Jessica T. DeCuir-Gunby – författare

Handbook of Race, Equity, and Asset-Based Research in Educational Psychology offers a profound vision of contemporary educational psychology scholarship, practice, policy, teaching, and research design that is both informed by and empowering of social justice.Despite the ubiquity of educational psychology’s body of knowledge, the discipline has long neglected the academic success, well-being, and other outcomes of historically and systemically marginalized learners and research partners, and the field remains complicit in imposing normative standards and social stratification across diverse populations. This expansive and rigorous volume charts a new course in educational psychology that supports equity-focused research agendas, refined theoretical syntheses, and meaningful attention to the complexities of race, culture, and class. Each chapter vividly contextualizes critical approaches to theory, methodology, philosophy, pedagogy, and other topics, including the direct integration of decolonial, socioecological, translingual, trauma-informed, and community-engaged praxis.This book’s substantive and deeply considered contributions constitute a significant scholarly reckoning with the exclusionary hierarchies that pervade the field today and an exciting articulation of its future.

Handbook of Race, Equity, and Asset-Based Research in Educational Psychology offers a profound vision of contemporary educational psychology scholarship, practice, policy, teaching, and research design that is both informed by and empowering of social justice.Despite the ubiquity of educational psychology’s body of knowledge, the discipline has long neglected the academic success, well-being, and other outcomes of historically and systemically marginalized learners and research partners, and the field remains complicit in imposing normative standards and social stratification across diverse populations. This expansive and rigorous volume charts a new course in educational psychology that supports equity-focused research agendas, refined theoretical syntheses, and meaningful attention to the complexities of race, culture, and class. Each chapter vividly contextualizes critical approaches to theory, methodology, philosophy, pedagogy, and other topics, including the direct integration of decolonial, socioecological, translingual, trauma-informed, and community-engaged praxis.This book’s substantive and deeply considered contributions constitute a significant scholarly reckoning with the exclusionary hierarchies that pervade the field today and an exciting articulation of its future.

Despite the growing urgency for Critical Race Theory (CRT) in the field of education, the "how" of this theoretical framework can often be overlooked. This exciting edited collection presents different methods and methodologies, which are used by education researchers to investigate critical issues of racial justice in education from a CRT perspective. Featuring scholars from a range of disciplines, the chapters showcase how various researchers synthesize different methods—including qualitative, quantitative and mixed methods, and historical and archival research—with CRT to explore issues of equity and access in the field of education. Scholars discuss their current research approaches using CRT and present new models of conducting research within a CRT framework, offering a valuable contribution to ongoing methodological debates. Researchers across different levels of expertise will find the articulations of CRT and methods insightful and compelling.

Despite the growing urgency for Critical Race Theory (CRT) in the field of education, the "how" of this theoretical framework can often be overlooked. This exciting edited collection presents different methods and methodologies, which are used by education researchers to investigate critical issues of racial justice in education from a CRT perspective. Featuring scholars from a range of disciplines, the chapters showcase how various researchers synthesize different methods—including qualitative, quantitative and mixed methods, and historical and archival research—with CRT to explore issues of equity and access in the field of education. Scholars discuss their current research approaches using CRT and present new models of conducting research within a CRT framework, offering a valuable contribution to ongoing methodological debates. Researchers across different levels of expertise will find the articulations of CRT and methods insightful and compelling.

Race and Ethnicity in the Study of Motivation in Education collects work from prominent education researchers who study the interaction of race, ethnicity, and motivation in educational contexts. Focusing on both historical and contemporary iterations of race-based educational constructs, this book provides a comprehensive overview of this critical topic. Contributors to the volume offer analyses of issues faced by students, including students’ educational pursuits and aspirations, as well as the roles of students’ family and social networks in achieving educational success. A timely and illuminating volume, Race and Ethnicity in the Study of Motivation in Education is the definitive resource for understanding motivation issues posed by non-dominant groups—including African American, Latino, Asian-Pacific Islanders, and Arab-American students--in educational contexts

Race and Ethnicity in the Study of Motivation in Education collects work from prominent education researchers who study the interaction of race, ethnicity, and motivation in educational contexts. Focusing on both historical and contemporary iterations of race-based educational constructs, this book provides a comprehensive overview of this critical topic. Contributors to the volume offer analyses of issues faced by students, including students’ educational pursuits and aspirations, as well as the roles of students’ family and social networks in achieving educational success. A timely and illuminating volume, Race and Ethnicity in the Study of Motivation in Education is the definitive resource for understanding motivation issues posed by non-dominant groups—including African American, Latino, Asian-Pacific Islanders, and Arab-American students--in educational contexts

When Critical Multiculturalism Meets Mathematics details the development and outcomes of a teacher professional development project that merged multiculturalism and mathematics. In six compact chapters the authors describe the impetus for their multi-year project and present rich case studies of nine teacher participants. The cases stand alone as compelling reading, yet Marshall et al. extend beyond their distinctiveness to explain the statistical data related to the project’s broader impact. Emphasizing both qualitative and quantitative findings makes this bookideal for novice researchers interested in mixed method study. Likewise, the authors unveil the anatomy and a few complexities of conducting research in the real world contexts of schools including participant recruitment and resolution of unanticipated matters that can arise within research teams. A unique twist in the final chapter is Marshall et al.’s critique of their own missteps as researchers, which are used skillfully and unobtrusively to proffer tips for future studies. They conclude by theorizing affirmed intersectionality, identified as the critical element that facilitated teachers’ recognition and acceptance of the compatibility between the study’s two components.