Samuels, Amy J.; Samuels, Gregory L. (2020). Roadwork Ahead: Fostering Racial Literacy in Educator Preparation Programs. Alabama Journal of Educational Leadership, v7 p93-103 Aug. Equity and advocacy are essential in deconstructing and challenging racism, but how do educators apply these concepts in preparation programs to promote sustainable change? This paper explores a qualitative study on educators' perceptions of racism in P-12 schools to examine how educator preparation can navigate complex terrain to better prepare candidates to employ equitable, and socially just practices informed by critical race theory and foster racial literacy. The researchers' findings support the works of others in the field who assert that educator preparation programs must explicitly address race-related issues to prepare both instructional and teacher leaders to confront critical concerns that impact students and communities…. [PDF]

Barajas-L√≥pez, Filiberto; Ishimaru, Ann M. (2020). "Darles el lugar": A Place for Nondominant Family Knowing in Educational Equity. Urban Education, v55 n1 p38-65 Jan. Educational researchers, leadership, and policymakers have had the privileged voices and place from which to theorize and address educational inequities. But for some exceptions, nondominant families have been relegated to participation in school-centric "parent involvement" activities. Drawing from a participatory design-based research study using standpoint and critical race theory, our findings suggest key convergences between the lived experiences and insights of nondominant parents and recent educational equity scholarship, while revealing untapped expertise, knowledge, and capacity for addressing inequity. We argue that holding a "place" for the complex understandings of nondominant families can open expansive possibilities for transforming educational systems toward racial equity…. [Direct]

Salisbury, Jason (2020). A Tale of Racial Fortuity: Interrogating the Silent Covenants of a High School's Definition of Success for Youth of Color. American Journal of Education, v126 n2 p265-291 Feb. This qualitative case study employing a critical race theory methodology uses Derrick Bell's conceptualization of racial fortuity to examine the ways leaders at Carver High School responded to accountability pressures related to supporting students of color. Findings highlight how school leaders' espoused racially just improvement initiatives and definitions of success were actually instantiations of racial fortuity where students of color were forced to involuntarily sacrifice their educational opportunities while leaders were positioned as the primary beneficiaries of this equity-minded work. The implications highlight the need for leaders to bring communities and students of color into school improvement efforts intended to advance racially just educational opportunities for youth of color…. [Direct]

Bennett, Jacob S.; Driver, Melissa K.; Trent, Stanley C. (2019). Real or Ideal? A Narrative Literature Review Addressing White Privilege in Teacher Education. Urban Education, v54 n7 p891-918 Sep. A narrative literature review was conducted to examine how researchers address the concept of White privilege in teacher education using critical race theory. A Boolean search revealed 26 articles met criteria for inclusion. Findings show most researchers (n = 15, 55%) investigated perceptions of White privilege within individual multicultural education courses and not comprehensively at the teacher education program level. Many White preservice teachers had difficulty connecting race-based privilege with systemic inequities. Implications for future research and training preservice teachers are provided…. [Direct]

Getch, Yvette Q.; Johnson, Leonissa V.; Shell, E. Mackenzie (2019). Good Intentions, Poor Outcomes: Centering Culture and Language Diversity within Response to Intervention. Journal of School Counseling, v17 n24. Culturally and linguistically diverse students face longstanding issues of inequity within public schools in the United States. Response to intervention (RTI) is one proposed solution that addresses the inequities. As advocates for all students, school counselors possess the training and knowledge to promote fairness and equity within the RTI process. Using critical race theory, the authors present a vignette and conceptualize methods based on school counselors' education and training that school counselors can use to promote equity within RTI for culturally diverse students…. [PDF]

Loreal E. Robertson (2023). Exploring the Racialized Educational Experiences of Minoritized Graduate Students in Humanities Degree Programs. ProQuest LLC, Ed.D. Dissertation, Texas A&M University – Kingsville. This phenomenological study sought to explore the racialized educational experiences of graduate students of color (GSOC) seeking degrees in humanities disciplines. While some research studies have focused on minority graduate student experiences, there has been less focus on minority graduate student experiences in the humanities. Utilizing Critical Race Theory, this investigation shed light on the lived experiences, inside and outside the classroom, of minoritized graduate students as they navigate their educational environments. Semi-structured interviews were conducted with a total of nine graduate students who were selected through purposive sampling to participate in the study. The findings support and extend the literature examining the educational experiences of graduate minority students in higher education. Implications and best practices on how faculty and educational administrators can support and better address the racialized encounters experienced during graduate study… [Direct]

Carrie L. Saetermoe; Gabriela Chavira; Gilberto Flores; Jose H. Vargas; Judith C. P. Lin; Patchareeya Kwan; Shu-Sha Angie Guan; Sungmin Moon (2025). Critical Mentorship in Undergraduate Research Experience BUILDs Science Identity and Self-Efficacy. International Journal of Science and Mathematics Education, v23 n2 p321-341. In 2014, the NIH Diversity Program Consortium (DPC) launched an initiative to implement and evaluate novel interventions at a variety of academic institutions across the country to engage undergraduate students from diverse backgrounds in biomedically-related research. The local intervention examined in the current study provides Critical Race Theory (CRT)-informed mentoring, more broadly called critical mentoring, for its participants. We examined the relationship between critical mentoring and student outcomes. In this study, student outcomes consisted of three components: (a) mentor satisfaction, (b) science identity, and (c) science self-efficacy. To determine student outcomes, we used the 2020 Student Annual Follow-up Survey (SAFS). We found that participants in the intervention program reported higher levels of critical mentoring than non-intervention participants and critical mentoring was, in turn, predictive of higher. mentorship satisfaction, science identity, and science… [Direct]

Desiree Zuniga (2023). Testimonios of Part-Time Enrolled Latina Students: The Challenges and Experiences at a Hispanic-Serving California Community College. ProQuest LLC, Ed.D. Dissertation, University of Southern California. This qualitative study explored the challenges and experiences of part-time enrolled Latina students moving through a Hispanic-serving California community College (HSCCC). Grounded in Schlossberg's transition theory, the 4 S system, and Latino critical race theory (LatCrit), the study captures the testimonios of 12 testimonialistas to examine their challenges and experiences while navigating through an HSCCC. By analyzing their situations, self-perception, strategies, and support systems, the study highlights the assets, resilience, and resources these students utilize to persist through college. Furthermore, the testimonios highlight three major themes related to their challenges and experiences: lack of sense of belonging and connection to the campus environment, financial challenge, and limited academic and student support services. These findings present implications for policy, practice, and future research that move HSCCCs toward equity and justice for part-time enrolled… [Direct]

Butcher, Jonathan (2023). Policymakers Should Use Supreme Court Cases on Racial Preferences to Launch Reform of College Accreditation. Issue Brief. No. 5302. Heritage Foundation Racial preferences, as practiced in academia and elsewhere, by definition, discriminates against individuals based on their race. Radical academics and writers, including the founders of critical race theory, have long supported the use of race as a predominant factor in postsecondary and graduate school admissions. If the Court rules as it should that postsecondary institutions cannot use race as a factor in school admissions, that decision will be a crucial step away from racial prejudice and towards meritocracy and colorblindness–two pillars of the civil rights movement. Other college officials might want to abandon racial prejudice in school operations, but biased college accreditors may coerce them into maintaining discriminatory policies. Accreditors, however, also contribute to the prejudicial environment in college admissions through their accrediting requirements. Lawmakers must reform the postsecondary accreditation system. What may sound like merely a set of bureaucratic… [PDF]

Christian Litsey; Laura Palomino; Priscilla Villareal; Stephanie C. Serriere; Victoria Gilles (2023). "Like Someone's Got You": External Supports for Youth Activists and Intersectional Justice. Theory and Research in Social Education, v51 n4 p559-586. The necessity of providing specific forms of support to youth activists engaged in the pursuit of racial and intersectional justice is evident, especially given current unsupportive political contexts of anti-protest and anti-Critical Race Theory legislation. Hence, this qualitative research study assigns importance to the firsthand experiences of youth activists, aged 14-18, to identify "external supports" (outside of themselves, such as in their school and community). Firstly, the study reveals that youth identify a key external support as the actions taken by adults to bolster their activism. These actions include serving as role models for activism, collaborating with young activists in a nonhierarchical manner, establishing connections with individuals and resources, and striving to ensure their safety. Secondly, youth activists detail the supportive role of belonging, directly or distantly, in coalitions and clubs largely outside of the school day. Understanding the… [Direct]

Caldwell, Phillip, II; Richardson, Jed T.; Smart, Rajah E. (2021). An Investigation to Explain Structural Racism Associated with Michigan Public Charter Districts Funding Effort. Journal of Education Human Resources, v39 n2 p165-183. The research objective is to explain evidence of structural racism, inequity, and inadequacy in the Michigan public school finance system related to the education of Black students or Black descendants of captive and enslaved Africans. This analysis stems from ongoing research that integrates transformative paradigms, critical race theory, and school funding fairness to explain systemic racism associated with public school funding policy, practice, and educational disparities. The Constitution of the State of Michigan of 1963, Article 9, Sections 3, 5, 8, 11, and 36 (commonly known as Public Act 145 of 1993 or Proposal A), Michigan's school funding policy, sought to decrease local property taxes and rid the system of funding inequalities across school districts. The legislation's intention was to achieve four basic goals: (1) reduce property tax burdens; (2) reduce per pupil funding disparities; (3) limit annual increases in property tax assessments; and (4) increase site control… [Direct]

Karen Sotiropoulos (2024). Why We Need a Long View of Abolition to End the School-to-Prison Pipeline. Educational Studies: Journal of the American Educational Studies Association, v60 n5 p530-550. Drawing on experiential, literary and historical narratives, this article connects the long history shaping the school-to-prison-pipeline to the contemporary experiences of Black youth in today's educational system. It maps abolitionism from its origins as a movement to end slavery through the ongoing Black freedom struggles that have challenged state and vigilante violence throughout the eras of Jim Crow and Civil Rights to today's efforts to dismantle the prison state. By situating the criminalization of African American education from our nation's founding until the present with particular focus on the post Brown years, the article stresses how policies that funded policing over education persisted through liberal and conservative administrations. This longer and broader historical approach to school discipline should help teachers, school administrators and policy makers devise anti-racist teaching practices that can resist the seemingly unyielding and ever adaptable strictures… [Direct]

Joseph Butler (2024). Racialization's Influence on African American Male University Attrition: Is It Culture Shock or Is There More to the Story. ProQuest LLC, Ph.D. Dissertation, Loyola University Chicago. This dissertation investigates the influence of racialization on the attrition rates of African American male students in predominantly white institutions (PWIs). The study examines whether these students experience cultural shock or face more profound systemic challenges. The research explores how African American men navigate and perceive their college environments by employing Critical Race Theory and DuBois' double consciousness. The research utilizes a mixed-methods approach, combining qualitative interviews, demographic surveys, and document analysis to view these students' experiences comprehensively. The study focuses on four religiously affiliated universities, highlighting the intersection of race, identity, and institutional culture and revealing patterns of isolation, resilience, and the pursuit of belonging. The findings indicate that systemic racism and cultural misunderstandings significantly marginalize African American male students, affecting their academic… [Direct]

Amber O'Shea; Ang√©lica Galv√°n; Kyesha M. Isadore (2024). Exploring the Lived Experiences of Racially/Ethnically Minoritized College Students with Psychiatric Disabilities. Journal of Postsecondary Education and Disability, v37 n4 p289-305. Research suggests that racially/ethnically minoritized (REM) students with psychiatric disabilities are less likely to receive support services, have poorer therapeutic outcomes, and experience higher levels of anxiety, depression, and suicidality than their non-REM college-aged peers without psychiatric disabilities. This study highlights how REM college students with psychiatric disabilities make meaning of their experiences and identities while navigating systemic racism and ableism in higher education. Qualitative data were obtained through semi-structured interviews, and interpretative phenomenological analysis procedures were employed to identify themes. Disability Critical Race Theory served as the theoretical framework to guide the development of the study and interpretation of results. Analyses identified four superordinate themes and 16 sub-themes: "challenges with diagnoses" (sub-themes: cultural barriers to understanding mental health concerns, disclosing… [PDF]

Yajaira A. Flores (2024). Developing Hispanic Pre-Service Elementary Bilingual Teachers' Teacher Identity and Cultural Competence through Mixed Reality Simulation. ProQuest LLC, Ed.D. Dissertation, The University of Texas Rio Grande Valley. Due to the constant migration of diverse populations, multicultural communities are developing across North America. As a result, multi-culturally diverse classrooms are multiplying (Allen et al., 2017). Our pre-service teachers must be multi-culturally prepared to enter diverse classrooms and effectively teach students without implicit bias (Ladson-Billings, 1995; Banks, 2010; Paris, 2017). Pre-service teachers' identity and cultural competence should be prioritized in teacher preparation programs. Using Latino/a Critical Race Theory (LatCrit), Practice-Based Learning, and Teacher Identity as conceptual frameworks, this study will answer how Mixed Reality Simulation (MRS) may be used as a teacher preparation tool (Aguilar & Flores, 2022) to develop the cultural competence and teacher identity of Hispanic pre-service elementary bilingual teachers. The MRSs were also used to explore what pedagogical practices (i.e., translanguaging, translating) pre-service teachers naturally… [Direct]

Alyssa Frey Orlando (2024). Between Decision-Making and Potential Bias: A Mixed-Methods Exploration of Holistic Master's Admission. ProQuest LLC, Ph.D. Dissertation, University of Massachusetts Lowell. Existing literature finds that holistic admission practices may result in biased decision-making at the undergraduate and doctoral level. This decision-making may happen during the application review or policymaking process. Few studies directly examine master's admission processes as a unique entity. Additionally, researchers have not yet considered the connections between critical methodologies and the decision-making practices of master's admission offices. The present study relies on an author-created conceptual framework of biased admission decision-making grounded in critical race theory. Through a mixed-methods survey distributed to 43 respondents from four national higher education professional organizations and four semi-structured interviews, results indicate that minimizing bias may not be first priority during decision-making processes. Findings suggest that admission professionals are not focused on minimizing bias as a function of their work unless the minimization of… [Direct]

Chong, Melanie M.; Kulkarni, Saili S. (2021). Teachers of Color Implementing Restorative Justice Practices in Elementary Classrooms: A DisCrit Analysis. Equity & Excellence in Education, v54 n4 p378-392. This article provides case studies of two elementary school teachers of color who enact restorative justice practices in their classrooms, which include students of color with disabilities. Although the positive effects of restorative justice practices has been well-documented for general education classrooms, less is known about how restorative justice interacts with disability justice and accounts for disability and difference. Additionally, there has been little research on the influences of restorative justice practices with young children, including those in early elementary grades. In this study, we explored these gaps and how two teachers of color envisioned and enacted restorative justice practices. Disability Studies and Critical Race Theory (DisCrit) illuminates how teachers of color navigate structural racism and ableism through restorative justice practices in their classrooms. The article concludes with recommendations for building networks and community to resist… [Direct]

Kamille Marie Greene (2024). Promoting Change through the Voices of Black Graduate Students: A Qualitative Exploration of the Experiences of Black Graduate Students in MFT Programs. ProQuest LLC, Ph.D. Dissertation, Kansas State University. This qualitative study explores the diverse experiences of Black students who are currently enrolled in, or recently graduated from, various marriage and family therapy (MFT) graduate school programs in the United States. This study uses minority stress theory and critical race theory to explore the lived experiences of Black graduate students at predominately White higher education institutions. The study sample includes 14 individuals (13 female, 1 male) that identify as Black graduate students in MFT programs across the United States. The study sample consists of seven students working towards a master's degree and seven students pursuing a doctoral degree (PhD, D.A., etc.). Results were analyzed using the thematic analysis approach. The results indicate there are several barriers Black students in MFT graduate programs face including: financial concerns, racism, difficulty practicing self-care, lack of diversity within programs, and lack of support. The results also indicate… [Direct]

Martine Duggan (2024). 'Against the Odds': A Study into the Nature of Protective Factors that Support and Facilitate a Sample of Individuals from Black, Asian and Minority Ethnic Backgrounds into the Teaching Profession. Journal of Education for Teaching: International Research and Pedagogy, v50 n2 p280-294. This paper reports on a small-scale, qualitative study, located in England and Wales, with the goal of advancing fairer teacher representation. Deploying a positive lens, the research shines a light on the lived experiences of 12 individuals from Black, Asian and minority ethnic backgrounds, all of whom successfully entered the teaching profession for a period of up to 5 years before the study. Against the current backdrop of unfair teacher representation, the achievements of these individuals in becoming teachers are deconstructed and analysed, to determine whether there are any commonalities in their circumstances. Drawing on the theoretical frames of capital and critical race theory, the study aims to establish whether a set of protective factors exists that may have supported and facilitated their journey into teaching. The study finds that the achievements of these individuals in joining the teaching profession can be attributed, in part, to the nature of the cultural wealth… [Direct]

