Editors’ Introduction

Bishop R. Ladwig J. Berryman M. (2014). The centrality of relationships for pedagogy: The “Whanaungatanga” thesis. American Educational Research Journal, 51(1), 184–214. https://doi.org/10.3102/0002831213510019

Frank T. J. Powell M. G. View J. L. Lee C. Bradley J. A. Williams A. (2021). Exploring racialized factors to understand why Black mathematics teachers consider leaving the profession. Educational Researcher, 50(6), 381–391. https://doi.org/10.3102/0013189X21994498

Garcia N. M. López N. Vélez V. N. (2018). QuantCrit: Rectifying quantitative methods through critical race theory. Race, Ethnicity and Education, 21(2), 149–157. https://doi.org/10.1080/13613324.2017.1377675

Grissom J. A. Condon L. (2021). Leading schools and districts in times of crisis. Educational Researcher, 50(5), 315–324. https://doi.org/10.3102/0013189X211023112

Jang S. T. (2018). The implications of intersectionality on Southeast Asian female students’ educational outcomes in the United States: A critical quantitative intersectionality analysis. American Educational Research Journal, 55(6), 1268–1306. https://doi.org/10.3102/0002831218777225

Joyce K. E. Cartwright N. (2020). Bridging the gap between research and practice: Predicting what will work locally. American Educational Research Journal, 57(3), 1045–1082. https://doi.org/10.3102/0002831219866687

Kim J. Tong Y. Sun S. B. (2021). The effects of peer parental education on student achievement in urban China: The disparities between migrants and locals. American Educational Research Journal, 58(4), 675–709. https://doi.org/10.3102/0002831221989650

Knowles R. T. Hawkman A. M. (2020). Anti-racist quantitative research: Developing, validating, and implementing racialized teaching efficacy and racial fragility scales. Urban Review, 52, 238–262. https://doi.org/10.1007/s11256-019-00526-1

Limerick N. (2023). Linguistic registers and citizenship education: Divergent approaches to content, instruction, Kichwa use, and state relationships in Ecuador’s intercultural bilingual education. American Educational Research Journal, 60(2), 219–256. https://doi.org/10.3102/00028312231152584

Nuamah S. A. (2018). Achievement oriented: Developing positive academic identities for girl students at an urban school. American Educational Research Journal, 55(6), 1307–1338. https://doi.org/10.3102/0002831218782670

Organisation for Economic Co-operation and Development (OECD). (2023). SIGI 2023 global report: Gender equality in times of crisis. OECD. https://www.oecd-ilibrary.org/development/sigi-2023-global-report_4607b7c7-en

Powell M. G. Frank T. J. View J. Lee C. Williams A. Bradley J. (2022). The Teacher Experiences of Racialized Microaggression (TERM) Scale: Construction and initial validation. Urban Education, 59(1), 418–446. https://doi.org/10.1177/00420859221086516

Sablan J. R. (2019). Can you really measure that? Combining critical race theory and quantitative methods. American Educational Research Journal, 56(1), 178–203. https://doi.org/10.3102/0002831218798325

San Pedro T. Kinloch V . (2017). Toward projects in humanization: Research on co-creating and sustaining dialogic relationships. American Educational Research Journal, 54(suppl. 1), 373S–394S. https://doi.org/10.3102/0002831216671210

Scott J. Bajaj M. (2023). World yearbook of education 2023: Racialization and educational inequality in global perspective. Routledge.

Smith L. T. (2022). Decolonizing methodologies: Research and Indigenous peoples (3rd ed.). Bloomsbury Academic.

Decolonizing qualitative approaches for and by the Stewart S. (Ed.). (2019). Decolonizing qualitative approaches for and by the Caribbean. Information Age Publishing.

Tabron L. A. Thomas A. K. (2023). Deeper than wordplay: A systematic review of critical quantitative approaches in education research (2007–2021). Review of Educational Research, 93(5), 756–786. https://doi.org/10.3102/00346543221130017

Tai D. B. G. Sia I. G. Doubeni C. A. Wieland M. L. (2022). Disproportionate impact of COVID-19 on racial and ethnic minority groups in the United States: A 2021 update. Journal of Racial and Ethnic Health Disparities, 9(6), 2334–2339. https://doi.org/10.1007/s40615-021-01170-w

Tubbs Dolan C. Kim H. Y. Brown L. Gjicali K. Borsani S. El Houchaimi S. Aber J. L . (2022). Supporting Syrian refugee children’s academic and social-emotional learning in national education systems: A cluster randomized controlled trial of nonformal remedial support and mindfulness programs in Lebanon. American Educational Research Journal, 59(3), 419–460. https://doi.org/10.3102/00028312211062911

UN Women. (2021). Measuring the shadow pandemic: Violence against women during COVID-19. United Nations. https://data.unwomen.org/publications/vaw-rga

United Nations. (n.d.). Intercultural dialogue. https://www.un.org/en/academic-impact/inter-cultural-dialogue#:~:text=Inter%2Dcultural%20dialogue%20entails%20the,environment%20conducive%20to%20sustainable%20development

Van Dusen B. Nissen J . (2020). Equity in college physics student learning: A critical quantitative intersectionality investigation. Journal of Research in Science Teaching, 57(1), 33–57. https://doi.org/10.1002/tea.21584

World Bank Group. (2021). COVID-19 leaves a legacy of rising poverty and widening inequality. https://blogs.worldbank.org/developmenttalk/covid-19-leaves-legacy-rising-poverty-and-widening-inequality