Chen Chen; Dev K. Bose; Elizabeth Keller Kirycki; Elliot Tetreault; Jennifer Sano-Franchini; Ruth D. Osorio (2022). Interrogating the Four Ps: Positionality, Privilege, Power, and Professionalism in the Rhetoric and Composition Job Market. Composition Studies, v50 n3 p20-39. This article examines academic job market experiences as an embodied performance, considering how different bodies must navigate that performance in different ways. Engaging with the critical race theory methodology of counterstory developed by Aja Martinez and the social justice heuristic developed by Rebecca Walton, Kristen R. Moore, and Natasha N. Jones, we use a framework of positionality, privilege, power, and professionalism to interrogate the politics of academic hiring. We use this framework to theorize from our personal stories and to consider how Othered job seekers interact with hiring bodies in ways that are deeply visceral and that are always implicated within institutionalized power relations. We then provide recommendations that will help hiring committees and faculty mentors move toward more equitable and inclusive academic hiring practices…. [PDF]

Haskins, Natoya H.; Singh, Anneliese (2015). Critical Race Theory and Counselor Education Pedagogy: Creating Equitable Training. Counselor Education and Supervision, v54 n4 p288-301 Dec. Infusing critical race theory, the authors discuss specific pedagogical strategies to enhance educational experiences of counselor trainees. The authors then provide an evaluative checklist to facilitate and evaluate curricular integration of critical race theory…. [Direct]

Adriel Boals; Chiachih Wang; Rosario Olguin-Aguirre; Yolanda Flores Niemann (2024). Impact of Potential Changes in US Immigration Policies on Distress and Mental Health of Latinx College Students. Journal of Latinos and Education, v23 n1 p163-175. US President Donald Trump promised and delivered radical changes to US immigration policies. This study examined the extent to which a sample of college students were affected by such changes and subsequent associations with psychological health. The study was a survey of 401 college students from a large Hispanic Serving Institution. A total of 71% of participants reported being at least "a little bit" affected by potential changes in US immigration policies, and 43% were affected "quite a bit" or "very much." Latinx people were significantly more affected than other ethnicities. Importantly, increases in being affected were significantly related to increases in depression, general distress, distress specific to immigration issues, financial stress, and insomnia. These findings suggest that the impact of potential and/or actual changes in US immigration policies may lead to a number of mental health consequences for college students, particularly Latinx… [Direct]

Crystal E. Garcia; Michael A. Goodman (2024). Messaging about Race: Exploring Sorority and Fraternity Social Media. Journal of College Student Development, v65 n4 p388-406. National movements, including Black Lives Matter and Abolish Greek Life, have resurfaced attention to racial dynamics within sorority and fraternity life (SFL) communities. Often, these discussions frame SFL as a homogenous entity and ignore crucial distinctions among organizations, such as the fact that historically white sororities and fraternities were not originally created to serve Students of Color, while culturally based sororities and fraternities were intentionally created to center and celebrate People of Color. Furthermore, some historically white sororities and fraternities have been more intentional than others in implementing race-conscious initiatives and addressing their exclusionary roots. However, research has yet to explore ways (inter)national sorority and fraternity leadership across organizational types attend to matters of race and racism in organizational messaging. This qualitative critical discourse analysis explored these dynamics, examining social media… [Direct]

Sheth, Manali J. (2019). Grappling with Racism as Foundational Practice of Science Teaching. Science Education, v103 n1 p37-60 Jan. While current science teacher education frameworks designed to support high-quality teaching have the potential to promote equitable science learning, they do not substantively engage with how racism organizes science teaching and learning. In this critical qualitative inquiry grounded in critical race theory and sociopolitical perspectives on teaching and learning, I analyzed the contradictions that emerged in science teaching practices that were both intended to support Student of Color science learning and engaged science-specific colorblind ideologies. The critical race theory analysis demonstrated how science teaching practices such as connecting to students' experiences, creating interests in science, representing scientists as role models, and scaffolding doing science maintain unequal racialized power relations between students and science when historical and contemporary legacies of racism are not directly confronted. I also propose a science teaching practice of… [Direct]

Fern√°ndez, Erica; Rodela, Katherine C. (2019). A Latina Mother on TV: Challenges of Intragroup Advocacy for Equity in a Latinx Community. International Journal of Qualitative Studies in Education (QSE), v32 n10 p1270-1288. This article analyzes a 'critical race moment' in an ethnographic study to examine intragroup advocacy in a diverse Latinx community. In this moment, a Spanish-language TV newscast used an image of the first author and her young son to report on local Latinx leaders' advocacy to address disparities impacting the broader Latinx community. Informed by Critical Race Theory, Latino Critical Race Theory, and Chicana Feminist Epistemology, this paper employs a unique analytical approach of unpacking a 'critical race moment' to examine the "intragroup representative messages" used by leaders. While their advocacy efforts led to investments in educational programming, Latinx leaders at times employed deficit ideologies about low-income, Spanish-speaking, immigrant Latinx families as they spoke to policymakers. Findings reveal the potential political binds Latinx leaders may encounter when they seek to advocate and speak "for" (rather than "with") other Latinx… [Direct]

Kim, Terri; Ng, Wilson (2019). Ticking the 'Other' Box: Positional Identities of East Asian Academics in UK Universities, Internationalisation and Diversification. Policy Reviews in Higher Education, v3 n1 p94-119. This article critically interrogates East Asian academics' positional identities in UK universities, internationalisation and diversification against the Black and Minority Ethnic (BME) and Critical Race Theory (CRT) framework. Contemporary UK policy promoting racial equality and diversity is often over-generalised, while the critical race theory-based literature has focused on hegemonic notions of 'white privilege'. Neither discourse provides an adequate, comparative perspective of power relations within diverse racial and ethnic groups. In advancing this perspective, the article compares the experiences of two groups of East Asian academics working in UK universities. One group is foreign-born but has strong British identities following their English √©lite education. The other group came to the UK for postgraduate studies and/or chose to work in Britain. The paper changes the picture of a static, black and white perspective in the BME policy and CRT literature by offering a… [Direct]

Hines, CharMaine Y. (2023). Gatekeepers to the Community College Presidency for Leaders of Color. New Directions for Community Colleges, n202 p47-62 Sum. Research has identified a clear underrepresentation of race and gender diversity in the community college presidency and scant progress in diversification. This phenomenological study used critical race theory (CRT) and glass ceiling theory (GCT) lenses to examine the lived experiences of minority community college presidents, including those who identified as African American, Asian Pacific Islander, and Latino/Hispanic and spanned 12 states and every region of the U.S. The counter-narratives of the participants were examined using a modified interpretative phenomenological approach concept model with cultural domain analysis (CDA) for validation. Participants were categorized by generational definitions and their associated community college development leadership styles. Findings include evidence of a leaky pipeline, a flawed hiring process with gatekeepers along the hiring continuum, and biases and stereotypes encountered, illustrating leaders' perceptions of underrepresentation… [Direct]

Dian Mawene; Dosun Ko; Jahyun Yoo; Sumin Lim; Yehyang Lee (2025). When Good Intentions Go Awry: A Critical Policy Analysis of Equity-Focused Policies Intended to Reduce Racial Disparities in Special Education. Exceptional Children, v91 n2 p187-210. In the U.S. education system, students of color experience multiple forms of marginalization at the intersection of markers of difference. These injustices manifest in multiple forms, such as higher rates of inappropriate referrals to special education, misidentification, conferring stigmatizing labels, and subsequently placing students of color in more segregated spaces. To combat this persistent racial injustice within special education practices and programs, policymakers have formulated regulations under the Individuals With Disabilities Education Act (IDEA) aimed at ensuring equal educational opportunities and outcomes for students of color. In particular, the U.S. Department of Education's Office of Special Education Programs introduced 20 State Performance Plan and Annual Performance Report (SPP/APR) indicators in 2004 to monitor states' implementation of IDEA. Building upon an interdisciplinary and intersectional lens informed by the cultural historical approach to… [Direct]

Howard, Tyrone C.; Navarro, Oscar (2016). Critical Race Theory 20 Years Later: Where Do We Go From Here?. Urban Education, v51 n3 p253-273 Mar. As the nation's schools become increasingly diverse along ethnic and racial lines, examining and understanding the racial complexities in the United States is more germane now than ever in the nation's history. To that end, critical race theory (CRT) has been a transformative conceptual, methodological, and theoretical construct that has assisted researchers in problematizing race in education. As we reflect on 20 years of CRT, it is essential to examine in what ways, if any, CRT is influencing school practice and policy. Given the disparate educational outcomes for students of color, researchers have to inquire about the influence of CRT on the lived experiences of students in schools. In this article, the authors lay out the historical trajectory of CRT, discuss its influence on educational research, and then evaluate to what extent, if any CRT has had on school policy and practice. The article will conclude with research, practice, and policy implications that may influence CRT's… [Direct]

DeCuir-Gunby, Jessica T. (2020). Using Critical Race Mixed Methodology to Explore the Experiences of African Americans in Education. Educational Psychologist, v55 n4 p244-255. The goal of this article is to explore the relationship between a researcher's inquiry worldview and methodological choices. In the analysis, I explicate my own racialized positionality and Critical Race Theory (CRT) inquiry worldview. Also, I explain my use of critical race mixed methodology (CRMM), the combining of CRT and mixed methods. In doing so, I give specific examples from my program of research. The discussion ends by my providing implications for conducting CRMM in educational psychology…. [Direct]

Bonner, Matthew W.; Ferguson, Alfonso L.; Ford, David J.; Hannon, Michael D.; Nadrich, Tyce; Vereen, Linwood G. (2019). Contributing Factors to Earning Tenure among Black Male Counselor Educators. Counselor Education and Supervision, v58 n2 p82-97 Jun. The authors used a phenomenological research design and a critical race theory lens to examine interviews with 8 Black male counselor educators and learn what contributed to their earning tenure. Participants described requisite personal dispositions and institutional support as contributing factors. Recommendations include facilitating programmatic sociocultural awareness, assessing faculty experiences, and coordinating mentoring opportunities…. [Direct]

McCarthy-Brown, Nyama; Schupp, Karen (2023). Gatekeepers to Gateway-Makers: Reimagining Partnerships, Collaborations, and Celebrations of the Many Movers of University Campuses. Research in Dance Education, v24 n2 p99-114. Many college campuses across the United States are home to numerous extracurricular dance clubs that embrace a broad range of dance styles and cultural contexts that welcome all students to engage with dance. These extracurricular clubs often exist in stark contrast to dance major programs in the US which have conventionally centred embodied Whiteness in their curricular structure and goals resulting in the exclusion of atypically trained dancing bodies from entering dance major programs. In this article we ask, where did these dancing bodies go? This research seeks to locate the dancing bodies that either by departments' refusal to admit, or by choice, dance on university campuses outside the dance department. Using Critical Race Theory in relation to where, how, why, and what dance occurs across campus, this article asks dance educators to carefully consider if we are gatekeepers or gateway-makers when it comes to providing students access to professional aspirations via a college… [Direct]

Hassan, Michelle Y. (2023). More than a Framework: Adopting an Equity Mindset Action Steps for School Leaders to Enact Change. ProQuest LLC, Ed.D. Dissertation, Illinois State University. To secure the economic well-being of our country in the current global society, we must be concerned with all students, and all means all. This qualitative research study asserts the need to stop focusing on the achievement gap and work to close opportunity gaps through equitable school practices. This narrative inquiry study critically analyzed equity frameworks and sought to understand how equity directors translate theory into praxis. Their counternarratives shared their approach to praxis during their journey. This study used Critical Race Theory (CRT) and CRT in Education theoretical frameworks to examine the equity directors' experiences. Their stories provided wisdom and guidance along with concrete, actionable steps for new equity directors and school leaders to enact change. [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… [Direct]

Akuoko-Barfi, Charlotte; Gonzalez Perez, Laura; Parada, Henry; Rampersaud, Marsha (2023). "It's Not a System That's Built for Me": Black Youths' Unbelonging in Ontario Schools. Review of Education, Pedagogy & Cultural Studies, v45 n5 p458-480. Through exploration of Black Caribbean youths' feelings of unbelonging and exclusion in Ontario schools, this paper argues that how Whiteness is systemically engrained in the education system negatively affects the learning experiences of Black youth due to predetermined measures of belonging. The present article draws on data from 32 qualitative interviews and four focus groups with 23 Black Caribbean youth. Findings reveal challenges youth commonly face when navigating relationships with peers and educators that hinder their academic success. These challenges are exacerbated for youth who are also involved in the state's child protection system. Participants described feeling disadvantaged in the education system due to perceptions that they are academically unprepared and thus unable to excel. Through a Critical Race Theory and Anti-Black Racism analytical framework, the findings illustrate how systemic barriers coupled with the normalization of low expectations impact the… [Direct]

Dache, Amalia; White, Julie A. (2020). "A Lot of Inner-City Kids": How Financial Aid Policies and Practices Reflect the Social Field of Color-Blind Racism at a Community College Urban Campus. Community College Journal of Research and Practice, v44 n1 p15-29. In the U.S. educational system of higher education, community colleges are positioned as the institutions of access, with student financial aid as the primary policy lever to drive student enrollment. However, completion rates at community colleges are the lowest of all institution types, and financial aid has not been adequate to provide full access to students most in need, who are disproportionately students of color. In light of this challenge, this study addresses the research question: How does the social field of color-blind racism function within financial aid processes and resources at a community college's suburban campus and urban campus? Utilizing case study methodology, data was gathered via brief interviews, participant observation, and in-depth interviews with students and financial aid staff. Findings reveal that resource allocation and student and staff perceptions reflected a social field of color-blind racist ideology. The under-resourcing and racist perceptions of… [Direct]

Barbarin, Oscar A., Ed.; And Others (1981). Institutional Racism and Community Competence. This is a collection of papers and research reports presented at a conference that focused on mental health issues and on individual, organizational, and community competence in relation to institutional racism. The report is divided into five sections. Section 1 discusses theoretical models of racism and community competence (community effectiveness in providing support systems for the physical and psychosocial needs ot its members). Section 2 emphasizes the importance of considering cultural pluralism in examining racism, provides a basis for understanding the cultural development and problems of minority groups, and suggests ways in which human services may serve diverse populations. Section 3 explores how forms of institutional racism vary in different settings, such as business, education, mental health, and the community as a whole, and suggests what might be done to reduce racism in particular contexts. Section 4 describes different approaches and instruments for measuring… [PDF]

Bale, Jeff; Kawaguchi, Mayo (2020). Heritage-Language Education Policies, Anti-Racist Activism, and Discontinuity in 1970s and 1980s Toronto. Critical Inquiry in Language Studies, v17 n1 p5-25. This paper examines the intersection of heritage-language education advocacy with anti-racist activism in the 1970s and 1980s in Toronto. The province of Ontario initiated the Heritage Languages Program in 1977. By focusing on discontinuities in the policy's implementation, the paper identifies multiple strategies that Black anti-racist activists used to expand the understanding of heritage language to be more inclusive of "all" forms of racial and linguistic difference. Although anti-racist activists may not have succeeded, we argue here, recovering their arguments can — and should — inform current efforts to deepen linguistically- and culturally-sustaining programs in Ontario schools. The first part of the paper describes the historical context in which "heritage language" became a social problem recognizable to Canadian society. It is in this context that the Heritage Languages Program emerged as a policy solution to the perceived problem of racial and… [Direct]

Alvira-Hammond, Marta; DeMand, Alex; Hazelwood, Ashley M.; Lloyd, Chrishana M.; Shaw, Sara (2021). Racism and Discrimination Contribute to Housing Instability for Black Families during the Pandemic. Child Trends This brief is the third in a series examining timely topics that are relevant to Black families and children in the United States. It presents recent data on the impact of the COVID-19 pandemic on Black families' access to stable housing in the United States and, at the local level, in Newark, New Jersey. First, it highlights national findings from a Child Trends analysis of the Household Pulse Survey (HPS). Next, it provides a summary of findings from a study of the housing needs of Black families during the pandemic, in a predominantly Black community in Newark: the South Ward. In this brief, the national data provide context for local data to demonstrate the role of housing discrimination. It also discusses the role of discrimination in housing access and provides recommendations for local policymakers and leaders to promote the equitable distribution of housing supports as increased opportunities to address housing policy issues occur in response to the pandemic. [For the first… [PDF]

Broom, Catherine A. (2019). Rethinking Belonging in Western Nations: Theorizing the Public Commons as a Shared Pluralistic Community. Journal of International Social Studies, v9 n2 p75-93. Western nations are becoming increasingly socially and ethnically diverse. National policies aim to address this diversity through policies such as multiculturalism in Canada, which promotes appreciation for cultural pluralism. However, policy rhetoric can hide social issues related to increasing diversity. Using Canada as a case study discussion, this article begins by reviewing some of the issues associated with increasing social and ethnic diversity, including racism and conflict over values, and then discusses these issues in relation to contemporary political concepts which aim to build social harmony. It argues that we need to rethink how we understand diversity within a communitarian conception of community, theorized as that of the public commons. The article concludes with recommendations that aim to improve citizenship education, with a focus on increasing youth's knowledge of civic life, particularly their understanding of this concept of the public commons…. [PDF]

