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.
Using a narrative case study approach, this article highlights the language use, literacy practices, positioning, and methods of resistance of an individual participant.
We present one African immigrant student’s narratives of multilingualism, culture, identity, and literate life in and out of school. The narratives reveal ascribed identities, racialization, and perceived language hierarchies in the participant’s daily life and suggest a need to counter such narratives and disrupt the reproduction of linguistic and racial inequality in our society.
This study details ways in which one Black immigrant family and their teacher drew upon transnational literacies and children’s literature as a basis for discussing issues of race and racism during their engagement in a critical family literacy workshop.
In this article, we use the conceptual metaphor—nan lonbraj la (“in the shadows”)—to explore racial and linguistic experiences of three young Haitian immigrants.
We begin with an autoethnography that highlights the education of a multilingual Ugandan prior to her arrival in the U.S. Our methods and analyses are informed by critical policy analysis and critical race theory. We draw on these methods to examine the literacies of Black immigrant youth and present an in-depth view of how language ideologies are used to shape and influence second language laws and policies at the federal, state, and local levels.
This paper explores the experiences of students identified as Black English learners (ELs) in K–12 U.S. school settings. Through an essay that draws from critical race theory and linguicism, I present scenarios from the lives of this traditionally marginalized population to demonstrate the need for social justice, civil rights, and inclusive practices.
This article is about how first- and second-generation Black male immigrant collegians use translanguaging to create cultural academic enclaves and how they utilize leadership organizations to navigate a Hispanic-serving institution where they experience structural placism.
In the last decade, research and practices related to early warning indicators—indicators that identify when students are at risk of dropping out of school—have made great advances. This article summarizes the emerging research and practice examining the development, use, and conditions influencing the use of early warning indicators.
This study is a response to the call for targeted research on strategies used by research–practice partnerships (RPPs) to address challenges. Using a grounded theory approach in order to better understand challenges and dynamics within RPPs, we analyzed qualitative interview data inductively to identify common themes discussed by respondents around the following four research questions: (1) What strategies are employed by researchers and practitioners in RPPs to address challenges related to member turnover? (2) What strategies are employed by researchers and practitioners in RPPs to foster trust among members? (3) What strategies are employed by researchers and practitioners in RPPs to build common language within the partnership? (4) What strategies are employed by researchers and practitioners in RPPs to address challenges related to navigating the complex educational systems in which partnerships are located?
Using early warning indicators and developing an early warning indicator system (EWIS) are complex endeavors for many school districts, especially smaller districts without access to an internal research team or experience implementing similar data-oriented initiatives at scale. In this article, the authors describe a number of key considerations school districts and others need to take into account when developing and deploying an EWIS.