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Despite the disproportional impact of HIV, Black individuals are benefiting the least from pre-exposure prophylaxis (PrEP). Motivational interviewing (MI) for PrEP uptake (MI-PrEP) is a two-session culturally tailored intervention incorporating MI strategies to improve PrEP motivation and uptake among cisgender Black women. A pilot randomized control trial was conducted in the Southeastern United States, and 41 women were randomized to MI-PrEP (session 1 with PrEP psychoeducation and MI and session 2 with MI and light case management) or enhanced treatment as usual (ETAU; two sessions of PrEP psychoeducation [videos explaining PrEP]). Women completed one follow-up assessment (1 month after visit 2). Measures captured primary (motivation [via contemplation and readiness ruler] and PrEP uptake via medical records) and secondary outcomes (e.g., PrEP knowledge, barriers to PrEP, and speaking to a provider about PrEP). Difference-in-differences analyses comparing MI-PrEP with ETAU as well as t-tests for within-group changes over time were conducted. Women who completed MI-PrEP (90.5% retained) compared with ETAU (100% retained) had a significantly higher likelihood of speaking to a provider about PrEP (OR = 4.42e7, CI [8.55e6, 2.29e8], DiD = 17.60, se = 0.84, p < 0.001). Within the MI-PrEP group, women had significant increases in PrEP prescription, knowledge, and motivation/contemplation, and significant decreases in financial resources as a PrEP barrier and medical mistrust (MMT). ETAU had within-group increases in PrEP prescription and speaking to a provider, no changes in motivation and MMT, and increases in specific barriers to care (e.g., transportation). MI-PrEP shows promise, and a large-scale study may be beneficial to further assess efficacy and examine implementation. [ABSTRACT FROM AUTHOR]

This research article explores the socio-historical and contemporary context of Black home education within the Black Belt of the American South through a literature review. This literature review aims to uncover the historical evolution, socio-cultural dynamics, and contemporary challenges and opportunities associated with Black home education in this region. [ABSTRACT FROM AUTHOR]

Background: Approximately 11.3% of the US population has diabetes. The burden of diabetes is higher in older adults and African Americans (AAs), such that 40% of adults aged 50 years and older have diabetes; African Americans are 60% more likely to be diagnosed with diabetes compared to non-Hispanic Whites (NHWs). Structural racism has resulted in fewer economic and educational opportunities for AAs, higher social risks, and unmet basic needs, which result in financial instability, housing instability, food insecurity, and a lack of transportation compared to NHWs. The presence of these unmet basic needs is a driver of poor adherence to diabetes self-management in older AAs. Aim: To test the preliminary efficacy of a nurse case-manager, telephone-delivered intervention that provides foundational diabetes self-management education and skills training, while also addressing and resolving the unmet social needs of older AAs with poorly controlled type 2 diabetes mellitus (T2DM). The primary hypothesis is that older AAs with T2DM randomized to the DM Social Needs intervention will have significantly lower hemoglobin A1C (HbA1C), blood pressure, and LDL levels compared to the usual care arm at 6 months post randomization. Methods: This is a three-year prospective, randomized clinical trial that will enroll 100 AAs aged 50 and older with type 2 diabetes (T2DM) and HbA1C ≥ 8% into one of the following two groups: (1) a nurse case-manager, telephone-delivered intervention that provides foundational diabetes self-management education and skills training, but also addresses and resolves unmet social needs; or (2) an enhanced usual care group that will receive mailed diabetes education materials. Participants will be followed for 6 months to determine the effect of the intervention on HbA1C, blood pressure, and low-density lipoprotein (LDL) cholesterol levels. Results: Baseline characteristics will be presented by study group, and within- and between-group changes in primary outcomes from baseline to 6 months will be reported. Conclusion: The results from this study will provide insights into the efficacy of a combined diabetes education and skills training and social needs resolution intervention for older African Americans with poorly controlled type 2 diabetes and will inform strategies to improve diabetes outcomes for this vulnerable population. [ABSTRACT FROM AUTHOR]

