Using mathematics as a tool to interrogate (in)justice and take action toward a more socially just world in PreK-12 mathematics shows promise for disrupting marginalization of Black and Brown students. Teachers, however, work within broader systems, structures, and discourses that shape their decisions and actions. Consequently, they likely feel…

This study seeks to critically examine perceptions of urban school climate from a predominantly white teacher workforce and discuss the role that white identity, as the Dominant culture, plays in maintaining the status quo of racialized school climate. Participants included 145 teachers from a large southwestern urban setting. Teachers'…

This paper aims to explore ways in which social deprivation within the education field influences educational achievement of minoritized students during the COVID-19 e-learning experience. COVID-19 forced students to turn to eLearning, and through the experience social deprivation was shown through the lack of resources, especially in minoritized…