Margarita Bianco
Biographic Data
| ID | 3828089 |
|---|---|
| NAME | Margarita Bianco |
| GIVEN NAMES | Margarita |
| FAMILY NAME | Bianco |
| SIGNATURE | BIANCO M |
| AFFILIATIONS | University of Colorado Denver |
| ORCID | 0000-0002-6353-0530 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 110 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Reclaiming Urban Education: From Miseducation to Liberation Through Critical Race Curriculum
This paper examines urban school curriculum across time, tracing it as a tool of oppression and, conversely, a potential site of liberation. I begin with the evolution of curriculum as a tool of control, showing how pre- Brown segregation established persistent patterns of mental colonization in neoliberal tracking systems and standardized testing regimes. I then discuss current inequities, documenting how students experience curriculum violence …
Policies and practices for recruiting and retaining teachers of color
Despite growing interest and investment in building a more racially and ethnically diverse teacher workforce, increases in the share of teachers of color nationally have stalled in recent years. Even with more new teachers of color entering the profession each year, about 80% of the teacher workforce has been white since 2015. This trend highlights the need for researchers and policymakers to view the recruitment and retention of teachers of colo…
Care, Concern and Connection: Factors That Influence Latine Female Youths’ Consideration of Becoming a Teacher
Developing Critically Conscious, Latinx Preservice Teachers: Teaching As Social Justice
Understanding Urban High School Students of Color Motivation to Teach: Validating the FIT-Choice Scale
The Factors Influencing Teaching Choice (FIT-Choice) scale was completed by 86 high school students of color prior to beginning a class focusing on motivating students to become interested in teaching. Findings based on confirmatory factor analysis support the underlying FIT-Choice scale factor structure reported in previous studies. Students’ perceptions about teaching and motivations to teach were significantly lower compared with predominantly…
Examining Grow Your Own Programs Across the Teacher Development Continuum: Mining Research on Teachers of Color and Nontraditional Educator Pipelines
Grow Your Own (GYO) programs are cited in recent policy briefs as viable pathways for increasing the racial/ethnic diversity of teachers, yet recent scholarship on GYO programs is minimal. To address this issue, this article investigates what we know, and do not know, about GYO programs, by examining a range of data sources on different types of GYO program teacher pools (e.g., middle/high school, paraprofessional, community activists/parents men…
Pushed to Teach: Pedagogies and Policies for a Black Women Educator Pipeline
This research study examines the learning experiences of 11th- and 12th-grade Black girls participating in a precollegiate program committed to increasing the number of Teachers of Color entering the profession by viewing a teaching career as an act of social justice committed to educational equity. The pipeline functions as an education reform structure to disrupt pedagogies and policies that push Black girls out of educational spaces at disprop…
It’s Hard To Be Who You Don’t See: An Exploration of Black Male High School Students’ Perspectives on Becoming Teachers
Ganas: A Qualitative Study Examining Mexican Heritage Students’ Motivation to Succeed in Higher Education
The disparity between the educational attainment of Mexican heritage and White individuals illustrate a need for research on factors associated with the high educational attainment of some immigrant and first-generation students of Mexican descent. Using autobiographies, student interviews, and family interviews as data sources, this article explores one prominent theme that emerged: Students’ desire to honor parental struggle and sacrifice with …
Strength-Based RTI: Conceptualizing a Multi-Tiered System for Developing Gifted Potential
This article explores the possibilities of a strength-based Response to Intervention (RTI) model for developing and identifying gifted potential. Although much has been written about the promises and challenges of RTI in recent years, the utility of RTI for meeting the needs of gifted learners has not been fully explored. This article seeks to address this void by examining RTI's potential to meet the unique learning needs of gifted and talented …
Examining Grow Your Own Programs Across the Teacher Development Continuum: Mining Research on Teachers of Color and Nontraditional Educator Pipelines
Grow Your Own (GYO) programs are cited in recent policy briefs as viable pathways for increasing the racial/ethnic diversity of teachers, yet recent scholarship on GYO programs is minimal. To address this issue, this article investigates what we know, and do not know, about GYO programs, by examining a range of data sources on different types of GYO program teacher pools (e.g., middle/high school, paraprofessional, community activists/parents men…
It’s Hard To Be Who You Don’t See: An Exploration of Black Male High School Students’ Perspectives on Becoming Teachers
Pushed to Teach: Pedagogies and Policies for a Black Women Educator Pipeline
This research study examines the learning experiences of 11th- and 12th-grade Black girls participating in a precollegiate program committed to increasing the number of Teachers of Color entering the profession by viewing a teaching career as an act of social justice committed to educational equity. The pipeline functions as an education reform structure to disrupt pedagogies and policies that push Black girls out of educational spaces at disprop…
