro, Robert Capraro & Marti Cason — 2018
This article focuses on the Every Student Succeeds Act, which stipulates numerous provisions for supporting science, technology, engineering, and mathematics (STEM). Authors reviewed the provisions in five areas pertinent to STEM and presented recommendations to support access, equity, and achievement in STEM content areas.

by Venus Evans-Winters, Dorothy Hines, Allania Moore & Teresa Jones — 2018
Drawing from critical race feminism, this article discusses how Black girls in the PreK–12 public school system are disregarded and made invisible within educational policy discourse, implementation, and school reform. Authors analyze educational policies, including the Every Student Succeeds Act, and suggest that the continued failure of legislation to address the intersectional identities of Black girls contributes to racial and gender disparities in school discipline.

by Keisha Allen, Julius Davis, Renee Garraway & Janeula Burt — 2018
This article examines the Every Student Succeeds Act (ESSA) and its implications for educational equity for Black boys. Using critical race theory, the authors argue that similar to past policies, ESSA intends to ensure educational equity for all students, but ignores the ways in which race, gender, and other forms of oppression are implicated in the teaching and learning process and constrain Black male youths’ opportunities to learn.

by Anjalé Welton, Devean Owens & Eboni Zamani-Gallaher — 2018
This chapter connects organizational change to research on anti-racism to formulate a new conceptual framework for anti-racist change in education. The goal is to provide PK–12 and higher education leaders with a framework that is a useful tool in which to actively dismantle systems of racial oppression and power in their institutions.

by Yoon Pak, Christopher Span, James Anderson & William Trent — 2018
This article chronicles the ways in which a graduate department in educational policy studies at a predominantly white, highly selective university scaffolded foundations for institutional diversity for over three decades.

by Linda Tillman — 2018
This article focuses on the imperative to implement mentoring as a strategy to achieve racial equity in higher education, and especially faculty of color. A framework for a campus-wide formal mentoring initiative is presented that addresses three critical issues: increasing campus-wide racial diversity, increasing the pipeline of tenured faculty of color, and increasing the retention rates for faculty of color.

by Pamela Eddy — 2018
Despite the fact that community colleges have more racial diversity in leadership positions relative to four-year institutions, leaders are still predominately white and men. Achieving racial equity in the sector requires attention to underlying assumptions about leadership, changes in processes that identify future leaders, and building a culture of equity to drive change.

Found 750
Displaying 1 to 30
<Back | Next>
 
Recent Posts
 
Book Reviews
by Tonya Huber & Philip S. Roberson (Eds.)
reviwed by Stacie Pettit & Laura Rychly — 2019

by Walter C. Stern
reviwed by Adah Ward Randolph — 2019

by Christina R. Carnahan & K. Alisa Lowrey
reviwed by Lauren Delisio — 2019

by David J. Connor
reviwed by Jamie Buffington-Adams — 2019

by Teresa Rishel & Paul Chamness Miller (Eds.)
reviwed by Alma Sandigo, Rachel Juárez-Torres & Nancy Blitz — 2019

by Safiya Umoja Noble
reviwed by Valerie Adams-Bass — 2019

by Stacey Blackman & Dennis Conrad (Eds.)
reviwed by Patriann Smith — 2019

by Derek W. Black
reviwed by Laura Isbell & Kathryn Dixon — 2019

by Joyce W. Nutta, Carine Strebel, Florin M. Mihai, Edwidge Crevecoeur Bryant, & Kouider Mokhtari
reviwed by Stephanie Garrone-Shufran — 2019

Found 686
Displaying 1 to 10
<Back | Next>

Resources
  • Race Ethnicity and Education
    Race Ethnicity and Education published original and critical writing on the dynamics of race and ethnicity in education theory, practice, and policy. In particular, the journal welcomes research and analyses that deal with the interconnections between multiple axes of social differentiation and exclusion (including social class, sexuality, and disability).
  • National Clearinghouse on Careers and Professions Related to Early Intervention and Education for Children with Disabilities
    The National Clearinghouse on Careers in Special Education is committed to enhancing the nation's capacity to recruit, prepare, and retain well qualified diverse educators and related service personnel for children with disabilities.
  • The Dynamics Of Race in Higher Education: An Examination of the Evidence
    The purpose of this online full-text book is to examine the research base that can contribute to the current debates about the value, means of achieving, and consequences of racial diversity in colleges and universities.
  • Special Educational Needs Abstracts
    Special Educational Needs Abstracts draws on a wide range of international sources to identify materials which are of interest to those concerned with special needs education.
  • Center for Multicultural Education
    The Center for Multicultural Education at the University of Washington, Seattle WA, focuses on research projects and activities designed to improve practice related to equity issues, intergroup relations, and the achievement of students of color.
  • Making Adolescence at the Turn of the Century: Discourse and the Exclusion of Girls
    Adolescence was a social fact produced through a set of both educational and material practices that functioned as a technology to regulate the lives of young people, as well as reinforce dominant social norms at a time of great transition and uncertainty.
  • International Journal of Disability, Development and Education
    Founded in 1954, the International Journal of Disability, Development and Education (IJDDE) is a multi-disciplinary peer-reviewed journal with an international focus.
  • Center for American Indian Research and Education
    The Center for American Indian Research and Education (CAIRE), located at the University of California at Berkeley, works to improve the status of Native people by promoting, developing, and evaluating culturally appropriate health, education, and social programs for American Indians and Alaska Natives nationally.
  • The War Against Boys
    This we think we know: American schools favor boys and grind down girls. The truth is the very opposite. By virtually every measure, girls are thriving in school; it is boys who are the second sex.
  • High Ability Studies
    High Ability Studies provides a forum for scholars in a variety of disciplines associated with the development of human abilities to their highest level.
  • Mid-Atlantic Equity Center
    The Mid-Atlantic Equity Center, part of the Mid-Atlantic Equity Consortium, Inc., is funded by the U.S. Department of Education under Title IV of the Civil Rights Act of 1964. It is one of ten federally-funded Equity Assistance Centers (formerly called "Desegregation Assistance Centers") across the country that provide technical assistance and training services to school districts. The Center specializes in three program areas: race, gender, and national origin equity.
Found 104Displaying 11 to 20 | Next>
 
Member Center
In Print
This Month's Issue

Submit
EMAIL

Twitter

RSS