Akimma Wright-D'Abreau (2024). Black and African American Young Adult Male Experiences: Implications for Building Resilience and Survival Skills within Educational Settings and Public Spaces. ProQuest LLC, Ph.D. Dissertation, Antioch University. The aim of this study is to better understand, from the perspective of Critical Race Theory, the experiences of adolescent males who are Black and living in the United States and to examine how they build resilience and survival skills. Participants were between the ages of 18 and 26 and asked to recall adolescent experiences as part of a semi-structured interview with a Black Storytelling approach. There were six participants and data were analyzed using thematic analysis. According to the results, there were seven themes: (1) Policing In the United States of America Comes in Many Forms, (2) Recognizing Racism and that It's Real, (3) How You See Me: I Was Born This Way, (4) Perceptions About Racism, (5) Finding Ways to Cope, (6) Sharing Stories from Generation to Generation, and (7) Perceptions About Mental Health Treatment. The subthemes and connections to literature and the professional counseling field are also considered. This dissertation is available in open access at AURA… [Direct]

Corral-Granados, Anabel; Rapp, Anna Cecilia; Smeplass, Eli (2023). Barriers to Equality and Cultural Responsiveness in Three Urban Norwegian Primary Schools: A Critical Lens for School Staff Perceptions. Urban Review: Issues and Ideas in Public Education, v55 n1 p94-132 Mar. Literature regarding the gap between the conceptualization of inequality and school staffs' perception of it in Norwegian schools is scarce. Therefore, we explore the challenges that Norwegian school staff have experienced as they work to ensure inclusive education at three schools. We address this challenge by examining three purposefully selected maximum variation schools that are located in a large Norwegian city. This is a qualitative study based on 25 in-depth interviews with school personnel regarding their understanding of anti-oppressive education of children. A relational approach and critical theory are used to organize and explain nested contextual systems. The narratives from school staff are used to identify their perception of their roles in combatting oppression, their patterns of interaction with others within the school community, and their constructions of "otherness." The theoretical approach comprises a framework that is based on a social network… [Direct]

L√≥pez, Ruth M.; Matos, Yalidy (2018). Latinx Education under Attack: The Implications of Immigration Policy for Education. Association of Mexican American Educators Journal, v12 n3 p148-168. This conceptual article examines the intersection between immigration law enforcement and education. We explore the following questions: How have immigration and education policy intersected in the last decade, and particularly after the 2016 presidential election? To examine this question, we make use of the interdisciplinary nature of our own academic backgrounds as a political scientist and an education policy scholar to ground our article using sociologist Herbert Blumer's sense of group position theory, Critical Race Theory (CRT), and Latina/o Critical Race Theory (LatCrit). Guided by this theoretical frame, we discuss the notion of education being used as a bargaining tool and a weapon with implications for Latino communities given the current political and anti-immigrant context. We highlight examples that represent various levels of government and that on the surface have a target population of immigrant adults or young adults–however, we argue that regardless of the target… [Direct]

Bullock, Erika C.; Jett, Christopher Charlie; Larnell, Gregory V. (2016). Mathematics, Social Justice, and Race: A Critical Race Theory Analysis of Teaching Mathematics for Social Justice. AERA Online Paper Repository, Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016). Teaching and learning mathematics for social justice (TLMSJ) is a pedagogical approach to mathematics teaching and learning designed to address issues of equity within mathematics education and to teach students to use mathematics to analyze social issues. Although TLMSJ has proliferated within the mathematics education community, this work has lacked a critical analysis of race and racism. In this paper, the authors use critical race theory (CRT)–namely the tenets of interest convergence and the critique of liberalism–to analyze TLMSJ and to consider how this pedagogy can potentially reify the racist notions that it intends to subvert. With this analysis, the authors aim to identify ways in which TLMSJ tasks reify race-based assumptions using task-based examples…. [Direct]

Anyon, Yolanda; Downing, Barbara; Greer, Eldridge; Lechuga, Chalane; Ortega, Debora; Simmons, John (2018). An Exploration of the Relationships between Student Racial Background and the School Sub-Contexts of Office Discipline Referrals: A Critical Race Theory Analysis. Race, Ethnicity and Education, v21 n3 p390-406. A growing body of research indicates that exclusionary school discipline practices disproportionately impact students of color. Some scholars have theorized that racial disparities likely vary across school sub-contexts, as implicit bias in perceptions of student behavior may be more influential in locations where students and adults have weaker relationships (e.g. bathrooms and hallways, compared to the classroom). Guided by Critical Race Theory, this study used administrative data from a large urban school district (n = 20,166 discipline incidents, 9,170 students, and 185 schools) to consider the relationship between student race and the locations where youth are disciplined. Results indicate that Black, Latino/a, and Multiracial youth were no more likely than White students to have a discipline incident take place outside the classroom. These findings suggest attention is needed to the role of systemic bias and colorblind policies and practices in discipline disparities…. [Direct]

Jones, Sara (2022). Turning Away from Anti-Blackness: A Critical Review of Adolescent Reading Motivation Research. Reading Research Quarterly, v57 n4 p1107-1127 Oct-Dec. Responding to calls for centering Black lives in our collective consciousness, this review uses Critical Race Theory to analyze researchers' inclusion of race in conceptualizing and operationalizing adolescent reading motivation. Two questions guide this review: (1) How do researchers include race in theories of adolescent reading motivation? and (2) What assumptions do researchers make about race in studying adolescent reading motivation? What conclusions do they draw based on these assumptions? Through a systematic search, articles addressing adolescent reading motivation's conceptual/theoretical foundations, measurement, and study as it relates to reading behaviors and outcomes were identified and analyzed using deductive thematic analysis. Findings emerged across three categories: (1) color-evasiveness, demonstrating reading motivation was not conceptualized with Black readers in mind; (2) modus operandi, showing business-as-usual approaches to studying reading motivation; and… [Direct]

Fisher, Amy E.; Fisher, Benjamin W.; Railey, Kirsten S. (2021). Disciplinary Disparities by Race and Disability: Using DisCrit Theory to Examine the Manifestation Determination Review Process in Special Education in the United States. Race, Ethnicity and Education, v24 n6 p755-769. Exclusionary discipline practices in the United States are used disproportionately in the punishment of Black students with a disability compared to White and Black students with or without a disability. One potential mechanism leading to the disproportionate use of exclusionary discipline is a process called 'manifestation determination reviews' (MDR), a process mandated under the U.S. federal Individuals with Disabilities Act that is tasked with determining whether students' offending behaviours were related to their disability. Using a disability studies/critical race theory (DisCrit) lens, the MDR process can be understood as a mechanism that serves to sustain these inequities through vague guidance in critical elements of the MDR process, lack of clarity about the composition of the MDR team, and perpetuation of a race-neutral framework. Implications for policy, educators, and school psychologists within the United States are discussed…. [Direct]

Han, Keonghee Tao; Harbour, Clifford P.; Scull, W. Reed (2021). Listening to Counternarratives of Faculty of Color: Studying Rural Racism in One of Most Conservative Communities in America. Urban Review: Issues and Ideas in Public Education, v53 n3 p470-490 Sep. This study reports on a qualitative narrative, counterstory of six faculty and one administrator of color (Merriam in Qualitative research: a guide to design and implementation. Jossey-Bass, San Francisco, 2009; Yosso in Critical race counterstories along the Chicana/Chicano educational pipeline. Taylor & Francis Group, New York, 2006) teaching at a Predominately White Institution teacher education in a rural U. S. state. The study examined the experiences of how the racial hierarchy, the macro-level and the organizational-individual relations impacted diverse (i.e., Othered) faculty. Specifically, participants explained how unequal racial relations had significant professional and personal consequences. In reflecting on the findings, we theorize how future research on diversity-racial relations in teacher education programs may be enhanced by foregrounding insights from the literature on Whiteness Studies, Critical Race Theory, and examination of White organizational structures… [Direct]

Bryan, Nathaniel (2021). "To Me, He Teaches Like the Child Learns:" Black Maternal Caregivers on the Pedagogies and Schooling Practices of a Black Male Kindergarten Teacher. Urban Review: Issues and Ideas in Public Education, v53 n3 p491-515 Sep. There is a slow but growing body of literature on the pedagogies and schooling practices of Black male teachers. However, few of these studies elicit the voices of Black maternal caregivers regarding the ways in which pedagogies and schooling practices support Black boys in early childhood classrooms. In this article, the author uses a multidimensional framework–including Culturally Relevant Pedagogy, Critical Race Theory, Critical Race Feminism, and a counterstorytelling methodology–to elicit the voices of two Black maternal caregivers who spoke about the pedagogies and schooling practices of a Black male kindergarten teacher. Findings revealed that these caregivers perceived that this Black male kindergarten teacher addressed the collective and individual needs of Black boys. They also perceived this Black male teacher as minimizing the "intergenerational racialized distrust" Black maternal caregivers have toward White teachers and other educational professionals…. [Direct]

Adams-Corral, Melissa; Chao, Theodore; Li, Yuhang; Lin, Ho-Chieh; Ozturk, Ayse (2021). Community Math Stories: Informal Adult Educators Exploring Mathematics Identity through Digital Mathematics Storytelling. North American Chapter of the International Group for the Psychology of Mathematics Education, Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (43rd, Philadelphia, PA, Oct 14-17, 2021). During the COVID-19 pandemic, many urban schools relied on community centers with existing computer labs and high-speed internet that could provide in-person support for a small number of children engaging in online learning. Using a digital storytelling approach, this research report analyzes the mathematics identities of 14 informal adult educators. Situating the stories shared though Critical Race Theory counternarratives, this study enables participants to ground their narratives within their own spaces of power–to tell and forge their own digital mathematics story. Because informal adult educators are not family members nor school-based educators, they often are invisible variables in conceptualizing a child's mathematics learning. This research seeks to elicit their mathematics stories and understand how to enactment digital mathematics storytelling through listening to how the community positions and visions math. [For the complete proceedings, see ED630060.]… [PDF]

Kant, Sudarsan; Smith, Andre (2021). Separate and Unequal: Harris-Stowe State University and the Paradox of State Funding in Missouri. Journal of Negro Education, v90 n2 p211-223 Spr. Harris-Stowe State University is a relatively small university located in Missouri's largest metropolitan area. Yet the students at Harris-Stowe are clearly different from the students at the other eleven Missouri public universities. The student body of Harris-Stowe is predominantly African American, over 85 percent. Harris-Stowe State University receives the lowest funding with fewer facilities than any other Missouri four-year state institution. The study examines funding and program offerings at Harris-Stowe State University within the context of critical race theory; specifically, that state appropriations, program offerings, environment, and student outcomes within the Missouri Higher education system foment inequality. The stated hypothesis is that within the Missouri higher education system Harris-Stowe State University exists within a state university system that exhibits dually the aspects of both de facto and de jure segregation…. [PDF]

Baumgartner, Lisa M.; Ellis, Joanna H.; Hollingsworth, Kris; May, Marcy; Peebles, Courtney McElhaney (2021). Reactions to COVID-19: A Public Health Critical Race. American Association for Adult and Continuing Education, Paper presented at the American Association for Adult and Continuing Education 2020 Conference (Online, Oct 27-30, 2020). Since the spring of 2020, the pandemic has dominated public discourse. Using a public health critical race praxis research approach, our team interviewed a diverse group of individuals to elicit stories about their knowledge, attitudes, and responses to COVID-19. We used health belief model constructs and critical race theory tenets to evaluate race and ethnicity's influence and implications in reactions to the pandemic. Findings include the ordinariness of racism and colorblindness in assessing the susceptibility and severity of COVID19 and its risk factors. Including social determinants of health in the core curriculum of cross-disciplinary education programs emphasizes the impact of public health disparities and may reduce colorblindness and ordinariness. [For the complete volume, "American Association for Adult and Continuing Education Inaugural 2020 Conference Proceedings (Online, October 27-30, 2020)," see ED611534.]… [PDF]

Liggett, Tonda (2014). The Mapping of a Framework: Critical Race Theory and TESOL. Urban Review: Issues and Ideas in Public Education, v46 n1 p112-124 Mar. In this article, I attempt to elucidate some key intersections between critical race theory (CRT) in synthesis with English language learning as a way to examine linguistic and racial identity in English language teaching. I ask: How does critical race theory apply to English language learners when language rather than race is fore-grounded? What aspects of CRT would assist in theorizing the relationship between language and race for teachers of English to speakers of other languages? In looking to CRT to inform and expand critical approaches to English language teaching, I hope to more closely tie English language learning to issues of race as a way to better understand the intersectionality of these identity factors in the educational context of language teaching and learning. Such inquiry could work to broaden teachers' knowledge of the ways that linguistic and racial membership inform student learning, and raise awareness about the range of perspectives and cultural… [Direct]

Moses, Michael, II (2022). Methodologically Disrupting Whiteness: A Critical Race Case for Visual-Elicited Focus Groups as Cultural Responsiveness. International Journal of Research & Method in Education, v45 n3 p297-308. In the twenty-first century, visual media are an undeniable component of everyday culture and sensemaking of race, yet when studying racism in education, researchers rarely centre the visual in their methods and analysis. This trend is alarming considering how racialised messages and violence (e.g. the murder of George Floyd) are routinely circulated at unprecedented rates across information technologies including YouTube, Twitter, and Tik Tok. This paper's purpose is therefore twofold: I use critical race theory to critique the underuse of visual methods for the study of race and racism as a methodological trend reaffirming Whiteness in education. I then draw upon Jori N. Hall's culturally responsive focus groups to highlight an exemplar study's use of visual-elicited focus groups as a culturally responsive tool to methodologically disrupt Whiteness' hold on social science enquiry. I conclude by discussing the affordances of this visual methodological innovation for the study of… [Direct]

Aviles de Bradley, Ann (2015). Homeless Educational Policy: Exploring a Racialized Discourse Through a Critical Race Theory Lens. Urban Education, v50 n7 p839-869 Oct. A qualitative research study conducted in two public high schools in an urban area of the Midwest sought to explore the issue of race as it pertains to educational policy implementation for unaccompanied homeless youth of color. Critical Race Theory (CRT) served as the guiding frame and method, uncovering the underlying theme of race in school structures, adult perceptions, and McKinney-Vento policy. Findings indicate a need to further explore the role race plays in understanding, framing, and implementing McKinney-Vento policy in schools…. [Direct]

Bimper, Albert Y., Jr. (2017). Mentorship of Black Student-Athletes at a Predominately White American University: Critical Race Theory Perspective on Student-Athlete Development. Sport, Education and Society, v22 n2 p175-193. Mentoring programs are evolving as common practice in athletic departments across national collegiate athletic association member institutions in the USA as means to address sociocultural issues faced by their student-athletes and to enhance their holistic development. There is a dearth of research exploring mentoring in the contexts of intercollegiate student-athlete development with consideration of the role of race and racism. Drawing upon the framework and analytical lens of critical race theory, this qualitative case study investigates a student-athlete mentoring program at an American institution of higher education to illuminate how black student-athletes (N = 15) make sense of the role of race and racism in their lived experiences. Data analysis revealed two emergent themes identified as (1) navigating privilege and property interests and (2) advocacy. The findings suggest the case of student-athletes was challenged and encouraged by their mentors as well as through… [Direct]

Briscoe, Kaleb L.; Jones, Veronica A. (2022). "Whiteness Here, Whiteness Everywhere": How Student Affairs Professionals Experience Whiteness at Predominantly White Institutions. Journal of College Student Development, v63 n6 p661-676 Nov-Dec. Through a narrative inquiry study, we sought to understand how 12 student affairs professionals (SAPs) experienced whiteness and perceived the influence of whiteness on campus responses to racialized incidents. We used components of critical whiteness studies (CWS) and critical race theory (CRT) as a theoretical underpinning to disrupt the dominant narratives that center whiteness in practices, policies, and spaces at predominantly white institutions. We used a critical resistance analysis (CRA) process to demonstrate how SAPs' narratives served as counternarratives, antenarratives, and resistance to institutional actors who refuse to acknowledge and name racism. Our findings illuminate whiteness as a racial ideology shedding light on the way whiteness is normalized, advantaged by the dominant group, and perpetuated through color evasive and race-neutral responses to racialized incidents. Several implications related to this work are described as there is a need to openly name… [Direct]