Ganas: A Qualitative Study Examining Mexican Heritage Students’ Motivation to Succeed in Higher Education
The disparity between the educational attainment of Mexican heritage and White individuals illustrate a need for research on factors associated with the high educational attainment of some immigrant and first-generation students of Mexican descent. Using autobiographies, student interviews, and family interviews as data sources, this article explores one prominent theme that emerged: Students’ desire to honor parental struggle and sacrifice with …
Developing Critically Conscious, Latinx Preservice Teachers: Teaching As Social Justice
Understanding Urban High School Students of Color Motivation to Teach: Validating the FIT-Choice Scale
The Factors Influencing Teaching Choice (FIT-Choice) scale was completed by 86 high school students of color prior to beginning a class focusing on motivating students to become interested in teaching. Findings based on confirmatory factor analysis support the underlying FIT-Choice scale factor structure reported in previous studies. Students’ perceptions about teaching and motivations to teach were significantly lower compared with predominantly…
Strength-Based RTI: Conceptualizing a Multi-Tiered System for Developing Gifted Potential
This article explores the possibilities of a strength-based Response to Intervention (RTI) model for developing and identifying gifted potential. Although much has been written about the promises and challenges of RTI in recent years, the utility of RTI for meeting the needs of gifted learners has not been fully explored. This article seeks to address this void by examining RTI's potential to meet the unique learning needs of gifted and talented …
Ganas: A Qualitative Study Examining Mexican Heritage Students’ Motivation to Succeed in Higher Education
The disparity between the educational attainment of Mexican heritage and White individuals illustrate a need for research on factors associated with the high educational attainment of some immigrant and first-generation students of Mexican descent. Using autobiographies, student interviews, and family interviews as data sources, this article explores one prominent theme that emerged: Students’ desire to honor parental struggle and sacrifice with …
It’s Hard To Be Who You Don’t See: An Exploration of Black Male High School Students’ Perspectives on Becoming Teachers
Pushed to Teach: Pedagogies and Policies for a Black Women Educator Pipeline
This research study examines the learning experiences of 11th- and 12th-grade Black girls participating in a precollegiate program committed to increasing the number of Teachers of Color entering the profession by viewing a teaching career as an act of social justice committed to educational equity. The pipeline functions as an education reform structure to disrupt pedagogies and policies that push Black girls out of educational spaces at disprop…
Understanding Urban High School Students of Color Motivation to Teach: Validating the FIT-Choice Scale
The Factors Influencing Teaching Choice (FIT-Choice) scale was completed by 86 high school students of color prior to beginning a class focusing on motivating students to become interested in teaching. Findings based on confirmatory factor analysis support the underlying FIT-Choice scale factor structure reported in previous studies. Students’ perceptions about teaching and motivations to teach were significantly lower compared with predominantly…
Examining Grow Your Own Programs Across the Teacher Development Continuum: Mining Research on Teachers of Color and Nontraditional Educator Pipelines
Grow Your Own (GYO) programs are cited in recent policy briefs as viable pathways for increasing the racial/ethnic diversity of teachers, yet recent scholarship on GYO programs is minimal. To address this issue, this article investigates what we know, and do not know, about GYO programs, by examining a range of data sources on different types of GYO program teacher pools (e.g., middle/high school, paraprofessional, community activists/parents men…
Policies and practices for recruiting and retaining teachers of color
Despite growing interest and investment in building a more racially and ethnically diverse teacher workforce, increases in the share of teachers of color nationally have stalled in recent years. Even with more new teachers of color entering the profession each year, about 80% of the teacher workforce has been white since 2015. This trend highlights the need for researchers and policymakers to view the recruitment and retention of teachers of colo…
Care, Concern and Connection: Factors That Influence Latine Female Youths’ Consideration of Becoming a Teacher
Developing Critically Conscious, Latinx Preservice Teachers: Teaching As Social Justice
Reclaiming Urban Education: From Miseducation to Liberation Through Critical Race Curriculum
This paper examines urban school curriculum across time, tracing it as a tool of oppression and, conversely, a potential site of liberation. I begin with the evolution of curriculum as a tool of control, showing how pre- Brown segregation established persistent patterns of mental colonization in neoliberal tracking systems and standardized testing regimes. I then discuss current inequities, documenting how students experience curriculum violence …
Pedagogy (8 works) · Psychology (8 works) · Sociology (8 works) · Teacher Education and Leadership Studies (7 works) · Mathematics education (6 works) · Political science (5 works) · Critical Race Theory in Education (4 works) · Gender Studies (4 works) · Gender Studies (4 works) · Social justice (3 works)