The SOE Community at AERA 2024

SOE faculty, students, and researchers collaborate at this year's AERA conference

The 2024 AERA Annual Meeting will be in Philadelphia from April -14, 2024

Dozens of UCR School of Education faculty, students, and researchers will participate at this year’s annual American Educational Research Association, or AERA meeting. AERA is the largest national interdisciplinary research association devoted to the scientific study of education and learning. This year’s event will be held in-person from April 11-14 in Philadelphia, Pennsylvania.

“AERA is an important opportunity for educators to come together and exchange ideas. Having so many of our scholars sharing their scholarship and transformative research on a national level is a testament to the important work happening at the UCR School of Education,” said Joi A. Spencer, dean of UCR School of Education. 

Below is a complete list of presentation, papers, and events at this year’s conference.


Wednesday, April 12

Pre-Conference Mentoring Session: “I Am Because We Are”: Identifying and Connecting With Supportive Spaces of Color in the Professorate

Wed, April 10, 11:00am to 1:00pm, Philadelphia Marriott Downtown, Floor: Level 5, Salon K
Abstract: The aim of this session is to provide emerging scholars and early-career scholars guidance on ways of locating and connecting with spaces of color in the academy that serve as sanctuaries of community, support, and collaboration.
Chair: Joyce M. McCall, Arizona State University
Speaker: Jamel K. Donnor, College of William & Mary
Panelists: Cory T. Brown, The Ohio State University - Newark
Kevin Lawrence Henry, University of Wisconsin - Madison
José Reyes Del Real Viramontes, University of California - Riverside

Thursday, April 11

Roundtable Session: Feminist Issues in Mathematics Education (Table 12)

Thu, April 11, 9:00 to 10:30am, Pennsylvania Convention Center, Floor: Level 200, Exhibit Hall B
Paper: Are Men More Likely Than Women to Voluntarily and Publicly Express Their Mathematical Reasoning?
Abstract: Prior evidence of gender differences in risk taking, confidence, and classroom experiences suggests that men are more likely than women to voluntarily and publicly express their mathematical reasoning. On thirteen separate occasions, students were instructed to solve a precalculus problem, report their confidence in the correctness of their solution, and then indicate whether they volunteer to publicly discuss their solution in class. The problems ranged in difficulty from moderate to extreme. Except for the lowest performers, men were more likely than women to volunteer to discuss their solution, and this gender gap increased as students’ performance increased. These results imply that men might publicly demonstrate higher mathematics ability than women, even if there are no gender differences in mathematics ability.
Authors: Meaghan Beth McMurran, University of California - Riverside
David Weisbart
Kinnari Atit, University of California - Riverside

Paper Session: Understanding and Navigating Political Contexts Through Advocacy

Thu, April 11, 12:40 to 2:10pm, Philadelphia Marriott Downtown, Floor: Level 3, Room 307
Publication: Combating Racist Gaslighting: Exploring Political Discourses That Surround Critical Race Theory Bans
Abstract: Recent attacks on Critical Race Theory (CRT) aim to limit discussion and understanding of race (and its intersection with class, gender, and power). This study examines the role of racial gaslighting in public policy discourses that surround CRT-bans while also focusing on ways of combating racial gaslighting. Focusing on early-adopting states of the bans, the findings highlight how multiple dynamics of gaslighting are deployed within political discourses and how these dynamics are countered.
Authors: Rican Vue, University of California - Riverside
Katrya Txay Ly, University of California - Riverside

Paper Session: Uplifting Black Women Educators' Critical Pedagogies for Liberation and Justice

Thu, April 11, 2:30 to 4:00pm, Pennsylvania Convention Center, Floor: Level 100, Room 104A
Paper: Claiming a Critical Vernacular Site in an Early Childhood Classroom
Abstract: Drawing on Kynard’s (2013) notion of “vernacular insurrections,” this talk features a Black pre-K teacher who claimed a critical vernacular site for her Black Language speakers. Employing ethnographic case study methodology, I trace the ways this teacher advances emancipatory leadership in the midst of a white supremacist institutional architecture. This study attunes us to the many institutional mechanisms of white supremacy that are overlooked too often, and offers a pathway to consider how these mechanisms serve hegemonic ends. Concomitantly, this work also elucidates the overlooked assets Black teachers bring to Black students. The unacknowledgement of Black Language in schools for students is also an unacknowledgement of the language Black teachers bring and offer in classrooms.
Author: Alice Y. Lee, University of California - Riverside

