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Articles
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 Jason Huff, Courtney Preston, Ellen Goldring & J. Edward Guthrie — 2018
We ask the question: What distinguishes leaders’ practices in more effective high schools from those in less effective high schools that serve large proportions of at-risk youth? We identified a total of four more and less effective high schools using value-added scores (two of each), and we then analyzed interview, observational, and survey data collected in the schools to compare and contrast how leaders support key practices and organizational routines by their staff.

by Jessica Hardie — 2018
This article uses data from 61 in-person interviews and data drawn from the Education Longitudinal Study to examine how social class stratifies adolescents’ use of school-based social ties and the resources they receive from these school-based ties.

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.

by Roselien Vervaet , Mieke Van Houtte & Peter A. J. Stevens — 2018
This study examines the associations among a multicultural teacher culture, pupils’ perceptions of teachers’ multicultural educational practices, and the ethnic prejudice of Flemish secondary-school pupils.

by Gina Garcia & Marcela Cuellar — 2018
This study explores the ways in which emerging Hispanic-Serving Institutions, or those postsecondary institutions that enroll between 15% and 24% Latina/o college students, contribute to civic engagement for diverse college students.

by Yasuko Kanno — 2018
This longitudinal ethnographic study follows the college choice experiences of two-high performing English learners (ELs) from junior year to high school graduation. It investigates why even high-achieving ELs have limited access to four-year college.

by Joseph Levitan — 2018
This article examines the implications of using different theories concerned with social justice to interpret first generation Quechua (indigenous) students’ voices for responsive education policy.

by Judith Toure & Dana Thompson Dorsey — 2018
In this article, authors draw from Feagin’s conceptual framework, the White racial frame (WRF), to analyze school leadership practice and ways in which the WRF emerges and shapes leaders’ work with teachers.

by Thai-Huy Nguyen, Andrés Samayoa, Marybeth Gasman & Steve Mobley Jr. — 2018
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. It explores the conditions that are developed to cultivate student health centers that not only address students’ physical health, but also reaffirm these students.

by Bianca Baldridge — 2018
This article captures the pedagogical practices, cultural work, and educational advocacy employed by youth workers at a community-based educational space engaging Black youth.

by Felicia Mensah & Iesha Jackson — 2018
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.

by Sherry Deckman — 2017
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.

by Derrick Brooms — 2017
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.

by Linn Posey — 2017
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.

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.

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 Julie Posselt, Kimberly Reyes, Kelly Slay, Aurora Kamimura & Kamaria Porter — 2017
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.

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 Rhonda Bondie & Akane Zusho — 2017
This qualitative case study examines the use of All Learners Learning Every Day instructional routines related to small group discussions and self-regulated learning with English Language Learners with Learning Disabilities in a high-stakes testing environment.

by Nida Denson, Nicholas Bowman & Julie Park — 2017
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.

by Niral Shah — 2017
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.

by Kori Stroub & Meredith Richards — 2017
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.

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 and conceptually to examine the context, culture, norms, and assumptions embedded within the tenure system at predominantly White research universities.

by Angela Barton, Edna Tan & Day Greenberg — 2017
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.

by Melanie Brooks & Miriam Ezzani — 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.

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Book Reviews
by Tina Byrom & Sheine Peart
reviwed by Alexandra Pavlakis & Mark Pierce — 2018

by Ola Erstad, Øystein Gilje, Julian Sefton-Green, & Hans Christian Arnseth
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by Nga-Wing Anjela Wong
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by Alan V. Brown & Gregory L. Thompson
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by Maisha T. Winn
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by Steven Goodman
reviwed by Megan Blumenreich — 2018

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