Battle, Juan; Chapman, Shawnda; Gonzalez, Lidia (2020). Mathematics Identity and Achievement among Black Students. School Science and Mathematics, v120 n8 p456-466 Dec. Employing data from the National Center of Educational Statistics' High School Longitudinal Study and utilizing critical race theory and intersectionality as theoretical frameworks, this article interrogates the relationship between mathematics identity and math success for a nationwide sample of Black secondary school students. More specifically, hierarchical regression modeling is employed to examine the relative impact of math identity, demographic variables, and school/parent social capital variables on the math grade point averages of this sample. The article ends with a discussion of specific steps for teaching mathematics that put the identity of those from traditionally marginalized communities at the center of mathematics instruction. Thus making experiences, histories, culture, and abilities essential elements of students' learning, that are to be supported and built upon…. [Direct]

Aguilar-Hern√°ndez, Jos√© M. (2020). Queering Critical Race Pedagogy: Reflections of Disrupting Erasure While Centering Intersectionality. International Journal of Qualitative Studies in Education (QSE), v33 n6 p679-694. This article argues that intersectional pedagogies are one way to capture the experiences of Queers of Color, specifically in higher education classrooms. Using critical pedagogies and critical race theory in education, the author makes the case for the need to intentionally center race and sexuality within pedagogical approaches and curriculum, what they call "Queer Critical Race Pedagogy." Using autoethnography, the author reflects on three pedagogical practices that center race and sexuality and finds that employing a QCRP is critical because the representation of Queers of Color in the classroom, course materials, and as historical actors are significant to disrupt erasure and silence in curriculum. The author concludes that QCRP can lead students of diverse backgrounds to commit to social change…. [Direct]

Howard, Joy (2020). The Way It Was Done: Considering Race in Classroom Placement. Teacher Education Quarterly, v47 n1 p27-47 Win. Based on data from an ethnographic study of teachers, the author applies analytical tools from critical race theory to make sense of how teachers made decisions about classroom placement in an elementary school in the U.S. South. The article is organized around the questions, In what ways did teachers in this study make sense of race in classroom placement decisions? What implications might this have for teachers and teacher education? Findings are organized and analyzed in three sections: the melting pot framework; legit, mixed, and others; and everybody needs to be put in a box. The author provides specific recommendations for making race-visible classroom placement decisions and shares implications for the role of teacher education in preparing teachers to make race-visible decisions… [PDF]

Hanna, Margaret O.; Hetrick, Carolyn; Reece, Erika; Wilson, Camille M. (2020). Organizing for Urban Education in the New Public Square: Using Social Media to Advance Critical Literacy and Activism. Urban Review: Issues and Ideas in Public Education, v52 n1 p26-46 Mar. In this paper, we draw upon data from a multi-year, ethnographic case study of a community-based organization in Detroit, Michigan to consider how the organization has used social media to influence reform discourse, educate local communities, and forward community-driven educational reform goals within an austere, neoliberal political climate. Our analysis is informed by critical race theory and critical literacy scholarship, and it offers implications for enacting citizenship and democratic educational change. It also reveals insights about the ways in which technologies and ever-changing modes of communication can influence communities' critical literacy and civic action. We aim to boost the limited attention paid to the use of social media in urban educational activism, leadership, and policy research…. [Direct]

Anderson, Brittany N. (2020). "See Me, See Us": Understanding the Intersections and Continued Marginalization of Adolescent Gifted Black Girls in U.S. Classrooms. Gifted Child Today, v43 n2 p86-100 Apr. In current research and theoretical models that address racial inequity or gender disparities in gifted education, there is a missing narrative around high-achieving/gifted Black girls and their experiences, as well as their disproportionate underrepresentation in gifted programming, services, and Advanced Placement (AP) courses. This article highlights literature on adolescent gifted Black girls, in addition to exploring barriers and issues of marginalization that constrain the talent identification and development of this population. The study explores the narratives of gifted Black women and explores their counternarratives using Critical Race Theory and Frasier's Talent Assessment Profile (F-TAP) framework. The article urges educators to use an intersectional lens to understand and address the needs of adolescent gifted Black girls, and provides practical tools to identify and develop talent…. [Direct]

McCardle, Todd (2020). A Critical a Critical Historical Examination of Tracking as a Method for Historical Examination of Tracking as a Method for Maintaining Racial Segregation. Educational Considerations, v45 n2 Article 4 Mar. Using a Critical Race Theory framework, this manuscript examines the scholarly literature on the intersection of tracking and its historical use as a method for establishing and maintaining racial segregation in American public schools. I begin by exploring accounts of tracking in American public educational institutions as researched by historians of education. Then, I examine contemporary manifestations of tracking in American public schools beginning in the 20th century by sociologists of education. Within the discussion of contemporary tracking, I explore the use of tracking through magnet schools in order to circumvent federal legislation aimed at desegregating American public schools. Overall, the intersection of these bodies of literature argues that the problematic roots of tracking continue to maintain historical racial and ethnic segregation in American public schools…. [PDF]

Alem√°n, Enrique, Jr.; Alem√°n, Sonya M. (2016). Critical Race Media Projects: Counterstories and Praxis (Re)Claim Chicana/o Experiences. Urban Education, v51 n3 p287-314 Mar. This article maps out two critical race media projects — a documentary and a Chicana/o-centric student newspaper–developed by Chicana/o scholars seeking to fulfilll the promise of praxis hailed by critical race theorists. Fortified and guided by the quintessential tenets of critical race theory and Latino critical race theory, these critical race media projects not only apply, but also extend these principles to seek educational and community transformation. As such, the production process for both documentary and student newspaper merge research and activism in order to cultivate figurative and literal spaces that encourage and allow for the recuperation of memory, archiving forgotten history, and the self-determination of contemporary identities and belonging. By harnessing critical race theory's counter story-telling focus, these projects cultivate the voices of resistance and reclamation in Latina/o communities, transcending the Black/White paradigm that bounds a majority of… [Direct]

Piper, Rebekah E. (2019). Navigating Black Identity Development: The Power of Interactive Multicultural Read Alouds with Elementary-Aged Children. Education Sciences, v9 Article 141. Racial identity development in young children is influenced by interactions with teachers and curriculum in schools. This article, using the framework of critical race theory, critical literacy, and critical pedagogy, explores how three elementary-aged Black children view their own identity development. Specifically, observing how children interact with Movement-Oriented Civil Rights-Themed Children's Literature (MO-CRiTLit) in the context of a non-traditional summer literacy program, Freedom Schools, to influence their Black identity. Professional development and preservice teacher preparation are needed to support teachers as they navigate through learning about pedagogical practices that increase student engagement…. [PDF]

Curtis, Heidi; Lancaster, Lawanna; Zamora, Alejandro L. (2019). Promoting Racial and Ethnic Identity: A School-Based Intervention to Support Latino Youth. Journal of Latinos and Education, v18 n3 p215-227. Latinos disproportionately face societal and educational hardships. Thus, it is incumbent upon the education system to offer a method of support that remediates this inequitable reality, particularly from a Critical Race Theory perspective. Research has offered a connection between racial and ethnic identity and academic success in youth of color, though little research is explicitly connected to Latinos. This study offers a mixed-methods approach to explore the development of racial and ethnic identity in Latino youth through a culturally responsive school intervention, cuento (story) group work. Findings indicated an increase in racial and ethnic identity after the eight-week intervention…. [Direct]

Kruse, Sharon D.; Rodela, Katherine C. (2019). When Hate Comes to Campus: Campus Readiness for Conflict, Safety, and Student Voice. Journal of Cases in Educational Leadership, v22 n3 p85-97 Sep. A state voter proposition concerning gun regulation motivated a local far-right political group to organize a pro-gun rally on campus. Overriding the safety and security concerns of faculty and students, freedom of speech rights required that the group be allowed to assemble on campus. The case explores interactions among administration, faculty, and students that illuminate campus tensions related to race, readiness for conflict, student safety, and student voice. Authors suggest exploring these tensions and issues through the lenses of organizational leadership theory and Critical Race Theory, providing readers the opportunity to better analyze similarly charged incidents in their contexts…. [Direct]

Fears, Barbara A. (2019). Countering the Colorblind Rhetoric. Religious Education, v114 n4 p486-499. To be colorblind suggests a race-neutral perspective whereby no theological anthropological meaning is attached to one's physical embodiment. Colorblind ideology benefits the hegemony and negates the "imago Dei" of people of color and their long history with individual and institutional racism. This article advocates for the use of Critical Race Theory (CRT) as a critical pedagogy to counter the colorblind rhetoric in spiritual identity formation and praxis, specifically using CRT theories "racial realism" and "whiteness as property" for the purpose of faith formation, faith transformation, and meaning-making in the current theo-political U.S. context…. [Direct]

Belay, Kurubel; Griffin, Kimberly A.; Hart, Jeni L.; Worthington, Roger L.; Yeung, Jeffrey G. (2019). Race-Related Activism: How Do Higher Education Diversity Professionals Respond?. Review of Higher Education, v43 n2 p667-696 Win. Diversity professionals are often expected to respond to campus race-related student activism. However, little is known about how they perceive their roles and relationships, or enact strategies as they engage in this work. Informed primarily by Williams's (2013) Strategic Diversity Compass and secondarily by Critical Race Theory (CRT), we conducted a qualitative case study of campus diversity professionals who had responded to race-related student activism. We found they relied most heavily on political leadership strategies, navigating existing structures of power and racism in the academy, educating the campus community, and translating student activists' needs to institutional leaders…. [Direct]

Annamma, Subini Ancy; Anyon, Yolanda; Downing, Barbara; Farrar, Jordan; Greer, Eldridge; Joseph, Nicole M.; Simmons, John (2019). Black Girls and School Discipline: The Complexities of Being Overrepresented and Understudied. Urban Education, v54 n2 p211-242 Feb. Using Critical Race Theory and Critical Race Feminism as guiding conceptual frameworks, this mixed-methods empirical study examines Black girls' exclusionary discipline outcomes. First, we examined disciplinary data from a large urban school district to assess racial group differences in office referral reasons and disparities for Black girls in out-of-school suspensions, law enforcement referrals, and expulsions. Next, we used a multivariate analysis to determine whether these patterns held after accounting for other identity markers. Finally, we used Critical Discourse Analysis to consider whether office referrals for Black girls were for subjective or objective behaviors and whether they aligned with dominant narratives…. [Direct]

King, LaGarrett J. (2019). Interpreting Black History: Toward a Black History Framework for Teacher Education. Urban Education, v54 n3 p368-396 Mar. I argue in this article that a close examination of preservice teachers' Black history knowledge is needed to possibly improve curricular and instructional approaches of Black education. Seven preservice teachers were studied and asked to write Black history narratives to ascertain how they interpreted Black history. I analyzed these responses through a Black history framework that combined aspects of diaspora literacy, historical consciousness, and Black Critical race theory. Findings indicate preservice teachers held both critical and noncritical Black history knowledge. Implications are given to teacher educators to find out how to effectively gauge Black history as a heuristic for diversity education…. [Direct]

Neville, Kathleen M.; Parker, Tara L. (2019). The Influence of Racial Identity on White Students' Perceptions of African American Faculty. Review of Higher Education, v42 n3 p879-901 Spr. Due to the underrepresentation of African American teachers and college faculty, students have limited to no interaction with Blacks as authority figures in the classroom. When White students in particular face African American faculty in class, they often exhibit negative attitudes and inappropriate behavior. Using racial identity development and critical race theory, we seek to understand how White college students perceive African American professors and from where those perceptions stem. In considering the social and educational context in which students live, our study explores the ways White students perceive Black professors and how students' racial identity development influences their perceptions…. [Direct]

Brittany Lane Locklear (2023). We Are Still Here: An Exploratory Case Study on Native American Community College Students Enrolled in Transfer Programs. ProQuest LLC, Ed.D. Dissertation, North Carolina State University. Native American college students in the United States face significant educational disparities. However, there has been limited research on how they demonstrate resilience within their communities. This research study explored the experiences of Native American community college students enrolled in transfer programs while also considering the perspectives of faculty and staff involved in these programs. Despite efforts to close opportunity gaps, Native American college students continue to face challenges and underperform compared to other racial and ethnic groups. This study fills a critical research gap by investigating the experiences of Native American students in community colleges enrolled in transfer programs, focusing on their perspectives on the enrollment and transfer processes. This research study addresses key questions about personal and social experiences, academic strategies, available support resources, and the transfer process. Nine Native American students, seven… [Direct]

Erwin, Ben; Thomsen, Jennifer (2021). Addressing Inequities in Higher Education. Policy Guide. Education Commission of the States Although diversity in higher education has continued to increase over the past 20 years, colleges and universities continue to enroll Black, Latinx and American Indian students in bachelor's programs at low rates; additionally, more selective institutions and high-demand fields of study are less likely to enroll these students, and they often are not afforded the supports and services that can help them finish college or obtain a degree. These disparities have a significant impact on the long-term employment outcomes for students, and they maintain a racial and ethnic wealth gap — both problematic scenarios for state policymakers looking to build a prepared workforce and resilient economy. This Policy Guide explores various types of barriers that these students face in: (1) College readiness. This includes inadequate access to advanced coursework, counseling and financial aid resources that prepare students for college or university; (2) Transitions to college. Black, Latinx and… [PDF]

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

Asadi, Neda; Pillay, Thashika (2018). Creating Educative Spaces for Second-Generation Somali-Canadian Youth through Informal Education. Diaspora, Indigenous, and Minority Education, v12 n4 p201-213. Available statistics and literature indicate that Somali-Canadian youth face unique challenges in their everyday lives. Somali students have a 36.7 % dropout rate (Jibril, 2011). Somali-Canadian community members in Edmonton contend that Somali-Canadian students are labelled with behavioural or cognitive disorders, diagnoses that do not take into consideration students' academic, social, or cultural backgrounds (Ahmed, 2007). They are situated in a complex web of family, religion, culture, and education (Forman, 2001) where they have to negotiate their sense of self and develop their identity. This research will attempt to understand the experiences of Somali-Canadian youth regarding their identity as learners, community members, and as Canadians. In this study, we utilize a social justice framework to help uncover the complex intersections of racism, cultural identities, and liberal education systems. This qualitative study is focused on understanding the lived experiences and… [Direct]

Rosa, Katemari (2018). Science Identity Possibilities: A Look into Blackness, Masculinities, and Economic Power Relations. Cultural Studies of Science Education, v13 n4 p1005-1013 Dec. This forum paper dialogues with Sheron Mark's "A bit of both science and economics: a non-traditional STEM identity narrative. In her paper, she discusses the development of a Science, Technology, Engineering, and Mathematics (STEM) identity by a young African American male during an informal STEM for Social Justice Program. Here, the discussion focuses on Black masculinities, identity formation, and the role of science educators in making STEM fields a welcoming place for young Black men. Drawing from Mark's data and discussion, this paper is a dialogue between science identity possibilities in the United States and in Brazil when we look at the intersections of race, gender, and socioeconomic status. Using the shared colonial past of both countries a connection is established to address race relations within science education. The main argument in this paper is that racism can no longer be denied and dismissed by the science education community worldwide and that… [Direct]

Shelton, Stephanie Anne (2017). A Narrative Reflection on Examining Text and World for Social Justice: Combatting Bullying and Harassment with Shakespeare. Journal of Language and Literacy Education, v13 n1 p1-14 Spr. Based on classroom readings and discussions of William Shakespeare's "The Merchant of Venice," this Voices from the Field article examines the ways that teachers might use traditional canonized texts to encourage students to both critique and react against bullying behaviors. The author's experiences detail the narratives that students introduced while reading the play, enabling complex considerations of contemporary issues such as Islamophobia, homophobia, racism, and sexism, with the hope that other educators and teacher educators might use similarly sanctioned literacy selections both to counter school- and community-based resistances and to advance social justice in education…. [PDF]