Paper Session: Engaging With Critical Race Theory, Bans, and Positive Racial Identities

Thu, April 11, 4:20 to 5:50pm, Pennsylvania Convention Center, Floor: Level 100, Room 104B
Chair: Samina Hadi-Tabassum, Elmhurst University
Paper: Silenced and Pushed Out: The Harms of CRT Bans on K–12 Teachers
Abstract: There are currently over 600 local and state-wide policies framed as bans against “CRT” being propagated to restrict how race and racism can be taught in K-12 schools across the nation; putting teachers at personal and professional risk for addressing topics related to race, inequality, and injustice. This paper employs CRT to analyze how “CRT-bans” exploit white defensiveness and white comfort; limiting discourse on systemic racism, thereby perpetuating it. Additionally, it presents findings from a study involving 117 teachers nationwide, highlighting the adverse effects of CRT-bans on the racial climate of schools and the attrition of teachers dedicated to equity and inclusion. The study concludes by offering evidence-based recommendations to help schools mitigate the detrimental impact of CRT-bans on teachers.

Authors: Uma Mazyck Jayakumar, University of California - Riverside
Rita Kohli, University of California - Riverside

Friday, April 12

Event: University of California Reception (Santa Barbara, Davis, Irvine, Riverside, San Diego, Santa Cruz)  

Fri, April 12, 7pm, Philadelphia Ballroom North and South on the Mezzanine Level at the Sheraton Philadelphia Downtown
All SOE faculty, students, and researchers are invited to join Dean Spencer at the UC Reception on Friday, April 12 at 7PM. 

Symposium: Interrupting Anti-Blackness: Imagining the Possibilities

Fri, April 12, 7:45 to 9:15am, Level 100, Room 112A
Abstract: Anti-Blackness impacts every corner of schooling. In this session, we will explore what anti-Blackness is, catalog concrete manifestations of anti-Blackness in schools and provide tools to counter this racism. Three case studies will further explore how to operationalize Black-affirming spaces and curricula, providing an on-the-ground look at what Black-centered spaces can be.
Chair: Nicole Michelle Joseph, Vanderbilt University
Participants: Joi A. Spencer, University of California - Riverside
Kerri A. Ullucci, Roger Williams University
Elsa Wiehe, Boston University
Marques Spencer, University of San Diego
Papers: How Anti-Blackness Operates in Schools: A Nuanced Overview
STEAM Academy as an Affirming Model of Black Education
Creating Affirming Spaces for Black Youth: A Mental Health Model
Centering Africa in the Curriculum

Roundtable Session: Interrogating Language Ideologies: Critical Perspectives on Racial Equity for Multilinguals (Table 21)

Fri, April 12, 7:45 to 9:15am, Pennsylvania Convention Center, Floor: Level 200, Exhibit Hall B
Paper: The Raciolinguistic Embodiment of Black Teachers and Hearing Black Language as Correct
Abstract: Perspectives -The majority white teacher demographic has historically heard Black Language as incorrect, and the educational consequences of such arbitration are numerous and devastating (Baker-Bell, 2020; Author, 2020; Smitherman, 1977). Black Language, however, has been a linguistic resource in Black communities for centuries, and their literacies have educated Black children through eras of colonialism to modern Jim Crow (Richardson, 2003). This single-case study traces a Black early childhood teacher and the ways she leverages her linguistic assets to hear, understand, and utilize Black Language for learning. I situate this work within linguistic and sociolinguistic literature which documents how Black communities innovated new forms of survivance and communication in spite of the malevolence of slavery (Baugh, 1999; Smitherman, 1977). This work also exists within the reality of language and race being interchangeably used to police Black bodies in schools, policies, and society at large (Alim & Smitherman, 2012; Boutte et al., 2021).
Author: Alice Y. Lee, University of California - Riverside

Paper Session: Diversity, Identity, and Equity in College Athletics: Perspectives on Recruitment, Experience, and Labor

