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


Articles
by Alex Kumi-Yeboah — 2018
This study examines the factors that helped Ghanaian-born immigrant students to strategize how to combine their multiple worlds of families, schools, teachers, and peers to affect academic engagement within contexts of school and classroom situations. It also explored teachers’ perception and understanding of the sociocultural and past educational experiences of immigrant students from Ghana.

by Jennifer Adair, Kiyomi Colegrove & Molly McManus — 2018
This study investigates how district administrators, school administrators, pre-K–3 teachers, and bilingual first graders within a school district serving Latina/o immigrant families think about the role of agency in early learning. Our findings suggest that even in supportive, academically successful districts, deficit thinking at any level can justify narrow, rote types of instruction that ultimately impact the types of messages young children receive about learning and being a learner.

by Roselien Vervaet , Mieke Van Houtte & Peter A. J. Stevens — 2018
This study examines the associations among a multicultural teacher culture, pupils’ perceptions of teachers’ multicultural educational practices, and the ethnic prejudice of Flemish secondary-school pupils, controlling for ethnic school composition and various sociodemographic characteristics that have been shown to be related to ethnic prejudice.

by Gina Garcia & Marcela Cuellar — 2018
This study explores the ways in which emerging Hispanic-Serving Institutions, or those postsecondary institutions that enroll between 15% and 24% Latina/o college students, contribute to civic engagement for diverse college students. Findings show that students’ perceptions of their academic validation and of a curriculum of inclusion in the classroom, as well as their involvement in campus-facilitated diversity programs, positively predict their civic engagement.

by Yasuko Kanno — 2018
This longitudinal ethnographic study follows the college choice experiences of two-high performing English learners (ELs) from junior year to high school graduation. It investigates why even high-achieving ELs have limited access to four-year college.

by Joseph Levitan — 2018
This article examines the implications of using different theories concerned with social justice to interpret first generation Quechua (indigenous) students’ voices for responsive education policy.

by Judith Touré & Dana Thompson Dorsey — 2018
In this article, the authors draw from Feagin’s (2010) conceptual framework, the White racial frame (WRF), to analyze school leadership practice and ways in which the WRF emerges and shapes leaders’ work with teachers.

by Bianca Baldridge — 2018
This article captures the pedagogical practices, cultural work, and educational advocacy employed by youth workers at a community-based educational space engaging Black youth.

by Felicia Mensah & Iesha Jackson — 2018
This article analyzes the experiences of preservice Teachers of Color using critical race theory and Whiteness as property to relate the idea of science as White property. The preservice teachers discuss the saliency of race and racism in terms of their past experiences with science in school and their relationship with an African American female science professor in allowing them to gain property rights to learning and teaching science.

by Andrés Samayoa, Marybeth Gasman & Steve Mobley Jr. — 2018
This study explores how student health directors at HBCUs promote policies and practices that are attuned to the health of their gay and lesbian students and the conditions that are developed to cultivate a student health center that not only addresses students’ physical health but also reaffirms these students.

by Derrick Brooms — 2017
This study uses Black male students’ narratives to investigate student–teacher relationships with their Black male teachers. Findings reveal that teachers engaged in “otherfathering” through their pedagogy, practices, and holistic care for students.

by Linn Posey — 2017
This ethnographic study examined the community experiences and family–school relationships of Black parents in a predominantly White suburb. The findings suggest a need to understand parents’ experiences and engagement within and across both school and community contexts, particularly for parents of color in predominantly White settings in which schools may mirror or compound the microaggressions they may experience in nonschool settings.

by Sherry Deckman — 2017
This article presents two patterns in how novice teachers connect issues of race and classroom management. The first approach works to obscure issues of systemic racism, whereas the latter highlights such issues.

by Julie Posselt, Kimberly Reyes, Kelly Slay, Aurora Kamimura & Kamaria Porter — 2017
This paper presents a yearlong case study of a graduate program that, for the last decade, has trained about 10% of the Black Ph.D.’s in physics nationally. The analysis invites education scholars to consider the boundaries that individuals and institutions negotiate and manipulate as part of their equity efforts.

by Alexandra Pavlakis, Peter Goff & Peter Miller — 2017
This article aims to explore the unique impacts of homelessness—above and beyond poverty—on students’ academic growth.

