Kim-Bossard, MinSoo (2022). Breaking the Silence Using AsianCrit: Arts-Based Autoethnography of an Asian Immigrant Teacher Educator. Educational Forum, v86 n4 p355-367. This paper uses autoethnographic storytelling to examine the perpetually silenced space I occupy as an Asian immigrant teacher educator in the United States. Guided by four tenets of AsianCrit, I weave together fragments of my lifeworld that both fuel and challenge my position as a teacher educator in the hope of establishing fragile connectivities with other Asian American teachers and expanding the limited presence of Asian American voices in the field of teacher education…. [Direct]

Jennifer L. McCarthy Foubert (2022). 'Damned if You Do, Damned if You Don't:' Black Parents' Racial Realist School Engagement. Race, Ethnicity and Education, v25 n5 p647-664. Conventional scholarship frames parent involvement in schools as crucial for student success, often depicts Black and Brown parents as under-engaged, and implies their increased engagement would lead to the end of racial disparities in education. This study challenges this traditional discourse and introduces the notion of Racial Realist Parent Engagement. Racial Realist Parent Engagement is a practice and theoretical framing drawn from Derrick Bell's notion of racial realism and a qualitative multicase study of the school engagement experiences of 16 Black parents. These parent participants resisted antiblackness in their children's schools while simultaneously recognizing racism to be a permanent and inevitable aspect of schooling. Racial Realist Parent Engagement shifts parent involvement theory, policy, and practice to a more complex understanding of the purposes and benefits of parent engagement for Black and Brown families — and demands expansive racial justice policy for… [Direct]

Buras, Kristen (2023). Education Research and Critical Race Praxis: Fieldnotes on "Making It Matter" in New Orleans. International Journal of Qualitative Studies in Education (QSE), v36 n1 p42-56. Urban South Grassroots Research Collective for Public Education (USGRC) is a New Orleans-based coalition melding research and grassroots organizing for racial-economic equity. Buras examines her involvement as a scholar activist working in solidarity with community groups to document the effects of the charter school takeover on black public schools and neighborhoods — and push back. Through narrative accounts, Buras illustrates and analyzes USGRC's collective efforts as an instantiation of critical race praxis. Unlike mainstream approaches to scholarship, which treat people and places as data points to be leveraged for academic purposes, USGRC's approach prioritizes the meanings and consequences of research for communities. "Making it matter," Buras argues, requires insurgent scholarship grounded in history, counter-storytelling, place-based knowledge, democratic collaboration, long-term commitment to community, and anti-racist action. Ultimately, she situates USGRC's… [Direct]

Givens, Jarvis R.; Ross, Kihana Miraya (2023). The Clearing: On Black Education Studies and the Problem of "Antiblackness". Harvard Educational Review, v93 n2 p149-172 Sum. In this essay, authors Kihana Miraya Ross and Jarvis R. Givens make their case for a distinct field of education research–Black education studies, which builds on Black studies and education studies. They explore a key analytic in Black education studies, antiblackness, examining its early and more recent uses as an analytic in education research to forward a more holistic understanding of the concept. In doing so, they highlight the relationship between education as a social institution and the sustained manifestation of antiblackness. The authors conclude by considering how and why scholars might employ Black education studies to center Black life and living…. [Direct]

Halvorsen, Anne-Lise; Jones, Brittany L.; Thompson, Blake A.; Wise, Crystal N. (2023). Family Stories, Counter-Storytelling, and Chronological Overlaying: Exploring Black Historical Consciousness in Elementary Social Studies. Social Studies and the Young Learner, v35 n3 p5-12 Jan-Feb. Social studies in general, and Black history in particular, are marginalized at the elementary level. The ways Black history has been taught are problematic, focusing on either celebrating civil rights heroes or lamenting the oppressive treatment of Black people, thus flattening the rich and varied histories of Black people. An almost singular focus on the civil rights movement excludes other histories, including stories of everyday people–their lives, jobs, means of resistance, collaborations, and accomplishments. Moreover, there is an overwhelming emphasis on oppression and resistance, with less emphasis on culture, beauty, joy, and the full emotionalities of Black people. As a result, children are deprived of learning that captures the full range of humanity within Black histories. In this article, the authors present three alternatives to the traditional instructional approaches to Black history education at the elementary level: family stories/oral histories,… [Direct]

Brandon D. Mitchell (2023). Newspaper Constructions of the COVID-19 Learning Loss. Critical Education, v14 n4 p42-74. Learning loss due to the pandemic has become a significant global concern. The purpose of this paper is to understand the newspaper coverage of the COVID-19 learning loss. Critical discourse analysis is utilized to analyze (N = 38) newspaper articles. Results include: constructions of youth identities, racialized constructions of youth identities, factualized portrayals of learning loss, and the neoliberal narrative. The pandemic crisis narrative was used to promulgate fear and reinforce the deficit-based portrayals of youth learning. Generalized learning deficiencies and disproportionate impact led to racialized portrayals of loss, stigmatizing youth through decontextualized and ahistorical representations. Factualized portrayals of learning loss took shape through linguistical structure, word choices, data-based emphasis, and an expert narrative. Discourse depicted as fact undergirded the neoliberal narrative and justified the need for increased testing and reform in schools…. [PDF]

Brenda Ayala Lewis; Mar√≠a G. Leija; Myriam Jimena Guerra (2023). D√≠a de los Muertos: Recognizing Heterogeneity in Latinx Cultural Knowledge. NABE Journal of Research and Practice, v13 n3-4 p68-83. The article examines how a Mexican second grade dual language teacher guided his Latinx bilingual students in exploring D√≠a de los Muertos, a cultural practice. Through the D√≠a de los Muertos project, parents responded in a variety of ways. Some parents learned about D√≠a de los Muertos for the first time, other parents remembered participating in the commemorative practices in their country of origin, while a couple of parents were completely in opposition to the thematic project. A key finding of the qualitative study is that teachers need to recognize and be aware of the heterogeneity of Latinx parents' responses to D√≠a de los Muertos as a cultural practice. Learning parents' perceptions of D√≠a de los Muertos early on can inform the pedagogical practices of implementing the thematic unit…. [Direct]

Shenid Bhayroo (2024). Inspiring Critical Consciousness: A Case for a Decolonized Journalism Study Abroad Curriculum. Journalism and Mass Communication Educator, v79 n2 p147-168. This study explores how a study-abroad program that combines journalism best practices in diversity, equity, and inclusion with decolonized curricular materials can foster critical consciousness in journalism education. Against the backdrop of a multiethnic world, growing diversity in student demographics, and a recognition of the lack of diversity in newsrooms and news content, journalism education can explore innovative and radical options to equip future journalists. Data analysis of five cohorts of a journalism study abroad in South Africa finds that using such options translates into journalists-in-training producing news content that reflects a critical consciousness about equity, justice, and colonialism…. [Direct]

Kathleen M. Sellers; Kierstin Giunco (2024). When Anti-CRT Becomes Anti-Care: Navigating Curricular Controversies Amid Voucher-Induced Changes to a Private Religious School Landscape. Journal of Cases in Educational Leadership, v27 n3 p55-69. As access to private religious education expands through vouchers, public discourse has positioned these schools as politically neutral spaces. Teachers who seek to ethically care for students are thus placed in a predicament. In this article, we present the fictive case study of a middle school teacher in a suburban Catholic school that has accepted vouchers and consequently undergone significant demographic and political shifts. When the teacher makes a curricular decision that responds in caring and critical ways to their students, they face a wave of parental opinions that call their instruction and ethical aims into question…. [Direct]

Trobaugh, Joseph M. (2022). A Case Study of Trust and the Relationships between White Teachers and Their Black Students. ProQuest LLC, Ph.D. Dissertation, Oakland University. The purpose of this study was to examine whether White teachers' trust in their Black students would stimulate positive teacher-student relationships. One question guided my research: How do White teachers build trust with their Black students? This study used interviews of 5 White middle school teachers and 3 Black middle school students for the data set. Semi-structured interviews and a focus group were conducted to fully understand the lived experience of teachers and students within a middle school setting. All of the teacher participants worked in middle schools where they taught core content classes. Each teacher and student interviewed had at least 1 year experience teaching or attending middle school. Each interview and focus group was recorded via ZOOM and transcribed as soon as possible for accuracy and review. Important statements were extracted from the interview and focus group transcripts resulting in three major themes. Theme one, students and teachers' definition of… [Direct]

Menand, Louis, Ed. (1996). The Future of Academic Freedom. These nine essays address controversial issues of academic freedom and values at the university level. The book, which was derived from two years of debate and lectures presented to national meetings of the American Association of University Professors, is organized in three sections which address such issues as: the purpose of academic freedom, the problem of hate speech, and the ethics of inquiry. The nine essays are: (1) "The Limits of Academic Freedom" (Louis Menand); (2) "Does Academic Freedom Have Philosophical Presuppositions?" (Richard Rorty); (3) "Justifying the Rights of Academic Freedom in the Era of 'Power/Knowledge'" (Thomas L. Haskell); (4) "Academic Freedom and Law: Liberalism, Speech Codes, and Related Problems" (Cass R. Sunstein); (5) "Critical Race Theory and Freedom of Speech" (Harry Louis Gates Jr.); (6) "Academic Freedom as an Ethical Practice" (Joan W. Scott); (7) "We Need a New Interpretation of…

Twomey, Sarah Jane (2018). Hauntings and Entanglements of Race: Re-Reading the Journals of an Early American Missionary Woman in Hawai'i. Whiteness and Education, v3 n1 p90-102. As a way to develop a more somatic response to race and the legacy of injury and violence towards the first peoples of the Hawaiian nation, this paper's aim is to draw a connection between the early writings of American women to Hawai'i and my own positionality as a feminist scholar in present day Hawai'i. Using a feminist, postcolonial lens, I provide a content analysis of Lucia Holman's diary, which chronicles her journey to Hawai'i in 1820, as one of seven missionary women from the American Missionary Board. Third, I make a case for how archival texts as a lived process of research can move towards a deeper social understanding of race relations within the complexities and colonial injuries of the historical present. Finally, I propose that archival texts can be used in developing a critical anti-racist pedagogy in working with teachers and educators in Hawai'i. The larger question of this project asks if it is possible to produce anti-colonial or anti-oppressive responses from… [Direct]

Edosomwan, Kristian; Grice, Salandra; Richardson, Sonyia C.; Williams, John A., III; Young, Jemimah (2023). Is the Employment of School Resource Officers in High Schools Associated with Black Girls' Discipline Outcomes?. Race, Ethnicity and Education, v26 n3 p398-418. In recent years, the media has highlighted the disrespectful and sometimes violent manner in which SROs respond to Black girls' behaviors. Few studies question how SROs in schools might influence traditional school discipline outcomes such as suspensions for a double minoritized group (race and gender) such as Black girls. Leaning on the Black feminist framework of Intersectionality and QuantCrit and using the most recent data from the Office of Civil Rights (2017-2018) the present study examined if there was an association between a SRO's employment in a school and Black girls' risk of receiving an in-school or out-of-school suspension. The findings indicate that for Black girls, their exposure to an SRO was greatest at urban schools and schools with a racially/ethnically diverse student demographic, and the presence of an SRO was associated with an increase in out-of-school and in-school suspensions for Black girls…. [Direct]

Coachman, Erika de Freitas; Fernandes, Izabelle da Silva (2023). Addressing Race in English Language Teaching. AILA Review, v36 n1 p64-90. The aim of this paper is to analyze a set of didactic materials developed to teach English as an Additional Language at a Brazilian public school in Rio de Janeiro. Such materials were designed to invite 7th grade students with diverse social, racial, and economic backgrounds to learn about the world and the English language from viewpoints that delineate a decolonial stance (Mignolo, 2010; Kumaravadivelu, 2016; Jansen, 2017). Grounded on the notions of Critical Race Literacy (Ferreira, 2014) and Critical Language Awareness (Alim, 2005), this paper looks into didactic activities built upon emancipatory (Freire, 1996) and transgressive (Pennycook, 2006; hooks, 2013) approaches to Applied Linguistics and Language Education, understanding English Language classrooms as privileged arenas for the construction of ideas on race. The methodological approach is based on the premises of a Dialogical Discourse Analysis (Brait, 2006/2018) to identify centripetal and centrifugal forces (Bakhtin,… [Direct]

Alem√°n, Sonya (2023). Eroding Community Cultural Wealth: How Schooling Devalues Latina/o/x Students' Identity, Pride, and Language. Association of Mexican American Educators Journal, v17 n1 p1-31. Educational narratives written by several cohorts of Latina/o/x students in a college-level ethnic studies course, first-year retention program showed how the current hegemonic educational paradigm–with its attendant neo-liberal, colonial, white supremacist and Eurocentric logics– abates the accumulation and employment of community cultural wealth. Specifically, these systemic obstacles impact linguistic, navigational, and resistant capital as Latina/o/x students recount how learning English, feeling othered by classmates and teachers, and internalizing assimilationist and deficit-based ideologies to avoid harassment or mistreatment factored into their educational experiences. Situating community cultural wealth amid the Americanization, deculturalization, or assimilationist projects that have shaped the schooling conditions for students of color better accounts how educational practices, curriculum and spaces can destabilize the range of community cultural wealth competences Yosso… [Direct]

Cole, Mike (2012). "Abolish the White Race" or "Transfer Economic Power to the People"?: Some Educational Implications. Journal for Critical Education Policy Studies, v10 n2 p202-232 Oct. "Race Traitor", a movement founded by Noel Ignatiev and John Garvey, has been given a boost in recent months in three different arenas: the Occupy movement; an antiracist advertising campaign; and in an academic journal. With respect to the last, which is the main focus of this paper, Critical Race Theorists John Preston and Charlotte Chadderton, in "Race, Ethnicity and Education," argue that the "Race Traitor" movement is "a political form with resonance for contemporary Marxists" and Anarchists. Their intention, they state, is to try to counter the arguments of what they refer to "a left Marxist critique" that considers "Race Traitor" misguided and politically untenable. In this paper, I suggest that while "Race Traitor" has strengths in its depiction of the horrors of racism in the US in the 1990s and before, and in a few practical suggestions for combating racism at an individual level, as a campaigning… [PDF]

Delano-Oriaran, Omobolade O.; Parks, Marguerite W. (2015). One Black, One White: Power, White Privilege, & Creating Safe Spaces. Multicultural Education, v22 n3-4 p15-19 Spr-Sum. This article explores the experiences of two professors as they teach about White privilege in predominately White institutions of higher education. The authors discuss how racial potentiality shapes the classroom climates of each of the professors and then present strategies that utilize safe spaces to navigate students away from the resistance they feel for this topic. The two professors discuss examples that demonstrate how White privilege creates resistance in the courses they teach when they confront students with it as a real phenomenon (Johnson, 2001). At first, the professors worked in isolation, where their frustrations built up until they had an opportunity to share their experiences and realize that they teach similar content (e.g., manifestations of racism, discrimination, heterosexism, White privilege, and social construction of race and identity development theory), use many of the same texts, and that most of their students are from similar backgrounds. This article… [PDF]

Chaudhri, Amina; Teale, William H. (2013). Stories of Multiracial Experiences in Literature for Children, Ages 9-14. Children's Literature in Education, v44 n4 p359-376 Dec. This study analyzed 90 realistic novels written and published in the United States between the years 2000 and 2010 and featuring mixed race characters. The researchers examined specific textual features of these works of contemporary and historical fiction and employed Critical Race Theory to contextualize the books within paradigms about multiracial identity. Findings indicated three broad trends in representations of mixed race identity with an almost equal number of novels falling among three descriptive categories. Books in the Mixed Race In/Visibility category depicted stereotypical experiences and provided little or no opportunity for critique of racism. Mixed Race Blending books featured characters whose mixed race identity was descriptive but not functional in their lives. Mixed Race Awareness books represented a range of possible life experiences for biracial characters who responded to social discomfort about their racial identity in complex and credible ways. This study… [Direct]

Wilby, Mary Lynn (2013). Among the Missing: The Experience of Vietnamese American Nursing Students. ProQuest LLC, Ph.D. Dissertation, Union Institute and University. Non-traditional nursing students, including Vietnamese Americans often face challenges that differ from those of their white counterparts. These challenges have significant impact on academic success and contribute to underrepresentation of minorities in nursing. This study explored the lived experience of 12 Vietnamese American undergraduate nursing students and recent graduates through the use of phenomenologically based interviews. Study participants identified challenges similar to those identified in the literature by other ethnic minority nursing students. Participants experienced a variety of challenges including pressure to succeed in school while providing support for immediate and distant family members, financial hardship, language difficulty, cultural insensitivity, difficulty with socializing with other students, and racism in both academic and clinical settings. Despite significant stress experienced during participants' education, they perceived nursing as a rewarding… [Direct]