King, Joyce E. (2017). Who Will Make America Great Again? "Black People, of Course…". International Journal of Qualitative Studies in Education (QSE), v30 n10 p946-956. The author reflects on the relevance of her intellectual journey through the Black consciousness movement in the 1960s to her pedagogy teaching from a Black Studies theoretical perspective on liberating knowledge. This pedagogical approach aims to fortify education students' consciousness regarding a systemic understanding of how racism and domination work. The argument is that this approach is especially needed given the current regime. Using the 1968 poem by Amiri Baraka that asked: 'Who Will Survive America?' the author illustrates content and pedagogy that can respond to the presidential campaign slogan understood as "making America white again."… [Direct]

Banks, Joy (2017). "These People Are Never Going to Stop Labeling Me": Educational Experiences of African American Male Students Labeled with Learning Disabilities. Equity & Excellence in Education, v50 n1 p96-107. This investigation employs Disability Critical Race Studies as a theoretical framework to determine the interdependence of racism and ableism in school settings. African American male students with learning disabilities are queried about their interpretations of special education placement and labeling while attempting to secure educational opportunities during high school. Their responses were used to determine the consequences of labeling as they intersect with factors such as race, gender and, to a lesser extent, social economic status. Subsequently, as a result of this investigation, implications for empowering students through self-advocacy and enhancing teachers' knowledge of diverse learning styles are discussed…. [Direct]

Amir, Dana; Shoshana, Avihu (2018). "Brown Morning": Classed Interpretations of Anti-Racist Text. Critical Studies in Education, v59 n1 p108-126. This article examines the interpretations of high school students from different socioeconomic locations (in terms of socioeconomic class and ethnicity) with regard to the text "Brown Morning," used as a didactic tool for antiracism education within the framework of Civics courses. The research findings uncover differences in the students' interpretations of the text. An in-depth understanding of these differences will be attained through clinical analyses based on the distinctions between metaphor and metonymy made by linguist Roman Jakobson. Among students from low socioeconomic locations, interpretations related to racism were dominated by "metonymic" characteristics, while that of students from higher socioeconomic locations were predominantly "metaphoric." Study findings do not only show the different interpretations among the students, but also the various ways in which metaphorical and metonymic language affect teachers. These analyses will focus… [Direct]

de Novais, Janine; Spencer, George (2019). Learning Race to Unlearn Racism: The Effects of Ethnic Studies Course-Taking. Journal of Higher Education, v90 n6 p860-883. Over the past two decades, higher education research has built a consensus that engaging with coursework on race is beneficial to students' socioemotional and cognitive development. Paradoxically, we do not have clarity as to what that means, specifically. Most studies exploring the association between diversity courses and the development of students' racial understanding examine a variety of dependent variables and consider combinations of outcomes — attitudinal, behavior and cognitive — that, while related, are distinct. This heterogeneity of results is a challenge for institutions of higher education, researchers, and practitioners. This study addresses that challenge by narrowing the scope of inquiry. We focus on Ethnic Studies courses in particular, and on their effect on two distinct types of racial attitudes: students' understanding of structural racism, and students' cross-racial empathy. Employing data from the National Longitudinal Survey of Freshmen (NLSF), we address a… [Direct]

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

Raines, Amber Murphy (2017). A Phenomenological Exploration of Resilience in African American Male College and University Presidents. ProQuest LLC, Ph.D. Dissertation, Capella University. Colleges and universities across the nation are seeking a president with unique qualities to transform their institution. Notwithstanding, surprisingly, few studies have examined how African American presidents confront race while also successfully ascending into the presidency. The purpose of this study was to explore and interpret the experiences and perspectives of African American male college and university presidents in their ascension to presidency. This study aimed to catalyze strategies for leaders in higher education who aspire to ascend into presidency. In this critical phenomenological study, the researcher sought to address the experiences of 12 African American male college and university presidents in the South. This study included African American male presidents at public two-year institutions as well as public and private four-year institutions, some of which were Historically Black Colleges and Universities. By combining resilience theory and critical race theory,… [Direct]

Bullock, Erika C. (2018). Intersectional Analysis in Critical Mathematics Education Research: A Response to Figure Hiding. Review of Research in Education, v42 n1 p122-145 Mar. In this chapter, I use figure hiding as a metaphor representing the processes of exclusion and suppression that critical mathematics education (CME) seeks to address. Figure hiding renders identities and modes of thought in mathematics education and mathematics education research invisible. CME has a commitment to addressing figure hiding by making visible what has been obscured and bringing to the center what has been marginalized. While the tentacles of CME research address different analytical domains, much of this work can be connected to the social "isms" that plague our world (e.g., sexism, racism, heterosexism, colonialism, capitalism, ableism, militarism, nationalism, religious sectarianism). However, the trend in CME research is to address these "isms" in silos, which does not reflect the compounded forms of oppression that many experience. I review CME studies that employ intersectionality as a way of analyzing the complexities of oppression…. [Direct]

Esteves, Olivier (2018). "Babylon by Bus?" The Dispersal of Immigrant Children in England, Race and Urban Space (1960s-1980s). Paedagogica Historica: International Journal of the History of Education, v54 n6 p750-765. The history of forced dispersal of immigrant children in England, which affected mostly non-Anglophone Asian pupils in areas such as Southall (West London) and Bradford (West Yorkshire) in the 1960s and 1970s has only very recently elicited the interest of historians. Mobilising archival material as well as interviews with formerly bussed pupils, this paper seeks to contribute to the ongoing debate on the education and integration of immigrant children in Britain. This it does by appraising dispersal policies from the point of view of State and bureaucratic simplifications wherein the Department of Education and Science urgently introduced some policies to assuage white fears of an immigrant takeover locally (Southall). It focuses on perceptions of "tax-payers rights", at the heart of white autochthonous appreciations of the education system itself but which was largely denied to immigrant parents. Lastly, it analyses the extent to which, for the bussed pupils, racism on… [Direct]

Andrea Daviera (2024). Sustainability, Solidarity, Resistance: Anti-Racist Student Organizing at a Minority-Serving Institution. ProQuest LLC, Ph.D. Dissertation, University of Illinois at Chicago. University students are increasingly coming together to take action for racial justice and equity. Anti-racist student organizing includes how students collectively work to address racism and oppression at their institutions or beyond through sociopolitical engagement and action (e.g., protests, political education). Minority-serving institutions (MSIs) are in a unique position to support anti-racist student organizing because of their service to students and communities of Color. Yet, research also finds that student organizers can face threats to their psychological well-being and receive little institutional support, resulting in burnout and racial battle fatigue. Given these conditions, there is a limited understanding of how students practice anti-racist organizing, are able to sustain their labor, build solidarity, or engage in resistance. To address these limitations, this study used power mapping workshops to identify the practices of anti-racist student organizing, and how… [Direct]

Davis, Bradley W.; Gooden, Mark A.; Micheaux, Donna J. (2015). Color-Blind Leadership: A Critical Race Theory Analysis of the ISLLC and ELCC Standards. Educational Administration Quarterly, v51 n3 p335-371 Aug. Purpose: Working from the driving research question–"is the explicit consideration of race present in the ISLLC and ELCC standards?"–this article explores the implications of a school leadership landscape reliant on a collection of color-blind leadership standards to guide the preparation and practice of school leaders. In doing so, we analyze the language of the Interstate School Leaders Licensure Consortium (ISLLC) and the Educational Leaders Constituent Council (ELCC) standards and their accompanying reports using a critical race theory framework. Research Methods: In our analysis of the ISLLC and ELCC standards, we performed a multistep review of these standards' leadership domains and their components. Our hybrid methodology employs empirical and theoretical elements of content and textual analysis. Drawing on the tenets of critical race theory, we provide an analysis of the extent to which the standards' language address, or fail to address, issues of race, racism,… [Direct]

Darrius A. Stanley Ed. (2024). #BlackEducatorsMatter: The Experiences of Black Teachers in an Anti-Black World. Harvard Education Press The personal accounts, educator portraits, and research findings assembled by Darrius A. Stanley in "#BlackEducatorsMatter" constitute an unstinting exploration of the experiences of Black K-12 teachers in the United States. Spotlighting the invaluable work of Black educators, this volume reveals that although they are underrepresented in educational institutions, they have profound positive influence not only on students of color but also on school climate and ultimately on all of society. Contributions from both emerging and established scholars lay out the historical and contemporary issues that confront Black educators. Viewing this landscape through the lens of BlackCrit and other race-centric perspectives, the contributors critically frame and explicitly name the challenges. They make plain that a common thread in the Black experience in US schools is antiblackness, which remains an endemic feature of US society even as recent social justice campaigns, including the… [Direct]

Leslie Saito (2024). Asian American Secondary School Teachers: Negotiating Identity and Navigating Racially Diverse Work Environments. ProQuest LLC, Ed.D. Dissertation, California State University, Long Beach. Although Asian Americans are the fastest growing racial group in the United States, they still only represent 2% of the U.S. teaching population. This incongruency highlights a disparity underscoring the gap in research centering on Asian American teachers. This qualitative, phenomenological study explored the racialized experiences of Asian American teachers at the secondary school level. As a result of White supremacy, the model minority myth minimizes the struggles and obscures the nuanced identities of Asian American teachers, who often experience the effects of pervasive overt and covert racism. To navigate racially tenuous and hostile working environments, Asian American teachers develop strategies, including making space for racialized identities, building relationships with other Asian American teachers and other teachers of color, or finding ways to cope and adapt to the expectations of others. The mental toll of navigating and negotiating such environments results in… [Direct]

Mark J. Mach (2024). BIPOC Medical Student Wellness: An Interpretative Phenomenological Analysis. ProQuest LLC, Ed.D. Dissertation, University of Wisconsin – La Crosse. Black, Indigenous, (and) People of Color (BIPOC) medical student wellness has been studied almost exclusively by utilizing quantitative research methods. Few studies have looked at BIPOC medical student wellness through qualitative research methods. Interpretative Phenomenological Analysis (IPA) was utilized to study BIPOC medical student wellness through interviewing, describing, and analyzing their lived experiences while in medical school. This is the first known study utilizing IPA to research the lived experience of BIPOC medical students. With this research, how BIPOC medical students experience personal wellness as they navigate systemic racism in medical schools was investigated. This study was guided by one main research question and two sub-questions. The main guiding question: How do BIPOC medical students make meaning of personal wellness as they navigate historically White medical school ecosystems? The sub-questions included: (a) How do BIPOC medical students define… [Direct]

Masta, Stephanie (2018). Strategy and Resistance: How Native American Students Engage in Accommodation in Mainstream Schools. Anthropology & Education Quarterly, v49 n1 p21-35 Mar. This article explores the experiences of a group of Native American 8th graders who attend a mainstream school and how they engage in accommodation as an act of agency and resistance to protect and maintain their identities in their school environment. By using tribal critical race theory to examine these experiences, this study raises important questions about how mainstream schools can support Native American students, despite serving as sites of colonization…. [Direct]

Harris, Jessica C.; Linder, Chris (2018). The Racialized Experiences of Students of Color in Higher Education and Student Affairs Graduate Preparation Programs. Journal of College Student Development, v59 n2 p141-158 Mar-Apr. Using a critical race theory lens, we examined the racialized experiences of 29 Students of Color in HESA programs across the United States. Students' experiences illuminate 4 themes: educating white peers, invalidation of experiences and identity, racial stereotypes, and isolation. Participants' experiences illustrate a disconnect between HESA programs' espoused commitment to social justice and inclusion and the enactment of this commitment. Implications and recommendations for HESA program administrators, faculty, and assistantship supervisors are provided…. [Direct]

Ridgeway, Monica L.; Yerrick, Randy K. (2018). Whose Banner Are We Waving? Exploring STEM Partnerships for Marginalized Urban Youth. Cultural Studies of Science Education, v13 n1 p59-84 Mar. This case study examines after school programming in citizen science from the perspective of Critical Race Theory. During the course of enacting community outreach projects this data was used to examine the positioning of experts, student, and teachers within the program. This study explores the role of race and ethnicity, and the ways in which marginalization can manifest itself with black urban youth and teachers. Implications for partner selection and training are addressed…. [Direct]

Arciniegas, Migdalia; Brito, Adela; Friedman, Tanya E.; Guzman, Valerie; Hallaran, Armineh E.; Locke, Mallory A. (2022). Counternarratives as DisCrit Praxis: Disrupting Classroom Master Narratives through Imagined Composite Stories. Teachers College Record, v124 n7 p150-173 Jul. Background/Context: In disability critical race theory (DisCrit) Classroom Ecology, Annamma and Morrison (2018a) offered invaluable direction for teachers by proposing constructs that address racism and ableism within the foundational components of the classroom–curriculum, pedagogy, resistance, and solidarity. These liberatory lenses offered a critical framework to conceptualize and achieve DisCrit-aligned teaching and learning. However, as of yet, critically conscious classroom teachers who seek to make DisCrit live in spaces that serve multiply-marginalized students have no map to operationalize theory into practice. To support the enactment of DisCrit Classroom Ecology, scholarship must authentically partner with classroom teachers who are working with and who have influence over the educational trajectories of multiply-marginalized students. Objective: This article builds on lived practice and imagines liberatory praxis through the use of counternarratives as a methodological… [Direct]

Roberts, Jennifer S. (2021). Power in Pedagogy: Legacies of Apartheid in a South African School. Whiteness and Education, v6 n2 p130-146. This paper explores the profound connection between race, gender, and culture in post-apartheid education at a public Afrikaans dual-language school in South Africa. Illustrating how the residues and remnants of apartheid legacies propagate arcane constructions of whiteness through interwoven racial and gendered stereotypes, this research maps the dynamic motility of local regimes of power that erase students' individuality, discipline their agency, and influence their identities through their everyday school experiences. Using a critical race theory approach, Foucauldian theoretical frameworks and Bourdieu's notions of cultural capital, this critical ethnographic case study draws on observations and interviews with students and teachers. Written from the positionality of a US researcher, with the critically reflexive view of an outsider to the Afrikaans culture and the South African educational system, this paper considers the power of remaining constructions of whiteness to… [Direct]

Bode, Patty (2022). Visual Culture Art Education to Cultivate Critical Racial Consciousness. Art Education, v75 n3 p24-31. This article describes practices to cultivate preservice art teachers' critical racial consciousness rooted in critical race theory (CRT) and educational research. The examples in this article build on the unique position and responsibility of art educators to leverage visual culture's expansive power to generate dialectical classroom practice and commitment to a justice-centered curriculum. The course module combines three assignments that explicitly address the goal of raising and expanding our critical racial consciousness as a lifelong goal, following the analysis advanced in education research: (1) the objectives of each module assignment make explicit learning expectations of critical consciousness; (2) the three learning activities provide opportunities to reflect on one's beliefs and privileges, how one's knowledge or lack of knowledge is shaped, and to recognize power structures; and (3) the activities guide students to translate conceptual antiracist, multicultural… [Direct]

Estrada, Cynthia; Tanksley, Tiera (2022). Toward a Critical Race RPP: How Race, Power and Positionality Inform Research Practice Partnerships. International Journal of Research & Method in Education, v45 n4 p397-409. This research article challenges the normative construction of RPPs as an inherently equitable, post-racial and ungendered methodological framework. By utilizing critical race theory broadly, and whiteness as property in particular, we highlight how without explicit consideration for the racialization of research identities, RPPs are incapable of disrupting oppressive power structures that hinder equity and social change. As WOC researchers working on a large National Science Foundation granted study, we witnessed two issues in RPP methodologies: (1) institutional power granted by Academe is negated when whiteness is prioritized and minoritized race/gender identities are involved; and (2) niceness is weaponized as a means of protecting education and research as the property of whites in order to maintain the status quo. By utilizing our counterstories to unpack and interrogate the onto-epistemological and sociopolitical infrastructure of RPPs, we offer implications and best practices… [Direct]

Covarrubias, Rebecca; Guerr√≥n Montero, Carla; Rol√≥n-Dow, Rosalie (2022). Shallow Inclusion: How Latinx Students Experience a Predominantly White Institution "Doing Diversity Work". Journal of Leadership, Equity, and Research, v8 n2 p135-157. A university's culture cycle includes institutional "ideas" around racial/ethnic diversity that inform "institutional" practices and norms, which shape daily "interactions" and "individual" experiences of students. Using qualitative methods, we explore how Latinx students experience these elements of campus culture at a Predominantly White Institution (PWI) publicly committing to engaging in diversity work. We examine the university's ideas and institutional practices and compare them with the interactions and individual experiences of students. We discuss what Latinx students' experiences reveal about how the university's culture cycle considers and promotes the inclusion of Latinx perspectives, experiences, cultural traditions, histories, and challenges. We supplement our understanding of the culture cycle model with elements of Latinx Critical Race Theory (LatCrit) to account for the pervasive influence of race and racism. We conclude that a… [PDF]

