For many of us it will continue to shape where we live, pray, go to school, and socialize. We cannot simply wish away the existence of race or racism, but we can take steps to lessen the ways in which the categories trap and confine us. Educators, who should be committed to helping young people realize their intellectual potential as they make their way toward adulthood, have a responsibility to help them find ways to expand identities related to race so that they can experience the fullest possibility of all that they may become. In this brutally honest--yet ultimately hopeful-- book Pedro Noguera examines the many facets of race in schools and society and reveals what it will take to improve outcomes for all students. From achievement gaps to immigration, Noguera offers a rich and compelling picture of a complex issue that affects all of us.

    Valenzuela argues that schools subtract resources from youth in two major ways: firstly by dismissing their definition of education and secondly, through assimilationist policies and practices that minimize their culture and language. A key consequence is the erosion of students' social capital evident in the absence of academically oriented networks among acculturated, U.S.-born youth.

    Steele’s conclusions shed new light on a host of American social phenomena, from the racial and gender gaps in standardized test scores to the belief in the superior athletic prowess of black men. Steele explicates the dilemmas that arise in every American’s life around issues of identity, from the white student whose grades drop steadily in his African American Studies class to the female engineering students deciding whether or not to attend predominantly male professional conferences. Whistling Vivaldi offers insight into how we form our senses of identity and ultimately lays out a plan for mitigating the negative effects of “stereotype threat” and reshaping American identities.

    White Food. invites educators to explore the nuanced manifestations of white privilege as it exists within and beyond the classroom. Renowned speaker and author Jamila Lyiscott provides ideas and tools that teachers, school leaders, and professors can use for awareness, inspiration, and action around racial injustice and inequity.Part I of the book helps you ask the hard questions, such as whether your pedagogy is more aligned with colonialism than you realize and whether you are really giving students of color a voice. Part II offers a variety of helpful strategies for analysis and reflection. Each chapter includes personal stories, frank discussions of the barriers you may face, and practical ideas that will guide you as you work to confront privilege in your classroom, campus, and beyond.

    Bringing together an intergenerational group of prominent educators and researchers, this volume engages and extends the concept of culturally sustaining pedagogy (CSP)—teaching that perpetuates and fosters linguistic, literate, and cultural pluralism as part of schooling for positive social transformation. The authors propose that schooling should be a site for sustaining the cultural practices of communities of color, rather than eradicating them. Chapters present theoretically grounded examples of how educators and scholars can support Black, Indigenous, Latinx, Asian/Pacific Islander, South African, and immigrant students as part of a collective movement towards educational justice in a changing world. Book Features: A definitive resource on culturally sustaining pedagogies, including what they look like in the classroom and how they differ from deficit-model approaches. Examples of teaching that sustain the languages, literacies, and cultural practices of students and communities of color. Contributions from the founders of such lasting educational frameworks as culturally relevant pedagogy, funds of knowledge, cultural modeling, and third space. Contributors: H. Samy Alim, Mary Bucholtz, Dolores Inés Casillas, Michael Domínguez, Nelson Flores, Norma Gonzalez, Kris D. Gutiérrez, Adam Haupt, Amanda Holmes, Jason G. Irizarry, Patrick Johnson, Valerie Kinloch, Gloria Ladson-Billings, Carol D. Lee, Stacey J. Lee, Tiffany S. Lee, Jin Sook Lee, Teresa L. McCarty, Django Paris, Courtney Peña, Jonathan Rosa, Timothy J. San Pedro, Daniel Walsh, Casey Wong“All teachers committed to justice and equity in our schools and society will cherish this book.”—Sonia Nieto, professor emerita, University of Massachusetts, Amherst“This book is for educators who are unafraid of using education to make a difference in the lives of the most vulnerable.” —Pedro Noguera, University of California, Los Angeles“This book calls for deep, effective practices and understanding that centers on our youths’ assets.” —Prudence L. Carter, dean, Graduate School of Education, UC Berkeley

    Bonilla-Silva documented how beneath the rhetorical maze of contemporary racial discourse lies a full-blown arsenal of arguments, phrases, and stories that whites use to account for and ultimately justify racial inequities.In the new edition Bonilla-Silva has added a chapter dealing with the future of racial stratification in America that goes beyond the white / black dichotomy. He argues that the U.S. is developing a more complex and apparently "plural" racial order that will mimic Latin American patterns of racial stratification. Another new chapter addresses a variety of questions from readers of the first edition. And he has updated the book throughout with new information, data, and references where appropriate. The book ends with a new Postscript, "What is to be Done (For Real?)". As in the highly acclaimed first edition, Bonilla-Silva continues to challenge color-blind thinking.

    She argues that the US educational system is maintained by and profits from the suffering of children of color. Instead of trying to repair a flawed system, educational reformers offer survival tactics in the forms of test-taking skills, acronyms, grit labs, and character education, which Love calls the educational survival complex.To dismantle the educational survival complex and to achieve educational freedom--not merely reform--teachers, parents, and community leaders must approach education with the imagination, determination, boldness, and urgency of an abolitionist. Following in the tradition of activists like Ella Baker, Bayard Rustin, and Fannie Lou Hamer, We Want to Do More Than Survive introduces an alternative to traditional modes of educational reform and expands our ideas of civic engagement and intersectional justice.

