Dumas, Michael J.; ross, kihana miraya (2016). "Be Real Black for Me": Imagining BlackCrit in Education. Urban Education, v51 n4 p415-442 Apr. The authors put forward a theorization of a Black Critical Theory, or what might be called BlackCrit, within, and in response to, Critical Race Theory, and then outline ways that BlackCrit in education helps us to more incisively analyze how the specificity of (anti)blackness matters in explaining how Black bodies become marginalized, disregarded, and disdained in schools and other spaces of education…. [Direct]

Locane, Victoria Campbell (2022). Early Childhood Educators' Perspectives on the Challenges of Including Inclusive Literature and Implementing Culturally Informed Teaching Practices. ProQuest LLC, Ed.D. Dissertation, Walden University. Even though educators are being encouraged to use culturally informed teaching practices in early childhood classrooms with a focus on including culturally inclusive literature, due to homogenous classroom libraries and minimal training, early childhood educators are challenged to follow these practices. The purpose and research questions for this basic qualitative study explored early childhood educators' perspectives of the challenges of these practices. Using current research and the conceptual framework of critical race theory in education, research and interview questions were developed. Ten early educators were interviewed using the developed interview protocol. Four themes emerged during open and axial coding that centered on unclear district guidance on provided resources, educators' shallow understanding of marginalized cultures, lack of availability of appropriate inclusive texts, and educators wanting more explicit information about culturally informed teaching practices…. [Direct]

Paula Nicole Palmer (2024). Exclusionary Discipline Trends of African American K-12 Females in Alaska: A Causal Comparative Ex Post Facto Study. ProQuest LLC, Ed.D. Dissertation, Northcentral University. The problem addressed in this study is that zero-tolerance policies impact African-American female students through suspension, expulsions, and law enforcement referrals more than their White counterparts. The purpose of this quantitative causal-comparative ex post facto study was to determine if a significant difference exists in the exclusionary discipline, length of discipline, and law enforcement referrals between African American and White female K-12 females in an Alaskan public school district. In addition, this study determined if a significant difference exists in the exclusionary discipline, length of discipline, and law enforcement referrals between African American and White females by grade level. Critical Race Theory and Critical Race Feminism served as this study's theoretical framework. Participants included 534 African American and White K-12 students who received exclusionary discipline during the 2018-2019 school year. To determine if a statistically significant… [Direct]

Charlese E. Brown (2024). A Phenomenological Study of Low Participation from African Americans in Science. ProQuest LLC, Ed.D. Dissertation, Northcentral University. The problem this study addressed is low participation from African Americans in science occupations. The purpose of this qualitative phenomenological study was to identify strategies that encourage participation from African Americans in science. The expectancy-value and critical race theories were the theoretical frameworks for this study. Phenomenology was the best methodology for this study because this methodology focused on understanding participants' experiences, meanings, and perspectives. The qualitative interview method was the primary tool for investigating four major themes that emerged from the literature review: undergraduate experience, a sense of belonging, academic preparation, and effects of school policy. NVivo software was used to analyze the transcripts from eight interviews. Important findings from the study showed that these African American participants had a strong scientific identity and a strong sense of belonging. The data from this study uncovered a hidden… [Direct]

Kay Ann Taylor; Pedro Silva Espinoza (2024). Latinx Teachers Engaging Students, Parents, and Families. Journal of Latinos and Education, v23 n4 p1570-1586. Classroom teachers and certified English as a Second Language (ESL) teachers struggle staying current with pedagogical approaches and strategies to work with diverse student populations. In order to support Culturally and Linguistically Diverse (CLD) students' success in the classroom, teachers must implement effective teaching strategies. Teaching without knowing the students' background knowledge is problematic for all students. To this end, this study explored (a) how teachers who graduated from a federally funded bilingual and bicultural education program engage in justice agendas for their CLD students, (b) the things these in-service teachers attribute as barriers and support systems in their social justice work, and (c) the educational strategies the in-service Latinx teachers value in their role as advocates in their social justice work. Qualitative and Critical Qualitative Research (CQR) was our overarching framework to examine participants' experiences regarding social… [Direct]