Fri, April 12, 7:45 to 9:15am, Philadelphia Marriott Downtown, Floor: Level 4, Room 402
Chair: Briana Savage, University of California - Riverside (student)
Paper: Uncovering Black Placemaking in Black Student Athlete Organizations at Predominantly White Institutions
Abstract: Many Black student-athlete organizations (BSAOs) were created during a time of civil unrest following the murder of George Floyd, a time in which Black athletes engaged in social justice activism on campus and beyond. Research shows BSAOs are critical counterspaces for Black athletes at PWIs and sites of community, belonging, and identity affirmation. Less is known about how BSAOs are made, and how they are re-made and maintained despite living/existing in oppressive, predominantly white environments. In this study, we employ a Black placemaking analysis to closely examine how the labor of Black athletes and staff allows Black athletes to co-create BSAOs to meet their needs and desires, and how athletes and staff navigate organizational structures within their athletic departments and BSAOs.
Authors: Briana Savage, University of California - Riverside (student)
Ezinne Ofoegbu, Santa Clara University

A Presidential Sessions: The Mourning After Affirmative Action: Reflecting on the Dissenting Opinions, Anti-Blackness, and Possibility

Fri, April 12, 9:35 to 11:05am, Pennsylvania Convention Center, Floor: Level 200, Room 201B
Abstract: This session will emphasize how the Court’s dismissal of close to five decades of legal precedent, affirming the value in the limited use of race in college admissions, unearths evidence of antiblackness, while simultaneously ignoring racial injustice and obscuring educational possibilities. We endeavor to (re)cover affirmative action’s pivotal history, as well as to (re)connect to possibility and inspire new liberation movements.
Chair: Joi A. Spencer, University of California - Riverside
Participants: Uma Jayakumar, University of California - Riverside
María C. Ledesma, San José State University
Discussant: David O. Stovall, University of Illinois at Chicago

Roundtable Session: Educational Justice Within and Beyond School Buildings (Table 27)

Fri, April 12, 11:25am to 12:55pm, Pennsylvania Convention Center, Floor: Level 200, Exhibit Hall B
Paper: Why Higher Education Institutions Should Provide Degrees Inside Prison Spaces
Abstract: This article explores conceptually the role and obligation that higher education programming has in prison spaces. A framework is employed, through Ladson-Billings work, that names the ways in which an accrued educational debt is owed to incarcerated students of color that can begin to be repaid through higher education in prison programming.
Authors:  Amos Lee, University of California - Riverside

Roundtable Session: Rethinking Racial Equity, Access, and Curriculum in the Era of Selective Banning (Table 39)

Fri, April 12, 3:05 to 4:35pm, Pennsylvania Convention Center, Floor: Level 200, Exhibit Hall B
Paper: Advanced Placement African American Studies as a Master’s Tool?
Abstract: African American Studies - a discipline grounded in celebrations of Black culture and interrogations of anti-Black racism - is now being piloted in Advanced Placement (AP) - an educational program that has long excluded Black people and promoted dominant cultural norms. In the parlance of Audre Lorde, Advanced Placement may be "master's tool" incapable of dismantling anti-Black racism. This case study of two AP African American studies teachers investigates whether these courses might meaningfully undermine anti-Black racism in the United States. Through approximately fifty hours of observations and 32 interviews, the findings suggest that the course has strong potential to encourage Black resistance and Black joy, but neglects to interrogate racism as a systemic phenomenon shaping current contexts.
Author: Suneal Kolluri, University of California - Riverside

Paper Session: Development of a Multicomponent Reading Intervention in Upper-Elementary Grades: Findings From a Design Experiment

Fri, April 12, 4:55 to 6:25pm, Philadelphia Marriott Downtown, Floor: Level 3, Room 305
Abstract: The purpose of this study was to develop, implement, and test the effects of Read STOP Write on fourth- and fifth-grade students’ foundational reading skills, reading comprehension, and reading motivation. We conducted a design experiment with 14 fourth- and fifth-grade teachers in 12 classrooms at an urban public charter school. A diverse population of students in grades four (n=186) and five (n=134) completed measures of reading achievement and motivation before and after receiving 10 weeks of Read STOP Write lessons. Students experienced significant gains on measures of word recognition, oral reading fluency, and silent reading efficiency and comprehension but not reading motivation. Teachers and students responded positively on social validity surveys. Implications for research and practice will be discussed.
Authors: John Z. Strong, University at Buffalo - SUNY
Laura S. Tortorelli, Michigan State University
Blythe E. Anderson, University at Buffalo - SUNY
David A. Fronczak, University at Buffalo - SUNY
Eunsoo Cho, University of California - Riverside

