Educational Justice Journal  – Archives

Volume 4, Issue 2 (Spring 2026)

Perspectives of Faculty: Teaching During COVID-19 Onset

Authors: Cheyrl Ensley, Anissa Horne, Elise Reed, Suzanne Mayo, Karletta White

DOI: 10.64262/c2y732

Four African American female researchers from universities in Louisiana explored the experiences of five faculty members during the pandemic shutdown. Using qualitative methods and autobiographical narratives, this study examined the impact of the interruption of structured professional environments on teaching, advising, research, and service.

Evidence-Based and Promising Practices as a Means to Level the Preschool-to-Prison Pipeline

Authors: C. Adrainne Thomas

DOI: 10.64262/c2y733

This article provides a concise synthesis of evidence-based and promising practices aimed at reducing the number of children from Black and other marginalized groups entering the preschool-to-prison pipeline.

From Washington to the Classroom: How Diminishing Federal Oversight Impacts Teacher Preparation, Instructional Autonomy, and Equity in Education

Authors: Dionne Williams, Kristi Young, Danielle Williams, Jason R. Mixon

DOI: 10.64262/c2y734

Using historical court decisions and federal education policies along with scholarly literature focused on equity, this study demonstrates that federal oversight has provided enhanced protection of civil rights, accountability systems, and access to educational services for students with disabilities and students from low-income communities.

State Licensure and Preparation Pathways for School Leaders:
A Policy Analysis to Expand BIPOC Access to Graduate Educational Leadership

Authors: Kristi Young, Dionne Williams, Jason Mixon, Danielle Williams, Aaron Livingston

DOI: 10.64262/c2y731

State licensure systems and graduate preparation pathways operate as gatekeeping structures that shape who gains access to educational leadership. An educational justice lens is then used to interpret how these features may reproduce inequitable distributions of leadership opportunity, even when systems are formally race-neutral.

Volume 4, Issue 1 (Spring 2025)

The Historical Perspective of Black Women in Leadership and the Complexity of Work/Life Balance Industry

Authors: Arifah Goodwin, Chevelle Hall, Kristal Clemons

DOI: 10.64262/c2y750

This research investigates the experiences of full-time, professional Black women who face dual obligations—leading in the workplace while managing significant familial responsibilities.

Reviewing the Mental Health Awareness of African American Male Educators

Authors: Derek Savage, Chevelle Hall, Brian Maiden

DOI: 10.64262/c2y752

This literature review explores the lived experiences of mental health awareness among African American educators.

Literature Review of the Professional Development Needs for Teachers in Black and Latinx Students with Disabilities in General Education Settings

Authors: Morgan Hobson, Chevelle Hall, Brian Maiden

DOI: 10.64262/c2y753

This literature review explores the context of achievement of Black and Latinx students with disabilities and the PD needs of teachers working with this population.

Review of School Counselors’ Post-Pandemic Support of Students with Social-Emotional Learning Challenges

Authors: Marlyn Pierce, Chevelle Hall, Brian Maiden

DOI: 10.64262/c2y754

This literature review highlights the role of school counselors, the process and key components of SEL, and challenges faced by counselors during the Pandemic.

Volume 3, Issue 2 (Spring 2025) — Special Edition

Shapeshifting for Survival and Social Justice

Authors: Kala Burrell-Craft, John Williams III

This special edition examines how cultural expression, resistance, and adaptability serve as tools of survival and liberation for historically marginalized communities.

Editorial:

Shapeshifting for Survival and Social Justice — Dr. Kala Burrell-Craft – DOI:10.64262/c2y763

Undergraduate Perspectives

It’s a Different World from Where We Come From — Zora-Reign Craft, Myra Lewis, Caleb Hancock, Zachary Robinson – DOI:10.64262/c2y764