Hamza Seidu Wedam (2022). A Qualitative Cross-Institutional Program Evaluation on Black Male Initiative Programs at Community Colleges: A Program Evaluation. ProQuest LLC, Ed.D. Dissertation, New Jersey City University. Black male community college students are underperforming at all levels within higher education compared to their counterparts from all major racial groups in the nation. Reasons for the declining academic performance of Black male community college students include institutional racism, lack of role models, and student isolation. Black male initiatives (BMIs) were identified in this research as a uniquely qualified intervention to address the declining academic performance of Black male community college students. I conducted interviews with seven BMI directors at community colleges from five different states to learn about the challenges and opportunities related to implementing a BMI. The key challenges identified were staffing, funding, and institutional support. BMI directors reported writing grants and collaborating with faculty and staff to address these challenges. BMI directors reported providing a variety of services, including academic advising, mentoring, coaching,… [Direct]

Acuff, Joni B.; Kraehe, Amelia M. (2022). Visual Racial Literacy: A Not-So-New 21st Century Skill. Art Education, v75 n1 p14-19. After 2 decades and one pandemic, this millennium has brought a range of technological, educational, and social developments. Just think–social media apps, online instruction, and global protests for racial justice are rapidly becoming the norm. Therefore, a question that begs to be answered is, How are art teachers adapting their skills for this new world? Moreover, are the teaching practices of yesteryear still relevant in this changing context? What do art teachers need to know and be able to do to be effective educators in the 21st century? Joni Acuff and Amelia Kraehe come to these questions as art teacher educators, as mothers of young children, and as Black women. These identities provide an intersectional lens through which they have experienced much of the 21st century, including the pandemic of COVID-19 and the entrenched pandemic of systemic racism (i.e., White supremacism). COVID-19 may not be the source of injustices, but it has amplified and aggravated preexisting… [Direct]

Bhatnagar, Ruchi; Many, Joyce E.; Tanguay, Carla L. (2022). Disruption, Transition, and Re-Imagining: Teaching, Learning and Development in the Midst of the Two Pandemics. International Journal on Social and Education Sciences, v4 n3 p423-445. In "Will Schools Change Forever," Waite and Arnett contend our educational system, and our society as a whole, have been confronted with two pandemics, COVID-19 and systemic racism (2020). Both of these pandemics have acerbated challenges schools must address and have exposed chronic inequities in educational systems. Our inquiry is case study of 23 novice teachers who graduated from our urban institution and their perception of how the pandemics impacted the development of their students, their own professional trajectory, and their future instruction. Semi-structured interviews focused on educators' approaches to instruction across 12-18 months of the pandemic. Data were analyzed using NVivo through open coding. Results indicated novice teachers' initial teaching experiences were disrupted by both COVID-19 and the social unrest during this time period. The challenges they faced reflected their focus as culturally responsive educators who were working to meet the needs of… [PDF]

Karmen V. Bell (2023). Racialized Identity and Teacher Preparation: A Case Study of Teacher Candidates of Color. ProQuest LLC, Ph.D. Dissertation, University of Arkansas. This study addresses the problem concerning the lack of Teacher Candidates of Color (TCOCs) in teacher education. It examines recruitment, support, and retention by identifying promises and pitfalls of diversifying the teacher pipeline through the voices of Students of Color (SOCs) who are already enrolled in teacher education. How race and racialization processes influence TCOCs was salient to the study. Through qualitative case study, the researcher explored the lived experiences of teacher candidates with racialized identities being prepared to teach within one Predominately White Institution (PWI). Using a Critical Race Theory framework, four research questions guided this study: (1) What are the backgrounds and educational histories of Teacher Candidates of Color? (2) How have racialized identities contributed to Teacher Candidates of Color's interest in the teaching profession? (3) How are racialized identities afforded and constrained in predominantly White learning contexts?… [Direct]

Harris, Jessica C.; Patton, Lori D. (2019). Un/Doing Intersectionality through Higher Education Research. Journal of Higher Education, v90 n3 p347-372. Grounded in Black feminist and critical race theories, legal scholar Kimberl√© Crenshaw introduced the term "intersectionality" to the academy in 1989 to demonstrate how U.S. structures, such as the legal system, and discourses of resistance, such as feminism and anti-racism, often frame identities as isolated and mutually exclusive, resulting in the "theoretical erasure" of Black women who hold multiple minoritized identities. Since 1989, intersectionality has become a "traveling theory," that has crossed into and influenced almost every academic discipline, including higher education. Through this study, we examined how researchers in higher education do and undo intersectionality and, subsequently, how intersectional analyses may advance a radical social justice agenda in higher education. To explore how scholars un/do intersectionality in higher education, we conducted a summative content analysis of 97 higher education articles that used the term… [Direct]

Witherspoon, Natalie (2023). Take My Hand, Lead Me On: An Analysis of African American Undergraduate Students' and Mentors' Perceptions of the Impact of Their Mentorship Community on College Persistence at a Predominantly White Institution. ProQuest LLC, Ph.D. Dissertation, Purdue University. Mentorship has served as an effective strategy in helping African American college students persist at predominantly White institutions of higher education (Sinanan, 2016). African American students have reported finding these campus environments to be unwelcoming, even racist. These environmental challenges along with the challenges of unfamiliar academic terrain merge to form frequently formidable barriers to their satisfaction and success. The presence of African American mentors has helped African American students overcome the wide range of challenges they face on such campuses. This qualitative study analyzed the perceptions of African American mentors and mentees about the impact of mentorship on the college persistence of the mentees. The target mentorship community was situated at a private school in the Midwest. Semi-structured interviews were used to solicit the experiential knowledge of participants about their lived experiences. The data was codified and thematically… [Direct]

Kamau Jamal Abercrombia (2022). Black Premedical Student Retention: Exploring Campus Support Programming through the Eyes of the Student. ProQuest LLC, Ed.D. Dissertation, University of Southern California. In the United States, there is a disproportionately low number of Black physicians in comparison to the demographic composition of Black people in the nation. This underrepresentation gap is result of historic systemic racism that led to Black people being abused and left out of healthcare and medical education. Despite improvement in healthcare and educational since the Civil Rights era, the underrepresentation gap amongst physicians persists. While the causes and solutions for the underrepresentation gap are multifactorial, one avenue of exploration is in how universities support Black student persistence in premedical education. Under the framework of Critical Race Theory, this study addresses the research question "what are Black premed students' experiences and perceptions of support programming at public universities in the state of California". The purpose of this study was to identify opportunities to enhance support for Black premedical students by utilizing their… [Direct]

Cendejas, Christina; Combs, Darien; McWhirter, Benedict T.; McWhirter, Ellen Hawley; Ortega, Robert; Rojas-Ara√∫z, Bryan O. (2019). ALAS: An Intervention to Promote Career Development among Latina/o Immigrant High School Students. Journal of Career Development, v46 n6 p608-622 Dec. This article describes the rationale, development, delivery, and evaluation strategy of a pilot career intervention program for immigrant Latina/o high school students: Advocating for Latina/o Achievement in School. This innovative intervention aims to prevent dropout and to promote academic success and college and career readiness through a combination of academic support and enhancing critical consciousness. Shorter term goals include increasing school-related self-efficacy expectations, school connectedness, school engagement, and critical consciousness. We describe the theoretical and empirical basis for the intervention components, and how they attend to dimensions of immigrant Latina/o students' career development. We describe program logistics, outcomes, strengths, challenges, and lessons learned from delivering the intervention. We highlight unique features of the program and suggest its relevance to career education efforts in other school and national contexts in which… [Direct]

Snyder, Rachel (2020). The Right to Define: Analyzing Whiteness as a Form of Property in Washington State Bilingual Education Law. Language Policy, v19 n1 p31-60 Feb. Recent studies of language policy and bilingual education have focused on federal level legislation (Wiley and Garc√≠a in Mod Lang J 100:48-63, 2016. 10.1111/modl.12303), and immediate consequences of state level policy. Although Critical Race Theory (CRT) has been employed to analyze the structural impact of local policy on minoritized communities (Davila and Aviles de Bradley in Educ Found 24:39-58, 2010), few studies have explicitly connected CRT and language policy, or applied CRT to state level law. In this study, I apply CRT, specifically the theory of whiteness as property (Harris in Harv Law Rev 106:1-63, 1993), and the theory of raciolinguistic ideologies to three Washington State laws related to bilingual education: the Transitional Bilingual Instruction Act, the Seal of Biliteracy law, and the Dual Language Grant Program Bill. I utilize a Critical Discourse Analysis to examine the laws, related legislative reports, and materials such as guidelines created by Washington… [Direct]

Lipman, Pauline (2017). The Landscape of Education "Reform" in Chicago: Neoliberalism Meets a Grassroots Movement. Education Policy Analysis Archives, v25 n54 spec iss Jun. This article examines the dialectics of Chicago's neoliberal education policies and the grassroots resistance that parents, teachers, and students have mounted against them. Grounding the analysis in racial capitalism and neoliberal urban restructuring, I discuss interconnections between neoliberal urban policy, racism, and education to clarify what is at stake for communities resisting Chicago's policies. The paper describes deep and pervasive racial inequities, school closings, privatization, and disenfranchisement driving organized opposition and the labor-community alliance at the center of organized resistance. I argue that neoliberal education policy is racialized state violence, and education is a battleground for racial justice and Black self-determination. I conclude with observations on Chicago's experience so far that might be useful in other contexts…. [PDF]

Brezicha, Kristina F.; Wilson, Alison (2023). Good Citizenship and the "True and Inspiring Story of America": A Critical Policy Analysis of the South Dakota Civics and History Initiative. Peabody Journal of Education, v98 n5 p500-515. In the aftermath of the Capitol Insurrection, many states sought to bolster civic education through efforts such as the South Dakota Civics and History Initiative (SDCHI). This study examined the SDCHI through a Critical Policy Analysis and Critical Race Theory lens to understand how the initiative and related rhetoric reflected, protected, and perpetuated Whiteness as property. To answer this question, we conducted an inductive content analysis of 40 policy documents. Our analysis generated a microhistory and two thematic findings that underscored the contradictions in policy rhetoric, rationales, and implementation to reveal how the SDCHI perpetuated White supremacy by reinforcing a single-narrative master script of American history and identity. Collectively the findings pointed to the ways that Whiteness as property functioned to thwart efforts toward socially just and culturally responsive education. By critically examining these policy mechanisms, this study seeks to inform the… [Direct]

Banda, Rosa M.; Grafnetterova, Nikola (2023). °Culture Empowers!: The Pathways to Degree Attainment of First-Generation Latinx Student-Athletes. Journal of Latinos and Education, v22 n3 p990-1004. One's culture has the capacity to nurture and empower. Thereby, college students rely on their cultural capital to persist and graduate. However, the current system of higher education favors one type of culture over others, which presents a number of challenges for those who are members of the non-dominant groups, such as Latinxs, first-generation students, and student-athletes. As such, this study sought to explore the interplay of various forms of cultural capital as pathways to degree attainment of first-generation Latinx student-athletes. Under the guise of Latinx critical race theory, this qualitative study found cultural capital to be an essential pathway to degree attainment of first-generation Latinx student-athletes. Specifically, three themes emerged from the findings: (1) immigration status as a source of inspiration; (2) embracing Latinx cultural capital in athletic endeavors; and (3) fighting negative stigma about Latinxs through athletic and academic achievement. The… [Direct]

Hotchkins, Bryan K. (2023). Virtual Game Boys: An Examination of Black Male Cyberbonding Play as Navigation of a Hispanic Serving Institution. International Journal of Qualitative Studies in Education (QSE), v36 n3 p301-313. This critical qualitative study uses education journey maps (EJMs) as undergirded by critical race theory to examine how three Black male collegians use "cyberbonding play" to navigate the geographies of racism while attending a Hispanic-serving Institution (HSI). Sociospatial dialectic is applied in concert with educational journey mapping to center participants in a collaborative research process. Education journey maps (EJMs) created by participants explained the multidimensional value of contextualized counter-cartography narratives to understand the benefits of engaging in play across physical and virtual geographies. Each EMJ was created by participants using: (a) constructive prompts; (b) continual access; (c) genuine reciprocity; and (d) expressed authentic gratitude (Annamma, 2018). Unfurled digital and physical spaces yielded two emergent themes that comprised "cyberbonding play": (1) "Get what you came for!"; and (2) User Friendly. Study… [Direct]

Houston, David M.; Peterson, Paul E.; West, Martin R. (2023). Parental Anxieties over Student Learning Dissipate as Schools Relax Anti-COVID Measures. Education Next, v23 n1 p20-27 Win. Activists fed up with school closures, masking policies, and curricular choices interrupted school-board meetings around the nation. The parental protests, together with school responses to the COVID pandemic, acquired a partisan edge. Republican and Democratic governors regularly disagreed about the necessity of mask wearing, social distancing, and vaccinations for the young. The districts that kept school doors closed longest were usually located in Democratic-leaning places the media labels blue. How have American parents at large responded to these conflicts? Have measures designed to slow the COVID pandemic antagonized them? Have progressive attempts to introduce concepts rooted in Critical Race Theory into school curricula weakened parental attachments to district schools? Are more parents fleeing to alternative forms of schooling? Have education policy and practice become more partisan? The authors asked about these matters in the Education Next survey administered online to a… [Direct]

Rhonda C. George (2023). Persistently Present, yet Invisible? Exploring the Experiences of High-Achieving Black Students in the Greater Toronto Area. Canadian Journal of Education, v46 n4 p1013-1050. Through employing critical race theory, seen-invisibility, and circuits of dispossession as theoretical frames, this article complicates discourses around equity and Black student achievement by examining the underexplored experiences of high-achieving Black Canadian students in the Greater Toronto Area (GTA). Drawing on focus group data with four adolescent participants, the study finds that they experienced violent forms of racialization in their educational environments through a lack of physical, social, and intellectual space to exist as both Black and high-achieving. This rendered them persistently present due to their race, yet invisible in the perceptions of their intellect. Central to this article is an articulation, unpacking, and thus granular analysis of the particular ways that racialization can operate within education systems to "still" marginalize Black students and erect complex barriers–"even when" they demonstrate strong academic performance…. [Direct]

Calder√≥n-Moya, Milagros; Ghosh, Ratna; Maraj, Arianne; Sherab, Domenique (2023). Reflecting on the Experiences of Syrian Refugee Young Adults in Adult Education in Quebec: The Practitioners' Perspective. Journal of Adult and Continuing Education, v29 n1 p233-254 May. Much research focuses on schooling for refugee children in resettlement contexts; however, limited research addresses young adult refugees (YAR) between 16-24 years in the adult education (AE) system. This paper strives to fill this gap by providing the perspectives of 12 AE practitioners who welcomed and worked with Syrian YAR in Quebec, Canada. Practitioners' experiences and challenges faced with this refugee population reveal strategies needed to enable YAR to flourish and attain their objectives, including a call for systemic change in AE. Critical race theory and the capabilities approach set the conceptual framework guided by a narrative inquiry methodology. Semi-structured interviews provided the data that were thematically analyzed through collaborative work. From our understanding of the effectiveness of AE approaches for YAR, it is clear, based on the insights provided by the practitioners, that the face of AE has changed, and its current approach does not work for the YAR… [Direct]

Cumberland, Denise M.; Flores, Christopher K.; Powers, Deborah (2023). Black Men Wanted: Exploring the Situational Factors Related to the Retention of African American Male High School Teachers. Journal of Education Human Resources, v41 n4 p708-728. As the nation's high school student population becomes increasingly diverse, the lack of minority teachers, particularly African American male teachers, is a concern. This case study of African American male high school teachers in a mid-sized market in the Midwest sought to identify the motivations for teaching, the barriers prior to and during teaching, and the roles these individuals are asked to fill in their schools. Ten individuals participated in semi-structured interviews for which critical race theory served as the theoretical framework. By expanding the conversation on race and racism within the educational system, this research sought to expose what injustices African American male teachers experience, not only during their time in school, but later during their careers as educators. This research gives voice to a silenced minority and increases our understanding to help us address the question, "Where are the Black men?" Finally, recommendations are offered to… [Direct]

Collins, Tai A.; Foster, Josalyn A.; La Salle, Tamika P.; Rocha Neves, Jesslynn; Scott, Meagan N. (2023). No Safe Space: School Climate Experiences of Black Boys with and without Emotional and Behavioral Disorders. School Psychology Review, v52 n3 p250-263. Black boys often experience oppression and marginalization in schools. Black boys with disabilities in secondary school are frequently targeted with inequitable and biased discipline practices, exacerbating the school-to-prison pipeline. As such, it is important to examine the school climate experiences of Black boys to inform the creation of safe, predictable and affirming school environments. Using Critical Race Theory and Dis/ability Critical Race Studies as a framework, the current study examined the school climate experiences of Black boys with and without emotional and behavioral disorders (N = 16,031). Overall perceptions of school climate were similar across groups, but moderation analyses demonstrated that Black boys with EBD reported significantly more peer victimization and lower levels of peer support, order and discipline, and safety than Black boys without EBD. Disability classification also moderated the relationship between peer victimization and cultural acceptance,… [Direct]

