Fredrika A. Cowley (2024). Girl, Let Me Tell You: Exploring the Narratives of Black Women Professional Staff in Higher Education and How They Engage in Acts of Everyday Resistance. ProQuest LLC, Ed.D. Dissertation, The University of Memphis. Black women have existed on the margins of higher education for many years. Our voices, perspectives, stories, struggles, and even our successes have been largely ignored by the dominant sociocultural group. Additionally, most of the literature on Black women in higher education either lumps us all together regardless of role or focuses on faculty or student affairs professionals. There is a lack of literature that focuses exclusively on the experiences of Black women professional staff in higher education. This study was an attempt to address this gap in the literature by describing the narratives of Black women professional staff in higher education and foregrounding their experiences of working as professional staff in higher education at a Historically White Institution (HWI) in the Mid-South region of the United States. The present study consisted of two research questions, and they were: (1) What are the narratives of Black women professional staff about their experiences in… [Direct]

Annamma, Subini; Morrison, Deb (2018). Identifying Dysfunctional Education Ecologies: A DisCrit Analysis of Bias in the Classroom. Equity & Excellence in Education, v51 n2 p114-131. In this critical theoretical conceptualization situated in Disability Critical Race Theory (Annamma, Connor, & Ferri, 2013), we identify the current education system as a series of dysfunctional education ecologies. We next analyze how dysfunctional education ecologies are maintained through implicit bias, consider how these biases may impact classroom interactions, and reframe bias as dysconscious racism (King, 1991). Finally, we explore how school personnel can use transformative praxis (Freire, 1970) to actively dismantle these dysfunctional education ecologies through a shift in both their epistemological and axiological commitments to develop functional ecologies of learning by enacting a DisCrit Classroom Ecology…. [Direct]

Mock, Karen R. (1997). 25 Years of Multiculturalism–Past, Present and Future, Part II. Focus on Human Rights. Canadian Social Studies, v31 n4 p163-65 Sum. Evaluates the effect of multicultural education on racism in Canada. Maintains that racism is still an integral part of Canadian life and, in some instances, appears to be on the rise. Argues for a vigorous and consistent educational policy emphasizing multicultural and antiracist training. (MJP)…

Watson, Bruce D. (2023). Race and Dis/Ability Reporting in Higher Education Enrollment: A Quantitative Study in Intersectionality. ProQuest LLC, Ed.D. Dissertation, The University of Arizona. Historical, post-secondary enrollment data can provide insights into trends within self-reported racial/ethnic identities and dis/ability status over time. Research shows that students of color and students with dis/abilities often face bias and unique challenges when compared to their contemporaries. By acknowledging the American educational system's history of bias and discrimination toward these communities, this research has shed light on possible solutions for the creation of more equitable policies for future generations of students. My dissertation combines a quantitative study of historical enrollment data – provided by the National Center for Education Statistics – with a literature and historical review of Critical Race Theory, DisCrit, law, and educational policy. The trends and findings demonstrated herein will contribute in a unique way to educational policy by considering the aspects of race, dis/ability status, and the post-secondary enrollment process in a way which… [Direct]

Graham, DaVonna; Howard, Tyrone C.; Milner, H. Richard, IV.; White, Terrenda; Woodward, Brian (2020). Education Policy and Black Teachers: Perspectives on Race, Policy, and Teacher Diversity. Journal of Teacher Education, v71 n4 p449-463 Sep-Oct. This article examines interview responses from prominent education researchers who were asked to consider the role of major educational policies in the underrepresentation of Black teachers in public schools. Participants considered policies related to accountability and market reforms including testing, school choice and charter schools, and alternative teacher education. Although participants agreed that Black teachers contribute greatly to academic achievement for students, their views differed about whether or how policies undermine the presence of Black teachers in schools. We offer conceptual distinctions between participants' views, including those who described policy as having a mixed impact on Black teachers, those who described policy as having an unintended but harmful impact, and those who described policy as playing a tacit role in systemic marginalization of Black teachers and as a form of institutional racism. We find benefit in all participants' views and offer… [Direct]

Burgess, Cathie; Lowe, Kevin (2022). Rhetoric vs Reality: The Disconnect between Policy and Practice for Teachers Implementing Aboriginal Education in Their Schools. Education Policy Analysis Archives, v30 n97 spec iss Jul. In Australia, pervasive deficit representations and positioning of Aboriginal peoples continue to impact on teachers' capacity to meaningfully embed Aboriginal curriculum and pedagogies into their teaching. This sits within a policy context driven by standardization, competition and market forces focused on closing the gap between Aboriginal and non-Aboriginal student outcomes to address the statistical dissonance caused by Aboriginal underachievement. Our analysis is informed by Bacchi's (2009) 'What's the 'problem' represented to be?' analytical tool. We reveal discourses that position Aboriginal peoples as the 'problem' and the effects of these on teacher practice. Using the 2019 Alice Springs (Mparntwe) Education Declaration, which represents a national partisan vision of Australian education, we demonstrate how discourses of community engagement, Reconciliation and data-driven solutions continue to position Aboriginal peoples as incapable, and government as savior. This flags… [PDF]

Cuauhtemoc Salinas Martell (2024). "Esta Carta de Amor es Para Ti": An Autoethnography of an Undocumented Student's Survival in Higher Education. ProQuest LLC, Ed.D. Dissertation, Loyola Marymount University. This dissertation shed light on the need for higher education institutions to design support systems for undocumented students inside and outside of the classroom, especially when they apply to or attend prestigious universities. In addition, this study highlighted how I survived higher education, my home, and U.S. society through my multiple identities. The goal was to use my life experiences to show how powerful it is to be an undocumented student and how such students continue to influence laws, policies, and institutional change to make higher education more accessible and attainable. This study added to the literature on subaltern undocumented student survival by telling the stories of my undocumented educational journey while illuminating my identities as a Latino, gay, first-generation, low-income student. Undocumented students struggle not only with institutional oppression, xenophobia, poverty, racism, legal discrimination, and harsh immigration policies but also with a… [Direct]

A'Darius S. Porter (2023). Navigating Success: Factors Influencing the Matriculation and Graduation of Black Male Students Attending Predominantly White Institutions in Higher Education. ProQuest LLC, Ph.D. Dissertation, Gannon University. Education administrators are placing greater demands on university faculty, staff, and admission counselors to enroll and retain more students. Understanding this transition and the associated challenges is important for institutions of higher education so they can better assist black male students as they navigate through college and universities.?However, research is extremely inadequate regarding the factors that contribute to enrollment and retention of Black male students. The purpose of this dissertation was to learn from men who identify as a Black male, attended a predominately White institution (PWI) and graduated with their 4-year degree what were the significant factors that contributed to their successful matriculation. This study was a phenomenological study (Creswell & Creswell, 2018) that used heuristic inquiry to investigate the experiences and perceptions of the research participants. Heuristic inquiry not only represents the exploration of the everyday human… [Direct]

Coles, Justin A.; Jenkins, DeMarcus A.; Tichavakunda, Antar A. (2021). The Second ID: Critical Race Counterstories of Campus Police Interactions with Black Men at Historically White Institutions. Race, Ethnicity and Education, v24 n2 p149-166. Although campus racial climate on colleges and universities has been scrutinized in research on higher education, scholarship focused on Black male collegians' interactions with campus police remains limited. Considering how the logics of white supremacy and anti-Black racism have characterized policing across the nation, we assert that a critical examination of how those practices are mirrored on college campuses can illuminate the challenges Black students face when navigating white campus spaces. Drawing on Critical Race Theory, this study reports on the encounters between three Black male students and campus police officers at three distinct historically white institutions. We posit that for Black college students, the student identification (ID) evokes a legacy of surveillance that can be traced to the freedom papers that freed slaves were required to carry while traversing white spaces as a means to affirm rights to freely belong. We conclude with implications and directions… [Direct]

Mernick, Alisha (2021). Critical Arts Pedagogy: Nurturing Critical Consciousness and Self-Actualization through Art Education. Art Education, v74 n5 p19-24. As antiracist and antibias education becomes more popular, many educators are now teaching more "diverse" artists in their curriculum. However, educators who strive for conscientization and social justice through their pedagogy must go beyond merely diversifying the artists being taught (Acuff, 2018). Educators must put lesson planning, classroom culture, and teaching style all in service of one core goal: to transform classrooms into liberatory spaces where students are supported in recognizing, processing, and challenging systems of oppression (racism, colorism, heterosexism, abusive capitalism, settler colonialism, and cultural hegemony). In this article the author provides examples of lessons taught in her classroom. Each lesson provides opportunities for young people to reflect critically on their lives and their world. Over time, students sharpen their critical lens and create more and more complex, conceptual artwork. This culminates in a final project in which… [Direct]

Shaver, Ruth (2021). Wonder as an Invitation to Engage in Environmental Justice. Electronic Journal for Research in Science & Mathematics Education, v25 n3 p62-67. Environmental justice, a phrase first used in reference to the activism of a community in Warren County, NC in the late 1970s, is a broad category of work at the intersection of caring for nature and caring for people. Residents of the majority black county sought relief from the impending designation of a landfill site in the county as a dumping site for toxic chemicals. This effort was supported by the NAACP and both local congregations and national staff of the United Church of Christ (UCC). Their efforts led to the first true national attention on what has become known as "environmental racism." In this article, I describe additional ways the UCC continued to play a key role in the environmental justice movement. I then describe the current effort to develop a certificate program in environmental justice by PATHWAYS Theological Education, Inc and the role wonder has played throughout all of these efforts…. [PDF]

Darwich, Lina (2021). Whom Do I See in the Staff Room Every Day? The Sources of Resilience of Teachers of Color. Teacher Education Quarterly, v48 n2 p69-89 Spr. In the United States, K-12 students are likely to go through school without learning from a single teacher of Color (TOC), yet research shows that all students, especially students of Color, stand to benefit from having TOCs. Therefore increasing the diversity of the teaching working force has gained public concern in the past few years, especially given the higher attrition rates among TOCs. Still, there are TOCs who stay and persist in the face of racism and alienation in schools. The goal of this study was to understand the sources of strength of TOCs who have taught for 5 or more years. The themes identified from the in-depth one-on-one interviews with 10 TOCs in different parts of the United States indicate that growth-fostering relationships and a social justice-oriented teacher education are key sources of strength. Importantly, participants highlighted the importance of having someone "reflecting back to them" in their school buildings…. [PDF]

Rajesh Sunasee (2023). Incorporating Diversity, Equity and Inclusion Awareness and Knowledge in a First-Semester Organic Chemistry Classroom. Journal of Chemical Education, v100 n11 p4335-4342. Embracing diversity, equity and inclusion (DEI) in the chemistry classroom is crucial for creating an inclusive learning environment that will have a positive effect on student's learning, success, and hence, retention in science, technology, engineering and mathematics (STEM). As such, a number of DEI approaches have recently been identified to foster awareness and appreciation of DEI into undergraduate chemistry education. However, in addition to creating DEI awareness, studies or educational approaches whereby undergraduate students are being exposed to some basic DEI knowledge are limited. Hence, in this work, three key DEI initiatives were incorporated into a first semester of Organic Chemistry at a primarily undergraduate institution. The first initiative included a weekly 5-10 min DEI video-discussion activity focusing on building awareness and basic knowledge such as DEI terminology, implicit bias, microaggression, gender, and systemic racism in STEM. The profile of several… [PDF] [Direct]

Khamis-Dakwar, Reem (2021). A Comprehensive Antiracist Framework for SLHS Education: A Sample Curriculum Related to Arab American Populations. Teaching and Learning in Communication Sciences & Disorders, v5 n3 Article 12. Black, Indigenous, and People of Color (BIPOC) students in higher education programs in Speech, Language, & Hearing Sciences (SLHS) experience structural racism, entering a majority white profession, while confronting social inequalities in their personal and professional communities. A vision of an antiracist decolonized antiracist curriculum enhances the integration of BIPOC students in academic programs in the field, while also facilitating the preparation of non-BIPOC students to meet the needs of a growing and diverse community of individuals with communication disorders. Such a curriculum must be comprehensively designed to include pedagogy, community-based, and research based educational activities, and to adequately prepare students to be culturally responsive within our profession. The quantity and quality of available resources on diverse populations in the field is woefully limited, so this paper exemplifies the principles of this approach through research, teaching,… [PDF]

Lee, Sun Young (2021). Seeing the Difference: Anticipatory Reasoning of Observation and Its Double Gesture in Teacher Education. Curriculum Inquiry, v50 n5 p378-399. This article explores the cultural practice of observation in teacher education, focusing on how teachers "learn to see" the differences between students. Conceptualizing "the visual" as a curricular problem that produces certain knowledge as in/valuable, I historicize the practice of scientific observation as embodying anticipatory reasoning, which directs teachers to see, name, and categorize the differences in the present in relation to the normative future. The analysis highlights the double gesture of observation; whereas teachers understand seeing diversity as a precondition to providing pedagogical and curricular supports for all students, this practice actually maintains the boundaries that demarcate human differences. The findings provide insights into evidence-based education today. Compared to the teachers at the turn of the twentieth century who contributed to visualizing racial differences, today's evidence-based reforms prepare teachers to reduce the… [Direct]

Foste, Zak, Ed.; Tevis, Tenisha L., Ed. (2022). Critical Whiteness Praxis in Higher Education: Considerations for the Pursuit of Racial Justice on Campus. Stylus Publishing LLC College and university administrators are increasingly called to confront the deeply entrenched racial inequities in higher education. To do so, corresponding attention must be given to historical and contemporary manifestations of whiteness in higher education and student affairs. This book bridges theoretical and practical considerations regarding the ways whiteness functions to underwrite racially hostile and unwelcoming campus communities for People of Color, all the while upholding the interests and values of white students, faculty, and staff. While higher education scholars and practitioners have long explored the role of race and racism in college and university contexts, rarely have they done so through a lens of Critical Whiteness Studies (CWS). Exploring such topics through the lens of CWS offers new opportunities to both examine white identities, attitudes, and ways of being, and to explicitly name how whiteness is embedded in environments that marginalize and oppress… [Direct]

Daniels, Lyn D.; Yoon, Ee-Seul (2021). At the Margins of Canada: School Choice Practices of Aboriginal Families in a Settler-Colonial City. Educational Policy, v35 n7 p1288-1310 Nov. Little is known about the school choice practices of Aboriginal families in settler-colonial societies, where they have been removed from their ancestral lands and/or have been subjected to discriminatory educational policies. Through the lens of settler-colonial theory, this study elucidates the "spatially positioned" school choice practices of Aboriginal families in a Canadian city. It explores their desires to choose schools and identifies their sociospatial constraints that result from historical marginalization and racism. It delineates how racial segregation in schools increased, as Aboriginal families' school choice has been limited primarily to low-income, racialized parts of the city that face school closure due to low enrollment. In addition, this article analyzes the exclusion of Aboriginal students from prestigious schools-of-choice programs in the public education system. The study concludes that the neoliberal policy of school choice offers limited options to… [Direct]

Levi-Nielsen, Shana; Sevon, Mawule A.; Tobin, Ren√©e M. (2021). Addressing Racism and Implicit Bias–Part 1: A Response to the Framework for Effective Discipline. Communique, v49 n5 p10-12 Jan-Feb. With the field's growing emphasis on social justice, school psychologists are increasingly aware of racism in schools and its impact on students. Through their practice and research, a community of school psychologists have raised awareness of inequities in education, leading many of them to regularly consider and work to reduce bias in their practices. Currently, the racial reckoning surrounding the murders of Breonna Taylor, George Floyd, and too many other Black people at the hands of police have served to catalyze action to dismantle the root causes of racial inequity in all aspects of society. As school practitioners, discipline disparities are one of the most salient and concerning inequities students face. If school psychologists, they feel, want to create better outcomes for marginalized students, then there is a need to directly address the racial bias that underlies disparate discipline practices, and how practices based on these biases negatively impact the lives of Black… [Direct]

Sibiya Thandeka (2024). Civic Society and Education: International Teachers' Perspectives on the Roles of NGOs in Supporting Youth Immigrants, in Hungary. Journal of Educational Sciences, v25 n1(49) p89-103. Civil Society (herein NGOs) seem to fall short of improving the education of immigrant youth in Hungary. This failure is significantly attributed to government's immigration policies that perpetually position immigrants at a disadvantage, in terms of equipping them with sustainable educational and socio-economic readiness skills. It appears that immigrants of African, Asian, and Middle Eastern origin, bear the brunt the most. NGOs are expected to defend justice and democracy, develop a language, and empower immigrants with a voice to express their past and present experiences, a possible effective tool in fighting discrimination, marginalisation, stigmatisation, and other forms of racisms, which is a path towards a sustainable future. This qualitative exploratory study that explores the various nuanced opinions of foreign teachers associated with the lack of sustainable educational programmes for immigrant youth, focusing on the intersection of civic society and education against the… [PDF]

