Gillborn, David (2006). Critical Race Theory and Education: Racism and Anti-Racism in Educational Theory and Praxis. Discourse: Studies in the Cultural Politics of Education, v27 n1 p11-32 Mar. What is Critical Race Theory (CRT) and what does it offer educational researchers and practitioners outside the US? This paper addresses these questions by examining the recent history of anti-racist research and policy in the UK. In particular, the paper argues that conventional forms of anti-racism have proven unable to keep pace with the development of increasingly racist and exclusionary education polices that operate beneath a veneer of professed tolerance and diversity. In particular, contemporary anti-racism lacks clear statements of principle and theory that risk reinventing the wheel with each new study; it is increasingly reduced to a meaningless slogan; and it risks appropriation within a reformist "can do" perspective dominated by the de-politicized and managerialist language of school effectiveness and improvement. In contrast, CRT offers a genuinely radical and coherent set of approaches that could revitalize critical research in education across a range of… [Direct]

Sanchez Lira, Diana (2011). Exploring Academic Culture: Experiences of Mexican American Women in Counseling Psychology. ProQuest LLC, Ph.D. Dissertation, New Mexico State University. This study sought to address the American Psychological Association's goals of providing a multiculturally safe and nurturing environment for ethnic minorities in psychology (CEMRRAT2, 2007). The current research sought to understand how safe, valued, and nurtured Mexican American women in doctoral counseling psychology programs felt. These women were chosen because of their unique position in graduate education as gender and ethnic minorities. The experiences of four Mexican American women were explored through semi-structured interviews. Research was collected and analyzed using qualitative methods. Critical Race Theory (CRT) was used as a philosophical base for this study because of it's focus on the importance of offering a voice to those who have experienced oppression, been ignored, and disempowered within larger systems (Solorzano & Yosso, 2002). Significant findings indicate that participants reported the following as important factors in creating safe,… [Direct]

Bechtold, Ginger Kellett (2011). Teacher Response to Discourse in Inclusion Settings: Challenges within Professional Contexts. ProQuest LLC, Ed.D. Dissertation, The University of Alabama. Classroom teachers draw upon a variety of discourses to understand and make decisions about the students they teach. This case study investigation explored the discourses at work in inclusion classrooms, with particular attention paid to the way in which discourses may impact the problem of overrepresentation in special education. Frameworks that appeared to organize teacher understandings about students in inclusion settings developed into the discourses under investigation: a discourse of disability, a liberal discourse, a traditional special education discourse, and a discourse of teacher professionalism. This investigation used the frameworks of Disability Studies in Education and Critical Race Theory to formulate the research design and interpret the results. Discourses surrounding teacher understandings were unveiled through interviews with 11 teachers working in inclusion settings in middle and high schools in the suburbs outside a large metropolitan southeastern city…. [Direct]

Chakrabarty, Namita (2011). The \Uncanny\ Character of Race: An Exploration of UK Preparedness through Youth Performance. Research in Drama Education, v16 n3 p403-419. Performance is a key tool in emergency preparedness and the rehearsal of professional response, simultaneously raising questions about the practice of cultural assumptions in this context. Usually the actors in preparedness exercises are civil servants who perform the work of the nihilistic imagination in often-apocalyptic fictional scenarios, performing the unthinkable without an audience. Their improvised words and actions reveal decisions of life and death made by the few on behalf of the many which are then filtered, through preparedness publications, to the public. This article examines a public preparedness exercise called \Emergency Exercise 2010: Operation Snowman\, which took place during the Economic and Social Research Council (ESRC) Festival of Social Science in 2010. It formed part of an ESRC-funded project, \Preparedness Pedagogies, and Race: An Interdisciplinary Approach\ (2009-10) which was informed by Critical Race Theory (CRT) and psychoanalytic interpretation. The… [Direct]

Mosley, Melissa; Rogers, Rebecca (2006). Racial Literacy in a Second-Grade Classroom: Critical Race Theory, Whiteness Studies, and Literacy Research. Reading Research Quarterly, v41 n4 p462-495 Oct-Dec. There is a pervasive silence in literacy research around matters of race, especially with both young people and white people. In this article we illustrate that young white children can and do talk about race, racism, and antiracism within the context of the literacy curriculum. Using a reconstructed framework for analyzing \white talk,\ one that relies on literature in whiteness studies and critical race theory and draws on critical discourse analytic frameworks, we illustrate what talk around race sounds like for white second-grade students and their teachers. This research makes several contributions to the literature. We provide a detailed method for coding interactional data using critical discourse analysis and a lens from critical race theory and whiteness studies. We also illustrate the instability of racial-identity formation and the implications for teachers and students when race is addressed in primary classrooms. Ultimately, we argue that racial-literacy development,… [Direct]

Michelle N. Martin (2024). Overrepresentation of Minorities in Special Education: An Exploration of External Factors. ProQuest LLC, Ed.D. Dissertation, Youngstown State University. Historically, minority students have been overrepresented in special education programming in the United States (Fletcher, 2014; Wright & Wright, 2021). This study describes how several external historical, theoretical, and practical factors beyond academic challenges impact special education qualification rates for minority students compared to their non-minority counterparts. It also considers these factors through the lens of implicit bias, cultural misunderstandings, and misinterpretations of disability categories, like emotional disturbance. The study outlines these contexts by exploring Disability Critical Race (DisCrit) Theory, Cultural Ecological Theory, and Social Learning Theory to understand the social and cultural influences that further lead to the issue of overrepresentation. Prior research suggests that lack of cultural awareness, potential implicit bias mindsets, and other issues beyond students' development and control contribute to the disproportionate… [Direct]

Moschella, Eric J. (2013). The Process by Which Black Male College Students Become Leaders of Predominantly White Organizations in Higher Education: A Grounded Theory. ProQuest LLC, Ph.D. Dissertation, Clemson University. This study sought to understand the process by which Black undergraduate men on predominately White college campuses become leaders of predominately White organizations. Using the theoretical frameworks of Black and White racial identity development (Helms, 1990), Critical Race Theory (Delgado & Stefancic, 2001), and Wijeyesinghe's (2001) Factor Model of Multiracial Identity the researcher sought to understand the process, challenges, and strategies Black college men employ as they emerge as leaders at predominantly White colleges. Specifically the researcher sought to answer the following research question: What is the process by which Black men become leaders of predominately White organizations on predominately White college campuses? Additionally the researcher sought to answer three secondary questions: What support systems do successful Black leaders develop and utilize? What challenges do Black men face in the leadership development process? What coping mechanisms do Black… [Direct]

Reaves, Rosalind (2013). Learning and Living While Black: Black Students, White Universities, and the Age of Post-Affirmative Action and Post-Racialism. ProQuest LLC, Ph.D. Dissertation, Wayne State University. With Critical Race Theory (CRT) and social justice serving as complementary conceptual frames, this ethnographic study investigates the learning and living experiences of ten African American students of a predominantly White university in the Midwest. While several studies have investigated Black students' experiences at PWIs, most notably Feagin, Vera and Imani (1996), much of this research was conducted pre-2000, prior to two important and notable social developments: the systematic dismantling of post-secondary affirmative action policies and the increasingly popular, but highly contentious, ideology of post-racialism. Thus, the purpose of this study was to understand how Black students are faring present-day, in the wake of efforts to dismantle affirmative action in higher education, and to characterize the United States as post-racial, as having moved beyond considerations of race. The following questions guided this study and served to deepen understanding of the learning and… [Direct]

Tabari, Kim (2013). Exploring the Internal and External Resources That Influence African American Males to Persist through an Undergraduate Degree. ProQuest LLC, Ed.D. Dissertation, California State University, Long Beach. Educational leaders and institutions struggle with increasing the persistence and graduation rates of Black male college students. Research on Black male college students has often been approached from a deficit lens that shows their challenges and poor academic tenure. This study explored what internal and external tools were utilized by Black male college students to influence them to persist through their undergraduate years from an anti-deficit lens. Participants included 18 Black male college students who had junior or senior academic standing at a public 4-year university in California, ranging in age from 20 to 38 years old. Data collected was based on one-on-one interviews, and analyzed using Nvivo 1 0 data analysis software. The data was coded into sub-themes around a Community Cultural Wealth model and Critical Race Theory (CRT) components. Data revealed that internal influences used by participants included personal motivation, being a role model, a sense of obligation and… [Direct]

Annamma, Subini A. (2013). Resistance and Resilience: The Education Trajectories of Young Women of Color with Disabilities through the School to Prison Pipeline. ProQuest LLC, Ph.D. Dissertation, University of Colorado at Boulder. Too often, students from communities of color experience the school system where they are routed from the doors of a schoolhouse to the doors of a prison; this phenomenon is known as the School to Prison Pipeline. In this dissertation, I explored how identity markers (e.g. race, gender, and disability) were related to education and incarceration through qualitative analysis and Critical Race Theory (CRT). Research provided us with statistics about the Pipeline; however, there was still little known about the actual experiences of students. Therefore, this study focused on the trajectories of young women of color with disabilities through the Pipeline. Using a combination of identity mapping, interviews, and observations, I collaborated with females of color with emotional disabilities and their teachers to share what has constrained and enabled the success of these young women. Much of the literature suggested that special education was tied to the School to Prison Pipeline and that… [Direct]

Lipsey, Talonda Michelle (2013). A Qualitative Case Study on Teachers' Identities, Ideologies, and Commitment to Teach in Urban and Suburban Schools. ProQuest LLC, Ph.D. Dissertation, University of Wisconsin, Milwaukee. Using narrative inquiry, this study employed a Critical Race Theory lens to examine the ways in which identity factors such as race, culture, socioeconomic status, and gender work in concession with teachers' ideologies, as demonstrated by their values, beliefs, and perceptions about race, to inform their teaching practices, experiences with students and families of color, and commitment to teach. The main question this research study sought to examine was: How do teachers' identities and ideologies, as demonstrated by their values, beliefs, and perceptions, influence their decisions to remain in or leave urban and suburban classrooms? The study focused on the lived experiences of four teachers, 2 whom taught in urban schools and 2 whom taught in suburban schools. Based on the findings of this study, it is my contention that the ideologies espoused by my four participants all evolved from a source of pain, rooted in their identities and their experiences living in a racialized… [Direct]

Mintz, Lee M. (2011). Gender Variance on Campus: A Critical Analysis of Transgender Voices. ProQuest LLC, Ed.D. Dissertation, University of California, San Diego. Transgender college students face discrimination, harassment, and oppression on college and university campuses; consequently leading to limited academic and social success. Current literature is focused on describing the experiences of transgender students and the practical implications associated with attempting to meet their needs (Beemyn, 2005; Beemyn, Curtis, Davis, & Tubbs, 2005). This study examined the perceptions of transgender inclusion, ways in which leadership structures or entities include/exclude transgender students, and effects of inclusive/exclusive language on transgender students through student's own words and experiences. Consistent with methods to utilize critical theories, students participated in individual interviews regarding their experiences on campus and reviewed campus documents. Findings indicate that while participants of this study did experience some negative reactions on campus, by allowing them to tell their stories we are allowed glimpses into… [Direct]

Castleman, Michele; Parsons, Linda T. (2011). "I Have a Dream, Too!": The American Dream in Coretta Scott King Award-Winning Books. Journal of Children's Literature, v37 n1 p6-18 Spr. The Coretta Scott King (CSK) Award, instituted in 1969 and recognized as an official award by the American Library Association (ALA) in 1982, is conferred annually to an African American author and an illustrator for their outstanding contributions to literature about the Black experience for children and young adults. A partial impetus for the award's creation was the fact that no African American author had won the prestigious Newbery Medal and only twice had an African American writer received a Newbery Honor. The selection criteria for the CSK Award states that books receiving the award "promote understanding and appreciation of the culture of all peoples and their contribution to the realization of the American dream of a pluralistic society." The award criteria further states "particular attention will be paid to titles which seek to motivate readers to develop their own attitudes and behaviors as well as comprehend their personal duty and responsibility as… [Direct]

Brown, Anthony L.; Brown, Keffrelyn D. (2010). Strange Fruit Indeed: Interrogating Contemporary Textbook Representations of Racial Violence toward African Americans. Teachers College Record, v112 n1 p31-67. Background/Context: Recent racial incidents on college and high school campuses throughout the United States have catalyzed a growing conversation around issues of race and racism. These conversations exist alongside ongoing concerns about the lack of attention given to race and racism in the official school curriculum. Given that the field of education is generally located as a space to interrogate why these difficult issues of race in schools and society still persist, this study illustrates how contemporary official school knowledge addresses historical and contemporary issues of race and racism. To do this, we examine how historic acts of racial violence directed toward African Americans are rendered in K-12 school textbooks. Using the theoretical lenses of critical race theory and cultural memory, we explicate how historic acts of racial violence toward African Americans receives minimal and/or distorted attention in most K-12 texts. Purpose/Objective/Research Question/Focus of… [Direct]

Maylor, Uvanney (2009). Is It because I'm Black? A Black Female Research Experience. Race, Ethnicity and Education, v12 n1 p53-64 Mar. This article examines what it means to be a Black female researcher in contemporary Britain. Drawing on Black feminist theory and critical race theory (CRT), this article seeks to highlight some of the experiences and challenges that Black female researchers face when undertaking research, particularly research that has diversity, equality or "race" as key foci. Such experiences often remain silent, yet they are integral to how Black researchers conduct and experience research. The article adopts a reflexive approach in uncovering these hidden realities. It explores a small number of racist experiences encountered in English schools and other educational establishments. The article examines how these various experiences are situated, internalised and negotiated as part of a Black researcher's everyday practice. In drawing attention to Black researcher (in)visibility, the discussion also reveals why some White staff sometimes find it difficult to acknowledge racist… [Direct]

McKay, Cassandra (2008). A New Consciousness Trudging toward Leadership. Educational Gerontology, v34 n8 p670-690 Aug. Integrating elements of oppression psychology, Popular Education (1999), critical pedagogy, and critical race theory, this article highlights a study of seven African American elders who graduated from a Senior Advocacy Leadership Training (SALT) program. These elders confronted external and internal oppressive ideologies and challenged the stereotypes of African American elders. They accomplished this via a critical theoretical approach to the study of African American history and the promotion of the elders' strengths as leaders. The findings increase our understanding of African American elders as leaders and the role of Popular Education in affirming their leadership capabilities. (Contains 1 table.)… [Direct]

Catlin, Janell N. (2008). Black like Me: A Shared Ethnography. Journal of Urban Learning, Teaching, and Research, v4 p13-22. This study focused on a concept entitled shared ethnography. The researcher and youth participants share race in common. Critical Race Theory was used to analyze the reflective journal. An after school science program in a high poverty urban environment provided the context for this study. The findings of the study suggested that when researcher and subject share race in common, the researcher has a distinct insight into the subjects' experiences and that the subjects reveal more about their experiences. A shared ethnography implicates the power between researcher and subject in critical issues of race and racism…. [PDF]

Hancock, Stephen; Hill-Jackson, Valerie; James, Marlon; Lewis, Chance W. (2008). Framing African American Students' Success and Failure in Urban Settings: A Typology for Change. Urban Education, v43 n2 p127-153. Grounded in critical race theory, this article seeks to frame the ideological positions of success and failure for African American students in urban school settings. First, we revisit national data and research literature that illustrate the ongoing urban Black-White achievement gap. Second, the Matrix of Achievement Paradigms is shared in an attempt to advance the conversation on African American students' achievement. It provides a serviceable organizational tool for framing African American students' success and failure. Finally, we bridge rhetoric with practical ideas for stakeholders by providing recommendations for closing the achievement gap in urban settings. (Contains 2 tables and 1 figure.)… [Direct]

