Beeman, Angie; Genao, Soribel; Melaku, Tsedale M. (2022). Leaning on Our Academic Shields of Gendered Support. Journal of Education Human Resources, v40 n1 p29-57 Win. Intersectionality reminds us that women of color face a particular kind of marginalization due to both gendered and racial oppression and underrepresentation. As such, they are more often "presumed incompetent" and may not feel as innately supported in social and professional structures as their white male and female counterparts. Additionally, the silencing effect of being one of very few women of color in academic departments puts us at risk for further marginalization, requiring that we engage in significant invisible labor that is neither recognized nor compensated. Grounded on our intersectionalities, we discuss our respective trajectories within our own fields and research, beginning with research that emphatically perpetuates the cycle of gender inequity in the academy. The discussion is then supported by analyzing the theoretical research on the salience of race, gender, and other axes of identity for the experiences of women of color. As authors, we present these… [Direct]

Hallie Kelly Star (2020). Whiteness in Higher Education: Using Autoethnography to Develop Critical Race Cognizant Leadership. ProQuest LLC, Ed.D. Dissertation, Idaho State University. The purpose of this research was to provide insight into how the discourses of Whiteness influence the behaviors of White leaders to maintain systems of oppression and dominance that exacerbate racism and inequity in higher education. Using critical Whiteness theory as a framework and critical autoethnography as the methodology, I used my lived experience as a White, upper-middle class woman working in higher education leadership as the source of data collection and analysis to better understand how to effectively model anti-racist leadership that builds equity and inclusion. This study developed using foundational concepts of autoethnography including an emergent design, the documentation of an epiphany and the use of reflexive writing to collect and analyze data. Specifically, this research focused on my experiences at NCORE 2018 and NCORE 2019, and the process I went through learning the truth about my family history, which is directly tied to White supremacy. The key findings of… [Direct]

Brown, Robert; Sul√©, V. Thandi (2023). My Body Is Not an Apology: Black Critical Agency as Sense of Belonging. Journal of College Student Development, v64 n1 p1-15 Jan-Feb. In the wake of highly visible institutionalized anti-Black violence, this study examined how sense of belonging manifests among Black students at historically white colleges. The findings speak to the need to expand upon the conceptualization of sense of belonging for Black students, particularly considering the history of racial trauma in the United States. The analysis draws from a lineage of critical race and afro-pessimist discourse to make connections between the participants' experiences and the people who preceded them. Implications for practice are introduced that consider how institutions can support the critical agency of Black students…. [Direct]

Cridland-Hughes, Susan; Khan, Nafees (2023). Counterstorying as Shining a Light: Teaching about Slavery through Narratives. Clearing House: A Journal of Educational Strategies, Issues and Ideas, v96 n3 p104-110. The article critiques schools' current reification and overreliance on teaching slavery as a history of exceptional individuals and unbroken progress toward freedom. The authors explore how the counterstorying of narratives of formerly enslaved individuals in both preservice and inservice education coursework complicates and engages the histories and legacies of slavery. Thomas' frame for critical race counterstorying (2020) and critical literacy (Janks 2013) form the theoretical lens for countering curricular violence. The authors focus on The Interesting Narrative of the Life of Olaudah Equiano as representative of the current canonical frame, then introduce interviews with formerly enslaved African Americans from the Federal Writers Project, Zora Neale Hurston's Barracoon, and the graphic novel Abina and the Important Men by Trevor Getz and Liz Clarke to demonstrate how counterstorying slavery shines a light on power and resistance…. [Direct]

Alicea, Julio Angel (2023). Placing Youth in the "Spatial Turn": An Intersectional Analysis of Youth Experiences in a Changing Neighborhood. Urban Review: Issues and Ideas in Public Education, v55 n1 p70-93 Mar. This study examines often-overlooked youth perspectives on the sociospatial changes happening in a community experiencing Black displacement, mass Latinx immigration, and impending gentrification. To date, studies of complex urban change rarely consider the ways in which young people perceive and produce place differently from adults. Drawing on Critical Race Spatial Analysis and related literature, this critical phenomenological study centers the experiences youth of color living and learning in South Central Los Angeles. In doing so, this article draws on walking interview data from a larger place sensitive study. This study found that youth of color in South Central derive keen, intersectional insights into the dialectical relationship between the social and the spatial just by living their lives. They learn to "read the world" around them and in doing so, develop complex understandings of the sociospatial phenomena that surrounds them. The article concludes with a call… [Direct]

Fu, Shuang; Hong, Ji Hyun; Qiu, Tairan; Yeom, Eun Young (2023). "I Feel Your Fear": (Counter)stories of East Asian International Doctoral Students about Awakening, Resistance, and Healing. Equity & Excellence in Education, v56 n1-2 p240-254. As an extension of the personal and intellectual conversations that took place in the sister-scholar group consisting of four East Asian international doctoral students from China and South Korea, in this article, we narrate and examine our (counter)stories traversing between different spaces and across time. These narratives center our racial, linguistic, social, and academic experiences and illustrate our processes of awakening, resistance, and collective healing. We used transnationalism and Asian Critical Theory as our theoretical guide, and collaborative autoethnography as our methodology. Through the canvas of (counter)stories, we (a) refuse dominant views and definitions of what it means to be Asian in the United States, (b) resist the simplistic and monolithic ways of understanding our existence and experiences as international students, and (c) challenge the academic community and broader society to develop more complex and critical social praxis regarding race, culture, and… [Direct]

Malin, Karrabi; Przymus, Steve Daniel (2023). DACA Funds of Knowledge: Testimonios of Access to and Success in Higher Education. Journal of Hispanic Higher Education, v22 n1 p76-93 Jan. Using "testimonios," we highlight six current university Deferred Action for Childhood Arrivals (DACA) students' funds of knowledge, or the lived experiences and culturally developed skills, specific to being DACA recipients, that these students leveraged in the past, currently lean on now for continued success, and learn what resources are lacking at university. Sharing these students' "DACA funds of knowledge," of navigating public education to successfully attend institutions of higher education, provides insight into equitable educational paths for those who follow…. [Direct]

Troy D. Washington (2023). Cloak of Racial Oppression Theory in Education. Educational Foundations, v36 p99-114. The more immediate concern of social injustice should explore the significant barriers Black men face in society. Although White America would like you to believe that things have improved, the current climate proves otherwise. The amount of hate toward people of color has been made obvious because of the Donald Trump administration. And one can even make the argument that most whites have ignored the enormity of racial tension escalating right before their eyes. It is easier for them to ignore the reality of racism, than to address it openly and honestly. But the barriers that Black men face are pushed even further to the outskirts of the minds of society to completely devalue their existence. These barriers may be more challenging to uphold if there's a framework like the cloak of racial oppression theory to identify the systemic barriers that exist in educational institutions. The cloak of racial oppression theory will likely generate discussions to encourage White America to… [PDF]

Moser, Stefanie Mary Broderick (2023). Moving beyond Numbers: Using DisCrit to Examine Policy. ProQuest LLC, Ed.D. Dissertation, Judson University. Decades of research about students of color with dis/abilities has left but one fact clear: these students are not treated equitably within our school systems. The purpose of this qualitative document analysis was to identify how Disability Critical Race Studies is represented within federal inclusion policies. The research question was "How are the seven tenets of Disability Critical Race Studies represented within federal inclusion policies?" Disability Critical Race Studies (DisCrit) is a theory that highlights the intersection of race and dis/ability. The Individuals with Disabilities Education Improvement Act and the Every Student Succeeds Act were analyzed for this study. The two policies were examined for keywords derived from the seven tenets of DisCrit. Data were then coded using a priori and process codes. Several themes emerged upon analysis of the data. Results show that several tenets of DisCrit are present within federal inclusion policies. However, their… [Direct]

Few, April L. (2007). Integrating Black Consciousness and Critical Race Feminism into Family Studies Research. Journal of Family Issues, v28 n4 p452-473. The author examines the advantages and challenges of using Black feminist theory and critical race feminist theory to study the lives of Black women and families in family studies. The author addresses the ways in which these perspectives, both of which are intentional in their analyses of intersectionality and the politics of location, are also distinct. She provides empirical examples from how family researchers have used Black feminist theory or a critical race feminist lens to examine the lives of Black women and families, and suggests ways for colleagues to embrace an explicit integration of Black consciousness and critical race feminist perspectives in family studies…. [Direct]

Van Lac (2024). "It Scared the Crap out of Me": Taking Risks and Talking about Race in a Principal Preparation Course. Journal of Research on Leadership Education, v19 n4 p433-457. University faculty have fixated on ways to adequately prepare social justice-oriented school leaders for quite some time. This teacher action research project documents the experiences of 14 aspiring school leaders in a principal preparation course focused on a critical race pedagogy curriculum. Using interview data, this qualitative study examines how white and Latinx students experience coursework grounded in the notion of risk-taking rather than safety. Findings from this study illustrate the following: (A) participants most resistant to the curriculum entered coursework having internalized dominant ideologies regarding merit and achievement; (B) these same students had adverse views regarding their critically conscious classmates and instructor; and lastly (C) all participants in this study demonstrated growth in their thinking regarding racial justice and educational equity. The discussion and implications address the nuances and complexities of promoting a pedagogy framed as… [Direct]

Lin Wu (2024). Examining Chinese American Teachers' Diasporic Lives through Empire and AsianCrit. Diaspora, Indigenous, and Minority Education, v18 n4 p270-283. Few studies examined Chinese American teachers' diasporic lives in U.S. K-12 schools and society, even as research on teachers of Color increases. In responding to such scarcity, the author connects tenets of empire and AsianCrit to illustrate how the legacies of imperialism and geopolitics of race have influenced three Chinese American teachers' diasporic trajectories and teaching practices. Implications include how scholars can use these theoretical orientations to historicize research on Chinese American teachers, apply Asian Diaspora as a framework in researching Asian American teachers, and prepare Asian American teachers to unsettle racism and imperialism in schools…. [Direct]

Abigail Novak; Vitoria De Francisco Lopes (2024). Disorderly to Whom? A Critical Analysis of School-Based Disorderly Conduct Referrals. Journal of School Violence, v23 n4 p582-596. The criminalization of school discipline and its resulting consequences for students, particularly students of color, has been widely studied. While results from previous research have shown racial and gender differences in punitive school experiences like suspension, school-based arrest, and school-based referrals to juvenile justice systems, existing literature has primarily focused on the experience of Black boys or used aggregate data to examine school-level correlates of referral-rates and has been limited in its examination of referrals for more subjective offenses like disorderly conduct. Informed by Critical Race Feminism, this study sought to examine whether Black girls experience increased odds of referral to the juvenile justice system for disorderly conduct involving school-based offenses in Florida. Our findings suggest that Black girls experience a higher risk of referral for school-based disorderly conduct as compared to other youth referred to the juvenile justice… [Direct]

Lydia Ocasio-Stoutenburg; Mildred Boveda (2024). "Who Raised You?": Black Women's Indispensable Conceptualizations of Mothering for Theorizing and Researching DisCrit. International Journal of Qualitative Studies in Education (QSE), v37 n9 p2521-2539. Traditionally, the academic field of special education has resisted critical perspectives. Despite their advanced skills, epistemological approaches, and ways of knowing, special education scholars enacting qualitative inquiry have often described inadequate support from their academic community. In a parallel manner, Black mothering in historical and contemporary spaces, especially in mothering disabled children, has often been dismissed for its valued expertise. This essay is a methodological, theoretical, spiritual, epistemological, and deeply philosophical intervention on the roles of Black mothers in all spaces who grapple with the tensions in the field of special education. The authors build upon Black Feminist epistemology and use Disability Critical Theory as a framework, documenting the journeys of two Black women mother and scholars through duoethnographic storytelling. Realizing that people who are mothering have their own agency and choose what they want to build with the… [Direct]

Adrienne D. Woods; Ben Van Dusen; Heidi Cian; Jayson Nissen; Lucy Arellano (2024). Comparing the Efficacy of Fixed-Effects and MAIHDA Models in Predicting Outcomes for Intersectional Social Strata. Sociology of Education, v97 n4 p342-362. This investigation examines the efficacy of multilevel analysis of individual heterogeneity and discriminatory accuracy (MAIHDA) over fixed-effects models when performing intersectional studies. The research questions are as follows: (1) What are typical strata representation rates and outcomes on physics research-based assessments? (2) To what extent do MAIHDA models create more accurate predicted strata outcomes than fixed-effects models? and (3) To what extent do MAIHDA models allow the modeling of smaller strata sample sizes? We simulated 3,000 data sets based on real-world data from 5,955 students on the LASSO platform. We found that MAIHDA created more accurate and precise predictions than fixed-effects models. We also found that using MAIHDA could allow researchers to disaggregate their data further, creating smaller group sample sizes while maintaining more accurate findings than fixed-effects models. We recommend using MAIHDA over fixed-effects models for intersectional… [Direct]

Danielle Marie Greene-Bell; Francis A. Pearman II (2024). Racialized Closures and the Shuttering of Black Schools: Evidence from National Data. Harvard Educational Review, v94 n2 p187-210. In this article Danielle Marie Greene-Bell and Francis A. Pearman II examine racial disparities in school closures across the United States, with a particular interest in majority Black schools. Using survival analysis and longitudinal data, they find that majority Black schools are far more likely to close than non-majority Black schools and that these elevated closure rates are not fully accounted for by observable differences like achievement levels, enrollment patterns, and the socioeconomic status of their surrounding communities. Using the theoretical frame of BlackQuantCrit, they argue that this pattern of findings is consistent with the theory that school closures demonstrate historical and contemporary forms of anti-Blackness that affect US schools and the geography of opportunity more broadly…. [Direct]

Duncan, Garrett Albert (2005). Critical Race Ethnography in Education: Narrative, Inequality and the Problem of Epistemology. Race, Ethnicity and Education, v8 n1 p93-114 Mar. Data presented in a previously reported ethnographic research project indicated that an urban elementary school regularly subjects its students to dated curricular materials and supplies. As reported, this occurred even though the school had at its disposal updated and even state-of-the-art resources, such as computers, visual aids, curriculum and photocopying machines. The critical race analysis presented in this article demonstrates that these practices are expressions of allochronic discourses that ingrain racial oppression in US schools and society. This article considers the roles of narrative and ethnography as measures to explicate allochronic discourses that inform public education. It also considers what American post-industrialism and globalization mean for US public education and concludes with a discussion of the implications of critical race theory for contemporary urban school reform…. [Direct]

Rolon-Dow, Rosalie (2005). Critical Care: A Color(full) Analysis of Care Narratives in the Schooling Experiences of Puerto Rican Girls. American Educational Research Journal, v42 n1 p77-111 Spr. In this article, the author explores the intersection between race/ethnicity and caring in the educational experiences of middle school Puerto Rican girls. Critical race theory and Latino/Latina critical theory are used as data analysis frameworks because of their emphasis on the roles of race/ethnicity and racism in shaping the circumstances of individuals and institutions. The author calls for a color(full) critical care praxis that is grounded in a historical understanding of students' lives; translates race-conscious ideological and political orientations into pedagogical approaches that benefit Latino/a students; uses caring counternarratives to provide more intimate, caring connections between teachers and the Latino communities where they work; and pays attention to caring at both the individual and institutional levels. (Contains 3 tables and 11 notes.)… [Direct]

Donahoo, Saran (2008). Reflections on Race: Affirmative Action Policies Influencing Higher Education in France and the United States. Teachers College Record, v110 n2 p251-277. Background/Context: Although frequently associated with the United States, affirmative action is not a uniquely American social policy. Indeed, 2003 witnessed review and revision of affirmative action policies affecting higher education institutions in both France and the United States. Using critical race theory (CRT) as a theoretical lens, this text compares the affirmative action programs and lawsuits litigated in both nations in 2003 and their impact on the educational and social experiences of people who are racially or culturally non-White. Purpose: This article examines and compares affirmative action policies and lawsuits directed at higher education in France and the United States. Faced with similar challenges, controversies, and racial concerns, these courts offered somewhat diverging opinions on the purpose, meaning, and impact that affirmative action policies should have in this millennium. Research Design: This article employs legal hermeneutics, a specific form of… [Direct]