Montano, Steffano (2019). Addressing White Supremacy on Campus: Anti-Racist Pedagogy and Theological Education. Religious Education, v114 n3 p274-286. Students in colleges and universities across the United States are being exposed to overtly white supremacist groups on campus. These groups dub themselves "identitarians" and attempt to influence students to support a white nationalist ideology through claims of reverse racism that threaten the lives of people of color. Theologically, this ideology also presents an obstacle for instruction: the existence of a competing Imago Dei that ties itself to white supremacy, dehumanizing persons of color. This article encourages the use of anti-racist pedagogies in theological education as a corrective to this competing Imago Dei…. [Direct]

Jackson, Liz; Lin, Cong (2020). Decolonization, Nationalism, and Local Identity: Rethinking Cosmopolitanism in Educational Practice in Hong Kong. Asia Pacific Journal of Education, v40 n1 p87-97. Cosmopolitanism and its application for education in western societies has been well examined. Yet cosmopolitanism in society and in education has not been systematically explored in many Asian societies. Facing a large number of people from diverse backgrounds, the society and its education system in Hong Kong are troubled by issues similar to those found in western postindustrial societies, related to cultural and national belonging and identity. Prejudice and racism towards ethnic minorities — particularly those from South Asia and Africa, is quite common. Additionally, animosity and hostility to mainland Chinese newcomers has increased and intensified in the context of Hong Kong's "repoliticization" after its 1997 handover. This article aims to explore how cosmopolitanism is understood, valued, and approached in Hong Kong education. We start by exploring the role of decolonization and nationalization in political education in Hong Kong. We then discuss cosmopolitanism,… [Direct]

Gulledge, Britney; Jenkins, Kapriatta; Powell, Aisha; Sun, Wei (2021). Teaching Social Justice and Engaging Gen-Z Students in Digital Classrooms during COVID-19. Journal of the Scholarship of Teaching and Learning, v21 n4 p56-68 Dec. The outbreak of COVID-19 in 2020 disrupted the lives of people on all fronts, but especially the traditional education system. Now dependent on online learning during a global pandemic, political unrest, and a contentious presidential election, many school educators were forced to transition to virtual instruction amid the ongoing health crises posed by COVID-19 and the ever-present issue of racism. We gathered and analyzed the teaching experiences of instructors at an historically Black college or university as they addressed social justice issues during the COVID-19 pandemic. The majority of college-age students today are from Generation Z (Gen Z), the "digital native" generation. They are living in a time in which recent social justice movements have called them to the frontlines. To teach Gen-Z students, faculty should create courses that fit their needs and consider innovative teaching strategies to engage them in classrooms. We discuss three classroom activities that… [PDF]

Glenetta C. Phillips (2024). A Qualitative Study of Formerly Incarcerated Black Male Students' Resilience Following Participation in a Prison-Based Education Program. ProQuest LLC, Ed.D. Dissertation, Manhattanville College. The purpose of the present qualitative study of formerly incarcerated Black male students' is a heartfelt look into the lives of Black men navigating the U.S. criminal justice system using their resilience following participation in a prison-based education program. Drawing on a strength-based lens versus a deficit-based lens was a focus on success rather than any wrongdoings. This study also examined the extent to which it spotlights the hardships the formerly incarcerated students endured, like mental health disorders and trauma-informed systemic racism, depression, and wellness. What was found through deep conversations and discussions with 12 Black males, from New York City who grew up in harsh and impoverished neighborhoods, mental health of chronic stressors, depression, and anxiety, a sense of hopelessness, lack of development from proper parenting, credible education, or quality healthcare identified how those conditions significantly impacted them and played a role in the… [Direct]

Amstutz, Donna D. (1994). Staff Development: Addressing Issues of Race and Gender. New Directions for Adult and Continuing Education, n61 p39-51 Spr. Racism and sexism persist in adult education because of discrepancies between language and behavior, lack of experience of other cultures, and faith in institutional practice. Staff development to combat them includes questioning, mentoring, peer coaching, and critical self-reflection. (SK)…

Cross Francis, Dionne; Davis-Randolph, Jasmine L.; Gallimore, Shanalee; Priddie, Christen; Wilkins-Yel, Kerrie G.; Williamson, Francesca A. (2023). A Site of Radical Possibilities: Examining How a Multigenerational Counterspace Promoted STEM Persistence among Undergraduate Women of Color. Journal of Research in Science Teaching, v60 n2 p268-303 Feb. Women from racially/ethnically minoritized communities remain significantly underrepresented at all levels of education in STEM. The pervasive white and heteronormative culture of the STEM environment has contributed to Women of Color feeling isolated, hyper-visible, and invisible as they contend with racism, sexism, and gendered racial microaggressions. Scholars have found that counterspaces are key sites to support the persistence of Women of Color in STEM and ameliorate the negative psychological effects of navigating oppressive STEM milieus. Missing from the current literature is research on how counterspaces contribute to Women of Color's STEM persistence. This study sought to fill this gap in the literature by understanding the experiences of undergraduate Women of Color in the I CAN PERSIST STEM initiative, a multigenerational counterspace designed to support the holistic persistence of Women of Color in STEM. Steeped in the theoretical conceptualization of counterspaces, and… [Direct]

Caldwell, Phillip, II; Richardson, Jed T.; Smart, Rajah E. (2021). An Investigation to Explain Structural Racism Associated with Michigan Public Charter Districts Funding Effort. Journal of Education Human Resources, v39 n2 p165-183. The research objective is to explain evidence of structural racism, inequity, and inadequacy in the Michigan public school finance system related to the education of Black students or Black descendants of captive and enslaved Africans. This analysis stems from ongoing research that integrates transformative paradigms, critical race theory, and school funding fairness to explain systemic racism associated with public school funding policy, practice, and educational disparities. The Constitution of the State of Michigan of 1963, Article 9, Sections 3, 5, 8, 11, and 36 (commonly known as Public Act 145 of 1993 or Proposal A), Michigan's school funding policy, sought to decrease local property taxes and rid the system of funding inequalities across school districts. The legislation's intention was to achieve four basic goals: (1) reduce property tax burdens; (2) reduce per pupil funding disparities; (3) limit annual increases in property tax assessments; and (4) increase site control… [Direct]

McNair, Tia Brown; Pasquerella, Lynn; Saffold, Jacinta R. (2019). Finding Our Common Humanity amidst "The Fierce Urgency of Now". Change: The Magazine of Higher Learning, v51 n1 p28-34. As institutions of higher education across the nation strive to prepare the next generation of student leaders, Dr. King's words echo in our ears: "We are now faced with the fact that tomorrow is today. We are confronted with the fierce urgency of now. In this unfolding conundrum of life and history, there 'is' such a thing as being too late" (King, 2001). We must build on the work of courageous individual actors as well as historical and current movements that challenge racist ideologies. We must undo the ramifications of structures that perpetuate unfounded beliefs in the hierarchy of human value that have defined America's culture for far too long. The Truth, Racial Healing, and Transformation (TRHT) national effort builds on the legacies of the Civil Rights movement and complements contemporary anti-racism initiatives by using coalition building to critically examine the history of racism in America, envisioning paths forward. TRHT seeks to unearth and extinguish the… [Direct]

DeVitis, Joseph L., Ed. (2022). The Future of American Higher Education: How Today's Public Intellectuals Frame the Debate. Stylus Publishing LLC Just as our society is polarized, higher education is no less divided as to its mission and purpose, whether it should be preparing students for employment or for engagement as citizens, whether it should be corporatist and profit-driven or promote intellectual curiosity and independent thinking, and whether it should pursue a neoliberal agenda or promote a liberal education. Whose scholarship, culture and epistemologies should be validated? Should it be a private or a public good? Preserve tenure or erode it? What role should colleges and universities play in addressing economic inequality and systemic racism? The answers to these questions are critical for the future of our society as our universities and colleges are the nurseries of the values and philosophies that shape it. The chapters in this book review the contributions of seventeen public intellectuals who have been at the forefront of these issues and significantly contributed to these debates. Each describes the genesis… [Direct]

Vivian Lanzot (2023). Mentorship Matters: The Impact of Black and Latino Administrative Women Leaders in Higher Education and the Role That Mentoring Plays in the Trajectory of Their Career. ProQuest LLC, Ed.D. Dissertation, Northeastern University. The purpose of this action research is to explore what is the impact of Black and Latino women in administrative leadership positions in higher education and the pivotal role mentoring has played in the trajectory of their career. If applicable what challenges have the women had to overcome to be in an administrative leadership position. This study is qualitative in nature and focuses on the one-on-one semi structured interviews of eleven administrative Black and Latino women leaders in higher education with the goal to better understand the impact that mentoring has on the trajectory of the careers of the women interviewed. As a result of Cycle 1 findings an additional question was established for Cycle 2 research: "How can a series of conversation circles create a safe space to inspire and support Black and Latino aspiring women leaders in Higher Education?" Cycle 2 participants consisted of two Black and Latino administrative leaders at a four-year institution of higher… [Direct]

Yoon, Clara Haneul (2022). Empowering Asian Educators in the Time of Crisis. Action, Criticism, and Theory for Music Education, v21 n2 p57-88 Sep. In this article, I draw from my experience working as a Korean American music teacher in the US. I reflect on what it means to be Asian American and to bring Asian narratives to the forefront. I examine the distinct challenges of social justice in the context of Asians and Asian Americans' lives–particularly through the lens of the "model minority." The COVID-19 pandemic has spotlighted Asians and Asian Americans' lived experiences in ways unlike before. I discuss perceptions of Asians throughout US history and the current representativeness of Asian music in the framework of multicultural education. Grounded in Erving Goffman's notion of "covering," Kenji Yoshino's extension of this concept (the "four axes" of covering), and Edward Said's "Orientalism," I make seven recommendations to empower Asians and Asian educators in this time of crisis. The article explores and situates the current challenges of anti-Asian racism, connecting it to… [Direct]

Muller, Meir (2022). Pre-Service Teachers Engage Young Children in Equity Work. Journal of Early Childhood Teacher Education, v43 n3 p347-362. All too often pre-service teachers are not well prepared to discuss issues of racism, oppression and bias with their future students. Teacher educators can prepare their students for this work by developing projects that focus on addressing equity and racial justice. This article describes one such project in which a group of twenty early childhood education students in a social studies methods course along with first and second grade children worked together on a project designed to help them engage with issues of racial inequity. In this semester long exploration of the life of racial justice activist Modjeska Simkins the pre-service teachers utilized justice-orientated teaching to build, integrate, and enact curriculum around issues of social justice. The pre-service teachers reported gaining confidence in using this pedagogy to engender an understanding of equity, address issues of societal inequities, and work with their future students in confronting these issues. The article… [Direct]

Martschenko, Daphne (2020). DNA Dreams': Teacher Perspectives on the Role and Relevance of Genetics for Education. Research in Education, v107 n1 p33-54 Aug. Behavioural genetics regards intelligence and educational attainment as highly heritable (genetically influenced) and polygenic (influenced by many genes) traits. Researchers in the field have moved beyond identifying whether and how much genes influence a given outcome to trying to pinpoint the genetic markers that help predict them. In more recent years, behavioural genetics research has attempted to cross-over into the field of education, looking to play a role in education research and the construction of education policy. In response to these developments, this paper explores PreK-12 American educators' perceptions of intelligence in relation to genetics and their views on the relevance of behavioural genetics findings for education. It does so within the context of an ugly history tied to race and racism and an uncertain future. Findings from this mixed-methods study suggest that US teachers believe that genetics play an important role in a student's intelligence and academic… [Direct]

Bradley, Deborah (2005). Dear Diary: Confessions of a Nice White Girl. Action, Criticism, and Theory for Music Education, v4 n3 Sep. \Music and the Racial Imagination\ triggered the reminiscences from the author's teens described in the \diary presented in this article.\ These memories undoubtedly played a role in her decision to enter an undergraduate music education program at the age of 40. These and other memories have been called up in a variety of contexts more recently over the course of her doctoral research in music and anti-racism education. The ways in which humans make use of music to construct race, nationality, gender, and other fixed identities troubles her, because she sincerely believes in such constructions, individuals look through only one of music's prismatic facets, closing themselves to its multiple possibilities…. [PDF]

Melissa Itzel Virrueta-Ayala (2024). Disrupting Disproportionality: A DisCrit Perspective on School Psychologist Training, Credentialing, and Certification for Racial Equity Systems Leadership. ProQuest LLC, Ed.D. Dissertation, University of California, Berkeley. Racial disproportionality in special education reflects the manifestation of modern-day segregation in our education systems (Anyon, 2009; Artiles et al., 2016; Artiles, 2022). Due to their specialized training and positionality as key stakeholders in special education eligibility processes, school psychologists are uniquely suited to impact disproportionality. In California, the National Association of School Psychologists (NASP) and California Commission on Teacher Credentialing (CCTC) have recently aligned standards to prepare school psychologists for practice. Using a disability critical race theory (DisCrit) lens, this study examines the experiences of those tasked with implementing these standards as well as the key documents that reflect them, specifically School Psychologist Performance Expectation 8 (SPPE 8): Human Diversity (SPPE 8; CCTC & NASP, 2020), given its connection to racial equity. The study also investigates how school psychology training programs prepare… [Direct]

Cook-Sather, Alison; Seay, Khadijah (2021). 'I Was Involved as an Equal Member of the Community': How Pedagogical Partnership Can Foster a Sense of Belonging in Black, Female Students. Cambridge Journal of Education, v51 n6 p733-750. Research suggests that a sense of belonging is fundamental to students' engagement, persistence and success in postsecondary education, and that racism systematically works against Black students experiencing these. Participating in student-staff pedagogical partnership can foster a sense of belonging, contribute to culturally sustaining pedagogy, and redress harms experienced by minoritised postsecondary students. Using a conceptual framework informed by research on belonging, critical race theory and intersectionality and a methodology informed by a Black-Feminist and Womanist Research Paradigm, Black Girl Cartography and counterstorying, the authors analyse responses to an ethics-board-approved survey completed by 12 Black, female students at three US colleges. They situate that analysis by presenting their conceptual framework, defining pedagogical partnership, and describing the pedagogical partnership programmes. They focus on how the students who responded to their survey… [Direct]

Benton, Amber; Gonzales, Leslie D.; Hall, Kayon; Kanhai, Dana; N√∫√±ez, Anne-Marie (2021). Comfort over Change: A Case Study of Diversity and Inclusivity Efforts in U.S. Higher Education. Innovative Higher Education, v46 n4 p445-460 Aug. Efforts to diversify and make historically white organizations more inclusive are as varied as they are numerous. Yet, for all their ubiquity in U.S. higher education, few studies have examined them in real time. This case study thus features a two-day meeting where stakeholders were invited to consider how to make science, technology, engineering, and math (STEM) fields not only more diverse but also inclusive. Drawing on observational, documentary, and interview data, we offer three findings. First, we share how facilitators were ill-prepared to define diversity for their project. Second, we share that facilitators and most white participants hesitated and sometimes directly avoided conversations about historical and contemporary exclusion in STEM, especially regarding racism. Third, we show that, while facilitators and most white participants avoided specific conversations about the exclusionary nature of STEM spaces, racially minoritized participants repeatedly requested more… [Direct]

Lue, Kristyn Emilie (2023). Rules of Engagement: The Role of Graduate Teaching Assistants as Agents of Mathematics Socialization for Undergraduate Students of Color. ProQuest LLC, Ph.D. Dissertation, University of Maryland, College Park. The field of higher education has been concerned with the retention of underrepresented students of Color in the science, technology, engineering, and math (STEM) fields over the last few decades. STEM identity development has emerged as a useful analytic framework in this research, as students with stronger STEM identities–students who recognize themselves and are recognized by others as "STEM people"–are more likely to persist in the STEM fields. STEM identity develops through the process of socialization, in which agents of socialization set and maintain the norms, culture, and values that newcomers in the STEM fields should emulate. At institutions of higher education, instructors act as primary agents of socialization, signaling who "belongs"–and who doesn't–in the STEM fields. Although prior research has identified the ways in which mathematics courses gatekeep underrepresented undergraduate students of Color out of the STEM fields, little research has… [Direct]

