Kim, Sujin; Preston, Lauren Rea; Song, Kim (2021). "No Difference between African American, Immigrant, or White Children! They Are All the Same.": Working toward Developing Teachers' Raciolinguistic Attitudes towards ELs. International Journal of Multicultural Education, v23 n1 p47-66. This study explored Midwestern US teachers' raciolinguistic attitudes toward English learners. Two research questions guided the study: "How did teachers perceive racism and linguicism" and "How did a professional training influence teachers' awareness of them?" Critical race theory was used to examine how racism evolved into racialized linguicism. Data analysis demonstrated that teachers tended to conflate the experiences of African American students and English learners, even though they are linguistically and culturally distinct. They also tended to understand the racism and linguicism encountered by the two groups in Black/White and Standard-English/Nonstandard-English binaries. Implications consider the future direction of TESOL teacher education…. [PDF]

Hill, Kathryn; Klevan, Sarah; Villavicencio, Adriana (2020). Building Teacher Capacity to Interrupt Racism in Schools: Studying the Work of the Center for Racial Justice in Education. A Report to the Center for Racial Justice in Education. Research Alliance for New York City Schools Like other institutions, the country's education system is challenged by systemic racism. Sixty-five years after Brown v. Board of Education, schools remain largely segregated by race. Predominantly White school districts receive far more funding compared with districts that serve mostly students of color. Black and Brown children are more likely to be suspended than their peers for the same infractions, and research shows that non-Black teachers often have lower educational expectations for Black students than White students. The Center for Racial Justice in Education (CRJE, formerly Border Crossers) is one of a growing number of organizations working to combat racism in schools. Its mission–to train and empower educators to dismantle patterns of racism and injustice in schools and communities–is executed primarily through intensive training and coaching with K-12 educators, nonprofit organizations, and parents. In 2017, CRJE engaged the Research Alliance to study two of their… [PDF]

Priddie, Christen; Renbarger, Rachel (2023). Connecting QuantCrit to Gifted Education Research: An Introduction. Gifted Child Quarterly, v67 n1 p80-89 Jan. This methodological brief introduces researchers to QuantCrit, a set of tenets complementary to critical race theory, to specifically reexamine how race and racism are analyzed through quantitative methodologies. We outline the tenets of QuantCrit, review recent quantitative research in gifted education for examples aligned with QuantCrit tenets, and provide recommendations for researchers…. [Direct]

Martin, Jennifer L. (2022). Racial Animus in Teacher Education: Uncovering the Hidden Racism behind the Concept of "Care". Educational Forum, v86 n3 p253-265. This study examines racial bias whereby preservice teacher participants pair photos of people of varying ages and races with positive or negative adjectives. Their responses are then compared to participant self-reporting of open-ended questions on how committed they are to issues of social justice. Findings indicate that participants reported to be much more racially aware and accepting than they actually were. This study has long-reaching implications for teacher education…. [Direct]

Sarah Urquhart (2024). Wisdom from Lichen: The Ecology of Anti-Oppressive Environmental Education. Canadian Journal of Environmental Education, v26 141-157. Ecologically, lichen plays a significant role in the formation of flourishing ecosystems by breaking apart rock formations using small fungal threads to form fertile soil which supports a growing complexity/diversity of life. This essay uses lichen as a metaphor to describe fossilized constructs (colonial epistemologies and ontologies, neoliberalism, and white centered environmental racism) that need to be eroded within traditional environmental education. Then, lichen-supported biodiversity is used to discuss conceptualizations of decolonizing and queering ecopedagogy which can promote anti-oppressive environmental education that (re)orients and prioritizes flourishing and thriving…. [Direct]

Falkner, Anna; Kim, Esther June (2022). "Not Your Model Minority": An Inquiry on the Immigration and Nationality Act of 1965. Social Studies and the Young Learner, v34 n3 p14-18 Jan-Feb. The realities of COVID-19 have clearly revealed the myth of the model minority, a stereotype in which Asian Americans are seen as successful and high achieving in contrast to other Communities of Color. An ever-present, but sometimes seemingly dormant, anti-Asian racism in the United States is reflective of patterns in U.S. immigration history. Yet, neither is often taught in PK-12 education. In this article, the authors briefly outline the history of two major policies in Asian American immigration history and share an inquiry designed to help students explore the institutionalized racism that has defined who is a "good" immigrant…. [Direct]

O'Grady, Courtney; Shaffer, LaShorage; Shapland, Dorothy; Vinh, Megan (2023). Practicing Anti-Racism as Inclusion: Start in Early Childhood!. TEACHING Exceptional Children, v55 n5 p350-358 May-Jun. Given the rising efforts to ensure all young children have equitable access to high-quality early childhood settings and systems (Children's Equity Project, 2020; DEC, 2020; NAEYC, 2019), it is essential for early care and education practitioners to examine how their perceptions and implicit biases may impact their teaching and consider how to actively center anti-racist practices. Implicit biases and institutionalized racism within the early care and education system can perpetuate a myth that some children are too young to learn about race. This impacts when practitioners begin to teach about race and ultimately promote and affirm positive racial identity. Often it is the adult's discomfort in talking about race and misunderstanding of what children know, see, and understand that contributes to underestimating children's ability to learn about racial identity. To truly make change, practitioners must be willing to acknowledge the harmful impacts of racism and ableism. Early care… [Direct]

Belfiore, M. Nicole; Hoover, Jeanette L.; Jenkins, Angel R.; Ting, Laura (2021). Teaching Note–Exploring Podcast-Facilitated Course Work on Racism. Journal of Social Work Education, v57 n1 p173-180. Social work educators teach cultural competency and guide students to understand and address racism. Using mixed methods, we explored the influence of a one-semester course on racial attitudes, skills, and knowledge among 10 diverse undergraduate students. The "Seeing White" podcast delivered content about historic and systemic race-based oppression and discrimination in American society. Students participated in seminars, maintained reflective journals, and wrote a self-analysis paper to integrate learning. Findings indicate increased knowledge and understanding of key concepts and a commitment to respond to institutional racism. Implications for social work education suggest the need for humility and a willingness for educators and institutions to share power. Ideas for course work on racism are provided…. [Direct]

Colleen E. Whittingham; Emily Brown Hoffman (2024). Revealing the Known: the Invisibilized Bias of Commercial Literacy Curricula. Peabody Journal of Education, v99 n1 p126-141. A critical content analysis is employed to scrutinize the second-grade materials within EL education's English language arts curriculum. Applying critical race theory, this study confronts the pervasive anti-Black narrative embedded in standardized curriculum used in the United States. The study unveils the presence of this narrative in the materials while advocating strategies for teachers obligated to use these resources. The aim is to empower educators to foster critical engagement among students, encouraging them to craft their counternarrative while actively advocating for an antiracist curriculum. The elementary literacy curricula widely employed across the United States tend to propagate a White-centric agenda. Despite attempts to veil biases and racism, these curricula subtly reinforce White privilege through practices such as colorblindness, context-neutral settings, and the perpetuation of the myth of meritocracy. To counter this, a community-centered approach to education… [Direct]

Christina W. Yao; Dian Squire; Keni Zenner (2024). Neo-Racism, Academic Advisor Intercultural (In)competence, and the Hindering of International Student Success. Journal of Student Affairs Research and Practice, v61 n2 p139-153. Despite persistent calls to support international students on campuses, there is little research about the attitudes that higher education professionals, in particular academic advisors, hold about international students. Through a neo-racism framework, we found multiple neo-racist attitudes that have the potential to negatively impact academic advisor-international student relations including (a) homogenization of identity, (b) forced assimilation, and (c) racialized fetishization. We explore academic advisors' attitudes and socialization processes and provide implications for praxis…. [Direct]

Jessica Kidd; Melanie A. Sonsteng-Person; Miranda Higham; Natalie Fensterstock (2024). "At What Point Do You Ask a Suicidal Teen to Do Their Math Homework?": How Los Angeles Teachers Are Navigating the Effects of Violence-Related Trauma in the Classroom. Educational Forum, v88 n2 p217-233. Racism, violence exposure, trauma, and education are inextricably linked, impacting adolescents' current and future well-being. Although trauma- ≠informed care models are being adopted in schools, research is unclear about what individual and institutional factors influence teachers' responses to students exposed to violence-related trauma. Findings from this qualitative convergent mixed-methods study highlight how teachers' personal attributes, identity match, and institutional limitations collectively influence teachers' ability to support their students and their own well-being…. [Direct]

Le, Mai-Nhung; Maglalang, Dale Dagar; Peregrina, Hillary Nicole; Yoo, Grace J. (2021). Centering Ethnic Studies in Health Education: Lessons from Teaching an Asian American Community Health Course. Health Education & Behavior, v48 n3 p371-375 Jun. Anti-Asian racism and violence dramatically increased during the COVID-19 pandemic. As a result, recent studies and reports are showing that the health and well-being of Asian Americans are negatively affected. To address this urgent problem, the field of health education and public health must be equipped with the critical frameworks and concepts to analyze racism and White supremacy and how it affects the health and well-being of Asian Americans. We argue that using an ethnic studies lens in health education can help educators, researchers, and practitioners teach and train health educators to address racism experienced by Asian Americans during COVID-19 in relation to their health. We will discuss the elements of ethnic studies and demonstrate how to use it as a lens in understanding health disparities in the Asian American population influenced and exacerbated by the COVID-19 pandemic…. [Direct]

Kadesha Treco; Lorien S. Jordan; Rachel R. Piontak; Stefanie L. McKoy (2024). Enwhitened Spaces: A Critical Race/Critical Whiteness Content Analysis of Whiteness, Disinformation, and Amazon Reviews. Thresholds in Education, v47 n1 p69-87. Since September 2020, Fox News spawned an anti-critical race theory (CRT) disinformation campaign, that has reverberated in the whitestream's echo chamber. The disinformation largely appeals to white people who refuse to see racism, unless they feel it is impinging their rights. The campaign against CRT has penetrated the e-tailer site Amazon.com where books identified by Fox News as CRT texts have experienced increasingly hyperbolic and disinformed customer reviews. Encountering these reviews, we questioned how Amazon reviewers used a mundane platform to reify whiteness, while feigning hurt and ignorance. In this article, we present results from a qualitative critical race content analysis of Amazon.com customer reviews of four books identified by Fox News. A dialectical engagement between the tenets of CRT and key concepts of critical whiteness studies guided our analysis to describe how Amazon reviews enforced en/whitened postdigital spaces. Our results indicate that reviewers… [PDF]

Harris, Angela P.; Leonardo, Zeus (2013). Living with Racism in Education and Society: Derrick Bell's Ethical Idealism and Political Pragmatism. Race, Ethnicity and Education, v16 n4 p470-488. Derrick Bell's pronouncement and challenge that racism is likely permanent has captured the imagination of Critical Race Theorists in education. Equally important are his ideas about living with the concrete conditions of racism. This article focuses on a tension within Bell's work. On the one hand, his writings are characterized by a certain "racial realism." In this perspective, Bell encourages race scholars and activists to abandon notions of one day ending racism. On the other hand, Bell also retains a certain idealism, most evident in his appeal to the ethical dimensions of critical race work. He invites intellectuals to join him in fighting racism even if the prospects for change are sometimes bleak. In his life as well as his work, Bell willingly sacrificed prestige and financial security for his ideals, and seemed puzzled when his friends and colleagues were reluctant to do the same. Bell's racial realism and ethical idealism comprise two–sometimes warring–moments… [Direct]

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

Colin, Scipio A. J., III; Lund, Carole L. (2010). The Intersections of White Privilege and Racism: Moving Forward. New Directions for Adult and Continuing Education, n125 p91-94 Spr. According to Colin and Lund, there is no debate regarding the fact that many white adult educators make decisions that privilege members of their racial group, peoples of European descent, over the \other.\ As to whether it is a conscious or unconsciousness decision on the part of white practitioners not to accept responsibility is open for future discussion and further research. White privilege and racism are interconnected and cannot be separated when one is discussing the individual, institutional, and structural nature of racism. It is incumbent upon white adult and continuing educators to accept their whiteness \but also define it in a nondefensive and nonracist manner\ (Sue, 2003, p. 172) without guilt but with an understanding that \to deny the humanity of any one person is to deny the humanity of all\ (p. 172). In this final chapter, the authors reflect on the ways in which the earlier chapters contribute to the understanding of white privilege and racism in adult and… [Direct]

Alemanji, Aminkeng A. (2021). Pedagogy of Antiracist Best Practices for Finnish Schools. Educational Practice and Theory, v43 n2 p37-52 Dec. Finland is widely said to have the best, or one of the best, educational systems in the world. This debatable view hides a lot of weaknesses and shortcomings, especially regarding issues around racism and discrimination. In Finland, issues of race, racism and other forms of discrimination are often hidden, silenced and ignored. This makes it difficult to establish an antiracist culture, both at policy and practical levels. Despite existing constraints, antiracism education in Finland remains a slowly developing–but inevitable and essential–component of/for Finnish education. This paper aims to introduce teachers to some best practices in antiracism education across different pedagogical practices…. [Direct]

Bickford, John H., III; Clabough, Jeremiah (2022). A Guided History into Racist Curriculum, Pedagogy, and Policy: Then and Now. Social Studies, v113 n3 p109-124. The field of education in America–oft-viewed as a catalyst for change and self-improvement–has a racist history, which is often undiscussed by teachers and likely unknown to students. This article guides high school students to explore how educational texts, tasks, and policies have been products and producers of racist ideas in the past and today. Examining racism in U.S. schooling situates students to better detect the figurative fingerprints of racism's evolving, oft-hidden hand. The guided inquiry format enables high school U.S. history students to examine primary and secondary sources, contribute to informed dialogue, and participate in civic action. Disciplinary scaffolding directs students to scrutinize historical and modern U.S. curricula, common pedagogy, and educational policy for racist and antiracist ideas. Social studies classrooms are logical spaces to spark students' scrutiny of educational policy, pedagogy, and curriculum for racist intent or racially disparate… [Direct]

