Joel Spring, The Great Civil Rights Movement and the New Culture Wars, Deculturalization and the Struggle for Equality, 2004
“African and Mexican Americans were primarily concerned with ending racial segregation in the schools. Native and Mexican Americans, and Puerto Ricans wanted to reverse previous efforts by federal and state governments to destroy their languages and cultures.”
Kathy Hytten and Silvia C. Bettez, Understanding Education for Social Justice, Educational Foundations, 2011
“Thus it seems useful to tease out more clearly what we mean when we claim a social justice orientation, especially so that we can find places where the beliefs, theories, and tools we do share can be brought to bear on a more powerful, and, ultimately, more influential vision of educating for social justice…”
Rubén G. Rumbaut and Alejandro Portes, Ethnicities: Children of Immigrants in America, University of California Press, 2001
“These factors combine in ways that magnify the relative social advantages or disadvantages of particular immigrant groups as they make their way in America, and mold both the character of parent-child relations within immigrant families and the adaptive experiences and trajectories of their children.”
Jonathan Kozol, Still Separate, Still Unequal: America’s Educational Apartheid, Harper’s Magazine, 2005
“Schools that were already deeply segregated 25 or 30 years ago are no less segregated now, while thousands of other schools around the country that had been integrated either voluntarily or by the force of law have since been rapidly resegregating.”
Carlos G. Vélez-Ibáñez, Conclusions: Unmasking Borders of Minds and Method, University of Arizona Press, 1996
"For many Mexicans and for me, the border is among the most important ideas in our lives simply because our identities are so tied to this creation."
Cornel West, Race Matters, Race Matters, 1993
“Our truncated public discussions of race suppress the best of who and what we are as a people because they fail to confront the complexity of the issue in a candid and critical manner.”
J'Lein Liese, The Subtleties of Prejudice: How Schools Unwittingly Facilitate Islamophobia and How to Remedy This, Confronting Islamophobia in Educational Practice, 2004
"In today's 'war on terror', the dehumanizing terms terrorists and evil doers are slurs that have been used to justify retaliatory actions post 9/11…Unfortunately, these slurs have been absorbed into the American psyche and young Muslim and Arab youth are facing the consequences in U.S. schools."
Dorothy L. Espelage and Susan M. Swearer, Research on School Bullying and Victimization: What Have We Learned and Where Do We Go From Here?, National Association of School Psychologists, 2003
"This research supports a conceptualization of bullying behaviors as dynamic rather than static and argues that students' involvement falls on a continuum. Students can be involved as a bully, a victim, a bully-victim, and/or a bystander."
Beverly Daniel Tatum, Teaching White Students about Racism: The Search for White Allies and the Restoration of Hope, Teachers College Record, 1994
“However, the process [of identity development] will unfold in different ways for whites and people of color because of the different social positions they occupy in this society.”
Patrick M. Jenlink, Affirming Diversity, Politics of Recognition, and the Cultural Work of Schools, Rowman & Littlefield Publishers, 2009
“As educators and cultural workers we should never adapt ourselves to another human being’s invisibility, nor, more important, contribute to invisibility through our practice.”
Richard Rodriguez, On Becoming a Chicano, The Saturday Review, 1975
"When I became a students, I was literally 'remade'; neither I nor my teachers considered anything I had known before as relevant. I had to forget most of what my culture provided, because to remember it was a disadvantage."
Andy Smarick, The Turnaround Fallacy, Education Next, 2010
“Turnarounds have consistently shown themselves to be ineffective -- truly an unscalable strategy for improving urban districts -- and our relentless preoccupation with improving the worst schools actually inhibits the development of a healthy urban public-education industry.”
Diane Ravitch, In Need of a Renaissance: Real Reform Will Renew, Not Abandon, Our Neighborhood Schools, American Educator, 2010
“Our schools will not improve if we expect them to act like private, profit-seeking enterprises. Schools are not businesses; they are a public good. The goal of education is not to produce higher scores, but to educate children to become responsible people with well-developed minds and good character.”
Henry A. Giroux, Literacy, Pedagogy, and the Politics of Difference, College Literature, 1992
"If a politics of difference is to be fashioned as emancipatory rather than oppressive practice, literacy must be rewritten in terms that articulate difference with the principles of equality, justice, and freedom in mind rather than with those interests supportive of hierarchies, oppression, and exploitation."
Daniel G. Solorzano, Images and Words That Wound: Critical Race Theory, Racial Stereotyping, and Teacher Education, Teacher Education Quarterly, 1997
"Critical race theory recognizes that the experiential knowledge of Women and Men of Color are legitimate, appropriate, and critical to understanding, analyzing, practicing, and teaching . . . the overall goal of a critical race theory . . . [is] the elimination of racism as part of a larger goal of eliminating all forms of subordination in education.”
Christianne Corbett, Catherine Hill, and Andresse St. Rose, Where the Girls Are: The Facts about Gender Equity in Education, The American Association of University Women, 2008
“The traditional gender differences persist, however, with boys generally outscoring girls on math tests by a small margin, and girls outscoring boys on reading tests by a larger, but still relatively small, margin . . . gender differences are small relative to gaps by race/ethnicity and family income level.”
