I write this piece as a tribute to Dr. Boykin, to keep his legacy alive, and to proactively address how instruction/pedagogy/teaching must be culturally responsive rather than violent/harmful/traumati...

Despite educators' efforts to offer ‘open door policies’ or office hours, Black students may be anxious or embarrassed about reaching out.

Although there are programs and initiatives that aim to increase representation in STEM, Black students in K-16 still see STEM as intimidating, out of reach and, sometimes, even an impossible aspirati...

For many valid reasons, there has been an increased focus on socio-emotional learning (SEL) among students, especially since COVID-19. Accompanying issues pertaining to the pandemic, students are cont...

In our polarized society, a new study offers hope for the future: Even young children can learn to discuss and argue about meaningful problems in a respectful and productive way.Researchers at The Ohi...

Learn about Dr. Donna Y. Ford’s “Dirty Dozen” with regard to underrepresentation in gifted programs.

Learn how to address trauma from curriculum violence. Create a supportive environment with trauma-informed strategies.

In our quest for anti-racist academic organizations from preschool to higher education, we have urged educators to develop competencies - dispositions, knowledge, and skills - to put philosophy into p...

There is deep concern about the status of Black men in higher education.

Although greater awareness of prejudice would suggest we are less bigoted than ever, empirical evidence indicates not

Two Black teachers at Beverly Hills High School in California filed a formal complaint with the school district alleging harassment and racial

For too long, negative stereotypes have fueled the belief that Black students lack preparedness for postsecondary STEM environments.

YouTube video by Erik Hines

Racially minoritized students who attend PWIs often report feelings of isolation, marginalization, lack of support, and exclusion from faculty and peers.