Souto-Manning, Mariana (2022). Critical Race Self-Study: An Abolitionist Methodology. Asia-Pacific Journal of Teacher Education, v50 n3 p249-265. Taking an oppositional approach to the whiteness of teacher education research, I challenge critiques of self-study in teacher education as insufficient for the fundamental transformation of teacher education. Drawing from critical race theory, I posit that the stories and self-studies of Black, Indigenous, and other teacher educators of Colour are key to dismantling the white supremacy ingrained in teacher education. Race has palpable consequences for teacher education, and I posit that if teacher education research continues to sidestep and ignore race and racism, the field will continue to condone the harmful status quo of whiteness. Critically examining the need to move beyond research that naturalises whiteness in teacher education, I consider how "passing" and "trespassing" — the long-established positionings rendered possible to Black, Indigenous, and other teacher education researchers of Colour — are hindering the pursuit of racial justice. Seeking to… [Direct]

Camargo Gonzalez, Lorena; P√©rez Huber, Lindsay; Sol√≥rzano, Daniel G. (2023). Theorizing a Critical Race Content Analysis for Children's Literature about People of Color. Urban Education, v58 n10 p2437-2461. Concerns from scholars about the exclusion of People of Color in children's literature began in the early 20th century and continues today. The lack of children's literature about People of Color is even more alarming in the contemporary moment, when Children of Color comprise a significant proportion of urban schools throughout the U.S. Only since the 1990's have scholars begun to critically examine the portrayals of People of Color in children's books. More recent research offers frameworks and methodologies for critical analyses of children's books, namely a Critical Content Analysis that offers strategies for the examination of discursive power in literature for youth. This conceptual article theorizes how Critical Race Theory (CRT) in Education can be utilized with a Critical Content Analysis to provide a new framework for the examination of race, class, gender, (and other intersectionalities) in children's books about People of Color–"A Critical Race Content… [Direct]

Aaron Teo (2022). "How Difficult Can It Be?" A Non-Indigenous 'Asian' Australian High School Teacher's "AsianCrit" Autoethnographic Account of Dealing with Racial Injustice. Prism: Casting New Light on Learning, Theory & Practice, v4 n1 p86-96. Australia's colonial past and subsequent propagation of the White Australia policy in the Immigration Restriction Act of 1901 has meant that 'Whiteness' remains central to the national imaginary. Consequently, racial-colonial discourses axiomatically regulate scholarly and societal understandings of racial minorities through two unique but analogous debates — one focussed on the schism between Indigenous and non-Indigenous peoples; the other centred around immigration policy and multiculturalism (Curthoys, 2000). In the context of Australian education, there is a slowly developing collection of Critical Race Theory (CRT) scholarship that has addressed and challenged the inequities that pervade the Indigenous student experience (Ford, 2013; Vass, 2014, 2015); however, there has been much less momentum made with other racial minorities. Specifically, the experiences and voices of migrant pre-service and early career teachers from Asian backgrounds like myself, who have become… [PDF]

Bradley, Samantha E.; Garcia, Crystal E.; Smith, Kathleen; Walker, William (2021). Sorority and Fraternity Life: Examining Racial Discourse via Institutional Websites. Journal of College Student Development, v62 n5 p547-562 Sep-Oct. Scholarship has provided some insight into inequities that exist within sorority and fraternity life (SFL), whereas members of culturally based sororities and fraternities within Multicultural Greek Councils (MGC) and National Pan-Hellenic Councils (NPHC) report being treated as inferior to those in historically white organizations. However, few studies have examined institutional efforts to render culturally based sororities and fraternities visible to campus communities. This qualitative critical discourse analysis examined how SFL offices at 18 research universities in the southeastern United States communicated information about councils through institutional SFL web pages. Findings show that few communities attempted to represent council information equally, with MGC and NPHC most often underrepresented within these spaces. Using tenets from critical race theory and critical whiteness studies, we describe three forms of discourse apparent through our analysis of SFL web pages:… [Direct]

Cuellar, Marcela G. (2021). Latina/o Students as Agents of Change: The Influence of Cultural Assets and College Experiences. Race, Ethnicity and Education, v24 n6 p789-809. Enhancing the civic engagement of Latina/os can promote the economic and political advancement of this racial/ethnic group. Employing a critical quantitative longitudinal design with data from UCLA's Cooperative Institutional Research Program (CIRP), this study examines the factors that influence Latina/o college students' social agency, which represents values associated with civic engagement. The study draws from Critical Race Theory, including community cultural wealth. Multiple regression analyses indicate that cultural assets and Latina/os' college experiences shape their commitment to social change. Specifically, Latina/o students draw from various forms of capital (aspirational and spiritual) as they engage in their college environment and experience marginalization and empowerment, which collectively influence their social agency. Also, findings suggest some differences within the monolithic Latina/o group. By understanding the factors that motivate Latina/o students' social… [Direct]

Starkey, Hugh (2021). Classroom Counternarratives as Transformative Multicultural Citizenship Education. Multicultural Education Review, v13 n3 p229-244. This paper examines pedagogical responses to James Banks's concept of "failed citizenship," namely the structural factors that inhibit migrants and minorities from accessing fully functioning citizenship and their human rights. Banks commissioned and published 16 case studies of social studies teachers in different national contexts to illustrate and exemplify transformative civic education. These illustrate his theories of failed citizenship and "transformative citizenship education." Analysing this dataset through the lenses of failed citizenship, human rights and counternarratives, the paper provides empirical evidence to support and illustrate the theories. These minority teachers working in hostile cultural environments are very aware of the dangers of failed citizenship for their students. They use pedagogical strategies that have been theorized in critical race theory and human rights education including countering homogenizing national official narratives… [Direct]

Ellis-Robinson, Tammy (2021). Bringing DisCrit Theory to Practice in the Development of an Action for Equity Collaborative Network: Passion Projects. Race, Ethnicity and Education, v24 n5 p703-718. Disability Critical Race Theory (Dis/Crit) was useful as a tool and a lens for the development of a collaborative network of educators, community providers, and community stakeholders including educators, community members, parents, and individuals. Initially I engaged these stakeholders in action research sessions to inform planning for developing contextualized cultural competence among pre-service special education teachers. Examining equity and inequity in educational and community experiences for people representing minoritized identities including disability, race, ethnicity, language, immigrant status, gender, sexual orientation and socioeconomic status broadened our focus and passion for change. Expanding the process of building collective narrative inquiry, our network built projects to disrupt inequities at the intersections of disability and race in schools and community spaces. I discuss the utility of finding common ground in the theoretical framing lens Dis/Crit… [Direct]

Barry, Leanne; Bottia, Martha Cecilia; Jamil, Cayce; Mickelson, Roslyn Arlin; Moniz, Kyleigh (2021). Factors Associated with College STEM Participation of Racially Minoritized Students: A Synthesis of Research. Review of Educational Research, v91 n4 p614-648 Aug. Racially minoritized students in the United States constitute 30% of the U.S. population, but students from these populations represent a smaller proportion of those who earn science, technology, engineering, and mathematics (STEM) undergraduate degrees. This disproportionality contributes to race/ethnic income, status, and power inequalities linked to STEM careers. Using a combination of vote counting and narrative approaches, the authors synthesize 50 recent articles about the factors related to college students' STEM participation. Consistent with cumulative disadvantage and critical race theories, findings reveal that the disproportionality of racially minoritized students in STEM is related to their inferior secondary school preparation; the presence of racialized lower quality educational contexts; reduced levels of psychosocial factors associated with STEM success; less exposure to inclusive and appealing curricula and instruction; lower levels of family social, cultural, and… [Direct]

Cook-Sather, Alison; Seay, Khadijah (2021). 'I Was Involved as an Equal Member of the Community': How Pedagogical Partnership Can Foster a Sense of Belonging in Black, Female Students. Cambridge Journal of Education, v51 n6 p733-750. Research suggests that a sense of belonging is fundamental to students' engagement, persistence and success in postsecondary education, and that racism systematically works against Black students experiencing these. Participating in student-staff pedagogical partnership can foster a sense of belonging, contribute to culturally sustaining pedagogy, and redress harms experienced by minoritised postsecondary students. Using a conceptual framework informed by research on belonging, critical race theory and intersectionality and a methodology informed by a Black-Feminist and Womanist Research Paradigm, Black Girl Cartography and counterstorying, the authors analyse responses to an ethics-board-approved survey completed by 12 Black, female students at three US colleges. They situate that analysis by presenting their conceptual framework, defining pedagogical partnership, and describing the pedagogical partnership programmes. They focus on how the students who responded to their survey… [Direct]

Casellas Connors, Ishara (2021). Constructing a Monolith: State Policy, Institutional DEI Plans, and the Flattening of Latinx Identity at Hispanic-Serving Institutions. AERA Open, v7 n1 Jan-Dec. As racialized institutions, Hispanic-serving institutions educate large portions of racially minoritized students within organizational and policy structures that advance Whiteness. This research considers how the institution-level diversity, equity, and inclusion (DEI) plans, produced in response to state-level DEI policies in Florida, California, and New York, construct narratives of intersectional diversity and a racialized Latinx identity at Hispanic-serving community colleges (HSCCs). Engaging critical discourse analysis, drawing together critical race theory and LatCrit, the analysis expands the consideration of DEI policy implementation at HSCCs. The findings illustrate the interconnectedness of state-level policy, policy implementation guidance, and institution-level discourse related to defining intersectional diversity and demographic data. Furthermore, it captures a lack of attention to racial composition among Latinx students and the limited characterization of HSI… [PDF]

Kunt, Naciye; Sakalli, Buse (2021). Internationalism, Migration, and Education: Pluralistic Disposition in Multilingual and Multicultural Contact Zones–Turkish Republic of Northern Cyprus. Foreign Language Annals, v54 n3 p847-871 Fall. Cyprus has always witnessed an influx of refugees and migrants as a conflict and contact zone and become a destination country for many international students for the last two decades. In the age of an unprecedented diversity and accentuated internationalist theories worldwide, pluralistic pedagogies embellished with nationally monoglossic discourses have become iconized pressing trends in education precipitating a dichotomous doom-loop vis-√ -vis multifaceted parameters of learning environments. Linking critical race theory with internationalism, document analysis, semi-structured interviews, field notes, observations, and informal chats were deployed for an elaborated scrutiny of students' perspectives through a normative-humanistic lens. The results signified that in conflictual contexts, policy-making may surpass basic humanistic norms such as equity and social justice where parental involvement, sustainable integration, discursive ideological orientations, coproduction among… [Direct]

Aesha Mustafa (2023). Centering Black Faculty Voices: A Critical Qualitative Study of Black Tenure-Track Faculty's Priorities and Commitments at Predominantly White Research One Institutions. ProQuest LLC, Ph.D. Dissertation, Michigan State University. This critical qualitative research study examines how Black tenure-track faculty at predominantly White Research 1 (PWR1) institutions describe and enact their personal and professional commitments while navigating their institutions priorities and reward structure. Using a purposive and snowball sampling methodological approach, I interviewed 17 Black tenure-track faculty at two large public PWR1 institutions. Drawing on critical race theory and Sule's (2014) model of engagement theory, I analyzed individual narratives. The data yielded six themes: Reframing Care Work, Navigating Service Requests, Sense of Responsibility, Redefining Success, Infusing Joy Into Faculty Work, and Reassessing Scholarly Impact. Findings suggest Black tenure-track faculty at PWR1 institutions engender audacious actions to maintain themselves and are often interested in bringing their whole self to their work and careers. This study suggests Black faculty may navigate their institution's tenure and reward… [Direct]

Annamma, Subini A.; Love, Hailey R.; Nyegenye, Sylvia N.; Wilt, Courtney L. (2021). Black Families' Resistance to Deficit Positioning: Addressing the Paradox of Black Parent Involvement. Race, Ethnicity and Education, v24 n5 p637-653. Traditional conceptualizations of parent involvement are applied in paradoxical ways to Black families — schools ostensibly seek families' participation in schooling, while positioning multiply-marginalized Black families as deficient and disregarding their contributions. This article explores the experiences of Black families of Black girls using a Disability Critical Race Theory (DisCrit) framing. Our exploration reveals how Black families experience and resist racism and ableism imbued in traditional conceptualizations of parent involvement grounded in white, middle-class families' norms. We describe ways Black families (1) relocated the problem from Black girls' behavior to schools' expectations and actions; (2) shifted schools' priorities from a focus on disciplining dis/abled Black girls to a focus on their support needs; (3) initiated dialogue to support Black girls; and, (4) assisted Black girls in recognizing, processing, and responding to racism and ableism. Through this… [Direct]

Cruz, Rebecca A.; Firestone, Allison R.; Kulkarni, Saili S. (2021). A QuantCrit Analysis of Context, Discipline, Special Education, and Disproportionality. AERA Open, v7 n1 Jan-Dec. Using a dis/ability critical race theory (DisCrit) and critical quantitative (QuantCrit) lens, we examine disproportionate application of exclusionary discipline on multiply marginalized youth, foregrounding systemic injustice and institutionalized racism. In doing so, we examined temporal-, student-, and school-level factors that may result in exclusion and othering (i.e., placing into special education and punishing with out-of-school suspensions) within one school district. We frame this study in DisCrit and QuantCrit frameworks to connect data-based decision making to sociocultural understandings of the ways in which schools use both special education and discipline to simultaneously provide and limit opportunities for different student groups. Results showed a complex interconnectedness between student sociodemographic labels (e.g., gender, race, and socioeconomic status) and factors associated with both special education identification and exclusionary discipline. Our findings… [PDF]

Doan, Phong; Le, Quyen; Le, Vy; Tao, Mitchell; Tong, Kasandra; Villanueva, Anthony; Yee, Jennifer A. (2021). Sparking a Commitment to Social Justice in Asian American Studies: Critical Service Learning That Centers "Community" to Inspire Leadership, Activism, and Social Change. Michigan Journal of Community Service Learning, v27 n1 p59-92 Win. ASAM 230–Civic Engagement Through Asian American & Pacific Islander (AAPI) Studies is a critical service learning course that effects social change by fostering students' leadership, activism, and professional aspirations. Our team (a professor and six alumni, some of whom became community partners) conducted a longitudinal, autoethnographic self-study centering social justice in the scholarship of community engagement. Making scholarly choices aligned with Asian American studies' goals to transform higher education and society, we centralize AAPI counter-narratives as people of color whose voices are neglected in educational research, challenge assumptions of what "community" means in community-engaged scholarship, and employ intersectionality and critical race theory as analytical lenses to expand what knowledge is valued. We found that the course's curricular elements and focus on community-mindedness, radical care, and mindful power sparked the alumni's reflective… [PDF]

Doharty, Nadena; Joseph-Salisbury, Remi; Madriaga, Manuel (2021). The University Went to 'Decolonise' and All They Brought Back Was Lousy Diversity Double-Speak! Critical Race Counter-Stories from Faculty of Colour in 'Decolonial' Times. Educational Philosophy and Theory, v53 n3 p233-244. UK Higher Education is characterised by structural and institutional forms of whiteness. As scholars and activists are increasingly speaking out to testify, whiteness has wide-ranging implications that affect curricula, pedagogy, knowledge production, university policies, campus climate, and the experiences of students and faculty of colour. Unsurprisingly then, calls to decolonize the university abound. In this article, we draw upon the Critical Race Theory method of counter-storytelling. By introducing composite characters, we speak back to assumptions that universities are race-neutral, meritocratic institutions. We illustrate some of the key themes that shape the experiences of faculty of colour in UK Higher Education: institutional racism, racial microaggressions, racial battle fatigue, and steadfast fugitive resistance. We argue that, despite the paradox of working under (what purports to be) a 'decolonial' agenda, widespread calls to decolonize our universities have further… [Direct]