Jacobs, Jennifer; Perez, Jennifer I. (2023). Stories of Teacher Candidates of Color in a Teacher Preparation Program: Using Community Cultural Wealth to Disrupt Majoritarian Narratives. Teacher Educator, v58 n3 p324-346. Society portrays a deficit perspective on teachers and communities of color. Our research serves as a tool to name these inequitable stereotypes and disrupt majoritarian narratives by highlighting the stories of former teacher candidates of color (TCoC). This qualitative research study utilized in-depth semi-structured interviews with each participant to capture their counter stories. This research focuses on the General Knowledge Test (GKT), a licensure examination, which must be passed to gain entrance to the College of Education. Although our participants continued to experience difficulties during their teacher preparation program, they resisted against gatekeeping mechanisms and refused to allow the GKT to dictate their goals of becoming educators. We came to this research with a critical lens to centralize the counter-stories of TCoC and to raise questions about equity and justice. Using Critical Race Theory and Community Cultural Wealth, we attempt to disrupt and dismantle… [Direct]

Chavis, Doneva Z. (2022). An Exploratory Study to Determine Whether Implicit Racial Bias Is in Classrooms and How to Prevent Potential Problems Awareness and Consequences from K-12 Teachers' Perspectives. ProQuest LLC, Ed.D. Dissertation, Trevecca Nazarene University. Applying critical race theory and colorblind ideology, this phenomenological qualitative study explored implicit racial bias in educators and whether that affected learning. From a target pool of educators from the three school districts, 146 completed an online questionnaire. Twenty-six of those educators agreed to be interviewed, of which 10 were randomly selected. The findings revealed that racial bias existed, but most felt that it did not affect student learning. Participants stressed the need for diversity training for new educators and seasoned ones. [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]

Victoria Alicia Rivas Castro (2022). Science as White Property: BIPOC Elementary Teachers' Science Experience and Its Impact on Their Pedagogy. ProQuest LLC, Ed.D. Dissertation, University of Southern California. Science as White Property is a study that utilizes critical race theory to tell the counter stories of nine BIPOC (Black, Indigenous, and People of Color) elementary educators. Their narratives tell a story of resilience and transcendence in spite of the inequities in their K-12 science education, which were reified by their teacher education programs. Their truths illustrate the macro and micro level barriers they have encountered as educators to break the cycle of inequity and deliver science education that liberates, empowers, and honors their cultural wealth. [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]

Grant, Rachel; Yuan, Ting (2023). Digital Storytelling of Two "Underperforming" and "Misbehaving" Boys of Color in a 2nd-Grade Classroom. Journal of Research in Childhood Education, v37 n3 p366-386. Disparities in school discipline data indicate that children of color, particularly boys, receive more frequent and harsher disciplinary actions than their white peers, and this begins in early schooling. Within today's print-centered, bodily restricted school curricula, literacy instruction is often reduced to highly controlled, leveled readers and narrowly tailored writing tasks. Drawing on data from a qualitative study, we present the literary counter-stories of two boys of color in an urban 2nd-grade classroom, both from low-income, single-parent families, each being initially reported as "low performing" and having "misbehavior issues" prior to 2nd grade. Framed by the critical theoretical perspectives of critical race theory, intersectionality, and raciolinguistics, the study investigates digital literacies, multimodality, and identity performances embedded in two juxtaposed cases. The findings address the significance of cultivating boys of color as… [Direct]

Rowe, Emma (2020). Reading Islamophobia in Education Policy through a Lens of Critical Race Theory: A Study of the 'Funding Freeze' for Private Islamic Schools in Australia. Whiteness and Education, v5 n1 p54-73. This paper draws on critical race theory to explore the reproduction and enactment of Islamophobia in education policy. It will focus on an unprecedented policy intervention in which the federal Australian government withdrew funding from the largest Islamic private schools in the country. Australia represents a useful context to explore intersections between Islamophobia and the education market; as a diverse country which ardently supports religious protections, it maintains a well-subsidised private school sector, larger than comparable OECD countries. Thus, it is the first incident in Australian public policy in which a private school has had their funding formally withdrawn reportedly due to 'non-compliance' and 'misalignment with Australian values'. This paper focuses on the media reporting of the incident, illuminating consistently negative tropes utilised in relation to Islamic schools. The contradictions of muscular liberalism and secularism are explicated in critical… [Direct]

Williams, James Arthur (2021). Finding a Voice: An Autoethnography of My Odyssey in the Hospitality Academy. Journal of Negro Education, v90 n2 p173-182 Spr. Background: This article combined critical race theory and autoethnography to discuss the plight of a Black male scholar that discussed his journey from a criminal upbringing to the hospitality academia. More specifically, this article aimed to demonstrate the importance of one's paradigm and their scholarship voice within hospitality scholarship. The problem was journal gatekeepers (e.g., reviewers and editors) have the power to accept or to deny manuscripts that failed to appeal to their backgrounds or personal experiences or subjective paradigm of sound scholarship. Researchers have disparate scholarly lenses and research interests that inspired their purpose as a scholar. This purpose might galvanize researchers to investigate or to explore theories and concepts in ways that do not align with the collective thought of many gatekeepers in their genre of research. However, research paradigms are shaped by individual pathways and unique journeys taken to become a scholar. Objective:… [PDF]

Rivera-McCutchen, Rosa L. (2021). White Privilege and Power in the NYS Opt-Out Movement. Teachers College Record, v123 n5. Background: Part of a special issue on the high-stakes testing opt-out movement, this article focuses its analysis on the movement within New York State, and examines white privilege and power within one specific organization, the NYS Allies for Public Education (NYSAPE). Specifically, I examine how the public-facing work of NYSAPE addressed (or ignored) race and/or racism in their efforts to resist high-stakes testing. I also ask, in what ways do their public stances affirm and reinforce white privilege and power? Purpose: I explore the opt-out movement in New York State, and argue that it is a movement that has been largely dominated by white privilege and power. Employing critical race theory (CRT; Bell, 1980, 1992) as analytical and methodological tools (DeCuir & Dixson, 2004; Yosso & Sol√≥rzano, 2002), I briefly examine the development and policy positions of NYSAPE, a coalition of grassroots parent, educator and community organizations. Research Design: This qualitative… [Direct]

Horner-Devine, M. Claire; Margherio, Cara; Mizumori, Sheri J. Y.; Yen, Joyce W. (2023). Connecting Counterspaces and Community Cultural Wealth in a Professional Development Program. Race, Ethnicity and Education, v26 n6 p772-792. This qualitative study analyzes the relationship between two concepts from critical race theory — counterspaces and community cultural wealth. Counterspaces are supportive, identity-affirming community spaces, while community cultural wealth highlights the importance of the knowledge, skills, and networks used by individuals belonging to marginalized groups to successfully navigate academia. This study investigates the hypothesis that the processes operating within counterspaces serve to strengthen an individual's access to their community cultural wealth. The study site is BRAINS, a U.S.-based professional development program for early-career academic neuroscientists from underrepresented groups. Findings revealed that two types of counterspace processes (narrative identity work and direct relational transactions) and three types of community cultural wealth (aspirational capital, social capital, and navigational capital) are most salient within BRAINS. After examining the complex… [Direct]

Soudeh Oladi (2023). Mapping Immigrant Children's Ethnoracialized Identities in Canada: K-5 Muslim Students Share Stories with Their Mothers. Canadian Journal of Education, v46 n4 p950-979. This study investigates the schooling experiences of K-5 Muslim immigrant children to address the underexplored area of post-migration schooling within the Canadian context. Centered on the stories K-5 children share with their mothers, the study focuses on students' identity formation, sense of belonging, and academic performance. Theoretically grounded in critical race theory and decolonial education as conceptual frameworks, the research explores the multi-dimensional experiences of immigrant children, moving beyond the monolithic narratives often enacted by dominant power structures. Utilizing a qualitative methodological approach, the study engages 10 Muslim-identifying mothers in semi-structured interviews, revealing insights about the role of mothers as knowledge holders and validating K-5 immigrant students' schooling experiences. Findings indicate key themes including subtractive teacher practices, subversive allyship, racialization, marginalization, and the interplay of… [Direct]

Kathleen Rzucidlo (2023). Running from Accreditors Means Running from Accountability: Who Is Left with the Tab?. Council for Higher Education Accreditation Recent state legislative developments have brought accreditation to the forefront of public higher education conversations. Some accreditation critics state that accreditors have too much influence in higher education suggesting that their efforts may affect institutional autonomy and that they are allegedly structured as legalized monopolies answering to no one (Gillen et al., 2010). There are similar allegations from individuals who, for example, oppose issues focused on critical race theory and diversity, equity, and inclusion initiatives. This has led to some individuals referencing accreditors as agents of the progressive or "woke" movement to influence or conform colleges to a certain ideology. Some have even begun an effort to "de-accredit the accreditors." In this paper, Kathleen Rzucidlo discusses the recognition of accrediting organizations by Council for Higher Education Accreditation (CHEA) and US Department of Education (ED), recent legislation… [PDF]

Abudiab, Sally; Baartman, Brice; Eizadirad, Ardavan (2023). Team of Caring Educators Delivering a Specialized Math Curriculum for Racialized Youth during COVID-19. Excellence in Education Journal, v12 n1 p123-147 Win. This study examined the efficacy of an afternoon and weekend academic program called the "Community School Initiative" (CSI) during the COVID-19 pandemic. CSI was offered to racialized students and families from the Jane and Finch community in Toronto which is one of the most under-resourced neighbourhoods in Canada. It involved a partnership between private social enterprise "Spirit of Math" and non-profit organization "Youth Association for Academics, Athletics, and Character Education" (YAAACE). Seven teachers participated in a focus group and 33 students and parents completed a survey to express their experiences attending the CSI. Findings were identified using thematic analysis from a Critical Race Theory paradigm. Key characteristics of effective structural community-programming were identified. The results highlight the importance of access to opportunities in a culturally reflective manner to ensure student success through continuity of care… [PDF]

Garc√≠a-Fern√°ndez, Carla (2023). Shattering Deaf and Hearing Dualism through a Deaf-Latinx Epistemology Lens. International Journal of Qualitative Studies in Education (QSE), v36 n1 p72-86. The intersectional identities and lived experiences of Signing Latinx are insufficiently documented. Reflecting on my own lived experiences, I began to question traditional research paradigms that often neglected the stories shared by individuals from different communities within the larger Signing Latinx community. As I was introduced to Critical Race Theory, I was drawn to Deaf Critical Theory and Latinx Critical Theory. However, after analyzing both frameworks I recognized how many unique Deaf-Latinx related issues were overlooked. Deaf-Latinx ways of being and knowing need to be considered when working with Deaf-Latinx, especially in the classroom. I am pleased to share how my Deaf Chicana consciousness awakening has led me to propose a new theoretical framework, Deaf-Latinx Critical Theory (Deaf-LatCrit) with four interlocking tenets and their associated benefits. This unifying model may be a force to strengthen and solidify this unique community through the voices of… [Direct]

Sunil Banga (2024). Theorising Racist Hate Speech on UK University Campuses through a CRT Lens. Whiteness and Education, v9 n1 p68-81. Racist hate speech on UK university campuses remains an increasing concern. This article examines the widespread problem of racist hate speech through a multilayered theoretical approach; and suggests that a fuller appreciation of the problem can only be gained through a race-centred analysis. Drawing on Fraser's work on the problematics of misrecognition and identity-reification, the article extends Levine-Rasky's theoreticisation of power dynamics in the intersectionality between whiteness and middle-classness to intersections of whiteness with both middle-classness and working-classness as a contributing factor to mobilisation of lad cultures which is termed as white-laddism. The article advances the understanding of racist hate speech through a conjoined analysis of these concepts through a Critical Race Theory (CRT) lens. The conjoined analysis is informed by the Deleuzian 'rhizomatic' approach in order to examine the process by which multiple, diverse and non-hierarchical lines… [Direct]

Adr√© Le Roux; Desire√© Pearl Larey; Lynette Jacobs (2024). Evoking Edupreneurial Leadership towards Social Justice among Historically Disadvantaged Communities. International Journal of Leadership in Education, v27 n2 p412-428. In this qualitative article, we argue that marginalized spaces in historically disadvantaged school settings, such as in the case of a marginalized group of people, an out-group in the South African society, can become counter-spaces of comfort and nurturance. Spaces in historically disadvantaged communities are usually perceived in the dominant discourse as locations of deficiencies. We use Critical Race Theory and Latina/Latino Critical Theory framework (CRT and LatCrit) to contest dominant ideologies; especially the historically disadvantaged who often display human agency and transformational resistance. In addition, through the framework of Edupreneurial leadership theory we set out to explore how school practices incorporate cultural forms of knowledge, balancing the external and internal functions of the school to realize a conducive environment for effective school development. Fifteen participants were chosen through purposeful sampling and snowballing from five different… [Direct]

Deanna Jordan (2024). CRT in Ohio Schools: Effects on School Partnerships & Student Behaviors. ProQuest LLC, Ed.D. Dissertation, Youngstown State University. An analysis of misinformation, disinformation, perverse rhetorical devices, and the origin of the Critical Race Theory (CRT) controversy were presented, as well as the motivations of those most likely to share misinformation and crisis communication strategies. The purpose of this mixed method study was to explore Ohio Superintendents' levels of understanding of CRT and preparedness to respond to allegations, as well as their perceptions of the impact of CRT allegations school, family, and community partnerships and student conflicts. An exploration of the statistical correlations between the number of CRT posts and allegations in a school district and the number of student conflicts, reported conditions of partnerships, and demographics was also presented. The outcome of this study could provide educational leaders with the needed information to better prepare proactive responses to CRT allegations as well as other school targeted allegations while building positive relationships… [Direct]

Carrie L. Saetermoe; Jose H. Vargas (2024). The Antiracist Educator's Journey and the Psychology of Critical Consciousness Development: A New Roadmap. Educational Psychologist, v59 n1 p20-41. The cultural zeitgeist has reinvigorated needed conversations about systemic racism and its longstanding impact on education. Educators confronting educational racism encounter social and psychological challenges that stifle their antiracist efforts. Challenging social psychological encounters, which reflect unavoidable but requisite facets of critical consciousness development, are experienced as jarring interactions and trigger reversions toward uncritical race-dysconscious thought and action. Without social supports, educators seeking to transform racist institutions are isolated, left to their own devices, and unprepared for the painful journey of self-liberation. We cover the foundations and structure of the "antiracist educator's journey," a model based implicitly on critical race theory and explicitly on ecosystemic, monomythic, and liberational perspectives. Our model details the social-psychological progression of race consciousness development. We identify 15… [Direct]

Demetrius Cofield (2024). Examining the Experienced Barriers to Seeking Mental Health Treatment among Metropolitan Millennial Black Men. Metropolitan Universities, v35 n3 p129-149. The increase in the prevalence of mental illness among Black millennials has led to more awareness and advocacy within the generation. However, Black millennial men are still utilizing counseling services at significantly lower rates than millennial Black women and men of other races. Consequently, this leads to an increase in suicide completions and undiagnosed mental health issues among Black men who experience more severe and disabling symptoms of mental illness. An exploration of racism, stigma, mental health in the Black community, and Black masculinity influenced the development of this study. Based on past reported themes, Black Masculinity and Critical Race Theory are utilized as a multi-dimensional framework for this phenomenological study to provide in-depth information on the barriers to counseling experienced by millennial Black men in a metropolitan city in North Carolina. Using Interpretive Phenomenological Analysis of the semi-structured interviews of this study,… [PDF]

Abiola Farinde-Wu; Jemimah Young; Lovemore Sibanda (2024). Teaching and Learning in Black and White: Unpacking Students' Perceptions of Black Faculty Teaching at a Predominantly White Institution. Studying Teacher Education, v20 n1 p21-42. Extant research suggests that students at predominantly white institutions (PWIs) rate faculty of color (FOC) more negatively than White faculty. Despite these trends, efforts to promote the equitable interpretation of end-of-course evaluations remain elusive. In this self-study, we examined portfolio construction's practical and empirical utility as a tool to combat biased student evaluations. Thematic content analysis was used to explore how students evaluated a Black female tenure-line and a Black male non-tenure-line professor at a PWI in the southern region of the United States. We investigated the effects of instructors' perceived race and gender on students' course evaluations. Data saturation was achieved after analyzing the open-ended responses, and three themes emerged: 1) values/biases, 2) intellectual inferiority, and 3) 'othering'. Utilizing the tenets of critical race theory (CRT) and the phenomenon of 'teaching while Black', we reveal how race trumped gender and how… [Direct]

