This qualitative study examines how elementary students of Color develop and enact an abolitionist praxis as part of a "Freedom Dreaming" literacy unit. The analysis of focus-group interviews elucidates how, after learning about freedom dreaming and the abolition of prisons and police, students positioned historical anti-carceral…

A systematically disproportionate amount of Black and Brown students have struggled in their high school (HS) math courses, particularly with inclusion, identity, and academic success. This study came from a humbling journey of what it meant for a math educator to shift toward student-centered pedagogies within a deficit-oriented system of…

The heightened use of "safe space" in educational settings has been the subject of polarizing contemporary controversy and protested by conservative and progressive camps alike, raising concerns about whether "safe space" remains an educationally viable concept. In response to claims that safety is conflated with…

Ethnic studies is a growing movement for curricular and pedagogical practices that reclaim marginalized voices and histories and create spaces of healing for students of color; however, its application to mathematics education has been limited. In this essay, we provide a framework of five ethea of ethnic studies for mathematics education:…

Caucusing, as a social justice activity, is traditionally implemented to provide an insider space for marginalized persons to share experiences and build a space for belonging and safety by excluding those who hold privileged identities. Within a particular event that combines privileged and oppressed, experiences are uneven, with insiders…

Women and members of many ethnic minority groups continue to be significantly underrepresented in science, technology, engineering, and mathematics (STEM) education and work settings. In this article, we propose that Gloria Anzaldúa's concepts of "nepantla" and "nepantleras/os" can be used to enrich perspectives on…

Supporting student success and meeting college completion and equity goals requires institutions to do more than just work at the margins. Overcoming deep-seated challenges means that campuses need to transform. Successful transformation requires identifying, understanding, and navigating campus culture so initiatives can both implement new…

Students who hold minoritized identities are underrepresented in science, technology, engineering, and math (STEM) fields. Educational institutions often apply a deficit lens to understanding disproportionate outcomes between minoritized students and those from the cultural majority. Community Cultural Wealth (CCW) is an asset-based framework that…

Research on first-generation college students' (FGCS) is centered around cultural, demographic, and personal characteristics and structural barriers that adversely impact their persistence and graduation from postsecondary institutions. Literature is limited in its examination of how FGCS' utilize their personal strengths and assets, institutional…

I argue that traditional models of student success should emphasize socialization that empowers students of color in science, technology, engineering, and mathematics (STEM) while developing their self-concept, science identity, and self-efficacy. In-depth interviews with 58 STEM students and faculty across four universities in the Southwest who…

Teacher preparation programmes through cultural immersion field experiences in Schools as Learning Communities have the potential to increase the intercultural sensitivity of future teachers to provide an effective response to the needs of Roma children. This research evaluated the impact of an intercultural training programme for prospective…

In this case, Mary, a cisgender White principal, is struggling in a contentious school climate with a mostly White staff and a racially divided school community. A lunchroom incident highlighted the unaddressed conflict among students, families, and the community that can no longer be ignored. Her unresponsive leadership raises questions about the…

In this paper, I assert that professors can develop transformative pedagogies from exposure to social injustice in everyday work and teaching or from studying it in graduate programmatic and course settings. I make this assertion based on data from a qualitative study where I interviewed five public university professors (n= 5) from humanities and…

This study investigated the impact of a Grow-Your-Own (GYO) program on high school students' interests in teaching. Participants included 173 GYO students in a concurrent enrollment introductory education course. To explore the GYO's impact, survey results were compared to a sample of 297 traditional college students in a parallel curriculum. A…

In an era of global climate change, intertwined with social and ecological predation, there is growing recognition of the importance of building socially, environmentally, culturally pluralistic, just and sustainable futures. Yet many of the calls for reform and discourses around sustainability are authored and defined through top-down approaches,…