Rideau, Ryan (2021). "We're Just Not Acknowledged": An Examination of the Identity Taxation of Full-Time Non-Tenure-Track Women of Color Faculty Members. Journal of Diversity in Higher Education, v14 n2 p161-173 Jun. This qualitative study examines the ways in which 15 full-time non-tenure-track Women of Color faculty members (NTWCFs) at historically White colleges and universities experienced identity taxation in their work. Critical race theory and critical race feminism were used as theoretical frameworks. Participants experienced identity taxation in 3 ways: care for marginalized students, overburdened with institutional service, and obligations to teach colleagues about race and racism. Although these findings are consistent with the research on tenure-track and tenured Women of Color faculty members, non-tenure-track faculty members faced distinct implications from identity taxation. This included feeling pressured to do this work in hopes of maintaining their position or securing a more permanent one as a result of the tenuous nature of their contracts. Given the overrepresentation of Women of Color in non-tenure-track positions, these findings illustrate a systemic problem that keeps… [Direct]

Monroe, Tiffany C.; Tyler, Quentin R.; Vincent, Stacy K. (2021). The Value of Education between Two African American Male Populations in a Rural Southern Community. Journal of Research in Technical Careers, v5 n1 p47-65 May. This study identified perceptions of education by low performing and college track African American males in a rural town in Southern Kentucky. Through the lens of Critical Race Theory and Symbolic Interactionism, the researchers explored how 16 young men value a secondary and postsecondary education. Selected by their administrator at two high schools, the males were identified as college track or low performing. The findings revealed that both groups identify racial relations as a barrier to educational achievement; however, college track males believed education would assist in overcoming racial divides. Additional findings highlight a difference in perception based upon the presence of a male role model, the home environment, and the felt need for survival. Based on the findings, recommendations include model programs and collaborations among societal groups within the young age; a need for male social programs that foster and encourage positivity throughout a young male's life;… [PDF]

Okello, Wilson K.; Stewart, Terah J. (2021). Because We Know: Toward a Pedagogical Insistence on Black Mattering. Journal of Effective Teaching in Higher Education, v4 n2 p1-10. Black mattering is contested terrain. As we write this, more than 25 states and municipalities have proposed or passed legislation banning critical race theory (CRT) and the incorporation of material(s) that upset the normative curricular and pedagogical conditions of whiteness. Against this backdrop, "what is mattering for Black people?" This essay interrogates the formations and utilizations of educational pedagogies and curriculum. It raises questions about the implicit intent of these mechanisms on and for the lives of Black people, with specific attention to the notion of mattering. Plainly, pedagogies and curriculum that have failed to center or theorize the ways anti-Blackness facilitates projects of unmattering have engendered a set of conditions that reproduce anti-Black racism in and beyond the educational context. To address these conditions, we conceptually trouble the notion of mattering by meditating on a set of priorities urgently embodied by Black passage… [PDF]

Bryan, Nathaniel (2021). Remembering Tamir Rice and Other Black Boy Victims: Imagining "Black Playcrit Literacies" inside and outside Urban Literacy Education. Urban Education, v56 n5 p744-771 Jun. Building on Critical Race Theory, Black Critical Theory in education (BlackCrit), and Black Male Studies (BMS), the author theorizes what he terms "Black PlayCrit" and, by extension, "Black PlayCrit Literacies." Black PlayCrit brings attention to the specificity of Blackness and anti-Black misandric violence in the play experiences of Black boys, including Tamir Rice, who was murdered by two police officers while playing with a toy gun in a public park in Cleveland, Ohio. "Black PlayCrit Literacies" serves as a conceptual and pedagogical tool to challenge anti-Black misandry in Black boys' play experiences. Given that the play experiences of Black boys (and other children of Color) are racialized and gendered, yet undertheorized in extant literature, specific recommendations are provided for urban literacy education research and practice to acknowledge and protect Black boys from the anti-Black misandric violence they face during boyhood play…. [Direct]

Ali, Noor (2021). Towards MusCrit: Counter-Narratives of Muslim American Students. High School Journal, v104 n4 p203-207 Sum. The reflections of female Muslim American youth provides a glimpse into their lived reality as they navigate their hyphenated identities in spaces that systemically other (Sirin & Fine, 2008). The creative piece shared here is a silhouette of a woman featuring statements signifying that very experience. Noor Ali conducted a narrative inquiry into the lives of Muslim American women. The conversations accumulated hours' worth of data and anecdotal evidence with 15 participants ranging between the ages of 18 and 22 sharing deeply resonating stories of being. This paper seeks to highlight the phrases and statements made by female Muslim American youth as they speak of their lives. The paper situates that conversation in the theory and practice of Critical Race Theory, using it as a framework but also as a methodology. Furthermore, the paper invites readers to explore the author's work on the creation of a micro-theoretical framework that is particular to this demographic and honors… [Direct]

Kamogelo Amanda Matebekwane (2022). Counter-Storytelling: A Form of Resistance and a Tool to Reimagine More Inclusive Early Childhood Education Spaces. in education, v28 n1b p116-125 Aut. In this essay, I reflect on my lived experiences as a girl child growing up in my home country of Botswana, and also as a mother in a foreign country, Canada. I am experimenting with my personal essay and making connections with academic articles that will help me understand my behaviors, attitudes, and responses to challenging situations that seemed unfair and unjust. I believe sharing my experiences not only gives me a platform to reflect, but also renders an opportunity to unearth hidden ideologies that perpetuate dominant discourses that continue to undesirably affect early childhood education. Sharing the unfortunate events for me brings healing and comfort. My essay is guided by critical race theory that provokes and challenges the normalized practices in education that continue to marginalize the minority community. Also, my inspiration for this piece was drawn from Wallace and Lewis's (2020) book, which described humans as narrative creatures who need stories/narratives to… [PDF]

Knight-Abowitz, Kathleen; Sellers, Kathleen M. (2023). Pragmatist Thinking for a Populist Moment: Democratic Contingency and Racial Re-Valuing in Education Governance. Democracy & Education, v31 n1 Article 3. We examine school governance in populist era, using contemporary readings of pragmatist philosophy. We are in a "populist moment," a time of uprisings and movements of the "demos" making political claims (Mouffe, 2018). School officials in the U.S. are subject to an array of political demands in the form of protests and campaigns. We focus on the struggles around critical race theory in K-12 schools. Glaude (2017) has advocated pragmatism's use in light of racial revaluing and democratic struggle. Rogers' work (2009) has highlighted inquiry, founded on contingency, in the face of disagreement and power struggles. These scholars show us educational governance's dual task in this moment: a revaluing of racialized Others in educational institutions done while simultaneously crafting conditions for deliberative judgment and meaningful policymaking in the face of political contingency. In light of this racial reckoning, we argue that populism presents a democratic… [Direct]

Michael Luna, Sara (2016). (Re)defining "Good Teaching": Teacher Performance Assessments and Critical Race Theory in Early Childhood Teacher Education. Contemporary Issues in Early Childhood, v17 n4 p442-446 Dec. Using three tenents of Critical Race Theory, this study examines the influence of edTPAs on diverse early childhood pre-service teachers in a graduate program. Findings suggest that (1) Color-blind admissions policy and practice were at odds with edTPA's perceived academic language demands; (2) A tension emerged between financial demands of edTPA and the constraints of immigrant and linguistically diverse students; and (3) edTPA rubrics and requirements required students of color to write and rewrite their teaching selves to match the external standard…. [Direct]

Elliott-Schrimmer, Jody (2023). "Young, Gifted, and Black": Understanding the Complex Experiences of High-Achieving Black Students in AP Classes at a Diverse Suburban High School. ProQuest LLC, Ph.D. Dissertation, DePaul University. The purpose of this qualitative study was to understand the social and academic experiences of Black students in AP English classes at a diverse suburban high school. This study aimed to illuminate their experiences, while giving voice to this traditionally marginalized group. Students provided recommendations for increasing academic success and belonging for future students as schools continually work toward gender and racial equity in the AP classroom. In this Critical Race Theory (CRT) oriented study, I sought to understand the essence of the Black experience in predominantly White academic spaces through a phenomenological methodology. I analyzed the significant moments and statements that the participants shared about their experiences with the curriculum, grading, and social interactions in the classroom. The presence and absence of belonging are fundamentally related to the students' racial identity and to students' academic success. The participants revealed the hardships… [Direct]

Acquah, E. O.; Katz, Heidi T. (2023). Tackling Racial Equity in U.S. Schools: A Critical Policy Analysis of Enacted State Legislation (2020-2022). Journal for Critical Education Policy Studies, v21 n1 p133-163 Apr. Over the past few years (2020-present), the United States has experienced a period of racial unrest, which has led to heated debates about school curriculum and policy. Considering the current sociopolitical context, this critical policy analysis traces the trends in statelevel education legislation related to race/ethnicity that was both introduced and enacted between 2020 and 2022. Informed by critical race theory, we analyzed 61 legislative documents spanning 33 states to determine 1) whether the policy promoted or inhibited progress toward racial equity; 2) area(s) of racial equity the policy addressed; and 3) how the policy aimed to address those areas. We observed five key areas of equity the legislation addressed: racial/ethnic knowledge, anti-racism and social justice, disparities, representation, and discrimination. Although the majority of policies (n = 44) promoted progress toward racial/ethnic equity, some of these policies may result in more symbolic action rather than… [PDF]

Collier-Meek, Melissa A.; Kratochwill, Thomas R.; Luh, Hao-Jan; Sanetti, Lisa M. H.; Susilo, Annisha (2023). Reflections on Consultation: Applying a Discrit and Equitable Implementation Lens to Help School Psychologists Disrupt Disparities. Journal of Educational and Psychological Consultation, v33 n1 p10-44. School psychologists can engage in consultation to address inequities in educational opportunities to support multiply marginalized students. This critical work is codified in the NASP 2020 Practice Model, which outlines professional and organizational principles to facilitate school psychologists' engagement in equitable, effective supports to students, schools, and families. However, the legacy of historical beliefs about race and ability, based on white supremacy, have become intertwined in complex ways that are evident within and across multiple school ecologies, including consultation. In this paper, we apply DisCrit, a theoretical framework that incorporates a dual analysis of race and ability through an integration of critical race theory and disability studies, to provide a conceptual review of problem-solving consultation structure, roles, and purpose. Next, we highlight the potential of embedding equitable implementation, an emerging perspective from implementation science,… [Direct]

Flores, Rebecca Grace (2023). Dialogue, Ideology and Convivencia: Dialogic Explorations of Cultural Humility When Co-Designing a Culturally Sustaining SEL Curriculum. ProQuest LLC, Ph.D. Dissertation, University of Colorado at Boulder. This dissertation investigates secondary educators' participation in a community of practice to determine how educators' discourse reveals a discerning stance of cultural humility and an understanding of culturally sustaining pedagogy. Applying critical race theory and Chicana feminist framework to a qualitative auto-ethnographic study, the author explores how educators' beliefs and ideologies emerge when engaging in dialogic exploration around transformative social emotional learning (SEL) and culturally sustaining pedagogy. Findings in this study illustrate that educators employed various dialogic maneuvers when co-designing transformative SEL curriculum and experiencing moments of tensions. The author categorizes these dialogic maneuvers as tactics of whiteness and tactics of culturally sustaining pedagogy and examines how dialogic clashes in ideologies fracture a community of practice. Additional findings show that restorative practices and critical design principles supported… [Direct]

Eghosa Obaizamomwan-Hamilton (2024). From Creamy Crack to Locs: The Oppression and Liberation of Black Women Educators through Black Hair Identity. ProQuest LLC, Ed.D. Dissertation, University of San Francisco. This study investigated the experiences of seven Black women educators by exploring how they navigate the complex intersections of Black hair identity and the institution of education through collective healing circles. It aims to add dimension to the conversations around intersectionality by including hair and education as they are both vital to the way Black women's worlds are animated. By foregrounding hair as a pivotal component of Black women's intersectional identities, I aim to uncover how it impacts both pedagogy and praxis. Rooted in critical race theory, Black feminist thought, BlackCrit, and critical pedagogy, this work challenges conventional research paradigms by centering healing and restoration and challenging the dearth of literature on the pedagogies of Black women educators. The findings of this study explore the way Black women process messages around their identity through hair and race, how they rescript trauma through what I call post-traumatic hair subversion,… [Direct]

Maha Afra (2023). Dance Majors in California Community Colleges: Their Steps to What's Next. ProQuest LLC, Ed.D. Dissertation, California State University, Long Beach. This qualitative case study of a Southern California community college dance program explored structural/administrative and social/cultural barriers faced by faculty and students who plan to transfer to university dance programs that require an audition for admission. Interviews with faculty (n = 4) and recent alumni (n = 6) were analyzed with program documents through lenses of culturally relevant pedagogy and critical race theory. In the academic study of dance, Eurocentric dance forms are privileged and pedagogical practices are based on Whiteness. Most community college dance majors in the study were People of Color who felt the program honored their cultures and cultivated their passion for a career in dance; however, when they transferred to university dance programs, they felt like outsiders and lacked proper dance technique. Another finding was that structural and cultural barriers threatened the viability of the dance major in the community college. Faculty and students were… [Direct]

Kim Gore Mitchell (2024). Exploring School Counselors' Use of School Racial Climate Data as a Benchmark for Developing and Delivering Culturally Responsive School Counseling Programs. ProQuest LLC, Ed.D. Dissertation, University of West Georgia. Many school systems have developed climate rating surveys to gather school perception data; however, research suggests that there are few states where this data is both disaggregated by race and used by school counselors. This study explores school counselors' use of school racial climate data as a benchmark for developing and delivering culturally responsive school counseling programs. Consensual Qualitative Research (CQR) was the method of data analysis with Critical Race Theory (CRT) as the theoretical foundation and the Multicultural Social Justice Counseling Competencies Leadership Framework as the conceptual framework. The participants for the study included thirteen middle and high school counselors. Four domains emerged from the data in response to the research question. The findings suggest that school counselors often overlook the potential benefits of using racial climate data in creating culturally responsive school counseling programs. However, research also revealed… [Direct]

Talbert, Rachel (2023). Civic Sovereignty: Indigenous Civic Constructs in Public School Spaces. Teachers College Record, v125 n9 p166-197. Context: This study examines how urban American Indian high school students negotiate their civic identities within the settler colonial structures of urban American public schools. Research Question: How do urban American Indian students negotiate civic identities in spaces where civic concepts are taught, such as American history classes in an urban public high school and a Native Youth Council (Native YC)? Research Design: This critical participatory ethnographic study examines the negotiation of civic identity by 11 urban Indigenous students in social studies classes, a Native YC, and a school in Washington State, where the STI curriculum is taught. Safety zone theory and tribal critical race theory were used to understand students' experiences and their stories from observations, participant interviews, and focus groups, which were employed as data. Conclusions/Recommendations: The study found that the social studies classes and Native YC were zones of sovereignty (ZoS),… [Direct]

Aisha Ray; Crystasany Turner; Juliet Bromer; Samantha Melvin (2024). "We Are That Resilience": Building Cultural Capital through Family Child Care. Contemporary Issues in Early Childhood, v25 n2 p202-222. Family child care professionals are a critical sector of the early care and education workforce. Utilizing critical race theory and Yosso's Community Cultural Wealth model, the current study seeks to examine the strengths and assets that family child care professionals of color bring to their early care and education work and to the children and families in their programs. The authors identified evidence of four types of cultural capital (aspirational, familial, navigational, and resistant) in the focus group narratives of family child care professionals of color across four regions in the USA. Their narratives describe an orientation to caring for children and families that counters exclusionary and biased systems. The family child care professionals of color envision themselves as educators and supporters of community advancement in opposition to racialized stereotypes of home-based child care work as babysitting (aspirational capital); they leverage the home as a place for racial… [Direct]