Constance Barnes-Watson (2024). "I Am My Sister's Keeper" Community Cultural Wealth and Persistence among CUNY's Black, Indigenous, Women of Color (BIWOC) in Computer Science. ProQuest LLC, Ed.D. Dissertation, University of Pittsburgh. There is a purported shortage of employable labor in the tech workforce, yet Black, Indigenous, Women of Color (BIWOC) in urban centers struggle to find and sustain roles in "high-tech." The tech ecosystem is a CIS-gendered, white male heterosexual space that perpetuates and "ideal worker norm" (Kachchaf et al., 2015), which further excludes BIWOC from roles in tech. Given this social construct, fostering persistence among undergraduates who identify as BIWOC is imperative to disrupt this inequitable structure.According to Blaney and Stout (2017), persistence is fostered by a few key factors: sense of belonging, self-efficacy, and overall satisfaction with the undergraduate experience, which is inclusive of faculty and coursework. This dissertation in practice (DiP) posits the Community Cultural Wealth (CCW) (Yosso, 2005) framework as a viable tool to enhance these factors for BIWOC in the City University of New York's (CUNY) Computer Science programs of… [Direct]

Mursalata Muhammad (2024). Mapping the Historical Discourse of a Right-to-Read Claim: A Situational Analysis. ProQuest LLC, Ph.D. Dissertation, Antioch University. This dissertation project used an interpretivist qualitative research design to study how the right-to-read claim made by seven teenagers attending Detroit public schools in 2016 reflects, addresses, or describes contemporary discussions about educational access. Using situational analysis (SA) as a theory/method, the entirety of the claim comprises the situation of the social phenomenon being studied, not the people. This research combines critical race theory (CRT) with Bronfenbrenner's ecological systems and uses situation analysis to map historical discourses to conduct a study that examines the history of a present situation of inquiry as presented by this question: How does the 2016 right-to-read claim made by high school students in Detroit, Michigan reflect, address, or describe contemporary discussions about educational access? The study collected data to allow me to construct a prosopography that articulates an answer to the question that claims access to literacy is a… [Direct]

Quadric DaRon Witherspoon (2024). Student Responsiveness towards Black Male Educators in the K-12 Urban School Setting: A Phenomenological Study. ProQuest LLC, Ed.D. Dissertation, National University. This qualitative phenomenological study addressed the underrepresentation of Black males in education by exploring the professional and lived experiences of Black male educators in urban North Carolina schools. The study utilized Critical Race Theory (CRT) to contextualize the lived experiences and persistent struggles of Black male educators and their impact on student learning outcomes. Data were collected through semi-structured interviews and focus group discussions from 10 Black male teachers and a focus group of five Black male educators. The research questions focused on recruitment strategies, the influence of Black male educators on Black students' academic performance, and the role of school districts in increasing Black male educator recruitment. These questions are What strategies do you believe should be implemented to recruit and retain more Black male educators, how do Black male educators in North Carolina describe the influence that they have on the academic… [Direct]

Cindy A. Mannie (2024). How Parents of African American Males with Documented Disabilities Perceive Conversion Charter Schools: A Qualitative Descriptive Multiple Case Study. ProQuest LLC, Ed.D. Dissertation, National University. The research problem is conversion charter schools, presented as an educational reform for African American males with disabilities, may or may not be effective. The purpose of the study is to present the perspectives of parents and guardians of African American males with disabilities concerning conversion charter schools in a school district in Tennessee. Two specific tenets of critical race theory are used as the theoretical framework, counter-storytelling and interest convergence. A qualitative methodology is used answering two research questions concerning how parents or guardians of African American males perceive their experience and perceptions of conversion charter schools. Individual interviews and two focus groups are used to collect the data. Purposeful sampling was used to yield 10 participants and those 10 participants were divided into two groups, 5 participants in each focus group. Semi-structured questions were used for the individual interviews and both focus… [Direct]

