Croom, Natasha N.; Gildersleeve, Ryan Evely; Vasquez, Philip L. (2011). \Am I Going Crazy?!\: A Critical Race Analysis of Doctoral Education. Equity & Excellence in Education, v44 n1 p93-114. The graduate school experience for students of color has been theorized as oppressive and dehumanizing (Gay, 2004). Scholars have struggled to document how students of color navigate and negotiate oppressive and dehumanizing conditions in their daily experiences of doctoral education. We provide a critical race analysis of the everyday experiences of Latina/o and black doctoral students. We draw from critical inquiry and critical race theory to establish and describe an overarching and powerful social narrative that informs, influences, and illustrates the endemic racism through which black and Latina/o students struggle to persist in pursuit of the doctorate. We call this social narrative, \Am I going crazy?!\ Deconstructing the narrative into its core elements, we provide an extended definition that illustrates a dehumanizing cultural experience in the everyday lives of doctoral students. We problematize these cultural norms to promote a more humanizing experience of doctoral… [Direct]

Boyd, Dwight (2011). Learning to Leave Liberalism…And Live with Complicity, Conundrum and Moral Chagrin. Journal of Moral Education, v40 n3 p329-337. This paper is a story of personal learning. I locate its beginning in my early, comfortable adoption of liberalism as the preferred perspective for my work as a philosopher of education. I then trace how and why I became disaffected with this perspective. I describe how learning from students, feminism and critical race theory led to an acceptance of the fact that my particular social locations as a white, upper-middle-class, educated, heterosexual man are not politically neutral as liberalism would have it, but aspects of social relations that are oppressive to others. I illustrate how this development and its implications took shape in my work, leading me to the unpleasant implications of my unavoidable complicity in these relations, even down to the level of my very subjectivity. I worry, then, about an apparent conundrum that \I\ experience when I address the question of how ameliorative change might be initiated, and end with some injunctions to myself…. [Direct]

Giles, Mark S.; Hughes, Robin L. (2009). CRiT Walking Race, Place, and Space in the Academy. International Journal of Qualitative Studies in Education (QSE), v22 n6 p687-696 Nov. This article is a commentary on several issues relevant to critical race theory (CRT), education, and race-related discourse. In this article, we hope to contribute to the dialogue on race and education, and raise a few thought-provoking questions regarding ways of seeing and thinking about CRT as both a theoretical and practical tool when focused on issues of race, structural racism, and education. (Contains 1 note.)… [Direct]

Hudson, Sheila A. (2012). American Dreams on Hold: Exploring the Impact of Immigration Policy on the Educational Experiences and Attitudes of Graduating Undocumented Latina/o College Students. ProQuest LLC, Ed.D. Dissertation, California State University, Los Angeles. Each year in the United States, thousands of undocumented Latina/o immigrant college students face a variety of challenges as they negotiate postsecondary institutions and cultural landscapes that are predominantly fashioned by traditional American values about race, class, and immigration status that have shaped-and continue to influence-our political, educational, and economic systems. This qualitative case study utilized Latino Critical Race Theory and theories on persistence to explore the educational experiences and persistence stories of undocumented Latina/o students as they approached college graduation. The participants were 11 students who were within one year of degree completion at a large urban university in California. Data collection was conducted during "testimonio" interviews and a focus group. Artifact analysis and observations represented additional sources of data. The findings of this research indicate that individual, social, cultural, and… [Direct]

Brown, Kimberly Jonetta (2012). Factors Influencing the Improved Academic Success in Literacy at the Knowledge Is Power Program School in the Delta Region According to Administrator, Teacher, and Student Perceptions: Case Study. ProQuest LLC, Ed.D. Dissertation, University of Arkansas. The purpose of this study was to explore the factors that have influenced the literacy success of the Knowledge is Power Program (KIPP) students in the low-income, poverty stricken Delta Region of a mid-south state. The study examined the progress made since the implementation of the KIPP Program and the influence the program has made upon student achievement in literacy, at the KIPP Middle and High Schools, according to administrator, teacher, and student perceptions. The study explored what factors are influencing the improvement of previously at-risk students. The study adopted the research of Gene Bottoms' High Schools that Work Initiative that states high expectations plus rigor, relevance, and relationships increases student achievement as a theoretical framework. Additionally, the study was analyzed through the critical race theory and the advocacy paradigms. The themes emerged from the study were high expectations, rigor, relevance, and relationship along with the extension… [Direct]

Revilla, Anita Tijerina (2012). What Happens in Vegas Does "Not" Stay in Vegas: Youth Leadership in the Immigrant Rights Movement in Las Vegas, 2006. Aztlan: A Journal of Chicano Studies, v37 n1 p87-115 Spr. Students calling themselves the Las Vegas Activist Crew shut down the city's famed Strip on May 1, 2006, with an immigrant rights protest that was one of the largest demonstrations in Nevada's history. This research analyzes the ways that students engage in activism to improve their own social conditions and those of their communities. The theoretical framework for the study is critical race theory and Latina/o critical theory in education, which examine the intersection of race with ethnicity, class, gender, sexuality, language, immigration status, culture, and color. Data for this study were collected over five years, starting with the immigrant rights mobilization of 2006 and continuing to the present. A multitiered approach was used, including participatory action research, one-on-one interviews, and focus group interviews. This research reveals the importance of youth leadership and contests deficit thinking about Latina/o students. It supports the notion that advocacy for… [Direct]

Gillborn, David (2010). Full of Sound and Fury, Signifying Nothing? A Reply to Dave Hill's "Race and Class in Britain: A Critique of the Statistical Basis for Critical Race Theory in Britain". Journal for Critical Education Policy Studies, v8 n1 p78-107 Aug. This paper is a reply to an earlier piece by Dave Hill, in this journal, that attacked critical race theory (CRT) in general and my own work in particular. I begin with a brief introduction to CRT which highlights the differences between the reality, of a broad and dynamic approach, as opposed to the simple and monolithic version constructed by Hill. In particular, I show that the CRT concept of "White supremacy" is more nuanced and fluid than the common-sense understanding of that term which Hill applies. I then respond, in turn, to each of Hill's main accusations: namely, that I systematically "misrepresent" statistical data, especially in relation to social class inequalities, and "ignore" the attainments of Indian students. These are serious accusations and I demonstrate that they are without any foundation in truth, but rather reflect fundamental inadequacies in Hill's own understanding of racism, CRT and basic descriptive statistics. (Contains 3… [PDF]

Lathan, Jamie L. (2013). New Format, Same Old Story?: An Analysis of Traditional and Digital U.S. History Textbook Accounts of Slavery. ProQuest LLC, Ph.D. Dissertation, The University of North Carolina at Chapel Hill. While the distortions and omissions in traditional U. S. history textbook accounts of slavery have been well documented (Alexander, 2002; Brown & Brown, 2010; Banks, 1969; Council on Interracial Books for Children, 1977; Elson, 1964; Gordy & Pritchard, 1995; Kane, 1970; Kochlin, 1998; Washburn, 1997), no study has analyzed digital U. S. history textbooks for those same distortions. Given the digital history affordances of increased accessibility of primary source documents (Lee, 2002), multiple perspectives of historical narratives (Ayers, 1999), flexibility in presentation forms (Cohen & Rosenzweig, 2005), and integration of formerly marginalized historical accounts (Bolick, 2006), it should follow that digital U. S. history textbook accounts of slavery eliminate, or at least minimize, the stereotypes, distortions, and omissions. After conducting a content-based, hypertext-based, image-based, and multimedia-based content analysis of traditional and digital U. S. history… [Direct]

Forletta, Felicia; Horsford, Sonya Douglass; Sampson, Carrie (2013). School Resegregation in the Mississippi of the West: Community Counternarratives on the Return to Neighborhood Schools in Las Vegas, 1968-1994. Teachers College Record, v115 n11. Background: School desegregation and resegregation in the Mountain West remain understudied despite the substantial impact the region's growth and demographic change have had on racial balance and diversity in schools. Home to the largest school district in the Mountain West and fifth largest school district in the country, Las Vegas's unprecedented rise in students identified as Latino, Asian, and immigrant English-language learners living in poverty, coupled with its legacy of racial segregation, reflect trends and conditions critical to national conversations around racial diversity and school resegregation in the post-Civil Rights Era. Purpose: This article describes the events surrounding the "Kelly v. Mason" (1968) case, which led to Las Vegas's mandatory school desegregation plan and the African American community's request in 1992 to abandon the mandatory busing plan for a return to neighborhood schools. Its secondary aim is to disrupt a tradition of advocacy for… [Direct]

Alvarez, Crystal R.; Malagon, Maria C. (2010). Scholarship Girls Aren't the Only Chicanas Who Go to College: Former Chicana Continuation High School Students Disrupting the Educational Achievement Binary. Harvard Educational Review, v80 n2 p149-174 Sum. Drawing from extensive oral history interviews with five Chicana women, Malagon and Alvarez (re)conceptualize the way educational scholarship defines "high achieving." As attendees of California continuation high schools, all five women defy societal expectations by moving from these alternative educational spaces to community colleges, then transferring into four-year universities and going on to enroll in graduate programs. The article highlights the resistance strategies these young women employ through their critique of social oppression, with the authors using critical race theory, Latina/o critical theory, and Chicana feminist epistemologies to make sense of the women's narratives and their journeys through the educational pipeline. (Contains 7 notes and 1 figure.)… [Direct]

Blackmore, Jill (2010). \The Other within\: Race/Gender Disruptions to the Professional Learning of White Educational Leaders. International Journal of Leadership in Education, v13 n1 p45-61 Jan. Leslie Roman states \white is a colour too\. Yet the whiteness of educational leaders is rarely questioned, although masculinism–enduring capacity of different masculinities to remain the norm in leadership–is increasingly under scrutiny. Rarely do white men or women leaders question their whiteness, whereas indigenous and other minority groups, as a consequence of their being \other than white\, are expected to explain their exclusion. Instead, the \problem\ is depicted as the lack of \the Other\, and therefore a problem for and of \the Other\. This article confronts normative whiteness in educational administration from the perspective of feminist and critical race theory, considering how foregrounding whiteness in leadership is a necessary condition of inclusive education and leadership…. [Direct]

Howard, Tyrone C. (2008). Who Really Cares? The Disenfranchisement of African American Males in PreK-12 Schools: A Critical Race Theory Perspective. Teachers College Record, v110 n5 p954-985. Background/Context: Despite recent gains from a number of students in U.S. schools, African American males continue to underachieve on most academic indices. Despite various interventions that have attempted to transform the perennial disenfranchisement, their school failure has persisted. Conversely, their failure in schools frequently results in poor quality of life options. Purpose/Objective/Focus of Study: The objective of this study was to use critical race theory as a paradigmatic lens to examine the schooling experiences of African American males in PreK-12 schools. The focus of the study was to shed light on how African American males believe race and racism play as factors in their schooling experiences. Research Design: The article includes qualitative data from a case study of African American males who offer counterstorytelling accounts of their schooling experiences. This article also explores the utility and appropriateness of critical race theory as a methodological… [Direct]

Jo Al Khafaji-King (2024). Effects of Special Education: Moderation by Discipline Policy Context. Society for Research on Educational Effectiveness Background/Context/Setting: In the wake of growing evidence regarding the negative impacts of suspension on student outcomes, states and school districts have implemented disciplinary reforms, restricting or eliminating the use of suspension for minor misbehaviors. Recent evaluations of these reforms suggest that they have the potential to positively impact those students at high risk for suspension (Craig & Martin, 2023; Cleveland, 2023; Pope & Zuo, 2024), yet, the potential for negative peer effects (Pope & Zuo, 2024; Steinberg & Lacoe, 2018) and the use of unintended management strategies (Al Khafaji-King, 2024; Wang, 2022) remain a concern. However, no research has examined the impact of these reforms on an exceptionally vulnerable population: students with disabilities. This lack of research is surprising given the large and growing proportion of SWDs as well as the sensitivity of this group to changes in schooling environments (O'Hagan et al., 2024). Moreover,… [Direct]

Wheeler-Davenport, Veronica (2014). Effects of Teacher Certification on the Educational Achievement of African American Students. ProQuest LLC, Ed.D. Dissertation, Walden University. The purpose of this nonexperimental quantitative study was to explore the effects of teachers' certification on the achievement of African American students. The impetus for this exploration resided in the reading achievement disparities between African American and Caucasian students in the study district. Guided by the principles of total quality management in education to address educational quality, as well as by the critical race theory to examine the effects of race and racism, this study contributed to research on reading achievement gaps for African American students by addressing whether teacher certification levels have effects on student achievement and whether there are racial disparities in access to highly certified teachers. Archived state reading data on African American students in 100 schools were analyzed using an independent-measures t statistic to identify statistical significance between achievement and teacher certification levels, and percentage of Advanced… [Direct]

Shapses Wertheim, Samantha (2014). From a Privileged Perspective: How White Undergraduate Students Make Meaning of Cross-Racial Interaction. ProQuest LLC, Ed.D. Dissertation, New York University. This study explored how White undergraduate students make meaning of cross-racial interaction in order to provide essential knowledge for practitioners who seek to create curricular and co-curricular activities designed to promote productive interactions around race. This study is guided by two overarching questions 1) How do White undergraduate students with a set of peers who are of a different race and 2) How are these meaning-making processes affected by the lived personal and societal experiences of the students, particularly with regard to their experiences at New York University? Utilizing Critical Race Theory and Intercultural Maturity as overarching theoretical frameworks, this study employs narrative inquiry and analysis to explore the life experiences of 11 students in their 3rd or 4th at New York University. Several themes pertaining to how White students make meaning of cross-racial interaction were identified, including the use of humor, difficulty communicating, the… [Direct]

Bilyalov, Darkhan; Garces, Liliana M. (2019). Navigating the Quicksand: How Postsecondary Administrators Understand the Influence of Affirmative Action Developments on Racial Diversity Work. Teachers College Record, v121 n3. Background/Context: Seeking to avoid litigation or a legal threat, many postsecondary institutions are responding to a legal and policy environment that seeks to end the consideration of race in education policies by adopting race-neutral policies and practices in admissions, even when not explicitly required to do so by law. Yet, such responses may introduce new barriers and challenges for administrators seeking to promote inclusive campus environments and support students of color, not only within admissions but in other areas of campus life after students enroll. Understanding the consequences of these institutional responses is critical for those addressing the potential limitations a race-neutral approach puts on diversity-related policies and practices. Purpose/Objective: In this study, we examine how key players charged with implementing diversity-related policies and practices understand legal developments around affirmative action and the institutional responses to these… [Direct]

Poteat, V. Paul; Spanierman, Lisa B.; Todd, Nathan R. (2011). Longitudinal Examination of the Psychosocial Costs of Racism to Whites across the College Experience. Journal of Counseling Psychology, v58 n4 p508-521 Oct. This longitudinal investigation adds to the growing body of scholarship on the psychosocial costs of racism to Whites, which refer to the consequences of being in the dominant position in an unjust, hierarchical system of societal racism. We examined how White students' affective costs of racism (i.e., White empathy, guilt, and fear) changed across the college experience and how gender, colorblind racial ideology, and diversity experiences were associated with those costs. Findings indicated that White empathy, guilt, and fear each had a distinct trajectory of change across the college experience. Moreover, patterns of change for each cost were moderated by colorblind racial attitude scores at college entrance. We also found that participation in college diversity experiences (e.g., diversity courses) was associated with the costs; moreover, different types of diversity experiences were linked to particular costs. These findings provide insight into the affective experiences of White… [Direct]

Patron, Oscar E. (2019). Reconceptualizing Notions of Resilience through the Experiences of Gay Latino Male Collegians. ProQuest LLC, Ph.D. Dissertation, University of Pittsburgh. The purpose of this study was two-fold. First, the author explored the processes of resilience that gay Latino male collegians underwent throughout their educational trajectories. He examined the way that their most salient social identities and surrounding contexts intersected and influenced their resilience. In discussing students' social identities, the author situated them within larger systems of oppression (e.g. heterosexism, patriarchy, white supremacy, and racism). Second, this investigation challenged and expanded the theoretical underpinnings of a resilience framework. As theorized, resilience remained a race-neutral, gender-neutral, queer-neutral, and immigration neutral phenomenon, among other things. In this investigation, the author brought these to the forefront of a resilience framework. The questions that guided this study included: 1) in what ways do gay Latino male collegians undergo a process of resilience?, 2) how do gay Latino males' social identities influence… [Direct]