Yi, Tammy S. (2021). Confronting Racial Trauma in the Music Classroom: A Call to Action. Music Educators Journal, v108 n1 p57-59 Sep. After the murder of George Floyd in 2020, conservatories and music colleges across the United Stated jumped on the trend of issuing statements condemning racism. Like corporations, universities, and other businesses forced to respond to the dual epidemics of COVID-19 and racist violence, the music profession devised antiracist policies and engaged in critical dialogues about whiteness and Eurocentrism in music pedagogy, curriculum, and performance. These emergent responses to the ongoing crisis of systemic racism are well intended, but by focusing exclusively on macro-level policies and failing to address the everyday racism and race-related trauma that students and teachers of color experience at the micro level, they fall well short of the racial reckoning that music education needs. In this article, Tammy Yi's hope is to offer some reflections and suggestions for how to effect meaningful and long-lasting antiracist change in music education beyond solidarity statements. Sections… [Direct]

Byrd, Janice A.; Washington, Ahmad R.; Williams, Joseph M. (2023). Exposing Blindspots and the Hidden Curriculum within Counselor Supervision Models. Counselor Education and Supervision, v62 n2 p149-156 Jun. Anti-racist and anti-oppressive supervision remains a burgeoning area of scholarship and research within the counselor education nomenclature. In this paper, we explore how matters of race and racism are conspicuously underemphasized in counselor training, specifically, the supervision process. We explore the hidden curriculum in counselor education supervision models. Next, we consider how a supervision model grounded in critical race theory provides a more robust framework for addressing gaps in existing supervision models through anti-racist practices…. [Direct]

Rosalie Ann DeFino (2022). Race Evasion and Race Cognizance in Elementary Math Teaching: A Study of White Teacher Candidates' Learning, Discourse, and Early Practice. ProQuest LLC, Ph.D. Dissertation, University of Michigan. Within teacher education, work on mathematics teaching often occurs separately from work on issues of race and racism. Typically, mathematics content and methods courses tackle subject matter-specific concepts and teaching practices, while the history and current dynamics of racial inequity in education, if addressed at all, tend to be the domain of social foundations or multicultural education courses (Cochran-Smith et al., 2015). Challenging this separation, this dissertation offers a vision of teaching that can serve as a guiding framework in mathematics teacher education: "race cognizant math teaching," or acting on the critical race ideology of "race cognizance" (Frankenberg, 1993) within the teaching of mathematics. Set in a two-course elementary teacher education sequence that advances a version of race cognizant math teaching, this study explores the learning, discourse, and early practice of six white teacher candidates across those courses. Qualitative… [Direct]

Tate, George A. (1999). Structured Racism, Sexism, and Elitism: A Hound That "Sure Can Hunt" (The Chronicity of Oppression). Journal of Counseling & Development, v77 n1 p18-20 Win. The author recounts personal experiences with socio-politically structured racism, especially in education and religion; and the growth gained in confronting this nemesis. A career ranging from pastor to counselor to counselor educator has brought understanding of the link between religion, education, and counseling and a commitment to multicultural counseling. (EMK)…

Chesler, Mark; Maxwell, Kelly E. (2022). Learning Separately, Learning Together: White Students' Experiences in Two Different Racial Dialogues. Journal of Diversity in Higher Education, v15 n3 p314-324 Jun. In today's climate of polarized racial tension and increasing resegregation in our nation's communities, it is vital to improve the level of education about race and to counter the racism that often exists when white people talk about or interact around race. Two approaches have been identified as helpful: white people learning about race and racism with people of color and white people learning solely with other white peers. In this article, we examine white students' understandings of the nature of privilege, racism, power, and oppression when enrolled in one of two types of semester-long, credit-bearing racial dialogues: (a) intergroup dialogues, composed of an equal number of white students and students of color and (b) white racial identity dialogues, composed solely of white students. In addition, we address students' reactions to dialogic dynamics and activities. To do so, we utilize student papers written at the beginning and end of the semester and postsemester interviews…. [Direct]

Shruti M. Shastri (2022). An Exploratory Study of Anti-Racism Statements and Culturally Responsive Syllabi. ProQuest LLC, Psy.D. Dissertation, Spalding University. There has been an increase in racial and other minority students in higher education in the US in the past two decades. Additionally, the socio-political events in the past couple of years have highlighted the racial injustice present in the institutional systems urging educators to re-assess diversity and inclusion in pedagogical approaches. These events have led educational institutions to adopting anti-racism statements to acknowledge and affirm equality and openness. The current study explored the relationship between anti-racism statements adopted by the institutions and culturally responsive teaching and learning in the classrooms by assessing the cultural responsiveness of syllabi. The researchers also developed a cultural responsiveness rubric for the purpose of this study. The results showed that there was substantial agreement between the raters while assessing syllabi using the culturally responsiveness rubric developed by the researchers. The results also indicated no… [Direct]

Jessica B. Schocker; Justin De Senso (2024). Teaching Resistance with Primary Sources. Social Studies, v115 n1 p1-12. This article explores how primary sources can be used to teach students about race and racism. Researchers co-taught a general education class on Critical Race Theory and utilized a combination of primary and secondary sources. This article includes a review of relevant literature that informed the development of this class and one major assignment in particular, examples of student work and evidence of their learning, and next steps for social studies teachers at all levels to teach about resistance…. [Direct]

Hawkman, Andrea M. (2023). Acts of Racial Microdefense: Embodied Whiteness in Social Studies Teacher Education. Whiteness and Education, v8 n2 p121-139. Embodied whiteness within teacher education operates in resistance to pedagogies, curriculum, discourse, and policy that seek to disrupt the influence of white supremacy in education. This study explores how five white pre-service teachers at a predominantly white institution (PWI) embodied whiteness as acts of racial microdefense to learning to teach for anti-racism in a social studies method course. Findings indicate that racial microdefense was utilised to project and promote the continued influence of whiteness within secondary social studies teacher education. Implications for teacher education are discussed…. [Direct]

Crutchfield, Jandel; Frey, Andy; Phillippo, Kate L. (2020). Structural Racism in Schools: A View through the Lens of the National School Social Work Practice Model. Children & Schools, v42 n3 p187-193 Jul. Structural racism–implicitly discriminatory practices and policies that have negative consequences for individuals and groups of color–is a powerful force in contemporary American society, including in our public education system. This article explores the potential for school social workers (SSWers) to address structural racism through the use of the national school social work (SSW) practice model as a tool to guide systemic, ecologically oriented intervention within schools and educational policy spaces. In this article, the authors review data on racial disparities in educational attainment, placement, opportunity, and discipline practices that have led to increased attention to structural racism in schools. They then discuss and describe the national SSW practice model and its suitability for the structural interventions in response to structural racism in schools. Finally, they provide recommendations for how SSWers can respond effectively to this pressing social problem…. [Direct]

Joseph, Nicole M.; Leyva, Luis A. (2023). Intersectionality as a Lens for Linguistic Justice in Mathematics Learning. ZDM: Mathematics Education, v55 n6 p1187-1197. Language is a source of power that preserves the status quo in its relationships with learners and mathematics. However, there is a dearth of research that examines how multiple systems of power (e.g., racism, cisheteropatriarchy, colonialism) shape variation in structural inequality and experiences of oppression for language learners. This conceptual paper argues that intersectionality is a promising analytical lens to advance interdisciplinary research on language in mathematics education that nuances knowledge about linguistic justice for racially minoritized and Indigenous learners. To develop this argument, we present insights from a scoping review of research in language education and mathematics education. Our review shows how intersectional analyses can interrogate inequities of language in mathematics education contexts, which are entrenched in ideologies of neutrality that leave exclusionary practices of teaching and learning unchecked. The review also depicts how uptake of… [Direct]

Rowena Tomaneng (2024). Ensuring College Access and Success for Asian American, Native Hawaiian, and Pacific Islander Students. Campaign for College Opportunity The 2020 U.S. census revealed that Asian American and Native Hawaiian and Pacific Islander (NHPI) populations are among the fastest growing in the nation, with 24 million Asian American and 1.6 million NHPI residents. Despite a long history of anti-Asian sentiment and racism in the U.S., Asian American and NHPI students have been harmfully stereotyped as high-achieving, and as easily gaining access to and graduating from elite colleges and universities under the myth of the model minority. This brief focuses on the need for higher education institutions to support Asian American and NHPI students pursuing a college degree, recognize the historic racism encountered by Asian American and NHPI residents in the United States, dispel harmful stereotypes involving these communities, and dismantle the numerous barriers preventing Asian American and NHPI access and success in colleges and universities. This publication offers a variety of culturally responsive approaches for federal and… [PDF]

Arday, Jason (2022). 'More to Prove and More to Lose': Race, Racism and Precarious Employment in Higher Education. British Journal of Sociology of Education, v43 n4 p513-533. Precarious employment is considered a social determinant impacting the health of workers, families and communities. The Academy is known to utilise non-standard employment contracts, coming under widespread criticism from its social partners for exploitative practices. Whilst there is much research suggesting certain groups (e.g. early career researchers, women) are disproportionately affected, less is known about the impact of precarious employment on staff of colour. Utilising a critical race theory framework, the current study attempts to close this knowledge gap by exploring the experiences of staff of colour. Eighteen participants across 10 universities engaged in focus groups, revealing three key themes: systemic racism, job insecurity and lack of career progression. Whilst results supported existing research, limitations of the current study are discussed. Recommendations for future practice include a call for legislators and policymakers to create clearer definitions and to… [Direct]

Shedrick W. Daniels III (2021). Imprecise Words: A Critical Discourse Analysis of Institutional Statements Addressing Anti-Black Racism in 2020. ProQuest LLC, Ed.D. Dissertation, Northern Illinois University. A series of highly publicized off-campus acts of racial violence between February and September 2020 ignited a national reckoning on race, racism, anti-Black racism, and the role of higher education in systemic discrimination. In response, a number of college and university leaders published public statements attempting to address anti-Black racism both nationally and on their respective campuses. The purpose of this study is to take a closer look at how colleges and universities in the University of Wisconsin System (UW-System) utilize public statements to address anti-Black racism. Utilizing Critical Race Theory as a theoretical framework, as well as Bitzer's theory of the rhetorical situation for data analysis, this study analyzed a total of 27 statements from 13 institutions. Findings explore what terms were utilized to describe the murder of George Floyd (and potentially others who were murdered), who and/or what is at the center of the written statements, and what actions the… [Direct]

Boutin, Emile R., Jr.; Cahn, Peter S.; Chan-Smutko, Gayun; Makosky, Antonia; Milone-Nuzzo, Paula; Murphy, Paul; Truong, Kimberly A.; Young, Indigo (2022). Introducing the Language of Antiracism during Graduate School Orientation. Journal of Diversity in Higher Education, v15 n1 p1-6 Feb. Higher education institutions have affirmed their commitment to antiracism but differ in how and when they introduce those values to graduate students. Engaging in a conversation about race and racism can be uncomfortable for some students, especially before trust has been established. A graduate school in the northeastern United States instituted a required orientation event to introduce race conversations to all students upon matriculation. The activity has been held eight times involving over 1,300 students. Conversations about race at the outset of an academic program allow students to confront the ways structural racism produces disparate health and education outcomes and launches their professional studies with the language for discussing how to mitigate them. To be effective, orientation conversations about race must demonstrate authentic commitment, establish a common language, create spaces for reflection, evaluate program effectiveness, and include substantive follow-up…. [Direct]

Maia Sheppard (2025). Legislating Whiteness: An Emotion Discourse Analysis of Divisive Concepts Legislation. Pedagogy, Culture and Society, v33 n1 p179-197. This research examines a state-level response to national political movements to decentre whiteness in American social studies education. Aiming to better understand how emotions systemically sustain and build connections to whiteness, this emotion discourse analysis examined how fear and hope shaped the content of and support for legislation mandating a race-evasive approach to teaching in public schools. Fear of what learning about racism might provoke and disrupt was a driving force behind the policy. Despite emotion discourses resisting the policies and identifying the harm such censorship would cause for students and education more broadly, the policy became law laying the foundation for further policy moves to protect whiteness in education spaces. This research highlights the need for social studies curricula that expand students' capacity to identify and analyse the social and political significance of emotions…. [Direct]

Alison E. LaGarry; Esther O. Ohito (2023). An Intersectional Framework for Anti-Racist Pedagogy in Uncertain Times. Teachers and Teaching: Theory and Practice, v29 n7-8 p663-679. Anti-racism is an imperative for those committed to a world and planet free of the manifestations of racial oppression. This correspondence between two critical women teacher educators illustrates ideologically aligned 'work friends' theorising anti-racist pedagogy in the context of heightened sociopolitical uncertainty. We explore creative possibilities for uncertainty-oriented anti-racist pedagogy vis-√ -vis the aims of inquiry-based, social justice teacher preparation. We co-develop pedagogical insights using an anti-racist intersectional frame as an analytical lens for re-viewing teaching artefacts, reflecting on lived experiences, and posing probing questions. Eschewing feigning pedagogical mastery, we employ the epistolary form to reflexively interrogate the nexus of anti-racism, pedagogy, uncertainty, and teacher education. This exchange contributes (a) an intersectional framework for the practice of antiracist pedagogy, and (b) a model for the emergent, dialogic process of… [Direct]

Cristina L. Lash (2024). Racial Individualism in Middle School: How Students Learn White Innocence through the Social Studies Curriculum. Theory and Research in Social Education, v52 n1 p1-32. This study explores how the ideology of racial individualism–which prioritizes an understanding of racism as individual wrongdoing–becomes embedded in the curriculum and discourse of the middle school social studies classroom and becomes embedded in the curriculum and discourse of the middle school social studies classroom to shape the racial socialization of students shapes the racial socialization of students. I provide a case study of one teacher's combined English and U.S. History class, drawing on data from classroom observations, teacher interviews, student work, and classroom artifacts. The analysis shows how racial individualism was the dominant narrative to frame racism from the colonial period to the present day. I argue that this racial ideology reproduces white racial innocence, including the innocence of individual white people in creating and participating in racist systems and the innocence of the United States as a white nation. Moreover, I show how racial… [Direct]

