Bryan, Kisha; Cooper, Ayanna; Romney-Schaab, Mary (2022). The Illusion of Inclusion: Blackness in ELT. CATESOL Journal, v33 n1. The field of TESOL has experienced a renewed interest in the role of race in language teaching and learning within the context of the recent "racial reckoning" in the US. As a result, the field has seen a plethora of DEI position statements, initiatives, and publications on race, racism, and anti-racism over the past two years. However, the persistence of linguistic, racial, and cultural hegemony, bias, discrimination, linguicism, and marginalization leads us to ask whether inclusion is an illusion. In answering this question, we describe the effects of this illusion in two areas: ELT curriculum and materials (Grant & Wong, 2008) and faculty hiring practices (Romney, 2010). With critical race theory and raciolinguistics as frameworks, we discuss the policies and practices that continue to marginalize Black TESOL professionals and disadvantage Black preservice teachers and English learners. We conclude the essay with recommendations for effective DEI and actionable… [PDF]

Hess, Juliet (2022). The Surge toward "Diversity": Interest Convergence and Performative "Wokeness" in Music Institutions. Action, Criticism, and Theory for Music Education, v22 n1 p126-155 Sep. Following the brutal murder of George Floyd by police office Derek Chauvin in summer 2020, interest in so-called "diversity" initiatives in schools of music across the U.S. and Canada has exploded. In this article, I put forward Derrick Bell's (1995) principle of interest convergence–a key tenet of critical race theory (CRT)– in order to explore a possible convergence of interests in "diversity work" between white and Black, Indigenous, and People of Color (BIPOC) groups in higher education music institutions. I examine music institutions' performances of "wokeness" at this time and then consider what Sara Ahmed (2012) calls the "nonperformative" to interrogate the convergence of white interests with the interests of BIPOC communities. To conclude, I put forward ways to capitalize on this interest convergence through curricular and policy change in higher education music institutions…. [Direct]

Bloom, Mark A.; Fuentes, Sarah Quebec; Graham, Savannah R.; Jimerson, Jo Beth (2022). Socioscientific Issues-Based Instruction: The Messier Side of (Leading) Science Teaching. Journal of Educational Supervision, v5 n2 Article 4 p42-64. The present case centers on a socioscientific issues-based lesson taught by a preservice teacher (PST) in an AP Biology class. The PST designed and delivered a lesson on disease transmission and ways to avoid infection with connections to the COVID-19 pandemic mask mandates and vaccine reticence. The Principal received several emails from parents (positive and negative), citing the incorporation of political issues and critical race theory into the science lesson. With this framing, the case depicts how the Principal, PST, university supervisor, and cooperating teacher navigate the situation. The case highlights the role of school leader as instructional leader. In particular, to interact with teachers and other stakeholders about content and pedagogy, leaders must develop leadership content knowledge (LCK). The present case offers school leaders an opportunity to build LCK around the Nature of Science and socioscientific issues, while exploring how they might address challenges to… [PDF]

Cristol, Dean; Ring, Sean (2022). Hip-Hop History: A Course for Change. International Journal of Educational Reform, v31 n4 p363-377 Oct. Hip-Hop History exposes inequities within the social studies curriculum and the challenges facing those who seek to change it. In this article, we share the process for creating a new social studies course in a suburban high school in central Ohio, the need for the course, and the resources created to assist in its adoption. The article argues for the theoretical need for change in the social studies curriculum. Using Critical Race Theory (CRT) and Hip-Hop Pedagogies, we use Hip-Hop as a medium to shift the lens through which events are viewed. We use this course as an attempt to deconstruct the white, male, privileged version of American history and provide space for voices previously silenced by the dominant narratives. The article also outlines the many challenges educators and local school boards encounter trying to make such changes in current bureaucratic systems designed to perpetuate those narratives…. [Direct]

Latika Johnson (2024). "Til the Wheels Fall Off:" A Narrative Inquiry Exploring the Experiences of Cultural Center Staff during the Anti-Diversity, Equity, and Inclusion Movement. ProQuest LLC, Ph.D. Dissertation, University of Missouri – Columbia. Formalized diversity, equity, and inclusion (DEI) initiatives have been implemented at predominantly white institutions over the last 50 years to address student demands for equitable campus environments, changing student demographics, and to comply with federal law. This narrative inquiry explored how DEI staff in cultural centers storied their lived experiences while working in a DEI designated space during this political time when DEI is under attack. Guided by the theoretical framework of critical race theory (CRT) and in using the CRT tenet of counterstorytelling and critical race methodology as analytic frameworks, this study amplified the voices of cultural center staff, a group that is often excluded or limited in scholarship about cultural centers. Three participants engaged in three semi-structured interviews. The findings highlighted the participants' career trajectories and pivotal moments that led to their roles in cultural centers; how these experiences informed the… [Direct]

Christopher B. Knaus (2024). The Carnage of Hopes: Appropriating Movements to Sustain Educational Apartheid. Africa Education Review, v20 n3 p4-23. The article begins with South Africa as a false metaphor for racial progress, clarifying how the removal of apartheid policies ultimately justifies ongoing anti-Black structures that reinforce societal segregation. While educational sectors appropriate movements to decolonise racially disparate systems, minor educational reforms proliferate across the globe under the notion that tinkering towards a better world is transformative. By presenting three US-based examples of symbolic progress and retrenchment that model critical race theory's notion of interest convergence, this article shows how each racialised improvement effort ultimately maintains apartheid conditions. Examples include: (a) The appropriation of the US-based Movement for Black Lives, including a focus on defunding the police instead of abolition and eradication of the school-to-prison pipeline; (b) an appropriation of efforts to increase educator diversity, including a focus on racial representation rather than the… [Direct]

Beatrice S. Fennimore (2023). Dismantling Dehumanizing Educator Talk about Children and Families: The Moral Imperative for Early Childhood Teacher Educators. Journal of Early Childhood Teacher Education, v44 n4 p980-1001. This reflection on practice explores dehumanizing educator talk as an explicit topic within multicultural/diversity/anti-bias and anti-racist teacher education. Dehumanizing educator talk is defined as formal or informal conversation during which targeted individuals or groups are openly demeaned with offensive generalizations in the absence of discernable educational goals leading to improved outcomes. The significance of deficit-based dehumanizing educator talk is supported with linguistic theory, critical race theory, cultural capital theory, and the theory of funds of knowledge. A counter-educator talk of ethics, care, and resistance to bias is proposed with examples. Recommended topics for early childhood teacher educator reflection include potential resistance of White future teachers to acknowledgement of racism as well as the presence of deficit-based and dehumanizing ideas in early childhood-focused educational scholarship. Recommended actions include emphasis on critical… [Direct]

Erika Jay (2023). Retention of Black Faculty in Higher Education: Organizational Perceptions and Job Satisfaction. ProQuest LLC, Ed.D. Dissertation, Northern Kentucky University. This study examines Black faculty experiences at a regional comprehensive, public university in Kentucky. Using critical race theory (CRT), I examine the factors impacting Black faculty experiences at a historically White institution (HWI). Specifically, in this study, when referring to institutions of higher education, this translates to institutions that have been historically White, which includes most but not all higher education institutions (HEIs). Black faculty perceptions of organizational commitment to diversity, equity, and inclusion (DEI) at the institution in this study are impacted by their time at the institution, their level of engagement at the institution, and the subculture of their individual departments. These constructs influence their perceptions of organizational effectiveness, the ability to make them feel welcomed and valued at the institution which has a profound effect on their job satisfaction and persistence. [The dissertation citations contained here are… [Direct]

Colleen E. Whittingham; Emily Brown Hoffman (2024). Revealing the Known: the Invisibilized Bias of Commercial Literacy Curricula. Peabody Journal of Education, v99 n1 p126-141. A critical content analysis is employed to scrutinize the second-grade materials within EL education's English language arts curriculum. Applying critical race theory, this study confronts the pervasive anti-Black narrative embedded in standardized curriculum used in the United States. The study unveils the presence of this narrative in the materials while advocating strategies for teachers obligated to use these resources. The aim is to empower educators to foster critical engagement among students, encouraging them to craft their counternarrative while actively advocating for an antiracist curriculum. The elementary literacy curricula widely employed across the United States tend to propagate a White-centric agenda. Despite attempts to veil biases and racism, these curricula subtly reinforce White privilege through practices such as colorblindness, context-neutral settings, and the perpetuation of the myth of meritocracy. To counter this, a community-centered approach to education… [Direct]

Christie Michelle Toliver (2023). "Just Go for the Lie": A Critical Autoethenographic Study of a White Female Elementary School Principal. ProQuest LLC, Ed.D. Dissertation, University of Northern Colorado. The purpose of this study was to analyze my own leadership experiences as a White cisgender female elementary school principal and how my white privilege contributed to maintaining white supremacy and systemic racism. The purpose was also to explore the impact of the evolution of my white racial frame and intentionally break my silence about white supremacy and systemic racism over the 2018-2019 school year. Critical Race Theory (CRT) and Critical White Studies (CWS) provided the framework of analysis using a narrative structure to develop four critical vignettes at the micro level of education. Qualitative data were drawn from personal memory, documents, and vignettes. The method of analysis was critical autoethnography and analysis revealed elements related to the permanence of racism, interest convergence, and tokenism. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of… [Direct]

Lopez, Miguel Angel (2023). Counselor Burnout: Latina/O/X Counterstories from High School Counselors with Caseloads of at Least 350 Students. ProQuest LLC, Ed.D. Dissertation, California State University, Sacramento. This qualitative study utilizes Latina/Latino Critical Race Theory as a lens to present the perceptions of Latina/Latino/Latinx school counselors who were in public high schools for at least two years with caseloads of at least 350 students. Counselor Burnout has been a topic researched extensively but mainly through studies that focus on the experiences of counselors who identify as Female and White. The study identified, through interviews, barriers, and obstacles such as racial microaggressions, a lack of resources, a lack of support from administrators, high caseloads, and extra duties that led to burnout and dissatisfaction among the participants. The participants were also able to identify systems of support, motivators, and positive coping mechanism that provided a positive outlook as school counselors. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may… [Direct]

Isaac Kamola (2024). Manufacturing Backlash: Right-Wing Think Tanks and Legislative Attacks on Higher Education, 2021-2023. American Association of University Professors During the 2021, 2022, and 2023 state legislative sessions more than one hundred and fifty bills were introduced seeking to actively undermine academic freedom and university autonomy. This includes nearly one hundred academic gag orders affecting higher education, such as those restricting the teaching of "critical race theory" (CRT) and other so-called "divisive concepts." These academic gag orders were shortly followed by efforts to undermine campus diversity, equity, and inclusion (DEI), bills weakening tenure and accreditation, and legislation mandating "viewpoint diversity" and academic programming, often in ways that circumvented faculty governance over the curriculum. This legislative onslaught has been understood as simply an effect of America's highly polarized politics. However, as this white paper demonstrates, this legislation has been pushed by a network of right-wing and libertarian think tanks, working closely with Republican politicians,… [PDF]

Valeria Milstead-Benabdallah (2024). Perceived Problem Behaviors in Pre-Kindergarten: The Role of Teacher-Child Racial Match and Teacher-Child Relationship. ProQuest LLC, Ph.D. Dissertation, University of Oklahoma — Graduate College. In 2020, during the height of the COVID-19 pandemic, the national enrollment rate for pre-k children ages 3 to 4 was 40% (a drop from 54% in 2019; National Center for Education Statistics, 2022). This is partly due to fewer children in the 0-5 age group (23.4 million of 72.8 million children in the United States in 2020; U.S. Census Bureau, 2020). With the increase of enrollment of multiracial pre-k children (National Center for Education Statistics, 2022) and the general projected population increase of children of color (U.S. Census Bureau, 2020), diversity in pre-k classrooms are expected to dominate. By contrast 79% of United States' school teachers are White and that percentage increases to 90% at predominantly White schools (National Center for Education Statistics, 2022). Many of these teachers have little preservice training related to issues of diversity, equity, and inclusion (Brown et al., 2016; Miller & Mikulec, 2014) which can leave them unprepared once in the field…. [Direct]

Elopre, Liana; Harris, Paul C.; Mayes, Renae D.; Seward, Miray D.; Wengert, Ellie (2021). "We Got to Do Better": Interactions between School Counselors and Black Male Student-Athletes. Professional School Counseling, v25 n1 part 4. This qualitative study explores the perspectives and experiences of Black male student-athletes with particular focus on their interactions with school counselors. It draws on nine participants selected through purposive and snowball sampling techniques. The Black male participants were current or former student-athletes at the high school and Division I levels. We developed and analyzed the semistructured interview questions through the lens of critical race theory. Using deductive data analysis techniques, we identified key factors that appear to shape interactions between Black male student-athletes and school counselors, including the perception of the school counselor role, a village of support, and prior experiences with school counselors. The results of this study have implications for school counselor practice, policy, and research…. [Direct]

Chapman, Thandeka K.; Donnor, Jamel K. (2015). Critical Race Theory and the Proliferation of U.S. Charter Schools. Equity & Excellence in Education, v48 n1 p137-157. Charter schools have substantial bipartisan support for their expansion. Yet, the bulk of charter school research ascertains that the majority of students in charter schools do not significantly outscore their traditional school peers on measurable indicators of academic performance. Additionally, students in charter schools do not have comparable schooling experiences to their middle-class, White peers in affluent urban and suburban schools. Using critical race theory to analyze recent charter school research, we challenge the notion of marketplace theory as a viable reform strategy to create more equitable education, and we suggest that the substantial financial profits associated with charter schools are one reason policymakers continue to ignore the negative outcomes of charter schools and push for the creation of more charter schools…. [Direct]

Blackshear, Tara B. (2022). #SayHerName: Black Women Physical Education Teachers of the Year. Journal of Teaching in Physical Education, v41 n2 p184-193 Apr. Purpose: Black women are devalued in many aspects of American culture–physical education (PE) is no exception. Platforms to celebrate Black women's excellence in PE are scarce. Drawing on Black feminist thought and critical race theory, the purpose of this article is to describe and explain the experiences of Black women physical educators who earned PE Teacher of the Year. Participants: Two Black women share their experiences as physical educators and PE Teachers of the Year. Methods: Qualitative narrative inquiry consisting of semistructured, virtual group interviews was employed. Results: Four core themes were identified: (a) invisibility, (b) superwoman syndrome, (c) affirming role models, and (d) culturally responsive pedagogies. Discussion/Conclusion: Elevating Black women's voices in PE requires a deconstruction of limited exposure opportunities. Normalizing Black excellence in PE acknowledges that Black women's intersectionalities create enormous challenges yet foster… [Direct]

Larios, Rosalinda; Zetlin, Andrea (2022). Bilingual and Monolingual Parents' Counterstories of the Individualized Education Program (IEP) Meeting. Urban Education, v57 n7 p1207-1229 Sep. The Individual With Disabilities Education Act mandates that parents should be active participants in the Individualized Education Program (IEP) meeting. This qualitative study looked at the IEP process from a critical lens that focused on diverse participants' experiences at their child's IEP meeting. What distinguishes counterstories from a majoritarian story is that a counterstory incorporates the five elements of critical race theory (CRT). The authors used the composite narrative to tell the story of four Latinx parents' experiences in two urban schools during IEP meetings. Findings highlight how the participants could have used Yosso's notion of community cultural wealth to better navigate the IEP meeting and create more understanding and responsiveness among school personnel. Counterstories are recommended as a culturally relevant instructional tool that has the potential to help parents increase their involvement and create a more open dialogue with professionals at IEP… [Direct]

Salinas, Juan L. (2022). Sociological Theory through Dystopian and Fictional World-Building: Assigning a Short Story Parable Inspired by Derrick Bell's "The Space Traders". Teaching Sociology, v50 n4 p331-339 Oct. This article is a reflective analysis of an assignment in which undergraduate students developed dystopian, postapocalyptic, fantasy, and fictional short story parables to illustrate their understanding of sociological theory. In a social theory course, students were assigned a final paper in which they designed a short story that integrated sociological theory, including classical and contemporary concepts, which were applied to these fictional worlds. The assignment encouraged students to develop both macro- and micro-level creative social theory analysis using a fictional society that often touches on the themes of futurism, science fiction, or postapocalyptic settings. These scenarios allowed students to engage in world-building linked to systems of oppression that were analyzed through various perspectives, including Marxist theories, critical race theory, and feminist theories. The assignment is a creative way for students to apply their sociological imagination with the… [Direct]

Boveda, Mildred; Liou, Daniel D. (2022). The Coloniality of False Racial Binaries: Intersectional Consciousness as Antiracist Expectations for Multiracial Coalition-Building. Educational Studies: Journal of the American Educational Studies Association, v58 n3 p368-385. The racial awakening stemming from the disproportionate impact of the COVID-19 pandemic, anti-Black police brutalities, and unaccounted hate crimes against Asian Americans has captivated the world's attention regarding the insidious realities of white supremacy. Yet many educators' efforts to purposefully and pedagogically work toward building multiracial coalitions have been criminalized through policies banning the use of critical race theory and other curricula promoting equity and racial justice. Through the methodology of self-narrativization, this paper draws on intersectional studies and decolonial frameworks of heterogeneity, hybridity, and multiplicity to disrupt the Black-White framing of racialized experiences in research and policy agendas. In doing so, this paper calls for educators to reject reductive logics of social justice in perpetuating racial order and to advance anticolonial agendas through intersectional and interconnecting points of political struggles across… [Direct]