Kelly Duane Berry (2024). eSports in Indian Education: A Case Study. ProQuest LLC, Ed.D. Dissertation, Kansas State University. This case study explores the experiences of student/players (n=2), coaches (n=2), faculty/staff advisors (n=2), and Lone Wolves' (n=6) experiences in eSports environments relevant to American Indian education and cultures. Specifically, this study explored the intersection of eSports, 21st century skills, and Indigenous futurisms and was guided by theoretical frameworks of Tribal Critical Race Theory (Brayboy, 2005), Indigenous futurisms (Dillon, 2012), and P21 Framework (Partnership for 21st Century Skills, 2019). This case study analyzed data from six individuals who are affiliated with higher education sponsored eSports programs, with added interviews of six players unaffiliated with sponsored eSports programs but still heavily engaged in eSports (i.e., Lone Wolves). Semi-structured interviews were used to explore individuals' perceptions associated with eSports programs at Southern Plains Tribal College, State University, and Lone Wolves operating in the unstructured "Wild… [Direct]

Keyla Nohemy Cueto (2024). An Exploration of the Relationship between the Mathematical Academic Achievement of Hispanic Multilingual Learners and Hispanic Non-Multilingual Learners. ProQuest LLC, D.Ed. Dissertation, The University of North Carolina at Chapel Hill. The academic achievement of Hispanic students is not increasing as much as the population is in schools across the United States. Although existing research explores the Hispanic achievement gap, none solely compares the relationship between Hispanic multilingual (ML) and Hispanic non-multilingual (non-ML) students. As the Hispanic population grows, exploring this subgroup and its academic trends is necessary. This exploratory quantitative study uses school-level variables to examine the relationship between the mathematical achievement of Hispanic ML and Hispanic non-ML students through a Latinx Critical Race Theory (LatCrit) lens. LatCrit supports the use of each variable included in the study. A combination of t-tests and ANOVA tests analyzed publicly available and district-approved data from Charlotte-Mecklenburg Schools, an urban school district in Charlotte, North Carolina. The data provided information from Hispanic ML and Hispanic non-ML students who were… [Direct]

Carlton Lavelle Johnson (2024). How Placement in a Disciplinary Alternative Education Placement (DAEP) Program Impacted Black High School Graduates' Lives: A Qualitative Case Study of Thoughts, Perceptions, and Experiences of DAEP. ProQuest LLC, Ed.D. Dissertation, National University. For decades, Black students have been disproportionately disciplined in schools at much higher rates than White students and other student groups. In several Southwest school districts this phenomenon manifests as differential application of disciplinary alternative education program (DAEP) referrals for Black students. Zero tolerance policies and implicit bias fuel exclusionary discipline such as suspensions and expulsion. The purpose of this qualitative instrumental case study was to explore the thoughts and perceptions of Black students about their DAEP placements and how their lives were impacted after graduation. Critical race theory (CRT) was used to frame this study. A purposive sample of 12 Black high school graduates who had DAEP placements during their attendance and who had graduated within 5 years of the research were chosen to represent the population of similarly situated students. Data were collected using a survey and semi-structured interviews. The emergent themes… [Direct]

Elizabeth O. Ayisi (2022). High Achieving Black Students' Mathematics Identities in the High School to College Transition in STEM. ProQuest LLC, Ph.D. Dissertation, Ohio University. This qualitative narrative study examined high achieving college Black STEM students who enrolled in precalculus, calculus I and II, differential equations, linear algebra, and applied linear algebra courses at Rhowlin Bonsu University (RBU). RBU is located in the Midwestern region of the United States. This investigation used a semi-structured interview with participants (7 University students in STEM) who provided narratives about their experiences in mathematics education, starting from high school and ending with their postsecondary studies. I used a narrative inquiry approach to explore student experiences through the lens of Critical Race Theory (CRT), with the goal of grounding the academic underpinnings of this study. To construct stories for their academic success, the interview addressed students' home and school experiences during the mathematics transition from grade K-12 and beyond. The findings suggest that Black STEM majors constructed their mathematics identities… [Direct]