Black women living with HIV (BWLWH) face adversities associated with lower HIV medication adherence, viral non-suppression, and mental health symptoms (e.g., post-traumatic stress disorder) such as trauma/violence, racism, HIV-related discrimination/stigma, and gender-related stressors. We developed the first intervention based in cognitive behavioral therapy and culturally congruent coping for BWLWH to increase medication adherence and decrease PTSD symptoms by enhancing resilience, self-care, engagement in care, and coping for trauma, racism, HIV-related discrimination/stigma, and gender-related stressors. A pilot randomized control trial was conducted with BWLWH and histories of trauma who were at risk for their HIV viral load remaining or becoming detectable (i.e., below 80% medication adherence, detectable viral load in the past year, and/or missed HIV-related appointments). 119 BWLWH were assessed at baseline and 70 met inclusion criteria, completed one session of Life-Steps adherence counseling, and were randomized to either nine sessions of STEP-AD (Striving Towards EmPowerment and Medication Adherence) or ETAU (enhanced treatment as usual consisting of biweekly check-ins). Women completed a post intervention follow up assessment (3 months post baseline) and 3-month post intervention follow-up (6 months post baseline). Via STATA the difference-in-difference methodology with mixed models compared STEP-AD to ETAU on changes in outcomes over time. BWLWH in STEP-AD compared to E-TAU had significantly higher ART adherence (estimate = 9.36 p = 0.045) and lower likelihood of being clinically diagnosed with PTSD (OR =.07, estimate = − 2.66, p = 0.03) as well as borderline significance on higher CD4 count (estimate = 161.26, p = 0.05). Our findings suggest preliminary efficacy of STEP-AD in improving ART adherence, mental health, and immune function. [ABSTRACT FROM AUTHOR]

Scholars have examined the political influence of the Pittsburgh Courier and its contributions to labor relations, community building, and the social uplift of African Americans. Few, however, have investigated how the weekly newspaper used its pages to educate the Black community about how to interact with the public schooling system in the years immediately following the 1954 Brown v. Board of Education Supreme Court decision. This article examines three educational columns that appeared in the Courier between the autumn of 1954 and 1956. It argues that the editors of the paper created these columns in an effort to shift the Black community away from an educational strategy of racial solidarity and racial consciousness and toward what this author calls a "colorblind universalism" approach to education. After the Brown v. Board of Education II ruling in 1955, the hope of school desegregation somewhat faded, and the Courier editors eventually discontinued the educational columns. [ABSTRACT FROM AUTHOR]

Oral historians have declared the methodology a social justice project. This essay advances that discussion, positing that oral history methodology may represent a more specific racial justice project when coupled with critical race theory. An examination of the history of African American education scholarship, we argue, supports this contention. Two central questions guide this essay: (1) What does scholarship on the history of African American education demonstrate about the compatibility between oral history methodology and critical race theory? and (2) How does this methodological-theoretical pairing advance a racial justice project? We aim to show how critical race theory and oral history methodology complement one another as research tools that can strengthen the history of education's capacity to inform current educational issues. Our essay draws on the work of historians of African American education to exemplify possibilities for any historian of education who examines systematically underserved communities of Colour. Ultimately, we argue that critical race theory and oral history methodology are compatible because they share several propositions apt for helping researchers subvert the silencing, marginalisation, and objectification of systemically underserved communities of Colour, thereby furthering a racial justice project. This essay, therefore, contributes primarily to interdisciplinary education and historical research methods literature. [ABSTRACT FROM AUTHOR]

Anti-Black racism in K-12 education settings has long-term impacts on Black students, including negative academic and mental health outcomes. Limited interventions following experiences of racism shape Black students' expectations of K-12 education, accumulating over time into institutional distrust and these mental health outcomes. As such, it is necessary to understand how Black students experience racism within K-12 settings to better inform interventions that can be implemented at the school level. To that end, this study employed the participatory action research (PAR) method of photovoice to understand the impacts of racism in educational settings among 5 Black women undergraduate students. Results highlight the cumulative effects of racism on identity development and early coping. Implications inform future interventions to address the cumulative effects of anti-Black racism in K-12 education. [ABSTRACT FROM AUTHOR]

