Jacob Tyler Jobe (2023). "Once You See It, You Can't Unsee It.": A White Teacher and White Students' Exploration of Antiracist Education through Critical Whiteness Pedagogy. ProQuest LLC, Ph.D. Dissertation, The University of Utah. White people have a responsibility due to their complicity in White Supremacy, to practice antiracism in solidarity for racial justice with Black, Indigenous, People of Color (BIPOC) people and communities. Antiracist education, which fosters this sort of work, necessitates learning about racism and Whiteness to comprehend the violence of White Supremacist Capitalist Patriarchy. With the help of critical Whiteness pedagogy and critical Whiteness studies broadly, I engaged my White student-participants in antiracist education. As a White, male teacher of a social justice course at Crescent View High School (CVHS), a public school in a ski resort town in the Intermountain West, I had two goals with this scholarship. My first goal in the dissertation was to analyze how White students studying and practicing antiracism understood their racial identities. My second goal was to describe the various ways they tried to practice antiracism. I used critical Whiteness methodology and critical… [Direct]

Alderman, Derek; Eaves, LaToya E.; Klein, Phil; Mu√±oz, Solange; Narro Perez, Rodrigo (2021). Reflections on Operationalizing an Anti-Racism Pedagogy: Teaching as Regional Storytelling. Journal of Geography in Higher Education, v45 n2 p186-200. Responding to rising social tensions and ongoing theoretical and political changes in the study of geography, we advocate for greater operationalizing of anti-racism pedagogies within the field. Such pedagogies undermine long-standing geographic knowledge systems that marginalize and misrepresent people of color while also distorting and misinforming the worldviews of a White society. Drawing from classroom successes and uncertainties, five educators explore the anti-racist possibilities of geography education as a form of "regional storytelling." Regions, one of geography's formative constructs, play a central role within popular and academic understandings of racial differences and identities. Making exclusionary moral judgements about regions and associated populations has long been at the core of the colonization and racialization process. Contributors use reflexive storytelling — understood here as both a classroom instructional method and a way to create supportive… [Direct]

Escayg, Kerry-Ann (2020). 'We Don't Teach Race Here': Race-Silenced Pedagogies of Trinidadian Preschool Teachers. Early Child Development and Care, v190 n8 p1233-1241. Much of the educational literature highlights the importance of teaching young children about the value of diversity in relation to fostering positive social–emotional skills and well-being. In the Trinidadian context, while ample work addresses the prevalence of racism, far less research has investigated the racial socialization practices of Caribbean teachers in general and Trinidadian teachers in particular. The present qualitative study investigated how Indo-Trinidadian teachers addressed children's racial awareness, cultivated racial pride in young children and enacted anti-racist pedagogies. Findings revealed that teachers did not engage in explicit racial socialization; and the lack of anti-racist/anti-colonial pedagogy was strongly linked to teachers' professional and personal identities; as well, it appeared that context-specific race relations inform educator's conceptual understandings of race and its relevance to their teaching practice. The article concludes with… [Direct]

Jax J. Gonzalez (2022). Upsetting the System: Ideology, Identity and Practice in a Teacher Education Program. ProQuest LLC, Ph.D. Dissertation, University of Colorado at Boulder. Teacher education is an entry point for education reform where candidates can learn how school can become a site for reinforcing norms that harm minoritized students, and also as a place of possibility, where ideologies are expanded to embrace possibility and exploration. This project investigates the use of critical, queer, and anti-oppressive methods in teacher education and how that preparation impacts teacher candidates' gender, race, classed and sexual ideologies, as well as their teaching practices, commitments and values. The data for this project was collected through participant observation in a critical teacher education program at the University of Colorado, Boulder School of Education as well as semi-structured interviews with 14 Elementary Education candidates and a content analysis of their course assignments. I conclude that the Elementary Education program's anti-oppressive teacher preparation positively impacted the candidates' teaching ideologies and practices to… [Direct]

Bean, Thomas W.; Dunkerly-Bean, Judith (2020). Cosmopolitan Critical Literacy and Youth Civic Engagement for Human Rights. Pedagogies: An International Journal, v15 n4 p262-278. In this theoretical paper centered on adolescent literacy and civic engagement, we draw from human rights education and multimodal cosmopolitan critical literacy consider the ways adolescents may take up civic engagment. With a combination of multimodal resources and social networking, adolescents are able to have an impact on a variety of social and political issues including immigration, translanguaging, racism, bullying, and other community problems relevant to their lives. The purpose of this essay is to illuminate the many ways that adolescents can participate in local and global civic engagement through human rights education and multimodal critical cosmopolitan literacy, as well as critique current practices. The analysis uses a 3-level construct to selectively examine youth civic engagement. Results indicate that, while there is promising work being done to promote civic engagement from a justice-oriented stance, more work and research is needed to explore the affordances and… [Direct]

Lopez, Josue (2020). What Exactly Are We Doing Here? Reflections on the Role of Critical Educational Studies. Critical Questions in Education, v11 n2 p129-146 Sum. In advancing the struggle for social justice in education, we often advance an anti-racist praxis in our classrooms. However, students, teachers, and others trying to make sense of our praxis–oftentimes well-intentioned in their queries–will ask "why are we always talking about race?" and "why do we only present one perspective and one position (a "liberal" one) in this class?" These questions are relevant and require us to clarify what exactly are we doing in critical educational studies? As a former K-12 teacher, an instructor of Urban Education, Multicultural Education, and as a critical educational researcher, I seek to ask–and answer–three questions pertinent to critical educational studies: (1) What does it mean to study Urban Education? (2) Why do we focus on race and racism in social justice work, and why not just focus on class? (3) Why do some people attempt to equate critical educational studies with left-wing propaganda? I begin by… [PDF]

Siegel-Hawley, Genevieve; Sjogren, Ashlee L.; Tefera, Adai A. (2022). The (In)Visibility of Race in School Discipline across Urban, Suburban, and Exurban Contexts. Teachers College Record, v124 n4 p151-179 Apr. Background/Context: Racial disparities in school discipline represent a longstanding injustice in U.S. schools. Students of color, particularly Black students, are systematically subjected to harsher school disciplinary actions compared with their peers. A growing body of evidence demonstrates the severity of the problem and the negative consequences of harsh punishment, particularly given that students who are disciplined are more likely to be forced into the complex nexus of education and incarceration. Focus of Study: In this study, we aimed to understand how different racial contexts in urban, suburban, and exurban schools shaped responses to and understandings about racial disparities in school discipline. Drawing on an interdisciplinary framework that centers the visibility and invisibility of race (Artiles, 2019) throughout the disciplinary cycle, this study was guided by two research questions: (1) What are the similarities and differences in educators' and students'… [Direct]

Agbaria, Ayman K. (2018). Israeli Education and the Apartheid in South Africa: Ongoing Insights. Intercultural Education, v29 n2 p218-235. Focusing on education policy and politics in Israel, this essay examines how ethnic segregation is established and sheds light on the latest curricular developments that place a heavy emphasis on Jewish identity. The first part of the paper underscores the rising influence of the radical right in Israel and it's political theology. The second part presents the Apartheid education in South Africa. In doing so, this part underscores the roles of segregation and religion in establishing a justificatory system that legitimises racial superiority and presents Apartheid education as 'civilising' and 'modernising'. In the third part, the paper discusses how segregation and religious-ethnonationalism make up an apartheid-like reality in Israel, focusing on recent curricular policies. The final part presents concluding thoughts on racism and colonialism…. [Direct]

Niemann, Yolanda Flores; S√°nchez, Nydia C. (2015). Perceptions about the Role of Race in the Job Acquisition Process: At the Nexus of Attributional Ambiguity and Aversive Racism in Technology and Engineering Education. Journal of Technology Education, v27 n1 p41-55 Fall. This study explored the role of race in the negative job acquisition outcomes of African American graduates of a federally funded multi-institution doctoral training program. Because the credentials of African American graduates were similar, equal to, and/or, in some cases, exceeded those of their white peers, qualifications were ruled out as contributing to negative job outcomes. Further examination indicated that among the likely factors accounting for job acquisition outcomes were: tokenism; aversive racism; microaggressions; and inadequate professional development for graduates entering a White-male-dominated field. Recommendations for practice suggest amending graduate programming to include anticipatory socialization relative to being a member of a historically underrepresented group in the field, and mentorship that can help diffuse the impacts of tokenism and facilitate career success in academia…. [PDF]

Horsford, Sonya Douglass (2017). A Race to the Top from the Bottom of the Well? The Paradox of Race and U.S. Education Reform. Educational Forum, v81 n2 p136-147. This article explores the paradox of "race" and U.S. education reform in the 21st century. I consider how the invisible ontology of race and its entangled relationship with class divert our attention from economic inequality and undermine policies intended to redress racial inequality in schools. I conclude that the education research community must unpack its use of "race" and focus on the role of racism in the maintenance of racial caste in America's schools…. [Direct]

Omar Diaz (2023). A Critical Race Analysis of the Lived Experiences of Latino Male Student Affairs Professionals in Higher Education. ProQuest LLC, D.Clin.Psy. Dissertation, The Chicago School of Professional Psychology. This critical phenomenological study aims to analyze the lived experiences of Latino male student affairs (SA) professionals considered early to mid-career at predominantly White institutions (PWIs). Three research questions guide the study: 1) How do Latino male SA professionals in higher education describe their leadership experiences at PWIs? 2)Why are there so few Latino males in SA? 3)What strategies benefit institutions looking to recruit and retain Latino male SA professionals within PWIs? This study applies a critical phenomenological approach analyzed via critical race theory's tenets to answer these questions. Six participants, all Latino male SA professionals, served as the sample for this research. Data was collected through semi-structured interviews via a phenomenological method with the tenets of critical race theory as the hermeneutic for thematic analysis, revealing seven themes: 1) student affairs work, 2) self-identifying as Latino and its accompanying experiences,… [Direct]

Ashley Mathews (2024). An Exploratory Study on the Impact of Cultural Identity Racial Affinity Groups on Self-Esteem, Self-Efficacy, and School Belonging among Black Elementary School Youth. ProQuest LLC, D.S.W. Dissertation, Southern Connecticut State University. Black youth in America must overcome many systematic obstacles to function successfully in American society. Racist social views and racist structures significantly impact Black youth's access to equitable education and resources and lead to disparate educational outcomes. One intervention that may help protect school age Black youth from the impact of racism is racial affinity groups. Racial affinity groups are successful spaces for discussing concepts unique to a group's shared experiences. An 8-session racial affinity group with fourteen Black second-grade participants was the pilot intervention used in this study. A mixed-method research design was used to evaluate this intervention. The dependent variables included self-esteem, self-efficacy, and school belonging. Student questionnaires, parent and teacher focus groups provided data which was assessed to determine the intervention's impact. The quantitative data illustrated modest and inconclusive results. Self-esteem was the… [Direct]

Filippone, Anne; Filling-Brown, Michelle; Gebauer, Richie; Gordon, Maya; Groves, Laura; Mace, Darryl; Smith, Courtney; Watterson, Nancy (2022). Theory to Practice: Applying the Best Practices Model (BPM) for Living-Learning Communities at Cabrini University. Journal of College and University Student Housing, v48 n2 p30-53. Learning community programs, like many other forms of higher education, are at risk from the effects of financial constraints, systemic racism, and pressures from outside constituents that are forcing institutional leaders to face difficult decisions that result in cutting budgets and closing programs. During these tumultuous times, learning community programs should not only be retained, but also expanded and improved to align with best practices in order to create inclusive campuses, strengthen community, increase students' sense of belonging, and foster faculty-student relationships. This intentional approach will result in higher student retention, satisfaction, and persistence rates. In 2018, Inkelas and colleagues developed the Best Practices Model (BPM), which presents a pyramid of what they call the "building blocks" of a successful living-learning community program. The purpose of this paper is to provide an application of this model to a well-established,… [Direct]

Grinage, Justin (2019). Endless Mourning: Racial Melancholia, Black Grief, and the Transformative Possibilities for Racial Justice in Education. Harvard Educational Review, v89 n2 p227-250 Sum. In this article, Justin Grinage investigates how black youth experience and contest racial trauma using racial melancholia, a psychoanalytic conception of grief, as a framework for understanding the nonpathologized endurance of black resistance to racism. Examining data from a yearlong ethnographic study, Grinage engages the notion that melancholia is needed for mourning to take place, a crucial distinction that engenders agency in relation to the constant (re)production of racial oppression in the lives of five black twelfth-grade students at a multiracial suburban US high school. Grinage illustrates how racial melancholia structures racial trauma and analyzes its effects on black identity, dismissing pathologizing definitions of racial injury while centralizing the importance of asset-based, healing-centered approaches for enacting racial justice in education…. [Direct]

Harper, Frances K. (2019). A Qualitative Metasynthesis of Teaching Mathematics for Social Justice in Action: Pitfalls and Promises of Practice. Journal for Research in Mathematics Education, v50 n3 p268-310 May. Mathematics classrooms are increasingly becoming sites for investigating social (in)justice, but research on teaching mathematics for social justice remains limited to individual case studies. This article reports on a metasynthesis of 35 qualitative reports of social justice mathematics enactments in diverse classroom contexts. Critical race theory serves as a guiding framework for analyzing possibilities and limitations of these enactments to address racial inequities in mathematics education. Findings from this metasynthesis reveal that addressing race in social justice mathematics explorations provided opportunities for centering the voices of people of Color and critiquing liberal views that camouflage subtle forms of racism and involved substantial and authentic mathematical work. Promising practices and implications for future research are identified based on this synthesis…. [Direct]

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

Comeaux, Eddie; Cruz, Nelly A.; Grummert, Sara E. (2021). Strategies of Resistance among Racially Minoritized Students at a Hispanic-Serving Institution: A Critical Race Theory Perspective. Journal of Higher Education, v92 n3 p465-498. Employing critical race theory and a student resistance framework, this study qualitatively explored how minoritized college students view and interpret their racialized experiences in academic settings at a Hispanic-serving institution (HSI) and what strategies they have employed to manage and respond to the campus racial climate. Drawn from seven focus groups and eight in-depth interviews, the findings demonstrate that the studied campus promoted racial diversity but failed to facilitate the processes and practices to achieve the educational benefits of a diverse college campus. Study participants were keenly aware of the campus racial climate and encountered racism in a variety of forms. They strategically relied on informal networks for support and collective well-being and also engaged in subtle and creative strategies of resistance. The article includes recommendations for creating equitable, safe, productive environments for racially minoritized students at HSIs and elsewhere…. [Direct]

Eden, Max (2021). The Best Way to "Ban" Critical Race Theory: Prohibiting Promotion Rather than Inclusion or Compulsion. American Enterprise Institute In the first half of 2021, 26 states introduced–and 12 passed–bills colloquially labeled "critical race theory (CRT) bans." The bills introduced to date can be grouped into three categories: prohibitions against compulsion, against inclusion, and against promotion. The prohibition against promoting CRT, first introduced in the North Carolina legislature, strikes the best balance between addressing parents' concerns about indoctrination without posing any risk of substantive curriculum imposition. This report is an exercise in constructive criticism for lawmakers who intend to thoughtfully draft or revisit legislation addressing the state-sponsored racism of CRT pedagogy. The author begins by outlining three principles that animate this analysis. The author then provides some criticism of bills introduced to date, offers a typology for understanding the varieties of bills proposed, and argues for the most constructive path legislators could take…. [PDF]