Pemberton, Gregory Ashton (2023). The Color of Accusal: Black Men's Perceptions of Intra-Racial Sexual Violence Allegations. ProQuest LLC, Ph.D. Dissertation, University of California, Los Angeles. Sexual violence is an issue every college in America must work to prevent. Critical race scholars such as Derrick Bell may argue sexual violence can be viewed through a lens of race because racism is ordinary and not aberrational (Crewe, 2021). Historical context can affect the perceptions racialized groups or populations have when discussing sexual violence, like Black students for example. Historically, Black men have been socially connected to hypersexuality and criminality (Baker, 1998). This may affect how Black men view peers accused of sexual violence. Black women, however, have a history of being met with skepticism or disbelief when they disclose experiencing sexual violence (Brubaker & Mancini, 2017). Studies show the majority of rapes are intra-racial (Koch, 1995; Wheeler & George, 2001). Thus, how sexual violence impacts Black communities is important to explore. This study examines the following questions: (1) How do Black men perceive rape allegations made by… [Direct]

Fries-Britt, Sharon; George Mwangi, Chrystal A.; Peralta, Alicia M. (2014). Learning Race in a U.S. Context: An Emergent Framework on the Perceptions of Race among Foreign-Born Students of Color. Journal of Diversity in Higher Education, v7 n1 p1-13 Mar. Foreign-born students of color arrive in the United States with racial and cultural orientations specific to their country of origin, which are often quite distinct from issues of race and racism within the U.S. context. This qualitative study examines the college experiences of 15 foreign-born students of color to address the research question: How do foreign-born students of color perceive and respond to racialized experiences and their racial minority status in the United States? The findings of this study reveal that traditional frameworks on race and racial identity development do not fully capture the perceptions and behaviors of foreign-born students of color. Our data reveal patterns that we offer as an emergent framework on Learning Race in a U.S. Context (LRUSC). Understanding how foreign-born students make meaning of racialization in the United States can give education researchers and practitioners more holistic insight into the educational experiences of this growing… [Direct]

(1988). Black Student Retention in Higher Education. Proceedings of the National Conference (4th, New York, New York, November 15-18, 1988). Conference Agenda and Abstracts of Papers. This document for participants comprises the proceedings of a fourth national conference on the retention of black college students. The conference consisted of 6 general sessions, 6 special sessions, 40 concurrent sessions, and several special activities. A total of 103 selected papers were presented. The following key topics were explored in roundtables: (1) academic advisement/counseling; (2) academic skills; (3) black male retention; (4) coping mechanisms; (5) faculty involvement and attitudes; (6) graduate student survival; (7) institutional retention data; (8) international student retention; (9) mentoring/role models; (10) motivation; (11) orientation; (12) outreach activities/partnerships; (13) performance standards; (14) precollegiate activities; (15) public policy/state initiatives; (16) recruitment for retention; (17) student leadership/commitment; (18) success in the sciences; (19) support systems; and (20) testing/assessment. A special video session that focused on…

Bradshaw, Catherine P.; O'Brennan, Lindsey M.; Waasdorp, Tracy E. (2014). Strengthening Bullying Prevention through School Staff Connectedness. Journal of Educational Psychology, v106 n3 p870-880 Aug. The growing concern about bullying and school violence has focused national attention on various aspects of school climate and school connectedness. The current study examined dimensions of staff connectedness (i.e., personal, student, staff, and administration) in relation to staff members' comfort intervening in bullying situations (e.g., physical, verbal, relational), as well as bullying situations involving special populations of students (e.g., gender-nonconforming, disability, overweight, sexism, racism, and religion). Data for this study were collected from a national sample of 5,064 members of the National Education Association (NEA), of whom 2,163 were teachers and 2,901 other school staff. Analyses with structural equation modeling indicated that increased staff connectedness was associated with greater comfort intervening with bullying. Similarly, having resources available regarding bullying, receiving training on the school's bullying policy, and being involved in… [Direct]

Siggelkow, Richard A. (1991). Racism in Higher Education: A Permanent Condition?. NASPA Journal, v28 n2 p98-104 Win. Addresses questions about why colleges are unable to alleviate racism or resolve ethnic imbalance in student enrollment and professional staffing levels. Reviews recent incidents of racism on college campuses. Concludes perhaps colleges are no less racist than other societal institutions and the commercial world, but potential for irreparable harm is far greater in higher education. (Author/ABL)…

Brown, Keffrelyn D. (2011). Breaking the Cycle of Sisyphus: Social Education and the Acquisition of Critical Sociocultural Knowledge about Race and Racism in the United States. Social Studies, v102 n6 p249-255. Using Lani Guinier's notion of \racial literacy\ and the findings from a study that analyzed how recent K-12 social studies textbooks portray racial violence against African Americans, I argue in this article that students come to teacher education programs possessing a limited understanding of racism as a historically situated, institutionalized practice. I consider the implications this gap has on preservice teacher education and offer suggestions on how social education might assist K-12 students and later preservice teacher candidates develop critical racial literacy…. [Direct]

Dilworth, Mary E., Ed. (2018). Millennial Teachers of Color. Harvard Education Press "Millennial Teachers of Color" explores the opportunities and challenges for creating and sustaining a healthy teaching force in the United States. Millennials are the largest generational cohort in American history, with approximately ninety million members and, of these, roughly 43 percent are people of color. This book, edited by prominent teacher educator Mary E. Dilworth, considers the unique qualities, challenges, and opportunities posed by that large population for the teaching field. Noting that a diverse teaching and learning community enhances student achievement, particularly for the underserved and underachieving preK-12 student population, Dilworth argues that efforts to recruit, groom, and retain teachers of color are out-of-date and inadequate. She and the contributors offer fresh looks at these millennials and explore their views of the teaching profession; focus attention on their relation to schools and teaching; and consider how these young teachers feel… [Direct]

Amber Tenille Willis (2020). Confronting and Changing Racialized Patterns of Not-Seeing Black Children: Narrowing the Gap between Observation and the Work of Teaching Mathematics in the Context of Practice Based Professional Development. ProQuest LLC, Ph.D. Dissertation, University of Michigan. Black children are brilliant. They are infinitely capable of learning. However, as a result of the racialized sociohistorical contexts of schools and teaching, Black students are rarely seen as brilliant or perceived as capable in classrooms. Thus, professional development must create and structure opportunities for teachers to learn to notice and interpret Black students' brilliance inside of instruction. In this study, I conduct a single-case analysis of a short-term practice-based professional development program aimed at supporting teachers to identify Black students' strengths and to notice their mathematical thinking. I draw on video records, educator interviews, and digital logs to investigate how the practice-based professional development facilitators used the structures of a prebrief session, live instruction, and debrief session to create opportunities for participating educators to learn while foregrounding race as integral to the work of teaching. I also consider the… [Direct]

Bhopal, Kalwant (2012). Islam, Education and Inclusion: Towards a Social Justice Agenda?. British Journal of Sociology of Education, v33 n5 p783-790. Recent research has shown that racism towards Muslims has significantly increased both in the USA and in the United Kingdom. Following the 9/11 attacks in the USA, discrimination and racialised violence has shown a significant increase against those from Muslim groups. This article reviews four texts that examine aspects of Muslim identity in current society, focusing on discourses of racism, Islamophobia and discrimination. They focus on issues in the United Kingdom and the USA and are key exemplars of the Global North. They examine these aspects by exploring how a social justice agenda can be reached either through an inclusive pedagogy or by understanding how Muslim identities would be affected by this. The commonality of the texts stems from the notion that they are all (in their own ways) arguing for an inclusive and social justice agenda in relation to exploring aspects of religious identity for Muslims in education. All texts recognise the difficulties associated with aspects… [Direct]

Lybaek, Lena; Osler, Audrey (2014). Educating "The New Norwegian We": An Examination of National and Cosmopolitan Education Policy Discourses in the Context of Extremism and Islamophobia. Oxford Review of Education, v40 n5 p543-566. Across Europe there are growing concerns about Islamophobia and far-right and anti-democratic movements. Until Anders Behring Breivik's July 2011 attacks in which 77 died, Norway's vulnerability was not perceived as great as that of other jurisdictions. Breivik declared his abhorrence of multiculturalism but also drew the world's attention to intolerance and xenophobia in Europe, increasingly directed towards Muslims. In response, Prime Minister Stoltenberg spoke widely of "the new Norwegian we", cautioning against exclusionary discourses and underlining that minorities are an equal part of Norwegian society. This paper examines education policy in the context both of extreme right political activity and national and international debates about nationalism and cosmopolitanism, considering ways in which policy supports an inclusive notion of nationhood, and ways in which it promotes an exclusive model of national identity. Drawing on framing questions from the International… [Direct]

Angeles, Sophia L.; Villenas, Sofia A. (2013). Race Talk and School Equity in Local Print Media: The Discursive Flexibility of Whiteness and the Promise of Race-Conscious Talk. Discourse: Studies in the Cultural Politics of Education, v34 n4 p510-530. This article examines how a progressive, rural/small city community in the USA wrestles with race, racism, and school equity in the public arena of print media. It inquires into the tensions, limitations, and possibilities for race-conscious discourse in the face of both explicit racist hate speech and benevolent liberal race talk. Based on ethnographic and cultural discourse analyses of local print media, this article draws from critical race and whiteness theories to examine how racist hate speech, occurring in a non-education context of a police-related tragedy, and benevolent liberal race talk on school equity issues mutually reinforce the logic of white racial dominance. It also locates the possibilities of race-conscious talk as generative speech that demands a response…. [Direct]

Malott, Curry (2017). Contextualizing Trump: Education for Communism. Berkeley Review of Education, v7 n1 p125-132 Jan. In this article, Dr. Malott challenges the conclusion that the primary factor that led to Trump's victory in the 2016 United States presidential election was the racism of poor whites. Rejecting this position for its capitulation to bourgeois caricatures of segments of the working class, Malott points to the fall of communism for a more historically contextualized understanding of how we got to where we are. That is, this essay notes that the rise of the socialist bloc after World War II was so inspiring to the world's oppressed and colonized that it slowed down capitalism's tendency toward an extending rate of exploitation. After the fall of the Soviet Union and the socialist bloc, and an aggressive anti-communist campaign, capitalists unleashed a more aggressive capitalism called neoliberalism. After nearly five decades of neoliberal wealth redistribution, and the destruction of the communist movement, right-wing demagogy has risen in European country after European country…. [PDF]

Allen, Tyrone J. (2014). Factors That Promote the Academic Success of African American Male Students in High School Math. ProQuest LLC, Ed.D. Dissertation, Walden University. Low performance of African American male students in high school math is an ongoing concern of Maryland's public schools. Because disproportionately large numbers of African American male students enroll in Algebra 2 in Grade 11, the use of early academic counseling to promote enrollment in Algebra 2 in Grade 9 and to increase self-regulation may foster success in college-level math. Informed by Ladson-Billing and Tate's critical race theory, the purpose of this study was to examine the effect of early academic counseling on freshman college math placement and the relationship between self-regulation and placement in credit or noncredit courses. A convenience sample of African American male graduates who enrolled in a Maryland community college were asked to complete the Online Motivation Questionnaire. Using a quasi-experimental research design, one group of participants included 18 African American male high school graduates who took Algebra 2 in Grade 9 and the comparison group… [Direct]

Marcy, Renee (2010). How White Teachers Experience and Think about Race in Professional Development. ProQuest LLC, Ed.D. Dissertation, University of California, Los Angeles. The public educational system in the United States fails to proficiently educate a majority of African American, Latino/a, and students from low-income backgrounds. Test score statistics show an average scaled score gap of twenty-six points between African American and White students (National Center for Education Statistics, 2007). The term "achievement gap" and the use of test data indicators of student performance, however locates the problem in students and with student group underperformance rather than in school system factors that contribute to educational inequity. Critical race theory scholars in education effectively argue that the discrepancies between groups in the educational system reflect the imprint of societal race, racism, and power insidiously operating in schools (Howard, 2008; Ladson-Billings & Tate, 1995). A research agenda to examine racism, class-ism and race in education has been introduced as necessary to catalyze a radical shift toward… [Direct]

Jason Purnell; Karishma Furtado; Odis Johnson; Ross Brownson; Sarah Murphy (2023). Learning to Disengage? Examining Connections between Racial Disparities in School Discipline and Civic Engagement Later in Life. Society for Research on Educational Effectiveness Background: Public schools are among the first civic institution with which many individuals have prolonged, meaningful social interaction. Lessons about the authority, power, and fairness of civic institutions, conveyed through disciplinary and social control practices, may be part of the "hidden curriculum," that teaches students about racially inequitable unspoken norms, beliefs, and values held by society. We summarize three pathways by which the discipline gap in schools may contribute to civic disempowerment. First, and most directly, schools are key providers of civic education. They provide students with knowledge and skills on topics like politics, history, government, and current events (1,2). Students who are excessively removed from the classroom because of exclusionary discipline are more likely to miss out on this education. Second, schools shape students' attitudes about civic engagement. Schools influence students' concern for the common good, their… [Direct]

Smith, Janet L.; Stovall, David (2008). "Coming Home" to New Homes and New Schools: Critical Race Theory and the New Politics of Containment. Journal of Education Policy, v23 n2 p135-152 Mar. Older cities in the United States have long been trying to "bring back" the middle class in order to increase tax base. The poor quality of schools and the presence of public housing often were cited as deterrents for attracting higher income families. When the 2000 Census data revealed improvements in many cities, some elected officials and scholars attributed the turnaround to policies such as those aimed at transforming public housing and urban schools. In this article the authors examine these strategies as they have played out in a Chicago community to illustrate how these policies also facilitate the displacement and containment of poor people of color. Utilizing critical race theory, they argue that race continues to guide both education and public housing policy in historically segregated places like Chicago, and that racism is masked by class claims that allow the interests of middle class to trump educational opportunities for poor. (Contains 2 tables, 2 figures,… [Direct]

Chen, Angela Chuan-Ru (2013). Undocumented Students, Institutional Allies, and Transformative Resistance: An Institutional Case Study. ProQuest LLC, Ph.D. Dissertation, University of California, Los Angeles. This study focuses on the capacity of colleges and universities to minimize educational inequalities experienced by undocumented students. It analyzes the role of student activism in prompting institutional accountability and successful practices used by institutional allies, such as faculty and administrators, in order to create a model for improving undocumented student success. My research and writing is centered in critical pedagogy, critical race theory, and feminist frameworks. These theoretical perspectives provide the lens to analyze interviewees' understanding of educational disparities and their sense of agency to maintain and/or resist existing institutional structures. This lens offers a framework to analyze the disenfranchised educational experiences of undocumented students and to examine their counter narratives within the larger social, economic, historical, and political contexts to understand external factors that shape discriminatory institutional practices…. [Direct]

Herrera, Alfred; Jain, Dimpal (2013). Building a Transfer-Receptive Culture at Four-Year Institutions. New Directions for Higher Education, n162 p51-59 Sum. This chapter reviews a four-year university's role in developing and implementing a transfer-receptive culture. In particular, it focuses on the first element of a transfer-receptive culture by highlighting a series of visits by the chancellor of the University of California, Los Angeles, to community colleges within California. Strengthening a four-year university's commitment to transfer can be a monumental undertaking that requires support and collaboration across the campus. While trying to develop this culture, it is important to remember that all five elements of building a transfer-receptive culture should be present and harmonious (Jain et al., 2011). The five elements of a transfer-receptive culture are built on the foundation of critical race theory, which allows institutions and educators to center race and racism when considering the experiences of nontraditional, first-generation, low-income, and/or under-represented students who make the transition from the community… [Direct]

Woodard, Justin Wayne (2016). Narrative Study of Vietnamese American Male Students: Equity, Access, and Retention on the Campus of San Francisco State University. ProQuest LLC, Ed.D. Dissertation, Drexel University. Critical race theory applies to all ethnic groups and creates a social hierarchy. Asian Americans are an extremely diverse group of the American population comprising over 40 various sub groups. The Vietnamese American sub group population, which has grown in numbers since the 1970s, has still been met with the stereotype of the "model minority." The purpose of this study was to use the narrative experience of recent Vietnamese American male San Francisco State University alumni to examine how the underserved population is able to gain equity, access, and retention. Using the narrative voices of six men from the Vietnamese American population on topics of equity, access, and retention rates will give insight into the path many Vietnamese American males must navigate within higher education system. The reflective voices and stories of recent male alumni of San Francisco State University who self-identified as Vietnamese Americans will allow enrollment management… [Direct]

