by Dalal Katsiaficas, Edwin Hernandez, Cynthia M. Alcantar, Erick Samayoa, Maria Nava Gutierrez & Zyshia Williams
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.
by KerryAnn O’Meara, Lindsey Templeton & Gudrun Nyunt
This study analyzes how women, underrepresented minority, and non-tenure-track faculty understand and describe professional legitimacy. It also explores the challenges these groups experience in trying to obtain legitimacy from colleagues that they attribute to their gender, race, or appointment type. The authors provide recommendations to create inclusive academic work environments for all three groups.
On Thursday, February 25th, 2021, Teachers College Record hosted an important behind-the-scenes virtual talk about navigating the publication process. Members of the TCR Editorial team joined as panelists and answered questions from graduate students and emerging scholars. This is part two of our two-part All Access: Unwritten Rules of Academic Publishing series. Watch and discuss this episode on Vialogues.
by Michelle G. Knight-Manuel
Leveraging the strengths of the journal, welcoming more inclusivity, and enhancing their digital presence animates new directions for engaging the broader national and international educational community in service of the public good.
Increasing Access Isn’t Enough: We Should Fight for School Integrations
by Zoë Burkholder
This commentary argues that school integrations (in the plural) are essential to the civic function of citizenship training in US public schools.