The field of education is plagued with disparities in the treatment and outcomes of culturally and linguistically diverse (CLD) learners and those from low-income households relative to their peers even as these students comprise a growing proportion of the student population. Nationwide, CLD students are subject to inequitable quality of instruction, educational facilities, and materials; and access to rigorous curriculum, effective interventions, and appropriate learning supports (Brayboy, Castagno, & Maughan, 2007). The implications of such disparities for academic and long-term outcomes are startling, underscoring the need for social justice efforts to support equity in educational access, participation, and outcomes.
|Original language||English (US)|
|Title of host publication||School Psychology and Social Justice|
|Subtitle of host publication||Conceptual Foundations and Tools for Practice|
|Publisher||Taylor and Francis|
|Number of pages||18|
|State||Published - Jan 1 2013|