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

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

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

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

Rivera, Seema (2022). Navigating Race in Science Teacher Education: The Counterstory of a Woman Faculty of Color. Journal of Science Teacher Education, v33 n2 p192-205. This study uses Critical Race Theory and the Politics of Domestication as guiding frameworks to investigate the experiences of a Woman Faculty of Color science teacher-educator. The experiences focus on the status quo of race relations in science teacher education and how they are revealed through everyday practices, interactions, and the culture in a teacher education department. Two CRT tenets, racism is a normal part of society and interest convergence, highlight how science teacher education still primarily operates centered in whiteness…. [Direct]

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Lee, Lena; Lee, Pangzoo; Smolarek, Bailey B.; Thao, Myxee; Vang, Kia; Vang, Mai Neng; Wolfgram, Matthew; Xiong, Choua P.; Xiong, Odyssey; Xiong, Pa Kou; Xiong, Pheechai (2023). Our HMoob American College "Paj Ntaub": Student-Engaged Community-Based Participatory Action Research (CBPAR) as Counter-Invisibility Work. International Journal of Qualitative Studies in Education (QSE), v36 n6 p1018-1038. This article presents the institutional and historical context, methods, findings, and action-consequences of 'Our HMoob American College Paj Ntaub,' a qualitative, student-led Participatory Action Research (PAR) project documenting the sociocultural and institutional factors that influence HMoob American college students' experiences at the University of Wisconsin-Madison. Drawing on concepts from Asian Critical Race Theory (AsianCrit), we identify sociocultural and institutional processes that misrepresent and erase HMoob American experiences, producing a profound and troubling experience of institutional invisibility which has serious consequences for students' wellbeing and educational attainment. However, we also document that student-led PAR research can be an effective means of enacting what we term 'counter-invisibility work,' by producing compelling counter-narratives that expand social networks for activism, outreach, and policy enactment…. [Direct]

Bethea, Canaan; Davis, Julius; Steen, Sam (2023). Reconceptualizing the Achieving Success Everyday Group Counseling Model to Focus on the Strengths of Black Male Middle School Youth. Journal of School-Based Counseling Policy and Evaluation, v5 n1 Article 2 p4-20. Scholarship focused on Black male students in school counseling has been intermittent despite being well documented in the larger field of education and other disciplines. In this article, we conducted a systematic review of the school counseling literature that focused on Black male students. We used critical race theory (CRT) to examine the programs and interventions that have been published with Black male participants in school settings within the school counseling literature and examined the role that school counselors took when supporting Black male students' academic, social emotional, college and career identity development. We reconceptualize the Achieving Success Everyday (ASE) group model (Steen et al., 2014) and call for others to use the ASE group model to combat racism and foster Black excellence…. [PDF]

Kathy Hytten; Kurt Stemhagen (2024). Reconstructing Democracy in Polarized Times: Thinking through/with the CRT Conflicts. Democracy & Education, v32 n2 Article 1. In this essay, we consider how reconstructing our ideas about the nature of democracy, and its relationship to education, can help us respond to contemporary challenges. We focus specifically on the ongoing fights about critical race theory (CRT), providing an overview of the CRT controversy–we argue that its cultivation for political reasons has often lessened the possibility of democratic discussions of race, racism, and ongoing white supremacy. Next, we consider how debates around CRT can help us to rethink how we "do" democracy and how to use education to help cultivate democratic habits and values. Finally, we describe three possibilities for responding to the CRT debates in ways that focus on pragmatic inquiry and that enable better thinking about the democratic purposes of schools to work to change racial habits/values and renew civic education and to increase the health of our democracy…. [Direct]

R. Jerome Anderson (2024). Graduation Rates and Math Proficiency in an Urban School District: A Counter-Narrative. Journal of Urban Learning, Teaching, and Research, Jun. This article examines high school graduation rates and Algebra I proficiency rates in a large urban school district in Maryland. The article approaches the problem of low minority graduation and Algebra I proficiency rates from a critical race theory perspective. The article challenges the school district's received narrative that it is doing well for its minority students. Using a counter-narrative framework and a critical quantitative approach, the article builds a counter-narrative to the school district's narrative using the school district's own high school graduation and Algebra I proficiency data. The data show that African-American and especially Hispanic students are not succeeding to the degree the official narrative suggests. Free and reduced-price meal data are also used to show the strong relationship between low income and racial composition in the high schools in the district. Recommendations for improving Algebra I pedagogy are suggested…. [PDF]

Brooks, Wanda M.; Browne, Susan; Meirson, Tal (2022). Reading, Sharing, and Experiencing Literary/Lived Narratives about Contemporary Racism. Urban Education, v57 n6 p1059-1078 Jul. This qualitative case study explores the literary/lived interpretations and experiences of middle school girls attending a book club located in an urban public school. We examine how the girls' responses to depictions of racism in the novels read reveal the ways in which they understand and/or experience racism in their own lives? We ground this research in critical race theory. Our inductive analytic process yielded the following three themes: (a) storying racism, (b) trusting the injustice and (c) enduring through trauma. We conclude with implications for preparing preservice and in-service classroom teachers to confront racism in their instruction…. [Direct]

