Allbright, Taylor N.; Daramola, Eupha Jeanne; Marsh, Julie A. (2023). Advancing or Inhibiting Equity: The Role of Racism in the Implementation of a Community Engagement Policy. Leadership and Policy in Schools, v22 n3 p787-810. Governmental policies in the United States and beyond increasingly call for school leaders to involve local communities in decision-making, yet engagement practices have often centered the perspectives of White parents and marginalized the voices of racially minoritized families. In this comparative case study of seven school districts, we draw on critical race theory to explore how race and racism shaped district practices under a statewide community engagement policy. Our findings suggest that, without careful attention to racial power and privilege, the implementation of community engagement policies may promote racism in practice, highlighting the need for culturally responsive approaches to engagement…. [Direct]

French, Kate Rollert (2023). The Paradox of Teaching for Social Justice: Interest Convergence in Early-Career Educators. Urban Education, v58 n2 p312-337 Feb. There is a growing emphasis on social justice pedagogy as a predominantly White teacher labor force infiltrates classrooms in urban schools. Using "critical race theory" (CRT)–and the construct of interest convergence–this study examines how White teachers working in an urban school apply and enact teaching for social justice during their first year in the classroom as teachers of record. Findings suggest that the behaviors of new teachers misalign with true intentions of teaching for social justice and instead assuage teachers' perceptions of teaching for social justice to benefit personal and professional interests…. [Direct]

Clarida, Kimberly (2023). The Whole Story: A Black Principal's Experience with Race, Racism, and Racial Trauma. Journal of Cases in Educational Leadership, v26 n1 p31-43 Mar. Principal Harris, a new Black male principal at Merion High School, has found himself under fire for allegedly promoting critical race theory (CRT). He has received several forms of pushback as he navigates district and state mandates, racial trauma, invisible taxes, and microaggressions. Unfortunately, his best intentions are not good enough. This case is designed to display the various factors Black principals face in schools and districts amid ongoing public health crises (e.g., COVID-19 and racism). I describe the layered role of race, racism, and racial trauma on Principal Harris through his reflections and responses to stakeholders…. [Direct]

Farag, Antony (2023). The CRT Culture War in the Suburbs. Phi Delta Kappan, v104 n5 p18-23 Feb. The suburbs are on the frontlines of a politicized culture war with critical race theory (CRT) at its center. States are passing legislation censoring teachers and administrators from using CRT in schools. This war threatens the intellectual freedom of educators and school leaders. The voices of the teachers, especially teachers of color, are largely absent. Antony Farag shares his experiences on the front lines and provides strategies for teachers and school leaders to navigate this war. He suggests that educators need to be a unifying force and that they must not be limited by censorship laws taking away their intellectual freedoms…. [Direct]

Bolgatz, Jane (2023). Black Parents' Perspectives on Instruction: Racial Realism at a Predominantly White, Independent, Urban Elementary School. Urban Education, v58 n8 p1687-1714 Oct. What do Black parents say about the curriculum in a predominantly White independent elementary school in a large urban area? This study explores tensions around topics such as slavery and immigration. While parents did not say they wanted a critical multicultural curriculum, many valued attention to racial diversity. Because parents did not want their children to be hurt or marginalized, however, they used racial realism to navigate the dangers of the environment. There were some differences among parents based on their families' identity. This article uses critical race theory to analyze the parents' perceptions and explores implications for schools…. [Direct]

Estrada, Joey Nu√±ez; van Mastrigt, Heidi (2021). Promoting Equitable College Access and Success: Exploring Critical Frameworks in School Counselor Training. Journal of College Access, v6 n3 Article 7 p83-97 Oct. This qualitative study employs a phenomenological research approach that examines the school counselor's experiences and training. The purpose of this study is to explore if school counselors received training in critical race theory (CRT), culturally sustaining pedagogies (CSP), and social justice (SJ), and if they implement these theories in practice. Semi-structured interviews were used with eleven practicing school counselors. Thematic content analysis was used with a critical discourse lens to identify explicit and implicit themes within the data. The results indicate a lack of training in critical race theory (CRT), culturally sustaining pedagogies (CSP), and social justice. While some participants had knowledge of social justice theory, most were unsure how to move theory to practice. These results allude to a call for action within school counselor education. School counselors should be trained how to translate the theories of CRT, CSP, and social justice to practice. This… [PDF]

Gloria Crisp; Jeff Ryan Sherman; Joseph Schaffer-Enomoto; Luis Alc√°zar; Natalie Rooney (2024). Systematic Review of Theoretical Perspectives Guiding the Study of Race and Racism in Higher Education Journals. Innovative Higher Education, v49 n2 p247-269. Our study provides a review of theories that were used to study race and racism between 2010 and 2019 in higher education. We conducted a content analysis to identify concepts, statements and models used in higher education studies focused on race and racism in the three most highly read United States higher education journals. We also identified salient characteristics of studies focused on race and racism that applied critical race theory (CRT) and other frequently used theories and frameworks. Across the 172 reviewed studies, over 130 concepts, statements and models were identified that can be taken up by scholars and equity-minded higher education practitioners. Findings also offer direct implications and suggestions for future research focused on race and racism…. [Direct]

Stacey von Winckelmann (2023). Predictive Algorithms and Racial Bias: A Qualitative Descriptive Study on the Perceptions of Algorithm Accuracy in Higher Education. ProQuest LLC, Ed.D. Dissertation, Northcentral University. The research problem addressed in this study is that racial bias programmed into predictive algorithm recommendations negatively impacts students in historically underrepresented groups. The purpose of this qualitative descriptive study was to explore the perception of algorithm accuracy among data professionals in higher education and explore the potential application of a modified critical race theory framework to the design of predictive algorithms used in higher education to reduce instances of racial bias from negatively impacting students from historically underrepresented groups. Social justice theory guided this study and emphasized four principles: access, participation, equity, and human rights. Three research questions steered this study. RQ1 addressed how data professionals in higher education perceived the accuracy of predictive algorithm recommendations used at higher education institutions. RQ2 considered how institutions vet the accuracy of their recommendations to… [Direct]

Ketosha M. Harris; Tango M. Walker (2022). The Wheels on the Bus Go Round and Round: Rethinking the St. Louis Busing Program. ProQuest LLC, Ed.D. Dissertation, University of Missouri – Saint Louis. This autoethnography shares our personal experiences and counter-narratives in the St. Louis busing program. Through our mission we expound on experiences and real-life situations as seen through our lens as a student and a mother in the St. Louis busing program. Critical race theory (CRT) was used as an essential framework allowing us to focus on the following four tenets: counter-stories, permanence of racism, whiteness as property, interest convergence. (Anderson, et al., 2017). Critical race theory (CRT) is the framework in social sciences that examines society and culture as it relates to categorization of race, law and power (Lynn & Dixson, 2013).The purpose of our study was to take a closer look at the discriminatory practices and unfairness that took place in the St. Louis busing program. Our autoethnography has allowed for authenticity and truth as we tell our personal narratives as to why the St. Louis Busing program wasn't all sunshine and roses. [The dissertation… [Direct]

Ashley Gerhardson; Jacob P. Wong-Campbell; Marc P. Johnston-Guerrero; Naunihal Zaveri (2024). Disrupting Quantitative Monoracism in Institutional Research: Critical Considerations for Multiracial Categorization. The AIR Professional File, Summer 2024. Article 170. Association for Institutional Research While the Two or More Races category has been the de facto mechanism to count multiracial college students since 2010, little research has critically examined how this category has been used in institutional research contexts. Extending previous scholarship on monoracism in higher education, we define "quantitative monoracism" as the policies, practices, and processes by which monoracial categories are elevated and multiraciality is erased in quantitative research. Quantitative monoracism harms those who do not fit monoracial categories by rendering their nuanced needs invisible in statistical analyses. Grounded in quantitative critical race theory and critical multiracial theory, we advance a series of guiding questions and illustrate their application to a case study in hopes of amplifying anti-monoracist action in institutional research…. [PDF]

Albritton, Kizzy; Byrd, Janice A.; Cureton, Jenny L.; Storlie, Cassandra A. (2022). "Where I Can Be Myself": Black Youth Narratives of Their Future Careers. Professional School Counseling, v26 n1. This qualitative study centers on the career narratives of seven Black youth enrolled at an urban public school in the Midwest. We used critical race theory to analyze participants' responses to a narrative career counseling intervention, My Career Story (Savickas & Hartung, 2012). The four interconnected themes found were (a) persistence against all odds, (b) unconditional acceptance and connections, (c) self-advocacy, and (d) tranquility. We discuss direct implications for school/career counselors and school counselor educators…. [Direct]

Gita Mehrotra; Jessica Rodriguez-JenKins; Passion Ilea; Stephanie A. Bryson (2024). Centering Racial Equity in a BSW Program: What We've Learned in Five Years. Journal of Social Work Education, v60 n1 p27-42. In response to the 2016 election of Donald J. Trump and calls for antiracist action from activists and communities of color, our Bachelor of Social Work (BSW) program embarked on a process of curriculum revision. In this article, we describe our efforts to center critical and Black, Indigenous, and people of color (BIPOC) scholarship and to better align our curriculum with the experiences of students of color. While we have drawn from feminist and critical race theories, we have also borrowed concepts from literatures not typically associated with antiracism work, such as policy implementation and leadership/management. We present our ongoing work as a case study of, and methodology for, systematic social work curriculum change to promote racial equity and justice…. [Direct]

Cory T. Brown (2024). Status Quo or Innovation? Transforming Teacher Education in Hostile Times. Educational Policy, v38 n3 p604-623. Teacher education is at a critical crossroads as colleges and schools of education contend with decreased student enrollment, legislative strategizing to limit what is taught, and general pushback regarding what teachers should learn about teaching and their students. As such, the field of teacher education must examine how to collectively rebuff the current movement by policy makers and elected officials who have formalized their desire to maintain the status quo in education. They continue to lobby against social justice in education, critical race theory, multicultural perspectives in teaching, and culturally responsive and relevant pedagogical approaches to classroom instruction, among others. This paper examines the current moment in educational history and highlights opportunities that may transform teacher education policy to become more justice centered…. [Direct]

Tiera Chante Tanksley (2024). "We're Changing the System with This One": Black Students Using Critical Race Algorithmic Literacies to Subvert and Survive AI-Mediated Racism in School. English Teaching: Practice and Critique, v23 n1 p36-56. Purpose: This paper aims to center the experiences of three cohorts (n = 40) of Black high school students who participated in a critical race technology course that exposed anti-blackness as the organizing logic and default setting of digital and artificially intelligent technology. This paper centers the voices, experiences and technological innovations of the students, and in doing so, introduces a new type of digital literacy: critical race algorithmic literacy. Design/methodology/approach: Data for this study include student interviews (called "talk backs"), journal reflections and final technology presentations. Findings: Broadly, the data suggests that critical race algorithmic literacies prepare Black students to critically read the algorithmic word (e.g. data, code, machine learning models, etc.) so that they can not only resist and survive, but also "rebuild" and "reimagine" the algorithmic world. Originality/value: While critical race media… [Direct]

Clark, Langston (2020). Toward a Critical Race Pedagogy of Physical Education. Physical Education and Sport Pedagogy, v25 n4 p439-450. Background: A critical race theory of education has a been a popular framework for understanding racial inequities teaching and teacher education. Furthermore, it has served as the foundation for critical race research methodologies and critical race pedagogy, which are meant to address racial inequity via research and teaching, respectively. With regard to critical race pedagogy, there has been no specific conceptualization for the preparation of physical educators. Purpose: The purpose of this paper is to present a critical race pedagogy of physical education teacher education (PETE). Key Concepts: In the paper, critical race theory and critical race pedagogy are highlighted as the conceptual roots of a critical race pedagogy of PETE. In doing so it offers a critique of resource pedagogies and their conceptualization in PETE. Critical race theory has been described as a scholarly movement that seeks to uncover and dismantle systemic racism while rejecting incrementalism. Critical… [Direct]

Abraham, Quentin; Escott, Sharnee (2021). Colonisation in Aotearoa/New Zealand: Navigating Two Cultures of Psychological Being, Education and Wellness in Educational Psychology. Educational & Child Psychology, v38 n4 p48-62 Dec. This paper offers a first person account of an indigenous person navigating the education system to become an educational psychologist. The writing is unashamedly personal, includes cultural references, words from the first language of our country, feelings and reflections. The second author has contextualised these observations in the literary style required of a professional journal, making the structural racism and the need for decolonisation in Aotearoa/New Zealand more explicit. Up until 1968 psychologists in this country were a branch of the British Psychological Society. As such this writing is an echo from the reaches of the former empire. As psychologists, these global connections are a source of mutual shame but also one of solidarity with those who challenge colonisation. The re-posting of an account by a UK-based black trainee educational psychologist, led to a discussion about the training programmes in our country. This created the space for the authors to write this… [Direct]

Reville, Paul; Sacks, Lynne (2021). Collaborative Action for Equity and Opportunity: A Practical Guide for School and Community Leaders. Harvard Education Press "Collaborative Action for Equity and Opportunity" provides a how-to guide for education, government, and community leaders interested in creating cross-sector systems of support for students. These collaborations strive to close achievement and opportunity gaps and to help children overcome problems stemming from poverty, racism, and other societal ills. Based on a framework developed at Harvard's By All Means Initiative, Paul Reville and Lynne Sacks walk readers through the process of jump-starting a successful collaboration between school, government, and community leaders. The authors describe how to form a local Children's Cabinet to lead the effort, identify goals and strategies, and ensure the long-term sustainability of the collaboration. In addition to a clear sequential set of implementation steps, Reville and Sacks provide field-tested tools, examples of communities that have undertaken this work, and specific strategies and guidance gleaned from their… [Direct]

Bradford, Allison; Gerard, Libby; Li, Rui; Linn, Marcia C.; Tate, Erika (2023). Incorporating Investigations of Environmental Racism into Middle School Science. Science Education, v107 n6 p1628-1654 Nov. To promote a justice-oriented approach to science education, we formed a research-practice partnership between middle school science teachers, their students, curriculum designers, learning scientists, and experts in social justice to co-design and test an environmental justice unit for middle school instruction. We examine teacher perspectives on the challenges and possibilities of integrating social justice into their standards-aligned science teaching as they participate in co-design and teach the unit. The unit supports students to investigate racially disparate rates of asthma in their community by examining pollution maps and historical redlining maps. We analyze interviews and co-design artifacts from two teachers who participated in the co-design and taught the unit in their classrooms. Our findings point to the benefits of a shared pedagogical framework and an initial unit featuring local historical content to structure co-design. Findings also reveal that teachers can share… [Direct]

Big Crow-Abourezk, Ilyani Lena (2023). The Lived Experience of Indigenous Counselors-in-Training: An Exploration of Barriers in Their Graduate Counseling Program. ProQuest LLC, Ph.D. Dissertation, Adams State University. Understanding the lived experience of Indigenous counselors-in-training provides insight into the barriers experienced in their graduate counseling programs. Hermeneutic phenomenology and Indigenous Research Methodology were used to explore the experience of five Indigenous counselors-in-training. The study involved two individual interviews and a Talking Circle group interview. The thematic data analysis identified five main themes: "Emotional and Mental Barriers," "Personal Barriers," "Cultural Barriers," "Racism Barriers," and "Institutional Barriers." The main themes and subthemes were organized into main themes and Coyote Codes. Coyote Codes are outliers or experiences that do not meet the criteria of the phenomena. The criteria were that all participants had experienced barriers in their graduate counseling programs. These Coyote Codes are still an important part of Indigenous research and are included in a separate section of… [Direct]

Biggs, Mary Jo Garcia; Deepak, Anne C. (2011). Intimate Technology: A Tool for Teaching Anti-Racism in Social Work Education. Journal of Ethnic & Cultural Diversity in Social Work, v20 n1 p39-56. In this article, the authors introduce a new conceptual tool, intimate technology, to mobilize social work students' commitment to anti-racism. Intimate technology is marked by its emotional intensity and accessibility, and its effect of de-centering knowledge and authority. This teaching strategy integrates the modality of intimate technology via selected YouTube videos and the content of anti-racism and racism, illustrated through a lesson plan based on Hurricane Katrina. A qualitative analysis of students' responses revealed that intimate technology enabled the students to relate to a variety of peoples' responses to, and experiences of, racism, through images, personal stories, and music. (Contains 1 table.)… [Direct]