Susan Thibedeau (2022). Supporting Diversity, Equity, and Inclusion Learning in White Majority Settings. ProQuest LLC, Ed.D. Dissertation, The University of Maine. Increased public scrutiny and outcry over police shootings of unarmed Black, Indigenous, and People of Color, including George Floyd and Breonna Taylor to name just two, forced a greater awareness of societal demonizing and criminalizing of Black and Brown people due to racial stereotype, prejudice, and discrimination. This examination of American policing and justice systems, as one element of systemic racism then spawned a broader look at how Black, Indigenous, and People of Color face racism in every aspect of their lives, including in education. As school districts heed the call to understand the experiences of Black, Indigenous, and People of Color in order to achieve more equity in education, effective staff training often under diversity, equity, and inclusion (DEI) efforts becomes a step forward. White majority communities and schools face unique challenges in equity training with White educators, who often have limited personal experience with racism and cultural diversity,… [Direct]

Pang, Valerie Ooka, Ed.; Ross, E. Wayne, Ed. (2006). Race, Ethnicity, and Education. Praeger Perspectives. [Four Volumes]. Praeger This book moves beyond traditional thinking and approaches to multicultural education to more accurately reflect the dramatically changing circumstances faced by North American schools in an age of globalization. The volumes address ways in which race and ethnicity affect learning across the life span, at all levels of formal education as well as in informal educational settings. Issues of school curriculum, instruction, and administration are examined. These volumes aim to address both the foundational assumptions and the practices of education in relation to changing conceptions of race and ethnicity. Volume one, \Principles and Practices of Multicultural Education\ (edited by Valerie Ooka Pang), examines issues of equity, school reform, teacher education, and school leadership. Volume two, \Language and Literacy in Schools\ (edited by Robert T. Jimenez and Valerie Ooka Pang), presents an overview of language and literacy learning for Latino and Asian American students, and gives… [Direct]

Hughes, Micah S.; Popoola, Victor O. (2023). Perceptions of Experiential Learning and Racial Bias Following International Study Abroad in East Africa: A Qualitative Study. Journal of Studies in International Education, v27 n5 p741-759. This study explored the racial bias perceptions of study abroad alumni following international learning experiences in East Africa. Ninety-seven participants, who completed a semester-long study abroad between Fall 2016-Spring 2019, were recruited into the study. Open-ended survey questions evaluated perceptions of racial bias, racial prejudice, and racial identity development. Six themes emerged, following thematic analysis: (1) integration of race-conscious curriculum and experiential learning, (2) mutuality in local relationships, (3) immersive experiences with rural host families, (4) U.S. faculty in the study abroad context, (5) exposure to implications of racism in a field study, and (6) student reflections of racial majority/minority dynamics. Student perceptions of how and why study abroad experiences influenced implicit racial bias, racial colorblindness, critical consciousness, and racial identity development could inform higher education curricula. Implications for future… [Direct]

Badenhorst, Pauli, Ed.; Grinage, Justin, Ed.; Tanner, Samuel Jaye, Ed. (2023). Reckoning with the Whiteness of English Education: Transformative Pedagogies in English Language Arts and Beyond. Teachers College Press Learn how to disrupt the reproduction of White supremacy in curriculum and instruction. This volume directly confronts persistent iterations of whiteness in English education through advancing antiracist dispositions and practices. Readers will find a variety of practical implementations of teaching and learning in English Language Arts, English literacy, and English as a Second Language. Chapter authors are educators who describe various teaching projects located in K-12 and teacher education contexts. Each chapter includes a dialogic reaction by an acclaimed and experienced scholar to further extend thought around complex themes. "Reckoning With the Whiteness of English Education" encourages a more pedagogical view of how to engage teacher and student thought, feeling, and action in ways that combat White supremacy in English education across schools and society. This book: (1) illustrates how and why whiteness enables racism and argues that racism harms both students of… [Direct]

Gillies, Carmen L. (2022). Seeing Whiteness as Property through M√©tis Teachers' K-12 Stories of Racism. Whiteness and Education, v7 n2 p143-159. Collaboration among Indigenous Peoples and the Saskatchewan government in Canada has led to Indigenous K-12 education progress concerning First Nations and M√©tis peoples, the Indigenous populations whose traditional territories exist within Saskatchewan. Acknowledging such advancements, this paper is concerned with how white identified students continue to graduate with higher completion and achievement rates than M√©tis and First Nations students. Critical race theory (CRT) can assist with understanding how racialised statistics persist in spite of decades of government administered Indigenous education initiatives and mandates. Contributing to anti-racist informed Indigenous education scholarship, this study applies aspects of CRT scholar Cheryl Harris's whiteness as property theory to a qualitative critical race methodological analysis of 13 M√©tis teachers' K-12 stories of racism. When viewed from a CRT lens, the findings suggest M√©tis teachers' experiences with racism in K-12… [Direct]

Acquah, E. O.; Katz, Heidi T. (2023). Tackling Racial Equity in U.S. Schools: A Critical Policy Analysis of Enacted State Legislation (2020-2022). Journal for Critical Education Policy Studies, v21 n1 p133-163 Apr. Over the past few years (2020-present), the United States has experienced a period of racial unrest, which has led to heated debates about school curriculum and policy. Considering the current sociopolitical context, this critical policy analysis traces the trends in statelevel education legislation related to race/ethnicity that was both introduced and enacted between 2020 and 2022. Informed by critical race theory, we analyzed 61 legislative documents spanning 33 states to determine 1) whether the policy promoted or inhibited progress toward racial equity; 2) area(s) of racial equity the policy addressed; and 3) how the policy aimed to address those areas. We observed five key areas of equity the legislation addressed: racial/ethnic knowledge, anti-racism and social justice, disparities, representation, and discrimination. Although the majority of policies (n = 44) promoted progress toward racial/ethnic equity, some of these policies may result in more symbolic action rather than… [PDF]

April L. Murphy; Austin Weiler; Becky Anthony; Jennifer R. Jewell; Laneshia R. Conner; Victoria Venable (2024). Social Work Education Anti-Racism (SWEAR) Scale. Journal of Social Work Education, v60 n1 p4-13. Social work education programs in the U.S. are accredited by the Council on Social Work Education. Amendments made to the 2022 competencies reflect antiracism language, which requires assessment opportunities in the classroom moving forward. An assessment tool that assesses efficacy across the four domains, specifically related to antiracism, is essential for practice readiness, assessment, and accountability for future professional social workers. This article presents the Social Work Education Anti-Racism Scale to help programs assess their progress toward preparing social work students to become practitioners who embrace antiracism. The final scale included 30 items on five subscales related to antiracism: knowledge, values, skills, cognitive and affective processes, and professional responsibility. Applications for accredited social work programs are discussed…. [Direct]

Cromwell, Kris; Lugosi, Nicole V. T.; Patrie, Nicole (2023). Theorizing and Implementing Meaningful Indigenization: Wikipedia as an Opportunity for Course-Based Digital Advocacy. Critical Studies in Education, v64 n3 p201-217. This article is inspired by long-standing calls to address issues of anti-Indigenous racism and colonialism within higher education. There is a growing trend among universities around the globe to commit to principles of equity, diversity, and inclusion (EDI), including discussions about how to Indigenize the academy. While EDI and Indigenization goals are laudable, they are often critiqued as superficial policies that fail to disrupt the status quo of everyday racism and colonialism embedded within academic institutions. In response, we contend that scholars must carefully think through the concept of Indigenization guided by critical Indigenous theories to ensure meaningful application over performative inaction. Critical Indigenous theory grounds our analysis and reflections of using Wikipedia in the higher education classroom. We illustrate how Wikipedia can be used in the classroom as a site of digital advocacy to foster meaningful and sustainable change that aligns with the… [Direct]

(1977). Checklist: Rate Your School for Racism and Sexism. Through the use of these checklists, participants increase their awareness of racism and sexism in their schools and clarify what they would like to change. The checklists are designed to be administered by a trainer to a group of participants. The trainer first gathers information concerning racial characteristics of the community, degree of integration of the schools, and number and type of district employees of each race and sex. After presenting this information to the participants, the trainer administers the checklists. Both checklists are divided into sections concerning community, school board, administration, teachers, guidance, students, and curriculum. As a supplement to the checklist, examples of institutional racism in education are cited, including biased curricula, culturally-biased IQ tests, tracking, incorrect classification of students as mentally retarded, inequitable school financing, unfair discipline measures, poor teacher expectations and attitudes, and…

Krivosh, Ludmila (2022). Ways of Integrating Education-College Graduates from the Ethiopian Community in the Education System in Israel. Intercultural Education, v33 n3 p318-334. This qualitative study examines the experiences of 22 newly qualified teachers of Ethiopian origin who tried to integrate into the formal educational system in Israel after completing their graduation. Despite the revolutionary change in Ethiopian educators' inclusion since the 2000s, their number remains low and the difficulty of integrating graduates belonging to this community are routinely reported. The study pointed out that the graduates still encountered manifestations of racism, expressed in a paternalistic and even arrogant attitude towards them, by representatives of the local authorities, school staff members, and students' parents. Yet, the study identified the universal challenges that every education graduate is facing as well as the ones that are unique to the graduates' ethnic origin. Parallel to the essential changes required in the field of multicultural education and in eradicating prejudice and racism, the study proposes several ways for immediate improvement…. [Direct]

Bynum, Gregory (2021). "Race Is a Fiction; Racism Is Not"? Understandings of Race in Antiracist Education. Educational Theory, v71 n2 p223-245 Apr. Philosophers and other scholars writing on the idea of race have pointed to a tension, in society and in intellectual life, between: (1) an understanding of race as an experienced identity, the experience of which must not be denied in the interest of both social justice and critical attentiveness to social structures of racist oppression; and (2) the idea that "race" is a fiction — that, in light of ever-increasing biological and genetic evidence, race is a clearly inadequate and inappropriate way of categorizing human beings, an oppressive, unjust, and inhumane myth. In this conflicted situation, how should educators, and educational philosophers in particular, respond to racism? Gregory Bynum takes this as the central question of his article: Should educators move away from a view of race as defining people's identities to an understanding of race as a fiction, to be relegated to the past?… [Direct]

Milner, H. Richard, IV (2023). The Race Card: Leading the Fight for Truth in America's Schools. Corwin Education leaders are on the frontline in the fight for racial justice and must co-construct practices to disrupt storylines, policies, and practices that perpetuate opportunity gaps. Drawing from established research and the wisdom of teachers, young people, parents, community members, policy advocates, and school leaders, "The Race Card" is a guide for frontline leaders at every level to confront and disrupt racism. Designed to engage leaders in candid conversations about race and racism, this book provides a road map for building anti-racist leadership capacity in today's turbulent political environment. Features include: (1) Eight interrelated tenets of Frontline Leadership; (2) Strategies for supporting faculty, staff, students, and the broader community in practices centering racial justice and equity; (3) Guidance for dismantling the lies and beliefs that perpetuate inequities; and (4) Design principles and strategies to cultivate opportunity-rich and robust… [Direct]

Diniz, Fernando Almeida (1999). Race and Special Educational Needs in the 1990s. British Journal of Special Education, v26 n4 p213-17 Dec. Discussion of effects of "institutionalized racism" on the education of black and minority children with special educational needs in the United Kingdom focuses on a Scottish study which raised issues concerning: racism in special education research; over and under representation in special education; equitable assessment, curriculum and access to services; and perspectives of black and minority parents. (Contains references.) (DB)…

Amos, Yukari Takimoto (2018). Latina Bilingual Education Teachers: Examining Structural Racism in Schools. Routledge Research in Education. Routledge Research in Education Using critical race theory and whiteness studies as theoretical frameworks, this book traces two Latina bilingual education teachers in three different professional phases: as paraprofessionals, teacher candidates, and certified teachers. Grounded in a longitudinal case study, this book sheds light on the effects of institutional racism when Latina/o educational professionals attempt inclusion in white dominant organizations, such as schools. Revealing and analyzing the structural racism present in schools and the obstacles it creates for professionals of color, the author exposes the racist practices that are hidden from view and offer practical solutions to combat them…. [Direct]

Britney Jones; Sarah L. Woulfin (2024). Re-Setting Special Education for Justice: An Essay on the Logics and Infrastructure Enabling Deep Change in the COVID-19-Era. Journal of Educational Change, v25 n4 p655-674. COVID-19 shocked the education system, disrupting the policies and practices of special education over multiple school years. This essay brings together the institutional logics perspective and racialized organization theory to first examine aspects of special education and then describe how leaders and teachers can improve special education to target inequities. We illustrate features of three logics of special education: compliance, intervention, and equity. We explain how these logics are racialized structures in the special education field. Applying an agentic stance, we portray how leaders and teachers draw on multiple, competing logics of special education. Next, we highlight how infrastructure enables leaders and teachers to enact the equity model of special education. In sum, this essay encourages improving infrastructural elements and confronting racism and ableism to re-envision special education in the face of COVID-disruptions…. [Direct]

Cabrera, Nolan L. (2019). Critical Race Theory v. Deficit Models. Equity & Excellence in Education, v52 n1 p47-54. This article is a response to Amanda Lewis, Margaret Hagerman, and Tyrone Forman's the Sociology of Race & Racism: Key Concepts, Contributions & Debates. Sociology and education, like any scholarly areas, have veins that reinforce racism and some that astutely assess, theorize, and challenge White supremacy. In this article, I explore the history of racial analysis in sociology and education, especially the 1990s and early 2000s, where theorists moved the larger discourse around racism from an issue of individual prejudice to one of structured racial oppression. In particular, I discuss the development and applications of concepts such as color-blind ideology, Critical Race Theory, racial formation, and systemic racism. The argument centers on how critical sociology and education scholars of race/racism are not regularly speaking to each other, despite their fields' similar developments. The article points to how a deeper engagement with the developments of each, in… [Direct]

Jones, Shomari; Sutton, Paul S. (2021). Doing Equity Work While Black in a Culturally White District. Phi Delta Kappan, v103 n1 p38-42 Sep. As his district's director of equity and strategic engagement, Shomari Jones often hears the stories of the racism Black students and their families experience in schools. As a Black man representing a culturally white district, he is continually reminded of how the suffering of the past has persisted into the present. Jones and Paul Sutton describe the frustrations and pain education leaders of color often face when engaged in equity work, and they discuss some of the barriers that prevent districts from moving swiftly to address racism and inequity in their schools…. [Direct]

