Harushimana, Immaculee (2022). Preparing Educators Who Save Lives: What Can US Schools of Education Do?. Journal for Multicultural Education, v16 n3 p225-236. Purpose: Aided with critical-race theory (Ladson-Billings, 1998), culturally responsive pedagogy tenets (Gay, 2002), and culturally sustaining pedagogy philosophy (Paris, 2012). The purpose of this paper is to make a two-pronged argument that: the killing of blacks has taken many forms, physical, moral, intellectual, cultural, and financial; and through its endorsement of racist policies, the education domain is a covert partaker in the killing of black lives. The author proceeds to tell her story of how lived experience, i.e., related to racism and inequities, inspired her to implement a curriculum that saves lives. She then proposes actionable measures that leaders of schools of education can take to show that they are allies of anti-black-racism and racial equity voices in education. Design/methodology/approach: Methodologically, this paper is situated in the intersection of three methodological models, which share the use of narrative as a source of evidence–critical… [Direct]

Krueger, Justin (2019). To Challenge the Settler Colonial Narrative of Native Americans in Social Studies Curriculum: A New Way Forward for Teachers. History Teacher, v52 n2 p291-318 Feb. For many non-native people, Native Americans are one large homogenous group. A fairly simple "group" to understand. Indigenous people are commonly presented and understood through long-enduring imagery via movies, advertising, product naming, and mascots. Through these processes, indigenous peoples are labeled, named, and historically placed as entities stripped of their humanity. They are made caricatures. These actions of presentation de facto allow large numbers of people to ignore or opt out of examining the historical experiences, present realities, geographies, and cultural manifestations of indigenous peoples. Engaging a critical framework about and for Native Americans in social studies curriculum is a necessary challenge to a course of study that is much more than a set of standards to learn; it is a reproduction of consciousness and a substantiation of misrepresentations. What is offered within this essay is a call for teachers to utilize the TribalCrit framework… [PDF]

Cannon, Mercedes Adell; Hern√°ndez-Saca, David (2019). Interrogating Disability Epistemologies: Towards Collective Dis/Ability Intersectional Emotional, Affective and Spiritual Autoethnographies for Healing. International Journal of Qualitative Studies in Education (QSE), v32 n3 p243-262. Special education labeling ignores historical, emotional, spiritual, sociocultural effects of labeling Black and Brown students with disabilities. Utilizing critical disability studies, critical race theory and spiritual paradigm, we interrogate construction and expression of differences of Learning Disability and Speech and Language Impairment. We asked: "How does being labeled with a special education disability category, as Black and Brown people impact emotional, affective, and spiritual development in and around schools?" Reminded about our disability labels relationship to (re)production of racism and ableism, our counter-narratives deconstruct the normativity of racism and ableism in and around schools. Our findings illuminated how emotion, affect and spirituality played a role in our intersectional oppressions and non-normative construction of our differences. We call for collective emotional, affective and spiritual autoethnographies for change at the nexus of… [Direct]

Marie, Jakia, Ed.; Mitchell, Donald, Jr., Ed.; Steele, Tiffany L., Ed. (2019). Intersectionality & Higher Education: Research, Theory, & Praxis, Second Edition. Peter Lang Publishing Group Intersectionality is a term coined by Kimberl√© Crenshaw in 1989. Crenshaw, a scholar of law, critical race theory, and Black feminist legal theory, used intersectionality to explain the experiences of Black women who–because of the intersection race, gender, and class–are exposed to exponential and interlocking forms of marginalization and oppression often rendering them invisible. The second edition of "Intersectionality & Higher Education: Theory, Research & Praxis" further documents and expands upon Crenshaw's articulation of intersectionality within the context of higher education. The text includes (a) theoretical and conceptual chapters on intersectionality; (b) empirical research and research-based chapters using intersectionality as a framework; and (c) chapters focusing on intersectional practices, all within higher education settings. The volume may prove beneficial for graduate programs in ethnic studies, higher education, sociology, student affairs,… [Direct]

Lara, Luke J. (2019). Faculty of Color Unmask Color-Blind Ideology in the Community College Faculty Search Process. Community College Journal of Research and Practice, v43 n10-11 p702-717. This qualitative study explored the systemic barriers to hiring faculty of color in the community college. A phenomenological design was used to examine the community college full-time faculty search process from the perspective of 10 full-time faculty of color who actively participate in racial justice advocacy. The participants represented five community college districts throughout California and have participated on multiple full-time faculty search committees. This study utilized critical race theory as a guiding framework. An analysis of the participants' interviews identified that color-blind ideology is pervasive, despite institutional commitment to diversity and nondiscriminatory laws. The leadership and agency of faculty of color strategically challenged the dominant ideology to advocate the hiring faculty of color. Actionable recommendations are presented to combat color-blind ideology in hiring policies and practices at the national, state, and local levels…. [Direct]

Belgrave, Faye Z.; Douglas-Glenn, Nakeina E.; Moore, Melanie P. (2019). Barriers and Assets to External Funding for African American Faculty. International Journal of Qualitative Studies in Education (QSE), v32 n10 p1250-1269. External funding is required for promotion and tenure in many disciplines, especially at research intensive universities. The purpose of this study was to identify barriers and assets to external funding for African American faculty at a research intensive university. A phenomenological approach was used to capture the voice of 16 African American faculty through focus groups and interviews. Data were interpreted through the lens of Critical Race Theory. The three primary themes were: (1) barriers, (2) influence of race, and (3) assets. Barriers included lack of mentors and collaborators; teaching load and lack of protective time; scarcity of funding; and lack of administrative support and infrastructure for getting grants out. Faculty reported several assets for securing funding. These included both personal (e.g. good training, innovation) and external (e.g. collaborations with community members) assets. Recommendations for addressing barriers are provided…. [Direct]

Smith Kondo, Chelda (2019). Front Streeting: Teacher Candidates of Color and the Pedagogical Challenges of Cultural Relevancy. Anthropology & Education Quarterly, v50 n2 p135-150 Jun. Educational research widely neglects the effectiveness of multicultural education courses among teacher candidates of color (TCCs). In this article, the experiences of six Black preservice teachers enrolled in a diversity course are explicated to unearth nuanced pedagogical missteps that hinder their development as students of asset pedagogies. Undergirded by the five principles of critical race theory, findings reveal that TCCs exhibit varied forms of resistance to monolithic content that frame minoritized groups in the deficit. In this particular study, Front Streeting refers to the vulnerability teachers of color experience when their minoritized identities are fetishized in diversity classrooms, through an expectation of confirmed lived experiences or expert knowledge of their demographic groups. The article explores the general privileging of whiteness in multicultural education curriculum and instruction while challenging teacher educators to reconsider how to engage students… [Direct]

Bialystok, Lauren; Wright, Jessica (2019). 'Just Say No': Public Dissent over Sexuality Education and the Canadian National Imaginary. Discourse: Studies in the Cultural Politics of Education, v40 n3 p343-357. Scholars of sexuality have argued that 'moral panics' about sexuality often stand in for broader conflicts over nationality and belonging. Canada has spent decades cultivating a national image founded on multiculturalism and democratic equality. The Ontario sexuality education curriculum introduced in 2015 drew audible condemnation from a variety of groups. Drawing from Critical Discourse Analysis and Critical Race Theory, we argue that the public discourse surrounding these protests exposed the limits of Canadian pluralism, fuelling a meta-debate about the 'Canadianness' of recent immigrants and the incompatibility of liberal values with those of non-Westerners, especially Muslims. We explain this in terms of contextual factors such as Ontario's publicly funded Catholic school system and anti-Muslim xenophobia in the post-9/11 era. Our analysis speaks to the importance of intersectional social justice efforts as part of the movement for comprehensive sex education…. [Direct]

Marom, Lilach (2019). Under the Cloak of Professionalism: Covert Racism in Teacher Education. Race, Ethnicity and Education, v22 n3 p319-337. This study focuses on manifestations of racism and colonialism in teacher education. I build on the theoretical framing of Critical Race Theory and decolonization in order to expose racist and colonial assumptions at the core of teacher education. I highlight in particular the work of covert racism under the cloak of teachers' professionalism. I focus on what I call 'professional microaggressions': subtle forms of racism and colonialism hidden beneath professional definitions. By interviewing graduates of a well-established Indigenous teacher education program in British Columbia, Canada, I examine the mechanisms that still hinder the success of Indigenous teacher candidates in teacher education and in the school system. The study highlights the resilience, resistance, and strategic planning that Indigenous teachers use to challenge the system while advancing their position within it. Lastly, I suggest ways to support Indigenous teacher candidates in teacher education…. [Direct]

Alem√°n, Enrique, Jr.; Alem√°n, Sonya M.; Bahena, Sofia (2022). Chicana/o/x Educational Pipelines as Critical Race Heuristics: Tools for Pedagogy, Politicization, and Praxis. Teachers College Record, v124 n2 p33-59 Feb. Background/Context: Since 2005, critical race theory (CRT) scholars have crafted educational pipelines that compare educational attainment across racial groups in the United States. These visual models offer concise pictorial narratives about the discrepancies that fall along racial lines, particularly the underperformance of Chicana/o/x students over the last two decades. Purpose/Objective/Research Question/Focus of Study: This article conceptualizes educational pipelines comparing the educational attainment of Chicana/o/x, White, Black, Asian, and Native students as critical race heuristics, or exegetic visual instruments and pedagogical tools used by CRT scholars to concisely depict structural inequities predicated on racial hierarchies. Critical race heuristics elicit understandings of systemic oppression, foster critical awareness, and inspire action. Population/Participants/Subjects: There were more than 100 participants in 16 focus groups, and 10 individual interviews were… [Direct]

Welply, Oakleigh (2023). English as an Additional Language (EAL): Decolonising Provision and Practice. Curriculum Journal, v34 n1 p62-82 Mar. This paper examines ways in which approaches to English as Additional Language (EAL) can be decolonised in schools. In an attempt to break traditional divides between academic research and pedagogical practice in this area, this article adopts a collaborative perspective, between an EAL advisory and support teacher and an academic member of staff working in university. Drawing on dialogues and co-analysis with EAL practitioners, this article reflects on limitations of current provision and practice and suggests alternative, decolonial and anti-racist approaches to the education of EAL students. At both school and university level, 'one size fits all approaches' tend to negate the deep historical, social and political roots and contexts which underpin the experiences of 'EAL students' at different levels of education. Issues related to equitable assessment, inclusion, linguistic support and anti-racism tend to be side lined in favour of a focus on language proficiency and attainment,… [Direct]

Jean-Baptiste, Josue (2023). The Reentry Program and Its Effect on the Lives of African American Males after They Are Released from Prison: A Phenomenological Study. ProQuest LLC, Ed.D. Dissertation, Delaware State University. African American males have been overrepresented in the prison system in the United States since the 1970s. This comprehensive survey examines the influence of the prison reentry program on the lives of African American males after they are released from jail and prison in the United States. Jail is a place of confinement for persons held in lawful custody "specifically": such a place under the jurisdiction of a local government (such as a county) for the confinement of persons awaiting trial or those convicted of minor crimes. A prison is a place for the confinement of a person in lawful detention. "To detain in custody: imprison" (American Heritage, 1969, 1970,1976, p.700). Many states incarcerate five times as many African Americans as White people. The literature has identified several hypotheses to explain why the mass incarceration of African American males in the prison system continues. The aim of this qualitative research is to examine the perceptions of… [Direct]

Goossens, Cedric; Muls, Ja√´l; Stevens, Peter; Van Gorp, Angelo (2018). Blowing Hot and Cold about Diversity: White Middle-Class Gentrifiers and Ethnically Mixed Schooling in Belgium. Whiteness and Education, v3 n1 p32-55. It has been argued that white middle classes act in the best interest of their offspring, even when these actions clash with their values. In urban contexts, parents often do this by avoiding ethnically diverse educational settings. Drawing on 35 interviews, this article aims to gain a deeper understanding of the school-choice process of white gentrifiers going against a dominant, white middle-class norm by selecting an ethnically mixed school in the context of Ghent (Belgium). Making use of critical race theory, it is suggested that, although these white gentrifiers have in their actions gone against the grain, they have done less so in their motives, as these are permeated by instrumental reasons…. [Direct]

Samille Taylor (2022). Young, Black and (Mis)Educated: A Narrative Inquiry Study of Black Student Leadership at Predominantly White Institutions. ProQuest LLC, Ed.D. Dissertation, Northeastern University. Black student leaders attending predominantly White institutions face difficulties that have not been addressed during their collegiate experience. Black students who attend predominantly White institutions often participate in groups/organizations that embrace their ethnic and racial background more than those that do not. Clubs and Organizations such as the Black Student Union, African Student Alliance, and Caribbean Student Network provide Black student leaders with a place in which they feel safe and secure demonstrating their leadership skills. However, there is often a lack of support provided to these students at predominantly White institutions. This research study addressed the following questions: (1) How do Black students' understandings of leadership impact the type of leadership positions pursued by Black students at predominantly White institutions, and (2) How do everyday images of leadership impact the type of leadership positions pursued by Black students at… [Direct]

Milner, H. Richard, IV (2013). Analyzing Poverty, Learning, and Teaching through a Critical Race Theory Lens. Review of Research in Education, v37 n1 p1-53 Mar. In this article, the author explores poverty as an outside-of-school factor and its influence on the inside-of-school experiences and outcome of students. He considers the interconnected space of learning, instructional practices, and poverty. In particular, he uses critical race theory as an analytic tool to unpack, shed light on, problematize, disrupt, and analyze how systems of oppression, marginalization, racism, inequity, hegemony, and discrimination are pervasively present and ingrained in the fabric of policies, practices, institutions, and systems in education that have important bearings on students–all students–even though most of the studies reviewed did not address race in this way. He analyzes the interrelationship between race and poverty. His point in using race as an analytic site is not to suggest that people are in poverty because of their race but to demonstrate how race can be a salient factor in how people experience and inhabit the world and consequently… [Direct]

Demir, Kadir; Dunac, Patricia S. (2017). Negotiating White Science in a Racially and Ethnically Diverse United States. Educational Review, v69 n1 p25-50. The racial and ethnic makeup of the United States is in constant flux and is expected to experience substantial increases in racial and ethnic diversity over the next four decades. The problem the American educational system faces is attempting to problematize race/racism in its educational system and creating a system to counteract educational impartialities present for children of color. The disparity we face grows as teacher education programs graduate primarily White female teacher candidates, who express trepidations teaching students of color. In this article, we explore specific influences, confines, and conflicts that exist in urban schools, as a starting point to converse about the issues of race in science education and establish a strong theoretical rationale for the continued investigation of a race-based analysis of Culturally Relevant Pedagogy (CRP). Finally, we propose a more inclusive model for teacher preparation programs that embrace and encourage critical… [Direct]

Dedeoglu, Hakan; Isler, Nergiz Kardas (2019). Multicultural Children Literature in Preservice Teacher Education: Responses through Literature Circles. International Journal of Progressive Education, v15 n4 p130-141. This study aims to analyze preservice teachers' opinions about children books through a literature circle (LC) approach in multicultural learning environments. The data of the present study were collected from the children literature course offered for preservice classroom teachers during the 2014-2015 and 2015-2016 spring semesters at Hacettepe University. The preservice teachers (PSTs) in children literature course read and responded to Newbery Award winning books both individually and in literature circle groups within a framework of critical literacy and reader response theories. The results of the current study revealed the deficiencies of the pre-service teachers in the process of critical reading and actualization in spite of their satisfactory interpretations of the events. In this study, the PSTs expressed their opinions for the "gaining an understanding of different perspectives on life in the world" and "the cultures of specific groups, developing the skills… [PDF]

Ohito, Esther O. (2019). Thinking through the Flesh: A Critical Autoethnography of Racial Body Politics in Urban Teacher Education. Race, Ethnicity and Education, v22 n2 p250-268. Although the ubiquitous nature of whiteness has been scrutinized in research on teacher preparation in the United States, scholarship on how this concept impinges upon the field's overall culture, as well as on pedagogy, is scarce. Thus, I perform a critical autoethnographic study on the relationships among whiteness, pedagogy, and urban teacher education. The inquiry threads Critical Race Theory and feminist theorizing on (Black) bodies, affects, and assemblages, and extends from extant literature illustrating that the dichotomous thinking characteristic of whiteness undergirds the disembodied approaches to teaching and learning prevalent in teacher education programs. This, I discover, leaves one White pre-service teacher ill-equipped to discern and disrupt the materialization of whiteness in an (inter)corporeal encounter with a Black youth in an urban classroom. Additionally, a pedagogy of disembodiment hinders this pre-service teacher from developing robust understandings of how… [Direct]

