This study explored the role of critical consciousness as a key factor in predicting progress in career development among urban high school students. Critical consciousness, or the capacity to recognize and overcome sociopolitical barriers, was operationalized through sociopolitical analysis and sociopolitical control. Canonical correlation analysis indicated a statistically significant relationship between critical consciousness and progress in career development, which was supported by estimates of effect size, for a sample of 220 urban adolescents. Participants with greater levels of

In this article, Ladson-Billings reflects on the history of her theory of culturally relevant pedagogy and the ways it has been used and misused since its inception. She argues for the importance of dynamic scholarship and suggests that it is time for a “remix” of her original theory: culturally sustaining pedagogy, as proposed by Paris (2012). Ladson-Billings discusses her work with the hip-hop and spoken word program First Wave as an example of how culturally sustaining pedagogy allows for a fluid understanding of culture, and a teaching practice that explicitly engages questions of equity

The achievement gap is one of the most talked-about issues in U.S. education. The term refers to the disparities in standardized test scores between Black and White, Latina/o and White, and recent immigrant and White students. This article argues that a focus on the gap is misplaced. Instead, we need to look at the “education debt” that has accumulated over time. This debt comprises historical, economic, sociopolitical, and moral components. The author draws an analogy with the concept of national debt—which she contrasts with that of a national budget deficit—to argue the significance of the

lack and Brown men continue to be underrepresented in engineering. One explanation for the dearth of Black and Latino men in engineering is that engineering (and STEM) identity often is not inclusive of People of Color. As a result, Black and Brown boys may be less likely to become interested in STEM subjects. The purpose of this study, then, was to investigate how the components of one afterschool engineering program tap into engineering identity formation among fourth- and fifth-grade Black and Brown boys. Leveraging research on the STEM and engineering identity, we argue that the program

Background: Rearchers have shown that students leave undergraduate engineering programs during the first 2 years. Justifiably, many studies have tried to tackle engineering student persistence and attrition, especially during the first year, and then developed interventions to address the challenges. Although those interventions have improved freshmen retention in some insti- tutions, less has been published on the impacts of these interventions on the sophomore student experience. Purpose: To contribute to the knowledge base about all engineering students, we examined the experiences of

Researchers and practitioners of family engagement have long called for a move beyond conventional deficit-based family-school partnerships. In response, a burgeoning movement in the field has sought to identify and enact new forms of collaboration with nondominant families and communities, in terms of both change-making and the process of research itself. In this article, we bridge the fields of family engagement and design-based research to conceptualize and illustrate a solidarity-driven process of partnership undertaken with families and communities of color, educators, and other

Computer science (CS) education finds itself at a pivotal moment to reckon with what it means to accept, use, and create technologies, with the continued recruitment of minoritized students into the field. In this paper, we build on the oral traditions of educating with stories, and take the reader on two journeys. We begin with a story that leads us in thinking about where computer science educa- tion is, in the wake of slavery, under the New Jim Code. Within a BlackCrit framework, we shake the grounds of the computer science field, where technologies are often promoted as objective, but

In a national moment of political tumult and violence directed at immigrants, people of color, and other marginalized groups, our education systems need new strategies to mean- ingfully engage families and communities in ensuring equitable learning for our youth. Not only do families and communities bring historical and lived knowledge about how to persist through these challenges, they can also bring critical expertise in how to advance educational justice and community well-being. In these difficult times, or perhaps because of them, we have found evidence of justice-based approaches to

Much of the research that focuses on the academic success of Black youth in urban science education does not consider the provision of tools that educators can use in becoming more effective. This article discusses this issue, and introduces an approach to pedagogy-reality pedagogy-which includes five distinct types of practices (the 5 C's) which teachers can implement in their classrooms to facilitate effective science instruction. I describe the 5 C's of reality pedagogy; discuss ways they can be implemented; and show how they can both support the effectiveness of urban science teachers and