This study examines how two state-level student voice groups for policy change sought equitable representation in their composition. As student voice groups expand beyond school, city, or district level groups to focus on state- and national-level advocacy, the character of their composition takes on additional importance as they claim to speak on behalf of larger numbers of students. The study explores how two student voice groups thought about, strived for, and fell short of equitable intra-group representation.

In this article, we report findings from a qualitative meta-synthesis of two decades of research on reading intervention classes in secondary schools. Our findings call attention to some of the consequences of intervention placement policies and practices for adolescents and amplify the need to reconceptualize adolescent literacy instruction to center youth’s identities, histories, and capacities as literacy knowers and doers.

Between 1913 and 1940, White educators and public officials in the territory of Hawaiʻi waged an aggressive campaign to Americanize the islands’ majority multiethnic public-school population. In doing so, they sought to legitimize U.S. occupation and re-create a social system of White supremacy reminiscent of the American South by rewriting Hawaiʻi’s Indigenous past and popularizing vocational education.

This article is about the ways educators in Head Start, the largest federal preschool program in the United States, respond to children’s play involving themes of police, arrest, and incarceration. Police are often integrated into preschool curriculums as “community helpers”; however, in the era of Black Lives Matter and Defund the Police, preschool teachers are less than certain about this framing. We applied Voloshinovian literary tools to video-cued interview transcripts from focus groups conducted in four communities. Results demonstrate Black, white, Samoan, and Latinx/Chicanx Head Start educators largely draw upon personal and community experiences in interpreting police play in curriculum. Educators’ interpretations are highly varied and occasionally conflicted. These responses to children can either mitigate and reframe or reinforce structurally inequitable practices in preschool.

This study investigates ways in which levels of state appropriations for public research institutions are shaped by their formal, informal, or even contested status as flagship universities. Drawing on case study data of four institutions, the study illustrates how state-level historical, cultural, and political contexts shape meaning about flagship universities and influence levels of state funding for them.

This study articulates how women educational leaders, a marginalized group in Ethiopian society, utilize the intersectionality of gender, poverty, and cultural mores to advance social justice practices to promote educational opportunities for female students.

In this literature review, we bring together literature from both principal and teacher preparation as we think about ways that preparation supports educators in developing skills, knowledge, and dispositions to counter racial inequities in their schools. We focus our review around one central question: In what ways does the teacher and principal preparation literature address candidates’ transformative learning around race?

This mixed methods study explores the shared academic courses component of a multicampus comprehensive college transition program for low-income students, using a framework of inclusive learning communities. We identify the structures and practices related to shared courses that likely contribute to students’ engagement, psychosocial wellbeing, and academic success in their first year of college.