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 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 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.
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 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 conceptualizes “vanishment” as a form of school-based, state punishment through ethnographic stories from inside a juvenile detention center school.
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.
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.
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.
This paper examines how teachers’ understandings of race and racism inform their use of curricular materials.
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.
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.
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.
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.
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.
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.
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.