Madriaga, Manuel; McCaig, Colin (2022). How International Students of Colour Become Black: A Story of Whiteness in English Higher Education. Teaching in Higher Education, v27 n1 p84-98. This article highlights how international students of colour are racialised in English higher education. Key performance indicators of racial inequality in the sector like achievement outcomes currently discount experiences of international students of colour. This is problematic as international students, as found in this study, identify themselves under the sector racial category of Black and minority ethnic (BME). They experience racism and discrimination in and outside the Academy just like 'home' BME students. The work presented here foregrounds the racialised experiences of international students of colour in English higher education. It is a counter-story in the tradition of critical race theory which reveal how whiteness unifies and divides. It unifies in creating a shared experience amongst those who experience the heat of the 'white gaze' in academia. It divides, categorising and classifying 'us' to the extent that 'we', both students and academic staff, may unwittingly… [Direct]

Flores, Erica (2022). Students with Interrupted Formal Education: Empowerment, Positionality, and Equity in Alternative Schools. TESOL Journal, v13 n1 e602 Mar. This article reports on the educational experiences of select students with an inconsistent/interrupted formal education (SIFE) currently enrolled at an alternative high school. Interview data were collected during two consecutive academic years during 2018-2020 and analyzed by drawing on positioning theory and the culture of power to address the many inequities these students have faced at the alternative high school as well as at the traditional public high school. Critical race theory provides an important theoretical lens for exploring connections between the experiences of the students and the lack of equitable practices available to the immigrant student population. Thus, the findings were categorized into the themes of positioning, the power of the institution, culture and language, and resilience and empowerment. These findings have implications for educators who work with and advocate on behalf of English language learners, immigrant students, and more specifically SIFE…. [Direct]

Grace Sarra; Jo Lampert; Marnee Shay (2022). Counter Stories: The Voices of Indigenous Peoples Undertaking Educative Roles in Flexi Schools. Australian Journal of Indigenous Education, v51 n1. This paper reports on findings from the first author's doctoral research examining the experiences of Aboriginal and Torres Strait Islander staff in Australian flexi schools. "Collaborative yarning methodology" storyboarding was used to hear (and theme) the collective experiences of Indigenous teaching and non-teaching staff in these alternative school settings, where both they and Indigenous students make up a larger proportion of Indigenous people in the school than in mainstream schools. Informed by Indigenist and critical race theory, 19 Indigenous staff members contributed to knowledge around three themes: Us mob, Race and racism, and Practice. The latter incorporated discussions both of curriculum and funding issues. Many Indigenous staff were working in flexi schools through choice and a sense of commitment to working with Indigenous youth. However, other issues, such as experiences of racism, were still present despite the "social justice" nature of flexi… [PDF]

Tracey Hunter-Doniger (2024). Equity, Diversity, Inclusion, and Other Trigger Words. Art Education, v77 n5 p8-14. Art education is an important field where marginalization, differing privileges, and oppression can be addressed, but we can do more. In today's politicized educational climate, a teacher who wants to create an activism-oriented lesson needs to understand the terms surrounding equity, diversity, and inclusion (ED&I). However, many tensions exist regarding ED&I. The political right has weaponized these terms, while some researchers on the liberal left are skeptical of ED&I and view the terms as managed racism. Nevertheless, art teachers' achievements are determined largely by their ability to identify, understand, and empathize with the social and political struggles of their communities (Kraehe, 2017). This article is intended to inform art educators about the detailed and complex terms that have become politically charged in more than several states. In the following pages, the author breaks down the ideas of ED&I. She also explains the difference between critical… [Direct]

Al Cassada; Andria Regan; James S. Chisholm; Jennifer Orosco; Karen Spector; Kathryn F. Whitmore; Krista Griffin; Taylor Brow (2024). Visual-Verbal Journals, Literature, and Literacies of Well-Becoming. Pedagogies: An International Journal, v19 n1 p99-125. Critically-oriented teacher education has been under assault in the United States (U.S.), England, and Australia through policies that have had a chilling effect on teaching critical race theory, gender, and sexuality. We are concerned that these reactionary movements will further distort the histories, lives, and humanity of minoritized groups while reinforcing the single storylines of dominant groups. Our post-qualitative inquiry demonstrates how four literacy teacher education instructors and four preservice literacy teachers from various regions of the U.S. used visual-verbal journals (VVJs) and quality literature in critically-oriented, artful pedagogy to disrupt normative forces in teacher education. Data analyses were informed by the philosophy of Deleuze and Guattari, particularly the concepts of "becoming" and "health," which have explanatory power over affective encounters across the four different sites. We focus on encounters that produced… [Direct]

Breana Victoria-Delgado (2024). Teaching to the Heart: A Grounded Theory Exploration of Elementary Educators' Journey toward Teaching Mathematics for Social Justice. ProQuest LLC, Ph.D. Dissertation, Chapman University. The current sociopolitical context of the United States has created a divide among the nation which has transpired into Kindergarten-12th grade public school settings. Throughout the United States school boards of education have banned books and Critical Race Theory while attacking social justice teaching pedagogies. Presently, there is growing empirical research on teaching mathematics for social justice in public elementary schools. This study explored the ways in which public elementary educators experience teaching mathematics for social justice in their classrooms across Southern California. Through qualitative research, this study utilized constructivist grounded theory methodology and methods to gain insight of the various experiences of teachers navigating with a socially just lens in mathematics during a time of social and political turmoil. The findings of this study indicated that although elementary school teachers do not associate their mathematics instruction with… [Direct]

Royel M. Johnson, Editor; Shaun R. Harper, Editor (2024). The Big Lie about Race in America's Schools. Race and Education. Harvard Education Press "The Big Lie About Race in America's Schools" delivers a collective response to the challenge of racially charged misinformation, disinformation, and censorship that increasingly permeates and weakens not only US education but also our democracy. In this thought-provoking volume, Royel Johnson and Shaun Harper bring together leading education scholars and educators to confront the weaponized distortions that are currently undermining both public education and racial justice. The experts gathered in this work offer strategies to counter these dangerous trends and uphold truth in education. In focused, practical chapters, the contributors examine efforts both broad and specific, from restrictive education legislation, to book bans, to twisting terminology like Critical Race Theory (CRT) and diversity, equity, and inclusion (DEI), that are obscuring truth in public education. They demonstrate how this narrowing of allowable ideas does a disservice to all students and… [Direct]

Debbie Bargallie; Susan Whatman; Troy Meston (2024). Putting Criticality into Health and Physical Education and Teacher Education: Seizing the Power of Racial Literacy and Indigenous Knowledges. Curriculum Studies in Health and Physical Education, v15 n2 p166-181. Health and physical education (HPE) is a discursively white, Western learning domain. Despite minor disruptions through radical scholarship in HPE research and teacher education (often referred to as PETE), and the implementation of curricular devices and/or models-based practices promoting inclusion in HPE teaching, more radical work to honour Indigenous knowledges (IK) is needed. Since all HPE curricular encounters in Australia occur upon stolen and unceded lands and waters, and ongoing possession is justified through racially constructed educational narratives of Western superiority, the suppressed histories, Indigenous languages, and Indigenous knowledges have a fundamental role to play. In this paper, we argue that Australian HPE educators must (1) develop a greater depth of knowledge about our entwined Indigenous and non-Indigenous histories and present, (2) acquire tools to develop racial literacy from a coalition of critical Indigenous studies and Critical Race Theory (CRT),… [Direct]

Andrew G. Takimoto (2024). The Roles of College Organization Support, Navigational Capital, and Academic Self-Efficacy in LFGCS' Perceived Persistence to Graduation. ProQuest LLC, Ph.D. Dissertation, University of California, Santa Cruz. As more Latinx First Generation College Students (LFGCS) attend college, they can face a cultural, academic, and social university context that focuses on individuality and competitiveness that may differ from their own cultural values of communality and cooperation. In this dissertation, I used Community Cultural Wealth and Latinx Critical Race theories to address the experiences of LFGCS in college. In a survey of 110 LFGCS, I investigated if college organization support predicted their perceived persistence in college through the sequential mediation of navigational capital and academic self-efficacy. As predicted, the relationship between college organization support and perceived persistence in college was significantly and sequentially mediated by navigational capital and academic self-efficacy. These findings contribute to the literature by showing how participation in college organizations helps LFGCS' develop navigational capital and academic self-efficacy and promotes their… [Direct]

Adriel A. Hilton; Cate Crowe; Cristy Jones; Jaxon Miller; Krystal L. Williams; Shellby Branch; Will Richardson (2024). Race(ism), Power, Intimidation, & Domestic Terrorism: A Critical Content Analysis of HBCU Bomb Threats on Social Media. Peabody Journal of Education, v99 n2 p236-250. Historically Black colleges and universities (HBCUs) were founded with the principal mission to educate Black people during an era when they were barred from most postsecondary opportunities. Today, these institutions play a vital role in the higher education landscape and help to insure the long-term viability of the U.S. economy. This research explored public discourse regarding HBCU bomb threats during 2022 and how public comments reflected on issues of race(ism), power, intimidation and domestic terrorism as a continuation of historical violence against Black Americans. The authors employed critical content analysis techniques and Critical Race Theory, while examining social media posts from X (formerly known as Twitter) as an innovative data source regarding public dialogue. The findings discuss two overarching themes within public discourse about these campus safety threats – (1) racism and White supremacy; and (2) political (in)action. These findings provide insights… [Direct]

ArCasia D. James-Gallaway; Brittany L. Frieson; Saba Khan Vlach (2024). Nothing Nice about It: Critiquing Midwest Nice in Teacher Education. Journal of Curriculum and Pedagogy, v21 n4 p467-490. In teacher education, critical scholars have lamented how "niceness" hinders progress toward social and racial justice. A place characteristic of this "niceness" is the Midwestern region of the United States, which the dominant narrative paints as overly agreeable and free of racial inequities. This image overlooks the rampant systemic racism that is foundational to the entire country, allowing the Midwest to tout an ideological stance of "Midwest nice"–a race-evasive semblance of social and political politeness that is seemingly harmless. This conceptual article draws on critical race theory and critical geographies of race to analyze how "Midwest nice" influences Midwestern teacher education programs. By conceptualizing two teacher education sites–educator praxis (an input) and student evaluations of teaching (an output)–we consider the particular plight of Women of Color critical scholars instructing preservice teachers in the Midwest. We… [Direct]

Swift, Kelsey (2023). What Is the 'E' in ESOL? Three Papers on Linguistic Borders, Normativity, and Race in Adult English Education. ProQuest LLC, Ph.D. Dissertation, City University of New York. In this three-paper dissertation project, I explore how 'English' becomes a recognizable object within the context of adult ESOL education. Building on scholarship on named languages (Garcia, 2019; Makoni & Pennycook, 2006), the historical construction of languages (Bonfiglio, 2010; Irvine & Gal, 2000), and raciolinguistic ideologies (Flores & Rosa, 2015; Rosa & Flores, 2017), I analyze how language, both as an abstract concept and as a collection of linguistic features, is treated within adult ESOL, looking at specific contemporary classrooms, as well as historical texts. This work culminated in the three studies I present here — focused, in turn, on classroom discourse and pedagogical practices, curriculum, and language scholarship — as something of a "self portrait" of English (del Valle, Lauria, Orono, & Rojas, 2021). I start with "'The good English': The ideological construction of the target language in adult ESOL", a study which… [Direct]

Eddie, April L. (2018). Don't Blame the Help: Calling out Special Education Malpractice in a Predominantly Black Urban School District. ProQuest LLC, Ph.D. Dissertation, Miami University. This study explores how institutional practices within a school district limit general education teachers' ability to comply with special education policies. While numerous special education issues exist within the school district studied here, my research examined institutional practices that negatively impacted inclusion of exceptional students within the general education classroom and contributed to the district's compliance issues from its state department of education. More specifically, I sought to examine how teacher's narratives: 1) reveal interdependent ways racism and ableism form ideas of normalcy within the district's special education inclusion practices; 2) reveal teachers' voices on individual, collaborative, and systematic practices that support or arrest special education inclusion; and 3) reveal legal aspects of special education practices within the school district that deny the rights of students of color. Using Disability Critical Studies (DisCrit) as my… [Direct]

Cornejo Guevara, Maria V.; Hill, Brianna; Powers, Kristin (2021). The Role of the "Larry P. v. Riles" Case in California Due Process Complaint Adjudications. Contemporary School Psychology, v25 n2 p200-212 Jun. Forty years have passed since the "Larry P. v. Riles" (1979) decision prohibiting the use of standardized intelligence quotient (IQ) tests to assess African American children in California for special education. While the "Larry P." case has governed the assessment practices of school psychologists for so many years, yet little is known about how the "Larry P." decision impacts special education due process in California. A search of the Office of Administrative Hearings Special Education Division (OAH) database of decisions issued between July 2005 and August 2018 found only 31 cases where "Larry P." was invoked, and only 5 of these raised "Larry P." as an issue, for the remaining 26 cases "Larry P." is referenced in an OAH statement or determination. Of these 5 cases, the LEA was found to be in violation of "Larry P." in 2 of the cases, both of which involved students who were incorrectly designated as some other… [Direct]

Alonso, Jacob; Bridgeforth, James; Enoch-Stevens, Taylor; Kennedy, Kate (2021). Conceptions of Choice, Equity, & Rurality in Educational Research: A Review of the Literature on Rural Education and School Choice Policies. Rural Educator, v42 n2 p1-15. Issues of school choice regularly appear in popular discourse related to resources, equity, and freedom in education. Although school choice policies and initiatives promote a vision of additional schooling options for all students, the predominant target of choice advocates and researchers has been densely populated, urban cores in the United States (McShane & Smarick, 2018). However, this belies the fact that rural communities have also engaged in forms of school choice decision-making. While some research has explored rural school choice, we believe there are myriad, novel opportunities for meaningful education research regarding school choice, equity, and conceptions of rurality. Over nine million children in the United States, or nearly 20% of the public-school student population, attend a school designated as rural (Kena et al., 2015; Showalter et al., 2019). Additionally, rural schools and districts have remarkable levels of variability in terms of racial, ethnic,… [PDF]

Jasmyn Kymberly Jones (2023). Dismantling Anti-Blackness in Teacher Education: Centering Black Epistemologies to (Re)Construct Elementary Language Arts Education for Linguistic and Racial Justice. ProQuest LLC, Psy.D. Dissertation, Old Dominion University. Black students and their linguistic resources are undervalued, disdained, disrespected, and disregarded in language arts classrooms. Not only is Black Language often ignored in English language arts instruction, but language more generally remains largely hidden within elementary ELA. Elementary ELA educators are tasked with teaching a vast array of skills, content, and concepts. So, teacher education programs are responsible for ensuring that preservice teachers leave prepared to take on the task of cultivating language arts classrooms that foster students' literacy development. However, traditionally, literacy teacher education and the ELA curriculum has maintained white mainstream English as the standard for which all other languages and language varieties are measured. Consequently, preservice teachers are unaware of how to cultivate instruction that supports, values, and affirms the language and literacies lives of their Black students, leaving their teacher education programs… [Direct]

Adams, Seana; Okafor, Ike; Robinson, Lisa A.; Saddler, Nelson (2021). Taking Initiative in Addressing Diversity in Medicine. Canadian Journal of Science, Mathematics and Technology Education, v21 n2 p309-320 Jun. The existence of systemic racism in Canadian healthcare, among other determinants including accessible education, available occupation, and affordable housing, contributes to the racial divide in treatment and poor health outcomes for Black communities. Recent promising work has demonstrated patient-physician racial concordance in populations of colour as a potential area of focus for addressing health inequities for diverse communities. The impact of shared cultural experiences and cultural competency leads to mutual respect, trust, and improved communication between patients and physicians guiding their care. This approach is dependent on the availability of physicians of colour and similarly other healthcare providers. The Temerty Faculty of Medicine at the University of Toronto has attempted to address the deficit in its own community through a two-pronged approach: mentorship through the Community of Support (COS) and the Summer Mentorship Program (SMP), and the implementation… [Direct]

McKoy, Christina A. (2023). The Power of Parental Engagement: An Examination of the Effect That ECLS-K Home- and School-Based Parental Engagement Categories Have on Kindergarten-Fifth-Grade Black, Non-Hispanic Students' Reading & Mathematics IRT Achievement Data from Different Socioeconomic Statuses. ProQuest LLC, Ph.D. Dissertation, Notre Dame of Maryland University. Throughout history, Black, non-Hispanic students have performed lower in reading and mathematics than their White, non-Hispanic counterparts. Many researchers have argued that this is a result of systemic racism, lack of cultural awareness, and parent engagement barriers. Parent engagement is a critical component of student achievement. When parents are involved, students are more likely to receive higher grades, have greater attendance, and are less likely to be suspended. Although research has been conducted for over 40 years on parent engagement, and studies have identified it as a key contributor to student success, it is still an ever-evolving phenomenon to educators and other K-12 education stakeholders. School personnel seek to determine the best ways to engage parents and develop meaningful partnerships in an effort to close the achievement gap for Black, non-Hispanic students. As a result, this study sought to provide additional clarity on the specific types of engagement… [Direct]