Bell, Jordan; Zaino, Karen (2022). We Are Each Other's Breath: Tracing Interdependency through Critical Poetic Inquiry. International Studies in Sociology of Education, v31 n1-2 p27-48. In this paper, we utilize poetic methods that seek to surface, but not overdetermine, the unanticipated relational excess produced through literacy practices. Karen, a queer white woman, and Jordan, a cis-gendered heterosexual Black man, wrote a series of letters to one another throughout the Spring 2020 semester. We turned to critical poetic inquiry to analyze the letters, interested in poetry's capacity to highlight literacy's critical power and its emergent potential. We found ourselves implicated in each other's lives in new ways; we found our relationship both strengthened and tested. Such relational indeterminacy creates methodological challenges in literacy research. We found critical poetic inquiry to be a uniquely useful method for expressing the ambiguity and incommensurability of literacy as 'affective encounters' (Lenters, 2016), particularly during the COVID-19 pandemic, as our interdependency and mutual obligation is highlighted…. [Direct]

Josephine H. Pham (2024). Orchestrating Critical Race Talk towards Institutional Change. Journal of Language, Identity, and Education, v23 n4 p482-497. Although race discourse has become increasingly encouraged to address educational inequities, racialized speakers are often expected to accommodate white listening subjects in institutional settings. Building upon multidisciplinary scholarship of race and language, I develop place-based raciolinguistics as an explanatory theory and linguistic ethnographic lens through which to analyze how racialized speakers discursively transform locally specific meanings of race and racism while being marked by prevailing ideologies, practices, and structures embedded in whiteness and other systems of power. I apply this framework by investigating the race discourse of justice-oriented K-12 teachers in Los Angeles, California. Through my analysis, I challenge reductive and essentialized views of social transformation by highlighting the multidimensional conditions of orchestrating critical race talk toward institutional change. Acknowledging the institutional vulnerability and harm that racialized… [Direct]

Allarie Coleman (2024). Designing Curriculum for Critical Consciousness: A White Teacher's Process. Critical Education, v15 n4 p1-17. This manuscript describes a white teacher's process of teaching texts authored by writers from historically marginalized cultural groups in a high school classroom. I wrote this self-study as theoretical guidance for teachers who also want to contextualize conversations about race. The scholarship of bell hooks motivated me to adopt the pedagogy of teaching for critical consciousness. I begin by introducing the theory of critical consciousness, the prevalence of white teachers, and the need for teachers to begin identifying white culture with their students. Then, classroom work is connected to conceptual approaches of centering race to demonstrate how to address whiteness. I connected concepts from scholarship on racial relationships to my own reflections to explain the qualities of a pedagogy that aimed to challenge the status quo of teaching while white. [Note: The page range (1-18) shown on the PDF is incorrect. The correct page range is 1-17.]… [PDF]

Janiece Z. Mackey; Varaxy Yi (2024). Poetic Transcription and Its Possibilities for (Re)Presentation. International Journal of Qualitative Studies in Education (QSE), v37 n7 p1853-1867. Two women scholars (Khmer and Black) explore how our subjectivities as researchers influence how we understand, give honor to, and (re)present our participants' experiences in ways that value their humanity. Through phenomenological methods and poetic transcription, we seek more nuanced, creative, and powerful ways of positioning participants' critical agency and highlighting the essence of their racialized experiences. In conceptualizing how qualitative researchers can integrate their positions and subjectivities into the research process as an asset, we identify the significant contributions our perspectives make when more thoughtfully incorporated with the lives and stories of our participants…. [Direct]

Ashley D. Dom√≠nguez; Carlos R. Casanova (2024). School Leader Loter√≠a: How School Educators Respond to Latinx Student Performances of (Their) Lived Experiences with Racism in School. Journal of Research on Leadership Education, v19 n3 p304-331. Latinx youth exhibit educational leadership and possess unique insight into experiences of youth of color in K-12 schooling. Yet, adultism hinders authentic youth participation in educational decision making. In this study we address the following question: What types of behavior do K-12 school leaders demonstrate in response to Latinx youths' experiences of racism? We share the story of a structured interaction, guided by social justice and forum theater, facilitated by Latinx youth to adult school leaders. We present our findings via the school leader loter√≠a typology model and discuss the spectrum of adult educator behavior in response to youth voice…. [Direct]

Oates, Evangela Q. (2023). Battered but Not Broken: A Composite of the Experiences of Black Librarians at Public, 2-Year Colleges–Dissertation of the Year. Community College Review, v51 n2 p147-172 Apr. Objective: Black librarians account for just 5.4% of academic librarians in the U.S. in a period in which enrollments for Black students steadily increases. While national programs aimed at recruitment exist, too little attention is focused on the environments and cultures that influence the attrition of racially minoritized groups. This study investigated the experiences of Black librarians at public, 2-year colleges in the U.S. to better understand how they navigate, cope, and succeed amongst the challenges of academic librarianship. The following question guided the study: what are the experiences of Black librarians at public, 2-year colleges? Methods: Using Critical Race Methodology's composite counterstory (CCS) and through two, ninety-minute interviews with four narrators, the experiences of Black librarians were leveraged to construct and reconstruct the storied lives of Black librarians in community college libraries. Results: The findings show the hostile environments Black… [Direct]

Flint, Maureen A. (2023). Sounded Histor-Futurit-ies: Imagining Posthuman Possibilities of Race and Place in Qualitative Research. International Journal of Qualitative Studies in Education (QSE), v36 n4 p672-688. This paper examines how histories of racism, slavery, and white supremacy continue to resonate in the present through the creation and curation of an audio compilation of student narratives. Grounded in posthuman theories, the sound compilation of layered student narratives offers a starting point for exploring the relational, embodied, and material web of affects that characterize the nomadic posthuman subject. This article takes up Braidotti's call to question who 'we' are in this together, what it means for 'us' to negotiate the convergence of the present together when we are not one and the same. Through compiling and overlapping student voices, this article works to attend to the patterns and differences in their tellings as ethical and relational starting positions. The tracing of stories and threads of student voices in the audio compilation 'puts to work' posthuman theory and offers possibilities for qualitative research methods grounded in posthuman theories…. [Direct]

Nelson, Terry A. (2023). Complementing Intersectionality Pedagogy with a Missing Component-Positionality. Journal of Management Education, v47 n3 p324-337 Jun. Teaching about race as an African American female instructor at a predominantly white university has its challenges, especially regarding classroom power and privilege dynamics. I use the concepts of intersectionality and positionality as frameworks to explain the experiences that I encountered in the classroom, usually as the only African American in the room. I share two scenarios that initiated my inquisitiveness to discover more about why the incidents occurred. At the conclusion of the paper, I reveal how the complementary value of intersectionality and positionality benefits all educators who desire to comprehend the hierarchical power and privilege that may interplay in the learning environment…. [Direct]

Carri√≥n, Alejandro E. (2023). Living in Multiple Worlds: Analyzing College Transitions and Dispositions through the Use of Critical Practice. Journal of Latinos and Education, v22 n4 p1647-1659. The academic progress and success of males of color have begun to capture the attention locally and nationally. Over the past several years research examining males of color and their k-12 to college, pathways have been the subject of conversation and focus of scholars and practitioners alike. This study examines the transition of successful Latino males and centers their perspectives through the analytical framework of Bourdieu's practice. This framework helps to theorize and capture strategies/logic/resistance male participants engaged in to shed stereotypical representations and stigmatized expectations placed on their bodies based on their identity as Latino males from the Bronx…. [Direct]

Rocha, Janet (2023). Snapshots of Everyday Affirmations Captured through Critical Race Photovoice: Seven Women's Strategies to Deploy Asset-Based Resources during Their College Transition. Equity & Excellence in Education, v56 n1-2 p221-239. There is limited understanding of how women of Mexican heritage transform cultural and familial protective factors into strategies to help navigate their education. This study helps bridge the gap between students' cultural wealth and the ways they utilize this protective factor in college. I analyzed the strategies used by seven first-generation college women of Mexican heritage and captured them through participant-produced photographs. Specifically, visual snapshots of the ways they chose to deploy their cultural wealth or asset-based resources were provided. The display of family photographs, collages, and religious statues reflected, accommodated, and validated their precollege assets and resources to incorporate their cultural wealth while navigating the first year in college. The women stayed connected with their precollege protective factors that include their family history, familial-cultural assets, and family resilience as they transitioned to college life. This study… [Direct]

Cushing, Ian (2023). "Miss, Can You Speak English?": Raciolinguistic Ideologies and Language Oppression in Initial Teacher Education. British Journal of Sociology of Education, v44 n5 p896-911. Racism is pervasive within the lives of racially minoritised pre-service teachers in England, but little work has explored how perceptions about language feature here. Based on interviews and workshops with 26 racially minoritised pre-service teachers, I describe their experiences of language oppression whilst on school experience placements, where they were instructed by mentors to modify, flatten, and completely abandon their ways of talking if they were to be perceived as legitimate. I show how language oppression gets justified by mentors in reference to national policy, and how perceptions about the quality of speech are ideologically anchored to perceptions about the quality of teaching. I show how language oppression often materialises under seemingly benevolent and humanitarian guises, but inevitably maintains the raciolinguistic status quo because it instructs racialised teachers to adapt their speech so that it appropriates whiteness. I argue that language oppression is a… [Direct]

Coles, Justin A. (2023). Storying against Non-Human/Superhuman Narratives: Black Youth Afro-Futurist Counterstories in Qualitative Research. International Journal of Qualitative Studies in Education (QSE), v36 n3 p446-464. Antiblackness, and the dominant stories it produces about Black humanity, creates distorted images of Black humanness that are used to justify violence against Black youth in schools and society. However, Black youth have different stories to tell about their being in the world that stems directly from their lived experiences and are inherently counter to damaged center narratives intertwined with Black suffering. Using the theoretical framing of BlackCrit and theorizations of Afrofuturism, I share two composite Afro-futurist counterstories developed by Black high school students in a summer writing course, which confront antiblackness and disrupt the ways the regime makes educators complicit in seeing Black youth as non-human/superhuman. The research provides insights into Black youth futurity in relation to schooling in an anti-Black world…. [Direct]

Brown, Tashal (2023). "To Be Our Best Selves": Critical Dialogue with Girls of Color about Their Experiences in a Social Justice Leadership Program. Journal of Curriculum and Pedagogy, v20 n1 p63-89. This critical qualitative study explores the affordances of social justice-oriented education that centers youth of color and their desire to engage in complex and nuanced dialogue concerning social and political issues relevant to their lives. In doing so, this paper focuses on the experiences of six high school girls of color participating in a New York City based nonprofit program committed to social justice, activism, and leadership. Specifically, it investigates their participation in a course as they interrogated power, oppression, and privilege at the interpersonal and institutional levels. Guided by the theoretical underpinnings of Critical Race Feminism (CRF) and figured worlds, this study's findings highlight the necessity of discussions about topics often seen as "taboo" in school spaces. The girls saw the dismissal and/or reluctance to engage with "uncomfortable topics" in schools as an attempt to cover up or shield students from histories and… [Direct]

Lorenzo S√°nchez-Gatt (2023). Divining an Afrofuturist Music Education. Action, Criticism, and Theory for Music Education, v22 n4 p131-158. I argue that an analysis of antiblack racism in music education discourse is crucial in identifying and addressing potential for harm in the music classroom. I contend that Black children are particularly, and regularly, subjected to poor stereotypical depictions of their identity in digital media. Furthermore, I contend that this digital socialization has far-reaching implications in school. I use the framework of Black Critical Theory (BlackCrit) to explore interpersonal, curricular, and environmental sites of antiblack assault that are commonplace in schools and, specifically, music classrooms. Using a selection of Janelle Mon√°e's music, I explore themes of resistance and affirmation through an Afrofuturist lens. I conclude my paper by proposing that Afrofuturism can serve as a disruption that may create sites of affirmation for Black children. [Note: The page range (131-58) shown on the website is incorrect. The correct page range is 131-158.]… [Direct]

Rivera, Roberto (2023). School and Community Leaders' Experiences Implementing Critical Well-Being during the Dual Pandemics. ProQuest LLC, Ph.D. Dissertation, University of Illinois at Chicago. Emerging research has revealed the disproportionate impact COVID-19 has had on communities of color (Wilder et al., 2021), and the subsequent rising rates of racialized trauma that has occurred due to increasing racial injustice in the United States (Horsford et al., 2021). Although calls have been made for trauma-informed and social and emotional learning efforts in schools to become more race conscious (Alvarez, 2020), healing centered (Ginwright, 2018), equity focused (Venet, 2021), and promote justice (Jagers et al., 2019); such articulations have not been documented in K-12 settings during this particular context. In this study–School and Community Leaders' Experiences Implementing Critical Well-Being During the Dual Pandemic — I document how a model called Critical Well-Being, which draws from, and remixes these aforementioned discourses, was implemented in a school community during the 20210/2022 school. This study particularly focuses on school and community leaders'… [Direct]

Charley Brooks (2023). White, Award-Winning History Teachers' Narrations of Race, Anti/Racism, and Whiteness. ProQuest LLC, Ph.D. Dissertation, University of California, Santa Cruz. This dissertation study explores how white, award-winning history teachers narrate the role of race, racism, whiteness, and antiracism in their identity formation, in their understandings of society, and in their teaching of history. Drawing from a nationwide sample and utilizing surveys and semi-structured interviews, this project explores teachers' racial ideologies, antiracist pedagogies, and their navigation of their state and local contexts, especially those affected by anti- "CRT" legislation or policies. The dissertation provides an overview of teachers' narrations of race and related concepts, homing in on places of consistency and discordances in ideological articulation. This analysis leads to a focus on certain teachers' 'ideologies in pieces' (Philip, 2011), whose articulations of race and teaching commitments appear to conflict, contradict, or operate in tension, which tend to be spaces ripe for learning and transformation. The study follows with an overview of… [Direct]

Jacob Tyler Jobe (2023). "Once You See It, You Can't Unsee It.": A White Teacher and White Students' Exploration of Antiracist Education through Critical Whiteness Pedagogy. ProQuest LLC, Ph.D. Dissertation, The University of Utah. White people have a responsibility due to their complicity in White Supremacy, to practice antiracism in solidarity for racial justice with Black, Indigenous, People of Color (BIPOC) people and communities. Antiracist education, which fosters this sort of work, necessitates learning about racism and Whiteness to comprehend the violence of White Supremacist Capitalist Patriarchy. With the help of critical Whiteness pedagogy and critical Whiteness studies broadly, I engaged my White student-participants in antiracist education. As a White, male teacher of a social justice course at Crescent View High School (CVHS), a public school in a ski resort town in the Intermountain West, I had two goals with this scholarship. My first goal in the dissertation was to analyze how White students studying and practicing antiracism understood their racial identities. My second goal was to describe the various ways they tried to practice antiracism. I used critical Whiteness methodology and critical… [Direct]

Avil√©s, Tania; Harb, Anthony J. (2023). "It Wasn't Just about Learning How to Speak Spanish": Engaging Histories of Oppression and Enslavement in Spanish Heritage Language Education. Journal of Latinos and Education, v22 n5 p1815-1829. We present a curricular intervention in elementary Spanish heritage language in a Hispanic serving institution located in the US Northeast (Bronx, NYC), that aims to contextualize Latinx students' experiences and perceptions of Blackness within broader histories of oppression and enslavement. Our practice brings together critical Latinx pedagogy and critical approaches to Spanish heritage language education to facilitate sociohistorical consciousness for both language instructors and students through the use of open-access Latinx archival resources. We outline a three-week unit designed using the First Blacks in the Americas online collection curated by the City University of New York Dominican Studies Institute. During the unit, the students practice their full linguistic repertoires and develop historical thinking skills. We discursively analyze survey responses, instructor fieldnotes, and students' coursework collected throughout the course to measure the impact of this pilot… [Direct]

Jessica Bridges (2023). The Epistemic Uncertainty in Learning and Doing Anti-Racist Work. Thresholds in Education, v46 n2 p305-319. In this article, I start with an overview of two major events in 2020–the Coronavirus and the murder of George Floyd to contextualize White women's engagement in anti-racist work. I make meaning of the learning process for other White Women as I reflect and analyze my own learning experiences using autoethnography. I offer an overview of critical whiteness studies and scholarship about White women who engage in antiracist work. I share my autoethnographic narrative account of engaging in anti-racist work. I conclude by highlighting the hopeful possibilities anti-racist work can create for a more just society…. [PDF]

Edwin Mayorga; Jen Bradley (2023). Doubling Down: Collective Racial Literacy Development. Pennsylvania Teacher Educator, v22 n1 p1-17. This paper chronicles the journey of how our educational studies department answered student demands for change and engaged in a departmental inquiry into antiracism and abolition that continues to this day. We conceptualize what emerged over this three-year journey as a framework and process for Collective Racial Literacy Development (CRLD)…. [PDF]

