Bakar, Abdulkadir (2023). A Narratological Inquiry into U.S. African Refugee Youths' Educational Experiences. ProQuest LLC, Ph.D. Dissertation, University of Missouri – Kansas City. The arrival of refugees over the past two decades changed the face of classrooms in Kansas City, Missouri, resulting in refugee youth being unprepared for post-secondary opportunities. This critical narrative study aimed to explore the lived experiences of African refugee youth (aged 18 and above) attending public high school in the Midwest United States. Based on current and recently arriving African refugee populations, 10 participants originally hailed from Somalia, Congo, Liberia, Sudan, and Burundi. A crystalized theoretical framework of socio-cultural, migratory, and critical race theory guided qualitative narratological data analysis collected via interviews focusing on the participants' educational experiences. Data analysis followed descriptive and interpretive coding to analyze and identify themes, trends, and patterns providing insight into participants' experiences and how they affected their academic and social endeavors. Findings revealed that participants' escape,… [Direct]

Atwood, Erin; L√≥pez, Gerardo R. (2014). Let's Be Critically Honest: Towards a Messier Counterstory in Critical Race Theory. International Journal of Qualitative Studies in Education (QSE), v27 n9 p1134-1154. This paper utilizes tools of critical race theory to interrogate the racial politics of the everyday. The authors contend that this type of critical policy analysis can yield understandings of/about the world that are too often silenced or ignored altogether. This paper argues that critical race theory does not aim to tell a "truer" account of reality, but a more honest one. Therefore, critical race scholars need not ask permission–nor seek forgiveness–for their counterstories, but hold themselves accountable to communicate stories and narratives that are not only honestly critical, but critically honest…. [Direct]

Guillen, Hector (2022). Linguicism, Nativism, Neo-Racism, and Racism: "What My Eyes Have Seen" a Critical Autoethnography of a Chicano Educator. ProQuest LLC, Ph.D. Dissertation, New Mexico State University. This inquiry takes a critical look at elementary school instruction to uncover forms of oppression in education including linguicism, nativism, neo-racism (cultural racism) and racism. The researcher-participant, a marginalized Chicano educator, employs critical autoethnography through the lens of Latino Critical Race Theory (LatCrit) to critically reflect on his 24-year career in education. Documented cases of subtractive schooling and exclusive curricula are presented utilizing critical race testimonio to expose moments of mundane racism and white privilege. Thus, this work also looks at teaching practices that are heavily influenced by assimilationist views that are intended to enforce Eurocentrism and everything that is Anglo-American. The researcher-participant attempts to deconstruct and confront this colonialist phenomena, on a journey towards critical consciousness and transformation, by demonstrating the disparaging effects of intolerance on his own life as a child,… [Direct]

Moreira, Stephanie Mo (2023). Considering Risk, Responsibility, and Reward: Experiences of Women of Color in Science Speaking Truth to Power. ProQuest LLC, Ph.D. Dissertation, Colorado State University. The purpose of this study was to understand the risks, responsibility, and rewards women of color in the sciences navigate and negotiate when choosing to speak truth to power. The theoretical lenses that guided this work included Critical Race Theory, Critical Feminist Theory, Harding's strong objectivity, and Foucault's analysis of "parrhesia" (speaking truth to power). Employing the "counternarrative," participants were provided an opportunity to reflect on their intentions, motivations, and behaviors when choosing to be outspoken about oppression in their personal and professional settings. The research questions for this study were: (1) What motivating factors guide women of color in the sciences to choose to speak truth to power? (2) How do women of color in the sciences envision the future of science culture? If speaking truth to power is a game, as Foucault suggests, the study identified five rules that served as a social contract for women of color in… [Direct]

Warner, Diane (2022). Black and Minority Ethnic Student Teachers' Stories as Empirical Documents of Hidden Oppressions: Using the Personal to Turn towards the Structural. British Educational Research Journal, v48 n6 p1145-1160 Dec. Racism, as a covert but pervasive presence in teacher education in England, remains a major structural issue and its effects on student teachers who are Black and Asian are real and troubling. Their personal stories reveal multiple challenges and present empirical evidence that can usefully be analysed to examine their experience of daily micro-aggressions and overt racisms in their teacher education and its effect on them. This paper focuses on the stories of three Black and Asian primary student teachers and argues that it is important to see these personal accounts as empirical documents of hidden oppressions because they are significant pointers towards larger, structural and unacknowledged fissures in initial teacher education (ITE). The critical race theory concept of 'counter story' is used to analyse the stories and make visible the way that hidden racisms within ITE can silence and disempower these student teachers. The three stories show that these Black and Asian student… [Direct]

Douglass, Sonya; LoBue, Ann (2023). When White Parents Aren't so Nice: The Politics of Anti-CRT and Anti-Equity Policy in Post-Pandemic America. Peabody Journal of Education, v98 n5 p548-561. In the run-up to the U.S. 2022 midterm elections, Republicans brought their fight to regain control of Congress to school districts across the country. Deploying a national disinformation campaign regarding how issues of race and racism are taught in K-12 public schools, astroturf conservative advocacy organizations mobilized activists to descend on school board meetings and upend school board elections nationwide demanding an end to indoctrination of children with critical race theory (CRT). These efforts created a chilling effect among superintendents and school board members committed to advancing equity, anti-racism, and social justice. In this descriptive, conceptual paper, we portray and analyze the national campaign against CRT and equity in schools, how it played out at the local school district level, and its implications for superintendents and school board members leading for equity. Tenets of critical policy analysis are used to frame and organize our analysis of the… [Direct]

Hawkman, Andrea M.; MacDonald, Beth L.; Searle, Kristin A.; Su√°rez, Mario I.; Tofel-Grehl, Colby (2022). A Case Study of Whiteness at Work in an Elementary Classroom. Cultural Studies of Science Education, v17 n3 p875-898 Sep. We are interested in how whiteness shaped one teacher's abilities to engage his elementary school students in culturally responsive pedagogy, especially his abilities to engage or avoid conversations about race-based inequities in an integrated technology unit focused on NGSS disciplinary practices. We draw upon culturally responsive pedagogy, critical race theory, and critical whiteness studies to understand the role of whiteness in a single case study of integrated elementary science teaching leveraging electronic textiles technology. The case study reported here is part of a larger study investigating how technology integration supports justice-centered science learning for elementary school teachers and their students in the Intermountain Region of the USA. The authors are white and Latino and all, but one, are former classroom teachers. Drawing on multiple data sources (field notes of classroom observations, interviews, transcripts of video-recorded classroom sessions), we… [Direct]

LeChasseur, Kimberly (2014). Critical Race Theory and the Meaning of "Community" in District Partnerships. Equity & Excellence in Education, v47 n3 p305-320. This article uses a critical race theory lens to explore how members of one community-district partnership understand "community." Engaging the community through full service schools (Dryfoos & Maguire, 2002), parent engagement programs (Comer & Emmons, 2006), lab schools through universities (Goldring & Sims, 2005), and other partnerships have become a major strand of reform in schools and districts. However, there is a dearth of critical scholarship that explores the contested meanings and implications of evoking community-laden terminology and approaches (Sanders, 2003; Warren, 2005). Using a grounded theory approach, this case study draws from a combination of ethnographic observations of governance meetings, committee meetings, and events over a year and a half; semi-structured interviews with 11 governance council members from the school district and other partners; and document analysis. Iterative rounds of coding identified ten concepts that were… [Direct]

Fusco, Caroline; Joseph, Janelle; Nachman, Jessica (2022). 'What If What the Professor Knows Is Not Diverse Enough for Us?': Whiteness in Canadian Kinesiology Programs. Sport, Education and Society, v27 n7 p789-802. This study builds on research that found a significant lack of racial diversity in Canadian university kinesiology programs. We extend previous findings by including the experiences of students who reveal how whiteness structures every aspect of their kinesiology education. We employ Critical Race Theory and theories of whiteness within a case study of eight kinesiology faculties in Canada. The mixed methods data collection included: (a) analysis of website photos and anti-racism documents to determine the perceived racial diversity and anti-racism priority; and (b) semi-structured interviews with five undergraduate students from one kinesiology program to analyze their experiences with whiteness. We found (1) white privilege was evident through an overrepresentation of white bodies among the professoriate, overlooking whiteness in research and teaching, and a dearth of policies targeting anti-racism; and (2) that white social dominance was prevalent but made invisible in student… [Direct]

Naicker, Ramona (2022). Critically Appraising for Antiracism. Education for Information, v38 n4 p291-308. Racial bias in research impacts a study's relevancy, validity and reliability, though presently this aspect is not addressed in critical appraisal tools, and consequently appraisers may not take racial bias into account when assessing a paper's quality. Drawing on critical race theory (CRT) tenets that racism is ubiquitous and race a social construct, this paper discusses concerns regarding racism in research which have been broadly divided into two categories for critical appraisers to consider: the underrepresentation of minoritised ethnic groups in health studies, especially where minoritised populations see higher rates of disease occurrence and; the utilisation of racial/ethnicity data to interpret disparities in outcomes, including speculation of biological race, the misinterpretation of genetic ancestry as race, and the lack of investigation into social determinants of health, including systemic, institutional and interpersonal forms of racism. The injustices exposed in this… [Direct]

Caitlyn Ratliff (2022). Becoming a Culturally Responsive Practitioner: Serving Minoritized Graduate Students with Excellence. ProQuest LLC, Ed.D./HE Dissertation, Azusa Pacific University. This qualitative research study examined the role of student services practitioners in the success of minoritized graduate students at a 4-year private, Christian university. This study aimed to examine the practices of student services practitioners–including their experiential, philosophical, and practical approaches to student success–through a training series for professionals who actively engage with minoritized graduate students. This study sought to help practitioners identify the inherent cultural wealth of students and examine their role in developing a culturally responsive environment in which minoritized graduate students gain a sense of belonging in the campus community. Using Yosso's (2005) model of community cultural wealth (CCW) and grounded in ecological systems theory (EST) and critical race theory (CRT), this study sought to shift practitioners away from a deficit mindset toward an inclusive and equity-minded approach via enhanced understanding of culturally… [Direct]

Kohli, Rita (2018). Behind School Doors: The Impact of Hostile Racial Climates on Urban Teachers of Color. Urban Education, v53 n3 p307-333 Mar. Despite recruitment efforts, teachers of Color are underrepresented and leaving the teaching force at faster rates than their White counterparts. Using Critical Race Theory to analyze and present representative qualitative narratives from 218 racial justice-oriented, urban teachers of color, this article affirms that urban schools–despite serving majority students of Color–operate as hostile racial climates. Color blindness and racial microaggressions manifest as macro and micro forms of racism and take a toll on the professional growth and retention of teachers of Color. These findings suggest a need for institutionalized reform to better support a diverse K-12 teaching force…. [Direct]

Allen, Quaylan; White-Smith, Kimberly (2018). "That's Why I Say Stay in School": Black Mothers' Parental Involvement, Cultural Wealth, and Exclusion in Their Son's Schooling. Urban Education, v53 n3 p409-435 Mar. This study examines parental involvement practices, the cultural wealth, and school experiences of poor and working-class mothers of Black boys. Drawing upon data from an ethnographic study, we examine qualitative interviews with four Black mothers. Using critical race theory and cultural wealth frameworks, we explore the mothers' approaches to supporting their sons' education. We also describe how the mothers and their sons experienced exclusion from the school, and how this exclusion limited the mothers' involvement. We highlight their agency in making use of particular forms of cultural wealth in responding to the school's failure of their sons…. [Direct]

DePouw, Christin (2018). Intersectionality and Critical Race Parenting. International Journal of Qualitative Studies in Education (QSE), v31 n1 p55-69. This conceptual article employs critical race theory (CRT) as a theoretical framework to explore the importance of intersectionality in critical race parenting. In particular, I focus on intersectionality to understand better how Whiteness and racial power play out in intimate relationships within the family, particularly between White parents and family members of color. Through autoethnography, I use my own experiences as a White parent in a multiracial family to argue for an intersectional approach to ParentCrit that "centers the uniqueness of racial oppression" as well as the myriad ways in which Whiteness is socially constructed within social relations…. [Direct]

Annamma, Subini; Morrison, Deb (2018). Identifying Dysfunctional Education Ecologies: A DisCrit Analysis of Bias in the Classroom. Equity & Excellence in Education, v51 n2 p114-131. In this critical theoretical conceptualization situated in Disability Critical Race Theory (Annamma, Connor, & Ferri, 2013), we identify the current education system as a series of dysfunctional education ecologies. We next analyze how dysfunctional education ecologies are maintained through implicit bias, consider how these biases may impact classroom interactions, and reframe bias as dysconscious racism (King, 1991). Finally, we explore how school personnel can use transformative praxis (Freire, 1970) to actively dismantle these dysfunctional education ecologies through a shift in both their epistemological and axiological commitments to develop functional ecologies of learning by enacting a DisCrit Classroom Ecology…. [Direct]

Alanis, Iliana; Arregu√≠n-Anderson, Mar√≠a G.; Salinas-Gonzalez, Irasema (2018). Translingual Play That Promotes Cultural Connections, Invention, and Regulation: A LatCrit Perspective. International Multilingual Research Journal, v12 n4 p273-287. Using Latino critical race theory as a lens, this qualitative study explored ways in which young children's translanguaging practices informed the design of culturally relevant sociodramatic spaces in a bilingual early childhood classroom located along the Texas/Mexico border in South Texas. The authors identified aspects of language development that were evident as children engaged in free play. The findings indicated that bilingual children from the Head Start center where this study took place creatively used language to invent and imagine characters, scenarios, and dialogues. Furthermore, their translingual talk facilitated regulation and control of their free play…. [Direct]

Amos, Yukari Takimoto (2018). Latina Bilingual Education Teachers: Examining Structural Racism in Schools. Routledge Research in Education. Routledge Research in Education Using critical race theory and whiteness studies as theoretical frameworks, this book traces two Latina bilingual education teachers in three different professional phases: as paraprofessionals, teacher candidates, and certified teachers. Grounded in a longitudinal case study, this book sheds light on the effects of institutional racism when Latina/o educational professionals attempt inclusion in white dominant organizations, such as schools. Revealing and analyzing the structural racism present in schools and the obstacles it creates for professionals of color, the author exposes the racist practices that are hidden from view and offer practical solutions to combat them…. [Direct]

Barton, Anthony A. (2022). The Lived Experiences of Indigenous Youth during the Transition to Emergency Remote Learning: A Qualitative Study. ProQuest LLC, Ed.D. Dissertation, The University of North Carolina at Wilmington. This qualitative study was conducted to learn about the lived experiences of Indigenous youth during the transition to emergency remote learning due to the COVID-19 pandemic. Eight students at two schools in the Western part of Robeson County, North Carolina, told their stories. Tribal Critical Race Theory was used in this study as a lens to analyze the stories told by these Indigenous students and five themes emerged from the data collected from their stories: students had significant issues with the internet, remote learning was challenging, the support of teachers was vital, students wanted to return to school, and school is better now that students are back in class face to face. Findings showed the lack of access to high-speed internet often impeded students' ability to connect with their teachers consistently. Students found remote learning was much more challenging than being in the classroom face to face and returning to school was important to them. Once students returned to… [Direct]

Chavira, Gabriela; Fernandez, Frank; Mason, Sarah; Saetermoe, Carrie L. (2022). Evaluating Mentorship Programs: Survey Items for Improving Student Affairs Practice. Journal of College Student Development, v63 n2 p223-228 Mar-Apr. Positive mentorship perceptions relate to higher intent to persist (Baier et al., 2016) and sense of belonging (e.g., Apriceno et al., 2020). Apriceno and colleagues (2020) used multiple survey items to examine student engagement with mentors, but they were unable to consider how mentors incorporate Black, Indigenous and People of Color (BIPOC) students' minoritized statuses as part of the mentoring relationship. Other scholars have captured multiple factors in mentoring relationships but overlooked the importance of race in those relationships (Docherty et al., 2018). Student affairs professionals are increasingly expected to assess and evaluate programs that support student success (Fallucca, 2018). Beyond satisfying accountability pressures, assessment and evaluation work is important for gathering data to improve practice and support students. In this article, the authors draw on their experiences evaluating a program that uses critical race theory to improve faculty-student… [Direct]

Cook, Amy L.; Curley, Micaela; Donahue, Patricia; Shah, Alveena; Troeger, Rebecca (2020). Reenvisioning Family-School-Community Partnerships: Reflecting on Five Years of Dialogues on Race Programming within an Urban School Community. School Community Journal, v30 n2 p121-154. Race dialogues have the potential to promote shared family-school-community partnerships and equity in urban educational practices. Participation in dialogues allows for diverse school community stakeholders to engage in courageous conversations and reflect on how racial power dynamics affect students and families within the school community. We sought to explore how dialogues conducted among school community members may impact school climate and promote educational justice. Critical Race Theory in Education guided dialogues programming and analyses. Semistructured interviews with 11 participants were conducted and analyzed using qualitative content analysis. Findings revealed a variety of participant experiences and learning qualitatively differed by racial identity and depth of personal engagement in the dialogues. Although the race dialogues supported personal growth, connection, trust, and a sense of commitment to school improvement for many, participants described several… [PDF]

