by Kristie J. Rowley, Florencia Silveira, Mikaela J. Dufur & Jonathan A. Jarvis
This study examines the validity of common assumptions regarding the underperformance of poor students in the United States by comparing U.S. students to similarly situated students in similarly wealthy countries.
by Huriya Jabbar, Eliza Epstein, Wesley Edwards & Joanna D. Sánchez
This qualitative study explores how community college students constructed their “choice sets” and made decisions about where to transfer.
by Michelle G. Knight-Manuel
Leveraging the strengths of the journal, welcoming more inclusivity, and enhancing their digital presence animates new directions for engaging the broader national and international educational community in service of the public good.
Why Teaching American History As A Fight Against Tyranny May Help Us To Finally Have A Serious Conversation About Race
by Theodore S. Ransaw
This commentary suggests that one way to discuss race and America in the classroom is by acknowledging both the positive strides we have made fighting oppression and the negative aspects that created oppression in the first place. America’s history of fighting tyranny has a direct relationship to fighting oppression.