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 Michael Gottfried & Cameron Sublett — 2019
This study examined whether older versus younger kindergarten entry age links to differences in academic achievement for children who start school with a disability. Older entrants with disabilities had many fewer instances of problem behaviors and higher instances of social skills compared to those children with disabilities who began school at a younger age, though these findings were short-run, with little evidence extending beyond first grade.

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
Public colleges do not 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.

by Dafina-Lazarus Stewart — 2018
Compositional diversity and inclusion statements have been the main focus of institutional efforts to remedy the effects of systemic racism on college campuses. However, diversity and inclusion goals fall short of enacting racial equity and justice. This article proposes eight institutional structures, processes, and/or practices to enact racial equity and justice in U.S. colleges and universities.

by Dian Squire, Bianca Williams & Frank Tuitt — 2018
Plantation politics provides the opportunity to reveal parallel organizational and cultural norms between contemporary higher education institutions and slave plantations. The authors argue that the institutional logics of colonialism and imperialism—which were essential to the establishment of this country and led to the creation of plantations and the enslavement of Black bodies—exists within higher education institutions today.

by Mark Gooden, Bradley Davis, Daniel Spikes, Dottie Hall & Linda Lee — 2018
Systemic racism and the impending inequities in schooling persist, making it apparent the concept of race still matters when it comes to educational leadership. In response, this article examines linkages between principal preparation programs, the orientations of the aspiring leaders enrolled within them, and the potential for program graduates to facilitate institutional change for racial equity.

by Anjalé Welton & Eboni Zamani-Gallaher — 2018
Problem identification and understanding the root causes of racism are important, but more research is needed that goes beyond just identifying the problem and moves forward with systemic action toward rectifying racism within educational institutions. Therefore, each chapter in this yearbook identifies what institutional structures, processes, and practices are necessary to make racial equity in education a reality.

by Lori Patton & Chayla Haynes — 2018
In this article, the authors challenge institutional leaders to take up intersectionality as a method of engaging in lasting transformational change that promises to advance racial equity in higher education. The authors also expose the limitations of existing institutional change models by highlighting their intersectional failures and prompt readers to imagine Black women as possibility models for institutional change that transforms higher education and advances racial equity.

by Daniel Spikes — 2018
The author reviews and synthesizes the relevant literature on professional development, cultural competency, and transformative learning to highlight critical components of culturally competent professional development.

by Cris Mayo — 2018
This chapter analyzes retrospective interviews with Black LGBTQ college students discussing how their racial and LGBTQ identities intersected in high school. The complex analysis shows the difficulties schools had recognizing the intersections between support for racial equity and LGBTQ-related equity.

by Katherine Cumings Mansfield, Stacey Rainbolt & Elizabeth Fowler — 2018
Restorative practices hold potential for alleviating the racialized discipline gaps in American schools. Foundational to implementation includes recognizing a need for change, committing to anti-racist policy and practice, and providing professional development and other supports necessary to pave the way for sustained change.

by Joseph Wiemelt & Lucia Maldonado — 2018
This chapter explores school leadership in fostering racial equity and institutional change for immigrant youth, including undocumented students and unaccompanied minors.

by Michelle Espino — 2018
This article introduces the concept of positionality as a strategy that higher education leaders, educators, and practitioners can employ to engage in critical reflection and action that dismantles systemic racial inequities in higher education.

by Chrystal George Mwangi — 2018
Using qualitative methods, this study explores how African immigrant multigenerational families engage in college preparation.

Found 740
Displaying 1 to 30
<Back | Next>
 
Recent Posts
 
Book Reviews
by Paul Whitinui, María del Carmen Rodríguez de France, & Onowa McIvor (Eds.)
reviwed by Lynn Aylward — 2018

by Diane Mayer, Mary Dixon, Jodie Kline, Alex Kostogriz, Julianne Moss, Leonie Rowan, Bernadette Walker-Gibbs, & Simone White
reviwed by Manu Sharma — 2018

by Brian L. Wright & Shelly L. Counsell
reviwed by Jevon Hunter — 2018

by Kenneth R. Howe, Amy L. Boelé, & Ofelia M. Miramontes
reviwed by David Connor — 2018

by Bronwyn MacFarlane (Ed.)
reviwed by Joyce Juntune — 2018

by Joseph E. Flynn, Jr.
reviwed by Christopher Busey & Tianna Dowie-Chin — 2018

by Joshua Moon Johnson & Gabriel Javier (Eds.)
reviwed by Andrés Castro Samayoa — 2018

by Tina Byrom & Sheine Peart
reviwed by Alexandra Pavlakis & Mark Pierce — 2018

by Ola Erstad, Øystein Gilje, Julian Sefton-Green, & Hans Christian Arnseth
reviwed by Natalie Keefer — 2018

Found 670
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