Ferlis, Emily C. (2012). ESL Teachers' Perceptions of the Process for Identifying Adolescent Latino English Language Learners with Specific Learning Disabilities. ProQuest LLC, Ph.D. Dissertation, Virginia Commonwealth University. This dissertation examines the question "how do ESL teachers perceive the prereferral process for identifying adolescent Latino English language learners with specific learning disabilities?" The study fits within the Latino Critical Race Theory framework and employs an interpretive phenomenological qualitative research approach. Participants were six secondary-level ESL teachers from two school districts with small ELL populations. Data consisted of in-depth interviews, researcher notes, and analytical memos. Phenomenological data analysis procedures followed recommendations by Colaizzi (1978) and Smith, Flowers, and Larkin (2009). Data validity measures included second-researcher review and member-checking. Results of the study are presented as descriptions of how participants perceived the prereferral processes for identifying adolescent Latino English language learners with suspected specific learning disabilities. Nine categories emerged from the interviews: (a)… [Direct]

Nash, Kindel A. Turner (2012). Blinded by the White: Foregrounding Race in a Language and Literacy Course for Preservice Teachers. ProQuest LLC, Ph.D. Dissertation, University of South Carolina. While the teaching population in the U.S. is predominantly (84%) White (National Council of Education Statistics, 2010), students of Color will comprise 41% of the total school population by the year 2020, with 67% in urban areas (NCES, 2010). Studies show that children of Color are regularly disenfranchised through inequitable instructional, curricular, and assessment school practices (Ladson-Billings, 2009). Achievement statistics also show that schools fail to serve African American students more than any other group (Gay, 2010). Colleges of education must take action. Addressing this problem, this study used qualitative methods to explore what happened when critical race theory conceptually guided a literacy methods course for preservice teachers. Findings indicate that while preservice teachers gained many insights about issues of race and racism, there were considerable tensions and challenges, such as White Talk (McIntyre, 1997), colorblind dispositions, and deflection… [Direct]

Cooler, Meredith (2012). Success Factors Identified by Academically Successful African-American Students of Poverty. ProQuest LLC, Ed.D. Dissertation, Liberty University. The purpose of this phenomenological study was to explore why some low-income minority students were academically successful in school using a three-tiered approach to research including individual student interviews, classroom observations, and photographs and follow up interviews on photographs to identify factors contributing to academic success. Twenty-five students in grades 3-8 meeting the criteria of African-American, low SES, and high achieving were selected and interviewed to identify factors contributing to their academic success as measured by Northwest Evaluation Association's Measures of Academic Progress testing. The study participant responses were compared and discussed through the lens of Critical Race Theory (CRT), however, the data did not support the tenets of CRT as there was little discussion of race or racism during the study. Through the three-tier process themes were developed supporting academic success. Themes included positive feelings about school,… [Direct]

Currie, Michelle A. (2012). Success Factors of Black Science, Technology, Engineering and Mathematics Faculty at Predominantly White Institutions. ProQuest LLC, Ph.D. Dissertation, Mercer University. Black faculty at predominantly White institutions (PWIs) have historically been underrepresented and made to endure with academic isolation, scholarship marginalization and other challenges to the tenure process. When it comes to science, technology, engineering and math, also known as STEM, as it relates to race and success, little is known of how tenured Black STEM faculty have developed an interest in STEM, navigated the unfamiliar waters of academia and maintained longevity at their respective postsecondary institutions. The purpose of this study is to look at the similar experiences of this population and provide insight regarding any factors and or influences that have impacted their success. Grounded in critical race theory (CRT), this qualitative study will utilize a Delphi technique to determine the similar experiences and influences of 17 Black STEM, tenured (and tenure-track) faculty working at PWIs in a Southern Regional Education Board (SREB) states. The study… [Direct]

Kohli, Rita; Solorzano, Daniel G. (2012). Teachers, Please Learn Our Names!: Racial Microagressions and the K-12 Classroom. Race, Ethnicity and Education, v15 n4 p441-462. Many Students of Color have encountered cultural disrespect within their K-12 education in regards to their names. While the racial undertones to the mispronouncing of names in schools are often understated, when analyzed within a context of historical and current day racism, the authors argue that these incidents are racial microagressions–subtle daily insults that, as a form of racism, support a racial and cultural hierarchy of minority inferiority. Furthermore, enduring these subtle experiences with racism can have a lasting impact on the self-perceptions and worldviews of a child. Using a Critical Race Theory (CRT) framework and qualitative data, this study was designed to explore the racial microaggressions and internalized racial microaggressions of Students of Color in K-12 settings in regards to their names. Black, Latina/o Asian American, Pacific Islander and mixed race participants were solicited through various education electronic mail lists, and data was collected… [Direct]

Chapman, Thandeka K. (2007). Interrogating Classroom Relationships and Events: Using Portraiture and Critical Race Theory in Education Research. Educational Researcher, v36 n3 p156-162. This article explores the use of the methodology of portraiture and the analytic framework of critical race theory (CRT) to evaluate success and failure in urban classrooms. Portraiture and CRT share a number of features that make the two a viable pair for conducting research in urban schools. In combination, portraiture and CRT allow researchers to evoke the personal, the professional, and the political to illuminate issues of race, class, and gender in education research and to create possibilities for urban school reform as social action. (Contains 3 notes.)… [Direct]

Bradley, Deborah (2011). In the Space between the Rock and the Hard Place: State Teacher Certification Guidelines and Music Education for Social Justice. Journal of Aesthetic Education, v45 n4 p79-96 Win. This paper looks at the State of Wisconsin Department of Public Instruction (DPI) Guidelines for Music Teacher Education, a governmentally defined technology of accountability for preservice teacher education. In this investigation, the author draws upon Jean-Francois Lyotard's analysis of "differends" to frame the conflict between the state-authorized technologies for accountability (DPI Guidelines) and discourses of education supporting ideals of social justice. Drawing from Lyotard's arguments, the author posits that the language of the guidelines constitutes a unique "phrase universe" that defines what (and thus whose) knowledge students need to enter the classroom as state-certified music teachers. This particular phrase universe contributes to ongoing exclusionary practices within music education. The DPI guidelines are drawn from the Eurocentric phrase universe of aesthetic education, a phrase universe that locates "music" as an object for… [Direct]

Bielfeldt, Darla; Moeller, Mary R. (2011). Shaping Perceptions: Integrating Community Cultural Wealth Theory into Teacher Education. Journal of Applied Learning in Higher Education, v3 p81-96 Fall. Teacher candidates need to be prepared to work effectively with rising numbers of diverse student populations, and yet classroom interventions do not always impact perceptions and attitudes in the field. This study explored the initial steps of integrating Critical Race Theory and community cultural wealth (CCW) theory (Yosso, 2005, 2006) into the teacher education curriculum. The study asked if the candidates applied their knowledge of CCW in reflecting on their face-to-face interactions as hosts for Native American students in a diversity workshop. It further asked which types of (CCW) capital the candidates identified most frequently as they reflected on their experiences with Native American students. Results indicated that candidates can identify CCW in the field, with some types of capital more frequently identified than others. Because the potential exists for knowledge to shape perceptions (Kolb, 1984), the study concludes that CCW could be a valuable addition in teacher… [PDF]

Esposito, Jennifer (2011). Negotiating the Gaze and Learning the Hidden Curriculum: A Critical Race Analysis of the Embodiment of Female Students of Color at a Predominantly White Institution. Journal for Critical Education Policy Studies, v9 n2 p143-164 Nov. This study examines the hidden curriculum within a predominantly White institution (PWI) of higher education, and examines how women of color encountered the curriculum. I used critical race theory to explore how race and gender influenced the manner in which women of color negotiated their roles and promoted a culture of femininity that helped shape campus life in many ways. Data collection included interviews and focus groups over a two year period. Results revealed that femininity was not performed on campus freed from power relations and different oppressions. The women of color who participated in the study noted that they felt their bodies stood out among the predominantly White bodies across campus. Because of their heightened visibility, the participants felt they had to confront the power of the gaze from White students and professors who read them through a stereotypical lens. According to the seven young women who participated in this study, race and gender are embodied… [PDF]

Jackson, Taharee Apirom (2011). \Which\ Interests Are Served by the Principle of Interest Convergence? Whiteness, Collective Trauma, and the Case for Anti-Racism. Race, Ethnicity and Education, v14 n4 p435-459. A primary principle of critical race theory is \interest convergence,\ or the notion that progress toward racial equality will only be made when it converges with the interests of whites. Although I generally concur, I posit that \interest\ must be rendered more complex in order to fully understand the pernicious effects of racism on all people, and on whites in particular. While laws, cultural norms, institutional practices, and even the election of Barack Obama indeed serve the material and emotional interests of whites, their psychological and moral interests are simultaneously undermined. I complicate the meaning of \interest\ to show that while whites indeed benefit from racial hierarchy in numerous ways, a full deconstruction of racism and the collective trauma it induces must be considered with a more nuanced and disaggregated definition of \interest\ in mind. I put forth that while whites are advantaged in real and tangible ways in an endemic system of racial dominance, the… [Direct]

Daniels, Emily A. (2011). Racial Silences: Exploring and Incorporating Critical Frameworks in the Social Studies. Social Studies, v102 n5 p211-220. If we are to aim toward a genuine democracy, we must be willing to look at the uncomfortable topics that continue to sabotage what we aspire to as a society. This article aims to problematize the ways we conceive of and implement the social studies. To do so, I investigate the social studies in K-12 practice through critical theoretical lenses, including critical race theory (CRT), Latino critical theory (LatCrit) and tribal critical theory (TribalCrit). Various practical resources are offered for teachers to bring a deeper level of equity to the practice of the social studies. This article provides possibilities based in both theory and practice. I discuss critical frameworks, and then, after each section, I provide resources and links to examples of critical curricula that incorporate those standpoints into the classroom. This can lead to a critical awareness regarding the ways that our democracy has shortchanged many Americans as well as the initiative to work toward change in our… [Direct]

Powell, Shameka N. (2015). Sifting for Success: A Grounded Theory Approach to Sponsorship of Black Student Academic Success. ProQuest LLC, Ph.D. Dissertation, The University of Wisconsin – Madison. Numerous findings and theories have been used to make sense of African Americans students' educational successes and experiences. Along those lines, the purpose of this study is to generate a theoretical framework of sponsorship that is grounded in Black students' educational experiences. Sponsorship is taken to be the process through which agents provide, stymie, and/or enhance access to valued resources for select student(s) (Brandt, 2001; Turner, 1960, 1966). This research interest is informed by my own educational experiences as someone who was "groomed" (Ladson-Billings, 2005, p. 30) for success, by teachers particularly, in ways my peers were not. I imagine many people wanted me to "fall on soft ground" (Hurston, 1937, p. 29) and sought out ways to see that happen. At the same time, I remain mindful of my peers who were not afforded similar, or any, opportunities at greatness. In seeking to understand the process, tensions, and paths that emerge when… [Direct]

Cammarota, Julio (2011). The Value of a Multicultural and Critical Pedagogy: Learning Democracy through Diversity and Dissent. Multicultural Perspectives, v13 n2 p62-69. In this article, the author argues that true knowledge of democracy requires learning about the values of diversity and dissent. The American brand of democratic ideology has inspired numerous movements for inclusion through the securing of rights and opportunities for marginalized populations. Multicultural education is a recent historical movement that follows the same path of inclusion–sustaining the values of diversity and dissent in American democracy. The author therefore argues that multicultural education provides the rare opportunity to practice and experience this unique form of American democracy by explicitly striving for the diversity of perspectives and dissent from domination. As an example of teaching democracy through diversity and dissent, he discusses the critical pedagogy of the Social Justice Education Project (SJEP), a multicultural curriculum he helped to design for the Tucson Unified School District (TUSD). While this curriculum meets the senior-year… [Direct]

Beneke, Margaret Rose (2017). Race and Ability Talk in Early Childhood: Critical Inquiry into Shared Book Reading Practices with Pre-Service Teachers. ProQuest LLC, Ph.D. Dissertation, University of Kansas. In early childhood contexts, reading literature to engage children in critical discussions about ability and race–and how it impacts their daily lives–is a promising practice. Indeed, critical literacy scholars see the use of language, text, and discourse structures as powerful ways to address inequity in educational settings (Gainer, 2013; Luke, 2012; Rodriguez & Cho, 2011). However, research investigating the ways in which teachers and young children participate in dialogue about ability and race through shared-book reading is sparse. Further, research on ways pre-service teachers' identities and experiences mediate these classroom interactions is limited (Aboud et al., 2012; Yu, Ostrosky, & Fowler, 2012). This study investigated how four pre-service teachers constructed identities and transformed their practice as they facilitated dialogue about ability and race with young children during shared-book reading in preschool fieldwork placements. Grounded in a humanizing… [Direct]

Coram, Stella (2009). Encountering Disregard in Australian Academe: The Subjective Perspective of a Disaffiliated Racial "Other". British Journal of Sociology of Education, v30 n3 p275-287 May. This article proposes that progressive frameworks underpinned by diversity are contradictory to the inclusion of the "other" in Australian higher education. I integrate the critical race theory constructs of disregard and convergence with white privilege and indigenous lacking to claim that objective processes underpinned by merit embed the marginalising of the "other". I draw on storytelling to enunciate my subjective experience of disregard as a Maori woman scholar to shed light on institutional culture in the maintaining of insider privilege. (Contains 4 notes.)… [Direct]

Agosto, Vonzell (2010). Problematic Conceptualizations: Allies in Teacher Education for Social Justice. Teacher Education and Practice, v23 n4 p507-521 Fall. This review of the literature on the concept ally and ally identity development was inspired by a qualitative study exploring the identities and social justice values of prospective teachers of color. Although the participants in the original study never used the term \ally,\ their narratives inspired me to characterize them as allies in the struggle for social justice education. However, a review of the literature on allies, as analyzed through critical race theory and critical discourse analysis, revealed emerging conceptualizations of ally as being incongruent with minority identities that position people of color at the periphery of this social justice discourse in education. As the emerging literature on allies from student affairs begins to penetrate teacher education, I urge teacher educators to consider the implications of these conceptualizations for the preparation of teachers…. [Direct]

Barker, Jani L. (2010). Racial Identification and Audience in \Roll of Thunder, Hear My Cry\ and \The Watsons Go to Birmingham–1963\. Children's Literature in Education, v41 n2 p118-145 Jun. Multiethnic children's literature addresses multiple audiences, providing different reading experiences and benefits for each. Using critical race theory as an interpretive tool, this article examines how two African American historical fiction novels, Mildred Taylor's \Roll of Thunder, Hear My Cry\ and Christopher Paul Curtis's \The Watsons Go to Birmingham–1963\, frame anti-racist identifications for readers of all races. It argues that these identifications are key elements in the novels' rhetorical strategies for engaging readers and opposing racism. Both novels portray strong African American families with whom both black and nonblack readers can identify and present African American perspectives on race, but they differ in how directly they approach racism and how they frame the identification of white readers. The conclusion offers implications of analyzing race and audience when teaching multiethnic literature…. [Direct]

Jaime, Angela M.; Rogers, Christine A. (2010). Listening to the Community: Guidance from Native Community Members for Emerging Culturally Responsive Educators. Equity & Excellence in Education, v43 n2 p188-201. Critical race theory (CRT) emphasizes the importance of listening to the counter-narratives of people from marginalized groups. However, the applicability of CRT in practical settings often remains unclear for educators and scholars. This project offers not only a place for Native community members to share their experiences and ideas, it also provides practical guidance for emerging culturally responsive educators and ways to use themes from narratives to guide future scholarship. As a result of interviews with five Native community members, three themes emerged for non-Native educators working in Native communities: (a) learning from the community, (b) transforming thinking through discomfort, and (c) gaining awareness of positive values. These themes can be used to guide future projects, including reservation-based field experiences and research projects exploring educator thinking in reservation communities. (Contains 1 note.)… [Direct]

Brown, Anthony L.; Brown, Keffrelyn D. (2010). Silenced Memories: An Examination of the Sociocultural Knowledge on Race and Racial Violence in Official School Curriculum. Equity & Excellence in Education, v43 n2 p139-154. Drawing from the theoretical lenses of cultural memory and critical race theory, we examined how elementary level and middle school level social studies textbooks represent the history of racial violence directed toward African Americans and resistance to this violence in the U.S. Using a literary analysis method, we found that textbooks often presented vivid accounts; however, these narratives often presented these acts as detached from the larger structural and institutional ties that supported and subsequently benefited from these actions. We contend that this limited representation of racial violence has an adverse effect on the larger sociocultural memory and sociocultural knowledge available to students, thus limiting the extent to which students can fully understand the legacy of racism and racial inequity in the U.S. (Contains 1 table and 1 note.)… [Direct]

