Pacey M. Bowens (2023). A Qualitative Study on the Impact of COVID-19 on the Transition from Classroom to Virtual Learning among Elementary School Teachers with Underrepresented Students in a Rural School District. ProQuest LLC, Ed.D. Dissertation, Arkansas State University. In the spring of 2020, the academic school year for all educational institutions was tremendously impacted by the COVID-19 pandemic, which caused great concern with school administrations, teachers, parents, students, and their communities. In the fall of 2020 and the following two years, many school decision-makers responded by offering students options to attend either in-person, virtually, or both. Unfortunately, the decisions obstructed the learning capabilities of the minority student population, affecting their academic and social well-being. This qualitative case study explored how teachers rapidly pivoted from their natural face-to-face classroom settings and the challenges and barriers encountered while creating new learning environments. In addition, the study analyzed how the critical shift in the educators' teaching styles impacted their abilities to engage their underrepresented students to minimize learning gaps in the school districts they served in Northeast Arkansas…. [Direct]

Stacey Lynn von Winckelmann (2023). Predictive Algorithms and Racial Bias: A Qualitative Descriptive Study on the Perceptions of Algorithm Accuracy in Higher Education. Information and Learning Sciences, v124 n9-10 p349-371. Purpose: This study aims to explore the perception of algorithm accuracy among data professionals in higher education. Design/methodology/approach: Social justice theory guided the qualitative descriptive study and emphasized four principles: access, participation, equity and human rights. Data collection included eight online open-ended questionnaires and six semi-structured interviews. Participants included higher education professionals who have worked with predictive algorithm (PA) recommendations programmed with student data. Findings: Participants are aware of systemic and racial bias in their PA inputs and outputs and acknowledge their responsibility to ethically use PA recommendations with students in historically underrepresented groups (HUGs). For some participants, examining these topics through the lens of social justice was a new experience, which caused them to look at PAs in new ways. Research limitations/implications: Small sample size is a limitation of the study…. [Direct]

Shalyssa Monique Smith (2024). Racial and Academic Intersectionality: Black Students Navigating Spaces of Catholic Whiteness in Academia. ProQuest LLC, Ed.D. Dissertation, Saint Joseph's University. This qualitative research study used an interpretivist approach to examine the following research questions: (a) Do Black students experience intersectionality between their racial and academic identities in Catholic institutions of higher education? (b) Do student academic pathways promote their racial identity? (c) For Black students, do racial identity and academic pursuits intersect in the classroom? Is racial identity explored through inclusive pedagogical practice? and (d) Do Black students experience antiracist pedagogy in the classroom? Using an integrated and interdisciplinary exploratory approach by reconstructing four theoretical frameworks, this study explored Black American undergraduate student experiences and racial identity development holistically at Catholic institutions of higher education. Examining the intersection of Black American student identity as a Black American and a student through the reconstruction of Cross's Model of psychological Nigrescence,… [Direct]

Doril Sanders (2024). Phenomenological Meta-Synthesis: The Perceptions of Disproportionate Racial Discipline among Suspended and Expelled Black Male High School Students. ProQuest LLC, Ph.D. Dissertation, Jackson State University. Zero-tolerance in school disciplinary procedures impacts or contributes to the nationwide school-to-prison pipeline (STPP). According to the American Bar, school prison incarceration rates in the United States (U.S.) have been correlated to the excessive practices of school disciplinary policies. The U.S. incarcerates more citizens than any other country worldwide, more than Russia, Rwanda, or Brazil. A disproportion of the country's inmates in federal, state, and local jails are Black men whose journey often began with excessive and disproportionate school discipline, especially suspensions and expulsions. The School-to-Prison pipeline has been validated by many scholars who have often studied the phenomena from the perspectives of school administrators and teachers. Current interventions appear to be ineffective. There have been very few studies on the perspective of students being punished, expelled, or suspended. The proposed research explores the lived experiences of the most… [Direct]

Richard R. Valencia (2024). Achieving Equal Educational Opportunity for Students of Color: Disrupting Structural Racism–An American Imperative. Multicultural Education Series. Teachers College Press Valencia presents the most comprehensive, theory-based analysis to date on how society and schools are structurally organized and maintained to impede the optimal academic achievement of low-SES, marginalized K-12 Black and Latino/Latina students–compared to their privileged White counterparts. The book interrogates how society contributes to educational inequality as seen in racialized patterns in income, wealth, housing, and health, and how public schools create significant obstacles for students of color as observed in reduced access to opportunities (e.g., little access to high-status curricula knowledge). Valencia offers suggestions for achieving equal education (e.g., implementing fairness of school funding, improving teacher quality, and providing students of color access to multicultural education) by disrupting structural racism. Considering the rapid aging of the White population and the sharp decline of White youth–coupled with the explosive population growth of people… [Direct]

Buyserie, Beth Renee (2018). Approaches to Teaching Language, Knowledge, and Power in a Composition Program: A Participatory Action Research Project Applying Critical Race Theory, Queer Theory, and Decolonial Scholarship. ProQuest LLC, Ph.D. Dissertation, Washington State University. For this study, I explored how Washington State University's Composition Program might further equip faculty to address the relationships of language, knowledge, and power–specifically as connected to whiteness, normativity, and colonization–within a composition class. Much scholarship within rhetoric and composition addresses these relationships in a theoretical sense (Alexander & Rhodes, 2011; Smitherman, 2015; Villanueva, 1997, 2004). Some additional scholarship discusses how individual scholars apply these theories to their classrooms (Alexander & Rhodes, 2014; Driskill, 2015; Gubele, 2015; Perryman-Clark, 2015). However, almost no scholarship discusses how to further equip teachers to address issues of language and power at the programmatic level. This programmatic piece is crucial, as otherwise individual teachers committed to this work are potentially left to address language, knowledge, and power on their own, a task that places the largely contingent workforce of… [Direct]

Walls, Leon (2016). Awakening a Dialogue: A Critical Race Theory Analysis of U.S. Nature of Science Research from 1967 to 2013. Journal of Research in Science Teaching, v53 n10 p1546-1570 Dec. As the nation's K-12 classrooms become increasingly more racially, culturally, and linguistically diverse, it is incumbent upon the science community to seize opportunities to attend to the rhetoric of reform, namely to enhance scientific literacy for all students. Using Critical Race Theory (CRT) as a framework, this study examined 112 nature of science (NOS) research peer-reviewed studies conducted in the U. S. from (1967 to 2013). Results suggests that while White participants are being represented in the NOS research, Black, Latino, Native American and other people of color, were found to be disproportionally excluded as participants. Implications of excluding these individuals are explored and suggestions for making NOS research more equitable are discussed…. [Direct]

Avington, Linda (2021). African American Male Perceptions on School Policies and Recidivism. ProQuest LLC, Ed.D. Dissertation, University of Phoenix. The purpose of this study was to better understand the effects of punitive discipline policies on previously incarcerated African American males who recidivate after receiving therapeutic services (Nance, 2016). Examining the effects of these policies may provide insights into ways that school leaders may create policies that help create positive changes in the school environment (Nance, 2016). This qualitative narrative inquiry examined the lived experiences of seven African American males to better understand how school leaders and administers may support the African American community. The Critical Race Theory provided insight on how policies affected African American male students, who served jail time, received a disproportionate number of exclusionary disciplinary sanctions. The results revealed five common themes: anger and resentment, lack of empathy, lack of preparation by therapists and administrations, inadequate services, and non-empathetic school leaders. [The… [Direct]

Doharty, Nadena (2020). The 'Angry Black Woman' as Intellectual Bondage: Being Strategically Emotional on the Academic Plantation. Race, Ethnicity and Education, v23 n4 p548-562. Using a doctoral examination question as a starting point, this paper explores the specific race-gendered challenges Black women academics face when doing research on race. I argue that the stereotypical, racialised controlling images regarding Black women are not exclusive to African-American women and this has led some, in education, to draw on epistemologies such as Critical Race Theory (CRT) because of its usefulness in illuminating patterns of racial discrimination and structural disadvantage. The paper builds on this work by exploring the impact on the researcher who might too have faced similar inequalities they are now researching. Consequently, I offer the concept strategic emotionality to pay specific attention to the conscious decisions Black women academics might make about engaging with their emotions as part of the research and analytical process and the potential impact on epistemology…. [Direct]

Grenier, Marie-Lyne (2020). Cultural Competency and the Reproduction of White Supremacy in Occupational Therapy Education. Health Education Journal, v79 n6 p633-644 Oct. Background: In this two-part paper, critical race theory is used as an analytic tool to examine how anti-Blackness, anti-Indigenous colonial relations and Orientalism have and continue to influence the ways in which occupational therapy is taught and practised in Canada. Purpose: The purpose of this paper is to incite reflection on the ongoing oppressive narratives that pervade occupational therapy education and support culturally unsafe practices. Methods: Through the lenses of liberal multiculturalism, liberal recognition politics and neoliberal capitalism, the author demonstrates how notions of 'cultural competency' are the logical product of an institutionalised racism that functions as a tool for the reproduction of White supremacy and racism in healthcare and healthcare education. Conclusions: Findings challenge the ongoing use of cultural competency frameworks in healthcare systems and education and propose a radical shift towards critical and structural frameworks…. [Direct]

Bhopal, Kalwant (2020). For Whose Benefit? Black and Minority Ethnic Training Programmes in Higher Education Institutions in England, UK. British Educational Research Journal, v46 n3 p500-515 Jun. Inequalities continue to exist in higher education, with Black and minority ethnic (BME) academics less likely to be professors or occupy senior decision-making roles compared to their White colleagues. In order to increase BME representation in senior decision-making roles, specific programmes targeted at BME groups have recently been introduced in higher education institutions (HEIs). This article draws on research carried out on two such programmes in England. By using principles of critical race theory (CRT), I argue that racism continues to play a key role in the lack of BME groups in senior leadership roles and that such programmes benefit HEIs rather than contributing to a commitment to inclusion, equity and creating a diverse workforce. Furthermore, such programmes work for the benefit of HEIs to perpetuate and reinforce White privilege, rather than addressing structural inequalities…. [Direct]

Bocci, Fabio; D'Alessio, Simona; Migliarini, Valentina (2020). SEN Policies and Migrant Children in Italian Schools: Micro-Exclusions through Discourses of Equality. Discourse: Studies in the Cultural Politics of Education, v41 n6 p887-900. This article analyses the underpinnings and implementation of Special Educational Needs (SEN) policies in Italy, within the internationally celebrated policy arena of "Integrazione Scolastica" (i.e. school integration), through an equity prism. The aim is to explore the extent to which SEN policies in Italy foster inclusion and equity in education, particularly when targeting migrant children. In doing so, the paper intends to advance critical thinking about the recent phenomenon of over-representation, or 'SENitization', of students from migrant backgrounds within the SEN macro-category in Italy, by examining policy narratives both nationally and locally. Analysing the policies through the intersectional lens of Disability Critical Race Theory in education framework, this article suggest that Italian SEN policies legitimates forms of micro-exclusions of migrant students in mainstream classrooms, despite discursive promises of equality for all students…. [Direct]

Massey, Sean G.; Wilson, Marguerite Anne Fillion; Yull, Denise Gray (2020). Race and the Politics of Educational Exclusion: Explaining the Persistence of Disproportionate Disciplinary Practices in an Urban School District. Race, Ethnicity and Education, v23 n1 p134-157. Educational research has established a link between zero tolerance disciplinary policies and increases in racial disproportionality in suspensions and expulsions of students of color. This article reports on a critical ethnography of Rivertown, a school district with urban characteristics, where we have been working with parents of color whose children are subjected to exclusionary discipline. Using the framework of Critical Race Theory in education, specifically Derrick Bell's interest-convergence principle, we argue that several interrelated barriers prevent movement toward racial equity: a culture of colorblindness and white fragility that silences race talk; contested definitions of the problem that obfuscate its racialized nature; and the persistence of a zero tolerance framework even with the implementation of a restorative justice pilot. We conclude by discussing our ongoing strategies for creating interest-convergence between White power-holders and communities of color in… [Direct]

Escamilla, Kathy; Garc√≠a, Jorge; Shannon, Sheila (2022). Four Decades after Casta√±eda: A Critical Analysis of Bilingual/Dual Language Education in Colorado. Language Policy, v21 n3 p357-379 Sep. The "Casta√±eda" Standard was handed down in 1981. We use this Standard along with Latino Critical Race Theory (Solorzano & Yosso, 2001) and Ruiz's Language Orientations (1984) to conduct a historical analysis of bilingual education in Colorado from 1976 to 2019 to examine the availability of bilingual/dual language education for Latinx students over four decades. Our historical analysis resulted in dividing Colorado's bilingual history into four time periods (1976-1981; 1981-2000, 2000-2018 and 2019-present). Findings indicated that other than a brief period (1976-1981) the history of bilingual education and all other program types in Colorado has been oriented toward language as a problem and toward systemic racism with regard to language policies and practices. However, the community also developed resistant capital to maintain bilingual education despite formidable odds. This is particularly true for Spanish speaking Mexican origin children and families. Moreover, we… [Direct]

Yuderka Vargas Lewis (2024). Latina Leadership: A Holistic Approach of Reframing Leadership on the Path to the Presidency and Provostship. ProQuest LLC, D.Phil. Dissertation, The University of Utah. This study examines the lack of Latina representation in senior positions within 4-year higher education institutions in the United States. It utilizes Latina/o Critical Race Theory (LatCrit) and testimonio methodology to delve into the experiences of seven Latina leaders who have reached the roles of president and provost. The research investigates how various aspects of Latina senior leaders' identities–such as race, gender, language, and immigration status–affect their career paths and leadership approaches. Through the lens of LatCrit, the study analyzes systemic biases and institutional barriers that contribute to Latina underrepresentation, challenging conventional leadership models that perpetuate exclusion and marginalization. The testimonios of Latina leaders serve as powerful narratives, shedding light on the complex obstacles they encounter and the strategies they employ to overcome them. These testimonios demonstrate their resilience and offer alternative perspectives… [Direct]

Burmester, Samuel; Howard, Lionel C. (2022). Confronting Book Banning and Assumed Curricular Neutrality: A Critical Inquiry Framework. Theory Into Practice, v61 n4 p373-383. Recently, false accusations of Critical Race Theory (CRT) being taught in elementary and secondary schools have emerged in response to culturally relevant, sustaining, and revitalizing curricula; this pushback makes it difficult for many educators to safely employ culturally relevant literature in their classrooms. This article confronts the increasing censoring of curriculum (via book banning and other policies) that privileges White, unidimensional perspectives on language, culture, and curricular topics. Specifically, we suggest a critical inquiry framework (CIF) to guide "how" students read such text and that draws on the tenets of Yosso's Cultural Wealth model. Our CIF is rooted in (1) student examination of the economic and political contexts of literary production and constructs of linguistic and cultural legibility, (2) critical engagement with the represented values of literature, and (3) research and critical engagement in the unrepresented and misrepresented… [Direct]

Becker, Todd D.; Leffler, Kimberly A.; McCarthy, Lauren P. (2022). Individual Characteristics Associated with Color-Blind Racial Attitudes in Master of Social Work Students. Journal of Social Work Education, v58 n3 p472-485. Schools of social work are tasked with preparing students to support the field's ethical challenge of eliminating racism. Given that color-blind racial attitudes constitute a form of continued racism, identifying the factors associated with color-blind racial ideology (CBRI) in social work students represents a first step toward meeting this challenge. Drawing from critical race theory, this cross-sectional study surveyed a convenience sample of 305 master of social work (MSW) students across five schools of social work to explore which individual characteristics are significantly associated with CBRI at the bivariate and multivariate levels. A multiple linear regression assessed CBRI's multivariate associations with demographic characteristics (i.e., age, gender, ethnicity, race, sexual orientation) and professional characteristics (i.e., prior work experience with marginalized communities, bachelor of social work [BSW] attainment, MSW concentration). Results showed that increased… [Direct]

Crystal Lepscier (2022). Listening for the Canaries: Addressing Racial Battle Fatigue in First Nations Students in Higher Education. ProQuest LLC, Ed.D. Dissertation, University of Wisconsin – Green Bay. The purpose of this research study was to examine the impact of Racial Battle Fatigue on First Nations students in higher education through the lens of Tribal Critical Race Theory. This work is grounded in understanding how the weight of racialization affects the experiences of First Nations students enrolled at Institutions of Higher Education. It also examines how to address the stigmas of Racial Battle Fatigue to focus on the holistic wellness of First Nations students in academia through creative expression. Six student co-researchers helped formulate the data in this study through their shared stories on their experiences with RBF in their educational journeys. The following four themes were identified from their stories: External Fatigue, Internal Fatigue, Intergenerational Responsibility, and Sole Voice. A fifth theme was identified that worked in support of the First Nations students, Cultural Nourishment. Through praxis, community, and relationships, Cultural Nourishment… [Direct]

