Race and Equity in Education
Edited by Daniel J. Losen and Gary Orfield
An illuminating account of a widespread problem that has received little attention, Racial Inequity in Education sets the stage for a more fruitful discussion about special education and racial justice.
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The Crisis of Inequality and the Challenge for American Education
Greg J. Duncan and Richard J. Murnane
Co-published with the Russell Sage Foundation
2014 Outstanding Academic Title, Choice
In this landmark volume, Greg J. Duncan and Richard J. Murnane lay out a meticulously researched case showing how—in a time of spiraling inequality—strategically targeted interventions and supports can help schools significantly improve the life chances of low-income children.
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Understanding Diversity, Opportunity Gaps, and Teaching in Today’s Classrooms
H. Richard Milner IV, foreword by Gloria Ladson-Billings
2012 Outstanding Book Award, American Association of Colleges for Teacher Education (AACTE)
2010 Critics' Choice Book Award, American Educational Studies Association (AESA)
A new edition of Start Where You Are, But Don't Stay There is available. Learn more.
Start Where You Are, But Don’t Stay There addresses a crucial issue in teacher training and professional education: the need to prepare pre-service and in-service teachers for the racially diverse student populations in their classrooms. A down-to-earth book, it aims to help practitioners develop insights and skills for successfully educating diverse student bodies.
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Understanding Diversity, Opportunity Gaps, and Teaching in Today’s Classrooms
H. Richard Milner IV
Request an Examination Copy
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.
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Why Racial Representation Matters in the Classroom
Seth Gershenson, Michael Hansen, and Constance A. Lindsay
Teacher Diversity and Student Success makes a powerful case for diversifying the teaching force as an important policy lever for closing achievement gaps and moving schools closer to equity goals.
Available March 2021
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Resisting Racism and Reclaiming Education
Rita Kohli, Foreword by Daniel G. Solórzano
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 well-being, as well as their resistance and reimagination of schools.
Available June 2021
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Hope, Resistance, and Educational Success
Gilberto Q. Conchas and Nancy Acevedo
2021 Senior Scholar Book of the Year, American Association of Hispanics in Higher Education (AAHHE)
Based on interview data, life testimonios, and Chicana feminist theories, The Chicana/o/x Dream profiles first-generation, Mexican-descent college students who have overcome adversity by utilizing various forms of cultural capital to power their academic success.
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A Hidden Crisis in American Education
Edited by Erica Frankenberg and Gary Orfield
“The United States today is a suburban nation that thinks of race as an urban issue, and often assumes that it has been largely solved,” write the editors of this groundbreaking and passionately argued book. They show that the locus of racial and ethnic transformation is now clearly suburban and illustrate patterns of demographic change in the suburbs with a series of rich case studies.
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Race and Reform in an American High School
Shayla Reese Griffin, Foreword by William Jelani Cobb
In Those Kids, Our Schools, Shayla Reese Griffin examines patterns of racial interaction in a large, integrated high school and makes a powerful case for the frank conversations that educators could and should be having about race in schools.
Over three years, Griffin observed students, teachers, and administrators in a “post-racial” exurban high school in the Midwest. In its hallways, classrooms, lunchrooms, and staff meetings, she uncovered the disturbing ways in which racial tensions and prejudices persist and are reinforced. Students engaged in patterns of behavior that underscored racial hierarchies. Teachers—no matter how intellectually committed to equity and diversity—often lacked the skills, resources, or authority to address racial issues, while administrators failed to acknowledge racial tensions or recognize how school practices and policies perpetuated racial inequality.
This astute and thoughtful book offers a revealing glimpse into the world of young people struggling with the legacy of racism. More important, it highlights the disservice being done to all students in our schools when educators fail to critically interrogate issues of race. Griffin’s perceptive analysis illuminates the persistent influence of race in our education system and shows how—with appropriate support—teachers and students can develop the capacity to address racial issues and dynamics in schools in a frank and constructive way.
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Immigrant Youth, School Choice, and the Pursuit of Equity
Carolyn Sattin-Bajaj
School choice—now a pillar of education reform in the United States—is widely touted as a strategy for addressing educational inequity. Yet efforts to implement school choice can exacerbate, rather than counteract, inequities. Unaccompanied Minors takes a close look at the experience of immigrant students and their families navigating New York City’s mandatory high school choice program.
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