Cole, Mike (2009). On "White Supremacy" and Caricaturing, Misrepresenting and Dismissing Marx and Marxism: A Response to David Gillborn's "Who's Afraid of Critical Race Theory in Education". Journal for Critical Education Policy Studies, v7 n1 p29-49 Jun. In this journal in 2007, the author and Alpesh Maisuria critiqued two central tenets of Critical Race Theory (CRT) from a Marxist perspective (Cole and Maisuria, 2007). These are its primacy of "race" over class, and its concept of "white supremacy". Part of the critique focused on the work of leading UK Critical Race Theorist, David Gillborn. A year later Gillborn (2008) responded briefly to their critique. There followed an interchange between the author and Gillborn (Cole, 2009a; Gillborn, 2009). The author welcomes Gillborn's willingness to enter the debate between Marxism and Critical Race Theory. In Gillborn, 2009, Gillborn raises a number of issues in reply to the author's paper (Cole, 2009a). In this paper, the author limits his response to what he considers to be the most important issues for the readers of this journal: the concept of "white supremacy", and Gillborn's caricature, misrepresentation and dismissal of Marx and Marxism. At the… [PDF]

Jackson, Alicia D. (2013). Fighting through Resistance: Challenges Faced by African American Women Principals in Predominately White School Settings. ProQuest LLC, Ph.D. Dissertation, Capella University. African American women represented a growing proportion within the field of education in attaining leadership roles as school principals. As the numbers continued to rise slowly, African American women principals found themselves leading in diverse or even predominately White school settings. Leading in such settings encouraged African American women to find ways to deal with resilient behaviors that were encountered in such settings. Using critical race theory, phenomenological variant ecological systems theory (PVEST), and Black feminist theory, this qualitative, phenomenological study explored the experiences, challenges, and perceptions of three African American women principals who lead in predominately White school settings in the southeastern United States. This replicated study investigated their experiences in such settings and how they dealt with the challenges faced while leading in predominately White school settings. The research methodology was grounded in… [Direct]

Buras, Kristen L. (2013). New Orleans Education Reform: A Guide for Cities or a Warning for Communities? (Grassroots Lessons Learned, 2005-2012). Berkeley Review of Education, v4 n1 p123-160 Jan. Louisiana Senator Mary Landrieu, co-chair of the Senate Public Charter School Caucus in Washington, DC, hosted a forum for education policymakers. It centered on "New Orleans-Style Education Reform: A Guide for Cities (Lessons Learned, 2004-2010)," a report published by the charter school incubator New Schools for New Orleans (NSNO). Through human capital and charter school development, the report asserts, New Orleans has become a national leader in education reform. In this essay, members of Urban South Grassroots Research Collective, including education scholars and those affiliated with longstanding educational and cultural organizations in New Orleans, reveal that such reform has been destructive to African American students, teachers, and neighborhoods. Inspired by critical race theory and the role of experiential knowledge in challenging dominant narratives, authors draw heavily on testimony from community-based education groups, which have typically been ignored,… [PDF]

Gamble, Angie Monique (2013). Exploring Faculty Diversity in the South: A Case Study on Campus Climate and Leadership Commitment to the Recruitment and Retention of African American Faculty. ProQuest LLC, Ph.D. Dissertation, Capella University. The purpose of this qualitative case study was to explore faculty diversity in the South by examining the campus climate and leadership commitment to the recruitment and retention of African American faculty. The Critical Race Theory (CRT) concept of storytelling captured the participants' personal experiences and perceptions. Three higher education institutions participated in this study. Taking part were eight participants, including two senior administrators (deans), and six African American faculty members, all of whom answered 11 questions via an on-line questionnaire that provided answers to the three research questions. First, how do African American faculty members and the university's leadership describe the university's leadership and campus climate at selected higher education institutions in the South in regard to recruitment and retention strategies that promote faculty diversity? The participants described that the strategies are not evident on the college campus and… [Direct]

King, Dolores (2013). African American Faculty Women Experiences of Underrepresentation in Computer Technology Positions in Higher Education. ProQuest LLC, Ph.D. Dissertation, Walden University. African American women are underrepresented in computer technology disciplines in institutions of higher education throughout the United States. Although equitable gender representation is progressing in most fields, much less information is available on why institutions are still lagging in workforce diversity, a problem which can be lessened by hiring African American women in computer technology-related fields. The purpose of this study was to examine the perceptions of African American female faculty about race underrepresentation in higher education. The critical race theory and Black feminist thought theory provided the conceptual framework of this study. Using a phenomenological approach, the primary data source was the interview. The sample was comprised of 8 African American faculty women from 1 southwestern state. Data were analyzed using a combined process of open coding, categorizing, and comparison for similarities and emerging themes. Nine themes emerged from the data:… [Direct]

Bisbee, Yolanda J. Guzman (2013). The Native American Persistence in Higher Education: A Journey through Story to Identify the Family Support to Native American Graduates. ProQuest LLC, Ed.D. Dissertation, University of Idaho. This Indigenous Framed Research will utilize counter-storytelling through shared collaborator stories provided by Nez Perce Native American Graduates. The methodology is shaped by an Indigenous Framework as this form of research promotes and develops a culturally resonant environment for constructing, analyzing and sharing information. The foundation of an Indigenous Framework is to maintain the 3R's of Respect, Reciprocity and Relationality. Incorporating the 3R's in this research will aid to contextually analyze the family support the Nez Perce graduates were provided to persist to graduation from a public, four-year Institution of Higher Education. This Indigenous Research framework and arguments framed in Tribal Critical Race Theory (TribalCrit) are central in analyzing the experiences that Native peoples have faced in the past and continue to face in the present, which are based on the unique relationship Native Americans have with the U.S. Government. By utilizing the… [Direct]

Vaught, Sabina Elena (2009). The Color of Money: School Funding and the Commodification of Black Children. Urban Education, v44 n5 p545-570. This article explores the roles of racism and Whiteness in the decentralized governance structure and practice of a weighted student formula funding policy in an urban, West Coast school district. Specifically, it examines the ways in which a racialized struggle for fiscal authority played out at one urban high school where the immense racial disparities in education and achievement were starkly highlighted. The analysis of this struggle is framed by Critical Race Theory and suggests that Whiteness operates as a form of property that maintains White racial dominance in schooling and achievement. (Contains 2 notes.)… [Direct]

Liberation League, Debate; Mirra, Nicole (2020). Without Borders: Youth Debaters Reimagining the Nature and Purpose of Public Dialogue. English Teaching: Practice and Critique, v19 n3 p253-267. Purpose: This paper aims to analyze how a group of middle-school debaters integrated their identities and epistemologies into the traditional literacy practice of debate to advocate for more expansive and inclusive forms of academic and civic discussion. The adult and youth co-researchers of the Debate Liberation League (DLL) detail their creation of a critical debate praxis through the use of spoken word and translanguaging and illustrate how they sought to redesign a foundational activity of English Language Arts on their own terms. Design/methodology/approach: Drawing upon critical race and borderlands theories, the authors use critical ethnographic and participatory action research methods to explore how the DLL deconstructed the boundaries of what counts as public dialogue and offered an alternative model of what intergenerational and multi-voiced democratic discourse could look like in English Language Arts (ELA) classrooms and beyond. Findings: The findings demonstrate how DLL… [Direct]

Bhopal, Kalwant, Ed.; Preston, John, Ed. (2011). Intersectionality and Race in Education. Routledge Research in Education. Routledge, Taylor & Francis Group Education is a controversial subject in which difficult and contested discourses are the norm. Individuals in education experience multiple inequalities and have diverse identifications that cannot necessarily be captured by one theoretical perspective alone. This edited collection draws on empirical and theoretical research to examine the intersections of "race," gender and class, alongside other aspects of personhood, within education. Contributors from the fields of education and sociology seek to locate the dimensions of difference and identity within recent theoretical discourses such as Critical Race Theory, Judith Butler and "queer" theory, post-structural approaches and multicultural models, as they analyze whiteness and the education experience of minority ethnic groups. By combining a mix of intellectually rigorous, accessible, and controversial chapters, this book presents a distinctive and engaging voice, one that seeks to broaden the understanding of… [Direct]

Diggles, Kimberly Ruth (2013). Factors Associated with Couples and Family Therapy Students' Racial Awareness. ProQuest LLC, Ph.D. Dissertation, University of Minnesota. Racial awareness is a critical foundation to Couples and Family Therapists (CFT) being able to confront issues of race and racism with their clients. Current CFT literature has used qualitative methods to conclude that when strategies focused on issues of race and racism are competently incorporated across several domains of CFT education and training, students' racial awareness is increased. This study extends the current literature by quantitatively examining the relationship between several factors–including CFT graduate coursework and clinical supervision–and CFT students' racial awareness. Participants for this study consisted of 78 white and non-white CFT master's and doctoral students from various accredited CFT programs nationwide. Participants completed an on-line survey measuring their racial awareness, personal experiences with racism, and perceived exposure to racially competent coursework and clinical supervision. Students' personal experiences with racism as well as… [Direct]

Jenkins-Williams, Mary E. (2013). African American Males' Success in Completing High School: The Impact of Mentoring Programs. ProQuest LLC, Ed.D. Dissertation, Walden University. Within a local school district, the dropout rate among African American males is among the highest in the United States. There is ample research on these dropout rates among African American males; however, what remains understudied are the experiences of young African American males who have successfully negotiated 4 years of high school to graduate, despite the dropout rate. The purpose of this case study was to understand the success of 6 African American male high school graduates aged 18 and 19 years. Using the critical race theoretical foundation, data were collected through in-depth interviews, questionnaires, and document analysis to examine the research questions regarding the influence of informal and formal mentoring programs on these young men in completing high school. Data were analyzed through content analysis and coding, from which themes emerged that addressed the research questions. According to study results, informal and formal mentoring programs have had a… [Direct]

Volkers, Erica (2012). Trespassing Barriers: Researching the Experiences of Latina Immigrants in a Community College Bilingual Early Childhood Program. ProQuest LLC, Ph.D. Dissertation, Colorado State University. There has been much debate on the politics and pedagogies of bilingual education in K-12 schools, but conspicuously absent in this debate are institutions of higher education. English-only ideologies are deeply embedded and rarely questioned in U.S. institutions of higher education, which predominantly require English language proficiency to access college-level coursework. Working within the intersections of critical race theory and participatory research, I engaged Latina immigrant students participating in a community college bilingual early childhood degree program as "research collaborators" in examining the influences of this program on their lives. Their stories, shared in a community narrative, reveal how this program opened the door to college access and empowered them as students, mothers, professionals, and advocates. In my discussion of our findings I highlight the capital Latina immigrant students bring to their academic journey, critique the English-only… [Direct]

Chadderton, Charlotte (2012). Problematising the Role of the White Researcher in Social Justice Research. Ethnography and Education, v7 n3 p363-380. This article contributes to the debate on decolonising methodologies in qualitative research by considering how a white researcher can try and destabilise white supremacy when explicitly conducting research with social justice aims. It draws on data from a recent ethnographic study of minority ethnic pupils' experiences in secondary schools in England and interrogates the tensions between the research aim to challenge racial stereotyping in education and issues of race and power emerging from the research process. This article investigates specifically the ways in which interaction is shaped by–frequently hidden, particularly to those privileged by them–structures of white supremacy. Developing an innovative analytical framework which draws on insights from both critical race theory and the work of Judith Butler, the researcher problematises issues of voice and representation in conducting social justice research. It is argued that an approach which engages with elements of both… [Direct]

Gooden, Mark A. (2012). What Does Racism Have to Do with Leadership? Countering the Idea of Color-Blind Leadership: A Reflection on Race and the Growing Pressures of the Urban Principalship. Educational Foundations, v26 n1-2 p67-84 Win-Spr. Much of the history and study of leadership in general has omitted \other\ perspectives in the literature. The same is true in educational leadership in general, and the principalship in particular. The discourse of the history of African Americans and their struggle to achieve equity in education has been enhanced by the work of noted scholars. However, this story is not complete without a discussion of the lives of African-American leaders, especially principals. It is also important that these histories are reported from perspectives of African-American scholars who do not present them from a deficit perspective. The purpose of this article is to disrupt the broader societal narrative of effective African-American principals of urban schools as portrayed in movies and media. The author is using critical race theory (CRT) as an analytical framework and relying on its themes to construct a counternarrative that challenges general societal assumptions about African Americans in… [PDF] [Direct]

Hemson, C.; Singh, P. (2010). Shadows of Transformation: Inclusion and Exclusion of Academic Staff at a University of Technology. South African Journal of Higher Education, v24 n6 p935-952. A study of academic staff at a South African university of technology used questionnaires and interviews to understand perceptions and experiences related to inclusion and exclusion. Taking critical race theory as the theoretical framework, the study revealed high levels of anger amongst staff of different racial identities. Expressions of alienation related to racism were particularly high from African staff members. The response rate by Indian men was particularly low. Indian and white women were more likely to report a sense of exclusion than men from these groups. While whites tended to feel included, there was some resentment over affirmative action. Issues of gender and class also arose but seldom separately from discussions of race. The prevailing neoliberal discourse of universities is seen as one factor that impedes transformation. Recommendations are made to assist the institution to become more genuinely inclusive. (Contains 3 tables.)… [Direct]

Randolph, Adah Ward; Sanders, Stephanie (2011). In Search of Excellence in Education: The Political, Academic, and Curricular Leadership of Ethel T. Overby. Journal of School Leadership, v21 n4 spec iss p521-547 Jul. This article examines the educational leadership of the first African American female principal in Richmond, Virginia: Mrs. Ethel Thompson Overby. It seeks to ascertain, through a historical framework utilizing critical race theory, how this particular educational and instructional leader conceptualized academic achievement given the context of segregation, known for its lack of resources, physical inadequacies of facilities, underfunded schools, underpaid teachers, and limited social, political, and economic power of students and their communities. More important, this research assesses what measures Overby as a school leader developed to foster the academic achievement and excellence of urban African American youth at the Elba School. We argue that this research documents how one African American female principal and her teachers conceptualized achievement beyond test scores to include other measures of achievement, such as educational access, critical and cultural literacy,… [Direct]

Garrison-Wade, Dorothy F.; Sampson, Darlene (2011). Cultural Vibrancy: Exploring the Preferences of African American Children toward Culturally Relevant and Non-Culturally Relevant Lessons. Urban Review: Issues and Ideas in Public Education, v43 n2 p279-309 Jun. Despite the laudable intent of various educational initiatives in raising the achievement level of all children, limited progress has been made. In an effort to diminish the achievement gap of students of color, some researchers have examined the cultural relevancy of the curriculum in promoting student achievement. The purpose of this mixed methods study was to explore the preferences of African American children toward culturally relevant and non-culturally relevant lessons, through a six-week series of lessons in an American History classroom. Critical Race Theory and Racial Identity Development provided the theoretical underpinnings of this study. This study takes place in an ethnically diverse high school in Colorado. Culturally relevant lessons were rich in oral traditions, music, historical connections, and a structured culturally relevant field trip. Non-culturally relevant lessons were administered devoid of cultural referents, and utilized the existing curriculum guide…. [Direct]

Sleeter, Christine E. (2011). Becoming White: Reinterpreting a Family Story by Putting Race Back into the Picture. Race, Ethnicity and Education, v14 n4 p421-433. Many teacher educators attempt to prompt teacher candidates, who are usually majority white, to examine themselves as culturally and historically located beings in order to prepare for multicultural and anti-racist teaching. But with white teacher candidates in colonialist societies, this work is difficult. Family history stories that white teacher candidates tell tend to disassociate individuals from the context of race and class relations in which they lived. Using insights from Critical Race Theory, critical whiteness studies, and post-positivist realist identity theory, I probe below the surface of a \heroic individual\ story I grew up hearing about one of my immigrant great-great-grandmothers. This paper reports detailed historical research that situates her life in a social and cultural context, thereby making racism visible. Using a research methodology I am calling \critical family history,\ I uncover the story's silences related to her claiming of a white identity in the… [Direct]

