The question of why we need to think about how we research race demands a conceptualization of race that captures both its social construction and its temporal

The question of why we need to think about how we research race demands a conceptualization of race that captures both its social construction and its temporal

The question of why we need to think about how we research race demands a conceptualization of race that captures both its social construction and its temporal

In traditional educational research, race is treated as merely a variable. In 1995, Gloria Ladson-Billings and William F. Tate, IV argued that race is under-the

Race and Culturally Responsive Inquiry in Education examines how assumptions about race and culture have shaped US education research and the interpretation and