Nicolazzo, Z.; Stewart, Dafina-Lazarus (2018). High Impact of [Whiteness] on Trans* Students in Postsecondary Education. Equity & Excellence in Education, v51 n2 p132-145. This article asserts whiteness as an ideology that reaches beyond race/racism to shape and reproduce other interlocking oppressive systems. In higher education, this notion of whiteness permeates commonly celebrated "high impact practices" (HIPs) to undermine the success of trans* students in US postsecondary education. Through an intersectional approach, we illustrate how HIPs lead to jeopardizing trans* students' success in higher education and advance a different approach that we have coined "trickle up high impact practices" (TUHIPs). TUHIPs prioritize the needs of those students who are most vulnerable and incorporate an acknowledgement of the oppressive contexts within which students with multiple minoritized identities must navigate higher education. We discuss the implications of this approach and offer five recommendations to move higher education institutions toward policies, practices, and systems that support the college success of trans* students…. [Direct]

Cho, Katherine S. (2018). The Perception of Progress: Conceptualizing Institutional Response to Student Protests and Activism. Thought & Action, v34 n1 p81-95 Sum. Student resistance across the nation has surged since 2014, as students protest, demonstrate, and sit-in and die-in against racism on their campuses, and around the broader and parallel issues of students feeling unacknowledged, silenced, and oppressed by their colleges and universities. These protests are not merely symbolic demonstrations of collective unhappiness, but are larger critiques about national issues, such as racism, by students demanding institutional action and accountability. The similarity of student demands from decade to decade suggests something is not working…we need to not only reconsider how we frame the issue, but how we "conceptualize" it. Instead of examining the impact of student resistance and activism on institutional accountability, what of the reverse direction–how institutional responses and (lack of) accountability sustain the very campus racial climates that concern and suffocate students. This change in perspective leads to the… [Direct]

Vavrus, Michael (2022). Teaching Anti-Fascism: A Critical Multicultural Pedagogy for Civic Engagement. Multicultural Education Series. Teachers College Press This timely book examines how fascist ideology has taken hold among certain segments of American society and how this can be addressed in curriculum and instruction. Vavrus presents middle, secondary, and college educators and their students with a conceptual framework for enacting a critical multicultural pedagogy by analyzing discriminatory discourse and recommending civic anti-fascist steps people can take right now. For teacher education programs and policymakers, anti-fascist civic assessment rubrics are provided. To help clarify contemporary debates over what can be taught in public schools, an advance organizer highlights contested and misunderstood terminology. Featuring historical and contemporary patterns of fascist politics, this accessible text is organized in four parts: (1) "Good Trouble," (2) Unpacking Ideological Orientations, (3) Indicators of Colonial Proto-Fascism and U.S. Fascist Politics, and (4) An Anti-Fascist "Reading the World." Readers… [Direct]

Berryman, Mere; Eley, Elizabeth (2019). Student Belonging: Critical Relationships and Responsibilities. International Journal of Inclusive Education, v23 n9 p985-1001. In this paper, we consider New Zealand's education system to understand what can happen when we focus only on excellence and students reaching their potential, without simultaneously investing in their sense of belonging and wellbeing. National statistics suggest we are alienating and shortchanging an increasing number of students and, for disproportionate numbers of Indigenous students, these statistics are part of a world trend. The literature, and the students themselves, highlight the need to overturn the underlying racism that persistently disadvantages clearly identifiable groups of students over others. Until we do, using equity and excellence as the most powerful drivers for reform, will continue to promote conditions where our students' sense of belonging and wellbeing are undermined throughout their education and we will risk, failing to address the ensuing negative statistics. We conclude with a response that we have learned from working with these same students…. [Direct]

Meagan Driver (2024). Realities of Comfort and Discomfort in the Heritage Language Classroom: Looking to Transformative Positive Psychology for Juggling a Double-Edged Sword. Modern Language Journal, v108 nS1 p147-167. As emotions research in the field of second language acquisition continues to evolve, it is equally important to explore the impact of social–emotional variables that are specifically relevant to heritage language (HL) contexts. Anchoring on foundations in critical heritage language education (HLE), this study examines the discomforts of the HL classroom from a diverse heritage speaker (HS) perspective. Additionally, comforts that support the HL classroom as a safe space for emotional security and well-being for HSs across HLs are explored. Examining the HL classroom from the perspective of HL practices and knowledge systems, this study ultimately aims to: (a) outline the emotional complexity of HL pedagogical spaces, and (b) provide concrete and meaningful recommendations for supporting HS well-being and HL development from a transformative positive psychology lens. Data for the current qualitative study were provided through two separate methodologies. First, 64 HSs of Spanish… [Direct]

Jennifer Jane Sharp (2024). Belongingness in Underrepresented in Medicine Doctor of Physical Students. ProQuest LLC, Ed.D. Dissertation, Northeastern University. Microaggressions and thwarted belongingness can negatively affect one's well-being and academic achievement. This study explored the impact of microaggression and belongingness for Underrepresented in Medicine (URiM) Doctor of Physical Therapy (DPT) students during graduate-level education. Participants in Cycle 1 consisted of students enrolled in a DPT program who self-identified as URiM. Findings from Cycle 1 guided action steps to address participants' need for increased social engagement and support ways to improve academic success. The resulting action steps were designed and implemented with collaboration from currently enrolled students and faculty at the program. Action steps included an academic resource packet that was electronically delivered to students before starting the program and structuring a peer mentorship program. Cycle 2 evaluated the effects of the action steps through semi-structured interviews with self-identified URiM DPT students following their first term… [Direct]

Wright, James (2022). The Deep Roots of Inequity: Coloniality, Racial Capitalism, Educational Leadership, and Reform. Educational Administration Quarterly, v58 n5 p693-717 Dec. Purpose: This article is a critical analysis of educational leadership and administration's historically privileged Eurocentric epistemologies, research methodologies, and intellectual norms, shaping the field through conceptions of "coloniality." The purpose of this article is toward decolonizing educational leadership. Problem: Dominant, Eurocentric knowledge systems are epistemically imposing. Racialized and ethnic critiques of Eurocentric epistemologies and educational leadership norms are relatively new in dominant knowledge production institutions such as University Council of Educational Administration and peer-review journals such as "Education Administration Quarterly." Questions: Why are BIPOC (Black, Indigenous, and People of Color) epistemologies a critical issue in educational leadership, research, practice, and leadership preparation? In what ways have educational leadership research, practice, and training represented BIPOC epistemologies?… [Direct]

Kafele, Baruti K. (2021). The Equity & Social Justice Education 50: Critical Questions for Improving Opportunities and Outcomes for Black Students. ASCD How do you ensure that no student is invisible in your classroom? How do you make the distinction between equity as the vehicle versus equity as the goal for each of your students? What measures do you take to ensure that you are growing as a culturally relevant practitioner? Can your students, particularly your Black students, articulate, beyond emotional reactions, the injustices that surround them? The foregoing are not trick questions. Rather, they are those that best-selling author Baruti K. Kafele poses and on which he suggests you deeply reflect as a teacher of Black students. "The Equity & Social Justice Education 50" will help you understand the importance of having an equity mindset when teaching students generally and when teaching Black students in particular. It defines social justice education and sheds light on the issues and challenges that Black people face, as well as the successes they've achieved, providing you with a pathway to infusing social… [Direct]

Ty B. Tucker (2024). Beyond the 9 to 5: Exploring the Interplay between Maternal Nonstandard Employment, Academic Involvement, and School Suspension. ProQuest LLC, Ph.D. Dissertation, Boston College. Students in the United States missed more than 11 million school days in the academic year 2017-2018 due to out-of-school suspensions. Research has shown that suspension has adverse short- and long-term consequences, such as lower academic achievement and lower graduation rates. With school suspension affecting approximately one-third of students across their K-12 experience, policymakers, researchers, and professionals have outlined school suspension as a major problem. Maternal involvement has been identified as a significant factor in student achievement, motivation, and aiming toward higher education, but little is known of the influence it may have on reducing exclusionary discipline–particularly for mothers with nonstandard employment. Exclusionary discipline is discipline practices that isolates students from the classroom environment. Guided by disability critical race theory, role conflict theory, and ecological systems theory, this dissertation utilized the "Future of… [Direct]

Byrd, W. Carson (2021). Behind the Diversity Numbers: Achieving Racial Equity on Campus. Harvard Education Press "Behind the Diversity Numbers" uncovers how frequently used approaches to examine and understand race-related issues on college campuses can reinforce racism and inequality, rather than combat them. The book argues that educational leaders must look beyond quantitative metrics in order to develop institutional policies and practices that promote racial equality. Utilizing nearly thirty years of data and research, W. Carson Byrd shows that limiting conversations about racial inequality to numeric representation and outcomes fails to take into account that inequality is also an experience. Quantitative-heavy approaches can turn students into numbers, devaluing their lived experiences of marginalization on campus. Byrd repositions these experiences to better understand how to design effective analytic and policy strategies to promote racial equity and justice in higher education. "Behind the Diversity Numbers" focuses on how racial stratification and inequality can… [Direct]

Alexander, E.; Knight, Graham; Rivera, Jessica (2020). Faculty Salaries by Race, Gender, and Institution Type. AERA Online Paper Repository, Paper prepared for the Annual Meeting of the American Educational Research Association (Online, Apr 17-21, 2020). Our study explores relationships between postsecondary institutional type, according to the Carnegie classification of institutions, and faculty salaries based on race and gender. Critical Race Theories underpin our questions, including Critical Race Feminism and Quantitative Critical Race Theory. We ran multilevel statistical anaylses (three models) using the Stata statistical software program, on a dataset that we created from the Integrated Postsecondary Education Data System. The new dataset includes information about faculty race, gender, and ranking, as well as about institutions' average salaries, academic fields, and Carnegie classification. Our sample size was approximately 3,800. Results suggest that Doctoral Universities: Highest Research Activity ("R1 institutions") is the only institutional type that increases its average annual salary as it also increases faculty diversity…. [Direct]

Johnson, Royel M.; Strayhorn, Terrell L. (2023). Examining Race and Racism in Black Men Doctoral Student Socialization: A Critical Race Mixed Methods Analysis. Journal of Diversity in Higher Education, v16 n5 p539-553 Oct. The purpose of this study was to explore the socialization experiences of Black men doctoral students in the United States, using critical race theory as a theoretical and methodological framework. Specifically, we sought to understand the role of race and racism in Black men doctoral students' socialization experiences; how race, racism, and other factors influence their academic and social experiences in graduate school; and the meaning they make of these racialized experiences. Quantitative and qualitative findings from this study coalesce as composite counterstories of Black men in doctoral programs, offering insight the pervasiveness of racism in graduate education…. [Direct]

Aimee N. Bridges (2025). "I Can't Breathe": A Delphi Study of the Proverbial Knee on the Neck of African American Male Students. Diaspora, Indigenous, and Minority Education, v19 n1 p44-56. The plight of African American males continues throughout America and is prevalent in its educational system. Not only are these students negatively impacted by low expectations of their non-African American teachers; policy makers are impeded from devising effective strategies to improve their academic achievement. This qualitative Delphi study explored teacher preconceptions of African American male students to determine the connection between teacher expectations and the academic achievement of these students. Moral exclusion and critical race theory provided the conceptual framework. The findings of the study revealed several perceived preconceptions that included the teacher belief that these students did not care to achieve a quality education. The results provided recommendations to improve the school experience of African American male students by increasing the cultural competence of educators. While the primary recommendation was for teachers to be trained in cultural… [Direct]

Marie L. Wagner (2025). Perpetuating Neoliberal Pathologies: What Teacher Candidates Believe Students with Disabilities Should Learn. International Journal of Qualitative Studies in Education (QSE), v38 n1 p1-19. Teachers' beliefs impact student outcomes. Yet, regulatory agencies look to standardized accountability measures to establish a base for student improvement. This study examines other qualitative factors that impact student success by exploring teacher candidates' beliefs about what students should learn. Specifically, it examines the beliefs of teacher candidates who were enrolled in a course on teaching students with disabilities. Education Journey Maps and interview data were conducted with 24 teacher candidates. Analyzed through a conceptual framework of Disability Critical Race Theory (DisCrit) and neoliberalism, results indicate that teacher candidates possess an economic habitus that seeks standardization, commodifiable skills, and individualism. Teacher candidates implicitly understand that human capacity and diversity are multifaceted but believe that holding the same standards for everyone will rid our education system of discrimination against people with disabilities…. [Direct]

Nathaniel Charles Todd (2024). Serving Hispanic/Latinx Students in the Midwest: A Study on Persistence at Tulsa Community College. ProQuest LLC, Ed.D. Dissertation, Oral Roberts University. Purpose and Method of Study: This study examined the lived experiences of My Dream students, who were first-generation Latinx students at a community college in northeast Oklahoma, through the lens of Tinto's year persistence theory, CRT, and LatCrit. The My Dream scholarship program was developed to help students who are undocumented or considered a part of the Consideration of Deferred Action for Childhood Arrivals (DACA) program who do not qualify or have access to state or federal financial aid. Participants for this study were Latinx My Dream scholarship recipients at TCC: students who required financing to attend college but were ineligible for state or federal financial aid due to being undocumented or a part of DACA. A thematic analysis was used to examine the data for this phenomenological study. Findings and Conclusions: Five main themes and five subthemes were identified as factors for persistence for My Dream students at Tulsa Community College. The main themes of the… [Direct]

Xin Huang (2024). Visible but Invisible: Chinese International Students' Experience of the COVID-19 Pandemic and Academic Institutions' Support. Journal of Comparative and International Higher Education, v16 n3 p262-274. This study applies the hermeneutical phenomenological approach, guided by Critical Race Theory, to explicate a nuanced understanding of the way Chinese international students' racial identity shapes the challenges that they faced during the pandemic and their experience of academic institutions' support during this time. The current study highlights the pervasive anti-Asian racism that directly and indirectly contributed to Chinese international students' negative experiences studying in Canada during the pandemic. The findings also highlight the lack of support from academic institutions, despite the rising anti-Asian racism faced by this group of students. Furthermore, this study calls attention to the consideration of race in developing support programs for racialized international students. Recommendations for universities to better support international students (Chinese or otherwise) are developed…. [PDF]

Gonzales, Leslie D. (2022). Authoring a Different Story about Advocacy and Public Intellectualism. New Directions for Higher Education, n200 p25-34 Win. Dominant stories about public intellectualism tend to erase academics of racially minoritized and marginalized backgrounds as well as academics appointed outside of research universities. This chapter makes sense of these erasures and considers their associated costs by applying the lenses of critical race theory (CRT) and epistemic injustice. Ultimately, this chapter attempts to broaden the academy's view about public intellectualism, making visible the work that so many have been doing for so long which includes fierce acts of advocacy and community uplift…. [Direct]

Anthony W. Dunbar; Elizabeth Grauel; Rebekah McFarland (2024). CRiTical Race Information Theory as Innovative Pedagogy, Act Two: Still Harder than You Think, and It Remains a Beautiful Thing. Journal of Education for Library and Information Science, v65 n4 p361-372. This counterstory began with "CRiTical Race Information Theory as Innovative Pedagogy, Act One: Harder Than You Think, It's a Beautiful Thing." In the first act, the authors introduced Critical Race information Theory (CRiT) as a rapidly developing iteration of Critical Race Theory (CRT) applied within information settings. The first act also introduced the CRiT frameworks and tenets as well as the CRiT's three-dimensional infrastructure: CRiT as pedagogy, CRiT as praxis, and CRiT as theory (including the process and nuances of theory building). In this article, the authors transition from the first act's "What is CRiT?" discussion to the second act's discussion of how to "Make it CRiT." Whereas act one covered an approximately 15-year period, this second act moves at a more rapid pace, primarily because it covers a shorter period of time (2021-2023). In act two, the CRiT as pedagogy setting changes from the context of the pilot course launched within… [Direct]