Aguilar-Valdez, Jean Rockford; Bettez, Silvia Cristina; Carlone, Heidi B.; Cooper, Jewell E. (2011). On Negotiating White Science: A Call for Cultural Relevance and Critical Reflexivity. Cultural Studies of Science Education, v6 n4 p941-950 Dec. This article is a response to Randy Yerrick and Joseph Johnson's article \Negotiating White Science in Rural Black America: A Case for Navigating the Landscape of Teacher Knowledge Domains\. They write about research conducted by Yerrick in which videos of his teaching practice as a White educator in a predominately Black rural classroom were examined. Their analysis is framed through Shulman's (\1986\) work on \domains of teacher knowledge\ and Ladson-Billings' (\1999\) critical race theory (CRT). Although we appreciate a framework that attends to issues of power, such as CRT, we see a heavier emphasis on Shulman's work in their analysis. We argue that a culturally relevant pedagogy (CRP) framework has the potential to provide a more nuanced analysis of what occurred in Yerrick's classroom from a critical lens. Thus we examine Yerrick and Johnson's work through the five main CRP components (as defined by Brown-Jeffy and Cooper \2011\) and ultimately argue that science educators who… [Direct]

Hawkins, Billy; Smith, Bettye P. (2011). Examining Student Evaluations of Black College Faculty: Does Race Matter?. Journal of Negro Education, v80 n2 p149-162 Spr. The purpose of this study was twofold. First, to describe the undergraduate student ratings of teaching effectiveness based on the traditional 36-item end-of-course evaluation form used in the College of Education (COE) at a southeastern Research Extensive predominantly White institution. Second, using critical race theory (CRT) to compare the teaching effectiveness for the tenure-track faculty in this study based on race (White, Black, and Other racial groups including Asians, Latinos, and Native Americans). Three academic years of undergraduate level courses were used to analyze student ratings for 28 items (26 multidimensional, which address specific topics or a single aspect about instruction and 2 global/overall, which address value of course and teaching ability) on the end-of-course evaluation form. Eight of the 36 items request demographic information from the student. The findings showed that of the three faculty racial groups, Black faculty mean scores were the lowest on… [Direct]

Rollock, Nicola (2012). The Invisibility of Race: Intersectional Reflections on the Liminal Space of Alterity. Race, Ethnicity and Education, v15 n1 p65-84. It has been argued that racialised Others occupy a liminal space of alterity; a position at the edges of society from which their identities and experiences are constructed. Rather than being regarded as a place of disadvantage and degradation, it has been posited that those excluded from the centre can experience a "perspective advantage" as their experiences and analyses become informed by a panoramic dialectic offering a wider lens than the white majority located in the privileged spaces of the centre are able to deploy. In this article, I invite the reader to glimpse the world from this liminal positioning as I reflect critically on how the intersections between social class, race and gender variously advantage or disadvantage, depending on the context, the ways in which Black middle classes are able to engage with the education system. While I make reference to findings from a recent school-focused ESRC project "The Educational Strategies of the Black Middle… [Direct]

Taylor, Edward (1998). A Primer on Critical Race Theory. Journal of Blacks in Higher Education, n19 p122-24 Spr. Describes critical race theory (CRT), an eclectic and dynamic form of legal scholarship that evolved as a response to the stalled progress of traditional civil rights litigation. CRT, as a form of oppositional scholarship, challenges the experience of whites as the normative standard and grounds its conceptual framework in the experiences of people of color. (SLD)…

Nyachae, Tiffany M. (2018). 'Race Space' Critical Professional Development as Third Space: Cultivating Racial Literacy, Ideological Becoming, and Social Justice Teaching With/In Urban Teachers. ProQuest LLC, Ph.D. Dissertation, State University of New York at Buffalo. Racial injustice in U. S. society cannot be separated from that which happens in U.S. classrooms. Indeed, many battles between white supremacy and antiracism are waged in the public school arena—such as, the whitewashing of slavery in textbooks, and the Supreme Court decision to ban Mexican American Studies in Arizona. Thus, this dissertation took into account teacher learning and classroom practice around race, racism, and social justice through professional development. Specifically, among teachers committed to social justice, this dissertation investigated the role professional development plays in shaping how their commitment translates into classroom practice. I designed 'race space' Critical Professional Development (CPD) (Kohli, Picower, Martinez, & Ortiz, 2015) to support in-service urban teachers in learning about race, racism, and what it means to engage in social justice teaching. I employ the term 'race space' to describe an aim to engender transformational,… [Direct]

Laura Lee Allen (2020). Hospitable Literacies: The Writing and Rhetorical Practices of Black Family Reunions Online and Offline. ProQuest LLC, Ph.D. Dissertation, The Ohio State University. Scholars in the field of Rhetoric, Composition, and Literacy have called for more work on the intersections of race and technologies (Banks, 2006, 2011; Gilyard & Banks, 2018; Haas, 2018; A. H. Powell, 2007). There is a particular need for research on how Black Americans engage with digital technologies beyond school settings. This project fills this research gap by examining the print and digital literacy practices of five Black family reunions. In this qualitative study, I sought to answer two questions. First, what are the roles of reading, writing, and digital technologies in how Black family reunions are planned, executed, and sustained? Second, what does the study of digital practices in Black family reunions contribute to how we define and conceptualize digital literacy? To answer these research questions, I introduced and used a Critical Race-Grounded Theory methodology (Malagon, Huber, & Velez, 2009) tailored to Rhetoric, Composition, and Literacy studies. My data… [Direct]

Bridgeman, Jacquelyn; Rios, Francisco; Russell, Caskey; Zamudio, Margaret (2009). Developing a Critical Consciousness: Positionality, Pedagogy, and Problems. Race, Ethnicity and Education, v12 n4 p455-472 Dec. This article relies on Critical Race Theory (CRT) to examine the development of a critical consciousness necessary to understand the contradictions between the post-civil rights notion of abstract equality and the reality of structurally entrenched inequality. The authors' ground their analysis in narratives on the development of their own critical consciousness and how it informs their pedagogy around teaching about the American Civil Rights Movement (CRM). The relationship between their own positionality and the pedagogical tools relevant in accessing their own critical consciousness serves as exemplar for understanding the impact of CRT on a critical education. (Contains 2 notes.)… [Direct]

O'Brien, Joe (2009). Institutional Racism and Anti-Racism in Teacher Education: Perspectives of Teacher Educators. Irish Educational Studies, v28 n2 p193-207 Jun. This paper focuses on the issue of institutional racism in the Irish education system. Drawing on insights from Critical Race Theory, the views of a sample of teacher educators in the Republic of Ireland were sought in relation to the existence of institutional racism in the Irish post-primary system and the extent to which anti-racism permeates teacher education programmes. Findings suggest the need for a form of deep engagement with anti-racism issues in the education of student teachers and the difficulties of doing so in the current structure of the Postgraduate Diploma in Education. (Contains 3 notes.)… [Direct]

Milinda Crawford (2022). African American Female School Principals' Experiences with Intersectionality of Race and Gender: A Descriptive Study. ProQuest LLC, Ed.D. Dissertation, Grand Canyon University. The purpose of this qualitative descriptive study was to explore how African American female principals describe their experiences of opportunities, challenges, and support with a focus on the intersectionality of race and gender in the Southwestern United States. The underrepresentation of African American female principals necessitated this research. It was not known how African American female principals described their experience with the intersectionality of race and gender. Theoretical foundations used were the Critical Race and Intersectionality theories. Three research questions guided this study. (1) How do African American female principals describe the impact of the intersectionality of race and gender on their pathway to becoming a principal and during their principalship? (2) How do African American female principals describe their experiences with barriers and opportunities due to the intersectionality of race and gender while aspiring to the principal positions and… [Direct]

Dionne L. Davis (2022). Educational Language Policy: An Examination of Race and Language in Policy Discourse. ProQuest LLC, Ed.D. Dissertation, University of South Florida. Linguistic diversity is an integral thread in the tapestry of America. As such researchers how linguistic differences across ethnoracial groups can be understood as resources rather than problems. The aim of this study was to examine ideologies concerning race/ethnicity and language in the discourse of educational language policies that guide multilingual approaches to education. The design of this study was critical discourse policy analysis, and the framework was a combination of Critical Language and Race Theory, also known as LangCrit (Crump, 2014), and Raciolinguistics (Alim, 2016; Flores and Rosa, 2015). The research questions were: (1) How are ideologies about the intersections of race/ethnicity and language reflected in educational language policy discourse? (2) How does discourse related to race/ethnicity and language compare across federal, state, and local policies? I analyzed federal, state, and local policy documents from the federal government, the state department of… [Direct]

McNair, Jonda C. (2008). \I May Be Crackin', But Um Fackin\: Racial Humor in \The Watsons Go To Birmingham–1963\. Children's Literature in Education, v39 n3 p201-212 Sep. This article examines the utilization of racial humor in Christopher Paul Curtis' novel, \The Watsons Go To Birmingham–1963.\ The theoretical perspectives that inform the analysis include critical race theory and humor theory. The results of the analysis reveal that the use of humor in this book is influenced to a significant degree by race and racism…. [Direct]

Brown, Sally; Laman, Tasha Tropp; Souto-Manning, Mariana (2010). Seeing the Strange in the Familiar: Unpacking Racialized Practices in Early Childhood Settings. Race, Ethnicity and Education, v13 n4 p513-532 Dec. In this article, three educators share case studies describing racial biases and segregationist practices in early schooling. The authors draw upon critical race theory as a lens and employ critical discourse analysis to uncover classed and raced biases within and across three early childhood contexts. While the cases are situated in specific public school settings–a parent teacher association (PTA) fundraiser, a mandated literacy program, and a read-aloud–they shed light onto a variety of contexts as these are all common phenomena in many American elementary schools. Together, the cases illustrate how racism has been normalized through familiar practices in early childhood settings. Through description and reflection, the authors suggest ways to start seeing the strange in the familiar, unpacking racialized practices across three settings, and advocating new ways of thinking about these common practices leading to change and transformation. (Contains 1 figure and 1 note.)… [Direct]

Brown, Stacey Marvetta (2012). Lifting the Voices of High-Achieving, Middle-Class, African American Students. ProQuest LLC, Ph.D. Dissertation, University of Maryland, College Park. The state of African American education is complex. Beginning in the 17th century, African Americans fought for an education that allowed them to read and write. During the 21st century, African Americans value on education extends beyond only reading and writing to using these skills and other skills to maintain strong academic and leadership backgrounds for a higher education. The purpose of this study was to understand the college preparation process of high-achieving, middle-class, African American students at a large research institution in the mid-Atlantic United States. This study was important because despite high-achieving, middle-class, African American students' success, there still exists an achievement gap between African American students and their White and Asian peers. Three theoretical frameworks and models were used as a guide for this study, critical race theory (Delgado & Stefancic, 2001), Perna and Titus' (2005) integrated conceptual model on college… [Direct]

Peterek-Bonner, Emily (2009). The Silence of Fear: Making Sense of Student (Mis)Behavior. High School Journal, v92 n3 p44-53 Feb-Mar. The purpose of this personal narrative is to retrospectively analyze the actions and reactions of a young, female, white teacher who was faced with the reality of the dichotomy of race and power in a large school system. When an African American male student brings a gun to school, the teacher's personal assumptions come to the forefront, bringing confusion and fear. Simultaneously, the power exerted by the administration to keep the situation out of the public eye maintains any pervasive racial tensions that exist in the school. This piece reflects on and deconstructs the complexities of this situation through the lens of critical race theory…. [Direct]

Green-Powell, Patricia A.; Hilton, Adriel A.; Joseph, Crystal L.; Knight, Linda G. (2011). The Perceptions of Administrators Concerning the One Florida Initiative. Online Submission, US-China Education Review v8 n2 p233-238 Feb. The purpose of this study was to discover the perceptions of Florida law school administrators on the impact of the OFI (one Florida initiative) and the addition of two MSI (minority serving institution) law schools on diversity in Florida's legal profession. This research explored the impact of Governor Bush's EO (executive order) on diversity within the SUS (state university system) of Florida law schools. Further, this study examined the impact of the creation of two MSI law schools after implementation of the OFI, as perceived by the administrators. The concept of CRT (critical race theory) provides modern legal debates outlining the usefulness of historical civil rights policies in opinionated climates. This study will examine the role of CRT in relation to affirmative action and desegregation case law. CRT forms the framework for examining the impact of the creation of two MSI law schools in the state of Florida. In conclusion, this study found that minority representation in… [PDF]

Irizarry, Jason (2011). En La Lucha: The Struggles and Triumphs of Latino/a Preservice Teachers. Teachers College Record, v113 n12 p2804-2835. Background/Context: Several studies have argued that the academic struggles of Latino/a students are connected, at least in part, to the dearth of Latino/a teachers and other school personnel who may be better equipped to meet the needs of this group. Others have suggested that there are significant academic benefits to having a more diverse teaching force. Despite significant population growth among Latinos/as in the United States, the teaching force remains overwhelmingly White, as Latino/a students continue to be underrepresented in institutions of higher education and, more specifically, within teacher education programs. Purpose/Objective/Focus of the Study: Given the failure of teacher preparation programs to attract and retain more Latino/a students, and the implications that the shortage of qualified teachers has on Latino/a and other K-12 students, it is vital to learn from the challenges and successes of Latino/a preservice teachers to improve the ways in which teachers of… [Direct]

Ladson-Billings, Gloria; Tate, William F., IV (1995). Toward a Critical Race Theory of Education. Teachers College Record, v97 n1 p47-68 Fall. Explains critical race theory as used in legal scholarship, arguing for its application in education and suggesting that in the United States, where race is critical in inequality and where society is organized around property rights, the intersection of race and property creates an analytical tool for understanding inequity. (SM)…

Lewis, Shannon (2013). Recruitment and Retention of Kindergarten through Grade 12 African American Male Educators in Rural Environments. ProQuest LLC, Ed.D. Dissertation, University of Arkansas. African American male teachers represent a disproportionately low number of educators in the American public school system. This lack of representation has implications for understanding, interacting with and educating the growing population of students of African descent in public schools. In addition, all students benefit from experiencing African American males in classrooms for cultural and educational reasons. For these reasons, recruiting and retaining African American males for careers in education is imperative. This dissertation investigated the reasons African American males do not select careers in education given the history of this career and its prominence for people of African descent. Using Critical Race Theory (CRT) as a theoretical framework, this phenomenological study addressed barriers that African American men may face in pursuing a career in education. Six African American male educators (elementary, middle and high school levels) from three school districts in… [Direct]

Bowman, Colleen Wilma (2013). Defining Student Success through Navajo Perspectives. ProQuest LLC, Ed.D. Dissertation, New Mexico State University. The purpose of this qualitative study was to determine the definition of student success as defined by the Navajo people. The data collection method used was the focus group. The data were collected from two geographical settings from two public schools located within the boundaries of the Navajo Indian Reservation. The focus group participants were all enrolled members of the Navajo Nation. The participants included parents, grandparents, community members, and policy makers. An overview of federal Indian policy is included to provide a foundation for the reader to understand the formal policies that have shaped Indian education in America. The study also reviews other minority groups' perspectives regarding aspects of student success. The study uses the theoretical frameworks of Indigenous Ways of Knowing (IWOK), Dine Philosophy of Learning/Life (DPL), and Tribal Critical Race Theory (ThbalCrit). Descriptors of student success were: 1) Family and Community Connections; 2) Navajo… [Direct]

Horsford, Sonya Douglass (2010). Mixed Feelings about Mixed Schools: Superintendents on the Complex Legacy of School Desegregation. Educational Administration Quarterly, v46 n3 p287-321 Aug. Purpose: This article considers the perspectives of superintendents who attended all-Black segregated schools and examines how their lived experiences informed their views on desegregation policy, programs, and practices. Research Design: This empirical, qualitative study used critical race theory as a methodological and analytical framework for collecting and interpreting participant narratives acquired through in-depth, semistructured interviews and autobiographical and biographical documents and artifacts. Findings: Study findings are presented as counterstories to (a) the inferior all-Black school, (b) equal education, access, and opportunity, and (c) integration, diversity, and inclusion, with implications for the perceived viability of school desegregation in the post-\Brown\ era. Collectively, they reflect what one participant described as \mixed feelings\ about school desegregation. Conclusions: The article concludes with implications for educational policy and practice to… [Direct]

