Hurie, Andrew H. (2021). School Choice, Exclusion, and Race Taming in Milwaukee: A Meta-Ethnography. Urban Review: Issues and Ideas in Public Education, v53 n5 p785-813 Dec. This article presents a meta-ethnography (Urrieta Jr and Noblit (eds), Cultural constructions of identity: meta ethnography and theory, Oxford University Press. 2018. doi.org/10.1093/oso/9780190676087.001.00…) of school choice across education sectors in Milwaukee, Wisconsin, USA. A site of intense contention and experimentation around school choice, Milwaukee constitutes a unique case that can offer insights into similar education reforms increasingly being implemented on a global scale. In synthesizing six book-length qualitative research studies, I engage key differences among the texts and then offer a lines-of-argument synthesis (Noblit and Hare, Meta-ethnography: synthesizing qualitative studies. Sage Publications, 1988. doi.org/10.4135/9781412985000) that reinterprets the studies as stories about whiteness' right to exclude across school sectors (Aggarwal, in: Fernandes (ed), Feminists rethink the neoliberal state: inequality, exclusion, and change, New York… [Direct]

Johnson, Lauri D.; Pak, Yoon K. (2019). Teaching for Diversity: Intercultural and Intergroup Education in the Public Schools, 1920s to 1970s. Review of Research in Education, v43 n1 p1-31 Mar. This historiography chronicles educators' efforts to teach for diversity through heightening awareness of immigrant experiences as well as discrimination against minoritized religious and racial groups in public school classrooms from the 1920s through the 1970s. This curriculum and pedagogical work was couched under various terms, such as intercultural education, intergroup education, human relations, and cultural pluralism. Drawing from published secondary research literature as well as primary archival sources, we aim to disrupt commonly held views that intercultural education/intergroup education met its demise in the 1950s and show how curriculum and pedagogy shifted after the landmark 1954 ruling of "Brown v. Board of Education" toward improving intergroup relations within the context of school desegregation. In the end we identify common themes across the decades that include the failure to recruit and support a diverse teaching force, the importance of teacher-led… [Direct]

Osler, Audrey (2020). Education, Migration and Citizenship in Europe: Untangling Policy Initiatives for Human Rights and Racial Justice. Intercultural Education, v31 n5 p562-577. The 21st century has seen changes in migration patterns in Europe with implications for schooling and civic education: movement from eastern and central European Union member states to western Europe; increased movement between member states for study or work; and growth in the numbers of migrants and refugees seeking asylum in Europe as a result of regional conflicts and global inequalities. This article reviews European standards and policy frameworks on education and migration and considers whether they translate into policy and practice at national and sub-national levels. It identifies tensions between European standard-setting in the field of human rights and democracy, and the responsibilities of national governments in the field of migration and education, specifically education for citizenship. While European rhetoric emphasises democracy and human rights, national education policies stress language acquisition and national values in the integration of newcomers. Less… [Direct]

Tichavakunda, Antar A. (2021). Black Campus Life: The Worlds Black Students Make at a Historically White Institution. Critical Race Studies in Education. SUNY Press An in-depth ethnography of Black engineering students at a historically White institution, "Black Campus Life" examines the intersection of two crises, up close: the limited number of college graduates in science, technology, engineering, and math (STEM) fields, and the state of race relations in higher education. Antar Tichavakunda takes readers across campus, from study groups to parties and beyond as these students work hard, have fun, skip class, fundraise, and, at times, find themselves in tense racialized encounters. By consistently centering their perspectives and demonstrating how different campus communities, or social worlds, shape their experiences, Tichavakunda challenges assumptions about not only Black STEM majors but also Black students and the "racial climate" on college campuses more generally. Most fundamentally, "Black Campus Life" argues that Black collegians are more than the racism they endure. By studying and appreciating the… [Direct]

Cerbara, Loredana; Ciancimino, Giulia; Tintori, Antonio; Vismara, Alfredo (2021). Sports as Education: Is This a Stereotype Too? a National Research on the Relationship between Sports Practice, Bullying, Racism and Stereotypes among Italian Students. Cogent Education, v8 n1 Article 1938385. This article is based on scientific evidence from a national survey carried out in Italy in 2017 on a sample of 4011 students. The results of the statistical analysis show that the potential educational role of sports is not an explicit value embedded in its practice. In these terms, today the causal link between sports and education appears to be a stereotype. The study shows that teenagers who play sports outside of school have an increase in their levels of tolerance of bullying and racism. In addition, respondents who play sports have highly stereotyped opinions about gender roles and ethnic diversity. The neutrality of sports practice in Italy, with regard to social inclusion and the dissemination of positive values, has been demonstrated. Although sport can be a useful educational tool to mitigate limits arising from disadvantaged social conditions, a direct relation between sports and education has not been observed. In order to spread positive social values and promote social… [Direct]

Sawko, Jessica; Stewart, Vince (2022). Black Student Success: Improving Educational Outcomes for Black Kids through Increasing the Number of Black Teachers. Children Now The COVID-19 pandemic created unprecedented uncertainty both within teacher preparation programs and in schools. While it has exacerbated existing and long-standing inequities in California's educational system, the pandemic also presents an opportunity to innovate teacher education programs and rethink how they prepare and sustain candidates of color, particularly Black teachers. Qualified, engaged teachers are critical for all students, but especially for students who face systemic barriers. Racism, poverty, immigration threats, and community violence hinder students' ability to achieve their full potential. Today, California is facing an acute teacher shortage, fueled in part by the pandemic, an overall workforce shortage, a dearth of applicants, as well as the unevenness of current teacher preparation programs. The result is inequities in instructional quality that disproportionately affect Black students. Well-prepared teachers who reflect the diversity of the students they… [PDF]

Yufei Chen (2023). Underrepresented Students' Perspectives on Higher Education Equity in the University of California's Elimination of the Standardized Testing Requirement: A Critical Policy Analysis. ProQuest LLC, Ed.D. Dissertation, Loyola Marymount University. In July 2022, the University of California (UC) permanently eliminated the standardized tests requirement for its freshman admissions in order to alleviate the severed socioeconomic gap and college access barriers that were heightened by the COVID-19 pandemic. This critical policy analysis research explored the immediate effects of UC's policy reform on higher education equity. All 14 participants were underrepresented minority (URM) students who applied to at least one UC campus for fall 2022's freshman admissions and were enrolled in four-year universities at the time of this study. From demographic surveys, focus groups, and in-depth interviews, I applied critical race theory (CRT) tenets and internalized oppression theory to explore, interpret, and provide counter-narratives of URM students' college planning and application experiences after the policy reform. From analyzing these students' perceptions of the elimination of the standardized tests requirement and UC's admissions… [Direct]

Luis Urrieta Jr. (2024). Academic "Supervivencia" and "Sesi Irekani": Refusing, Reimagining, and Rearticulating Decolonization in the Social Foundations of Education. Educational Studies: Journal of the American Educational Studies Association, v60 n3 p257-269. The American Educational Studies Association (AESA) was established in 1968 in a context of both local and global social justice movements. The AESA's mission and ongoing commitment to the analysis of education and society with underlying liberal activist aims has been ongoing since. Although AESA and its membership have been critiqued and questioned for their larger impact in the field, especially in its disconnect between university academics and pk-12 teachers, the original charge and purpose has largely remained. This address seeks to put a spotlight on the foundations of the social foundations of education and by extension AESA by using settler colonial and structural racism frames to examine the enduring problematics of how academia and academic enterprises are, as Quechua scholar Sandy Grande would say, "an arm of the settler state" (p. 47). Namely, I ask, how does AESA and the field of social foundations of education advance settler futurity? However, most… [Direct]

Collins, Jennifer Shalini; Olesik, Susan V. (2021). The Important Role of Chemistry Department Chairs and Recommendations for Actions They Can Enact to Advance Black Student Success. Journal of Chemical Education, v98 n7 p2209-2220 Jul. There is a severe shortage of Black scientists in the United States. Amid the recent national movement to dismantle systemic racism and racial injustices, many scientists publicly highlighted the prevalence of racist learning environments in STEM, contributing to the underrepresentation of Black students in STEM fields. Acknowledging this longstanding troubling reality, this article emphasizes the instrumental role of chemistry department chairs in advancing Black student success in chemistry and STEM broadly. Guided by literature on systemic change and equity in higher education as well as our research on the Black student experience and teaching practices in chemistry, this article describes the following five recommendations for actions that chemistry chairs should consider enacting to promote equity-mindedness within their departments to advance Black student success: (1) disaggregate data to make publicly visible racial inequities; (2) offer formal opportunities for Black… [Direct]

Pace, Judith L. (2021). How Can Educators Prepare for Teaching Controversial Issues? Cross-National Lessons. Social Education, v85 n4 p228-233 Sep. With the eruption of political, racial, and pandemic-related conflicts and unprecedented threats to U.S. democracy, educators have raised their voices about the need to teach controversial issues in social studies classrooms. However many teachers feel unprepared to take up this challenging practice. They may also avoid it because they fear loss of control, classroom conflict, harm to students, recriminations from parents and community members, and sanctions from their administration. With the pandemic crisis, a reckoning with systemic racism in the United States, an unimaginably contentious presidential election, an assault on the U.S. Capitol, and massive disinformation, the urgency and fear of teaching controversial issues have grown exponentially. Although social studies education literature contains abundant scholarship on teaching controversial issues, little has been written about learning to take up this practice. In this article, Judith Pace summarizes essential lessons from… [Direct]

Branfman, Jonathan; Kolenz, Kristen A. (2019). Laughing to Sexual Education: Feminist Pedagogy of Laughter as a Model for Holistic Sex-Education. Sex Education: Sexuality, Society and Learning, v19 n5 p568-581. This paper describes and analyses the 'feminist pedagogy of laughter' deployed in an original sex education presentation for college students, entitled Sexual Pleasure, Health, and Safety (SPHS). This work seeks to advance scholarship on liberatory education and humour in education by emphasising how we can use laughter to casually and joyfully deconstruct sexism, racism and heterosexism as they concern sexual stigma, violence, health and pleasure. This style of pedagogy also defuses discomfort around stigmatised topics and identities, disrupts oppressive norms about sex and bodies, and builds communities that enhance learning. We position the feminist pedagogy of laughter as a technique that may be replicated to empower participants to pursue sexual pleasure and wellbeing despite sexist, racist and heterosexist obstacles. Educators may apply the feminist pedagogy of laughter to create sex education lessons and curricula that participants can enjoy, learn from and apply in real life…. [Direct]

Hunter, Mark (2019). Race for Education: Gender, White Tone, and Schooling in South Africa. International African Library. Cambridge University Press Following the end of apartheid in 1994, the ANC government placed education at the centre of its plans to build a nonracial and more equitable society. Yet, by the 2010s a wave of student protests voiced demands for decolonised and affordable education. By following families and schools in Durban for nearly a decade, Mark Hunter sheds new light on South Africa's political transition and the global phenomenon of education marketisation. He rejects simple descriptions of the country's move from 'race to class apartheid' and reveals how 'white' phenotypic traits like skin colour retain value in the schooling system even as the multiracial middle class embraces prestigious linguistic and embodied practices the book calls 'white tone'. By illuminating the actions and choices of both white and black parents, Hunter provides a unique view on race, class and gender in a country emerging from a notorious system of institutionalised racism…. [Direct]

Chisholm, Alex; Dunn, Damaris C.; Love, Bettina L.; Spaulding, Elizabeth (2021). A Radical Doctrine: Abolitionist Education in Hard Times. Educational Studies: Journal of the American Educational Studies Association, v57 n3 p211-223. In the United States of America, the year 2020 will be remembered as a year of sorrow, infection, greed, violence, loss, devastation, protest, resistance, and death. The tragedies of this year were made possible by America's long history and obsession with anti-Blackness, racism, white supremacy, violence, and capitalism. America's schools, populated by Black, Brown, and Indigenous children for centuries, have ensured the wrath of this rage. With this amount and scale of oppression, we argue that there is no need to (re)imagine or reform schools; instead, we need to abolish schools with a radical doctrine. We use the word radical as civil rights and community organizer icon Ella Baker defined it: "[R]adical in its original meaning–getting down to and understanding the root cause. It means facing a system that does not lend itself to your needs and devising means by which you change that system." "A Radical Doctrine: Abolitionist Education in Hard Times"… [Direct]

Fiddler, Tesa; Korteweg, Lisa (2018). Unlearning Colonial Identities While Engaging in Relationality: Settler Teachers' Education-as-Reconciliation. McGill Journal of Education, v53 n2 p254-27575. Before the TRC's Calls to Action, we were a collaborative teacher-education partnership of Anishinaabekwe and White settler researching and teaching reconciliation as pedagogical practice with five cohorts of settler teacher-candidates. Engaging theories of settler-colonialism, decolonization and Indigenous studies, we outline the obstacles and struggles in settler teacher education, such as exposing the legacies of colonialism in education, cultural harms and systemic racism in curriculum, and ongoing ignorance as entitlement by teachers. In addition, we focus on the complexities of methods for improving respectful relationality with Indigenous students and community as well as our hopes in helping new teachers commit their professional practice to focus on supporting Indigenous children and youth…. [Direct]

Beneke, Margaret R.; Machado, Emily; Taitingfong, Jordan (2022). DisCrit Literacies: Early Childhood Teachers Critically Reading School as Text and Imagining an Otherwise. Reading Research Quarterly, v57 n4 p1237-1257 Oct-Dec. In this participatory case study, we explored the critical literacy practices of early-career early childhood teachers in a year-long inquiry group, examining how they collectively read school as text through DisCrit literacies. Bridging literature from Disability Critical Race Theory (DisCrit) and critical literacies scholarship, DisCrit literacies involve practices of critically reading school itself as text and uncovering intersecting systems of ableism and racism. We describe teachers' collective engagement in DisCrit literacies, in which they: (a) deconstructed literacy practices and broader schooling mechanisms through repeated shared readings; (b) implicated themselves through critical readings of literacy classroom artifacts; and (c) identified and designed spaces of subversion and refusal in their literacy classrooms. Across each of these practices, early career early childhood teachers in our study used critical reading practices rooted in interdependence and presumptions… [Direct]

McCoy, Dorian L. (2022). Black Student-Athletes, Contemporary Student-Athlete Activism, and Critical Race Theory. New Directions for Student Services, n180 p39-49 Win. Two significant events in the last decade, #concernedstudents1950 at the University of Missouri and the George Floyd murder, have galvanized student-athlete activism, particularly Black student-athlete activism. Framed in Critical Race Theory (CRT), this article examines contemporary Black student-athlete activism and how their activism is influencing intercollegiate athletics and higher education…. [Direct]

Laura C. Ch√°vez-Moreno (2024). Examining Race in LatCrit: A Systematic Review of Latinx Critical Race Theory in Education. Review of Educational Research, v94 n4 p501-538. This systematic review includes 125 peer-reviewed education-research articles that employ a LatCrit framework (from a search including articles published from 1995 to 2020). The author examines how the literature utilizes LatCrit and advances ideas about race, Latinxs, and Latinidad in education. The author presents significant patterns and divergences in the literature's strengths, challenges, and tensions. Some strengths include detailing Latinxs' experiences and valuing experiential knowledge. The author problematizes four research practices: (1) describing LatCrit with select tenets of CRT; (2) not defining race or other relevant concepts (language, culture, etc.); (3) claiming Latinxs are unique because of their multidimensionality; and (4) exceeding LatCrit's scope by rationalizing the study's use of LatCrit because its participants are Latinxs. The author argues that these complications lead to a paradox: even though LatCrit emerges from critical race theory and is described… [Direct]