Smith, Heather J. (2023). The Doublespeak Discourse of the Race Disparity Audit: An Example of the White Racial Frame in Institutional Operation. Discourse: Studies in the Cultural Politics of Education, v44 n1 p1-15. The Race Disparity Audit (RDA) was published in 2017 by the then Conservative government of the UK. The proclaimed aims were to 'reveal racial disparities and to help end the injustices that many people experience'. This paper adopts a critical discourse analysis approach to analysing the RDA and associated webpages, to critically examine the government's purported aims. The linguistic analysis reveals a pernicious form of political doublespeak which effects a maintenance of the status quo. In excluding racism as a cause of disparities, the audit acts to de-legitimise anti-racism as part of the solution, thereby preventing actions with the potential to end racial injustices. The analysis is explained by reference to Feagin's (2013. "The White racial frame. Centuries of racial framing and counter-framing" (2nd ed.). New York, NY: Routledge) White racial frame in institutional operation. The paper concludes by exposing the ramifications of this for future policy development… [Direct]

Domingue, Andrea D., Ed.; Evans, Stephanie Y., Ed.; Mitchell, Tania D., Ed. (2019). Black Women and Social Justice Education: Legacies and Lessons. SUNY Press "Black Women and Social Justice Education" explores Black women's experiences and expertise in teaching and learning about justice in a range of formal and informal educational settings. Linking historical accounts with groundbreaking contributions by new and rising leaders in the field, it examines, evaluates, establishes, and reinforces Black women's commitment to social justice in education at all levels. Authors offer resource guides, personal reflections, bibliographies, and best practices for broad use and reference in communities, schools, universities, and nonprofit organizations. Collectively, their work promises to further enrich social justice education (SJE)–a critical pedagogy that combines intersectionality and human rights perspectives–and to deepen our understanding of the impact of SJE innovations on the humanities, social sciences, higher education, school development, and the broader professional world. This volume expands discussions of academic… [Direct]

Dei, George J. Sefa (2022). Cosmopolitanism or Multiculturalism? Towards an Anti-Colonial Reading. International Journal for Talent Development and Creativity, v10 n1-2 p31-44 Aug-Dec. Using Multiculturalism as an entry point, the paper interrogates conventional ideas and themes of Cosmopolitanism from an anti-racist and anti-colonial read. The discussion is informed by how the anti-racist and anti-colonial lens has shaped an understanding of multiculturalism and its convergences and divergences with Cosmopolitanism. My goal is to advance a rethinking 'cosmopolitanism' from an Indigenist anti-colonial democratic lens highlighting a philosophy of educational practice geared towards new educational futurities for particularly [but not exclusively] Black, Indigenous and racialized bodies in the school system. It is argued that cosmopolitanism is about Land and relationships. This offers possibilities of learning from the 'geographies of schooling'. The pedagogies of the Land, for example, require examining the narratives and encounters taking place in these 'geographies of schooling' to unravel colonial structures of education and ways we validate contending or… [PDF]

Saugher Nojan (2023). Racial-Religious Decoupling in the University: Investigating Religious Students' Perceptions of Institutional Commitment to Diversity. AERA Open, v9 n1. Muslims face racism based on their racialized religious identities, yet few address their experiences through critical race theory or campus racial climate. This paper addresses how religious students rate institutional commitments to campus diversity when considering racial and religious respect. This study examines undergraduate experience surveys across nine campuses and a Muslim student photovoice project through a mixed-methods design. I argue that racial and religious respect derived from interpersonal, discursive, and material sources influence Muslim students' perceptions of institutional commitment to diversity. I introduce racial-religious decoupling to refer to how the separation of race and religion as distinct social experiences hinders campus commitments to diversity, equity, and inclusion for addressing anti-Muslim racism and intersections of race and religion. This study uses critical race theory to demonstrate how hegemonic Whiteness embedded in higher education… [PDF] [Direct]

Madkins, Tia C.; Nazar, Christina Restrepo (2022). Theoretical Perspectives for Developing Antiracist Teaching Dispositions and Practices in Preservice Teacher Education. Science Education, v106 n5 p1118-1134 Sep. For some time, scholars who are guided by critical theories and perspectives have called out how white supremacist ideologies and systemic racism work to (re)produce societal inequities and educational injustices across science learning contexts in the United States. Given the sociopolitical nature of society, schooling, and science education, it is important to address the racist and settled history of scientific disciplines and science education. To this end, we take an antiracist stance on science teaching and learning and seek to disrupt forms of systemic racism in science classrooms. Since teachers do much of the daily work of transforming science education for minoritized learners, we advocate for preparing teachers who understand what it means to engage in antiracist, justice-oriented science teaching. In this article, we share our framework for supporting preservice teachers in understanding, developing, and implementing antiracist teaching dispositions and instructional… [Direct]

Morales, Socorro (2022). Locating the "White" in Critical Whiteness Studies: Considerations for White Scholars Seeking to Dismantle Whiteness within Educational Research. International Journal of Qualitative Studies in Education (QSE), v35 n7 p703-710. In this essay, I reflect on and detail some of my experiences navigating the question of what it means for white scholars and white researchers to critically engage their own whiteness within the context of educational research. Considering my current academic role as a faculty member who works primarily with graduate students in educational leadership, students who include white people who are seeking to better understand racism and white supremacy, this reflective essay details my thoughts regarding white people who wish to use educational research to uncover, expose, and disrupt whiteness and white supremacy within schools and contexts that are school adjacent, such as education organizations and education non-profits. I walk the reader through various aspects of my own journey understanding my racialized self, how racism and white supremacy connect to Critical Whiteness Studies (CWS) as a field of inquiry, and ending with my considerations for white scholars…. [Direct]

Chan, Sui-Mee; East, Pat (1998). Teacher Education and Race Equality: A Focus on an Induction Course for Primary BEd Students. Multicultural Teaching, v16 n2 p43-46 Spr. Evaluated a two-week induction course focusing on antiracist and antisexist practices in education for all first-year primary undergraduate education (BEd) students. Evaluations from 120 education students indicate that the course was seen as a positive way of preparing them for the challenge of teaching in the inner city. Racism in teacher education is also discussed. (MAK)…

Gnanadass, Edith; Merriweather, Lisa R.; Privott, Daryl R.; Ramdeholl, Dianne (2022). "I'll Take Two Please … Sike": Paying the Black Tax in Adult Education. Adult Learning, v33 n2 p61-70 May. We live in a society wherein anti-Black racism is pervasive. It infiltrates every aspect of life, including work life spaces. In spite of the recent call for higher education to become antiracist, a tall order for an institution literally and figuratively built on racist attitudes and behaviors, higher education continues to be a cesspool for racism. Literature is replete with stories of the toll working in such environments takes on Black and Brown people. Some have called it "The Black Tax." Palmer and Walker (2020) riff off of Rochester's (2018) popularization of the financial "Black Tax" to relate it to psycho-social realities of Black people. Palmer and Walker define it as "the psychological weight or stressor that Black people experience from consciously or unconsciously thinking about how White Americans perceive the social construct of Blackness" (para. 2). Black and Brown adult educators pay this tax multiple times in the course of working in… [Direct]

Sammel, Ali (2009). Turning the Focus from \Other\ to Science Education: Exploring the Invisibility of Whiteness. Cultural Studies of Science Education, v4 n3 p649-656 Sep. This paper provides another way to gaze upon Brad's story as presented by van Eijck and Roth (2010). It raises questions about infrastructural racism in contemporary science education by exploring its association with Whiteness and White privilege. To explore the racial positioning inherent in Western science education specific attention is given to the positions of power that accompany Western ways of knowing the world (i.e., science education) in comparison to Other ways of knowing the world (i.e., First Nations Ways of Knowing). The paper suggests the power relationships inherent within this dualism are asymmetrical due to the implications of Whiteness within colonial societies. Even though power relations were not discussed in Brad's story, the paper suggests the implications were visible. The paper concludes by advocating for a re-imagining in science education where the traditional ontological and epistemological foundations are deconstructed and spaces are created for enacting… [Direct]

Gottlieb, Esther E. (1995). Book Reviews: \Inequality and Teacher Education: An International Perspective,\ edited by Gajendra K. Verma, and \Changing Patterns of Power: Social Regulation and Teacher Education Reform,\ edited by Thomas S. Popkewitz. Comparative Education Review, v39 n4 p524-28 Nov. Reviews two collections of works on teacher education in various countries. The first, which examines inequality and racism in teacher education and attempts at multicultural reform, displays varied methods and quality and provides no comparative framework. The second presents eight case studies addressing common issues in teacher education reform and criticizes assumptions about such comparative studies. (SV)…

Lei, Ming (2022). Exploring the Racial Gap in Study Abroad Participation at U.S. Colleges and Universities through a Mixed-Methods Analysis of Student Intention. ProQuest LLC, Ph.D. Dissertation, Michigan State University. The study abroad experience is an important fixture of American higher education, with politicians, institutions, and mainstream media calling for increased participation. Participation in study abroad can potentially benefit students' personal, academic, and career development. However, historical educational data have shown that some groups, such as Students of Color, have been underrepresented in study abroad participation at American colleges and universities. To better understand the racial gap in study abroad participation, this study combined the Theory of Planned Behavior and critical race theory to explore the intersections of race and racism with factors (i.e., attitude, subject norm, perceived behavioral control) that predict students' intention to study abroad, and the role of social and non-social environmental influences on these factors (e.g., advertisements, advisers). The results indicated that for Students of Color and White students, racial identity and expected… [Direct]

George, Rhonda C.; Maier, Reana; Robson, Karen (2020). Ignoring Race: A Comparative Analysis of Education Policy in British Columbia and Ontario. Race, Ethnicity and Education, v23 n2 p159-179. Racial equity in Canadian education remains elusive. Despite Canada's status as a multicultural nation, many minority students continue to be marginalised. In this article, we compare equity-related education policy in two Canadian provinces — Ontario and British Columbia — to ascertain how race and racialized students are understood in official documents. After reviewing provincial policy contexts from the early 1990s onward, we discuss the results of a content analysis of provincial education policy documents using Critical Policy Analysis and Critical Race Theory. We argue that the treatment of race and equity in these documents demonstrates 'symbolic anti-racism,' rather than substantive anti-racism, in three key ways: 1) the lack of robust education policy related to racial equity; 2) the construction of racism as an individual characteristic rather than a structural problem in the education system; and 3) the near-absence of race-related data collection. Policy… [Direct]

Lilith R√ºschenp√∂hler (2024). A Review of Science Teaching Approaches for Equity Focusing on Race, Class, and Religion from the Perspectives of Freire's and Arendt's Theories of Education. Science Education, v108 n4 p1191-1221. This paper presents a literature review of science teaching approaches that seek to support equity in science classrooms, focusing on marginalization based on (i) race/ethnicity, (ii) social class/socioeconomic background, and (iii) religion. Considered were approaches that science teachers can use in science classes in secondary schools. They were analyzed and discussed against the backdrop of critical pedagogy by Paulo Freire and the educational theory by Hannah Arendt, which constitutes a novelty in science education research. The review used meta interpretation combined with systematic searches in the ERIC database. It is, thus, limited to works published in English. A total of 930 articles (2013-2021) were identified out of which 64 were fully analyzed. The analysis shows that most approaches strive to provide more equal access to the existing science knowledge and structures of the community. This corresponds to the introduction to the "old world" in a conservative… [Direct]

Kubota, Ryuko (2020). Confronting Epistemological Racism, Decolonizing Scholarly Knowledge: Race and Gender in Applied Linguistics. Applied Linguistics, v41 n5 p712-732 Oct. Recent scholarship in sociolinguistics and language education has examined how race and language intersect each other and how racism influences linguistic and educational practices. While racism is often conceptualized in terms of individual and institutional injustices, a critical examination of another form of racism–epistemological racism–problematizes how racial inequalities influence our knowledge production and consumption in academe. Highlighting the importance of the intersectional nature of identity categories, this conceptual article aims to draw scholars' attention on how epistemological racism marginalizes and erases the knowledge produced by scholars in the Global South, women scholars of color, and other minoritized groups. In today's neoliberal culture of competition, scholars of color are compelled to become complicit with white Euro-American hegemonic knowledge, further perpetuating the hegemony of white knowledge while marginalizing women scholars of color…. [Direct]

Zewolde, Solomon (2022). 'Race' and Academic Performance in International Higher Education: Black Africans in the U.K. Journal of Comparative and International Higher Education, v14 n3A p211-226. U.K. higher education research routinely pinpoints the racialized nature of academic performance, but it often fails to even consider if racism contributes to such a pervasive racial or ethnic disparity. While research in the area often focuses on comparing the attainment of home white and ethnic minority students, little attention is given to the experiences of black African international students (BAIS), particularly in U.K. higher education. Using semi-structured qualitative interviews, this study documents how "race" shapes academic performance and achievement by exploring the experiences of 21 BAIS undergraduates studying in ten universities in England. Factors identified, inter alia, include racism and discrimination, and the analysis challenges the narrative of assessment as neutral and objective technology that rewards merit, and lifts the voices of BAIS which are normally silent in the literature about international student experience. 'Race' and ethnicity… [PDF]

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]

DeMatthews, David (2020). Addressing Racism and Ableism in Schools: A DisCrit Leadership Framework for Principals. Clearing House: A Journal of Educational Strategies, Issues and Ideas, v93 n1 p27-34. A long history of racism and ableism exists within the U.S. and shapes policies, practices, and assumptions within the public education system. Racism and ableism are built into educator and principal practices, which contribute to the reproduction of inequitable systems and outcomes. Yet, principals are in a key position to challenge dominant narratives about race and ability and facilitate equity-oriented change. The purpose of this article is to consider how school leadership practice can systematically address racism and ableism. Dis/ability Critical Race Studies (DisCrit) is used to critique and expand existing conceptions leadership practice…. [Direct]