Mireles, Danielle (2022). Theorizing Racist Ableism in Higher Education. Teachers College Record, v124 n7 p17-50 Jul. Background/Context: Although research on the experiences of multiply-marginalized Black and Brown students with dis/abilities in higher education is limited, this growing body of work indicates that these students navigate racialized perceptions of ability, which impact their experiences on college and university campuses. This research highlights the need for intersectional frameworks that consider students' multiple identities and the limitations of single-identity-focused frameworks. Purpose/Objective/Research Question/Focus of Study: Centering the counternarratives of 10 Black and Brown undergraduate students with dis/abilities across five college and university campuses, this article uses critical race theory (CRT), disability critical race theory (DisCrit), and racist nativism to develop a conceptual framework of racist ableism. Racist ableism bridges CRT, DisCrit, and racist nativism to describe how particular forms of ableism, informed by racist attitudes and beliefs, oppress… [Direct]

Christopher, Kelsey; Goforth, Anisa N.; Graham, Niki; Hogenson, Debbie; Howlett, Ronda; Nichols, Lindsey M.; Sun, Jingjing; Violante, Amy (2022). Building a Space to Dream: Supporting Indigenous Children's Survivance through Community-Engaged Social and Emotional Learning. Child Development, v93 n3 p699-716 May-Jun. Indigenous communities practice survivance and challenge social and political systems to support their children's identity and well-being. Grounded in transformative social-emotional learning (SEL) and tribal critical race theory, this 3-year community-based participatory research study (2019-2021) examined how a SEL program co-created with an Indigenous community in Flathead Nation in Montana supports anti-racism and anti-colonialism among Indigenous children. Critical reflexivity and thematic analyses of Community Advisory Board meetings and journals written by 60 students (M[subscript age] = 10.3, SD = 1.45; 47% girls; 60% Native American) during the SEL program revealed themes on Indigenous identity, belonging, wellness, and colonialism. These results shed light on challenging the racist and colonial roots of education to support Indigenous children's survivance and social-emotional well-being…. [Direct]

Miles, Monica L.; Roby, ReAnna S. (2022). Black Liberatory Science Education: Positioning Black Youth as Science Learners through Recognizing Brilliance. Cultural Studies of Science Education, v17 n1 p177-198 Mar. The contributions, participation, and exploitation of Black people within science and science education are devalued within the cannon of science teaching and learning. This in part is due to the Eurocentric nature of science and education. As a result, Black youth participate in science regularly; however, it is overlooked, not recognized, and/or misinterpreted within formal learning experiences. In this qualitative case study, the authors address this tension through the oral traditions of storytelling which historicize Black excellence in science while centering the voices and engagement of youth as scientists. This work is guided by critical race theory as a means of critiquing science education and its practices. While presenting a counter-narrative to mainstream science descriptions of Black youth, the authors posit the role of liberatory science education for Black learners…. [Direct]

Gogue, Demeturie Toso-Lafaele; Kanagala, Vijay; Maramba, Dina C.; Poon, OiYan A. (2022). Inclusions and Exclusions: Racial Categorizations and Panethnicities in Higher Education. International Journal of Qualitative Studies in Education (QSE), v35 n1 p71-89. Research concerned with race in higher education often utilizes terms like Asian American, AAPI, API, APA, and APIDA interchangeably, with a limited grounding in theories of racial formation and panethnicity. Without adequate conceptual grounding, haphazard uses of such terms can lead to imprecise scholarship; and worse, perpetuate a form of racial and ethnic erasure and violence. To advance and expand theories of race in higher education research, we offer a framework of panethnic formations by reviewing theories of panethnicity, racial formation and critical race theory, demonstrating that panethnic formations and race are always in flux. We encourage theoretical intentionality and specificity in the use of racial terminology, directly grounded in relevant scholarship on panethnicity and race. This article expands theoretical considerations in research related to race, ethnicity, and panethnicity in higher education…. [Direct]

Shelton, Stephanie Anne, Ed.; Sieben, Nicole, Eds. (2020). Narratives of Hope and Grief in Higher Education. Palgrave Macmillan This collection weaves together the personal narratives of a group of diverse scholars in academia in order to reflect on the ways that grief and hope matter for those situated within higher education. Each chapter explores a unique aspect of grief and loss, from experiencing a personal tragedy such as the loss of a loved one, to national and international grief such as campus shootings and refugee camp experiences, to experiencing racism and microaggressions as a woman of color in academia, to the implications of religious differences severing personal ties as an individual navigates research and academic studies. Unlike most resources examining grief, this collection pushes beyond notions of sorrow as solely individual, and instead situates moments of loss and hurt as ones that matter politically, academically, professionally, and personally. The editors and their authors offer pathways forward to academics, researchers, teachers, pedagogues, and thinkers who grapple with grief in… [Direct]

Rudolph, Sophie (2019). To "Uplift the Aborigine" or to "Uphold" Aboriginal Dignity and Pride? Indigenous Educational Debates in 1960s Australia. Paedagogica Historica: International Journal of the History of Education, v55 n1 p152-165. The 1960s in Australia was a politically turbulent time with assimilation policies being questioned by moves in various spheres, including education, to address inequality. The late 1960s also saw the emergence of activist responses to racism as well as the groundbreaking 1967 Referendum, which called for the alteration of two clauses within the Australian Constitution that discriminated against the Indigenous population. A few months after the Referendum was held, a conference called Aborigines and Education was convened at Monash University. Education was seen to be vital in addressing what was described as "profound educational disadvantage" experienced by Indigenous people. The debates that ensued show how education was imagined to be able to solve the problems Indigenous students were encountering. In this article I confine my interest to a selection of papers and examine the features of two distinctive discourses that emerge: that of "uplifting the… [Direct]

Adrienne Kay Carmona (2022). The Illusion of Progress: The Disconnect between the Anti-Racist Values Professed in Teacher Education Programs and the White Curriculum that Negatively Impact Students of Color. ProQuest LLC, Ed.D. Dissertation, DePaul University. Research suggests that anti-racist teaching is the solution in classrooms to give students the ability to understand the origins of racism and to give them the ability to disrupt White Supremacy culture; however, there is a limited number of studies that look at anti-racist teaching in the classroom. The obstacle and challenge is how to implement an anti-racist curriculum into the secondary education classroom. With high demands from administration, teachers have struggled to successfully reach all students of color. This purpose of this study is to investigate the connection between anti-racist training for pre-service teachers and the effectiveness of implementing an anti-racist curriculum in the secondary education classroom. This study investigates what can be done in pre- and in-service teacher training to help implement an anti-racist curriculum in the classroom and answer why anti-racist work does not happen more often. The results of this qualitative study design and drawing… [Direct]

Stephanie Deonca Smith-Durkin (2022). A Phenomenological Investigation of School Counselor Antiracist Social Justice Practices. ProQuest LLC, Ph.D. Dissertation, Old Dominion University. Decades after the landmark United States Supreme Court decision of Brown v. The Board of Education of Topeka in 1954, the push continues to make schools a safe and welcoming environment for Black and Brown students. Black students in particular are continuing to be oppressed and marginalized in PK-12 educational settings. Accounting for approximately 15% of public PK-12 students, Black students comprise 13.7% of all students who receive out-of-school suspensions in 2017, are 16% of the special education student population, and are more likely to attend a school with less resources (National Center for Educational Statistics [NCES], 2021; Ramsey, n.d.). In addition, Black students are less likely than their white peers to graduate high school – 79% compared to 89% (NCES, 2021). School counselors, because of their close proximity to students and their role within schools, are in one of the best positions to be systemic change agents and combat institutional racism and inherently biased… [Direct]

Chambers, Terah Venzant (2022). Racial Opportunity Cost: The Toll of Academic Success on Black and Latinx Students. Race and Education Series. Harvard Education Press "Racial Opportunity Cost" turns critical attention to the specific challenges faced by high-achieving students of color and gives educators a framework for recognizing and addressing these issues. Terah Venzant Chambers roots her discussion in the concept of racial opportunity cost, using a term borrowed from economics to refer to the obstacles faced and tradeoffs made by Black and Latinx students on the path to academic success. Gathering first-hand accounts from students, practitioners, and researchers, Venzant Chambers underscores a set of experiences common to academically successful students from racially minoritized backgrounds, especially those who attend predominantly white schools. These individual testimonies collectively show how, despite their successes, high-achieving students of color regularly encounter educational racism. As their experiences reveal, their academic progress may also be impeded by secondary stressors such as peer and cultural isolation and… [Direct]

Michele DeVirgilio (2022). Anti-Racist Teaching in Secondary ELA: A Phenomenology with Implications for In-Service and Pre-Service Teacher Education. ProQuest LLC, Ed.D. Dissertation, Drexel University. Following the racial unrest of 2020, anti-racist rhetoric from K-12 schools and university teacher education institutes magnified. Despite claiming alliance with anti-racism, it became unclear whether the actions of teacher education, both in-service and pre-service, matched their rhetoric. To determine how, if at all, teacher education informs the practices and behaviors of teachers in contemporary classrooms, this phenomenological study aimed to explore and understand the phenomenon of anti-racist teaching as it is experienced by four white in-service secondary ELA teachers. While homogenous in racial identity, the settings in which participants practiced anti-racist teaching were heterogenous and included middle and high schools, urban and suburban schools, and alternative and traditional schools. The research questions that guided this inquiry included the following: (a) what are the educational lived histories of secondary ELA teachers regarding anti-racist teacher education?;… [Direct]

Crittle, Chelsea; Maddox, Keith B. (2017). Confronting Bias through Teaching: Insights from Social Psychology. Teaching of Psychology, v44 n2 p174-180 Apr. Research in social psychology has the potential to address real-world issues involving racial stereotyping, prejudice, and discrimination. Literature on confrontation suggests that addressing racism can be seen as a persuasive act that will allow for more effective interpersonal interactions. In this article, we explore the persuasive communication literature in the context of classroom education on the pervasiveness of racial bias. We examine some of the challenges instructors might face from students. Finally, we suggest strategies that might allow for a more effective classroom experience…. [Direct]

Augsberger, Astraea; Bautista, Rosaylin; Garcia, Scania; Gergen Barnett, Katherine; Murillo, Homar; Sprague Martinez, Linda; Toraif, Noor; Young, Adrienne (2021). How to Be an Antiracist: Youth of Color's Critical Perspectives on Antiracism in a Youth Participatory Action Research Context. Journal of Adolescent Research, v36 n5 p467-500 Sep. This study is part of a larger Youth Participatory Action Research (YPAR) project engaging youth of color (YOC; aged 16-24 years) in a planning a multilevel health promotion campaign for a large safety net hospital. Analyses focus on youths' conceptualizations of antiracism, and their recommendations on how to facilitate an intentionally antiracist YPAR. We answer the following questions: (a) How do YOC engaged in a YPAR project conceptualize and define antiracism? and (b) How do youth and adult allies conceptualize an antiracist YPAR project and what strategies do they use and/or recommend to this end? We employed instrumental case study methods and thematic analyses to code project data sources. Findings indicate that youths' definitions of antiracism include elevating marginalized voices, actively resisting racism, incorporating an intersectional approach, and examining privilege, power, and positionality. YPAR members recommended strategies for creating an antiracist YPAR… [Direct]

Earnshaw, Valerie A.; Menino, David D.; Perrotti, Jeff; Reisner, Sari L.; Sava, Lauren M. (2021). LGBTQ Student Health: A Mixed-Methods Study of Unmet Needs in Massachusetts Schools. Journal of School Health, v91 n11 p894-905 Nov. Background: Lesbian, gay, bisexual, transgender, and queer and questioning (LGBTQ) youth experience poor physical and mental health outcomes relative to their non-LGBTQ peers. School health professionals (SHPs), such as school nurses, play a key role in addressing LGBTQ student health needs. However, few studies examine school health needs of LGBTQ students from both the youth and SHP perspective. Methods: From August 2017 to July 2018, 28 LGBTQ youth and 19 SHPs (N = 47) in Massachusetts participated in online focus groups and a brief survey on school health needs and experiences. Qualitative themes were coded using Rapid Qualitative Inquiry principles and NVIVO. Results: Both LGBTQ students and SHPs identified an urgent need for inclusive sexual education and mental health services. LGBTQ students raised access to safer bathrooms, information, and guidance on gender transitioning, and access to safe spaces as school-based needs. Missing from SHPs' perspectives, students also… [Direct]

Barnes, M. Elizabeth; Brownell, Sara E.; Dunlop, Hayley M.; Hendrix, Taija M.; Sinatra, Gale M.; Supriya, K. (2020). Relationships between the Religious Backgrounds and Evolution Acceptance of Black and Hispanic Biology Students. CBE – Life Sciences Education, v19 n4 Article 59 Dec. The evolution education experiences of students of color represent an emerging area of research, because past inquiries indicate these students have differential outcomes, such as lower evolution acceptance and severe underrepresentation in evolutionary biology. Religion is often an important support for students of color who are navigating a science, technology, engineering, and mathematics culture that privileges White nonreligious students. For instance, religion helps mitigate the negative effects of racism, but religious students are also more likely to experience conflict when learning evolution. In this nationwide study, we examined the extent to which strong religiosity among students of color can explain their lower evolution acceptance. We surveyed students in 77 college biology courses across 17 states and found that Black/African American students tend to be more religious and less accepting of evolution than any other racial/ethnic identity group and that Hispanic… [Direct]

Ebony Metheline Perouse-Harvey (2020). Speaking up for ALL Kids: Developing Pre-Service General Education Teachers as Advocates through Critical Coursework and Simulated IEP Meetings. ProQuest LLC, Ph.D. Dissertation, University of Michigan. I believe that a deeper understanding of how pre-service general education teachers are conceptualizing inequity in special education and are applying this knowledge will support teacher education programs to develop more comprehensive programming that prepares general educators to support students identified with disabilities and their families. Therefore, this study explores the following research questions: (1) How do preservice teachers' understandings of inequity and their roles as members of the IEP team shift over the course of a 12-week class that integrates issues of inequity in special education and the use of critical frameworks? (a) How do PSTs' understandings of inequity shift from the beginning to the end of the course? (b) How do PSTs' understandings of their role as members of the IEP team shift from the beginning to the end of the course? (2) How do PSTs respond to issues of racism and ableism when it is shared by a Black parent of a student identified with a… [Direct]

Po, Cicy (2022). Anti-Racist Education in Times of Crisis: Asian Women Sympathetic Instructional Leadership. ProQuest LLC, Ed.D. Dissertation, Boston College. The purpose of this study is to investigate how Asian women educational leaders perceive their instructional leadership and the ways in which their racialized and gendered experiences impact their practices. This qualitative case study is anchored by the sympathetic instructional leadership framework that includes holding high expectations in a community context, keeping a focus on instruction, and managing critical negotiations with staff. This study was conducted in a predominantly white school district with stated goals for equity. Six semi-structured interviews were conducted with Asian women building leaders and education leaders. Additionally, a survey was conducted across the district about how race and gender during the pandemic and our nation's reckoning have either posed obstacles or opened opportunities for anti-racist work. The qualitative evidence collected about instructional leadership navigation led to the emergence of three main themes: these leaders lead by… [Direct]

Evenson, Alex; Gibbons, Kim; Parr, Alyssa; Pekel, Katie; Potter, Laura; Schantz, Joe (2021). Minnesota Safe Learning Survey: Winter and Spring 2021 Subgroup Analysis by Geography and Student Race/Ethnicity. Region 10 Comprehensive Center Seeking to understand the experiences of educators, families, and students in K-12 public schools during the COVID-19 pandemic, the Wisconsin-Minnesota Comprehensive Center (WMCC)–working with the Minnesota Department of Education (MDE)–has developed the Safe Learning Survey that is being conducted at three intervals: Winter (February), Spring (May-June), and Fall (October-November), 2021. To date, two public reports have been published sharing the results of the Safe Learning Surveys conducted in the Winter (February) and Spring (May-June) of 2021. These reports provide a comprehensive description of the findings for each survey: (1) Winter 2021 Minnesota Safe Learning Survey (ED615428); and (2) Spring 2021 Minnesota Safe Learning Survey (ED615427). The purpose of this companion brief is to provide additional information disaggregated (i.e., broken down) by district geography and student race/ethnicity on five key themes and potential areas for policy and practice improvement:… [PDF]

Howell, Annie, Ed.; Tuitt, Frank, Ed. (2003). Race and Higher Education: Rethinking Pedagogy in Diverse College Classrooms. Harvard Educational Review Reprint Series. This collection, reprinted from the \Harvard Educational Review,\ is designed to help educators understand how the changing demographics of the college and university students in this country have complicated the manner in which higher education institutions think about what it means to teach in racially diverse classrooms. Part 1, \Racial and Ethnic Diversity in Higher Education,\ contains: (1) \Diversity and Higher Education: Theory and Impact on Educational Outcomes\ (Patricia Gurin, Eric L. Dey, Sylvia Hurtado, and Gerald Gurin). Part 2, \Voices inside Classrooms,\ contains: (2) \Against Repetition: Addressing Resistance to Anti-Oppressive Change in the Practices of Learning, Teaching, Supervising, and Researching\ (Kevin K. Kumashiro); (3) \Learning in the Dark: How Assumptions of Whiteness Shape Classroom Knowledge\ (Frances A. Maher and Mary Kay Thompson Tetreault); (4) \Blind Vision: Unlearning Racism in Teacher Education\ (Marilyn Cochran-Smith); (5) \Moving beyond Polite…