Blaisdell, Benjamin (2023). Counternarrative as Strategy: Embedding Critical Race Theory to Develop an Antiracist School Identity. International Journal of Qualitative Studies in Education (QSE), v36 n8 p1558-1578. This article examines the purposeful use of counternarrative to develop an antiracist school identity. Based on a seven-year ethnographic project at an elementary school in the southeast U.S., it illustrates how counternarrative can be employed as strategy to embed Critical Race Theory (CRT) into school equity discourse and, in doing so, help public schools disrupt majoritarian narratives that deny the salience of race. It argues that by developing counternarratives rooted in the perspectives and knowledge of teachers of color, and then using those counternarratives specifically for the purposes of strategizing, schools and researchers can help CRT achieve its activist function in K-12 school contexts…. [Direct]

Boveda, Leah; Boveda, Mildred (2023). Centering Youth of Color Activism and Knowledge in the Critical Race Theory Debates. Teachers College Record, v125 n5 p118-129 May. Background/Context: Leah Boveda, a sophomore at Brown University, collaborated with her mother–Mildred Boveda, an intersectional studies scholar situated in special education and teacher education–to make sense of her high school community activism in Arizona. They retrace how Leah's experiences eventually shaped her understandings of and participation in adult-centered conversations about critical race theory bans. This daughter-mother authorial team offers lessons learned from Leah's youth mobilizations and how they may inform education research about youth activists of color. Research Design: Using an "intersectionally conscious, collaborative approach" and a "daughtering" analytical framing, the authors revisited Leah's high school youth activism. In addition to their memories, they returned to written documents, such as a 2019 interview between Leah and a correspondent at "The New York Times," her notes from a 5-minute speech presented at a CRT… [Direct]

Wade-Jaimes, Katherine (2023). A Critical Race Theory Analysis of STEM Schools in an Urban School District. Science Education, v107 n5 p1193-1214 Sep. The creation of specialty science, technology, engineering, and math (STEM) Schools has been presented as a way to improve both academic and STEM-related outcomes, particularly in urban school districts where "failing" schools are converted the STEM Schools. This study examines this conversion process through the tenets of critical race theory, particularly the tenets of Whiteness as property, interest convergence, and the power of discourse. Using data collected from 28 textual sources and 29 interviews of teachers, students, and administrators at STEM Schools, a comparative case study approach was used to examine the historical development of two STEM Schools in one urban area. Findings indicated that the creation of STEM Schools was a way to protect STEM as a property of Whiteness by funneling resources toward White, middle-class students. Additionally, the motivation for the conversions demonstrates how interest convergence functions in educational reform. In… [Direct]

Hart, Julie Putnam; Kocher, Austin C. (2023). Impacts of Teaching Critical Race Theory and Applying Contact Theory Methods to Student's Cross-Cultural Competency in Diversity Courses. Teaching Sociology, v51 n1 p57-66 Jan. We examine the outcomes of three different teaching methods in courses where cultural competency is a course objective: (1) multiculturalism lecture only, (2) student research and reporting on other cultural groups plus multiculturalism lecture, and (3) cross-cultural conversation partners applying contact theory plus multiculturalism lecture. Lectures in courses 1 and 3 also include antiracist and critical race theories that directly challenge colorblind racism. The study measures both cultural competency and colorblind racism before and after courses over a semester on 181 students at a small midwestern university. Cross-cultural competency scores improved significantly in all three courses but were significantly higher in the course that included both content on critical race theory and contact theory methods. Colorblind racism fails to improve in courses without critical race theory. These findings have implications for improving cultural competency outcomes among undergraduates… [Direct]

L√≥pez, Francesca; Sleeter, Christine E. (2023). Critical Race Theory and Its Critics: Implications for Research and Teaching. Multicultural Education Series. Teachers College Press Who and what are behind the attacks on Critical Race Theory (CRT)? Why are attacks on the teaching of racism happening now and what can be done about them? In this book, L√≥pez and Sleeter answer these questions in an effort to intentionally and strategically provide readers with sustainable tools for teaching toward an equitable future. This comprehensive book includes an overview of today's controversy surrounding CRT; a historical account of efforts to thwart fair and unbiased education opportunities; research on why these efforts have been successful; and ways for teachers, school leaders, and researchers to address this pushback in their own work. Contrary to claims by critics of CRT, research supports that addressing racism in the classroom is an integral part of a broader effort in ensuring that all children thrive. Written in an accessible style for a broad audience, "Critical Race Theory and Its Critics" offers evidence-based recommendations on messaging (including… [Direct]

Balaghi, Danielle; Okoroji, Chimereodo (2023). Using Critical Race Theory to Support Black Students in Schools: A Call to Educators. International Journal of School & Educational Psychology, v11 n3 p286-297. Recent events in the United States have made it clear that all institutions must examine their system and engage in social change. Educators are positioned to be social advocates (with the proper training), who play a unique role in helping to implement policies that promote social justice and equity, especially for Black students in the educational system. As schools engage in efforts to promote anti-racist practices, educators can lend their expertise to ensure that these changes provide adequate support for racially and ethnically minoritized (REM) students. This paper describes how educators can use a Critical Race Theory (CRT) framework to inform school wide policies and practices that encourage positive schooling experiences and outcomes among Black students. Specific strategies are provided…. [Direct]

Carpenter, Mignon; Figueroa, Elba; Reed, Elaine (2022). What Critical Race Theory Is, What It Isn't, and Why It Is Important, You Should Know: A Call to Action. Research Issues in Contemporary Education, v7 n2 p112-127. Despite emerging from legal scholars in the 1970s, the term Critical Race Theory is currently at the forefront with increased attention focused on its framework and its use to explore and analyze racism in education. While this has led to school districts examining structural racism and making equitable changes, a subsequent backlash has also occurred. Critical Race Theory's use and application have become part of a contentious debate and there is a misunderstanding about what the theory entails and misperceptions to how it is being used. Forty-one states have passed legislation banning the teaching of Critical Race Theory and concepts associated with it while others have created systems to report complaints of the framework's use and penalize educators. The purpose of this call to action is to open lines of communication, create dialogue and break down the truth about Critical Race Theory…. [PDF]

Kristian B. Douglas (2022). Exploring Critical Literacy Pursuits through Teacher Narratives and Critical Race Theory. ProQuest LLC, Ph.D. Dissertation, State University of New York at Buffalo. Racism is woven into the fabric of every institution within the United States (Jones, 1974; Ladson-Billings, 1998), and it is present alongside the often unattended to intersectional oppression (Crenshaw, 2017). These two realities are often found and reproduced within P-12 school settings (Ladson-Billings, 2005; Ladson-Billings, 2019; Hopson, 2014). Given this, there is a growing interest concerning the experiences of Black and Brown students inside schools today, particularly around how these realities affect them and the ways they might respond to them, particularly during the "Trump Era". Extant educational scholarship has explored, critiqued and reimagined: (a) how teachers can engage in antiracism though pedagogical practices (Baker-Bell, 2020; Ladson-Billings, 2014; Love, 2019); (b) how schools can implement learning spaces and curricula that centers intersectional justice (Amico, 2015; Baker-Bell, 2020); and (c) broader anti-oppression work outside of the domains of… [Direct]

Hani Morgan (2025). The Surge in Anti-Critical Race Theory Measures: Will It Affect How Teachers React to the Israel-Hamas Conflict?. Social Studies, v116 n1 p28-38. The Israel-Hamas crisis that started in October of 2023 has led to an increase in hate acts targeted at Jewish and Arab students. In response, the U.S. Department of Education sent a letter reminding educational leaders of their responsibilities to address this behavior. This paper offers examples of the kind of conduct educational leaders are expected to address and reasons for including discussions about this crisis with students. Although students benefit from having discussions about this crisis and its outcomes, some teachers fear they will be disciplined for discussing controversial subjects with students because of the surge in anti-critical race theory measures. This paper includes a discussion on how the increase in these measures has impacted teachers. It also offers resources designed to promote a sense of safety and provide students with accurate information about the conflict…. [Direct]

Antar A. Tichavakunda (2024). Doing Critical Race Theory in Perilous Times: Engaging Critical Race Legal Scholarship for Higher Education and Beyond. Review of Higher Education, v47 n3 p249-280. Misinterpretations and caricatures of Critical Race Theory (CRT) abound in popular media and in higher education scholarship. Given the confusion surrounding what CRT is and is not, I write this conceptual essay as an invitation to engage seriously with CRT's legal foundations. I offer four guideposts to aid scholars in engaging the legal roots of CRT on a deeper level: thinking with and beyond tenets, leveraging the scope of CRT work by legal scholars, understanding the CRT critique of Critical Legal Studies, and appreciating CRT's theoretical depth and complexity. Further, I highlight characteristics of CRT legal scholarship that are not always explicit in higher education research. Specifically, I describe CRT as an anti-subordination project, a materialist project, a critical intellectual project, and an activist project. Through engaging with CRT's legal scholarship, I demonstrate how higher education scholars' understanding and employment of CRT will be enriched…. [Direct]

Jessica Oddy (2024). Retelling Education in Emergencies through the Black Radical Tradition: On Racial Capitalism, Critical Race Theory and Fugitivity. Globalisation, Societies and Education, v22 n3 p446-460. This article asserts that the Black Radical Tradition (BRT), grounded in historical and structural inquiry, offers tools to reinterpret EiE radically–the BRT encompasses a tradition rooted in diverse African intellectual and activist inquiries, providing a multifaceted theoretical framework. Relevant to humanitarian scholarship, the BRT challenges omissions of colonisation, capitalism, and enslavement histories in forced migration and aid, shedding light on their roles in perpetuating 'white saviours'. The paper, adopting my roles as a scholar and aid practitioner, critically examines the EiE sector through three BRT lenses: racial capitalism, critical race theory, and fugitivity. It employs case studies, aligning with the BRT's interconnected focus, revealing the pervasive influence of educational aid, racial injustice, and structural inequalities. These lenses collectively illuminate the potential of Black radical thought to transform the EiE landscape. By tracing EiE's… [Direct]

Pamela Harlan-McSwain (2023). Critical Race Theory: An Exploration of African American Medical Students' Perception of Their Racialized Experiences While Attending Medical School. ProQuest LLC, Ed.D. Dissertation, The University of Memphis. Supported by Critical Race Theory, this study explores the perceptions of African-American medical students regarding their racialized experiences while attending medical school. The history of African Americans seeking medical education in the United States is entrenched in a legacy of racial segregation, social and cultural constructs, and legal doctrine perpetuated through society's sustained racial bias. Critical Race Theory has often examined the relationship between race and education systems. Critical Race Theory in medicine consistently acknowledges race as a social construct. Racism is not obsolete, and this is not a post-racial world. A critical race methodology research approach along with counter stories will be utilized in this study through semi-structured interviews to fully understand participants' lived experiences as African American medical students and generate data concerning racialized experiences while attending medical schools. [The dissertation citations… [Direct]

Hilda Sotelo (2024). Employing Critical Organic Writing for the Truth about Speaking of Critical Race Theory in the Classroom: My Narrative. Journal of Latinos and Education, v23 n5 p1694-1699. This document presents an in-depth exploration of the challenges and dynamics in discussing Critical Race Theory (CRT) in Texas high schools, particularly in the wake of House Bill 3979, often called the Critical Race Theory Bill. The author, a Mexican female educator, and a recent doctoral graduate, utilizes a unique narrative bridging academic research and practical teaching experiences. Through the lens of Critical Organic Writing (COW) and the theoretical framework of Nepantla, as conceptualized by Gloria Anzald√∫a, the paper examines the impact of such legislation on educational discourse and practice. The study employs qualitative narrative inquiry, focusing on the author's self-narratives and student responses to COW methodologies, to investigate the effectiveness and challenges of implementing COW as a pedagogical tool in politically sensitive environments. This work contributes to broader discussions on education policy, pedagogical innovation, and social justice, advocating… [Direct]

Gholami, Reza (2021). Critical Race Theory and Islamophobia: Challenging Inequity in Higher Education. Race, Ethnicity and Education, v24 n3 p319-337. This paper engages with a dominant model of Islamophobia which gives race and racism primacy. It argues that such an approach is parochial, conceptually narrow and practically ineffective. I take as my case the UK's Muslim student awarding gap — Muslims are currently the worst performing religious group at UK universities. Existing work explains this problem in terms of racism/Islamophobia. These factors are correctly identified, but a lack of analytical precision around race and religion has led strategies to fall back on 'standard' and largely ineffective ideas. I argue that racial "and religious disadvantage" must be understood separately, though intersectionally, through Critical Race Theory and the concept of 'religification'. Such an analysis sheds light on how institutional approaches to race and religion play a key role in the structuration and perpetuation of educational disadvantage for Muslim students. It also paves the way for more effective strategies for… [Direct]

Jean-Francois, Sara (2021). Attacks on Critical Race Theory Blemish Era of Race Consciousness. New England Journal of Higher Education, Jun. Last year, shortly after the murder of George Floyd, Ahmaud Arbery, and so many others, it seemed as if the world had finally opened their eyes to the everyday reality and fears of Black America. And yet, just after the anniversary of these murders, state legislation is seen in the headlines of various news sites attacking Critical Race Theory (CRT) and actually proposing legislation that would ban teaching history, as it is commonly accepted to be true. The anti-CRT legislation undoubtedly will uphold the inherently white-centric teachings that have been established as our common educational standard. The author believes that anti-CRT legislation is not only an attack on academia and free speech, but also a direct suppression of racial liberation and consequently any racial progression moving forward. It is time that politicians, activists and educators alike take a divisive and definitive stance and decide whether the academy, and whether this democracy, will follow a path of… [Direct]

Earnest Watkins, Shari (2022). Critical Race Theory in Science Education: Moving Forward and Making Critical Connections to Race through the DAST Research. Cultural Studies of Science Education, v17 n1 p169-176 Mar. In this paper, I discuss how Walls employs color-blind ideology, a critical race theory (CRT) tenet to analyze the role of race in the draw-a-scientist (DAST) literature. Walls' article, "A critical race theory analysis of the draw-a-scientist test: Are they really that white?" exposes how omitting race in DAST research leads to inaccurate perceptions and perpetuates stereotypes that children's views and images of scientists are White and male. This commentary focuses on identifying the ways Walls sheds light on color-blind ideology in DAST and offers insights for extending the use of CRT in science education. [For "A Critical Race Theory Analysis of the Draw-a-Scientist Test: Are They Really That White?," see EJ1332976.]… [Direct]

Miguel A. Rodriguez; Mirna Mohamed; Ram√≥n S. Barthelemy (2023). Microaggressions Faced by International Students in the US with a Discussion on Critical Race Theory. Journal of International Students, v13 n3 p236-253. International students make up an increasingly large portion of the US student population, especially among graduate students studying the science, technology, engineering and math (STEM) fields. In this article we analyzed the microaggression experiences of 22 international students in graduate STEM programs at predominantly white institutions. International students, often people of color (PoC), may be subject to facing discrimination within their universities. Our results break down the different types of microaggressions that our participants reported experiencing from faculty, peers and students, both on and off campus. These experiences include individuals insulting a participant's country of origin, doubting their academic ability, threatening them, and otherwise discriminating against them. Each event reported by our participants is classified into a type of microaggression and is further discussed using Critical Race Theory to connect how international students' racialized… [PDF]

Ariell Rose Bertrand; Melissa Arnold Lyon; Rebecca Jacobsen (2023). Narrative Spillover: A Narrative Policy Framework Analysis of Critical Race Theory Discourse at Multiple Levels. Grantee Submission Narrative storytelling surrounds us. Narratives are especially salient in politics, as policy problems do not simply exist, but are actively created through the stories policy actors tell. Scholars introduced the narrative policy framework (NPF) to create a generalized framework for studying how policy actors use storytelling strategically to influence policy. We use the NPF to examine the recent rise of critical race theory (CRT) in policy debates. We demonstrate that increasing exposure to the ban CRT narrative plots led to greater support for a ban on CRT, particularly for White and Republican individuals. Finally, we introduce and test the concept of "narrative spillover," which provides a new way of thinking about how micro, meso, and macro policy narratives interact to influence-related political beliefs and macrolevel beliefs about institutions and culture. [This is the online version of an article published in "Policy Studies Journal.">… [Direct] [Direct]