Cristina Betancourt; Grace Cornell Gonzales; Manka Varghese; Patricia Ferreyra; Patricia Venegas-Weber; Rachel Snyder Bhansari; Renee Shank; Teddi Beam-Conroy (2025). 'We Couldn't Share Who We Are without Being Able to Draw on This "Twoness"': Lessons for Higher Education in Integrating Linguistic and Racial Justice in the United States. Teaching in Higher Education, v30 n2 p427-443. This article describes a program which centered multilingualism and racial justice in higher education in an elementary teacher education program in the United States. By using the theory of ideological clarity, we sought to understand learning outcomes for teacher candidates (TCs) and their contexts, and make salient the racial and linguistic intersections within TCs' identities/subjectivities. We show that by drawing significantly on candidates' linguistic, racial, and cultural resources, and intentionally supporting them within their teacher development, the program allowed TCs to develop critical awareness of ongoing educational inequities. At the same time, how candidates take up linguistic justice varies according to their raciolinguicized subjectivities while their reflections and enactments around multilingualism cannot necessarily be equated with taking a stance towards racial justice. We, therefore, advocate for higher education to continue establishing multilingual… [Direct]

Felix Quayson; Philip Ofori-Yentumi (2024). Intersectionality Approach to Mental Health for Black Men in Student Affairs. New Directions for Student Services, n186 p19-27. Navigating higher education can be a challenging experience for Black men. Among these, Black men often face unique mental health challenges stemming from systemic racism, cultural expectations, and societal pressures. Addressing their specific needs requires a comprehensive approach. However, supporting Black men's mental health in higher education involves a multi-faceted approach. By actively recognizing their challenges and ensuring resources cater to their specific needs, we can create an environment where all Black men can thrive in student affairs services. In this article, we used Chapman-Hilliard and Adams-Bass's theoretical framework of Black Liberation Psychology to guide our analysis of the mental health challenges that Black men face in student affairs…. [Direct]

Felicia M. Crockett (2024). The "Essence" from Within: A Phenomenological Study Examining the Lived Experiences of Racial and Ethnic Minoritized Women (RAEMW) Senior Level Administrators at 4-Year Predominately White Institutions (PWIS) in the United States (U.S.). ProQuest LLC, Ph.D. Dissertation, Rowan University. The purpose of this study was to explore the experiences of senior level RAEMW administrators who work at 4-year PWIs in the U.S. and analyze the impact of institutional environments on their success. The theories that guided this study were: Crenshaw's (1994; 1989; 2015) intersectionality framework and four tenets of CRT which include counter-storytelling, the permanence of racism, interest convergence, and intersectionality (Hiraldo, 2010, 2019). This study was guided by the three research questions: 1) How do RAEMW senior level administrators describe their experiences navigating higher education, 2) How do senior level RAEMW administrators describe the impact of institutional environments on their career advancement in higher education, and 3) How can intersectionality, counter-storytelling, the permanence of racism, and interest convergence inform research on RAEMW's experiences as senior level administrators? Seven senior level RAEMW administrators participated in the study…. [Direct]

Braimah, Habiba; Haque, Zora; LaFleur, Jennifer; Wallace, Derron (2022). Can We Just Talk? Exploring Discourses on Race and Racism among U.S. Undergraduates during the COVID-19 Pandemic. Educational Review, v74 n3 p576-590. Across the globe, the COVID-19 pandemic has taken an extraordinary toll on racially minoritised and economically disadvantaged communities. The United States has been no exception. In the U.S., serious illness and death are two- to three-times more common among Black, Latinx, and Native American populations than among white people. In the summer of 2020, growing outrage over the racialised impact of the pandemic coincided with weeks-long protests of police killings of Black Americans–George Floyd in Minnesota, Breonna Taylor in Kentucky, and Tony McDade in Florida, among others. The convergence of two racialised phenomena, a public health crisis and police violence, intensified public scrutiny of the practices that sustain racial inequalities, including within higher education. Even as U.S. colleges and universities issue statements decrying the burden of the pandemic and the concomitant racialised violence on communities of colour, racial inequalities persist in higher education… [Direct]

Austin, Tasha (2022). Linguistic Imperialism: Countering Anti Black Racism in World Language Teacher Preparation. Journal for Multicultural Education, v16 n3 p246-258. Purpose: This study aims to highlight the planning, process and results of drawing on engaged pedagogy to humanize Blackness in world language (WL) teacher education. The activities were designed to center lived experiences, augment self-reflection and model instructional differentiation for WL preservice teachers (PSTs). Design/methodology/approach: This qualitative research paper uses a self-study in teacher education practices (S-STEP) method. It explores how tailored resources, peer and self-assessments and a responsive environment can increase awareness of antiBlackness in instruction and curricula among WL PSTs during a semester-long methods course. Findings: Findings suggest that centering Blackness in WL methods initiates an awareness of antiBlack racism in WL pedagogy through opportunities for self-reflection and accountability through assessment. To varying degrees, participants demonstrated shifts in their understanding and valuing of Blackness in WL instruction as… [Direct]

Linda L. Hestenes; Lisa N. Butterworth; Miranda L. Denham (2024). Exploring the Structural Inequalities of the Individualized Education Program: A Dis/Ability Critical Race Theory Perspective. Topics in Early Childhood Special Education, v44 n3 p217-228. Disproportionality and inequity exist in the special education services that U.S. children receive based on factors such as race, geographic location, and resources of the school system. Overrepresentation and underrepresentation are both prevalent issues and can vary by region or school district and are likely due to multiple factors. Although several areas of special education services have been examined critically, one missing piece in the literature seems to be the writing and revising of the Individualized Education Program (IEP). The purpose of this paper is to examine the literature and background of special education services and the IEP, followed by an examination of the required portions of the IEP form and where the existing law might allow for implicit biases, specifically racism, to surface in the development of this program and its implementation…. [Direct]

Conchas, Gilberto Q., Ed.; Rodriguez, Sophia, Ed. (2022). Race Frames in Education: Structuring Inequality and Opportunity in a Changing Society. Teachers College Press Beyond the commonplace inequalities that many minoritized youth face in the United States, the post-Trump contemporary moment has created rampant racialized material and symbolic violence occurring against Latinx, immigrant and undocumented immigrant, Asian American, and African American populations. "Race Frames in Education" advances the conversation about racial equity in educational contexts with a unique analysis centered on the concept of racial projects–a way of thinking not only about systems of racial domination and subjugation, but also of resistance. Chapter authors center racial analyses across multiple educational and community-based settings to underscore how racial projects advance equity or reproduce inequality. This much-needed anthology addresses a pressing issue in society: how to center race and expose systemic racism in order to transform communities, schooling, and educational policies. It challenges white dominance in education and social policy and… [Direct]

Grosland, Tanetha J.; Radd, Sharon I.; Steepleton, Amanda G. (2020). Desegregation Policy as Cultural Routine: A Critical Examination of the Minnesota Desegregation Rule. Journal of Education Policy, v35 n6 p765-784. Education policies often result in and/or perpetuate inequitable and marginalizing outcomes. To that point, education policy may be viewed as an act of white supremacy. The purpose of this study was to examine the Minnesota Desegregation Rule (MR 3535.0100-0180) as a cultural artifact of race-related policy in US public education. Critical analyses of these types of policies offer a means to understand and document the status and workings of race and racism within a particular socio-political milieu. Three tenets from Critical Race Theory (the permanence of racism, the critique of liberalism, and law as a structural determinant) provided analytic tools to understand how the discourses related to race and racism act as cultural routines. The examination revealed nuances, contradictions, and patterns of power and privilege that serve as masked but powerful cultural signifiers. While legal and policy remedies are positioned as a means to reduce social and structural inequality, the Rule… [Direct]

Amber Brown Ruiz; Anya Sheftel; Marcus Poppen (2024). Pulling the Lever: Supporting Critical Consciousness in Secondary Special Education and Transition. Career Development and Transition for Exceptional Individuals, v47 n2 p132-143. Youth with disabilities encounter multiple systemic barriers to post-school success, including racism and discrimination. Critical consciousness is the foundation of culturally responsive and anti-racist work and supports self-determination and vocational outcomes expectations among marginalized youth. While secondary special educators are interested in learning more about culturally responsive practices such as critical consciousness, they lack institutional support and resources to implement these practices. In this article, we present an ecologically based conceptual framework of Critical Consciousness in Secondary Special Education and Transition (CCSSET) to demonstrate how special education teacher preparation programs and school administrators can leverage funding, laws, policies, and resources to support critical consciousness among teachers and students. Implications for research and practice are discussed…. [Direct]

Johnson, Michelle A. (2021). Black Women at the Intersection of Race and Poverty in Urban Communities: Partnerships for Transformation. New Directions for Adult and Continuing Education, n170 p67-78 Sum. This article examines the intersection of race and poverty on the lives of Black women living in urban communities. Historical systemic racism continues to leave many marginalized communities on the periphery and struggling to maneuver in a society that limits access to empowerment to move out of poverty. To transform the lives of those living in poor urban communities, dismantling systemic racism where race and poverty intersect must be included in policymakers' priorities. This work begins with partnerships forged between public policy makers, adult educators, literacy education and training programs, welfare programs, and employment programs and employers…. [Direct]

Arday, Jason (2022). No One Can See Me Cry: Understanding Mental Health Issues for Black and Minority Ethnic Staff in Higher Education. Higher Education: The International Journal of Higher Education Research, v83 n1 p79-102 Jan. Black and minority ethnic (BME) communities continue to experience differential outcomes within the United Kingdom (UK) mental health system, despite increased attention on the area. The trauma of racism for BME academic and professional staff within higher education remains problematic against a backdrop of cultural and organisational institutional racism. Within higher education (HE), BME staff consistently face barriers in terms of accessing contextually appropriate mental health interventions that recognise the sophisticated nature of insidious racism in all its overt and covert manifestations. This paper attempts to address the issues facing ethnic minority staff within the Academy with regard to accessing mental health services at university. Importantly, this paper explores the impact of racial discrimination on BME faculty within the sector and the impact upon mental health, in addition to considering the paucity of psychological interventions available in dealing with… [Direct]

Nolan L. Cabrera (2024). Whiteness in the Ivory Tower: Why "Don't" We Notice the White Students Sitting Together in the Quad? Multicultural Education Series. Teachers College Press Whiteness is the foundation of racism and racial violence within higher education institutions. It is deeply embedded in the ideologies and organizational structures of colleges and universities that guide practices, policies, and research. The purpose of this book is not to simply uncover these practices but, rather, to intentionally center the harm that Whiteness causes to communities of Color broadly in order to transform these practices. For example, Cabrera explores what academic freedom and tenure could look like if they actually divorced themselves from Whiteness. Cabrera also demonstrates how campus-based segregation is largely a problem created and maintained by White students, contrary to popular belief. Readers will dive into these and other pressing issues guided by both critical social analysis as well as hope for the possibilities of human liberation from oppression. This is important reading for university and college professors, scholars, diversity officers, student… [Direct]

Alfredo Gonzalez (2023). Mexican American Student Veterans: From Military Service to Higher Education. Association of Mexican American Educators Journal, v17 n2 p55-77. This study employs descriptive qualitative analysis to explore the experiences of eight Mexican American veterans utilizing Veterans Affairs education benefits to pursue baccalaureate degrees. Participants were recruited in Southern California at two California Community Colleges and three California State Universities. The findings suggest that Mexican American student veterans navigate college and their education benefits based on their experiences in the military. The study identifies five factors Mexican American student veterans negotiate when transitioning to college: (a) minimization of racism; (b) lack of support; (c) being experiential learners; (d) substitute leadership; and (e) being financially motivated…. [Direct]

Eaton, Paul William (2023). James Baldwin's Curricular Voice: Interrogating Whiteness as Curriculum. Curriculum Inquiry, v53 n1 p75-98. I begin in this article with an examination of James Baldwin as a distinct curricular voice whose work opens a dialogue interrogating whiteness as curriculum. In a series of essays, "The White Problem," "On Being White … And Other Lies," "The White Man's Guilt," and "White Racism or World Community," Baldwin directly addressed white people on the question of whiteness in four ways: addressing historic denial, amnesia, and mythologizing; the psychosocial conceptualization of white identity; whiteness as a system; and whiteness as a false system of reality. Baldwin's approach was one of "specificity," a curricular approach to interrogating whiteness centered in bold truth-telling. Specificity stands in contrast to "abstraction," a curricular approach to interrogating racism that decenters practices of whiteness as a curriculum, emphasizing broader, less direct discussions of whiteness. In this article, I contend that… [Direct]

Ardley, Jill; Courington, Diane; Goodloe, Angela; Hartlep, Nicholas; Kerns, Keesha; Wheeler, Winn (2023). Emergent Themes from the 2020 KDP Diversity Summit: Teacher Educators' Awareness of Factors That Support and Retain Prospective Teachers of Color. Educational Forum, v87 n3 p216-235. In 2020, Kappa Delta Pi's Diversity Summit convened professional conversation groups to explore recruitment and retention factors influencing prospective teachers of color. Information from groups was interpreted qualitatively; analysis and findings suggested the following emergent themes: (1) Importance of different perspectives and voices; (2) Recognition of systemic racism as experienced by prospective teachers of color; and (3) Strategies used within teacher education programs to address barriers and cultivate successful solutions for prospective teachers of color…. [Direct]

Castenell, Louis A., Ed.; King, Sabrina Hope, Ed. (2001). Racism and Racial Inequality: Implications for Teacher Education. This collection of papers examines issues related to the preparation of teachers to effectively educate all children, regardless of differences. After "Introduction" (Sabrina Hope King and Louis A. Castenell, Jr.), the six papers include: (1) "The Criticality of Racism in Education at the Dawn of the New Millennium" (Beverly M. Gordon); (2) "Untold Stories: Implications for Understanding Minority Preservice Teachers' Experiences" (Rosebud Elijah); (3) "Historical White Resistance to Equity in Public Education: A Challenge to White Teacher Educators" (Beatrice S. Fennimore); (4) "Professional Development: An Important Partner in Antiracist Teacher Education" (Beverly Daniel Tatum); (5) "Seven Principles Underlying Socially Just and Ethically Inclusive Teacher Preparation" (Michael O'Loughlin); and (6) "Seeing With Different Eyes: Reexamining Teachers' Expectations Through Racial Lenses" (A. Lin Goodwin). The final… [PDF]

