Existing research has found evidence of widespread anti-Asian bias in the United States, yet limited work has examined whether anti-Asian biases affect parents' school preferences. In this article, using a conjoint experiment, we examine White parents' views on schools with varying percentages of Asian students. We find that respondents strongly…

Dual language immersion (DLI) programs were developed in the U.S. with the expressed goal of supporting intercultural connections, bilingualism, biliteracy, and respect for diversity. However, these programs are still influenced by broader social ideas and power dynamics. From this perspective, this year-long ethnographic case study uses a…

Discover the transformative power of early conversations on racial equity and cultural awareness with "Little Learners, Big Hearts." This heartwarming teacher's guide fosters empathy and equity in young minds. Grounded in heart centered learning, it seamlessly weaves principles of hope, self-education, acknowledgment, resolution, and…

I use an ecological approach to analyze a presentation in which four teacher candidates used racialized discourses to describe the indigenous students with whom they worked while studying abroad. I discuss this event and a subsequent interview with two faculty members present at the event, triangulating these data points with program artifacts,…

This study utilizes life history methodology to understand how White teachers develop racial awareness while also exploring how the education profession acts as an inflection point for racialized understandings of the world. Furthermore, as the educators in this study grew in their racial awareness, there was a rise in conflicting and ambivalent…

Elementary engineering, as an emergent or "contentious" practice, is fertile ground for cultural analysis. Contentious practice (Holland, D., & Lave, J. (2001). "History in person: Enduring struggles, contentious practice, intimate identities." School of American Research Press) highlights how historically enduring…

We present a curricular intervention in elementary Spanish heritage language in a Hispanic serving institution located in the US Northeast (Bronx, NYC), that aims to contextualize Latinx students' experiences and perceptions of Blackness within broader histories of oppression and enslavement. Our practice brings together critical Latinx pedagogy…

Racial disproportions in discipline within the U.S. public school system have been documented since the 1970s and continue to grow despite decades of research and intervention. A solid base of research ruling out individual student- and family-level factors as main causes of the racial disproportions has amassed, however, deficit narratives,…

The Dominican Republic is a uniquely valuable context in which to study children's racial stereotyping and prejudice, in part because multiracial individuals comprise the majority of the population and race is viewed largely as a continuous rather than dichotomous construct. In two studies, we use developmental and social theories to ground an…

Research on the inequities present within dual language (DL) programs demonstrates that these programs are not immune from the racial stratification prevalent in the United States. Despite intentions to center justice for minoritized students in DL programs, unexamined ideologies among educators can inadvertently perpetuate the existing status…

Efforts such as the "Brown v. Board of Education" (1954) have focused on providing an equitable education for Black students. However, educational inequality for marginalized and underrepresented students continues to persist. Education experiences for black students are impacted significantly by implicit bias. The purpose of this…

A critical content analysis is employed to scrutinize the second-grade materials within EL education's English language arts curriculum. Applying critical race theory, this study confronts the pervasive anti-Black narrative embedded in standardized curriculum used in the United States. The study unveils the presence of this narrative in the…

Purpose: The purpose of this study was to determine if the components of multicultural efficacy (experience with diversity, attitude toward diversity, and efficacy) were predictors of culturally responsive classroom management self-efficacy (CRCMSE) among K-12 teachers. Design/methodology/approach: Following a correlation design, survey data was…

In this qualitative study, researchers used critical race theory to examine the experiences of social studies standards committee members in 18 states and the District of Columbia. They found that while many participants articulated goals of increasing the teaching of race and racism in their state's social studies standards, at least in part,…

Despite pedagogical efforts to promote preservice teachers' racial literacy, preservice teachers may resist critical racial pedagogies. Such resistance has serious, detrimental consequences in classrooms populated with students of Color. To study how interracial groups of preservice teachers (PSTs) engage with issues of race outside of their…