Context: University-based teacher education programs are increasingly committed to teaching about race and racism, but programs continue to face challenges in preparing justice-oriented educators. Critical scholarship on teaching about race and racism has identified some core concepts that teachers should learn, including an understanding of…

Background/Context: Implicit bias, or stereotypes and attitudes that may or may not reflect known positions, has been implicated in teachers' disciplinary interactions with students; however not all of the differences in discipline severity by race are accounted for by teachers. School administrators have received little attention concerning…

Background: Transgender and nonbinary (TNB) students commonly experience identity-based harassment, which is associated with poorer mental health, and TNB students of color may experience harassment targeting gender, race/ethnicity, and other identities. Applying an intersectional lens to minority stress theory suggests that different forms of…

Background/Context: The disparity between the race and ethnicity of teachers and students is expected to increase as our nation and classrooms continue to become more racially, ethnically, linguistically, and economically diverse. It is extremely important to think about not only the educational needs of such a diverse student population within…

Background: Black youth are five times more likely, Latinx twice as likely, and Native American youth three times as likely to be incarcerated as their White peers. One of the dire consequences of the prison-industrial complex is that countless youth of color have been disenfranchised and cast out of society. Purpose: The purpose of this study is…

Context: Girls of Color are overrepresented in school disciplinary actions based on subjectively judged, minor infractions. Studies have consistently shown that this exclusionary discipline has long-lasting impact on Girls of Color and their educational outcomes, including increased risk for pushout and involvement in the criminal legal system.…

Background/Context: Although some research has been conducted on the experiences of preservice teachers of color who attend Minority Serving Institutions (MSIs), little cross-institutional, qualitative research--disaggregated by type of MSI-- exists on the potential of MSIs to prepare and graduate teachers of color. This article examines how…

Background/Context: Students of Color continue to be underrepresented at the undergraduate level. Recent research has demonstrated the importance of non-academic psychosocial factors for understanding college experiences. One factor, identity, is a broad, multidimensional construct that comprises numerous distinct domains, including political,…

Background/Context: Although theories of human development often play a central role in K-12 pedagogical practices, evidence suggests that developmental theories have not been used extensively to understand the college transition process or to develop programs to support students during these transitions. Purpose/Objective/Research Question/Focus…

Background/Context: It may appear a simple question for a 12 year old girl to ask: "what should I wear today for school?" But simplicity is deceptive when the possibilities are many and each carries with it a specific and dangerous weight. In this paper I start with a Hmong girl in Ban Rongrian, Thailand, as she faces forms of…