Adams, Maurianne; Lynn, Marvin (2002). Introductory Overview to the Special Issue. Critical Race Theory and Education: Recent Developments in the Field. Equity & Excellence in Education, v35 n2 p87-92 May. Introduces several articles exemplifying various ways that critical race theory (CRT) and Latino/a critical theory shape educational research and enable scholars to analyze how presumed race-neutral structures in education actually reinforce race boundaries. Affirms the value of this application of theory to the educational experiences of minority students. Articles utilize CRT to examine the impact of race and racism along the entire education pipeline. (SM)…

Akom, Antwi (2011). Eco-Apartheid: Linking Environmental Health to Educational Outcomes. Teachers College Record, v113 n4 p831-859. Background/Context: The issue of how to achieve a racially diverse student population has become increasingly challenging since a 2007 U.S. Supreme Court split decision endorsed the importance of creating diverse schools, while simultaneously limiting the assignment to public schools based on an individual student's race or ethnicity. The article examines innovative efforts at achieving racial integration in Berkeley, California, as well as other district efforts in New York City, to curtail the dangers associated with polychlorinated biphenyls (PCBs) in school building materials and develop plans to remediate contaminated school buildings. Purpose/Objective/Research Question/Focus of Study: In this article, the author draws on the disciplines of environmental sociology, critical race theory, and social epidemiology to examine the relationship between school desegregation, environmental inequality, structural racialization, and health and educational outcomes. The author proposes a… [Direct]

Antrop-Gonzalez, Rene; Chapman, Thandeka K. (2011). A Critical Look at Choice Options as Solutions to Milwaukee's Schooling Inequities. Teachers College Record, v113 n4 p787-810. Background/Context: The lack of court-ordered support for race-based policies that maintain and create integrated schools has forced communities of color to seek other avenues to obtain equitable education, such as school choice. Individual states and the federal government, as seen in grant provisions through the American Reinvestment and Recovery Act, are encouraging the expansion of choice at the very time that options for increasing student diversity, particularly racial diversity, are being narrowed by the courts. Purpose/Objective/Research Question/Focus of Study: The article uses critical race theory to examine the outcomes of specific school reforms, based on market theory models of school choice, that were designed to alleviate schooling inequities in urban districts. Setting: The context of Milwaukee, Wisconsin, serves as a microcosm of urban districts that have embraced school choice to create more equitable schooling options. Milwaukee, like most metropolitan areas, has a… [Direct]

Anderson, Celia Rousseau (2011). What Do You See? The Supreme Court Decision in \PICS\ and the Resegregation of Two Southern School Districts. Teachers College Record, v113 n4 p755-786. Background/Context: In June 2007, the U.S. Supreme Court ruled to prohibit student assignment on the basis of race. In Parents Involved in Community Schools v. Seattle School District No. 1 (hereafter referred to as PICS), the court deemed race-based strategies used to voluntarily desegregate school districts to be unconstitutional. Although the ruling certainly has important practical implications for the desegregation of U.S. schools, the PICS decision is also significant for what it reflects about the climate surrounding school segregation. Purpose/Objective/Research Question/Focus of Study: One purpose of this article is to examine larger landscape of contemporary views in which the PICS decision is situated. As such, the focus is less on the specific impact on student assignment policies and more on the broader picture of desegregation and education. A second purpose of this article is to illustrate the important role that critical race theory (CRT) can play in viewing these… [Direct]

Wilson, Brandy (2012). Connecting Past, Present and Future: How African American Teacher Candidates' School Experiences Inform Their Motivations to Teach, Educational Philosophies, and Identities as Future Teachers. ProQuest LLC, Ph.D. Dissertation, University of South Carolina. The stories of students and teacher candidates of Color hold powerful lessons and tremendous insight for educational reform efforts. Yet, rarely do educators and policymakers solicit or critically engage the educational narratives of students of Color. Indeed, despite resurgence in a four-decade long conversation regarding the shortage of teachers and preservice teachers of Color in the United States, public and academic discourses have failed to reflect a genuine understanding of their school experiences. In particular, research confirms that we know little about how their educational experiences are impacted by race(ism) and culture, or how those experiences subsequently inform their motivations to enter the teaching field, their developing educational philosophies, and their views of themselves as future teachers. I argue that there is much to be gained through deepening our understanding of African American preservice teachers' past and present educational experiences,… [Direct]

Rivas, Martha Alicia (2012). Soulfully Resistant Transferistas: Understanding the Chicana Transfer Experience from Community College and into the Doctorate. ProQuest LLC, Ph.D. Dissertation, University of California, Los Angeles. U.S. doctoral production rates between 1990-2000 indicate Chicana recipients continue to be less than one percent in the nation (Solorzano, Rivas, & Velez, 2005; Watford, Rivas, Burciaga, & Solorzano 2006). However, during this time frame, one out of four Chicana/o doctoral recipients began their postsecondary pathway at the community college. Thus Chicana/os are more likely than any other racial group to obtain a doctoral degree through the community college entry point (Solorzano, et. al, 2005; Rivas, Perez, Alvarez, & Solorzano, 2007). Within this eleven year analyses, a consistent pattern emerge from 1998 through 2000: Chicanas transfer scholars experience a slight overrepresentation in doctorate production than their male counterparts. These data warrant queries on the Chicana experience and trajectories as they maneuver through to reach the last phase of the educational pipeline. This study is the first attempt to document the perspectives of Chicana community… [Direct]

Iverson, Susan VanDeventer (2007). Camouflaging Power and Privilege: A Critical Race Analysis of University Diversity Policies. Educational Administration Quarterly, v43 n5 p586-611. Background: Universities continue to undertake a range of initiatives to combat inequities and build diverse, inclusive campuses. Diversity action plans are a primary means by which U.S. postsecondary institutions articulate their professed commitment to an inclusive and equitable climate for all members of the university and advance strategies to meet the challenges of an increasingly diverse society. Purpose: To examine, using critical race theory, how discourses of diversity, circulating in educational policies, reflect and produce particular realities for people of color on university campuses. Data Collection and Analysis: Data were collected from 20 U.S. land-grant universities. Line-by-line analysis, employing inductive and deductive coding strategies, was conducted to identify images of diversity and the problems and solutions related to diversity as represented in 21 diversity action plans generated throughout a 5-year period (1999-2004). Findings: Analysis reveals four… [Direct]

Lintner, Timothy (2004). The Savage and the Slave: Critical Race Theory, Racial Stereotyping, and the Teaching of American History. Journal of Social Studies Research, v28 n1 p27-32 Spr. The teaching of American history is not neutral; teachers and textbooks often define what is important and what is not. It is through this historical subjectivity that stereotypes and biases emerge and ultimately persist. With relevance to African Americans and American Indians, such stereotypes can be culturally, politically and economically crippling. By promoting Critical Race Theory, which seeks to reduce marginalization through the recognition and promotion of historically disenfranchised peoples, American history teachers can redress stereotyping and enhance plurality in their classrooms. This descriptive article discusses the roots of historical stereotyping and offers ways in which such perceptions can be changed…. [Direct]

Parsons, Carl (2009). Explaining Sustained Inequalities in Ethnic Minority School Exclusions in England–Passive Racism in a Neoliberal Grip. Oxford Review of Education, v35 n2 p249-265 Apr. The enquiries into police action in the Stephen Lawrence murder, the Macpherson report and the subsequent race relations legislation have altered the political, professional and wider social climate of debate on equality issues, including inequalities in minority ethnic exclusions. The paper analyses the meanings given to racism and institutional racism, and the contested political territory which shapes and limits the possibilities of responses working towards equity. It considers the evidence on the extent to which the Race Relations (Amendment) Act 2000 (RRAA) has been implemented, reporting particularly on sustained disproportionality in exclusions experienced by some minority ethnic groups. Disproportionalities, in terms of exclusion and attainment, are deemed "institutionally racist" outcomes produced annually as a consequence of organisational practices, limited will and low levels of investment at national, local and school levels. Critical Race Theory and writings… [Direct]

Aleman, Enrique, Jr. (2006). Is Robin Hood the "Prince of Thieves" or a Pathway to Equity?: Applying Critical Race Theory to Finance Political Discourse. Educational Policy, v20 n1 p113-142. In this article, Aleman examines how Mexican American district leaders conceptualize and argue for a more equitable system of school finance. The superintendents studied are politically active educational leaders who participate in the school finance debate while advocating for their Mexican American constituency. The author addresses the nature of the superintendents policy and political discourse and their conceptualizations of race and racism in their political strategy. In these analyses, the author uses a Critical Race Theory (CRT) framework and argues for a more critical debate of the inherent institutional racism at the foundation of Texas school finance policy. (Contains 15 notes and 4 tables.)… [Direct]

Yamauchi, Elyse M. (2010). Counterstories: Uncovering History within the Stories of Faculty of Color. ProQuest LLC, Ph.D. Dissertation, University of Colorado at Denver. Through counterstorytelling (Solorzano & Yosso, 2002b), the methodological approach that is informed by critical race theory (CRT), an elegant platform and enlightening lens allows for the amplification of the narratives of faculty of color in predominantly White institutions of higher education (PWIs). Eight faculty of color, four women and four men, who identify as Chicano/a, Native American, Asian, and African American, were interviewed. They represented two institutions of higher education in a western state. Five of the counterstorytellers were tenured full professors, and the other three were non-tenured or tenure-track assistant professors. Their counterstories challenge the dominant master narrative that argues that in a post-racial and post-civil rights nation, issues of discrimination, racism, oppression, and White privilege have essentially been neutralized. However, their counterstories revealed painful historical experiences, legal decisions, and laws that have… [Direct]

Luie, Siu Ming (2010). College Choice and Documented Chinese Immigrant Community College Students in Massachusetts. ProQuest LLC, Ph.D. Dissertation, Boston College. College-choice studies have long been conducted to help colleges improve their recruitment strategies (Chapman, 1981; Hossler & Gallagher, 1987; Jackson, 1982; Litten, 1982). The dominant college-choice models and studies have, however, focused solely on traditional aged students seeking to enroll in four-year colleges/universities upon high school completion (Bers & Smith, 1987; Cabrera & La Nasa, 2000). Neglected from these established models has been the other student populations enrolled in other sectors of higher education in the U.S., specifically the community colleges. Critical Race Theory (CRT) provided the conceptual framework for this qualitative study that explored the college-choice phenomenon for a group of documented Chinese immigrant students at one urban public community college. This study examined the participants' experiences to determine factors that contributed to their college-choice decision making. The stories shared by a sample of 16 participants (ages… [Direct]

Love, Barbara J. (2004). \Brown\ plus 50 Counter-Storytelling: A Critical Race Theory Analysis of the \Majoritarian Achievement Gap\ Story. Equity and Excellence in Education, v37 n3 p227-246. This essay provides a Critical Race Theory (CRT) analysis of current discussions of the \achievement gap\as the latest incarnation of the \white intellectual superiority/African American intellectual inferiority\ notion that is a mainstay of \majoritarian storytelling\ in U.S. culture. A critical race counter-story chronicles both the historical development and maintenance of the \achievement gap\ along with efforts of African Americans to secure access to education. The process by which the 1954 \Brown v. Board of Education\ Supreme Court decision was subverted as a historical intervener in systemic access to equity in educational opportunity for African Americans is discussed. This essay concludes with principles to promote successful academic achievement of African American children…. [Direct]

Avery, Zanj K.; Denson, Cameron D.; Schell, John W. (2007). Critical Inquiry into Urban African American Students' Perceptions of Engineering. Research in Engineering and Technology Education. National Center for Engineering and Technology Education The purpose of this study was to critically examine the perceptions that African-American high school students have towards engineering. A qualitative research design using criterion sampling and snowballing was used to select seven African-American students from urban high schools to participate in the research. Semi-structured interviews were used to collect data from participants attending urban high schools on the east and west coast. Using Critical Race Theory (CRT) as the theoretical framework, the study was able to produce "emergent themes" from collected data. Findings from this study will help researchers understand how African-American students may perceive the field of engineering. (Contains 1 footnote.)… [PDF]

Deyhle, Donna; McCarty, Teresa L. (2007). Beatrice Medicine and the Anthropology of Education: Legacy and Vision for Critical Race/Critical Language Research and Praxis. Anthropology & Education Quarterly, v38 n3 p209-220 Sep. Over a 50-year professional career, Dr. Beatrice Medicine never failed to assert the importance of Indigenous language rights or to challenge racism in the academy, public schools, and society. She urged educational anthropologists to confront racism in our research with Indigenous peoples. She challenged linguicism and urged the teaching of Native American languages in schools. Bea Medicine's legacy provides a compelling vision for the future of the field of educational anthropology, particularly in the domains of critical race theory and critical language studies. In this article, we consider both the legacy and the vision of Beatrice Medicine as they guide us to new arenas of research and praxis…. [Direct]

Willis, Salatha T. (2013). James Edward Scott: The Leadership Journey of a Senior-Level African American Student Affairs Officer. ProQuest LLC, Ph.D. Dissertation, Indiana State University. The purpose of this study was to examine, understand, and describe the life, leadership, and influence of Dr. James Edward Scott on higher education and more specifically student affairs; as one of the most well-known and respected African American male chief student affairs officers in the late 20th and early 21st centuries. Using a qualitative research approach as the method of research, this study utilized elements of inquiry to illuminate the experiences of Dr. James Edward Scott. For its biographical components, this study employed a narrative approach to qualitative research methodology to determine the realities that existed within Scott's leadership journey. A narrative approach was also utilized to frame chronologically the experiences and stories presented through the data collection process. In an effort to reveal Scott's leadership journey, this study examined leadership theories, philosophies, and development. Theories and philosophies–such as transformational… [Direct]

Munn-Joseph, Marlene S. (2006). Trouble Don't Set Like Rain: Minority Status and Black Parents' Educational Decisions. Journal of School Public Relations, v27 n4 p397-419 Fall. Using grounded theory methodology combined with the interpretive lens of critical race theory, this study examines perceptions of minority status by 2 Black parents who have opted out of the public education system. Through the conceptual lens of stereotype threat, 2 contrasting examples illustrate how the perception of minority status affects parents' construction of perspectives that guide their educational decision making…. [Direct]

Cuellar, Marcela (2012). Latina/o Student Success in Higher Education: Models of Empowerment at Hispanic Serving-Institutions (HSIs), Emerging HSIs, and Non-HSIs. ProQuest LLC, Ph.D. Dissertation, University of California, Los Angeles. While Latina/o enrollments in higher education are on the rise, more than half of these students enroll at a unique institutional type, Hispanic-Serving Institutions (HSIs). As Latina/o enrollments in higher education increase, the number of HSIs and emerging HSIs also increases. Knowledge is presently limited on the Latina/o college choice to enroll at these institutional contexts and subsequent educational outcomes. This two-part study sought to address the gaps in research on Latina/os' college choice process and educational outcomes at these institutional types. Data were taken from the Higher Education Research Institute (HERI), Cooperative Institutional Research Program for the 2004 freshman and 2008 senior survey. Critical race theory and community cultural wealth (Yosso, 2005) in conjunction with the Multi-Contextual Model of Diverse Learning Environments (Hurtado, Alvarez, Guillermo-Wann, Cuellar, & Arellano, 2012) informed the conceptual model guiding this study…. [Direct]

