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/Context: While an abundance of evidence demonstrates how unequal conditions in schools contribute to unequal learning outcomes, the extent to which students' affective experiences of schooling reflect similar incongruences warrants further inquiry. Framing this discussion are empirical accounts and popular narratives of schools as…

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: In recent years, Canadian and U.S. schools have increased efforts to recognize gender diversity and reduce gender-based harassment, in large part because a growing number of young people are coming out as transgender or nonbinary in adolescence. However, little research explores nonbinary teachers' experiences or investigates…

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…

Background/Context: Policy makers and scholars have long called for the large-scale recruitment of teachers of color, partly based on evidence highlighting the positive effects of racial/ethnic matching between students and teachers of color on various student experiences and achievements. A more nuanced understanding of racial/ethnic matching…

Background: Immigrant-origin students are the fastest growing new population in community colleges, making up nearly a third of the community college population. To date, little is known about how immigrant-origin students make use of their time on community college campuses. Purpose: This study sought to understand in what ways and to what extent…

Background: Prior studies suggest that Federal Work-Study (FWS) participation is positively associated with student learning, persistence, and academic achievement at four-year institutions. Limited research, however, has evaluated whether FWS participation improves academic success among students attending community colleges. Purpose and Research…

Background/Context: Given the importance of increasing student participation in science, technology, engineering, and math (STEM), there is a need to understand how factors such as student's attitudes toward math and science in middle and high school are linked to their later college and career choices. Purpose/Objective/Research Question/Focus of…

Background/Context: Research in the latter half of the 20th century purporting to show significant racial differences in intelligence and social behavior appears to pit civil rights concerns against the freedom of scientific inquiry. The core hypotheses and presumptions of recent research on racial difference are not new, however, but spring from…

Background/Context: Schools are integral to augmenting and diversifying the science, technology, engineering, and mathematics (STEM) workforce. This is because K-12 schools can inspire and reinforce students' interest in STEM, in addition to academically preparing them to pursue a STEM career. Previous literature emphasizes the importance of…

Background: Cumulatively, research indicates that teachers who are emotionally supportive and create positive classroom climates influence the outcomes of at-risk students in nontrivial ways. Prior research has also established that teacher behaviors that support autonomy, provide higher level thinking opportunities, and value students' social and…