Christopher, Kelsey; Goforth, Anisa N.; Graham, Niki; Nichols, Lindsey M.; Sun, Jingjing; Violante, Amy (2022). Incorporating the Indigenous Evaluation Framework for Culturally Responsive Community Engagement. Psychology in the Schools, v59 n10 p1984-2004 Oct. Native American families, schools, and communities foster resilience among their youth who experience significant mental health disparities. To increase equity in mental health services for Native American students, it is essential that researchers employ culturally responsive community engagement when developing programs in schools. Guided by the Indigenous Evaluation Framework and Tribal Critical Race Theory, the aim of the current study was to examine our process of community engagement in the development of a culturally responsive school-based mental health program for students attending public school on the land of the Confederated Salish and Kootenai Tribes. University-affiliated members of the research team who were engaged in the community-based participatory action research analyzed the process through individual reflexivity and collaborative discussions. Findings include themes of Centrality of Context and Relationships, Immersion into Community, Authentic Partnership,… [Direct]

Boenig-Liptsin, Margarita; Edmundson, Ari; Tanweer, Anissa (2022). Data Science Ethos Lifecycle: Interplay of Ethical Thinking and Data Science Practice. Journal of Statistics and Data Science Education, v30 n3 p228-240. This article presents the Data Science Ethos Lifecycle, a tool for engaging responsible workflow developed by an interdisciplinary team of social scientists and data scientists working with the Academic Data Science Alliance. The tool uses a data science lifecycle framework to engage data science students and practitioners with the ethical dimensions of their practice. The lifecycle supports practitioners to increase awareness of how their practice shapes and is shaped by the social world and to articulate their responsibility to public stakeholders. We discuss the theoretical foundations from the fields of Science, Technology and Society, feminist theory, and critical race theory that animate the Ethos Lifecycle and show how these orient the tool toward a normative commitment to justice and what we call the "world-making" view of data science. We introduce four conceptual lenses–positionality, power, sociotechnical systems, and narratives–that are at work in the Ethos… [Direct]

Dutil, Stacey (2020). Dismantling the School-to-Prison Pipeline: A Trauma-Informed, Critical Race Perspective on School Discipline. Children & Schools, v42 n3 p171-178 Jul. Disciplinary policies in schools throughout the United States disproportionately affect students of color through exclusionary policies. A punitive approach can have detrimental effects on a population that also experiences higher rates of trauma. This article identifies school disciplinary practices that may retraumatize and criminalize youths and suggests replacing exclusionary discipline practices with trauma-informed ones that prioritize social-emotional support to students. Critical race theory (CRT) is an appropriate theoretical framework to guide the development of trauma-informed schools. Suggestions are provided for school social workers as key change agents in the issue of school discipline. The integration of CRT and trauma-informed practice is emphasized, as both are essential tools for dismantling the school-to-prison pipeline…. [Direct]

Smith, Mukkaramah; Wynter-Hoyte, Kamania (2020). "Hey, Black Child. Do You Know Who You Are?" Using African Diaspora Literacy to Humanize Blackness in Early Childhood Education. Journal of Literacy Research, v52 n4 p406-431 Dec. This article examines the partnership between a teacher and teacher educator disrupting a colonized early childhood curriculum that fosters a dominance of whiteness by replacing it with the beauty and brilliance of Blackness. We explore the following research question: "What are the affordances of teaching from an Afrocentric stance in a first-grade classroom?" We employ Afrocentrism, which includes African cultural principles as the paradigm, and our theoretical lenses are Critical Race Theory and Black Critical Theory. Our Sankofa methodology revealed that African Diaspora literacies fostered (a) positive racial and gender identities, (b) community, and (c) positive linguistic identities in the work to help children to love themselves, their histories, and their peoples. We close with implications…. [Direct]

Lafreni√®re, Ginette; Masakure, Oliver; Mfoafo-M'Carthy, Magnus; Shizha, Edward; Wilson-Forsberg, Stacey (2020). Disrupting an Imposed Racial Identity or Performing the Model Minority? The Pursuit of Postsecondary Education by Young African Immigrant Men in Southern Ontario, Canada. Race, Ethnicity and Education, v23 n5 p693-711. This article examines how young African immigrant men in Southern Ontario cope with the dominant racial identity at school in an effort to improve their academic performance and access postsecondary education (PSE). Critical race theory in education is employed to explain how the young men distance themselves from stereotypes about Black masculinity by regulating their own behaviour and differentiating themselves from their Caribbean immigrant peers. Sixty-seven young men who had immigrated to Southern Ontario from several African countries over the last 10 years were interviewed individually and in focus groups for the study. The findings suggest that the research participants adopted a model minority status within an educational system that clearly embodies racist and systemically oppressive frameworks…. [Direct]

Aronson, Brittany; Meyers, Lateasha; Winn, Vanessa (2020). "Lies My Teacher [Educator] Still Tells": Using Critical Race Counternarratives to Disrupt Whiteness in Teacher Education. Teacher Educator, v55 n3 p300-322. The purpose of this study was to disrupt whiteness through the use of critical race counternarratives during a critical literacy workshop with middle-school preservice teachers. Over two years, 57 preservice teachers participated in and reflected on their experiences reading master narratives and viewing counternarrative texts in a critical literacy workshop. Students responded in a variety of ways that ranged from displacing responsibility for their ignorance about the counternarrative texts onto educational structures, to troubling their roles in reproducing oppressive school environments and considering action steps for future teaching. Our research has important implications for preservice teachers, teacher educators, and those interested in implementing preservice teacher educator curriculum using a critical race theory lens…. [Direct]

Gibson, Melissa (2020). From Deliberation to Counter-Narration: Toward a Critical Pedagogy for Democratic Citizenship. Theory and Research in Social Education, v48 n3 p431-454. Best practices in civic education emphasize deliberative pedagogies as one of the most powerful ways to educate enlightened democratic citizens. Yet deliberative pedagogies are rooted in a white normative ideal of discursive democracy that, in the service of "civility" and "reasoned discourse," fails to account for the social and political inequalities–the logic of white supremacy–that structures our political context. Drawing on Critical Race Theory and Charles Mills's notion of the racial contract, I propose a pedagogy of counternarration that privileges voices from the margins, imagines the world as it could be, and talks back to dominant narratives in order to cultivate justice-oriented citizens in the democratic classroom…. [Direct]

BehmCross, Stephanie; Davis, Camea L. (2020). When Whiteness Clouds Mindfulness: Using Critical Theories to Examine Mindfulness Trainings for Educators in Urban Schools. Equity & Excellence in Education, v53 n4 p583-597. This article describes results from a critical co-ethnography focused on a mindfulness training for educators in an urban school district in the southeastern region of the U.S. Working across racial difference, and utilizing critical race theory and critical whiteness studies as lenses, the co-ethnographers identified individualism that subverted systemic levels of oppression, race neutral ideologies, and ways the curricula and facilitation of this mindfulness training may have missed opportunities for racial equity work. Additionally, ideologies of whiteness were present in the training despite being situated in a larger teacher residency program with a mission centered on the realization of equity and racial justice in schools. Implications for mindfulness programs and urban teacher residency models are explored…. [Direct]

Blaisdell, Benjamin (2020). Right to the Classroom: Seeking Spatial Justice in Kindergarten. Urban Review: Issues and Ideas in Public Education, v52 n1 p151-172 Mar. This article uses Lefebvre's concept of right to the city to frame the practices of a Kindergarten teacher and her ability to create a more racially equitable classroom space. It explains how the teacher and researcher collaboratively engaged in racial spaces analysis and critical race theory to develop greater racial spatial awareness. The teacher was able to use this awareness to resist neoliberalism and the racialization space in her classroom. The article explains how framing classroom practice according to right to the city can help teachers and researchers work together towards spatial justice in schools, where the educational rights of students of color are not limited by reductive notions of property based in whiteness…. [Direct]

De Villiers, Rebecca (2022). The Role of Child-Teacher Relationships within Trauma-Informed Education. Online Submission, Capstone Research, Loyola University Maryland. The objective of this literature review is to review contemporary literature regarding the role of child-teacher relationships within trauma-informed education. It first discusses and defines terminology surrounding child-teacher relationships and trauma-informed education. Here, it examines the points of contention and change as different views of trauma and trauma-informed education come to view. The review looks at ten sources, and it focuses on three themes that emerged between them. First, child-teacher relationships offer a foundation for implementing and assessing trauma-informed education. There is a consensus that trauma-informed education offers children connection, and it is beneficial to the child's emotional wellbeing to have a relationship with a stable, predictable adult. The second theme that was present within research on the role of child-teacher relationship within trauma-informed education focused on the role of the teacher. It highlighted contributing factors to… [PDF]

Auger, Nathalie; Robertson, Leena Helavaara; Smith, Heather Jane; Wysocki, Lydia (2020). Translanguaging as a Political Act with Roma: Carving a Path between Pluralism and Collectivism for Transformation. Journal for Critical Education Policy Studies, v18 n1 p98-135 Apr. Translanguaging claims to advance social justice as a transformative pedagogy. This paper analyses a tension which developed over the life span of a European research project which aimed to improve the educational experience for Eastern European Roma pupils through teachers' employment of a translanguaging pedagogy. Roma are ethnically and linguistically heterogeneous, but as a minority group face continued racism, whilst Roma pupils face educational exclusion. The voices of Roma parents, pupils and activists and academics alerted us to potential threats in utilising translanguaging as a political act for transformation in education. They revealed a central tension between recognition of linguistic pluralism for emancipation at school level (with possibilities for policy level changes at local or national levels) and unifying endeavours for collective action towards equality and human rights at a (trans)national level. To understand this tension we reframed it in light of the… [PDF]

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

Boddicker-Young, Porsche; Bultinck, Erin; Early, Diane; Fojut, Jackson; Hegseth, Danielle; Hilty, Rowan; Thompson, Joy (2021). Understanding Equitable Access to Public Montessori Pre-K: A Case Study of Montessori Recruitment and Enrollment Practices. Child Trends Ensuring equitable access to high-quality early education for families from all racial, ethnic, and income backgrounds is a critical component for addressing systemic racism and inequality within the public education system. This study examined one piece of this issue by investigating access to public Montessori pre-K, as well as barriers that may hinder equitable access. To begin to understand whether and how public Montessori pre-K enrollment policies might create barriers to access for underrepresented families–particularly Black and Latine families and families experiencing poverty–this study started with a landscape scan of all public Montessori pre-K programs. This scan allowed the researchers to learn more about the characteristics of who these programs serve, where they are located, and their recruitment and enrollment practices. They located the public Montessori pre-K programs identified in the landscape scan in national administrative data sets to learn more about the… [PDF]

Shim, Jenna Min (2017). Play of the Unconscious in Pre-Service Teachers' Self-Reflection around Race and Racism. Journal of Curriculum Studies, v49 n6 p830-847. Reading psychoanalytic theory of the unconscious desire for wholeness in the light of the notion of white racial supremacy, this study explores a constituted difficulty that self-reflection around the issues of race and racism confronts by exploring three white male pre-service teachers' emotional experiences inscribed in their responses to the process of engaging in self-reflection. The pervasiveness of strong emotional reactions to the process of engaging in self-reflection spoke volumes not only about how uncomfortable the participants felt in the face of ambivalence, incommensurability and vulnerability but also about their active resistance against their emotional states to defend their unconscious desire for wholeness that is intensified by the forces of white racial supremacy. This study also seeks to elaborate problems inherent in teachers' self-reflection and why and how unknown and unconscious emotional world filters and at times hinders the participants' willingness to… [Direct]

Esther Lawrence (2022). The Intersectionality of Immigrants of African Descent: A Narrative Inquiry Exploring the Challenges and Inequities of Administrators at Predominately White Institutions in the U.S. ProQuest LLC, Ed.D. Dissertation, Stockton University. In a time where diversity, equity and inclusion are huge buzz words in society, immigrants of African descent (IAD) in American higher education institutions (of all places) seem to still struggle with how they are identified. Black people and Black culture are not a monolith. Black people of foreign origin do not necessarily identify the same or share the same experiences because they have the same skin color. This concept of amalgamating all Black people into the African American ethnicity continues to persist, disrupt and challenge the identities of immigrants of African descent. This qualitative study explores the experiences of twelve African and Afro-Caribbean immigrant administrators and faculty at predominantly White institutions of higher education in the U.S. This study explores the challenges, and inequities experienced by these leaders as well as the coping strategies they develop to thrive in these predominantly White spaces. These participant narratives disclosed mental… [Direct]

Chung, Jennifer Y. (2014). Racism and Asian American Student Leadership. Equity & Excellence in Education, v47 n2 p117-132. This article provides a theoretical analysis and ethnographic account of Asian American student leadership in higher education. Existing literature highlights Asian and Asian American leadership styles as cultural differences. I shift the analysis from culture to racism in order to work toward a more socially just conception of Asian American student leadership, grounded in the social and historical realities of racism in the U.S. I bring the issue of racism to the forefront by framing this project in racial formation theory and Orientalism and by looking at Asian American student leadership in the context of anti-racism activism. Participants challenged the notion of "Asian American leadership" in two ways: First, students described how they struggled with the Asian American racial category in their day-to-day lives as student leaders, and second, they discussed the negative consequences of being racialized as Asian American leaders…. [Direct]

Hoffman, Lisa; Suh, Emily; Zollman, Alan (2021). Broadening Conceptions of STEM Learning: "STEM Smart Skills" and School-Based Multilingual Family Engagement. Electronic Journal for Research in Science & Mathematics Education, v25 n4 p95-106. STEM education researchers are well aware of the need for increased access and inclusivity in Science, Technology, Engineering, and Mathematics (STEM) education for students from culturally and linguistically diverse (CLD) backgrounds. One of the many barriers for students from underserved cultural and linguistic groups is the difficulty of connecting families to school models of STEM education. This is one reason we advocate for improvement in culturally relevant STEM curriculum and content instruction. This commentary does not focus on STEM content instruction, although we certainly believe children from CLD communities deserve high expectations and high quality, culturally sustaining, STEM pedagogy. In this article we discuss non-curricular skills that are vital to success in STEM — and the advantages of sharing with family members the importance of particular essential life skills that support STEM learning. Communicating these essential "STEM Smart skills" showcases… [PDF]

Barone, Ryan P.; Davis, Lori Patton; Harris, Jessica C. (2015). Who Benefits?: A Critical Race Analysis of the (D)Evolving Language of Inclusion in Higher Education. Thought & Action, p21-38 Win. The primary purpose of this paper is to expand the ways in which educators and scholars employ the concepts of diversity, social justice, and inclusive excellence in relation to racial inclusivity. The goals are to help educators identify and acknowledge the intentional and unintentional consequences of maintaining white supremacy within higher education, despite espoused efforts to dismantle racism. For the sake of clarity and consistency, the authors refer to all three of these concepts–diversity, social justice, and inclusive excellence–in terms of race-based inclusion initiatives. The focus on race is rooted in the ever-present role of race and racism in the academy, and in the sustained attempts to either avoid or dilute them. Given the emphasis on race and racism, the authors employ critical race theory (CRT) to demonstrate how diversity, social justice, and inclusive excellence, as well as the efforts that stem from them, are often co-opted to promote agendas that maintain… [Direct]

Judithanne Marie Gollette (2021). Authenticating a Pathway to Inclusive Education for Marginalized Students with (Dis)abilities via a Districtwide Action Research Study. ProQuest LLC, Ed.D./HE Dissertation, Azusa Pacific University. This action research design drew on socioemotional conceptualizations of student validation. These concepts are based on stigmas, negative labels, and isolation bestowed on marginalized and oppressed students supported through special education, English language learners, foster care, and mental health services. This study examines conscious and subconscious need to dehumanize individuals by language choices; thereby, replacing dehumanization with actions and language that can be used to elevate, empower, and transform. By shifting from a fixed, ableist mindset to an equity growth mindset, practitioners can increase human cognitive processes and validate students' experiences, expectations, and performance. Such a frame of mind opens doors to self-determination. This research focuses on authenticating a pathway to higher education and participating in society via use, value, and detriments of people first language (PFL), universal design for learning (UDL), and inclusive… [Direct]

Callender, Christine (2020). Black Male Teachers, White Education Spaces: Troubling School Practices of Othering and Surveillance. British Educational Research Journal, v46 n5 p1081-1098 Oct. The absence of male teachers in primary schools has been an ongoing concern for policymakers and schools in the UK, USA, Canada and Australia, and as schools have become more ethnically diverse so have concerns that the teacher workforce should reflect the communities it serves. Pre-service teacher training plays a critical role in this aim, by identifying, recruiting, retaining and training those who demonstrate potential to become teachers in English primary schools. As one of a few studies to explore the racialised and gendered experiences of black male teachers in England, I adopt the use of critical race theory (CRT) to examine how black male teachers are characterised and constructed in white education spaces. Drawing on a larger study, this paper utilises counternarrative, a key precept of CRT, to draw attention to processes of exclusion, othering and surveillance through the experience of David (the main character). Interview and documentary data illuminate institutional… [Direct]

