Increasing the racial and ethnic diversity of the teacher workforce is vital to the success of all students nationally. Calls to prepare, recruit, and retain more teachers of color come from a variety of stakeholders, including policymakers, state and district leaders, as well as school community members. Yet, a growing body of evidence…

Despite institutional claims to value increased racial diversity in higher education, Black women in faculty roles perpetually navigate oppressive cultures across all institutional types. The ability to build and foster mutually beneficial interracial mentoring relationships is vitally important to move beyond performative diversity and build…

The process of racial identity development (RID) is widely agreed to be the process by which an individual comes to understand the role race plays in their sense of self, how it influences their ability to acquire information and reach goals, how it affects their interpersonal interactions with others, and the manner in which it assigns group…

This article presents findings from an education design research program to advance the development of the Cultural Proficiency Continuum Dialogic Protocol (CPCDP). The CPCDP is a primary data source that uses andragogical and asset-based pedagogies and approaches to assess and codify educators' cultural competence systematically. Findings…

Using national data from the National Center for Education Statistics 2011-2012 Schools and Staffing Survey and Common Core of Data, we examined the relationship between K-12 practitioners' risk for stress and the teacher-to-student racial/ethnic congruence. Analyses indicated significant variation in risk for stress by school racial composition…

The teaching force in the United States is largely White, female, and unprepared to acknowledge the significance of being White and work effectively with a racially diverse student population. To better serve students of color, teachers must be able to understand their own racial identity to be able to respectfully acknowledge the racial and…

This article explores the ways in which lived experiences informed literacy teacher educators' (LTEs) pedagogies and practices of social justice. In particular, three case studies were conducted to examine why the LTEs chose to address social justice, as well as how their life experiences influenced their views and pedagogies in their literacy…

This article examines the tensions encountered and lessons learned when a White teacher mentor discovered white fragility in her mentoring practices with a Black novice teacher. It was the mentor's first attempt to 'wake up white' and acknowledge her White identity in her mentoring actions. The mentor engaged a secondary English as a New Language…

While the public-school classroom has increasingly become more diverse, the teaching population has not. Research studies on race and its role in the classroom have been necessary considering the predominantly white teaching force and the opportunity gap that exists in the education outcomes of students of color and that of their white peers;…

This paper examines the experiences of two non-Indigenous academics in a regional Australian university who taught/coordinated a first-year course, Introduction to Indigenous Australia (SCS130). Drawing on our own experiences, we explore the implications and contentious nature of non-Indigenous academics teaching Indigenous Studies and align this…

Funds of Knowledge (FoK) is a form of research in which families' practices inform education. Unfortunately, neoliberalism minimizes understanding families' assets because educators must transmit standardized knowledge for tests. In Appalachia, grappling with complex knowledge is challenging because of the opioid crisis. Through Bakhtin's theory…

Purpose: This paper aims to identify how white preservice teachers' inability to imagine an equitable space for Black and Brown children contributes to the ubiquity of whiteness in English education. Further, the authors contend that the preservice teachers' responses mirror how the larger field of English education fails to imagine Black and…

Antiracist professional development for white teachers often follows a one-size-fits-all model, focusing on narrow notions of race and especially white privilege at the expense of more radical analyses of white supremacy. Frustrated with this model, Zachary A. Casey and Shannon K. McManimon, both white teacher educators, developed a two-year…

This story begins with the assumption that I, the White female researcher, would elicit 'better' data from White participants. I told my Black female professor, 'I'm gonna use this White face!' This became a metaphor to describe my entry into the site and the various interactions that took place there. I conclude that the way that my racial…

This paper draws on 11 months of multi-site ethnographic fieldwork and 103 interviews to investigate how teachers in school faculty of varying racial compositions form social ties. Taking an organizational embeddedness perspective, this project examines how organizational practices on the part of the principal influence numerical minority…