The purpose of this study was to explore the unique experiences that Black women student leaders, at a historically White institution located in the Deep Southern region of the United States, described as contributing to their sense of belonging on campus. In this study, I used an asset-based approach to understand how five Black women, all…

This study examines the lived experiences of Black male student-athletes at a military college (a predominantly White institution), particularly the experiences of high-achieving members of this population. Participants described their pre-college experiences, mentors, institutional factors, and other meaningful and motivational dynamics they…

This article disentangles social and emotional learning (SEL) into its 2 constitutive parts--sociality and emotionality through a backward mapping of the School Development Program (SDP) developed by James Comer. This article argues that Comer's school-level intervention is a process model for how to achieve SEL outcomes given its intentionality…

This study explores how the college-going culture at a no-excuses charter school with high college enrollment rates shaped students' worldviews and trajectories. Drawing on 7 months of ethnographic fieldwork, I found that the school boosted college enrollment through student compliance to the college accountability policies rather than through the…

The purpose of this instrumental case study was to investigate perceptions of the preparation strategies, practices, and supports for preservice teachers at a select HBCU to determine how the program prepares preservice teachers to educate culturally diverse K-12 students through culturally relevant pedagogy. This researcher examined data from…

Doctoral degree programs like the education leadership doctorate (EDLD) are often designed with a focus on desired/required program outcomes. Evaluating the impact of such programs is not only a topic of interest but a necessity. However, there is limited research that measures these outcomes particularly outside of the scope of academia. The…

While much of the quantitative research on Black women faculty has taken a comparative approach to understanding their experiences, this study provides a counternarrative, centering their experiences as faculty. This large-scale, multi-institution glance at Black women faculty helps to give us an overview of these women across the country, looking…

We use confirmatory factor analysis (CFA) to test the validity and reliability of three non-cognitive factors--resilience, grit, and growth mindset--as well as to examine whether those factors predict academic success for a sample of students primarily represented by first-year African American students at three Historically Black Colleges and…

The current school system lacks adequate racial representation among science, technology, engineering, and mathematics (STEM) teachers, particularly among Black and Latinx populations. This is a critical equity issue due to the increasing racial diversity of the student population and the benefits of race congruence between teachers and students.…

For educators committed to promoting social equity, the question of how to address dialect hegemony is increasingly important. While linguists have long accepted the concept of dialect equality, educators have struggled with the issue, sparking a history of controversy and debate underscoring larger social issues of diversity and equity. For…

This article is written for educators who serve as teachers, administrators, policy-makers in childcare settings, schools, classrooms, teacher preparation programs, programs that prepare educational researchers, and universities. Its purpose is to provide background, rationale, and support for individuals within those institutions to address the…

Title IV of the Higher Education Act of 1965 (HEA; P.L. 89-329, as amended) authorizes the primary sources of federal aid to support postsecondary education students. Title IV programs made over $118 billion in aid available to postsecondary students in FY2020 through Direct Loans and other forms of aid, including $27 billion in Pell Grants. The…

It is well demonstrated that basic needs insecurities (i.e., food insecurity, housing insecurity, or homelessness) are more pronounced among certain groups of historically marginalized students, including students of color at traditionally under-resourced Historically Black Colleges and University (HBCUs), Predominantly Black Institutions (PBIs),…

Alternative schools have often been excluded from education policies and research. Yet they are a relatively common education intervention for students deemed unsuccessful in their traditional schools. Increasingly, the limited accountability oversight of the alternative school sector has led to allegations of students being pushed out of…

The Higher Education Act of 1965 (HEA; P.L. 89-329, as amended), authorizes numerous federal aid programs that provide support to both individuals pursuing a postsecondary education and institutions of higher education (IHEs). The FAFSA Simplification Act (FSA; Title VII, Division FF of P.L. 116-260) makes significant changes to the underlying…