Gaxiola Serrano, Tanya J. (2017). "Wait, What Do You Mean by College?" A Critical Race Analysis of Latina/o Students and Their Pathways to Community College. Community College Journal of Research and Practice, v41 n4-5 p239-252. As a group, Latina/o students are more likely to experience a substandard K-12 education complete with underresourced schools, high teacher turnover, and fewer college-preparatory courses. It is this same inferior education that denies many Latina/o high school students the opportunity to engage in college-choice–leading to their disproportionate enrollment in community colleges over 4-year colleges or universities. In California alone, approximately 75% of Latina/o students in higher education can be found in the community college sector–making this an important pathway for many Latina/o students. This qualitative study incorporated a Critical Race Theory (CRT) in Education framework to focus on the racialized K-12 experiences of four Latina/o graduate students who started their postsecondary career at a community college. This study was undertaken to better understand what led Latina/o students to enroll in community colleges after high school. Exploring the pathways of Latina/o… [Direct]

Freedman, Justin E.; Song, Yosung (2022). The Construction and Embodiment of Dis/Ability for North Korean Refugees Living in South Korea. Teachers College Record, v124 n7 p201-220 Jul. Background/Context: Every year, an unknown number of North Koreans flee their homeland. As of 2020, 33,752 North Koreans had arrived in South Korea. The political positioning of North Korean refugees in South Korean society is unique from other immigrants, in that they receive immediate South Korean citizenship and are considered members of the same ethnic group as South Koreans. However, North Korean refugees face discrimination in South Korea, including in schools. Purpose/Objective/Research Question/Focus of Study: This paper extends the use of the intersectional analytical framework, disability critical race theory (DisCrit), outside of western settings to the Korean context. The purpose is to analyze the schooling experiences of North Korean refugees in South Korea. We provide a background about the divide between the nations of North and South Korea and discuss how this divide contributes to North Korean refugees' position as outsiders. We also situate discrimination faced by… [Direct]

Walker, Melanie (2016). Context, Complexity and Change: Education as a Conversion Factor for Non-Racist Capabilities in a South African University. Race, Ethnicity and Education, v19 n6 p1275-1287. The article explores the continuing effects of race-based inequalities in South Africa, with a particular focus on university education; it seeks to understand what lies beneath the persistence of race-based thinking. A conceptual framework which aligns everyday racism as a daily practice and the normative yardstick of human capabilities is outlined before examining an empirical case study of a student development programme at one South African university. The policy and historical context of the case study is sketched before proceeding to an interpretation of 70 qualitative interviews with black and white students who have participated in the programme. The data was analyzed for evidence of personal and interpersonal dimensions of racism, but also for evidence of self transformation enabled by the programme. The article argues that persistent though race inequalities still are in South Africa, there is the possibility of change and the development of inclusive social relations among… [Direct]

Rebecca Epting (2023). Building Racial Consciousness: A Phenomenological Study of How White Teachers Learn and Practice Racial Literacy. ProQuest LLC, Ed.D. Dissertation, Drexel University. As racial demographics of students in schools are becoming more diverse, the racial demographics of teachers remains predominantly White. Adding to this, many White teachers are unprepared in the skills of racial literacy and lack the ability to address racist power structures within both the curriculum and their teaching practices. The purpose of this study is to understand how White teachers describe their preparedness to utilize racial literacy skills in their pedagogical practice. More specifically, this phenomenological study is to explore the lived experiences of how White 7-12 grade teachers utilize racial literacy in a public-school setting in Southeastern Pennsylvania, and the development they have received in learning about and addressing race or racism in pre-service or in-service teacher professional development programs. The research questions this study addresses are: 1) How do White teachers integrate racial literacy into their pedagogical practices? 2) What… [Direct]

Nzingha Williams (2022). History Doesn't Decided for Us: A Case Study of Black Parents and Their Perception of Career and Technical Education with an In-Depth Look at the Philosophies of Booker T. Washington and W.E.B Du Bois. ProQuest LLC, Ph.D. Dissertation, North Carolina State University. This research was a three-article dissertation with two integrative literature reviews and one case study that examines the perception of career and technical education (CTE) among Black American communities with an in-depth look at the philosophies of Booker T. Washington and W.E.B Du Bois. There is a tremendous skills gap in the nation and an increasing economic mobility problem. If more students–for the purpose of this research, Black students–take advantage of CTE at the K-12 and postsecondary level, there is a greater opportunity to move the needle of economic mobility. If there is acknowledgment of the history of career and technical education among Black Americans, a better approach for recruiting Black students to participate in CTE may be realized. The theoretical frameworks shaping this study were critical race theory (CRT) and human capital theory (HCT). CRT submits that race, racism, and power influence how Black Americans value education. HCT suggests that obtaining… [Direct]

Plaut, Susan, Ed.; Sharkey, Nancy S., Ed. (2003). Education Policy and Practice: Bridging the Divide. Harvard Educational Review Reprint Series. This collection of articles focuses on connections between education policy and teaching and learning practice. The articles place special emphasis on teaching in urban settings and on improving teacher-student interactions in the classroom. The articles–organized around three major themes: (1) race, culture, power, and language; (2) teacher expectations and school effectiveness; and (3) school accountability and teacher control–are as follows: \The Silenced Dialogue: Power and Pedagogy in Educating Other People's Children\ (Lisa D. Delpit); \Because You Like Us: The Language of Control\ (Cynthia Ballenger); \Apprenticing Adolescent Readers to Academic Literacy\ (Cynthia L. Greenleaf, Ruth Schoenback, Christine Cziko, and Faye L Mueller); \Blind Vision: Unlearning Racism in Teacher Education\ (Marilyn Cochran-Smith); \Student Social Class and Teacher Expectations: The Self-Fulfilling Prophecy in Ghetto Education\ (Ray C. Rist); \Lesson from Students on Creating a Chance to Dream\… [PDF]

Hammonds, Evelynn; Malcom, Shirley; Pinn, Vivian; Whitacre, Paula (2023). Psychological Factors That Contribute to the Dearth of Black Students in Science, Engineering, and Medicine: Proceedings of a Workshop. National Academies Press Efforts over the last several decades to increase the participation and leadership of Black men and women in the scientific and medical workforce have had limited results. Despite many individual successes, the number of Black professionals in science, engineering, and medicine (SEM) fields has not reached a level that corresponds with African American representation in the country at large. Structural racism affects progress at all stages along the pathway–from young children through graduate and medical students through faculty and clinicians at all levels. Beyond entry into educational programs or recruitment into workplaces seeking to diversify, challenges persist to achieve equity and inclusion for Black males and females. Moreover, psychological barriers confound the engagement of Black men and women in SEM fields. To explore these issues and suggest solutions, the National Academies of Sciences, Engineering, and Medicine launched the Roundtable on Black Men and Black Women in… [Direct]

Melisa Jimenez (2021). Undocumented Community College Students: The Impact of Strategic Enrollment Management Frontline Staff in Level of Undocufriendliness. ProQuest LLC, Ed.D. Dissertation, Northern Illinois University. Thousands of undocumented students are enrolled in post-secondary education institutions across the nation and continue to encounter challenges in accessing the resources and support for an equitable transition into these institutions. The goal of this qualitative case study was to explore the experiences and knowledge gaps of Strategic Enrollment Management (SEM) staff by examining their perceptions of their role and responsibility in supporting undocumented students and their assessment of the campus climate and culture for undocumented students. While scholarship exists about undocumented students in colleges and universities, this research explores this in the context of the community college, where there is an overrepresentation of underrepresented groups. Findings from this study include a linguistic "us" versus "them" dichotomy, racism endemic in processes within the institution, and a lack of institutional mechanisms including a diversity, equity, and… [Direct]

Danielle Troy Stroughton Duncan (2024). How We Overcome: A Phenomenological Study Exploring the Pursuit of the Undergraduate Degree among Black and Latinx Populations. ProQuest LLC, Ed.D. Dissertation, Northcentral University. Sadly, an enduring legacy of the United States is inequities between groups of people based on their skin color. These inequities are ingrained within the educational system, such as a lack of opportunities and interventions and significant gaps in support and resources that target underserved populations. The problem that this study addressed was the issue of lower graduation rates among Black and Latinx students in comparison to their white counterparts in higher education. The purpose of this qualitative phenomenological study was to highlight the practices and dispositions that effectively promote higher education degree completion among striving Black and Latinx students, as well as the barriers that hinder their degree completion. Data was gathered through semi-structured interviews with Black and Latinx students and a focus group from the same sample population. The theory used in this study is the Critical Race Theory (CRT). This study contributed to the field of… [Direct]

Roberto Guzman (2024). The Impact of Transfer Bridge on Community College Students: A Mixed Methods Analysis. ProQuest LLC, Ed.D. Dissertation, San Diego State University. This research explored the concepts of Sense of Belonging and Campus Cultural Capital among first-generation transfer students who were accepted to attend the EOP Transfer Bridge Program in 2018 and 2019. The methodology employed for this study was a transformative and mixed methods design that utilized the lens of Student Validation and Critical Race Theory. Sense of Belonging and Campus Cultural Capital were measured through the use of pre and post tests. The quantitative data was supplemented by semi-structured interviews. The findings indicated that Transfer Bridge was successful in enhancing the student's connectivity with the university and were able to identify the services available to them for their continued academic success. Recommendations are to ensure the program continues to have the necessary programmatic structures in place to continue to validate student success but to also use the student voices to guide the direction of the program as they are central to the… [Direct]

Sellers, Kathleen M. (2021). "All Kids Matter"? Catholic Institutional Advocacy for Federal COVID Relief Funding for Non-Public Schools. Education Policy Analysis Archives, v28 n131 Oct. This article explores the policy interests expressed by the largest private educational system in the United States, American Catholic schools, during the first four months of the COVID-19 crisis. Critical discourse analysis is applied to public texts produced by the Catholic Church between March 1 and July 1, 2020, in order to understand the discursive strategies through which this institution constructs meaning in the policy arena. This analysis illustrates how Catholic leaders use language to make racialized and low-income students "discursively invisible." The author documents a significant change in policy discourse, from neoconservative logics to neoliberal ones, which corresponds directly to political signaling from the Trump Administration. Drawing on critical race theory, the author suggests implications for policymakers and stakeholders…. [PDF]

Lechtenberg, Kate (2021). Beyond Good Intentions: A Critical Discourse Analysis of Teaching Tolerance's 'Teaching the New Jim Crow: A Teacher's Guide'. Journal of Curriculum Studies, v53 n1 p83-102. This paper uses critical discourse analysis to examine the alignment between the stated goals and the discursive implications in a scripted curriculum published by Teaching Tolerance, a progressive education organization in the US. Social justice education and critical race theories ground the analysis of "Teaching 'The New Jim Crow': A Teacher's Guide"; this set of 10 lessons and related resources claims to structure learning for open racial dialogues, democratic participation, and both standards-alignment and social justice education, yet my analysis of the lesson plans' language and structure reveals procedural instructional practices that uncritically transmit progressive messages while constructing an implied White audience. Implications focus on pathways for teachers and teacher educators to pursue social justice and critical pedagogy while rejecting superficiality and indoctrination…. [Direct]

Hancock, Christine L.; Holly, James, Jr.; Morgan, Chelsea W. (2021). Counteracting Dysconscious Racism and Ableism through Fieldwork: Applying DisCrit Classroom Ecology in Early Childhood Personnel Preparation. Topics in Early Childhood Special Education, v41 n1 p45-56 May. Early childhood personnel preparation programs must prepare future early educators who can counteract racism and ableism to provide all children with an equitable and just education. We applied Dis/ability Critical Race Theory (DisCrit) Classroom Ecology to early childhood and specifically to preschool settings. We argue that early childhood personnel preparation programs can utilize this framework to prepare preservice early educators to facilitate more equitable experiences for Children of Color with disabilities and their families. We discuss the importance of preparing future early educators to counteract racism and ableism through their fieldwork experiences. We also provide a brief overview of DisCrit in relation to early childhood personnel preparation and present DisCrit Classroom Ecology to apply the framework components to preschool fieldwork…. [Direct]

Stewart-Ambo, Theresa (2021). "We Can Do Better": University Leaders Speak to Tribal-University Relationships. American Educational Research Journal, v58 n3 p459-491 Jun. Wielding degrees of influence within educational organizations, university leaders are critical in determining how institutions enact their espoused missions and support severely marginalized campus communities. How do universities address and improve educational outcomes for the most severely underrepresented communities? This article presents emergent findings from an illustrative multiple-case study that examined the relationships between two public universities and local American Indian nations in California. As a preliminary step in understanding the present state of "tribal-university relationships," I present findings on university leaders' perceptions and knowledge regarding American Indians broadly and relationships with local Native nations specifically. Using tribal critical race theory as an analytical framework, I posit how colonization, federal recognition, and educational practices affect curricular, political, and economic relationships…. [Direct]

McDonald, Elizabeth M. (2021). This Ain't What I'm Used to: Reflections of a Black Educator in Rural Black America an Autoethnography. Clearing House: A Journal of Educational Strategies, Issues and Ideas, v94 n3 p94-105. This autoethnography highlights reflections of a Black woman social studies educator, from a predominantly White, southern Appalachian area, teaching in a Southern, predominantly Black, rural area. The study reflects on practices utilized while teaching in southern Appalachia and the pedagogical transformation undergone as a result of migrating and teaching in a Southern, predominantly Black, rural area. Using Critical Race Theory, this autoethnography explores the impact of race in the development of pedagogical practices of a Black woman teacher. The author asserts Black teachers need to learn about and utilize culturally relevant pedagogical practices in their preservice programs and that teachers should engage in self-reflection as a means to navigate personal biases and confront the perpetuation of hegemonic culture in their classroom practices…. [Direct]

Beneke, Margaret R.; Collins, Shayla; Powell, Selma (2021). Who May Be Competent? Mothering Young Children of Color with Disabilities and the Politics of Care. Equity & Excellence in Education, v54 n3 p328-344. In this critical, qualitative study, we utilized Disability Critical Race Theory and revolutionary mothering to understand how Mothers of Color who have young children with disabilities made meaning of underlying constitutions of competence within schools, and how they conceptualized possibility for justice in early childhood. Findings reveal how Mothers enacted political clarity regarding ableism and racism as they mothered for respect and care. Specifically, Mothers challenged dominant notions of competence in early childhood and strategically resisted early educational practices that positioned their children as unworthy of childhood. Simultaneously, Mothers dreamed beyond the status quo, imagining early childhood systems that decentered educator expertise, and recentered multiply-marginalized children's (and their families') agency. We conclude with implications for teaching and learning in early childhood…. [Direct]

Khalilah Robinson Johnson; Kierra Peak; Matthew Bogenschutz (2021). Propositions for Race-Based Research in Intellectual and Developmental Disabilities. Inclusion, v9 n3 p156-169. A nuanced understanding of disparities impacting racialized people with intellectual and developmental disabilities (IDD) requires scholars employ research methods that make visible the structural factors that influence outcomes. Following the work of Tukufu Zuberi and Eduardo Bonilla-Silva, we explore race-based methodological considerations for disparities research with Black people with IDD. Specifically, we discuss (a) structural racism in research methods, employing disability critical race theory as a framework, (b) the absence of Black voices and Black scholarship, (c) the abstraction and misuse of race as a variable, and (d) mapping race as a point of discussion in the IDD discourse. Implications for research are discussed and recommendations for contextualizing race, ensuring equity in representation and dissemination, and amplifying the voices of Black scholars are provided…. [Direct]

Danica Moise; Fanica Young; Lindsay Romano; Sharde Theodore; Tahnee Wilder (2024). Cultivating Culturally Responsive-Sustaining Approaches to Social and Emotional Learning for Students with or At-Risk for Emotional Dis/abilities. Excelsior: Leadership in Teaching and Learning, v16 n2 p22-36. School policies are largely driven by perceptions and expectations for how students should behave academically and socially, yet these practices often lack the cultural relevance and sustainability required to support racially, ethnically, and linguistically diverse (RELD) students with or at risk for emotional and behavioral dis/orders (EBD). Similarly, many evidence-based practices for behavior do not consider internalizing behaviors (e.g., anxiety, toxic stress), exemplifying a critical need for equitable practices aimed at supporting the prosocial and emotional needs of RELD students with or at risk for EBD. Given the multifaceted social, emotional, and behavioral needs of RELD students with or at risk for EBD, social and emotional learning (SEL) practices are most effective when implemented through a culturally responsive-sustaining lens. Thus, this paper examines how the pervasive inequities within special education praxis can be mediated through culturally… [Direct]

