The present study sought to understand how colorblind racism (CBR) and white fragility (WF) influence the presence and perpetration of racist bullying in a middle school setting. Five focus groups and one interview (n = 20) were conducted with school administrators, teachers, and racially and ethnically diverse students to elicit their experiences…

Increasingly, students are grappling with threats to their mental wellbeing, yet teachers receive little formal education or professional development in mental health literacy and how to support students who experience mental health concerns or trauma. Given mental health disparities that exist for American Indian/Alaska Native students (AI/AN),…

Consistent evidence indicates the importance of teachers of color for experiences and outcomes of students of color. Fortunately, extant studies consistently indicate special education teachers (SETs) teaching students with EBD are more likely to be people of color than other SETs. These SETs require supportive working conditions, but, to our…

When parents push back against educators' comments or recommendations about their children, those parents may actually be reacting to a long history of negative interactions with schools. This is especially true when Black parents are interacting with white educators. Research has shown that teachers, who are predominately white, tend to…

Teacher identities and beliefs influence instructional practices. In order to explore this process, this self-study was conducted by three literacy professors from different ethnic backgrounds including one African-American professor, one Chinese national professor and one White professor. The purpose of this study was to examine how professors'…

This paper reports on a study of the children's book preferences of 82 Preservice teachers (PSTs) at one Western Australian University. The study found PSTs preferred older books published during their own childhood or earlier. Further, representation of people of colour was limited to only 8 of 177 titles listed by PSTs. Key influences on their…

Purpose: This paper aims to examine how two White teachers, experienced and award-winning veteran educators, navigated issues of race, class and privilege in their instruction, and ways that their efforts and shortcomings shaped both teacher agency and classroom spaces. Design/methodology/approach: This study's methodology centers participants'…

Although teacher education researchers have long claimed their commitment to successfully preparing teachers to educate students of Color--a growing majority in U.S. schools--notably absent from their attempts are the voices of teachers of Color. This silence often results in pathological portrayals, positioning teachers of Color as the problem…

Background/Context: This paper explores how intersectionality and DisCrit can be used as analytic tools to scaffold preservice teachers' ability to see the ways in which referrals to and services within special education reproduce inequities as a function of race and perceptions of ability that are rooted in White, middle-class, able-bodied norms.…

The study examines how a white elementary educator used discursive practices I refer to as "race talk moves" to support students' racial literacy during whole-class read-alouds. This case study found that the teacher used four moves that have been previously documented in literature discussions: listening, participating, synthesizing,…

Research in urban and gifted education has often highlighted the underrepresentation of certain student groups in gifted programs due to factors such as insufficient teacher training and educational quality. However, a significant factor contributing to this underrepresentation is teacher bias. There's a noted tendency of teachers to under-refer…

This conceptual essay explores three "moments" related to our collective efforts as white teacher educators to respond to proposed anti-critical race theory legislation in Michigan. These moments made visible institutional tensions and limits related to taking a stand against racist policies. We explore how we might obstruct flows of…

Research in sociology demonstrates the way social connections shape access to information about job opportunities. In education, we understand less about how social networks impact the job process for marginalized teachers and teachers in nontraditional labor markets. This study examines how teachers in New Orleans and Detroit, cities with high…

The purpose of this phenomenological study was to investigate choral directors' experiences as they navigate Whiteness through their own personal philosophies and practices related to repertoire selection and how those lived experiences may or may not impact their students. Twelve practicing choral directors from middle school through university…

In this article, we explore how White supremacist ideologies operate in "no excuses" charter schools. Drawing on critical race frameworks and qualitative data collected in two "no excuses" charter schools in New Orleans, we illustrate how anti-Blackness, White saviorism, and colorblind racism are taken up through hiring…