Dervin, Fred; Simpson, Ashley (2017). "Speaking from the Stomach?" Ventriloquised Ethnocentrisms about Finnish Education. Educational Practice and Theory, v39 n1 p5-29 Apr. In recent years the words 'Finnish education' have been accompanied by utterances of 'an education miracle,' 'the best education system,' 'a success' and a number of other adjectives and superlatives to 'describe' education in Finland. While Finland's PISA ranking has declined media interest and discourses on 'Finnish education' have not relented. Seemingly, Finland's educational system is as popular as it has ever been. Finland's education system is viewed with 'international admiration' yet behind these discourses are a number of discursive contradictions. Using the discursive concept of ventriloquism (Tannen, 2010; Cooren, 2014) we show how 'Finnish education' has become ventriloquised–when 'Finnish education' is uttered a number of automatically generated responses are uttered by speakers. In this sense, discourses on 'the success of the Finnish education system' act as prevailing meta-discourses. We argue that, behind these constructs, can too easily lie ventriloquised… [Direct]

Brown, Corine M.; Schaffer, Connie L.; White, Meg (2018). A Tale of Three Cities: Defining Urban Schools within the Context of Varied Geographic Areas. Education and Urban Society, v50 n6 p507-523 Jul. What constitutes an urban school? This question has confounded social researchers and educators who often limit definitions to population data. H. Richard Milner suggested a framework for defining urban schools that includes population data as well as the racial and social context of schools. This article applied Milner's model to school districts in New York, Nebraska, and New Mexico which exemplified Milner's categories of urban schools: urban intensive, urban emergent, and urban characteristic. Application of the framework to the districts presents a model for teacher educators to deliver two important components of preservice preparation. First, the model can assist preservice teachers to challenge their existing perceptions of urban schools. Second, establishing a framework provides teacher educators the opportunity to guide preservice teachers to view urban schools through a Critical Race Theory lens. Through this lens, preservice teachers can begin to realize the impact of… [Direct]

Helakorpi, Jenni; Lappalainen, Sirpa; Sahlstr√∂m, Fritjof (2019). Becoming Tolerable: Subject Constitution of Roma Mediators in Finnish Schools. Intercultural Education, v30 n1 p51-67. Although Finnish politics relating to the Roma tend to be perceived internationally as fairly successful, several obstacles exist for the Roma in education and the labour market. Training of Roma mediators has been actively promoted in Finland to improve the school performance and equality of Roma pupils. This article, based on ethnographic research, focuses on exploring how the current discursive terrain around the topics of tolerance and prejudice functions in the everyday work of mediators. It is argued that the present discourses in school expose the mediators to unequal power relations of tolerance. The terms for being tolerated are set by the potential tolerating actors, the school community. The mediators aim to supply knowledge about the Roma and try to address prejudices as representatives of the Roma. The study identified three different strategies that the mediators used when encountering prejudice: making sure one does not seem too different, parody and feigning naivety…. [Direct]

Burgess, Cathie; Harrison, Neil; Lowe, Kevin; Moodie, Nikki; Vass, Greg (2019). The Possibilities and Practicalities of Professional Learning in Support of Indigenous Student Experiences in Schooling: A Systematic Review. Australian Educational Researcher, v46 n2 p341-361 Apr. The import of professional learning in support of quality teaching is well established. Moreover, demonstrating active engagement with ongoing professional learning is now a requirement of maintaining teacher accreditation. For example, within an education policy climate that monitors the achievements of Indigenous learners closely, the evaluation and efficacy of educators with constructively addressing the experiences of these students is under increasing scrutiny, and hence, the significance of professional learning is further heightened. But, what sort of professional learning is well suited and effective in contributing to this undertaking? This systematic review investigated the veracity of the evidence underpinning professional learning research projects that aimed to make a positive change in the approach and abilities of schools to effectively improve the learning experiences of Indigenous students in Australia over the last 10 years. The themes that emerged from the review… [Direct]

Harris, Jessica C. (2017). Multiracial Campus Professionals' Experiences with Multiracial Microaggressions. Journal of College Student Development, v58 n7 p1055-1073 Oct. Using a racial microaggressions analytic framework and critical multiracial theory, this research explored multiracial campus professionals' experiences with multiracial microaggressions. Three themes were generated from the narratives of 24 multiracial campus professionals, including Denial of a Multiracial Reality, Assumption of a Monoracial Identity, and Not Monoracial Enough. This study adds to a dearth in research concerning the racialized experiences of campus professionals, a population within higher education that is under-researched, yet influential to the campus environment. The research expands the concept of racial microaggressions and racism by accounting for multiracial individuals' experiences with multiracial microaggressions, a form of everyday monoracism. While this study focuses on the narratives of multiracial professionals, participants' narratives have implications for all constituents working, living, and learning in postsecondary contexts…. [Direct]

Croom, Natasha N.; Kortegast, Carrie A. (2018). When Ignoring Difference Fails: Using Critical Professional Praxis. About Campus, v23 n1 p27-31 Mar-Apr. This article offers the concept of critical professional praxis as a framework for naming and addressing difference-neutral practices in education (an approach that does not consider the effects of power and privilege associated with social differences in teachers' beliefs, ideas, and actions). Critical professional praxis is using both formal and informal theoretical lenses to illuminate power-laden social differences in the decision-making practices and behaviors of institutional agents and educators in an effort to eliminate inequity. The article shares examples from two educators' experiences of instances they perceived as difference-neutral, focusing on racism, homophobia, xenophobia, and other forms of oppression on a college campus. It concludes that if more people are to succeed and thrive in higher education, teachers must understand their work as embedded within sociocultural and sociopolitical systems in which power is always informing and mediating individual and… [Direct]

Missira, Vassiliki (2019). Strengthening European Citizenship Education. Journal of Social Science Education, v18 n3 p55-68 Fall. The article intends to identify whether and to what extent the educational activities supported by the European action programmes of the Council of Europe (CoE), as well as the European Union (EU), contribute to the promotion of active European citizenship. Taking into consideration that an effort is taking place to actively involve citizens — especially the youth — in public life at the national and European level, and that active citizenship is not limited exclusively to voting, a question arises: How to activate and enhance the participation of young people in public life? With reference to the EU, this question could be formulated as follows: ?as a sense of belonging to a European demos been consolidated? Alternatively: Are young — mainly — people familiar with the democratic processes at the European level, such as European elections? In a Europe characterised by political apathy, social racism, racial discriminations and high unemployment rates, what would be the outcome of… [PDF]

Her Many Horses, Ian; Nissen, Jayson M.; Van Dusen, Ben (2021). Investigating Society's Educational Debts Due to Racism and Sexism in Student Attitudes about Physics Using Quantitative Critical Race Theory. Physical Review Physics Education Research, v17 n1 Article 010116 Jan-Jun. The American Physical Society calls on its members to improve the diversity of physics by supporting an inclusive culture that encourages women and Black, Indigenous, and people of color to become physicists. In the current educational system, it is unlikely for a student to become a physicist if they do not share the same attitudes about what it means to learn and do physics as those held by most professional physicists. Evidence shows college physics courses and degree programs do not support students in developing these attitudes. Rather physics education filters out students who do not enter college physics courses with these attitudes. To better understand the role of attitudes in the lack of diversity in physics, we investigated the intersecting relationships between racism and sexism in inequities in student attitudes about learning and doing physics using a critical quantitative framework. The analyses used hierarchical linear models to examine students' attitudes as measured… [Direct]

Kimberly Johnson-Redder (2024). Voice of the Voiceless: Pathways from High School to Prison. ProQuest LLC, D.Ed. Dissertation, American University. The focus in this dissertation was on the increasing involvement of Black male youth in the carceral system and the connection to their experiences in high school. This problem is multifaceted in education because of the numerous actors and factors that contribute to the antecedents and outcomes of the key players closest to the problem, Black males. The study was designed to address this multilayered problem by employing narratives and storytelling as tools for the intervention and interrogation of anti-Black and unwelcoming school spaces. It was intended to elevate the voices of Black males who have been involved with the court system and change the mindsets and behaviors of high school educators to foster more inclusive environments with the exploration of two imperative research questions: What factors of their high school experience influence formerly court-involved Black males (FCIBM) and their connection to school and court involvement? How does the storytelling of high school… [Direct]

Gillborn, David (2014). Racism as Policy: A Critical Race Analysis of Education Reforms in the United States and England. Educational Forum, v78 n1 p26-41. Critical race theory (CRT) views education as one of the principal means by which white supremacy is maintained and presented as normal in society. The article applies CRT to two real-world case studies: changes to education statutes in the state of Arizona (USA) and the introduction of a new measure of educational success in England, the English baccalaureate. The analysis highlights the globalized nature of neoliberal education reform and its fundamentally raced and racist character…. [Direct]

Browne, Stevie; Lampert, Jo (2022). Examining Teacher Candidates' Backgrounds, Experiences, and Beliefs as Precursors for Developing Dispositions for Democracy. Teachers College Record, v124 n3 p148-176 Mar. Background/Context: In this article, we draw on Villegas's explanations of beliefs as precursors to social justice dispositions and Mills et al.'s Australian research about social justice dispositions as either affirmative or transformative. These conceptual positions assist us in understanding the beliefs that are derived from applicants' schooling and life experiences. Purpose of Study: The article reports on how 46 candidates applying for an Australian equity-oriented initial teacher education (ITE) program described their backgrounds and beliefs around social justice. The purpose of the research is to understand starting point beliefs in order to design a strongly democratic teacher education program for historically hard-to-staff schools. Setting: Expressions of interest were analyzed from applications to an Australian ITE program designed to prepare teachers for hard-to-staff urban and rural secondary schools in Victoria, Australia. Research Design: This research is a… [Direct]

Nuo Xu (2023). Chinese Teachers' Raciolinguistic Experiences, Ideologies, and Instructional Practices: Exploring Implementational Spaces for Developing Critical Consciousness in Mandarin Chinese Dual Language Bilingual Education. ProQuest LLC, Ph.D. Dissertation, The University of Utah. Dual language bilingual education (DLBE) programs, which teach content knowledge in English and a partner language, have shown promise in attaining academic achievement, bilingualism/biliteracy, and sociocultural competence. Recently, scholars have argued for adding critical consciousness as a foundational goal to challenge the hegemonic ideologies in DLBE programs. With the COVID-19 pandemic eliciting anti-Asian racism, linguicism, and xenophobia targeting U.S. Chinese and other Asians, raciolinguistic issues, at the power intersections of race and language, became especially relevant to Mandarin Chinese DLBE programs and their Chinese teachers. This study explored secondary Chinese DLBE teachers' lived experiences, raciolinguistic ideologies, and their instructional practices associated with fostering critical consciousness in their classrooms. Employing a narrative inquiry approach and ethnographic methods, I conducted semistructured interviews with ten secondary Chinese DLBE… [Direct]

Cooper, William Casey (2023). Elementary School Educators' Perceptions of Discipline Policies and the Overrepresentation of Discipline Outcomes in Urban Settings. ProQuest LLC, Ed.D. Dissertation, Lincoln Memorial University. Since the formation of schools, schools have developed ways of understanding discipline and ensuring a safe and orderly environment. Governmental personnel began to influence local school policies beginning in 1989, with United States President Ronald Reagan's "War on Drugs" campaign. This led to the creation and development of zero-tolerance policies. School districts implemented zero-tolerance policies, which helped lead to the overrepresentation of discipline outcomes (i.e., punishment) among certain demographics. Following the Critical Race Theory theoretical framework, I interviewed 12 participants to determine their perceptions of discipline policies and the overrepresentation of discipline outcomes in urban settings. My participants included elementary principals and teachers across two large urban school districts across Tennessee. After interviewing 12 participants, I determined two things: elementary school teachers perceived the success of discipline practices… [Direct]

Wendy Ortega-Garrett (2023). Factors Influencing Participation in University Honors Programs for Undergraduate Students of Color. ProQuest LLC, Ed.D. Dissertation, California State University, Long Beach. Students of color in the United States participate in undergraduate honors programs at lower rates than their White counterparts. Prior research suggests that students of color do not participate in honors programs for a variety of reasons. Using critical race theory and community cultural wealth as a conceptual framework, I sought to understand the factors that influence students' participation in an undergraduate honors program and how students of color experience that program. A cross-sectional nonexperimental design was used to analyze data from two California State University undergraduate honors programs. Descriptive and inferential statistics were used to determine differences in transfer status, first-generation status, PK-12 donors experience, undergraduate support programs, involvement in extracurricular activities, and undergraduate research experience. Factors influencing honors participation rates were also analyzed to determine potential differences between students of… [Direct]

Nicole K. Turner (2023). Why Seek Help for Mental Health? Understanding Lived Experiences and Help-Seeking Behavior of Black Students at Historically Black Colleges and Universities (HBCUs). ProQuest LLC, Ph.D. Dissertation, Oklahoma State University. This research study employs a qualitative approach to explore the mental health concerns and help-seeking behavior of Black college students attending Historically Black Colleges and Universities (HBCUs). Previous research has highlighted cultural barriers that hinder Black students from accessing or utilizing mental health services, but recent evidence suggests a growing trend of increased help-seeking rates. Nevertheless, limited empirical work exists in understanding their lived experiences, their ability to overcome these barriers, and their motivation to seek assistance. To address this research gap, a qualitative interpretive study was conducted, using a Critical Race Theory (CRT) framework to examine the help-seeking experiences of 10 Black college students at HBCUs. By employing in-depth interviews and participant drawings, this study explores the reasons behind these students' decisions to seek mental health support while on campus and the factors influencing their… [Direct]

Maya Severns (2023). "I'm Now Always Thinking about Math": Exploring Mathematics Identities, Beliefs, and Lived Experiences through YPAR. ProQuest LLC, Ed.D. Dissertation, City University of New York Hunter College. This youth participatory action research (YPAR) study employing survey and case study design sought to explore and document the influence of YPAR participation on Black and Latine high school students' perceptions of their mathematics identity development, what they learned about their peers' and their own mathematics perceptions and lived experiences, and their recommendations for change in their own school and mathematics education in general. Eight high school participants were invited to engage in 12 YPAR study sessions that drew on the literature of mathematics identity, equity in mathematics education, and YPAR and were grounded in a theoretical framework including culturally sustaining pedagogy, critical race theory in mathematics education, and situated expectancy-value theory. Data were collected through pre-study and post-study surveys, post-study semi-structured interviews, participant artifacts, field notes, and memos. Findings indicated that participation in YPAR and the… [Direct]

Clonan-Roy, Katherine; Jacobs, Charlotte E.; Kitzmiller, Erika; Kokozos, Michael; Maton, Rhiannon; Matthews, Casey (2023). White Parent and Caregiver Perceptions of, and Resistance to, Equity and Anti-Racism Work in an Independent School. Teachers College Record, v125 n7-8 p77-109. Background: Between early 2020 and today, our society has experienced a distressing global pandemic, horrifying brutalities committed against BIPOC individuals and communities, uprisings for racial justice, and a violent attack on our nation's capital. While these events and phenomena have been challenging and traumatic, they have also inspired calls for equity-focused action within and beyond schools. Purpose: Many schools have intensified their diversity, equity, inclusion, justice, and anti-racism (DEIJA) work by revising their curricula, providing equity-focused professional development for educators, offering extracurricular programs like affinity and accountability spaces for BIPOC and white students, and many other initiatives. However, this work has occurred against a contentious backdrop, including parent and caregiver resistance to DEIJA work and attacks on schools for allegedly teaching critical race theory. Research Design: Between the summer of 2020 and the spring of… [Direct]

Paola Esmieu (2023). What's It Like for Them? A Phenomenological Inquiry into the Lived Experiences of Pre-Tenure, Racially/Ethnically Underrepresented Faculty at Minority Serving Institutions. ProQuest LLC, Ed.D. Dissertation, University of Pennsylvania. Minority Serving Institutions (MSIs) have boasted our nation's most diverse faculties for decades and yet, there is much we do not know about the experiences of these faculty. Departing from the assumption that diverse faculty encounter the same challenges and triumphs as diverse faculty at PWIs, this study sought to capture the voices and lived experiences of pre-tenure, racially/ethnically underrepresented faculty navigating the tenure and promotion process at MSIs. This phenomenological study relied on Critical Race Theory (CRT) as its theoretical framework to examine the pre-tenure experiences of 22 racially/ethnically underrepresented faculty members who worked at federally designated MSIs and were within the first five years of their faculty careers. Findings revealed that participants generally felt empowered by their alignment with their institution's mission and values, experiencing a sense of purpose. Key to their experiences were their relationships with students, peers,… [Direct]

