Review of Educational Research, Volume 95, Issue 1, Page 154-170, February 2025.

Review of Educational Research, Ahead of Print.
A growing body of educational research uses opportunity hoarding as a construct to understand advantaged families’ engagement in K–12 U.S. schooling. Our systematic review of the literature reveals that advantaged parents hoard educational resources and opportunities in three key areas: (1) the creation and maintenance of white space; (2) school choice/selection; and (3) organizational routines. While much can be learned from the extant research, we detail conceptual, empirical, and methodological gaps in the literature as well as outline a future research agenda that can inform equity-oriented educational policy, practice, and scholarship. We argue that the concept of opportunity hoarding serves as a useful analytic tool for understanding how actors advantaged by race and/or class create and maintain educational inequities and can guide efforts to ameliorate it; therefore, it is important to understand how educational researchers might extend its use.

Review of Educational Research, Ahead of Print.
When beginning readers read aloud, the teacher’s feedback affects their reader identities. Teacher’s feedback may also imprint a strong model of what reading is and what proficient readers do. This systematic review investigates the characteristics of teachers’ feedback on elementary students’ reading and furthers its potential to support students’ agency in learning to read. A total of 52 empirical studies in K–5 settings were identified and analyzed. Findings suggest clear associations between how feedback was presented and what aspects of reading were targeted: typically, either explicit feedback on decoding or implicit feedback on meaning. Further, support for student agency was more strongly associated with implicit feedback practices. Finally, two groups of students—struggling readers and L2 learners—tended to receive feedback that does not promote agency. The review concludes by discussing the potential of feedback practices to support students in becoming proficient and independent readers.

Review of Educational Research, Ahead of Print.
Refugee and asylum-seeking youth of color from African and Middle Eastern countries contend with racist-ableist structures in host-nation schools, primarily through newcomer supports offered to them. Considering their unique migratory experiences, this comprehensive systematic literature review explored how youth of color from Africa and the Middle East are supported in host-nation schools already entrenched in systemic racism and ableism. This review advanced precarious citizenship as a framework to explain student experiences. The findings showed how segregation and exclusion, ableist determinations of civic fitness, and assimilationist imperatives introduced precarity and foreclosed educational opportunities. Implications for research and practice are discussed, emphasizing the importance of disrupting racism and ableism in supporting newcomer youth of color.

Review of Educational Research, Ahead of Print.
The series of high-profile Black deaths in the United States between 2012–2022 (e.g., Trayvon Martin, Michael Brown, Breonna Taylor) mark an important turning point in studies of Black life in education. The increasing use of anti-Blackness theorizing coupled with the introduction of Black critical theory (BlackCrit) to the field of education has inspired new research investigations aiming to understand anti-Black racial harm more precisely. Growing interest in such study leads us to wonder how education researchers envision Black life in their work, and more specifically, the subject of Blackness and its relationship to notions of humanity. As scholars whose research demonstrates a disciplined intellectual commitment to Black humanity, we observe that a uniform scholarly conception of humanity + Blackness remains elusive. In this systematic review of 226 peer-reviewed articles, we seek to better understand (a) how education researchers conceptualize Black humanity in articles published during a period of intense social change and political upheaval in the United States (i.e., 2012–2022); (b) what specific claims they make about Black life as a result; and (c) what long-term implications emerge as a result of this knowledge production. Ultimately, this paper offers insight for sharpening the theoretical and interpretive heft of education research that probes the substance of Black people’s lived education realities, the knowledge from which is desperately needed to imagine, design, and steward education futures that all America’s children need to thrive.