In this study, we draw on information from student newspapers and interviews to illuminate the reasons why students mobilized on college campuses. We focus on those campaigns that followed the I, Too, Am Harvard campaign. We find that students were primarily motivated to mobilize by the need to highlight factors that create negative campus climates for students from historically marginalized populations, such as microaggressions.
This article focuses on Hubert Harrison’s participation and influence in several dimensions of the network of informal education that emerged in Harlem life in the first part of the 20th century: street oratory, educational forums, and the black press.
This study examines the effect of the Post-9/11 GI Bill on college enrollment rates among veterans with service-connected disabilities.
This qualitative inductive study examined how a high school teacher negotiated tensions that emerged between her aims and her practices when she infused young adult literature with Muslim characters and content into her curriculum. Drawing upon a theory of cognitive dissonance, the study looked across interview, observational, and reflective data to reveal how the teacher’s aims were often in direct conflict with her enacted practices.
This study examines why and how some emergent-bilingual students can successfully navigate their environments in order to apply for, get into, and complete a selective four-year college.
This paper reports on significant developments in the implementation of college- and career-readiness (CCR) standards using representative survey data across three states as they pertain to students with disabilities (SWD), highlighting significantly different policy attitudes among teachers, principals, and district administrators.
In an attempt to explore innovative models to improve student achievement, close the opportunity gap, and deepen the knowledge and skills of current and future educators, the Washington State Legislature passed a bill in 2012 that created a pilot project called Collaborative Schools for Innovation and Success (CSIS). This introduction describes the processes followed by the site teams as they prepared and then implemented their school improvement goals. It also highlights several broad contributions of the CSIS effort and introduces the articles of the special issue.
In this chapter, we use theoretical concepts from new materialisms to persuade readers to tend to the body, space, social-classed texts, and emotions in the design of teacher education experiences, with the aim of better understanding social class, classism, and class-sensitive pedagogies.
The author draws on aspects of her own biography to explore her commitment to issues of equity and justice within teacher education.
This chapter concerns dis/ability, emotion, affect, and feelings and how persons with a single or multiple dis/abilities are dis/enfranchised through multiple, intersectional categories in which they are located and provided services in schools. The chapter highlights how dis/ability can function together with emotion and affect to either exclude or include people from social, economic, and educational life and outlines a critical pedagogy of student knowledge, emotion, feeling, affect, and being to assist teachers in critically emotionally examining themselves.
This chapter presents a framework to examine culturally relevant curriculum materials found on Teachers Pay Teachers and discusses the unique challenges and opportunities to leverage social media for research and practice.
This chapter focuses on the necessity of challenging heteronormativity in teacher education classrooms and K–12 classrooms.
This chapter queries the meaning and arc of social justice for teachers engaging in mindfulness pedagogy and pursuing the role of emotion in classroom instruction.
In this article, we use racial melancholia as a framework to better understand the role that Whiteness plays in regulating White women’s emotionality. We apply our analysis to consider the implications of White women’s racialization process for education, then conclude by offering an intersubjective theory of racialized emotion in education, or a pedagogy of racial melancholia.
This chapter addresses how emotion can both be a form of embodied literacy that is a transactional and constitutive process and foster an environment to increase capacities for learning, dismiss emotional labor, and formalize a space for self-understanding and self-determination.
This three-year, multi-site case study examined the college-going messaging at three racially and economically diverse public high schools in different regions of Texas. Findings suggest the need to: reconsider what a strong college-going culture entails, re-envision college-going cultures as dynamic, multi-layered, and responsive, reframe postsecondary opportunities so they are more expansive and varied, and re-evaluate inequities in college-going messaging and academic rigor.
Beyond deficit-based approaches to involving parents, a growing body of work has begun to re-envision how nondominant families might become powerful partners in equity-based educational change. The present study contributes to this literature by identifying how—through key turning points marked by critical discursive shifts—the co-design of a parent curriculum cultivated the collective transformative agency of nondominant families to more equitably collaborate with formal educators in changemaking work.
This article employs critical narrative analysis to consider ethical and moral dilemmas experienced by women of color who are required to complete educative Teacher Performance Assessment (edTPA) portfolios and receive passing scores in order to obtain early childhood teacher certification.
This study explores two schools’ responses to Latinx emergent bilingual (EB) population growth via the intersecting racial and language ideologies informing and influenced by programmatic changes, educator perceptions, and pedagogical practices.
The study identifies trajectories of racial/ethnic change in public elementary schools between 2000 and 2015.
This study examines how in making meaning of the status and experience of Black students and their families in one choice context, teachers compromise the prospect of greater educational opportunity via school choice.
This article examines whether students with disabilities (in traditional public schools) have different absence patterns based on being in classrooms with greater or fewer students without disabilities. Relying on longitudinal data from New York City’s public-school system, the findings indicate that students with disabilities have lower absences when in rooms with mostly students without disabilities, and this is particularly so for students with emotional disabilities.
The present study examines specifically how teachers in high-gains classrooms with many ELLs demonstrate support to their students, as compared to teachers in high-gains classrooms with no ELLs and teachers in low-gains classrooms with many ELLs.
This study investigates how special education teachers’ emotional labor (i.e., their deliberate suppression or expression of emotions to achieve goals) explains variation in their working alliances with students. Participants were 61 teachers and 243 students. We tested a mediational, two-level path model including the two types of emotional display rules, two types of emotional acting, and three components of working alliance, and found partial support for this mediational relationship.
This article conceptualizes “vanishment” as a form of school-based, state punishment through ethnographic stories from inside a juvenile detention center school.
The commentary highlights the main ideas of the special issue and outlines the potential contributions of intersectionality to the study of practices in teacher education.
This commentary on the special issue considers the urgency of countering prevailing ideologies and practices that sustain oppressive education.
This study of associate professors at four-year higher education institutions uses national survey data to predict the degree to which associate professors are clear about their prospects of promotion to the rank of full professor.
This article explores how Muslim undergraduates understand their campus experiences in a social and political context that deems these students a suspect class.
This article analyzes the outcomes of the work of five districts that have identified racial inequities in AP participation and developed initiatives to address these initiatives. To do this, the authors analyze district policy, participation data, and performance data over five years through the lens of color-blind racism.