Public schools are continuously looking for ways to meet their goal of engaging with culturally and linguistically diverse (CLD) families to increase the academic achievement of students. Teachers' assumptions and biases towards CLD families are often influenced by their own perspectives and epistemologies. These qualities are often revealed when…

This co-authored qualitative case study explores the challenge of teachers connecting with their students at the middle school level, especially when White teachers serve predominantly African-American students in large urban metropolitan areas like St. Louis, Missouri. While research has established the need for teachers to better understand the…

This paper theorises empirical findings from a school in the north of England in order to contribute to theoretical understandings of racial microaggressions, particularly micro-assaults. In so doing, the paper argues that during the teaching of Black History, micro-assaults were articulated as racist humour and stereotyping, to increase tolerance…

The "Assessment of Culturally and Contextually Relevant Supports" (ACCReS) was developed in response to the need for well-constructed instruments to measure teachers' cultural responsiveness and guide decision-making related to professional development needs. The current study sought to evaluate the presence of differential item…

This paper explores the ways in which success in school is constructed by a majority White teaching staff during day-to-day classroom practices and schoolwide policies, such as the disciplinary systems at a "no-excuses" charter school in one of the largest urban districts in the U.S. Stakeholders were assessed by interviews and…

The purpose of this research was to explore how five White preservice teachers described working with predominantly Black student populations in city school music classrooms. Participants with prior K-12 school music experience in primarily White public and private school settings were assigned to student teaching placements in a city school…

The "Assessment of Culturally and Contextually Relevant Supports" (ACCReS) was developed in response to the need for well-constructed instruments to measure teachers' cultural responsiveness and guide decision-making related to professional development needs. The current study sought to evaluate the presence of differential item…

We address the notion that different student grouping configurations in the classroom may provide different sets of opportunities for English learners (ELs) -- students whose home language is not English (the language of instruction in the U.S.) -- to both learn science and develop a second language through different forms of social interaction.…

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 and use their social ties to secure professional, political, and emotional resources at work. Findings show that in general, white teachers in the numerical minority in their…

Faculty diversity has received increased attention from researchers and institutions of higher education, yet faculty demographics have not changed substantially for many underrepresented groups. Several barriers to the retention of women and faculty of color have been offered, including a lack of belonging, discrimination, social exclusion, and…

The RUMERTIME Process (RP) is a five-step culturally responsive social-emotional, problem-solving, prevention-intervention strategy used to educate, equip, and empower students, educators, and families. The RP equips individuals with the abilities to recognize, understand, manage, express, and reflect on their thoughts, interactions, mindsets, and…

This paper aims to explore ways in which social deprivation within the education field influences educational achievement of minoritized students during the COVID-19 e-learning experience. COVID-19 forced students to turn to eLearning, and through the experience social deprivation was shown through the lack of resources, especially in minoritized…

"Adolescents at School" brings together the perspectives of scholars, educators, and researchers to address the many issues that affect adolescents' emerging identities, especially in relation to students' experience of and engagement with school. The book offers current and preservice teachers a practical understanding of the concept of…

Increasing faculty diversity is a stated priority across higher education in the United States. The extent to which Asian Americans and Pacific Islanders (AAPI) are part of these discussions is unclear as the group is considered faculty of color but not always underrepresented minorities. Using data on all four-year postsecondary institutions,…

The achievement gap between elementary students of Color, particularly, economically disadvantaged elementary students of Color and White students continues to be a concern. The problem in this study was that some White teachers working in urban elementary school districts have failed to include CRP practices in their instruction of economically…