Francis L. Collins; Kyle Tan; Logan Hamley; Rituparna Roy; Waikaremoana Waitoki (2024). A Critical Race Analysis of Maori Representation in University Strategic Documents in Aotearoa New Zealand. Race, Ethnicity and Education, v27 n4 p538-558. Following the recent claims lodged at two universities in Aotearoa New Zealand alleging the existence of racism, there has been scepticism towards the professed commitments by universities to create an inclusive and safe environment for Indigenous Maori. As a Kaupapa Maori-informed study, we (a group of Maori and Tauiwi scholars) employed tenets of Critical Race Theory to examine how the representation of Maori is racialised and subordinated in university strategic documents. We located five predominant discourses portraying different mechanisms that reify whiteness in university practices such as the selective interpretation of Te Tiriti articles, targeted recruitment of Maori, framing of Maori as dependent on the Crown to succeed, commodification of matauranga Maori, and avoidance of conversations about structural racism, colonisation, and racial equity. Our findings suggest that university strategic goal statements need to incorporate a critical race analysis, or else risk… [Direct]

Dosun Ko; Sumin Lim; Yehyang Lee (2024). Marginalization at the Intersection of Language, Culture, and Disability: Systemic Contradictions Perceived by Special Education Teachers in Serving Culturally and Linguistically Diverse Students with Disabilities in South Korea. Peabody Journal of Education, v99 n1 p42-64. In 2018, 13.3% of culturally and linguistically diverse (CLD) families with international marriages had at least one child with a disability enrolled in South Korean public schools. Increasing school diversity requires special education teachers to bring new professional knowledge(s) and identities to meet the unique needs of CLD students with disabilities. Drawing on an interdisciplinary lens informed by disability critical race theory and cultural-historical activity theory, we conducted an instrumental case study to investigate the systemic contradictions that special education teachers experience in serving CLD students with disabilities. The results highlight how the intertwining of ethnicity-based racism, monolingualism, and patriarchal ideology shapes (in)visible deficit ideologies that mediate teachers' everyday interpretation, pedagogical practices, evaluation, and communication. Coupled with harmful deficit ideologies, the lack of systemic support in special education… [Direct]

Jess Mullen (2024). A Materialist Antiracism: Racial Capitalism and the Case for Reparations for Music Education. Philosophy of Music Education Review, v32 n2 p130-147. In this essay, I articulate the value of understanding antiracism from a materialist perspective, drawing from the concept of racial capitalism. I critique the lack of accounting for race in class-first paradigms of critical scholarship in music education, arguing that racial hierarchy laid the foundation for capitalist exploitation through colonialism. Employing critical race theory, I discuss the racial nature of class formation in the United States, focusing on the connection between housing, school funding, and so-called high-performing music programs. I then discuss the limitations of current anti-racist scholarship in music education, suggesting that its focus on representation and classroom practice neglects the material conditions that shape music teaching. Drawing from Ol√∫f√©mi T√°√≠w√≤'s work, I propose a constructive approach to reparations in music education that attends to the material and symbolic aspects of white supremacy inside and outside of the music classroom. By… [Direct]

Brittany L. Jones (2024). "I Don't Want Her to Think She Is the Problem": Amplifying Black Caregivers' Feelings and Perspectives about Anti-CRT Legislation. Multicultural Perspectives, v26 n4 p231-239. In recent years, under the guise of anti-CRT legislation, politicians nationwide have attempted, and at times succeeded, in prohibiting the teaching of race and racism in PK-12 public schools. Although these laws target a theory not taught in elementary and secondary schools, too often the voices and feelings of caregivers from marginalized communities are omitted from educational policy decisions. This qualitative study examines Black caregivers' feelings toward anti-CRT legislation, focusing specifically on their perspectives about the teaching of antiBlackness and race in their children's high school U.S. history classes. Guided by Critical Race Theory, particularly counterstorytelling, and Black Critical Theory, the findings illustrate the significant role teaching these topics can have on Black students' self-efficacy. Additionally, this study highlights the importance of learning within Black communal spaces, learning from knowledges rooted in the lived experiences of… [Direct]

Goessling, Kristen P. (2018). Increasing the Depth of Field: Critical Race Theory and Photovoice as Counter Storytelling Praxis. Urban Review: Issues and Ideas in Public Education, v50 n4 p648-674 Nov. "Thru the Lenz" was a youth participatory action project in which a group of urban high school students explored their lives and communities through art, photography, and narrative. Drawing on data from Thru the Lenz, I deploy CRT to reimagine the research space as a place for counter storytelling. Majoritarian stories are stories that invoke and perpetuate white privilege, are based on racist ideology, are pervasive and are told by whites as well as people of color (Sol√≥rzano and Yosso in Qual Inq 8:23-44, 2002a). Counter stories are a method and a tool that enable a deeper understanding of the stories the youth co-constructed though their photos and narratives and also challenge the majoritarian stories told about them, their school, and community (Sol√≥rzano and Yosso in Qual Inq 8:23-44, 2002a). Specifically, I present the research praxis organized in the form of an emerging counter story based on two key themes: "good community and successful school." When… [Direct]

Meagan M. Jordan; Ron Carlee; Vickie Tyler Carnegie (2024). Training for the Reality of Diversity: Applying the DEI Training Ladder to a MPA Core Course. Journal of Public Affairs Education, v30 n1 p52-74. The effective public sector must facilitate relationships between the government and the public that reflect the increasing cultural diversity of their communities. With the reality of increasing diversity and heightened awareness of the impact of public policies within this expanding reality, public service programs must prepare future public and nonprofit managers. By synthesizing concepts from Critical Race Theory and Cultural Competency, this article creates the DEI Training Ladder as a training framework. Then, the framework is applied to the case study of a specific Master of Public Administration program's DEI core course. The DEI Training Ladder guides the preparation and execution of the course. As a result, the course emphasizes cultural and diversity awareness, disparate policy impacts, and DEI practices. This case study outlines the course context, content, and structure followed by course impact based on student reflections. The concluding discussion makes implementation… [Direct]

Nguyen, Nhu; Wu, Lin (2022). From Yellow Peril to Model Minority and Back to Yellow Peril. AERA Open, v8 n1 Jan-Dec. During the COVID-19 pandemic, some perceptions of Asian Americans in the United States shifted as anti-Asian hate crimes escalated. However, little is known about how these shifting views manifest in K-12 schools. This qualitative case study uses Asian critical race theory to examine how two Southeast Asian American students faced exclusion and erasure before and during the COVID-19 pandemic and how their Southeast Asian American teacher advocated for them at a public elementary school in the Pacific Northwest. Implications include how researchers can pursue inquiries about Asian American students' holistic development and how in-service and pre-service teachers can address anti-Asian xenophobia…. [PDF]

Tanara L. Teal-Tate (2024). Unmasking the Colors of Opportunity: First-Generation Black and Hispanic College Students' Restorative Journeys at a R1 Institution. ProQuest LLC, Ed.D. Dissertation, The University of Memphis. This narrative inquiry study explored how higher education impacted undergraduate students' retention, focusing on first-generation college students (FGCS) of color at an urban public R1 university in the mid-South. A key objective was to understand these students' challenges today and how the intersection of their identities influenced their experiences with academic support programs. I also inquired about the strategies students can use to succeed and what they found most helpful during their time at the R1 university. The study, grounded in Critical Race Theory, examined how seven Black and Hispanic undergraduate students navigated systemic barriers, utilized support services, and persisted in higher education. Semi-structured interviews were conducted with sophomores, juniors, and seniors to understand their expectations, perceptions of campus climate, valuable resources, and factors influencing retention. This study focused on how students perceived the support they received… [Direct]

Lisette E. Torres (2024). A Litany for Survival in Pandemic Times – DisCrit Mothering and Radical Love. International Journal of Qualitative Studies in Education (QSE), v37 n9 p2567-2581. This is a critical autoethnography informed by Critical Race Theory (CRT) and Dis/ability Critical Race Studies (DisCrit) that explores the notion of DisCrit mothering in the context of the COVID-19 pandemic. I use my experiences as a disabled Latina motherscholar and mindfulness practitioner to reflect on how I mother my two young children and foster radical love in educational spaces. I present the pandemic context and how it relates to compassion fatigue and a litany for survival but also offer the pandemic as an opportunity for personal and collective transformation. I use the narrative of "sacrificio", a teacher's note from school, and a "giftedness" program to discuss how I try to resist internal and external pressures to conform to ableist mindsets and practices by cultivating radical love, solidarity, and critical questioning in myself and in my children. I end this work with hope and love for the next generation of DisCrit, social justice warriors…. [Direct]

Ashlee Sandiford (2024). What's with All This Race Talk Anyway? A Literature Review on Antiracist Education. in education, v29 n1 p50-78. This article reviews the developing literature on antiracist education and the emerging frameworks for recognizing racism in educational spaces. Much of the literature draws on critical race theory as the underlying framework to conceptualize race and racism. Many scholars emphasize the need for antiracist practices in K-12 education. There was, however, significant research evidence that suggested a gap between antiracist pedagogy and knowledge and the actual implementation into everyday teaching practices. The review also found evidence of suggested strategies teacher education and school division professional development programs should engage with to help aid the implementation of antiracist education in schools and classrooms–evidently, the review points to the importance of faculty (educators, support staff, administrators, superintendents and school division employees involved in policy development) to reflect on their experiences with race. I conclude with an invitation to… [Direct]

Jess Crilly (2024). Diversifying, Decentering and Decolonising Academic Libraries: A Literature Review. New Review of Academic Librarianship, v30 n2-3 p112-152. The terms Diversifying, Decentring and Decolonising characterise the ways that academic libraries are engaging with social justice issues, through multiple theoretical perspectives epitomised by the rejection of libraries as neutral spaces. The review covers numerous case studies of critically informed action, or praxis across a variety of functional areas and institutional settings. The review describes diversity work in libraries and the limitations of diversity on its own to address a LIS culture of Whiteness, the embedding of critical librarianship, and the rapid update of decolonisation discourse and practices. The review notes the LIS response to the combined threats of populism, or Trumpism, COVID-19 and police brutality and racism. The review concludes that the impact of those increased commitments to anti-racism is yet to play out, though some evaluation has started. The uptake of Critical Race Theory in LIS is a significant development that provides both theoretical… [Direct]

Miltonette Olivia Craig; Tiffany Puckett (2024). We Are Still Separate and Definitely Unequal: Reflections of Urban School Leaders. International Journal of Qualitative Studies in Education (QSE), v37 n9 p2653-2671. In 1954, the U.S. Supreme Court's landmark ruling in Brown v. Board of Education overturned the "separate but equal" principle promulgated in 1896 in Plessy v. Ferguson. Yet, almost 70 years after Brown, schools continue to be segregated, and the structure of the public education system has fostered inequities across the nation. Although there have been legal challenges to the conditions and disparities within schools, many urban districts are still impacted by Plessy-like logic and policies that reflect white supremacy, essentially legitimizing social inequity. Stories of racial segregation, as well as unequal instruction and funding, continue to define many urban school districts. This paper will offer findings from in-depth interviews with urban school leaders. Their perspectives, examined through a critical race theory lens, highlight continued disparities and obstructions in access to literacy, education, and opportunity affecting Black students–demonstrating a… [Direct]

Driskell, Wyatt (2023). Naming the Unnamed: A Millsian Analysis of the American Educational Contract. Race, Ethnicity and Education, v26 n4 p497-515. This article uses Charles W. Mills' Racial Contract to interrogate the political, historical, and philosophical roots of the conservative campaign against critical race theory (CRT) in schools. Prescribing that political power will be used to maintain a white supremacist racial hierarchy, the Racial Contract connects itself to American schools through what I have termed the American Educational Contract (AEC). To investigate these connections, I rely upon critical race hermeneutics (CRH) to better understand how American educational history and philosophy have been interpreted in ways that legitimate and normalize the whiteness inherent in the AEC. Finally, I demonstrate how the American Right resurrected time-tested tactics of the white polity — fiscal oppression, epistemological tampering, and emotional responses — to leverage the unique power of schools and reify Mill's Racial Contract…. [Direct]

Bethea, Canaan; Call-Cummings, Meagan; Chen, Xiaowen; DeMulder, Elizabeth; Dodman, Stephanie; Frank, Toya; Letiecq, Bethany; N'Diaye, Neesa; Sansbury, Amber B.; Shaklee, Beverly; Vesely, Colleen K.; View, Jenice (2023). Putting Antiracism into Action in Teacher Education: Developing and Implementing an "Antiracist Pedagogy Course Audit". Journal of Early Childhood Teacher Education, v44 n4 p943-961. Underscored by a long overdue call to challenge racism in teacher education (TE), we set forth to examine our own university TE classrooms to understand how we are both perpetuating and disrupting systemic racism and decentering whiteness, such that we can move toward sustained antiracist pedagogy for ourselves, our institutions, teacher candidates, and school communities. Undergirded by Critical Race Theory, this paper presents the development of an "Antiracist Pedagogy Course Audit" — a tool to develop instructor capacity to engage in critically reflective practices in five key areas: 1) Instructor Critical Consciousness; 2) Understanding Students' Backgrounds and Experiences; 3) Course Readings and Content; 4) Classroom Learning Environment; and 5) Assignments and Assessments. We describe early implementation, process-oriented mechanisms for adaption, and applications of the tool in an early childhood education teacher education course…. [Direct]

Rebeca Heringer (2023). Hospitality, Self-Determination, and Black Refugee Students in Manitoba. Canadian Journal of Education, v46 n1 p56-79. A large number of refugees come to Canada every year, supporting the government's claims that they are encouraging of "cultural diversity." Nonetheless, the pervasiveness of racism and the paucity of research focused on the intersectional identity of Black refugee students raises several concerns, especially in light of the White savior myth that is embedded in a White society like Canada. Based on the ethic of hospitality, self-determination theory, and the tenets of critical race theory, this case study explored the hospitality of K-12 schools for Black refugee students in Manitoba. Through the voices of five students, this research demonstrates how students' needs for autonomy, relatedness, and competency were often threatened by racist (in)actions of teachers and classmates, thus negatively impacting their educational experience…. [PDF] [Direct]

Donnor, Jamel K. (2021). White Fear, White Flight, the Rules of Racial Standing and Whiteness as Property: Why Two Critical Race Theory Constructs Are Better than One. Educational Policy, v35 n2 p259-273 Mar. Despite earning the highest grade point average (GPA) in her graduating class at the recently integrated Cleveland High School (CHS) in Cleveland, Mississippi, Ms. Jasmine Shepard, an African-American female, was named "co-valedictorian" with Ms. Heather Bouse, a White female, who had a lower GPA. Utilizing Derrick Bell's rules of racial standing theory and Cheryl Harris' analytical construct whiteness as property, this article examines Ms. Shepard's lawsuit against the Cleveland School District. In addition to explaining how White flight was deployed as a policy distraction to justify the inequitable treatment of Ms. Jasmine Shepard, this article posits that the specter of Ms. Shepard becoming Cleveland High School's first Black valedictorian triggered area Whites' fear of losing the property value of their whiteness…. [Direct]

Binder, Melissa; Chavez, Mario Javier; Erwin, Christopher; L√≥pez, Nancy (2018). Making the Invisible Visible: Advancing Quantitative Methods in Higher Education Using Critical Race Theory and Intersectionality. Race, Ethnicity and Education, v21 n2 p180-207. We appeal to critical race theory and intersectionality to examine achievement gaps at a large public university in the American southwest from 2000 to 2015. Using white, high-income women as our reference group, we report linear combinations of marginal effects for six-year graduation rates and developmental course taking across 20 distinct social locations varying according to race-ethnicity, gender, and class. We find substantial achievement gaps that remain unseen in conventional models treating such characteristics as independent. Nearly every group has a significantly lower likelihood of graduation compared to the reference group, and there is substantial variation in estimated achievement gaps. Low-income, American Indian men are approximately 45 percent less likely to graduate within six years relative to the reference group. For high income, black men this gap is approximately 30 percent. Our paper proposes a method and praxis for exploring the complex, interdependent… [Direct]

Yasmene Kimble (2024). The Perspectives of Black Teachers and Administrators on Identity and Career Opportunities. ProQuest LLC, Ed.D. Dissertation, University of Southern California. This narrative qualitative research study delved into the perspectives of Black teachers regarding the accessibility of school leadership and the barriers encountered by school leaders during their transition into school leadership roles. Its objective was to highlight the underrepresentation of Black educators, particularly Black administrators. Since the 1954 "Brown v. Board of Education," the percentage of Black educators has significantly declined. The ruling failed to provide clear guidelines for integrating Black and white schools and staff, resulting in a widespread exodus, demotion, and dismissal of Black educators. Seventy years later, Black educators remain significantly underrepresented. Previous research has inadequately considered the perspectives of Black educators concerning their identity and career paths, along with the barriers face by Black school leaders in attaining administrative roles. Utilizing a narrative design allowed the researcher to collect… [Direct]

