This is a practical, research based guide to rethinking classroom management that effectively serves the needs of diverse learners including children of color, English learners, and children from low-income households. It focuses on promising alternatives to traditional disciplinary practices including restorative justice.

This second edition of the Handbook of Urban Education offers a fresh, fluid, and diverse range of perspectives from which the authors describe, analyze, and offer recommendations for urban education in the US. Each of the seven sections includes an introduction, providing an overview and contextualization of the contents. In addition, there are discussion questions at the conclusion of many of the 31 chapters. The seven sections in this edition of the Handbook include: (1) Multidisciplinary Perspectives (e.g., economics, health sciences, sociology, and human development); (2) Policy and Leadership; (3) Teacher Education and Teaching; (4) Curriculum, Language, and Literacy; (5) STEM; (6) Parents, Families, and Communities; and (7) School Closures, Gentrification, and Youth Voice and Innovations. Chapters are written by leaders in the field of urban education, and there are 27 new authors in this edition of the Handbook. The book covers a wide and deep range of the landscape of urban education. It is a powerful and accessible introduction to the field of urban education for researchers, theorists, policymakers and practitioners as well as a critical call for the future of the field for those more seasoned in the field.

Racial Opportunity Cost turns critical attention to the specific challenges faced by high-achieving students of color and gives educators a framework for recognizing and addressing these issues. Terah T. Venzant Chambers roots her discussion in the concept of racial opportunity cost, using a term borrowed from economics to refer to the obstacles faced and tradeoffs made by Black and Latinx students on the path to academic success. Gathering first-hand accounts from students, practitioners, and researchers, Chambers underscores a set of experiences common to academically successful students from racially minoritized backgrounds, especially those who attend predominantly white schools. These individual testimonies collectively show how, despite their successes, high-achieving students of color regularly encounter educational racism. As their experiences reveal, their academic progress may also be impeded by secondary stressors such as peer and cultural isolation and struggles with racial identity. These personal accounts illustrate the many ways in which the negative effects of racial opportunity cost extend from K-12 education into postsecondary academics and beyond. In this clarifying work, Chambers identifies the factors, such as school culture, intersectionality, and community acceptance that can increase or lessen racial opportunity cost across educational environments. She considers how the individual challenges that high-achieving and high-ability students of color confront reflect larger systemic problems. Chambers' framework will help educators proactively cultivate change in their classrooms and schools so that they may lower racial opportunity cost and improve student experiences.

Teachers of Color describes how racism serves as a continuous barrier against diversifying the teaching force and offers tools to support educators who identify as Black, Indigenous, or people of Color on both a systemic and interpersonal level. Based on in-depth interviews, digital narratives, and questionnaires, the book analyzes the toll of racism on their professional experiences and personal wellbeing, as well as their resistance and reimagination of schools. Teacher educator and educational researcher Rita Kohli documents the hostile racial climate that teachers of color experience over the course of their academic and professional lives-first as students and preservice teachers and later in their classrooms and schools. She also highlights the tools of resistance these teachers employ to challenge institutionalized oppression and the kinds of professional development and support they need to thrive. Analyzed through the lens of critical race theory, Teachers of Color exposes the ongoing racialization via counter-stories from thirty racially, geographically, and professionally diverse educators. The book concludes with recommendations that various education stakeholders can employ to improve the racial climates of schools and support the growing diversity of the teaching force. At this critical moment, Kohli offers readers an opportunity to strengthen their racial literacies and better understand the strengths, struggles, and power of teachers of color.

Race neutral leadership is not an option. Education leaders are on the frontline in the fight for racial justice and must co-construct practices to disrupt storylines, policies, and practices that perpetuate opportunity gaps. Drawing from established research and the wisdom of teachers, young people, parents, community members, policy advocates, and school leaders, The Race Card is a guide for frontline leaders at every level to confront and disrupt racism. Designed to engage leaders in candid conversations about race and racism, this book provides a road map for building anti-racist leadership capacity in today’s turbulent political environment. Features include Eight interrelated tenets of Frontline Leadership Strategies for supporting faculty, staff, students, and the broader community in practices centering racial justice and equity Guidance for dismantling the lies and beliefs that perpetuate inequities Design principles and strategies to cultivate opportunity-rich and robust curriculum, instruction, relationships, and assessment The frontline isn’t always a comfortable place, but it’s where education leaders are needed right now. Lead the fight for truth in your school community and help change history—by putting our nation back on the path to racial justice.