Mary Margaret Mills-Thomason (2023). "For Whom Is This Divisive?": The Persistence of Whiteness in The Adoption of NC American History Social Studies Standards. ProQuest LLC, Ed.D. Dissertation, The University of North Carolina at Greensboro. In 2020, as the nation experienced a racial reckoning, the North Carolina State Board of Education was in the process of adopting new social studies standards. The racial reckoning constituted a policy window to advocate for standards that better included marginalized experiences. In response, conservative lawmakers engaged in a political spectacle that advocated to remove language such as "systemic racism" from the standards and mirrored language from President Trump's 1776 Commission. The back-and-forth process of the standards adoption resulted in a more inclusive final version of the standards than the earliest draft. However, the adopted standards are less inclusive than other drafts and ultimately maintain whiteness. In this dissertation, I explore the adoption and implementation of high school American History standards in North Carolina using a Critical Discourse Analysis and Critical Policy Analysis, with a specific focus on maintenance of whiteness. I find that… [Direct]

Asato, Kayla; Bianco, Kathryn; Elliott, Rebekah; Heaton, Ruth; Roady, Nicole; Thanheiser, Eva; Victoria, Bre√°na; Yeh, Cathery (2022). Navigating the White Space of Mathematics: Lessons Learned from Mathematics Teacher Educators of Color. North American Chapter of the International Group for the Psychology of Mathematics Education, Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022). As critical race theorists would remind us, those most impacted have the greatest insight to create change. This paper applies a critical race theory framework to explore the leadership experiences of two African American and one Latinx American mathematics teacher educator and how they address issues of race, racism, and (in)justice in teacher professional development. Data analysis from semi-structured interviews, publicly available webinars and podcasts, and other published materials from the educators (eg. articles and books) reveal how they engaged teachers to attend to issues of race and racism by challenging persistent masternarratives about mathematics and mathematics ability; centering on counternarratives on the cultural identities and mathematical understanding of students of Color, and engaging in community-based pedagogies to promote coalitional resistance. [For the complete proceedings, see ED630210.]… [PDF]

bell, adam patrick; Dasent, Jason; Tshuma, Gift (2022). Disabled and Racialized Musicians: Experiences and Epistemologies. Action, Criticism, and Theory for Music Education, v21 n2 p17-56. Drawing on DisCrit–disability studies and critical race theory (Annamma, Ferri, and Connor 2013) and Beaudry's (2020) framework for accounts of disability, we (the authors) examine the lived experiences of Jason and Gift as disabled and racialized musicians. Echoing the DisCrit maxim that ableism and racism are intertwined, we assert that, like disability studies in general, disability research in music education is characterized by unmarked whiteness (Bell 2006, 2011). As a result, disability research in music education has a deep deficit of epistemologies of disabled and racialized people. To address this issue, we adhere to the fourth tenet of DisCrit by centering the perspectives of disabled and racialized people, presenting the experiences of Jason and Gift with music teaching and learning in the form of conversational interviews…. [Direct]

Sharma, Manu (2022). Endemic Racism in Trump's America: A Racialized Female Faculty Member's Experience. Studying Teacher Education, v18 n1 p5-22. This self-study addresses the embedded racism experienced by a racialized female professor who taught in the USA during Trump's presidency. The article presents two incidents that reflect the emboldened racist behaviors and actions of teacher education students during the Trump administration. The study is based on the author's experiences as a racialized female faculty member in the Midwest. Using critical pedagogy and critical race theory frameworks, the article argues that racism needs to be dismantled in spaces of teacher education programs that have been deeply impacted by the ultra-right politics of the Trump administration. This article calls attention to endemic racism, particularly as experienced by racialized faculty. The author calls on teacher educators to take action in response to such incidents and in support of racialized faculty…. [Direct]

Luney, LeAnna T.; Matias, Cheryl E.; Thompson, Falynn A. (2022). When White Dwarfs Burn Our Color: Whiteness, Emotionality, and the Will to Thrive in Higher Education. Research Issues in Contemporary Education, v7 n2 p8-34. Though the academy is a space where education, exploration, and research reside, it is also a space of historical exclusion, ostracism, and oppression for diverse students, staff, and faculty. Particularly, with respect to the ever-present dynamics of whiteness via white supremacy, students, staff, and faculty of color are racially microaggressed and racially stonewalled to a point where they experience extreme racial battle fatigue. This theoretical and reflective paper draws from critical whiteness studies and critical race theory's counterstorytelling to reveal the emotionalities of whiteness, specifically, to investigate how racialized emotions burn out the lives of people of color on campus, much like how white dwarfs are degenerate masses themselves. And, how by leaving them intact, universities will never achieve their proclaimed missions for diversity, equity, and inclusion…. [PDF]

Dyches, Jeanne; Howell, Emily (2022). Sharpening Students' Racial Literacies through Multimodal Subversion. Journal of Adolescent & Adult Literacy, v66 n2 p100-110 Sep-Oct. This case study shares the experiences of 24 students in an urban high school in the U.S. Midwest who spent 6 weeks learning about, and applying tenets of, critical race theory (CRT) to their analysis of the canonical "The Adventures of Huckleberry Finn." Students created a visual essay reflecting their understanding of CRT in the novel and in their broader social milieu. Drawing from, and sharing possibilities for, merging theoretical principles from CRT, multiliteracies, and the writing process, we/the authors ask: How can students utilize multiple perspectives to sharpen racial literacies through multimodal design? These findings include three points of integration: (a) overt instruction, Whiteness, and organizing; (b) critical framing, intersectionality, and address; and (c) transformed practice, critical stance, and revise and survey again…. [Direct]

Donahue, David M. (2022). Who Has a Right to the Museum? Representation and Belonging in Children's Books about Going to an Art Museum. Multicultural Perspectives, v24 n1 p3-13. Children's books play an important role in providing windows and mirrors to young people on a variety of academic content, social issues, and personal experiences. Numerous books introduce young people to the art museum. The text and illustrations of these books send messages about who belongs in museums as a visitor and what kinds of art are worthy of curation. Content analysis grounded in critical race theory and the right to the city reveals that museums are still portrayed as institutions that are based on White norms and culture, from the preponderance of visitors in the galleries to the art on the walls. Story lines illustrate how children's race is connected to the alienation and escape, interaction with art, enjoyment, and identification that children experience when visiting the art museum…. [Direct]

Rol√≥n-Dow, Rosalie (2022). At the Root of Their Stories: Black and Latinx Students' Experiences with Academic Microaggressions. Harvard Educational Review, v92 n4 p508-532 Win. In this narrative study, Rosalie Rol√≥n-Dow explores the nature of academic microaggressions that racially minoritized undergraduate students experience at predominantly white institutions. She illustrates microaggression incidents related to (in)visibility, intellect or academic contributions, and curriculum relevant to students' racial identities, communities, or histories. Using a critical race theory microaggression framework, she analyzes academic microaggressions in the broader context of institutional racism and white supremacy to show how white supremacy tools like othering, monoculturalism, nativism, white ascendancy, normativity, and ignorance are deployed. Rol√≥n-Dow calls for colleges and universities to deepen their understanding of the effects of microaggressions on students' academic lives and contends that institutions seeking to become more racially inclusive must address the ways that ideologies inherent in white supremacy continue to be expressed through racial… [Direct]

Jerome Ronnell Rucker (2022). In Search of the Black Superintendent. ProQuest LLC, Ed.D. Dissertation, University of Southern California. This dissertation researches the barriers encountered and resiliency learned for Black administrators on their path to becoming superintendents in California. Using critical race theory as the lens of the conceptual framework, this research used a qualitative method. The research questions inquired about how the barriers of mentorship, career pathways, and anti-Blackness affected their career trajectories. The study used interviews with Black California superintendents. This research shed light on how the barriers impacted the journey to the seat of superintendent. The paper concludes with evidence-based recommendations to reduce barriers. [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]

Davis, Julius (2021). A Liberatory Response to Antiblackness and Racism in the Mathematics Education Enterprise. Canadian Journal of Science, Mathematics and Technology Education, v21 n4 p783-802 Dec. Since the inception of the mathematics education enterprise, whiteness and antiBlackness are two foundational components, ideological and social constructs. These constructs help to understand how the law, race, class, power, and other forms of oppression operate to establish, maintain, and elevate racism (white supremacy) in and out of the mathematics education enterprise. The article uses critical race theory in mathematics education to examine the enterprise from a historical to contemporary perspective to illustrate how whiteness and antiBlackness have been normalized and used to exclude Blackness. I argue for a liberatory response anchored in African frames to address the atrocities against Black people in and out of mathematics education…. [Direct]

Tichavakunda, Antar A. (2021). A Critical Race Analysis of University Acts of Racial "Redress": The Limited Potential of Racial Symbols. Educational Policy, v35 n2 p304-322 Mar. More historically White institutions of higher education are compelled to respond, in some way, to increased activism and awareness of continued legacies of racism and racial crises on campuses. The author suggests that how schools wrestle with their legacies of racism and/or respond to student demands to right racial wrongs on campus might be considered university acts of racial redress. Through a Critical Race Theory inspired chronicle, the author argues that seemingly positive university acts of racial redress such as policies, place un/naming, or public statements are, in fact, Racial Symbols that do little to change the material realities of racially marginalized people on campus…. [Direct]

Beneke, Margaret R. (2021). Investigating Young Children's Conceptualizations of Disability and Race: An Intersectional, Multiplane Critique. Educational Researcher, v50 n2 p97-104 Mar. Education researchers have extensively documented young children's capacity to exhibit "bias" in relation to disability or race. By and large, data generation has focused on children's awareness and attitudes about disability or race, rather than how interactions and structures construct and reinforce them. Bridging disability critical race theory (DisCrit) and sociocultural perspectives, this essay proposes the need for intersectional, multiplane qualitative data generation in studying young children's disability and race conceptualizations to account for the ways intersecting, oppressive ideologies are perpetuated in young children's worlds. In this essay, I briefly describe and critique extant data generation practices, concluding with possibilities for future investigations…. [Direct]

Kim, Sujin; Preston, Lauren Rea; Song, Kim (2021). "No Difference between African American, Immigrant, or White Children! They Are All the Same.": Working toward Developing Teachers' Raciolinguistic Attitudes towards ELs. International Journal of Multicultural Education, v23 n1 p47-66. This study explored Midwestern US teachers' raciolinguistic attitudes toward English learners. Two research questions guided the study: "How did teachers perceive racism and linguicism" and "How did a professional training influence teachers' awareness of them?" Critical race theory was used to examine how racism evolved into racialized linguicism. Data analysis demonstrated that teachers tended to conflate the experiences of African American students and English learners, even though they are linguistically and culturally distinct. They also tended to understand the racism and linguicism encountered by the two groups in Black/White and Standard-English/Nonstandard-English binaries. Implications consider the future direction of TESOL teacher education…. [PDF]

Espinoza, Benjamin D. (2021). Understanding the Experiences of Racially Minoritized Doctoral Students in Evangelical Theological Education. Christian Higher Education, v20 n3 p141-159. Although some scholars have explored the experiences of racially minoritized doctoral students in large research universities, few have studied the racial dynamics of doctoral education in smaller institutions. Evangelical seminaries, graduate-level schools that train people for religious vocations, have become the subject of racial criticism in recent years. To better understand the racial dynamics of doctoral education in evangelical seminaries, I conducted a narrative-driven qualitative study with 12 racially minoritized doctoral students from several of these institutions. Employing a conceptual lens of Critical Race Theory (CRT) and Yancey's definitions of racism, I argue that racially minoritized doctoral students in evangelical seminaries remain under-supported in various ways…. [Direct]

Clayton, Jennifer K.; Sampson, Kristin A. (2021). African American Female Students and STEM: Principals' Leadership Perspectives. Journal of Negro Education, v90 n3 p358-370 Sum. This qualitative case study explored how principals, at STEM-specific programmed schools, support African American female students. Interviews, documents, and observations were conducted to evaluate principals' leadership styles. Critical race theory (CRT) was used as a theoretical framework to highlight the inadequate support of minority students, and due to its emancipatory character, transformative leadership model was referenced to code data. The results uncovered principal leadership characteristic of a multifaceted underrepresented school population. Emergent themes included a distinction between leadership styles, the influence of school community, and the significance of school culture. The principals reflected actions of a transformative leader through the acknowledgement of differentiated supports and obstacles students of color face…. [PDF]

Machienvee Villanueva Lammey (2024). "Everyone Got to Eat My Tears": Racialized Emotions, Mentoring Experiences, and the Political and Ethical Commitments of Women of Color Graduate Students in STEM. ProQuest LLC, Ph.D. Dissertation, The University of New Mexico. In this project, I examine the emotional and lived experiences of women of color (WOC) graduate students in science, technology, engineering, and mathematics (STEM) and how they embody and negotiate racism, classism, and sexism in academia, particularly in White, men-dominated STEM spaces. I utilize critical race theory and intersectionality to shed light on how WOC draw upon their intersecting identities, marginalization, and sense of community to navigate and resist oppressive environments. Specifically, I highlight the ways they experience racialized emotions and leverage vulnerability to resist dominant academic norms and controlling images to preserve their holistic selves, engage in critical reflexivity to challenge harmful mentoring practices, and activate ethics of the embodied self and care through their work, relationship building, and visions of themselves as scientists. This study extends our current understanding of the experiences of WOC in higher education by providing… [Direct]

Carlin Borsheim-Black (2024). "This Is My Hill to Die On": Effects of Far-Right Conservative Pushback on US English Teachers and Their Classroom Practice. English Teaching: Practice and Critique, v23 n3 p317-331. Purpose: From book challenges to anti-critical race theory and anti-lesbian, gay, bisexual, transgender, queer and questioning legislation, US English teachers have been on the receiving end of a considerable amount of far-right conservative pushback. This study aims to explore the effects of conservative pushback on individual English teachers and their classroom practice. What pushbacks have individual English teachers faced? How has pushback impacted their teaching? What strategies have they developed for navigating pushback? Design/methodology/approach: This qualitative study explores secondary English teachers' reported experiences with conservative backlash as reported in 15 semi-structured interviews conducted between May 2022 and August 2023. Findings: Participants reported feeling the pressure of increased levels of pushback, and many reported censoring their book selections to avoid additional public scrutiny. At the same time, they also described a range of strategies they… [Direct]

Jo Hoffman; LaSonya L. Moore; Rachel A. M. Lloyd; Ruchi Bhatnagar (2024). Divided by Policy, United by Resilience: Using Transformative Pedagogy to Impact Prospective Teachers in All Contexts. Education Policy Analysis Archives, v32 n62. As American teacher educators and teachers are being roiled by restrictive legislation around critical race theory and divisive concepts in some states, our investigation explored the impact of critical communities of practice (CoP) on redesigning and teaching introduction to education courses with a transformative lens. This manuscript details the collaboration of four equity-minded teacher educators, each representing unique institutional and political contexts. While two authors taught in states which promote culturally sustaining pedagogies, the other two authors taught in states that had passed laws restricting the professional autonomy of educators and honest discussions of race and racism. Participation in this critical CoP as a support group enabled us to better understand and navigate our dichotomous policy contexts and renewed our commitment to teaching prospective teachers to be politically conscious and empowered to teach in anti-racist ways. Our CoP was instrumental in… [PDF]

Angela Smith Kuykendoll (2024). We's Tied Boss: The Lived Experiences of Black Professional Staff at a Historically White Institution during The Black Lives Matter Movement. ProQuest LLC, Ed.D. Dissertation, The University of Memphis. Although research has been conducted on the lived experiences of Black student affairs professionals and academic advisors at Historically White Institutions (HWIs), the literature is scant in its representation of the larger body of Black Professional Staff (BPS) and their experiences. BPS are undervalued and disregarded and are a vital part of the fabric of HWIs. Drawing on Critical Race Theory in Education, anti-Black racism, and plantation politics, the purpose of this critical race methodology study was to describe how Black Professional Staff experienced and navigated racism at an HWI in the context of the Black Lives Matter movement (BLM). This study also explored how the participants defined resistance and engaged in acts of resistance. The following research questions guided this study: (1) How do Black Professional Staff experience and navigate racism at a Historically White Institution in the Mid-South during the Black Lives Matter Movement? (a) What are the dehumanizing… [Direct]