Johnny Cole (2024). Promoting Positive White Racial Identity Development in K-12 Teachers: A Qualitative Case Study. ProQuest LLC, Ph.D. Dissertation, Lesley University. The process of racial identity development (RID) is widely agreed to be the process by which an individual comes to understand the role race plays in their sense of self, how it influences their ability to acquire information and reach goals, how it affects their interpersonal interactions with others, and the manner in which it assigns group membership in the larger society. The formative years students spend in K-12 educational environments can play an important role in their RID; thus educators' awareness of these developmental processes can potentially help dismantle the systems of inequity within a critical race theory framework that uplift whiteness in public schools in the United States. This study explored how white educators' assessment of their own racial identity was influenced by participation in professional development focused on antiracism. Using the framework of Janet Helms's (2020) theory of white RID, this qualitative case study examined four white public school… [Direct]

Davies, Daniel (2022). Educating Hypocrisy: Private-Public Partnerships and Management of Multicultural Projects in Taiwan. Diaspora, Indigenous, and Minority Education, v16 n3 p153-168. The years following the end of martial law and the democratization of Taiwan have been marked by sizable political and social reform. In the interests of increasing social participation and decreasing direct state control of economic and social development programs, public-private partnerships (PPP) have been emphasized as the primary means to provide public services. Through an investigation into the functioning of a landmark project in the newest wave of educational reform orientated toward the localization and indigenization of elementary school educational materials, this paper will investigate the role that private entities have taken in the provision of education services. The extent that the privatization of education services serves to meet the goals and standards of Indigenous education will be discussed using a theoretical framework developed through the application of Tribal Critical Race Theory and Culturally Responsive Schooling. Semi-structured interviews with… [Direct]

Joseph-Salisbury, Remi (2019). Institutionalised Whiteness, Racial Microaggressions and Black Bodies out of Place in Higher Education. Whiteness and Education, v4 n1 p1-17. On the morning of Friday 3 February 2017, Femi Nylander — a Black Oxford alumnus — walked through the grounds of Oxford University's Harris Manchester College. Later that morning a CCTV image of Femi was circulated to staff and students who were urged to 'maintain vigilance'. Whilst 'post-racial' ideology insists on framing such incidents as isolated aberrations bereft of wider structural and institutional context, in this article I draw upon the theoretical concepts of "racial microaggressions" and "bodies out of place" in order to disrupt this hegemonic interpretation. Adopting the Critical Race Theory (CRT) method of counter-narrative, I centralise the voices of student campaigns as sites of legitimate experiential knowledge. These campaigns reveal a web of whiteness that undergirds Higher Education. It is this web, I argue, that ensnares Femi on the day in question. Thus, Femi's experience cannot be understood in abstraction from structural white supremacy… [Direct]

Cecilia Chavez (2023). School Counselors as Pilots: Navigating Systems of Power with Undocumented Students. ProQuest LLC, Ed.D. Dissertation, California State Polytechnic University, Pomona. Undocumented students graduate from high school at 98,000 per year nationally (27,000 annually in California). School counselors are certificated campus professionals tasked with social, emotional, college, and career interventions for all students and also provide advocacy between students and any barriers interfering with school safety, mental health, and school completion. Immigrant students face problems of access and inequity in education, in addition to being English learners and liminal-status students. Although "Plyer v. Doe's" (1982) landmark court decision allowed undocumented students to receive free public education, it did not provide guidelines for educators. Some school counselors gatekeep advanced opportunities and "track" immigrant students into lower achieving classes, while others serve as social justice champions. Yet limited literature exists on how they currently serve undocumented students. Also missing are undocumented students'… [Direct]

