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]

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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