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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 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
The 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 chapter 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 chapter 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 is 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 scholarly essay, 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
This chapter will review and synthesize the relevant literature on professional development, cultural competency, and transformative learning to highlight critical components of culturally competent professional development. The findings from this chapter will enable school district and building leaders seeking to promote racial equity within their schools to provide meaningful learning opportunities for their staff.

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. Their 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 chapter will introduce 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. Moving toward equity and justice in higher education involves an interrogation of one’s position within racist organizational contexts; attention to power dynamics as educational leaders, narrators, and subjects of inquiry; and a commitment to transformational practice that can address educational inequities.

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 Yoonjeon Kim — 2018
To gain a more holistic understanding of classroom life and instructional practices in East Asian countries, this article examines both the prevalence and distribution of complex, procedural, student-centered, and teacher-centered instruction, along with the estimated achievement effects of such practices within nations.

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.

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Recent Posts
 
Book Reviews
by Geoffrey Galt Harpham
reviwed by Mayme Huckaby, Cameron Potter & Stephanie Cole — 2018

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

by Ruth Carbonette Yow
reviwed by Kristen Duncan — 2018

by Pamela Grundy
reviwed by Jemimah Young & Inna Dolzhenko — 2018

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

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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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