James, Liam; Stapleton, Lissa (2020). Not Another All White Study: Challenging Color-Evasiveness Ideology in Disability Scholarship (Practice Brief). Journal of Postsecondary Education and Disability, v33 n3 p215-222 Fall. Color-evasive ideology within disability higher education research is a pressing issue. The lack of naming and critiquing Whiteness in higher education disability research is a frequent challenge that remains the status quo despite its deleterious effects on disability scholarship, practice, and education. Whitecentric disability research paints an unauthentic picture of who has access and who is thriving. There is a lack of understanding of racialized structural barriers, and in some cases, cultural deprivation that impacts disabled Students of Color from rising to their fullest potential. This scholarly paper uses Disability Critical Race Theory to interrogate color-evasiveness within disability research and practice. This paper provides a brief overview of the relevant literature, addresses the problems of the default centering of whiteness in disability research, and offers suggestions in creating inclusive solutions in disability practice and scholarship. The perpetual centering… [PDF]

Hansen, Mary C.; Hnilica, Rebecca J.; Joseph, Andrea Asha; Wilcox, Serena M. (2020). Keeping Race at the Center of School Discipline Practices and Trauma-Informed Care: An Interprofessional Framework. Children & Schools, v42 n3 p161-170 Jul. Given the unique forms of trauma that some Black and Brown youths are exposed to, and the salience of race and racial bias in discipline decision making, this article proposes that discipline interventions should be both race centered and trauma informed. Using critical race theory (CRT), trauma-informed practice literature, and restorative practice philosophies, this article presents a framework that highlights how schools can incorporate racial equity into mental health practices and discipline decision making with students. Namely, CRT tenets such as the centrality of race and racism, challenging the dominant perspective, valuing experiential knowledge, and the commitment to social justice guide authors' recommendations on discipline decision making. Using an interprofessional perspective, this framework delineates how school social workers, school psychologists, and school counselors can support their schools to integrate interprofessional, trauma-informed, and race-centered… [Direct]

Flores, Tracey T.; Johnson, Wintre Foxworth; Rusoja, Alicia; Schwab, Emily Rose (2020). Intergenerational Literacies: The Racial, Linguistic, and Cultural Resources of Families in Raising Young Children of Color. Literacy Research: Theory, Method, and Practice, v69 n1 p285-302 Nov. In this article, we share findings from three qualitative studies, illustrating how children of color and their families make meaning of the racial, linguistic, cultural, and gendered worlds in which they develop. The first study examines how White adoptive Lesbian, Gay, Bisexual, Trans, Queer (LGBTQ) parents engage in race conscious child-rearing of their young African American son and the dialogism of racial identity formation and racial literacies; the second study examines the family literacy learning and teaching practices of one adult English to Speakers of Other Languages student; the third study examines how Latinx parents engage intergenerational sharing of stories as tools of resistance. Utilizing critical race theory, LatCrit theory, and sociocultural perspectives on literacy and intergenerational learning as analytical lenses, this article illuminates the consequential nature of intergenerational learning that occurs through the lived and embodied literacy practices of… [Direct]

Felix, Eric R.; Trinidad, Adri√°n (2020). The Decentralization of Race: Tracing the Dilution of Racial Equity in Educational Policy. International Journal of Qualitative Studies in Education (QSE), v33 n4 p465-490. This article examines California's Student Equity Policy crafted by policymakers to "avoid an underclass of ethnic minorities" in higher education. We combine tenets from critical race theory, interest convergence, and color-evasiveness to qualitatively interrogate 17 policy documents including chaptered bills, legislative mandates, and implementation guidelines related to the reform effort. We highlight how revisions to the reform deliberately inoculated a race-conscious policy into an effort targeting all students. Over the policy's 25-year history, we found that policymakers continuously diluted the role of race and opportunities to address racial disparities in legislative mandates. Implications for this research emphasize the significant role of policymakers in crafting legislation that explicitly draws attention to inequities faced by racially minoritized students in higher education. It considers practitioners' ability to implement these policies in ways that can… [Direct]

Gabriel, Deborah, Ed. (2020). Transforming the Ivory Tower: Models for Gender Equality and Social Justice. Trentham Books A sequel to 'Inside the Ivory Tower: Narratives of women of colour surviving and thriving in British academia' (2017). These research case studies by Black women academics describe the transformative work of contributors to the Ivory Tower project, adding intersectional voices from the United States, Canada and Australia, and LGBTQ perspectives. Privileging their lived experience, intellectual, social and cultural capital, they recount the self-defined pathways for social justice developed by women of colour. Drawing on critical race theory and Black feminism, the authors navigate challenging spaces to create meaningful roles in addressing race and gender disparities that range from invisibility in the academy to tackling female genital mutilation. Their research and practice, so often unacknowledged, is shown to be transforming teaching, research, professional and community practice within and beyond the academy. [For "Inside the Ivory Tower: Narratives of Women of Colour… [Direct]

Smolarek, Bailey B. (2020). Feeling the Stress and Strain — Race, Economics, and the Educational Experiences of Latinx Emergent Bilinguals in a 'New' Destination School. Race, Ethnicity and Education, v23 n6 p800-819. This article uses ethnographic data to examine the schooling experiences of Latinx emergent bilinguals and the educators who worked with them at a mid-size high school in a small Wisconsin city. Using Critical Race Theory, I argue that as tensions have increased in recent years from school funding cuts, deindustrialization, and demographic shifts, the community's white residents have repeated long-standing patterns of white supremacy to assert economic and cultural dominance over Communities of Color. I examine the manifestation of these dynamics in the schooling experiences of my participants through a racially hostile schooling environment and a general lack of investment in their education. This work offers important insights on the sociohistorical intersections of race and class within predominantly white, rural and suburban 'new destination' communities and problematizes the very notion of 'new' in such locals by questioning assumptions about who is 'native' and who is 'new' to… [Direct]

Foste, Zak; Irwin, Lauren (2020). Applying Critical Whiteness Studies in College Student Development Theory and Research. Journal of College Student Development, v61 n4 p439-455 Jul-Aug. In recent years a host of scholars have considered the contributions of various critical and post-structural perspectives to the study of college student development. This body of work has drawn on critical race theory, intersectionality, and queer theory, among others, to advance more power-conscious approaches to student development. Critical whiteness studies (CWS), a body of scholarship that seeks to expose the ways in which whiteness functions to maintain racial oppression, has received far less attention in the study of college student development (Jones & Abes, 2013). Consistent with third wave theorizing, we considered the contributions of CWS to student development research and theory. First, we reviewed the ways in which whiteness has been conceptualized in race research and then traced the historical origins of CWS. Second, we considered three particular constructs associated with CWS: white complicity (Applebaum, 2010), epistemologies of ignorance (Mills, 1997), and… [Direct]

Lee, Yomee; Yoon, Inae (2020). Exploring Race Consciousness among South Korean College Students through Sport. Quest, v72 n3 p338-357. The purpose of the study was to explore race consciousness among South Korean college students amid the shifting sociocultural dynamics in South Korea and aimed to reveal how their race consciousness intersected with sport. This study was guided by arguments advanced by scholars in Black studies, Whiteness studies, and Critical Race Theory (CRT). Descriptive-qualitative research design was used. The participants were four male and four female South Korean college students (n = 8, mean age = 21.5 years old). Data were collected via in-depth, face-to-face interviews and analyzed through an inductive content analysis approach. The major findings revealed contradicting, conflicting, and paradoxical layers in the participants' race consciousness related to sport. The participants formed and solidified their ideas about racial others and simultaneously saw the potential to change these ideas–especially about Black people–through sport. In short, the participants viewed sport as a… [Direct]

Kim, Hyunjin Jinna (2020). 'Where Are You From? Your English Is so Good': A Korean Female Scholar's Autoethnography of Academic Imperialism in U.S. Higher Education. International Journal of Qualitative Studies in Education (QSE), v33 n5 p491-507. Higher education institutions are growing as international spaces, making it crucial to understand how international scholars are subjected to U.S. conceptions of race and racialization. Drawing from a tenet of critical race theory (CRT), storytelling and counter storytelling, this autoethnographic study presents reflections of a Korean female scholar's racialized experiences in U.S. higher education. This study explores how personal status as a foreign-born female scholar along with socio-institutional factors shape academic experiences in the U.S. Using autoethnography as a qualitative research method reveals layers of one's consciousness by connecting personal experience to culture. While presenting an amalgam of racial experiences in U.S. academia, I call for the need to address academic imperialism that is embedded in both the dominant structures of our society and in academia. I assert that CRT and AsianCrit have the potential to transform higher education and to develop a more… [Direct]

Chapman, Thandeka K.; Crawford, James; Jones, Makeba; Lopez, Dolores; Rogers, Kirk D.; Stephens, Ramon (2020). A Necessary Pairing: Using Academic Outcomes and Critical Consciousness to Dismantle Curriculum as the Property of Whiteness in K-12 Ethnic Studies. Equity & Excellence in Education, v53 n4 p569-582. Using Critical Race Theory, the authors explore how K-12 Ethnic Studies attempts to dismantle curriculum as the property of Whiteness by replacing it with a social justice education curriculum that centers the lived experiences and epistemologies of people of color. The authors assert that when Ethnic Studies programs cultivate a dual focus on developing critical consciousness and academic skills, these programs can de-center Whiteness and better serve the educational needs of students of color. Using Harris' four property functions of Whiteness, the authors explain how class assignments that include both critical consciousness and academic skills displace Whiteness as the center of the curriculum. The authors contend that, in the age of Ethnic Studies expansion, targeted and aligned curriculum, which supports the social and academic needs of students of color, is necessary to contest curriculum as the property of Whiteness and to forward the racial justice project, increasing access… [Direct]

Tosolt, Brandelyn (2020). Dear White Teacher: This Black History Month, Take a Knee. International Journal of Qualitative Studies in Education (QSE), v33 n7 p773-789. U.S. education is built upon a system of Whiteness, entrenched in White supremacy culture, and defended by White fragility. Within this framework, even a publicly-recognizable event intended to center Blackness, the celebration of Black History Month, reinscribes White supremacy. Through the decontextualized presentation of select Black heroes and the use of pedagogies that position White teachers as authority figures who regulate the presence of Blackness, and without drawing attention to the White supremacist cultural norms that are the foundation for U.S. society, students can walk away from Black History Month with a reinforced belief in White supremacy. In order to disrupt White supremacy, White teachers must be grounded in the principles of critical race theory. White teachers must take a knee against normative Whiteness and develop as 'abolitionist teachers'. Those teachers who choose to persist with pedagogical approaches that devalue Blackness and support White supremacy… [Direct]

Han, Keonghee Tao; Kambutu, John; Nganga, Lydiah; Scull, W. Reed (2020). Voices from the Red States: Challenging Racial Positioning in Some of the Most Conservative Communities in America. Race, Ethnicity and Education, v23 n1 p74-93. Using positioning theory (PT) and critical race theory (CRT), we examine disparate power relations between White governance and faculty of color (FOC) in one rural American teacher education context. PT and CRT allow researchers to analyze how the positionings of White-Other have been historically rooted and impacting the meso-institutional policies/practices and the micro-individual relationships. Findings show that racial relations in academia does not exist in a social vacuum: the cyclical patterns of discrimination and rural racism have endured in university practices under study and shaped the current unequal power relations between White governance and FOC. We suggest changing the current policies and practices to include deliberate initiatives in hiring, retaining, and promoting FOC to leadership positions in teacher/higher education. We conclude that Whites and people of color must redouble efforts to form coalitions with one another that will advance progressive… [Direct]

Davis, Erika; Vargas, Nicholas; Villa-Palomino, Julio (2020). Latinx Faculty Representation and Resource Allocation at Hispanic Serving Institutions. Race, Ethnicity and Education, v23 n1 p39-54. Early advocates for Hispanic-Serving Institutions argued that HSIs should require 'significant Hispanic staffing patterns at the faculty … level' and 'serious commitment to the needs of Hispanic learners.' We examine whether HSIs, nearly 40 years later, have addressed these calls by detailing rates of Latinx faculty representation and exploring how HSIs incorporate faculty in federally funded HSI initiatives. Analyses of all Title V funded HSIs from 2009-2016 (N = 167) indicate that the average Latinx student-to-Latinx faculty ratio is 146:1, whereas the corollary White student-to-White faculty ratio is 10:1. Moreover, analyses of HSI grant abstracts indicate that HSIs expend federal funding–which was initially intended to ameliorate educational inequalities–on training White faculty to become more 'culturally aware' and 'culturally engaged.' We argue these findings align with two core tenets of Critical Race Theory (CRT)–namely CRT's critique of racial liberalism, and Derrick… [Direct]

George, Rhonda C.; Maier, Reana; Robson, Karen (2020). Ignoring Race: A Comparative Analysis of Education Policy in British Columbia and Ontario. Race, Ethnicity and Education, v23 n2 p159-179. Racial equity in Canadian education remains elusive. Despite Canada's status as a multicultural nation, many minority students continue to be marginalised. In this article, we compare equity-related education policy in two Canadian provinces — Ontario and British Columbia — to ascertain how race and racialized students are understood in official documents. After reviewing provincial policy contexts from the early 1990s onward, we discuss the results of a content analysis of provincial education policy documents using Critical Policy Analysis and Critical Race Theory. We argue that the treatment of race and equity in these documents demonstrates 'symbolic anti-racism,' rather than substantive anti-racism, in three key ways: 1) the lack of robust education policy related to racial equity; 2) the construction of racism as an individual characteristic rather than a structural problem in the education system; and 3) the near-absence of race-related data collection. Policy… [Direct]

Feagan, Robert B.; Pulsifer, Kenzie; Sliwinski, Alicia (2020). Race and Participation in International Experiential Learning: Case-Based Exemplar of a Habitat-University Partnership in El Salvador. Frontiers: The Interdisciplinary Journal of Study Abroad, v32 n1 p60-79 Jan. International experiential learning (IEL) has various pedagogical concerns associated with the colonial and racialized lineage underlying its Global South engagements. Drawing on critical race theory, White privilege, and globally engaged learning research as they inform IEL, this case-based study of "northern" participant perceptions of their experiences in a partnership between Habitat for Humanity in El Salvador and a Canadian university focuses on a "catalytic moment" in El Salvador. That is, a unique situation arose which prompted participant women of color (WoC) to share distinct insights and counter-stories from their positions, providing an opening for deeper attention to race for all of the participants and, we believe, for IEL practice more broadly. And in this context, the host partners saw opportunities for IEL participation both North and South to be strengthened through greater diversity in team composition and in associated host-community learning… [PDF]

Jacqueline D. Drye (2024). Using Professional Development as a Tool to Build Teacher Capacity for Recognizing Giftedness in African American Students. ProQuest LLC, Ed.D. Dissertation, The College of William and Mary. African American students are underrepresented in gifted programs in American public schools. This is due in part to the teachers' role in the gifted identification process. Classroom teachers are asked to refer students for evaluation for gifted services. To effectively do this, teachers must understand the unique challenges faced by gifted students from diverse populations, be able to recognize potential and be willing to explore their own perceptions about giftedness. When considering the historical plight of African Americans and their quest for an equitable education, coupled with current statistics on income, employment and educational attainment, the need to address this issue becomes clear. Students of high ability, regardless of race, must be given opportunities to realize their potential, ultimately benefiting the individual and society at large. The purpose of my study was to ascertain elementary school teachers' perceptions of giftedness toward African American students… [Direct]

Tessa Brown (2020). What Else Do We Know? Translingualism and the History of SRTOL as Threshold Concepts in Our Field. College Composition and Communication, v71 n4 p591-619 Jun. In this article, the author uses storytelling to retell moments in the history of our field. Using personal anecdote alongside critical race theory and critical whiteness studies, she critiques the Writing About Writing movement by re-situating it in history: first narrating it as a contemporary of the Translingualism movement, and then comparing it with Mina Shaughnessy's Errors & Expectations. These two sets of narrative, historicized foils allow the author to develop a portrait of the Writing About Writing movement as a colorblind countermovement to the translingualism movement, a bid for power in the white context of academic institutions at a moment of austerity in the first decade of the 2000s. Instead of the Writing About Writing movement's colorblind and ahistorical portrait of what writing scholars know, the author tells stories that center translingualism and Students' Right to Their Own Language as central concepts to the study of rhetoric, composition, writing, and… [Direct]