Fulambarker, Anjali J.; Haggerty, Christina; Ogden, Lydia P. (2020). Race and Disability in Media Coverage of the Police Homicide of Eric Garner. Journal of Social Work Education, v56 n4 p649-663. This thematic content analysis used frameworks of stigma and critical race theory to examine how mass media represented the life and police homicide of Eric Garner. Findings demonstrate how systemic racism and ableism are reflected in and created through the media's stigmatizing processes of labeling and stereotyping, as well as through voices it chooses to amplify or ignore. As such, media can be framed as a tool of structural oppression. Critical consumption of mass media is proposed as a core social justice-oriented skill for social workers, and suggestions for integrating this skill into social work curricula are made…. [Direct]

Compton-Lilly, Catherine (2020). Microaggressions and Macroaggressions across Time: The Longitudinal Construction of Inequality in Schools. Urban Education, v55 n8-9 p1315-1349 Oct-Nov. This article reveals inequity as a longitudinal construction involving the cumulation of micro/macroaggressions for children who live in high-poverty communities and attend poorly funded schools. Drawing on critical race theory and empirical research that documents forms of micro/macroaggression, a longitudinal analysis is used to identify forms of micro/macroaggression encountered in elementary school, middle school, and high school. A set of mega-aggressions that were particularly severe and had devastating effects on students' academic outcomes are identified and explored as mega-aggressions. The article concludes by exploring the cumulation of micro/macroaggressions across one student's school trajectory…. [Direct]

DeCuir-Gunby, Jessica T.; Johnson, Oriana T.; McCoy, Whitney N.; White, Angela M.; Womble Edwards, Callie (2020). African American Professionals in Higher Education: Experiencing and Coping with Racial Microaggressions. Race, Ethnicity and Education, v23 n4 p492-508. Using a Critical Race Theory lens, we explored how African American professionals in both HBCUs and PWIs (4-year and 2-year institutions) experienced and coped with racial microaggressions. The participants in this study included fifteen African American instructors/professors and administrators. Despite the type of institution, the emerged themes from interviews indicated that participants experienced an array of racial microaggressions. In addition, many participants addressed race-related stress experienced in the workplace by engaging in both adaptive and maladaptive coping strategies. Implications are provided to discuss the impact that racial microaggressions has on African Americans in the higher education workplace…. [Direct]

Briscoe, Felecia; Khalifa, Muhammad; Whitaker, Ronald W., II; Wright, James (2020). The Color of Neoliberal Reform: A Critical Race Policy Analysis of School District Takeovers in Michigan. Urban Education, v55 n3 p424-447 Mar. This critical case study analyzes Michigan's implementation of Public Act 4 (PA4), also known as the "emergency management" (EM) takeover law. PA4 grants the state control of school districts with dire budgetary problems. As most U.S. school districts are citywide, PA4 gives the state direct control over all the (previously locally controlled) schools in Detroit. We use tenets from critical race theory (CRT) and components from critical policy analysis (CPA) and offer a critical race policy analysis (CRPA) to explore racial power and privilege enacted by PA4, imposed upon Detroit…. [Direct]

Maria Sarmiento (2022). Civic and Political Engagement Attitudes and Behaviors of Southeast Asian American College Students. ProQuest LLC, Ed.D. Dissertation, Temple University. Civic and political engagement is woven into the fabric of higher education and many higher education institutions have intentionally incorporated this in their mission statements. Civic engagement often refers to passive activities like community service, partnership, and reciprocity with others in society while political engagement refers to activities that influences inherent interaction with the government, most common is voting (Verba et al., 1995). Verba and Nie's (1972) defined political engagement using four elements: voting, campaign activities like membership or working for political organizations or donating, contacting public officials, and engagement in local communities that tackles local issues. The problem is that no model or robust framework exists that explains the student experiences of civic and political engagement in higher education. Furthermore, there is an absence of greater empirical studies on civic and political engagement regarding ethnic/racial students… [Direct]

Hinton, KaaVonia (2022). Racism and Antiracism in Nonfiction for the Middle Grades. Middle Grades Research Journal, v13 n2 p31-49. The Common Core State Standards' focus on nonfiction texts has prompted middle schools to include more historical nonfiction, including books that focus on the United States' racialized past (and present) such as "We Are Not Yet Equal" by Carol Anderson (2018) and "Stamped: Racism, Antiracism and You" (2020) by Jason Reynolds and Ibram X. Kendi. But books for youth about racism have been shrouded in controversy, anti-critical race theory legislation, and calls for censorship, suggesting that we need a better understanding of the books' content. Thus, the purpose of this study was to use content analysis to examine messages about racism and antiracism in "We Are Not Yet Equal and Stamped." Findings indicated the texts suggest racism takes numerous forms, and it is foundational and persistent throughout the United States' past and present, manifesting as scientific racism, institutional racism, racist violence, representational racism, and racist language…. [Direct]

Casellas Connors, Ishara (2022). Examining Racial Discourse in Equity Reports: Florida's Public Hispanic Serving Institutions. Education Policy Analysis Archives, v30 n29 Mar. Public Hispanic serving institutions (HSIs) play a prominent role in educating racially minoritized students, thus making them valuable sites for examining higher education increased attention to state and institution-level diversity policy and plans. Institutional diversity, equity, and inclusion (DEI) plans, serve as public statements regarding institutional priorities, illuminate how racial equity is centered or decentered. This research engages 10 Equity Reports at public two-year and four-year HSIs in Florida. Through the lens of critical race theory and LatCrit, the analysis foregrounds patterns regarding institutional discourse, in response to state policy mandates, considering the intersection of HSI designation and institutional type. The findings illustrate how the Equity Reports decenter racial equity, reflect a sparse substantive mention of Latinx students, and only superficially engages with the HSIs designation. The findings expand the analysis of HSIs to a new… [PDF]

Bigelow, Alexis; McLean, Jimmy; Pineda, M√≥nica (2022). Demonstrating the Power of CRT in the Experiences of Graduate Students. Texas Education Review, v10 n2 p87-99. Nearly 30 years ago, Critical Race Theory (CRT) was introduced to the field of education. Ladson-Billings and Tate argued that in order to understand educational inequities in the United States, it is essential to analyze the intersections of race and property. Throughout the past three decades, scholars within the field of education have utilized CRT to gain a greater understanding of educational outcomes and the experiences of students, teachers and administrators of color in schools. Presently, CRT has gained nation-wide attention. Conservative media has co-opted the theory and rebranded it as an indoctrination tool to teach students to hate whiteness. The authors of this paper have found CRT useful in unpacking our experiences as graduate students at a predominantly white public university and in our work as teacher educators. This paper was penned in response to the misinformation campaign targeting CRT. The authors use a tenet of CRT, centrality of experiential knowledge, to… [PDF]

Tichavakunda, Antar A. (2022). University Memorials and Symbols of White Supremacy: Black Students' Counternarratives. Journal of Higher Education, v93 n5 p677-701. Universities across the globe continue to reckon with memorialization and symbolism tied to racist histories. In this paper, the author uses Critical Race methodology to examine how 23 Black undergraduate students at the University of Cincinnati interpret and experience one such symbol–the namesake of an enslaver–memorialized throughout campus. The enslaver, Charles McMicken, bequeathed money for what would become the University of Cincinnati explicitly for the "education of White boys and girls." The author begins with the assumption that the namesake is a symbol of White supremacy. Using Critical Race Theory, the author analyzes: (1) to what extent this symbol shapes students' campus experiences; and (2) the mechanisms by which students' learned of the racist histories behind the symbol. The data presented demonstrates how counternarratives surrounding this symbol were shared and how the concept of racial realism–the belief that racism is permanent–might be useful in… [Direct]

Maria Leija; Saba Khan Vlach; Wintre Foxworth Johnson (2025). Enacting Reading Comprehension: Using Diverse Literature to Engage Children's Critical, Sociopolitical Knowledge. Reading Research Quarterly, v60 n1 e584. The current climate of K-12 education in the United States has seen a narrowing of literacy instructional practices, exponential amounts of book bans, and contrived hysteria about liberal indoctrination and Critical Race Theory (CRT). Yet, as the world becomes increasingly connected across difference, and as research increasingly demonstrates that we must engage young children from all backgrounds in discussions about sociopolitical issues, it is urgent that classroom teachers foreground children's experiential knowledge in comprehension instruction. In this article, we address the following question: "In three early elementary literacy contexts, how did educators use culturally sustaining practices with diverse children's literature to enact reading comprehension and engage young children in critical, sociopolitical meaning making?" Three teacher educators of Color share findings from qualitative studies in the United States Northeast and Southwest that examine this… [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]

Ruby, Tabassum Fahim (2022). The American Dream, Colorblind Ideology, and Nationalism: Teaching Diversity Courses as a Woman Faculty of Color. Journal of Women and Gender in Higher Education, v15 n2 p201-219. Employing critical race theory, transnational feminisms, and autoethnography, this article illustrates the ways I perceive many students in my classrooms discount systemic discrimination based on gender, race, and globalization. By analyzing student-generated data and my own experiences, I uncover many students' conceptions of social issues are deeply informed and shaped by the dominant ideas such as the notion of the American Dream and colorblind ideology. They construct the global South in contrast to the assumed superior national identity of the United States, and particularly consider women to be submissive victims of their patriarchal cultures. I argue that if one of the key purposes of higher education is to help students develop critical thinking, those at predominantly White institutions need to devise a more robust diversity curriculum across disciplines. This approach will also assist in curtailing challenges many women Faculty of Color face because students will be… [Direct]

Hancock, Christine L.; Love, Hailey R. (2022). Tensions as Opportunities for Transformation: Applying DisCrit Resistance to Early Childhood Teacher Education Programs. Contemporary Issues in Early Childhood, v23 n4 p483-499 Dec. Efforts to "professionalize" early childhood through professional standards, licensure requirements, and standardized assessments have aimed to support effective practice and rectify the pay inequities experienced by early educators. However, such initiatives can inadvertently reinforce hegemonic developmentalism and have largely served to advance white, able-bodied norms and narrow views of teaching and learning. Teacher educators endeavoring to combat racism and ableism, therefore, can encounter several tensions that result from trying to apply critical perspectives while preparing pre-service teachers for graduation and certification in the current personnel preparation landscape. In this article, the authors employ Disability Critical Race Theory (DisCrit) Resistance to explore these tensions and offer potential ways they can serve as key opportunities for supporting equity. They discuss how teacher educators can enact DisCrit Curriculum, Pedagogy, and Solidarity to… [Direct]

Bhowmik, Miron Kumar; Kennedy, Kerry J. (2022). Reconceptualization of Support and Policy for Minoritised Students with Dis/abilities in Hong Kong. Cambridge Journal of Education, v52 n4 p519-537. Minoritised students with dis/abilities in Hong Kong may face aggregated challenges. As a minoritised student with dis/ability or impairment, they may be doubly marginalised or triply marginalised, as in the case of a female or poor minoritised student with dis/ability or impairment. Little is known, however, about these students or about the underpinning philosophies of existing support. Adopting an intersectionality approach and dis/ability critical race theory (DisCrit), this paper explores the educational provision and existing support measures for minoritised students with dis/abilities and the issues and challenges faced by them. It draws on various policy documents from related government departments and others. The paper presents three theoretical arguments: (1) that dis/ability discourse needs to be more inclusive; (2) that the medical model currently provides limited support for minoritised students with dis/abilities in Hong Kong; and (3) that a social model, rather than… [Direct]

Arday, Jason (2022). 'More to Prove and More to Lose': Race, Racism and Precarious Employment in Higher Education. British Journal of Sociology of Education, v43 n4 p513-533. Precarious employment is considered a social determinant impacting the health of workers, families and communities. The Academy is known to utilise non-standard employment contracts, coming under widespread criticism from its social partners for exploitative practices. Whilst there is much research suggesting certain groups (e.g. early career researchers, women) are disproportionately affected, less is known about the impact of precarious employment on staff of colour. Utilising a critical race theory framework, the current study attempts to close this knowledge gap by exploring the experiences of staff of colour. Eighteen participants across 10 universities engaged in focus groups, revealing three key themes: systemic racism, job insecurity and lack of career progression. Whilst results supported existing research, limitations of the current study are discussed. Recommendations for future practice include a call for legislators and policymakers to create clearer definitions and to… [Direct]

Haslam, Rebecca E. (2022). Critical Representation: Mattering & Belonging for Students of the Global Majority. Middle Grades Review, v8 n3 Article 2 Dec. Critical representation in literature and curricula requires an emancipatory agenda and examination of the ways in which people of diverse racial, cultural, linguistic, and other socially marginalized identities are portrayed, an assessment of how relevant, affirming, and accurate those representations are, and a consideration of the impact on a child's sense of self and 'other.' This essay includes sample audit criteria for critical representation highlighting five sections: Storyline & Sense of Justice; Affirmation & Self-Worth; Relationships Among People; Author/Illustrator Background; and Language & Terminology, all with a focus on 'mattering' and holistic wellbeing of students of the global majority. Audit criteria explicitly engage questions of critical race theory such as: Does the storyline encourage passive acceptance of inequity, or active resistance against it? Are there messages that limit or damage a child's aspirations or sense of self-worth? The essay… [PDF]

Guti√©rrez, Michael Carlos (2022). Counterstories of Honors Students of Color. Honors in Practice, v18 p9-27. This study explores the experience of high-achieving students of color in an honors program at a large research university. Qualitative methods involve surveying students (n = 39) and interviewing a select group (n = 5) in attempts to measure both the frequency and severity of racial microaggression as well as subjective experience relating to diversity and representation in honors. Using critical race theory, a discourse analysis of four broad questions pertaining to pre-entry, entry, continuation, and exit of honors programs suggests that more is needed to foster an honors community that better understands and meets the needs of students' racial, ethnic, cultural, and socioeconomic backgrounds. While several students report nearly withdrawing from honors, citing feelings of racial tokenization, alienation from peers, and impostor phenomenon, the author notes how results elucidate a pressing need for university honors programs to recruit more students from underrepresented… [PDF]

Rivale-Bell, Nichole (2022). Equity Centered Leadership of Principals Who Narrowed the Race-Based Academic Achievement Gap. Journal for Critical Education Policy Studies, v20 n2 p435-483 Jul. Critical Race Theory is the theoretical framework used to structure the discussion of data and results. The purpose of this descriptive multi-embedded case study was to investigate the perspective of effective elementary school principals in a large, diverse suburban school district in the Metro area who narrowed the race-based academic achievement gap in reading by increasing their knowledge, skills, and leadership practices. Data gathered included an archival search, focus group observations and transcripts, and individual interview transcripts. Archived data were used to identify a purposeful criterion sampling of elementary school principals who narrowed the race-based achievement gap. These experiences identified are crucial to learning how and why principals need to discuss race and racism in education. Findings revealed in this study a need to provide ongoing learning opportunities that support reflective practices and innovative approaches to combat institutional racist… [PDF]

Aynsley H. M. Scheffert; Eydie Shypulski; Mary Kirk; Shelly Smart; Tiana Kruger (2024). Justice Views in Social Work Project: Examining Views on Race and Justice. Journal of Teaching in Social Work, v44 n2 p224-241. Advocacy for social justice is a core duty of the social work profession. Social injustice, oppression, and marginalization in the United States demand that social workers critically evaluate and address systemic oppression, in the profession, society, and social work education. This study sought to explore the attitudes of social work students in institutions of higher education in one Midwestern state concerning social justice, systemic racism, race relations, and policing to measure the impact of social work educational programming on promoting anti-oppressive and anti-racist practice. Survey responses from undergraduate and graduate students (n = 74) from two universities in an upper, Midwestern state were analyzed to assess attitude and beliefs on social justice, policing, and racial relations. Results indicate the majority of students endorsed an understanding of injustice in the world and high perceptions of themselves as advocates and agents of social change. Alternatively,… [Direct]

Davidson, Kimberly; Roopnarine, Jaipaul?L. (2022). Ethnic-Racial Socialization in Early Childhood: Effects of Parent-Teacher Congruency on Children's Social and Emotional Development. Early Child Development and Care, v192 n12 p2008-2022. Using propositions within critical race theory, this study examined differences between parent and teacher engagement in ethnic-racial socialization and links between parent–teacher congruence in ethnic-racial socialization and children's social and emotional development across racial and ethnic groups. The participants were 59 parents or guardians and their preschool-aged children from diverse ethnic-racial backgrounds and 12 Head Start teachers. Parents used ethnic-racial socialization more than teachers; parents and teachers used egalitarian messages most frequently. Bayesian analyses revealed significant ethnic-racial group differences in parents' use of egalitarian, preparation for bias, and cultural socialization messages. Gender and race had significant impacts on teacher-reported protective factors. Mismatch in parent-teacher levels of egalitarian and cultural socialization were evident predictors of lower social-emotional functioning in children. Findings highlight the… [Direct]

Stovall, David (2016). Out of Adolescence and into Adulthood: Critical Race Theory, Retrenchment, and the Imperative of Praxis. Urban Education, v51 n3 p274-286 Mar. In commemoration of the germinal 1995 critical race theory (CRT) in education manuscript offered by Gloria Ladson-Billings and William Tate IV, the following account seeks to perform several tasks. As CRT has traveled throughout the myriad of disciplinary foci in education (curriculum, foundations, special education, educational psychology, youth development, etc.), the following pages are an effort to continue to ask deeper questions of ourselves and CRT as we continue to work with young people and families in schools and communities…. [Direct]