Horsford, Sonya Douglass (2010). Black Superintendents on Educating Black Students in Separate and Unequal Contexts. Urban Review: Issues and Ideas in Public Education, v42 n1 p58-79 Mar. The negative consequences of school desegregation on Black families, educators, and communities in the US are well documented in education research today. The purpose of this article is to examine the experiential knowledge and wisdom of practice of former Black school superintendents who attended all Black segregated schools and led desegregated school districts. Using critical race theory as a methodological and analytical framework, I seek to advance our understanding of how the positive aspects of \valued segregated schools\ can improve Black education today. Findings include Black superintendent reflections of and calls to action concerning separate and unequal schooling contexts according to the following constituencies: the Black community, the Black parent, the Black teacher, and the Black student. Building on the participant directives for political engagement and community-based activism, I conclude with a discussion about transforming Black education through a political… [Direct]

Cox, Ernie J.; Hughes-Hassell, Sandra (2010). Inside Board Books: Representations of People of Color. Library Quarterly, v80 n3 p211-230 Jul. Research suggests that exposure to books and other resources about people who look like them, and stories that reflect their world, may contribute to an infant and toddler of color's developing appreciation of self. The purpose of this study was to examine children's board books published between 2003 and 2008 to determine the representation of people of color. The findings were analyzed using the lenses of critical race theory and the typology developed by Rudine Sims Bishop to describe African American children's literature. The results indicated that, despite the increasing ethnic and racial diversity in the United States, board books that feature people of color are rare and often present inauthentic and monolithic representations. Even rarer seems to be the creation of board books by authors and illustrators of color. The authors conclude that the lack of board books featuring children of color denies these children an important resource for developing a positive self-concept…. [Direct]

Smith, Barbara A. (2014). White Students' Understanding of Race: An Exploration of How White University Students, Raised in a Predominately White State, Experience Whiteness. ProQuest LLC, Ed.D. Dissertation, University of Maine. This study examines White university students' understanding of race. Based in the scholarship on higher education and diversity, and framed in Critical Race Theory (CRT), this study explores the racial awareness of White students. This study contributes to the literature on the racial experience of Whites and an understanding of how White students conceptualize race. Findings from this study can inform college and university educators as they seek to engage the racial majority in a multicultural campus. Fifteen 18-19 year old White students raised in a predominately White state, and attending their first year at a predominately White university, participated in this qualitative study. Each participant was invited to two interviews and responded twice to the writing prompt "What is race?" Interviews were audio recorded and transcribed. Both the transcriptions and free writes were coded for themes and sub themes. Findings are presented in three categories reflecting the… [Direct]

Wise, Camille Broussard (2013). No Crystal Stair: Narratives of Female Community College Presidents of Color. ProQuest LLC, Ed.D. Dissertation, Drexel University. The California Community College system is the largest system of higher education in the nation, with 2.6 million students attending 112 colleges. Community colleges are integral to workforce development, economic recovery, and an accessible and affordable gateway for transfer to four-year universities. While community college student population is very diverse, executive leadership is not necessarily representative of these shifting demographics. Organizations and aspiring leaders may not be prepared for the mass vacancies created by impending retirements of executive leadership positions (ELP) at community colleges. This study sought, through the counterstories of female community college presidents of color, to identify challenges and opportunities for California community colleges to develop representative and sustainable executive leadership and organizational cultures inclusive and supportive of aspiring female community college presidents of color. Specifically, this study… [Direct]

Marri, Anand R. (2007). Working with Blinders On: A Critical Race Theory Content Analysis of Research on Technology and Social Studies Education. Multicultural Education & Technology Journal, v1 n3 p144-161. Purpose: The purpose of this paper is to present a critical race theory content analysis of research on technology and social studies education. Design/methodology/approach: This study, using a critical race theory (CRT) framework, investigates how social studies education scholars have critically addressed the intersection between technology and race/ethnicity through a content analysis of articles in the journals Theory and Research in Social Education (TRSE) and Contemporary Issues in Technology and Teacher Education (CITE) since 1990. Findings: This paper contends that the interaction between technology and race/ethnicity is rarely critically examined in these two prominent social studies education research journals. Originality/value: In light of this neglect, the paper discusses the need for an in-depth analysis of the reification of low-level pedagogical methods with racial/ethnic minority students, an unexplored area of research. (Contains 8 notes.)… [Direct]

Borges, Sheila Ivelisse (2016). A Longitudinal Study of Implementing Reality Pedagogy in an Urban Science Classroom: Effects, Challenges, and Recommendations for Science Teaching and Learning. ProQuest LLC, Ph.D. Dissertation, Columbia University. Statistics indicate that students who reside in "forgotten places" do not engage in science-related careers. This is problematic because we are not tapping into diverse talent that could very well make scientific strides and because there is a moral obligation for equity as discussed in "Science for all" (AAAS, 1989). Research suggests that one of the reasons for this disparity is that students feel alienated from science early on in their K-12 education due to their inability to connect culturally with their teachers (Tobin, 2001). Urban students share an urban culture, a way of knowing and being that is separate from that of the majority of the teacher workforce whom have not experienced the nuances of urban culture. These teachers have challenges when teaching in urban classrooms and have a myriad of difficulties such as classroom management, limited access to experienced science colleagues and limited resources to teach effectively. This leads them to leaving… [Direct]

Arshad, Muminah; Bhandal, Jotepreet; Dada, Rachel; de Quinto Schneider, Monica; Elliott, Cathy; Georgis, Ines; Kalinowska, Iweta; Khan, Mehreen; Lipinski, Robert; Shilston, Fiona; Vassanth, Varun (2021). Diversity or Decolonization? Searching for the Tools to Dismantle the 'Master's House'. London Review of Education, v19 n1. Within the literature on decolonizing the curriculum, a clear distinction is frequently made between diversity and decolonization. While "decolonization" entails dismantling colonial forms of knowledge, including practices that racialize and categorize, "diversity" is a policy discourse that advocates for adding different sorts of people to reading lists and the staff and student body. As a team of staff and students, we are committed to decolonization, but we are also aware that within our discipline of political science, calls for diversity are more likely to be understood and accepted. We therefore bid for, and obtained, funding to conduct a quantitative review of our department's reading lists in order to assess the range not only of authors, but also of topics and ideas. We found that male White authors wrote the majority of the readings, with women of colour authoring just 2.5 per cent of works on our curriculum. Our reading lists also featured… [PDF] [Direct]

Del Razo, Jaime Liborio (2012). Echandole Ganas: Undocumented, Latino Students Fighting for Collegiate Survival in Their United States Homeland. ProQuest LLC, Ph.D. Dissertation, University of California, Los Angeles. This study examines the college aspirations and access of Latino, undocumented students. In a time when college access is limited and a college education is necessary, the issue of academically qualified, undocumented students trying to enter the higher education system under tremendous odds is one that deserves a closer study. This dissertation unearths the methods that undocumented, Latino students utilize to gain access and succeed in U.S. colleges despite the financial constraints and social stigma associated with being an undocumented, Latino student in the U.S. The theoretical lens of Critical Race Theory is used to analyze the stratification of immigration status in the U.S. along with examining the consequences of racialization of the term "undocumented". Utilizing a mixed methods approach that uses qualitative and quantitative methods, this study benefits from 16 in-depth interviews with undocumented Latino students from Arizona and California and 290 complete… [Direct]

Richards, Sabrina (2014). Equitable Access to Educational Resources: An Investigation of the Distribution of Teacher Quality across Secondary Schools in South Florida. ProQuest LLC, Ph.D. Dissertation, Florida Atlantic University. This quantitative study examined secondary schools across a south Florida school district to determine the relationship between school characteristics and measures of teacher quality with the aim of ascertaining the equitable distribution of the educational resource, teacher quality. Data regarding student population, staff climate survey responses, school points, and measures of teacher quality were requested from the school district; however, the requested teacher quality data was not available from the district. The researcher accessed publicly available teacher quality data from the Florida Department of Education regarding advanced degree completion, out-of-field teachers, and highly qualified teachers to serve as measures of teacher quality at secondary schools. Data were collected and analyzed using quantitative methods for 119 schools that served as the unit of analysis. Using multiple regressions, the study found a significant negative relationship between the percentage of… [Direct]

Cammarota, Julio; Romero, Augustine F. (2009). A Social Justice Epistemology and Pedagogy for Latina/o Students: Transforming Public Education with Participatory Action Research. New Directions for Youth Development, n123 p53-65 Fall. The article reports on Latina/o high school students who conducted participatory action research (PAR) on problems that circumscribe their possibilities for self-determination. The intention is to legitimize student knowledge to develop effective educational policies and practices for young Latinas/os. PAR is engaged through the Social Justice Education Project, which provides students with all social science requirements for their junior and senior years. The mandated curriculum is supplemented with advanced-level readings from Chicana/o studies, critical race theory, critical pedagogy, and, most important, PAR. The intention is for students to meet the requirements for graduation and to develop sophisticated critical analyses to address problems in their own social contexts. (Contains 17 notes.)… [Direct]

Jones Brayboy, Bryan McKinley (2005). Toward a Tribal Critical Race Theory in Education. Urban Review: Issues and Ideas in Public Education, v37 n5 p425-446 Dec. In this article, I outline the central tenets of an emerging theory that I call Tribal Critical Race Theory (TribalCrit) to more completely address the issues of Indigenous Peoples in the United States. TribalCrit has it roots in Critical Race Theory, Anthropology, Political/Legal Theory, Political Science, American Indian Literatures, Education, and American Indian Studies. This theoretical framework provides a way to address the complicated relationship between American Indians and the United States federal government and begin to make sense of American Indians' liminality as both racial and legal/political groups and individuals…. [Direct]

Burbridge, Diep N. (2019). Discovering Cultural Wealth in Latinx First-Generation Participants of a College Access and Enrichment Program: A Phenomenological Inquiry. ProQuest LLC, Ph.D./HE Dissertation, Azusa Pacific University. Nationwide, Latinx students are the largest minority group on college campuses and represent the largest increase in the rate of college enrollment (Pew Research Center, 2016). Sixty-one percent are first-generation, compared to 25% of White and Asian and 41% of Black students (Postsecondary National Policy Institute, 2018). First-generation college students are typically low-income minorities who have historically had and continue to have the lowest levels of academic performance and college degree attainment (Postsecondary National Policy Institute, 2018; Terenzini, Springer, Yaeger, Pascarella, & Nora, 1996). There exists a prevailing deficit perspective at all levels of education that asserts students of color are responsible for their lack of educational progress, and their social, cultural, and economic environments deter academic advancement (Garcia & Guerra, 2004). More research is needed to gain insight into the lived experiences of first-year first-generation Latinx… [Direct]

Fields-Smith, Cheryl; Kisura, Monica Wells (2013). Resisting the Status Quo: The Narratives of Black Homeschoolers in Metro-Atlanta and Metro-DC. Peabody Journal of Education, v88 n3 p265-283. Trends suggest that homeschooling continues to increase among black families. Yet, research on contemporary Black homeschooling remains scarce. Given black educational history, the phenomena of Black families choosing homeschooling over public and private schools in the post-Desegregation era is worthy of investigation. Further, documenting the ways in which black homeschool families engage their children in learning will inform the needs of black education in conventional schools, public and private. The phenomenon of increasing black home education represents a radical transformative act of self-determination, the likes of which have not been witnessed since the 1960s and '70s. This work highlights the primacy of agency among black homeschooling families. Thus, contrary to the negative depictions of black families as disengaged from the educational pursuits of their children, we evoke hooks's (1990) notion of homeplace to argue that black home education represents a vehicle of… [Direct]

Lazar, Althier M.; Offenberg, Robert M. (2011). Activists, Allies, and Racists: Helping Teachers Address Racism through Picture Books. Journal of Literacy Research, v43 n3 p275-313 Sep. Teachers often resist discussions about racism in the classroom, yet it is a topic that is frequently addressed in multicultural literature. This study examines teachers in a graduate reading program (N = 58) who used picture books reflecting African American heritage with elementary school children in a summer reading practicum. Prior to teaching children, a subset of these teachers participated in a course that addressed issues of racism, allowing for an investigation of a course effect on teachers' comfort level with the literature and their addressing of themes that surfaced in the books. Qualitative and quantitative methods were used to analyze questionnaires, planning forms, lesson evaluation forms, and transcripts of teachers using the books to test the hypothesis of a course effect and to identify the range of variation in teachers' ways of using the literature. The teachers in both \course\ and \comparison\ groups tended to focus on the perspectives, feelings, and traits of… [Direct]

Hess, Juliet (2014). Radical Musicking: Towards a Pedagogy of Social Change. Music Education Research, v16 n3 p229-250. This research examines the work of four elementary music educators who strive to challenge the dominant paradigm of music education. I employed the methodology of a multiple case study to consider the discourses, practices and philosophies of these four educators. I observed in each school for an eight-week period for two full days each week, conducting semi-structured interviews at the beginning, middle and end of each observation process. At each school, I followed an observation protocol, in addition to completing three interviews and keeping a journal. In this work, I mobilise a tri-faceted lens that combines the theoretical frameworks of anti-colonialism, anti-racism and anti-racist feminism towards counterhegemonic goals. The teachers' diverse practices include critically engaging with issues of social justice, studying a broad range of musics, introducing multiple musical epistemologies, contextualising musics, considering differential privilege and subverting hegemonic… [Direct]

Bennett-Haron, Karen P.; Fasching-Varner, Kenneth J.; Martin, Lori L.; Mitchell, Roland W. (2014). Beyond School-to-Prison Pipeline and toward an Educational and Penal Realism. Equity & Excellence in Education, v47 n4 p410-429. Much scholarly attention has been paid to the school-to-prison pipeline and the sanitized discourse of "death by education," called the achievement gap. Additionally, there exists a longstanding discourse surrounding the alleged crisis of educational failure. This article offers no solutions to the crisis and suggests instead that the system is functioning as it was intended–to disenfranchise many (predominately people of color) for the benefit of some (mostly white), based on economic principals of the free market. We begin by tracing the economic interests of prisons and the prison industrial complex, juxtaposing considerations of what we call the "educational reform industrial complex." With a baseline in the economic interests of school failure and prison proliferation, we draw on the critical race theory concept of "racial realism," to work toward a theory of educational and penal realism. Specifically, we outline seven working tenets of… [Direct]

Casserly, Michael D.; Garrett, John R. (1977). Beyond the Victim: New Avenues for Research on Racism in Education. Educational Theory, 27, 3, 196-204, Sum 77. The school as a social institution reflects the attitude of society as a whole when it labels and stereotypes black children, assuming that their achievement level will be lower than that of their white peers. (JD)…

Chatters, Lawrence Joseph (2018). Exploring the Moderating Effects of Racial/Ethnic Socialization, Academic Motivation and African American Identity on the Relation between Microaggressions and Mattering of African American Students at Predominantly White Institutions. ProQuest LLC, Ph.D. Dissertation, The University of Nebraska – Lincoln. African Americans remain underrepresented in higher education (Thompson, Gorin, & Chen, 2006) and experience subtle forms of racism called microaggressions (Sue et. al, 2007). The impact of microaggressions in post-secondary institutions may manifest in the achievement gaps that exist between African American and White people; moreover, they may influence the inequitable treatment of African American students by staff, teaching assistants and faculty (Ancis, Sedlacek, & Mohr, 2000; Becker & Luther, 2002). 108 African American undergraduate students at three Predominantly White Institutions (PWIs) participated. The current study employed an online survey to explore relationships of microaggressions, racial/ethnic socialization, African American racial identity, academic motivation, and mattering of African American students at PWIs, including moderating relationships. Generally, results demonstrated the following significant relationships: experiences of microaggressions… [Direct]

Aberdeen, Lucinda; Carter, Jennifer; Grogan, Justine; Hollinsworth, David (2013). Rocking the Foundations: The Struggle for Effective Indigenous Studies in Australian Higher Education. Higher Education Review, v45 n3 p36-55 Sum. Foundation courses that provide knowledge and understanding about the social, cultural and historical factors shaping Indigenous Australians' lives since colonial settlement and their effects are endorsed in Australian higher education policy. Literature highlights the complexity of changing student views and the need for sustained, comprehensive approaches to teaching foundation content. This paper analyses one such course in its capacity to increase knowledge and understanding, and promote positive attitudes, particularly amongst non-Indigenous students. It finds significant shifts in views and knowledge gained from studying the foundation course, and a change in commitment to social justice and reconciliation for Indigenous Australians. Students also significantly changed their view as to whether all Australians should understand this material. Despite these gains, our experiences indicate that foundational courses can be eroded through institutional processes. We argue this… [Direct]