Church–academic partnerships focused on cancer, generally target cancer screening and prevention, with few focusing explicitly on cancer survivors. With the population of cancer survivors steadily increasing, highlighting the value of faith-based cancer support ministry is paramount. However, many churches may not have the resources to integrate relevant cancer support ministry and may need to identify ways to reach cancer survivors. We piloted cancer support training to help church members to start a cancer support ministry with African-American churches in Milwaukee, WI. We sought to measure the feasibility of a two-day training workshop to build the capacity of churches through recruiting and training church members on how to foster social support and to disseminate cancer information and resources throughout their churches. Our study was guided by the social networks and social support framework, which we applied to cancer survivorship. Our study supports the feasibility of engaging churches in a virtual training to support the development of cancer support ministries to address the needs of African-American cancer survivors. Based on our recruitment success, workshop attendance, evaluation and retention, our results suggest that a two-day workshop was successful in facilitating the initiation of cancer support ministries within African-American churches. [ABSTRACT FROM AUTHOR]

Introduction: Although an increasing number of African Americans 50 years of age and older practice qigong, a mind–body exercise, to manage their health conditions, little is known about their perceptions and experiences of engaging in and learning qigong exercise. This study aimed to explore the subjective perceptions of the health benefits, engagement, adherence, and learning of qigong exercise in African Americans 45–85 years of age as a foundation for promoting this approach for African Americans' physical and psychological health. Methods: Fifteen African Americans were enrolled in a 1-h qigong exercise program twice a week for 8 weeks (a total of 16 sessions) in the activity center of a local church. Participants were interviewed after the intervention to explore their perceptions of learning and practicing qigong exercise. Interviews were conducted in person, audio recorded, transcribed verbatim, and analyzed using content analysis. Results: Five themes emerged: (1) Perceived benefits of practicing qigong, (2) helpful strategies for qigong learning, (3) facilitators for home qigong practice, (4) motivators for qigong exercise adherence, and (5) recommending qigong to others. qigong exercise was perceived to be effective for balance, flexibility, muscle strength, sleep quality, emotion regulation, and stress management. Nearly 75% of participants reported home qigong practice at least twice a week. Conclusions: Middle-age and older African Americans' responses provide insights on health benefits associated with practicing qigong exercise, adherence, home practice, and learning, which may serve as the first step to promoting the use of qigong exercise in this population and may be adopted to similar exercise interventions with minority older adults in the future. [ABSTRACT FROM AUTHOR]

This article describes the universal design for learning (UDL) plus Equity approach, which builds on the UDL framework with the aim of dismantling barriers erected by individual and institutional biases. The UDL plus Equity approach is based on my intersecting roles as a parent, educator, and administrator. It can be used across contexts, especially to address systems (e.g., discipline policies, hiring procedures) that historically produce disproportionate outcomes or underrepresentation for marginalized groups of people. I begin the article with a story sharing my perspective as a Black mother and some of the barriers that my family encountered in the American education system. I then describe the UDL plus Equity approach and discuss its application using an example of the special education prereferral process. In doing so, I use both the first and third person throughout the paper to situate and provide context for both the lived and more collective experiences with UDL. The piece concludes with an invitation to the audience to imagine the promise of breaking down systemic barriers to ensure learning where every student thrives, free from limits. [ABSTRACT FROM AUTHOR]

An introduction to the journal is presented which discusses various reports within the issue on topics including missionary education across the British Empire, African American education in the U.S., and the history of Indigenous education in Australia.

While Fiji was a British colony, in the early twentieth century, education to Indigenous Fijians was delivered by missions including the Methodist Overseas Mission of Australasia. As argued here, education delivery was influenced by policies for African Americans. Policies from Tuskegee Institute in the American South were transposed to Nausori, where i taukei (people of the land) and Indo-Fijians were encouraged into industrial mission schemes, away from traditional communal lifestyles. This article illustrates how contemporary educational philosophies for and by Black men and women were part of a broader education network that acted as a locus of colonial reform. While some in the colonial hierarchy considered his emphasis on agricultural training appropriate to their vision of Native Fijian advancement, concurrently, Fijians themselves – passing through the mission system promoted competing forms of modernisation. They used missionary education, including influences of Washington's approach, to speak back to British power and authority. [ABSTRACT FROM AUTHOR]