Chaisson, Reba L. (2004). A Crack in the Door: Critical Race Theory in Practice at a Predominantly White Institution. Teaching Sociology, v32 n4 p345-357 Oct. Midwest Central University has a population of 3,500 students, predominantly working class and 95 percent White. The racial composition of the university suggests, and rightly so, that the students have minimal contact with Asians, Blacks, Hispanics/Latinos, Indians, Middle-Easterners, and people of mixed race, even though there is a predominantly black community about two miles from the campus. Given the lack of opportunities for cross-racial interaction among the student body, unless there is some intervention built into the curricula, students can complete their studies at the college with their limited ideological views on race and members of the aforementioned racial groups intact. If we have any hope of attaining a fair and just society, this cycle must be interrupted in the classroom. In this paper, I describe methods that I have used in my teaching and discuss my classroom experiences in an effort to provide some ideas for catalyzing white students to critically examine their… [Direct]

Aviles de Bradley, Ann Marie (2009). Educational Rights of Homeless Youth: Exploring Racial Dimensions of Homeless Educational Policy. ProQuest LLC, Ph.D. Dissertation, University of Illinois at Chicago. Research that addresses educational rights of unaccompanied homeless youth in grades 9-12 is limited. The McKinney-Vento Act was created to address the many needs of homeless individuals, including children and youth's right to an education. McKinney-Vento was created over twenty-years ago, and this research sought to examine the implementation of this legislation through the experiences of those most affected, homeless students. Further, discussions of homeless educational policy tend to focus on issues of class. This research illuminated racial dimensions of homelessness that often intersect with class. These dynamics were examined through a qualitative approach by conducting: interviews with homeless students, homeless liaisons, and homeless advocates; conducting document analysis of homeless educational policy; and field observations of two Chicago Public High schools enrolling 50 or more homeless students. The theoretical frameworks of Critical Race Theory and Structural Racism… [Direct]

Ebie, Gwyn Anne (2009). Latinas and Latinos Describe Their Pre-Collegiate Experiences: What Helped and Hindered Their Postsecondary Journey. ProQuest LLC, Ph.D. Dissertation, Colorado State University. The purpose of this case study was to better understand how Latina and Latino students experience their pre-collegiate program and learn whether or not they feel their experience has impacted or will impact their decision to continue their postsecondary pursuit. This case study focused on a single, specific pre-collegiate program. I used the phenomenology approach to explore how pre-collegiate program's social and cultural contributions impact a student's willingness, interest, and ability to pursue postsecondary education. Interviews of students participating in a pre-collegiate program and their families were the primary source of data. Using a Critical Race Theory and Latina/Latino Critical Theory lenses, I examined the social and cultural experiences pre-collegiate Latina/o students encountered in their journey to postsecondary institutions. This research documents that Latina/o students are systematically and consistently excluded from access to the dominant high school… [Direct]

Picower, Bree (2009). The Unexamined Whiteness of Teaching: How White Teachers Maintain and Enact Dominant Racial Ideologies. Race, Ethnicity and Education, v12 n2 p197-215 Jul. While much research that explores the role of race in education focuses on children of color, this article explores an aspect of the predominately White teaching force that educates them. This article explores findings from a qualitative study that posed questions about the ways in which White pre-service teachers' life-experiences influenced understandings of race and difference, and how these pre-service teachers negotiated the challenges a critical multicultural education course offered those beliefs. In keeping with the tenet of critical race theory that racism is an inherent and normalized aspect of American society, the author found that through previous life-experiences, the participants gained hegemonic understandings about race and difference. Participants responded to challenges to these understandings by relying on a set of \tools of Whiteness\ designed to protect and maintain dominant and stereotypical understandings of race–tools that were emotional, ideological, and… [Direct]

Kohli, Rita (2009). Critical Race Reflections: Valuing the Experiences of Teachers of Color in Teacher Education. Race, Ethnicity and Education, v12 n2 p235-251 Jul. While research has demonstrated that White teachers often must be taught about the pain of racism in order to not perpetuate it, this may not apply to racial minority teachers. Through personal experience, Teachers of Color are likely aware of the trauma that racism can cause students. Within teacher education, we must create research and teaching strategies that acknowledge racial minority teachers as insiders to the experiences of racism in school, and as valuable assets in the fight for educational justice. Using a critical race theory (CRT) framework, this article explores the reflections of Women of Color educators regarding their encounters and observations with race and racism in K-12 schools. Qualitative interviews were conducted with twelve Asian-American, Black and Latina women enrolled in a social justice teacher preparation program in Los Angeles. Their stories expose (1) the personal experiences with racism the women endured within their K-12 education; (2) the parallel… [Direct]

Gorlewski, David A., Ed.; Gorlewski, Julie A., Ed.; Porfilio, Brad J., Ed. (2012). Using Standards and High-Stakes Testing for Students: Exploiting Power with Critical Pedagogy. Counterpoints: Studies in the Postmodern Theory of Education. Volume 425. Peter Lang New York This book overturns the typical conception of standards, empowering educators by providing concrete examples of how top-down models of assessment can be embraced and used in ways that are consistent with critical pedagogies. Although standards, as broad frameworks for setting learning targets, are not necessarily problematic, when they are operationalized as high-stakes assessments, test-based pedagogies emerge and frequently dominate the curriculum, leaving little room for critical pedagogies. In addition, critics maintain that high-stakes assessments perpetuate current class structures by maintaining skill gaps and controlling ideology, particularly beliefs in individualism, meritocracy, and what counts as knowledge. This book offers readers a deepened awareness of how educators can alleviate the effects of standardization, especially for students in poor and working-class communities. As teachers negotiate their roles in this time of increasing regulation and standardization, it… [Direct]

Greenwood, Sylvia Joyce (2011). Culturally Responsive Pedagogy: A Study of Implementation. ProQuest LLC, Ed.D. Dissertation, California State University, East Bay. In public education we are faced with three realities: (1) our student population is diverse and growing in children of color; (2) children of color are the students most at risk of being caught on the negative end of the achievement gap; and (3) the adopted curriculum and instructional practices are predominately Eurocentric. There is a need to integrate culturally responsive practices to engage and promote success for our increasingly diverse student population. Critical race theory, equity pedagogy, culturally responsive pedagogy and liberation education inform the conceptual framework for this study. There is a plethora of theoretical work on culturally responsive pedagogy and a lack of work on how to implement pedagogies. The study examined the experiences of teachers attempting to implement culturally responsive practices and the role of the administrator, both as instructional leader and a co-constructor of knowledge. The participatory action research method allowed teachers… [Direct]

Howard-Hamilton, Mary F.; McEwen, Marylu; Patton, Lori D.; Rendon, Laura (2007). Critical Race Perspectives on Theory in Student Affairs. New Directions for Student Services, n120 p39-53 Win. Student development theory has been used to make sense of attitudes, behaviors, norms, and outcomes among college students since the late 1970s. In addition, educators, administrators, and researchers rely on theories of retention and student success, organizational development, learning, and campus environments in their efforts to understand diverse groups of students (McEwen, 2003, Torres, Howard-Hamilton, and Cooper, 2003). Although these theories contribute substantially to higher education and student affairs work, they are limited in their use of language about race and considerations of the roles of racism in students' development and learning. The purpose of this article is threefold. First, the authors highlight the value, role, and uses of theory in higher education and student affairs, as well as the omission of race, racism, and racial realities in the theories commonly used in the profession. Second, they introduce critical race theory as a framework for not only… [Direct]

Ferguson, Dionne J. (2013). The Underrepresentation of African American Women Faculty: A Phenomenological Study Exploring the Experiences of McKnight Doctoral Fellow Alumna Serving in the Professoriate. ProQuest LLC, Ph.D. Dissertation, University of South Florida. While African American women have been participating in higher education for more than a century, they remain significantly underrepresented among college and university professors in America. This study was pursued in an attempt to address the underrepresentation of African American women faculty at public and private universities within the State of Florida. More importantly, the study aimed to examine the role of the McKnight Doctoral Fellowship program (MDFP) in assisting McKnight Doctoral Fellow alumna in doctoral degree attainment, preparing them for the professoriate and contributing toward their professional success. A phenomenological methodological approach was used for this study, which was informed by doctoral student persistence theory, socialization theory, critical race theory and critical race feminism. These enlightening lenses allowed for the amplification of the lived experiences of McKnight Doctoral Fellow alumna. The findings from this study seem to suggest that… [Direct]

Masko, Amy L. (2005). \I Think About It All The Time\: A 12-Year-Old Girl's Internal Crisis With Racism and the Effects on her Mental Health. Urban Review: Issues and Ideas in Public Education, v37 n4 p329-350 Nov. I conducted an ethnographic study, situated within the conceptual framework of Critical Race Theory, which illustrates one child's experiences with racism. The study was conducted in an urban after-school program, and explores issues of racism in both the school and community settings. Utilizing the storytelling aspect of Critical Race Theory, I explore the racial experiences of a 12-year-old African-American girl, and the dichotomous emotions of sadness and anger that emerge. I describe the risk to this child's emotional well-being, and suggest a need within the mental health field to create a framework to deal with the trauma caused by racism…. [Direct]

Smith, Ann Marie (2007). Identity and Performance in Seventh Grade Students' Interpretations of Quality Literacy Learning in Class Discussions. Online Submission, Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, Apr 2007). The purpose of this ethnographic study was to analyze seventh grade students' and teachers' perceptions of literacy learning in language arts and reading classes. This paper includes a report of a section of this study that focused on discussions about literature. The impact of this diverse school culture on teachers' literacy instruction and students' classroom experiences was also interpreted. Applying critical race theories, the researcher collected data in the form of interviews and classroom observations. Results seemed to indicate that, at least for this classroom, students interpreted small group discussions as problematic. Students preferred whole class discussions about literature because disagreements about meaning were monitored and negotiated by the teacher. Implications for teaching critical literacy skills through class and small group discussions are included. (Contains 2 tables.)… [PDF]

Chapman, Thandeka K. (2007). The Power of Contexts: Teaching and Learning in Recently Desegregated Schools. Anthropology & Education Quarterly, v38 n3 p297-315 Sep. The following critical ethnography interrogates what it means for urban students to learn in multicultural ways, given the oppressive historical and present contexts of their newly desegregated urban district. By retelling events that occurred in the district and the classroom, I present a picture of urban students who are willing to learn and engage in classroom activities when the activities do not threaten their emotional safety. Although their actions are understandable, the students' conscious decisions to disengage from school stifles learning opportunities that would allow them to empathize and connect with other students as a move toward individual and group empowerment. Using critical race theory, I problematize the possibilities for successful multicultural classrooms in urban districts with complex legacies of injustice and racial hostility…. [Direct]

Calderon, Dolores (2006). One-Dimensionality and Whiteness. Policy Futures in Education, v4 n1 p73-82. This article is a theoretical discussion that links Marcuse's concept of one-dimensional society and the Great Refusal with critical race theory in order to achieve a more robust interrogation of whiteness. The author argues that in the context of the United States, the one-dimensionality that Marcuse condemns in \One-Dimensional Man\ is best illuminated by the concept of whiteness, which posits that whiteness in the context of white supremacy is an ideological manifestation of capitalism in the United States. The author furthers that the values Marcuse wants to break with or refuse in \An Essay on Liberation\ can be more concretely captured if it is made clear that the ideology of whiteness represents a key part of the normative order of advanced industrial society that must be \Refused.\ The reproduction of whiteness in educational structures serves to oppress raced, gendered, and classed individuals and communities who deviate from the norms established by the ideology of… [Direct]

Smith-Ligon, Pamela (2011). An Examination of African American Female College Presidents' Professional Ascendancy and Mentoring Experiences. ProQuest LLC, Ph.D. Dissertation, Mercer University. There is a large disparity in the number of African American women leaders in higher education, specifically in the presidency. Much of the literature negates the experiences of the African American woman, often fusing their experiences with those of all women, or those of African American men, which often disregards the challenges and successes that are unique to African American women. The lack of literature reflects the scarce number of African American women who hold leadership positions in institutions of higher education. Although research indicates that African American women are receiving more advanced degrees and are meeting the qualifications for leadership positions in higher education, the number holding such position is astoundingly low. This qualitative study delved into the ascension of 4 African American women presidents, allowing them to share their life histories, detailing their progression to the presidency. The objective of this research study was to explore and… [Direct]

van Belle, Leah Allison (2010). \Gentle Doses of Racism\: Racist Discourses in the Construction of Scientific Literacy, Mathematical Literacy, and Print-Based Literacies in Children's Basal Readers. ProQuest LLC, Ph.D. Dissertation, University of Michigan. Basal readers have long been problematized for a lack of diversity among the characters and experiences represented in the text selections. Building on this, and informed by critical theory, critical race theory, and Bourdieuian perspectives, this dissertation examines racist discourses in a set of third grade basal readers. In order to explore the guiding research question of \How are African American represented in literacy curriculum materials?\, I engaged in a critical discourse analysis of the 119 stories and informational text selections contained in the basal readers. The results of this research illustrate the ways in which these basal readers present discourses that reproduce White, middle-class privilege, while marginalizing people of color, particularly working-class African Americans. These racist discourses, persistent across the textbook selections, present ethnic and class-based differences in school based forms of knowledge and capital: cultural, symbolic, social,… [Direct]

Addo-Yobo, Festus (2013). Factors Regarding a Sense of Belonging on a University Campus: Affects on the Success of African American Male Students. ProQuest LLC, Ph.D. Dissertation, New Mexico State University. This dissertation examines the relationship of African American male undergraduate students from the context of one academic institution in the southwest border region of the United States. It explores the aspect of a sense of belonging on this particular university campus. The multiple mixed simultaneous study was conducted through the development and distribution of a survey to determine African American male undergraduate ideas and view points regarding a sense of belonging on a university campus. The research also included a, focus group consisting of undergraduate African American male students. They provided their perceptions about a sense of belonging on campus. Throughout the literature review a sense of belonging covered topics such as African American views of higher education, African American students and public White state institutions and what a sense of belonging means for these male students. Furthermore, the study also explored issues of sense of belonging for male… [Direct]

Williams, Margaret Marie (2013). "Why Can't We Get More Minority Applicants for Our Openings?" African American Leadership at Rural and Least Culturally Diverse Community College Administrations: Staying or Leaving. ProQuest LLC, Ed.D. Dissertation, University of California, Davis. This qualitative study examines the leadership experiences of 10 African American educational administrators and managers who are serving at or have served at one of four Northern California public community colleges that are located in rural communities and/or have minimal administrative cultural and racial diversity. Rural-serving community colleges constitute a significant portion (8%) of the nation's 1,200 community colleges and serve an increasing number of minority students, both African American and Hispanic. The focus of the study is to explore the experiences of African American community college leadership at these types of institutions and to determine what factors prompt decision(s) to stay with the colleges and what factors prompt decision(s) to leave the colleges. Three questions are analyzed to achieve this goal: (1) What are the experiences, goals, challenges, and triumphs of African American leaders at rural and or least diverse community colleges? (2) What factors… [Direct]

Lynn, Marvin (1999). Toward a Critical Race Pedagogy: A Research Note. Urban Education, v33 n5 p606-26 Jan. Explores the connectivity of research and theories of African-American emancipatory pedagogy to Critical Race Theory (CRT). Uses the premises of CRT to analyze interviews with eight African-American teachers. (Author/SLD)…

Powell, Kimberly (2008). Drumming against the Quiet: The Sounds of Asian American Identity in an Amorphous Landscape. Qualitative Inquiry, v14 n6 p901-925. Drawing largely from the realm of performance theory, critical race theory, and Asian American studies, the author examines the ways in which performance, performativity, and the cooptation of aesthetic forms constitute and disrupt racial identity categories. In this article, the author focuses on the growing contemporary artistic practice of \taiko\ drumming and its role in Asian American identity politics. As an artist-researcher, the author uses the methodological tools of ethnography and autoethnography to analyze the aesthetic components of taiko, the meaning it has for participants–including the author–as well as the author's personal background to delve into the politics of unknown ethnicity and racial amorphism in America. To understand how taiko performance can be used to rupture and recreate raced and gendered categories, the author examines how particular aesthetic forms of taiko become sites of intervention that challenge fixed notions of identity and hegemonic… [Direct]

