Background: African American male students attending U.S. suburban schools remain severely underrepresented in Advanced Placement (AP) programs. A number of structural barriers, including racialized tracking policies; limited referrals from educators and school counselors; conventional AP practices centered on Eurocentric curricula, literature,…

Background: Scholars in the fields of early childhood education (ECE) and multicultural education have argued that preschools are key sites in which children learn about race and racism. However, there is little research on how teachers negotiate conflicting tensions and enact antiracist approaches within Head Start (HS) classrooms that use…

Background/Context: For more than four decades, researchers have shown that African American students are overrepresented in lower-track classes, while their White peers tend to be in advanced courses. In the past twenty years, school districts have implemented detracking reforms that stressed self-selection policies as an alternative to separate…

Background: The increase in the number of Black immigrants and other immigrant populations has undoubtedly changed the landscape of educational spaces. In fact, in 2016, 8% of Blacks were second generation Americans. Although Black immigrants may share similar experiences to native born African Americans, there are markedly distinct cultural…

Background and Context: Inspired by a photograph of the groundbreaking playwright Lorraine Hansberry that appeared in the New York Times following her unanticipated death in 1965, Nina Simone, pianist, singer-songwriter, and civil rights activist, carefully crafted "To Be Young, Gifted and Black," a song that later became the anthem of…

Background/Context: An ever-growing list of scholars in the United States have highlighted the importance of racially/ethnically diverse teachers. There is evidence suggesting that White teachers, who represent most teachers in the United States, may act to the detriment of the academic and socioemotional outcomes of minoritized students. What has…

Background/Context: Praxis Core, an ETS general knowledge examination, is required for teaching licensure in many states. However, it exists within a history of racist testing from time of the first IQ and SAT tests. Because of Praxis Core, Preservice Teachers of Color are regularly denied entry into the teaching profession, a reality incongruent…

Background/Context: Despite research that has rebutted the tiger parent stereotype, the perception that Asian immigrant parents enact overly strict and controlling educational practices continues to be widespread and entrenched. This stereotype is problematic because it constrains the understanding of Asian Americans to a one-dimensional group and…

Context: An emerging body of research has begun to re-envision how nondominant families and communities might become powerful actors in equity-based educational change when issues of power, race, culture, language, and class are integrated into family engagement efforts. Beyond the commitment to more equitable engagement, the field offers little…

Background/Context: Disproportionate placement of African American students into special education programs is likely to be a form of institutional racism, especially when such placement stigmatizes students. If placement also fails to lead to educational benefits, the practice becomes even more suspect. Some studies have explored disproportionate…

Background/Context: Most educators have had little if any preparation in racial literacy, the understanding of social identity related to race and the ability to recognize and negotiate racism. In fact, they may view race as irrelevant. Yet teachers and school leaders hold deep-seated racial ideologies that shape their day-to-day practice and have…

Background/Context: When Ladson-Billings described the pedagogical practices of successful teachers of African American children and consequently conceptualized culturally relevant pedagogy as an analytic resource to describe and make sense of pedagogical practices of teachers, her discussion was situated in a frame that examined instructional…

Background/Context: In a recent review of culturally relevant instruction and reading comprehension, Fairbanks, Cooper, Masterson, and Webb (2009) highlighted the paucity of research available to support the widespread claim in the literacy field that "students' social and cultural practices are deeply intertwined with literacy learning"…

Background/Context: The multiple worlds model is defined as the ability of students to connect, manage, and negotiate to cross the borders of their two worlds to successfully transition through different everyday worlds of school, family, and peers. Prior research has linked multiple worlds such as school, teacher, family, and peers to the…

Context: Elementary teachers will make difficult pedagogical choices when selecting materials to support their students' learning about historical topics. Given the variety of historical books written for their students, certain stories will be emphasized and ultimately legitimated and others will be silenced through absence. Objective of Study:…