Oudghiri, Stephanie (2022). Moving into Critical Spaces: Making Meaning of One Rural Educator's Experiences Working with Latinx Immigrant Students. Rural Educator, v43 n1 Article 3 p13-23 Feb. This research highlights the experiences of one rural educator in a Midwestern elementary school. Initially grounded in Swanson's middle range theory of caring (1991, 1993), the author sought to make meaning of how the participant worked with immigrant students, specifically undocumented Latinx students, through an ethic of care. As tensions emerged from classroom-based observations and interviews, the author chose to draw upon Critical Race Theory (CRT) as a way of examining how racism operates within educational spaces. Guided by Clandinin and Connelly's (2000) narrative form, through the description (telling) and reflection (retelling), the author makes meaning of racial biases, microaggressions, and the exclusion of undocumented Latinx students…. [PDF]

Brita A. Bookser (2024). Unsettling the Unimaginable: A Genealogical Counterstory of Early Care and Education in the United States. Pedagogy, Culture and Society, v32 n4 p885-903. A critical reappraisal of the origin story of early care and education (ECE) in the United States, this article unsettles dominant narratives by investigating the carceral foundations and liberatory strategies that characterise the emergence and sociopolitical evolution of ECE. Integrating Foucauldian counter-historical genealogy and counterstorytelling, a tool from Critical Race Theory, this article advances a "genealogical counterstory" that (1) traces the carceral foundations of ECE across three sites typically exiled from public memory and origin storytelling: plantations, off-reservation boarding schools, and incarceration camps; and (2) describes three emergent themes of womanist anti-carceral praxis evident across the sites: redefinition of educational philosophy, creation of educational third spaces, and fortification of culturally relevant epistemologies. Confronting dominant narratives of ECE origins, this genealogical counterstory illustrates tensions and… [Direct]

Jingzhou Liu; Lily J. Cai; Sameer Nizamuddin; Shibao Guo; Sinela Jurkova (2024). Reclaiming the Radical Roots of Adult Education: Toward Community-Based Anti-Racism Education through Participatory Action Research. New Directions for Adult and Continuing Education, n182-183 p13-25. In this article, we revisit the radical roots of adult education for social change by developing community-based anti-racism education through participatory action research. Drawing on critical race theory (CRT) as its theoretical framework, we incorporate principles of participatory action research (PAR) to conceptualize community-based anti-racism education where community members and academics collaborate as equal partners throughout the process. Three key features emerged out of this analysis to characterize this approach: using people's lived experiences as an entry point to understand contemporary forms of racism, underscoring the importance of participation at the grassroots level, and prioritizing an action-oriented feature of community-based anti-racism education. By combining synergies between CRT and PAR, this approach has the potential to contribute to facilitating collaborative, equitable partnerships in practicing anti-racism education in diverse communities and… [Direct]

Vickie Godfrey (2024). "What's Unexpected?" Interventionist Explanations of Dyslexia. Journal of Literacy Research, v56 n3 p242-267. This phenomenological study explored how five participants used their Texas state-approved definition of dyslexia to identify children with dyslexia as different from those with other global reading difficulties. Drawing on theories from disability studies in education and dis/ability critical race theory, I interviewed participants who identified dyslexia in terms of sociocultural differences, beliefs about intelligence, and reading ability. They frequently left unexamined concerns of race and how explanations of dyslexia privileged white, middle-class children over children of color and children in low-income schools. This study contributes to research that critically examines how these definitions of dyslexia segregate students with reading difficulties based on beliefs about intelligence, sociocultural factors, and the lack of conversations about race. Implications suggest that a growing focus on dyslexia may exacerbate inequalities already present in school systems. Stakeholders… [Direct]

Deryl K. Hatch-Tocaimaza; Eligio Martinez Jr.; Kaleb L. Briscoe; Veronica A. Jones (2024). The Commodification of Men of Color Initiatives: Community Colleges Directors' Experiences with Non-Performative Commitment. International Journal of Qualitative Studies in Education (QSE), v37 n7 p2004-2022. Program directors at community colleges must navigate institutional rhetoric to effectively support Men of Color. This study considers how administrators often exhibit a non-performative commitment to diversity, in that stated commitment might not equate to action. Utilizing a framework grounded in critical race theory and cognitive frames regarding diversity, deficit, and equity, the authors of the study interviewed directors of men of color programs to explore their administrators' commitments to support the work. They also explored the ways that diversity rhetoric affected the success of their programs. Findings revealed that rhetoric often took the place of tangible action, that diversity rhetoric might contradict directors' experiences, and that directors regularly acted as commodities to do the work of diversity with little support. Through this research, the authors offer several implications related to the need for more explicit institution-wide practices that center on… [Direct]

Kaleb L. Briscoe (2024). Black Graduate Students' Counternarratives and Interrogations of a Hate Crime. Journal of Higher Education, v95 n4 p425-449. Hate crimes across the country are becoming more prevalent, and there are growing concerns for higher education and college campuses. White supremacy has been noted as a potential driving force escalating hate and discrimination at disproportionate levels, especially for Black students on predominantly white campuses. This qualitative study described the murder of 2nd Lieutenant Richard Collins III by a white supremacist student, Sean Urbanski at a bus stop at the University of Maryland College Park. I used critical race theory in education and critical race methodology to analyze Black graduate students' counternarratives and interrogations of a hate crime through semi-structured interviews. I described how the juxtaposition of this hate crime influenced campus and national conversations about Black students' proximity to white supremacy. Lastly, participants' counternarratives attested to widespread trauma, which adds a new layer to existing literature on Black graduate students'… [Direct]

Cristina Goenechea; Laura Nicholson; Vini Lander (2024). Breaking the Cycle of Couscous Pedagogy: Are Future Teachers Empowered to Teach in Multicultural Societies?. Journal of Education for Teaching: International Research and Pedagogy, v50 n3 p435-449. Despite the increasing racial diversity within British and Spanish societies, teacher education and school curricula continue to be Eurocentric and taught by predominantly White teachers. This quantitative research sought to explore the perceptions of student teachers in relation to their attitudes and preparedness to teach in ethnically diverse school contexts. Data were gathered at two universities, one in Southern Spain and the other in Northwest England. The article employs critical race theory and critical whiteness studies as frames to understand outcomes of an online questionnaire. The majority White student teacher sample across both countries register an acceptance of racial diversity and report the need for better preservice teacher education in this respect. Despite preservice teachers' positive responses to racial diversity, teacher education in both countries fails to equip them for increasingly diverse classrooms. This failure serves to replicate the enactment of… [Direct]

Daniel Gebur; J. Scott Baker; Jamie Smith; Jessica Sester; Whitney Yambrick (2024). Art and Crisis: Preservice Teachers' Coping amid Constantly Changing Landscapes. Art Education, v77 n1 p22-30. As our world endures multiple crises, educators have turned their eye to what does and does not work effectively to assist students in the school environment, regardless of changing landscapes, such as lingering impacts of the COVID-19 pandemic, anti-critical race theory legislation, anti-LGBTQ+ legislation, personal crises students face, as well as other social and political movements that alter public discourse and impact education. This article, which J. Scott Baker coauthors with four of his preservice teachers (PTs), examines the use of retrospective and prospective reflection through artmaking as a coping mechanism to engage, disrupt, embrace, explore, or confront mitigating factors of multiple crises. With these two types of reflection in mind, this article questions: (1) as preservice teachers ponder their past, present, and possible selves, how do they perceive crises as influencing their teacher identity? and (2) how can teacher educators use art to assist preservice… [Direct]

Agnes Nzomene Kahouo Foda; Betty L. Wilson; Brandi Anderson; Brittany Davis; Christian Gorchow; Julisa Tindall (2024). "Why Don't We Learn about the Black Social Work Pioneers?" The Erasure of Black Social Workers' Histories and Contributions–Implications for Social Work Education. Journal of Teaching in Social Work, v44 n1 p64-79. While there is mounting research on the well-known white founders of social work, documentation of Black social work pioneers and their contributions is scarce — in both social work education and the broader telling of the profession's history. Given the systemic exclusion of Black social workers in the dominant narrative of social work history, there is a critical need to understand how social work education perpetuates and centers whiteness in the teaching of historical and contemporary social work. This article uses Critical Race Theory to interrogate the role of racism and white supremacy in maintaining the Eurocentric hegemony undergirding the pedagogical and epistemological canons of social work. Moreover, the authors call for a radical shift from social work's white- centered discourse and curricula to an equitable praxis, centering Black social work pioneers and their contributions to the profession. Implications for decolonizing pedagogy and anti-racist practice in social… [Direct]

Melody Green Pulu; Paul H. Ricks; Ramona Maile Cutri; Terrell Young (2024). Tensions and Pitfalls in the Depiction of Biracial Characters in Children's Picturebooks. Multicultural Perspectives, v26 n2 p112-129. This critical content analysis used critical literacy and critical race theory to examine eight children's picturebooks to reveal patterns in the depictions of Black-white biracial characters. Analysis attended to protagonists' skin tone, hair texture, and facial features. Findings identify a pattern in the text of the protagonists' skin tone and hair texture being referenced as part of the storyline. However, the text of the picturebooks did not discuss the protagonists' Afrocentric or Eurocentric facial features even though the illustrations depicted them. Three other trends were identified: (1) comparing Black-white biracial characters' skin and hair to food; (2) presenting only two self-concepts for the Black-white biracial protagonists–either being "just right" or "mixed up;" and (3) portraying interracial families as either contentious or idyllic. The findings highlight how power differentials and racial socialization are embedded in the picturebooks and… [Direct]

Lela Owens; Marcus W. Johnson; Martin P. Smith (2024). Black Male Brilliance as (Ill)Legible: Challenging and Changing Societal and Educational Narratives. Urban Education, v59 n8 p2245-2268. In this study, we examine how race and racism impact the schooling of African American males by analyzing the first-person perspective of hip-hop superstar, Nasir "Nas" Jones. We selected Nas due to his unique yet prevalent educational trajectory and perspectives. Critical race theory is employed as a framework as well as notions of Sankofa methodology and literary analysis to investigate his music, documentaries, and an open letter whereby he critiques the public school system while providing academic ideas to engage and inspire Black students. Studies about Black males routinely focus on their subpar academic performance with the intention of "correcting" these behaviors. We utilize the experiences of Nas to reframe the conversation and provide nuanced insight into Black educational experiences instead of perpetuating recycled, bleak narratives. This article concludes with suggestions for educators to better serve African American males in the Pre K-12 academic… [Direct]

Lamirande, Madeleine; Miller, Abigail; Oba, Funke (2024). School Leadership Waterloo Region Must Show Black Youth Their Lives Matter. Journal of School Leadership, v34 n1 p47-66. This paper amplifies the voices of Black youth based on findings from a study on schooling experiences of Black youth in the Region of Waterloo, a mid-size Canadian community. Data for the qualitative study was collected using elder-facilitated youth dialogue (adaptation of focus group and Afrocentric sharing circles) and in-depth individual interviews. The findings show that the Black youth participants did not feel their lives matter in the eduational system due to discrimination, alienation, non-inclusive curriculum, absence of Black teachers and failure of school leadership to address systemic racism. Framed by Afrocentric and critical race theories, these findings enabled recommendations on how teachers can take leadership for supporting Black learners by recognizing and mitigating the effects of anti-Black-racism through culturally responsive teaching, emancipatory pedagogy, and politicized caring. The study contributes to an understanding of the need for equitable outcomes,… [Direct]

Kourtney Christen Kawano (2024). Toward a Kanaka 'Oiwi Racial Identity Model for a Contemporary Multiracial World. Diaspora, Indigenous, and Minority Education, v18 n4 p313-329. This paper uses a Kanaka ?Oiwi (Native Hawaiian) Critical Race Theory (Kanaka?OiwiCrit) framework to conceptualize the relationship between identity and interracial and intraracial relations among multiracial Kanaka ?Oiwi youth. Kanaka?OiwiCrit is defined then applied to review research on minority racial identity models and Indigenous identity constructs. To address the gap in literature on the racialization of Kanaka ?Oiwi youth, a three-dimensional model that explicates how contemporary racial identities form under the social, cultural, and political conditions of multiracial societies afflicted by racism is proposed. Using composite, data-driven narratives, the model conceptualizes four major Kanaka ?Oiwi racial identity profiles: a state of ho?ole (denial), a state of ho?oka?awale (disconnect), a state of huikau (confusion), and a state of mana (power). The significance of geographic contexts in racial identity formation for multiracial Kanaka ?Oiwi youth living in Hawai'i… [Direct]

Ada Robinson-Perez (2024). 'The Heaviest Thing for Me Is Being Seen as Aggressive': The Adverse Impact of Racial Microaggressions on Black Male Undergraduates' Mental Health. Race, Ethnicity and Education, v27 n5 p680-700. This phenomenological study explores Black male students' lived experiences with racial microaggressions and the subsequent perceptions of their mental health while attending a predominately white institution (PWI). Data is collected through a focus group and semi-structured in-depth interviews with 15 Black male participants from a northeastern public university. The mendacity of systemic racism in juxtaposition to the intersectional identities of Black male students is analyzed from a Critical Race Theory framework. With the findings, I bring attention to Black masculinity and argue that daily encounters with microaggressions impact the mental health of Black male college students. Due to the construct of gendered racism, I argue for culturally responsive mental health care to support the emotional health and well-being of Black male scholars at PWIs. The objective of this article is to recognize the resilience and vulnerabilities of Black men while honoring their voices as they… [Direct]

Carlos Jimenez; Johnny Ramirez; Lynn Schofield Clark (2024). "We Know about Things Too": Exploring the Labors of Love Involved in Cultivating Youth Voice in Online Youth Civic Engagement Programs with Youth of Color. Youth & Society, v56 n4 p734-753. Online youth civic engagement programs are often designed to support the cultivation of youth voice, yet working with youth of color who are particularly skeptical of civic life takes a certain form of labor that often remains unexamined in the scholarship of youth civic engagement. Drawing on concepts of invisible, emotional, and relational labor and the work of critical race theory (CRT), this article examines what is often termed the "labor of love" that characterizes the behind-the-scenes work. Utilizing a critical ethnographic approach, we identify three stages in the labor of love involved in cultivating youth voice in five different online youth civic engagement programs as we sought to highlight youth voice, perspective, and expertise with local policymakers. We argue that the behind-the-scenes invisible, emotional, and relational labor needs to be better understood to address the barriers youth of color face in relation to gaining full access to democratic… [Direct]

Allison Solange Lino Correa; Bailey Jewel Morris; Kelli Lane Lowery; TramAnh Vu; Vicki G. Mokuria (2024). Out of the Frying Pan and into the Fire: The Emotional Labor of Excavating Internalised Racism. Whiteness and Education, v9 n2 p310-331. This research comprises a collaborative auto-ethnographic narrative inquiry study conducted by a doctoral student and four undergraduates at a university in the Southwest of the US over two years — between 2017 and 2019. The intent of this study was to uncover ways internalised racism influenced the researchers in their earliest socialisation years. The authors' interest in anti-racism provided the impetus to co-create a pedagogy of discomfort, which may be of value to teacher educators, as well as those who seek to do the work of excavating deeply-rooted internalised racism. Using a Critical Race Theory theoretical framework, the authors share their findings as a bricolage of synergistic stories. Their conclusions show how racism is passed down in families, the impact of whiteness on the sense of self, and how facing internalised racism can be simultaneously painful and healing. This article provides an exemplar of a process to conduct anti-racism inner work…. [Direct]

Carl Bernard Smalls (2023). Diversity, Equity, and Inclusion in Higher Education: An Examination of the Lived Experiences of African American Board of Trustees within Community Colleges. ProQuest LLC, Ed.D. Dissertation, Kansas State University. This qualitative narrative inquiry study explored the lived experiences of African American boards of trustees within community colleges around race, barriers, and influencers. Research reveals an underrepresentation of racial diversity among community college boards of trustees that fails to emulate the racial and ethnic diversity of their community college students. Historically and currently, the majority of the board of trustees in American community colleges are older white males. An analysis of the research shows negligible progress in diversifying minority-serving community college boards of trustees, which has created a need to understand what has led to this underrepresentation of minority community college boards of trustees. The qualitative study applied Critical Race Theory (CRT), Critical Race Theory in Education (CRTE), and the Theory of Representative Bureaucracy (TRB) as its theoretical frameworks and lens respectively to conduct the proposed research. An illustrative… [Direct]