Saturday, April 13

Teacher Scholar Program Breakfast (Invitation Only)

Sat, April 13, 7:45 to 9:15am, Philadelphia Marriott Downtown, Floor: Headhouse Tower Level 3, Liberty Salon A
Chairs: Joi A. Spencer, University of California - Riverside
Kerri A. Ullucci, Roger Williams University

Symposium: Confronting the Assault on Critical Race Theory: Lessons Across Generations

Sat, April 13, 9:35 to 11:05am, Pennsylvania Convention Center, Floor: Level 100, Room 111A
Publication:"Reclaiming Our Intergenerational Path Forward: Critical Race Theory in Education's Past, Present, and Possibility"
Abstract: Since the mid 90s, education scholars have consciously drawn on CRT scholarship to study the crucial ways racism shapes schooling and (re)produces injustice. Their work is foundational to moving us toward possibility (Warren, 2021; ). This paper analyzes data from five trailblazing scholars who contributed to developing CRT in education fields—Laurence Parker, Tara Yosso, David Gilborn, William Smith, and David Stovall. The data reflect pushback, ranging from bemusement and anger from Marxist and gender scholars, to complete silence in rooms packed full of education scholars unable—or unwilling—to talk frankly and directly about racism. These early CRT scholars were accused of being “too extreme” and labeled “troublemakers.” They felt the weight of white liberals determined to only discuss racism as disconnected acts of individual bigotry. They were initially excluded from flagship education conferences like AERA and ASHE, left to organize informal and unofficial spaces on the margins of broader conference structures. They almost weren’t hired or promoted due to misconceptions of CRT scholarship, or concerns their work would become a problem for the institution. They knew others who experienced similar challenges; too many of their equally brilliant peers had been pushed out of the tenure process and academia. When there was a critical mass of CRT scholars in a department, legal attacks followed, like current litigation initiated by the Pacific Legal Foundation to halt race-based programs at the University of Utah. Education scholars drawing on CRT were held to a different set of standards when it came to rigor and productivity. Especially in traditional academic departments, CRT was belittled and treated as a political threat. These scholars worked tirelessly to discount misguided distractions, and instead demonstrate CRT was an important scholarly framework. Drawing from these data and stories of mobilization, strategizing, resistance, and building spaces for thriving, we can move through the latest iteration of attacks against CRT.

I also share my own coming into CRT moments and the legacy I am proud to carry forward. These data and lessons they convey support us today in honoring the liberatory impact of CRT, speaking its intergenerational stories, and learning its lessons about our past, present and future: to name racism; to be in collective struggle; to create spaces of support, freedom, and possibility.
Author: Uma M. Jayakumar

Symposium: Confronting the Assault on Critical Race Theory: Lessons Across Generations

Sat, April 13, 9:35 to 11:05am, Pennsylvania Convention Center, Floor: Level 100, Room 111A
Publication: Racial Gaslighting and Countering Racial Gaslighting Strategies in an Education Policy Context: A Critical Race Discourse Analysis
Abstract: Conservative politicians and pundits have launched an aggressive campaign against Critical Race Theory (CRT), falsely labeling it as divisive, racially regressive, and inherently racist (Pettit, 2021). This deliberate mischaracterization (Hatzipanagos, 2021; Miller et al., 2023) aligns with race-evasive ideology (Bonilla-Silva, 2006). This study expands on the connection between gaslighting and CRT bans (e.g., Miller et al., 2023; Ward, 2022), focusing specifically on racial gaslighting within the policy discussions surrounding these bans. Beyond that, this study attends to countering discourses to inform possible countering gaslighting strategies.

Employing Critical Race Discourse analysis (Briscoe & Khalifa, 2015), the study examines how the discourses surrounding CRT bans reveal racist gaslighting and explores strategies to counteract it. The analysis of four states that have implemented CRT bans demonstrates that the narratives promoting racial gaslighting aim to restore the reputation and status of white individuals. These bans seek to reestablish a white property interests in education curriculum where they are afforded the power to ignore race in education. The study also highlights how opponents of CRT bans have responded to racial gaslighting by challenging dominant discourses and employing liberatory approaches. Given that resistance can be easily co-opted (Davis & Ernst, 2017), approaches that upset the cultural logics that enable gaslighting to begin must be refused.
Authors: Rican Vue, University of California - Riverside
Katrya Txay Ly, University of California - Riverside 

