We present the findings from our inquiry conducted between spring 2019 and spring 2020. It focused on women and students from underrepresented or marginalized populations as they navigated moments in their transition from school to university mathematics, or the secondary-tertiary transition (STT) in mathematics. We draw on Di Martino & Zan's…

This study takes an intersectional position when examining K-12th grade students' school-based discipline experiences in minoritized communities. We build on the intersectional view of minoritized racial and gender experiences by adding to additional dimensions of marginalized identity to predictive models of disciplinary absences. Using negative…

In this mixed-methods study, we seek to understand the impact of the California Subject Examination for Teachers (CSET) on the makeup of the teacher pipeline. We are specifically interested in exploring how teachers of color are impacted by these tests when seeking to enter the teacher workforce. Findings from the data, both qualitative and…

Various intervention usage is associated with positive outcomes for children with autism. However, the intensity of these interventions tends to be below recommendations, especially for minoritized children. This study aimed to examine how average weekly intervention hours among children vary by sociodemographic factors. Regression analyses were…

Purpose: Using structure-agency theory, this paper highlights how school and district leaders may use their discretion to reshape or reinforce pipeline structures to increase educator racial diversity or to maintain the racial status quo. We also consider how such efforts intersect with structural racism limiting the impact of positive efforts and…

While decades of scholarship show the oppression of women by the enforcement of patriarchal gender norms, little research has explored the ways in which masculinity receives preferential treatment over femininity, independent of a man/woman binary. This exploration is needed to understand why femininity is devalued within the heteropatriarchal…

Though increasing numbers of racially and ethnically minoritized (REM) individuals earn PhDs and national initiatives focus on faculty diversity, challenges persist in recruiting, hiring, and retaining REM faculty. While a pervasive issue nationally, the literature predominantly focuses on faculty diversity at research-intensive institutions. This…

In this critical qualitative study, we draw on interviews with sitting Presidents of Color in one state to explore the racialized dimensions of the college and university presidential search and appointment process. Informed by Ray's racialized organization tenets of whiteness as a credential and racialized agency, our findings show that…

Background: Recent research has demonstrated that social justice teacher activist networks provide vital support to teachers of Color, reducing feelings of isolation and providing high-quality professional learning opportunities. Yet, there is a need for broader scaled research that looks across multiple activist organizations to add to our…

To ensure equitable access to education for emergent multilingual learners, teachers should hold certain beliefs (Lucas et al., 2015) about language, including sociolinguistic consciousness, a value for linguistic diversity, and knowledge of the sociopolitical positioning of language (Lucas, 2011). This study examines possible effects of critical…

Summer camps in the United States operate in different contexts and formats to attract and serve youth with varying backgrounds. Overall, they currently serve more White, able-bodied, middle- to upper-class youth than youth of color, LGBTQ+ youth, youth with differing physical abilities, and other diverse identities (American Camp Association,…

The education sector has been quick to recognize the power of predictive analytics to enhance student success rates. However, there are challenges to widespread adoption, including the lack of accessibility and the potential perpetuation of inequalities. These challenges present in different stages of modeling, including data preparation, model…

Using national data from the National Center for Education Statistics 2011-2012 Schools and Staffing Survey and Common Core of Data, we examined the relationship between K-12 practitioners' risk for stress and the teacher-to-student racial/ethnic congruence. Analyses indicated significant variation in risk for stress by school racial composition…

We explored how new Teachers of Color grappled with equity and excellence as they were constructing science teacher identities while learning to teach in a teacher education program committed to equity, justice, and excellence, and eventually teaching in urban schools where inequities and injustices persist. The theoretical framing, compiled from…

This collaborative self-study begins with the critical incident that led a collaborative relationship between a relatively privileged teacher educator and a racialized teacher candidate. The teacher candidate, serving as a critical friend, helped the teacher educator become aware of his blind spots and enhanced his critical awareness and practices…