Jasmine Alicia Hawa Griffith (2024). Climbing the Academic Ladder While Black: Exploring the Experiences of Institutional Belongingness for Black Counselor Education and Supervision Doctoral Students at Predominantly White Institutions. ProQuest LLC, Ph.D. Dissertation, Old Dominion University. Although ample research investigates students' belongingness experiences in counselor education (CE) programs, existing literature only marginally explores the realities of Black master students, and there is a notable lack of empirical attention to Black doctoral students' belongingness experiences in counselor education and supervision (CES) programs. Investigating Black CES doctoral students' belongingness experiences at Predominantly White Institutions (PWIs) is critical to understanding how the Council for Accreditation of Counseling and Related Education Programs (CACREP) accredited CES programs can address the troubling statistic that Black doctoral students are least likely to become full-time CE faculty. Consequently, this study utilizes critical phenomenology from a critical race theory perspective to explore how Black CES doctoral students experience institutional belongingness through interactions with institutional agents (i.e., faculty, peers, administrators, and… [Direct]

Brandy Kamm; Lervan Atticot (2024). Administrator and Teacher Experiences Implementing Restorative Practices: A Phenomenological Study. Journal of Leadership, Equity, and Research, v10 n1 p63-86. Exclusionary disciplinary practices negatively and disproportionately impact Black students academically, socially, and emotionally and have been attributed to the school-to-prison pipeline. This research was conducted to determine the impact of restorative justice practices on exclusionary discipline by evaluating the lived experiences of school leaders and teachers. The findings of this research determined that restorative justice practices can effectively interrupt the over-suspension and expulsion of Black students if implemented as a practice as opposed to a program. Additionally, the following barriers to implementation were identified through this study: time, mindset, lack of resources, and professional development and involvement of all stakeholders. Critical race theory and labeling theory were the theoretical lenses through which this research was conducted. Sixteen school leaders and teachers were interviewed using Zoom. Interviews were transcribed and coded to identify… [PDF]

Delicia Goodman-Lee (2024). Perspectives of Administrators on Practices Leading to Discipline Disproportionality among African American Students with Disabilities. ProQuest LLC, Ed.D. Dissertation, Walden University. Discipline disproportionality among African American students with disabilities is well documented in empirical research; however, there are limited studies about school administrators' perspectives on practices leading to disproportionality for this population. The purpose of this study was to examine school administrators' perspectives on practices and issues leading to discipline disproportionality in a large southeastern U.S. state. Social justice leadership, coupled with disability studies and critical race theory, served as the conceptual framework. A basic qualitative design with open coding and thematic analysis was used to answer the three research questions. Data were collected via virtual semistructured interviews with six administrators who work in a school district with or without discipline disproportionality. Interviews were audio recorded and transcribed. The following themes emerged: (a) absence of mechanisms for building relationships with students and parents; (b)… [Direct]

Sylvia S. Somiari (2024). Black Women in TESOL: Exploring the Professional Identity and Experiences of Black Female Teachers of TESOL. ProQuest LLC, Ph.D. Dissertation, University of Kansas. Within the field of TESOL, representation in research and pedagogical knowledge has overwhelming been representative of the White educator's narrative. Lack of representation of voices from teachers of color serves to further marginalize the experience of this group and delegitimize the knowledge and expertise that they bring to their professional and academic spaces. Drawing from literature within the fields of Critical Race Theory and Critical Feminist Theory, through use of counternarratives of experience, this qualitative study investigated the role of language, race, and gender in the construction and negotiation of five Black female TESOL teachers' racial and professional identities within professional contexts. Findings showed that Black female TESOL teachers regularly encountered microaggressions, disparaging racial ideologies, and questioning of their legitimacy and abilities as TESOL professionals based on intersecting factors of their racial, gendered, and linguistic… [Direct]

Derek Begay (2024). Administrators' Perceptions of Challenges When Supporting the Academic Achievement of Navajo High School Students. ProQuest LLC, Ed.D. Dissertation, Walden University. Administrators are challenged to support the academic achievement of Navajo high school students. Research concerning public school campus administrators' perceptions of these challenges is scarce. The purpose of this basic qualitative study was to examine school administrators' perceptions concerning challenges they face when supporting the academic success of Navajo high school students, as well as the strategies they use to address these challenges. Brayboy's tribal critical race theory grounded this study. Research questions were focused on how administrators identified Navajo students' challenges and how they prioritized approaches and planning for Navajo students to achieve academically. Data were collected using semistructured interviews with eight purposively selected high school administrators in a southwestern state who held administrative licenses and had a least 30% American Indian/Alaska Native student populations in their schools. The data were analyzed using content… [Direct]

Marson S. Richardson (2024). Best Practices and Perceptions of Elementary Administrators to Address the Underrecognition of Culturally, Linguistically, and Economically Diverse Students in Gifted and Talented Education Programs. ProQuest LLC, Ed.D. Dissertation, Walden University. This study addressed the problem of the underrecognition of culturally, linguistically, and economically diverse (CLED) elementary school student populations in gifted and talented (GT) programs in the United States. The purpose of this basic qualitative study was to identify to what administrators in exemplar schools in the United States attribute the equitable recognition of CLED students in their GT programs. Critical race theory (CRT) informed this study and was supported by an appreciative inquiry approach. The research questions explored equitable recognition and best practices described to encourage equitable recognition of CLED students in GT programs. Elementary school administrators who served in schools with equitable recognition of CLED elementary student populations in GT education programs were targeted for participation. Data were collected via semistructured interviews with seven participants who met the criteria of (a) being elementary school administrator leaders… [Direct]

Brent C. Elder; Latifa Sebti (2024). "Inclusion Is Definitely a Possibility for All": Promoting Inclusive Education through a Critical Professional Development Schools Model. School-University Partnerships, v17 n3 p285-302. Purpose: In this article, we highlight ways in which disability critical race theory (DisCrit) (Annamma et al., 2013), inclusive education and community-based participatory research (CBPR) can be used within professional development schools (PDS) to provide students with disabilities with more access to inclusive classrooms. At a grade 4-6 elementary school, we developed a model of a critical PDS to promote inclusive education and facilitate the transition of students of color with disabilities from self-contained to inclusive classrooms. We conducted semi-structured interviews and used action plan meetings with school administrators, teachers, professionals and students with disabilities and their parents to assess the impact of our critical PDS model. Findings suggest this model had a positive impact on administrators' and teachers' critical consciousness, ideological and instructional practices, students of color with disabilities' social, academic and personal outcomes, as well… [Direct]

Anjali Bhagra; Barbara Jordan; Caleta Beards; Erick Garcia; Isabelle Martin; Kabuika Kamunga; Kara Saliba; Monica Ibarra; Patrick Decker-Tonnesen (2024). A Catalyst for Activation against Racism: Case Study on Effectiveness of Workplace Equity, Inclusion and Diversity Conversations. Journal of Workplace Learning, v36 n8 p729-745. Purpose: This case study delves into the evolving landscape of equity, inclusion and diversity (EID) initiatives within the health-care sector, with a specific focus on the "EverybodyIN" program implemented at the Mayo Clinic, a large academic Medical Center in the USA. Against the backdrop of growing awareness catalyzed by societal events, this case study aims to explore the multifaceted aspects of workplace conversations aimed at addressing racial disparities and fostering a more inclusive environment. Design/methodology/approach: The case study relies on the application of critical race theory and a social constructionist approach to investigate the impact of a subset of voluntary educational conversations that were centered on the Black/African-American experience, on staff members' racial understanding and allyship within the health-care organization. Through thematic analysis of postevent surveys and participant sentiments, three overarching themes emerged:… [Direct]

Kyuchukov, Hristo; New, William (2018). Language Education for Romani Children: Human Rights and Capabilities Approaches. European Education, v50 n4 p371-384. The language of school is very often an obstacle to the successful education of indigenous, migrant, and minority children. One such group in Europe, the Romani, constitutes an ideal case of educational injustice meeting linguistic difference, racism, social marginalization, and poverty. Notwithstanding its virtues, rights-based advocacy for language minority children has not fulfilled its promise of educational justice: we propose that Sen's comparative capabilities approach is a better approach. We raise preliminary questions about (a) the unique linguistic situation for Romani youth in contemporary Europe, and (b) about the advantages of using Sen's capabilities approach as a conceptual tool for this investigation, and for investigations of other situations where linguistic minorities face persistent social injustice. We will attempt this through the investigation of a recent case of discrimination against Romani children on the basis of language, adjudicated by the European Court… [Direct]

McGrew, Ken (2020). Challenging Bigotry in the Freirean Classroom. International Journal of Qualitative Studies in Education (QSE), v33 n2 p212-228. In order to understand the current social, cultural, and political period of ascendant racism, homophobia, sexism, ableism, classism, and xenophobia — personified in the actions and statements of the current President of the United States — and its relationship to education, Ken McGrew suggests that the scholarship of Paulo Freire is particularly helpful. In this essay he positions his use of Freirean inspired pedagogy in the history of the social foundations tradition in education. He reflects on opposition to the foundations project, drawing upon his own teaching experiences and those of other scholars. Classroom experiences like those described in this essay, including institutional responses to them, are identified as locations of struggle with larger agendas — which include neoliberal efforts to repress the social foundations tradition in teacher training and advance banking education — to manipulate, divide, and dominate the lower-classes. He observes that the radical… [Direct]

Kenya Matthews-Liggins (2023). The Disparities in Black College Students' Access to Financial Resources Based on Their Socioeconomic Status and Background. ProQuest LLC, Ed.D.Ed.Lead. Dissertation, Saint Peter's University. This research study aspired to establish a platform for African American college students to express their perspectives and encounters regarding their background and socioeconomic status, and how these factors have influenced their financial awareness. The endeavors aimed to provide insights that could be advantageous for future Black college students. The focal point of the study is on how Black college students obtain or struggle to receive financial literacy and resources according to their background and economic differences. The study was grounded in a theory of oppression (Feagin, 2013; Freire, 1987) and status attainment theory (Blau & Duncan, 1967). A theory of oppression highlights systemic racism and the social blocks that hinder Black college students' quality of life, and status attainment theory emphasizes the achieved and ascribed factors of inherited and influenced earlier years and social standings, as well as ascended and descended status hierarchy according to… [Direct]

Collins, Kathleen M.; Connor, David; Ferri, Beth; Gallagher, Deborah; Samson, Jennifer F. (2016). Dangerous Assumptions and Unspoken Limitations: A Disability Studies in Education Response to Morgan, Farkas, Hillemeier, Mattison, Maczuga, Li, and Cook (2015). Multiple Voices for Ethnically Diverse Exceptional Learners, v16 n1 p4-16 Spr. In this article, we critically review the work of Morgan et al. (2015) and offer Disability Studies in Education (DSE) as an alternative conceptualization to traditional research within special education. We first unpack many of Morgan et al.'s (2015) assumptions, which are grounded in deficit discourses about children, family structures, economic status, and home cultures. Next, we identify flaws in their research design and methodology. Finally, we elaborate on how, through naming and making visible the workings of ableism and racism, DSE offers a way to counter the deficit discourses and inaccurate abstractions of lived realities upon which Morgan et al.'s (2015) work rests…. [Direct]

Kana'iaupuni, Shawn Malia; Ledward, Brandon; Malone, Nolan (2017). "Mohala i ka wai": Cultural Advantage as a Framework for Indigenous Culture-Based Education and Student Outcomes. American Educational Research Journal, v54 n1 suppl p311S-339S Apr. The framework of cultural advantage calls researchers and leaders to reexamine the structures, paradigms, and practices of effective education. We argue that the moral imperative in this challenge is to critically scrutinize and counter the way education systems perpetuate systematic inequities in opportunities and outcomes afforded to certain groups in society, in effect curtailing cultural and linguistic diversity and innovation. Our findings from research conducted in Hawai'i indicate that learners thrive with culture-based education (CBE), especially Indigenous students who experience positive socioemotional and other outcomes when teachers are high CBE users and when learning in high-CBE school environments. Educational progress will come from forward-oriented research and leadership that embraces the cultural advantages of students with diverse experiences of racism, poverty, cultural trauma, and oppression. By cultivating culturally vibrant and affirming learning environments… [Direct]

Townes, Emilie M. (2016). Teaching and the Imagination. Religious Education, v111 n4 p366-379. Emilie Townes begins by describing her childhood growing up as a Black middle class girl headed toward womanhood in the South in the late 1950s, 60's and early 70s. Townes writes that growing up during that time filled her with a host of experiences and memories that continue to shape her today. She writes that she learned about racism from the Black and White folks around her, and it was an education that puzzled her because racism made and continues to make no rational sense. Growing up in a world rich with words and religion meant that she learned at an early age to learn to survive the daily small and sometimes large indignities of racism by negotiating it with creativity, imagination, and sometimes humor, while maintaining her integrity and sense of self. Although educators sometimes forget the power of this kind of organic education that raised most of us, within this education children were taught to cultivate their imagination and dream of what might be. She argues for the… [Direct]

Michael Henry Berrie (2023). Racial Identity and Sense of School Belonging in African American Males: A Basic Qualitative Inquiry. ProQuest LLC, D.Ed. Dissertation, Concordia University Chicago. The underperformance of African American males compared to their white counterparts in educational settings has been a long-standing research subject. Researchers have employed several lenses with which to view this phenomenon. Ogbu (2004) claimed that African American students are more likely to possess anti-school attitudes, which ultimately lead to disconnection from school. These anti-school attitudes serve as a mechanism to disengage from an institution that is viewed as an instrument with which to perpetuate white supremacy. Steele (1992) asserted that Black students' contact with society's stereotypes of their ability is often internalized as "inferiority anxiety." This anxiety can result in blaming others for their underachievement, avoiding available opportunities, and developing a victim's mentality. This qualitative inquiry aimed to understand the lived experiences of African American adolescent males as they steer through societal constructs, racism, and… [Direct]

Lauren R. Contreras (2022). "Exitosas" on Their Own Terms: Centering Latina "Testimonios" to Understand Latina Undergraduates' Student Success Beliefs. ProQuest LLC, Ph.D. Dissertation, University of Denver. Utilizing "testimonio" methodology grounded in LatCrit and Chicana Feminism, this research centered the voices of 11 Latina undergraduates attending a 4-year private, predominantly white institution in the Western U.S. to understand how they defined and measured their own success in higher education. Traditional success measures focus on the institution's dominant measures, such as graduation and persistence rates. These success measures do not fully represent Latina/o/x values nor how Latinas undergraduates define their own success in higher education. This research revealed that Latina undergraduates define their success by academic achievement, career attainment, Latina/o/x values of "familismo" and "comunidad," and their own personal growth and well-being. While the Latina undergraduates in this study embraced academic achievement and career attainment, which align with dominant measures of student success, they also shared student success beliefs… [Direct]

Lee, Najuana P. (2013). Engaging the Pink Elephant in the Room: Investigating Race and Racism through Art Education. Studies in Art Education: A Journal of Issues and Research in Art Education, v54 n2 p141-157 Win. This mixed-methods practitioner inquiry aimed to facilitate transformative learning of individuals' racial attitudes. The focus of this research was to investigate what influence participating in a semester-long social justice art education studio course may have on preservice and practicing art educators' implicit (unconscious) and explicit (conscious) racial attitudes and understandings toward self and others. This research also aimed to develop transformative art education pedagogy and understand its role in the critical examination of issues surrounding race and racism, and its impact on transforming racial attitudes. The findings of this study indicated that exploring racial issues through transformative art education pedagogy can facilitate positive attitude change and help educators to become more comfortable with the topic of race and the idea of working with diverse populations…. [Direct]

Celoria, Davide (2016). The Preparation of Inclusive Social Justice Education Leaders. Educational Leadership and Administration: Teaching and Program Development, v27 p199-219 Mar. This article is intended to spark dialogue and debate related to the preparation of inclusive social justice education leaders in a time of colorblindness. Drawing attention to the reductionist construction of the professional standards for educational leaders when it comes to preparing educational leaders who are ready to address and eliminate racism, inequalities, and injustices. And calls for the preparation of education leaders and aspiring principals who understand that all isms are endemic and engrained in the fiber of our society and are prepared to address and abolish marginalization in schools and promote places of learning that are inclusive and diverse through the use of three existing frameworks…. [PDF]

Nikki Riccardo Celotto (2022). Factors That Matter: Suburban Elementary Teachers' Growth Mindset and Culturally Responsive Teaching. ProQuest LLC, Ed.D. Dissertation, Saint Joseph's University. With the visceral response to instances of police brutality and use of excessive force, a resurgence of considerable racial unrest and a heightened awareness of the Black Lives Matter movement in the media makes this study timely in recognizing racial injustice and the need for cultural competency in the stronghold of education. The United States has experienced a surge of racial diversity in the last decade, and unsurprisingly, suburban school districts' diversity has grown commensurately. Currently, people of color make up 35% of the suburban population. However, teachers who service such schools continue to be homogeneously White. Because of the history of oppression in education, schools need educators who are adequately trained in culturally responsive teaching and who appreciate diversity in order to mitigate oppressive practices such as deficit thinking, systemic racism, and lack of training to teach diverse student populations. This qualitative, interpretive study examines… [Direct]

