In this essay, the authors who identify as Women of Color (a Chicana, a Latina, and a Southeast Asian woman, respectively) faculty theorize their experiences with white resistance when teaching about race and racism in higher education. Drawing from Critical Race Theory, we merge our collective experiences of teaching about race into a composite…

Current research provides little insight into educators' attitudes toward multiracial learners. This lack of insight may impede the unique needs of multiracial learners, universal planning, and professional attitudes of educators. This survey design study addressed that problem by analyzing educators' attitudes in Michigan charter schools. Rooted…

This study investigates how higher education institutions attract and retain faculty of color. There is a deficit of minority representation in professorship. Specifically, over 80% of all full professors employed at four-year institutions are White (Espinosa et al., 2019). Gasman's (2022) and Bell's (1992) literature has impacted this study…

This essay explores how good intentioned white academics can hijack the important essence of anti-racism work and allows whiteness to invade the site. During the process of participating in anti-racist meetings and events many white academics are more occupied with advancing their positive white identity than liberating people of color through…

Critical Whiteness Studies (CWS) can be a significant tool to dismantle white supremacy in educational contexts. However, the authors argue that without attending to the forms of curriculum as they are entangled across systems of schooling, CWS can reinscribe the very forms of whiteness it seeks to disrupt. Identifying as a queer, Brown assistant…

This qualitative study is an examination of how 20 tenure-seeking Women of Color and White women academics at a public research-intensive university define collegiality and its perceived role in rank advancement. By engaging culture of hegemonic collegiality, we identified two salient themes: (a) collegiality is defined through weapon and survival…

White racial allyship is essential in realizing an institution that focuses on the welfare, success, and health of students of color and employees of color. The role of White racial allies has been discussed and studied in higher education literature. However, many studies that have critically reviewed the role of White allies have typically…

Findings from Travis J. Bristol's research article, "To Be Alone or In a Group: An Exploration into How the School-Based Experiences Differ for Black Male Teachers Across One Urban School District," found that Black teachers who were in "Groupers schools," those with four or more Black male teachers in the building, had a…

This autoethnographic cross-case study articulates a set of field-tested strategies, focusing on how White-dominated teacher-preparation programs (TPPs) could recruit a greater number of teacher educators who are Black, Indigenous, and People of Color (BIPOC) by actively designing, implementing, and modeling equity-conscious recruitment practices.…

Though great focus has been placed on DACA on the national level, many of the actual experiences of Dreamers in regard to education and employment licensure depend on state policies. South Carolina is one of the most restrictive states in regard to rights for DACA recipients. In light of these realities, this mixed-methods study examines the views…

The Kappa Delta Pi 2020 Diversity Summit addressed current issues in the teaching profession. This article targets the constructs from the breakout sessions focusing on White privilege as it relates to teacher education and teachers of color.

Career success is associated with having an integrated professional identity, especially for teacher educators who play a vital role in the professional development of novice teachers. Yet, the unique professional needs of teacher educators themselves, especially faculty of color, are often times ignored at predominantly White teaching…

Re-committing to equity work means that equity-oriented educators must reflect on the impact of historical and systemic inequities on minoritized students, accepting that transformative change towards equity takes time and unrelenting and continuous hard work, and it means being willing to pursue educational equity even in the face of fierce…

There are a disproportionate number of teachers of colour (ToC) in Wales in comparison to pupils of colour. Teachers are less ethnically diverse than the pupils they are teaching with only 1.3% of teachers categorising themselves as being from a non-White background. This paper sets out findings from research investigating recruitment into Initial…

Using "testimonio" (Reyes & Rodriguez, 2012), two Latinx instructors examine their experiences and thought processes with the kinds of resistance faced from White or White-aligning students constantly "slipping away" from doing the work of reflecting on Whiteness and their privilege. Analyzing the data through a critical…