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Series cover: Advances in Race and Ethnicity in Education

Advances in Race and Ethnicity in Education

ISSN: 2051-2317

Editor: Dr. Chance W. Lewis and Dr. James L. Moore III
Subject: Education (view other series in this subject area)
Information: Author guidelines | Publication ethics
Other: Sample chapter | Recommend this book series
Also available in our: Emerald Social Sciences eBook Series Collection

 

Information Page

Current Volumes:

 

Volume 3: Gifted Children of Color Around the World: Diverse Needs, Exemplary Practices and Directions for the Future

Volume 2: African American Male Students in PreK-12 Schools: Informing Research, Policy and Practice 

"African American males in PreK-12 schools: Informing research, practice, and policy contributes greatly both to deepened understanding of the issues in the lives of African American boys and the identification of systemic and day-to-day solutions. The breadth of topics in this book demonstrates clearly for readers that solutions to African American student achievement must be found in schools, families, and the larger community context. The careful balance of discussing both risk and resilience in ways that are respectful of the African American cultural experience is like a breath of fresh air. This is a good book for any individual seeking to deepen their understanding of African American male achievement and to follow that understanding with committed action."
Rhonda Tsoi-A-Fatt Bryant, Interim Director of Youth Policy, Center for Law and Social Policy, Washington, DC

"Drs. James L. Moore III and Chance W. Lewis have done a mighty and meaningful thing for the field of black male achievement, and our country as a whole, with publishing African American males in PreK-12 schools: Informing research, practice, and policy. They have accomplished the invaluable feat of organizing some of the nation's most brilliant minds to deliver a robust body of sound research and science which should be used to inform the educational, programmatic, and policy vision of what it means to even the playing field for black boys growing up in America. If we truly intend to weave a thread of racial equity within the current education reform debate, Drs. Moore and Lewis present a poignant and, at times piercing, path pointing us all toward academic success for African American males."
Shawn Dove, Campaign Manager for Black Male Achievement, Open Society Foundation, New York, NY

"Thank you for a timely and well researched book about the educational challenges facing Black males in America. Most importantly, however, are the thoughtful solutions offered to overcome those challenges. Certainly, society needs an analysis of the problem, but now more than ever it needs the strategies offered in this book if it strives to create a better future for Black boys."
George L. Garrow Jr., Executive Director of Concerned Black Men National, Washington, DC

"This much-needed book features comprehensive and insightful analyses regarding the systemic and political barriers that impede the educational and social progress of African American males. The editors and the writers combine their experience and knowledge in a forceful manner. With this publication, we have another important asset to inform our educational practices."
Robert Gira, Executive Vice President of Advancement Via Individual Determination (AVID), San Diego, CA

"I am privileged to have the opportunity to write an endorsement for James L. Moore III and Chance W. Lewis edited volume book, African American males in PreK-12 schools: Informing research, practice, and policy. This book addresses some of today's most urgent educational and social issues facing African American males in schools, from academic and psychosocial development to exploring strategies for closing the social studies achievement gap for African American males. African American males in PreK-12 schools: Informing research, practice, and policy is uniquely designed and one of a kind. The book contributes greatly to the research literature regarding the role educators have in developing African American males. I highly recommend this book for educators at all levels."
Terence Hicks, Ph.D., Ed.D., Dean of Whitlowe R. Green College of Education at Prairie View A&M University, Prairie View, TX

"In African American males in PreK-12 schools, the authors and researchers make a powerful case for ridding our collective mind-set of deficit thinking, while emphasizing the undeniable evidence of success factors essential for understanding the development of Black males. Building upon the pioneering work of previous research, current studies, and anecdotal stories from the voices of our young Black males, the book gives us a potent tool for those of us trying to leave a 'counter-narrative' legacy in the fight against the negative stereotypes to long used to castigate Black boys and men. The book represents important and fertile ground-breaking work for researchers and practitioners alike trying to gain greater insight and resolution to the most reprehensible issues facing all regions of our nation."
Roy Jones, Ed.D., Associate Professor of Educational Leadership and Executive Director of the Call Me MISTER Program in the Eugene T. Moore School of Education, Clemson University, Clemson, SC

"...an important book of research that can help guide educational practices to ensure all students learn. They have carefully studied the specific needs and learning styles of African American males and reviewed the current research in this area to create a thought-provoking analysis of one of the most important challenges in American education. If you want to develop the most effective educational policies and practices in your schools, this book can help you understand how best to reach and teach African American males."
Heath E. Morrison, Ph.D., Superintendent of Charlotte-Mecklenburg Schools, Charlotte, NC

Volume 1: Black Male Teachers: Diversifying the United States’ Teacher Workforce (April 2013)

Overview

Advances in Race and Ethnicity in Education series will provide an outlet for scholars and researchers whose work focuses on the dynamics of race and ethnicity in different educational contexts in the United States and abroad.

Editorial Objectives

The series editors seek to produce a significant body of work that can improve the understanding of race and ethnicity in K-12 schools and how such constructs shape the schooling experiences and learning outcomes for students in different educational contexts.

Topicality

Potential Topics for Future Volumes are as follows:

  • Girls of Color in STEM Education
  • Latino Males in K-12 Schools and Society
  • Early Childhood Education for English Learners
  • Race, Ethnography, and Education
  • Students of Color and Disability Education in K-12 Schools
  • Special Education for Black and Latino Males in K-12 Schools
  • Underrepresentation of Black and Latino Students in K-12 Gifted Education
  • Supplemental Learning in Urban and Rural School Contexts for Students of Color in K-12 Schools
  • Policies of Immigrant Education
  • Hip Hop and Social Justice Education in K-12 Schooling
  • Bilingualism and American K-12 Schools
  • Black Feminism as a Paradigm for Teaching in K-12 Schools
  • Pathways from K-12 Schools to Postsecondary Education for Low-Income Students of Color

Key Audiences

The series is intended to be attractive to a diverse audience of professionals and constituents (e.g., educators, researchers, policymakers, parents, and community leaders).

Coverage

The series will include theoretical, quantitative, qualitative, and mixed methods research studies, as well as policy analysis. It is intended that this series will become the premiere outlet for research on perspectives of race and ethnicity in education. However, the editors will welcome proposals that address the intersections of race and ethnicity with other social constructs (e.g., gender, sexuality, disability, socioeconomic status, etc.).

About the series editors

Dr. Chance W. Lewis is the Carol Grotnes Belk Distinguished Full Professor and Endowed Chair of Urban Education in the College of Education at the University of North Carolina at Charlotte. Additionally, he is the Executive Director of the UNC Charlotte Urban Education Collaborative, which is dedicated to disseminating the next generation of research on the improvement of teaching and learning in urban schools. Click here to visit his website.

Dr. James L. Moore III is an associate provost in the Office of Diversity and Inclusion, where he also serves as the inaugural director of the Todd Anthony Bell National Resource Center on the African American Male at The Ohio State University. Additionally, he is the EHE Distinguished Professor of Urban Education. Click here to visit his website.

Contact the Editorial Team

Publisher
Kimberley Chadwick
KChadwick@emeraldinsight.com
 

This book is abstracted and indexed by: Academic Search Alumni Edition, Academic Search Complete, Academic Search Elite, Academic Search Premier, Education Research Complete and Education Source

 

Publication ethics

This publication adopts the Emerald Publication Ethics guidelines which fully support the development of, and practical application of consistent ethical standards throughout the scholarly publishing community.
 

Print copy & more information

For more information about any of the volumes listed below, or to purchase a print copy, please click on the relevant volume title:

Sample Chapter


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