Mercer, Walter A. (1980). An Analysis of Data Regarding the Field Testing of Five Modules Designed to Facilitate School Desegregation Processes. Five modules were designed for use with preservice teachers to prepare them to work in desegregated schools. The modules are (1) Racism in American Education, (2) The Roles of the State Colleges and Universities, Accrediting Agencies, and Public Schools in School Desegregation Processes, (3) Incorporating Multi-Ethnic Content, (4) Affirming, Accepting, and Appreciating Differences in the Classroom, and (5) Increasing Self-Awareness and Understanding of Minorities. The first three sections of this report detail a program validation attempt in which the potential for use of the modules was assessed. Pre and post instruction inventories were administered to students in undergraduate education courses. Findings indicated that the modules were effective teaching materials, that they were beneficial to students, and that there is a need for further study of some related issues. The fourth section of this report describes the five modules. The goals, objectives, strategies, and content of… [PDF]

Sun, Wenyang; Wang, Xinxin (2022). Unidirectional or Inclusive International Education? An Analysis of Discourses from U.S. International Student Services Office Websites. Journal of Diversity in Higher Education, v15 n5 p617-629 Oct. Over the past three decades, the internationalization of higher education has evolved from a marginal position to a central focus for higher education institutions worldwide (Knight & de Wit, 2018). International students, as important actors in internationalization, contribute to academic, cultural, economic, and technological developments, and global competency and reputation of the destination countries and universities. Although internationalization and international student engagement have been addressed in universities' diversity, equity, and inclusion goals, few researchers have examined U.S. universities' organizational attitudes and underlying assumptions toward their international students. Through a combination of neo-racism and critical discourse analysis frameworks, we purposefully selected 10 public and private national universities with a broad geographic distribution and analyzed their website discourses of support in academic, social, and cultural adjustments… [Direct]

?√Æ?tea, Ioana (2021). 'Ain't I Also a Migrant?' An Ethnodrama of Weaving Knowledges Otherwise in Finnish Migration Research. Nordic Journal of Studies in Educational Policy, v7 n3 p136-147. Previous Nordic migration and minority studies focus little on who produces research about migration and migrant education and in what ways. In contrast, by inquiring into how migrants and researchers themselves as knowing subjects are constituted through research and educational practices, this article seeks to destabilize established modes of knowing and of performing research. Through ethnodrama, it explores the effects of performing abilities to pass as non/not-quite/white, and the related abilities to pass as a knowing subject or not. This enables enquiring what counts as valid knowledges and ways of knowing, and who is considered a legitimate knowing subject in migrant educational and research settings and practices in Finland. This study joins a growing body of auto/ethnographic research exploring Eastern European proximities-to/distances-from whiteness in the Nordic space, through embodiment and discomfort with established ways of knowing. The ethnodrama brings into dialogue… [Direct]

Omolabake Fakunle (2024). Conceptualizing Centrality in Micro-Level Internationalization through a Decolonial Approach. Journal of Comparative and International Higher Education, v16 n5 p170-183. Micro-level internationalization offers possibilities to explore different human experiences in international higher education. This is especially crucial given well-reported issues of racism, micro-aggression, and underrepresentation of racially minoritized international academic staff, whose voices remain mostly invisible in internationalization discourses. Previous research connects these issues to the continuing legacy of colonial logic, that privileges hegemonic Westerncentric knowledge systems. In this paper, centrality is proposed as a conceptual framework that offers a direct response to the question of epistemicide which Santos (2014) explains as the exclusion of the knowledges of racially marginalized persons [in or with origins] from the Global South. It draws attention to how epistemicide and historicide (erasure of cultural history) impinge their agentic capabilities, drawing on their lived experiences and cognitive epistemological and ontological frames of knowing and… [PDF]

Susan C. Puryear (2024). Role, Representation, Resistance, and Response: Black Women Senior Leaders in Predominantly White Institutions of Higher Education. ProQuest LLC, Ed.D. Dissertation, University of Pennsylvania. Although notably underrepresented in role and research, Black women bring a strong presence to higher education institutions–leading academic, research, and business operations from senior and executive roles. Black women senior leaders serve as change agents strategically leading their organizations to become better, stronger, and more effective in supporting the health, longevity, and competitiveness of their institutions. This dissertation study explored how Black women senior leaders experience their place in higher education, including their ability to navigate and lead in traditionally White male spaces of leadership. This research sought to understand Black women's leadership experiences and practices including challenges and resistance to their leadership and how they address them, and how their social identities inform and impact these experiences. The study used a broad, emic focused qualitative approach informed by the theoretical frameworks of intersectionality, critical… [Direct]

S√≠lvia Melo-Pfeifer, Editor; Vander Tavares, Editor (2024). Language Teacher Identity: Confronting Ideologies of Language, Race, and Ethnicity. John Wiley & Sons, Inc "Language Teacher Identity" presents a groundbreaking critical examination of how ideologies of race, ethnicity, accent, and immigration status impact perceptions of plurilingual teachers. Bringing together contributions by an international panel of established and emerging scholars, this important work of scholarship addresses issues related to native-speakerism, monolingualism, racism, competence, authenticity, and legitimacy while examining their role in the construction of professional identity. With an intersectional and holistic approach, the authors draw upon case studies of practical teacher experiences from Brazil, Canada, Germany, Norway, Mongolia, Pakistan, and the United States to provide teachers with real-world insights on responding to the assumptions, biases, and prejudices that students, student teachers, and teachers may bring into the classroom. Topics include the impact of policies and ideologies on teacher identity development, the intersection between… [Direct]

Justin Chase Brown (2022). State Requisite FAFSA Application Policies for High School Graduation: A Political Discourse Multiple Case Study Analysis. ProQuest LLC, Ph.D. Dissertation, The University of Nebraska – Lincoln. Experts underscore many advantages of higher education as a vehicle for economic mobility, yet it continually fails to be genuinely accessible through its flaws in equity and affordability. Gaining access to higher education often begins with filing a national financial aid form known as the Free Application for Federal Student Aid, or FAFSA, used to determine eligibility for need-based federal, state, and campus financial aid. Several states now require the FAFSA for high school graduation in an attempt to increase affordability, accessibility, and college enrollment. In this study, I analyze this requisite FAFSA policy phenomenon in two exemplary cases in Illinois and Nebraska through a multiple case-study political discourse analysis to understand how issues were problematized and framed as a reflection of ideas, values, and interests. Results are encouraging and cautionary as race politics and neoliberalism are powerful themes in higher education policy, especially in… [Direct]

Cohen, Jason E., Ed.; Mack, Dwayne A., Ed.; Raynor, Sharon D., Ed. (2021). Teaching Race in Perilous Times. Critical Race Studies in Education. SUNY Press The college classroom is inevitably influenced by, and in turn influences, the world around it. In the United States, this means the complex topic of race can come into play in ways that are both explicit and implicit. "Teaching Race in Perilous Times" highlights and confronts the challenges of teaching race in the United States–from syllabus development and pedagogical strategies to accreditation and curricular reform. Across fifteen original essays, contributors draw on their experiences teaching in different institutional contexts and adopt various qualitative methods from their home disciplines to offer practical strategies for discussing race and racism with students while also reflecting on broader issues in higher education. Contributors examine how teachers can respond productively to emotionally charged contexts, recognize the roles and pressures that faculty assume as activists in the classroom, focus a timely lens on the shifting racial politics and economics of… [Direct]

Nelson, Reid; Okello, Wilson Kwamogi; Thompson, Christyna; Turnquest, Tiless (2021). "This Is the Reality That We Live In": Racial Realism as a Curricular Intervention in Higher Education. Journal of Curriculum and Pedagogy, v18 n3 p295-316. Higher education in the United States, mainly since Brown v. Board of Education 1954, has lifted a philosophical impetus solidifying integrationist policies, practices, and pedagogy "as not only the most desirable, but most realizable condition of Black (co)existence in America" (Curry, 2008, p. 36). The course of events after Brown has collapsed the education of Black students into "a single ideological goal, namely how to mold Black [folks] into more functional and productive members of American society under the idea of equality" (Curry, 2008, p. 37). Against this backdrop, we examine the outcomes of a racial realist curriculum. Following Bell (1992), racial realism contextualizes the racialized realities of the temporal moment against the longer histories of anti-Black racism. The realist curriculum in this study used self-definition (Okello, 2018) as an organizing principle that centrally asked, how do we exist in the bodies that we hold, in this historical… [Direct]

(2021). Ministry of Education 2021/22-2023/24 Service Plan. British Columbia Ministry of Education British Columbia Ministry of Education's role is to provide leadership and funding to the K-12 education system, through governance, legislation, policy, and standards. The Ministry defines broad best practices and expectations. Specific roles and responsibilities are set out under the "School Act," "Independent School Act," "Teachers Act," "First Nations Education Act," and accompanying regulations. In 2021/22 British Columbians continue to face significant challenges as a result of the global COVID-19 pandemic. The Government of British Columbia is continually evolving to meet the changing needs of people in this province. Government has identified five foundational principles that will inform each ministry's work and contribute to COVID recovery: (1) putting people first; (2) lasting and meaningful reconciliation; (3) equity and anti-racism; (4) a better future through fighting climate change and meeting British Columbia greenhouse gas… [PDF]

Goto, Courtney T. (2019). On Being Caught Enacting White Normativity. Religious Education, v114 n3 p349-361. When a predominantly white organization decides to take on white normativity, it is cause for hope. However, havoc ensues when well-intended folks are caught enacting white normativity. Taking a performativity-inspired approach, this article analyzes what happened at the 2018 Religious Education Association annual meeting. By examining the behavior of conference leaders and participants, the author reflects on a series of steps and painful missteps that dramatize dynamics of race and power. This study considers what actors are enacting in relation to one another, considering the legacies of racism that tacitly guide our relating across race…. [Direct]

Haynes, Chayla; Patton, Lori D. (2019). From Racial Resistance to Racial Consciousness: Engaging White STEM Faculty in Pedagogical Transformation. Journal of Cases in Educational Leadership, v22 n2 p85-98 Jun. Professor Arnie Copper is among the many science, technology, engineering, and mathematics (STEM) faculty who view the learning of STEM curriculum as an intellectual exercise that is race-neutral. In this case, the authors use the White Racial Consciousness and Faculty Behavior model to illustrate how racially minoritized students can experience the classrooms of White STEM faculty who fail to see connections between their teaching, course content, and racial justice. Institutional leaders and faculty developers can use this case to generate a timely critique of the enduring racism shaping higher education and fostering hostile learning conditions on college campuses…. [Direct]

Bayne, Hannah B.; Harness, Luke; Hays, Danica G.; Kane, Brianna (2021). Whiteness Scholarship in the Counseling Profession: A 35-Year Content Analysis. Professional Counselor, v11 n3 p313-326. We conducted a content analysis of counseling scholarship related to Whiteness for articles published in national peer-reviewed counseling journals within the 35-year time frame (1984-2019) following the publication of Janet Helms's seminal work on White racial identity. We identified articles within eight counseling journals for a final sample of 63 articles–eight qualitative (12.7%), 38 quantitative (60.3%), and 17 theoretical (27.0%). Our findings outline publication characteristics and trends and present themes for key findings in this area of scholarship. They reveal patterns such as type of research methodology, sampling, correlations between White racial identity and other constructs, and limitations of White racial identity assessment. Based on this overview of extant research on Whiteness, our recommendations include future research that focuses on behavioral and clinical manifestations, anti-racism training within counselor education, and developing a better overall… [PDF]

Annie S. Adamian; Sara E. Grummert; Uma Mazyck Jayakumar (2024). The Whiteness Protection Program: A Typology of Agentic White Defense. Journal Committed to Social Change on Race and Ethnicity, v10 n2 p84-111. White defensiveness in response to racial justice education has increasingly been understood through the "white fragility" framework. This study puts forth a new framework that instead identifies a typology of white defensive moves that actively work to uphold and fortify the white racial contract. Inspired by Sol√≥rzano and Delgado-Bernal's (2001) framework for understanding students of color resistance to racism as active (even when it might look passive, on the surface), our theoretical model illustrates four distinct categories of white racial defense that actively protect whiteness. Because white defensiveness has been primarily examined in the context of Traditionally White Institutions, where white students have been presumed to be "ignorant" or "lacking stamina" for encounters in which whiteness is challenged, we provide examples from an instrumental case analysis (Stake, 1995) of 15 in-depth interviews with white students attending three… [PDF]

Collins, Michael Lawrence; Hoffman, Nancy (2021). Challenging Choices: Are Short-Term Noncredit Credentials a Strategy for Economic Mobility for Black Learners?. Change: The Magazine of Higher Learning, v53 n1 p34-38. Black learners and workers face particular disadvantages in the labor market: casual and explicit racism, stereotypes about skills and professionalism, and limited access to the social networks and social capital required to connect to opportunity. Numerous research studies confirm that Black employees in the same fields and with the same degrees as their White counterparts earn substantially less. This article examines the growing field of short-term noncredit credentials and asks for whom and under what circumstances they are a good choice. Do such credentials teach enough about how work "works" to put completers on a path to economic mobility despite the barriers they may face? The authors also ask what higher education institutions can contribute to student access to good jobs and economic mobility. They focus on how Black learners might best navigate the many available options rather than assume that short-term credentials are the best choice for these learners while… [Direct]

Desmond, Charles F. (2020). United We Stand. New England Journal of Higher Education, Jun. Issues of entrenched, systemic and institutionalized racism have long been matters of great concern in America. While progress was undeniably made for many black and minority Americans in education, employment, housing and other areas of social advancements since the '60s, deep and enduring remnants of racial injustice, police brutality and economic inequality remain in urban centers and rural pockets of the country. The author believes that America now stands with the eyes of the world upon it and that it is, in many ways, a moment of truth in which the country is again being tested to see how it will respond to yet another historic challenge to its system of government, the world's oldest, continuously active codified constitution, predicated on equality and the unalienable belief that all men are created equal…. [Direct]

Finch, Jeanne Bertrand; Franks, Cheryl L.; Mondros, Jacqueline B.; Williams, Ovita F. (2019). Learning to Teach, Teaching to Learn: A Guide for Social Work Field Education, 3rd Edition. Council on Social Work Education Building on the first and second editions, this substantially revised text maintains the commitment to support field instructors in their task of educating students while also addressing current issues confronting social work field education. In addition to updating case scenarios and adding educational tools throughout the text, this edition provides resources to help field instructors apply practice competencies in their teaching. The authors introduce a justice-based framework for field education that centers challenging dialogues on diversity-related content in supervision as a foundation to undoing racism and oppressive practices. The aim is to enable field instructors and students to identify issues of diversity, difference, and oppression in their practice; apply their understanding; and progress in their abilities to advance justice…. [Direct]

Kelly Duane Berry (2024). eSports in Indian Education: A Case Study. ProQuest LLC, Ed.D. Dissertation, Kansas State University. This case study explores the experiences of student/players (n=2), coaches (n=2), faculty/staff advisors (n=2), and Lone Wolves' (n=6) experiences in eSports environments relevant to American Indian education and cultures. Specifically, this study explored the intersection of eSports, 21st century skills, and Indigenous futurisms and was guided by theoretical frameworks of Tribal Critical Race Theory (Brayboy, 2005), Indigenous futurisms (Dillon, 2012), and P21 Framework (Partnership for 21st Century Skills, 2019). This case study analyzed data from six individuals who are affiliated with higher education sponsored eSports programs, with added interviews of six players unaffiliated with sponsored eSports programs but still heavily engaged in eSports (i.e., Lone Wolves). Semi-structured interviews were used to explore individuals' perceptions associated with eSports programs at Southern Plains Tribal College, State University, and Lone Wolves operating in the unstructured "Wild… [Direct]

Arellano, Ryan (2022). A Mixed Methods Inquiry into AAPIs' Experiences as They Navigate Higher Education during COVID-19. ProQuest LLC, Ph.D. Dissertation, University of California, Santa Barbara. Research has shown that Asian American and Pacific Islander (AAPI) students face higher education challenges that go unnoticed due to the Model Minority Myth (Chang et al., 2007; Chang, 2011; Maramba, 2008a; Maramba, 2008b; Maramba & Palmer, 2014; Museus, 2009; Museus & Chang, 2009; Museus & Kiang, 2009; Museus & Maramba, 2011; Suzuki, 1989, 2002). These obstacles are now being exacerbated by a pandemic which has been accompanied by an increase in racial tensions, a recession, and adverse health outcomes (AAPI Equity Alliance, 2020; 2022; Mar & Ong, 2020; Pew Research Center, 2020). Moreover, while there has been recent momentum on researching AAPIs in higher education, most studies focus on AAPIs who are struggling against traditional measures of achievement (Poon et. al., 2016). This, unintentionally, reinforces White hegemonic ideology by promoting deficit-modeling thinking (Poon et. al., 2016). This study expands on the current research of AAPIs in higher… [Direct]