Esposito, Jennifer; Happel-Parkins, Alison (2022). "Would You Wear That to Church?!": The Production of "Ladies" in an All Girls' After-School Club in the Southeast United States. Urban Education, v57 n6 p1008-1030 Jul. This study investigated how Black middle school girls negotiated an after-school club, with a specific focus on ways of knowing and acting as "ladies." Drawing from Fordham's intersectional analyses of the histories and politics behind her conceptualization of "those loud black girls," we explore and critique the ways in which the girls were subjects of, and subjected to, context-specific discourses of race, class, and gender. Critical race theory and poststructural theory are merged to inform the study. The findings illustrate how the girls negotiated and resisted the traditional conceptualizations of femininity that were expected of them…. [Direct]

Hypolite, Liane I. (2022). "We're Drawn to This Place": Black Graduate Students' Engagement with a Black Cultural Center. Journal of Diversity in Higher Education, v15 n1 p86-96 Feb. This study provides a nuanced look at the experiences of Black graduate students who engage with a Black cultural center (BCC) at a historically White institution in an urban center. Combining the theoretical perspectives of critical race theory and graduate developmental networks, the three main findings unearth how (1) the BCC staff act as developers by diversifying graduate students' networks; (2) the BCC space provides opportunities for community that strengthens network ties; and (3) even though the BCC has taken on additional responsibilities to assist graduate students, a lack of institutional support ultimately burdens the center…. [Direct]

Fitchett, Paul; Hopper, Eugenia B.; Robinson, Derrick (2022). Early Career African American Teachers and the Impact of Administrative Support. Urban Education, v57 n3 p401-431 Mar. This study examined the mobility trends of African American public-school teachers. Guided by the integration of critical race theory and organization theory, this study used longitudinal data from the National Center for Education Statistics to explore how race and organizational climate predict African American teacher mobility. Using a quantitative descriptive study with logistic regression to determine which characteristics impact African American early career teachers' decision to stay in the profession, findings suggest alarming trends in African American teacher mobility and opportunities for school leadership to have a greater role in retaining African American early career teachers…. [Direct]

Adeyemo, Adeoye O. (2022). Place, Race, and Sports: Examining the Beliefs and Aspirations of Motivated Black Male Students Who Play High School Sports. Urban Education, v57 n1 p154-183 Jan. This article examined academically and athletically motivated Black male students who play high school sports. In-depth interviews and observations illuminated their experiences, beliefs, and aspirations in their Chicago neighborhood and school context. The notion of Place and Critical Race Theory framed their experiences. Yosso's communities of cultural wealth were utilized to analyze their experiences. Family members were instrumental in guiding these adolescents as they participated in recreational activities, enrolled in advanced classes, and participated in sports. This study concludes with implications for education, policy, society, and educational outcomes for Black male students, and Black male students who play sports…. [Direct]

Camargo Gonzalez, Lorena; Escobedo, Cindy R. (2022). Nurturing a Critical Race Feminista Praxis: Engaging Education Research with a Historical Sensibility. International Journal of Research & Method in Education, v45 n3 p259-270. This research article is a theoretical guide for scholars interested in bridging Critical Race Theories, Chicana/Latina Feminist frameworks, and historical sensibilities to disrupt whiteness within research about Chicana/o/x and Latina/o/x education. We articulate the contours of a Critical Race Feminista Praxis and provide examples of its application by sharing lessons learned from carrying research centred on the experiences of Chicana/o/x and Latina/o/x communities. We posit, social justice transformation is manifested when Education researchers uplift Chicana/o/x and Latina/o/x histories of resilience and resistance by nurturing a Critical Race Feminista Praxis…. [Direct]

Killen, Tommie; O'Brien, Thomas V. (2023). Two Stories in Search of One Tale: The History of Education Research Meets Critical Race Theory–A Review of Key Secondary Sources, and a Call for a New Narrative. American Educational History Journal, v50 n1-2 p847-258. In a book published in 2000, entitled "An Elusive Science: The Troubling History of Education Research," Ellen C. Lagemann traced educational research (ER) in the U.S. from its pre-history–the training of common school teachers in summer schools, high schools, normal schools, female institutes, and later colleges and universities. Lagemann explained the field's origins as both intellectual and political developments and framed its emergence in the context of the near completion of the feminization of teaching at the end of the 19th century. With some exceptions, Lagemann saw the study of education–from the start–beset by matters of low status inside and outside the academy, overly quantified and narrowly defined. She also professed that its history is further complicated by the complex dealings "that have existed between education scholars … and the society that has sustained them" (Lagemann 2000). This article reviews Lagemann's account and other secondary… [Direct]

Adriana Guzman; Javier Aguayo; Jennifer James; Jessa N. Culver; Jyothi Marbin; Kenya Martinez; Susanne P. Martin Herz (2025). Caregiver Experiences of Racialization While Accessing Early Intervention (EI) Services for Their Children. Topics in Early Childhood Special Education, v44 n4 p303-315. Early intervention (EI) services–including but not limited to speech, physical, occupational, and mental health therapies–have been proven to significantly benefit young children's development, shaping their readiness for school and offering pivotal support for caregivers. However, racial disparities persist in identification for and access to EI services. Little is known about the ways in which racism affects how caregivers experience and navigate the screening and EI referral process. Through in-depth qualitative interviews, we explored the experiences of nine minoritized caregivers with experience seeking EI services in the San Francisco Bay area of the United States. Using Critical Race Theory, we investigated how caregivers are racialized in the process. Our findings elucidate mechanisms of racialization, including but not limited to provider bias, managing stereotype threat, and dismissal of caregiver concerns. We also highlight ways in which such racialization contributes to… [Direct]