This article contends that scenes and themes of education in Sutton Griggs's Imperium in Imperio deploy the threat of corporal punishment as a means of reincarnating antebellum plantation systems of surveillance and punishment in the postbellum school space. By copiously tracing the logic and references in a commentary on education by a parson early in the novel, the article shows that Griggs's book makes learning, violence, and space inextricable in Black Reconstruction life. Drawing on theorists like Hortense Spillers and Karen Sanchez-Eppler, who argue that violence on the body renders Black bodies legible, I suggest that Black education manifests itself through the same bodily terror that dictated life for enslaved persons. Griggs, I propose, depicts knowledge accumulation and dissemination as harmful to the Black populace not only physically but politically as well. With an eye towards the book's eponymous Black insurrectionary state, this article argues that the plantation's regime of intimidation, which continues to impose itself through the illusion of academic installation, might be overturned through a motivated manipulation of space. [ABSTRACT FROM AUTHOR]

Florida's Stop the Wrongs to Our Kids and Employees Act (Stop WOKE) took effect July 1, 2022. The new law, known as House Bill 7 (HB 7), regulates how race issues can be taught in the K-20 educational system and imposes stiff sanctions for violations. This Article provides an incisive analysis of HB 7. With a particular focus on the law school classroom, the Article argues that HB 7 is a modern-day anti-literacy law. It begins with a discussion of anti-literacy laws adopted during slavery and how these laws prohibited enslaved Blacks from learning to read and write. The historical analysis establishes that HB 7 is a 21st century iteration of antebellum anti-literacy laws. While early anti-literacy laws prohibited basic literacy, HB 7 prohibits teaching substantive literacy about race. Anti-literacy provides a framework for understanding the breadth and impact of HB 7. This Article investigates HB 7 through the lenses of racial threat and critical race theory and consequently helps predict and explain legislative responses such as HB 7. Through a series of hypotheticals, the far-reaching problems of HB 7 are revealed. At full bore, HB 7 will drastically reduce race-related instruction and in doing so, disempower race scholarship and race scholars in the state of Florida. [ABSTRACT FROM AUTHOR]

There is currently a dearth of research on the creation and the implications of Black educational space, even with the increased awareness raised by the Black Lives Matter (BLM) movement to the individual and structural antiblackness inherent in the United States. This essay aims to share the BLM history that helped to motivate and inform two Black college educators' construction of Black educational space. The analysis reveals that a pro-Black political imagination is required to authentically and meaningfully engage in centering, supporting, and honoring Black people in classroom spaces and beyond. The article shares reflections from the two educators' about their experiences of constructing Black educational spaces. In doing so, this work attempts to motivate concrete pro-Black action by disrupting standardized academic practices in making commitments to ourselves, our students, and our communities. This work is significant insofar as it contributes to international debates about the purposes of education, and it reimagines how pedagogy can be operationalized to transform classrooms in global educational contexts into sites for Black Healing. [ABSTRACT FROM AUTHOR]

In recent years, the theory of antiblackness known, generally, as 'afropessimism' has been taken up in the field of Education. In this article, the author outlines afropessimism and emplaces it into the traditions of Black educational thought, namely Critical Race Theory. The article also highlights the emerging contributions of scholars who have begun to incorporate the use of afropessimist theory into their work. Ultimately, the author argues that the urgent and critical questions that afropessimism demands has the potential to open up a whole new world of inquiry and action in our quest for a liberatory and liberated Black education. [ABSTRACT FROM AUTHOR]

Private high schools are often viewed as bastions of scholastic and social opportunities, but the cost of tuition has rendered these sites predominantly white and more segregated than public schools. However, with the ability to recruit, Black boys have become prime targets of predominantly white private Catholic high schools seeking promising student-athletes. As a result, the population of Black boys at these schools are composed almost entirely of students recruited to play a sport. Drawing from qualitative interview data, the purpose of this paper is to illustrate the racialized experiences of six Black boys who attended a predominantly white Catholic high school in which the entire Black population was composed of student-athletes. Findings indicate that participants initially saw the private Catholic school as an escape from their respective public schools but realized that mere attendance did not result in total inclusion. All six participants encountered forms of antiblackness via frequent structural and cultural assaults that made their daily attendance at the school difficult. [ABSTRACT FROM AUTHOR]

The article focuses on the impact of early childhood teachers' racial biases on students' educational opportunities, classroom experience and expulsion rates. Topics include the teachers' implicit biases towards Black boys' challenging behaviors, the negative reactions of K-12 teachers towards Black students' disciplinary records and the importance of multicultural teacher education to address these issues.