Nolan, Kathleen (2021). Urban Students' Critical Race-Class Narratives: An Examination of the Relationship between Race and Class within the Context of Punitive School Discipline. Teachers College Record, v123 n14 p21-40 Dec. Background/Context: In the wake of the 1994 national call for zero tolerance and the growth of school policing programs in the United States throughout the 1990s and 2000s, an abundance of research has demonstrated that Black and Latinx students are disproportionately targeted for suspension and expulsion from school, and students of color, particularly those attending racially segregated schools in high-poverty neighborhoods, are substantially more likely to be subjected to daily policing and arrests. In addition, there is a significant body of critical scholarly work that examines the larger social-historical context of punitive school discipline and policing. Such studies illuminate the historical and structural underpinnings that give rise to punitive school discipline and reveal how school discipline policies have become an extension of the societal project of mass incarceration and aggressive policing in high poverty, racially segregated neighborhoods in the United States and… [Direct]

Pimentel, Charise (2010). Critical Race Talk in Teacher Education through Movie Analysis: From \Stand and Deliver\ to \Freedom Writers\. Multicultural Education, v17 n3 p51-56 Spr. In an attempt to enact equitable practices in U.S. public schools, many critical multicultural and anti-racist theorists, researchers, and practitioners strongly suggest that teacher educators move beyond diversity approaches to multicultural education in their teacher preparation programs to address the more uncomfortable issues of power and equity–namely, racism. Teacher educators commonly find that race talk, especially with their White students, leads to a host of dysfunctional classroom dynamics that may actually perpetuate the racial logic teacher educators, and even teacher education students, would hope to disrupt. This article seeks to provide a rationale for some of the dysfunctional aspects of race talk in teacher education programs and offers an alternative framework for engaging students in critical race talk. As a way to demonstrate how teacher education students in a graduate multicultural course critically examined race through a discursive framework of racism, this… [PDF] [Direct]

Boutte, Gloria Swindler (2012). Urban Schools: Challenges and Possibilities for Early Childhood and Elementary Education. Urban Education, v47 n2 p515-550 Mar. Addressing the seemingly perpetual turbulent landscape of urban schools, the role that elementary educators and teacher educators can play in reversing negative trends and trajectories is considered. Three urban education journals were examined over a 5-year period (2005-2010) to determine the emphasis on elementary students or schools. Of the 429 articles, only 8% focused on the elementary years. Schools and teacher education programs that are willing to learn from existing successful models and to straightforwardly and vigilantly address endemic racism in policies and practices offer the most hope for transforming urban schools. Collaborative grassroots efforts are recommended. (Contains 3 notes and 3 tables.)… [Direct]

Cinquemani, Shana; Fey, Cass; Marino, Catherine; Shin, Ryan (2010). Exploring Racism through Photography. Art Education, v63 n5 p44-51 Sep. Photography is a powerful medium with which to explore social issues and concerns through the intersection of artistic form and concept. Through the discussions of images and suggested activities, students will understand various ways photographers have documented and addressed racism and discrimination. This Instructional Resource presents a selection of photographs from the collection of the Center for Creative Photography (CCP) at the University of Arizona. The photographs of Marion Palfi, Ansel Adams, and David Levinthal are included as examples of documentary, found, and staged imagery that reflect historical and social practices of individual, societal, and institutional racism in the United States. These photographs were originally presented as educational programming at CCP, where they were discussed with classes studying racism, writing, and art and visual culture education. Areas of study across the curriculum, including art, photography, language arts, history, sociology… [Direct]

Chikkatur, Anita (2013). Teaching and Learning African American History in a Multiracial Classroom. Theory and Research in Social Education, v41 n4 p514-534. The author explores the challenges of teaching and learning African American history, a history fraught with uncomfortable implications about contemporary race relations and race-based inequalities. Drawing on various theories of anti-oppressive education, and using data from an ethnographic study conducted in one history classroom, the author explores possibilities and limitations in that realm. With its focus on a racial minority group whose history is not fully explored in traditional history courses, the course provided a curricular context for students to explore issues of racial difference and inequality. Consistent with much of the research and theoretical literature, teacher and student discourse revealed difficulties in teaching and learning multicultural content in a classroom setting where students enter with a range of experiences with and beliefs about race and racism…. [Direct]

Grosland, Tanetha J. (2011). \We Better Learn Something\–Antiracist Pedagogy in Graduate School. ProQuest LLC, Ph.D. Dissertation, University of Minnesota. While many understand the need for improved pedagogy in advanced graduate school education regarding issues of race and racism, we also need to better understand what happens in classrooms when issues of racism are centered in the pedagogy. I employed qualitative methods to examine what happened when racism and antiracism were taken up as explicit topics(s)/area(s) of study in a graduate school classroom. In this dissertation, I studied a multiracial and multicultural graduate school classroom situated in a Euro-centric university. I first explain how I and the students from racially under-represented populations in higher education are positioned and constructed in the classroom. I then explore how European Americans learned via those of various racially under-represented backgrounds in the classroom–learning from the \Other.\ Finally, I explain our emotional responses to antiracist pedagogy and how these emotions were racialized. Findings reveal several things. One is that… [Direct]

Wilkins, Ashlee Nichole (2017). The Ties That Bind: The Experiences of Women of Color Faculty in STEM. ProQuest LLC, Ph.D. Dissertation, University of California, Los Angeles. As women of color (WOC) enter the science, technology, engineering, and math (STEM) pipeline with aspirations to join the faculty ranks, it is important that the academy is prepared to address their unique needs to ensure they are supported as they engage in scientific and technological research, support students, and advance in their career. Thus, the purpose of this study was to test the theoretical constructs included the Science identity model, and determine how the relationship among the concepts are moderated by race and gender (Carlone & Johnson, 2007). Moreover, the study examines how identity shaped WOC's navigation of the STEM academic workplace. This study employs a convergent mixed methods design, using Higher Education Research Institute surveys of 272 underrepresented WOC, compared with 544 White men and women, and interviews with 10 WOC participants. The findings indicate the ways that stress from discrimination impacts the dimensions of "performance" and… [Direct]

Youngbull, Natalie Rose (2017). The (Un)Success of American Indian Gates Millennium Scholars within Institutions of Higher Education. ProQuest LLC, Ph.D. Dissertation, The University of Arizona. There remains limited research on the gap between the participation and persistence to graduation rates for American Indian students in higher education. It is pertinent to explore the experiences of these students who did not persist to graduation to be able to gain a better understanding of the factors involved in this gap. The primary purpose of this qualitative study was to gain a greater understanding of why twenty American Indian college students who were high-achieving and received the Gates Millennium scholarship (AIGMS) did not persist to graduation. To achieve this greater understanding from an Indigenous perspective, it was important to utilize existing theoretical frameworks developed by Native scholars that employed critical, culturally sensitive lenses for the analysis. Through the lenses of Tribal Critical Race Theory, Cultural Models of Education and the Family Education Model, the research questions were developed with a critical focus on the institutional influence… [Direct]

Gaztambide-Fernandez, Ruben A. (2011). Musicking in the City: Reconceptualizing Urban Music Education as Cultural Practice. Action, Criticism, and Theory for Music Education, v10 n1 p15-46 Aug. Descriptions of the urban contemporary format remain strongly grounded on the assumption that it is based on musical styles associated with African Americans, such as R&B, soul, hip hop, rap, and reggae. Even for the most progressive educators, to speak of urban music is to refer to a narrow set of musical genres associated with the umbrella term \hip hop\. In this article, the author briefly highlights the powerful role that the media has had in manipulating the symbolic content of the term \urban music\ for profit. He suggests that music educators–particularly those working in \urban\ classrooms and committed to social justice–need to work both with and against the prevailing narrow conception of the \urban\ that shapes the way one thinks about both urban music and urban education. Drawing on insights from contemporary cultural and critical race theory, the author proposes an expanded definition of the urban as cultural practice, and points to the possibilities that such a… [PDF]

Van de Kleut, Geraldine (2011). The Whiteness of Literacy Practice in Ontario. Race, Ethnicity and Education, v14 n5 p699-726. In the spring of 2008, the Literacy and Numeracy Secretariat of the Ontario Ministry of Education in Canada released a DVD that was one in a series designed to train literacy teachers in what the Ministry referred to as "high-yield" comprehension strategies. Using the lens of Critical Race Theory, this article analyses the picture book used in the model lesson as well as the teaching methods recommended for all Ontarian teachers in the DVD. While the selection of the picture book fits the present policies of multiculturalism in Ontario, its romanticized portrayal of an indigenous people serves to perpetuate racism, particularly in the uncritical reading demonstrated in the DVD. In addition, the teaching methods demonstrated as "high-yield" arise from the global movement towards standardization in education, and establish measurable student achievement, in a classroom portrayed as socially neutral, as the end goal of education. Nowhere in this model lesson, given… [Direct]

McNeil, Barbara (2011). Charting a Way Forward: Intersections of Race and Space in Establishing Identity as an African-Canadian Teacher Educator. Studying Teacher Education, v7 n2 p133-143. In Canada, most universities and their classrooms are often constructed as rational and neutral spaces where interaction between professors and students is free of the influences of race, class, and gender. Implicit in such a construction is the assumption that the university is a purely White space where students from the dominant racial group expect the professorate to be of similar race. The presence of a non-White teacher educator in such an environment disrupts such fictional constructions, generating tensions and resistance that complicate teaching and learning. This self-study describes my experience as an African-Canadian teacher educator and the intersections of race and space in a faculty of education landscape enmeshed in an ongoing struggle of decolonization. Along with self-study methodology, I use critical race theory and feminist post-structural theory to analyze the construction of my racial identity and relations of power in a White settler society. I explore how the… [Direct]

Fujii, Stephanie J. (2010). Observations, Values, and Beliefs about Ethnic/Racial Diversity by Members of Community College Faculty Search Committees. ProQuest LLC, Ph.D. Dissertation, Arizona State University. As open-door institutions, community colleges provide access to students from a wide range of backgrounds, experiences, and cultures. Yet while enrollment of students of color in community colleges continues to increase, representation by faculty of color has not. This qualitative study investigated community college faculty search committee members' implicit and subjective observations, values, and beliefs about ethnic/racial diversity in order to gain an understanding of how they may influence the faculty hiring process. The researcher interviewed 12 subjects–administrators and faculty members at three community colleges in a large district in the southwest region of the United States–who served on faculty search committees from 2006-2009. Findings revealed three major themes: (a) the communication of diversity; (b) search committee dynamics with the sub-themes of role of the chair, role of administration, and the issue of time; and (c) subjects' observations, values, and… [Direct]

Kanno, Yasuko; Oropeza, Maria Veronica; Varghese, Manka M. (2010). Linguistic Minority Students in Higher Education: Using, Resisting, and Negotiating Multiple Labels. Equity & Excellence in Education, v43 n2 p216-231. Linguistic minority students have been both under-researched and underserved in the context of research on minority students' access to and retention in higher education. The labels ascribed to them have typically failed to capture the complexity of their identities. Additionally, much of the literature in higher education on minority students' access and retention has focused on structural barriers rather than on how students negotiate these barriers. By bringing linguistic minority students into the forefront of this conversation, we show how four linguistic minority female students draw on their community cultural wealth and different forms of capital (Yosso, 2005) to access and navigate college while experiencing differing advantages and disadvantages based on institutional labeling. By employing critical race theory and its conceptualization of capital, we illustrate how students use, resist, and negotiate labels in attempts to access resources and services at a four-year… [Direct]

Bagley, Carl; Castro-Salazar, Ricardo (2010). "Ni De Aqui Ni from There". Navigating between Contexts: Counter-Narratives of Undocumented Mexican Students in the United States. Race, Ethnicity and Education, v13 n1 p23-40 Mar. Research has documented the ways in which students of Mexican origin are not succeeding academically in the same proportion as the rest of the US population. This process of educational failure occurs in the context of overt and more subtle forms of racism experienced throughout their schooling and everyday lives. Undocumented Mexican students face even harsher educational challenges as they experience life in a post-September 11th environment of heightened xenophobic US nativism. The purpose of this three-year study was to acknowledge the "counter-stories" and learn from the "counter-life-histories" of undocumented college graduates of Mexican origin as they navigate across and between historical, socioeconomic, political and cultural boundaries, barriers and contexts. The research is grounded in the experiences, voices and perspectives of six individuals who graduated from a community college in Arizona. The study utilizes critical race theory (CRT) as an… [Direct]

Huber, Lindsay Perez (2009). Disrupting Apartheid of Knowledge: "Testimonio" as Methodology in Latina/o Critical Race Research in Education. International Journal of Qualitative Studies in Education (QSE), v22 n6 p639-654 Nov. This article utilizes a Latina/o critical race theory (LatCrit) framework to disrupt a narrowly defined process of knowledge production in academia, informed by Eurocentric epistemologies and specific ideological beliefs. This process has created an apartheid of knowledge in academia. Disrupting this apartheid allows critical race researchers to move forward in developing methodologies that can be used in anti-racist social justice research. This article describes the use of testimonio as methodology in a LatCrit research study. This conceptual piece will describe how theory, methodology, and epistemology led to the development, collection, and analysis of 40 testimonio interviews with undocumented and US-born Chicana college students. Specific methodological strategies for employing testimonio in LatCrit research are also provided. (Contains 2 figures and 10 notes.)… [Direct]

Kurban, Fikriye; Tobin, Joseph (2009). "They Don't like Us": Reflections of Turkish Children in a German Preschool. Contemporary Issues in Early Childhood, v10 n1 p24-34. In this article, the authors present multiple interpretations of a transcript of a discussion with a group of Turkish-German girls in a kindergarten in Berlin, Germany. These five-year-old girls make statements suggesting they experience alienation from their non-Turkish classmates and teachers, and the wider German society. The authors argue that the meanings of these statements should not be taken at face value. Instead, they employ interpretive strategies borrowed mostly from Mikhail Bakhtin and interpretive frameworks taken from Judith Butler, and post-colonial theory and Critical Race Theory to suggest that the girls' utterances can be usefully seen as having a performative dimension and as expressing tensions around immigration that can be found in the larger society. (Contains 1 note.)… [Direct]

Arce, Sean; Cammarota, Julio; Romero, Augustine (2009). A Barrio Pedagogy: Identity, Intellectualism, Activism, and Academic Achievement through the Evolution of Critically Compassionate Intellectualism. Race, Ethnicity and Education, v12 n2 p217-233 Jul. In this paper we forward our experiences and understanding of how we have used critical race theory (CRT) in our classrooms; more importantly, we bring forth the voices of students as a method of conveying the impact of our CRT classroom exercises. These exercises are parts of three structures that we created to counter the reality of racism and subordination within the American education system. These creations are: the Social Justice Education Project (SJEP); the Critically Compassionate Intellectualism Model of Transformative Education (CCI); and CCI's Third Dimension. An explanation and description of the SJEP and CCI are forthcoming in the next section of this paper, and in last section of this paper we explain CCI's Third Dimension. (Contains 3 figures and 1 note.)… [Direct]

Stinson, David W. (2009). The Proliferation of Theoretical Paradigms Quandary: How One Novice Researcher Used Eclecticism as a Solution. Qualitative Report, v14 n3 p498-523 Sep. When a doctoral student plans to conduct qualitative education research, the aspect of the dissertation that often becomes problematic is determining which theoretical paradigm(s) might frame the study. In this article, the author discusses how he resolved the quandary through eclecticism. The author begins by describing briefly the purpose of his dissertation study, providing a justification for eclecticism in the selection of theories. He follows with a description of the three theories–poststructural theory, critical race theory, and critical theory–that framed his study and discusses briefly the methodology employed. The author concludes with a discussion of likely objections of his study and with an explanation of why his study was positioned within a critical postmodern paradigm. (Contains 1 table and 12 footnotes.)… [PDF]

Torres-Capeles, Belkis (2012). Latinas in Higher Education: An Interpretive Study of Experiential Influences That Impact Their Life Choices. ProQuest LLC, Ph.D. Dissertation, Kent State University. This basic interpretive qualitative study used individual semi-structured interviews to explore and understand the experiences of seven self-identified Latina participants, who reside in Northeast Ohio and belong to a volunteer organization promoting professional Latinas. The study used Latina Critical Race theory and feminist perspectives to focus on various influences impacting the participants' experiences in higher education, career, and leadership roles, besides exploring the impact of gender, ethnicity, and culture on their experiences within dominant mainstream settings. The research also examines how the Latinas' perceptions of educators and administrators influenced their academic and professional choices. The results of this study suggest that perceived stereotypes and marginalization negatively influence "immigrant to 1.5G or second generation" Latinas' ability to experience higher education as an inclusive environment. Acculturative stress, ethnic identity,… [Direct]