Race and Culturally Responsive Inquiry in Education examines how assumptions about race and culture have shaped US education research and the interpretation and implementation of its results. This ambitious volume sheds light on the detrimental effects of educational praxis and policies that have characterized communities of color and historically underserved communities as deficient. It reveals how such bias has affected many facets of educational inquiry, from research design and planning to education policy making and evaluation practices. The provocative essays in this work challenge traditional suppositions about whose evidence matters, highlighting approaches for reframing educational inquiry and arguing for the adoption of a culturally responsive stance that can correct inequities by accounting for students' diverse backgrounds and needs. Edited by Stafford L. Hood, Henry T. Frierson, Rodney K. Hopson, and Keena N. Arbuthnot and featuring contributions from leading and emerging scholars, the collection is organized around three key areas-education research, educational assessment, and program evaluation. The contributors identify provocative problems that exist at the intersection of race and education in these areas, and they illuminate the many ways in which education reform can address intersectionality. Calling for effective action, they suggest compelling solutions for consideration by policy makers and practitioners as well as researchers. Together, the essays in this volume make the case that culturally responsive methods that deepen our understanding of educational disparities, appropriately measure what students know and can do, and ensure that we have accurate information about the effectiveness of educational interventions can improve educational outcomes for diverse learners.

Making Black Girls Count in Math Education explores the experiences of Black girls and women in mathematics from preschool to graduate school, deftly probing race and gender inequity in STEM fields. Nicole M. Joseph investigates factors that contribute to the glaring underrepresentation of Black female students in the mathematics pipeline. Joseph’s unflinching account calls attention to educational structures and practices that contribute to race- and gender-based stratification in science, technology, engineering, and mathematics disciplines. The author also disentangles a complex network of historical and sociopolitical elements that influence the perception and experiences of Black girls and women both inside and outside of mathematics education. In her clear-eyed assessment of the intersectional difficulties facing this marginalized group, Joseph offers a critical view of the existing mathematics education research, practice, and policies that have neglected Black girls and women; confronts the problematic history of mathematics education policy; and considers imbalances in the current teacher workforce in US mathematics programs. She then provides practical, actionable suggestions for reform. Joseph invites students, families, and educators, as well as researchers, policy makers, and other relevant stakeholders to disrupt systems, structures, and ideologies. She calls for an end to racism and sexism in many areas of mathematics education, including learning environments, curriculum design and implementation, and testing and assessments. An essential read for anyone concerned about supporting the mathematical learning and development of Black girls and women, this work advocates for coalition-building so that greater, more equitable opportunities for learning and engagement may be offered to Black female students.

In the thoroughly revised second edition of Start Where You Are, But Don't Stay There, H. Richard Milner IV addresses the knowledge and insights required on the part of teachers and school leaders to serve students of color. Milner focuses on a crucial issue in teacher training and professional education: the need to prepare teachers for the racially diverse student populations in their classrooms. The book, anchored in real world experiences, centers on case studies that exemplify the challenges, pitfalls, and opportunities facing teachers in diverse classrooms. The case studies- of teachers in urban and suburban settings- are presented amid current discussions about race and teaching. In addition, the second edition includes a new chapter dedicated to opportunity gaps in education and an expanded discussion of how Opportunity Centered Teaching can address these gaps. Start Where You Are, But Don't Stay There strives to help educators in the fight for social justice, equity, inclusion, and transformation for all students. It is a book urgently needed in today's increasingly diverse classrooms.

Culturally Responsive School Leadership focuses on how school leaders can effectively serve minoritized students-those who have been historically marginalized in school and society. The book demonstrates how leaders can engage students, parents, teachers, and communities in ways that positively impact learning by honoring indigenous heritages and local cultural practices. Muhammad Khalifa explores three basic premises. First, that a full-fledged and nuanced understanding of ""cultural responsiveness"" is essential to successful school leadership. Second, that cultural responsiveness will not flourish and succeed in schools without sustained efforts by school leaders to define and promote it. Finally, that culturally responsive school leadership comprises a number of crucial leadership behaviors, which include critical self-reflection; the development of culturally responsive teachers; the promotion of inclusive, anti-oppressive school environments; and engagement with students' indigenous community contexts. Based on an ethnography of a school principal who exemplifies the practices and behaviors of culturally responsive school leadership, the book provides educators with pedagogy and strategies for immediate implementation.