Doctoral Perspectives

• Voices of Resistance: Shapeshifting as HBCU Doctoral Students — Dr. Kyra Milbourne, Dr. Nzinga Cardwell, and Vernajh Pinder – DOI:10.64262/c2y765
• Cruzando Mundos/Crossing Multiple Worlds: Examining the Possibilities and Tensions of Shapeshifting as a Chicana Scholar — Dr. Jasmin Patrón-Vargas – DOI:10.64262/c2y766
• Standing on Business: Black Women Educators’ Struggles and Triumphs in Academic Settings — Virginia Redwine Johnson, Dr. Salandra Grice-Johnson, Alexes Terry, Dr. Elisa West-Fraizer, and Dr. Maiya Turner – DOI:10.64262/c2y767
• Navigating Identities: Imposter Syndrome and Communal Fortitude Among Doctoral Students — Dr. Jovan T. Thomas – DOI:10.64262/c2y768
• The Journey of Life: Shapeshifting Through Challenges and Transformations — Reginald Gray – DOI:10.64262/c2y769

Scholar Perspectives

• Shapeshifting in Academia: Navigating Multiple Roles as Black Women Teacher Educators at Predominantly White Institutions — Dr. Tiffany Hollis – DOI:10.64262/c2y770
• Navigating Intersectional Identity as a Black Female Professor Across Space, Place & Time — Dr. Anissa Guerin – DOI:10.64262/c2y771
• Black on Both Sides: Teaching in K-12 and Higher Education Classrooms at Predominantly Black and Predominantly White Schools — Drs. ArCasia D. and Chaddrick D. James-Gallaway – DOI:10.64262/c2y772
• Navigating the Blues: The Resistance and Identity Evolution of Black Male Educators as Shapeshifters in Education — Dr. Richard Warren – DOI:10.64262/c2y773
• One For All: The Intergenerational Exploration of Racialized Experiences in School for a Shapeshifted Black Family — Dr. John A. Williams III, Domino Williams, Matthew Williams, Soledad Williams, and Marilyn Green – DOI:10.64262/c2y774

Epilogue:

Synergizing Shapeshifting For Today and Tomorrow — Dr. John A. Williams III – DOI:10.64262/c2y775

Volume 3, Issue 1 (Spring 2024)

Preparing Students for the Sport Management Industry

Authors: Chevelle Hall, Aaron Livingston, Brian Maiden

DOI: 10.64262/c2y741

Explores pedagogical strategies, industry-aligned curriculum design, and experiential learning approaches to better prepare students of color for leadership roles in sport management.

Volume 2, Issue 1 (Spring 2022)

A Teachable Moment: COVID-19

Author: Donna Kanary

DOI: 10.64262/c2y726

Reflects on the educational disruptions caused by the pandemic and highlights innovative teaching practices developed in response to this global crisis.

The Digital Divide and the Global Pandemic: HBCU Sport Management Classrooms Transitioning to Distance Learning

Authors: Jason Perry, Morris L. Bowden

DOI: 10.64262/c2y727

Analyzes the impact of COVID-19 on HBCUs, focusing on how sport management programs adapted to remote instruction amid technological and resource disparities.

Volume 1, Issue 2 (Spring 2021)

The Double Whammy: Navigating Racial and Gender Inequities and Microaggressions in Education Leadership

Author: Monica B. Smith-Woofter

DOI: 10.64262/c2y721

Investigates the intersecting challenges faced by women of color in educational leadership, offering insights into systemic inequities and strategies for resilience.

Scientific Justice: A Brief Guide to Social Justice in a Science Classroom

Author: Shandra Claiborne

DOI: 10.64262/c2y722

Proposes a framework for integrating social justice principles into science education, making STEM spaces more inclusive and socially conscious.

The Unleveled Pathway to Teacher Education

Authors: Faye C. Bradley, Roberta A. Gentry, Ayana Conway

DOI: 10.64262/c2y723

Explores barriers to teacher certification for diverse candidates and offers recommendations for creating more equitable pathways into the teaching profession.

Effective Strategies for Discussing Social Unrest within Sport Management Classrooms

Authors: Jason L. Perry, Aaron Livingston, Karla F. Jones

DOI: 10.64262/c2y724

Provides practical approaches for educators to engage students in meaningful dialogue around social unrest, activism, and equity in sport contexts.

Volume 1, Issue 1 (Spring 2020)

Educational Attainment: Child’s Play is Fundamental

Author: Ayana Conway

DOI: 10.64262/c2y716

Highlights the critical role of play in early childhood development and educational equity, emphasizing its impact on long-term academic success.