Hodge, Emily M.; L√≥pez, Francesca A.; Rosenberg, Joshua M. (2023). "We Don't Teach Critical Race Theory Here": A Sentiment Analysis of K-12 School and District Social Media Statements. Peabody Journal of Education, v98 n5 p533-547. Conservative activism around the purported influence of Critical Race Theory (CRT) on K-12 education has swept the country in recent years. While others have documented the sources of these messages, how school districts have responded to these critiques has not yet been investigated. Drawing on research on how social media algorithms elevate polarizing information and activate emotions, we analyze public social media posts on school/district Facebook pages mentioning the phrase "critical race" to examine how educators address the claim of teaching CRT and how the local community responds. We use sentiment analysis to examine the emotions of these posts and how they are distributed across states. We also explore the sentiment of subsequent community reactions reflected in the comments of each post, including negative emotions such as anger and fear, and positive emotions such as trust. This study has implications for how school districts can help to stop cycles of fearful… [Direct]

Migliarini, Valentina; Stinson, Chelsea (2021). A Disability Critical Race Theory Solidarity Approach to Transform Pedagogy and Classroom Culture in TESOL. TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, v55 n3 p708-718 Sep. Until very recently, ability and whiteness as relational systems have been uninterrogated by TESOL research, policy, practice, and teacher education. Consequently, monolingual teachers often use students' proximity to whiteness and nondisabled status as a metric for ascertaining their ability or belonging in certain language learning spaces. Similarly, English language teachers' uncritical and unsupported engagement with policy and professional learning around race and whiteness contributes to the unwarranted subjection of multilingual students to the special education referral process. In this contribution, we aim to analyze the nuances of ableism and racism in the field of TESOL, and offer TESOL educators practical examples to dismantle it. Drawing from the critical intersectional framework of DisCrit, this contribution presents two DisCrit solidarity-oriented practical examples for the language classroom: cultural reciprocity and translanguaging. We argue that these support TESOL… [Direct]

Joseph-Salisbury, Remi (2021). Teacher Perspectives on the Presence of Police Officers in English Secondary Schools: A Critical Race Theory Analysis. Race, Ethnicity and Education, v24 n4 p578-595. In the context of a racialized moral panic around serious youth violence, we have seen a resurgence of calls to increase the presence of police in English schools in recent years. As well as a lack of popular and political opposition, there is a dearth of critical academic consideration of the placement of police in schools, and even less from a Critical Race Theory perspective. Given that teachers' perspectives are relatively absent from academic and popular debates, this paper draws upon data from semi-structured interviews with 24 secondary school teachers. In doing so, the paper argues that an increased police presence in school will impact negatively upon learning environments, create a culture of low expectations, criminalize young people, and feed a "school-to-prison pipeline." Noting that racially minoritized students will be affected most harshly, the article provides empirical evidence to warn against the presence of police in schools…. [Direct]

Terra N. Hall; Terri Massie-Burrell (2025). More than Colleagues: Disrupting Anti-Blackness and Promoting Well-Being through Black Women's Workplace Friendships. Journal of Education Human Resources, v43 n1 p202-222. Anti-Blackness in the academy has the potential to negatively impact relationships between Black Women, which can ultimately influence Black women's retention and career advancement. Through an analysis of existing theories, including workplace friendships, Black feminist thought, and critical race theory, the authors first interrogate how anti-Blackness operates to harm Black women's workplace relationships and then illuminate how Black women student affairs administrators (BWSAAs) disrupt anti-Blackness and resist toxicity and systemic oppression by cultivating and sustaining positive Black women's workplace friendships. BWSAAs and those who supervise, serve with, support, and advocate for them will gain knowledge to help bolster BWSAAs' well-being, retention, and career advancement…. [Direct]

Alexandra Allweiss; Anne-Lise Halvorsen; Scott Farver (2023). Writing a Love Letter to Educators in the Wake of Anti-CRT Efforts. Curriculum and Teaching Dialogue, v25 n1-2 p69-86. This conceptual essay explores three "moments" related to our collective efforts as white teacher educators to respond to proposed anti-critical race theory legislation in Michigan. These moments made visible institutional tensions and limits related to taking a stand against racist policies. We explore how we might obstruct flows of power in our roles as faculty through our institutional, teaching, and curriculum engagements…. [Direct]

Sablan, Jenna R. (2019). Can You Really Measure That? Combining Critical Race Theory and Quantitative Methods. American Educational Research Journal, v56 n1 p178-203 Feb. Critical race theory (CRT) has been used in educational literature to emphasize the influence of racism on educational opportunity and the assets of students of color. Quantitative methods appear antithetical to CRT tenets according to some, but this article endeavors to show why this is not the case, based on both historical and contemporary notions. To build this argument, the author presents results from an empirical study that used data from a survey of undergraduates and measurement theory to quantify students' community cultural wealth, a CRT framework that describes the cultural assets of communities of color. The author concludes with recommendations for incorporating quantitative methods into future CRT studies…. [Direct]

Mensah, Felicia Moore (2019). Finding Voice and Passion: Critical Race Theory Methodology in Science Teacher Education. American Educational Research Journal, v56 n4 p1412-1456 Aug. This longitudinal case study utilizes critical race theory methodology to chronicle the journey of an African American female in science teacher education. The study looks at her educational history first as a young child and then how she navigates a contested, racialized predominantly White teacher education program, grows and develops in science education, and secures her first full-time teaching appointment as an elementary teacher. The implications for practice in both teacher education and science education show that educational and emotional support for teachers of color throughout their educational and professional journey is imperative to increasing and sustaining Black teachers. In addition, intersectionality foregrounds and adds to the complexity of understanding race, racism, and science in teacher education…. [Direct]

Honnacker, Ana; Kroll, Tobias A.; Townsend, Christopher (2021). Pragmatic Humanism in CSD Diversity Education: A Conceptual Framework to Engage Students across the Political and Cultural Spectrum. Teaching and Learning in Communication Sciences & Disorders, v5 n3 Article 6. The purpose of this reflection on scholarly teaching is to outline the difficulties arising when critical race theory, in its misappropriated and popularized form that dominates current discourse, is deployed as the sole educational framework in CSD education. We wish to offer an alternative framework, pragmatic humanism. The latter is expounded as a paradigm that can reap the benefits of critical race theory without succumbing to the absolutist claims of its popularized variant. It will be argued that pragmatic humanism is a useful framework for diversity teachers in CSD who are faced with an overwhelmingly White, conservative student body that may be reluctant to accept the realities of racism…. [PDF]

Benikia Kressler; Calli Lewis Chiu; Debra Cote; Donna Sayman; Mandy E. Lusk (2022). "Does This Mean I Am Racist, Distrust, or Dislike People of Color?" A DisCrit Qualitative Study of Implicit Bias among Preservice and Practicing Special Educators. Issues in Teacher Education, v31 n1 p6-34 Spr. It is critical that educators learn about the concept of implicit bias and contemplate any unconscious biases they may hold since Black students disproportionately experience punitive school disciplinary consequences and placement into programs for students with disabilities. Greenwald and colleagues' early (1998) research on implicit association established a foundation and framework for a tremendous amount of research related to teachers' implicit associations and students' educational pathways. The current study is framed on a foundation of social justice as it applies to special education through the combined lens of Disability Studies and Critical Race Theory known as Disability Critical Race Theory. The theory provides a framework that can be used to help preservice teachers make sense of the complex intersection of race and perceptions of ability. This qualitative study examined how preservice and practicing special educators acknowledge and reflect on implicit biases they may… [PDF]

Busey, Christopher L.; Dowie-Chin, Tianna; Duncan, Kristen E. (2023). Critical What What? A Theoretical Systematic Review of 15 Years of Critical Race Theory Research in Social Studies Education, 2004-2019. Review of Educational Research, v93 n3 p412-453 Jun. Since its introduction as an analytic and theoretical tool for the examination of racism in education, CRT scholarship has proliferated as the most visible critical theory of race in educational research. Whereas CRT's popularity can be viewed as a welcome sign, scholars continually caution against its misappropriation and overuse, which dilute its criticality. We draw from the cautionary ethos of this canon of literature as the impetus for examining CRT's terrain in social studies education research. Starting from Ladson-Billings's watershed edited CRT text on race and social studies in 2003, this study provides a comprehensive theoretical review of scholarly literature in the social studies education field pertinent to the nexus of CRT, racialized citizenship, and race(ism). To guide our review, we asked how social studies education scholars have defined and used CRT as an analytic and theoretical framework in social studies education research from 2004 to 2019, as well as how… [Direct]

Jacob P. Wong-Campbell (2025). Developing Antiracist Intelligence in Institutional Research: A Critical Content Analysis of AIR Forum Conference Programs, 2002-2023. Research in Higher Education, v66 n1 Article 2. Grounded in Quantitative Critical Race Theory (QuantCrit), this study utilizes Critical Content Analysis to examine how educational sessions at the Association for Institutional Research's annual conference, AIR Forum, have engaged issues of race and racism. On average, race was mentioned in just 6.2% of AIR Forum sessions annually, and only three sessions used the terms "racism" or "antiracism" between 2002 and 2023. Findings suggest there is a dearth of learning opportunities at AIR Forum explicitly aimed at countering racism in Institutional Research (IR). Implications for research and practice are shared to bolster the development of "antiracist intelligence" among IR professionals…. [Direct]

Angel M. Jones (2024). Self-Silencing as Protection: How the "Angry Black Woman" Stereotype Influences How Black Graduate Women Respond to Gendered-Racial Microaggressions. Equity & Excellence in Education, v57 n1 p47-61. This study examines how Black graduate women respond to gendered-racial microaggressions at a historically White institution. Using Critical Race Theory and Critical Race Feminism, this study also explores the social and psychological factors that contribute to their responses. Data suggest that participants' responses are influenced by stereotype threat and a fear of perpetuating the "angry Black woman" stereotype. Findings show that this fear caused participants to self-silence as a form of protection. Implications for practice and suggestions for future research are provided…. [Direct]

Tiffany R. Simmons (2024). Bridging Compliance Gaps: Training on Special Education Mandates in Carceral Spaces. ProQuest LLC, D.Ed. Dissertation, American University. This dissertation of practice delves into the critical examination of special education provision in adult correctional facilities, focusing on the systemic and compliance-related challenges that predominantly impact incarcerated Black males ages 18 to 21. Through the lenses of Critical Race Theory (CRT) and Disability Critical Race Theory (DisCrit), it investigates the compounded effects of systemic racism and ableism, highlighting the stark disparities in educational outcomes and the perpetuation of the prison-to-prison pipeline. The research employs a multifaceted methodology, including an analysis of legal frameworks and an intervention workshop aimed at enhancing the understanding and implementation of special education mandates among carceral staff. The findings reveal a deficit in the delivery of federally mandated educational supports within the carceral system, exacerbated by systemic inefficiencies. These deficiencies significantly contribute to increased recidivism rates… [Direct]

Irvin, Vanessa (2022). Questions Learned: Considering Geocultural Context within Public Librarian Professional Development. Education for Information, v38 n4 p389-412. LINQ: The Librarians' Inquiry Forum is a practitioner inquiry model for public librarian professional development whose theoretical foundations are based in New Literacy Studies, Critical Race Theory and social epistemology. This research explains the development of the LINQ methodology and design across four public librarian communities of practices situated in geoculturally-specific locations. Data from the librarian inquiry groups collaboratively researching their professional practice is illustrated to convey how the LINQ model's critical race theory lens is applied to expose geocultural barriers endemic in the library and information science (LIS) field. One dataset is analyzed and discussed to substantiate a common thread through the four inquiry groups over time: that when public librarians work collectively to ask critical questions about their practice, such questions learned, serve to center local cultural values that are geographically specific and unique, redefining what… [Direct]

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

Colak, F. Zehra; Nicaise, Ides; Van Praag, Lore (2023). 'Oh, This Is Really Great Work–Especially for a Turk': A Critical Race Theory Analysis of Turkish Belgian Students' Discrimination Experiences. Race, Ethnicity and Education, v26 n5 p623-641. Students of Turkish descent suffer various forms of discrimination in education in Flanders (the northern part of Belgium). Nevertheless, few studies have documented how these discrimination experiences are situated within structures of ethnic inequality in education. Adopting a critical race theory approach, experiences of Turkish Belgian university students were analysed to expose deficit assumptions towards ethnic minorities and push against inequity in education. The accounts of students show the exclusionary treatment they were exposed to despite the dominating discourses of colorblindness in education. Students' experiences with peers highlight the pervasiveness of racism that targeted ethnic minority students based on their ethnic and social class background. Lack of minority representation, ubiquitous microaggressions, and exclusionary curriculum shape students' experiences at university context and affirm White normativity. These findings highlight the urgency of challenging… [Direct]

Farag, Antony (2021). The Fear of Multiple Truths: On Teaching about Racism in a Predominantly White School. Phi Delta Kappan, v102 n5 p18-23 Feb. In a post-truth world, it is imperative for educators to help students sift through the various views of both historical and current events. Critical race theory (CRT), a controversial theoretical framework directly critiquing white supremacy and incorporating the histories of historically marginalized communities, is a useful tool for helping students develop their own understanding of history and the world. However, research shows that social studies educators of white students are unprepared to use CRT. Antony Farag shares his research into white teachers' use of CRT and describes what happened when his predominately white school attempted to launch an elective course build on critical race theory…. [Direct]

Kenneth J. Neat; Shawn Anthony Robinson (2024). The Reading Journey of Zion — A Case Study of Race in the Context of Special Education. Urban Education, v59 n8 p2332-2364. The reading trajectory of African Americans males within the PreK-12 special education system has been at the forefront of scholarship. This case study was to understand how Zion's misidentification may have influenced his reading experiences. The inequalities Zion encountered in Special Education are examined through the Critical Race Theory and DisCrit lens. The article is illuminating the racialized impact of special education practices and policies, analyzed through Zion's experiences of receiving services for an emotional/behavioral disability identification rather than receiving specific reading services and accommodations…. [Direct]

Christopher T. H. Liang; Devon Carter; Jennifer Freeman; Lee Kern; Matthew Fluharty; Rachel Gabrilowitz; Sarah A. Rosati; Vivian Mui (2024). A DisCrit Critique of Practices for Youth with or at Risk of Emotional and Behavioral Disorders. Journal of Emotional and Behavioral Disorders, v32 n1 p36-46. Disproportionality persists with regard to the labeling of students with emotional and behavioral disorders (EBD). A blending of critical race theory and disability studies, or DisCrit, provides a framework to examine disproportionality. In this article, a DisCrit mindset is applied to examine how racism and ableism intersect to disproportionately marginalize children of color. A critique of assessment practices, as well as the EBD definition, from a DisCrit perspective is offered to strengthen approaches for equity. We end with recommendations for educational practices and policies and suggest areas for future research…. [Direct] [Direct]