The role of racial stereotypes in youth's academic achievement becomes salient during adolescence. Yet, very few studies have investigated whether associations between Black and White American adolescents' stereotype endorsement and their cognitive engagement, mindset beliefs, and performance in math differed by stereotype valence (i.e., positive versus negative) and youth gender. To address these gaps, this 3-year longitudinal study (n = 2546; age range = 11–16; 50% males, 60% White, 40% Black; 57% qualified for free lunch) investigated (a) whether Black and White American adolescents' endorsement of positive and negative racial stereotypes differentially related to their cognitive engagement, ability mindset, and math performance and (b) whether gender moderated these relations. The results revealed that endorsing either negative or positive racial stereotypes (as opposed to those with unbiased beliefs) was linked to lower cognitive engagement and stronger fixed mindsets in math 1 year after, while endorsing negative racial stereotypes was linked to lower math scores. In addition, the intersection of adolescents' race and gender moderated some of the observed effects. The inverse link between negative stereotype endorsement and math cognitive engagement was significant for Black girls but not for Black boys. The positive link between negative stereotype endorsement and fixed math ability mindset was stronger for Black girls than Black boys, whereas the link was stronger for White boys than White girls. These findings shed light on the direction and strength of the links between racial stereotype valence and math outcomes among Black and White youth. [ABSTRACT FROM AUTHOR]

The purpose of this research study was to examine the ways in which stakeholders at a low-income, predominantly African American STEAM academy implement initiatives that support the college and career readiness of their students. We found that a shift in leadership efforts to ensure that academy students were prepared to be both college and career ready provided equity and access to a quality and individualized curriculum through the implementation of career academies. As a result, stakeholders believed that students were more included, valued, and engaged in the school. [ABSTRACT FROM AUTHOR]

How do resource-poor Black populations participate in the policy process? And what are the interpretive impacts of their participation? Using multiyear qualitative data on mass school closures in two large U.S. cities—in which nearly 90% of the population targeted were Black and low-income—I investigate how 1) the school district and local organizations provide resources for those affected to participate in the policy process; 2) affected participants interpret their engagement as contributing positively to the development of civic skills and perceptions of internal efficacy but negatively to their perceptions of politics, policy, and future participation; and that 3) these negative attitudes persist even among those who secure success in fighting the policy. I conceptualize this last phenomenon as indicative of "collective participatory debt" and raise serious questions about the utility of participating while poor and Black in American democracy. [ABSTRACT FROM AUTHOR]

In this article, Leslie Wingard describes the process and larger significance of teaching an undergraduate course entitled "Religion in Black Film and Literature." Wingard was the professor for this class at Haverford College, Williams College, and the College of Wooster. All three schools are predominantly white small liberal arts colleges and the participants in each class range from first years to seniors. [ABSTRACT FROM AUTHOR]

The purpose of this case study was to examine the perspectives of three Black instrumental music students related to their experiences attending a predominantly white summer music camp for high school students in the United States. Analysed through a conceptual model of culturally responsive teaching in music, data sources included semi-structured interviews with individual participants, a focus group session with all participants, and researcher field notes. Participant stories revealed contrasting home and summer camp environments, racial identity development, and a desire for broader experiences beyond the European classical tradition. Findings explore a variety of barriers and supports for music learning for underserved student populations that may be transferable to similar high school music camp settings. [ABSTRACT FROM AUTHOR]