Laurie A. Hall (2024). The Teams Presidents Need: Cultivating Inclusive Teams through University Cabinet Searches. ProQuest LLC, Ed.D. Dissertation, University of Pennsylvania. The homogeneous nature of senior leadership in U.S. colleges and universities and the absence of diverse perspectives in decision making is cause for concern. The nation's college student population has become increasingly diverse, with Black, Latinx, Asian and Pacific Islander (API), and Indigenous groups making up 45% of 4-year college enrollment in Fall 2021. In contrast, although some gains in diversity in the senior leadership of colleges and universities exist, their ranks remain largely unchanged even as institutions invite more diverse student populations to campus. In the most recent American College President Study by the American Council on Education (2023), 72% of the overall number of college presidents identified as White, and 67% identified as male (Melidona et al., 2023). These numbers highlight the need to examine and develop strategies for achieving parity in higher education's senior leadership ranks overall. This study focused on the need for racial diversity in… [Direct]

King, LaGarrett J., Ed. (2022). Racial Literacies and Social Studies: Curriculum, Instruction, and Learning. Research and Practice in Social Studies Series. Teachers College Press This volume collects the work of historians, researchers, and classroom teachers to define what it means to be a racially literate educator and citizen. History classes should be spaces in which all students learn about their predecessors' legacies as a context for understanding and decision-making in contemporary society. In reality, the historical experiences of people of color are additive at best or marginalized at worst. To address the complexities of teaching and learning about race in the history classroom, chapter authors answer a series of questions related to curriculum, instruction, student learning, and teacher education: (1) how U.S. history narratives and curricular frameworks can or do incorporate the histories of racial/immigrant groups, (2) how teachers in particular contexts enact instruction that promotes and/or impedes students' racial literacy, (3) what students learn or don't learn from race lessons in history, and (4) how teacher educators can educate the next… [Direct]

Mayorga, Edwin (2021). Trabajando en ambos: Toward a Race Radical Mode of Study in Urban Latinx Educational Research and Politics. Teachers College Record, v123 n14 p95-114 Dec. Background/Context: Over the last 60 years, U.S. Latinxs have become the largest minoritized ethnic groups in the United States and U.S. schools, and despite progress and investments attained through activism in the streets, in the courtroom, in policy, and in research, schools chronically underserve Latinx youth, and they are as undereducated and underprepared today as they were in the 1960s. Findings like low rates of participation in early childhood programs, low graduation rates, and underpreparation for college success have led policymakers and scholars to declare that we are in the midst of a "Latinx education crisis." Purpose/Objective/Research Question/Focus of Study: In this article, I think through the late Jean Anyon's political economic "mode of study" as part of working toward a race radical approach to understanding and addressing the complexities of U.S. Latinx urban education. Setting/Population: The study takes place in the New York City… [Direct]

Michele Antoinette Wright (2022). How Institutional Change, Including Cultural Change, Unfolded at Two Liberal Arts Colleges through Enacted DEI Initiatives. ProQuest LLC, Ed.D. Dissertation, University of Pennsylvania. Higher education diversity, equity, and inclusion (DEI) initiatives have become an imperative for institutional change in an ever-changing pluralistic society. The impact of diversity on college campuses has come a long way since the Civil Rights Act of 1964 (Chang, 2005), but there is still needed work. Higher education institutions continue to grapple with ways to build institutional capacity, meaning "how diversity is embedded in every core function including research, hiring, competencies required, and serving the 'public good'" (Smith, 2020). Research on DEI in higher education has spanned the literature to include topics on racial climate, student access and success, curriculum impact, intergroup relations, and the professoriate, but few studies have focused on the process of DEI agendas' implementation and cultural change. In the context of the current societal shifts toward anti-racism, inclusive excellence, and equity mindedness, this study investigated how change… [Direct]

Simone Marquise Dumas (2022). An Exploration of Impostor Phenomenon among African American Women in Educational Leadership Roles. ProQuest LLC, Ph.D. Dissertation, University of North Texas. African American women in educational leadership roles face a myriad of barriers and challenges. Black feminist theory and impostor phenomenon theory offered a potent conceptual lens for understanding the experiences of successful African American women. A qualitative phenomenological study was conducted to examine and explore strategies that African American women use to (a) navigate the impostor phenomenon in relation to career mobility, and (b) identify and understand how social constructs in educational leadership organizations can contribute to their experiences. The research also examined the historical and contemporary problems of subjugation, oppression, racism, and sexism as narrated by 12 African American women who are in educational leadership roles. Data collected from the participants were triangulated and analyzed thematically resulting in six themes: (1) experiences of being questioned and undermined by superiors; (2) experiences of other people's perceptions about… [Direct]

Erika Knox (2024). "We Have the Potential"–Math as a Racialized Barrier: Counter-Narratives of Black and Latinx Working-Class California Community College STEM Students. ProQuest LLC, Ed.D. Dissertation, Loyola Marymount University. Within the CCC system, mathematics has been identified as the most considerable barrier to persistence, transfer, and degree completion (Cooper et al., 2022). Recent research corroborated the notion that mathematics serves as a gatekeeper for Black and Latinx students; historically, this subject has impeded students of color from accessing educational opportunities in science, technology, engineering, and math (STEM; Joseph et al., 2021). Consequently, mathematics has evolved into a racialized impediment for students and, by extension, STEM graduates. Recognizing mathematics' critical role in shaping students' future prospects, the state legislature introduced "California Assembly Bill 705" (AB 705; California Assembly Bill 705 [AB 705], 2017) to provide an intervention implemented in the fall of 2019. The purpose of this study was to examine how Black and Latinx working-class STEM students interpret and derive meaning from their mathematics trajectories, as well as the… [Direct]

Hughes, Hilary E.; Jones, Stephanie (2016). Changing the Place of Teacher Education: Feminism, Fear, and Pedagogical Paradoxes. Harvard Educational Review, v86 n2 p161-182 Sum. In this article, Stephanie Jones and Hilary E. Hughes suggest that particular discursive lessons are readily available in justice-oriented teacher education which might influence a pedagogy that crowds out responsiveness, the experience of the student, and the role of gender and feminism in teacher education. They contend that changing the place of teacher education to include unpredictable community settings requires pedagogical responses that defy predictable storylines and ready-made discursive lessons common in teacher education. The lessons learned contribute to justice-oriented teacher education and an emerging trend for including community-based experiences in teacher education, and highlight the importance of feminist storylines for the incommensurability of misogyny and racism for teacher education…. [Direct]

Joy Junji Tsuhako (2024). Faculty of Color Experiences with Their Community College Police. ProQuest LLC, Ed.D. Dissertation, California State University, Long Beach. The purpose of this study was to deepen understanding of faculty of color experiences with their community college campus police, use a systematic approach for exploring their feelings connected to these experiences, and identify alternative strategies to increase sense of safety among faculty of color. A critical race theory (CRT) theoretical framework was used to illuminate the ways in which structural racism persists in academia through campus policing. Additionally, an abolitionist framework guided the research to focus on uncovering what is unknown about policing in higher education, and to highlight alternatives to campus police that faculty of color desire and engage in. The sample included 10 faculty of color from a Southern California Community College who were concurrently employed at the college for more than 4 years each. The findings revealed that racial identity informed faculty of color feelings about campus police, but views varied by the individual, and were… [Direct]

Yang, Chia-Ling (2016). Encounters between the "Oppressed" and the "Oppressor": Rethinking Paulo Freire in Anti-Racist Feminist Education in Sweden. Race, Ethnicity and Education, v19 n4 p835-855. With the aim of rethinking Paulo Freire's theory and its practices in race/ethnicity and education, this article uses intersectionality to deepen our understanding of differences among the oppressed and break the opposition between the oppressed and oppressor. Based on an ethnographic study carried out at a feminist adult educational institution in Sweden, the author examines the positionality of migrant students and feminist teachers and how they react to othering in the educational process and in Swedish society. The author also argues for the importance of intersectionality as a way to help both the conscientization of the oppressed and the radical task of the liberatory teachers. It is crucial to untangle gendered and sexualized racism, especially in specific contexts where race and gender intersect to construct a binary between a "superior us" and a "barbaric Other." Conscientization and intersectionality are particularly useful for probing the complicated… [Direct]

Chaparro, Sofia; Flores, Nelson (2018). What Counts as Language Education Policy? Developing a Materialist Anti-Racist Approach to Language Activism. Language Policy, v17 n3 p365-384 Aug. Language activism has been at the core of language education policy since its emergence as a scholarly field in the 1960s under the leadership of Joshua Fishman. In this article, we seek to build on this tradition to envision a new approach to language activism for the twenty-first century. In particular, we advocate a materialist anti-racist approach to language activism that broadens what counts as language education policy to include a focus on the broader racial and economic policies that impact the lives of language-minoritized communities. In order to illustrate the need for a materialist anti-racist framing of language education policy we provide portraits of four schools in the School District of Philadelphia that offer dual language bilingual education programs. We demonstrate the ways that larger societal inequities hinder these programs from serving the socially transformative function that advocates for these programs aspire toward. We end by calling for a new paradigm of… [Direct]

Chang-Bacon, Chris K. (2021). Monolingual Language Ideologies and the Idealized Speaker: The "New Bilingualism" Meets the "Old" Educational Inequities. Teachers College Record, v123 n1. Background/Context: After decades of restrictive U.S. language policies geared toward English-only education, recent years have seen a proliferation of dual-language programs, Seal of Biliteracy awards, and bilingual education programming more broadly. The demand for such programming ostensibly suggests growing consensus around the benefits of linguistic diversity–dubbed "The New Bilingualism" by The Atlantic in 2016. However, recent research suggests that the pivot to this New Bilingualism is largely taking place in contexts of privilege, disproportionately benefiting English-dominant, middle- and upper-class communities as compared with multilingual communities where demand for bilingual programming is not "new" at all. Focus of Study: This piece explores how recent, well-intentioned expansions in bilingual education programming may actually reinforce historical inequities. Putting forth a framework of idealized language ideologies, the article documents how… [Direct]

Cook, Kathy; McCoy, Dorian L. (2017). Messages in Collusion: Resident Assistants and White Racial Identity Development. Journal of College and University Student Housing, v43 n3 p68-79. This critical case study examined the racial identity development of 10 White RAs who participated in 12 hours of diversity and social justice training during a two-week summer program. Helm's White Racial Identity Development Model served as the study's theoretical framework. In this paper, we discuss the incongruence between the Northeast State University Department of Residential Life training content and the RAs' deeply held beliefs about race and racism. We conclude by offering recommendations to residential life practitioner-educators for enhancing RA training, diversity, and social justice education, and assisting White RAs in their racial identity development. [Discussion questions developed by Jordan Peterson.]… [Direct]

Baggett, Hannah Carson; Simmons, Crystal G. (2017). A Case Study of White Teacher Candidates' Conceptions of Racial Profiling in Educational Contexts. Journal of Education, v197 n1 p41-51. This qualitative case study explored how two White teacher candidates understood and conceptualized racial profiling in the wake of Trayvon Martin's murder. The teacher candidates were interviewed about their experiences with profiling in educational contexts. One participant conceptualized racial profiling as intrinsic to her understanding of the educational experiences of students of color and articulated that profiling contributed to her broader understanding of racism. While the other participant regarded profiling as relevant to educational contexts, she found some truth in profiles and stereotypes of people of color and reported "colorblind" approaches to teaching and learning. Implications for teacher education and future research are discussed…. [Direct]

Madden, Brooke (2017). Tracing Spectres of Whiteness: Discourse and the Construction of Teaching Subjects in Urban Aboriginal Education. Discourse: Studies in the Cultural Politics of Education, v38 n5 p642-658. The author traces how discourse functions in the context of a school-based, urban Aboriginal education initiative, with a focus on the construction and organization of teaching subjects. Critical discourse analysis that traces spectres reveals some of the ways that whiteness and Eurocentrism create the possibilities for, and the conditions in which teachers take up, the positions: victim of racism, arbiter of authenticity, and rescuer. Consideration of the multiple, complex, and shifting positions teachers occupy within whiteness in general, and in colonial systems of education in particular, offers unique possibilities when untangling and reconfiguring teachers' constructions of Aboriginality/Indigeneity and responses to Aboriginal/Indigenous education. This theory building also contributes to the larger field of curriculum studies by demonstrating how consideration of "unheroic tales" can aid in theorizing teacher identity and difference, both within and beyond the… [Direct]

CMoloi, Kholeka; Makgoba, Malegapuru W.; Ogutu Miruka, Collins (2017). (De)Constructing the #FeesMustFall Campaign in South African Higher Education. Contemporary Education Dialogue, v14 n2 p211-223 Jul. South Africans live in one of the most unequal societies in the world where squalor and abject poverty live side by side with abundant wealth. The challenge of inequality is captured eloquently in the National Development Plan (NDP), the government's roadmap of South African economic future. It has become obvious that the new generation of student leadership in South Africa has unleashed a unique opportunity to overhaul and transform the higher education system fundamentally. They are tired of the current system that hangs on the pillars of racism and white supremacy and continues to reproduce inequality in the society. In some ways, the South African higher education system continues to humiliate and take away students' dignity. Thus, there is still work to be done to ensure the higher education system fully conforms with the objectives of the NDP…. [Direct]

Caroline Lafarge; Raffaella Margherita Milani; Siobhan Lynam (2024). Exploring the Experiences of Ethnic Minority Postgraduate Researchers in the UK. Educational Review, v76 n7 p1980-2000. Racism and inequity remain widespread in Higher Education Institutions (HEIs), hindering ethnic minority (EM) postgraduate researchers' (PGRs) prospects. A deeper understanding of the experience of EM PGRs and the obstacles they face is needed. This study endeavoured to explore the plurality of EM PGRs' experiences and generate PGR-led recommendations. As a largely White research team, we also saw the study as a transformative opportunity for ourselves and other academics across the sector. Fifteen EM PGRs enrolled on UK doctoral programmes took part in semi-structured interviews. A reflexive inductive thematic analysis was conducted. Critical Race Theory and Intersectionality were used as backdrops to contextualise the study and its findings. The analysis generated four themes: "disempowerment," "systemic deficits," "weathering" and "from surviving to thriving." The findings indicate that EM PGRs faced multiple challenges during their doctoral… [Direct]

Hicks Tafari, Dawn N. (2018). "Whose World Is This?": A Composite Counterstory of Black Male Elementary School Teachers as Hip-Hop Otherfathers. Urban Review: Issues and Ideas in Public Education, v50 n5 p795-817 Dec. From a critical race theory lens, the author shares data from a yearlong study on Black male elementary school teachers from the Hip-Hop generation. In this article, the author represents the data from said study as a composite counterstory which highlights how Black males are alienated, adultified, and criminalized in American public schools. Furthermore, in this article, the concept of otherfathering is comprehensively defined as it relates to how Black male teachers mentor and support their students…. [Direct]

Brianne Kramer, Editor (2024). Activists, Advocates, and Agitators: 21st Century Justice-Oriented Teacher Activist Organizations. Myers Education Press In recent years, the field of education has been fraught with a variety of different challenges. A multi-year pandemic, book banning, and legislative efforts seeking to ban Critical Race Theory and LGBTQ positive curriculum have had negative effects on K-12 education, leaving many educators feeling the progress made in several states and communities before and during the 2018 teacher walkouts and strikes was now gone. Teacher morale is sitting at a historic low point, with teachers leaving the profession in droves. Education as an institution is at a crucial tipping point, and changes focused on equity and reducing the neoliberal hold on reform need to be implemented in order to keep schools as democratic spaces. The way this vision can be realized is through activism and existing social movement organizations that use both traditional and netroots practices. The purpose of "Activists, Advocates, and Agitators" is to provide readers with a history and analysis of 21st… [Direct]

Kevin J. Dougherty (2024). Choice, Information Inequity, and the Production, Legitimation, and Reduction of Educational Inequality. Teachers College Record, v126 n2 p70-119. Background: Choice is a key part of the culture of the United States. Americans believe deeply in the personal and social usefulness of being able to make many choices. Hence, all sorts of efforts have been made to increase students' options, whether by creating many different kinds of schools and colleges, offering a great array of majors and degree programs, or allowing multiple modes of attending higher education. However, this proliferation of choices reproduces social inequality in two crucial ways. First, the provision of many options "produces" social inequality: people often make choices that do not serve their interests as well as they might wish, particularly if they are faced with many options and do not have adequate information. Second, the provision of many choices "legitimates" social inequality: the more one thinks in terms of choices in the context of a highly individualistic culture such as that of the United States, the easier it is for dominant… [Direct]