Jomall Cummings (2024). African American Males: Navigating the Academic Leadership Pathways to Senior-Level Leadership Roles in K12. ProQuest LLC, Ed.D. Dissertation, Fayetteville State University. This study aimed to explore African American male leaders' academic experiences, career paths, and suggestions for obtaining leadership opportunities in K-12 education. Additionally, its purpose was to uncover the perceived experiences of African American male leaders. The goal was also to investigate African American men's perceptions of recruiting, hiring, and leadership opportunities by examining their academic experiences and leadership roles. The researcher sought to explore Critical Race Theory as an opportunity for change. The following research questions guided this study: (1) How did African American male leaders in K-12 perceive their academic experiences, and how did these perceptions relate to social justice issues within the educational system? (2) What support systems and strategies did African American males use to attain their leadership positions, and what strategies did they suggest for recruiting, hiring, and supporting African American males in K-12 education? (3)… [Direct]

Justice, Angela L. (2023). The Skin I'm In: A Critical Content Analysis of Picture Books Written by Black Authors. ProQuest LLC, Ph.D. Dissertation, Western Michigan University. This study seeks to explore the experiences of Black male protagonists in picture books. The following question guided this study: How do Black authors demonstrate a commitment to social justice? The theoretical framework that guides this study is Critical Race Theory (CRT), which aids in understanding how Black authors use experiential knowledge to represent experiences that challenge dominant ideologies about Black males. The sample consists of 20 pictures books all written by Black authors and published within the United States from 2018 to 2021. The deductive and inductive approaches to critical content analysis is used as it is effective for highlighting (1) the experiences of the Black male protagonists, (2) experiential knowledge of the authors, and (3) the experiences that challenge dominant ideologies. To determine each, language and images from each of the picture books were used as evidence. Exploring the representation of Black males in children's literature informs how… [Direct]

Nava-Holstein, Allison (2023). Is This Antiracist?: An Autoethnographic Evaluation of Professional Development. ProQuest LLC, Ed.D. Dissertation, Loyola Marymount University. Communities of color have been fighting for equal rights in society throughout history, resulting in the development of different social movements. In 2013, the Black Lives Matter movement was founded and protests erupted across America as Black lives were lost at the hands of law enforcement. In the summer of 2020, the protests continued, serving as a catalyst for schools to begin interrogating their practices and curricula, moving towards efforts to be pro-Black and antiracist.Grounded in Critical Social Theory and Critical Race Theory, this autoethnographic study explores the experiences of me, a Latinx teacher in diversity, equity and inclusion (DEI) professional development (PD), intended to train teachers in how to be antiracist educators. This study centers my experience as both an educator of color and teacher, interrogating my experience through critical self-reflection and document analysis. This study explores the ways Black, Indigenous, people of color (BIPOC) teachers… [Direct]

La' Trina Dudley (2024). Factors That Influence Elementary School Teachers Who Refer Students to Special Education. ProQuest LLC, Psy.D. Dissertation, Walden University. There is an overrepresentation of African American students in special education classes; placing African Americans disproportionately in special education classes lowers their self-esteem and compromises their academic performance. This study aimed to increase understanding of the meaning-making processes elementary school general education teachers use to refer African American students for special education services. I used critical race theory (CRT) to support the study, which suggests that structural racism in schools harms African American students' self-esteem and academic achievement. Two research questions directed the study: What are the decision-making processes of elementary school teachers who refer African American students for special education services? How do the beliefs of teachers impact their decision to refer African American students for special education services? With a qualitative approach, I interviewed 14 K-6 public school general education teachers who had… [Direct]

Fenton, Jane (2022). Enlighten Me: Teaching Social Justice in Further and Higher Education by Reclaiming Philosophically Liberal Values–A Social Work Education Case Study. Journal of Further and Higher Education, v46 n8 p1066-1077. This article suggests that traditional, liberal values that comprise the broad value consensus of most western democracies may be at risk of erosion, especially in further and higher education settings. The factors that may be contributing to their devaluation include: the down-grading of belief in unique individualism and common humanity in favour of reified group identity, the erosion of the importance of 'liberal science' or a liberal definition of what constitutes knowledge, the supplanting of economic social justice concerns with identity matters, and the erosion of free speech. These developments are related to the promotion of a certain type of postmodern social justice critical theory, typified by critical race theory (CRT), and this article will explore their impact on education. Tenets of CRT, as espoused by mainstream writers, will be summarised and contrasted with liberal values to illustrate the concerns raised. In the example of social work education, the case is made… [Direct]

Golanda Vanessa Hamlin (2024). African American Female 'Administrators' Perceptions and Experiences in K-12 Schools: A Descriptive Case Study. ProQuest LLC, Ed.D. Dissertation, National University. The problem addressed in the study was the challenges that made it difficult for African American female administrators to move into educational leadership positions. The purpose of this qualitative descriptive case study was to explore how African American female school administrators described the challenges they faced in their journey to educational leadership positions. The study had a multidimensional framework – Black feminist thought and Critical race theory to provide the viewpoints of African American women in school leadership. Participants were chosen using purposeful sampling from 24 African American female principals and assistant principals in rural public K-12 schools in the United States. Data was collected through Zoom from interviews and two focus groups. Data analysis was conducted using Saldana's thematic analysis protocol for qualitative data. The InVivo coding system was utilized to code and categorically discover themes. Four themes emerged from the data… [Direct]

Beneke, Margaret R.; Machado, Emily; Taitingfong, Jordan (2022). DisCrit Literacies: Early Childhood Teachers Critically Reading School as Text and Imagining an Otherwise. Reading Research Quarterly, v57 n4 p1237-1257 Oct-Dec. In this participatory case study, we explored the critical literacy practices of early-career early childhood teachers in a year-long inquiry group, examining how they collectively read school as text through DisCrit literacies. Bridging literature from Disability Critical Race Theory (DisCrit) and critical literacies scholarship, DisCrit literacies involve practices of critically reading school itself as text and uncovering intersecting systems of ableism and racism. We describe teachers' collective engagement in DisCrit literacies, in which they: (a) deconstructed literacy practices and broader schooling mechanisms through repeated shared readings; (b) implicated themselves through critical readings of literacy classroom artifacts; and (c) identified and designed spaces of subversion and refusal in their literacy classrooms. Across each of these practices, early career early childhood teachers in our study used critical reading practices rooted in interdependence and presumptions… [Direct]

Harris, Jessica C. (2017). Multiracial Women Students and Racial Stereotypes on the College Campus. Journal of College Student Development, v58 n4 p475-491 May. Researchers have explored how multiracial women students encounter different racialized experiences when compared to their monoracial peers and multiracial men on campus, suggesting that their experiences with racial stereotypes may also diverge from both of these populations. Guided by critical race theory, in this study I explored 10 multiracial women students' experiences with racial stereotypes at a historically White institution…. [Direct]

Keane, Elaine; McGinley, Hannagh (2022). Traveller Students Being and Relating to An/'Other': Identity, Belonging, and Inter-Ethnic Peer Relationships in a Highly Diverse Post-Primary School. Irish Educational Studies, v41 n3 p551-572. Irish Travellers have long endured racism in Ireland. In education, they have experienced significantly lower participation and academic achievement rates relative to the settled community. This paper draws on a study examining how an intercultural approach to education was implemented in one urban DEIS post-primary school with a highly diverse student population. Informed by Critical Race Theory, an in-depth qualitative case study design was implemented. Data collection involved twenty-eight semi-structured interviews with staff, Traveller students, 'other' minority ethnic students, and White settled Irish students. Data analysis involved several coding stages, and the development of categories. This paper examines one category focusing on issues of identity, belonging, and relationships amongst minority ethnic groups in the school, with a particular focus on the Traveller participants. Participants' constructions of 'normality' are considered with regard to how people 'look' and… [Direct]

DeCuir-Gunby, Jessica T.; Gibson, Stephen M.; McCoy, Whitney N. (2023). The Compounding Impact of Racial Microaggressions: The Experiences of African American Students in Predominantly White Institutions. Teachers College Record, v125 n5 p43-55 May. Background/Context: African American students often encounter racial microaggressions when attending predominantly white institutions (PWIs). Experiencing racial microaggressions can negatively affect African American students' feelings of belonging to the campus community. Racial microaggressions can also affect their physical and emotional stability. Purpose of Study: Using a critical race theory (CRT) framework, we focused on the centrality of race and racism and intersectionality. We examined how experiencing racial microaggressions influenced African American students' (n = 15) feelings of belonging at PWIs. In addition, we explored how students emotionally coped with their experiences. Research Design: A semi-structured interview was conducted with participants. Using thematic analysis through the process of open coding and axial coding, we developed themes based on students' experiences with microaggressions, feelings of belonging, and coping strategies. We connected the… [Direct]

Dillon, Haley Myers (2023). Justice for Moms in College: Investigating Factors That Influence Student-Parents' Degree Completion Timelines. ProQuest LLC, Ed.D. Dissertation, California State University, Sacramento. Student-parents' bachelor's degree completion timelines are protracted, yet insufficient research examines this phenomenon. Studies show most student-parents take between 9 and 15 years to earn a bachelor's degree (Augustine, 2016; Attewell & Lavin; 2007; Institute for Women's Policy Research [IWPR], 2020; Lindsay & Gillium, 2018). What factors influence these extended degree completion timelines? Nationally, student-parents are a population many times marginalized (IWPR, 2020), and that is also true at Sacramento State. Three-quarters of Sacramento State student-parents are low-income women, half are first-generation college students, and two-thirds are from communities of color. To address the urgent disparity, I conducted a mixed methods study of student-parents at Sacramento State. Specifically, this study examines degree completion timelines from an educational equity perspective using Critical Race Theory's concept of intersectionality as a lens to examine secondary… [Direct]

Sparks, Francesca I. (2023). Equity Training: The Impact on School Leaders. ProQuest LLC, Ed.D. Dissertation, La Sierra University. This phenomenological study focused on the impact of equity training on leaders in school districts as it relates to equity and multicultural sensitivity. The critical race theory (CRT) framework provided a vehicle from which to incorporate different perspectives on the experiences of those of the racialized majority. The idea of CRT was to uncover and break down social injustice by challenging racism through understanding racial inequality, privilege, and power dynamics that are pervasive within all educational systems. Equity training in this study proved to have a positive and powerful impact on school leaders through self-awareness, promoting access for students of color, increasing cultural awareness, and committing to social justice. In addition, this study demonstrated that administrators had to remember that it was their responsibility to bring systemic change through policies, procedures, and community relations that would reflect the culture of the students and the… [Direct]

Friesen, Helen Lepp (2018). "We Are All Relations": An Indigenous Course Requirement (ICR) Experience. International Journal for Talent Development and Creativity, v6 n1-2 p189-202 Aug-Dec. This mixed-methods study asked students, faculty, and staff what their experiences were with an interdisciplinary Indigenous Course Requirement (ICR) in its initial implementation in the 2016/17 academic year at The University of Winnipeg. Although participants had suggestions for how to improve course content, development, delivery, and support, there were more positive reactions to the ICR experience than negative. Themes that emerged from the positive learning experiences were the importance of relationships, respect, and a desire to work together towards reconciliation. Challenges that participants indicated were the pressure on Indigenous students to take on the role of token authority, lack of support systems and training for engaging in sensitive issues. There was consensus that racism and lack of knowledge exists and that education and relationships are key to changing stereotypes. A major challenge will be continued student opposition to ICRs…. [PDF]

Gauchupin, Marcella; And Others (1995). Meeting the Challenge, Overcoming the Odds: Harvard Student Panel. Canadian Journal of Native Education, v21 suppl p70-82. Four Native American graduate students from Harvard University discuss experiences that led them to pursue advanced degrees, challenges they have experienced in higher education, the relevance of their cultures and languages to their education, the racism encountered in their college careers, and resources they have created to help support them in their pursuit of higher education. (LP)…

Nyachae, Tiffany M. (2018). 'Race Space' Critical Professional Development as Third Space: Cultivating Racial Literacy, Ideological Becoming, and Social Justice Teaching With/In Urban Teachers. ProQuest LLC, Ph.D. Dissertation, State University of New York at Buffalo. Racial injustice in U. S. society cannot be separated from that which happens in U.S. classrooms. Indeed, many battles between white supremacy and antiracism are waged in the public school arena—such as, the whitewashing of slavery in textbooks, and the Supreme Court decision to ban Mexican American Studies in Arizona. Thus, this dissertation took into account teacher learning and classroom practice around race, racism, and social justice through professional development. Specifically, among teachers committed to social justice, this dissertation investigated the role professional development plays in shaping how their commitment translates into classroom practice. I designed 'race space' Critical Professional Development (CPD) (Kohli, Picower, Martinez, & Ortiz, 2015) to support in-service urban teachers in learning about race, racism, and what it means to engage in social justice teaching. I employ the term 'race space' to describe an aim to engender transformational,… [Direct]

Frenkiewich, Jeffrey; Onosko, Joseph J. (2020). Public Schools At-Risk: Examining a Century of U.S. Media Coverage of "Unsatisfactory Student Performance" and the Rise of School Privatization. Democracy & Education, v28 n2 Article 2. Throughout the 20th century, community-owned and operated public schooling was viewed in the United States as an essential mechanism for advancing the country's democratic ideals, institutions, and economic interests. But the first decades of the 21st century have witnessed a historic shift away from this commitment to public schools, as federal and state lawmakers created taxpayer-funded policies supportive of private school vouchers and for-profit charter schools. The authors examine more than 100 years of national newspaper coverage related to the perennial problem of "unsatisfactory student performance," particularly changes in terminology used to describe these students and explanations for their "unsatisfactory performance." A review of this discourse reveals shifting views on the causes of students' "unsatisfactory performance" in schools and helps illuminate reasons for the nation's recent turn to the private sector. The authors suggest factors… [Direct]

(2021). Equitable Value: Promoting Economic Mobility and Social Justice through Postsecondary Education. Postsecondary Value Commission Postsecondary education can offer individuals the opportunity to earn a livable wage and build a better life for themselves and their families, while also fostering a healthier and more democratic society. Yet, postsecondary education must do more to dismantle its own inequitable policies and practices, which play a role in perpetuating and exacerbating the injustices in society at large. It is in this context that the Postsecondary Value Commission has examined how postsecondary education fosters equitable access to critical post-college outcomes, including sufficient earnings, high-quality jobs, and economic mobility and security. The Postsecondary Value Commission was responsible for producing the following interrelated deliverables: (1) a conceptual definition of postsecondary value and core principles to guide institutional improvement efforts and policy conversations about equitably increasing students' post-college economic success and mobility; (2) a framework to gauge how… [PDF]

Yvonne Monica De La Rosa (2021). Ahora Puedo Respirar: Now I Can Breathe. ProQuest LLC, Ph.D. Dissertation, Texas State University – San Marcos. This research explored the struggle and resiliency of a Mexican American community in Central Texas as they attempted to maintain, teach, and celebrate their Mexican American roots, customs, knowledge, and celebrations through community education. The research employed critical ethnography to explore history and its impact on self, organization, and community; it also interrogated agency within racially contentious times. Additionally, this research provides insight into public pedagogy of teaching, learning, and leading as a means to remember and record the growth and change within the local Mexican American community. The community learning exchange theory of change informed this dynamic-critical place-based conceptual framework. The study's framework was a hybrid that included: theory of change, public pedagogy, community cultural wealth, culturally relevant pedagogy, and community education through the arts. The research design was grounded in critical ethnography, social… [Direct]

Ting-Han Chang (2022). A Critical Study of How College Student Leaders of Color Conceptualize Social Justice Leadership. ProQuest LLC, Ph.D. Dissertation, Indiana University. College student leadership is common learning outcome in American higher education, but it was not until the past decade when researchers began studying college student leadership using critical theories and perspectives. These scholars criticized that current student leadership models and theories have been representative of White, Eurocentric, and patriarchal ideologies (Dugan & Komives, 2011). As a result, current leadership education is often not culturally relevant to reflect the diverse identities of students of color. Moreover, leadership education continues reinforcing a dominant view of leadership that promotes individualism and capitalism. Under current U.S. context where longstanding racism remains pervasive in harming communities of color, there is an urgent demand for more social justice leaders to tackle challenges facing the marginalized communities. Colleges and universities play an instrumental role in offering leadership education to prepare students as future… [Direct]

