In this paper, we present a critical reflection on the concept of social capital. We argue that
there is no such idea of an umbrella concept of social capital. Instead, two overarching …

A research synthesis points to the added value—benefits to social and emotional
development, as well as learning outcomes—for students of color taught by teachers of …

Representing approximately 20% of the workforce, educators of color (EOC) leave the field
at a rate 25% higher than their White counterparts. Despite workforce diversification efforts …

This article utilizes a qualitative case study methodology informed by a Black feminist
theoretical lens to explore the experiences of Black women teachers, administrative support …

As the student population in US public schools becomes increasingly ethnoracially diverse,
many school districts and hiring personnel have taken proactive approaches to recruiting …

In this research article, Christopher J. Cormier analyzes interviews he conducted with five
Black male US special education teachers to understand how they experienced social ties in …

Ample research exists regarding various reasons special education teachers leave the
profession, yet little attention is given to factors that promote professional persistence. The …

In this study we explore the relationships between educators' social network positions,
perceptions of peer collaboration, discussion utility, and expertise and improvement in their …

This study is a response to calls for more research on diversity in teacher leadership (TL),
particularly in urban schools. Critical race theory illuminated the role race and racism can …

Novice teachers' professional contexts may have important implications for their
effectiveness, development, and retention. However, due to data limitations, descriptions of …