Beneke, Margaret R. (2021). Mapping Socio-Spatial Constructions of Normalcy: Whiteness and Ability in Teacher Candidates' Educational Trajectories. Whiteness and Education, v6 n1 p92-113. In this paper I present a qualitative study in which I investigated how socio-spatial dimensions of schooling influenced the ways four, white, nondisabled teacher candidates made meaning of whiteness and ability throughout their educational journeys. Drawing on literature exploring the socio-spatial dimensions of power and whiteness and ability as property, I employed qualitative mapping to analyse how white, nondisabled teacher candidates appropriated conceptions of normalcy. Data reveal how whiteness and ability were constructed, normalised, and deployed as resources throughout teacher candidates' P-12 schooling and teacher preparation programmes. I assert that such an analysis can inform teacher education programs in dismantling these intersecting ideologies…. [Direct]

Ching, Cheryl D.; Roberts, Maxine T. (2022). Crafting a Racial Equity Practice in College Math Education. Journal of Diversity in Higher Education, v15 n4 p401-405 Aug. While assessment, curricular, and pedagogical reforms have improved overall success rates in college math courses, they have been less effective in closing racial equity gaps and fostering equitable classroom experiences for racially minoritized students. Following the insights of critical race math scholars, we argue that racial inequity persists because these reforms do not tackle the dominant instructional template that informs how many math faculty teach. We propose that racial equity requires a reconfiguration of practice involving (a) race-conscious sensemaking of teaching; (b) awareness of racial dynamics in math classrooms; and (c) a humanizing math pedagogy. We describe these three principles of a racial equity practice, along with the challenges that can arise when faculty confront complicity in producing racial inequity, attempt to undo practices serving them well, and wrestle with institutional factors that constrain change…. [Direct]

Alexander, Kendra P.; Clarke, Anna; Richardson, Sonyia; Stevenson, Andre P.; Thomas, Kenisha; Turnage, Barbara; Wood, Zionna (2022). Shamed into Action?: The Historical Avoidance of Pursuing Anti-Racist Educational Policies and Content in Social Work Education. Journal of Teaching in Social Work, v42 n2-3 p247-264. Linguistic norms concerning issues of social injustice, racism specifically, vary by discipline. In this study, the authors used content analysis to examine discourse in the social work profession related to racism and anti-racist action. Our investigation found that the usage of forthright terms such as racism, white supremacy, and oppression in the description of social work courses, authoritative disciplinary statements, and educational standards, was uncommon prior to the uprisings that occurred worldwide following the murder of George Floyd in 2020. In contrast, we find the pervasive promulgation of anti-racism as an explicit social work priority across multiple high-profile educational venues since this time. In our discussion, we interrogate the implications of this contrast as it relates to the ability of social work students and practitioners to both conceptually and practically engage in effective anti-racist action…. [Direct]

Pickup, Austin J.; Southall, Aubrey Brammar (2022). A Critical Discourse Analysis of the 1619 Project Controversy and Its Implications for Social Studies Educators. Social Studies, v113 n5 p223-236. The protests of 2020 cast a national spotlight once again on police brutality and ongoing racial injustice in America. Within this context, many activists and even mainstream commentators have given more attention to a critical analysis of how American history has been taught, especially regarding race relations. The publication of the "1619 Project" has touched off a wave of controversy regarding some of its historical claims and its larger interpretation of American history. In this paper, we analyze some of the discourses that have emerged from the post-publication controversy over the "1619 Project" and then discuss applications of our inquiry for the preservice teacher classroom. The paper will provide an overview of the background of the topic, important theoretical frameworks, methods, and sources…. [Direct]

Ward, LaWanda W. M. (2023). From Fisher to Fisher: A Critical Race Feminist Counterstory about Access to U.S. Higher Education. International Journal of Qualitative Studies in Education (QSE), v36 n6 p1003-1017. Most education and legal scholarship overlook gendered-race themes in pre-Brown v. Board of Education desegregation higher education cases that remain relevant to examining post-"Brown" race-conscious admissions cases. The author engaged critical race feminism to create a counterstory with Ada Lois Sipuel Fisher, a U.S. Supreme Court plaintiff in conversation with two fictitious Black women, Geneva Crenshaw, a civil rights attorney, and Nia Lytle, a tenure-track assistant professor of higher education. During a fictionalized one-day oral argument presented with dialogue composed from texts of actual race-conscious admission cases, the Black women react to and critique the societal and legal logic used by organizations and individuals who recruited the white women plaintiffs in those cases. The counterstory illustrates how civil rights discourse was coopted to advance white supremacist grievances. The conclusion calls on those invested in racial equity to reframe the… [Direct]

Aponte, Andrea V.; Hoang, Kim T.; Lee, Isabella H.; Mann, Sukhdev S.; Melendrez, Minerva; Singla, Aman; Thai, Mable T.; Zhong, Denise (2023). Diversity in Honors: Understanding Systemic Biases through Student Narratives. Journal of the National Collegiate Honors Council, v24 n1 p57-80. Centered on superiority over a certain group or individual, discrimination becomes predominant in prestigious institutions that pride themselves on exclusivity. Collegiate honors programs tend to deepen this practice by creating highly elite spaces accessible only to a select few. This rigidity can lead to an underrepresentation of historically marginalized groups, students who often lack the necessary resources for achieving academic excellence. This case study examines the ways honors programs inadvertently perpetuate discrimination among different social identities. Using inductive interviewing of honors students (n = 12) to gauge individual perceptions of program diversity, researchers rely on content analysis to generate four themes (relationship, discrimination, exclusion, conformity). By cross-analyzing participant responses with social identities, key programmatic components that may have led to covert systemic bias are uncovered. Results further indicate a possible link… [PDF]

Evans, Michael P.; Malin, Joel R.; White, Rachel S. (2023). Political Battles in Suburbia. Phi Delta Kappan, v104 n5 p6-10 Feb. Media reports have shown suburban school officials being threatened and school board meetings erupting into chaos. Rachel S. White, Michael P. Evans, and Joel R. Malin examine whether these politically contentious experiences are occurring everywhere, or if there is something distinct about the contentiousness suburban superintendents face. Drawing on a national survey of superintendents, they asked: How do political experiences of rural, suburban, and urban superintendents differ? The results paint a bleak picture about the stresses of the superintendency, and the direct toll they have on some superintendents' well-being. However, they also identify ways to support suburban superintendents as they face political challenges…. [Direct]

Argelia Lara (2023). An Undocumented Student's Quest for Acceptance: A "Testimonio" Analysis Traversing the Chicanx Educational Pipeline. Association of Mexican American Educators Journal, v17 n2 p98-123. This article examines the educational trajectory of a multiply marginalized undocumented Latinx student. Utilizing a Critical Race Quantitative Intersectional + "Testimonio," this article brings to light the experiential knowledge often not visible in quantitative data approaches, helping to contextualize educational pipeline numbers. This study draws on a "testimonio" methodology revealing challenges and illuminating educational pathways from high school to the doctorate. The findings show important considerations for policy and practice that account for social instability, consider the importance of mentorship, and offer implications for Diversity, Equity, and Inclusion leaders to create greater belonging across campuses throughout the educational pipeline…. [Direct]

Foste, Zak (2020). Remaining Vigilant: Reflexive Considerations for White Researchers Studying Whiteness. Whiteness and Education, v5 n2 p131-146. Drawing on Applebaum's theory of White Complicity, this paper considers how white researchers remain complicit in the reproduction of whiteness despite our intentions of disrupting its hegemonic nature. I reflect on a recent qualitative investigation on white college students' understandings of race and whiteness and offer three reflexive considerations for white researchers: creating contexts for racial comfort, unintentionally validating racist beliefs, and missed opportunities for educational interventions. In doing so I move beyond simplistic, reflective accounts of researcher identity and work towards a more vigilant, reflexive understanding of the white researcher in relation to our white participants. The paper should assist white scholars who seek to remain vigilant in reflecting on their own complicity in white supremacy, despite our scholarly intentions…. [Direct]

Adrienne D. Dixson; Chaddrick James-Gallaway (2025). Blackademics as Prophetic Witnesses and the Continuing Struggle for Racial Justice in Higher Education. Race, Ethnicity and Education, v28 n1 p1-18. This multidisciplinary paper illuminates white supremacist ideologies that serve to disenfranchise critical Black scholars in the U.S. academy. We situate the work of what we describe as the 'Blackademic' within the theological tradition of the prophetic witness. The conceptualization of critical Black scholars as a prophetic witness illuminates how they traverse the increasingly neo-liberal academy while they also navigate anti-Black white supremacist racism in higher education. This paper seeks to identify practical crossroads between the study of the experiences of Black scholars in academia and Blackademics (e.g. critical Black scholars). This paper also extends our previous emergent theoretical understanding of the actions of Blackademics…. [Direct]

Ferney Cruz-Arcila; Sandra Ximena Bonilla-Medina; Vanessa Solano-Cohen (2025). Language Learning Materials Counteracting Rural Racializations: A Practical Attempt in ELT. PROFILE: Issues in Teachers' Professional Development, v27 n1 p207-225. Colombia is one of the most socioeconomically unequal countries worldwide, with rural regions facing severe poverty, under-resourced schools, precarious economic opportunities, and an unresolved armed conflict. These inequalities are often overlooked in ELT policies and social practices, as rural institutions and educational actors are expected to adhere to English teaching goals that are more aligned with an urban ideal. This misrecognition of the rural socioeconomic and cultural conditions, along with historical racial intersections from colonization, contribute to emerging forms of racialization. Drawing on our research to explore the linkages between L2 education and race, this article examines the racialization of rurality from an ELT angle and introduces a didactic proposal to foster critical consciousness and enact deracialization…. [PDF]

Ariel Flores Mena; Laurence Parker; Sadie Ortiz (2024). Understanding Latinas/os/xs Undergraduate Experiences in a Business School through the Working Identity Lens. Journal of Latinos and Education, v23 n1 p59-67. Our study presents some of the voces of Latinas/os/xs undergraduates in a western U.S. business school to explore the concept of "working identity" in employment discrimination law under Title VII of the 1964 Civil Rights Act. While overt racial discrimination is outlawed, racial salience through factors such as phenotype, accent, demeanor, associations and assimilation all impact the way employers see potential applicants and fit with future corporate job roles. We used this conceptual framework to gain insights into ways that some Latinas/os/xs students initially experienced the pressure of "working identity" through their education in schools of business. We selected students majoring in business because it is a popular major and diversity, equity and inclusion efforts have taken hold in business school contexts. The five participants in our study were majoring in accounting, business administration and management, and preparing for their future as employees in… [Direct]

Olivia Marcucci; Rowhea M. Elmesky (2024). Coded Racialized Discourse among Educators: Implications for Social-Emotional Outcomes and Cultures of Antiblackness at an Urban School. Urban Education, v59 n9 p2859-2888. Despite good intentions, educators often inadvertently uphold systems of antiblackness that undermine the well-being of Black students. This article combines qualitative content analysis and interactional analysis to interrogate how daily interactions between educators in an urban high school in the Midwest may contribute to a school culture of antiblackness. Findings indicate that educators at this school rely on coded and non-coded racialized language to talk about Black students. Further, the article uses Interaction Ritual Theory to argue that the racialized discourse acts as a socio-emotional resource for educators in urban contexts. Implications for schools, policy makers, and researchers are discussed…. [Direct]

Kira J. Baker-Doyle; Lynnette Mawhinney (2024). Nurturing "A Specific Kind of Unicorn-y Teacher": How Teacher Activist Networks Influence the Professional Identity and Practices of Teachers of Color. Equity & Excellence in Education, v57 n1 p31-46. This article highlights the ways justice-oriented activist teachers of Color nurture themselves professionally through their involvement in critical professional development through activist teacher networks. This study conducted narrative inquiries of 26 activist teachers of Color across the United States. The counter-stories told by the teachers in this study reflect critical intellectual engagement and highlight specific ways in which these organizations further teacher sustainability, nurturance, and social change. This unified portrait shows a unique interplay between support of moral purpose, intellectual inquiry, and democratic change…. [Direct]

Bell, Nicholas; Bowman, Rachel W.; Dayton, Meagan; Evans, Imani; Grillo, Monica; Layden, Selena J.; Scott, LaRon A.; Spence, Christine (2023). Special Education Teachers of Color Retention Decisions: Findings from a National Study. Exceptional Children, v89 n3 p256-274 Apr. Special education teachers of color are underrepresented in research about attrition and retention, despite evidence of their role in the academic, social, and emotional success of students of color. We used critical quantitative methods and structural equation modeling to investigate the attrition and retention variability between special education teachers (SETs) of color and White SETs. We sampled 778 SETs and found SETs of color reported higher rates of intent to remain in the profession than White SETs. SETs of color in urban schools also rated supports higher than White SETs, based on school geographical location, suggesting higher retention of SETs of color in urban schools. We offer implications for ensuring SETs of color are reflected in research, and policy and practice recommendations to move the discussion of race and teacher shortage forward in the field…. [Direct]

Haynes, Chayla (2023). The Susceptibility of Teaching to White Interests: A Theoretical Explanation of the Influence of Racial Consciousness on the Behaviors of White Faculty in the Classroom. Journal of Diversity in Higher Education, v16 n1 p97-108 Feb. This article presents the White racial consciousness and faculty behavior (WRC/FB) model, which emerged from a constructivist grounded theory study I conducted. The WRC/FB model represents the inextricable link between racial consciousness and White faculty behaviors that either challenge or serve White interests and, consequently, White supremacy. This research broadens the higher education literature on teaching and learning by using Kimberl√© Crenshaw's restrictive and expansive views of equality framework and Derrick Bell's interest convergence principle to establish a connection between advancing racial justice and excellence in college teaching…. [Direct]

Bryan, Nathaniel; Cooper, Robin; Davis, Darrel R.; Jackson, Jarvais; McMillian, Rachel (2023). Toward a "Black PlayCrit" in Educational Leadership: What School Leaders Need to Know about Black Boyhood Play. Journal of School Leadership, v33 n3 p269-290 May. Childhood play is one of the hallmarks of early childhood education, yet most early childhood educators have stereotypical views of Black boyhood play. At the same time, few scholars have addressed teachers' and school administrators' stereotypes and biases of Black boys' play styles and behaviors. The purpose of this conceptual paper is to highlight the ways in which school administrators reinforce the anti-Black misandric violence Black boys experience during play through disciplinary decision-making. We also explore how such reinforcement leads to Black boys' entry into the preschool-to-prison pipeline. Ultimately, we aim to introduce Black PlayCrit to the field of educational leadership/adminstration in order to bring attention to anti-Black misandric violence against Black boys, and to celebrate the rich history and strength of Black boyhood play…. [Direct]

Galvez, Eliza Silvia; Guerra Lombardi, Paula P.; Rodriguez, Sanjuana C. (2023). Pl√°ticas with Latinx Preservice Teachers: Insights about Navigating Teacher Education in the New Latinx South. Journal for Multicultural Education, v17 n2 p212-222. Purpose: The purpose of this study is to examine the experiences of Latinx preservice teachers (PSTs) while enrolled in a teacher preparation program in the New Latinx South, a cluster of states that have seen a precipitous growth in the Latinx population over the last decades. Design/methodology/approach: The authors used pl√°ticas, or informal conversations with a group of six female Latinx PSTs. Findings: Two main themes were identified: experiences with racism and discrimination and feelings of isolation. These themes, along with the narratives of the participants, reflect the barriers this population experiences in the education field and how professionals in this field can improve to best assist Latinx PSTs. Originality/value: Latinx PSTs' experiences are yet to be fully investigated to improve not only their schooling but also the number of Latinx teachers serving a growing number of Latinx children in US schools. Additionally, the use of pl√°ticas elevates this paper as this is… [Direct]