Bedford, Melissa J.; Shaffer, Shelly (2023). Examining Literature through Tenets of Critical Race Theory: A Pedagogical Approach for the ELA Classroom. Multicultural Perspectives, v25 n1 p4-20. In this article, the authors present a qualitative study focused on preservice teachers employing a framework using tenets of critical race theory (CRT)–permanence of racism, experiential knowledge and counter-storytelling, interest convergence, and critique of liberalism–in literature study. Drawing on critical English education, critical race English education, and CRT, the proposed framework integrates key tenets of CRT with literature in classrooms. Our findings demonstrated engagement by preservice teachers in identification, analysis, and reflection of CRT tenets in texts. This framework has the potential to provide a tool for students and teachers in K-12 schools to connect tenets of CRT to their knowledge of society and race in the texts they read…. [Direct]

Cheryl E. Matias (2023). Hysteria, Hypermania, & Hullabaloo: How White Emotionalities Manufactures Fear of Critical Race Theory & Teaching. Thresholds in Education, v46 n1 p1-7. From a global pandemic that killed 6.5 million people to worldwide awareness of police brutality leading to the systematic murders of Black people, the world today has set a new precedent in what constitutes fear. Plainly, fear is not always some sentimental whim one conjures up against a fantastical boogeyman; instead, fear in today's sense is tantamount to life and death themselves. Therefore, one can understand how absurd it is to hear that the nation has become quickly obsessed about the fear of a potential new "threat": not monkeypox or nuclear war, not white supremacist marches or the Ukrainian war, but the big, "bad," CRT. That critical race theory (CRT) is the boogeyman, moreover the big bad wolf, lurking behind K-12 classrooms waiting to huff and puff at the doors of K-12 schools, simply to blow down their very existence is ridonkulous. This series points out how we are being swayed by ridiculousness and how we can think more critically and rationally… [PDF]

Ann Shillingford, M.; Ngazimbi, Evadne E.; Patel, Samir H. (2022). Defining Professional Support by Counselor Education Faculty of Color Using Critical Race Theory. Counselor Education and Supervision, v61 n2 p72-85 Jun. Implementing professional support systems that are beneficial to the professional needs of faculty of color (FOC) have been found to promote positive work environments. Using a Critical Race Theory lens, the results of this qualitative study yielded two important themes related to support for counselor educators of color: (1) culturally responsive mentoring; and (2) purposeful support toward tenure and promotion. Culturally relevant implications that addresses programs and systems have been provided…. [Direct]

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

K. Dara Hill (2024). Cultivating Critical Race Theory Awareness with Secondary Pre-Service Teachers through Examination of Black Lives Matter-Themed Literature. Journal of Adolescent & Adult Literacy, v67 n6 p403-413. This study documents secondary pre-service teachers (PSTs) who examined Black Lives Matter (BLM)-themed young adult literature (YAL) embedded in contemporary realistic fiction and graphic novels, as part of coursework for an online YAL course required for secondary teacher certification. An analysis of instructor mentoring, online discussions, literature evaluations, and interviews demonstrates enhanced awareness of the need to implement BLM-themed literature, against the grain of rigid curricular requirements and policies that ban critical race theory (CRT) dialogue in numerous school districts. Moreover, PSTs identified these texts as a source to guide CRT to raise awareness of the history and permanence of systemic racism and its influence on contemporary society and the implementation of culturally relevant literature…. [Direct]

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

Ward, LaWanda W. M. (2022). A Critical Race Theory Perspective on Assaultive Speech in U.S. Campus Communities. Equity & Excellence in Education, v55 n3 p244-256. US college and university administrators are reluctant to regulate racialized assaultive speech by members of their campus communities, even when the effect and objective of such speech is to demean, degrade, ostracize, and threaten Black, Indigenous, and other people of color. My critical race theory analysis reveals how two US Supreme Court cases commonly used to defend assaultive speech in campus communities, have been misapplied. Both cases were about students expressing political speech–a different legal realm from hate speech that has no educational value and, in my view, merits regulation because of its harmful effect. In this theoretical article, I urge institutional leaders and researchers who are committed to equity in education to challenge the white legal logic that for too long has protected assaultive speech in educational settings at the expense of marginalized communities. I recommend that institutions of higher education establish robust, unapologetic standards and… [Direct]

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

Heidi Luv Strikwerda Ed.; Jose W. Lalas Ed. (2023). Contextualizing Critical Race Theory on Inclusive Education from a Scholar-Practitioner Perspective: Does It Really Matter? International Perspectives on Inclusive Education. Volume 22. International Perspectives on Inclusive Education Race does not only resonate with the dichotomy of blackness and whiteness but also on its impact on non-physical attributes, this includes factors such as indigenous status, social class, religion, language, ethnicity, class, gender, sexuality and immigration. The intersection of these factors are key considerations on inclusive education. "Contextualizing Critical Race Theory on Inclusive Education from a Scholar-Practitioner Perspective" highlights what race means across social, cultural, political, and historical categories of diverse identities. The scholar-practitioner approach employed here captures the theories, tenets, perspectives, and misconceptions of this based on its particular critical expansion in describing other related social identities that is consistent with the attributes of inclusive education. More importantly, it emphasizes the theoretical and practical use of critical race theory as an analytical tool in addressing the influence of race on… [Direct]

Allison H. Blosser; Leslie M. Cavendish (2024). Teaching and Leading in the Age of Critical Race Theory Legislation: A Case of Self-Silencing in a School. Journal of Cases in Educational Leadership, v27 n2 p60-72. This case centers on two early career educators: a principal and teacher struggling to address issues of diversity, equity, inclusion, and justice (DEIJ) in their school in the current political context of legislative attacks on critical race theory (CRT) and the simultaneous national Black Lives Matter movement. A talented teacher is reluctantly self-silencing out of fear and uncertainty when her students ask her questions related to DEIJ topics. Tired of feeling anxious and compromising her teaching, she seeks the advice of her principal. The case asks readers to consider implications for school leaders, teachers, students, parents, and teacher educators…. [Direct]

Zine, Jasmin (2001). Negotiating Equity: The Dynamics of Minority Community Engagement in Constructing Inclusive Educational Policy. Cambridge Journal of Education, v31 n2 p239-69 Jun. Problematizes the politics of inclusion in education, examining how Toronto's (Canada) minority groups attempt to negotiate equity in response to the school board's release of a draft policy on anti-racism and ethno-cultural equity in education. Explores the dynamics of community engagement. Examines the politics behind the shifting discourse of anti-racism. (BT)…

Dalporto, Hannah; Lewy, Erika; Ratledge, Alyssa (2020). COVID-19 and Rural Higher Education: Rapid Innovation and Ideas for the Future. Issue Focus. MDRC The COVID-19 pandemic has caused seismic shifts for postsecondary education. For rural colleges, the pandemic exacerbated issues that have affected students and communities for decades. Education gaps between rural communities and their more urbanized counterparts are well documented. Rural communities have long been confronted with unique education challenges. Chief among them is the digital divide: Many rural areas lack adequate broadband internet infrastructure, which has become even more critical during the pandemic. In addition, many rural areas seeing the highest poverty rates and the lowest graduation rates are also dealing with interconnected issues of rural poverty and historical, systemic racism. The marginalization of Black and Indigenous people and other people of color in rural communities over many generations has created broad inequities, compounding a continued lack of investment in these communities. Little research in higher education has been conducted in rural… [PDF]

Adnan Yilmaz; Deniz Orta√ßtepe Hart; Necati S√∂nmez (2024). Promoting Social Justice through Dramatizing Children's Literature: Lessons from EFL Classrooms in Türkiye. TESOL Journal, v15 n4 e857. Social justice language education (SJLE) explores the ways in which language classrooms can be transformed to disrupt the existing oppressive policies and practices in schools and the society at large (Orta√ßtepe Hart & Martel, 2020; Orta√ßtepe Hart, 2023; Ortega, 2021). As an approach within SJLE, dramatizing children's literature can raise the awareness of learners of English as a foreign language (EFL) of social injustices across the world, help them voice their own experiences in the class, and contribute to their language development (Caldas, 2018; Garc√≠a-Mateus, 2021; Gualdron & Castillo, 2018; Koss & Daniel, 2018). Focusing on the intersections of drama, children's literature, and SJLE, this qualitative case study explored a) a preservice EFL teacher's trajectory as a social justice educator, and b) the affordances of dramatizing children's literature on developing young learners' English language skills and awareness of social justice issues. Three picture… [Direct]

Koshino, Kako (2019). Tempted by Whiteness?: Linguistic Capital and Higher Education in Japan. Educational Foundations, v32 n1-4 p49-71. This study uses the lens of Critical Whiteness Studies to examine how students and faculty at a Japanese university viewed 'global education' and 'internationalization'–two concepts that have been ardently promoted and pursued in Japan. This investigation and analysis focus on the critical juncture of the modern Japanese higher education system and Whiteness. It sheds light on the under-addressed issue of the racial power dynamics that affect one's perception towards race and race relations and, the impact of Whiteness on Japanese students' self-esteem and identity. By selecting and adopting privileged standpoints, higher education in Japan has reinforced "the White vistas that centuries of racism have carved in our society" (Ross, 2002, p. 255). The findings of this study suggest that views and attitudes toward English education are influenced by Japan's Westernization movement during the Meiji era (i.e., the second half of the 19th century) that privileged and pursued… [PDF]

Gibbs Grey, ThedaMarie; Guti√©rrez, Lorena; Jones Stanbrough, Raven; Roberts, Tuesda S. (2021). Trailblazers, Reciprocity, and Doctoral Education: The Pursuit of Critical Race Praxis and Survivance among Doctoral Students of Color. Journal of Higher Education, v92 n2 p227-251. This study utilized a mixed-methods, survey research design to explore the experiences and motivations of Students of Color who pursue doctoral studies in colleges or departments of education and the agential decisions they make to carry out their motivations. Data collection included dissemination of a 61-item survey via Qualtrics inclusive of Likert-based and narrative items. Participants included 40 respondents who were either doctoral students, candidates, postdoctoral scholars or early career scholars within two years of obtaining their doctoral degrees. Critical Race Theory and Vizenor's concept of survivance frame an understanding of how race and racism impacted the lives of doctoral Students of Color and how they enacted an active presence in their doctoral studies in spite of obstacles. Findings based on participants' narratives revealed (a) high levels of interest in addressing educational inequities and the collective advancement of Communities of Color, and (b) recurring… [Direct]

Mason, Ann Mogush (2017). Storying a Social Drama: How Discourse and Practice Prevent Transformation through Culturally Relevant Pedagogy. Multicultural Perspectives, v19 n1 p26-34. In a sociohistorical moment during which racism has become more widely accepted as a social fact, U.S. scholars and practitioners of education continue to struggle with how schooling might participate in its eradication. In suburban, elite, Midwestern Pioneer City Public Schools, a series of initiatives I refer to as "the transformation" aimed to eliminate racial predictability in standardized test scores through efforts (a) to redistribute children from a racially and economically isolated elementary school across the district's four elementary schools, and (b) to train all district staff in a particular brand of culturally relevant pedagogy. In this article, I argue that Pioneer City School District was unable to address the transformative goals of culturally relevant pedagogy–in part because of irresolvable tensions between an explicitly anti-racist theory and the authoritative discourses suggesting that racism is a thing of the past…. [Direct]

(2021). On Campus Police Forces. American Association of University Professors In the wake of the murders of George Floyd, Breonna Taylor, and countless other Black people and other individuals by police, large-scale protests calling for an end to systemic racism and for the defunding of police departments, and police violence and brutality in response to those protests, the American Association of University Professors (AAUP) publishes this report concerning the role of campus police forces. The intended purpose of the report is threefold: (1) to provide an historical overview of the development of campus police forces that contextualizes their relatively recent existence in US higher education and their alarming rates of expansion and militarization, with particular attention to their role in perpetuating systemic racism and inequities; (2) to demonstrate the clear tensions between the AAUP's core values and the existence and function of campus police forces; and (3) to urge AAUP chapters to address campus policing issues and provide guidance to help chapter… [PDF]

Fiorentino, Matthew C. (2019). Considering Antiracism in Student Teacher Placement. Journal of Music Teacher Education, v28 n3 p58-71 Jun. Student teaching represents the culmination of a preservice music educator's preparation. In student teaching, notions of the transformative potential of music education may be reinforced or subverted. The placement of student teachers, an underresearched process in music teacher education, may be a space where teacher educators can work toward racial justice. In this article, I explore critical antiracist theory in music teacher education in two fictionalized vignettes. I apply an antiracist lens to the process of student teacher placement to suggest ways to interrogate problematic policies and practices. Avenues for antiracist praxis include (a) naming the racialized nature of an institution's professional network, (b) mapping the racial landscapes of prospective placements, (c) addressing issues of representation in student teacher placement, and (d) becoming race-power conscious. Through this article, I illustrate how antiracist theory might guide music teacher education toward… [Direct]

Tenaya Mildred Ransom (2022). Educate Me Right: College Students Who Were Formal Incarcerated, Demystifying Academic Spaces. ProQuest LLC, Ed.D. Dissertation, Mills College. This dissertation addresses the unequal incarceration of African-Americans and Mexican Americans in the United States. It examines the historical foundations of the construction of race to create criminality toward African-Americans. The legacy of the prison industrial complex perpetuating and prolonging further criminalization to enslave people of African descent in the U.S. today. Through this lens, the study examines how college students of color, who were formerly incarcerated, can be resilient to achieve their college degrees. The research reveals through laws, customs, and policies enacted in America that the U.S. Justice System has played a significant role in disparities of injustice towards people of African descent. Information obtained by interviews of the participants and scholarly material demonstrates a duality of justice and unresolved inequalities after many decades of pseudo-achievements granted to people of color. The information gathered displays a synopsis of the… [Direct]

Bacon, Marco; Pilote, Annie; Ratel, Jean-Luc (2021). From Taking Ownership to Decolonization: Looking Back over Five Decades of Indigenous Post-Secondary Education in Quebec = De la prise en charge a la decolonisation: Un regard retrospectif sur cinq decennies d'education postsecondaire autochtone au Quebec. Canadian Journal of Higher Education, v51 n3 p67-81. In the early days soon after the release of the landmark policy paper "Indian Control of Indian Education" (1972), postsecondary studies among Indigenous people in Quebec were still new and relatively unknown. Against a backdrop of Indigenous communities starting to take ownership of their own services, the demand for postsecondary Indigenous graduates began to increase significantly, resulting in the development of tailored programs and services: the Amerindianization program led by UQAC in 1971 and the founding of Manitou College in 1973, for example, stand out as two major milestones. The distinctive linguistic reality of Quebec moreover soon became apparent, adding to the initial bilingual dimension (moving from an Indigenous language to an non-Indigenous one) the duality of a francophone and anglophone education system rooted in colonial history. Drawing on a review of literature on postsecondary Indigenous education in Quebec from 1972 to 2021, our analysis in the… [PDF]

Fox, Brandi; Paradies, Yin (2020). Youth Sport and Community Segregation: A Study of Kids' Participation in Australian Rules Football and Soccer Clubs in an Australian Community. Race, Ethnicity and Education, v23 n5 p732-746. This research addresses the appeal for more empirical-based research on exclusionary practices in local community sport that often go unchallenged within dominant discourses. By examining how organised community sport clubs can uphold systemic segregation of various ethnic, racial, linguistic, religious and socioeconomic groups, this study also draws attention to the importance of research on race, ethnicity, and education in primary school age children; a population group often ignored in both racism studies and studies of sport. Using interview and focus group data from school principals and students (aged 9-12), including students from refugee and asylum seeker migrant backgrounds, collected over 3 years from two schools in the same multicultural community in Melbourne, Australia, this paper challenges the depiction of sport as an uncontested inclusive space in national and educational discourse, and instead demonstrates the continued existence of exclusion through systemically… [Direct]