Whitaker, Ron (2021). The Spook Who Sat by the Ivory Tower: A Critical Race Theory Narrative of a Black Man's Tenure-Track Journey within the Academy. Diversity in Higher Education "The Spook Who Sat by the Door" is a cult-classic early-70s film, based on the 1969 novel by Sam Greenlee. The film deals with issues of inauthentic diversity initiatives, tokenism, and Black Nationalism. In the same manner, this chapter uses themes from the film and novel to disclose how the author navigates pseudo diversity initiatives within higher education and his experiences of being viewed as an exemplar Black male (token) by colleagues, while simultaneously remaining committed to his explicit research focus pertaining to exemplar practices and programming for Black boys and men. Theoretically, the author intersects tenets of Critical Race Theory into his essay (Delgado & Stefancic, 1993, 1994; Tate, 1997). While the author does not advocate for physical violence (as depicted in the film), he is using the training received in academia to declare war on the pernicious educational system that continues to intentionally mis-educate (Woodson, 1933), Black boys and… [Direct]

Liu, Helen (2023). From Model Minority to Yellow Peril: The Shifting Narratives of Asian International Students. Journal of International Students, v13 n1 p79-84. The ongoing pandemic, COVID-19, has demonstrated how quickly depictions of Asian individuals can shift from "model minority" to "yellow peril" during times of crisis. These times were particularly difficult for Asian postsecondary international students who were directly impacted by these shifting narratives, as many faced discrimination, violence, and prejudice as a result of the rise of anti-Asian hate that occurred across Canada. Thus, utilizing critical race theory (CRT), the purpose of this article is to provide an overview of these contrasting narratives, how the "model minority" and "yellow peril" can contribute to the maintenance of White supremacy, and possible considerations and interventions to better support Asian international postsecondary students during their studies in Canada…. [PDF]

Burke, Kevin J.; Juzwik, Mary; Prins, Esther (2023). White Christian Nationalism: What Is It, and Why Does It Matter for Educational Research?. Educational Researcher, v52 n5 p286-295 Jun-Jul. The ascendance of White Christian nationalism has profound implications for democracy and public institutions in the United States, including public education. This article explains the core beliefs and features of White Christian nationalism as a contemporary religiopolitical movement that seeks to fuse Christianity with civic life; delineates how and why it matters for educational research; and identifies how education scholars might begin to address White Christian nationalism, particularly by investigating how it can be unlearned. We argue that learning about White Christian nationalism can help educational stakeholders better understand current educational battles, such as banning books and discussion of critical race theory, and contextualize a wide range of pressing problems facing US education, especially problems involving educational justice and equity…. [Direct]

Smarick, Andy (2023). Education in the 2022 Gubernatorial Elections: Political Priorities among Candidates and Winners. Issue Brief. Manhattan Institute for Policy Research Although most education policy decisions are made at the state level, America has been having a national debate over the future of our schools for the last several years. Arguments have raged over COVID-related closures and the resultant student learning loss, Critical Race Theory, school funding, parental choice, college debt, and more. The 2022 gubernatorial campaign and election cycle provided an opportunity to better understand whether these national issues and narratives match those at the state level. Using campaign websites to collect information on the education priorities of all 72 major-party candidates, this report discusses the educational agendas of gubernatorial candidates and shows the differences between incumbents and nonincumbents, Republicans and Democrats, and candidates in red, blue, and swing states…. [PDF]

Ardavan Eizadirad; Mary Reid; Steven Reid (2024). Asian Educators Experiencing the Bamboo Ceiling: A Canadian Case Study of Systemic Barriers in Hiring, Advancement, and Promotion. Canadian Journal of Education, v47 n3 p607-633. Our study amplifies the voices of Asian educators undergoing career advancement in a large district school board with a significant Asian student population in Ontario, Canada. Our data sources included survey results from 234 Asian educators and focus group transcriptions from 83 Asian educators. Grounded in Asian critical race theory ("AsianCrit"), our findings show that Asian educators faced the "bamboo ceiling," wherein institutional barriers and inequities in relation to their Asian identity limited their career advancement when applying for leadership roles. Through a thematic analysis, we found systemic barriers: (a) pressure to conform to whiteness to advance their careers, (b) accent and name discrimination, and (c) colonial ideologies that have been normalized and embedded in leadership selection processes. Our research addresses significant gaps in the literature on Asian Canadian educators' experiences in career advancement and contributes to the… [Direct]

