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This paper seeks to provide instructional methods for using blackout poetry and primary sources to learn about marginalized voices from history within a social studies classroom. Blackout poetry provides students with authentic opportunities to engage in meaningful learning experiences using primary sources and marginalized voices that are both hands-on in nature and promote the use of critical thinking.

This paper opted to describe an approach to teach students about marginalized voices in history through the use of primary sources and blackout poetry. Step-by-step instruction was provided via an included table so that readers can recreate the lesson in readers' own classrooms.

This paper offers insights about how blackout poetry can be used to provide students an authentic experience with primary sources and historically marginalized voices. These experiences include opportunities to critically think about the context and significance or these marginalized voices and impact of marginalized voices on history through individual and cooperative learning opportunities.

This paper is designed for teachers to utilize and replicate in teachers' own social studies classrooms.

This paper provides teachers with detailed steps on how teachers can amplify traditionally marginalized voices in social studies instruction of teachers.

This paper recognizes the important role that primary sources have in the social studies classroom along with the historically under representative role that marginalized voices have had in the author's social studies classrooms. Through an original approach, using blackout poetry, the author presents a unique perspective on how to teach about historically marginalized voices using primary sources in a manner that supports historical thinking.

To break the chains of inequality for access to education for marginalized groups across India and move toward an egalitarian society, where all people can live with dignity and fulfill their dreams, the need of the hour is to strengthen the education system and prepare teachers with secular and reformative thinking. This chapter attempts to examine the problems of various marginalized groups in Indian society and their educational provisions. This work also aims to analyze several issues and challenges related to preparing teachers for inclusive schools and to draw attention to the need to reframe and revise teacher education programs and enforce inclusive teacher education practices in India to promote inclusion.

This chapter explores the parallels between the recruitment and retention of students from marginalized backgrounds, and efforts with similarly identifying faculty and student affairs administrators. Higher education institutions target specific student populations to increase access, thus leading to an increase of students of color, low-income students, and first-generation students on college campuses (Chen & Nunnery, 2019). This welcome development proves inadequate on its own, as the critical support structures necessary for student success are not in place. Students' lived experiences are not attended to in a manner that fosters thriving (Jack, 2019; Nunn, 2021).

Research underscores the significant positive impact on marginalized students of having faculty and student-facing administrators from similar backgrounds on their campus (Braxton et al., 2014; Kuh, Kinzie, Buckley, Bridges, & Hayek, 2007). The intentional recruiting of these college personnel provides a vital means of attending to the needs of underrepresented students. Yet, the student experience is not instructive for the work with underrepresented college employees. The lived experiences of the faculty and administrators from marginalized identities are not being addressed either, similar to that of underrepresented students (Orelus, 2020). When these college personnel leave institutions unexpectedly or stay but are not thriving, this impacts students, colleagues and the college as a whole. In many respects, institutions are replicating inequities they commit to substantively dismantle, limiting the racial justice work they promised, and effectively thwarting their own Diversity, Equity, and Inclusion (DEI) efforts.

Using an autoethnographic approach, this chapter will explore these parallel issues, and propose recommendations for future research and institutional policy and practice for retention of underrepresented faculty and student-facing administrators.

The United States is becoming more diverse, a trend that is reflected in institutions of higher education; college campuses are filled with various subgroups of “non-traditional students,” many of whom are students from marginalized populations. Throughout history, the United States denied access to education to students from historically marginalized backgrounds and while society promises access to students today, it is not provided equally; gaps in educational access and achievement among marginalized groups persist. Some of the fastest growing subgroups of our population are least likely to succeed in higher education, because they face barriers as they navigate the university experience. This chapter spotlights the key access and persistence-related challenges faced by students from six marginalized populations: African American/Black students, students with disabilities, Hispanic/Latinx students, lesbian, gay, bisexual, and transgender (LGBT) students, undocumented students, and student veterans.

In this introductory chapter, we articulate learning as the creative process of intentionally providing opportunities for growth in the learners’ cognitive, social, affective, and academic development and achievement facilitated and nurtured by true equity. The authors’ true equity framework entails providing the historically marginalized groups of students hope and justice, recognition and redistribution of resources needed to achieve their career and academic interests, motivation and engagement, consideration of the ways race and language matter in addressing inequities, and the critical consciousness required in interpreting, conceptualizing, analyzing, and interacting with the world in order to reach their career and academic achievement. The chapter recognizes and attempts to cover the social and cultural identities and needs of students who may be on the margins based on their race, ethnicity, religion, language, ability/disability, gender, sexual orientation, social class, and citizenship status. The authors believe that if we are truly committed to improving education for all children, we have to “mind the margins and it is imperative that we move the discussion about the impact of education from celebrating the academic gain of a few, to equity through inclusion of all, by attending to the needs of the many marginalized students who are often discounted.

While educational shifts in response to COVID-19 at the state, district and school-level may have been grounded in the best of intentions, these decisions may not fully respond to the everyday realities of teachers, parents, caregivers and students living within historically marginalized communities. In addition to evidence-based and pragmatic approaches to emergency remote teaching (ERT), there is also a need to understand the experiences of students and families living in urban and rural contexts, who in light of existing educational inequities, are being further exposed to inequitable access due to school closures and the abrupt shift to ERT. This paper aims to use a reflexive dialogic approach to explore these issues.