Preston, John (2008). Protect and Survive: \Whiteness\ and the Middle-Class Family in Civil Defence Pedagogies. Journal of Education Policy, v23 n5 p469-482 Sep. \Civil defence pedagogies\ normalise continuous emergency through educational channels such as school, community and adult education. Using critical whiteness studies, and critiques of white supremacy from critical race theory, as a conceptual base, the protection of whiteness, and particularly the white middle-class family, is considered to be centrally important to civil defence in education. Civil defence is not only classed and state-centred, but a racialised and eugenic discourse where the state considers not necessarily the survival of the majority of white people, but the continuity of whiteness to be prioritised above the survival of people of colour. Within these policies, the enterprising white, middle-class, suburban family has provided a key role as main reference, beneficiary, activist and supporter of civil defence pedagogies. Through the use of policy analysis and documentation from the USA in the 1950s and the UK in the 1980s, I discuss representations of the family,… [Direct]

Gillborn, David (2008). Coincidence or Conspiracy? Whiteness, Policy and the Persistence of the Black/White Achievement Gap. Educational Review, v60 n3 p229-248 Aug. Adopting an approach shaped by critical race theory (CRT) the paper proposes a radical analysis of the nature of race inequality in the English educational system. Focusing on the relative achievements of White school leavers and their Black (African Caribbean) peers, it is argued that long standing Black/White inequalities have been obscured by a disproportionate focus on students in receipt of free school meals (FSMs). Simultaneously the media increasingly present Whites as race victims, re-centring the interests of White people in popular discourse, while government announcements create a false image of dramatic improvements in minority achievement through a form of "gap talk" that disguises the deep-seated and persistent nature of race inequality. The paper concludes by reviewing the key elements that define the current situation and notes that they fit the essential characteristics used in law to identify the operation of a conspiracy. It is argued that conceiving the… [Direct]

Moore-Callahan, Tamara Y. (2010). A Qualitative Interpretive Study of the Lived Educational Experiences of African American Male Students in Southeastern New Mexico: A Cross-Generational Exploration of Perceptions regarding Academic Achievement. ProQuest LLC, Ph.D. Dissertation, New Mexico State University. This research is an interpretive qualitative study that explores the perceptions and perspectives of two generations of African American male students, as related to their educational experiences at the same southeastern New Mexico high school. The central question of this research is, has the educational experience for African American male students (specifically, classroom engagement and teacher interaction) changed in the past 30+ years? Purposeful sampling was employed to obtain research participants for this interpretive qualitative study. Through the triangulation of individual interviews, focus groups, and portraiture, I investigate dynamics within the educational environment that enhance or hinder academic achievement among African American male students. Triangulation of qualitative methods yielded six themes that illuminated perceptions of African American male students regarding barriers and positive influences within the educational environment that shaped their… [Direct]

McHargh, Carlton R. (2010). Career Mobility of Black and White Upper Level Administrators in a Predominantly White Institution of Higher Education: A Case Study. ProQuest LLC, Ph.D. Dissertation, The University of Alabama. Today, more than half a century after \Brown v. Board of Education\, many institutions of higher education, particularly predominantly white institutions (PWIs) are still grappling with issues related to increasing diversity. And while many Institutions of higher education (IHE) now boast large numbers of students from diverse backgrounds, the same cannot be said of the diversity of upper level administrators particularly within PWIs. However, what research has shown is that most IHEs desire and value diversity. However, the means of achieving diversity are many, varied and contested. This study attempted to add to the body of existing literature on diversity within PWIs by drawing upon narratives of Black and White upper level administrators on issues of hiring and career mobility. By contrasting the careers of Black and White upper level administrators within one PWI in the southern United States, this study explored through their narratives what those narratives tell us about the… [Direct]

Johnson, Erica NicCole (2010). Lifting as We Climb: Experiences of Black Diversity Officers at Three Predominantly White Institutions in Kentucky. ProQuest LLC, Ph.D. Dissertation, University of Kentucky. Recently, colleges and universities across the country have created executive level positions responsible for institutional diversity. The origins of this work within higher education lay in the civil rights movements and its consequences for desegregation of higher education. Early diversity officer positions usually resided within student affairs. However, as the responsibilities of these offices have changed, the reporting lines have also changed such that diversity officers are now commonly situated within academic affairs. This exploratory study examines these administrative positions responsible for diversity at southern white institutions. The research takes an in-depth look at how these positions have shifted over time and how people who hold these positions understand their work. This study presents an analysis of nine personal narratives of diversity officers at three predominantly white institutions in Kentucky from the early 1970s to the present. Counterstories, or… [Direct]

Chelsea Stinson (2024). DisCrit Mothering as Analytical Tool. International Journal of Qualitative Studies in Education (QSE), v37 n9 p2600-2614. This paper explores what DisCrit Mothering means across multiple, dynamic identities, contexts, and experiences. To this end, the author explores potential implications of this emergent theoretical orientation for the broader community of motherscholars. This paper explicitly addresses the personal and political implications of DisCrit Mothering as an analytical tool for a white, neurodivergent motherscholar who conducts research with/about multiply marginalized parents and children. Explicating the theoretical lineage of DisCrit and ParentCrit in conversation with radical specificity, the author offers a praxical framework of DisCrit Mothering to support the politicized action within/across spaces in times of social, political, and biological precarity for marginalized families…. [Direct]

Jason C. Garvey; Jimmy Huynh (2024). Quantitative Criticalism in Education Research. Critical Education, v15 n1 p74-90. The purpose of this manuscript is to illustrate the value and potential of critical approaches to quantitative research. We begin by providing our positionalities as scholars to situate ourselves within this content. Next, we overview quantitative criticalism and explore tensions inherent within this approach. Following, we discuss four quantitative criticalism examples in education research to highlight specific quantitative methods and critical theories and to overview opportunities for using quantitative criticalism. We close by providing implications for our intended audiences, primarily directing our recommendations to scholars who employ quantitative methods and/or critical perspectives in education research…. [PDF]

Byrd, Marilyn Y. (2007). The Effects of Racial Conflict on Organizational Performance: A Search for Theory. New Horizons in Adult Education & Human Resource Development, v21 n1-2 p13-28 Win-Spr. This article addresses the effect of racial conflict on organizational performance as an issue that needs theoretical support in the foundational theories of human resource development (HRD). While the field of HRD recognizes theories from multiple disciplines, the field lacks a theoretical framework to inform leadership in managing racial conflict. In this article literature across multiple disciplines was reviewed to identify research and theory that links racial conflict, racial groups, organizational groups, and performance outcomes. The findings indicate Critical Race Theory (Bell, 1993; Delgado, 1995; Ladson-Billings & Tate, 1995) and Embedded Group Theory (Alderfer & Smith, 1982) provide useful frameworks for addressing inter-group conflict by offering counter discourse through storytelling. This article also suggests a conceptual framework for HRD to begin theory-building research of its own. (Contains 2 figures and 1 table.)… [PDF]

Peden, Sherry; Wallin, Dawn C. (2014). Touring Turtle Island: Fostering Leadership Capacity to Support First Nations, M√©tis, and Inuit Learners. in education, v19 n3 p47-68 Spr. This paper reports on findings from a research study that examined the design, delivery, and effects of a graduate level summer institute, the aim of which was to foster the capacity of educational leaders to support First Nations, M√©tis, and Inuit (FNMI) learners. Our study is conceptually framed using elements of critical race and Whiteness theory, and red pedagogy/culturally relevant pedagogy. We designed the institute and our methods around Kirkness's and Barnhardt's (1991) 4 R's of success in higher education environments: relevance, reciprocity, responsibility, and respect. Data for the study were gathered using a qualitative, inquiry-based methodology, and articulated using Indigenous storywork and story. The primary data sources included online surveys and sharing circles conducted with past students of the course. Findings suggest that the summer institute helped to disrupt colonial assumptions; increase respect for Aboriginal knowledges, values, and experiences; offer… [PDF]

Nyasuma, Nilajah M. (2012). The Influence of an Urban Educational Leadership Doctoral Program on the Social Justice Leadership Knowledge, Skills, and Dispositions of Its Graduates: A Case Study. ProQuest LLC, Ed.D. Dissertation, Morgan State University. There is an abundance of data that indicate that social inequality contributes to the school failure of African American and other children of color. Despite this finding, educational leadership preparation programs, have not, overwhelmingly embraced a social justice curriculum (Lopez, 2003). The purpose of this study was to understand faculty and student perceptions regarding the extent to which the doctoral program in Urban Educational Leadership at a Historically Black College and University (HBCU) explicitly or implicitly espouses a social justice agenda in the preparation of leaders. Additionally, its purpose was to study stakeholder perceptions of the extent to which the program succeeds in advancing such an agenda. This study was guided by three research questions: (1) What perceptions do faculty and graduates have of the core curriculum employed by Mid Atlantic University's doctoral program in Urban Educational Leadership to encourage the utilization of a social justice style… [Direct]

Brady, Kevin; Eatman, Timothy; Parker, Laurence (2000). To Have or Not To Have? A Preliminary Analysis of Higher Education Funding Disparities in the Post-Ayers v Fordice Era: Evidence form Critical Race Theory. Journal of Education Finance, v25 n3 p297-322 Win. Reviews higher education racial desegregation equity since the U.S. Supreme Court's 1992 "Fordice" decision. Discusses historically black colleges and universities' future status and African-American students' progress, using finance data analyzed and interpreted via critical race theory. HBCU's receive inferior state appropriation levels, compared to traditionally white institutions. (Contains 81 resources.) (MLH)…

Cabrera, Nolan L.; Downey, R. Jamaal; Guida, Tonia F.; Smith, Laura Lee (2023). W.A.A.C.K. C.S.P.: The Tensions and Overlaps between Whiteness and Culturally Sustaining Pedagogies. International Journal of Qualitative Studies in Education (QSE), v36 n8 p1476-1486. This article takes up the questions: How does Whiteness affect conceptions of Culturally Sustaining Pedagogies (CSP)? Specifically, when it comes to Whiteness, is there a culture worth sustaining? To begin this examination, we first outline what CSP and Whiteness are. Second, we review the literature within Critical Whiteness Studies (CWS) that takes up pedagogical questions. Third, we theorize the tensions and places of overlap across CSP and CWS–specifically that when it comes to Whiteness there is not a culture worth sustaining, but there is space for White people within CSP as long as they take account of Whiteness. Fourth, we propose a framework for merging CSP and CWS, W.A.A.C.K. C.S.P. (White folks Applying Anti-Racist Cultural Knowledge for Culturally Sustaining Pedagogies). We conclude with implications of this framework for future educational research and practical implications for White teachers and White students…. [Direct]

Bailey, Fatima H. (2011). "Where Are Their Parents?" Re-Thinking, Re-Defining and Re-Conceptualizing African American and Latino Parental Involvement, Engagement and Empowerment in Schools. ProQuest LLC, Ed.D. Dissertation, Mills College. Traditional and current parental involvement programs can be challenging, debilitating and disenfranchising for African American and Latino school-parents. This qualitative study explores the issue of parental involvement, engagement and empowerment for African American and Latino parents. It provides an overview of hegemonic underpinnings, discursive expectations and mainstream definitions surrounding this issue. Embedded in the study, is a description of parents who do not conform to nor meet "traditional expectations" of parental involvement. A discussion of how current literature characterizes these parents is provided. It notes that deficit based research (vis-√°-vis assumptions and biases) privilege traditional orthodoxies and ideas regarding parental involvement. Through the lens of critical race theory, this study challenges traditional orthodoxies and debunks deficit perspective research, as it illuminates how African American and Latino parents are deeply committed… [Direct]

Senegal, Pamela Gibson (2011). A Case Study of a Southeastern African American Male Mentoring Community College Program. ProQuest LLC, Ed.D. Dissertation, North Carolina State University. This research is a qualitative case study exploring the experiences of African American male mentoring community college students. Such programs have proliferated throughout higher education, over the past 20 years, in an effort to improve the retention, performance and goal attainment of African American males. The theoretical framework shaping the study was Critical Race Theory, which acknowledges the centrality of race in every aspect of culture in the United States, including higher education. Three research questions guided this study: (1) How do African American Male Mentoring students describe their educational journeys at a Southeastern Community College? (2) What do African American males perceive as their cultural identity through participation in a Southeastern Community College mentoring program? (3) What particular aspects of this Southeastern Community College's mentoring program contributed to student academic progress? In the case study tradition, I delved into the… [Direct]

Porchia Moore (2024). From Docent to Professional to Activist to Critical Race Theorist: A Biomythography of a Black American Museum Professional. Journal of Museum Education, v49 n2 p194-208. The wisdom of Audre Lorde informs us that "the master's tools will never dismantle the master's house." The origins of many museum collections are that their objects were obtained by colonizers who became the masters of colonized people's cultural heritage. One of the master's tools has always been to create and benefit from a system of free labor. Within the museum, the vestiges of the master's tool of free labor remain, although with different shapes and aims. The system of free labor in the museum is tangential with the presence of the docent corps. This article explores the sensationalism of battles over the fate of docent groups in light of the need to make fundamental shifts in museum praxis…. [Direct]

Tate, William F. (1994). From Inner City to Ivory Tower: Does My Voice Matter in the Academy?. Urban Education, v29 n3 p245-69 Oct. Using the principle of critical race theory, the author contends that his Catholic, urban elementary school education was built on the integration of centric and conflict theories. The tension his adult voice creates in traditional academic discourse is discussed. (SLD)…

Davis, Donna M. (2007). The Los Angeles Riots Revisited: The Changing Face of the Los Angeles Unified School District and the Challenge for Educators. Educational Studies: Journal of the American Educational Studies Association, v42 n3 p213-229 Oct. This article provides a brief history of the Los Angeles Unified School District (LAUSD), including an analysis of the demographic shifts and the tensions between the African American and Korean American communities at the time of the Los Angeles riots in 1992. The article includes my own experiences teaching high school English during the uprising, and relies on some of the ideas of Critical Race Theory to stress the need for educators to hold uncomfortable discussions about race and racism in educational settings. The article further includes an examination of issues and concerns that faced the district in the years leading up to the King verdict (racial isolation, poor academic achievement in some schools, teacher frustration, and, an ultimate strike in 1989, gang violence), and provides a snapshot of current achievement levels for children in LAUSD. (Contains 1 table and 3 notes.)… [Direct]

Lopez, Gerardo R., Ed.; Parker, Laurence, Ed. (2003). Interrogating Racism in Qualitative Research Methodology. Counterpoints. This book explores the link between critical race theory and qualitative research methodology, interrogating how race connects and conflicts with other areas of difference and is never entirely absent from the research process. After an introduction, "Critical Race Theory in Education: Theory, Praxis, and Recommendations" (Sylvia R. Lazos Vargas), eight chapters include: (1) "Research, Race, and an Epistemology of Emancipation" (Cynthia Tyson); (2) "Telling Tales Out of School: 'What's the Fate of a Black Story in a White World of White Stories'" (Melanie Carter); (3) "Fashioning Research Stories: The Metaphoric and Narrative Structure of Writing Research about Race" (Edward Buendia); (4) "Parent Involvement as Racialized Performance" (Gerardo R. Lopez); (5) "Multicultural Education in Teacher Training Programs and Its Implications on Preparedness for Effective Work in Urban Settings" (Jennifer Ng); (6) "On Whose…