Hughes, Carolyn; Newkirk, Reginald; Stenhjem, Pamela H. (2010). Addressing the Challenge of Disenfranchisement of Youth: Poverty and Racism in the Schools. Reclaiming Children and Youth, v19 n1 p22-26. Understanding the role that poverty and racism play in the educational and socioeconomic barriers that confront racially and ethnically diverse youth is critical to affecting positive change with youth. Teaching principles, solutions, and basic concepts to make education a viable, life-giving experience for young people of color are discussed…. [Direct]

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

Holt, Ann (2012). Lowenfeld at Hampton (1939-1946): Empowerment, Resistance, Activism, and Pedagogy. Studies in Art Education: A Journal of Issues and Research in Art Education, v54 n1 p6-20 Fall. Viktor Lowenfeld (1903-1960) has been abundantly documented as having influenced art teaching in the United States. Scarce attention, however, has been given to the significant and remarkable advancements he made to resist structures of institutionalized racism and promote inter-racial cooperation. Lowenfeld was a mentor to several notable African American artists, who participated in his art program at the Hampton Institute, a historically Black college in Virginia (now Hampton University). While recognized in African American art history texts, it has been largely understated in histories of art education even though extant archival materials authenticate this aspect of his career. This article, based on archival research, revises Lowenfeld's story to include his connection to his African American students whose agency shaped the art world and helped create social change. It also raises questions concerning the collection, documentation, and preservation of the historical record in… [Direct]

Joldersma, Clarence W.; Perhamus, Lisa M. (2016). Interpellating Dispossession: Distributions of Vulnerability and the Politics of Grieving in the Precarious Mattering of Lives. Philosophical Studies in Education, v47 p56-67. The protest and movement #BlackLivesMatter that began in 2012 has fueled a national will of resistance to State violence and has nourished a sense of humanity that demands the valuing of all Black people. As part of the U.S.'s long history of systemic racism and its histories of local resistance, #BlackLivesMatter (BLM hereafter) has renewed "national attention to the disregard for the lives of young Black men by the established structures of power . . . [and] calls for a deeper humanity." In this nationally visible moment of moral outrage about the disposable treatment of Black people, BLM pushes the grieving of marginalized people of color into the public eye and the nation's historical narrative. BLM's ideological and political intervention is a call to change the existential and sociopolitical conditions for Black lives. The authors argue that, as a movement in history and a public project at this moment in time, BLM reframes for society who matters as a human life. In… [PDF]

Lobb, Pamela M. (2012). Making Multicultural Education Personal. Multicultural Perspectives, v14 n4 p229-233. In this article the author examines changes in students' self-awareness of multicultural topics during a multicultural education course. The course is a three-credit elective course offered in the university's school of education but taken by students across disciplines at a large, public research university in a mid-Atlantic state. Course instructors encourage students to reflect on what multicultural education topics mean to them and how they interact with students different from themselves. This qualitative study followed six students' experiences using interviews, student topic papers, and student reflection papers. Bennett's Developmental Model of Intercultural Sensitivity (DMIS: Bennett, 1986, 1993) was used as a framework for evaluating changes in self-awareness concerning ableism, racism, classism, sexism, and heterosexism. All participants showed an increase in multicultural self-awareness. Students assessed the instructional strategies they felt supported their growth in… [Direct]

Behar-Horenstein, Linda S.; Houchen, Deidre F.; Moore, Thomas E.; Roberts, Kellie W.; West-Olatunji, Cirecie A. (2012). Resilience Post Tenure: The Experience of an African American Woman in a PWI. Florida Journal of Educational Administration & Policy, v5 n2 p68-84 Spr. The purpose of this study was: 1) to explore the pre-tenure experiences of an African American female faculty member in a counselor education program; and 2) to compare the themes that ascended from a precursor study to the current one. By using critical ethnography and case study format, this research gave voice to the participant by prompting responses to questions of why and how. Evidence from this study reaffirms that female faculty of color are adversely impacted by racism and sexism in the Academy. Findings from this study support the notion that mentoring and across cultural affiliation with tenure-track faculty members from diverse backgrounds contributes to their professional achievement. Moreover, this study asserts that the milieu of research-intensive universities may foster psychic numbing, which has an intergenerational effect. (Contains 1 table.)… [PDF]

Berson, Ilene R.; Berson, Michael J.; Haas, Brandon J. (2015). With Their Voice: Constructing Meaning with Digital Testimony. Social Education, v79 n2 p106-109 Mar-Apr. The use of testimony in teaching about the Holocaust has long been a practice, relying on resources such as memoirs, diaries, and audio recordings. Having first-person accounts provides a window into the experience of those who lived the historical events that now fill the pages of text. As we mark the 70th Anniversary of the end of World War II in Europe, it becomes increasingly difficult to find survivors and witnesses to share their stories with students. The question of how these personal accounts will endure once the last survivor is no longer here is a pertinent issue in the field of Holocaust education. Though not equivalent to in-person accounts, video testimony can provide an important experience. This article describes the Visual History Archive of the USC Shoah Foundation, which houses over 53,000 testimonies of survivors and additional witnesses of the Holocaust and other genocides. These full life histories have been collected from individuals in 61 countries and 39… [Direct]

Weinraub, Anissa (2013). Why Teachers Must Join the Fight for Public Education. Now. Penn GSE Perspectives on Urban Education, v10 n1 Sum. The author, a teacher-activist with Teacher Action Group-Philadelphia (TAG), presents her views on the need for teachers to get involved in the battle for public education. She expresses her concerns about the political games being played to advance a neoliberal agenda that seeks to dispossess students of their right to a quality education and safety, communities of their public institutions and neighborhood stability, and workers of their hard-earned wages and workplace protections. She sees the consequence of the No Child Left Behind Act's accountability-without-resources policies on her 11th and 12 grade students in terms of deprofessionalizing teaching and standardizing learning, and the sophistication of the mechanisms and infrastructure of the school-to-prison pipeline. The author states that the priority of leaders are not the priorities of teachers, thus they must take a stand and work collectively in ways that are very new to all of them. She outlines the decisions made by… [PDF]

Kelly, Bridget; Winkle-Wagner, Rachelle (2017). Finding a Voice in Predominantly White Institutions: A Longitudinal Study of Black Women Faculty Members' Journeys toward Tenure. Teachers College Record, v119 n6. Background/Context: Amidst scholarship that underscores the importance of Black women faculty in higher education, Black women are often not being retained in faculty positions at research universities. There is a gap in the research relative to how Black women experience the tenure process at predominantly White institutions, and this may have important implications for both recruitment and retention of Black women faculty. Purpose: This analysis attempts to fill a gap in the literature on the recruitment and retention of faculty of color by asking: What are the experiences of Black women faculty on the tenure track at PWIs who are the only woman of color faculty member in their academic program? Drawing on data from qualitative longitudinal research with Black women faculty who were on the tenure track at PWIs, the primary purpose of this analysis was to understand four Black women's longitudinal reflections on their journey toward tenure at PWIs where they are "othered"… [Direct]

Baer, Jeffrey; Ely, Gretchen E.; Flaherty, Christopher; Meyer-Adams, Nancy; Sutphen, Richard D. (2013). Are Social Work Educators Bullies? Student Perceptions of Political Discourse in the Social Work Classroom. Journal of Teaching in Social Work, v33 n1 p59-74. Social work's professional commitment to working toward social justice for vulnerable groups is well known. However, as a profession, social work has been criticized for proposing professional perspectives that may be interpreted by some as political indoctrination. The purpose of the current study was to examine social work students' perceptions of political debate in the classroom. An additional goal was to examine whether students believed that colleagues who hold certain sociopolitical beliefs should be prohibited from receiving a social work degree. Four hundred and ninety-seven undergraduate and graduate social work students from 10 programs were surveyed. Results show that a majority of respondents were comfortable with the discussion of sociopolitical content in the classroom. Nevertheless, students who self-identified as politically conservative were more likely to report that they perceived the classroom environment as less open and hence less conducive to debate…. [Direct]

Agosto, Vonzell; Karanxha, Zorka (2012). Resistance Meets Spirituality in Academia: \I Prayed on It!\. Negro Educational Review, v62-63 n1-4 p41-66 2011-2012. We describe the lived experiences of a Black Woman educational leader who has studied and worked in the academy and in the field of K-12 education. This partial life history, excavated through the tenets of Critical Race Theory (CRT), illuminates the social construction of race and the pervasiveness and permanence of racism. We determined through a series of interviews that the participant's resilient resistance is guided by critical spirituality so that circumstances and people who challenge her also confront this source of power. Her lived experience, from student to faculty member, conveys the challenges and opportunities she faces and adds to the scholarship to better understand anti-oppressive education. As a result of our study we derived implications for practice which include suggested institutional efforts to build support structures for Black women and shift academic culture. Also, there are recommendations which include conducting socially and culturally responsible and… [Direct]

Carla Cheatham; Dominique Simms; Renae Mayes; Riley Drake (2024). Refusing the Master's Tools: An Abolition Feminist Framework for Career and Technical Education for Black Girls. Career and Technical Education Research, v49 n1 p60-74. The contemporary reconceptualization of Career and Technical Education (CTE) often emphasizes the need for more post-secondary opportunities for racially marginalized students. Yet CTE typically functions as a mode of social control for the racial capitalist project, and increased exposure and more CTE for students of color, particularly Black girls who have been notoriously neglected across the profession, without a refusal of its extractive purpose, will not radically shift possibilities for their futures. In this article, we apply Critical Race Feminism to analyze the current contextual landscape for Black girls in CTE, and argue that CTE educators and school counselors must turn toward the politics of abolition feminism to radically transform future possibilities for and with Black girls. We offer five life-affirming tenets of abolition feminist praxis that refuse the master's tools (Lorde, 1984) of traditional CTE and center and elevate the humanity and world-making of Black… [Direct]

Gonzalez, Mart√≠n Alberto (2022). The Right to the University: The Experiences of Mexican/Mexican American/Xicanx Students at a Predominantly White University in Upstate New York. Journal of Leadership, Equity, and Research, v8 n2 p11-36. Having the right to a space is not only the right to be present without being harassed or bothered, but it also includes the right to have a say in how that space should be experienced. Yet, spaces have long been contested and not everyone has equal access to shared spaces. This paper examines the experiences of Mexican/Mexican American/Xicanx (MMAX) undergraduate students at a predominantly white university in the Northeast. Drawing on in-depth interviews, participant observations, "pla ¥ticas," and document analyses, I argue that MMAX students do not have the right to their respective university because their university does not address their specific needs as Students of Color. The denial of the right to their university is experienced through a lack of resources and institutional support. This includes, but is not limited to, (a) Inconsiderate University Investment Patterns; (b) Inadequate University Services; (c) Unequal Housing Accessibility; and (d) Unfair Treatment… [PDF]

Keith Newvine (2022). Reading Privileges: Enacting Critical Race English Education in English Language Arts Classrooms. ProQuest LLC, Ph.D. Dissertation, Syracuse University. This dissertation uses practitioner inquiry (Cochran-Smith & Lytle, 1999, 2009), narrative inquiry (Clandinin & Connelly, 1990; Rolling & Bey, 2016; Schaafsma & Vinz, 2011; Toliver, 2020a), composite character counter storytelling (Baker-Bell, 2020), and critical discourse analysis (Bloome et al., 2008; Bloome & Power-Carter, 2013; Fairclough, 2003; Power-Carter, 2008; Rogers, 2004; van Dijk, 1993) to present findings from a 10-month qualitative study of the understanding and enactment of critical race English education (CREE) (Johnson, 2018, 2021) in one school and the effect of one teacher's enactment of CREE (Johnson, 2018, 2021) on youth's understanding of antiracism. Informed by critical whiteness studies (Applebaum, 2010; Delpit, 1988; Frankenburg, 1993; Harris, 1993; Leonardo, 2009; McIntosh, 1988; McIntyre, 1997; Rothenberg, 2008), Black feminism (Combahee River Collective, 1977/2014; Lorde, 1984/2007), and critical literacy theory (Freire, 1970/2000;… [Direct]

Johnson, Stanley Louis, Jr. (2011). Powerful Pedagogies: Evaluating Effective Culturally Relevant English Instruction for High Achieving African American Males in Advanced Placement English. ProQuest LLC, Ph.D. Dissertation, University of California, Los Angeles. Helping teachers to effectively use culturally relevant instructional practices can help the educational community close the literacy gap for African American males. This study examines effective secondary English teachers and their high achieving African American male students. Using critical race and sociocultural theories as a conceptual framework, this qualitative study documents the instructional practices of teachers who use culturally relevant curricula in their Advanced Placement English classes to ensure that their African American males develop languages and literacies of power. I employ an ethnographic and case study approach where I: (1) interviewed teachers around their beliefs concerning African American males and literacy Instruction; (2) observed and documented classroom practice; (3) analyzed the efficacy of culturally relevant instructional strategies; and finally (4) interviewed high achieving African American males about their overall engagement in secondary… [Direct]

Andrene J. Castro; April Hewko; Genevieve Siegel-Hawley; Kevin L. Clay; Kim Bridges (2024). Not "Citizens in Waiting": Student Counter-Narratives of Anti-Equity Campaigns. Educational Policy, v38 n7 p1638-1675. Recent efforts prohibiting race-related diversity, equity, and inclusion initiatives have informed localized public pushback narrating anti-equity campaigns. Emerging research and media accounts have largely focused on adults engaged with or against these efforts, with less attention on youth and their perceptions of these campaigns. To center youth voice, we analyzed 224 student newspaper articles published in Carmel, Indiana and Loudoun County, Virginia–two sites replete with localized contestations of equity reform. Using narrative policy analysis and approaches to counter-narratives, findings demonstrate youths' roles as engaged policy actors as student journalists highlighted forms of political engagement and action in their local contexts. We include recommendations for school leaders and policymakers to promote youth voice and engagement in education governance…. [Direct]

Stoddard, Ellen W.; Thompson, Corliss B.; White, Shariva D. H. (2022). Perceptions of Race in Career and Technical Education: Moving toward Critical Consciousness. Career and Technical Education Research, v47 n1 p3-22 May. Career and technical education (CTE) gives students access to skill development and greater economic opportunity, but challenges in the CTE system are pervasive for students of color, specifically Black and Latinx students. This study examines Black and Latinx high school student and teacher experiences with race in a profession-based learning program that awards CTE credits. This basic qualitative study is built around a conceptual framework that examines what racism is in CTE, how it creates barriers for people of color and how activating sociopolitical consciousness of students and teachers may enhance student agency. Findings reveal student and teacher perspectives defining race as skin color, strong beliefs in meritocracy, and individualized approaches that lead to a lack of awareness of systemic racism. Teachers play a critical role in supporting students through challenges, but they stop short of using their positions to elevate those challenges toward more meaningful systemic… [Direct]

Banack, Arianna; Broemmel, Amy; Jordan, Jennifer; Laughter, Judson; Maples, Amy; Rigell, Amanda; Vines, Nora (2022). Overwhelming Whiteness: A Critical Analysis of Race in a Scripted Reading Curriculum. Journal of Curriculum Studies, v54 n6 p852-870. Teachers in the US are increasingly required to use scripted curricula. Such instructional materials often reflect the overwhelming whiteness of the publishing industry through a lack of representation of authors and protagonists outside of white, middle-class normative characters. Implementation of such curricula stands in direct contrast to studies finding that culturally relevant pedagogy and curricula benefit students across racial and ethnic groups. This paper describes a qualitative analysis of the scripted "Wit and Wisdom" English Language Arts curriculum for grades K-8 guided by the research question: How might the curriculum reproduce a white supremacist master script? Following a quantitative analysis of racial representation across all core and supplementary texts in the curriculum, the research team used guiding questions grounded in a critical discourse and anti-racist teaching framework to qualitatively analyse teacher-facing materials at each grade level. The… [Direct]

Boutte, Gloria; Braden, Eliza; Long, Susi; Muller, Meir; Wynter-Hoyte, Kamania (2022). Identifying Anti-Blackness and Committing to Pro-Blackness in Early Literacy Pedagogy and Research: A Guide for Child Care Settings, Schools, Teacher Preparation Programs, and Researchers. Journal of Early Childhood Literacy, v22 n4 p565-591 Dec. This article is written for educators who serve as teachers, administrators, policy-makers in childcare settings, schools, classrooms, teacher preparation programs, programs that prepare educational researchers, and universities. Its purpose is to provide background, rationale, and support for individuals within those institutions to address the need to identify and counter anti-Black racist structures, policies, and practice within and beyond educational spaces. While the focus is on spaces connected to early literacy education, the content of this article will also be useful for educators and educational researchers in other areas of education. After providing a framework in Critical Race and Black Critical theories and addressing attempts to interrupt and take down any teaching about racial histories or contemporary issues, the authors provide extensive lists of questions that can be used for educational stakeholders to root out anti-Blackness in their institutions. A few of the… [Direct]

