Inequities have existed in formal public education since its inception in the United States. The educational experiences and outcomes for Black students have historically lagged behind their non-Hispanic, and White peers. This dissertation uses data from The Early Childhood Longitudinal Survey for the Kindergarten Class of 2011 (ECLS-K: 2011) to…

The intransigence of the achievement gaps in schools in this nation and in the school districts in which I served as a building administrator or district support staff member was the motivation for conducting this examination of the role of expectations for success relative to achievement on assessments. This study investigated the possible…

The purpose of this research is to acknowledge what California Community Colleges are/are not doing in regards to poor transfer outcomes to bolster bachelor's degree attainment, especially for underrepresented minorities (URM) and Black indigenous people of color (BIPOC) students. The California Community College system entices students with low…

A large number of refugees come to Canada every year, supporting the government's claims that they are encouraging of "cultural diversity." Nonetheless, the pervasiveness of racism and the paucity of research focused on the intersectional identity of Black refugee students raises several concerns, especially in light of the White savior…

This article explores the teaching of English poetry in two Gauteng high schools, one a suburban, former Model C school and another in Soweto. Both schools are attended predominantly by Black learners for whom English is not their first language. Nine in-depth, semi-structured interviews were conducted with educators at the two schools. The choice…

There has been longstanding criticism of the whiteness of the professional discourses in teaching. Bariso (Race Ethn Educ 4(2):167-184, 2001) writes that where whiteness is constructed as being professional then blackness is constructed as unprofessional, in turn excluding blackness from the construction of the teacher. Similarly, Bhopal (Br J…

Black immigrant youth in the United States tend to be considered a new model minority because of the perception that they perform academically better than their African American peers. Yet, Black immigrant youth face challenges with literacy performance that often go unnoticed by teachers, which amplifies the invisibility of their literacies. I…

The purpose of this longitudinal study was to examine the influence of spoken dialect density on writing and on the codevelopment of reading and writing in African American English-speaking (AAE) children from first through fifth grades. The sample included 869 students, ranging in age from 5.8 to 12.5 years. Results indicated that dialect density…

This study seeks to explore the career trajectories of Black South African female academics at the University of Kwa-Zulu Natal. Their lived experiences continue to include the political vicissitudes of race and gender. Global scholarship on the challenges experienced by Black women in academia is palpable; the South African landscape is…

This qualitative study explored contextual factors that inform the college choice process among Black students with lived experience in foster care. Drawing exclusively upon in-depth interviews regarding the college choice process, specifically at a historically Black university, we identify three central themes: (a) self-motivation and resilience…

This study draws from World Englishes and a raciolinguistic perspective to examine how seven Black educators used standardized Englishes after their migration to the United States. Findings reflected sources of English (il)legitimacy to which educators were subjected based on negative reactions to their accents, race, communication, and…

Interdisciplinarity provides alternate perspectives through which to better understand the ways in which Black students and their access to education intersect and collide. This literature review proposes the employment of an interdisciplinary paradigm that centers the development of students' academic identity through culturally responsive…

In December 2019, Congress enacted and the President signed the Fostering Undergraduate Talent by Unlocking Resources for Education Act (FUTURE Act; P.L. 116-91). The law The law amends the Higher Education Act (HEA) to permanently authorize mandatory funding for grant programs to support HBCUs and MSIs. Authorization for this funding had expired…

The CPI Mid-Term Assessment provides insights from the first two years of the United Negro College Fund (UNCF)® Career Pathways Initiative (CPI). The authors derived insights from a comprehensive view of the experience of UNCF's Institute for Capacity Building (ICB) and the network of institutions implementing the program. To facilitate continuous…

To examine the undergraduate experiences and perceptions of students who self-identify as LGBTQ during their matriculation at two church-affiliated historically Black colleges and universities (HBCUs), this cross-comparison qualitative case study sought the following: 1) to determine common experiences that positively and/or negatively shaped…