Ball, Arnetha F.; Liu, Katrina; Miller, Richard (2020). Critical Counter-Narrative as Transformative Methodology for Educational Equity. Review of Research in Education, v44 n1 p269-300 Mar. Counter-narrative has recently emerged in education research as a promising tool to stimulate educational equity in our increasingly diverse schools and communities. Grounded in critical race theory and approaches to discourse study including narrative inquiry, life history, and autoethnography, counter-narratives have found a home in multicultural education, culturally sensitive pedagogy, and other approaches to teaching for diversity. This chapter provides a systematic literature review that explores the place of counter-narratives in educational pedagogy and research. Based on our thematic analysis, we argue that the potential of counter-narratives in both pedagogy and research has been limited due to the lack of a unified methodology that can result in transformative action for educational equity. The chapter concludes by proposing critical counter-narrative as a transformative methodology that includes three key components: (1) critical race theory as a model of inquiry, (2)… [Direct]

Locke, Michelle Lea; Page, Susan; Trudgett, Michelle (2023). Indigenous Early Career Researchers: Creating Pearls in the Academy. Australian Educational Researcher, v50 n2 p237-253 Apr. This paper provides a snapshot of Indigenous Early Career Researchers in Australia derived from demographic information collected in the first stage of the 'Developing Indigenous Early Career Researchers' project. Analysis of the data to date has evidenced much diversity across this cohort. However, one commonality across all Indigenous Early Career Researchers was a commitment to the value and validity of Indigenous Ways of Knowing in the higher education sector. With the use of Tribal Critical Race Theory this paper explores the ways in which Indigenous Early Career Researchers disrupt Western-based academies and schools of thought and proposes that Indigenous Early Carer Researchers grow 'pearls' of experience and knowledge within the higher education sector that are essential to the development of a richer academy and stronger Indigenous communities…. [Direct]

Oamek, Kimberly (2023). "Defunding" Race in Field Supervision Contexts: Deconstructing and Responding to White Preservice Teachers' Majoritarian Narratives. Journal of Educational Supervision, v6 n1 Article 2 p19-35. Teachers must robustly understand how race and racism operate both in and out of the classroom to structure inequity. However, the existence of a deeply entrenched majoritarian mindset remains a principal obstacle to preparing such teachers. In this empirical paper, the author draws on the critical race theory construct of "majoritarian storytelling" (Delgado, 1989) to make visible and examine the narratives told by white preservice teachers upon completion of their preparation programs. The author finds that white preservice teachers' explanations for racially disparate school outcomes align closely with a majoritarian mindset and employ devices characteristic of longstanding majoritarian stories. After illuminating these devices, the author highlights opportunities for field supervisors to support white preservice teachers in recognizing the work that such narratives do to protect racial privilege and perpetuate educational inequities…. [PDF]

Agosto, Vonzell; Varga, Bretton A. (2023). A Constellation of (Artistic) Voices: Assembling Historically Provocative Artwork and (E)Merging Racial Perceptions. Journal of Curriculum and Pedagogy, v20 n2 p142-159. This paper reports on the use of historically provocative artwork (i.e., artwork that challenges master narratives of history) created by Titus Kaphar and graduate students learning about leading with a socio-political consciousness about racism. The authors provided 17 students a series of prompts, based on Critical Race Theory (CRT) and critical art analysis, to instigate reflection, dialogue, and artistry in response to a painting by Kaphar. The authors organized participant-generated artwork into assemblages and crafted accompanying narratives which illustrated the inter/intra-changes among the components of the process and expressions: (1) compositionality, (2) aesthetics, (3) temporality, (4) historical injustice/oppressiveness, (5) manifestations of power. Thus, participants' artwork exposed how engaging with historically provocative can heighten socio-political complexities relating to the consciousness of race/ism and white(ness) supremacy…. [Direct]

Dernikos, Bessie P.; Ferguson, Daniel E. (2023). Reorienting Curriculum Materials as Agents of Restorative Justice in Early Literacy Classrooms. Contemporary Issues in Early Childhood, v24 n2 p163-175 Jun. Amidst numerous curricular reforms across the USA that censor reading materials and promote standardized literacy policies, the authors ask in this article: What rights do early childhood teachers and students have in curriculum-making, and to the very materiality of their own classrooms? More broadly, they wonder: How do material regulations in US schools impact the curricular work of restorative justice in early literacy classrooms? The authors examine one curriculum material used in classrooms across the USA, using theories of materiality to explain its orientation, disorientation, and reorientation within discourses around anti-critical race theory and pro-"science of reading" legislation. Moreover, they aim to explore the potentialities of curricula as agents of restorative justice and, consequently, the threats to justice from the disorientations expressed around specific curriculum materials…. [Direct]

Guerra, Paula; Rodriguez, Sanjuana Carrillo (2023). Pl√°ticas con Maestros: Understanding the Experiences of Latinx Teachers in the New Latino South. Journal of Latinos and Education, v22 n5 p1841-1853. Drawing on "pl√°ticas" held between preservice and in-service teachers, this study explores the experiences of Latinx teachers teaching in the New Latino South. The researchers illustrate how teachers navigate teaching in schools where they were oftentimes the only Latinx teacher. For this study, we used Latino Critical Race Theory paired with "pl√°ticas" to analyze the stories that the participants shared. Findings from this study indicate that teachers in the New Latino South resisted traditional teacher roles by willingly taking on additional roles that supported Latinx families. Findings also indicate that teachers navigated spaces in which they often experienced different forms of racism. The article concluded with implications for recruiting and retaining Latinx teachers as well as implications for how schools can better support Latinx families…. [Direct]

Rosario, Colette Combader (2023). P-12 Drama Instruction Embracing Culturally Relevant Social Emotional Learning for Students of Color with Disabilities. ProQuest LLC, Ed.D. Dissertation, California Lutheran University. The purpose of this study was to explore how P-12 school drama teachers infused culturally relevant (CR) social emotional learning (SEL) into their drama instruction. In addition, this study explored the experiences of students of color with disabilities who were involved in P-12 classes that employed CR SEL drama activities. The epistemic frameworks supporting this study are dis/ability critical race theory and wise compassionate framework. These frameworks rely on the tenets of three other frameworks: disabilities studies, critical race theory, and multi-tiered systems of support to address and support the discrimination, inequities, and trauma of students of color with disabilities (Annamma et al., 2013; Mercado, 2021). Six P-12 drama teachers and three students of color with disabilities took part in one-to-one semi-structured interviews. Building upon the narratives of the coresearchers, I created first-person ethnodrama monologues to delve more deeply into the coresearchers'… [Direct]

Ancy Annamma, Subini; Migliarini, Valentina; Wilmot, Jennifer M. (2021). Policy as Punishment and Distraction: The Double Helix of Racialized Sexual Harassment of Black Girls. Educational Policy, v35 n2 p347-367 Mar. Black girls' experiences with sexual harassment in schools remain critically understudied. To mediate this void, this study explored the role of educators and school policy as disrupting or perpetuating racialized sexual harassment toward them. Using a disability critical race theory (DisCrit) framework, we argue educator response and education policy create a nexus of subjugation that makes Black girls increasingly vulnerable to experience racialized sexual harassment at the hands of adults and peers, while largely failing to provide protection from or recourse for such harassment…. [Direct]

Arlo Kempf (2024). Disruptive Race Spatiality: Educators, White Postures, and Antiracism. Whiteness and Education, v9 n1 p1-18. This article explores notions of spatiality, race, and productive disruptions of whiteness; focusing on two dinners which were one component of a mixed method study on racism, teaching, and implicit race bias with secondary teachers in Toronto, Canada. The dinners were focused on cross race dialogue. White teachers experienced the dinners as uncomfortable, motivating, and in one case upsetting. The dinners offer a unique look at White experiences of racial spatial disruption. Drawing on reflections, interviews, and dinner transcripts, this article sketches a messy typology of these experiences to flesh out connections between White teachers' racial (dis)engagements with/in race dialogue, and related (dis)engagements with antiracism. The paper theorises three distinct but related postures of White self-location, and takes up the implications of each for teacher self-identity and engagement with antiracism. Critically engaging the notion of spatiality, this work is guided by critical… [Direct]

Davis, Jemilia S.; Greenlee, Jacqueline (2023). Uniquely Called: African American Community College Presidents Promoting Equitable Student Success. New Directions for Community Colleges, n202 p21-31 Sum. Black community college presidents are not exempt from racialized experiences as they promote equitable student success. This study explores the unique experiences of Black leaders who advocate for policies, practices, and procedures that promote equity and social justice at their institutions and in their communities. Together, applied critical leadership (ACL) and the principles of critical race theory (CRT) underpin the research study presented in this chapter and helped inform the interview protocol and identify strategies the presidents use to promote equitable change. In this chapter, five African American presidents share how they conceptualize equity-driven leadership and how their racialized identities inform their approaches to improving equitable outcomes for all students, particularly students of color. Presidents shared strategies that any community college leader can use to demonstrate their commitment to social justice and advance the practice broadly…. [Direct]

Gilbert, Dorie J.; Olcon, Katarzyna; Pulliam, Rose M. (2020). Teaching about Racial and Ethnic Diversity in Social Work Education: A Systematic Review. Journal of Social Work Education, v56 n2 p215-237. Little of social work literature provides evidence of best teaching practices for preparing social work students to work with clients from historically excluded racial and ethnic groups. A systematic literature review was conducted to assess studies published in the United States during the 10-year period (2007-2016) that examined: (1) social work educators' pedagogical interventions for teaching about racial and ethnic diversity, (2) components of those interventions, (3) methodological designs to evaluate the interventions, and (4) the students' learning outcomes. Following the systematic review protocol, the authors identified and assessed twenty-five studies (qualitative, quantitative, and mixed-methods). The studies reflected a variety of teaching interventions, such as diversity courses and projects, instructional technology, and cultural immersion programs. While many reported positive student learning outcomes, as a whole, the studies lacked methodological rigor and sound… [Direct]

Grosland, Tanetha J.; Radd, Sharon I. (2018). Desegregation Policy as Social Justice Leadership?: The Case for Critical Consciousness and Racial Literacy. Educational Policy, v32 n3 p395-422 May. Policy making can be viewed as a large-scale attempt at social justice leadership intended to address vast inequities that persist and are perpetuated in the U.S. K-12 education system. The study examines the text of the Minnesota Desegregation Rule to discern its underlying discourses as they relate to race, racism, and social justice. The findings highlight discursive practices that undermine social justice progress and antiracist efforts, demonstrating how well-intended social justice efforts can go awry without active engagement of critical lenses. The article argues that critical consciousness and racial literacy are essential in social justice and antiracist policy making and educational leadership…. [Direct]

Chameeka Nichelle Smith (2021). Yes, Rural Communities Do Have African American Male School Leaders. ProQuest LLC, Ed.D. Dissertation, The University of North Carolina at Greensboro. The purpose of my study is to explore the lived experiences, challenges, and opportunities of African American male school leaders leading in rural schools in North Carolina. My study looks at the intersection of identity in which a school leader in a rural community is an African American male. African American males face numerous barriers in education, yet my eight participants overcame obstacles to lead schools and address the unique challenges associated with rural school leadership. Utilizing the theoretical framework of Critical Race Theory, my eight participants from five school districts shared their lived experiences of leading as rural school leaders. Equally, my study participants shared their beliefs regarding the underrepresentation of African American boys in the field of education. Utilizing basic qualitative research with elements of phenomenology, I conducted eight 60- to 90-minute semi-structured, open-ended interviews to create these counternarratives of African… [Direct]

Carlton Green (2024). Factors That Contribute to Persistence and Retention for Black Males at a Public Four-Year University. ProQuest LLC, Ed.D. Dissertation, Middle Tennessee State University. In the United States, previous and current data state that Black males have the lowest persistence and graduation rates in higher education institutions among all student populations. Black men in public four-year colleges and universities are generally the lowest-performing male group. According to the US Department of Education, only 38.6% of Black male students graduate within six years from four-year institutions, compared to 64.1% of White male students. There is an array of factors and challenges that contribute to these academic disparities starting as early as Black males' primary education years. There is currently a gap in research addressing factors, particularly as they relate to first-year persistence and retention to their sophomore year. Additional research is still needed to examine college readiness and the first-year academic experiences of Black undergraduate males. Previous research pointed to several factors that had both positive and negative influences on Black… [Direct]

Myesha Carter (2022). Narratives of Restorative Space for Black Women Diversity Administrators in Higher Education. ProQuest LLC, D.Ed. Dissertation, Indiana University of Pennsylvania. A disproportionate representation of Black women diversity administrators within postsecondary education are confronted with institutional barriers that have seemingly obstructed their professional discovery, mobility, and success paths. Presented as the bridge leaders and cultural brokers of postsecondary institutions in the face of hegemonic narratives within dominant White institutions (DWIs), they exist in underdefined and complex roles colored with public and hidden agendas (Nixon, 2017). The purpose of the study was to demystify the perceptual and sensemaking realities of Black women diversity administrators for restorative and culturally-affirming experiences and empowerment through institutional accountability within dominant White institutions (DWIs) of higher education. An integrated literature approach in racial microaggressions, gendered racial microaggressions, Black feminism, Black women in higher education administration, and diversity leadership framed the study. This… [Direct]

Cecil Andrew Duffie (2022). "A Charge to Keep I Have": Examining the Lived Experiences of Black Religious and Spiritual Life Leaders in Higher Education. ProQuest LLC, Ph.D. Dissertation, Howard University. The role of the Black religious and spiritual life leader in higher education is to bring together social, political, spiritual, and educational leaders to help move an institution and the country forward (Faison, 2017). Forster-Smith (2013) compiled an exploration of religious and spiritual life leaders in American higher education. While it was exhaustive, it focused primarily on White religious and spiritual life leaders at Predominantly White Institutions (PWIs). In a more recent study, Barton et al. (2020) articulated the requisite for a more far-reaching and wide-ranging scope of religious and spiritual life leaders' experiences through a varied group of participants. Interestingly, Barton et al.'s (2020) study had no indication of race. Scholars note the limited and lack of Black's experiences with systemic racism and lack of Black's experiences in higher education, as erasure (McKittrick, 2011; Mustaffa, 2017). This qualitative study examined the lived experiences of ten… [Direct]

Farcus, Adam R. (2021). Seeing and Reading Color: Resisting Hegemonic Power from within a Foundations Art Classroom. Art Education, v74 n5 p49-54. White straight cis male colonialism is settled within the fields of art and art education (deSouza, 2018; Elkins & Fiorentini, 2021). Educators and artists must be engaged with the world in which they and their students live. The new civil rights movement demands that they take up the cause of justice and antiracism both in their lives and in their professions. As a White queer nonbinary art teacher Adam Farcus believes it is important that White and privileged educators do antiracist and antibias work because they can serve as a model for allyship, and because they can undermine the essentialist notion that this work is only done by people who experience racism and bias. Farcus' focus on antiracism, antibias, and diversity in art education was prompted by observing curricula that perpetuate the hegemonic canon of art history. Through examples from one of their classrooms, this instructional resource illustrates how art teachers can work within existing curricula to deconstruct… [Direct]

Sutherland, Sue; Walton-Fisette, Jennifer L. (2018). Moving forward with Social Justice Education in Physical Education Teacher Education. Physical Education and Sport Pedagogy, v23 n5 p461-468. Social justice has been steadily gaining traction in physical education (PE) and physical education teacher education (PETE) for more than 40 years. During that time, scholars have argued for the importance of explicating the hidden curriculum, educating pre-service teachers (PSTs) about equality, sociocultural perspectives and issues, and most recently, taking action through social justice initiatives. A growing body of PETE literature has highlighted issues such as racism, gender, and motor elitism, however limited research has focused specifically on how social justice education (SJE) is enacted in PETE programs around the globe, particularly within the current neoliberal culture. The aim of this special issue is to explore how sociocultural and social justice issues are addressed and implemented in PETE programs internationally. In particular, emphasis has been placed on the similarities and differences across a global teacher education context related to multiple socio-political… [Direct]

Kirova, Anna; Lambrev, Veselina; Prochner, Larry (2020). Education Reforms for Inclusion? Interrogating Policy-Practice Disjunctions in Early Childhood Education in Bulgaria. Education Inquiry, v11 n2 p126-143. This article examines how early childhood educators, as policy implementers, perceive reforms in Bulgaria's education system that occurred between 2008 and 2018. Both Roma and non-Roma educators participated in this project that compares perceptions of Bulgarian teachers in public schools and Roma educators in informal educational settings operated by NGOs and religious institutions. Applying intersectionality as a framework, the study draws from anti-Romaism as a particular form of racism that militates against the inclusion of Roma to examine whether and to what extent discourses of minoritized and racialised children are evident in the views held by the Bulgarian educators, resulting, in spite of educational reforms, in practices of pathologizing Roma children. All but one of the participating non-Roma teachers expressed anti-Roma views related to support for school segregation and perceptions of Roma children's inherent academic inability and language deficiency. These views… [Direct]

