Education Bibliography Assignment

ANNOTATED BIBLIOGRAPHY 1

Annotated Bibliography

LaShanna R. Descheny

School of Education, Liberty University

Author Note

LaShanna R. Descheny

I have no known conflict of interest to disclose.

Correspondence concerning this article should be addressed to LaShanna R. Descheny

Email: [email protected]

ANNOTATED BIBLIOGRAPHY 2

Annotated Bibliography

Davis, S. J., Lettis, M. B., Mahfouz, J., & Vaughn, M. (2022). Deconstructing racist structures in

K-12 education through SEL starts with the principal. Theory into Practice, 61(2), 145-155.

https://doi.org/10.1080/00405841.2022.2036061

Racism and social injustice in the United States education system affect students' social

and emotional learning (SEL) abilities. Many school districts address these concerns by

implementing the SEL curriculum into the classrooms to help students overcome

adversity. Schools are developing curriculums that correlate with moral values such as

self-awareness, self-management, social awareness, relationship skills, and responsible

decision-makers (Davis et al., 2022). The need to address these issues will help students

become aware of racism, diversity, and the underrepresented population. School

administrators impact the classroom climate by tackling racial discrimination in the

classrooms by learning about current issues occurring in the community. School leaders

need to support teachers by displaying positive relationship skills without being biased

and showing an understanding of social and emotional learning (Davis et al., 2022).

Teachers require support from their leaders to promote equity and defeat racism in the

communities.

Farinde-Wu, A., Glover, C. P., & Williams, N. N. (2017). It’s not hard work; It’s heart work:

Strategies of effective, award-winning culturally responsive teachers. The Urban Review, 49(2),

279-299. https://doi.org/10.1007/s11256-017-0401-5

Teacher knowledge of diverse backgrounds is a growing concern in the United States

public school systems because of the low pedagogical skills in culturally responsive

ANNOTATED BIBLIOGRAPHY 3

instruction. Teaching strategies designed to meet the needs of diverse students include

flexible classroom management, a wide range of evaluations, and optimized learning

opportunities (Farinde-Wu et al., 2017). A culturally responsive curriculum can promote

cultural awareness and appreciation for students from diverse backgrounds. It can create

a positive connection between a student's home and school life when acknowledging

mainstream cultural norms to be respectful. Student participation is vital to immerse them

in a culturally sensitive environment to develop responsive community partnerships. For

that reason, classroom management plays an important factor in students making

connections by expressing their opinions with each other regardless of cultural

differences and learn not to be disrespectful. Lessons developed around activities that

encourage students to be engaged in diverse perspectives and controversial topics on race

and equity can display their societal roles (Farinde-Wu, 2017). Teachers using this

culturally responsive approach will benefit their students in the class to interact and gain

knowledge of individual differences.

Hunt, B. D., Locklear, L., Bullard, C., & Pacheco, C. (2020). “Do you live in a teepee? do you

have running water?” the harrowing experiences of american indians in north Carolina’s urban

K-12 schools. The Urban Review, 52(4), 759-777. https://doi.org/10.1007/s11256-020-00563-1

Native Americans converted to society through assimilation at boarding schools, which

lasted several years before the Indian Removal Act. It allowed Native Americans to

return to their tribal sovereignty and restore their cultural heritage. The lack of teacher

knowledge in diverse Indigenous cultures can cause students' poor educational

experience and low academic success (Hunt et al., 2020). Racism is a common

experience that urban Native Americans face in and outside the community settings

ANNOTATED BIBLIOGRAPHY 4

because of decolonization. One of the ways educational institutions face this issue is by

reclaiming tribal heritage and culture in the classroom through a culturally relevant

pedagogy (Hunt et al., 2020). Schools are finding ways to integrate Native American

culture into the school by implementing a comprehensive curriculum on Indigenous

histories and knowledge solely on Native history. Every Student Succeeds Act (ESSA)

requires schools to work closely with American Indian tribes to revitalize Indigenous

languages and create culturally responsive educational opportunities (Hunt et al.,2020).

The federal government allocated funding for American Indian tribes to establish

language programs and classes to restore their cultural heritage for future generations.

