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. The preservice teachers discuss the saliency of race and racism in terms of their past experiences with science in school and their relationship with an African American female science professor in allowing them to gain property rights to learning and teaching science.
This study explores how student health directors at HBCUs promote policies and practices that are attuned to the health of their gay and lesbian students and the conditions that are developed to cultivate a student health center that not only addresses students’ physical health but also reaffirms these students.
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 paper presents a yearlong case study of a graduate program that, for the last decade, has trained about 10% of the Black Ph.D.’s in physics nationally. The analysis invites education scholars to consider the boundaries that individuals and institutions negotiate and manipulate as part of their equity efforts.
This article aims to explore the unique impacts of homelessness—above and beyond poverty—on students’ academic growth.
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.
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.
Using data from the Education Longitudinal Study of 2002, this study examines whether teachers disproportionally perceive minority students as having a disability even after accounting for student background, teacher traits, and school characteristics.
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 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 describes how and why youth engage in making in an after-school, youth-focused, community-based makerspace program. Using a mobilities of learning framework, authors discuss how youth appropriated and repurposed the process of making, and unpack how the program attempted to value and negotiate youths’ ways of making from an equity-oriented perspective.
This article reports findings from a qualitative case study of an Islamic school in the United States that counters religious extremism through the promotion and development of an American Muslim identity in its students, an ideology that advances the idea that an individual can be wholly American and wholly Muslim without any incongruity.
In this paper, the authors use an intersectional framework to critically examine two aims of modern science: (a) to identify distinct biological markers of race and (b) to locate biological and neurological origins of Learning Disabilities.
This article reports the results of two related studies that investigated the effects of a 10-week reading intervention program in which culturally relevant texts were used for instruction on urban African American children’s reading achievement.
This article outlines the “politicized caring” approach that characterized the teacher–student relationships in a district-sponsored program for adolescent African American males.
This article captures the pedagogical practices, cultural work, and educational advocacy employed by youth workers at a community-based educational space engaging Black youth.
Introduction to the special issue.
The articles in this special issue represent both our attempt as editors to survey the field and provide some clarity for practitioners and teacher educators on fundamental ideas that frame CRP, not to limit its implementation or future research directions, but to ensure that as a community of educators and scholars, we share a common understanding of exactly what it means to be culturally relevant. The articles in this special issue provide both that clarity of the field, and vision for the future.
In this discussion, the author argues that the goal of “culturally relevant” education for Black students within the formal mechanisms of Canadian schooling is challenging. The author calls for a fuller conceptualization of Blackness that complicates notions of culture in this world of transnational relationships and global migrations. She also calls for teachers to embrace the nexus of issues that students negotiate in their daily lives as part of this potentially transformative pedagogy.
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.
In this article, authors argue that school reform models employing neoliberalism, hyperaccountability, and hyperstandardization, replete with their demands on educators of conformity, sameness, and silence, have subdued educators’ concern for culturally relevant pedagogy and made high test scores the sole entity for which educators should aim.
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.
12 recent articles between 2004-2014 were randomly selected that examined mathematics or English language arts, culturally relevant pedagogy, and race. The following interrelated questions were considered in the review synthesis: (a) What are some essential findings from the articles, (b) how is culturally relevant pedagogy operationalized and/or employed in the studies/articles, and (c) how is race examined in the studies?
This article examines teacher education programs and proposes the integration and mapping of culturally relevant pedagogy into teacher education policies and programs, curriculum and instruction, and teacher educators and candidates. We present a critical framework for promoting cultural competence, critical consciousness, and academic achievement through critical reflection, social justice action, and critical questioning.