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Diversity >> Race and Ethnicity

Articles
by Julia McWilliams & Erika Kitzmiller — 2019

by James Jupp, Alisa Leckie, Nolan Cabrera & Jamie Utt — 2019
This article reviews 25 years of race-evasive White teacher identity studies between 1990 and 2015. Using the framework of colorblind racism and the method of the synoptic text, this review historicizes and synthesizes White teacher identity studies’ race-evasive dimension.

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 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). Authors reviewed the provisions in five areas pertinent to STEM and 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 article discusses how Black girls in the PreK–12 public school system are disregarded and made invisible within educational policy discourse, implementation, and school reform. Authors analyze educational policies, including the Every Student Succeeds Act, 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
This 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 article 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 article 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 are 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 article, 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
The author reviews and synthesizes the relevant literature on professional development, cultural competency, and transformative learning to highlight critical components of culturally competent professional development.

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. The 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 article introduces 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.

by Dalal Katsiaficas, Edwin Hernandez, Cynthia Alcantar, Erick Samayoa, Maria Nava Gutierrez & Zyshia Williams — 2018
Undocumented undergraduates are a growing population in the United States. Despite being shut out from many resources such as access to federal financial aid and social services, many are thriving by contributing to their families and communities. Through mixed methods, this paper examines the family and community responsibilities of a sample of N = 797 Latino undocumented undergraduate student survey respondents along with three portraits of qualitative visual and verbal narratives.

by Toby Park, Chenoa Woods, Shouping Hu, Tamara Bertrand Jones, Oguzcan Cig & David Tandberg — 2018
In this article, we investigate whether recent developmental education reform in Florida has had any impact on the existing racial/ethnic achievement gap in successfully accessing and passing gateway (introductory college-level) courses. We found that by allowing students to bypass developmental education, the first-semester achievement gap in gateway English has narrowed, and the gap in gateway math has closed.

by Chrystal George Mwangi — 2018
Using qualitative methods, this study explores how African immigrant multigenerational families engage in college preparation.

by Lisa Romero — 2018
Although student trust is associated with fewer disciplinary incidents and better academic outcomes, the benefits do not accrue equally to all students. Black students, particularly males, benefit less from trust. Black students are penalized in multiple ways beyond suspension for disciplinary incidents, suggesting unequal consequences of equal discipline.

by Jomo Mutegi, Jada Phelps-Moultrie & Vanessa Pitts Bannister — 2018
The objective of this article is to promote critical discourse around the conceptualization and implementation of hip-hop-based pedagogy (HHBP) by (a) identifying a set of challenges presented in the conceptualization of HHBP scholarship, (b) describing the narrative that these challenges converge to support, and (c) suggesting an alternative narrative aimed at fostering a more empowering use of HHBP.

by Avary Carhill-Poza — 2018
Researchers use ethnography and discourse analysis of student interactions to describe how emergent bilingual students scaffold their own academic language development with peer support through the use of multiple linguistic codes in classroom contexts.

by Eleanor Craft & Aimee Howley — 2018
This qualitative interview study explores 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.

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.

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