This study sought to investigate and strengthen gender equity and justice in classroom practices and academic programming at a co-educational, independent, boarding and day high school. Co-educational schools that transitioned from single-sex communities have a unique and import…
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African-American students experience human capital opportunity and achievement gaps. Researchers have called for culturally relevant strategies to help close the gaps. The historic Black Church, a part of many African-American students’ culture and community, is a historic and c…
Teaching in the service of social justice requires an understanding of how our belief structures and identities inform our practice. For that reason, the experience of secondary social studies teachers as they develop and reflect on their critical consciousness was the focus of …
Whiteness is pervasive and hidden on Christian college campuses. Helms (2017) defined Whiteness as “the overt and subliminal socialization processes and practices, power structures, laws, privileges, and life experiences that favor the White racial group over all others” (p. 718…
Approximately 3% of 15 to 49-year-olds in Rwanda live with HIV, many of whom are young adults. They face multiple stressors including stigma, anxiety, depression, trauma, orphanhood, and poverty. Little is known about the types of coping that facilitate resilience. Cognitive beh…
Justice-oriented pedagogies support students’ sociopolitical, or critical, consciousness. Research reveals, however, that science educators, the majority of whom are white, struggle to enact these practices. The purpose of this Design-based Research study is to explore the imple…
College students’ worldviews and (non)religious beliefs continue to evolve and become more nuanced. Thus, it is crucial that college students make meaning of diverse worldview perspectives and recognize the accompanying inequitable experiences that others encounter because of th…