Tabitha L. Miller (2023). Curricular Control: Student Agency and the Teaching and Learning of Controversial Topics. ProQuest LLC, Ed.D. Dissertation, Concordia University Irvine. Since the inception of public education in the United States, members of the public have fought for control over what is taught to students and how concepts are presented. Public education lies continually in the crosshairs of politics and polemics related to issues ranging from prayer and the Pledge of Allegiance to language teaching and the inclusivity of transgender students. Culturally relevant teaching, while extolled by seasoned educators, is often branded as critical race theory by opponents of cultural awareness and sensitivity in schools. This study focuses on the history of such polemics as well as the decision-making process for social sciences curricula. It examines teachers' beliefs surrounding students' agency and the attitudes surrounding the teaching of controversial topics. The data revealed that the longer teachers have been in the profession, the less likely they are to be confident in their students' ability to think critically. Political affiliation impacted… [Direct]

Velazquez, Crystal (2023). Womxn Faculty of Color: Education Activism on the Frontline of Converging Pandemics. ProQuest LLC, Ed.D. Dissertation, California State University, Sacramento. Quarantine during the COVID-19 pandemic cause learning environments to shift into virtual spaces. Faculty held the frontline through multiple surges in virus, social unrest demanding justice and equity for the global health crisis, and the continuous legalized killing of Black and Brown folx. Researchers around the globe have since documented experience and impact in education, there is little documentation of the working realities of womxn faculty of color teaching and learning during quarantine. This ontological study was conducted to document the collaborative narratives of womxn faculty of color highlighting their knowledge, experiences, and strategies. Critical race theory was used as an interpretive framework to name and describe metastatic racism within higher education. In addition to equitable strategies, three actionable policy and practice areas emerged from the data: education needs to be better prepared in the future by equipping faulty to be excellent online educators;… [Direct]

Ott, Corinna; Rodela, Katherine C.; Rodriguez-Mojica, Claudia (2020). "I Didn't Wanna Believe It Was a Race Issue": Student Teaching Experiences of Preservice Teachers of Color. Urban Review: Issues and Ideas in Public Education, v52 n3 p435-457 Sep. Teacher education scholars are increasingly calling for critical theories to unearth how diverse histories are silenced in teacher education. Employing critical theories to study student teaching experiences is of particular importance because placements are considered a vital component of new teacher preparation. In this study, we utilize Critical Race Theory to examine the student teaching experiences of preservice teachers of color in a graduate-level teacher education program committed to diversifying the teacher force. Through interview "testimonios," participants revealed racialized experiences and described how they responded to and resisted racism within their student teaching placements. Racial, nativist and religious microaggressions left them feeling invisible, hypervisible, disrespected, and stereotyped by the very teachers responsible for mentoring and guiding them into the teaching profession. We share "testimonio" narratives that illustrate the… [Direct]

Toinette E. Watson (2022). An Exploration of Women of Color Navigating Intersectionality in STEM Programs. ProQuest LLC, Ed.D. Dissertation, Trident University International. Diversity initiatives must include the voices and influence of more individuals of marginalized identities (Honor Culture, 2020). Previous research initiatives have proven that Women of Color in higher education STEM programs experience frequent prejudice against their race, gender, and culture. This doctoral study explores the phenomenology of Women of Color and their pursuit of earning a STEM degree. The research study was written using a qualitative dissertation format which includes four chapters. The following is a synopsis of the topics that can be found in each chapter. Chapter one includes the introduction and the purpose of the study topic, a statement of the problem, an examination of theoretical frameworks, the significance of the study, and key terminology. Chapter two is the literature review that focuses on historical and current events on belonging, intersectionality, and privilege. Chapter three examines the intersectional experiences of professors and students. The… [Direct]

Leung, Sofia Y.; L√≥pez-McKnight, Jorge R. (2020). Dreaming Revolutionary Futures: Critical Race's Centrality to Ending White Supremacy. Communications in Information Literacy, v14 n1 Article 2 p12-26. "Critical Library Instruction: Theories and Methods" dangerously lacked a centering, and critique, of white supremacy, as a structure of domination; we see the continuation of that active avoidance, or a progress approach through liberal or multicultural frameworks that do not precisely identify roots of racialized oppression, in critical librarianship currently. In this essay, we reject progress narratives depicting the profession as having arrived, or even moved further, to a critical space, paying particular close attention to the absence of white supremacy, not only in the text "Critical Library Instruction: Theories and Methods" but in critical library instruction. We then explore our teaching and learning experiences against, and through, white supremacy–while interrogating, and responding to critical library instruction–by drawing on critical race theory, emergent strategy, and cultural and race-centered pedagogies that offer humanizing and sustaining… [PDF]

Simon, Mara (2020). The Emotionality of Whiteness in Physical Education Teacher Education. 2020 National Association for Kinesiology in Higher Education Hally Beth Poindexter Young Scholar Address. Quest, v72 n2 p167-184. The physical education teacher education (PETE) pipeline makes it clear to historically racially minoritized pre-service teachers the value of White norms and experiences while simultaneously "othering" their cultural knowledge. Using Critical Race Theory, Critical Whiteness Studies, and emotionality as theoretical frameworks, this visual narrative inquiry explored self-identified Black and Latinx pre-service physical education teachers' (n = 10) stories of a racialized identity within predominantly White PETE programs as well as the emotionality of whiteness for myself as a White researcher and teacher educator. I utilized narrative-based semi-structured and conversational interviews, along with photo-elicitation, as methods of data collection. The results contrast participants' experiences of normalized racism with my heightened emotions of shock and dismay, shedding light on my own white emotionality toward racism. The critical examination of the emotions of whiteness… [Direct]

Borskey, Erma J.; Brown, Kimberly M.; Chaney, Cassandra D.; Kim, Youn; Lemieux, Catherine; Robertson, Ray V. (2020). Assessing Police Violence and Bias against Black U.S. Americans: Development and Validation of the Beliefs about Law Enforcement Scale. Journal of Social Work Education, v56 n4 p664-682. Measurement of U.S. American community members' perceptions of police historically has failed to assess police bias, violence, and accountability in Black communities. Rooted in critical race theory, conflict theory, and a substantial corpus of self-reported survey research methodology, the present study describes the development of the Beliefs About Law Enforcement (BALE) scale. Guided by a multidisciplinary and multiracial panel, whose members possess the requisite substantive and methodological expertise, BALE scale items were constructed and factor analytic techniques were performed using a purposive sample of 288 MSW, BSW, and undergraduate child and family study students. Exploratory factor analysis was used to assess the factor structure of the original 18-item BALE scale (Model 1). A subsequent confirmatory factor analysis yielded indexes indicating that the fit for the second order 15-item model was improved (Model 2) as compared to Model 1. The BALE scale achieved good… [Direct]

Crilly, Jess; Panesar, Lucy; Suka-Bill, Zey (2020). Co-Constructing Co-Constructing a Liberated/Decolonised Arts Curriculum. Journal of University Teaching and Learning Practice, v17 n2 Article 9. This article presents a case study of liberating reading lists through a staff-student collaboration in a UK arts university. It characterizes reading lists as a familiar but under researched feature of academic life and discusses their practical and symbolic role in maintaining Western/Eurocentric/White disciplinary canons, and how they inform what it means to be 'well read' in a discipline. The collaborative project, which was initiated as Liberate the Curriculum work, brought together students, academic staff and librarians to audit and review reading lists, and reimagine them to represent multiple narratives, reflecting the diverse and international student population of the university. The article explores the challenges of auditing reading lists and identifying more diverse resources, and the complex relationships between identity and knowledge production. The authors use Critical Race Theory to comment on the relationship between race, colonialism and the arts, and how racism… [PDF]

An, Sohyun (2020). Disrupting Curriculum of Violence on Asian Americans. Review of Education, Pedagogy & Cultural Studies, v42 n2 p141-156. The daily encounters of explicit, implicit, direct, and indirect anti-Asian racism are the impetus of Sohyun An's work. Through critical race teaching and research, she seeks to debunk and disrupt curricular exclusions and misrepresentations of Asian Americans and their insidious effects on all children. This article is a part of such work. It offers a critical analysis of the systemic exclusion and misrepresentation of Asian Americans in the history curriculum. In the following paragraphs, she first briefly discusses why the curriculum, particularly history curriculum, matters by building on what Cridland-Hughes and King (2015) called a curriculum of violence. Next, she reviews previous studies and identify persistent trends in the curricular treatment of Asian Americans in the official story of the United States. She then explicates and troubles such curricular practices from the Asian critical race theory (AsianCrit) perspective (Chang, 1993; Iftikar & Museus, 2018). Last, she… [Direct]

Thompson, London (2020). The Recruit: A Futurist Story about Race and College Admissions. Educational Perspectives, v52 n1 p18-25. "The Recruit," told through the lens of Critical Race Theory (CRT), harnesses counter-storytelling to paint a cogent picture of how programs supposedly meant to address issues of social justice, in and of themselves, become new and more insidious versions of their predecessors. CRT posits that racism is inextricably embedded into the legal frameworks that govern every aspect of American society (Hiraldo, 2010, p. 54). "The Recruit" is set in a not so distant "utopian" future, where college admissions officers employ the same tactics football coaches use to find qualified black male athletes. They: (1) scout talent; (2) establish collaborative partnerships with high school coaches; (3) spend time cultivating one-on-one relationships with recruits; (4) visit homes to talk with parents and families; (5) host special visit days for student-athletes whom they wish to recruit; and (6) search far and wide for the most talented prospects (as opposed to… [PDF]

Crockett, Felicia; Lezotte, Stephanie; Walpole, MaryBeth (2022). Teaching Diversity in North American Higher Education Master's Programs: Curricula and Rationales. Journal of Applied Research in Higher Education, v14 n4 p1731-1741. Purpose: This study aims to examine North American master's programs in higher education administration, leadership and student affairs; the extent to which these programs incorporate diversity coursework; and their reasons for doing so. Graduate programs must prepare practitioners who are able to work effectively with multiple groups of students, ameliorate persistence and graduation gaps, and create more socially just campuses. Design/methodology/approach: Using an open-ended questionnaire and document analysis, the authors analyzed the extent to which and why these master's programs incorporate courses and course material on diversity. Findings: Exactly half of higher education leadership (50%) and a small majority of student affairs (52%) programs require some type of diversity course, while only 42% of higher education administration programs do so. Reported reasons for including such coursework include students' demand for such courses, the centrality of diversity to university… [Direct]

Hanlan, Shyla (2022). Teachers' Perceptions of Culturally Responsive Practices and Inequalities with Black Students. ProQuest LLC, Ed.D. Dissertation, Northeastern University. Current educational systems utilize Eurocentric curricula and disciplinary practices that perpetuate discrimination towards students of color. As such, many educators are seeking improved strategies to better meet the needs of minority students. Culturally responsive teaching practices have been used throughout school districts as a pedagogy to address the academic achievement gap between Black and White students and improving educational environments. Culturally responsive practices involve the incorporation of student experiences, backgrounds, interests, and perspectives as an instructional practice that connects to academic content taught in classrooms. Interpretative Phenomenological Analysis was used as a strategy of inquiry to construct meaning of teacher's perceptions of culturally responsive practices and inequalities with Black students. In this study, the researcher collected data from six tenured elementary school educators in Connecticut. Critical race theory was used as… [Direct]

Linley, Jodi L. (2017). We Are (Not) All Bulldogs: Minoritized Peer Socialization Agents' Meaning-Making about Collegiate Contexts. Journal of College Student Development, v58 n5 p643-656 Jul. In this study I examined the ways minoritized students who serve as peer socialization agents made meaning of their collegiate contexts in relation to their identities and socialization positions. Using the framework of Critical Race Theory and the concept of a meaning-making filter, I explored the meaning-making of 13 minoritized peer socialization agents (MPSAs) at a predominantly White institution. MPSAs mobilized meaning-making filters developed by counterspaces and enacted counterstorytelling as an act of resistance to the dominant narrative of the institution…. [Direct]

Lange, Alex C.; Moore, Candace M. (2017). Kaleidoscope Views: Using the Theoretical Borderlands to Understand the Experiences of Gay Cis-Men. Journal of College Student Development, v58 n6 p818-832 Sep. In this critical narrative inquiry study, we explored the experience of gay cisgender men in college at the borderlands of social constructionism, critical race theory, and queer theory. Findings included 3 major themes: (a) the salience, tokenization, and centrality of being an "other" in a given space, (b) how performativity varied in different contexts, and (c) navigating competing counterspaces. We intended this study to complicate student development and how practitioners and researchers engage in praxis and research through multiple, (potentially) competing viewpoints…. [Direct]

Smith, William L. (2017). Picturing Obama: Race, High School Students and a Critical Methodology of the Visual. Critical Questions in Education, v8 n2 spec iss p178-192 Spr. I draw on methodological findings from a case study on how high school students of color make sense of dominant narratives of race and politics in the Obama American Era. Incorporating literature from critical race theory, visual research methods, and the writings of cultural scholar Stuart Hall, I draw conclusions from this inquiry project as a means for offering a practical instantiation of critical race research through the use of visuals and a new avenue for considering Foucault's notion of parrhesia in qualitative inquiry…. [PDF]

Everardo Barraza (2022). Developing Servingness and Understanding Leadership Decision-Making for Hispanic-Serving Institution Grant Programs. ProQuest LLC, Ed.D. Dissertation, California State Polytechnic University, Pomona. Higher education leaders have been competing for federally designated Hispanic-serving Institutions (HSIs) grant funding to improve the educational attainment of Latinx and low-income students. However, while the number of HSIs has continued to grow since the passage of the Higher Education Act (HEA), the availability of the funds has remained stagnant. Utilizing critical race theory, theory of racialized organizations, critical race praxis, and multidimensional servingness framework, this study aimed to understand eight HSI grant implementation leaders' decision-making practices, motivations to serve and explore their racial and cultural identities as they created programmatic interventions to support Latinx students. Employing a qualitative multiple case study approach, leaders from one research university, one state university, and one non-profit 4-year institution were interviewed. Three themes were identified in the findings: 1. participants highlighted their roles as being… [Direct]

Young, Rebekah (2022). A Phenomenological Case Study: The Perceived Benefits and Challenges of a STEM Mentoring Program for Women and Under-Represented Minorities. ProQuest LLC, Ed.D. Dissertation, Point Park University. This phenomenological case study explored the benefits and challenges of participation in a formal science, technology, engineering, and mathematics (STEM) mentoring program for women and under-represented minorities (URMs) in the Natural Sciences & Engineering Technology (NSET) department at Point Park University. This study included the collection of qualitative interview data from NSET faculty, as well as alumni mentor and student mentee informants. Additional data was collected from a review of the NSET Mentorship Guidelines document and an analysis of student demographics and retention data. Critical Race Theory and Intersectionality Theory served as the conceptual framework used to explore and understand the experiences of women and URM students that have participated in the program. Analysis of the data revealed the following key themes: method and timing of communication in the recruitment of students; key benefits of professional and psychosocial development; challenges… [Direct]

Sylvia Louise Quinton (2022). The Influence of Academic Programs on College Choice in Transferring from Community Colleges to Maryland Historically Black Institutions of Higher Education. ProQuest LLC, Ed.D. Dissertation, Morgan State University. Legislation and litigation to end desegregation in higher education and improve college choice to HBCUs abound while academic programs continue to impact college choice. The purpose of this quantitative study was to examine the influence of Maryland's dual system of public higher education on college choice, specifically through community college transfer rates to Historically Black Colleges and Universities (HBCUs) and Predominantly White institutions (PWIs). The study examined the relationship of academic programs between HBCUs and PWIs and the effect of the academic programs on college choice in community college transfers to four-year institutions. Critical Race Theory (CRT) and Effectively Maintained Inequality (EMI) provided the theoretical framework for examining the variables. Inferential statistics were used to address research questions and test the hypotheses. Descriptive statistics were used to provide an understanding of community college transfer rates at HBCUs and PWIs… [Direct]

Christy L. Chatmon (2022). Herstories: An Asset-Based Study of Black Women Faculty in Computing. ProQuest LLC, Ph.D. Dissertation, The Florida State University. This phenomenological study investigates the narratives of six Black women faculty to ascertain how their experiences contributed to their retention and persistence in Computing. This study, which incorporates Anti-Deficit Achievement Framework, Critical Race Theory, and Intersectionality Theory, is guided by phenomenology and the following key research question: What are the lived experiences of Black Women Faculty in Computing that have aided their academic persistence and capacity to overcome internal and external barriers? Given the dearth of research in this area, this study employed a qualitative research approach to elucidate and understand the factors that contributed to these Black women faculty's academic and professional success in Computing. The study collected data through in-depth semi-structured interviews. The research explored three sub-questions: (1) What experiences influenced each participant's decision to begin and continue their education in Computing?, (2) What… [Direct]