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

Baugh, Amanda J. (2019). Confronting Racism and White Privilege in Courses on Religion and the Environment: An Inclusive Pedagogical Approach. Teaching Theology & Religion, v22 n4 p269-279 Oct. Courses on religion and the environment must confront racism and white privilege in order to remain relevant for the diverse students who increasingly fill higher education classrooms. Recognizing that traditional approaches for understanding environmentalism can isolate students of color by failing to recognize their own communities and experiences, I offer two assignments — Ecological Footprint Journals and a community-based research project — that empower students to think of environmentalism in new, more relevant ways. This approach has benefitted my students by displacing the dominance of Eurocentric thinking in my curriculum and creating a class culture that values diverse perspectives. It has also profoundly shaped my research trajectory, by helping me identify raced and classed biases that are embedded in my field, and leading me to develop a research project that complements my teaching by challenging some of those hidden assumptions…. [Direct]

Zazil-Ha Baruch (2023). Brain-Waste among Highly-Skilled MeXpatriates: The Underemployment Experiences of Tertiary-Educated Mexicans in the United States. ProQuest LLC, Ph.D. Dissertation, The University of Arizona. This study acknowledges the potential contribution of Mexican highly-skilled immigrants settled in the United States. Then, to better understand how the brain waste phenomenon (unemployment/underemployment) functions among these immigrants in the United States, by using the lens of neo-racism, Latina/o Critical Race Theory (LatCrit), and Bourdieu's Reconnaissance of Capitals, this qualitative study analyzed tertiary-educated Mexican immigrants (MeXpatriates) ¥ lived-experiences in securing and maintaining employment in the United States, as well as the meaning that these actors make of these experiences. Through Hermeneutic (Interpretive) Phenomenological Analysis (IPA), the study captures the lived-experiences of 21 MeXpatriates residing in the Arizona, U.S. — Sonora, Mexico border region, collected via in-depth, open-ended interviews and analyzed using Atlas-Ti software. The study finds that tertiary-educated MeXpatriates do not necessarily arrive in the United States with a… [Direct]

Gerri K. Connaught (2024). Examining the Impostor Phenomenon among Black MSW Students: A Qualitative Study. ProQuest LLC, Ph.D. Dissertation, New York University. The impostor phenomenon (IP) refers to the inability to internalize one's success as the product of one's own efforts. Instead of attributing their success to their own capabilities and intelligence, individuals with IP attribute their success to external factors, such as luck, charm, and having the right connections. In addition, those with IP tend to feel that they have tricked others into believing that they are more intelligent and capable than they are. As a result, they carry a persistent fear of others discovering that they are an impostor. There is currently a lack of research around how IP manifests among Black students attending predominantly White social work programs. This study is the first to explore the racialized experiences of Black/African American social work students while they are attending their social work programs that are housed at PWIs and how these experiences contribute to their feelings of impostorism. It also examines how Black/African American social… [Direct]

Cunningham, Jahneille A. (2021). "'We' Made Math!": Black Parents as a Guide for Supporting Black Children's Mathematical Identities. Journal of Urban Mathematics Education, v14 n1 p24-44 May. Black parents are often presumed to be uninvolved in their children's education, especially in mathematics. These stereotypes are arguably sustained by White, middle-class expectations for parent engagement. This qualitative study challenges the dominant narrative by exploring the ways eight Black parents support their elementary-aged children's mathematical identities. Although many scholars have examined the relationship between mathematics identity and academic outcomes, few have explored the role parents play in this identity development. Drawing on Martin's (2000) mathematics identity framework and McCarthy Foubert's (2019) Racial Realist Parent Engagement framework, the author argues that Black parents' experiential knowledge of race and racism in mathematical spaces positions them to teach their children about the everyday importance and usefulness of mathematics. Using parent interviews and family observations, the author's findings suggest the parents supported their… [PDF]

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

Annamma, Subini Ancy; Connor, David J.; Ferri, Beth A. (2018). Disability Critical Race Theory: Exploring the Intersectional Lineage, Emergence, and Potential Futures of DisCrit in Education. Review of Research in Education, v42 n1 p46-71 Mar. In this review, we explore how intersectionality has been engaged with through the lens of disability critical race theory (DisCrit) to produce new knowledge. In this chapter, we (1) trace the intellectual lineage for developing DisCrit, (2) review the body of interdisciplinary scholarship incorporating DisCrit to date, and (3) propose the future trajectories of DisCrit, noting challenges and tensions that have arisen. Providing new opportunities to investigate how patterns of oppression uniquely intersect to target students at the margins of Whiteness and ability, DisCrit has been taken up by scholars to expose and dismantle entrenched inequities in education…. [Direct]

Abbott, Diana; Barrett, Maryanne; Driskill, Kristen M.; Huck, Adam; Johnson, Denise; Polisseni, Amy; Robinson, Emily E.; Rushforth, Holley; Stevens, Elizabeth Y. (2023). A Call for Change: Disrupting White Supremacy Culture in Dispositional Expectations of Teacher Candidates. Teacher Educators' Journal, v16 n1 p149-171 Spr. Today, in the context of the Black Lives Matter movement and an increased focus on antiracism, P-12 and higher education institutions are engaged in studying practices and resources from an (in)equity lens. This study explores disposition expectations for teacher candidates noted in the form of a rubric drawing on Critical Race Theory (Ladson-Billings & Tate, 1995). Characteristics of White Supremacy Culture (Okun, 2021) also grounded the study and were used as themes determined a priori. Researchers engaged in document analysis to analyze and code the rubric (Bowen, 2009; Corbin & Strauss, 2007). Findings show evidence of white supremacy culture in dispositional expectations. These findings reveal the need to challenge current expectations for teacher candidates to disrupt the white supremacy culture that permeates teacher education. Implications provide ideas for future research and practices that are flexible, collaborative, and critical…. [PDF]

Stovall, David (2023). We Will Greet Our Enemy with Rifles and Roses: Charles Mills and the Perpetual Impact of the Racial Contract. Race, Ethnicity and Education, v26 n4 p426-435. The following article positions the work of Charles Mills (1951-2021) as seminal to the development of critical race theory (CRT) in education. His groundbreaking contribution, The Racial Contract, has served as the foundation for understanding the myriad ways that white supremacy is central in the social contract championed by scholars of the Western European Enlightenment period. It is a 'rifle' in that it offers an unapologetically Black interruption to the necessity of refusal and resistance. The 'rose' of Dr. Mills' work is always represented in his humor and commitment to joy in the face of violence and extreme hostility. The article names the genesis of my relationship with Dr. Mills as a newly hired professor at the University of Illinois at Chicago and through his mentorship of founding members of the Critical Race Studies in Education Association (CRSEA)…. [Direct]

Burton, Brett A. (2023). Midwest Black, Indigenous, People of Color Leaders Serving in White Spaces. Alabama Journal of Educational Leadership, v10 p143-163. The narrative inquiry correlates to the Leadership in a Time of Change theme by examining the stories of 10 Black, Indigenous, People of Color (BIPOC) school leaders serving in White suburban schools. The research study explores the experiences of eight Black and two Latinx school leaders that serve in K-12 school districts after the racial reckoning of 2020 when elevated racial tensions were significant. Limited research has been explored related to BIPOC school leaders' experiences in predominately White school institutions where they are underrepresented among educational stakeholder groups. The inquiry analyzes the data through the Critical Race Theory from Delgado and Stefancic (2017). The stories of the 10 BIPOC school leaders revealed three themes: racism, microaggressions, and pressure plus. The study is relevant to predominately White school district leaders attempting to hire and retain diverse school leaders…. [PDF]

Dengg, Michaela A. (2022). (Neo)-Racism among International Students. International Research and Review, v12 n1 p52-64 Fall. Experiences with neo-racism, i.e., discrimination based on the combination of conceptualizations around race, culture, and nationality, towards international students on U.S. campuses have been well documented. In recent years, more research has been conducted extrapolating how instances of neo-racism affect different groups of international students in terms of their racial identity. However, there is a dearth of research looking at international students' awareness of how these neo-racist instances towards international students play out differently based on international students' racial identity. This critical autoethnography of a white international student from Germany offers an initial insight into this gap through the lens of Critical Race Theory (CRT) infused with the concept of neo-racism…. [PDF]

Andrade, Lucia; Barnes, Nikole; Curtis, Connor; Tepper, Cayla; Unkefer, Erin N. S. (2023). "Out of My Element": The Experiences of Black Art Students in Critique. Journal of Diversity in Higher Education, v16 n1 p40-52 Feb. Utilizing critical race theory (Delgado & Stefancic, 2012), this exploratory study examined the lived experiences of 19 Black art students as they navigated critique spaces at institutions of art and design. Critique (or "crit") is the primary evaluative tool used in art schools with the purpose of providing constructive, generative feedback to students (Costantino, 2015). Findings from this thematic analysis revealed how the subjective nature of critique often allowed for racially biased responses by faculty and peers. Participants noted four prevalent interactions during critique: Cultural incompetence, silence, superficial praise, and a focus on form. Interviewees also described the psychological impact of critique and the coping skills they employed. This study offers implications for administrators, faculty, and staff as they address institutional inequities in assessment practices at colleges of art and design and within other performance-based majors and… [Direct]

Solorzano, Daniel G. (2023). My Journey to This Place Called the RAC: Reflections on a Movement in Critical Race Thought and Critical Race Hope in Higher Education. International Journal of Qualitative Studies in Education (QSE), v36 n1 p87-98. This chapter recounts the story of how I came to design a Research Apprenticeship Course at UCLA–what we call the RAC. I lay out the origin story of the RAC dating back to early collaborations with Arturo Madrid of the Tomas Rivera Policy Research Center and the Ford Foundation Family of Fellows in the mid to late 1980s. These collaborations helped me establish the blueprint for the RAC as an academic counterspace–a space centered on identifying, analyzing, and challenging race and racism in education. We did this by extending Critical Race Theory (CRT) in the Law to the fields of Education, Race and Ethnic Studies, Women of Color Feminist Theories, and Freirean Critical Theory. My journey weaves in the stories of former students and their relationship to the RAC and how the RAC impacted their research, teaching, and service…. [Direct]

Mensah, Felicia Moore; Riley, Alexis D. (2023). "My Curriculum Has No Soul!": A Case Study of the Experiences of Black Women Science Teachers Working at Charter Schools. Journal of Science Teacher Education, v34 n1 p86-103. This qualitative case study examines the experiences of three Black female science teachers who experienced and participated in the triumphs and failings of today's charter school system while teaching Black and Brown students. Using Critical Race Theory and Culturally Relevant Pedagogy as frameworks, the findings of the study revealed that the teachers explained the rationale behind how and why they teach science to Black and Brown students, the actions that define their thinking (both positive and negative), and the personal and professional repercussions for being a Black woman science teacher working at a Charter Management Organization (CMO). Based on these findings, we suggest that science teacher educators encourage teachers to take risks by engaging in socio-political consciousness through curriculum redesign. Disrupting the White status quo requires science teacher educators to practice culturally relevant teaching themselves…. [Direct]

Patton, Lori D. (2016). Disrupting Postsecondary Prose: Toward a Critical Race Theory of Higher Education. Urban Education, v51 n3 p315-342 Mar. Ladson-Billings and Tate ushered critical race theory (CRT) into education and challenged racial inequities in schooling contexts. In this article, I consider the role CRT can play in disrupting postsecondary prose, or the ordinary, predictable, and taken for granted ways in which the academy has functioned for centuries as a bastion of racism and White supremacy. I disrupt racelessness in education, but focus primarily on postsecondary contexts related to history, access, curriculum, policy, and research. The purpose of this article is to commemorate and extend Ladson-Billings and Tate's work toward a CRT of higher education…. [Direct]

Perrelli, Kristina M.; Vaccaro, Annemarie (2023). 'They Go above and Beyond': Challenging Racism and Whiteness: Critical Race Counterstories about an 'Underperforming' High School. Whiteness and Education, v8 n2 p248-264. What does it mean for a school to be failing? Too often, answers to this question do not include insights from students of colour, their families, or teachers. In fact, schools, especially those that serve poor communities of colour, lack systemic opportunities for educators to hear directly from students. This qualitative case study yielded powerful critical race theory (CRT) counterstories from school community members about their experiences at a school categorised as needing improvement and 'underperforming' by the state. Counterstories offer a different view of the school. Students and family members described a place where educators went 'above and beyond' to support social and academic success of youth 'pushed out' of other schools. CRT counternarratives are also used to expose white racially framed metrics of school effectiveness and provide insight into alternative perspectives on school and student success…. [Direct]

Harris, Paul C.; Hines, Erik M.; Mayes, Renae D.; Vega, Desire√© (2023). Using a Culturally Responsive MTSS Approach to Prepare Black Males for Postsecondary Opportunities. School Psychology Review, v52 n3 p357-371. Postsecondary attainment is often viewed as an accomplishment yielding financial, social, and economic gains. Moreover, education has been a passport to a better quality of life. However, certain populations are often hindered from achieving these aforementioned goals. In particular, Black males are viewed from a deficit perspective, especially when it comes to excelling and achieving in the sphere of education. The authors discuss the collaborative role of school psychologists and school counselors as change agents in the college and career readiness of Black males. Specifically, the authors present an innovative approach to using a culturally responsive multitiered system of support that infuses Critical Race Theory to address the negative postsecondary outcomes Black males encounter. School psychologists and school counselors are appropriately trained to implement this model; therefore, recommendations for policy, practice, and research are provided in this article…. [Direct]

Raul Hinojosa Jr. (2024). Factors Influencing Latinos to Pursue Chief Diversity Officer Positions in Higher Education. ProQuest LLC, Ed.D. Dissertation, Texas A&M University – Commerce. In the last 2 decades, there has been an increase in the number of higher education institutions (HEI) establishing Chief Diversity Officer (CDO) positions to address diversity, equity, and inclusion (DEI) gaps and priorities. CDOs play an increasingly significant role in developing, evaluating, and advocating for policies and practices at postsecondary institutions. At the same time, there has been a dramatic increase in the number of Latinos enrolling and graduating from HEIs. Latinos represent a very small portion of the CDOs appointed across the country. In this qualitative study, I examined the experiences and circumstances that influenced seven Latino CDOs at universities to pursue their DEI positions by applying Bronfenbrenner's bioecological theory of human development, critical race theory, and Latino critical race theory. I also assessed if involvement in mentoring and leadership programs influenced their pursuit of these appointments. Utilizing data collected from a… [Direct]

Gibbs Grey, ThedaMarie (2022). Reppin' and Risin' Above: Exploring Communities of Possibility That Affirm the College-Going Aspirations of Black Youth. Urban Education, v57 n7 p1177-1206 Sep. This case study examines how relationships with staff in a GEAR-UP (Gaining Early Awareness and Readiness for Undergraduate Programs) pre-college program positively influenced the college-going aspirations of Black ninth-grade students. Critical Race Theory and Possible Selves provide an intersecting analytical framework for understanding the formation of students' college-going aspirations. Findings speak to how the role of student leaders in the program assisted high school students in forming college-going counternarratives and provided possible buffers to stereotype threats about what is academically possible for Black youth. In addition, findings demonstrate how the GEAR-UP program served as what I have conceptualized as an educational "Community of Possibility."… [Direct]

Allison Butler; Nolan Higdon (2023). (Fake) News Is Racist: Mapping Culturally Relevant Approaches to Critical News Literacy Pedagogy. Critical Education, v14 n3 p78-97. Fake news, while problematic in its own way, is not an anomaly and though intimately connected to the Trump administration, did not begin, nor end, with his administration. Fake news is part of a larger environment of racism in the structure of the news, where stories of People of Color are often skewed in a negative way, positive contributions from People of Color are ignored, and where journalists of color may be sidelined. However, there is a dearth of news literacy curricula that centralizes the stories of People of Color. This is particularly problematic given the ways in which news perpetuates racism. This study utilizes critical media literacy coupled with critical race theory to develop culturally responsive news literacy curricula that centralizes stories about bodies of color as a way to make more comprehensive sense of our news and information media…. [PDF]

Jackson, Tommy E.; Smith, Shanna E.; Varga, Matt (2021). Critical Policy Analysis: NCAA Bylaw 12. Journal of Education Finance, v47 n2 p157-178 Fall. This study used Critical Race Theory to examine the economic model of the NCAA, through Article 12 (amateurism), which prohibits student-athletes from economically benefitting from their own name, image, and likeness (NIL), and whether the aforementioned policy is equitable in regard to the Black male athletes participating in revenue sports. This critical case study analyzes the NCAA's implementation of Bylaw Article 12. Conducting this analysis from a critical perspective, we used tenets from Critical Race Theory (CRT), and also adopted components from a critical policy analysis approach (Young and Diem 2017) focusing on: (1) differences between NCAA policy rhetoric and practice (what policy "states" about NCAA athletics and how those policies are enforced) based on prior research and available NCAA data; (2) sources of the policy and how it developed over time; (3) distribution of power, resources, and knowledge in NCAA athletics; (4) inequality, power, and privilege… [Direct]

