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by Jennifer Ayscue & Elizabeth M. Uzzell - 2022
This qualitative case study describes how teachers and leaders facilitate integration among students of different racial and linguistic groups in a two-way dual language immersion program at a rural elementary school.

by Jenni Conrad - 2022
This qualitative study describes urban secondary teachers’ world history instruction that aims to engage—rather than ignore or misrepresent—Indigenous peoples and knowledges. Three promising practices emerged as themes, and their efficacy appears tied to teachers’ ongoing relationships and personal resonance with local Indigenous peoples, knowledges, and lands.

by Martha Cecilia Bottia, Cayce Jamil, Elizabeth Stearns & Roslyn Arlin Mickelson - 2022
Using data from North Carolina students, this study examines how socioeconomic status (SES) influences students’ college choices regarding the pursuit of a STEM degree. Multilevel logistic analysis of 17,120 students and analysis of 25 in-depth interviews with low-SES students conclude that there are important socioeconomic differences in the pathways toward STEM, mainly given students’ dissimilarities in opportunities and resources to learn, and the insufficient information that low-SES students have regarding STEM majors.

by Leah Bueso - 2022
This study examines the extent to which students with disabilities receive equitable exposure to high-quality civic learning opportunities and engage civically within their communities based on the responses of more than 48,000 high school students enrolled in Chicago Public Schools.

by Chezare A. Warren, Dorinda J. Carter Andrews & Terry K. Flennaugh - 2022
Authentic human connection reflected in and through positive relationships with Black boys is the result of frequent interpersonal interactions with adults that make them feel valued for the tremendous worth they have as human beings despite growing up in a society defined by antiblackness, the residual consequence of chattel slavery in the U.S. Data from seven focus groups with 28 young Black men and boys ages 8–21 years reveal these participants’ keen awareness of the ways they are generally misunderstood in U.S. society and the significance of educators’ race-gender perceptions of them in building positive relationships that establish and sustain human connection.

by John L. Rury, Ryan Belew & Jennifer Hurst - 2022
This article is a historical account of the rise of standardized testing for accountability in the United States and the controversies that it entailed in the years before 1983.

by Susan K. Patrick - 2022
This study uses goal-setting theory to assess teachers’ collaborative partnerships created through Tennessee’s Instructional Partnership Initiative (IPI). Drawing on interviews with 48 participating teachers, the analysis characterizes IPI teacher partnerships based on their goal specificity and commitment—two theoretical constructs commonly used in organizational and management research on employee performance but rarely applied in education—to consider how these features of collaborative work facilitate learning opportunities.

by Raquel M. Rall, Valeria Dominguez & Anaisabelle Garcia - 2022
In this article, the authors use board bylaws to examine the requirements for service on public boards of higher education. The authors find that the majority of boards lack or have minimal formal qualifications for the trusteeship, and they question whether the lack of this key information may help to perpetuate inequity in board representation.

by Guofang Li & Youngeun Jee - 2021
This mixed methods study examines 433 preservice teachers’ opportunities to learn to teach English language learners (ELLs) across different subprograms within a predominantly White teacher education program in the United States. Findings suggest that the program’s “the same for all” pan-diversity integration approach to teacher preparation has served as a collective equity trap that fails to equip preservice teachers with the knowledge, skills, and dispositions they need to successfully teach ELLs and reproduces inequity for ELLs.

by Shaneé A. Washington - 2021
This article reports on an Indigenous community’s fight for linguistic and cultural revitalization and educational equity in a New England town and school district. It describes Indigenous parents’ and community leaders’ engagement within, against, and beyond the public schools their children attend, centering their perspectives, priorities, and practices.

by María Cioè-Peña - 2021
Grounded in an ethnographic study, this article presents how testimonios gathered in Spanish with Spanish-speaking mothers serve as counter-narratives to research that positions them as disengaged. The article illuminates how mothers are systemically denied authority in their children’s education and how they subvert attempts to minimize their parental presence, and closes with a preliminary framework for culturally sustaining research.

by Julie Kim Yammine & Rebecca Lowenhaupt - 2021
Focusing on data from one school district in Illinois, we explored educators’ perceptions of the implications of immigration policies on their schools along with the factors that influence those perceptions.

by Matthew T. Hora, Matthew Wolfgram, Zi Chen & Changhee Lee - 2021
In this article, we use field theory to examine survey (n = 1,549) and interview (n = 100) data on the ways that different forms of capital operate in college students’ lives to restrict their ability to pursue a college internship. Although internships are widely promoted in higher education, our findings demonstrate that 64% (n = 676) of students who did not take an internship had in fact wanted to but were kept from doing so by the need to work, a heavy course load, a lack of positions, and insufficient pay. The data also reveal differences in how students experience these obstacles based on their major, geographic location, socioeconomic status, and first-generation student status, highlighting the need for postsecondary institutions to actively institute support systems to help these students locate and then successfully pursue an internship or other form of work-based learning.