Genao, Soribel; Mercedes, Yaribel (2021). All We Need Is One Mic: A Call for Anti-Racist Solidarity to Deconstruct Anti-Black Racism in Educational Leadership. Journal of School Leadership, v31 n1-2 p127-141 Jan-Mar. In this article, we outline some of the vital measurements of racism and anti-blackness as a macro system in education. We contend that principal preparation programs have not explicitly prioritized anti-racist school leadership, while often resisting the possibilities of solidarity or "one mic" of knowledge to increase anti-racist dispositions. Considering the lexicon of whiteness as an assemblage, a racial discourse should be "supported by material practices and institutions," that prepare educational leaders to examine anti-blackness curriculum that have been embedded as a standard method. We also posit that theoretical understanding of racism as global whiteness from a post-oppositional lens and decoloniality that will challenge the way racism is currently referenced in educational leadership scholarship. Moreover, current global and decolonial research gives way for a new vision of solidarity by humanizing scholarly resistance that cultivates a vision of… [Direct]

Suriamurthee M. Maistry (2024). South African Higher Education: A Toxic Milieu of Neoliberalism, Colonialism and Anti-Blackness. Transformation in Higher Education, v9 Article 418. Post-colonial higher education contexts experience a never-ending recuperation from the multiple violences imposed by colonisation. Coloniality has largely been successful in maintaining a hegemonic hold by white settler colonisers in various facets of higher education despite attempts to decolonise this sector and attempts at transformation. The problem that this article addresses is that these decolonial and transformation initiatives are usually circumscribed within neoliberal parameters that simply perpetuate white hegemony. There appears to be oblivion as to how neoliberalism impacts Black subjects in academia and how historic colonial practices have seamlessly effectuated neoliberal tenets in new cycles of racial repression, issues that this article takes up. Methodologically, this conceptual article applies the tenets of Critical University Studies (CUS) and invokes the principles of Unapologetic Black Inquiry (UBI) to examine neoliberal racialisation, (c)overt anti-Blackness… [PDF]

Yu, Jing (2021). A Critical Study of Chinese International Students' Experiences Pursuing American Higher Education in the Age of Trump and COVID-19. Journal of Comparative and International Higher Education, v13 n5S p103-107. This article consists of two study areas, examining Chinese international students' experiences pursuing American higher education in the Age of Trump and COVID- 19. Despite different issues explored in each area, these issues have a common theme of better understanding the current generation of Chinese international students against the backdrop of Sino-US tensions, the global pandemic, and anti- Asian racism in the US. Drawing on theories in international education, the first area stresses the role of human agency and demonstrates that Chinese students tend to live and study resiliently amid current heightened uncertainties. The other one focuses on how Chinese international students perceive race and racism in the US. Through semi-structured interviews and follow-up text exchanges at the climax of two anti-racist US social movements, the Black Lives Matter and Stop Asian Hate, the findings reveal that Chinese students held contrastive views on race and racism before and after… [PDF]

Pilkington, Andrew (2013). The Interacting Dynamics of Institutional Racism in Higher Education. Race, Ethnicity and Education, v16 n2 p225-245. This article has its origins in the Macpherson report's contention that public organisations in British society are characterised by institutional racism. Drawing upon the Parekh report's identification of ten components of institutional racism, the article examines which, if any, of these components are manifest in a university in Central England that was the subject of ethnographic investigation in the decade following the publication of the Macpherson report. It is argued that the Parekh report's identification of various components of institutional racism is helpful in disclosing the extent of disadvantage faced by Black and Minority Ethnic (BME) staff and students and the institution's reluctance to do anything about it. It is also illuminating in sensitising us to the overwhelming Whiteness of the university and the position of White privilege within it. (Contains 1 table.)… [Direct]

Alguacil, Montserrat; Boqu√©, Maria-Carme; Ribalta, Dolors; Sala-Bars, Ingrid (2022). Discourses on Racism in Families with School-Aged Children in Catalonia. Journal of Peace Education, v19 n3 p303-329. Unfortunately, racism is a kind of violence present in current societies that embodies an attitude opposed to the culture of peace. In this scenario, the family has a relevant role to contribute to the development of values related to human rights. With the aim of identifying patterns and challenges to progress from a polarized debate to an empathetic and non-violent dialogue, the discourse between parents and children between 3 and 16 years of age is reviewed. For this purpose, a questionnaire was designed and 1,701 families in Catalonia (Autonomous Community of Spain) answered it. The results show that racism represents 9.7% of the controversial topics of conversation at home; the principal values and attitudes that guide the family discourse are: respect (23.1%), fighting injustice (18.7%), and equality (12.4%); families who claim to have suffered racism reach 6%; women and individuals with a low level of education are those who most believe that the economy would improve if… [Direct]

Anand, Divya; Hsu, Laura M. (2020). COVID-19 and Black Lives Matter: Examining Anti-Asian Racism and Anti-Blackness in US Education. International Journal of Multidisciplinary Perspectives in Higher Education, v5 n1 p190-199. The intersection of COVID-19 and the murder of George Floyd has refocused attention on the hitherto hidden, but pervasive, impacts of race and racism in the US. As this essay will argue, examining anti-Asian racism and anti-Blackness in the context of COVID-19 and Black Lives Matter movement, allow a deeper understanding of how white supremacy operates in institutions of higher education and in US society. While universities have a critical role and responsibility to spearhead transformative justice and change, racial capitalism is still at work, whereby profits are prioritized over delivering equitable educational experiences for students and the health of all its constituents. School closures in spring 2020 and reopening plans for fall 2020 are used to illustrate racial capitalism in higher education…. [PDF]

Massicotte, Leslie M. (2023). Implementing Anti-Racist Strategies in the Evidence-Based Sexuality Education Classroom. American Journal of Sexuality Education, v18 n1 p149-169. Many sexuality educators in the United States have noted that current sex education models do not meet the needs of an increasingly diverse student body, and they have begun advocating for anti-racist sex education. Many sexuality instructors, however, work in public schools that require the use of prevention-focused, evidence-based sexuality curricula. This article explores the unique challenges for sexuality instructors in incorporating anti-racist content into the public school classroom. It outlines the intersections of racism and sexuality to manifest the need for anti-racist sex education and offers five strategies for sexuality instructors wishing to incorporate anti-racist frameworks into the evidence-based sex education classroom…. [Direct]

Mays Imad (2024). Intersections of Trauma: War, Systemic Racism, and Higher Education. Change: The Magazine of Higher Learning, v56 n1 p31-37. Using their own experience of war as a backdrop, the author explores how trauma shatters an individual's foundational beliefs, leaving them grappling with questions about their own worth and the inherent goodness of humanity. The discussion moves from personal to collective trauma, examining the profound betrayal felt by Black scientists in academia due to systemic racism and drawing parallels to Newton's third law to explain the cause-and-effect relationships at play. Finally, the article offers a starting list of recommendations for individuals and institutional leaders in higher education, aimed at fostering equity and addressing the multifaceted nature of trauma…. [Direct]

Sophie Callahan (2024). Rehabituating Theology: Habit Forming Theological Education Integrating Contemplative and Embodied Pedagogy. Teaching Theology & Religion, v27 n1-2 p19-23. Theological education faces the task of forming leaders and scholars with the capacity for personal and social transformation. This effort requires a deeper understanding of habit formation as both problem and potential. Utilizing the example of how racism functions through embodied habits, this article emphasizes bodily awareness and repeated practice as necessary components for theological formation. In doing so, this approach integrates contemplative and embodied pedagogies and suggests ways to address the research gap in these areas, especially regarding the study and teaching of religion. The tools and resources of somatic abolitionism offer a way to rewire bodily perceptions with theological classrooms…. [Direct]

Eliza Braden; Meir Muller (2024). The Stories We Tell Our Young Children: Using Picture Books to Explore Race and Black-Jewish Relations. Journal of Jewish Education, v90 n3 p246-268. Early childhood Jewish education provides an opportune moment to teach about race and Black-Jewish relations as young children grapple with concepts like justice. This article argues that picture books containing interactions between Black and Jewish characters or a Black Jewish character are a powerful pedagogical tool for this purpose. We created the first inventory of picture books that contain these characters, finding 188 of them which we believe can be invaluable in introducing the vital topic of race and racism to young children in early childhood Jewish classrooms through the historically important lenses of Black-Jewish relations and Black Jewish individuals…. [Direct]

Moffa, Eric; Winston, Jake (2023). Examining Virginia's African American History Course through the Lens of Racial Pedagogical Content Knowledge. Social Studies, v114 n6 p266-281. During the 2020-2021 academic year, Virginia piloted a state-designed secondary African American history elective in 16 school divisions. Using the framework of Racial Pedagogical Content Knowledge (RPCK), this study examined the treatment of race in the new course by analyzing the state-created curriculum materials and interviewing three teachers that were part of the pilot program. Findings suggest that the curriculum challenged problematic traditional historic narratives, addressed issues of identity and structural racism, and applied racial knowledge through civic action projects. Teachers felt prepared to teach the course due to sustained racially conscious professional development facilitated by the Virginia Department of Education. The curriculum of the state-designed course and its implementation by teachers align with the core tenets of RPCK, such as its interrogation of power structures and inequalities, examination of intersectionality, and empowerment of students to… [Direct]

Amy Samuels; Brandon J. Haas; Gregory Samuels (2023). Legislate to (Un)Educate: Examining the Impact of Divisive and Dehumanizing Education Policies. Curriculum and Teaching Dialogue, v25 n1-2 p51-68. Authors explore recent education policies that ban the teaching of critical race theory, restrict teaching race-related topics, prohibit conversations about divisive concepts, and problematize their impact in further silencing (and potentially erasing) complex issues about race and racism and other forms of oppression in historical and sociocultural contexts. This article highlights legislative efforts and examines findings and implications from a study designed to explore perceptions of educators related to the anti-critical race theory bills…. [Direct]

Augustine, D. Smith, Ed.; Beauboeuf-Lafontant, Tamara, Ed. (1996). Facing Racism in Education. Second Edition. Harvard Educational Review Reprint Series No. 28. Since the publication of the first edition of this book, the nation has moved from silence about the reality of racism to the denial of its existence. Talking about racism is never easy, but the eight chapters from the original edition and eight new chapters provide insight into racism in education and strategies for change. Included are: (1) \Wounding the Spirit: Discrimination and Traditional American Indian Belief Systems\ (Carol Locust); (2) \Navajo Youth and Anglo Racism: Cultural Integrity and Resistance\ (Donna Deyhle); (3) \Reflections of a Black Social Scientist: Some Struggles, Some Doubts, Some Hopes\ (Jacquelyn Mitchell); (4) \Racism in Academia: The Old Wolf Revisited\ (Maria de la Luz Reyes and John J. Halcon); (5) \Giving Voice to the Voiceless\ (Beverly McElroy-Johnson); (6) \The Silenced Dialogue: Power and Pedagogy in Educating Other People's Children\ (Lisa D. Delpit); (7) \Fundamental Considerations: The Deep Meaning of Native American Schooling, 1880-1900\…

Neal Jerron McKinney (2024). Planting Gardens versus Fighting Fires: A Critical Race Narrative Inquiry of Black and Latinx Students' Lower Participation in Education Abroad. ProQuest LLC, Ph.D. Dissertation, The Ohio State University. Education abroad personnel have relied on a 30+ years old rationale that Black and Latinx students participate in college study abroad programs at a lower rate than their white peers due to cultural differences attributed to the backgrounds of Black and Latinx students. Despite contemporary guidance from education scholars to move beyond this rationale, education abroad personnel on a whole have yet to consider if and how education abroad personnel's discussions on participation rates of Black and Latinx students reflect racialized deficit-based thinking, a mindset that attributes disparities in educational performance to the fault of Black and Latinx students. Therefore, this qualitative research study sought to understand how: (1) education abroad personnel narrate the phenomenon of the lower participation rate of U.S. Black and Latinx college students in education abroad programs, (1a) what, if any, patterns of race and racism are present in their narrative, and (2) to understand… [Direct]

Demerath, Peter (2022). 2020 Council on Anthropology & Education Presidential Address Decolonizing Education: Roles for Anthropology. Anthropology & Education Quarterly, v53 n3 p196-214 Sep. In this address I identify specific and unique roles anthropology can play in the necessary work of decolonizing education. These include: building anti-racist schools that honor all "ways of being human"; decolonizing school leadership and working towards culture creation for equity and anti-racism; decolonizing teaching and learning and honoring how humans learn best; decolonizing teacher education; decolonizing student-teacher relationships; putting the social in social and emotional learning; and decolonizing education research and policy…. [Direct]

Duncan, Kristen E. (2022). 'That's My Job': Black Teachers' Perspectives on Helping Black Students Navigate White Supremacy. Race, Ethnicity and Education, v25 n7 p978-996. This paper presents the findings of a research study that sought to understand the perspectives of exemplary Black teachers utilizing emancipatory pedagogies to help Black students navigate systems of white supremacy in a contemporary American social landscape where racism is simultaneously invisible and hypervisible. Using critical race theory, the findings of this narrative inquiry indicate that participants made their students aware of the ubiquity of racism and the inevitability that they would experience it. Findings also show that participants provided their students with opportunities to speak back to their oppression, shifted the ways they practiced emancipatory pedagogy based on the teaching and social context in which they found themselves, and learned to engage students in these ways at various points in their lives but not through teacher education. This study has implications for teachers, school administrators, teacher educators, and researchers…. [Direct]