Crowley, Ryan M.; Smith, William (2015). Whiteness and Social Studies Teacher Education: Tensions in the Pedagogical Task. Teaching Education, v26 n2 p160-178. Utilizing a critical whiteness studies framework, the authors analyzed the experiences of a cohort of predominantly White pre-service social studies teachers discussing race and Whiteness in relation to education. The pre-service teachers resisted identifying White privilege as a form of structural racism, instead preferring individualized understandings of racism. The participants also utilized their personal biographies to accept or reject aspects of race privilege. The authors highlighted three tensions for teacher educators to consider when engaging pre-service teachers in discussions about race privilege, including recognizing the unfamiliar nature of structural thinking, appreciating the limitations of personal experience, and acknowledging the challenges of structural considerations within individual classrooms. The authors' findings–and the tensions they highlight–depart from previous literature on White teachers and race by paying specific attention to pedagogical issues… [Direct]

Moffett, Ann-Thomas; Wilson, Lisa (2017). Building Bridges for Dance through Arts-Based Research. Research in Dance Education, v18 n2 p135-149. This paper considers arts-based research (ABR) as a useful resource for creating fluid and dialogic spaces between multiple domains of dance knowledge and practices. Through the lens of a multi-disciplinary, arts-based research project "Same Story, Different Countries" explored the socio-political phenomena of racism in the United States and South Africa. The paper illuminates how arts-based research can bridge important areas of learning, in particular artistic knowledge and social justice learning for postsecondary dance students, teachers and artists. Using a mixed method of qualitative techniques and artistic dance practices the study captured and analyzed dance participants' perspectives on the benefits of being involved in the project. The project was found to increase participants' knowledge of various dance practices (performance, choreography, teaching, research) while simultaneously deepening their understanding of racism and racial injustice, and awakening their… [Direct]

Nam, Rosa (2016). Culturally Responsive Literacy through Student Narratives. English in Texas, v46 n2 p30-33 Fall-Win. With the increasing racial tensions and violence over race in America, it is now more pertinent than ever for educators to model good citizenry to students and encourage acceptance and celebration of multiculturalism in America. This article provides a basic framework in moving toward equitable education through understanding of a historical context surrounding racism and then reviews a culturally responsive literary strategy involving authenticating student voice through narrative creative writing…. [PDF]

Cheatham, Jennifer Perry; Parrott-Sheffer, Adam; Thomas, Rodney (2022). Entry Planning for Equity-Focused Leaders: Empowering Schools and Communities. Harvard Education Press A vital resource for educational leaders, "Entry Planning for Equity-Focused Leaders" introduces an equity-minded process for intentional entry planning that sets the stage for sustainable change within organizations. In this practitioner-focused and action-oriented work, Jennifer Perry Cheatham, Rodney Thomas, and Adam Parrott-Sheffer consolidate their extensive experience centering equity in leadership. They affirm that the entry of a new leader, or the pivot of an established one, affords an unparalleled opportunity to garner the insight, trust, and commitment that will establish a basis for positive, equitable transformation within a system. This essential work provides a flexible framework for leadership entry that is customized to fit the complex social, political, and economic demands of a given organization and the community it serves. It highlights how such an approach prepares leaders to begin addressing one of the most entrenched and persistent issues in… [Direct]

Lathrop, Benjamin; Wessel Powell, Christy (2022). "We Shall Take Their Children Away and Rear Them to the Fatherland": A Critical Discourse Analysis of a "Parent Advocacy" Group. Journal of Language and Literacy Education, v18 n2 Fall. The rise of right-wing populism, embodied in the figure of Donald Trump, has been characterized by conspiracy theories, "fake news," and other forms of mis- and disinformation in what has been described as a "post-truth" era. The COVID-19 pandemic exacerbated this problem, and national conflicts around appropriate content, methods, and modes of schooling often involved disinformation circulated in school board meetings and other local contexts during the 2021-2022 school year. In this study, we adopt a critical literacy lens and take up the tools of discourse analysis to examine the rhetoric of post-truth, conspiracy-oriented groups opposed to public health mandates, critical race theory (CRT), and social emotional learning (SEL) in public schools. Our discourse analysis of Purple for Parents Indiana (P4PI), a local advocacy group, suggests that P4PI and similar groups are engaging in "cosmetic criticality," a project superficially resembling critical… [PDF]

Grant, Viv; Lander, Vini; Rabiger, Penny; Stewart-Hall, Claire (2023). Resisting Whiteness: Anti-Racist Leadership and Professional Learning in Majority White Senior Leadership Teams in English Schools. Curriculum Journal, v34 n1 p138-155 Mar. Many Senior Leadership Teams (SLTs) are engaging in professional development to nurture explicitly anti-racist practice. Teachers' knowledge gaps about racism, its traumatic, lasting impact and how racism is generated through schooling persist within a cloak of silence. This small-scale study explores interview data from senior leaders in English schools, questioning legacies of colour-evasion and breaking silences to understand the role 'race' plays in their schools, appearing exigent due to Black Lives Matter (BLM) movements and the inescapable reality of racism seen in George Floyd's horrific murder. Using Critical Race Theory (CRT) and Critical Whiteness Studies (CWS) as theoretical tools, we explore negotiations and challenges of leading anti-racist work in systems favouring whiteness as the norm. Findings show senior leaders undertaking the Anti-Racist School Award (ARSA) and/or Race, Identity and School Leadership (RISL) programme are novice 'race' practitioners, despite their… [Direct]

Eric Ely (2023). Cultural Competence in Libraries: Utilizing the Critical Incident Technique and Reflective Journaling to Encourage Reflective Practice. Journal of Education for Library and Information Science, v64 n4 p458-475. In a political climate in which intellectual freedom and Critical Race Theory (CRT), among other concepts, are under attack, courses with diversity, equity, and inclusion (DEI) content are especially relevant. Examining Library and Information Studies (LIS) curriculum within the United States, scholars have repeatedly found DEI content, despite being foundational to the LIS profession, is insufficient in preparing future LIS professionals. Furthermore, once professionals are employed, opportunities for additional training are limited, given the one-shot nature of many professional development opportunities. This article describes one attempt to effectively integrate DEI content into a continuing education course in which participants can incorporate material into their professional activities via the Critical Incident Technique (CIT) and reflective journaling. The article examines existing scholarship regarding LIS education to establish the need for concerted efforts to implement… [PDF] [Direct]

Dodo Seriki, Vanessa; Royal, Camika (2018). Overkill: Black Lives and the Spectacle of the Atlanta Cheating Scandal. Urban Education, v53 n2 p196-211 Feb. This article examines the 2015 Atlanta cheating scandal trials and sentencing. Using critical race theory, the authors argue that cheating is a natural outgrowth of market-based school reform and that racial realism will always lead to scrutiny of Black performance. The sentences of these Black educators is overkill, rooted in anti-Blackness, and can be best understood as a means of preserving Whiteness as property…. [Direct]

Joseph, Jaclyn; Rausch, Alissa; Steed, Elizabeth (2019). Dis/ability Critical Race Studies (DisCrit) for Inclusion in Early Childhood Education: Ethical Considerations of Implicit and Explicit Bias. ZERO TO THREE, v40 n1 p43-51 Sep. This article explores the ethical obligation of those in the early care and education field to deconstruct ableism (and other -isms, such as racism, sexism, classism) and to reconstruct an understanding of social identity that is strengths-based and affirming. The authors describe the Dis/ability Studies and Critical Race Theory (DisCrit) framework of understanding ableism and provide examples of potential solutions for early childhood providers to explore the role of bias in inclusion practices and deconstruct dis/ability to enact systemic change for young children with dis/abilities and their families…. [Direct]

Clough, Cynthia; Croom, Marcus; Drame, Elizabeth; Irby, Decoteau J. (2019). "Sometimes Things Get Worse before They Get Better": A Counter-Narrative of White Suburban School Leadership for Racial Equity. Leadership and Policy in Schools, v18 n2 p195-209. Elizabeth is a middle-class white woman and principal of Eagle Wings High School, a large, well-resourced, high-performing suburban high school. This manuscript uses a Critical Race Theory composite counterstory to analyze Elizabeth's experiences of racial conflict that resulted after she enacted equity reforms to address her school's history of racial inequity. We examine the manner in which Elizabeth's decision-making for students of color related to her racial meaning-making and identities and how the resistance Elizabeth faced was not merely from teachers or white parents, but also from within herself…. [Direct]

Collins, Elizabeth I. (2023). How to Do QuantCrit: A Reflexive Account of Applying Critical Quantitative Methods to a Study of Black Women in STEM. ProQuest LLC, Ph.D. Dissertation, The University of Nebraska – Lincoln. There has been extensive research into the underrepresentation of minoritized students in STEM disciplines since the 1990s with limited success in improving the representation of Black women in math-intensive STEM fields. This dissertation aims to address how the guiding tenets of critical quantitative (QuantCrit) methods work when used with publicly available datasets and commonly used statistical approaches. Additionally, this dissertation provides a framework for how to apply reflexivity as a method while utilizing a QuantCrit approach. The publicly available HSLS:09 dataset is used as part of a reflexive study to demonstrate how the tenets of Critical Race Theory (CRT) map onto a QuantCrit study utilizing structural equation modeling. Through personal, methodological, and conceptual reflexivity, disconnects between the tenets and the QuantCrit study are highlighted and discussed. These findings indicate a need for more robust guidelines surrounding QuantCrit research…. [Direct]

Ekpe, Leslie; Roach, Whitney N. (2023). A Guise of Inclusion: The Survival of 'Non-Ideal' Students in White Supremacist Heteropatriarchal Systems of Education. Journal of School Leadership, v33 n2 p179-197 Mar. Since its inception, the United States (U.S.) education system has worked vigorously to stymie and subvert the needs of those deemed to be 'non-ideal' (Grumet, 1998; Apple, 2006). From maintaining exclusionary curricula to the manipulation of anti-racist approaches to practice, heteropatriarchal white supremacist structures of education ensure a label of 'Other' for those who fail to meet colonial ideals (Pinar, 1998). Marginalized students and practitioners–those who are Black, Indigenous, and People of Color (BIPOC), Lesbian, Gay, Bisexual, Trans, Questioning, Intersex, Asexual+ (LGBTQIA+), people with disabilities, and those with low socioeconomic status (SES), are, as Cathy J. Cohen (2005) suggests queer outliers throughout systems of education. To address exclusionary practices, this article underscores the guise of diversity in schooling and its material impacts on those deemed not ideal. By implementing Critical Race Theory (CRT) (Crenshaw, 1995) and Queer of Color Critique… [Direct]

Mayweather, Darquillius; Reynolds, Rema (2017). Recounting Racism, Resistance, and Repression: Examining the Experiences and #Hashtag Activism of College Students with Critical Race Theory and Counternarratives. Journal of Negro Education, v86 n3 p283-304 Sum. This article offers a qualitative examination of one predominantly white university in the Midwest. Racist epithets and threats targeting African Americans were painted on buildings. While faculty and staff struggled to compose a collective written response, researched state law and the University's Code of Conduct around hate speech, and waited for words of encouragement from the administration, students collectively rallied to demonstrate their status as full members of the University, to reaffirm their humanity through tweets, Facebook PSAs, Snapchat videos, and with walk-outs and sit-ins. Employing Critical Race Theory, specifically counter-storytelling as an analytic tool, this case study uses interview data to historicize the racial violence and document students' civil disobedience, activism, and subsequent administrative actions in that moment…. [Direct]

Sherrayna Coleman (2024). Supporting the Literacy Success of African American Students with Religious Literacy Programming. ProQuest LLC, Ph.D. Dissertation, Oakland University. This dissertation explores the intricate connections between African Americans, the Black Church, and educational outcomes, with a focus on implications for literacy development. Grounded in Critical Race Theory, the research seeks to unravel the structural complexities that contribute to the academic achievement gap faced by African American students. The theoretical framework guides an investigation into the potential impact of affiliations with the Black Church on academic success, reading skills, and family literacy needs. The study draws on a comprehensive literature review and a culturally relevant literacy intervention aligned with the Black Church. A unique family literacy book club, incorporating culturally relevant Biblical texts, serves as a focal point for exploring its impact on children's attitudes and beliefs towards literacy. Findings suggest that aligning interventions with the Black Church significantly improves academic success, with CRT revealing structural… [Direct]

Amy Si Li (2023). Supporting the Whole Child during Pandemic Remote Learning. ProQuest LLC, Ph.D. Dissertation, University of Washington. The education system is like a dialectical system that holds both hope and harm in its operations. However, at the same time, the realities of the educational system have historically and continue to bring great harm to BIPOC communities and have hindered them from flourishing from the ideals of what schools have the potential to bring (Ladson-Billings, 2006). The pandemic further exacerbated racial inequities in the education system for BIPOC communities. This study conceptualized the school system as the unit of change and explored how a school system that has made institutional commitments in moving towards educational justice engaged in efforts to attend to the well-being of students and families during remote schooling. The Whole Child (WC) approach is a framework that conceptualizes school systems as spaces that can foster the overall well-being of the whole child and extends beyond social emotional programming in schools. However, the WC approach is limited in explicitly… [Direct]

Salisbury, Jason D. (2021). Creating Diverging Opportunities in Spite of Equity Work: Educational Opportunity and Whiteness as Property. Whiteness and Education, v6 n2 p200-219. This qualitative study of an urban high school draws on critical race theory's tenet of whiteness as property and the notion that educational opportunity is a race-conscious construct to interrogate the impacts of school improvement work intended to increase educational opportunities for students of colour. Educational opportunity is defined as students having access to culturally relevant pedagogy, highly qualified teachers, rigorous curricula, and appropriate resources (fiscal, technological, texts, learning spaces, etc.). Findings demonstrate that the school's equity-minded work actually increased educational opportunities for white students while limiting opportunities for students colour. The inequities in educational opportunity along racial lines was the result of leadership's inability to decouple educational opportunity as an expectation of whiteness and resist the bullying forces of whiteness. Implications demonstrate how schools can decouple connections between educational… [Direct]

Anthony-Stevens, Vanessa; Boysen-Taylor, Rebekka; Campbell-Daniels, Shawna; Jacobson, Angela Como; Moss, Iva (2022). Grounded in Relationships of Support: Indigenous Teacher Mentorship in the Rural West. Rural Educator, v43 n1 Article 8 p88-104 Feb. This article explores the power of Indigenous teacher mentorship as essential to address "the change in point of view" long called for in Indigenous education. Drawing from a longitudinal, ethnographic study of an Indigenous teacher education program in a predominantly rural, high need region, we examine the basic questions: What do Indigenous master teachers uniquely bring to teacher education? In what ways do Indigenous master teachers support the development of socially, culturally, linguistically, and place-responsive teachers? Using the theoretical frameworks of Tribal Critical Race Theory (TribalCrit) and situated learning, our findings elucidate the importance of Indigenous mentorship for re-membering and re-claiming Indigenous epistemologies, ontologies, and axiologies in relational and intergenerational learning–practices that interrupt coloniality in teacher education and school leadership. Discussion of Indigenous teacher mentorship centers the importance of… [PDF]

Johnson, Andrew P. (2022). The Human Dimension in Education: Essential Learning Theories and Their Impact on Teaching and Learning. Rowman & Littlefield Publishers This is an educational psychology book that focuses on human development, the human being, teaching, and learning. It is appropriate for preservice teachers who are seeking to comprehend essential theories and concepts in educational psychology. It is also appropriate for practicing teachers who want to understand and apply these theories and concepts at increasingly higher levels. As well, it can be used by decision-makers or anybody else who wants to better understand human development, human beings, human learning, and educational processes. Besides the traditional topics related to human development and learning found in most educational psychology textbooks, this book describes topics that are typically not addressed. These topics include mental health for children and adolescents, intuition, an evolutionary perspective on emotions, poverty, disability and race, systemic racism, critical race theory, culturally responsive teaching, teacher reflection, language learning and… [Direct]

Anthony Wayne Graham Jr. (2022). A Case Study of the Underrepresentation of African American Male Educators: Career Choices and Experiences in Secondary Schools. ProQuest LLC, Ph.D. Dissertation, Louisiana State University and Agricultural & Mechanical College. The purpose of this intrinsic case study was to examine the career choices and experiences of African American male teachers in secondary grade settings. Participants included 17 African American males who taught core subjects at varying grade levels. All participants worked at schools in the Baton Rouge, Louisiana, metropolitan area. The main source of data collection was completed through semistructured interviews with 17 African American male teachers. I arranged to visit the different schools and address all potential teachers interested in participating in this study. Additionally, I contacted all interested subjects through email. The findings provided important information related to improving the percentage of African American educators. The case study was framed by critical race theory, antideficit achievement theory, and career choice framework. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited… [Direct]

