Educational Equity

  • Education Northwest. “Why Equity Matters in Education.”
  • Noguera, Pedro. “How do Schools Promote Equity Among Students?
  • Steward, Dafina-Lazarus. “Language of Appeasement.” Inside Higher Ed.
  •  Suárez-Orozco, M., & Suárez-Orozco, C. (2000). Some conceptual  considerations in the interdisciplinary study of immigrant children. Immigrant voices: In search of educational equity, 17-36.
  • Valenzuela, A. (2005). Subtractive schooling, caring relations, and social capital in the schooling of US-Mexican youth. Beyond silenced voices: Class, race, and gender in United States schools, 83-94.

Culturally Relevant Pedagogy

  • Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice. New York: Teachers College Press.
  • Nieto, S. (2013). Finding joy in teaching students of diverse backgrounds: Culturally responsive and socially just practices in US classrooms. Portsmouth, NH: Heinemann.
  • Howard, T. (2012). Culturally Responsive Pedagogy. UCLA Center X.

Intercultural Research and Understanding

  • Suarez-Orozco, M., & Qin-Hilliard, D. B. (Eds.). (2004). Globalization: Culture and education in the new millennium. Berkeley: Univ of California Press.
  • Hollins, E. R. (2013). Transforming curriculum for a culturally diverse society. NY: Routledge.
  • Hollins, E. R. (2015). Culture in school learning: Revealing the deep meaning. NY: Routledge.
  • Howard, T. C. (2010). Why race and culture matter in schools: Closing the achievement gap in America’s classrooms (Vol. 39). Teachers College Press.
  • Ochoa, G. L. (2013). Academic profiling: Latinos, Asian Americans, and the achievement gap. St. Paul: University of Minnesota Press.

For Further Reading


  • Adams, M., & Bell, L. A. (Eds.). (2016). Teaching for Diversity and Social Justice (3 edition). New York: Routledge.
  • Anzaldúa, G. (2007). Borderlands/La Frontera: The New Mestiza (3rd edition). San Francisco: Aunt Lute Books.
  • Bastedo, M. N., Altbach, P. G., & Gumport, P. J. (Eds.). (2016). American Higher Education in the Twenty-First Century: Social, Political, and Economic Challenges (fourth edition). Baltimore: Johns Hopkins University Press.
  • Collins, P. H., & Bilge, S. (2016). Intersectionality (1 edition). Cambridge, UK; Malden, MA: Polity.
  • Connor, D. J., Ferri, B. A., & Annamma, S. A. (2015). DisCrit–Disability Studies and Critical Race Theory in Education (Reprint edition). New York: Teachers College Press.
  • Delgado, R., Stefancic, J., & Harris, A. (2017). Critical Race Theory (3 edition). New York: NYU Press.
  • Garcia, Gina Ann. (2017). Decolonizing Hispanic-Serving Institutions: A Framework for Organizing. Journal of Hispanic Higher Education.
  • Giroux, H. A. (2011). On Critical Pedagogy. New York: Bloomsbury Academic.
  • hooks, bell. (2014). Feminism Is for Everybody: Passionate Politics (2 edition). New York: Routledge.
  • Isasi-Díaz, A. M., & Mendieta, E. (Eds.). (2011). Decolonizing Epistemologies: Latina/o Theology and Philosophy (1 edition). New York: Fordham University Press.
  • Lorde, A. (1984). Sister outsider: essays and speeches. Trumansburg, NY: Crossing Press.
  • Sandoval, C. (2000). Methodology of the Oppressed. Minneapolis, MN: Univ Of Minnesota Press.
  • Smith, L. T. (2012). Decolonizing Methodologies: Research and Indigenous Peoples (2 edition). London: Zed Books.
  • Rodriguez, N. M., Martino, W. J., Ingrey, J. C., & Brockenbrough, E. (Eds.). (2016). Critical Concepts in Queer Studies and Education: An International Guide for the Twenty-First Century (1st ed. 2016 edition). New York: Palgrave Macmillan.


  • DiAngelo, R. (2011). White Fragility. International Journal of Critical Pedagogy, 3(3), 54–70.
  • Garcia, Gina Ann. (2017). Decolonizing Hispanic-Serving Institutions: A Framework for Organizing. Journal of Hispanic Higher Education.
  • Lugones, M. (2008). The Coloniality of Gender. Worlds and Knowledges Otherwise, 1–17.
  • Quijano, A. (2000). Coloniality of Power, Eurocentrism, and Latin America. Nepantla: Views from South, 1(3), 533–580.
  • Springer, Kimberly. (2002). Third Wave Black Feminism? Signs, 27(4), 1059–1082.
  • Wynter, S. (2003). Unsettling the Coloniality of Being/Power/Truth/Freedom: Towards the Human, After Man, Its Overrepresentation–An Argument. CR: The New Centennial Review, 3(3), 257–337.


By CEEIR Affiliates

  • Allen, Q. & White-Smith, K.A. (2014) “Just as bad as prisons”: The challenge of dismantling the school-to-prison pipeline through teacher and community education. Equity and Excellence in Education, 44, 259-279.
  • Allen, Q. & White-Smith, K.A. (2017). “That’s why I say stay in school”: Black Mothers’ Parental Involvement, Cultural Wealth and Exclusion in their Sons Schooling. Urban Education.
  • Bracho, C., Joseffer, L., Moore-Vissing, Q., et al. (2013). “Gandhian Wisdom in the K-12 Classroom: Teaching Nonviolence to Educators and Students.” In Sethia, T. and Narayan, A. (eds.), The Living Gandhi: Lessons for our Time. Delhi: Penguin India. Print.
  • Cisneros, J., & Bracho, C. (2018). Coming Out of the Shadows and the Closet: Visibility Schemas Among Undocuqueer Immigrants. Journal of Homosexuality.
  • Hayes, C. (2014). We teach too: What are the lived experiences and pedagogical practices of gay men of Color teachers. Masculinities & Social Change, 3(2), 148-172.
  • Hayes, C., & Hartlep, N. D. (Eds.). (2013). Unhooking from whiteness: The key to dismantling racism in the United States. NY: Springer Science & Business Media.
  • Hayes, C., Montes, A., & Schroeder, L. (2013). Self-fulfilling prophecy not: using cultural assets to beat the odds. Gender and Education, 25(7), 923-937.
  • Montes, A. A., & Schroeder, L. (2011). Community action-based field work: Training counselors to become social agents in schools and communities. Brock Education Journal, 21(1).
  • White-Smith, K. A. (2012). Beyond instructional leadership: The lived experiences of principals in successful urban schools.The Journal of School Leadership, 22, 6-25.