Deborah Appleman (2023). Critical Encounters in Secondary English: Teaching Literary Theory to Adolescents. Fourth Edition. Language and Literacy Series. Teachers College Press Grounded in solid theory with new field-tested classroom activities, the fourth edition of "Critical Encounters in Secondary English" continues to help teachers integrate the lenses of contemporary literary theory into practices that have always defined good pedagogy. The most significant change for this edition is the addition of a full chapter on critical race theory (CRT) as an analytical lens. CRT offers teachers fresh opportunities for interdisciplinary planning and teaching, as it lends itself to lessons that encompass a variety of disciplines such as history, sociology, psychology, and science. As with the previous edition, each chapter concludes with a list of suggested nonfiction pieces that work well for the particular lens under discussion. This popular text provides a comprehensive approach to incorporating nonfiction and informational texts into the literature classroom with new and revised classroom activities appropriate for today's students. Book Features:… [Direct]

Camacho, Tissyana C.; Chavira, Gabriela; Khachikian, Crist; L√≥pez, Isabel; Saetermoe, Carrie L.; Vasquez-Salgado, Yolanda (2023). "I Definitely Feel Like a Scientist": Exploring Science Identity Trajectories among Latinx Students in a Critical Race Theory-Informed Undergraduate Research Experience. Infant and Child Development, v32 n3 e2371 May-Jun. The current study investigated science identity development among Latinx university students selected for a critical race theory (CRT)-informed undergraduate research experience. Twenty students (12 female, 8 male; M[subscript age] = 22.00; SD = 2.77) enrolled in biomedical-related majors at a 4-year university responded to open-ended questions regarding their identity as scientists at 2 weeks, 6 months, and 18 months after they began the program. Results illustrated a steady increase in the number of students identifying as scientists over 18 months. At 2 weeks into the program, only 35% of Latinx students felt like a scientist. At 6 months, 45% of Latinx students identified as a scientist. At 18 months, 70% of Latinx students reported feeling like a scientist. Results also revealed variation in science identity trajectories, with four trajectories viewed in the data: (1) "consistent or fast achievement," (2) "gradual achievement," (3) "achievement… [Direct]

Lee, Jasmine A. (2018). Affirmation, Support, and Advocacy: Critical Race Theory and Academic Advising. NACADA Journal, v38 n1 p77-87. The research presented describes the unique challenges of students from historically marginalized communities, particularly Black students, attending predominantly White institutions. Challenges include overt and covert campus racism, daily microaggressions, and limited or no sense of belonging. How are these challenges exacerbated when a student's academic advisor is unable or unwilling to understand their daily experiences on a predominantly White campus? How can academic advisors work to affirm, support, and advocate for underrepresented students during their matriculation? Using critical race theory to improve practice for academic advisors, I call for advisors to gain and maintain a consciousness of the ways race and racism influence not only the experiences of students of color but also their relationships with academic professionals…. [PDF]

David Julius Ford Jr.; Estefanie Ceballo; LaShawn M. Adams; Linwood G. Vereen; Michael D. Hannon; Natalie Nieves (2024). Black People's Reasons for Becoming Professional Counselors: A Grounded Theory. Professional Counselor, v14 n2 p164-180. Drawing from the concepts of Critical Race Theory and the Theory of Nigrescence, we report the results of a grounded theory study to explain why a sample of 28 Black counselors chose their profession. Findings suggest that the contributors to this study were motivated to become counselors because of their inspiration to challenge cultural mandates (i.e., grounding motivator), to disrupt Black underrepresentation (i.e., secondary motivator), and to live out their personal and professional convictions (i.e., secondary motivator). Recommendations for counselor education, counseling practice, and counseling research are included…. [PDF]

Nissen, Jayson; Van Dusen, Ben (2020). Associations between Learning Assistants, Passing Introductory Physics, and Equity: A Quantitative Critical Race Theory Investigation. Physical Review Physics Education Research, v16 n1 Article 010117 Jan-Jun. Many science, technology, engineering, and math degrees require passing an introductory physics course. Physics courses often have high failure rates that disproportionately harm students who are historically and continually marginalized by racism, sexism, and classism. We examined the associations between learning assistant (LA) supported courses and equity in nonpassing grades [i.e., drop, fail, or withdrawal (DFW)] in introductory physics courses. The data used in the study came from 2312 students in 41 sections of introductory physics courses at a regional Hispanic serving institution. We developed hierarchical generalized linear models of student DFW rates that accounted for gender, race, first-generation status, and LA-supported instruction. We used a quantitative critical race theory (QuantCrit) perspective focused on the role of hegemonic power structures in perpetuating inequitable student outcomes. Our QuantCrit perspective informed our research questions, methods, and… [Direct]

Chong, Kyle L.; Orr, Sheila M. (2023). Toward an Antiracist Pedagogy of Humanizing Co-Creatorship in Teacher Education. Educational Forum, v87 n3 p162-176. In this conceptual essay, we weave concepts of critical race theory, joy, [anti-]disciplinarity, and humanization toward a critique of the disciplinary organization of teacher preparation program curricula through what we term a pedagogy of humanizing co-creatorship. In this essay, we seek to position disciplinarity as needed, but find that antiracist practices, such as the centering of joy and humanization, are even more ethically fundamental to creating culturally sustaining early-career teachers…. [Direct]

Debby Shulsky; Ren√©e E. Lastrapes; Sheila Baker (2023). Making Sense of the Message: The Perceptions and Impact of State Legislation That Challenges the Teaching of Hard History. Curriculum and Teaching Dialogue, v25 n1-2 p87-114. In December 2021, Texas lawmakers passed a bill related to the national debate and politicization of critical race theory (CRT). Texas Senate Bill 3 seemingly limits the teaching of "sensitive" topics. These perceived limitations may present challenges for social studies teachers in the state. This study examines the knowledge and perspectives of social studies educators regarding Texas SB 3 and its impact on Texas 6-12 social studies teachers' classroom pedagogy…. [Direct]

Antonio J. Castro; Mary Adu-Gyamfi; Yeji Kim (2023). Racial and Cultural Pedagogies in Education: A Retrospective. Curriculum and Teaching Dialogue, v25 n1-2 p33-49. This article traces the development of three theoretical ideas related to race and culture in education within the last 25 years: culturally relevant and sustaining pedagogies, critical race theory, and racial literacies. The review highlights key innovations related to curriculum and instruction, as well as identifies persistent challenges to inclusive teaching. The authors hope this retrospective will allow opportunities to reconsider and recommit efforts toward promoting a more just and equitable world amidst turbulent times…. [Direct]

Eric Benson (2023). Examining the Social Constructs Explained by Critical Race Theory That Affect African American Males Enrolled in New Jersey Four-Year Institutions of Higher Education. ProQuest LLC, Ed.D. Dissertation, Saint Peter's University. This qualitative research was conducted with the goals of investigating the experiences of African American male college students who have encountered instances of racial injustice and bigotry on college campuses, as well as investigating the consequences that such incidents have had on the participants' academic performance during their academic careers. One primary theoretical framework informed this study: Critical Race Theory (CRT). This theory, with its five tenets, appeared appropriate when studying the existential situations that young African American males encountered while navigating their courses through college. This study examined the experiences of young African American males in college. The following research questions were asked in the study: What barriers do African American male college students experience on their pathway to graduation? How are students who identify as African American, and male connected to the system of racism? How might CRT explain the… [Direct]

Bei, Zahra; Knowler, Helen (2022). Disrupting Unlawful Exclusion from School of Minoritised Children and Young People Racialized as Black: Using Critical Race Theory Composite Counter-Storytelling. Emotional & Behavioural Difficulties, v27 n3 p231-242. Utilising Critical Race Theory (CRT) as the analytical lens and CRT composite counter-storytelling as the method, this paper seeks to illuminate the experiences of minoritised children and young people racialised as Black in relation to encounters with the exclusionary practice called 'off-rolling'. We conceptualise off-rolling as a hidden process of exclusion in education, and the stories shared in this paper bring into sharp focus the educational, relational and emotional impacts of camouflaged exclusionary practices. We offer four composite stories of exclusion to demonstrate how some of the most vulnerable, excluded, and marginalised young Black people from English urban cities experience further marginalisation because off-rolling, we argue, places learners in a space (both physically and educationally) located beyond care and inclusion. Storytelling is mobilised as a central method in CRT for challenging and exposing exclusionary practices, as it foregrounds the knowledge and… [Direct]

Bell, Priscilla; Busey, Christopher L. (2021). The Racial Grammar of Teacher Education: Critical Race Theory Counterstories of Black and Latina First-Generation Preservice Teachers. Teacher Education Quarterly, v48 n1 p33-56 Win. Current research in teacher education has turned a gaze toward recruiting students of color into teacher preparation programs. Yet teacher education programs fail to deconstruct the intersectional racial grammar of teacher education to provide meaningful learning experiences for preservice teachers of color, who often endeavor to teach in the very underserved communities of color that educator preparation programs fetishize. Moreover, there is a need to position the recruitment of preservice teachers of color alongside research on first-generation college students, who also tend to be students of color from economically underserved communities. Drawing from critical race theory in education as a conceptual framework, we use an intersectional narrative methodology to foreground how four first-generation women preservice teachers of color–U.S. Black and Latina–navigate the racial grammar of teacher education. Similar to prior studies, findings indicate that racial incongruence… [PDF]

Katherine A. Lange (2022). Perceptions of Dual-Enrollment Experiences Approached through Critical Race Theory: 'I Wouldn't Be Where I Am Today.'. ProQuest LLC, Ed.D. Dissertation, Edgewood College. Students of color lag in dual-enrollment program (DEP) participation compared to their White peers. I applied critical race theory in this qualitative study to examine the perceptions of lived experiences of college students of color who participated in a DEP in high school and were en-rolled in college. Six students of color who were currently or recently enrolled at MTYC and completed a DEP participated in the semi-structured interviews. The research question was: How do college students of color describe their perceptions of lived experiences in high-school dual-enrollment programs? Four themes emerged through a data analysis process, and a counter-story developed by centering the voices of the participants in the results. Relationships with counselors and DEP instructors are crucial for student of color access and success. Four out of six participants described their DEP courses or high schools as being diverse and how that diversity was a component to their sense of belonging…. [Direct]

Lange, Alex C.; Quaye, Stephen John (2022). Pete's Letter: A Student Activist's Message to Campus Administrators. Journal of Diversity in Higher Education, v15 n3 p325-336 Jun. In this article, the authors explored the narrative of a single participant from a larger critical narrative study on identity-based activism, reconstructed as a letter addressed to campus administrators. Using critical race theory and intersectionality as theoretical frameworks, we analyzed Pete's conceptions of activism and offer implications for future research and practice…. [Direct]

Cole, Mike (2020). A Marxist Critique of Sean Walton's Defence of the Critical Race Theory Concept of 'White Supremacy' as Explaining All Forms of Racism, and Some Comments on Critical Race Theory, Black Radical and Socialist Futures. Power and Education, v12 n1 p95-109 Mar. In the context of the ongoing debate between Critical Race Theorists and (neo-) Marxists over the Critical Race Theory concept of 'White supremacy', this paper extends the analysis to Black Radicalism in an attempt to further develop the neo-Marxist critique of 'White supremacy' deployed as a general descriptor of racism in Western societies. Specifically, the case is made that the neo-Marxist concepts of institutional racism and racialisation are better placed to understand forms of racism such as those beyond the Black/White binary, namely racism that impacts on non-Black people of colour, non-colour-coded racism and hybridist racism. Finally, futures as articulated by Critical Race Theory, Black Radicalism and neo-Marxism are addressed…. [Direct]

Virginia Ndoro (2018). Reviewing Campus Racial Climate Surveys Using a Critical Race Theory Perspective. ProQuest LLC, Ed.D. Dissertation, Idaho State University. The purpose of this multiple case study was to explore whether or not online campus racial climate surveys gather information that will assist institutions of higher education in the United States in identifying the disparate needs of African-American students and Sub-Saharan African students, especially in regard to racial microaggression within three tenets of Critical Race Theory (CRT), namely ordinariness, interest convergence, and counterstories. Research questions were derived from the purpose: determining distinctions made between Sub-Saharan African students from African-American students; status on racial microaggression within the campus racial climate for Sub-Saharan African students as defined by Critical Race Theory for education; and measurement of incidents and presence of racial microaggression in the campus racial climate. The qualitative multiple case study data were obtained from institutional websites and search engines. [The dissertation citations contained here… [Direct]

Choi, Jung-ah (2023). Backtalk: The Controversy of Teaching CRT in K-12. Phi Delta Kappan, v104 n6 p64-65 Mar. Equity initiatives and critical race theory (CRT) have recently emerged as an urgent agenda for K-12 schools. Jung-ah Choi argues that CRT is a useful framework but that teaching CRT principles to young children may have deleterious effects. In particular, it could undermine two bedrock notions: educational equality and meritocracy. It is not children but adults (specifically, educators) who need to focus on how racism has shaped school policies, curricula, instructional methods, and day-to-day interactions…. [Direct]

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

Dongjing Kang; Eun Young Lee (2024). Critical Race Pedagogy at a Crossroads: Accusations of Reverse Discrimination against International Non-White Faculty in the Trump Era and Beyond. Whiteness and Education, v9 n2 p252-269. The authors aim to illustrate the vernacular notion of reverse discrimination in higher education in the Trump era and beyond. While mapping out how a Whiteness affect morphs from White fragility to victimhood, the study uses Critical Race Theory to examine the discourse of reverse discrimination in a predominately White institution. The authors interrogate accusations of reverse discrimination against international non-White faculty, examining them as attempts to sustain White supremacy. Deploying an autoethnographic approach to critically untangling our racially charged experiences, the study engages in dialogue with critical race educators in support of a liberatory potential in education…. [Direct]

Byrd, Janice A.; Washington, Ahmad R.; Williams, Joseph M. (2023). Using an Antiracist Lens in School Counseling Research. Professional School Counseling, v27 n1a. It is important for school counselors to learn more about antiracism and to incorporate antiracist concepts into their practice more consistently (Holcomb-McCoy, 2021; Mayes & Byrd, 2022; Stickl Haugen et al., 2022). Operating from a critical political standpoint perspective (Cushman, 1995; Prilleltensky, 1994), namely, critical race theory (CRT), we offer a conceptual framework for helping school counselors and counselor educators develop an antiracist lens that guides and informs their research agendas and research-informed practices…. [Direct]

Keisha Mark Williams (2023). Readiness for Racialized Encounters in the Career Preparedness of Black HBCU Graduates in White Corporate Environments: A Narrative Inquiry and Critical Race Theory Study. ProQuest LLC, Ed.D. Dissertation, The University of North Carolina at Greensboro. This Qualitative Narrative inquiry explored the experiences of Black graduates from Historically Black Colleges and Universities (HBCUs) as they enter into predominantly White working environments. Inspired by a study conducted by the National Opinion Research Center's "Being Black in Corporate America" (National Opinion Research Center, 2019) which discovered 58% of Black individuals faced workplace racism, prompting a mass exodus of millennial employees, this study examines the role HBCUs play in shaping Black graduates' ability to navigate racial challenges. Using Critical Race Theory and narrative research, this study evaluates how well HBCUs prepare Black graduates for confronting racism in White corporate environments and explores the strategies these graduates use to cope with challenging encounters. Using purposive sampling, 8 Black HBCU graduates with post-graduation experience in predominantly White corporate environments were selected to participate. Data… [Direct]

