Handbook of Race, Equity, and Asset-Based Research in Educational Psychology offers a profound vision of contemporary educational psychology scholarship, practice, policy, teaching, and research design that is both informed by and empowering of social justice.
Handbook of Race, Equity, and Asset-Based Research in Educational Psychology offers a profound vision of contemporary educational psychology scholarship, practice, policy, teaching, and research design that is both informed by and empowering of social justice.
Despite the ubiquity of educational psychology’s body of knowledge, the discipline has long neglected the academic success, well-being, and other outcomes of historically and systemically marginalized learners and research partners, and the field remains complicit in imposing normative standards and social stratification on diverse populations. This expansive and rigorous volume charts a new course in educational psychology that supports equity-focused research agendas, refined theoretical syntheses, and meaningful attention to the complexities of race, culture, and class. Each chapter vividly contextualizes critical approaches to theory, methodology, philosophy, pedagogy, and other topics, including through direct integration of decolonial, socioecological, translingual, trauma-informed, and community-engaged praxis.
The book’s substantive and deeply considered contributions amount to a significant scholarly reckoning with the exclusionary hierarchies that pervade the field today and an exciting articulation of its future.
Section I: Why Are Equity-Focused Perspectives Essential in Educational
Psychology?
1. The Case for Race, Equity, and Asset-Based Research in
Educational Psychology: An Introduction Section II: What Do We Know About the
Ways Contexts Inform Motivation, Development, and Learning?
2. The Epistemic
Injustice of Ableism in Educational Psychology Research
3. Gender and
Sexuality in Educational Psychology Research: Possibilities of Queer and
Trans Perspectives
4. Fostering Epistemic Justice in Educational Psychology
Research: Research By Whom, For Whom, and How?
5. Teachers Cognitive and
Affect Racial Biases Impact Decisions in the Classroom
6. Equity and
Inclusion in Autonomy Relevant Education: A Critical Direction for
Self-Determination Theory
7. What We Know About Learning: Taking
Responsibility for Interdisciplinary Complexity in Educating Youth in
Mathematics
8. Centering Muted Philosophical Voices in Educational Psychology
9. (Un)apologetically Black: Theorizing Blackness(es) and Decision-Making in
Educational Psychology Research and Praxis Section III: How Do We Disrupt
Neutrality in Educational Psychology Research Perspectives and Methods?
10.
Beyond Objectivity: Embracing Reflexivity in Education Research
11.
Combatting Racial Inequities in the Field of Educational Psychology
12.
Exploring the Promise of Decolonial Perspectives for Advancing Racial
Equity-Oriented Projects Inside the Field
13. Creating Space for Coping and
Strength: A Socioecological Perspective on Deterministic Frameworks, the
Invisibility of Difference, and the Path Forward
14. A Review of Causal
Impact Evaluations in Educational Psychology: Which Studies Interrogate,
Illuminate, and Reduce Racial Inequalities
15. A Chicana Feminist
Epistemology in Quantitative Research
16. Ethical, Equitable, Informative,
and Transformative Learning Analytics
17. Centering People and Context in
Multimodal, Educational Psychology Studies from a Critical Ethics Lens
18.
Towards (Re)Framing Asset-Based (Counter)Narratives in Motivation Research
19. Kwanamii: Developing Survey items to Measure the Protectors of the
Quechan Section IV: How Do We Reimagine Education Systems and Their Impacts
on Students and Teachers?
20. Online Racism and Its Academic and Mental
Health Impacts: A Review and Future Directions for Research at the
Intersection of Emerging Technologies and Educational Psychology
21.
Transforming Doctoral Training in Statistics: Addressing a Racist Legacy to
Advance Equity and Justice in Psychology and Education
22. Examining
Elementary Teachers Beliefs and Practices for Building Teacher-Student
Relationships: A Racialized Perspective
23. Mentoring Doctoral BIPOC
Under-Represented and Minoritized Scholars
24. Language Heterogeneity:
Supporting an Asset-Based Approach to Translanguaging in Science and
Engineering Education
25. The Twists and Turns of Incorporating Equity in an
Ongoing Large-Scale Project: One Research Teams Roadmap
26. Reconstructing
the Concept of Organic Intellectuals for Culture-based STEM Education Section
V: What are Some Impact Standards for Educational Psychologists Seeking to
Engage Community, Policy, and Practice Stakeholders?
27. Learning,
Unlearning, and Relearning: Equity Focused Reform in a Graduate Program in
Educational Psychology and Educational Technology
28. Bridging Worlds:
Educational Psychologists and Classroom Teachers as Boundary Spanners in a
Research Practice Partnership
29. Parental Involvement and Racial Realism
Among Black Families
30. Theatre and Educational Psychology to Build a More
Just and Equitable Future
31. Meaningful for Whom? Resolving Tensions Between
Motivation Research and Critical Approaches in Understanding Relevance
32.
Transformative SEL for Equity and Excellence in Tempestuous Times: Where We
Are and Where We Need to Go
33. Centering Youth Perspectives in Education
Research Using Community-Based Organizing and Youth Participatory Action
Research Section VI: Where Do We Go From Here?
34. How Might We Sustain
Educational Psychologys Asset-Based Research Momentum? An Intergenerational
Perspective
Francesca A. López is Professor and the Jim and Georgia Thompson Distinguished Professor of Education in the Department of Educational Leadership and Policy Analysis in the School of Education at the University of Wisconsin, Madison, USA.
Jessica T. DeCuir-Gunby is Professor and Robert A. Naslund Chair in Curriculum and Teaching in the Rossier School of Education and Executive Director of the USC Race and Equity Center at the University of Southern California, USA.
DeLeon L. Gray is Associate Professor of Educational Psychology and Equity in the College of Education at North Carolina State University, USA.