Call-Cummings, Meagan; Chan, Elisabeth; Hassell-Goodman, Sharrell; Hauber-√ñzer, Melissa (2023). Counter-Storytelling: Toward a Critical Race Praxis for Participatory Action Research. International Journal of Qualitative Studies in Education (QSE), v36 n6 p1175-1190. As university-based educational researchers who have engaged in participatory methods with marginalized populations, we have rising concerns about how interpersonal and institutional power dynamics affect co-researchers from racial and ethnic minority groups. In this manuscript, we use critical race and critical whiteness theory and counter-storytelling methodology to examine three experiences of the same event, which occurred in the context of an ongoing participatory action research project with youth of color, from the perspectives of three female, early career scholars: an Asian American doctoral candidate, a Black doctoral candidate, and a White junior faculty member. Our goals are to encourage increased reflexivity about racial dynamics in participatory research and to grapple with the ways in which educational institutions often subtly perpetuate colorblind ideologies and prop up White privilege. We conclude with considerations for enacting a critical race praxis in… [Direct]

Ferraro, Holly Slay (2023). Disrupting Dominant Narratives and Privilege: Teaching Black Women's Enterprise and Activism. Journal of Management Education, v47 n1 p40-55 Feb. This article deals with my experience of teaching a course on Black women's enterprise and activism as a means of disrupting the dominant narratives that privilege accounts of Whites and men in the management canon. I explore counterstorytelling as a pedagogical tool to bear witness to the struggles of people from marginalized communities and amplify their experience to critique systems of economic power based on race, class, and gender. Finally, I share a call for epistemologies of racialized people to combat privilege in business school classrooms…. [Direct]

Sansone, Vanessa A. (2023). Applying Intersectionality to Address Racial and Spatial Postsecondary Disparities–Rural Latino Youth. Teachers College Record, v125 n5 p59-75 May. Background/Context: There is a growing concern about the ways in which geography affects the educational opportunity for America's rural youth. Most research on this population has assumed that rural America is primarily White and that rural college access is stratified by an individual's ability to complete the application process. Such approaches ignore race and the interplay among geography, admissions practices, and individual behavior and decision-making. Purpose/Objective/Research Question/Focus of Study: This study examines the postsecondary experiences and opportunity structures for Latino youth living in rural Latino communities in South Texas. The purpose of this study is to understand quantitively and qualitatively how the geographic context of a predominantly rural Latino area shaped the college-going process and pathway decisions for the Latino youth living within these rural communities. To critically understand beyond the individual and learn about how systemic… [Direct]

Erkili√ß, Ali; G√ºven√ß, Mehmet; Pek, Nurcan Tem√ºr; S√ºre, Emrah; Titrek, Osman (2016). The Socio-Cultural, Financial and Education Problems of International Postgraduate Students in Turkey. Universal Journal of Educational Research, v4 n12A p160-166. The aim of this study is to analyze and investigate the predicaments that are categorized by the investigators according to education and life conditions of postgraduate international students in Sakarya University. Qualitative research method was conducted in this research and standardized and tightly structured interview form was used to address questions as a data collection tool in the study. During the interview, objectively investigators helped the participants because they were not good at speaking Turkish. The study sample included 20 postgraduate international students from several departments at the institutes of natural and applied sciences and social sciences of Sakarya University, 2015-2016 academic year as voluntarily. Maximum range sample technique was used in the identifying of the study group. In the analytical part of the study, descriptive analysis technique that is one of the qualitative research techniques, was used to facilitate the thematic classification of… [PDF]

Davis, Bryan L.; Rubinstein-Avila, Eliane (2013). Holocaust Education: Global Forces Shaping Curricula Integration and Implementation. Intercultural Education, v24 n1-2 p149-166. The article provides a critical review of the global scholarship on Holocaust education (HE). Despite the growing body of work on this topic, a search through major academic databases by the authors revealed that no such review of the research literature has been published as of yet. The review focuses on three main themes across the research literature: (1) the emergence of HE in (national) school curricula; (2) the relationship between Holocaust memorialization and education; and (3) the potential of HE for teaching about xenophobia, racism, and human rights more broadly. Moreover, the authors offer a rhizomatic framework for consideration, and expand on the numerous factors that have complicated the emergence and integration of HE into school curricula globally: (a) involvement and role of nations with the Holocaust; (b) forms of governance in the years following the Holocaust; (c) societal desire to "forget" the horrors of war and return to the routine of normalcy; (d)… [Direct]

Sciurba, Katie (2020). Depicting Hate: Picture Books and the Realities of White Supremacist Crime and Violence. Teachers College Record, v122 n8. Background/Context: Since the 2016 presidential election, hate-based speech, crime, and violence have been on the rise in the United States, (re)creating a need for adults to engage children in dialogue related to white supremacy as it exists today, instead of framing it as a problem that ended with the civil rights movement. Following an incident of racist vandalism at her home, the author of this article (a White mother) conducted a search for picture books that could serve as vehicles to discuss race-based hate and whiteness with children like her young Black son. Purpose/Objective/Research Question/Focus of Study: This study draws upon Critical Race Theory, Critical Whiteness Studies, and Critical Multicultural Analysis to explore the emancipatory possibilities of literacy education. Given that children's literature has the potential to engage young readers in transactions that promote critical literacy, this study focuses on the following research questions: (1) To what extent… [Direct]

Williams, Patricia Coleman (2017). The Impact of "Old-Wave" McCarthyism at Four Private Black Colleges and Universities in Atlanta, Georgia. ProQuest LLC, Ed.D. Dissertation, University of Pennsylvania. Decades after the term "McCarthyism" was first coined, it continues to be used to describe those who prey on the fears of Americans to discriminate against others. In the post-world War years, and well into the sixties, it was Communism. Today, it is "terrorism," and an irrational fear of Muslims. The word is used to describe those who perpetuate unsubstantiated claims and who practice the intimidation tactics employed against those suspected of being members of a targeted group. This resurgence of the term has piqued the interest of scholars, who like me, are studying Cold War or "old wave" McCarthyism and comparing it to the "new wave" of McCarthyism that has emerged since 9-11. Similar to what transpired during "old wave" McCarthyism most research is focused on predominantly White institutions (PWI's). The historical development of Black colleges and universities reveals how the lack of resources and finances made these schools… [Direct]

Johnson Lachuk, Amy S.; Mosley, Melissa (2012). Us & Them? Entering a Three-Dimensional Narrative Inquiry Space with White Pre-Service Teachers to Explore Race, Racism, and Anti-Racism. Race, Ethnicity and Education, v15 n3 p311-330. In this article, two white teacher educators illustrate entering into a three-dimensional narrative space with a white pre-service teacher. The authors explore how their histories have led them to practice teacher education pedagogies that are rooted in ideas of social justice and critical race theory. In order to support the goals and aims of social justice and critical race teaching, teacher educators must be willing to be "part of the parade" of teacher education with pre-service teachers, sharing their stories of racialized experiences alongside the stories of white pre-service teachers. As a result of entering a three-dimensional narrative space with white pre-service teachers, the authors encourage teacher educators to become more cognizant of their roles in shaping pre-service teachers' understandings of race and racism. To do so, teacher educators must assume a narrative inquiry stance in their teaching…. [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]

Misawa, Mitsunori (2009). The Intersection of Homophobic Bullying and Racism in Adulthood: A Graduate School Experience. Journal of LGBT Youth, v6 n1 p47-60 Jan. The purpose of this article is to describe how homophobic bullying and bullying based on racism intersect in graduate school through the personal narrative of a gay Japanese male graduate student. First, I will provide a critical incident that demonstrates when, where, and how bullying based on homophobia and racism occurred in a specific graduate school environment based on personal journal entries. Second, I will analyze my personal bullying experiences. Last, I am going to point out what the fields of social services and higher education can offer to end bullying based on homophobia and racism…. [Direct]

Hussain, Khuram (2014). Against the "Primers of White Supremacy": The Radical Black Press in the Cause of Multicultural History. American Educational History Journal, v41 n1 p163-181. In the 1960s, "Muhammad Speaks" and "Black Panther" were widely known for their sensational rhetoric and calls for radical social reform. Yet they also served as a distinct voice in Black communities, providing critical and creative perspectives on a range of social issues–from education reform to police reform–that received little coverage in the mainstream press (Streitmatter 2001). Akin to earlier generations of the militant Black press they sought to define Black liberation struggles through discussion and debate on the fundamental purpose and meaning of education for Black Americans (Fultz 1995). The papers protested the "mis-education" of Black children in public schools, while illustrating progressive alternatives to improving educational opportunity for historically marginalized communities (Kashif 1973). In doing so, they raised important and difficult questions about the purpose of education, the politics of knowledge and the relationship… [Direct]

Haynes, Christina S. (2013). Tightrope Walkers: Narratives of Academically Successful African American Women Attending Predominately White Institutions. ProQuest LLC, Ph.D. Dissertation, The Ohio State University. This dissertation uses Black feminist standpoint theory and feminist geography to construct a new approach for understanding how academically successful African American women students construct and reconstruct their identities while attending predominately White institutions (PWIs). The primary research takes place against the backdrop of an investigation into the lacunae of educational scholarship that examines why African American women are not performing well at PWIs. Many of these studies define Black women as social outsiders, as unprepared, and as lacking academic abilities. This research often fails to ask how Black women characterize their higher educational experiences, and it overlooks the fact that many Black women students not only perform as well as other students but also exceed academic expectations while negotiating an environment that has been historically antagonistic toward them. This qualitative study uses one-on-one interviews of academically successful African… [Direct]

Deneen, Patrick J. (2012). An Unbalanced Crucible. Academic Questions, v25 n3 p337-342 Sep. Long regarded by the vanguard of America's universities as antiquated and even dangerous, civic education is suddenly fashionable again. With the publication of \A Crucible Moment,\ a long battle in the culture wars appears to be winding down. It appears that everyone supports civic education today. For the past three decades, the ideal of civic education was the purview of the academic Right, a response to left-wing academic accusations against the West generally and America specifically for purported endorsement of racism, sexism, and colonialism. Now that civics has largely been expelled from the academy, the author opines that America's educational vanguard is suddenly eager to restore \civic education\ to a place of pride within the universities. Yet this idea of civic education–certainly as articulated in \A Crucible Moment\–is neither civic nor educative. In light of the traditional understandings of civic education, what is altogether striking about \A Crucible Moment\ is… [Direct]

Holly, James S., Jr. (2018). "Of the Coming of James": A Critical Autoethnography on Teaching Engineering to Black Boys as a Black Man. ProQuest LLC, Ph.D. Dissertation, Purdue University. In W. E. B. Du Bois' "The Souls of Black Folk" there is a story entitled "Of the Coming of John" that features two boys named John, one black from a poor family, the other white from a wealthy family. As the two are away at college each family awaits 'of the coming of John,' the title is also a reference to maturity because black John becomes disillusioned with race relations as he is awakened to the injustices that seemed so normal. Like black John, I too went to college far away from my hometown, developed a heightened awareness of society's racism, and retained a desire to return home to teach youth in my community. And like black John, I want to teach by implementing a pedagogy that promotes equity for black Americans amid inequitable conditions. The research problem addressed in this study relates to the absence of sociopolitical teaching practices in K-12 engineering education, which I argue is necessary for equitable inclusion of underrepresented… [Direct]

Cooper, Kenneth J. (2011). Whites Only?. Diverse: Issues in Higher Education, v28 n22 p14-15 Dec. For a decade, St. Cloud State University has worked to change a broad climate of intolerance that had pervaded the campus of the second-largest university in Minnesota. It has struggled for years to overcome entrenched racism on campus and in the surrounding community. Minority enrollment and faculty of color have increased. The provost is Indian and the dean of education is Ghanaian. The number of discrimination complaints and lawsuits–once unusually high–has plummeted. Still, this fall, the campus was embroiled in protests over the firing of an Iranian administrator who had helped diversify enrollment. One lawsuit and one complaint alleging racial discrimination are pending. What is not in dispute is that St. Cloud surely had a long way to go to become a welcoming place for minorities, women, homosexuals and Jews. St. Cloud had already begun requiring incoming students to attend a half-day seminar on respecting other individuals and their rights and the penalties for violating… [Direct]

de Oliveira Andreotti, Vanessa (2011). (Towards) Decoloniality and Diversality in Global Citizenship Education. Globalisation, Societies and Education, v9 n3-4 p381-397. This article focuses on the geo- and body-politics of knowledge production related to global citizenship education. It introduces a set of concepts and questions, developed in the work of (mainly) Latin American scholars, that problematise Eurocentric conceptualisations of modernity, globalisation, knowledge and \being\ with several implications for education. Through conceptual tools that engage the \darker side of modernity\, the \coloniality of power/being\, \epistemic racism\ and \abyssal thinking\, the ideas presented in this article aim to pluralise possibilities for global citizenship education in ways that address ethnocentrism, ahistoricism, depoliticisation and paternalism in educational agendas, upholding possibilities for decoloniality, diversality and \ecologies of knowledge\ in educational research, policy and pedagogy. (Contains 2 notes.)… [Direct]

Garewal, Gurpreet (1999). Experiences of Racism in Initial Teacher Education. MCT–Multicultural Teaching, v17 n2 p17-23 Spr. Explores trainee teachers' perceptions and projections of racial discrimination while taking the postcompulsory teaching course in England. Experiences of four trainee teachers highlight the need for more support for teacher trainees, more cultural sensitivity among teacher educators, and the inclusion of cultural and racial issues in the course. (SLD)…

Laughter, Judson C. (2011). Rethinking Assumptions of Demographic Privilege: Diversity among White Preservice Teachers. Teaching and Teacher Education: An International Journal of Research and Studies, v27 n1 p43-50 Jan. In this study, White preservice teachers engaged in a dialogue circle around issues of race and racism in the classroom. Evidence indicated a need to reevaluate and diversify the ways in which each participant embodied and enacted Whiteness. The participants are compared to generalizations of White preservice teachers found in the literature. Findings are presented in the form of racial development biographies co-written with the participants. Implications include being more specific and individual in the preparation of White preservice teachers and rethinking assumptions in the field of Multicultural Teacher Education…. [Direct]

Emily Holtz (2023). The Tale of Two Cities: A Critical Spatial Analysis of Access to Two-Way Dual Language Programs in San Antonio and Austin. Journal of Urban Learning, Teaching, and Research, v17 spec iss. Texas is home to a burgeoning linguistically diverse population, which has contributed to the exponential growth of bilingual education programming across the state. One program type, two-way dual language (TWDL), has become a popular enrichment model of bilingual education and has received increased attention and funding at the state level. While bilingual education was originally intended to serve linguistically diverse, primarily Latinx, students, there is a growing body of research that suggests the rapid growth of TWDL has come to serve primarily white, affluent, English-dominant students. The present study sought to contribute to this research by examining the locations of TWDL within two major cities in Texas: San Antonio and Austin. This tale of two cities employed a critical race spatial analysis to describe TWDL locational patterns within San Antonio and Austin based on neighborhood demographics including race/ethnicity and socioeconomics. Findings suggest that access to… [PDF]

Lynita Taylor (2023). Understanding the Experiences of Black Students Supported by Black Mentors While Attending a Predominantly White Institution. ProQuest LLC, Ed.D. Dissertation, Wayne State University. America's higher education system was not created with consideration to supporting Black students. Now, centuries later, the majority of Black students choose to attend predominantly White institutions (PWIs) and enroll at comparable rates to their White peers. However, Black students do not graduate at the same rate as White students, with only 40% completing their degree within six years compared to 64% of White students completing their degree in the same timespan (National Center for Education Statistics, 2019). Black students continue to report PWI campuses as being hostile, toxic environments that can negatively impact their psychological well-being and learning experiences (Harvey, Harvey, & King, 2004; Beasley, Chapman-Hilliard, & McClain, 2016; Cabrera, Watson, & Franklin, 2016; Means & Pyne, 2017). Many PWIs have worked to implement diversity initiatives focused on supporting underrepresented minority populations, including Black students (Patton, Sanchez,… [Direct]

Ault, Stacey; Johnson, Onda; Love, Bridget H.; Templeton, Emerald (2023). Bruised, Not Broken: Scholarly Personal Narratives of Black Women in the Academy. International Journal of Qualitative Studies in Education (QSE), v36 n10 p2229-2251. With growing research on our experiences, this paper explores the academic lives of four doctorate-holding Black women. Using Scholarly Personal Narrative as a methodology, monologues and reflections from a conference on race in higher education were analyzed and thematically situated to understand the vantages of navigating gendered racism in the academy. Black women experience advancing the academy in painful ways that impact their well-being and professional trajectory. Amidst a growth in social justice-focused academic programs, contemporary politics have undercut the experiences of Black women whose stories are often academicized and co-opted by others. Through the unique lens afforded by intersectionality, this paper addresses the need to listen to and value Black women's stories. Additionally, discussions herein underscore how providing a venue for Black women to foster commu nity benefits our and others' success which has implications for practice, research, and policy…. [Direct]