Bradbury, Alice (2020). A Critical Race Theory Framework for Education Policy Analysis: The Case of Bilingual Learners and Assessment Policy in England. Race, Ethnicity and Education, v23 n2 p241-260. This paper combines tools from policy sociology with those from Critical Race Theory (CRT) to build a framework for a CRT-based education policy analysis, based on a set of questions about the relationship between policy and racial inequalities. Drawing on a case study of assessment policy in England, the paper examines how tools from both bodies of scholarship can be used to interrogate the motivations, results, and assumptions implicit in policy. The policy used as an illustration is the introduction of Baseline Assessment, which was conducted in the first weeks of school at age four/five for the purposes of measuring progress seven years later. This policy failed to take into account the needs of bilingual learners (or children with English as an additional language in UK terminology). It is argued that this absence provides an example of how policy can serve to continue white dominance while appearing neutral and meritocratic…. [Direct]

Einbinder, Susan Dana (2020). Reflections on Importing Critical Race Theory into Social Work: The State of Social Work Literature and Students' Voices. Journal of Social Work Education, v56 n2 p327-340. Critical race theory (CRT) has recently been imported into social work knowledge and included in the title or search term of 20 published social work studies, but little is known about how it is impacting social work practices. This study describes the experiences and perceptions of 21 diverse graduate students in a public, urban university with a nationally accredited MSW program using CRT as its theoretical foundation. Students unanimously embraced CRT as a theory for their careers, but found it confusing and extremely challenging to learn, resulting in contentious and unresolved questions about its applications in social work practices. Despite its resonance in their personal lives as well as those of their clients, these students could not describe how their CRT-infused MSW education would help them reduce racism, marginalization, and oppression or increase social, economic, and environmental justice, and many were frustrated by this gap. Recommendations to clarify, refine, and… [Direct]

Bell, Charles; Puckett, Tiffany (2023). I Want to Learn but They Won't Let Me: Exploring the Impact of School Discipline on Academic Achievement. Urban Education, v58 n10 p2658-2688. Using Critical Race Theory (CRT) as a guiding conceptual framework, this qualitative study examines black students' and parents' perceptions of school discipline and its impact on academic achievement. The findings support the notion that out-of-school suspension has a negative impact on the academic achievement of African American students and suggest that this phenomenon emerges through a multifaceted process that includes (a) missing assignments and having trouble catching up, (b) missing vital instruction throughout the disciplinary period, and (c) educator resistance to providing makeup work to students who receive out-of-school suspensions. This study also provides some practical recommendations for school leaders…. [Direct]

Gomez, Manuela Alejandra (2023). "El Que No Tranza, No Avanza": Exploring the Lived Experiences of Mexican American Community College Students on the U.S.-Mexico Border in Becoming Philosophers. ProQuest LLC, Ph.D. Dissertation, The University of Texas at El Paso. The purpose of this phenomenological study is to explore the lived experiences of seven Mexican American community college philosophy students in their journeys to becoming philosophers in the U.S.-Mexico border, between El Paso, Texas, and Ciudad Juarez, Chihuahua, Mexico. Philosophy is one of the least diverse academic fields in the United States (Jones, 2020) and often excludes women and people of color (Alcoff, 2013; Ferrer, 2012; Galea, 2017; Haslanger, 2013 Hutchinson & Jenkins, 2013; Leuschner, 2015; Saul, 2012; Wilson, 2012). Therefore, I examine what it means to be a philosopher to these seven Mexican American students and their processes of becoming philosophers in a transnational context between two nations, two cultures, and two languages. I consider the role of language and of their bilingualism through the use of "dichos" in their philosophical journeys. Additionally, I utilize Critical Race Theory (CRT), (Ladson-Billings et al., 1995; Solorzano, 1998;… [Direct]

Vasquez, Ramon (2023). "Twenty-Four White Women and 'Me'": Controlling and Managing Men of Color in Teacher Education. Urban Education, v58 n1 p36-58 Jan. Diversifying the student body in teacher education programs (TEPs) remains an elusive goal. Despite recruiting efforts, few men of color complete programs leading to teaching credentials. To problematize this phenomenon, this study examines the experiences of three men of color enrolled in a predominantly White teacher education program (PWTEP). Participants were interviewed using a narrative inquiry protocol with emphasis on providing a space for counter-storytelling. Analysis of their narratives was conducted using a critical race theory (CRT) framework. Findings from the narratives highlight the way racism intersects with gender to reproduce, reinscribe, and protect dominant conceptions of "who belongs" in TEPs…. [Direct]

Jones, Angel M. (2023). Letters to Their Attackers: Using Counterstorytelling to Share How Black Women Respond to Racial Microaggressions at a Historically White Institution. International Journal of Qualitative Studies in Education (QSE), v36 n9 p1825-1837. Many Black women, especially those at historically White institutions (HWI), experience racial microaggressions on a regular basis. Although thought to have minimal impact in isolation, microaggressions can have severe consequences when experienced consistently over time. Among these consequences are anxiety, depression, and suicidal ideation. Students also struggle with Racial Battle Fatigue, alcohol abuse, and negative self-esteem. Using Critical Race Theory (CRT) and counterstorytelling, this paper shares the experiences of Black women with racial microaggressions at an HWI. Data from this study suggest that while students respond in various ways, the most common response is to remain silent. Implications are discussed and recommendations are provided…. [Direct]

Blake, Daniel J. (2023). Racialized Exclusion of Faculty Couples of Color at Predominantly White Institutions. Journal of Higher Education, v94 n3 p287-309. As universities face unprecedented pressure to diversify, campus communities must reckon with the fact that nearly one-third of underrepresented and racially minoritized (URM) faculty are in an academic couple. Despite the prevalence of URM academic couples, research rarely captures their perspectives, which could shed light on their experiences with dual-career hiring and inform faculty diversification efforts by revealing barriers to their inclusion. Guided by critical race theory, this study draws upon couple and individual interviews with nine URM faculty couples, and reveals how they endure racialized devaluation of their merit and racialized sexism against women partners. Implications for recruitment and retention are discussed…. [Direct]

Black, Ray; Ferrell, Amy L. (2023). Of the Coming of John: A Contemporary Counter-Story of Race and Gifted Education. Urban Education, v58 n1 p119-144 Jan. Upholding critical race theory (CRT)'s transdisciplinary approach to unveil the educational violence against Students of Color, we apply W.E.B. Du Bois's story of John from the chapter "Of the Coming of John" in "The Souls of Black Folk." In doing so, we expose the problematic ideological and practical structures used for the identification and retention of Students of Color within gifted and talented programming. Examining the concepts of the Veil and double consciousness through the analogous relationship of Du Bois's John to a contemporary John, we parallel the insidious educational experiences of Students of Color that has remained relatively constant over time…. [Direct]

Mary Gutman (2025). Teachers of Ethiopian Origin in Israel: Early Career Journeys and Obstacles to Being a Teacher in the Shadow of Affirmative Action. Diaspora, Indigenous, and Minority Education, v19 n1 p14-25. This study deals with teachers of Ethiopian origin, i.e. second-generation immigrants from Ethiopia or those who were brought to Israel by their parents as young children. The goals of the study are twofold: first, to trace the obstacles they face against the background of racial discrimination and affirmative action, and second, to describe three prominent journeys that characterize the transition from studying in academic colleges of education to entry into teaching in schools, and how various incentives and support programs shape these transitions. The data was collected through life-story interviews with 10 teachers and semi-structured interviews with 10 dedicated support programs' coordinators from academic colleges of education. The findings revealed a complex relationship between racial discrimination that these teachers face when entering teaching, and affirmative action policies that sometimes work against EDOT. The discussion interprets these consequences by using both… [Direct]

Gallagher, Jennifer; Gregory, Kristen; Wrenn, Melissa (2023). Critical Professional Development: A Necessary Risk?. Journal of Cases in Educational Leadership, v26 n1 p3-15 Mar. Amy Yarborough, a veteran teacher and curriculum resource leader in a rural district in Virginia, facilitates a professional learning community focused on social justice and equity-oriented instructional practices. When allegations of teaching critical race theory are reported via the state's email tip line and community social media groups, Amy is asked to present her professional learning community materials to the local school board. In the midst of stakeholder protests and media scrutiny, Amy must decide how to explain her professional decisions. Current and future educational leaders interested in issues related to race and equity will consider the roles of policy and the public in influencing teachers' lessons…. [Direct]

Laura C. Ch√°vez-Moreno (2025). Toward a Relational Racialization Lens in Education: Addressing Critiques of CRT's Race Theory. International Journal of Qualitative Studies in Education (QSE), v38 n2 p211-227. In the interdisciplinary field of education, critical race theory (CRT) is the predominant framework for studying racism. However, some have argued CRT lacks a racial theory and that CRT-education scholarship should examine how education "racializes" (i.e. contributes to making racialized categories). In this theoretical article, I suggest that one way to address this gap is by adopting a "relational racialization" lens–a perspective that helps scholars theorize on the process of creating the boundaries of racialized groups and that places these boundaries as always relational to the different racial categories. To support my proposal, I discuss CRT and the trends in the education literature focused on racialization. I then present an account of how a relational racialization lens complemented my CRT research and illuminated issues concerning racialization and racisms. I argue this lens can help education scholarship advance with a racial theory and in doing so… [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]

Jill Alexa Perry; Reginald D. Wilkerson (2024). To CRT (in Your Dissertation) or Not CRT? That Is the Question!. Impacting Education: Journal on Transforming Professional Practice, v9 n4 p18-24. Recently the notion of Critical Race Theory (CRT) has come under fire by those with a limited knowledge of the theoretical underpinnings surrounding the intersection of education, law, and race in American society. To support those students eager to incorporate CRT as a framework within their research, the authors analyzed the dissertations of students receiving Education Doctorates (EdD). The researchers set out to determine how EdD students used CRT, how they framed problems of practice (POP), how they operationalized CRT, and to understand how those former students interrogated their findings in the pursuit of truth. The authors intend for this work to expand the knowledge base on CRT and inform scholarly practitioners on how to operationalize CRT to create sustainable change in the American education system…. [PDF]

Douglas B. Larkin; Nushrat Hoque; Tanya Maloney (2024). The Role of Teacher Education Programs in Developing Teacher Candidates' Antiracist Stance on Teaching. Equity & Excellence in Education, v57 n2 p170-182. This article presents an argument that although teacher education programs may aim to prepare teachers to be antiracist agents of change, they often fall short of doing so and that investigations of why can provide essential insights for teacher education. The authors use the critique of liberalism tenet of critical race theory to analyze three teacher candidates' experiences learning to teach across three different types of teacher preparation programs and discuss the implications for preparing teachers to be antiracist agents of change. The authors then propose guiding principles for developing teacher candidates' antiracist stance on teaching by situating race and justice in relation to the task of teaching, offering sufficient opportunities to learn about schools and communities as socio-historical and cultural settings, and leveraging pre-teacher education identities for antiracist teaching…. [Direct]

Joshua Quinn Tucker (2022). The Perceptions of Black Law Students Regarding the Barriers of Access to Public Law Schools Located in the South. ProQuest LLC, Ph.D. Dissertation, The University of Mississippi. This qualitative study applies the conceptual framework of Positive Deviance and the theoretical framework of Critical Race Theory to understand the problem of low Black student enrollment at four public law schools in the South. Positive Deviance is based on the observation that in every community there are certain individuals or groups whose uncommon behaviors and strategies enable them to find solutions to problems than their peers without fully understanding how, while having access to the same resources and facing similar or worse challenges. Critical Race Theory analyzes the role of race and racism in perpetuating social disparities between dominant and marginalized racial groups. The purpose of this study was to gain a more comprehensive understanding of barriers of access to law school amongst Back students and how those students were successful in overcoming those barriers to access law school. This qualitative study allowed six self- identifying Black students at public law… [Direct]

Allison U. Nealy; Erin Pearce Kilpatrick; Jolie Ziomek-Daigle (2024). Postsecondary Planning Perspectives of Black Parents of Young Adults with High-Incidence Disabilities. Exceptional Children, v90 n4 p442-460. Informed by disability critical race theory (DisCrit), this phenomenological study explored the perspectives of Black parents of young adults with high-incidence disabilities regarding their experiences with their children's postsecondary planning processes. Fourteen Black parents participated in semistructured interviews and shared recommendations for educator practices. Five overarching themes emerged from the phenomenological data analysis. Namely, Black parents (a) experienced invisibility by a lack of inclusive postsecondary planning, (b) felt marginalized due to collusive forces of ableism and racism, (c) persevered through postsecondary planning processes and beyond, (d) navigated inequities through social supports and other supports, and (e) enacted ongoing resistance and advocacy. Findings illuminate how Black parents experienced their child's postsecondary planning, and we provide recommendations for educators to advance the postsecondary planning needs of multiple… [Direct]

Brittany Aronson; Dominique M. Brown; Jazmin Tangi (2025). Critical Community Building in Action: A Triad of Faculty, Graduate and Undergraduate Students Working for Racial Justice. International Journal of Qualitative Studies in Education (QSE), v38 n2 p314-330. This article considers what critical community building might look like among colleagues at a university representing one faculty member, one doctoral candidate, and one undergraduate student. Using critical autoethnography-self-study, we analyze our journal reflections, presentations, teaching, and dialogues to better understand our approaches with teaching Critical Race Theory. This research asks: How do colleagues across power dynamics and positionalities learn from each other, and work collaboratively to teach about race and racism at a predominantly white institution? Our findings indicate that this sort of work requires relationships, shared vulnerability, and an understanding of our journeys to becoming critical pedagogues. We find value in this work due to its focus on collaboration across power dynamics (i.e. rank of professor, graduate, and undergraduate students) as well as our positionalities across womanhood. We offer implications for other faculty/instructors who wish… [Direct]

Jill D. Sharkey; Matthew Quirk; Sruthi Swami (2025). A Longitudinal Examination of Latinx Students' Kindergarten Readiness with High School Achievement and Discipline Violations. Journal of Education for Students Placed at Risk, v30 n1 p74-98. Understanding achievement and discipline trajectories of Latinx students is critical given disproportionate dropout/pushout rates of Latinx students from schools across the U.S. Using a Critical Race Theory framework, the current study examined longitudinal associations amongst a sample of (N = 1672) Latinx youths' school readiness at kindergarten entry and their subsequent academic achievement and discipline violation assignments in high school, also examining the associations with gender, socioeconomic status, English language status, and special education status. A moderated mediation analysis found that high school achievement fully mediated the negative association between kindergarten readiness and high school discipline outcomes. Gender, SES, and English language status were all found to have non-significance or poor fit as moderators. The association between kindergarten readiness and high school achievement was significant for students in general education but not in special… [Direct]

Hughes, Sherick (2020). My Skin Is Unqualified: An Autoethnography of Black Scholar-Activism for Predominantly White Education. International Journal of Qualitative Studies in Education (QSE), v33 n2 p151-165. This research addresses the guiding autoethnographic question: "What three key institutional incidents/conditions inform my Black scholar-activism for predominantly White education in this historical moment?" Moreover, it applies autoethnography to illuminate three key incidents/conditions involving: (1) predominantly White undergraduates; (2) top-level predominately White male university administrators; and (3) White school community leaders in this historical moment (i.e. within the last 4 years). The research is organized to begin with a new poem and proceed to illuminate: (a) the current, observed historical context, (b) the application of critical race theory for illuminating my lived experiences of this context, (c) the rationale for applying autoethnography in this research, and (d) the three key incidents/conditions. It concludes by returning to the guiding question, critical race theory, related implications and rationales…. [Direct]