Oamek, Kimberly (2019). "Why Am I White?": Race Consciousness and Racial Identity Development in Teacher Preparation. AERA Online Paper Repository, Paper presented at the Annual Meeting of the American Educational Research Association (Toronto, Canada, Apr 5-9, 2019). Teacher educators have sought to understand the challenges associated with teaching predominantly White teacher candidates about race, racism, power, and privilege and preparing them to teach and act for racial and social justice. In this article, I build on this work by exploring (1) how White teacher candidates express race-consciousness upon completion of a social justice-oriented teacher preparation program; and (2) what White teacher candidates' expressions of race-consciousness indicate about the role of White racial identity development in social justice-oriented teacher education. Findings show that White teacher candidates express varying degrees of race-consciousness that have important implications for teacher education and teacher induction. I argue that race-consciousness and White racial identity development needs to be carefully mediated by teacher educators throughout the preparation program and that future research needs to examine how teacher education can… [Direct]

Jeffery Jackson (2022). Pathways to Success for African American Students at Predominately White Institutions: A Qualitative Study Exploring Academic Readiness. ProQuest LLC, Ph.D. Dissertation, Western Michigan University. African American students' completion of post-secondary education is among the lowest of any other subgroup in higher education (Banks & Dohy, 2019; Broom, 2018; CarterFrancique et al., 2015; Cokley et al., 2016; Dulabaum, 2016; Karkouti, 2016; Moragne-Patterson & Barnett, 2017; Strayhorn, 2017). This study focuses on addressing this problem by exploring the academic and social experiences of African American college students who persisted at a regional predominantly White institution (PWI) in the Midwest and secure information that can be used to improve their graduation rates. To address this issue, this study is designed to explore initiatives and practices that encourage the successful matriculation and graduation of African American students from PWIs (Gross & Berry, 2016). This study utilized individual interviews in a qualitative inquiry to capture the lived experiences and deeper understandings of eight African American students who persisted through to their… [Direct]

Baxa, Malaika; D'Costa, Stephanie; Leverett, Patrice (2022). The Impact of Student-Teacher Relationships on Black Middle School Boys. School Mental Health, v14 n2 p254-265 Jun. Research has consistently shown that Black boys experience opportunity gaps in the American public education system. Beyond disproportionate outcomes in academics and behavioral outcomes, Black boys have less access to mental health support and may experience heightened symptoms due to systemic inequities. Despite many hypotheses, few explanations account for the lived experiences of Black boys. Research indicates that positive student-teacher relationships may increase academic, mental health, and behavioral outcomes for diverse learners. An exploration of the teacher-student relationship that centers the voices of Black males is needed to understand how to best develop a school culture that promotes the well-being of all students. This paper explores Black middle school male students' perceptions of the student-teacher relationship. Participants included 12 Black boys in a public middle school in two urban districts in the Midwest. Students identified the need to be recognized as… [Direct]

Jones, Adam C.; Krupitzer, Kelsie; McCrory, Gary; Watts, Kiarra (2020). Using College Football as an Analogy in Teaching College Diversity Courses. Multicultural Learning and Teaching, v15 n2 Article 20180008 Sep. Diversity can be a difficult subject to teach in higher education, especially in settings where exposure to diverse cultures can be limited The use of analogies or metaphor can be particularly useful to provide students with opportunities to think critically about new topics while relating the material to familiar subjects. In this article, we propose the use of an analogy of college football as a way to better integrate diversity topics into college classrooms. The broad appeal of college football on college campuses lends itself as a great platform to discuss otherwise challenging topics such as privilege, racism, sexism, sexuality, and power in the United States. The use of analogies can create a non-confrontational and less defensive environment in college classrooms. We outline the potential use of this analogy with a fictional case study in a university setting. Potential benefits and limitations of the approach are discussed…. [Direct]

Ali, Noor (2022). Muscrit: Towards Carving a Niche in Critical Race Theory for the Muslim Educational Experience. International Journal of Research & Method in Education, v45 n4 p343-355. Critical Race Theory (CRT) has provided academia a theoretical framework to engage in a conversation and explore the lived experiences of people as they are impacted by the endemic nature of racism. The creation of subsets within CRT have made space for minoritized populations in ways that are specific to them. The author proposes the creation of MusCrit as a means to explore the experiences of Muslim Americans with a CRT lens by sharing six tenets that are unique to the lived reality of this demographic…. [Direct]

Ladson-Billings, Gloria (2021). Critical Race Theory in Education: A Scholar's Journey. Multicultural Education Series. Teachers College Press This important volume brings together key writings from one of the most influential education scholars of our time. In this collection of her seminal essays on critical race theory (CRT), Gloria Ladson-Billings seeks to clear up some of the confusion and misconceptions that education researchers have around race and inequality. Beginning with her groundbreaking work with William Tate in the mid-1990s up to the present day, this book discloses both a personal and intellectual history of CRT in education. The essays are divided into three areas: Critical Race Theory, Issues of Inequality, and Epistemology and Methodologies. Ladson-Billings ends with a postscript that looks back at her journey and considers what is on the horizon for other scholars of education. Having these widely cited essays in one volume will be invaluable to everyone interested in understanding how inequality operates in our society and how race affects educational outcomes. Featured essays include: (1) Toward a… [Direct]

Kimberly Nava Eggett (2023). An Instructional Technology Facilitator's Role in Culturally Responsive Pedagogy Using a Critical Race Theory Lens. Issues and Trends in Learning Technologies, v11 n1 p3-28. The author of this article utilized a Critical Race Theory (CRT) framework to evaluate the effectiveness of instructional technology and STEM opportunities for girls and students of color in their role as a K-5 Instructional Technology Facilitator (ITF). By defining Critical Race Theory, the role of the ITF can be leveraged to provide equitable and inclusive opportunities to learning environments. Rather than a focus on the technology tools themselves, this article offers an opportunity to explore the implicit biases that exist within each educator and leader to shift pedagogical practice to ensure that instructional technology and STEM is accessible to every student, especially those that have been historically marginalized. This article also offers an opportunity to shift thinking from technology being "inherently good," to considering who benefits from technology, and why. An ITF's perspective has the power to create a more inclusive practice for the classrooms they… [PDF]

DeVaney, Thomas A.; Gordon, Christopher; Hatcher, John W., III; Parker, Jerry L.; Williams, Troy (2022). Perceptions of Critical Race Theory as a Tool for Understanding the African American Male Educational Experience. Research Issues in Contemporary Education, v7 n2 p128-146. This study explored the perspective of eight education stakeholders on Critical Race Theory (CRT) and the educational attainment opportunities for African American males in the current system of education in the United States of America. A qualitative research approach was employed using a semi-structured interview protocol. The data gathered from this study revealed that there was a general consensus among participants at an African American Male Empowerment Summit around the favorability and usefulness of Critical Race Theory in understanding the current state of African American males in education…. [PDF]

Camaron Mikio Miyamoto (2024). Daring to Lead with Humility: Merging Connective Leadership Theory and Critical Race Theory for Social Justice Advocacy in Higher Education. ProQuest LLC, Ed.D. Dissertation, Antioch University. This study addresses university leadership and the need to affirm diversity, equity, and inclusion in order to institute organizational change for social justice. My key research question is, "What are effective ways for leaders to advance diversity, equity, and inclusion with the goal of achieving social justice?" There is much research in the areas of racial equity, Critical Race Theory, and Culturally Sustaining Pedagogies, but the connection to leadership development models is new terrain. This study will add a Connective Leadership Theory framework to the lens of Critical Race Theory to analyze the potential of university leaders to enhance organizational change for diversity, equity, and inclusion metrics. The study will be explanatory mixed methods research including both Likert Scale surveys and follow-up interviews. The implication of this research is to create a template for university administrators and employees on how to use diversity, equity, and inclusion… [Direct]

Castek, Jill; Harris, Kathy; Jacobs, Gloria E.; Vanek, Jen (2022). Examining the Perspectives of Adult Working Learners and Key Stakeholders Using Critical Race Theory. Higher Education, Skills and Work-based Learning, v12 n6 p1108-1121. Purpose: This article reports on a critical race theory (CRT) analysis of the perspectives of providers of employer-supported educational opportunities and adult learners, who identified as Black, indigenous or as a person of color, and were employed in service industries. Design/methodology/approach: A review of the literature was used to shape an initial interview protocol. Data were collected from working learners in retail, hospitality, restaurants and healthcare industries. An "a priori" coding scheme that drew from CRT was applied to transcripts during analysis. Findings: Analysis revealed that working learners' skills, experiential knowledge, learning mindset, language flexibility and knowledge gained from previous learning experiences were not consistently acknowledged by employers. CRT analysis illustrated that endemic racism exists within educational opportunities and in workplace learning. Originality/value: CRT has not been widely used to examine adult education… [Direct]

Heather F. Ball (2024). Using Critical Race Theory to Inform a Multi-Session Information Literacy Workshop Series for First-Year Students of Color. ProQuest LLC, Ph.D. Dissertation, State University of New York at Buffalo. This study sought to understand individualized information literacy instruction for first-year students of color in higher education, and the impact of that instruction on student performance and confidence levels. The study was conducted at a four-year doctoral granting higher education institution and was designed as a QUAL+quan convergent mixed-methods study. It utilized critical race theory (CRT) as its theoretical framework, a participatory action research (PAR) approach for its design, and critical pedagogical practices to tailor the instructional content and delivery. The instruction was designed as a multi-session information literacy workshop series delivered outside of the traditional classroom and was comprised of six one-hour sessions: an initial focus group, four information literacy sessions focusing on specific aspects of the research process, and semi-structured interviews. Data collected through discussions, open-ended activities with rubrics, and pre- and… [Direct]

Hess, Frederick M. (2021). Media's Misleading Portrayal of the Fight over Critical Race Theory. American Enterprise Institute This report examines how media covered the critical race theory (CRT) debate in schooling through an analysis of all news articles published between September 2020 and August 2021 by four major newspapers (the New York Times, Washington Post, Wall Street Journal, and USA Today) and three major education press outlets (Education Week, the 74, and Chalkbeat). This report focuses on four relatively discrete questions: (1) How often were concerns about CRT's intellectual foundations, such as its skepticism of rationality and objectivity, mentioned?; (2) How often were controversial CRT-aligned instructional practices mentioned?; (3) How often did stories about laws passed to limit CRT (frequently referenced as "CRT bans") actually quote the language of the laws in question?; and (4) What was mentioned in news coverage of CRT?… [PDF]

David Maree; Tsholofelo Angela Thomas (2024). A Coat of Many Colours: A Critical Race Theory Analysis of Language Uses at Two South African Higher Education Institutions. Journal of Language, Identity, and Education, v23 n1 p96-110. Many African higher education entrants have an African language as a first language, whereas English and Afrikaans are default media of instruction in South African higher education institutions (HEIs). This precludes equivalent chances of academic success for students. Linguistic diversity in HEIs might also influence students' experiences in these institutions. This paper explores the perspectives of undergraduate students at a historically Black higher education institution (HBHEI) and a historically White higher education institution (HWHEI), regarding language use at these institutions and their accompanying experiences. We conducted focus group discussions (FGDs) with 31 students and analysed the data using thematic analysis. We adopted a critical race theory lens to interpret participants' perspectives. We found enduring marginalisation of African languages, as informed by structural dynamics, and its detrimental effects on students' academic prospects and experiences,… [Direct]

Lin, Judith C. P. (2023). Exposing the Chameleon-Like Nature of Racism: A Multidisciplinary Look at Critical Race Theory in Higher Education. Higher Education: The International Journal of Higher Education Research, v85 n5 p1085-1100 May. In higher education institutions, critical race theory (CRT) is known to be associated with fields that study racial disparities or systemic oppression such as law, education, and ethnic studies. The impression that CRT is unrelated to fields like business or computer science may have led scholars and practitioners from these disciplines to put their focus on elsewhere than on racial inequality and its implication in their research and practice, despite apparent need. To counter such fallacy, this review article–focusing primarily on the US context–discusses CRT literature in fields where its presence is less known which are nevertheless among the major domains of higher education institutions: health sciences, computer science and information technology, sports, business, and religion. By discussing example research of how scholars have utilized CRT in different fields to challenge the race-neutral thinking that often obscures structural racism, this paper exposes racism's ability… [Direct]

Kim, Sarang (2022). A Transnational Application of Critical Race Theory: Schooling Experiences of Multicultural Students in South Korea. Multicultural Education Review, v14 n3 p194-208. Utilizing Critical Race Theory (CRT), this study conducted a systemic review of scholarship on the schooling experiences of racial/ethnic minority students called multicultural students in South Korea. For the current analysis, CRT helped illuminate racism and other intersecting forms of structural issues that shape multicultural students' experiences, which tend to be obfuscated in the dominant multicultural education discourse in Korea. In doing so, this study helped acknowledge the structural embeddedness of multicultural students' experiences with discrimination and stigma and race/ethnicity as a marginalizing factor in the Korean education system. In addition to providing local implications, the current study seeks to expand the transnational application of CRT in education by examining racial injustice in Korean society that has received little attention in the CRT scholarship…. [Direct]

Fusco, Caroline; Gauthier, Viviane Soa; Joseph, Janelle (2021). Lessons from Critical Race Theory: Outdoor Experiential Education and Whiteness in Kinesiology. Journal of Experiential Education, v44 n4 p409-425 Dec. Background: Outdoor experiential education (OEE) is often presented as a neutral and equitable curricular practice with positive learning outcomes. However, few studies have examined the experiences of racialized and queer White settler students or the representation of Whiteness in OEE curricular documents. Purpose: This article explores Whiteness, racialization, and Indigenous erasure in OEE as an undergraduate curricular practice at a Kinesiology program in a Canadian university. Methodology/Approach: Using critical race theory, a critical discourse analysis of six types of documents used to advertise and organize the outdoor experiential courses was combined with five semi-structured interviews with undergraduate students. Findings/Conclusions: This study demonstrates that students must negotiate Whiteness and settler colonialism to participate in OEE. Three main findings include the following: (a) The imagined student is wealthy and White, (b) students both assimilate to and… [Direct]

Erickson, Karl; Kochanek, Jill (2020). Interrogating Positive Youth Development through Sport Using Critical Race Theory. Quest, v72 n2 p224-240. Sport has the potential to serve as a context in which youth can develop as players and people. Positive youth development (PYD) through sport is a prevalent strength-based approach that aims to promote life skills acquisition in youth participants. The purpose of this article is to demonstrate the utility of critically interrogating PYD through sport using critical race theory (CRT). Select key tenets of CRT serve as analytical tools that can highlight potentially problematic assumptions that underline current approaches to PYD through sport. Interrogation of PYD through sport using CRT exposes its limitations in theory, research, and practice. This race-centered perspective can help to "reimagine" sport coaching for positive development from a more socially responsible, critical praxis…. [Direct]

Amiot, Michelle N.; Mayer-Glenn, Jennifer; Parker, Laurence (2020). Applied Critical Race Theory: Educational Leadership Actions for Student Equity. Race, Ethnicity and Education, v23 n2 p200-220. Critical race theory (CRT) in education has been used to expose and analyze racism in K-12 schooling and higher education. However, the theory has been underutilized as an inventory lens applied to school leadership practice. Our paper takes on this inquiry by highlighting the work done by an administrative leadership team at a majority racially diverse middle school in the Mountain western region of the U.S. Through an examination of the practice of racism as whiteness as property through teacher expectations, classroom instruction and teacher-student and parent interactions and by implementing changes in areas of student discipline, and color-blind teacher perceptions, the leadership team developed racial equity pathways which served as an important implementation of CRT leadership…. [Direct]

