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.
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.
This article reports findings from a comparative case study that examined how teachers who held strong intentions to support lesbian, gay, bisexual, transgender and queer (LGBTQ) students facilitated classroom discourse about LGBTQ identity.
To disrupt the stubborn linkage between place and disability, this paper takes up spatial theory to stimulate new understandings of inclusion. Drawing on teacher interview data from ethnographically-oriented studies conducted between 2005 and 2014 in U.S. public schools, it proposes an alternate conceptualization of student learning difference to enable new relations between teacher identity and place, making inclusion a spatially fluid project.
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.
The current study focuses on the long-term English language outcomes of a sample of first-generation child immigrants from Asian, specifically Chinese, ethnic backgrounds.
This study analyzed the 2006 administration of the U.S. National Science Foundation’s Survey of Doctorate Recipients to examine how multiple identities shape the reasons for doctoral recipients to work as postdocs. The analysis found that the interaction of race and foreign-born status were particularly influential in shaping the reason individuals’ chose to work as a postdoc.
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.
This study examines the relationships between teacher sorting practices, course enrollment patterns, extracurricular activities, and student outcomes for high-achieving Black males in high school.
This article is about Black undergraduate men’s academic adjustment experiences in the first college year. It is based on a study of 219 achievers at 42 colleges and universities across 20 states in the United States.
This brief presents the most significant recommendations based on a review of key findings from research presented in this special issue. The authors offer what they believe to be the most important considerations of what works for improving Black male school achievement in the domains of research, practice, and policy.
This is the epilogue to the special issue. The authors, two White House officials and policy experts, describe how negative narratives surrounding Black men and the misuse of data can manifest as barriers to high quality learning environments or workforce development opportunities.
The purpose of this study is to examine the Response to Intervention (RTI) implementation process in two culturally diverse, urban schools. The authors describe the process of large scale RTI implementation through the lens of Systems Change Theory.
This study examined whether the National Science Foundation’s Discovery Research in K–12 program has made a unique contribution to the research in the fields of science and mathematics education for English language learners (ELLs). We compared research from ELL science and mathematics projects that were funded by the program with research in these fields in terms of research topics, design, methods, outcomes, and researcher expertise.
This research examines the experiences of 15 undocumented immigrants who graduated from public high schools in New York City and identifies nine types of microaggressions they encountered during their college choice process.
This article examines special education in one Canadian urban public school system, the Toronto system, from 1945 to the present. Prepared with a wide audience of historians and education researchers, policymakers, administrators, teachers, and others in mind, the article explains the many different change factors – as well as the significant continuity – that have been present in the historical development of special education policies.
When inequality of opportunity is discussed in higher education, it typically pertains to access to college. This article shifts attention to instructional quality and examines whether students from all sociodemographic groups report similar levels of instructional quality and whether that changes as they progress through college.
This article analyzes the way that a teacher community shares stories about students in a racially and socioeconomically diverse elementary school. The narratives that emerge from the teacher community’s discourse reveal these middle-class White women teachers’ intense ambiguity about, and social distance from, their students. Implications for leadership and policy in response to this common occurrence in schools are discussed.
This article investigates the relationship between child migration and educational attainment. Depending on age at migration, it examines whether there is an educational advantage for Mexican-born children who migrate to the United States relative to their non-migrant Mexican peers.
This article examines how first grade Latina/o emergent bilinguals interacted with a literacy curriculum that sought to value their transnational experiences and multilingual repertoires. Through a focus on the Laundromat, one of the transnational local spaces salient in the data, I explore how the children enacted what I refer to as literacies of interdependence—multilingual and multimodal literacy practices that both reflected and enacted their cultural practices of mutuality.
This study examines dimensions of positive strategies for coping with the college environment among students from adverse backgrounds in relation to the different services and support systems students may access. The data analyzed was from a 2012 survey of enrolled college students who were recipients of a scholarship based on the severe adversity they had experienced prior to college and evidence of resilience.
Using a symbolic interactionist theoretical framework, the authors examine eleven persistently disciplined urban middle school students’ experiences with being labeled as “frequent flyers.”
This study explores how urban adolescents in a small, Northeastern city make meaning of available support services and providers and how they make decisions about when and where to access support.
This study examines the effects of socioeconomic, racial, and linguistic segregation on cognitive and noncognitive skills in American high schools.