LaShawnda Fields; Valandra; Warrington Sebree; Whitney Sober (2024). Navigating an Anti-Black Campus Climate: #black@pwi. Race, Ethnicity and Education, v27 n6 p835-852. In the 1960s, Black student protests of racism through sit-ins, building occupations, and demands for the resignation of university top administrators spurred the creation of ethnic studies and diversity programs on white university campuses in the United States. These efforts did not, unfortunately, dismantle entrenched structural racism. Black student activism continues to confront racial inequities using digitized campaigns on social media platforms to reach a global audience. This study uses critical race theory to explore how Black students at a white-dominant university give meaning to their racialized experiences as communicated using the twitter hashtag campaign #Blackatpwi. The results illuminate the magnitude of anti-Black racism and conditions under which Black students are expected to learn, the myriad ways white institutions reproduce and reinforce white supremacy and the students' mobilization efforts to resist anti-Black racism. We provide recommendations to promote… [Direct]

Socorro Morales; Tanya J. Gaxiola Serrano; Van T. Lac (2024). Imprinted on Our Bodies: The Invisible Taxation on Women of Color Faculty When Facing White Resistance in the Graduate Classroom. Urban Review: Issues and Ideas in Public Education, v56 n5 p784-803. In this essay, the authors who identify as Women of Color (a Chicana, a Latina, and a Southeast Asian woman, respectively) faculty theorize their experiences with white resistance when teaching about race and racism in higher education. Drawing from Critical Race Theory, we merge our collective experiences of teaching about race into a composite counterstory that focuses on Becky, a white woman who is resistant to engaging with her whiteness in the classroom. Utilizing Women of Color feminisms and particularly Chicana/Latina feminisms, we center our bodies as a vessel that carries knowledge as we process and physiologically respond to experiences of white resistance in the classroom. We argue that white student resistance to learning about racism in the classroom stays imprinted on our bodies, creating an invisible taxation in addition to the myriad forms of oppression that Women of Color face within the realm of higher education…. [Direct]

Danica E. White; Eun Jung Paik; Lana Munip (2024). Black Students' Experiences and Perceptions of the Library at a Predominately White Institution. portal: Libraries and the Academy, v24 n3 p613-631. In this study, researchers investigated the library experiences of Black undergraduate students at Penn State in University Park, a predominately white institution. Their goal was to improve services and spaces and to highlight and validate experiences with race, racism, and microaggressions on campus and in the library. Twenty undergraduate students were interviewed and asked to talk about their experiences and how these affected their perception of the University Libraries. Using the lens of critical race theory, which sees race as a socially constructed category used to oppress people of color, this study seeks to present a counternarrative to the prevailing dominant view of the library as a neutral space. Several consistent themes were identified. The themes included, but were not limited to, a low awareness of library services, lack of Black representation in the University Libraries, and a general lack of comfort within the library space…. [Direct]

Deborah Greenblatt; Melanie D. Koss (2024). Antisemitism as an Integral Part of Anti-Bias Educational Policies and Practices. Journal for Multicultural Education, v18 n4 p385-395. Purpose: The purpose of this paper is to show how the impact of White Supremacy and Christian hegemony on the educational system. By highlighting interconnectedness across targeted groups, the authors assert that through coalition building, groups are stronger than they would be working alone. Solidarity gives hope to combating hatred of all kinds. Learning that there is a long history of antisemitism is an important component of fighting bias. With book banning and controversy over teaching critical race theory in schools, it is important that educators reflect on their social justice education. Design/methodology/approach: The authors analyze the definitions and enactment of multicultural, culturally responsive and anti-bias education as well as critical theory. They then investigate how antisemitism is of concern to all identities targeted by White Supremacy and Christian Nationalism (LGBTQIA+, minoritized races, non-Christians, etc.) and the importance of education in fighting… [Direct]

Chelda Smith Kondo (2024). Pedagogy of Humanization: Preparing Teachers for Culturally Sustaining Classrooms. Educational Psychology: Meaning Making for Teachers and Learners Series. Myers Education Press The purpose of "Pedagogy of Humanization: Preparing Teachers for Culturally Sustaining Classrooms" is to build a critical mass of educators who know how to employ the principles of critical pedagogy in elementary classrooms. This includes attention to the various knowledge, skills, and dispositions required of critical pedagogues in their curricula, instruction, assessment, classroom environment, and relationships. From Critical Race Theory (CRT) to restorative justice-oriented classroom management, the theoretical is made practical. Moreover, the structure of the book follows the curriculum of a traditional teacher education program, making it complementary to any teacher education course. The "Pedagogy of Humanization" is the first book to bring together the practice (how) and theory (what and why) of inclusive and asset-based teaching. In this book, a group of teacher-educators across disciplines explore their personal and professional identities to reveal the… [Direct]

Adams, Melanie A. (2017). Deconstructing Systems of Bias in the Museum Field Using Critical Race Theory. Journal of Museum Education, v42 n3 p290-295. With today's fast-paced, ever-changing cultural, political, and social landscape, museums are in a unique position to provide visitors with the opportunity to connect and reflect on the world around them. From issues of social justice to immigration to reproductive rights, communities across the country are seeking spaces that allow and encourage them to have challenging conversations. Museums need to embrace this new role. While working on her dissertation, author Melanie Adams encountered critical race theory (CRT). Through the use of CRT, she discovered a language and a framework that addressed the racial realities of her world as a person of color. As her work in museums became more centered on issues of race, she began looking at how she could use the tenets of CRT to create programs that challenge rather than reinforce the racial status quo. When applied to the education field, CRT examines how African-American students experience and respond to their educational environment…. [Direct]