Gallagher, Kathleen; Rodricks, Dirk J. (2017). Performing to Understand: Cultural Wealth, Precarity, and Shelter-Dwelling Youth. Research in Drama Education, v22 n1 p7-21. Collaborating with "Project: Humanity," an acclaimed socially engaged theatre company, we mobilized, over 16 weeks, an applied theatre methodology of drama workshops and traditional qualitative research methods to explore issues of spatialized inequality and localized poverty with a youth shelter community in Toronto, Canada. Observations gleaned through drama activities provided graphic evidence of the multiple and overlapping socio-economic pressures and limited infrastructural and personal support experienced in their young lives. In this article, we use critical race theory to trouble majoritarian narratives of access, capacity, and success. In particular, Yosso's [2005. "Whose culture has capital? A critical race theory discussion of community cultural wealth." "Race, Ethnicity, and Education" 8 (1): 69-91] typology of "community cultural wealth" has allowed us to reconsider the idea of "capital" as it is exploited by youth in… [Direct]

Senreich, Evan; Williams-Gray, Brenda (2021). Factors Impacting Diverse Students' Perceptions of the Police at Two Urban Colleges. Journal of College Student Development, v62 n1 p72-89 Jan-Feb. The number of studies exploring the perceptions of college students towards the police has been small, with only two that include diverse urban college students as part of the samples. At two colleges in a large northeastern US city 1,103 students completed surveys that included items inquiring about personal information and their interactions with the police. Scales measuring the students' confidence in the police (CP) and attitudes towards the police (ATP) were utilized. Of 9 racial groups, White students demonstrated the highest levels of CP and ATP, and Black students demonstrated the lowest levels. Many variables impacted CP and ATP in both bivariate and multivariate analyses, with neighborhood safety, race, and the students' and their close friends' involuntary encounters with the police the most robust factors. Other variables impacting either CP or ATP were gender, sexual orientation, country of birth, and commitment to education. The results of the study are framed through… [Direct]

Burke, Lindsey M.; Hess, Frederick M. (2021). Does Race Get Short Shrift in Education Research and Teacher Training? Issue Brief No. 6073. Heritage Foundation In academia today, a heightened focus on issues of diversity and race has been accompanied by claims that education research, teacher preparation, and colleges of education have shortchanged these issues. It is conceivable that teacher training programs and education research can do a better job addressing race, since they educate more than one-half million aspiring educators annually in teacher preparation programs. However those championing diversity, race, and equity do not merely argue that colleges need to do better. Rather, some of the most influential voices argue that such topics are functionally absent from the education school landscape. However the authors question whether that is actually true and if there is evidence to back up that argument. This article examines the research areas and biographies of faculty in colleges of education. For faculty who identify race, diversity, and equity as research areas, it also examined whether those areas were the primary focus of… [PDF]

James-Gallaway, ArCasia D. (2022). Tacit Curriculum of Black Intellectual Ineptitude: Black Girls' Perspectives on Texas School Desegregation Implementation in the 1970s. History of Education Review, v51 n1 p81-95. Purpose: This paper uses former Black girl students' experiential knowledge as a lens to examine Black students' experiences with formal and informal curriculum; it looks to the 1970s during Waco Independent School District's desegregation implementation process. Design/methodology/approach: Guided by critical race theory, I used historical and oral history methods to address the question–In newly desegregated schools, what does Black females' experiential knowledge of the academic and social curriculum reveal about Black students' experiences within school desegregation implementation process? Specifically, I drew on oral history interviews with former Black girl students, local newspapers, school board minutes, legal correspondence, memoranda, yearbooks, and brochures. Findings: Black girls' holistic perspectives, which characterized Black students' experiences more generally, indicate Waco Independent School District's implementation of school desegregation promoted a tacit… [Direct]

Bawden, David; O'Driscoll, Grace (2022). Health Information Equity: Rebalancing Healthcare Collections for Racial Diversity in UK Public Service Contexts. Education for Information, v38 n4 p315-336. COVID-19 illustrated health disparities experienced by racially minoritised people, with heightened risks faced by Black and South Asian communities lending the issue transparency and urgency. Despite efforts to decolonise medical education, deficits in racial representation in research and resources remain. This study investigates the potential and imperatives for healthcare information services to contribute to health equity through their collections. The literature analysis explores collection management, decolonisation, social justice in librarianship, and Critical Race Theory (CRT) as a framework for change in information contexts. A survey of UK National Health Service (NHS) librarians provides a snapshot of awareness of health information inequity. Semi-structured interviews explore information professionals' experiences of anti-racism in the system. The findings indicate strong engagement with the need for equitable resources but highlight some barriers to success…. [Direct]

Winkler, Christa E.; Wofford, Annie M. (2022). Publication Patterns of Higher Education Research Using Quantitative Criticalism and QuantCrit Perspectives. Innovative Higher Education, v47 n6 p967-988 Dec. While higher education scholars have become progressively more interested in employing critical approaches within quantitative research, there is a significant need to improve our understanding about the dissemination and publication of such work. Drawing from a systematic scoping review of 15 years of published higher education literature that integrates quantitative methods and critical inquiry, this article examines 45 manuscripts explicitly using "quantitative criticalist" or "QuantCrit" (i.e., quantitative critical race theory) perspectives. Specifically, we investigate which outlets published the included articles, scope and metrics of each outlet, and disciplinary (mis)alignment between contributing authors and publishing outlets. Findings reveal important trends about the uptick in published scholarship using critical quantitative approaches, the equity-focused scope of outlets that have published the majority of manuscripts in our sample, and how… [Direct]

Tiffany K. Jenkins (2022). A Seat at the IEP Table: Amplifying the Voices of Future Black School Psychologists. ProQuest LLC, Ph.D. Dissertation, Temple University. Black school psychologists are significantly underrepresented in American schools, and this must be addressed to effectively meet the needs of marginalized groups in this field. Through the lenses of critical race theory, intersectionality and the trauma-informed approach, this phenomenological study explored the experiences of eight Black graduate students studying school psychology at both predominantly White institutions (PWIs) and historically Black colleges and universities (HBCUs). Convergent data yielded themes of: (1) Awareness of Intersectionality, (2) Black Representation Matters, (3) Black Mentor/Faculty as Support, (4) Black Sociocultural Safe Spaces, (5) Cultural Incompetence at PWI, and (6) Unsupported Traumatic Experiences at PWI. Divergent data revealed that students from HBCUs experienced a sense of belonging, whereas students from PWIs experienced feelings of isolation. Lastly, divergent data revealed that accreditation was the main concern for students who attended… [Direct]

DeAnn Handy Walter (2022). Perceptions of Black First-Generation College Students Regarding the Impact of Recruitment Practices at a Predominantly White Institution during the COVID-19 Pandemic. ProQuest LLC, Ed.D. Dissertation, The University of Mississippi. In 2020, the coronavirus disease (COVID-19) plagued the United States, becoming one of the greatest disruptions to the U.S. higher education system in history. Affecting every aspect of institution's operations, prospective fall 2020 and beyond students were impacted greatly by the interruption of traditional college recruitment practices which would have occurred as they made their enrollment decisions. Most affected by this interruption were students of underrepresented groups. This dissertation focuses particularly on Black first-generation students and their perceptions regarding the impact of recruitment practices at a Predominantly White Institution during the COVID-19 pandemic. A qualitative study is proposed as the method of exploration in this problem of practice, building upon Critical Race Theory, Richard Gregory's Constructivist Theory of Perception, Hossler and Gallagher's Three-Phase College Choice Model, and W. Timothy Coombs' Situational Crisis Communication Theory as… [Direct]

Fredrica M. Nash (2022). A Case Study of Teacher Beliefs and Discursive Claims Enacting Social Justice Pedagogy in 7th Grade Science. ProQuest LLC, Ed.D. Dissertation, The George Washington University. Traditional science instruction typically follows an initiation- response-evaluation format and privileges curriculum reflective of Western, male, white, middle-class values, and knowledge which sometimes tends to exclude Black and Latinx students. This qualitative instrumental case study explored how a White male seventh-grade science teacher in the southeastern United States diverges from traditional science instruction in describing his use of social justice pedagogy while teaching standards-based instruction to majority Black and Latinx students. Using critical race theory and social constructivist theories to understand this teachers' descriptions data were collected from a questionnaire and semi-structured interviews. Findings from this study indicate that this teacher's commitments to social justice, beliefs about science teaching and learning are evaluated against this teacher's sense of agency which can facilitate or hinder aspects of this teacher's description of his use of… [Direct]

Lontoc, Gina (2020). Negotiating Indigenous Identities within Mainstream Community Livelihoods: Stories of Aeta Women in the Philippines. Studies in the Education of Adults, v52 n2 p157-174. Livelihood participation among members of indigenous communities necessitates redefining of gender roles in indigenous communities. Utilising participatory rural appraisal (PRA) anchored on the principles of Social Identity Theory and Critical Race Theory (CRT), this article draws on a study about adult Aeta women, one of the largest indigenous groups in the mountainous regions of the Philippines. It looks into the perspectives of Aeta women on how livelihood practices address the integration of indigenous communities into mainstream societies. Through seasonal calendars, topical mapping and discussion circles, the study examined Aeta women's negotiation of their identities as they participate in livelihood practices in mainstream communities. Their community participation indicates how intergroup conflict and social categorisation led to marginalisation and resistance to oppressions to strengthen their will to survive and achieve positive social identities…. [Direct]

Schupp, Karen (2020). Performing Whiteness on the Competition Stage: 'I Dance All Styles'. Research in Dance Education, v21 n2 p209-224. This article seeks to reveal and problematize the multi-layered construction of whiteness in dance competition culture by illuminating assumptions about technique embedded in 'all styles' competition dancers perform on stage. The phrase 'dance all styles' is a shorthand of sorts for those in dance competition culture, as what they really mean is they dance all styles represented in competition dance. In dance competition culture, technique is key in 'all dance styles,' and over time youth unknowingly come to equate the idea of technique with the attributes of ballet inherently reinforcing whiteness as normative. Policies and practices such as competition organizations' rules and regulations, judges' commentary, and choreographic content are examined in relation to critical race theory to demonstrate how whiteness, white privilege, and white supremacy are performed on the competition stage…. [Direct]

Papa, Erin L. (2020). Bilingual Education for All in Rhode Island: Assuring the Inclusion of Minoritized Language. NECTFL Review, n86 p45-61 Nov. This paper explores the policies and ideologies affecting language education in Rhode Island, where as a result of a State Language Roadmap, groups are working at the grassroots level toward the implementation of dual language immersion in all public school districts. The author points out that while the push from business for multilingual employees, with a focus on the languages of economically powerful nations, could risk the further marginalization of minoritized languages, it could alternatively be leveraged to support minoritized languages equitably and make bilingualism and biliteracy the norm for all students. Using the critical race theory (CRT) as a lens along with Valdez, Delavan, and Freire's (2014) global human capital and equity/heritage frameworks, this argument is contextualized by focusing on the case of Guatemalans and Cambodians in Rhode Island…. [PDF]

Nyika, Lawrence (2022). African Immigrant Students' Participation in Canadian Health-Promoting Schools. Health Education Journal, v81 n4 p399-412 Jun. Background: Students are key stakeholders in schools, and their participation in the work of health-promoting schools (HPS) is crucial. This study focused on African immigrant students to Canada, who face the unique challenge of navigating unfamiliar school systems. The purpose of the study was to understand how immigrant students imagined, felt and thought about themselves in relation to education and health-related programmes from their perspective as Nova Scotia school stakeholders. Methods: The investigation was informed by critical race theory and social constructivism and involved three research methods: photovoice, individual interviews and focus groups. Study participants were 15 secondary school students of colour, aged between 12 and 21 years, who had migrated to Nova Scotia from Africa and the Caribbean region within the last 10 years. Findings: Three overarching themes were developed from the study relating to: the pedagogy of the HPS, Black consciousness and school… [Direct]

Neally, Kate (2022). An Analysis of the Underrepresentation of Minoritized Groups in Science, Technology, Engineering, and Mathematics Education. School Science and Mathematics, v122 n5 p271-280 May. The current school system lacks adequate racial representation among science, technology, engineering, and mathematics (STEM) teachers, particularly among Black and Latinx populations. This is a critical equity issue due to the increasing racial diversity of the student population and the benefits of race congruence between teachers and students. Using a Critical Race Theory framework, this phenomenological mixed-methods study explores the underrepresentation of minoritized groups in STEM education. Original surveys and interviews were used to explore the experiences of Black and Latinx STEM majors. The purpose of this study is to better understand the Students of Color's (SOC) positive and negative educational experiences in STEM and how those experiences impact a SOC's interest in becoming a STEM teacher. Findings reveal that SOC are not interested in pursuing careers in STEM teaching because of the low pay of the teaching profession and the impact of stereotype threat. This… [Direct]

Natasha' S. Gibson-Winston (2022). The Color of Conduct: A S.I.S.T.A.'s Tale of Race, Housing, and Higher Education. ProQuest LLC, Ed.D. Dissertation, University of Missouri – Saint Louis. S.I.S.T.A., suffering in silence to be acknowledged, is an acronym that symbolizes the hidden voices of Black women in higher education and abroad. This study examined the experiences of a graduate student woman of color impacted by university housing policies and practices as a judicial student conduct officer at a historically white institution. Using autoethnography as a methodology, grounded in critical race theory (CRT) as a theoretical framework, this qualitative study aims to highlight the ways Black women can and have been harmed in predominantly white spaces and processes within higher education. The application of the aforementioned frameworks found the major themes: (a) power vs. resistance, (b) shifting in the Black body, (c) humanizing Black students and staff, and (d) I AM MORE than melanin to be critical in uncovering Black women voices and moving the field of higher education forward. [The dissertation citations contained here are published with the permission of… [Direct]

Blaisdell, Benjamin (2018). Beyond Discomfort? Equity Coaching to Disrupt Whiteness. Whiteness and Education, v3 n2 p162-181. White discourse is a discourse that functions to support white supremacy. Based on an ethnographic study in a U.S. elementary school, this article analyses how white teachers use appeals to discomfort as a form of white discourse to resist school-based racial equity work. It also examines how equity coaching — an approach to professional development rooted in critical race theory — can be used to augment the voices of teachers of colour, reframe narratives of discomfort, and disrupt the power of white discourse…. [Direct]

Sharnice Watson (2024). Who Cares about Black Students?: A Phenomenology Study of Teachers' Experience in Referring Black Students to Special Education. ProQuest LLC, Ed.D. Dissertation, Drexel University. The number of special education referrals continues to increase for African American students, which contributes to a disproportionate amount of African American students within the special education system. Teachers play a role in referring African American students to special education in urban schools. Therefore, this qualitative phenomenological study sought to explore teachers' experiences in the referral of African American students with the goal of understanding how their perspective, cultural awareness, and professional development influence their decision process. This inquiry was guided by the following research questions: 1. To what extent do teachers' perceptions contribute to the special education referral process for African American students in urban schools? 2. To what extent do the teachers' cultural competency influence the special education referral process for Black students in urban schools? 3. To what extent does the professional development of teachers… [Direct]

Kaplan, MaryRose (2023). Exploring the Experiences of School Counselors as Anti-Racist, Social Justice Advocates. ProQuest LLC, Ph.D. Dissertation, Montclair State University. Professional school counseling ethical competencies, guidelines, and literature have encouraged school counselors to act as anti-racist, social justice advocates at the: a) individual level with students/families, b) school/community level, and c) public/legislative levels. The following research study proposal serves to fill a gap in the literature by exploring the experiences of school counselors as anti-racist advocates. Integrating critical race theory, multicultural counseling theory, and racial identity development theories, recent conceptual quantitative, and qualitative literature was reviewed to understand gaps in exploring the experiences of school counselors as anti-racist advocates. Using an in-depth phenomenological methodology, five self-identified school counselors were interviewed and their experiences analyzed to form a deep understanding of their individual experiences. Themes emerged at the individual and systemic levels: a) defining the problem, b) participants'… [Direct]