Nia Spooner (2024). An Examination of Educational Leadership Preparation in Ontario: Are Principals Prepared to Lead Equitably?. Canadian Journal of Educational Administration and Policy, n204 p41-54. In response to the changing demographics of schools in Canada and to efforts to better equip principals to challenge inequity, leadership preparation programs have adopted new policies focusing on leading with an equity lens. However, studies have demonstrated a disconnect between what is covered in these leadership programs and how school principals actually perceive their ability to lead equitably and work with diverse learners. Six current school principals and vice principals in Ontario, Canada who have successfully completed a Principal Qualification Program course were interviewed to understand their perceptions of the program's ability to prepare them to lead and of concepts of equity, diversity, and inclusion (EDI). The racial experiences and identities of each participant shaped their definitions of EDI as well as their understanding of difference. The findings indicate several critical areas of change for principal preparation programs in Ontario: training guidelines,… [PDF]

Karley Strouse (2024). Examining Administrator Perspectives on Educational Experiences for ELL Students with Disabilities. ProQuest LLC, Ph.D. Dissertation, Northwest Nazarene University. School administrators are key components in improving educational experiences for ELL students with disabilities. However, no studies have assessed how administrators perceive equitable school experiences for ELL students with disabilities in the Pacific Northwest. This qualitative study included semistructured interviews with 12 school administrators in the Pacific Northwest to identify perceptions of how administrators distinguish equitable educational experiences for ELL students with disabilities while utilizing a Disability Critical Race Theory lens. Seven themes were identified: The Power of Perception, Effective Teaching and Instructional Strategies, Equity and Inclusive Practices, Barriers to Learning, Complexities of the Identification Process, Appropriate Curriculum, and Creating Success. The study's implications highlight the transformative role administrators can play in creating equitable educational experiences for ELL students with disabilities by fostering positive… [Direct]

Reyes, G. T. (2022). A Love Letter to Educational Leaders of Color: "CREWing UP" with Critical Whiteness Studies. International Journal of Qualitative Studies in Education (QSE), v35 n7 p780-790. This essay applies Critical Race Theory and Critical Whiteness Studies towards affirming the collective existence, experience, and humanity of educational leaders of Color, who tend to experience systemic dismissing and invisibilizing within educational institutions. Like racial commentators such as James Baldwin and Ta-Nehisi Coates, this essay uses the genre of letter writing–specifically a love letter–as a way to cultivate intimacy and relationality with readers. The piece intentionally does so because whiteness, white supremacy, and racism enact violence in ways that require intentional healing rooted in humanizing, revolutionary, and decolonial love. Ultimately, this love letter urges scholars, particularly race and whiteness scholars, to "CREW UP," or "Catalyze Resistance & Emancipation With United Power," in such a way that provides the healing, collective coalition-building, and consciousness needed to eradicate whiteness, white supremacy, and racism…. [Direct]

Christina A. Christie; Jayashri Srinivasan; Krystle P. Cobian; Nicole M. G. Maccalla (2024). Evaluating a National Biomedical Training Program Using QuantCrit: Revealing Disparities in Research Self-Efficacy for Women of Color Undergraduates. CBE – Life Sciences Education, v23 n4 Article 54. Program evaluation for interventions aimed at enhancing diversity can fall short when the evaluation unintentionally reifies the exclusion of multiple marginalized student experiences. The present study presents a Quantitative Critical Race Theory (QuantCrit) approach to program evaluation to understand outcomes for Women of Color undergraduates involved in a national biomedical training program called the Building Infrastructure Leading to Diversity (BUILD) initiative. Using longitudinal data, we examined the impact of participation in the BUILD Scholars programs and BUILD-developed novel biomedical curriculum on undergraduate's research self-efficacy. Employing propensity score matching and multiple regression models, we found that Black women who participated in the BUILD scholars program reported higher research self-efficacy, whereas Latine and White undergraduate BUILD scholars had lower research self-efficacy. Additionally, Latine women who participated in novel biomedical… [Direct]

Zelexis Arabia Croffie (2024). Unraveling the Impact of the School-to-Prison Pipeline: Investigating Racial Disparities in Disciplinary Practices. ProQuest LLC, Ed.D. Dissertation, University of South Carolina. This action research study sought to examine ways to narrow the racial discipline gap in South Carolina's elementary schools. Employing both the Critical Race Theory and BlackCrit in schools as the theoretical frameworks, the research delved into the narratives of teachers in grades 3rd through 5th, exploring their encounters with school-based disciplinary practices. The study integrated Social-Emotional Learning and Culturally Responsive Teaching to ultimately uncover implicit biases held by teachers that positioned Black students as less innocent compared to their White counterparts. The primary focus was to investigate the relationship between teachers' inequitable disciplinary practices and the frequency of office discipline referrals received by Black students. The study implemented an eight-week professional development for teachers focused on Culturally Responsive Teaching with a Social-Emotional Learning implementation. The study's findings and implications for teachers are… [Direct]

Robin Throne; Tricia J. Stewart (2024). A Critical Policy Analysis of Book Bans in U.S. Public Higher Education as Marginalization of Intellectual Freedom. Online Submission, Paper presented at the Freedom and Authenticity International Interdisciplinary Conference (6th, Virtual, Aug 22-23, 2024). This conference paper presents the results of a critical public higher education policy analysis of book banning, censorship, and silencing of specific voices–usually those of marginalized voices and those who fight for the oppressed. United States public higher education seeks to provide an environment for intellectual freedom that allows college students to be exposed to new ideas and divergent perspectives that foster an intellectual life. Ideally, college students should encounter academic opportunities in higher education that enrich students' growth and worldviews. Yet, current trends in some U.S. states call for eliminating diversity, equity, and inclusion initiatives. This includes attempts to stop "Woke" and critical race theory efforts across several U.S. states. This paper examines these conservative ideological criticisms in the context of intellectual suppression, voice dispossession, and silencing, thereby promoting socially reproduced intellectual… [PDF]

Donald Mitchell Jr. Ed.; Jakia Marie Ed.; Patricia Carver Ed. (2024). Intersectionality & Higher Education: Theory, Research, & Praxis, Third Edition. Peter Lang Publishing Group Intersectionality is a term coined by Kimberl√© Crenshaw in 1989. Crenshaw, a scholar of law, critical race theory, and Black feminist legal theory, uses intersectionality to explain the experiences of Black women who–because of the intersection of their race, gender, and class–are exposed to exponential and interlocking forms of marginalization and oppression, often rendering them invisible. The third edition of "Intersectionality & Higher Education: Theory, Research, & Praxis" further documents and expands upon Crenshaw's articulation of intersectionality within the context of higher education. The text includes (a) theoretical and conceptual chapters on intersectionality; (b) empirical research and research-based chapters using intersectionality as a framework; and (c) chapters focusing on intersectional practices, all within higher education settings. The volume may prove beneficial for graduate programs in ethnic studies, higher education, sociology, student… [Direct]

Mary Yve Mendez Bonnell (2024). Teachers' Perceptions of the Effects of Restorative Justice Practices in Inclusive Classrooms. ProQuest LLC, Ed.D. Dissertation, The George Washington University. The study investigates educators' perceptions of Restorative Justice Practices (RJPs) in inclusive classrooms, focusing on students with dis/Abilities, within the frameworks of Social Justice, Critical Race Theory, and Disability Studies (DisCrit). It aims to address a gap in the literature on equity in education, particularly the effects of RJPs on diverse student populations. Employing a qualitative, interpretive design with grounded theory for data analysis, the research seeks to understand the nuanced experiences of educators and their views on the impact of RJPs on both students with and without disabilities, and on the educators themselves. Despite limitations such as potential sample bias due to purposive sampling, the study ensures credibility through established methods and triangulation. This research contributes significantly to educational discourse, offering insights into the implementation of RJPs in a way that respects the varied needs of all students, thereby… [Direct]

Bryan Dewsbury; Desiree Forsythe; Jeremy L. Hsu (2024). Exploring the Journey of STEM Faculty into Justice-Centered Pedagogy. CBE – Life Sciences Education, v23 n4 Article 60. In higher education and science, technology, engineering, and mathematics (STEM), interlocking oppressions can lead to inequitable environments for those who hold marginalized identities. Instructors can play key roles in either exacerbating or mitigating these inequities through their pedagogical approaches and choice of curricular material. However, it remains unclear how instructors who self-identify as committed to justice achieve higher levels of consciousness around areas of injustice and develop the self-efficacy to dismantle barriers for students over time. Here, we draw upon critical race theory and critical white studies to investigate what events or life experiences influence STEM instructors to understand the importance of social justice and examine how STEM instructors use this understanding to drive pedagogical shifts. We find variations in the ways that instructors' experiences and identities shape their understanding of justice. In addition, we uncover factors that… [Direct]

Nidza V. Marichal (2024). "Escuchemos Las Voces Biling√ºes de Nuestros Educadores Rurales": Who and What Matters for the Education of Secondary English Learners in a Rural Florida School Community. Rural Educator, v45 n4 Article 3 p15-36. Guided by constructive epistemology and grounded in Greenwood's place-conscious education theory and critical race theory in education, (CRT), this narrative-informed qualitative study critically examines how the lived experiences of three bilingual educators shape their work with English Learners (ELs or multilingual learners, MLs) in a Florida rural school community. Primary data consist of videorecorded interviews and photo elicitation that illuminated teachers' told life narratives. Findings from this study demonstrate that the voices of the bilingual teachers matter for improving EL education in this rural community. The teachers' reflections about their "ontological-becoming," their engagement with the rural school community, and the inequities experienced by their EL students constantly shape and dictate their professional identities and instructional decisions in their work with ELs. Promising practices that matter for the education of ELs in this rural community… [PDF]

Amy E. Violante; Anisa N. Goforth; Debbie Hogenson; Emily Brooke; Jingjing Sun; Lindsey M. Nichols; Niki Graham; Ronda Howlett; Sisila Kusumaningsih (2024). Cultural Adaptation of an Educator Social-Emotional Learning Program to Support Indigenous Students. School Psychology Review, v53 n4 p365-381. Supporting Indigenous students' social-emotional learning (SEL) is important given the systemic impact of colonialism that has contributed to their higher mental health and academic disparities compared to White students. One way to promote SEL is through professional development for educators, yet there has been little research on the development of SEL programs that are culturally responsive to Indigenous people and contexts. The purpose of this study is to highlight the process of culturally adapting a social-emotional program, "Educators Navigating and Generating Approaches for Genuine Empowerment" (ENGAGE), for educators at a school located in a tribal nation in the Rocky Mountain region. Driven by transformative SEL and tribal critical race theory, we coadapted ENGAGE with community members through community-based participatory research. Through thematic analysis, we examined the unique values and culturally responsive considerations that arose during the research… [Direct]

Hunt, Brittany; Lim, Jae Hoon; Williams, John A. (2022). Unsung Heroes on Campus: Minority Veterans' Transition Experiences by Race. Journal of Higher Education, v93 n5 p769-791. This study explored the impact of race on the higher education transition experiences of three groups of male student veterans: Black, Hispanic/Latinx, and Asian. Grounded in the premise of Critical Race Theory, especially Cabrera's Hegemonic Whiteness and Yosso's Cultural Capital, we collected and analyzed 17 student veterans' in-depth interviews centering the voices of the participants marginalized due to race, age, and veteran status. Findings confirm that student veterans of color face acute cultural alienation and racism on college campuses and enact various cultural capitals and strands of resiliency to cope, while also ascribing to beliefs of meritocracy and colorblindness inherited from their military service. Future research on student veterans should continue to examine the heterogeneity among student veterans, especially those located at the intersection of multiple marginalities, to provide an anti-racist portrayal of student veterans as a diverse population…. [Direct]

Amy Marie Johnson (2021). Marginalized and Minoritized in General Education Programs: A Call to Protect Vulnerable Students, Faculty, and Staff in Equity and Inclusion Reform. Journal of General Education, v70 n3 p181-195. General education curricula are constantly evolving. Though the initial purpose was to prepare graduates for the broad requirements of active citizenship, the impetus has shifted since the early 20th century to center the impacts of globalization and to help students understand and address rapid change. General education curricula are currently responding to shifting student demographics and navigating social and political upheaval. Equity and inclusion initiatives that often rise to the forefront of many general education reforms on persistently white campuses can, unfortunately, have an unintended cost to marginalized and minoritized students, faculty, and staff. This article offers a method to recognize and mitigate that harm by applying critical race theory and dialogic theory…. [Direct]

Alexandra Rose Terrones (2023). Latinx Undocumented Students' College Admissions Process: The Role of Policy in Shaping Students' Trajectories into College. ProQuest LLC, Ph.D. Dissertation, University of California, Los Angeles. The purpose of this study was to retroactively explore how Latinx undocumented students currently enrolled at a single University of California (UC) campus navigated policies concerning accessibility and affordability as they worked toward their goal of pursuing bachelor's degrees. Using a critical race theory (CRT) and Latino/a critical race theory (LatCrit) lens, this study examined how policies such as California Assembly Bill (AB) 540; the California Development, Relief, and Education for Alien Minors (Dream) Act; and Deferred Action for Childhood Arrivals (DACA) shaped participants' college goals. Moreover, this study explored participants' challenges accessing information that was relevant to their status needs and the forms of support these participants used to navigate this larger policy landscape. Guided by a critical policy analysis approach that interrogated and scrutinized racial politics driving policy, 19 Latinx undocumented student participants engaged in two… [Direct]

Martin, Perry (2023). Gordian Knot, or Not?: A Qualitative Study of Diversity Hiring in California Community Colleges. ProQuest LLC, Ed.D. Dissertation, University of La Verne. Purpose: This study addressed issues of chief diversity officers who often face diversity challenges when attracting, recruiting, and retaining, faculty of color in community colleges in California. Perceptions and meaning-making of chief diversity officers were explored as they encountered racism and shaped the discourse on race embedded in the cultural competency framework in the faculty recruitment process. Theoretical Framework: The theoretical framework for this study was based on critical race theory and transformational leadership. Critical race theory is used to analyze the concept of racism and discrimination in society based on racial context. The theory helped understand factors influencing the recruitment and retention of faculty members of color and their experiences of diversity. Transformational leadership is based on the leader's promise of creating a common culture that unites all stakeholders towards a given goal. This theory was important for the study as it… [Direct]

Dixson, Adrienne D. (2018). "What's Going On?": A Critical Race Theory Perspective on Black Lives Matter and Activism in Education. Urban Education, v53 n2 p231-247 Feb. This article explores activism, education, and the #BlackLivesMatter movement. Using critical race theory (CRT), I analyze what this emergence of primarily youth-led activism means in the context of decades of neoliberal education reform. I raise specific questions about how youth-led activism, which has its genesis in and is largely shaped by social media, not only reflects limited robust mainstream discourses on race but also a failure of education, particularly schools and districts that serve students of color in under-resourced urban communities, to teach about and contextualize other historical movements for justice and racial equity…. [Direct]

D√≠az, Hermen, III (2020). A Hierarchy of Environmental Design for Latin* Men at PWIs. New York Journal of Student Affairs, v20 n1 Article 2 p91-117 Dec. To understand the transaction between the environment and students, this study examines a Latin* cultural center in facilitating community and sense of belonging for Latino men at a predominantly White institution (PWI). This study used critical race theory, specifically LatCrit to interrogate Strange and Banning's (2015) hierarchy of environmental design. Findings nuanced the understanding and experience of community, engagement and safety of Latino men within a racialized space at a PWI. Implications for practice are discussed to better understand how Latin* cultural center environments contribute to the behavior and experience of Latino men…. [PDF]

Ridha Rouabhia (2024). Exploring "A Pocket Guide to Writing" through Cultural-Historical Activity Theory: Implications for Multicultural Education. Dinamika Ilmu, v24 n1 p1-9. Mainstream writing instruction risks marginalising non-dominant voices if not consciously adapted using critical multicultural frameworks. This study analyses Mary Lynn Rampolla's widely used "A Pocket Guide to Writing" in History through a Cultural-Historical Activity Theory (CHAT) lens, taking notes on voice, power dynamics, and participation elements. The analysis uncovered alignments like the focus on active reading and argumentation. However, tensions emerged regarding the lack of collaborative learning and critical framing of academic conventions. Findings suggest that relying solely on mainstream writing advice risks student empowerment and critical consciousness deficiencies. Writing instructors should supplement individual skill-building with critical perspectives and participatory activities. While conventional guides provide useful starting points, realising the transformative goals of critical multicultural education requires balancing mainstream approaches with… [PDF]

Chang, Sharon (2022). Chinese Bilingual Preservice Teachers' Reflections on Translanguaging Pedagogy: The Need for Critical Language Curricularization. Foreign Language Annals, v55 n4 p1086-1108 Win. This qualitative case study of one teacher preparation program uses Asian critical race theory to examine Chinese bilingual preservice teachers' (N = 102) raciolinguistic ideology discourse in their reflections on using translanguaging pedagogy. Thematic analysis in daily logs, lesson reflection papers, and exit tickets indicated two contrasting findings: (1) When the exchange value for (White) English language is privileged, translanguaging pedagogy is used for differentiated translations and to seek affirmations shaped by raciolinguistic ideology. (2) When the use value for Chinese languages and cultures is prioritized, translanguaging pedagogy is used for culturally and linguistically sustaining practices as well as the elicitation of ethnolinguistic funds of knowledge among participants and their emergent bilinguals. This study argues that if and when translanguaging pedagogy is used critically, bilingual teachers can promote culturally and linguistically sustaining practices,… [Direct]