Tajrobehkar, Bahar (2023). Orientalism and Linguicism: How Language Marks Iranian-Canadians as a Racial 'Other'. International Journal of Qualitative Studies in Education (QSE), v36 n4 p655-671. This study examines the social experiences of Iranian female immigrants in schools in Toronto, Canada. Drawing on postcolonial theory and critical whiteness studies, I interrogate the ways in which 'Oriental' subjects are Othered among their peers, and how whiteness is established as the invisible norm. This study observes the role that having an immigrant, English-as-a-second-language (ESL) identity plays in shaping the participants' social experiences at school. The women in this study rejected racism as a plausible cause of their social exclusion. I suggest two possible explanations for this: (1) the 'Aryan myth', which still heavily circulates within Iranian communities, constitutes a subtle mechanism by which white supremacy is culturally inherited by many Iranians; and (2) the participants' ability to 'pass' as white acted as a privilege which made race a less salient marker of difference to them. Instead, their status as the 'Oriental Other' was most visible when language was… [Direct]

Albritton, Kizzy; Cruz, Kenia; Stein, Rachel (2023). Embracing the Promise and Potential of Preschool-Age Black Boys: Strength-Based Opportunities for Early Childhood School Psychologists. School Psychology Review, v52 n3 p343-356. Although extensive research illustrates the numerous benefits associated with attending a high-quality early childhood education program, preschool-age Black boys are not equitable beneficiaries of the academic, social-emotional, and behavioral supports provided in high-quality early childhood settings. Young Black boys in early childhood education programs face a variety of challenges that have significant, negative consequences for their foundational experiences. Overcoming these challenges and improving the educational outcomes of young Black boys requires not only a comprehensive examination of the complex issues impacting them but also requires the implementation of strength-based recommendations that will ultimately improve their short-term and long-term educational experiences. This paper offers a critical discussion of the systems and factors that fail to honor Black boys' strengths as well as specific recommendations for early childhood school psychologists seeking to… [Direct]

Marshall, Stefanie L. (2023). In Pieces: An Approach to Critical Reflexivity with Science Teachers through Storytelling and in Community. Journal of Science Teacher Education, v34 n5 p563-581. This study examines how storytelling can guide the critical reflexivity of secondary science teachers engaged in a professional learning community. Traditionally, storytelling has been used in Black communities to "teach the people to know themselves." The author engages in racial storytelling to remember, envision and consider what could have been, to imagine new possibilities. Through narrative case study analysis, the author examines two science educators' past, present, and futures through their narratives. The author asserts that critical consciousness is necessary for teachers as they aspire to support the needs of diverse learners…. [Direct]

Castell√≥n, Libni B.; Chirinda, Brantina; Kitchen, Richard; Matute, Karla (2023). Teaching Mathematics in Post-Apartheid South Africa: The Perspectives of Teachers of Black Students. Research in Mathematics Education, v25 n1 p105-123. Using a critical race theoretical lens, we examine how South African secondary mathematics teachers of Black students characterised their preparation in the post-apartheid era, how they portrayed good mathematics instruction, and what challenges they identified as barriers to becoming a good mathematics instructor. We found that teachers characterised their preparation in terms of their students' achievement, often talked about the importance of teaching their students mathematical skills and procedures, identified challenges associated with using English as the language of instruction, and engaged in student blaming. Implications from this study include prioritising quality professional development for mathematics teachers of Black students that focuses on developing teachers specialised mathematical knowledge. Professional development should also strengthen South African mathematics teachers' abilities to teach the mathematics register in English and support teachers to examine the… [Direct]

Aurea Evelyn Jaca (2023). Fostering Cultural Responsiveness in K-8 Education: A Case Study of an Urban Public School. ProQuest LLC, Ed.D. Dissertation, University of Bridgeport. This case study investigates the intricate landscape of K-8 education in Connecticut, particularly focusing on Culturally Responsive Teaching (CRT). Drawing inspiration from theories of cultural intelligence and collaborative learning, the research sought to understand the experiences, perceptions, and practices of K-8 educators concerning CRT, especially in the context of Public Act No. 19-100. This case study investigates the intricate landscape of K-8 education in Connecticut, particularly focusing on Culturally Responsive Teaching (CRT). Drawing inspiration from theories of cultural intelligence and collaborative learning, the research sought to understand the experiences, perceptions, and practices of K-8 educators concerning CRT, especially in the context of Public Act No. 19-100. Four distinct themes emerged, each highlighting different facets of the CRT landscape. From the pressing need for comprehensive training modules to the challenges of sourcing culturally diverse… [Direct]

Kimberly J. Vachon (2023). Barriers to Developing Antiracist Teachers: The Role of Policy, Pedagogy, and Practice in Teacher Education. ProQuest LLC, Ph.D. Dissertation, University of California, Santa Cruz. Following the murder of George Floyd and the wide-spread recognition of systemic discriminatory abuse of power by police, organizations across the country were jolted into reviewing their own policies and practices for evidence of prejudice and racial injustice. Teacher education programs were no exception. As teacher education grapples with this critical historical conjuncture, it is imperative to deeply examine how logics of systemic racism are embedded in the social and political structures charged with preparing future teachers. This dissertation contributes to this investigation by exploring how teacher education state and program policies intersect with teacher educator pedagogies regarding the development of antiracist engagement in pre-service teacher practice. Framed by critical whiteness studies rooted in Black scholarly perspectives and Victor Ray's conception of racialized organizations, the purpose of this research is to bring awareness to how education policy and… [Direct]

Marshall, Samantha A.; Rivera, Amelia Q. (2023). More than Multilingual: Investigating Teachers' Learning to Support Multilingual Students through an Intersectional Lens. Educational Forum, v87 n4 p362-376. Traditional teacher andragogy models oversimplify teaching multilingual students, overlooking both the complexity of identity and the contexts in which this work occurs. In this paper, we describe our intersectional approach to research, highlighting its affordances for research on teachers' learning to support multilingual students. This intersectional lens opens urgent new research questions, invites different types of data, and offers informative analytic approaches to improve both research and practice…. [Direct]

Barone, Ryan P.; Mora, Fabiola (2023). Equity Is Not Equality: Prioritization, Preference and Privilege on the Neoliberal College Campus. About Campus, v28 n5 p62-67. In this article, the authors discuss that equity is the aspiration for justice resulting from the intentional distribution of capital in its myriad forms in the context of generations of state, system, and institutional oppression. The conflation of equity with equality and the white-washing of equity have upheld systems of dominance within higher education. Courageously naming this tendency advances our work shifting from equality to equity-based frameworks. Shifting to equity-based frameworks requires valor. If we do not engage with valor, the maintenance of inequitable educational environments will continue to inflict violence on minoritized communities at the cost of student learning, the core of our higher education work. This shift requires higher education institutions to grapple with complex and uncomfortable questions to examine core issues contributing to inequities…. [Direct]

Lundy, Valerie Cyrina (2010). The Significance of Interactions: Understanding Gender, Ethnicity/Race, and Socioeconomic Status as Related to the Likelihood of Bachelor's Degree Completion. ProQuest LLC, Ph.D. Dissertation, University of Pennsylvania. Although access to a postsecondary education has increased exponentially since 1970, access to a bachelor's degree has not grown as swiftly. Moreover, while national longitudinal trend data highlight improvements in bachelor's degree completion in the aggregate, they disguise important disparities in bachelor's degree completion across groups. Specifically, these data mask inequality in bachelor's degree attainment across and within groups, particularly groups defined by gender, ethnicity/race, and socioeconomic status. Conceptual models accompanying research on bachelor's degree completion have included both student- and institution-level characteristics. Although these models have shed light on disparities in completion with respect to gender, ethnicity/race, and socioeconomic status, few predictive models incorporate the interaction of these demographic constructs. Since gaps in bachelor's degree completion persist both within and across groups, additional consideration of… [Direct]

Vavrus, Michael (2002). Transforming the Multicultural Education of Teachers: Theory, Research, and Practice. Multicultural Education Series. This book recognizes the important role teacher education programs can play in providing culturally responsive teachers for 21st century public school classrooms. It provides a range of transformative perspectives on the multicultural education of teachers, emphasizing race, racism, anti-racism, and democracy . The book includes structural suggestions for including transformative multicultural education in higher education and K-12 inservice programs; a multicultural critique of new NCATE accreditation standards for teacher education programs that offers reconceptualized assessment procedures; the historical roots of transformative multicultural education that incorporates issues of white privilege and racialized color blindness, anti-racist pedagogy, racial identity among teachers, and critical race theory; and a discussion of globalization that emphasizes its contemporary economic effects on social and educational inequities. Eight chapters are: (1) "Multicultural Teacher…

Bucket Lynn Manyweather (2024). Voices of Change: Oral Histories of Ethnic Studies Leaders in Racialized Organizations. ProQuest LLC, Ph.D. Dissertation, University of Nevada, Las Vegas. This study of implementing California Assembly Bill 1460, or mandatory Ethnic Studies (ES) in the California State University System (CSU), investigates the leadership decisions made within a set of self-governing campuses with varied institutional resources and responsibilities. This research uses an Oral History methodology, which situates personal experiences in history to illustrate how Ethnic Studies staff, faculty, and administrators navigate a racialized organization as they institutionalize a critical race curriculum and mandate within the context of individual campus histories, cultures and governances. I reviewed the literature and documented the history of the first College of Ethnic Studies, the movement's impact, challenges with sustained implementation in P-20 education, and the Ethnic Studies task force that advocated for the bill to become law. Because AB 1460 requires systemic change, I combined two organizational theories to understand these leaders' navigational… [Direct]

Diane L. Hughes; Nancy E. Hill; Whitney M. Polk (2024). Sources, Conceptualizations, and Mechanisms of Racism/Oppression for Academic and Mental Health Outcomes. AERA Open, v10 n1. Interpersonal and systemic racism and discrimination persist in our educational system — from primary and secondary institutions through college, despite the forward strides of desegregation, the Civil Rights Movement, and the Black Lives Matter movement. This special topic collection identifies and applies empirically and theoretically grounded conceptualizations of racism to improve our understanding of the experience of racism, interventions to mitigate it, and protective factors. The papers in this collection reflect two themes: 1) racial and religious identities in classrooms, schools, and universities, focusing on how educators mitigate and perpetuate systemic racism, including how White teachers understand the impact of race, how inclusive and antiracism curricula are received and rejected by future educators and clinicians, and the impact of exclusionary social networks in the hiring of teachers of color and 2) school belonging and climate, including documenting that… [PDF] [Direct]

Dowdy, Kilgour (1998). Noises in the Attic: The Legacy of Expectations in the Academy. As an outcome of the author's experiences at several American universities, and based on critical race theory as espoused by Bell (which uses narrative to bear witness to lived experiences of racism in American society), a project was undertaken to record conversations with four non-white students at a university in the southern United States. Three, unplanned, hour-long conversations were recorded to explore participants' feelings and experiences as non-whites at a predominantly white academic institution. An edited version of the videotaped narratives, entitled "Noises in the Attic: A Conversation with Ourselves," was subsequently shown at conferences and private presentations in an effort to raise the consciousness of graduate students, administrators, and professors of education. The video is divided thematically, with each section describing some aspect of the experience of being "alien" in the white academic institution. The following issues are…

Kinnucan-Welsh, Kathryn; Newsom, M. Cookie; Ridenour, Carolyn (2001). "Is the Tape Off?" African American Respondents' Spontaneous Discussions of Race and Racism When the Researcher Is Also African American. This study explored the dynamic of race within the research process when researchers and respondents were African American, looking at critical race theory. It was part of a larger study on the cultures of inner city schools at the beginning of a privately funded scholarship program. Researchers were both African American and white. This paper presents one African American researcher's experiences with African American teachers and administrators who waited until formal data collection ended, and the tape recorder was off, before speaking frankly about racial issues. Their comments about race and racism focused on: conditions that African American children lived in and the impact on student achievement and the inability of white teachers to effectively teach African American students. African American teachers viewed themselves as cultural mediators and believed there were not enough African American teachers on staff. No African American teachers mentioned racial issues during… [PDF]

Beasley, Lauren; Johnson, Emily J. (2022). Navigating Contrapower Harassment in the Sport Classroom as Graduate Teaching Associates: A Collaborative Autoethnography. Journal of Women and Gender in Higher Education, v15 n2 p181-200. While teaching, many graduate teaching associates (GTAs) are exposed to contrapower harassment, as it is common in higher education. Contrapower harassment occurs when a person with more authority is harassed by a person with less authority. In the sport studies classroom, experiences of contrapower harassment are magnified for women, as they are underrepresented in this space. Man-dominated sport environments often see higher rates of harassment. Research has focused on women faculty experiences of harassment in the classroom yet neglected the experiences of women GTAs. This collaborative autoethnography focuses on the experiences of contrapower harassment for two women GTAs in a sport studies department. Collaborative autoethnography allowed the researchers to gain a deeper understanding of ourselves, in the context of the sport studies classroom, through a combination of self and collective analysis. Interwoven throughout our myriad experiences was the expression of uncertainty in… [Direct]

Thompson, Audrey (2004). Gentlemanly Orthodoxy: Critical Race Feminism, Whiteness Theory, and the APA Manual. Educational Theory, v54 n1 p27-57 Feb. Although often viewed as burdensome, academic writing guidelines are rarely treated as actively problematic. Even progressive scholars are unlikely to challenge the cultural assumptions or political investments of academic style guides. Yet standards regarding clarity, precision, appropriateness, sensitivity, and objectivity are not politically innocent. In codifying formal guidelines for the presentation of research, academic style manuals reflect and reinscribe the racialized and gendered among other power relations characteristic of the academy. Drawing on critical race feminism and whiteness theories, this paper considers how scholarly investments in whiteness and patriarchy organize the influential APA writing guidelines. The present analysis refers specifically to the APA Manual, but similar analyses might apply to aspects of the Chicago and MLA manuals and the Bluebook, among other style guides…. [Direct]

Best, Melanie; Richards, Ronnie; Ward, Gavin (2022). Negotiating Whiteness through Brownness: Using Intersectionality and Transactional Theory to Capture Racialised Experiences of University Campus Life. Studies in Higher Education, v47 n8 p1736-1749. This paper aims to explore the potential of using dialogue between intersectional and pragmatist theorising of transactional social relations. By considering tensions within intersectional research, a position is developed which utilises a mutual constitution approach to intersectional theory and the dynamic, ongoing, complex social relations captured in pragmatist theorising. It is argued that from this position race and ethnicity become actions in which, for example, Whiteness and Brownness are defined in ongoing relation to each other. Example data from a pilot study, designed to explore experiences of campus life, is analysed using this action sense of race. The 'Racing' of experience within the data identifies how Whiteness and Brownness become constituted through a Male, South Asian, Muslim student's experience of studying sport. Whiteness in this context becomes secular, partying, and sporty-bravado-competitive, while Brownness is supressed Islamic, working not to perpetuate… [Direct]

Cummings, Marlon I.; Jemison-Ewing, Infini (2022). Conversations about Academic Success: Developing Supportive Context for High Achieving Black Students. Mid-Western Educational Researcher, v34 n2 p116-139. The racial academic achievement gap in America's public schools persists and there is solid research explaining the elements that have led to and support it. Much of this research is deficit-based and highlights the vulnerabilities of those who fall at the bottom of that gap. Not enough research is invested in celebrating, highlighting, or exploring the experiences of the Black students who perform well academically. This article represents research designed to provide a strengths-based, anti-racist view of a marginalized portion of America's public-school students. The goal of this study was to uncover the common factors that contribute to academic success for Black students who attend public schools in the suburbs surrounding the south Chicagoland area. The findings indicate that self-efficacy, school counselors, and resilience, among other factors, are characteristics held in common by the participants of this study. The practices and conditions highlighted help these students… [PDF]

White, Courtney L. (2022). Race, Negative Acculturation, and the Black International Student: A Study of Afro-Caribbean and African-Born Students in U.S. Colleges. International Research and Review, v12 n1 p33-51 Fall. Black students originating from African and Caribbean nations are well represented in the ranks of international students attending U.S. colleges, at over 51,000 annually (Institute of International Education, 2021). In addition to contributing heavily to the overall economic impact of the universities they attend (NAFSA, 2021), Black foreign-born students play a critically important role in adding diversity of thought and perspective to these academic communities. However, because of the additional socio-political challenges they face in a racially polarized United States, these students must navigate a more difficult pathway to acculturation and desirable academic outcomes than their non-Black peers. This qualitative study examines the phenomenological experiences of 15 foreign-born Black students from the subSaharan African and Caribbean regions — lived experiences found at the intersection of immigration, race, and higher education. The findings suggest that the interpolations… [PDF]

