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.”
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.
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.
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.
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.
This article captures the pedagogical practices, cultural work, and educational advocacy employed by youth workers at a community-based educational space engaging Black youth.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
This article outlines the “politicized caring” approach that characterized the teacher–student relationships in a district-sponsored program for adolescent African American males.
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.
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.
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.
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.
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.
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.
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.
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.
This study extends the "college-going culture" literature by providing a bilevel examination of organizational dimensions of efforts at an urban public charter school to promote Latina/o students' college-going.
This study employs a relational teaching framework to examine the learning relationships among teachers and a full cohort of eighth-grade Black boys (N = 27) at a single-sex middle school for boys of color in New York City. In-depth interviews from a critical ethnography conducted at the school-site (during the 2011–2012 academic year) culled boys’ narratives of their teacher-student relationships, in order to illustrate how specific relational teaching strategies supported Black boys’ engagement and learning.
This article outlines the imperative for strengths-based research to counter deficit perceptions and perspectives of Black males in contemporary discussions of their school achievement in the United States. The importance of young Black men and boys' voice in shaping research agendas, practice, and public policy is argued followed by a brief overview of the papers featured in the special issue “Erasing the Deficits: ‘My Brother’s Keeper’ and Contemporary Perspectives on Black Male School Achievement.”
This article examines the ways in which African American male students navigate racial microaggressions while attending a culturally diverse high school.