This study used virtual reality technology to simulate a variety of reading disorders and examined their impact on the degree of teacher awareness on the cognitive experiences dyslexic pupils encounter while trying to read. It compared the effectiveness of VR to better enhance the awareness of the teachers with the effectiveness of watching a film, and found VR to be more effective.

This article describes the collaborative theory-building process used by a diverse creative team of academics, artists, teachers, and undergraduate students to develop a model to teach about race and racism through storytelling and the arts.

Callahan and Chumney use a comparative case study approach to examine the experiences and outcomes of remedial writing students enrolled in two urban public institutions: a community college and a research university. Applying Bourdieu’s theory of practice, this ethnographic study reveals that institutions further determine the advantage or disadvantage of remedial students by controlling their access to cultural capital, which is critical for navigating the field of higher education successfully.

This article reports an interview study examining the perceptions of school-to-home literacy practices held by African American and immigrant ESL parents in two urban communities in the northeastern United States.

This article presents a demographic overview of school-age children in immigrant families and compares them with their peers in native-born families. After tracing the shift in the national origins of children of immigrants that has taken place over the past century, we consider the new challenges and opportunities presented to the education system by the socioeconomic, cultural, and religious diversity of this new and growing population of students and by their presence in a growing number of suburban and rural, as well as urban, communities.

This article considers the ways in which school systems in New York City and Amsterdam have shaped the educational trajectories of two groups of relatively disadvantaged immigrant youth: the children of Dominican immigrants in New York and the children of Moroccan immigrants in Amsterdam. It describes the salient features of the two educational systems and the ways in which they structure opportunity for children of immigrants.

Research on integration processes still has a national focus. This article compares the school careers of children of Turkish immigrants across Germany and the Netherlands, indicating that their educational position differs significantly in the two countries. The national context works out differently not only for the group as a whole but also for men and women. The article explores these differences and provides some clues about the factors that determine them.

The article looks at the variety of practices that different societies (Britain, Quebec, Ontario, the United States, and Belgium) have adopted to foster the mastery of the host language by immigrant students, with a special focus on the degree to which such endeavors follow an immersion or a specific services formula and on the role they grant to heritage languages.

This article addresses the growing diversity in religious and ethnic backgrounds among students at primary and secondary schools in Western Europe. Presented are the outcomes of international comparative anthropological (qualitative) research on multiculturalism, citizenship, and nation building in schools in Paris, Berlin, London, and Rotterdam.

This article introduces the special issue, which focuses on the ways in which educational institutions in Europe and North America are responding to the growing number of children of immigrants entering schools and universities. It discusses the ways in which the needs of children of immigrants differ from those of native-born students, and the ways in which variations in the structure of national education systems, and in policy and practice, may shape the pathways that children of immigrants take into the labor market, higher education, and their lives as citizens. The authors review existing research on this topic and highlight some of the difficulties involved in comparative studies. They close with an overview of the articles presented in the special issue.

This article explores the ways in which educational systems shape the educational attainment of children of Mexican immigrants in the United States and of North Africans in France.

This study examines the Asian–White achievement gap at various quantiles of the reading and mathematics achievement distributions. Results indicate that Asian students outperformed their White peers in mathematics across the entire range of the distribution and over time, whereas high-achieving Asian students outperformed their White peers in reading in the 1990s.

The article draws on data from an ethnographic study of children’s writing in a test-monitored, basics-focused urban elementary school. Showcasing the writing of first grader Tionna, a talkative African American Language speaker and the most prolific writer in her class, and her teachers’ responses to her productions, the article analyzes the communicative disconnects that arise when teachers urge children to listen to their voices in composing written messages.

This introduction to the special issue lays out a framework for the articles to follow by outlining the ways in which the governance structures of education—from national authorities that set federal policy, down to individual schools and administrative practices—shape the opportunities open to children of immigrants. The authors outline some of the main features of educational governance and discuss their relevance to the education of immigrants. It concludes with an overview of the articles in the issue.