Eupha Jeanne Daramola; Huriya Jabbar; Julie Marsh; Taylor Enoch-Stevens (2024). Accountability Battle: A Critical Analysis of a Charter Renewal Decision. Grantee Submission, Urban Education v59 n6 p1808-1841. Charter school policy represents two simultaneous forms of accountability, in which schools are accountable to both parents and authorizers. This study of a K-8 charter renewal decision interrogates these accountability relationships and the role of race and power in privileging the interests of particular stakeholders over others. Using counternarrative methodology and qualitative interviews and observations, we draw on critical race theory and new managerialism to make sense of the competing accounts surrounding a non-renewal process. We find four areas of tension, in which district officials subscribe to new managerialist authorizing styles that leave little room for participation from the Black and low-income school community. We conclude with recommendations for how districts can partner with communities to work toward frameworks of accountability that value the goals of multiple stakeholder groups…. [Direct] [Direct]

Mekbib Gemeda (2022). Through Their Voices: A Narrative Analysis of Experiences of Faculty Engaged in Integration of Social Determinants of Health. ProQuest LLC, Ed.D. Dissertation, Northeastern University. The study sought to understand the experiences of faculty engaged in curriculum reform to integrate social determinants of health in medical education. The continuing disparities in health are in part a result of lack of education at U.S. medical schools on social and structural inequities as root causes of health disparities. The study used a narrative inquiry methodology and a critical race theory lens to examine the experiences of six faculty from three medical schools in the U.S. engaged in a curriculum innovation initiative sponsored by a professional association to integrate social determinants of health into the medical curriculum. The six participants were asked to reflect on the experiences that inform their work associated with their educational and career backgrounds, the diverse perspectives of their students, and the missions of their institutions. Two major themes representing challenges to the curriculum reform work were identified: systemic barriers, and identity and… [Direct]

Dyson, Yarneccia D.; Fari√±a, Mar√≠a del Mar; Kim, Suk-hee; Watson, Jerry (2021). COVID-19 and Structural Racial Inequity: Lessons Learned for Social Work Education. Journal of Social Work Education, v57 suppl 1 p238-252. This article examines how structural racism amplified the direct and indirect effects of COVID-19 for African American, Asian/Asian American, and Latino/a/x and Hispanic social work students during the unplanned transition to synchronous and asynchronous education at three social work programs across the United States, creating additional educational barriers. The aim of the article is threefold. First, centering critical race theory, it discusses the experience of African Americans, Asian/Asian Americans, and Latino/a/x and Hispanic students at three different institutions across the country. Second, it highlights the structural challenges faced by social work students of historically, racially, and ethnically oppressed communities and the lessons learned from the social work programs' pandemic response. Third, social work faculty lessons learned suggest ways to better meet the needs of historically, racially, and ethnically oppressed social work students, and the integration of… [Direct]

Pulliam, Rose M. (2017). Practical Application of Critical Race Theory: A Social Justice Course Design. Journal of Social Work Education, v53 n3 p414-423. Social work education aims to prepare students to effectively engage with diverse people and groups. This article presents a practical application of critical race theory (CRT) toward that end. It describes a brief history of curricular approaches to teaching diversity and social justice and examines a few of the challenges with current curricular approaches that CRT has the potential to mitigate. I provide an overview of CRT and discusses the utility of applying CRT to the design of a diversity and social justice course in a social work education program. A logic model, which illustrates the application of CRT and a social justice approach, is presented and discussed. The model includes strategies, course methods, student outcomes, and influential factors…. [Direct]

Awokoya, Janet T.; Bridges, Brian K.; Clark, Christine; Richards, David A. R. (2018). One Size Does Not Fit All: A Critical Race Theory Perspective on College Rankings. Review of Higher Education, v42 n1 p269-312 Fall. Critical Race Theory contends that institutions codify and sustain racial inequalities even absent explicitly racist motives or actions. College ranking systems perpetuate such institutional racism by socially constructing minority-serving institutions (MSIs) as less valuable and prestigious. By assigning greater worth to criteria favoring more selective institutions, ranking systems assign lower scores to institutions enrolling higher percentages of underrepresented students. The authors compared three higher education institution ranking systems' appraisals of MSIs. These systems employ varying methodological approaches to classifying college status, with apparent impacts on MSIs' performances. Implications of these rankings on the standings and fortunes of MSIs are considered…. [Direct]

Kent, Inger (2021). A Mixed Methods Study of Teacher Self-Efficacy, Critical Race Theory, Professional Development, TPACK and Growth Mindset in Response to COVID-19 School Closures. ProQuest LLC, Ed.D. Dissertation, Point Park University. Spring of 2020 ushered in an unprecedented change for classrooms across the country. Due to the COVID-19 pandemic, traditional school settings were unsafe and all classes went to an online format. This study explored the teacher response to online teaching and teacher efficacy in the face of the pandemic. Recognizing professional development needs go beyond simple technology training, this study, through teacher surveys and parent and teacher interviews, incorporated several different known influencers of outcomes to determine if and how those factors impacted teacher efficacy during the pandemic. The purpose of this mixed methods research study was to determine the impact of growth mindset; Critical Race Theory (CRT) awareness and application; Technological, Pedagogical, and Content Knowledge (TPACK); and professional development on teacher efficacy during COVID-19 school closings and required online instruction. This study found that Critical Race Theory awareness and application… [Direct]

Davis, Jessica M.; Messmore, Niki (2020). A Critical Examination of Community Engagement as a Practice to Foster Leadership. New Directions for Student Leadership, n168 p63-73 Win. The authors of this chapter describe how leadership educators can create community engagement experiences to foster student leadership. The authors center social justice, critical race theory, and trauma informed practices in order to advocate for justice and equity with communities and students…. [Direct]

Tichavakunda, Antar A. (2019). An Overdue Theoretical Discourse: Pierre Bourdieu's Theory of Practice and Critical Race Theory in Education. Educational Studies: Journal of the American Educational Studies Association, v55 n6 p651-666. Scholars often use Critical Race Theory (CRT) and Bourdieusian analyses with the aim of studying inequities in education. Despite their usefulness and popularity, a theoretical discourse between the two frameworks has not yet transpired and the two are sometimes constructed as incompatible, if not at odds. The argument in this essay is three-fold: (1) CRT has never fully engaged with Bourdieu's Theory of Practice, (2) Bourdieu's Theory of Practice and CRT, although distinct, are not necessarily in opposition, and (3) CRT and Bourdieusian concepts have the potential to inform each other, resulting in a more nuanced engagement of the interplay between structure, agency, and racial realities in education…. [Direct]

Stauffer, Suzanne M. (2020). Educating for Whiteness: Applying Critical Race Theory's Revisionist History in Library and Information Science Research: A Methodology Paper. Journal of Education for Library and Information Science, v61 n4 p452-462. Research into education for librarianship has failed to explore the historical development of the subject or to establish the social and cultural contexts within which it developed. Such historical background and context are essential for exploring and understanding issues of race and of systemic and institutionalized racism. Historical methodology, coupled with the revisionist history of Critical Race Theory, asks how the social/institutional structures of white society determined the construction of librarianship and education for librarianship in the African-American community, explores issues of whiteness and white privilege, and investigates how this influenced African Americans' perception of the profession and their place and role in it. It addresses intersectionality and essentialism and seeks to understand the thoughts and feelings of the African Americans involved in the process who were disregarded and ignored…. [PDF]

Eugene Asola; James Archibald; Jamie Workman; Patrice Parris (2024). Exploring the Experiences of Male Intercollegiate Soccer Coaches Who Are People of Color. Multicultural Learning and Teaching, v19 n1 p65-89. The purpose of this study was to explore and discuss the lived experiences and stories of people of color male intercollegiate soccer coaches, and to make meaning of their experiences to better understand why there are a lack of people of color male coaches in the NCAA soccer community. Critical race theory served as the theoretical framework. Through the use of narrative inquiry, the researchers interviewed people of color male soccer coaches in the NCAA. The researchers analyzed, categorized, and coded into themes using procedures for conducting and analyzing narrative research. Several themes emerged from interviews with six people of color college male soccer coaches. In this article, the authors discuss two major themes, relationships and race, and provides implications for intercollegiate coaches and administrators as well as directions for future research…. [Direct]

Christopher C. Martell; J'Shon Lee; Jami Carmichael; Jennifer P. Chalmers; Lauren McArthur Harris (2024). Silent Covenants and Structural Barriers: State Standards Committees and the Maintenance of Race-Evasive Social Studies Standards. AERA Open, v10 n1. In this qualitative study, researchers used critical race theory to examine the experiences of social studies standards committee members in 18 states and the District of Columbia. They found that while many participants articulated goals of increasing the teaching of race and racism in their state's social studies standards, at least in part, numerous silent covenants and structural barriers existed to maintain the status quo through race-evasive standards. A smaller group of participants generally avoided advocating for race and racism topics altogether due to their perceived controversial or political status, while others did not mention race or racism as a priority. Recommendations are made for both the policy and practice related to state standards creation, and questions are raised about the ability of social studies standards to foster a racially just social studies curriculum…. [PDF] [Direct]

Courtney Langerud; Daniel D. Liou; Madelaine Adelman; Michael Rady; Shweta Moorthy (2024). Book Banning and Contractual Expectations of White Cisheteropatriarchy: A Praxis for Epistemic Justice in K-12 Schools. Discourse: Studies in the Cultural Politics of Education, v45 n5-6 p734-753. In the United States, schools are expected to navigate the political climate of anti-critical race theory and anti-LGBTQ + discrimination, where white identity politics herald white knowledge as the invisible standard against which racial, gender, and sexuality differences are constructed. State policies that facilitate the removal of diverse books in schools and libraries — compounded by nationally driven and locally expressed efforts to further expand such bans, whether successful or not — reintroduce students to stratified curricular expectations. In this context, we interrogate the relationship between white cisheteropatriarchal curricular expectations and the racial contract and the role of GLSEN's Rainbow Library in confronting the perpetuation of testimonial, hermeneutic, and agential injustices. We conclude with a reflection on possible pathways for terminating white cisheteropatriarchy in further pursuing epistemic justice at the intersections of race, gender, and sexuality…. [Direct]

Johnson Kwame Wor; Nicholas Leonard (2024). Addressing Algorithm Materiality and Bias through Art: Exploring Social Media-Augmented Reality Features. Art Education, v77 n4 p20-26. This article intends to empower and equip art educators to artistically address the functioning of facial detection algorithms through critical race theory (CRT). By highlighting how biometric data, a specific form of data that measures the physical qualities of individuals, is used in common social media facial detection algorithms like Snapchat, art students are encouraged to use principles of value and facial proportions to interact with and explore these algorithms in a material way. Examples of algorithms systematically perpetuating racism are shared to highlight the real-world significance of data and algorithms. Artistic responses to biometrics and artificial intelligence (AI) are provided to inspire student artistic research, along with teacher examples. Finally, the conclusion urges art educators to address the functioning of algorithms and their potential issues through the arts…. [Direct]

Staisha D. Hamilton (2023). School Social Workers' Role in School Discipline: Understanding School Discipline and Juvenile Justice. ProQuest LLC, D.S.W. Dissertation, Walden University. Disproportionate disciplinary actions relating to school-based offenses for Black youth influence their early juvenile justice involvement. The continued excessive disciplinary actions involving Black male students in lower-level academic settings are concerning because, without being addressed, continuing disproportionate disciplinary action toward Black males can lead to future juvenile justice involvement and create a large-scale social work practice issue. The purpose of this basic qualitative study was to focus on school social workers' perspectives of their role in addressing disproportionate disciplinary strategies and their understanding of the relationship between school discipline strategies and juvenile justice involvement. The theoretical framework of this project comprised of critical race theory. Data gathered through focus groups provided three main themes. The focus group's findings confirm school social workers were unclear in their role with school discipline and… [Direct]

Liliana Belkin; Mark McCormack; Vini Lander (2025). Impossible Visibilities of Black and Global Majority Staff at an Ethnically Diverse English University. International Journal of Qualitative Studies in Education (QSE), v38 n1 p111-126. This qualitative study explores how Black and Global Majority faculty at an English university with an ethnically diverse student population perceive race and racism on campus. Informed by a theoretical framework drawing on Critical Race theory (CRT), CRT methodology and critical whiteness studies, we adopt counter-narrative story telling as a method of analysis. This research foregrounds BGM faculty's everyday experiences of racism in their professional lives and the "normalization" of racism in this setting. Through the construction of composite counter-stories (CCS) the experiences convey how BGM staff are simultaneously "othered" and "unseen". This complex duality of hypervisibility and invisibility reveals subtle and insidious undercurrents of racism that frame the participants' lived realities and ways everyday racism is enacted at institutional and individual levels. Although instances of "overt" racism are rare, these counter-narratives… [Direct]

Barbara Adewumi; Kathleen M. Quinlan; Mi Young Ahn (2025). Diversifying Curricula: How Are People of Colour Represented in Lecture Slide Images?. Teaching in Higher Education, v30 n2 p497-511. Diversifying higher education curricula has been called for as one way to reduce racial inequalities in higher education. This study makes an original contribution by focusing on images of people in lecture slides. We explored how people of colour versus white individuals were portrayed in images (n = 250) used in lecture slides in four first-year core social sciences modules and whether the images were likely to be 'inspiring' to racially minoritised students. Drawing on visual content analysis used in textbook studies and thematic analysis, we developed a novel method of analysing lecture slide images. Only 12% of the images presented people of colour in positive, non-stereotyped and active roles that could be described as inspiring. People of colour were less likely to be presented and less likely to be featured exclusively in an image than white people. By applying a Critical Race Theory framework, we discuss implications for curricular reform…. [Direct]

Hess, Juliet (2022). Theory as the "North Star": An Introduction to Race Theories for Music Education. Music Educators Journal, v109 n2 p47-55 Dec. To date, multiple U.S. states have passed legislation banning the teaching of critical race theory (CRT) and limiting teaching related to race, gender, CRT, and privilege under the umbrella term "divisive concepts." Against this backdrop, I argue that while CRT is not taught in schools, as a theory, it provides a crucial analytical and pedagogical tool to music teachers who often grapple with racially charged situations in the classroom. I introduce tenets of CRT and antiracism and make an argument for the use of these theories to orient pedagogy…. [Direct]

Demetriou, Cynthia; Ellis, James M.; Morton, Terrell R.; Powell, Candice (2021). A CRT-Informed Model to Enhance Experiences and Outcomes of Racially Minoritized Students. Journal of Student Affairs Research and Practice, v58 n3 p241-253. Racial inequities in retention and graduation rates are a top concern in higher education, yet scholars and practitioners rarely look to racism to explain these disparities. Critical Race Theory (CRT) is a vehicle to reveal and challenge power and oppression dynamics between racialized groups. This article proposes a practical model for student affairs professionals to leverage CRT concepts to address racial inequities in student outcomes and experiences…. [Direct]

Chavira, Gabriela; Saetermoe, Carrie L.; Vargas, Jose H. (2021). Using Critical Race Theory to Reframe Mentor Training: Theoretical Considerations Regarding the Ecological Systems of Mentorship. Higher Education: The International Journal of Higher Education Research, v81 n5 p1043-1062 May. This article offers a theoretical and critical analysis of race-dysconscious mentorship involving students of color and white faculty. Inspired by ecological systems theory, critical race theory, and the NIH-funded program, "Building Infrastructure Leading to Diversity: Promoting Opportunities for Diversity in Education and Research," our analysis considers the ecosystems that promote student pushout and hinder diversification of the scientific workforce, which call for "critical" alternatives to traditional research mentorship. We first examine the historical, social-political, institutional, interpersonal, and intrapsychic ecosystems of traditional mentor-prot√©g√© relationships. Two areas are reviewed: (a) "diversity" as it operates in universities and research laboratories and (b) the discursive properties of a dysconscious dialog that rationalizes modern racism. Next, we connect the five ecosystems of mentorship by integrating literature on critical… [Direct]

(2002). Race Equality Policies and Practice: Resources on the Internet, Summer 2002. Race Equality Teaching, v21 n1 p38-41 Aut. Presents resources available on the Internet that deal with racial equality policies and practice. Topics include legal requirements in education; institutional racism; community cohesion; diversity; curriculum; national identity; citizenship education; race and identity; suppliers, booksellers, and publishers; links with schools in other countries; refugee education; dealing with bullying and conflict; and language and bilingualism. (SM)…

