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Diversity >> Race and Ethnicity

Articles
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 (ESSA) 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). We reviewed the provisions in five areas pertinent to STEM and based on these 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 articlechapter discusses how Black girls in the Pk–-12 public school system are disregarded and made invisible within educational policy discourse, implementation, and school reform. We analyze educational policies, including the Every Student Succeeds Act (2015), 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 Eleanor Craft & Aimee Howley — 2018
This qualitative interview study explored how nine African American students in secondary-level special education placements perceived their school experiences and the benefits, challenges, and detriments associated with their placements and accompanying disability labels. Two themes emerged from data analysis: (1) “students’ journeys from general education to special education had three predictable milestones” and (2) “special education was a dead end.”

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 Latinx immigrant families think about the role of agency in early learning.

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.

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.

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.

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 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 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 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 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 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 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 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 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 Judy Marquez Kiyama, Donna Harris & Amalia Dache-Gerbino — 2016
This article illustrates how oppressive structures shape Latinas’ education experiences, specifically examining how systemic forces position and oppress Latinas, resulting in physical violence, stereotypes, and environmental violence. The Latina participants shared the survival and resistance strategies that they employed, illustrating the importance of further interrogating systems of violence against marginalized women of color in educational settings.

by Scott Seider, Daren Graves, Aaliyah El-Amin, Shelby Clark, Madora Soutter, Jalene Tamerat, Pauline Jennett, Kathryn Gramigna, Jennifer Yung, Megan Kenslea & Sherri Sklarwitz — 2016
The present study considered the role of progressive and no-excuses schooling models in fostering marginalized adolescents’ ability to analyze, navigate, and challenge the social forces and institutions contributing to race and class inequality.

by Hua-Yu Cherng — 2016
In this study uses a nationally representative sample of high schoolers to examine patterns of teachers communicating with parents. Even after considering measures of student behavior and academic performance, the author finds that patterns of contact between mathematics and English teachers and parents are consistent with stereotypes that teachers may subscribe to of different racial/ethnic and immigrant groups.

by G. Sue Kasun — 2016
Drawing on three years of critical multi-sited ethnographic research, this article examines the ways of knowing of Mexican-origin transnational families whose primary residence was the Washington, DC area. The author examines the educational implications of their “chained knowing,” or being chained in their knowing to the Mexico–U.S. border and being chained as extended families and communities who cross and intersect with that border.

by J. Luke Wood & Robert Palmer — 2016
This study examines determinants of Black male students’ intent to transfer from a community college to a 4-year university. Using multinomial, multilevel modeling, this study finds that students whose primary goal was to transfer were more likely to be younger, have earned more credits, be non-first-generation, be full-time enrollees, have taken developmental education courses, and be engaged in active and collaborative learning.

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Recent Posts
 
Book Reviews
by Jennifer Lee & Min Zhou
reviwed by Phitsamay Uy — 2018

by Charles W. Eagles
reviwed by Jon Hale — 2018

by Sam D. Museus,‎ Amefil Agbayani,‎ & Doris M. Ching (Eds.)
reviwed by Yung-Yi Diana Pan — 2018

by Jabari Mahiri
reviwed by Jennifer Bondy & Tanji Reed Marshall — 2018

by Chezare A. Warren
reviwed by Ted Chodock & Stefani Relles — 2018

by Prentice T. Chandler (Ed.)
reviwed by Jane Lo — 2018

by H. Samy Alim, John R. Rickford, & Arnetha F. Ball (Eds.)
reviwed by Jennifer Dauphinais
 — 2018

by Deb Morrison, Subini Ancy Annamma, & Darrell D. Jackson (Eds.)
reviwed by Ryan Rideau & Claire Robbins — 2018

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Resources
  • Electronic Magazine of Multicultural Education
    EMME is an on-line magazine for scholars, practitioners and students of multicultural education. In order to reach the wide audience in the U. S. and the world we are committed to make this magazine available only in the electronic format and free of charge to the public.
  • Center for Research on Education, Diversity, & Excellence
    The purpose of CREDE's research is to identify and develop effective educational practices for linguistic and cultural minority students, such as those placed at risk by factors of race, poverty, and geographic location.
  • Diversity Within Unity
    Essential principles for teaching and learning in a multicultural society
  • Bilingual Research Journal
    The premiere scholarly voice for bilingual education, bilingualism and language policy in schools.
  • The Civil Rights Project at Harvard
    The Civil Rights Project at Harvard is a complex undertaking involving both cooperation across institutional and disciplinary lines within Harvard, and joint ventures with institutions and thinkers around the country.
  • Technology in K-12 Public Schools: What Are the Equity Issues?
  • International Journal of Inclusive Education
    The International Journal of Inclusive Education provides a strategic forum for international and multi-disciplinary dialogue on inclusive education for all educators and educational policy-makers concerned with the form and nature of schools, universities and technical colleges.
  • The National Clearinghouse for Bilingual Education
    NCBE strives to address critical issues dealing with the education of linguistically and culturally diverse (LCD) students in the U.S.
  • Higher Education for the Negro
    This article from 1965 states for the large majority of college-bound Negro Students, the procedures and decisions in making Applications to colleges are in certain respects relatively simple.
  • Journal of Negro Education
    The Journal of Negro Education is published under the auspices of the Howard University Press, Howard University, Washington, D.C. Its purpose is to stimulate the collection and facilitate the dissemination of facts about the education of Black people, to present discussions involving critical appraisals of the proposals and practices relating to the education of Black people, and to stimulate and sponsor investigations of issues incident to the education of Black people.
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