James-Gallaway, Chaddrick D. (2022). "The Kids in Prison Program": A Critical Race Personal Counternarrative of a Former Black Charter School Teacher. Teachers College Record, v124 n11 p58-81 Nov. Background/Context: In New Orleans, Louisiana, in the years following Hurricane Katrina, predominantly white education reformers have used entrepreneurial support to dismantle the predominantly Black city's public education system. Using racial domination without community approval, these education reformers have educationally disenfranchised the Black community by implementing No Excuses (NE) Charter School Management Organizations (CMO). The rise in these organizations has also led to the mass firing of the city's majority Black educator base and the hiring of majority white educators. Scholarship on NE CMOs notes their use of dehumanizing behavioral practices meant to control their student populations. Accounts, however, are limited from those who have witnessed, experienced, or resisted these dehumanizing behavioral practices. Purpose/Objective/Focus of Study: Through the critical race theory (CRT) lens of racial realism, this paper provides a critical race personal… [Direct]

Lynch, James (1986). Changing Attitudes: Prejudice and the Schools. The paper begins with the supposition that schools in Great Britain have been given the task of developing an ethos and teaching/learning approaches which may reduce and eradicate racism and other prejudices in education and the wider society. Prejudice is defined and 25 practical initiatives for combatting it through multicultural education are outlined, including the ideas of Stenhouse, Jeffcoate, Banks, and Twitchin and Demuth. Further research is suggested to reduce prejudice and three areas for further study have been identified: personality, social structure, and cultural dimensions of prejudice and racism. Finally, 14 guiding principles are identified to help establish policies for multicultural education by teachers. A three-page select bibliography is included. (JEH)…

DiAquoi, Raygine (2017). Symbols in the Strange Fruit Seeds: What "The Talk" Black Parents Have with Their Sons Tells Us about Racism. Harvard Educational Review, v87 n4 p512-537 Win. In this article, Raygine DiAquoi explores the temporality of "the talk" Black parents have with their sons, analyzing the way the messages they share with their sons about racism reflect sociohistorical changes around issues of race. Over the course of a year, DiAquoi conducted a qualitative investigation of the content of the messages seventeen families shared with their adolescent sons about discrimination. She asserts that the similarities between the conversations families have today and those had by Black families living during the pre-"Brown v. Board of Education" era beg critical analysis of the features of our current racial climate…. [Direct]

Gleddie, Douglas; Hennig, Lauren C.; Schaefer, Lee (2020). In(di)visable: Inquiring into Being 'Othered' as a Means to Teach Social Justice in PHETE. Physical Education and Sport Pedagogy, v25 n6 p666-680. The goal of physical education (PE) is to increase student confidence, competence, and motivation to lead physically active lifestyles. Research has shown that physical education teacher education (PETE) students tend to be sexist, elitist and unsympathetic towards social issues. Currently, a gap in culturally responsive and socially just forms of PE that bring attention to racism, colonialism, sexism, heteronormativity, and other social issues requires greater acknowledgement from researchers. Objectives: The purpose of this study is to (1) better understand how PETE students might be engaged to take on a critical agenda that would increase their willingness to teach in culturally responsive ways, and (2) engage in more socially just forms of PE. Methods: Using autobiographical narrative inquiry, three students confront and explain their reactions to dominant discourses that have shaped their identities and think critically about how their own experiences may be different than the… [Direct]

Evans-Winters, Venus E.; Hoff, Pamela Twyman (2011). The Aesthetics of White Racism in Pre-Service Teacher Education: A Critical Race Theory Perspective. Race, Ethnicity and Education, v14 n4 p461-479. The authors use critical race theory (CRT) and critical race feminism (CRF) as a lens for analyzing and grappling with White students' resistance to learning about and deconstructing systems of oppression. The authors build on the work of critical scholars whose work exposes the ways in which White pre-service teachers resist counter-hegemonic pedagogical approaches and subject matter. In the so-called \post-racial\ era, these ways of resisting have become more virulent and structural in nature, thereby institutionalizing racism. Included in the article are excerpts from the authors' end of the academic year teaching evaluations. The excerpted comments serve as evidence that students use evaluations as weapons to speak back to and against, not only to anti-racist philosophies, but counter-hegemonic narratives that represent the diversity of their future teaching experiences. Both faculty members are formally trained in social work, multicultural education, and educational policy…. [Direct]

(2015). Statement about the Role of Early Childhood Education and Racism. Position Statement. National Council of Teachers of English On June 19, 2015, the Early Childhood Education Assembly (ECEA) of NCTE posted a statement sending love to the families and the people of Charleston in response to the racist murders at the historic Emmanuel AME Church in Charleston, South Carolina. The statement also expressed belief that early childhood educators have a clear responsibility and essential role to play in educating tomorrow's adults so that this and other more insidious kinds of racism are no longer a possibility. At that time, they promised to initiate a set of resources on the ECEA website in support of focused anti-racist work in educational settings. With this reiteration of previous statements resources were provided. The intent is to continue building this collection and to work toward collaborations across the country. The link to the statement and previous statement resources is provided in this position statement, along with prior ECEA statements and a statement about the role of early childhood education… [Direct]

Lopez, Ann E. (2017). Is It Time for a Sixth Dimension of Multicultural Education?: Resistance and Praxis in Challenging Times. Multicultural Perspectives, v19 n3 p155-161. The impact of the election of a new U.S. president and his far right ideology and agenda has reverberated across the entire world. This new reality calls for all critical equity-seeking educators; multicultural, social justice, culturally responsive, and others to be reflective and engage in deep thinking on ways to respond. Within a framework of advocacy and resistance, drawing on lessons of the past, my own experiences and research, this article offers some practical suggestions that others hopefully can build on. It seeks to connect a critical multicultural education framework to identifiable practices in schools and communities that challenges neoliberal approaches to education; xenophobia, racism, and other forms of structural oppression; argues that the actions and practices of multicultural educators must be explicit and generative in ways that make theory usable…. [Direct]

Heather A. Gigliello (2022). Navigating Controversial Topics: A Qualitative Study of High School English Teachers in the Live Free or Die State. ProQuest LLC, Ed.D. Dissertation, Plymouth State University. The purpose of this study was to understand the influence the Right to Freedom from Discrimination in Public Workplaces and Education (Right to Freedom) law has had on New Hampshire public high school English teachers. This study explores how the onset of this law may cause teachers to avoid diverse and multicultural literature in their curriculum and leave out discussing topics such as racism and sexism. In order to hear directly from New Hampshire's teachers, a phenomenological qualitative research study was conducted. A theoretical framework based on constructivist and engagement theories was developed to help understand the role controversial, contemporary, and young adult literature play in English curricula. Key informant interviews were conducted with 18 participants, each from different public school districts across the five regions of New Hampshire. Using a grounded theory approach, codes were created through analysis resulting in seven themes. The results from this study… [Direct]

Olivar, Sarah Mae (2023). Critical and Culturally Sustaining School Practices for Engaging Diverse Families. ProQuest LLC, Ph.D. Dissertation, Fordham University. In this qualitative study, the author used case study research methods to explore school practices for engaging racially, ethnically, linguistically, socioeconomically, and structurally diverse families in their children's education. In addition, this study explored how families perceive their roles in their children's education and provided space in scholarly discourse for them–as well as the school leaders, teachers, and staff who support them–to shed light on the factors that underlie their experiences in family engagement. The author developed a conceptual framework that builds upon Hoover-Dempsey and Sandler's (1997) model of the parental involvement process by examining it through the lenses of critical race theory, culturally responsive and sustaining practices, the familial capital concept of funds of knowledge, and bridging cultures framework. The author found successfully engaging families from diverse cultural backgrounds begins by adopting a culturally responsive and… [Direct]

Binyomin Abrams; Daniela Torres; Surya Pulukuri (2023). Mitigating Educational Debts in Organic Chemistry for Historically Marginalized Students via a Summer Preparatory Program. Journal of Chemical Education, v100 n9 p3386-3392. OrgoPrep, a summer preparatory program integrating multiple active-learning elements (i.e., interactive videos with problem-solving and feedback, synchronous peer-led instruction, and collaborative work), was previously shown to improve academic outcomes in organic chemistry for all students. The present study examined how OrgoPrep differentially impacted students belonging to historically marginalized groups, including those identifying as women, Black, Hispanic, or first-generation as well as those classified as low-income. As a result of multifaceted systemic barriers, these students receive lower grades and leave STEM at higher rates compared to their peers, highlighting the need for equity-focused educational interventions. Drawing upon Quantitative Critical Race Theory, educational debts in organic chemistry owed by society were calculated for each marginalized group. As a result of participating in OrgoPrep, educational debts in GPA points were reduced or mitigated for nearly… [Direct]

Martha Perez-Mugg (2023). Parental Rights Legislation as Erosion of Epistemic Agency. Philosophical Studies in Education, v54 p26-35. Recent polling shows a marked increase in public distrust towards institutions and fellow citizens in the United States. In this context of rising distrust and democratic crisis, teachers have not been exempt from public scrutiny. Recent legislation in the United States targeting school curricula and classroom discourse reveal a mounting distrust within the context of public education. In fact, over the course of the past few years, an onslaught of parental rights bills have been introduced across the United States. In the current context, much of this legislation has emerged as resistance to the teaching of Critical Race Theory in schools. Much of the philosophy of education literature regarding parental rights legislation has aimed to understand the nuanced relationship between the rights of parents and the rights of children. Throughout the course of this paper, the author aims to apply two lenses to the issue of parental rights bills and the challenge that they pose in epistemic… [PDF]

McGee, Ebony O.; Stovall, David (2015). Reimagining Critical Race Theory in Education: Mental Health, Healing, and the Pathway to Liberatory Praxis. Educational Theory, v65 n5 p491-511 Oct. Long-standing theoretical education frameworks and methodologies have failed to provide space for the role mental health can play in mediating educational consequences. To illustrate the need for such space, Ebony McGee and David Stovall highlight the voices of black undergraduates they have served in the capacities of teacher, researcher, and mentor. Building from the theoretical contributions of intellectual giants like Frantz Fanon and W. E. B. Du Bois, the authors attempt to connect oppressive social systems to the psyche of the oppressed in a way that is relevant to black students. McGee and Stovall pose a challenge to the current research trend of attributing the survival of black students at traditionally white institutions primarily to grit, perseverance, and mental toughness, noting that research on the aforementioned qualities often fails to properly acknowledge multiple forms of suffering. Utilizing the lens of Critical Race Theory (CRT), the authors also challenge the… [Direct]

Sox, DiAnna (2023). If Not Me, Then Who? A Study of Racial and Cultural Competence in a High School English Department. ProQuest LLC, Ed.D. Dissertation, University of South Carolina. While the student population in U.S. public schools is diversifying, the teacher population and curriculum remain monochromatic. This action research study grew from the observation that racial and cultural content and discourse were absent from the English classrooms in my suburban high school due to a perceived lack of teacher cultural competence. Through this convergent mixed-method study, grounded in critical race theory, whiteness, and cultural competence, I sought to examine the factors that contribute to racial silence and improve teacher cultural competence in order to transform our classrooms into more racially and culturally just spaces. Surveys, independent reflections, focus group discussions, and field notes yielded data in three phases over the course of 8 weeks, suggesting (a) targeted intervention can impact teacher cultural competence; (b) teachers desire more inclusive classroom practices; (c) yet that desire does not equate to action; because (d) the prevalence of… [Direct]

Garcia, Crystal E. (2019). "They Don't Even Know That We Exist": Exploring Sense of Belonging within Sorority and Fraternity Communities for Latina/o Members. Journal of College Student Development, v60 n3 p319-336 May-Jun. In this qualitative, multiple-case study, I explored the perceptions of members of Latinx/a/o–based sororities and fraternities and their feelings of belonging within the greater fraternity and sorority life (FSL) community. Findings reflect the salience of race and privilege in participant experiences as individuals recognized their organizations as different worlds from sororities and fraternities within the National Panhellenic Council and Interfraternity Council. Critical Race Theory and LatCrit were used to examine the roles of race and racism within the FSL community while also underscoring the unique experiences of Latina/o FSL members from 2 large, predominantly White universities in the Midwest. Findings suggest implications for addressing inequity within FSL communities and recommendations for future research…. [Direct]

Harris, Angela P. (2019). Racing Law: Legal Scholarship and the Critical Race Revolution. Equity & Excellence in Education, v52 n1 p12-23. The advent of critical race theory (CRT) in legal scholarship changed the way in which legal scholars think about race and racism in at least three ways. First, CRT scholars argue that the problem of racial justice is fundamental to American law, whereas the previous generation of civil rights scholars saw racial justice as a problem of institutional dynamics resolvable through ordinary legal process. Second, CRT scholars have infused greater social, disciplinary, and scholastic "reflexivity" into legal scholarship on race. Third, CRT scholars have developed a rich and nuanced language for understanding race and racism, replacing an earlier and less sophisticated legal conception of people of color as "discrete and insular" minorities facing unreasoning prejudice…. [Direct]

Kennemer, Crystal; Knaus, Christopher B. (2019). Towards Compassionate Care: A Critical Race Analysis of Teaching in Township Schools. Education as Change, v23 Article 5995. This article presents findings from a critical race theory-informed qualitative study of three teachers in a township secondary school outside of Cape Town, South Africa. Based on a series of interviews conducted throughout the school day, this study demonstrates how teachers intentionally empower learners to navigate school infrastructures that reinforce racial disparities. Findings centre a commitment to empowering instructional strategies, including code-switching and an ethic of compassionate care for learners of colour navigating resource-poor schools. The article concludes by arguing for immediate attention to remedying historic racialised disparities, fostering code-switching as intentional instructional approaches, and considering an ethic of care that helps learners navigate the daily conditions of township life…. [Direct]

Cabrera, Nolan L.; Chang, Robert S. (2019). Stats, Social Justice, and the Limits of Interest Convergence: The Story of Tucson Unified's Mexican American Studies Litigation. Association of Mexican American Educators Journal, v13 n3 p72-96. In 2011, the state of Arizona banned the highly successful Tucson Unified School District Mexican American Studies program through the law ARS ß 15-112. This article is a Critical Race Theory "counternarrative" regarding the role of statistics in the constitutional challenge to this state law. Through firsthand accounts of this process, we demonstrate how multivariate empirical analyses served as an important component for the overturning of the law ARS ß 15-112 in the highest-profile Ethnic Studies legal case in the country's history ("Arce v. Douglas," 2015). We also use this article to explore the limitations of "interest convergence" (Bell, 1980) using this litigation as a case study…. [Direct]

Bhopal, Kalwant; Chapman, Thandeka K. (2019). International Minority Ethnic Academics at Predominantly White Institutions. British Journal of Sociology of Education, v40 n1 p98-113. Using critical race theory, this article examines the racial positioning of British international minority ethnic (IME) academics in predominantly White institutions (PWIs). Empirical data, in the form of 28 in-depth interviews with IME academics, is used to analyze the complex raced and gendered positionalities of IME academics in institutions of higher education in the United States. We argue that the institutional contexts of predominantly White universities continue to re-affirm White privilege in ways that reflect the struggles in higher education to diversify faculty at PWIs. As scholars call for more diversity across higher education campuses, we suggest that it is important to understand the interconnections between policy and practice surrounding attempts to recruit and retain IME academics…. [Direct]

Fraser, Daryl V.; Odera, Stephanie G.; Wagaman, M. Alex (2019). A Pedagogical Model for Teaching Racial Justice in Social Work Education. Journal of Social Work Education, v55 n2 p351-362. In the current U.S. sociopolitical climate marked by rising racial tension and civil unrest, social work students and educators are engaged in dialogues throughout the country regarding the role of the profession in combating injustice. The emergence of the Movement for Black Lives as well as numerous high-profile police shootings of unarmed Black men prompted the exploration of praxis-based pedagogical approaches in social work education. This article provides an overview of a cocurricular student orientation developed by a group of social work students and educators in an effort to promote racial justice. Through the emergent planning process, principles of critical race theory and liberation theory were infused throughout the orientation event and related curriculum content…. [Direct]

Lewis, Kaleea R.; Shah, Payal P. (2021). Black Students' Narratives of Diversity and Inclusion Initiatives and the Campus Racial Climate: An Interest-Convergence Analysis. Journal of Diversity in Higher Education, v14 n2 p189-202 Jun. This qualitative study examines how Black undergraduate students attending a predominately White institution (PWI) assess and interpret their university's diversity and inclusion initiatives given their everyday experiences with campus-based racism. Using critical race theory (CRT) this article illuminates how Black students at a PWI interpret their university's implementation of diversity and inclusion initiatives. The article illustrates how the students interpreted the rationale behind the university's implementation of the diversity and inclusion initiatives, questioned who benefits from the implementation of the initiatives, and called attention to how the ineffectiveness of the PWIs initiatives impacted their sense of belonging. By employing the concept of interest-convergence as an analytical tool, this article used the students' narratives to illustrate what happens when initiatives aimed at promoting a more equitable and inclusive campus racial climate converge with the… [Direct]