Clark, Christine; Marrun, Norma A.; Mauldin, De'Ana R.; Plachowski, Tara J. (2021). "Teachers Don't Really Encourage It": A Critical Race Theory Analysis of High School Students' of Color Perceptions of the Teaching Profession. Multicultural Education Review, v13 n1 p3-24. Seeking to enhance efforts to diversify the teaching profession, this article centers the educational experiences of high school Students of Color. Using a Critical Race Theory framework, this study examines the relationship between Students' of Color school experiences and their perceptions of the teaching profession. Findings reveal that these students perceive the teaching profession as a boring, undervalued, and white profession, and that conversations about pursuing college and exploring a career in teaching are absent from the classroom or presented as only the purview of white students. Race conscious recommendations to encourage and support Students of Color to pursue college and to explore a teaching career are presented…. [Direct]

Fredeisha Harper Darrington (2022). The Dyslexia Disparity: An Examination of Inequities in the Identification and Intervention of Early Learners of Color. ProQuest LLC, Ph.D. Dissertation, The University of Alabama at Birmingham. Although Black students are overrepresented in the special education (SPED) population within the educational system in the United States, the number of Black students identified with dyslexia can be concluded to be significantly lower (Annamma et al., 2018; Farkas et al., 2020; Sullivan & Bal, 2013). With experts positing that dyslexia affects as many as one in five persons, attention to this matter is needed especially regarding the youngest Black students (Hyles & Hoyles, 2010; Moats & Dakin, 2017). The characteristics of dyslexia are manifested in neurological processes surrounding reading abilities, thought processes, and motor skills (Moats & Dakin, 2017). This study attempts to offer awareness of the lack of identification and remediation for Black students affected by dyslexia and how this lack of identification and remediation occurs. Employing a case study approach, the research study focuses on one urban area school district, its processes and protocols,… [Direct]

Cassaundra Victoria Guzman (2024). Las Voces Poderosas: Valuing Latine Undergraduate Perspectives When Re-Assessing Holistic Student Supports at Predominantly White Institutions. ProQuest LLC, Ph.D. Dissertation, Syracuse University. Within the last decade, scholars of color have researched and advocated for better support for first-generation, Latine students, in particular through the critical analysis of the impact of the campus racial climate (Franklin et al., 2014; Huerta & Fishman, 2014; Hurtado & Alvarado, 2015; Kouyoumdijan et al., 2017). These reimagined supports include but are not limited to: increase in faculty and staff of color, increase funding for spaces designated for these students, easier access to mental health resources, and an overall emphasis on nurturing the well-being of Latine students. This study, in part, addresses how educators at Predominantly white Institutions can better serve underrepresented students through becoming more knowledgeable of the systemic obstacles they face. The methodologies that anchor this qualitative study stem from critical race methodology as defined by Solorzano & Yosso (2023); Critical Race Theory and Latine Critical Race Theory. This study… [Direct]

James Wright (2024). Racist Norms Until Interests Converge: A Long Tradition of Egregious Educational Policy Patterns and Global Implications. Journal of Educational Administration and History, v56 n3 p275-292. This article contextualises the crisis in Black education and the death of a 100-year-old Black educational system resulting from an unintended consequence of Brown: the excavation of thousands of highly educated and skilled Black educators. This theoretical article advances the literature on Brown using two critical race theory (CRT) tenets, the permanence of racism and interest convergence, to discursively trace the regression of Black education. This article illustrates the myriad ways interest convergence and the permanence of racism contribute to crises in Black educational systems and the death of a 100-year-old Black educational system. A limitation of CRT in education is the homogenous treatment of Black people despite their variations and conditions. Additionally, analysing connections between Brown, ESEA, and NCLB needs further examination. Finally, I advance that Black resistance to the permanence of racism in the US had global interest convergence implications and aligned… [Direct]

Amy K. Marks; Genevieve Alice Woolverton (2024). An Integrative Model for the Development of Anti-Racist Behavior in White Adolescents. Journal of Adolescent Research, v39 n4 p917-949. We propose an integrative model for the development of anti-racism in white adolescents that unpacks and combines critical consciousness, color consciousness, anti-racism, and Critical Race Theory frameworks. Black and Brown youth in the U.S. face increasing rates of peer-directed racism, which contribute to long-term negative physical, psychological, academic, and behavioral outcomes. Despite increased focus on how critical consciousness and anti-racism develop uniquely in adolescence, there are no existing theories that provide an integrated, comprehensive model of anti-racist development in white adolescents. Our model unpacks and reorganizes the core features of four prominent theories into cognitive, psychological, and behavioral components of anti-racism development in white adolescents based on existing research to support a next-generation of hypotheses for future research. In doing so, we aim to provide a contemporary theoretical foundation for research that will elucidate… [Direct]

