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This article explores the effects of sensemaking interventions on a group of educators' race-conscious problem analysis of racial discipline disparities. Research Method: I conducted this research in a predominantly White diversifying suburban high school that served roughly1,600 students. To understand how sensemaking interventions shaped teachers' racial ways of knowing, I conducted an ethnographic content analysis of 14 transcribed teacher focus group and data retreat exchanges to identify conversational patterns related to their problem framings. Findings: I found that providing diverse data types reflecting a range of racial perspectives offered cues that enabled organizational members to notice and (partially) disrupt the personal and organizational racism and race-evasive tendencies that drive the reproduction of racial inequities in school discipline. Implications for Research and Practice: Offering teachers sensemaking opportunities that prompt collective racial awareness and critical self-reflection can instigate shifts in racial ways of knowing that are critical to understanding and addressing discipline culture and climate problems in racially diversifying schools.

Grounded in critical and culturally relevant theory, hip-hop-based education (HHBE) research documents the use of hip-hop in educational settings. Despite the richness of the emerging field, overreliance on teacher-researcher perspectives leaves much to be desired. Little is known of the extent and ways HHBE is used by nonresearching K-12 teachers. The field of HHBE would be well served to begin exploring the practices of K-12 teachers in various school settings. To encourage such a move, this article demonstrates that a new set of educators whose identities and teaching contexts are not considered in the field are indeed interested in HHBE.

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