Caldwell, Phillip, II; Polega, Meaghan; Richardson, Jed T.; Smart, Rajah E. (2022). The Intersectionality of Educating Black Students in Michigan: Public School Finance, Racial Segregation, and Housing Policy. Journal of Education Human Resources, v40 n4 p524-563 Oct. This research applies critical race theory to investigate Michigan's system for funding public schools, focusing on structural racism and discrimination embedded in education finance laws, housing policies, and residential and educational segregation. We find that the average Black student receiving free or reduced-price lunch (FRL) receives $411 less per pupil per year than the average White student receiving FRL and $783 less than the average White student who does not receive FRL. These disparities stem entirely from differences in locally sourced district revenues that are the result of vast differences in Black-White property wealth. On average, a one-percentage-point increase in a district's proportion of Black students receiving FRL is associated with a $2,354 decrease in taxable value of property per pupil. Our analyses imply that a district enrolling 1,000 Black and FRL students would receive $1,364,000 less annually than an identically sized district with no Black or FRL… [Direct]

Lorena Fuentes Lopez (2023). Racial Justice Inc.: Deconstructing the Enactment of Racial Justice in DEI/Social Justice-Focused Higher Education and Student Affairs (HESA) Graduate Programs. ProQuest LLC, Ph.D. Dissertation, University of Massachusetts Boston. Despite efforts of faculty in Higher Education and Student Affairs (HESA) programs focused on social justice/Diversity Equity and Inclusion (DEI) to provide equitable educational experiences for their students, studies on these programs have shown that students of color continue to face racialized experiences in the classroom (Harris & Linder, 2018; Linder et al., 2015). This dissertation employed a multiple case study to examine two HESA master's programs with a specific social justice/DEI mission and integrated the voices of both faculty and students. Using intensive interviewing, document analysis, and class observations, the goal of this study centered on understanding the extent to which faculty and students in these programs perceived the centrality of racial justice as an integral component of their espoused commitments to deliver tangible practices and experiences connected with the realization of the mission. The conceptual foundations of this study were informed by… [Direct]

Shedrick W. Daniels III (2021). Imprecise Words: A Critical Discourse Analysis of Institutional Statements Addressing Anti-Black Racism in 2020. ProQuest LLC, Ed.D. Dissertation, Northern Illinois University. A series of highly publicized off-campus acts of racial violence between February and September 2020 ignited a national reckoning on race, racism, anti-Black racism, and the role of higher education in systemic discrimination. In response, a number of college and university leaders published public statements attempting to address anti-Black racism both nationally and on their respective campuses. The purpose of this study is to take a closer look at how colleges and universities in the University of Wisconsin System (UW-System) utilize public statements to address anti-Black racism. Utilizing Critical Race Theory as a theoretical framework, as well as Bitzer's theory of the rhetorical situation for data analysis, this study analyzed a total of 27 statements from 13 institutions. Findings explore what terms were utilized to describe the murder of George Floyd (and potentially others who were murdered), who and/or what is at the center of the written statements, and what actions the… [Direct]

Camille Kluttz-Leach (2021). The Code of Silence: The Impact of Culture on Reporting Acts of Sexual Victimization for Black Women at HBCUs. ProQuest LLC, Ph.D. Dissertation, The University of North Carolina at Greensboro. This study investigated the cultural barriers that Black women at historically Black colleges and universities (HBCUs) face when deciding whether to report acts of sexual victimization and how those barriers operate as a silencing agent. Underpinned by critical race theory and Black feminist thought, this study presented an opportunity to identify the specific barriers to reporting sexual victimization for Black women at HBCUs and to examine the impact that culture has on reporting practices. Qualitative interviews with Black women students between the ages of 18 and 25 at HBCUs, blended with critical policy analysis and textual analysis underpinned by BFT and CRT, were utilized to identify and highlight the importance of the intersectionality of race, gender, culture, and Black female stereotypes as factors to reporting. Additionally, six cultural themes emerged from the data and revealed how navigating cultural and legal barriers influence whether Black women at HBCUs will report… [Direct]