Horace A. Spratley (2022). Experience of Undergraduate Students Engaged in Political Activism: A Basic Qualitative Study. ProQuest LLC, Ph.D. Dissertation, Capella University. The purpose of this qualitative study was to examine the experiences of undergraduate students engaged in political activism. The research question "How do undergraduate students who attend universities describe political activism, engagement, and acceptance on campus?" was used to guide the data collection process. A basic qualitative research methodology was used, including semistructured interview questions to collect information and NVivo qualitative analysis software to analyze the data. Constructivism and critical theory served as the theoretical framework. For this study, a sample of 10 undergraduate students from a university in the southcentral United States volunteered to participate. The participants were at least 18 years old and had experiences with political activism. The focus of the study was on their definition of political activism, involvement, and perceived acceptance among students and higher education leaders. Findings revealed undergraduate students… [Direct]

Padia, Lilly B.; Traxler, Rachel Elizabeth (2021). "Traer√°s tus Documentos" ("You Will Bring Your Documents"): Navigating the Intersections of Disability and Citizenship Status in Special Education. Grantee Submission, Race Ethnicity and Education v42 n5 p697-702. DisCrit has illuminated the interconnectivity of racism and ableism, though the experiences of undocumented youth and families enrolled in special education are largely unknown. In this paper, we explore the experiences of students at the intersection of disability and migratory status, examining the interplay of fear, schooling, and language use as students pursue college. We use DisCrit to help us understand historical patterns surrounding citizenship and how race, ableism, and documentation status continue to intersect and shape the acknowledgment of which bodies — with which papers — are rendered deserving. Examining interviews with students, researcher memos and fieldnotes, and researcher reflections, we consider the cases of Fernanda, an undocumented high schooler, and Daniel, a 9th grader from a mixed-citizenship status family. We highlight how students at the intersection of migratory status and disability are met with care by teachers and schools, yet remain unsupported in… [PDF] [Direct] [Direct]

Burton, Laura J.; Cyr, Daron; Weiner, Jennie (2022). A Study of Black Female Principals Leading through Twin Pandemics. Journal of Education Human Resources, v40 n3 p335-359 Jul. In 2020, the United States experienced twin pandemics disproportionately impacting BIPOC communities and their schools and school systems–one new, COVID-19, and one longstanding, that of white supremacy and anti-Black racism. This phenomenological study of 20 Black female principals in two states provides insights into how these leaders, who so often center racial justice and caring for BIPOC children and communities in their leadership practice, grappled with these pandemics and how doing so impacted their leadership and work. Findings suggest that leading through these twin pandemics further cemented these women's commitments to engage in advocacy and justice work on behalf of their communities and students. They also reported, regarding racial inequity and white supremacy, feeling both a cautious optimism stemming from seeing the work they had long engaged in being taken up at scale, and by white colleagues in particular, and frustration, experiencing this engagement often as… [Direct]

Davies, Daniel (2022). Educating Hypocrisy: Private-Public Partnerships and Management of Multicultural Projects in Taiwan. Diaspora, Indigenous, and Minority Education, v16 n3 p153-168. The years following the end of martial law and the democratization of Taiwan have been marked by sizable political and social reform. In the interests of increasing social participation and decreasing direct state control of economic and social development programs, public-private partnerships (PPP) have been emphasized as the primary means to provide public services. Through an investigation into the functioning of a landmark project in the newest wave of educational reform orientated toward the localization and indigenization of elementary school educational materials, this paper will investigate the role that private entities have taken in the provision of education services. The extent that the privatization of education services serves to meet the goals and standards of Indigenous education will be discussed using a theoretical framework developed through the application of Tribal Critical Race Theory and Culturally Responsive Schooling. Semi-structured interviews with… [Direct]

Garcia, Nichole M.; L√≥pez, Nancy; V√©lez, Ver√≥nica N. (2018). QuantCrit: Rectifying Quantitative Methods through Critical Race Theory. Race, Ethnicity and Education, v21 n2 p149-157. Critical race theory (CRT) in education centers, examines, and seeks to transform the relationship that undergirds race, racism, and power. CRT scholars have applied a critical race framework to advance research methodologies, namely qualitative interventions. Informed by this work, and 15 years later, this article reconsiders the possibilities of CRT applications to quantitative methodologies through "QuantCrit." We ask the question: "Can quantitative methods, long critiqued for their inability to capture the nuance of everyday experience, support and further a critical race agenda in educational research?" We provide an abbreviated sketch of some of the key tenets of CRT and the enduring interdisciplinary contributions in race and quantitative studies. Second, we examine the legacy and genealogy of "QuantCrit" traditions across the disciplines to uncover a rich lineage of methodological possibilities for disrupting racism in research. We argue that… [Direct]

Han, Keonghee Tao; Kambutu, John; Nganga, Lydiah; Scull, W. Reed (2020). Voices from the Red States: Challenging Racial Positioning in Some of the Most Conservative Communities in America. Race, Ethnicity and Education, v23 n1 p74-93. Using positioning theory (PT) and critical race theory (CRT), we examine disparate power relations between White governance and faculty of color (FOC) in one rural American teacher education context. PT and CRT allow researchers to analyze how the positionings of White-Other have been historically rooted and impacting the meso-institutional policies/practices and the micro-individual relationships. Findings show that racial relations in academia does not exist in a social vacuum: the cyclical patterns of discrimination and rural racism have endured in university practices under study and shaped the current unequal power relations between White governance and FOC. We suggest changing the current policies and practices to include deliberate initiatives in hiring, retaining, and promoting FOC to leadership positions in teacher/higher education. We conclude that Whites and people of color must redouble efforts to form coalitions with one another that will advance progressive… [Direct]

Cassidy, Jack; Grote-Garcia, Stephanie; Ortlieb, Evan (2022). What's Hot in 2021: Beyond the Science of Reading. Literacy Research and Instruction, v61 n1 p1-17. Literacy topics fluctuate each year in how much attention they receive in research and practice. The "What's Hot in Literacy" annual survey asks twenty-five leading experts what literacy topics are currently receiving attention, or are hot, as well as which topics should be hot in the field. The results of these interviews are tallied to identify consensus among the participants. The following three levels are used to report the findings: (a) "extremely hot" or "extremely cold" (100% consensus), (b) "very hot" or "very cold" (75% consensus), and (c) "hot" or "cold" (50% consensus). Items are identified as "should be hot" or "should not be hot" if at least 50% of the respondents agree. The four "very hot" topics for 2021 are digital literacy, dyslexia, phonics/phonemic awareness, and social justice/equity/anti-racism in literacy. Discussion of these topics (and others that were deemed… [Direct]

Anthony Broughton; George Lee Johnson Jr.; Gloria Swindler Boutte; Janice R. Baines; Jarvais J. Jackson; Saudah N. Collins (2024). Pro-Blackness in Early Childhood Education: Diversifying Curriculum and Pedagogy in K-3 Classrooms. Early Childhood Education Series. Teachers College Press Use this inspirational resource to engage in Pro-Black teaching with young children as an antidote to endemic anti-Black racism in schools and society. Drawing from a critical case study of K-3 teachers who used Pro-Black teaching in their daily instruction, this important book puts forth positive perspectives regarding Blackness and Black people that are not evident in most educational settings. An easy-to-understand text provides evidence-based curriculum examples, pedagogies, and resources; demonstrates how teachers can achieve Pro-Black teaching while also addressing curricular standards and other demands on their time; and explains the benefit of Pro-Black teaching for all children. The authors draw from decades of practice and research by Black scholars (e.g., Asa Hilliard, Janice Hale, Amos Wilson) to position racial identities as a key part of Black children's development. They center African diaspora literacy as a Pro-Black pedagogy to ensure that Black children are… [Direct]

Bertani, Albert; Bryk, Anthony S.; Greenberg, Sharon; Knowles, Timothy; Sebring, Penny; Tozer, Steven E. (2023). How a City Learned to Improve Its Schools. Harvard Education Press "How a City Learned to Improve Its Schools" tells the story of the extraordinary thirty-year school reform effort that changed the landscape of public education in Chicago. Acclaimed educational researcher Anthony S. Bryk joins five coauthors directly involved in Chicago's education reform efforts, Sharon Greenberg, Albert Bertani, Penny Sebring, Steven E. Tozer, and Timothy Knowles, to illuminate the many factors that led to this transformation of the Chicago Public Schools. Beginning in 1987, Bryk and colleagues lay out the civic context for reform, outlining the systemic challenges such as segregation, institutional racism, and income and resource disparities that reformers grappled with as well as the social conflicts they faced. Next, they describe how fundamental changes occurred at every level of schooling: enhancing classroom instruction; organizing more engaged and effective local school communities; strengthening the preparation, recruitment, and support of… [Direct]

Grier-Reed, Tabitha; Qui√±ones, Miguel; Said, Roun (2021). From Antiblackness to Cultural Health in Higher Education. Education Sciences, v11 Article 57. Antiblackness has a long and storied history in higher education in the United States, and unfortunately, antiblack attitudes and practices continue in the 21st century. With implications for countering antiblackness in higher education and institutionalizing support for cultural health and wellness, we documented experiences of antiblackness in the African American Student Network (AFAM). AFAM was a weekly networking group, co-facilitated by Black faculty and graduate students, where Black undergraduates could come together and share their experiences. Participation in AFAM was associated with Black holistic wellness, and AFAM was a source of cultural health, where we conceptualized cultural health as having a sense of pride and resilience in one's cultural background. We analyzed notes of 277 AFAM discussions from 2005-2006 to 2017-2018 using an adaptation of consensual qualitative research methods to identify four domains of antiblackness: racial trauma (n = 51), racial… [PDF]

Horn, Amanda (2023). Student and Parent Perceptions of STEM after Student Participation in a Virtual Summer Program Hosted by National Laboratory. ProQuest LLC, Ph.D. Dissertation, State University of New York at Buffalo. Minoritized communities, including Black and African American, Hispanic and Indigenous populations have remained historically underrepresented in STEM careers due to persistent challenges in the STEM pipeline. The STEM pipeline has struggled to retain minoritized students in their journeys to pursue STEM degrees and careers due to systemic racism, micro aggressions, as well as barriers and gatekeeping. To address this persistent issue, informal science education programs have been developed to offer students opportunities to engage in STEM activities outside of school and bolster their decisions to pursue STEM majors and careers. This instrumental case study examined one informal science education program through the use of interviews with student participants and their parents, as well as reflective analytic memos to analyze the perspectives of students and their parents regarding the program's influence on their views of STEM majors and careers. This case study is an extension of a… [Direct]

D√©sire√© Eva Moodley (2024). Universal Design for Learning and Writing Centres in South African Higher Education. Perspectives in Education, v42 n2 p15-30. Could a transformative, inclusive and emancipatory educational framework like the Universal Design for Learning (UDL) advance academic success for all? Could racism and dis/ableism be dismantled through such an emerging educational trend that offers a redefinition of dis/ability abolishing oppressive pedagogical practices that perpetuate constructed views of special needs, often negatively correlated with racial and intellectual superiority? Could such a framework that foregrounds physical, cognitive and linguistic injustices advance achievement beyond merely meeting academic literacy standards within higher education settings like writing centres in a post-COVID 21st-century South Africa? These critical questions are some of the tensions raised in this paper proposing a compelling, yet controversial attempt at advancing student learning and achievement within an expanded definition of disability offered by the UDL framework developed by Rose and Meyer at the Center for Applied… [Direct]

Doris J. Walker-Dalhouse (2024). Black Bodies, White Communities: Interrogating Hierarchies That Impede Transformative Instruction for Refugee Students. Literacy Research: Theory, Method, and Practice, v73 n1 p25-46. Social and economic changes are shaped globally by voluntary and involuntary migration patterns. Voluntary migrations are associated with the desire for family unification, economic gain, and the pursuit of educational opportunities; while involuntary migrations include fleeing from civil or political unrest, human rights violations, and war. Contentious discourses about immigration are fueled by arguments about the perceived impact of migrants on the demographics, social well-being, and economics of communities. At the core of anti-immigration rhetoric about "who is included and who should be excluded" are views that privilege one group above another in terms of desirability based on race, culture, and gender. The debates about which languages, values, perspectives, and people who belong in the United States extend beyond the boundaries of society, the door of schools, and the homes of the families served by the school community. Black African refugees have experienced… [Direct]

Andre White Jr. (2023). The Underground Railroad Critical Race Theory, Oppression, and the Fight for Equitable Treatment in the North Carolina Healthcare System: A Critical Phenomenological Study. ProQuest LLC, Ed.D. Dissertation, University of Dayton. This study was a qualitative participatory action research study that focused on the lived experiences of Black women who received prenatal care and gave birth in the state of North Carolina. The study was meant to investigate and address the racism and implicit biases these women experienced from the medical community they encountered, and the often-unintended consequences of those actions and mindsets. A cohort of Black women who received prenatal care and gave birth in the state of North Carolina was assembled to help provide qualitative data for the study through sharing their lived experiences. The women were interviewed using a peer-to-peer method. The Aaron J. White Foundation (AJWF), a Black owned, 501c(3) non-profit organization, will use this study to help create a comprehensive action plan to offer healthcare and healthy living education and resources to Black women and other marginalized communities in North Carolina. This study will add to the existing body of knowledge… [Direct]

Mampaey, Jelle; Zanoni, Patrizia (2016). Reproducing Monocultural Education: Ethnic Majority Staff's Discursive Constructions of Monocultural School Practices. British Journal of Sociology of Education, v37 n7 p928-946. This paper investigates the role of ethnic majority staff in the perpetuation of monocultural education that excludes non-western, ethnic minority cultures and reproduces institutional racism in schools. Based on qualitative data collected through semi-structured interviews in four ethnically diverse schools in the Flemish educational system, we specifically investigate the role of ethnic majority staff in the reproduction of monocultural school practices through a discursive theoretical lens. The study advances the current literature on institutional racism by showing how situated meanings of monocultural school practices at the micro level of individuals are discursively inter-linked with the macro-level monocultural model of education…. [Direct]

Busey, Christopher L. (2020). Diaspora Literacy and Afro-Latin Humanity: A Critical Studyin' Case Study of a World History Teacher's Critical Sociohistorical Knowledge Development. Race, Ethnicity and Education, v23 n6 p820-840. The development of critical sociohistorical knowledge is needed to assist teachers in negotiating and deconstructing the relevance of race, racism, and black history in global-themed social studies courses. Drawing from Diaspora Literacy as theory and Critical Studyin' as method, I situate Afro-Latin humanity within educational research relevant to black history knowledge development, and its proximity to the teaching and learning of race in social studies education. This Critical Studyin' case study examined how one world history teacher developed critical sociohistorical knowledge relevant to Afro-Latin humanity, inclusive of Afro-Latinxs and Afro-Latin Americans. Concurrently, I analyzed how the teacher positioned their knowledge for a Diaspora Literacy conceptualization of world history curriculum. Findings point to the utility of black studies frameworks in aiding social studies teachers' knowledge development. I conclude with a call to more appropriately situate Afro-Latin… [Direct]

Achilleos, Jess; Douglas, Hayley; Washbrook, Yasmin (2021). Educating Informal Educators on Issues of Race and Inequality: Raising Critical Consciousness, Identifying Challenges, and Implementing Change in a Youth and Community Work Programme. Education Sciences, v11 Article 410. The debate regarding institutional racism and White privilege within higher education (HE) remains prevalent, and higher education institutions (HEIs) are not exempt from the racial equality debate. Youth and Community Work is underpinned by anti-oppressive practice, highlighting a need to educate informal educators on the structural underpinnings of Race and inequality, so that they can be challenged in practice to bring about social change. For Youth and Community Workers, this is primarily done through informal education and critical pedagogy. The research aimed to unearth race inequality within the Youth and Community Work programme at Wrexham Glyndwr University (WGU). Critical reflection methodology was used to deconstruct departmental processes of recruitment, learning and assessment, student voice, and support. Research data was analysed using thematic analysis, determining three themes: critical consciousness, challenge, and change. These are discussed within the framework of… [PDF]