Erete, Sheena; Rankin, Yolanda A.; Thomas, Jakita O. (2021). Black Women Speak: Examining Power, Privilege, and Identity in CS Education. ACM Transactions on Computing Education, v21 n4 Article 26 Dec. Despite the increasing number of women receiving bachelor's degrees in computing (i.e., Computer Science, Computer Engineering, Information Technology, etc.), a closer look reveals that the percentage of Black women in computing has significantly dropped in recent years, highlighting the underrepresentation of Black women and its negative impact on broadening participation in the field of computing. The literature reveals that several K-16 interventions have been designed to increase the representation of Black women and girls in computing. Despite these best efforts, the needle seems to have barely moved in increasing the representation or the retention of Black women in computing. Instead, the primary goals have been to recruit and retain women in the CS pipeline using gender-focused efforts intended to increase the number of women who also identify as members of racialized groups. However, these gender-focused efforts have fallen short of increasing the number of Black women in… [Direct]

Applebaum, Barbara (2019). Remediating Campus Climate: Implicit Bias Training Is Not Enough. Studies in Philosophy and Education, v38 n2 p129-141 Mar. A common remedial response to a culture of racism, sexism, homophobia and other forms of oppression on college campuses has been to institute mandatory implicit bias training for faculty, staff and students. A critical component of such training is the identification of unconscious prejudices in the minds of individuals that impact behavior. In this paper, I critically examine the rush to rely on implicit bias training as a panacea for institutional culture change. Implicit bias training and the notion of implicit bias it is grounded in is examined and the advantages and limitations of this approach is elaborated. An exclusive focus on implicit bias, it is argued, can protect ignorance rather than correct it. Similar to implicit bias, microaggressions is a concept that has played a role in campus diversity interventions. An examination of microaggression education demonstrates how it corrects for some of the pitfalls of relying on the concept of implicit bias to improve campus… [Direct]

DJangi, Ahmad R. (1993). Racism in Higher Education: Its Presence in the Classroom and Lives of Psychology Students. This paper explores the overt and covert forms of racism in American institutions of higher education and focuses on racism at one graduate school in psychology. Though the nation as a whole decries racism, overt racial acts are on the upswing at institutions of higher education and covert racism exists across the nation. The paper argues that, in the educational community, the most significant racism is covert and involves hostile and insensitive acts, bias in the application of harsh sanctions, bias in attention to students, bias in selection of curriculum materials, unequal amounts of instruction, biased attitudes toward students, lack of diversity in faculty and administration, and denial of racist actions. The central portion of the paper examines a particular graduate school of psychology publicly known for its openness and diversity. This portion cites examples of overt racism. Confronting these incidents brought to the surface existing covert racism in student treatment,… [PDF]

Darnell, Jean (2021). Unpacking Black School Librarianship. Knowledge Quest, v49 n4 p32-37 Mar-Apr. As a Black school librarian in Texas, there's one set of rules for her colleagues and another for Jean Darnell. Here she shares the difficulty she has endured trying to empower students to become active and engaged citizens while challenging school traditions. As an educator and school librarian for almost twenty years, she hesitated to even join this opportunity because the engrained slights and negative experiences she has endured where she can nonchalantly be thrown into the category of "she's just a bitter employee" or "she's just an angry Black woman." But that right there is an issue. She is not allowed to be upset by intentional ugliness. She has had to consistently turn a blind eye to injustice. Writing this article threatens her entire career because she will more than likely be labeled "difficult" when she is really searching for equality in professional growth and job protection when she speaks up about sensitive topics like implicit bias and… [PDF]

MoNique K. Price (2024). You Can't Tell It, Let Me Tell It: Making Sense of Belonging by Exploring the Lived Experiences of African American Students at a Predominately White Institution. ProQuest LLC, Ph.D. Dissertation, Oakland University. African American students make up approximately 13.1% of all students enrolled in postsecondary institutions across the United States (Hanson, 2023). African American students overwhelming, approximately 68%, attend public institutions. Further, approximately, 72% of African American students are enrolled at 4-year institutions. African American students enrolled at these institutions face challenges that their peers who are not African American do not such as feelings of isolation, microaggressions, and less-than-welcoming campus climates. These factors often prevent African American students from fostering a sense of belonging to and on their campuses. Using Critical Race Theory (CRT) and the theory of Double Consciousness as theoretical frameworks, this study sought to evaluate the sense of belonging of third-year undergraduate students enrolled at a Predominately White Institution (PWI). Further, my dissertation sought to uncover the effect, if any, student engagement had on… [Direct]

Eric DeVon Johnson (2024). Black Male Initiatives' Effect on Black Male Persistence and Graduation. ProQuest LLC, Ph.D. Dissertation, Walden University. With a decade-long stagnant 34% Black male college graduation rate, there was little understanding of how and why Black male initiatives, designed to improve Black male persistence and graduation in 4-year colleges, affected retention and graduation-related behaviors, as understood by the Black male participants in such initiatives. This interpretive description study explored Black male initiatives' influence on Black male persistence and graduation at an East Texas historically Black college. For continued accreditation, the Southern Association of Colleges and Schools Commission on Colleges required management for each college to identify and address academic needs that improved student persistence and graduation. Cultural capital, social capital, and narratives were three essential critical race theory concepts that grounded this study. The questions guiding this research study solicited Black men's experiences, the emerged meanings, and how Black male college students perceived… [Direct]

Jasmin R. Hagen (2024). Unveiling the Voices: Lived Experiences of Adolescent Girls with Emotional Disturbance in Special Education. ProQuest LLC, Ph.D. Dissertation, Lesley University. This dissertation addresses a significant gap in existing research by exploring lived experiences of cisgender female adolescents (Grades 7-12) diagnosed with emotional disturbance (ED) in the U.S. Current statistics indicate that 28% of students in special education with an ED diagnosis are girls; yet, their perspectives remain largely absent from scholarly discourse. Rooted in critical constructivism, critical feminist theory, and dis/ability studies and critical race theory (DisCrit), this qualitative study aims to elucidate insights that can enhance academic success and elevate high school graduation rates for this demographic. This research investigates the experiences of seven participants from New England, representing both self-contained and inclusion special education settings. Participants engaged in interviews and vision board exercises in order to examine the question, "How do cisgender female adolescents with ED experience either a self-contained classroom or an… [Direct]

Sarah Chase (2024). Policy Agency Development in a "Divisive" Education Climate: A Case Study of Preservice Teachers' Social Justice Commitments and Investments in Whiteness. ProQuest LLC, Ph.D. Dissertation, Iowa State University. As "divisive concepts" educational policies continue to be implemented across the United States, it is important to consider how preservice teachers (PSTs) are being prepared for this teaching landscape. Within an upper-level undergraduate education foundations course at a public university in Iowa, this critical case study (Dyson & Genishi, 2005; Merriam, 1998) explored how twelve white PSTs, who identified as women or nonbinary, made sense of state-level "divisive concepts" policies in light of their espoused social justice-based commitments. Using observation, document, and interview data alongside a Critical Race Theory and Critical Whiteness Studies framework (Dixson & Rousseau Anderson, 2018; Matias & Boucher, 2021), this qualitative study interrogated whiteness norms in the face of these policies and the ongoing need to prepare equity-oriented educators. Three findings demonstrated how participants made sense of their social justice commitments… [Direct]

Christina Grove; Michelle Cooley; Nana Becoat; Pablo Ramos Jr. (2024). Dream-Seekers (Ladson-Billings, 2009): An Analysis of Culturally Relevant Pedagogical Development through the Perspective of Black Novice Teachers. ProQuest LLC, Ed.D. Dissertation, University of Missouri – Saint Louis. Using critical race theory and Gloria Ladson-Billings' culturally relevant pedagogy as theoretical frameworks, this thematic narrative analysis study explored the epistemology and ontology of culturally relevant pedagogy by investigating the research question: How do Black novice teachers (years 1-5) become culturally relevant practitioners? The researchers conducted semi-structured interviews with Black K-12 public school teachers in which the participants reflected on how their upbringing, cultural identities, K-12 experiences, and teacher preparation program/process impacts their readiness to practice culturally relevant pedagogy. Five themes emerged from the narrative analysis: (1) K-12 racialized trauma; (2) racialized awakening and awareness; (3) the sanctuary of educational and familial spaces; (4) the impact of professional development; and (5) seeking the dream: the quest toward embracing the epistemological and ontological paradigms of a culturally relevant pedagogy. This… [Direct]

Christina Grove; Michelle Cooley; Nana Becoat; Pablo Ramos Jr. (2024). Dream-Seekers (Ladson-Billings, 2009): An Analysis of Culturally Relevant Pedagogical Development through the Perspective of Black Novice Teachers. ProQuest LLC, Ed.D. Dissertation, University of Missouri – Saint Louis. Using critical race theory and Gloria Ladson-Billings' culturally relevant pedagogy as theoretical frameworks, this thematic narrative analysis study explored the epistemology and ontology of culturally relevant pedagogy by investigating the research question: How do Black novice teachers (years 1-5) become culturally relevant practitioners? The researchers conducted semi-structured interviews with Black K-12 public school teachers in which the participants reflected on how their upbringing, cultural identities, K-12 experiences, and teacher preparation program/process impacts their readiness to practice culturally relevant pedagogy. Five themes emerged from the narrative analysis: (1) K-12 racialized trauma; (2) racialized awakening and awareness; (3) the sanctuary of educational and familial spaces; (4) the impact of professional development; and (5) seeking the dream: the quest toward embracing the epistemological and ontological paradigms of a culturally relevant pedagogy. This… [Direct]

Christina Grove; Michelle Cooley; Nana Becoat; Pablo Ramos Jr. (2024). Dream-Seekers (Ladson-Billings, 2009): An Analysis of Culturally Relevant Pedagogical Development through the Perspective of Black Novice Teachers. ProQuest LLC, Ed.D. Dissertation, University of Missouri – Saint Louis. Using critical race theory and Gloria Ladson-Billings' culturally relevant pedagogy as theoretical frameworks, this thematic narrative analysis study explored the epistemology and ontology of culturally relevant pedagogy by investigating the research question: How do Black novice teachers (years 1-5) become culturally relevant practitioners? The researchers conducted semi-structured interviews with Black K-12 public school teachers in which the participants reflected on how their upbringing, cultural identities, K-12 experiences, and teacher preparation program/process impacts their readiness to practice culturally relevant pedagogy. Five themes emerged from the narrative analysis: (1) K-12 racialized trauma; (2) racialized awakening and awareness; (3) the sanctuary of educational and familial spaces; (4) the impact of professional development; and (5) seeking the dream: the quest toward embracing the epistemological and ontological paradigms of a culturally relevant pedagogy. This… [Direct]

Christina Grove; Michelle Cooley; Nana Becoat; Pablo Ramos Jr. (2024). Dream-Seekers (Ladson-Billings, 2009): An Analysis of Culturally Relevant Pedagogical Development through the Perspective of Black Novice Teachers. ProQuest LLC, Ed.D. Dissertation, University of Missouri – Saint Louis. Using critical race theory and Gloria Ladson-Billings' culturally relevant pedagogy as theoretical frameworks, this thematic narrative analysis study explored the epistemology and ontology of culturally relevant pedagogy by investigating the research question: How do Black novice teachers (years 1-5) become culturally relevant practitioners? The researchers conducted semi-structured interviews with Black K-12 public school teachers in which the participants reflected on how their upbringing, cultural identities, K-12 experiences, and teacher preparation program/process impacts their readiness to practice culturally relevant pedagogy. Five themes emerged from the narrative analysis: (1) K-12 racialized trauma; (2) racialized awakening and awareness; (3) the sanctuary of educational and familial spaces; (4) the impact of professional development; and (5) seeking the dream: the quest toward embracing the epistemological and ontological paradigms of a culturally relevant pedagogy. This… [Direct]

Maria Guadalupe Montejano (2024). The Time Is Now: Latina Leadership in California Community Colleges. ProQuest LLC, Ed.D. Dissertation, California Lutheran University. The Latinx population in California surpassed 15 million in 2022, constituting 39% of the state's residents. Despite Latinx students making up nearly half of the California Community Colleges (CCC) student body in 2019, there remains a notable lack of Latina representation in CCC leadership. To understand this disparity, a qualitative study examined the experiences of seven Latina leaders working at CCCs. The study revealed factors influencing the participants' pursuit of leadership roles, their challenges in career advancement, and the strategies and resources that facilitated their progress. Theoretical frameworks included Latina/o critical race theory (LatCrit) and Chicana feminist theory. Data analysis uncovered three themes: The first theme, "Crianza Latina"/Latinx Upbringing, explored participants' backgrounds, delving into the impact of their upbringing, involvement in cultural communities, challenges they faced, and the influence of their Latinx heritage. Theme 1… [Direct]

Nakia Z. Burgos (2024). Inclusive Teaching: Comparing Afro-Latina/o and Non-Afro-Latina/o Educators. ProQuest LLC, Ph.D. Dissertation, Fordham University. The purpose of this phenomenological study was to explore the lived experiences of Latina/o teachers in New York City. Using critical race theory and LatCrit theory as the theoretical framework, 15 participants engaged in semi-structured interviews, focusing on how their racial identities shape their educational and professional paths. Thematic analysis of their responses uncovered diverse perspectives. Participants revealed varied approaches to understanding their racial identities, with some prioritizing nationality or ethnicity over race. Educational environments played a significant role in shaping these perceptions, with experiences as both students and educators influencing their sense of self. Disparities emerged between White and Black Latina/o teachers, particularly in experiences of discrimination faced by Black Latina/o students. Microaggressions were prevalent in higher education for all participants, alongside encounters with colorism and racism within their families…. [Direct]

Shannon Barrett Crumlish (2024). A Vignette Study of Nonviolent Communication as a Tool to Promote Racial Equity in School Discipline. ProQuest LLC, D.Ed. Dissertation, University of Louisiana at Lafayette. The overrepresentation of Black/African American students receiving exclusionary discipline in K-12 schools in the United States is a persistent problem that harms Black/African American students' academic outcomes, contributes to social emotional challenges, increases the likelihood of student dropouts, and fuels the school-to-prison pipeline. When examining the issue of school discipline through a lens informed by critical race theory and African American Male Theory, it is evident that the racial disparity in school discipline is influenced by stereotypes, racial stigmatization, implicit bias, and normative baselines for behavior. The utility of nonviolent communication, a process for speaking and listening focused on extending empathy towards others, suspending judgment, and recognizing universal human needs, to mitigate these influences during disciplinary interactions between teachers and students is examined in this study. A vignette survey to measure the impact of exposure to… [Direct]

Deleanor Kirkpatrick Murray (2024). Exposing the Disaster Disparities and Experiences on College Campuses. ProQuest LLC, Ph.D. Dissertation, Indiana State University. Challenges in higher education continue to arise, providing administrators with insights into how prepared–or unprepared–their institutions may be for future crises. The purpose of the study is to examine how mid-level leadership, staff, and students perceived the disaster response to Hurricane Ida during the 2021-2022 academic year. Using the theoretical frameworks of the Four-Frame Model (Bolman & Deal, 2021), Critical Race Theory (Delgado & Stefancic, 2017), and Institutional Theory (Manning, 2018), this case study employed interviews with 8 participants. Data analysis resulted in the emergence of 7 major themes and 11 sub-themes. The findings from the study suggest that participants recalled receiving varying frequencies of communications from their university, multiple sources of information were utilized, leading to rumormongering, student and employees determined evacuation plans independent of their university communications, the flow of information following a… [Direct]

Sabarijah Hopkins (2024). Mentoring New Teachers of Color: How Induction Mentors Characterize Their Preparation and Practices That Support New Teachers of Color. ProQuest LLC, Ed.D. Dissertation, University of Southern California. This study applied critical race theory (CRT) to provide a lens through which to critically analyze the preparation and described practices of White mentors in providing support to new teachers of color as they navigate racism in education contexts as novice educators. The purpose of this study was to explore induction mentors' perceptions of their preparation and characterization of their practice in supporting teachers of color new to the teaching profession. Two research questions guided the inquiry: RQ1 focused on mentors' post-preparation-program perceptions regarding their readiness to support new teachers of color, while RQ2 explored how mentors characterized the practices they would employ in supporting these teachers. This study employed a qualitative research approach through a local program document analysis and semi-structured interviews of White induction mentors within the local program. Data underwent three phases of analysis: a priori coding, open thematic coding, and… [Direct]

Martha Elena Garza (2024). "Overcoming Is Everything": Testimonios from Latina School Leaders Navigating Eurocentric Curriculum. ProQuest LLC, Ed.D. Dissertation, The University of Texas Rio Grande Valley. The purpose of this study was to unveil how school leaders, particularly school principals, navigate Eurocentric curricular structures in the implementation of bilingual programming. This is a relevant study given the widespread issues and concerns circulating around the achievement of English Learners, recent immigrants, and the politicized arena of testing and accountability. The research question that guided this study was: 1) How do school leaders navigate Eurocentric curricular structures in efforts to implement EL programming? In order to build background knowledge and layout the framework for this study, critical race theory, LatCrit, testimonio and eurocentrism had to be explored with a detailed situated literature review laying that foundation. "Testimonios" are a pathway for Chicana/Latinas to bring forth their stories and find solidarity with others who share their struggles (Saavedra, 2011). The findings in the study suggest that school principals navigate… [Direct]