Arnie D. Slaughter (2021). African American Male Student Affairs Administrators at Predominantly White Institutions: A Qualitative Narrative Case Study Amplifying Their Stories and Their Voices. ProQuest LLC, Ed.D. Dissertation, Northern Kentucky University. African American male student affairs administrators, who work at predominantly White institutions in United States colleges and universities, have unique experiences because of a variety of societal and institutional factors. This doctoral, action research dissertation examined these experiences through a qualitative narrative case lens. This study incorporated Critical Race Theory and Social Capital Theory to explore the stories of four African American male student affairs administrators. The participants of this study shared stories of success, institutional support systems, trauma of racial battle fatigue, and the utilization of coping strategies to navigate the complexities of being African American administrators. By amplifying the stories and the voices of these administrators, university leadership and institutions can better understand their challenges and provide stronger and intentional support efforts. [The dissertation citations contained here are published with the… [Direct]

Rocha, Janet (2021). Pedagogies of Sacrifices: The Use of Narratives as Socialization in Families and a Human Resource for Resilience. Race, Ethnicity and Education, v24 n2 p186-209. Postsecondary institutions do not typically recognize or utilize students' cultural wealth, yet cultural practices can significantly affect college persistence. In this longitudinal study, seven Mexican American low-income college students attending a large public research institution participated in in-depth interviews to examine the types of familial-cultural practices participants engage in with their families, and to explore how they apply symbolic value to such practices. I used a Latina/o critical race theory framework to analyze the raced and gendered layers of their experiences and highlight the forms of resilience and agency developed by them. Findings revealed cuentos and consejos as pedagogies of sacrifices that helped raise students' consciousness of oppressive experiences and enable the possibility for transformative behavior by encouraging educational motivation, aspirations, and attainment. The use of these stories and advice as socialization in families is an… [Direct]

Anya, Uju (2021). Critical Race Pedagogy for More Effective and Inclusive World Language Teaching. Applied Linguistics, v42 n6 p1055-1069 Dec. To address racial inequity and the exclusion of African Americans in applied linguistics, second-language acquisition, and world language (WL) education, our field must reckon with social justice problems of racism and anti-Blackness. Theoretical frameworks of critical race theory (CRT) and critical race pedagogy (CRP) elucidate how such injustices are perpetuated, plus, propose solutions for them. This article discusses racism and anti-Blackness in WL curriculum, materials, and instructional practices. It presents a post-hoc CRT analysis of findings from two studies: (i) an ethnographic study examining Spanish curriculum and instructional practices at two minority serving postsecondary institutions and (ii) a participatory action research collaboration with Spanish instructors examining curriculum at a predominantly white institution–both studies linked by how they reveal endemic racism and anti-Blackness in WL programmes. Ultimately, this article addresses how African Americans… [Direct]

Butler, Alana (2021). Low-Income Black Parents Supporting Their Children's Success through Mentoring Circles. Canadian Journal of Education, v44 n1 p93-117. This article presents the results of a parent engagement project called "Mentoring Circles." The project focused on the needs of low-income Black parents who have children enrolled in the Toronto District School Board. Two focus groups, with seven to eight Black parents in each group, were conducted during the summer of 2018. The study drew on theories of community wealth and funds of knowledge (Gonz√°lez et al., 2005; Yosso, 2005), Black feminist theory (Collins, 2000; Crenshaw, 1991), and critical race theory (Delgado & Stefancic, 2012). The Black parent narratives served as counter-stories to stereotypes about Black parent disengagement in low-income communities. The low-income Black parents in the study were very engaged in their children's education and were invested in their academic success. The Black parents strategized to support their children's education by forming supportive peer mentoring networks and advocating for their children though… [PDF]

Thangaraj, Stanley Ilango (2021). Racing the Muslim: Strategies for Teaching Race and Ethnic Studies in the Education Curriculum. Urban Education, v56 n7 p1042-1066 Sep. In this paper, I insert the importance of teaching race through Middle Eastern America and Muslim America. By bringing in critical analysis of Middle Eastern America and Muslim America, I offer theoretical insights and pedagogical strategies in the education curriculum to teach race that will deconstruct, destabilize, and interrogate the dominant White-Black racial logic in the United States. While my theoretical engagement with Critical Race Theory complicates how we theorize race in the United States, I couple the theory with transhistorical, transnational, embodied, performative pedagogical strategies to enable a wide assortment of ways to engage with the dynamism, fluidity, and constantly shifting nature of race and Whiteness through an engagement with scholarship on Middle Eastern America and Muslim America. I present a way to teach race that enriches the curriculum on race in the education program while preparing future educators with resources to support students and expand… [Direct]

Clauhs, Matthew (2021). White Preservice Music Educators' Perceptions of Teaching Predominantly Black Student Populations in City Schools. Music Education Research, v23 n3 p335-347. The purpose of this research was to explore how five White preservice teachers described working with predominantly Black student populations in city school music classrooms. Participants with prior K-12 school music experience in primarily White public and private school settings were assigned to student teaching placements in a city school district in the United States. Using critical race theory as a framework, this study focused on three research questions: (1) How do participants' life experiences influence the way they think about teaching racialised student populations? (2) How do participants' student teaching experiences with racialized populations shape their views of music education? and (3) How do participants' student teaching experiences influence their desire to teach in city schools? Findings suggest the participants had a limited understanding of White privilege and did not recognise racial inequalities in American public-school education. And while participants felt… [Direct]

Krueger, Justin (2021). TribalCrit, Curriculum Mining, and the Teaching of Contemporary Indigenous Issues. Multicultural Perspectives, v23 n2 p78-86. Dominant discourses in U.S. History are typically engaged through a settler-colonial framework. Informed by the ubiquity of commercial presentations, cultural tropes, and caricatures–movies, consumer products, and names–the "presentation" of Native Americans tend to focus on incomplete representations that are cast in the past. This article conceptualizes how teachers can engage anti-colonial perspectives through the practice of curriculum mining and the use of the Tribal Critical Race Theory (TribalCrit) framework in the teaching of contemporary realities of Native Americans. It also traces the presentation of Native peoples in curriculum and the function of traditional narratives. Included in the article is a sample lesson template on contemporary Indigenous issues that is applicable for middle schoolers. A resource section at the end of the article provides supplemental resources that focus on various Indigenous curricula, and news outlets so educators can more adeptly… [Direct]

Mercado, Felipe (2021). Wise-Compassionate Framework: A Leadership Guide to Educational Equity. Journal of Leadership, Equity, and Research, v7 n1. A Wise-Compassionate Framework (WCF) was designed to offer educational leaders a recognizable and comprehensive approach that embodies critical race theory as a guide to the academic, social-emotional, health, cultural, and behavioral needs of all students. The WCF complements and builds upon Multi-Tiered Systems of Support (MTSS) and the Whole School, Whole Community (WSCC) model by infusing compassionate research and social-psychological approaches called wise interventions. The design of the WCF was developed during the onset of the COVID-19 pandemic. The WCF is an educational model that seeks to increase systemic compassion through wise interventions and best practices, both in person and in online settings. Trauma-informed practices, social justice responsibility, and evidence-based research are embodied throughout the tiers of the WCF. This article provides an overview of how the WCF can be utilized in an educational environment. A compassionate approach anchored in… [PDF]

Tembo, Shaddai (2021). Black Educators in (White) Settings: Making Racial Identity Visible in Early Childhood Education and Care in England, UK. Journal of Early Childhood Research, v19 n1 p70-83 Mar. The participation of Black educators in the UK's education system has been a source of much debate in recent years. Research indicates having a teaching force that better represents society is critical because of the character, ubiquity, pervasiveness, duration and importance of teaching as a social activity. However, to date, many of the existing studies have taken place in primary, secondary and higher education contexts. The primary purpose of this paper is to draw upon concepts of identity to make Black educator identity visible in the Early Childhood Education and Care (ECEC) context. Secondly, this paper aims to contribute to recent developments around mobilising Black studies as an academic discipline by seeking to explore how Black ECEC educators construct their identity through their professional practice. This paper draws on Critical Race Theory and narrative analysis methods to illustrate the experiences of Black ECEC educators. While this paper does not generalise to the… [Direct]

Bryan, Nathaniel; Outley, Corliss; Pinckney, Harrison P. (2021). Black PlayCrit: Examining the Disruption of Play for Black Male Youth. American Journal of Play, v13 n2-3 p210-229 Win-Spr. Drawing on such academic topics as the white racial frame, critical race theory, Black critical theory, and Black male studies, the authors offer Black PlayCrit, a tool focusing on the specificity of Blackness and anti-Black violence in play. Calling for the adoption of Black PlayCrit in future studies, they suggest researchers should consider practicing its tenets by developing questions that privilege the stories of Black male youths and consider racism a part of their everyday lived experience, including their participation in structured and unstructured play. Protecting young Black males, they argue, requires a shift in the way we view them and how they play in schools and communities. Doing so may make students of play uncomfortable, may push the boundaries of the scholarly understanding of play, and may force the scholarship around play to face harsh realities about the structure of communities and recreational agencies. However, such thoughtful consideration can help create a… [PDF]

Acha, Anna; Comeaux, Eddie; Mireles, Danielle (2021). Dis/abled Student Campusmaking: Sites of New Possibility. Education Sciences, v11 Article 745. Scholars have attempted to reveal the structural barriers that dis/abled students cope with and navigate during college, but it remains unclear how these students interpret their experiences on campus and what strategies they employ to manage and respond to unsupportive and hostile campus climates. In this paper, we describe freedom movements that sought to secure equal access to opportunities and rights for people with dis/abilities, and we highlight and explain forms of resistance among d/Deaf and dis/abled postsecondary students. To do so, we draw on dis/ability critical race theory and also advance the concept of "campusmaking," which refers to the ways that students navigate complex campus spaces and create sites of togetherness and resistance. We discuss broader structural and climate issues facing college students with dis/abilities, particularly those who are Black, Indigenous, and people of color. In so doing, we gain insight into dis/abled student campusmaking… [PDF]

De Beer, Zacharias Louw; Naidoo, Shantha (2022). International Perspective on Managing Racial Integration in Secondary Schools. Bulgarian Comparative Education Society, Paper presented at the Annual International Conference of the Bulgarian Comparative Education Society (BCES) (20th, Virtual, Jun 2022). The notion that educators are committed to effective facilitation of racial integration in secondary schools has become the keystone in developing a socially just schooling system in South Africa. This paper sets out to determine the role educators play in the transformation of schools towards racial integration, as well as their nature and perception in facilitating racial integration in the truest sense. Findings emanating from this research indicate that the striking down of the policies and educational system of the Apartheid regime has propelled educators from segregated backgrounds into teaching learners from different racially diverse backgrounds. Similarly, most learners for the first time are being taught by racially diverse educators. A qualitative framework is used to investigate firsthand experiences of managing racial integration in relation to educators and school management, and their role in determining successful racial integration in secondary schools in South… [PDF]

Beltr√°n, Ana Carolina D√≠az; James, Marlon; Neshyba, M√≥nica V√°squez; Ogletree, Quinita; Williams, John A.; Young, Jemimah (2022). Employing the Urban Education Typology through a Critical Race Spatial Analysis. Urban Review: Issues and Ideas in Public Education, v54 n3 p450-480 Sep. The urban education typology put forth by Milner (Urban Educ 47(3):556-561, 2012) offered a conceptual demarcation of three different, yet interconnected types of urban school districts (i.e., urban intensive, urban emergent, and urban characteristic). Nearly one decade after Milner's seminal urban education typology, few empirical or conceptual articles have operationalized this typology across multiple school districts in one region. We enter this scholarly space to reaffirm the typology and its utility in identifying the conditions that create varying educational inequities and transformative opportunities. Through a critical race spatial analysis, we attempt to capture, crystalize, and expand Milner's typology by examining a multitude of data points and intentionally drawing on geospatial data from five linked school districts in Harris County, Texas. Our findings, as viewed through lenses of Critical Race Theory and the Chicana Feminist conceptual framework known as borderlands,… [Direct]

Amrik Ravinder Johal (2022). The Influence of Family on the Educational Trajectories of Sikh College Students. ProQuest LLC, Ph.D. Dissertation, University of California, Los Angeles. The purpose of this research was to understand the influence of family on the educational trajectories of Sikh American college students. I conducted a qualitative study at various research sites and interviewed 30 self-identifying Sikh college students. The theoretical framework and data analysis of this research were guided by Funds of Knowledge, Bourdieuan Theory, and Critical Race Theory. By integrating these three theoretical frameworks, results from this study offer important implications for higher education research and practice including challenging deficit-oriented perspectives of students of color and centering the experiences of students for whom their racial and religious identities intersect. Given they are racialized under the broader Asian American/South Asian American racial categories and simultaneously minoritized due to their non-Judeo Christian religious views, a focus on Sikh college students is critical. Findings from this study reveal important implications… [Direct]

Tiffany Williams (2022). The Academic Journey of Latinas Who Participated in the Hispanic Mother-Daughter Program. ProQuest LLC, Ph.D. Dissertation, Arizona State University. The study explored the academic journey of Latinas who participated in the Hispanic Mother-Daughter Program (HMDP) and completed a bachelor's degree. The literature highlighted intersecting influencers that contributed to the Latinx academic journey. To account for this multidimensional nature, I utilized a conceptual framework with strengths in intersectionality and institutional impact: the psychosociocultural (PSC) approach and Latino Critical Race Theory (LatCrit). This framework set the foundation for a research design that accounted for potential nuances. Using a modified version of Seidman's three-series and Atkinson's life story interviews, I designed three interviews per participant with interview scripts that created space to tailor questions to unique participant responses but still captured context, details, and reflections. The outcome of the data was produced in three modalities: profiles, themes within each research questions, and overall key findings. I utilize the… [Direct]

Busey, Christopher L.; Gainer, Jesse (2022). Arrested Development: How "This We Believe" Utilizes Colorblind Narratives and Racialization to Socially Construct Early Adolescent Development. Urban Review: Issues and Ideas in Public Education, v54 n1 p85-112 Mar. Early adolescents go through developmental changes which are also mediated through social and structural forces that reproduce stratifying hierarchies around race, class, gender, and sexuality. Despite the intersection of early adolescent development with social and institutional forces, critical concepts such as race are often omitted in general discourses of middle level education. It is important that the leading body for middle level education, the Association for Middle Level Education (AMLE) and their doctrinal text, "This We Believe," explicitly address the nexus of race, early adolescent development, and schooling. In this article, we draw upon critical race theory as a conceptual framework and critical race discourse analysis as methodology to examine how "This We Believe" negotiates the social construction of early adolescent development as rooted in whiteness in addition to the racialized realities of middle level education for students of color…. [Direct]

Carlos M. Robinson (2022). Identity Representation: Exploring the Influences That Administrators of Color Have on Students of Color at Predominantly White Institutions. ProQuest LLC, Ed.D. Dissertation, Southern Nazarene University. The shortage of representation concerning ethnically minoritized individuals in administrative leadership positions at colleges and universities has become relevant as democratic philosophies accompanying equality and diversity remain denied. An absence of mentoring and assistance has been linked to the failure to keep people of color within universities and colleges (Jones, 2001). As a result, students of color struggle to succeed in predominantly White institutions (PWIs). The lack of mentorship could differ between dropping out of college with unexpected student loan debt or graduating with a high-paying career. This qualitative narrative inquiry explores the lived experiences of four administrators of color regarding their paths to obtaining their leadership roles and how they have used their positions to mentor students of color in PWIs. Data were collected and analyzed through the lens of Ladson-Billings and Tate's (1995) Critical Race Theory. The study's findings revealed five… [Direct]

Elizabeth Evelyn Jackson (2022). Student Entry to Domestic Minor Sex Trafficking and the Role of Special Education Staff. ProQuest LLC, Ph.D. Dissertation, University of Kansas. This dissertation study examined the mechanisms inside and outside of school that propel and disrupt student entry to domestic minor sex trafficking (DMST). Specifically, this study focused on punitive and isolating responses from school adults that push certain students away from school success and into mechanisms that lead to DMST, such as the school-prison nexus. This study used cultural-historical activity theory (CHAT) and disability critical race theory (DisCrit) as lenses to make school mechanisms visible. This multiple case study used a critical phenomenological approach to understand the data participants contributed to see not only their experiences, but also considering the inequality and power that affect them. Using poetic inquiry was important to understand the experiences the participant relayed by using abstract words to convey sensory perception, and as a member check. This study illuminated participants' perceptions of what mechanisms pushed or pulled them into… [Direct]