Pawley, Alice L. (2019). Learning from Small Numbers: Studying Ruling Relations That Gender and Race the Structure of U.S. Engineering Education. Journal of Engineering Education, v108 n1 p13-31 Jan. Background: Women and men of color and White women participate in American engineering education in lower proportions than they represent in the general U.S. population. Much existing engineering education research uses individual-level (such as psychological) theories to explain this difference. The study reported here instead takes a structural perspective, asking how social relations are coordinated in engineering education. Purpose: This study explores how the intersection of ruling relations, critical race, and feminist theories can investigate how gender and race are built into engineering education's institutional structure. Design/Method: This study used interviews collected from 17 women and men of color and White women who were engineering undergraduate students at U.S. universities. The interviews were drawn from a project that takes as its premise that learning from such small numbers of students facilitates analyzing data intersectionally. The primary analysis used… [Direct]

Vaught, Sabina E. (2019). Vanishment: Girls, Punishment, and the Education State. Teachers College Record, v121 n7. Background/Context: This article emerges from several scholarly traditions, chief among them feminist and critical ethnography; school-prison nexus; and critical feminist and race theories. Focus of Study: The larger study that informs this article was an 18-month ethnographic inquiry into youth prison schooling in one state. This study explored both the specifics of schooling inside the system and attended to the ways in which it mimicked, mirrored, or resonated with schooling on the outside–offering a qualitative map of power and discipline in schooling writ large. The story that undergirds this article is drawn from that larger study. Here, I attend carefully to one ethnographic moment to conceptualize broad questions of punishment, gender, race, and sexual identity. Setting: The research took place inside multiple institutions across one state's juvenile detention and prison system. The article organizes its inquiries around an ethnographic vignette from Inside one state's… [Direct]

Horsford, Sheena (2014). The Interface of Risks and Protective Factors among African American Women in Clinically Focused Graduate Programs. ProQuest LLC, Ph.D. Dissertation, Michigan State University. Black females must navigate higher education as a gendered racial minority in solidarity or at the very least, one of a few Black females within their environment. This experience can create a lot of stress, isolation, or lack of support and direction. Within the Black community, Black women are obtaining PhDs at record numbers; however, compared to other female counterparts across racial ethnic groups, Black female PhD holders are lagging behind (NSF, 2011b). When accurately represented, Black women are lagging behind as a result of the intersection of their race and gender within higher education. Research shows Black women as high academic achievers, yet, it fails to capture their contextualized experiences (Chavous & Cogburn, 2007). In clinically focused doctoral programs, Black women are influenced by the overrepresentation of women, yet there remains a racial disparity among graduates (NSF, 2011a). Further, they are equated as the token representation of culture within the… [Direct]

Gillborn, David (2010). The White Working Class, Racism and Respectability: Victims, Degenerates and Interest-Convergence. British Journal of Educational Studies, v58 n1 p3-25. This paper argues that race and class inequalities cannot be fully understood in isolation: their intersectional quality is explored through an analysis of how the White working class were portrayed in popular and political discourse during late 2008 (the timing is highly significant). While global capitalism reeled on the edge of financial melt-down, the essential values of neo-liberalism were reasserted as natural, moral and efficient through two apparently contrasting discourses. First, a victim discourse presented White working people, and their children in particular, as suffering educationally because of minoritised racial groups and their advocates. Second a discourse of degeneracy presented an immoral and barbaric underclass as a threat to social and economic order. Applying the \interest-convergence principle\, from Critical Race Theory, the discourses amount to a strategic mobilisation of White interests where the \White, but not quite\ status of the working class (Allen,… [Direct]

Milholland, Sharon (2010). In the Eyes of the Beholder: Understanding and Resolving Incompatible Ideologies and Languages in US Environmental and Cultural Laws in Relationship to Navajo Sacred Lands. American Indian Culture and Research Journal, v34 n2 p103-124. In this article, the author raises a few examples of incompatible concepts and languages in US federal environmental and cultural laws affecting the management of indigenous sacred lands. She explains these examples by describing the management of a selection of Navajo (Dine) sacred places and elsewhere. Through fundamental concepts rooted in postcolonial theory and critical race theory, she suggests an intellectual framework for understanding why traditional indigenous values and knowledge are marginalized and why incompatible Western values have been privileged and enshrined in US law and policy in relationship to the management of Native sacred lands. Finally, she introduces \hozho,\ the Navajo philosophy of harmony and natural beauty, which is intimately related to the Navajo orientation to their land. This is an abstract, complex, highly spiritual doctrine of Navajo philosophy and spiritual practice. The environmental and cultural laws and policy of the United States are not… [Direct]

Saltmarsh, Sue (2010). Lessons in Safety: Cultural Politics and Safety Education in a Multiracial, Multiethnic Early Childhood Education Setting. Contemporary Issues in Early Childhood, v11 n3 p288-298. Young children learn about safety from a variety of sources, including formal lessons and informal activities provided through early childhood education and care (ECEC) services. For many ECEC centres in Australia, scheduled visits from police and fire departments are a highlight of safety education activities. Such visits offer children the opportunity to see and touch safety equipment, to meet police and fire department personnel, and to discuss and ask questions about safety issues. This article analyses ethnographic data generated in a multiracial, multiethnic ECEC setting in the outer western suburbs of Sydney, Australia in 2006. Part of a larger, ongoing study concerning childhood and popular culture, this article analyses the cultural politics of safety education visits from police and fire department personnel in one research site. Drawing on Foucauldian notions of power-knowledge, together with critical race theories, the article argues that children's knowledge of fire and… [Direct]

Gillborn, David (2010). The Colour of Numbers: Surveys, Statistics and Deficit-Thinking about Race and Class. Journal of Education Policy, v25 n2 p253-276 Mar. Drawing on the traditions of critical race theory, the paper is presented as a chronicle–a narrative–featuring two invented characters with different histories and expertise. Together they explore the strengths and weaknesses of quantitative approaches to race equality in education. In societies that are structured in racial domination, such as the USA and the UK, quantitative approaches often encode particular assumptions about the nature of social processes and the generation of educational inequality that reflect a generally superficial understanding of racism. Statistical methods can obscure the material reality of racism and the more that statisticians manipulate their data, the more it is likely that majoritarian assumptions will be introduced as part of the fabric of the calculations themselves and the conclusions that are drawn. Focusing on the case of recent national data on the secondary education of minoritized children in England, the paper highlights statisticians'… [Direct]

Wamsted, John Oliver (2013). A High School Mathematics Teacher Tacking through the Middle Way: Toward a Critical Postmodern Autoethnography in Mathematics Education. ProQuest LLC, Ph.D. Dissertation, Georgia State University. The "urban" mathematics classroom has become an increasingly polarized site, one where many middle-class White teachers attempt to bridge the divide between themselves and their relatively economically disadvantaged, non-White students. With its mania for high-stakes testing, current education policy has intensified the importance of mathematics in the school curriculum–both drawing attention to and reifying an "achievement gap" between White (and Asian) and non-White students (Martin, 2009c, 2010). Keeping in mind the "Mathematics for all" rhetoric as it affects the academic and life success of students (Martin, 2003), this cultural polarization in the mathematics classroom provides a rich site for exploring pedagogical practices that might improve mathematics achievement and persistence for all students. As a middle-class White man, I am a teacher in such a divided situation; I have spent the past 7 years working with almost entirely Black 9th graders… [Direct]

Nixon, Monica L. (2013). Women of Color Chief Diversity Officers: Their Positionality and Agency in Higher Education Institutions. ProQuest LLC, Ed.D. Dissertation, University of Washington. Colleges and universities are seen as sites for harnessing for the common good the challenges and opportunities associated with diversity. Research supports the link of diversity experiences with a range of individual, institutional, and societal benefits. Contemporary models of operationalizing diversity on college campuses focus on the integration of diversity goals with the overall educational mission in ways that maximize the benefits of diversity for all. A growing number of institutions have created Chief Diversity Officer (CDO) positions to procedurally and symbolically centralize diversity capabilities. The study of CDO positions is a relatively new focus in diversity and higher education literature, with research to date addressing commonalities and distinctions in organizational structures, portfolios, and strategies. This qualitative study builds on existing literature by examining through semi-structured interviews and document analysis the ways that five women of color… [Direct]

Candis, Matthew Reese (2013). A Contextual Analysis of the Quality Core Curriculum and the Georgia Performance Standards in Seventh Grade Social Studies: A Critical Race Perspective. ProQuest LLC, Ph.D. Dissertation, Mercer University. In 1985 the state of Georgia introduced the Quality Core Curriculum (QCC) in accordance with the Quality Basic Education (QBE) Act. These learning standards identified the content knowledge that students were required to learn in each subject area at all grade levels. The QCC was replaced by the Georgia Performance Standards (GPS) to identify the content knowledge to be taught and learned in the state of Georgia, which serve an ethnically diverse student population. In seventh grade Social Studies both of these sets of standards identify content related to the study of the regions and people of Africa and Asia. To date there has been no study investigating the content knowledge in these documents exclusively. The purpose of this contextual analysis study of the QCC and GPS for seventh grade Social Studies was to reveal the essential content in each. By conducting a close reading of the language in both texts the researcher identified the essential themes covered in the standards… [Direct]

McCoy, Shuntay Z. (2013). Navigating Racialized Contexts: The Influence of School and Family Socialization on African American Students' Racial and Educational Identity Development. ProQuest LLC, Ph.D. Dissertation, University of North Carolina at Greensboro. Within the United States, African American students experience school socialization that exposes them to racial segregation, economic stratification, and route learning masked as education. Consequently African American families are compelled to engage in socialization practices that buffer against the adverse influences of racism, oppression, and dehumanization that threaten African American students' pro-social identity development within a racialized society. To investigate how African American students' develop their racial and educational identity within this racialized context I conduct a qualitative investigation to (a) explore African American students' perceptions of the socialization experiences they identify as salient influences on their racial and educational identity; (b) theoretically deconstruct the racialized contexts (i.e., secondary educational institutions) within which African American students are socialized prior to entering college; and (c)… [Direct]

Parker, Laurence; Stovall, David O. (2004). Actions Following Words: Critical Race Theory Connects to Critical Pedagogy. Educational Philosophy and Theory, v36 n2 p167-182 Apr. In this essay the authors discuss some of the ways that critical race theory (CRT) could be linked to critical pedagogy in order to provide a more comprehensive analytical framework to analyze the role of race-class dynamics. This approach will attempt to address some of the gaps and silences that critical pedagogy has had regarding critical theoretical positions on race and racism and the operation of white supremacy in education. However, the authors also point out some of the problems and raise more issues of concern related to critical pedagogy and race in educational research and practice. They connect the tenets of CRT to the current color-blind ideology and discourse in education regarding race studies. They highlight some of the limitations of critical pedagogy regarding the permanence of racism, and how CRT perspectives have been utilized to analyze the racism, coupled with social class bias, sexism, etc., that still exists in education. They present an argument for why… [Direct]

Griffin, Karin L. (2013). Pursuing Tenure and Promotion in the Academy: A Librarian's Cautionary Tale. Negro Educational Review, v64 n1-4 p77-96. The author examines her journey before and as she pursued tenure and promotion in the academy. She argues that the path to tenure and promotion in higher education institutions was not one designed to provide a fair and equitable process for Black female faculty who function as academic librarians. Further, she suggests that librarians in this role are marginalized due to two factors–presumed incompetence based on their gender and/or race, and their ambiguous fit among the disciplines within the academy. This autoethnography, with Critical Race Theory (CRT) and Critical Race Feminism (CRF) as its theoretical framework, outlines the struggles and successes of a Black female academic librarian as she addresses the challenges inherent in the culture of her discipline compounded with well-documented issues related to sexism and racism. (Contains 4 footnotes.)… [Direct]

Horn, Herman (2012). The Stories of Eight Black Males Pursuing Doctoral Degrees Examined through the Lenses of Critical Race Theory: Don't Believe the Hype; Don't Live the Hype. ProQuest LLC, Ph.D. Dissertation, Texas State University – San Marcos. Building upon the tenets of critical race theory (CRT) this qualitative study examines the life histories of eight Black males in their journey to obtain a doctoral degree. The research questions guiding the study include: What are the life histories of eight Black males pursuing doctoral studies? How can we make sense of their life experiences through the lenses of critical race theory? What can be learned from their life histories that can inspire other Black males and inform the policies and practices of institutions of higher education? Data collection sources consist of ethnographic interviews, documents, artifacts, and the researcher's journal. Narrative analysis techniques coupled with CRT as the study framework serve as the focus for the analysis of the data. Study findings are presented mainly in two chapters; Chapter Four focuses on the three participating Black males who were over the age of fifty and takes a closer look at their life histories through the themes of… [Direct]

Rutledge, Essie Manuel (1982). Students' Perceptions of Racism in Higher Education. Integrated Education, v20 n3-5 p106-11 May-Oct. Assessed institutional racism in a predominantly White university on the basis of Black and White students' differential perceptions of life choices and of racism. Found racism in the number of Black personnel and students; in curriculum relevant to the Black experience; and in practices and behaviors of faculty and administrators. (GC)…

McClain, Benjamin R. (1982). Racism in Higher Education: A Societal Reflection. Negro Educational Review, v33 n1 p34-45 Jan. Assesses results of attitudinal racism in White institutions through examination (by race and sex) of college experience of the civilian labor force for 1977-79. Asserts that a lack of increased Black enrollment and retention rates demonstrate the need for a collective effort to raise the national consciousness in support of equal opportunity. (ML)…

Cochran-Smith, Marilyn (2000). Blind Vision: Unlearning Racism in Teacher Education. Harvard Educational Review, v70 n2 p157-90 Sum. Unlearning racism involves examining racist assumptions that are embedded in courses and curricula, acknowledging complicity in maintaining existing systems of privilege and oppression, and addressing failure to produce change. Narrative is an effective way to examine experience; it provides an alternative to traditional academic discourse. (SK)…

Cerna, Oscar; Dukes, Dominique; Hill, Colin; Manno, Michelle (2020). Pushing toward Progress: Early Implementation Findings from a Study of the Male Student Success Initiative. MDRC National college completion rates for men of color at open- and broad-access postsecondary institutions (including community colleges) lag behind completion rates for White students and for female students of any race or ethnicity. Research points to several broad factors to explain these unequal outcomes, including precollege environments that do not sufficiently prepare men of color for college, nonacademic barriers that compete for students' time and attention, and inadequate college campus support. Other scholarship challenges postsecondary education professionals to think critically about how discriminatory policies and practices and structural racism perpetuate this inequality nationwide. Since the early 2000s, many colleges have tailored campus programs to provide academic and social support specific to the interests and needs of male students of color to overcome gaps in success rates. The Male Student Success Initiative (MSSI) at the Community College of Baltimore County… [PDF] [Direct]

Nash, Kindel Turner (2013). Everyone Sees Color: Toward a Transformative Critical Race Framework of Early Literacy Teacher Education. Journal of Transformative Education, v11 n3 p151-169 Jul. This article builds a rationale for using the transformative pedagogy of critical race theory (CRT) to reframe early literacy teacher education and create counternarratives to address pervasive issues of inequity among minoritized students. This article also highlights the tensions that resulted from the author's use of such a framework: Preservice teachers enrolled in the author's early literacy methods course expressed feelings that focusing on issues of race and racism was at the expense of their "literacy training," problems accepting the idea that they could be personally biased, and notions that the CRT frame was inapplicable to them because they were at White schools. This article makes practical suggestions for teacher educators' efforts to counter such tensions and use CRT in order to address inequitable practices and meet the needs of minoritized students…. [Direct]