Roundtable Session: Learning at the Margins: An Intersectional Exploration of the Higher Education Experiences of Students of Color (Table 15)

Sat, April 13, 9:35 to 11:05am, Pennsylvania Convention Center, Floor: Level 200, Exhibit Hall B
Paper: Racial and Gender Disparities in Achievement and Persistence in Gateway Mathematics Courses: An Intersectional Analysis
Abstract: Despite efforts to increase STEM enrollment and diversity, low retention rates persist and particularly affect women and underrepresented minority (URM) students. Existing research has analyzed disparities separately, overlooking the synergistic impact of multiple forms of oppression. This paper examined STEM persistence disparity through an intersectional lens. Focusing on mathematics gateway courses, we investigated the achievement gap and its relation to subsequent course-taking decisions for URM women, URM men, non-URM women, and non-URM men. Results reveal significant disparities in achievement and persistence rates, with URM women experiencing compounded and synergetic disadvantages. The relationship between grades and course-taking decisions varied across demographic groups. Women are reluctant to persist even with decent grades, while URM men are more likely to persist once passed.
Authors: Xinyao Zheng, University of California - Riverside
Kinnari Atit, University of California - Riverside
Soojin Park, University of California - Riverside

Roundtable Session:  Creating Spaces of Inclusion Across Disciplines (Table 37)

Sat, April 13, 9:35 to 11:05am, Pennsylvania Convention Center, Floor: Level 200, Exhibit Hall B
Paper: “There’s Some Facts You Gotta Know”: Hesitant History Teachers Assigned to Ethnic Studies U.S. History Courses
Abstract: With an upcoming requirement that all students take an Ethnic Studies course to graduate from California high schools, the need for Ethnic Studies educators has never been greater. However, since no teaching credential specific to Ethnic Studies currently exists, many of the teachers will come from the social studies. Transitioning from teaching history to teaching Ethnic Studies will present challenges. This case study of four history teachers teaching a course that met the history and Ethnic Studies requirement aims to detail some of these challenges. The findings here suggest three potential difficulties for educators: (1) a willingness to directly engage race and racism in history and the present day, (2) pedagogy centered on chronology and facts, and (3) building community. 
Authors: Suneal Kolluri, University of California - Riverside
Michael C. Dominguez, San Diego State University

Symposium: Me-Search: Pursuing Race, Culture, and Gender in the Heart and Healing Work of Qualitative Inquiry

Sat, April 13, 11:25am to 12:55pm, Philadelphia Marriott Downtown, Floor: Level 5, Salon L
Abstract: Me-search is defined “as research with, about or connected to one’s identity or positionality” or setting (Gardner et al., 2017, p. 90). When examining me-search in the literature, the experiences of scholars of color are often not highlighted due to the overwhelming presence of whiteness in academic spaces. Hence for the purposes of this investigation, we frame qualitative me-search, from the standpoint of scholars of color, as identity work—more specifically the pursuit of race, culture, and gender in the heart and healing work of qualitative inquiry. While we acknowledge that me-search is not confined solely to qualitative inquiry, we argue that qualitative research requires researchers, more so than other modes of inquiry, to tap into their identity and emotionality.
Chairs: Abiola Farinde-Wu, University of Massachusetts - Boston
Bettie Ray Butler, University of North Carolina - Charlotte
Disscussant: Venus E. Evans-Winters, The Ohio State University
Paper: Research as Healing: Reflections of a Teacher Educator of Color on Critical Race Praxis
Author: Rita Kohli, University of California - Riverside

Roundtable Session: Emotional Regulation and Well-Being Among Early Career Faculty and Graduate and Professional Students (Table 7)

Sat, April 13, 11:25am to 12:55pm, Pennsylvania Convention Center, Floor: Level 200, Room 204ABC
Paper: Grieving From Wellness: An Introspective Look at the Impacts of COVID-19 on Doctoral Students
Abstract: This working paper explores the profound impact of the COVID-19 pandemic on doctoral students, centering on well-being, institutional support, and transformative advocacy efforts triggered by a fellow student's tragic suicide. Grounded in Native Self-Actualization and Blackfoot tribal beliefs, the narrative unfolds through a self-narrative lens, revealing multifaceted impacts and shifts within academic settings. Anticipated findings emphasize the transformative potential of advocacy efforts, institutional support, and the need for a student-centered paradigm. This contribution addresses a scholarly gap by providing insights into the challenges faced by doctoral students during the pandemic, calling for a cultural shift in academia and prioritization of well-being.
Author: Ariana E. Romero, University of California - Riverside (student)