Joseph G. Kosciw, et al., The 2011 National School Climate Survey: The Experiences of Lesbian, Gay, Bisexual, and Transgender Youth in Our Nation's Schools, Gay, Lesbian & Straight Education Network, 2012
"The survey explores the prevalence of anti-LGBT language and victimization, the effect that these experiences have on LGBT students' achievement and well-being, and the utility of interventions in lessening the negative effects of a hostile school environment and promoting a positive educational experience."
Janice E. Hale, A Model for Culturally Appropriate Pedagogy, Johns Hopkins University Press, 2001
"A committee would be created for each classroom, comprising a teacher who teaches the same grade, a volunteer from the community (drawn, perhaps, from the church that has adopted the school and a parent representative who has a child in the classroom... In other words, the school will take responsibility for the children who traditionally fall through the cracks."
David Beaulieu, A Survey and Assessment of Culturally Based Education Programs for Native American Students in the United States, Center for Indian Education, 2006
"With significant time being spent by young children in schools and in activities connected increasingly to the transmission of American commercial and popular cultural values, the role of education has become increasingly a major concern to the social-linguistic future of Native societies."
Eugene E. García and Bryant Jensen, Helping Young Hispanic Learners, Educational Leadership, 2007
“… research suggests a number of actions that education policymakers and practitioners can take to improve the early education trajectories of Hispanics, the largest and youngest ethnic group in the United States.”
KaYing Yang, Southeast Asian American Children: Not the "Model Minority", Future of Children, 2004
“Policymakers, educators, and community leaders must recognize that Southeast Asian Americans are not part of some fictional ‘model minority’ that succeeds easily in the United States.”
Jim Cummins, The Intersection of Cognitive and Sociocultural Factors in the Development of Reading Comprehension among Immigrant Students, Read Writ, 2012
“In short, there is considerable evidence that print access/literacy engagement should be incorporated as a major instructional focus in policies designed to promote academic development among low-income and minority group students.”
Carola Suárez-Orozco, Afterword: Understanding and Serving the Children of Immigrants, Harvard Educational Review, 2001
"Educators working with first-generation immigrant youth should recognize their particular challenges -- coming to terms with the losses of migration, language challenges, and potential Immigration and Naturalization Service documentation problems, among others"
Loukia K. Sarroub, Living Ethnography: Reflections on Dearborn before and after September 11, University of Pennsylvania Press, 2005
"Muslims…were drastically changed as they simultaneously became cultural and religious representatives of a group under suspicion for terrorism and public apologists of the Americanness and/or lack of it. As one of the hijabat told me on one of my return trips to Dearborn, 'We don't know who we are anymore'."
Jaime Grinberg, Jeremy Price, and Fernando Naiditch, Schooling and Social Class, Peter Lang Publishing, 2009
“…we focus on social class as a system that shapes and organizes social life in ways that provide some groups with more advantages than others and which are sanctioned also through the experience of schooling.”
Gary Orfield, Erica Frankenberg, and Genevieve Siegel-Hawley, Integrated Schools: Finding a New Path, Educational Leadership, 2010
“Segregated minority schools are almost always segregated by poverty as well as race, and sometimes by language as well; they typically have less experienced teachers, less educated and less powerful parents, more untreated student health problems, and many other forms of inequality.”
James A. Banks, Transforming the Mainstream Curriculum, Educational Leadership, 1994
“[T]he transformation approach changes the structure, assumptions, and perspectives of the curriculum so that subject matter is viewed from the perspectives and experiences of a range of groups.”
Sonia M. Nieto, Profoundly Multicultural Questions, Educational Leadership, 2002
"…multicultural education…is a hopeful way to confront the widespread and entrenched inequality in U.S. schools because its premise is that students of all backgrounds and circumstances can learn and achieve to high levels, and-even more essential-that they deserve to do so."
Pedro A. Noguera, Creating Schools Where Race Does Not Predict Achievement: The Role and Significance of Race in the Racial Achievement Gap, The Journal of Negro Education, 2008
"Too often, educators can grow comfortable with seeing their minority students under-perform and fail in large numbers. In such schools, students of color may also grow accustomed to receiving failing grades…"
Anita Perna Bohn and Christine E. Sleeter, Will Multicultural Education Survive the Standards Movement? Education Digest, 2001
"Multicultural education appears to be in very real danger of getting shelved as the preoccupation with national and state standards and testing intensifies."
Joyce Epstein, School/Family/Community Partnerships: Caring for the Children We Share, Phi Delta Kappan, 1995
"A framework of six major types of involvement... can guide the development of a balanced, comprehensive program of partnerships, including opportunities for family involvement at school and at home, with potentially important results for students, parents, and teachers."
Kylie P. Dotson-Blake, Victoria A. Foster, and Charles F. Gressard, Ending the Silence of the Mexican Immigrant Voice in Public Education: Creating Culturally Inclusive Family-School-Community Partnerships, Professional School Counseling, 2009
"…it is imperative to remember that it is not only parents who need to learn to navigate the school's culture, but also school professionals who must learn the cultural processes and expectations of parents."