Matthews, Julie (2021). Maligned Mobilities, Absences and Emergencies: Refugee Education in Australia. International Journal of Inclusive Education, v25 n6 p720-734. Refugees are seldom admired or applauded for their resolve and resilience, and their post and pre-migration experience rarely serves as the basis for the development of educational practice or policy solutions. Using a postcolonial theoretical framework this paper argues that while the maligned mobility and disparaged figure of the 'refugee' serves to establish and reconstruct exclusionary national identities, the same identities can be re-presented to offer new possibilities for inclusive education. Informed by southern epistemology and the sociology of absences and emergence (Boaventura de Sousa Santos, 2012. "Public Sphere and Epistemologies of the South", Africa Development. 37(1) 43-67; Boaventura de Sousa Santos, 1997 "Toward a Multicultural Conception of Human Rights", Zeitschrift fu ®r Rechtssoziologie, (10) 1-5), this paper discusses the anticipatory and emergent dimensions of refugee education. A focus on the pre- and post-settlement experience of… [Direct]

Scholz, Stefan; Winkler, Kathrin (2021). Subaltern Thinking in Religious Education? Postcolonial Readings of (German) Schoolbooks. British Journal of Religious Education, v43 n1 p103-122. This paper deals with the disclosure of subaltern thinking in current German-language textbooks for religious education. For the hermeneutical framing of this analysis, the approach of a postcolonial reading is particularly profitable. Obvious hierarchical relationships from clearly up and down can consequently be made visible and their presumed self-evidence unmasked. Even hidden hegemonic forms of expression can be uncovered in this way. With regard to current theology and religious education racism and misogyny, environmental degradation and sexual exploitation are attitudes that have already and almost as amatter of course been taken up critically. They are pedagogically reflected and attempted to overcome by using counter-models such as cultural diversity, equal rights, sustainability and sexual self-determination. In exciting contrast to this there are still nowadays textbooks used with remnants of exactly such formats of colonial thoughts. We argue that decolonising… [Direct]

Alberico, Claudia; Bodnar, Wanda M.; Fernando, Reshan A.; Harrington, James M.; Hawkins, Stephanie; Kumar, Deepak; Lang, Michelle; Levine, Keith E.; Niture, Suryakant; Rios-Colon, Leslimar; Terry, Tamara (2022). The Need for a Diverse Environmental Justice Workforce: Using Applied Research to Understand the Impacts of Harmful Environmental Exposures in Vulnerable and Underserved Communities. Occasional Paper. RTI Press Publication OP-0078-2209. RTI International Protecting all people from the harmful effects of environmental exposures relies on the coordinated efforts of scientific researchers, regulatory agencies, legislators, and the public. Environmental justice addresses the disproportionate impact that harmful environmental exposures have on individuals and communities who are minoritized and marginalized. It has long been known that environmental problems disproportionately impact these groups; however, addressing these problems has been impeded by structural racism and other biases. Developing effective interventions to eliminate these disparities requires a more diverse and inclusive modern workforce produced by a bottom-up approach beginning with education and professional development of the next generation of researchers. The most effective approaches to addressing inequities rely on active input from impacted populations to ensure cultural and social acceptance and adoption of interventions. Credibly pursuing these efforts in a… [PDF]

Aronowitz, Shoshana V.; Aronowitz, Teri; Kim, BoRam (2021). A Mixed-Studies Review of the School-to-Prison Pipeline and a Call to Action for School Nurses. Journal of School Nursing, v37 n1 p51-60 Feb. Zero-tolerance school disciplinary policies have contributed to the proliferation of exclusionary practices, which increase the risk that minoritized students will be harmed by the school-to-prison pipeline (STPP). The purpose of this review was to explore factors that influence the STPP and highlight the role school nurses can play in protecting students from this public health crisis. We used a systematic mixed-studies review method, and 14 studies were included. Exclusionary discipline disproportionately affects minoritized students, but decreased student-teacher ratios, wellness-focused environments, and lower levels of school punishment can improve student achievement and health. The National Association of School Nurses position statement provides a framework to guide school nurses in the dismantlement of the STPP. School nurses should advocate for their position on the interdisciplinary team, funding for alternative disciplinary programs, abolition of school policing,… [Direct]

Bettencourt, Genia M.; Ozias, Moira L. (2022). Working Hard for Whiteness: How White Women Make Meaning of Social Class to Avoid White Complicity. Journal of College Student Development, v63 n5 522-536 Sep-Oct. College-educated white women across social classes support and uphold racism. Using narrative methods in a secondary analysis, we, as two white women, explored how white non-trans women make meaning of social class using the revised model of multiple dimensions of identity (RMMDI; Abes et al., 2007) as positioned within the context of white supremacist capitalist cisheteropatriarchy (hooks, 1994) and higher education. Findings were framed by white ignorance (Mills, 2007) and whiteness as property (Harris, 1993). We found that white women used class to distance themselves from whiteness and white supremacy in two ways. First, they projected race and class onto elite spaces that they simultaneously desired entry to and distance from. Second, they avoided critical reflection on their racial positioning and identity by constructing a pliable class identity. Both distancing strategies demonstrate "moves to innocence" (Mawhinney, 1998; Tuck & Yang, 2012) away from white… [Direct]

Helen Ockerby; Latoya Bolton-Black; Lowana Corley; Rose Whitau (2022). Western Australian Aboriginal Young Women and Community Representatives Identify Barriers to School Attendance and Solutions to School Non-Attendance. Australian Journal of Indigenous Education, v51 n2. The barriers to school attendance that affect young Aboriginal people in Australia are diverse, immense and well documented; however, except for a handful of studies, Aboriginal students' voices receive no platform for policy makers to hear them. In this paper, we present results from yarning circles about barriers to school attendance conducted with young Aboriginal women that participate in an education engagement program called Shooting Stars at Narrogin Senior High School. Yarning circles were facilitated, analysed and discussed within a framework of relatedness, with the researchers embracing their own standpoint, and the standpoint of the Shooting Stars participants, as Indigenous women. The results from these participant yarning circles were discussed with the Shooting Stars Narrogin localised steering committee, and this discussion is presented here, alongside the outcomes, both achieved and projected, to which committee stakeholders have committed. For the most part, the… [PDF]

(2022). Inequities Exposed: How COVID-19 Widened Racial Inequities in Education, Health, and the Workforce. Hearing before the Committee on Education and Labor. U.S. House of Representatives, One Hundred Sixteenth Congress, Second Session (June 22, 2020). Serial No. 116-59. US House of Representatives This document records testimony from a hearing before the Committee on Education and Labor that was held to examine how COVID-19 widened racial inequities in education, health, and the workforce. Member statements were provided by: (1) Honorable Virginia Foxx, Ranking Member, Committee on Education and Labor; and (2) Honorable Robert C. Scott, Chairman, Committee on Education and Labor. Witness statements were provided by: (1) Camara P., Jones, Adjunct Professor, Rollins School of Public Health at Emory University, Senior Fellow and Adjunct Associate Professor, Morehouse School of Medicine, Past President, American Public Health Association Atlanta, Georgia; (2) John B. King, Jr., President and CEO, The Education Trust, Washington, DC; (3) Valerie Rawlston Wilson, Director, Program on Race, Ethnicity, and the Economy, Economic Policy Institute, Silver Spring, Maryland; and (4) Avik, Roy, Co-Founder and President, The Foundation for Research on Equal Opportunity, Austin, Texas…. [PDF]

Emerson, Abby C. (2023). Entanglements: An Abolitionist and Arts-Informed Curricular Analysis of School-Based Antiracist Professional Development. ProQuest LLC, Ed.D. Dissertation, Columbia University. Antiracist teacher education in the United States has largely been situated within university-based teacher education programs over the last thirty years. This body of research documents the struggles and possibilities of preparing race-conscious educators who engage in antiracist practices that support diverse student populations. Despite this body of scholarship, there has been limited research in this area with school-based teacher education through inservice professional development (PD). Yet, there has also been an increase in antiracist and race-forward PD for teachers in schools in recent years. In turn, this study analyzes the curriculum of antiracist PD in New York City schools over the last ten years (2012- 2022), seeking to understand the possibilities and tensions. Using qualitative and visual arts-based educational research methods, I interviewed 28 teachers, school leaders, and PD facilitators. In doing so, I found that the PD curricula across NYC schools largely made… [Direct]

Ishman Darnell Anderson (2020). Strictly 4 My N.I.G.G.A.Z: T.H.U.G. L.I.F.E. and My Other Brother (MOB) as Revolutionary Praxis. ProQuest LLC, Ed.D. Dissertation, San Francisco State University. This study examines the impact that My Other Brother (MOB) has on college Black male students in the MOB community organization. In critically examining the narratives of 12 first generation college Black male students in MOB: This study utilizes Tupac Shakur's construct of Thug Life as a theoretical and analytical lens in assessing how Black males in the MOB program navigate processes of alienation. Navigating processes of alienation was placed in context with four critical stages in alignment with Thug Life: These stages emphasized, 1) MOB students' recognition of racism/inequality on an individual level; 2) a recognition of structural level inequality of which they are members of a community of oppressed; 3) a recognition of pride and solidarity in communal struggle; 4) a recognition of political praxis to resist structural racism/dehumanization through education as a function of Black male success. Success was defined based on the following salient concepts expressed by students:… [Direct]

Martynovych, Evan (2019). White Activists Examining Their Privilege within Person of Color Led Organizations. ProQuest LLC, Ph.D. Dissertation, Prescott College. The research question asked in this paper is: "How can white activists working within person of color led food justice organizations examine their own privilege to more effectively support and contribute to food justice work?" The topics of literature used to inform this study were Whiteness Education/Anti-Racism, Food Justice, Alternative Food, Food Oppression, Gentrification, Gentrification and Food, Environmental Gentrification, Sustainability Education, and Ecopsychology and Healing. To answer this question, three separate orientation sessions were designed to educate white people on how to work effectively, and in a culturally responsive manner, within a person of color led food justice organization. These sessions were for white people 18 years of age or older that volunteer at Hilltop Urban Gardens (HUG). Data was collected through audio recorded sessions and post orientation surveys. Critical ethnography was the methodology used to collect, analyze and synthesize… [Direct]

Ashley Taylor Jaffee, Editor; Cinthia Salinas, Editor (2024). Teaching Culturally and Linguistically Relevant Social Studies for Emergent Bilingual and Multilingual Youth. Research and Practice in Social Studies Series. Teachers College Press Through research, storytelling, curriculum development, and pedagogy, this book will help educators engage emergent bilingual and multilingual (EBML) students with social studies and citizenship education. Chapters are written by well-known and new scholars who are enacting teaching and research that center the needs, interests, and experiences of EBML youth. Drawing from multiple, intersecting, and interdisciplinary frameworks that focus on culture "and" language, chapters highlight social studies in varying disciplinary and nondisciplinary spaces (e.g., community, geography, family, civics, history) both inside and outside the classroom. Examples of frameworks include culturally relevant and sustaining pedagogies, linguistically responsive teaching, LatCrit and critical pedagogy, translanguaging pedagogy, and transnational citizenship. This insightful volume also directly challenges oppressive structures, policies, and practices that continually marginalize EBML students… [Direct]

R. Tanner Oertli (2022). Preservice Teachers' Sociopolitical Consciousness in Light of the Racial Disparities Highlighted by the COVID-19 Pandemic. ProQuest LLC, Ph.D. Dissertation, University of Missouri – Columbia. Socioscientific issues (SSI) such as COVID-19 and climate change often highlight the inequalities that structural racism creates. If we ever wish to equitably solve these issues, we require a population that has the scientific literacy and the sociopolitical consciousness to do so. Yet, the push for culturally relevant education has had little movement in science education, partially because of the acultural view of science but also from the colorblind ideologies often held by teachers. The purpose of this pre-experimental study was to determine if a preservice elementary science methods course that applies the SSI Teaching and Learning Framework for Social Justice promoted participant's sociopolitical consciousness, reduced their colorblind ideologies, and increased their socioscientific reasoning (SSR) skills. Linear mixed-effects regression models were run to assess these outcomes. Results indicate that preservice teachers' colorblind ideologies and socioscientific reasoning… [Direct]

Hess, Juliet (2017). Equity and Music Education: Euphemisms, Terminal Naivety, and Whiteness. Action, Criticism, and Theory for Music Education, v16 n3 p15-47 Nov. In this paper, I advocate for the use of explicit language for discussions of race and call for music education to move out of terminal naivety (Vaugeois 2013) toward a heightened consciousness of political issues and racial oppressions. Employing critical race theory (CRT) as a theoretical framework, this paper examines race-related silences and the importance of using direct language to identify structural and systemic racism. I offer practical suggestions for initiating "race talk" in school music, in postsecondary music education, and in music education scholarship. These practical implications emerge from the experiences of four Toronto teachers who participated in a multiple case study on social justice and anti-racist work in music education (Hess 2013), the literature on race and silencing inside and outside music education, and my own experiences as a former public school music teacher and music teacher educator. With the surge of hate crimes and unmasked white… [PDF]

de Andreotti, Vanessa Oliveira; Stein, Sharon (2016). Cash, Competition, or Charity: International Students and the Global Imaginary. Higher Education: The International Journal of Higher Education Research, v72 n2 p225-239 Aug. As the number of students traveling from the Global South to study in the Global North continues to grow (OECD in Education at a glance 2014: highlights. OECD Publishing. Retrieved from www.oecd-ilibrary.org/education/educatio…, 2014), we argue that it is necessary to broaden our conceptual approaches to the study of this dynamic. This article utilizes the framework of "global imaginaries" to examine the links between intensifying international student recruitment and international students' experiences with racism. We suggest that both recruitment and racism are framed by a dominant global imaginary rooted in Western supremacy. This imaginary both makes Western higher education a desirable product in the global higher education market and shapes the reception of international students…. [Direct]

Batista-Morales, Nathaly; Omogun, Lakeya; Salmer√≥n, Cori; Steinitz, Erica; Svrcek, Natalie Sue; Taylor, Laura A.; Villarreal, Doris; Vlach, Saba Khan; Wetzel, Melissa Mosley (2019). Preparing Teachers with Sociocultural Knowledge in Literacy: A Literature Review. Journal of Literacy Research, v51 n2 p138-157 Jun. Although the call for teachers to address the demographic imperative has existed for decades, recently, there has been an uptake of frameworks of multicultural education, culturally responsive pedagogies, critical literacy, and others into literacy teacher preparation. In this study, we examine connections that pre-service teachers make as a result of experiences focused on sociocultural knowledge and literacy and barriers they face in building these connections. Areas of connection include examining one's past; recognizing students' lives and resources in literacy teaching; considering race, racism, and students' racial identity; drawing on multilingualism as a strength of students for literacy learning; and engaging actively and inquiring into literacy…. [Direct]

Muller, Alissa (2020). Mastery-Based Learning in Washington State. 2020 Report. Washington State Board of Education The Mastery-based Learning (MBL) Work Group has examined opportunities to increase student access to relevant and robust mastery-based academic pathways aligned to personal career goals and postsecondary education, and reviewed the role of the High School and Beyond Plan (HSBP) in supporting mastery-based learning. The Work Group members believe that Washington has both an opportunity and an imperative to respond to the dual pandemic of COVID-19 and the structural racism that the school system has never effectively addressed. The collective "why" calls for a transformation of the education system to close both the opportunity gap and resulting achievement gap. This report discusses the barriers to mastery-based learning (MBL) in Washington State and provides recommendations around how to increase capacity for MBL, including the development of a MBL pathway to a high school diploma. [For the interim report, see ED610102. For the summary report, see ED610116.]… [PDF]

(2020). Mastery-Based Learning in Washington State. Report Summary. Washington State Board of Education Schools are experiencing unprecedented disruption, forcing educators to think differently about how they engage with their students and forcing changes to longstanding systems that have been established to deliver education. This presents an opportunity to not only discover ways to address education during the coronavirus pandemic, but also to address the much longer standing pandemic of racism that has plagued society and the school systems. The collective "why" calls for a transformation from a traditional system to a mastery-based learning (MBL) approach. The Mastery-based Learning (MBL) Work Group looked for ways to increase student access to relevant and robust mastery-based academic pathways aligned to personal career goals and postsecondary education. The Work Group also reviewed the role of the High School and Beyond Plan (HSBP) in supporting mastery-based learning. The recommendations of the Work Group are described in a report to the Washington State Legislature,… [PDF]

