@article{marshall_wilson_2023, title={Toward A Discourse on the Threat of Performative Wokeness to Justice Agendas in Education}, ISSN={["1552-8340"]}, DOI={10.1177/00420859231153406}, abstractNote={ Among the most urgent matters in contemporary education discourses are those that delve into the justice issues related to diversity, equity, and inclusion. Colleges of Education are critical sites for such discourse. In particular, the teaching methods course is where candidates are to acquire tools to take up such issues. Success of justice agendas depends on the receptivity of individuals to engage in ways that are critical, substantive, and above all authentic. But what challenges present if receptivity is feigned? In this paper, we describe encounters with the phenomenon of performative wokeness and how it threatens justice agendas. }, journal={URBAN EDUCATION}, author={Marshall, Patricia L. L. and Wilson, Jonee}, year={2023}, month={Feb} }
 @article{marshall_norris_baker_2021, title={Toward people-to-people understandings in short-term international travel: critical race reflections on four encounters in Cuba}, volume={34}, ISSN={["1366-5898"]}, DOI={10.1080/09518398.2020.1783014}, abstractNote={Abstract This paper details four encounters we experienced while traveling in Cuba as part of a multiethnic delegation of US social justice advocates. The encounters were linked by a common thread of race, which made them noteworthy and uncomfortably familiar to us as Black women. Since our return to the US, we have reflected on the four encounters and concluded that, as a collective, they reinforce a lesson and highlight a fundamental challenge that is at the core of the work of all critical multicultural and social justice educators.}, number={7}, journal={INTERNATIONAL JOURNAL OF QUALITATIVE STUDIES IN EDUCATION}, author={Marshall, Patricia L. and Norris, Katherine E. L. and Baker, Aaliyah}, year={2021}, month={Aug}, pages={627–644} }
 @book{faulkner_marshall_stiff_2019, place={Lanham, Maryland}, title={The stories we tell : math, race, bias, and opportunity}, publisher={Rowman & Littlefield}, author={Faulkner, Valerie N. and Marshall, Patricia L. and Stiff, Lee V.}, year={2019} }
 @article{faulkner_marshall_stiff_crossland_2017, title={Less is more: The limitations of judgment}, volume={98}, ISSN={["1940-6487"]}, DOI={10.1177/0031721717702633}, abstractNote={ Teacher perceptions of student abilities can affect crucial placement decisions that, in turn, affect student opportunities to learn. The author’s research shows that this is particularly the case with black students who have earned high scores on math assessments but who, on the basis of teacher judgment, have not been recommended for placement in algebra in 8th grade. The author suggests a “less-is-more” approach — that is, remove teacher judgment from placement decisions and use universally available academic achievement performance data. This will increase the true identification of high-performing students, thereby increasing the opportunity to learn among students of different demographic backgrounds and reducing achievement gaps. }, number={7}, journal={PHI DELTA KAPPAN}, author={Faulkner, Valerie and Marshall, Patricia L. and Stiff, Lee V. and Crossland, Cathy L.}, year={2017}, month={Apr}, pages={55–60} }
 @article{lisi_marshall_sensoy_2015, title={Editorial}, volume={17}, ISSN={1521-0960 1532-7892}, url={http://dx.doi.org/10.1080/15210960.2015.1041348}, DOI={10.1080/15210960.2015.1041348}, number={2}, journal={Multicultural Perspectives}, publisher={Informa UK Limited}, author={Lisi, Penelope L. and Marshall, Patricia and Sensoy, Özlem}, year={2015}, month={Apr}, pages={59–59} }
 @article{lisi_marshall_sensoy_2015, title={Editorial}, volume={17}, ISSN={1521-0960 1532-7892}, url={http://dx.doi.org/10.1080/15210960.2015.1053330}, DOI={10.1080/15210960.2015.1053330}, number={3}, journal={Multicultural Perspectives}, publisher={Informa UK Limited}, author={Lisi, Penelope L. and Marshall, Patricia and Sensoy, Özlem}, year={2015}, month={Jul}, pages={113–113} }
 @article{lisi_marshall_sensoy_2015, title={Editorial}, volume={17}, ISSN={1521-0960 1532-7892}, url={http://dx.doi.org/10.1080/15210960.2015.1088302}, DOI={10.1080/15210960.2015.1088302}, number={4}, journal={Multicultural Perspectives}, publisher={Informa UK Limited}, author={Lisi, Penelope L. and Marshall, Patricia and Sensoy, Özlem}, year={2015}, month={Oct}, pages={171–172} }