Albritton, Travis; Jenkins, Melissa; Lippold, Melissa; Taylor, Evi; Zuckerman, Ronni (2022). Challenging Anti-Black Racism in HBSE: Using Critical Race Theory to Interrogate Traditional Developmental Paradigms. Journal of Teaching in Social Work, v42 n2-3 p190-206. How do we challenge anti-Black racism within the social work curriculum? As a requirement of all BSW and MSW programs, Human Behavior and the Social Environment (HBSE) coursework provides students with foundational knowledge about human development that is essential to theory-driven social work practice. Traditionally, conceptions of human development center the experiences of white, heterosexual, cis-gender young people and label other identities as "divergent" or "diverse," thereby devaluing the lived experiences of marginalized populations and reducing disparities to a misjudged application of "equal opportunity." Centering the tenets of critical race theory (CRT) within HBSE course curricula enables us to examine the impact of race and racism upon human development and to challenge anti-Black racism. This article will expand commonly used frameworks (e.g., ecological systems theory, life course theory) to consider how CRT helps us understand the… [Direct]

de Saxe, Jennifer Gale (2022). Unsettling the "White University"–Undermining Color-Blindness through Critical Race Theory and Testimonio. Journal for Critical Education Policy Studies, v19 n3 p196-223 Dec 2021-Jan. This article interconnects critical theories of race that not only help to conceptualize and make sense of a color-blind ideology, but also aim to unsettle the philosophies and practices that uphold and maintain it within the university setting. In particular, I unpack three philosophical tenets of white supremacy that work in tandem to uphold color-blindness: an epistemology of ignorance, hegemonic whiteness, and neoliberal racism. Once analyzed, I discuss how color-blindness is intimately connected to both overt and covert acts of racial microaggressions on university campuses. As a way to resist and undermine both color-blindness and racial microaggression in academia, I draw on critical race theory and testimonio, as they engage with personal narratives, looking introspectively, talking about lived experiences, and validating individual knowledges. Within this context, testimonio has the potential to provides a liberatory and praxis-inspired framework that focuses specifically on… [PDF]

Ginsberg, Alice E. (2022). Critical Evaluation Capital (CEC): A New Tool for Applying Critical Race Theory to the Evaluand. American Journal of Evaluation, v43 n4 p468-483 Dec. This article presents a new tool called Critical Evaluation Capital (CEC) designed to address issues of equity and social justice in program evaluation. CEC is grounded in the tenants of critical race theory and inspired by Yosso's work on community cultural wealth which raises critical issues of positionality and access. CEC is a system for identifying, quantifying, and disrupting the impact of different kinds of power and privilege (named here as capital) that influence the evaluation process and may distort its findings and/or alter its impact. CEC is not meant to be an entirely new evaluation framework or approach, but rather it is designed to be used as a "tool" "in conjunction" with other contemporary evaluation methodologies, specifically those that reposition the role of the evaluator from an "objective" outsider to an engaged stakeholder. I introduce and describe herein seven foundational categories of CEC, including "framing capital,"… [Direct]

Anyon, Yolanda; Samimi, Ceema; Trujillo, Miguel; Wiley, Kathryn (2023). Sent out or Sent Home: Understanding Racial Disparities across Suspension Types from Critical Race Theory and Quantcrit Perspectives. Race, Ethnicity and Education, v26 n5 p565-584. Although in-school suspensions may be viewed as less severe than out-of-school suspensions, both discipline consequences limit students' access to learning opportunities and are negatively associated with a range of educational outcomes. Moreover, if sending students out of class perpetuates the same racial disparities as sending them home, this practice does not realize the equity goals of discipline reforms over the last decade. Our study draws on Critical Race Theory and QuantCrit to understand racial discipline gaps across in-school and out-of-school suspensions using data from students and schools in one large district. Results of multilevel regression models indicate similar racial disparities in both suspension types, suggesting neither approach is equitable. These findings illustrate the limits of race-neutral policies in mitigating exclusionary discipline gaps. Addressing the thorny issues that contribute to racial disparities will likely require greater resources for high… [Direct]

Elizabeth P. Hubbs (2023). Boldly Becoming Antiracist: A Transformative Journey of Fear, Learning, and Growth. ProQuest LLC, Ed.D. Dissertation, University of Georgia. The research team in a small undergraduate social work education program explored the implementation of antiracist best practices for pedagogy and practice, utilizing transformational learning and critical race theories to guide and inform this action research study. The research team sought to explore the impact on the faculty, students, and program's implicit and explicit curriculum by utilizing transformational learning and critical race theories to guide the change through research and theory-informed interventions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/disserta…… [Direct]

Cantu, Cynthia Villarreal (2023). Critical Content Analysis of Language in Literacy: Identifying Discourse and Translanguaging in "Esperanza Rising". Journal of Latinos and Education, v22 n5 p2138-2150. This critical content analysis was conducted utilizing the children's book "Esperanza Rising." As I read the literature, I documented how children's literature can incorporate discourse analysis into multicultural teaching practices that embrace translanguaging and bilingualism. Through this qualitative study, I demonstrated the need for a curriculum that embraces a culturally sustaining pedagogy (CSP). After analyzing the book "Esperanza Rising," I realized that the power of literacy and language could help students form connections to their self-identity and power. Educators, administrators, and the community can reconstruct the literacy curriculum through critical race theory and Latina/Latino critical race theory (LatCrit). The inclusion of multiliteracies can promote appreciation for cultural differences…. [Direct]

Brandon Johnson; Neil Best (2024). "They Can't Control the Students": A Qualitative Inquiry Regarding the Perceptions of Student Involvement for Black Men at Predominantly White Institutions in the Midwest. Journal of Campus Activities Practice and Scholarship, v6 n2 p19-32. This qualitative phenomenological study aimed to explore Black men's lived experiences at predominantly White institutions (PWIs) through a student involvement lens. This study used critical race theory to determine if the experiences of Black men align with the desired outcomes of involvement theory. Racism is acknowledged by critical race theory as maintaining racial inequality. Involvement theory explains how students develop by being involved on campus. The current study explored the experiences and narratives of seven self-identified Black men and their perceptions of involvement at PWIs in the Midwest. Findings are classified according to three themes: impact and motivation, navigating the campus community, and a lack of support from campus administrators and peers. This study concludes with a discussion of implications for future research and practice, including student leader and advisor training to support Black men, constitutional audits, increased strategic planning, and… [PDF]

Hunt, Andrea N.; Rhodes, Tammy D. (2021). Expanding the Life-Span, Life-Space Approach Using Critical Race Theory and Intersectionality. Journal of College Access, v6 n3 Article 8 p98-110 Oct. Super's (1980, 1996) life-span, life-space approach of career development has had a major influence on the field of career counseling by shifting the focus beyond a 'singular point of entry' into to careers to one multiple transition points and trajectories. While Super's body of theoretical and empirical contributions to the field of career development are vast, the theory does not adequately address the experiences of Black youth. This article focuses on both theory and praxis by discussing the life-span, life-space approach in the context of career development of Black youth. We describe how critical race theory and intersectionality can be used as key organizing principles in an expanded framework along with Super's life-span, life-space approach to guide practices in college and career counseling. We end with a discussion of the implications for practice…. [PDF]

Walton, Sean (2020). Why the Critical Race Theory Concept of 'White Supremacy' Should Not Be Dismissed by Neo-Marxists: Lessons from Contemporary Black Radicalism. Power and Education, v12 n1 p78-94 Mar. Since entering the field of education studies, critical race theory has had an uneasy relationship with Marxism. One particular point of disagreement between Marxists and critical race theory scholars centres on the critical race theory concept of 'White supremacy'. Some Marxist scholars suggest that, because of its reliance on 'White supremacy', critical race theory is unable to explain the prevalence of racism in Western, capitalist societies. These Marxists also argue that 'White supremacy' as understood within CRT is actively damaging to radical, emancipatory movements because the concept misrepresents the position of the White working class as the beneficiaries of racism, and in doing so, it alienates White workers from their Black counterparts. Some neo-Marxist thinkers have sought to replace the concept of 'White supremacy' with 'racialisation', a concept which is grounded in capitalist modes of production and has a historical, political and economic basis. Drawing on… [Direct]

MaryBeth B. Yerdon (2023). Toward Critical Simulations (CritSIMs): At the Intersection of Clinical Simulations for Teacher Education and Critical Race Theory. ProQuest LLC, Ph.D. Dissertation, Syracuse University. This dissertation responds to what Sarah Kavanagh and Katie Danielson (2020) call a "raging fire of debate about the relationship between justice and practice" in the scholarship around teacher education. Expanding upon the research focusing on clinical simulations for teacher education as well as the critiques of Practice-Based Teacher Education (PBTE), and the emergence of Critical Practice Teacher Education (CPTE), the dissertation offers Critical Simulations (CritSIMs) as a tool to leverage matters of identity and experience toward antiracist goals in teacher education. To these ends, ten teacher candidates (TCs) were studied as they navigated and reflected on six simulations, four existing simulations (Dotger, 2013) adapted using the CritSIM approach and two original CritSIMs (Rabb CritSIM and Joy CritSIM). This study found that the CritSIM approach afforded TCs the opportunity to identify the critical issues and layers of complexity that frame problems of practice,… [Direct]

Daiki Hiramori; Elizabeth Litzler; Emily Knaphus-Soran; James Lamar Foster (2024). Critically Quantitative: Measuring Community Cultural Wealth on Surveys. Race, Ethnicity and Education, v27 n6 p816-834. This study explores the quantitative measurement of Community Cultural Wealth (CCW), an asset-based approach to understanding the experiences of students from systemically marginalized racial/ethnic groups. Grounded in critical race theory, CCW focuses on forms of capital utilized by marginalized populations that are often unrecognized/undervalued by traditional social science research. Most previous studies on CCW have relied on qualitative methods; we argue that quantitative critical race theory, or 'QuantCrit', can complement those studies by statistically specifying assets possessed by students from marginalized populations as a step toward reimagining institutions that elevate their importance. This paper aims to develop a CCW scale to quantitatively explore the concept, while acknowledging the overlaps among and the dynamic nature of the forms of capital emphasized in conceptualization. Findings from exploratory factor analysis are largely consistent with the original CCW… [Direct]

Amy Dundon; Elisabeth Stoddard; Geoff Pfeifer; Nestor Noyola (2024). The Limits of White Privilege Pedagogy: A Reflective Essay on Using Privilege Walks in the College Classroom. Journal of the Scholarship of Teaching and Learning, v24 n1 p76-100. The privilege walk is a pedagogical tool used to teach students about often-ignored aspects of privilege. Despite their popularity, privilege walks are under-examined in the scholarship of teaching and learning. This leaves open questions about the efficacy of the walk, and whether, and to what extent, the walk yields different results among students from different backgrounds. This paper critically examines the privilege walk by reflecting on our experience of teaching the walk and analyzing student learning reflections about the exercise. We draw on critical race theory to interpret our data and also to help introduce the concept of slippage. We use slippage as shorthand for systematic issues long described by critical race theorists, such as meritocracy, that are reframed as individual responsibilities. We conclude by discussing how educators might prioritize teaching about structural power by integrating ideas from critical race theory, and abandon intellectual traditions that… [PDF]

Cathery Yeh; Emy Chen (2024). Disability, Model Minority Myth, and White Supremacy: Struggling, Reimagining, and Becoming through Mother-Daughter Counter Storytelling. International Journal of Qualitative Studies in Education (QSE), v37 n9 p2507-2520. We — as daughter and mother — offer our stories humbly as a love letter to our Asian American community, our Black and Brown siblings, and the broader education community. White supremacy has weaponized the model minority myth — the belief that Asian Americans have "made it" despite obstacles — to invalidate claims of systemic racism and ableism. We draw on Disability Critical Race Theory and Asian American Critical Race Theory to center intersectionality and the interwoven nature of racialization, gendering, and disablement. Using collaborative storying, we showcase our (un)learning and (re)learning about normativity, identities, and belonging with and from each other as dialogic and reciprocal. Although both of our voices contribute to this dialogic storytelling, this paper centers on the stories of the first author — as a neurodiverse 15-year-old youth — as there is much we can learn from listening to our disabled youth of color and their resistance practices…. [Direct]

Neal J. McKinney (2024). Examining Racialized Deficit Mindsets of Black and Latinx Students' Lower Participation in Study Abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, v36 n3 p1-24. This article examines study abroad personnel's rationale that Black and Latinx students participate in study abroad at a lower rate than their white peers. This article argues that this over-30-year-old rationale should be discontinued to achieve equitable study abroad participation for Black and Latinx students. The author introduces critical race theory as a theoretical lens for study abroad personnel to examine how the internal discourse of racial cultural differences among study abroad personnel is historically linked to pervasive racialized deficit mindsets about Black and Latinx students' achievement. The author reviews existing study abroad scholarship on Black and Latinx student participation to establish a foundation for how the rationale originated and uses critical race theory storytelling as a methodological framework to critique the lower participation rationale. Through this approach, the author advances emergent insights for study abroad personnel to be more equitable,… [Direct]

Aronson, Brittany; Meyers, Lateasha (2022). Critical Race Theory and the Teacher Education Curriculum: Challenging Understandings of Racism, Whiteness, and White Supremacy. Whiteness and Education, v7 n1 p32-57. The purpose of this study was to investigate how preservice teachers (PSTs) respond and reflect in a University course that centres Critical Race Theory (CRT) and Critical Whiteness Studies (CWS) in the United States. Using artefacts from 100 PSTs class assignments we found two main themes. PST display a surface level consciousness which contributed to some contradictions in their responses and a discourse of whiteness was difficult for the PST in this study to decentre. Additionally, through this course, some of the students began to raise their consciousness critically in promising ways. Our findings illuminate the importance of PSTs having more than one course to wrestle with contradictions, their own deficit thinking, and to foster the new understandings. Additionally, this study displays the importance of having teacher educators in teacher education who develop their own critical consciousness in order to teach courses that decentre whiteness…. [Direct]

Nathan Babb; Wendy Castillo (2024). Transforming the Future of Quantitative Educational Research: A Systematic Review of Enacting Quantcrit. Race, Ethnicity and Education, v27 n1 p1-21. Quantitative Critical Race Theory (QuantCrit) is a burgeoning field of study seeking to challenge and improve the use of statistical data in social research. It pulls lessons and insights from Critical Race Theory and applies them to understanding social challenges. In this paper, we aim to improve the quality of quantitative research produced by showing examples of how pioneers in this field are effectively enacting QuantCrit. We conducted a systematic review of the literature to include all empirical education studies published since 2010 through 2022. Twenty-seven studies fit the criteria. Our data shows there is room for innovation, experimentation, and exploration. However, the study highlights exemplars of authors who embody QuantCrit principles through their professional and personal positionality statements, cognizance of community, robust racial/ethnic categories, intentionality on not centering whiteness, use of atypical methods, new measurement tools centering Black and… [Direct]

Crowley, Ryan M.; Smith, William L. (2020). A Divergence of Interests: Critical Race Theory and White Privilege Pedagogy. Teachers College Record, v122 n1. Background/Context: Informed by the increasing racial disparity between the nation's predominantly White teaching force and the growing number of students of color in K-12 schools, along with the well-documented struggles that White teachers have in exploring race and racial identity, the authors critique the use of White privilege pedagogy as a strategy for promoting antiracist dispositions in White pre-service teachers. Purpose/Objective/Research Question/Focus of Study: By deploying several concepts central to critical race theory, as well as critiques that note the shortcomings of past attempts at racial reform (Brown v. Board of Education, Voting Rights Act), the authors investigate the effectiveness of White privilege pedagogy within the teacher education setting. Research Design: To construct our conceptual critique of White privilege pedagogy within teacher education, we reviewed the extant literature that discussed the range of shortcomings to this pedagogical approach. To… [Direct]

Sandles, David, Jr. (2020). Using Critical Race Theory to Explore the Black Men Teacher Shortage. Journal of Negro Education, v89 n1 p67-81 Win. As this country's K-12 student population becomes increasingly racially heterogeneous, the preponderance of its teachers remains White and female. Inspired by this phenomenon, the purpose of this article is to examine the shortage of Black men teachers using critical race theory (CRT). The precepts of CRT used in this examination are the centrality of race and racism in society and challenge to the dominant, including meritocracy and color blindness. This article identifies some of the current challenges facing prospective Black men educators, and it offers insight into forces that began an involuntary exodus of Black educators from the profession. This article also contends the Black men teacher shortage is based on racial considerations and is a patently nationwide epidemic…. [Direct]