Janelle Ann Harmon (2024). Building a More Diverse Teacher Workforce: The Teacher Preparation Experience through the Eyes of Teacher Candidates. ProQuest LLC, Ed.D. Dissertation, California State University, Long Beach. Teachers of Color (TOCs) make up just 20% of the teacher workforce in the United States, while the proportion of Students of Color (SOCs) has steadily grown to over half the nation's student population. To increase the ethnoracial diversity of the U.S. teacher workforce, teacher preparation programs (TPPs) must increase the number of Teacher Candidates of Color (TCOCs) who enroll in and complete their programs so they can be successfully prepared for the profession. In this study, interviews were conducted with teacher candidates (n = 16) who were enrolled in either a multiple-subject or single-subject credential preparation program at a large, public university. Using a conceptual framework of critical race theory (CRT) and critical whiteness studies (CWS), this qualitative study explored how teacher candidates have experienced this TPP, which is focused on culturally responsive teaching. The perceptions of TCOCs and White teacher candidates (WTCs) were analyzed, including how… [Direct]

Edwin Mathieu (2024). Impact of Implicit Racial Bias on Students of African Descent in Predominately White Institutions. ProQuest LLC, Ed.D. Dissertation, St. John's University (New York). This study investigated how implicit racial bias influences the perceptions of students of African descent in predominately White colleges (PWIs) in the United States (U.S.). The theoretical framework for the study is critical race theory (CRT). CRT challenges racial indifference by exposing how racial advances often come at the cost of promoting or feeding into White self-interests (Patton et al., 2007). This non-experimental quantitative study examined how GPA, the number of credits earned, gender, race, and campus culture impact students of African descent's perceptions of culturally implicit racial bias. It used Asian, Hispanic, and White students as a comparison group. Implicit racial bias is a suggestive and sometimes unconscious slight leveled against minoritized groups. The study examined three academic institutions in a large metropolitan area in the northeastern U.S. The researcher created an instrument called the "Implicit Racial Bias Higher Ed Questionnaire"… [Direct]

Mellenee Monique Miller (2024). School Racial Climate, Self-Efficacy, and School Engagement of African American High School Students: A Qualitative Multiple Case Study. ProQuest LLC, Ph.D. Dissertation, Northcentral University. With the surge of the academic disengagement of secondary African American students in the United States, there have been numerous attempts at recapturing students' engagement in school. When African American students disengage in school, they are at a greater risk of adverse educational outcomes, which potentially impacts the students, their families, and the greater community. The purpose of this study, guided by critical race theory and self-efficacy theory, was to describe how African American high school students' school engagement is affected by their perceptions of school racial climate and self-efficacy. A qualitative multiple case study was used to collect data through interviews, video diaries, and a focus group with nine African-American high school seniors in the United States. The research questions that guided the study were: How do secondary African American students describe their school racial climate? How do secondary African American students describe their… [Direct]

LeRai Carter Martin (2024). Nursing Educators' Meanings of the Phenomenon of Racism and Its Effects on Black Nursing Students at Predominately White Institutions (PWIs). ProQuest LLC, Ed.D. Dissertation, Cabrini University. This qualitative phenomenological research study explored nursing educators' meanings of the phenomenon of racism and their perceptions of the effects of racism on Black nursing students at Predominately White Institutions (PWIs). In an online qualitative survey and individual interviews, faculty, staff, and administrators of PWI nursing programs discussed meanings of racism, their understanding of the obstacles Black nursing students face at PWIs, and support systems in place for Black students in their nursing programs. The researcher selected Critical Race Theory (CRT) as the theoretical framework for this study, with an understanding that Black students are often faced with greater challenges to completing nursing programs than their White counterparts. The attrition rate is higher among Black nursing students at PWIs than it is for other students (Eudy & Brooks, 2022) and Black students experience racism more often than students of other races (Ackerman-Barger et al., 2020;… [Direct]

Frannie Becquer (2024). Cultivating Educators of Color: The Role of School in Shaping Students of Color's Perceptions about Teaching. ProQuest LLC, Ph.D. Dissertation, University of Minnesota. Seeking to enhance efforts toward diversity in the teaching profession, this study used a heuristic methodology to explore how the lived experiences of high school students of Color participating in an education pathways high school course shaped their perceptions of the teaching career. Critical race theory (CRT), critical whiteness studies, and culturally relevant pedagogy (CRP) and their interrelatedness provide an understanding of the role of race in K-12 education. There is an overlap that exists between CRP, CRT, and whiteness studies. CRT provides the lens to understand racism, and critical white studies unpack White privilege. Thus, CRT and critical whiteness studies contextualize CRP, enabling the means to examine how race has been used, institutionalized, and maintained in schools (Sleeter, 2017) and making them tools for isolating race and racism effects on education. The findings of this study reveal challenges and motivations shaping the aspirations of students of Color… [Direct]

Stewart, D.-L. (2023). Civic Engagement and Resisting "Docile Bodies" in Postsecondary Education. Teachers College Record, v125 n5 p29-38 May. Background/Context: Robust civic engagement by young adults supports the aims of a democratic society, as well as college- and university-espoused commitments to the public good. Civic engagement also benefits students themselves. Although voting participation among young adults has shown modest increases from 2016 to 2020, work remains to be done to help youth become more engaged in civics. Postsecondary education has the tools to support this engagement among college students. Purpose/Objective/Research Question/Focus of Study: Postsecondary education has long sought to support young adults to participate in democratic society, despite the current dominance of a neoliberal focus on career and socioeconomic mobility outcomes. A realignment of goal-setting is necessary to recognize the need to do more than produce "docile bodies" for a neoliberal and capitalist labor market. Yet, colleges and universities struggle to center equity goals that would support radical democratic… [Direct]

Acevedo-Gil, Nancy; Zerquera, Desiree D. (2016). Community College First-Year Experience Programs: Examining Student Access, Experience, and Success from the Student Perspective. New Directions for Community Colleges, n175 p71-82 Fall. This chapter examines community college first-year experience programs using critical race theory and ecological theory. The study draws on diverse students' experiences with access, support, and long-term success within community colleges to assess how these programs foster student success, as told through the voices of student participants…. [Direct]

Duffy, Patrick A. (2023). Becoming an Antiracist School Leader: Dare to Be Real. Multicultural Education Series. Teachers College Press Eradicating systemic racism in our schools requires a systemic response. This book describes an adaptive framework that includes ten tenets for developing structural and curricular antiracist leadership. In three parts, school leaders are asked to: Know Themselves through self-reflection and racial autobiography; Distinguish Knowledge From Foolishness through critical race ethnography and an exploration of racial identity development; and Build for Eternity by using a model for student-centered antiracist leadership development. Providing a combination of scholarly and practical examples, readers will learn how to foster academic success, cultural proficiency, and critical consciousness in all learners. The text features a comprehensive, 3-year critical ethnographic study of a Midwestern high school and its ups and downs with antiracist leadership. This resource offers both a vision and everyday guidance to any educator committed to an antiracist democracy, educational love, student… [Direct]

Cory E. Dixon; Korey Boyd; Mara Simon (2024). 'It Feels Human … ': Reflective Race Research in Kinesiology. Sport, Education and Society, v29 n3 p282-295. This paper presents the experiences of a racially integrated research team — two Black male scholars and one white female scholar – drawn from a series of recorded conversations and journal entries as part of weekly research meetings while engaging in race research across more than a year's time. While our work inherently centered race by nature of the topics we researched, we chose to also critically reflect on what it means to do research together as Black and white scholars, and how kinesiology might benefit from our model of working together. Through thoughtful reflection linked to scholarship, we aimed to answer the questions of how our work yielded new understandings of the data we were collecting and analyzing, and how the field might utilize our collective research team experience. Using Critical Race Theory, Critical Whiteness Studies, and intersectionality, we situated our experiences of working together within the existing literature on race dynamics in higher education… [Direct]

Anita Elaine Rivers (2024). Career Preparation in Higher Education: Considerations That Address the Intersectionality of Undergraduate Black Females: An Intersectional Qualitative Document Analysis. ProQuest LLC, Ed.D. Dissertation, Fairleigh Dickinson University. Historically, higher education was established for the privileged few. Enslaved Black people set free to fend for themselves in "separate but equal" sub-standard schools found a way to flourish despite the odds; yet not without a price and not without the sweat, blood, and tears of their ancestors. Critical Race Theory stated that race, class, and gender determined the trajectory from whence Black people rose in American society that ostracized the Black female. Deemed the maid, the servant, the caregiver, the downtrodden, Black women have been faced with obstacles at the intersections of their lives unbeknownst to any other class of people in these United States yet continued to strive for socioeconomic equality through the advancement of education and attainment of degrees purposed to open career doors. How then has higher education considered Black women relative to the nuances of their socioeconomic struggles? Today, higher education is positioned to impact the career… [Direct]

Christopher Kemp (2024). Parents Perceptions of the Impact of School Suspension on Black Boys. ProQuest LLC, Ph.D. Dissertation, Walden University. Due to the unintended impacts of out-of-school suspension that may occur to Black boys in middle school, all stakeholders, specifically school counselors, must fully comprehend how this type of discipline affects this population to better support them with best practices. The purpose of this qualitative phenomenological study was to gain a deeper understanding of how out-of-school suspension impacts middle school Black boys' social and psychological well-being. The research population was individuals who met the following criteria for the study: (a) self-identify as Black, (b) have a son in middle school (grade 6-8), and (c) have a son who has been suspended from school at least one time. The study was centered around the research question: What are the lived experiences of parents of Black middle school boys and the social and psychological impact of school suspension. A hermeneutic design was used, incorporating interpretive phenomenological analysis as well as critical race theory… [Direct]

Castrell√≥n, Liliana E. (2021). "As Soon as They Hear 'Undocumented,' They Stop Advising": Theorizing a (Sub)conscious Evasion of Responsibility from Institutional Agents to Undocumented Students. Educational Studies: Journal of the American Educational Studies Association, v57 n3 p269-286. While nearly 100,000 undocumented students in the United States graduate from high schools every year, a precarious national policy landscape exists that limits their higher education options. In addition to the structural and policy-level barriers to higher education for undocumented students, institutional agents might also enact barriers through individual practices. This qualitative study utilizes diffusion of responsibility and critical race theory to bring forward the experiences of undocumented students and institutional agents at Great Basin University (GBU). The findings presented here include, (sub)conscious evasion of responsibility and "all students" as white traditional students. (Sub)conscious evasion of responsibility refers to when institutional agents engage in a diffusion of responsibility and rely solely on diversity-affiliated offices to serve undocumented students. This study suggests that undocumented students are left out of the "all… [Direct]

Abraham, Cassandra; Burke, Mikhail; Hanson, Cori (2021). Addressing Black Inclusivity within a Canadian Post-Secondary Engineering Faculty: A Critical Perspective. Canadian Journal of Science, Mathematics and Technology Education, v21 n2 p257-272 Jun. This paper briefly outlines three initiatives that the University of Toronto (U of T) Faculty of Applied Science and Engineering (FASE) has implemented as initial steps as the institution strives to be anti-racist and address Black inclusivity. These initiatives were based within K-12 outreach, race-based data collection and creating opportunities for faculty-wide race-centric dialogue and learning. U of T FASE was compelled to develop and/or enhance such initiatives after an anti-Black racist incident between students was mishandled and criticized by Black student groups. Using critical race theory (CRT) and personal reflection, this paper highlighted several barriers to the implementation and/or success of these initiatives such as time, financial security, perception of institutional policy and/or provincial law, engineering culture and whiteness and/or colour evasiveness. While definitive solutions to these barriers may not be clear, having a designated champion for specific… [Direct]

Ennser-Kananen, Johanna (2021). 'My Skin Is Hard' — Adult Learners' Resistance to Racialization and Racism. Nordic Journal of Studies in Educational Policy, v7 n3 p179-189. This article analyzes experiences of racialization in stories of adult learners with refugee experience who attend a basic education program at a Finnish community college. Throughout a two-year ethnographic study, several students shared stories and thoughts on racialization and racism with the white researcher on site (the author). This article tells and theorizes their stories to gain a deeper understanding of the workings of everyday racialization and racism in a Finnish educational context. Theoretically, the article draws on a Critical Race Theory (CRT) framework, which recognizes the inherence of racialization and racism in society and underlines the importance and legitimacy of BIPOC's "experiential knowledge" (Solrzano, 1997, p. 7). Specifically, I use Yosso's (2005) framework of community cultural wealth to understand three interactions that address racialization and everyday racism. As I examine the data excerpts, I am guided by the questions, How do students… [Direct]

Arday, Jason; Thomas, Dave; Zoe Belluigi, Dina (2021). Attempting to Break the Chain: Reimaging Inclusive Pedagogy and Decolonising the Curriculum within the Academy. Educational Philosophy and Theory, v53 n3 p298-313. Anti-racist education within the Academy holds the potential to truly reflect the cultural hybridity of our diverse, multi-cultural society through the canons of knowledge that educators celebrate, proffer and embody. The centrality of Whiteness as an instrument of power and privilege ensures that particular types of knowledge continue to remain omitted from our curriculums. The monopoly and proliferation of dominant White European canons does comprise much of our existing curriculum; consequently, this does impact on aspects of engagement, inclusivity and belonging particularly for Black, Asian and Minority Ethnic (BAME) learners. This paper explores the impact of a dominant Eurocentric curriculum and the Decolonising the Curriculum agenda within higher education and its influence upon navigating factors such as BAME attainment, engagement and belonging within the Academy. This paper draws on a Critical Race Theory (CRT) theoretical framework to centralize the marginalized voices of… [Direct]

Ibrahim, Awad (2015). Body without Organs: Notes on Deleuze & Guattari, Critical Race Theory and the Socius of Anti-Racism. Journal of Multilingual and Multicultural Development, v36 n1 p13-26. My aim in this article is to epistemologically read Deleuze and Guattari (D & G) against critical race theory (CRT) and simultaneously delineate how D & G's notion of "body without organs" can benefit from CRT. At first glance, especially for language instructors and researchers, these two epistemological frameworks not only compete against each other but in most cases also do not meet. For some, their utility might not even be as obvious given their philosophical and abstract nature. This article is conceptualised to show, in a modest way, their utility on the one hand and how, on the other hand, where and when they meet to create an "anti-racism line of flight". For those who are interested in race, language learning and institutional analysis, this is a line of flight that is full with infinite possibilities, twists and turns and pleasant surprises, which I hope to epistemologically explore…. [Direct]

Cochrun, Alison; Rodela, Katherine; Rodriguez-Mojica, Claudia (2021). 'You Guys Are Bilingual Aren't You?' Latinx Educational Leadership Pathways in the New Latinx Diaspora. International Journal of Leadership in Education, v24 n1 p84-107. Existing research suggests that Latinx educational leaders in the U.S. positively impact Latinx student outcomes and home-school relationships. Yet, much of this research has been conducted in traditional U.S. Latinx immigrant destinations. We know little about the Latinx leadership experiences in regions where Latinx communities are smaller, yet growing quickly such as the New Latinx Diaspora. Using Latina/o Critical Race Theory, this study analyzed in-depth interviews with five Latinx administrators in the U.S. Pacific Northwest. Participants' counter-stories revealed three key findings: their bilingualism was an asset and liability in their early careers, they demonstrated deep persistence in the face of racism and sexism and they often experienced isolation as either the one or one of a few leaders of color in their districts. Their counter-stories illustrate how changing demographic contexts such as those in the New Latinx Diaspora can impact teaching and leadership demands on… [Direct]

Langa, Mauricio; Maposa, Marshall; Wassermann, Johan (2021). Black African Parents' Narratives on Apartheid Schooling and School History. Perspectives in Education, v39 n3 p3-16. This paper was motivated by the anecdotal experiences of the lead author on the views of middle-class Black African parents who did their schooling under apartheid and who were parents of high school learners in contemporary post-apartheid South Africa. In this paper narrative inquiry was used to engage with ten purposively selected Black African parents. In the process their narratives of schooling under apartheid and the parental choices they made on the subjects their children studied were constructed. As a theoretical lens Critical Race Theory was used to allow the parents to tell their counter-stories. These parents were adamant that their children should not study history. This was partially rooted in their own apartheid-era schooling experiences. For the most part the Black African parents tried to live their unfulfilled dreams and ambitions through their children by getting them to study science and mathematics as this was directly linked to upward-mobility, middle-classness,… [Direct]

Kmt Shockley Ed; Rona M. Frederick Ed (2023). A Soul-Centered Approach to Educating Teachers: A Black Education Network (ABEN). Myers Education Press "A Soul-Centered Approach to Educating Teachers" has been created by A Black Education Network (ABEN), a national organization whose mission is to reverse the backward slide of Black students by utilizing culturally informed research, technology, and visionary community networking within the African Diaspora to facilitate academic and cultural excellence wherever scholars are. This interactive book presents portraits, narratives, and essays to illustrate the impact of ABEN on Black educators and those they serve. Traditional teacher education, curriculum, and instruction is largely disconnected from the lived experiences of diverse students and their communities. Current debates around Critical Race Theory and its application to curriculum call into question culturally responsive practices while others are striving for ways to support equitable practices in the classroom. Questions about these practices include, What does teacher and learning look like when grounded in… [Direct]