Zembylas, Michalinos (2020). The Affective Modes of Right-Wing Populism: Trump Pedagogy and Lessons for Democratic Education. Studies in Philosophy and Education, v39 n2 p151-166 Mar. This paper argues that it is important for educators in democratic education to understand how the rise of right-wing populism in Europe, the United States and around the world can never be viewed apart from the affective investments of populist leaders and their supporters to essentialist ideological visions of nationalism, racism, sexism and xenophobia. Democratic education can provide the space for educators and students to think critically and productively about people's affects, in order to identify the implications of different affective modes through which right-wing populism is articulated. Furthermore, this paper points out that 'negative' critique of the affective ideology of right-wing populism is not sufficient for developing a productive counter politics. An affirmative critique is also needed to set alternative frames and agendas which endorse and disseminate alternative concepts and affective practices such as equality, love and solidarity. These ideas provide critical… [Direct]

Welply, Oakleigh (2023). English as an Additional Language (EAL): Decolonising Provision and Practice. Curriculum Journal, v34 n1 p62-82 Mar. This paper examines ways in which approaches to English as Additional Language (EAL) can be decolonised in schools. In an attempt to break traditional divides between academic research and pedagogical practice in this area, this article adopts a collaborative perspective, between an EAL advisory and support teacher and an academic member of staff working in university. Drawing on dialogues and co-analysis with EAL practitioners, this article reflects on limitations of current provision and practice and suggests alternative, decolonial and anti-racist approaches to the education of EAL students. At both school and university level, 'one size fits all approaches' tend to negate the deep historical, social and political roots and contexts which underpin the experiences of 'EAL students' at different levels of education. Issues related to equitable assessment, inclusion, linguistic support and anti-racism tend to be side lined in favour of a focus on language proficiency and attainment,… [Direct]

Kathryn S. Woicke (2020). Creating "Fugitive Spaces" in Educator Professional Development: A Critical Case Study of Transformative Adult Learning for Equity and Inclusion. ProQuest LLC, Ed.D. Dissertation, Lewis and Clark College. Despite policy efforts over the last few decades to address racial disparities in education, often in the form of educator professional development, racism still manifests in educator practice, and Whiteness is often centered in the very processes designed to address exclusion. While research exists critiquing how systemic racism and Whiteness are reproduced in educator professional development, there is far less empirical exploration of more transformative adult learning practices to advance equity and inclusion. Utilizing critical adult learning, critical race theory, critical whiteness studies, and sociocultural transformative learning theory, this study identifies a potential "fugitive space" in educator professional development designed to disrupt this reproduction of Whiteness. This critical case study of transformation utilized culturally responsive interviews of 16 participants and document review to understand how both participants of color and White participants… [Direct]

Adjei, Paul Banahene (2018). The (Em)Bodiment of Blackness in a Visceral Anti-Black Racism and Ableism Context. Race, Ethnicity and Education, v21 n3 p275-287. Over the years, many scholarly publications have extensively discussed disability 'diagnoses' and placement practices in special education programs in the United States and the United Kingdom. These publications argue that racism and classism rather than clinically predetermined factors appear to influence the disability diagnosis and placement practices in special education. The present essay is contributing to the debate by critically exploring the relationship(s) between race, class, and disability 'diagnoses' and placement practices in special education programs in Toronto, Canada. The core ideas noted in the essay are drawn from a personal story of an African-Canadian parent — a story of a daughter with a diagnosed disability and her mother's struggle to resist the disability 'diagnosis' as well as her battle rejecting her daughter's placement in the special education program in a Toronto public school. Using this personal account, other literature, and anti-black racism… [Direct]

McCarthy, Marie (2020). The Housewright Declaration: A Lens for Viewing Music Education in the Early Twenty-First Century. Contributions to Music Education, v45 p47-66. In this article the twelve statements in the Housewright Declaration (2000) are examined in the context of trends and developments in the music education profession since the Declaration was published. A brief context for the time period is provided, focusing on three influential trends–nationalism, justice and equity, and new forms of communication enabled by advancements in technology. Discussion of the Declaration statements is organized around two overarching themes–inclusion and widening horizons. The theme of inclusion addresses students, teachers, curricular content, dimensions of music making, and music education for all persons across the lifespan. The theme of widening horizons includes a broader definition of music making, incorporation of new technologies into school practice and professional forums, collaborations and partnerships, and an expanded role for the music educator. I identify barriers that may have impeded the full realization of the Declaration, and offer… [PDF]

Martin, Linda E.; Mulvihill, Thalia M. (2021). An Interview with Dr. Gloria Ladson-Billings. Teacher Educator, v56 n3 p217-228. Dr. Gloria Ladson-Billings is the former Kellner Family Distinguished Professor of Urban Education in the Department of Curriculum and Instruction at the University of Wisconsin, Madison. She served as president of the American Educational Research Association (AERA) in 2005-2006. Dr. Ladson-Billings has contributed widely to the development of two fields of study, culturally relevant pedagogy and critical race theory as well as their impact on today's teachers, students, and classroom dynamics. Within her numerous publications, her passion for children who are disadvantaged in public schools is evident. Dr. Ladson-Billings developed the theory Education Debt to depict the historical significance of inequality and its pervasiveness within our culture and educational institutions. This article presents a conversational interview with Dr. Gloria Ladson-Billings that was conducted on February 20, 2021. In this interview, Dr. Gloria Ladson-Billings discusses: (1) who mentored her or… [Direct]

Kaufman, Randall Haines (2019). How Does the Work of the Negro Youth Study (1937-1941) Fit into the History of the Social Sciences?. ProQuest LLC, Ph.D. Dissertation, Florida International University. Through a historical analysis this dissertation addresses how the work of the Negro Youth Study (NYS) fits into the historical development of sociology during the early Civil Rights Movement (CRM). Secondarily, the dissertation addresses the silence surrounding NYS and its place in Black Sociology. As the Depression deepened, educators worried about another lost generation of young Americans. In response, The American Youth Commission in 1935, followed by the NYS in 1937, sought solutions. In particular, the NYS represents a moment in social sciences, started in the 19th century, or a moment when social sciences become a tool in the CRM. Little known, the efforts of the NYS demonstrated the damage to personality that segregation and racism caused to African American children. This archival investigation offers the methods of the NYS to address issues such as, Retention, Family Outreach, Diversity, and working with African American students. While the NYS was a comprehensive… [Direct]

Ho, Canary H. (2023). Perspectives of First-Generation Vietnamese Americans and Filipino/a Americans: Lack of Representation and the Model Minority Myth. ProQuest LLC, Ed.D. Dissertation, California State Polytechnic University, Pomona. In the late 19th century, Asians were seen as foreigners who were called the "yellow peril" by Americans because they were seen "as perpetual foreigners who threatened the U.S. economy, society, and nation" (Tzu-Chun Wu, 2017, p. 1). Eventually, the model minority myth was coined and referenced as "Asians comprise the racial minority group that has "made it" in America through hard work and education, and therefore serve as a model for other racial minorities to follow" (Wing, 2007, p. 456). Presently, the model minority myth has continued to marginalize Asian Americans and the umbrella term of being "Asian" taints every subgroup (Pak et al., 2014). This project provides insight into the perspectives of two Asian subgroups, Vietnamese Americans and Filipino/a Americans, on the model minority myth and the lack of representation of Asians in higher education. Data collection occurred through semi-structured interviews with 12 participants. The… [Direct]

Au, Wayne (2017). When Multicultural Education is Not Enough. Multicultural Perspectives, v19 n3 p147-150. In the face of rising white nationalism, multicultural education is simply not enough. In addition to suggestions for curriculum and instruction, in this article the author suggests that teachers, parents, administrators, and students need to be organizing to push back against this tide of racism, sexism, and xenophobia and find ways to concretely support their students and communities…. [Direct]

Galamba, Arthur; Matthews, Brian (2021). Science Education against the Rise of Fascist and Authoritarian Movements: Towards the Development of a "Pedagogy for Democracy". Cultural Studies of Science Education, v16 n2 p581-607 Jun. In the twenty-first century, the rise and support of fascism-related views threaten freedom of speech, freedom of sexual orientation, religious tolerance and progressive agendas that advocate equity. We argue that mainstream science education generally does not, but should, educate students against fascism-related views–such as racism, sexism, homophobia and religious intolerance–with a view to strengthening mutual respect and the common good. We argue some science teaching practices are found to be suitable to fascism-like ideologies (e.g. race in genetics teaching), and that the use of the concept of 'scientific literacy' has focused on neoliberal possessive individualism. As a consequence, mainstream science education overlooks the development of sympathy, altruism and interpersonal skills. We also discuss the activity of science education in authoritarian, undemocratic regimes in history, showing that fascist regimes have long used 'apolitical' scientists' achievements to… [Direct]

Andes, Sarah; Kiesa, Abby (2020). Let's Change Our Narratives about Youth Civic Engagement. Social Education, v84 n5 p285-288 Oct. Young people are very interested in politics right now. In 2018, the voter turnout rate for youth between the ages of 18 and 29 doubled from the previous midterm election: from 13% to 28%. This group has also made up a disproportionate share of those participating in recent demonstrations protesting racism and anti-Black violence nationwide. Nearly four in five of them (79%) say that the COVID-19 pandemic has helped them realize that political leaders' decisions matter. Encouraging and equitably expanding youth voter participation requires confronting and changing dominant narratives that hold young people back from robust election engagement. In this article, the authors introduce and interrogate two common narratives concerning youth civic education and engagement, suggest ways to upend these narratives, and point to resources that K-12 teachers and administrators can use in their efforts to do so…. [Direct]

Raketa A. Ouedraogo-Thomas (2023). Examining Systemic and Dispositional Factors Impacting Historically Disenfranchised Schools across North Carolina. ProQuest LLC, Ph.D. Dissertation, University of San Diego. This mixed method sequential explanatory study provided analysis of North Carolina (NC) school leaders' dispositions in eliminating opportunity gaps, outlined in NC's strategic plan. The study's quantitative phase used descriptive and correlation analysis of eight Likert subscales around four tenets of transformative leadership (Shields, 2011) and aspects of critical race theory (Bell, 1992; Ladson-Billings, 1998; Ladson-Billings & Tate, 2006) to understand systemic inequities and leadership attitudes. The qualitative phase comprised three analyses of education leadership dispositions and systemic factors in NC schools. The first analysis of State Board of Education meeting minutes from 2018-2023 quantified and analyzed utterances of racism and critical race, outlined the sociopolitical context of such utterances, and identified systemic patterns and state leader dispositions. The second analysis of five interviews of K-12 graduates identified persistent and systemic factors… [Direct]

Dua, Enakshi; Henry, Frances; James, Carl E.; Kobayashi, Audrey; Li, Peter; Ramos, Howard; Smith, Malinda S. (2017). The Equity Myth: Racialization and Indigeneity at Canadian Universities. University of British Columbia Press The university is often regarded as a bastion of liberal democracy where equity and diversity are promoted and racism does not exist. In reality, the university still excludes many people and is a site of racialization that is subtle, complex, and sophisticated. While some studies do point to the persistence of systemic barriers to equity and diversity in higher education, in-depth analyses of racism, racialization, and Indigeneity in the academy are more notable for their absence. "The Equity Myth" is the first comprehensive, data-based study of racialized and Indigenous faculty members' experiences in Canadian universities. Challenging the myth of equity in higher education, this book brings together leading scholars who scrutinize what universities have done and question the effectiveness of their equity programs. The authors draw on a rich body of survey data and interviews to examine the experiences of racialized faculty members across Canada who–despite diversity… [Direct]

Beneke, Margaret R.; Cheatham, Gregory A. (2020). Teacher Candidates Talking (but Not Talking) about Dis/ability and Race in Preschool. Journal of Literacy Research, v52 n3 p245-268 Sep. In educational contexts, including early childhood settings, ableism and racism circulate interdependently to define normalcy and deviance. Book reading offers an important platform for dismantling these interlocking ideologies with young children. In this article, we examine dis/ability and race talk in the context of picture-book reading, analyzing the ways four white, nondisabled teacher candidates attempted to discursively resist deficit-based framings of dis/ability and race with small groups of young children in preschool classrooms. Findings revealed how–despite stated intentions to advance educational justice–teacher candidates drew on discourse models that reinforced status quo notions of normativity. We argue that understanding how teacher candidates navigate dis/ability and race talk with young children in the context of literacy instruction can lend insight into the teacher education experiences needed to support these critical conversations…. [Direct]

Yvette M. Regalado (2024). Pedagogy Del Corazon: Investigating Cultural and Community Practices Embedded in IRW Courses Using the Methodology of Counterstory. ProQuest LLC, Ph.D. Dissertation, Texas State University – San Marcos. This counterstorytelling study involved examining how Practitioners of Color (POC) enact "carino" and embed restorative literacies or cultural and community practices in community college integrated reading and writing (IRW) classrooms to create a safe counterspace for Students of Color (SOC). The significance of this research is to illuminate the lived experiences of POC in Texas who teach SOC how to push against systemic racism and the deficit narratives surrounding SOC and developmental education (DE). The problem addressed in this study is that SOC in postsecondary classrooms can feel invalid and distressed if they do not see their cultural, communal, or ancestral histories represented in the curriculum and thus could lose motivation and retention to stay in college. Through open-ended interviews, POC who self-identified that they teach cultural and community practices shared counternarratives on why and how they diversify the curriculum and encourage students to… [Direct]

Hale, Jon (2018). "The Development of Power Is the Main Business of the School": The Agency of Southern Black Teacher Associations from Jim Crow through Desegregation. Journal of Negro Education, v87 n4 p444-459 Fall. This article provides a history of Black southern teacher associations and the civil rights agenda they articulated from Reconstruction through the desegregation of public schools in the 1970s. Black teacher associations demonstrated historic agency by demanding a fundamental right to an education, equal salaries, and the right to work during the era of desegregation. Black education associations thus served as a professional bulwark against institutional racism. The agency of Black teacher associations constitutes a unique though overlooked role in civil rights history that illustrates the latent potential of teacher associations to serve as bastions of civil rights-based reform initiatives…. [Direct]

Kim-Cragg, HyeRan (2019). A Commentary on the REA 2018 Annual Meeting. Religious Education, v114 n3 p369-376. This commentary offers a "thick description" and analysis of the 2018 Religious Education Association (REA) meeting from my perspective as a racialized woman from Canada, a member of the REA board, and a professor who teaches anti-racism, preaching, and postcolonial theories among other subjects. My commentary seeks to leave a trail, making a permanent and public record. We, as religious educators, are responsible to pass down teachings to the next generation. Many wise elders have taught that history returns but it never repeats in the same way. We must not forget but remember what happened so that when it returns we will be ready…. [Direct]

Basile, Vincent; Pabon, Amber Jean-Marie (2019). Can We Say the "r" Word?: Identifying and Disrupting Colorblind Epistemologies in a Teacher Education Methods Course. Educational Studies: Journal of the American Educational Studies Association, v55 n6 p633-650. Several educational researchers have critiqued the increasing marginalization of foundations coursework in teacher education programs within the United States. Situated within a teacher certification program at a Predominately White Institution without foundations courses, this self-study examined an English methods course designed to address this curricular gap and prepare candidates to teach racially and culturally diverse students attending urban schools. Through a conceptual framework grounded in critical race theory, interpretive analysis of student work relative to course material evidenced a consistent pattern of omitting themes, discussions, and reflection about race and racism. This finding–consistent with the literature on colorblind epistemologies–led me to implications about pedagogy and curriculum in teacher education centered around opportunities for candidates to develop racial literacy in their methods courses and across their programs…. [Direct]

Howie, Luke; Keddie, Amanda; Walsh, Lucas; Wilkinson, Jane (2019). '…We Don't Bring Religion into School': Issues of Religious Inclusion and Social Cohesion. Australian Educational Researcher, v46 n1 p1-15 Mar. This paper examines the approaches of cultural and religious inclusion at one small state-funded primary school situated in suburban Australia. The school community is experiencing high levels of racialised, gendered and religious conflict. Through case study data from leaders and teachers, we illustrate the potential and limitations of these approaches and consider their location within the notions of secularity and Christian privilege that characterise Australia's public education system. The paper is situated within the context of current anxieties around social conflict and unrest especially in relation to religious racism or Islamophobia and amid calls for the introduction of a multi-faith education in Australian public schools. Against this backdrop, we highlight key tensions and difficulties confronting schools in their efforts to be inclusive towards creating a climate of social cohesion…. [Direct]

