Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13
Topics
Discussion
Announcements
 
Diversity


Articles
by David Martinez, Oscar Jiménez-Castellanos & Victor Begay - 2019
This study reports on an exploratory longitudinal comparative descriptive analysis (2006–2012) of Arizona's non-Navajo and Navajo K–12 school-district demographics, academic achievement, tax rates, land valuation, and school-district revenue.

by Z. Taylor & Myra Barrera - 2019
This study examines 218 official statements published by leaders of institutions of higher education in the U.S. in response to President Trump’s rescission of DACA. Results suggest that the average statement was unreadable by a postsecondary student of average reading ability and that only 51% of statements included resources for DACA students in their time of need.

by John Wills - 2019
This paper examines how teachers’ understandings of race and racism inform their use of curricular materials.

by Veronica Jones - 2019
Utilizing a critical discourse analysis framework, this study assesses the language conveyed in university presidents’ responses to racism at several predominantly White institutions and how their responses reveal larger patterns of social power and privilege. By informing the conversation around how those in power respond to racist speech, this research presents several implications for the ways in which universities can be more responsive to marginalized student communities.

by Ebony McGee, Derek Griffith & Stacey Houston II - 2019
In this research, we found that Black PhD students and postdoctoral researchers in engineering and computing departments framed the stress and strain of their STEM doctoral experiences through the lens of race. Their experiences in these settings not only led them to question their abilities and fit within their doctoral programs but also gave them the sense that they had to work twice as hard as their non-Black peers to survive the doctoral program.

by Timothy Patterson & Jay Shuttleworth - 2019
This study analyzes historical portrayals of enslavement in 21 recently published books for elementary students. Informed by critical race theory, our findings suggest elementary teachers will be presented with a more complicated set of options when selecting among historical children’s literature than previously documented by researchers.

by Michael Gottfried & Cameron Sublett - 2019
This study examines whether older versus younger kindergarten entry age links to differences in academic achievement for children who start school with a disability.

by Richard Lofton, Jr. - 2019
This study illuminates how African American parents whose children attended a racially diverse middle school made sense and came to terms with academic placement, neighborhood inequalities, and forms of agency.

by William Zahner, Suzanne Chapin, Rich Levine, Lingjun He & Robert Afonso - 2019
This study investigates the affordances of two contrasting pathways into teaching secondary mathematics through examining the recruitment, placement, and early career trajectories of 158 Grades 6–12 mathematics teachers who entered teaching via two preparation programs focused on staffing high-need schools in the same region.

by Robert Kelchen - 2019
The article examines the extent to which public colleges use the additional revenue gained from enrolling higher percentages of nonresident students, who typically pay higher prices, to make college more affordable for in-state students.

by Julia McWilliams & Erika Kitzmiller - 2019
This article examines 30 recent school closures in Philadelphia to explain how such closures have become yet another policy technology of Black community and school devaluation in the United States.

by James Jupp, Alisa Leckie, Nolan Cabrera & Jamie Utt - 2019
This article reviews 25 years of race-evasive White teacher identity studies between 1990 and 2015. Using the framework of colorblind racism and the method of the synoptic text, this review historicizes and synthesizes White teacher identity studies’ race-evasive dimension.

by Stuart Yeh - 2018
This article synthesizes empirical results that are difficult to explain except in terms of a new theory of the racial achievement gap.

by Dalal Katsiaficas, Edwin Hernandez, Cynthia Alcantar, Erick Samayoa, Maria Nava Gutierrez & Zyshia Williams - 2018
Through mixed methods, this paper examines the family and community responsibilities of a sample of Latino undocumented undergraduate student survey respondents along with three portraits of qualitative visual and verbal narratives.

by Toby Park, Chenoa Woods, Shouping Hu, Tamara Bertrand Jones, Oguzcan Cig & David Tandberg - 2018
In this article, the authors investigate whether recent developmental education reform in Florida has had any impact on the existing racial/ethnic achievement gap in successfully accessing and passing gateway (introductory college-level) courses.

by KerryAnn O’Meara, Lindsey Templeton & Gudrun Nyunt - 2018
This study analyzes how women, underrepresented minority, and non-tenure-track faculty understand and describe professional legitimacy. It also explores the challenges these groups experience in trying to obtain legitimacy from colleagues that they attribute to their gender, race, or appointment type. The authors provide recommendations to create inclusive academic work environments for all three groups.

by Larry Walker - 2018
Policy makers have to ensure that federal programs align with the needs of underserved communities. For this reason, this article examines the impact that the Every Student Succeeds Act could have on African American students’ access to mental health support services in PreK–12 schools.

by Jamaal Young, Mary Capraro, Robert Capraro & Marti Cason - 2018
This article focuses on the Every Student Succeeds Act, which stipulates numerous provisions for supporting science, technology, engineering, and mathematics (STEM). Authors reviewed the provisions in five areas pertinent to STEM and presented recommendations to support access, equity, and achievement in STEM content areas.

by Venus Evans-Winters, Dorothy Hines, Allania Moore & Teresa Jones - 2018
Drawing from critical race feminism, this article discusses how Black girls in the PreK–12 public school system are disregarded and made invisible within educational policy discourse, implementation, and school reform. Authors analyze educational policies, including the Every Student Succeeds Act, and suggest that the continued failure of legislation to address the intersectional identities of Black girls contributes to racial and gender disparities in school discipline.

by Keisha Allen, Julius Davis, Renee Garraway & Janeula Burt - 2018
This article examines the Every Student Succeeds Act (ESSA) and its implications for educational equity for Black boys. Using critical race theory, the authors argue that similar to past policies, ESSA intends to ensure educational equity for all students, but ignores the ways in which race, gender, and other forms of oppression are implicated in the teaching and learning process and constrain Black male youths’ opportunities to learn.

by Anjalé Welton, Devean Owens & Eboni Zamani-Gallaher - 2018
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.

by Yoon Pak, Christopher Span, James Anderson & William Trent - 2018
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.

by Linda Tillman - 2018
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.

by Pamela Eddy - 2018
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.

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.

Found 781
Displaying 31 to 60
<Back | Next>
 
Recent Posts
 
Book Reviews
by Aída Walqui & George C. Bunch (Eds.)
reviwed by Loren Jones & Sharon Smith - 2019

by W. Carson Byrd, Rachelle J. Brunn-Bevel, & Sarah M. Ovink (Eds.)
reviwed by Vasti Torres - 2019

by Carmen I. Mercado
reviwed by Rebecca Buchanan - 2019

by Althier M. Lazar & Patricia Ruggiano Schmidt (Eds.)
reviwed by Maria Coady - 2019

by sj Miller
reviwed by Christian Walkes - 2019

by Vasti Torres, Ebelia Hernández, & Sylvia Martinez
reviwed by María Teresa de la Piedra & Blanca Araujo - 2019

by Joan Clifford & Deborah S. Reisinger
reviwed by Ricardo González-Carriedo & Nichelle DeVaughn - 2019

Found 733
Displaying 1 to 10
<Back | Next>

Resources
Found 103Displaying 1 to 10 Next>
 
Member Center
In Print
This Month's Issue

Submit
EMAIL

Twitter

RSS