Scholars have spent decades trying to determine the cause and solution to an overwhelming issue called the achievement gap. The achievement gap refers to the gaps in academic achievement among certain subgroups of students. One of the most prevalent determiners between those who achieve academic success and those who do not is race. The majority…

Black males continue to be the lowest-performing subgroup on state standardized tests in the United States of America. A very large majority of teachers are White females. This study examined the impact of White female teachers' beliefs and actions on the achievement of Black male students. Data was collected via interviews with White female…

This qualitative descriptive study aims to explore the coping strategies employed by White high school teachers to manage the psychological impacts of confrontational behavior exhibited by students in predominantly Black schools in the Midwestern United States. The study seeks to understand these teachers' personal and professional experiences,…

Of the roughly 3.5 million public school teachers in the United States, approximately 80% are White. In contrast, about 51.7% of the nation's students are African American, Hispanic, Asian, and American Indian. This mismatch is expected to grow as the number of BIPOC students in our nation's public schools continues to increase. Studies have shown…

Although developing a positive relationship between teachers and students is important for students to thrive in school, white teachers frequently fail to do this with their Black students. The failure of white teachers to connect with their Black students contributes to inequities such as disparities in academic achievement, the…

Using data from six urban school districts, we examine the relationship between the quality of interactions in the classroom (measured by the Classroom Assessment Scoring System [CLASS] framework) and the racial match or mismatch between teachers and the students in their classes. We find that White teachers have lower scores on the CLASS…

Previous research suggested that within high schools first- or second-generation African immigrants endure systemic racism in the form of zero tolerance discipline policies, academic tracking, and hegemonic curricula. Subsequently, these same experiences are even more pronounced in college environments where antiblackness is ubiquitous. This…

The purpose of this qualitative study was to develop a deeper understanding of how Black women experience graduate education. Drawing on concepts from contemporary literature, this work highlights how Black women in graduate education experience the complexities of race, gender, and class. The findings provided insights into the untold stories of…

This study used an exploratory case study approach to explore the race-related experiences of a Black male specialist level school psychology graduate student. We used the CRT tenets of racism as normal and permanent and intersectionality and antiessentialism to help us make sense of the findings. Findings revealed that race and racism did not…

Research for Action (RFA) studied why Black teachers were leaving their jobs more than White teachers in Allegheny County from 2014 to 2020. RFA analyses found that the number of Black teachers in the area was consistently dropping, more than the decrease in the overall Black population. The data gathered from speaking directly with 38 current and…

Research Findings: We examined whether early childhood preservice teachers' emotional competence and commitment to social emotional learning moderated associations between their beliefs about social justice and self-reported tolerance for and conceptions of the negative costs of Black preschool boys' challenging classroom behavior. The 164…

Existing research examines whether studying with teachers of the same race/ethnicity affects student achievement, but little is known about whether those effects vary by timing and frequency. We use 7 years of administrative data from third through eighth graders in Indiana to estimate the heterogenous links between same race/ethnicity teachers…

Some barriers to teaching Black history in elementary classrooms include inadequate teacher preparation and the misguided view that elementary students are too young to learn the unvarnished truth about America's historical injustices. Legislative efforts to prevent teachers from discussing race-related topics labeled "divisive"…

This study examines how affective (student-teacher relationships) and sociological factors (race) interact in educational settings to shape differential educational experiences for diverse subgroups. Studying these factors in isolation only partially explains the mechanisms that drive outcomes for students, especially those belonging to…

Teacher education students are more likely to be White than general bachelor's degree-seeking students across the nation (King, 2019), even as K-12 student populations are becoming more racially diverse (USDOE, 2022; DRIVE Taskforce, 2021). Colleges of education are contributing to the reproduction of a predominantly White teacher workforce. In…