Althea Phelence Poole (2023). Navigating the Classroom with Equality: A Qualitative Descriptive Study of Teachers' Perceptions of School Discipline and Strategic Interventions. ProQuest LLC, Ed.D. Dissertation, Northcentral University. In public education systems, there is a rising cause for concern over the disproportionality in administrating discipline to students, primarily students of color, compared to their White peers. The purpose of this qualitative descriptive study was to explore teachers' perceptions of disparities in the administration of discipline between students of color and White students. The participating teachers suggested strategic interventions to limit or eliminate disparities in school discipline. Fifteen purposefully sampled public school teachers engaged in semi-structured interviews with open-ended questions to address the research topic and the framework of critical race theory, which focuses on the relationships between race, racism, and power. The findings indicated that students of color continue to be disproportionately disciplined compared to their White peers. Other key findings suggest that educators lack the cultural competency to deal with diverse classroom settings and need… [Direct]

Ricardo Todd (2023). Exploring the Experiences of Black Geotechnical Engineers in Employee Recruitment and Retention as It Relates to Increasing Diversity within the Field of Engineering: A Phenomenological Study. ProQuest LLC, Ed.D. Dissertation, Delaware State University. Over the years, there has been an underrepresentation of Black males in the Geotechnical Engineering field in the United States. White men have dominated the Geotechnical Engineering sector, and that practice continues today. According to Fatourou et al. (2019), the disparity of Blacks in the engineering workforce is a universal matter that speaks to race discrimination. Since the 20th century, Blacks have been underrepresented in science, technology, engineering, and mathematics (STEM) professions (Fatourou et al., 2019). Therefore, the purpose of this phenomenological inquiry was to explore geotechnical engineering employee recruitment and retention of Black engineers in the Midwest region of the United States, particularly in the transportation department. The study utilized Herzberg's Two-Factor Theory, Maslow's Hierarchy-of-Needs Theory, and the Critical Race Theory as the underpinning frameworks for this study. A snowball sampling technique was used to identified the nine… [Direct]

Joshua Hamilton (2023). "If These Walls Could Talk": Exploring Decision Making for Diversity Professionals Working at a Historically White Institution. ProQuest LLC, Ed.D. Dissertation, Northern Arizona University. Diversity, equity, and inclusion are commonly used words on college campuses to describe support for students of color on campus. Rarely are these terms ever utilized to examine how staff conducting diversity work are experiencing their respective institutions. In this study, I explored how staff of color performing diversity work navigate working at a historically white institution (HWI)–given their lived experiences. The focus of this study is through a racialized lens utilizing Critical Race Theory (CRT) and Racial Formations as the theoretical frameworks. Plantation politics is applied as the conceptual framework to draw connections to how HWIs act as contemporary plantations using ongoing violent practices. This study was conducted through a qualitative inquiry approach by using a semi-constructed interview process. Music elicitation is also used in this study to allow space for collaborators to express their experiences through song. The findings yield numerous shared ideals… [Direct]

Shinwe Parks-Shelton (2023). Perceptions of Leadership Preparation Programs: Meeting the Needs of Black Students. ProQuest LLC, Ed.D. Dissertation, Concordia University Chicago. University preparation programs are designed to prepare educators and future educators for educational leadership positions, such as school principals or superintendents. While degree programs are designed to increase the effectiveness of future school leaders and prepare students for the job requirements, research on the efficacy of such programs is mixed. Courses in principal preparation programs have little connection to k-12 issues or relevance to the expectations and demands of the modern-day administrator. More specific, preparation programs do not adequately prepare school leaders to address issues regarding the impact of race and class on students. Using critical race theory and social justice theory, the purpose of this qualitative case study was to understand how leaders in urban schools describe their leadership training and their ability to support the social-emotional wellbeing of Black students. Data was collected through interviews with 10 school leaders and a review… [Direct]

Johannes, Susan (2023). Elementary Teachers' Perceptions Regarding Behaviors That Lead to Disproportionate Referrals by Race. ProQuest LLC, Ed.D. Dissertation, Walden University. Disproportionate office referrals through teachers in Grades 3-5 based on their students' race are documented. At a Title I elementary school in the northeastern part of Virginia, non-White students are referred to the office for behavior issues 5% more times than their White peers. Guided by Bell's critical race theory, the purpose of this study was to examine Grade 3-5 elementary teachers' perceptions regarding types of behaviors that are leading to disproportionate numbers of office referrals for non-White students. A basic qualitative research design was employed. Semistructured interviews were conducted with 8 purposefully sampled teachers to explore teachers' perceptions about behaviors that challenge teachers' authority in the classroom, how they establish understandable classroom rules for all students, and support they need to address behavior issues proactively rather than reactively. Using open and axial coding to analyze data, four themes were identified: disrespect… [Direct]

Gerardo Gauthier-Zayas Jr. (2022). The Career Pipeline Experience of Ethnically and Racially Diverse College and University Presidents of Higher Education in the United States. ProQuest LLC, Ed.D. Dissertation, New England College. The ethnic and racial representation disparity gap among college presidents in the United States is 83% White and 17% ethnically/racially diverse (Gagliardi et al., 2017). In this qualitative study, I explored the career pipeline experiences of a cohort of 10 ethnically and racially diverse college presidents in the United States. Critical race theory and grounded theory were used to guide this research process, and snowballing sampling techniques was used to recruit potential study participants. The data collection process produced six categorical experiences from participants: (a) experiences of diverse college and university presidents in pursuing doctoral study; (b) being an ethnically and racially diverse professional in higher education; (c) the persisting diversity representation gap in the presidential career pipeline; (d) increasing the number of diverse college or university presidents; and (e) mentors, intentional connections, and final thoughts. As a result of this study,… [Direct]

Kane, Emma; Lewis, Maria M.; Mu√±iz, Raquel; Tumer, Tugce (2023). The Story of DACA as Told by Friends of the Court: The Role of Interest Convergence, Color-Evasiveness, and Exceptionality in Policy Discourse. American Journal of Education, v129 n3 p297-324 May. Purpose: In this study, we examine the policy discourse in the Deferred Action for Childhood Arrivals (DACA) case before the US Supreme Court, a case with implications for education. The case drew a wide range of interested groups who weighed in on the policy as amici curiae, "friends of the court," offering perspectives about the implications of the case and constructing an overall narrative of DACA within policy discourse. Research Methods/Approach: The theoretical framework guiding the study combines Critical Race Theory (CRT) and Undocumented Critical Theory (UndocuCrit). Using this lens, we identified the discourse regarding issues of race and immigration status in the collective story of the DACA policy as told by amici curiae, including multiple educational stakeholders. Through an iterative process, we employed theory- and data-driven coding to qualitatively analyze the 44 briefs amici curiae submitted to the Court. To bolster the trustworthiness of the findings, we… [Direct]

Guzzetti, Barbara J. (2022). "Stories of a Healing Way": A Navajo Woman's Media Production for Cultural Representation and Identification. Reading Research Quarterly, v57 n1 p131-148 Jan-Mar. Little research has been conducted on the multimodal writing of contemporary Native American women that would refute stereotypical and outdated notions of Indigenous peoples as a dying population. This case study was undertaken to address that gap in the extant research by examining the writing practices of a young Native American woman to determine why and how she composed and participated in participatory media of personal zines and social media to represent her gender and cultural identities. The inquiry was conducted from multiple perspectives of literacy as a social and semiotic practice, the new literacies, tribal critical race theory, and Indigenous feminist theory. Data were triangulated by observations, formal and informal interviews, questionnaires, screenshots, and the participant's video recordings of her storytelling. I analyzed these data by thematic and semiotic analyses. Findings demonstrated how she crafted comic strip stories and do-it-yourself media to create,… [Direct]

Greene, Jay P.; Paul, James D. (2022). Time for the School Choice Movement to Embrace the Culture War. Backgrounder. No. 3683. Heritage Foundation Critical race theory (CRT) and the high-profile projects pushing the radical ideology's discriminatory ideas are trying to divide Americans by skin color and pit them against each other. The cultural fissures are manifesting in education, with heated arguments about curricula and classroom activism. This "Backgrounder" estimates how engaging in cultural issues facing this country could produce important gains for school choice advocates. It analyzes results of a nationally representative survey that asks a variety of questions about both cultural issues and school choice. Overall, respondents are supportive of school choice and strongly oppose social justice ideology. These findings are consistent with other surveys. Moreover, respondents who are skeptical about the woke agenda tend to be most supportive of school choice. This "Backgrounder" presents three important findings. First, that support for school choice is moderately high. Second, that radical cultural… [PDF]

Brian Childs (2022). Indian International Students' Experiences with Racism. ProQuest LLC, Ed.D. Dissertation, California State University, Fresno. Despite being one of the largest populations of international students in the U.S., Indian international students have been mostly ignored by scholars. Further, research about international student experiences has mostly failed to take a critical look and rather focused on how students can adjust and assimilate to U.S. culture. Using critical race theory, racist nativism, and caste as theoretical frameworks, this interpretive phenomenological analysis (IPA) study examined the lived experiences of Indian international undergraduate students with racism in the U.S. As such, this research shifts the focus from how students can assimilate to how their universities can create a better climate on campus for them. This qualitative IPA research utilized two semi-structured interviews, with video logs in between. The data were analyzed to interpret how the participants made sense of their experiences with racism and discriminatory policies and practices. I found that the participants… [Direct]

Schalin, Jay (2022). Rules for Academic Reformers. James G. Martin Center for Academic Renewal For decades, observant Americans have looked upon institutions of higher learning with dismay. The reasons for their anxiety varied; some were upset at the increasing politicization, others at rising costs, and so on. But it seemed as if there were no way to turn back the tide of higher education's degradation. That may be starting to change. Academia is moving into very extreme territory politically, promoting false, conjectural, and dogmatic theories such as critical race theory and indigenous science instead of long-accepted theories tested by proven methods. This extremism is heightening awareness among ordinary Americans about academia's alarming direction, and some are starting to get involved in campaigns to push back against the radical agenda. The James G. Martin Center for Academic Renewal has been on the forefront of the struggle to end the abuse of our colleges and universities for several decades. Today, with increasing potential to attract new allies to its cause, it is… [PDF]

Joseph, Darold H. (2018). Journeys of Resilience: American Indian Students with Disabilities Overcoming Barriers to Pursue Higher Education. ProQuest LLC, Ph.D. Dissertation, The University of Arizona. In this study I investigated the journeys of five American Indian students with disabilities (AISD) pursuing higher education in the Southwest region of the United States. Specifically, the AISD's journeys were examined to identify: (1) student perceptions and social and institutional conditions that served as barriers to pursue higher education; and (2) what conditions in the experiences of AISD facilitated overcoming barriers to pursue higher education. This qualitative study used critical ethnography and grounded theory methods to collect AISD stories that spanned their childhoods, transitions to college, and current placement in college. Navhongvita (Joseph & Windchief, 2015) was the conceptual model implemented to organize the data and Tribal Critical Race Theory (TribalCrit) (Brayboy, 2005) and Dis/ability Critical Race Theory (DisCrit) (Annamma, Connor, & Ferri, 2016) were the theoretical lens used to interpret findings. The role of home community and educational… [Direct]

Johnson-Staub, Christine (2017). Equity Starts Early: Addressing Racial Inequities in Child Care and Early Education Policy. Center for Law and Social Policy, Inc. (CLASP) Child care and early education policies are shaped by a history of systemic and structural racism. This has created major racial disparities in children's access to quality child care that meets their cultural and linguistic needs and enables their parents to work. Early care and education workers are overwhelmingly in low-quality jobs with inadequate compensation. And workers of color are often relegated to the lowest-paid positions. "Equity Starts Early: Addressing Racial Inequities in Child Care and Early Education Policy" explores these critical racial equity issues in major early childhood programs, policies, and systems, including CCDBG [Child Care and Development Block Grant], Head Start, and state pre-kindergarten programs. It provides demographic and historical context for creating racially equitable early childhood policies and analyzes policy issues related to access, quality, and the early childhood workforce. Finally, the report offers state and federal policy… [PDF]

Nissen, Jayson; Van Dusen, Ben (2020). Equity in College Physics Student Learning: A Critical Quantitative Intersectionality Investigation. Journal of Research in Science Teaching, v57 n1 p33-57 Jan. We investigated the intersectional nature of race/racism and gender/sexism in broad scale inequities in physics student learning using a critical quantitative intersectionality. To provide transparency and create a nuanced picture of learning, we problematized the measurement of equity by using two competing operationalizations of equity: "Equity of Individuality" and "Equality of Learning." These two models led to conflicting conclusions. The analyses used hierarchical linear models to examine students' conceptual learning as measured by gains in scores on research-based assessments administered as pretests and posttests. The data came from the Learning About STEM Student Outcomes' (LASSO) national database and included data from 13,857 students in 187 first-semester college physics courses. Findings showed differences in student gains across gender and race. Large gender differences existed for White and Hispanic students but not for Asian, Black, and Pacific… [Direct]

Reiss, Michael J.; Scaramanga, Jonny (2018). Accelerated Christian Education: A Case Study of the Use of Race in Voucher-Funded Private Christian Schools. Journal of Curriculum Studies, v50 n3 p333-351. President Donald Trump has promised an expansion of voucher programs for private schools in the United States. Private Christian schools are likely beneficiaries of such an expansion, but little research has been conducted about the curricula they use or their suitability for public funds. This article describes and critiques the depiction of race in Accelerated Christian Education, a curriculum used in some voucher-funded schools in the United States, as well as in private schools in 140 countries. It employs content analysis and qualitative documentary analysis of the curriculum workbooks, and builds on Christian Smith and Michael Emerson's theoretical framework of white evangelicals' 'cultural toolkit' to explain the ideas about race in the curriculum. The paper finds that in addition to some overt racism, the system promulgates a worldview which does not have the capacity to recognize or oppose systemic injustice. It is argued that such a curriculum is not a suitable recipient of… [Direct]

Obiakor, Festus E. (2018). Is There a There There? Responding to Mythologies That Hamper Multicultural and Global Education. Multicultural Learning and Teaching, v13 n2 Sep. The United States of America is currently experiencing some socio-political problems. These problems stem from myriad mythologies and assumptions that have created labels, categories, stereotypes, and generalizations. While they are not uncommon in many communities and societies all over the world, in the United States, they have exposed intense divisions, xenophobia, racism, White supremacy, and close-mindedness. To a large measure, we now live in fears and anger; and we are literally losing our soul as the greatest democracy in the world. Not surprisingly, our adversary, Russia took advantage of these mythologies to meddle in our 2016 democratic Presidential election. As a result, many are asking, Is there a there there? In this article, I respond to this question by looking into these mythologies. In addition, I suggest ways for educators and leaders to foster multicultural and global education and buttress human valuing and interactions at classroom, school, college/university,… [Direct]

Plachowski, Tara J. (2019). Reflections of Preservice Teachers of Color: Implications for the Teacher Demographic Diversity Gap. Education Sciences, v9 Article 144. The reproduction of white supremacist culture in schools continues to marginalize Students of Color in a variety of implicit and explicit ways. A diverse teacher workforce not only helps to disrupt the direct effects of racism on Students of Color, but also prepares all students for successful democratic participation in a diverse global society. This article uses a portion of qualitative interview data from undergraduate Preservice Teachers of Color from a dissertation study completed within a College of Education at a minority-serving public university in the southwestern United States. This study adds to the literature on the complex issues that have resulted in our nation's teacher demographic diversity gap. The findings from these data reveal meaningful teacher-student encounters that eight successful Preservice Teachers of Color have experienced during their K12 education and how these experiences affected their drive to become a teacher. The findings confirm that resolving the… [PDF]

Davis, Patricia Anne; Ellis, Bernadette Trujillo; Trujillo, Patricia (2019). Reconstituting Youth Space in New Mexico: The Space Youth Occupy. Education Policy. Clarity. Association of Mexican American Educators Journal, v13 n3 p139-169. Because of the funding decisions being made in New Mexico related to public education, working as an educator has become physically, psychically, and spiritually demanding for the lead author, Trujillo Ellis. The lead author seeks clarity in understanding New Mexico youth space, or the conditions of New Mexico youths' lives, that better equips her, as a reflective practitioner, to "make decisions about teaching and learning based upon moral and political implications" (Olan, 2019, p. 173). New Mexican youth space is contextualized in terms of demographics, outcomes related to well-being, the fiscal landscape of the state, and the policies that govern public education. The lead author utilizes the first four tenets of critical race theory (CRT): 1) Racism is normal, 2) Interest convergence or material determinism, 3) Social construction of race, and 4) Intersectionality and anti-essentialism to support reflection and analysis of her experiences as an educator and… [Direct]

