The Race and Education Primer introduces its topic as perspective, policy and pedagogy. It provides a thematic introduction to the guiding beliefs and major practices in the field, with a special emphasis on critical, recurring themes. These include race and intelligence, the education gap, teacher education and cultural competence. Approaching race and education in global context, the primer covers topics of interest to both novice and advanced students. A glossary and suggested readings and resources add to the volume's value for students new to the field.

In recent years, the issue of race in education in the UK have been submerged in wider discourses of diversity, leading to an invisibility of the quotidian experiences of marginalised peoples in educational institutions. Race, Education and Educational Leadership in England looks at how the experiences of black and ethnic minority (BME) students and academics in education has changed and investigates how the implementation of current policies on race equality are being monitored by the government. The contributors take an integrated approach, looking at issues and themes that occur across all educational phases in England and draw on expertise from within and outside the education system. The editors highlight areas of weakness and good practice in access, curriculum, progression and the lived experience. This book makes a compelling argument for why race equality matters in England's education system.

One problem which continues to absorb social scientists is the way in which so much social deprivation stems from racial or class status. The discussion in this book is developed in two ways: firstly, careful attention is given to an examination of the way minority groups create and maintain collective identities and action. Secondly, the relationship between this movement and such topics as racism in schools, schooling, unemployment and West Indian involvement in sporting rather than academic activities is analysed, together with the nature of the educational experience of different class and gender groups.

This authoritative handbook examines the community, district, and teacher leadership roles that affect urban schools. It will serve as a foundation for pedagogical and educational leadership practices that foster social justice, equity, and advocacy for those who have been traditionally and historically underserved in education. The handbook’s ten sections cover topics as diverse as curriculum, instruction, and educational outcomes; gender, race, and class; higher education; and leadership preparation and support. Its twenty-nine chapters offer both American and international perspectives.

Originally published in 1983. This book concentrates on the psychological factors within immigrants and on the importance of these for relations with locals and for education. It argues that immigrants experience a state of estrangement from both their own societies and from the receiving society. The educational effects of this manifest themselves partly in poor achievement, partly in poor behaviour and in dropping out of society. These are seen as the results of a diminished self-worth, a feeling of being pre-programmed to failure, and of being outsiders. This study develops a psychological model of the state of affairs and of the desirable educational measures needed for coping with it – in educational planning, curriculum development, teacher training and so on. It presents guidelines or suggestions for areas and kinds of actions, not presentating specific materials or programmes. This book fosters development of insight and understanding among teachers, policy-makers, teacher trainers and immigrants themselves.

Antiracist work in education has proceeded as if the only social relation at issue is the one between white people and people of color. But what if our antiracist efforts are being undermined by unexamined difficulties and struggles among white people? Whiteness at the Table examines whiteness in the lived experiences of young children, family members, students, teachers, and school administrators. It focuses on racism and antiracism within the context of relationships. Its authors argue that we cannot read or understand whiteness as a phenomenon without attending to the everyday complexities and conflicts of white people’s lives. This edited volume is entitled Whiteness at the Table, then, for at least three reasons. First, the title evokes the origins of this book in the ongoing storytelling and theorizing of the Midwest Critical Whiteness Collective—a small collective of antiracist educators, scholars, and activists who have been gathering at its founders’ dining room table for almost a decade. Second, the book’s authors are theorizing whiteness not just in terms of structural aspects of white power, but in terms of how whiteness is reproduced and challenged in the day-to-day interactions and relationships of white people. In this sense, whiteness is always already at the table, and this book seeks to illuminate how and why this is so. Finally, one of the primary aims of Whiteness at the Table is to persuade white people of their moral and political responsibility to bring whiteness—as an explicit topic, as perhaps the most important problem to be solved at this historical moment—to the table. This responsibility to theorize and combat whiteness cannot and should not fall only to people of color.

This edited volume examines the diverse Latinx/a/o student populations in higher education. Offering innovative approaches to understand the asset-based contributions of Latinx/a/o students and the communities they come from, this book showcases scholars from various disciplines, including, psychology, sociology, higher education, history, gender studies, and beyond. Chapter authors argue that various forms of knowledge and culturally relevant methodologies can help advance and promote the success and navigation of Latinx/a/o students. The contributors of this book challenge the deficit framing often found in higher education, and expand conceptualizations, theories, and methodologies used in the study of Latinx/a/o student populations to incorporate AfroLatinx/a/o perspectives, center Central American students in research, and bring Undocumented Critical Theory into the conversation. This important work provides a guide for higher education and student affairs scholars and practitioners, helping create knowledge to better understand Latinx/a/o student populations in higher education.

Offering a clear set of workable examples with data and explanations, Interaction Effects in Linear and Generalized Linear Models is a comprehensive and accessible text that provides a unified approach to interpreting interaction effects. The book develops the statistical basis for the general principles of interpretive tools and applies them to a variety of examples, introduces the ICALC Toolkit for Stata (downloadable from the Robert L. Kaufman’s website), and offers a series of start-to-finish application examples to show students how to interpret interaction effects for a variety of different techniques of analysis, beginning with OLS regression. The data sets and the Stata code to reproduce the results of the application examples are available online.