Drawing from the histories of nonformal Black education, (Pp)an-Africanist scholarship, and critical qualitative research, this participatory ethnographic study documents an organic conception of public space where Black people, many of whom have been disaffected by traditional public schools, come to teach and learn with each other. The article outlines the contours of nonformal Black education by examining the shifting traditions of (Pp)an-Africanism in the U.S. This historical tracing sets the context for the study, which documents a current iteration of nonformal pan-African education highlighting several findings that illuminate the iterative nature of nonformal Black political education and the scalar reverberations of local and international politics. Major findings include: (1) (Pp)an-African education is structured by interpersonal and institutional reverberations across place and time; (2) the unsanctioned nature of (Pp)an-African educational spaces are key to how people experience and make meaning regarding Black liberation movements. The significance of these findings is most notable in their reconceptualization of public space and public education. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has shed light on the vast social-psychological, economic, and political inequities in our society. Education has become even more important than before to counter systemic oppression and institute justice. Parents, students, and educators are thrown into chaos where opportunity and access are diminished and dissipated. This essay reports on critical conversations between two mothers who are teacher-scholars whose children were subjected to the subtle but profound practices of othering in public schools. Using vignettes, we interrogate and (re)think the taken-for-granted Eurocentric approaches to education that arguably marginalized our children and insidiously masked their cultural heritage. We engage in auto-ethnographic narrative inquiry to capture how we, as social beings, live in relation to those whose words and actions impact us and shape our existence. We share four vignettes about our struggles with difference, othering, dismissal, and alienation: 1) "Thank You for Your Email"; 2) It takes quite a bit; 3) We can do more!; and 4) Our History, Our Existence, Redacted. This essay offers narratives that are contextual, temporal, partial, and becoming. [ABSTRACT FROM AUTHOR]

The authors, a Cherokee woman and an African American man, write from the important stance of multicultural education Elders, working from the foundational concept of the community as a village to raise a child. They discuss the caste system in the U.S. and briefly outline the historical and contemporary dehumanizing and assimilative actions of racism and anti-Indianism waged against communities, and specifically children in public schools. The authors then move to Elders? demands for the protection of children and call for public schools to institute practices such as funds of knowledge. They conclude with their personal and professional obligations and responsibilities to prepare teachers to be effective for all children, ensuring the well-being and cultural continuance for the children of their respective communities. [ABSTRACT FROM AUTHOR]

In this article, we share our process of reflecting together and our resulting thoughts on the idea of anti-racist schooling amid our current experiences as Black men and fathers, as educators and researchers, as faculty colleagues, and as friends. In our respective careers, we have each continually posed questions that critically examine a range of epistemic and empirical phenomena at the intersection of racialization and racism, injustice, socialization and identity, and the institutionalization of mathematical knowing, learning, and teaching. We hope to bring some of that prior work to bear on our reflections here—and in ways that, before now, we have never written. [ABSTRACT FROM AUTHOR]

We understand the terrors of this historical moment: rising white nationalism and white supremacist violence, xenophobia, homophobia, sharpening economic inequality, homelessness and underemployment, neoliberal assaults on workers and the environment, Islamophobia, attacks on immigrants, kids in cages. While schools are guilty of perpetuating some of these terrors, they have also been sites of significant movements for justice. Drawing on the organizing for Black Lives Matter in School, in this article I discusses the power of teachers, school communities, and professors to organize against white supremacy through activism and teaching. In doing so, I suggest that, given the tenor of our times, we must be committed to a pedagogy of insurgency. [ABSTRACT FROM AUTHOR]

Objective: To highlight the role that school district boundaries along racial cleavages contribute to differences in spending on public education. Methods: Financial and demographic data were collected on the 11,000 plus school districts and 1,800 counties in the United States from 1995 to 2011. A series of panel models was used to estimate the effect of segregation on differences in spending. Results: Models show that white–Black segregation leads to increased variation in per child local revenue within counties. Within these segregated counties, districts with larger Black populations collect less in local revenue but have a higher tax burden. Conclusion: In explaining differences in per child expenditures across school districts, economic differences are the most cited. Racial segregation often occurs along school district borders and leads to differences in per child expenditures through concentration of resources in certain districts. [ABSTRACT FROM AUTHOR]

