A future agenda for researching race and ethnicity in the study of motivation in educational contexts

Race and Ethnicity in the Study of Motivation in Education

Volumn , Issue , 2016, Pages 201-211

  DeCuir Gunby, Jessica T ^a   Schutz, Paul A ^b   Harris, Sonya D ^a  

^a NORTH CAROLINA STATE UNIVERSITY   (United States)

^b UNIVERSITY OF TEXAS AT SAN ANTONIO   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85031899771     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9781315716909     Document Type: Chapter

References (44)

1. Batcher, E. (1981). Emotion in the classroom: A study of children's experience. New York: Praeger Publishers.
2. Booker, K. C. (2007). Likeness, comfort, and tolerance: Examining African American adolescents' sense of school belonging. The Urban Review, 39(3), 301-317.
3. Chao, M. M., Hong, Y. Y., & Chiu, C. Y. (2013). Essentializing race: Its implications on racial categorization. Journal of Personality and Social Psychology, 104(4), 619-634.
4. Chavous, T. M., Bernat, D. H., Schmeelk-Cone, K., Caldwell, C. H., Kohn-Wood, L., & Zimmerman, M. A. (2003). Racial identity and academic attainment among African American adolescents. Child Development, 74(4), 1076-1090.
5. Chickering, A. W., & Reisser, L. (1993). Education and identity: The Jossey-Bass higher and adult education series. San Francisco, CA: Jossey-Bass Inc.
6. Collins, P. H. (2002). Black feminist thought: Knowledge, consciousness, and the politics of empowerment. New York: Routledge.
7. DeCuir, J. T., & Dixson, A. D. (2004). "So when it comes out, they aren't that surprised that it is there": Using critical race theory as a tool of analysis of race and racism in education. Educational Researcher, 33(5), 26-31.
8. DeCuir-Gunby, J. T., & Schutz, P. A. (2014). Researching race within educational psychology contexts. Educational Psychologist, 49(4), 244-260.
9. Donnor, J. K., & Dixson, A. (2013). The resegregation of schools: Education and race in the twentyfirst century (Vol. 95). New York: Routledge.
10. Finn, J. D. (1989). Withdrawing from school. Review of Educational Research, 59(2), 117-142.
11. Ford, D. Y. (2014). Segregation and the underrepresentation of Blacks and Hispanics in gifted education: Social inequality and deficit paradigms. Roeper Review, 36(3), 143-154.
12. Gandhi, L. (1998). Postcolonial theory: A critical introduction. New York: Columbia University Press.
13. Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice. New York: Teachers College Press.
14. Gillborn, D. (2005). Education policy as an act of white supremacy: Whiteness, critical race theory and education reform. Journal of Education Policy, 20(4), 485-505.
15. Goldring, R., Gray, L., & Bitterman, A. (2013). Characteristics of public and private elementary and secondary school teachers in the United States: Results from the 2011-12 schools and staffing survey (NCES 2013-314). Washington, DC: U.S. Department of Education.
16. Graham, S., & Hudley, C. (2005). Race and ethnicity in the study of motivation and competence. In A. Elliot & C. Dweck (Eds.), Handbook of competence and motivation (pp. 392-414). New York: Guilford.
17. Harry, B., & Klingner, J. (2014). Why are so many minority students in special education? New York: Teachers College Press.
18. Helms, J., Jernigan, M., & Mascher, J. (2005). The meaning of race in psychology and how to change it: A methodological perspective. American Psychologist, 60(1), 27-36.
19. Johnson, E. S. (2008). Ecological systems and complexity theory: Toward an alternative model of accountability in education. Complicity: An International Journal of Complexity and Education, 5(1), 1-10.
20. Kirkhart, K. E. (1995). Seeking multicultural validity: A postcard from the road. Evaluation Practice, 16, 1-12.
21. Kirkhart, K. E. (2010). Eyes on the prize: Multicultural validity and evaluation theory. American Journal of Evaluation, 31(3), 400-413.
22. Knight, G. P., Roosa, M. W., & Umana-Taylor, A. J. (2009). Studying ethnic minority and economically disadvantaged populations: Methodological challenges and best practices. Washington, DC: American Psychological Association.
23. Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465-491.
24. Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: Aka the remix. Harvard Educational Review, 84(1), 74-84.
25. Ladson-Billings, G., & Tate IV, W. (1995). Toward a critical race theory of education. The Teachers College Record, 97(1), 47-68.
26. Milner, H. R. (2006). Preservice teachers' learning about cultural and racial diversity Implications for urban education. Urban Education, 41(4), 343-375.
27. Milner, H. R. (2010). What does teacher education have to do with teaching? Implications for diversity studies. Journal of Teacher Education, 61(1-2), 118-131.
28. Mitra, D. (2004). The significance of students: Can increasing "student voice" in schools lead to gains in youth development? The Teachers College Record, 106(4), 651-688.
29. Moore, J., Lovell, C. D., McGann, T., & Wyrick, J. (1998). Why involvement matters: A review of research on student involvement in the collegiate setting. College Student Affairs Journal, 17(2), 4-17.
30. Neblett, Jr., E. W., & Roberts, S. O. (2013). Racial identity and autonomic responses to racial discrimination. Psychophysiology, 50(10), 943-953.
31. Osterman, K. F. (2000). Students' need for belonging in the school community. Review of Educational Research, 70(3), 323-367.
32. Paris, D. (2012). Culturally sustaining pedagogy a needed change in stance, terminology, and practice. Educational Researcher, 41(3), 93-97.
33. Pettigrew, T. F., & Tropp, L. R. (2013). When groups meet: The dynamics of intergroup contact. New York: Psychology Press.
34. Reardon, S. F., Grewal, E. T., Kalogrides, D., & Greenberg, E. (2012). Brown fades: The end of court-ordered school desegregation and the resegregation of American public schools. Journal of Policy Analysis and Management, 31(4), 876-904.
35. Reason, R. D. (Ed.). (2005). Developing social justice allies: New directions for student services, number 110 (Vol. 84). San Francisco: Jossey-Bass.
36. Sellers, R. M., Smith, M. A., Shelton, J. N., Rowley, S.A.J., & Chavous, T. M. (1998). Multidimensional model of racial identity: A reconceptualization of African American racial identity. Personality and Social Psychology Review, 2(1), 18-39.
37. Tatum, B. (1994). Teaching White students about racism: The search for White allies and the restoration of hope. The Teachers College Record, 95(4), 462-476.
38. Thapa, A., Cohen, J., Guffey, S., & Higgins-D'Alessandro, A. (2013). A review of school climate research. Review of Educational Research, 83(3), 357-385.
39. Tinto, V. (1987). Leaving college: Rethinking the causes and cures of student attrition. Chicago, IL: University of Chicago Press.
40. Tran, T. V. (2009). Developing cross-cultural measurement. New York: Oxford University Press USA.
41. U.S. Department of Education, National Center for Education Statistics. (2015). The condition of education 2015 (NCES 2015-144). Characteristics of Postsecondary Faculty.
42. Wang, M. T., & Eccles, J. S. (2012). Social support matters: Longitudinal effects of social support on three dimensions of school engagement from middle to high school. Child Development, 83(3), 877-895.
43. Wehlage, G. G., Rutter, R. A., Smith, G. A., Lesko, N., & Fernandez, R. R. (1989). Reducing the risk: Schools as communities of support. London: Falmer.
44. Zeichner, K. M. (1980). Myths and realities: field-based experiences in preservice teacher education. Journal of Teacher Education, 31(6), 45-55.