Jones, J. R. (2015). Infusing multicultural education into the curriculum: Preparing pre-service

teachers to address homophobia in K-12 schools. International Journal of Multicultural

Education, 17(3), 107-118. https://doi.org/10.18251/ijme.v17i3.934

Homophobia and bullying in multicultural education are becoming a problem in

classrooms or schools (Jones, 2015). Heterosexual individuals do not encounter

harassment for being self-identified, but those part of the lesbian, gay, bisexual,

transgender, and queer (LGBTQ+) population face it. Students who identify themselves

as part of the LGBTQ+ community encountered not safe in their schools because of their

sexual orientation, and 55% were cyber bullied (Jones, 2015). Bullying is a problem that

school officials need to address. A multicultural education pedagogy is an alternative to

addressing the issue in the schools to bring awareness to the LGBTQ+ population to

accept students for whatever gender they choose. Teachers learn through in-service

training and workshops on how to educate other students on sexual diversity and how it is

part of our society. Plus, raising a concern that teacher education programs need to

ANNOTATED BIBLIOGRAPHY 5

provide a class on multicultural with emphasizing LGBTQ+ to develop instructional

strategies that prevent homophobia and bullying. Multicultural education offers an

opportunity for teachers to recognize the intersections between minorities and the

schooling process (Jones, 2015). It is an essential part of recognizing diverse students to

feel appreciated and receive an adequate education by encouraging positive classroom

management abilities. Schools need to provide a heteronormativity approach to allow

students to grow and embrace all types of differences.

King James Bible. (2022). Official king James Bible online. King James Bible Online. Retrieved

May 20, 2022, from https://www.kingjamesbibleonline.org/

Our heavenly father gives each one of us guidance throughout our lives to make wise

choices. "To receive the instruction of wisdom, justice, judgment, and equity" (King

James Bible, 2022). As educators, we receive the education to become the Shepard of our

students to instruct them. Teachers make a significant impact on a child's educational

journey to guide them with the knowledge to succeed. In addition, teachers fill the

students with teachings of love, respect, and appreciation of each other. Students can

learn to become passionate about learning the righteous path. The ability to teach students

about fairness and equality is the Lord's gold rule to have justice and make favorable

judgments throughout their learning process in and outside the classroom. The teaching

of diversity provides an opportunity for students to develop an awareness of equity and

part of our society. When students gain these skills, it will allow them to overcome

adversity and treat others with respect.

ANNOTATED BIBLIOGRAPHY 6

Kohli, R., Pizarro, M., & Nevárez, A. (2017). The "new racism" of K-12 schools: Centering

critical research on racism. Review of Research in Education, 41(1), 182-202.

https://doi.org/10.3102/0091732X16686949

Racism in schools has changed over time with the same intentions. Students of Color

have faced several inequalities known as colorblind racism experienced in the United

States schools (Kohli et al., 2017). There is little research in this field of racism in the

schools, especially racial micro-aggression that impacts students of Color. Students of

Color are being stereotyped based on their race which is difficult for them to fit into a

white-dominant school. Some traditional researchers determine that resource disparities,

curriculum, and teacher competency contribute to the racism that students face, which is

different from present-day situations. The importance of developing or creating a

curriculum that meets racial equality is essential for teachers to make a selection of

literature or activities that support cultural differences, such as literature

resources.Additionally, teachers need to consider a pedagogy that allows students to

recognize racism and educate them on how to approach it through navigating situations.

"A research provided classroom-level illustrations of curricula that opened possibilities

for productive conversations and engagement around race, racism, and antiracism" (Kohli

et al., 2017, p. 194). The challenge of overcoming racism in the schools is an issue that

policymakers still fight to promote equality. For example, legalizing racial violence

through school policies and punishment for racial involvement among students is

becoming a discussion in policy development.

ANNOTATED BIBLIOGRAPHY 7

Mann, B. (2019). Whiteness and economic advantage in digital schooling: Diversity patterns and

equity considerations for K-12 online charter schools. Education Policy Analysis Archives, 27,

105. https://doi.org/10.14507/epaa.27.4532

The diverse student population attending online schools is not significantly as a high

percentage of White and economically advantaged students, which is an alarming factor.

Online schools seem to have the potential to diversity among the student population

(Mann, 2019). The variety of the online environment causes an array of concerns from

parents with different perspectives, segregated social networks, and racism. Some online

charter schools are selective on who can attend their schools to have high achievement

scores, which is not necessary to allow all students an equal opportunity. Social

interaction among students in an online environment can create tension among

multiracial students rather than increase critical thinking skills. Students with higher

interactions are more likely to enroll in a school with students of another race (Mann,

2019). It seems to become an issue that student enrollment shapes how diversity can

positively or negatively influence. For that reason, online learning environments need to

be aware of finding meaningful and equitable practices for diverse populations.

