TY - JOUR
T1 - Race-reimaging educational psychology research
T2 - Investigating constructs through the lens of race and culture
AU - Matthews, Jamaal Sharif
AU - López, Francesca
N1 - Publisher Copyright: © 2020
PY - 2020/4
Y1 - 2020/4
N2 - Despite increasing racial and cultural diversity in the United States and many other industrialized countries, less than 2% of research published in top-tier educational psychology journals authentically examines the experiences of racial and cultural minorities. Through this special issue, we not only aim to increase representation of these populations in our research, but we also strive to promote greater integrity in how racial and cultural constructs are managed in the theories, methods, analyses, and interpretations of educational psychology research. In this introduction article, we define and discuss race-reimaging in educational psychology. Further, we briefly review the historical and contemporary issues in conventional psychological research that necessitate race-reimaging and underscore its appeal. Subsequently, we introduce each article in the special issue and speak to how its respective race-reimaging qualities inform as well as extend traditional educational psychology constructs. Finally, we point to special guest commentary by Paul Schutz and conclude with implications for race-reimaged research broadly.
AB - Despite increasing racial and cultural diversity in the United States and many other industrialized countries, less than 2% of research published in top-tier educational psychology journals authentically examines the experiences of racial and cultural minorities. Through this special issue, we not only aim to increase representation of these populations in our research, but we also strive to promote greater integrity in how racial and cultural constructs are managed in the theories, methods, analyses, and interpretations of educational psychology research. In this introduction article, we define and discuss race-reimaging in educational psychology. Further, we briefly review the historical and contemporary issues in conventional psychological research that necessitate race-reimaging and underscore its appeal. Subsequently, we introduce each article in the special issue and speak to how its respective race-reimaging qualities inform as well as extend traditional educational psychology constructs. Finally, we point to special guest commentary by Paul Schutz and conclude with implications for race-reimaged research broadly.
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U2 - 10.1016/j.cedpsych.2020.101878
DO - 10.1016/j.cedpsych.2020.101878
M3 - Editorial
SN - 0361-476X
VL - 61
JO - Contemporary Educational Psychology
JF - Contemporary Educational Psychology
M1 - 101878
ER -