Volume 8 - Issue 1 - DBU Journal of K-12 Educational Research

Journal of K-12 Educational Research 67 References Badger, E., Miller, C. C., Pearce, A., & Quealy, K. (2018, March 19). Extensive data shows punishing reach of racism for Black boys. The New York Times Company. https://www.nytimes.com/interactive/2018/03/19 upshot/race-class-white-and-black men.html?auth=login-smartlock Cameron, R. K., & McCall, R. (2020, September 4). Coming from where we’re from: The stories and experiences of African American students in predominantly white high schools. NYU Steinhardt. https://doi.org/10.33682/qpmj-e2he Dee, T. S., Jacob, B. A., Hoxby, C. M., & Ladd, H. F. (2010). The impact of No Child Left Behind on students, teachers, and schools [with comments and discussion]. Brookings Papers on Economic Activity, 149–207. http://www.jstor.org/stable/41012846 Denzin, N. K., & Lincoln, Y. S. (2005). The sage handbook of qualitative research. Sage Publications. Dulabaum, N. L. (2016, June). Barriers to academic success: A qualitative study of African American and Latino male students. Innovation. https://www.league org/innovation-showcase/barriers-academic-success qualitative-study-african-american-and-latino-male Goldsmith, S. (2003, May 21). Rich, Black, flunking. East Bay Express. https:/ eastbayexpress.com/rich-black-flunking-1/ Hammersley, M., & Woods, P. (Eds.). (1984). Life in school: The sociology of pupil culture. Open University Press. Howard, T. C. (2016). Why Black lives (and minds) matter: Race, freedom schools & the quest for educational equity. The Journal of Negro Education, 85(2), 101–113. https:/ doi.org/10.7709/jnegroeducation.85.2.0101 Huntington, K. N., & Ackert, E. (2018). The long road to equality: A meta‐regression analysis of changes in the Black test score gap over time. Social Science Quarterly (Wiley-Blackwell), 99(3), 1119–1133. https://doi.org/10.1111/ssqu.12483 Johnson, B., & Christensen, L. B. (2020). Educational research: Quantitative, qualitative, and mixed approaches. SAGE Publications, Inc. Learn to Flourish. (2018, November 29). Storytelling and the science of emotion. https://www learntoflourish.com/storytelling-science-emotion/ Lee, J. (2002). Racial and ethnic achievement gap trends: Reversing the progress toward equity? Educational Researcher, 31(1), 3–12. https://doi.org/10.3102/0013189X031001003 McGuinn, P. (2015). Schooling the state: ESEA and the evolution of the U.S. Department of Education. RSF: The Russell Sage Foundation Journal of the Social Sciences, 1(3), 77–94. https://doi org/10.7758/rsf.2015.1.3.04 Neubauer, B. E., Witkop, C. T., & Varpio, L. (2019). How phenomenology can help us learn from the experiences of others. Perspectives on Medical Education, 8(2), 90–97. https://doi.org/10.1007/s40037-019-0509-2 Somilleda, J. (2022, October 26). Classism in education. GALEO. https://galeo.org/2021/10 classism-in-education/ Sudderth, A. (2022, November 18). How do students really feel about high school? And what can educators do about it? Rethink Together. https://xqsuperschool org/rethinktogether/how-do-students-really-feel about-high-school-and-what can-educators-do-about-it/ 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. http://www.jstor.org/stable/24434163 Thomas-Chevallier, A. (2016). Strategic thinking in complex problem solving. Oxford Academic. Oxford University Press. https://academic.oup.com/book/4347 chapter-abstract/146282473?redirectedFrom=fulltext Thorburn, M., & Stolz, S. A. (2020). Understanding experience better in educational contexts: The phenomenology of embodied subjectivity. Cambridge Journal of Education, 50(1), 95–105. https://doi.org/10.1080/0305764X.2019.1632798

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