This qualitative study examines the experiences of Latinas/os in community college English and math developmental education courses. Critical race theory in education and the theory of validation serve as guiding frameworks. The authors find that institutional agents provide academic validation by emphasizing high expectations, focusing on social…

A 12-week, 32-lesson afterschool intervention was conducted with third-to fifth-grade urban African American boys classified as aggressive. Grounded in attribution theory and organized around the construct of perceived responsibility in self and others, the intervention focused on increasing both social skills and academic motivation. Participants…

Studies of when youth classify academic achievement in racial terms have focused on the racial classification of behaviors and individuals. However, institutions--including schools--may also be racially classified. Drawing on a comparative interview study, we examine the school contexts that prompt urban black students to classify schools in…

This qualitative study examines the experiences of Latinas/os in community college English and math developmental education courses. Critical race theory in education and the theory of validation serve as guiding frameworks. The authors find that institutional agents provide academic validation by emphasizing high expectations, focusing on social…

This research uses two different measurement operations to examine contemporary stereotypes of Asians, Blacks, and Whites held by an ethnically diverse sample of teachers. Data were drawn from a sample of 188 teachers representing over 160 schools in Southern California. Consistent with previous research, participants endorsed a "model…

Based on a study of the special education placement process in a large city in the United States and two studies in different regions of Spain, the authors offer a comparative analysis of the relationship between professional beliefs and practices and the achievement of culturally and linguistically diverse (CLD) students. The data focus on…

A university professor observes the use of a Native American stereotype by a cooperating teacher in an elementary art classroom while supervising a preservice teacher. She identifies ways that the teacher's words potentially harmed her students and reflects on her own role. This "teachable moment" is described, and characteristics of…

As the racial and ethnic make-up of the United States (U.S.) further diversifies, the need for open dialogue around stereotypes and discrimination intensifies. Schools can provide students with the opportunity to begin to unravel the complexities of race and ethnicity. Students in bilingual classrooms inevitably bring up the issues surrounding…

Investigated teachers' perceptions about (1) the number of existing races; (2) their racial classification of their students; and (3) positive or negative attitudes toward students of different races, as judged by their placement of students on two unobtrusive scales. (GC)

The elements of global education should be at the heart of all learning and teaching. In ITE we often protect "our subject" in the belief that it should have more prominence in the curriculum and more teaching time in school. In this article a group of ITE tutors comment on their learning about global education and its inclusion in their…

This case study examined sources of self-efficacy for a suburban African American high school teacher who persisted despite many challenges that could have affected her self-efficacy. Data from interviews and observations highlighted several themes regarding sources of and influences on self-efficacy (e.g., experience of social and collegial…

Research supported, in part, by grants from the Canada Council and Defense Research Board to W.E. Lambert and G.R. Tucker. (VM)

This article critically examines current education programmes for Roma primary school students in the Czech Republic and the impact of these programmes. The research described here, based on in?depth case studies, challenges popular beliefs in the "success" of Roma oriented programmes, as well as the stereotypical negative images of Roma…

When discussions of at-risk students arise, Asian-American students are rarely mentioned. The stereotype of the model minority hurts at-risk Asian-American students. While their successful counterparts dominate honor rolls, at-risk Asian-American students are often overlooked and underserved. This paper discusses at-risk Asian-American students…