In this scholarly essay, the 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.
This chapter will review and synthesize the relevant literature on professional development, cultural competency, and transformative learning to highlight critical components of culturally competent professional development. The findings from this chapter will enable school district and building leaders seeking to promote racial equity within their schools to provide meaningful learning opportunities for their staff.
This chapter analyzes retrospective interviews with Black LGBTQ college students discussing how their racial and LGBTQ identities intersected in high school. Their 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 chapter will introduce 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. Moving toward equity and justice in higher education involves an interrogation of one’s position within racist organizational contexts; attention to power dynamics as educational leaders, narrators, and subjects of inquiry; and a commitment to transformational practice that can address educational inequities.
Ethnography and discourse analysis of student interactions were used to describe how emergent bilingual students scaffolded 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. Families’ lack of familiarity with the U.S. college preparation process leads to a call for complicating concepts of “college knowledge” and “first generation” to college in a globalized society.
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 offers a historical analysis of the structural and cultural aspects of American education that help 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, we separated the competing effects on science achievement among four educational units—students, classrooms, teachers, and schools—and identified factors at each level critical to science achievement.
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.
Between 1895 and 1920, a cohort of business, philanthropic, and academic leaders wielding tremendous wealth and power sought to reshape the form and function of American higher education. Their efforts were largely unsuccessful, but studying them helps us understand the recurrent impulse to reform America’s colleges and universities.
This study examines the intersection of the public/private distinction in U.S. law and policy, and the shifting political positions of teacher unions and charter school proponents, in courts and agencies.
This study explored how a yearlong professional development model guided by the Technology Integration Planning Cycle supported teachers’ technology integration efforts. Teachers’ progress as well as student performance are discussed.
This article examines the implementation of a provision of the Individuals with Disabilities Education Act that relates to student discipline.
This qualitative interview study explores how nine African American students in secondary-level special education placements perceived their school experiences and the benefits, challenges, and detriments associated with their placements and accompanying disability labels.
This paper extends the perspective that institutional missions serve many purposes within universities, and suggests a broader set of functions for missions at master’s- granting institutions that are revealed through metaphor.
In this article we explore equity issues related to school district decision-making about students’ opportunities to learn algebra through analysis of a large-scale survey. We examine the extent to which district decision-makers for mathematics attend to aspects of equity when they make decisions about resources related to the teaching and learning of algebra.
This paper provides findings from a study that examined students’ immediate responses to microaggressions observed in three community colleges. Our findings show how microaggressions and student responses contribute to and undermine students’ learning experiences.