Abeita, Andrea; Desai, Shiv R. (2017). Institutional Microaggressions at a Hispanic Serving Institution: A Din√© (Navajo) Woman Utilizing Tribal Critical Race Theory through Student Activism. Equity & Excellence in Education, v50 n3 p275-289. From private to public, from small to large, campus protests and demonstrations have risen across the country to address institutional racism regarding a range of issues including offensive Halloween costumes, university/college seals, lack of faculty color, and racist vandalism. One such example occurred at Southwest University where Native American students were protesting the university seal, which represents settler colonialism and genocide. In this article, we provide a case study of Joy, a Din√© (Navajo) young woman, and describe her student activism in regards to the seal and how she utilizes it to connect to her culture, language, and identity. We utilize critical race theory (CRT) and tribal critical race theory (TribalCrit) to analyze the institutional microaggressions that Joy experienced on campus. Our main conclusions explain how student activism enables students to address systemic racism and provides a vehicle to create better conditions on university campuses…. [Direct]

Wischmann, Anke (2018). The Absence of 'Race' in German Discourses on "Bildung". Rethinking "Bildung" with Critical Race Theory. Race, Ethnicity and Education, v21 n4 p471-485. This paper investigates the impact of mostly implicit convictions about 'white supremacy' and racist ideas in traditional and recent theories of "Bildung" which is a central educational concept in Germany. Concepts of "Bildung" describe processes of individual self-formation. It will be argued that the notion of "Bildung" is still very important in academic and public discourses on education in general and on educational inequities in particular. It will be argued that the concept of "Bildung" focuses on a certain understanding of the subject which does not take into account structural inequities in terms of diversity, even though it is omnipresent in discourses on education and diversity in Germany. To show how deeply ingrained in philosophical and political ideas a racialised concept of "Bildung" is, selected works of Kant, Hegel and Wilhelm von Humboldt on education on the one hand, and on 'race' on the other will be analysed by… [Direct]

Kim, Esther June; Rodriguez, Noreen Naseem (2018). In Search of Mirrors: An Asian Critical Race Theory Content Analysis of Asian American Picturebooks from 2007 to 2017. Journal of Children's Literature, v44 n2 p17-30 Fall. A limited number of studies have examined Asian American children's literature over the last half century. While the selection and availability of this literature has increased substantially in the last two decades, many of these texts continue to perpetuate stereotypes (Morgan, 2012), such as the overachieving model minority (Loh-Hagen, 2014) and notions of Asian Americans as exotic foreigners (Pang, Colvin, Tran, & Barba, 1992; Roy, 2008), while failing to reflect the extraordinary diversity of Asian America. Most Asian American children's literature focuses on Chinese and Japanese American experiences (Yi, 2014; Yokota, 2009), which exacerbates the conflation of East Asian Americans with Asian Americans. Bringing together the various critiques, as well as accounting for more recent publications, the authors of this article conducted a critical content analysis of 21 Asian American picturebooks guided by this question: How are Asian Americans represented in popular children's… [Direct]

Caraves, Jacqueline (2018). Straddling the School-to-Prison Pipeline and Gender Non-Conforming Microaggressions as a Latina Lesbian. Journal of LGBT Youth, v15 n1 p52-69. Although there is a growing body of work on the experiences of girls in juvenile justice and women in prison, still little is known about the experiences of Latinas in the prison pipeline. Accordingly, even less is known about lesbian/queer Latinas in the prison pipeline. Gabriela's case study reveals her experiences in and out of the Juvenile Justice System as she seeks to build her life upon release as a young adult raised in multiple institutions. Using a Critical Race Theory and Latina/o Critical Race Theory (LatCrit) framework, this case study shows how Gabriela's intersectional identities have impacted her experience of going into and coming out of the prison pipeline. By focusing on her intersectional identity, I argue a for a new type of microaggression, which I refer to as gender non-conforming microaggressions, that explains the ways in which her gender performance and transgressions coupled with her sexuality and race create situations wherein she was insulted and… [Direct]

Hunter, Jason G.; Stinson, David W. (2019). A Mathematics Classroom of Caring among a Black Male Teacher and Black Male Students. Curriculum and Teaching Dialogue, v21 n1-2 p21-34. This article summarizes a qualitative study that explored the influence a "successful" Black male mathematics teacher had on Black male high school students' perceptions of teacher care. Framed by care theory, critical race theory, and culturally relevant pedagogy, ethnographic methods were used during data collection. Data analysis identified six overarching themes that the participants used to describe teacher care: (a) motivation, (b) culture, (c) confidence, (d) discipline, (e) concern for futures, and (f) environment…. [Direct]

Carter, Jarrett (2023). Persistence Strategies of Black Women in Online Doctoral Programs. ProQuest LLC, Ed.D. Dissertation, University of Florida. As online programs continue to grow, and Black women continue to face systemic challenges in their doctoral programs, little is known about how Black women navigate their experience in online doctoral programs. Amalgamating prior research on persistence, retention, online doctoral programs, and critical race theory, this qualitative study examines the challenges eight Black women faced in completing their online doctoral programs and how they persisted through those challenges. For challenges they faced, participants discussed personal challenges (making time to complete work, disruptions in their personal lives, disruptions at work, challenges posed by family, and connections to past academic trauma), challenges navigating their online doctoral programs (loneliness and isolation, navigating bias, technology challenges, financial barriers, exploitation, bureaucracy, and lack of staff support), and challenges in the dissertation process (choosing a dissertation chair, lack of… [Direct]

Gillborn, Sarah; Jankowski, Glen; Sandle, Rowan; Woolnough, Helen (2023). "Intensely White": Psychology Curricula and the (Re)production of Racism. Educational Review, v75 n5 p813-832. Psychology has witnessed an upsurge in discussions around institutional racism as a response to global anti-racist activism following the murder of George Floyd in May 2020 by a police officer in Minneapolis, USA. Within academic institutions, students have been challenging institutional racism for years, highlighting how the whiteness of curricula serves to uphold systems of racial injustice. Such calls are often met with denial and sometimes active backlash. Nevertheless, further reflection is crucial if universities and accrediting bodies endorsing educational and professional courses seek meaningful systemic change. Informed by Critical Race Theory, this study uses original empirical data to uncover how students of colour experience psychology curricula by conducting six face-to-face focus groups with 22 undergraduate and postgraduate students of colour on psychology courses at a UK university. Results from reflexive thematic analysis reveal, first, how the psychology curricula… [Direct]

Miller, Amanda L. (2022). Reconceptualizing Education Grounded in the Multimodal Discourses of Girls of Color Labeled with Significant Cognitive Disabilities. Research and Practice for Persons with Severe Disabilities, v47 n3 p158-175 Sep. The experiences of girls of color labeled with significant cognitive disabilities in middle school and high school have historically been excluded from educational research. This study sought to better understand how girls of color labeled with significant cognitive disabilities navigated multimodal discourses and classroom practices as well as how they were impacted by them. Using Disability Critical Race Theory and critical discourse theory, six students were focal participants and eight educators were secondary participants. Multiple case studies were used with primary (i.e., observations, audio/video recordings) and secondary (i.e., interviews, focus groups) data sources. Findings revealed how focal participants showed their discursive resourcefulness, despite absent communication supports and prioritization of oral/aural communication. Students also repositioned themselves in response to marginalization through talk and actions. Implications for research and practice are… [PDF] [Direct]

Bailey, Kim Moore; Foreman, Jedda; Olsen, Sarah; Payan, Rena; Rodriguez, Laura; Romero, Valeria Fike; Strang, Craig (2022). Racial Equity and Inclusion in United States of America-Based Environmental Education Organizations: A Critical Examination of Priorities and Practices in the Work Environment. Journal of Outdoor and Environmental Education, v25 n1 p91-116 Apr. In the United States of America, societal structures of oppression frame and underpin nearly every field and industry, including environmental education. Despite growing attention on efforts to diversify the environmental education workforce in the United States, environmental fields have had minimal success attracting and retaining professionals of color. This study sought to explore how Environmental Educators of Color experience and are impacted by workplace culture, practices, and policies. Through focus groups, Environmental Educators of Color (n = 26) shared their perspectives related to equity and inclusion in environmental education work environments. This study draws on critical race theory (Delgado & Stefancic, 2017; Tate, 1997) as an analytical framework to center racial equity in our understanding of the experiences and perspectives of Environmental Educators of Color. Analysis of data included thematic emergent analysis (Merriam & Tisdell, 2016) to identify… [Direct]

Bland, Samuel; Gaeta, Joanna Marinia; Kulkarni, Saili S. (2022). From Support to Action: A Critical Affinity Group of Special Education Teachers of Color. Teacher Education and Special Education, v45 n1 p43-60 Feb. Special education teachers of color (SETOC) multiply experience marginalized positions as students of color in P-12 classrooms, as teachers in teacher preparation programs, and alongside the experiences of students of color with disabilities. Instead of drawing from their identities, SETOC tend to be absorbed into the ableist, behaviorist, and racist system of special education and are expected to become complicit in the system. For educators of color, critical affinity groups provide support, reduce trauma, and support work toward collective intersectional justice. Using qualitative narratives, this paper describes how a critical affinity group (re)positioned three SETOC as smart, knowledgeable, and addressing racism and ableism in schools. Disability studies and critical race theory (DisCrit) illuminated SETOC's unique experiences and how they came together to process racist/ableist interactions and resisted the erasure of their identities as teachers of color. Implications discuss… [Direct]

Nardo, Jocelyn Elizabeth (2022). Case for Narrative Inquiry: Understanding the Experiences of Elena, a Historically Minoritized Graduate Student in Chemistry. Journal of Chemical Education, v99 n1 p113-121 Jan. The following methodological research article offers a case for using narrative inquiry to understand qualitatively the experiences of historically minoritized (HM) graduate students in chemistry. The research article utilizes empirical data aimed at understanding how a chemistry graduate program professionally develops graduate students into chemists. The scope for the research article centers on the experiences of an HM graduate student pseudonymized as Elena. Data sources for this work consist of ethnographic relationship building with Elena, one 90 min interview, and member checking. The current work draws on counter-storytelling, a narrative technique derived from critical race theory. Utilizing counter-storytelling, the article shares how Elena's narrative, and thus her experiences, are shaped by raced, classed, and gendered ideologies imposed by the structure of the chemistry graduate program. The goal of the article is to share the efficacy and novelty of employing narrative… [Direct]

Gillies, Carmen L. (2022). Seeing Whiteness as Property through M√©tis Teachers' K-12 Stories of Racism. Whiteness and Education, v7 n2 p143-159. Collaboration among Indigenous Peoples and the Saskatchewan government in Canada has led to Indigenous K-12 education progress concerning First Nations and M√©tis peoples, the Indigenous populations whose traditional territories exist within Saskatchewan. Acknowledging such advancements, this paper is concerned with how white identified students continue to graduate with higher completion and achievement rates than M√©tis and First Nations students. Critical race theory (CRT) can assist with understanding how racialised statistics persist in spite of decades of government administered Indigenous education initiatives and mandates. Contributing to anti-racist informed Indigenous education scholarship, this study applies aspects of CRT scholar Cheryl Harris's whiteness as property theory to a qualitative critical race methodological analysis of 13 M√©tis teachers' K-12 stories of racism. When viewed from a CRT lens, the findings suggest M√©tis teachers' experiences with racism in K-12… [Direct]

Adjogatse, Kafui; Miedema, Esther (2022). What to Do with 'White Working-Class' Underachievement? Framing 'White Working-Class' Underachievement in Post-Brexit Referendum England. Whiteness and Education, v7 n2 p123-142. Scrutinising disproportionate media and political attention provided to the ills of the 'white working-class', this article examines the framing of their apparent underachievement in education policy and discourse in early post-Brexit vote England. In a political context dominated by anti-immigration and nationalist rhetoric, this article aims to investigate the framing of such underachievement across class, gender and ethnic differentials. To that end, a Critical Frame Analysis was conducted of four policy documents focusing on differences in diagnosis of, and solutions for, 'white working-class' underachievement, and of responses to these documents in mainstream newspapers. We contend that the political emphasis on redistributive social justice and identity politics can introduce a logic that can lead to remedies consistent with the idea of interest-divergence emanating from Critical Race Theory (CRT). The article concludes that transformative reform is lacking and communicated… [Direct]

Yessica M. De La Torre Roman (2022). Addressing the Education Debt: How Community College Educators Utilize Culturally Relevant Pedagogy to Support Black and Latinx Student Success. ProQuest LLC, Ed.D. Dissertation, University of Southern California. Despite the growing research on practices that support student success, available data demonstrate a continued education debt for Black and Latinx students. Culturally relevant pedagogy (CRP) is a practice that can increase the academic success of students of color. This study explored how Black and Latinx students experience CRP. The study was conducted at a community college and collected information from both faculty and students to determine if students' experiences align with the practices utilized by faculty. The study was guided by CRP, critical race theory, and critical pedagogy. This study found that CRP is used and experienced more frequently through practices that do not center race. [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:… [Direct]

Northey, Kaitlin (2022). Double and Triple Binds: How Status, Gender, and Race Influence the Work of State Prekindergarten Leaders. Journal of Education Human Resources, v40 n3 p282-304 Jul. This article examines how state prekindergarten (PreK) leaders in the United States believe their gender, race, and the status of the field influenced their work experiences. Qualitative methods were used to collect data from 10 state PreK leaders through two semistructured interviews. Leaders worked in different states and the majority identified as female (80%) and White/non-Hispanic (60%). Analysis of the data revealed the status of PreK and the ECE field as "less than" in comparison with the kindergarten through twelfth grade (K-12) education system affected the work of all participating PreK leaders. White female leaders experienced a double bind due to their gender and the status of the field, leading them to conform to gender and social role stereotypes to avoid backlash. BIPOC PreK leaders experienced various instances of gendered racism and for one female BIPOC leader this resulted in a triple bind, as the intersections of the field's status and her race and gender… [Direct]

Bryson-Evans, Cassie Jean (2023). Learning from Testimonios about Equity in Educational Leadership: Experiences of Latinx Public School Administrators in North Carolina. ProQuest LLC, D.Ed. Dissertation, The University of North Carolina at Charlotte. The significance of this study was its ability to further inform district and state level leaders and policy makers on the supports of the advancement and service of North Carolina's Latinx educators in school leadership roles. More specifically, this study shed light on the barriers and supports faced by Latinx public school administrators in North Carolina during their professional advancement into school leadership and within their current leadership roles. The purpose of this qualitative study was to use an equity lens to explore the experiences/testimonios of Latinx administrators: their perceptions and experiences as public-school administrators in North Carolina. This study explored the lived experiences of Latinx school administrators in North Carolina in order to foster understanding about the importance of racial and ethnic representation among teachers and school administrators for all students. A basic interpretative qualitative study, the researcher's data sources for… [Direct]

Ethan Caldwell (2023). Opele Revisited: How Oceanic Blackness Impacts Student Belonging and Success. Journal Committed to Social Change on Race and Ethnicity, v9 n2 p124-144. The "Opele" Report of 1992 provided a window into the concerns surrounding educational opportunities and quality of education for underrepresented Black students at the University of Hawai'i at Manoa (UHM) (Takara, 1992, p. 4). By providing a comprehensive analysis, the "Opele Report" suggested multiple ways to improve Black student and faculty retention, recruitment, and well-being. Thirty years later, what has changed? How has Black student life and well-being improved, and how supported do they feel? How do they envision their belonging in an oceanic educational space where they are traditionally underrepresented? How might their experiences provide a space to rethink Blackness in oceanic settings? This article revisits the "Opele Report" by providing a window into the contemporary experiences of the 1.8% Black student population on campus by highlighting how they cultivate belonging while navigating their intersectional identities on the University… [PDF]

Beneke, Margaret R.; Handy, Tamara; Siuty, Molly Baustien (2022). Emotional Geographies of Exclusion: Whiteness and Ability in Teacher Education Research. Teachers College Record, v124 n7 p105-130 Jul. Context: Geographies of exclusion (e.g., segregated special education classrooms, school district zoning) are constituted through intersecting oppressive ideologies (e.g., ableism, racism, classism) that co-naturalize notions of "normalcy" and deviance and yield harmful consequences for disabled children of Color. Geographies of exclusion dynamically contribute to and constitute teacher candidates' feelings about themselves and their social worlds. White teacher candidates' investment in dominant racial ideologies is well-documented, and recent scholarship has interrogated the role of white emotionality in these processes. However, the extent to which white teacher candidates emotionally ascribe to oppressive constructions of ability have been underexamined. Focus of Study: We sought to uncover how white teacher candidates (TCs) used emotional practices to position themselves in relation to ability within geographies of exclusion as they narrated their educational journeys…. [Direct]