    In trumpeting these tales of welfare run amok, Reagan never needed to mention race, because he was blowing a dog whistle: sending a message about racial minorities inaudible on one level, but clearly heard on another. In doing so, he tapped into a long political tradition that started with George Wallace and Richard Nixon, and is more relevant than ever in the age of the Tea Party and the first black president. In Dog Whistle Politics, Ian Haney Lopez offers a sweeping account of how politicians and plutocrats deploy veiled racial appeals to persuade white voters to support policies that favor the extremely rich yet threaten their own interests. Dog whistle appeals generate middle-class enthusiasm for political candidates who promise to crack down on crime, curb undocumented immigration, and protect the heartland against Islamic infiltration, but ultimately vote to slash taxes for the rich, give corporations regulatory control over industry and financial markets, and aggressively curtail social services. White voters, convinced by powerful interests that minorities are their true enemies, fail to see the connection between the political agendas they support and the surging wealth inequality that takes an increasing toll on their lives. The tactic continues at full force, with the Republican Party using racial provocations to drum up enthusiasm for weakening unions and public pensions, defunding public schools, and opposing health care reform. Rejecting any simple story of malevolent and obvious racism, Haney Lopez links as never before the two central themes that dominate American politics today: the decline of the middle class and the Republican Party's increasing reliance on white voters. Dog Whistle Politics will generate a lively and much-needed debate about how racial politics has destabilized the American middle class — white and nonwhite members alike.

    We know less about the role of the urban North in shaping views of race and crime in American society.Following the 1890 census, the first to measure the generation of African Americans born after slavery, crime statistics, new migration and immigration trends, and symbolic references to America as the promised land of opportunity were woven into a cautionary tale about the exceptional threat black people posed to modern urban society. Excessive arrest rates and overrepresentation in northern prisons were seen by many whites--liberals and conservatives, northerners and southerners--as indisputable proof of blacks' inferiority. In the heyday of "separate but equal," what else but pathology could explain black failure in the "land of opportunity"?The idea of black criminality was crucial to the making of modern urban America, as were African Americans' own ideas about race and crime. Chronicling the emergence of deeply embedded notions of black people as a dangerous race of criminals by explicit contrast to working-class whites and European immigrants, this fascinating book reveals the influence such ideas have had on urban development and social policies.

    In the era of Donald Trump, many lower- and middle-class white Americans are drawn to politicians who pledge to make their lives great again. But as Dying of Whiteness shows, the policies that result actually place white Americans at ever-greater risk of sickness and death.Physician Jonathan M. Metzl's quest to understand the health implications of "backlash governance" leads him across America's heartland. Interviewing a range of everyday Americans, he examines how racial resentment has fueled pro-gun laws in Missouri, resistance to the Affordable Care Act in Tennessee, and cuts to schools and social services in Kansas. And he shows these policies' costs: increasing deaths by gun suicide, rising dropout rates, and falling life expectancies. White Americans, Metzl argues, must reject the racial hierarchies that promise to aid them but in fact lead our nation to demise.

    Is this self-segregation a problem to address or a coping strategy? Beverly Daniel Tatum, a renowned authority on the psychology of racism, argues that straight talk about our racial identities is essential if we are serious about enabling communication across racial and ethnic divides. These topics have only become more urgent as the national conversation about race is increasingly acrimonious. This fully revised edition is essential reading for anyone seeking to understand the dynamics of race in America.

    “There is a fix,” Acho says. “But in order to access it, we’re going to have to have some uncomfortable conversations.”In Uncomfortable Conversations With a Black Man, Acho takes on all the questions, large and small, insensitive and taboo, many white Americans are afraid to ask—yet which all Americans need the answers to, now more than ever. With the same open-hearted generosity that has made his video series a phenomenon, Acho explains the vital core of such fraught concepts as white privilege, cultural appropriation, and “reverse racism.”In his own words, he provides a space of compassion and understanding in a discussion that can lack both. He asks only for the reader’s curiosity—but along the way, he will galvanize all of us to join the antiracist fight.

    After months on the run, she was arrested and sent to a detention center for violating a court order to attend school.Just 16 percent of female students in the USA, Black girls make up more than one-third of all girls with a school-related arrest. The first book to tell these untold stories, Pushout exposes a world of confined potential and supports the growing movement to address the policies, practices, and cultural illiteracy that push countless students out of school and into unhealthy, unstable, and often unsafe futures.For four years Monique W. Morris, author of Black Stats, chronicled the experiences of black girls across America whose intricate lives are misunderstood, highly judged—by teachers, administrators, and the justice system—and degraded by the very institutions charged with helping them flourish. Morris shows how, despite obstacles, stigmas, stereotypes, and despair, black girls still find ways to breathe remarkable dignity into their lives in classrooms, juvenile facilities, and beyond.

    In a lively account filled with the stories and voices of people previously left out of the historical canon, Ronald Takaki offers a fresh perspective - a re-visioning - of our nation's past.

    Accessible to students from high school through graduate school, this book offers a collection of detailed and engaging explanations of key concepts in social justice education, including critical thinking, socialization, group identity, prejudice, discrimination, oppression, power, privilege, and White supremacy. Based on extensive experience in a range of settings in the United States and Canada, the authors address the most common stumbling blocks to understanding social justice. They provide recognizable examples, scenarios, and vignettes illustrating these concepts. This unique resource has many user-friendly features, including ''definition boxes'' for key terms, ''stop boxes'' to remind readers of previously explained ideas, ''perspective check boxes'' to draw attention to alternative standpoints, a glossary, and a chapter responding to the most common rebuttals encountered when leading discussions on concepts in critical social justice. There are discussion questions and extension activities at the end of each chapter, and an appendix designed to lend pedagogical support to those newer to teaching social justice education.