Benita A. Kluttz-Drye (2022). Meeting Them at "Tha" Crossroads: Examining General Education Teachers' Knowledge and Understanding of Reaching and Teaching Black Boys with Disabilities. ProQuest LLC, Ph.D. Dissertation, Rowan University. Black boys with disabilities struggle in general education classrooms throughout the United States and face challenges and barriers regarding access, success, and equity. Educators must better understand how these students learn and create equitable opportunities by leveraging students' cultures, strengths, and knowledge. The purpose of this explanatory sequential mixed methods research study is to examine teachers' knowledge and understanding of enacting culturally responsive tenets. Four theoretical frameworks are used: Culturally Responsive Teaching (Gay, 2002b, 2018), Ethic of Care (Noddings, 2012), Differentiated Instruction (Tomlinson et al., 2003; Tomlinson, 2017), and Disability Studies and Critical Race Theory (Annamma et al., 2013). The Culturally Responsive Preparedness Scale (Hsiao, 2015) (n = 138) and qualitative interviews (n = 7) are used to gather data. Chi-square, ANOVA, and descriptive statics are used with Phase 1, and thematic coding is used with Phase 2. Emerging… [Direct]

Kathleen G. VanDyke (2022). A Legacy of Financial Inequities: A Historical Black College and University Stakeholders' Response to Funding Strategies. ProQuest LLC, Dr.Ed. Dissertation, Sam Houston State University. While there has been disinvestment into higher education, there is also a significant disparity in state investment for certain types of public institutions, specifically for less-resourced institutions such as HBCUs (Williams, 2020). There is not much literature that examines the relationship of formula funding or state appropriations on institutional outcomes at public Historically Black Colleges and Universities in Texas (Williams, 2020). Using a critical race theory and outcome equity lens will help provide a historical context of continued inadequate funding for Historically Black Colleges and Universities. The funding disparities and insufficient funding mechanisms have not met the demands of low-income and underserved students that HBCUs serve. This qualitative case study's primary purpose is to understand the current state funding strategies impact on a specific HBCU from its institutional and community leaders. In addition to understanding the institutional leader's… [Direct]

McCarthy Foubert, Jennifer L. (2022). Reckoning with Racism in Family-School Partnerships: Centering Black Parents' School Engagement. Multicultural Education Series. Teachers College Press Drawing from the lived experiences of Black parents as they engaged with their children's K-12 schools, this book brings a critical race theory (CRT) analysis to family-school partnerships. The author examines persistent racism and white supremacy at school, Black parents' resistance, and ways school communities can engage in more authentic partnerships with Black and Brown families. The children in this study attended schools with varying demographics and reputations. Their parents were engaged in these schools in the highly visible ways educators and policymakers traditionally say are important for children's education, such as proactively communicating with teachers, helping with homework, and joining PTOs. The author argues that, because of the relentless racism Black families experience in schools, educators must depart from race-evasive approaches and commit to more liberatory family-school partnerships. This book: (1) Includes an introduction to CRT and explains how it… [Direct]

Jett, Christopher C. (2022). Black Male Success in Higher Education: How the Mathematical Brotherhood Empowers a Collegiate Community to Thrive. Teachers College Press For more than 175 years, historically Black colleges and universities (HBCUs) have played a significant role in educating Black students. This book examines the experiences of a cohort of 16 Black male math majors at Morehouse College referred to as "the mathematical brotherhood." Through the lenses of Black masculinity and critical race theory, the author employs an asset-based approach to tell a captivating story about this cohort within a racially affirming learning community. Readers will hear how Morehouse empowers the students, as well as how they navigate and manage ongoing racial challenges, mathematical spaces, and society. Amplifying the voices of the participants, the study showcases the nation's top producer of Black male math majors, extends the knowledge base regarding HBCUs' multigenerational legacy of success, and makes a significant contribution to the growing body of discipline-based education research. The author provides recommendations for families,… [Direct]

Sandra Lopez (2022). Nothing for Us, about Us, without Us, DREAM Action NIU: (Re)Formation of Undocumented and Mixed-Status Students' Identities of Resistance. ProQuest LLC, Ph.D. Dissertation, Illinois State University. Undocumented and mixed-status students often find themselves resisting in contested spaces at institutions of higher education. This project focused on how nine Latina leaders, whose advocacy spanned a little over a decade, produced identities of resistance at their predominately white college campus. This study captured the "testimonios" of the former Latina presidents and leaders of an undocumented student organization named DREAM Action NIU. Braiding together figured worlds, undocumented critical race theory and Nepantla this study observed how "las mujeres" were agitated to action while residing in the figured world of their student organization. Their interactions in this space led to discourse which helped (re)shape their identities or resistance (activists, organizer, or leader) and facilitated their understanding of agency and ultimately led them to exert their activist agency to create change on their campus. The Latina leaders partnered in the completion… [Direct]

Twyler Danyel Earl (2022). Context, Counter Storytelling, and Game Changers for Black Female Students Attending Predominantly White Institutions. ProQuest LLC, Ed.D. Dissertation, Southern Nazarene University. The campus climate of predominantly White institutions (PWIs) is often saturated by norms and traditions that are deeply rooted in oppression and exclusivity. The purpose of this qualitative study was to provide context and share counter storytelling of Black female students who successfully navigated these campus spaces and places, and shared their counterstories that challenged dominant narratives. Through a blend of tenets from both Critical Race Theory and Social Identity Theory, this theoretical framework was used to explore the participants' lived experiences and identify four themes that emerged from the data collection. Narrative inquiry was the chosen research method. Through a series of interviews with three Black females students who had completed their first year at a small, predominantly White institution, it was evident their ability to persist can be hindered by the absence of social capital, lack of finding a place of affinity or belonging group, as well as classroom… [Direct]

Shelley Maria Webb (2022). A Hermeneutic Phenomenological Study of the Lived Experiences of Black Contingent Faculty at Institutions Belonging to the Council for Christian Colleges and Universities. ProQuest LLC, Ph.D./HE Dissertation, Azusa Pacific University. The population of marginalized Christian Black contingent or adjunct faculty was the focus of this study. The purpose of the study was to understand the lived experiences of Black contingent (adjunct faculty) at member institutions of the Council for Christian Colleges & Universities (CCCU) to help explain high turnover, pay disparities, and consistently inequitable outcomes regarding (re) appointment. Additionally, the goal was to understand how Black contingent (adjunct) faculty perceive and describe the impact of race and gender on their experiences. The study was grounded in Critical Race Theory as the primary framework. Twenty-one participants representing 12 CCCU campuses in the United States were interviewed for 60 minutes via ZOOM. The data were analyzed, and distinctive themes emerged known as the 7Ps: Purpose, Preparation, Protege, Posture, Partiality, Positivity, and Profession. The findings led to 8 recommendations for policy and practice, which, if implemented, will… [Direct]

Bertrand, Melanie; Rodela, Katherine C. (2021). Collective Visioning for Equity: Centering Youth, Family, and Community Leaders in Schoolwide Visioning Processes. Peabody Journal of Education, v96 n4 p465-482. The importance of schoolwide visions is widely accepted and emphasized across the educational-leadership literature. The visioning process and resulting written vision and mission statements can have consequential impacts on the daily life of schools, particularly decisions related to instruction, curriculum, budget, and other key issues. For educators and researchers committed to advancing educational equity, questions about whose perspectives and voices are included in this process matter. Yet, we know little about the extent to which youth, families, and community members, particularly from communities of color and low-income backgrounds, are included in schoolwide visioning processes. To explore the potential role of youth, family, and community stakeholders in schoolwide visioning, we engage in a dual analytical approach informed by critical race theory. First, we critically examine leadership literature concerning visioning and research on youth, family, and community… [Direct]

DeMatthews, David E.; Serafini, Amy; Watson, Terri N. (2021). Leading Inclusive Schools: Principal Perceptions, Practices, and Challenges to Meaningful Change. Educational Administration Quarterly, v57 n1 p3-48 Feb. Background: For over 50 years, special education has been used as a tool to maintain racial segregation, particularly in schools located in low-income communities of color. This study utilized tenets found in disability critical race theory (DisCrit) and inclusive school leadership literature to examine the perceptions, practices, and challenges associated with meaningful change in inclusive schools. Purpose: The purpose of this article was to understand how six elementary school principals, identified as effective inclusive leaders, perceived students with disabilities within a low-income Mexican American immigrant community along the U.S.-Mexico border. Findings: Our study highlights the important role principals play in creating inclusive schools and the ways in which race, disability, family background, language, and immigration status effect principals in their efforts to promote inclusion. While each principal recognized the noted factors above and confronted a multitude of… [Direct]

Socas, John (2021). Pygmalion in the 'hood: Reflecting on Enhancing Job Interview Performance at an Urban Community College. Journal of the Scholarship of Teaching and Learning, v21 n3 p79-91 Oct. Self-presenting effectively at job interviews presents significant challenges for students at urban community colleges, especially those identified as low-income Black and Latinx. Current practices provide minimal support, if any, for enhancing the self-presentation of these students at job interviews. Too often, instead, students simply do not perform well, fail to achieve their job objectives, and remain marginalized by society. This article describes the experiences of urban community college students involved in an innovative effort to enhance their performance in job interviews. This innovative approach features identity work and highlights the value of role play and improvisation in a range of dramatic activities. It utilizes insights gained from research into Freirian conscientization, critical pedagogy, and critical race theories as well as participatory action research (PAR) methodology. This study highlights the eloquent voices and dramatic concerns of the students involved… [PDF]

Downing, Gregory A.; McCoy, Whitney N. (2021). Exploring Mathematics of the Sociopolitical through Culturally Relevant Pedagogy in a College Algebra Course at a Historically Black College/University. Journal of Urban Mathematics Education, v14 n1 p45-70 May. In collegiate mathematics, college algebra continues to be a barrier to graduation for students (specifically non-science, mathematics, engineering, and science majors). Each year, nearly half of enrolled students struggle to "pass" this course with a grade of C or better (Herriott, 2006). Using innovative constructed lessons geared towards African American students, this research study was designed to investigate the effects of a sequence of such lessons grounded in the principles of culturally relevant pedagogy on students enrolled in an introductory college algebra course at a historically Black college/university. Using critical race theory as a lens, along with culturally relevant pedagogy, this study explored students' abilities to apply mathematics to address contentious and present-day sociopolitical problems through eight in-depth semi-structure student interviews. Further, findings also suggest the need for collegiate mathematics instruction to have more emphasis… [PDF]

Adamian, Annie S.; Arroyo, Andrew T.; Grummert, Sara E.; Jayakumar, Uma Mazyck; Schmidt-Temple, Cameron T. (2021). Why Are All the White Kids Sitting Together in the Cafeteria?: Toward Challenging Constructions of a Persecuted White Collective. Education Sciences, v11 Article 679. In the context of ongoing antagonism on college campuses, attacks on Critical Race Theory, and widespread backlash against racial justice initiatives, this paper underscores the growing need to recognize co-optation and other counterinsurgent strategies used against racial justice to make room for transformative scholarship. By presenting qualitative interviews from 15 white HBCU students, we illustrate how diversity research, advocacy, and organizing previously used to advocate for racial justice has instead constructed distorted understandings of race and racism and has been used to expand ideologies of whiteness. The findings show what CRT scholars have cautioned about for decades–when left uninterrupted, ahistorical approaches to racial diversity programming and research may lend to the co-optation of justice-focused diversity language and the appropriation of BIPOC strategies of resistance. This not only inhibits and detracts from racial justice work, but can function to expand… [PDF]

Alicia Vetter, Mar√≠a; Gnanadass, Edith; Murray-Johnson, Kayon (2021). Narrating the Immigrant Experience: Three Adult Educators' Perspectives. Adult Learning, v32 n1 p40-49 Feb. In this collaborative autoethnography, three immigrant adult education scholars examine diverse ways in which their experiences with racialization as immigrants in the United States have informed their scholarship and practice. The three authors originate from different parts of the world and use different theoretical frameworks–critical literary studies; critical theory; and postcolonial and Critical Race Theory, respectively–to complicate the immigrant Self and story. They argue that the use of autoethnography in adult education has the potential to illuminate issues of class, race, gender, and nationality to disrupt the typical immigrant narrative and allow for the advent of new immigrant stories and Subjects. Each narrative is unique; however, they do share the following commonalities: Critique of the postcolonial condition and the colonization of the Subject and culture; complicating the Black-White binary paradigm of race; centering anti-racist praxis; and suggestions for… [Direct]

Cunningham, Marian Evette (2021). Mirrors to the Soul: Elementary Preservice Teachers' Critical Reflections of Situating Race, Racism, and Antiracism within the Literacy Curriculum. ProQuest LLC, Ph.D. Dissertation, University of Arkansas at Little Rock. Research that engages preservice teachers in critical reflective practices may reveal the level at which they understand and confront their own biases when addressing race within the institutions and societies they interact. This study was conducted to understand the depth in which elementary preservice teachers critically reflect on their own racialized experiences and beliefs and how they situate race within the literacy curriculum through the lens of critical race theory. Semi-structured interviews were conducted with 21 preservice teachers. Findings indicated that preservice teachers believe antiracist themes should be integrated into literacy. However, due to lack of exposure, limited coursework, and curriculum mandates, they were not fully prepared to address race, racism, and antiracism within literacy instruction. Future research should focus on revising teacher education programs to include a more concrete focus on race and racism, specifically ways to navigate those topics… [Direct]

Cleland, Jennifer, Ed.; Durning, Steven J., Ed. (2022). Researching Medical Education, 2nd Edition. John Wiley & Sons, Inc "Researching Medical Education" is an authoritative guide to excellence in educational research within the healthcare professions presented by the Association for the Study of Medical Education and AMEE. This text provides readers with key foundational knowledge, while introducing a range of theories and how to use them, illustrating a diversity of methods and their use, and giving guidance on practical researcher development. By linking theory, design, and methods across the spectrum of health professions education research, the text supports the improvement of quality, capacity building, and knowledge generation. "Researching Medical Education" includes contributions from experts and emerging researchers from five continents. The text includes information on: (1) Developing yourself and your practice as a health professions education researcher; (2) Methods and methodologies including ethnography/digital ethnography, visual methods, critical discourse analysis,… [Direct]

Gibbs Grey, ThedaMarie; Guti√©rrez, Lorena; Jones Stanbrough, Raven; Roberts, Tuesda S. (2021). Trailblazers, Reciprocity, and Doctoral Education: The Pursuit of Critical Race Praxis and Survivance among Doctoral Students of Color. Journal of Higher Education, v92 n2 p227-251. This study utilized a mixed-methods, survey research design to explore the experiences and motivations of Students of Color who pursue doctoral studies in colleges or departments of education and the agential decisions they make to carry out their motivations. Data collection included dissemination of a 61-item survey via Qualtrics inclusive of Likert-based and narrative items. Participants included 40 respondents who were either doctoral students, candidates, postdoctoral scholars or early career scholars within two years of obtaining their doctoral degrees. Critical Race Theory and Vizenor's concept of survivance frame an understanding of how race and racism impacted the lives of doctoral Students of Color and how they enacted an active presence in their doctoral studies in spite of obstacles. Findings based on participants' narratives revealed (a) high levels of interest in addressing educational inequities and the collective advancement of Communities of Color, and (b) recurring… [Direct]

Schussler, Elisabeth E.; Weatherton, Maryrose (2021). Success for All? A Call to Re-Examine How Student Success Is Defined in Higher Education. CBE – Life Sciences Education, v20 n1 Essay 3 Mar. A central focus in science education is to foster the success of students who identify as Black, Indigenous, and people of color (BIPOC). However, representation and achievement gaps relative to the majority still exist for minoritized students at all levels of science education and beyond. We suggest that majority groups defining the definitions and measures of success may exert "soft power" over minoritized student success. Using a hegemonic and critical race theory lens, we examined five years of research articles in "CBE–Life Sciences Education" to explore how success was defined and measured and what frameworks guided the definitions of student success. The majority of articles did not explicitly define success, inherently suggesting "everyone knows" its definition. The articles that did define success often used quantitative, academic outcomes like grade point average and exam scores, despite commonly cited frameworks with other metrics. When… [Direct]

Rollock, Nicola (2021). "I Would Have Become Wallpaper Had Racism Had Its Way": Black Female Professors, Racial Battle Fatigue, and Strategies for Surviving Higher Education. Peabody Journal of Education, v96 n2 p206-217. In 2019, AdvanceHE reported that there were just 25 UK Black female full professors in British universities. Black women are less likely to occupy a role at this level than their male and White counterparts. Despite this, Black women remain relatively absent in institutional initiatives to advance gender equality, and there is little commitment amongst UK universities to explicitly address structural inequalities of race as they affect the experiences of academic staff. Black female academics remain under-represented and invisible in UK higher education. This article draws on the first known qualitative study into the career experiences and strategies of twenty of these Black female professors. Specifically, it engages Critical Race Theory and Bourdieu as principal theoretical frameworks to explore how their academic journeys, shaped as they are by an existence at the intersection of race and gender, result in racial battle fatigue, feelings of isolation, and disillusion with the… [Direct]