Hannah Hyun White (2024). Troublemakers and Hell Raisers: A Critical Qualitative Inquiry of How Neoliberal Systems Shape the Experiences of Asian American Student Activists in Higher Education. ProQuest LLC, Ph.D. Dissertation, University of California, San Diego. Neoliberalism continues to exacerbate systemic racism and restricts efforts to address racial and social justice issues. Consequently, there has not only been an increase of public concern, but students are constantly driven to organize around their experiences. Asian American students are currently and have historically been one of these communities engaging in activism. Yet, there continues to be ongoing and pervasive misconceptions that they do not encounter any challenges related to race contributing the dismissal of their voices and experiences in postsecondary education. Consequently, scholarship surrounding Asian American student activists is still developing and there is still much to be explored in understanding their racialized experiences. Through a critical qualitative inquiry, this dissertation study aimed to understand how neoliberalism shapes the experiences of Asian American college student activists. Findings revealed two core categories (1) how aspects of… [Direct]

Mehra, Bharat (2021). Social Justice Design and Implementation: Innovative Pedagogies to Transform LIS Education. Journal of Education for Library and Information Science, v62 n4 p460-476. The article discusses an instructor's critical pedagogies and reflective practices in three graduate library and information science (LIS)-related courses on topics of social justice and inclusion advocacy, diversity leadership in information organizations, and community-engaged scholarship that were taught at the University of Alabama since spring 2019. Until recently, mainstream American LIS education has resisted adopting social justice vocabularies and implementation in its teaching, learning, and research owing to a professional cultural inertia of discarding outdated concepts (e.g., academic or library neutrality and passivity, solely Anglo-/Eurocentric research roots, privileged position assigned to post-positivistic paradigms, etc.). The article contextualizes three applications of innovative pedagogies in the LIS classroom that centralized social justice, diversity and inclusion, and community engagement by providing a glimpse of student learning outcomes, assignment… [PDF]

Bianco, Margarita; Brandehoff, Robin; Gist, Conra D.; Knaus, Christopher; Rogers-Ard, Rachelle (2019). The Grow Your Own Collective: A Critical Race Movement to Transform Education. Teacher Education Quarterly, v46 n1 p23-34 Win. This article introduces a strategy to diversify the teaching workforce through de-centering teacher education as the primary stakeholder in the preparation of diverse teachers. The article expands the focus on teacher recruitment and retention by proposing a model that counters the educational context of White supremacy through Grow Your Own (GYO) programs. Using a critical race theory (CRT) orientation to educator development, this article introduces the national Grow Your Own Collective (GYOC) as an advocacy and support network for locally tailored collaborations to recruit, prepare, place, and retain culturally rooted teachers of color. In clarifying how GYOC applies CRT as an operational framework for preparing teachers to teach within historically underresourced school systems, the article defines GYO programs, shares nationwide models, and argues that collaborations between community-based organizations, districts, schools, and higher education partners are essential to disrupt… [PDF]

Dalila Fernandes de Negreiros (2022). Institutional Quilombos? Black Studies in Brazil and the United States. ProQuest LLC, Ph.D. Dissertation, The University of Wisconsin – Milwaukee. The literature on Black Studies, Afro-Brazilian Studies and Comparative Race Relations between Brazil and the United States has been dedicated to the study of Black activism and education. However, there is a gap in comparative studies focused on Black Studies units in the United States and Afro-Brazilian studies in Brazil. The dissertation "Institutional Quilombos? Black Studies in Brazil and the United States" investigates how Black Studies centers and departments in Brazil and the United States exist, survive and act politically as educational and anti-racist spaces in six different institutions: the University of Wisconsin–Milwaukee; Harvard University; Temple University; the University of Brasilia (Universidade de Brasilia); the Federal University of Bahia (Universidade Federal da Bahia); the Federal University of Parana (Universidade Federal do Parana). The research is based on a web-based survey about Black Studies in Brazil, maps of Black Studies units in Brazil… [Direct]

Gounari, Panayota; Macedo, Donaldo (2005). The Globalization of Racism. Paradigm Publishers Addressing ethnic cleansing, culture wars, human sufferings, terrorism, immigration, and intensified xenophobia, "Globalization of Racism" explains why it is vital that we gain a nuanced understanding of how ideology underlies all social, cultural, and political discourse and racist actions. The book looks at recent developments in France, Germany, Greece, Ireland, Israel, Italy, Portugal, Spain and the United States and uses examples from the mass media, popular culture, and politics to address the challenges these and other countries face in their democratic institutions. The eminent authors of this important book show how we can educate for critical citizenry in the ever-increasing multicultural and multiracial world of the twenty-first century. Chapters in this book include: (1) The Global Reach of Raceless States; (2) From Slavery to Mass Incarceration: Rethinking the "Race Question" in the US; (3) What Israel Has Done; (4) The Crisis of the Human Waste…

Coles-Ritchie, Marilee; Smith, Robin Renee (2017). Taking the Risk to Engage in Race Talk: Professional Development in Elementary Schools. International Journal of Inclusive Education, v21 n2 p172-186. Developing public education where every child has the right to learn requires that teachers pay attention to and engage in race talk–open discussion about race, social construction of race, and racism. While it is clear that children engage and reflect critically about these aspects of race even at a young age, teachers rarely engage in race talk with them. In this study, an African-American preservice teacher and a White teacher educator explore how African-American, Polynesian, and White in-service teachers, participating in "Courageous Conversations" professional development, address or avoid race talk in their elementary schools through the lens of Critical Race Theory (CRT) and what risks they take when they do. Findings, through in-depth, semi-structured interviews, demonstrate that (1) racism was observed and/or experienced by all teachers in elementary schools; (2) lived racial experiences impacted teachers' approach to conversations about race; (3) creating an… [Direct]

Gerrard, Jessica; Rudolph, Sophie; Sriprakash, Arathi (2018). Knowledge and Racial Violence: The Shine and Shadow of 'Powerful Knowledge'. Ethics and Education, v13 n1 p22-38. This paper offers a critique of 'powerful knowledge'–a concept in Education Studies that has been presented as a just basis for school curricula. Powerful knowledge is disciplinary knowledge produced and refined through a process of 'specialisation' that usually occurs in universities. Drawing on postcolonial, decolonial and Indigenous studies, we show how powerful knowledge seems to focus on the progressive impulse of modernity (its 'shine') while overlooking the ruination of colonial racism (its 'shadow'). We call on scholars and practitioners working with the powerful knowledge framework to address more fully the hegemonic relations of disciplinary specialisation and its historical connections to colonial-modernity. This, we argue, would enable curriculum knowledge that is 'powerful' in its interrogation of racial violence, rather than in its epistemic reproduction of it…. [Direct]

Laurencin, Cato T., Ed. (2020). The Impacts of Racism and Bias on Black People Pursuing Careers in Science, Engineering, and Medicine: Proceedings of a Workshop. National Academies Press Despite the changing demographics of the nation and a growing appreciation for diversity and inclusion as drivers of excellence in science, engineering, and medicine, Black Americans are severely underrepresented in these fields. Racism and bias are significant reasons for this disparity, with detrimental implications on individuals, health care organizations, and the nation as a whole. The Roundtable on Black Men and Black Women in Science, Engineering, and Medicine was launched at the National Academies of Sciences, Engineering, and Medicine in 2019 to identify key levers, drivers, and disruptors in government, industry, health care, and higher education where actions can have the most impact on increasing the participation of Black men and Black women in science, medicine, and engineering. On April 16, 2020, the Roundtable convened a workshop to explore the context for their work; to surface key issues and questions that the Roundtable should address in its initial phase; and to… [Direct]

Miller, Paul (2019). Aspiration, Career Progression and Overseas Trained Teachers in England. International Journal of Leadership in Education, v22 n1 p55-68. The recruitment of overseas trained teachers (OTTs) in England is a matter that has received as much attention inside the United Kingdom as outside. Education systems in small island and developing states, especially, were believed to have been placed 'at risk' following the departure of experienced and qualified teachers. Correspondingly, the presence of OTTs in England has contributed to, "inter alia," workforce stability, behavioural management solutions and curriculum enhancement. Despite these contributions, however, very little is known about the career progression of OTTs in England. Through a tracer study of OTTs recruited between 2001 and 2008, in the first phase of teacher migration to the UK, this qualitative study explored the perceived factors that facilitate and/or hinder the progression of Caribbean OTTs in England. Drawing on postmodernism, critical and social identity theories, this paper examines how institutional racism and discrimination play a part in… [Direct]

B√≠nov√°, Anna; Ma≈°√°t, Milan; Sladov√°, Jana; ≈ makalov√°, Krist√Ωna (2020). The Presentation of Shoah Events to Students at Various Educational Levels: A Review. World Journal of Education, v10 n3 p1-18. The review study deals with the presentation of methods of acquainting pupils and students with the Shoah events at various levels of institutional education. Based on the opinions and positions of leading experts on the subject, we summarize the most important methods in the field. In the introduction we present the importance of one line of the events of World War II in the 21st century world: the defined phenomenon can be perceived as a warning against certain forms of stigmatization, ostracism or as a warning against the need to protect democratic political order. In the paper we define the terms Shoah, Holocaust, anti-Semitism and racism. We also deal with the Israeli public schools in the area of teaching about the Shoah, with the curricular anchorage of the terms Shoah and Holocaust and with the potential of Literary Education in the field of Shoah presentation. We believe that the educational system of the Jewish state can be a model in the area of implementation of the… [PDF]

Copsey-Blake, Meggie; ElMorally, Reham; Wong, Billy (2021). 'Fair and Square': What Do Students Think about the Ethnicity Degree Awarding Gap?. Journal of Further and Higher Education, v45 n8 p1147-1161. In UK higher education, minority ethnic students are less likely to graduate with a good degree than their White British counterparts, even when prior attainment is considered. Until recently, concerns about this ethnicity degree awarding gap have not received the research attention it deserves. In this paper, we contribute to this gap in knowledge with a focus on how students make sense of the difference in degree outcomes by ethnicity. Informed by 69 in-depth interviews with minority and majority ethnic students at a UK university, we explore their views towards the ethnicity degree awarding gap, why it exists and what would be their solution to reduce this difference. Although some students perceived the awarding gap as a reflection of individual aptitude, others have attributed social barriers for degree outcome differences. We present five recommendations as suggested by students for policy and practice. Firstly, the provision of greater economic support for minority ethnic… [Direct]

Guillaume, Rene O.; Pedraza, Chadrhyn A. A. (2023). "I Didn't Know I Could Have a Voice": How Asian American Childhood Experiences Shaped Lived Identities. Journal for Multicultural Education, v17 n3 p330-342. Purpose: The purpose of this study was to gain insight into Asian Americans' experiences with racism during elementary, middle and high school and how those experiences shape the ways they describe their racial identity. Design/methodology/approach: This study used a qualitative research design and narrative inquiry strategy. The authors used Chang's (1993) Asian Critical Race Theory framework to examine participant's descriptions of experiences with racism during elementary, middle and high school and how these experiences shape how they describe their Asian American racial identity. Findings: Participants' narratives revealed a common theme of silencing through two major processes: acceptance of the Asian American identity as an "other" and measuring the Asian American self against the barometers of physical appearance and the model minority stereotype. Originality/value: This study contributes to the literature on Asian Americans by examining how experiences as a child… [Direct]

Hairston, W. Tali; Robertson, Amy D. (2022). Observing Whiteness in Introductory Physics: A Case Study. Physical Review Physics Education Research, v18 n1 Article 010119 Jan-Jun. Within whiteness, the organization of social life is in terms of a center and margins that are based on dominance, control, and a transcendent figure that is consistently and structurally ascribed value over and above other figures. In this paper, we synthesize literature from Critical Whiteness Studies and Critical Race Theory to articulate analytic markers for whiteness, and use the markers to identify and analyze whiteness as it shows up in an introductory physics classroom interaction. We name mechanisms that facilitate the reproduction of whiteness in this local context, including a particular representation of energy, physics values, whiteboards, gendered social norms, and the structure of schooling. In naming whiteness and offering a set of analytic markers, our aim is to provide instructors and researchers with a tool for identifying whiteness in their own contexts. Alongside our discussion, which imagines new possibilities for physics teaching and learning, we hope our work… [Direct]

Gachago, Daniela; Noble, Alex (2022). Developing Critical Digital Literacies through Digital Storytelling: Student Attempts at Re-Telling the District Six Story. International Journal of Mobile and Blended Learning, v14 n3 Article 84. The South African Higher Education sector has undergone major transformation since the end of Apartheid more than 25 years ago. Critical digital literacies and critical (digital) citizenship, aligns with the most important aspects of the transformation agenda, 'the production of socially conscious graduates that will become the thinkers and leaders of tomorrow' (Soudien et al 2008). The ability to link the past and the present, the personal and the political is an important element of critical digital literacies. This paper reflects on projects introduced in a first year Extended Curriculum Programme course for Architectural Technology and Interior Design students at a University of Technology, in which students created a digital story after visiting historical sites in the Western Cape. Framed by Critical Race Theory concepts of master narratives and counter-storytelling, using multimodal analysis of the digital stories, this paper will highlight examples of students' attempts to… [Direct]

Ovid, Dax; Phaka, Fortunate Mafeta (2022). Idwi, "Xenopus Laevis," and African Clawed Frog: Teaching Counternarratives of Invasive Species in Postcolonial Ecology. Journal of Environmental Education, v53 n2 p69-86. This article presents a Pedagogical Framework for Invasive Species to shift how we understand, teach, and study invasive species, especially when people are responsible for their expansion into new ecosystems. The focus is on a species originating from countries in Sub-Saharan Africa that humans extracted and introduced in certain regions of the Americas, Europe, and Asia: "Xenopus laevis," African Clawed Frog, or Idwi in the Zulu language. This article re-introduces the frog Idwi through lenses of de/post-colonial theory, Indigenous studies, and Critical Race Theory to create counternarratives. Through a popular press analysis, the article uncovers how humans in colonial contexts extracted species from de/colonizing spaces to export to other regions of the world. When the frogs were profitable, the entrepreneurs who exported them were valorized. However, once seen as invasive, frogs were targeted with xenophobic projections. This article foregrounds counternarratives that… [Direct]

Gerald, J. P. B. (2022). The "Ezel Project" Inquiry: Mesotransformative Praxis to Decenter Whiteness in Racialized Organizations and Schools. ProQuest LLC, Ed.D. Dissertation, City University of New York Hunter College. In this study, a Black scholar in the midst of understanding his neurodivergence and his identity as someone who has been dis/abled reacts to the prodding of white peers by creating a course on decentering whiteness. The scholar then interviews ten of the participants in said class to understand how they came to select such a course and what they might have accomplished in attempting to challenge the structure of whiteness in their institutions. Drawing on Critical Race Theory, Critical Whiteness Studies, Dis/Crit, and in particular the work of Victor Ray, this work seeks to examine the narratives that brought the author and his students together and where they might travel into the future. [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:… [Direct]

Barthelemy, Ram√≥n; McCormick, Melinda; Rodriguez, Miguel (2022). Critical Race and Feminist Standpoint Theories in Physics Education Research: A Historical Review and Potential Applications. Physical Review Physics Education Research, v18 n1 Article 013101 Jan-Jun. More progress is needed to achieve equity in racial and gender representation in the push to diversify the physical sciences. In order to continue moving towards representation and equity, there is a need for more analytic tools that can help us understand where we are and how we got here. This may also enable meaningful systemic change. In this article, we will review two theoretical frameworks: critical race theory (CRT) and feminist standpoint theory (FST). This paper will guide the reader through the historical context in which each theory was formed, present core tenets and major ideas of each theory, along with external critiques to each theory and where they stand today. This will help readers to further understand CRT and FST, what their role is in education, and how they may be used in physics education research. Simultaneously, this article will serve to broaden perspectives of fundamental societal problems such as racism and sexism…. [Direct]

Angelica Ruvalcaba (2023). Systemic Issues Can't Be Fixed Overnight: How Latina Undergraduate Students Engage in Activism and Critical Hope. ProQuest LLC, Ph.D. Dissertation, Michigan State University. The Latinx population has significantly transformed the demography of the United States and its institutions of higher education. Yet, despite the increase of Latinx students obtaining their bachelor's degrees (U.S. Census 2021) and having one of the highest college enrollment rates, Latinxs have the lowest college attainment (Ayala and Chalupa Young 2022). Despite the changing demographic compositions of universities, students from marginalized racial and ethnic backgrounds experience various forms of racism and oppression on campus (Broadhurst and Velez 2019). And so, engaging in activism is one avenue in which students challenge these forms of marginalization and oppression. Still, there is not vast research which explores Latina undergraduates' engagement in activism and more importantly how their positionalities shape their experiences. In particular, this dissertation sheds light on how the COVID-19 pandemic and the 2020 Black Lives Matter movement shaped Latina undergraduate… [Direct]

