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Articles
by Judith Toure & Dana Thompson Dorsey — 2018
In this article, authors draw from Feagin’s 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 Thai-Huy Nguyen, 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. It explores the conditions that are developed to cultivate student health centers that not only address students’ physical health, but also reaffirm these students.

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.

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 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 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.

by Adrienne Dixson & Gloria Ladson-Billings — 2017
The articles in this special issue represent both our attempt as editors to survey the field and provide some clarity for practitioners and teacher educators on fundamental ideas that frame CRP, not to limit its implementation or future research directions, but to ensure that as a community of educators and scholars, we share a common understanding of exactly what it means to be culturally relevant. The articles in this special issue provide both that clarity of the field, and vision for the future.

by Annette Henry — 2017
In this discussion, the author argues that the goal of “culturally relevant” education for Black students within the formal mechanisms of Canadian schooling is challenging. The author calls for a fuller conceptualization of Blackness that complicates notions of culture in this world of transnational relationships and global migrations. She also calls for teachers to embrace the nexus of issues that students negotiate in their daily lives as part of this potentially transformative pedagogy.

by Tyrone Howard & Andrea Rodriguez-Scheel — 2017
In this paper, the authors discuss the concept of culturally relevant pedagogy 20 years after its introduction to the professional literature. The authors discuss key tenets of culturally relevant pedagogy, examine empirical examples of it, and makes recommendations on how the concept may inform and influence the outcomes of culturally diverse students.

by Camika Royal & Simone Gibson — 2017
In this article, authors argue that school reform models employing neoliberalism, hyperaccountability, and hyperstandardization, replete with their demands on educators of conformity, sameness, and silence, have subdued educators’ concern for culturally relevant pedagogy and made high test scores the sole entity for which educators should aim.

by April Warren-Grice — 2017
This article examines culturally relevant pedagogy through the lens of advocacy by focusing on Black educators who serve as Educational Cultural Negotiators to help students of color in these spaces academically and socially.

by Celia Anderson, Erika Bullock, Beverly Cross & Angiline Powell — 2017
In this analytic essay, the authors consider the challenges to implementing culturally relevant pedagogy in a hyper-reform urban setting. The authors use Memphis as a particular context to outline these challenges and offer a framework describing the conceptual shifts that would support culturally relevant pedagogy in this context and others like it.

by H. Richard Milner IV — 2017
12 recent articles between 2004-2014 were randomly selected that examined mathematics or English language arts, culturally relevant pedagogy, and race. The following interrelated questions were considered in the review synthesis: (a) What are some essential findings from the articles, (b) how is culturally relevant pedagogy operationalized and/or employed in the studies/articles, and (c) how is race examined in the studies?

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Recent Posts
 
Book Reviews
by Nancy S. Niemi
reviwed by Janelle Pham — 2018

by Patricia Shehan Campbell
reviwed by Diana Erchick — 2018

by Yung-Yi Diana Pan
reviwed by Anita Bright — 2018

by Colin Baker & Wayne E. Wright
reviwed by Deborah Palmer & Kimberly Strong — 2018

by Ruth Carbonette Yow
reviwed by Kristen Duncan — 2018

by Robin J. Fogarty, Gene M. Kerns, & Brian M. Pete
reviwed by Brady Jones — 2018

by James A. Banks (Ed.)
reviwed by Maureen McClure, Dao Nguyen, Renata Ramos, Jawanza Rand & Xi Wang — 2018

by M. Gail Hickey & Jeremiah C. Clabough (Eds.)
reviwed by Jeremy Hilburn — 2018

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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.
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