Renata D. Bryant (2019). The Perceptions of African American Female High-Needs Students regarding the Impact of the Disciplinary System in Low-Performing Schools in Arkansas. ProQuest LLC, Ed.D. Dissertation, Arkansas Tech University. The purpose of this qualitative study was to investigate why African American female students are being "pushed out" of learning environments in public schools. This study attempted to answer the central question: "According to the "lived experiences" of African – American female students in Arkansas, what are the perceived factors contributing to the disproportionate number of African American female students receiving serious disciplinary consequences in public schools?" Eleven African American female students associated with three school districts in Eastern Arkansas fit the following criteria: student in grades 10-12; a female student; self – identified as being African-American; received education in a traditional and nontraditional school setting; had experienced out-of-school suspension, in-school suspension, and expulsion. The semi-structured questions were conducted face-to-face in with in-depth dialogue. Five major themes emerged from the… [Direct]

Flores-Villarreal, Adriana (2017). A Critical Reflection of the Self: An Autoethnography of a Mexican American Educational Leader. ProQuest LLC, Ed.D. Dissertation, The University of Texas Rio Grande Valley. This autoethnographic study seeks to explain how my "lived experiences" both personal and academic have had a profound effect on the course of my life. Autoethnography has allowed me to utilize "reflexivity, multiple voices, and introspection" to "invoke" readers to enter into my "emergent experience" of doing and writing research. As a first generation, Latina, migrant, high school dropout, I was destined to fail according to research. Through the use of "testimonies", I have inscribed the struggles and understanding, creating new knowledge, and affirming my epistemology by writing about what I know best, "familia, barrio, life experiences." Through "testimonio" pedagogy, we are able to "hear and read each other's stories through voices, silences, bodies, and emotions and with the goal of achieving new "conocimientos", or understandings." In moving from silence to debate, I, like many other… [Direct]

Brown, Amy (2012). A Good Investment? Race, Philanthrocapitalism and Professionalism in a New York City Small School of Choice. International Journal of Qualitative Studies in Education (QSE), v25 n4 p375-396. Incorporating data from two years of ethnographic teacher-research, this article explores how a curriculum of "professionalism" resonates with teachers and students in a small New York City school of choice. Using the literature on Critical Whiteness Studies and philanthrocapitalism in the context of New York City Mayor Michael Bloomberg's education reforms, the paper critiques the ways that the increasing privatization and corporatization of schools in the US reinforces racism and inequality. The discussion concludes by outlining instances where students and teachers resist market-based pedagogies of professionalism, and discusses the importance of critical intellectualism and humanizing pedagogy in a climate of market-based reforms in education. (Contains 9 notes.)… [Direct]

Bensimon, Estela Mara; Dowd, Alicia C. (2015). Engaging the "Race Question": Accountability and Equity in U.S. Higher Education. Multicultural Education Series. Teachers College Press This book is for anyone who is challenged or troubled by the substantial disparities in college participation, persistence, and completion among racial and ethnic groups in the United States. As codirectors of the Center for Urban Education (CUE) at the University of Southern California, coauthors Alicia Dowd and Estela Bensimon draw on their experience conducting CUE's Equity Scorecard, a comprehensive action research process that has been implemented at over 40 colleges and universities in the United States. They demonstrate what educators need to know and do to take an active role in racial equity work on their own campuses. Through case studies of college faculty, administrators, and student affairs professionals engaged in inquiry using the Equity Scorecard, the book clarifies the "muddled conversation" that colleges and universities are having about equity. Synthesizing equity standards based on three theories of justice–justice as fairness, justice as care, and… [Direct]

DePouw, Christin (2012). When Culture Implies Deficit: Placing Race at the Center of Hmong American Education. Race, Ethnicity and Education, v15 n2 p223-239. There is a need for a critical race analysis of Hmong American education that places race and racism at the center of analysis, highlights Whiteness as property and recognizes the fluid and situated racialization of Hmong American students. Majoritarian explanations of inequities in Hmong American education often describe Hmong American student and family experiences in terms of \culture clash\ or profound cultural difference, thereby obscuring the ways in which Hmong American communities have been racialized as refugees, as Southeast Asians, and as \Blackened\ and gendered low income communities of color. Further, these racializing processes significantly impact the ways in which Hmong American students are situated and shaped by Whiteness as property within schools. (Contains 2 notes.)… [Direct]

Huff, Delores J. (1997). To Live Heroically: Institutional Racism and American Indian Education. SUNY Series, The Social Context of Education. This book explores the legacy of institutional racism in American Indian education, presents two contrasting assessments of Indian education in public and tribal schools, and outlines a more aggressive federal role to assure equity in local school systems. For most of its history, federally funded Indian education aimed to assimilate American Indians into the dominant U.S. culture. In the 1960s, evidence of high Indian dropout rates and school ineffectiveness led to legislation promoting Indian parent participation and tribal control of schools. By the 1980s, tribal sovereignty was under attack from national and state agencies that claimed that Indians were not ready to run tribal schools and that tribal schools should not be independent of state or federal regulations. In this context, ABT Associates was hired by the U.S. Department of Education to compare the cost effectiveness of tribal, public, and Bureau of Indian Affairs schools, but with the real purpose of justifying…

Moreno, German Alonso (2015). Making Meaning about Educational Experiences through Participatory Action Research: A Project Conducted with Adults Enrolled in a Community College Mathematics Course. Educational Action Research, v23 n2 p178-193. This paper discusses the findings of a group of co-researchers involved in a participatory action research (PAR) project conducted with adults in a developmental education program. The co-researchers were mostly individuals of Hispanic descent, who had struggled in the past with schooling. Because the educational experiences of Hispanics often involve marginalizing events, the experiences of the co-researchers are contextualized by explaining how Hispanics and other persons of color experience schooling, and the lasting impact of those experiences on their psyche. The study was based on principles of PAR especially tied to the notion of "vivencia" (genuine human experiences), and on examples of the use of PAR in educational environments. In order to understand the meaning of the co-researchers' experiences conveyed during dialogue sessions, the author/researcher used thematic analysis of dialogue and journals that was guided by "hermeneutic phenomenological… [Direct]

Griffin, Shayla Reese (2015). Those Kids, Our Schools: Race and Reform in an American High School. Harvard Education Press In "Those Kids, Our Schools," Shayla Reese Griffin examines patterns of racial interaction in a large, integrated high school and makes a powerful case for the frank conversations that educators could and should be having about race in schools. Over three years, Griffin observed students, teachers, and administrators in a "post-racial" exurban high school in the Midwest. In its hallways, classrooms, lunchrooms, and staff meetings, she uncovered the disturbing ways in which racial tensions and prejudices persist and are reinforced. Students engaged in patterns of behavior that underscored racial hierarchies. Teachers–no matter how intellectually committed to equity and diversity–often lacked the skills, resources, or authority to address racial issues, while administrators failed to acknowledge racial tensions or recognize how school practices and policies perpetuated racial inequality. This astute and thoughtful book offers a revealing glimpse into the world of… [Direct]

Castagno, Angelina E.; Lee, Stacey J. (2007). Native Mascots and Ethnic Fraud in Higher Education: Using Tribal Critical Race Theory and the Interest Convergence Principle as an Analytic Tool. Equity & Excellence in Education, v40 n1 p3-13 Jan. This article examines one university's policies regarding Native mascots and ethnic fraud through a Tribal Critical Race Theory analytic lens. Using the principle of interest convergence, we argue that institutions of higher education allow and even work actively towards a particular form or level of diversity, but they do not extend it far enough. Once racial remedies no longer hold value or benefit the institution itself, the status quo is maintained. Ultimately, the university has an interest in "celebrating" diversity and supporting superficial multiculturalism, but it does not have an interest in critical, social justice-oriented policies that challenge the status quo, the current racial order, or the institution's privilege and power. (Contains 12 notes.)… [Direct]

Garcia, David G.; Yosso, Tara J. (2007). "This Is No Slum!": A Critical Race Theory Analysis of Community Cultural Wealth in Culture Clash's "Chavez Ravine". Aztlan: A Journal of Chicano Studies, v32 n1 p145-179 Spr. Drawing on a critical race theory framework, this article weaves together sociology, education, history, and performance studies to challenge deficit interpretations of Pierre Bourdieu's cultural capital theory and to analyze Culture Clash's play Chavez Ravine. The play recounts a decade of Los Angeles history through the perspectives of displaced Mexican American families from three former neighborhoods of Chavez Ravine. Culture Clash's performance recovers and personifies the community cultural wealth cultivated by these families. This multifaceted portfolio of cultural assets and resources includes aspirational, linguistic, social, navigational, familial, and resistant capital. Chavez Ravine affirms the continuity of Chicana/o communities, utilizing culture as a source of strength that facilitates survival and nurtures resistance. (Contains 6 figures and 27 notes.)… [Direct]

Marx, Sherry; Pennington, Julie (2002). Experimentations with Critical Race Theory and Teacher Education Students. This paper describes how two white, female teacher educators openly addressed white racism with their white preservice students in order to help them become more aware of the advantages and biases inherent in their positionality as white teachers. They sought to move students past feelings of guilt and helplessness and avoid the dominant culture resentment against cultures of color. They helped student teachers open up to discourses of white racism and move beyond feelings of defensiveness, instead becoming critical of ways in which defensiveness and resentment signified the effects of white racism on their own beliefs and actions. Discussions were conducted in trusting, nonjudgmental environments. One of the teachers explored the thoughts and beliefs of three white student teachers who completed their student teaching in a predominantly Mexican-American school. The other teacher assigned her white student teachers to tutor English language learners in a local public school….

Gutierrez, Gabriel (2000). Deconstructing Disney: Chicano/a Children and Critical Race Theory. Aztlan: A Journal of Chicano Studies, v25 n1 p7-46 Spr. The Walt Disney Company's shift in ideology from conservatism to liberal multiculturalism is examined, focusing on corporate history, Disney's hegemonic dealings with Latin American and U.S. Hispanic communities, and Disney's role as cultural producer and facilitator of multiculturalism. Analysis of The Lion King points out its contributions to conformist nation-building agendas and a new politics of exclusion. (Contains 87 references.) (Author/TD)…

Singer, John N. (2009). African American Football Athletes' Perspectives on Institutional Integrity in College Sport. Research Quarterly for Exercise and Sport, v80 n1 p102-116 Mar. This qualitative case study used tenets of critical race theory and a single focus group and individual interviews with 4 African American football athletes at a predominantly White institution of higher education (PWIHE) in an effort to bring the voices of this marginalized group into the dialogue on issues concerning institutional integrity in college sport. Institutional integrity involves an athletic program's actual commitment to the educational interests of college athletes as expressed through their structures, functions, and activities. Three themes emerged from the data: (a) there is a need for more African American role models in leadership positions within the athletic departments of these PWIHE; (b) there is a need for more financial support for athletes; and (c) African American athletes should be given a platform to voice concerns. These findings have implications for those educational stakeholders and researchers who are genuinely concerned with institutional integrity… [Direct]

Cole, Elizabeth R. (2009). Intersectionality and Research in Psychology. American Psychologist, v64 n3 p170-180 Apr. Feminist and critical race theories offer the concept of intersectionality to describe analytic approaches that simultaneously consider the meaning and consequences of multiple categories of identity, difference, and disadvantage. To understand how these categories depend on one another for meaning and are jointly associated with outcomes, reconceptualization of the meaning and significance of the categories is necessary. To accomplish this, the author presents 3 questions for psychologists to ask: Who is included within this category? What role does inequality play? Where are there similarities? The 1st question involves attending to diversity within social categories. The 2nd conceptualizes social categories as connoting hierarchies of privilege and power that structure social and material life. The 3rd looks for commonalities across categories commonly viewed as deeply different. The author concludes with a discussion of the implications and value of these 3 questions for each… [Direct]

Dailey, Ardella Jones (2011). An Autoethnography of a First-Time School District Superintendent: Complicated by Issues of Race, Gender, and Persistent Fiscal Stress. ProQuest LLC, Ed.D. Dissertation, University of California, Berkeley. This inquiry used autoethnography methodology in a self-narrative format that places the self within the position of a first time Superintendent as an African American woman. The design of this research will allow the reader to travel with me through my experiences to obtain information about the challenges and obstacles of the superintendent position. The study will focus on three dimensions of superintendent leadership, (a) Policy and Governance: Board and Community Relationships, (b) Organizational and Human Resources Management, and (c) Leadership and District Culture. The research design use of autoethnography, linked with the theoretical framework of Critical Race Theory (CRT), and sensemaking and sensegiving of organization management will allow for the examination of the dimensions of superintendent leadership through the experiences of the researcher. These dimensions will be reflected upon, analyzed, and interpreted within their broader social context. Implications and… [Direct]

Garcia, Jeremy (2011). A Critical Analysis of Curriculum and Pedagogy in Indigenous Education: Engaging Hopi and Tewa Educators in the Process of Praxis. ProQuest LLC, Ph.D. Dissertation, Purdue University. This Critical Indigenous Qualitative Research study examined the ways in which K-12 Hopi/Tewa educators and principals negotiated curriculum and pedagogy selected for Hopi/Tewa students. Specifically, the study examined: (1) how the developing theoretical frameworks of Red Pedagogy (Grande, 2004) and Tribal Critical Race Theory (Brayboy, 2006) affected K-12 Hopi/Tewa teachers and principals; and (2) the curricular and pedagogical choices for Hopi/Tewa learners. The theoretical frameworks provided a lens through which the participants analyzed Western frameworks and re-considered Indigenous worldviews through the examination of curriculum and pedagogy. Once exposed to the concepts proposed within the theoretical frameworks (i.e., assimilation, decolonization, hegemony, power, Indigenous knowledge and sovereignty), the participants engaged in a process of praxis around aspects of curriculum and pedagogy serving Hopi/Tewa schools. Within the dialogical and dialectical space of this… [Direct]

Winograd, Ken (2011). Sports Biographies of African American Football Players: The Racism of Colorblindness in Children's Literature. Race, Ethnicity and Education, v14 n3 p331-349. This is an exploratory study of racism in a genre of children's literature that has been largely overlooked by research and teaching in multicultural children's literature: sports biographies and, in particular, the biographies of African American professional football players. By examining the race bias of this genre of children's literature, the study addressed the question: How is race represented in the biographies of African American professional football players in texts written for elementary school-aged children? Critical race theory was used to inform the analysis of data, particularly as it relates to the relationship between the practice of race colorblindness and property as well as its promotion of storytelling by people of color as the central method of representing their biographies, for literary, cultural and legal purposes. After a textual analysis of eight popular biographies, the study found that these children's books tend to reflect the racism of colorblindness,… [Direct]

Avery, Barry; Chakrabarty, Namita; Edmonds, Casey; Preston, John (2011). Emergency Preparedness as Public Pedagogy: The Absent-Presence of Race in "Preparing for Emergencies". International Journal of Lifelong Education, v30 n6 p749-762. Emergency preparedness can be considered to be a form of lifelong learning and public pedagogy with implications for race equality. The paper is based on an ESRC project "Preparedness pedagogies and race: an interdisciplinary approach" considering the policy process around the construction of the "Preparing for Emergencies" (PFE) campaign. This campaign which appeared as a leaflet (distributed to every household in the UK) and as a television campaign was a belated response to preparedness by the UK government post-9/11. The results in the paper are based on 20 interviews and two focus groups conducted in 2009-2010. Interviews were conducted with a previous home secretary, members of the cabinet office, private sector security consultants, civil servants and emergency planning committees. Using a Critical Race Theory (CRT) informed methodology we find that both for white and BME (Black and Minority Ethnic) respondents in our focus groups "race" and… [Direct]

