The increase in online education programs, accompanied by the current COVID-10 pandemic, has led universities to reconsider alternative ways to prepare teachers for social justice. One under-researched area in this conversation is the need for teacher candidates to examine their racialized expectations that often negate students of color in TK-12…

Drawing on the theories of critical race theory (Ladson-Billings & Tate, 1995), transformative leadership (Shields, 2018), and critical teacher leadership (Bradley-Levine, 2018), this qualitative study explored the teacher leadership perspectives, manifestations, and experiences of nine high school teachers committed to social justice in one…

This one-year qualitative study examined the ways in which five Chicana/o and Latina/o teachers committed to social justice perceived their roles in their college-going work with Latina/o students, as well as the challenges threatening their efforts with students. Building on Stanton-Salazar's (2011) concept of "empowerment social…

This 1-year qualitative study examined the ways in which nine social justice-oriented teachers in racially segregated schools defined and fostered sympathy with low-income students of color. These teachers reportedly defined sympathy on the basis of caring and high expectations, which challenged traditional notions of sympathy as a teacher cue for…

Drawing on the concept of transformative expectations--that is, the instructional practices that demonstrate teachers' belief systems for the educational justice and empowerment of Chicanx/Latinx youth--this qualitative study explored the expectancy effects of nine classroom teachers with social justice commitments in a school district in…