Jewett, Sarah (2006). \If You Don't Identify with Your Ancestry, You're Like a Race without a Land\: Constructing Race at a Small Urban Middle School. Anthropology & Education Quarterly, v37 n2 p144-161 Jun. Based on a one-and-a-half-year ethnographic study of a desegregated urban middle school, this article investigates the ways in which administrators, students, and teachers multiply constructed race through a network of policies, pedagogies, and practices. Using a framework of cultural production theory and critical race theory, the article not only illustrates these constructions but also argues that the careful analysis of them for themes of power and equity can inform the school curriculum and professional programs for preservice and practicing teachers…. [Direct]

Counts, Shelia Antley (2012). Invisible Woman? Narratives of Black Women Leaders in Southeastern Two-Year Colleges. ProQuest LLC, Ph.D. Dissertation, Clemson University. This narrative research study explored the experiences of two Black women executive-level leaders who started their careers within higher education, including two-year technical colleges located in the Southeast during the pivotal sociopolitical moments that occurred during the 1960s to the 1980s. The stories of these women revealed their perceptions of the barriers they faced as well as the opportunities they received for career advancement as their careers evolved parallel to the development of the technical college system itself. Qualitative procedures, including semi-structured interviews and a combined narrative analysis and analysis of narratives interpretative framework (Connelly & Clandinin, 2006; Creswell, 2009; Kramp, 2004; Polkinghorne, 1995, as cited in Kramp, 2004, and in Creswell, 2007; and Roberts, 2002), illuminated a richly descriptive and complex perspective of these women's lived experiences. The theoretical frameworks of critical race theory and Black feminist… [Direct]

Blanding, Joseph Dwayne (2010). A Phenomenological Case Study of African American Students Who Achieved Success Despite Scoring Low on Standardized Tests. ProQuest LLC, Ed.D. Dissertation, University of Missouri – Kansas City. Standardized tests continue to be used in the United States to evaluate applicants for admission to most colleges and universities, which often results in less access for students–specifically students of color–who may have been inadequately prepared in grades K-12 for standardized testing. The purpose of this phenomenological case study was to explore the experiences of African-American college students, who are successful despite scoring low in one or more areas on the SAT or ACT. The traditions of heuristic inquiry, narratology and the perspective of critical race theory (CRT) assisted in understanding the meaning of the phenomenon of standardized tests. Success in college was defined as an African American student in his or her sophomore year possessing a grade point average (GPA) of 2.75 or higher. The goal of this study was to identify strategies that students with similar experiences, PreK-12 educators, and community members can use for program development. The data were… [Direct]

Epstein, Kitty Kelly (2006). A Different View of Urban Schools: Civil Rights, Critical Race Theory, and Unexplored Realities. Counterpoints: Studies in the Postmodern Theory of Education Volume 291. Peter Lang New York This book tells a fascinating story about the realities of urban education in America. It provides new insights on teacher selection and preparation, curriculum, school takeovers, federal legislation, the role of business, and the impact of the civil rights movement on urban schools. The result is a new perspective on what educational reform requires in American cities. This book will be useful to teachers, policy makers, school board members, and parents, as well as classes in multicultural education, ethnic studies, and the social foundations of education….

Campesino, Maureen (2007). Homicide Bereavement: Reflections on the Therapeutic Relationship in Trauma Research. Qualitative Inquiry, v13 n4 p541-553 May. This critical narrative ethnography focused on the aftermath of gang-related homicide of two Latino teenage boys, as articulated from the perspectives of their mothers. Grounded in critical race theory, this study situates the phenomenon of Latino youth violence within contexts of local oppressive political and historical conditions. This article explores therapeutic aspects of the researcher's relationship with the bereaved mothers, ethical issues involved in trauma research, and the role of reflexivity. The bereavement narratives represent the subjugated voices of women living with violence in marginalized communities and reveal multiple layers of dehumanization. The therapeutic relationship that developed between the participants and researcher became an effective strategy for rehumanization. The traumatic nature of the women's bereavement produced a deep vulnerability, requiring a complex negotiation of roles and responsibilities of the researcher. The self-reflective experiences… [Direct]

Mencke, Bernadette Kristine Buchanan (2010). Education, Racism, and the Military: A Critical Race Theory Analysis of the GI Bill and Its Implications for African Americans in Higher Education. ProQuest LLC, Ph.D. Dissertation, Washington State University. This study examined the impact of the Serviceman's Readjustment Act of 1944 (the GI Bill) on African Americans' quest for higher education. The central question guiding this study follows: Why has higher education been so elusive for African Americans? With reference to this question, the following sub-questions were addressed: (1) How can the \counter narrative\ approach uncover \truths\ about the GI Bill's lack of effectiveness for the African American community? (2) How did the racial climate of the 1940s and 1950s impact African American veterans and their pursuit of post-secondary education? (3) How did African American veterans counter instances when race and racism intersected during their pursuit of higher education? (4) How does the lingering influence of the GI Bill impact higher education for African Americans today? This qualitative study followed a Critical Race Theory (CRT) design. This methodology uses five tenets to interrogate the intersections of race and racism… [Direct]

Posey, Linn (2017). Race in Place: Black Parents, Family-School Relations, and Multispatial Microaggressions in a Predominantly White Suburb. Teachers College Record, v119 n12. Background: Research has demonstrated the importance of understanding the multiple factors that shape parents' relationships with schools, including the resources parents have at their disposal, their own educational histories, and the influence of school cultures and policies. Less is known, however, about how parents' engagement relates to their everyday experiences across school and community spaces, particularly for Black parents in nonurban, predominantly White settings. Purpose: The purpose of this study is to examine Black parents' school and community experiences in a predominantly White suburb and how their experiences and engagement may vary based on social class and gender (and their intersections). Participants: A socioeconomically mixed sample of 56 Black parents (16 men, 40 women) with children in Grades K– participated in the study, as well as 2 longtime residents whose children attended district schools. Research Design: The findings are based on an ethnographic… [Direct]

Georgiadis, Fokion; Zisimos, Apostolos (2012). Teacher Training in Roma Education in Greece: Intercultural and Critical Educational Necessities. Issues in Educational Research, v22 n1 p47-59. This paper first outlines briefly the present status and position of the Roma/Gypsies in the Greek context while it gives a review of education policy and provision. Secondly, it indicates that Greek primary teachers lack adequate preparedness for the challenges accompanying contemporary educational multiculturalism and social justice issues. The following part is focused on the training of teachers and the need to educate and prepare them further on specific intercultural issues as well as methodologies for teaching in multicultural classes. Finally, the paper indicates the importance of teacher training to combat racism and promote social justice in classrooms and schools through critical education and empowerment/emancipation processes of Roma children, and how those two pedagogical philosophies (intercultural and critical) may converge within teacher training praxis…. [PDF]

Kohli, Rita (2009). Critical Race Reflections: Valuing the Experiences of Teachers of Color in Teacher Education. Race, Ethnicity and Education, v12 n2 p235-251 Jul. While research has demonstrated that White teachers often must be taught about the pain of racism in order to not perpetuate it, this may not apply to racial minority teachers. Through personal experience, Teachers of Color are likely aware of the trauma that racism can cause students. Within teacher education, we must create research and teaching strategies that acknowledge racial minority teachers as insiders to the experiences of racism in school, and as valuable assets in the fight for educational justice. Using a critical race theory (CRT) framework, this article explores the reflections of Women of Color educators regarding their encounters and observations with race and racism in K-12 schools. Qualitative interviews were conducted with twelve Asian-American, Black and Latina women enrolled in a social justice teacher preparation program in Los Angeles. Their stories expose (1) the personal experiences with racism the women endured within their K-12 education; (2) the parallel… [Direct]

Casey, Zachary A.; Lozenski, Brian D.; McManimon, Shannon K. (2013). From Neoliberal Policy to Neoliberal Pedagogy: Racializing and Historicizing Classroom Management. Journal of Pedagogy, v4 n1 p36-58 Jun. In this article we first trace the history of "management," particularly in the United States, from the plantation to the factory to the corporation, with the intention of understanding and contextualizing "classroom management" in today's educational lexicon. To do so, we look at the intertwining history of racial knowledge and the management of enslaved persons; the subsequent development of scientific management; social efficiency educators' application of scientific management to education; and conceptions of classroom management in today's neoliberal environment, in which education is increasingly positioned as a consumer good subject to individual choice and competitive markets. We further look to examples from post-colonial Africa to demonstrate the ways in which neocolonial forms of scientific management comingle and entwine with neoliberal policies and procedures. The global phenomenon of scientific management, rife with neoliberalism and racism, is… [Direct]

Leonardo, Zeus; Zembylas, Michalinos (2013). Whiteness as Technology of Affect: Implications for Educational Praxis. Equity & Excellence in Education, v46 n1 p150-165. This article explores the embodiment and affectivity of whiteness, particularly as it implicates educational praxis and social justice in education, focusing on the following questions: In what ways are affect and whiteness constitutive of each other in race dialogue? How does emotion intersect with racial practices and white privilege, and what are the educational implications of this entanglement? In theorizing whiteness as a technology of affect, the authors hope to capture the mental, emotional, and bodily dimensions of whiteness in the context of racial dialogue. In particular, the authors introduce the idea of \white intellectual alibis,\ or Whites' attempt to project a non-racist alibi rather than aligning themselves with anti-racism. Finally, the authors discuss how whiteness as a kind of technology of affect has implications for pedagogical efforts to engage in equitable and anti-racist education. It is suggested that unless educational scholars engage with a theoretical… [Direct]

Perezchica, Inez G. (2017). Interaction with Institutional Agents in Community College, Predictors of Latino Males' Commitment to Educational Goals: A Quantitative Study. ProQuest LLC, Ed.D. Dissertation, California State University, Fullerton. Only 9% of U.S Latino males have bachelor's degrees. Community colleges are the preferred choice for Latinas/os entering the higher education pipeline. Almost half of first-year community college students leave college without achieving their educational goals. Racial inequalities in education are a symptom of lingering institutional racism. In order to address educational inequities, educational leaders must learn how to support Latino male students. The purpose of this study was to examine the role of institutional agents on Latino male students' commitment to educational goals. In particular, this study sought to assess the added impact of students' perceptions of and use of campus support services, interactions with institutional agents, validation, and socio-academic integrative moments. The study found that 24% of the variance in Latino male students' commitment to educational goals could be explained by interactions with institutional agents. A high-quality interaction with… [Direct]

Taylor, R.; Taylor, Y. (2010). Academic Freedom and Racial Injustice: South Africa's Former "Open Universities". South African Journal of Higher Education, v24 n6 p897-913. The article critically re-interrogates three high profile cases of white racism at South Africa's former "open universities" to highlight the way in which existing debates around academic freedom fail to come to terms with questions of racial injustice after apartheid. The cases covered are the Makgoba affair at Wits, the Mamdani affair at the University of Cape Town, and the Shell affair at Rhodes. It is argued that the genuine transformation of higher education requires recognizing and addressing the dynamics of systemic white racism. (Contains 1 note.)… [Direct]

Stovall, David (2013). 14 Souls, 19 Days and 1600 Dreams: Engaging Critical Race Praxis While Living on the "Edge" of Race. Discourse: Studies in the Cultural Politics of Education, v34 n4 p562-578. Because the dynamics of race are wrongly ignored in a current shroud of post-racialism (i.e. re-election of Barack Obama as president of the USA, shifting racial demographics in the USA, etc.), there are still communities in the USA and throughout the world that experience the damaging effects of racism entangled with the realities of class. Many still do not live in a post-racial utopia where "things are getting better". Instead, for some, things are getting worse. In light of these realities, this article is an account of a community's attempt to interrupt the popularly shared notion that low-income/working-class communities of color do not deserve quality education. The title has particular significance in that the 14 is reflective of the 14 community members that endured a 19-day hunger strike to secure a school for 1600 students. It should be considered on the "edge" of race in that it recognizes that race is often placed on the periphery of urban education,… [Direct]

Frame, Amy (2017). Assessing the Efficacy of Outdoor Education on Campers' Perceptions of Environmental Stewardship, Civic Engagement, and College and Career Pathways. ProQuest LLC, Ed.D. Dissertation, University of California, Los Angeles. Given global threats to the continued functioning of ecosystem services that sustain us all, educators would be wise to embrace the task of redefining our individual and collective orientations to the natural world. Since the inception of the modern environmental education movement in the 1970's, outdoor education at residential camps has distinguished itself as one of the most promising pedagogies for inspiring environmental stewardship behaviors (American Institutes for Research, 2005; Hattie, Marsh, Neill, & Richards, 1997; Larson, Castleberry, & Green, 2010). Specific outdoor education program components have been shown to lead to immediate feelings of connectedness with nature, social connectedness, and self-efficacy (Garst, Browne, & Bialeschki, 2011a; McKenzie, 2003; Priest & Gass, 2005). This empirical study explored the relationships among campers' demographics, attitudes related to their camp experiences, and self-reported behavioral intentions toward… [Direct]

Soudien, Crain (2015). A Brief Engagement with Some Conceptual Challenges in the Discussion about 'Race' and Racism. Power and Education, v7 n2 p143-154 Jul. At issue in this discussion is a question of knowledge and how those who work in education use the knowledge at their disposal in practice. How do they, firstly, work with the almost universal consensus that 'race' as a biological phenomenon has no inherent substance but that its equally almost universal social acceptance makes it real? Having come to their conclusions, secondly, how do they work educationally with the complexity of the ideological positions surrounding their knowledge? It is argued, that in these questions a particular kind of challenge for the politics of anti-racism arises. This challenge is deeply educational at its core. It talks to how an individual acts in relation to what he/she knows. Towards an engagement with what such a politics is in this contribution this paper seeks to argue that a concept such as 'race', and indeed gender, subsists and relies on presumptive agreements about the meanings — the form and substance — attached to looks. The concept… [Direct]

Shah, Saeeda (2012). Muslim Schools in Secular Societies: Persistence or Resistance!. British Journal of Religious Education, v34 n1 p51-65. Muslim schools are a growing phenomenon across the world. Muslim diaspora resulting from multiple factors including political, religious and economic enhanced the need among Muslims to maintain and develop their faith identity. Marginalisation of Muslims, in whatever forms and for whatever reasons, particularly in Muslim minority and/or secular societies further energised affiliations with faith identity. In this context, the article will argue that Islamic schools are being seen by many Muslims as an option not only to provide opportunities for updated education in consonance with their perceptions of Muslim identity, but also to denote an agenda for resistance to challenge racism and existing power relations. (Contains 3 notes.)… [Direct]

Applebaum, Barbara (2013). Vigilance as a Response to White Complicity. Educational Theory, v63 n1 p17-34 Feb. Calls for vigilance have been a recurrent theme in social justice education. Scholars making this call note that vigilance involves a continuous attentiveness, that it presumes some type of criticality, and that it is transformative. In this essay Barbara Applebaum expands upon some of these attributes and calls attention to three particular features of vigilance that, while they may be alluded to in the aforementioned discussions, are rarely made explicit. These three features are critique, staying in the anxiety of critique, and vulnerability. Using the lens of Judith Butler's recent work and the discussions that her work has provoked, Applebaum examines these three features of vigilance and demonstrates how they are crucial for white people interrogating their complicity in systemic racism. Finally, she discusses how the expanded three features of vigilance can offer guidance to one of the enormously thorny questions that arises in the social justice classroom. (Contains 58… [Direct]

