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Diversity >> Race and Ethnicity

Articles
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 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 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 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 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 Judy Marquez Kiyama, Donna Harris & Amalia Dache-Gerbino — 2016
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.

by Scott Seider, Daren Graves, Aaliyah El-Amin, Shelby Clark, Madora Soutter, Jalene Tamerat, Pauline Jennett, Kathryn Gramigna, Jennifer Yung, Megan Kenslea & Sherri Sklarwitz — 2016
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.

by Hua-Yu Cherng — 2016
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.

by G. Sue Kasun — 2016
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.

by J. Luke Wood & Robert Palmer — 2016
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.

by Steven Athanases, Betty Achinstein, Marnie Curry & Rodney Ogawa — 2016
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.

by Joseph Nelson — 2016
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.

by Chezare Warren, Ty-Ron Douglas & Tyrone Howard — 2016
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.”

by Bryan Hotchkins — 2016
This article examines the ways in which African American male students navigate racial microaggressions while attending a culturally diverse high school.

by Kenneth Anderson — 2016
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.

by Shaun Harper & Christopher Newman — 2016
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.

by Tyrone Howard, Ty-Ron Douglas & Chezare Warren — 2016
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.

by Ivory Toldson & David Johns — 2016
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.

by H. Kenny Nienhusser, Blanca Vega & Mariella Carquin — 2016
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.

by Irene Yoon — 2016
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.

by Gretchen Brion-Meisels — 2016
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.

by Karyn Miller — 2016
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.

by María Paula Ghiso — 2016
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.

by Gregory Palardy, Russell Rumberger & Truman Butler — 2015
This study examines the effects of socioeconomic, racial, and linguistic segregation on cognitive and noncognitive skills in American high schools.

by Adrienne Dixson, Jamel Donnor & Rema Reynolds — 2015
Introduction to the issue on race on education.

by Lorenzo Baber — 2015
Despite traditional notions of meritocracy, higher education has a long history of exclusionary practices. This chapter explores connections between such practices and racial ideology in the United States, including the recent concept of “post-racialism.”

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Book Reviews
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reviwed by Fernando Valle — 2016

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Resources
  • High School Dropout, Race-Ethnicity, and Social Background from the 1970s to the 1990s
    Between 1972 and 1998, data from the October Current Population Surveys show that dropout is lease among whites and greatest among Hispanics, and it has declined among whites and African-Americans since the late 1970s.
  • Journal of Latinos and Education
    The Journal of Latinos and Education provides a cross, multi and interdisciplinary forum for scholars and writers from diverse disciplines who share a common interest in the analysis, discussion, critique, and dissemination of educational issues that impact Latinos.
  • Center for Multicultural Education
    The Center for Multicultural Education at the University of Washington, Seattle WA, focuses on research projects and activities designed to improve practice related to equity issues, intergroup relations, and the achievement of students of color.
  • Latina High School Leaving: Some Practical Solutions
    An examination of how gender roles, families, schools, and friends influence Latinas in their education and career decisions, and steps schools and society can take to help these girls feel accepted.
  • Race Ethnicity and Education
    Race Ethnicity and Education published original and critical writing on the dynamics of race and ethnicity in education theory, practice, and policy. In particular, the journal welcomes research and analyses that deal with the interconnections between multiple axes of social differentiation and exclusion (including social class, sexuality, and disability).
  • Center for American Indian Research and Education
    The Center for American Indian Research and Education (CAIRE), located at the University of California at Berkeley, works to improve the status of Native people by promoting, developing, and evaluating culturally appropriate health, education, and social programs for American Indians and Alaska Natives nationally.
  • The Shape of the River: Long-Term Consequences of Considering Race in College and University Admissions - Chapter 1
  • American Educational Research Journal (AERJ)
    American Educational Research Journal (AERJ) has as its purpose to publish original empirical and theoretical studies and analyses in education.
  • Mid-Atlantic Equity Center
    The Mid-Atlantic Equity Center, part of the Mid-Atlantic Equity Consortium, Inc., is funded by the U.S. Department of Education under Title IV of the Civil Rights Act of 1964. It is one of ten federally-funded Equity Assistance Centers (formerly called "Desegregation Assistance Centers") across the country that provide technical assistance and training services to school districts. The Center specializes in three program areas: race, gender, and national origin equity.
  • The Dynamics Of Race in Higher Education: An Examination of the Evidence
    The purpose of this online full-text book is to examine the research base that can contribute to the current debates about the value, means of achieving, and consequences of racial diversity in colleges and universities.
  • Electronic Magazine of Multicultural Education
    EMME is an on-line magazine for scholars, practitioners and students of multicultural education. In order to reach the wide audience in the U. S. and the world we are committed to make this magazine available only in the electronic format and free of charge to the public.
  • Center for Research on Education, Diversity, & Excellence
    The purpose of CREDE's research is to identify and develop effective educational practices for linguistic and cultural minority students, such as those placed at risk by factors of race, poverty, and geographic location.
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