Farris, Victoria E. (2018). "I Wish They Would . . .": The Role White Student Affairs Professionals Can Play in Disrupting Systemic Racism in the Supervision of People of Color in Higher Education. ProQuest LLC, Ed.D. Dissertation, University of Pennsylvania. The purpose of this study was to understand the role that White people can play in dismantling systemic racism and oppression in the supervision of people of color in student affairs. The primary goal of the study was to better understand, from the perspectives of people of color, how systemic racism and bias in the supervision of people of color could be disrupted and what role, if any, White people can play in the disruption. Using a critical race theory (CRT) framework, the study sought to outline how White people can demonstrate allyship and engage in dismantling systemic racism. This was a qualitative research study using a CRT framework. The researcher conducted 20 interviews with participants who all identified as student affairs professionals of color about their experiences with workplace racism, what inclusive workplaces would look like, and how White folks can play a role in contributing to an inclusive environment. The findings showed that workplace racism was prevalent… [Direct]

Elena Favela Naca (2020). A Critical Race Examination of the Lived Experiences of Persistent African American Students at a Predominantly White Community College. ProQuest LLC, Ph.D. Dissertation, The University of North Dakota. For well over a century, African Americans have fought for equal rights to employment, prosperity, political power and freedom. Earning an education was the way forward. Over time, legislative and institutional policies have created greater access to education for racialized individuals. Yet, African American students remain the most underserved population, and among the lowest in degree attainment across ethnic groups. Decades of research literature places blame on students and families, highlighting student deficiencies. Far fewer explanations in the literature point to institutional barriers that perpetuate practices that place African American students at a disadvantage. Critical Race Theory (CRT) offers a lens to examine ways in which race continues to be a prominent component of inequality throughout education, and allows researchers to critique deficit theorizing that may be limited by the exclusion of voices of people of color. Using CRT as a theoretical framework, and… [Direct]

Rend√≥n, Laura I. (2020). Unrelenting Inequality at the Intersection of Race and Class. Change: The Magazine of Higher Learning, v52 n2 p32-35. Racially separate and unequal schooling is alive and thriving today. School districts are typically segregated by income, with non-White school districts getting 23 billion dollars less than White districts. Higher education is increasingly stratified by both race and class, and children of the wealthy are almost assured that they will attend top-tier colleges and universities. The wealth divide is worsening, with people of color being a large part of the wealth underclass. It is getting harder for low-income people to attain upward mobility. In this article, Laura Rend√≥n describes how race and class inequities are connected to a history of exclusion and racism, a segregated educational system, and gross wealth disparities. The result is one of the highest levels of inequality ever seen in America, which virtually assures that a mostly White, elite ruling class endures across generations while social mobility for the poor continues to fall (Hobbes, 2019; Reeves, 2017)…. [Direct]

Card, Kenneth; Cavendish, Wendy; Connor, David; Gonzalez, Taucia; Jean-Pierre, Patrick (2020). Troubling "The Problem" of Racial Overrepresentation in Special Education: A Commentary and Call to Rethink Research. Educational Review, v72 n5 p567-582. Despite decades of research, there has been limited reduction in the overrepresentation of students of colour in high incidence special education categories. This commentary article seeks to problematise the notion of overrepresentation as it is currently conceptualised in educational research, and serves as a call to rethink how, why, and for whom we do this research, contextualised within a history of both racism and ableism in the United States. First, we assert that the field of special education, as epistemologically configured, has framed the problem of overrepresentation in ways that it cannot resolve, leaving us to call for a much needed change in how we research this phenomenon. Second, we challenge some basic assumptions within existing research practices to date, countering them with alternative knowledge claims. Third, to engage with, and potentially reframe researchers' understanding of overrepresentation, we pose a variety of questions to contemplate within the… [Direct]

Holliday, Carolyn Gadsden (2021). Culturally Relevant Coaching: Empowering New Teachers. English in Texas, v51 n1 p33-41 Spr-Sum. An achievement gap exists in the United States between children of color and their white peers. This gap is most prevalent in literacy. Achievement in literacy is pertinent to student success in other content areas. To address this problem, educational researchers have identified a conceptual framework, culturally relevant pedagogy, that provides educators with strategies to integrate students' cultural experiences, understandings, and beliefs to encourage student success as well as foster cultural competence. The tenets of culturally relevant pedagogy were designed to address the impact of racism in the educational system. This article examines the use of culturally relevant pedagogy by novice teachers to address the needs of students of color. Using a narrative inquiry structure, the investigator collected data from seven beginning teachers. Data collection consisted of interviews using semi-structured, open-ended questions as well as constructed response journal entries. The… [PDF]

Maria Barker (2024). Teacher Efficacy and Impacts of Justice Centered Inclusive Settings on Multiply Marginalized and Underrepresented Preschool Students. ProQuest LLC, Ed.D. Dissertation, The University of Arizona. Within educational systems across the nation, traditionally marginalized and "multiply marginalized and underrepresented (MMU)" groups, composed of students of color, students with dis/abilities, students living in poverty and/or emergent bilinguals, continue to be excluded and segregated, perpetuating discriminatory practices both inside and outside of school spaces. Inclusive systems however, provide a more equitable and higher quality education for all children and are instrumental in shifting discriminatory attitudes beyond classroom walls. Preschools provide the first context where children interact with the world and people outside their homes. They are prime spaces to develop social relationships and a sense of belonging rooted in seeing the value of diversity. When students of diverse abilities, backgrounds and ethnicities play, socialize and learn together, respect and understanding grow. The interplay of race, language, ability, class, and age are examined through… [Direct]

Chelsey Lee Nardi (2022). Bridging Antiracist Opportunities for Inclusive Diversity with Equity, Access and Accountability (IDEAA) between Individuals and Institutions. ProQuest LLC, Ph.D. Dissertation, University of Colorado at Denver. Advocates for inclusive diversity with equity, access and accountability (IDEAA) are often torn between individual-level change and institutional-level change processes. Similarly, antiracist scholarship spans individual-level and institutional-level efforts towards antiracism. In discipline-based education research (DBER) in microbiology education, most of the literature is focused on the individual-level, with IDEAA efforts aimed at students and faculty. While individual-level accountability is important because, without acknowledging individual contributions to racism, those with power and privilege evade responsibility, institutional-level approaches aimed at policy change align more with antiracist scholarship such as critical race theory (CRT) and Kendi's (2019) theory of antiracism. This thesis aimed to characterize potential antiracist approaches towards IDEAA at the individual- and the institution-level as it applies to the microbiology education community. This was done by… [Direct]

Iftikar, Jon S.; Museus, Samuel D. (2018). On the Utility of Asian Critical (AsianCrit) Theory in the Field of Education. International Journal of Qualitative Studies in Education (QSE), v31 n10 p935-949. Despite the powerful influence of race and racism on the experiences and outcomes of Asian Americans in US education, coherent conceptual frameworks specifically focused on delineating how White supremacy shapes the lives of this population are difficult to find. The AsianCrit framework, grounded in Critical Race Theory (CRT) and the experiences and voices of Asian Americans, can begin filling this gap. In this article, we review an AsianCrit framework and examine Asian American issues in education through seven AsianCrit tenets to demonstrate their utility in the analysis of and advocacy for Asian Americans in U.S. education. We end by discussing implications of how AsianCrit can provide a framework to guide future research, policy and practice, as well as a foundation for discourse around the racialized experiences of Asians Americans and other racially marginalized groups in education…. [Direct]

Kleekamp, Monica C. (2021). Reimagining Isolated Literacy Classrooms as Interdependent Networks: Tracing Rituals, Repetitions, and Technologies. Literacy Research: Theory, Method, and Practice, v70 n1 p181-201 Nov. Recent literacy scholarship increasingly seeks to center and value the literacies of systematically marginalized youth in response to deficit-oriented narratives that locate oppressed communities as incompetent or delayed. Often, this reframing leans on a contextualization of literacies as culturally, historically, and socially situated acts that people do. Located alongside recent literacy research combatting racism, homophobia, transphobia, linguicism, xenophobia, and the invisibilizing of indigenous peoples, this piece reimagines the active and rich literacies produced in an isolated (i.e., self-contained) special education literacy classroom. While theoretically utilizing situated literacies, this article also directly responds to critiques of situated literacies as too human-centric, an especially relevant criticism for classrooms with students who have complex support needs. Actor-network theory, as a theoretical and methodological lens, provides entry into the analysis of… [Direct]

Gebhard, Amanda (2020). Power Relations, Knowledge Productions, and Teaching against Oppression in an Elementary Classroom on the Canadian Prairies: A Self-Study. Studying Teacher Education, v16 n2 p204-221. This article is inspired by my experience of aiming to teach against oppression on my return to an elementary school classroom after completing doctoral studies in education. The tensions that surfaced as I attempted to disrupt oppressive school knowledge in my second and third grade classrooms motivated me to engage in self-study. Locating my work within the context of the Canadian Prairies, I answer the question of how power relations both constrained and opened up possibilities for disrupting oppressive discourses circulating in everyday life at school by offering a power/knowledge analysis of three critical incidents. My analysis traces how power was always at play through competing discourses of Whiteness, femininity, and colour-blindness as I aimed to resist traditional norms around school discipline; work against the privileging of White, male students; and accept the discomfort of talking to my young students about race and racism. By demonstrating how anti-oppressive… [Direct]

Stewart, Georgina Tuari (2020). A Typology of Pakeha "Whiteness" in Education. Review of Education, Pedagogy & Cultural Studies, v42 n4 p296-310. The concept of "Whiteness" forms part of contemporary debates about racism, which acknowledge the structural levels at which racism works, over and above the attitudes and beliefs of individuals (Bonilla-Silve, 2005). Whiteness acts as an umbrella concept for a number of cognate terms, including White Privilege (McIntosh, 1989), White Supremacy (Dorrien, 2018; McGettigan, 2019), White Fragility (DiAngelo, 2018), etc. Fundamental to the meaning of all Whiteness terms is the recognition that being White is the norm still operating today, in Britain and its settler excolonies, in particular Canada, Australia, New Zealand and the US (collectively known as the CANZUS countries). Thus, White Privilege is inherent in the concept of Whiteness, since being White accrues advantages to a person, without any effort or merit on their part–hence the idea of "privilege." This research is centered in Aotearoa New Zealand. Based on a lifetime of personal experience of… [Direct]

Truman, Sarah E. (2019). White D√©j√ Vu: Troubling the Certainty of the English Canon in Literary Education. English in Australia, v54 n3 p53-59. This paper is prompted by the author's experience as a researcher of English literary education in three different geographies over the past three years: Canada, the United Kingdom and Australia. Affect theory, as discussed in this paper, concerns atmospheres, surfaces, bodies, emotions, moods, vicinities and capacities. Drawing on affect theory, critical race scholarship and discussions of whiteness, the author argues that despite continued local attempts at diversification of English literary education, whiteness continues to circulate through and cling to many of the core texts, narratives and messages that make up English literary education (Bacalja & Bliss, 2019; McGraw & van Leent, 2018; McLean Davies, Truman & Buzacott, 2020). This whiteness is general and specific, global and local, obvious and hidden. Rather than attempting to discuss the literary canon as a whole, the author focuses on a specific literary text as an example of how whiteness circulates as neutral… [Direct]

Bell, Jordan; Deckman, Sherry L.; Ellwood, Sydoni; Parks, Siettah (2022). Going beyond Anti-Racist Pedagogical Practices: Co-Constructing a Pro-Black Classroom. Journal for Multicultural Education, v16 n3 p259-271. Purpose: The purpose of this study is to explore the means, rationale, challenges and opportunities of shifting focus from anti-racist to pro-Black educational practice. The authors argue that while anti-racism is necessary, it is insufficient in addressing the deeply entrenched anti-Blackness in US society. The instructor and three student members of a graduate course on Black girlhoods reflect on their time together to better understand the process of developing a classroom specifically for Black students. Design/methodology/approach: Through a process of collaborative autoethnography, the authors used their reflections as data to identify the practices that served to establish their space as pro-Black and consider how these practices may apply to other contexts. Findings: The data presented indicate that co-construction, intentionality and care and love are integral to developing a pro-Black classroom. The implementation of these practices in the authors' graduate course allowed… [Direct]

Murray-Orr, Anne; Nyika, Lawrence (2017). Critical Race Theory-Social Constructivist Bricolage: A Health-Promoting Schools Research Methodology. Health Education Journal, v76 n4 p432-441 Jun. While the current literature recognises the capacity of diverse methodologies to provide informative understandings of health-promoting schools (HPS), there is a paucity of examples to show how different research strategies can be used. We address this knowledge gap by examining the significance of a critical race theory-social constructivist bricolage or hybrid methodology for advancing understanding of the HPS frameworks. A critical race theory-social constructivist "bricolage" can provide a credible stance from which to study HPS, particularly in relation to people of colour. However, because the framework only weakly addresses the more practical aspects of the research process, we conclude by considering the role of action research as a complementary research approach…. [Direct]

Koonce, Jacqueline B. (2018). Critical Race Theory and Caring as Channels for Transcending Borders between an African American Professor and Her Latina/o Students. International Journal of Multicultural Education, v20 n2 p101-116. This reflective essay uncovers ways in which critical race theory and caring are key to crossing racial, cultural, and linguistic borders between professors and their students. Many scholars have noted how critical reflection relates to effective teaching, especially when taking into account student learning. Reflecting upon archival data and participant observation, the author describes, through various stories, how she uses critical race theory and caring to connect with her students in spite of their differences. The author also provides examples of how her students reciprocate her care in extravagant ways…. [PDF]

Benson, Keith E. (2022). Crying, "Wolf!" The Campaign Against Critical Race Theory in American Public Schools as an Expression of Contemporary White Grievance in an Era of Fake News. Journal of Education and Learning, v11 n4 p1-14. The recent fervor over Critical Race Theory (CRT) in American public schools is the result of a confluence of contributing factors including: an eroded news media apparatus operating within a capitalist framework where an increasing portion of the American populace consume news through hyper-partisan cable news networks and social media that comports with their individual ideological preference; the decrying of CRT in schools as the latest iteration of historically-reliable White Backlash; and a highly-effective conservative messaging apparatus skilled in fomenting White Rage based on disinformation. In this essay I will, first, briefly survey America's collapsing contemporary news media industry before discussing contextualizing White Rage throughout American history. From there, I will transition the article's focus to the modern conservative media machine pushing fake news highlighting the (non-existent) issue of CRT in primarily suburban public schools as an exemplification of… [PDF]

John B. Diamond (2024). Defending the Color Line: White Supremacy and the Legacy of Brown. Educational Researcher, v53 n3 p135-145. Building on W. E. B. Du Bois's color line concept, I argue that white supremacy is deeply embedded in U.S. educational organizations and that White racial actors, opportunity hoarding, and the cultivation of racial ideology and racial ignorance help sustain it. In doing this, I seek to move away from the aspirational progress narratives often associated with Brown to the racial hierarchies and various forms of harm that schools reproduce, even when they are racially diverse. Taking the recent attacks against critical race theory as a backdrop, I argue that educational institutions not only contribute to educational inequity but also socialize people into relations of racial domination and subordination through organizational practices and individual actions. In the article's conclusion, I highlight my efforts to disrupt these patterns and work toward the creation of more liberatory education spaces…. [Direct]

Breen, Damian (2018). Critical Race Theory, Policy Rhetoric and Outcomes: The Case of Muslim Schools in Britain. Race, Ethnicity and Education, v21 n1 p30-44. The expansion of state-funded Muslim schools in Britain since 1998 has developed against a backdrop of sustained public political rhetoric around the wider position of British Muslims in both political and educational contexts. This article explores the public policy rhetoric around Muslim schools under New Labour and the subsequent Coalition and Conservative governments and compares how these narratives align with outcomes in terms of numbers of, and types of, denominational Muslim faith schools in Britain. The article applies a Critical Race Theory approach based on the construction of counter-narrative through a critical analysis of policy and its outcomes. This analysis is contextualised through exploring the implications of counter-terror strategies such as Prevent for the political and educational equity of British Muslims as stakeholders in the state. Against this context the article explores the extent to which successive policy frameworks and political narratives around… [Direct]