Eleni Zgourou; Laura Kuhn; Sandra Soliday Hong; Terri Sabol (2021). Variation in Children's Experiences in Pre-K Classrooms: Content and Quality. Society for Research on Educational Effectiveness Background: Decades of research suggest that when young children are enrolled in high-quality pre-K classrooms they have better literacy, language, math, and social outcomes at the end of the pre-K year. A traditional approach to capturing the quality of children's experiences, including the quality of their engagement with academic content and with teachers in a classroom focuses on average classroom quality levels. This approach, however, may not capture the variability in the quality of classroom experiences individual children encounter. This study proposes to examine the variability of the quality of children's engagement in academic content and with their teachers, and the degree to which variability in addition to total proportion of time spent in academic content contribute to children's school-readiness outcomes. We also explore a novel approach to examining variability as the actual incidence of academic engagement is quite low for individual children enrolled in pre-K… [Direct]

Walkuski, Christy Burke (2017). Civic Narratives: Exploring the Civic Identity of Community College Students. ProQuest LLC, Ph.D. Dissertation, Kent State University. This narrative inquiry brings together a re-emerging interest in the civic mission of higher education and inquiry about individual civic identity development, with a lens focused on the currently underrepresented voices of community college students. The purpose of this study is to increase our understanding of the meaning that community college students make of their own civic actions and beliefs, in order to inform the work of faculty, administrators, and researchers regarding the role that higher education can play in the development of community college students' civic identity. Additionally, these narratives of currently underrepresented voices and civic perspectives inform efforts to address the growing civic empowerment gap within our campus and community environments. The narratives included in this study demonstrated an expressed interest in community engagement from participants and a wide-ranging feeling of responsibility towards their communities, paired with tremendous… [Direct]

Milner, H. Richard, IV (2007). Race, Culture, and Researcher Positionality: Working through Dangers Seen, Unseen, and Unforeseen. Educational Researcher, v36 n7 p388-400. This author introduces a framework to guide researchers into a process of racial and cultural awareness, consciousness, and positionality as they conduct education research. The premise of the argument is that dangers seen, unseen, and unforeseen can emerge for researchers when they do not pay careful attention to their own and others' racialized and cultural systems of coming to know, knowing, and experiencing the world. Education research is used as an analytic site for discussion throughout this article, but the framework may be transferable to other academic disciplines. After a review of literature on race and culture in education and an outline of central tenets of critical race theory, a nonlinear framework is introduced that focuses on several interrelated qualities: researching the self, researching the self in relation to others, engaged reflection and representation, and shifting from the self to system. (Contains 13 notes.)… [Direct]

Johnson, Jonathan Lee (2013). The Social Construction of Ethnicity and Masculinity of African American College Men. ProQuest LLC, Ph.D. Dissertation, University of Louisville. The purpose of this study was to understand how African American college men construct masculine and ethnic notions of their identities, despite disproportionate social obstacles and hegemonic stereotypes. The primary research question of this study was, "how might African American undergraduate males understand and develop healthy concepts of their ethnic and masculine identities at a predominately White public institution?" The following research questions guided this study: (1) how do African American college men characterize their ethnic identity; (2) how do African American college men characterize their perception of their masculinity; (3) how do African American college men perceive their performance of masculinit(ies); (4) how do the ethnic and masculine identities of African American college men intersect?; and (5) how does being in college impact African American men's identities? Critical race theory and methodology provided a conceptual framework for exploring… [Direct]

Aguilar-Valdez, Jean Rockford (2013). Dreaming of Science: Undocumented Latin@s' Testimonios across the Borderlands of High School Science. ProQuest LLC, Ph.D. Dissertation, The University of North Carolina at Greensboro. This qualitative study uncovers the voices of five Latin@ students who are high-"achieving" and undocumented and have strong aspirations in science, in a Southern, Title I high school. Through critical race methodology and these students' "testimonios"/counter-stories, these students' struggles and successes reveal their crossing of cultural and political borderlands and negotiating structures of schooling and science. The students dream of someday pursuing a trajectory in the field of science despite racial, ethnic, and political barriers due to their undocumented status. I use three key theoretical approaches–Borderlands/Anzalduan theory (Anzaldua, 2007), Loving Playfulness/World Traveling (Lugones, 2003), and Latino Critical Race Theory (in which many Latin@/Chican@ studies contribute)–to put a human face on the complex political and educational situations which the students in this study traverse. Data were collected during a full school year with follow-up… [Direct]

Broido, Ellen M.; Manning, Kathleen (2002). Philosophical Foundations and Current Theoretical Perspectives in Qualitative Research. Journal of College Student Development, v43 n4 p434-45 Jul-Aug. The relationship between the philosophy, theory, and methods of different research paradigms is explored in this article. Specific theoretical perspectives, critical theory, postmodernism, critical race theory, queer theory, and feminist theory are explored in the context of their political values and implications for qualitative research. (Contains 44 references.) (GCP)…

Fitzsimmons, Kathleen A. (2009). The Existence of Implicit Racial Bias in Nursing Faculty. ProQuest LLC, Ph.D. Dissertation, University of Northern Colorado. This study examined the existence of implicit racial bias in nursing faculty using the Implicit Association Test (IAT). It was conducted within a critical race theory framework where race was seen as a permanent, pervasive, and systemic condition, not an individual process. The study was fueled by data showing continued disparate academic and NCLEX-RN pass rates between students of color and White nursing students. In exploring why these disparities continue to exist in spite of increased efforts at recruitment and support, this study used the Skin-Tone Implicit Association Test to determine if racial bias might be a factor. Baccalaureate nursing faculty from diverse institutions (size, public/private, geographic area) completed the Skin-Tone IAT, explicit measures of bias, and a demographic questionnaire. Results showed statistically significant levels of implicit racial bias in nursing faculty and statistically significant differences between measures of implicit bias and… [Direct]

Bernal, Dolores Delgado; Villalpando, Octavio (2002). An Apartheid of Knowledge in Academia: The Struggle over the "Legitimate" Knowledge of Faculty of Color. Equity & Excellence in Education, v35 n2 p169-80 May. Using critical race theory, analyzes how an apartheid in knowledge that marginalizes and devalues the scholarship, epistemologies, and cultural resources of minority faculty is embedded in higher education, questioning claims of objectivity, meritocracy, and individuality in society. Affirms the importance of using experiential knowledge in people and communities of color. (SM)…

Beachum, Floyd D.; McCray, Carlos R.; Wright, James V. (2007). Beyond \Brown\: Examining the Perplexing Plight of African American Principals. Journal of Instructional Psychology, v34 n4 p247-255 Dec. The purpose of this article was to determine to what extent does a principal candidate's race determine his or her placement. Critical Race Theory was used as a theoretical framework to illuminate possible bias and provide socio-historical context. The authors surveyed 302 secondary school principals in a designated southeastern state concerning their perceptions of multicultural education. The return rate for this particular study was 42%. Through data subsets, it was found that African American principals were seemingly being placed in schools where the majority of the student body was Black. It was also determined that White principals had a greater chance of being chosen to lead majority Black schools than African American principals had to lead majority White schools. This study brings to the forefront issues concerning whether or not the historically negative presumptions as it relates to the leadership capabilities of African American principals are still part of the thought… [Direct]

Dyrness, Andrea (2007). "'Confianza' Is Where I Can Be Myself": Latina Mothers' Constructions of Community in Education Reform. Ethnography and Education, v2 n2 p257-271 Jun. This paper brings together ethnographic data and testimonies from a group of Latina mother activists with critical race theories, to challenge dominant views of home-school relations and re-envision the "homeplace" as a site of radical resistance (Hooks (1990) "Yearning: race, gender and cultural politics" (Boston, MA, South End Press)). Madres Unidas (Mothers United) is a participatory research team made up of immigrant mothers who helped start a new small school for their children. Over the course of a year, Madres Unidas met weekly around a kitchen table in one of the mother's homes. This paper analyzes the educational space created by Madres Unidas in contrast to the spaces for parent participation provided by the school. For the mothers in Madres Unidas, the home became a place to restore their sense of self and a place from which to critique, engage, and take action against school practices that silenced them. (Contains 8 notes.)… [Direct]

Gonzalez, Juan Carlos (2007). The Ordinary-ness of Institutional Racism: The Effect of History and Law in the Segregation and Integration of Latinas/os in Schools. American Educational History Journal, v34 n2 p331-345. This article examines the effect of history and law in the segregation and integration of Latinas/os in schools. Initially, a Critical Race Theory (CRT) analysis of the question of the effects of Latina/o school desegregation history and law on their present-day educational conditions highlighted the reasons for the omni-present struggle for advancement, but it is also important to note that a lot of educational progress has been made. While Latina/o school segregation is increasing, not all Latinas/os receive a segregated education. The history and legal struggles that were presented are merely the beginning of a struggle that is likely to intensify in reaction to not only the expected Latina/o growth, but their increased sophistication and demand for justice and equity in the schooling process. But, presentation of these legal cases is merely a synopsis that articulated a relationship between Anglo American philosophy, racism and institutional racism, and Latina/o historical and… [Direct]

Randall, Jennifer (2023). It Ain't near 'Bout Fair: Re-Envisioning the Bias and Sensitivity Review Process from a Justice-Oriented Antiracist Perspective. Educational Assessment, v28 n2 p68-82. In a justice-oriented antiracist assessment process, attention to the disruption of white supremacy must occur at every stage–from construct articulation to score reporting. An important step in the assessment development process is the item review stage often referred to as Bias/Fairness and Sensitivity Review. I argue that typical approaches to the item and test review process miss the opportunity to actively disrupt white supremacist and racist logics–in other words, to be anti-racist. Using Critical Race and Critical Whiteness Theory as a frame, this paper challenges the field to re-envision the purpose and outcomes of the bias and sensitivity review process by (a) identifying common themes and/or recommendations found in bias and sensitivity guidelines that, even if unintentionally, center whiteness and/or the paradigm of white dominant culture; and (b) recommending a set of bias and sensitivity principles that promote an antiracist approach to assessment design, specifically… [Direct]

Edwards, Kirsten T. (2023). Venus in the Unvisible: Accounting for Antiblackness in the International Higher Education Research Archive. Educational Studies: Journal of the American Educational Studies Association, v59 n4 p440-452. Critical race studies in international higher education remains on the margins. More so are analyses of Black subjects (nations, institutions, people, etc.) and/or knowledge traditions. In particular, there remains a dearth of research centering Black subjects as not only the unit of analysis, but also agents in the internationalization of higher education. These absences shape the way researchers approach the questions and problems of international higher education, perpetuating an archive of research that erases global Black experiences. The purpose of this article is to imagine a study of international higher education guided by Black studies. In conversation with two Black studies analytics–McKittrick's Black Unvisibility and the inquiries shaping Hartman's Critical Fabulation–I narratively and creatively explore the Black subject possibilities therein…. [Direct]

Akom, A. A. (2008). Black Metropolis and Mental Life: Beyond the \Burden of \Acting White\\ Toward a Third Wave of Critical Racial Studies. Anthropology & Education Quarterly, v39 n3 p247-265 Sep. In this article, I reflect on Signithia Fordham and John Ogbu's classic research on the \burden of \acting White\\ to develop a long overdue dialogue between Africana studies and critical white studies. It highlights the dialectical nature of Fordham and Ogbu's philosophy of race and critical race theory by locating the origins of the \burden of \acting White\\ in the work of W.E.B. Du Bois, who provides some of the intellectual foundations for this work. Following the work of F. W. Twine and C. Gallagher (2008), I then survey the field of critical whiteness studies and outline an emerging third wave in this interdisciplinary field. This new wave of research utilizes the following five elements that form its basic core: (1) the centrality of race and racism and their intersectionality with other forms of oppression; (2) challenging white supremacy, patriarchy, heteronormativity, and other dominant ideologies; (3) a critical reflexivity that addresses how various formulations of… [Direct]

Chavez, Rudolfo Chavez (1999). W(R)i(t/d)ing on the Border: Reading our Borderscape. Theory and Research in Social Education, v27 n2 p248-72 Spr. Provides a counter story focusing on the U.S./Mexico border that is a borderscape requiring active and tacit engagements and uses the genre of Critical Race Theory in which the experiential and intrinsic complexity of story knowledge depends on the Other's lived experiences. Attempts to unmask the hegemony of social injustices. (CMK)…

Witherspoon, Erick E. (2011). The Significance of the Teacher-Student Relationship. ProQuest LLC, Ed.D. Dissertation, University of Redlands. Using a theoretical framework of the Teacher Expectancy Theory, Self-Determination Theory, and Critical Race Theory, this research includes a quantitative methodology with respect to the perceptions of elementary students regarding teacher-student relationship factors that impact academic achievement. The purpose of this study was to determine if the student-teacher relationship impacts students' academic achievement. Theorists researching the teacher expectancy model have suggested that a teacher's expectation for student achievement has a significant effect on student academic and social outcomes. Sherman (2004) believed that teaching is a moral endeavor because it directly influences the quality of the present educational moment in which the persons we are becoming hang in the balance. Kuklinski & Weinstein (2001) acknowledged that although specifics and emphases differ, teacher expectancy models have the following stages in common: Teachers form expectations about children's… [Direct]

Morrison, Rob (2009). Culturally-Relevant Information Literacy: A Case Study. ProQuest LLC, Ed.D. Dissertation, National-Louis University. Information Literacy is a process for finding, using, evaluating and incorporating information into an individuals' knowledge base. This process has been formalized into the "ACRL Information Literacy Competency Standards for Higher Education." The concept of Information Literacy as articulated in the "ACRL Standards" is based on Western knowledge and ways of knowing that resides in academic disciplines. This knowledge is privileged and regarded as universal, rational, and superior to other forms of knowledge and does not incorporate or reflect non-Western epistemologies. This study questioned the universality of this process as reflective of being grounded in Western culture and knowledge. The purpose of this study was to identify the role of culture in the information-seeking process in order to inform librarians on how they can provide culturally-relevant instruction. This single case study examined the role of culture in the information-seeking process…. [Direct]

Gallagher, Kathleen (2009). Traversing Territories. Curriculum Inquiry, v39 n1 p97-110 Jan. This article presents a review of five chapters in \Part II, Section C: Diversifying Curriculum\ of \The SAGE Handbook of Curriculum and Instruction\ (F. M. Connelly, M. F. He, J. I. Phillion, Eds.; Sage Publications, 2008). These chapters [\Curriculum and Cultural Diversity\ (Gloria Ladson-Billings, Keffrelyn D. Brown. Chapter 8, pp. 153-175); \Identity, Community, and Diversity: Retheorizing Multicultural Curriculum for the Postmodern Era\ (Sonia Nieto, Patty Bode, Eugenie Kang, John Raible. Chapter 9, pp. 176-197); \Students' Experience of School Curriculum: The Everyday Circumstances of Granting and Withholding Assent to Learn\ (Frederick Erickson, with Rishi Bagrodia, Alison Cook-Sather, Manuel Espinoza, Susan Jurow, Jeffrey J. Shultz, Joi Spencer. Chapter 10, pp. 198-218); \Immigrant Students' Experience of Curriculum: The Changing Multicultural and Multilingual World Landscape\ (Ming Fang He, JoAnn Phillion, Elaine Chan, Shijing Xu. Chapter 11, pp. 219-239); and \Teaching for… [Direct]

