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To systematically explore the structural racism that teacher educators of Color endure, this article uses a critical race theory lens to analyze the findings from qualitative questionnaires with 141 Black, Latinx, Indigenous, and Asian American teacher educators who work in diverse universities across the United States. We learned that many of the participants in our study were hired to teach race and racism among race-evasive colleagues and predominantly white students that are enabled to protect and leverage their whiteness. As we frame their experiences, we argue that teacher education programs are, in fact, structured for teacher educators of Color to experience racial stress and harm. We end by suggesting steps teacher education programs can take to advance racial justice.

This educational case study examines the efforts of one Hispanic-Serving Institution (HSI) to counter deficit narratives and provide institutional as well as interpersonal supports for Latinx student success through a Student Leadership Retreat. We consider these activities and students' experiences therein through the lenses of Latinx leadership and Gloria Anzaldúa's notion of "conocimiento." To do so, we rely on established methods in Chicanx Studies that center the voices of participants and communities to foreground emic systems of knowledge and activity qualitatively. Specifically, we examined students' experiences in programming undergirded by "conocimiento" (iterative and dialogic understanding of ourselves and others), "cariño" (care for self and others), and "confianza" (trust) in contrast to more traditionally individualistic, competitive, and transactional arrangements within higher education.

Research has noted that teachers of Color are disproportionately called upon to address racialized issues in schools serving students of Color. And although many teachers of Color enter the profession wanting to advocate for and with students and their families and are strongly positioned to do so, these responsibilities should not rest entirely on their shoulders. Navigating institutional change as collective work is not something taught within teacher preparation or traditional professional development (PD). But what would happen if critical teachers of Color--those with a structural analysis of oppression and who are committed to social and racial justice--were actually supported and provided leadership development work towards racial justice at their school sites? How might this type of development affect their sustainability in and impact on the field? Using a framework of critical professional development (CPD)--emergent and often grassroots teacher development spaces that frame teachers as politically-aware individuals who have a stake transforming society--this paper will explore the impacts of a racial affinity CPD space, the Institute for Teachers of Color Committed to Racial Justice, designed specifically to promote the retention, growth, and activist leadership of teachers of Color in K-12 schools.

Racial battle fatigue (RBF) has been operationalized as the psychological, emotional, and physiological toll of confronting racism. In this article, RBF is used to analyze the toll of racism on teachers of Color who work within a predominantly White profession. We present counterstories of justice-oriented, urban, teachers of Color who demonstrate racism in their professional contexts as a cumulative and ongoing experience that has a detrimental impact on their well-being and retention in the field. We also share their strategies of resilience and resistance, as they rely on a critical community to persist and transform their schools.

As educational systems are confronted with attacks under the guise of "Critical Race Theory" bans, teacher educators of Color navigate the contradictions of preparing teacher candidates to be culturally sustaining within a suppression of racial discourses. For many teacher educators of Color, who are often tasked to carry out the social and racial justice work of teacher education programs, they are experiencing an exacerbated racial harm. In this article, we explore how a racial-affinity critical race professional development (CRPD) space for teacher educators of Color committed to racial justice serves as a space of support, healing, and regeneration amidst systemic racism and protections to white comfort in teacher education. Weaving together three counterstories from participants in the CRPD, we examine how this space supports teacher educators in recentering communities of Color knowledge systems and ways of being to sustain themselves and reclaim teacher education. These counterstories also offer implications for teacher education to address the ways in which it supports and maintains white comfort and the need for a restorative framework for addressing past and ongoing racial harm. [ABSTRACT FROM AUTHOR]

While organizing efforts by movements such as Black Lives Matter and responses to the hate-filled policies and rhetoric of President Donald Trump are heightening public discourse of racism, much less attention is paid to mechanisms of racial oppression in the field of education. Instead, conceptualizations that allude to racial difference but are disconnected from structural analyses continue to prevail in K-12 education research. In this chapter, our goal is to challenge racism-neutral and racism-evasive approaches to studying racial disparities by centering current research that makes visible the normalized facets of racism in K-12 schools. After narrowing over 4,000 articles that study racial inequity in education research, we reviewed a total of 186 U.S.-focused research studies in a K-12 school context that examine racism. As we categorized the literature, we built on a theory of the "new racism"--a more covert and hidden racism than that of the past--and grouped the articles into two main sections: (1) research that brings to light racism's permanence and significance in the lives of students of Color through manifestations of what we conceptualize as (a) evaded racism, (b) "antiracist" racism, and (c) everyday racism and (2) research focused on confronting racism through racial literacy and the resistance of communities of Color. In our conclusion, we articulate suggestions for future directions in education research that include a more direct acknowledgement of racism as we attend to the experiences and needs of K-12 students of Color.

Research demonstrates that many teachers of Color enter schools committed to challenging injustice, yet often face barriers to accomplishing this goal. This article presents emergent themes from a qualitative study with 218 self-identified, racial justice-oriented teachers of Color. Using Wilson's (2008) indigenous cultural framework of relationality and relational accountability to analyze our data, we introduce the concept of community-oriented teachers of Color to describe the accountability these teachers have towards students of Color and their communities. We found that despite their connections, insights, and successes with students, hierarchies of ontology (ways of being) and epistemology (ways of knowing) within schools that promote individualism served to isolate and marginalize community-oriented teachers of Color and, thus, limited their ability to advance racial justice.

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Chicana/o Studies has fallen victim to the contradictions of challenging the academic apparatus from within. In this article, I argue that Chicana/o Studies and its scholars are still struggling with the most basic issues introduced in the early 1970s. This is of grave concern because a race war is now being fought in U.S. academia and Chicana/o Studies and its scholars are losing. The heart of this analysis focuses on the possibilities of reinvigorating Chicana/o Studies by creating a new framework that emerges from the unique world-views and systems of knowledge that exist within Chicana/o communities.

The article discusses The Chicanx /Latinx Student Success Center at SJSU is known simply as the Centro. Our efforts in fighting for and eventually creating the Centro on our campus have always been grounded in the evolving body of research on Chicanx /Latinx student experiences in higher education. We created a framework for understanding the needs of Chicanx /Latinx students in our institution based on that literature and on our expertise working with our community.