An introduction to this special issue of Teachers College Record.
With increasing calls for more civics coursework across the country, this mixed-methods study elucidates the challenges of providing equitable civic education in mandated coursework.
Charter schools have been expected to weaken the close connection between residence and enrollment. By considering the increasing significance of socio-geography, this paper asks whether students have equal potential access to charter schools across communities and how disparities in charter school access are related with housing patterns. The study employing the spatial lag regression analysis of the New York metropolitan area data shows that children in areas less accessible to charter schools tend to be exposed to communities with more populations of color, higher unemployed groups, and less expensive housing. The findings offer empirical evidence that access to charter school differs depending on demographic and socioeconomic attributes in significant combination with geography, illuminating charter school location strategies in real-world contexts.
This case study examines how Learning Lab, a social change intervention, created a collaborative problem-solving space wherein school stakeholders exercised their collective, transformative agency to bring about a qualitative transformation in the school discipline system at an urban middle school for the creation of culturally responsive and equity-oriented learning environments for all students.
Drawing from an interview study, the authors analyze how K–12 school leaders define ethics, race-consciousness, and responsibility, finding among some leaders a race-conscious approach to leadership accompanied by community-based ethics of caring. Other leaders, relying on limited race-consciousness or various forms of race-evasiveness, evidence caring that is more impersonal and managerial, apparently limiting their capacity for equity leadership.
This study draws from and expands on Leo Chavez’s Latino Threat Narrative to illustrate how collapsible Latin American tropes and current anti-Latinx sentiments are reproduced in social studies curricula across the United States. Through a critical content analysis of social studies content standards nationwide, findings indicate that Latin America, and by extension, Latinxs are regularly situated as social and political dangers to the overall welfare of the United States, suggesting the presence of what we refer to as the Latinx Third World Threat Narrative.
This literature review applies a Queer of Color critique and intersectional feminist analysis to 169 peer-reviewed articles published on the topic of Title IX since 1972.
The purpose of this study is to engage in an inquiry-based process with practitioners of color to address the low graduation rates of men of color who attend predominantly White institutions (PWIs). This study utilizes a social design experiment (SDE) approach to examine what happens when staff of color on a predominantly-White campus come together to address educational inequities for men of color. We propose the concept of cross-racial agency as a unique form of relational agency where practitioners of color utilize design-based approaches to work across professional and racial boundaries toward a shared goal.
Drawing on data from 11 months of participant observation and eight semistructured interviews with key participants, this article analyzes community college students’ pursuit of their aspirations on campus and details two patterns in their approaches.
Informed by feminist poststructuralism, this study, situated in Uganda, illuminates how teachers undermine progressive gendered texts, unsettling the dominant assumption that progressive textbooks are a panacea for gender equality in the classroom. The study contributes to the paucity in scholarship on teacher talk around textbooks to inform the education of teachers who critically navigate texts and deconstruct gendered power relations.
Individual interviews with Asian American college students were conducted to understand the process by which Asian American college students develop commitments to social justice. The findings suggest that environmental threats that create a sense of urgency, sources of knowledge that foster collective critical consciousness, and models of critical agency contribute to students developing their own critical agency, which ultimately leads to them adopting social justice commitments.
This study examines the less visible consequences of economic growth on the teaching profession and documents drastic shifts in relative career attractiveness for teachers in urban China, highlighting the importance of developing dynamic teacher salary policy that is responsive to and reflective of broader labor market conditions.
This article explores how critical consciousness manifests among Black youth participants in an after-school program that is grounded in Africentric values and reflective of critical race theory principles.
This study articulates a theory of how academic departments at a research-intensive university generate their faculty hiring priorities and examines how particular organizational conditions and interventions either support or subvert progress toward faculty diversity.
This article offers a framework for understanding the logic of White supremacy and applies that framework to the specific work of teacher education. Through an examination of the work of teacher educators who teach about race and racism, the author highlights the inherent tensions that exist when teaching about race and racism from within White supremacist institutions.
This piece explores how recent, well-intentioned expansions in bilingual education programming may actually reinforce historical racial and linguistic hierarchies in education and society more broadly—hierarchies in which bilingualism has always been encouraged for some and denied to others. Putting forth a framework of idealized language ideologies, this article offers a historical analysis of the overlapping dynamics of language, racism, and nationalism in U.S. educational contexts.
In this study, we use a large-scale database of students, teachers, and schools to unpack the argument that girls are happier in school than boys as a result of the gendered nature of schooling. We find that only for White students does this pattern hold; there are no gender differences among Asian American and Latinx students, and for Black students, girls are less happy in school than boys.
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.
This study shows the potential role that high school teachers can play in lessening the effects of discrimination on student outcomes for Latinx students, with a particular focus on gender.
Through a case study of a research–practice partnership that uses a continuous improvement approach to design and development, this article explores how the collaborative design process shaped the resulting innovation design. The findings highlight tensions between achieving the necessary concreteness in the design and a process that valued collaboration and consensus.
In the conceptual essay "Humanizing the Black Immigrant Body: Envisioning Diaspora Literacies of Youth and Young Adults from West African Countries," we highlight possibilities for research, literacy teaching, and teacher education when intentionally naming, affirming, and building with the humanity of Black immigrant youth and young adults from African countries through literacy practices of the body—what we conceptualize as humanizing the Black body. Specifically, we examine embodied Diaspora literacies as affirming and extending presences and absences of Black bodies of immigrant youth and young adults across two contexts: an after-school African Club in a high school in New York City, and an in-depth qualitative inquiry of civic learning and action-taking of immigrant youth and young adults from West African countries.
This article examines research on the language and literacy practices of Black immigrant and Black transnational youth of Caribbean origin and, in so doing, challenges the binary categories of immigrant and transnational. Analysis reveals how these young people navigate other-assigned racial categories and attendant language and literacy practices, and how some successfully construct ethnoracial and micro-cultural identities and practices as Blacks of Caribbean origin who were expanding their original language, cultural, and literacy practices to display membership in dynamic multicultural communities.
In this conceptual essay used to introduce the special issue titled, Clarifying the Role of Race in the Literacies of Black Immigrant Youth," I argue for centralizing race in research that examines Englishes and literacies of the largely invisible population of Black immigrant youth in the United States. Drawing from diaspora literacy, transnational literacy, and racial literacy, I present the framework for Black immigrant literacies to illustrate how these lenses can work together to clarify the role of race in Black immigrant literacies. Through this framework, I invite researchers, practitioners, and parents to better understand and support the literacies of Black immigrant youth.
This chapter explores the intersection of multimodal literacies and racial identities of Black immigrant youth in the United States (U.S.). In this meta-analysis, the author illustrates how modal tools and spaces serve as sites of resilience and identity (re)framing.
This article combines the theories of raciolinguistics and moral licensing to explain the behaviors of White American teachers toward Black immigrant students.