Sunday, April 14

Roundtable Session: The (Continued) Unbearable Whiteness of Teacher Education: Four Faculty of Color Navigating White Supremacist Entanglements

Sun, April 14, 7:45 to 9:15am, Pennsylvania Convention Center, Floor: Level 200, Exhibit Hall B
Abstract: Four teacher educators of color engaged in collective memory work over 14 months to process our experiences working in teacher education programs. Using critical race theory, we find that both individually and collectively we all experienced hardships around navigating institutional white supremacy. While our individual narratives point to curricular colonization, tokenism, and professional vulnerabilities, taken together our narratives demonstrate a refusal to accept a pre-defined and isolating script of white hegemony. To create space together, make sense of and design ways to challenge white supremacy is inherently liberatory. While teacher education remains overwhelmingly white with little change over the last twenty years, teacher educators of color have a central role in critiquing, explaining and challenging whiteness within TEPs.
Authors: Sharon Leathers, Ramapo College
Ramon Vasquez, University of Minnesota
Amos Lee, University of California - Riverside
Ranita Cheruvu, University of North Texas

Roundtable Session: Counternarratives for Transformative Change in Teaching and Teacher Education (Table 23)

Sun, April 14, 7:45 to 9:15am, Pennsylvania Convention Center, Floor: Level 200, Exhibit Hall B
Paper: The Racialized Experiences and Transformative Possibilities of Teacher Educators of Color in Teacher Education
Abstract: As research has for decades pointed to the pervasive whiteness of teacher education, a growing body of scholarship has drawn attention to teacher educators of Color and their impact in disrupting Eurocentric curriculum, pedagogy, and ideologies within teacher education programs. Additional studies have also described the emotional cost of this labor. While most existing research on teacher educators of Color is auto-ethnographic, this paper presents an systematic analysis of in-depth interviews with 31 teacher educators of Color. Using a lens of critical race theory (CRT), we identify the structural racism that teacher educators of Color endure across place and context, the impact of that racism, and we also name the tools they use to navigate, resist, and reimagine.
Author: Rita Kohli, University of California - Riverside

Symposium: Imagined Futures for Higher Education: Transforming Our Racialized Organizations Toward Racial Justice

Sun, April 14, 9:35 to 11:05am, Pennsylvania Convention Center, Floor: Level 100, Room 103A
Publication: Is It All for Naught? Inadequate Changes on Campus Without Equity-Minded Governance and Decision-Making
Abstract: We are again in a historical time of change prompted by racial social movements, specifically the Black Lives Matter movement, where higher education leaders are returning to conversations about equity. Although many leaders and institutions are committed to racial diversity and equity, structurally institutions remain largely unchanged. Central to this symposium is the possibility of racially just transformative change of higher education (Patton & Haynes, 2018; Stewart, 2018). This symposia is a conversation with higher education scholars reflecting on and imagining how to transform our institutions, as racialized organizations (Ray, 2019), to be racially just. If we don’t seize this opportune time to examine the prevailing racism of our universities, we fail to alter the white supremacist core of our institutions.
Author: Raquel M. Rall, University of California - Riverside

Symposium: Reframing Asian American Racialization and Interrogating the Specificity of Anti-Blackness

Sun, April 14, 9:35 to 11:05am, Pennsylvania Convention Center, Floor: Level 100, Room 110A
Abstract: We consider what it means to reframe our understanding of Asian American racialization in education around critical racial theoretical perspectives. We present four studies on in various educational contexts—student debt in higher education, racial trauma among Southeast Asian immigrants, Asian-Black solidarity through researcher positionality, and youths’ zine-making around anti-Asian violence, anti-Black racism and cross-racial solidarity. What new insights might we uncover about the racialization of Asian American in education when we specify anti-Blackness in our interrogations? How might an intersectional, critical racial examination of Asian American racialization help rupture racist structures and systems in education? We offer implications for intersectional, critical racial framings in educational research and pedagogy (e.g. higher education, teacher education, and ethnic studies curriculum).
Paper: Embodying Asian-Black Solidarity through Researcher Positionality
Author: Alice Y. Lee, University of California - Riverside