ArCasia D. James-Gallaway; Chaddrick D. James-Gallaway; Marci Rockey; Rahsaan A. Dawson (2024). Evading Race: A Critical Race Analysis of Vocational/Career and Technical Education Policy. Educational Policy, v38 n3 p700-726. Using critical race theory (CRT) as both our theory and analytical framework, we interrogated vocational, career, and technical education (VCTE) policy as a racial instrument. We applied key CRT themes to examine both primary sources; including historical and contemporary VCTE Acts (e.g., Perkins I-V) and Congressional reports; and secondary sources, including academic analyses of VCTE, its history, and related legislation. Findings demonstrate that VCTE policy upholds race-neutrality, which we argue is problematic because without being designated a special population, racially oppressed students stand to miss out on important funding opportunities that could dramatically alter and improve their lives…. [Direct]

Chunoo, Vivechkanand S.; Torres, Maritza (2023). Critical Perspectives on Leadership Identity Development. New Directions for Student Leadership, n178 p55-64 Sum. This article draws on critical race theory, intersectionality, critical feminism, queer and indigenous paradigms to critique existing approaches to leader/leadership identity development (LID) and to illuminate how people from marginalized and oppressed communities can experience more just and equitable pathways to leadership. It offers recommendations for practice about how to create new possibilities for LID that counters patriarchal, white supremacist, hetero, and cis normative contexts. Liberatory pedagogies are suggested as ways to center social justice in LID…. [Direct]

Wenyang Sun (2024). An AsianCrit Perspective on Chinese Immigrant Parents' Language Ideologies. Bilingual Research Journal, v47 n1 p25-41. Drawing on Asian Critical Race Theory, this qualitative case study analyzed first-generation Chinese immigrant parents' language ideologies on their children's heritage language (HL) maintenance in the United States. The findings revealed parents' persistence in preserving their HLs for their children, as they considered HLs to be an integral component of their identities and a resource for their families. The study also found that parents' immigration history, racialized experiences, and their children's schooling experience, together with the larger sociopolitical contexts that perpetuated English hegemony and nativistic racism toward Asian Americans, contributed to their variously conflicted language ideologies toward HL maintenance…. [Direct]

Da Costa, Alexandre Emboaba (2016). The Significance of Post-Racial Ideology, Black Political Struggle, and Racial Literacy for Brazilian Anti-Racist Education Policy. Policy Futures in Education, v14 n3 p345-359 Apr. This paper furthers current analysis of anti-racist, critical multicultural, and decolonial educational reforms in Brazil through a focus on the significant role played by post-racial ideology, black politics, and racial literacy in policy design and implementation. The paper first details the ways in which post-racial commonsense and anti-black racism have been central to the Brazilian social formation and continue to constitute crucial obstacles to fundamentally reshaping the curriculum, educational institutions, educators' racial literacy, and classroom pedagogies. The article then contends that understanding the politics of race and education in Brazil necessitates acknowledging emergent anti-racist policies and discourses as the product of decades of black political struggle by activists, educators, and community organizations to make racism and racial inequality public issues. In this way, the policy documents and discourses shaping recent educational reforms in Brazil should… [Direct]

Nakia Z. Burgos (2024). Inclusive Teaching: Comparing Afro-Latina/o and Non-Afro-Latina/o Educators. ProQuest LLC, Ph.D. Dissertation, Fordham University. The purpose of this phenomenological study was to explore the lived experiences of Latina/o teachers in New York City. Using critical race theory and LatCrit theory as the theoretical framework, 15 participants engaged in semi-structured interviews, focusing on how their racial identities shape their educational and professional paths. Thematic analysis of their responses uncovered diverse perspectives. Participants revealed varied approaches to understanding their racial identities, with some prioritizing nationality or ethnicity over race. Educational environments played a significant role in shaping these perceptions, with experiences as both students and educators influencing their sense of self. Disparities emerged between White and Black Latina/o teachers, particularly in experiences of discrimination faced by Black Latina/o students. Microaggressions were prevalent in higher education for all participants, alongside encounters with colorism and racism within their families…. [Direct]

Jackquline May (2023). Determining Barriers Black Students Experience Pursuing STEM Degrees: A Qualitative Study. ProQuest LLC, D.B.A. Dissertation, Northcentral University. The purpose of this qualitative phenomenological research study was to determine the obstacles experienced by Black students in pursuing acceptance into STEM related degree programs in higher education, the institutional specific barriers Black students experience while enrolled in STEM educational programs in higher education, and how the lack of diverse representation in higher education negatively impacts innovation in STEM. The problem that was addressed in this study was that STEM-related innovation within the United States is negatively impacted by a lack of diverse representation in higher education. This qualitative research study sought to understand the participants' experiences and provide insights into the problem. The stereotype threat theory provided the theoretical foundation for this study. The research questions were: What obstacles are experienced by Black students in achieving acceptance into STEM related degree programs in higher education?; What are the… [Direct]

Feagin, Joe R.; Imani, Nikitah; Vera, Hernan (1996). The Agony of Education. Black Students at White Colleges and Universities. This book examines the barriers that African American students encounter in colleges that are predominantly white. Although many people, and much of the media, have presented a picture of U.S. universities as strongholds of multiculturalism that are devoted to racial equality. Interviews with 36 randomly selected black juniors and seniors at a predominantly white campus and 41 parents in nearby metropolitan areas show that there are many obstacles for black college students. The following chapters are included: (1) "Black Students at Predominantly White Colleges and Universities: The Rhetoric and the Reality"; (2) "Educational Choices and a University's Reputation: The Importance of Collective Memory"; (3) "Confronting White Students: The Whiteness of University Spaces"; (4)"Contending with White Instructors: 'You Can Feel When Someone Wants You Somewhere'"; (5) "Administrative Barriers to Student Progress: 'Blocked at Each Little…

Crowley, Ryan M. (2016). Transgressive and Negotiated White Racial Knowledge. International Journal of Qualitative Studies in Education (QSE), v29 n8 p1016-1029. This critical case study investigated the experiences of six White preservice teachers as they learned about race and racism during the first semester of an urban-focused teacher preparation program. The author identified two broad themes of "transgressive White racial knowledge" and "negotiated White racial knowledge" to capture the participants' engagement with the topic of race. By detailing the complexities of the racial knowledge of a group of race-conscious White teachers, the project helps to de-homogenize conceptualizations of White teachers' racial identities. The transgressive knowledge displayed by the participants largely occurred in their intellectual understandings of issues related to urban education. When the participants discussed their antiracist practice and their own complicity in racism, their negotiations with critical understandings of race emerged. These findings suggest that educators working with race-conscious White teachers should… [Direct]

Watson-Vandiver, Marcia J.; Wiggan, Greg (2019). Pedagogy of Empowerment: Student Perspectives on Critical Multicultural Education at a High-Performing African American School. Race, Ethnicity and Education, v22 n6 p767-787. Despite decades of education reform, the US school curricula remain virtually unchanged. Multi-billion dollar initiatives such as "No Child Left Behind," "Common Core State Standards," "Race to the Top," and "Every Student Succeeds Act" have not resulted in significant academic gains or curricula change. The exclusion of diversity and multiculturalism in US classrooms and textbooks underserves "all" students and inaccurately perpetuates a hegemonic narrative. This omission particularly disserves minority students, whose only exposure to Black history is slavery and the Civil Rights Movement. Thus, this qualitative case study examines a high-performing school, Harriet Tubman Academy (pseudonym) — HTA, that utilizes critical multiculturalism and anti-racism education. The findings reveal greater academic achievement, and the students explain that they had a greater understanding and appreciation for multicultural education because of… [Direct]

(2020). Time to Act 2020: Education Data Wrap-Up. Data Quality Campaign This year saw unprecedented disruptions to schools and to students' lives across the country. With a global pandemic shutting school doors, causing economic instability, and highlighting the impact of systemic racism, policymakers and education leaders are looking to data to help them respond and recover. The Data Quality Campaign's 2020 research identified several key themes that marked this incredible year–and that will likely continue to frame education policy conversations in the new year. This report presents the following five things to know heading into 2021: (1) Teachers and parents want data to support their students through the pandemic; (2) State leaders are looking to measure and support student experiences outside of the K-12 classroom and traditional academic indicators; (3) COVID-19 recovery will rely on securely bringing together data from across the programs and sectors that serve students; (4) The pandemic is prompting states to go back to data basics and reexamine… [PDF]

Fox, Lauren; Wagner, Lindsay; Wolf, Mary Ann (2021). Top Education Issues 2021. Public School Forum of North Carolina Central to the Public School Forum of North Carolina's mission is the imperative to ensure that all students in North Carolina have equitable access to a meaningful, high quality education through a strong system of public schools. It is important to note that equitable does not mean equal. Achieving equitable access to high quality education for all requires that every child has what they need to be successful, and that oppressive systems are dismantled and structural inequities are redressed. Equity is at the core of the Forum's policy and programmatic work and is both the overarching umbrella and the common thread throughout each of our Top Education Issues. The 2021 Top Education Issues outline the Forum's priorities on what should be at the forefront of education policy decision-making in the coming year, as we work toward eliminating the systemic racism and inequities that exist and are reflected in our educational system. The issues are informed by engagement with the board… [PDF]

Cabrera, Nolan Le√≥n (2014). Exposing Whiteness in Higher Education: White Male College Students Minimizing Racism, Claiming Victimization, and Recreating White Supremacy. Race, Ethnicity and Education, v17 n1 p30-55. This research critically examines racial views and experiences of 12 white men in a single higher education institution via semi-structured interviews. Participants tended to utilize individualized definitions of racism and experience high levels of racial segregation in both their pre-college and college environments. This corresponded to participants seeing little evidence of racism, minimizing the power of contemporary racism, and framing whites as the true victims of multiculturalism (i.e. "reverse racism"). This sense of racial victimization corresponded to the participants blaming racial minorities for racial antagonism (both on campus and society as a whole), which cyclically served to rationalize the persistence of segregated, white campus subenvironments. Within these ethnic enclaves, the participants reported minimal changes in their racial views since entering college with the exception of an enhanced sense of "reverse racism," and this cycle of racial… [Direct]

Funaki, Hine; MacDonald, Liana; Smith, Avery (2021). "When Am I Supposed to Teach Maori and Find the Time to Learn It?": Settler Affirmations in Aotearoa New Zealand Schools. New Zealand Journal of Educational Studies, v56 n2 p165-180 Nov. The Ministry of Education, Teaching Council and other groups aligned with the teaching profession are increasingly acknowledging the impact of racism, yet there is a dearth of research that moves beyond unconscious bias to examine how race is socially constructed in schools. In this paper, we present four autoethnographic accounts from Tracey to draw attention to the phenomenon of settler affirmations; a form of interpersonal and institutional "racial bonding" that reaffirms settler perspectives and sensibilities in schools. Settler affirmations are exchanges that pass between educators who are perceived to be Pakeha (New Zealanders primarily of European descent.) to sustain silencing. Silencing is a racial discourse that aims to keep the descendants of settlers in a state of racial comfort by reinforcing historically resolved and equitable bicultural relations and ignorance and denial of the structuring force of colonisation. Moreover, the discursive process is exacerbated… [Direct]

Museus, Samuel D.; Park, Julie J. (2015). The Continuing Significance of Racism in the Lives of Asian American College Students. Journal of College Student Development, v56 n6 p551-569 Sep. Asian Americans are one of the most misunderstood populations in higher education, and more research on this population is warranted. In this investigation, authors sought to understand the range of ways that Asian American students experience racism on a daily basis in college. They analyzed data from 46 individual, face-to-face qualitative interviews with Asian American undergraduates at 6 4-year postsecondary institutions around the nation, and 9 themes emerged from the data. Specifically, Asian American participants reported experiencing the following forms of racism in college: (a) racial harassment, (b) vicarious racism, (c) racial isolation, (d) pressure to racially segregate, (e) pressure to racially assimilate, (f) racial silencing, (g) the perpetual foreigner myth, (h) the model minority myth, and (i) the inferior minority myth. Implications for future research and practice related to Asian American students in higher education are discussed…. [Direct]

Allen, Brandon C. M. (2020). Using Critical Race Theory to Examine How Predominantly White Land-Grant Universities Utilize Chief Diversity Officers. ProQuest LLC, Ph.D. Dissertation, Purdue University. Racial tension in the United States has moved to the forefront in social discourse with the rise of the Black Lives Matter movement and elections of far-right wing politicians who provide support and empathy for White supremacist groups. In higher education, colleges and universities often serve as microcosms of the broader society's racial climate. Experts have revealed that 56% of U.S. university presidents believed that inclusion and diversity had grown in importance between 2015-2017. Additionally, 47% of presidents at 4-year institutions stated that students had organized on their campus amid concerns about racial diversity. In attempts to combat the divisiveness present in American culture, colleges and universities have begun appointing Chief Diversity Officer (CDO) administrative positions to lead their inclusion and diversity missions to better support minoritized and marginalized communities. Experts estimate that nearly 80% of CDO positions were created in the last 20… [Direct]

Addo, Fenaba R.; Houle, Jason N. (2022). A Dream Defaulted: The Student Loan Crisis among Black Borrowers. Harvard Education Press "A Dream Defaulted" explores how the student loan crisis disproportionately affects Black borrowers and why rising student debt is both a cause and consequence of social inequality in the United States. Authors Jason N. Houle and Fenaba R. Addo offer a deft analysis of the growing financial crisis in education, examining its sources and its impacts. Based on more than five years of ongoing qualitative and quantitative research, this incisive work illustrates how the student loan system has not benefited all students equally. The authors tell the story of how first-generation college students, low-income students, and students of color are disadvantaged in two opposing phases of the process: debt accumulation and debt repayment. They further demonstrate that policies intended to mitigate financial burden and prevent default have failed to assist the people who most need help. Houle and Addo present these social and racial disparities within a broader context, tracing how… [Direct]

Althea Phelence Poole (2023). Navigating the Classroom with Equality: A Qualitative Descriptive Study of Teachers' Perceptions of School Discipline and Strategic Interventions. ProQuest LLC, Ed.D. Dissertation, Northcentral University. In public education systems, there is a rising cause for concern over the disproportionality in administrating discipline to students, primarily students of color, compared to their White peers. The purpose of this qualitative descriptive study was to explore teachers' perceptions of disparities in the administration of discipline between students of color and White students. The participating teachers suggested strategic interventions to limit or eliminate disparities in school discipline. Fifteen purposefully sampled public school teachers engaged in semi-structured interviews with open-ended questions to address the research topic and the framework of critical race theory, which focuses on the relationships between race, racism, and power. The findings indicated that students of color continue to be disproportionately disciplined compared to their White peers. Other key findings suggest that educators lack the cultural competency to deal with diverse classroom settings and need… [Direct]

Rainer, Jackson P. (2015). Understanding and Challenging White Privilege in Higher Education as a Means of Combatting and Neutralizing Racism. Multicultural Learning and Teaching, v10 n2 p149-161 Sep. Efforts in the classroom have most often addressed racism from the perspective of the groups affected by discriminatory policies and practice. While diversity education of this sort has demonstrated positive impact on educational outcomes for college students (Gurin, Dey, Hurtado, & Gurin, 2002), this approach places primary attention on the disempowerment of the non-dominant group. One of the essential premises of multicultural education is that it solicits dialogue focusing on the perception of the person in environment, including interactions with diverse sets of peers from the non-dominant cultural and social group. There is a strong empirical base of evidence (Smith et al., 1997) informing the pedagogical logic with this approach to teaching in experiential education. As noted in this approach, the problems of racism have generally focused on those affected by discriminatory policies and practices. Contemporary approaches to multicultural education flip this idea of… [Direct]