Drawing from a larger phenomenological study highlighting the lived experiences of families being impacted by emergency shifts in educational policy and practice, this paper presents a dialogue between two teacher-educators of color working directly with teachers and administrators in the K-12 system across urban and rural contexts. This dialogue acknowledges and interrogates inequitable educational practices exacerbated by the pandemic for marginalized communities, and the shared responsibility of supporting the most vulnerable students as they transition to ERT.

Reflecting across their local contexts, the authors highlight the importance of educational decision-making that centers the perspectives of families in local communities; develop both pedagogical and structural approaches to address educational inequities; and purposefully approach ERT to disrupt such inequities and move toward a vision of educational justice.

Broader implications of this discussion speak to the ever-widening divide between marginalized and dominant communities, which undergirds the and educational inequities that continue to threaten the academic achievement of all students.

As educational decision-makers imagine new pathways in the days ahead, this dialogue highlights the importance of keeping complex issues of educational inequity at the center of the conversation.

The purpose of this study is to increase awareness of the interactions among school leadership standards, cultural competence, and decision‐making practices for chief school executives.

To achieve this objective, 1,087 chief school executives, who were members of the American Association of School Administrators (AASA) in 2006, completed an electronic survey. Respondents rank‐ordered eight leadership standards, from most to least important. These standards focused specifically on diversity issues promoted through school leadership programs within the USA (American Association of School Administrators, National Council for Accreditation of Teacher Education and Interstate School Leaders Licensure Consortium). Chief school executives also completed a 12‐item survey identifying what training they received during their graduate studies to help them meet the needs of diverse student populations.

Respondents ranked the three most important diversity standards that promoted the success of all school‐age children; the remaining diversity standards that focused specifically on marginalized populations were ranked as less important. The least important diversity standard was the ability and willingness to reject any arguments of a one‐to‐one correlation between race and culture or race and intelligence. Respondents indicated that their school districts do not promote culturally responsive professional development – also that their school leadership preparation programs did not prepare them for equity issues emphasized in the national standards.

The findings suggest that chief school executives might not have the ability or willingness to validate the cultural and ethnic experiences of the school communities they serve.

Understanding the implications of responding to marginalization as an institutionalized concept is just beginning to surface in scholarship and research. The study increases awareness of the interactions among school leadership standards, cultural competence, and decision‐making practices for chief school executives and makes recommendations for practice and further research.

This paper aims to describe the “InDO: Institute Demographic Ontology” and demonstrates the InDO-based semiautomated process for both generating and extending a knowledge graph to provide a comprehensive resource for marginalized US graduate students. The knowledge graph currently consists of instances related to the semistructured National Science Foundation Survey of Earned Doctorates (NSF SED) 2019 analysis report data tables. These tables contain summary statistics of an institute’s doctoral recipients based on a variety of demographics. Incorporating institute Wikidata links ultimately produces a table of unique, clearly readable data.

The authors use a customized semantic extract transform and loader (SETLr) script to ingest data from 2019 US doctoral-granting institute tables and preprocessed NSF SED Tables 1, 3, 4 and 9. The generated InDO knowledge graph is evaluated using two methods. First, the authors compare competency questions’ sparql results from both the semiautomatically and manually generated graphs. Second, the authors expand the questions to provide a better picture of an institute’s doctoral-recipient demographics within study fields.

With some preprocessing and restructuring of the NSF SED highly interlinked tables into a more parsable format, one can build the required knowledge graph using a semiautomated process.

The InDO knowledge graph allows the integration of US doctoral-granting institutes demographic data based on NSF SED data tables and presentation in machine-readable form using a new semiautomated methodology.

The aim of our research is to examine network of support persons of the students from marginalized Roma communities in Czech Republic, Hungary, and Slovak Republic. By conducting a qualitative analysis of the examples of good practice, that is, students who have managed to successfully study at a university despite their difficult family backgrounds, we have surveyed the type of support the students received during their studies and the persons who supported them at individual education levels. In the research part, we also analyze the factors which had an impact on the development of their resilient personality and the sources of support which helped them overcome barriers during their studies. The primary support persons were the members of their nuclear families whose emotional, informational, instrumental, and appraisal support was particularly crucial at the primary school. At the next education levels, especially important for respondents was the emotional support they received in the form of encouragement and improvement of respondents’ self-confidence. Teachers are mentioned in the narratives of our respondents as persons engaging in their support and education at the primary and the secondary school. Their supportive influence fades away at the university, which is a pity for our group of students because it is the university environment which is completely unknown to them and so they must rely on the help of peers. A good strategy applied particularly in Hungary is the creation of support groups led by a lecturer-mentor for students coming from marginalized Roma communities which help them during the first days at university. School achievements of respondents were also influenced by other persons who helped them at all levels based on personal sympathies and the established relationships. At the beginning, such persons occur in their life narratives incidentally, but later respondents learned to actively build networks of support relationships as part of their resilient behavior.

The purpose of this study is to examine how intersecting oppressed identities shape the socialization experiences of Black women doctoral candidates in agricultural disciplines at historically white institutions. This paper addresses a gap in literature examining the experiences of Black women within the context of higher agricultural sciences education.

This study uses narrative inquiry to examine the experiences of five Black women doctoral candidates through a set of three interviews per participant.

Three themes regarding participants’ socialization experiences were identified. Themes are presented according to its site of socialization: lack of trust in advising relationships, departmental belonging and negative interactions with department faculty and isolation and exclusion at conferences.

This study adds to the small body of research on Black women in higher agricultural sciences education. Further, this study contributes to the larger body of socialization research and the minimal research on socialization for marginalized populations in higher agricultural sciences education.