Anjal√© D. Welton; Sarah D. Lent; Sarah Diem (2023). Let's Face It, the Racial Politics Are Always There: A Critical Race Approach to Policy Implementation in the Wake of Anti-CRT Rhetoric. Education Policy Analysis Archives, v31 n109. School communities across the United States are experiencing increasing calls to remove the teaching of critical race theory (CRT) from their curricula despite not actually doing so in practice. This anti-CRT push is part of a larger, conservative agenda to ban teaching "divisive" topics in public schools and exemplifies the underlying racial politics existent in educational policy implementation. In this article, we analyze the legal efforts to ban CRT and anti-racist teaching in one state through a framework that situates policy implementation within CRT, which seeks to advance how whiteness, interest convergence, racial realism, and the erasure of people of color are continual to policy implementation. Through a critical discourse analysis of anti-CRT rhetoric, we illustrate how predictable patterns such as white backlash, overt racism, racial violence, and racial trauma are brought to light in policy implementation. We then offer an example of CRT as critical race… [PDF]

Kouyoumdjian, Claudia; Morales-Chicas, Jessica; Ortiz, Jenny; Tanimura, Desiree M. (2023). Understanding Latino Boys' Motivation to Pursue STEM While Navigating School Inequalities. Journal of Latinos and Education, v22 n3 p1268-1280. Latino boys' motivational beliefs in STEM remain under-examined in the literature, especially during middle school when building a strong STEM trajectory is critical for future success in STEM. The current study used Expectancy-Value Theory to analyze how Latino boys interpreted their expectancies and values in order to better understand their motivational beliefs. Furthermore, Critical Race Theory was incorporated to help identify the structural inequalities and familial motivational mechanisms that Latino boys perceived to play a role in their STEM persistence. A total of 89, predominantly low-income, Latino boys in middle school participated in focus groups. We analyzed the focus group data using deductive content analysis to examine students' expectancies and values and a hybrid inductive and deductive approach to examine perceived barriers and family motivators. The results illustrated boys' interpretations of their expectancies and subjective task values (i.e., utility,… [Direct]

Arnetha F. Ball; Katrina Liu; Richard Miller (2023). Misunderstanding the Campaign against CRT: Absurdity and White Supremacy in Attacks on Teaching and Teacher Education. Thresholds in Education, v46 n1 p139-156. Recent efforts to ban the teaching of Critical Race Theory in U.S. public schools have been criticized for fundamentally misunderstanding both CRT and K-12 teaching and teacher education. This paper argues that Anti-CRT fear-mongering in the U.S. is a new face on an old practice, the racist use of public education to sustain White supremacy. Using the method of critical discourse analysis, it examines the current anti-CRT fulmination in terms of its continuity with the history of US White supremacy in education, looking in particular at the ideological strategies employed to silence oppositional voices. It first identifies the players–both people and money–behind the public face of the CRT ban movement, linking them to the initial reaction to "Brown v. Board of Education" in 1955. It then dissects the visible tactics and hidden strategies in anti-CRT efforts to describe a three-step process of disaster capitalism in education. It ends with thoughts on how unmasking of… [PDF]

Vazquez, Sujei Lugo (2023). Identities and Ideologies in Collection Development Practices within the U.S. Children's Librarianship. ProQuest LLC, Ph.D. Dissertation, Simmons University. Collection development is at the core of the work of children's librarians, an ongoing activity that shapes collections as well as library spaces, services, programming, and communities. The process of collection development includes the consideration of several factors that impact the evaluation, selection, and acquisition of books available for children. This research examined the phenomenon of children's librarians' collection development practices during the period of 2019 to 2021, as well as influential factors and the impact of children's librarians' identities and views into the decision-making and selection process. Using Gramsci's Hegemony and Patricia Hill Collins's Critical Race Theory Domains-of-Power frameworks, this study reviewed if and how current collection development practices enact, replicate, challenge, or critique white hegemony in libraries and children's librarians as one of the functionaries of such white hegemonic structures. This multiple case study… [Direct]

Ali, Vincent; Ellison, Scott; Hern√°ndez-Saca, David; Levingston, Joyce; Mabry, Chatara; Marietta, Anna Patch; Powell, Shakila; Thompson, Karen; Young, Jamisia (2023). We Need to Talk about Education: A Zine about the Fight for Social Justice in Special Education. Community Voices and Experiences about Dis/Ability and Race in Waterloo, IA. Midwest and Plains Equity Assistance Center This zine represents a large community project done with the collaboration of Waterloo's NAACP Education Chapter, ASK (Access for Special Kids) Resource Center, community members, caregivers, college students, and faculty. The importance of this zine was to highlight the work from town hall meetings and caregiver interviews, but also show illustrations specifically created to add more depth to these true experiences. It also shows the importance of the fight for social justice in special education for students of Color, through sharing real experiences and centering the voices of the caregivers who advocate for their students. During the townhall, the authors were able to identify Disability Critical Race Theory (DisCrit), disproportionality, and punishment that was caused by traumatic situations for children. Intersectionality was also identified and highlighted to explain the impact of the nexus of factors such as having a dis/ability or lower socioeconomic status, and being able… [PDF]

Benjamin Gleason; Marie K. Heath; Rohit Mehta; Ted Hall (2024). More than Knowing: Toward Collective, Critical, and Ecological Approaches in Educational Technology Research. Educational Technology Research and Development, v72 n5 p2519-2541. The predominance of western paradigms and a frequent failure to consider and theorize the non-neutrality of schools and technology leaves an ontological and epistemological gap in educational technology studies. Specifically, it leads to thin research on the role of power, the collective, and the intersections with technology that can alter our interaction with the world. The current narrow approach hobbles the imagination of the field, constraining the possibilities for technology and education. We propose three research frames that are relatively new to the field of educational technology. These frames acknowledge the interdisciplinary and socially embedded nature of technology and the systems of power that exist in both schools and technology: "Collective Framing, Critical Race Theory (CRT) Framing," and "Ecological Framing." We synthesize the possibilities of these approaches for educational technology research, identifying how they can push the field to… [Direct]

Barnes, Michael C.; Germain, Emily K.; Valenzuela, Angela (2016). Teach for America's Long Arc: A Critical Race Theory Textual Analysis of Wendy Kopp's Works. Education Policy Analysis Archives, v24 n14 Feb. We read and analyzed 165,000 words and uncover a series of counter-stories buried within a textual corpus, authored by Teach For America (TFA) founder Wendy Kopp (Kopp, 1989, 2001; Kopp & Farr, 2011), that offers insight into the forms of racism endemic to Teach For America. All three counter-stories align with a critical race theory (CRT) framework. Specifically, we answer the following questions: What evidence of institutional and epistemological racism is exposed by a CRT textual analysis of TFA's founding document and later works by Wendy Kopp? To what extent has TFA appropriated the language of culturally relevant pedagogy, while advancing an uninterrogated neoliberal ideology? And, to what extent does TFA's contribution to a "culture of achievement" (Kopp & Farr, 2011) constitute an actual "poverty of culture" (Ladson-Billings, 2006a) that enacts real harms on communities of color?… [PDF]

Larkin, Douglas B.; Maloney, Tanya; Perry-Ryder, Gail M. (2016). Reasoning about Race and Pedagogy in Two Preservice Science Teachers: A Critical Race Theory Analysis. Cognition and Instruction, v34 n4 p285-322. This study describes the experiences of two preservice science teachers as they progress through their respective teacher education programs and uses critical race theory to examine the manner in which conceptions about race and its pedagogical implications change over time. Using a longitudinal case study method, participants' conceptual ecologies of race and pedagogy are mapped both before and after student teaching, and each case is analyzed for evidence of conceptual change in these areas. Findings show that conceptions about race and the pedagogical implications of race changed in ways that likely would have gone undetected in earlier studies because they did not result in wholesale changes in beliefs or teaching practice. This study suggests that the difficulty of fostering an understanding of structural racism and difference may often be underestimated, as revising one's model about race is mitigated strongly by learners' existing conceptual ecologies…. [Direct]

Annamma, Subini Ancy; Handy, Tamara (2021). Sharpening Justice through DisCrit: A Contrapuntal Analysis of Education. Educational Researcher, v50 n1 p41-50 Jan-Feb. Calls for justice-centered education approaches have gained traction over the years. Yet given the entrenched inequities that disproportionately harm multiply-marginalized students of color, it is evident that they remain incomplete. Using a specific incident as our launching point, we explore current conceptualizations of justice through a disability critical race theory (DisCrit) contrapuntal reading of four prolific intellectuals whose work is often not in conversation: Nancy Fraser, Iris Marion Young, Mia Mingus, and Talia Lewis. We query, (a) How does the author conceptualize justice? (b) How does the author consider difference in relationships to justice? and (c) How does the author (re)imagine potential ways to remedy injustice? By recognizing connectedness and maintaining tensions framed within DisCrit, this article enumerates expansive conceptualizations of justice through centering multiply-marginalized communities of color…. [Direct]

Tichavakunda, Antar A. (2021). Studying and Challenging Racism in Higher Education: Naming Bad Faith to Understand the "Logic" of Racism. Education Sciences, v11 Article 602. In this conceptual essay, the author argues that bad faith is a valuable concept in understanding and challenging racism in higher education. The philosopher Lewis Gordon argues that racism is a manifestation of bad faith. For the actor who sees Black people as less than human, for example, no evidence will allow the actor to see otherwise. Bad faith is the disavowal of any disconfirming evidence which allows actors to maintain their worldviews. The author draws from high profile examples of racism in higher education as conceptual cases to make his argument. Specifically, the author demonstrates how attacks upon Critical Race Theory in education, the currency of critiques of microaggressions research, and the perennial difficulty to name racist violence on campus as hate crimes operate upon a logic of racism through bad faith…. [PDF]

Sabzalian, Leilani; Shear, Sarah B.; Snyder, Jimmy (2021). Standardizing Indigenous Erasure: A TribalCrit and QuantCrit Analysis of K-12 U.S. Civics and Government Standards. Theory and Research in Social Education, v49 n3 p321-359. This article details a national study of U.S. K-12 civics and government state-mandated standards, drawing specific attention to how Indigenous nationhood and sovereignty are represented. Utilizing QuantCrit methodologies informed by Tribal Critical Race Theory, this study makes visible colonial logics embedded within state civics and government standards that normalize the erasure of Indigenous nationhood, or that subtly and discursively erase Indigenous nationhood in other ways. Additional attention is also given to states that explicitly affirm contemporary Indigenous nationhood and sovereignty within the standards. By examining the ways state standards erase and/or affirm Indigenous nationhood and sovereignty, our hope is to support Indigenous and allied educators in their collective efforts to transform standards in their respective states to more responsibly reflect and support Indigenous nationhood and sovereignty…. [Direct]

Akkad, Ruba H.; Gill, Kelli R. (2021). Reshaping Public Memory through Hashtag Curation. Across the Disciplines, v18 n1-2 p191-200 Nov. Social media campaigns such as #BlackLivesMatter have demonstrated Twitter as a powerful tool for anti-racist social activism. This article traces one local hashtag, #BeingMinorityatTCU, which has resurged on the TCU campus in the wake of a university lawsuit. Drawing from Critical Race Theory (Delgado, 1989; Martinez, 2014; Yosso, 2013), specifically counterstory, and public memory scholarship (Greer, 2017; Grobman, 2017; Crawford et al., 2020), this essay argues that digitally archiving tweets is one approach to amplifying marginalized voices that speak out against institutional racism. Curating hashtags is not just as an alternative to official university record keeping, but also an opportunity for both archivists and users to reflect, process, and move towards change together. [Note: The first page number (200) is incorrect. The correct page number is 191.]… [PDF]

Dozono, Tadashi (2021). Civic Reasoning through Paranoid and Reparative Reading: Addressing Conspiracy Theories within Racialized and Queer Publics. Theory Into Practice, v60 n4 p392-401. When classrooms fail to provide racially marginalized students with frameworks that explain their daily experiences, sometimes students turn to conspiracy theories, however inaccurate. This article links marginalized students' critiques of society and paranoid readings of the world with civic reasoning. Through queer and critical race theory, this article offers practices within civics classrooms to address marginalized students' turns to conspiracy theories, rethinking civic reasoning from students' paranoid positionalities as targets of systemic oppression. These practices stem from my teaching a twelfth-grade civics course which centered conspiracy theories, and students' distrust of the government and media. Recommendations for practice include providing terminology and documentation of marginalization; defining the line between conspiracy and conspiracy theory, science and pseudoscience; embracing fallibility as analytic virtue; and repairing students' relationships to science… [Direct]

Acklin, Artavia; Acklin, Tommy; Davis, Tiffany; Harper, Linda D.; Livers, Stefanie D.; Mudd, Allison (2021). Addressing Dehumanizing Mathematical Practices: Using Supervisory Leaders' Experiential Knowledge to Transform the Mathematics Classroom. Journal of Educational Supervision, v4 n2 Article 3 p45-64. Deficit language concerning historically marginalized students pervades much of education today. Black, Brown, and Indigenous children experience marginalization and dehumanizing practices in classrooms instead of participating in a safe space to learn and grow. For this paper we employ a crucial component from Critical Race Theory to address systemic racism in schools: we listen to the lived experiences of professionals of color. These personal narratives open avenues for social justice through critiquing current and historical political, economic, and sociocultural practices and policies. This study examined how four Black collaborators — one high school principal, one middle school principal, one elementary principal, and one special education teacher — each with decades of instructional experience, address four key dehumanizing practices students of color experience in classrooms across the country in their own supervision practices…. [PDF]

Halvorson-Bourgeois, Bonnie; Maxwell, Lesley; Nicholas, Marjorie; Riotte, Mary; Young, Indigo M. (2021). Anti-Oppressive Practice: An Integral Component of a Graduate Curriculum. Teaching and Learning in Communication Sciences & Disorders, v5 n3 Article 4. To be fully prepared to work within an increasingly diverse society, CSD students need to learn more about oppression, racism, equity and inclusion in addition to learning about cultural differences. In this article, a model of Anti-Oppressive Practice (AOP) developed as an integral part of a CSD graduate education curriculum is presented. Rooted in theoretical models including Critical Race Theory and Critical Disability Theory, the AOP curriculum includes eight modules, with each module defining relevant language, introducing concrete action step strategies, and giving students opportunities to practice these steps. Topics include forms of bias, systemic racism, oppression, cultural competence and cultural humility, deficit vs. strength-based models, inclusion and ableism in CSD. Numerous examples of how AOP has been threaded throughout the CSD curriculum in academic and clinical courses are provided…. [PDF]

Genevieve D'Cruz (2024). The Critical Montessori Model: Supporting the BIPOC Community through Montessori Research and Practice. Journal of Montessori Research, v10 n2 p21-38. Despite an increase in race-related Montessori research over the past decade, the Montessori community lacks a unified framework to examine the Montessori Method and its philosophy through a critical racial lens. Without explicit discussions or universal training about race and whiteness, the Montessori Method can be interpreted through a color-blind lens unless scholars and practitioners explicitly use a critical racial perspective. This paper proposes the Critical Montessori Model (CMM), which centers high-fidelity Montessori practice–including the Montessori materials, child development, respect for and relationships with children, and observation as a learning tool–encompassed by critical race theory, as a way for researchers and practitioners to interpret the Montessori Method. This theoretical model critiques systems of whiteness and instead proposes centering the lived experiences and knowledge of the BIPOC community, drawing from theories such as culturally… [PDF]

Bulina M. Griggs (2024). The Experiences and Perceptions of Urban Black Young Adults on Higher Education. ProQuest LLC, Ph.D. Dissertation, Concordia University Chicago. This basic qualitative research study explored the perceptions and experiences of low-income students of color regarding the value of higher education. Situated in critical race theory (CRT), this study intended to disrupt the deficit-based narratives surrounding the academic achievement and educational decisions of low-incomes students of color. The sample consisted of eleven low-income students of color between the ages of 18 and 21. All participants came from a large metropolitan area of the Midwest. Through in-depth interviews, this study revealed the personal, familial, and societal factors impacting students' perceptions and experiences in higher education. Overall, this study contributed to a nuanced understanding of the challenges encountered by low-income students of color in the pursuit of higher education. By illuminating the voices and experiences of students from disadvantaged backgrounds, this study underscored the importance of implementing a more inclusive and… [Direct]

Isaac-Denson, Alene (2023). A Case Study: Women of Color Advancement to Senior-Level Leadership at Higher Education Institutions. ProQuest LLC, Ed.D. Dissertation, Texas A&M University – Commerce. The purpose of this research was to explore how the intersection of gender and race influence the advancement of women of color to senior-level leadership positions at higher education institutions. This study discusses perceptions and perspectives on advancement and a variation of obstacles that continue to prohibit and limit opportunities for women of color. It also examines effective strategies women of color utilize and find most helpful in navigating institutional practices and ingrained biases that work in tandem to limit advancement for women of color. The researcher developed an in-depth analysis of women of color with senior-level rankings operating within a public university system. This study represents a single-case study at a public university. Using Pratt-Clarke's (2010) transdisciplinary applied social justice model power domains as the theoretical framework, the analysis was informed through exploratory tools such as intersectionality, theory of gendered… [Direct]