Barraza, Ever; Martinez, Eligio, Jr.; Paredes, Audrey D. (2023). "It's Really Hard to Have Your Own Place": The At-Home Experiences of Latina/o/x Undergraduates during COVID-19. Journal of Hispanic Higher Education, v22 n2 p146-160 Apr. The purpose of this study was to understand the at-home lived experiences of Latina/o/x college students during the COVID-19 pandemic. Using Critical Race Theory as the guiding framework, the authors used storytelling to capture the at-home experiences of 19 Latina/o/x college students during the pandemic. Findings revealed how the pandemic shifted meaning of the home space, increased roles and responsibilities, and increased stress and mental health demands for students…. [Direct]

Walton, Sean (2021). A Prolegomenon to a Critical Race Theoretical Marxism. Power and Education, v13 n3 p116-133 Nov. The critical race theory concept of 'White supremacy' continues to be a major locus of disagreement between Critical Race Theorists and Marxists regarding both how it operates as a general descriptor of racial power dynamics in the Western world and for its explanatory power in accounting for the multiple forms in which racism manifests. Criticisms of the concept of 'White supremacy' from Marxists often point to racisms that exist beyond the Black/White binary, or racism directed at minoritised White groups as counterexamples to explanations of racism that appeal to 'White supremacy'. Marxists also often point to alternative theoretical constructs such as 'institutional racism' and 'racialisation' as better descriptions for, and explanations of, racism and the mechanisms that serve in its creation and perpetuation. However, examples of racisms that exist outside of a Black/White binary, or which appeal to the existence of racism directed at people identified as White, do not… [Direct]

Arms Almengor, Rochelle; Romano, Arthur (2024). It's Deeper than That!: Restorative Justice and the Challenge of Racial Reflexivity in White-Led Schools. Urban Education, v59 n1 p182-209. This paper uses critical race theory to analyze several case studies focused on the experiences of two restorative justice coordinators (RJCs), both Black women and how they understood and responded to perceived racial injustices in urban schools with white leadership. These schools were attempting to address unequal disciplinary practices toward students of color through restorative justice and the RJCs adapted their approaches to addressing racialized dynamics while also developing school-wide networks to foster broader critical reflection on race. They navigated the risks of challenging white privilege and systemic racism both of which at times limited their attempts at influencing change…. [Direct]

Darren Ilett (2024). Academic Libraries, Counter-Storytelling, and Minoritized Students' Scholarly Identity Development. portal: Libraries and the Academy, v24 n4 p765-787. This study uses the critical race theory approach of counter-storytelling to explore scholarly identity development among first-generation, low-income, BIPOC (Black, Indigenous, and People of Color), and women students transitioning to graduate school. Data included interview transcripts, observation notes, and student assignments from a program that supports students in completing an original research project and applying for graduate school. Findings show the frequent negative stereotypes about students that circulate in higher education as well as students' own counter-stories that reimagine academia and their place in it. Implications include ways that libraries can better support students' scholarly identity development…. [Direct]

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

David Omotoso Stovall; Patrick Roz Camangian (2024). Bang on the System: People's Praxis and Pedagogy as Humanizing Violence. Urban Education, v59 n7 p2152-2178. Bang on the System pairs critical race theory (CRT) with the litany of radical democratic analysis guiding the social practices of various revolutionary movements, proposing a new pedagogical framework that deploys a mutually informed critical race praxis as the basis to engage historically dispossessed youth in their own learning. This lens is utilized to examine an interpretive case study from a corpus of existing qualitative data collected through teacher action inquiries in one of California's most underserved schools and targeted communities. Specifically, the authors analyze the role of a People's praxis as an effective pedagogy to mediate student resistance…. [Direct]

Daniel R Meier; Iliana Alan√≠s; Isauro M Escamilla (2024). Translanguaging and Learning Stories in Preschool: Supporting Language Rights and Social Justice for Latinx Children, Families, and Educators. Contemporary Issues in Early Childhood, v25 n2 p162-185. This article focuses on elements of successful sociocultural inclusion and linguistic participation in a bilingual dual-language preschool for Latinx children. It presents a subset of findings from a three-year qualitative research project in which Latinx critical race theory and a translanguaging framework were used to illuminate critical intersections between children's funds of knowledge, their translanguaging talents, and their interests in play and social interaction. Learning Stories served as both the focus for documentation and the unit of analysis for understanding children's translanguaging experiences, as well as for promoting new forms of authentic assessment for family engagement…. [Direct]

Harris, Zackary (2019). Reframing the History of Affirmative Action: A Feminist and Critical Race Theory Perspective. Journal of Student Affairs, New York University, v15 p51-59. The primary focus of affirmative action is attempting to correct unjust discrimination that has occurred over an extended period of history. The focus of this research will primarily be on affirmative action in higher education. The primary method of implementation has been through admissions practices that utilize racial identity as a factor in their overall formula for acceptance to the university. These practices have been in place at universities for almost as long as the debate on affirmative action has been occurring, and shifted over time along with the entire debate on affirmative action. Unfortunately, discussions and debates about the history and implementation of race-conscious admissions have lost touch with the main foundation of affirmative action, improving equity in a higher education system with barriers for communities that were historically marginalized. This paper will bring the current debate back to this focus through an argument in favor of affirmative action…. [PDF]

Bonilla-Silva, Eduardo; Hairston, W. Tali; Robertson, Amy D.; V'elez, Ver√≥nica (2023). Race-Evasive Frames in Physics and Physics Education: Results from an Interview Study. Physical Review Physics Education Research, v19 n1 Article 010115 Jan-Jun. Mainstream physics teaching and learning produces material outcomes that, when analyzed through the lens of Critical Race Theory, point to white supremacy, or "the systemic maintenance of the dominant position that produces white privilege" (Battey & Levya, 2016). In particular, the continued, extreme underrepresentation of People of Color in physics and a growing number of first-person accounts of the harm that People of Color experience in physics classrooms and departments speak to a system that valorizes whiteness and marginalizes People of Color. If we take Critical Race Theory as a lens, we expect that maintaining white supremacy in physics happens in part via discipline-specific instantiations of broader mechanisms that reproduce whiteness. In this study, we illustrate one such mechanism: race evasiveness, a powerful ideology that uses race-neutral discourse to explain away racialized phenomena, evading race as a shaping force in social phenomena. We offer… [Direct]

Marjorie Elizabeth Acevedo (2024). Engaging Community Cultural Wealth: A Phenomenological Inquiry of Latina/o/e Students and Academic Libraries. ProQuest LLC, Ph.D./HE Dissertation, Azusa Pacific University. This study explored the lived experiences of Latina/o/e students with academic libraries, using a phenomenological approach to understand Latina/o/e students' assets and abilities that they bring to college libraries. This study used the theoretical and conceptual frameworks of critical race theory (CRT), Latina/o critical race theory (LatCrit), and Yosso's (2005) community cultural wealth (CCW) model to center the narratives of Latina/o/e students and hear their counterstories. Fifteen individual interviews were conducted at a medium-sized liberal arts university to understand the experiences of Latina/o/e students with academic libraries. The results showed most of the participants viewed academic libraries in a positive, helpful manner, and used the library frequently, but did not feel that academic libraries increased their sense of belonging or community. The interviews revealed that most of the participants used the academic library in a practical, functional manner rather than… [Direct]

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

Nishi, Naomi W. (2023). It's Only Micro When You Don't Experience It: Stealth Racist Abuse in College Algebra. Journal of Diversity in Higher Education, v16 n4 p509-519 Aug. Drawing on Critical Race Theory (CRT) and Critical Whiteness Studies, I use portraiture to analyze and vividly describe the subtlest of racial microaggressions proffered by white college students against Students of Color in College Algebra group work. In illustrating this racist abuse, this paper also builds on racial microaggression theory and scholarship from a CRT perspective in the college classroom. This article focuses on the experiences of Students of Color while spotlighting the racism through whiteness that they endure and resist…. [Direct]

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

Dempsey, Anne (2022). Decentering Whiteness in the Social Work Classroom. Journal of Teaching in Social Work, v42 n2-3 p175-189. Social work education faculty are mainly white and female-identified. However, across the United States, they teach a diverse student body, half of whom are students of color. MSW graduates will primarily provide service to communities of color, and we know the lived experience and social location of the teacher affects the experience of students in the classroom. Inspired by an impactful teaching experience, and a school-wide curriculum revision, this paper analyzes whiteness in the social work classroom and applies critical race theory to examine one instructor's teaching practice. Critical race theory (CRT), an understanding of epistemic injustice, and a teacher's reflective process are tools that can help de-center whiteness in our classrooms and propel faculty forward toward providing an inclusive and equitable education for all students. A description of the teaching experience here highlights the challenges of privilege, bias, self-regulation, and judgment for both students… [Direct]

Amy Stuart Wells; Leana Cabral; Siettah Parks (2024). "It's Just Good Teaching": Black Educators Respond to the So-Called "Anti-Critical Race Theory" Backlash in K-12 Schools. Thresholds in Education, v47 n1 p53-68. As sociologists of education, we're deeply concerned about the growing censorship in our schools and the attack on teaching the truth about our history and present-day inequality. We also recognize how an educational past mired in antiblack practices and policies remains with us today and thus why teachers are still faced with navigating censorship and constraints on what they know are critical and proven pedagogies. This article explores the continued need for "fugitive" practices to employ educational models that de-center Eurocentric narratives and center Black or other marginalized cultures and ways of knowing. We argue that educators committed to antiracist teaching can learn from the legacy of the art of Black teaching and how it was subversively taken up and put into practice by Black teachers over time (Gay, 2002; Givens, 2021; Walker, 2018)…. [PDF]

Danny E. Malone Jr.; Jesse R. Ford (2025). My Brother's Keeper: Two Black Men Navigating the Tenure-Track Experience. Race, Ethnicity and Education, v28 n1 p95-113. This study explores the tenure-track experiences of two junior faculty Black men in higher education, while growing still remains vastly unexplored in higher education. Using an autoethnography approach with a critical race theory lens, the authors explore how race and institutional expectations shape their experiences along the primary components of the tenure process: research, teaching and service. While one author is beginning their tenure journey while the other is ending, findings highlight commonalities along teaching and service experiences are being mediated by their identities as Black men. Their research experiences are distinct from one another given the different research expectations of their respective institutions. The authors suggest recommendations for faculty, staff, and institutional leadership to support Black men who seek tenure and promotion in higher education…. [Direct]

Brown, Christopher M.; Cintron, Alicia M.; Stensland, Peyton J. (2022). We Are Not Who We Thought We Were: A Case Study of Race in Intercollegiate Athletics. Sport Management Education Journal, v16 n1 p105-115 Apr. The case study is guided by Bell's critical race theory as a lens for understanding racial discrimination. Critical race theory was used at a collegiate institution that served as a representation of a larger societal pattern throughout the United States. A hypothetical university was created, and scenarios were integrated based on actual events that took place at various intercollegiate institutions across the country in recent years. Ashley Miller, the athletic director at the University of Southeast Illinois, was facing an incredible challenge after a transfer football player posted allegations of racism within the University of Southeast Illinois football program. The university hired an outside law firm to investigate the climate of the football program and the athletics department as a whole. The law firm provided a report identifying specific incidents and concerns. Students will review the findings of the law firm and provide specific recommendations to the athletics… [Direct]

Banda, Rosa Maria; Contreras Aguirre, Hilda Cecilia; Gonzalez, Elsa (2020). Latina College Students' Experiences in STEM at Hispanic-Serving Institutions: Framed within Latino Critical Race Theory. International Journal of Qualitative Studies in Education (QSE), v33 n8 p810-823. In the last 20 years, Latina undergraduate college students have increased their enrollment and degree attainment. However, in science, technology, engineering, and mathematics (STEM) disciplines Latinas remain highly underrepresented. The study aims to gain more insight into the roles that peers, faculty, and family play in Latina students' persistence in STEM fields at two selected Hispanic-Serving Institutions (HSIs). Using Latino Critical Race Theory, Latinas reflected on their experiences in male-dominated STEM disciplines…. [Direct]

Andrea J. Macias; Jessica T. DeCuir-Gunby; Saba L. Modaressi; Stephen M. Gibson; Whitney N. McCoy (2024). Using Critical Race Mixed Methodology to Explore African American College Students' Experiences with Racial Microaggressions. Innovative Higher Education, v49 n6 p1077-1103. There is a dearth of social justice or critical mixed methods research approaches, particularly in higher education. Critical Race Mixed Methodology (CRMM) is a type of critical mixed methods research that combines Critical Race Theory (CRT) and mixed methods research (DeCuir-Gunby in "Educational Psychologist" 55, 244-255, 2020). However, there are limited examples of CRMM within higher education research (Johnson & Strayhorn in "Journal of Diversity in Higher Education" 16, 539-553, 2023). Our study further operationalizes CRMM through the explication of an explanatory sequential mixed methods exploration of African American college students' experiences with racial microaggressions, where the qualitative findings are used to expand upon the quantitative findings (Creswell & Plano Clark, 2017). The study uses Critical Race Theory (Bell, 1992; Ladson-Billings & Tate in "Teachers College Record" 97, 47-68, 1995; Sol√≥rzano & Huber, 2020)… [Direct]

Closson, Patricia; Farmer-Hinton, Raquel (2023). Reimagining Education Away from the Merry-Go-Round. Educational Studies: Journal of the American Educational Studies Association, v59 n2 p206-220. In the face of COVID-19, our educational institutions shuttered their doors, moved curricula online, loosened regulations, and reimagined student engagement. Almost as quickly, society reverted to an eagerness for normality as we devolved into anti-Critical Race Theory rallies, anti-mask board meetings, and protests. In this essay, we situate education with a merry-go-round motif, and we situate the efforts we have taken toward true change on a continuum converging toward, or moving against, the "hard reset."… [Direct]

Jennifer White-Johnson (2024). DisCrit Mothering as a Radical Act. International Journal of Qualitative Studies in Education (QSE), v37 n9 p2493-2506. Influenced by revolutionary mothering, activists of color, and radical feminists, this article explores Neurodivergent families through the lens of Disability Critical Race Theory. As a parent of an Autistic child, I embark on redefining my role by integrating art and design into community advocacy for Autistic communities. I challenge unjust stigmas by breaking visual cycles within social and clinical practices. This journey culminated in the creation of "KnoxRoxs," a photo zine dedicated to my Autistic son, aimed at increasing visibility for children of color in Neurodiverse communities. I emphasize the multifaceted nature of Neurodivergent mothering, involving caregiving, community engagement, and creative resistance…. [Direct]

Dixson, Adrienne D.; Rousseau Anderson, Celia (2018). Where Are We? Critical Race Theory in Education 20 Years Later. Peabody Journal of Education, v93 n1 p121-131. This article explores the territory that has been covered since the publication of Ladson-Billings and Tate's 1995 article, "Toward a Critical Race Theory in Education." We organize our review of the CRT literature around what we are calling CRT "boundaries." We identify six boundaries for CRT and education: 1) CRT in education argues that racial inequity in education is the logical outcome of a system of achievement presided on competition; 2) CRT in education examines the role of education policy and educational practices in the construction of racial inequity and the perpetuation of normative whiteness; 3) CRT in education rejects the dominant narrative about the inherent inferiority of people of color and the normative superiority of white people; 4) CRT in education rejects ahistoricism and examines the historical linkages between contemporary educational inequity and historical patterns of racial oppression; 5) CRT in education engages in intersectional… [Direct]