Ruth M. L√≥pez (2024). Braiding Together Critical Race Feminista Participatory Action Research: Conceptual and Methodological Considerations. International Journal of Qualitative Studies in Education (QSE), v37 n5 p1307-1320. In this article, I discuss conceptual and methodological considerations for the design and implementation of Critical Race Feminista Participatory Action Research (Critical Race Feminista-PAR) projects in higher education. I share some theoretical considerations of Critical Race Feminista praxis and methodologies that have been made by scholars who bridge critical race theories and Chicana feminist epistemology and then offer considerations for areas of expansion for Critical Race Feminista methodology. I also provide an overview of the social justice and liberatory origins of PAR and examples of other "braided" approaches of PAR that help inform Critical Race Feminista-PAR. To illustrate the application of this methodology, I provide an example from a previous study I co-constructed along with Latina higher education staff, administrators, and students that had elements of Critical Race Feminista-PAR. This article has implications for how Critical Race Feminista-PAR can be… [Direct]

Daniel P. Hallahan (2024). Welcome to the Destruction of Special Education in the Name of Ideology. Exceptionality, v32 n2 p71-76. Special education stands at a pivotal juncture, confronting both existential challenges and transformational opportunities. The U.S. Department of Education's Office of Special Education Programs (OSEP) is not upholding its mandate of promoting the Individualized Education Program (IEP). I underscore the centrality of the IEP in the "Individuals with Disabilities Education Act" (IDEA) and argue that the continuum of alternative placements (CAP) is essential for delivering individualized, intensive instruction that may not always be feasible in general education settings. The emergence of Disability Critical Race Theory (DisCrit) has added to the vulnerability of special education as a discipline. Special education is built on a long tradition of scientific research, and the unbridled assault by some DisCrit devotees on special education practices supported by research, such as positive behavioral interventions and supports (PBIS) risks denying students the benefit of… [Direct]

Akala, Beatrice M'mboga (2019). Intersecting Human Development, Social Justice and Gender Equity: A Capability Option. Education as Change, v23 Article 4080. The greatest achievement of any education system lies in its ability to harness and develop human capabilities indiscriminately. This paper aims to show that the development of capabilities is crucial in bolstering individual well-being while at the same time propelling human beings to function adequately at various levels in society. I argue that, for a symmetrical development of capabilities to be attained for all, institutionalised unfreedoms that are perpetuated through entrenched classism, racism and sexism need to be addressed. The claims in this paper respond to the dilemma of continued marginalisation of women in South African higher education by arguing that a capability approach (CA) to human development should be considered as a possible framework through which gender and gendering can be investigated and evaluated. The paper has adopted a critical exploration methodology in discussing theories of social justice and a capability approach to human development. The paper… [Direct]

Cooper, Martin; Gray, Jan; Gringart, Eyal; Macdonald, Mary-Anne; Ngarritjan Kessaris, Terry (2018). A 'Better' Education: An Examination of the Utility of Boarding School for Indigenous Secondary Students in Western Australia. Australian Journal of Education, v62 n2 p192-216 Aug. Over the past 10 years, great improvements have been observed in the Year 12 attainment rate of Indigenous Australians. This has been due, in part, to government funding of programmes aimed at improving education opportunity for Indigenous Australian students, including funding of scholarships for students from remote areas to attend boarding schools. The current qualitative study investigated the perspectives of school leaders and Indigenous secondary students across the Australian state of Western Australia, on the utility and impact of this boarding provision. Students identified that boarding education allowed them to achieve a dual goal of meaningful career pathways and improved health outcomes, although they faced challenges unique to the Indigenous boarding school experience in terms of student self-concept, racism, homesickness and post-school transitions…. [Direct]

Hopson, Rodney K.; Siple, Bonnie J.; Sobehart, Helen C.; Turocy, Paula Sammarone (2018). Factors That Impede and Promote the Persistence of Black Women in Athletic Training Programs. Athletic Training Education Journal, v13 n2 p131-147 Apr-Jun. Context: Black women are dramatically underrepresented in the health care profession of athletic training. The research identifies impeding barriers such as racism, sexism, lack of support, and unpreparedness to the successful college completion of ethnically diverse students. However, there are black women who have successfully overcome those impeding barriers to become athletic trainers (ATs). Mentoring is one factor that has been identified as supportive to the retention of ethnically diverse college students. Objective: The purpose of this qualitative study was to identify impeding barriers and promoting factors affecting the retention and credentialing of black women ATs. Design: Qualitative. Setting: Education. Patients or Other Participants: Ten certified ATs who self-identify as black women and matriculated through athletic training programs over the last 4 decades. Main Outcome Measure(s): The perceived factors that impede or promote successful college retention and… [Direct]

Boveda, Mildred; Clement, Valencia; Jackson, Johnnie (2021). Rappers' (Special) Education Revelations: A Black Feminist Decolonial Analysis. Curriculum Inquiry, v51 n1 p98-117. Using methods informed by ethnomusicology, this study highlights lyrical themes in songs and visual imageries created by Black rappers who attended public schools in the United States. Our analysis reveals the anti-Blackness and ableism these artists encountered and uncovers ideologies conflating Blackness, disability, and inferiority within school-based contexts. The lyrics include rappers' autobiographical accounts, interpretations of first-person narratives, or stories about P-12 students and educators. We begin by situating ourselves as three Black scholars with distinctive geographical and generational entry points into Hip Hop and US special education. We anchor our analysis with Black feminist and decolonial theories that function as the conceptual framing for our contribution to (Black) curriculum studies. We found six lyrical themes spanning across four decades and varying US regions where rap music rose to national prominence. Black rappers offer revelations about… [Direct]

