This volume highlights approaches to closing the achievement gap for
students of color across K-12 and post-secondary schooling. It uniquely
examines factors outside the classroom to consider how these influence
student identity and academic performance.
Teaching to Close the Achievement Gap for Students of Color offers
wide-ranging chapters that explore non-curricular issues including
trauma, family background, restorative justice, refugee experiences, and
sport as determinants of student and teacher experiences in the classroom.
Through rigorous empirical and theoretical engagement, chapters
identify culturally responsive strategies for supporting students as they
navigate formal and informal educational opportunities and overcome
intersectional barriers to success. In particular, chapters highlight how
these approaches can be nurtured through teacher education, effective
educational leadership, and engagement across the wider community.
This insightful collection will be of interest to researchers, scholars,
and post-graduate students in the fields of teacher education, sociology
of education, and educational leadership.
Table of Contents
Part 1: The Importance of Teacher Education for Diverse Classrooms
1. The Related and Unrelated Relationship of Cultural Competency, Self-identity and Academic Identity: Cultural Competency or Rigor?
Theodore S. Ransaw, Algerian Hart, & Francis, D.
2. Trauma Informed Teacher Training: The Impact of Trauma on Minority Student School Success
Angela M. Proctor, Thomas R. Brooks, and Mark J. Reid
3. Race and Restorative Justice in Urban Schools
Terry K. Flennaugh and Cierra Presberry
Part 2: Acknowledging the Impact of Student Life Beyond the Classroom
4. Family Discussions of Race Impacting Children’s PK-12 Schooling: Critical Pedagogy
Tarryn E. McGhie and Rebekah Piper
5. Sport Coach as Educational Leader: Distributed Leadership
6. Informing the Career Development Process of Black Male Community College Basketball Players: More Than the Game
Part 3: Using Narrative Approaches to Problematize Student Experience
7. Refuge Among the Revolution: The Power of Narrative Inquiry
Tara B. Blackshear
8. Developing Consensus Through Digital Storytelling: Exploring Perceptions of Collaboration From Native Youth
Christie M. Poitra, Angela Kolonich, and Emily Sorroch
9. Narrative Approaches to Exposing the Racialized Experiences of Asian American Male Students
Theodore S. Ransaw is Outreach Specialist in the Department of K-12
Outreach in the College of Education and affiliated faculty in African
American and African Studies at Michigan State University, U.S.A.
Richard Majors is Honorary Professor at the University of Colorado-
Colorado Springs, Senior Fellow of the Applied Centre for Emotional
Literacy & Research (ACELLR) and former Clinical Fellow at Harvard
Medical School, U.S.A.