Ratcliff, Joseph Holt (2022). Understanding Campus Space and Whiteness as Ontological Expansiveness. Metropolitan Universities, v33 n2 p3-18 Aug. This paper discusses findings of a quantitative, causal-comparative study that sought to determine if a statistically significant difference existed between a rural predominantly white institution and an urban minority-serving institution in terms of their white American male students' perceptions of whiteness as ontological expansiveness. As the demographic makeup of the United States of America continues to become more diverse, so too are the colleges and universities that support students of all backgrounds. Given this shift and understanding the need for social justice awareness, it is important to grasp how white students understand and take part in this shift. The study found low effect sizes and statistically significant differences between the two institutions as assessed by the study instrument, finding minority-serving institutions' white American male students are slightly more accepting of their white racial identity and have a slightly higher affinity for social… [PDF]

Johnson, Paula (2020). An Interdisciplinary Approach to Developing Black Student Identity through Culturally Responsive Pedagogy. Literature Review. Equity Assistance Center Region II, Intercultural Development Research Association Interdisciplinarity provides alternate perspectives through which to better understand the ways in which Black students and their access to education intersect and collide. This literature review proposes the employment of an interdisciplinary paradigm that centers the development of students' academic identity through culturally responsive pedagogy (CRP) (Ladson-Billings, 1995) that specifically targets and disrupts biases in the classroom concerning the education of Black youth. Ladson-Billings (1995) sought to transform an educational system designed to teach students the necessary skills required to succeed in mainstream society. She studied models of instruction that included observations of students in their home environment (Ladson-Billings, 1995)…. [PDF]

Naidoo, Shantha (2023). South African Educators' Responses to Racial Integration in Public Secondary Schools. Bulgarian Comparative Education Society, Paper presented at the Annual International Conference of the Bulgarian Comparative Education Society (BCES) (21st, Sofia, Bulgaria, Jun 2023). The paper examines the role educators and members of school management teams (SMTs) play in transforming schools towards integrative learning environments. Data was collected through a survey and individual interviews that were administered to educators and members of SMTs (N = 88) in four multiracial schools. The survey included open-ended questions that focused on what was happening in schools, in racially diverse classrooms, and the interaction between racially diverse groups. SMTs and SGBs are seen as always advancing strategies that lead to racial integration at school. The results showed that racial integration was not evident in these schools but rather there was a heightened racial conflict and racial incidences were prevalent in former White, Indian and Coloured schools. [For the complete Volume 21 proceedings, see ED629259.]… [PDF]

Ward, LaWanda W. M. (2023). Exploring the Color-Evasive Hustle 2.0 and Asian Americans within U.S. Higher Education Race-Conscious Admissions Oral Arguments. Race, Ethnicity and Education, v26 n7 p834-850. Ongoing sociolegal conflicts over affirmative action in race-conscious admissions in U.S. higher education have significant modern-day relevance. This article, informed mainly by Asian American women's scholarship, explores discourse in U.S. Supreme Court rulings and oral arguments and how litigation actors continue to recycle this discourse in more recent legal strategies that maintain and normalize inequitable access to selective, historically White institutions. The author revisited and extended critical race feminist Kimberl√© Crenshaw's metaphor, the "Colorblind Hustle," which describes the anti-affirmative action strategy of deploying Black spokespersons as advocates for eradicating policies that promote racial equity. The author proposes a new metaphor, the "Color-Evasive Hustle 2.0," to describe current anti-affirmative action strategies with Asian Americans as plaintiffs in a 2018 lawsuit against Harvard University. Finally, this article elevates… [Direct]

Adrienne T. Aiken-Morgan; Anna K. Lee; Christopher Doss; Dextiny McCain; Jeannette Wade; Smriti Shrestha; Stephanie Teixeira-Poit (2024). Contextualizing the Racial Gradient in COVID-19 Outcomes: Narratives From HBCU Students. Journal of American College Health, v72 n6 p1759-1767. COVID-19 spread across the nation with Black Americans experiencing twice of the prevalence of deaths than White Americans. Black American college students are facing a unique set of biopsychosocial costs including less retention and poorer mental health. Therefore, the purpose of this study was to examine how Historically Black College or University (HBCU) students contextualize COVID-19. Interviews were conducted with 19 participants and lasted 40-60 minutes. They discussed topics including: their COVID-19 knowledge, precautionary measures, and barriers and promoters of school success were covered. Data were coded through semi-open coding and discussed among the research team. Responses were summarized by eight themes: emotional responses, colorblind rhetoric, lack of healthcare, essential work, distrust for the medical field, barriers to precautions like supply shortages and environmental factors, and poor baseline health. These findings may be used to develop interventions that… [Direct]

Ho, Kristine Michelle (2009). Race and Equity in the Mathematics Classroom: Teacher Learning via Artifacts. ProQuest LLC, Ph.D. Dissertation, University of California, Los Angeles. The field of education has recently recognized the importance of investigating how issues of race impact equity in mathematics education. Historically there has been great emphasis on researching how to support teachers in their practice. Specifically examining the intersection of all these components is a growing focus of a cadre of researchers. There remains, however, a great deal to learn and study. This study utilizes qualitative methods to observe and analyze how teachers engage with specific artifacts in order to address issues of race, equity, and the teaching of mathematics. The objective of this study is to offer insight on teacher growth in response to engagement with artifacts. The theoretical framework that grounds this study includes Lave and Wenger's (1991) framework and a Situative Perspective of teacher learning (Pressini, 2004) that details how communities of learners interact with artifacts as a tool for learning. In addition, Critical Race Theory… [Direct]

Wigginton, Sheridan (2005). Character or Caricature: Representations of Blackness in Dominican Social Science Textbooks. Race, Ethnicity and Education, v8 n2 p191-211 Jul. This article sets out to examine the question: how do social science textbooks used in the Dominican public schools portray national identity and ethnicity to its students? This article examines how the popular contemporary Dominican perspective on "blackness" plays a fundamental role in the current Dominican social science public school curriculum. The article begins with an historical overview of race and ethnicity in the Dominican Republic and insight into how the relationship between the Dominican Republic and Haiti has shaped both countries' concept of race, culture and ethnic identity in very different ways. The theoretical paradigm of the project is guided by constructivism and by and critical race theory. The methodological process of data collection and analysis is also outlined. Data sources include: interviews, participant observation, personal experience field notes and document collection. Various illustrations and activities from social science textbooks used… [Direct]

Ornelas, Armida; Solorzano, Daniel G. (2004). A Critical Race Analysis of Latina/o and African American Advanced Placement Enrollment in Public High Schools. High School Journal, v87 n3 p15-26 Feb-Mar. Using critical race theory as a framework, this article examines the access and availability of Advanced Placement (AP) courses and how they impact educational outcomes for Latina/o and African American students. To begin thinking critically about enrollment patterns of AP courses, we ask the following questions: How do school structures, practices, and discourses help maintain racial and ethnic discrimination in access to AP courses? How do Latina/o and African American students and parents respond to the educational structures, practices, and discourses that help maintain racial and ethnic discrimination in access to AP courses? Finally, how can school reforms help end racial and ethnic discrimination in access to AP courses? In order to answer these questions, we examined a school district in California that serves a large population of Latina/o and African American students. Three different patterns emerged around access and availability of AP courses: Latina/o students are… [Direct]

Lee, Charles T. (2022). Between Racial Stranger and Racial Underling: Elastic Racialization of Asian Pacific Americans across White and Multiracial Academic Spaces. Journal of Political Science Education, v18 n2 p242-257. Using an autoethnographic approach, this article draws on my personal experience as an Asian Pacific American (APA) political theorist who has navigated between different institutional spaces to reflect on a phenomenon that I call "elastic racialization" of APAs in higher education and its implications on our pedagogic agenda and curriculum. While the existing notion of "differential racialization" critically captures the ways in which racial minority groups have been racialized in different ways in accordance with the changing interests of the dominant group, the concept is often used in a broad U.S. national context such that even though it underlines fluidity in the social construction of race, the racialized meanings of particular racial groups can become fixed understandings and paradigms. As a result, we stop short of exploring further how the differential racialization of people of color–for instance, APAs as the "model minority" and the… [Direct]

Pham, Josephine H. (2022). Racial Micropolitical Literacy: Examining the Sociopolitical Realities of Teachers of Color Co-Constructing Student Transformational Resistance. Curriculum Inquiry, v52 n5 p518-543. In connection with the historical legacy and imaginations of youth of Color advocating for more just and equitable futures, I consider the complex political terrain through which teachers of Color cultivate students' agency for social change within the narrow confines of schooling institutions. In this article, I conceptualize "racial micropolitical literacy" to analyze how teachers identify context-specific reproductions of whiteness and interlocking systems of oppression while learning to politically confront, navigate, and transform race and power through daily, embodied, and interactional practices. Through video recordings, ethnographic field notes, and interview data, I apply this framework to document the day-to-day practices of an Asian American teacher co-constructing student transformational resistance within a southeast Los Angeles, California public middle school. My analysis reveals that the teacher: (1) used critical artifacts to reconstruct carceral… [Direct]

Aoudeh, Nada; Cuglievan-Mindreau, Gisele; Flessa, Joseph; Shah, Vidya (2023). Tempering Applied Critical Leadership: The Im/possibilities of Leading for Racial Justice in School Districts. Educational Administration Quarterly, v59 n1 p179-217 Feb. How do leaders make the impossible choice between harm enacted on racially oppressed students and families, and harm enacted on them as advocates for racial justice in systems steeped in whiteness? How do they negotiate multiple harms in Black and Brown bodies? Purpose: Situated in between the literature on tempered radicalism and Applied Critical Leadership (ACL), this study explores the experiences of six Black and Brown mid-level and senior-level district leaders in Greater Toronto Area, in Ontario, Canada. Research Methods/Approach: We draw on counter-narrative methodologies including in-depth oral history interviews and ongoing communication with participants to explore the impossibilities and possibilities of leading for racial justice. Findings: Impossibilities include "complicities and complexities," "accountabilities and alliances," and "different metrics, different expectations." Possibilities include "present and future hopes,"… [Direct]

Pollock, Mica (2023). Supported, Silenced, Subdued, or Speaking Up? K12 Educators' Experiences with the Conflict Campaign, 2021-2022. Journal of Leadership, Equity, and Research, v9 n2 p4-58. Across the country, effort is underway to restrict discussion, learning, and student support related to race and gender/sexual identity in educational settings, targeting schools with state legislation and politicians' orders; national conservative media and organizations; Board directives; and local actors wielding media-fueled talking points. To date, few analysts have yet explored in detail educators' lived experiences of these multi-level restriction efforts and local responses to them. In this article, we analyze 16 educators' experiences of 2021-22 restriction effort and local responses, with an eye to potential effects on student support and learning. Educators interviewed emphasized their recent experiences with "talking" about race and LGBTQ lives, with many emphasizing threatened punishment by critics for discussing these topics. Context mattered tremendously: While some educators enjoyed support and freedom in race and diversity-related discussion and learning,… [PDF]

Catherine P. Bradshaw; Jessika H. Bottiani; Joseph M. Kush; Lora Henderson Smith (2023). The Discipline Gap in Context: The Role of School Racial and Ethnic Diversity and within School Positionality on Out-of-School Suspensions. Grantee Submission Disparities in exclusionary discipline practices are well-documented; however, variation in Black students' disciplinary experiences across different racial and ethnic school compositions remains understudied. Utilizing a state-wide dataset (N = 769,050 students in J = 1296 schools), we examined student- and school-level factors that contribute to suspensions for Black students across schools with varying racial and ethnic diversity. Consistent with prior research, we found that Black students were disproportionately suspended more often, for more days, and more likely for soft offenses. We also found that students in majority Black schools (i.e., those where more than 50% of the students were Black) had the highest unadjusted rates of suspension. However, when controlling for multiple other student- and school-level characteristics, including overall suspension rates, we found that Black students attending majority White schools had a higher adjusted risk of suspension than in… [PDF] [Direct] [Direct] [Direct]

Christine McWhorter; Tiffany Mitchell Patterson (2023). Teaching Critical Race Media Literacy through Black Historical Narratives. Journal of Media Literacy Education, v15 n3 p1-13. On the 400th anniversary of American enslavement the New York Times (NYT) 1619 project launched an interactive digital experience including a popular podcast centering the contributions and narratives of Black Americans. This study sought to understand how HBCU students responded to learning Black music history through what we term a "pop culture podcast." This study explored the ways in which this particular podcast could support the development of Critical Race Media Literacy (CRML) based on a media discourse at a Historically Black College/University (HBCU). This study employed survey research and focus group discussions with HBCU students in two courses. The study found that by having students recognize and challenge the dominant narratives, pop culture podcasts focused on Black narratives can be utilized to help students develop Critical Race Media Literacy. While students indicated a stronger preference for learning through podcasts, there was no difference in the… [PDF]

Main, Joyce B.; Mondisa, Joi-Lynn (2021). Mentors' Perceptions of Their African American Undergraduate Prot√©g√©s' Needs and Challenges. Journal of Negro Education, v90 n2 p195-210 Spr. In this exploratory qualitative study, we examined African American mentors' perspectives of what they identify as the needs of their African American undergraduate prot√©g√©s and the challenges that may impede their prot√©g√©s' success. Interviews were conducted with 10 African American mentors who hold STEM PhDs. Data were analyzed using an iterative emergent, thematic coding method and a narrative analysis method as a methodological framework. Findings indicated that some prot√©g√©s may lack a sense of entitlement or contextualized confidence and may need personalized information and a plan to assist them in navigating academic environments. There are several opportunities for helping undergraduates overcome these challenges, such as mentoring practices focusing on ways to increase prot√©g√©s' sense of empowerment and providing personalized information about navigating academia…. [PDF]

Maraj, Louis Maurice (2018). Black or Right: Anti/Racist Rhetorical Ecologies at an Historically White Institution. ProQuest LLC, Ph.D. Dissertation, The Ohio State University. This dissertation intervenes in antiracist scholarship's recent trend of acknowledging/openly critiquing whiteness as primary means to dismantle white supremacy in Rhetoric, Composition, and Literacy (Ratcliffe, Inoue). I use intersectional Black Feminist thought (Lorde, Cohen), buttressed by Black Studies (DuBois, Godwin-Woodson, Weheliye) and Afrocentric philosophy (Asante, Mazama), to interrupt that trend by examining marginalized antiracist agency, through analysis of meanings of blackness in the US vis-a-vis institutional power. In centering blackness, I apply "a critical method" that "presents a positive rather than a reactionary posture" (Asante) in mobilizing generative approaches to destabilizing institutional whiteness, as opposed to reparative attempts that often paradoxically center whiteness. At the crux of this project is an attempt to establish a lens for reading "rhetorical ecologies of race"–race relations interrelated through space,… [Direct]

Apple, Michael W., Ed.; Ball, Stephen J., Ed.; Gandin, Luis Armando, Ed. (2009). The Routledge International Handbook of the Sociology of Education. Routledge, Taylor & Francis Group This collection brings together many of the world's leading sociologists of education to explore and address key issues and concerns within the discipline. The thirty-seven newly commissioned chapters draw upon theory and research to provide new accounts of contemporary educational processes, global trends, and changing and enduring forms of social conflict and social inequality. The research, conducted by leading international scholars in the field, indicates that two complexly interrelated agendas are discernible in the heat and noise of educational change over the past twenty-five years. The first rests on a clear articulation by the state of its requirements of education. The second promotes at least the appearance of greater autonomy on the part of educational institutions in the delivery of those requirements. "The Routledge International Handbook of the Sociology of Education" examines the ways in which the sociology of education has responded to these two political… [Direct]

Jason D. Mizell; Judith Flores Carmona (2024). Testimonios as a Methodological Third Space: Disrupting Epistemological Racism in Applied Linguistics. Journal of Latinos and Education, v23 n2 p829-842. This paper explores the use of testimonio methodology, born from Chicana/Latina feminist thought and epistemologies as a way of exploring the languaging and knowledge production practices of minoritized communities as a platform to share their/our wisdom/voices in applied linguistics. As such, testimonio is a methodology that allows racialized scholars and accomplices to foreground their/our languaging and knowledges and thus disrupt deficit framings. This paper explores the benefits of using testimonios in applied linguistics as one way of disrupting epistemological racism. Drawing on examples from three different youth who took part in a multiyear culturally sustaining systemic functional linguistics oriented program we show the power of using various types of testimonios to examine/understand the languaging and literacies practices of racialized youth. Implications indicate that the co-creation of knowledge/understanding is what makes testimonios a powerful and insightful… [Direct]

