Plantation politics provides the opportunity to reveal parallel organizational and cultural norms between contemporary higher education institutions and slave plantations. The authors argue that the institutional logics of colonialism and imperialism—which were essential to the establishment of this country and led to the creation of plantations and the enslavement of Black bodies—exists within higher education institutions today.

Systemic racism and the impending inequities in schooling persist, making it apparent the concept of race still matters when it comes to educational leadership. In response, this article examines linkages between principal preparation programs, the orientations of the aspiring leaders enrolled within them, and the potential for program graduates to facilitate institutional change for racial equity.

Problem identification and understanding the root causes of racism are important, but more research is needed that goes beyond just identifying the problem and moves forward with systemic action toward rectifying racism within educational institutions. Therefore, each chapter in this yearbook identifies what institutional structures, processes, and practices are necessary to make racial equity in education a reality.

In this article, the authors challenge institutional leaders to take up intersectionality as a method of engaging in lasting transformational change that promises to advance racial equity in higher education. The authors also expose the limitations of existing institutional change models by highlighting their intersectional failures and prompt readers to imagine Black women as possibility models for institutional change that transforms higher education and advances racial equity.

The author reviews and synthesizes the relevant literature on professional development, cultural competency, and transformative learning to highlight critical components of culturally competent professional development.

This chapter analyzes retrospective interviews with Black LGBTQ college students discussing how their racial and LGBTQ identities intersected in high school. The complex analysis shows the difficulties schools had recognizing the intersections between support for racial equity and LGBTQ-related equity.

Restorative practices hold potential for alleviating the racialized discipline gaps in American schools. Foundational to implementation includes recognizing a need for change, committing to anti-racist policy and practice, and providing professional development and other supports necessary to pave the way for sustained change.

This chapter explores school leadership in fostering racial equity and institutional change for immigrant youth, including undocumented students and unaccompanied minors.

This article introduces the concept of positionality as a strategy that higher education leaders, educators, and practitioners can employ to engage in critical reflection and action that dismantles systemic racial inequities in higher education.

Through mixed methods, this paper examines the family and community responsibilities of a sample of Latino undocumented undergraduate student survey respondents along with three portraits of qualitative visual and verbal narratives.

In this article, the authors investigate whether recent developmental education reform in Florida has had any impact on the existing racial/ethnic achievement gap in successfully accessing and passing gateway (introductory college-level) courses.

Using qualitative methods, this study explores how African immigrant multigenerational families engage in college preparation.

Although student trust is associated with fewer disciplinary incidents and better academic outcomes, the benefits do not accrue equally to all students. Black students, particularly males, benefit less from trust. Black students are penalized in multiple ways beyond suspension for disciplinary incidents, suggesting unequal consequences of equal discipline.

The objective of this article is to promote critical discourse around the conceptualization and implementation of hip-hop-based pedagogy (HHBP) by (a) identifying a set of challenges presented in the conceptualization of HHBP scholarship, (b) describing the narrative that these challenges converge to support, and (c) suggesting an alternative narrative aimed at fostering a more empowering use of HHBP.

Researchers use ethnography and discourse analysis of student interactions to describe how emergent bilingual students scaffold their own academic language development with peer support through the use of multiple linguistic codes in classroom contexts.

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.

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.

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.

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.

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.

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.

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

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.

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 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.