Not Paved for Us chronicles a fifty-year period in Philadelphia education, and offers a critical look at how school reform efforts do and do not transform outcomes for Black students and educators. This illuminating book offers an extensive, expert analysis of a school system that bears the legacy, hallmarks, and consequences that lie at the intersection of race and education. Urban education scholar Camika Royal deftly analyzes decades of efforts aimed at improving school performance within the School District of Philadelphia (SDP), in a brisk survey spanning every SDP superintendency from the 1960s through 2017. Royal interrogates the history of education and educational reforms, recounting city, state, and federal interventions. She covers SDP's connections with the Common School Movement and the advent of the Philadelphia Freedom Schools, and she addresses federal policy shifts, from school desegregation to the No Child Left Behind and Every Student Succeeds Acts. Her survey provides sociopolitical context and rich groundwork for a nuanced examination of why many large urban districts struggle to implement reforms with fidelity and in ways that advance Black students academically and holistically. In a bracing critique, Royal bears witness to the ways in which positive public school reform has been obstructed: through racism and racial capitalism, but also via liberal ideals, neoliberal practices, and austerity tactics. Royal shows how, despite the well-intended actions of larger entities, the weight of school reform, here as in other large urban districts, has been borne by educators striving to meet the extensive needs of their students, families, and communities with only the slightest material, financial, and human resources. She draws on the experiences of Black educators and community members and documents their contributions. Not Paved for Us highlights the experiences of Black educators as they navigate the racial and cultural politics of urban school reform. Ultimately, Royal names, dissects, and challenges the presence of racism in school reform policies and practices while calling for an antiracist future.

Race, Sports, and Education highlights the myriad ways in which organized collegiate sport has both positively contributed to and negatively detracted from the educational experiences of Black male college athletes. Specifically, John N. Singer examines the educational experiences, opportunities, and outcomes of Black males who have played NCAA Division I football and/or basketball at historically White colleges and universities. Singer is intensely aware of the ways in which many Black athletes have been shortchanged by the collegiate sport system. He describes how the colleges and universities have exploited athletes for the institutions' financial gain and deprived them of basic educational opportunities that ought to be enjoyed by all students. At the same time, Singer argues that sports do in fact offer genuine educational opportunities and benefits for many of these athletes. He is acutely attuned to the fact that these athletes love their sports, and that their participation in these sports makes unique educational experiences available to them. As Singer shows, to understand the situation and to chart realistic, fruitful reform measures requires a full appreciation of the complexity-indeed, of the many competing and contradictory elements-that characterizes intercollegiate sport and the experiences of Black athletes at the present time. The book brings to the fore the voices, stories, and perspectives of twelve Black male college athletes via a case study of teammates from a big-time college football program and individual reflective vignettes of athletes across several different college programs. Through his analysis of the system and his attention to student views and experiences, Singer crafts a valuable, nuanced account and points in the direction of reforms that would significantly improve the educational opportunities and experiences of these athletes. At a time when collegiate sports have attained unmistakable institutional value and generated unprecedented financial returns-all while largely failing the educational needs of its athletes-this book offers a clear, detailed vision of the current situation and suggestions for a more equitable way forward.

Equality or Equity sets forth a compelling argument urging us to shift our understanding of the role of our education system from providing equal opportunity to building an equitable society. A leading scholar-practitioner and ardent proponent of culturally responsive forms of education, Jeffrey M. R. Duncan-Andrade aims to settle the debates over whether we should work toward a public education system built on the goal of equality, in which identical resources are provided for all students, or equity, in which different resources are offered in response to differences in student interests and needs. Duncan-Andrade centers his argument on the importance of creating meaningful education experiences for all students, particularly for low-income students of color and immigrant students, who have gained relatively fewer benefits from decades of equality-focused education reform. Drawing on research from across a range of disciplines, including neuroscience, social epidemiology, public health, and social work, Duncan-Andrade introduces three essential domains of a pedagogy that are both culturally and community responsive: relationships, relevance, and responsibility. He enlists the voices of practitioners to provide grounded examples of what community-responsive pedagogy looks like in each of these domains. These examples demonstrate how equitable classroom practices can enrich student engagement, enhance trauma responsiveness, and improve educational outcomes. Equality or Equity makes an urgent appeal for designing and implementing a truly equitable school system and shows us how we can begin to accomplish that goal.