Diversity, Equity, and Inclusion - Research and Resources

Education section starts on page 27; Guarding against bias is on page 52.

Education section starts on page 33; Research on mitigating implicit bias is on page 43.

Education section starts on page 32.

"The two dominant implicit assumptions evident in the American educational system are the view that disability is deviant and should be eradicated and the assumption that all special services should be delivered in a separate environment."

"Our intention is to engage science educators to reject deficit-notions of dis/ability in favor of understanding it as part of human variation."

Examines a teacher education course informed by critical disability studies perspectives and suggests ways to prepare educators to disrupt the socio-political dimensions of disability oppression.

"We make an argument for the necessity of engaging in studies of ableism in teacher education generally, and also for the usefulness of using the specific conceptual device of dysconscious ableism as a central tool of social justice pedagogy in teacher education."

"The ableism embedded in special education law and a lack of meaningful enforcement renders special education regulations intangible to administrators whereas neoliberal performance benchmarks are extremely salient due to the dire consequences for schools of not meeting them."

In framing disability critical race theory (DisCrit) as an intersectional framework, we aimed to more fully account for the ways that racism and ableism are interconnected and collusive normalizing processes.

This investigation employs Disability Critical Race Studies as a theoretical framework to determine the interdependence of racism and ableism in school settings.

"Disability studies has allowed each of us to re-conceptualize our own relationships to feminist theory, and shaped our ability to envision a better academic environment for all students."

"We argue for a more critical and sustained scholarly engagement that would necessarily entail reaching out margin-to-margin in order to fully understand and interrupt the myriad ways that race, economic disadvantage and dis/ability work to justify exclusion and inequality in schools."

This article draws on Asian Critical Theory (AsianCrit) and racial literacy to examine how Chinese immigrant parents in one U.S. metropolitan area negotiated their parenting identity, and how they addressed racism faced by their children at school.

This qualitative case study uses Asian critical race theory to examine how two Southeast Asian American students faced exclusion and erasure before and during the COVID-19 pandemic and how their Southeast Asian American teacher advocated for them at a public elementary school in the Pacific Northwest. Implications include how researchers can pursue inquiries about Asian American students’ holistic development and how in-service and pre-service teachers can address anti-Asian xenophobia.

Over the past three decades, many higher education scholars have engaged in efforts to counter the stereotype that Asian Americans achieve universal and unparalleled academic success. While most of these scholars adopt an anti-oppression approach, some researchers have claimed that this literature reinforces oppressive deficit paradigms. To understand this conflict in existing literature, the current authors utilize an anti-imperialistic approach to analyze scholarship on the model minority myth. The current analysis reveals little evidence that research on the myth reinforced hegemonic deficit thinking. Instead, authors find that scholars largely utilized complex and multifaceted antideficit approaches, challenged dominant essentialist model minority frames, engaged in strategic (anti-)essentialism to navigate complex pan-racial contexts, and reframed the myth to achieve diverse purposes that speak to different audiences.

"In this article, I consider the emergence of the term Asian American as a political and racial identifier in the United States in the 1960s and 1970s and survey the meanings that are associated with the term today."

"There is a paucity of research on the educational experiences of Filipinx Americans, the second-largest Asian American group in the United States. Studies that do exist often lump Filipinxs with other Asian Americans or present them devoid of critical contexts that shape their experience, namely, colonialism and racialization. Using a desire-based framework and empire as an analytic, we conducted a semi-systematic review of 74 journal articles to better understand how Filipinx Americans are presented in the research."

"As tension between China and the United States continues to escalate, little research has looked into how geopolitical conflicts impact the Chinese Diasporas in these two nations. Filtering his life through empire and AsianCrit, the author illustrates his racializing encounters with empires in educational institutions and the larger Chinese and U.S. societies."