Crawford, Claire E. (2019). The One-in-Ten: Quantitative Critical Race Theory and the Education of the 'New (White) Oppressed'. Journal of Education Policy, v34 n3 p423-444. This paper challenges the notion that quantitative data — as a numeric truth — exist independent of a nation's political and racial landscape. Utilising large-scale national attainment data, the analysis challenges the belief that 'White working class' children in England, especially boys, are 'the new oppressed' — as a former equality adviser has publicly claimed. The analysis applies Quantitative Critical Race Theory, or 'QuantCrit', an emerging quantitative sub-field of Critical Race Theory in education. The paper argues that far from being 'oppressed', White boys continue to enjoy achievement advantages over numerous minoritised groups; especially their peers of Black Caribbean ethnic origin. Additionally, the analysis uniquely exposes racialised trends of 'equivalency' in core subject qualifications, whereby minority ethnic children are over-represented in certain lower-status qualifications that are counted as equivalent in education statistics but not in the real world… [Direct]

Ann Ditto; Kate Haq; Monica Miles (2024). Tuscarora Nation Lands and the New York State Power Authority: An Environmental Justice Education Approach to Decolonizing Curriculum. Journal of Environmental Education, v55 n5 p414-426. This program evaluation outlines the process, challenges, and outcomes of decolonizing middle school curriculum through an interdisciplinary approach. A diverse team of educators conducted a curriculum audit and restructuring initiative in a Western New York independent school. Faced with data analysis challenges, the team devised an Environmental Justice Education framework, drawing on Bullard's Environmental Justice Theory and Critical Race Theory. The resultant curriculum map, implemented with students, embraced an interdisciplinary, place-based approach, grounded in Indigenous history and contemporary events, and emphasized action- oriented learning. The impact on student learning was profound, as the infusion of justice-based, localized questioning facilitated meaningful dialogue and engagement. Students demonstrated increased awareness, ownership, and civic involvement, sharing newfound narratives with peers and family. This paper provides a comprehensive guide for educators… [Direct]

Her Many Horses, Ian; Nissen, Jayson M.; Van Dusen, Ben (2021). Investigating Society's Educational Debts Due to Racism and Sexism in Student Attitudes about Physics Using Quantitative Critical Race Theory. Physical Review Physics Education Research, v17 n1 Article 010116 Jan-Jun. The American Physical Society calls on its members to improve the diversity of physics by supporting an inclusive culture that encourages women and Black, Indigenous, and people of color to become physicists. In the current educational system, it is unlikely for a student to become a physicist if they do not share the same attitudes about what it means to learn and do physics as those held by most professional physicists. Evidence shows college physics courses and degree programs do not support students in developing these attitudes. Rather physics education filters out students who do not enter college physics courses with these attitudes. To better understand the role of attitudes in the lack of diversity in physics, we investigated the intersecting relationships between racism and sexism in inequities in student attitudes about learning and doing physics using a critical quantitative framework. The analyses used hierarchical linear models to examine students' attitudes as measured… [Direct]

Anguiano, Jos√© G.; Gussman, Melissa; Kouyoumdjian, Claudia; Uriostegui, Marbella (2022). Sonic Counterspaces: The Role of Music in the Latino College Experience at a Predominantly White Institution. Journal of Hispanic Higher Education, v21 n1 p67-81 Jan. A critical race theory framework was used to examine the role of music listening practices in the academic and social contexts of Latino college students enrolled at a predominantly White institution. An inductive thematic analysis examined themes in participants' open-ended responses. Awareness of their Latino identity in music and the use of digital music players served to construct sonic counterspaces, an affirming auditory realm that is comprised of emotional, psychological, and physical space activated through intentional listening practices. Sonic counterspaces facilitated their academic experience and helped them navigate negative social encounters…. [Direct]

Cisneros, Nora Alba (2022). Indigenous Girls Write, Right!? Unsettling Urban Literacies with Indigenous Writing Pedagogies. Urban Education, v57 n10 p1757-1783 Dec. This article begins with the fundamental premise that Indigenous adolescent girls are writers. Indigenous adolescent girls speak and write in multitudes of voices, yet their physical and literary presence is often unaccounted in educational research and writing. Guided by the theoretical insights of Chicana Feminist Epistemology and Tribal Critical Race Theory this paper illuminates how Indigenous Writing Pedagogies (IWP) emerged to acknowledge land and gendered relationships in urban schools. The author presents implications for Indigenous notions of literacies and relationships that can be elevated by educators working in and out of urban school spaces…. [Direct]

Dyches, Jeanne; Thomas, Deani (2020). Unsettling the "White Savior" Narrative: Reading "Huck Finn" through a Critical Race Theory/Critical Whiteness Studies Lens. English Education, v53 n1 p35-53 Oct. This case study, which investigates twenty-four 11th-grade students of American literature, asks: What successes and challenges did students experience when reading "Adventures of Huckleberry Finn" through a critical race theory (CRT)/critical Whiteness studies (CWS) lens? Findings reveal that applying a CRT/CWS lens helped students understand and identify CRT/CWT tenets while reading the novel and extrapolate these tenets to their social worlds. However, 42 percent of students resisted the unit by using the White Talk discourse strategy of wishing they could "just read the book"; other students demonstrated White rage. The study offers several implications for ELA teacher education…. [Direct]

Decman, John; Grace, Jennier; Miller, Queinnise; Simieou, Felix, III (2023). The Road Less Traveled: Why Black Males Choose Alternative Routes That Lead to Education. School Leadership Review, v17 n2 Article 2 Spr-Sum. This study uses critical race theory and qualitative interviews to understand the perspectives of 10 Black males that have entered the field of education through non-traditional routes. It seeks to highlight the rationale for not choosing education as a first option, what eventually led them into the field, and finally how educational leaders might better recruit. As the field continues to evolve with demographics still heavily favoring women, decision makers in school districts, universities, and alternative certification programs need to understand the best methods to recruit and retain Black males in education. The findings of this research will benefit these stakeholders and their constituents and inform practitioners, particularly after the COVID-19 pandemic and current teacher shortage…. [PDF]

Jiang, Xiaohua; Marshall, Rachael C.; Nam, Benjamin H.; Tian, Xiaoyong (2023). "Why Universities Need to Actively Combat Sinophobia": Racially-Traumatic Experiences of Chinese International Students in the United States during COVID-19. British Journal of Guidance & Counselling, v51 n5 p690-704. This phenomenological study explores the experiences of Chinese international undergraduate students in the United States as they work through the complications of COVID-19 that are potentially intertwined with Sinophobia. By drawing on insights from critical race theory, especially the lens of racial trauma and trauma-informed care, the current study interprets four primary themes: (a) Paradox: Confusions about Racism in Academic Life; (b) Racially-Traumatic Incidences and Risk Factors in Social and Cultural Life; (c) Exodus: Burnout, Homesick, and the Dilemma; and (d) Determined Traumatic Symptoms: Insomnia, Nightmare, and Negative Memories. Noticeably, social justice issues such as isolation, exclusion, threats, and discrimination were present during the 2020 academic year. Therefore, the implications are explored through sociopsychological perspectives…. [Direct]

Scott, Fran Gabriel (2023). Administrators' Perspectives of Online Learning and Institutional Sustainability of HBCUs: A Multiple Case Study of Historically Black Colleges and Universities. ProQuest LLC, Ph.D. Dissertation, Northcentral University. Historically Black Colleges and Universities (HBCUs) were established prior to the American Civil War and were created with the principal mission of educating African Americans. The problem that was addressed by this research is that HBCUs are facing declining enrollments and a 42% decrease in federal and state funding that threatens their viability. I used critical race theory (CRT) to examine the problem under study and sought to answer the research questions. The purpose of this qualitative multiple case study was to explore the sustainability of HBCUs that are experiencing declining enrollments and decreases in federal and state funding, and whether online learning is a viable strategy to sustain HBCUs. Critical race theory (CRT) was used to frame the research study. I employed a qualitative methodology with a multiple case study design, utilizing semi-structured interviews and the universities' strategic plans for data collection. Eight administrators from four HBCUs were… [Direct]

Jarral Shawn Yokley Sr. (2023). The Permanence of Racism in Tennessee Public Schools. ProQuest LLC, Ph.D. Dissertation, University of Missouri – Saint Louis. The qualitative case study exposed the permanence of racism beginning in the antebellum public schools of Nashville and continued in the current actions in the Tennessee legislature with the expulsion of two Black male legislators. Critical race theory is used as the main descriptor for the actions of White politicians and legislators in Tennessee who continue the oppressive treatment of Black people in the state of Tennessee. White members of the Tennessee legislature have attempted to strategically continue white supremacy in their decision to display a depiction of one of the most deplorable, racists in the history of the state of Tennessee, Nathan Bedford Forrest. They also splintered the voting power of people of color by changing the voting districts in Nashville and Memphis in an attempt to eliminate adequate representation in the legislature.Critical race theory can be used to establish equality for everyone in the United States. It is not indoctrination. Unfortunately, there… [Direct]

Amanda L. Miller; Emily A. Nusbaum; Holly Pearson; Lydia X. Z. Brown; Saili S. Kulkarni (2024). Toward Disability-Centered, Culturally Sustaining Pedagogies in Teacher Education. Critical Studies in Education, v65 n2 p107-127. Teacher education in the United States operates within the same politically polarized and tense contexts as schools. Research predominantly relies on the voices and experiences of scholars and professionals, despite the importance of community-engaged pedagogies and learning approaches. Collective work that bridges the roles of scholars and community activists requires a shift in how teacher education is conceptualized for a new generation of intersectionality-focused anti-racist and anti-ableist teachers and teacher educators. Centering the knowledge of disabled activists, poverty scholars, and community scholars in partnership with educational professionals, we introduce Disability Centered Culturally Sustaining Pedagogies (DCCSPs), a conceptual framework and pedagogical application integrating Disability Critical Race Theory and culturally sustaining pedagogies in teacher education. We outline the critical need for this theory in teacher education in the United States and… [Direct]

Felix Simieou III; Jennifer Grace; John Decman; Ren√©e E. Lastrapes (2024). Confronting the Racism Boogeyman: Educational Leaders Make Meaning of the Impact of George Floyd. Education, Citizenship and Social Justice, v19 n1 p124-138. Using a Critical Race framework, researchers conducted semi-structured interviews to explore how educational leaders across Texas have made meaning of the impact of George Floyd on their practices. Findings from this study add to the literature by examining administrators' reflections on race, racism, and their impact on their approaches to leadership. The four of the most prominent themes that emerged from this qualitative study, including Increased Critical Self Awareness and Reflection, Critical Awareness Influencing Decision Making, Disconnect Between What is Known, What is said, and What is practiced, and Racial Battle Fatigue. Despite the resolute and rampant backlash against Critical Race Theory, the findings from this study underscore its relevance to education. Implications of these findings beseech educational leaders and policymakers to consider implementing professional development and accountability measures that center race in educational equity…. [Direct]

Kaleb L. Briscoe (2024). "Campus Racial Climate Matters Too": Understanding Black Graduate Students' Perceptions of a President's Response. International Journal of Qualitative Studies in Education (QSE), v37 n4 p1210-1228. This qualitative, descriptive single case study examined Black graduate students' perceptions of campus racial climate at a predominantly white institution (PWI) and how they were shaped by a president's response to racialized incidents. A greater understanding of how Black graduate students' narratives reveal how whiteness inhabits the PWI and the president's responses to racism presented. Guided by the Multi-contextual Model for Diverse Learning Environments (MMDLE) and Critical Race Theory, I unpack whether or not Black graduate students are prioritized in presidents' responses to racialized incidents and larger campus racial climate conversations. This study's findings further illustrate the significance of the role of the presidency when addressing issues of race and racism, and how their responses have the power to disrupt or harm both the personal experiences of individuals and the broader campus racial climate for Black graduate students…. [Direct]

Amy L. Benton; Lundon Pinneo (2024). Culturally Responsive Elementary Science Teaching: A Meta-Analysis of Current Science Teaching Studies and Implications. Cultural Studies of Science Education, v19 n4 p553-572. This study utilizes the meta-analysis method described by Timulak (Psychother Res 19(4-5):591-600, 2009) to create a more cohesive understanding of culturally responsive (CR) science teaching for in-service science teachers. Through the lens of Critical Race Theory, this study explores two questions: (1) What common themes emerge in studies investigating CR science teachers? (2) Associated with those themes, what are the shared teacher characteristics or pedagogies of CR science teachers? Five themes emerge from the selected studies, and some characteristics or pedagogies of CR science teachers overlap. The five themes that emerged were (1) Academics, (2) Cultural competency, (3) Social inequities, (4) CR learning environment, and (5) Rejections of deficit lens. But, as this study demonstrates, more research on CR science teachers and teaching is needed to explore these themes, teacher characteristics, and pedagogies further…. [Direct]

Amanda M. McLeroy; Yudan C. Wang (2024). "We're Not Anti-Police…We're Anti-Police Brutality": An Exploration of Black College Freshmen's Perception of Police Brutality on Social Media. Journal of Adolescent Research, v39 n4 p1086-1114. Guided by the critical race theory and the social identity theory, the present study aimed to explore the impact that exposure to police brutality on social media has on Black college freshmen's perception of law enforcement and mental wellness. To explore this phenomenon, we conducted in-depth, semi-structured interviews with 20 Black college freshmen (age range: 18-20). Participant narratives were coded using a thematic analysis. Findings revealed that participants depicted police brutality on social media as racially driven, which yielded behavioral changes and negative psychological responses, such as sleep disturbances, anger, and fear. Further, the oversaturation of police violence in the media significantly altered the participants' views of the police and their practices. Our findings are consistent with previous literature concerned with the vicarious experiences of police brutality among youth and have implications for educators, counselors, and scholars…. [Direct]

Barb Hamilton-Hinch; Diana Seselja; Karen Hudson; Mary Jane Harkins; Zhanna Barchuk (2024). Exploring an Africentric High School Cohort from the Parents' Perspectives. Canadian Journal of Education, v47 n2 p562-590. In Canada, the Black population is the third-largest racially visible group, yet students of African descent continue to face inequities in Canadian school systems. Students of African descent can benefit from learning from an Africentric perspective that cultivates their well-being and achievement while centring their lived experience as a person of African descent. As research demonstrates the significance of parental involvement in Africentric education, the purpose of this study was to explore an Africentric High School Cohort from the perspective of parents of the students of African descent in this Cohort. Based on the conceptual framework of Nguzo Saba, the theoretical framework of Africentric education, and critical race theory, a thematic analysis of the findings was conducted. The findings are discussed under the themes of parental engagement, positive youth development, and addressing challenges. Recommendations are suggested for future Africentric cohorts…. [Direct]

Rebeca Heringer (2024). Beyond the Door Frame: The Role of Educational Policies and Guidelines in (Un)welcoming Black Refugee Students. British Educational Research Journal, v50 n4 p1595-1616. Although present in large numbers, Black refugee students do not necessarily feel welcome in Canadian public schools. In fact, research has long demonstrated that they face all sorts of oppressions from peers and educators, despite the abundance of seemingly welcoming discourses in educational policies and guidelines. Through a critical analysis of six curriculum documents published by the Government of Manitoba, and in light of the tenets of the ethic of hospitality and critical race theory, in this paper I discuss the role played by educational policies and guidelines in (un)welcoming Black refugee students. In the pursuit of 'hospitable education', I explore the strengths and weaknesses found in those documents while observing areas for improvement — with major roadblocks being linked to the pervasiveness of (White) assumptions and expectations as well as a lack of critical self-reflexivity…. [Direct]

Luke J. Lara (2024). The Interconnection between Community College Hiring and Retention of Faculty of Color. New Directions for Community Colleges, n208 p45-53. This study examined the experiences of faculty of color in community colleges within the context of faculty diversification efforts. Community college students have become more racially and ethnically diverse, yet faculty remain overwhelmingly White. Ten faculty of color from diverse disciplinary fields were interviewed in this phenomenological study. Critical race theory was used as an analytical framework. Participants revealed how their racialized awareness led to their commitment to racial justice. They strongly articulated the important role faculty of color play for student success. Additionally, the participating faculty noted that the current quality of employment included experiencing isolation, microaggressions, and unspoken burdens, which motivated them to create a community with other faculty of color and, by extension, advocating for racial diversity in hiring. Recommendations are provided to address the systemic changes needed to support faculty of color from… [Direct]

