CITRAL Resource Library

Using data collected through interviews with Black and Latino undergraduates about their engagement with authority at an elite university, Jack identifies two types of low-income students: the privileged poor and the doubly disadvantaged. He shows that colleges are not just biased towards undergraduates from privileged backgrounds, but also toward undergraduates with college preparatory experiences. Therefore, institutions—and not solely the family—can equip students with the cultural competencies needed to succeed in college.

By conducting interviews with ten Black adolescent girls with varying engagement with mathematics, the authors argue that inclusive pedagogical approaches when teaching Black girls mathematics can humanize Black girls and their experiences in the mathematics classroom. 

D’Angelo argues that “White silence” functions to maintain White power and privledge. She uses Whiteness theory as a framework to explicate the common rationales that White people use to justify their silence in discussions of race and racism. Afterwards, she challenges each rational using an antiracist educational framework.