Lynn, Marvin; Parker, Laurence (2006). Critical Race Studies in Education: Examining a Decade of Research on U.S. Schools. Urban Review: Issues and Ideas in Public Education, v38 n4 p257-290 Nov. In this article, the authors critically synthesize how Critical Race Theory (CRT) as an emerging field of inquiry has been used as a tool of critique and analysis in K-12 education research. The authors point out that CRT has been used as a framework for examining: persistent racial inequities in education, qualitative research methods, pedagogy and practice, the schooling experiences of marginalized students of color, and the efficacy of race-conscious education policy. The authors explore how these studies have changed the nature of education research and stress the need for further research that critically interrogates race and racism in education…. [Direct]

Parker, Lawrence (2001). Statewide Assessment Triggers Urban School Reform: But How High the Stakes for Urban Minorities?. Education and Urban Society, v33 n3 p313-19 May. Uses critical race theory to critique three articles on accountability, testing, and academics in schools with minority group and low-income students, raising questions about the viability of interest convergence theory in arguing that accountability promotes equity and pointing out that gender issues remain unanswered in debates focused on race and socioeconomic class. (SM)…

Tate, William F. (1995). School Mathematics and African American Students: Thinking Seriously about Opportunity-to-Learn Standards. Educational Administration Quarterly, v31 n3 p424-48 Aug. Employs critical race theory to examine the potential influence of opportunity-to-learn standards on African American students' mathematics education. Questions these standards' adequacy. Equal opportunity standards should be built on the rapid growth and changes in mathematics, constructivist learning principles, the concept of fiscal adequacy, and cultural factors that influence mathematics learning. (121 references) (MLH)…

Prendergast, Catherine (1998). Race: The Absent Presence in Composition Studies. College Composition and Communication, v50 n1 p36-53 Sep. Finds that "color- and power-evasive paradigms" for thinking about race dominate in public discourse; argues that they also dominate in composition studies. Pinpoints critical race theory as a movement of legal scholarship that investigates how racial inequities are sustained through legal discourses. Discusses the works of theorists Derrick Bell and Patricia Williams. (PA)…

Fong-Batkin, LeAnn Gayle (2011). Traditionally Untraditional: The Career Trajectory Navigation of California Community College Women of Color Administrators. ProQuest LLC, Ed.D. Dissertation, University of California, Davis. This qualitative study examines deeply the career trajectories of 13 women of color administrators at the dean, vice president, and president levels in the California community college (CCC) system. The study focuses particular attention on the specific opportunities and challenges that some of these women have encountered on their leadership career journeys by analyzing the following research question: How have women of color administrators navigated their career trajectories in the California Community College system? In addition, a subquestion asks, what strategies and sources of support have women of color in the California Community College system used to overcome multiple obstacles in their professional lives as administrators? In addition to describing the context of a post-affirmative action/Proposition 209 environment that does not allow race to be a sole or primary factor in CCC hiring decisions, the study reviews the relevant literature on the subjects of career… [Direct]

Joanna V. Maravilla (2020). "Educadoras de la Comunidad Negociando Conocimiento": A Latinx Critical and "Testimonio" Approach. ProQuest LLC, Ph.D. Dissertation, University of Illinois at Chicago. This dissertation is a qualitative research case study of three Latina "educadoras." The data analyzed comes from a larger research study (PROJECT) focused on teacher professional development aimed at incorporating emergent bilingual students' funds of knowledge in the development of curriculum that promotes greater equitable outcomes. With data consisting of individual and focus group interviews and videotaped lessons focused on mathematics and science concepts, I use Latinx critical race (LatCrit) theory and "testimonio" as my theoretical and methodological approach (Bernal, Burciaga & Carmona, 2012) to explore how race, identity, and power mediate a culturally relevant and inclusive curriculum in the Little Village neighborhood of Chicago. Through the telling of their "testimonios" through the lens of their own racial, linguistic, and "matematicas" learning experiences, Latina "educadoras" position their understanding, struggle… [Direct]

Sean Cameron Golden (2024). The Black Teacher Tapes: Thinking through Fugitivity to Counter Curricular Violence. ProQuest LLC, Ph.D. Dissertation, University of Minnesota. Education has always been attached to the "American Dream," an abstract concept built from the ashes of conquest and capitalism. The dream is one of property and privacy, money and power, the ability to live a life free from obstacles. However, the American dream isn't complete without an antagonist. For a long time the antagonist has been Black women, men, and children. Our backs have been stood on so that others can dream, neglecting our need to live a life just as prosperous as those "protagonists." The colonizers achieved this mission through chains and later anti-literacy laws–knowing that education is power. Not unrecognized by those ancestors who were enslaved, learning to read and write became key to their freedom. Sneaking glances of books on the shelves of plantation houses, tracing letters into the palms of young children, Black education in America was born in the shadows of the cotton fields. Fugitives became teachers as they slowly carved out spaces… [Direct]

Fricker, Aleryk; Lowe, Kevin; Moodie, Nikki; Weuffen, Sara (2023). Doing Decolonisation: Cultural Reconnection as Political Resistance in Schooling. Australian Educational Researcher, v50 n1 p147-165 Mar. As the final piece of scholarship in the special issue, this paper pulls together data from the "Aboriginal Voices" project to analyse how Aboriginal students in Australia today experience schooling, particularly in relation to the futurity of their identity as sovereign First Nations Peoples. Using Decolonising Race Theory as a key methodological framework in this special issue enabled an assessment of the purpose and effects of coloniality to acknowledge the survival and innovation of First Nations Peoples in resisting and imagining a future otherwise. In doing so, the empirical data, and provocations, presented throughout this collection, opens up possibilities for exploring how the centrality of sovereignty impacts young Aboriginal students' interactions with and experienced success within the Australian schooling system…. [Direct]

Rodriguez, Dalia (2006). Un/Masking Identity: Healing Our Wounded Souls. Qualitative Inquiry, v12 n6 p1067-1090 Dec. Using personal narrative, this article examines how masks function to subordinate African American and Latina women in the academy. The article uses Critical Race Theory and more specifically critical race gendered epistemologies, including Black feminist thought and Chicana feminist epistemology, to understand how females of color resist in the academy. Interweaving two narratives, the narrative of an African American woman and her experiences in the White academy with the author's personal narrative about resisting cultural and linguistic domination, this article seeks to understand the process of redefinition leading toward self empowerment. Critical in exposing hidden truths, the article unmasks racism in the White academy, challenging the dominant discourse…. [Direct]

Taylor, Edward (2006). A Critical Race Analysis of the Achievement Gap in the United States: Politics, Reality, and Hope. Leadership and Policy in Schools, v5 n1 p71-87 Mar. Federal educational legislation in the United States has focused increased attention on the racial achievement gap between minority and majority students. The No Child Left Behind (NCLB) legislation has forced high-stakes accountability in public schools, with the assumption that these policies will create performance pressures on schools to improve achievement. Yet, there is considerable evidence that performance pressures alone are unlikely to reverse long-standing racialized policies and practices that remain neither well understood nor easily reversed. This article analyzes the racial achievement gap and NCLB utilizing a form of oppositional scholarship called Critical Race Theory (CRT) to uncover inequity and social injustice in U.S. schools…. [Direct]

Torres, Carlos Alberto (1998). Democracy, Education, and Multiculturalism: Dilemmas of Citizenship in a Global World. Presidential Address. Comparative Education Review, v42 n4 p421-47 Nov. Outlines problems in reconciling tensions among theories of citizenship, democracy, and multiculturalism in the context of capitalist societies, and resulting implications for comparative education scholars. Discusses the Enlightenment as foundation of citizenship, feminist criticism, postcolonialism, critical race theory, and social movements. Focuses on the opposition of canon and culture and the role of education in identity and citizenship formation. (SV)…

Wing, Adrien K. (1999). Race and Gender Issues: Critical Race Feminism. Journal of Intergroup Relations, v26 n3 p14-25 Fall. Introduces a new body of legal scholarship on race and gender: critical race feminism (CRF), examining critical legal studies, critical race theory, and feminism. Explains the term "global multiplicative identities" as it relates to CRF and concludes that CRF has the potential to benefit from more sustained interaction with human rights workers in the United States and elsewhere. (SM)…

Baszile, Denise Taliaferro (2008). Beyond All Reason Indeed: The Pedagogical Promise of Critical Race Testimony. Race, Ethnicity and Education, v11 n3 p251-265 Sep. Critical race testimony is the act of bearing witness–from a critical perspective–to the ways in which racism is inflicted on and inflected in one's life experiences. In this article, the author begins her process of theorizing within the context of a classroom dilemma, which compels her to expand on the meaning and value of critical race testimony to a socially just pedagogy of race. She provides a brief historical analysis of critical race testimony, locating it within the Black autobiographical tradition, and most notably within the work of W.E.B. DuBois, who insinuated throughout his body of work that a \purely\ rational approach to race was an incomplete and thus to some extent ineffective approach to redressing notions of race and practices of racism. This tradition, the author suggests, has been revived and reasserted within the context of critical race theory's use of the Black (Latino, Native, Asian, and European) autobiographical voice through counter-storytelling–not as… [Direct]

Beratan, Gregg (2008). The Song Remains the Same: Transposition and the Disproportionate Representation of Minority Students in Special Education. Race, Ethnicity and Education, v11 n4 p337-354 Dec. The disproportionate representation of minority students in special education has long been recognised as a problem in the United States. It is, however, only with the 2004 authorisation of the Individuals with Disabilities Education Improvement Act (IDEA) that Congress has tried to prescribe a remedy for this. Beginning with a deconstruction of the case law, public law and policy interpretations built around IDEA, this paper will first use an understanding of the concept of "institutional ablism" as it has been developed within disability studies, to challenge the widely accepted view of IDEA as civil rights legislation. Drawing on Critical Race Theory, the article will then offer a further deconstruction of IDEA focusing on the IDEA's attempt to address the disproportionate representation of minority students in special education. The analysis of the law illustrates the use of a mechanism that I will call "transposition": the use of the legally accepted… [Direct]

Tanya E. Friedman (2024). "The Students Led Me Here": A White Teacher's Movement toward Antiracist and Abolitionist Practice. Urban Review: Issues and Ideas in Public Education, v56 n5 p763-783. The racial mismatch between the overwhelmingly white teaching force and an increasingly heterogeneous student population continues to widen (Boucher, M. (2016). "Urban Education," 51(1), 82-107.) with pernicious implications for BIPOC students "who are systematically marginalized by the institution of schooling" (Kinloch, V., & Dixon, K. (2017). "English Teaching: Practice & Critique," 16(3), p. 332). This article employs critical whiteness studies to examine one white teacher's progress toward antiracist praxis. By "problematizing the normality of hegemonic whiteness" (Matias et al. (2014). "Equity & Excellence in Education," 47(3), p.291), critical whiteness studies expose the ways that whiteness and white people's resistance to acknowledging their whiteness upholds racism and systems of racial injustice. Analysis uncovered two shifts: 1) from a deficit perspective to an asset-based stance, and 2) from a dominant culture… [Direct]

Asha Layne; Erin Miles (2024). Racial Identity and Language: Exploring the Afro-Brazilian Experience through the Lens of DuBois' Double Consciousness Theory. Journal of Multilingual and Multicultural Development, v45 n6 p2039-2047. Although W.E.B. Du Bois' impact on race theory is well-known among social scientists; his work is not widely incorporated into the sociolinguistic canon on racial identity through language. Moreover, one pervasive feature in sociolinguistic discourses is the paucity of literature exploring the Afro-Portuguese language. In addressing these shortcomings, we utilise Du Bois' double consciousness theory and the raciolinguistic perspective to discuss the process of racial identity experienced by Afro-Brazilians. DuBois' work demonstrates that context and standpoint theorising provides a deeper understanding of racial identity. This paper explores the dyadic relationship formed between linguistics and racial identity through the lens of Du Bois' double consciousness. This sets the benchmark for double linguistic consciousness in which this article explains is the awareness of self is understood not only by race but also by language. The aim is to add to the racializing discourse by… [Direct]

Walpole, MaryBeth, Ed. (2007). Economically and Educationally Challenged Students in Higher Education: Access to Outcomes. ASHE-ERIC Higher Education Report, Volume 33, Number 3. ASHE Higher Education Report, v33 n3 p1-113. This volume examines conceptual frameworks and models that flow from scholars' definitions and operationalizations of social class: status attainment theory, human capital theory, the financial nexus model, Bourdieuian theory, and critical race theory. Since students often have multiple social locations that affect their educational process, the author looks at students' multiple identities, including examining the synergistic effects of being from a particular social class location while also belonging to specific racial and ethnic groups. She also explores how gender intersects with social class and racial/ethnic identities to shape college access, experiences, and outcomes. Because students' actions are made within an institutional context, the volume then turns to the contributions of organizational responses and policies specific to this group of students. Finally, the volume concludes with implications and recommendations for researchers, practitioners, and policymakers. In… [Direct]

Parker, Joe, Ed.; Romero, Mary, Ed.; Samantrai, Ranu, Ed. (2010). Interdisciplinarity and Social Justice: Revisioning Academic Accountability. SUNY Series, Praxis–Theory in Action. SUNY Press In the 1960s and 1970s, activists who focused on the academy as a key site for fostering social change began by querying the assumptions of the traditional disciplines and transforming their curricula, putting into place women's and ethnic studies programs that changed both the subject and methods of scholarship. The pattern of scholars and activists joining forces to open fields of research and teaching continued in subsequent decades, and recent additions, including critical race studies, queer studies, cultural studies, and postcolonial studies, take as their epistemological foundation the inherently political nature of all knowledge production. "Interdisciplinarity and Social Justice" seizes this opportune moment in the history of interdisciplinary fields to review their effects on our intellectual and political landscape, to evaluate their ability to deliver promised social benefits, and to consider their futures. The essays collected in this volume examine how… [Direct]

Boucher, Colleen; Matias, Cheryl E. (2023). From Critical Whiteness Studies to a Critical Study of Whiteness: Restoring Criticality in Critical Whiteness Studies. Whiteness and Education, v8 n1 p64-81. This theoretical article critically reflects on critical whiteness studies (CWS), particularly addressing the critique that CWS does not have racial theory and therefore cannot be considered a theoretical framework in which to analyse race. Reflecting on existing literature that interrogates whiteness in teacher education; we contend that to centre racial justice in education research a critical study of whiteness must be employed, drawing from the work of scholars of Colour. Therefore, we provide a variety of transdisciplinary theories from critical scholars and scholars of Colour — from conflict theory to racial psychoanalysis — to undergird the analytic framework of CWS. We also offer implications of a critical study of whiteness approach to education research, hoping that it not only combats whiteness in society and education but changes the way we conduct research…. [Direct]

Baker, Timberly; Howard, Joy; Swain, Amy (2023). A Systematic Review of Research on Race in Rural Educational Scholarship since 2001. Rural Educator, v44 n2 p56-68 Spr. This systematic review of literature on race in rural educational scholarship addresses the research question: "How are race and racism typically represented (defined, discussed) in rural education literature? And two subquestions: What factors have been explored at length in regard to race and racism? and Where are the predominant gaps in the research literature? In answering these questions we reviewed literature published in three rural education journals from 2001-2022 and used a systematic approach to the data collection, extraction, and analysis. The overall findings about race yielded four themes: Race as–" descriptor, located within a racial hierarchy, socially constructed, and an element of diversity/race as multicultural/cultural. "Similarly, the overall findings about racism yielded three themes: Racism as–" systemic and institutional, a factor, and structural. "These themes provided an organizing framework to discuss the findings from the… [PDF]