Johnson-Ahorlu, R. Nicole (2017). Efficient Social Justice: How Critical Race Theory Research Can Inform Social Movement Strategy Development. Urban Review: Issues and Ideas in Public Education, v49 n5 p729-745 Dec. Critical Race Theory (CRT) scholars in Education, like activists, are intent on dismantling racism in education (and society at large), and often do so by engaging the problem of racial injustice through social science research. CRT research creates a wealth of awareness about how racism functions, and as a result, inspires social agency to create a more just society. This conceptual piece explores how CRT research, when joined with the efforts of activists, is even more potent with capacity to realize social justice. In the paper, the tenets of CRT in Education are outlined, and serve as the foundation of a model that reveal how each tenet can shape research designs, that inform decision making in social movement strategy development. The model is inspired by the author's personal experiences with combining CRT research with social movement strategy development, and is intended to serve as an impetus for increased dialogue about how CRT social science research, particularly in… [Direct]

Edward Salcedo (2022). An Exploration of Higher Educational Experiences for Mixed Blood American Indian Males in the Santa Clara Valley. ProQuest LLC, Ed.D. Dissertation, University of San Francisco. This dissertation investigates the availability of higher educational opportunities in the Santa Clara Valley for mixed blood American Indian males in the Santa Clara Valley from lower middle class and middle-class backgrounds born between the early 1980's and early 1990's who enrolled in community college courses but did not graduate. The study uses Critical Race Theory as the guiding theoretical framework but focuses on Tribal Critical Race Theory pioneered by Brayboy (2005) to understand the educational and societal experiences of American Indian people from their unique ethnic prism. The dissertation uses Red People's Oral Tradition as the methodology, drawing from the Red Pedagogy concept presented by Grande (2004). The dissertation delves into the educational experiences of American Indian people in the 1990's and 2000's and what prevented American Indian mixed blood males from excelling in their scholastic endeavors. The study expounds on how the portrayal of Red people in… [Direct]

Gina M. Jenkins; LaChrisa Crenshaw; Terry Daily-Davis (2021). Bridging the Gap: A Closer Look at Educational Inequities and Strategies to Support African American Students. ProQuest LLC, Ed.D. Dissertation, University of Missouri – Saint Louis. This autoethnography shares our personal experiences, narratives and counter-stories as we view the social justice issues of inequities in the education of African American students. Through our journey we highlighted our personal views and real scenarios as seen through the eyes of a reading specialist, social worker and college level administrator. Critical Race Theory in Education (CRT) served as our primary guiding force allowing us to focus on the following tenets: counter-stories, permanence of racism, whiteness as property, interest convergence and critique of liberalism (Dixson, Anderson & Donnor, 2017). Critical Race Theory (CRT) is the framework in Social Sciences that examines society and culture as it relates to categorization of race, law and power (Lynn & Dixson, 2013). The purpose of our study was to take a closer look at inequities that are ignored or not effectively solved for the betterment of African American students. Educational settings serving African… [Direct]

Gina M. Jenkins; LaChrisa Crenshaw; Terry Daily-Davis (2021). Bridging the Gap: A Closer Look at Educational Inequities and Strategies to Support African American Students. ProQuest LLC, Ed.D. Dissertation, University of Missouri – Saint Louis. This autoethnography shares our personal experiences, narratives and counter-stories as we view the social justice issues of inequities in the education of African American students. Through our journey we highlighted our personal views and real scenarios as seen through the eyes of a reading specialist, social worker and college level administrator. Critical Race Theory in Education (CRT) served as our primary guiding force allowing us to focus on the following tenets: counter-stories, permanence of racism, whiteness as property, interest convergence and critique of liberalism (Dixson, Anderson & Donnor, 2017). Critical Race Theory (CRT) is the framework in Social Sciences that examines society and culture as it relates to categorization of race, law and power (Lynn & Dixson, 2013). The purpose of our study was to take a closer look at inequities that are ignored or not effectively solved for the betterment of African American students. Educational settings serving African… [Direct]

Gina M. Jenkins; LaChrisa Crenshaw; Terry Daily-Davis (2021). Bridging the Gap: A Closer Look at Educational Inequities and Strategies to Support African American Students. ProQuest LLC, Ed.D. Dissertation, University of Missouri – Saint Louis. This autoethnography shares our personal experiences, narratives, and counter-stories as we view the social justice issues of inequities in the education of African American students. Through our journey, we highlighted our personal views and real scenarios as seen through the eyes of a reading specialist, social worker, and college-level administrator. Critical Race Theory in Education (CRT) served as our primary guiding force allowing us to focus on the following tenets: counter-stories, the permanence of racism, whiteness as property, interest convergence, and critique of liberalism (Dixson, Anderson & Donnor, 2017). Critical Race Theory (CRT) is the framework in Social Sciences that examines society and culture as it relates to the categorization of race, law, and power (Lynn & Dixson, 2013). The purpose of our study was to take a closer look at inequities that are ignored or not effectively solved for the betterment of African American students. Educational settings… [Direct]

Janice Barge Clarke (2022). Remnants of Educational Leadership and Desegregation Etched in the Memories of Black Educational Leaders: An Oral History. ProQuest LLC, Ed.D. Dissertation, University of South Florida. In this study the experiences of Black (a.k.a. African Americans/ Negroes) educational leaders were explored focusing on the period during the transition to a more desegregated public- school setting in the state of Florida. Using retrospective storytelling and reflections of 'leading' during desegregation, the lived experiences of those in educational leadership roles were captured in the form of oral histories and analyzed using critical race theory. The effects of desegregation is recounted from their vantage point, from the dissolution of the 'all Black' schools to the impact it had on the communities. The research question was: "What are the stories told by Black people in educational leadership roles about leading during the school desegregation era?" The sub-questions were: "How did school desegregation efforts affect their experiences as Black educational administrators?" "How do counter-narratives about educational leadership manifest in their… [Direct]

Akos, Patrick; Kurz, Maureen; Martinez, Robert R., Jr. (2020). Utilizing Latinx Cultural Wealth to Create a College-Going Culture in High School. Journal of Multicultural Counseling and Development, v48 n4 p210-230 Oct. Capitalizing on Latinx students' aspirational, linguistic, social, navigational, familial, resistant, perseverant, and spiritual community cultural wealth (CCW) can help school counselors empower Latinx students. We outline and integrate critical race theory and CCW and demonstrate how communities of color bring assets and protective factors with them to their educational settings. We also examine how school counselors can utilize these eight forms of CCW to promote postsecondary opportunities for Latinx youth…. [Direct]

Hayes, Cleveland (2020). The Salience of Black Mentors on the Teaching Praxis of Latino Male Teachers. Race, Ethnicity and Education, v23 n3 p414-431. Despite the growing population of Latino students, little has been done to recognize the potential cultural assets and resilience that Latino communities and Latino teachers can bring to the educational environment. Using Critical Race Theory, in this article, each participant shares their experiences with their Black mentors. This article shares the ways in which Black teachers continue to exemplify Black teaching excellence now with a group that isn't Black…. [Direct]

candace moore; Jane C. Lo (2024). Leveraging Dissent: A Policy Narrative's Power to Sow Distrust. Educational Theory, v74 n5 p682-695. The rise of political polarization and disagreement within the United States and other democracies indicates an erosion of the social contract, a deterioration exacerbated by the balkanization of social media, that can negatively impact our social relationships. Recent anti-Critical Race Theory (CRT) narratives in education provide insights into how policy narratives can be used to sow distrust in an educational context. In this paper Jane Lo and candace moore argue for the ways policy narratives can sow "dis"trust as opposed to "mis"trust. Mistrust points to an ongoing process of determining trustworthiness, while distrust connotes a more decisive and deliberate lack of trust in a person or institution. Lo and moore argue that educational research should pay more attention to the building of trust or mistrust in schools in the current context, where the anti-CRT policy narrative, through amplifying and manipulating existing anxieties and fears in order to… [Direct]

Lawrence Wesley Britt (2024). School-to-Prison Pipeline and School Policing of African American Students: A Phenomenological Study. ProQuest LLC, Ed.D. Dissertation, Northcentral University. Topic: School-to-Prison Pipeline and the School Policing of African American Students. The purpose of this qualitative phenomenological study is to explore the lived experience of teachers of African American pupils who are at risk of being moved into the School-to-Prison Pipeline. African American students are being dismissed from public school classrooms by their teachers via expulsions or suspensions. This problem is impacting African American students. Critical race theory is the guiding theoretical framework. Critical race theory examines the roles and lived experiences of teachers of at-risk African American students involved with the School-to-Prison Pipeline programs. The data highlights the pro-Caucasian American analysis of teachers of African American school pupils assigned for expulsion or suspension. The investigation is centered on teachers' voices regarding their lived experiences in educating African American students. The elongated history of African American pupils… [Direct]

Demack, Sean; Gillborn, David; Warmington, Paul (2018). QuantCrit: Education, Policy, "Big Data" and Principles for a Critical Race Theory of Statistics. Race, Ethnicity and Education, v21 n2 p158-179. Quantitative research enjoys heightened esteem among policy-makers, media, and the general public. Whereas qualitative research is frequently dismissed as subjective and impressionistic, statistics are often assumed to be objective and factual. We argue that these distinctions are wholly false; quantitative data is no less socially constructed than any other form of research material. The first part of the paper presents a conceptual critique of the field with empirical examples that expose and challenge hidden assumptions that frequently encode racist perspectives beneath the fa√ßade of supposed quantitative objectivity. The second part of the paper draws on the tenets of Critical Race Theory (CRT) to set out some principles to guide the future use and analysis of quantitative data. These "QuantCrit" ideas concern (1) the centrality of racism as a complex and deeply rooted aspect of society that is not readily amenable to quantification; (2) numbers are not neutral and… [Direct]

Brittney Ellis; Elizabeth Wrightsman (2024). A Counterstory of a Black Girl's Forms of Resilience in a Standards-Based Mathematics Classroom. Journal of Urban Mathematics Education, v17 n1 p48-83. Scholars have called for critical research that positions Black girls in a positive light while centering their constructed meanings and resistance against stereotypes and dominant discourses in mathematics spaces, particularly in reform-oriented instructional contexts. Black girls may resist deficit master-narratives about the intellectual ability of Black women and girls (macro-level) in moment-to-moment classroom interactions (micro-level). In this article, we tell a counterstory of how sensemaking and silence became forms of resilience for a Black girl during a standards-based whole-class mathematics discussion. Using theoretical perspectives rooted in critical race theory and positioning theory, we operationalized Black girls' forms of resilience as repeated acts of resistance, which were evidenced by negotiated or rejected positions. Amari's mathematical brilliance was centered in this counterstory while showcasing how forms of resilience emerged from repeated acts of… [PDF]

Kadesha Treco; Lorien S. Jordan; Rachel R. Piontak; Stefanie L. McKoy (2024). Enwhitened Spaces: A Critical Race/Critical Whiteness Content Analysis of Whiteness, Disinformation, and Amazon Reviews. Thresholds in Education, v47 n1 p69-87. Since September 2020, Fox News spawned an anti-critical race theory (CRT) disinformation campaign, that has reverberated in the whitestream's echo chamber. The disinformation largely appeals to white people who refuse to see racism, unless they feel it is impinging their rights. The campaign against CRT has penetrated the e-tailer site Amazon.com where books identified by Fox News as CRT texts have experienced increasingly hyperbolic and disinformed customer reviews. Encountering these reviews, we questioned how Amazon reviewers used a mundane platform to reify whiteness, while feigning hurt and ignorance. In this article, we present results from a qualitative critical race content analysis of Amazon.com customer reviews of four books identified by Fox News. A dialectical engagement between the tenets of CRT and key concepts of critical whiteness studies guided our analysis to describe how Amazon reviews enforced en/whitened postdigital spaces. Our results indicate that reviewers… [PDF]

Bryce Davis; Irenea Walker; Shuaib J. Meacham; Sohyun Meacham (2024). Disability Representations and Portrayals in Picture Books with the Coretta Scott King Award. Reading Horizons, v63 n1 Article 2 p1-39. This study analyzed how people with disabilities are portrayed in picture books with the Coretta Scott King Award (CSKA) to address the intersectionality of African/African American racial identity and disabilities. Disability critical race theory was foundational for this study. The pool of 134 picture books that received the CSKA from 1971 to 2020 was used as the data for the systematic content analysis. For analysis, the researchers utilized a qualitative approach that guided axial coding and selective coding in looking for emerging themes. They found that 13 picture books portrayed African/African American characters with disabilities. The majority of these books did not necessarily emphasize the disabilities of these characters. When focusing on other dimensions of identity such as gender, age, disability type, and so on, the researchers found underrepresentation, invisibility, and marginalization issues, which led them to discussions of power relations. This study calls for… [Direct]

Adrianna Crossing; Marie L. Tanaka; Miranda Zahn; Stephanie D'Costa; Stephanie Grant; Tara Kulkarni (2024). A Call for QuantCrit Methodologies: Unpacking the Need for a Critical Lens in School Psychology Research. School Psychology International, v45 n3 p254-279. School psychology has heavily relied on quantitative methodology to create and sustain our knowledge of best practices regarding academic, behavioral, and mental health outcomes for students. Nevertheless, underlying assumptions of the neutrality of quantitative data have obfuscated how school psychology research has perpetuated oppressive ideologies and practices, which directly harm students from marginalized identities. This paper demonstrates the need for employing a critical lens when engaging in and consuming school psychology research that utilizes quantitative methods. One such framework is QuantCrit, developed in the United Kingdom, which intentionally integrates Critical Race Theory tenets into the development, analysis, and interpretation of quantitative data. We explore specific examples of the insidious ways that 'presumed neutral' quantitative approaches have led to the perpetuation of oppressive practices in the following key areas of school psychology research: (a)… [Direct]

Christopher Benedetti; Jill Channing; Kelly Brown; Noni Mendoza- Reis; Sonia Rodriguez (2024). Navigating Advocacy and Ethics: Social Justice Educational Leaders' Perspectives. Education Leadership Review, v25 n1 p6-27. Equity and inclusion efforts have increased at educational institutions in the United States. However, equity and inclusion leadership has been fraught with political challenges, as well as a lack of resources, clear strategic direction, and campus support and engagement. The purpose of this qualitative phenomenological study aimed to examine the lived experiences of educators and leaders working for social justice in educational contexts in the United States. The researchers interviewed seven participants, focusing on the research question: How do educational leaders describe the ways they navigate the ethical dimensions of advocacy? The researchers underpinned their analysis using a conceptual framework based on established frameworks for social justice leadership and Critical Race Theory; both emphasize contextual analysis and seek to challenge systemic inequities. The researchers used an inductive and iterative process that produced the following emergent theme: leaders'… [Direct]

Singh, David (2020). Racial Complaint and Sovereign Divergence: The Case of Australia's First Indigenous Ophthalmologist. Australian Journal of Indigenous Education, v49 n2 p145-152 Dec. This is a reflective piece that examines the nature of racial complaint with reference to Dr. Kris Rallah-Baker's concerns about the racism that characterised his medical education. It will further examine the anti-racist campaign that sprung up in support of Rallah-Baker with a view to illustrating the limits of conventional critical race theory in understanding the course of events. Using the work of Aileen Moreton-Robinson, Gramsci and Stuart Hall, it will be argued that the Rallah-Baker case illustrates that Australian hegemonic formations can never quite command total legitimacy because sovereign formations, anti-racist in outlook, erupt with a frequency and facticity that lay bare the conceit of settler-colonialism. In so doing the paper will work towards an understanding of the critical Indigenous/race paradigm that goes beyond critical race insights borne of other places and experiences. As will be seen, what followed Rallah-Baker's complaint, the campaign that supported him… [Direct]

Abigail A. Amoako Kayser; Christen Edwards; Derrick Alridge; Jennifer Darling-Aduana; Johari Harris (2024). Virtual Connections: Teacher Beliefs and Practices Enacting Culturally Relevant Practices in a Virtual Freedom School. Urban Review: Issues and Ideas in Public Education, v56 n2 p285-312. Despite well-documented benefits for students–particularly students belonging to minorized groups–all tenets of Culturally Relevant Pedagogy (CRP) are rarely fully enacted in practice. This study examines the interrelationship between the race-related beliefs of Servant Leader Interns (SLIs) who facilitated class sessions during a summer, Children's Defense Fund (CDF) Freedom School program and their subsequent instructional practices. We also documented the relationship between these beliefs, practices, and students' self-reported exeriences. In particular, we drew on the interest convergence and understanding of racism tenets of Critical Race Theory (CRT) to inform our grounded theory analysis using constant comparative methods to integrate data collected through SLI interviews, virtual classroom observations, and student surveys. We observed high alignment between SLI's race-related beliefs and their instructional practices. However, despite some slightly more positive… [Direct]