Boeder, Jordan; Chan, Thomas; Fruiht, Veronica (2022). Rising Stars and Underdogs: The Role Race and Parental Education Play in Predicting Mentorship. Youth & Society, v54 n4 p635-661 May. Research suggests that youth with more financial and social resources are more likely to have access to mentorship. Conversely, the rising star hypothesis posits that youth who show promise through their individual successes are more likely to be mentored. Utilizing a nationally representative sample (N = 4,882), we tested whether demographic characteristics (e.g., race, SES) or personal resources (e.g., academic/social success) are better predictors of receiving mentorship. Regression analyses suggested that demographic, contextual, and individual characteristics all significantly predicted access to mentorship, specifically by non-familial mentors. However, conditional inference tree models that explored the interaction of mentorship predictors by race showed that individual characteristics mattered less for Black and Latino/a youth. Therefore, the rising star hypothesis may hold true for White youth, but the story of mentoring is more complicated for youth of color. Findings… [Direct]

Caldwell, Phillip, II; Richardson, Jed T.; Sim, Grant; Smart, Rajah E. (2023). The Crisis of Michigan's Public School Funding and Its Influence on Human Resources Management. Journal of Education Human Resources, v41 n3 p477-513 Jul. Human resource management (HRM), particularly within urban public school districts, cannot generate adequate resources to compensate for inflation and cannot offer adequate instructional programs similar to those found in larger districts, resulting in inequity in educational opportunities. Studies have emphasized the importance of staffing schools with quality teachers, as this has the greatest effect on student achievement. School district HRM units with high-percentage Black and under-resourced (free and reduced-priced lunch) students are challenged with recruiting, retaining, and compensating highly effective and diverse educators. The challenge is reflected in outcomes such as teacher turnover rates in Michigan's under-resourced districts and districts serving high percentages of Black students. This study sought to explain Michigan's historical and current public school funding structures that exasperate Black and under-resourced districts' HRM pressures, utilizing the… [Direct]

Brissett, Nigel (2020). Inequitable Rewards: Experiences of Faculty of Color Mentoring Students of Color. Mentoring & Tutoring: Partnership in Learning, v28 n5 p556-577. Employing the analytical lens of Critical Race Theory, I explored how faculty of color view their mentorship of students of color at predominantly White colleges and universities. The research was conducted through an anonymous online questionnaire shared with faculty of color at 136 predominantly White institutions. Three main themes emerge and show that faculty of color feel: (a) a sense of social responsibility to their communities of color; (b) that this demanding and often specialized work comes at a cost to their professional careers, and; (c) that shared marginalized identities create unique mentorship responsibilities and demands. I then discuss the implications for social justice in higher education…. [Direct]

Rideau, Ryan; Robbins, Claire K. (2020). The Experiences of Non-Tenure-Track Faculty Members of Color with Racism in the Classroom. To Improve the Academy, v39 n2 p129-160 Fall. Using critical race theory, this qualitative study examined the ways nontenure-track faculty members of Color (NTFOCs) experienced racism in their classroom environments. The sample consisted of 24 NTFOCs who worked at 4-year historically White colleges and universities. Findings revealed that NTFOCs experienced racism in their classrooms in three ways: negative evaluations, different treatment than White colleagues, and feeling unsafe in the classroom. While these findings are consistent with the experiences of tenure-track and tenured faculty members of Color, the implications for NTFOCs, particularly in terms of their employment, are stark. The article concludes with recommendations for how educational developers can work to foster equitable working conditions for NTFOCs…. [Direct]

Burns Thomas, Anne (2020). "Please Hire More Teachers of Color": Challenging the "Good Enough" in Teacher Diversity Efforts. Equity & Excellence in Education, v53 n1-2 p216-228. Policies and programs intended to increase the racial diversity of the US teaching population have failed to make meaningful inroads in an overwhelmingly white profession despite extensive research demonstrating the need for more teachers of color. This article explores teacher diversity efforts in one non-urban district through a qualitative case study grounded in Critical Race Theory (CRT). In particular, CRT tenets of interest convergence and the ubiquitous presence of racism in society clarify ways that incremental approaches actually served to reinforce the status quo. Implications call for a radical rethinking of teacher diversity efforts by insisting on a holistic approach to teacher diversity that challenges norms and commonsense practices…. [Direct]

Heimer, Lucinda Grace (2020). From Salvation to Inquiry: Preservice Teachers' Conceptions of Race. Global Studies of Childhood, v10 n4 p368-384 Dec. Race is a marker hiding more complex narratives. Children identify the social cues that continue to segregate based on race, yet too often teachers fail to provide support for making sense of these worlds. Current critical scholarship highlights the importance of addressing issues of race, culture, and social justice with future teachers. The timing of this work is urgent as health, social and civil unrest due to systemic racism in the U.S. raise critiques and also open possibilities to reimagine early childhood education. Classroom teachers feel pressure to standardize pedagogy and outcomes yet meet myriad student needs and talents in complex settings. This study builds on the current literature as it uses one case study to explore institutional messages and student perceptions in a future teacher education program that centers race, culture, identity, and social justice. Teaching as a caring profession is explored to illuminate the impact authentic, aesthetic, and rhetorical care… [Direct]

Lorena Fuentes Lopez (2023). Racial Justice Inc.: Deconstructing the Enactment of Racial Justice in DEI/Social Justice-Focused Higher Education and Student Affairs (HESA) Graduate Programs. ProQuest LLC, Ph.D. Dissertation, University of Massachusetts Boston. Despite efforts of faculty in Higher Education and Student Affairs (HESA) programs focused on social justice/Diversity Equity and Inclusion (DEI) to provide equitable educational experiences for their students, studies on these programs have shown that students of color continue to face racialized experiences in the classroom (Harris & Linder, 2018; Linder et al., 2015). This dissertation employed a multiple case study to examine two HESA master's programs with a specific social justice/DEI mission and integrated the voices of both faculty and students. Using intensive interviewing, document analysis, and class observations, the goal of this study centered on understanding the extent to which faculty and students in these programs perceived the centrality of racial justice as an integral component of their espoused commitments to deliver tangible practices and experiences connected with the realization of the mission. The conceptual foundations of this study were informed by… [Direct]

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

Wallace, Derron (2019). Making Moral Migrants? Exploring the Educational Aspirations of Black African and Caribbean Boys in a New York City Public School. International Studies in Sociology of Education, v28 n3-4 p237-258. Drawing on 48 in-depth interviews with Black immigrant and second-generation boys at Bridgewood secondary school in New York City, this article points out how the high educational aspirations expressed by Black African and Caribbean boys are strategically deployed as features of an ethnic project to counter anti-immigrant sentiments and anti-Black racism in US society. The findings indicate that in a context of rising xenophobia along with the historical and continual stereotypes of Black people in the US, participants' aspirations for elite higher education function as strategies to enhance their individual and ethnic reputations. High educational aspirations were also used to justify emigration to and worth within the US. At its core, this article illustrates how participants mobilized aspirations to represent themselves as moral migrants and 'worthy' ethnic minorities. Moral claims and ethnicity-based campaigns associated with aspirations are problematized because they reinforce… [Direct]

Campbell, Andrew; Eizadirad, Ardavan (2021). Visibilizing Our Pain and Wounds as Resistance and Activist Pedagogy to Heal and Hope: Reflections of 2 Racialized Professors. Diaspora, Indigenous, and Minority Education, v15 n4 p241-251. This article reflects experiences of two racialized professors from a Critical Race Theory (CRT) paradigm teaching in Canadian teacher preparation and educational leadership programs across multiple universities. The analysis of their lived experiences as counter-stories through storytelling focuses on how their identities, bodies, course content, and activist pedagogies are read and received teaching predominantly white students and working with non-racialized colleagues. The authors situate the microaggressions they experienced from administrators, colleagues, students, and larger community members, while teaching about anti-black racism, white supremacy, and other equity topics in education that challenge normalized metanarratives which at times make others uncomfortable. The authors seek to disrupt and challenge these normalized policies and practices within teacher education programs and within publication processes that privilege whiteness, and disadvantage Black, Indigenous,… [Direct]

Morrison, Danielle; Stanton, Christine R. (2018). Investigating Curricular Policy as a Tool to Dismantle the Master's House: Indian Education for All and Social Studies Teacher Education. Policy Futures in Education, v16 n6 p729-748 Sep. US curricular policies frequently bolster neoliberal power structures within both pre-K to 12 schools and universities by privileging settler-colonial narratives and excluding Indigenous knowledge. However, curricular policies can also serve to enhance social reconstructionist and social justice education. In this article, we describe two case studies focused on a state-level policy–Montana's Indian Education for All–aimed at advancing understandings about Indigenous experiences and worldviews. The first study's findings demonstrate Indian Education for All's potential to support practicing teachers, including teachers with limited experience working with Indigenous communities, in their efforts to confront settler-colonialism and neoliberalism within curricula. The results from our second study suggest the potential for Indian Education for All to create space for Indigenous student leadership. However, our research also provides cautionary notes about the potential for… [Direct]

Bensimon, Estela Mara (2018). Reclaiming Racial Justice in Equity. Change: The Magazine of Higher Learning, v50 n3-4 p95-98. Equity, once viewed as racially divisive and associated with activism within social justice movements that academic purists disdained as advocacy work, is now being embraced on the academic scene. The author questions whether this embrace of equity signifies an embrace of its critical and anti-racist foundations or whether the proliferation of this term instead represents the appropriation and dilution of equity? She suggests that the racial justice project represented by the term equity faces two threats. One is the total omission of race and whiteness in national higher education reforms that endeavor to move the college completion needle higher–towards some definition of success that is defined primarily by graduation rates. The second is the co-optation of equity and the erosion of its racial justice agenda. She notes that equity-mindedness does not come naturally. It requires a knowledge base, and it takes a lot of practice. Generally, practitioners and leaders lack the… [Direct]

Da Costa, Alexandre Emboaba (2016). Training Educators in Anti-Racism and "Pluriculturalismo": Recent Experiences from Brazil. Race, Ethnicity and Education, v19 n1 p23-45. This article examines educator participation in training initiatives based on Brazilian federal education legislation (Law 10,639 from 2003) in one city in the state of S√£o Paulo. Law 10,639/03 represents a significant moment in the institutionalization of ethno-racial policies in Brazil over the past 15 years. It makes obligatory the teaching of African and Black Brazilian history and culture in all school subjects, and requires in-depth study of black contributions in the social, economic, and political spheres. The article first contextualizes understandings of race and racism in Brazil, followed by an elaboration of the political and epistemological underpinnings of ethno-racial educational reforms focused on Afro-descendants. The article then analyzes the contradictory processes that emerge from teacher training initiatives where the perspectives of anti-racism, multiculturalism ("pluriculturalismo"), racial democracy, and miscegenation intermingle and get reconfigured… [Direct]

Muller, Meir (2018). Justice Pedagogy: Grade 1-3 Students Challenge Racist Statues. Social Studies and the Young Learner, v31 n2 p17-23 Nov-Dec. Located across 30 different states, there are more than 1,700 symbols of the Confederacy including 772 monuments and statues on public property, and 100 schools named after prominent Confederates. Questions about the appropriateness of keeping these tributes to the Confederacy in places of honor have become flashpoints for public controversy in many communities. Young children may encounter symbols glorifying prejudice and inequity when visiting public spaces with monuments memorializing racists, attending schools named for an avowed racist, or watching evening news reporting on the activities of white supremacists. Scholars have documented that when that happens, children need cognitive and emotional tools to process their experiences in a thoughtful and informed manner. In spite of the fact that some educators appreciate the importance of counteracting messages of racism, they can find it difficult to enact lessons (or even have informal conversations) around issues of racism and… [Direct]

Garcia, Nichole M.; Mayorga, Oscar J. (2018). The Threat of Unexamined Secondary Data: A Critical Race Transformative Convergent Mixed Methods. Race, Ethnicity and Education, v21 n2 p231-252. This article uses a critical race theory framework to conceptualize a Critical Race Transformative Convergent Mixed Methods (CRTCMM) in education. CRTCMM is a methodology that challenges normative educational research practices by acknowledging that racism permeates educational institutions and marginalizes Communities of Color. The focus of this article is to examine the quantitative component of the mixed methods to interrogate "objective" and "scientific" assumptions of the statistical practices used in analyzing secondary datasets. To demonstrate this method, we analyze the ways in which race and ethnicity are treated as a variable in a secondary higher education dataset, and highlight how the conflation of both can influence how a sample is taken. We argue that it is imperative that theoretical frameworks used in research are not only applied to the research questions, analysis or interpretation, but also the secondary datasets being used…. [Direct]

Fisher, Tracey Simmons (2015). How African American, Middle Class Parents Learn and Enact a Racism Resistant Critical Race Achievement Ideology in Their Adolescents in Gifted and AP Classes. Online Submission The purpose of this qualitative study was to examine African American, middle class parents' facilitation of an academic achievement ideology that is racism-resistant in their adolescent offspring in AP and Gifted Education classrooms. Three research questions guided the study: (1) how do African American, middle class parents come to acquire or learn an achievement ideology that is resistant to racism? (2) how do African American, middle class parents of adolescents enact an achievement ideology with them that resists racism? (3) what are the consequences or results of African American, middle class parents enacting an achievement ideology with their adolescents that is resistant to racism? The method used to gather data in this qualitative study was the person-to-person, semi-structured interview. A modified version of the Seidman (2013) interview method captured rich, narrative data. A stratified purposeful sample of potential parent participants was accessed at one southeastern… [PDF]

Carr-Stewart, Sheila, Ed. (2019). Knowing the Past, Facing the Future: Indigenous Education in Canada. University of British Columbia Press In 1867, Canada's federal government became responsible for the education of Indigenous peoples: Status Indians and some M√©tis would attend schools on reserves; non-Status Indians and some M√©tis would attend provincial schools. The system set the stage for decades of broken promises and misguided experiments that are only now being rectified in the spirit of truth and reconciliation. "Knowing the Past, Facing the Future" traces the arc of Indigenous education since Confederation and draws a road map of the obstacles that need to be removed before the challenge of reconciliation can be met. This insightful volume is organized in three parts. The opening chapters examine colonial promises and practices, including the treaty right to education and the establishment of day, residential, and industrial schools. The chapters in Parts 2 and 3 are written alternately from within Indigenous and Western paradigms. Parts 2 focuses on the legacy of racism, trauma, and dislocation; Part… [Direct]

Gail Silvers Stubbs (2024). Communities in Action: The Early Years of the Upward Bound Program. ProQuest LLC, Ph.D. Dissertation, University of Massachusetts Boston. This critical historical narrative sought to understand how secondary and postsecondary educators can best engage community partners in providing access to a college education–and the opportunities associated with it–for students who have been systemically excluded. Based on extensive archival research and 21 oral history interviews with Upward Bound students and staff in the MIT Science Day Camp and the MIT-Wellesley Upward Bound program from 1966 through the mid-1970s, as well as with those who added to the national perspective, this study examined the original anti-poverty, community action framework of the Upward Bound program. The sensitizing concepts of race and class offered a lens for examining MIT and Wellesley College as racialized organizations, underscoring the deeply rooted, systemic racism and deficit ideology against "the poor" that was in place at all levels of educational institutions–and still exists today. Findings indicated that the first Upward Bound… [Direct]

Cerrahoglu, Necati (2016). A Case Analysis of the Turkish Football in Regard to the UEFA's 10-Point Action Plan against Racism. International Journal of Progressive Education, v12 n1 p136-146 Feb. Football is enjoyable and meaningful together with the fans. However, the hate crimes (racism, discrimination, humiliation, xenophobia and Islamophobia) are social diseases of some fan groups, and threaten public safety and the social life. UEFA has been determined to fight against hate crimes in football by creating a network called FARE, and by implementing a road map called 10-Point Action Plan since 2003. The purpose of this case study is to analyze the Turkish Football in relation to the UEFA's 10-Point Action Plan against Racism. The findings of this study revealed that the policies implemented in Europe with success were hardly put into practice in Turkey. No policies were developed to implement the UEFA's 10-Point Action Plan and the recommendations of the European Commission were not taken into consideration in Turkey. Although the football produces a very significant economic resource, no funds were allocated to education of Turkish football fans…. [Direct]

Calvin Lewis (2024). Black Males Teaching Toddlers?! An Examination of How Black Male Youth Participating in a Grow Your Own (GYO) Teacher Pipeline Program Made Decisions Concerning a Long-Term Career in Early Childhood Education. ProQuest LLC, Ph.D. Dissertation, The University of Wisconsin – Milwaukee. Despite research (Cormier et al., 2022; Lindsay & Hart, 2017) highlighting the positive impact Black male educators have on Black students, and Black male students in particular, the representation of Black, non-Hispanic male teachers in the U.S. public and private K-12 teaching workforce remains notably low at 1.3% (Taie & Lewis, 2022). This scarcity is evident across the entire PK-12 education continuum, which includes early childhood education (ECE). This qualitative study examined the experiences of eight Black male youth who participated in The Young Black Male Teacher Project (TYBMTP), a grow-your-own (GYO) teaching exposure pipeline program that affords young Men of Color, ages 18-24, the opportunity to explore teaching as a viable career option by working alongside a lead or licensed certified teacher providing early literacy intervention instruction to students in PreK-3 and PreK-4 classrooms for an academic school year. The study explored how participants, known as… [Direct]