Maddamsetti, Jihea (2021). Navigating Emotion Work by Using Community Cultural Wealth: Student Teaching Experiences of Teacher Candidates of Color. Equity & Excellence in Education, v54 n3 p252-270. When teacher candidates learn to teach for equity and social justice during their practicum, they must learn to deal with the emotional conflict and tension that arise from fraught racial dynamics. Because limited research has focused on teacher candidates of Color during their practicum, little is known about how they agentively navigate conflicting emotions vis-√ -vis the racial power dynamics at their field placement. Informed by critical race theory and its conceptualization of emotion work and capital, in this study, I examined what types of emotional tensions one Latinx and two African American teacher candidates experienced during their practicum. I drew on counter-narrative methodology and used written reflection, interview, and field note data for the analysis. The participants often drew on their community cultural wealth–the knowledge, skills, abilities, and contacts possessed and utilized by communities of Color to survive and resist macroscale and microscale forms of… [Direct]

Johnson, Sara K.; Morris, Stacy L.; Suzuki, Sara (2021). Using QuantCrit to Advance an Anti-Racist Developmental Science: Applications to Mixture Modeling. Journal of Adolescent Research, v36 n5 p535-560 Sep. How researchers use statistical analyses shapes their research toward or away from an anti-racist agenda. In this article, we demonstrate how developmental scientists can use the QuantCrit framework to critically examine the process of conducting quantitative analyses. In particular, we focus on mixture modeling to clearly demonstrate how the integration of QuantCrit can be achieved within a statistical technique. We first summarize the tenets of QuantCrit and how it has turned the lens of critical race theory onto quantitative methodology. Second, we provide a summary of the key concepts of mixture modeling. The main section of the article is organized according to three "moments" that occur in quantitative research: (1) development of the research question(s) and identification of analysis variables; (2) decision-making about the role of race in planned analyses; and (3) interpretation of the results through a theoretical framework. We describe each moment, illustrate how… [Direct]

Klopper, Cecilia (2021). South African Parents' View of Their Role in the Education of Their Young Children in South Africa as Democratic Citizens. Journal of Early Childhood Research, v19 n2 p225-238 Jun. This study addressed the knowledge gap regarding South African parents' view of their role in the education of young children as democratic citizens. The study was conducted with parents of children younger than 8 years in 2 multicultural primary schools in Gauteng, South Africa. The explanatory sequential mixed methods research design was used to collect data from parents in order to answer the research question. The quantitative data were gathered first by means of a questionnaire, and afterwards the qualitative data were gathered by means of semi-structured interviews. The research results showed that when educating their young children to democratic citizenship, participating parents consider various values of a democratic citizen as important including responsibility, respect, participation, norms and values, peacebuilding, love, loyalty, deliberations, kindness, commitment, non-racism, non-sexism, equality, reconciliation, self-control, forgiveness, compassion, tolerance,… [Direct]

Rose, Ebony (2019). Neocolonial Mind Snatching: Sylvia Wynter and the Curriculum of "Man". Curriculum Inquiry, v49 n1 p25-43. In her scholarship of the past five decades, Sylvia Wynter has woven a critique of education in Caribbean, European, African, and American societies. In addition, her work demonstrates how education globally structures a particular cultural, historical, and onto-epistemic anti-Black/anti-Indigenous worldview. In Wynter's most neglected piece of work "'Do Not Call Us Negros': How Multicultural Textbooks Perpetuate Racism" she weaponizes the second and third wave of her work to unpack and provide a fresh critique to the Black English debates that occurred in California in the 1990s. In this, she reframes debates about history curriculum and culture from a white conservative nativist one of "Man" (the status quo) to the alternative Black Studies Alterity Perspective rooted in the liminal Black socio-historical-cultural experiences. Continuing Wynter's layered excavation of education as the site of EuroAmerican cultural reproduction, I sketch out a different… [Direct]

Rensing, Daune Marie (2023). Reflections of White Women Committed to Antiracism. ProQuest LLC, Ph.D. Dissertation, Michigan State University. Learning about antiracism can be an emotional and isolating process for white people. With most research focusing on the experiences of undergraduates (Schooley, Lee, & Spanierman, 2019), the experiences of adults committed to this lifestyle are often ignored. This study uses narrative inquiry to examine the experiences of four white women in higher education as they commit to antiracism. Participants were vetted as committed to antiracism by Black-led antiracist educators. Participants reflected on their life experiences with race, racism, and antiracism, and participated in a focus group and individual interview. Each participant's story is shared as well as several identified themes. The theme of being a betweener helped participants navigate the emotional process of living in between different worlds; one where they are often disappointed by ignorant comments of white friends and one where they will really never understand the racist world of their Black friends. The range of… [Direct]

Langer-Osuna, Jennifer M.; Nasir, Na'ilah Suad (2016). Rehumanizing the "Other": Race, Culture, and Identity in Education Research. Review of Research in Education, v40 n1 p723-743 Mar. In this chapter, the authors examine the trajectory of the literature on race, culture, and identity in education research through the past century. The literature is first situated within its historical and conceptual foundations, specifically the dehumanizing legacy of scientific racism, the early efforts by African American scholars to rehumanize marginalized members of society, and the emergence of identity as a construct in the social sciences. The authors then explore the body of education research–from the mid 20th century to today–focused on the relationship between cultural and racial identities and students' experiences with schooling. They close with a vision for the next era of research on this critical topic…. [Direct]

Lam, Kevin D. (2015). Theories of Racism, Asian American Identities, and a Materialist Critical Pedagogy. Journal for Critical Education Policy Studies, v13 n1 p83-102 Jun. In this article, I argue that the persistence of "race" as the central unit of analysis in most U.S. scholarship on racialized populations and education has limited our systematic understanding of racism and class struggle. I discuss British sociologist Robert Miles's notion of racialization–as a way to theorize and articulate multiple forms of racism, the specificities of oppression and lived experiences that impact historically marginalized populations in the U.S. I critique "race relations" sociology because it essentially create and reproduce a black/white dichotomy. To provide specificity to the discussion, I examine "Asian American" identities and the ways in which they have been racialized. I discuss two key components to the social and historical construction for Asian America: a critique of the "model minority" myth and the deconstruction of pan-Asian ethnicity. This article looks at the implications for a materialist critical pedagogy…. [Direct]

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

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

Cassidy, Deborah; Hestenes, Linda; Mereoiu, Marian; Murray, Mary M.; Niemeyer, Judith A.; Vardell, Rosemarie (2016). Not Black Like Me: The Cultural Journey of an Early Childhood Program. Early Childhood Education Journal, v44 n5 p429-436 Sep. Universities and colleges across the United States have been increasingly intentional in their effort to become educational institutions with a culture reflective of all their students, faculty and staff. However, achieving a proportionate representation of faculty for the community of students they serve seems to be a goal yet to be achieved by the higher education institutions. Closing this gap of representation of faculty and students is critical for allowing students from culturally and linguistically diverse backgrounds to access support and mentorship from faculty with whom they can identify. This paper describes the approach employed by an Early Childhood program of a southern university with faculty from culturally diverse backgrounds significantly underrepresented. Diverse students within the institution are unable to connect with a faculty member with whom they can identify. The faculty in this program took the initiative to discuss how the learning environment offered to… [Direct]

Hawkins Ash, Chane√© D.; Lee, Walter C.; London, Jeremi S. (2021). Potential Engineers: A Systematic Literature Review Exploring Black Children's Access to and Experiences with STEM. Journal of Engineering Education, v110 n4 p1003-1026 Oct. Background: As engineering remains central to the US economy, it is imperative that the innovators of this field reflect the world in which we live. Despite decades of concerted effort to broaden participation in engineering, representation continues to lack. Purpose: The purpose of this paper is to provide education researchers and practitioners with a clear understanding of barriers to the participation of Black American children in science, technology, engineering, and mathematics (STEM). Our interest is driven by the role that precollege STEM experiences play in children's likelihood of becoming potential engineering students. Scope/Method: We conducted a systematic literature review of 41 articles focused on Black children in precollege STEM contexts. Each article underwent individual review to gain deeper insight into key contextual factors that enable and constrain these potential engineers. Results: We situate our research findings in Perna's college choice model to highlight… [Direct]

Obiakor, Festus E. (2021). Seeking Equality of Educational Outcomes for Black Students: Response to Dr Louise Taylor. Psychology of Education Review, v45 n2 p39-45 Aut. In this commentary, Festus Obiakor responds to Louise Taylor's "Seeking Equality of Educational Outcomes for Black Students: A Personal Account" (EJ1316951). He begins by describing himself as a Black man who has consistently endured racism, xenophobia, and prejudice in the United States. Growing up in Nigeria, he experienced lots of Black-on-Black crime, a regular phenomenon that corrupt African leaders are unwilling to discuss. Coming from the Ibo tribe, he experienced tribalism, hatred, nepotism, religious fanaticism, hunger, and disease during the Biafra/Nigeria war. Despite the odds, he has become a successful professor, scholar, professional, and leader; however, being Black in academia has forced him to endure unrealistic expectations, prejudicial presumptions, illusory generalisations, and measurable humiliations. The good news is that these experiences have inspired him to humanely collaborate, consult, and cooperate with others different from him. Obiakor goes on… [Direct]

Bernhardt, Nicole; Breton, Patricia; Chou, Elena; Siew-Sarju, Rehanna; Smele, Sandra (2017). Doing Feminist Difference Differently: Intersectional Pedagogical Practices in the Context of the Neoliberal Diversity Regime. Teaching in Higher Education, v22 n6 p690-704. At present there is a small, albeit growing, body of literature on pedagogical strategies and reflections which addresses the ways educators attempt to challenge the effects of neoliberalism on higher education. In this article, we reflect upon our pedagogical practices in higher education in this moment of neoliberal transformation wherein, as Sirma Bilge notes, intersectionality is being "undone" in academic feminism. As graduate students teaching in Toronto, Canada, we describe how our commitment to social justice pedagogy works against this "undoing" of intersectionality by embracing vulnerability, discomfort and the possibility of conflict in classrooms that do not simply accommodate, celebrate or include difference. Given that neoliberal renderings of diversity obscure and reinforce unequal relations of power, we demonstrate how we attend to these power relations, particularly racism which is salient to our teaching context, by employing intersectionality as… [Direct]

Hidalgo, Tracey A. (2021). Factors Impacting International Students' Sense of Belonging. ProQuest LLC, Ph.D. Dissertation, The University of Toledo. The purpose of this study was to identify the factors that influence international students' sense of belonging. An in-depth review of existing research on sense of belonging helped me identify 18 factors closely connected to the sense of belonging of international students. I categorized these factors into four groups: (a) academic integration, (b) social integration, (c) campus climate, and (d) transition factors, and developed a 41-item questionnaire for students. I administered the questionnaire to international students attending higher education institutions in the Great Lakes region, which consists of the states of Illinois, Indiana, Minnesota, Michigan, New York, Ohio, Pennsylvania, and Wisconsin. Ten variables connected to each of the four groups of factors emerged as statistically significant predictors of international students' sense of belonging: (a) academic involvement, (b) relationship with faculty, (c) friends/peer support, (d) learning community, (e) nationalism in… [Direct]

Johnine Nola Williamson (2024). The Untold Story: African American Men with Learning Disabilities at the Postsecondary Level from the Perspectives of Parents and Students. ProQuest LLC, D.Ed. Dissertation, The University of North Carolina at Charlotte. Fifty percent of African American men with learning disabilities will not persist past their first year of college (Newman et al., 2011). A bachelor's degree for an African American man means that he is five times less likely to be incarcerated than his peers with a high school diploma and will, on average, make approximately $32,000 per year more than his counterparts without a bachelor's degree (Trostel, 2015). Frequently neglected and inadequately represented in existing literature on learning disabilities are the experiences of African American men with learning disabilities in higher education. The purpose of this phenomenological multi-case study was to examine the postsecondary educational experiences of African American men with learning disabilities by exploring the perspectives of both parents and students. Ten semi-structured interviews were conducted; six parent interviews and four student interviews. The study answered the following research questions (1) What are the… [Direct]

Burns, Dion; Darling-Hammond, Linda; DePaoli, Jennifer; Espinoza, Daniel; Gonzales, Carmen; Griffth, Michael; Hoachlander, Gary; Kini, Tara; Leung, Melanie; Oakes, Jeannie (2020). Improving Education the New Mexico Way: An Evidence-Based Approach. Learning Policy Institute For more than a year, the Learning Policy Institute (LPI) conducted research in New Mexico, including interviews, site visits, document review, and new analyses of data provided by the New Mexico Public Education Department (NMPED). The purpose of the study was to provide New Mexico leaders a research perspective on the challenges facing education and identify evidence-based ways that state policy can address them. The central finding is that key to system improvement is recognizing that students who face barriers to school success–including poverty and systemic racism–are not exceptions in New Mexico; rather, they are the norm. Accordingly, the state must design a system that places these students at the center and builds the state and local capacity to meet their diverse needs. Prior to COVID-19, the state had taken promising steps toward such a system. Together, the Office of the Governor, the New Mexico Legislature, advocates, and educators began moving toward a stronger… [PDF]

Lomax, Tiffany A. (2020). Social and Professional Barriers Inhibiting African Americans from Obtaining Leadership Positions in Higher Education Institutions: A Comparative Case Study Analysis. ProQuest LLC, Ed.D. Dissertation, Delaware State University. Diversity in higher education has become a valued asset; this has been seen in the use of the word "diversity" in mission statements and documents that details institutional values. The effects of this are evident in the diversification of the student population as well as the ranks of faculty and staff — though such change rates are not analogous ones. However, although diversification is occurring, the rate of change is based on the level of the position within the institution. Research has shown that white people dominate at every level within predominantly white institutions. Across the nation, many individuals question their institution's commitment to diversity. African Americans continue to be underrepresented and the rate of change for diversification is at its lowest in the ranks of administrative leadership positions. In this non-experimental, comparative case study analysis, I explore the social and professional barriers that inhibit African Americans from… [Direct]

Morton, Christina S. (2021). Unbroken: A Critical Autoethnography of a Black Woman's Doctoral Experience during BLM. Journal of Effective Teaching in Higher Education, v4 n2 p65-83. In this critical autoethnography, I examine my lived experiences as a Black woman doctoral student during the rise of the Black Lives Matter movement. Further, as I recount my academic journey in the wake of assaults to Black life and resulting Black resistance, I discuss the pedagogical interventions of Black women faculty members that made me feel as if my life and work mattered in their classrooms. I revisit spoken word poems and class assignments written between 2015 and 2017 along with news articles documenting national events occurring at the time as relevant texts to help me explore and understand my experiences. I utilize Critical Race Theory as an analytic lens, focusing on the following tenets: persistence of racism, critique of color-evasiveness, and counterstorytelling. I conclude with implications regarding how introducing graduate students to critical theory and methodologies can equip them with the tools to empirically explore and articulate their lived realities…. [PDF]

Pennant, April-Louise M. O. O. (2021). My Journey into the 'Heart of Whiteness' Whilst Remaining My Authentic (Black) Self. Educational Philosophy and Theory, v53 n3 p245-256. The dire implications of navigating the overwhelming whiteness of the education system for Black women is foregrounded by the author's autoethnography about her educational journey and experiences. Within it, the author illustrates the key role of her Black identity – despite being immersed in whiteness– to provide a strong sense of self, pride and resilience, which ultimately leads to her survival in the unequal spaces of the education system. By way of her own educational experiences, the author shares how she becomes motivated to embark upon a PhD as a way to centre and affirm Black identities and in order to make palatable spaces within the hostility of whiteness. Drawing on her PhD research, which is framed by Black feminist epistemology, Critical Race Theory and Bourdieu's theory of practice, her findings, based on the semi-structured interviewing of 25 other Black British women graduates, illustrates that the participants share similar educational experiences and responses…. [Direct]

Duncan, Kristen E. (2021). "They Act Like They Went to Hell!": Black Teachers, Racial Justice, and Teacher Education. Journal for Multicultural Education, v15 n2 p201-212. Purpose: While Black teachers have engaged in racial justice-oriented teaching for centuries and the body of research on racial justice-oriented teachers is growing, very little is known about how teachers come to this work. The purpose of this paper is to focus on where and how Black teachers who teach with racial justice aims learned to engage in this work. Design/methodology/approach: This is a narrative inquiry (Clandinin and Connelly, 2000) study that was designed and analyzed using a critical race theory lens. Findings: Participants learned to engage in racial justice-oriented teaching from their lived experience, particularly from their K-12 teachers who showed why this kind of teaching was necessary. Additionally, participants were highly skeptical of whether or not teacher education programs could prepare White preservice teachers to engage in this kind of teaching. Originality/value: There is very little research focusing on how Black teachers come to engage in racial… [Direct]