Invited Speaker Session: Civic Education and Racial Justice: What Political Economy Can Offer

Sun, April 14, 9:35 to 11:05am, Pennsylvania Convention Center, Floor: Level 200, Room 202AB
Abstract: In this era of heightened anxiety about the lure of bigotry and xenophobia inflamed by political demagogues, what and how can civics education provide hope? How can teachers infuse in their high school classrooms knowledge and skills aimed at preparing future leaders who will protect democracy and advance the cause of social, economic, and racial justice? What tools can educators use in an era of intensified politicization of curriculum content and instruction? These are the questions to be addressed in this presidential session. It will begin with a brief presentation by Michael Feuer, drawing on his most recent book, Can Schools Save Democracy? Civic Education and the Common Good . Feuer will outline a roadmap and strategy for teacher preparation that includes sharpened focus on principles of collective action and political economy, new partnerships among scholars and educators across the disciplines, and priority examples related to reducing racial equality and justice. Following the presentation, a panel will offer critical commentary from perspectives of history, curriculum, economic theory, education politics, and teacher education. 
Chair & Discussant: Michael J. Feuer, The George Washington University
Participants:  James A. Banks, University of Washington
Benjamin M. Jacobs, The George Washington University
Joseph E. Kahne, University of California - Riverside
Raymond C. Pierce, Southern Education Foundation
Rashawn Ray, American Institutes for Research
Janelle T. Scott, University of California - Berkeley

Roundtable Session: Teachers of Color Leading With Criticality and Care (Table 32)

Sun, April 14, 9:35 to 11:05am, Pennsylvania Convention Center, Floor: Level 200, Exhibit Hall B
Paper: Authentically Caring for Teachers of Color: Considerations for Educational Leadership in the Wake of the COVID-19 Pandemic
Abstract: Teachers of Color often enact authentic caring in their teaching to disrupt inequitable, subtractive, and neoliberal practices that harm students of Color. Despite this, less research focuses on how school structures and leadership might authentically care for teachers of Color to sustain them in the profession, rather than continuing to perpetuate harmful practices that push them out. This study draws from the insights and experiences of six secondary teachers of Color who taught throughout the COVID-19 pandemic to conceptualize how educational leaders might enact authentic caring to make the profession more sustainable for teachers of Color. Their narratives call for an active (re)imagining of schools as sustainable, authentically caring spaces for both students and teachers of Color.
Authors: Corinna D. Ott, University of California - Riverside (student)
Alondra Marquez Carter, University of California - Riverside

Paper Session: Teaching About Controversial Topics in Contentious Times

Sun, April 14, 1:15 to 2:45pm, Philadelphia Marriott Downtown, Floor: Level 4, Room 403
Abstract: In this session, participants will learn from three papers all focused on teaching about controversial topics. One paper will delve into the tensions of discussions of race and controversial topics in dual enrollment classes, whereas another paper will explore what it takes to help prepare preservice teachers for facilitating such discussions. Finally, the third paper argues that civic education needs a re-orientation given the dire attacks in this divisive time.
Chair: Dana Morrison, West Chester University of Pennsylvania
Paper: College Preparation, Controversial Topics, and Political Indoctrination in Texas
Authors: Suneal Kolluri, University of California - Riverside
Julia C. Duncheon, University of Washington
Taryn Ozuna Allen, Texas Christian University
Stephanie Cuellar, Texas Christian University

Paper Session: Beyond the Game: Navigating Identities and Policies in Collegiate Athletics

Sat, April 13, 1:15 to 2:45pm, Philadelphia Marriott Downtown, Floor: Level 4, Room 415
Paper: Breaking Boundaries: A Critical Trans Framework Analysis of Anti-Transgender Sports Policies in K–20 Education
Abstract: This policy analysis examines the impacts of anti-transgender sports legislation on K-20 transgender students through a critical trans framework. We investigate how anti-transgender laws enforce gender norms and intersect with other forms of oppression, such as racism and ableism, affecting multi-marginalized transgender students in sports and limiting access to a well-rounded education. Epistemic injustice is revealed, as these policies disregard transgender students' experiential knowledge and involvement in decision-making processes. Preliminary findings indicate that anti-transgender sports policies impact students at individual, institutional, and cultural levels, perpetuating discriminatory practices and reducing access to gender-affirming spaces and supportive adults. We argue for inclusive, evidence-based sports policies developed through collaboration with transgender student athletes and advocacy groups, promoting an equitable and supportive educational environment. 
Authors: Tori Porter, University of California - Riverside (student)
Briana Savage, University of California - Riverside (student)
Dresden June Frazier, University of San Francisco

