This project creates the first educational pipeline for the state of Texas. It incorporates middle school as a key transition point, differentiates between advanced degree achievement among Latinas/os and Chicanas/os, and fashions a secondary pipeline with a narrower age range. Findings indicate that the move from eighth grade to ninth is a…

Early adolescents go through developmental changes which are also mediated through social and structural forces that reproduce stratifying hierarchies around race, class, gender, and sexuality. Despite the intersection of early adolescent development with social and institutional forces, critical concepts such as race are often omitted in general…

Many school systems have developed climate rating surveys to gather school perception data; however, research suggests that there are few states where this data is both disaggregated by race and used by school counselors. This study explores school counselors' use of school racial climate data as a benchmark for developing and delivering…

We are interested in how whiteness shaped one teacher's abilities to engage his elementary school students in culturally responsive pedagogy, especially his abilities to engage or avoid conversations about race-based inequities in an integrated technology unit focused on NGSS disciplinary practices. We draw upon culturally responsive pedagogy,…

This study investigated how Black middle school girls negotiated an after-school club, with a specific focus on ways of knowing and acting as "ladies." Drawing from Fordham's intersectional analyses of the histories and politics behind her conceptualization of "those loud black girls," we explore and critique the ways in which…

Discrimination is a common experience among racially and ethnically minoritized (REM) youth and often results in negative health and psychological outcomes. However, few studies provide adolescents with opportunities to directly share their discriminatory experiences, especially within the school context. Using a critical race theory framework and…

We used the Stanford education data archive (SEDA) data to examine the heterogeneity among urban school districts in the United States. The SEDA 2.1 includes data sets on students' mathematics (Math) and English language arts (ELA) achievement from 2008 to 2014 at the district level. Growth mixture modeling was used to uncover the underlying…

African-American women continue to be underrepresented in science and engineering field despite years of interventions, including providing out-of-school time STEM experiences. Although some out-of-school time programs have shown impacts in participants' content knowledge and skill acquisition, impacts on science identity development have been…

This qualitative case study explores the literary/lived interpretations and experiences of middle school girls attending a book club located in an urban public school. We examine how the girls' responses to depictions of racism in the novels read reveal the ways in which they understand and/or experience racism in their own lives? We ground this…

Dominant discourses in U.S. History are typically engaged through a settler-colonial framework. Informed by the ubiquity of commercial presentations, cultural tropes, and caricatures--movies, consumer products, and names--the "presentation" of Native Americans tend to focus on incomplete representations that are cast in the past. This…

The aim of this paper is to analyze a set of didactic materials developed to teach English as an Additional Language at a Brazilian public school in Rio de Janeiro. Such materials were designed to invite 7th grade students with diverse social, racial, and economic backgrounds to learn about the world and the English language from viewpoints that…

Drawing on Black feminist/womanist storytelling and the three-dimensional narrative inquiry space, this article showcases how one Black girl uses speculative fiction as testimony and counterstory, calling for readers to bear witness to her experiences and inviting witnesses to respond to the negative experiences she faces as a Black girl in the…

Educational research shows the value of culturally responsive pedagogies; however, special education research typically centers reading interventions that focus primarily on foundational skills. These sorts of programs rarely take learner identities into account in their design, and provide little opportunity for readers to make connections to…

The experiences of girls of color labeled with significant cognitive disabilities in middle school and high school have historically been excluded from educational research. This study sought to better understand how girls of color labeled with significant cognitive disabilities navigated multimodal discourses and classroom practices as well as…

Achievement gap studies examining race overwhelmingly reveal that White children and Asian children outperform Black children and Latino children, few studies have outcomes that show Black children outperforming their peers. Critical race theory frames this work, which examines the performance of English Learners (n = 198) in a large school…