Arias, Laura Nayibi (2023). Activism's Influence on the Psychological and Academic Outcomes of Race-Related Stressors among Black College Students. ProQuest LLC, Ph.D. Dissertation, State University of New York at Binghamton. Background: Black students attending PWIs experience multiple forms of race-related stressors which can result in psychological distress and academic disengagement. Many Black collegians respond to these race-related stressors by participating in campus activism to bring attention to their experiences and demand justice and institutional change. Some research has linked Black student activism to psychological distress and academic disengagement. Purpose: Given the upsurge in Black student activism since 2015 and the need to expand research on its effects on students, the study aimed to discover if activism would enhance the impact race-related stressors have on psychological distress and academic disengagement. Thus, the study examined how activism moderated the relationships between race-related stressors and psychological distress (Model 1) and race-related stressors and academic disengagement (Model 2) among Black college students. Methods: UCLA's Higher Education Research… [Direct]

Diggles, Kimberly (2014). Addressing Racial Awareness and Color-Blindness in Higher Education. New Directions for Teaching and Learning, n140 p31-44 Win. Racial awareness is a critical foundation to racial sensitivity, and it is a necessity for future professionals who want to be prepared to succeed in an increasingly diverse society. Several factors have been shown to influence racial awareness in professionals including their own race, their personal experience with racism, and the amount/quality of training they receive on the topic of race. Institutions of higher education that pride themselves on preparing students to work in a global and diverse market should make a purposeful effort to teach students how to address issues related to race and racism. This chapter offers recommendations for how to transform traditional programs into programs with a focus on antiracism using a Critical Race Theory paradigm. For example, curricula should be designed to challenge students to focus on their personal experiences of racism and racial identity rather than simply studying others'. Student resistance can be minimized by recruiting… [Direct]

Burke, Kevin J., Ed.; D√°vila, Denise, Ed.; Juzwik, Mary M., Ed.; Stone, Jennifer C., Ed. (2019). Legacies of Christian Languaging and Literacies in American Education: Perspectives on English Language Arts Curriculum, Teaching, and Learning. Routledge Research in Education. Routledge Research in Education Because spiritual life and religious participation are widespread human and cultural phenomena, these experiences unsurprisingly find their way into English language arts curriculum, learning, teaching, and teacher education work. Yet many public school literacy teachers and secondary teacher educators feel unsure how to engage religious and spiritual topics and responses in their classrooms. This volume responds to this challenge with an in-depth exploration of diverse experiences and perspectives on Christianity within American education. Authors not only examine how Christianity — the historically dominant religion in American society — shapes languaging and literacies in schooling and other educational spaces, but they also imagine how these relations might be reconfigured. From curricula to classroom practice, from narratives of teacher education to youth coming-to-faith, chapters vivify how spiritual lives, beliefs, practices, communities, and religious traditions interact… [Direct]

McGee, Ebony Omotola (2020). Black, Brown, Bruised: How Racialized STEM Education Stifles Innovation. Harvard Education Press Drawing on narratives from hundreds of Black, Latinx, and Indigenous individuals, Ebony Omotola McGee examines the experiences of underrepresented racially minoritized students and faculty members who have succeeded in STEM. Based on this extensive research, McGee advocates for structural and institutional changes to address racial discrimination, stereotyping, and hostile environments in an effort to make the field more inclusive. "Black, Brown, Bruised" reveals the challenges that underrepresented racially minoritized students confront in order to succeed in these exclusive, usually all-White, academic and professional realms. The book provides searing accounts of racism inscribed on campus, in the lab, and on the job, and portrays learning and work environments as arenas rife with racial stereotyping, conscious and unconscious bias, and micro-aggressions. As a result, many students experience the effects of a racial battle fatigue–physical and mental exhaustion borne of… [Direct]

Chetty, Rajendra (2019). Literacy Teaching in Disadvantaged South African Schools. Literacy, v53 n4 p245-253 Nov. This article analyses the experiences of teachers of literacy working in underprivileged communities in the Western Cape, South Africa. The purpose is to provide teachers in poorly resourced schools within economically deprived areas an opportunity to voice their experiences of teaching literacy. The article is based on an empirical study using interviews and classroom observation with a sample of 10 teachers. A descriptive account of the observation data was followed by an interpretive analysis. The content analysis of the interview data led to the development of themes and patterns for the discussion. The study reveals the social complexity of literacy education in a post-apartheid and multilingual society and focuses on teachers in Grade 4 classrooms, which is the grade when learners switch from mother tongue (mainly isiXhosa and Afrikaans) to English as language of instruction. Key factors for literacy underachievement include lack of resources, parental support, lack of teacher… [Direct]

Chatmon, Christopher P.; Watson, Vajra M. (2018). Decolonizing School Systems: Racial Justice, Radical Healing, and Educational Equity inside Oakland Unified School District. Voices in Urban Education, n48 p7-12. Educational spaces, like the rest of the nation's current policy arenas, have become a contentious terrain where ideological and political battles are fought and particular futures won. This article is written in the aftermath of the atrocity at the University of Virginia, Charlottesville, in August 2017, where racism, racial rage, hate, violence, and death took center stage during a white supremacist rally at an institution of higher education. A month later, motions were set into play to repeal the Deferred Action for Childhood Arrivals (DACA) program–impacting the legal rights of children of immigrants to attend school. Oakland is also a battlefield. The innovative work of the Office of African American Male Achievement (AAMA) in Oakland Unified School District (OUSD) is part of a larger legacy to reimagine schooling as powerfully inclusive and unapologetically democratic. In this article, the authors offer a racial justice paradigm for other school systems struggling to move… [PDF]

Christina S. Lee (2024). The Impact of Asian Cultural Values on the Leadership Preferences of Asian American K-12 Principals. ProQuest LLC, Ph.D. Dissertation, Notre Dame of Maryland University. The enrollment of students in the United States public school system is becoming more racially and ethnically diverse. According to research, students of color benefit from having teachers and leaders who look like them as role models and the classroom dynamics that diversity creates. However, the ethnic and racial diversity of teachers and leaders in education does not reflect this changing landscape. Specifically, there is a disparity in the percentage of Asian American principals compared to Asian American students. Previous literature attributes the lack of a significant presence of Asian Americans in educational leadership positions to stereotypes and racism, citing an alleged lack of leadership qualities due to cultural differences. The lack of understanding of the nuances of both Asian and American cultures and the acceptance of these stereotypes can negatively impact the perception of Asian Americans, which can potentially contribute to the underrepresentation of K-12 Asian… [Direct]

Brown, Tessa (2019). "Let the People Rap": Cultural Rhetorics Pedagogy and Practices under CUNY's Open Admissions, 1968-1978. Journal of Basic Writing, v38 n2 p106-143. This article writes the histories of CUNY Open Admissions and hiphop toward each other, illuminating both. Bringing Open Admissions to bear on hiphop history helps us see that, while historians locate the birth of hiphop culture in a 1970s New York gutted by divestment and displacement, in fact the decade before hiphop's birth was characterized by a flourishing Black and Puerto Rican arts scene in New York and the radical education of tens of thousands of students of color in the CUNY system. Revisiting the archives of Open Admissions with a hiphop lens draws attention to the cultural rhetorics education being taught in remedial writing classrooms by adjunct lecturers like June Jordan, Adrienne Rich, and others, who drew students' attention and inquiry to their own communities and language practices. Looking at a selection of documents chosen for their use of the term "rappin," including teachers' reflective writing, administrative documents, and community writing, this… [PDF]

Raul Hinojosa Jr. (2024). Factors Influencing Latinos to Pursue Chief Diversity Officer Positions in Higher Education. ProQuest LLC, Ed.D. Dissertation, Texas A&M University – Commerce. In the last 2 decades, there has been an increase in the number of higher education institutions (HEI) establishing Chief Diversity Officer (CDO) positions to address diversity, equity, and inclusion (DEI) gaps and priorities. CDOs play an increasingly significant role in developing, evaluating, and advocating for policies and practices at postsecondary institutions. At the same time, there has been a dramatic increase in the number of Latinos enrolling and graduating from HEIs. Latinos represent a very small portion of the CDOs appointed across the country. In this qualitative study, I examined the experiences and circumstances that influenced seven Latino CDOs at universities to pursue their DEI positions by applying Bronfenbrenner's bioecological theory of human development, critical race theory, and Latino critical race theory. I also assessed if involvement in mentoring and leadership programs influenced their pursuit of these appointments. Utilizing data collected from a… [Direct]

Angelica T. Franklin (2022). Thoughts, Reflections, and Perceptions of African American Students about Becoming Teachers in a Small Urban School District. ProQuest LLC, Ed.D. Dissertation, University of Illinois at Urbana-Champaign. According to the National Center for Education Statistics (2020), in 1999, 84% of teachers were white, and 8% of teachers were African American. Unfortunately, these statistics have not changed much in two decades. In 2018, 79% of teachers were white, and 7% of teachers were African American. In order to change the experiences in our schools for African American students, we must find a solution to grow more African American teachers. Waiting to recruit African American adults to become teachers seems to be an afterthought. Researching the thoughts, reflections, and perceptions of African American students about becoming teachers provides insight and recommendations to minority teacher recruitment and retention programs at both the collegiate level and K-12 schools. To increase the number of African American teachers, school districts will need to change what they are currently doing to recruit and retain African American teachers. Through qualitative student focus group interviews,… [Direct]

Capper, Colleen A. (2015). The 20th-Year Anniversary of Critical Race Theory in Education: Implications for Leading to Eliminate Racism. Educational Administration Quarterly, v51 n5 p791-833 Dec. Purpose: Though the first published application of critical race theory (CRT) to education occurred 20 years ago, implications of CRT for educational leadership did not occur until L√≥pez conducted a CRT analysis of the politics of education literature in 2003. No publications explicitly identify the implications of CRT for leadership practice. Given the gap in the literature, the research question that anchors this article asks, "How can CRT inform educational leadership to eliminate racism?" Research Method: To address the research question, I conducted a literature analysis of CRT in educational leadership, identified the CRT tenets that guided each publication, and derived six primary, interrelated CRT tenets from this analysis. I also extracted from the publications explicit and implicit implications for leadership practice as these implications related directly to each of the six CRT tenets. Findings/Implications: I describe each of the CRT tenets and explain how each… [Direct]

Grindstaff, Kelly; Mascarenhas, Michael (2019). "No One Wants to Believe It": Manifestations of White Privilege in a STEM-Focused College. Multicultural Perspectives, v21 n2 p102-111. The lagging behind of underrepresented minority (URM) students in higher education, and particularly in the STEM fields, is well documented. In this paper we draw on critical race theory in education to frame and present counter-narratives of URM students in STEM fields, to explicate the function of the interactions that occur between these students and their (mostly White) instructors and peers. Focus group interviews with URM students (and staff) at a STEM focused college identify three ways in which White privilege is enacted through these interactions: in group projects; in cheating accusations; and in the grading process. Our participants illuminate particular manifestations of White privilege in STEM classrooms and on campus, and we place these within the context of "colorblind" changes in higher education in the U.S…. [Direct]

Hess, Juliet (2019). Moving beyond Resilience Education: Musical Counterstorytelling. Music Education Research, v21 n5 p488-502. Education discourse has recently turned toward resilience and grit. This article critiques the neoliberalism embedded in resilience education and the manner in which a resilience focus encourages docility, adaptation and vulnerability in youth in response to oppressive conditions rather than addressing oppression directly. As a site of resilience for marginalised youth, music is implicated in resilience education's failure to address systemic oppression. Drawing on Critical Race Theory (CRT), as a music educator, I challenge the tendency of resilience education to pathologise youth and individualise systemic issues and put forward songwriting within music education as a means to shift a pedagogy of vulnerability to a pedagogy of oppression that interrupts dominant narratives. I assert that a pedagogy of oppression through songwriting allows youth to create powerful musical counterstories that shift deficit discourse to focus on strengths…. [Direct]

Basile, Vincent; Pabon, Amber Jean-Marie (2019). Can We Say the "r" Word?: Identifying and Disrupting Colorblind Epistemologies in a Teacher Education Methods Course. Educational Studies: Journal of the American Educational Studies Association, v55 n6 p633-650. Several educational researchers have critiqued the increasing marginalization of foundations coursework in teacher education programs within the United States. Situated within a teacher certification program at a Predominately White Institution without foundations courses, this self-study examined an English methods course designed to address this curricular gap and prepare candidates to teach racially and culturally diverse students attending urban schools. Through a conceptual framework grounded in critical race theory, interpretive analysis of student work relative to course material evidenced a consistent pattern of omitting themes, discussions, and reflection about race and racism. This finding–consistent with the literature on colorblind epistemologies–led me to implications about pedagogy and curriculum in teacher education centered around opportunities for candidates to develop racial literacy in their methods courses and across their programs…. [Direct]

Coady, Maria R.; Ekid, Annie Grail F.; Lopez, Mark Preston S. (2019). Rural Indigenous Teachers' Lived Experiences in Mother Tongue Education in the Philippines: Counter-Stories of Resistance. Journal for Critical Education Policy Studies, v17 n3 p132-169 Dec. Conceptualized with Critical Race Theory, this study analyzed the lived experiences of indigenous, rural teachers in implementing a mother tongue-based multilingual education (MTB-MLE) policy in the Philippines. Qualitative data from interviews, classroom observations and focus group interviews were obtained from ten teachers from three school districts considered sub-urban and rural contexts in the northern region of the Philippines. Phenomenological methods of data analysis were employed to obtain collective composite stories from the teachers' experiences. Framed as composite counter-stories, teachers' narratives revealed deeply-embedded pedagogical challenges that they encountered, resulting from the policy implementation in their classrooms. Specifically, their counter-stories demonstrated resistance towards the top-down policy that complicated learning for their students. As their stories disrupt majoritarian narratives on MTB-MLE, implications for reconsidering the policy are… [PDF]

Grosland, Tanetha Jamay; Radd, Sharon I. (2019). Desirablizing Whiteness: A Discursive Practice in Social Justice Leadership That Entrenches White Supremacy. Urban Education, v54 n5 p656-676 Jun. This article conceptualizes "Desirablizing Whiteness" as a discursive practice. Desirablizing Whiteness occurs when equity efforts aim to include racially minoritized students in actions, situations, formats, and settings where they have been absent or underrepresented, and which have been the "property" of Whites. The literature on discourse, discursive practices, and emotions serve to explain the nature of Desirablizing Whiteness as a complicated and contradictory construct. Tenets from critical race theory highlight the fundamentally racist effect of this discursive practice. Because Whiteness' property value is both tangible and psychic, the presence and role of emotions are key to understanding how Desirablizing Whiteness has a dialectical relationship with human interactions and decision making, ultimately undermining social justice efforts. Practical recommendations for school leaders and scholars concerned with urban education close the article…. [Direct]

Kanagala, Vijay; Oliver, Steven Thurston (2019). Our Younger Selves: QPOC Student Affairs Professionals Supporting QPOC Students. Equity & Excellence in Education, v52 n4 p409-423. Queer student affairs professionals of color serve as key institutional agents who support students with marginalized identities and backgrounds, especially queer students of color. While institutions of higher education often create opportunities for employment, queer student affairs professionals of color exist and labor at the organizational fringes. They often find themselves without much support across differences of race, class, gender, and sexual identity, among others. This interpretive exploratory study uses grounded theory, validation theory, and critical race theory to elevate these experiences of QPOC students through the lens of QPOC student affairs professionals who are responsible for finding ways to support QPOC students in college. Our participants detailed their calling for this work and the challenges faced by QPOC students. They also offered recommendations for institutional leaders seeking strategies to support this marginalized population…. [Direct]

Donnor, Jamel K. (2021). Lies, Myths, Stock Stories, and Other Tropes: Understanding Race and Whites' Policy Preferences in Education. Urban Education, v56 n10 p1619-1636 Dec. Despite being academically unqualified for admission to the University of Texas at Austin, Abigail Fisher, a White female, argued that she was not admitted due to the university's diversity policy. In addition to framing postsecondary admissions as a zero-sum phenomenon, Ms. Fisher intentionally frames students of color who are admitted to the University of Texas at Austin as academically unqualified. The purpose of this article is to examine Ms. Fisher's arguments against the University of Texas' diversity policy as presented in "Fisher v. University of Texas" from a critical race theoretical perspective. In addition to obfuscating the fact that admission to the top colleges and universities in the United States has become more competitive, Ms. Fisher's anti-diversity arguments are also consistent with a racial ideology and socially conservative agenda that frames people of color as undeserving of the opportunities traditionally associated with White people. The goal of… [Direct]

A. Hardman; Amanda Jones; D. Scott; Gavin Ward; J. Hill; L. Edwards; R. Richards (2024). Playing by White Rules of Racial Equality: Student Athlete Experiences of Racism in British University Sport. Sport, Education and Society, v29 n8 p966-982. Inequalities related to racial identity are consistently reported across social institutions, not least education, and sport. These inequalities consistently challenge 'post-race' narratives that rationalise racism down to individual prejudices and poor decision-making. This paper presents part of the findings from a wider a twelve-month research project commissioned by British University and Colleges Sport (BUCS) to explore race equality. This wider research privileged the voices of non-White students and staff in an exploration of race and equality in British UK university sport. 'Non-white' was chosen as a race identifier to focus on Whiteness, the normalised, raceless power that reproduces itself both knowingly and unknowingly, to ensure racial 'others' remain subordinate. This paper presents the findings of the student voices. In this study a research team of academic and student researchers explored the experiences of 38 students across five universities. Generating case… [Direct]