NaLette Brodnax; Nandi Carson; Xinyu Li (2024). Top-Down Discipline: Linking Political and Carceral Ideology in North Carolina Schools. Society for Research on Educational Effectiveness Black students account for 15.1% of public school students, yet represent 38.2% of out-of-school suspensions, 28.7% of referrals to law enforcement, and 31.6% of school arrests (U.S. Department of Education, 2021). Suspended and expelled youth are less likely to complete high school or attend college (Rosenbaum, 2020), and more likely to be arrested and incarcerated as adults (Bacher-Hicks et al., 2019). Researchers have considered numerous factors as possible explanations for racial disparities in discipline (Welsh and Little, 2018). Studies tend to focus on the behaviors and characteristics of students (Skiba et al., 2002; Wallace et al., 2008; Huang and Cornell, 2017), decision-making among school teachers and administrators, including discipline referrals and sanctions (Owens and McLanahan, 2020; Skiba et al., 2014), and sorting into punitive schooling environments (Owens and McLanahan, 2020; Gopalan and Nelson, 2019). Few studies have focused on the ways that school environments… [Direct]

Blaisdell, Benjamin; Dietz, Syntia Santos; Howard, Christy (2022). The Secret Hurt: Exposing the Visceral Nature of Whiteness in the Academy. Educational Studies: Journal of the American Educational Studies Association, v58 n4 p474-494. This article presents an autoethnographic reflection from three education scholars–a white man, a Latinx woman, and a Black woman–on the institutional presence of whiteness in the academy. We started developing this reflection when jointly conducting a study of faculty and students of color in a predominantly white institution (PWI). Ongoing discussion of that study's interviews and themes led us to write about how that work affected us personally. As our reflection progressed and we continued to analyze what we wrote, what started as a reflection on conducting race research became a set of narratives about our experiences with whiteness in the academy more broadly. We share those narratives to highlight the visceral nature of whiteness, i.e., the emotional weight and harm of whiteness' looming presence in the academy. We also explore how the research act–when conducted as critical, collaborative autoethnography–can serve as a form of antiracist community building and help carve… [Direct]

Ferretti, Ralph P. (2023). When the Truth Doesn't Seem to Matter: The Affordances of Disciplinary Argument in the Era of Post-Truth. Written Communication, v40 n2 p300-332 Apr. A disquieting aspect of some contemporary public discourse is its seeming indifference to or abandonment of any pretense to truth. Among other things, unsubstantiated and misleading claims have been made about the efficacy of vaccines and other purported treatments for SARS-COVID, the 2020 U.S. presidential election, and the January 6, 2021, insurrection on the U.S. Capitol. In addition, a spate of legislation restricting classroom discussion and instruction related to race, bias, privilege, and discrimination has been or is pending passage in U.S. state legislatures. These restrictions are antithetical to core functions of education, which are to inculcate the values, virtues, and advanced literacy skills that support democratic deliberation about controversial issues. This article discusses the increasing political polarization and partisan attacks on the processes of education and the threats to liberal democracy posed by this disregard for the truth. In addition, it reviews the… [Direct] [Direct]

Sedlacek, Quentin Charles (2023). "Stealing from the Language": Interest Convergence and Teachers' Advocacy for Language-Inclusive Practices. English Teaching: Practice and Critique, v22 n1 p112-130. Purpose: The purpose of this study is to support advocacy for racial and linguistic justice by examining teachers' efforts to contest their colleagues' language-exclusive policies and practices. Design/methodology/approach: The author used a critical and reconstructive discourse analysis guided by interest convergence theory to analyze narratives shared by teachers working to contest language-exclusive practices. Findings: Teachers identified or created interest convergence to successfully contest specific practices. However, their arguments had the potential to be coopted for hegemonic purposes. Originality/value: Previous studies have used interest convergence to analyze bilingual education policy. This study is one of the few to apply the theory to analyze other efforts to contest language-exclusive practices…. [Direct]

Nu'Rodney Terell Prad (2023). What Makes an Activist? Exploring How Racial Justice Movements Mobilize Black and White College Students. ProQuest LLC, Ed.D. Dissertation, Temple University. In 2020, George Floyd, an unarmed Black man, was murdered by Minneapolis Police. As social media and news outlets reported on Floyd's death, racial justice activists began to organize under the Black Lives Matter movement. The United States was also on lockdown due to the global pandemic — COVID-19. Prior researchers have noted that the lockdown was consequential to the sustained longevity of peaceful protests. Additionally, researchers have concluded that this time saw a heightened number of college students from diverse racial backgrounds. This study examines what explicitly motivated Black and White college students to act on racial justice and engage with these movements. More importantly, this study included 11 participants to inquire about what motivated White racial justice activism and to explore Black students' perceptions of these actions from their White peers. This research used an interpretative phenomenological to analyze interviews and a facilitated Social Justice… [Direct]

Dom√≠nguez-Fret, Nancy; Oberto, Ellen Evans (2022). Untapped Potential: The Current State of Dual Language Education in Chicago Public Schools. Bilingual Research Journal, v45 n1 p61-81. In Chicago Public Schools (CPS), Spanish Dual Language (DL) programs are caught up in a school choice paradigm, marketed by schools as special features by which to lure prospective families. Out of concern that this approach does not position schools to serve the full breadth of Latina/o/x students, who possess the social, cultural and linguistic resources tied to Spanish language, we assumed a LatCrit lens to conduct a Critical Race Spatial Analysis of DL programs in relation to Latina/o/x and white populations at macro and micro levels. Findings demonstrate that, in terms of the linguistic, cultural and social resources necessary for DL programming, Chicago's Latina/o/x communities present CPS with the potential to implement far more DL programs than those currently available. Furthermore, CPS does not provide adequate access to DL programming for their large population of Latina/o/x students, and the geospatial proximity of a majority of programs to white populations suggests that… [Direct]

Mahmuda Sharmin (2023). Debriefing Teaching Strategies and Multimodal Narratives in ESL: Pedagogical Tools for Developing Agency, Making Meaning, and Confronting Racism. Language Teaching Research Quarterly, v38 p92-110. Over the years, there has been a rising interest in combining debriefing teaching approaches and multimodality in classrooms to promote superior critical thinking, reflective thinking, and comprehension (Reyes-Chua, 2018). Such practices have also been instrumental in facilitating L2 learning and identity development (Johnson & Kendrick, 2017). Although most research has focused on the potential of multimodality in enhancing language learning and identity construction, only a handful of studies have investigated how debriefing teaching strategies and multimodal narrative tactics can empower adult minoritized L2 learners to confront racism and develop agency. Using ethnographic and action-based research data, this study examines the role of debriefing teaching strategies and multimodal narrative practices in developing agency, creating meaning, and addressing linguistic racism. The study took place in an intermediate ESL class in the Mid-South region of the USA. Over a period of… [PDF]

Chu, Marilyn; Torres, Daisy Padilla; V√©lez, Ver√≥nica N. (2023). "Homegrown" Latinx Educator Pathways: The Challenges and Possibilities for Early Childhood Teacher Education. Journal of Early Childhood Teacher Education, v44 n4 p1045-1066. This study highlights a critical case that can serve as a programmatic and conceptual model for institutional partnerships seeking to diversify the early childhood education (ECE) teaching profession with "homegrown" Latinx teachers. The case study explored the experiences of Latinx students in an ECE program at a regional, public 4-year university who participated in a Grow Your Own (GYO) program at their high schools and/or local community college. The student-centered qualitative case study addressed: What obstacles have GYO Latinx teacher candidates experienced as they transferred to a 4-year university teacher education program? What can we learn about how they made sense of and responded to these challenges for improving the way in which early childhood teacher education programs might extend and transform GYO initiatives at the university level to support the retention and continued success of Latinx teacher candidates? Using a combination of interviews and focus… [Direct]

Edwards, Sachi; Nielsen, J. Cody; Sayers, Matthew R. (2022). Interfaith?: A Critical Examination of the Interfaith Learning and Development (ILDT) Framework for Religious, Secular, and Spiritual Identities. Journal of College and Character, v23 n4 p283-294. In a recent volume of the "Journal of College and Character," Matt Mayhew and Alyssa Rockenbach presented their frameworks by which they have designed and utilized their IDEALS study over the past several years. In this present article, the authors contend that despite their rigorous research, the researchers and measurements oftentimes have lacked recognition and acknowledgement of Christian biases and hegemony and thus have limited their results. We propose several remediations for how the data can be helpful and effective and suggest future scholarship which evaluates more critical approaches to the subject of religious, secular, and spiritual identities (RSSIs)…. [Direct]

(2022). Legislative Threats to Academic Freedom: Redefinitions of Antisemitism and Racism. American Association of University Professors The past few years have seen an increase in partisan political attempts to restrict the public education curriculum and to portray some forms of public education as a social harm. Two targets are particularly evident: teaching about the history, policies, and actions of the state of Israel and teaching about the history and perpetuation of racism and other accounts of state-enabled violence in the United States. In both cases, conservative politicians have justified restrictive legislation under the guise of protecting students from harm, including discriminatory treatment or exclusion. The core assertion of the American Association of University Professors' (AAUP's) 2021 "Statement on Legislation Restricting Teaching about Race" applies equally to legislative restrictions on teaching about the history and ongoing actions of Israel. The AAUP therefore urges the defeat of these legislative initiatives and others of their kind in order to protect the academic freedom that is… [PDF]

Kuokkanen, Rauna (2003). Toward a New Relation of Hospitality in the Academy. American Indian Quarterly, v27 n1-2 p267-295 Win-Spr. In this article the author proposes some thoughts for working toward academic hospitality that would enable the recognition of Indigenous epistemologies in an appropriate manner. These suggestions will always remain partial and are by no means intended to be taken as a comprehensive, exhaustive consideration of possible measures. To suggest otherwise would inevitably contradict and negate the idea of hospitality, the fundamental openness to the other. Clearly, the question of hospitality will not and should never come to a close because in the moment people assume the problem solved, they arrive at a totalizing closure–another symptom of the colonial. Instead of yearning for an ultimate answer and solution, people need to accept that, necessarily, hospitality is a continuous, never-ending process of negotiation–a productive crisis in which people work continuously toward a new way of thinking and ultimately a new relationship in which the academy is compelled to recognize and… [Direct]

Johnson, Lauri; Joshee, Reva (2007). Multicultural Education Policies in Canada and the United States. University of British Columbia Press "Multicultural Education Policies in Canada and the United States" uses a dialogical approach to examine responses to increasing cultural and racial diversity in both countries. It compares and contrasts foundational myths and highlights the sociopolitical contexts that affect the conditions of citizenship, access to education, and inclusion of diverse cultural knowledge and languages in educational systems. This will interest readers in the areas of multiculturalism, education, public policy, and ethnic studies, and will be valuable to policy developers and activists in the fields of equity and diversity. Following an Introduction: Cross-Border Dialogue and Multicultural Policy Webs (Lauri Johnson and Reva Joshee), the book is divided into 6 parts. Part 1: Historical Context, contains: (1) Past Crossings: US Influences on the Development of Canadian Multicultural Education Policy (Reva Joshee and Susan Winton); (2) Diversity Policies in American Schools: A Legacy of… [Direct]

Vaugeois, Lise (2007). Social Justice and Music Education: Claiming the Space of Music Education as a Site of Postcolonial Contestation. Action, Criticism, and Theory for Music Education, v6 n4 p163-200 Dec. In recent years, music educators have become interested in linking music education practices, programs and projects to issues of social justice. However, theoretical approaches to conceptualizing the problem or to developing strategic interventions have yet to occur within the field. In this paper, the author argues that to address social justice music educators need theoretical tools oriented to injustice, its causes and its manifestations. Addressing injustice means engaging with the political, locating themselves historically and coming to terms with their implicatedness in injustice. Critical exploration of their positionality and their philosophical assumptions is vital to this enterprise. Without such critiques they risk getting caught up in discourses of charity–discourses that too often result in \feel good\ projects that valorize the giver while maintaining the inferior position of the receiver. Discourses of charity do not require them to ask how they have come to be in a… [Direct]

Johnson, Jennifer M.; Scott, Sharron (2023). Nuanced Navigation: Narratives of the Experiences of Black 'All but Dissertation' (ABD) Women in the Academy. International Journal of Qualitative Studies in Education (QSE), v36 n4 p612-626. In this article, the authors examine the experiences that contribute to the delayed completion of doctoral programs among Black women. Building upon prevailing applications of doctoral student socialization, this study explores the ways race and gender intersect to shape the graduate school experiences of Black women pursuing EdD and PhD degrees. Semi-structured interviews with current graduate students and doctoral degree recipients reveal that the intersecting identities held by Black women are largely ignored during interactions with graduate faculty and peers, complicating the graduate school socialization process. Gendered priorities constrained time available to dedicate to studies, particularly during the writing stage. Black women described efforts to navigate dominant culture communication styles and the necessity to create networks of their own to overcome these challenges and move towards degree attainment. Implications for institutional policy and practice are shared…. [Direct]

Angga Hidayat; Ruth Nneoma Oliwe; Theodore Chao (2023). Why Am I Supposed to Love Math?: Digital Mathematics Storytelling in Asian American Communities. North American Chapter of the International Group for the Psychology of Mathematics Education, Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (45th, Reno, NV, Oct 1-4, 2023). In this research study, we detail how Digital Mathematics Storytelling, in which youth create video stories detailing the mathematics knowledge existing within their families and communities, can actively create counter-stories to the model minority myth. Through intergenerational video storytelling in historic Asian American communities, the research team and participants used a community participatory action research and narrative inquiry framework to engage elementary and middle-school aged youth in mathematics-based storytelling that not only detailed the painful effects of the model minority myth but also showcased that mathematics identities within Asian American communities can be rich and joyful. [For the complete proceedings, see ED658295.]… [PDF]

Collins, Claire; Compton-Lilly, Catherine; Croom, Marcus; Cun, Aijuan; Douglas, Kristian; Lewis Ellison, Tisha; McVee, Mary B.; Rogers, Rebecca; Skerrett, Allison (2023). Review and Scholarly Syntheses as Anti-Racist Action. Literacy Research: Theory, Method, and Practice, v72 n1 p74-117. At the final session of the 2022 Literacy Research Association Conference, Catherine Compton-Lilly, Marcus Croom, Mary McVee, and Allison Skerrett presented critical work related to equity, representation, and race in literacy scholarship. Panelists shared concerns and pursued a shared goal. Specifically, as literacy scholars, they recognized that like the empirical research conducted in classrooms and communities, review scholarship–scholarship that aspires to make sense of large bodies of available research–is always subject to systemic biases, privileging, and racism. In this panel session, we intentionally sought to dismantle biases through four review-oriented projects that–each in its own way–attempts to counter the systemic whitewashing that has characterized review scholarship in literacy…. [Direct]

Rita Kohli; Uma Mazyck Jayakumar (2023). Silenced and Pushed Out: The Harms of CRT-Bans on K-12 Teachers. Thresholds in Education, v46 n1 p96-113. Over the past year, sweeping local and state-wide policies framed as bans against "CRT" are being propagated to restrict how race and racism can be taught in K-12 schools across the nation. As a result, schools are increasingly becoming a place where teachers face interpersonal and professional risk for teaching about US racial realities, including threats to their professional licenses for engaging historical or current day topics of race, inequity and injustice. In this article, we first draw on CRT to analyze how CRT-bans leverage white defensiveness and white comfort to restrict instruction and discourse about systemic racism, thereby upholding it. Second, we describe a mixed methods research study with 117 teachers across the US that provides an initial look at how teachers are being harmed by these bans. The data suggests that CRT-bans are negatively impacting the racial climate of schools and contributing to the systematic pushout of teachers, particularly those… [PDF]

Dennis L. Rudnick, Editor (2024). Resisting Divide-and-Conquer Strategies in Education: Pathways and Possibilities. Myers Education Press "Resisting Divide-and-Conquer Strategies in Education: Pathways and Possibilities" examines the ways in which divide-and-conquer strategies operate in the American public education system. In U.S. education, these mechanisms are endemic and enduring, if not always evident. Coordinated, strategic, well-funded, politically-viable campaigns continue to stoke fear, othering, villainization, and dehumanization of minoritized groups, pushing false and problematic narratives that inhibit progress toward social justice. Weaponizing hegemony and leveraging misinformation, reactionary agents and institutions seek to suppress truth, block access to democratic participation, and dismantle education and other sites of emancipatory possibility through the strength of divide-and-conquer mechanisms, pitting relatively disempowered groups against one another to preserve the dominant social order. Readers of this book will encounter conceptual and critical interrogations of divide and… [Direct]