Aaron, Robert W.; Busby, A. Katherine (2021). Advances, Contributions, Obstacles and Opportunities in Student Affairs Assessment. Occasional Paper No. 52. National Institute for Learning Outcomes Assessment Just over ten years ago, John Schuh and Ann Gansemer-Topf authored NILOA Occasional Paper #7, "The Role of Student Affairs in Student Learning Assessment" (2010). The authors identified contributions and challenges for student affairs assessment and called on student affairs professionals not only to develop meaningful programs and services, but also to verify that those experiences add "value to the student experience at the institution" (p. 6). A decade has passed since student affairs professionals were called to demonstrate student learning through their initiatives and some questions come to mind. How did student affairs professionals respond to this challenge? How did they implement their assessment efforts over the past ten years? Moving forward from 2020, how will student affairs professionals respond to the challenges now facing higher education including challenges induced and exacerbated by the COVID-19 pandemic and calls to address institutionalized… [PDF]

Allison N. Lee (2021). Lived Experiences of African American Administrators at Predominantly White Institutions. ProQuest LLC, Ed.D. Dissertation, The University of North Carolina at Greensboro. The purpose of this study was to explore the experiences and perceptions of African American administrators — particularly in relation to upward mobility, perception of value, and challenges faced — who are employed by predominantly White institutions. In this qualitative study, I interviewed ten administrators from eight different universities. Administrators first addressed how they chose their current institutions, the role that mentorship played in their lives and careers, and challenges that they faced as minority staff members at a PWI. Administrators then shared their perception of value at their respective universities, thoughts pertaining to upward mobility for African American administrators at PWIs, the role that race has played in their work environment, and coping mechanisms. My research study findings show that largely positive experiences of participants were heavily related to the opportunity for upward mobility, perceptions that they were valued, support through… [Direct]

Shinwe Parks-Shelton (2023). Perceptions of Leadership Preparation Programs: Meeting the Needs of Black Students. ProQuest LLC, Ed.D. Dissertation, Concordia University Chicago. University preparation programs are designed to prepare educators and future educators for educational leadership positions, such as school principals or superintendents. While degree programs are designed to increase the effectiveness of future school leaders and prepare students for the job requirements, research on the efficacy of such programs is mixed. Courses in principal preparation programs have little connection to k-12 issues or relevance to the expectations and demands of the modern-day administrator. More specific, preparation programs do not adequately prepare school leaders to address issues regarding the impact of race and class on students. Using critical race theory and social justice theory, the purpose of this qualitative case study was to understand how leaders in urban schools describe their leadership training and their ability to support the social-emotional wellbeing of Black students. Data was collected through interviews with 10 school leaders and a review… [Direct]

Phan, Tiphany; Rushek, Kelli A.; Vlach, Saba Khan (2023). Experiencing the Cycles of Love in Teaching: the Praxis of an Early Career Asian American ELA Teacher. English Teaching: Practice and Critique, v22 n4 p546-564. Purpose: Early career teachers (ECTs) of Color are key in making change, resisting racism and pushing back against white supremacy in K-12 education, specifically in English Language Arts (ELA) classrooms. Through a narrative telling inquiry (Clandinin and Connelly, 2000) of Nora, an Asian American ELA ECT in the Midwest, and by drawing on Fisher's (2011) Critical Integral Pedagogy of Fearlessness, this study aims to recognize the narrative power within teaching praxis as Nora stories herself toward becoming a critical pedagogue. Design/methodology/approach: Using narrative inquiry methodology and methods (Clandinin and Connelly, 2000), the authors simultaneously considered the commonplace tenets of narrative inquiry — temporality, sociality and place — of the intertwined relationships of the participants and observers. The field texts included in the corpus of data include myriad tellings of Nora's experiences in her initial years of teaching ELA. Data were analyzed in stages of… [Direct]

Buell, Jason Y.; Chen, Grace A. (2018). Of Models and Myths: Asian(Americans) in STEM and the Neoliberal Racial Project. Race, Ethnicity and Education, v21 n5 p607-625. This paper examines historical and contemporary racializations of Asian(Americans) within the STEM system. The prevailing perception of Asian(Americans) as model minorities masks how their multiple and contradictory positionings in the STEM system perpetuate the neoliberal racial project and reproduce systems of racism and oppression. Through a multidisciplinary analysis of STEM education and industry, we demonstrate that the shifting racialization of Asian(Americans) secures advantages for White Americans by promoting meritocracy and producerism and justifies White supremacy. By serving these functions, the racialization of Asian(Americans) within the STEM system is central to the neoliberal racial project. This paper also suggests how STEM education researchers can reveal and resist, rather than veil and support, the neoliberal racial project in STEM…. [Direct]