 @article{lisi_marshall_sensoy_2015, title={Editorial}, volume={17}, ISSN={1521-0960 1532-7892}, url={http://dx.doi.org/10.1080/15210960.2015.994439}, DOI={10.1080/15210960.2015.994439}, number={1}, journal={Multicultural Perspectives}, publisher={Informa UK Limited}, author={Lisi, Penelope L. and Marshall, Patricia and Sensoy, Özlem}, year={2015}, month={Jan}, pages={1–1} }
 @book{marshall_decuir-gunby_mcculloch_2015, title={When critical multiculturalism meets mathematics: A mixed methods study of professional development and teacher identity}, ISBN={9781475808483}, publisher={Lanham, Maryland: Rowman & Littlefield Pub Inc}, author={Marshall, P. L. and DeCuir-Gunby, J. T. and McCulloch, A. W.}, year={2015} }
 @article{lisi_marshall_sensoy_2014, title={Editorial}, volume={16}, ISSN={1521-0960 1532-7892}, url={http://dx.doi.org/10.1080/15210960.2014.926752}, DOI={10.1080/15210960.2014.926752}, number={3}, journal={Multicultural Perspectives}, publisher={Informa UK Limited}, author={Lisi, Penelope L. and Marshall, Patricia and Sensoy, Özlem}, year={2014}, month={Jul}, pages={123–123} }
 @article{lisi_marshall_sensoy_2014, title={Editorial}, volume={16}, ISSN={1521-0960 1532-7892}, url={http://dx.doi.org/10.1080/15210960.2014.956602}, DOI={10.1080/15210960.2014.956602}, number={4}, journal={Multicultural Perspectives}, publisher={Informa UK Limited}, author={Lisi, Penelope L. and Marshall, Patricia and Sensoy, Özlem}, year={2014}, month={Oct}, pages={191–191} }
 @article{faulkner_stiff_marshall_nietfeld_crossland_2014, title={Race and teacher evaluations as predictors of algebra placement}, volume={45}, DOI={10.5951/jresematheduc.45.3.0288}, abstractNote={This study is a longitudinal look at the different mathematics placement profiles of Black students and White students from late elementary school through 8th grade. Results revealed that Black students had reduced odds of being placed in algebra by the time they entered 8th grade even after controlling for performance in mathematics. An important implication of this study is that placement recommendations must be monitored to ensure that high-achieving students are placed appropriately, regardless of racial background.}, number={3}, journal={Journal for Research in Mathematics Education}, author={Faulkner, V. N. and Stiff, L. V. and Marshall, P. L. and Nietfeld, J. and Crossland, C. L.}, year={2014}, pages={288–311} }
 @article{marshall_2013, title={Moodle as a Data Portal in a Study of Cultural Relevance in K–2 Mathematics}, volume={77}, ISSN={0013-1725 1938-8098}, url={http://dx.doi.org/10.1080/00131725.2013.792905}, DOI={10.1080/00131725.2013.792905}, abstractNote={Abstract This article describes a multiyear research project involving practicing K–2 teachers and the incorporation of Moodle as a qualitative data portal. Utilizing a case study of two participants, findings from the Moodle-facilitated data point known as “e-forum” are used to examine whether the community-building goal of the research was realized, and to describe the nature of each teacher's orientation toward cultural relevance, a central theme of the study.}, number={3}, journal={The Educational Forum}, publisher={Informa UK Limited}, author={Marshall, Patricia L.}, year={2013}, month={Jul}, pages={277–287} }
 @article{marshall_2009, title={Multicultural Education in a Post-Race Political Age: Our Movement at Risk?}, volume={11}, ISSN={1521-0960 1532-7892}, url={http://dx.doi.org/10.1080/15210960903445863}, DOI={10.1080/15210960903445863}, abstractNote={The 2008 elections ushered in a new era in U.S. politics with implications for race relations and social justice activity. Drawing parallels between the contemporary African American community and splintering undercurrents in the National Association for Multicultural Education (NAME), the author urges cross-generational coalescence around an organizational agenda accentuating critical multicultural education for this new era.}, number={4}, journal={Multicultural Perspectives}, publisher={Informa UK Limited}, author={Marshall, Patricia L.}, year={2009}, month={Dec}, pages={188–193} }
