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by Dafina-Lazarus Stewart — 2018
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.

by Dian Squire, Bianca Williams & Frank Tuitt — 2018
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.

by Mark Gooden, Bradley Davis, Daniel Spikes, Dottie Hall & Linda Lee — 2018
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.

by Anjalé Welton & Eboni Zamani-Gallaher — 2018
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.

by Lori Patton & Chayla Haynes — 2018
In this article, 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.

by Daniel Spikes — 2018
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.

by Cris Mayo — 2018
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.

by Katherine Cumings Mansfield, Stacey Rainbolt & Elizabeth Fowler — 2018
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.

by Joseph Wiemelt & Lucia Maldonado — 2018
This chapter explores school leadership in fostering racial equity and institutional change for immigrant youth, including undocumented students and unaccompanied minors.

by Michelle Espino — 2018
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.

by James Soland — 2018
This study examines whether test motivation differs by student subgroup, and if those differences may introduce bias into achievement gap estimates.

by Jemimah Young & Ramon Goings — 2018
This introduction provides an overview of the theme of this yearbook.

by Floyd Beachum — 2018
This analysis seeks to explain the purpose of the Every Student Succeeds Act (ESSA) and outline the current plight of many students of color in the United States. It then uses critical race theory to contextualize and categorize persistent problems that face the implementation of ESSA for these students of color.

by Donald Easton-Brooks, Derrick Robinson & Sheneka Williams — 2018
This article examines the challenges facing schools at the teacher and leadership levels as districts engage in more diverse environments.

by Michelle Salazar Pérez — 2018
In light of the Every Student Succeeds Act (ESSA), the newest iteration of No Child Left Behind (NCLB), this article first traces the history of NCLB’s influence on early childhood education and care. New and modified aspects of ESSA are then examined. With unprecedented emphasis on young children, this article discusses the potential impacts of ESSA on early childhood education for years to come.

by Dorothy Hines, Robb King Jr. & Donna Ford — 2018
In this article, the authors examine the disciplinary experiences of Black students with and without dis/abilities, and the role of the Every Student Succeeds Act in addressing racial and gender disparities in punishments. Using national data and an equity formula, the authors determine the percentage of inequitable overrepresentation of Black girls and Black boys for in-school and out-of-school suspensions.

by Ethan Hutt & Jack Schneider — 2018
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.

by Christopher Redding & Samantha Viano — 2018
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.

by Xin Ma, Xian Wu, Jing Yuan & Xingkai Luo — 2018
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.

by Avary Carhill-Poza — 2018
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.

by Chrystal George Mwangi — 2018
Using qualitative methods, this study explores how African immigrant multigenerational families engage in college preparation.

by Lisa Romero — 2018
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.

by Alexandra Pavlakis — 2018
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.

by Jomo Mutegi, Jada Phelps-Moultrie & Vanessa Pitts Bannister — 2018
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.

by Mike Rose — 2018
This article is an appeal born out of my writing and teaching experience for a publicly engaged education scholarship.

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