Butcher, Jonathan; Gonzalez, Mike (2021). State Education Officials Must Restore a Sense of National Character in Public Schools. Backgrounder. No. 3571. Heritage Foundation The new Biden Administration promptly reversed the Trump Administration's ban on training the federal workforce in the ideology of Critical Race Theory (CRT). CRT has its intellectual origin in Critical Theory, a philosophy based on applying Marxism to every area of life–counter to America's promise of freedom and equality under the law. CRT teaches that America is racist at its core, and that the existing societal institutions must be dismantled. The reversal of the ban sent the momentum for combatting CRT to the states, where legislatures and governors are currently considering the impact of CRT's Marxist roots and intolerance of other ideas on K-12 curricula. This "Backgrounder" discusses why state education officials must resist the ever-increasing application of CRT in public schools in order to restore a sense of national character. Key takeaways in this report include: (1) CRT upends civil rights and equal protection under the law by treating people differently,… [PDF]

Graziela Lobato-Creekmur (2021). Teaching the New Majority: Addressing Race and Racism through Culturally Responsive Teaching. ProQuest LLC, Ph.D. Dissertation, Montclair State University. Studies have shown that culturally responsive teaching and its praxis appear very differently in various K-8 classrooms, while addressing race and racism are often absent from the classroom. However, these studies also support that pedagogical theories and practice such as these address the needs of students of color. Therefore, through a critical race theory lens, I explored teachers' life history, how this influenced their classroom practice, and how they addressed race and racism in their professional lives. Narrative inquiry methods were used to uncover answers to addressing race and racism in the classroom through three teachers' culturally responsive instruction. The results indicated that even if a teacher is culturally responsive, they may not be addressing race and racism, and teachers have different comfort levels with addressing race and racism in the classroom. I then provide ways for teacher educators to create and support pedagogy and experiences to enhance this kind of… [Direct]

Cleveland, Darrell; Hughes, Sherick; Noblit, George (2013). Derrick Bell's Post-"Brown" Moves toward Critical Race Theory. Race, Ethnicity and Education, v16 n4 p442-469. The late Professor Derrick Bell is renowned as the intellectual architect who drafted the blueprints that guided the initial development of critical race theory (CRT). Prior to the advent of CRT, Professor Bell wrote extensively on initiatives designed to improve the lives of African Americans. Among his most influential scholarship, "Serving Two Masters" from the 1976 "Yale Law Review" emerged as a seminal foundational piece for CRT. We found that Bell's post-"Brown" litigation and frustrations were captured in several powerful law review journals from 1970-1976. During this time, he wrote extensively on minority admissions programs, school litigation strategies, racial remediation, equal employment, and of course the "Brown" decision and its aftermath. These early works attended to the details of how legal remediation for racism in various forms could be considered and approached, but more often were ignored and denied. These same works… [Direct]

Vass, Greg (2015). Putting Critical Race Theory to Work in Australian Education Research: "We Are with the Garden Hose Here". Australian Educational Researcher, v42 n3 p371-394 Jul. There is a rekindled concern for the achievements of Indigenous learners in schooling in Australia. In part, this focus returned to view within mainstream discourses linked with growing neo-liberal influences and efforts to make education more countable and accountable. The emphasis on "Indigenous education" is given shape and substance by a collection of policy, assessment, curriculum and pedagogic "closing the gap" initiatives. Teachers are on the front-line putting into action practices that may realise these policy aspirations, raising questions for me about how teachers come to know and make sense of this suite of initiatives. In this article I draw on interview data with teachers from a suburban high school as they explain their understanding of the "closing the gap" policy framework. The article is organised into two sections, firstly I introduce Critical Race Theory in education and I put to work some of its ideas to examine the "gap"… [Direct]

Wolcott, Jennifer Mdurvwa (2018). Prison Reform and Redemption for Whom?. Texas Education Review, spec iss p60-71 Fall. This paper examines the ways in which people of color are systematically disadvantaged by the criminal justice system in the United States and questions who the true beneficiary of prison reform is. I review specific economic and educational policies that have contributed to this disenfranchisement, such as the School-to-Prison Pipeline, and policies surrounding the use of private prisons. I use Critical Race Theory as a lens to understand racial inequality in our criminal justice system and the ways in which criminal justice reform has failed to consider race in its policies. I conclude by examining the Trump administration's efforts at addressing the problems with our criminal justice systems and offer policy recommendations…. [PDF]

Baber, Lorenzo D.; Burt, Brian A. (2018). The Power of Language: Exploring Foundations of Neoliberalism in Federal Financial Aid Policy. Journal of Negro Education, v87 n2 p140-153 Spr. Despite claims that colleges and universities are isolated from ideological preferences, sociopolitical discourse regularly shapes policies and practices of postsecondary education. This article considers how national discourse on federal aid for postsecondary education during the 1970s reflected a monumental shift in higher education policy. Specifically, we critique neoliberalism, a tenet of critical race theory (CRT), to examine key testimonies from six expert educational leaders during a 1978 hearing on the Middle Income Student Assistance Act (MISAA). The key testimonies examined in this article highlight how language shifted the focus of national discourse on federal financial aid from public to private good, and from equal opportunity for traditionally underrepresented populations to equitable education for all…. [Direct]

Brown, Keffrelyn D. (2018). Race as a Durable "and" Shifting Idea: How Black Millennial Preservice Teachers Understand Race, Racism, and Teaching. Peabody Journal of Education, v93 n1 p106-120. The rapidly changing landscape of 21st-century education has sparked intense conversations around the need for a more racially and ethnically diverse PK-12 teacher population. Drawing from critical race theory and racial formation, I describe findings from a qualitative case study that examined how a group of black millennial preservice teachers understand race and racism. Findings from the study illuminate that race and racism continue to hold relevance for the participants, even as they recognized generational differences in how these issues operate in past and present social relations. Additionally, as the participants express both sophisticated and simplistic understandings about racism, social media and university spaces allow students to expand their knowledge about race and racism…. [Direct]

Mendez, Jeanette Morehouse; Mendez, Jesse Perez (2018). What's in a Name … Or a Face? Student Perceptions of Faculty Race. Journal of Political Science Education, v14 n2 p177-196. Utilizing Critical Race Theory (CRT) as a conceptual framework, this study examines student perception of faculty of color in academia from student professor preference. Using an experimental design to test the effect of race on selection of faculty with whom to take a course, we showed student participants two types of pairings of faculty: first, pairs of photos of faculty of different races, and same age and attractiveness, then names of faculty, paired by different race were shown. The study provided evidence of racial bias with a strong preference for courses taught by White faculty by various subgroups of students, providing a snapshot of what faculty of color potentially stand to face in classroom environments…. [Direct]

Melissa Itzel Virrueta-Ayala (2024). Disrupting Disproportionality: A DisCrit Perspective on School Psychologist Training, Credentialing, and Certification for Racial Equity Systems Leadership. ProQuest LLC, Ed.D. Dissertation, University of California, Berkeley. Racial disproportionality in special education reflects the manifestation of modern-day segregation in our education systems (Anyon, 2009; Artiles et al., 2016; Artiles, 2022). Due to their specialized training and positionality as key stakeholders in special education eligibility processes, school psychologists are uniquely suited to impact disproportionality. In California, the National Association of School Psychologists (NASP) and California Commission on Teacher Credentialing (CCTC) have recently aligned standards to prepare school psychologists for practice. Using a disability critical race theory (DisCrit) lens, this study examines the experiences of those tasked with implementing these standards as well as the key documents that reflect them, specifically School Psychologist Performance Expectation 8 (SPPE 8): Human Diversity (SPPE 8; CCTC & NASP, 2020), given its connection to racial equity. The study also investigates how school psychology training programs prepare… [Direct]

Karl V. Bell (2024). Up from Slavery: A Hermeneutic Phenomenological Study of the Perilous Passage of Black Students in Doctoral Programs. ProQuest LLC, Ph.D. Dissertation, University of Massachusetts Boston. This dissertation explores the impact of racism, the campus racial climate, and the racial climate of graduate programs on the lived socialization experiences of Black students in doctoral programs. This dissertation utilizes a hermeneutic phenomenological approach to explore the experiences of Black doctoral students, discusses the historical context within which graduate programs seek to socialize Black students to the academy, and describes the inherent challenges associated with the socialization of Black students to academic norms. This dissertation uses Critical Race Theory (CRT), the Campus Racial Climate (CRC) framework, and racial socialization to better understand the lived socialization experiences of Black doctoral students in the academy. This dissertation focuses on Black students and situates Black students within the context of the racism that permeates society, the campus racial climate, and the racial climate of graduate programs, while considering… [Direct]

Surayya Johnson (2024). Understanding the Impact of Student Engagement Activities on Black American Males' Persistence in Community College: An Interpretative Phenomenological Study. ProQuest LLC, Ed.D. Dissertation, Drexel University. Community colleges serve as the primary educational pathway for Black American males. Despite years of high enrollment by Black American males in community college, their persistence rates in community college continue to decline. The continued persistence decline has concerned community college leaders. Community colleges have attempted to implement initiatives to increase Black male persistence rates and address the outcome disparity, but the decline continues. The purpose of this qualitative interpretive phenomenological study was to understand the impact of engagement activities on Black American males' persistence in community colleges. With the conceptual framework being guided by the main principle tenets of Critical Race Theory and Involvement Theory, the overarching research question and subquestions that guided this research included: 1) How do Black American males describe the role of student engagement in their desire to persist in community college? a) How do Black… [Direct]

Brian C. Guilfoyle; Casetta D. Brown; Courtney D. Jude; Sarah J. Guilfoyle (2024). The Spirit-Murdering of Black Students from White Educators. ProQuest LLC, Ed.D. Dissertation, University of Missouri – Saint Louis. In this collection of autoethnographies, four researchers explored our deeply personal experiences and encounters with racialized oppression in the form of spirit-murder. Using Critical Race Theory (CRT) and Critical Whiteness Studies, this dissertation explores how two white educators have committed spirit-murder against Black students and how two Black educators have both experienced spirit-murder as students and have spirit-murdered their Black and Brown students as classroom teachers. We wanted to elevate our voices using counter-stories as a tenet of CRT and examples of our teaching practices. We aimed to elicit relatable suggestions to combat spirit-murdering from white educators toward Black students during their grade school and college experiences. All four educators hoped that by sharing, we exposed not only the existence and effects of spirit-murder and ways we were working to eliminate these unfair acts and practices but also ways to better support Black children in… [Direct]

Brian C. Guilfoyle; Casetta D. Brown; Courtney D. Jude; Sarah J. Guilfoyle (2024). The Spirit-Murdering of Black Students from White Educators. ProQuest LLC, Ed.D. Dissertation, University of Missouri – Saint Louis. In this collection of autoethnographies, four researchers explored our deeply personal experiences and encounters with racialized oppression in the form of spirit-murder. Using Critical Race Theory (CRT) and Critical Whiteness Studies, this dissertation explores how two white educators have committed spirit-murder against Black students and how two Black educators have both experienced spirit-murder as students and have spirit-murdered their Black and Brown students as classroom teachers. We wanted to elevate our voices using counter-stories as a tenet of CRT and examples of our teaching practices. We aimed to elicit relatable suggestions to combat spirit-murdering from white educators toward Black students during their grade school and college experiences. All four educators hoped that by sharing, we exposed not only the existence and effects of spirit-murder and ways we were working to eliminate these unfair acts and practices but also ways to better support Black children in… [Direct]

Alicia Scott (2024). Marva Collins: How One Teacher Ignited the Innate Brilliance of a Generation of Black Children. ProQuest LLC, Ed.D. Dissertation, Fielding Graduate University. This study aims to determine if the educational approach of educator Marva Collins was counter-hegemonic through a critical race theory (CRT) lens. This is a study in contemporary history using autobiographical and archival materials and in-depth interviews to explore the relationship between her educational approach and that used by the traditional educational system. No other study has asked: Was Marva Collins' educational approach counter-hegemonic? Only two scholarly studies are available on the topic of Collins' work. Thus, this study contributes to our academic knowledge about a figure much discussed in the popular press but not frequently studied by academics. The study's findings reveal that Marva Collins' educational approach was counter-hegemonic. While she utilized some traditional teaching methods, she opposed the general hegemonic devaluing of Black students. Collins disproved the assumption that Black children were not as bright as White children. She did so by teaching… [Direct]

Blair Ryan (2024). Diversity in Higher Education: A Multiple Case Study. ProQuest LLC, Ed.D. Dissertation, National University. The shortage of African American faculty employed at higher education institutions is prevalent at two-year community colleges across Tennessee. The problem addressed in this study is the lack of African American faculty employed at Tennessee Board of Regents institutions. This qualitative multiple-case study examined why there is a lack of African American faculty, the effects of this trend, and what can be done to address this issue. The theoretical framework that supports this study is the Critical Race Theory, which assisted in describing the perceptions of currently employed faculty members. Semi-structured interviews and a focus group discussion were used to collect data from 16 currently employed participants at one of the 13 community colleges operating under the Tennessee Board of Regents system. Research questions that guided the study addressed faculty perceptions as to why there is a consistent lack of African Americans employed at their institutions and what strategies… [Direct]

Fern√°ndez, Erica (2016). Illuminating Agency: A Latin@ Immigrant Parent's "Testimonio" on the Intersection of Immigration Reform and Schools. Equity & Excellence in Education, v49 n3 p350-362. Anti-immigration reform has created a hostile and threatening climate for Latin@ immigrants and their families. Simple everyday acts that are often taken for granted (i.e. parents dropping off children at school, driving to the grocery store, etc.) became acts that threaten to separate families. As a result, many Latin@ families are currently "living in the shadows"–hiding their immigration status from any agency (including schools) or individuals that may pose a threat. Via the use of field notes and interviews, the author reconstructs one parent's (Blanca) experience "cruzando la frontera"/crossing the border, as well the moment when Immigration Customs Enforcement (ICE) officials appeared at her doorstep, and subsequent actions thereafter. By utilizing Critical Race Theory (CRT) and Latin@ Critical Race Theory (LatCrit), this study centers and prioritizes Blanca's experience navigating the intersecting space between seemingly disconnected immigration reforms… [Direct]

Jason J. Cha (2023). Raging Waters of Whiteness: Addressing White Evangelical Racism in Higher Education. ProQuest LLC, Ph.D./HE Dissertation, Azusa Pacific University. Too often, the racial diversity conversation is perceived as an issue for people of color rather than one that also profoundly impacts White people. The power of whiteness often reflects its invisibility, particularly embedded into the culture of Christian colleges. This study was a hermeneutic phenomenology of diversity professionals addressing whiteness at Christian colleges. The shift in examining racism to name the dominant culture of whiteness on Christian college campuses has remained largely missing from scholarly literature. Research to date had primarily focused on the experiences of students of color at Christian colleges and was missing the exploration of naming and addressing whiteness. This study aimed to bring visibility to whiteness and critically examine racism in Christian higher education (i.e., White evangelical racism). The central research question of this study was: What are the lived experiences of diversity professionals addressing whiteness at Christian… [Direct]

Casie J. Dimsey (2023). Redefining the Narrative of Women in Leadership: A Qualitative Study of Latina Leaders in K-12 Education. ProQuest LLC, Ed.D. Dissertation, Seattle University. Even with women outnumbering men in obtaining graduate and professional degrees in educational leadership, the representation between women and men in higher level positions such as principalships, district office executives, and superintendencies remains incongruent. Consequently, this incongruency is further exacerbated when we look beyond women as a monolith and see that women of color, and more specifically Latina women are significantly underrepresented in comparison to their counterparts and the population that they represent. Through using a qualitative phenomenological approach, the researcher explored intersectional factors in relation to the participants multiple identities. Accordingly, the purpose of this study was to provide insight into Latina educational leaders lived experiences in K-12 settings to deepen the understanding between identity, role, and leadership. Participants were established through the researchers' current participation and network with the… [Direct]

Achilleos, Jess; Douglas, Hayley; Washbrook, Yasmin (2021). Educating Informal Educators on Issues of Race and Inequality: Raising Critical Consciousness, Identifying Challenges, and Implementing Change in a Youth and Community Work Programme. Education Sciences, v11 Article 410. The debate regarding institutional racism and White privilege within higher education (HE) remains prevalent, and higher education institutions (HEIs) are not exempt from the racial equality debate. Youth and Community Work is underpinned by anti-oppressive practice, highlighting a need to educate informal educators on the structural underpinnings of Race and inequality, so that they can be challenged in practice to bring about social change. For Youth and Community Workers, this is primarily done through informal education and critical pedagogy. The research aimed to unearth race inequality within the Youth and Community Work programme at Wrexham Glyndwr University (WGU). Critical reflection methodology was used to deconstruct departmental processes of recruitment, learning and assessment, student voice, and support. Research data was analysed using thematic analysis, determining three themes: critical consciousness, challenge, and change. These are discussed within the framework of… [PDF]