Problem, research strategy, and findings: Many planning practitioners, faculty, and students have worked to address diversity and inclusion. However, only a few studies have examined specifically the ways in which African American and Latinx students perceive and experience instruction related to racial/ethnic diversity and the overall diversity climate as part of their urban planning education. This study, conducted by the Association of Collegiate Schools of Planning (ACSP) Planners of Color Interest Group (POCIG), is based on 451 surveys with urban planning students of all racial/ethnic identities and 14 in-depth interviews with African American and Latinx students. Survey results show that most students report an overall supportive and positive climate for diversity within their programs. Nonetheless, survey data also show differences between African American, Latinx, and White students' experiences of bias and discrimination. Furthermore, interviews revealed that African American and Latinx students continue to face challenges in urban planning programs. Takeaway for practice: The educational training of planners, in general, does not attempt to undo discriminatory practices; instead, these racialized tensions move from the classroom to the workplace. Ultimately, strategies to diversify the planning profession fail because of exclusionary interpersonal and institutional practices. Findings provide insight into how to better support African American and Latinx students in academia and as future practitioners. Results also suggest that greater representation of African American and Latinx students, coupled with mentorship, the creation of counter-spaces, and faculty/staff training on racial microaggressions, could foster more inclusive learning environments in urban planning institutions. Fostering inclusive environments will, in turn, help students learn how to develop healthy relationships with diverse communities. These interpersonal skills likely will translate into a more welcoming workplace and expand opportunities for effectively engaging Latinx and African American communities. [ABSTRACT FROM AUTHOR]

Students who are newcomers to the United States – as English Learners (ELs) – face barriers to learning, and their academic success often lags behind their native-English-speaking peers. Notably, there is paucity in the literature about Middle Eastern and North African (MENA) high school student newcomers' academic challenges as ELs and the practices that schools implement to address the unique issues that refugee students face. The researchers employed qualitative methods to explore teachers' perspectives of MENA newcomers' challenges from Restorative and non-Restorative ethea of care and socio-emotional learning. Twenty-two teachers (N = 22) were interviewed using the focus groups method at two Restorative ethos high schools and two non-Restorative ethos high schools to understand the differences in leadership and practices targeted towards newcomers. Our results suggest that MENA students' challenges were enhanced by non-Restorative organizational structural and leadership deficits, and the lack of communication and cultural awareness within the same school in addition to other ecological system challenges. [ABSTRACT FROM AUTHOR]

The article argues that the U.S. Supreme Court's reliance on a theory of the nature of corporations to uphold the Day Law in Berea College v. Kentucky was pretextual. Topics discussed include Berea College's decision to open itself to black students after the end of the Civil War, the enactment of the Day Law in Kentucky in 1904, and the use of a corporate law principle known as the grant theory to resolve the parties' constitutional law dispute.

With eight young children as students, Mildred Louise Johnson opened a private school, The Modern School (TMS), at St. Philip's Episcopal Church in 1934. As a student in The Ethical Culture School's Teacher Training Department (TTD), Johnson founded TMS to satisfy a graduation requirement. Her school is one example of a Northern private school that employed progressive education methods and produced high-achieving African American students and graduates. Johnson modestly described founding TMS as "an accident of the times." This essay describes Harlem's social, cultural, and political environment; explores Johnson's early life and education experience at Ethical Culture, the Fieldston School, their TTD; and the founding of Camp Dunroven and TMS. Johnson's life and work provide insight into the challenges she faced in the North as she fought for her right to train as a teacher, complete her education, and pursue a teaching career and teaching opportunities in a northern private school. [ABSTRACT FROM AUTHOR]

This article provides a partial observation of a multi-tiered academic retention program with leadership and mentoring components aimed at providing academic and social support for highachieving undergraduate students of color at a predominantly White university. As postsecondary institutions are faced with sustaining students, the development, execution, and evaluation of retention programs have become compulsory to closing the retention and graduation gaps between underrepresented and White students. This study observed the impact of an academic retention program to compare the academic success of African American participants versus African American non-participants over a three-year period. The results revealed that African American participants performed better academically than the African American non-participants, thus signifying that participants benefit academically from program participation. [ABSTRACT FROM AUTHOR]