Roundtable: International and Immigrant Perspective on Educational Opportunity (Table 37)

Sun, April 14, 1:15 to 2:45 pm, Pennsylvania Convention Center, Floor: Level 200, Exhibit Hall B
Paper: The Undocumented Complex: A Literature Review
Abstract: This paper provides a literature review contextualizing the discourse on undocumented students and their access to higher education. Guided by the Undocumented Critical Theory, this composition examines the four themes found in the literature: Deferred Action for Childhood Arrivals experiences, the othered & in fear phenomenon, a community that is under service, and the academic excellence illustrated by undocumented scholars despite adversities.
Author: Pablo Saldaña, University of California, Riverside (student)

Symposium: The Science of Teaching Reading Part 2: Instructional Approaches That Promote Reading Development

Sun, April 14, 3:05 to 4:35pm, Philadelphia Marriott Downtown, Floor: Level 4, Franklin 4
Abstract: This symposium will be Part 2 of the Science of ‘Teaching’ Reading and includes four papers that examine effective teaching approaches to promote reading development among racially and linguistically diverse elementary-grade students. The symposium complements the session, “The Science of Teaching Reading Part 1: Educator knowledge, professional development, and student reading achievement.” The present session includes four papers on the following specific topics: (1) teaching complex grapheme-phoneme correspondences; (2) integrated instruction of reading and writing; (3) content-rich curriculum on reading comprehension and mechanisms; and (4) a systematic review of classroom observation studies in the last four decades. Collectively, these papers expand our understanding of effective teaching approaches and offer insights for enhancing reading outcomes for diverse student populations.
Paper: The Science of Teaching Reading Comprehension: Evaluating Our Progress Since Durkin’s Seminal Study
Authors: Philip Capin, University of Texas at Austin
Katlynn Dahl-Leonard, University of Virginia
Colby Hall, University of Virginia
Eunsoo Cho, University of California - Riverside
Tim T. Andress, University of Texas at Austin
Sharon R. Vaughn, University of Texas at Austin

Symposium: Of Archives, Unstably Housed Families, Languages, and the Chicago Young Lords: Community Cultural Wealth Connections

Sun, April 14, 3:05 to 4:35pm, Pennsylvania Convention Center, Floor: Level 100, Room 110B
Abstract: This session illustrates how youth of color – mainly Puerto Rican, Latinx, and Black – and their families construct educational possibilities in the face of ongoing racial injustice. Panelists examine a spectrum of educational contexts in the Midwest through the lens of Community Cultural Wealth (2005) to expose layers across injustices and of shared solutions and solidarities. Through varied qualitative methods, we trace racial injustices across different periods, in different locations, and within and outside of formal schooling structures. Groups relied on different forms of capital that coincided with advocacy and activism. Ultimately, we argue that despite the ongoing role of racism and colonialism in educational encounters, youth and their families refuse these inherently deficit logics.
Chair & Discussant: Tara J. Yosso, University of California - Riverside

Roundtable Session: Amplifying Multilingual and Transnational Student Voices (Table 22)

Sun, April 14, 3:05 to 4:35pm, Pennsylvania Convention Center, Floor: Level 200, Exhibit Hall B
Paper: Amplifying Newcomer and Emergent Plurilingual Students’ Voice, Agency, and Authority Through Enactments of Authentic Cariño
Abstract: U.S. public schools have a long history of silencing the voices of newcomer and emergent plurilingual students, many of whom are students of Color. In this case study, we examine how three educators’ commitment to authentic cariño led them to disrupt culturally and linguistically subtractive practices, and amplify newcomer and emergent plurilingual students’ voices, agency, and authority within and beyond the classroom. Their actions offer a model of how teachers might resist subtractive, monoglossic ideologies and re-imagine classrooms as radically inclusive spaces that engage, honor, and amplify the voices, perspectives, and humanity of linguistically diverse and historically marginalized students.
Authors: Corinna D. Ott, University of California - Riverside (student)
Alison G. Dover, California State University - Fullerton
Fernando Rodriguez-Valls, California State University - Fullerton

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