In this qualitative study, Samuel D. Museus analyzes how relative racialization processes and their dynamics shape Asian American college students' racial justice activism. The findings from his qualitative interviews with activist Asian American undergraduates reveal how these students perceived relative racialization processes as raising…

In this qualitative research essay, Francine Menashy and Zeena Zakharia advance Charles Mills's concept of White ignorance for understanding racial power hierarchies in global education governance. They reveal how global education organizations "sanitize racial inequities and silence conversations on race" and how in global education…

Utilizing a critical raceclass theory of education, OiYan A. Poon and colleagues analyze interviews with Asian Americans who have publicly advocated for or against affirmative action and acknowledged how their understandings of racial capitalism informed their perspectives and actions. Limited research has considered Asian American subjectivity in…

In this article, Amanda J. Taylor uses portraiture methodology to explore one white teacher's efforts to understand whether and how race plays a role in her teaching practice. With no conscious experiences with race and racism, this teacher draws on her time as a cross-cultural traveler to construct and apply what Taylor calls a "racial…

In this article, Uma M. Jayakumar investigates the cumulative impact of experiences with segregation or racial diversity prior to and during college on colorblind ideological orientation among white adults. An analysis of longitudinal data spanning ten years reveals that, for whites from segregated and diverse childhood neighborhoods, some…

In recent years anti-lesbian, gay, bisexual, transgender, and queer (LGBTQ) bullying has been a pervasive discussion in popular and scholarly discourse. While such a discussion has documented the negative impact of bullying on the physical, psychological, social, and emotional lives of young people, it has not had a critical and sustained analysis…

In this article, members of the Midwest Critical Whiteness Collective argue that Peggy McIntosh's seminal "knapsack" article acts as a synecdoche, or as a stand-in, for all the antiracist work to be done in teacher education and that this limits our understanding and possibilities for action. The authors develop this argument by…

In this article, Richard J. (Rich) Reddick and Victor B. Saenz, two assistant professors of color, utilize scholarly personal narrative to reflect on their trajectory from undergraduates at a predominantly White institution--one prominently mired in a legacy of discrimination and exclusion toward people of color--to faculty members at that same…

In this article, Julian Vasquez Heilig, Keffrelyn Brown, and Anthony Brown offer findings from a close textual analysis of how the Texas social studies standards address race, racism, and communities of color. Using the lens of critical race theory, the authors uncover the sometimes subtle ways that the standards can appear to adequately address…

In this empirical study, the authors draw on classroom observations and interviews with twenty-three Black male ninth graders in an urban district to focus on the nature of disciplinary practices in an all-Black, all-male manhood development class. While scholars have identified the "discipline gap" as a salient aspect of the experience…

In this research article, Myosha McAfee presents findings from her grounded theory and microethnographical study of math instruction in a racially and socioeconomically diverse public school. Her analysis puts forth a new theory-the kinesiology of race-which conceptualizes race as a verb rather than a noun. It centrally considers how racial…

In this article, Uma Jayakumar, Rican Vue, and Walter Allen present their study of Young Black Scholars (YBS), a community-initiated college preparatory program in Los Angeles. Through in-depth interviews and surveys with twenty-five middle- and higher-income Black college students, they document the positive role of community in facilitating…

In this commentary, anthropologist Iris Carter Ford reflects on the preceding pieces by Carmen Kynard and Signithia Fordham. She identifies parallels among the two essays and her own life, drawing out themes that emerge from the narratives. Integrating ideas about "talking black" and "talking back," Ford notes that both phenomena have roots in…

In this essay, Hana Kawai and Emily Taylor provide a case study of one teacher's classroom that examines issues of student conflict, gender dynamics, and the importance of reflective discussion to address oppressive social structures. Through reflections and observations that focus on the intersection of gender and race, they urge teachers to…

This article is an experiment in writing about and across differences; it seeks to open up dialogue between adults and young people in childhood and youth studies research. The coauthors, Sofia and Wendy, met through Wendy's longitudinal research project, which explores the roles that gender, race, and immigrant status play in how young people…