Boivin, Jacquelynne Anne; Correia, Marlene (2023). Teacher Candidates Dismantling Racism, One Book Study at a Time. Teacher Educators' Journal, v16 n2 p211-227. Starting in fall of 2020, two faculty created and facilitated a book study with teacher candidates the semester before they entered student teaching. They read "This Book is Anti-Racist" by Tiffany Jewell and viewed the content through their own personal journey lenses and also applied the ideas to how they hope to bring anti-racism and multiculturalism into their teaching practice. In the spring of 2022, they conducted a pilot study to gauge the effectiveness in increasing teacher candidates' confidence in bringing anti-racism and cultural responsiveness to their teaching. Their initial findings showed promising results with a small sample size. They have progressed to over tripling their sample size during the fall 2022 semester with the hypothesis of seeing the promising pilot results further confirmed. This study has inspired ideas for future study and considerations for programmatic improvements, all with making anti-racism the norm for the teaching profession…. [PDF]

Roberts, Leslie; Savitz, Rachelle S.; Stockwell, Daniel (2022). The Impact of Analyzing Young Adult Literature for Racial Identity/Social Justice Orientation with Interdisciplinary Students. Journal of College Reading and Learning, v52 n4 p264-289. Research suggests that students need authenticity by welcoming their stories, even causing tension and discomfort with complex topics, encouraging discussion, and questioning. Our study explores undergraduates' open-ended reflections on using young adult literature to challenge dominant, deficit perspectives about themselves and others, which is not yet the norm but more common in high school settings. We explored how students questioned their implicit biases and assumptions toward a more critically aware identity through a holistic qualitative case study. Our analysis of students' open-ended reflections produced three major themes: (a) Importance of Diverse Books and Analysis; (b) Books as an Impetus for a Change in Thinking and Awareness of Self; and (c) Lingering Tensions and Ongoing Resistance. Although many students expressed a change in thinking, there were still instances that reflected resistance…. [Direct]

Carranza, Mirna (2022). The Colonial Grid: Mapping the Social Work Classroom. Whiteness and Education, v7 n2 p160-174. Social work education in the Global North is rooted in an underlying discourse of power that defines the 'knower' parameters and, therefore, legitimises who can 'teach'. For this paper, the spatial orientation of whiteness in the classroom in a time of coloniality and intersectionality is the unit of analysis. This whiteness is made visible by not just the presence of the racialised 'Other,' but a non-white, female professor from the Global South educating from marginalised and discounted knowledge. Using reflexivity and story-telling methods combined with critical theory, I present an analysis of my lived experience of navigating social work students and institutions' whiteness. How the classroom is experienced becomes a part of racialised professors' lived process, embodying the tensions and contradictions in the profession and knowledge base. Using this analysis, I map out the colonial grid embedded in the social work classroom…. [Direct]

Chenelle S. Boatswain (2022). Thriving Together: A Phenomenological Study of the Contributions of a Professional Counterspace to Black Women Higher Education Leaders' Cultivation of Resilience. ProQuest LLC, Ed.D. Dissertation, University of Pennsylvania. Black women who serve in administrative leadership roles in higher education do so amidst conflicting experiences wherein they are positioned to exercise authority while being subjugated to conditions, socially and institutionally, that uphold racism and sexism. The manifestations and effects of gender and race-based oppression on Black women professionals in higher education have been well documented, but limited research makes visible the strategies that enable Black women leaders to persevere amidst the oppressive conditions they encounter in the higher education context. Professional counterspaces may add to the strategies employed by Black women leaders by offering inclusive spaces to cultivate resilience to persist in their professional practice. This phenomenology explores the impact of institutional racism and sexism on the leadership experiences of eleven mid-level and senior-level Black women administrators historically White Institutions (HWIs), the ways these leaders… [Direct]

Burden, Joe W., Jr.; Harrison, Louis, Jr.; Hodge, Samuel R. (2005). Perceptions of African American Faculty in Kinesiology-Based Programs at Predominantly White American Institutions of Higher Education. Research Quarterly for Exercise and Sport, v76 n2 p224-237 Jun. The purpose of this study was to examine the perceptions of African American faculty on their organizational socialization in kinesiology-based (i.e., sport pedagogy, exercise physiology, motor behavior, sport management/history) programs at predominantly White American (1) institutions of higher education (PW-IHE). Participants were 9 African American tenure-track faculty members from various kinesiology-based programs at PW-IHE. Data were gathered via interviewing and analyzed within the framework of critical race theory (Ladson-Billings, 2000). Findings are presented using storytelling and thematic narratives. Interviews with the participants revealed four major recurring themes with regard to: (a) resources, opportunities, and power structures; (b) programmatic neglects and faculty mentoring needs; (c) social isolation, disengagement, and intellectual inferiority issues; and (d) double standards, marginalization, and scholarship biases. This study suggests that faculty and… [PDF]

Brian Cabral; Brianna Harvey; Jamelia Morgan; Subini Ancy Annamma (2024). "Ain't Nobody about to Trap Me": The Violence of Multi-System Collusion and Entrapment for Incarcerated Disabled Girls of Color. Journal of School Violence, v23 n2 p202-219. Incarcerated disabled Girls of Color reside and exist within a nexus of systems that continually entrap them through the ongoing use of carceral logics. Utilizing interviews from a larger qualitative study, this article centers the lived experiences of disabled Girls of Color by interrogating the collusive partnerships between schools, child "welfare," and other related systems in entrapping and criminalizing them. The narratives shared by the incarcerated disabled Girls of Color highlight the role of schools in perpetuating state induced entrapment, how multi-system collusion makes carceral and state-sanctioned protection systems indistinguishable, and showcase the creative ways that Girls of Color resist and subvert confinement and entrapment within carceral apparatuses. Ultimately, this article recognizes how multiple systems are set up to trap incarcerated disabled Girls of Color through collusive relations. However, through forged connections, economies, and the girls'… [Direct]

Fuyu Shimomura (2024). The Voice of the Other in a 'Liberal' Ivory Tower: Exploring the Counterstory of an Asian International Student on Structural Racism in US Academia. Whiteness and Education, v9 n1 p161-176. The normative institutional practices of White, native English speakers have been explored in detail by CRT scholars in US academia, and these practices perpetuate a system which maintains White privilege to the detriment and systemic exclusion of the Other. Consequently, students of colour and non-native English speakers are inclined to face a number of forms of inequality, inequity, discrimination and harassment based on Whiteness and nativism including English speaker centrism, and this eventually serves to reproduce Whiteness and White racial domination. To better understand this institutional practices based on Whiteness in US academia, this paper explores how structural inequity based on linguistic racism and White privilege is reproduced by patterns in everyday institutional practice in US academia, and how intersectional structural inequity influences non-White, non-native speakers of American English such as international students from Asia by interviewing an Asian… [Direct]

ArCasia D. James-Gallaway; Autumn A. Griffin; Chaddrick D. James-Gallaway (2024). "It's in [Their] Roots": A Critical Race Discourse Analysis of Media Accounts Depicting Black Hair Discrimination in K-12 School. Urban Review: Issues and Ideas in Public Education, v56 n1 p35-58. As many U.S. school administrators create policies around hair, many often neglect to consider racial differences, especially those pertaining to hair care and maintenance styles. News media outlets have recently highlighted the ways schools create and sustain racially biased policies and schooling environments, demonstrating the media's role in promoting awareness of schools' mistreatment of Black children. This study examines media reports that shed light on these dynamics, focusing on urban/metropolitan areas in Texas, Louisiana, Florida, and Massachusetts. We ask: What do news media accounts–explicitly and implicitly–reveal about Black children and their families' experiences with hair policies in K-12 schools? We take up critical race discourse analysis to examine selected news media accounts of four recent, high profile (i.e., viral) events of Black students' experiences with hair policies in K-12 U.S. schools. Analysis of our data revealed that Black students face undue… [Direct]

Adriana Garza; Elena M. Venegas; Jacqueline B. Koonce; Julissa Bazan; Lorenza Lancaster (2024). Diversifying the 'HSI Bubble': Black and Asian Women Faculty at Hispanic-Serving Institutions. Race, Ethnicity and Education, v27 n5 p620-639. This qualitative case study explored the experiences of seven Black and Asian women faculty at Hispanic-Serving Institutions (HSIs). The unique experience of each woman is shared in this paper. Three themes highlight the interconnectedness of participant experiences. The first theme indicated that these Black and Asian women faculty operated in unsupportive microclimates within their HSIs. Secondly, participants communicated a need for representation within the 'HSI bubble.' Finally, our participants felt as though their HSIs needed to exercise greater intentionality in terms of truly serving their student populations. Amongst the implications of this research is a better understanding of the experiences of a minority group (i.e., Black and Asian women faculty) within higher education. These experiences can inform administrators on how to move beyond recruitment of Black and Asian women faculty to foster a supportive microclimate so as to retain these women and enable their success…. [Direct]

Colin Thomas McGrane (2024). A Holistic View of Student Success in Systemic Change: An Investigation of Student Identities and Experiences in Undergraduate Mathematics. ProQuest LLC, Ph.D. Dissertation, San Diego State University. Student success is an integral part of systemic change research. However, students' lived experiences and voices are often subdued in this programme, leaving the change that occurs to be evaluated upon measures that do not capture a holistic view of the experiences students and their shifting identities during the roll-out of those changes. These experiences could include not only the grades received and math course persistence, but also their perception of instructional practices, their attitudes towards mathematics, and their sense of belonging in math settings. In this dissertation, students' experiences and identities are investigated through a mixed-methods research design, with a critically inspired theoretical perspective of Figured Worlds interfaced with Critical Race Feminism. A survey that included Likert scale and free-response items was administered to students enrolled in Precalculus, Calculus I, and Calculus II. Additionally, semi-structured interviews with several… [Direct]

Donica Hadley; Ekaterina Koubek; Emma Thacker; Joi DeShawn Merritt; Joshua M. Pulos; Kara M. Kavanagh; Kristina Doubet; Leonard L. Richards; Monica Smith-Woofter; Tiara Brown (2024). Responding with Confidence: An Inclusive Educator's Guide to Handling the Culture Wars, Inclusion, and Curriculum. Multicultural Perspectives, v26 n4 p240-250. NAME declared, "… we must all rise up against the current tide of white supremacy to defend multicultural education." Yet, fearful educators omit curriculum and conversations deemed 'divisive.' In response to these challenges posed by white supremacy and the consequential pressure on educators to avoid "divisive" topics, this manuscript details a workshop aimed at empowering educators navigating the "culture wars" that pervade the educational landscape and impact classroom practice. Drawing on research and current events, our interdisciplinary group of teacher and leadership educators from the College of Education's Diversity Council, offers strategies and tools designed to empower educators to advocate for social justice-oriented and multicultural education, despite facing backlash and punitive measures from conservative entities. Recognizing teachers as classroom experts, this work aims to bolster their confidence and equip them with a robust toolkit… [Direct]

Byrd, Janice A.; Lloyd, Christina; Washington, Ahmad R.; Williams, Joseph M. (2021). Reading Woke: Exploring How School Counselors May Use Bibliotherapy with Adolescent Black Boys. Professional School Counseling, v25 n1 part 4. Bibliotherapy is a therapeutic intervention that uses stories and narratives to offer insight about personal dilemmas, teach cultural traditions, and assist in fostering various facets of identity development. For adolescent Black boys, exploring stories with protagonists that look like them, who come from similar cultural backgrounds and contend with familiar social/emotional issues and systemic barriers, stimulates healthy discussions that can increase self-awareness and an understanding about the systemic barriers they navigate. This article provides clear, concise, step-by-step guidelines to assist practicing school counselors in effectively using bibliotherapy with adolescent Black boys…. [Direct]

Morton, Christina S. (2021). Sistahs in STEM: A Critical Race Counterstory Uplifting Black Women's Experiences in STEM. Journal of Negro Education, v90 n3 p306-321 Sum. Utilizing composite counterstorytelling as a method, this article explores the postsecondary education experiences of Black women in STEM. Methodologically, composite counterstorytelling entails creating composite characters situated in sociohistorical, or political situations who embody the themes found after analyzing empirical data, pertinent scholarship, and theory. Empirical data utilized for this article includes interviews conducted with four self-identified Black women pursuing undergraduate degrees in engineering at a predominantly White institution. The current counterstory explores gendered racial microaggressions encountered by Black women in STEM fields, and how Black women respond to these offenses. Moreover, this article highlights how Black women establish spaces where they can be their authentic selves, share experiences, and support one another. Implications for practice and research are discussed…. [PDF]

Casado P√©rez, Javier F.; P√©rez, Diana C.; Roundtree, Sarah M. (2023). Motivation and Meaning in Everyday Resistance by Minoritized Faculty. Journal of Diversity in Higher Education, v16 n2 p182-193 Apr. We present the motivations and meaning-making processes bolstering minoritized faculty's daily efforts to disrupt institutional forms of oppression and imagine more equitable institutions. Through critical in-depth phenomenological interviewing (CIPI), we profile the experiences of minoritized faculty (N = 6) within the professional discipline of counselor education. Participants represented multiple racial identities, identified as cisgender men and women, and included diversity in sexual identity and ability. We utilize a critical race feminist (CRF) framework to analyze our findings and review the implications for institutional transformation…. [Direct]

Yu, Jing (2023). What Has COVID-19 Taught Us: Advancing Chinese International Student-Related Research, Policies, and Practices through Critical Race Perspectives. Teachers College Record, v125 n6 p110-118 Jun. As the largest international student group in U.S. higher education, Chinese international students have been made particularly vulnerable due to the resurgence of anti-Asian racism and U.S.-China geopolitical tensions. There is therefore a pressing need to make sense of Chinese international students' perspectives and experiences around U.S. higher education–and in doing so, to highlight the ever-present educational inequalities rooted in academic capitalism, global unevenness, and institutional racism. This article builds on the results of a critical qualitative research project investigating Chinese international students' agency, decision-making, and perceptions of race, racism, and power. It aims to unveil global hierarchies and racial inequalities in the field of international education in order to help advance future research and open new paths to practice. Greater critical reflexivity can help enhance the higher education institution's understanding of and engagement with… [Direct]

Frazier, Jennipher; Jackson, Jarvais; Long, Susi; Wynter-Hoyte, Kamania (2023). Liberatory Praxis in Preservice Teacher Education: Claiming Afrocentricity as Foundational in Critical Language and Literacy Teaching. International Journal of Qualitative Studies in Education (QSE), v36 n5 p774-795. Four teacher educators describe their work to establish Afrocentric foundations through integrating literacy and linguistic pluralism courses. We build on realities that teachers and children "do not learn, systematically and deeply, about Black genius and worth" (Baines, Tisdale, & Long, 2018, p. 20) in schools or universities nor do they learn a critical consciousness, impacting their abilities to dismantle Eurocratic systems. We share challenges and outcomes (including university and PreK-3 teaching examples) in building liberatory praxis focused on the African cradle of civilization, anti-colonialism, African/African American erasure in schooling today, African and Diaspora languages, and the multilingualism of AAL speakers…. [Direct]

Aragon, Antonette; Gabriel, Mar√≠a L.; Jennings, Louise B. (2023). Utilizing Latinx Counterstories to Support Developing Critical Race Consciousness in Teacher Education. Teacher Educators' Journal, v16 n1 p96-123 Spr. This study examines responses of educator participants to realities and current experiences of Latinx student educational experiences. Latinx student's counterstories of racialized experiences are used through four distinct teaching formats: frequency charts, student quotes, voice clips, and poetic counterstory. We interrogate how participants responded to youth's experiences and the relationship between the counterstory formats and the development of critical race consciousness. Findings demonstrated the use of voice clips and poetic counterstory were critical in creating empathy needed to move toward racial understanding and action. This transformative study develops future teaching approaches and professional development to increase awareness of student's racialized experiences…. [PDF]

Griffin, Autumn A.; Turner, Jennifer D. (2023). E-Racing False Narratives: A Black Woman Track Star's Multimodal Counterstory of Possible Futures. International Journal of Qualitative Studies in Education (QSE), v36 n3 p374-391. In 2019 the University of Missouri Athletics (Mizzou Athletics) tweeted an image of student athletes as part of their "I am" campaign. While the two white student athletes are defined with captions stating the certainty of their future careers, the Black students are defined by their racial identity and current values. The Mizzou tweet demonstrates how collegiate sports programs at PWIs reflect white patriarchal systems that seek to control the futures of Black women student-athletes like Arielle Mack. Throughout this paper we, two Black women literacy scholars, present a critical re-telling of Arielle's story for her future, which she narrated through a series of visual images and words. Specifically, we frame Arielle's "multimodal counterstory" with two reflective questions in mind: (1) What did Arielle have to say in response to the Mizzou tweet? and (2) How, if given the chance, might she have represented herself and her future differently?… [Direct]