Saofa'i Pa'o Lowe (2023). "Drop Out" Factors of Students from the Federated States of Micronesia and the Republic of the Marshall Islands: The Stories That Have Not Been Told. ProQuest LLC, D.Ed. Dissertation, University of Hawai'i at Manoa. The high school dropout problem in the U.S. has been studied extensively; however, the dropout of English Learner (EL) students is an underreported phenomenon. This study sought to understand the lived experiences of EL students from the Federated States of Micronesia (FSM) and the Republic of the Marshall Islands (RMI) who attended high school on the Westside of O'ahu, in the state of Hawai'i and what contributed to their decisions to discontinue their high school education. The study used a phenomenological approach (Reiners, 2012; van Mannen, 2016) to understand the participants' experiences with the schools and data was collected through semi-structured interviews with 18 EL Indigenous alumni and elders from the FSM and RMI regions. Factors that impacted the discontinuation of high school education for EL alumni from the FSM and RMI included personal care, the impact of school personnel, language discrimination, policy inequities, and invisibility. Other themes that emerged from… [Direct]

Au, Wayne (2016). Meritocracy 2.0: High-Stakes, Standardized Testing as a Racial Project of Neoliberal Multiculturalism. Educational Policy, v30 n1 p39-62 Jan. High-stakes, standardized testing is regularly used within in accountability narratives as a tool for achieving racial equality in schools. Using the frameworks of "racial projects" and "neoliberal multiculturalism," and drawing on historical and empirical research, this article argues that not only does high-stakes, standardized testing serve to further racial inequality in education, it does so under the guise of forms of anti-racism that have been reconstituted as part of a larger neoliberal project for education reform. This mix of neoliberalism, high-stakes testing, and official anti-racisms that are used to deny structural, racialized inequalities are a manifestation of what the author calls, "Meritocracy 2.0."… [Direct]

Barnes, Nailah Reine (2020). Walking the Talk: Black Experiences Need to Be an Integral Part of College Curricula. Liberal Education, v106 n3 Fall. When the author looked back at her first two years at Spelman, a historically Black liberal arts college for women, she can see that the African Diaspora and the World (ADW) program had been paramount to her development as a culturally competent scholar with a nuanced understanding of systemic racism. In the majority-White schools she attended for much of her life, Black history and literature were an afterthought. Spelman College implemented the required two-course ADW program for first-year students in the early 1990s. The program aims to center histories of Africa and its people, prepare students to perceive themselves as global citizens, heighten the awareness of diverse cultural and historical experiences, and emphasize the connection between education and social change. In this article, the author shares her experience with the ADW program…. [Direct]

Hess, Juliet (2021). Musicking a Different Possible Future: The Role of Music in Imagination. Music Education Research, v23 n2 p270-285. Across the globe, many countries are at a nexus of multiple crises. The COVID-19 pandemic, structural racism, the climate crisis, and a severe economic downturn have all converged. These crises have wreaked havoc on minoritized communities in particular. This moment requires imagination to write a different future — to not return to the status quo. Imagination becomes crucial for fathoming a different world. Musicking — the different ways of making music that include listening, performing, creating, and beyond — may allow us to engage in such imagining. Musicking offers a vehicle for dreaming and provides a vision for the future. In this paper, I explore movements in education that inform this political moment including critical reconstructionism, abolitionism, and critical pedagogy from the perspectives of people who theorise these movements. Subsequently I consider the role the arts might play in imagining. I engage in particular the work of Bettina Love and Maxine Greene…. [Direct]

Ceballos, Diego A.; Felix, Eric R.; Perez, Elizabeth Jimenez; Salazar, Rogelio; Vedar, Erin Nicole R. (2021). Examining the Field of Institutional Research: Toward More Equitable Practices. New Directions for Institutional Research, n189-192 p9-28 Spr-Win. As improving equity becomes prioritized in higher education, Offices of Institutional Research (OIRs) find themselves in a central position to identify and address educational inequities faced by racially minoritized students. However, their potential to serve as a catalyst for organizational change has yet to be fulfilled. In this study, we present a critical discourse analysis of mission statements to understand how these OIRs describe their function and purpose in the California Community Colleges system. Results are based on 108 reviewed statements. These results reveal a limited discourse around race and equity. None of the statements in our sample included the word race or any words stemming from it such as racism or racial disparity. The majority (86%) of statements omitted equity from their purpose, failing to describe how OIRs can serve to improve equitable outcomes in community college. Our work prompts the field to reimagine their role within the community college they… [Direct]

Bruce, Bertram (2018). Community as Curriculum: Nurturing the Ecosystem of Education. Schools: Studies in Education, v15 n1 p122-139 Spr. Our ways of living together, communicating, and learning shape social life and our responses to problems such as economic injustice, racism, or climate change. That insight led John Dewey to identify democracy and its engine, democratic education, as the best means for assembling the knowledge necessary to address complex challenges and to ensure that we can live amicably with one another. This article proposes an ecosystem metaphor for democratic education, one that emphasizes the relations between communities and schooling. It calls for a renewed sense of community as curriculum and lays out four major ways in which that can occur. It also discusses contemporary difficulties for democracy and democratic education…. [Direct]

Jensen-Ives, Johanne (2019). Fund Development and Donor Race: How Colorblindness and a 'Sales Mentality' Delimits Expanding the Donor Base. ProQuest LLC, Ph.D. Dissertation, The University of Arizona. This qualitative case study examined the practices used by higher education development professionals and institutions to better understand how a donor's race is considered as part of the fundraising process. It employed a Critical Race Theory (CRT) framework (Delgado, 2001) designed to combine the scholarship on fund development and race. The central frames of color-blind racism (Bonilla-Silva, 2006) were key organizing concepts for the analysis of findings in this study. Additionally, this research used concepts of White savior ideology (Cammarota, 2011) and poverty porn (Collin, 2009) to interpret the messages and language used in the higher education development field. To provide context for this study, the concept of academic capitalism (Slaughter & Rhoades, 2004) is engaged relative to the pressure higher education development professionals may experience connected to their fundraising efforts. This study employed several qualitative methods for gathering data which… [Direct]

Carpenter, Ashley; Ezeofor, Ijeoma; George Mwangi, Chrystal A.; Thelamour, Barbara (2018). "Black Elephant in the Room": Black Students Contextualizing Campus Racial Climate within US Racial Climate. Journal of College Student Development, v59 n4 p456-474 Jul-Aug. The systemic racism in US society being resisted through larger movements such as Black Lives Matter is also reflected and reproduced in US higher education. In this qualitative study, we examined how Black students contextualize their campus racial climate within broader race issues, tensions, and movements occurring across the nation. Findings revealed 4 themes: (a) perceptions of Blackness on campus, (b) campus racial climate mirroring societal racial climate, (c) experiencing and engaging in movements on campus, and (d) impact of racial climate on future planning…. [Direct]

Keyah Levy (2023). Hear Our Voices: Supporting Black Undergraduate Women in Cultural & Affinity-Based Student Organizations at Predominantly White Institutions of Postsecondary Education in the Midwestern United States. ProQuest LLC, Ed.D. Dissertation, University of Wisconsin – La Crosse. The United States is a nation rooted in imperialism, colonialism, and racism, built on the backs of minoritized people whose perspectives are not reflected in dominant narratives at every level of society. Historically, Black women have had both racialized and gendered experiences generally and specifically in institutions of postsecondary education, via exclusion and adverse experiences (Collins, 2000; Garcia, 2019; Karkouti, 2016). This historical exclusion exists in part due to the white male hegemony. As a result, and as a coping mechanism, Black women often created or assisted in the creation of affinity-based student organizations. These organizations were aimed at supporting Black students and serving as activist and catalysts for change. This study examines the experiences of Black women engaged affinity-based groups at PWIs in Minnesota, Iowa, and Wisconsin. The purpose of this study is to understand the perceptions held by the study population regarding their institution… [Direct]

Meighan, Paul J. (2021). Decolonizing English: A Proposal for Implementing Alternative Ways of Knowing and Being in Education. Diaspora, Indigenous, and Minority Education, v15 n2 p77-83. There is a need to decolonize English in order to reframe our relationships with fellow beings and our environment. English can frame water or oil as infinite, uncountable nouns, a tree as an inanimate, unconscious being, traditional and respected territories as wasteland, and animals as wildlife. With the current climate crisis, we know that these categorizations fall short and can normalize environmental racism and injustice. A more equitable and sustainable way to use language would be to question the worldview or belief system that informs "ecologically destructive" assumptions and perceptions. The English language also carries a colonial and assimilationist legacy. In many cases, this colonial history is omitted in our history books or plainly avoided in many forms of curriculum. The danger of ignoring this legacy resides in the human exceptionalism, or "epistemological error", which dominates the current mainstream Western worldview, colonial education, and… [Direct]

Nguyen, Caressa; Poon, Oiyan A.; Segoshi, Megan S.; Squire, Dian D.; Surla, Kristen L.; Tang, Lilianne (2019). Asian Americans, Affirmative Action, and the Political Economy of Racism: A Multidimensional Model of Raceclass Frames. Harvard Educational Review, v89 n2 p201-226 Sum. Utilizing a critical raceclass theory of education, OiYan A. Poon and colleagues analyze interviews with Asian Americans who have publicly advocated for or against affirmative action and acknowledged how their understandings of racial capitalism informed their perspectives and actions. Limited research has considered Asian American subjectivity in examining what shapes their diverse perspectives on affirmative action. This study adds to research on the racial politics of the debate, which has increasingly centered Asian Americans and their interests, and introduces a multidimensional model of raceclass frames representing different political perspectives and choices around affirmative action: abstract liberalism, ethnocentric nationalism, conscious compromise, and systemic transformation. The model offers insights on Asian American frames and ideologies of racism, capitalism, and education to account for their divergent political perspectives and choices in the affirmative action… [Direct]

Amy Updegraff; Deani Thomas; Emily Howell; Jeanne Dyches (2024). Multimodality and Critical Race Theory as Tools of Canonical Subversion. English in Education, v58 n3 p222-239. Research has called for nuanced scholarly investigations that synergise, complicate, and advance social theories of literacy. Accordingly, this study melds critical literacy, critical race theory, and multiliteracies to distil students' involvement with the canonical "The Adventures of Huckleberry Finn," investigating: What are participants' design experiences reading canonical literature through a critical race theory lens, and what does multimodal design reveal about students' critical literacies? Design reflects both understanding and meaning making using multiple sign systems. Applying case study methodologies, researchers investigated the experiences of 24 eleventh-grade students in an American literature course. Layers of inductive and deductive analysis reveal two findings specific to students' experiences with multiliteracies: successes with literal transmediation and barriers to imaginative transmediation. Findings were then deductively treated with tenets of… [Direct]

Teitelbaum, Kenneth (2022). Curriculum, Conflict, and Critical Race Theory. Phi Delta Kappan, v103 n5 p47-53 Feb. Recent discussions about critical race theory (CRT) have exposed, once again, the heated disagreements that prevail in the United States regarding the nature of its racial past and present. This debate is highly significant in itself, but the dispute is also noteworthy for revealing how quickly a contentious issue can become a lightning rod for considerations of what students should learn. This article addresses CRT and the role it can play in helping to explore past and current racial politics; the value of placing the current controversy within the context of a long history of curriculum conflict; and the need for critical reflection, active collaboration, and courage among educators…. [Direct]

Cathryn B. Bennett; Delma Ramos (2024). Troubling Hegemonic Racialized Ideologies in Education with Critical Race Theory. Thresholds in Education, v47 n1 p5-22. As an epistemological, axiological, and methodological paradigm, Critical Race Theory (CRT; Crenshaw et al., 2000; Harris, 1993) is a scholarly tool to identify and disrupt inequities, possible via CRT's core tenets towards troubling systemic racism. We argue that political movements in North Carolina (NC) exhibit attempts to delegitimize critical race scholarship and curricula that accurately portray history and contemporary student populations' racialized experiences, a manifestation of the conservative agenda to whitewash the state's history that is predicated on racism and white supremacy. In alignment with radical theorizations and research that examine ideologies at the root of ill-informed hysteria, we present a Critical Discourse Analysis (CDA) of the effects of political power in foreclosing educational possibilities toward building equitable societies through our analysis of data from NC's Fairness and Accountability in the Classroom for Teachers and Students for North… [PDF]

Carl D. Greer; DeMarcus Jenkins; Kevin Lawrence Henry Jr.; Mark White (2023). Conjuring the Devil: Historicizing Attacks on Critical Race Theory. Thresholds in Education, v46 n1 p33-47. In this paper, we explore white supremacy's "projection" of the "devil" by focusing on its construction and deployment of what Stanley Cohen (1972/2002) terms "folk devils" or those who are seen as deviant. We argue Critical Race Theory (CRT) and conjoining equity centered discourses and practices are situated as a folk devil. Understanding the significance of history to CRT analysis, this paper historicizes current attacks on CRT by looking to the evidentiary record of previous conservative efforts to ban "subversive knowledge" and to categorize it as a folk devil. We suggest these attacks are part of a larger political project of white epistemological capture, which is a tactic used to foreclose emancipatory thought and solidify violent white ways of knowing and being. Drawing on narratives from conservative politicians and thought leaders, this paper utilizes critical race theory's constructs of racial realism and whiteness as property to… [PDF]

Kelly, Laura Beth (2023). What Do So-Called Critical Race Theory Bans Say?. Educational Researcher, v52 n4 p248-250 May. In the wake of racial justice protests in the United States, many states adopted policies to constrain the discussion of racism, particularly contemporary and systemic racism, in K-12 classrooms. Discursively framed as "critical race theory bans," these policies enumerate lists of "prohibited concepts" to be eliminated from classroom instruction and curriculum materials. This brief document analysis provides an overview of first-wave prohibited concepts policies among the states to adopt such policies during the 2020-2022 legislative sessions. The analysis summarizes the prohibited concepts, teaching practices that remain allowed, and the nature of the prohibitions…. [Direct]

Andrew N. McKnight; Nevbahar Ertas (2024). Policy Opinions Regarding the Teaching of Critical Race Theory in Schools. Policy Futures in Education, v22 n7 p1516-1532. Critical Race Theory (CRT) has recently been positioned as a serious problem requiring urgent policy response among partisan media outlets. Making a case for pressing policy demands, several policy makers have proposed federal, state, and local level legislation and other measures to restrict how race, racism, or American history in general can be taught in K-12 schools, higher education institutions, and state agencies. Anti-CRT rhetoric in media and policy proposals have also propagated the notion of CRT as being divisive as well as ubiquitous in public education. Given this, it is critical to examine whether policy opinions regarding reactionary legislation is based on a real understanding of CRT. We conduct a conceptual and theoretical inquiry into anti-CRT rhetoric relying on the sociological concepts of moral panics and folk devils. Then, we examine familiarity, knowledge, ideology, policy beliefs, and policy opinions regarding CRT in education using nationally representative… [Direct]

John Wood; Kenneth Kickham (2024). Pernicious Campus Polarization over Critical Race Theory: A Case Study. Journal of Political Science Education, v20 n1 p69-89. Legislatures have banned CRT across many states in America, altering the country's campus climate. This case study surveys more than 200 students, faculty, and staff on campus to understand their points of view on CRT. The authors find a "pernicious polarization" dividing the university and suggest that university faculty consider a "Critical Patriotic Civic History" to provide a multi-perspectival pedagogy to prepare our multicultural student body to become our country's next generation of citizens…. [Direct]

Lipsitz, George (2023). Rejecting the Racial Contract: Charles Mills and Critical Race Theory. Race, Ethnicity and Education, v26 n4 p533-552. In this article, I explore the deep roots and long history of the attacks on Critical Race Theory in education, while at the same time savoring the equally long and eminently venerable and presently visible traditions forged by "the insights of generations of anonymous 'race men' [and 'race women] who, under the most difficult circumstances" developed 'the concepts necessary to trace the contours of the system oppressing them, defying the massive weight of a white scholarship that either morally justified this oppression or denied its existence' (1996, 131). I identify Critical Race Theory as the product of a long history of Afro-diasporic autonomous learning centers and parallel institutions as well as the producer of new ones…. [Direct]

