Background: We present an analysis of interviews with 27 self-identified progressive white-male physics faculty and graduate students discussing race and gender in physics. White cis men dominate most STEM fields and are particularly overrepresented in positions of status and influence (i.e., full professors, chairs, deans, etc.), positioning them…

This article proposes using the dimension of human resources planning (Rebore, 2011) as a vehicle to disrupt the racism and ableism in the Individuals with Disabilities Education Improvement Act of 2004 (the "IDEA") that contributes to children of color being disproportionately overidentified into stigmatized disability categories which…

In this report, drawing on the spring 2022 American Instructional Resources Survey, the authors examine teachers' awareness of and responses to limitations on how they can address race- or gender-related topics in their instruction. Teachers experienced limitations that infringed on their instructional autonomy, which included their choice of…

Effective communication about science is a core skill undergraduates should learn, but little research has explored how students communicate about culturally controversial science topics. In this study, we explored how Black undergraduate science students took on the role of science communicators in their communities during the COVID-19 pandemic.…

Purpose: The purpose of this journal-ready dissertation was to determine the primary reasons that students are assigned exclusionary discipline consequences. Another purpose involves ascertaining the degree to which differential consequences are present by student ethnicity/race in the discipline consequence assigned for the same misbehavior.…

Black male teachers (BMEs) make up less than two percent of the entire educator workforce in the U.S. (Clark, 2020; DeRuy, 2016; Eng, 2020; Oakley et al., 2009), and in Florida, Black male elementary teachers (BMETs) comprise about 1.5% of all educators (FLDOE, 2022). Stephens et al. (2019) shared that all children benefit from experiences with…

Prior research indicates a connection between culturally responsive teaching practices and student engagement in the classroom. Color-evasive pedagogy, which can negatively impact students' understandings of content and course success, is also common in secondary social studies classrooms across the U.S. Factors contributing to color-evasive…

Understanding the educational aspirations of diverse groups among statistics majors provides insight into the discipline of statistics. This study utilizes multi-institution data from the 2019 and 2020 administrations of the National Survey of Student Engagement (NSSE) to explore educational aspirations for statistics majors through comparisons to…

Retaining teachers of color has been a problem in Cecil County Public Schools (CCPS) that I encountered when I started working there as a school-level leader in July 2016. This Education Leadership Portfolio (ELP) aimed to identify and understand the factors that influenced the retention of teachers of color in elementary schools, specifically…

This dissertation uses sociocultural linguistics to investigate how Black undergraduates at a Historically White Institution (HWI) understand Blackness, and how their racial socialization experiences in their pre-college years inform that perspective. This project reveals that many Black undergraduates in the HWI context may not have the benefit…

While any student is susceptible to experiencing a traumatic incident, students living in socio-economically marginalized communities are often exposed at higher rates. Students from racial minority groups are more likely to experience distress from acts of violence committed against People of color than their White counterparts. For educators…

The racial and ethnic composition of the U.S. population is rapidly changing in response to decades of sustained large-scale immigration. In 1950, non-Hispanic Whites made up the vast majority of the population (90%). As of 2020, non-Hispanic Whites made up 58 percent of the nation's population, and the Census Bureau projects that they will…

Past research has indicated that teachers' use of relational power directly influences students' sense of empowerment and that students who feel empowered are more likely to be motivated. This phenomenological, retrospective study investigated gifted high school students' perceptions of power and empowerment within their classrooms and the…

Prior research indicates that Black students and students from lower socioeconomic backgrounds are more likely to receive exclusionary discipline and are at risk of low academic achievement. However, the association between academic achievement and exclusionary discipline over time is not as well understood. With data from the Fragile Families and…

This article is an initial imagining of what an anti-racist pronunciation pedagogy (APP) might look like in ELT contexts such as immigrant employment training and international students studying in North American higher-education institutions. Three possible foci of an APP are briefly explored. First, this pedagogy helps students refuse the idea…