A New York Times bestseller, this book provides a balance of stories and strategies to help urban educators to understand the realities of their students' lives and to recognize their strengths.
Emdin, Christopher. 2017. For White Folks Who Teach in the Hood... and the Rest of Y'all Too: Reality Pedagogy and Urban Education (Race, Education, and Democracy). Boston: Beacon Press.
This report is the first of three on policy solutions to improve all students' opportunities to learn. Its data shows that in all kinds of schools- rural, suburban, and urban - students in schools with high enrollment of color have less access to certificated and experienced teachers than their white peers. The report concludes with policy recommendations to closing gaps in student access to certified and experienced teachers.
Cardichon, J., Darling-Hammond, L., Yang, M., Scott, C., Shields, P.M., Burns, D. 2020. Inequitable Opportunity to Learn: Student Access to Certified and Experienced Teachers
https://learningpolicyinstitute.org/sites/default/files/product-files/CRDC_Teacher_Access_REPORT.pdf
This article discusses the fact that this is the first time the California Department of Education has broken down absenteeism rates by reasons for students missing school. The data shows that black students have a much higher rate of unexcused absences from school than their white peers. The data covers the school years 2017-18 and 2018-19.
Jones, C., Willis, D.J. 2020. New California absenteeism data shows big discrepancies between white, Black students. Oakland, California: EdSourcehttps://edsource.org/2020/new-california-absenteeism-data-shows-big-discrepancies-between-white-black-students/645485
The book explores the implications of disproportionality on educational outcomes and equity. It is an important for practitioners because it offers a broad overview of findings and issues associated with inequity in special education.
Losen and Orfield. Racial Inequity in Special Education. Cambridge, MA: Harvard University; Harvard Education Press, 2005.
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.
There are large racial disparities in school discipline in the United States, which, for Black students, not only contribute to school failure but also can lay a path toward incarceration. Although the disparities have been well documented, the psychological mechanisms underlying them are unclear. The authors argue that race not only can influence how perceivers interpret a specific behavior, but also can enhance perceivers’ detection of behavioral patterns across time.
Okonofua, J. A., & Eberhardt, J. L. (2015). Two Strikes: Race and the Disciplining of Young Students. Psychological Science, 26(5) 617–624.
This series of articles on Inequities in schools takes a close look at some schools and districts that are engaging in hard work of embracing the goals of equity and turning them into action steps that are benefiting students. The articles discuss that black, Hispanic or low-income students schools may not have the same advanced courses as white, more affluent peers, teachers with long track records of effective teaching or are more likely to face harsher discipline. Articles: 1. In Pursuit of Equity 2. Data Reveal Deep Inequalities in Schools 3. How Onw District is Raising Math Rigor and Achievement for Students of Color 4. Access to Quality PD Is an Equity Issue, Teachers Say 5. The Simple Policy Change That's Getting More Students of Color in Advanced Courses 6. The Art of Making Science Accessible and Relevant to All Students
Samuel, C.A., Schwartz, S., Blad, E., Gewertz, C. 2020. Uprooting Inequities in Schools. Bethesda, Maryland: Education Week http://e-news.edweek.org/hostedemail/email.htm?CID=41632109141&ch=555AE40C00CA2111F027762D339E115D&h=090c7478f5f0b706ad27de4da5c61b08&ei=7f7OBGlxN&st=04-MAR-20
Defining white fragility as an active barrier to equity, the author describes the historical and current effects of prevailing paradigms with a call to consciousness and action.
DeAngelo, Robin. 2018. White Fragility: Why It's So Hard for White People to Talk About Racism. Boston: Beacon Press
The book explores how racial identities manifest in public settings and how the expression of identity is received and understood by others. The book is useful for practitioners who seek to gain clarity on how to understand and talk about racial differences in honest and effective ways.
Tatum, B. Why Are All the Black Kids Sitting Together in the Cafeteria? Basic Books: New York, 2003.
