This commentary revisits compelling arguments put forth by the contributors to this special issue on the role of race and ethnicity in academic motivation research. First, an overview of how race and motivation have been positioned in prominent theories of motivation is provided and juxtaposed with those offered in culturally responsive pedagogical approaches championed by multicultural educators. Special emphasis is placed on how teachers' and learners' sociohistorical and cultural contexts might influence motivation. Second, the critical role of identity and membership complexity is explored. Third, suggestions for more culturally attentive research methods are offered. The final section includes research and practice recommendations for supporting the academic motivation of diverse learners. Challenges to theoretical and methodological assumptions about race, ethnicity, and culture are offered throughout, including a call to address the role that racism, power, and privilege have played in perpetuating inequality in motivation research conducted in the United States.

中文翻译：

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承认动机研究的白度：寻求文化相关性

这篇评论重新审视了这一特殊问题的贡献者提出的令人信服的论点，即种族和种族在学术动机研究中的作用。首先，提供了关于种族和动机如何在著名的动机理论中定位的概述，并将其与多元文化教育者所倡导的具有文化响应性的教学方法中提供的内容并列。特别强调教师和学习者的社会历史和文化背景如何影响动机。其次，探索身份和成员复杂性的关键作用。第三，对更注重文化的研究方法提出了建议。最后一部分包括研究和实践建议，以支持不同学习者的学习动机。