Brooke Covington; Chief Rosa Holmes Turner; Julianne Bieron (2023). "You Call It Honor, We Call It Dishonor." Counterstorytelling & Confederate Monuments in Isle of Wight County, Virginia. Community Literacy Journal, v17 n2 Article 3 p4-24. This essay considers how everyday citizens use counterstorytelling as a persuasive tactic in sites of ordinary democracy like public hearings. Specifically, we examine the counterstories and stock stories shared during a public hearing held in Isle of Wight County, Virginia to determine the future of a confederate monument that stood in front of the county's courthouse. By focusing closely on one particular counterstory, this essay considers counter storytelling as a form of racial countermemory that challenges dominant narratives by centralizing social justice and anti-racism. The authors aim to contribute to understandings of storytelling and its role within sites of participatory democracy, particularly concerning debates over contested memory objects…. [Direct]

Puente, Mayra; V√©lez, Ver√≥nica N. (2023). Platicando y Mapeando: A Chicana/Latina Feminist GIS Methodology in Educational Research. International Journal of Qualitative Studies in Education (QSE), v36 n9 p1659-1674. The field of geographic information systems (GIS) has been exclusively associated with positivist epistemological perspectives and quantitative research methods. In a deliberate effort to move away from false notions of objectivity and neutrality, this article proposes the Chicana/Latina feminist GIS methodology of Platicando y Mapeando. By drawing on critical raced-gendered epistemologies and the Chicana/Latina feminist methodology of pl√°ticas, the use of GIS is transformed into a collectivist endeavor that depicts embodied and situated knowledges for social justice. Additionally, the methodology of pl√°ticas is itself transformed in that dimensions of space and spatiality are forefronted. This article outlines five principles of a Platicando y Mapeando methodology and provides a case study of the college (in)opportunities available to rural Latinx youth from California's San Joaquin Valley to illuminate the significance of this methodology for researchers interested in interrogating… [Direct]

Yosso, Tara J. (2002). Toward a Critical Race Curriculum. Equity & Excellence in Education, v35 n2 p93-107 May. Addresses critical race theory (CRT) as a framework to analyze and challenge racism in curricular structures, processes, and discourses, focusing on the multiple layers of school and curriculum. Examines the need for educators to utilize CRT as a tool to analyze and challenge racism and other forms of subordination pervasive in U.S. schools. Highlights the curricular experiences of Hispanic American students. (Contains references.) (SM)…

Haynes Writer, Jeanette (2002). Terrorism in Native America: Interrogating the Past, Examining the Present, and Constructing a Liberatory Future. Anthropology & Education Quarterly, v33 n3 p317-330 Sep. Draws on critical race theory to examine the concept and practice of terrorism on Native Americans by the U.S. government, providing two examples of terrorism (the Sand Creek Massacre and the murder of Anna Mae Aquash). Asserts that educators and educational anthropologists must critically analyze issues of power and media portrayals of terrorism and terrorists in order to engage students in liberatory education. (Contains references.) (SM)… [Direct]

Cappello, Michael; Tupper, Jennifer A. (2008). Teaching Treaties as (Un)Usual Narratives: Disrupting the Curricular Commonsense. Curriculum Inquiry, v38 n5 p559-578 Dec. This article examines the importance of treaty education for students living in a province entirely ceded through treaty. Specifically, we ask and attempt to answer the questions "Why teach treaties?" and "What is the effect of teaching treaties?" We build on research that explores teachers' use of a treaty resource kit, commissioned by the Office of the Treaty Commissioner in Saskatchewan. Working with six classrooms representing a mix of rural, urban and First Nations settings, the research attempts to make sense of what students understand, know and feel about treaties, about First Nations peoples and about the relationships between First Nations and non-First Nations peoples in Saskatchewan. It is revealing that initially students are unable to make sense of their province through the lens of treaty given the commonsense story of settlement they learn through mandated curricula. We offer a critique of the curricular approach in Saskatchewan which separates… [Direct]

Davis, Shametrice (2022). Anti-Black Racism, Yes. Anti-Racist, No. Here's Why. About Campus, v27 n4 p18-21 Sep-Oct. In this article the author explains why it is completely possible to claim a strong identity of being "anti-racist" while simultaneously being complicit with the many covert forms of systemic racism from which one inherently (and perhaps unconsciously) benefits. To be anti-racist is to say that one is against racism, but have no intent to act against it, which co-opts and misuses its action-oriented definitions and intentions (Kendi, 2019). The author suggests "disrupt" as a better term, one that is more well-suited to an authentic fight for equity…. [Direct]

Fuentes, Jessica; Hern√°ndez, M√≥nica; Robledo-Allen Yamamoto, Asami (2022). Redefining "American": Expanding the Canon by Connecting with Students' Lives. Art Education, v75 n3 p51-56. When American museums, textbooks, and resources rely on a Eurocentric viewpoint, educators must provide counternarratives for all students. Through these counternarratives, students can be shown methods of being antiracist. The authors discuss lessons that demonstrate some ways art educators can: (1) illuminate the histories of artists like Louise Nevelson, whose stories connect with immigrant and working-class experiences; (2) model multiculturalism and multilingualism through their own experiences and/or those of artists who draw on their heritage, like Justin Favela; and (3) challenge standard accounts of history and make connections to current social issues like Black Lives Matter, family separations, and other injustices through Dawoud Bey's photographs. They encourage educators to consider other ways their lessons can create more mirrors for students of color, who often do not see themselves or their culture represented in the art canon, and windows for White students to be… [Direct]

DeCuir, Jessica T.; Dixson, Adrienne D. (2004). \So When It Comes Out, They Aren't That Surprised That It Is There\: Using Critical Race Theory as a Tool of Analysis of Race and Racism in Education. Educational Researcher, v33 n5 p26-31 Jun-Jul. Given the insidious and often subtle way in which race and racism operate, it is imperative that educational researchers explore the role of race when examining the educational experiences of African-American students. Critical Race Theory (CRT) is a useful perspective from which to explore such phenomena. In this article, the authors illustrate how CRT can be used to examine the experiences of African-American students. They use the counterstories of African-American students at Wells Academy, an elite, predominately White, independent school. (Contains 6 notes.)… [Direct]

Smith, William A.; Solorzano, Daniel G.; Yosso, Tara J. (2007). Racial Primes and Black Misandry on Historically White Campuses: Toward Critical Race Accountability in Educational Administration. Educational Administration Quarterly, v43 n5 p559-585. Background: Racial primes are an outgrowth and inculcation of a well-structured, highly developed, racially conservative, \race-neutral\ or \color-blind\ racial socialization process in which children learn race-specific stereotypes about African Americans and other race/ethnic groups. As they get older, they continue to receive–both involuntary and voluntary– corroborating messages of anti-Black stereotypes from adults, friends, games, folklore, music, television, popular media, and the hidden curriculum. A result of this belief system is Black misandry. Black misandry refers to an exaggerated pathological aversion toward Black men created and reinforced in societal, institutional, and individual ideologies, practices, and behaviors. Findings: Through the use of focus group interview data from African American male students at four universities, it reveals that potent Black misandric beliefs exist in both academic and social spaces in the collegiate environment. Conclusions: Using… [Direct]

Brittany Aronson; Ganiva Reyes; Katherine Batchelor; Meredith Wronowski; Racheal M. Banda; Rachel Radina (2025). A Path Forward: A Critical Race Mixed-Methods Study of Social Justice Teacher Education. Teacher Educator, v60 n1 p151-173. Teacher preparation programs are being called to comprehensively engage preservice teachers (PSTs) in expansive learning about equity issues beyond one "diversity" course or superficial approach. Our interdisciplinary faculty collaborative within a Midwestern predominantly-white institution met this call by implementing a Critical Social Justice Teacher Education (CSJTE) framework, redesigning three foundational PST courses around social justice. We then conducted a critical race mixed-methods (CRMM) study to measure the impact upon PSTs' social-justice dispositions and commitments to action in their future classrooms. The results yielded findings that were both expected and unexpected and present a path forward for critical social justice work in teacher education…. [Direct]

Cooper, Jewell E.; Graham, Anthony; Massey, Dixie (2006). Being \Dixie\ at a Historically Black University: A White Faculty Member's Exploration of Whiteness through the Narratives of Two Black Faculty Members. Negro Educational Review, The, v57 n1-2 p117-135 Spr-Sum. There is a great need for higher education faculty to understand the complexities of teaching students of diverse backgrounds. In this article, two Black educators mentor a White faculty member yearning to understand the nuances of the culture of historically Black colleges and universities (HBCUs) because she wants to engage her students in meaningful learning. Supported by Critical Race Theory and told through the use of counterstories, the authors identify three themes or questions from their separate narratives: race, culture, and teaching. These mentoring stories offer an in-depth view of what it means to teach from three very different perspectives–those of a White woman, a Black man, and a Black woman…. [Direct]

Blackburn, Mollie (2003). Exploring Literacy Performances and Power Dynamics at the Loft: Queer Youth Reading the World and the Word. Research in the Teaching of English, v37 n4 p467-90 May. Draws on queer theory, critical feminism, Critical Race Theory, and New Literacy Studies to explore the ways in which queer youth read and wrote words and worlds in ways that both challenged and reinforced power dynamics in and beyond a youth-run center for lesbian, gay, bisexual, transgender, and questioning youth. Situates possibilities for social change in the perpetual interrogation of the relationships between literacy performances and power dynamics. (SG)…

Asato, Jolynn; Gotanda, Neil; Gutierrez, Kris D.; Santos, Maria (2002). Backlash Pedagogy: Language and Culture and the Politics of Reform. Review of Education, Pedagogy & Cultural Studies, v24 n4 p335-51 Oct-Dec. Investigates the ways that backlash pedagogy, a centerpiece of educational reform, accepts substantial inequality as a neutral baseline for educational practice and reform and, simultaneously, enshrines the status quo. The analysis draws on several theoretical lenses (cultural-historical activity theory, critical race theory, and ethnographic research), focusing on the impact of California's Proposition 227 (prohibition of the primary language in instruction) on bilingual and English-only education. (SM)…

Asato, Jolynn; Revilla, Anita Tijerina (2002). The Implementation of Proposition 227 in California Schools: A Critical Analysis of the Effect on Teacher Beliefs and Classroom Practices. Equity & Excellence in Education, v35 n2 p108-18 May. Explored the relationship between race and language as related to bilingual students' educational experiences. Used Latino/a critical theory, Asian American legal scholarship, and critical race theory as frameworks to examine the aftermath of California's Proposition 227. Data from teachers and administrators highlighted significant variance in implementation of Proposition 227 across and within districts. Teachers felt pressured to speed up English acquisition at any cost. English-only ideology was pervasive. (SM)…

Duncan, Garrett Albert (2002). Beyond Love: A Critical Race Ethnography of the Schooling of Adolescent Black Males. Equity & Excellence in Education, v35 n2 p131-43 May. Used critical race theory to examine how black males could be placed "beyond love" in a competitive secondary school recognized for its supportive environment. Interviews, observations, and school-related data indicated that these students remained marginalized and oppressed. Suggests that attempts to transform black students' academic and social experiences at competitive schools must go beyond compensatory programs and professional development workshops to examine the moral dimensions of schooling. (SM)…

Chaddrick D. James-Gallaway (2024). "They Were Mostly Sitting Back and Staying Quiet": A Critical Race Discourse Analysis of Racial Voyeurism in Cross-Racial Intergroup Dialogues. Whiteness and Education, v9 n2 p234-251. This study utilises a critical race discourse analysis to understand how cross-racial intergroup dialogue (IGD) participants perceive racial voyeurism, a form of racism within their dialogue course. IGD is a face-to-face, co-facilitated interaction between two or more groups within a social identity-based conflict where participants form intergroup relationships, reflect critically and interpersonally, and build intergroup alliances. The discursive statements of participants analysed through critical race discourse analyses reveals how racism penetrates the IGD through race-evasiveness and the normalisation of Whiteness…. [Direct]

Germ√°n Aguilar-Tinajero; Lindsay P√©rez Huber (2024). Revisiting Testimonio as Critical Race Feminista Methodology in Educational Research. International Journal of Qualitative Studies in Education (QSE), v37 n5 p1272-1286. This study is a review of educational scholarship that has utilized "testimonio" as a methodological approach. We begin with a brief overview of "testimonio", highlighting its discursive subversions that align with longstanding traditions of storytelling within Communities of Color, and in critical race storytelling. We then describe how "testimonio" is an important tool within a broader Critical Race Feminista Methodology–a space of theorizing humanizing, anti-colonial methodological approaches that disrupt structural oppression and are guided by "a nostalgia for wholeness" (Delgado Bernal, P√©rez Huber, & Malagon, 2019). "Testimonio" as a Critical Race Feminista Methodology allows for an interweaving of Chicana feminist and critical race epistemological and theoretical tools with qualitative research methods to cultivate methodological space for "convivencia", critical reflection, collective knowledge production, and… [Direct]

Forman, Tyrone A.; Hagerman, Margaret A.; Lewis, Amanda E. (2023). Charles Mills Ain't Dead! Keeping the Spirit of Mills' Work Alive by Understanding and Challenging the Unrepentant Whiteness of the Academy. Race, Ethnicity and Education, v26 n4 p553-564. In this article, we draw upon Charles Mills' powerful scholarly insights on the racial contract and epistemologies of ignorance and argue for keeping his spirit and theorizing alive through a relentless focus on the endemic reality of racism/white supremacy in our society and institutions — particularly in the institution in which he and we work, higher education. We believe that continuing Mills' legacy requires pushing back against unrepentant whiteness in the academy — the pervasive white standpoint that naturalizes so much of the inequity that transpires in our academic departments, fields, and institutions. Toward this end, we provide several examples of somewhat mundane ways unrepentant whiteness (in the form of white habitus, group interests, racial apathy, and ignorance) shows up in higher education. These examples explore Mills' concept of 'the macro in the micro', or the every-day ways that white supremacy courses through the tentacles of our colleges and universities…. [Direct]

Willson, Dale K. (2023). Student Loan Debt for Borrowers of Color: A Policy Afterthought?. Higher Education Politics & Economics, v9 n2 p66-85. Levels of student loan debt in the United States are increasing exponentially every year, directly affecting the ability of millions to live a comfortable life. Student loan debt levels are an acute issue for borrowers of color, as they more often need federal loans to attend institutions of higher education in comparison to their White peers. This qualitative study focuses on this issue through the lens of critical whiteness studies, using a critical discourse analysis to better understand what messages policymakers create for borrowers of color. Discourse studied in this analysis includes the text of the Public Service Loan Forgiveness Program and all proposed amendments, personal Senate websites of all committee members, and newsletters published by the Senate Health, Education, Labor, and Pensions committee in the 117th Congress. The findings of this study show uneven support for borrowers of color, largely divided under political party lines. Narrative devices were also used to… [PDF]

Franzak, Judith K. (2003). Hopelessness and Healing: Racial Identity in Young Adult Literature. New Advocate, v16 n1 p43-56 Win. Notes that "Tears of a Tiger" is the story of a young African American man's responsibility for a drunk-driving crash that killed his best friend. Offers a reading of "Tears of a Tiger" and "Whirligig" through the lens of critical race theory. Suggests that, paired together, these novels afford a powerful opportunity for students to explore racial identity and concepts of justice, healing, and hope. (SG)…

Howard-Hamilton, Mary F. (2003). Theoretical Frameworks for African American Women. New Directions for Student Services, n104 p19-27. Applying appropriate theoretical frameworks for black women is challenging because many theories are very general and do not consider multiple identities and roles. Black feminist thought and critical race theory are suggested as appropriate frameworks and applied to the needs of black women in higher education. The information provided here paves the way for a framework that highlights the benefits and support systems for black women that can be created on college and university campuses…. [Direct]

