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Articles
by Alexandra Pavlakis, Peter Goff & Peter Miller — 2017
This article aims to explore the unique impacts of homelessness—above and beyond poverty—on students’ academic growth.

by Alice Ginsberg, Marybeth Gasman & Andrés Samayoa — 2017
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.

by Sarah Ryan — 2017
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. The findings lend empirical support to the possibility that group-level differences in the operation of parent resources, and especially forms of parent social capital, between Hispanic and White students may contribute to their different patterns of college entry.

by Leyla Pérez-Gualdrón & Janet Helms — 2017
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.

by Kori Stroub & Meredith Richards — 2017
We 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.

by North Cooc — 2017
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.

by Bridget Kelly & Rachelle Winkle-Wagner — 2017
This article takes a unique approach methodologically (qualitative longitudinal research) and conceptually (individualism and collectivism socialization and critical race feminism) to examine the context, culture, norms, and assumptions embedded within the tenure system at predominantly White research universities. In this examination, we found that particularly on campuses where Black women were marginalized and isolated, being able to find and use their voices was crucial for them to successfully navigate their faculty roles.

by Angela Barton, Edna Tan & Day Greenberg — 2017

by Melanie Brooks — 2017
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.

by Justin Freedman & Beth Ferri — 2017
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.

by Kathleen Clark — 2017
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.

by Maxine McKinney de Royston, Sepehr Vakil, Na’ilah Suad Nasir, kihana miraya ross, Jarvis Givens & Alea Holman — 2017
This article outlines the “politicized caring” approach that characterized the teacher–student relationships in a district-sponsored program for adolescent African American males.

by Vanessa Seriki & Cory Brown — 2017
Introduction to the special issue.

by Adrienne Dixson & Gloria Ladson-Billings — 2017
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.

by Annette Henry — 2017
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.

by Tyrone Howard & Andrea Rodriguez-Scheel — 2017
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.

by Camika Royal & Simone Gibson — 2017
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.

by April Warren-Grice — 2017
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.

by Celia Anderson, Erika Bullock, Beverly Cross & Angiline Powell — 2017
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.

by H. Richard Milner IV — 2017
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?

by Ayanna Allen, Stephen Hancock, Tehia Starker-Glass & Chance Lewis — 2017
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.

by Sharon Nichols & Felicia Castro-Villarreal — 2016

by Peter Martin — 2016
This article presents a longitudinal study of an urban charter middle school to examine the impact testing pressures can have on the education of students with disabilities and English language learners, and how this may lead to a narrowing of the content they are taught.

by Felicia Castro-Villarreal & Sharon Nichols — 2016
This article provides a general overview of educational policy and practice as it relates to special education student populations.

by Adai Tefera & Catherine Kramarczuk Voulgarides — 2016
This article critically examines the Individuals with Disabilities Education Act and No Child Left Behind. Authors demonstrate how and why these policies have failed to adequately ensure that students of color with disabilities receive the educational opportunities the policies were intended to provide.

by Jeanette Joyce, Judith Harrison & Danielle Murphy — 2016
The purpose of this article is to discuss student learning objectives as components of high-stakes teacher evaluation systems, within the context of learners with special needs.

by Jessica Bacon, Carrie Rood & Beth Ferri — 2016
This paper critically examines a resultant phenomenon of the Standards-Based Reform movement: the emergence of self-contained Prioritized Curriculum classes, designed to provide students with disabilities access to standards-based general education curriculum in segregated classes.

by Robert Cotto Jr. — 2016
Connecticut experienced two major changes in testing policy for children with disabilities that played a major role in conclusions about educational progress in the state. The responses to these changes in testing policy make Connecticut an illuminating case regarding the problem of high-stakes testing and changes in policies for students with disabilities in a state characterized by deep racial and economic inequity.

by George Theoharis, Julie Causton & Chelsea Tracy-Bronson — 2016
This article reports on a project to better understand how educators grapple with externally imposed pressures as they work to change the organizational structure of their schools to implement greater inclusion of their students served by special education.

by Brittany Aronson, Kristin Murphy & Andrew Saultz — 2016
This article draws from the lessons learned from the Atlanta Public Schools cheating scandal that occurred from 2009–2011, with particular attention paid to the unintended consequences of high-stakes accountability practices, especially for students with disabilities.

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Book Reviews
by Nicholas D. Hartlep & Bradley J. Porfilio (Eds.)
reviwed by Yoon Pak — 2016

by Phillip M. Brown (Ed.)
reviwed by Vance Austin — 2016

by Susan R. Madsen, Faith W. Ngunjiri, Karen A. Longman, and Cynthia Cherrey (Eds.)
reviwed by Daphne Ntiri — 2016

by Toby L. Parcel and Andrew J. Taylor
reviwed by Genevieve Siegel-Hawley & Rachel Levy — 2016

by Charles J. Ogletree, Jr. and Kimberly Jenkins Robinson (Eds.)
reviwed by Penelope Earley — 2016

by Leah N. Gordon
reviwed by Charol Shakeshaft — 2016

by Robert Smith and S. David Brazer
reviwed by Marc Brasof & Rebecca Bennett — 2016

by Erica Frankenberg, Liliana M. Garces, & Megan Hopkins (Eds.)
reviwed by Stephanie Sanders-Smith — 2016

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