Background/Context: Ongoing tensions surrounding equity and diversity work, particularly around race and gender, in independent schools have led to various responses. Many independent schools have made statements and pledges, and have crafted strategic plans to address systemic racism after receiving internal and external pressure to take action…

Background/Context: The onset of the COVID-19 disrupted schools' conventional architecture, making its once invisible infrastructure hyper-visible. Given the opportunity to reconfigure pervasive educational injustice amid school closures, the frenzy of a pandemic permitted the undercurrents of power to go unquestioned as educators contemplated how…

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: There is evidence that race affects students' learning experiences in mathematics, a subject typically thought of as "race-neutral" and "culture-free." Research in psychology and sociology has shown that racial narratives (e.g., "Asians are good at math") are pervasive in U.S. culture and play a…

Background/Context: The experiences of Latina youth in the United States are embedded within a larger social context influenced by gender, ethnic/racial identity, socioeconomic status, language, and sociospatial and political characteristics that can negatively impact their daily lived experiences. Given the challenges that young Latinas…

Background/Context: Several studies have argued that the academic struggles of Latino/a students are connected, at least in part, to the dearth of Latino/a teachers and other school personnel who may be better equipped to meet the needs of this group. Others have suggested that there are significant academic benefits to having a more diverse…

Background/Context: For the last 40 years, researchers have posited competing theories regarding the relative influence of social class background and racial-group membership on the school experiences, academic performance, behavior, and motivation of ethnic minority students. The general purpose of these competing theories has been to explain why…

Background/Context: The United States is becoming increasingly racially and ethnically diverse, and increasingly racially isolated across race-ethnic boundaries. Researchers have argued that both diversity and racial isolation serve to undermine the social cohesion needed to bind American citizens to one another and to society at large. Focus of…

Background/Context: Perpetuation theory predicts that attending a racially segregated school paves the way for a lifetime of segregated experiences in neighborhoods, schools, and jobs. Research conducted in the 1970s and 1980s linked racial isolation in high schools with later racial isolation in many social settings among African-American…

Background: Educational research shows differences in experience, access, and outcomes across racial groups with some groups advantaged and others disadvantaged. One of the concepts used to explain racial differences, racialization, is a taken-for-granted term that is yet to be fully defined in the context of the school. We differentiate the term…