Nalubega-Booker, Kendra; Willis, Arlette (2020). Chapter 9: Applying Critical Race Theory as a Tool for Examining the Literacies of Black Immigrant Youth. Teachers College Record, v122 n13. Background/Context: There is a growing body of literature about the educational experiences of students who are African immigrants in U.S. schools. This study looks closely at a Ugandan immigrant's educational experiences in the U.S. as well as the laws and policies that preempted her education. Purpose/Objective/Research Question/Focus of Study: The purpose of this study is to examine the disconnect between the rhetoric and practice of second language/bilingual laws in one school district in a Midwestern state, with regard to the experiences of an African immigrant whose has a diverse linguistic background. Research Design: This study is crafted through a critical race theory lens and applies critical policy analysis to understand current practices. Using autoethnography, we provide a first-person reflection on the lived experiences of a young African immigrant student and her family. Then, drawing on critical race theory in concert with critical policy analysis, we examine the… [Direct]

Jennifer L. McCarthy Foubert (2023). Expanding the Reasons We Give: Black Parents' Collective Engagement as Resisting White Supremacy at School. Harvard Educational Review, v93 n4 p533-555. In this article, Jennifer L. McCarthy Foubert draws attention to Black parents' collective school engagement. Applying critical race theory's critique of liberalism as a theoretical frame, she argues that Black parents who participated in her qualitative multicase study resisted white supremacy as they engaged for the collective in everyday school involvement, school and extracurricular choices, and parent groups. She concludes by urging family-school partnership scholars, policy makers, and school leader and teacher educators to embrace collective engagement for its contributions to educational justice…. [Direct]

Allen, Brandon C. M. (2020). Using Critical Race Theory to Examine How Predominantly White Land-Grant Universities Utilize Chief Diversity Officers. ProQuest LLC, Ph.D. Dissertation, Purdue University. Racial tension in the United States has moved to the forefront in social discourse with the rise of the Black Lives Matter movement and elections of far-right wing politicians who provide support and empathy for White supremacist groups. In higher education, colleges and universities often serve as microcosms of the broader society's racial climate. Experts have revealed that 56% of U.S. university presidents believed that inclusion and diversity had grown in importance between 2015-2017. Additionally, 47% of presidents at 4-year institutions stated that students had organized on their campus amid concerns about racial diversity. In attempts to combat the divisiveness present in American culture, colleges and universities have begun appointing Chief Diversity Officer (CDO) administrative positions to lead their inclusion and diversity missions to better support minoritized and marginalized communities. Experts estimate that nearly 80% of CDO positions were created in the last 20… [Direct]

Hensuli S. Kennedy (2022). Black Male College Students' Lived Experiences with Racial Microaggressions. ProQuest LLC, Ed.D. Dissertation, Grand Canyon University. The purpose of this qualitative phenomenological study was to describe the lived experiences of black male college students' incidents with racial microaggression in central North Carolina. The phenomenon being studied in this research was the lived experiences of black male college students with racial microaggression. A qualitative methodology was the selected method for this study. A phenomenological descriptive design was used for this study. The theoretical framework for this study was the critical race theory. The critical race theory guided the research by helping the researcher evaluate how racial microaggression perpetuates educational disparities among the student body. The research questions in this study were, RQ1: How do black male college students describe their experience of racial microaggression? RQ2: What are the key constituents of the general structure of black male lived experiences with racial microaggression? The target population was black male college… [Direct]

Sleeter, Christine E. (2017). Critical Race Theory and the Whiteness of Teacher Education. Urban Education, v52 n2 p155-169 Feb. This article uses three tenets of critical race theory to critique the common pattern of teacher education focusing on preparing predominantly White cohorts of teacher candidates for racially and ethnically diverse students. The tenet of interest convergence asks how White interests are served through incremental steps. The tenet of color blindness prompts asking how structures that seem neutral, such as teacher testing, reinforce Whiteness and White interests. The tenet of experiential knowledge prompts asking whose voices are being heard. The article argues that much about teacher education can be changed, offering suggestions that derive from these tenets…. [Direct]

Tiera Tanksley (2024). Race, Education and #BlackLivesMatter: How Online Transformational Resistance Shapes the Offline Experiences of Black College-Age Women. Urban Education, v59 n7 p2179-2207. Grounded in critical race theory and a burgeoning field of Black feminist technology studies, this article takes a techno-structural approach to understanding the promise and peril of internet technology to support activism, transformational resistance and counter-storytelling for Black college-agewomen. Qualitative interviews with 17 Black undergraduate women reveal multiple benefits of leveraging social media for racial justice, as well as the socioemotional and academic consequences of algorithmic racism. These findings support the need to develop new conceptual frameworks that can foster students' sociotechnical consciousness, and further equip them with the critical race techno-literacies needed to disrupt anti-Blackness both on and offline…. [Direct]

Alcione N. Ostorga; Christian E. Z√∫√±iga; Kip A. Hinton (2024). (Re)constructing a Border Pedagogy: Centering the Borderlands in Latinx Teacher Education. Journal of Latinos and Education, v23 n3 p924-932. As teacher educators on the U.S.-Mexico borderlands, our goal is to (re)conceptualize a pedagogical approach for bilingual teacher development informed by teacher education research in the borderlands and anchored in the myriad of historical, sociopolitical, cultural, and linguistic realities of the U.S.-Mexico borderlands — a border pedagogy. Our (re)conceptualization is based on a metasynthesis of bilingual teacher education research from the four U.S.-Mexico border states and additionally draws from critical race theory in education and border theory scholarship to examine the geopolitical context of the borderlands as impacted by colonization and whiteness. Principles for (bilingual) teacher development and design are discussed…. [Direct]

Chapman, Thandeka K.; Comeaux, Eddie; Contreras, Frances (2020). The College Access and Choice Processes of High-Achieving African American Students: A Critical Race Theory Analysis. American Educational Research Journal, v57 n1 p411-439 Feb. This study explored the college access and choice processes of high-achieving African American students who were admitted to University of California (UC) campuses but elected to enroll elsewhere. Employing critical race theory as an interpretive framework, the study found that many of these students were denied access to their priority UC campuses and were cascaded down to the least selective campuses. A small portion were not admitted to flagship UCs–Berkeley, Los Angeles, and San Diego–but were admitted to elite non-UC institutions. Moreover, these students decided to attend selective colleges and universities that demonstrated a commitment to admitting and financially supporting them. This study also discovered that these high-achieving students researched and experienced a range of racial climate issues at UC campuses, including racist activities and lack of compositional diversity, which contributed to their decisions not to enroll. The article includes recommendations for UC… [Direct]

Anitra Janel Simmons (2023). Educators' Attitudes, Perceptions, and Beliefs and Their Understanding and Application of Equitable Practices in the Classroom. ProQuest LLC, Ed.D. Dissertation, Concordia University Chicago. Discipline disproportionality in education has been a topic of conversation for years. African American male students are suspended at much higher rates than their White peers. Although Black students represent less than half of the school population in the United States, they account for a majority of out-of-school suspensions and expulsions. This qualitative study focused on collecting data to examine the attitudes, beliefs, and perceptions of five middle school educators in one middle school building in Ohio; further, this study analyzed how these factors aligned with the educators' views on educational equity and the discipline decisions they made. This study sought to understand these inequitable practices in education through employing the theoretical framework of critical race theory. In this case, critical race theory explains the historical context of the structures and systems that have hindered Black students, creating gaps in student achievement and higher suspension… [Direct]

Elif Yu ®cel (2022). Applying for Justice? A Critical Discourse Analysis of Community College Grant Applications for Justice-Impacted Student Program Funding. Journal Committed to Social Change on Race and Ethnicity, v8 n1 p74-85. This study uses Critical Discourse Analysis through a Critical Race Theory lens to analyze grant applications of community colleges that applied for funding to build or support programs for justice-impacted students. I analyze how colleges problem-frame the need for their program, finding that 'colleges' use of race-evasive and ahistorical discourse is potentially detrimental to the larger goals their programs seek to address…. [PDF]

Day-Vines, Norma L. (2023). An Analysis of the Reconceptualizing the Achieving Success Everyday Group Counseling Model. Journal of School-Based Counseling Policy and Evaluation, v5 n1 Article 5 p29-32. This article provides an evaluation of Steen et al.'s (2023) systematic review of group counseling interventions with Black male students. The article highlights strengths of the review including the effort to center the specific and unique needs of Black male students, the avoidance of comparative frameworks, and the use of critical race theory as an organizing principle so researchers do not problematize Black boys, the social and cultural heterogeneity of Black boys. Recommendations for future research include the consideration of students' intersectional identities and studies that exhibit more methodological rigor…. [PDF]

Appelrouth, Scott; Boyns, David; Camacho, Tissyana C.; Chavira, Gabriela; Khachikian, Crist; Saetermoe, Carrie; Vasquez-Salgado, Yolando (2021). Science Identity among Latinx Students in the Biomedical Sciences: The Role of a Critical Race Theory-Informed Undergraduate Research Experience. CBE – Life Sciences Education, v20 n2 Article 23 Jun. Underrepresented racial minority (URM) students in science, technology, engineering, and mathematics majors encounter educational, social, and structural challenges on the path toward their degrees and careers. An undergraduate research program grounded in critical race theory was developed and implemented to address this disparity. NIH BUILD PODER focuses on developing science identities in URM students through a culturally relevant and responsive research training environment, ultimately increasing their pursuit of biomedical-related research careers. The current study examines differences in science identities and the intention to pursue a science career among a sample of undergraduate Latinx seniors (N = 102) in biomedical science majors. Three groups were examined: 1) BUILD PODER students, 2) non-BUILD PODER students who reported having a faculty mentor, and 3) non-BUILD PODER students who reported no faculty mentorship. Results revealed that BUILD PODER students reported the… [Direct]

Brittany Aronson; Ganiva Reyes; Racheal M. Banda; √ârica Fern√°ndez (2023). "Ap√≥yame o haste a un lado": Composite Storytelling as Resistance during an Anti-CRT Climate in Teacher Education. Thresholds in Education, v46 n1 p61-78. Recently we have seen a heightened public assault on critical race theory (CRT), anti-racist ideologies and practices, and on scholars, faculty, and activists who employ CRT in their work. In this article we draw upon CRT, Latina/Chicana feminism, and critical raced-gendered epistemology, to situate the experiences of Latina faculty in post-secondary education and provide an onto-theoretical framework to make sense of a composite narrative we collaboratively created: Dra. Rivera. We conclude by offering several suggestions for Colleges of Education and teacher education writ large…. [PDF]

Erin C. Scussel; Jennifer Esposito Norris (2023). "That Sounds Scary, Let's Ban It": Analyzing Manufactured Ignorance & the Attack on Critical Race Theory in K-12 Schools. Thresholds in Education, v46 n1 p48-60. As of February 2023, 44 states have either introduced or passed legislation that aims to control the teaching of race in K-12 public schools. Using political discourse analysis, we investigate the discourse from six "anti-CRT" documents. We frame the discourse from an agnotological perspective; agnotology is the study of how ignorance is manufactured. Given that political discourse is one-directional, politicians have the unique position of actively constructing ignorance if they are providing information for the purpose of being consumed rather than argued or deliberated. We illustrate how the misuse of words/concepts as well as the distribution of disinformation contributes to manufactured ignorance. Finally, we argue that the deliberate and willful silence about systemic oppression will maintain white supremacy. Our intention is to challenge manufactured ignorance especially as it relates to how race and racism are discussed and taught in K-12 education…. [PDF]

Birringer-Haig, Joan; Foster-Irizarry, Toni (2023). The Distribution of Collegiate Cultural Wealth to Black and Hispanic Students. Journal for Leadership and Instruction, v22 n1 p21-25 Spr. The current phenomenological study explored the emotion-based perceptions of eight Black and Hispanic students' experiences in developmental education classes at two urban community colleges. The researcher utilized a theoretical framework comprised of Critical Race Theory (CRT) with a focus on emotions and Yosso's (2005) model of cultural wealth. The prevalent themes in the study demonstrated the positive impacts of faculty members: (1) individualizing interactions with students; (2) motivating students through encouragement and praise; and (3) using emotional awareness. The study also highlighted the negative effects of deficit of thinking…. [PDF]

Marx, Dea; Pecina, Uzziel Hern√°ndez (2023). In Spite of… Urban Latina/o Leaders' Perspectives on Undergraduate Perseverance and Successful Degree Completion. Journal of Latinos and Education, v22 n2 p527-546. College completion rates among Latina/o undergraduate students represents a crisis in our national educational system. Latina/o students are seeking higher education, but experiencing multiple barriers which inhibit degree completion. This qualitative case study offers an opportunity to explore components of degree completion of Latina/o graduates from Midwestern urban communities. Latino Critical Race Theory was utilized to explore the responses of local graduates and their perceptions of institutional components that support their degree completion. Implications illuminated the importance of families as allies, institutional transformation, and belongingness matters…. [Direct]

Appling, Brandee; Robinson, Shanel (2021). K-12 School Counselors Utilizing Critical Race Theory to Support the Racial Identity Development and Academic Achievement of African American Males. Professional School Counseling, v25 n1 part 4. This article examines the role of racial identity development in the academic achievement of African American adolescent males. Through the lens of critical race theory (CRT), we highlight how K-12 school counselors may support and enhance the schooling experiences of African American males by understanding and acknowledging how racial identity development may impact academic achievement. A focus on CRT in education emphasizes the continual persistence of racism ingrained in K-12 education located within the educational opportunities, curriculum, representation, and teacher perception of African American males. We offer insight into how school counselors may work to decrease barriers to achievement by analyzing the effect race and gender have on the identification, retention, and underachievement of their African American male students…. [Direct]

Priscellia O. Carter (2024). The Underrepresentation of African American Males in High School Accelerated Mathematics Classes. ProQuest LLC, Ed.D. Dissertation, Northeastern University. This study presents the lived experiences of eight African American male recent high school graduates in their mathematics classes. These young men are currently attending various colleges across the United States in pursuit of obtaining a college degree. A few of the young African American men who were interviewed faced challenges during their high school mathematics classes but managed to overcome them and achieve success. Others exhibited confidence and achieved the expected outcome of success. This qualitative study investigated the reasons for the triumph of those who struggled as well as highlighted the achievement of those who expected excellence. The qualitative research methodology employed was qualitative and involved conducting interviews with young African American men who were recruited from fraternities. This study used Critical Race Theory (CRT) as the framework for understanding the need for additional research. Critical Race Theory was used to establish interest in… [Direct]