Leann Lear (2024). Tensions in Decolonizing International School Educators: A Case Study. ProQuest LLC, Ed.D. Dissertation, Arizona State University. Each year, the existing cohort of elementary teachers at The American School participate in a professional development program. This program includes both academic and social adaptation resources and support for teachers within the school community. Previous to this research study, the program mostly included training on academic programs, assessment strategies that align with the policies and resources for teachers to explore to support their curriculum. Most teachers requested training on the standards and assessment practices as the school made strategic shifts toward new pedagogical practices. Glaringly absent from this training was any support with the cultural transition for teachers, most of whom have not worked within a Mexican school setting with a largely Mexican family demographic. This action research study draws from theories of decolonization, postcolonialism, culturally relevant pedagogy, cultural mindset and critical whiteness studies. This case study took place… [Direct]

Meuth, Jane A. (2009). An Examination of the Underrepresentation of African American Faculty in Illinois Institutions of Higher Education. ProQuest LLC, Ph.D. Dissertation, Southern Illinois University at Carbondale. The current study was conducted to examine the underrepresentation of African American Faculty in Illinois institutions of higher education. The researcher used the critical race theory and cultural proficiency theory to frame the study. The following research questions guided the study: (1) What challenges and barriers have African Americans experienced in receiving a quality education? (2) In what ways does family structure affect the success of African American professors toward the completion of a graduate degree? (3) What positive experiences have African Americans had throughout their educational career to encourage their pursuit of the professoriate? and (4) How can faculty diversity be obtained among institutions of higher education? The study employed a mixed-methods research design to examine the experiences of African American faculty members employed in Illinois higher education institutions. The quantitative portion of the study consisted of an online survey distributed… [Direct]

Christina Marie Ashwin (2018). Beyond "Talking Different": White Pre-Service Teachers' Critical Race Talk about Teaching Dialect Diversity. ProQuest LLC, Ph.D. Dissertation, University of Pittsburgh. This dissertation documents 214 White pre-service English Language Arts teachers' engagement in explicit discussions of race and racism in online class discussions about teaching about dialect diversity. Participants were recruited from eight geographically distinct teacher education programs in the United States that implemented Godley and Reaser's (2018) dialect diversity mini-course. Informed by scholarship on White teachers' talk about racism, I analyzed participants' engagement in what I call "critical race talk"–talk about race that acknowledges systemic racism and White privilege. I used qualitative research methods to identify themes within the subset of White teachers' comments that included critical race talk. Even when prompted to discuss race and dialects in critical ways, only 3% of the 2,900 discussion board posts authored by White teachers included critical race talk. Twenty-nine percent of White teachers voiced critical race talk at least once. Teachers… [Direct]

Curtner-Smith, Matthew D.; Jowers, Richard F. (2022). "It's My Time to . . . Fight Some of These Battles": The Life History of an Exemplary African American PETE Faculty Member. Journal of Teaching in Physical Education, v41 n4 p650-659 Oct. Purpose: To construct the life history of an exemplary veteran African American physical education teacher education faculty member. Method: The participant was Dr. Andrew Lewis, a retired professor from the College of Charleston. Data were collected through formal semistructured interviews, informal interviews, and documents and artifacts. They were analyzed using analytic induction and constant comparison. Findings: Key findings were that Lewis experienced a significant amount of marginalization throughout his life and career. In addition, he was subjected to different forms of microaggression and stereotype threat. Lewis dealt with these forms of racism by emulating several of his teachers and professors, working hard, and performing to a high level. In addition, he altered the pedagogy he employed. Conclusion: Lewis's counter-story has the potential to influence other African American physical education teacher education faculty members, administrators, and those who perpetuate… [Direct]

Boutte, Gloria; Braden, Eliza G.; Gibson, Valente'; Jackson, Jarvais (2022). Using Afrocentric Praxis as Loving Pedagogies to Sustain Black Immigrant Racial Identities. International Journal of Qualitative Studies in Education (QSE), v35 n6 p569-587. In this article, we chronicle two African American, male teachers' (fourth and fifth-grade teachers at the same school) use of Afrocentric praxis to demonstrate how the identities of African Diasporic students can be honored and sustained. We begin by explaining the conceptual framework and the context of the school and classrooms. We focus our gaze on the two teachers and Yandi, a second-generation immigrant child, because complex cultural identities are often forgotten and negated in school. We reflect on the pedagogical needs of Yandi as a student whose parents are first generation immigrants to the U.S. We demonstrate how layering the content of African-Diasporic people using Afrocentric praxis can serve as methods to actualize pedagogical love and can be used to engage and invite Black students whose parents are recent immigrants. We conclude with recommended resources…. [Direct]

Brooms, Derrick R.; Clark, Jelisa S.; Franklin, William; Smith, Matthew (2021). Understanding the Laws of Harvest: Black and Latino Male Collegians Enacting Critical Race Care as Youth Mentors. Teachers College Record, v123 n12 p155-179 Dec. Background/Context: In recent years, there has been a proliferation of student engagement programs intended to increase college access, retention, and graduation for Black and Latino males. Although supporting Black and Latino male students' educational opportunities and success efforts is an urgent need, few studies examine their collective leadership experiences–either on campus or in the community. These experiences are important in understanding how engagement and leadership are vital components for Black and Latino males' sense of self, community ties, and collective consciousness. Focus of Study: We investigate the collegiate experiences and engagement of 12 Black and Latino male students in the Brothers Empowering Collective Achievement (BECA; pseudonym), a male-centered program at a Hispanic-serving institution. We explored their leadership and mentoring experiences through the following research questions: (1) How do Black and Latino college men make sense of their… [Direct]

R√≠os Vega, Juan A. (2023). School to Deportation Pipeline: Latino Youth Counter-Storytelling Narratives. Journal of Latinos and Education, v22 n1 p258-270. This article analyzes Julio's counter-storytelling narratives as an undocumented and Latino youth attending schools in the Southeast. Through his narratives, this case study discusses how gender, accent, socioeconomic and immigration status intersect multiple layers of discrimination, pushing Julio out of school prior to his self-deportation. The author concludes how the use of dialogue journaling can allow teachers, school administrators, and other stakeholders to become culturally sensitive to support Latinx youth…. [Direct]

Wiley, Brittany Anais (2021). Parables of Passing and Pedagogy: A Practitioner Study of Teaching Africana Literature Online. ProQuest LLC, Ed.D. Dissertation, San Francisco State University. The purpose of this practitioner-based self-study was to examine critical race pedagogy (CRP) in online course instruction and design. This was a qualitative study that used narrative inquiry and grounded theory methodological approaches to explore my Africana literature courses taught in an asynchronous online instructional mode of delivery during the Fall 2016 semester. This culminating project was guided by a community of inquiry and critical race pedagogical framework. The first chapter introduces the organization of the study, research problem, and review of the literature focused on online education, CRP in ethnic studies and Africana studies, and community of inquiry. Chapter 2 discusses methodology and my role as a researcher conducting a self-study of my own teaching practices. Chapter 3 presents the findings, narrowing in on a lesson about racial passing. This key chapter highlights student participants in public forums and written reflection assignments. Chapter 4… [Direct]

Lee Her; Peter I. De Costa; Vashti Wai Yu Lee (2024). Heritage Language Identity Matters: Tracing the Trajectory of a Chinese Heritage Mother and Contested Chinese Dual Language Bilingual Education. Studies in Second Language Learning and Teaching, v14 n1 p75-96. This article presents a narrative inquiry of a Chinese heritage mother to theorize and explicate how historical, relational, and spatial processes impacted her negotiation with power and agency in relation to her own heritage language (HL) identity development. A narrative approach enables us to draw on participant counter-stories against master narratives that erase experiences of marginalization of Asians in Asian language education in the United States. We do this through a model of HL identity development (Zhou & Liu, 2022) supplemented by an AsianCrit lens (Iftikar & Museus, 2018). We show the importance of normalizing Chinese as a HL outside of the home in terms of language maintenance as well as the impact such normalization has on the development of an affirmative Chinese HL identity. We add that spaces for such identity development are deeply associated with language programs like dual language bilingual education (DLBE), especially as the number of DLBE… [PDF]

Gritter, Kristine Mensonides; Lau, Wing Shuen (2022). Hidden Voices: How Chinese Immigrant Educators Implement Culturally Inclusive Practices in U.S. Classrooms. New Waves-Educational Research and Development Journal, v25 n1 p65-81 Sum. In this article, we investigate Chinese immigrant teachers' cross-national education experiences in determining the implementation of culturally inclusive practices in United States classrooms. Based on a critical framework of culturally responsive teaching, findings of our multiple-case study indicated our participants regard teaching in the U.S. as less certain as a vocation and regard Asian teacher educators in the U.S. as critical bridges to teaching language in the U.S. Although all participants had extensive training in second language teaching, they noted gaps in knowledge of American student culture. The participants also indicated that an ideal classroom was a place of cultural harmony where divergent views could be valued and shared. Given that extremely limited published research exists documenting how Chinese immigrant teachers conceptualize and practice culturally responsive teaching, this study is an entry to understanding the experiences of Chinese immigrant educators… [PDF]

Finkelstein, Joan (2022). Three Rs for Dance Education Now: Reexamine! Reevaluate! Reimagine!. Journal of Dance Education, v22 n3 p170-174. America's current sociocultural moment requires that we reexamine, reevaluate, and reimagine our dance education policy documents, curriculum, and classroom practice. This position paper raises questions about the assumptions underpinning our dance education archival discourse and infusing the language we use to articulate it. A return to scientific approaches to education featuring standardization and accountability, which threatens to further marginalize non-dominant voices, makes this inquiry urgent. I describe my current research as an example of this direction for inquiry. Referencing the standards' history, dance education's historical influences and counter-narratives, and motor learning theories in cultural context, I propose that explicit and implicit cultural messages in our standards may convey Euro-Western aesthetic, epistemological, and pedagogical frameworks, reflecting widely accepted dance education practices. Further, I question whether our standards and our practice… [Direct]

Croft, Sheryl J. (2022). Pre-Brown African American School Leadership Paradigm: A Conceptual Model. Journal of School Leadership, v32 n6 p636-657 Nov. This research answers the question, "How did pre-Brown African American school leaders lead their schools?" After conducting a metasynthesis on the leadership practices of pre-Brown African American school leaders, I constructed the Pre-Brown African American School Leadership Paradigm (PAASLP) and model. The PAASLP describes a paradigm that bridges a gap between under-researched leadership beliefs, goals, and practices of pre-Brown African American school leaders during segregation and up through desegregation. Aspirational beliefs were grounded in the assertion that through an exemplary education student could develop the skills to move beyond the segregated society and aspire to a different life free from imposed barriers. Resistant beliefs focused on practices designed to prepare students to engage and participate fully in democratic citizenship and to resist the constraints of the society in which they lived. This emergent paradigm offers a basis for African American… [Direct]

White, Ashley L. (2022). Reaching Back to Reach Forward: Using Culturally Responsive Frameworks to Enhance Critical Action amongst Educators. Review of Education, Pedagogy & Cultural Studies, v44 n2 p166-184. In this paper, I draw upon salient literature and collective discussions to map a conceptual framework that focuses on foundational understandings and practices needed to prepare majority white preservice teachers for educating the nation's increasingly diverse student population. The presentation of framework in this piece reflects enhancements through the consideration of language choice and my individual application of Freire and Carlson et al.'s work. I introduce this topic with a brief explanation of culturally responsive practice and its importance in grounding the teaching profession in a concept and exercise to increase equitable outcomes for all students. Secondly, I provide a brief review of the foundational literature considered in mapping the conceptual framework as well as a rationale for the development of the proposed framework. I also employ Freire's scholarship of consciousness and Carlson et al.'s extension on reflection to underscore the necessity of these… [Direct]

Lindsay Weinberg (2022). From Smart Cities to Wise Cities: Studying Abroad in Digital Urban Space. Frontiers: The Interdisciplinary Journal of Study Abroad, v34 n2 p11-26 Aug. This article analyzes the impact of experiential and inquiry-based learning exercises in a 2019 Toronto study abroad course on smart cities for first-year students. The course treated the city as a text to be read, analyzed, and unpacked. Students engaged with the disciplines of urban studies, critical race and ethnic studies, and surveillance studies in order to assess Toronto's smart city initiative while exploring firsthand how technology and urban planning currently structure the lived experiences of Toronto's inhabitants. Ultimately, students came to understand how data analytics order, pattern, and structure the complexity of urban life in ways that can be inclusionary and exclusionary, democratic and autocratic. They gained an appreciation for why a range of stakeholders with disparate social and economic power perceive smart city initiatives differently, and they theorized what it might mean to live in a wise city that accounts for history, ethics, and power…. [PDF]

Leonardo, Zeus, Ed.; Martinez, Corinne, Ed.; Tejeda, Carlos, Ed. (2000). Charting New Terrains of Chicana(o)/Latina(o) Education. Themes of Urban and Inner City Education. In many areas of education, Chicanos and Latinos have the lowest achievement and attainment of the major ethnic groups in the United States. In contrast to various deficit theories, this book argues that the Hispanic educational experience and outcomes can only be understood in relation to the development of U.S. and global capitalism and the institutionalization of class and race relations in U.S. society. Following an introduction "Critical Multiculturalism and Globalization: Transgressive Pedagogies in Gringolandia, Cueste Lo Que Cueste" (Peter McLaren, Ramin Farahmandupur), the chapters are: (1) "Toward a Critical Race Theory of Chicana and Chicano Education" (Daniel G. Solorzano, Tara J. Yosso); (2) "Historical Struggles for Educational Equity: Setting the Context for Chicana/o Schooling Today" (Dolores Delgado Bernal); (3) "Transcending Deficit Thinking about Latinos' Parenting Styles: Toward an Ecocultural View of Family Life" (Angela…

Saddler, Craig A. (2005). The Impact of Brown on African American Students: A Critical Race Theoretical Perspective. Educational Studies: Journal of the American Educational Studies Association, v37 n1 p41-55. There is no doubt that the 1954 Brown v. Board of Education of Topeka, Kansas, Supreme Court decision was instrumental in initiating monumental change in the ways public schools have operated. The central question addressed by the Supreme Court in the Brown cases (1954, 1955) was whether segregation of children in public schools solely on the basis of race deprives minority children of equal educational opportunities even when all else is equal. The author suggests that the problems faced by African American students are complex and convoluted when contextualized in traditional notions of effective schooling. Such is the case because African American students are filtered into lower educational tracks at such a rapid pace and are often the unfortunate victims of mis-education. The author uses critical race theory to deconstruct the historical as well as contemporary resistance offered to the full implementation of the Brown decision. How we have arrived at the present state of… [Direct]

Berila, Beth; Keller, Jean; Krone, Camilla; Laker, Jason; Mayers, Ozzie (2005). His Story/Her Story: A Dialogue About Including Men and Masculinities in the Women's Studies Curriculum. Feminist Teacher: A Journal of the Practices, Theories, and Scholarship of Feminist Teaching, v16 n1 p34-52. In section I of this article, Beth Berila, director of Women's Studies at Saint Cloud State University (SCSU), St. Cloud, Minnesota, provides a theoretical argument for incorporating Gender Studies into Women's Studies programs, drawing on recent analyses in feminist studies, queer theory, critical race theory, and transnational feminism. In section II, Jean Keller describes, from a program director's perspective, the process whereby the College of Saint Benedict/Saint John's University (CSB/SJU) evolved from a position in which many of the Women's Studies faculty were wary of Men's Studies to support of the incorporation of Men's Studies as an explicit requirement of the two required courses for their Gender and Women's Studies (GWST) minor. In section III, Ozzie Mayers and Camilla Krone, two long-time Gender and Women's Studies faculty members at CSB/SJU, describe the evolution of the introductory course from being focused on women to integrating men and men's concerns. They…

Leonardo, Zeus (2016). Tropics of Whiteness: Metaphor and the Literary Turn in White Studies. Whiteness and Education, v1 n1 p3-14. A critical analysis of whiteness unavoidably relies on using metaphors in order to understand or apprehend its object of study. In this effort, scholars of whiteness recruit tropes to describe whiteness and in the process discursively constitute its contours, concerns and contradictions. In short, the tropics of whiteness reveal something symptomatic about critical scholars' ability to intervene in relations of domination through race theory, but they also expose areas benefitting from reflection, such as the link between language use, power and history. Finding purchase in Hayden White's use of 'emplotment', or the literary turn in history, I argue that the literary turn in Whiteness Studies is underutilised yet useful in a critical social theory of whiteness. In this article, I describe three dominant systems of tropes found in Whiteness Studies: tropic of the singularity (whiteness as only one thing), tropic of the multitude (whiteness as many things) and tropic of the journey… [Direct]

