Handbook of Race, Equity, and Asset-Based Research in Educational Psychology
Routledge (Verlag)
978-1-032-67340-0 (ISBN)
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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.
Francesca A. López is Professor and the Jim and Georgia Thompson Distinguished Professor in Education in the Department of Educational Leadership and Policy Analysis in the School of Education at the University of Wisconsin, Madion, 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.
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 Team’s 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 Psychology’s Asset-Based Research Momentum? An Intergenerational Perspective
| Erscheint lt. Verlag | 2.6.2026 |
|---|---|
| Reihe/Serie | Educational Psychology Handbook |
| Zusatzinfo | 26 Tables, black and white; 5 Line drawings, black and white; 7 Halftones, black and white; 12 Illustrations, black and white |
| Verlagsort | London |
| Sprache | englisch |
| Maße | 178 x 254 mm |
| Gewicht | 453 g |
| Themenwelt | Geisteswissenschaften ► Psychologie ► Pädagogische Psychologie |
| Sozialwissenschaften ► Pädagogik ► Bildungstheorie | |
| ISBN-10 | 1-032-67340-0 / 1032673400 |
| ISBN-13 | 978-1-032-67340-0 / 9781032673400 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
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