 @article{marshall_1998, title={Toward developmental multicultural education: Case study of the issues exchange activity}, volume={49}, ISSN={["0022-4871"]}, DOI={10.1177/0022487198049001007}, abstractNote={If teacher educators are to be successful in offering alternatives to the powerful forces of racism and sexism in today's society . . . [they] must challenge student views as well as urge them to recast their view of reality into problems for critical assessment (Ahlquist, 1991, p. 159). In this article, I explore student readiness for substantive study of multicultural education and the place of role-taking experiences in making the more complex dimensions of multicultural education accessible to teacher education students. I describe Issues Exchange, an activity I use in a graduate course, and how this activity (or activities like it) may serve as a central component of developmental instructional approaches to multicultural teacher education. Challenges in Teaching About Diversity Various scholars have analyzed factors affecting students' understanding and appreciation of multicultural education's more emancipatory goals. Among the factors explored are students' knowledge of diversity in U.S. society, their perceptions of the nature of societal inequities, racist and sexist attitudes and beliefs, and students' overall readiness for the study of multicultural education. Ladson-Billings (1991) analyzed preservice teachers' knowledge about U.S. diversity in a study of their knowledge of civil rights and multicultural education issues and found students lacking knowledge of the most elementary facts of U.S. diversity, thus prompting Ladson-Billings to introduce the concept multicultural illiteracy. She described multicultural illiteracy as the inability to be conversant with basic ideas, issues, personalities, and events that reflect the perspectives and experiences of people other than White, middle-class males (p. 151). She concluded that although prospective teachers must learn more about U.S. diversity, courses based solely on the intellectual understandings of multicultural education (i.e., names, dates) are insufficient. Instead, courses must address the substantive exploration of societal inequities and the social visions multicultural education encompasses (p. 155). King (1991) proposed that liberatory teacher education must incorporate multicultural experiences allowing students to analyze their attitudes and beliefs about the nature and origin of societal inequities. She highlighted the phenomenon of dysconscious racism among teacher education students and its implications for understanding multicultural education: Dysconsciousness is an uncritical habit of mind (including perceptions, attitudes, assumptions and beliefs) that justifies inequity and exploitation by accepting the existing order of things as given (p. 135). King contends that dysconscious racism allows many teacher education students to remain oblivious to substantive issues endemic to the study of multicultural education such as origins of sociocultural inequities and effects of White norms and privileges on the perceptions of many White prospective teachers with no exposure to multicultural environments. She suggested that unchallenged dysconscious attitudes allow many beginning teachers to enter classrooms miseducated and largely unprepared to effect substantive change in a system that historically has been inequitable. King (1991) called for forms of pedagogy and counter-knowledge that challenge students' internalized ideologies and subjective identities (p. 134). Bennett, Niggle, and Stage (1989) proposed that the multifaceted nature of multicultural education may present overwhelming challenges for some teacher education students. They suggested that some students' intellectual abilities may limit their capacity to engage in the critical analyses necessary in a substantive study of multicultural education. Furthermore, because of their intellectual level, some students, without interventions, may acquire only superficial understandings of multicultural education. Bennett et al. found that students whose intellectual levels demonstrated the least dualistic orientations (i. …}, number={1}, journal={JOURNAL OF TEACHER EDUCATION}, author={Marshall, PL}, year={1998}, pages={57–65} }