Browning, Andrea; Warner, Saroja (2021). What Are "Social" and "Emotional Learning" and "Culturally Responsive" and "Sustaining Education" – and What Do They Have to Do with "Critical Race Theory"? A Primer. WestEd Ensuring equity in education, whereby all student groups attain comparable positive outcomes, is an ongoing challenge for policymakers and practitioners. While there is no single strategy for meeting this challenge, two broad approaches have gained traction among those committed to equity: social and emotional learning (SEL) and culturally responsive and sustaining education (CRSE). Both approaches have recently been called into question in some states and districts for their perceived connections to critical race theory (CRT), which is itself the subject of contentious political debate. This brief explains each of these three concepts, how each one relates to addressing issues of equity, and how SEL and CRSE are distinct from the academic framework of CRT…. [PDF]

Grinage, Justin; Oto, Ryan; Rombalski, Abby (2023). The Role of Racial Literacy in US K-12 Education Research: A Review of the Literature. Race, Ethnicity and Education, v26 n1 p94-111. The pursuit of racial justice in education continues to demand research that employs critical race theory (CRT). Underscoring the importance of such scholarship, this review of K-12 literature examines the trend of racial literacy in educational research. Using an interactive and recursive systematic review of research, this paper ultimately analyzed 22 peer-reviewed articles that employed racial literacy as a theory and/or method–many connected to CRT–for the possibilities they offered in upending racial liberalism in K-12 teaching and schooling. In this review, racial literacy was categorized into themes: as a process, as disrupting white supremacy and internalized racism, and as working toward curricular transformation, intersectional analysis, and centering youth voice. We conclude by discussing ways that racial literacy research can continue to work within and beyond the academy to disrupt racial liberalism and work toward anti-racist transformation in K-12 education…. [Direct]

Ender, Tommy; Varga, Bretton A. (2023). Wu-Tang for the Children: Swarming Elsewhere for Aesthetic (Re)Imaginings of Community, Theory, & Praxis. Equity & Excellence in Education, v56 n3 p395-408. The work in this article (re)traces the nuances embedded within the aesthetics of the Wu-Tang Clan to draw attention to two theoretical, Wu-based concepts: "Shaolin" and "swarming." This article leans into fugivity and critical race theory (CRT) to demonstrate how hip-hop music can be a capacious avenue for theorizing alternate ways to disrupt hegemonic, oppressive, and racist educational structures and master narratives. In particular, we use two Wu-Tang tracks (e.g. "Can it be all so simple," "Triumph") to demonstrate how static approaches to hip-hop–specifically the Wu-Tang–reduce and flatten engagements with hip-hop music in educational contexts. Central to our argument is that the aesthetics of the Wu-Tang Clan are more than economically damaged narratives that tether various culture entities together: Wu-Tang "is" theory…. [Direct]

Bryson, Tasia; Housh, Karyn; Kowalske, Megan Grunert; Wilkins-Yel, Kerrie (2023). The Influence of Advisors' Advising Style on the Career Interests of Black and Latinx Students in STEM Graduate Programs. Journal of STEM Education: Innovations and Research, v24 n1 p68-76. The advisor-advisee relationship can influence students' career choices, yet little is understood as it pertains to Black and Latinx graduate students in STEM (German et al., 2019). The purpose of this study is to investigate how graduate advisors' actions influenced the career interest of Black and Latinx students in STEM graduate programs. Critical Race Theory (CRT), specifically storytelling, was used to explore the experiences of Black and Latinx students at Predominantly White Institutions as it provides an in-depth understanding of the issues in postsecondary settings (Patton, 2006). Using a qualitative research approach, data were collected through six individual semistructured interviews over three years with each participant. The interviews were audio-recorded, transcribed, and analyzed with emergent coding. This study's findings illustrated that Black and Latinx students benefited from advisors asking about career interests, discussing career options, being a role model,… [Direct]

Coleman-King, Chonika; Pierre, Takeshia (2023). "Yardie Get Di Blame": Exploring Positionality, Transnationalism, and Cultural Capital in Social Justice STEM Education. Cultural Studies of Science Education, v18 n3 p577-587 Sep. This paper is in dialogue with Lisa Marco-Bujosa's article titled, "Soul searching in science teaching: an exploration of critical teaching events through the lens of intersectionality" where the author takes up the ways that Faith's Jamaican immigrant Black woman identities are shaped and how she understood and enacted teaching for social justice. We share ideas that add more nuance to the author's analyses of Faith's beliefs and practices. In doing so, we reframe key concepts on (1) seeing immigrant background as cultural capital in the classroom rather than as an impediment to science teaching, (2) understanding the myth of meritocracy from a critical race theory lens, and (3) expanding transnational notions of the ideological and practical underpinnings inherent in teaching for social justice. We further examine how minoritized forms of cultural capital can work to disrupt oppressive ideology and practices in STEM education…. [Direct]

Sheridan, Vera (2023). Counter Stories: Life Experiences of Refugee Background Mature Students in Higher Education in Ireland. Race, Ethnicity and Education, v26 n7 p936-953. Refugee Background Mature Students, with many having come from the global South to seek asylum, form a minority group in higher education. This qualitative study uses a Critical Race Theory framework to examine the lived experience of four Refugee Background Mature Students from Angola and Nigeria with a focus on microaggresions, the everyday occurrences of racism. On campus, their learning is informed by past experiences, asylum systems, including time spent in Direct Provision. Repeated microaggressions in Direct Provision silence or attempt to silence in the face of power. These students encounter the assaults of further microaggressions on campus, horizontally from peers and vertically from lecturers. These negative experiences occur in tandem with support from individual academics they meet during their degree courses. The unevenness of experience suggests that higher education institutions need to incorporate the specific needs of RBMSs across an institution to fully support… [Direct]

Gu, Xiaoyan; Morales, Amanda R.; Wang, Peiwen (2023). "It Was Just My Name!": A CRT/CRF Analysis of International Female Graduate Students' Perceptions and Experiences Regarding Their Ethnic Name. Journal of International Students, v13 n2 p172-188. Although international female students accounted for 44% of the enrolled international students in the United States (U.S. Department of Homeland Security's Student and Exchange Visitor Information System, 2020), their experiences regarding their ethnic name are relatively understudied in the onomastic literature. This study considers the experiences of eight international female graduate students of Color who are studying at a Midwestern predominantly White university. Utilizing critical race theory (CRT) and critical race feminism (CRF) as the theoretical and analytical lenses, this qualitative phenomenological study collected data through semistructured, in-depth interviews. We explore the meaning of ethnic names and their connection to participants' multidimensional identities. The findings include experiences with microaggressions, discrimination, and racism among students in relation to their ethnic name and point to underlying factors. Finally, implications are offered for… [PDF]

Bertone, Agustina; Dowdy, Erin; Edyburn, Kelly L.; Hinton, Tameisha; Raines, Tara C.; Twyford, Jennifer (2023). Integrating Intersectionality, Social Determinants of Health, and Healing: A New Training Framework for School-Based Mental Health. School Psychology Review, v52 n5 p563-585. Social justice-centered training has progressed in school psychology, yet training and practice still do not adequately address systems-level influences on mental health, let alone focus on dismantling the systemic inequities that adversely affect the wellbeing of marginalized children and youth. An equity- and intersectional justice-minded framework for training future school psychologists in school-based mental health is presented, informed by the theories of intersectionality, critical race theory, social determinants of health, and radical healing. The proposed framework is based on reflective practice and incorporates three pillars that emphasize the importance of decentralizing psychodiagnostic assessment, centralizing systems-level work, and renewing focus on strengths and healing. To advance training that critically evaluates social factors that affect child wellbeing while honoring children's identities and strengths, various ways in which graduate programs can enact this… [Direct]

Kareem, Jamila M. (2023). Enrolling or Serving?: Interest Convergence in Institutional Support of Writing Programs at HSIs. Composition Forum, v51 Spr. Much of the research in composition about Hispanic-serving institutions focuses on the tripartite of writing program administrators, faculty, and students and the complexities of multilingual learner pedagogies. This article draws on conversational interview methods and data to analyze the servingness of three Floridian HSIs through critical race theory's interest convergence thesis. The interest convergence thesis advances that institutional efforts toward racial equality will persist only so far as those efforts also preserve the interests of racial dominance in social institutions. Guided by an institutional critique and racial methodological approach, this interest convergence analysis examines the impact of culturally White institutional ideologies on general education writing curriculum choices, professional development, and the ethnic-racial cultural composition of institutional governance. Interviews with WPAs from the three institutions detail how the institutional… [Direct]

Kohli, Rita; Pizarro, Marcos (2022). The Layered Toll of Racism in Teacher Education on Teacher Educators of Color. AERA Open, v8 n1 Jan-Dec. To systematically explore the structural racism that teacher educators of Color endure, this article uses a critical race theory lens to analyze the findings from qualitative questionnaires with 141 Black, Latinx, Indigenous, and Asian American teacher educators who work in diverse universities across the United States. We learned that many of the participants in our study were hired to teach race and racism among race-evasive colleagues and predominantly white students that are enabled to protect and leverage their whiteness. As we frame their experiences, we argue that teacher education programs are, in fact, structured for teacher educators of Color to experience racial stress and harm. We end by suggesting steps teacher education programs can take to advance racial justice…. [PDF] [Direct]

Battle, Juan; Gonzalez, Lidia; Lucas, Nicole (2023). A Quantitative Study of Mathematics Identity and Achievement among LatinX Secondary School Students. Journal of Latinos and Education, v22 n5 p1953-1968. Using data from the National Center of Educational Statistics' (NCES) 2009 High School Longitudinal Study, this article studies the relationship between mathematics identity and mathematics success for LatinX students by relying on critical race theory and intersectionality as theoretical frameworks. The quantitative analysis relies on hierarchical regression modeling to examine the relative impact of demographic variables, school characteristics, parents social capital, and parental involvement on the mathematics grade point averages at the conclusion of 11th grade of a national sample of LatinX students. The article concludes with a discussion of the ways in which we as educators, policy makers, and researchers can work toward supporting positive mathematics identity development and, by extension, mathematical attainment and success for LatinX students. Specifically, the article discusses ways in which the experiences, cultures and abilities of these students can be acknowledged,… [Direct]

Miller, Amanda L. (2023). Disabled Girls of Color Excavate Exclusionary Literacy Practices and Generate Promising Sociospatial-Textual Solutions. International Journal of Qualitative Studies in Education (QSE), v36 n2 p247-270. Disabled girls of color have unique intersectional schooling experiences. Yet, they are underrepresented in educational research, and often unheard. Grounded in Disability Critical Race Theory and sociocultural learning theory, this study expands current understandings of how academic and social opportunities are afforded or constrained in schools for disabled girls of color from their perspectives. Through their narratives, photographs, and maps, focal participants in middle and high school described how social and spatial practices interacted with texts and technologies and in doing so, positively and negatively impacted their literacy opportunities at school. This study adds to the current literature with an intentional focus on the gifts, strengths, and solutions of disabled girls of color. Implications for future research (e.g. conducting student-led photovoice research with disabled girls of color) and generative teacher practices (e.g. using photovoice to learn about student… [Direct]

Garc√≠a, Ofelia; Sung, Kenzo K. (2018). Critically Assessing the 1968 Bilingual Education Act at 50 Years: Taming Tongues and Latinx Communities. Bilingual Research Journal, v41 n4 p318-333. As the 1968 Bilingual Education Act (BEA) reaches its 50th anniversary, we provide a critical historical review of its contradictory origins and legacy. By distilling the BEA's history into three periods that we label "power to the people," "pride for the people," and "profit from the people," we demonstrate that the bill was never meant to fully support 1960s Latinx activists' goal for a race radical bilingual education to confront racism and structural inequities, yet it offered a transitory moment in which aspirations for such goals were partially realized. This finding is significant, as the article concludes by exploring what possibilities there are to create new moments to imagine more in this neoliberal multicultural era of dual language education, where bilingualism and cultural diversity are too often commodified off the proverbial backs of Latinx youth…. [Direct]

Stephanie Joy Tisdale (2024). Intellectual Genealogy and Academic Success: Teaching and Learning at Historically Black Colleges and Universities. ProQuest LLC, Ph.D. Dissertation, Temple University. Historically Black Colleges and Universities are institutions that contribute to the higher education of people of African descent. The archives of enslaved and freed people describe their systematic approach to education, highlighting the ways that Black communities in America engaged in teaching and learning. Despite enslavement and forced labor, legalized segregation, race-based economic disenfranchisement, and rampant anti-Black violence, people of African descent curated spaces for learning in their literary societies, fraternal organizations, religious institutions, and schools. Rooted in the Africana ways of knowing that came with them from Africa to the western hemisphere, people of African descent used education to resist the prevailing ideologies of antebellum America. HBCUs emerged as collaborations between existing, Black-led educational efforts, investment from non-Black donors and organizations, and financial support from government entities. Historical records describe… [Direct]

P√©rez Huber, Lindsay; Solorzano, Daniel G. (2015). Racial Microaggressions as a Tool for Critical Race Research. Race, Ethnicity and Education, v18 n3 p297-320. This conceptual article utilizes critical race theory (CRT) to explain how everyday forms of racism–racial microaggressions–emerge in the everyday experiences of People of Color. We provide a framework for understanding and analyzing racial microaggressions that demonstrates how everyday racist events are systemically mediated by institutionalized racism (i.e. structures and processes), and guided by ideologies of white supremacy that justify the superiority of a dominant group (whites) over non-dominant groups (People of Color). To demonstrate the conceptual utility of the framework, we utilize historical and contemporary examples of racial micoraggressions, and offer varied ways to use the framework in critical race research. We argue racial microaggressions can be a powerful "tool" for identifying, disrupting, and dismantling the racism that marginalizes, subordinates and excludes People of Color in and outside of education…. [Direct]

Kwah, Helen (2019). Buddhist and Arts-Based Practices for Addressing Racial Oppression: Building upon Cleveland and Tobin's Mindfulness in Education. Cultural Studies of Science Education, v14 n4 p1123-1131 Dec. In this response to Richard Cleveland's review of the Special Issue on Mindfulness in Education by Kenneth Tobin (Learn Res Pract 4(1):112-125, 2018. 10.1080/23735082.2018.1435039), I follow his call for 'nonjudgmental scholarship' by discussing possibilities for engaging in contemplative practices to address the current societal need for healing from racial oppression. I start by revisiting traditional Buddhist ideas and practices of wisdom and compassion, and considering how these ideas and practices can be applied to the goals of resisting racism and enacting individual and collective healing. I then discuss the potential for using arts-based modalities to conduct counter-hegemonic contemplative practices, especially as arts-based modalities draw upon embodiment and affect. To support my discussion, I provide examples from the work of prominent Black Buddhist teachers and my own arts-based contemplative scholarship…. [Direct]

Fassetta, Giovanna; McClung, Michele; Sime, Daniela (2018). 'It's Good Enough That Our Children Are Accepted': Roma Mothers' Views of Children's Education Post Migration. British Journal of Sociology of Education, v39 n3 p316-332. The discrimination of Roma groups across Europe has been highlighted by several international organisations. For many, poverty, racism and their children's systematic exclusion from education are 'push' factors when deciding to migrate. This study explores Roma mothers' views of their children's education post migration and their attitudes to education more broadly, by adopting an intersectional framework and examining issues of difference and belonging as experienced by Roma mothers and their children. While Roma mothers recognised the value of education for social mobility, they remained aware of the limited resources they could draw upon, in the absence of desirable economic and cultural capitals, and as a result of their ethnicity, social class, gender and 'undesirable migrant' status. There was a perceived hopelessness in relation to the chances that Roma children have to overcome their marginalisation through schooling, pointing to the need for dedicated policy interventions… [Direct]

Gina M. Jenkins; LaChrisa Crenshaw; Terry Daily-Davis (2021). Bridging the Gap: A Closer Look at Educational Inequities and Strategies to Support African American Students. ProQuest LLC, Ed.D. Dissertation, University of Missouri – Saint Louis. This autoethnography shares our personal experiences, narratives and counter-stories as we view the social justice issues of inequities in the education of African American students. Through our journey we highlighted our personal views and real scenarios as seen through the eyes of a reading specialist, social worker and college level administrator. Critical Race Theory in Education (CRT) served as our primary guiding force allowing us to focus on the following tenets: counter-stories, permanence of racism, whiteness as property, interest convergence and critique of liberalism (Dixson, Anderson & Donnor, 2017). Critical Race Theory (CRT) is the framework in Social Sciences that examines society and culture as it relates to categorization of race, law and power (Lynn & Dixson, 2013). The purpose of our study was to take a closer look at inequities that are ignored or not effectively solved for the betterment of African American students. Educational settings serving African… [Direct]

