This chapter connects organizational change to research on anti-racism to formulate a new conceptual framework for anti-racist change in education. The goal is to provide PK–12 and higher education leaders with a framework that is a useful tool in which to actively dismantle systems of racial oppression and power in their institutions.
This article chronicles the ways in which a graduate department in educational policy studies at a predominantly white, highly selective university scaffolded foundations for institutional diversity for over three decades.
This article focuses on the imperative to implement mentoring as a strategy to achieve racial equity in higher education, and especially faculty of color. A framework for a campus-wide formal mentoring initiative is presented that addresses three critical issues: increasing campus-wide racial diversity, increasing the pipeline of tenured faculty of color, and increasing the retention rates for faculty of color.
Despite the fact that community colleges have more racial diversity in leadership positions relative to four-year institutions, leaders are still predominately white and men. Achieving racial equity in the sector requires attention to underlying assumptions about leadership, changes in processes that identify future leaders, and building a culture of equity to drive change.
Compositional diversity and inclusion statements have been the main focus of institutional efforts to remedy the effects of systemic racism on college campuses. However, diversity and inclusion goals fall short of enacting racial equity and justice. This article proposes eight institutional structures, processes, and/or practices to enact racial equity and justice in U.S. colleges and universities.
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, 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.
This article offers an historical analysis of the structural and cultural aspects of American education that helps explain the durability of standardized testing in the face of more than a century of persistent criticism.
This article draws on the sensemaking framework and status risk theory to describe the beliefs held by teachers and teacher leaders during the development and implementation of a locally developed innovation.
In this article, the authors separate the competing effects on science achievement among four educational units: students, classrooms, teachers, and schools. They identify factors at each level critical to science achievement.
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.
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 purpose of this study is to learn how school and community leaders in a rapidly growing suburb make sense of rising poverty and homelessness.
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.
This article is an appeal born out of my writing and teaching experience for a publicly engaged education scholarship.
This article sheds light on teacher management and strategies for resource acquisition within charter schools, based on a case study of the “concession schools” charter school program in Bogotá, Colombia.
This study examines community college student success through the lens of social capital, including the role of age in shaping the sources and influences of social capital.