Cabrera, Nolan L. (2018). Where Is the Racial Theory in Critical Race Theory?: A Constructive Criticism of the Crits. Review of Higher Education, v42 n1 p209-233 Fall. Critical Race Theory (CRT) from its inception was not intended to be a theoretical framework, but rather a theorizing counterspace for scholars of color to challenge and transform racial oppression. Despite this context, the author demonstrates through a critical literature review that CRT is generally applied as a theoretical framework in higher education scholarship. As a constructive criticism, the author offers a critical theory of racism, hegemonic Whiteness, as an additional tenet of CRT. The author then applies hegemonic Whiteness to CRT, demonstrating how this theory of racism helps CRT work through several of its conceptual tensions…. [Direct]

Isaac Joaquin del Monte (2022). Understanding New York State Latino Superintendents through Testimonios. ProQuest LLC, Ed.D. Dissertation, Fordham University. This study examined how Latino superintendents in New York State advance to the superintendency and how their leadership influences student achievement for Latino students. The qualitative research design was framed by Critical Race Theory and Latino Critical Race Theory; it utilized the process and instrumentation of "testimonios" (personal narratives). The research identified three key themes that influenced Latinos positively and negatively in ascending to the superintendency: (1) identity and leadership practices (worldviews on education, culture as a resource in overcoming barriers, intersectionality of ethnicity and gender), (2) networks of support (structural supports and informal mentoring), and (3) overcoming the impact of racism (discrimination, bias perception, microaggressions, racism discriminatory hiring practices, and willingness to relocate). The superintendents used transformational leadership styles centered in community, equity, and collaboration; trust,… [Direct]

Fitzsimons, Camilla; Nwanze, Lilian (2022). Towards Critical, Engaged, Antiracist Learning Environments. Adult Learner: The Irish Journal of Adult and Community Education, p163-184. Racism is not an anomaly, rather it is an ordinary feature of our world and is a symptom of white supremacy. This article draws from critical race theory and critical pedagogy to make sense of this assertion and to contemplate possible responses. Using an autoethnographic research paradigm, we draw from our own contrasting experiences and perceptions; for Lilian as a black naturalised Irish educator and for Camilla as a white, indigenous Irish educator, to offer reflections, analyses and concrete examples that might help other adult educators to respond to a topic that many people tend to avoid…. [PDF] [Direct]

Curtis, Christopher A. (2019). Observing Black Youth Sociopolitical Group Participation and High School Democratic Climate through the Lens of Critical Race Theory. Race, Ethnicity and Education, v22 n3 p410-427. The purpose of this paper was to determine if high school democratic climates influence Black youth participation in sociopolitical groups using critical race theory as a lens. It was hypothesized that Black youth would be less likely to participate in sociopolitical groups due to perceived lack of support. It was also hypothesized that Black and White youth participation in sociopolitical groups is more comparable when the climate at their school is perceived to be more democratic. The hypotheses were only partially supported in that Black youth were more likely than White youth to participate in sociopolitical groups when the high school democratic climate was low. However, Black and White youth participation was found to be comparable when the high school democratic climate was high. This study adds to the literature by showing that high school democratic climates interact with race in a way that motivates sociopolitical group involvement among youth…. [Direct]

Bain, Zara (2023). Mills's Account of White Ignorance: Structural or Non-Structural?. Theory and Research in Education, v21 n1 p18-32 Mar. Recent philosophical secondary literature on white ignorance — a concept most famously developed by the late philosopher Charles W. Mills — suggests that white ignorance is, one way or another, a non-structural phenomenon. I analyse two such readings, the agential view and the cognitivist view. I argue that they misinterpret Mills' work by (among other things) committing a kind of structural erasure, and one which implies that Mills' account cannot capture, for example, cases where white ignorance (and white racial domination) involves historical erasure, especially when perpetrated by sociopolitical institutions. This is particularly salient in cases such as the recent movement against anti-racist education, now widely conflated with critical race theory, in the United States and United Kingdom, which I offer as a brief case study…. [Direct]

McCoy, N'Dyah; Mizell, Jason (2022). Black Girls and Silence: "They Ain't Doing Too Much"…Learning, Valuing, and Understanding Their Use of Silence through Critical Race Theory and Culturally Sustaining Pedagogy. Journal of Language and Literacy Education, v18 n2 Fall. This paper works to illustrate how silence, a powerful semiotic tool, was used by a Black middle school girl, Cierra, to negotiate for additional processing time in challenging situations and as a form of protection, for herself and others. Critical race theory, culturally sustaining pedagogy, and social constructionist grounded theory are used to help frame and analyze the work that Cierra and Jason did together as part of a university local school district summer camp for middle school students. The data that was generated and examined in conjunction with Cierra may help teachers and researchers to reconceptualize silence as a powerful tool that students bring to school as an asset instead of as a deficit or something to be corrected or policed…. [PDF]

Bostic, Quintin R.; Romano, Lindsay (2023). Transformative Learning for Racial Justice: Enacting Radical Change through Professional Development. Professional Development in Education, v49 n4 p752-764. Professional development (PD) is a key catalyst for supporting educators' growth and development in education, yet evidence of PD's impact in enacting sustained change over time remains challenging to understand. In the United States context, racial inequities plague all aspects of society and are maintained by the education system. Teachers are part of a collective group that serves on the front lines of societies' efforts to promote equity through education. Thus, identifying strategies to ensure their mindsets and practices are inclusive of all students' identities, specifically their race/ethnicity, is paramount for the field of teacher PD. This critical theoretical paper will explore how Transformative Learning Theory and Critical Race Theory may be integrated to address racial inequities in education through PD…. [Direct]

Michael B. Frisby (2024). Critical Quantitative Literacy: An Educational Foundation for Critical Quantitative Research. AERA Open, v10 n1. Education research has recently seen the emergence of two distinct frameworks guiding the application of quantitative methods through a more critical and equity-oriented lens. These two frameworks are critical quantitative (CritQuant) studies and quantitative critical race theory (QuantCrit). Although different in their intellectual traditions, they both acknowledge the oppressive history of quantitative methods and the need to improve the criticality of quantitative research in education. For applied quantitative research in education to become more critical, it is imperative that learners of quantitative methodology be made aware of its historical and modern misuses. This directive calls for an important change in the way quantitative methodology is taught in educational classrooms. Critical quantitative literacy (CQL) is introduced in this manuscript as a paradigm for teaching, learning, understanding, and applying quantitative methods in a way that supports the application of… [PDF]

Benjamin Kearl (2023). Affirming Black Sociality in a Time of Anti-CRT Legislation, White Emotionality, & Immunitary Whiteness. Thresholds in Education, v46 n1 p114-125. This article uses white emotionality to critically conceptualize recent legislative efforts to ban the teaching of Critical Race Theory (CRT). This undertaking is theoretically motivated by immunitary whiteness and is methodologically informed by Black whiteness studies, particularly the importance of W. E. B Du Bois' reflections on education. These reflections form the basis for biopolitical interrogations of how the current moment negates but might otherwise affirm educational life. The former is analyzed both historically by the Kanawha County textbook controversy of 1974 and presently through Florida's 2021 change to the state's Required Instruction Planning and Reporting statute. Toward the latter, this article posits Black sociality as way of affirming educational life against present historical negations embodied by the current wave of anti-CRT legislation…. [PDF]

Adeyemo Adetogun; Aileen Reid; Ayesha S. Boyce; Brianna Hooks Singletary; Cherie M. Avent; J. R. Moller (2024). Navigating the Field While Black: A Critical Race Analysis of Peer and Elder Advice to and from Black Evaluators. American Journal of Evaluation, v45 n2 p263-279. The field of evaluation has experienced greater professionalization in the areas of evaluator education and training. Growth in these areas included sensitivity to issues of diversity, with efforts to attract and retain evaluators of color. Currently, there is limited scholarship on navigating a world with more opportunity but still dealing with being Black. Motivated by our identities as Black evaluators, we explored the education, training and socialization concerns experienced by Black evaluators and the advice they would offer. Through content analysis of semi-structured interviews and the utilization of Critical Race Theory as a framework, we garnered advice to and from Black evaluators on how to (a) navigate the politics in evaluation; (b) engage in reflection and reflexivity; (c) network and collaborate; (d) mentor and bring others along the way; and (e) develop as a professional evaluator. We offer a synthesis of these findings in the discussion and articulate further… [Direct]

Irizarry, Jason G.; L√≥pez, Josu√© (2022). "Somos pero no somos iguales"/We Are but We Are Not the Same: Unpacking Latinx Indigeneity and the Implications for Urban Schools. Urban Education, v57 n9 p1539-1564 Nov. Applying several critical race theories as analytical frameworks, the authors present and analyze counterstories of Indigenous Latinx students attending an urban high school in a "new Latinx diaspora" community, underscoring points of convergence as well as the ways their experiences were distinct from those of their Latinx peers. The findings suggest that urban school improvement efforts often ignore Latinx Indigeneity and further alienate students. As such, more complex and nuanced understandings of Latinx communities are required to improve the quality of education offered to them. The article concludes by exploring the implications of this work for educators and researchers…. [Direct]

Christopher B. Knaus; Mishack T. Gumbo; Velisiwe G. Gasa (2024). Decolonising the African Doctorate: Transforming the Foundations of Knowledge. Higher Education: The International Journal of Higher Education Research, v88 n4 p1611-1627. Despite revolutions, ongoing student protests, and long-standing transformational efforts, African higher education remains steeped in a colonial model, with current structures, approaches, and purposes paralleling Western universities. The doctorate, the highest level of formal education one can attain, reflects this commitment to Western domination, relying upon European conceptions of knowledge to shape the entire research process. Thus, knowledge construction in higher education, and particularly in the African doctorate, has remained fixed to Eurocentrism. This conceptual article presents a critical race theory model to transform the African doctorate towards a social justice orientation, arguing for investments in race-conscious, Black affirming approaches that recognise doctoral researcher positionalities and African languages as ways to disrupt socio-political and racialised contexts. This transformation requires re-alignment of the entire research endeavour through an Ubuntu… [Direct]

Nishi, Naomi W. (2021). White Hoarders: A Portrait of Whiteness and Resource Allocation in College Algebra. Journal of Higher Education, v92 n7 p1164-1185. This study uses "Critical Race Theory," "Settler Colonialism," and "Critical Whiteness Studies" to frame how property is recognized only under the auspices of whiteness. In the college algebra classroom, this is born out through white entitlement, racialized senses of sharing, and resource allocation. This study uses portraiture to depict how "white hoarding," as the co-option of resources by white students, marginalizes and disenfranchises Students of Color…. [Direct]

Markowitz, Linda; Puchner, Laurel; Roseboro, Donyell (2021). Whites-Only Anti-Racist Groups: Promise & Perils. Multicultural Education, v28 n1-2 p9-16 Fall 2020-Win. The purpose of this collaborative reflective article is to explore the promises and problems of whites-only anti-racist groups. Throughout the article, the authors analyze such groups by applying three lenses to a set of critiques of whites-only anti-racist groups: (1) critical race theory (CRT); (2) journaled experiences of the first two authors who participated in such a group; (3) and reflections on those journaled experiences by the third author…. [PDF]

Jill Koyama (2024). The Bans on Teaching CRT and Other 'Divisive Concepts' in America's Public Schools. Journal of Educational Administration and History, v56 n1 p69-83. The Arizona state legislature has aimed to pass a series of bills banning those in schools from teaching topics associated with inclusion, social justice, and equity. Since 2020, the legislature has targeted teaching 'critical race theory' (CRT), often (mis)using the term to refer to any ideas related to systemic discrimination and racial inequality. The debates on the need to educate children about race and racism are ongoing, and school leaders in Arizona have been cast into the debate on the CRT bans. In this study, I put actor-network theory (ANT) to work to explore how school leaders navigate the uncertainties, contradictions, and controversies of the debate and potential bans. I demonstrate the ways in which ANT is particularly useful in exploring controversies in education leadership and policy that bring to the fore the uncertainties of who is acting, when, with what and whom — for what purposes…. [Direct]

Rhonda Hylton (2024). Using Counter-Narrative to Disrupt Dominant Perspectives in Education: An Exploration of the Pedagogy and Positionality of Selected Black Women Faculty. Journal of Curriculum and Pedagogy, v21 n4 p509-531. This paper considers the relationship between Black women and literacy and how our pedagogy is embodied through our stories. The stories we share, live, make, and remake, contribute to our positional locations in the world and our physical bodies. I explore connections between emotional scars Black women carry caused by societal and academic norms, and how our teaching experiences in predominantly white spaces lead some of us to disrupt dominant perspectives within literacy education. Counter-narrative (Yosso, 2006) is one pedagogical tool Black Women faculty use to disrupt these dominant perspectives. Black women's faculty narratives help scholars understand how we are positioned within universities and ways we disrupt dominant perspectives in education through research methods and literacy pedagogy. I draw upon Critical Race Theory (Ladson-Billings, 1998) to demonstrate its usefulness in literacy contexts. This research has implications for educational inquiry and pedagogical… [Direct]

Garnigan, Kayla; Hillyer, Jasmine; Jaggers, Eboni; Lilly, Jenn M. (2023). A "Totally, Acceptably Racist Environment": Examining Anti-Black Racism in a School of Social Work. Journal of Social Work Education, v59 n2 p391-406. Social work education is considered an important venue for advancing the field's commitment to anti-racism. This research employed collective autobiographical methods within a Critical Race Theory framework to explore Black social work students' experiences of anti-Black racism in the learning environment of a Predominantly White Institution. Data was analyzed through a collaborative, inductive approach. Analysis revealed four interrelated themes: 1) racial microaggressions directed at Black students; 2) the perceived complicity of school administration in maintaining a racist environment; 3) the harm that an anti-Black racist learning environment caused to Black students; and 4) a relational approach to challenging anti-Black racism in the learning environment. Findings underscore the need for increased attention to racism in the implicit social work curriculum…. [Direct]

Lopez-Perry, Caroline (2023). Disrupting White Hegemony: A Critical Shift toward Empowering Black Male Youth through Group Work. Journal of School-Based Counseling Policy and Evaluation, v5 n1 Article 3 p21-25. Despite the unique and pressing needs of Black male students in schools, there has been a significant gap in the availability of culturally responsive group counseling models to support and empower this population. In this commentary article, I discuss the theory and research underlying the ASE group model for Black male middle school youth. Drawing on Steen et al. (2023) use of Critical Race Theory for reconceptualizing the ASE group model, I expound on the concept of white hegemony in school counseling. School counselors may unconsciously impose white cultural norms and values on students, hindering the effectiveness of the ASE model. To counteract white hegemony, I propose several strategies for creating a more inclusive, healing, and growth centered group environment…. [PDF]

Alexandra Arraiz Matute; Emmanuel Tabi (2024). Safe Spaces and Critical Places: Youth Programming and Community Support. LEARNing Landscapes, v17 n1 p47-62. In this article we explore the work of two after-school programs in Toronto, Ontario. Our Youth Success (OYS) is a community-based mentoring program dedicated to lowering the push-out rates of students of Spanish and/or Portuguese-speaking descent. In the Youth Speak Program (YSP), community activists use spoken word poetry and rapping as a vehicle for Black students to express their emotional lives. The data we present come from two separate studies which both used ethnographic approaches, focusing on observation and interviews with participants (Hammersley & Atkinson, 2019). Using Critical Race Theory (CRT), we examine interview data on how the pedagogical relationships developed in these spaces promote the wellbeing of Latinx and Black youth beyond academic outcomes. We argue that these spaces provide insight into the transformative possibilities of critical pedagogies for the wellbeing and healing of communities who have long been marginalized from mainstream institutions…. [PDF]

