Latina mothers frequently impart guidance and lessons on their children as they traverse educational spaces. Drawing from their own lived experiences and epistemologies, Latina mothers often provide advice and support necessary for their children to persist academically and authentically. To extend the existing literature, our narrative study…

This article brings critical and postcolonial theories together with extended ethnographic research in a predominantly Latinx high school in California's "South Bay" to theorize the co-production and co-naturalization of mathematical and racial essentialization. Analysis of vignettes and interview excerpts illuminates both student uptake…

Students who experience teacher caring and high expectations (i.e., warm demand) are typically more engaged and successful at school. Yet, relative to White students, students of color tend to report lower levels of school social belonging and more distant relationships with their White teachers. Leveraging data from 179 6th-9th grade Measures of…

This study examines the experiences of three aspiring Latina school leaders in a principal preparation program with a social justice emphasis. Employing theoretical perspectives grounded in a community-based educational leadership framework and transformational resistance theory, this study documents how coursework informed the perspectives of…

This study is an exploration of experiences of Chicanx butch lesbian students who are navigating higher education environments in San Antonio, TX. Focused on the intersection of race, gender, and sexual identities, the testimonios in this study highlight how Chicanx butch lesbian students subvert and challenge dominant heteronormative and…

This article reviews literature on U.S. bilingual education that addresses white supremacy and racism, specifically pertaining to Latinx youth and their teachers. To illustrate the wide range of the research, the author categorizes the reviewed articles into three lines of inquiry: documenting language education policies, negotiating identity, and…

Racial disparities must be addressed in every sector in the United States (e.g., healthcare, education, incarceration, etc.) (Skiba et al., 2001). Mary, a middle school principal, created a series of conversations designed to help a small group of students begin to have more productive conversations about race. The purpose of the current study was…

Students with disabilities (SWD) who are Black or Hispanic have been reported to be more likely to be placed primarily outside of general education classrooms while attending U.S. schools. Federal law and regulation require monitoring of special education placement based on race or ethnicity. Yet, whether and to what extent racial or ethnic…

This study explored 17 bilingual teacher candidates' (bilingual TCs) representations of their lived experience of language via linguistic portraits. Specifically, attention was paid to the semiotic elements (space, place, time, and the body) these bilingual TCs employed and the ways this assemblage of elements formed raciolinguistic chronotopes.…

For decades there has been much research done on the best ways to prepare teachers for racially diverse students. With over 50 years of U.S. teacher education program (TEP) reform (Liu & Ball, 2019), TEPs are still in a nascent stage for training preservice teachers to teach Black and Brown students. Public schools have fallen short of…

Existing research suggests that Latinx educational leaders in the U.S. positively impact Latinx student outcomes and home-school relationships. Yet, much of this research has been conducted in traditional U.S. Latinx immigrant destinations. We know little about the Latinx leadership experiences in regions where Latinx communities are smaller, yet…

How Latinas experience their racial identity is unique when viewed through the Black and white racial dichotomy that exists in the United States. In Latin America, race is understood to be phenotypical and determined based off the color of your skin, whereas in the United States, race is often understood to be genotypical (Darity et. al, 2005),…

We explore how Black and Latino/a students from economically marginalized communities drew upon dominant capitals accrued by virtue of attendance at elite secondary schools in conjunction with non-dominant family and community capitals to chart their postsecondary lives through college and beyond. In so doing, we point to affordances offered by…

This critical qualitative study explores Hispanic-serving institutions' (HSIs) pursuit of racialized federal funds and theorizes the connection between grant seeking and servingness at HSIs. Specifically, the study's guiding research question was: Why do HSIs pursue racialized Title V funding? Based on interviews with 23 institutional actors at 12…

This qualitative study applies a Latino Critical Race theoretical perspective to explore the role of White power and privilege on the professional identity developmental experiences of eight Latinx doctoral students in counseling programs. Three themes captured their counterstory: (a) being one of the few, (b) navigating professional identity, and…