Mac√≠as, Luis Fernando (2022). International for Processing Purposes: A Critical Examination of DACA Recipients' Post-Secondary Admissions in Ohio. Journal of Higher Education, v93 n5 p818-846. In 2011, Ohio passed state-wide legislation prohibiting undocumented students from receiving in-state resident tuition (ISRT). In 2013, a student-led advocacy campaign resulted in the Ohio Board of Regents extending ISRT consideration to recipients of Deferred Action for Childhood Arrivals (DACA), a subsection of the larger population of undocumented students. This qualitative study examines the impact of DACA on ISRT policies and their implementation, particularly in states that have incongruent ISRT policy environments impacting their growing immigrant communities. This qualitative work utilizes a critical race methodology to analyze the perspectives of nine racially diverse DACA recipients as they applied to predominately white institutions (PWIs) of higher education across the state. Regardless of acknowledged or unacknowledged ISRT eligibility, evidence suggests public institutions of higher education in Ohio categorize DACA college applicants as "international for… [Direct]

Destler, Katharine; Diliberti, Melissa Kay; Hill, Paul; Jochim, Ashley; Schwartz, Heather (2023). Navigating Political Tensions over Schooling: Findings from the Fall 2022 American School District Panel Survey. Center on Reinventing Public Education Public schooling has always been politically fraught, but current disagreements over issues related to race, sexuality, gender, and COVID-19 have reached a tipping point. According to this report from the Center on Reinventing Public Education and RAND, half of school system leaders say that these disagreements are disrupting schooling. Almost one in three district leaders also said their educators had received verbal or written threats about politically controversial topics since fall 2021. The findings come from surveys issued to 300 district and charter network leaders and interviews with superintendents. Their responses shed light on how political polarization has affected classrooms and how districts are responding. This report presents results from the fall 2022 survey of the American School District Panel (ASDP). The ASDP is a research partnership between RAND and CRPE. The panel also collaborates with several other education organizations, including the Council of the Great… [PDF]

Evans-Winters, Venus E.; Hines, Dorothy E. (2020). Unmasking White Fragility: How Whiteness and White Student Resistance Impacts Anti-Racist Education. Whiteness and Education, v5 n1 p1-16. The authors analyse how white undergraduate pre-service teachers resist anti-racist teacher education courses, and how acts of white fragility and white student resistance are employed against Black female professors. In this discussion, we draw from our experiences as two Black women faculty at two predominately white institutions (PWI). Using Critical Race Feminism we discuss how white student resistance is manifested in social interactions with Black female faculty, and how the racialized and gendered spaces of higher education, specifically teacher education, impacts teaching and learning. We introduce a conceptual framework for elucidating white student resistance using psychological and sociological concepts including (1) passive-aggressive behaviours; (2) groupthink, (3) lynch mob; and (4) bystander's effect. This article advances scholarship on white student resistance to non-hegemonic curriculum in higher education, and how whiteness structures student's ability to develop… [Direct]

Blum, Grace Inae; Hougan, Eric; Reyes, Keith (2021). Being More than Just Seen: The Struggle of Navigating the White Space of Teacher Education. Journal for Multicultural Education, v15 n3 p239-252. Purpose: The purpose of this study was to identify and understand the experiences of teacher candidates and alumni of color within a multi-campus teacher preparation program at a large public institution in the northwest region of the USA. Design/methodology/approach: This qualitative study used focus group methodology. Four semi-structured interviews of participants were conducted to investigate the opportunities, challenges, resources and supports experienced by participants in the teacher preparation program. Findings: The findings indicate that while participants had varied individualized experiences within the teacher preparation program, many of them had common experiences that impacted their overall success within the program. These shared experiences include finding their voices silenced and seeking out experiences of authentic care. Originality/value: This study contributes to the growing body of research focused on the recruitment and retainment of students of color within… [Direct]

Lubienski, Christopher; Malin, Joel R. (2022). Information Pollution in an Age of Populist Politics. Education Policy Analysis Archives, v30 n94 spec iss Jul. The increasing influence of private interests in public policy has been facilitated by a growth in sources of "alternative" information and expertise. In education, teachers and schools are often the targets of these sources. This has been associated with a new political economy where private interests advance reform agendas largely through funding new information sources that ignore long-standing empirical evidence on factors shaping school outcomes in favor of anecdotes and misunderstandings about issues in education. This manuscript argues "information pollution" relative to U.S. politics and policy is presently at crisis levels, and that it is particularly acute relative to education policy. In this policy area, we show how special interests are using (mis)information strategies to purportedly elevate parent voices but are in effect promoting the interests of private actors and de-professionalizing both expertise and educators. We seek to understand this major… [PDF]

De Jes√∫s, Anthony; Johnston, Anthony R.; Siler, Don (2022). "The Name Game": Adolescent Racialization in the Era of Trump. Equity & Excellence in Education, v55 n1-2 p105-117. Following the 2016 US presidential election, schools reported an alarming level of fear and anxiety among students of color, increased racial and ethnic tensions in the classroom, and fear of deportation for immigrant youth. Collectively, this phenomenon has been termed "the Trump effect." In this study, we examined the details surrounding a specific incident of racial violence at a high school in a Northeast town to provide an emic perspective on this phenomenon. We examined how the events, school response, and vitriolic rhetoric and political discourse in the larger culture contributed to the racialized identities of students who were at the heart of the events…. [Direct]

Fast, Idit (2023). Mechanisms of Exclusion: Group Homogenization and Deficit Thinking in Integrated Schools. Educational Policy, v37 n6 p1763-1790 Sep. School integration and inclusion are important for educational equity, yet inclusionary educational policies often end up being exclusionary in practices. In this article I contribute to our understanding of school level mechanism underlying this process. I draw on 2 years of data collection in a progressive culturally responsive school implementing a voluntary students assignment policy to increase the share of low-income students of color in the school. I show how a conflict with dissenting mothers over gender-unlabeled bathrooms became a conflict over the meaning of inclusion when school leaders applied deficit thinking that saw low-income parents of color as less likely to support the program, despite heterogeneity in dissenting mothers' background, and how as result dissenting mothers felt excluded from the school community and the needs of transgender students were unmet. These findings have important implications for theory and practice and for creating inclusive schools…. [Direct]

L√≥pez, Francesca (2022). Can Educational Psychology Be Harnessed to Make Changes for the Greater Good?. Educational Psychologist, v57 n2 p114-130. As the American Psychological Association and Division 15 committed to addressing systemic racism after the 2020 summer of racial reckoning, orchestrated political attacks that vilify pedagogical approaches aimed at addressing racial injustice have thwarted schools' efforts across the nation. Against this context, the overarching aim of this article is a call to action for educational psychology to contribute to changes for the greater good. To that end, the article contextualizes the field's lack of engagement in contemporary schooling controversies before turning to a discussion of the contemporary attacks against anti-racist approaches. A concise historiographical review is provided to illustrate the recurring tensions that have consistently thwarted equitable educational efforts. After discussing how growing scholarship focused on anti-racist research approaches in educational psychology can shape educational psychology's future with a vision toward an anti-racist social purpose… [Direct]

Goodman, Christie L., Ed. (2022). IDRA Newsletter. Volume 49, No. 8. Intercultural Development Research Association The "IDRA Newsletter" serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children across the United States. The focus of this issue is "Student Voice for the New School Year." Contents include: (1) LGBTQ+ Inclusive Education is Not Dangerous, Nor is it a Difficult Feat (Manav Lund); (2) School Support Systems Help Students Succeed (Shreya Selvaraju); (3) Policing Students Through Dress Codes Needs to Stop (Ryan Cyrus); (4) Equip Schools to Support Student Mental Health (Tatiana Mart√≠nez Alvarez); (5) Mexican American Studies is American History (Josu√© Peralta de Jes√∫s); (6) School Safety Requires Listening (Hawaii Guerin); (7) We Need a Well-Rounded Education — An Open Letter to Lawmakers (Kennedy Moore); and (8) Dress Codes: A Racist, Sexist History and Why They Must be Changed (Adam Shelburn)…. [PDF]

(2023). Report of a Special Committee: Political Interference and Academic Freedom in Florida's Public Higher Education System. American Association of University Professors In November 2022, Florida governor Ronald DeSantis, won reelection by a decisive margin and the Republican party gained supermajorities in both houses of the state legislature. During the governor's first term and after reelection, the Florida House and Senate passed legislation and the DeSantis administration took executive actions that further aimed to censor the teaching and learning of certain historical topics; potentially criminalize some discussions of race, gender, and sexuality; stigmatize, marginalize, and exclude transgender people. In the wake of these developments, it quickly became apparent that the governor's education program, which initially focused on K-12 schools, had ominous and direct consequences for public higher education as well. The threat to higher education and, more specifically, to foundational principles of shared governance and academic freedom, intensified in early January 2023 when the governor appointed six new trustees to the board of New College… [PDF]

Adriana √Ålvarez (2023). Agentive Roles and Metalinguistic Negotiations: The Linguistic Capital in Interactions between Parents and Children from Mexican Immigrant Backgrounds. Journal of Language, Identity, and Education, v22 n6 p652-672. This qualitative case study examined the interactions between four Mexican parents from immigrant backgrounds and their children during the process of creating two biliteracy family projects that centered on their experiential knowledge. Informed by a theoretical lens of sociocultural linguistics and community cultural wealth, this study examined the kinds of linguistic capital in parent-child interactions that present a contrastive micro analysis within the macro context of a school district with a history of linguistic oppression and discrimination. The main data sources were the recorded interactions between parents and children that took place in their homes and classroom workshops. Findings demonstrate the ways that children's agentive roles were produced through discursive patterns, and how parents and children engaged in metalinguistic negotiations and co-constructions from oral to written descriptions that followed a gradual increase in complexity. Findings revealed how these… [Direct]

Linley, Jodi L. (2017). Teaching to Deconstruct Whiteness in Higher Education. Whiteness and Education, v2 n1 p48-59. As a white assistant professor of mostly white graduate students who will become higher education leaders, I work to dismantle whiteness in my curriculum, assignments and pedagogy. I make meaning of my own white identity through my commitment to reflexivity as a constant activity. Equally salient are my identities as a queer, able-bodied, cisgender woman, who grew up working class in the rural Midwestern United States. This manuscript explores the ways my identities, experiences and teaching paradigm anchor my commitment to the work of deconstructing whiteness…. [Direct]

Paetzold, Ramona L. (2010). Why Incorporate Disability Studies into Teaching Discrimination Law?. Journal of Legal Studies Education, v27 n1 p61-80 Win-Spr. Those who teach employment discrimination law, particularly as a separate course or part of a course on employment law, are used to covering a broad range of legal models and issues pertaining to the protected classes under Title VII of the Civil Rights Act. The disparate treatment, disparate impact, and hostile environment models of discrimination apply broadly and are often discussed within a framework of feminist, critical race, or other perspectives. The author stresses that it is important to view American discrimination law through a lens of critical race and feminist theory. However, the importance of race, ethnic, and gender studies as multidisciplinary enterprises that have influenced law cannot be overemphasized. In this article the author attempts to make a strong case that another theoretical perspective be brought into one's discourse of employment discrimination law–that of disability studies. Disability studies is a relatively new field that seeks to examine the… [Direct]

Valencia, Richard R. (2005). The Mexican American Struggle for Equal Educational Opportunity in Mendez v. Westminster: Helping to Pave the Way for Brown v. Board of Education. Teachers College Record, v107 n3 p389-423 Mar. Few people in the United States are aware of the central role that Mexican Americans have played in some of the most important legal struggles regarding school desegregation. The most significant such case is Mendez v. Westminster (1946), a class-action lawsuit filed on behalf of more than 5,000 Mexican American students in Orange County, California. The Mendez case became the first successful constitutional challenge to segregation. In fact, in Mendez the U.S. District Court judge ruled that the Mexican American students' rights were being violated under the equal protection clause of the Fourteenth Amendment. The decision was affirmed by the Ninth Circuit Court of Appeals. Although the Mendez case was never appealed to the U.S. Supreme Court, a number of legal scholars at that time hailed it as a case that could have accomplished what Brown eventually did eight years later: a reversal of the High Court's 1896 ruling in Plessy v. Ferguson, which had sanctioned legal segregation for… [Direct]

Cano, Samantha; Cawley, Anne; Eldick, Hazar (2020). Counterstories of Preservice Elementary Teachers: Strategies for Successful Completion of Their Math Content Sequence. North American Chapter of the International Group for the Psychology of Mathematics Education, Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (42nd, Mazatl√°n, Mexico and Online, May 27-Jun 6, 2021). Master narratives exist in many forms within mathematics education. Preservice elementary teachers often are seen as having high levels of math anxiety while students in developmental mathematics are seen as being deficit in their mathematical understanding. This study uses counterstories to understand the experiences of two women of color, who are enrolled in math content courses for preservice elementary teachers. Students share strategies that they learned from one math content course in order to succeed in their math course sequence. [For the complete proceedings, see ED629884.]… [PDF]

Kelly, Hilton, Ed.; Roberson, Heather Moore, Ed. (2023). Thinking about Black Education: An Interdisciplinary Reader. Myers Education Press In this pioneering interdisciplinary reader, Hilton Kelly and Heather Moore Roberson have curated essential readings for thinking about black education from slavery to the present day. The reading selections are timeless, with both historical and contemporary readings from educational anthropology, history, legal studies, literary studies, and sociology to document the foundations and development of Black education in the United States. In addition, the authors highlight scholarship offering historical, conceptual, and pedagogical gems that shine a light on Black people's enduring pursuit of liberatory education. This book is an invitation to a broad audience, from people with no previous knowledge to scholars in the field, to think critically about Black education and to inspire others to uncover the agency, dreams, struggles, aspirations, and liberation of Black people across generations. "Thinking About Black Education: An Interdisciplinary Reader" will address essential… [Direct]

Bennett, Jacob S. (2018). A Privileged Perspective: How a Racially Conscious White Male Teacher Interacts with His Students. Whiteness and Education, v3 n1 p56-75. The goal of this interpretive study was to further research in the field of Whiteness studies by empirically analysing how a racially conscious white male teacher interacts with his minoritised and White students. The teacher's classroom was examined using Critical Race and Cultural-Historical Activity Theory (CHAT). Two empirical assertions were developed based on the continual search for disconfirming evidence within interview and observational data. Results show the teacher participant created a learning environment in which his black minoritised students felt comfortable, trusted, and respected…. [Direct]

Denzin, Norman K., Ed.; Lincoln, Yvonna, Ed. (2007). The Landscape of Qualitative Research. Third Edition. SAGE Publications (CA) This book, the first volume of the paperback versions of the \The SAGE Handbook of Qualitative Research, Third Edition,\ takes a look at the field from a broadly theoretical perspective, and is composed of the Handbook's Parts I (\Locating the Field\), II (\Major Paradigms and Perspectives\), and VI (\The Future of Qualitative Research\). \The Landscape of Qualitative Research, Third Edition\ attempts to put the field of qualitative research in context. Part I provides background on the field, starting with history, then action research and the academy, and the politics and ethics of qualitative research. Part II isolates what we regard as the major historical and contemporary paradigms now structuring and influencing qualitative research in the human disciplines. The chapters move from competing paradigms (positivist, post positivist, constructivist, critical theory) to specific interpretive perspectives, feminisms, racialized discourses, cultural studies, sexualities, and queer… [Direct]

Cann, Colette N. (2016). A Reboot of Derrick Bell's 'The Space Traders': Using Racial Hypos to Teach White Pre-Service Teachers about Race and Racism. Whiteness and Education, v1 n2 p94-108. This article imagines what it might look like for White people to commit to racial justice in the U.S. as if their very lives depended on its success. Inspired by the venerable storytelling of Derrick Bell, Richard Delgado and Jean Stefancic, W. E. B. Du Bois and Adrien Wing, as well as the tradition of science fiction in Black Diasporan writing, the author revisits Bell's well-known 'The Space Traders' counterstory. This 'reboot' forecasts the arrival of Space Traders who target White people who choose not to do the work of reckoning with whiteness and the legacy of white supremacy. The story serves as a 'racial hypo' or allegory to challenge White pre-service teachers, specifically, to consider what they need to do to betray white supremacy…. [Direct]

Liu, Helena; Pechenkina, Ekaterina (2018). Instruments of White Supremacy: People of Colour Resisting White Domination in Higher Education. Whiteness and Education, v3 n1 p1-14. This article extends the critical race literature in education by theorising the ways through which white power passes through the bodies of people of colour in higher education institutions. Using autoethnographic inquiry of our experiences as non-white academic and professional staff in two Australian universities, we examine the ways we became co-opted into reinforcing white privilege while subordinating or marginalising students of colour. Rather than complying with the white supremacist ideologies and practices of our institutions, we explore the potentials for resistance against the institutionalised racial order, recognising that writing and publishing our experiences is one approach to speaking out against white supremacy at our universities…. [Direct]