by James Soland - 2021
This study shows how a practice common in research and accountability policy of rank ordering schools based on value-added model estimates can mask troubling differences in school effectiveness, especially differential effectiveness by race.

by Jelisa S. Clark, Derrick R. Brooms, Matthew Smith & William Franklin - 2021
This article examines the engagement and leadership experiences of 12 Black and Latino college men through a critical race care lens by focusing on their roles as youth mentors with local middle school and high school students.

by Crystal Chen Lee, Sibel Akin-Sabuncu, A. Lin Goodwin & Seung Eun (Sunny) McDevitt - 2021
Through a systematic literature review on 87 articles, this study’s purpose is to gain insight into what the literature says about educating immigrant children through the lens of social justice in Hong Kong (HK), Turkey, and the United States (U.S.), as each context presents a distinct case of immigration. In light of documented inequities experienced by immigrant children, we conduct our review within a framework of teaching immigrant students globally within, versus parallel to, the field of teaching for social justice.

by Heather Coffey & Meghan Barnes - 2021
This chapter explores how veteran English language arts teachers navigate implementation of social justice and culturally proactive pedagogies. Findings suggest that teachers with many years of experience often struggle to engage in the type of teaching that promotes agency among students.

by Lan Kolano, Leslie Gutierrez & Anna Sanczyk - 2021
This chapter explores the ways in which exposure to counternarratives of undocumented or DACAmented youth and families altered the frames in which teachers viewed immigration in the Southeast. Using qualitative research analyses of narrative responses, we explored the ways that 71 preservice teachers’ perceptions of undocumented immigrants evolved over time.

by Stephen D. Hancock, Ayana Allen-Handy, John A. Williams III, Bettie Ray Butler, Alysha Meloche & Chance W. Lewis - 2021
This chapter explores how learning environments can be transformed into social justice action projects though the lived experiences of teachers, students, and community members. It concludes with overviewing successes and challenges of implementing social justice action projects toward dismantling oppressive schooling environments.

by Heather Coffey & Ashley S. Boyd - 2021
This is the introduction to the Yearbook on Critical Social Justice Across the Spectrum of Teaching and Learning: Theory and Practice in Communities and Classrooms.

by Antero Garcia - 2021
Based on a 26-month ethnography of a tabletop role-playing game community, this chapter looks at how the triangulation of systems, setting, and player identity reinforces particular assumption within the game and beyond it. While built on data from an out-of-school learning setting, I explore pedagogical possibilities of exploring the systems, settings, and participants in public schooling contexts.

by Allyson Tintiangco-Cubales & Jeff Duncan-Andrade - 2021
In the late 1960s, after the longest student strike in the nation resulted in the San Francisco State University’s development of Ethnic Studies--eventually becoming the first College of Ethnic Studies--we found ourselves still fighting for Ethnic Studies. Although the number of Ethnic Studies programs, curriculum, and courses have been growing throughout the nation, we find ourselves still fighting for Ethnic Studies. As the fight to define what content should be included in Ethnic Studies continues, there has also been an exploration of what effective pedagogy in Ethnic Studies looks like. There has been expansive thinking about what can be learned from Ethnic Studies that transcends the field and influences, shapes, and frames the way other subjects and courses are taught. In this paper, we build off the research base focused on Ethnic Studies pedagogies to offer a conceptualization of Community Responsive Pedagogy (CRP). We begin with historicizing the origins of Community Responsive Pedagogy in Ethnic Studies and then provide examples of how CRP can be applied both in Ethnic Studies classrooms and beyond.

by Abiola Farinde-Wu, Jemimah Young & Sam Texeira - 2021
Critical consciousness (CC) is an awareness and reflection of inequities, political efficacy, and agency in response to injustice. Similarly, sociopolitical development (SPD) is the process of developing a critical understanding, skill set, and emotional depth to enact individual agency against oppressive forces. This case study explores Black female youth as they co-construct CC toward SPD in Near Peer, a two-year tutoring and mentoring school-based program.

by Alan Tinkler & Barri Tinkler - 2021
To complement a state reform initiative to advance personalized learning, a teacher education program remodeled its curriculum to include critical service-learning to enhance community-engaged learning. This qualitative study shows the way the program fostered learning outcomes that broadened understanding of community, including cultural humility, and advanced attentiveness on individual learners, including pedagogical practices to support diverse learners.

by Emma Gargroetzi, Izzy Hendry, Angela Jeffreys, Andrew Patel, Gina Wei & Critical Mathematics Teachers Collaborative - 2021
This chapter provides interview-based insights and reflections from practice provided by participants in a voluntary teacher community of praxis, the Critical Mathematics Teachers Collaborative. This group supports early career and preservice K–12 teachers pursuing social justice theory and practice in their teaching of mathematics.

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