Ashley Royal; Jennifer Beckwith (2024). STEM U.N.I.T.Y.: Uplifting Non-Dominant Voices in Teacher Professional Development and Youth STEM Spaces for Black Girls through Antiracist Practices and Experiences. ProQuest LLC, D.Ed. Dissertation, American University. The lack of intentional professional development for STEM stakeholders and culturally relevant STEM spaces that are inclusive of Black girls' identities in the K-12 educational system contributes to the continual widening gap of the lack of Black girls' retention and interest in science and math spaces. If this systemic problem is to be reformed, district and campus leaders within a school system must work together collaboratively and strategically. Leaders from a macro and micro level must work together to curate STEM spaces that develop Black girl STEM identities, create experiential learning opportunities, design culturally relevant inclusive learning spaces, and provide differentiated professional development to STEM educators rooted in culturally relevant instructional practices. This dissertation of practice is unique, for we address this problem holistically, utilizing our positionalities as district and campus leaders within an urban charter network. Recognizing the multiple… [Direct]

Ashley Royal; Jennifer Beckwith (2024). STEM U.N.I.T.Y.: Uplifting Non-Dominant Voices in Teacher Professional Development and Youth STEM Spaces for Black Girls through Antiracist Practices and Experiences. ProQuest LLC, D.Ed. Dissertation, American University. The lack of intentional professional development for STEM stakeholders and culturally relevant STEM spaces that are inclusive of Black girls' identities in the K-12 educational system contributes to the continual widening gap of the lack of Black girls' retention and interest in science and math spaces. If this systemic problem is to be reformed, district and campus leaders within a school system must work together collaboratively and strategically. Leaders from a macro and micro level must work together to curate STEM spaces that develop Black girl STEM identities, create experiential learning opportunities, design culturally relevant inclusive learning spaces, and provide differentiated professional development to STEM educators rooted in culturally relevant instructional practices. This dissertation of practice is unique, for we address this problem holistically, utilizing our positionalities as district and campus leaders within an urban charter network. Recognizing the multiple… [Direct]

Chelsea Falcone (2024). We're Rooting for You: Exploring the Lived Experiences of Gifted Black Girls in White-Dominated Academic Spaces. ProQuest LLC, Ph.D. Dissertation, University of Georgia. According to the Civil Rights Data Collection, during the most recent data collection for 2020-2021, Black girls were nationally represented in gifted education at 9%. While White girls were defined at 55%, Hispanic/Latina girls at 19%, and Asian girls at 10%, Black girls appear in gifted education as the most underrepresented major subgroup in the United States of America. As Black girls appear as minorities in gifted classrooms, they navigate gifted settings from a lens that is not common or widely known by others who do not share similar demographics. Black girls and Black women experience intersectionality as they encounter oppression at the points of being Black and female. Many of them are often either the only Black girl or one of a few in gifted spaces, and their experiences with academically rigorous environments are usually marked by isolation, battling stereotype threat, and being exceptional (Harmon and Ford, 2013). Though there is a wealth of literature that explores the… [Direct]

Delavan, M. Garrett; Freire, Juan A.; Valdez, Ver√≥nica E. (2017). The (Dis)inclusion of Latina/o Interests from Utah's Dual Language Education Boom. Journal of Latinos and Education, v16 n4 p276-289. Utah's state planned model of dual language education has grown and spread rapidly. Drawing on critical race theory and LatCrit, we examined state policy documents and promotional materials for their discursive portrayal of Latinas/os. Our analysis revealed a pattern of centering the interests of the White, English-dominant majority and those without an ethnic connection to the target language, while marginalizing or silencing Latina/o interests. Implications for dual language education stakeholders are discussed…. [Direct]

Croom, Natasha; Stapleton, Lissa (2017). Narratives of Black d/Deaf College Alum: Reflecting on Intersecting Microaggressions in College. Journal of Student Affairs Research and Practice, v54 n1 p15-27. There is limited research on the experiences of Black d/Deaf (Bd/Deaf) students, and a historical legacy of discrimination. The purpose of this article is to move minoritized communities' stories, Bd/Deaf college graduates, from the margins to the center, addressing the ways they experience racist and audist microaggressions as undergraduate students. Using critical race theory and critical Deaf theory, the findings show how educators contribute to how Bd/Deaf students experience microaggressions as invisibility and trivialization…. [Direct]

Shapses Wertheim, Samantha (2017). Reframing Positive and Negative: A Qualitative Exploration of How White Students Make Meaning of Cross-Racial Interaction. Whiteness and Education, v2 n2 p112-130. This qualitative study explores how white students make meaning of positive and negative cross-racial interaction, and how these interactions contribute to growth and learning. Utilising the theoretical frameworks of Critical Race Theory and intercultural maturity, this study provides evidence that cross-racial interactions reflect both positive and negative attributes that contribute to growth and learning. How this manifests is outlined in three overarching themes, including: 'Net-positive', 'Awkward, Uncomfortable, Tense' and 'The Nature of Positive Interactions'…. [Direct]

Vassallo, Brian (2022). Leading the Flock: Examining the Characteristics of Multicultural School Leaders in Their Quest for Equitable Schooling. Improving Schools, v25 n1 p22-36 Mar. The quest for educational leaders to enact social and equitable schooling requires ongoing critical transformations that cannot be alienated from contemporary educational discourses and practices. Enacting social justice and equitable schooling poses an unparalleled challenge on the shoulders of risk-taking visionaries, who meticulously attempt to transmit their beliefs and values into the daily routine tasks at school, rather than plotting futuristic management scenarios. The study seeks to explore the multifaceted role of primary school leaders in the daily struggle to diffuse the principles of Multicultural Education for more just and equitable schooling. For this purpose, qualitative data measures were employed to determine the extent of which participants in the study mirrored the review of literature and research questions. The Critical Incident Technique was particularly useful as it allowed the collection for a large number of incidents occurring over a number of years, from… [Direct]

Anne R. Menear (2023). A Case Study of Two Private Restoration Movement Christian Institutions of Higher Education Demonstrating Positive Retention and Graduation Rates of Black Students. ProQuest LLC, Ed.D. Dissertation, University of Missouri – Columbia. This case study utilizes mixed methods to evaluate the methods and processes used to recruit, to gauge student persistence and the graduation rates of black students in a Christian college setting. It examines the institutional practices and policies that influenced positive retention and graduation of Black students in small, private Christian colleges and universities associated with the Restoration Movement and how these methods and processes were used in two specific universities that demonstrate the highest percentage of retention and graduation rates from among other like institutions, according to efficacy, confidence, dispositional assessments, and qualitative data gathered from multiple perspectives. The conceptual framework for this study includes the triangulation through analysis of three specific areas: first, a consideration of the tenets of Restoration Movement (RM) schools with respect to their history in the United States; second, the application or avoidance of… [Direct]

Elena Favela Naca (2020). A Critical Race Examination of the Lived Experiences of Persistent African American Students at a Predominantly White Community College. ProQuest LLC, Ph.D. Dissertation, The University of North Dakota. For well over a century, African Americans have fought for equal rights to employment, prosperity, political power and freedom. Earning an education was the way forward. Over time, legislative and institutional policies have created greater access to education for racialized individuals. Yet, African American students remain the most underserved population, and among the lowest in degree attainment across ethnic groups. Decades of research literature places blame on students and families, highlighting student deficiencies. Far fewer explanations in the literature point to institutional barriers that perpetuate practices that place African American students at a disadvantage. Critical Race Theory (CRT) offers a lens to examine ways in which race continues to be a prominent component of inequality throughout education, and allows researchers to critique deficit theorizing that may be limited by the exclusion of voices of people of color. Using CRT as a theoretical framework, and… [Direct]

Matias, Cheryl E.; Montoya, Roberto; Nishi, Naomi W. M.; Sarcedo, Geneva L. (2016). Words Are Wind: Using Du Bois and Bourdieu to "Unveil" the Capricious Nature of Gifted and Talented Programs. Journal for Critical Education Policy Studies, v14 n1 p127-143 Mar. Concerns over students of color gaining access to gifted education programs have persisted for decades; and while numerous educators, policymakers, and researchers have deliberated about the underrepresentation of minority students in gifted education, few articles utilize a theoretical approach explicating this dilemma. This article seeks to fill this void, utilizing Critical Race Theory and Latino Critical Race Theory's counter-story/testimonies to understand and illuminate the capricious nature of gifted and talented programs in Denver Public Schools. Using Bourdieu's notion of cultural capital and Du Bois' analogy of the veil, the article demonstrates the role parents play in accessing gifted and talented programs and details how accessibility perpetuates racial disparities in schools that are lauded as being diverse and inclusive. Also discussed are issues of cultural capital, namely factors that enable and empower white parents and their respective students to remain in… [Direct]

Flores, Osly J. (2018). (Re)Constructing the Language of the Achievement Gap to an Opportunity Gap: The Counternarratives of Three African American Women School Leaders. Journal of School Leadership, v28 n3 p344-373 May. This article situates the counternarrative of three African American female school principals and their leadership practices toward equity using a critical race theory framework (CRT). The data come from a larger exploratory study that addressed the understanding of the so-called achievement gap by school leaders. Four prevalent themes emerged through the use of a CRT analysis: (1) "Mind-set toward opportunity gap;" (2) "recognizing issues: race, racism, and interest convergence;" (3) "holistic approaches toward "Our" students;" "and (4) the (real) opportunity of loss." I conclude with four contexts for implication for school leadership practice…. [Direct]

Harris, Victor W.; Miller, Lisa A. (2018). I Can't Be Racist–I Teach in an Urban School, and I'm a Nice White Lady!. World Journal of Education, v8 n3 p1-11. This paper examines, through the lens of critical race theory (CRT), beliefs often asserted by self-described, open-minded white educators about their students of color. While these teachers may perceive themselves as liberal and inclusive, their interactions with students of color are shrouded by white privilege which can be disenfranchising to students of color. By countering these ascribed beliefs with research, theory, and qualitative experiences, the authors aim to expose how white privilege manifests within the typical classroom and to invite all white educators to examine their racial attitudes and beliefs. Using CRT, the authors make recommendations for strategies to develop white teachers into white allies…. [PDF]

Cooper Stein, Kristy; Gil, Elizabeth; Ginanto, Dion; Miness, Andrew; Wright, James (2018). Examining Latina/o Students' Experiences of Injustice: LatCrit Insights from a Texas High School. Journal of Latinos and Education, v17 n2 p103-120. We used Latina/Latino Critical Race Theory (LatCrit) to re-analyze survey and interview data from earlier research in which we found that Latina/o students reported less positive experiences than other students in this high school. We found racial injustice in class enrollments, in students' experiences with stereotypes and prejudice, in student-teacher relationships, and in school policies and norms. LatCrit principles illustrate interconnections among racism, interest convergence, and colorblindness that create racial injustice for Latinas/os. We argue that counterstorytelling could emerge to resist that injustice and that educators must understand how racism functions in their schools and interrogate relevant policies and norms…. [Direct]

Liang, Jia G.; Liou, Daniel D. (2018). Asian American Female School Administrators' Self-Concept and Expectations for Students' Educational Success. Leadership and Research in Education, v4 spec iss p70-96 2017-2018. Historically, Asian American school administrators' experiences leading the K-12 educational system have been under-researched and under-theorized. Today, as the fastest growing population in the United States, Asian American educators' experiences and contributions can no longer be ignored in educational policy and research. Drawing on the traditions of critical race theory in education, this qualitative study underscores the leadership experiences of four Asian American women school administrators in one Southern U.S. state and seeks to identify their self-concept and expectations as school administrators. This vantage point provides the basis for investigation into their sense of responsibility for equity and leadership practices in diverse educational settings…. [PDF]

Guiden, Andrea; Kaul, Akashi; View, Jenice L. (2018). We Are Not Even Post-Colonial Yet!: Archetypes in the Master Narrative of U.S. History Textbooks. Penn GSE Perspectives on Urban Education, v15 n1 Sum. This paper uses literary analysis of 21 st century U.S. history textbooks and the theoretical frameworks of post-colonial theory, racial pedagogical content knowledge, and critical race theory to argue that students at urban schools continue to be "made ahistorical" by classroom instructional conditions that devalue history instruction, including textbooks, standardized testing (in both the presence and the absence), and the lack of substantial content-matter teacher professional development. More troublesome is the persistence of a colonial master narrative that both fails to serve the majority of white students, and that minimizes or erases the growing population of students of color in urban schools…. [PDF]

Lara, Argelia; Nava, Pedro E. (2018). Achieving the Dream, Uncertain Futures: The Postbaccalaureate Decision-Making Process of Latinx Undocumented Students. Journal of Hispanic Higher Education, v17 n2 p112-131 Apr. This qualitative study examined the decision-making process of undocumented college students pursuing graduate degrees, and how their commitment to matriculate in higher education programs is shaped by a myriad of social, familial, financial, and institutional factors. This study drew on 2 years of ethnographic data from a sample of 20 undocumented graduate students. The authors used critical race theory and LatCrit in education as guiding frameworks. The findings revealed that family marginalization, guided pathways, and social activism inform student decisions to pursue graduate school. The article concluded with a discussion of implications and areas of future research on undocumented students pursuing a graduate education in a DACA context…. [Direct]

McClay, Craig; Sprague Martinez, Linda; Tang Yan, Catalina; Varga, Shannon; Zaff, Jonathan F. (2020). Adult Reflection on Engaging Youth of Color in Research and Action: A Case Study from Five U.S. Cities. Journal of Adolescent Research, v35 n6 p699-727 Nov. With the proliferation of participatory approaches to promoting youth development such as Youth-Led Participatory Action Research (YPAR), it is more important than ever that researchers and practitioners understand how to create curriculum that will authentically engage youth of color. To that end, there are important lessons public health researchers can learn from the fields of community psychology, education, and social work, among others. We explore the benefits of a youth-led research and action curriculum steeped in critical pedagogy and critical race theory focused on public health. Youth of color (N = 35) between the ages of 13 and 34 years from five U.S. cities were hired as researchers. The majority (57%) of youth were 16 or 17 years, and the gender split was female (57%) and male (43%). Key informant interviews with adults and qualitative data analysis techniques were employed to examine program products and outcomes. Materials were deductively coded for content related to… [Direct]

Wei-Lun Jaason Chiu (2023). "Showing up for Students": Exploring an Emergent Asian/Asian American Mentorship Pedagogy at Minority Serving Institutions. ProQuest LLC, Ed.D. Dissertation, California State University, Los Angeles. Employing critical race theory, this study explored Asian and Asian American mentorship pedagogy in minority serving settings. Despite growing recognition of the role Faculty of Color play in mentoring college students, especially in minority-serving institutions, few studies have explored the way Asian and Asian American faculty mentor Students of Color. This study included nine participants from a large four-year public university in Southern California and three faculty members who served as mentors in a doctoral preparation program. All faculty worked in minority-serving institutional settings at large public-four-year institutions in California. Findings indicate that, like other Faculty of Color, Asian and Asian Americans faculty who mentor are informed by their lived experiences and community cultural wealth, particularly, navigational, social, and resistant capital. Despite differences attributable to their diverse backgrounds, the vast majority of mentors linked their… [Direct]

Chambers, Cheryl (2023). African American Women Leaders in Higher Education: An Examination of Job Satisfaction. ProQuest LLC, Ed.D. Dissertation, St. John's University (New York). Despite the increase of African American women on college campuses, African American women leaders in higher education administration in the United States are significantly underrepresented and under-retained. This lack of representation has lasting effects on leadership pipelines and how African American women leaders are perceived and valued in the workplace. A contributing factor to this disparity is job satisfaction experienced by African American women leaders in academia. Using Black Feminist Thought and Critical Race Theory (CRT) in Higher Education as theoretical frameworks, this critical narrative study described the experiences of eight African American women in higher education leadership to help us understand how individual experiences in the workplace shape job satisfaction at a doctoral-granting, predominantly White public institution in the northeast United States. Through a series of semi-structured interviews, the study investigated the individual experiences of the… [Direct]

Contreras, Ana; Lightfoot, Brian A.; Logan, Ginnie (2017). Black and Brown Millennial Activism on a PWI Campus in the Era of Trump. Journal of Negro Education, v86 n3 p252-268 Sum. This is a qualitative study of 12 Black and Brown student activists at a predominantly White institution (PWI). Using a combined civic engagement and critical race theory framework to analyze student narratives, the authors found that the campus climate is responsible for initiating students into activism, that millennials viewed activism on a spectrum, that minoritized identities are a driving motivation for engagement, and finally the first 100 days of Trump had little effect on the motivations of Black and Brown activists…. [Direct]