Lopez, Gerardo R. (2003). The (Racially Neutral) Politics of Education: A Critical Race Theory Perspective. Educational Administration Quarterly, v39 n1 p68-94 Feb. Argues that the influence of Critical Race Theory has not spread significantly into the field of educational leadership, where the discourse on diversity has failed to penetrate the silence of racism in schooling. Confronts the silence on race in schools and summons scholars in the politics of education field to critically analyze race. (Contains 142 references.)(Author/PKP)…

Garcia, David G. (2008). Culture Clash Invades Miami: Oral Histories and Ethnography Center Stage. Qualitative Inquiry, v14 n6 p865-895. Using a critical race theory (CRT) framework, this article compares the playwriting methods of the Chicano–Latino theater trio, Culture Clash, to a counterstorytelling methodology. The author uncovers the tenets of a critical race theater in the trio's site-specific ethnographic play, "Radio Mambo: Culture Clash Invades Miami". He argues that this performance art consciously challenges social and racial injustice by illuminating the lives and histories of diverse urban communities. Grounded in a Chicana/o "teatro rasquache" aesthetic, Culture Clash's theatrical ethnographies speak to a broad array of audiences about race, class, culture, gender, and identity. (Contains 5 figures and 27 notes.)… [Direct]

Park, Julie (2008). Race and the Greek System in the 21st Century: Centering the Voices of Asian American Women. NASPA Journal, v45 n1 p103-132. Analyzing interviews with 18 Asian American female undergraduates, this study seeks to understand how participants viewed the sorority system at a predominantly White institution in the Southeastern United States. Drawing from critical race theory, I argue that the ways in which women perceived and experienced both acceptance and marginalization in the Greek system testify to the complexity and subtlety of racial politics on campus. While women generally perceived sororities as open access, they also reported instances in which race mattered, such as the presence of status hierarchies within the sorority system and the underrepresentation of women of color in sororities. (Contains 1 table and 1 footnote.)… [Direct]

Felski, Rita (2008). Remember the Reader: A Manifesto. Chronicle of Higher Education, v55 n17 pB7 Dec. Literary studies is in the doldrums. Wave after wave of revisionism has washed over literature departments in the last few decades, bringing a miscellany of new methods and critical tools, from cultural materialism to critical race theory, deconstruction to disability studies, the new historicism to the new formalism. Yet, even as people's ways of reading have become more searching and sophisticated, the stories they tell themselves and others about what they do and why they do it have grown hesitant and faint-hearted. The author discusses how one can develop rationales for reading and talking about books without lapsing into what she terms \the canon worship of the past.\… [Direct]

Henfield, Malik S.; Moore, James L., III; Wood, Chris (2008). Inside and outside Gifted Education Programming: Hidden Challenges for African American Students. Exceptional Children, v74 n4 p433-450 Sum. This qualitative study used Critical Race Theory as a theoretical framework to examine the meaning, context, and process by which 12 African American students in gifted education programs formulated perceptions of their experiences in those programs. The following themes emerged from the semistructured, biographical questionnaires and individual interviews: (a) critical issues facing gifted African American students; (b) ways that the students navigate the perils of gifted education; and (c) the benefits of gifted education. These themes highlight the salience of race inside and outside gifted education programs. The research findings also provide practical applications for teachers, principals, school counselors, and parents. (Contains 1 table.)… [Direct]

Jones, Shawn (2011). A Long Road to Travel: Narratives of African American Male Preservice Educators' Journeys through a Graduate Teacher Education Program. ProQuest LLC, Ph.D. Dissertation, Georgia State University. The ongoing research concerning African American males enrolled in teacher education programs is essential for a number of reasons. Research specifically addressing preservice teaching, teacher education, and the African American male student is needed to promote the well-being of any school of education. According to McCray, Sindelar, Kilgore, and Neal (2002), colleges of education have addressed the issue of underrepresentation and under population of African American teachers through policy reform and financial support. The narratives of African American male preservice teachers and their perspectives on teacher education may provide a context for other researchers seeking to understand how and why African American males move into the field of education. More importantly, one particular way to enhance and advance the cause of the African American male preservice teacher is to accept a \culturally sensitive practice\ (Tillman, 2002, p. 3) and insure epistemological and research… [Direct]

Brown, Keffrelyn D. (2011). Elevating the Role of Race in Ethnographic Research: Navigating Race Relations in the Field. Ethnography and Education, v6 n1 p97-111. Little work in the social sciences or in the field of education has fully explored the methodological issues related to the study of race and racism, yet qualitative researchers acknowledge that race plays (and should play) a role in the research process. Indeed, race frames and informs the context, practices and perspectives of everyday lived experiences in society and schools–even in those instances when race is not expressly recognised. In the case of ethnographic research, race emerges as a pivotal factor that is often undertheorised and sometimes unacknowledged. Though ethnographic research seeks to illuminate \culture\, and often does so in the context of research inquiries that are both racialised and that occur with researchers and participants who come from different racial backgrounds, this work often fails to place race at the centre. Drawing from data collected in a multi-sited ethnographic study on risk and academic achievement and using key insights from narrative… [Direct]

Garcia, Yeni Violeta (2013). A Case Study Exploring Science Competence and Science Confidence of Middle School Girls from Marginalized Backgrounds. ProQuest LLC, Ph.D. Dissertation, University of Northern Colorado. The inclusion of learners from underrepresented background in biology field research experiences has not been widely explored in the literature. Increased access and equity to experiences for groups historically underrepresented in science, technology, engineering, and mathematics (STEM) has been identified as a priority for many, yet little is known about the components these experiences should have and what types of transformations participants undergo as a result of these experiences. This dissertation explored the systemic creation of an intervention purposely designed to serve middle school girls from underrepresented backgrounds, the implementation of such intervention, and effect on the girls' science competence and science confidence. "El Espejo," Spanish for "The Mirror," was an ongoing field ecology research program for middle schools girls founded in 2009 at a local interdisciplinary learning center. Girls from all walks of life had the opportunity to… [Direct]

Solorzano, Daniel G. (1997). Images and Words that Wound: Critical Race Theory, Racial Stereotyping, and Teacher Education. Teacher Education Quarterly, v24 n3 p5-19 Sum. This paper considers the legacy of racism that marks our society, arguing that critical race theory provides a framework for challenging the genetic and cultural deficit theories. Specific recommendations, based on critical race theory, to help teacher educators challenge racism and stereotyping in the classroom are presented. (SM)…

Curry, Tommy (2008). Saved by the Bell: Derrick Bell's Racial Realism as Pedagogy. Philosophical Studies in Education, v39 p35-46. The recent pop culture iconography of the Critical Race Theory (CRT) label has attracted more devoted (white) fans than a 90s boy band. In philosophy, this trend is evidenced by the growing number of white feminists extending their work in gender analogically to questions of race and identity, as well as the unchecked use of the CRT label to describe any work dealing with postcolonial authors like W.E.B. DuBois, and Frantz Fanon, or the role postcolonial themes like power, discourse, and the unconscious play in the social constructionist era. In the field of education, however, CRT has had quite a different impact. For over a decade, largely due to Gloria Ladson-Billings and William Tate's 1995 article, "Toward a Critical Race Theory of Education," education theorists have been dealing with the work of Derrick Bell, Richard Delgado and Cheryl Harris, and other Critical Race Theorists' arguments concerning the impact of white normativity on institutions of learning, the use… [PDF]

Hylton, Kevin (2015). "Race" Talk! Tensions and Contradictions in Sport and PE. Physical Education and Sport Pedagogy, v20 n5 p503-516. Background: The universal sport discourses of meritocracy and equality are so engrained that few challenge them. The most cursory interest in sport, Physical Education (PE), and society will reveal that the lived reality is quite different. Racial disparities in the leadership and administration of sport are commonplace worldwide; yet, from research into "race" in sport and PE, awareness of these issues is widespread, where many know that racism takes place it is generally claimed to be somewhere else or someone else. For many, this racism is part of the game and something to manipulate to steal an advantage; for others, it is trivial. This paper explores the contradictions and tensions of the author's experience of how sport and PE students talk about "race" and racism. "Race" talk is considered here in the context of passive everyday "race" talk, dominant discourses in sporting cultures, and colour blindness. Theoretical framework: Drawing on… [Direct]

Davila, Erica R.; de Bradley, Ann Aviles (2010). Examining Education for Latinas/os in Chicago: A CRT/LatCrit Approach. Educational Foundations, v24 n1-2 p39-58 Win-Spr. This article explores the sociopolitical context of education policy, particularly as it relates to Latina/o education. The authors highlight the status of Latinas/os within the Chicago Public Schools (CPS) to examine the impact of education policy designed to benefit few and disenfranchise most. They draw attention to the injustices of Latinas/os in CPS and examine this status within a Critical Race Theory (CRT) and Critical Latino Theory (LatCrit) framework. They draw from the lens of LatCrit to situate their research within a paradigm that speaks to Latina/o school experiences in a very specific way. They focus on the inequities that clearly disenfranchise Latina/o students by drawing on two editions of a previous research project (Aviles, Capeheart, Davila, & Miller, 2004) and (Aviles, Capeheart, Davila, Miller, & Rodriguez-Lucero, 2006) which is discussed further in the methods section. While the research report (Aviles, Capeheart, Davila, Miller, & Rodriguez-Lucero,… [PDF] [Direct]

Cueva, Bert Maria (2013). Theorizing the Racial and Gendered Educational Experiences of Chicanas and Native American Women at the Ph.D. Level in Higher Education: "Testimonios" of Resistance, Defiance, Survival, and Hope. ProQuest LLC, Ph.D. Dissertation, University of California, Los Angeles. This national case study examines the educational experiences of twenty-one women that self-identified as low-income or working-class Chicanas or Native American women pursuing professoriate degrees in the Humanities, Social Sciences, Forestry, and Education. The case study includes forty-two qualitative "testimonio" interviews that examine how racism, white privilege, and complex power relations affect Chicanas and Native American women at the doctoral level. This case study examines the types, contexts, effects, and responses that the women use to strategically navigate through their doctorates within predominantly white public universities. This case study uses Critical Race Theory (CRT), Chicana Feminism, and a qualitative method of "testimonio" to better understand the educational experiences of Chicanas and Native American women in higher education. CRT allows for an interdisciplinary perspective to examine how racism, white privilege, and complex power… [Direct]

Pennington, Julie L. (2007). Silence in the Classroom/Whispers in the Halls: Autoethnography as Pedagogy in White Pre-Service Teacher Education. Race, Ethnicity and Education, v10 n1 p93-113 Mar. This study examines the use of autoethnography as a teaching method to work with pre-service teachers in an elementary school setting. Focusing on Whiteness and critical race theory as a lens for reviewing their experiences while working with children of color, the author includes her own story of exploring her racism as a classroom teacher, a researcher and a pre-service teacher educator…. [Direct]

Dingus, Jeannine; Dixson, Adrienne (2007). Tyranny of the Majority: Re-Enfranchisement of African-American Teacher Educators Teaching for Democracy. International Journal of Qualitative Studies in Education (QSE), v20 n6 p639-654 Nov. This article examines the tensions related to multicultural pre-service teacher education for professors of color. Using two tenets of Critical Race Theory, counterstory and Whiteness as property, as their theoretical framework, the authors draw on personal and professional experiences working with pre-service teachers in predominantly White institutions (PWI) as these relate to preparing them to teach in diverse settings and embracing notions of democratic education…. [Direct]

Anderson-Thompkins, Sibby (2009). Race Scholars on the Politics of Race, Research, and Risk in the Academy: A Narrative Inquiry. ProQuest LLC, Ph.D. Dissertation, Georgia State University. This qualitative study examined the experiences of race scholars whose agenda include investigating and writing about racial issues which run counter to the entrenched ideas, values and philosophies of the dominant academic culture. It questioned the possible risks associated with race work, and it examined the available support and validation for race scholars within the academy. Perceived prejudices and micro-aggressions are examined, as well as coping strategies for navigating the political academic landscape. Designed as a narrative inquiry, the study utilized in-depth interviews and the analysis of written documents of four prominent race scholars, while critical race theory (CRT) served as the theoretical framework that guided the analysis. Critical race theory (CRT) serves as the theoretical framework for this study. CRT emphasizes the social constructs of race and the ensuing issues of racism, racial subordination and discrimination. Within the literature, CRT scholars… [Direct]

Bourke, Brian; Harris, Michael S. (2008). Selling Exclusion: Images of Students of Color in Bowl Game Advertising. College and University, v84 n2 p18-26 Fall. Each winter, the best collegiate football programs compete in the Bowl Championship Series. in addition to showcasing their prowess of the field, each school is afforded opportunities to highlight other aspects of their institution in the form of advertising spots. The current study analyzed each of these spots for the 43 university participants using orienting concepts of critical race theory and iconography. The messages and symbolism within each advertisement reveal a great deal about each institution, both through what is included, and what and who are excluded. Through this paper, the authors provide an analysis of how the dominance of whiteness is communicated, as well as how the token multiculturalism that is shown sends a message about each institution…. [Direct]

Elteto, Sharon; Jackson, Rose M.; Lim, Adriene (2008). Is the Library a \Welcoming Space\?: An Urban Academic Library and Diverse Student Experiences. portal: Libraries and the Academy, v8 n3 p325-337 Jul. This article presents a case study of an urban academic library's attempt to identify factors that influence the perceptions of students of color concerning the library as a welcoming space. The goal of this study is to determine if there are qualitative divergent factors along racial lines concerning how students use this library. The research is grounded in the theory of symbolic interactionism and Critical Race Theory. The authors then used these theories to focus on three themes that emerged reflecting racial differences among library users. This project adds to the limited scholarly research concerning the influence of the library on the experiences and the retention and success rates of students of color. (Contains 30 notes.)… [Direct]

Yee Chief, Irene Mary (2012). Perceptions of Online Learning Experiences: Voices of African American Women at a Historically Black College and University. ProQuest LLC, Ph.D. Dissertation, New Mexico State University. An increasing number of higher education learners are using online learning. The purpose of this exploratory study was to examine non-traditional learners' perceptions and experiences of online learning at a public Historically Black College or University (HBCU). This study examined learners' interactivity with peers, teachers, administrators, content and technology and student support. Six non-traditional African American women were interviewed on their perceptions of their online learning experiences. Freire's Liberation Pedagogy and Critical Race Theory as the theoretical frameworks were utilized to situate participants' voices and perceptions of online learning in a wider social, economic, and political context. Elicited themes were extracted via constant comparative method and the use of NVivo. The participants had studied in the traditional classrooms at two or more higher education institutions. Students chose to study at HBCUs as their institutions because… [Direct]

Mackenzie, Kathleen (2012). Teaching Hispanic English Language Learners in the General Education Classroom: A Phenomenological Study. ProQuest LLC, Ed.D. Dissertation, Northeastern University. This study used a phenomenological study design to better understand the phenomenon of teaching Hispanic English language learners in the general education setting. Data were collected using semi-structured interviews and researcher memos, and analyzed using the Listening Guide method. The study focused on white, English-speaking teachers to maximize the language and cultural differences between teachers and students. The study also focused on Hispanic students because of the current political climate associated with recent Hispanic immigration trends in this country. Participants included four white, English-speaking teachers at Harbor Elementary School, which is a large, diverse, urban school with a large and rapidly increasing Hispanic population. This study used Critical Race Theory and Socio-cultural Theory to help answer the following question: "How do white, monolingual, general education teachers at Harbor Elementary School describe their experiences with teaching… [Direct]