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

Yoon, Irene H. (2019). Haunted Trauma Narratives of Inclusion, Race, and Disability in a School Community. Educational Studies: Journal of the American Educational Studies Association, v55 n4 p420-435. By typical definitions in the special education world, inclusion would not be recognizable as it exists at Memorial Elementary. Memorial is responding to a widely documented trend in public schools: over-representation of students of color, particularly Black and Brown students, in "high-incidence" special education categories, including emotional and behavioral disabilities (EBD). I conceptualize EBD as unacknowledged suppression of hauntings from transgenerational trauma–legacies of institutional racism, poverty, and attempts at dehumanization. My primary hypothesis is that Memorial's practice and ethic of unconditional belonging has been a transformation afforded by being "haunted." I argue that "haunted trauma narratives" affirm and reconstruct the personhood of students of color with ghosts of trauma. Through narrativizing, students of color and educators rebuild "inclusion" from difference-as-allowed toward Martin Luther King Jr.'s… [Direct]

Frierson, Henry T., Ed.; Heaggans, Raphael, Ed. (2019). Diversity and Triumphs of Navigating the Terrain of Academe: International Perspectives. Diversity in Higher Education. Volume 23. Diversity in Higher Education Many challenges are faced by under-represented groups in academia. Difficulties during the tenure process, prejudice stemming from affirmative action and higher levels of scrutiny than their colleagues are just a few tribulations experienced by faculty members from minority groups that have gone unnoticed and often ignored. The contributors of "Diversity and Triumphs of Navigating the Terrain of Academe" share these narratives and tell of how faculty navigate through situations such as microaggressions, racism and sexism. By taking an anecdotal approach, this volume captures the experiences of those who teach at institutions dominated by white males in the United States and abroad. This book is written as a treatise to dismantle the powers of discriminatory incubuses that have haunted institutions of higher learning, one narrative at a time. Some of these institutions are still making history in hiring its first person of color within its departments. Collectively, the… [Direct]

Hindley, Anna Forgerson; Olsen Edwards, Julie (2017). Early Childhood Racial Identity–The Potential Powerful Role for Museum Programing. Journal of Museum Education, v42 n1 p13-21. This article examines how the National Museum of African American History and Culture (NMAAHC) approaches conversations on race with young children and their families and teachers. Based on our current understanding of the development of racial identity and race in children between birth and age eight, NMAAHC has developed an Early Childhood Education Initiative with young children and their families, and a series of "Let's Talk!" Dialogue on Race workshops for teachers. NMAAHC's education specialists leverage the museum's collection and content as a concrete starting place to discuss abstract concepts such as race and identity. Staff development programs also include a focus on young children and approaches to supporting self-care to enable our long-term effectiveness in addressing the emotion charged and contentious issues of race and racism…. [Direct]

Mark, Sheron L. (2022). New Geography for Resistance: The Engagement of Diversity in "Doc McStuffins" as an Out-of-School STEM Setting. Cultural Studies of Science Education, v17 n3 p955-981 Sep. The animated children's television show, "Doc McStuffins," may serve as an out-of-school multicultural STEM education platform for its young television audience. The lead character, as well as the supporting cast of toy characters, represents a variety of racial, ethnic, and cultural identities while modeling medicine and healthcare practices. A critical race sociological perspective recognizes that, in the U.S., racism and social stratification are endemic and this practice of culturally characterizing the toys is situated within a larger historical and sociopolitical context where different cultures, identities, and communities experience differences in power, privilege, and oppression. At times, toys were representative of communities that have historically endured oppression, e.g. communities of color, immigrant communities, and communities with low-income status. Furthermore, in the show, the doctor diagnoses and responds to medical challenges faced by the toy… [Direct]

Burns, Dion; Darling-Hammond, Linda; DePaoli, Jennifer; Espinoza, Daniel; Gonzales, Carmen; Griffth, Michael; Hoachlander, Gary; Kini, Tara; Leung, Melanie; Oakes, Jeannie (2020). Improving Education the New Mexico Way: Summary Report. Learning Policy Institute For more than a year, the Learning Policy Institute (LPI) conducted research in New Mexico, including interviews, site visits, document review, and new analyses of data provided by the New Mexico Public Education Department (NMPED). The purpose of the study was to provide New Mexico leaders a research perspective on the challenges facing education and identify evidence-based ways that state policy can address them. This report is part of a series for helping New Mexico leaders focus on both short-term and long-term improvement as the state recovers from the COVID-19 setbacks. The central finding is that key to system improvement is recognizing that students who face barriers to school success–including poverty and systemic racism–are not exceptions in New Mexico; rather, they are the norm. Accordingly, the state must design a system that centers these students and builds the state and local capacity to meet their diverse needs. This report provides a summary of "Improving… [PDF]

Beachum, Floyd D.; Hylton-Fraser, Kadia; Khabbaz, Tashina (2022). Life, Learning, and Legacy: Retired Black Educators and the Quest for Education. Multicultural Learning and Teaching, v17 n2 p173-192 Sep. Students from culturally and linguistically diverse (CLD) backgrounds face negative perceptions about their academic potential (Smith, C. A. (2005). School factors that contribute to the underachievement of students of color and what culturally competent school leaders can do. "Educational Leadership and Administration: Teaching and Program Development," 17, 21-32). They are more often tracked into special education classes, and receive harsher punishments than their White peers (Shores, K., Kim, H. E., & Still, M. (2020). Categorical inequalities between Black and White students are common in US schools–but they don't have to be. "Brookings Center Chalkboard." www.brookings.edu/blog/brown-center-chal…). Further, changing student demographics across the United States makes it imperative that students' experiences within the… [Direct]

Mikulan, Petra; Rudder, Adam (2019). Posthumanist Perspectives on Racialized Life and Human Difference Pedagogy. Educational Theory, v69 n5 p615-629 Oct. This discussion begins from the speculation that evaluating formulations of life has become one of the leading prerogatives of "novel" turns to matter, materiality, and the posthuman. However, "moving" with the Other (rather than simply representing them) has proven a difficult task for scholars in education concerned with decolonizing pedagogies by critiquing epistemological and ontological regimes of power disengaged from the interrogation of the metaphysics of race and sex at the center of Western metaphysical foundations of thought. There is an ongoing need for sustained engagement with the assumption of human primacy that runs through the nearly ubiquitous assertions of what Claire Colebrook calls "active vitalism", which is characteristic of humanist approaches to education. In other words, the new conceptualizations of posthumanism only rarely challenge the lingering humanist concept of life itself. In this article, Petra Mikulan and Adam Rudder… [Direct]

Jeanine M. Evains-Robinson (2022). An Examination of Culturally Relevant, Responsive, and Sustaining Support Systems for Black Educators. ProQuest LLC, Ed.D. Dissertation, Mills College. The goal of this study was to examine how educational leaders help to create and support or inhibit culturally sustaining pedagogical practices for Black educators. The study explored the Black teacher experience at one Northern California public school in Oakland, California. I wanted to understand how they were supported or inhibited in the use of culturally relevant teaching and culturally sustaining practices in their classrooms. As supported by literature review, the majority of teachers in classrooms have been and largely remain White. Black teachers exit the classroom and education annually in mass numbers feeling unsupported. Research is continuously produced to improve the cultural relevance of white teachers. Missing in the body of research is the lens of how Black teachers are trained and supported in public schools to use culturally sustaining pedagogical practices. Research needs to resume on how the development of Black teachers is supported in urban schools as public… [Direct]

Anderson, James (2017). Commentary: The History of Education for the Next America. American Educational Research Journal, v54 n1 suppl p75S-77S Apr. The Centennial article by Ruben Donato and Jarrod Hanson demonstrates the critical importance of writing the history of America's variegated ethnicity not only for a comprehensive understanding of the past but also to inform future struggles to overturn segregation and inequality in America's schools (see e.g., Ball, 2006). Donato and Hanson portray a quasi-legal, largely de facto tri-racial stratification system in Kansas designed mainly to accommodate White civic interest in segregating Mexican students. The authors do an excellent job of uncovering the nuanced, contradictory, and customary ways in which various cities within Kansas arranged to segregate Mexican students in segregated schools. They also demonstrate the international context in which Mexican segregation unfolded; Mexican nationals with children in Kansas's schools frequently contacted their consul to protest the assignment of their children to separate and unequal schools and classrooms. In vital respects, the… [Direct]

Hayes, Aneta (2018). Nation Boundedness and International Students' Marginalisation: What's Emotion Got to Do with It?. International Studies in Sociology of Education, v27 n2-3 p288-306. This paper contributes to an understanding of the ways in which not being bound to the nation of education, in legal and cultural terms, excludes international students. Based on narrative interviews with 20 students from 6 countries, the paper considers a range of difficulties international students encounter in social and educational domains in which they are interacting and, utilising the conceptual framework of 'nation-boundedness', explains these difficulties. The analysis offers new insights in terms of the role of emotions that were seen in the research to be a new discursive practice, prompting international students to marginalise their rights and voices and not to exercise rights that could protect them from discrimination and racism. The paper concludes that by considering emotions alongside regulatory structures that are established for international students in the receiving countries, a more complex understanding of the ways in which lack of 'nation-boundedness'… [Direct]

Meyer, Jennifer (2017). Towards Equality for Women and Men from One Race: Sophie Rogge-B√∂rner's Racial-Feminist Philosophy of Education. Gender and Education, v29 n2 p147-164. Since 1933 marked the end of autonomous and democratic women's associations, historiography tends to neglect the study of feminist voices under National-Socialism. This paper looks at one of "v√∂lkisch" feminist movement's leaders, writer and journalist Sophie Rogge-B√∂rner (1878-1955), whose claims for gender equality were rooted in anti-Semitism and scientific racism. In its first section, the paper will present the core aspects of her racial-feminist discourse. The second section will discuss Sophie Rogge-B√∂rner's philosophy of education in detail to compare her conceptions to the official national-socialist ideology. By doing so, this paper will address the issue of women's engagement, agency, and autonomy in the radical right…. [Direct]

Cavazos, Melina; Sohn-McCormick, Anita; Zhou, Zhiqing (2018). Psychological Assessment with Chinese Americans: Concerns and Recommendations. Psychology in the Schools, v55 n9 p1121-1132 Nov. Asian Americans are the fastest growing population in the United States, with Chinese Americans accounting for the largest percentage. In response to this growth, mental health examiners should be culturally competent of the Asian culture, including Chinese culture, as to ensure ethically appropriate and accurate assessment of these individuals. In the current paper, we discussed several critical components of Chinese American clients' social experience, including their language and education attainment, and their stress related to discrimination, racism, and acculturation. We also provided descriptions of specific cultural concerns that should be taken into consideration when assessing Chinese American clients, such as the stigma associated with seeking mental health services, parenting styles and parental involvement in education. In addition, we attempted to bring several practical issues to practitioners' attention; for example, the importance of assessing language proficiency… [Direct]

Macias, Meghan; Sengupta-Irving, Tesha; Tunney, Jessica (2021). Stories of Garlic, Butter, and Ceviche: Racial-Ideological Micro-Contestation and Microaggressions in Secondary STEM Professional Development. Cognition and Instruction, v39 n1 p65-84. Heterogeneity is fundamental to learning and when leveraged in instruction, can benefit racially minoritized children. However, finding ways to leverage heterogeneity toward disciplinary teaching is a formidable challenge and teachers can benefit from targeted support to recognize heterogeneity in STEM, and its relationship to race and racism in disciplinary teaching. These data draw from a nine-day professional development seminar for secondary teachers to promote heterogeneity in STEM learning (n = 12). Drawing on analyses of lesson plans developed by teachers during the seminar, and subsequent video analyses of small group discussions, we present a case of four teachers debating heterogeneity in science. The exchange is significant because it draws into relief the ideological and emotional terrain of disturbing the racial hierarchy in which Western Modern Science (WMS) is steeped, and its implications for the education of racially minoritized youth. In the focus interaction, a… [Direct]

Trene L. Turner (2023). Academics and Athletics: A Phenomenological Study of Self-Advocacy and Student Involvement in Black Student-Athletes with Disabilities. ProQuest LLC, Ed.D. Dissertation, Pepperdine University. Studies on Black male athletes and their educational experiences have been conducted for quite some time, whereas research on Black female athletes, despite its emergence, remains limited. Recent research on student-athletes focuses on the rise in socioeconomic status in relation to their name, image, and likeness (NIL). Hence, the focus on education while it continues to exist, NIL deals and its impact on the NCAA have become a topic of interest. The tenets of critical race theory will be examined to comprehend the relationship between these principles and the impact of NCAA and college policies on Black student athletes, and how they support students in navigating the student-athlete experience, particularly those who have been recognized as having learning disabilities. Limited research has been conducted on the factors associated with Black student-athletes with disabilities, such as specific learning disability (SLD) and attention deficit hyperactivity disorder (ADHD). Due to… [Direct]

Noralee Jasso (2022). Communal Storywork: Deaf Education and the Latine Community. ProQuest LLC, Ed.D. Dissertation, San Jose State University. In order to challenge the dominant and deficit perspectives in deaf education, this study utilized a Critical Race Theory framework to examine Latine families with Deaf children as they are portrayed in literature across areas of policy, research, and practice. Through qualitative semi-structured interviews, this research project invited nine adult Latine family members with Deaf children to share their lived experiences with having a Deaf child as part of the family and within a California school. To center the experiences of Latine families with Deaf children as visible, legitimate and necessary constituents of their children's educational journeys, this research required a decolonial approach which incorporated Indigenous Research Methodologies and frameworks such as that of Storywork and Relational Accountability. Given the opportunity to learn about and from Latine families with Deaf children can inform deaf education practitioners, researchers, and policy makers toward a more… [Direct]

Ernest C. Wilder Jr. (2022). See the Real Me: A Qualitative Study Exploring How K-12 Experiences Influenced Black Males' Decision to Major in Education. ProQuest LLC, Ed.D. Dissertation, Maryville University. The purpose of this qualitative phenomenological study was to explore how the K-12 education experiences of Black males in undergraduate teacher preparation programs influenced their decision to pursue a baccalaureate degree in education. The researcher used a semi-structured questioning protocol to interview eight participants, all of whom were Black males majoring in education at a 4-year postsecondary institution. Using critical race theory as a lens, three themes emerged through data analysis: Black males felt ostracized in predominately White schools, having Black teachers inspired Black students to be successful in school, and fair treatment and encouragement made a positive difference for Black males. The findings highlight that seeing Black males for who they are and motivating them in their K-12 experiences can lead them to pursue a career in education. Moreover, the study underscores that the treatment of Black males in K-12 is critical to addressing the underrepresentation… [Direct]

Henderson, Cassandra S. (2022). Mentoring to Degree Completion: Examining the Influence of Race and Mentorship on Black Students' Doctoral Experience. ProQuest LLC, Ed.D. Dissertation, Temple University. Doctoral program attrition has consistently remained an issue in higher education with approximately fifty to sixty percent of doctoral students leaving their degree programs without earning the degree. Of particular concern is the disparity between Black graduate students' attrition rates and their peers. Less than half of Black doctoral students earn their degree within ten years. To address this challenge, the study considers the variables that affect Black doctoral students' programmatic experiences. Mentors have often been cited as primary agent of doctoral program achievement. As key conductors of the socialization process, they have the ability to affect students' experiences within their doctoral program. Due to the gap in doctoral degree attainment for Black students, this study sought to understand what influence Black doctoral students perceived mentoring and race to have on their graduate program experience. This collective case study was conducted with 15 current and… [Direct]

John A. Williams III (2024). Carceral and Cathartic by Design: An Anti-Racism Historical Analysis of School Discipline in the U.S. Peabody Journal of Education, v99 n1 p142-165. The longstanding overrepresentation of Black, Indigenous, and other People of Color (BIPOC) students in United States K-12 exclusionary school discipline outcomes (i.e., suspension, expulsions, referrals to law enforcement and arrests) underscores the unrecognized concept that school discipline disparities are a purported outcome–rather than a flaw–of a racialized educational system. While these outcomes are prevalent across all school locales, they are of more significant consequence in urban schools/districts due to ineffective racial integration efforts and the historical and contemporary forms of hyper-(re)segregation. For historically marginalized communities, schools and the functionality of school discipline serve to maintain racism through what can is the cathartic carceral system: the policies, approaches, and practices that establish punitive/prison-like school disciplinary outcomes that promulgate the exclusion or release of racialized students in order to maintain,… [Direct]