Sherrene Henrietta DeLong (2024). Desis in the Divide: Leveraging Our Liminality and Subverting the Stereotypes to Navigate White Supremacy in Higher Education. ProQuest LLC, Ph.D./HE Dissertation, Azusa Pacific University. This study explored the experiences and contributions of South Asian Americans actively engaged in advancing diversity, equity, and inclusion (DEI) initiatives within the realm of higher education. The research question that framed this study was: What are the lived experiences of South Asian American DEI educators in higher education? Supporting questions included: How do South Asian Americans who have embraced DEI work professionally understand our perceived success, the harms of racism, and our responsibility in the work of racial justice? Given these lived experiences, how do we consider our roles as DEI educators amid the Black-white continuum of racial justice in the United States? I employed a hermeneutic phenomenological methodology to understand the lived experiences of 10 DEI practitioners of South Asian descent across the United States. Three main findings emerged. The first theme, Aunties at the Function, describes how my participants experienced much of their work in… [Direct]

Capper, Colleen A. (2015). The 20th-Year Anniversary of Critical Race Theory in Education: Implications for Leading to Eliminate Racism. Educational Administration Quarterly, v51 n5 p791-833 Dec. Purpose: Though the first published application of critical race theory (CRT) to education occurred 20 years ago, implications of CRT for educational leadership did not occur until L√≥pez conducted a CRT analysis of the politics of education literature in 2003. No publications explicitly identify the implications of CRT for leadership practice. Given the gap in the literature, the research question that anchors this article asks, "How can CRT inform educational leadership to eliminate racism?" Research Method: To address the research question, I conducted a literature analysis of CRT in educational leadership, identified the CRT tenets that guided each publication, and derived six primary, interrelated CRT tenets from this analysis. I also extracted from the publications explicit and implicit implications for leadership practice as these implications related directly to each of the six CRT tenets. Findings/Implications: I describe each of the CRT tenets and explain how each… [Direct]

Gallagher, Tony (2021). The Democratic Imperative for Higher Education: Empowering Students to Become Active Citizens. Liberal Education, v107 n2 Spr. The blows of the financial recession of 2007-09 and now the COVID-19 crisis have emboldened populist political leaders across the globe. Their platforms typically involve a mixture of nativist or nationalist tropes, often infused with hostility to refugees and immigrants and built upon foundations of racism and intolerance. The internet provides access to a hitherto unimaginable amount of information and the means for its lightning-fast dissemination, while also permitting populist leaders to spread lies and misinformation just as quickly. Also the commercial imperative in social media that clusters the like-minded, originally for the purpose of targeted advertising, also means that people are bombarded by messages confirming their beliefs, discouraging any critical discernment. One of the core social objectives of education is to prepare children and young people to become active and responsible individuals, equipped with the competences that will enable them to have a full and… [Direct]

Danns, Dionne (2018). Policy Implications for School Desegregation and School Choice in Chicago. Urban Review: Issues and Ideas in Public Education, v50 n4 p584-603 Nov. School desegregation in Chicago was derived from the implementation of the 1964 Civil Rights Act. This article follows the formation of this policy to its implementation in Chicago. First, the federal government used the Civil Rights Act to garner school desegregation. Then, the Chicago Board of Education created desegregation plans for Chicago Public Schools which included school choice options. Finally, the article uses the oral histories of 68 graduates of three Chicago public high schools to demonstrate how the policy was utilized. The entire process reveals the continuation of institutional racism as school desegregation in Chicago was effectively limited as only a few Black and Latino students benefited from school desegregation…. [Direct]

Jamnah, Donnalie; Zimmerman, Jonathan (2022). Policy Dialogue: The War over How History Is Taught. History of Education Quarterly, v62 n2 p231-239 May. Conflict over the curriculum is nothing new in American public education, which has never been insulated from the culture wars. In the past few years, conflict over the teaching of race has torn through history and social studies classrooms, inciting the most serious fight over America's past since the last "history war" in the 1990s. At issue in the current conflict are debates over what schools should teach K-12 students about the history of race and racism in the United States. The chief flashpoint in this fight has been the "New York Times's" 1619 Project, led by journalist Nikole Hannah-Jones, which seeks to retell the story of America's founding through the lens of racial inequality. Pushback on the 1619 Project has included the Trump administration's 1776 Commission, which produced a series of proposals seeking to ban 1619-aligned curricula and oppose critical race theory. For this policy dialogue, the "HEQ" editors asked Donnalie Jamnah and… [Direct]

Mark Villar Alabanza (2020). Inequities, Support, and Success: Influences on Native American Students' Sense of Belonging in Public, Postsecondary Education. ProQuest LLC, Ed.D. Dissertation, California State University, Stanislaus. Endemic issues of racism and colonialism create barriers to Native American students' access to higher education. Using tribal critical race theory (TribalCrit) as a theoretical underpinning, this study explored how Native American students develop and experience a sense of belonging at a public, postsecondary institution. Using a phenomenological approach, I interviewed and analyzed Native American students' stories regarding their sense of belonging in higher education. Themes emerged that revealed connections between students' educational experiences and connections to their cultural heritage prior to entering college and development of sense of belonging through campus spaces and relationships with faculty, staff, and fellow Native American students that contributed to bicultural efficacy and enculturation. Findings suggest that culturally affirming practices contribute to development of sense of belonging which serves to nourish Native American students' self-affirmation and… [Direct]