International Journal of Multicultural Education
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Book Review: The Diverse Schools Dilemma: A Parent’s Guide to Socioeconomically Mixed Public Schools (pp. 65-67)
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Toward a Theory of Micro-kindness: Developing Positive Actions in Multicultural Education (pp. 2-14)
No full textThis conceptual article seeks to build on empirical research on microaggressions by introducing a corollary strand of inquiry: micro-kindnesses. A definition and examples of microaggressions are synthesized from a review of psychological and educational research; a particular limitation of this research is then discussed. A definition of micro-kindness is offered and supported by a list of actions to provide multicultural educators examples of micro-kindness in practice, which might inspire inclusion of micro-kindness in course curricula or as a subject of inquiry.  
Book Review: Teaching for Biliteracy: Strengthening Bridges between Languages (pp. 60-63)
No full textBook Review: Finding Joy in Teaching Students of Diverse Backgrounds: Culturally Responsive and Socially Just Practices in U.S. Classrooms (pp. 59-61)
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Art Review: Exhibition at the Yale Center for British Art: Images of Slavery (pp. 69-80)
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A Woman’s Place: Women of Colour Navigating Doctoral Education in South Africa (pp. 15-35)
No full textThe purpose of this study was to investigate the experiences of women of colour in South African doctoral education programmes. Through qualitative interviews with African, Indian, and Coloured female doctoral students, this study illuminates the challenges women of colour doctoral students face in progressing through doctoral education in South Africa, and the supports they utilize to help them persist and complete doctoral degrees. Findings are organized around four themes: (1) challenging race and gender stereotypes and expectations; (2) balancing multiple roles; (3) managing financial concerns and access to resources; and (4) finding support and encouragement. This study holds implications for how institutions of higher education can help support female students of colour in navigating their programmes
The Educational Journeys of American Indian Women: Forming Aspirations for Higher Education (pp. 21-39)
No full textAmerican Indians (AIs) have lower higher education enrollment and completion rates than Whites and most minority groups. AI women, however, participate at higher rates than AI men, White women, and White men. Research has not examined what contributes to their higher education aspirations. This study explored the middle and high school experiences of educationally successful AI women to determine how academic factors-activities within and beyond school and relations with peers, teachers, and counselors-affected their enrollment decisions. Findings indicate that academic engagement, community and culture, resiliency to challenges, and knowledge of higher education contribute to aspirations. Implications are discussed