Although literacy can be a space for joy and criticality, urban early literacy classrooms are imbued with carceral logics, criminalizing young children along lines of race, disability, and language. To support teachers in enacting liberatory early literacy pedagogies, teacher educators must contend with the harm dominant literacy approaches can produce for multiply-marginalized young children. We describe how early literacy routines are (1) constructed for an imagined “normal child” through white, nondisabled, English-dominant perceiving practices; and (2) enforced through carceral logics. Teacher educators can cultivate urban teachers’ liberatory pedagogical tools, centering multiply-marginalized young children's power and agency so they might flourish.

Examines the intersection of race, gender, class, and academic success through a case study of a Texas charter high school that has a 98% working-class, Latino student population.

This article focuses on undergraduate students, but makes a good point about the diversity of the people who identify as Hispanic/Latinx.

This study of a Arizona elementary school students finds that "teachers’ beliefs about the role of Spanish in instruction, funds of knowledge, and critical awareness were all positively related to students’ reading outcomes."

This discusses how Latino students are over-represented in delivery of disciplinary actions and in the identification of disabilities in special education populations.

This article examines the intersection of race, gender, class, and academic success through an ethnographic case study in a Texas charter high school.

Finds that same-sex attraction is "associated with 95% higher odds of discipline among girls but no apparent discipline risk among boys."

"The 'hidden' heteronormative curriculum directly and adversely affects sexual minority youth on a number of personal and educational levels."

There is a "significant predictive impact of teachers’ positivity on gender diverse students’ sense of connection to their school environment, highlighting the need for educators to be knowledgeable and affirming of gender diversity."

"To disrupt normative narratives in the ELA classroom, educators must first identify the everyday practices occurring in school spaces, specifically recognising the teacher as a text."

"Whereas boys' successes in math are attributed to ability, girls' successes are attributed to effort."

Discusses importance of gender and sexuality in lives of college students with disabilities

Describes a process for using mindful reflection to confront biases around behavior.

A literature review focusing on culturally responsive schooling for Indigenous youth.

"This qualitative study focused on the life histories of four female African-American middle level teachers. The findings illuminate how culturally responsive caring can and should be foundational to successful teaching that does not discriminate but instead uplifts every student and assures them that teachers will seek to know, understand, teach, and not degrade them. Elements of this caring framework include serving as students’ otherparents or fictive kin, taking time to know students without judgment, appreciating the knowledge in students’ communities, believing in students’ brilliance and holding them accountable in warm yet demanding ways, teaching racial history and teaching students to speak back to negative profiles that define them, and never sugarcoating injustices but teaching for success."

"Embracing a critical race theory perspective, the researcher argues for a revisiting of the role of the hidden curriculum in education, particularly as it pertains to multicultural education."

In this article, the author "uses portraiture methodology to explore one white teacher's efforts to understand whether and how race plays a role in her teaching practice."

A collection of case studies that "allow educators to practice the process of considering a range of contextual factors, checking their own biases, and making immediate- and longer-term decisions about how to create and sustain equitable learning environments for all students."

This article investigated teachers’ explicit and implicit racial biases and found that both teachers and non-teachers hold pro-White explicit and implicit racial biases. It suggests that if schools are to effectively promote racial equity, teachers should be provided with training to either shift or mitigate the effects of their own racial biases.

"Drawing on ethnographic data of an urban school, this paper contrasts how two White female teachers take up the idea of ‘teaching for social justice.’ Fourth-grade teacher Maestra Rachel enacts a superficial understanding focused solely on curricular topics, while third-grade teacher Maestra Jennifer roots her teaching in an understanding of how students experience racial oppression in school. These cases demonstrate that a praxis of justice attends to curriculum and power, relationships, pedagogy, achievement, and identity. White teachers, specifically, must interrogate the role of Whiteness in their teaching, or they risk engaging in virtue signaling that reproduces injustice."

"Despite good intentions, educators often inadvertently uphold systems of antiblackness that undermine the well-being of Black students... Findings indicate that educators at this school rely on coded and non-coded racialized language to talk about Black students."