Amidst institutional reckonings with anti-blackness, minority-serving institutions (MSIs) are thought to be an intervention. But, how do Black students perceive being served at Hispanic-serving institutions (HSIs)? Analyzing focus groups (n= 33), we find Black students perceived anti-blackness at an HSI from: overrepresentation of white personnel…

As student populations become increasingly diverse, more schools are recognizing the importance of providing safe, engaging, and supportive school environments. As a part of these efforts, national attention has focused on promoting instructional equity and respect for diversity. Although some research has examined students' perceptions of equity…

Teachers of color increase school success for students of color. Yet, little attention has been paid to whether school attendance behaviors also increase from same race and ethnicity matches. To address this, our study used administrative data provided by a California high school district for the school years 2014 to 2018. We explored student…

This qualitative study examines the white racial literacy of white educators working in multi-racial institutions of higher learning. As institutional actors in positions of power, white faculty and administrators have responsibility for distributing educational resources and setting institutional priorities. Understanding the racial literacy of…

Special education teachers of color (SETOC) multiply experience marginalized positions as students of color in P-12 classrooms, as teachers in teacher preparation programs, and alongside the experiences of students of color with disabilities. Instead of drawing from their identities, SETOC tend to be absorbed into the ableist, behaviorist, and…