Candace M. Moore; Cierra Kaler-Jones; Jesse R. Ford; Kaleb L. Briscoe (2022). "We Don't Feel Like We Belong": Graduate Students' of Color Racialized Experiences in Hybrid HESA Graduate Programs. Journal Committed to Social Change on Race and Ethnicity, v8 n2 p78-114. Using Critical Race Theory and sense of belonging, we examined the racialized experiences of 17 graduate Students of Color in hybrid higher education and student affairs (HESA) graduate preparation programs in the United States to understand how faculty members contribute to their sense of belonging. The experiences of graduate Students of Color in hybrid HESA programs are complex and multi-layered; therefore, this study used a critical phenomenological approach to examine how their racialized experiences influence their experiences in hybrid classrooms. Graduate Students of Color racialized experiences were shaped by three factors, which are illustrated in the findings: faculty ability to discuss acts of racism, racialized experiences with faculty, and including diverse perspectives in the classroom. Participants' experiences illuminate the importance of applying culturally conscious approaches to program development, curriculum, advising, and pedagogical practices, especially for… [PDF]

Navarro, Oscar; Reyes Patron, Ingrid; Ronan, Briana (2022). Teacher Candidates of Color Experiences and Perceptions of Culturally Responsive Teaching within Teacher Education: "They Hit the Target, Not the Bullseye". Journal for Multicultural Education, v16 n4 p374-386. Purpose: This study aims to examine how teacher candidates of Color (TCoCs) experienced and perceived culturally responsive teaching across three teacher education programs at a predominately White institution in the USA. At the time of the study, the campus was reeling from a series of racist incidents on- and off-campus, and the teacher education programs were attempting to recruit more TCoCs. Design/methodology/approach: Drawing on a critical race theory counternarrative approach and qualitative research focus-group interviews, the authors centered the voices of seven TCoCs and their experiences with culturally responsive teaching in their coursework. Findings: The TCoCs experienced and perceived culturally responsive teaching as promising yet fleeting, missing the mark, and a misuse of culture and language that resulted in harm. The TCoCs urge teacher education to hire racially-ethnically-linguistically diverse faculty, provide affirming spaces for TCoCs, and curricular… [Direct]

James Menke (2022). The Lived Experiences of Black Male High School Students Diagnosed with Emotional or Behavioral Disorders: A Qualitative Study on Self-Concept. ProQuest LLC, Ed.D. Dissertation, Minnesota State University, Mankato. The purpose of this study was to gain an understanding of how the lived experiences of four Black male high school students in a setting-four program diagnosed with emotional or behavioral disorders (EBD) impact their self-concept. Through a multi-case study method, participants engaged in two interviews responding to questions in reference to lived experiences and self-concept. Critical Race Theory tenets counter-storytelling and intersectionality were applied to further and more deeply analyze the content from the interviews. A cross-case analysis of four cases produced overarching themes: I was treated inhumanely; I benefit from invested staff who build individualized connections with me; I require responsive support; I independently need to cope. Conclusively, the students navigated and persevered in a school system not built for them to succeed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited… [Direct]

Annamma, Subini Ancy; Jackson, Darrell D.; Morrison, Deb (2017). Conceptualizing Color-Evasiveness: Using Dis/Ability Critical Race Theory to Expand a Color-Blind Racial Ideology in Education and Society. Race, Ethnicity and Education, v20 n2 p147-162. Color-blind racial ideology has historically been conceptualized as an ideology wherein race is immaterial. Efforts not to "see" race insinuate that recognizing race is problematic; therefore, scholars have identified and critiqued color-blindness ideology. In this paper, we first examine Gotanda's (1991) identification and critique of color-blind racial ideology, as it was crucial in troubling white supremacy. We then explore literature in both legal studies and education to determine how scholars have built upon Gotanda's intellectual theoretical foundations. Finally, using a Dis/ability Critical Race Theory (DisCrit) framework, we end by expanding to a racial ideology of color-evasiveness in education and society, as we believe that conceptualizing the refusal to recognize race as "color-blindness" limits the ways this ideology can be dismantled…. [Direct]

Cuglievan-Mindreau, Gisele; Flessa, Joseph; Shah, Vidya (2022). Reforming for Racial Justice: A Narrative Synthesis and Critique of the Literature on District Reform in Ontario over 25 Years. Canadian Journal of Educational Administration and Policy, n198 p35-54. Ontario school districts are struggling to respond to racism in schooling and society. How has the literature on school district reform in Ontario addressed these ongoing and growing concerns? Through a narrative synthesis and a systematic literature review, we map and characterize the existing literature on school district reform in Ontario in the past 25 years. By combining systematic searches in main online databases with key journal and author search, we analyzed and coded a total of 95 documents. Framed through Critical Race Theory (CRT) and in conversation with recent studies on anti-racist district reforms in the United States, we conceptualize four approaches to district reform literature in Ontario: The Politics of Race Evasion, the Politics of Illusory Equity, the Politics of Representation and Recognition, and the Politics of Anti-Racist Resistance. The authors conclude with a commentary on the use of these conceptualizations in district operations and policies, as well as… [PDF]

D√°vila, Brianne (2015). Critical Race Theory, Disability Microaggressions and Latina/o Student Experiences in Special Education. Race, Ethnicity and Education, v18 n4 p443-468. This research draws upon critical race theory (CRT) to explore the experiences of Latina/o students in special education. It seeks to extend the theoretical construct of racial microaggressions and illustrate the additional layer of disability as I present data that are particular to the context of special education and the assigned label of students with disabilities. In this article, I draw upon three academic semesters of ethnographic observations and present observed cases of disability microaggressions that occur against Latina/o students in special education. The types of disability microaggressions include low expectations, disregard, and bullying. Students often did not challenge these microaggressions, but they occasionally resulted in students' refusal of academic services, providing an additional barrier to their academic success within the context of a program intended to facilitate it. And given the close-knit, intimate environment of the learning center, disability… [Direct]

Kassandra H. Talbot (2024). Reclaiming the Story: Youth Participatory Action Research in the Rural Social Studies Classroom. ProQuest LLC, Ed.D. Dissertation, San Francisco State University. The particular issue presented in this research intersects tensions surrounding critical race theory (CRT) in the classroom, using the social studies classroom as a high area of contention. Antiracist educators have faced extreme scrutiny from state policies, administrators, and white parents who have misinterpreted the importance of understanding race and racism in the United States (Schwartz, 2023). This study emphasized linguistic and ethnic diversity of the student populace as crucial in this project because most of the students in this study were bilingual in English and Spanish. The rural United States has been left out of the conversation of spaces where educational transformation can occur and has been perceived through a deficit lens. This study contributes to the discourse of what action and progress looks like when white educators act and address race and racism in remote geopolitical and disenfranchised spaces. This study between a teacher and youth used the date of… [Direct]

Meghan L. Green (2024). Building Culturally Situated Relationships with BIPOC Children through a Communal Ethic of Care. Early Childhood Education Journal, v52 n5 p935-948. The landscape of how to best prepare minoritized young children for the uncertainties of an inequitable American society demands a change in the way we view the connection between early childhood educators' lived experiences and their pedagogy. Using the theoretical frameworks of critical race theory, Black feminist thought, and intersectionality, the purpose of this narrative inquiry was to examine how five Black women early childhood educators' lived experiences inform their use of culturally relevant pedagogy to enact a communal ethic of care with students in pre-k to third grade. This study took place at an elementary public charter school serving students in pre-kindergarten to third grade in the southeast sector of Fort Worth, Texas. Data were collected through individual semi-structured interviews, sister circle collective gatherings, Photovoice, and researcher produced life notes. Data was analyzed using Polkinghorne's narrative mode of analysis to produce life story… [Direct]

F. Michelle Bringas (2024). Power of One: The Journey of an Asian Undocumented Student. ProQuest LLC, Ed.D. Dissertation, Northern Illinois University. While little research has been conducted on Asian undocumented students in higher education, it was the powerful story of an Asian undocumented high school student, Tereza Lee, that inspired Senator Richard Durbin to co-author immigration legislation known as the 2001 DREAM Act. Tereza's story represents an important counter-story to what many perceive as the dominant narrative and a widely-held misconception that issues of undocumented immigrants and undocumented students only affect Latinos. The purpose of this study is to include Tereza's narrative as a solution to the problem of its exclusion in higher education. Asian critical race theory centers the voices and work of Asian Americans in research and is used as a theoretical framework. A qualitative research approach is used with Tereza's narrative embedded in a single case study, and in-depth interviews were conducted with seven individuals who know Tereza. Findings indicated that Tereza's story impacted federal and state… [Direct]

Cynthia Benally; Vanessa Anthony-Stevens (2024). What Do Bans on CRT in Education Mean for Native Education? Two Teacher Educators Share Their Counterstories. Thresholds in Education, v47 n1 p40-52. Despite the recent anti-CRT (Critical Race Theory) movement within U.S. education, teachings of Native histories and perspectives have never been accurately taught, or even taught. From their perspectives as teacher educators in predominantly white institutions (PWI), the authors share counterstories from their existing IRB-approved research projects to explore the impacts of CRT bans on teacher education and how the bans continue to perpetuate systemic erasure of Native perspectives. They review how legislators in the Western U.S. passed anti-CRT laws as well as its impact on teacher education. Using the TribalCrit framework with an emphasis on the first tenet, "colonization [being] endemic to society" (Brayboy, 2005, p. 430), the authors discuss how Native invisibilization and erasure are perpetuated in predominantly white classrooms by silencing Native perspectives in policy making and curriculum implementation, banning Natives in public education, and explicit refusal… [PDF]

Goodnight, Melissa Rae (2017). Critical Race Theory in India: "Theory Translation" and the Analysis of Social Identities and Discrimination in Indian Schooling. Compare: A Journal of Comparative and International Education, v47 n5 p665-683. This article examines ethical and philosophical considerations in "theory translation," i.e. translating a theoretical framework from its original place to another national context. Critical race theory (CRT) was developed in the United States through significant struggle in order to analyze everyday racism. Marginalized groups have historically shared postcolonial critiques, conceptualizations of social justice, and methods for mass resistance across national borders. Through an analysis of the literature on CRT and contemporary India, this article explores whether CRT's principles and methodology can be employed to research discrimination within India's school system. Can CRT be sensitive to the differences in context and still retain its philosophical center? This analysis reveals that CRT may be particularly helpful in highlighting the educational discrimination experienced by Dalits via use of CRT's "social construction thesis" to conceptualize caste and… [Direct]

Hollins, Stacy Gee (2015). The Digital Divide through the Lens of Critical Race Theory: The Digitally Denied. ProQuest LLC, Ph.D. Dissertation, University of Missouri – Saint Louis. The purpose of this qualitative research study was to examine African American community college students' availability to technological resources and how that availability affects their success. In this study, technological resources include access to the internet, software, hardware, technology training, technology support, and community resources. This study included six community college professors and six African American community college students enrolled in a Midwest community college. A major tenet of Critical Race Theory, storytelling, was used to give voice to students who lack sufficient access to technological resources referred to as the digitally denied. Data from this study can create an awareness of students that lack technological resources at community colleges, universities, and community libraries. This study could also be useful to community college leadership who set policies and procedures and determine curriculum requirements that call for technological… [Direct]

Samantha Gale Aaron (2023). Safe When Centered: A Critical Race Critique of Campus Climate and Belonging for First-Generation Students of Color at Historically Black Colleges & Predominately White Institutions. ProQuest LLC, Ph.D. Dissertation, Eastern Michigan University. The purpose of this research is to assess whether and how higher education campus climate, policy, and practice influence belonging for first-generation students of color. Through the lens of critical race theory, the study further juxtaposes those experiences through the testimony of students at predominantly White institutions (PWIs) and historically Black colleges and universities (HBCUs). Grounded theory informed my qualitative survey and interview tools through which I examined belonging through three standards: social, which explored belonging through peers, groups, and the environment; personal, which explored belonging through the respondent's thoughts, feelings, and emotions; and institutional, which explored belonging through practice, policy, norms, and traditions. The subsequent evaluation of narrative trends and emerging themes illustrates a poignant corollary between spaces that center Whiteness and Eurocentric standards and challenged acclamation and belonging for… [Direct]

Savas, Gokhan (2014). Understanding Critical Race Theory as a Framework in Higher Educational Research. British Journal of Sociology of Education, v35 n4 p506-522. This paper reviews the existing literature to discuss how critical race theory has been applied as a theoretical framework to higher educational research in the United States and what its contributions are. To provide necessary context, I will discuss race and racism in the United States, the background of US higher education in relation to race, the emergence of critical race theory and its application in US higher education…. [Direct]

Harris, Henry L.; Lim, Jae Hoon; Saunders, Rachel (2023). Bended Womanhood Bended Back: The Intersection of Race, Gender, and Culture in Women of Color Veterans and Their Transition into Higher Education. Journal of Diversity in Higher Education, v16 n3 p261-272 Jun. Despite the increasing attention given to veterans in higher education, few studies have explored the transitional experiences of women of color student veterans (WOCSVs). This study examines the gendered and racialized experiences of WOCSVs and the impact of their intersecting identities on the transition through higher education. Considering the overlapping marginalities of the WOCSV participants, we grounded this study in the concept of Intersectionality, intrinsically aligned to Critical Race Theory. Based on the thematic analysis of 10 participants' narratives, this study revealed four interrelated themes that characterize their transition journey: (1) suppressed and redemanded identity; (2) fighting for visibility; (3) marginalized academic identity; and (4) no belonging. The sense of no belonging is evident through the participants' transition experiences, thus setting them apart from other groups of student veterans. However, the participants showed critical insight and… [Direct]

Jackson, Tiffany (2023). An Examination of White Teacher Racial Identity and Teacher Credentialing on African American Racial Identity. ProQuest LLC, Ed.D. Dissertation, San Francisco State University. The purpose of this study was to investigate five White teachers and their teacher preparation programs' effectiveness in preparing them to educate African Americans in the United States. Using critical race theory, Black psychology, and critical Whiteness studies, I found four main themes: (a) the "White Filter," (b) Absence of African American Discourse, (c) Black is Invisible in the Classroom, and (d) the Fear of Blackness. The teachers displayed a surface level consciousness that contributed to their deficit understanding of African American psychology, African American racial identity development, critical Whiteness studies, and the development and White racial identity. Additionally, this study displayed the importance of having Black psychology courses embedded in teacher preparation classes, and critical whiteness studies and Black critical pedagogy courses where teachers can develop their own critical consciousness of Black racial identity development to examine… [Direct]

Ericka McMillan (2023). An Exploration of the Racial Consciousness of White Teachers. ProQuest LLC, Ed.D. Dissertation, Widener University. This causal comparative study explored the relationship between racial consciousness and the beliefs and instructional behaviors of White teachers. Through this research, I aim to address the existing gap between preservice teachers and White faculty members, shedding light on the dynamics in K-12 classrooms. This examination was framed within the paradigms of Critical Race Theory and Critical White Studies, which emphasize the implications of Whiteness and its impact on culturally responsive teaching practices. The research questions were addressed through a combination of observations, interviews, and a focus group. Following this, the qualitative data was analyzed using the constant comparative method, while the quantitative data was subjected to analysis using Fisher's Exact Test. The findings indicated that White teachers held varying levels of racial consciousness beliefs, with some exhibiting high levels and others displaying low levels. Furthermore, it was found that there is… [Direct]

Johnston, Allie (2023). Understanding the Indigenous Student to Foster Success in Higher Education. Journal of Student Affairs, New York University, v19 p39-50. The development of the American higher education system is one of the defining moments in U.S. history. However, as the land was sold and colleges were established, the Indigenous people were displaced, converted, and erased. Colonization and Indigenous erasure persists to this day by means of low funding for reservations and minimal education about this population. When Indigenous peoples are seen as an "extinct, or dying, community," it implies they do not need acknowledgement (Masta, 2018, p. 830). This lack of recognition leads to little to no preparation for colleges to recruit Indigenous students, and also limited resources to help them be successful if they are accepted and enrolled. If future generations of Indigenous students continue to be underserved, the cycle of invisibility will be perpetuated. With theories like tribal critical race theory, funds of knowledge theory, and cultural wealth theory as frameworks, institutions could offer appropriate wellness… [PDF]

El Sabbagh, Jinan; Schwarz, Corinne (2023). Classroom Communities, Pandemic Portals: Rethinking Solidarity through Pedagogy and Practice. Educational Studies: Journal of the American Educational Studies Association, v59 n2 p221-235. The P-16 classroom, already a space of potential conflicts and contradictions, gained new levels of complexity with the overlapping crises of 2020 onward: the COVID-19 pandemic; police brutality and corresponding "summer of abolition;" book and mask bans; and anti-critical race theory and anti-social emotional learning legislation. In this paper, we respond to these crises with collaboration through the concept of interdependency. Using disability and transformative justice organizer Mia Mingus's definition of interdependency, we argue that an interdependent classroom can be a way out of narratives of atomized disconnection. Interdependency sees an individual's survival as inherently connected to a larger community, emphasizing solidarity over the illusion of independence. Inspired by duoethnographic methods, we share our own reflections as students and teachers in classrooms where connection may or may not have been present. We find that, though we cannot go back to… [Direct]

