Turning White: Co-Opting a Profession through the Myth of Progress, An Intersectional Historical Perspective of Brown v. Board of Education

The U.S. is currently experiencing a teacher shortage. Many school districts have been impacted by this issue and want to know: how do we recruit more qualified candidates into the profession, and, more importantly, how do we recruit more Teachers of Color? We may be experiencing a shortage of teachers in general, but there has been a paucity of Teachers of Color, particularly Black teachers, for decades. Looking back to the Brown v. Board decision (1954) to integrate public schools, thousands of Black teachers were pushed out of their jobs in various ways. In this article, we examine how this historical and groundbreaking decision had unintended negative consequences for Black teachers at the time of the decision and in the decades to follow. We speculate about the consequences for past, present, and future Students of Color with little to no exposure to and experience with Black teachers. Finally, we theorize intersectional solutions to the teacher shortage in general. Bringing issues of race to the forefront of our conversations about teaching is critical, but rare. According to Douglass Horsford (2019), “race remains not only a difficult and unwelcome topic among educators but also among education researchers, which perhaps leads to its undertheorizing in the field” (p. 262)

Loc’d and Faded, Yoga Pants and Spaghetti Straps: Discrimination in Dress Codes and School Pushout

In this paper, we review the current dress code violations that have made national news. These issues have spotlighted racist and sexist issues embedded within common K-12 dress codes. We also analyze all school dress codes within one county in a mid-western state to examine various racist and sexist issues. We end the paper with an assessment for readers to determine the levels of racism and sexism in their own K-12 district dress codes

Surveying implicit solvent models for estimating small molecule absolute hydration free energies

Implicit solvent models are powerful tools in accounting for the aqueous environment at a fraction of the computational expense of explicit solvent representations. Here, we compare the ability of common implicit solvent models (TC, OBC, OBC2, GBMV, GBMV2, GBSW, GBSW/MS, GBSW/MS2 and FACTS) to reproduce experimental absolute hydration free energies for a series of 499 small neutral molecules that are modeled using AMBER/GAFF parameters and AM1‐BCC charges. Given optimized surface tension coefficients for scaling the surface area term in the nonpolar contribution, most implicit solvent models demonstrate reasonable agreement with extensive explicit solvent simulations (average difference 1.0–1.7 kcal/mol and R 2 = 0.81–0.91) and with experimental hydration free energies (average unsigned errors = 1.1–1.4 kcal/mol and R 2 = 0.66–0.81). Chemical classes of compounds are identified that need further optimization of their ligand force field parameters and others that require improvement in the physical parameters of the implicit solvent models themselves. More sophisticated nonpolar models are also likely necessary to more effectively represent the underlying physics of solvation and take the quality of hydration free energies estimated from implicit solvent models to the next level. © 2011 Wiley Periodicals, Inc. J Comput Chem, 2011Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/87097/1/21876_ftp.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/87097/2/JCC_21876_sm_suppinfo.pd