Deo, Meera E. (2023). A Critical Race Theory Assessment of Law Student Needs. Teachers College Record, v125 n5 p135-153 May. Background/Context: Law students of color have been struggling to recover from the heightened challenges they endured during the first two years of the pandemic. Struggles with food insecurity, financial anxiety, and emotional strain contribute to declining academic success for populations that were marginalized on law school campuses long before COVID. Legislative support is necessary to support students through this era so they can maximize their full potential. Purpose/Objective/Research Question/Focus of Study: The study seeks to understand law students' challenges during COVID and consider ways that administrators, legislators, and others can ameliorate their struggles. The objective is to provide greater support to already marginalized students during a time of significant stress and pressure. The focus of the study is on serving the needs of students of color, particularly women of color (drawing from an intersectional raceXgender framework from critical race theory). Research… [Direct]

Kyle L. Chong; Sheila M. Orr (2024). Scales of Educational Resistance Practices against Critical Race Theory "Bans". Educational Studies: Journal of the American Educational Studies Association, v60 n5 p511-529. Numerous states have attempted to enact sweeping curricular bans targeting Critical Race Theory (CRT) to prevent educators from teaching content that challenges the white-Eurocentric curriculum of American schooling. In this paper, we build on arguments that curricular bans are not new to education, nor is the resistance enacted by educators to curricular bans. Through centering how educators in three different states are navigating the various tightness of spaces in their resistance, we look to provide a pathway forward for those looking to enact resistance to current (and future) curricular bans. This analysis contributes to how teacher educators and educational foundations scholars can think about teacher activism and resistances as pedagogical praxis…. [Direct]

Roland, Ericka; Warren, Daphne (2023). Assignment Negotiation: Critical Race Theory and Educational Leadership Preparation Program. Journal of Cases in Educational Leadership, v26 n4 p89-101. The current tensions around racism in public schooling prompted Dr. Edwards, an assistant professor in educational leadership and policy studies, to teach critical race theory and assign a racism audit for doctoral students to use the theory in practice. Students were to complete their racism audit on their school campus. However, several students refused to complete the assignment. Some students refused for fear of job repercussions, while others accused Dr. Edwards of indoctrinating them with liberal political ideologies. This case explores the complexity and dilemmas that faculty encounter as they engage in antiracism leadership teaching during a time of racial reckoning…. [Direct]

Nicholas Brake (2024). Evolution to Critical Race Theory: Kentucky Legislative Curriculum Bans in 1922 and 2022. Educational Policy, v38 n6 p1418-1448. This article draws from primary and secondary historical sources such as public policy documents, speeches, and media reports to trace attempts made by the Kentucky legislature to ban controversial topics in public school curriculum–evolution in 1922 and critical race theory in 2022. Kingdon's multiple streams framework (MSF) serves as the model for this historical and contemporary comparative education policy analysis…. [Direct]

Laura Beth Kelly; Laura Taylor (2024). What Do So-Called Critical Race Theory Bans Mean for Elementary Literacy Instruction?. Reading Research Quarterly, v59 n2 p173-192. In recent years, a number of states in the United States have enacted educational policies, often referred to as "critical race theory" bans, that aim to restrict teaching about race and racism in schools. This study examines how current and future elementary literacy educators interpreted and intended to respond to one such law in Tennessee. Drawing theoretically on policy sociology and critical race theory policy analysis, we qualitatively analyzed data generated in focus groups with 18 prospective and practicing teachers. Our findings illustrate the restrictive effects of the policy on elementary literacy instruction, caused partially by teachers interpreting the policy as substantially impeding their ability to engage students in critically reading, writing, and talking about race and racism. Further, findings demonstrate how this new policy intersected with and exacerbated existing curricular constraints in elementary literacy classrooms, including developmental… [Direct]

ArCasia D. James-Gallaway; Francena F. L. Turner (2024). Towards a Racial Justice Project: Oral History Methodology, Critical Race Theory, and African American Education. Paedagogica Historica: International Journal of the History of Education, v60 n3 p414-438. Oral historians have declared the methodology a social justice project. This essay advances that discussion, positing that oral history methodology may represent a more specific "racial" justice project when coupled with critical race theory. An examination of the history of African American education scholarship, we argue, supports this contention. Two central questions guide this essay: (1) What does scholarship on the history of African American education demonstrate about the compatibility between oral history methodology and critical race theory? and (2) How does this methodological-theoretical pairing advance a racial justice project? We aim to show how critical race theory and oral history methodology complement one another as research tools that can strengthen the history of education's capacity to inform current educational issues. Our essay draws on the work of historians of African American education to exemplify possibilities for any historian of education who… [Direct]

Kaplan, Leslie S.; Owings, William A. (2021). Countering the Furor around Critical Race Theory. NASSP Bulletin, v105 n3 p200-218 Sep. National right-wing media and their viewers are alleging that critical race theory (CRT) is "infecting" public school classrooms, fueling an assault on how schools should discuss race, racism, and our nation's history. This turmoil over curriculum and teaching "sensitive" topics is deeply upsetting to teachers. Principals can strengthen their school's climate, shared leadership, and improve instruction and academic success for all students by helping their teachers manage and respond appropriately to parental and community questions about CRT…. [Direct]

Benjamin Patterson; Jill Channing (2023). Critical Race Theory and U.S. Community Colleges: Contending with Controversy. Community College Journal of Research and Practice, v47 n12 p748-752. Critical Race Theory (CRT) can be used as an analytical framework for understanding the propagation of systemic racism within societal structures and institutions, particularly in community colleges. CRT provides insights into the structural nature of racism as an issue of individual prejudice and one built into society's fabric. However, many states are attempting to or have successfully banned CRT and its related concepts. Despite the chilling effect of these regulations, community colleges still have a role to play in integrating CRT and other culturally responsive pedagogies. Liberating the hidden curriculum refers to instructional methods and practices for challenging the implicit norms, values, structures, and practices in schools that perpetuate social norms and reproduce racial oppression. The principles of CRT can also help challenge microaggressions and encourage candid discussions of biases to reduce their impact and alter hidden curricula, thus engendering more equitable… [Direct]

Johnson, Royel; Kumashiro, Kevin; L√≥pez, Francesca; Molnar, Alex; Patterson, Ashley; Ward, LaWanda (2021). Understanding the Attacks on Critical Race Theory. National Education Policy Center Attacks on Critical Race Theory (CRT) have been in the news for over a year. Rallies have been organized, school board meetings disrupted, executive orders issued, and legislation introduced to remove or exclude CRT from school curriculum. Since early 2021, eight states have passed legislation that, broadly speaking, seeks to ban historical information and critical analysis related to race and racism in public school classrooms, and additional legislation is being considered. Advocates of these administrative and legislative actions argue that providing students with information on race and racism is un-American, divisive, and itself racist. This policy memo reviews the contemporary attacks against CRT, describes the political objectives of these attacks, explores historical examples of similar tactics, and provides resources on evidence-based strategies to counter the propaganda…. [PDF]

Morgan, Hani (2022). Resisting the Movement to Ban Critical Race Theory from Schools. Clearing House: A Journal of Educational Strategies, Issues and Ideas, v95 n1 p35-41. Critical race theory has recently been blamed for causing harmful outcomes. Conservative activists are believed to be distorting this theory in order to ban it. The campaign to ban critical race theory has affected many schools across the United States. In some cases, school personnel have resigned because of the way some groups have responded to the debate over banning this theory. New laws that restrict teachers from teaching content that may make students uncomfortable have been passed. Banning critical race theory from K-12 schools is a controversial topic because public school personnel usually do not teach it. The controversy involves the programs that may have to be dropped if this theory is banned. This paper focuses on the origins of critical race theory, the misconceptions about this theory, the campaign to ban it, and the negative outcomes resulting from the movement to ban it. It also includes a description of how some groups are resisting this movement…. [Direct]

Mart√≠n Alberto Gonzalez (2024). When the Lion Learns to Write: A Counterstory about a Doctoral Student's Qualitative Research Project. International Journal of Qualitative Studies in Education (QSE), v37 n3 p733-750. This essay utilizes critical race theory composite counterstorytelling to tell a story about Alberto, a first-generation Xicano doctoral student who is presenting his dissertation research proposal to his qualitative research class. Through Alberto's character, I discuss my complicated process of designing and conducting a research study. Specifically, I reflect on why I decided to study the experiences of Mexican, Mexican American, and Xicanx students in higher education, why I used critical race theory, Latinx/a/o critical race theory, and critical race spatial analysis as theoretical frameworks, why I utilized critical collaborative ethnography as my research approach, and why I chose counterstorytelling as a research method to distribute my findings…. [Direct]

Alexa Yunes-Koch; Kara Mitchell Viesca; Tricia Gray (2023). The Evasion Pedagogy of Anti-"Critical Race Theory" Policy Actions. Thresholds in Education, v46 n1 p79-95. In the summer of 2020, while the United States was immersed in the COVID-19 pandemic, the murder of George Floyd became the catalyst for a national reckoning with persisting systemic racial injustice despite decades of civil rights efforts. While many Americans from all backgrounds became mobilized for justice, others perceived this movement as a threat, and politicians seized this opportunity to capitalize on that fear as a way of gaining political support. The academic concept of critical race theory (CRT) was quickly usurped as the catch-all term for any anti-racist effort, though few politicians or Americans understood what CRT is or what it aims to accomplish. Here, we provide a brief overview of CRT and how it has been intentionally misrepresented for political purposes since 2020. Then, we present a frame analysis of state and federal policy actions taking an anti-"critical race theory" stance in education and illustrate how an evasion pedagogy is being enacted… [PDF]

Marta Sanchez; Yvette Lapayese (2023). Pivoting a Bilingual Teacher Preparation Program through a Critical Race Theory Lens. Multicultural Perspectives, v25 n4 p221-226. This essay adds to the continuing discourse on the effective support of bilingual teachers. It examines the programmatic shifts in a university-based bilingual teacher preparation program, set against the challenges posed by a global pandemic and racial violence in the United States. Specifically, the study investigates the program's redesigned elements using Critical Race Theory as a lens. It concludes with policy recommendations to enhance bilingual teacher preparation and support…. [Direct]

Kelly Long (2023). Strategies for Diversifying the Legal Profession Pipeline: A Critical Race Theory Review. Strategic Enrollment Management Quarterly, v11 n3 p41-56. Diversity in the legal profession is key to ensuring representation and equity in laws, but there is a longstanding imbalance in the representation of marginalized racial and ethnic groups in the legal profession. By merging literature, quantitative data, and qualitative evidence under the lens of critical race theory and QuantCrit, this article charts the systemic nature of inequities in the legal profession pipeline. Then, it focuses on strategies higher education institutions might employ to address inequities…. [Direct]

Edwin Mayorga; Jennifer Bradley (2023). Critical Race Theory & Abolition: Disrupting Racial Policy Whiplash in Teacher Education. Thresholds in Education, v46 n1 p126-138. In 2021, like far too many states around the U.S., educators in Pennsylvania have been forced to wade through a myriad of attacks against educating students for liberation and justice under the guise of combating Critical Race Theory (CRT). There is a fair amount of "racial policy whiplash" in educators, as many states are simultaneously incorporating culturally sustaining and antiracist pedagogies into their teacher certification requirements. We explore this racial context as teacher educators organizing in a racially and ethnically diverse department at a small liberal arts college (SLAC). We begin by naming our theoretical North Star, guided by CRT, abolition, and Yamamoto's (1997) Critical Race Praxis (CRP) approach. We then argue that a societal "possessive investment in whiteness" (Lipsitz, 1995) continues to dominate teacher education at all levels (including our own), and highlight ways our teacher education community experienced the psychological,… [PDF]

Hodge, Emily M.; L√≥pez, Francesca A.; Rosenberg, Joshua M. (2022). How to Respond to Community Concerns about Critical Race Theory. Phi Delta Kappan, v104 n3 p48-53 Nov. Many school leaders responded to the controversies over critical race theory with denial. That approach can backfire, according to Emily Hodge, Francesca L√≥pez, and Joshua Rosenberg. They suggest proactive messaging, which can help prevent leaders from falling into the trap of reactively defending their practices and letting the direction of the conversation be guided by those with the most extreme views…. [Direct]

Blaisdell, Benjamin; Taylor Bullock, Ronda (2023). White Imagination, Black Reality: Recentering Critical Race Theory in Critical Whiteness Studies. International Journal of Qualitative Studies in Education (QSE), v36 n8 p1450-1458. This essay uses the concept of the white imaginary to reflect on Critical Whiteness Studies (CWS) in education. It examines the field's value but also its limitations, specifically its preoccupation with converting white people as the solution to systemic racism. The conversion approach ignores the fuller structural nature of whiteness and often privileges the needs and wants of white people over people of color. The essay argues that to better serve Black students and educators, CWS must stay connected to the central tenets of Critical Race Theory and aligned with approaches rooted in the racial knowledge of people of color, such as work on Black genius…. [Direct]

Melissa Yeung (2022). Critical Race Theory within Graduate Education: Connecting Theory with Practice. NACADA Review: Academic Advising Praxis and Perspectives, v3 n2 p45-57. Graduate enrollment patterns of students of color suggest that a gap in graduate enrollment persists between Black and Latinx students and White students despite an overall increase in enrollment. Graduate enrollment depends, in part, on student aspirations for graduate study, which is influenced by undergraduate student success and sense of belonging. Using a lens of Critical Race Theory, this paper seeks to explore the nature of undergraduate student experience and how it impacts aspiration to graduate study. It also provides a framework to facilitate equity-minded academic advising, providing a positive space for students of color to explore graduate aspirations…. [PDF]

Cowley, Matthew P. S. (2022). Critical Race Theory and Black Marxism: Implications for Higher Education. Educational Theory, v72 n2 p195-216 Apr. In this paper, Matthew Cowley advances a theoretical approach toward higher education drawn from critical race theory (CRT) and Black Marxism. After an overview of CRT and Black Marxism, Cowley builds a working understanding of two recent (re)conceptualizations of race and class analysis that draw from both: (1) "economies of racism" and (2) "critical raceclass theory of education." Subsequently, he connects two assumptions of CRT and Black Marxism — "whiteness as property" and "racial capitalism" — to expound on an original hypothesis, relate it to relevant issues in higher education, and evaluate it by deploying the economies of racism theoretical approach…. [Direct]

Liu, Chiao-Wei (2022). What Does Critical Race Theory Have to Do with Music Education?. Journal of General Music Education, v35 n3 p25-27 Apr. As more states pass bills banning critical race theory in schools, it is especially important for teachers to understand what critical race theory is and the implications of such bills. To understand what critical race theory is and intends to do. I look at its origins and how it has been employed in the field of education. Recognizing the legacy of European colonialism in music education, I propose that teachers critically examine our own subjectivities and engage with students' counterstories to disrupt the dominant narrative…. [Direct]

Bradley Maclaine; Diane Rhodes; Liana Petruzzi; Nicole Kim; Shetal Vohra-Gupta (2024). Using Critical Race Theory in Social Work Education to Prepare Antiracist Practitioners: A Systematized Review. Journal of Social Work Education, v60 n2 p193-205. Growing concerns arise over the effectiveness of cultural competency and humility in addressing systemic racism in social work. Scholars advocate for the incorporation of critical race theory (CRT) into social work education; however, its polarization creates uncertainty. This systematized review synthesizes the contemporary use of CRT in social work curricula. Comprehensive searches were conducted and sixteen peer-reviewed studies met the inclusion criteria, representing BSW, MSW, and PhD education. Three roles for CRT within social work were identified: (a) understanding systemic racism; (b) an alternative model to cultural competence; and (c) the inclusion of CRT into the social work curriculum or specific courses. Benefits and barriers are also identified. To align with social work values, social work should consider the integration of CRT across the curriculum…. [Direct]

Applebaum, Barbara (2022). Willful Hermeneutical Ignorance and the "Critical Race Theory" Controversy. Educational Theory, v72 n6 p689-702 Dec. In this article, Barbara Applebaum examines "the inability to disagree claim" as it arises in objections made by those who want to ban "critical race theory" from being taught in schools and universities. Employing insights from the recent scholarship around willful hermeneutical ignorance, she discerns the important role that marginalized conceptual resources play in conditions of just and constructive dialogue. When such resources are misinterpreted and denied uptake, the resulting harm impedes the epistemic agency of marginally situated knowers. Applebaum claims that many high-profile anti-"critical race theory" arguments put forth by politicians, scholars, and others are a form of willful hermeneutical ignorance, and she concludes by showing how more just communications, in which disagreement is distinguishable from dismissal, can be achieved…. [Direct]