Bhowmik, Miron Kumar; Chan, Aaron Hin-Tat; Halse, Christine Margaret (2022). Multiculturalism and the Cultural Politics of Racism in Hong Kong. Multicultural Education Review, v14 n1 p13-27. This article examines a new element in the cultural politics of multicultural Hong Kong, namely the emergence of racism towards ethnic and other minorities in on-line discussion forums. To gauge the extent of this problem, we examined 2,918 on-line reader commentaries about the 249 news articles on ethnic minorities published by the South China Morning Post (SCMP) between 2012-2018. A discourse analysis found that racist and racialized discourses pervade these commentaries. While our data are from Hong Kong, our study has international implications. The publication of racist commentaries on news articles legitimizes and institutionalizes a culture of racism that, we propose, acts as a potent form of racist public pedagogy. Nevertheless, shedding light on this problem opens up new possibilities for multicultural interventions in policy and education in Hong Kong and beyond…. [Direct]

Williams, Sonya (2021). Dismantling Barriers to Anti-Racist Education. BU Journal of Graduate Studies in Education, v13 n4 p17-20. Teachers desiring to address inequity within education must acknowledge the inconsistencies experienced by students who belong to historically marginalized or oppressed communities. Antiracist education addresses conventions rooted in systemic or structural racism, colourblindness, and implicit bias, creating an environment that facilitates equity in education for all students regardless of race, ethnicity, or culture…. [PDF]

Anna Falkner (2024). 'This Is Almost Like Ruby Bridges': Young Children's Demonstration of Racial Literacy. Race, Ethnicity and Education, v27 n1 p118-137. Young Children of Color in the United States experience the effects of racism on a daily basis. There have been calls for anti-bias and anti-racist education across the field of education, yet most recommendations are based on older students or studies in laboratory settings. Additionally, state and local governments have enacted legislation designed to make it harder for teachers to engage in anti-racist, anti-oppressive education. In this ethnographic study of two early childhood classrooms, children explored individual and collective racialized identities and investigated the role of race in the lives of children across time, including 6-year-old Ruby Bridges, who integrated New Orleans schools in 1960. Children also applied theories of justice to ideas about race. Findings suggest racial education should support students' racial inquiry by acknowledging what they already experience, do, and wonder about race…. [Direct]

Catherine Kramarczuk Voulgarides; Isabel Meltzer; Natasha Strassfeld; Sarah L. Woulfin (2024). Consequential Intersections: Examining Equity Expressions and Experiences within Special Education Ecosystems. AERA Open, v10 n1. We employ the metaphor of an educational ecosystem to explain how racial inequity in special education manifests in a midsized urban school district via equity expressions and experiences. We focus on two ecosystems operating at the mesol-evel within school districts: 1) special education and 2) equity ecosystems. We show how these educational ecosystems converge and diverge when a state education agency (SEA) cites a local education agency (LEA) via federal disability legislation for racial disparities in special education outcomes–commonly referred to as racial disproportionality. Using document analysis and semistructured interview data, we empirically examine how equity and special education ecosystems converge and diverge and discuss the implications for addressing racialized inequities. We highlight that there was limited equity absorption across the two ecosystems and how racism and ableism are implicated in the convergences and divergences between the two systems. We… [PDF]

Dube, Ernest F. (1985). The Relationship between Racism and Education in South Africa. Harvard Educational Review, v55 n1 p86-100 Feb. The author traces the relationship between racism and education in South Africa in light of the numerous racist policies and practices that the South African government has pursued and continues to implement. Dube describes the introduction of Bantu education and draws attention to the intended and unintended outcomes of this system. (Author/CT)…

Frannie Becquer (2024). Cultivating Educators of Color: The Role of School in Shaping Students of Color's Perceptions about Teaching. ProQuest LLC, Ph.D. Dissertation, University of Minnesota. Seeking to enhance efforts toward diversity in the teaching profession, this study used a heuristic methodology to explore how the lived experiences of high school students of Color participating in an education pathways high school course shaped their perceptions of the teaching career. Critical race theory (CRT), critical whiteness studies, and culturally relevant pedagogy (CRP) and their interrelatedness provide an understanding of the role of race in K-12 education. There is an overlap that exists between CRP, CRT, and whiteness studies. CRT provides the lens to understand racism, and critical white studies unpack White privilege. Thus, CRT and critical whiteness studies contextualize CRP, enabling the means to examine how race has been used, institutionalized, and maintained in schools (Sleeter, 2017) and making them tools for isolating race and racism effects on education. The findings of this study reveal challenges and motivations shaping the aspirations of students of Color… [Direct]

Kalwant Bhopal (2024). The (Un)Equal University: Training Programmes and the Commodification of Race. Higher Education Quarterly, v78 n4 e12518. There is a plethora of evidence to suggest that academics of colour remain under represented in higher education; they are less likely to be professors and occupy senior managerial roles compared to White groups and report regular incidents of overt and covert racism. Equality, Diversity and Inclusion initiatives such as training programmes to progress the position of academics of colour into senior roles have been used to address their under representation. Drawing on Critical Race Theory this paper examines how within the neoliberal marketised university, such training programmes are used for the benefit of White groups to perpetuate White privilege…. [Direct]

Antonio Duran; Crystal Eufemia Garcia; Michael Anthony Goodman (2023). Examining Responses to a Racist Event in a Sorority and Fraternity Life Community: A Case Study. Journal Committed to Social Change on Race and Ethnicity, v9 n1 p118-154. Racism has been interwoven in implicit and explicit ways within historically white sorority and fraternity life (SFL) communities since their inception. However, few studies have provided insight to how practitioners address the realities of racism in SFL broadly, or specifically how SFL practitioners have attended to race-based incidents on their local campuses, the success of these initiatives, and to what degree their actions have been sustainable over time. This project sought to contribute insight to these dynamics by mobilizing a case study approach guided by an institutional response framework to focus on how a particular SFL community at Sunnydale University (a pseudonym) took steps following a racist event that occurred on their campus. Using data collected from five professionals and 19 students on campus, as well as from institutional documents, findings from this study revealed the following: the lack of preparedness and plan to address racist events, how they moved… [PDF]

Beneke, Margaret R.; Love, Hailey R. (2022). A DisCrit Analysis of Quality in Early Childhood: Toward Pedagogies of Wholeness, Access, and Interdependence. Teachers College Record, v124 n12 p192-219 Dec. Background: In U.S. contexts, the language of "quality" early childhood education is widely invoked to evaluate the "goodness" of teaching and learning and is often leveraged in attempts to ameliorate inequities. Likewise, efforts to define and achieve generalizable conceptualizations of early childhood quality often guide what takes place in teacher education. Though objections to quality reform efforts and the ways they uphold white supremacy have been extensively discussed, less work has explicitly examined how ableism intersects with racism in the ways quality is defined and applied in early childhood. Purpose: The purpose of this conceptual article is to extend prior critiques of quality to critically examine intersections of racism and ableism in the definitions, measurements, and enactments of quality early childhood teaching and learning. We bring disability critical race theory (DisCrit; Annamma et al., 2013) into conversation with literature on quality… [Direct]

Isabelle M. Fleury (2023). Addressing Racial Stress among Black Undergraduate Students. ProQuest LLC, Ph.D. Dissertation, University of California, Santa Barbara. The recognition of racism as a social determinant of health, with particularly strong impacts on mental health, highlights the need to take concrete action to address the effects of racial stress among Black Americans (Paine et al., 2021; Paradies et al., 2015). Black undergraduate students are particularly vulnerable to the effects of racism because, in addition to the general stressors associated with the transition to college, they are faced with the unique stressors of anti-Black racism and discrimination on- and off-campus (Mushonga, 2020). These racial stressors can lead to impacts on physical, mental, functional, social, and spiritual aspects of well-being (Harrell, 2000). Racial stress screening is proposed here as the first step in a data-driven strategy for identifying Black undergraduate students experiencing racial stress, with the goal of informing delivery of direct mental health services, implementation of campus-wide interventions or programming, and referral of… [Direct]

Ga Young Chung (2024). "This Is What We Wanted to Learn": Anti-Racist and Anti-Colonial Education with 1st Gen Korean American Seniors in a Time of Asian Hate and Racialized Dread. Review of Education, Pedagogy & Cultural Studies, v46 n1 p118-134. In this paper, I explore the challenge and promise of developing an anti-racist and anti-colonial curriculum and pedagogy in a time of racialized dread. Drawing on my experience teaching a 10-week course on racial justice, delivered in the Korean language, to 1st generation Korean American seniors in the Southern United States. I explore how the group channeled their frustration, tension, and anger in the face of Asian hate into hope and a passion to learn about the history of race in the United States and the Asian American community. Through weekly lectures, counter-storytelling, and in-depth discussions, I learned of their desire to name the racialized dread arising from everyday racism. By employing Critical Race Theory and Asian Critical Theory, and centering the Ethnic Studies' liberatory approach to education, I demonstrate that the community's perceptions of race and racism are shaped at the intersection of U.S. imperialism, South Korea's transnational ideology of… [Direct]

Oatis, Bobbie N. (1978). Racism: How Shall We as Administrators Work for a Smooth Transition?. This is a speech by the Dean of Student Affairs for Women at Jackson State University on the subject of racism in higher education. The bias against blacks in testing and admission procedures is mentioned. The need for administrators to confront and remove their own biased racial attitudes, and to develop an atmosphere for equal opportunity and cultural pride is stressed. (GC)…

Abrica, Elvira J.; Dorsten, Amanda (2023). Latino Male Community College Students' Perceptions of Course-Related Interactions: A Critical Race Analysis. Journal of Latinos and Education, v22 n3 p977-989. This paper explores Latino male community college students' perceptions of their course-related interactions with faculty at a Hispanic Serving Institution in California. Using a Critical Race Theory in Education framework, we qualitatively examine the ways in which race and racism shape students' descriptions of these interactions and the extent to which students attribute negative interactions to racial discrimination and/or oppression. Longitudinal, semi-structured interview data (N = 24) presented underscore the need for structurally diverse faculty in community colleges…. [Direct]

Enumah, Lisette (2021). White Supremacy and Teacher Education: Balancing Pedagogical Tensions When Teaching about Race. Teachers College Record, v123 n1. Context: University-based teacher education programs are increasingly committed to teaching about race and racism, but programs continue to face challenges in preparing justice-oriented educators. Critical scholarship on teaching about race and racism has identified some core concepts that teachers should learn, including an understanding of systemic racism. A deeper understanding of the structure and function of White supremacy as a system, specifically as it operates within teacher education as a social institution, can provide insight about the challenges faced by teacher educators (TEs) who teach about race and racism. Drawing from articulations of the characteristics of White supremacy, the author identifies operant mechanisms of White supremacy in teacher education. Purpose: This article offers a framework for the logic of White supremacy as consisting of three core concepts: (1) the logic of racialized distribution of power; (2) the logic of intentional White ignorance and… [Direct]

Duncan, Kristen E. (2019). "They Hate on Me!" Black Teachers Interrupting Their White Colleagues' Racism. Educational Studies: Journal of the American Educational Studies Association, v55 n2 p197-213. Black teachers have long been aware that Black students face racism in multiple forms throughout their lives. As racism has consistently been present throughout the history of the United States, Black teachers have used education as a platform to work against that racism, adapting their strategies through different periods in American history. Although Black teachers who taught in the Jim Crow era of legally mandated segregated schools taught their students how to deal with the racism that they faced outside of the school building, those who teach in diverse schools today find themselves preparing students to deal with the racism they experience beyond school and helping students navigate the racism they experience within the school building. The purpose of this article is to examine the ways in which Black teachers work to interrupt the racism that their White colleagues inflict upon their students. Findings indicate that efforts to protect Black students from White teachers' racism… [Direct]

Fusco, Caroline; Joseph, Janelle; Nachman, Jessica (2022). 'What If What the Professor Knows Is Not Diverse Enough for Us?': Whiteness in Canadian Kinesiology Programs. Sport, Education and Society, v27 n7 p789-802. This study builds on research that found a significant lack of racial diversity in Canadian university kinesiology programs. We extend previous findings by including the experiences of students who reveal how whiteness structures every aspect of their kinesiology education. We employ Critical Race Theory and theories of whiteness within a case study of eight kinesiology faculties in Canada. The mixed methods data collection included: (a) analysis of website photos and anti-racism documents to determine the perceived racial diversity and anti-racism priority; and (b) semi-structured interviews with five undergraduate students from one kinesiology program to analyze their experiences with whiteness. We found (1) white privilege was evident through an overrepresentation of white bodies among the professoriate, overlooking whiteness in research and teaching, and a dearth of policies targeting anti-racism; and (2) that white social dominance was prevalent but made invisible in student… [Direct]

Tichavakunda, Antar A. (2021). A Critical Race Analysis of University Acts of Racial "Redress": The Limited Potential of Racial Symbols. Educational Policy, v35 n2 p304-322 Mar. More historically White institutions of higher education are compelled to respond, in some way, to increased activism and awareness of continued legacies of racism and racial crises on campuses. The author suggests that how schools wrestle with their legacies of racism and/or respond to student demands to right racial wrongs on campus might be considered university acts of racial redress. Through a Critical Race Theory inspired chronicle, the author argues that seemingly positive university acts of racial redress such as policies, place un/naming, or public statements are, in fact, Racial Symbols that do little to change the material realities of racially marginalized people on campus…. [Direct]

Agbayani, Amefil; Ching, Doris (2021). Legacy and Recommitment to Advocacy, Equality, Justice for Asian Americans and Pacific Islanders and All Racial Groups. Journal of College and Character, v22 n1 p64-72. Responses to our survey of national community and higher education Asian American and Pacific Islander (AAPI) leaders regarding personal and professional experiences with discrimination are consistent with other reports on AAPI challenges. The diverse AAPI community (6%) is the fastest growing ethnic group in the United States. We are optimistic that progress is underway to address the interconnected challenges of COVID-19, systemic racism, U.S. decennial census, immigration, and 2020 elections. AAPIs must continue to develop strong internal coalitions as well as solidarity with all racial/ethnic groups for equality and against systemic racism. AAPIs "belong" in America and demand voice, visibility, and advocacy…. [Direct]