Haskins, Natoya Hill (2011). A Critical Look at Minority Student Preparation to Counsel White Clients. ProQuest LLC, Ph.D. Dissertation, The College of William and Mary. The purpose of this study was to explore how minority students are prepared to counsel White clients in two Predominantly White Institutions (PWIs). Engaging in a critical exploration of the experiences of minority students allowed the personal stories to create a consciousness which could lead to programmatic change. The paucity of research addressing the minority counselor/White client dyad lends viability to this study. This study used methods consistent with the critical research, including individual interviews and artifact collection. All data were analyzed through the lens of Critical Race Theory and Whiteness in an effort to conceptualize the role of race and racism on the minority student's preparation to counsel White clients. Data analysis revealed nine themes suggesting collectively that relevant curriculum focusing on the minority student/White client dyad is lacking, and that a colorblind curriculum is used to address cross-cultural interactions. Data also revealed that… [Direct]

Nickelberry, Tressie A. (2012). The Experiences of Blacks Who Obtained Doctorates from Predominantly White Institutions. ProQuest LLC, Ed.D. Dissertation, California Lutheran University. Being in a doctoral program requires a substantial amount of one's time, energy, and commitment. Doctoral students face many challenges while pursuing their degrees. For example, some may be on financial aid, work full-time, and/or have a family. While doctoral students face many hurdles, Black doctoral students face additional barriers. The purpose of this study was to reveal the perspectives and experiences of Blacks who obtained doctorates from predominately White institutions. This study offers insight into the atypical challenges that Black doctoral students faced while in graduate school, their motivation to persist, and the role of racial and ethnic identity in the graduate school experience. Qualitative research methods were used to examine the journey of those Black students, who completed their doctorates at predominately White institutions. Critical race theory and constructivism were used as the theoretical underpinnings of this study. Case study methodology was… [Direct]

Hudson, Wayne V. (2011). Zero Tolerance Educational Policies and Expansion of the School-to-Prison Pipeline for African American Males: A Multi-Conceptual Analysis of the Linkages. ProQuest LLC, Ed.D. Dissertation, Cambridge College. The purpose of this theoretical study was to explore, examine, and analyze the United States (US) Zero Tolerance (ZT) educational policies and practices of the school-to-prison pipeline phenomenon. This study specifically explored the influence of the ZT policy on African American males becoming part of that system. The study was guided by three research questions: 1) how do the U.S. educational policies and practices of ZT methods and the current application influence the expansion of African American males into the school-to-prison pipeline; 2) who benefits from these policies and practices of ZT and the school-to-prison pipeline; and 3) how do these educational and criminal justice policies entrap African American males? This study further examined the impact of race, regarding the disproportionate numbers of African Americans males that are trapped within that system. In addition, this study's research methodology adopted a critical theory and a critical race theory application,… [Direct]

Carmen Alicia Martinez (2022). A Case Study Policy Analysis of One Bilingual Higher Education Institution: How Are Bilingual English-Spanish Universities Planning to Remain Viable?. ProQuest LLC, Ed.D. Dissertation, University of Pittsburgh. Hispanic college enrollment in the U.S. will surpass 4.4 million students by 2025, far exceeding the growth rate of any other racial or ethnic group. Hence, the number of Hispanic-Serving Institutions (HSIs) identified by the Hispanic Association of Colleges and Universities (HACU) increased to nearly 570 in 2020 and is likely to accelerate (Hispanic Association of Colleges and Universities, n.d.). This qualitative case study took place at the University of Texas Rio Grande Valley (UTRGV), one of the largest U.S. HSIs. Located at the South Texas borderland, it claims to be a "highly engaged bilingual university." This qualitative case study describes and interprets UTRGV's bilingual model of higher education through institutional document analysis, supported by semi-structured interviews. Data were conceptualized using an adaptation of Dafouz and Smit's (2016) ROAD MAPPING of English-Medium Education in Multilingual University Settings (EMEMUS), originally used to study the… [Direct]

Carrasquillo, Carmen Ana (2013). In Their Own Words: High-Achieving, Low-Income Community College Students Talk about Supports and Obstacles to Their Success. ProQuest LLC, Ed.D. Dissertation, University of California, San Diego.. Open-access admissions policies and greater affordability position community colleges at the forefront in addressing equitable academic outcomes. Yet, most community college students fail to complete their certificate, degree and transfer goals. The failure rate is particularly high for low-income, Black and Latino(a) students. Much has been written about these student populations. However, we know surprisingly little about those who "beat the odds," that is low-income students who are high-achieving. Even fewer studies turn the lens on the students' voices. What characterizes the experiences of these "beat the odds" students? With student voice at its center, this qualitative study investigates how high-achieving, low-income students make sense of the opportunities and obstacles they encounter at the community college. Students' experiences and relationships are examined to discover to what extent they contribute to or impede their persistence. Also… [Direct]

Cole, Mike; Maisuria, Alpesh (2007). "Shut the F*** up", "You Have No Rights Here": Critical Race Theory and Racialisation in Post-7/7 Racist Britain. Journal for Critical Education Policy Studies, v5 n1 May. The London bombings of 7th July, 2007 (7/7) were a pivotal moment in British society, not only because of the loss of life and injury, but because it was the first time Britain had been attacked by non-white British citizens. This point was underscored by Chancellor Gordon Brown when he stressed that "the uncomfortable facts" have to be faced that the bombers were "British citizens, British born, apparently integrated into our communities, who were prepared to maim and kill fellow British citizens". Here we assess competing explanations for the role of "race" in contemporary society: Critical Race Theory (CRT) and Racialisation. Two central tenets of CRT are critiqued from a Marxist perspective, and the Marxist concept of racialisation is put forward as having most purchase in explaining manifestations of intensified Islamophobia and xenoracism in post 7/7 Britain. (Contains 10 notes.)… [Direct]

Mirza, Heidi Safia (2009). Plotting a History: Black and Postcolonial Feminisms in \New Times\. Race, Ethnicity and Education, v12 n1 p1-10 Mar. Black feminist thought is grounded in an understanding of the nature of power and the way black/othered difference women's is systematically organised through social relations. Postcolonial feminist approaches enable us to situate the silent \spectral\ power of colonial times as it appears in the production and reproduction of marginalised, racialised and gendered others in new contemporary times. This special issue brings the two perspectives together to explore the complexities of black and ethnicised female marginality through an intersectional analysis where race, class, gender and other social divisions are theorised as lived realities. Through a variety of methodologies–such as the oral tradition of storytelling in CRT (critical race theory), embodied autobiography and geographically embedded longitudinal ethnographies–black and postcolonial feminist scholars chart new perspectives on multiple identity, hybridity, diaspora, religion, culture and sexuality. Exploring issues as… [Direct]

Baszile, Denise Taliaferro (2009). Deal with It We Must: Education, Social Justice, and the Curriculum of Hip Hop Culture. Equity & Excellence in Education, v42 n1 p6-19 Jan. Although hip hop culture has been one of the most significant urban youth movements over the last three decades, it has only recently gained attention within the educational literature as a force to be reckoned with. And even then, much of the literature seeks to understand how hip hop can be used to engage students in the official school curriculum. In contrast, in this paper, the author looks critically at hip hop's curricular dimensions; that is, what hip hop might teach educators not only about the way in which the last three generations of young urban dwellers negotiate identity and difference across cycles of urban blight and ongoing educational disenfranchisement but also about the limitations and possibilities of our work as educators. Drawing on curriculum theory and critical race theory, the author contends that an important part of re-imagining the relationship among education, social justice, and hip hop culture is beginning with a critical awareness of how the curriculum… [Direct]

Stoudt, Brett G. (2009). The Role of Language & Discourse in the Investigation of Privilege: Using Participatory Action Research to Discuss Theory, Develop Methodology, & Interrupt Power. Urban Review: Issues and Ideas in Public Education, v41 n1 p7-28 Mar. Rooted in feminist philosophy, critical race theory, and participatory action research (PAR), I partnered with four faculty and four students at an elite, private, college preparatory day school for boys in order to examine bullying. In this article I closely examine the role of language and discourse when conducting counter hegemonic research \with\ people who are predominantly privileged and \within\ institutions designed to reproduce those privileges. I briefly describe the co-construction of our theory and instrument to illustrate that our close attention to language in regards to bullying both helped us understand our work and changed how we went about conducting the study. I describe how our strategic use of language to broadly define bullying helped us capture interesting data and interrupt power. And finally, I discuss our political use of language to others and suggest that while it paved a safer space for us to conduct our work it also may have restricted our work from… [Direct]

Arrona, John; Lynn, Marvin; Morfin, Otoniel Jimenez; Parker, Laurence; Perez, Victor H. (2006). Hiding the Politically Obvious: A Critical Race Theory Preview of Diversity as Racial Neutrality in Higher Education. Educational Policy, v20 n1 p249-270. What have colleges and universities done to increase student of color enrollment since the 2003 U.S. Supreme Court decisions in \Grutter v. Bollinger\ and \Gratz v. Bollinger?\ This article provides a critical race theory (CRT) snapshot of selective data and institutions since these landmark decisions. We find that even though \Grutter\ gives the go-ahead to use affirmative action, higher education has failed politically to take on this challenge. When taken together, the \Gratz\ and \Grutter\ decisions allow higher education institutions to engage in symbolic affirmative action measures that appear as diversity measures but are operationalized as race neutral when one examines the data of continuing overall declines of students of color at many institutions. The authors conclude with a CRT call for a more expansive affirmative action with higher education administrators doing more to justify affirmative action through \Grutter.\ (Contains 6 notes and 3 figures.)… [Direct]

Brown-Jeffy, Shelly; Cooper, Jewell E. (2011). Toward a Conceptual Framework of Culturally Relevant Pedagogy: An Overview of the Conceptual and Theoretical Literature. Teacher Education Quarterly, v38 n1 p65-84 Win. The United States is a diverse country with constantly changing demographics. The noticeable shift in demographics is even more phenomenal among the school-aged population. The increase of ethnic-minority student presence is largely credited to the national growth of the Hispanic population, which exceeded the growth of all other ethnic minority group students in public schools. Scholars have pondered over strategies to assist teachers in teaching about diversity (multiculturalism, racism, etc.) as well as interacting with the diversity found within their classrooms in order to ameliorate the effects of cultural discontinuity. One area that has developed in multicultural education literature is culturally relevant pedagogy (CRP). CRP maintains that teachers need to be non-judgmental and inclusive of the cultural backgrounds of their students in order to be effective facilitators of learning in the classroom. The plethora of literature on CRP, however, has not been presented as a… [PDF] [Direct]

Pittman, Edward L. (2012). Behind Ivory Towers and Stone Walls: Racial Climate and Black Students at a Highly Selective Liberal Arts College. ProQuest LLC, Ed.D. Dissertation, University of Pennsylvania. The experiences of Black students at predominantly White institutions (PWIs) of higher education have been the focus of study and policymaking for several decades. Much of the research addresses dimensions of campus racial climate and its impact on the academic and campus life experiences of Black students at large universities. The experiences of Black students at smaller and highly selective liberal arts colleges, however, deserve a deeper and closer examination because these campuses may be uniquely situated and present data-rich opportunities for exploration. The purpose of this study was to explore two central questions: how do past histories of campus racial climate affect the current experiences of Black students? What are the experiences of Black students with respect to racial climate at highly selective liberal arts colleges? The study employed qualitative methods within a case study approach for an in-depth exploration of a highly selective liberal arts college. The… [Direct]

Deyhle, Donna, Ed.; Parker, Laurence, Ed.; Villenas, Sofia, Ed. (1999). Race Is…Race Isn't: Critical Race Theory and Qualitative Studies in Education. Critical race theory offers a way to understand how ostensibly race-neutral structures in education–knowledge, merit, objectivity, and "good education"–in fact help form and police the boundaries of white supremacy and racism. Critical race theory can be used to deconstruct the meaning of "educational achievement," to recognize that the classroom is a central site for the construction of social and racial power. It can also be used to provide the theoretical justification for oppositional "counterstories" that challenge educational assumptions from an outsider's perspective. The educational studies in this book integrate counter-storytelling with qualitative research to open new areas of inquiry. Following "Introduction to Critical Race Theory in Educational Research and Praxis" (Daria Roithmayr), the chapters are: (1) "Just What Is Critical Race Theory and What's It Doing in a 'Nice' Field Like Education?" (Gloria…

Stovall, David (2006). Forging Community in Race and Class: Critical Race Theory and the Quest for Social Justice in Education. Race, Ethnicity & Education, v9 n3 p243-259 Sep. Among the communities of critical race theorists and its detractors in education, there is an apparent rift as to what theoretical construct best contributes to the social justice project in education. Conferences and meetings have served as quasi-battle grounds for theorists, activists and scholars to go back and forth about what theoretical construct has the greatest bearing on educational praxis. Debate notwithstanding, the following document argues critical race theory (CRT hereafter) as a viable theoretical construct to address issues of social justice in education. In so doing, the following document couches the discussion in three tasks. The first is to identify the contributions of CRT in education. Second, the document argues for a closer read of the theoretical construct and its subsequent application. The concluding task will be an example of how the points of contention and compliance can be located through an example (in this case narrative) of a school with a social… [Direct]

Patton, Lori D., Ed. (2010). Culture Centers in Higher Education: Perspectives on Identity, Theory, and Practice. Stylus Publishing, LLC This book fills a significant void in the research on ethnic minority cultural centers, offers the historic background to their establishment and development, considers the circumstances that led to their creation, examines the roles they play on campus, explores their impact on retention and campus climate, and provides guidelines for their management in the light of current issues and future directions. In the first part of this volume, the contributors provide perspectives on culture centers from the point of view of various racial/ethnic identity groups, Latina/o, Asian, American Indian, and African American. Part II offers theoretical perspectives that frame the role of culture centers from the point of view of critical race theory, student development theory, and a social justice framework. Part III focuses specifically on administrative and practice-oriented themes, addressing such issues as the relative merits of full- and part-time staff, of race/ethnic specific as opposed… [Direct]

Fredrick, Rona M. (2007). Conductors of the Digitized Underground Railroad: Black Teachers Empower Pedagogies with Computer Technology. Journal of Negro Education, v76 n1 p68 Win. An interpretive case study framed by the critical race theory (CRT) and African centered theory is used to examine the teaching practices of two transformative African American teachers, which transformed the thinking and lives of their students. The analysis has illustrated that the computer technology has helped teachers in engaging in meaningful instruction about African American experiences and has become a medium for legitimizing African American students' real life experiences in the official curriculum…. [Direct]

Emily Davalos (2021). Education as a Tool of Liberation: Nurturing the Vital Branch between Ethnic Studies and Revolutionary Community Organizing. ProQuest LLC, Ph.D. Dissertation, Northern Arizona University. The pandemic and uprisings against police terror have heightened the devastation of white supremacy and capitalism. During this time of heightened devastation, revolutionary organizing efforts have amplified. As people are coming together to resist and create alternatives to these murderous systems, the purpose of this project is to strengthen the connection between revolutionary organizers and educators who struggle for the justice condition (i.e. racial liberation and decolonization). The fight for Ethnic Studies in 1968 marks the beginning of a field to bring this revolutionary struggle into schools. Ethnic Studies has taken a variety of shapes, but a revolutionary approach to Ethnic Studies is grounded in community struggles for racial liberation and decolonization. The three branches of decolonizing pedagogy, culturally responsive pedagogy, and community responsive pedagogy ground ethnic studies programs to the revolutionary roots of the field to resist the incessant co-optation… [Direct]

Teranishi, Robert T. (2002). Asian Pacific Americans and Critical Race Theory: An Examination of School Racial Climate. Equity & Excellence in Education, v35 n2 p144-54 May. Used critical race theory to explore similarities and differences in Chinese- and Filipino-American high school students' racial and ethnic experiences and in their college aspirations. Examines how racial and ethnic experiences influenced their processes of developing and realizing their postsecondary aspirations. Between-group differences resulted in different postsecondary information, knowledge, and opportunity. College choices were shaped by beliefs and stereotypes that others attached to their ethnicity and social class. (SM)…

