Black children are brilliant. They are infinitely capable of learning. However, as a result of the racialized sociohistorical contexts of schools and teaching, Black students are rarely seen as brilliant or perceived as capable in classrooms. Thus, professional development must create and structure opportunities for teachers to learn to notice and…

Given the upsurge of political demonstrations by Black students in response to the highly publicized killings of unarmed Black people, this paper explores student engagement theory through the racialized experiences of Black students at Historically White Institutions (HWIs). Employing autoethnography and analyzing secondary literature on…

Educational scholarship has called attention to the disproportionate ways Black males are disciplined in schools, which has become the catalyst to their entry into the school-to-prison pipeline through which they are funneled from K-12 classrooms into the criminal justice system. Since the majority of teachers are White, it may be insightful to…

The purpose of this study is to examine the academic experiences of veterans attending historically black colleges and universities (HBCUs). Following World War II, enrollment at HBCUs was as high as 35%. Broader access at traditional colleges and the proliferation of for-profit colleges and universities (FPCUs) have led to a decline in African…

The controversial glory of the "Brown" decisions and the retraction of court-ordered reforms represent the limited gains of racial justice in education and the protection of white privilege through law and policy. The return to segregation, as propagated through the rise of racially and economically segregated charter schools, exhibits…

This article focuses on the scholarship of Black mathematics education researchers whose work focuses on Black students in P-20 mathematics spaces. We conducted a metasynthesis literature review of empirical studies by Black mathematics education researchers. The authors utilized critical theories of race and racism to aid in the synthesis of the…

The purpose of this qualitative phenomenological study was to explore factors that could lead to academic success for African-American males enrolled in community college. By conducting a phenomenological study, those factors leading to graduation will be derived from the particular lens of perception of the participants' lived experiences. The…

Upholding critical race theory (CRT)'s transdisciplinary approach to unveil the educational violence against Students of Color, we apply W.E.B. Du Bois's story of John from the chapter "Of the Coming of John" in "The Souls of Black Folk." In doing so, we expose the problematic ideological and practical structures used for the…

This critical qualitative study uses education journey maps (EJMs) as undergirded by critical race theory to examine how three Black male collegians use "cyberbonding play" to navigate the geographies of racism while attending a Hispanic-serving Institution (HSI). Sociospatial dialectic is applied in concert with educational journey…

For well over a century, African Americans have fought for equal rights to employment, prosperity, political power and freedom. Earning an education was the way forward. Over time, legislative and institutional policies have created greater access to education for racialized individuals. Yet, African American students remain the most underserved…

African American male students have a high risk of not completing high school and not going to college. Students receive some college preparation as early as middle school, yet it is not enough to increase the number of African American male high school or college graduates. The purpose of this phenomenological study was to describe what…

Black students are negatively affected by disproportionality in school discipline practices, special education identification, and over-restrictive special education placement. Critical race theory is an operative framework that can be applied to increase understanding of such disproportionality (Blanchett, 2011). Through the use of qualitative…

Although it is argued that teachers of Color have the potential to improve the educational experiences and outcomes of historically marginalized communities of Color, little is known about the experiences and identities that shape their teacher preparation. Rather, there is a privileging of Whiteness in teacher education research and practice.…

African Americans are underrepresented at all points in the STEM pipeline from K-12 coursework into professional careers. The reasons for this underrepresentation are varied and reflect a myriad of contributing factors based on early academic experiences, sociocultural influences, and the effects of standardized testing. The three-fold purpose of…

The enrollment, retention, and graduation rates for African American, Latino, Native American, and segments of Asian and Pacific Islander men in higher education are disproportionately lower than women from all racial groups and White men. A significant body of research substantiates the concern by institutions on the opportunity gap for men of…