Iris Zelaya (2023). Concurrent Enrollment in English Support Classes for Community College Students. ProQuest LLC, Ed.D. Dissertation, University of Southern California. This qualitative study aims to understand the experiences of students of color who have completed the transfer-level English class taught utilizing the concurrent model set by AB 705 and whether this model affects their academic success. The problem this study focused on was how equitable access to higher education is for community college students. The methodology of Critical Race Theory was used to study educational inequity among students of color and their experiences in educational systems. Participants expressed that embedded tutoring in English corequisite classes provided the necessary support needed to complete the transfer-level course successfully. However, the implication AB 705 faces is the understanding that students enter at different educational levels and the need for resources and support are essential to bridge the educational gap. Therefore, professors teaching corequisite model content must have a positive outlook toward scaffolding and building a welcoming… [Direct]

Watson, Bruce D. (2023). Race and Dis/Ability Reporting in Higher Education Enrollment: A Quantitative Study in Intersectionality. ProQuest LLC, Ed.D. Dissertation, The University of Arizona. Historical, post-secondary enrollment data can provide insights into trends within self-reported racial/ethnic identities and dis/ability status over time. Research shows that students of color and students with dis/abilities often face bias and unique challenges when compared to their contemporaries. By acknowledging the American educational system's history of bias and discrimination toward these communities, this research has shed light on possible solutions for the creation of more equitable policies for future generations of students. My dissertation combines a quantitative study of historical enrollment data – provided by the National Center for Education Statistics – with a literature and historical review of Critical Race Theory, DisCrit, law, and educational policy. The trends and findings demonstrated herein will contribute in a unique way to educational policy by considering the aspects of race, dis/ability status, and the post-secondary enrollment process in a way which… [Direct]

Nikiya L. McWilliams (2023). An Analysis of the Advancement Pipeline to Leadership for Black Student Affairs Professionals in the CSU System: The Management Personnel Perspective. ProQuest LLC, Ed.D. Dissertation, University of Pennsylvania. A dissertation research study was conducted to examine the conditions behind the continued lack of advancement for Black student affairs professionals within the California State University (CSU) System. This study sought to understand the perspective of the executive and management-level positions categorized as the Management Personnel Plan (MPP). Since the 1960s, the CSU has embraced the principle of diversity and inclusion to improve its campus racial climate with an equity aim for Black people in leadership positions and its Black student population. These diversity, equity, and inclusion initiatives have not made much progress, leading to a gap between the principle and the implementation of racial equity (P-I Gap). This study used critical race theory, white replacement theory, and symbolic racism theory to explore the elements behind the P-I Gap in the career pipeline of Black student affairs professionals within the CSU System. This was a mixed-method study from the… [Direct]

McKenzie C. Peterman (2023). A Narrative Study on the Career Progression Enablers and Barriers of Women of Color Serving in Mid-Level Staff Administrative Roles at Historically White Public Institutions. ProQuest LLC, Ed.D. Dissertation, University of West Georgia. The purpose of this study is to lend itself to the limited body of research on Women of Color in mid-level staff administrative roles serving on historically White campuses in the United States (Bazner, 2022). While there are articles that mention these women, they are typically grouped together with Women of Color in faculty roles (Rosser, 2004). There are few works that focus solely Women of Color in mid-level staff administrative roles. The goal of this study is to highlight these Women of Color's career barriers and career enablers at historically White institutions. Additionally, the goal of this narrative study rooted in the Critical Race Theory (CRT) tenet of storytelling (Martinez & Broussard, 2018) is also to provide interpretations and recommendations for Women of Color serving in these roles currently and those seeking to mid-level staff administrative roles at historically White institutions and for others to consider when working with these women. [The dissertation… [Direct]

Ronald D. Dillard (2023). You Don't Need Eyes to See: The Lived-Experience of College Graduates Who Are Black Men, Born into Poverty, and Living with a Visual Impairment: A Narrative Study. ProQuest LLC, Ph.D. Dissertation, Western Michigan University. The following study seeks to answer this research question: What is the lived experience of college graduates who are Black men, born into poverty, and living with a visual impairment? The researcher has used intersectionality as an aspect of Critical Race Theory (CRT) to conceptualize the research question and develop an interview protocol. The researcher has conducted in-depth interviews for this qualitative inquiry, resulting in a narrative study. Purposeful sampling was implemented to identify three participants who fit the criteria of being a Black man, born into poverty, and living with a visual impairment. Data was reorganized to tell the story in chronological order, as suggested by Creswell and Poth (2018), yielding a story with a beginning, middle, and end. The final product is an analysis of the participants' lived experience, one that they helped the researcher to shape. In the end, the researcher identifies themes that were a part of all the participants' lives. With… [Direct]

Caitlin Lowery (2023). Faces at the Bottom of the Gap: Counterstories from Black Elementary Students about Their Experiences with White Teachers. ProQuest LLC, Ed.D. Dissertation, University of Louisiana at Monroe. Scholars have spent decades trying to determine the cause and solution to an overwhelming issue called the achievement gap. The achievement gap refers to the gaps in academic achievement among certain subgroups of students. One of the most prevalent determiners between those who achieve academic success and those who do not is race. The majority of research done on this topic has been through quantitative design. However, a knowledge gap exists within the research on how Black students' perceptions of the schooling experience is influenced by the treatment they receive from their White teachers. This study used Critical Race Theory as a theoretical framework to collect qualitative data via creative products and conducting one-on-one interviews with Black elementary students regarding their lived experiences as students most at-risk of experiencing the achievement gap. Using the method of counterstory, this study amplified a voice far too long silenced in the academic conversation… [Direct]

Hern√°ndez, Ebelia (2016). Utilizing Critical Race Theory to Examine Race/Ethnicity, Racism, and Power in Student Development Theory and Research. Journal of College Student Development, v57 n2 p168-180 Mar. Recognition of social forces (racism, privilege, power) to the extent that is required by critical race theory (CRT) results in a paradigm shift in the way that we theorize and research student development, specifically self-authorship. This paradigm shift moves the center of analysis from individual, to the individual in relation to her political, racialized, environment, which then provides a new vantage point to capture additional developmental processes. In this article, each dimension of self-authorship is reconsidered with revised questions that seek to examine the ways that race/ethnicity, racism, and power influence the self-authoring process…. [Direct]

Nolan L. Cabrera (2024). Whiteness in the Ivory Tower: Why "Don't" We Notice the White Students Sitting Together in the Quad? Multicultural Education Series. Teachers College Press Whiteness is the foundation of racism and racial violence within higher education institutions. It is deeply embedded in the ideologies and organizational structures of colleges and universities that guide practices, policies, and research. The purpose of this book is not to simply uncover these practices but, rather, to intentionally center the harm that Whiteness causes to communities of Color broadly in order to transform these practices. For example, Cabrera explores what academic freedom and tenure could look like if they actually divorced themselves from Whiteness. Cabrera also demonstrates how campus-based segregation is largely a problem created and maintained by White students, contrary to popular belief. Readers will dive into these and other pressing issues guided by both critical social analysis as well as hope for the possibilities of human liberation from oppression. This is important reading for university and college professors, scholars, diversity officers, student… [Direct]

Carter, Jennifer; Hollinsworth, David; Raciti, Maria (2021). Indigenous Students' Identities in Australian Higher Education: Found, Denied, and Reinforced. Race, Ethnicity and Education, v24 n1 p112-131. Indigenous Australian identities are enmeshed in racializing discourses that often occlude diversity, hybridity, and intersectionality. Australians who self-identify as Aboriginal are often disbelieved by both Aboriginal and non-Aboriginal people, or confront hierarchies of authenticity. Critical analysis of focus groups with undergraduate Aboriginal students suggests that while there are opportunities to find and reinforce their identities in Australian universities, those identities are also denied. Using counterstories and critical race theory, this study exposes dominant misrepresentations of Aboriginality in Australian higher education that can affect academic success and attrition. Universities need to abandon rigid, culturalist constructions of Aboriginal students' identities, and expectations that these can be codified and regulated. Academic and administrative staff require sustained education in the histories of defining Aboriginality, and knowledge of Aboriginal identity… [Direct]

Corral, Daniel; Luedke, Courtney L. (2021). Supportive or Exclusive? Institutional Agents and Undocumented Latina/o College Students in the Midwest. Journal of College Student Development, v62 n5 p575-590 Sep-Oct. This critical qualitative study of testimonios with undocumented Latina/o students in the Midwest explored how institutional agents impacted the level of difficulty students experienced in navigating their collegiate environments. We used social capital theory and Latino critical race theory as our analytic frameworks and employed a critical race methodology to examine and deconstruct students' interactions with institutional agents. Two types of institutional agents emerged in the data: (a) unapologetically uneducated stakeholders who were not knowledgeable of ways to support undocumented or DACAmented students (and often resisted seeking out this knowledge) and (b) supportive and knowledgeable stakeholders who often independently sought out ways to assist undocumented students within institutional contexts that were often unprepared to support them systematically. Findings revealed students often encountered institutional agents who knew very little about relevant resources and… [Direct]

Chilungu, E. Namisi; Ford, Jillian Carter; Jackson, Kelly F.; Stone, Dana J. (2021). 'Complicating My Place:' Multiracial Women Faculty Navigating Monocentricity in Higher Education–A Polyethnography. Race, Ethnicity and Education, v24 n2 p167-185. This polyethnography is an interdisciplinary collaboration between four multiracial women faculty employed at different universities across the US to examine their experiences navigating monocentricity in higher education. This insightful study amplifies the voices of a particular subset of women of color faculty who identify multiracially — a group overlooked in existing literature examining diverse faculty experiences in higher education. Utilizing Multiracial Critical Race Theory (MultiCrit), we reflex on the similarities and nuances that exist within and between our written stories of experience. Conjointly, our critical reflections reveal the prevalence of monoracism within institutions of higher education, which places both internal and external pressures on multiracial women faculty to demarcate themselves monoracially, while simultaneously maintaining a clandestine borderland identity within their departments. Implications for this study reveal the importance of multiracial… [Direct]

(2020). Skills for an Inclusive Economic Recovery: An Agenda for President Biden and Congress. National Skills Coalition America faces the most devastating economic crisis since the Great Depression, and National Skills Coalition (NSC) stands with the working people and local businesses who have been most impacted by the pandemic's economic fallout. Equitable opportunities for working people and local businesses to participate in and benefit from a rebound and possible expansion of our economy are not fated; they are determined by decisions made in Washington, D.C. NSC's member businesses, labor-management partnerships, community organizations, community colleges, education and workforce experts are calling on the President and Congress to be a partner in building an inclusive economic recovery that addresses the disproportionate impact of the economic crisis on workers of color, immigrants, and workers with a high school diploma or less; the essential role of small businesses who hire locally and invest in their people but need policymakers to be their partner; and the moral and economic imperative to… [PDF]

Cook, Jimmie (1996). Professional Growth. Teaching without Barriers. Teaching PreK-8, v26 n4 p26-27 Jan. Discusses the role of diversity, and teachers' reactions to diversity, in education. Suggests that educators can help unite the country and argues that there is no room for racism in schools. A main purpose of education is to open up children's minds for new experiences and possibilities for better lives. (JW)…

Leshner, Alan I., Ed.; Scherer, Layne A., Ed. (2021). Mental Health, Substance Use, and Wellbeing in Higher Education: Supporting the Whole Student. Consensus Study Report. National Academies Press Student wellbeing is foundational to academic success. One recent survey of postsecondary educators found that nearly 80 percent believed emotional wellbeing is a "very" or "extremely" important factor in student success. Studies have found the dropout rates for students with a diagnosed mental health problem range from 43 percent to as high as 86 percent. While dealing with stress is a normal part of life, for some students, stress can adversely affect their physical, emotional, and psychological health, particularly given that adolescence and early adulthood are when most mental illnesses are first manifested. In addition to students who may develop mental health challenges during their time in postsecondary education, many students arrive on campus with a mental health problem or having experienced significant trauma in their lives, which can also negatively affect physical, emotional, and psychological wellbeing. The nation's institutions of higher education… [Direct]

Bernal-Munera, Marcela; Morales-Doyle, Daniel; Segura, David; Varelas, Maria (2021). Access, Dissent, Ethics, and Politics: Pre-Service Teachers Negotiating Conceptions of the Work of Teaching Science for Equity. Cognition and Instruction, v39 n1 p35-64. This study examines the development of secondary preservice science teachers' (PSTs') sociopolitical understandings in the context of a yearlong, masters-level, justice-oriented teacher education program. It articulates a theoretical perspective regarding teachers' conceptions of the work-of-teaching in terms of pedagogical and disciplinary commitments. These conceptions are ideological links between classroom practices and teachers' understanding of the sociopolitical context of their work. Teachers' conceptions include how they view their and their students' agency to gain access to enabling structures or dissent against oppressive structures that contribute to inequity in science education. The embedded case study design with 10 PSTs draws on various data sources from three time periods, and several types of experiences, in the teacher education program. A focus on four cases illustrates how PSTs rearticulated ideological committments in ways that have direct implications for the… [Direct]

Monika Urbanski (2020). Salaries & Status of Sustainability Professionals in Higher Education: Results of AASHE's 2020 Higher Education Sustainability Staffing Survey. Association for the Advancement of Sustainability in Higher Education Every two to three years since 2008, the Association for the Advancement of Sustainability in Higher Education (AASHE) has conducted a survey of sustainability professionals employed in higher education. These surveys collect information from sustainability staff as well as more specialized positions such as recycling & waste staff and energy management staff. This report presents the results of the 2020 Higher Education Sustainability Staffing Survey and serves as an update to the 2017 report. It examines the nature of sustainability positions at colleges and universities in the United States, Canada and other countries, providing insights into salaries, funding, supervision, job satisfaction, challenges and more. The survey on which this report is based closed on February 14, 2020. As a result, the findings capture the higher education sustainability sector on the eve of a global pandemic that closed many campuses and triggered a major economic downturn. Since then, the… [PDF]

Challenger, Douglas F. (2021). Why Civic Education Is Key to Protecting Democracy. New England Journal of Higher Education, Feb. According to Douglas Challenger, American democracy just survived a near-death experience during the slow-motion coup that was the four years of Donald Trump's presidency. It culminated in his rejecting his electoral loss and pressuring officials and political allies to back his claims that the election was fraudulent and, at the end, inciting his supporters to storm the Capitol in an effort to stay in power. During his time as president, he attacked the press, undermined truth with lies and conspiracy theories, and flouted countless institutional norms such as the peaceful transition of power and the rule of law that American democracy has depended on to function. There are several important causes to the rise of Trump and his base including persistent personal and institutional racism, Christian nationalism, deindustrialization, rising economic inequality, and the inability of governing elites (of either party) during the neoliberal decades since Reagan to adequately address these… [Direct]

Julio Fregoso (2022). Pushing Through: Graduate Degree Aspirations for Community College Transfer Students of Color. ProQuest LLC, Ph.D. Dissertation, University of California, Los Angeles. Enrollment of vertical transfer students across four-year colleges and universities has been increasing over the past decade (Shapiro et al., 2018). From 2012 to 2017, data from the Beginning Postsecondary Students (BPS) survey showed that White students represented the largest group of transfers to four-year colleges and universities. Racial and ethnic minoritized populations continue to face challenges in successfully transferring to a four-year from a two-year institution due to systemic barriers (Crisp, Potter, Robertson, & Carales, 2020); and students of color who do successfully transfer from a two-year into a four-year face additional barriers that stem from institutional racism and lack of a transfer receptive culture (Jain, Herrera, Bernal, & Solorzano, 2011; Umbach, Tuchmayer, Clayton, & Smith, 2018; Wawrzyski & Sedlacek, 2003). This study aimed to identify factors that shape and sustain the graduate degree aspirations of community college transfer students… [Direct]

Judith L. Brink Drescher (2022). Toward a Transdisciplinary Model of Social Justice in Academic Librarianship: Promoting Critical Awareness within Advocates and Privileged Allies. ProQuest LLC, Ed.D. Dissertation, Molloy University. Academic libraries are largely comprised of white, middle-aged females, and as part of the overall diversity crisis within higher education, grapple with issues of racism, sexism, heterosexism, classism, and ableism. This mixed-methods study uses an original theoretical framework of critical transcendence, based upon the philosophies of Carl Jung and Paulo Freire, to examine what triggers and/or preconditions lead some academic librarians to reflect upon and interrogate their worldview to become actively engaged as advocates and social justice allies (SJAs). An online survey was conducted that obtained data from a sample of 113 academic librarians regarding their interest and commitment towards advocating for social justice and found a significant positive correlation between social justice interest and social justice commitment. Qualitative and mixed analysis included a thematic review of several open-ended questions (OeQs) as well as interviews with six academic librarians who… [Direct]