Cerenity CarMichael (2024). Relationship between Academic Burnout and Psychosocial Needs among Black Doctoral Counseling Education Scholars. ProQuest LLC, Ph.D. Dissertation, Walden University. This quantitative study, guided by the critical race theory theoretical framework, was conducted to investigate the relationship between academic burnout and psychosocial needs among Black doctoral students in counseling education and supervision (CES) programs. This study highlights the prevalence and patterns of perceived met psychological needs and academic burnout among this population group. This study collected data from 96 Black CES doctoral students through a survey-based research design. Participants completed the University Needs Instrument for assessing psychological needs, including the needs for academic, peer, family, financial, practical, and emotional support, and the Maslach Burnout Inventory-General Survey for Students for measuring burnout within the domains of cynicism, exhaustion, and reduced professional efficacy. An analysis was conducted using the Statistical Package for Social Sciences, focusing on correlational tests and a multiple linear regression to… [Direct]

Carla Lopez-Valdes (2024). Me Echan Porras: Understanding Latina Students' Journeys of Persistence and Challenge in Community College. ProQuest LLC, Ed.D. Dissertation, Loyola Marymount University. Latina community college students face significant barriers in achieving their educational goals, particularly transferring to 4-year institutions. Despite comprising a large and growing demographic within community colleges, their unique needs and experiences often remain unaddressed. This qualitative study explored the lived experiences of Latina community college students in Los Angeles County aiming to transfer to 4-year universities I sought to understand their challenges, needs, and supports as community college students. Employing a counter-storytelling approach, the study utilizes "Platicas" methodology and method, informed by "Latina/o Critical Race Theory" (LatCrit) (Huber, 2010) and "Community Cultural Wealth" (CCW) frameworks (Yosso, 2005). Data collection involved in-depth "Platicas" with Latina students to capture their experiences navigating community college. Two research questions guided this research: How do Latina students… [Direct]

Julillian N. Davis (2024). Stepping towards Culturally Relevant Literacy Assessment: A Content Analysis of the Georgia Milestones Assessment System. ProQuest LLC, D.Phil. Dissertation, Mercer University. The continuous disparities in reading test scores between Black and White students remain a substantial problem in education. This study examines the historical disparity by investigating how the Georgia Milestones English Language Arts (ELA) End of Grade (EOG) Assessment incorporates cultural relevance. Employing the theoretical frameworks of critical race theory, Black critical theory, and item response theory differential item functioning, this research investigates race, culture, and standardized testing convergences. The central question guiding this study is: In what ways does the Georgia Milestones ELA EOG Assessment address the tenets of cultural relevance? Content analysis emerges as the methodological process to answer the research question. By critically analyzing the assessment content, the study aims to determine the existence or lack of cultural relevance within the test items. The findings indicate a considerable lack of cultural relevancy in the Georgia Milestones ELA… [Direct]

Jasmine D. Johnson (2024). Can You Teach My CommUNITY?: An Examination of the Relationship between Administrator & Teacher Professional Development and Culturally Relevant Practices. ProQuest LLC, Ed.D. Dissertation, Howard University. Nothing is consistent but change, and that yields true to the educational landscape in the United States of America. Wlodkowski and Ginsberg (1995) stated, "Any educational or training system that ignores the history or perspective of its learners or does not attempt to adjust its teaching practices to benefit all its learners is contributing to inequality of opportunity" (p. 26). While studies have been conducted on educator preparation and its correlation to student academic achievement, the use of qualitative narrative inquiry on administrator and teacher perception to determine the gap between professional development conceptualization and implementation has yet to be extensively researched. This dissertation examined whether school administrators and teachers felt equipped to implement culturally relevant teaching practices in their urban classrooms and school environments. It uses critical race theory and culturally relevant teaching as the guiding theoretical… [Direct]

Florencio Olguin Jr. (2024). Testimonios of Rural Latina/o/x Students in the New Mexican Borderlands: Critical Considerations for Collegiate Access and Success. ProQuest LLC, Ph.D. Dissertation, New Mexico State University. This study focused on understanding how "familismo," rurality, schooling experiences, and racial identity affect the postsecondary education journey of rural Latina/o/x students in the Southwest. Furthermore, the dynamic regarding Latina/o/x college access and opportunity was introduced with an emphasis placed on minoritized experiences across intersectional identities. This study aimed to recognize the lived experiences of rural Latina/o/x students through storytelling while positioning their cultural, familial, geographical, and racial identities as assets that higher education leaders can leverage to understand better how these intersectional identities influence their collegiate aspirations. The framework of Latina/o Critical Race Theory (LatCrit) was employed with consideration of the unique landscape that rural Latina/o/x students must grapple with when educational administrators adopt deficit-based thinking. To further understand how rural Latina/o/x students in the… [Direct]

Seese, Laura Elizabeth (2023). Culturally Responsive Pedagogy: A Curriculum for Secondary Education Teachers. ProQuest LLC, Ed.D. Dissertation, University of Southern California. Implementing culturally responsive pedagogy (CRP) or culturally responsive teaching strategies in K-12 classroom settings helps educators mitigate systemic inequities within education systems. The purpose of this curriculum is to transform teacher pedagogy in a school district through a culturally responsive teaching lens. The content of this curriculum is informed by culturally responsive teaching, critical race theory, abolitionist teaching, and universal design principles (UDL). The design of the curriculum incorporates guided experiential learning (GEL), cognitive load theory, and situated expectancy value theory, this in person course consists of six one hour long professional development sessions designed for secondary teachers within a school district in San Bernardino County. After successful completion of this course, learners will be able to implement culturally responsive teaching strategies into their daily lesson plans. The summative evaluation includes designing and… [Direct]

Bobbie Foster; Emily Riewestahl; Melissa Tully; Patrick R. Johnson; Paul Mihailidis; Shannon Burth; Srividya Ramasubramanian (2024). Designing Equitable Media Literacy Interventions for Critical Youth Agency. Global Studies of Childhood, v14 n4 p462-476. In recent years, young people engaged in political discourse and civic action online. U.S.-based social movements centered on equity issues, such as Black Lives Matter, Dreamers, and March for Our Lives, engaged young people in shaping and publicizing the goals of these movements through digital platforms. Increasingly in communities at the margins, young Americans need digital and media literacy skills to supplement contentious education restrictions within the United States, as with many state bills curtailing the teaching of LGBTQIA+ histories and critical race theory. With these considerations in mind, our team conducted a national study of impactful media literacy in the United States. The study included an extensive literature review, interviews with key stakeholders, and a national survey of educators within the United States. Aimed at understanding the practices in formal and informal learning spaces, the research process inspired the creation of a field guide focused on… [Direct]

Sinai Cota (2024). Storytelling to Succeed: Exploring Resiliency among Culturally Diverse First-Generation College Students in Doctoral Programs. ProQuest LLC, Ed.D. Dissertation, University of California, San Diego. First Generation College Students (FGCS) account for one third of all doctoral degree recipients in the USA, however, very little is known about their educational experiences. Using a narrative inquiry approach, this study employed a Cultural Proficient framework to explore the barriers that prevent FGCS from pursuing post-undergraduate opportunities. In an attempt to expand asset-based research, this dissertation applies Resiliency Lens, Critical Race Theory and Socialization Lens to the experiences of six participants to showcase how they've overcome barriers in education. Students in this study identified a lack of guidance as a common theme in both their personal and academic journeys. Stories in the form of poetry were an important tool in helping students reflect on their experiences and introduced a new way of analyzing data through Poetic Transcription Analysis. Participants in this study were successful in navigating higher education as a result of relationships and skills… [Direct]

Brause, Caryn; Chen, Ling; Edelstein, Jeffrey; Feraud-King, Patricia; George Mwangi, Chrystal A.; Scippio-McFadden, Jamina M.; Stephens, Kat J.; Tejada, Miguel; Wells, Ryan S. (2023). Racial Equity in Transfer Incentive Policies: A Critical Mixed Methods Analysis. Community College Review, v51 n1 p75-102 Jan. Objective/Research Question: This article examines the racial equity of transfer incentive policies by responding to the research question: How do students of differing races and ethnicities vary in their opportunity to benefit from transfer incentive policies? Methods: We utilized a mixed-methods approach, grounded in Critical Race Theory (CRT). This study included an analysis of state policies' components and mechanisms to consider whether they are grounded in racially unjust assumptions. The critical policy analysis is combined with a QuantCrit analysis of national data from the Beginning Postsecondary Students Longitudinal Study (BPS) to understand how identified aspects of the policies would affect students of differing races/ethnicities. Results: Our critical policy discourse analysis demonstrates that states' transfer incentive policies could foster racial inequity through the requirements students must meet (e.g., full-time status, being under the age of 24) and assumptions… [Direct]

Shaina Elizabeth Philpot (2023). A Quantitative Correlational/Causal-Comparative Study of American Indian Students' Sense of Belonging at Predominantly White Institutions and Tribal Colleges and Universities. ProQuest LLC, Ed.D. Dissertation, Northcentral University. The problem addressed in this study was the unknown extent to which American Indian students' sense of belonging at predominantly White institutions compared to American Indian students' sense of belonging at tribal colleges and universities. The purpose of this quantitative correlational/causal-comparative study was to determine the extent to which American Indian students' sense of belonging at predominantly White institutions compared to American Indian students' sense of belonging at tribal colleges and universities. Tribal critical race theory served as the theoretical framework for this study. Data from 135 American Indian students attending predominantly White institutions and tribal colleges and universities in the United States were collected for analysis. Results of point-biserial correlation and Spearman rank-order correlation coefficient included a statistically significant positive correlation between the type of institution an American Indian student attends and their… [Direct]

Patterson, Christopher R. (2023). Observing How College Students Process Culturally Responsive Test Items. ProQuest LLC, Ph.D. Dissertation, James Madison University. Typical approaches to test and item development are rooted in the "Standards for Educational and Psychological Testing." Culturally responsive and antiracist assessment practices are two new processes that challenge the typical process noted in the "Standards," incorporating critical race theory and cultural responsiveness into the item development process. Given these two approaches are relatively new, there is minimal research on how test takers process and comprehend test items created using these approaches. This dissertation modified multiple-choice test items through the lenses of cultural responsiveness and antiracism to create two sets of item types (diversity-infused and sociopolitical consciousness; DI and SPC items), then used cognitive interviews to observe how college students process and comprehend such items. Consensus and reflexive thematic analyses of interview data show that students process DI and SPC items relatively similarly, with few but… [Direct]

Phillip Sanchez (2023). A Case Study of Latino Parental Involvement in an Elementary School. ProQuest LLC, Ed.D. Dissertation, California State University, Long Beach. Socioeconomic status (SES), home language, and parent education level play a significant role in student academic achievement and the involvement of parents, including Latino parents, in schools. The purpose of this study was to understand Latino parent involvement at one southern California elementary school. The Latino critical race theory (LatCrit) framework was used to examine parental involvement and its connection to Latino families by considering factors such as immigration status, language, SES, and various cultural aspects school personnel may not fully consider when planning ways for parents and families to be involved. The research question asked about the opportunities school officials provided for parent involvement and how the parents perceived these opportunities. Data collection methods included parent interviews, document analysis of school-to-home communications, and observations of parent events. Themes such as Communication, Opportunities to Be Involved, and… [Direct]

Alissa Mwenelupembe (2023). Longing for a Seat at the Table: An Analysis of the Experiences of Four Black Women Who Navigated the Career Ladder in Early Childhood Education. ProQuest LLC, Ed.D. Dissertation, Ball State University. This study uses narrative inquiry to explore the stories of Black women who have successfully navigated the professional career ladder in early childhood education. The study examines four narratives, written by Black women in early childhood education through the lens of Critical Race Theory as well as Feminist Theory to understand what role race and/or gender play in the career progression of Black women in early childhood education. The main research question that this dissertation focuses on is: What are the experiences of Black women navigating leadership opportunities in the early childhood profession? Additional research questions include: What is the role of mentorship in Black women's early childhood career trajectory? What role do white women play in the advancement of Black women in early childhood education? The narratives were coded using the deductive coding method and the themes of agency, family support, mentorship and higher education emerged. Individual interviews… [Direct]

Zahraa Charara (2023). Performing Culturally Responsive School Counseling: An Exploration of the Gap between Theory and Practice in the Pursuit of Serving Minoritized Students. ProQuest LLC, Ed.D. Dissertation, California State University, Long Beach. Culturally responsive school counseling (CRSC) is the call to action for school counselors, aimed at meeting the needs of underrepresented groups. CRSC is often described as an approach that serves all students, but definitions fail to mention and center underrepresented populations (i.e., students of color). Literature has included varying interpretations of CRSC but its definition remains vague, lacking identifiers or a set of best practices for practitioners to pursue. School counselors are left to interpret the ambiguity of CRSC, which impacts the services they provide Minoritized students and their outcomes. Using a conceptual framework based on critical race theory and culturally relevant pedagogy, this qualitative study examined the presence and invisibility of whiteness in school counseling through the perspectives of 17 practicing high school counselors in the state of California. One-on-one interviews elucidated how counselors make meaning of CRSC in their practice and its… [Direct]

Gillan, Kevin; Guenther, John; Hill, Gabrielle; Larkin, Steve; Ludwig, Wendy; Motlap, Shane; Ober, Robyn; Robertson, Kim; Shannon, Valda; Smith, James; Street, Catherine; Woodroffe, Tracy (2020). Exploring Definitions of Success in Northern Territory Indigenous Higher Education Policy. Journal of Educational Administration and History, v52 n4 p323-343. This article critically examines definitions of policy 'success' in the context of historical Indigenous higher education policy in the Northern Territory (NT), Australia. We begin by summarising applications of the often-used but arbitrary, rarely-critiqued terms 'policy success' and 'what works'. The paper chronologically articulates what 'policy success' has looked like in the context of historical Northern Territory higher education, based on a critical analysis of policy documents. We then apply Critical Race Theory and Indigenous research theories to highlight the power processes that are attached to representation of policy issues, creation of policy goals, and ultimately definitions of 'success'. We also consider the role of ethical principles in framing conceptions about what constitutes a worthy policy goal. We suggest expansion and resourcing of formalised Indigenous governance mechanisms is needed to create more productive dialogue about Indigenous higher education policy… [Direct]

Kennelly, Jacquelyn-Marie; Mouroutsou, Stella (2020). The Normalcy of Racism in the School Experience of Students of Colour: "The Times When It Hurts". Scottish Educational Review, v52 n2 p26-47. This paper focuses on racism in Scottish schools drawing on data from focus groups with secondary students of colour. The study explores racial inequity in schools through students' reflections on enactments of bias and privilege. Findings demonstrate that: (1) students of colour experience racism but race is being ignored or deflected in their interactions in schools; (2) students feel discriminated against due to race; and (3) they do not feel that they are heard and supported by their school. Employing a Critical Race Theory perspective, the article argues for the necessity of race talk in schools and the need for student voice. The study concludes with implications for teachers, research, and education policy, and suggestions for more explicit focus on race in the classrooms, curriculum and policies. [Note: The volume number (51) shown on the PDF is incorrect. The correct citation for this article is v52 n2.]… [PDF]

Jefferies, Juli√°n; Mejia, Madeleine (2023). The Slippery Work of Teaching about Whiteness and Privilege: Two Latinx Professors' Testimonio. Journal of Leadership, Equity, and Research, v9 n1 p55-79. Using "testimonio" (Reyes & Rodriguez, 2012), two Latinx instructors examine their experiences and thought processes with the kinds of resistance faced from White or White-aligning students constantly "slipping away" from doing the work of reflecting on Whiteness and their privilege. Analyzing the data through a critical race-grounded theory approach (Malag√≥n, P√©rez-Huber, & Velez, 2009), we theorize a pattern of self-removal and deflection that White students engage in to maintain their privilege and Whiteness invisible. In our discussion, we consider the role of pedagogy and ideology for teacher educators working with resistance from White students…. [PDF]

Archer, Louise; Bradbury, Alice; Tereshchenko, Antonina (2019). Eastern European Migrants' Experiences of Racism in English Schools: Positions of Marginal Whiteness and Linguistic Otherness. Whiteness and Education, v4 n1 p53-71. The number of students in England registered as speaking the languages of Eastern, and Central Europe has grown significantly in the past decade, but these migrants' educational experiences remain under-researched. This study, based on interviews with students, parents and teachers in four secondary schools in London and in the East of England, found that Eastern European students experience various forms of racism and low expectations from teachers. Using a framework influenced by Critical Race Theory and critical conceptions of whiteness, we argue that these students occupy a position of marginal whiteness, related to their linguistic Otherness. However, as the parents we interviewed were aware, the students do benefit from whiteness if they speak English without an accent so that they are not perceived as 'foreign'…. [Direct]

