Volume 121, Number 5, 2019
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 presents seven in-person “teacher roles” that low-income youth and their teachers deemed necessary for supporting students as they used computer-based materials; we describe three roles that participants said assisted students in achieving basic equity and four roles that participants called particularly necessary for deep equity. Our goal is to offer an empirically informed conceptual framework supporting next research on (and innovation of) equity-minded “blended” classroom practice.
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.
In the United States, elected leaders and the general public have become more politically polarized during the past several decades, and political scientists argue that strengthening our democracy requires civic participants to productively negotiate their differences. To explore how educators could help to foster such civic participation, we conducted a mixed-methods study to examine how students’ experiences in highly interactive government courses could affect their willingness to engage in political issues in an open-minded way.
This study challenges conventional depictions of Black and Latino males by seeking a better understanding of how these young men perceive themselves, as well as how they conceptualize success.
This article details the ways in which youth of color extended their literary and musical presence as active civic participants through engagement in open mic in the context of a 15-week community-based literacy-and-songwriting class.
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