Category: Features

Rejecting the “Minority but not Underrepresented Minority” Expectational Default: Racial Invisibilization in Higher Education by Daniel D. Liou and Jeongeun Kim

During the COVID-19 pandemic, members of the Asian American and Pacific Islander (AAPI) community experienced higher risks of health complications and death from both the virus and economic downturns (Huang et al. 2023; Yan et al. 2021). Some public officials began to refer to the coronavirus as “China virus,” connecting race and place to the

The High Impact of Practice? The Need for Interrogating the Intersections of High-Impact Practices, Underrepresented Students, and Success by Kayla Gill and Kayla Johnson

Image by freepik Introduction Commitments to supporting students of color to and through higher education have rightly been called into question following the US Supreme Court’s 2023 ruling of race-conscious admissions as unconstitutional (Students for Fair Admissions, Inc. v. President and Fellows of Harvard College, 2023). This ruling has been swiftly followed by numerous state legislative bills attacking

Implementing Title IX Protections for Pregnant and Parenting College Students: Using Women’s Athletics as a Model for Success by Lori Rhea

Photo by Honey Yanibel Minaya Cruz on Unsplash Following the 1972 passage of Title IX, institutions, policymakers, and interest groups collaborated to promote women’s participation and success in education. Scholars credit Title IX with opening doors for women in collegiate athletics, rigorous academic tracks, and higher-paying fields once dominated by men (Tang et al. 2022; Winslow 2016). Concerning

A Critical Analysis of Family Engagement Policy in the Every Student Succeeds Act by Ariel Chung

The 2015 Every Student Succeeds Act (ESSA) was established to unite political parties and diverse stakeholders in ensuring the success of every elementary and secondary school student regardless of their race, income, zip code, disability, home language, and background (Department of Education n.d.). ESSA deliberately promotes parent and family school engagement through federal funding and

Self-Regulation in the Time of COVID-19: A Review of Assessment Practices in Teacher Education for Mutual Accountability in the Classroom by Derek M. Lough

Image by Freepik Formative, summative, and alternative assessment practices are proven effective in non-pandemic circumstances. This gives confidence to educators engaging a student population impacted by long-term symptoms of COVID-19 that they could provide methods for developing self-regulation to teacher education programs operating within the critical framework of a sociocultural lens. While medical experts work

What Research Says (And What It Does Not) About Reconceptualizing K-12 Science Education Amidst Eroding Public Trust in Science by Meredith Bittel

Science education faces a grave challenge in our current social and political moment. In this “post-truth” era, the currency of empirical fact loses value to emotion and personal belief, and this growing social phenomenon is capitalized on and wielded by politicians and other influential people as a tool of propaganda. The internet spreads and monetizes