by Alice Ginsberg, Marybeth Gasman & Andrés Samayoa — 2017
This article explores the contributions of minority serving institutions to the production of teachers of color. The authors lay the groundwork for research in this area and put forth an agenda for future research.

by Sarah Ryan — 2017
This study examines whether group-level variability in the utility of parent social capital can help explain the recent finding that parent income and education confer greater benefits among White youth, relative to similar Hispanic youth, when it comes to 4-year college enrollment.

by Leyla Pérez-Gualdrón & Janet Helms — 2017
We assessed a longitudinal model of cultural predictors and educational outcomes of social justice orientation in a national sample of Latina/o youths. We examined the longitudinal associations of school climate variables, language, social justice orientation, agency, community engagement, and educational outcomes.

by Rhonda Bondie & Akane Zusho — 2017
This qualitative case study examines the use of All Learners Learning Every Day instructional routines related to small group discussions and self-regulated learning with English Language Learners with Learning Disabilities in a high-stakes testing environment.

by Nida Denson, Nicholas Bowman & Julie Park — 2017
Using a national sample of 8,634 alumni from 229 institutions, this longitudinal study explores the extent to which two types of college diversity experiences (cross-racial interaction and curricular/co-curricular diversity engagement) predict aspects of informed citizenship associated with supporting a deliberative democracy six years after graduation.

by Niral Shah — 2017
This article examines the racial ideological context of mathematics education, specifically in terms of how students at a racially diverse school made sense of racial narratives about academic ability.

by North Cooc — 2017
Using data from the Education Longitudinal Study of 2002, this study examines whether teachers disproportionally perceive minority students as having a disability even after accounting for student background, teacher traits, and school characteristics.

by Kori Stroub & Meredith Richards — 2017
Authors document recent trends in urban, suburban, and exurban metropolitan segregation and examine the impact of changes in racial/ethnic diversity on changes in metropolitan segregation between 2002 and 2012.

by Bridget Kelly & Rachelle Winkle-Wagner — 2017
This article takes a unique approach methodologically and conceptually to examine the context, culture, norms, and assumptions embedded within the tenure system at predominantly White research universities.

by Angela Barton, Edna Tan & Day Greenberg — 2017
This article describes how and why youth engage in making in an after-school, youth-focused, community-based makerspace program. Using a mobilities of learning framework, authors discuss how youth appropriated and repurposed the process of making, and unpack how the program attempted to value and negotiate youths’ ways of making from an equity-oriented perspective.

by Melanie Brooks & Miriam Ezzani — 2017
This article reports findings from a qualitative case study of an Islamic school in the United States that counters religious extremism through the promotion and development of an American Muslim identity in its students, an ideology that advances the idea that an individual can be wholly American and wholly Muslim without any incongruity.

by Justin Freedman & Beth Ferri — 2017
In this paper, the authors use an intersectional framework to critically examine two aims of modern science: (a) to identify distinct biological markers of race and (b) to locate biological and neurological origins of Learning Disabilities.

by Kathleen Clark — 2017
This article reports the results of two related studies that investigated the effects of a 10-week reading intervention program in which culturally relevant texts were used for instruction on urban African American children’s reading achievement.

by Maxine McKinney de Royston, Sepehr Vakil, Na’ilah Suad Nasir, kihana miraya ross, Jarvis Givens & Alea Holman — 2017
This article outlines the “politicized caring” approach that characterized the teacher–student relationships in a district-sponsored program for adolescent African American males.

by Vanessa Seriki & Cory Brown — 2017
Introduction to the special issue.

Found 694
Displaying 1 to 30
<Back | Next>
Recent Posts
 
Book Reviews
by Sabina E. Vaught
reviwed by Brian Lozenski — 2017

by Nel Noddings & Laurie Brooks
reviwed by Dia Davis & Vonzell Agosto — 2017

by Charles C. Ragin & Peer C. Fiss
reviwed by Tiedan Huang — 2017

by Erica R. Meiners
reviwed by Angelica Camacho — 2017

by Jennifer L. S. Chandler
reviwed by Zachary Casey — 2017

by Susan K. Johnsen & Jane Clarenbach (Eds.) with Joyce VanTassel-Baska
reviwed by Stephanie Hathcock — 2017

by Erin A. Mikulec and Paul Chamness Miller
reviwed by Catherine Taylor — 2017

by Nan Li (ed.)
reviwed by Leanne Evans — 2017

Found 602
Displaying 11 to 20
<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