Dorantes, Angel; Lucero, Audrey; Mendoza, Claudia Holgu√≠n; Monta√±o, Luz Romero; Taylor, Analisa (2023). Too Latinx or Not Latinx Enough? Racial Subtexts and Subjectivities in a Predominantly White University. Journal of Latinos and Education, v22 n3 p1138-1153. This study examines how Latina students attending a predominantly white university in the Pacific Northwestern United States describe their academic and social wellbeing in relation to their racial subjectivities and the racially-charged campus interactions they have experienced. Critical Race Theory and Latina/o Critical Race Theory help us interpret how these students assert the authenticity of their identities in ways that either validate or contest the whiteness that tacitly frames so many aspects of their academic and social lives. These findings open a conversation on a subject that is taboo within Latinx communities and largely invisible within Predominantly White Institutions: how simultaneous claims to Latinx belonging and white privilege play into systemic racism on campus and throughout the U.S…. [Direct]

Jamaal Young; Jemimah Young; John Williams; Marlon James; Monica Neshyba; Quinita Ogletree (2023). Talking Back: An Analysis of the Scope and Impact of Critical Race Theory and Its Usage in Educational Research. SAGE Open, v13 n3. This study employed bibliometric analysis to analyze the research on critical race theory (CRT) in education. We employed four approaches: citation analysis, document co-citation analysis, social network analysis, and keyword co-occurrence to examine the scientific structure of CRT research in education based on 1,464 documents and 55,493 cited references. Using VOSviewer, we identified four distinct clusters of CRT research that characterize the intellectual structure of CRT research in education. We examined how specific works influence the field using social network analysis (SNA). The SNA revealed various amounts of overall centrality (i.e., 15.42% degree centrality, 25.24% closeness centrality, and approximately 0% betweenness centrality). These results indicate that the documents' direct influence on the co-citation network is stronger than the indirect and informal influence. Finally, the keyword co-occurrence analysis results indicate four distinct clusters of CRT research… [Direct]

Walls, Leon (2022). A Critical Race Theory Analysis of the Draw-a-Scientist Test: Are They Really That White?. Cultural Studies of Science Education, v17 n1 p141-168 Mar. The focus of this study was to examine peer-reviewed 'draw-a-scientist' test (DAST) research studies conducted primarily in the USA. In a similar review of science education research into the 'nature of science views', it was found that race played a prominent role in that research agenda and therefore may be impacting DAST research as well. Using critical race theory (CRT) as a framework, 28 published draw-a-scientist test (DAST) studies spanning from 1976 to 2018 were selected and reviewed. This study is unique in the fact that it is the only critique of the instrument in which race was the focus. Results suggest that race and language have played a significant role in DAST research to date, as Black, Latinx, Native American and other people of color were found to be disproportionally excluded as participants. Implications of excluding these individuals are explored, and suggestions for making DAST research more equitable are discussed…. [Direct]

Gary G. DeSantis (2024). "'We Believe in Education, Not Indoctrination': Governor Ron DeSantis, Critical Race Theory, and Anti-Intellectualism in Florida". Policy Futures in Education, v22 n5 p1004-1019. This article examines how Florida Governor Ron DeSantis' remarks contribute to anti-intellectualism and fuel the pushback against critical race theory (CRT) championed by like-minded conservative Republicans who view its instruction as an affront to society and authentic historical narratives. Dismissing educators and scholars who uphold the teaching of CRT as unpatriotic and denigrating to American society, DeSantis, who has presidential aspirations, has effectively used the issue (along with a number of other matters) to solidify his conservative base fearful of social and hegemonic change. Although CRT is not taught in Florida public schools, similar to other conservative-dominated states which have seized on the teaching of CRT as anathema to their civic principles, DeSantis' thinly veiled attempt to appease right-wing voters is yet another example of Republicans stoking cultural wars designed to energize conservative constituents against what many of them perceive as liberal… [Direct]

Rodriguez, Yesenia (2023). Help-Seeking among Latin@ Undocumented Students at Hispanic Serving-Institution Community Colleges: A Latin@ Critical Race Theory Case Study. ProQuest LLC, Ed.D. Dissertation, Washington State University. Latin@ undocumented students confront unique and significant barriers in accessing and obtaining postsecondary certificates and degrees within community colleges. This study explored 4 current and 1 former community college part-time (6-8 credits) undocumented students, specifically how they described their help-seeking experiences within a Hispanic Serving-Institutions (HSI) community college. Importantly, this qualitative methodology has been undertaken with a theoretical Latina/o Critical Race (LatCrit) framework, a Latino-focused family branch of Critical Race Theory (CRT). Equally important, with that was braided Undocumented Critical (UndocuCrit) Theory to understand participant liminal student experiences. Additionally, to complement both LatCrit and UndocuCrit were "testimonio" (interview) methods such as purposeful and snowball sampling. This study revealed help-seeking resources that are needed due to undocumented status challenges. This study offers… [Direct]

Carmen Keller (2024). Conceptualizing the Hawaiian, Asian, and Pacific Issues General Education Requirement at Uh Manoa: A Qualitative Case Study Using Kingdon's Multiple Streams Approach and Kanaka 'Oiwi Critical Race Theory. ProQuest LLC, Ph.D. Dissertation, University of Hawai'i at Manoa. This study applied Kingdon's (2003) Multiple Streams Approach (MSA) in conjunction with Kanaka 'Oiwi Critical Race Theories (Wright & Balutski, 2015; Salis Reyes, 2018) to contextualize the creation of the Hawaiian, Asian, and Pacific Issues (HAP) general education requirement at the University of Hawai'i at Manoa (UH Manoa), a large, public, Research One, and self-identified Indigenous serving university located on the island of O'ahu. Utilizing qualitative case study methodology and data sources including institutional documents, archival records, and qualitative interviews with faculty members, this study examined the various elements of influence, organized into MSA's problems, policy, and political streams, to articulate how a particular policy came to be within our institution of study. Furthermore, Kanaka 'Oiwi Critical Race Theories served to interrogate the various influences race and racism, settler colonialism, and institutional isomorphism had in shaping policy and… [Direct]

Edirmanasinghe, Natalie; Goodman-Scott, Emily; Smith-Durkin, Stephanie; Tarver, Shuntay Z. (2022). Supporting All Students: Multitiered Systems of Support from an Antiracist and Critical Race Theory Lens. Professional School Counseling, v26 n1. Recent racial injustice has prompted school counselors to reexamine how their practices contribute to injustice. Many school counselors seek to engage in antiracism and advocacy. Multitiered systems of support (MTSS) strategies include data utilization, systemic collaboration, and multilevel practices within a school building. This article illustrates how school counselors who use MTSS can operate with an antiracist lens to dismantle policies and practices upholding white supremacy. School counselors utilizing MTSS are well positioned to adapt antiracist strategies…. [Direct]

Anne R. Tapp; Annette Christiansen; Beth Kubitskey; Cheryl E. Matias; Cleveland Hayes; Don Wotruba; Lamar Johnson; Mark P. Fancher; Melissa Baker; Nancy Campbell; Roland Sintos Coloma; Willie Brewster (2023). Critical Race Theory in Schools? The Struggle for a More Inclusive Curriculum: Transcript from a 2021 Public Seminar on Anti-CRT Bans. Thresholds in Education, v46 n1 p8-32. This article is an edited transcription of a groundbreaking multi-sector presentation on "Critical Race Theory in Schools?" by a prominent panel of PK-12 school educators, education organization leaders, legal advocate, teacher educators, and academic researchers. The presentation took place virtually as a public seminar in response to legislative bills in Michigan and other states that prohibit the teaching of critical race theory in schools and to the ensuing questions and concerns raised by many constituents in the PK12 school and teacher education arenas. Over 200 individuals from Michigan, across the country, and even internationally registered, drawn to the webinar's goals of dispelling misinformation and providing facts and perspectives for meaningful discussions on the pursuit of more inclusive and justice-oriented curriculum, teaching, and learning in schools. Given the significance, urgency, and controversy over this subject, we offer this manuscript not only as… [PDF]

Writer, Jeanette Haynes (2022). 9/11–We Will Never Forget … but Others Must. SoJo Journal: Educational Foundations and Social Justice Education, v8 n1 p1-11. After the September 11, 2001, terrorism attack, bumper stickers appeared vowing "9/11 We Will Never Forget," yet Indigenous Peoples' telling of historical events of terrorism and violence is dismissed or expected to be forgotten. Critical race theory and tribal critical race theory are used to conduct an analysis of subjugated Indigenous histories and perspectives in an examination of settler colonialism and its constructions of "American," "citizen," and "patriot" that positions Indigeneity as suspect, withholding an accurate telling of history. Accessing counterstories of Native Americans and literature of Indigenous scholars, the author examines indoctrination and censorship of knowledge, situating the current attack on critical race theory as continuing Indigenous erasure and exclusive citizenship in what she describes as a "patriotism of remembrance." Drawing from Native Peoples' subjugated histories, the author advocates for… [Direct]

C. Chiang-L√≥pez; C. Clark; C. Gonz√°lez; K. Beach; M. Morgan; N. A. Marrun; O. McCadney (2024). Indifferent, (Un)Critical, and Anti-Intellectual: Framing How Teachers Grapple with Bans on Teaching Truth about Race and Racism, and Critical Race Theory. Race, Ethnicity and Education, v27 n1 p75-98. Current conservative assaults on Critical Race Theory (CRT) in education contend that elementary and secondary teachers and teacher education faculty are not only 'teaching CRT', but also hatred of white people and of 'America'. This article is based on a study that used CRT analytical tools and narrative inquiry to examine pre- and in-service teachers' understanding of CRT bans, race, and racism. Through individual and focus group interviews with racially and ethnically diverse pre- and in-service teachers, manifestations of anti-intellectualism and (dis)ease emerged in participant responses to questions about their perceptions of, and evidence-based knowledge about, CRT, as well as race and racism. Implications call for a radical rethinking of teacher preparation by helping teachers develop epistemic humility, curiosity, and courage…. [Direct]

Collinsworth, Amy E. (2022). Amid Attacks on Critical Race Theory, UMass Boston Launches Educational Leadership and Transformation Institute for Racial Justice. New England Journal of Higher Education, May. UMass Boston leadership has publicly committed to becoming an antiracist and health-promoting university, and the institutional values and commitments are also intricately tied to an academic freedom that wholly defends the right to teach about race, gender and other equity issues. Currently, more than 30 states have enacted bans or have bans pending related to teaching about critical race theory (CRT), equity and race and gender justice. While anti-CRT legislation is not currently pending in Massachusetts, there have been and remain real threats to racial justice in the city of Boston by entities other than the state. For more than 30 years, the Leadership in Education Department at UMass Boston has demonstrated its commitment to social justice in education, in part, by supporting educators for leadership roles in education, policy and community organizations. As a collective, the community of faculty, students, staff and alumni is committed to research and practice that is grounded… [Direct]

Jackson, Iesha; Ransom, Julia C. (2022). Do They Really Care? A Critical Race Theory Analysis of Culturally Relevant Caring for Black Male Students. Urban Review: Issues and Ideas in Public Education, v54 n4 p531-553 Nov. One segment of the student population that is regularly and systematically ignored is Black male students labeled "overage, under-credited" (OA/UC) based on their age and credits earned towards graduation. These young men are typically educated in alternative settings such as transfer high schools and adult learning centers. A critical race theory (CRT) analysis calls into question expanding alternative school options while limiting the exploration of how and to what extent Black male students benefit. The purpose of this study is to highlight how, if at all, OA/UC Black male students at an alternative school in New York City experience culturally relevant caring. We add to literature on culturally relevant caring by considering its importance in schooling experiences of three OA/UC Black male students in relation to tenets of CRT and examine two questions: (1) How, if at all, do OA/UC Black male students in a transfer high school experience culturally relevant care? (2) In… [Direct]

Carrie Saetermoe; Frank Fernandez; Gabriela Chavira; Patchareeya Kwan; Sarah Mason; Shannon Sharp (2024). Examining a Critical Race Theory-Informed Undergraduate Research Experience: Proposing a Conceptual Model of the Benefits of Anti-Racist Programs on Student Development. Innovative Higher Education, v49 n5 p889-907. Hate crimes and racist incidents are occurring with alarming and increasing frequency on college and university campuses. As colleges work to reduce racist incidents on campus, there is still a need to prepare students to respond to racism when it occurs. When students are prepared to respond to racist incidents, they tend to have better mental health. We draw on prior literature to examine whether learning about critical race theory (CRT) and receiving CRT-informed mentoring–as embedded in an undergraduate research experience program–related to four-year college students' self-assessed ability to respond to racism. Specifically, we propose and test a conceptual model to examine the benefits of participating in an undergraduate research experience program that required students to learn about CRT and receiving CRT-informed mentorship. Consistent with prior literature on undergraduate research experience programs, we found that the intervention positively related to students' sense… [Direct]

Jacqueline Rangel (2024). Mentoring Latinas on Doctoral Journeys: Testimonios of Cultural and Gender Identity. ProQuest LLC, Ph.D. Dissertation, The Claremont Graduate University. In the United States, Latinas are underrepresented in obtaining PhDs that lead to high level professional careers and academia. This may be due, in part, to patriarchal academic institutions and approaches that have historically devalued the cultural experiences and identities of marginalized populations, including Latinas in higher education. However, research suggests that mentorship can support Latinas in successfully obtaining PhDs and disrupt institutional norms and practices. Framed by LatCrit, Mestiza Consciousness, and Mujerista Mentoring, this study sheds light on the experiences of twenty-four Latinas who earned PhDs-with or without mentors during their doctoral journeys. As such, the purpose of this study was to understand the role of mentorship for Latinas who obtained PhDs while negotiating their cultural or gender identities. A qualitative research design using "Testimonio" methodology was used to reposition Latinas with PhDs as central to the analysis. While… [Direct]

Muhammad, Gholnecsar (2023). Culturally and Historically Responsive Education: A Policy Research Brief. National Council of Teachers of English This policy brief aims to problematize the curricular issues that have traditionally framed schools from the 1600s onward. These framings have taught literacy as decontextualized skills, disconnected from students' lives, their consciousness, and their joy. This tradition has resulted in poor achievement, less rigor, and a lack of intellectual advancement, identity development, and developing social and critical consciousness among youth. These problems are especially exacerbated for students and teachers of color, who have received fewer resources, curricula, or pedagogies that are connected to their genius and needs. Further, policy mandates are typically written to exclude the histories, identities, literacies, and liberation of the same students underserved by our educational system. In fact, policy has pushed the teaching of frameworks and theories that were not written by people of color, nor do they honor the lenses of Black and Brown people. When the problems of schools are… [PDF]

Seldon, Horace (1992). Convictions about Racism in the United States of America. This publication offers a collection of short essays on racism that originally appeared in the newsletter of an organization formed to promote racial justice called Community Change, Inc. The essays are each limited to one to three pages and are grouped by subject area. The opening section, on identifying racism, includes essays on pluralism, awareness of racism, and racism's negative effects on whites. Historical perspectives are explored in the second section, which looks at effects of the 1960s and the source and impact of white fear. A section on racism and language discusses the \color-blind\ approach, use of the word \minorities\ and other topics. In the next section, on responsibility, two articles discuss the relationship of shame and guilt to responsibility for racism and past failures and present responsibilities in dealing with racism. Next, campus racism is examined in three articles concerning racism in higher education, student experiences, and college recruitment of… [PDF]