This article focuses on the educational needs of migrant youth and the services provided to these youth by the federally funded Migrant Education Program. The analysis centers on the nature of the relationships that develop between migrant students and migrant teachers, including the teachers’ multiple roles as mentors, counselors, advocates, and role models, and on the kinds of support needed to help low-income children of immigrants navigate successfully through high school.

This article attempts to explain the role that education policy has played in the chronically low academic performance of English learner and immigrant students. It compares the different approaches to education and outcomes for English learners in Texas and California and examines the role of federal policy in shaping state policies.

Using mixed methods data collected for the Immigrant Second Generation in Metropolitan New York Study (ISGMNY), this article investigates how new immigrant and native-born communities use the Catholic system and the benefits they derive from it.

This article is a case study of immigrant education battles in California, centering on the 1998 ballot initiative designed to end bilingual education. The case study illustrates the role that advocates and organizing play in establishing and protecting rights of educational access, in mediating the impacts of exclusionary campaigns and policies, and in seeking to build the models, programs, and policies that define the experiences of immigrants in schools.

In this article, we determine whether the greater presence of Latinos on school boards in California is related to greater representation of coethnics among educational administrators and teachers. We then examine if there is any relationship between greater representation in the educational bureaucracy, and more favorable educational outcomes for Latino students.

This article provides a critical analysis of the way that race has been addressed in extant mathematics education research, policy, and practice.

This article makes a comparison between culturally responsive teaching and differentiated instruction, attempting to reconcile seemingly disparate emergent research-based teaching practices. Case study classroom scenarios are presented to provide examples of combined applications of both approaches.

This article shows how Hip-Hop Lit operated as a space in which members offered and responded to various types of individual and group narratives through the practice of “wounded healing.” Through this practice, students were able to recognize the commonality of their experiences, challenge various ideologies, and produce new knowledge.

This study describes the features of after-school settings that are most appealing and engaging to youth growing up in low-income communities and highlights the important function that settings with such features play in adolescent development. Our qualitative investigation of a network of five after-school centers led us to identify and understand three features of these settings that were valuable to youth: supportive relationships with adults and peers, safety, and opportunities to learn.

This article explores the life histories of two Latino/a prospective teachers in a large Midwestern university and illuminates their knowledge, strengths, and needs.

The author argues that we have strong empirical evidence for the effectiveness of multicultural educational practices in achieving its goals of improved educational outcomes for students of color and improved intergroup relations. Moreover, multicultural educational practices are effective for all students, improvements in achievement and intergroup relations are linked, and these practices are most effective when implemented with thoughtful attention to issues of race and power.

This qualitative study examines whether oppositional attitudes toward learning prevail among African American children attending two low-income urban elementary schools in California. In addition, we examine how African American children’s beliefs about good teachers compare with what we document as good teaching.

This case study distinguishes the different meanings of voluntary desegregation and shows how a southern district’s recent desegregation efforts were affected by a change in school board elections, a high school reassignment plan that benefited Blacks and working-class Whites, citizen participation in desegregation planning, and changes since the civil rights era in federal-local relations on desegregation issues. We also discuss the relation of the district’s experience to broader issues including the relative merits of race- versus class-based public policy, the possibility of a new politics of desegregation, and the Supreme Court’s consideration of voluntary desegregation.

This paper examines the utility of critical race theory as a conceptual and methodological framework to investigate the troubling schooling experiences of African American males in PreK-12 schools.

This article elucidates an intellectual trend in the historical and contemporary scholarship on Black schooling. Led primarily, but not exclusively, by African American scholars, this trend offered a counternarrative to the representation of predominantly Black schools before and after the passage of Brown v. Board of Education of Topeka, Kansas, and noted the significant role of Black schools for African American people. The paper situates this counternarrative within a chronological context, which provides the reader with a sequential understanding of how this body of research began to offer a different view of Black schools.

This article examines reasons underlying the professional entry of African American women teachers who participated in two separate qualitative studies. Study findings suggest that for some Black women teachers, teaching is more than a vocational choice, but rather a decision related to intergenerational connections, communities, and cultural work.