Lynn, Marvin (2006). Dancing between Two Worlds: A Portrait of the Life of a Black Male Teacher in South Central LA. International Journal of Qualitative Studies in Education (QSE), v19 n2 p221-242 Mar-Apr. This article offers a portrait of a young black male teacher in an urban school in South Central Los Angeles. In the portrait, the words of the subject are intertwined with the thoughts and reactions of the researcher as a way in which to capture his life history narrative and offer his reading of the world. The article discusses the participant's reflections on growing up in South Central, Los Angeles and how it shaped his identity. In particular, the portrait discusses the participant's experiences in middle school, high school and college. The article concludes with some reflections about how Critical Race Theory–as a discourse on race and racism in the law and society–helps us to better understand the lives black men lead. (Contains 3 notes.)… [Direct]

Natasha N. Johnson (2024). Rooted in Justice: One Black Woman's Unique, Intersectional Educational Leadership Journey. School Leadership & Management, v44 n2 p140-158. Historically, there remains an underrepresentation of Black women in and en route to the highest levels of organisational leadership. The divide is all the more pronounced in the field of education, one in which women represent a large share of the community. Particularly relevant for Black women is the incongruence between their heightened educational attainment levels compared to their lower status in the organisational pecking order. To advance both theory and research in this domain, social justice leadership theory (SJLT) serves as the framework for this paper, rooted in the context of the United States. This paper explores the multilayered journeys of Black women aspiring to and operating in senior-level leadership roles (i.e. executives, directors, and CEOs) in US-based education, highlighting the unique and intersectional experiences of one Black woman educational leader. Indeed, there is a need to increase collective consciousness about the impact of leadership cultures on… [Direct]

Cecilia E. Suarez; Sophie L. Spratley (2024). Examining Experiences of Academic Advisors of Color Using a Critical Race Framework. NACADA Review: Academic Advising Praxis and Perspectives, v5 n1 p9-19. Part of a larger study exploring leadership development opportunities for academic advisors of color at a predominantly white institution, this paper focuses on the lived experiences of academic advisors of color. Through an understanding of race theory, a critical race lens is used to examine the predominantly white institution and the narratives of academic advisors of color in this racialized setting. This qualitative study explored advisors' experiences with the structure of academic advising, their racialized experiences, and how race is addressed in the workplace. Implications for institutions of higher education are discussed, including how an understanding of the experiences of academic advisors of color can aid in challenging dominant narratives and practices within institutions of higher education…. [PDF]

Kelly Long (2024). Teaching Students about Race and Racism: Navigating Dimensions of Political Ideology. Journal of Cases in Educational Leadership, v27 n3 p96-105. This teaching case explores the complexities of teaching students about race and racism, a struggle complicated by political efforts to restrict the discussion of critical educational theories. It emphasizes the political ideologies that faculty must consider as they teach in an academic setting. The case narrative illuminates the complexity of diverse and divisive political ideologies that veer from scholarship into emotion. This case offers questions for further reflection on solutions to these challenges…. [Direct]

Oseguera, Leticia; Solorzano, Daniel; Villalpando, Octavio (2005). Educational Inequities and Latina/o Undergraduate Students in the United States: A Critical Race Analysis of Their Educational Progress. Journal of Hispanic Higher Education, v4 n3 p272-294 Jul. Using critical race theory (CRT) as a framework, the authors analyze the educational inequities and racialized barriers faced by Latina/o college students when navigating the educational pipeline leading to a college degree. The impact of racialized structures, policies, and practices is examined in the context of how they influence the educational attainment and academic progress of Latinas/os. The article concludes by offering CRT-based policy and practical approaches to enhancing the success of Latina/o college students…. [Direct]

Laughter, Judson; Pellegrino, Anthony; Smith, Michelle; Waters, Stewart (2023). Toward a Framework for Critical Racial Literacy. Race, Ethnicity and Education, v26 n1 p73-93. Racial literacy was introduced in the early twenty-first century and has proliferated as a research framework and methodology. In education research specifically, racial literacy has been used as a foundation for empirical research and as a broader concept informing education practices. Mindful of this wide-ranging approach, a multidisciplinary team conducted a summative content analysis of extant education research explicitly drawing on racial literacy to survey the landscape of its applications and effects. We wanted to catalogue the ways racial literacy informs research in teaching and learning and how racial literacy might be used in 2020 and beyond. Evidence from this analysis illustrated varying ways researchers have viewed and appropriated racial literacy. From these findings, we consider implications of using racial literacy in education research and present an approach that moves towards a more unified and critical embodiment of racial literacy guided by the fact that Black… [Direct]

Miranda Elise (2023). Latina Leaders: A Case Study of Successful Latina Administrators Who Have Been Recruited, Promoted, and Retained at Three Universities in South Central Texas. ProQuest LLC, Ed.D. Dissertation, Baylor University. Latinx students enroll in higher education in more significant numbers than most minorities. However, Latinx administrators in the United States comprised 14% of total administrators in 2021 (Zippia, 2023b). The Association of American Colleges & Universities (Dedman, 2019) explains the college presidency is 58.1% White and male. White women make up only 21% of college presidents. Still, women of color only represent 5.1% of the 21% of college presidents. Additionally, "students were more likely to encounter people of color in service roles than in faculty or leadership positions" (Dedman, 2019, p. 3). With the continuous growth of Latinx students and the lack of increase in Latina leadership at the university level, it is appropriate to study the success stories of Latinas who have attained higher-education administrative positions. This explanatory multiple case study examined the experiences of Latinas recruited, promoted, and retained in administrator positions at… [Direct]

Sarah A. Caroleo (2023). A Revised GTCrit Framework: A Broadened Critical Lens for Gifted and Advanced Education Settings. Berkeley Review of Education, v12 n2. For decades, gifted education equity advocates have sought to ameliorate the field's longstanding issue of under-representation of students from historically marginalized communities. Little improvement has been realized in schools over this time (Peters, 2021). Recently, Novak (2022a) presented a GTCrit framework in a textbook primarily centered on race and directed towards gifted education practitioners and advocates. However, since critical frameworks have been largely lacking from gifted education research (Goings & Ford, 2018), and additional issues beyond race are present in the field, a broadening of Novak's (2022a) initially proposed framework may be beneficial in moving critical theories into research pertaining to gifted education. In this piece, I highlight the equity areas most relevant to the field of gifted education, review common themes across critical frameworks, and build upon Novak's ideas to present a revised conceptual framework that could be applied to both… [PDF]

Christopher C. Jett; Clarence L. Terry (2023). Elevating Mathematics Achievement Outcomes for Black Boys: Guidance for Practitioners, Policymakers, and Researchers. Theory Into Practice, v62 n4 p420-430. School-aged Black boys are mathematically gifted; however, they are often underserved vis-√ -vis their mathematics education. In this article, we provide guidance for multiple stakeholders to support and elevate high-quality mathematics learning opportunities for Black male youth. In doing so, we begin by engaging W. E. B. Du Bois' storytelling. We then offer BlackCrit as a theoretical frame to enrich evidence-based work regarding Black mathematics teachers and culturally relevant pedagogy. We also advocate for the establishment of "grow-your-own" programs given the strong links to Black male achievement as well as the critical need for continuous federal funding in service to Black boys' mathematics education. We conclude with a summary of the guidance provided to bolster school-aged Black boys' mathematics achievement outcomes…. [Direct]

Desai, Shiv Raj; Marsh, Tyson (2005). Weaving Multiple Dialects in the Classroom Discourse: Poetry and Spoken Word as a Critical Teaching Tool. Taboo: The Journal of Culture and Education, v9 n2 p71-90 Fall-Win. Spoken word is a form of poetry that utilizes the strengths of the communities: oral tradition, call-and-response, home languages, storytelling, and resistance. Spoken word poetry is usually performed for an audience and must be heard. The authors are interested in investigating how spoken word can be utilized as a critical teaching tool that can be employed to foster critical consciousness, dialogue, and action. In other words, how students can reflect and articulate their lived experiences while envisioning new possibilities. In this paper, the authors provide an overview of some of the key ideas and concepts of Critical Pedagogy, Critical Race Theory, and Critical Literacy studies. Through an examination of the major components of Critical Pedagogy, they evidence the libratory potential of spoken word. In offering an overview of Critical Race Theory, they highlight the practice of counter-storytelling as a central theme of spoken word. An analysis of Critical Literacy studies… [PDF] [Direct]

Aronson, Brittany; Reyes, Ganiva (2022). "It Reeks of First-Wave Whiteness": A Reimagined Critical Whiteness Studies and Feminist of Color Teacher Education. International Journal of Qualitative Studies in Education (QSE), v35 n7 p737-743. In this article, we offer the perspective of a feminist of Color analysis on how teaching has been constructed into a race, gender, and class mold that purposely includes certain bodies–namely white middle-class women–while excluding anyone who does not fit the mold. More specifically, we use intersectionality to analyze the interplay between teachers and the structuring of teaching. In doing so, we respond to the recent compartmentalization of the critical whiteness studies (CWS) field by putting CWS in conversations with feminist of Color perspectives. We also provide take away points for why a cohesive CWS field, in dialogue with other critical conversations, is essential in making visible the larger social landscape of power in education, a landscape in which we, as scholars and educators, are all embedded…. [Direct]

Bidwell, Carla R. (2010). Successful White Mathematics Teachers of African American Students. ProQuest LLC, Ph.D. Dissertation, Georgia State University. In the United States, a growing disparity exists between the racial composition of teachers and the students they teach. In 2006, 43.1% of K-12 public school students were reported as non-White–in 1990, 32.4% (U.S. Department of Education, 2008). Teachers, however, are predominantly White, 83.3% (U.S. Department of Education, 2007a). Exacerbating this disparity, it has been noted that fewer African Americans are choosing education as a profession (see, e.g., Irvine, 1989; Ladson-Billings, 1994). This growing disparity motivates a crucial question: Can White teachers be successful with \other people's children\ (Delpit, 1995)? This study explores this question by examining the life histories of four White mathematics teachers who have experienced success with other people's children, specifically, with African American children. The purpose of the study was to better understand what led each of the participants to teach African American children, and what factors may have led to her… [Direct]

Northcutt, Kellen Jamil (2013). The Dilemma: Career Transition of African American Male Football Players at Division I Institutions. ProQuest LLC, Ph.D. Dissertation, The University of Mississippi. The purpose of this qualitative phenomenological study was to explore and understand perceptions of African American male football athletes at Division I institutions that also played professional football, regarding their collegiate experiences and transition from athletics to post-playing careers. The study examined issues of race and social interaction, academic preparation, economic status, leadership opportunities, and the transitions from collegiate and professional sports. The participants in this study consisted of six former NFL players who attended college and played collegiately at NCAA predominately white Division I institutions in the Southern Regional Education Board member states in the United States. Using qualitative interview methods (pre-interview, focus group, individual interview), data was collected and analyzed using critical race and transition theories. The results of the analysis of the interview data identified six major themes: 1) The Importance of… [Direct]

Charlene L. Cornwell; Megan C. Deutschman; Scott M. Sundstrom (2024). Fostering Anti-Oppressive Pedagogies in Preservice Teachers: The Role of the University Supervisor. International Journal of Qualitative Studies in Education (QSE), v37 n2 p597-612. As anti-oppressive pedagogies gain increasing prominence in teacher education, there is a need to examine how preservice teachers understand and implement anti-oppressive frameworks. The role of the university supervisor is uniquely well-positioned to allow for insight into preservice teacher pedagogical practices; however, this role is grossly understudied. This study explores how the university supervisor fosters White preservice teachers' theoretical and historical understandings of oppression, as well as the supervisor's role in the negotiation between preservice teacher identity and implementations of anti-oppressive pedagogies. This study utilizes data from preservice teachers' observations and reflections, and positions the university supervisor as an autoethnographic educator-researcher in order to understand the White supervisor's own anti-oppressive practices. Drawing on Critical Whiteness Studies informed by intersectionality, we present two vignettes that illuminate the… [Direct]

David Slomp; Jennifer Randall; Maria Elena Oliveri; Mya Poe (2024). Justice-Oriented, Antiracist Validation: Continuing to Disrupt White Supremacy in Assessment Practices. Educational Assessment, v29 n1 p1-20. Traditional validation approaches fail to account for the ways oppressive systems (e.g. racism, radical nationalism) impact the test design and development process. To disrupt this legacy of white supremacy, we illustrate how justice-oriented, antiracist validation (JAV) framework can be applied to construct articulation and validation, data analysis, and score reporting/interpretation phases of assessment design/development. In this article, we use the JAV framework to describe validation processes that acknowledge the role and impact of race/racism on our assessment processes–specifically construct articulation, analysis, and score reporting–on Black, Brown, Indigenous, and other students from historically marginalized populations. Through a JAV framework, we seek to disrupt inaccurate white supremacist approaches and interpretations that for too long have fuelled measurement practices…. [Direct]

Heather McCambly; Quinn Mulroy (2024). Constructing an Educational "Quality" Crisis: (E)quality Politics and Racialization beyond Target Beneficiaries. Educational Evaluation and Policy Analysis, v46 n2 p192-221. In this critical, political discourse analysis, we trace how two concepts, equity and quality, became discursively linked and contested in the administration of postsecondary education policy over time (1968-1994) — a developmental process we refer to as (e)quality politics. By engaging in a historical analysis, we investigate (a) the racialized political origins and discursive processes by which arguments over educational "quality" are advanced as part of an antiequity policy paradigm and (b) how this paradigm reinscribes racial inequity into administrative and organizational action over time. We illustrate how, once an (e)quality politics paradigm is established, racialized policy designs can persist, even in the absence of explicit references to racialized social constructions of target populations in later periods of policy development…. [Direct]

Lorena Camargo Gonzalez (2024). "Convivencias" across Space and Time within Educational History: A Critical Race Feminista Approach. International Journal of Qualitative Studies in Education (QSE), v37 n5 p1321-1334. This paper extends Critical Race Feminista Methodological (CRFM) approaches by contending that "convivencias" — the coexistence necessary for creating relationships in the field — are an integral part of engaging research collaborators within educational historical research. Drawing on oral histories with Chicana/o librarians, personal collections, and archival sources, I outline the "convivencias" I shared with librarians that span across spatial and temporal dimensions. These interactions were centered on recollecting, remembering, and learning about the activism within Latina/o/x children's literature and librarianship's history. "Convivencias" across space were possible through diverse interactions, such as in-person meetings, phone conversations, video conferences, and emails. "Convivencias" across time are represented by the continuity of sustained efforts to advance social justice in librarianship across multiple decades. The… [Direct]

Kubota, Ryuko; Lin, Angel (2006). Race and TESOL: Introduction to Concepts and Theories. TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, v40 n3 p471-493 Sep. The field of teaching English to speakers of other languages (TESOL) brings people from various racialized backgrounds together in teaching, learning, and research. The idea of race, racialization, and racism are inescapable topics that arise in the contact zones created by teaching English worldwide and thus are valid topics to explore in the field. Nonetheless, unlike our peer fields such as anthropology, education, and sociology, the field of TESOL has not sufficiently addressed the idea of race and related concepts. This special topic issue is one of the first attempts in our field to fill the gap. This introductory article will survey key concepts and theories defined and debated in various fields, including race, ethnicity, culture, racialization, racism, critical race theory, and critical White studies, to provide a foundation for future explorations. (Contains 2 footnotes.)… [Direct]