Rivera, Seema (2022). Navigating Race in Science Teacher Education: The Counterstory of a Woman Faculty of Color. Journal of Science Teacher Education, v33 n2 p192-205. This study uses Critical Race Theory and the Politics of Domestication as guiding frameworks to investigate the experiences of a Woman Faculty of Color science teacher-educator. The experiences focus on the status quo of race relations in science teacher education and how they are revealed through everyday practices, interactions, and the culture in a teacher education department. Two CRT tenets, racism is a normal part of society and interest convergence, highlight how science teacher education still primarily operates centered in whiteness…. [Direct]

Baston, Michael A., Ed.; Bridglall, Beatrice L., Ed.; Nettles, Michael, Ed. (2022). Recognizing Promise: The Role of Community Colleges in a Post Pandemic World. Great Debates in Higher Education. Emerald Publishing Limited COVID-19 has exposed and exacerbated entrenched inequities spawned by the historical and structural reality of bigotry, prejudice, discrimination, and inequity in all forms, and at institutional and individual levels. It is perceived that higher education institutions also perpetuates these inequities, which is fuelled by prevailing misconceptions, such as "college should be limited to the privileged few"; or that "community colleges are in some way 'inferior'." "Recognizing Promise" re-establishes the role community colleges can play in reversing centuries of racial and gender disparities in economic wealth, health, education, and life expectancy stemming from current and historical policies and practices that sustain structural racism. The result is a more civic-minded, educated citizenry and a stronger workforce of tomorrow. Educators in the community college space, in partnership with business, industry and philanthropic leaders, can lead the way in… [Direct]

Esther O. Ohito; Sherry L. Deckman (2024). Black Bullet in the Gun: Troubling Silence and Silencing in Antiracist Teacher Education. Harvard Educational Review, v94 n4 p560-580. In this Voices: Reflective Accounts of Education essay, Esther O. Ohito considers with Sherry L. Deckman how silence and silencing are experienced corporeally in socioculturally situated spaces, foregrounding their affective contours and material effects in their exploration of emotionally charged dialogues about race and racism in educational settings. Building their narrative around a Black male teacher candidate's experience in a social justice–oriented teacher preparation program, they reflect on the presence and effects of silence and silencing in that intimate white space. The essay concludes with implications for critical pedagogy relevant to the potentially transformative force of transgressive race talk that counteracts silence and silencing in white spaces…. [Direct]

Maima Chea Simmons; Meseret F. Hailu (2024). A Collaborative Auto-Ethnographic Examination of Black Immigrant Women's Journeys to and in Doctoral Education. Race, Ethnicity and Education, v27 n7 p1068-1087. In mainstream discourse about immigrant students in the United States (U.S.), the experiences of Black immigrant women in higher education are often neglected. As two Black, immigrant women raised in the U.S. who are familiar with higher education, we have insight into this understudied population. In this qualitative, collaborative auto-ethnographic study that spans early childhood education to doctoral education, we ask the following research questions: 1) In each author's experience, what aspects of U.S. society have made their educational attainment challenging? 2) What is the day-to-day life experience of a Black immigrant woman in higher education? and 3) In each woman's experience, what events are linked to racism and inequality in educational access in the United States? While there were certainly differences in our individual trajectories, we found four major commonalities in our personal education histories: the prominence of migration, the impact of familial support, the… [Direct]

Jing Yu (2022). A Critical Study of Chinese International Students' Experiences of Race and Racism in the Age of COVID-19. ProQuest LLC, Ph.D. Dissertation, University of California, Santa Barbara. Chinese international students' lived experiences have garnered substantial attention in US higher education research due to the ever-increasing numbers of such students as well as the tense relationships between the US and China, yet this research rarely considers issues of race and racism. More recently, the COVID-19 pandemic has exposed underlying structural inequalities, reinvigorated old stereotypes, and unleashed new manifestations of Sinophobia. As a consequence of Donald Trump's racist rhetoric during his presidency, hate crimes against Asian ethnic groups in San Francisco increased by 500% in 2021 and Chinese scientists who were accused of being a threat to US national security were criminalized. Due to the COVID-19 pandemic, combined with US-China rivalry and anti-Chinese sentiment, Chinese international students currently face multiple challenges. There is therefore a pressing need to make sense of Chinese students' experiences around US higher education–and in doing so,… [Direct]

Kamaria B. Porter (2022). Speaking into Silence: Intersections of Identity, Legality, and Black Women's Decision to Report Sexual Assault on Campus. ProQuest LLC, Ph.D. Dissertation, University of Michigan. Black women experience higher rates of unwanted sex, assault, and harassment, yet rarely report these incidents to police or campus officials (Slatton & Richard, 2020; Washington, 2001). To date, most research on campus sexual assault reporting focuses on white, heterosexual, cis-gendered women at elite institutions (Brubaker et al., 2017; Sabina & Ho, 2014). Further, most research attributes low reporting rates to individual, micro-level processes of survivors feeling shame, minimizing the incident, and internalizing rape myths (Harris et al., 2020; Ryan, 2011; Sabina & Ho, 2014). Research on Black women's reasons for not reporting identify structural racism and sexism, pressures to protect the Black community from sexualized stereotypes, and identity related expectations to be the "Strong Black Woman" (Harris, 2020; McGuffey, 2013; Washington, 2001). In this study I examined factors that influenced Black women and non-binary students' decision to report sexual… [Direct]

Anya, Uju (2021). Critical Race Pedagogy for More Effective and Inclusive World Language Teaching. Applied Linguistics, v42 n6 p1055-1069 Dec. To address racial inequity and the exclusion of African Americans in applied linguistics, second-language acquisition, and world language (WL) education, our field must reckon with social justice problems of racism and anti-Blackness. Theoretical frameworks of critical race theory (CRT) and critical race pedagogy (CRP) elucidate how such injustices are perpetuated, plus, propose solutions for them. This article discusses racism and anti-Blackness in WL curriculum, materials, and instructional practices. It presents a post-hoc CRT analysis of findings from two studies: (i) an ethnographic study examining Spanish curriculum and instructional practices at two minority serving postsecondary institutions and (ii) a participatory action research collaboration with Spanish instructors examining curriculum at a predominantly white institution–both studies linked by how they reveal endemic racism and anti-Blackness in WL programmes. Ultimately, this article addresses how African Americans… [Direct]

Amy Peterman; Eleni Kapoulea; Erica Szkody; Jason Washburn; Jennifer Boland; Katharine Daniel; Kirsten Bootes; Pankhuri Aggarwal (2024). International Students' Experiences in Graduate Programs during COVID-19 and Recent Sociopolitical Climate in the USA. Studies in Graduate and Postdoctoral Education, v15 n3 p201-224. Purpose: This study aims to examine the unique lived experiences of international graduate students in light of COVID-19 and the recent sociopolitical climate in the USA (e.g. Black Lives Matter movement, protests against anti-Asian hate crimes and gun violence). Design/methodology/approach: The authors used an exploratory qualitative design embedded within a constructivist/interpretivist paradigm. A total of 31 international health service psychology graduate students completed an online survey, 17 of whom participated in a 60-min one-on-one semi-structured interview. Findings: Participants reported facing a range of difficulties (e.g. travel ban/inability to spend time with family, visa-related concerns, racism, decreased support) during the global pandemic and the recent sociopolitical climate in the USA. A total of 48 themes were identified and organized into six domains: COVID-19-related stress and worry, experiences of racism/discrimination, coping mechanisms, support received,… [Direct]

Valronica M. Scales (2022). Eat Glass and Walk on Fire, While Managing a Pandemic: a Narrative Study of African American Women Who Serve as Chief Housing Officers. ProQuest LLC, Ed.D. Dissertation, Northern Illinois University. Creating uncertainty and stress, the COVID-19 pandemic and increased attention on racial relations, drastically changed how higher education and student affairs operated. For African American women, combatting racism and sexism has always been a daily occurrence in their professional and personal life but the pandemic heightened the challenges African American women had to overcome. This narrative inquiry study explored the lived experiences of African American women who were serving as Chief Housing Officers at Predominately White Institutions during the first 18-months of the COVID-19 pandemic. Findings highlight how the intersection of sexism and racism shaped the lived experiences of the African American women participants. Participants encountered barriers when striving to lead authentically while feeling pressure to succeed in managing pandemic-related challenges, not only for their department but their institutions. Participants felt compelled to serve as voices for… [Direct]

Sharon Chang (2024). Refracting Historical Contradictions in U.S. Bilingual Education: Reflections on the Asian American and Pacific Islander Teacher Shortage in the Post-Pandemic World. Bilingual Research Journal, v47 n1 p107-121. The post-pandemic world has witnessed a surge in linguistic racism; anti-Asian stigma has not only altered bilingual education but also created tensions for immigrant families and teachers from Asian American and Pacific Islander (AAPI) communities. In this conceptual article, Vygotsky's concept of "perezhivanie" is employed to examine the historical contradictions of anti-Asian stigma refracted in educational contexts. Narratives and vignettes from publicly available Internet archival data are used to illustrate the contradictions. The author then offers reflections on the AAPI teacher shortage as related to these refractions and recommends the establishment of a more equitable pipeline for bilingual AAPI teachers…. [Direct]

Kivel, Paul (1996). Uprooting Racism. How White People Can Work for Racial Justice. This book is about the uprooting of racism, explaining how individual beliefs and actions need to be reexamined in order for people to participate effectively in that uprooting. It serves as an invitation to join the tradition of white people who have been committed to ending the effects of racism. The first step is for white people to talk together and to explore the fact that whiteness is a many faceted phenomenon, a fiction that seeks to protect the power that accrues to white people. Following the examination of what whiteness means in our society, there is an exploration of the dynamics of racism and a discussion of what it can mean to be an ally of people of color. The effects of history are reviewed, and some ideas are given for fighting institutional racism. Of particular interest is the discussion of racism in education and the schools and the problems of educational inequity and low academic achievement. How to promote democratic and antiracist multiculturalism is the…

McGowan, Brian L.; Watkins, Shari Earnest (2022). Black Men Doctoral Scientists and Engineers Persisting: Peer Support and Racism in Science and Engineering. Journal of Research in Science Teaching, v59 n10 p1853-1875 Dec. Drawing on racial battle fatigue as theoretical framing and critical race methodology, we offer the counterstories of 16 Black men doctoral scientists and engineers who relied on same race peer support to successfully persist in their science and engineering (S&E) doctoral programs. Our analysis of narratives and interviews yielded three themes that illustrate the men's engagement with Black peers and how racism influences the types of peer relationships they formed in their S&E doctoral programs. Further, we describe three types of same race peer relationships that support Black men as they pursue S&E doctoral degrees. We underscore the salience of racism and recommend expanding research in S&E by: (1) including the lived experiences of Black men scientists and engineers in the scholarly literature, and (2) highlighting the importance of same race peer networks as academic, emotional, and social structures for Black men persisting in S&E. Within, we offer… [Direct]

Mary Katharine Brasche (2022). White Blindness: An Investigation into Teacher Whiteness and Racial Ignorance. ProQuest LLC, Ed.D. Dissertation, University of South Carolina. White supremacy and domination are the backbone foundation of the United States and have been long documented in its history. The prevalence of whiteness and white supremacy is not isolated to social situations or commerce but fundamentally ingrained in the education system. While "Brown v. the Board of Education" abolished the notion of separate but equal, the education of a diverse American student population remains predominantly at the hands of white, female educators. This action research study, using an investigative mixed-methods design, attempted to address educator whiteness at a small, rural high school in the Southeastern United States. Treatment participants were assigned reading from a commonly used social justice text that was then discussed in a series of discussion groups. Constructs such as white supremacy, racism, and culturally relevant pedagogy were addressed and discussed by the all-white female veteran teachers. The framework that guided the research… [Direct]

Beneke, Margaret R.; Love, Hailey R. (2021). Pursuing Justice-Driven Inclusive Education Research: Disability Critical Race Theory (DisCrit) in Early Childhood. Topics in Early Childhood Special Education, v41 n1 p31-44 May. Multiple scholars have argued that early childhood inclusive education research and practice has often retained racialized, ableist notions of normal development, which can undermine efforts to advance justice and contribute to biased educational processes and practices. Racism and ableism intersect through the positioning of young children of Color as "at risk," the use of normalizing practices to "fix" disability, and the exclusion of multiply marginalized young children from educational spaces and opportunities. Justice-driven inclusive education research is necessary to challenge such assumptions and reduce exclusionary practices. Disability Critical Race Theory extends inclusive education research by facilitating examinations of the ways racism and ableism interdependently uphold notions of normalcy and centering the perspectives of multiply marginalized children and families. We discuss constructions of normalcy in early childhood, define justice-driven… [Direct]

Cavazos, Alyssa G.; Chapa, Lesley (2023). Honrando Voces Diversas: A Framework for Equity-Minded Teaching Partnerships. Journal of Latinos and Education, v22 n5 p1984-1990. Higher education perpetuates assimilationist ideas at odds with how an increasingly diverse student population makes meaning of their learning experiences. There is a heightened exigence to engage in inclusive and equity-minded teaching practices at Hispanic Serving Institutions where structural inequalities still prevail due to whiteness and monolingual racism. To challenge systemic inequities, we must see our students as essential partners in the development and revision of teaching and learning practices. In this reflective piece, we draw our lived partnership experiences to offer a framework for embracing college students' full linguistic and cultural repertoires to build reciprocal, equity-minded, and linguistically responsive student and teacher partnerships in higher education…. [Direct]

Bormann, Olivia K.; Gooding, Anita R.; Mehrotra, Gita R. (2023). Race/ism in Field Education: Narratives of BIPOC Field Instructors. Journal of Teaching in Social Work, v43 n2 p135-154. Field instructors are critical to enacting social work's signature pedagogy as they are tasked with providing agency-based learning opportunities and supervision for students. It has been well-documented that field supervisors are instrumental in students' learning and that the supervisory relationship is central to success in field education. However, there is a dearth of research regarding issues of identity, difference, race, and/or racism in these relationships, particularly from the perspective of field instructors of color. To date, we found no published literature that focuses specifically on the experiences and perspectives of Black, Indigenous, or People of Color (BIPOC) social work field instructors. The qualitative study presented here draws upon interviews and focus groups with BIPOC field instructors to better understand how race influences their role and work with students in field settings. Key findings include: 1) race and racialized experiences are primary… [Direct]