Belcher, Nikia M. (2012). Disproportionate Suspension of African American Students in Public Schools: A Delphi Study. ProQuest LLC, Ed.D. Dissertation, University of Phoenix. The problem addressed in this study was the disproportionate number of African American students who are suspended or expelled at a higher rate than their white counterparts in Michigan public schools. This research was framed with critical race theory and cultural ecology theory of African American students suspended. This study applied a Delphi technique to gather an understanding from experts on why African American students are suspended at a higher rate in public schools than white students. The overarching research question for this study was why are students in Michigan school districts suspended or expelled for minor offenses at a greater rate than white students for the same infractions? The panel of experts consisted of three experts from the field of education. Data were collected through repeated surveys in three rounds. Findings indicated from Round one open-ended question, which generated 20 statements (questions) that were divided into general agreement and… [Direct]

Culpepper, Deberae (2012). The Development of Tracking and Its Historical Impact on Minority Students. ProQuest LLC, Ph.D. Dissertation, Walden University. In the 1920s, high school students were placed on one of three tracks: high, average, and low. Over the years, vocational education was transformed into a low track assignment for students, often racial minorities, who were perceived as less intelligent. However, the interaction between vocational education and tracking policies and practices remained unclear. Using critical race theory, this study produced an historical analysis of the interaction of these two programs. This included a systematic identification of the originating factors influencing tracking and contemporary tracking policies and practices to understand how tracking affected racial minority students' access to equal educational opportunities in the early 1900s and from 2006 to 2009. Data sources used included archival records that contained tracking data, policy discussions, and policy records; these were used to determine how and why tracking was implemented in one public school district and the impact of the… [Direct]

Marcus Lee Broadhead (2012). Invisible Men: The Life Experiences of African American Male Administrators within Predominantly White Public High School Settings. ProQuest LLC, Ed.D. Dissertation, Argosy University, Atlanta. Currently, there is a dearth of literature on the African American male administrative experience beyond the scope of an urban school environment. The purpose of this phenomenologically-based inquiry was to examine the lived experiences of six African American male high school administrators who worked in a predominantly White school setting. The experiences were obtained through semi-structured interviews and analyzed to reveal themes. The Transformative Leadership Model and Critical Race Theory was the theoretical framework used to understand the leadership style of the participants and the role of race from their perspective as an African American male in a leadership position. It was found that the Transformative Leadership Model was appropriate in identifying the leadership perspectives that existed in each participant. Also, race played an insignificant role in how the participant viewed his experience within the setting. Consequently, it is recommended that African American… [Direct]

Hunter, Iris Renell (2012). Standing on a Strong Foundation of Servitude: The 1960's Civil Rights Movement, Septima Clark and Other South Carolina African American Women Educators. ProQuest LLC, Ph.D. Dissertation, Union Institute and University. This research study examines nine African American women educators during the 1960s Civil Rights Movement in South Carolina. Additionally, the study conducts an analogous study of the lifeworks and contributions of Septima Clark, an African American woman educator who made significant community activist contributions during this period. For its research methodology, the study utilized the qualitative research methodology of oral history which involves in-depth interviewing as the primary method of data gathering. The research which utilized semi-structured open-ended interviews was guided by the following key questions: 1) How did the experiences of the Civil Rights Movement matter to you as a woman and African American person?; 2) What did it mean for you to be part of the civil rights struggle?; 3) How did the 1960s matter to you?; 4) How did South Carolina matter? Black feminist theory, Critical Race Theory (CRT), and Critical Pedagogy provided the theoretical and analytical bases… [Direct]

Housee, Shirin (2012). What's the Point? Anti-Racism and Students' Voices against Islamophobia. Race, Ethnicity and Education, v15 n1 p101-120. In a climate of Islamophobic racism, where media racism saturates our TV screens and newspapers, where racism on the streets, on campus, in our community become everyday realities, I ask, what can we–teachers, lecturers and educationalists–do in the work of anti-racism in education? This article examines classroom debates on Islamophobia by exploring the connections between student experiences and the wider social political issues and ideologies that create and re-enforce racism. The underlying interest for me is to examine the ways in which classroom interaction; dialogue and exchanges can undo racist thinking by informed anti-racist critique. This article has three sections; first, I discuss the multicultural and anti-racist discourses within education in the British context. I then go on to explore theoretical developments found in Critical Race Theory (CRT) as a tool for this anti-racism in education. In the second section I examine Islamophobia, the hatred of Muslims, as a… [Direct]

Chakrabarty, Namita (2012). "Buried Alive": The Psychoanalysis of Racial Absence in Preparedness/Education. Race, Ethnicity and Education, v15 n1 p43-63. Based on extracts from an ethnography produced during the ESRC 2009-10 research project, ""Preparedness Pedagogies" and Race: An Interdisciplinary Approach," this article explores the racialized culture of civil defence in the UK whilst also critiquing the world of higher education. The ethnographic artefacts of interviews, observations of preparedness role play around fictional character, and of professionals' live reminiscence of emergency, are explored through the lens of the psychoanalytical construction of being "buried alive"; Critical Race Theory (CRT) conceptions of policy constitution of a social world that imprisons the non-white citizen and the other are seen, in this article, as enshrined in this construction. Freud's "The Uncanny" encompasses the psychology of being "buried alive," and one conception of this is seen as a state akin to life in the womb, a strange place of safety. In contrast I use two CRT narratives of… [Direct]

Thompson, Pamela W. (2014). African American Parent Involvement in Special Education: Perceptions, Practice, and Placement. ProQuest LLC, Ed.D. Dissertation, University of California, San Diego. The disproportional representation of Black students in special education has been an issue of concern for many years in the United States. A review of the literature illustrates the struggle of African American children in the American educational system: from the Civil Rights Movement and desegregation to the re-segregation of these same children into special day classrooms. What the literature fails to report is how parental involvement might help educators address the problem of overrepresentation and the perceptions of the families who are affected by their children being placed in special educational settings. The purpose of this study was to describe and analyze the experiences and perceptions of African American parents who have male children receiving special education services in schools. Critical race theory was utilized as a framework to examine and challenge the manner in which race and racism impacts practices and procedures by school personnel dealing with African… [Direct]

Gerritson, Michael (2013). Rubrics as a Mitigating Instrument for Bias in the Grading of Student Writing. ProQuest LLC, Ed.D. Dissertation, Walden University. The practice of grading student writing often seems arbitrary and unfair to students. It is important to students and educators that writing is fairly and accurately assessed in order to facilitate demonstrable improvement in their composition. This research addressed a specific writing rubric as a method to mitigate implicit or subconscious biases before it could affect the grading process. The study was grounded in critical race theory, which in part states that certain kinds of biases are normal, but can be interpreted negatively by those affected. This experimental design first tested for name bias. This research also compared a writing rubric against a simple grading scale to test for bias mitigation. In this 2X3 Analysis of Variance (ANOVA) design, 82 middle school teachers were given the same middle school-level essay to grade. Half were given a specific writing rubric to use while grading; the others were given only a simple grading scale. Two different student names were… [Direct]

Baker, Timberly L. (2012). Student and School Characteristics: Factors Contributing to African American Overrepresentation for Defiance. ProQuest LLC, Ph.D. Dissertation, Indiana University. This study addresses the use of suspension and expulsion for defiant behavior. It examines the contributions of student and/or school characteristics and their relationship to suspension and expulsion for defiance, specifically focusing on African Americans. The purpose of this study is to examine factors that lead to students being suspended or expelled for defiance. Hierarchical linear modeling is used to examine three research questions; holding all other variables constant: (1) Are student characteristics, including socioeconomic status, race, or student achievement associated with suspension and expulsion of students for defiance? (2) Are school characteristics, including number of students by race, school free and reduced lunch percentage, teacher experience, locale, or dropout rate associated with suspension and expulsion of students for defiance? (3) Is the teacher racial makeup of a school associated with students being suspended or expelled for defiance? The Critical Race… [Direct]

Johnson, Lloyd Sheldon (2012). Spirituality as a Viable Resource in Responding to Racial Microaggressions: An Exploratory Study of Black Males Who Attended a Community College. ProQuest LLC, Ed.D. Dissertation, University of Massachusetts Boston. Upon entering college, Black males must negotiate a system that assumes they are in need of academic remediation and are lacking in higher-order critical thinking skills (Washington, 1996; Brown II, 2002; Harper, 2012). The low enrollment levels of Black males in college and their disenchantment with their college experiences has increased the likelihood that they will not be in classrooms with a diverse student population and a climate where they could feel comfortable (NSSE, 2008; Harper, 2006A; Harper, 2012). Black males who have enrolled in college must shoulder the stresses that accompany perceptions and stereotypes on campus about who they are (Washington, 1996) and can expect to encounter racial microaggressions: the verbal, nonverbal, or visual insults directed at people of color (Solorzano, Ceja, & Yosso, 2002). I proposed that spirituality may provide Black males with the tools they need to succeed in college and mitigate the effects of racial microaggressions. The… [Direct]

Horsford, Sonya Douglass (2009). From Negro Student to Black Superintendent: Counternarratives on Segregation and Desegregation. Journal of Negro Education, v78 n2 p172-187 Spr. The purpose of this study is to document the segregated schooling reflections of Black school superintendents and explore how those experiences informed their educational philosophies in the post-desegregation era. Critical race theory is used as a methodological and analytical framework to present participants' reflections of living in segregated communities, going to all Black schools, working to meet the high expectations of parents and teachers, and how those realities shaped their self-concept as Negro students. Study findings support the growing body of literature on valued segregated schools and negative consequences of desegregation on the education of Black students, but its significance lies in the uniquely informed perspectives of the Black school superintendent. It concludes with a discussion of implications for the future of Black education. (Contains 1 table.)… [Direct]

Aleman, Enrique, Jr. (2009). Latcrit Educational Leadership and Advocacy: Struggling over Whiteness as Property in Texas School Finance. Equity & Excellence in Education, v42 n2 p183-201. In this article, the author seeks to re-imagine the political and policy roles of educational leaders of color, offering an alternative method for educational leadership, advocacy, and policy analysis. The author uses critical race theory (CRT) and Latina/o critical (LatCrit) theory to problematize the way politically-active Mexican American educational leaders used personal and professional experiences to conceptualize racism and organize politically in the context of the debate over school finance equity in Texas. The findings suggest that a prevalent negation of critical raced leadership, analysis, and advocacy among the participants disadvantages Latina/o communities and de-legitimizes Latina/o political voices. The author envisions an alternative educational leadership framework centered on LatCrit theory's call for contextualized, historical, and critical analysis. (Contains 1 table and 7 notes.)… [Direct]

Lander, Vini (2011). Race, Culture and All that: An Exploration of the Perspectives of White Secondary Student Teachers about Race Equality Issues in Their Initial Teacher Education. Race, Ethnicity and Education, v14 n3 p351-364. This research explores the racialised perceptions of White students teachers who are preparing to teach in secondary schools in a diverse society. Student teachers' views about Black and minority ethnic (BME) pupils are often cast in the language of otherness. This research was conducted in a post-1992 university in the south of England where the majority of students on initial teacher education (ITE) programmes are White, which reflects the ethnicity of serving teachers in England (95.5% of whom are White). In England all student teachers are required to fulfil the Professional Standards for Qualified Teacher Status 2007 which incorporates statements on the understanding of cultural and linguistic issues. It could be argued that the inclusion of such standards would result in student teachers who are competent in these aspects. But this is not borne out in the annual survey of newly qualified teachers. This research draws on critical race theory as a theoretical framework to analyse… [Direct]

Agosto, Vonzell (2014). Scripted Curriculum: What Movies Teach about Dis/ability and Black Males. Teachers College Record, v116 n4. Background/Context: Tropes of dis/ability in the movies and master-narratives of Black males in education and society are typically treated in isolation. Furthermore, education research on Hollywood movies has typically focused on portrayals of schools, principals, and teachers even though education professionals are exposed to a broader range of movies. Analyses of dis/ability tropes in the media also tend to ignore how they work in multiples and intersect with narratives of other social identities such as race and gender. Focus of Study: This article examines the complexity of portrayals of Black (dis/abled) males that are scripted through dis/ability tropes and master-narratives of race and gender. Trends in these portrayals are juxtaposed with literature on how Black, (dis/abled) male students are treated in schools and society. Research Design: Critical media analysis is combined with the social model perspective of dis/ability to explore the lessons that movies provide… [Direct]

Hartlep, Nicholas Daniel (2010). Overcoming Being in a Nadir: The Harsh Realities of a Society Created for Whites. Online Submission, Paper presented at the Annual Meeting of the Eastern Educational Research Association (EERA) (Savannah, GA, Feb 10-13, 2010). Notwithstanding that Critical Race Theory (CRT) is currently in its second decade of existence, it is not and has never been something extraordinary–insofar as racism is something that has always been with us. Rather, CRT is a bona fide and avant-garde movement that leads to praxis–explicitly and courageously speaking to the injustices that prohibit people of color from exercising freedoms that whites have come to enjoy–that emancipates oppressed persons from a life of destituteness. CRT has been examined and dissected in many books, reports, studies, and articles. This is not one of them. Rather, this article examines how majoritarian society stations people of color in a nadir; thus, requiring a forward-thinking and fundamental change of society's beliefs, attitudes, and conceptions. This article draws from a fountain of postmodern-critical work and attempts to be non-tautological insofar as it makes a clarion call for reform and work to be done to emancipate and to enlighten… [PDF]

Mitchell, Roland W.; Witherspoon, Noelle; Wood, Gerald K. (2010). Considering Race and Space: Mapping Developmental Approaches for Providing Culturally Responsive Advising. Equity & Excellence in Education, v43 n3 p294-309. This exploratory essay critically examines how social relations structure the production of space on a college campus. In particular, we analyze how the organization of one particular site–the student advising office at a southeastern university–calls attention to the relationship between race and space in ways that re-inscribe narrow definitions of academic advising that are tied to the larger context of the universities and that continue to exclude students of color. Consequently, through this article, we use the university academic advising office as an example of a reified racialized space. To this end, by applying Henri Lefebvre's (1991) concept of critical geography, discourse analysis, and critical race theory to a specific advising session between a black advisor and a black student, we provide a lens to analyze this norming of space within the constraints of a prescriptive approach to advising. The results from our inquiry suggest that institutional interpretations of race… [Direct]

Jay, Michelle (2009). Race-ing through the School Day: African American Educators' Experiences with Race and Racism in Schools. International Journal of Qualitative Studies in Education (QSE), v22 n6 p671-685 Nov. This article examines the ways African American educators experience themselves as raced individuals in their school settings and explores their perceptions of racial discrimination, subordination, and isolation. For this study, five African American educators participated in in-depth phenomenological interviews. Qualitative data analysis of their stories revealed seven major thematic experiences: (1) hyper-visibility/invisibility; (2) intersecting identities; (3) challenging assumptions; (4) challenges to authority; (5) pigeonholing; (6) presumptions of failure, and (7) coping fatigue. The study confirms several tenets of critical race theory including the assertion that racism is not aberrant, but endemic and permanent in American society, and routinely exists in public schools. The study further suggests that those most directly positioned to bring about necessary, concrete change aimed at addressing racial discrimination and prejudice in schools are building-level administrators…. [Direct]

Vandeyar, Saloshna (2010). Educational and Socio-Cultural Experiences of Immigrant Students in South African Schools. Education Inquiry, v1 n4 p347-365. The advent of democracy and the easing of both legal and unauthorised entry to South Africa have made the country a new destination for Black asylum-seekers, long-distance traders, entrepreneurs, students and professionals. As this population continues to grow, its children have begun to experience South African schools in an array of uniquely challenging ways. In addition to opening their doors to all South African children irrespective of race, colour or creed, most public schools in South Africa have also opened their doors to a number of Black immigrant children. There is, however, very little research on the socio-cultural experiences of Black immigrant students within the "dominant institutional cultures" of schools. Accordingly, this study asks what are the educational and socio-cultural experiences of Black immigrant students in South African schools? To what extent has the ethos of these schools been transformed towards integration in the truest sense and how do… [Direct]