Vass, Greg (2016). Shunted across the Tracks? Autoethnography, Education Research, and My Whiteness. Whiteness and Education, v1 n2 p83-93. Likening education to the railway helped reconceptualise my understanding of social justice and contributed to my research on race-making in the classroom. Education and the railway are similar in how they underpin experiences, mobilities, opportunities and limitations in life. For example, boarding a train makes a range of destinations available, but these are limited to where the tracks extend. Similarly, education for many so-called 'marginalised' students, is likewise, limiting. Both rail and education require access and mastery of particular knowledges and practices. Then there are costs, with the currency of some students opening up more diverse and far reaching destinations. For people with/out the 'right' capital then, train travel — like education — can be limiting or privileging. This paper presents a creative account of the shunting I experienced in coming to (re)locate myself in the education system, an undertaking that was part of a critical race insider… [Direct]

Justice, Madeline, Ed. (2002). Diversity/Equity. [SITE 2002 Section]. This document contains the following papers on diversity/equity from the SITE (Society for Information Technology & Teacher Education) 2002 conference: (1) "Modeling and Developing Technology Integration with Pre-Service Indigenous Teachers" (Shadow W. J. Armfield and Marilyn Durocher); (2) "Integrating Diversity in Children's Literature into the Elementary School Curriculum Utilizing Internet Technology" (Joyce C. Armstrong and Martha M. Hanlon); (3) "Web Accessibility for Diverse Learners" (Laurie Ayre and Marian W. Boscia); (4) "Bridging the Digital Divide in South Florida" (Tom W. Frederick and Mary Kay Bacallao); (5) "Integrating Technology in the Pre-Service College Classroom and Beyond by Developing Exit 'E-Portfolios'" (Mary Kay Bacallao and William Halverson); (6)"Community Mapping: Learning and Teaching in Context" (Gina Barclay-McLaughlin); (7) "School District Websites: An Accessibility Study"… [PDF]

Endo, Russell, Ed.; Goodwin, A. Lin, Ed.; Park, Clara C., Ed. (2005). Asian and Pacific American Education: Learning, Socialization, and Identity. Research on the Education of Asian Pacific Americans. IAP – Information Age Publishing, Inc. This research anthology is the third volume in a series sponsored by the Special Interest Group-Research on the Education of Asian and Pacific Americans (SIG-REAPA) of the American Educational Research Association and National Association for Asian and Pacific American Education. This series explores and explains the lived experiences of Asian and Pacific Americans as they attend schools, build communities and claim their place in U.S. society, and blends the work of well-established Asian American scholars with the voices of emerging researchers and examines in close detail important issues in the Asian/Pacific American community. Scholars and educational practitioners will find this book to be an invaluable and enlightening resource. This volume is divided into three parts. Part I, Diverse Ways of Teaching, Learning, and Knowing, contains: (1) Learning in America: The Hmong American Experience (Clara C. Park); (2) The Other Other: Micronesians in a Hawaii High School (Steven… [Direct]

David O. Stovall; Denise Taliaferro Baszile; Johnnie Jackson; Lamar L. Johnson (2017). "Loving Blackness to Death": (Re)Imagining ELA Classrooms in a Time of Racial Chaos. English Journal, v106 n4 p60-66. In this article, the authors argue that the racial violence that unfolds against Black youth in various communities seeps into English language arts (ELA) classrooms. They offer a theoretical framework that centers on Black literacies that secondary ELA teachers can use to disrupt the violence and curricula and pedagogical inequities against Black youth in schools. The article concludes with a text set that is centered on Black literacies and texts that ELA teachers can use to revolutionize, (re)imagine, and sustain the humanity of Black youth…. [Direct]

Guillermo-Wann, Chelsea (2012). Examining Discrimination and Bias in the Campus Racial Climate: Multiple Approaches and Implications for the Use of Multiracial College Student Data. Online Submission, Paper presented at the Biannual Critical Mixed Race Studies Conference (2nd, Chicago, IL, Nov 2, 2012). The practical problem of how to utilize multiple race data in quantitative higher education research collides with neo-conservative and liberal assumptions that a perceived growth in a post-civil rights multiracial population suggests racism no longer exists, and with concerns that multiracial data will undermine civil rights progress. Given that larger proportions of younger Americans are acknowledging multiple racial backgrounds, these individuals are likely to comprise increasing proportions of the college-going population. This study explores different ways of operationalizing race when analyzing manifestations of racism in the campus climate for multiracially- and monoracially-identifying college students in the United States. Specifically, it examines how different racial categorizations changes group characteristics, mean levels of discrimination, and the strength of predictor variables in multiple linear regression analyses. The data comes from the 2009-2010 Diverse… [PDF]

Gordon, Beverly M. (2012). \Give a Brotha a Break!\: The Experiences and Dilemmas of Middle-Class African American Male Students in White Suburban Schools. Teachers College Record, v114 n5. Background/Context: Today, in the era of the first African American president, approximately one third of all African Americans live in suburban communities, and their children are attending suburban schools. Although most research on the education of African American students, particularly males, focuses on their plight in urban schooling, what occurs in suburban schools is also in need of examination. Purpose/Focus of Study: This research focused on the lived experiences of 4 middle-class African American male students attending affluent White suburban schools. Through vignettes focusing on their various experiences and recollections, this study provides a preliminary snapshot, part of a larger study, of the schooling environments in the life stories of middle-class Black suburban youth. Research Design: Qualitative methodology was used to explore the life histories of the 4 African American males. Each student participated in a tape-recorded interview to examine what it meant to… [Direct]

Hamilton, Colleen, Ed.; Morales, P. Zitlali, Ed.; Pacheco, Mariana, Ed. (2019). Transforming Schooling for Second Language Learners: Theoretical Insights, Policies, Pedagogies, and Practices. Research in Second Language Learning. IAP – Information Age Publishing, Inc. The purpose of "Transforming Schooling for Second Language Learners: Theoretical Insights, Policies, Pedagogies, and Practices" is to bring together educational researchers and practitioners who have implemented, documented, or examined policies, pedagogies, and practices in and out of classrooms and in real and virtual contexts that are in some way transforming what is known about the extent to which emergent bilinguals (EBs) learn and achieve in educational settings. In this book, scholars and researchers identify both (1) the current state of schooling for EBs, from their perspective, and (2) the particular ways that policies, pedagogies, and/or practices transform schooling as it currently exists for EBs in discernible ways based on their scholarship and research. Drawing on current and seminal research in fields including second language acquisition, applied linguistics, sociolinguistics, and educational linguistics, contributing authors draw on complementary… [Direct]

Mijangos-Noh, Juan Carlos (2009). Racism against the Mayan Population in Yucatan, Mexico: How Current Education Contradicts the Law. Online Submission, Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, Apr 13-17, 2009). The discriminatory situation suffered by the Maya population in the Mexican state of Yucatan is discussed using the concept of neo-racism. Statistical evidence about the school system is presented, along with testimonies of Mayan speakers which uncover a phenomena frequently denied or obliterated by politically correct speeches that actually serve to disguise the racism practiced against the original population of Yucatan. The paper also shows how this phenomenon contradicts the Mexican laws…. [PDF]

Butner, Bonita K. (2013). Advocating for Change: A Reflection on My Journey to Social Justice Education. International Perspectives on Higher Education Research It takes a deep commitment to change and an even deeper commitment to grow.– Ralph EllisonThis quote from Ralph Ellison highlights the complexity of the concepts of change and growth. As faculty, we are constantly called on to facilitate the growth and change of our students through their academic work. This chapter provides a narrative of one faculty member's growth toward understanding and the incorporation of social justice concepts and structures into her classroom.I had my first microbiology test last week and as the professor returned the papers, he made a point to acknowledge the work of one student who received a perfect score. When he called my name and I stood up, I saw confusion on his face…and a look of disappointment…. I guess he didn't expect a Black female to do well on the test.– Anonymous student. [For the complete volume, "Social Justice Issues and Racism in the College Classroom: Perspectives from Different Voices. International Perspectives on Higher… [Direct]

Warren, Christopher A. (2012). The Effect of Post-Racial Theory on Education. Journal for Critical Education Policy Studies, v10 n1 p197-216 Apr. The proliferation of post-racial theory (PRT) in both social and political spheres of dominant American hegemony has illustrated a desire among academic circles to move past race and racial categories in social analysis. However, absent within post-racial rhetoric is critical language on how to abolish racism and racial inequality. (Samad 2009) It is my contention that the application of post-racial theory in social and legislative arenas will fail to eliminate many of the economic or curriculum based inequities within public school education. Furthermore, I contend that the aim of post-racial theory to deconstruct race as a tool for social analysis will exacerbate current achievement gaps and guarantee that equity in terms of school funding and quality of non-racist teacher instruction for non-white students may not be achieved or even addressed…. [PDF]

Urrieta, Luis, Jr.; Villenas, Sofia A. (2013). The Legacy of Derrick Bell and Latino/a Education: A Critical Race Testimonio. Race, Ethnicity and Education, v16 n4 p514-535. In this article, we trace Bell's influence in our lives from graduate students to teacher educators and engaged scholars, and note how we have always read Bell alongside and inseparable from Latino/a Studies and Latina/Chicana feminist thought. We highlight the powerful and fruitful tensions of these interconnections in addressing our curricular struggles and innovations, professional identities and scholarly trajectories. We address Bell's theory of interest convergence to discuss the tensions and possibilities of personal "success" in the academy by interweaving our "testimonios" with Critical Race and Latino Critical Race (LatCrit) scholarship in Latino/a education. Latina feminist scholars have re-worked the Latin American tradition of "testimonio" as a way to link individual stories to a collective story of Latina/o racialization in the US, and to epistemological racism in the academy. Our collective story centers the intersections of race… [Direct]

Karpf, Juanita (2011). For Their Musical Uplift: Emma Azalia Hackley and Voice Culture in African American Communities. International Journal of Community Music, v4 n3 p237-256 Dec. The noted African American soprano Emma Azalia Hackley (1867-1922) abandoned her concert career in the early twentieth century and began travelling throughout the United States, organizing community choruses and promoting community music making. She spent the remainder of her life engaged in what she called \musical social uplift\, which entailed teaching voice culture to hundreds of thousands of African Americans. To accomplish her goals, she formulated a unique pedagogy especially suited to black citizens in times of racism and segregation. Because of her commitment to music education and community activism, she became famous as the \National Vocal Teacher\ of African Americans…. [Direct]

Odora Hoppers, Catherine A. (2015). Think Piece: Cognitive Justice and Integration without Duress. The Future of Development Education–Perspectives from the South. International Journal of Development Education and Global Learning, v7 n2 p89-106. "In a time of unacceptable global injustice, growing inequalities in the distribution of power, accelerating climate change, and unwavering racism and social exclusion, we are today facing the biggest challenges of human history" (European Conference on Intercultural Dialogue in Development Education, 2008: 1). A favourable wind is blowing slowly and steadfastly from the South. No longer is the South an "object" of inquiry (Bhaba, 1995; De Silva et al., 1988; Prakash, 1995). The transition from bandit colonialism through the intricate systems of the modern triage society (Nandy, 1997; 2000) that is wired for Western cultural compliance is being challenged. We have to start "rethinking thinking" itself from the constitutive rules: how paradigms are made; how rules are policed; how the architecture of modern institutions is fashioned to make them behave the way they do (Odora Hoppers, 2009b; Odora Hoppers and Richards, 2012). We have to raise the issue of… [PDF]

Scott, Allison Lindsay (2009). "Ignored Burden": Perceptions of Racism in School Contexts and Academic Engagement among African-American Adolescents. ProQuest LLC, Ph.D. Dissertation, University of California, Berkeley. African-American students in K-12 education experience pervasive disparities in academic outcomes across all areas of the schooling experience. Though racial disparities in education have been widely acknowledged, research must move beyond critiques of individual and student factors to analyze the educational structures and practices that create racial inequity and affect the school experiences of African-American students. Conceptualizing racism as endemic in school contexts and manifested in disparities in funding and teaching quality, school curriculum, ability tracking, disciplinary proceedings, peer interactions, and teacher-student interactions, this mixed-methods investigation examined: (a) the extent to which African-American students perceive manifestations of racism in school contexts, (b) the impact of perceptions of racism on academic engagement, and (c) the potential moderating effects of individual and school characteristics. A demographically diverse sample of N=131… [Direct]

Botelho, Maria Jose; He, Ming Fang; Johnson, Lincoln; Nunez, Isabel; Sapp, Jeff; Scott-Simmons, Wynnetta (2013). Guide to New Resources. Multicultural Perspectives, v15 n1 p58-62. The theme of this column is African American Women's Memories of Racial Oppression and Segregation in the U.S. South and Its Relevance to Multicultural Education. The focus of the review is on Anne Valk and Leslie Brown's "Living with Jim Crow: African American Women and Memories of the Segregated South" (2010). In "Living with Jim Crow," Valk and Brown present encapsulated individual and collective stories of gendered and segregated lives of African American women who came of age in 10 Southern states during Jim Crow, an era of insidious racism. Exploring culturally contested, personally challenging, and socially oppressive paths toward adulthood, Valk and Brown add to the body of research in the condition of the American Negro in the wake of the "Plessy v. Ferguson" court case and the resultant period of segregation. Drawing from the work of W. E. B. Du Bois, the oral histories collected in this book tell stories of personal sacrifice, community… [Direct]

Tanya Mae Lamar (2023). Data Science: A Gateway to Belonging in STEM and Other Quantitative Fields. ProQuest LLC, Ph.D. Dissertation, Stanford University. The divide between those who do and those who do not excel in mathematics is patterned in problematic ways. Women and people of color are typically underrepresented in Science, Technology, Engineering, and Math (STEM) and other quantitative fields (ex. Finance) where mathematics plays gatekeeper. However, mathematics is not a subject these groups of people are somehow less capable of learning (Chesnut et al., 2018). Instead, this imbalance points to issues within the education system where only a narrow group of students' needs are being met, constituting a history of institutionalized sexism, racism and classism. The current U.S. math education system seems to value a narrow and antiquated set of skills which necessarily result in only a small group of students succeeding at the highest levels. Students spend their time learning to reproduce a list of methods and procedures that have been in place since the 1800's even though this type of work can be done more quickly and accurately… [Direct]

Male, George A. (1984). Racism and Education in the U.S.A. Education, v104 n4 p394-400 Sum. Focuses on some key forces and events that led to racial desegregation (e.g., the rising educational level of Blacks, excessive separatist policies, national humanitarianism, modern psychology, effects of wars, urbanization, and economic need). Analyzes future prospects in light of the new conservative mood and growing disenchantment with government. (MM)…

Berry, Robert Q., III (2015). Addressing the Needs of the Marginalized Students in School Mathematics: A Review of Policies and Reforms. North American Chapter of the International Group for the Psychology of Mathematics Education, Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (37th, East Lansing, MI, Nov 5-8, 2015). An examination of past research, policies, and reforms in mathematics education suggests that there have always been, and remain, tensions in conceptualizing the aims and goals of mathematics teaching and learning. While the disproportionality and conditions of marginalized learners is a cause for concern, it is important to understand that addressing the needs of these learners may not have been the primary goal of prior policies and reforms in mathematics education. Derrick Bell, a former attorney with the National Association for the Advancement of Colored People (NAACP) during the Civil Rights Era, employed his interest-convergence principle to explain how the United States Supreme Court issued the landmark ruling in "Brown v Board of Education of Topeka, Kansas" ("Brown I") in 1954. The Supreme Court's ruling in the "Brown" case revoked the "separate but equal" doctrine, which legally sanctioned segregation in public education and all… [PDF]

Ochieng, Bertha M. N. (2011). Black Parents Speak Out: The School Environment and Interplay with Wellbeing. Health Education Journal, v70 n2 p176-183 Jun. Objective: This article presents an account of the beliefs and perceptions of Black parents and the influence of the education system on the wellbeing of their children. Method: The material is drawn from a large ethnographic study that explored the attitudes and experiences of Black families and adolescents on healthy lifestyle. Setting: Ten Black families of African Caribbean origin were interviewed in their homes. Results: Despite the high value placed on education, a number of key factors were viewed as compromising the wellbeing of African Caribbean adolescents in schools; these were identified as experiences of racism, the delivery of a Euro-centric curriculum, and reliance on suspension and exclusion as a form of discipline at school. Participants also believed that because African Caribbean boys suffered worse educational achievements and the consequences of racism, this led to a significantly poorer wellbeing in comparison with the girls. Conclusion: Findings suggested that… [Direct]