Submissions from 2026
Anti-racist pedagogy in addiction training: A critical race mixed methodology, Jackie D. Dell and Mei Tang
Addressing arrest and detainment as crisis events: A counseling framework for justice-involved individuals, Taneshia Greenidge, Brenna Breshears, and Frances Ellmo
Psychosocial blossoming: Aconceptual framework for humanizing relationships between racially/ethnically minoritized students and postsecondary institutions, Katherine Lebioda
Submissions from 2025
A path forward: A critical race mixed-methods study of social justice teacher education, Racheal M. Banda, Ganiva Reyes, Meredith Wronowski, Rachel Radina, Brittany Aronson, and Katherine Batchelor
Enacting inclusive practices in STEM environments by engaging STEM faculty in self-reflexivity, Selyna Perez Beverly
Advancing diversity, equity, and inclusion: Operationalizing the inclusive professional framework to develop STEM faculty change agents, Selyna Pérez Beverly, Quintana M. Clark, Lucas B. Hill, and Donald L. Gillian-Daniel
Assessing equity and social justice competency development in educational leadership preparation programs, Daniel Moraguez, Sara Dexter, and Davis Clement
“They’re outside of the process”: How admissions officers maintain inequality when evaluating course rigor through holistic admissions, Awilda Rodriguez, Katherine Lebioda, Davinia Rodriguez-Wilhelm, Cassandra Arroyo, Joshua Skiles, Briani McKenzie, Reuben C. Kapp, and Nicole J. Wilson
“You’re young, intelligent, and beautiful”: how microaffirmations inspire Summer Bridge Program students to persist, Makeda K. Turner*, James M. Ellis, Janella D. Benson, and Carmen N. McCallum
Submissions from 2024
Reliable for whom? Inferring and reporting reliability across diverse population, Richard S. Balkin, Quentin Hunter, and Bradley T. Erford
Perceived benefits of a STEM intervention program and engineering self-efficacy: A multi-method investigatio, Selyna Pérez Beverly
Facing the challenge: Connecting concepts to practice to improve STEM faculty professional development, Selyna Pérez Beverly and Donald L. Gillian-Daniel
Studying Latinas' experiences in engineering courses: Toward a conceptual framework, Selyna Perez Beverly and Lisa R. Lattuca
Revisiting resilience and thriving in the LGBTGEQIA + community: Conceptual issues and new directions, Deb Crawford
Abandonment in the classroom: Urban education, internalized racism, and the school-to-prison pipeline, Ramarra Garrett, Rachel Radina, and Chalena Beasley
Inclusive supervision: Examining model congruence through supervisor practice, Carmen M. McCallum, Matthew R. Shupp, and Amy B. Wilson
Special education teachers’ perspectives on race and restorative justice, Cierra Presberry
Submissions from 2023
Fundamentals of group process observation, Devika Dibya Choudhuri and Christopher J. McCarthy
Validity as democratic deliberation: The pragmatist imperative for critical inquiry, Davis Clement, Michelle D. Young, and Angel Miles Nash
Principal support, organizational citizenship, and student achievement: Implications for school leaders, Ufuk Erdogan and Davis Clement
From segregation to suspension: The solidification of the contemporary school-prison nexus in Boston, 1963-1985, Matthew B. Kautz
Foundations in becoming a professional counselor: Advocacy, social justice, and intersectionality, Ana Puig, Devika Dibya Choudhuri, Jacqueline M. Swank, Latoya Haynes-Thoby, and Derrick A. Paladino
Multicultural competence: Barriers to demonstrating inclusive supervision practices, Amy B. Wilson, Carmen M. McCallum, and Matthew R. Shupp
Faculty Scholarship from 2022
Success coaches: Re-imagining serving underrepresented students, A. Boone Green, Carmen McCallum, J. Libarkin, E. Vasquez, A. Boesch, and K. Mackerl-Cooper
Attributes of highly diverse principal preparation programs: Pre-enrollment to post-completion, Davis Clement, Margaret Thornton, Angel Miles Nash, and Karen Sanzo