Hill, Cher; Rosehart, Paula; Sadhra, Sarine; St. Helene, Janice (2020). What Kind of Educator Does the World Need Today? Reimagining Teacher Education in Post-Pandemic Canada. Journal of Education for Teaching: International Research and Pedagogy, v46 n4 p565-575. Our unique pre-service and in-service teacher education programmes at Simon Fraser University, in which experiential learning and professional mentorship are combined with academic course work, have undergone emergency modifications in order to enable our students to continue with their programmes while adhering to government restrictions due to COVID 19. As we respond to the emergent needs within university and school communities, social-emotional wellness, connection, 'being apart together,' engagement, and support for vulnerable students and those with exceptionalities, are currently the most important considerations. The pandemic has highlighted the need to dismantle racism and systemic inequities within our educational systems; to prioritise mental health and wellness in schools; to broaden and decolonise mainstream conceptions of teaching and learning as well as access to education; to build caring reciprocal relationships with the natural world; and to recognise teachers as… [Direct]

Hambacher, Elyse; Morelli, Grace; Silva, Bethany (2020). "There Was Complete Silence": Reflections on Teacher Preparation for Social Justice Education in a Predominantly White Community. Multicultural Perspectives, v22 n4 p201-209. This reflective narrative explores two university professors and one preservice teacher's attempts to teach for social justice through justice-oriented children's literature in an introductory level education course. Situated in a predominantly White context, the teacher educators reflect on their experiences piloting Book to Art, an afterschool book club that encourages preservice teachers to develop their equity literacy in the context of interactive read alouds with justice-oriented children's literature books. Grace, the pre-service teacher, considers her role in designing and implementing her lesson, as well as the challenges she experienced educating young children about segregation and racism using Jacqueline Woodson's "The Other Side." This article contributes to a growing body of literature that illustrates how teacher educators can facilitate the critical consciousness and social justice praxis of White pre-service teachers who will likely go on to teach in mostly… [Direct]

Clifton, Maribeth; Taff, Steven D. (2022). Inclusion and Belonging in Higher Education: A Scoping Study of Contexts, Barriers, and Facilitators. Higher Education Studies, v12 n3 p122-133. A sense of inclusion and belonging are critical for students? learning and personal development in higher education institutions. Learners who identify as non-majority identities (racial/ethnic minority, LGTBQ+, disability, and first generation) are at greater risk of feeling isolated and unwelcome. Lack of belonging and inclusion among individuals from marginalized identity groups is a contributor to increased stress as a chronic response to racism, stigmatization, discrimination, and exclusion. Conversely, a sense of inclusion and belonging contributes to better academic outcomes and enhanced physical and mental health. A systematic search of the literature initially yielded 2,914 articles with 68 eventually included for full-text analysis. Basic content analysis resulted in multiple categories including institutional context, barriers to inclusion and belonging, and facilitators of inclusion and belonging. The most commonly evoked institutional contexts were faculty and peer… [PDF]

Bailey, Juanita Johnson; And Others (1994). Race, Gender, and the Politics of Professionalization. New Directions for Adult and Continuing Education, n61 p63-76 Spr. Racism and sexism are apparent in adult education in the composition of graduate faculty, curriculum content, and faculty-student interactions. Only by challenging power relations in graduate programs can racism and sexism in the professionalization of adult education be addressed. (SK)…

Allison-Burbank, Joshuaa D.; Reid, Traci (2023). Prioritizing Connectedness and Equity in Speech-Language Services for American Indian and Alaska Native Children. Language, Speech, and Hearing Services in Schools, v54 n2 p368-374 Apr. Purpose: American Indian and Alaska Native (AI/AN; Indigenous) students are at a high risk for language and learning disorders. This article aims to highlight how clinicians can use decolonization and Indigenization pedagogies when planning and delivering speech-language services to Indigenous students from the perspectives of Indigenous professionals. These efforts can help promote student resilience, well-being, and identity and are critical to addressing educational inequity and provide culturally responsive services to Indigenous children. Many AI/AN students receive IDEA Part B special education services including speech and language therapy. Many of these students are misidentified as needing special education due to unique learning and language environments (Soto-Boykin et al., 2021). These students bring a unique cultural heritage that is vital to their identity, well-being, health, and school success. Therefore, the goal should be to provide evidence-based services that are… [Direct]

Ellie Ash-Bala (2023). Coming to Terms with Myself: Exploring the Development of Emerging White Racial Justice Accomplices in College. ProQuest LLC, Ph.D. Dissertation, Colorado State University. Many of the conversations about diversity, equity, and inclusion in higher education rightly focus on the experiences of BIPOC (Black, Indigenous, and People of Color) students and how to support them on their educational journey. Fewer of the conversations involve naming and interrogating the oppressive systems that cause these students to need additional support in the first place. Additionally, education scholars highlight the difficulty of engaging White students in conversations about race. When challenged, White students often get stuck in emotional turmoil–experiencing emotions such as guilt, fear, and defensiveness–and they spend the bulk of their energy trying to prove they are not racist instead of learning, growing, or fighting racism. The purpose of this study was to explore the experiences of White students and how they develop as White people committed to racial justice while in college, with a particular emphasis on navigating emotionality. This study employed a… [Direct]

Walton-Fisette, Jennifer L. (2020). Fostering Resilient Learners by Implementing Trauma-Informed and Socially Just Practices. Journal of Physical Education, Recreation & Dance, v91 n9 p8-15. Becoming trauma invested across P-12 educational systems has become exceedingly necessary over the past few years with much focus placed on the whole child and, more recently, a global pandemic and national systemic and institutional racism. With more and more students experiencing trauma and being at a constant state of toxic stress, it is imperative that health and physical education teachers are not only knowledgeable about the signs and symptoms but can engage in preventative measures to minimize possible triggers of past or current traumatic experiences they encounter. Due to lack of funding, licensed counselors are limited within schools, leaving teachers to navigate students' mental, social, and emotional behaviors and experiences. Yet, teachers are not trauma informed or invested due to the lack of emphasis in our teacher preparation programs and professional development opportunities. Thus, the purpose of this article is to inform health and physical educators on issues… [Direct]

Law, Ian (2017). Building the Anti-Racist University, Action and New Agendas. Race, Ethnicity and Education, v20 n3 p332-343. This article reviews two decades of work carried out at the Centre for Ethnicity and Racism Studies, University of Leeds in the area of racism and higher education. It introduces key issues and themes in this field and also identifies a seven-point agenda for action. This article provides an overview and agenda-setting account of the theoretical and policy innovations developed by this research team, which provide a contextual background for this volume as a whole. Historical recognition of the role of universities as key sites for the production of racialised knowledge across a range of intellectual fields is an essential starting point. We urge promotion of fundamental de-racialisation and de-colonisation of the academy. This cannot be achieved by self-regulation by the sector or by the setting of minimum legal requirements, it requires strong political, institutional and intellectual leadership, alliance-building and mobilisation…. [Direct]

Duff, Myron C. (2019). Perspectives in AE–Adult Black Males and Andragogy: Is There a Goodness of Fit. New Horizons in Adult Education & Human Resource Development, v31 n4 p51-58 Aut. In this paper, andragogy, as presented by Malcolm Knowles, is critiqued as it represents European ideologies and ways of learning that fail to recognize the multifaceted experiences of adult Black males. With increased numbers of Black males entering post-secondary education spaces, new schools of thought need to be considered that are more culturally relevant. A theory for adult Black males proves beneficial for adult learning researchers and practitioners as noted experiences include racial profiling, isolation, and racism. This paper critically examines deficit perspectives of supporting adult Black males while whiteness and systemic oppression are targeted as barriers to their success. The paper concludes with implications for practitioners who work with or conduct research on this population…. [Direct]

Bucholtz, Mary; Corella, Meghan; Ferrada, Juan Sebasti√°n (2020). "Respeta Mi Idioma": Latinx Youth Enacting Affective Agency. Journal of Language, Identity, and Education, v19 n2 p79-94. Although hegemonic approaches to education privilege rationality as the sole legitimate form of knowledge production and consumption, research on emotion in socially transformative learning demonstrates that it is only through affective investment that intellectual engagement takes place and leads to social change. Hence, the agentive action of racialized youth to produce knowledge challenging dominant ideological systems is also an affective agency, the production of social action informed by and involving embodied, emotional encounter with the world. The article identifies three key components of affective agency–affective encounter, mobilization, and persistence–through ethnographic interactional analysis in an innovative after-school program for Latinx youth. The analysis examines one student's emotional response to linguistic racism in U.S. political discourse and how this affective experience moved her to speak out for sociolinguistic justice for Spanish speakers. The article… [Direct]

Battle, Juan; Smiley, CalvinJohn (2020). Familia y Educaci√≥n: A Quantitative Assessment of the Impact of Parental Configuration on Educational Attainment for a National Sample of Latinx Students. Race, Ethnicity and Education, v23 n1 p21-38. The Latinx community is the fastest growing demographic in the United States and faces high rates of xenophobia and racism because of myths surrounding immigration and criminality. Therefore, Latinx communities are faced with many challenges. Parental configuration and educational attainment are key areas to explore the Latinx community in U.S. society. Utilizing a national representative sample from the Educational Longitudinal Study (ELS) from the National Center for Education Statistics (NCES), this paper employs an intersectional framework to investigate the relative impact of parental divorce on Latinx students' educational attainment outcomes. This paper finds: (1) for both male and female students, parental divorce had no impact on educational attainment; (2) students in public schools had lower educational attainment than their counterparts; (3) cultural capital was significant for Latinx males; (4) parental social capital was significant for Latinx females; and (5)… [Direct]

Downey, Kerry (2020). Reaching Out, Reaching In: Museum Educators and Radical Transformation. Journal of Museum Education, v45 n4 p375-388. This article offers a gender/queer, first-person perspective of the necessary role educators play in the link between museums and local communities who have been historically and systemically oppressed (BIPOC, LGBTQ+, people with disabilities and intersections therein). By linking racial and labor equity, this article argues for a deeper consideration of the ways museums are activated and transformed through educators' labor and praxes. In order to create greater equity and to achieve museums' missions, we must look to educators as leaders in the work of transforming white supremacy culture. This article offers the "handle" as a model for political understanding of how relationships are structured through power and oppression, thereby locating ways we can radically transform our institutions by centering equity, anti-racism, and education. Critical to any social justice work, art is the active space that is essential for creative expression and our holistic well-being…. [Direct]

Curtis, Christopher A.; Farmer, G. Lawrence; Hurley, Landon (2021). Subjective Well-Being, Critical Race Theory, and the Assessment of Measurement Invariance across Racial Groups. American Journal of Evaluation, v42 n3 p314-331 Sep. The present study explores how Black and White youth respond to measures of subjective well-being within the context of critical race theory (CRT). Three levels of measurement invariance (i.e., configural, metric and scalar) were examined for indicators of subjective well-being. We hypothesized that there would be limited measurement invariance across groups based on the premise established by CRT that youth of color experience and perceive life differently than their White peers, which was supported. The findings of this study demonstrate that the measures work as expected within groups, but there is a considerable lack of invariance across groups. This study also provides some evidence that racial/ethnic differences cannot be taken for granted when assessing SWB in youth…. [Direct]

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

Danielle Holmes (2024). Impact of Critical Race Theory on the Development of Impostor Syndrome and Anxiety among Black Female Doctoral Students with the Superwoman Schema Lens. ProQuest LLC, Ed.D. Dissertation, Saint Peter's University. Research has shown that inequitable practices in the educational system have created barriers for Black women pursuing doctoral degrees. These obstacles are multifaceted. This qualitative phenomenological study examined the impacts of racism on Black female doctoral students with a focus on how Impostor Phenomenon and anxiety were exhibited as outcomes. The study centered on Critical Race Theory and Superwoman Schema as its theoretical framework. Semi-structured interviews were conducted with 10 participants who identified as Black, female, currently enrolled, or graduated within 10 years. All participants experienced racism, anxiety, and Impostor Phenomenon and were in schools located in the northeastern region of the United States. From those interviews, three themes were extrapolated: Structural and Environmental Isolation, Systemic Racism Resulting in Anxiety and Racism, and Resilience in Academia. These were taken from coded sections such as lack of representation, inadequate… [Direct]

Ryan William Hannon (2024). Equity or Extinction? A Qualitative Study Exploring Enrollment Directors' Perceptions of Diversity, Equity, and Inclusion Practices at Southwest Independent Schools. ProQuest LLC, Ph.D. Dissertation, New Mexico State University. Critical race theory has challenged whose truth is told in schools (Lynn & Parker, 2006). Private schools belonging to the National Association of Independent Schools have questioned what truth is taught in their schools ("NAIS — Diversity, Equity, Inclusion, and Belonging," n.d.). Concurrently, these schools face declining enrollment of full tuition-paying families who are typically White (Ee et al., 2018). This dissertation is a qualitative phenomenological study. The phenomenological study aims to understand how enrollment directors at independent schools in the American Southwest perceive parent and guardian reaction to diversity, equity, and inclusion policies, practices, and pedagogy in their schools and how this might impact enrollment. The theoretical framework for this study is critical race theory. An overview of private schools, with a focus on race and class, will be presented, as well as the current challenges facing independent schools. Specific… [Direct]

Di-Tu Dissassa (2025). I Can't Breathe: Exploring the Lived Experiences of Student Affairs Professionals of Color Wellness during Times of Racially Charged Incidents. Journal of Education Human Resources, v43 n1 p108-133. This study explored 18 student affairs professionals of color (SAPOCs) and their experiences with microaggressions, hate crimes, and ethnoviolence on college campuses. This study used the theoretical lens of occupational wellness and critical race theory to explore participants' experiences regarding race and wellness. The findings of the study indicated that SAPOCs lack belonging in their organizational culture, experience racism, and must use internal negotiations in their work with students. To mitigate these challenges, the SAPOCs sought positive worker well-being through supportive interpersonal relationships with their supervisors and maintaining their physical and mental health…. [Direct]

Lin Wu (2025). Democracy, Empires, and the Chinese Diasporas. Urban Education, v60 n1 p279-304. As tension between China and the United States continues to escalate, little research has looked into how geopolitical conflicts impact the Chinese Diasporas in these two nations. Filtering his life through empire and AsianCrit, the author illustrates his racializing encounters with empires in educational institutions and the larger Chinese and U.S. societies. Implications include how scholars can address the historical, theoretical, and practical gaps in urban education research, connect empire with critical race theory to enrich urban education research, and leverage their counterstories to help teachers and teacher educators undo imperialism in practice…. [Direct]

Hu, Xueyan; Peng, Zhengmei; Qiu, Shaoping; Zhu, Gang (2019). Extending Critical Race Theory to Chinese Education: Affordance and Constraints. Compare: A Journal of Comparative and International Education, v49 n5 p837-850. This Forum discusses the affordances and constraints of applying critical race theory (CRT) to the Chinese educational context. In "CRT as a Heuristic for Understanding Educational Inequality: How CRT Is Conceptualised in the United States," Gang Zhu delineates the social and theoretical backgrounds related to CRT, and its fundamental tenets. Zhengmei Peng subsequently reviews the representative theoretical constructs pertinent to CRT, including: (1) community cultural wealth; (2) funds of knowledge; (3) culturally responsive pedagogy; and (4) authentic care in education. In the third contribution to the Forum, "The Facilitative Factors of Applying CRT in Chinese Education: Four Illustrative Cases," Xueyan Hu analyses the possibility of extending CRT to the Chinese educational milieu, focusing on: (1) the consistently low performance of Chinese rural education; (2) the limited educational opportunity for rural migrant workers' children; (3) Chinese ethnic minority… [Direct]

Perouse-Harvey, Ebony (2022). Seeing the Unseen: Applying Intersectionality and Disability Critical Race Theory (DisCrit) Frameworks in Preservice Teacher Education. Teachers College Record, v124 n7 p51-81 Jul. Background/Context: This paper explores how intersectionality and DisCrit can be used as analytic tools to scaffold preservice teachers' ability to see the ways in which referrals to and services within special education reproduce inequities as a function of race and perceptions of ability that are rooted in White, middle-class, able-bodied norms. Purpose/Objective/Research Question/Focus of Study: This qualitative study analyzes White preservice teachers' understanding and application of intersectionality and DisCrit. Applying critical theoretical perspectives, preservice teachers engage in identifying instances of oppression in society and schools and naming the resulting harm to Black students and families. This paper focuses on the following research questions: How do White preservice teachers engage with critical frameworks intended to unearth the impacts of racism and ableism on Black students? What do their responses reveal about preservice teachers' level of critical… [Direct]