McQuillan, M. T. (2021). Scaling gender and sexual diversity policies in K-12 schools.

Educational Policy (Los Altos, Calif.), 89590482110584.

https://doi.org/10.1177/08959048211058461

The issue of Lesbian, gay, bisexual, and transgender (LGBTQ+) is becoming a concern

of equality for gender or sexual diversity in schools. There are few policies in the

educational sector to address gender differences and how to implement policies to allow

students to express their gender. "The Supreme Court ruled in 2021 to include sexual

ANNOTATED BIBLIOGRAPHY 8

orientation, gender identity, and gender expression as protected classes under "sex"-based

employment discrimination" (McQuillan, 2021, as cited by Bostock v. Clayton County,

2020). The federal supreme court case covers employees; however, it does not explicitly

express how to implement such policies at the school level. It depends on the school's

approaches to follow equity protections to enforce gender equity in the school system.

Several policy protections include gender identity, sexual orientation, and gender

expression to develop educational practices for students to prevent discrimination and

bullying (McQuillan, 2021). The school's stakeholders play an essential role in

developing policies to protect their LGBTQ+ students by providing an equal opportunity

for an education.On the contrary, some schools implement policies to prevent

discrimination and bullying against gender expression. The LGBTQ+ community is

providing awareness within their communities to address the need to develop federal

policies to protect students in schools through reforms and initiatives. Developing future

research on how to manage LGBTQ+ in the classroom aligned to policies is much needed

to ensure all students are protected and valued in the schools.

Mikulyuk, A. B., & Braddock, J. H. (2018). K-12 school diversity and social cohesion: Evidence

in support of a compelling state interest. Education and Urban Society, 50(1), 5-37.

https://doi.org/10.1177/0013124516678045

Diversity in metropolitan communities is struggling with addressing desegregation issues

in K-12 schools. The school systems find ways to promote educational diversity through

affirmative actions (Mikulyuk et al., 2018). The use of research evidence from court

hearings regarding racial indifferences and segregation to develop policies related to

finding ways to promote inclusive diversity in the education system. The educational

ANNOTATED BIBLIOGRAPHY 9

policymakers are finding solutions such as implementing social cohesion to bring

connections among diverse groups or networks (Mikulyuk et al., 2018). There are

positive outcomes in fostering various environments in the classroom by promoting

equitable and diverse learning opportunities for all students (Mikulyuk et al., 2018).

Equitable opportunities play a role in expanding educational opportunities for all students

regardless of social status or ethnicity. It will give students a chance to expand their

knowledge to grow socially. Friendships among multiracial are vital for students to

develop positive relationships to be productive in society and not create negative feelings

toward other individuals who are different. Thus, schools hold a greater control in

developing diverse communities in and outside the classroom. Policies addressing

equality of opportunity for all students make schools accountable for managing

individual freedom and equitable opportunities to succeed.

Subtirelu, N. Borowczykm, C., Thorson M., Hernandez, R., & Venezia, F., (2019). Recognizing

whose bilingualism? A critical policy analysis of the seal of biliteracy. The Modern Language

Journal (Boulder, Colo.), 103(2), 371-390. https://doi.org/10.1111/modl.12556

Bilingual education in language education has become an influential segment of

revitalizing native languages. Many schools have little interest in focusing on second,

foreign, or world languages in the classroom. Learning a second language is a natural

survival skill, the ability to communicate across different nationalities and language

limitations (Subtirelu et al., 2019). The increased awareness of Native languages in the

school system is becoming an essential component to helping bridge the gap of cultural

differences—educational efforts to acknowledge bilingual education and those from

underrepresented populations through linguistic preservation in the school system. Utah

ANNOTATED BIBLIOGRAPHY 10

policymakers outlined language education in the schools to support community diversity

(Subtirelu et al., 2019). Advocating for language revitalization includes stakeholders and

community members to promote initiatives related to language educational efforts. It is

an effort to gain awareness at the political level to allow schools to use Native languages

in schools as English as second language policies at the district and state levels.