Kulkarni, Saili S. (2022). Special Education Teachers of Color and Their Beliefs about Dis/Ability and Race: Counter-Stories of Smartness and Goodness. Curriculum Inquiry, v51 n5 p496-521. Teacher beliefs about race and dis/ability1 are important in understanding how teachers educate and support students of color with dis/abilities. This is particularly critical because of the overrepresentation of students of color in special education, irrelevant curriculum, and poor post-school outcomes which continue to impact students of color with dis/abilities in US public schools. Using qualitative counter-stories of goodness and smartness, this study highlights the expressed beliefs of two special education teachers of color, Leena and Leonardo, who were completing a special education teaching credential program at a Hispanic Serving Institution (HSI) in Southern California. The teachers were asked to compose a series of short and long reflections as part of two courses centering dis/ability and race. They also participated in follow-up interviews in which they reflected on their beliefs and experiences with the intersections of dis/ability and race. Courses were intentionally… [Direct]

Viana Dourado, Naiade (2022). Preparing Special Education Intern Teachers Remotely during the COVID-19 Pandemic. ProQuest LLC, Ed.D. Dissertation, University of California, Davis. The purpose of this qualitative case study was to investigate the effectiveness of remote teacher preparation during the COVID-19 pandemic, specifically special education teachers participating at an Intern Credentialing Program in Northern California. In addition to remote teacher preparation, the study explored how intern teachers experienced delivering special services remotely, how they perceived the Intern Program prepared them compared to traditional programs, and how they experienced their preparation to become agents of change in public education. Data for this study was collected through field journals, surveys and interviews. The findings of this study revealed that Intern Teachers experienced remote Teacher Education as having more benefits than challenges, however the delivery of services to students with disabilities had more challenges than benefits. The interviews indicated that the Intern Teachers believe they are not well prepared to be agents of change. Implications… [Direct]

Damiani, Michelle L.; Elder, Brent C. (2023). A Call for Critical PDS: Infusing DisCrit into the Nine Essentials. School-University Partnerships, v16 n1 p92-100. Purpose: The field of Professional Development Schools (PDS) continues to evolve with promising implications. As part of advancing practice, the National Association for Professional Development Schools has updated its nine essential guiding principles, which now includes an explicit expectation for all PDS partners to advance equity, anti-racism and social justice. This article is a call for critical professional development work which infuses Disability Critical Race Theory (DisCrit) practices into achieving the Nine Essentials. Design/methodology/approach: In this call-to-action article, the authors argue that it is imperative for the whole of PDS work to establish a priority for inclusive practice that recognizes and responds to all aspects of diversity in education from the outset, including disability. The authors suggest that PDS work must be guided by an intersectional approach that is operationalized to achieve equity in education by dismantling both racism and ableism in… [Direct]

Armonda, Alex J. (2019). Advancing an (Im)Possible Alternative: Ethnic Studies in Neoliberal Times. Texas Education Review, v7 n2 p30-44. This conceptual paper examines the question of the political imaginary in the neoliberal moment, and the crucial role that Ethnic Studies can play in realizing critical pedagogy's promise of emancipatory social transformation. After Arizona House Bill 2281, educational scholarship has paid renewed attention to Ethnic Studies classrooms as key sites of politically transformative praxis. Attending to recent literature that contextualizes Ethnic Studies within broader contemporary struggles against neoliberal educational reform, this analysis traces the contentious relationship between Ethnic Studies and the advancements of neoliberal multicultural ideology. This essay extends these critical dialogues by arguing for a dialectical description of the Ethnic Studies, which emphasizes its ability to stage productive confrontations between traditions in Marxist philosophy, decolonial theory, and critical race theory. The epistemological and ontological tensions that arise here, I argue, are… [PDF]

Haywood, Jasmine M. (2017). "Latino Spaces Have Always Been the Most Violent": Afro-Latino Collegians' Perceptions of Colorism and Latino Intragroup Marginalization. International Journal of Qualitative Studies in Education (QSE), v30 n8 p759-782. This study centers on the racialized experiences of Afro-Latino undergraduates at historically White institutions. Of particular interest, I examine how six Afro-Latino collegains experience intragroup marginalization due to colorism. The research design is undergirded by critical race theory and a critical race methodology. Participants' narratives reflect how colorism manifests in the lives of Afro-Latino collegians. In drawing attention to a population that has been rendered invisible in higher education, findings from this study guide implications for future research and practice for higher education and student affairs leaders…. [Direct]

Hughes, Michael; Lo, Celia C.; McCallum, Debra M.; McKnight, Utz; Smith, Gabrielle P. A. (2017). Racial Differences in College Students' Assessments of Campus Race Relations. Journal of College Student Development, v58 n2 p247-263 Mar. Guided by the principles of critical race theory, we sought to understand how race and racism help explain differences in White and Black students' assessments of race relations on a predominantly White college campus. The authors employed data from a campus-wide survey conducted in Spring 2013 at the University of Alabama; the sample numbered 3,219 students. For Blacks and Whites, a strong relationship was observed between perception of campus race relations and a measure of symbolic racism, such that higher symbolic racism scores predicted a more positive perception of race relations…. [Direct]

Westbrook, Timothy Paul (2017). Spirituality, Community, and Race Consciousness in Adult Higher Education: Breaking the Cycle of Racialization. Routledge Research in Education. Routledge Research in Education Drawing on the lived experiences of Black students in adult degree completion programs at predominantly White, Christian institutions in the southern United States, this book presents a model for reimagining adult higher education. Westbrook explores the reasons students enrolled in degree programs, how they experience their predominantly white institutions, and how their experiences affect their lives. Employing Critical Race Theory and Christian theology as frameworks for evaluating the students' experiences, the author sheds light on the ways African American experiences to inform, critique, and shape Christian adult learning in higher education…. [Direct]

Henry, Kevin Lawrence, Jr. (2019). Heretical Discourses in Post-Katrina Charter School Applications. American Educational Research Journal, v56 n6 p2609-2643 Dec. Using New Orleans as a site of analysis, this article provides a critical race theory reading of a little studied policy mechanism, the charter school application and authorization process. Embedded and competing narratives within charter school applications are analyzed. The authorization process is the central gatekeeping mechanism in the reproduction of charter schools. The authorization process determines who gets to govern schools, including the freedom to set curriculum, discipline policies, personnel, utilization of funds, and their relationship to and role in the communities in which they are located. This article unpacks the community based and "no excuses" discourses within charter applications. It finds patterns of confluence between those narratives and the applicants' racial and educational identities, suggesting that the authorization process worked as a site for the reproduction of racialized neoliberal dominance in post-Katrina New Orleans, disenfranchising… [Direct]

Casias, Marcelino; De Long, Shauna P. A.; Dray, Barbara J.; Kelly, Larissa A.; Kim, Jung-In; Ortega, Mari C. (2019). Cultural and Cognitive Autonomy: Teacher Positioning and Motivational Practices for Emergent Bilingual Students. Elementary School Journal, v120 n1 p32-60 Sep. This study examined 10 urban middle school teachers' practices to motivate their emergent bilingual students (or English-language learners) and the ways in which their practices were associated with their positioning of their students in reading intervention classrooms. Our findings showed that teacher positioning that afforded or constrained their own and their students' various thoughts and behaviors was associated with the teachers' various practices to support emergent bilingual students' autonomy. The teachers' positioning of themselves and their students as cultural beings, by rejecting dominant narratives, was associated with their support of autonomy on cognitive and managerial levels and was frequently combined with autonomy support on cultural levels. By considering critical race theory and achievement motivation theory, our findings suggest the need to pay critical attention to teachers' positioning in sociocultural and political contexts to better support their practices… [Direct]

Doharty, Nadena (2019). 'I Felt Dead': Applying a Racial Microaggressions Framework to Black Students' Experiences of Black History Month and Black History. Race, Ethnicity and Education, v22 n1 p110-129. This paper uses a Critical Race Theory perspective to explain the everyday racisms — racial microaggressions — directed towards students of African and Caribbean descent during a non-statutory Black History unit, at an English secondary school. Applying a racial microaggressions framework to ethnographic data, this paper finds that experiences of studying Black History by students of African and Caribbean descent are dominated by various types of racial microaggressions including: micro-invalidation, micro-insults and micro-assaults. These experiences are symptomatic of wider racist structures and processes within the National Curriculum for History, based upon the ideology of white supremacy. This paper concludes that the racial microaggressions framework allows for useful ways of thinking about the function and purpose of Black History Month and Black History in schools, and its opportunities for exposing wider institutional and ideological underpinnings that legitimate deficit… [Direct]

Valentina Holder (2023). Exploring the Lived Experiences of Black Faculty from Select Community Colleges within the North Carolina Community College System. ProQuest LLC, Ed.D. Dissertation, Fayetteville State University. In October 2022, the North Carolina Community College System (NCCCS) dashboard reported 5,266 full-time White faculty and 714 Black faculty. Only 10% of full-time curriculum instructors were Black, whereas 82% were White (Admin, 2019). Since Black faculty are underrepresented, their voices are often unheard. This qualitative research described the lived experiences of Black faculty at select North Carolina community colleges. The study examined the narratives of thirteen currently employed and retired Black community college faculty members using interpretive phenomenology. Critical Race Theory in Education (CRTE) was used as the lens to code and analyze data, revealing 10 themes: (a) recognition of expertise by others; (b) paternalistic and siloed mindsets; (c) being a role model; (d) responsive to student and faculty needs; (e) access to educational trainings; (f) work is priority; (g) marginalized yet resilient; (h) implementing faculty-specific investment programs; (i) having an… [Direct]

Mensah, Felicia Moore; Watkins, Shari Earnest (2019). Peer Support and STEM Success for One African American Female Engineer. Journal of Negro Education, v88 n2 p181-193 Spr. This research used counter-storytelling, a critical race theory methodology, to chronicle the lived experiences of one African American female PhD engineer as she recounted her undergraduate, master's, and doctoral STEM experiences at three postsecondary institutions. Using interviews and narrative to capture her first-hand perspective as a woman engineer of color, peer support was revealed as a dominant factor in her attainment of a PhD in engineering. The two counter-stories presented are related to positive and negative peer support in STEM. These narratives serve as valid evidence for one woman's experiences in STEM and emphasize the role of race and racism on peer networks and STEM success. Though showing this one case, the findings have implications for how higher education institutions can provide structures where supportive peer networks can emerge to support women of color and students of color in STEM…. [Direct]

Briggs, Anthony Q. (2019). "We Had Support from Our Brothers": A Critical Race Counter-Narrative Inquiry into Second-Generation Black Caribbean Male Youth Responses to Discriminatory Work Pathways. Journal of Education and Work, v32 n4 p377-392. Drawing upon interview narratives and analysis based on Critical Race Theory, this manuscript uses a qualitative phenomenological approach to oppose one-dimensional perspectives concerning the social, educational and occupational careers of Black men who are stereotyped as lazy, criminal, dangerous and uncivil. This manuscript examines the counter-narratives of 10 second-generation Caribbean Black Male Youth (CBMY) between the ages of 18-27 currently employed in precarious positions in the City of Toronto. Drawing upon material from one-on-one interviews with the participants, this paper critically examines the lived experiences of CBMY as expressed through their own voices. While the participants offer diverse perspectives on the challenging high school-to-work transition, a common thread of resistance and brotherhood is revealed through the repeating themes of solidarity, compassion, respect, trust and mutual encouragement in the pursuit of full-time employment and a quality life…. [Direct]

Tran, Hoang Vu (2019). Diversity's Twilight Zone: How Affirmative Action in Education Equals 'Discrimination' in the Colorblind Era. Race, Ethnicity and Education, v22 n6 p821-835. Diversity is a ubiquitous concept in Education. Our contemporary racial discourse has been taken over by diversity talk. That is, to talk about race in the colorblind era in the contexts of school admissions or educational policy is to do so through the language of diversity. However, the hegemonic ascendancy of diversity has been dependent on the demise of affirmative action policies. This inverse relationship is not coincidental. Utilizing Critical Race Theory's methodology of constructing counter stories, this paper traces the history of diversity from the Supreme Court. By locating the ontological being of diversity from the perspective of the Supreme Court, the author establishes a historical narrative that shows the backward and bifurcated approach of how affirmative action equals racial discrimination in the colorblind era. As a result of this backward approach, diversity talk is widely accepted while affirmative action policies in education have been effectively defeated…. [Direct]

Willis, Arlette Ingram (2019). Race, Response to Intervention, and Reading Research. Journal of Literacy Research, v51 n4 p394-419 Dec. In this critique, race is centralized to draw attention to the role it plays in the complex evolution of response to intervention, past and present. I use a critical race theory analytical lens to focus on how the dominant narrative serves as a framework within institutional and political structures in support of the approach. A brief overview of anti-discrimination laws and policies is followed by several historical narratives that are used to convey the intersecting nature of early reading and special education research. The body of research is employed to articulate the goals and purpose of the intervention, sans a clear commitment to addressing racial disproportionality. This critique particularly exposes how response to intervention has neither improved reading achievement nor curtailed racial disproportionality, and emphasizes that reading research is complicit in the reproduction of racial inequality in education. I conclude with a call to action…. [Direct]

Hern√°ndez, Amalia W. (2018). Hablando de la herida: Honoring Spanish-Speaking Parents' Experiences Obtaining School-Based Speech and Language Services for Their Children. ProQuest LLC, Ed.D. Dissertation, Loyola Marymount University. This study examines the experiences of Spanish-speaking Latino/a parents in their attempts to obtain school-based speech and language services for their children; the impact of these experiences on parents; and parent perspectives on how school-based speech-language pathologists can co-create collaborative relationships. Through a detailed analysis of a focus group and individual interviews of 31 Spanish-speaking parents of children in the READ! (Reaching Educational Achievement and Development) Literacy Enrichment Program at a university in Los Angeles, California, this study provided a space for parents to share their experiences and offer insights regarding what shaped their experiences. Through the theoretical lens of dis/ability critical race theory (DisCrit), Latino critical race theory (LatCrit), and Yosso's community cultural wealth model, parents' stories were collected, transcribed, and analyzed. Parents consistently expressed their hope for their children to have a better… [Direct]

Abilez Ortiz, Patricia (2018). The Role of the Principal in Building Latina/o Cultural Wealth in School. ProQuest LLC, Ph.D. Dissertation, The University of Texas at San Antonio. The purpose of this study was to identify transformative practices and leadership attributes that contribute to high achievement among Latina/o students from the perspective of principals, teachers and parents at two inner city schools. This study followed the qualitative design method. Critical Race Theory and Latino Critical Race Theory provide the framework for the analysis of findings. The primary source of data came from principal interviews and teacher and parent interview data was used to broaden and confirm findings for each of the two case studies. The qualitative data collected from the interviews were analyzed using a within-case analysis and a cross-case analysis to identify themes. The within-case analysis was utilized to identify themes within each case study and the cross-case analysis was used to identify patterns across the two case studies. In examining the case studies of two schools, there were four major themes that emerged: High Expectations… [Direct]

Comeaux, Eddie (2013). Faculty Perceptions of High-Achieving Male Collegians: A Critical Race Theory Analysis. Journal of College Student Development, v54 n5 p453-465 Sep-Oct. Critical race theory was employed as an interpretive framework to explore faculty perceptions of the academic accomplishments of high-achieving Black and White male collegians. Using photo elicitation methodology, faculty participants responded to a randomly assigned photograph of and vignette about either a Black or White male student. While most faculty members were supportive of the academic achievements of both Black and White male collegians, some subscribed to dominant racial ideologies such as colorblindness and racial coding. These findings have implications for faculty, student affairs professionals, and others who frequently interact with college students and are committed to creating more equitable educational environment…. [Direct]

Castro-Gill, Tracy (2023). Perceptions of K-12 Educators of Color on Ethnic Studies Curriculum and Teaching in Urban Public Schools. ProQuest LLC, Ph.D. Dissertation, Walden University. Retention of educators of color (EOC) is becoming a focal point in K-12 education because of the increasing demographic of students of color in K-12 urban public schools; however, a shortage of EOC exists in these schools in the United States due in part to disproportionate attrition rates for EOC compared to White educators. Little is known about the role curriculum may play in retaining EOC in K-12, urban public schools. The purpose of this qualitative critical narrative inquiry study was to explore how ethnic studies curriculum influences how EOC who teach ethnic studies perceive the teaching profession in K-12, urban public schools. Critical race theory was the conceptual framework that guided this study. The three research questions examined how creating and teaching ethnic studies curriculum contributes to EOC's experiences in the teaching profession and the role ethnic studies curriculum plays in the desire of ethnic studies EOC to stay in their current role and district. The… [Direct]

