This qualitative case study with added autoethnography investigated how White women literacy instructors conceptualized their professional roles, responsibilities, and identities while teaching in Texas postsecondary institutions near the U.S. southern international border. Postsecondary institutions in Texas continually serve a growing number of…

The racial and ethnic demographics of higher education are becoming increasingly diverse; however, faculty demographics remain predominantly White. With agriculture being one of the largest economic sectors, often with many roles to fill, recruiting and retaining racially and ethnically diverse students into agricultural and related science…

Mathematical learning is supported by caring teaching, which is complex, political work particularly for white teachers in racially diverse classrooms. To investigate white teachers' understandings of care and its influence on mathematics instruction, I conducted a six-month qualitative study in two racially diverse ninth-grade Algebra 1…

The topic of achievement gaps between students of color and White students is much discussed and analyzed throughout our country. Schools that have a diverse student population and have subgroup achievement gaps are slow to adopt change that can close these gaps. One area schools need to examine is the diversity of their teacher workforce. The…

The achievement gap is a notorious construct of 21st-century schools and refers to the achievement of marginalized groups as compared to their White counterparts. This qualitative action research studied this phenomenon in a small, suburban school district experiencing shifting demographics by analyzing educators' perceptions and attitudes for…

As racial demographics of students in schools are becoming more diverse, the racial demographics of teachers remains predominantly White. Adding to this, many White teachers are unprepared in the skills of racial literacy and lack the ability to address racist power structures within both the curriculum and their teaching practices. The purpose of…

The purpose of this study was to explore white pre-service, novice, and veteran elementary educators' competency and perceptions of culturally responsive teaching and emotional intelligence. The research study also explored the connection between culturally responsive teaching and emotional intelligence practices to determine educators'…

This research was conducted to determine elementary teachers' perception of professional development pertaining to cultural competency and its effects in the classroom. Elementary educators are the first line of formal schooling most students encounter. Currently, United States classrooms are becoming increasingly diverse while educators are…

As the student population across the country becomes more diverse (Bryant et al., 2017) and the teacher population remains relatively consistent with little diversity (NCES, 2013), a better understanding of how male students of color are perceived, interact and relate with their White teachers become necessary to ensure their academic success. The…

The teaching force in the United States is largely White, female, and unprepared to acknowledge the significance of being White and work effectively with a racially diverse student population. To better serve students of color, teachers must be able to understand their own racial identity to be able to respectfully acknowledge the racial and…

The purpose of this qualitative descriptive case study was to explore how novice middle-class White female elementary school teachers' implement affective and instructional strategies in teaching in a culturally diverse public school district in a Southwestern state in the United States. The theoretical foundation was Campinha-Bacote Cultural…

Closing the achievement gap among culturally and linguistically diverse students has been challenging for educators, school leaders, and policymakers. With the growing diversity of the K-12 public school student body, schools must prepare to confront this divide systematically and vigorously. Policies that promote culturally responsive teaching…

Young, predominantly White teachers enter culturally and racially diverse urban classrooms ill-prepared to teach. The resulting cultural mismatch contributes to educational disparities, including academic gaps and punitive imparities. Some colleges of education, aware of the obvious gap, aim to recruit more Black and Brown students to their…

It is critical during this time of increased racial tension, and wide-spread social justice movements across the nation, for educators to use culturally inclusive teaching practices to create diverse and equitable learning environments. Culturally inclusive teaching practices are defined as multicultural, anti-bias, and diverse classroom…

Public schools are continuously looking for ways to meet their goal of engaging with culturally and linguistically diverse (CLD) families to increase the academic achievement of students. Teachers' assumptions and biases towards CLD families are often influenced by their own perspectives and epistemologies. These qualities are often revealed when…