Wagstaff, Iris R. (2014). Predicting 9th Graders' Science Self-Efficacy and STEM Career Intent: A Multilevel Approach. ProQuest LLC, Ed.D. Dissertation, North Carolina State University. This study was conducted in response to the growing concern about the lack of U.S. students majoring in STEM fields and pursuing STEM careers (NSF, 2013). In order for the U.S. to compete in a global economy that is increasingly technologically-based, a skilled STEM workforce is a necessity (National Academies, 2010). Understanding the factors that encourage confidence in science and intent to pursue science-related careers remains a national mandate. Using data from a nationally representative sample of 21,440 students from 940 schools, the High School Longitudinal Study of 2009 (HSLS:09), this study provides insight into the factors that predict science self-efficacy and STEM career intent. Guided by Lent, Brown & Hackett's (1994) Social Cognitive Career Theory (SCCT), both student-level and school-level factors were examined. The findings indicate that the personal inputs of being African American, female, and having a science identity predict both science self-efficacy and… [Direct]

McCray, Carlos R. (2008). Constructing a Positive Intrasection of Race and Class for the 21st Century. Journal of School Leadership, v18 n2 p249-267 Mar. This article attempts to provide some transparency with regard to how the intersection of race and class negatively affects African Americans in their effort to fight for social justice with regard to classism. Based on the explicit historical attempt to definitively make race and class synonymous, such a manufactured intersection is powerfully ingrained within the American psyche, and it has successfully created a quagmire with middle-class Blacks in their effort to fight against class injustice–specifically, those who are discriminated against in our society because of their lack of educational pedigree, economic standing, and job occupation. Thus, this article attempts to infuse sociological theoretical concepts with strands of critical race theory to provide insight into the potential barriers of middle-class Blacks' amalgamation with African Americans of lower-wealth communities…. [Direct]

Yosso, Tara J. (2005). Whose Culture Has Capital? A Critical Race Theory Discussion of Community Cultural Wealth. Race, Ethnicity and Education, v8 n1 p69-91 Mar. This article conceptualizes community cultural wealth as a critical race theory (CRT) challenge to traditional interpretations of cultural capital. CRT shifts the research lens away from a deficit view of Communities of Color as places full of cultural poverty disadvantages, and instead focuses on and learns from the array of cultural knowledge, skills, abilities and contacts possessed by socially marginalized groups that often go unrecognized and unacknowledged. Various forms of capital nurtured through cultural wealth include aspirational, navigational, social, linguistic, familial and resistant capital. These forms of capital draw on the knowledges Students of Color bring with them from their homes and communities into the classroom. This CRT approach to education involves a commitment to develop schools that acknowledge the multiple strengths of Communities of Color in order to serve a larger purpose of struggle toward social and racial justice…. [Direct]

Lumby, Jacky (2009). Performativity and Identity: Mechanisms of Exclusion. Journal of Education Policy, v24 n3 p353-369 May. National policy discourses imply rational and positive pathways to greater equality and inclusion for public sector workers, including those in education. However, radical feminist and critical race theory suggests that whatever measures are undertaken to disassemble systems which impact negatively on those who are minority or excluded, systems which sustain current inequalities are likely to be synchronously constructed. Analysis of the UK performativity environment has variously identified a range of intended and unintended effects. The mechanisms by which performativity may impact on the inclusion or exclusion of diverse staff in leadership have not been widely explored empirically. This paper draws on data from five case studies of further education colleges. It interrogates the data to explore how the performativity culture relates to the multiple identities of leaders at various levels of hierarchy within the organisation. It concludes that while previous commentaries may have… [Direct]

Bialka, Christa Saggiomo (2012). Taking the "Dis" out of Disability: Attending to Pre-Service Teacher Dispositions Related to Students with Special Needs. ProQuest LLC, Ed.D. Dissertation, University of Pennsylvania. This dissertation examines pre-service teachers' developing dispositions related to students with special needs and addresses their beliefs about students with disabilities through analysis of their experiences as members of the 2011-2012 cohort in the Teacher Education Program (TEP) at the University of Pennsylvania Graduate School of Education (GSE). Literature related to teachers' attitudes toward inclusion, educator dispositions and identity theory provide frames for analyzing what participants say about students with special needs. The conceptual framework for this study utilizes Critical Race Theory (CRT) and Disability Theory in concert as a means of examining participants' dispositions. When combined, CRT and Disability Theory provide a useful lens for examining issues of privilege and identity; while race, class and culture are often considered by educational theorists and researchers, issues of identity and privilege as "abled" or "disabled" are rarely… [Direct]

King, Chanel (2012). The Impact of Coaching on New African-American Female Principals. ProQuest LLC, Ed.D. Dissertation, California State University, East Bay. This is cross-case analysis of four new African American female principals who reported that coaching was critical to their success. They described the challenges inherent to all newcomers with particular attention to how their professional socialization was further confounded by factors of race and gender. The conceptual framework used for this multi-participant case study is critical race theory with an emphasis on counter-storytelling narratives. The transcripts yielded descriptions of the role of coaching in negotiating their experiences as new African American female principals and the ways race and gender influenced their professional induction. The analysis of data revealed themes such as marginalization, institutional racism, and broader societal perceptions of African American women. Participants offered examples of how their race and gender influenced how they were perceived as less competent, giving examples of European Americans and male colleagues being promoted more… [Direct]

Harris-Scott, Lynnette H. (2012). Spaces Where We Know Who to Be: Black Girls Reading Reflections of and Speaking for Themselves. ProQuest LLC, Ed.D. Dissertation, University of Pennsylvania. This study explores how academically talented Black girls read, write and narrate their lived experiences while attending a predominantly white, selective admissions urban high school. Black girls in these types of settings often experience feelings of isolation and silencing, unjust treatment, and underrepresentation in the curriculum (Carter, 2006; Fordham, 1996; Henry, 1998b; Pastor et al., 1996; Rollock, 2007). Drawing from a year-long qualitative study on the development and enactment of a special interest class, this narrative inquiry documents the co-construction of this class, or safe space, with eight young women. Drawing upon Critical Race Theory, Black feminist epistemology, and New Literacy Studies, the study addresses questions of agency, social injustice, and under/representation by exploring with Black girls the counternarratives of their lived experiences. This study describes how young Black women used discursive and literacy practices to transgress common notions of… [Direct]

Murray, Alana D (2012). Countering the Master Narrative: The Development of the Alternative Black Curriculum in Social Studies, 1890-1940. ProQuest LLC, Ph.D. Dissertation, University of Maryland, College Park. The purpose of this dissertation is to explore the development of the alternative black curriculum in social studies from 1890-1940. W.E.B. Du Bois and Carter G. Woodson worked in collaboration with women educators Nannie H. Burroughs and Anna Julia Cooper to create an alternative black curriculum that would support the intellectual growth of black children. There is a growing body of work, initially articulated by male scholars, that demonstrates the basic principles of the alternative black curriculum, a curriculum that reinterprets dominant narratives in US and world history about the African and African-American experience. My study illustrates how this curriculum was in many ways supplemented and even furthered by an ongoing dialogue with the pedagogical work of African-American women school founders, administrators, librarians, and teachers. Embracing both a critical race theory and integrated gender framework, an analysis of the alternative black curriculum will deepen and… [Direct]

Zavala, Maria R. (2012). Race, Language, and Opportunities to Learn: The Mathematics Identity Negotiation of Latino/a Youth. ProQuest LLC, Ph.D. Dissertation, University of Washington. Decades of research document underperformance of Latino/a youth in mathematics, yet little is known about the day-to-day mathematics socialization of Latino/a youth. This research used qualitative case studies of two Algebra 1 classrooms and seven Latino/a focal students to document and describe two major influences on Latino/a youths' mathematics identities: their individual beliefs and their negotiation of identity in classroom settings. I proposed a three-tiered framework for mathematics identity drawing on students' self-concepts, sociocultural learning theory, and Critical Race Theory (CRT) to research the perspectives Latino/a students had about their own mathematics identities. This study focused on how Latino/a students described the role of language and race in learning mathematics, how Latino/a youth exhibited agency in their mathematics educations, and the role of different features of mathematics classrooms in negotiating their mathematics identities. Findings… [Direct]

Hetherington, Susan Ames (2012). "They Think We Don't Have the Knowledge": The Intersection of Autism and Race. ProQuest LLC, Ph.D. Dissertation, University of Rochester. The purpose of this study was to explore the experiences of African American mothers of children with an autism diagnosis as they negotiated an urban district special education system. Beginning with the question, "How do the dual oppressions of race and disability impact African American mothers of children with autism and their relationship with the schooling process," five mothers participated in both one to one and focus group interviews. With a feminist disability theoretical framework, this research explored the intersection of race and disability as constructed and deconstructed through social positioning; institutional knowledge claims as privileged and non-innocent; and the critical race theory concepts of experiential knowledge and "contextual contours" of the lives and stories of those who are marginalized. Through a grounded theory analytic process, the concepts of microaggression and resistance were added, fitting well with the feminist disability… [Direct]

Jackson, Darrell D. (2012). Racing: A Critical Race Theorist's Qualitative Analysis of Whether African American Male Law School Alumni Were Mismatched or Maligned. ProQuest LLC, Ph.D. Dissertation, University of Colorado at Boulder. Despite the vast research on African Americans and affirmative action, little qualitative analysis has been done to investigate how race exists and functions in American law schools. This dissertation researches the ways in which race is constructed, deconstructed, and reconstructed within two American law schools. Three primary lenses guide this exploration: (a) Omi and Winant's theory of racial formation; (b) Bonilla-Silva's theory of color-blindness; and (c) critical race theory. The central question of this dissertation is: What can the experiences and voices of African American male former law school students reveal about race and how it functions in law schools? Additionally, how are these experiences related to attending more-selective or less-selective law schools? In the United States, the value of African Americans' law school experiences has been, most recently, reduced to a statistic. Missing from the statistics are the unique voices, perspectives, and… [Direct]

Dixson, Adrienne D.; Rousseau, Celia K. (2005). And We Are Still Not Saved: Critical Race Theory in Education Ten Years Later. Race, Ethnicity and Education, v8 n1 p7-27 Mar. In 1995, Teachers College Record published an article by Gloria Ladson-Billings and William Tate entitled \Toward a Critical Race Theory of Education\. In this article, the authors proposed that critical race theory (CRT), a framework developed by legal scholars, could be employed to examine the role of race and racism in education. Within a few years of the publication of the article by Ladson-Billings and Tate, several scholars in education had begun to describe their work as reflecting a CRT framework. In this article, we review the literature on CRT in education that has been published over the past ten years. We also assess how far we have come with respect to CRT in education and suggest where we might go from here…. [Direct]

Stovall, David (2005). A Challenge to Traditional Theory: Critical Race Theory, African-American Community Organizers, and Education. Discourse: Studies in the Cultural Politics of Education, v26 n1 p95-108 Mar. The following article, through the tenets of critical race theory, seeks to investigate the relationship between theory and practice in school-community relationships. By investigating the views, values, and perceptions of three African-American community organizers in Chicago, Illinois, the following account offers a \challenge\ to traditional theoretical constructs in addressing the needs of students of color in urban schools. The work of community organizers in schools highlights the necessity of viable relationships between schools and communities in the execution of viable approaches to critically analyze the world of young people while developing practical approaches to address their realities. In an attempt to challenge hegemony in public education the author offers critical race theory as a feasible construct in praxis development…. [Direct]

Norman, Lashaunda Renea (2013). What Is Taking Place in Science Classrooms?: A Case Study Analysis of Teaching and Learning in Seventh-Grade Science of One Alabama School and Its Impact on African American Student Learning. ProQuest LLC, Ph.D. Dissertation, Kansas State University. This qualitative case study investigated the teaching strategies that improve science learning of African American students. This research study further sought the extent the identified teaching strategies that are used to improve African American science learning reflect culturally responsive teaching. Best teaching strategies and culturally responsive teaching have been researched, but there has been minimal research on the impact that both have on science learning, with an emphasis on the African American population. Consequently, the Black-White achievement gap in science persists. The findings revealed the following teaching strategies have a positive impact on African American science learning: (a) lecture-discussion, (b) notetaking, (c) reading strategies, (d) graphic organizers, (e) hands-on activities, (f) laboratory experiences, and (g) cooperative learning. Culturally responsive teaching strategies were evident in the seventh-grade science classrooms observed. Seven themes… [Direct]

Villalpando, Octavio (2004). Practical Considerations of Critical Race Theory and Latino Critical Theory for Latino College Students. New Directions for Student Services, n105 p41-50. Critical race theory requires the examination of institutional policies, programs, and practices that interfere with Latino students' rights and abilities to receive the best educational opportunities available within higher education. With attention to an ethic of caring and social justice, student services staff can work to undo the effects of racism on campus…. [Direct]

Latino, Nicole Marie (2010). Unmasking Whiteness: A Framework for Understanding Inclusive Leadership at a Predominately White Institution. ProQuest LLC, Ph.D. Dissertation, University of Denver. This study explored the personal journey of 11 White college administrators who were identified as inclusive leaders at a predominately White institution (PWI), recognized nationally for its work on partnering diversity and excellence. One overall question guided this study: How do White college administrators describe their journey to becoming successful inclusive leaders at a predominately White institution? This question was explored from the perspective of critical race theory (CRT), that is, inclusive leadership for White administrators could be achieved by intentionally examining their construction of Whiteness and their personal racial identity. Narrative inquiry was used to co-construct a developmental framework on inclusive leadership based on three face-to-face interviews and two group interviews; 7 participants identified as female, 4 as male; 6 were senior-level administrators, and 5 were middle-level administrators. Findings were represented through narrative and… [Direct]

Solorzano, Daniel G.; Yosso, Tara J. (2001). From Racial Stereotyping and Deficit Discourse toward a Critical Race Theory in Teacher Education. Multicultural Education, v9 n1 p2-8 Fall. Examines connections between critical race theory (CRT) and its application to the concepts of race, racial bias, and racial stereotyping in teacher education. Defines CRT, then discusses racism and stereotyping, racial stereotypes in the media, and racial stereotypes in professional environments, noting the effects on minority students. Presents four exercises to better understand and challenge racism and stereotyping in education. (SM)…

Ramirez, Richard Andrew (2011). Chicanas/os and Latinas/os Crossing Institutional Fronteras: Critical Race Counterstories along the College Transfer Pipeline at a Sacramento Valley Community College. ProQuest LLC, Ed.D. Dissertation, University of California, Davis. Chicanos and Latinos constitute the fastest-growing ethnic group in the United States, with the California public school system reporting a definitive majority (50.4%) of Raza students in 2010, and California community colleges (CCCs) approaching record one-third Chicano/Latino enrollments in the last five years. Since CCCs are the entry point to postsecondary education for most Chicano/Latinos in pursuit of a baccalaureate degree, the dismal transfer rates of this community to the California State University (CSU) and the University of California (UC) systems warrant: (1) investigation into the "fronteras" (borders) imposed by institutions that block social equity and access to participation in public postsecondary education; and (2) examination of the attributes possessed by Chicano/Latinos which enable them to persist in the community college and successfully transfer to the four-year segments. Using Critical Race Theory (CRT) and Latina/o Critical Theory (LatCrit)… [Direct]