Andreya M. Williams (2023). "A Veneer of Progress": Examining the Experiences of Black College Graduates in a Hyperlocal Gap Year Program. ProQuest LLC, Ph.D. Dissertation, Oklahoma State University. This case study aimed to examine the experiences of Black college graduates who completed a hyperlocal gap year program in Tulsa, Oklahoma. Much of the literature presented about gap years often occurs between high school and college, when students take an intentional break before pursuing a college degree (GYA, 2020; O'Shea, 2013; Simpson, 2004). However, this study specifically looks at the gap year from college to career, and more specifically for Black college graduates. Without a disruption to the status quo, gap year programs will not only continue to ignore the richness of talent and multiplicity of perspectives that Black graduates offer; but moreover, the status quo will also continue to reinforce systemic racism, exclusion, and widen socioeconomic disparities. The research question that guides this study is: What are the experiences of Black college graduates in a hyperlocal gap year program in Tulsa, Oklahoma during 2020 and 2021? Given the hyperlocal focus of the program,… [Direct]

Lenhoff, Sarah Winchell; Singer, Jeremy (2022). Race, Geography, and School Choice Policy: A Critical Analysis of Detroit Students' Suburban School Choices. AERA Open, v8 n1 Jan-Dec. The purpose of this study is to advance our thinking about race and racism in geospatial analyses of school choice policy. To do so, we present a critical race spatial analysis of Detroit students' suburban school choices. To frame our study, we describe the racial and spatial dynamics of school choice, drawing in particular on the concepts of opportunity hoarding and predatory landscapes. We find that Detroit students' suburban school choices were circumscribed by racial geography and concentrated in just a handful of schools and districts. We also find notable differences between students in different racial groups. For all Detroit exiters, their schools were significantly more segregated and lower quality than those of their suburban peers. We propose future directions for research on families' school choices as well as school and district behavior at the intersection of race, geography, and school choice policy…. [PDF]

Mac, Jacqueline; Manlove, Josh; Museus, Samuel D.; Sarreal, Adrianne; Wang, Amy C.; Wright-Mair, Raquel (2022). How Asian American and Native American Pacific Islander-Serving Institution (AANAPISI) Initiatives Respond to Institutional Racism. Journal of Higher Education, v93 n3 p452-476. In this study, authors conduct a qualitative inquiry grounded in a critical paradigm to understand how AANAPISI initiatives transcend their programmatic spaces to respond to racism within their respective institutional contexts. Analysis of 67 qualitative individual face-to-face interviews with faculty, administrators, and staff at five AANAPISI initiatives shed light on how these initiatives encounter institutional racism. The inquiry also details the ways in which such initiatives complicate data use practices and center Asian American and Pacific Islander (AAPI) voices to challenge model minority misconceptions, work with educators to construct more culturally relevant environments to address the racial marginalization and exclusion of AAPIs, and educate people about AANAPISI initiatives to diffuse racialized forms of resistance to AANAPISI efforts. Implications for future research and practice are discussed…. [Direct]

McClendon, Natasha K.; Mithika, Stephanie; Okello, Wilson Kwamogi (2022). "You Have to Know That You Know That You Know": Cognitive Reasoning and the Potentialities of Embodied Knowing. Journal of College Student Development, v63 n4 p368-382 Jul-Aug. To be racialized as a Black person in a US context provokes a series of questions that necessarily indict history, human experience, and anti-Black reverberations that pathologically script them as unlearned and uneducable (Dumas, 2014). Against this backdrop, Black students are engaged in meaning-making. More research is needed to explicate how Black students know as they grapple with anti-Black realities and the dissonance those realities incur. Thus, we examine the ways cognitive reasoning has functioned to understate the complexity of knowing and being for Black people by privileging cognitive reasoning over the body as a meaning-making entity. Moreover, we explicate the potential of embodied knowing as a critical alternative to the emphasis on cognitive reasoning in student development theorizing by keying into one Black woman's experience through critical race testimony (Baszile, 2008)…. [Direct]

Bae, Jaehan; Gu, Min; Hsieh, Kevin; Koo, Ahran; Lee, Oksun; Lim, Maria; Shin, Ryan (2022). Asian Critical Theory and Counternarratives of Asian American Art Educators in U.S. Higher Education. Studies in Art Education: A Journal of Issues and Research in Art Education, v63 n4 p313-329. This article is a collective counternarrative of seven Asian American art educators in higher education in the United States. Critically reflecting on their research and pedagogical practices, we attempt to recognize and address the voices and challenges of Asian Americans in the field of art education. We employed Asian Critical Theory as a theoretical framework, combined with collaborative autoethnography as a research methodology. Confronting racial stereotypes and discrimination against Asian Americans, we underlined the voices of Asian American art educators whose linguistic and cultural values are in stark contrast with those of mainstream American art educators. After reflecting on our shared stories and experiences, we suggest a new pedagogical approach, "Asian Critical Pedagogy," to redress and transform our experiences to attain the broader goal of racial and social justice in the field of art education…. [Direct]

Birk, Manjeet (2022). Do You Hear Me? A Critical Review of the Voice of Racism Anti-Racism Education Campaign from Aotearoa New Zealand. New Zealand Journal of Educational Studies, v57 n2 p543-558 Dec. In July 2020 the New Zealand Human Rights Commission launched their Voice of Racism digital experience as part of their Give Nothing to Racism Campaign. On the website you can "experience" the racism felt by real New Zealanders as performed by internationally acclaimed New Zealand director Taika Waititi. The immersive campaign provides some insights into the lived experience of racism and the anti-racism action that follows in Aotearoa, New Zealand. This paper, using ethnographic and critical race methods, uses a critical and systematic review of the Voice of Racism digital experience to consider: What is the New Zealand experience of racism? How are experiences of racism curated for the general population through the NZ HRC Voice of Racism online education campaign? This article suggests the campaign employs a classic diversity logic by calling attention to racism, recentering whiteness, and completely ignoring the systemic and institutional foundations that create and… [Direct]

Donnor, Jamel K. (2005). Towards an Interest-Convergence in the Education of African-American Football Student Athletes in Major College Sports. Race, Ethnicity and Education, v8 n1 p45-67 Mar. The purpose of this article is to advance Derrick Bell's (1992b) interest-convergence principle as an analytical lens for understanding the complex role of race in the educational experiences of African-American football student athletes. Currently, there is a scarcity of educational research that employs a critical theoretical perspective on race to address the education of African-American students in general, and student athletes in particular. This article includes American law cases that attend to the educational experiences of student athletes participating in high profile intercollegiate football programs. The inclusion of the legal literature is meant to adhere to the intellectual and methodological origins of critical race theory and to demonstrate how educational differences are institutionalized through coercion and ideology. The article concludes with a discussion of the interest-convergence principle as a means of investigating and establishing alternative strategies on… [Direct]

Singer, John N. (2005). Understanding Racism through the Eyes of African American Male Student-Athletes. Race, Ethnicity & Education, v8 n4 p365-386 Dec. This study utilized critical race theory (CRT) as an epistemological framework and theoretical tool for understanding African American male student-athletes' perceptions of racism and the potential impact racism might have on their educational experiences and overall development. This qualitative case study included a single focus group and in-depth interviews with four African American male football players in a big-time college sport program at a predominantly White institution (PWI) in the Midwestern United States. These males felt that racism manifested itself in terms of African Americans (1) being denied access to leadership and major decision-making opportunities in college and professional sport, and (2) being treated differently than their White counterparts. These findings point to the need for further studies that are inclusive of the voices of this particular group and other groups of African American student-athletes. Further, these results have implications for… [Direct]

Lynn, Marvin; Parker, Laurence; Solorzano, Daniel G.; Yosso, Tara J. (2004). From Jim Crow to Affirmative Action and Back Again: A Critical Race Discussion of Racialized Rationales and Access to Higher Education. Review of Research in Education, v28 p1-25. In this chapter, the authors outline critical race theory (CRT) as an analytical framework that originated in schools of law to examine and challenge the continuing significance of race and racism in U.S. society. They then describe the CRT framework within the field of education. CRT scholarship offers an explanatory structure that accounts for the role of race and racism in education and works toward identifying and challenging racism as part of a larger goal of identifying and challenging other forms of subordination. Next, with the historical backdrop of "Brown v. Board of Education" (1954), they address the debates over affirmative action in higher education evidenced in "Bakke v. Regents of the University of California" (1978) and "Grutter v. Bollinger" (2003). [This article represents Chapter 1 of "'Brown's' Influence on Education and Education Research: Critical Insights, Uneven Implementation, and Unanticipated Consequences,"… [Direct]

Marx, Sherry (2004). Regarding Whiteness: Exploring and Intervening in the Effects of White Racism in Teacher Education. Equity and Excellence in Education, v37 n1 p31-43. This study examines the beliefs of nine white English-only speaking preservice teachers who tutored English language learners of Mexican origin as part of a university field service requirement. Over the course of a semester, participants were interviewed at length about their own reasons for becoming teachers, their beliefs about the children, and the ways in which race influenced their lives. Participants also were observed tutoring, and their learning journals were analyzed. Through various means of data collection, it became apparent that the good intentions of the participants were consistently undermined by the whiteness and the racism that influenced their beliefs about and behaviors with the children. The researcher consequently decided to intervene in the study, sharing data with participants and encouraging them to see the ways that whiteness and racism influenced their tutoring experience. Critical Race Theory and Critical White Studies together make up the theoretical… [Direct]

Gates, Henry Louis, Jr.; And Others (1994). Speaking of Race, Speaking of Sex: Hate Speech, Civil Rights, and Civil Liberties. The essays of this collection explore the restriction of speech and the hate speech codes that attempt to restrict bigoted or offensive speech and punish those who engage in it. These essays generally argue that speech restrictions are dangerous and counterproductive, but they acknowledge that it is very difficult to distinguish between unprotected insults and protected ideas. The following essays are included: (1) "War of Words: Critical Race Theory and the First Amendment" (Henry Louis Gates, Jr.); (2) "Racial Myopia in the Age of Digital Compression" (Donald E. Lively); (3) "Racist Speech, Democracy, and the First Amendment" (Robert C. Post); (4) "Regulating Racist Speech on Campus: A Modest Proposal?" (Nadine Strossen); (5) "The First Amendment and the Art of Storytelling" (Anthony P. Griffin); and (6) "Since When Is the Fourteenth Amendment Our Route to Equality? Some Reflections on the Construction of the 'Hate-Speech'…

Tate, William F., IV (2005). Ethics, Engineering and the Challenge of Racial Reform in Education. Race, Ethnicity and Education, v8 n1 p121-127 Mar. The articles in this issue represent the growing body of literature in the field of education focused on problems of race. More specifically, these articles draw on the theoretical tenets of the New Race Group of Legal Studies or what is more commonly referred to as the critical race theory (CRT) movement. The author's goals in this article are twofold. The first goal of the article is to encourage scholars interested in CRT to carefully examine theoretical positions that may link their moral reasoning to a relativism project. The second goal in this article is to discuss the importance of intergenerational wealth and achievement as key factors in the theoretical formations of social justice challenges in education and the engineering of solutions in school reform and practice. In tandem, the author argues that the formation of a sound ethical framework and engineering strategy linked to solving real social problems are key to the continued relevancy of the CRT movement…. [Direct]

Tichavakunda, Antar A. (2024). Studying Black Student Life on Campus: Toward a Theory of Black Placemaking in Higher Education. Urban Education, v59 n1 p96-123. This essay outlines how Black placemaking, a sociological framework used to study Black residents in urban contexts, might be used to study Black students' experiences at historically White institutions (HWIs) of higher education. Black placemaking engages with the intersection of Blackness, place, structure, and agency. The author argues that this framework has the potential to more expansively study Black students' lives, experiences, and mechanisms of engagement without discounting realities of oppression. Drawing from research on Black students attending HWIs and data from an ethnography conducted by the author, this essay conceptualizes a Black placemaking approach for higher education…. [Direct]

Sarah W. Foster Walters (2024). Storying School Leadership toward Racial Equity: A Critical Narrative Inquiry. ProQuest LLC, Ph.D. Dissertation, University of Missouri – Columbia. Those who care about US public schools face urgent challenges while schools remain significant sites of racial inequity (Crenshaw, 2022; Darling-Hammond, 1998). School leaders play a crucial role in shaping educational in/equity for students (DeMatthews et al., 2020; Grissom et al., 2021; Khalifa, et al., 2016). Meanwhile, the increasing demands on the principalship continue make the job feel at times insurmountable (Banerji, 2024; Constantia et al., 2021; Irby, 2021; Stein, 2023). To better understand the challenges and the ways principals make sense of them, I used critical narrative inquiry to reveal the stories made, told, and shared by leaders in advancing racial equity (Kim, 2016; Pino Gavidia & Adu, 2022). In this study, I asked three research questions: (1.) How do school leaders story the ways they lead toward racial equity?, (2.) What are the leadership practice(s) leaders use when working toward racial equity?, and (3.) How do school leaders make sense of their… [Direct]

Acevedo, Nancy; Solorzano, Daniel G. (2023). An Overview of Community Cultural Wealth: Toward a Protective Factor against Racism. Urban Education, v58 n7 p1470-1488 Sep. Community cultural wealth (CCW) as an asset-based framework challenges the deficit notion that Communities of Color do not possess "cultural" capital. Here, we adapt CCW as a framework that can help Students of Color navigate PK-20 educational contexts, particularly when experiencing interpersonal and structured racism, such as racial microaggressions. We begin by discussing the conceptual origins and intent of CCW. Next, we provide an overview of research studies that exemplify Students and Faculty of Color accessing CCW. Finally, by framing racism as an everyday risk factor, we consider how CCW can be used as a protective factor when experiencing racism…. [Direct]

Sailer, John D. (2023). Comprehensive Restructuring: Diversity, Equity and Inclusion at the University of Texas at Austin. National Association of Scholars This study of the University of Texas (UT) at Austin surveys the most influential policies enacted on campus in the name of diversity, equity, and inclusion (DEI). This report compiles and examines the university's DEI plans, its progress updates, and all of the publicly accessible DEI plans and updates published by the university's various colleges and schools. Key takeaways from the report are that UT Austin's DEI initiatives espouse a clear ideological agenda, call for a vast overhaul of curriculum and instruction, make an overt commitment to make DEI an effective job requirement for faculty, and create and feed a large bureaucracy devoted to advancing the vague goals of DEI…. [PDF]

Masta, Stephanie (2022). Theory-to-Practice: Researching Indigenous Education in the United States. International Journal of Multicultural Education, v24 n1 p1-15. This article advances theories and scholarship focused on Indigenous educational research in the U.S. by engaging with the scholarship of Bryan Brayboy and Sandy Grande. This article provides an overview of the history of Indigenous education research and suggests that engaging with Indigenous-centered theories is essential for scholars undertaking this research endeavor. This article also acknowledges how past research practices inform current research and offers researchers a brief demonstration of how to apply these theories to their own educational research practices…. [PDF]

Young, Jamaal; Young, Jemimah (2022). Decoding the Data Dichotomy: Applying QuantCrit to Understand Racially Conscience Intersectional Meta-Analytic Research. International Journal of Research & Method in Education, v45 n4 p381-396. Our purpose is to proffer QuantCrit methodological approaches to interrogate notions of statistical practice by convention. We present two approaches to meta-analysis and mean effect size calculations for student achievement. The first approach is the conventional approach which applies between-group differences to calculate effect sizes representing achievement gaps. The second approach is commonly referred to as a single-group summary meta-analysis within the medical literature, which calculates within-group mean differences referred to here as student growth. In the conventional study, 39 independent effect sizes were combined to produce an overall mean difference effect size of -0.85, which indicated that the average difference in performance between Black and White girl literacy was almost one standard deviation. The second approach summarized the mean differences from 33 effect sizes using the previous administration year as the comparison group. A statistically significant… [Direct]

