In this work, Stevenson describes schools where conflict is concealed and climates are fallaciously described as healthy.
Stevenson, Howard C. 2014. Promoting Racial Literacy in Schools: Differences That Make a Difference. New York: Teachers College Press.
In its third printing, Fergus, Noguera, and Martin's seminal text continues to help educators understand and educate boys of color within protective school environments.
Fergus, Edward, Noguera, Pedro, and Martin, Margary. 2015. Schooling for Resilience: Improving the Life Trajectory of Black and Latino Boys. Cambridge, MA: Harvard Education Press.
Valenzuela includes student voice in this text documenting the need for kindness and caring for youth of color in secondary schools
Valenzuela, Angela. 1999. Subtractive Schooling: U.S.-Mexican Youth and the Politics of Caring.
Albany, NY: State University of New York Press.
Valenzuela, Angela. 1999. Subtractive Schooling: U.S.-Mexican Youth and the Politics of Caring.
Albany, NY: State University of New York Press.
Teaching for Black Lives, (2022).
The authors examined stakeholders responses to a number of citations on racial disparities. The authors discuss how a number of factors shape disability and discipline racial disparities in the district.The aftermath of disproportionality citations: Situating disability-race intersections in historical, spatial, and sociocultural contexts.
Tefera, A. A., Artiles, A. J., Kramarczuk Voulgarides, C., Aylward, A., & Alvarado, S. (2023). The aftermath of disproportionality citations: Situating disability-race intersections in historical, spatial, and sociocultural contexts. American Educational Research Journal, 00028312221147007.
This research study examines the effects of integrating culturally responsive instruction into a course hosted by the school of education at a institution of higher education.
Othman, Lama B. 2018. “The Problem of Disproportional Representation of Students from Minority Races in Special Education.” International Journal of Special Education 33 (1): 171–183.
In response to the racially and ethnically diverse classrooms of this century, Rodriguez, Bellanca, and Esparza use this volume to propose a framework for expecting and acquiring excellence from all learners.
Rodriguez, Eleanor Renee, Bellanca, James, and Esparza, Deborah Rosalia. 2017. What Is It About Me You Can′t Teach?: Culturally Responsive Instruction in Deeper Learning Classrooms. Thousand Oaks, CA: Corwin.
This articles explains why teachers of color are important to the teaching workforce: Teachers of color force classrooms to break down negative stereotypes, help students understand and confront racism, and prepare students to live in a multicultural society.
Edutopia, (2020).
