This study examines the relationships between teacher sorting practices, course enrollment patterns, extracurricular activities, and student outcomes for high-achieving Black males in high school.
This article is about Black undergraduate men’s academic adjustment experiences in the first college year. It is based on a study of 219 achievers at 42 colleges and universities across 20 states in the United States.
This brief presents the most significant recommendations based on a review of key findings from research presented in this special issue. The authors offer what they believe to be the most important considerations of what works for improving Black male school achievement in the domains of research, practice, and policy.
This is the epilogue to the special issue. The authors, two White House officials and policy experts, describe how negative narratives surrounding Black men and the misuse of data can manifest as barriers to high quality learning environments or workforce development opportunities.
This research examines the experiences of 15 undocumented immigrants who graduated from public high schools in New York City and identifies nine types of microaggressions they encountered during their college choice process.
This article analyzes the way that a teacher community shares stories about students in a racially and socioeconomically diverse elementary school. The narratives that emerge from the teacher community’s discourse reveal these middle-class White women teachers’ intense ambiguity about, and social distance from, their students. Implications for leadership and policy in response to this common occurrence in schools are discussed.
This study explores how urban adolescents in a small, Northeastern city make meaning of available support services and providers and how they make decisions about when and where to access support.
This article investigates the relationship between child migration and educational attainment. Depending on age at migration, it examines whether there is an educational advantage for Mexican-born children who migrate to the United States relative to their non-migrant Mexican peers.
This article examines how first grade Latina/o emergent bilinguals interacted with a literacy curriculum that sought to value their transnational experiences and multilingual repertoires. Through a focus on the Laundromat, one of the transnational local spaces salient in the data, I explore how the children enacted what I refer to as literacies of interdependence—multilingual and multimodal literacy practices that both reflected and enacted their cultural practices of mutuality.
This study examines the effects of socioeconomic, racial, and linguistic segregation on cognitive and noncognitive skills in American high schools.
Introduction to the issue on race on education.
Despite traditional notions of meritocracy, higher education has a long history of exclusionary practices. This chapter explores connections between such practices and racial ideology in the United States, including the recent concept of “post-racialism.”
Critical race theory has emerged as a powerful critique of color-blind ideology but has failed to adequately explore the colonial history and neocolonial legacies within the claims for a Black citizenship. This article argues for an anticolonial analysis of citizenship based on Carter G. Woodson’s Appeal.
This chapter details how slavery, segregation, and racism impacted the educational experiences of African Americans from the colonial era to the present. It argues that America has yet to be a truly post-slavery and post-segregation society, let alone a post-racial society.
This chapter chronicles the experiences of three friends who journey from being students in teacher education to junior faculty in the field. Using critical race theory as an analytical tool, the three friends highlight the ways in which racism exists and is manifested in three different teacher education programs.
Drawing from the theories of racial formation theory and race marking, this chapter explores the durability of racial discourses in school curriculum over time in the United States. The authors’ inquiry focuses on racial discourses located in two sources of curricula knowledge: children’s literature and U.S. history textbooks.
This chapter examines the charter school policy and planning network and how this network is helping to grow urban charter schools and related advocacy organizations across the United States.
In light of the current mainstream contention that the United States has entered a post-racial epoch with the election of the first African American president, this work posits that post-racial rhetoric obfuscates the continued racialized experiences of Black families regardless of class status.
This chapter provides a critique of the post-racial discourse that emerged after the election of President Barack Obama as the first African American president of the United States. Using personal narrative, I extend this critique of the post-racial within the context of a multicultural education graduate program.
Using Howard Winant’s racial dualism theory, this chapter explains how race was discursively operationalized in the recent U.S. Supreme Court higher education antiracial diversity case Fisher v. University of Texas at Austin.
The purpose of this autoethnography was to examine how school district-level administrators respond to investigations and findings of racism in their districts.
This study utilizes data from the Education Longitudinal Study of 2002 and incorporates multilevel analysis to examine how students in immigrant families perceive justice, fairness, and order at their school.
This is a historical study of the formation and role of the Vietnamese student organizations at the University of California, Irvine from 1980 to 1990.
This qualitative study explores the relevance of high school messages and curricular placement on the transition of Latino students into a university, particularly as they consider the meaning of the challenges they face in their first year of college.
This study examines the effects of metropolitan school district fragmentation―the proliferation of public school districts within a metropolitan area―on the trajectory of racial/ethnic school segregation between 2002 and 2010.
Teachers' perceptions of students' academic ability vary significantly by the race of the student. This study examines how students' test scores and teacher reports of students' social and behavioral skills explain black-white differences in teacher perceptions of students' academic ability. Using teacher fixed-effects models and the ECLS-K data from the fall and spring of kindergarten, this study finds that racial differences in teachers perceptions of students' academic ability are mostly explained by test scores, teacher reports of students' social and behavioral skills, and teachers' perceptions of academic ability from the beginning of the year. Behaving well at the beginning of the school year is especially important for teacher perceptions of black students' academic ability.
This article explores the extent to which students’ precollege exposure to racial/ethnic difference within schools, neighborhoods, and friendship groups predicts their complex racial attitudes upon entering college.
This chapter presents an overview of Aboriginal education in Canada that focuses on linking the transgenerational effects of colonialism with current issues. Educational models, partnerships, and programs already exist that make an enormous impact on outcomes for children and youth in and from Aboriginal communities. Examples of six successful programs that were developed in partnership with Aboriginal communities and range from elementary school through post-secondary school are highlighted.
In this article, I examine the experiences of 22 postsecondary educators facilitating dialogues about racial issues in classroom settings. Findings reveal four main strategies participants employed: using group work and discussions, incorporating an integrated assortment of resources, inviting students to apply racial concepts to their lives, and having learners debrief following each dialogue session.
Drawing on longitudinal interview data collected on 72 Chinese immigrant children and their parents, we examined how immigration reshapes parental involvement in mostly working-class Chinese immigrant families. Our findings include multiple challenges parents face after migration in school involvement, parental feelings of powerlessness, and children’s forced precocious independence.