Gina M. Jenkins; LaChrisa Crenshaw; Terry Daily-Davis (2021). Bridging the Gap: A Closer Look at Educational Inequities and Strategies to Support African American Students. ProQuest LLC, Ed.D. Dissertation, University of Missouri – Saint Louis. This autoethnography shares our personal experiences, narratives and counter-stories as we view the social justice issues of inequities in the education of African American students. Through our journey we highlighted our personal views and real scenarios as seen through the eyes of a reading specialist, social worker and college level administrator. Critical Race Theory in Education (CRT) served as our primary guiding force allowing us to focus on the following tenets: counter-stories, permanence of racism, whiteness as property, interest convergence and critique of liberalism (Dixson, Anderson & Donnor, 2017). Critical Race Theory (CRT) is the framework in Social Sciences that examines society and culture as it relates to categorization of race, law and power (Lynn & Dixson, 2013). The purpose of our study was to take a closer look at inequities that are ignored or not effectively solved for the betterment of African American students. Educational settings serving African… [Direct]

Gina M. Jenkins; LaChrisa Crenshaw; Terry Daily-Davis (2021). Bridging the Gap: A Closer Look at Educational Inequities and Strategies to Support African American Students. ProQuest LLC, Ed.D. Dissertation, University of Missouri – Saint Louis. This autoethnography shares our personal experiences, narratives, and counter-stories as we view the social justice issues of inequities in the education of African American students. Through our journey, we highlighted our personal views and real scenarios as seen through the eyes of a reading specialist, social worker, and college-level administrator. Critical Race Theory in Education (CRT) served as our primary guiding force allowing us to focus on the following tenets: counter-stories, the permanence of racism, whiteness as property, interest convergence, and critique of liberalism (Dixson, Anderson & Donnor, 2017). Critical Race Theory (CRT) is the framework in Social Sciences that examines society and culture as it relates to the categorization of race, law, and power (Lynn & Dixson, 2013). The purpose of our study was to take a closer look at inequities that are ignored or not effectively solved for the betterment of African American students. Educational settings… [Direct]

Finley, Ashley (2021). Campus Challenges and Strategic Priorities in a Time of Change: A National Survey of Campus Stakeholders. Association of American Colleges and Universities The Association of American Colleges and Universities (AAC&U) periodically surveys its members to better understand how colleges and universities are defining and articulating learning outcomes, providing access to engaging learning experiences (i.e., "high-impact practices"), and assessing student success. Though equity has been a focal point for campuses in recent years, the tidal wave of change in higher education spurred by the converging crises of COVID-19 and renewed emphasis on systemic racism in the United States and globally have required nearly every campus to rethink its game plan. Adaptation has been essential, but lasting change is still an unknown. Based on a survey administered in the fall of 2020, this report presents findings during a historic period as campuses managed the uncertainties of a global health pandemic and reacted to calls for social justice spurred by the murder of George Floyd and police violence against African Americans. This report… [PDF]

Edwards, Harry (1970). Black Students. The black student revolt did not start with the highly publicized activities of the black students at San Francisco State College. The roots of the revolt lie deeply imbedded within the history and structure of the overall black liberation struggle in America. The beginnings of this revolt can be found in the students of Southern Negro colleges in the late 1950's and early 1960's. The central task of this book is to present the historical development of the black student movement: the factors underlying the emergence and waning of its various phases, the characteristics and philosophies of the movement's present participants, and, its possible future directions. Also discussed are: the estrangement of liberal white \allies\ from the black student movement and the potential for future black-white coalitions, the relationships between black students and American colleges and universities, institutionalized racism in American education, and, the feasibility and legitimacy of developing…

Lynn, Terence Francis (2022). White, Working-Class Adult Male Students in Higher Education: The Effects of Working-Class Identity on Educational Success. ProQuest LLC, Ph.D. Dissertation, Lesley University. This qualitative, phenomenological study situated in grounded theory aimed to identify the forces that impede or support white working-class males in pursuing, adapting to, and remaining in higher education and making meaningful progress in their educational goals. Utilizing a feminist ecological perspective, the researcher was able to outline and provide context of the white working-class male experience in America. The primary research question guiding this study involved the ways in which white male working-class identity affects white working-class males' return to higher education. An inductive approach involving Relational-Cultural Theory allowed for an in-depth exploration of the lived experiences of 10 white working-class males, each of whom gave up on their college education in favor of returning to their blue-collar occupations. Based on a two-tiered analysis, a case study analysis of three men led to the emergence of the following five themes: family of origin, religious… [Direct]

Adams, Tianna J. (2023). An Examination of Factors That Keep Black Boys Trapped in Special Education. ProQuest LLC, Ed.D. Dissertation, Howard University. Section 300.5 of IDEA (2004) defines Students with Disabilities as those children who, because of their impairments, need special education and related services. Through the process of "declassification," students previously identified as having a disability requiring special education services return to full-time general education programs. Rates of declassification are meager, and even lower for Black students (43rd Annual Report to Congress, 2021; Daley & Carlson, 2009). With few exceptions, there are a limited number of studies available to help us understand low declassification rates, specifically for Black students, who are less likely to be declassified compared to White children (Daley & Carlson, 2009). And, much of the research related to the concept of declassification emerged from follow-up studies conducted in the mid-1980s and early 1990s with students who received special education services but had left school (e.g., Hasazi, Gordon, & Roe, 1985)…. [Direct]

Jenay F. E. Willis (2023). "We Gotta Think about Our Community as a Collective": A Youth Participatory Action Research Study to Address Rural Black Students' College-Going Culture Experiences. ProQuest LLC, Ph.D. Dissertation, University of Pittsburgh. This study examined and addressed the role of the broader rural community as supportive in shaping access to higher education among Black students as knowledge holders of their own lived experiences. Using a youth participatory action research (YPAR) approach, the theoretical underpinnings for the study included Yosso's (2005) community cultural wealth model and Perna's (2006) college access and choice model. Yosso's (2005) model offers a racial analysis while Perna's (2006) model offers a spatial analysis to understand rural Black students' college-going culture experiences within their broader community. The research questions for the study are: (1) How do rural Black students interpret the notion of college-going culture and what aspects of their lives and their communities are supportive for college access? (2) In what ways does using youth participatory action research (YPAR) as a practice support rural Black students' access to higher education? Guided by YPAR as a methodology,… [Direct]

Mead, Ebonyse; Neitzel, Jen (2023). The Handbook of Racial Equity in Early Childhood Education. Brookes Publishing Company The goal of every early educator is to prepare all students for school success–but for young Black children, entrenched biases and racial inequities have created an achievement gap that must be closed. Transform your practices "and" work for systemic change with this visionary guidebook, a comprehensive roadmap to promoting racial equity in early childhood education. The only handbook of its kind that takes a rigorous, in-depth look at the historical roots of racial bias, this book goes beyond band-aid approaches to equity and prioritizes real transformation and healing: of adults, communities, programs, systems, and children. Grounded in research but focused on action, this empowering guide offers both deep foundational knowledge and practical classroom strategies that promote better outcomes for Black children and families. Contributions from voices of experience–influential scholars, teachers, and parents–offer authentic perspectives on the impact of racism and the… [Direct]

Lund, Darren E. (1998). Seeking Ethnocultural Equity through Teacher Education: Reforming University Preservice Programs. Alberta Journal of Educational Research, v44 n3 p268-83 Fall. Argues that Canadian schools of education must address social justice issues of ethnicity, culture, and racism; model equitable practices in teacher education programs; and promote equity for all students in public schools. Reviews current debate on multicultural and antiracist education, challenges in pursuing equity in education, and promising preservice programs providing specific direction for reform. Contains 65 references. (Author/TD)…

Chadderton, Charlotte; Jackson-Cole, Dominik (2023). White Supremacy in Postgraduate Education at Elite Universities in England: The Role of The Gatekeepers. Whiteness and Education, v8 n1 p101-119. Home BAME students are under-represented on postgraduate courses in England, especially at elite universities, however, there has been little research on why this should be. This research starts to fill this gap, arguing that gatekeepers to postgraduate courses at some of the most elite universities contribute to maintaining white supremacy. Innovatively combining Critical Race Theory with Bourdieu's tools, the study found that at these institutions, white supremacy is upheld firstly by an operationalising of discourses of meritocracy; secondly by non-transparent recruitment to programmes from UG courses which are mainly white; and thirdly by the gatekeepers interpreting the low numbers of BAME students either as 'unconscious bias', which in their view cannot be helped, or a result of individual or cultural deficit on the part of the students themselves. All of this, we argue, allows gatekeepers to excuse their own role and that of the institution in maintaining white supremacy…. [Direct]

George Mwangi, Chrystal A.; Malaney Brown, Victoria K.; Yao, Christina W. (2019). Exploring the Intersection of Transnationalism and Critical Race Theory: A Critical Race Analysis of International Student Experiences in the United States. Race, Ethnicity and Education, v22 n1 p38-58. International student mobility to the United States (US) has increased over the past two decades. Despite the increase in numbers, international students may experience racism, nativism, and other forms of discrimination within the US context. Much of the existing literature focus on how international students can assimilate and cope with these issues rather than interrogating the systems of oppression that create negative student experiences. Thus, we utilized critical race theory (CRT) as a framework for interrogating how international student experiences are portrayed in current literature. Although CRT is grounded in US-based legal theory, we argue that CRT must move beyond the rigid confinement within US borders and expand to consider how transnationalism and global exchange contributes to the fluidity and applicability of this theory. We also provide recommendations for critical race praxis, with an emphasis on implications for practice, theory, and future research…. [Direct]

Barraza, Ever; Martinez, Eligio, Jr.; Paredes, Audrey D. (2022). Transitioning during a Pandemic: Examining the Institutional Response to the COVID-19 Pandemic for Latina/o/x First Year and New Transfer Students. Journal of Latinos and Education, v21 n3 p289-303. The purpose of this study is to understand the impact of COVID-19 on the college transition for Latina/o/x students who enrolled at Citrus State College (pseudonym) during the Fall of 2020 as either first-year or transfer students. In particular, the authors explore the effects of the pandemic on students' sense of belonging, academic integration, and access to support services on the campus. Semi-structured interviews were conducted with 19 self-identifying Latina/o/x students who enrolled at CSU during remote instruction. Using Critical Race Theory as the theoretical framework, findings of the study highlight how inequality was exacerbated for Latina/o/x college students who were expected to understand how to navigate college without the proper institutional support…. [Direct]

Clark, Christine; Marrun, Norma A.; Plachowski, Tara J. (2019). A Critical Race Theory Analysis of the 'Demographic Diversity' Gap in Schools: College Students of Color Speak Their Truth. Race, Ethnicity and Education, v22 n6 p836-857. The shortage of Teachers of Color relative to the growing racial/ethnic diversity of the U.S. public school student population has caught the attention of many educators and policy makers. Several factors contribute to this teacher-student demographic diversity gap, especially the lower numbers of college Students of Color, relative to white students, enrolled in teacher education programs. Using a Critical Race Theory framework and qualitative data, this study examined the perceptions of college Students of Color about the teaching profession. Findings reveal that college Students of Color are not interested in pursuing careers in teaching because they feel that: 1) teachers are underpaid and undervalued by society; 2) teachers are negatively represented, and Teachers of Color are underrepresented, in media and popular culture; and, 3) the cumulative negative impact of the racial microaggressions they experienced over the course of their schooling has discouraged them from… [Direct]

Nikolovski, Johnny (2022). Teacher Perceptions of Culturally and Linguistically Diverse Newcomer Parents: Shifting the Paradigm from Deficit Perspectives to Asset-Based Approaches. Excellence in Education Journal, v11 n2 p50-84. This study explores teacher perceptions of newcomer parents and investigates how a small sample of teachers are making the shift from deficit to asset-based approaches to working with newcomer parents. This research uses one-on-one semi-structured interviews with three Toronto District School Board high school teachers to examine their perceptions of newcomer families living in Toronto, Ontario. Critical race theory is used as the theoretical framework for this study to critically analyze teachers' conceptualization of asset-based approaches. Research findings reveal specific strategies used by the participants in incorporating asset-based approaches to working with newcomer parents and their children. This study also provides critical reflection opportunities for teachers who wish to engage in asset-based work in and beyond their multicultural classroom…. [PDF]

Daftary, Ashley-Marie; Hylton, Mary; Ortega, Debora; Sanders, Cynthia (2022). A CRT Analysis of Policy Making in Nevada: A Case Study for Social Work Education. Journal of Social Work Education, v58 n4 p768-779. This study uses critical race theory (CRT) to uncover racialized interactions that influence legislative processes. The transcripts from public hearings from the 2017 Nevada State legislative session were included in the data analysis. Results demonstrate the utility of CRT as an analytic tool to examine the policy-making process, identify narratives that sustain and protect white supremacy imbedded in policies governing high school education, and uncover racist testimony throughout the policy-making process. More specifically, results demonstrate the ways that subtle racialized interactions drive conversations where White constituents protect white interests at the expense of racial equity. Conversely, findings highlight how People of Color issue a counternarrative by providing necessary historical context and perspectives to work toward racial justice goals…. [Direct]

do Amaral, Barbara; Windchief, Sweeney (2019). The Pathway to Achieving Classroom Equity: Computational and Critical Thinking through Storytelling and 3D Models. Educational Research: Theory and Practice, v30 n1 p62-66. Alignment with the Montana Indian Education for All (IEFA) Act, tenets of Tribal Critical Race Theory (TribalCrit) (Brayboy, 2006) and the 7 Essential Understandings, results in the effective integration of Computer Science and Storytelling into the classroom. Teacher disposition and pedagogies that reflect current education transformation trends are also discussed…. [PDF]

Jennifer A. Strangfeld (2024). Accessing Resistance Capital: First-Generation Latina/o/x College Students in Higher Education. Journal of Latinos and Education, v23 n2 p550-565. Centered in critical race theory (Latcrit) and conceptualization of community cultural wealth, this study explores first-generation Latina/o/x students' motivations to attend college and persist to degree completion. Additionally, this study examines the overlapping forms of cultural wealth that participants access throughout their educational journeys, with particular focus on the overlap of resistance, familial, and aspirational capital. Finally, this project examines how citizenship status impacts participants' motivations and cultural wealth. Data was gathered through semi-structured interviews of 14 California university or community college students who self-identified as Latina/o/x. Findings indicate that participants' motivations are deeply connected to familial relationships that also lead to broader understandings of social inequity and injustice. Specifically, participants situate their motivations to attend college within personal aspiration, and familial ties, but also… [Direct]

Ekaterina Strekalova-Hughes; Jennifer Waddell; Kathleen O'Shea; Nora Peterman (2024). The Curious Case of Seemingly Incurious Children: Refugee Flight and (Mis)Representation of Children's Power and Agency in Children's Literature. Journal of Multilingual Theories and Practices, v5 n2 p226-251. English-language teachers are increasingly recognizing the pedagogical value of using children's literature that authentically represents diverse multilingual learners, including children who have sought refuge. This study analyses representations of children who have experienced displacement and sought refuge in picture books. Framed by a critical multicultural perspective of children's literature, critical refugee studies and critical race theory, the study investigates how children's emotions and agency are represented in focal stories. Our findings suggest that, contrary to the complex intellectual and emotional ways children and youth process displacement, picture books about seeking refuge tend to represent child protagonists as incurious about why they are forced to flee. Such representations construct legally scripted narratives associated with refugee status that normalize war and violence. These narratives ultimately mask colonialism, imperialism and racism that contribute… [Direct]

Kimi Waite (2024). (Re)Constructing Environmental History: Excavating Ecomemory with Ecowomanist and Intersectional AsianCrit Framings for Eco-Justice Pedagogical Praxis. Journal of Curriculum and Pedagogy, v21 n4 p396-417. This article investigates the role of autoethnographic research as the methodological tool of choice for an Asian American educator-activist-scholar (Suzuki & Mayorga, Multicultural Perspectives, 16(1), 16-20, 2014) who positions herself with a collaborative, critical, and intersectional ecofeminist perspective. I propose that "ecomemory," a counter memory of environmental history and the environmental histories of people of color, should be used as valid ethnographic research and can contribute toward the AsianCrit tenets of (re)constructive history and story, theory, and praxis. Autoethnography, ecomemory, critical race theory, and AsianCrit, define how I think about the world and have influenced how I engage in educational research. Producing autoethnographic research validates and acknowledges my positionality and interrogates my marginal position inside dominant structures of education and environmental education. Rooted in my own environmental autobiography,… [Direct]

Christopher Gras (2024). Narratives of Race and Identity in English Language Teaching. Language Learning Journal, v52 n1 p77-91. The continued spread of Western ideology, English as a lingua franca, and the myth of the native speaker all play a role in the racialisation of language teaching (Phillipson, R. 1992. "Linguistic Imperialism." Oxford: Oxford University Press; Ramjattan, V. A. 2019. Raciolinguistics and the aesthetic labourer. "Journal of Industrial Relations" 61, no. 5: 726-738. doi:10.1177/0022185618792990.). As a former English as a foreign language (EFL) teacher, numerous racialised encounters compelled me to reflect on my own professional identity as an educator and seek out the lived experiences of other teachers of colour. A framework that connects foundational elements of sociocultural identity theory to theoretical perspectives from critical race theory was utilised to co-construct narratives from four EFL teachers. Data collection relied on three interviews and four forum posts. Transcribed data were then coded using first and second cycle coding methods, and… [Direct]