Williams, Roderica D. (2011). The Role of Leadership in Native American Student Persistence and Graduation: A Case Study of One Tribal College. ProQuest LLC, Ph.D. Dissertation, Mercer University. Literature verifies that Native American students are not graduating at a comparable rate as students from other ethnic groups. Furthermore, studies that focus solely on the persistence and completion rates for Native American students are fewer than for students who identify with other racial/ethnic groups. This research explored the inner workings of a single tribal college that has experienced successful retention and graduation rates to determine how various levels of leadership interact with students to encourage academic pursuits and degree completion at that institution. The framework for this study was based on two theories: Tribal Critical Race Theory and Family Education Model. Using a case study approach, the research was conducted at an institution in a southwestern state. Data collection consisted of interviews with executive, administrative, and student leaders as well as matriculating students; document analysis; and observations. The three research questions were… [Direct]

Reyes, Rosanna A. (2012). Proving Them Wrong: Academically Resilient First-Generation Latinas in College. ProQuest LLC, Ed.D. Dissertation, Rutgers The State University of New Jersey – New Brunswick. This study examined the educational trajectories of academically resilient first-generation Latinas in college. More specifically, the study focused on the factors that led them to become academically successful. The researcher of this study conducted a narrative inquiry analysis of the K-16 educational trajectories of five academically resilient college students, which served as counter-educational system. The study was guided by the following research questions: (1) What experiences contribute to the development of academic resiliency in first-generation Latinas? (2) What factors do academically resilient first-generation Latinas attribute their educational success? (3) What do the experiences that contributed to the academic resiliency of first-generation Latinas suggest for educational practice and policy? The data collection tactics applied in this qualitative analysis were: written autobiographical narratives of each of the five participants' educational trajectories,… [Direct]

Calleroz White, James (2012). The Experience of Achievement Academy Students: What Their Experience Can Tell Us about Success. ProQuest LLC, Ed.D. Dissertation, Arizona State University. The purpose of this study was to answer the question, "What are the experiences of students who have completed the Achievement Academy program?" In collecting data to answer this question, a series of clarifying questions also emerged: "What are the cultural, academic, and personal costs and benefits associated with being a part of Achievement Academy?"; "How have students defined or redefined their cultural, social, academic, and personal identities because of Achievement Academy?"; and "In what ways have the students used their surroundings and experiences to overcome preconceived notions of either what they were capable of or general expectations of those around them?" While there have been studies undertaken to examine students' experiences in both public school and private school academic programs, there is currently no research on the unique academic program and partnership of Achievement Academy with both public and private schools…. [Direct]

Briscoe, Kamilah; Teranishi, Robert T. (2008). Contextualizing Race: African American College Choice in an Evolving Affirmative Action Era. Journal of Negro Education, v77 n1 p15-26 Win. Using a critical race theory framework, this study examines the ways in which race and racialized ideologies are manifested in high-stakes college admissions, the debate over affirmative action, and the college choice behavior of Black high school students. This study allows for the voices of Black high school students in California to describe their lived experiences with Proposition 209, suggesting a deeper meaning to affirmative action than simply the ways in which it affected institutional practices related to admissions decisions. The results indicate that, following the end of affirmative action in California, Black students had altered perceptions of where they were welcome and where they belonged in higher education. The results of this study can help colleges and universities to create, maintain, or improve a positive and welcoming climate for students of color in the wake of such policy changes…. [Direct]

Chapman, Thandeka K. (2008). Desegregation and Multicultural Education: Teachers Embracing and Manipulating Reforms. Urban Review: Issues and Ideas in Public Education, v40 n1 p42-63 Mar. The purpose of this paper is to examine the remnants of desegregation curricular reforms in a small urban district. This study documents the affects of various policies that were implemented to create equity and equality in urban, multi-racial and socio-economically diverse classrooms. These reforms were created due to a court desegregation order that demanded the district take multiple steps to raise the academic achievement levels of students of color in the district. Using the lens of Critical Race Theory to examine issues of interest-convergence and the effects of court-ordered desegregation initiatives, the researcher documents how teachers have come to terms with two major curricular changes that work in conjunction with other curricular reforms. Research that considers the affects of large-scale policy initiatives on classroom practices is necessary to further current conversations on successful reform implementation…. [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]

Esposito, Jennifer; Evans-Winters, Venus E. (2010). Other People's Daughters: Critical Race Feminism and Black Girls' Education. Educational Foundations, v24 n1-2 p11-24 Win-Spr. In her 1995 article, \Sapphire Bound!\, legal scholar Regina Austin calls for minority female scholars in the legal field to straightforwardly, unapologetically, and strategically use their intellectual pursuits to advocate on behalf of poor and working class minority women. Even though Austin is arguing from the perspective of a woman of color, with experience and interest in the legal field, her comments are also relevant to conceptual, theoretical, methodological, and pedagogical efforts in the field of education. In this article, the authors focus on Austin's (1995) personal and professional insights for its implications and relevancy to urban girls, in particular, African American girls being schooled in urban school communities. They call for educational research, theorizing, and practice by women and scholars of color who are adamant about improving the academic outcomes and schooling experiences of Black girls. They look at critical race feminism in particular as a useful… [PDF] [Direct]

Erevelles, Nirmala; Watts, Ivan Eugene (2004). These Deadly Times: Reconceptualizing School Violence by Using Critical Race Theory and Disability Studies. American Educational Research Journal, v41 n2 p271-299 Sum. Most pragmatic responses to school violence seek to assign individual blame and to instill individual responsibility in students. The authors of this article argue that school violence is the result of the structural violence of oppressive social conditions that force students (especially low-income, male African American and Latino students) to feel vulnerable, angry, and resistant to the normative expectations of prison-like school environments. From the vantage point of the intersection of critical race theory and materialist disability studies, the authors examine the impact of social, political, economic, and institutional structures on the social construction of the \deviant\ student. They raise questions regarding violent \normalizing\ structures and argue for more empowering alternatives. (Contains 1 note.)… [Direct]

Stovall, David (2004). School Leader as Negotiator: Critical Race Theory, Praxis, and the Creation of Productive Space. Multicultural Education, v12 n2 p8-12 Win. In the attempt to gage innovative approaches to school leadership, this article seeks to investigate the possible application of Critical Race Theory (CRT) to school leadership. Expounding on Solorzano and Villalapando's application of CRT (1997), the hope is to engage the field of school leadership with constructive critique and suggestions for administrators who are dedicated to social justice and the well-being of students and staff. This article further seeks to address the question: How can CRT, as theory based in resistance to racial oppression, inform praxis for school leaders? While it is important to incorporate the needs of all students in schools, this article has urban schools in communities of color as its central focus…. [PDF] [Direct]

Kelley, James B. (2012). The Homeschooling of Scout Finch. Changing English: Studies in Culture and Education, v19 n4 p451-457. Harper Lee's novel "To Kill a Mockingbird" is one of the most widely taught texts in language arts classrooms through the English-speaking world and is greatly valued by many readers today for its depiction of youth grappling with racism in the American South of the Depression Era. However, the novel's subtle and sustained critique of public education has remained largely unrecognised. This essay identifies in the novel an underlying nostalgia for the past homeschooling of Southern white aristocracy as well as disdain for modern public institutions and for the democratic values that those institutions seek to instill in youth…. [Direct]

(1969). Racism and Education: A Review of Selected Literature Related to Segregation, Discrimination, and Other Aspects of Racism in Education. This review of research on racism and education comprises sixteen program topics selected by the Michigan-Ohio Regional Educational Laboratory. The introductory section carries 33 items (after Berelson and Steiner, 1964) described as general findings from behavioral science research which appeared four years before the Kerner Commission Report. The topics dealt with are: (1) Changing attitudes of students and teachers, which includes: improvement of Negro self-concept, achievement motivation, confrontation approaches, and teacher attitudes and expectations; (2) Curriculum and materials; (3) Decreasing racial isolation, consisting of: improvement of Negro self-concept, achievement motivation, desegregation, and staff deployment by race; (4) Compensatory education; (5) School working with other agencies, comprised of: decentralized lay board of education, other approaches, and pre-service teacher education; (6) Administrative practices; (7) Teacher education, treated in the two parts:… [PDF]

Ng, Winnie (2012). Pedagogy of Solidarity: Educating for an Interracial Working Class Movement. Journal of Workplace Learning, v24 n7-8 p528-537. Purpose: This paper aims to report on the author's recent research examining the meaning and practices of educating for solidarity, specifically from anti-racism and decolonizing perspective. The research is part of the critical exploration on new educational approaches on solidarity building among workers and trade union members in the broader political and economic context of neoliberalism. Design/methodology/approach: Utilizing the research methodologies of participatory action research, arts-informed research and critical autobiography, the research draws on the words and visual images made by the participants who are labour educators and activists from Aboriginal and racialized communities. In-depth interview and the Aboriginal talking circle method were used to deepen the dialogue among this group of activists. By focusing on their authentic voices and lived experiences, the research is grounded in Dei's stance on the importance of the embodied knowledge as part of the… [Direct]

Wooten, Sara Carrigan (2017). Revealing a Hidden Curriculum of Black Women's Erasure in Sexual Violence Prevention Policy. Gender and Education, v29 n3 p405-417. This article aims to challenge the framework by which rape and sexual assault prevention in higher education are being constituted by centring Black women's experiences of sexual violence within a prevention and response policy framework. Numerous research studies exist in the literature regarding the specific experience of sexual violence for Black women within a national context that remains deeply committed to White supremacy [Buchanan, N. T., and A. J. Ormerod. 2002. "Racialized Sexual Harassment in the Lives of African American Women." "Women & Therapy" 25 (3/4): 107-124; Crenshaw, K. 1989. "Demarginalizing the Intersection of Race and Sex: A Black Feminist Critique of Antidiscrimination Doctrine, Feminist Theory and Antiracist Politics." "University of Chicago Legal Forum" 140: 139-167; Donovan, R., and M. Williams. 2002. "Living at the Intersection: The Effects of Racism and Sexism on Black Rape Survivors." "Women… [Direct]

Meetoo, Veena; Mirza, Heidi Safia (2012). Respecting Difference: Race, Faith and Culture for Teacher Educators. Institute of Education – London "Respecting Difference" demonstrates how teacher educators in the UK and worldwide can attract, recruit and support black and minority ethnic students to become much needed and valued future teachers and educational leaders. This accessible guide presents insights into the institutional and individual dilemmas and experiences of both tutors and students involved in Post-Graduate Certificate in Education (PGCE) courses as they deal with issues of race, faith and culture. While the book collects and shares good practice, case studies throughout the book highlight specific ways tutors and students have explored and learned from difficult situations to develop positive outcomes. Student experiences are fundamental in framing the outcomes, particularly in respect of racist incidents and the dynamics of institutional racism. The book demonstrates how to create spaces and networks where people can express themselves and seek support so that problems are recognised and resolved…. [Direct]

Kellogg, Angela H.; Liddell, Debora L. (2012). "Not Half but Double": Exploring Critical Incidents in the Racial Identity of Multiracial College Students. Journal of College Student Development, v53 n4 p524-541 Jul-Aug. This qualitative study explored how critical incidents shape multiracial students' understanding of race and identity at predominantly White institutions. Participants included 14 multiracial undergraduate students from two institutions in the Midwest. Four categories of critical incidents were identified from the data: (a) confronting race and racism, (b) responding to external definitions, (c) defending legitimacy, and (d) affirming racial identity. The incidents took many forms and occurred in many contexts. The majority of incidents involved interactions with other students, underscoring the influence of peers. The study also suggests implications for higher education practice and research. (Contains 2 tables.)… [Direct]

Chen, Yung-Lung; Fouad, Nadya A. (2013). Asian American Educational Goals: Racial Barriers and Cultural Factors. Journal of Career Assessment, v21 n1 p73-90 Feb. Educational success among Asian American students has often been misunderstood as an occupational development separate from any experience of racism. However, several theorists have suggested that racial barriers in occupational mobility correlate with educational pursuits. Therefore, this research aims to examine the direct effect of perceived occupational racial barriers on educational pursuits and cultural factors as potential coping resources to moderate this effect. Research was conducted on 205 participants with East Asian backgrounds through hierarchical multiple regressions. Although cultural factors did not serve as moderators between a racial barrier and educational pursuits, the results suggested a racial barrier in less-educationally relevant occupations, such as politics, and a culture-specific variable, honoring parents, predicted effort-related activities. Further, enculturation and honoring parents accounted for significant variances in utility of education and… [Direct]

Gulson, Kalervo N.; Webb, P. Taylor (2012). Education Policy Racialisations: Afrocentric Schools, Islamic Schools, and the New Enunciations of Equity. Journal of Education Policy, v27 n6 p697-709. This paper draws on ideas of assemblage to examine the contingency and (in)coherence of education policy. The paper is a conceptual and thematic attempt to understand the policy terrain, broadly conceived, pertaining to opposition to the establishment of private Islamic schools in Australia and public Afrocentric schools in Canada. This opposition is located within complex policy terrains relating to multiculturalism, whiteness and race/racism. The paper focuses on the complex racialised politics surrounding education policy initiatives that support marketisation and choice in private and public K-12 schooling–with an interest in what forms of choice are legitimated in and by a racialised education market. The paper concludes that opposition to Islamic and Afrocentric schooling highlights the ambiguity of equity, and the fragility of identity in racialised education policy environments. (Contains 2 notes and 1 table.)… [Direct]

Kwon, Soo Ah (2013). The Comforts and Discomforts of Race. Learning and Teaching: The International Journal of Higher Education in the Social Sciences, v6 n3 p39-50 Win. Drawing on existing literature and student ethnographic projects, this article examines Asian American undergraduates' overwhelming focus on individual racial identity and practices of racial segregation in their ethnographic research about the University of Illinois. The author examines how such racial segregation is described and analysed as a matter of personal "choice" and "comfort" rather than as the result of racial inequality, racism and the marginalisation and racialisation of minority groups. This lack of structural racial analysis in the examination of Asian American students' experiences points to the depoliticisation and institutionalisation of race in higher education today. Race is understood and more readily analysed as a politically neutral concept that invokes celebration of racial diversity and "culture" and not as a concept marked by power and inequities as it once may have been…. [Direct]

Spinney, Samantha A. (2015). Effects of Participation in Immigration Activism on Undocumented Students in Higher Education. ProQuest LLC, Ph.D. Dissertation, George Mason University. For undocumented students to go to college, they need to be highly resourceful and exceptionally motivated–and that might not be enough. Society confers numerous barriers on undocumented students regarding higher education attainment. Most undocumented students, who typically come from families living in poverty, cannot afford the high cost of a college education in the U.S. Moreover, undocumented students are ineligible for federal student aid and, in most states, undocumented students pay out-of-state tuition rates. In addition to these financial barriers, undocumented students also face academic and social-emotional barriers to higher education attainment, including receiving inadequate preparation for the college application process and experiencing mental health issues, such as depression and anxiety, related to their undocumented status internalized racism and xenophobia from the broader society. As such, it is extremely difficult for undocumented students to enroll in and… [Direct]

Han, Huamei (2011). "Love Your China" and Evangelise: Religion, Nationalism, Racism and Immigrant Settlement in Canada. Ethnography and Education, v6 n1 p61-79. This paper explores how race, religion and national origin intersect in one transnational context. In an educational ethnography, I encountered a discourse that called for overseas Chinese to convert and evangelise other Chinese (in China), which won many followers in Canada. Using Critical Race Theory and the notion of "intersectionality," I analyse the shared understandings of race and national identity, and the shared experience of institutionalised discrimination in everyday life in this community. I suggest that sanctioned and enabled by Canadian "banal nationalism" and racism, structural discrimination against racialised minority immigrants contributes to difficulties they experience in settlement. Intersecting with racism and banal nationalism, Christian evangelism offers many Chinese immigrants an alternative frame to understand the meaning and purpose of immigration and of living as racialised immigrants. Implications for immigrant settlement and for… [Direct]