Diliberti, Melissa Kay; Schwartz, Heather L. (2022). Districts Continue to Struggle with Staffing, Political Polarization, and Unfinished Instruction: Selected Findings from the Fifth American School District Panel Survey. Data Note: Insights from the American Educator Panels. Research Report. RR-A956-13. RAND Corporation An American School District Panel (ASDP) survey administered in fall 2021 revealed district leaders' widespread concerns about teacher, substitute, and bus driver shortages; political polarization interfering with schooling; students' mental health, behavior, and attendance; and declining student enrollment. In this report, we revisit these concerns to assess whether the widespread problems that district leaders identified back in fall 2021 have persisted throughout the remainder of the 2021-2022 school year. This report also provides an update on the main ways that school districts are seeking to redress the negative effects of unfinished instruction because of the coronavirus disease 2019 (COVID-19) pandemic. This is the second of two reports with results from the spring 2022 survey of the ASDP. [For the companion report, "State of the Superintendent — High Job Satisfaction and a Projected Normal Turnover Rate. Selected Findings from the Fifth American School District Panel… [Direct]

Ortega, Yecid (2021). 'I Wanted to Be White': Understanding Power Asymmetries of Whiteness and Racialisation. Whiteness and Education, v6 n2 p147-162. This article uses a self-reflective autoethnography to critique colonisation and whiteness as systems of marginalisation and racialisation. I examine concepts grounded in post-colonial and anti-racist theories, and I interweave these with my experiences in white spaces in Colombia, the USA and Canada as an educator and researcher. I provide personal examples as data to explain how colonisation and whiteness have paved the road to my professional 'success', and I also illuminate how these have taken me away from understanding my cultural and linguistic roots. Contrary to conventional wisdom that formal education is empowering for racialised peoples, this article asserts that critical education has been fundamental to challenge inequality and power asymmetries. Finally, in reflecting on the depths to which whiteness has been entrenched in all aspects of my life and other racialised peoples, I seek determination and liberation by calling into question the normative historical… [Direct]

Huber, Lindsay Perez (2010). Suenos Indocumentados: Using LatCrit to Explore the Testimonios of Undocumented and U.S. Born Chicana College Students on Discourses of Racist Nativism in Education. ProQuest LLC, Ph.D. Dissertation, University of California, Los Angeles. Latina/o critical race theory (LatCrit) is used as an overarching framework that examines the intersectionality of race, class, and gender while also acknowledging the unique forms of subordination within the Latina/o community based on immigration status, language, phenotype, and ethnicity. LatCrit allows for the specific examination of race and immigration status and has led to the development of racist nativism, a conceptual tool used to examine the intersectionalities that emerge in the experiences of undocumented communities. It is at the intersections of race, immigration status, gender and class that discourses of racist nativism exist, guiding dominant perceptions, understandings and knowledge about undocumented immigrants in the U.S. This study explores how these discourses emerge in the educational trajectories of Chicana students. This study also explores the similarities and differences in the experiences of the undocumented and U.S. born women, and the strategies the… [Direct]

Tya Collins (2024). Contrasting Educator and Black Student Perspectives of the Special Education Placement Process: A DisCrit Counter-Narrative Analysis. Teacher Education and Special Education, v47 n4 p283-301. This critical qualitative inquiry employed a Disability Critical Race Studies Counter-Narrative framework (DCCN) to explore the contrast between educator and Black student understandings of the special education placement process and their implications. Interviews with 21 members of school personnel and 20 Black students between the ages of 14 and 18 were cross-referenced to narratively reconstruct the special education placement process in Quebec, Canada. Analysis of the results reveals a striking gap between educator and student understandings of the process, which can be linked to adverse student experiences. Subsequently, implications for enhancing educators' knowledge of diverse learners and professional practices are discussed…. [Direct]

Camangian, Patrick Roz; Philoxene, David A.; Stovall, David Omotoso (2023). "Upsetting the (Schooling) Set Up": Autoethnography as Critical Race Methodology. International Journal of Qualitative Studies in Education (QSE), v36 n1 p57-71. This manuscript utilizes autoethnography as a critical race methodology. Specifically, the authors use generative autoethnography — a collective spin-story — to illustrate how their past personal experiences are present in their current educational lives. This generative autoethnography fulfills CRT's tenets of: intercentricity of race and racism; challenging dominant Ideology; the commitment to social justice; the centrality of experiential knowledge; and interdisciplinary perspectives. We illustrate the dialectical relationship of our lived experiences in Los Angeles, Chicago, and Oakland, and how these experiences propel the educational work that we do, the voices we choose to lift up, and how we choose to lift them. Shared publicly, these stories further invite readers to critically reflect on their own personal experiences and social realities, continuing the generative praxis of autoethnography. In this way, autoethnography, like critical race method, is an analytic tool that… [Direct]

Berrett-Abebe, Julie; Grupp, Laurie L.; Martin, Alyson; Novella, Jocelyn; Regan, Michael; Shamash, Emily R.; Smith, Emily; Smith, LaTasha; Storms, Stephanie (2023). The Value of Process in Racial Equity Work: Reflections from a Faculty Learning Community. To Improve the Academy, v42 n1 Article 1 p1-31 Spr. This article explores how one higher education faculty learning community engaged in reflective practices in pursuit of their commitment to the inclusion of anti-racist content and pedagogy across their multidisciplinary curriculums. As a key initial step in engaging in this collaborative, cross-disciplinary work, they set out to consider collective definitions of key terms that are deemed critical to anti-racist pedagogy. This group engaged in a collaborative exploratory process to explore definitions and understanding of the following terms: "whiteness," "racism," "race," "racial equity," "racial injustice/inequity," "white supremacy," and "anti-racism" and document the reflective process by which the determination took place. Themes among the definitions and dynamics within the group process are identified and analyzed. The discussion focuses on the challenges and learning within the reflective process and the… [Direct]

Bauman, Lauren C.; Hu?nh, Tr√ ; Mathis, Clausell; Robertson, Amy D.; Scherr, Rachel E. (2023). Teacher Learning about the Integration of Energy and Equity: A Case Study. Physical Review Physics Education Research, v19 n1 Article 010136. Multicultural education invites teachers to support students in critiquing the foundations of a given discipline, with the aim of reimagining that discipline and the purposes it serves. In this paper, we present a series of cases in which high school physics teachers who are enrolled in a summer professional development course expressed vexation as they tried to integrate equity with the physics concept of energy and in which one teacher made significant progress in this integration. These cases serve to illustrate what teacher learning about multicultural education might look like in physics and what resources may support this learning. These cases also point us to some of the ways in which physics as a discipline and schooling as a system make it difficult for teachers to critically examine the canon…. [Direct]

Montenegro Gonzalez, Karla N. (2023). The Narratives of Black and Latino Men Transfer Adult Learners: A Transitional and Critical Analysis of Their Experiences from California Community College to California State University. ProQuest LLC, Ed.D. Dissertation, California State University, Fresno. Through a narrative approach, my research study focused on highlighting the experiences of Black and Latino men adult learners who are 25-years old or older as they describe their engagement in the transfer process from a California Community College to a California State University. Schlossberg's theory of adult transition and CRT served as guiding frameworks for my research study. Featured in my research study are the direct narratives of Remy, Alex, Max, and Angel as they engaged in their respective journeys to complete their education. Findings include how participants experienced guidance and representation at their California Community College. I also discuss the ways in which participants experienced supportive relationships, and how they decided to complete their studies. Lastly, findings include how participants also decided to engage with their respective California State University to build community and mentor others. I conclude with implications for practice, research,… [Direct]

ArCasia D. James-Gallaway; Chaddrick D. James-Gallaway (2023). A Historical Analysis of Education Leadership during Texas School Desegregation: Viewing Racial Literacy on a Gradient. Educational Foundations, v36 p49-72. During U.S. school desegregation, education leaders played crucial roles that showcased their capacity to humanize their Black students. Their actions, we posit, reveal their level of racial literacy. Using oral history interviews and archival records, we examined school desegregation implementation through a racial literacy lens. We analyzed school district leadership in 1970s central Texas alongside Black students' resistance to white supremacist and antiBlack domination. We show how a white male leader's difficulty to see, hear, and heed his educational community largely explains Black desegregating students' resistance to sub-humanization. In this, we argue that the way leadership views a community determines how it interprets said community's concerns and the extent to which it can lead and humanize that community. This account adds to critical race research that links identity and education leadership, building on new racial literacy perspectives that situate it on a continuum… [PDF]

Edwards, Kirsten T.; Shahjahan, Riyad A. (2022). Lessons on Love in Collaboration: Black and Brown Ruminations on Global Whiteness. International Journal of Qualitative Studies in Education (QSE), v35 n7 p764-774. This article illuminates our spiritual journey, as Black and Brown scholars, to globalize and further temporalize the discussion of whiteness in the field of higher education. By employing the spiritual ontoepistemologies of communities of color, we recount our journey in developing a critical race temporal heuristic, "Whiteness as Futurity" (Shahjahan & Edwards, 2022). We illuminate the three lessons we learned on this path: (1) trust in multiple ways of knowing, (2) spiritual healing in collaboration, and (3) community within interdependence. Our lessons highlight the complexities and potential of collaboration on conceptual research for Black and Brown people. We argue that spiritually and communally-informed scholarly practice creates the necessary psychic space to locate nuanced analyses of whiteness not readily available with traditional analytics while also supporting humanized ways of being for scholars…. [Direct]

Apodaca, Elizabeth C.; Guillaume, Rene O. (2022). Early Career Faculty of Color and Promotion and Tenure: The Intersection of Advancement in the Academy and Cultural Taxation. Race, Ethnicity and Education, v25 n4 p546-563. This qualitative study examined how early career faculty of color in higher education departments of educational leadership and administration across the United States were able to manage the cultural taxation associated with faculty service and achieve promotion and tenure. In the U.S., receiving academic tenure promises faculty both academic freedom and job security. This study utilizes cultural taxation as a theoretical framework to explore how faculty of color navigated service demands at their institutions. Three commonalities were found among participants: (1) being strategic about commitments to students and promotion and tenure efforts; (2) making connections between faculty workloads and motivation for pursuing promotion and tenure; and (3) believing relationships with students were a benefit during the promotion and tenure process. The results of this study indicated that successfully navigating cultural taxation helped faculty in their pursuit of promotion and tenure…. [Direct]

Dixon-Payne, Deneen S. (2022). In and Out: A Case Study Examining Adolescent Black Girls' STEM Engagement and STEM Identity in Informal STEM Education Programs. ProQuest LLC, D.Ed. Dissertation, The University of North Carolina at Charlotte. The underrepresentation of Black women in science, technology, engineering, and mathematics (STEM) is a long-standing issue. According to the National Science Foundation (2019), Black women hold less than 10% of STEM degrees, while only 2% work in STEM fields. These disparities can be attributed to structural inequities related to the STEM pipeline. Therefore, to mitigate these disparities, informal STEM education programs can help increase participation in STEM and create more opportunities for Black women and girls. Thus, this collective case study addressed the following research questions: (1) How do adolescent Black girls engage in and respond to informal STEM education programs? (2) How can informal STEM education programs develop adolescent Black girls' STEM identity and increase participation in STEM? (3) What pedagogical practices effectively engage adolescent Black girls in STEM? Purposeful criterion sampling was used to recruit participants for this study. The research… [Direct]

Griffith, Atiba David (2022). The Advantage of Males Writing the CCSLC Mathematics Examination Prior to the CSEC Mathematics Examination: A Statistical Justification for Mandatory Implementation. Online Submission, Ed.D Dissertation, Gwynedd Mercy University. The purpose of this quantitative study was to provide statistical evidence to support that if males take the Caribbean Certificate of Secondary Level Competence (CCSLC) mathematics examination before the Caribbean Secondary Education Certificate (CSEC) mathematics examination, they will have a statistically significantly higher average score than those who only take the CSEC mathematics examination. In addition, the study also proposed statistical evidence to support that if males take the CCSLC mathematics examination before the CSEC mathematics examination, there is a statistically insignificant difference between the average female and average male scores on the CSEC mathematics examination for those between 14 and 19 years old. With respect to research question one, the results indicated that male students who wrote the CCSLC mathematics examination before the CSEC mathematics examination received a statistically significantly higher mean score than their male counterparts who… [PDF]

Griffith, Atiba David (2022). The Advantage of Males Writing the CCSLC Mathematics Examination Prior to the CSEC Mathematics Examination: A Statistical Justification for Mandatory Implementation. ProQuest LLC, Ed.D. Dissertation, Gwynedd Mercy University. The purpose of this quantitative study was to provide statistical evidence to support that if males take the Caribbean Certificate of Secondary Level Competence (CCSLC) mathematics examination before the Caribbean Secondary Education Certificate (CSEC) mathematics examination, they will have a statistically significantly higher average score than those who only take the CSEC mathematics examination. In addition, the study also proposed statistical evidence to support that if males take the CCSLC mathematics examination before the CSEC mathematics examination, there is a statistically insignificant difference between the average female and average male scores on the CSEC mathematics examination for those between 14 and 19 years old. With respect to research question one, the results indicated that male students who wrote the CCSLC mathematics examination before the CSEC mathematics examination received a statistically significantly higher mean score than their male counterparts who… [Direct]

Hoosain, Rumjahn, Ed.; Salili, Farideh, Ed. (2010). Democracy and Multicultural Education. Research in Multicultural Education and International Perspectives. IAP – Information Age Publishing, Inc. Democratic political systems and the democratic way of life is aspired by most people around the world. Democracy is considered to be morally superior to other forms of political systems as it aspires to secure civil liberties, human rights, social justice and equality before the law for everyone regardless of their gender, culture, religion and national origin. Enshrined in democracy is separation of religion and state, fair and competitive elections of leaders according to a country's constitution which in turn is based on democratic ideals. Democracy aspires for people of different backgrounds to live together with their differences intact, but all contributing towards a better life for all. In today's increasingly pluralistic societies many people of different cultural and national backgrounds are brought together. Many have migrated from countries with autocratic political systems. Some with religions that require them to behave in different way, others with cultures teaching… [Direct]

Thornton, Margaret E. (2023). Segregating the "Gifted" in Charlottesville: The Founding of Quest, 1976-1986. Journal of Educational Administration and History, v55 n2 p128-145. The implementation of gifted programmes in the 1970s provided a way for school divisions to circumvent many of the aims of desegregated schooling as called for in "Brown v. Board of Education." This study examines the implementation of one such system in a Southern school district that saw schools close rather than integrate in the years preceding the founding of a segregated gifted programme known as Quest. Additionally, the study situates the founding of this gifted programme in a national social and legal context involving fears of educational stagnation and white flight from public school systems. Using primary and secondary sources, this study highlights the attitudes of national policymakers at work in the 1974 reauthorization of ESEA, which significantly limited school divisions abilities to integrate while also providing funds for gifted classrooms that segregated 'exceptional' children using racially and socioeconomically biased measures…. [Direct]

Klean Zwilling, Jillian; Stanfill, Mel (2023). Critical Considerations for Safe Space in the College Classroom. College Teaching, v71 n2 p85-91. In 2014, the popular conversation about safe space in the classroom tended to mock marginalized students seeking protection. Nearly a decade later, the discourse has become protectionist toward majority students allegedly discriminated against by being informed that they benefit from racism, sexism and heterosexism. What, then, does it mean to talk about making classrooms safe spaces for learning? Through defining six considerations for safe space, we advocate for all colleges, faculty, and students to better facilitate inclusion…. [Direct]

Acosta, Melanie M.; Hayes, Cleveland (2023). "Come and Get Your Soul Food": A Duo-Ethnographic Account of Black Teachers Modeling the Praxis of the Black Intellectual Tradition. International Journal of Qualitative Studies in Education (QSE), v36 n5 p796-811. In this paper, we contribute to the work in progress which outlines the contours of the praxis of Black intellectual traditions by illuminating the ways in which the pedagogy of Black teachers can serve as a model useful for the preparation of preservice and inservice teachers. Researchers have documented that the successful Black educators employ practices derived from critical perspectives that serve as the conduit for their instruction and interactions in schools. Through two different studies of Black teacher pedagogy, we position the work of Black teachers as a timely pedagogical intervention into anti-Black teaching and learning structures in k-12 education and teacher education that challenge the cultivation and enactments of liberatory visions of teaching and learning for Black children…. [Direct]