Abiola Farinde-Wu; Amy L. Cook; Melissa Winchell; Michael Baulier (2024). Race Matters: A Family-Educator Antiracist Curriculum Collaboration. Peabody Journal of Education, v99 n1 p89-108. Systemic institutional racism in schools engenders different and difficult educational experiences for students of Color. Relatedly, there is an enduring divide between home and school that often influences school curricula, teachers' pedagogies, and students' educational progress. Considering this preclusion to learning, this case study gleans insight from a K-5 urban elementary school that partnered families and educators in an antiracist curriculum collaboration. Utilizing tenets of critical race theory and community cultural wealth, three salient themes emerged: (1) centering family voices and experiences, (2) calling for more antiracist practices and curricula, and (3) moving beyond the racist/not racist binary. We conclude with recommendations for schools engaging in antiracist work with family members…. [Direct]

Reyes, Nicole Alia Salis (2018). A Space for Survivance: Locating Kanaka Maoli through the Resonance and Dissonance of Critical Race Theory. Race, Ethnicity and Education, v21 n6 p739-756. In this article, I map a new theoretical space for Kanaka Maoli, the autochthonous people of Hawai?i, within the landscape of critical race theory (CRT). To engage the ways that Kanaka Maoli have been identified as people of color, Asian Pacific Islanders, and Indigenous people, I review literature on CRT, Asian critical race theory, and Tribal critical race theory, revealing that these areas of CRT are at once resonant and dissonant with Kanaka Maoli sensibilities and experiences. Working through this resonance and dissonance, I weave together relevant concepts from extant strands of CRT with Kanaka Maoli knowledge and interests in the offering of new tenets toward a Kanaka Maoli critical decolonizing framework (KanakaCrit)…. [Direct]

Kamden K. Strunk (2024). QuantQueer: Renovating Quantitative Methods through Queer and Critical Theoretical Traditions. Educational Studies: Journal of the American Educational Studies Association, v60 n1 p5-18. Quantitative methods have a long historical entanglement with oppressive ideologies, including eugenics, white supremacism, and anti-LGBTQ+ ideology. Increasingly, scholars have made attempts at rectifying quantitative methods by bringing them into conversation with critical theoretical frameworks. One such example is QuantCrit, which attempts to engage quantitative methods through Critical Race Theory. The present paper attempts to extend that vital work by engaging queer theory in quantitative methods. Several key ideas are proposed for quantitative methodologists and educational researchers to think with queer theory in quantitative research. Each idea is explored with an eye toward queer theoretical frameworks while continuously engaging QuantCrit. Finally, implications for producers and users of research are offered…. [Direct]

Andrea M. Hawkman; Natasha C. Murray-Everett (2024). Reality and Rationalization: Insights on Rural Teachers' Efforts to Build Racial Literacy. Educational Studies: Journal of the American Educational Studies Association, v60 n2 p216-233. Racism remains endemic and pervasive throughout the United States, its institutions, structures, and systems. And yet, efforts to build racial literacy have been widely absent in K-12 educational institutions. Research exploring the racial pedagogical decision making of teachers is essential for disrupting systemic educational inequalities brought on by white supremacy. Drawing on scholarship focused on racial literacy, critical race theory, and rural education, this study explored the racial literacy and racialized teaching of ten rural social studies teachers. Findings illustrate that teachers embodied racial literacy in two ways: rooted in reality and as rationalization. This research also reveals the tensions, affordances, challenges, and opportunities of teaching for racial literacy teaching in rural classrooms…. [Direct]

Brenda Yvonne Lopez (2024). FilmCrit: Using Cinematic Critical Race Counterstorytelling as Critical Race Feminista Methodology. International Journal of Qualitative Studies in Education (QSE), v37 n5 p1349-1363. This paper provides an overview of a Critical Race Feminista praxis-oriented methodological framework in development called FilmCrit, and a critical race method expanded into filmic form called Cinematic Critical Race Counterstorytelling. Critical Race Feminisita Praxis informs this work by drawing on a Critical Race Theory in Education framework and Chicana Feminist theories and epistemologies. In discussing two FilmCrit studies, a qualitative documentary study, No Somos Famosos (We Are Not Famous), and my dissertation study, From the Classroom to the Screen: Experiences of Women of Color MFA Film Students, I detail the theoretical, methodological, and analytical development, as well as the scholarly significance, of FilmCrit and (auto)biographical and composite Cinematic Critical Race Counterstorytelling…. [Direct]

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

Guarasci, Richard (2022). Neighborhood Democracy: Building Anchor Partnerships between Colleges and Their Communities. American Association of Colleges and Universities Higher education and America stand at a perilous moment brought about by economic and social inequality, racism, and the fracture of civic cohesion and structures. From its origins, the mission of American higher education was to promote democratic governance and a free, fair, and orderly society through the education of responsible citizens. Just as its mission has become more urgent, it is being undermined as colleges and universities find themselves trapped in a fiscal crisis that threatens their very institutional viability–a crisis in large part brought about by the very perpetuation of economic and racial inequity, and the consequent erosion of consensus about civic purpose and vision. This book argues that higher education can and must again take leadership in promoting the participatory processes and instilling the democratic values needed to build a vibrant and fair society. How to do that when, as Guarasci argues, a majority of colleges and universities are floundering… [Direct]

Petteway, Ryan J. (2020). LATENT//Missing: On Missing Values, Narrative Power, and Data Politics in Discourse of COVID-19. Health Education & Behavior, v47 n5 p671-676 Oct. April is National Minority Health Month in the United States. The first week of April is National Public Health Week. This year, both occasions passed as the COVID-19 pandemic unfolded and, in the process, rendered remarkably clear the magnitude of the United States' collective shortcomings in advancing population health equity–particularly as related to dominant narratives of health and data politics. Drawing from critical theory, I use essay to contextualize present COVID-19 discourse and poetry to situate this discourse within a broader historical arc of the United States' racist, classist, and homophobic proclivities in times of public health crises. I use the combination of essay/poem as creative praxis to analyze and reflect on our present moment in relation to public health pasts and to raise questions about public health research, education, and data futures–offering a critical commentary on the intersections of infectious diseases, structural inequality (e.g., racism),… [Direct]

Case, Alissa; Ngo, Bic (2017). "Do We Have to Call It That?" the Response of Neoliberal Multiculturalism to College Antiracism Efforts. Multicultural Perspectives, v19 n4 p215-222. The authors discuss the ways in which neoliberal multiculturalism influences the reception and implementation of antiracist initiatives on college campuses. They suggest the intersections of neoliberalism and racism produce a resistance to antiracist efforts and desire for softened multicultural approaches that maintain the status quo. Since the logics of White supremacy and capitalism dominate every space of our society, critical multiculturalism must address these oppressive systems in antiracism education…. [Direct]

Stephanie Morawo (2023). Still I Rise: Agency of Black Collegian Women. ProQuest LLC, Ph.D. Dissertation, Auburn University. The research and discourse surrounding Black women in college has continued to expand in its scope in recent years. Scholars have written about Black college women in several ways describing the intersections of their multiple identities, racial battle fatigue, and the unique adversities they face (McKinzie & Richards, 2019, Shahid et al, 2018, Corbin et al, 2018). Scholarship and societal focus on Black women have made it clear that the experiences of these women are unique and invisible. The experiences of Black college women are even more so with a limited body of scholarship isolating experiences of racism, sexism, and marginalization (Patton & Croom, 2017). The support Black college women need to be successful in their collegiate career should be nuanced and specific to their experiences. To better support Black college women, higher education must first understand how these women navigate their success amid adversity, specifically at predominately white institutions…. [Direct]

Tamara Starling (2024). Examination of the Influence of Social Emotional Learning Techniques on Coping, Academic Self-Efficacy, Belongingness, Microaggressions, and Affect of Black Students. ProQuest LLC, Ph.D. Dissertation, Texas Woman's University. Objective: To better understand the current perspectives of Black college and university students in the U.S., it is important to consider the system of injustice they navigate throughout their lifespan characterized by oppression and discrimination. This dissertation examined the impact of racism and discrimination on coping ability, sense of belonging, academic self-efficacy, experiences with microaggressions, and affect among Black undergraduate and graduate students. Method: Participants completed a pre- and post-survey consisting of the: Brief Coping with Problems Experienced Inventory (Brief COPE; Carver, 1997), College Academic Self-Efficacy Scale (CASES; Owen & Froman, 1988), Racial and Ethnic Microaggressions Scale (REMS; Nadal, 2011), General Belongingness Scale (Malone, 2012), and Multigroup Ethnic Identity Measure (MEIM; Roberts et. al., 1999). The participants engaged in four virtual support group sessions. Participants completed the short form Positive and Negative… [Direct]

Thompson McMillon, Gwendolyn (2022). MyStory, YourStory, OurStory: Literacy Development in the Black Church Past, Present, & Future. Literacy Research: Theory, Method, and Practice, v71 n1 p40-79 Nov. The Black Church is the oldest anti-racist institution in America. Having educated generations of Black families, birthed schools, universities, hospitals, financial institutions, various music genres, and nurtured numerous advocates and martyrs for freedom, including access to literacy, it is directly responsible for many of the most significant gains in racial equity in American history. Yet, the Black Church has largely been ignored in conversations concerning the best way to educate Black students in America's schools. A question for the 21st century is: "What can educators, particularly literacy researchers, learn from the Black Church?" The Black Church is an extremely underutilized resource from which educators could learn best practices in literacy education to potentially reduce educational inequities with persistence. What are some of these best practices? How and why are they implemented in the learning environment of the Black Church? When simultaneously… [Direct]

Mahony, Pat; Weiner, Gaby (2020). 'Getting in, Getting on, Getting out': Black, Asian and Minority Ethnic Staff in UK Higher Education. Race, Ethnicity and Education, v23 n6 p841-857. Research into the impact of neoliberalism has shown that institutional and individual pressure on staff working in Higher Education (HE), has changed over the last 30 years. Our first research study showed that the changes resulted in mostly negative experiences for White staff. In a second study we have investigated the impact of neoliberalism on Black, Asian and minority ethnic (BAME) staff to investigate whether experiences matched those of their White colleagues. Drawing on narrative methodology, we undertook fourteen interviews, eight with BAME staff and six with White staff all with responsibility for equity in their institutions. We also drew on current and numerical data detailing employment patterns. While many of the negative impacts of neoliberalism were common to all staff, BAME staff offered a collective narrative focussing primarily on injustice, bullying and racism. Most striking was the pain resulting from simultaneous hypervisibility and invisibility of BAME staff,… [Direct]

Busey, Christopher L.; Dowie-Chin, Tianna (2021). The Making of Global Black Anti-Citizen/Citizenship: Situating BlackCrit in Global Citizenship Research and Theory. Theory and Research in Social Education, v49 n2 p153-175. Our current moment is abundant in examples of global antiblackness whereby racial violence visibly signals the quotidian elimination of Blackness, or the making of Black people into an object or abstract discourse to be terminated. That antiblackness is global is nothing new. In fact, antiblackness has been and continues to be central to the making of Western empire and modernity as we know it. However, until this point, the social studies education discipline has yet to fundamentally advance a critical analytic that captures the specificity of global antiblackness and the invention of Black as non-human and anti-citizen. In this article, we aim to problematize vernacularized conceptualizations of citizenship in social studies education that sidestep the socio-historical significance of anti-Black world systems in the creation of human/non-human and, consequently, citizen/anti-citizen. More specifically, we argue that BlackCrit interlopes antiblackness in the intellectual… [Direct]

Price-Dennis, Detra; Sealey-Ruiz, Yolanda (2021). Advancing Racial Literacies in Teacher Education: Activism for Equity in Digital Spaces. Teachers College Press Today's students use their digital expertise and the power of their voice to respond to issues of inequity in society. It is essential that teacher educators develop their own racial literacies and those of their preservice and classroom teachers to support student digital activism. From talking about race and racism to resisting the harmful narratives that circulate online but impact face-to-face interactions in the classroom, teacher educators must navigate sociotechnical spaces with a critical lens and develop strategies to help their preservice teachers do the same. This book is designed to increase educators' capacity and agency to respond to inequities that plague our educational system. The authors provide a framework to help readers rethink how curriculum and pedagogy impact classroom instruction. In "Advancing Racial Literacies in Teacher Education," Price-Dennis and Sealey-Ruiz provide theoretical and practical entry points into a conversation about race in the… [Direct]

Pad√≠a, Lilly B.; Traxler, Rachel Elizabeth (2021). "Traer√°s Tus Documentos (You Will Bring Your Documents)": Navigating the Intersections of Disability and Citizenship Status in Special Education. Race, Ethnicity and Education, v24 n5 p687-702. DisCrit has illuminated the interconnectivity of racism and ableism, though the experiences of undocumented youth and families enrolled in special education are largely unknown. In this paper, we explore the experiences of students at the intersection of disability and migratory status, examining the interplay of fear, schooling, and language use as students pursue college. We use DisCrit to help us understand historical patterns surrounding citizenship and how race, ableism, and documentation status continue to intersect and shape the acknowledgment of which bodies — with which papers — are rendered deserving. Examining interviews with students, researcher memos and fieldnotes, and researcher reflections, we consider the cases of Fernanda, an undocumented high schooler, and Daniel, a 9th grader from a mixed-citizenship status family. We highlight how students at the intersection of migratory status and disability are met with care by teachers and schools, yet remain unsupported in… [Direct] [Direct]

Yu, Hae Min (2020). Understanding Race and Racism among Immigrant Children: Insights into Anti-Bias Education for All Students. Early Childhood Education Journal, v48 n5 p537-548 Sep. This study examines relationship dynamics between young immigrant children in an afterschool program, and the ways in which these children become involved in racial discrimination and exclusion whereby one group perceives itself as majority. In order to explore and understand these children's narratives and behaviors in an in-depth and comprehensive way, this study utilizes a qualitative case study approach. Employing a sociocultural theoretical lens as an analytic tool, this study provides insight into how young immigrant children whose first languages are other than English are aware of linguistic and cultural differences among their peers in the afterschool context, and how they develop their social attitudes toward these differences, include or exclude children, and negotiate power in their relationships. The findings extend the discourse of racism beyond the Black-White framework, increase awareness and understanding of how racial discrimination plays out between young immigrant… [Direct]

Sukanya Kannan Moudgalya (2022). Preparing Teachers to Engage in Civic Participation through Computing. ProQuest LLC, Ph.D. Dissertation, Michigan State University. Scholars like Ruha Benjamin have cautioned how hegemonic technologies can reinforce White supremacy and deepen racism against Black and Brown folks due to racial biases in "neutral/normative" Artificial Intelligence and over-surveillance of Black folks. K-12 education can also contribute to this hegemony. Culturally Responsive Computing (CRC) is an approach that works with students to challenge these hegemonic narratives and construct better anti-racist dynamics in the society while using various technologies. Unfortunately there exist several problems in fully realizing this. The K-12 Computer Science (CS) space, like much of CS, is dominated primarily by White folks which increases many hegemonic and racist issues. There are implications both in the CS field and in the world, through racially-biased technologies like facial recognition software that do not accurately identify dark-skinned folks. White K-12 teachers in CS have shown to be often race-evasive, which further… [Direct]

