Minoritized students' ethnic backgrounds and racial appearances influence their academic opportunities and belonging experiences, and limit their access to safe and equal learning environments. In the Netherlands, limited research has focused on minoritized students' experiences. In this study, we drew upon a theoretical framework focused on…

Racial microaggressions in school have gained increasing attention in recent years. However, scholars often neglect students' experiences of racial microaggressions in rural schools. To fill this gap, this study employs in-depth interviews with 26 students to examine two forms of racial microaggressions -- microinsults and microinvalidations.…

This study seeks to expand the conceptualization of campus safety incorporating both physical and psychological dimensions and drawing attention to the experiences of Black college students. Using the 2019 ACHA-NCHA biannual assessment, this study examined campus safety experiences of Black/African American in comparison to White undergraduate…

Few studies have sought to understand the childhood play experiences of Black boys in early childhood education (ECE), and a majority of those that investigate them often socially construct Black boys' play as criminal, dangerous, and monstrous. Considering the dangers of hegemonic masculinity and femininity or the racial and gendered power and…

This study explored the experiences of counselor students of color in two multicultural courses in a master-level counseling program. Participants revealed their feelings surrounding a need to assume a 'teaching role' with their White counterparts, to challenge racist and stereotypical viewpoints. Positive and negative experiences associated with…

Informed by critical race theory (CRT), we examine how African-American and white college students, at a predominantly white, structurally diverse, Southern US university, understand their cross-racial experiences. Black-white interactions are understood within the context of the so-called 'post-racial' environment, against the backdrop of…

The Race Equality Charter (REC) was introduced in 2014 as a national policy initiative that aims to support UK universities in developing cultural and systemic changes to promote race equality for Black and minority ethnic (BME) staff and students. Drawing on quantitative data, we locate the REC within a complex picture of undergraduate student…

This ethnographic case study examines how a racial equity-focused effort was contested and undermined by analyzing classroom observations and interviews with three teachers who worked in a credit-recovery program. Drawing on Critical Race Theory's (CRT) whiteness as property and restrictive equality analytical lenses, this article illustrates that…

A prominent feature of education in the United States is the widespread endorsement of an "achievement narrative," which links individual motivation and effort to academic achievement. In mathematics and science domains, this narrative is often coupled with one that special intelligence is required for people to do math and science. We…

Exclusionary discipline practices in the United States are used disproportionately in the punishment of Black students with a disability compared to White and Black students with or without a disability. One potential mechanism leading to the disproportionate use of exclusionary discipline is a process called 'manifestation determination reviews'…

Asian Americans are the most highly educated racial group in the United States and are commonly heralded as the model minority for their high academic success. Nevertheless, previous research suggests that Asian Americans may face certain disadvantages in school settings. For example, Asian Americans' academic advantage over non-Hispanic white…

The purpose of this paper was to determine if high school democratic climates influence Black youth participation in sociopolitical groups using critical race theory as a lens. It was hypothesized that Black youth would be less likely to participate in sociopolitical groups due to perceived lack of support. It was also hypothesized that Black and…

This article shows the potential usefulness of applying Kegan's constructive-developmental model to White teacher education students' difficulties in understanding racial dynamics in US society. The data for this analysis come from a study examining the evolution of White teacher candidates' understandings and practices related to diversity as…

Over the years, many scholarly publications have extensively discussed disability 'diagnoses' and placement practices in special education programs in the United States and the United Kingdom. These publications argue that racism and classism rather than clinically predetermined factors appear to influence the disability diagnosis and placement…

Implicit in the discourse on school discipline reform is the belief that utilizing "positive school discipline practices," as opposed to suspension and classroom removal, will necessarily reduce the racially disproportionate representation of black and brown students in school discipline outcomes. Yet even in schools that utilize…