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Scholarly research journals
Scholarly articles and reports (video)
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Academic Careers and the Gender Gap
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Are Textbooks Biased?
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The Best Teachers in the World: Why We Don't Have Them and How We Could
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The College Completion Agenda: Practical Approaches for Reaching the Big Goal
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Confessions of a Community College Administrator
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Consuming Higher Education: Why Learning Can't Be Bought
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Defending Childhood: Keeping the Promise of Early Education
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Digital Divisions: How Schools Create Inequality in the Tech Era
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In the digital age, schools are a central part of a nationwide effort to make access to technology more equitable, so that all young people, regardless of identity or background, have the opportunity to engage with the technologies that are essential to modern life. Most students, however, come to school with digital knowledge they've already acquired from the range of activities they participate in with peers online. Yet, teachers, as Matthew H. Rafalow reveals in Digital Divisions, interpret these technological skills very differently based on the race and class of their student body. While teachers praise affluent White students for being "innovative" when they bring preexisting and sometimes disruptive tech skills into their classrooms, less affluent students of color do not receive such recognition for the same behavior. Digital skills exhibited by middle class, Asian American students render them "hackers," while the creative digital skills of working-class, Latinx students are either ignored or earn them labels troublemakers. Rafalow finds in his study of three California middle schools that students of all backgrounds use digital technology with sophistication and creativity, but only the teachers in the school serving predominantly White, affluent students help translate the digital skills students develop through their digital play into educational capital. Digital Divisions provides an in-depth look at how teachers operate as gatekeepers for students' potential, reacting differently according to the race and class of their student body. As a result, Rafalow shows us that the digital divide is much more than a matter of access: it's about how schools perceive the value of digital technology and then use them day-to-day.
Do U. S. Schools Prepare Students for a Global Economy?
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Faith and Science
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For-Profit Education
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Fostering the Liberal Arts in the 21st-Century Community College, Cc 163
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Free for All: Fixing School Food in America
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Going Against the Grain: When Professionals in Hawaiʻi Choose Public Schools Instead of Private Schools
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How Children Succeed: Grit, Curiosity, and the Hidden Power of Character
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Immigrant Students and Higher Education
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The Millennial Generation
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The Muses Go to School: Inspiring Stories About the Importance of Arts in Education
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The Seeds We Planted: Portraits of a Native Hawaiian Charter School
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Time for Action: Stop Teaching to the Test and Start Teaching Skills
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