Soslau, Elizabeth; Wilson, Chanelle (2022). Masquerading as Equitable: Using White Teachers' Racist Communication to Guide Diversity Course Revisions. Teaching Education, v33 n1 p56-80. Graduate programs for inservice teachers seeking additional credentialing often include a mandatory diversity course. One aim of these types of courses is to help teachers recognize and dismantle their racial biases in hopes that this self-reflection process will enable teachers to use antiracist teaching approaches and create classroom communities where all students feel safe, respected, and justly included in the classroom. We, two practitioner-researchers, both taught separate sections of one such mandatory graduate diversity course for inservice teachers. Instructor photos revealing our race (Author 1: Black, Author 2: White) were the only differences in the fully online, asynchronous course sections. After experiencing/witnessing graduate students' racial bias towards the Black instructor captured via informal communication posted to the 'Ask the Instructor' board, we investigated whether students' racial bias would be captured in graded coursework. Using both Cultural… [Direct]

Angela P. Howard (2022). Four Black/Brown Struggling Readers: Narratives from Second and Third Graders in Baltimore City. ProQuest LLC, Ed.D. Dissertation, The George Washington University. This study emphasizes formal and informal reading development, race, and socioeconomic status as significant components of the lived experiences of four low socioeconomic Black/Brown second- and third-graders who struggled with reading. The research acknowledges historical progression of the American public education system, exploring peer-reviewed literature to examine the four components of the study's conceptual framework: race, socioeconomics, formal reading instructional practices, and informal reading exercises, as influences of the lived reading experiences of struggling readers. Set in Baltimore, Maryland, the researcher used qualitative methodology to gather data to develop narratives of the elementary-aged participants, illuminating their lived formal and informal reading experiences as struggling readers. The data collection process, being completed during the global COVID-19 pandemic, added dimension to the thoughts, feelings, and concerns of the participants. Using… [Direct]

Griffin, Rachel Alicia; Phillips, Amanda R.; Ward, LaCharles (2014). Still Flies in Buttermilk: Black Male Faculty, Critical Race Theory, and Composite Counterstorytelling. International Journal of Qualitative Studies in Education (QSE), v27 n10 p1354-1375. Driven by critical race theory, this essay employs composite counterstorytelling to narrate the experiences of black male faculty on traditionally white campuses. Situated at the intersections of race and gender, our composite counterstory is richly informed by 11 interviews with black male faculty alongside critical race scholarship that documents the omnipresence of black misandric ideology. Through our protagonist Dr Timesnow, a black male Assistant Professor, we reflect on how his daily experiences incite racial battle fatigue, feed into imposter syndrome, and circumvent an inclusive campus community…. [Direct]

Scott D. Shaw (2024). Lived Experiences of Students of Color at a Faith-Based Predominantly White Institution: A Narrative Inquiry. ProQuest LLC, Ed.D. Dissertation, University of Michigan-Flint. The purpose of this qualitative narrative inquiry study (n = 9) is to understand the lived experiences of students of color at a faith-based predominately white institution (PWI). Students of color who attend PWIs graduate at a lower rate than their majority-culture peers and are less likely to report feeling a significant sense of belonging to the institution (Strayhorn, 2019). Understanding student perceptions of sense of belonging as a key component related to student success may help educational leaders support students in faith-based PWIs complete their intended course of study and lead to increased educational outcomes. A sample of nine (n = 9) students or former students of color were invited to participate in the study, consisting of semi-structured open-ended interviews to document the lived and told stories of participants. Analysis of interviews demonstrated six major themes reflecting the experiences of participants that can inform educational leaders. These themes were… [Direct]

Pitre, Abul (2013). Reflections on a Critical Race Theory Project with Educational Leaders. International Perspectives on Higher Education Research This chapter highlights the experiences of a professor who taught a cultural diversity class to doctoral students in an educational leadership program. During the course students were engaged in the study of critical educational theory with a component of the course focusing on critical race theory. Some of the examples in this chapter illustrate how educational leaders despite initial difficulty with confronting issues of racism were able to overcome years of mis-education to become educational leaders for social justice. Moreover, the chapter highlights the difficulties and challenges that professors who engage in critical race theory encounter. The chapter pointedly discloses why there is a need for professors to engage students in conversations around racism and social justice. [For the complete volume, "Social Justice Issues and Racism in the College Classroom: Perspectives from Different Voices. International Perspectives on Higher Education Research. Volume 8," see… [Direct]

West, Nicole M. (2019). By Us, for Us: The Impact of a Professional Counterspace on African American Women in Student Affairs. Journal of Negro Education, v88 n2 p159-180 Spr. This study investigated outcomes associated with consistently participating in a professional counterspace developed by and for African American women higher education administrators. Data were obtained from semi-structured interviews with seven African American women student affairs professionals employed at predominantly White institutions, who consistently attended the African American Women's Summit (AAWS) between 2006-2011. Participants noted the Summit's impact on their physical, spiritual and interpersonal wellness; opportunities created by the AAWS for mentoring and networking; and the encouragement they received to advance their careers through professional development. Included is a discussion of the concept of professional counterspaces situated in Black feminist thought and critical race theory, which are the theoretical frameworks that grounded this inquiry. Implications for practice, theory, and further research are also presented…. [Direct]

Joseph, Ebun (2019). Discrimination against Credentials in Black Bodies: Counterstories of the Characteristic Labour Market Experiences of Migrants in Ireland. British Journal of Guidance & Counselling, v47 n4 p524-542. Black Africans across Europe who report higher levels of discrimination in employment encounter systemic resistance in their career pursuits. In this article, discrimination in the Irish labour market is creatively challenged by centring race, and juxtaposing the experiences of migrants of Black African descent against their White counterparts based on information from 32 semi-structured interviews of first generation migrants from Nigeria, Poland, and Spain. Five characteristic experiences identified by synthesising migrants' interpretation of their journeys to paid employment are presented. The typologies in these trajectories reveal whiteness as a hidden resource that advantages Whites. It also illustrates the prevalence of an ascription of deficiency to Black workers and their credentials. These findings are presented through composite characters following critical race theory's counter-storytelling…. [Direct]

Mangual Figueroa, Ariana; Turner, Erica O. (2019). Immigration Policy and Education in Lived Reality: A Framework for Researchers and Educators. Educational Researcher, v48 n8 p549-557 Nov. The urgency of immigration policy in the lives of immigrant students and families and educators is more evident than ever; however, education theories and educators' practices are not keeping pace with this lived reality. We draw on scholarship that examines the lives and educational experiences of undocumented students and undocumented or mixed-status families; research on classroom, school, and district policy and practice for immigrant students; and critical sociocultural approaches and critical race theories to develop a conceptual framework for understanding the intersection of immigration policy and education in a nuanced way. We highlight conceptual insights–on people, policy, context, outcomes, and power–for making sense of this nexus. We conclude with implications for our work as researchers and educators and how we conceptualize citizenship…. [Direct]

Bohonos, Jeremy W.; Otchere, Kimbery D.; Pak, Yoon K. (2019). Teaching and Learning Social Justice in Human Resource Development Graduate Programs: Preparation for Research and Practice. New Horizons in Adult Education & Human Resource Development, v31 n4 p18-35 Aut. Despite calls for research into how critical and social justice themes are taught in HRD programs (Byrd, 2015), the current literature tells us little about how future scholars and practitioners are being prepared to face workplace injustice. Recent curricular research examining published curriculum lists and course descriptions have reported no evidence of critical or social justice approaches to HRD being taught (Lim & Rager, 2015; Lim, Song, Choi, & Kim, 2013; Zachmeier, Cho, & Kim, 2014). This project uses qualitative survey methodology informed by critical race theory to critically interrogate HRD curricula. The purpose of this article is to present findings from a study designed to assess how–or if–social justice perspectives are being taught in HRD graduate programs…. [Direct]

Grace, Jennifer E.; Nelson, Steven L. (2019). "Tryin' to Survive": Black Male Students' Understandings of the Role of Race and Racism in the School-to-Prison Pipeline. Leadership and Policy in Schools, v18 n4 p664-680. This article examines Black male students' perceptions of the role of race and racism in perpetuating the school-to-prison pipeline. Through a phenomenological investigation of ten Black male students in the New Orleans area, this article finds that Black male students perceive racism in society, racism in schools, and poor teacher expectations to aid in the perpetuation of the school-to-prison pipeline. Furthermore, the participants of this study revealed that schools may use other Black males who have successfully navigated the educational system to better reach Black male students who are placed at risk of the school-to-prison pipeline. This article considers the responses of theses Black male students to the role of race and racism in the context of critical race theory…. [Direct]

Harper, Frances K. (2019). A Qualitative Metasynthesis of Teaching Mathematics for Social Justice in Action: Pitfalls and Promises of Practice. Journal for Research in Mathematics Education, v50 n3 p268-310 May. Mathematics classrooms are increasingly becoming sites for investigating social (in)justice, but research on teaching mathematics for social justice remains limited to individual case studies. This article reports on a metasynthesis of 35 qualitative reports of social justice mathematics enactments in diverse classroom contexts. Critical race theory serves as a guiding framework for analyzing possibilities and limitations of these enactments to address racial inequities in mathematics education. Findings from this metasynthesis reveal that addressing race in social justice mathematics explorations provided opportunities for centering the voices of people of Color and critiquing liberal views that camouflage subtle forms of racism and involved substantial and authentic mathematical work. Promising practices and implications for future research are identified based on this synthesis…. [Direct]

Acosta, Melanie M.; Kennedy, Brianna L.; Soutullo, Olivia (2019). Counternarratives of Students' Experiences Returning to Comprehensive Schools from an Involuntary Disciplinary Alternative School. Race, Ethnicity and Education, v22 n1 p130-149. Educators' excessive uses of exclusionary discipline have led to increased placements of students in disciplinary alternative schools, but few studies examine student experiences after their alternative school placements. Using a theoretical framework informed by critical race theory and the role of the discourse of safety in student discipline, we compose the counternarratives of nine middle school students' experiences with the transition from an involuntary disciplinary placement back to a comprehensive school. We then analyze across cases to identify commonalities in their stories. Findings show that students experience dehumanization and exclusion that reflect second-class citizenship. We discuss how educators can resist perpetuating this under class even as the overtly racist rhetoric of populist nationalism replaces the neoliberal color-blind version of the discourse of safety…. [Direct]

Nagrotsky, Katie (2019). Teaching by Numbers: A Critical Analysis of a New Graduate School of Education. SoJo Journal: Educational Foundations and Social Justice Education, v5 n1 p17-27. Previous research has documented the deficit language and White saviorism embedded in Teach For America scripts. This article details the findings of an analysis of Relay Graduate School of Education in an attempt to add the growing body of literature documenting the program's emergence as a new graduate school of education. Drawing on critical race theory frameworks, I argue that programmatic materials reveal a discourse of college readiness narrowly defined as gains on standardized assessments under the guise of racial equity. I also explore how Relay frames teaching as technical work bolstered by teacher and student compliance to academic growth measurement, suggesting that the emphasis on metrics objectifies teachers being prepared to teach in charter schools and the students they serve…. [Direct]

Thomas, Najmah (2019). In the Service of Social Equity: Leveraging the Experiences of African American Women Professors. Journal of Public Affairs Education, v25 n2 p185-206. This study reviews social equity within the public administration academy using critical race theory and intersectionality as frameworks. The researcher analyzes secondary data on doctorate degrees and tenure status earned by faculty members disaggregated by gender and race, contextualizing results with analysis of data from individual interviews of 14 African American women scholars in the academy. Findings suggest there are more nuanced reasons behind negative outcomes for scholars from underrepresented backgrounds. Beyond racism and sexism, there appears to be an inhospitable climate toward social equity related service and scholarship — some of the very tools many underrepresented faculty members use to combat the negative impacts of racism and sexism inside and outside of the academy. Implications for the academy and future research opportunities are presented…. [Direct]

Oyler, Celia J.; Schlessinger, Sarah L.; Watson, Wanda (2019). Toward Being a Critically Inclusive Pedagogue. AERA Online Paper Repository, Paper presented at the Annual Meeting of the American Educational Research Association (Toronto, Canada, Apr 5-9, 2019). We draw from scholars in disability studies (DSE), critical race theory (CRT), and disability critical race studies in education (DisCrit) who argue that it is at the intersection of "justified" discrimination based on race and dis/ability, segregation and oppression that we must now work to name systems of exclusion at work in our schools and actively seek to disrupt them (Annamma, Connor, & Ferri, 2013; Leonardo & Broderick, 2011; Watts & Erevelles, 2004). We conceptualize a praxis of critical inclusivity requiring reflexive thought and action at the intersection of ideology, historical and contemporary school structures, affective attachments, and curricular and pedagogical acts in an effort to break from the creation and recreation of oppressive discourses and learning conditions…. [Direct]

Gayles, Joy Gaston; Kelly, Bridget Turner; Williams, Cobretti D. (2017). Recruitment without Retention: A Critical Case of Black Faculty Unrest. Journal of Negro Education, v86 n3 p305-317 Sum. Drawn from a qualitative, critical case study of Black faculty's experience at a predominantly White institution, this study describes what may precede campus protests and demands for more Black faculty. Faculty voices highlight how racism and a hostile campus culture can lead to low retention and an overall sense of faculty unrest. The authors used critical race theory to analyze data and examine ways PWIs can better retain Black faculty…. [Direct]

Veronica D. Williams (2024). "I Signed the Form, and I Just Walked Out": A Qualitative Analysis of Undergraduate Student Stop Out and Return Behavior. ProQuest LLC, Ph.D. Dissertation, Indiana State University. This phenomenological qualitative study sought to understand reasons contributing to Black or African American students' initial stop out, the decisions that led them to return to college, and the processes used to facilitate their return to college after being away from college for one year or more. This research was guided by the following questions: What experiences contributed to the student's withdrawal from the institution? What experiences contributed to the student's return to the institution? What retention strategies and programs were used during the withdrawal and re-enrollment processes? The participants' lived experiences were applied to two theoretical frameworks: Tinto's (1993) Theory of Student Departure and Critical Race Theory (CRT). CRT and Student Departure Theory were used to understand the reasons and influences for Black or African American students' departure and return at various points in their academic journey. The participants' lived experiences revealed… [Direct]

Mary Frances Sylvester (2024). Examining Multiculturalism in Private Sector Dance Curricula: A Mixed Methods Case Study. ProQuest LLC, Ed.D. Dissertation, The University of West Florida. Expressions of multicultural information from dances of non-Eurocentric or partial Eurocentric lineage are routinely absent from private sector curricula, though Eurocentric dances and non-Eurocentric or partial Eurocentric lineage dances exist simultaneously within the private sector. The purpose of this mixed methods case study was to examine how multicultural information is included and represented in curricula by educators within private sector dance schools in the New England region of the United States. Theoretical assumptions of cultural reproduction theory and critical race theory (CRT) were lenses through which study components were explored. A mixed methods case study with a convergent parallel design was this study's methodology. Seventy-four current dance educators, at least 18 years of age, teaching within the private sector were study participants. Findings revealed overall teacher agreement regarding the importance of cultural information inclusion in dance classes,… [Direct]

Elizabeth Brizan (2024). A Case Study Examining the Influencing Factors Contributing to the Disproportionate Number of African Americans in Special Education. ProQuest LLC, Ed.D. Dissertation, National University. The disproportionate number of African Americans in special education has been an issue receiving a lot of attention throughout the years. The purpose of this qualitative case study was to examine influencing factors contributing to the disproportionate number of African Americans in special education being served. This qualitative research study was utilized with a semi-structured interview protocol and a focus group with a sample of eight females and four males drawn from Northern New Jersey. The findings in this study revealed an unwavering connection to Critical Race Theory and Structural Inequality Theory as well as the contributions to disproportionality. CRT and SIT served as the theoretical framework, although there are many contributing factors to the problem of the disproportionality of African American students in special education, which included bias, race, and the referral process. When we reflect upon various school factors and situations our students face, we can see… [Direct]

Travis Chavez Alfred Richards (2024). "Wa Ya See?": An Autoethnographic Exploration of the Nuanced Experiences of a Black, Quare, Afro-Caribbean, Asylum Seeker in the United States Higher Education. ProQuest LLC, Ed.D. Dissertation, Loyola Marymount University. In the 2022-2023 academic year, nearly one million international students from over 200 countries enrolled in U.S. higher education institutions, marking a 12% increase from the previous year (Martel & Baer, 2022). Despite representing 5.6% of the total U.S. higher education population, asylum-seeking students remained an overlooked demographic, underscoring the challenges faced by marginalized groups within academia (Buchholz, 2023). This research focused on the experience of a Black, Quare, Afro-Caribbean, asylum-seeking doctoral student, employing autoethnographic methods to examine the complex intersections of race, sexuality, and transnational identity. Grounded in Intersectionality Theory (Crenshaw, 1991), Critical Race Theory (Bell, 1995), Quare Theory (Johnson, 2001), Transnational Identity (Esteban-Guitart & Vila, 2015), and Nigrescence (Cross, 1991), the study contextualized the student's experiences and identity development, highlighting a population often… [Direct]