Barros-Lane, Liza; Germany, Andrea F.; McGee, Blanca S.; Phillips, Regina L. (2022). Utilizing a Critical Race Theory Lens to Reduce Barriers to Social and Emotional Learning: A Call to Action. Children & Schools, v44 n1 p39-47 Jan. Social and emotional learning (SEL) and equity issues have each been complicated by the COVID-19 pandemic for students of color. This brief seeks to call to action school social workers who can identify social and emotional barriers to learning that students of color experience in schools through a critical race theory (CRT) lens. School social workers are well positioned to address equity concerns and systemic racism in schools. They play a key role in addressing SEL, reducing equity barriers, and navigating the CRT opposition. The authors view the role of the school social worker as an integral part of social and emotional teaching and learning. This is a call to mobilize school social workers to advocacy roles for SEL, equity, and racism concerns that have long impacted students of color. The authors' aim is to provide social workers with actionable strategies in reducing social and emotional barriers to learning for students of color…. [Direct]

Burns-Simpson, Shauntee; Hayes, Nichelle M.; Mack, Tiffany; Ndumu, Ana; Walker, Shaundra (2022). Space, Story, and Solidarity: Designing a Black MLIS Student Organization amidst Crisis and Tumult. Education for Information, v38 n4 p367-388. According to LIS research, the U.S. library and information science field reflects more than 135 years of white racialized, monocultural pedagogy. Critical race theory helps us understand why Blacks remain on the margins of the LIS profession. Armed with critical racial knowledge, the Black Caucus of the American Library Association embarked on a three-year project to assert Black culture in a profession that has historically overpowered other ways of knowing. This article chronicles how BCALA leaders gleaned from Black-centered pedagogical traditions, data on Black MLIS students' needs, and the critical race theory tenet of counterstorytelling to scaffold a national, online Black MLIS student organization that exists autonomously from mainstream U.S. LIS programs…. [Direct]

Hani Morgan (2024). Ethnic Studies Programs in America: Exploring the Past to Understand Today's Debates. Policy Futures in Education, v22 n7 p1469-1491. The debates that involve banning critical race theory and implementing ethnic studies programs have recently surged. But this is not the first time that controversy about ethnic studies programs and other efforts to promote equity has led to dissension. In the 1960s, similar discord led to violence. Today, right-wing activists are making efforts to prevent ethnic studies programs from being implemented. Many educators and historians, however, are expressing the need to teach the accurate histories of racial and ethnic minority groups at educational institutions. In this article, I argue that today's resistance to implementing ethnic studies programs is a continuation of the opposition that occurred in the 1960s against this trend and the other efforts that were designed to promote equity. In contrast to the idea that ethnic studies programs contribute to divisiveness, I argue that they offer a better way of teaching students in a country that has become more racially diverse. I… [Direct]

Copland, James (2021). How to Regulate Critical Race Theory in Schools: A Primer and Model Legislation. Issue Brief. Manhattan Institute for Policy Research "Critical Race Theory" (CRT) is the term commonly applied in public debates to controversial racially charged curricula and initiatives in the public schools, as well as various parallel trainings and programs commonly being adopted in school and other settings. Initially, CRT was confined to the niche circles of legal academia from which it originated. More recently, its core ideas have been applied and expanded to an array of disciplines, including education. Unsurprisingly, many parents and teachers across the country have been troubled by these developments. CRT is unpopular with the public, especially when details of specific practices are made clear. For the abstract question of whether people support CRT, a "YouGov/Economist" survey conducted June 13-15, 2021, found that many Americans didn't know what it was; but of those who did, 56% opposed it while 38% supported it. This brief examines the history and current issues with CRT. It also crafts a proposed… [PDF]

Estrada, Diane; Garcia, Marina; Hipolito-Delgado, Carlos P. (2021). Countering Deficits: A Grounded Theory of Success from Graduate Students of Color. Journal of Multicultural Counseling and Development, v49 n1 p4-17 Jan. The existing research on students of color in counselor education focuses on the barriers they experience, providing a deficit perspective. Using grounded theory and a critical race theory framework, we studied the racialized experiences of 19 graduate students of color in counselor education. Grounded in participants' voices, we propose a liberatory theory of academic success. Implications for promoting the success of students of color in counselor education and for future critical race theory research are discussed…. [Direct]

Chait, Natasha; Gulfaraz, Sehrish; Li, Kathrynne; Proctor, Sherrie L. (2023). Use of Critical Race Theory to Understand the Experiences of an African American Male during School Psychology Graduate Education. School Psychology Review, v52 n3 p372-388. This study used an exploratory case study approach to explore the race-related experiences of a Black male specialist level school psychology graduate student. We used the CRT tenets of racism as normal and permanent and intersectionality and antiessentialism to help us make sense of the findings. Findings revealed that race and racism did not negatively impact the case study participant's experiences within his school psychology program at the university. However, racism was pervasive during his internship year, as it influenced interactions with white teachers and parents. Implications for school psychology graduate education are discussed, including the need for school psychologists to actively engage behaviors that disrupt systems of oppression like racism if the profession is to meet its antiracist aims…. [Direct]

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

Goldberg, Zach; Kaufmann, Eric (2023). School Choice Is Not Enough: The Impact of Critical Social Justice Ideology in American Education. Manhattan Institute for Policy Research This report focuses on the teaching of Critical Race Theory and radical gender theory in American classrooms. Taken together, those concepts comprise radical cultural left ideologies known as Critical Social Justice (CSJ). The findings of this report suggest that the teaching of applied versions of Critical Race Theory and radical gender theory is endemic in American schools. Ninety-three percent of a random sample of 18-to-20-year-old Americans say that they have been taught, or have heard about from an adult at school, one or more Critical Social Justice (CSJ) concepts. In fact, the average respondent reported being taught and/or hearing about more than half of the eight concepts this study measured. Even assuming these are overestimates, schools and teachers promoting CSJ narratives can hardly be regarded as rare or isolated occurrences. Rather, it is the experience of a large segment of American high school students, if not the majority…. [PDF]

Clark, Christine; Hern√°ndez-Johnson, Monica; Marrun, Norma A.; Plachowski, Tara J.; Singh, Ravijot; Taylor, Valerie (2023). "Like Where Are Those Teachers?": A Critical Race Theory Analysis of Teachers of Color Who Have "Left" Teaching. International Journal of Qualitative Studies in Education (QSE), v36 n10 p1924-1944. In seeking to address teacher shortages in the United States, teacher preparation programs, and state education department leaders in particular, have largely focused on the recruitment of new teachers. To some extent, recruitment efforts have also included attention to racially diversifying the teacher ranks. Using a Critical Race Theory framework, this article challenges hegemonic narratives about Teacher of Color absence in, and departure from, teaching, calling attention to their enduring presence in the profession and their experiences as teachers. Findings reveal that despite the persistent and pervasive spiritual, psychological, physiological trauma Teachers of Color suffer, their pride in their identities and commitment to their work as Teachers of Color persist…. [Direct]

Cain, Elise J.; Smith, Natesha L. (2020). Using Critical Race Theory to Explore the Experiences of College Students from Rural Areas. Georgia Journal of College Student Affairs, v36 n1 Article 2 p3-23 Jul. There are several indicators (e.g. lower enrollment rates and lower persistence rates) that rural people are achieving less postsecondary success compared to their urban peers. This is particularly true for people with low socioeconomic statuses and people of color. This article, therefore, utilizes critical race theory in education as a framework to explore the experiences of college students from rural areas. The article begins with an overview of critical race theory and a review of relevant literature about rural people organized within a critical race theory framework. This information is then utilized to construct a strategy to guide educators in their critical explorations of rural students and their experiences through assessing pertinent questions. A vignette is also provided as an example to assist educators in their utilization of the strategy, providing a promising practice to support educators at higher education institutions in their efforts to be more inclusive of… [PDF]

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

Rodriguez, Gabriel (2023). Complicating College Access: Understanding Compliance and Resistance for Latinx Youth in Suburbia. Anthropology & Education Quarterly, v54 n4 p349-371. This qualitative study examines the experiences of Latinx youth and mainly white staff of the Academic Scholars Program, a college access program that operated in an affluent suburban high school. Guided by Critical Race Theory and Critical Whiteness Studies, the findings highlight the constraints Latinx youth and staff faced and how they resisted assimilative practices…. [Direct]

Butcher, Jonathan (2021). Rescuing Math and Science from Critical Race Theory's Racial Discrimination. Issue Brief No. 5201. Heritage Foundation Despite claims to the contrary, K-12 educators are applying the racial prejudice of critical race theory (CRT) to school lessons. In recent months, parents and policymakers around the country have objected to CRT's mischaracterization of American history in the academic subjects of history and civics. Critical race theorists, however, have also applied the theory's racially biased principles to math and science. Some educators have redesigned math and science curricula to incorporate CRT's racially discriminatory ideas to these technical subjects, replacing a focus on mastery of mathematical and scientific processes with racial bias. Parents, educators, and policymakers should reject racial prejudice in every subject, and educators and policymakers should prohibit any instructional material from requiring children to affirm, believe, or practice racial discrimination in their schoolwork…. [PDF]

Aqua-Raven Murray (2022). Literacy Teacher Beliefs and Practices about Culturally Relevant Pedagogy as Seen through the Lens of Critical Race Theory. ProQuest LLC, Ed.D. Dissertation, Wayne State University. This research was based on culturally relevant pedagogy, a teaching method that promotes academic and cultural achievement in environments where student dissatisfaction and antagonism are prevalent. Educational accomplishment, cultural competence, and social consciousness were the foundations of this philosophy (Ladson-Billings, 1994, 1995, 2009, 2014). Critical race theory was also used to inform the research (CRT). This idea enabled me to examine learning and culture from a social, racial, and historical perspective. CRT recognizes the influence of culture and history on people's perceptions. This mixed-methods study aimed to learn about and understand the opinions of African American ELA middle school teachers concerning culturally responsive pedagogy. This study also wanted to know how these African American middle school ELA instructors use culturally appropriate pedagogy to implement literacy activities in their classrooms. The study looked at how African American teachers'… [Direct]

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

(2021). The Importance of Addressing Equity, Diversity, and Inclusion in Schools: Dispelling Myths about Critical Race Theory. Communique, v50 n3 p18-19 Nov. The National Association of School Psychologists (NASP) is committed to supporting ongoing dialogue and self-reflection about antiracism, equity, diversity, inclusion, and social justice within the organization and the profession of school psychology (NASP, 2020c). This includes promoting honest conversations in schools. Schools have long explored the role of race and racism in this country's history, including disparities in opportunity and education. It is important that students are provided an honest and accurate assessment of history so that they can create a better future. The growing politicization of these issues has manifested in the demonization and purposeful misrepresentation of Critical Race Theory (CRT) and other well-established policies and practices in schools, such as social-emotional instruction and the implementation of culturally responsive practices. The purpose of this document is to provide a general overview of CRT, dispel myths and correct misinformation,… [Direct]

Rodr√≠guez, Noreen Naseem; Vickery, Amanda E., Ed. (2022). Critical Race Theory and Social Studies Futures: From the Nightmare of Racial Realism to Dreaming Out Loud. Research and Practice in Social Studies Series. Teachers College Press Now more than ever, we need to teach the truth about history. This volume assembles a team of critical social studies Scholars of Color and co-conspirators who share both their nightmares and dreams for the future. The authors engage critical race theory (CRT) and its many branches and offshoots to better understand the permanence of racism in the teaching of social studies. The book's first section, A Dream Deferred, outlines the endemic systemic issues and the ways in which the field and national organizations attempt to remain racially neutral in the face of the biases that permeate curriculum, disciplines, and the world. The second section, Racial Realities in Classroom Spaces, examines the various ways scholars and educators are applying CRT in PreK-12 spaces. In the third section, Possibilities of Praxis, chapter authors critically reflect on their own experiences and stories using CRT to work with young people and future teachers. In the final section, Dreaming of Social… [Direct]

Moorosi, Pontso (2021). Colour-Blind Educational Leadership Policy: A Critical Race Theory Analysis of School Principalship Standards in South Africa. Educational Management Administration & Leadership, v49 n4 p644-661 Jul. In the light of recent media reports of racism in South African schools, this paper examines the role of school principalship standards in addressing race in South African educational leadership. The paper draws on tenets of critical race theory to examine how issues of race are addressed in the Policy for School Principalship Standard in South Africa and the implications thereof for leadership preparation and leadership practice. The methodology involves the employment of content analysis underpinned by key tenets of critical race theory that challenge notions of colour-blindness, meritocracy and neutrality. The analysis reveals that there is no explicit mention or treatment of race and ethnicity as social constructs in the principalship standards. It also reveals that diversity and culture are used more, suggesting the emphasis on difference rather than inequality. The paper argues that, although driven by principles of social justice, the Policy for School Principalship Standard… [Direct]

Green, Kristi M. (2023). Counterstories of Latinas in the Pipeline to Community College Leadership. ProQuest LLC, Ed.D. Dissertation, University of Wyoming. Hispanic women in higher education are underrepresented as faculty and mid-level administrators and are not ascending through the career pipeline into higher leadership positions at community colleges. The purpose of this dissertation was to explore the experiences of Latinas in a career in academia. This study was conducted as a qualitative research study using Critical Race Theory (CRT) and Latino Critical Race Theory (LatCrit) as theoretical framework with counterstorytelling as the methodology. Their stories are told in the LatCrit themes of immigration and legal status, anti-essentialism, hegemony, and antisubordination. Their stories and secondary sources are interwoven to identify power structures, barriers, triumphs, and cultural connections to support the progress of the LatCrit movement. The implications from this study may help this marginalized community find the success they want in higher education. [The dissertation citations contained here are published with the… [Direct]

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

Robertson, Rebecca (2023). A Critical Race Theory Analysis of Transnational Student Activism, Social Media Counter-Stories, and the Hegemonic Logics of Diversity Work in Higher Education. International Journal of Qualitative Studies in Education (QSE), v36 n5 p900-917. This article employs critical race theory (CRT) to explore what student activist counter-narratives reveal about the logics of institutional diversity work and the ways this work reinforces racist configurations of power and exclusion in higher education. In 2014, student activism erupted in a series of critical incidents on university campuses around the world. As a form of counter-narrative, social media content generated by movements employing hashtags like #RhodesMustFall and #itooamharvard, drew attention to the discrepancy between institutional conceptions of inclusion evidenced in diversity policies and practices, and student experiences of persistent exclusion. A corpus of 2500 social media posts, representing Must Fall and I, Too, Am campaigns at three universities, was analyzed and emergent themes utilized to interrogate the hegemonic logics of higher education diversity work. Findings include: (1) compression in diversity discourse; (2) the paradox of diversity as capital;… [Direct]

P√©rez Huber, Lindsay; Sol√≥rzano, Daniel G. (2020). Racial Microaggressions: Using Critical Race Theory to Respond to Everyday Racism. Multicultural Education Series. Teachers College Press Drawing from over 2 decades of research, this book offers an in-depth analysis of a systemic form of everyday racism commonly experienced by People of Color. Racial microaggressions are layered and cumulative assaults, often carried out in subtle and unconscious ways, which take a psychological and physiological toll on the body, mind, and spirit. The authors make a unique contribution to the study of racial microaggressions by using Critical Race Theory (CRT) to develop the concepts, frameworks, and models provided in this book. Focusing on the lived experiences of People of Color, "Racial Microaggressions" can be used to disrupt the everyday racism that continues to target so many Communities of Color. The book features: (1) Theoretical, conceptual, and pedagogical tools to help all people recognize, respond to, and challenge racial microaggressions; (2) An interdisciplinary approach that draws from the fields of education, law, policy, ethnic studies, Women of Color… [Direct]