Ishara Casellas Connors; Lisa Unangst; Nicole Barone (2024). Supporting Displaced Students in US Higher Education: Examining Institutional Policy and Practice. Race, Ethnicity and Education, v27 n4 p519-537. Despite welcoming millions of displaced individuals over the past 50 years, there is limited policy consideration of US higher education access for displaced learners. This study threads together Critical Race Theory and racialized organization theory to examine institutional websites and key administrator interviews to consider institutional policies and practices centering on displaced learners — refugees, asylees, and Temporary Protected Status holders — in public higher education institutions in Houston, Texas, and Sacramento, California. The findings capture how the essentialization of marginalized populations — through a lack of engagement with displaced learners and limited data on displaced populations — obscures the unique needs of these individuals. Additionally, the findings point to how institutions work to center displaced students, despite policy voids. These findings expand the literature on displaced learner access to US higher education beyond students to focus… [Direct]

Neally, Kate (2023). Underrepresentation of Minoritized Groups in STEM Education: The Development of a Survey. Journal of Interdisciplinary Studies in Education, v12 n1 p146-169. The current school system has an underrepresentation of People of Color teaching science, technology, engineering, and mathematics (STEM). Presently, there is a lack of data gathering tools to explore the STEM experience of Students of Color. This article focuses on the development of a survey using a Critical Race Theory framework to better understand the impact of race on the STEM education pipeline for underrepresented, racially minoritized (URM) learners. This article will review the survey's development process consisting of (a) creation of initial survey; (b) pilot study using interviews to receive feedback; (c) modifying the survey based on the feedback from the pilot study; and (d) implementation of the revised survey. Ultimately this instrument will support inquiry around racial representation in STEM education…. [PDF]

Theodore Chao (2023). Storytelling, Mathematics, and Community. North American Chapter of the International Group for the Psychology of Mathematics Education, Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (45th, Reno, NV, Oct 1-4, 2023). In this plenary discussion, Dr. Chao presents his research framework and reflections from engaging in Digital Mathematics Storytelling within Black, Asian American, and Asian American communities in multiple countries. The framework, based heavily around storytelling, counter-storytelling, and Critical Race Theory, has been employed as a workshop to elicit mathematics video stories from youth and mathematics teachers. Here, Dr. Chao reflects on what he's learned from these workshops and how he's started to recognize not only the power of storytelling for forging mathematics and community identities, but the dangers to our society because of social media and weaponized uses of mobile video everywhere. He ends by calling for a new critical digital media literacy within our field of mathematics education. [For the complete proceedings, see ED657822.]… [PDF]

Arendale, David R., Ed. (2023). Essential Glossary for Increasing Postsecondary Student Success: Administrators, Faculty, Staff, and Policymakers. Third Edition. Online Submission Language is not static. It flows like a river in response to the riverbank and the rocks that border and run beneath it. In the same way, glossaries are dynamic expressions of current language usage. Developmental education and learning assistance have changed dramatically in recent years, and so must also the language used to describe and define them. This glossary is useful for the wide field of educators involved with promoting student success. It provides precise language and definitions to use when communicating with peers and more effectively influencing administrators, legislators, and the media. Some of these glossary terms are emerging with frequent use while others are declining. This is why this glossary is not static and future editions will continue to reflect the changes in language. Based on advice from some of the reviewers to make this glossary more accessible to readers, I reorganized it into different topical categories rather than a traditional alphabetical order…. [PDF]

Bandy, Joe; Harbin, M. Brielle; Thurber, Amie (2021). Teaching Race and Racial Justice: Developing Students' Cognitive and Affective Understanding. Teaching & Learning Inquiry, v9 n1 p117-138. Effectively addressing both cognitive and affective dimensions of learning is one of the greatest obstacles to teaching race and racial justice in higher education. In this article, we first explore the need to integrate attention to cognitive and affective development, along with evidence-based strategies for doing so. We then provide a case study of an undergraduate sociology course on environmental justice in which the instructor intentionally adopted holistic pedagogical principles of teaching race. Analyzing student responses from a pre- and post- course survey, course assignments, and instructor observations of student participation, we find that both white students and students of color experienced significant growth in their cognitive and affective understanding of the complexities of race and work toward racial justice. However, results also show how challenging it can be to create the conditions for productive multiracial dialogues that produce extensive affective… [PDF]

Shekema S. Dunlap (2023). "With Revolutionary Love…": An Endarkened Narrative Inquiry of Black Students' (Re)Membered Experiences in a Black English Teacher's Classroom as Influential to Them Becoming Teachers. ProQuest LLC, Ed.D. Dissertation, Arkansas State University. This Endarked Feminist Narrative Inquiry explored how three Black, Metropolitan Atlanta High School students' classroom experiences receiving Revolutionary Love (RL) from a Black teacher influenced their decision to become educators. Through RL, the Black teacher embodied a kinship love that 1) holds Black students (and ourselves) accountable, 2) holds space for Black students, 3) helps Black students heal from systemic racism, and 4) helps Black students escape multiplied oppressions. Furthermore, the study investigated whether the Black students'–now classroom teachers–experiences receiving revolutionary love from their Black teacher influenced their pedagogical praxes. Black teachers' past and present roles in the fight for Black liberation and addressing the teacher shortage post-"Brown v. Board of Education" (1954) were reviewed. The data included interviews, a focus group, and autoethnographies. Endarkened Feminist Epistemology (EFE) and Fugitive Pedagogy guided the… [Direct]

Marte, Erika (2022). An Educational Act: Understanding Black and Latinx Female Nontraditional Students' Journey to College Completion. ProQuest LLC, Ph.D. Dissertation, New York University. Over the last several decades, nontraditional students have increasingly enrolled in postsecondary institutions (Ellis, 2019). This diverse population has altered perceptions of the traditional college student. Nontraditional students drive higher education institutions to reexamine their mission, purpose, sources of support, and delivery programs. Therefore, this study explored how these students navigate postsecondary institutions by focusing on one of the most overlooked student populations: Black and Latinx female nontraditional students (FNSs). Like their White counterparts, FNSs of color navigate postsecondary institutions while balancing multiple roles and responsibilities as students, workers, and oftentimes primary care providers. However, FNSs of color must also attend to the additional burden of systemic racism and discrimination across personal, educational, and professional domains. Grounded in a hermeneutic phenomenological methodology, the study examined the multiple… [Direct]

Bradley, Deborah (2020). We Are All Haunted: Cultural Understanding and the Paradox of Trauma. Philosophy of Music Education Review, v28 n2 p4-23 Spr. In this paper, I explore the question: What would it mean for history to be understood as the history of trauma? First implied by Sigmund Freud (2003/1920) in "Beyond the Pleasure Principle," and later taken up the Cathy Caruth (1991, 1993, 1996), the question has broad implications for music education. The nature of trauma as an enigma, as something experienced but not fully grasped in consciousness that returns to "haunt" its survivors through repetitive phenomena such as flashbacks, nightmares, and unexplainable reactions to sights, sounds, smells, and other stimuli, has been documented to affect not only individuals who have experienced violent events but entire cultures that have experienced trauma such as war, natural disaster, genocide, colonialism, racism, and other forms of trauma that are passed down through generations. Trauma as an enigma raises a variety of paradoxes emerging from its relationship to history and to pedagogy, including the relationship… [Direct]

Krystal R. Pleasant (2024). Unfiltered Voices: A Qualitative Examination of Attrition and Retention of Black Women Senior Leaders in Higher Education. ProQuest LLC, Ed.D. Dissertation, University of Pennsylvania. The journey of Black women into senior leadership roles within higher education institutions is characterized by a complex interplay of personal and professional realms shaped by the intersecting forces of racism and sexism. This dissertation examined the lived experiences of these trailblazing leaders, revealing the systemic barriers they encounter, the resilience they embody, and the strategies they employ to navigate and transform the academic landscape. Through a rigorous qualitative approach, this study gives voice to the narratives of Black women in positions such as university deans, vice-presidents, and provosts. It explores the multifaceted challenges they face, including the questioning of their legitimacy, marginalization, and the persistent confrontation with racist and sexist stereotypes. The research underscores the emotional labor and toll these experiences can have on their well-being and their decision to remain in or leave their leadership roles. Central to this… [Direct]

Clement, R. Davis, II (2018). Education Reform as Moral Disengagement: The Racist Subtext of the State Takeover of Little Rock School District. ProQuest LLC, Ph.D. Dissertation, The College of William and Mary. Public support for market-based education reforms persists despite evidence that these reforms exacerbate the educational marginalization of Black and Brown students. Even among Democrats and ostensibly equity-minded policy actors, support for reforms like charter schools is widespread. How do people come to support racially stratifying policies despite their supposed commitment to ethic of social justice? The purpose of this study was to investigate the relationship between the theories of unconscious racism (Lawrence, 1995a) and moral disengagement (Bandura, 1999) in the state takeover of a majority Black school district by a majority white state government. Methods included a critical race analysis of "Doe v. Arkansas Department of Education" (2016) and a critical discourse study of the state takeover speech of elite white policy actors. Findings included two parallel appeals: to the legal precedent on which Lawrence based the theory of unconscious racism, from the court… [Direct]

Veella R. Grooms (2022). Overcoming Whiteness: An Autoethnographic Account of a Black Female Administrator's Journey at a Community and Technical College. ProQuest LLC, Ed.D. Dissertation, University of Pittsburgh. Black and racially minority women are underrepresented in administrative positions of authority in higher education, especially at predominantly white institutions (PWIs). These women are forced to work in environments of articulated boundaries that do not permit their voices or perspectives to be heard and they are overwhelmingly disregarded, in comparison to their white counterparts, as competent leaders mainly because of their intersectionality with race and gender. Consequently, Black and racially minoritized women struggle to be included, accepted, and respected as higher education professionals. Additionally, the experiences of Black and racially minoritized women are the result of an environment that encourages discrimination, isolation and exclusion. As a result, Black and racially minoritized women experience feelings of insecurity and invisibility and often self-segregate in order to survive in the environment. While each racially minoritized women encounters differing… [Direct]

Baxter, Kaylan S. (2020). Accountability during Crisis: The Transformative Potential of Institutional Research and Effectiveness in the Struggle toward Racial Justice. Feature: The Community College Context. Volume 6, No. 1. Office of Community College Research and Leadership In this brief, Kaylan Baxter talks about the potentially transformative role of two connected units less commonly associated with racial justice: institutional research (IR) and institutional effectiveness (IE). Institutional research (IR) consists of a wide-ranging set of tasks conducted in support of the decision-making processes of various stakeholders within higher education institutions (Association for Institutional Research, n.d.). Institutional effectiveness (IE) usually includes the functional components of IR along with broader organizational functions, such as strategic planning, assessment, and program review, all at the institutional level (Association for Higher Education Effectiveness, n.d.). Baxter argues the roles of IR and IE must be expanded and center racially conscious modes of measuring and enhancing institutional effectiveness. IR and IE professionals must be reimagined as facilitators of organizational learning about race and racism and be empowered to lead… [PDF]

Chattopadhyay, Dhiman (2022). Exploring Effects of Institutional, Interpersonal, & Individual Communication on University Students' Attitudes about Diversity and Institutional Belongingness. Intercultural Communication Education, v5 n2 p39-58. University campuses are critical spaces where the importance of diversity, equity, and inclusion (DEI) in society are discussed, and debated. However, even as campus communities across the world grow more diverse, higher education institutions are facing an existential crisis–high dropout rates, low enrollments, growing disenchantment with education, and issues of otherization, sexism, and racism on campus. It has never been more necessary for administrators, faculty, staff and all stakeholders to understand the role of effective institutional, intergroup, and individual communication in increasing students' university belongingness, and positively affecting their attitudes towards 'others.' Using the lens of systems theory and intergroup contact theory, this study analyzes how institutional, interpersonal, and individual level factors affect college students' attitudes about diversity, and their university belongingness. An online survey of 432 students from a midsized public… [PDF]

Morvan, Jhonel A. (2017). Making Visible and Acting on Issues of Racism and Racialization in School Mathematics. Brock Education: A Journal of Educational Research and Practice, v27 n1 p35-52. Schools, as social systems, may knowingly or unintentionally perpetuate inequities through unchallenged oppressive systems. This paper focuses on mathematics as a subject area in school practices in which inequities seem to be considered normal. Issues of racism and racialization in the discipline of mathematics are predominantly lived through the practice of streaming where students are enrolled in courses of different levels of difficulty. Such practice denies marginalized groups of students the full benefit of rich learning experiences. These issues should be of concern for activists, advocates, and allies as well as individuals and groups who are systematically and directly affected. The purpose of this paper is to make visible issues of racism and racialization in school mathematics to a range of stakeholders that include: school administrators, teachers, students, parents, education advocates, academics, educational researchers, and politicians. The ultimate goal is that the… [PDF]

Kitching, Karl (2014). The Politics of Compulsive Education: Racism and Learner-Citizenship. Routledge Research in Education Policy and Politics. Routledge Research in Education Policy and Politics The marketised and securitised shaping of formal education sites in terms of risk prevention strategies have transformed what it means to be a learner and a citizen. In this book, Karl Kitching explores racialised dimensions to suggest how individuals and collectives are increasingly made responsible for their own welfare as "good" or "bad" students, at the expense of the protection of their rights as learner-citizens. Focusing on Ireland as a post-colonial Atlantic state, the book demonstrates how liberal governance, racisms, migration and mass education are interconnected and struggled over at local, national, European and global levels. Using a variety of qualitative studies and analytic approaches, "The Politics of Compulsive Education" details the significance of mass education(s) to the ongoing racialisation of national sovereignty. It draws on in-depth historical, policy, media and school- ≠based research, moving from the 19th century to the… [Direct]

(1989). Anti-Racist Strategies in College and Community. This document summarizes what was learned from a 3-year Manchester (United Kingdom) project designed to combat racism in higher education and the community. The lessons learned from the study are intended to help other colleges focus on the issue of racism and how it can be tackled openly in a community education context. After some background information about the aims of the project, a section on staff development describes a course in which staff considered, among other issues, the "right" way for white staff to respond to black students who had experience with racism that the staff could not share. Lessons learned from the course are summarized in the document, as are working practices decided on by participants in a later seminar course. The findings of an evaluation of the courses are also reported. Curriculum development workshops are described, along with features that contributed to the workshops' success and a checklist for evaluating antiracist materials. A…

Darling-Hammond, Linda (2017). Teaching for Social Justice: Resources, Relationships, and Anti-Racist Practice. Multicultural Perspectives, v19 n3 p133-138. Fear and bigotry have spread through schools on the heels of a presidential campaign that promoted divisiveness grounded in racism and discrimination. This article describes the need for and a path toward explicit anti-racist teaching and anti-racist action to counteract this surge of hate speech. In addition, to create a more equitable and just education system and society, the article outlines actions needed to change key aspects of institutionalized racism and intolerance that are embedded in our schools: a) Correcting the unequal resources leading to inequitable opportunities, programs, teacher and leader distribution; b) providing equal opportunity for the kind of deeper learning demanded in the 21st century: A curriculum that supports critical thinking, problem solving, communication, collaboration, and applications of knowledge to real-world problems; c) developing social/emotional as well as academic skills; and d) supporting personalization and relationships so that students… [Direct]

Mustapha A. Cabbell (2021). From School Pushouts to Graduating College: A Counter-Narrative of Highly Educated Black Males. ProQuest LLC, Ed.D. Dissertation, Valdosta State University. To provide stories of how successful Black males made meaning of their educational experiences and offer current students motivation for focusing on their education, I conducted a qualitative study of four successful Black males from an urban area bordering a large southern city. Successful meant earning a college degree. Data collected through using Seidman's three-phase interview process was transcribed and then analyzed in MAXQDA software using in vivo, emotion, axial, and pattern coding. Sports, relationships, and goal setting were found to be the main reasons for academic success. However, seven themes were constructed from the data and presented as a counter-narrative: succeeding through sports, building relationships with school personnel, setting goals and positive attitudes for success, influencing others to succeed, learning from mistakes, choosing good people, and succeeding through friendships. A discussion of each theme synthesized participants' experiences to provide… [Direct]