Boddicker-Young, Porsche; Richards, Dale; Steber, Kate; Tout, Kathryn; Ulmen, Kara (2021). COVID-19 Research, Evaluation, and Data Agenda for Child Care and Early Education. Special Topics Paper. OPRE Report 2021-162. Administration for Children & Families The context for child care and early education (CCEE) changed rapidly in March 2020 as the global pandemic caused the closure of child care programs and schools, widespread job loss, and negative impacts on the broader economy and family life. Black and Latino families and families with lower income experienced disproportionately negative effects of the COVID-19 pandemic as a result of structural racism and a history of inequitable systems. Many of the negative impacts of the pandemic have directly impacted families' access to high-quality CCEE. As leaders in CCEE consider the implications of COVID-19 for children, families, policies, and programs, a research, evaluation, and data agenda that identifies key questions, research methods, and data needs will be a critical tool. This research, evaluation, and data agenda can (1) alert decision makers to racial and economic inequities in outcomes and promote tracking of key equity indicators, (2) encourage the development of new projects… [PDF]

Stephanie Ye'Cal Jones (2023). The Psychosocial Factors African American Males Identify as Impacting Their Motivation to Pursue a Postsecondary Education. ProQuest LLC, Ed.D.Ed.Lead. Dissertation, Union University. The purpose of this quasi-mixed methods study was to explore how African American males' psychosocial factors impacted their motivation to pursue a postsecondary education and if differences existed between the demographic variables and external psychosocial factors of African American males who pursued a postsecondary education and those who did not. This study involved a purposive sample of 12 African American males who recently graduated high school in an urban school district in the Southeastern United States. This study also included a convenience sample of 47 African American males, secured using online communities throughout the United States. Qualitative data collection included semi-structured interviews, and quantitative data collection included an online questionnaire via Qualtrics. Common themes of the psychosocial factors that influenced participants' motivations to pursue a postsecondary education were "family expectations, passion and learning, future… [Direct]

Pulliam, Allura Racquel (2022). Relationships between Institutional Type, Perceived Experiences of Racial and Ethnic Microaggressions, Multicultural Counseling Course Experience and Social Justice Advocacy Orientation among Counselors in Training and Professionals. ProQuest LLC, Ph.D. Dissertation, The University of North Carolina at Charlotte. The manifestations of institutional and interpersonal racism have been linked to lower recruitment, retention and matriculation rates among ethnic minority students in predominantly white institutions (Harper, 2012). Those who experience racial and ethnic microaggressions have been impacted in numerous deleterious ways. Physical, mental, emotional and political outcomes have been examined in prior research (McGee & Stovall, 2016; Sue, 2010; ). In counselor training programs, specific coursework in multicultural education introduces counselors to the foundational aspects of the Multicultural and Social Justice Advocacy Competencies (Ratts et al, 2016). Using Critical Race theory as a framework, a non-experimental, correlational survey design was used to explore the relationship between institutional type, perceived experiences of racial and ethnic microaggressions, racialized experiences in multicultural coursework and social justice advocacy orientation among counseling students… [Direct]

Hayes, David Brian (2017). Identity, Awareness, Action: A Study of White Anti-Racist Faculty Praxis at Two Predominantly White Institutions. ProQuest LLC, Ph.D. Dissertation, University of Rhode Island. Despite decades of research into the racial construct known as "whiteness" (e.g., Roediger, 1991; Frankenberg, 1993; Leonardo, 2002), as well as on white privilege and racism within predominantly white institutions (PWIs) (e.g., Harper & Hurtado, 2007), little research exists exploring the work of white faculty who confront racism in teaching, research, or service. In this study, I applied a Critical White Studies (Delgado & Stefancic, 1997) analytical frame to a Constructivist Grounded Theory (Charmaz, 2006) study of white anti-racist faculty in two predominantly white institutions within a state higher education system. The study used interviews with 11 white faculty members to discover how their anti-racist work informed their identity as a white person and their conceptual awareness of whiteness as an ideological framework. Particular attention was given to the historical and present contexts in which the participants have lived and worked. Participants all… [Direct]

Migliarini, Valentina (2018). 'Colour-Evasiveness' and Racism without Race: The Disablement of Asylum-Seeking Children at The Edge of Fortress Europe. Race, Ethnicity and Education, v21 n4 p438-457. This article explores discriminatory discourses articulated by Italian professionals operating in educational, health and social services for refugees in Rome, in relation to the educational and social inclusion of unaccompanied asylum-seeking and refugee children. It locates such narratives within the historical 'concealment and invisibilisation of race and racism' that have characterised Italy particularly since the end of the Second World War, while showing how they legitimate contemporary processes of disablement and over-representation of forced migrant children in the category of Special Educational Needs. A theoretical framework influenced by Dis/ability Critical Race Studies, Italian postcolonial studies, and Judith Butler's notions of subjectivation and performative politics is used to discuss how a 'colour-evasive' racial ideology has seeped into various institutions in Italian society, and importantly into education policies and practices…. [Direct]

Ladson-Billings, Gloria (2018). The Social Funding of Race: The Role of Schooling. Peabody Journal of Education, v93 n1 p90-105. Our nation is suffused in questions of race and racism. Despite much scholarly and public discussion we struggle to undo long-held assumptions about race and how it functions. This article looks at race from the perspective of a public commodity that the society "funds" in order to make it seem real and intractable. Throughout the article there are multiple examples of the everyday, commonsense things people in this society do to fund the concept and give it meaning from our children's earliest days. The challenge in a society that so "fully funds" race is it seems near impossible to "defund" the concept in teacher education to allow new teachers to approach the classroom as a space where race is not determinant and highly predictive of student achievement…. [Direct]

Craft, Eleanor; Howley, Aimee (2018). African American Students' Experiences in Special Education Programs. Teachers College Record, v120 n10. Background/Context: Disproportionate placement of African American students into special education programs is likely to be a form of institutional racism, especially when such placement stigmatizes students. If placement also fails to lead to educational benefits, the practice becomes even more suspect. Some studies have explored disproportionate placement (i.e., overrepresentation) from the perspectives of policy makers and educators, but few have looked at the practice from the vantage of the African American students experiencing it. Purpose/Objective/Research Question/Focus of Study: This study explored how nine African American students in secondary special education placements perceived their school experiences and the benefits, challenges, and detriments associated with their placements and accompanying disability labels. Setting: Participating students attended one of three high schools in an urban district in the midwestern United States. Respectively, the schools had low,… [Direct]

Madriaga, Manuel; McGrath, Lisa; Samatar, Amira (2021). No Love Found: How Female Students of Colour Negotiate and Repurpose University Spaces. British Journal of Sociology of Education, v42 n5-6 p717-732. This study explores the lived experiences on campus of five female undergraduate students of colour. Drawing on a critical race theory perspective and inspired by CRiT walking, walking interviews were conducted to give voice to the students' experiences of marginalisation, both metaphorical and physical. The findings reveal how whiteness impacts on participants' negotiation of university spaces; how the 'white gaze' influences their geographies; and how their experiences lead them to occupy counter-spaces within the university. Further, we found that participants' aspirations of postgraduate education were tainted by these negative experiences at the undergraduate level, leading them to reject altogether or begrudgingly continue their education. The study proposes theoretically framed walking interviews as a productive methodology in future critical studies of race in education and highlights the urgent need to address the marginalisation of female students of colour on campus as one… [Direct]

Gillies, Carmen (2021). Curriculum Integration and the Forgotten Indigenous Students: Reflecting on M√©tis Teachers' Experiences. in education, v26 n2 p3-23 Spr. Curriculum integration, or in other words, changing what students are taught within racially desegregated Canadian schools, has served as a primary but incomplete pathway to racial justice. In this paper, I present evidence from a qualitative critical race theory (CRT) methodological study with 13 M√©tis teachers to demonstrate how curricular integration has been framed as a key solution to inequitable outcomes concerning Indigenous students. This strategy has been instilled within the Saskatchewan K-12 education system by a wide spectrum of authorities over several decades. Although absolutely essential for multiple reasons, I argue that teaching students about Indigenous knowledge systems and experiences, as well as anti-racist content, cannot resolve the systemic racial injustices encountered by Indigenous students who attend provincial schools. In particular, three CRT analytical tools–structural determinism, anti-essentialism, and interest convergence–are utilized to examine… [PDF]

Kennedy, Brianna L.; Melfor, Suzanne N. (2021). Experiences of (Not) Belonging among Higher Education Students from Nondominant Ethnic Backgrounds. Education and Society, v39 n2 p69-91 Dec. Students from nondominant backgrounds face challenges in educational contexts related to finding support and having a sense of belonging. In this study, we focus primarily on race and ethnicity in shaping experiences of nondominance. Using a theoretical framework based upon critical race theory and sense of belonging, we interviewed ten young adults from nondominant backgrounds about their educational experiences in primary, secondary, and tertiary education in the Netherlands. Findings indicate challenges related to interactions with White peers, low teacher support and expectations, and discontinuities between home and school cultures. Sources of support included peers from nondominant backgrounds, religion and faith communities, and family. Implications suggest that teachers and leaders in educational institutions develop their own, and their dominant students', understandings of nondominant students' experiences. Additional arguments for the need to focus on race in the European… [Direct]

Blackshear, Tara B.; Culp, Brian (2021). Transforming PETE's Initial Standards: Ensuring Social Justice for Black Students in Physical Education. Quest, v73 n1 p22-44. Calls to transform the initial Physical Education Teacher Education (PETE) standards to reflect social justice have garnered little attention. Recent events have magnified the racial injustices inflicted upon Black people in America and their ability to participate as full equals in a society influenced and characterized by white supremacy. Using critical race theory (CRT) as a framework, the authors examine the racial formulation of the historical and current installations of SHAPE America's initial PETE standards. Illustrated is the influence of white supremacy in PETE programs, the relationship to physical literacy, and the impact on Black students. After analysis, the authors integrate culturally relevant frameworks, and provide a blueprint of socially just PETE standards that challenge structural racism, and diversity initiatives promoted by SHAPE America and in higher education. The authors conclude that infusing Black perspectives is essential to the advancement of inclusive… [Direct]

Hollman, Deirdre Lynn (2021). Critical Race Comics: Centering Black Subjectivities and Teaching Racial Literacy. Journal of Curriculum and Pedagogy, v18 n2 p119-133. This article seeks to explore the complexities of Black subjectivities as written and illustrated by comic book creators of color who wrestle with the enigmatic qualities of blackness as they write within and beyond racial imaginaries and social realities. I call these works "critical race comics" to highlight their explicit engagement with the ubiquity of race and racism and other tenets of critical race theory in education. Critical race comics teach through onto-epistemological explorations of blackness and by centering the black gaze in ways that foster humanizing racial discourse in classrooms, develop racial literacy in readers, and contribute to antiracist pedagogy. As such, I position critical race comics as pop culture and curriculum as they reflect larger literary, artistic, and social movements for racial justice in America (e.g. Antislavery, Reconstruction, New Negro, Civil Rights, Black Power, Hip-Hop, and #BlackLivesMatter)…. [Direct]

Coles, Justin A.; Jenkins, DeMarcus A.; Tichavakunda, Antar A. (2021). The Second ID: Critical Race Counterstories of Campus Police Interactions with Black Men at Historically White Institutions. Race, Ethnicity and Education, v24 n2 p149-166. Although campus racial climate on colleges and universities has been scrutinized in research on higher education, scholarship focused on Black male collegians' interactions with campus police remains limited. Considering how the logics of white supremacy and anti-Black racism have characterized policing across the nation, we assert that a critical examination of how those practices are mirrored on college campuses can illuminate the challenges Black students face when navigating white campus spaces. Drawing on Critical Race Theory, this study reports on the encounters between three Black male students and campus police officers at three distinct historically white institutions. We posit that for Black college students, the student identification (ID) evokes a legacy of surveillance that can be traced to the freedom papers that freed slaves were required to carry while traversing white spaces as a means to affirm rights to freely belong. We conclude with implications and directions… [Direct]

Hope, Julia; Quinlan, Kathleen M. (2021). Staying Local: How Mature, Working-Class Students on a Satellite Campus Leverage Community Cultural Wealth. Studies in Higher Education, v46 n12 p2542-2555. This paper presents the experiences of mature students at a satellite campus of an English higher education institution. Twenty students over age 25 who fit various widening participation criteria were interviewed at four points during their first two years of bachelor's level study at a higher education (HE) centre in an area underserved by HE. Three aspects (familial, aspirational and social capital) of Yosso's model of community cultural wealth emerged as assets supporting students' success. Staying in their home communities allowed them to benefit from family and community networks, and their aspirations for their children fuelled their motivation. The study extends critical race theory to mature mostly white working-class students in English HE, contributing to policy debates about the role of satellite centres in supporting widening participation agendas. HEIs need to consider the capitals that mature students bring with them to their studies and how those support persistence…. [Direct]

Dozono, Tadashi (2021). Negation of Being and Reason in the World History Classroom: "They Used to Think of Me as a Lesser Being". Race, Ethnicity and Education, v24 n4 p542-559. This article addresses how students of color experience negation through world history, and exclusion from being recognized as fully human. What are the logics of exclusion within a world history classroom, and how do these logics of exclusion reproduce themselves in student experiences of alienation and exclusion from the curricular narrative? This study draws from interviews with 10th grade global studies students of color, and employs critical theory, critical race theory, critical disability studies, and queer studies, to conduct a different reading of these students. These frameworks redirect our gaze to the exclusionary logics of reason, the politicized construction of history as a discipline, and the impact of distinctions between being and non-being, civilized and savage, in world history. The article intervenes into these moments when teachers dismiss what students say, to understand the impacts history has on how students understand themselves, and how history has engaged… [Direct]

Ginn, Katherine; Hambacher, Elyse (2021). Race-Visible Teacher Education: A Review of the Literature from 2002 to 2018. Journal of Teacher Education, v72 n3 p329-341 May. In this review of the literature, we draw on critical race theory, critical whiteness studies, and critical pedagogy to examine teacher educators' race-visible efforts in preservice teacher education and inservice teacher professional development. Our review specifically centers on race and racism in teacher education because race is often silenced or largely unaddressed in teacher education programs and teacher professional learning. Through a systematic search of electronic databases and a hand search of journals in this research area, we located 39 peer-reviewed articles published at the intersection of race, white teachers, and teacher education. Findings reveal the kinds of race-visible instructional practices used by teacher educators to scaffold race consciousness as well as larger themes teacher educators and education researchers encounter in their work related to race with preservice and inservice educators. We conclude with a discussion of our findings and offer future… [Direct]

Matthews, Amber (2021). Reversing the Gaze on Race, Social Justice, and Inclusion in Public Librarianship. Education for Information, v37 n2 p187-202. While contemporary revisionist narratives frame the public library as a benevolent and neutral community resource, it has existed for over two centuries and has a deeply shaded past. Particularly, public libraries played key roles in projects tied to the industrialist mission of states and the education of select social groups during key historical times. In no uncertain terms, these were inherently racist and colonial projects in which libraries helped proffer socially constructed and politically motivated ideas of race and class. This work draws on relevant and important work in anti-oppression studies, Black studies, critical diversity studies, and Critical Race Theory (CRT) to trouble contemporary revisionist perspectives in public librarianship to show how they further entrench monocultural normativity and structural racism. It also draws on scholarship in anti-racism studies to reimagine possibilities for public librarianship that genuinely reflect its core values of equity and… [Direct]

Robinson, Robert P. (2021). Teaching Black Lives amidst Black Death: Reflections from a Black Visiting Professor. Journal of Effective Teaching in Higher Education, v4 n2 p99-117. In this essay the author addresses the struggles of teaching a special topics course, Black Freedom Movement Education, in the midst of a global pandemic and Donald Trump's proposed ban on anti-racist training and critical race theory. The educator framed the course under the conceptual lens of stealin' the meetin'–a Black Antebellum practice of creating otherwise literacy practices under repressive circumstances. This form of educational resistance continued beyond enslavement as Black communities used the resources available to educate each other by any means necessary (Robinson, 2020). On a smaller scale, this class carried on the resistance through critical metacognitive engagement with Black education history. The author discusses how he navigated the course when, less than halfway through the quarter, a Black man was killed and burned in a trench. Using emails, lecture notes, student evaluations, texts, and reflections, the author shares vignettes of tension, Black affinity,… [PDF]