Payne-Tsoupros, Christina (2023). Using Human Resources Planning to Disrupt Racism and Ableism in the IDEA. Journal of Education Human Resources, v41 n3 p466-476 Jul. This article proposes using the dimension of human resources planning (Rebore, 2011) as a vehicle to disrupt the racism and ableism in the Individuals with Disabilities Education Improvement Act of 2004 (the "IDEA") that contributes to children of color being disproportionately overidentified into stigmatized disability categories which carry less per-pupil funding. The IDEA guarantees children with disabilities the right to a "free and appropriate public education" ("FAPE"). Since Congress passed the IDEA in 1975, there have been disparities across racial lines with respect to identification of students and classification of disabilities, and the funding associated with these classifications. This article considers how certain decisions within the realm of human resources can disrupt these inequities against the backdrop of school finance litigation…. [Direct]

Lipman, Pauline (2003). Chicago School Policy: Regulating Black and Latino Youth in the Global City. Race, Ethnicity and Education, v6 n4 p331-355 Dec. The author examines the relationship between accountability and militarization of urban US schools and social and economic processes in cities. The focus is the role of education policies in the production of inequality and racial oppression in the context of a new geography of centrality and marginality in world cities. This analysis is developed through a case study of Chicago school policy, which has been presented as a model for US schools nationally. The analysis is grounded in critical policy scholarship and critical race theory and draws on qualitative studies of four Chicago schools and system-wide data. It is argued that Chicago's policies serve to regulate and marginalize African American and Latino youth and sort and discipline them for differentiated roles in the economy and the city. It is also argued that these policies establish racialized social control through direct force and internalized discipline. The author contends that in the new urban landscape, education… [Direct]

Wang, Viktor, Ed. (2022). Handbook of Research on Educational Leadership and Research Methodology. Advances in Educational Marketing, Administration, and Leadership (AEMAL). IGI Global Education inevitably influences society and our future. As literature and experience tells, educational leaders impact not only their institutions, but ultimately the learning outcomes for a large portion of society's members. Educational leaders are charged with more than creating a viable future for an institution; they are also charged with contributing to and creating a viable, positive human future–not an easy task amid the turbulence and disruption of our times. "The Handbook of Research on Educational Leadership and Research Methodology" discusses the evolution of educational leadership knowledge, thoughts, and practices by sharing the perspectives, experiences, theories, and philosophies related to educational leadership and research methodologies across all levels of education. Covering topics such as critical race design, toxic leadership, and adult learning, this major reference work is a critical resource for faculty and administrators of both K-12 and higher… [Direct]

An, Sohyun (2022). Re/Presentation of Asian Americans in 50 States' K-12 U.S. History Standards. Social Studies, v113 n4 p171-184. This study is a content analysis of K-12 U.S. history curriculum standards from 50 states regarding curricular re/presentation of Asian Americans. The guiding research questions are as follows: (1) What is the frequency of Asian American content covered in K-12 U.S. history standards from 50 states? (2) How do the standards depict Asian Americans in U.S. history? I analyzed U.S. history curriculum standards from all states using AsianCrit as a theoretical lens. The findings reveal that except for Japanese incarceration and anti-Asian immigration laws, Asian Americans are largely invisible in the state standards and, when included, they are primarily depicted as victims of nativist racism with a lack of civic agency as well as new immigrants with little contribution to nation-building. Being the first work to uncover curricular messages about Asian Americans across 50 states' standards, this study presents a necessary empirical basis for disrupting curriculum violence…. [Direct]

Dyann C. Logwood (2020). Critical Black Feminist Mentorship: A Review of A Middle School and University-Sponsored Program for Adolescent Black Girls. ProQuest LLC, Ph.D. Dissertation, Eastern Michigan University. This dissertation study aims to illuminate the creation of safe spaces for marginalized youth through mentorship initiatives. Likewise, the study examines the roles of mentorship programs in transforming the lives of Black adolescent girls by providing them with tools to change the narratives depicted by society. A qualitative design was employed that used phenomenological interviewing techniques and ethnographic observations to explore the experiences of the Black adolescent girls in one university-sponsored mentorship program. The findings illustrate what is coined through this research–a critical Black feminist mentorship model that emphasizes an intersectional identity development, the actualization of voice, the creation and preservation of sisterhood and solidarity, and consciousness raising. The results, implications, and future research possibilities are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further… [Direct]

Karen Ramlackhan; Yan Wang (2024). Urban School District Performance: A Longitudinal Analysis of Achievement. Urban Education, v59 n3 p849-877. We used the Stanford education data archive (SEDA) data to examine the heterogeneity among urban school districts in the United States. The SEDA 2.1 includes data sets on students' mathematics (Math) and English language arts (ELA) achievement from 2008 to 2014 at the district level. Growth mixture modeling was used to uncover the underlying growth trajectories for urban student achievement from the third to the eighth grade. Two and three growth patterns were observed for ELA and Math achievement, respectively, over time. We used the critical theoretical framework QuantCrit to centralize race in the analysis of the data and shared implications for future research…. [Direct]

Lester-Irabinna Rigney; Michalinos Zembylas; Nadeem Memon; Robert Hattam; Samantha Schulz (2024). Affect and the Force of Counter Stories: Learning Racial Literacy through Thinking and Feeling. Pedagogy, Culture and Society, v32 n5 p1307-1324. This paper contributes to international scholarship on racial literacy in teacher education. Specifically, we consider filmic counter stories as bodies that carry an affective charge with the potential to ignite dialogic and embodied/emotional learning. The football documentary The Final Quarter is our case study. This film traces the racially explosive final years of First Nations Australian, Adam Goodes' elite playing career. The film floodlights football as a site for public pedagogy where people learn racism, with the film offering means of developing racial literacy through examining its encounters. The paper describes racial literacy and establishes affect/embodiment as a contribution to the field. We analyse the film using an affective-discursive lens and genealogical methodology and consider implications for teacher education. We argue that language is insufficient for understanding racism and that the affective intensities activated by film may help to pedagogically… [Direct]

Lillie Padilla; Rosti Vana (2024). Tales of (Under)Representation: Afro-Latinx in Spanish as a Heritage Language Textbooks. Hispania, v107 n2-3 p255-272. The present study examines the lack of representation of minority communities in the existing literature by examining the representation of Afro-Latinxs in texts and visuals in seven Spanish as a Heritage Language (SHL) textbooks, and the ideologies behind these representations. Drawing upon Norman Fairclough's (1995) model for conducting Critical Discourse Analysis (CDA) and Gunther Kress and Theo van Leeuwen's (2001, 2006) grammar of visual design, this current study analyzes text (readings, descriptions, labels, among others) and visuals (people, pictures, buildings, artifacts, among others) in these textbooks. The findings suggest that Afro-Latinx are hardly represented in SHL textbooks. There were only 38 textual representations in the seven SHL textbooks examined and only 18 images clearly referencing Afro-Latinx. This underrepresentation is in line with the ideology of erasure. In addition, ideologies of collectivization and tourism discourse were found throughout the… [Direct]

Apple, Michael W., Ed.; Au, Wayne, Ed.; Gandin, Luis Armando, Ed. (2011). The Routledge International Handbook of Critical Education. Routledge, Taylor & Francis Group "The Routledge International Handbook of Critical Education" is the first authoritative reference work to provide an international analysis of the relationship between power, knowledge, education, and schooling. Rather than focusing solely on questions of how we teach efficiently and effectively, contributors to this volume push further to also think critically about education's relationship to economic, political, and cultural power. The various sections of this book integrate into their analyses the conceptual, political, pedagogic, and practical histories, tensions, and resources that have established critical education as one of the most vital and growing movements within the field of education, including topics such as: (1) social movements and pedagogic work; (2) critical research methods for critical education; (3) the politics of practice and the recreation of theory; and (4) the freirian legacy. With a comprehensive introduction by Michael W. Apple, Wayne Au, and… [Direct]

Wyche-Hall, Marla E. (2011). Demystifying the Lens of Color: Examining the Relationship between Academic Achievement and Racial Identity. ProQuest LLC, Ph.D. Dissertation, The University of New Mexico. The purpose of this mixed methods research study was to examine the dynamic interaction between the racial and academic identities of African American, undergraduate students who were enrolled full time at an academic institution of higher education that was both a Hispanic-serving institution (HSI), and a predominately White institution (PWI). The two main research questions addressed by this study were: 1. To what extent does the racial identity of African American, undergraduate students shape their expectations and beliefs about succeeding at the higher education level; and 2. What is the relationship between students' racial identity, selected aspects of their university environment, and students interactions with prior environments including their home environment (i.e., family structure and background) with their academic achievement while matriculating towards a bachelor's degree? Racial identity has been noted as a variable that impacts academic achievement within the realm… [Direct]

Stokes, Sy (2023). A Sense of Belonging within the Imaginative Constraints of Racial Realism: A Critical Race Analysis of Latinx Students' Racialized Experiences during the Trump Presidency. International Journal of Qualitative Studies in Education (QSE), v36 n1 p26-41. The continued significance of Derrick Bell's "theory of racial realism" is exemplified by the exclusionary sociopolitical and institutional climate that Latinx students experienced throughout the Trump presidency. I utilize various tenets from CRT and LatCrit as analytical and methodological tools for conducting a qualitative study at four colleges and universities in Southern California that explores how the Trump presidency influenced Latinx students' "sense of belonging" on college campuses and within the broader U.S. The findings reveal how the Trump presidency influenced the lives of Latinx students in interpersonal and superstructural ways. However, I problematize the concept of "sense of belonging" within the context of racial realism by arguing that it is counterproductive to cultivate a sense of belonging within an endemically racist society and/or higher education institution. I provide pragmatic and theoretical implications for how higher… [Direct]

Quinlan, Kathleen M.; Thomas, Dave S. P. (2023). Reimagining Curricula: Effects of Cultural (In)Sensitivity of Curricula on Racially Minoritised Students' Engagement. Studies in Higher Education, v48 n2 p283-298. Imperatives to eliminate racial inequalities in higher education (HE) have led to calls for diversification of curricula. Qualitative evidence is growing about racially minoritised students' perceptions of their curricula and its impact on them. Yet there are no specific instruments to facilitate evaluation of curricular diversification and its impact on students. We examined the relationship between students' perceptions of the cultural sensitivity of their curriculum and their engagement, as measured by students' interactions with their teachers and their interest in their programme of study. To do so, we conceptualised and developed a new set of four Culturally Sensitive Curriculum Scales, making a significant, original conceptual and methodological contribution. A racially diverse sample of second through postgraduate students primarily in arts, humanities and social sciences (N = 262; 189 F) rated the cultural sensitivity of the curriculum of their programme, their interactions… [Direct]

Coleman, James Joshua; Croom, Marcus; Deroo, Matthew R.; Hikida, Michiko; Machado, Emily; Salas, Rachel G.; Smith, Patriann; Tatum, Alfred; Waldron, Chad H.; Willis, Arlette; Zaidi, Rahat (2023). Reimagining LRA in the Spirit of a Transcendent Approach to Literacy. Literacy Research: Theory, Method, and Practice, v72 n1 p50-73. This invited paper highlights the reflections of expert panelists who were spontaneously called upon, graciously accepted, and quickly organized to respond thoughtfully and compellingly to Dr. Arlette Willis' powerful and timely Oscar Causey address at the 2022 Literacy Research Association (LRA) annual conference. In her address, Dr. Willis issued a clarion call for a Transcendent Approach to Literacy (TAL) to a space where "We re-create literacy as an equitable and moral construct" (Willis, 2023, p. 133). This paper comprises Dr. Alfred Tatum's comprehensive introduction, the cogent reflections on TAL by panelists Dr. Josh Coleman, Dr. Marcus Croom, Dr. Matthew Deroo, Dr. Michiko Hikida, Dr. Emily Machado, Dr. Patriann Smith, Dr. Chad Waldron, and Dr. Rahat Zaidi, and Dr. Willis' eloquent epilogue. In her epilogue, she provides not an ending but the genesis of a movement forward for the LRA community to "be brave" and actively and genuinely engage in a TAL that… [Direct]

Judit Palencia Gutierrez (2023). Committed Pedagogy: Intersectionality in the Spanish Classroom. International Society for Technology, Education, and Science, Paper presented at the International Conference on Humanities, Social and Education Sciences (iHSES) (Denver, CO, Apr 13-16, 2023). Representations of a nation's history work as a powerful tool to consolidate a collective identity and build trust in the nation. School textbooks are ideological products that disseminate official ideas about a collective past and heritage; their depictions have an impact on shared understandings of a nation's history. However, what is included and excluded from the official historical narrative is selective. Usually, Spanish educators have to use the materials established by the department. Unfortunately, it is very common to find in these books certain representations of Hispanic countries based on stereotypes. This presentation discusses notions of bell hooks — namely her concepts on teaching for social justice and intersectionality — and practical examples of textbooks to learn new ways to promote critical thinking of students and also educators. This has implications for classroom management, but also for curriculum design and education for social justice. This promotes… [PDF]

Dorian L. McCoy (2006). Entering the Academy: Exploring the Socialization Experiences of African American Male. ProQuest LLC, Ph.D. Dissertation, Louisiana State University and Agricultural & Mechanical College. This study explored the socialization experiences of African American male faculty at historically Black colleges and universities (HBCUs) and predominately White institutions (PWIs). Rosch and Reich's Enculturation Model was used as the theoretical framework. To gain a better understanding of the socialization experiences of African American male faculty, a group that has traditionally been underrepresented and marginalized in academia, Critical Race Theory (CRT) was incorporated into the study. More specifically, counter-storytelling, a basic tenet of CRT, was used to learn the stories that African American male faculty tell about their socialization experiences. A mixed methodology research design was utilized. Interviews were conducted with 16 full-time tenured and tenure-track African American male faculty at both institutional types in Phase I. In Phase II, 128 African American male participants responded to a questionnaire about their socialization experiences. The findings of… [Direct]

Caputo-Levine, Deirdre; Lynn, Vanessa (2022). Constructing the Ghetto: An Analysis of the Representation of Black Urban Communities in Urban and Community Sociology Courses. Race, Ethnicity and Education, v25 n4 p526-545. This article uses analysis of 72 syllabi to investigate portrayals of Black urban communities in undergraduate Urban and Community Sociology courses taught in colleges and universities in the United States. The authors conducted keyword analyses of the syllabi and content analyses of the assigned readings. Although professors' course descriptions do not focus on poverty, segregation, and crime, assigned readings relating to Black communities largely focus on those topics. The authors argue that urban sociology classes reproduce the 'iconic ghetto,' the lens through which Black urban communities are perceived. This pattern poses a risk of reinforcing current structures of racial inequality. This study identifies a need for more nuanced representations of Black communities within undergraduate Urban and Community Sociology classrooms, particularly in terms of required readings and assignments. The authors provide pedagogical and methodological suggestions around the use of… [Direct]

Mac√≠as, Luis Fernando (2022). Hall Pass: DACA Recipients' Experiences "Passing" in Higher Education. Equity & Excellence in Education, v55 n1-2 p87-104. Undocumented students face numerous hardships in their pursuit of higher education. Those who are part of the Deferred Action for Childhood Arrivals (DACA) program experience some improved college access and tuition affordability, but many administrative and financial barriers continue to impede their educational pursuits. This qualitative work explores how DACA recipients attempt to circumvent those limitations by "Hall Passing." The concept of "Hall Passing" combines the familiar concept to most attendees of U.S. schools of the hall pass (written, conditional, permission granted to students to be out of the locational bounds typically expected) and the concept of the act of "passing." "Passing" is when some members of marginalized groups modify or conceal characteristics that identify them as the Other. The new concept of "Hall Passing" came out of the results of this study which found that DACAmented students at predominantly white… [Direct]

Jones, Brittany L. (2022). Feeling Fear as Power and Oppression: An Examination of Black and White Fear in Virginia's U.S. History Standards and Curriculum Framework. Theory and Research in Social Education, v50 n3 p431-463. Fear has shaped events throughout U.S. history, as those who have possessed fear have weaponized this emotion to justify violence and oppression while others have used fear as an impetus for radical resistance. Fear, however, has been an under-researched emotion in history education. Using critical discourse analysis methods, in this article I aim to move fear from the periphery to the forefront by analyzing how fear is discussed in Virginia's U.S. History Standards and Curriculum Framework. Drawing from theories of BlackCrit and Feeling Power, three findings emerged from this study: The standards only describe fear as an emotion possessed by white people, the inclusion of Black suffering does not lead to Black fear, and Black people do not fear. This work illuminates the importance of examining emotions, particularly fear, in social studies education and has implications for both K-12 teachers and teacher education…. [Direct]