The COVID-19 pandemic transformed the context and delivery of early childhood education, yet little is known about its impact on exclusionary discipline (e.g., suspension, expulsion), which nationally representative evidence has shown disproportionately impacts Black boys. Using one experiment, we test how preschool providers respond to three…

The brilliance of Black men and the strengths of Historically Black Colleges and Universities (HBCUs) have been understudied and invisibilized. This focus group study examines the skills, habits, characteristics, and relationships to learning and achievement of 26 high-achieving, first-year Black male students at five HBCUs in North Carolina. This…

Ethnic and racial disparities in educational outcomes, such as test scores, are a core issue of educational research. While the role of student and family factors in the formation of such disparities is well established, existing studies fail to draw a similarly clear picture of how teachers contribute to ethnic and racial achievement gaps. In…

Prior studies on student engagement in U.S. higher education focused mainly on the experiences of Black and White students (Meyer, 2014). Southeast Asian American students also face challenges regarding engagement on campus. Due to the influence of the Model Minority Myth, which leads faculty and administration to believe that Southeast Asian…

High school ethnic studies courses that address the perspectives and experiences of people of color are increasingly in demand. The author describes the thematic, inquiry-based approach she developed that reflects her school's diversity.

Drawing on 48 in-depth interviews with Black immigrant and second-generation boys at Bridgewood secondary school in New York City, this article points out how the high educational aspirations expressed by Black African and Caribbean boys are strategically deployed as features of an ethnic project to counter anti-immigrant sentiments and anti-Black…

The underrepresentation of Indigenous teachers within Australian schools was made evident in the most recent More Aboriginal and Torres Strait Islander Teachers Initiative (MATSITI) project (Johnson, Cherednichenko, & Rose, 2016). The shortfall of Aboriginal and Torres Strait Islander teachers had been initially identified back in 1975 with…

Using narrative research as a qualitative methodology, we (two white critical whiteness scholars) tell a story about how a dismantling and rebuilding of whiteness occurred in a fourth-grade classroom across three vignettes. Using a close read of Reverend Thandeka's primer on the ways white children are socialized, we wrestle with what pedagogy…

This study examines the role of phenotypic stereotypicality on pre-service teachers' perceptions and classroom management decisions about Black girls using participants from the Teacher Education Program (TEP) at the UCLA. Participants read the same subjective disruptive classroom behavior vignette paired with a photo of white or Black girl that…

The study was an investigation of the collective educational experiences of students with distinctly Black names as influenced by perceived educator behaviors. A qualitative phenomenological research design in the form of ten one-on-one interviews was employed to address the research questions. The goal of the researcher was to understand these…

This qualitative research study explores counternarratives to stereotypes and assumptions made about Black women on welfare in low-income, urban communities. Findings, based on in-depth interviews with 33 mothers and grandmothers, challenge perceptions of "welfare queens"--breeders of children, absorbed by the culture of poverty, and…

This study aims to contribute to the discussion of culturally responsive teacher education by asking pre-service teachers' beliefs about their readiness, strengths and needs to teach in culturally diverse classrooms. Participants were pre-service teachers (N = 453) studying in three different teacher education institutions in Vienna via a…

This paper provides an autoethnographic view of the influences that have changed my perceptions and helped me to make better sense of the world that I live in, and my place in it. It is a story of personal, ongoing critical reflection. A story of unlearning and conscientisation that changed how I came to understand myself, my teaching practice and…

Racial battle fatigue (RBF) has been operationalized as the psychological, emotional, and physiological toll of confronting racism. In this article, RBF is used to analyze the toll of racism on teachers of Color who work within a predominantly White profession. We present counterstories of justice-oriented, urban, teachers of Color who demonstrate…

Namibia has adopted an inclusive education policy with emphasis on cultural and linguistic diversity. The policy encourages educators to adapt the curriculum and include content that reflects the cultural background of their learners. Despite these positive provisions, severely marginalized groups, such as the Omaheke Ju|'hoansi, continue to…