Neubert, Stefan (2010). Democracy and Education in the Twenty-First Century: Deweyan Pragmatism and the Question of Racism. Educational Theory, v60 n4 p487-502 Aug. Why is John Dewey still such an important philosopher today? Writing from the perspective of the Cologne Program of Interactive Constructivism, Stefan Neubert tries in what follows to give one possible answer to this question. Neubert notes that Cologne constructivism considers Dewey in many respects as one of the most important predecessors of present-day constructivism and regards Deweyan pragmatism as one of its most important dialogue partners in contemporary discussions about pragmatism and constructivism in philosophy and education. Among the many aspects in which Dewey's works still speak powerfully to us today, Neubert highlights in this essay one theme that is at the heart of Dewey's philosophical approach: the relation between democracy and education…. [Direct]

Wilson, Andrea Delores Sidney (2018). Recruit, Respond, Retain! A Comprehensive University Study on Efforts to "Recruit" African American Students, Successfully "Respond" to Their Campus Needs, and "Retain" through Graduation. ProQuest LLC, Ed.D. Dissertation, California State University, East Bay. According to the National Center for Education Statistics (NCES), from 2000-2010, in higher education there was a 73% increase in the enrollment of African American students in college and universities nationwide, however, the tragedy is that African American students have the lowest nationwide graduation and retention rates, and from 2010-2015 enrollment decreased by 14% (Ginder, Kelly-Reid, & Mann, 2016). Colleges and universities make significant efforts to recruit African American students to campuses to create a more diverse campus community. Data from 1990-2013 show an increase from 10% to 15% in two-year and four-year degree-granting institutions for African American. Unfortunately, with enrollment increases and retention rate decreases, lower degree completion rates result. NCES statistics also report that only an average of 20% of African American students admitted to four-year institutions will actually graduate with a degree (Aud, Fox, & Kewal Ramani, 2010). This… [Direct]

Morton, Cornel N. (1982). Higher Education's Response to the Needs of Minority Students: Leadership and Institutional Issues. Given recent funding cutbacks and lagging opportunities for minority groups in higher education, predominantly white colleges and universities must make a concerted effort to retain minority students and to increase their chances of success. Racism is systemic in institutions of higher education and is reinforced by low faculty expectations for academic success among blacks and other minorities. In order to counteract the effects of institutional racism, first, those in leadership positions must recognize that they have a responsibility to address both the financial and social needs of minority students. College presidents and program developers should encourage an institutional environment that reflects and supports ethnic diversity, and they should actively examine existing practices and policies that might have a discriminatory effect. In addition to strong leadership, successful efforts regarding minority student opportunity and retention require the commitment and participation… [PDF]

Kanz-White, Kathleen M. (2013). Perspective of a Majority Student. International Perspectives on Higher Education Research This chapter examines the importance of social justice courses from a majority student's perspective and outlines some of the difficulties in offering these courses. It discusses the benefits of social justice courses for both minority and majority students and focuses on the challenges of understanding and acknowledging the impact of the types of privilege and power that majority individuals experience. The concept of intersectionality, the compounding of injustice for individuals who have multiple minority identities, is explored. Finally, a four-phase model is proposed that can be used to describe the journey that majority students experience as they begin to understand the impact of privilege both on a personal and societal level. [For the complete volume, "Social Justice Issues and Racism in the College Classroom: Perspectives from Different Voices. International Perspectives on Higher Education Research. Volume 8," see ED591557.]… [Direct]

Andrews van Horne, Katherine Margaret (2018). Race Critical Action Research: 8th Grade Global Studies Teachers Move beyond the Status Quo to Address Issues of Race and Racism in Our Classrooms. ProQuest LLC, Ph.D. Dissertation, University of Minnesota. Research has shown that despite a recent emphasis on issues of race and racism in US society, White teachers struggle to construct adequate learning environments for their students of Color (Epstein, 2009; Martell, 2013; Sleeter, 2017). Further, Milner (2006) posits that when White teachers lose themselves in the "having of good intentions," their failure to act enshrines the status quo in classrooms. Using race-critical action research, the author presents the work of a group of White female teacher partners (n = 6) who collaborated over two years to critically examine the role of race and racism in their teaching practice. Data included transcripts of group meetings, reflective journals and interviews. Building on a framework of sociocultural and race-critical theories, the author explores the role that resistance and appropriation played as the teacher partners worked to improve their anti-racist teaching practice. Specifically, the teacher partners sought to defy… [Direct]

Bernal, Dolores Delgado; Solorzano, Daniel G. (2001). Examining Transformational Resistance through a Critical Race and LatCrit Theory Framework: Chicana and Chicano Students in an Urban Context. Urban Education, v36 n3 p308-42 May. Uses critical race theory and Latino/a critical race theory as a framework, and qualitative inquiry and counterstorytelling, to examine constructs of student resistance, developing a race- and gender-conscious framework that explains Hispanic student resistance in urban contexts. Examines two events in Hispanic student history, analyzing interviews with participants that illuminate the concepts of internal and external transformational resistance. (SM)…

Rolling, James Haywood, Jr. (2008). Secular Blasphemy: Utter(ed) Transgressions against Names and Fathers in the Postmodern Era. Qualitative Inquiry, v14 n6 p926-948. Unnaming the axiomatic constructs of a named identity–that which is thought to be fitting within a given regime of definition–becomes then an act of secular blasphemy, a performance of decanonizing translation that discursively relocates and reinscribes communicated meaning from power, prefix, and prefigurement to perpetual movement. Departing from Homi Bhabha's description of blasphemy as a transgressive act, this article blasphemes the certainty of definition in research writing, illuminating the performance of blasphemy as a source of new social names and the migration of norms and meaning. This article is the third in a trilogy of research forays exploring the intersection of autoethnography, critical race theory, and performance studies. This new research, written to follow up Rolling (2004a, 2004b), is a continuation of the author's effort to establish the efficacy of a poststructural and poetic aesthetic in qualitative research writing. (Contains 5 figures and 7 notes.)… [Direct]

McBride, Chantee Earl (2010). Teaching African American Youth: Learning from the Lives of Three African American Social Studies Teachers. ProQuest LLC, Ph.D. Dissertation, University of Pittsburgh. This study examines the life histories of three African American social studies teachers, focusing on the evolution and changes in their identities, perspectives, and attitudes related to their profession and instructional practice. In addition, the study addresses the significance of the teachers' racialized experiences as African Americans and how these experiences influence their use of culturally relevant pedagogy and other culturally responsive instructional strategies to teach their African American students. In the context of this study of three African American social studies teachers, critical race theory is used to acknowledge the teachers' life experiences with racism and the ways in which the teachers combat and address racism and oppressive mainstream educational ideologies, by sharing their counter-stories of experience in educational scholarship and their daily classroom teaching. A life history methodological approach was used to collect and interpret meaning from… [Direct]

Franklin, Annette (2010). Paraprofessional Teacher Aide to Teacher: An Oral History Study of Five Alumnae of the Career Opportunities Program (COP). ProQuest LLC, Ph.D. Dissertation, State University of New York at Buffalo. This oral history study addressed the problem of under-representation of minority teachers through the voices and perspectives of five African American female paraprofessional teacher aides who entered the teaching profession through participation in the Career Opportunities Program in Erie, Pennsylvania from 1970 through 1974. Two theoretical perspectives were used to analyze the findings. Critical Race Theory's (CRT) notion of "storytelling" provided a lens to fill in the gaps in the literature on the Career Opportunities Program from the experiences of the participants themselves. Black feminism's notion of giving "voice" articulated how the presence of African American women helped to change the racial makeup of professionals in the schools. The findings of this oral history unearthed four themes: (1) the quest for education discussed by each of the participants as personal growth; (2) their characterization of education as a social good and their desire to be… [Direct]

Carbado, Devon W. (2002). Afterword: (E)racing Education. Equity & Excellence in Education, v35 n2 p181-95 May. Presents an afterword to a collection of articles that illustrate how critical race theory shapes educational research and enables scholars to analyze educational outcomes that might otherwise remain hidden. Offers insight into the forward movement of critical race theory and education, suggesting that the articles collectively make a case for "racecentricity" (an explicitly race conscious approach to education) and demonstrate the potential of interdisciplinary approaches to education policy. (SM)…

DeCuir-Gunby, Jessica T. (2007). Negotiating Identity in a Bubble: A Critical Race Analysis of African American High School Students' Experiences in an Elite, Independent School. Equity & Excellence in Education, v40 n1 p26-35 Jan. This study used critical race theory to examine how African American adolescents negotiated race and class identity at Wells Academy, a predominately white, independent school. Interviews were conducted, exploring the experiences of six African American high school students. Their counterstories were analyzed focusing on the critique of liberalism, including meritocracy and colorblindness. Several common themes emerged from the students' counterstories regarding their experiences, including Wells' reputation, problems with the elite context, and the difficulty of negotiating African American identity in a \bubble.\ Recommendations are made regarding African American identity in the independent school context. (Contains 4 notes.)… [Direct]

Blaisdell, Benjamin (2005). Seeing Every Student as a 10: Using Critical Race Theory to Engage White Teachers' Colorblindness. International Journal of Educational Policy, Research, and Practice: Reconceptualizing Childhood Studies, v6 n1 p31-50 Spr. In this article, the author shares how he has attempted to carry on the critique and analysis of colorblindness in education in his work as a teacher educator. In working with in- and pre-service teachers, the author has found that some teachers who claim to be colorblind tend to enact practices that betray their beliefs about race. As a white researcher working with primarily white teachers, the author has found Critical Race Theory (CRT) to be valuable in addressing the colorblindness that still exists in teachers' thinking and teaching practice while also tapping into the way teachers value students. Here, the author discusses how CRT has helped him address colorblindness in his work with primarily white teachers, drawing from examples of an ongoing qualitative research study with high school teachers–four white, one Thai American, and all from middle-class backgrounds–about issues of colorblindness and race. The author also comments on his experiences working with white… [PDF]

Stinson, David W. (2008). Negotiating Sociocultural Discourses: The Counter-Storytelling of Academically (and Mathematically) Successful African American Male Students. American Educational Research Journal, v45 n4 p975-1010 Dec. This study documents the counterstories of four academically (and mathematically) successful African American male students. Using participative inquiry, the participants were asked to read, reflect on, and respond to historical and current research literature regarding the schooling experiences of African American students. Their responses were analyzed using a somewhat eclectic theoretical framework that included poststructural theory, critical race theory, and critical theory. Collectively, the participants' counterstories revealed that each had acquired a robust mathematics identity as a component of his overall efforts toward success. How the participants acquired such \uncharacteristic\ mathematics identities was to be found in part in how they understood sociocultural discourses of U.S. society and how they negotiated the specific discourses that surround male African Americans. Present throughout the counterstories of each participant was a recognition of himself as a… [Direct]

Michael-Luna, Sara (2008). \Todos Somos Blancos\/We Are All White: Constructing Racial Identities through Texts. Journal of Language, Identity, and Education, v7 n3-4 p272-293 Jul. Research has revealed an underlying link between identity construction and academic success for adolescents (Nasir & Saxe, 2003); however, research has not addressed how students' identities are formed and negotiated in the cultural practices of elementary school. This article examines how early elementary Mexican-origin bilinguals' racial, ethnic, and linguistic identities are constructed and negotiated during a literacy event on Martin Luther King, Jr. Using critical race theory (Ladson-Billings, 1999) and critical discourse analysis (Gee, 1999), a racial and power dichotomy in the text is uncovered. The moment-to-moment interactions around a text expose the students' understandings of race and the racial assumptions of the literacy practices. A critical discourse analysis of the moment-to-moment interactions shows the students' self-identify as \White.\ The teacher and researcher collaboratively examine how racial dichotomies in early elementary literacy texts and institutional… [Direct]

Sherman, Whitney H. (2008). No Child Left Behind: A Legislative Catalyst for Superintendent Action to Eliminate Test-Score Gaps?. Educational Policy, v22 n5 p675-704. Proponents of No Child Left Behind (NCLB) hail it as vital legislation that supports a civil rights agenda because of explicit recognition that achievement gaps are unacceptable. One way to make sense of NCLB's impact on school divisions and to understand whether NCLB recognizes the complexity of why minority and low-socioeconomic-background students often struggle in schools is to look through the lens of superintendents. District leaders, as moral agents, are tone setters for change in schools and negotiators and enactors of state and federal policies. This study explores how NCLB has affected achievement gaps in Virginia and not only investigates how superintendents have made sense of the federal legislation but also seeks out strategies employed by district leaders that target minority groups and the elimination of the achievement gap. Critical race theory allows consideration of superintendent perspectives across issues such as race, racism, poverty, class, power, test scores,… [Direct]

Ceja, Miguel; Solorzano, Daniel; Yosso, Tara (2000). Critical Race Theory, Racial Microaggressions, and Campus Racial Climate: The Experiences of African American College Students. Journal of Negro Education, v69 n1-2 p60-73 Win-Spr. Used critical race theory to examine racial microaggressions (subtle insults) and how they influenced the collegiate racial climate. Data from focus groups with African American students at three elite, predominantly white universities revealed that racial microaggressions existed in both academic and social spaces and had a negative impact on the campus racial climate. (SM)…

Lynn, Marvin (2002). Critical Race Theory and the Perspectives of Black Men Teachers in the Los Angeles Public Schools. Equity & Excellence in Education, v35 n2 p119-30 May. Used critical race theory to examine black male teachers' perspectives on their racial identity in relation to their connection and responsibility toward students, noting trends in educational research and theory (black teachers as invisible or inconsequential and more nuanced understandings of black teachers' roles in urban schools). Black male teachers reported clearly understanding the relationship between teaching and social change. (SM)…

Young, Allen Keith (2018). (R)Evolving Closet Door: Leadership Experiences of LGB School Superintendents of Color. ProQuest LLC, Ed.D. Dissertation, Grand Canyon University. Leadership experiences of lesbian, gay male, and bisexual (LGB) school superintendents of Color were explored in this dissertation. All LGB superintendents in recent research were White; this finding, along with literature on LGB identity, race and ethnicity, discrimination, and educational leadership, provided context for two research questions about how LGB superintendents of Color experience being leaders and being stigmatized. Critical race and queer theories provided the theoretical framework for the study. Semi-structured, in-person interviews, observations, and demographic data were compiled in a phenomenological approach to examine leadership experiences of the superintendents. Five current and former superintendents and assistant superintendents were recruited through purposive and snowball sampling from the U.S. Northeast and Pacific Coast regions. Participants included one African American gay male, one Asian American bisexual female, one Asian American gay male, and two… [Direct]

Gillborn, David (2005). Education Policy as an Act of White Supremacy: Whiteness, Critical Race Theory and Education Reform. Journal of Education Policy, v20 n4 p485-505 Jul. The paper presents an empirical analysis of education policy in England that is informed by recent developments in US critical theory. In particular, I draw on 'whiteness studies' and the application of critical race theory (CRT). These perspectives offer a new and radical way of conceptualizing the role of racism in education. Although the US literature has paid little or no regard to issues outside North America, I argue that a similar understanding of racism (as a multifaceted, deeply embedded, often taken-for-granted aspect of power relations) lies at the heart of recent attempts to understand institutional racism in the UK. Having set out the conceptual terrain in the first half of the paper, I then apply this approach to recent changes in the English education system to reveal the central role accorded the defence (and extension) of race inequity. Finally, the paper touches on the question of racism and intentionality: although race inequity may not be a planned and deliberate… [Direct]