Atwood, Erin; Caudle, Jennifer (2022). Broken Windows and Catching Frogs: Exploring Concepts of Historic and Contemporary Parental and Community Involvement. Journal of Latinos and Education, v21 n1 p59-71. Parental and community supports are important factors for Latino student academic success. The purpose of this paper is to explore the parental and community activism surrounding the "San Antonio v. Rodriguez" school finance case in order to better understand how historic means of activism relate to the contemporary ways that Latino parents and community members continue to be involved in the education of Latino youth. Historic methods, guided by a Critical Race Theory (CRT) framework, were employed to analyze archival records and oral histories. This critical analysis revealed influences of labor organizing, traditional civil rights, and the Chicano movement surrounding the parental and community involvement that prompted this lawsuit. Learning from historic events allows us to challenge the contemporary White normative definitions of parental involvement that marginalize the ways Latino parents and community members support student success…. [Direct]

Emm, Kari A. (2022). American Indian/Alaska Native Transfer Student Experiences into a Four-Year University. ProQuest LLC, Ph.D. Dissertation, University of Nevada, Reno. This qualitative study examined the experiences of ten American Indian/Alaska Native transfer students attending a four-year land grant research institution. It used semi-structured interviews utilizing a narrative inquiry when telling their story. The theoretical frameworks used in the study were the Tribal Critical Race Theory (TribalCrit) and Funds of Knowledge. The study explored the strengths students used when navigating college during the transfer process. Through the findings of the study conceptual recommendations were made for institutions when trying to create a more inclusive college community for American Indian/Alaska Native transfer students. [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]

Duncan, Kristen E. (2022). 'That's My Job': Black Teachers' Perspectives on Helping Black Students Navigate White Supremacy. Race, Ethnicity and Education, v25 n7 p978-996. This paper presents the findings of a research study that sought to understand the perspectives of exemplary Black teachers utilizing emancipatory pedagogies to help Black students navigate systems of white supremacy in a contemporary American social landscape where racism is simultaneously invisible and hypervisible. Using critical race theory, the findings of this narrative inquiry indicate that participants made their students aware of the ubiquity of racism and the inevitability that they would experience it. Findings also show that participants provided their students with opportunities to speak back to their oppression, shifted the ways they practiced emancipatory pedagogy based on the teaching and social context in which they found themselves, and learned to engage students in these ways at various points in their lives but not through teacher education. This study has implications for teachers, school administrators, teacher educators, and researchers…. [Direct]

Bhopal, Kalwant (2022). Academics of Colour in Elite Universities in the UK and the USA: The 'Unspoken System of Exclusion'. Studies in Higher Education, v47 n11 p2127-2137. This article explores the experiences of academics of colour in elite universities in the UK and the USA. Drawing on interviews with 34 respondents and using a critical race theory perspective, the findings indicate that academics of colour experience racism in the White space of an elite university. To counter the racism they experience, they develop 'safe spaces' in which they find empathy and support from other academics of colour. A key finding from the study suggests that despite having negative experiences in elite universities, academics of colour have contradictory feelings about their positions. They disassociate themselves from the racism by recognising the status and prestige associated with working at an elite university. This article suggests that in order for academics of colour to be fully included in elite universities, institutions must acknowledge racism and their own Whiteness to work towards cultural change…. [Direct]

Oliveri, Maria Elena; Poe, Mya; Randall, Jennifer; Slomp, David (2022). Disrupting White Supremacy in Assessment: Toward a Justice-Oriented, Antiracist Validity Framework. Educational Assessment, v27 n2 p170-178. In this article, we propose a justice-oriented, antiracist validity framework designed to disrupt assessment practices that continue to (re)produce racism through the uncritical promotion of white supremist hegemonic practices. Using anti-Blackness as illustration, we highlight the ways in which racism is introduced, or ignored, in current assessment and validation processes and how an antiracist approach can be enacted. To start our description of the framework, we outline the foundational theories and practices (e.g., critical race theory & antiracist assessment) and justice-based framings, which serve as the base for our framework. We then focus on Kane's interpretive use argument and Mislevy's sociocognitive approach and suggest extending them to include an antiracist perspective. To this end, we propose a set of heuristics organized around a validity argument that holds justice-oriented, antiracist theories and practices at its core…. [Direct]

Rodr√≠guez, Noreen Naseem (2020). "Invisibility Is Not a Natural State for Anyone": (Re)Constructing Narratives of Japanese American Incarceration in Elementary Classrooms. Curriculum Inquiry, v50 n4 p309-329. Difficult histories that may contradict national values are rarely taught in elementary schools. This comparative study of two elementary educators examines their pedagogical approaches to the teaching of Japanese American incarceration as difficult history. Framed by Asian American critical race theory, the teachers' practices revealed challenges in teaching Japanese American incarceration as an example of a difficult history. The author interrogates the role of counternarratives and empathy in teaching difficult histories, particularly with young children, and offers suggestions for pedagogies of discomfort that reveal difficult histories while fostering critical hope…. [Direct]

Migliarini, Valentina; Stinson, Chelsea (2021). Inclusive Education in the (New) Era of Anti-Immigration Policy: Enacting Equity for Disabled English Language Learners. International Journal of Qualitative Studies in Education (QSE), v34 n1 p72-88. The authors present a qualitative study which investigates the intersections between English Language Learner (ELL) status, disability, and special education in a mid-sized urban school district in Upstate New York. They explore how teachers conceptualize and implement New York State Education Department policies which affect the inclusive education of ELL students. The authors discuss how the discourse used in these policies, along with teachers' limited access to guidance and support, could lead to the exacerbation of educational inequities and exclusion of ELLs, despite the promise to support inclusion and success for all students. The Disability Critical Race Theory (DisCrit) framework is used as an intersectional tool to help re-frame existing inclusive policies and practices…. [Direct]

Oka, Evelyn; Okoroji, Chimereodo (2021). Experiences of Discrimination among Black Middle School Adolescents: A Qualitative Study. School Psychology, v36 n6 p455-463 Nov. Discrimination is a common experience among racially and ethnically minoritized (REM) youth and often results in negative health and psychological outcomes. However, few studies provide adolescents with opportunities to directly share their discriminatory experiences, especially within the school context. Using a critical race theory framework and phenomenological approach, the present study explored how Black middle school students experienced and responded to discrimination in school settings. Findings revealed that youth experienced both direct and vicarious discrimination at school from multiple sources. Additionally, their responses indicated developmental and adaptive challenges, as well as a nuanced understanding of discrimination in their daily lives. Implications regarding educators' roles in affirming and supporting Black students' experiences are discussed…. [Direct]

Mensah, Felicia Moore; Watkins, Shari Earnest (2019). Peer Support and STEM Success for One African American Female Engineer. Journal of Negro Education, v88 n2 p181-193 Spr. This research used counter-storytelling, a critical race theory methodology, to chronicle the lived experiences of one African American female PhD engineer as she recounted her undergraduate, master's, and doctoral STEM experiences at three postsecondary institutions. Using interviews and narrative to capture her first-hand perspective as a woman engineer of color, peer support was revealed as a dominant factor in her attainment of a PhD in engineering. The two counter-stories presented are related to positive and negative peer support in STEM. These narratives serve as valid evidence for one woman's experiences in STEM and emphasize the role of race and racism on peer networks and STEM success. Though showing this one case, the findings have implications for how higher education institutions can provide structures where supportive peer networks can emerge to support women of color and students of color in STEM…. [Direct]

Ann L. Mavis (2024). Sustaining an Evidence-Based Student Engagement Intervention: The Case of Check & Connect. ProQuest LLC, Ph.D. Dissertation, University of Minnesota. Educators across the U.S. struggle to provide an equitable education to their diverse students. Since the 2020 COVID pandemic and the national call to end racism after George Floyd's murder in Minneapolis, chronic absenteeism and students' substantial mental health challenges have disrupted their efforts. Schools have struggled more than ever to simply educate their students, much less utilize evidence-based interventions to ensure that students graduate from high school prepared for success in postsecondary education and adult life. Evidence-based programs, which have been shown to support educational goals, cannot produce outcomes if they are not sustained, which, unfortunately, is frequently the case. Check & Connect (C&C), an evidence-based student engagement/dropout prevention intervention, was piloted in Minneapolis Public Schools (MPS) in 1990 and has been implemented ever since. Although there have been multiple internal and external evaluations of it, none have… [Direct]

Allen Louis Ray (2024). Beyond Recidivism: A Qualitative Study of How Black Men Describe Their Educational Journey after Incarceration. ProQuest LLC, Ph.D. Dissertation, Northcentral University. Since the early 1970s, exponential and unprecedented growth of incarceration rates of Black youths became a critical issue. One in twenty persons, or 5% of the total United States population serve at least six months in federal state prisons by age 40. Recidivism rates in excess of 50% compounded the problem. The purpose of this qualitative descriptive study was to explore how Black male youths formerly incarcerated in the Northeast United States described their perceptions of the GED program in prison, and their perceived implications for a journey to re-entry. Research questions involved why, and how Black male youths formerly incarcerated in the Northeast United States described their perceptions of the GED program in prison, and their perceived implications for a journey to re-entry. Reintegration theory provided the theoretical framework to address GED program completion and recidivism. Ten Black former prisoners completed semistructured interviews lasting 30 to 45 minutes and… [Direct]

T. Gertrude Jenkins (2024). For the Love of Black Children: Towards Black Liberatory Educational Subversion. ProQuest LLC, Ed.D. Dissertation, University of San Francisco. American K-12 schooling is one cog in a system of structural racism, with antiblackness as a foundational pillar (Brown University, 2015; Dumas, 2014; Dumas & ross, 2016). Within the structurally racist institution of education, Black students are most likely to experience criminalization, adultification, invisiblization, ostracization, and tokenization in school settings (Brown University, 2015; Bryan, 2020; Epstein, Black, & Gonzalez, 2017). For Black students in suburban schools, especially, the antiblack messaging can be more consistent and direct, having deleterious effects on their development (Chapman, 2017; Ferguson, 2002). Centering my work inside a suburban school district via a Black women-founded-and-run non-profit, this study explored the "homeplaces" (hooks, 2014/1994) Black educators create amidst the backdrop of systemic antiblackness. I introduce the conceptual framework, Black Liberatory Educational Subversion (BLES), that codifies the fugitive and… [Direct]

Mosley Wetzel, Melissa; Taylor, Laura; Vlach, Saba Khan (2019). "Exploring This Whole Thing of Social Justice" Narrative as a Tool for Critical Sociocultural Knowledge Development in Teacher Education. Pedagogies: An International Journal, v14 n1 p62-77. Many teacher education programs provide teachers with opportunities to read, write, and discuss critical pedagogy, with the hope that such work will allow them to develop more equitable and just teaching practices. Yet, there often remains a gap between the theoretical discussions of teaching and learning in teacher education classrooms and the pedagogical practice in those teachers' K-12 classrooms. In this study, we examine how one teacher, Gabriela, used narratives to make connections between her third-grade classroom and the critical concepts she was exploring in a teacher education course. Embedded within an ethnographic case study of an inservice teacher education program, we used a discourse analytic approach to examine both the sociocultural knowledge and the identities Gabriela constructed through narrative as she engaged with issues of language, race, and power within the course. We consider some of the affordances of narrative in this space, including how it allowed… [Direct]

Gray, William H., III (1993). On the Superiority of Black Colleges. Journal of Blacks in Higher Education, n1 p60-66 Fall. Presents an interview with William H. Gray III who discusses the educational advantages of the nation's historically black colleges (HBCs). Subjects include increasing funding and enrollments at HBCs and the reality of confronting racism after graduation. White isolation in higher education is briefly discussed. (GLR)…

Hopson, Anna C. (2014). Does Racism Exist in the Online Classroom Learning Environment? Perceptions of Online Undergraduate Students. ProQuest LLC, Ph.D. Dissertation, Capella University. In U.S. history, racism has existed in traditional brick-and-mortar academic institutions for hundreds of years. With the increase of online learning–a strategic and effective form of education for many academic institutions of higher education–the question being asked is, Does racism exist in the online classroom learning environment? This qualitative study examined the perspectives and experiences of college students regarding their experience with racism in online learning. The finding of this research revealed that while the majority of the participants never witnessed or experienced racism in the online learning environment, there were occurrences that suggested it exists and that the incidents can cause confusion and lack of motivation for the learner. [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… [Direct]

Williams, Jae M. (2022). America's Empathy Deficit: Our Bloody Heirloom and the Invisible Backpack. ProQuest LLC, Ed.D. Dissertation, Northeastern University. This study was designed to examine the on-campus experience of Black male visual and performing arts students at Storytelling University (pseudonym), a predominantly white institution in the Northeast, particularly how those experiences shape their careers as storytellers in mainstream media. The analysis of this research is expressed through a creative format illustrated in an open letter addressing Storytelling University and its role in perpetuating the problem of practice. The inquiry shares the firsthand expression of the researcher's experience as a Black male visual and performing arts student at the research host site almost two decades prior. The open letter uniquely reveals the parallel between the lasting impact of white privilege in American society and how higher education institutions have played a considerable role in the continued underrepresentation, marginalization, and racial disparities of Black male storytellers seen in mainstream media today. This research… [Direct]

Brown-McKenzie, Charlene (2023). A Role for Pre-College Programs: Cultural Capital and School Outcomes for Black Students Seeking Higher Education. ProQuest LLC, D.L.S. Dissertation, Georgetown University. Racial and ethnic minority groups face extraordinary challenges in access to and success in higher education due to the complicated history of racism in the US educational system and society. This thesis focuses on past and current practices that affect educational equity, college completion, and post-undergraduate success for Black first-generation college students attending predominantly white institutions (PWI). The intersection of K-12 and higher education is explored, including the role pre-college programs can play in efforts to encourage students from underrepresented backgrounds to pursue and succeed in postsecondary education. Pre-college programs, whether federal, community-based, or university-affiliated, are one intervention that guides and prepares students for the cultural norms, skills, and behaviors of postsecondary education through the lens of cultural capital–skills, knowledge, abilities, and behaviors obtained through educational attainment and deemed valuable by… [Direct]

Alper, Joe; Dahlberg, Maria Lund (2022). Promotion, Tenure, and Advancement through the Lens of 2020. Proceedings of a Workshop. In Brief. National Academies Press The COVID-19 pandemic upended nearly every aspect of academia, leading colleges and universities to reexamine how they instruct their students and how they reward their faculty. But the pandemic was not the only disruptive event that took place in 2020. Colleges and universities have been forced to address issues related to productivity, teaching, student learning, mentoring, service, and innovative research in the context of remote or hybrid work–all amplified by the increased attention to and discussion of systemic racism, widespread economic hardships, and extreme environmental events. To help leaders of higher education understand how one particular issue–the current faculty reward, advancement, and hiring system–has changed and continues to change in response to several of the events of 2020, the National Academies of Sciences, Engineering, and Medicine (National Academies) commissioned a set of papers. These papers formed the basis for a series of four virtual workshops held… [Direct]

Kozleski, Elizabeth B.; Proffitt, William; Stepaniuk, Inna (2020). Leading through a Critical Lens: The Application of DisCrit in Framing, Implementing and Improving Equity Driven, Educational Systems for All Students. Journal of Educational Administration, v58 n5 p489-505. Purpose: This article focuses on the strategic importance of framing cultural changes in special education through a critical lens. The article explores why cultural responsivity must be understood from a critical perspective that accounts for the historical sedimentation of racism that exists within special education organizational policies and practices. This sedimentation affects current and future organizational features that sustain historical, persistent and pernicious racial and ableist structures, relationships and outcomes. Design/methodology/approach: By examining the role of power within organizational systems, the authors trace its contribution to reproduction of these systems through special education leadership. Special education leaders along with their peers in general education can frame transformative change through a systemic lens designed to address structural, regulatory and cultural practices that perpetuate raced and ableist outcomes. The pernicious and… [Direct]

Hong, Rebecca C.; Moloney, Kara (2020). There Is No Return to Normal: Harnessing Chaos to Create Our New Assessment Future. Occasional Paper No. 49. National Institute for Learning Outcomes Assessment The United States is in a period of reckoning from which institutions of higher education are not exempt. Rather, we exist at the intersection of the chaos wrought by the novel coronavirus and the spread of outrage about systemic racism beyond Black, Indigenous, and People of Color (BIPoC) communities. The resulting almost universal sense of loss and uncertainty leads many of us to believe that individuals have little-to-no power to inform, never mind implement, change. Systemic problems require systemic solutions. There can be no return to "normal." We instead invite our assessment colleagues to question the unexamined assumptions which underlie our heretofore taken-for-granted approaches to assessing and documenting our students' learning; to reconnect with their foundational beliefs and values; and to fully engage with the uncertainty and complexity of the current moment. This paper offers readers a developmental approach for reflection, identifying potential leverage… [PDF]