Numerous studies highlight that novice teachers continually struggle with implementing classroom management. Unable to manage their classroom, novice teachers often resort to referring students to administration as a punitive form of classroom management (i.e., discipline). Studies show that Black students, particularly in middle school, are the largest recipients of exclusionary outcomes (i.e., out-of-school suspensions, expulsions, and referrals to law enforcement) as the result of a teacher's office referrals. Utilizing a hierarchical multiple regression model, the present study seeks to determine if the percentage of novice teachers in middle school predicts the number of out-ofschool suspensions that Black students receive. [ABSTRACT FROM AUTHOR]

Background: A critical race theory of education has a been a popular framework for understanding racial inequities teaching and teacher education. Furthermore, it has served as the foundation for critical race research methodologies and critical race pedagogy, which are meant to address racial inequity via research and teaching, respectively. With regard to critical race pedagogy, there has been no specific conceptualization for the preparation of physical educators. Purpose: The purpose of this paper is to present a critical race pedagogy of physical education teacher education (PETE). Key Concepts: In the paper, critical race theory and critical race pedagogy are highlighted as the conceptual roots of a critical race pedagogy of PETE. In doing so it offers a critique of resource pedagogies and their conceptualization in PETE. Critical race theory has been described as a scholarly movement that seeks to uncover and dismantle systemic racism while rejecting incrementalism. Critical race pedagogy is an approach to teaching that is informed by critical race theory and womanism. A critical race pedagogy of PETE builds upon previous conceptualization of critical race pedagogy by offering the (a) recognition context; (b) the value of Black self-reliance; (c) and the value of the Black body as its foundations. Discussion and Conclusion: A critical race pedagogy of PETE adheres to a post-White orientation. As such, this approach to teaching recognizes that Black physical education involves Black people and Black places without subordinating or comparing them to White people and White places. It is also a challenge for Black scholars and teacher educators within PETE to focus their attentions, intentions, and efforts to the sustaining of Black educational institutions and the training of Black physical educators for Black communities. Thus, I acknowledge context within the post-White orientation allowing for an appropriate reorienting of a critical race pedagogy of PETE to meet the needs racially minoritized communities globally. [ABSTRACT FROM AUTHOR]

The article examines the origin of the history of Black Studies to explore its key possibilities and limitations. Topics mentioned include the role of Black Studies in achieving education for Black communities, the differences in historical Black universities and colleges (HBCUs) between the U.S. and Great Britain, and a change in the epistemological approach brought by Black Studies.

The article discusses the difficulties in addressing racism in education. Topics mentioned include the initiative of the Civil Rights Movement to eliminate racism, the role of philosophy in the creation of epistemic crisis, the effect of conceptual liberation on the appreciation of Afrocentricity, and different approaches to achieve education liberation for African American communities.

The article focuses on George Washington Trenholm, African American Educator, and illuminate the contours of African American education across the decades spanning the late nineteenth and early twentieth centuries. It mentions foundation in what might be considered upper elementary and grammar school coursework and black schools employed one teacher for every thirty pupils in average daily attendance. It also mentions art and science of practical pedagogy.

This case study uses critical race theory to examine Black parents' perceptions of their children's academic experiences in grades K-5 at a private, secular, predominantly White school. While they appreciated the school, many parents were worried about communication related to their children's academic performance, and to access to, and necessity for, academic tutoring. Underlying their concern was a fear about Black children being asked to leave the school. Parents drew upon community cultural wealth and adopted racial realist views to navigate these concerns. Race and class intersected in the ways parents perceived and responded to their experiences. The study reveals how the school systemically disadvantaged Black students. The authors suggest how teachers and administrators can disrupt practices that contribute to White dominance. [ABSTRACT FROM AUTHOR]

Black males like other students face struggles persisting in college; however, in predominantly White colleges they must deal with issues of race and cultural differences. The purpose of this study was to explore how Charismatic Black males culturally navigate these types of social contexts. Using an exploratory qualitative design, three themes emerged including: (a) having a distinct cultural orientation, (b) hood socialization as a framework for persistence and resistance, and (c) negotiating support. The results from the study suggest that Charismatic Black males maintain connections to their community of origin and employ survival techniques to culturally navigate White two-year college spaces. The article concludes with a discussion and practical implications of these findings. [ABSTRACT FROM AUTHOR]