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This article places the problem of disproportionate representation of African American students in special education in the context of the White privilege and racism that exist in American society as a whole. The author discusses how educational resource allocation, inappropriate curriculum and pedagogy, and inadequate teacher preparation have contributed to the problem of disproportionate representation. More important, she argues that remedies designed to address the disproportionality challenge must place the aforementioned structural forces at the center of education research, policy, and practice.

Concerns over recruiting and retaining minority students in gifted education programs have persisted for several decades, and, although many educators, policymakers, and researchers have deliberated about the underrepresentation of minority students in gifted education, few articles, reports, or studies exist on this topic. This article seeks to fill this void, describing factors that inhibit the recruitment and retention of minority students in gifted education programs. These factors include screening and identification issues (e.g., definitions and instrumentation); educational issues (e.g., quality of students' education); and personnel issues (e.g., lack of teacher training in gifted and urban education, low teacher referral). Also discussed are retention issues, namely, factors that may affect the decision of minority students to remain in gifted education programs. Finally, recommendations for recruiting and retaining minority students are offered.

Although supporters of detracking believe that it leads to greater social equity, we must carefully examine the research, which suggests that tracking reform has potential dangers.

The National Association for Bilingual Education is the only national professional organization devoted to representing Bilingual Learners and Bilingual Education professionals.

CAL is a private, nonprofit organization working to improve communication through better understanding of language and culture.

Includes Asian American, Enslaved, Mexican American, and Native American Voices along with teaching materials, active learning, multimedia and much more.

This web site is designed to provide information, including links to related web sites, on the history and current thinking about American Indian and Indigenous education. It includes information on how Indigenous students were taught English and on bilingual/bicultural education. In addition, there is material on teaching reading, math/science, curriculum development, and American Indian dropouts. Links are also provided to information on community-controlled schools, gifted and talented education, learning styles, and Indian children's books. This web site is maintained by Jon Reyhner.

American Association of University Women (AAUW) is a nationwide network of more than 100,000 members and donors, 1,000 branches, and 600 college/university institution partners. For 130 years, AAUW members have examined and taken positions on the fundamental issues of the day - educational, social, economic, and political. Our commitment to our mission is reflected in all aspects of our work. AAUW's Mission AAUW advances equity for women and girls through advocacy, education, philanthropy, and research. AAUW's Value Promise By joining AAUW, you belong to a community that breaks through educational and economic barriers so that all women have a fair chance.

We expect people to look different. And why not? Like a fingerprint, each person is unique. Every person represents a one-of-a-kind, combination of their parents', grandparents' and family's ancestry. And every person experiences life somewhat differently than others. Differences… they're a cause for joy and sorrow. We celebrate differences in personal identity, family background, country and language. At the same time, differences among people have been the basis for discrimination and oppression. Yet, are we so different? Current science tells us we share a common ancestry and the differences among people we see are natural variations, results of migration, marriage and adaptation to different environments. How does this fit with the idea of race? Looking through the eyes of history, science and lived experience, the RACE Project explains differences among people and reveals the reality - and unreality - of race. The story of race is complex and may challenge how we think about race and human variation, about the differences and similarities among people.

This study examines the scholarly literature identified by multicultural teacher educators in the United States as most influential to their work. More than 200 multicultural teacher educators were surveyed about the books and the journals that have most influenced the ways they conceive and practice multicultural teacher education (MTE). Responses were tabulated, creating lists of the most-identified books and journals. These lists were analyzed around three primary questions: (1) What do these data suggest about the philosophical frameworks and operationalizations of MTE among multicultural teacher educators?; (2) What do they reveal about the issues multicultural teacher educators consider more or less integral to MTE?; and (3) What might they uncover about the "null curriculum" of MTE? Findings suggest that, in contrast with much of the existing scholarship, MTE practitioners do engage with critical approaches to MTE, even if this might not be reflected consistently in their practice, and that MTE practitioners identify more strongly with literature concerning race and racism than with that concerning other identities and oppressions. Implications of these findings are discussed.

Two major premises are developed in this discussion. One is that many students of color are disproportionately assigned to special education because educators lack knowledge about or appreciation for their cultural values and socialization, and how these a€ ect learning behaviors. The other premise is that the educational quality of students of color in both special and regular education can be improved signi®cantly by using instructional programs and practices that re¯ect their cultural heritages, experiences, and perspectives. Several components of this ``culturally responsive teaching'' are explained, along with some research ®ndings about its e€ ects on student achievement. These include critical cultural consciousness of teachers; culturally pluralistic classroom climates; diverse communities of learners; and multicultural curriculum and instruction. The author concludes that without culturally responsive teaching education can never be the best it should be for students who are not part of the majority and mainstream of schools and society.

The United States experienced phenomenal growth in the number of English-language learners over the first decade of the 21st century, expanding the need in many public schools to provide special language instruction.

Two major premises are developed in this discussion. One is that many students of color are disproportionately assigned to special education because educators lack knowledge about or appreciation for their cultural values and socialization, and how these affect learning behaviors. The other premise is that the educational quality of students of color in both special and regular education can be improved significantly by using instructional programs and practices that reflect their cultural heritages, experiences, and perspectives. Several components of this ``culturally responsive teaching'' are explained, along with some research findings about its effects on student achievement. These include critical cultural consciousness of teachers; culturally pluralistic classroom climates; diverse communities of learners; and multicultural curriculum and instruction. The author concludes that without culturally responsive teaching education can never be the best it should be for students who are not part of the majority and mainstream of schools and society.

The evidence is consistent, positive, and convincing: families have a major influence on their children's achievement in school and through life. This fourth edition of Evidence confirms that the research continues to grow and build an ever-strengthening case. When schools, families, and community groups work together to support learning, children tend to do better in school, stay in school longer, and like school more.