Wazin, Angel (2023). Exploring Senior Black Leaders' Interpersonal Relationships with Their White Counterparts at Predominantly White Institutions and the Impacts on Their Roles. ProQuest LLC, Ph.D. Dissertation, Morgan State University. Leadership in higher education revolves around relationships between leaders and campus stakeholders. Senior Black leaders (SBLs) at Predominantly White Institutions (PWIs) carry an extra burden in navigating relationships due to the salience of their race. They face many challenges around racism, microaggressions, and other discriminatory practices which affect them psychologically, socially, and educationally. Therefore, it is critical to understand SBLs' interpersonal relationships with their White counterparts and how those relationships affect their roles. This study employed critical race methodology, centering the unique voice of color, using stories and counter stories to describe SBLs' relationships with their White colleagues and the impacts on their roles. This study interviewed 20 participants. Participants served at different PWI types in positions including president, vice president, and associate/assistant vice president in finance, diversity, equity, and inclusion,… [Direct]

Kubota, Ryuko (2015). Race and Language Learning in Multicultural Canada: Towards Critical Antiracism. Journal of Multilingual and Multicultural Development, v36 n1 p3-12. Issues of race constitute an emerging area of inquiry in language education. Yet, race, racialisation and racism are still stigmatised topics of discussion in everyday and professional contexts in multiracial and multiethnic countries. Canada is especially an interesting context in this regard due to its official policy of multiculturalism that constructs a national identity of tolerance towards diversity. Drawing on the author's personal experience, this article presents some fundamental ideas for critical antiracism which call into question the commonly accepted antiracist agenda in research and practice. These ideas include decolonising antiracism (moving beyond white vs. non-white dichotomy to scrutinise power relations between non-white settlers and aboriginal people), de-essentialising antiracism (paying increased attention to economic privilege) and de-simplifying and de-silencing antiracism (paying more attention to multifaceted forms of racism and making issues of racial… [Direct]

Lara, Jordan E. (2023). Latina Spiritualities as Protective Factors within Higher Education: A Critical Analysis of the Literature. ProQuest LLC, Psy.D. Dissertation, Fuller Theological Seminary, School of Psychology. Within higher education institutions, Latinas are grossly underrepresented, inadequately supported, and often face discrimination within their academic environment. Overall, Latinx populations encounter racism, sexism, familial and cultural expectations, as well as societal pressures, that impact their educational journey and perceptions of self. Latinas, who make up a unique minority group within Predominantly White Institutions (PWIs), are actively working to break through the "glass ceiling," a term that describes the ability to see their potential success as educated women. In light of these challenges, Latinas may be able to lean on the spirituality of their indigenous roots as a source of strength, encouragement, and support as they navigate academia. Recent literature has highlighted concepts of religious coping that stem from indigenous spirituality, such as resilience and well-being in domains such as psychology, theology, and academia. Indigenous forms of… [Direct]

Elliott, Taqiyyah Y.; Frank, Toya Jones; Joseph, Nicole M. (2021). A Call for a Critical-Historical Framework in Addressing the Mathematical Experiences of Black Teachers and Students. Journal for Research in Mathematics Education, v52 n4 p476-490 Jul. The purpose of this commentary is to acknowledge, illuminate, and counter the noticeable silences in the investigations of mathematics education researchers who conduct equity research with Black communities and other marginalized groups. For far too long, these communities have experienced a lengthy and complicated history of structural barriers; epistemological, symbolic, and intellectual violence; dehumanization; and antiblackness in mathematics education research. We advance the Critical-Historical (CritHistory) framework, which is rooted in critical race theory (CRT) and further explicates CRT's tenet of challenging ahistoricism. We discuss methodologies and implications, including example questions that could be posed, types and locations of archives that could be examined, and populations with whom oral histories could be conducted…. [Direct]

Clayton, Obie; Hopps, June G.; Lowe, Tony B. (2021). "I'll Find a Way or Make One": Atlanta University and the Emergence of Professional Social Work Education in the Deep South. Journal of Social Work Education, v57 n3 p419-431. Atlanta University, W.E.B. Du Bois, and professional social work education are forever linked in social thought, social reform, and progressive thinking that served African Americans. As a nascent profession in the first half of the 20th century, social work in the South navigated existing racialized customs and laws that required dual systems. The Atlanta School would become the first professional School of Social Work in the deep South and the first to address the needs of a black professional social work workforce in the region. Implication of this School's emergence and its role in contributing to innovations in strength perspective, critical race theory, spirituality, empowerment, and research in social work education will be discussed…. [Direct]

Greene, Jay P.; Paul, James D. (2021). Equity Elementary: "Diversity, Equity, and Inclusion" Staff in Public Schools. Backgrounder. No. 3666. Heritage Foundation An analysis of student test-score data shows that employing a chief diversity officer (CDO) in K-12 school districts does not contribute to closing achievement gaps and is even likely to exacerbate those gaps. If CDOs are not accomplishing their stated goals, what is accomplished by creating these positions? CDOs may be best understood as political activists who articulate and enforce an ideological orthodoxy within school districts. They help to mobilize and strengthen the political influence of one side. The creation of CDOs tilts the political playing field against parent and teacher efforts to remove the radical ideology of critical race theory and other illiberal ideals from school curricula and practices…. [PDF]

Megan Wanttie (2023). Pandemic Iteration: Constructing Alternative Ways of Knowing & Being through Critical Posthuman Educational Technology in Museums. ProQuest LLC, Ph.D. Dissertation, The Ohio State University. This dissertation and research study is dedicated to the exploration of "critical posthuman educational technology." Research in this study determines, evaluates, and considers educational technology in U.S. art museums through a wide-reaching survey and case study evaluations of the implementation of digital content creation in museums during the COVID-19 era. Critical posthumanism provides a way to understand and restructure expectations of the educational goals of museums that are aligned with the experiences and expectations of digital learning as well as incorporate a multitude of ontological considerations through Critical Race Theory, Queer Theory, and Critical Disability Studies. Beyond simply assessing what has happened in museums, this study seeks to find opportunities for greater change within the system of museum practice and education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is… [Direct]

Cathery Yeh (2023). Discrit Noticing: Theorizing at the Intersections of Race and Ability in Mathematics Education. School Science and Mathematics, v123 n8 p417-431. While there is increased attention to power, privilege, and access in mathematics education, conversations around race and disability are often left out of the conversation. Disability in mathematics continues to be studied with a lens that focuses on behavior, rather than attending to the situated and sociopolitical context in which teaching and learning takes place. This paper specifically calls on the importance of an intersectional analysis of ability and the need for explicit conversation on the interwoven nature of race and disability to uncover exclusionary practices of hyper-labeling, hyper-surveilling, and hyper-punishing for those outside notions of normalcy. Drawing on sociopolitical perspectives informed by Disability Critical Race Theory (DisCrit) and DisCrit Classroom Ecology, I share a framework of DisCrit noticing to consider the interwoven nature of racism and ableism in mathematics classrooms, provide a context to develop preservice teacher DisCrit noticing during… [Direct]

Velazquez-Smith, Tyana Rene (2023). "Everything Can't Be White": A Love Story of How Black Girls Resist White Supremacy through Self-Love, Imagination, Play, Solidarity and Joyful Literacy. ProQuest LLC, Ph.D. Dissertation, University of Rochester. Elementary-aged Black girls in predominantly white schools often exist within the constructions of racist and sexist conditions. These conditions inform their school experiences and subject them to a magnitude of social, physical, mental, and psychological violence. Despite the harm that predominately white schools produce onto the bodies of minoritized Black girls, these harms often go unreported, under-researched, and unaddressed. While research has examined the lived experiences of middle and high-school-aged Black girls in predominantly white schools, research concerning the lived experiences of elementary-aged Black girls in the same context remains desolate. Furthermore, even less is known about the ways in which Black girls employ literacy practices during ELA instructional time and how their literacy practices are often resistance strategies used to make sense, resist and call attention to their minoritized school experiences. Additionally, it is crucial to understand the… [Direct]

Ford-Thomas, Manisha N. (2023). Ascertaining the Workplace Wealth of Black Womxn Student Affairs Practitioners at Jesuit Colleges and Universities. ProQuest LLC, Ph.D. Dissertation, Saint Louis University. To better understand higher education administration practices, I investigated the perspectives of Black womxn student affairs practitioners' aspirational, social, educational, historic, navigational, resistance, and cultural capital which comprised workplace wealth. The data collection utilized a qualitative research methodology. To encourage participants to freely express their experiences, a two-part focus group was convened. The 'Sista Circle' methodology and practice served as both an informational resource and a venue for communal empowerment. The analytical framework was guided by a conglomeration of philosophic and conceptual frameworks including Afrocentricity, Black Feminist Theory, Critical Race Theory of Education, and the Community Cultural Wealth epistemologies. The gathering of stories and experiences from this study will acknowledge, honor, and enhance the collective voice of Black womxn working in Student Affairs roles at Jesuit Colleges and Universities. [The… [Direct]

Malone, Larissa; Seeberg, Vilma; Yu, Xiaoqi (2023). "The Soft Bigotry of Low Expectations": Perceptions of Teacher Expectations among Black Families in a Suburban School. Educational Studies: Journal of the American Educational Studies Association, v59 n3 p247-263. Building upon literature that has shown that Black students hold definitive beliefs about their teachers' expectations and knowing these notions have impact on Black student achievement, we explore the experiences within a school district where diversity and inclusion efforts have been ongoing. The participants of this study were high-achieving students and their parents, a nuance that provides depth to understanding Black families' perceptions of teacher expectations. Critical Race Theory (CRT) served as the theoretical framework and the tenets of permanence of racism, interest convergence, critique of liberalism, and whiteness as property, were employed as categorical themes to centralize the focus on how the families made meaning of their educational experiences through a CRT lens. Findings revealed that the participants were subject to unjust, low expectations that created and maintained a racial hierarchy and an anti-Black ideation on the part of teachers and school authorities…. [Direct]

Barrero Jaramillo, Diana M. (2023). Achievement as White Settler Property: How the Discourse of Achievement Gaps Reproduces Settler Colonial Constructions of Race. Education Policy Analysis Archives, v31 n13 Feb. Racialized narratives of academic ability, perpetuated by ahistorical interpretations of student performance data, have led to educational policies focusing on short-term solutions, instead of the ongoing legacies of racism and settler colonialism. The aim of this paper is to show how the racially defined achievement gap operates within the structure of settler colonialism. Informed by theories of settler colonialism (Tuck & Yang, 2012, Veracini, 2010) and critical race theory (Harris, 1993; Ladson-Billings & Tate, 1995), I closely examine some Toronto District School Board documents that address the so-called achievement and opportunity gaps. Using critical discourse analysis, this paper shows how the notion of achievement is racialized to protect white settler property rights, and how the discourse of achievement gaps functions as a settler technology to concurrently include and exclude individuals from the settler project. Understanding the settler colonial constructions… [PDF]

Comeaux, Eddie (2018). Stereotypes, Control, Hyper-Surveillance, and Disposability of NCAA Division I Black Male Athletes. New Directions for Student Services, n163 p33-42 Fall. This chapter uses critical race theory as an interpretive framework to explain and operationalize the role of race and racism in the lived experiences and challenges of Division I Black male athletes, and specifically in relation to engagement and achievement at Predominantly White Institutions…. [Direct]

Barnett, Emerson; Chen, Si; Huang, Ting; Zhou, Jing (2023). "I'm Concerned about Actually Doing It": The Struggles of Pre-Service Teachers Becoming Change Agents. Middle School Journal, v54 n4 p37-50. This paper reports the struggles of 24 pre-service teachers (PTs) while intentionally integrating anti-racist pedagogy in which they were trained in a secondary teacher education program. PTs participating in this study are from various disciplines (i.e. Science, Math, English and Social Studies). Our findings reveal a multitude of struggles that PTs face when designing and implementing social justice-oriented curricula at the middle school level. Specifically, PTs reflected on and wrestled with three major concerns: (1) PTs' own identities of being White and/or new teachers when they engaged with diverse student groups; (2) parents' misperception about Critical Race Theory; (3) a lack of support from leadership regarding social justice issues. Our research suggests that in order to be change agents, PTs need more support from teacher education programs on their teaching practice for the social justice issues in addition to theoretical training. We argue that university faculty,… [Direct]

Guisse, Abdourahamane; Hodgson, Edward; Humelnicu, Uma Elena; Keen, Natasha; Kraftl, Peter; K√©√Øta, Sarah; McNaney, Niamh; Menzel, Alice; N'dri, Kouadio; N'goran, Kouam√© Junior; Oldknow, Grace; Pykett, Jessica; Singh, Shivani; Ti√©n√©, Ra√Øssa; Weightman, William (2023). Understanding the 'Degree Awarding Gap' in Geography, Planning, Geology and Environmental Sciences in UK Higher Education through Peer Research. Journal of Geography in Higher Education, v47 n2 p227-247. This paper draws on critical race theory to analyse testimonies from students that help explain why minoritised ethnic communities studying geography, planning, geology and environmental sciences in the UK, have a lesser chance of being awarded a 'good' degree (i.e. an upper second- or first-class), in comparison to White British people. There are very low levels of ethnic diversity across these subject areas. We conducted peer research, including student-led semi-structured interviews at one British university over a five-month period (involving 38 participants in total). Our analysis explores the processes of minoritisation owing to cultures of Whiteness. These relate to teaching and learning spaces, off-campus encounters, university societies, student representation/committees, social interactions, part-time employment and caring responsibilities. We conclude with a call for action to reframe and disassemble the 'degree awarding gap' through student and staff co-design of policies… [Direct]

Evans-Winters, Venus; Martinez, James; Suriel, Regina L. (2018). A Critical Co-Constructed Autoethnography of a Gendered Cross-Cultural Mentoring between Two Early Career Latin@ Scholars Working in the Deep South. Educational Studies: Journal of the American Educational Studies Association, v54 n2 p165-182. Multicultural mentoring has been suggested to support Latin@ faculty success in their careers, yet current literature on effective mentorships of Latin@ faculty is limited. This critical co-constructed autoethnography draws on critical race theory (CRT) and latin@ critical race theory (LatCrit) frameworks to highlight the lived experiences and key elements of an effective gendered cross-cultural mentoring relationship in a Latin@ pretenure faculty dyad working in a predominantly White institution of higher education located in the Deep South of the United States. Drawing upon a methodological rhythm of sorts, a Black scholar acts as a muse providing "testimonios" and interpretations of a relationship existing among Latin@ scholars in predominantly White intellectual spaces. Findings from this critical co-constructed autoethnography note that a safe colored space supports effective mentoring, "familismo," "personalismo," enabling effective cross-cultural… [Direct]

Cabrera, Nolan (2022). Cause with Effect: Critical Whiteness Studies and the Material Consequences of Whiteness on Communities of Color. International Journal of Qualitative Studies in Education (QSE), v35 n7 p711-718. Cabrera described the development of Critical Whiteness Studies (CWS), in particular within higher education scholarship, as a complementary response to Critical Race Theory (CRT). Specifically, if CRT work in higher education offers a deep analysis of the harm of systemic racial marginalization on BIPOC communities (effect), then CWS explores the inner working of Whiteness that led to this racial harm (cause). However, there is contemporary concern that CWS is evolving into more of a space for White people to explore Whiteness without directly linking it to anti-Blackness, anti-Indigeneity, anti-Brownness, and anti-Asianness, essentially an inversion of the original problem (cause without effect). Therefore, I am proposing a CWS moving ahead that explicitly merges both lines of inquiry so that CWS offers the underlying structures and mechanisms of racial marginalization (cause) coupled with the material consequences of this on BIPOC communities (effect)…. [Direct]

Allen, Kathleen; Breese, Amanda C.; Fredrick, Stephanie; Heidelburg, Kamont√°; Lemke, Melinda; Mohr, Rebecca; Nickerson, Amanda B. (2023). Examining Implicit Biases of Pre-Service Educators within a Professional Development Context. Contemporary School Psychology, v27 n4 p646-661. The opportunity gap, or conditions and barriers that impede the academic performance and school experience of minoritized students, may be exacerbated by educators' implicit biases. The aim of this qualitative study was to understand preservice educators' awareness of individual, structural, and systemic racism with regard to implicit bias. Our sample included 154 preservice educators, enrolled in an anti-bullying/harassment/discrimination training, which is required for any New York State (NYS) educator certification. Educators responded to questions about group generalizations, factors contributing to these biases, and how biases may affect their behavior toward students. Our content analysis revealed several themes, most notably that frequent biases existed toward Asian/Asian Americans, Black/African Americans, males, and people from socioeconomically disadvantaged backgrounds. Although participant responses reflect an open-minded approach to discussing bias, many responses… [Direct]