(2021). Localizing Responses to CRT and Curricular Questions: Helping Your Community Understand What Your Schools Do and Don't Teach. Kansas Association of School Boards Critical Race Theory (CRT) is a legal framework that originated in the 1970s intending to challenge legal scholarship to consider the historical and present impact and causes of structural inequality and racism. CRT is an academic lens primarily used at the doctoral level and is not a defined curriculum or something outlined in the Kansas State Board of Education's education standards. It is distinctly different from the guiding tenets of educational equity with which it is regularly confused. In the state of Kansas, curriculum choices are completely controlled by the locally elected board of education. Based on input from district staff, parents, and other important stakeholders, the board is tasked with establishing and approving a curriculum. The Kansas Association of School Boards (KASB) has created this in-depth guide to help local school districts address the debate over CRT and other curriculum issues… [PDF]

Kevin Perks Ed. (2024). Transformational Leadership for Rapid School Improvement. Teachers College Press To address today's numerous goals and challenges, K-12 schools need transformational leaders–leaders able to substantively enhance and improve educational systems and educator practices in order to achieve better, longer-lasting outcomes for all students. This practical resource is for superintendents, principals, and other education leaders who are charged with rapidly improving their schools and districts. Grounded in WestEd's research-based and field-tested Four Domains of Rapid School Improvement framework, this book offers guidance, support, and resources in the areas of school turnaround, talent development, instructional transformation, and culture shift. Every chapter includes prompts to encourage reflection and discussion with colleagues, as well as action steps to put guidance into practice. "Transformational Leadership for Rapid School Improvement" can be used as a text for educational leadership courses and for professional learning with practicing principals… [Direct]

Kenneth H. MacKinnon (2024). Equity as a Leadership Competency: A Model for Action. Journal of School Leadership, v34 n6 p565-584. In Ontario, Canada, principals' work is guided by competencies outlined in the Ontario Leadership Framework which reflect the leadership skills and behaviours needed to successfully lead schools, improve student achievement and well-being. The problem is that this document largely ignores equity and anti-oppressive leadership behaviours. The Toronto District School Board (TDSB), created an addendum to this document, introducing the notion of equity as a leadership competency. Other documents of this nature have emerged in multiple systems in Ontario in response to the increasing need to provide guidance to principals about how to engage equity work. The challenge is the gap between the competencies on the page and the actions taken in schools. There is little guidance around how to make these competencies actionable. This paper engages a discourse analysis of the TDSB's equity as a leadership competency document resulting in the creation of a model for equitable action. A focus on… [Direct]

Tara Schwitzman-Gerst (2024). Diversity's (In)visibility at Two Hispanic Serving Institutions: How the Whiteness of Higher Education Constrains Racially Diversifying the K-12 Teaching Force. Journal for Multicultural Education, v18 n4 p460-473. Purpose: Most research about combating the whiteness of teacher education neglects to analyze the whiteness of the higher education institutional contexts housing teacher preparation programs. This gap also holds true within research exploring Minority Serving Institutions' potential to graduate large numbers of teachers of color. Consequently, this paper aims to argue that without strong institutional commitments to dismantle the whiteness of higher education, Hispanic Serving Institutions (a type of Minority Serving Institution) compromise their potential to robustly prepare and graduate K-12 teachers of color. Design/methodology/approach: Drawing on an inductive qualitative analysis of interviews with teacher educators of color and students and a deductive qualitative analysis of publicly available data at two Hispanic Serving Institutions, this paper uses Critical Race Theory tenets of lived experience and intersectionality. Findings: Both institutions enacted diversity… [Direct]

Tiana Thompson (2024). Addressing Challenges of African American Students in an Alabama HBCC Hospitality Program. ProQuest LLC, Ed.D. Dissertation, Tennessee State University. This qualitative dissertation explored the challenges faced by African American students in a Career and Technical Education (CTE) Hospitality Program at a Historically Black Community College (HBCC) in Alabama. Framed by Social-Identity Theory, Critical Race Theory, and the Inclusive Excellence Framework, the study addressed the underrepresentation of African Americans in management roles within the Hospitality and Tourism industry (U.S. Bureau of Labor Statistics, 2020). Using purposive sampling and in-depth interviews with students, faculty, and administrators, the research identified structural, cultural, and academic barriers–such as educational disparities, limited networking, resource inequalities, and unconscious biases in hiring and promotion–that hindered student success. While culturally supportive environments were present, participants highlighted gaps in institutional resources and industry partnerships needed for career advancement, underscoring the need for stronger… [Direct]

Ver√≥nica Gonz√°lez (2024). Sociocultural Competence for Racial Justice in Dual Language Programs: Dismantling (Mis)Conceptions of Race. Urban Review: Issues and Ideas in Public Education, v56 n1 p59-82. Research on the inequities present within dual language (DL) programs demonstrates that these programs are not immune from the racial stratification prevalent in the United States. Despite intentions to center justice for minoritized students in DL programs, unexamined ideologies among educators can inadvertently perpetuate the existing status quo. Given this context, the incorporation of critical consciousness and critical-racial consciousness has been put forth as additional goals of DL education. Through a theoretical framework grounded in critical race theory, this study investigates the race-related ideologies held by Latinx educators. The study explores how these ideologies influence their conceptualization and implementation of sociocultural competence, a key goal of DL education. This analysis takes place within the context of a one-way/developmental transitional kindergarten through eighth grade DL school situated along the US-Mexico border in Southern California. Conducting… [Direct]

Anthony Latrell Webster (2024). Voicing Perspectives: Examining the Racialized Experiences of Black Men Who Have Exited the Student Affairs Profession in Higher Education. ProQuest LLC, Ph.D. Dissertation, Wayne State University. Researchers have discussed the significance of Black male educators in secondary and post-secondary education for decades. While there is extensive research on the impact of Black male teachers, education administrators, and those in the professoriate, there is a noticeable gap concerning the experiences of Black male student affairs staff in higher education. This qualitative study fills that void by analyzing the experiences of Black male student affairs professionals who have transitioned out of the higher education profession at American universities within the past decade. This research utilizes counter-storytelling as its methodology to offer fresh insights and alternative viewpoints. Employing Critical Race Theory as the primary analytical framework provides a comprehensive understanding of the racialized experiences of Black men in the student affairs profession. Additionally, this research examines these experiences' impact on Black men's career trajectories, uncovering… [Direct]

Shannon Franklin (2024). African American Adolescent Suicidality and Prevention from an Urban School Counselor Perspective. ProQuest LLC, Ph.D. Dissertation, Eastern Michigan University. African American adolescent suicidality has become more prevalent, and urban school counselors are positioned uniquely to intervene. This research studied the overarching societal factors in the sociocultural, economic, and political spheres that influence increased suicidality behaviors in African American adolescents from the perspective of urban school counselors. The focus of this research was to hear the lived experiences of urban school counselors regarding the impact of racial discrimination on African American adolescent suicidality. The two theoretical frameworks that were used to support this study are the world-systems analysis theory and critical race theory. This study took a qualitative phenomenological approach that virtually interviewed seven school counselors that serve students in urban school settings. The interviews obtained information from the urban school counselor's perspective on how race influenced suicidality in the real-life stories of adolescents they… [Direct]

Pedro Espinoza (2024). Leading towards Racial Justice: Counterstories of TK-12 Latinx Men Administrators. ProQuest LLC, Ph.D. Dissertation, Chapman University. More than half of all students in public schools identify as Students of Color. However, there is an underrepresentation of PreKindergarten (PK)-12 Administrators of Color in public schools, including Latinx men administrators. Furthermore, the literature on the experiences and leadership practices of PK-12 Administrators of Color has mostly been on Women of Color and has utilized a phenomenology or case study research design. Therefore, this study sought to address these gaps in the literature by examining the experiences and leadership practices of Transitional Kindergarten (TK)-12 Latinx Men Administrators by centering their voices. This study utilized a Latinx Critical Race Theory framework, a Critical Race CounterStorytelling, and Narrative Inquiry methodology as a lens to examine the educational, life experiences, and leadership practices of TK-12 Latinx Men Administrators in an in-depth and meaningful way. The counterstories of this study derived from individual,… [Direct]

Jerrell LaMon Starling (2024). Challenges Black Males Face at Predominantly White Institutions. ProQuest LLC, Ed.D. Dissertation, Walden University. The problem is that Black males in higher education have declining retention and graduation rates compared to other ethnic groups. Over the past two decades, Black males have declined in enrollment, retention, and graduation rates. Colleges and universities have struggled to attract, keep, and graduate Black male students, especially during the COVID-19 pandemic. Recent research has shown that Black male students have experienced the most challenges during the COVID-19 pandemic. Today's educators and practitioners have emphasized the need to do more to keep Black male students and help them complete college. Framed by Critical Race Theory, this study investigated first-generation–, third-, fourth-year Black male students' perceptions and experiences attending predominantly White institutions (PWIs). This qualitative research study employed one-on-one, in-depth interviews to understand Black males' challenges and obstacles to attending PWIs. With many racial challenges, the results… [Direct]

Denisa G√°ndara; Eric R. Felix; Sosanya Jones (2024). "All Students Matter": The Place of Race in Discourse on Student Debt in a Federal Higher Education Policymaking Process. Teachers College Record, v126 n2 p147-182. Background: Nearly two decades have passed since the last successful reauthorization of the Higher Education Act. Since then, student loan debt and the accumulation patterns based on race have become a pressing issue to address in U.S. society. Purpose: Student debt is one of the key issues on the federal higher education policy agenda. The purpose of this paper is to examine how race is addressed in a congressional hearing held to discuss the reauthorization of the Higher Education Act. Specifically, we examined one congressional policy markup hearing to understand how members frame student debt and the racialized dynamics embedded within. Research Design: We combined critical race theory and racial frames to discursively analyze 14 hours of congressional hearings on the reauthorization of the Higher Education Act. Through critical discourse analysis, we interrogated the racialized discourse among policymakers as they proposed solutions and alternatives to address the issue of… [Direct]

Johnson, Lamar L. (2016). Using Critical Race Theory to Explore Race-Based Conversations through a Critical Family Book Club. Literacy Research: Theory, Method, and Practice, v65 n1 p300-315 Nov. Stemming from my personal encounter with what I consider a racial affliction imposed by a White female teacher, I provide a glimpse of my racial narrative as a young Black male to illustrate a reference point for thinking through how racism functions in homes and schools. It touches on the importance of race-based conversations within school and out of school spaces. In this article, I illustrate the creation of a "critical" relationship between parents, youth, and educators in that I used a critical family book club as a mechanism for engaging parents and students in discussions about race and racism. Drawing from interviews, memos, field notes, and other forms of research data, I analyze participants' experiences with race, racism, and power. I conclude with the pedagogical possibilities of enacting critical race pedagogy and critical family book clubs in K-12 spaces…. [Direct]

Bryan, Nathaniel; Goff, Tanisha; Grant, Tyler; Green, Daizha; Rowe, Ieesha; Singleton, Kerrie; Wynter-Hoyte, Kamania (2020). A Seat at the Kitchen Table: The Lived Experiences of Black Female Preservice Teachers in an Urban Education Cohort. Equity & Excellence in Education, v53 n3 p342-364. The authors of this qualitative study provided Black female preservice teachers in an urban cohort at a predominantly white institution a seat at the kitchen table to share their racialized and gendered experiences. The research questions centered around the experiences of Black female preservice teachers, their participation in anti-racist spaces, and the role of critical for teacher educator programs in coursework and program development. The authors drew on Critical Race Theory and Critical Race Feminism as theoretical frameworks. Findings include the cultivation of sisterhood based on multi-layered identities and experiences, how the participants navigate racial fatigue on and off campus, and how the participants embody an intergenerational alliance between them and Black faculty members. Implications for practice are included…. [Direct]

Bolgatz, Jane; Crowley, Ryan; Figueroa, Enrique (2020). Countering White Dominance in an Independent Elementary School: Black Parents Use Community Cultural Wealth to Navigate "Private School Speak". Journal of Negro Education, v89 n3 p312-327 Sum. This case study uses critical race theory to examine Black parents' perceptions of their children's academic experiences in grades K-5 at a private, secular, predominantly White school. While they appreciated the school, many parents were worried about communication related to their children's academic performance, and to access to, and necessity for, academic tutoring. Underlying their concern was a fear about Black children being asked to leave the school. Parents drew upon community cultural wealth and adopted racial realist views to navigate these concerns. Race and class intersected in the ways parents perceived and responded to their experiences. The study reveals how the school systemically disadvantaged Black students. The authors suggest how teachers and administrators can disrupt practices that contribute to White dominance…. [Direct]

Powell, Shameka N. (2020). The Paradox of a Credit-Recovery Program: Alleviating and Exacerbating Racial Inequity. Race, Ethnicity and Education, v23 n6 p784-799. This ethnographic case study examines how a racial equity-focused effort was contested and undermined by analyzing classroom observations and interviews with three teachers who worked in a credit-recovery program. Drawing on Critical Race Theory's (CRT) whiteness as property and restrictive equality analytical lenses, this article illustrates that although the credit-recovery program was created to offer struggling Black students support and to address racialized academic disparities between Black and White students, it actually exacerbated racial inequity. Findings demonstrate that White parental demands, institutional practices, and meritocratic ideology combined to simultaneously advantage White students and disadvantage Black students. This article shines light on ways equity efforts are refashioned to support racial inequalities. The article concludes with implications for research and practice…. [Direct]

Pazey, Barbara L. (2020). " °Ya Basta!" Countering the Effects of Neoliberal Reform on an Urban Turnaround High School. American Educational Research Journal, v57 n4 p1868-1906 Aug. This article provides an account of the ways in which students and adult supporters of an urban turnaround high school mobilized to defy the rhetoric of neoliberal reforms and the subsequent deficit narrative imposed on them and on their school. Their counternarratives refute the master narratives advanced by federal and state educational reforms. The current rationale of neoliberal reforms and the disabling terminology used to construct the identity of a school and the individuals associated with the school are interrogated through the theoretical framework of Dis/ability Critical Race Theory. An alternative approach and philosophy of thought regarding school reform and the ways in which we define the worth and value of a school, its students, and the larger community is offered…. [Direct]

Bhopal, Kalwant; Pitkin, Clare (2020). 'Same Old Story, Just a Different Policy': Race and Policy Making in Higher Education in the UK. Race, Ethnicity and Education, v23 n4 p530-547. Evidence suggests that Black and minority ethnic (BME) students and staff continue to be disadvantaged in higher education institutions (HEIs) in the UK. Policy making has been introduced to specifically address such inequalities. This article draws on critical policy analysis and 45 interviews to explore the impact of the recently introduced Race Equality Charter (REC) as a measure to address such inequalities. By using principles of Critical Race Theory (CRT), we argue that racism continues to play a key role in the experiences of BME groups in HEIs and policy making. Consequently, the enactment of policy making on race through the REC works to benefit HEIs by adhering to White normative practices and behaviours which contribute to a system which reinforces and perpetuates White privilege…. [Direct]

Curry, Katherine; McIntosh, Reubin (2020). The Role of a Black Church-School Partnership in Supporting the Educational Achievement of African American Students. School Community Journal, v30 n1 p161-189. Despite efforts of educators across the nation, African American students in the United States underperform their peers and experience graduation rates lower than any other ethnicity. The purpose of this case study was to gain an understanding, through the lenses of social learning theory (SLT) and critical race theory (CRT), of how a partnership between a Black church and an urban high school supports the achievement of African American students. Findings, consistent with the literature on the Black church's foundation, include the importance of relationships, equity, community, and commitment. Implications include the partnership's positive influence on student educational outcomes by meeting student needs of relationship and community. Interest convergence and counterstorytelling, tenets of CRT, are used to explain student success and support provided through partnership efforts…. [PDF]

Orelus, Pierre Wilbert (2020). The Cost of Being Professors and Administrators of Color in Predominantly White Institutions: Unpacking Microagression, Isolation, Exclusion, and Unfairness through a Critical Race Lens. Diaspora, Indigenous, and Minority Education, v14 n2 p117-132. Teaching in predominantly white institutions is a terrific challenge for professors of color. In addition to being expected to fulfill professional obligations, including publishing, teaching, advising, and mentoring students, professors of color constantly have to fight against microaggression, lack of diversity, inclusion, and fairness in the academy. Drawing on critical race theory and testimonios from professors of color from diverse backgrounds, this essay seeks to examine ways in which these professors have experienced these intersecting forms of oppression in the academy. Their testimonios showcase their resilient spirit resisting institutional oppression. This essay presents a very complex portrait of the experiences of professors of color and goes on to offer suggestions that might be helpful to those interested in social justice issues in higher education…. [Direct]