Yost, Loni (2023). Exploring the Impact of a Targeted Support Program for Underrepresented Minority Students at a Predominantly White Regional Institution. ProQuest LLC, Ed.D. Dissertation, Eastern Kentucky University. This study involved examination of the impact of Freshman Academy, a targeted support program for students at a predominantly White regional institution, on the academic success of 1st-year underrepresented minority students, as measured by 1st-year grade point average and retention. Vincent Tinto's interactionalist theory and student departure models, Alexander Astin's theory of student involvement, and critical race theory formed the foundational theoretical framework for the study. Preexisting archival institutional data were employed in this quantitative study that used demographic analysis, linear regression, and multinomial logistic regression. The analyses included preentry characteristics and collegiate characteristics based on students' institutional experiences. Preentry covariates included race and ethnicity, gender, residency, Pell Grant eligibility, first-generation student status, parental education level, high school grade point average, and ACT composite score…. [Direct]

Nuno, Gabriela (2023). Staying on the Path: The Experiences of Latina Community College Students with Advising Redesigned for Guided Pathways. ProQuest LLC, Ed.D. Dissertation, California State University, Stanislaus. The purpose of the study is to understand how Latina community college students perceive and experience academic advising that has been redesigned within the guided pathways framework. Critical Race Theory (CRT) is used to frame the research study from a racialized lens and to problematize the race-neutral framework of guided pathways. I utilized a narrative inquiry approach to analyze the narratives of Latina community college students collected through interviews and a focus group. Emergent themes revealed the importance of advisors' authoritative advice and high expectations, as well as the salience of participants' intersecting social identities in shaping their transfer pathway and advising experiences. Participants discussed developing a personal connection with advisors who shared similar social identities with them, such as race, language, gender, and immigrant background. Advisors who shared similar social identities with participants redressed their racialized experiences…. [Direct]

Edwards-Hamlin, Shaundell (2023). An Investigation of Reading Achievement of Black Male Students in Title I Schools. ProQuest LLC, Ed.D. Dissertation, Virginia State University. The purpose of this study was to investigate the differences in the reading assessment performance between Black male students and their same grade level counterparts. Assessment results and teacher perceptions were analyzed to reveal instructional supports to demonstrate reading achievement. The mean scores and pass rates based on race and gender were explored through fourth-grade end-of-the-year reading data. Six fourth-grade teachers in three Title I schools responded to the Common Beliefs Survey to explore their perceptions when educating diverse student populations. The results determined that the reading differences between Black fourth-grade males were observed in racial and gender groups. While these differences created an achievement gap, they also provided opportunities to address instructional needs. The performance and survey data findings were viewed through sociocultural, critical race theory, and culturally relevant pedagogy frameworks to determine instructional… [Direct]

Heather Dawn Moore (2023). Conquering Barriers: How Formerly Incarcerated Black Men Define and Achieve Success in Higher Education. ProQuest LLC, Ed.D. Dissertation, Kansas State University. This grounded theory study applies both critical race theory and anti-deficit frameworks to recognize the systemic barriers that are in place to limit the success of formerly incarcerated Black students and challenges anti-deficit perspectives that fault those affected by oppressive systems rather than the systems themselves. This qualitative study used open-ended semi-structured interviews to learn how formerly incarcerated Black men defined and achieved postsecondary academic success. Participants described success in relation to goal achievement and discussed that internal motivation to reach their goals was one of two essential criteria for being academically successful. The other criterion for their success is having support to overcome unique challenges related to being formerly incarcerated. This study adds to the literature to build the knowledge and insight of this underserved student group and urges campuses to consider the educational human right in providing access and… [Direct]

Marcos Donovan Martinez (2023). Comparative Analysis of the Visual and Physical Landscapes of Historically Black Colleges and Universities and Predominantly White Institutions. ProQuest LLC, Ph.D. Dissertation, University of Wyoming. This article examines the visual environment on the campuses of two Historically Black Colleges or Universities and two Predominantly White Institutions. I use photos and observations to identify common physical campus variables that may give some insight into the Historically Black Colleges or Universities' campus culture and the unique traits that make Historically Black Colleges or Universities different from Predominantly White Institutions. Qualitative Visual Environment Analysis is a pioneering methodology that was used to conduct the study. This methodology looks at the layout of an institution and makes interpretations about the campus culture from the visible physical images and structures. The institutions were then compared and analyzed using a Critical Race Theory lens. The themes that emerged fit into four major categories: Greek life imagery on campus, security and barriers on campus, access to student recreation, and areas on campus dedicated to racial/ethnic groups…. [Direct]

Adao, Aileen Gendrano (2023). Portraits of Revolutionary Joy: Reflections from Female Critical Teachers of Color Who Taught during the COVID-19 Global Pandemic. ProQuest LLC, Ed.D. Dissertation, California State Polytechnic University, Pomona. Because the dominant narrative in the media around teachers is fixated on the burnout and unhappiness they are experiencing, this dissertation study explored the joy female Critical Teachers of Color experienced while teaching during the COVID-19 global pandemic. In this qualitative study, I employed both autoethnography and portraitures as a way to elevate female Critical Teachers of Color voices. My position as a scholar-practitioner is rooted in pinayist pedagogy and my conceptual framework is titled revolutionary joy, which is grounded in a layering of critical race theory, pleasure principles, revolutionary mothering, and the eight pillars of joy. After collecting and analyzing the data, I constructed three portraits of Critical Teachers of Color to present a nuanced look at educators who have experienced teaching through a global pandemic. Then, I presented four emergent themes that reveal ways practical strategies of joy that other educators can employ in their own classrooms… [Direct]

Lisa R. Gries (2023). Restorative Justice: A Case Study of an Urban High School. ProQuest LLC, Ed.D. Dissertation, University of Michigan-Flint. Here is a "qualitative case study" of an urban high school in Michigan to examine how school professionals perceive and apply "restorative justice" (RJ) practices. Through the lens of "critical theory" (CT) and "critical race theory," this study investigated these issues. The research questions driving this study are as follows: (1) What are these school professionals' perceptions of the use of RJ? and (2) How are RJ processes implemented in an urban high school in Michigan? First, a survey of 50 school professionals was undertaken to assess their perceived use of RJ. Next, two administrators, one social worker, and four teachers were interviewed to gather data regarding their perceptions of RJ and how it is implemented at this school. According to the findings of this study, RJ is primarily used to restore relationships, but it is also used as a response to inappropriate behavior. Restorative techniques are also more effective when combined… [Direct]

Hern√°ndez, Susana H. (2023). Surviving Campus Carry: A CRT Analysis of Faculty of Color at a Texas Public PWI. Journal of Diversity in Higher Education, v16 n6 p684-695. Throughout history, guns have been used as tools for social control to instill terror within minoritized communities. Campus carry is a current gun law that now allows licensed concealed handgun holders to carry on public college campuses in 11 U.S. states, including Texas (National Conference of State Legislatures [NCSL], 2018). This qualitative study explored how Faculty of Color (FoC) made meaning of their work lives and coped with campus carry at a Texas public predominately White institution (PWI). Utilizing Critical Race Theory (CRT) as a framework, this study centralizes the voices of FoC to expose how the psychological benefits of feeling safe and not living in fear are attached to whiteness and protected by campus carry policies. Through individual interviews, findings revealed FoC were able to survive with campus carry through: (a) Behavioral Changes to Feel Safe, (b) Heightened Surveillance and Anxiety, and (c) Strength and Resiliency. These findings illuminate how PWIs… [Direct]

Christine E. Sleeter; Dolores Delgado Bernal, Contributor; Francesca A. L√≥pez, Contributor; Stephen May, Contributor (2024). Critical Multicultural Education: Theory and Practice. Multicultural Education Series. Teachers College Press This volume collects Christine Sleeter's core work focusing on "critical" multicultural education, situating culture and identity within an analysis of power and racism. Multicultural education arose in the context of the Civil Rights Movement and, in its inception, shared with that movement a focus on eradicating both interpersonal and systemic racism. The problem this book takes up is that, over time, many people have come to understand and enact multicultural education in ways that evade grappling directly with racism. This dilution has happened for several reasons, including White teachers' rearticulations of multicultural education as "getting along" or learning to be colorblind and neoliberal reforms that have reduced it to a celebration of cultural diversity while maintaining silence about racism. This volume includes ten of Sleeter's articles that explicitly locate multicultural education within critical understandings of race, racism, and colonialism,… [Direct]

Nikole Tuere Booker (2024). Mirrors of Our Consciousness: Principals' Perceptions of Racialized Educational Inequities within Public Schools. ProQuest LLC, Ed.D. Dissertation, University of Pennsylvania. This research study documents public school principals' perceptions of their roles as leaders in reducing racialized educational inequities within their school communities, then examines the alignment between those perceptions and empirical evidence on racialized educational inequities in public schools. Additionally, this study analyzes the possible challenges for public school principals in implementing practices that address educational inequities in their schools. The theoretical frameworks of critical race theory (CRT), applied critical leadership, and developmental psychology–through the specific lenses of Racial Encounter Coping Appraisal and Socialization Theory (RECAST) and Phenomenological Variant of Ecological Systems Theory (PVEST)–are used to analyze how public school principals perceive racial equity leadership. Qualitative data draw from individual in-person interviews, while quantitative data utilize customized survey instruments that quantify participant… [Direct]

Kelba M. Sosa (2024). The Journey of Dominican Women as Administrative Leaders in U.S. Higher Education. ProQuest LLC, Ed.D. Dissertation, St. John's University (New York). This qualitative narrative study delved into the experiences and journeys of Dominican women ascending to administrative leadership positions within U.S. higher education institutions. The main purpose was to explore the challenges and successes encountered by these women, addressing the identified issue of their underrepresentation in such roles. Participants, comprising 13 Dominican women, held positions ranging from Directors and Faculty/Professors to Vice Presidents, Chief of Staff, and Presidents. Their ages spanned from 45 to 75, representing a diverse range of experiences and perspectives. The research methodology embraced a qualitative approach with a narrative design, aligning with the study's theoretical framework rooted in Critical Race Theory aligned with (LatCrit). Data was gathered through semi-structured interviews and participant journaling, drawing on the narrative inquiry model proposed by Connelly and Clandinin (1990). This approach allowed for a nuanced… [Direct]

Ebony H. Walker (2024). Closure Practices of Higher Education Authorizers Regarding Great Lake States Charter Schools. ProQuest LLC, Ed.D. Dissertation, Walden University. Despite increasing enrollment rates among Great Lakes state charter schools, a growing body of research acknowledged the disproportionate number of charter school closures experienced by a marginalized student population. The purpose of this qualitative comparison case study was to examine whether inequities existed in the contract renewal process used by resident charter authorizers. Critical race theory (CRT) was the conceptual framework for the study. Data were collected from semistructured interviews with nine participants (three interviewees per each higher education authorizer [HEA]) and HEA closure data and documents to address the use of processes and criteria to recommend contract renewal or termination and to examine inequities that may have appeared among marginalized charter school populations during the renewal process. Although no charter schools closed during the previous 5-year period, the study identified strong, consistent practices and beliefs among the HEAs,… [Direct]

Castro, Eliana; Presberry, Cierra B.; Venzant Chambers, Terah T. (2019). Twelve Years "Un"slaved: Lessons from Reconstruction and "Brown" for Contemporary School Leaders. Journal of Research on Leadership Education, v14 n4 p308-330 Dec. This conceptual analysis centers two historical periods in which Black communities in the United States secured educational rights for themselves in spite of (not because of) intervention from the federal government. Drawing from the Critical Race Theory, the authors argue that Reconstruction and the post-"Brown" era offer valuable lessons for school leaders today about the ability–and even need–to operate autonomously from formal channels. The authors feature lessons from Reconstruction and "Brown" regarding self-reliance, community control, and the hard-won victories whose benefits extended far beyond the Black community itself. The authors conclude with implications for school leaders…. [Direct]

Jones, Jill S.; Vehabovic, Nermin; Wiseman, Angela M. (2019). Intersections of Race and Bullying in Children's Literature: Transitions, Racism, and Counternarratives. Early Childhood Education Journal, v47 n4 p465-474 Jul. In classrooms, reading and responding to literature has been identified as a powerful method for dealing with critical social issues, including bullying and racism. The purpose of this article is to analyze children's literature published from 1997 to 2017 that highlights the intersection of bullying and racism. Our article begins with a description of how critical race theory is foundational to our understanding and how research on bullying illuminates our analysis of children's literature. Using critical content analysis), we analyze relevant picturebooks to address how racism can influence bullying behavior. Finally, this article concludes with implications for classroom practices and ideas for future directions…. [Direct]

Horsford, Sonya Douglass (2019). School Integration in the New Jim Crow: Opportunity or Oxymoron?. Educational Policy, v33 n1 p257-275 Jan. In this article, I consider the limitations of school integration research that overlooks Black research perspectives, White policy interests, and the paradox of race in the New Jim Crow–America's system of racial caste in the post-Civil Rights Era. Applying critical race theory as critical policy analysis, I discuss the importance of theorizing race in school integration research and recentering Black citizenship and equality as fundamental goals of school desegregation. I conclude with a call to desegregate the research on school desegregation through critical policy analyses that deconstruct liberal education policy agendas, create new policy knowledge, and reject the institutionalization of Black educational inferiority…. [Direct]

Nina Palomino-Rocha (2024). Bridging the Digital Divide: A Critical Narrative Inquiry into the Racialized Experiences of Latinx Undergraduate Students at California State Universities. ProQuest LLC, Ed.D. Dissertation, California State University, Fresno. To prepare students for the 21st century, it is necessary for all students to have equitable access to technological resources, such as laptops and internet service. Despite efforts to eliminate barriers to accessing technology, digital equity gaps still remain. This study used critical narrative inquiry to understand the racialized experiences of the digital divide from the perspective of Latinx undergraduates at Central Valley Hispanic-Serving Institutions (HSIs) within the California State University (CSU). By using the frameworks of critical race theory (CRT) and Latino/a critical theory (LatCrit), this study viewed the digital divide from a different lens to move beyond the traditional thinking of digital access in the educational system. Findings of this study revealed the obstacles that Latinx undergraduate students face when accessing and using technology at the university. Latinx undergraduates transition from high school to the university with limited foundational knowledge… [Direct]

Laura Boyle (2024). Impact of Equitable Grading Practices on Student Outcomes and Biology Self-Efficacy in a Ninth Grade Biology Class. ProQuest LLC, Ed.D. Dissertation, University of South Carolina. This action research study, set in a midwestern high school in the United States, was designed to investigate the impact of implementing equitable grading practices in a first semester ninth-grade biology course. Many grading practices commonly used in classrooms in the United States are subjective, can be used to maintain compliance in the classroom, and do not accurately report what students know and can do. Ideas from Critical Race Theory and Bandura's Self-Efficacy Theory guided this study. Qualitative and quantitative data were collected through pre and post self-efficacy surveys, grading surveys, and semi-structured student interviews, along with quantitative grade data for student participants. A mixed method approach was used to analyze the data. There was a statistically significant difference in student grades between the school districts mandated grading policies and the equitable grading interventions used in this study. There were statistically significant decreases in… [Direct]

Lei Ping (2024). A Multiple Case Study on Student-Centered Teaching and Educational Equity for Diverse Learners. ProQuest LLC, Ph.D. Dissertation, University of Nevada, Las Vegas. Student-centered teaching (SCT) has been the dominant education philosophy in the U.S. K-12 education. However, the definition and practice of SCT have been rooted in western education contexts. Since students in U.S. schools become more and more diverse, it remains unclear how SCT works for diverse learners. This research delved into the perceptions and implementation of SCT by teachers in elementary charter schools, emphasizing their approach in classrooms with diverse learners. The study also aimed to uncover any disparities in how teachers perceived and applied SCT when educating diverse learners compared to non-diverse learners. Guided by critical reflection for transformative learning and Critical Race Theory, this study employed a multiple-case study research design. It included four participating teachers from two charter elementary schools, placing a special emphasis on the charter school context. These teachers were interviewed to gain insights into their perceptions and… [Direct]

