“…One area of research characterizes the content knowledge and skills that students need to be literate about the nature and consequences of social-group differences (e.g., perspective taking, systemic thinking; Adams et al, 2007; Au, 2009; Banks, 2007; Freire, 2001; Ladson-Billings, 1995; Noddings, 2005; Sleeter & Grant, 2009). A second area identifies pedagogical strategies that successfully help students learn about social-group differences (e.g., building greater self-awareness, critiquing stereotypes, celebrating aspects of one’s culture; e.g., Bertaux, Smythe, & Crable, 2012; Butin, 2007; Cammarota, 2011; Christens & Kirshner, 2011; Ginwright & James, 2002; Westheimer & Kahne, 2004). A third area examines institutional strategies that can help make schools and classrooms more inclusive and empowering spaces for students from diverse backgrounds (e.g., changes to teacher training or institutional design; Ball, 2000; Brayboy & Castagno, 2009; Darling-Hammond, French, & Garcia-Lopez, 2002; Delpit, 1995; Gay, 2000; Ladson-Billings, 1995, 2014; Morrison, Robbins, & Rose, 2008; Paris & Alim, 2017; Sleeter, 1996, 2011).…”