Kathleen Lindsey Lopez (2023). The Lived Experience of Students of Color Who Studied Abroad as Part of the Racial or Ethnic Majority. ProQuest LLC, Ph.D. Dissertation, Michigan State University. For over 30 years, international educators have recognized that Students of Color participate in study abroad opportunities at considerably lower rates than their white peers. Despite concerted efforts to address this disparity, the proportion of Students of Color studying abroad has largely remained unchanged over the last three decades. To better support Students of Color studying abroad and increase their participation in this high impact practice, international educators need to better understand students' lived experiences. In this qualitative study, I used focus groups and narrative interviews to investigate how Students of Color experienced studying abroad in a location where they were part of the racial or ethnic majority. I used critical race theory (CRT) and its extensions as theoretical lenses for this research. Findings from this study point to the importance of not essentializing the experiences of Students of Color who studied abroad given the variation in what they… [Direct]

Helmick, Linda (2022). White Saviorism: An Insider Perspective. Art Education, v75 n3 p9-13. White Savior Industrial Complex (WSIC) encapsulates a myth that non-White communities need White outsiders to rescue them. WSIC is one of many ways well-intentioned outsiders fail to serve communities, and teacher education programs perpetuate WSIC by obscuring race, Black culture, and White privilege. In addition to WSIC theory, the author used critical race theory (CRT) and Whiteness critical theories to identify how Whiteness informed their pedagogical decisions. A process of narrative storytelling, unstructured interviews, and critical self-reflection provided data for this research. The author examined how the culturally developed identities of Alexis, a Black artist/art educator and colleague, informed the different and similar ways of knowing, thinking about, and enacting art instruction within the same community. In this article, the author explores Alexis's experience and pedagogical choices, arguing that art and teacher education programs should help to inform critical… [Direct]

Allen-Handy, Ayana; Butler, Bettie Ray; Hancock, Stephen D.; Lewis, Chance W.; Meloche, Alysha; Williams, John A., III (2021). Chapter 10: Teaching to Empower–Social Justice Action Projects as Imperatives for Educational Justice. Teachers College Record, v123 n13 Apr. Background/Context: Teaching to empower requires a critical focus on the unique challenges and opportunities of teaching in socially unjust educational environments. Effective teaching happens in an environment that engages students and teachers in critical investigation of content, knowledge, and activities. Critical learning environments simultaneously nurture the development of multiple perspectives and challenge the status quo. Establishing a critical learning environment is imperative in an educational system that is plagued with academic and social injustices. Therefore, teaching to empower necessitates that teachers, with the help of students, dismantle injustices through culturally responsive teaching, the development of agency and activism, the growth of multiple perspectives, and the capacity to challenge the status quo. Purpose/Objective/Research Question/Focus of Study: The purpose of this chapter, a conceptual paper, is to lay the foundation for a framework of social… [Direct]

Egan, John D. (2019). Intentional Leadership for More Just Experiences: Supporting Black Males on College Campuses. Georgia Journal of College Student Affairs, v35 n1 Article 6 p84-98. This essay explores the unjust experiences of Black males and minority faculty on college campuses that perpetuate inequality in higher education. The literature shows Black male undergraduates experienced both overt racism and more subtle insults on some college campuses, which serve as a barrier to integration into the college system. This essay also connects the underrepresentation of minority faculty as a contributing factor to the climate that inhibits the integration of Black male students into the college system. Through intentional leadership, educators should create or support existing Black male initiative programs on their campuses as this evidence-based practice contributes to the performance, retention, and college engagement of Black male undergraduates. To address underrepresentation of minority faculty and staff, educational leaders may consider advocating for an empirically supported three-pronged approach to include a hiring search toolkit, a biases video or… [PDF]

Drake, Palina R. (2018). What Is the Experience of Midlife African American Female Graduate Students at Predominantly White Institutions? A Heuristic Inquiry. ProQuest LLC, Psy.D. Dissertation, Michigan School of Professional Psychology. This study explores the question: "What is the experience of midlife African American female graduate students at predominantly White institutions?" A modified heuristic model of qualitative research was used to explore the experiences of 12 female African American graduate students ranging in age from 41 to 60 years, who began their graduate school journey after many years of working in their respective careers. Open-ended in-depth interviews were conducted and analyzed for common themes to garner a rich understanding of the co-researchers' graduate school experience from the vantage point of middle-adulthood. Six themes and three sub themes emerged from the data. The themes included: (a) The pursuit of knowledge and self-fulfillment, (b) Overcoming feelings of insecurity as a middle-aged student, (c) Navigating through the reality of normalized racism, (i) Encountering racism and microaggressions, (ii) Deciphering and dispelling stereotyped biases, (iii) Bearing the… [Direct]

Jones, Veronica A.; Reddick, Richard J. (2017). The Heterogeneity of Resistance: How Black Students Utilize Engagement and Activism to Challenge PWI Inequalities. Journal of Negro Education, v86 n3 p204-219 Sum. The national prevalence of systemic bias, such as police brutality, has influenced resistance to institutionalized racism on college campuses. Because of the daily microaggressions Black students experience at predominantly White institutions, they often utilize various forms of engagement and activism to hold institutions accountable for equity in higher education. Through this study the authors examined how Black student leaders challenge inequitable policies through their individual as well as collective efforts. Using a social identity framework and case study methodology, Black student leaders' reflections on their strategies in invoking change on campus are explored. Through heterogeneous approaches of engagement and activism, participants called attention to the greater need of communities of color being included in institutional reform…. [Direct]

Dancy, T. Elon, II.; Jean-Marie, Gaetane (2014). Faculty of Color in Higher Education: Exploring the Intersections of Identity, Impostorship, and Internalized Racism. Mentoring & Tutoring: Partnership in Learning, v22 n4 p354-372. Mentoring for faculty of color is critical given their underrepresentation in American colleges and universities. However, the ways in which faculty of color internalize racialized oppression and how it affects their success remains understudied. In this manuscript, the authors juxtapose a literature synthesis concerning faculty of color against a critical review of impostorship theory and impostor syndrome as these phenomena are found to contribute to disparate success trends among marginalized groups in higher education. More specifically, the authors discuss the ways impostor syndrome is shaped among faculty of color and how this disorder is potentially reproduced through their relationships with students in postsecondary education. The authors conclude with implications for mentoring and developing faculty of color, proffering new ways of thinking about relevant frameworks and approaches…. [Direct]

Emily R. Koren (2022). Social Support at the Intersection of Minoritized Identities: An Exploration of the Ego Networks of Latinxs with Dis/Abilities at One Hispanic Serving Institution. ProQuest LLC, Ph.D. Dissertation, University of Pittsburgh. As a result of constantly grappling with systemic forces of oppression such as racism, ableism, and disablism Latinx students with dis/abilities may experience anxiety, loneliness, and frustration in higher education contexts. Social support has been shown to improve the health, well-being, and persistence for Latinx college students and college students with dis/abilities. The purpose of this study was to understand the social support networks of Latinx students with dis/abilities at one Hispanic Serving Institution (Robles Private University; RPU) using critical ego network analysis. Guided by DisCrit, this study prioritized intersectional ontology and sought to highlight the voices of minoritized students while considering the interaction between the individual and their historical, socioeconomic, and cultural environment. The study revealed that Latinx students with dis/abilities have unique social support needs; they may look to faculty and staff for emotional support,… [Direct]

Luguetti, Carla; McDonald, Brent (2020). 'I Always Live in a "quebrada" [Favela] and Today I Am Here. So, You Can Be Also Here One Day': Exploring Pre-Service Teachers' Perceptions of Love for Youth from Socially Vulnerable Backgrounds. European Physical Education Review, v26 n4 p1006-1022 Nov. In recent years, socially critical scholars have argued that love, as a moral basis for socio-critical work, should not be colorblind or power blind and that marginalized populations may understand caring within their sociocultural context, creating spaces for youth and teachers to challenge the racism, sexism, class exploitation and linguicism imposed on their communities. While there is advocacy of love in education and physical education, there is little research that aims to explore how pre-service teachers' (PSTs') conceptions change across time. The aim of this study was to explore PSTs' changing perceptions of love as they worked in an activist sport project with youth from socially vulnerable backgrounds. Participatory action research framed this four-semester research project. Participants included the lead researcher, four PSTs and 110 youth. Data collected included the following: (a) the lead researcher's field notes; (b) collaborative PSTs' group meetings; (c) PSTs'… [Direct]

April Lovett (2024). "Second-Class Citizens:" Exploring the Perceptions of Racially Marginalized Staff at a PWI. ProQuest LLC, Ed.D. Dissertation, The Florida State University. Staff members in institutions of higher education who are not faculty, such as those who work in student affairs, information technology, student business services, and other areas, may feel invisible and unappreciated. This sense of obscurity for racially marginalized staff can be intensified by discrimination and oppression that persist within these institutions, despite the implementation of diversity, equity, and inclusion (DEI) initiatives. Unfortunately, higher education literature that examines perceptions and experiences related to racism, oppression, and DEI initiatives tends to focus on students or faculty, neglecting the experiences of professional staff. This qualitative case study delved into the perspectives of racially marginalized professional staff concerning a predominantly White institution's (PWI) endeavors to establish a diverse, equitable, and inclusive environment, employing a critical race theory (CRT) framework. Utilizing a two-phase interview approach,… [Direct]

Ohito, Esther O. (2016). Making the Emperor's New Clothes Visible in Anti-Racist Teacher Education: Enacting a Pedagogy of Discomfort with White Preservice Teachers. Equity & Excellence in Education, v49 n4 p454-467. The failures of university-based teacher education programs in the United States with regard to the preparation of White preservice teachers for engagement with students who embody marginalized racial identities in public schools are well documented. One such shortcoming is the inadequate attention paid to the unholy trinity of race, racism, and White supremacy. This article details how I, a Black teacher educator, performed a self-study on my utilization of a pedagogy of discomfort (Boler, 1999) in a course housed in a social justice-oriented program that enrolled primarily White preservice teachers. Using critical theories on race and affect in my analysis of a racialized, affectively-charged classroom incident, I find that enacting discomfort as pedagogy provoked both the preservice teachers and me to individually and collectively make meaning of the contours of racial oppression by noticing and listening to the interactions between our bodies and emotions. Additionally, employing… [Direct]

Valente, Rubia R. (2017). The Vicious Circle: Effects of Race and Class on University Entrance in Brazil. Race, Ethnicity and Education, v20 n6 p851-864. Brazil has high levels of socio-economic inequality and an inequitable distribution of access to higher education. How much of this inequality is associated with race or class is an important question in light of the current debate over affirmative action and the suitability of race and social targeted policies. There are those who claim that racial disparities in the educational system are a result of students' social status and not a result of racism, while others believe race is an important factor that superposes the effect of class. This study uses national survey data from Brazil's "Exame Nacional do Ensino M√©dio" (National Secondary Education Exam [ENEM]) to examine the relationship between race and access to higher education of high school students between 2004 and 2008. The results document a vicious circle which connects the schooling of the young with their race, socio-economic status, and university attendance…. [Direct]

Hyun Lee (2022). Asian American Student Identities and Experiences in Higher Education. ProQuest LLC, D.Ed. Dissertation, American University. With a population of over 24 million, Asian Americans are the most misunderstood and oversimplified racial and ethnic group in the United States. In higher education, Asian American college students are a rapidly growing population, yet their challenges in navigating their Asian American identity in college environments and surroundings have often gone unnoticed. Existing racial, structural, and systemic racial inequities in higher education have constrained Asian American students. One of the biggest educational issues facing Asian American college students today involves misunderstandings about their Asian American identity. This research sought to examine how Asian American students make sense of the ways that race and racism impact their experiences and identities. To assess and address this reality, I used Asian Critical Theory (AsianCrit) as a tool to understand the racial and racialized experience of Asian American students in higher education. In conducting my research, I… [Direct]

le Roux, Adr√© (2014). "We Were Not Part of Apartheid": Rationalisations Used by Four White Pre-Service Teachers to Make Sense of Race and Their Own Racial Identities. South African Journal of Education, v34 n2 Article 778. Despite fundamental reforms to South African education, large performance gaps still prevail between former black schools and former white schools. Nineteen years into a democracy and education in post-apartheid South Africa still retains a strong racial dimension between poorer communities and more affluent communities. Differential access to power and privilege in post-apartheid South Africa is the logical consequence of a racialised society, and the latter constitutes the context in which pre-service students have to make sense of their racialised subjectivities that ultimately affect their decisions and active agency to bringing about a less polarised society. In this paper, Bonilla-Silva's "structural theory of racism" is used as a theoretical lens to unpack the rationalisations used by four white pre-service teachers to make sense of race and their own racial identities. By claiming that they were not part of apartheid, the participants use various rationalisations to… [PDF]

(2020). Protecting the Future of Academic Freedom during a Time of Significant Change. Position Paper. Adopted Fall 2020. Academic Senate for California Community Colleges Academic freedom is a fundamental concept that exists to ensure that institutions of higher education function for the public good and that colleges are constructed on the foundations of genuine trust. For over a century, members of The American Association of University Professors (AAUP) have been agile guardians, careful stewards, and erudite experts regarding the principle of academic freedom and its application in the faculty profession. The Academic Senate for California Community Colleges began a deep and sustained conversation on academic freedom. California community colleges are in a period of significant and systemic change. Faculty are engaging with and challenging each other to act in adopting culturally responsive teaching, in eliminating racism in all its forms–interpersonal, institutional, systemic–and in serving the whole student in ways that provide care and support as well as ensure a clear and direct path toward reaching an educational goal. The purpose of this… [PDF]

Justin Phillip Jimenez (2021). Conjugating Selves: Thinking-Making Difference, Whiteness, and Relational Orthographies in Higher Learning. ProQuest LLC, Ph.D. Dissertation, University of Minnesota. There has been little work on entangled intra-actions, or the simultaneous constitution of subjectivities and performances, between these discursive and material understandings of racial difference in higher learning. As a result, research and practice endorse a binary narrative either privileging discursive constructivism (looking to what discourses signify as basis for critique) or materialism (looking to how discourses emerge and work). Without adequate analysis of the content that inheres relational/pedagogical events that broach racial difference, including bodies, spaces, orientations, discourses, and objects, we foreclose opportunities to think carefully of the complex ethics and politics of living within the uneven distributions of precarious life. My project addresses this gap by analyzing the intra-actions of varied becomings (myself and with my students) around diversity work in the present conjuncture of political emergency. Through a rhizomatic (auto) ethnographic and… [Direct]

Ague Mae S. Manongsong (2021). Developing Positive Identity of Women Administrative Leaders: A Sequential Explanatory Mixed Methods Study on the Impact of A Leadership Development and Mentoring in Higher Education. ProQuest LLC, Ph.D. Dissertation, Drexel University. Aspiring women leaders in academia encounter numerous barriers to advancement related to sexism and racism that contribute to their underrepresentation (Acker, 2006; Johnson et al., 2008). As a result, they are immensely susceptible to impostor phenomenon that hinders their ability to develop a positive leader identity (Clance & Imes, 1970; Karelaia & Guillen, 2014). Through a sequential explanatory mixed methods approach that utilized an intersectionality lens, the purpose of the dissertation work was to explore the leader identity development process of women leaders in higher education. Specifically, the data collection methods of surveys and interviews helped to unpack the impact of formal and informal leadership development opportunities on the leader identity development process, as well as the role of relational support from a network of mentors. The findings revealed that aspiring women leaders engaged in a claiming and granting process to develop a positive leader… [Direct]

Marcela Bernal-Munera (2023). A Social Justice Biology Curriculum to Strengthen Community College Students' Critical Consciousness. ProQuest LLC, Ph.D. Dissertation, University of Illinois at Chicago. The existing body of research presents two contrasting views of community colleges, one portraying them as a "second chance" for individuals, offering an accessible route to higher socioeconomic status. The second views community colleges as a deceptive cover designed to divert marginalized people away from prestigious colleges and to "blue-collar" occupations. Drawing inspiration from Paulo Freire's concept of critical consciousness, I propose a third perspective, a liberatory viewpoint. This approach involves offering an education that raises students' awareness and empowers them to enact positive transformations in their lives. Looking to nurture critical consciousness in science majors, I infused the traditional biology curriculum with social justice issues in two Biology II sections at a community college in the Midwestern U.S. with an institutional focus on healthcare careers. Based on conversations with students, I selected issues directly connected to… [Direct]