Henry Christopher Sanders (2024). Factors Influencing the Success of Black Male Faculty at a Predominantly White Institution. ProQuest LLC, Ed.D. Dissertation, University of Southern California. This qualitative research study examines Black male faculty's challenges in persisting at a Predominantly White Institution (PWI). Eleven Black male faculty members from a large PWI in the Western United States were interviewed using a purposive and snowball sampling methodological approach. Individual narratives were analyzed based on critical race theory and guided by Clark and Estes' (2008) gap analysis framework. The data analysis yielded six themes: knowledge of job requirements is foundational; protection of time is vital; self-confidence in career goal obtainment is crucial; value perception in career goal obtainment is motivational; inclusion of unique pedagogies and research interests is critical; and targeted mentoring opportunities are essential. Findings suggest Black male faculty at a large PWI face unique challenges that can go unnoticed by institutional leadership. Black male faculty often expend an enormous amount of mental and physical energy surviving at a PWI. This… [Direct]

Lee Best (2024). Ubuntu – I Am Because We Are: A Critical Narrative of the Experiences of African American Men While Enrolling and Matriculating in Master's Level School Counseling Programs. ProQuest LLC, Ph.D. Dissertation, Caldwell University. Community can be said to be the central theme of the concept of Ubuntu. The lack of African American men in school counseling is a concern, and this has propelled the researcher to look at the master's level school counseling programs that are the educational means in which one becomes a professional school counselor. The experiences of African American men while enrolled in master's level school counseling programs are explored, concluding with participants' ideas on how to increase the number of African American men who enroll in master's level school counseling programs. The researcher uses questions derived from relevant literature and informed by critical race theory (CRT; Bell, 1992; Gueh, 2020; Harris, 1993; Haskins & Singh, 2015; Henfield et al., 2013; Ladson-Billings, 2005; Ladson-Billings & Tate, 1995; Patton et al., 2007; Pulliam, 2017; West & Moore, 2015). The participants of this study are African American men who are current or previous master's level school… [Direct]

Garc√≠a-Carmona, Marina; Moreno Guerrero, Antonio Jos√©; Rodr√≠guez Garc√≠a, Antonio Manuel (2022). Retrospective and Prospective Analysis on Educational Leadership: Indicators of Productivity, Dispersion, and Content. Research in Educational Administration & Leadership, v7 n2 p320-356 Jun. This article analyzes the production, performance, impact, and content of scientific documents contained in an internationally recognized database, the Web of Science, that consider educational leadership (EL) thesaurus (title, abstract and/or keywords). To this end, a scientometric study was performed on a sample of 2,181 research documents that met the established inclusion criteria. A co-word analysis was also performed using Hirsch's index (2005), as well as several bibliometric indicators, impact factors, and citation indices (h, g, hg, and q2). The main findings indicate that production on the topic of EL dates back to 1924, although it did not reach a significant level until 2004. Several important points related to the production profile on EL are highlighted: language, area of knowledge and institutions, and authors specializing in the subject. There are several lines of study open in the established periods, and the subjects that should be taken into account in the future… [PDF]

Linley, Jodi L. (2018). Racism Here, Racism There, Racism Everywhere: The Racial Realities of Minoritized Peer Socialization Agents at a Historically White Institution. Journal of College Student Development, v59 n1 p21-36 Jan-Feb. I critically examined the ways racially minoritized college students who served as peer socialization agents (i.e., orientation leaders, tour guides) experienced their campus climate in relation to their racial identities and student ambassador positions. Framed by critical race theory, the counternarratives of 11 racially minoritized peer socialization agents at a historically White institution illuminated the ways racially minoritized student leaders experienced pervasive racism despite their prestigious status at the institution. The results of this study suggest implications for practice and future research…. [Direct]

Davis, Charles H. F., III; Harper, Shaun R.; Smith, Edward J. (2018). A Critical Race Case Analysis of Black Undergraduate Student Success at an Urban University. Urban Education, v53 n1 p3-25 Jan. Presented in this article is a case study of Black students' enrollment, persistence, and graduation at Cityville University, an urban commuter institution. We combine quantitative data from the University's Office of Institutional Research and the U.S. Department of Education with qualitative insights gathered in interviews with students, faculty, and administrators. We then use tenets, theses, and propositions from Critical Race Theory to analyze structural problems that undermine persistence and degree completion, sense of belonging, and academic achievement for Cityville's Black undergraduates…. [Direct]

Halpern, Clarisse; Zhang, Jingshun (2021). The Experiences of a Chinese Immigrant Family during the COVID-19 Pandemic. Educational Research and Development Journal, v24 n2 p52-72. While the COVID-19 pandemic challenged educators, parents, and students to adapt to online learning, it significantly impacted Asian Americans, especially the Chinese immigrant families, with increased anti-Asian acts of racism and xenophobia. The case study investigated a Chinese immigrant family's experiences transitioning to online learning in the climate of anti-Chinese rhetoric in the United States. The case comprised a Chinese immigrant woman and her twins, a boy, and a girl, who were middle school students in a Northern California school district that transitioned to online learning in March 2020. Narrative interviews were conducted online and via telephone and analyzed using content analysis. The findings indicated the challenges in engaging students in online learning that impacted their interactions with classmates and their learning experiences. The findings also revealed the family's coping mechanisms for dealing with anti-Asian discrimination and prejudice against… [PDF]

Isaacs, Dane; Lynch, Ingrid; Swartz, Sharlene (2017). Anti-Racist Moral Education: A Review of Approaches, Impact and Theoretical Underpinnings from 2000 to 2015. Journal of Moral Education, v46 n2 p129-144. Racism is a moral issue and of concern for moral educators, with recent social movements such as #BlackLivesMatter highlighting how far we are from obliterating racial oppression and the unearned privilege whiteness confers. To contribute to a more formalised approach to anti-racist moral education, this article systematically reviews 15 years of peer-reviewed scholarship concerned with anti-racist education, to establish the definitions and aims of anti-racist education drawn on, the theoretical frameworks underpinning these, the methods used in education efforts, and their intended impact. It also considers the geo-political aspects of knowledge production in the field, such as author country location and implementation context of empirical studies. It concludes with implications for moral education in classroom and community contexts and advocates for anti-racist moral education that comprise three interconnected components–making visible systemic oppression (visibilising),… [Direct]

Singh, Gurnam (2018). Post-Racial Pedagogy–Challenges and Possibilities. Race, Ethnicity and Education, v21 n4 p555-563. Against the backdrop of ongoing discussions about how best to conceptualise, confront and ultimately eradicate racism, this paper seeks to critically examine the relevance of 'post-racial' thinking, both in a general sense, but also in relation to education. The argument is framed around a concern that multi-cultural, and to a lesser extent, anti-racist approaches have become hostage to the very same essentialising practices around 'race' thinking that they seek to challenge. This is best illustrated in the plethora of racial, ethnic, geographic, national and religious categories that are currently deployed my many educational institutions in the furtherance of 'equality and diversity' policy objectives. In setting out some of the underpinning ideas and controversies linked with the idea of 'post-racial', the paper offers some tentative suggestions as to how a 'post-racial pedagogy' could be manifested in pedagogical practices…. [Direct]

Alfred Acquah (2022). "Failure Is Not an Option": Sub-Saharan African International Graduate Students' Experiences in U.S. Higher Education Institutions. ProQuest LLC, Ph.D. Dissertation, University of Nevada, Las Vegas. The rapid growth of international students, particularly from Sub-Saharan Africa, in U.S. higher education institutions calls for more critical research to understand their nuanced experiences in these institutions. So often, international students are homogenized and put under one umbrella, which shadows their unique experiences, especially those from developing countries and regions like Sub-Saharan Africa. Moreover, the paucity of literature on these students makes it even harder to hear their voices. Therefore, there is the need to disaggregate international students to become aware of some of their subtle challenges. This study aims to explore the experiences and community cultural wealth (CCW) that Sub-Saharan African international graduate students draw upon to navigate and persist in U.S. higher education. The few studies about Sub-Saharan African international students show that they face majoritarian tales, overt and covert forms of racism, financial hardships, difficulty… [Direct]

Bey, Facundo Norberto (2021). State Typohumanism and Its Role in the Rise of "V√∂lkisch"-Racism: "Paide√≠a" and "Humanitas" at Issue in Jaeger's and Krieck's 'Political Plato'. Educational Philosophy and Theory, v53 n12 p1272-1282. The aim of this article is to provide a philosophical conceptual framework to understand the theoretical roots and political implications of the interpretations of Plato's work in Jaeger's Third Humanism and Krieck's "v√∂lkisch"-racist pedagogy and anthropology. This article will seek to characterize, as figures of "localitas," their conceptions of the individual, community, corporeality, identity, and the State that both authors developed departing from Platonic political philosophy. My main hypothesis is that Jaeger's and Krieck's interpretations of Platonic "paide√≠a" shared several core-elements based on a modern conception of State sovereignty and human will, whose fundamental ground is the subjectivist-technical metaphysics. The "production" of a human type (spiritual and/or racial) and a unitary State political community appears in both authors mediated by a theory of political education, that I define as ´State typohumanism ª, that sought… [Direct]

Clark, Langston (2020). Toward a Critical Race Pedagogy of Physical Education. Physical Education and Sport Pedagogy, v25 n4 p439-450. Background: A critical race theory of education has a been a popular framework for understanding racial inequities teaching and teacher education. Furthermore, it has served as the foundation for critical race research methodologies and critical race pedagogy, which are meant to address racial inequity via research and teaching, respectively. With regard to critical race pedagogy, there has been no specific conceptualization for the preparation of physical educators. Purpose: The purpose of this paper is to present a critical race pedagogy of physical education teacher education (PETE). Key Concepts: In the paper, critical race theory and critical race pedagogy are highlighted as the conceptual roots of a critical race pedagogy of PETE. In doing so it offers a critique of resource pedagogies and their conceptualization in PETE. Critical race theory has been described as a scholarly movement that seeks to uncover and dismantle systemic racism while rejecting incrementalism. Critical… [Direct]

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

Woodard, Jennie (2019). The Power of Creation: Critical Imagination in the Honors Classroom. Journal of the National Collegiate Honors Council, v20 n1 p39-43 Spr-Sum. The article examines how to incorporate issues of social justice and diversity in the honors classroom through critical imagination. Inclusion and diversity are among the five strategic pillars of honors education, but the challenge is to create space for social justice as an academic inquiry. This article describes an honors project where students were tasked to come up with their own concept for a television show, using their imagination to bridge gaps in representations on television. Critical imagination allowed the students to move beyond analyzing television in its current state and conceptualize what more inclusive television could look like in the future. Students often feel overwhelmed by issues like racism that seem insurmountable, and they can feel pressured to come up with a right answer rather than trusting their own observations. Critical imagination requires students to examine issues from multiple viewpoints and explore their own thoughts on the problem in front of… [PDF]

Apugo, Danielle, Ed.; Mawhinney, Lynnette, Ed.; Mbilishaka, Afiya, Ed. (2020). Strong Black Girls: Reclaiming Schools in Their Own Image. Teachers College Press "Strong Black Girls" lays bare the harm Black women and girls are expected to overcome in order to receive an education in America. This edited volume amplifies the routinely muffled voices and experiences of Black women and girls in schools through storytelling, essays, letters, and poetry. The authors make clear that the strength of Black women and girls should not merely be defined as the ability to survive racism, abuse, and violence. Readers will also see resistance and resilience emerge through the central themes that shape these reflective, coming-of-age narratives. Each chapter is punctuated by discussion questions that extend the conversation around the everyday realities of navigating K-12 schools, such as sexuality, intergenerational influence, self-love, anger, leadership, aesthetic trauma (hair and body image), erasure, rejection, and unfiltered Black girlhood. This book features: (1) A spotlight on the invisible barriers impacting Black girls' educational… [Direct]

Sean P. Freeland (2022). Learning Mathematics While Black in Rural Appalachia: Black Students' Counterstories and Freedom Dreams about Mathematics Education. ProQuest LLC, Ph.D. Dissertation, West Virginia University. This dissertation aims to illuminate and uncover the experiences of Black students' learning mathematics in rural Appalachia and specifically West Virginia. The focal theory for this study is Critical Race Theory (CRT) which centers the experience of Black students and their voices. The intersection of race, mathematics education, and the context of rural Appalachia contribute to the analysis of these experiences in specific ways. Participants for this study included six Black high school students from various communities throughout West Virginia. Through interviews and mathematical autobiographies, these students shared their experiences learning mathematics across their schooling experiences and also considering their desires for an ideal mathematics education. The dissertation is presented in the form of three manuscripts. The first manuscript explores these students' mathematics identities and socialization in this context. I attend to the micro-, meso-, and macro-level… [Direct]

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

Gnanadass, Edith; Howell, Cathy D.; Lambert, Marah C.; Merriweather, Lisa R. (2023). Examining the Scene: How Race Matters in STEM Doctoral Education at an HBCU. Journal of STEM Education: Innovations and Research, v24 n1 p60-67. Historically Black Colleges and Universities (HBCUs) have with intentionality provided education for Black Americans for nearly 185 years. The majority of students, particularly at the undergraduate level across academic disciplines, are still domestic Black students, but at the doctoral level in STEM fields, they are not as well represented. The HBCU undergraduate experience has been well documented but fewer have explored the doctoral experience and even fewer have looked at the mentoring experiences of Black HBCU STEM doctoral students, a practice consistently cited as critical to the success of doctoral students across a range of disciplines. To explore this practice, the theoretical frameworks of anti-Black racism and Critical Capital Theory were used. A multiple-embedded mixed methods case study using semi-structured interviews and a quantitative survey was employed. The case of the HBCU institution is explored in this article. Survey data from the Mentoring Competency… [Direct]

Allen, Quaylan (2020). (In)Visible Men on Campus: Campus Racial Climate and Subversive Black Masculinities at a Predominantly White Liberal Arts University. Gender and Education, v32 n7 p843-861. There is an emerging body of literature examining the academic success of Black men attending predominantly White colleges and universities, though less is known about Black college men's experiences at liberal arts institutions. In this paper, I draw upon semi-structured and photovoice interview data from a study on Black male college students attending a predominantly White liberal arts institution in the USA. Specifically, I will present narrative and visual data of how Black college men perceive the campus racial climate and make sense of their (in)visibility at the university. Drawing upon poststructuralist theories of gender and critical race theory, I analyze the ways in which they managed race, gender and sexuality within university spaces, giving attention to their agency in performing a range of masculinities in response to and in anticipation of campus-based racism and racialized discourses. By situating their gendered performances within the context of the campus racial… [Direct]

Exell, Mike; Oliver, Rhonda (2020). Identity, Translanguaging, Linguicism and Racism: The Experience of Australian Aboriginal People Living in a Remote Community. International Journal of Bilingual Education and Bilingualism, v23 n7 p819-832. Eight adult Aboriginal people residing in a remote community in the north-west of Australia participated in this research. The data were collected from an 'inside' perspective and, as culturally appropriate, through informal interviews (yarning) and ongoing conversations. These data were recorded as field notes and audio files which were transcribed and used to formulate case studies. Because the authors are not Aboriginal people, the voices of the participants were used to tell their personal stories and experiences. The findings indicate that each identified as Aboriginal and according to their language group. They recognized their wide-ranging linguistic repertoire which included Aboriginal English (AE), Kriol and, to various degrees, traditional languages. They believed they were more connected to their culture because of their Aboriginal dialects and languages. Their language use was fluid and they engaged in translanguaging. Not all claimed to be proficient in Standard… [Direct]

Cipollone, Kristin; Zygmunt, Eva M. (2019). Community-Engaged Teacher Education and the Work of Social Justice. Journal of Family and Consumer Sciences, v111 n1 p15-23 Feb. Professional Educators have witnessed the impact of various forms of racism on children in schools many times during their careers. They have observed inequitable access to facilities and materials, inequitable access to high quality teachers, inequitable access to a climate of high expectations, and inequitable access to an education that is culturally relevant, affirming, responsive, and sustaining. As a result of these inequities in access, persistent and significant inequities in outcomes remain firmly entrenched. Despite being more than 60 years removed from Brown v. Board of Education, this country continues to have a system of public education that is inherently segregated and fundamentally unequal (Orfield & Frankenberg, 2014). The authors address of this article address the persistent gaps in academic access, opportunity, and achievement between children from low-income, minoritized backgrounds, as compared to their more advantaged peers, and identify it as a moral scar… [Direct]