Clarke, David A. G.; Mcphie, Jamie (2020). Nature Matters: Diffracting a Keystone Concept of Environmental Education Research — Just for Kicks. Environmental Education Research, v26 n9-10 p1509-1526. As a keystone species the concept 'nature' plays a vital role in shaping our world. In this article, we think with the material turn about the "concept" nature due to its significant performativity in its role within environmental education and research. How nature is conceived is played out on a massive scale as matter itself is morphed through conceptual processes. Therefore, we focus on the matter(ing) of conceptual abstraction, the physical effects — and affects — of thinking a thing into existence. We initiate a pluralistic thought experiment that purposefully diffracts nature into eight performances, to see what it "does." The concept nature performs ecologically and enacts trophic cascades. This exploration highlights feats of racism, classism, androcentrism, colonialism, homogenization, and mass extinction. What we are proposing is an environmental literacy that attends to what a concept is capable of, what a concept can do, and perhaps even what a… [Direct]

Zembylas, Michalinos (2020). The Affective Grounding of Post-Truth: Pedagogical Risks and Transformative Possibilities in Countering Post-Truth Claims. Pedagogy, Culture and Society, v28 n1 p77-92. The aim of this paper is to map a line of theorizing affect and its entanglement with post-truth, and use this theorization to think about what it could mean for the role of educators–that is, what can be done in education to respond critically to the affective infrastructures of post-truth politics? This question arises at a historical juncture of widespread views that post-truth politics create an urgency for reframing post-truth experiences as "productive" pedagogical engagements. The paper draws on affect theory to show how the affective grounding of post-truth claims works to govern our subjectivities and "how" emotions matter in constructing certain truths that reproduce social and political evils such as racism, sexism and xenophobia. The analysis shows how this nuanced understanding of affect, governmentality and post-truth can be helpful in educational settings to respond critically to post-truth politics, while paying attention to risks emerging from… [Direct]

Emily Bivins; Jillian J. La Serna; Tracey A. Benson (2024). Racial and Ethnic Bias in Scholastic Achievement Awards: A Collective Dual Language Case Study. Journal of Latinos and Education, v23 n5 p1636-1647. This mixed-methods case study examines data for over 1,500 student awards at two dual language elementary schools collected over the course of two years. Using descriptive statistics, this paper examines student representation by demographics in quarterly scholastic awards. Through document analysis of award descriptions, we analyze how students were selected by their teachers. Using Critical Race Theory (CRT) as a theoretical framework, findings show that across both schools, Latinx students were underrepresented in scholastic awards while White students were overrepresented. After examining and discussing student award data, this paper contextualizes the data within the literature on unconscious bias, inequity in DLBE programs, data-based SWPBIS systems, and explores implications for further research and school-based leadership…. [Direct]

Ariana Aparicio Aguilar; Katrya Txay Ly; Rican Vue; Tori Porter (2024). Feeling the Threat of Race in Education: Exploring the Cultural Politics of Emotions in CRT-Ban Political Discourses. Educational Evaluation and Policy Analysis, v46 n2 p222-248. Recent attacks on critical race theory (CRT) aim to limit discussion and understanding of race (and its intersection with class, gender, and power). Racial dialogues can be uncomfortable for those who benefit from power, suggesting that resistance to CRT or any discussion of race and power in education is rooted in emotions. This study examines the role of racialized emotions in public policy discourse that surrounds CRT bans in education that have been proposed, and in many cases, passed across the United States. Focusing on four early-adopting states of the bans, the findings reveal how emotionalities of whiteness are tacitly endorsed, invited, and animated within racialized politics, as well as how these emotionalities might be disrupted…. [Direct]

Ann Blankenship-Knox; Leslie Ann Locke (2024). "A Bunch of Liberal, Nazi Communists": Equity-Oriented Educational Leaders' Response to the Anti-CRT Phenomenon in Iowa. Thresholds in Education, v47 n1 p88-102. On September 22, 2020, Donald Trump issued Executive Order 13950, titled "Combating Race and Sex Stereotyping." While the order has been revoked, as of May, 2022, 34 states, including Iowa (HF 802), had passed or were considering legislation prohibiting the use of critical lenses, such as Critical Race Theory, in public K-12 schools. In this study, we interviewed equity-oriented leaders in Iowa about how they are navigating HF 802, Iowa's "anti-CRT" law, while remaining committed to their work. Qualitative analyses revealed three significant themes titled: Leaders See the Critical Reality: White Supremacy; Informants and Attacks; and Leading, Navigating, and Subverting HF 802. Recommendations for leadership practice and policy change are included…. [PDF]

Benjamin A. Lebovitz; LaShanda Harbin; Mollie T. McQuillan (2024). The Disruptive Power of Policy Erasure: How State Legislators and School Boards Fail to Take up Trans-Affirming Policies While Leaning into Anti-LGBTQ+ Policies. Educational Policy, v38 n3 p642-699. Since 2017, hostile anti-LGBTQ+ educational bills rapidly expanded. Using traditional and critical policy analysis across three Midwestern states, we examine (1) whether state and local policymakers (n = 60) adopted trans-inclusive protections aligned with the 2017 federal "Whitaker" ruling, (2) the spread and scope of state and local educational policies concerning LGBTQ+ people, and (3) relationships between LGBTQ and critical race theory (CRT) curricular bills. We find policy erasure in states without pre-"Whitaker" gender-inclusive nondiscrimination laws and expanded efforts to ban LGBTQ+ students from educational opportunities, spaces, and curriculum. LGBTQ+ and CRT curricular bans overlapped. We discuss the implications of policymakers leaning into exclusion over gender reforms…. [Direct] [Direct]

Amanda J. Mesirow (2023). "Who Will Guard the Guards Themselves": A Phenomenological Discourse Analysis on How Whiteness and White Supremacy Are Upheld by White Hearing Officers on Community College Campuses. ProQuest LLC, Ph.D. Dissertation, Illinois State University. The purpose of this study was to determine how whiteness and white supremacy are upheld by white hearing officers on community college campuses. The literature shows that racial bias exists in K-12 discipline systems, that no reporting mandates on demographics exist in higher education conduct, and that community colleges often serve minoritized students. Therefore, the problem statement centers on the connection between community colleges conduct systems and whiteness/white supremacy.Data was collected via interviews with three community college conduct practitioners, as well as a review of documents from their institutions' conduct offices. The study's research methods were phenomenological discourse analysis and the theoretical frameworks of Critical Race Theory, whiteness, and "color-blind" framing. The study found that whiteness and white supremacy are upheld through common themes rooted in tenets of Critical Race Theory, whiteness and white supremacy. Implications,… [Direct]

Cowley, Danielle M.; Ellison, Bradley S.; Hern√°ndez-Saca, David I.; Iqtadar, Shehreen (2021). Global Conversations: Recovery and Detection of Global South Multiply-Marginalized Bodies. Race, Ethnicity and Education, v24 n5 p719-736. This paper problematizes, in the spirit of loving critique, the paucity of global intersectional dis/ability politics in the fields of Disability Studies and Critical Race Theory. In this paper, we attempt to account for a more global and humane, liberatory theoretical positioning of Disability Critical Race Theory (DisCrit) by analyzing the human rights discourses employed by the United Nations Convention on the Rights of People with Disabilities (UNCRPD). DisCrit scholars emphasize 'the social construction of race and ability … which sets one outside of the western cultural norms'. We push DisCrit further to (a) account for the impact of these western cultural norms and ideals in global and local contexts, and (b) problematize how the binary between the Global South-Global North gives impetus for and further reifies the global racist and ableist hegemony of western cultural norms, domination, and violence identified within human rights discourses…. [Direct]

Rosiek, Jerry (2019). Critical Race Theory Meets Posthumanism: Lessons from a Study of Racial Resegregation in Public Schools. Race, Ethnicity and Education, v22 n1 p73-92. Critical race theory (CRT) was used to frame a study of the impact of racial resegregation on students in a public school district. Racism operated in the district at multiple ontological levels — such as interpersonal microaggressions, structural economic arrangements, and discursive processes. CRT provided a rationale for the interdisciplinary approach required to track these different manifestations of racism, while maintaining an emphasis on the material reality of racism. Having its origins in the field of law, however, CRT provided limited guidance for methodological decisions often required in a social scientific study. The author found posthumanist philosophy of science offered guidance for these decisions in a manner that complemented the philosophical and political commitments of CRT. This essay reflects on the advantages this combination of theories offers for the analysis of institutionalized racism. Illustrations are drawn from the study on school resegregation…. [Direct]

Mills, Kathy A.; Unsworth, Len (2018). The Multimodal Construction of Race: A Review of Critical Race Theory Research. Language and Education, v32 n4 p313-332. Issues of race periodically rupture in the national and international consciousness, while at other times, there is a false belief that society has arrived at a post-racial era. Either way, there remains impetus for the critical interrogation of the racialisation of multimodal literacies in education, and critical race theory (CRT) is a leading approach. This article reviews original studies that collectively analyse multimodal texts and practices to understand the construction of race in education. Multimodal texts have proliferated in online textual ecologies due to the ease of production and rapid global dissemination of image-based texts in the twenty-first century. Such texts combine two or more modes, such as images, words, sounds, and gestures. Sites for the circulation of multimodal literacies–online and offline–serve to disrupt, reify, or perhaps even exacerbate racial identities, prejudice, and subordination in education. The review highlights the prevalent themes: (a)… [Direct]

Mart√≠n Alberto Gonzalez (2024). "It Snows Year-Round Here": A Counterstory about Mexican/Mexican American/Xicanx Students' Experiences with Racism at a Predominantly White University in the Northeast. Journal of Latinos and Education, v23 n2 p455-473. Using critical race theory counterstorytelling, I tell a story about the experiences of Mexican/Mexican American/Xicanx (MMAX) undergraduate students at a private, predominantly white university in the Northeast. Drawing on in-depth interviews, participant observations, pl√°ticas, and document analyses, I highlight the various ways MMAX students experience discrimination on campus. More specifically, discrimination and unsettledness are experienced by MMAX students through the following ways: 1) Racist Name Calling and Racial Slurs; 2) Discrimination by Professors; and 3) Class Discussions as Microaggressions. Through counterstories like this one, I argue that we can shed light on injustices while staying true to our ancestral ways of knowing and make our research accessible to communities historically excluded from academia…. [Direct]

Odonna D. Hastings (2024). Improving Outcomes for Multiply Marginalized Learners: A Single Instrumental Case Study on Urban Special Educators' Implementation of Dis/Ability Critical Race Theory and the Five Dimensions of Multicultural Education. ProQuest LLC, Ed.D. Dissertation, Baylor University. Multiply marginalized learners (MMLs), students with two or more marginalized identity factors (Annamma et al., 2013), are America's most vulnerable K-12 student population. MMLs face significant challenges, including increased opportunity- and academic achievement gaps (Hanushek et al., 2019; McClellan et al., 2018). They are disproportionately referred for special education services (Abou-Rjaily & Stoddard, 2017; Hallahan et al., 2020) and are likelier to drop out of school (Bridgeland et al., 2006; Doll et al., 2013). Moreover, these challenges have long-term implications on postsecondary life, such as lower college attendance, higher incarceration, lower instances of marriage, higher instances of divorce, income inequality, poor health, lack of access to healthcare, and overall poor quality of life (Hanushek et al., 2019; McKinsey & Company, 2009; Sanford et al., 2011; US Chamber of Commerce, 2020). In this single instrumental case study, I examined four urban special… [Direct]

Felecia Mae Evans (2024). The School Leader Representation Gap: Recruiting and Retaining School Leaders of Color. ProQuest LLC, Ed.D. Dissertation, Concordia University Chicago. A school leader representation gap exists in the nation's public schools. There is an underrepresentation of public-school leaders of color, which results in inequity of cultural values and diverse leadership perspectives that impact recruitment, retention, and student success. Only 22% of school leaders identify as people of color, while 53% of students are non-White. This basic qualitative study focused on exploring the professional experiences of five African American school leaders, located in the Midwest, with a focus on the experiences prior to becoming a school leader and the current experiences as a school leader. Additionally, this research also explored how school leaders of color perceive their impact on Black students in their schools. Critical race theory and representative bureaucracy theory were both used as theoretical frameworks to deepen understanding around the school leader representation gap. Critical race theory helped frame the reasons for and the importance of… [Direct]

Alfonso Zamarripa (2024). Latino Principals in California Overcoming Barriers to Attain Principal Selection in K-12 Public Education. ProQuest LLC, Ed.D. Dissertation, Grand Canyon University. The United States is experiencing a tremendous shift in the composition of its population. For the first time in history, the overall number of Asian, Latino, and African American students in K-12 public education classrooms is projected to surpass the population of Non-Hispanic whites. The number of Latinos in educational leadership positions in the United States is minuscule and does not mirror the Latino student population in the nation. While ample literature exists on school leadership, little research has explored barriers that have hindered Latino principals' professional experiences in attaining a principal selection. The purpose of this qualitative descriptive study was to explore how Latino principals in California describe perceived barriers and overcoming those barriers in attaining a principal selection in K-12 public education. Critical race theory was the theoretical framework used to develop the research questions and guide this study. A purposeful sampling method was… [Direct]

Antonio Duran; Hannah L. Reyes (2025). A LatCrit Analysis of Latina Collegians' Recollections of Racism in Educational Spaces. Journal of Latinos and Education, v24 n1 p36-47. Often noted in educational scholarship is Latinx/a/o students' experiences of racism that they encounter from peers, faculty, and staff within college contexts. Less discussed, however, are the persistent long-term effects of everyday, racist messages on Latinx/a/o students they received in PreK-12 years and how these forms of marginalization in turn affect how they navigate through college. Using a narrative methodological approach and Latino critical race theory as a framework, we centered the experiences of 12 Latina college students to investigate this question. Findings revealed how these Latinas' experiences of racism in PreK-12 were shaped by interactions involving family, relying upon their mothers' teachings in the process. However, when they transitioned to college, their understandings of racism as previously informed by their mothers evolved and became more complex. We then provide implications for practice…. [Direct]

Omar Diaz (2023). A Critical Race Analysis of the Lived Experiences of Latino Male Student Affairs Professionals in Higher Education. ProQuest LLC, D.Clin.Psy. Dissertation, The Chicago School of Professional Psychology. This critical phenomenological study aims to analyze the lived experiences of Latino male student affairs (SA) professionals considered early to mid-career at predominantly White institutions (PWIs). Three research questions guide the study: 1) How do Latino male SA professionals in higher education describe their leadership experiences at PWIs? 2)Why are there so few Latino males in SA? 3)What strategies benefit institutions looking to recruit and retain Latino male SA professionals within PWIs? This study applies a critical phenomenological approach analyzed via critical race theory's tenets to answer these questions. Six participants, all Latino male SA professionals, served as the sample for this research. Data was collected through semi-structured interviews via a phenomenological method with the tenets of critical race theory as the hermeneutic for thematic analysis, revealing seven themes: 1) student affairs work, 2) self-identifying as Latino and its accompanying experiences,… [Direct]

Gordon, C. Darius (2023). Just What Is Afropessimism and What's It Doing in a Nice Field Like Education?: Unpacking New Contributions to Black Educational Thought. Race, Ethnicity and Education, v26 n1 p18-33. In recent years, the theory of antiblackness known, generally, as 'afropessimism' has been taken up in the field of Education. In this article, the author outlines afropessimism and emplaces it into the traditions of Black educational thought, namely Critical Race Theory. The article also highlights the emerging contributions of scholars who have begun to incorporate the use of afropessimist theory into their work. Ultimately, the author argues that the urgent and critical questions that afropessimism demands has the potential to open up a whole new world of inquiry and action in our quest for a liberatory and liberated Black education…. [Direct]