Benjamin Lugu; Emy Nelson Decker (2024). Black Religious Engagement and Post-College Educational Pathways: The Role of Demographic Variables. Innovative Higher Education, v49 n3 p581-599. This article employs quantitative critical race theory (QuantCrit), set against a historical context backdrop, to understand key aspects of Black religious engagement and post-college educational pathways. The variables selected for this study illuminate post-graduation outcomes for Black students valued by the Freedmen's Bureau and other similarly focused organizations that coalesced immediately before, during, and shortly after the American Civil War. Data from the 1979-80 National Survey of Black Americans (NSBA) provides the content for an analysis herein of Black Americans engaging in the church following college graduation and their pursuit of advanced degrees. This survey conducted roughly 100 years following the Civil War, has remained influential to policymakers to the present day and allows an opportunity to reflect on today's views on Black education at this sesquicentennial juncture. So doing provides for a reconceptualization of Black post-college success as originally… [Direct]

P√©rez Huber, Lindsay; Robles, Gabriela; Sol√≥rzano, Daniel G. (2023). "Life Was Brought Back into My Body": A Critical Race Feminista Analysis of Racial Microaffirmations. Race, Ethnicity and Education, v26 n6 p701-718. This qualitative study utilized a Critical Race Feminista approach to explore the experiences of graduate Students of Color with racial microaffirmations. Racial microaffirmations are the subtle verbal and nonverbal strategies People of Color engage that affirm each other's dignity, integrity, and shared humanity. These moments of shared cultural intimacy allow People of Color to feel acknowledged, respected, and valued in a society that constantly and perpetually seeks to dehumanize them. A Critical Race Feminista approach is grounded in Critical Race Theory (CRT) and Chicana feminist theoretical foundations. These theories guide the overall research design, and specifically, the methodological process. Four group pl√°ticas were conducted with 30 students who also participated in the co-construction of knowledge during data analysis. This analysis revealed how racial microaffirmations can be embodied experiences, as sensory forms of knowledge that connect us to shared cultural… [Direct]

Demps, Dawn; Rodriguez-Martinez, Sara; Sampson, Carrie (2023). Engaging (or Not) in Coalition Politics: A Case Study of Black and Latinx Community Advocacy toward Educational Equity. Race, Ethnicity and Education, v26 n7 p851-871. The potential for cross-racial coalitions between minoritized communities in educational advocacy and policymaking is enhanced as communities become increasingly diverse. In this qualitative case study, we use interviews and archival data to explore coalition politics between Black and Latinx community leaders in a large, metropolitan school district in the U.S. Mountain West. Utilizing postcolonial feminist theory and critical race theory, we explore how and why Black and Latinx communities engage (or not) in coalition politics to advocate for educational equity. We found that although these communities rarely engaged in coalition politics, they sometimes developed what we termed micro-coalitions. This is a small, yet powerful and promising coalition grounded in a deep understanding of historical racial injustices and explicit efforts to navigate tensions and support both communities. We further highlight how district and state leaders leveraged existing tensions and adopted… [Direct]

McClure, Patricia S. (2023). The Silent Schooling of Whiteness in Social Studies Content Standards. Whiteness and Education, v8 n1 p39-63. Race shapes the policies and history of the United States. Current research shows that state-approved social studies content standards are written in a non-racial and colour-evasive whiteness language that reinforces racist policies and practices in education. This qualitative framework analysis study examines the language of social studies content standards from New Mexico and Texas; two states on the US-Mexico border. This research, theoretically grounded in Critical Race Theory and Critical Whiteness Studies, analyses how the silent schooling of whiteness uses language to support racist ideals in social studies content to promote property rights and wealth over human rights. Furthermore, whiteness language in education reinforces the racist power structure by intentionally silencing culturally relevant and anti-racist instruction to students. Learning to identify whiteness language is an important step towards developing racial literacy, cultural responsiveness and social justice… [Direct]

Martell, Christopher C. (2023). White Elementary Teachers and Learning to Teach Race in the Social Studies Classroom: A 6-Year Longitudinal Study. Whiteness and Education, v8 n2 p140-158. In this 6-year longitudinal interpretative case study, the researcher examined four white elementary teachers' beliefs and practices related to teaching race. Interview, observation, and classroom artefact data were collected from their teacher preparation program through their fifth year in the classroom. Using critical race theory and critical whiteness as the lens, the researcher found: (1) A division exists between tolerance- and equity-oriented teachers. (2) While two teachers had relatively fixed orientations, two teachers shifted their orientations over time; these shifts related to their school culture and their professional development opportunities. (3) The teachers were more likely to teach about race in schools where they had dedicated time for social studies. This study revealed the influence that teacher preparation and school context had on the white teachers' development in teaching about race. This study also drew connections between teacher preparation programs and… [Direct]

Eva Zygmunt; John Ambrosio; Kristin N. Cipollone; Michael Takafor Ndemanu; Regina J. Giraldo-Garc√≠a; Sheron Fraser-Burgess (2023). Missing the Mark: Assessing Dispositions and the Reification of Whiteness in Teacher Preparation. Educational Studies: Journal of the American Educational Studies Association, v59 n5-6 p475-503. In order to explore whether the Watermark‚Ñ¢ Educator Disposition Assessment (EDA) is an equitable assessment for all teacher candidates regardless of race, this study used a Quantitative Critical Race Theory (QuantCrit) methodological design to analyze a pilot implementation of the assessment representing 650 discreet disposition assessments undertaken in 24 designated courses in five distinct programs of educator preparation at a midsized Midwestern university. Chi-square analysis and descriptive statistics from fall 2019-spring 2020 archival data indicate a statistically significant association between the variable race and the average scores assigned to students in multiple EDA assessments, with marked disadvantages for Black teacher candidates. Through this analysis and a careful and critical review of language embedded in each rubric row, the authors argue that the Watermark‚Ñ¢ EDA advances and reifies a set of normative practices that align with dominant White, middle-class… [Direct]

Mijoo Kim; Samuel R. Hodge; Seungyeon Park (2023). Claiming Voice and Visibility for International East-Asian Kinesiology Students. Quest, v75 n4 p253-269. Confronting the distinctive challenges of international East Asian students is vital for the increasingly diverse United States higher education system. This study examines the experiences of six participants of East Asian descent during kinesiology doctoral programs at U.S. higher education institutions. The research design is qualitative inquiry rooted in Asian Critical Race Theory (AsianCrit). There were several subthemes emerged; (a) language barriers and/or proficiency, (b) cross-cultural dissonance, (c) multi-faceted challenges, (d) limited social relationships, and (e) extension of Asian identity as faculty. Findings are discussed in light of AsianCrit with a particular focus on marginalization–invisible presence and silenced voices, intersectionality–perpetual foreigners and unwelcome outsiders, lack of social and cultural capital, and counter stories. Frequently positioned as outsiders with minimal voice and visibility, their learning and success can be supported by… [Direct]

McCarthy Foubert, Jennifer L. (2023). Still-Restrictive Equality in Shared School Governance: Black Parents' Engagement Experiences and the Persistence of White Supremacy in a Liberal Public School District. International Journal of Qualitative Studies in Education (QSE), v36 n4 p543-558. This paper draws from a critical race multicase study of Black parents' school engagement experiences in a liberal U.S. public school district, focusing here on 12 mothers and fathers who participated in Parent Teacher Organizations (PTOs) and/or African American parent groups. I apply Critical Race Theory, particularly Crenshaw's notions of restrictive and expansive views of antidiscrimination law, as a theoretical lens to evaluate the school district's vision of racial equality in school governance. My analysis indicates that regardless of inclusive practices that welcomed Black parents into parent groups, the district still had restrictive views of equality because Black parents' ideas and desires were only taken up if they converged with the interests of white parents, and school and district leaders. I offer the theorization of still-restrictive to point to a way white supremacy may still operate in liberal and inclusive-seeming spaces…. [Direct]

Christophersen, Kristin (2023). Local Voices: Counterstorytelling and Retention of Faculty of Color in Oregon's Community College System. ProQuest LLC, Ed.D. Dissertation, Portland State University. The Oregon community college system employs a full-time faculty workforce that is overwhelmingly White. This study aimed to research why the representation of faculty of color in the state's community colleges remains low by conducting interviews with faculty of color about their experiences at these public 2-year institutions using counterstorytelling as research methodology. Using critical race theory as a theoretical framework, this study collected and analyzed the counterstories of seven faculty of color in a variety of institutions and regions across one state about their experiences with institutional racism and how it impacts their persistence strategies and retention patterns. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/disserta…… [Direct]

Elaine Keane; Meadhbh N√≠ Dhuinn (2023). 'But You Don't "Look" Irish': Identity Constructions of Minority Ethnic Students as 'Non-Irish' and Deficient Learners at School in Ireland. International Studies in Sociology of Education, v32 n4 p826-855. Ireland's schooling population has significantly diversified in the last 15 years. Despite the growing body of research on migrant and minority ethnic students' experiences, we still know relatively little about their relationships with peers and teachers. This paper draws on data collected as part of a wider study, informed by critical race theory (CRT), about the higher education (HE) experiences of minoritised ethnic students, involving interviews with 25 students across seven HE institutions in Ireland. 11 had attended school in Ireland, and this paper examines their schooling experiences including their 1) identity battles in not being recognised as Irish, 2) experiences of racist bullying and inadequate responses of teachers, and 3) construction as 'deficient' learners, including regarding HE progression. From a CRT perspective, the findings are examined in the context of exclusionary constructions of Irishness, and the urgent need for anti-racist education in Ireland for… [Direct]

Cheryl Fields-Smith; Timberly L. Baker (2023). Centering the Lived Experiences of Rural Black Homeschool Families. Thresholds in Education, v46 n3 p399-419. Compared to all other options, homeschooling provides parents with the most control over their children's educational experiences. The COVID-19 pandemic led to a surge in the U.S. homeschool population. Black families had the largest increase in home educators from 3.3% to 16.1% between April 2020 and October 2020. The emerging literature on Black home education has focused almost entirely on urban areas. This paper presents findings from a pilot study designed to begin to address the omission of rural setting representation in Black home education research literature. This qualitative study employed conceptual frameworks that value Black women's ways of knowing (e.g., Black Feminist Theory, Endarkened Feminist Epistemologies, and Critical Race Theory) to emphasize the role of participating mothers who represented a single-parent household or a household where the mother maintained primary responsibility for the home education of children…. [PDF]

Shockley, Ebony Terrell (2021). Expanding the Narrative of the Black-White Gap in Education Research: Black English Learners as a Counterexample. Journal of Negro Education, v90 n1 p7-25 Win. Achievement gap studies examining race overwhelmingly reveal that White children and Asian children outperform Black children and Latino children, few studies have outcomes that show Black children outperforming their peers. Critical race theory frames this work, which examines the performance of English Learners (n = 198) in a large school district in the Mid-Atlantic region of the United States. Using one-way analysis of variance and multiple regressions, data show that Black English Learners' mean scores are higher than their peers on both a state reading assessment and the Scholastic Reading Inventory. These findings serve as a counterexample in achievement gap research…. [Direct]

Blake, Jamilia; Eason, John M.; Marchbanks, Miner P., III; Peguero, Anthony A.; Varela, Kay S. (2021). School Punishment and Education: Racial/Ethnic Disparities with Grade Retention and the Role of Urbanicity. Urban Education, v56 n2 p228-260 Feb. There are racial/ethnic disparities associated with school punishment practices and academic progress. In addition, research suggests that urban schools have stricter school punishment practices and higher grade retention rates. What remains unknown, however, is the relationship between race/ethnicity, school punishment practices, and retention rates across urban, rural, and suburban schools. Thus, this study draws from the Texas Education Agency's Public Education Information Management System and Critical Race Theory to investigate if there is link between school punishment practices and academic progress, as well as establishing if there are racial/ethnic disparities in urban, rural, and suburban contexts…. [Direct]

Bryan, Nathaniel; Milton-Williams, Toni (2021). Respecting a Cultural Continuum of Black Male Pedagogy: Exploring the Life History of a Black Male Middle School Teacher. Urban Education, v56 n1 p32-60 Jan. Black male teachers tend to enact culturally relevant pedagogical practices that support the academic achievement, cultural competence, and critical consciousness of Black male students. Using critical race theory, culturally relevant pedagogy, and life history methodology, we explore the life history and work of a Black male middle school teacher to examine ways in which his historical, societal, institutional, and communal and personal experiences have shaped him to become a culturally relevant teacher and advocate for Black male students. In doing so, we provide implications and recommendations for preservice teacher education programs to retain and better support Black male middle school teachers…. [Direct]

Revelle, Carol; Riley, Jacqueline; Slay, Laura E. (2021). The Elephant in the Classroom: Using YouTube Comments to Address the Essential but Unacknowledged Topic of Race. International Journal of Multicultural Education, v23 n1 p131-145. Drawing on critical race media theory, this praxis article describes how instructors can effectively introduce critical race literacy theory in a teacher education class using online videos. Ultimately, this study helps us to better understand how viewing YouTube videos and responding critically to YouTube user comments can help preservice teachers acknowledge and challenge their pre-existing beliefs related to teachers and students of color in a teacher education writing course. Data analysis reveals that preservice teachers' idealism for compassionate teaching is embedded in a superficial understanding of sociocultural differences and lacks an understanding of how race affects student learning…. [PDF]

Fergus, Edward (2021). The Beliefs about Race and Culture Operating in Our Discipline Strategies: A Commentary. Preventing School Failure, v65 n3 p216-222. The prevalence of racial disparities in discipline outcomes continues despite a prominence of new strategies and research. When implemented with fidelity, PBIS (Positive Behavior Interventions and Supports) is shown to contribute to reductions in school suspension, expulsion, and other positive educational outcomes. Despite its promise for making school discipline more efficient and less exclusionary, PBIS in some schools struggles to address disproportionate patterns of exclusion and office referrals. This commentary offers the use of critical race theory framing as a way to understand how teachers' beliefs about race and culture operate within their personalized lives and transfer themselves within the schooling environment…. [Direct]

Marie Cyndy Jean (2023). "Soulwork": The Critical Role of Black Women Leaders in the Development of Social Cohesion within Predominantly White Independent Schools. ProQuest LLC, Ed.D. Dissertation, University of Pennsylvania. Many Black women leaders operating within historically and predominantly White organizations, including independent schools, often lead cultural work with titles such as "DEI Director" or "Chief of Equity and Belonging." Although these programs are rooted in equity and social justice, the women combat perceptions of inferiority due to race and gender. As a result, Black women may remain stuck in leadership roles that deeply under-utilize their strengths and make them feel "othered." Black women leaders may often lack agency while their schools struggle to establish cohesion within the community, particularly over the last 3 years of unprecedented crises–COVID-19 pandemic, the murder of George Floyd, the national outcry against critical race theory. This qualitative and autoethnographic study examined cross-cultural and cross-racial relationships in predominantly White independent schools, particularly as community members engaged in conversations… [Direct]

Gonzalez, Mart√≠n Alberto (2022). HorCHATa: A Counterstory about A Mexican-Based Student Organization as a Counter-Space at a Predominantly White University. Association of Mexican American Educators Journal, v16 n1 p22-52. This article utilizes critical race theory counterstorytelling to tell a story about °Poder Xicanx!, a Mexican-based student organization at a private, predominantly white university in the Northeast of the United States. Drawing on in-depth interviews, participant observations, "pla ¥ticas," and document analysis, I document the educational experiences of 20 Mexican/Mexican American/Xicanx (MMAX) undergraduate students who participated in °Poder Xicanx!. Specifically, I argue that °Poder Xicanx! functions as a counter-space, which is a site or space where MMAX students can challenge stereotypes, deal with racism, and empower one another. Moreover, I also highlight the fact that °Poder Xicanx! allows for members to create a home away from home, sustain and practice their cultural ties, and collectively build critical consciousness…. [Direct]

Collins, Jonathan E. (2022). Policy Solutions: Defying the Gravitational Pull of Education Politics. Phi Delta Kappan, v104 n1 p62-63 Sep. The biggest threat to an equitable and prosperous American society is not a particular educational policy, but the gravitational pull of politics, explains Jonathan Collins. Before educational policy can be developed and put into place, the politics that drive education must be acknowledged and addressed. Violence is erupting at school board meetings across the country over mask mandates, book bans, and critical race theory. Meanwhile, as has been the case throughout U.S. history, the political division and vitriol distract us from ensuring that our most vulnerable children are getting needed academic support. It is time, Collins says, for a politics of solutions that can defy the gravitational pull of politics that sidetrack leaders addressing the real problems students face…. [Direct]