This qualitative study explores how Black and Global Majority faculty at an English university with an ethnically diverse student population perceive race and racism on campus. Informed by a theoretical framework drawing on Critical Race theory (CRT), CRT methodology and critical whiteness studies, we adopt counter-narrative story telling as a…

Drawing on ethnographic data of an urban school, this paper contrasts how two White female teachers take up the idea of 'teaching for social justice.' Fourth-grade teacher Maestra Rachel enacts a superficial understanding focused solely on curricular topics, while third-grade teacher Maestra Jennifer roots her teaching in an understanding of how…

Improving educational outcomes for Black student populations requires that teachers have a deep awareness of racialized experiences of the students they serve. This study examined the experiences of White urban elementary school teachers and Black students' experiences with classroom dialogue about racism and Black violence across the United…

White Savior Industrial Complex (WSIC) encapsulates a myth that non-White communities need White outsiders to rescue them. WSIC is one of many ways well-intentioned outsiders fail to serve communities, and teacher education programs perpetuate WSIC by obscuring race, Black culture, and White privilege. In addition to WSIC theory, the author used…

Racism is enmeshed within the fabric of U.S. public education, making it critical to identify and dismantle. One way to do this is to provide professional development (PD) to teachers targeting antiracism to build awareness, decenter whiteness, and advance racial equity in schools. This systematic review is a synthesis of antiracism PD studies,…

This three-article dissertation explores the professional learning interests of veteran K-12 teachers and what those interest reveal about how veteran K-12 teachers are presently supported in the teaching profession. In article 1, data analyses of a mixed-methods survey indicated that veteran K-12 teachers in the Urban Public School (UPS) district…

Teachers in urban schools experience stress and burnout at levels that significantly impact their mental health and occupational functioning, and contribute to alarming rates of attrition. The current mixed-methods study employed a sample of 162 predominantly White and female urban teachers in the United States to examine the role of personal and…

This instrumental case study research identifies the beliefs and behaviors of a highly effective white educator working in a multicultural urban school. By triangulating interviews, classroom observations and the analysis of artifacts provided by the teacher, this study identifies the essential beliefs and behaviors that make a white educator a…

This qualitative study explored the experiences, and specifically the challenges, of white elementary student teachers in an urban setting. One of the most interesting findings from this study involved the varied levels of engagement with the school curriculum. Although every Urban Student Teacher (UST) embraced the curriculum, data showed…

This research explores the cognitive dissonance experienced by novice teachers when entering the teaching profession, specifically around cultural competence while teaching in the urban core. The study builds upon previous research by Adam Eckard, who investigated the impact of teacher preparation programs on teacher identity development in urban…

Racism is enmeshed within the fabric of U.S. public education, making it critical to identify and dismantle. One way to do this is to provide professional development (PD) to teachers targeting anti-racism to build awareness, decenter whiteness, and advance racial equity in schools. This systematic review is a synthesis of anti-racism PD studies,…

The consistency of a predominantly White special education teaching workforce in urban classrooms and the significant increase in the enrollment of culturally diverse students have fueled concerns about equity and access in special education (Artiles et al., 2010; Zion & Blanchett, 2017). Scholars advocate that all teachers need to understand…

Special education teachers of color are underrepresented in research about attrition and retention, despite evidence of their role in the academic, social, and emotional success of students of color. We used critical quantitative methods and structural equation modeling to investigate the attrition and retention variability between special…

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…

Educators come to their work with many personal and educational achievements and accomplishments. They are provided with curriculum, learning standards, and expectations at the school, district, and state levels. Often, the respective identities and lived experiences of the educator are in stark contrast to those of the students they teach,…