Leonardo, Zeus (2013). The Story of Schooling: Critical Race Theory and the Educational Racial Contract. Discourse: Studies in the Cultural Politics of Education, v34 n4 p599-610. This article is an engagement of methodology as an ideologico-racial practice through Critical Race Theory's practice of storytelling. It is a conceptual extension of this practice as explained through Charles Mills' use of the "racial contract (RC) as methodology" in order to explain the Herrenvolk Education–one standard for Whites, another for students of color–that is in place in the USA. At its most general, the article introduces the full offerings of Mills' RC methodology for a study of educational research. Once deployed, the RC as methodology unveils a school system's foundation as deeply racial rather than universal or race-neutral…. [Direct]

Escud√©, Meg; Jurow, A. Susan; Schiffer, Jovita; Shea, Molly V.; Torres, Aurora (2023). Infrastructural Injustices in Community-Driven Afterschool STEAM. Journal of Research in Science Teaching, v60 n8 p1853-1878 Oct. This article offers a qualitative analysis of infrastructural in/justice in a community-partnered design intervention focused on developing high-tech low-cost Science, Technology, Engineering, Art, and Math (STEAM) projects. We examined the kinds of infrastructural injustices that were present in three afterschool programs and how it shaped STEAM education designs and opportunities for learning with technology to take hold. Combining insights and methods from studies of science and technology with Critical Race Theory, we developed the concept of infrastructural in/justice to illuminate the challenges of organizing STEAM for justice. Infrastructural injustices were identified at the level of dominant narratives that shaped the ideas, resources, and values that undergirded programming and pedagogical practices. We found that community educators were central to creating more just STEAM infrastructures. They drew out unjust infrastructural narratives, created counternarratives that… [Direct]

Stephanie A. Peralta (2020). Early Childhood Educator Knowledge: An Exploratory Study Regarding Giftedness and Students of Color. ProQuest LLC, Ed.D. Dissertation, University of Denver. The purpose of this study was to examine general early childhood educator knowledge and perceptions of curricula relevant for early childhood gifted students of color. The research questions that guided the study were the following: How does preschool through second grade curricula support or impede academic success for gifted students of color? How does preschool through second grade curricula support or impede social emotional learning for gifted students of color? What are the perspectives of educators regarding inclusive practices including Critical Race Theory, within a preschool through second grade gifted curricula? In reviewing the literature and national data concerning representation of identified gifted students of color; two aspects were apparent: the lack of general early childhood educator's voices explaining what he or she understands about gifted students of color and the lack of culturally responsive pedagogical professional learning opportunities for general early… [Direct]

(2023). Racism and Bias: Their Role in Maintaining Racial Disparities in PreK-12 Education. APA BEA Racial Disparities Task Force. American Psychological Association The purpose of this APA BEA Racial Disparities Task Force report is to examine the role of racism and bias on educational opportunity and achievement disparities experienced by children. Specifically, we seek to link racism explicitly to opportunity gaps by examining how racism operates on multiple levels. Using critical race theory, intersectionality, and structural determinants of learning, we identify how racism works at the systemic, institutional, interpersonal, and intrapersonal levels to impact students' access to learning opportunities, school experiences, and educational outcomes. Racism compromises racial and ethnic minoritized (REM) students' ability to thrive, be healthy, and be on track for educational success. Some of these achievement gaps are due to historical legacies of racism and current inequities that limit households' economic viability and stability among families of color, which then impacts students' access to safe and adequate housing, food, and health care,… [PDF]

Bentley, Charlie; Nichols, Andrew Howard; Pilar, Wil Del; Schak, J. Oliver (2019). Broken Mirrors II: Latino Student Representation at Public State Colleges and Universities. Education Trust The United States has almost 2,000 public postsecondary institutions, which provide more than 13 million undergraduates (nearly 2.8 million of them Latinos) with what is perhaps the key to economic security in the modern economy — a college education. As the primary and most affordable access points to postsecondary education, these institutions are vital to democracy, which rests on an educated citizenry. Public colleges also offer more affordable access to a higher education than other nonprofit or for-profit providers. Currently, Latinos have the lowest college attainment of the country's major racial and ethnic groups. While immigration may partly explain these low attainment numbers, systematic racism throughout the education pipeline and society are, without a doubt, major barriers to true educational opportunity. Postsecondary leaders also deserve blame for failing to enact more equitable policies and practices that promote educational access and success for Latino students… [PDF]

Blackshear, Tara B. (2020). #SHAPEsoWhite. Physical Education and Sport Pedagogy, v25 n3 p240-258. Purpose: The purpose of this paper is to investigate the racial/ ethnic diversity of SHAPE America's teacher of the year program using Critical Race Theory. As such, the goal was to identify and map potential racial biases within the institutional structures of SHAPE America's teacher of the year program. Research design and methods: This paper used an exploratory research design using online Physical Education Teacher of the Year online profiles, social media requests, emails, and demographic questionnaires. Data collected from the design included the breakdown of nominees and recipients between 2008-2018. Data were analyzed in two different ways. First, the data were inductively analyzed using descriptive statistics, including frequency and percentages of SHAPE America Teachers of the Year. Second, a critical race lens was used to interpret the descriptive statistics in relation to the selection process and larger social issues. Results: The overwhelming number of SHAPE teachers of… [Direct]

Marsling, Steve; Smith, Chris (2021). "London Recruits": How a Story of Anti-Apartheid Activism Can Serve Teachers Today. FORUM: for promoting 3-19 comprehensive education, v63 n2 p141-147 Sum. This year sees the release of "London Recruits," a film chronicling the anti-apartheid activism of young men and women volunteers who, from 1967, travelled from the UK to South Africa. The recruits were invaluable to the campaigning work of the African National Congress and the wider international anti-apartheid movement because as white tourists, which is all the South African authorities saw them as, they were free to travel unmonitored in ways impossible for black citizens. To coincide with the release of the film, an education pack, comprising the testimonies of the recruits as well as other source material, has been compiled for use in schools. The pack was funded by the National Education Union and coordinated by Steve Marsling, a former recruit, who writes the opening section of this article. Chris Smith, who writes the rest of the article, was a serving history and politics teacher at the time of writing this article. He helped provide learning activities and… [Direct]

Tran, Hoang Vu (2017). After "Fisher v. University of Texas": Towards Racial Justice or Whiteness Rising?. Whiteness and Education, v2 n2 p148-164. This essay examines the significance of the fortuitous Fisher v. University of Texas Supreme Court decision within a broader historical framework of similar affirmative action legal disputes. The author locates Fisher among a historical trajectory of manoeuvres intended to destabilise modest Civil Rights Era advances toward racial justice. Leonardo's 'educational criticism' is considered as a possible conceptual analysis to take up the continuing problem of race, education and the law in our colour-blind era. Despite the Fisher decision affirming the continued permissibility of limited racial considerations in college admissions, a careful examination of how race is understood from a legal perspective reveals a disconcerting revelation. That is, racial justice advocates in education should temper our enthusiasm for Fisher against evidence that the Supreme Court's understanding of racism has unquestionably gone backwards. Because of this, Fisher is at best a problematic step toward… [Direct]

Avelar, Janette Dalila; Lucero, Audrey (2022). Exploring the Challenges and Possibilities of Critical Literacy Pedagogy: K-8 Teacher Discussions about Race in a Virtual Professional Development Course. English Teaching: Practice and Critique, v21 n4 p483-495. Purpose: The purpose of this study is to better understand the ways in which K-8 teachers from a semirural, predominantly white district perceive their responsibilities to work toward anti-racism, as well as to learn more about how the teachers can be supported as they work to overcome the challenges facing teachers in these fraught times in this country's history. Design/methodology/approach: The authors use a reconstructive approach to critical discourse analytic methods (Bartlett, 2012; Hughes, 2018; Luke, 2002, 2004; Martin, 2004) to analyze an online discussion that took place among participants in a virtual anti-racist critical professional development course (Kohli, 2019; Kohli et al., 2015) as they grappled with what it means to confront their own racial identities, positionalities and responsibilities. Findings: Three primary tensions emerged in teachers' discussion: between geographic and professional identities; between individual and institutional responsibility; and… [Direct]

Cappo, Ashley; Codella, Caitlin; Davis, Joseph; Gillispie, Carrie; Merchen, Aaron (2021). Equity in Child Care Is Everyone's Business. Education Trust The COVID-19 crisis has not only exacerbated existing inequities in child care access for families, but has also decimated the finances of child care providers, many of whom are women of color already economically disadvantaged by systemic racism and sexism. State and local chambers of commerce are uniquely positioned to offer urgently needed small business resources to child care providers, while also acting as powerful connectors among community leaders interested in supporting families with young children. The Education Trust and the U.S. Chamber of Commerce Foundation interviewed child care providers and state and local chamber leaders across the U.S. to identify opportunities for supporting working families with young children by supporting female providers of color. Many child care providers told us that amid the COVID-19 crisis, they have faced funding challenges, safety and health concerns, and barriers to talent acquisition and professional development. Several providers… [PDF]

Hylton, Kevin (2015). "Race" Talk! Tensions and Contradictions in Sport and PE. Physical Education and Sport Pedagogy, v20 n5 p503-516. Background: The universal sport discourses of meritocracy and equality are so engrained that few challenge them. The most cursory interest in sport, Physical Education (PE), and society will reveal that the lived reality is quite different. Racial disparities in the leadership and administration of sport are commonplace worldwide; yet, from research into "race" in sport and PE, awareness of these issues is widespread, where many know that racism takes place it is generally claimed to be somewhere else or someone else. For many, this racism is part of the game and something to manipulate to steal an advantage; for others, it is trivial. This paper explores the contradictions and tensions of the author's experience of how sport and PE students talk about "race" and racism. "Race" talk is considered here in the context of passive everyday "race" talk, dominant discourses in sporting cultures, and colour blindness. Theoretical framework: Drawing on… [Direct]

(2022). Promoting the Well-Being of Black, Native, Latinx, and Asian Youth Involved in Systems of Care. Center for the Study of Social Policy This report examines the importance and multidimensional nature of well-being, in general, and the well-being of Black, Native, Latinx, and Asian youth involved in systems of care, in particular. These young people must navigate three significant challenges: typical developmental issues and stressors associated with child and adolescent development; various difficulties associated with their experiences before and during their systems involvement; and experiences of racism and inequitable treatment in their daily living and in their involvement with different systems. For example, those who yield authority over Black, Native, Latinx, and Asian youth– including educators, social workers, law enforcement, probation officers, prosecutors, and judges–may have explicit or implicit racial or ethnic biases that result in distorted perceptions and unjust treatment of these young people. Evidence underscores the need to strategically focus on fostering the well-being of youth served in… [PDF]

Rosvall, Per-√Öke; √ñhrn, Elisabet (2014). Teachers' Silences about Racist Attitudes and Students' Desires to Address These Attitudes. Intercultural Education, v25 n5 p337-348. In this article, we use ethnographic data to explore school-based perceptions of racism. We draw on the findings of a one-year study conducted in two upper secondary classes in a Swedish school. The starting point of the analysis was student discussions of racism in the school and the surrounding neighbourhood, which prompted an examination of teacher and student responses to racist and nationalist ideas. We concluded that the school seldom acted in line with recommended approaches for promoting non-racist and intercultural education. We suggest that the response is related to educational ideals that emphasise learning "objective" facts (as opposed to values) and a de-contextualised view of teaching…. [Direct]

Pavitee Peumsang (2021). Community College Mathematics Faculty Members: Racialized Self-Perceptions of Day-To-Day Realities within the Classroom Environment. ProQuest LLC, Ph.D. Dissertation, The University of Texas at Austin. This dissertation study was guided by two research questions: (1) What shapes community college mathematics faculty members' set of racialized ideologies, beliefs, and attitudes that inform their behaviors and teaching practices in the virtual classroom?; and (2) How do the racial and virtual classroom dynamics shape the ways mathematics faculty members adapt and deliver their course content during the COVID-19 global healthcare crisis? The combination of critical race theory in education, critical whiteness studies in education, and mathematical conceptual and theoretical frameworks informed the research design processes of this study. A total of 10 community college mathematics faculty members participated in the study: three from the California Community College System and seven from the Texas Community College System. The data collection methods included a pre-interview demographic questionnaire, a semi-structured virtual interview, an electronic document analysis, and a… [Direct]

Arnett, Thomas; Waite, Chelsea (2020). Will Schools Change Forever? Predicting How Two Pandemics Could Catalyze Lasting Innovation in Public Schools. Clayton Christensen Institute for Disruptive Innovation Two pandemics–COVID-19 and systemic racism–are confronting American society, and by extension K-12 schools. Both pandemics have precipitated immediate challenges that schools must navigate, and also draw attention to longstanding, chronic problems in the education system. It's more clear than ever that a return to "normal" won't serve all students well. To make sense of the potential for 2020 to change K-12 schools forever, this paper offers a framework for understanding why some crisis-induced innovations persist, while others are cast aside when conditions normalize. To illuminate the potential for current events to catalyze lasting changes in K-12 schools, this paper offers school system leaders and policymakers insight into four key dynamics at work in organizational models: (1) Resources alone aren't likely to change what schools can do, but resources that power new processes could; (2) To stick around, new processes have to outperform old ones when it comes to… [PDF]

Tachine, Amanda R. (2022). Native Presence and Sovereignty in College: Sustaining Indigenous Weapons to Defeat Systemic Monsters. Culturally Sustaining Pedagogies Series. Teachers College Press What is at stake when our young people attempt to belong to a college environment that reflects a world that does not want them for who they are? In this compelling book, Navajo scholar Amanda Tachine takes a personal look at 10 Navajo teenagers, following their experiences during their last year in high school and into their first year in college. It is common to think of this life transition as a time for creating new connections to a campus community, but what if there are systemic mechanisms lurking in that community that hurt Native students' chances of earning a degree? Tachine describes these mechanisms as systemic monsters and shows how campus environments can be sites of harm for Indigenous students due to factors that she terms "monsters' sense of belonging," namely assimilating, diminishing, harming the worldviews of those not rooted in White supremacy, heteropatriarchy, capitalism, racism, and Indigenous erasure. This book addresses the nature of those monsters… [Direct]

Eugene Steele Jr. (2022). The Low Enrollment of African American High School Students in Advanced Mathematics: A Case Study. ProQuest LLC, Ed.D. Dissertation, Northcentral University. There is a low enrollment of African American high school students in advanced mathematics. High school advanced mathematics are prerequisites to college calculus, one of the basic courses in science, technology, engineering, and mathematics disciplines. African Americans earned only 7.6% of all bachelor's degrees in science, technology, engineering, and mathematics. African Americans only represent 6% of the science, technology, engineering, and mathematics workforce. It was predicted that by 2020, 65% of all jobs will require degrees in science, technology, engineering, and mathematics, and the United States will be a majority-minority country by 2043. The purpose of this qualitative case study was to explore the factors that influenced African American high school students' decisions to take advanced mathematics. The theoretical framework of this study was critical race theory. Three African American 12th graders, a precalculus teacher, and a principal participated in the study by… [Direct]

Robert E. Cortes (2022). The Stereotype Threat Experiences of Men of Color Persisting in Community College. ProQuest LLC, Ed.D. Dissertation, St. John's University (New York). The purpose of this qualitative narrative analysis was to explore how men of color have experienced stereotype threat in their lives and used community cultural wealth to manage stereotype threat and achieve academic success while persisting at a large urban community college. Racial tensions have manifested through blatant acts of racism, discrimination, and microaggressions across college campuses, threatening students of color who are marginalized and targeted. In consideration of the success of men of color attending community colleges in the United States, there is vast inequality and inequity when comparing their graduation, persistence, and retention rates to their White counterparts. According to the National Center for Education Statistics (2019), the graduation, retention, and persistence rates of 15.1% for Black, 21.8% for Latino, and 18.1% for Pacific Islander male students were lower than the 30.5% rate for White male students at two-year public institutions. Research… [Direct]

Dos Santos, Luis Miguel (2019). Experiences and Expectations of International Students at Historically Black Colleges and Universities: An Interpretative Phenomenological Analysis. Education Sciences, v9 Article 189. International students are the most important population in the American higher education system, particularly for students from different cultural backgrounds. Besides research-based universities, comprehensive universities, and liberal arts colleges, historically black colleges and universities have the traditions to provide an equal learning environment to minorities, including international students. This study aimed to understand the academic experiences and expectations of Chinese international students enrolled at historically black colleges and universities in the Southeastern parts of the United States from the lens of neo-racism. One research question guided this study, which was: How would Chinese international university students describe their academic learning experience, expectations, stress, and difficulties at one of the historically black colleges and universities? The interpretative phenomenological analysis (IPA) was employed to explore the academic experience,… [PDF]