Utilizing qualitative content analyses of two open-ended questions, the study sought to understand the perspectives of 18 in-service educators regarding White student racial privilege and the ways White teachers can use their power to mitigate those privileges. The findings indicate that teachers are aware of the advantages and privileges afforded…

This mixed-methods study investigated how two White preschool teachers, who were familiar with anti-bias pedagogy but had low training on anti-racist teaching strategies, discussed race and racism, using books, in two predominantly White classrooms. Teachers were observed in two classrooms, during book discussions with children, and teachers'…

This paper critically examines some of the challenges that white educators who interrogate whiteness with white students encounter. Two specific dilemmas are addressed: Is one supporting white students' learning when one tries to teach from the place "where the student is" and/or is one colluding with whiteness by appeasing white…

This book presents a curriculum model for preparing white preservice teachers to be successful in urban contexts. It is based on more than 15 years of ethnographic teacher research generated within an intensive immersion course designed by the author, called the Philadelphia Urban Seminar. Specifically, the model shows how to complicate white…

Based on the author's teaching experience, this book examines why and how many progressive White people are stuck when it comes to race. By locating contemporary Whiteness in its historical context, this book rethinks some of the foundational aspects of White attitudes and approaches to antiracism, including empathy, resistance, and privilege.…

Studies persistently show disparities in exclusionary discipline across racial/ethnic groups in U.S. schools. Using administrative data from kindergarteners through fifth graders in Indiana, we examine the effects of student-teacher race/ethnicity matching on disciplinary outcomes. We find that Black students exhibit lower rates of suspension and…

White people have a responsibility due to their complicity in White Supremacy, to practice antiracism in solidarity for racial justice with Black, Indigenous, People of Color (BIPOC) people and communities. Antiracist education, which fosters this sort of work, necessitates learning about racism and Whiteness to comprehend the violence of White…

Decolonisation is a socio-political movement which challenges Eurocentrism and post-colonial notions of power. This has numerous implications for higher education institutions (HEIs), where the content and delivery of curricula may be seen as products of colonial legacy. The decolonisation agenda has increasing support from students, the academy,…

In 2020, during the height of the COVID-19 pandemic, the national enrollment rate for pre-k children ages 3 to 4 was 40% (a drop from 54% in 2019; National Center for Education Statistics, 2022). This is partly due to fewer children in the 0-5 age group (23.4 million of 72.8 million children in the United States in 2020; U.S. Census Bureau, 2020).…

The present study sought to understand how colorblind racism (CBR) and white fragility (WF) influence the presence and perpetration of racist bullying in a middle school setting. Five focus groups and one interview (n = 20) were conducted with school administrators, teachers, and racially and ethnically diverse students to elicit their experiences…

Background/Context: This paper explores how intersectionality and DisCrit can be used as analytic tools to scaffold preservice teachers' ability to see the ways in which referrals to and services within special education reproduce inequities as a function of race and perceptions of ability that are rooted in White, middle-class, able-bodied norms.…

Research in urban and gifted education has often highlighted the underrepresentation of certain student groups in gifted programs due to factors such as insufficient teacher training and educational quality. However, a significant factor contributing to this underrepresentation is teacher bias. There's a noted tendency of teachers to under-refer…

The purpose of this qualitative study was to develop a deeper understanding of how Black women experience graduate education. Drawing on concepts from contemporary literature, this work highlights how Black women in graduate education experience the complexities of race, gender, and class. The findings provided insights into the untold stories of…

Existing research examines whether studying with teachers of the same race/ethnicity affects student achievement, but little is known about whether those effects vary by timing and frequency. We use 7 years of administrative data from third through eighth graders in Indiana to estimate the heterogenous links between same race/ethnicity teachers…

This study examines how affective (student-teacher relationships) and sociological factors (race) interact in educational settings to shape differential educational experiences for diverse subgroups. Studying these factors in isolation only partially explains the mechanisms that drive outcomes for students, especially those belonging to…