Brown, Everett-Teejay (2022). Predictive Factors of Help Seeking for Mental Health Support among Latinx Male College Students. ProQuest LLC, Ph.D. Dissertation, The University of Arizona. The need for mental health services for Latinx communities is growing due to shifting demographics in the United States and increased immigration from Latin America (Provencio Vasquez et al., 2011; Torres & Vallejo, 2015). Unfortunately, Latinx people in the U.S. face disparities in both access to and quality of mental health treatment (Davis & Liang, 2015; Provencio Vasquez et al., 2011). These disparities are due to structural barriers, including systemic racism and varying levels of immigration status (Goodman & Gorski, 2015; Marquez Kiyama et al., 2015; Martinez Tyson et al., 2016). The aim of the present study was to gather data about Latinx male college students' help seeking attitudes and intentions at a large predominantly white institution (PWIs) in the United States. Another aim was to examine Latinx male college students' preference for culturally competent mental health counseling from a critical race theory (CRT) framework. Because cultures and sociocultural… [Direct]

Montoya, Roberto; Sarcedo, Geneva L. (2018). Critical Race Parenting in the Trump Era: A Sisyphean Endeavor? A Parable. International Journal of Qualitative Studies in Education (QSE), v31 n1 p70-81. This article examines the complicated decisions parents make when they decide to raise critically conscious children. The article argues that critical parenting in US society is often analogous to the Greek myth of Sisyphus. Using Critical Race Parenting, Critical Race Theory, and Critical Whiteness Studies, this critically interpretive parable looks to the election of Donald Trump as US President and the ways whiteness, patriarchy, sexism, xenophobia, ableism, and racism function in social, cultural, economic, and educational spheres. This parable tells the story of Sue Libertad and analyzes how parenting in the era of Trump is Sisyphean. This concludes with a discussion of the importance of talking about race, racism, and heterosexism with our children, which disrupts whiteness, sexism, and patriarchy, and ultimately Trump and his administration…. [Direct]

Hurt, June Williams (2018). "Why Are the Gifted Classes so White?" Making Space for Gifted Latino Students. Journal of Cases in Educational Leadership, v21 n4 p112-130 Dec. Bryson Valley Elementary School's population is changing, formerly consisting of students, 72% of whom identified as White, but now only 53% of students do so; 26% of its 800 students identify as Latinx,1 the largest minority group in the school. The school's new Academically and/or Intellectually Gifted (AIG) teacher, Judith Hunter, notices a disparity in ethnic representation in the AIG program and hopes to change that situation. Two challenges that Judith faces are resistance from teachers who tend to hold deficit orientations toward some groups of students, as well as a fairly apathetic principal who is nearing retirement. When viewed through the lens of Critical Race Theory, the implicit racism in the school's gifted identification procedures becomes more obvious…. [Direct]

Rodr√≠guez, Noreen Naseem (2018). From Margins to Center: Developing Cultural Citizenship Education through the Teaching of Asian American History. Theory and Research in Social Education, v46 n4 p528-573. Citizenship education is considered a primary purpose for social studies education. However, in elementary classrooms, it is often limited to the memorization of mainstream civic knowledge and learning about a handful of American heroes. This qualitative study of three Asian American educators uses Asian Critical Race Theory to explore how the teachers drew from their own cultural and linguistic experiences to inform pedagogies of cultural citizenship education that interrogated what it means to be a citizen. By (re)defining the terms Asian American and American (citizen), the teachers enacted cultural citizenship education through the use of counternarratives and children's literature that disrupted normative conceptualizations of citizen. Their work demonstrates how educators can present more inclusive depictions of civic identity, membership, and agency to young learners…. [Direct]

Welply, Oakleigh (2018). 'I'm Not Being Offensive But…': Intersecting Discourses of Discrimination towards Muslim Children in School. Race, Ethnicity and Education, v21 n3 p370-389. This article examines forms of implicit discrimination towards Muslim children in children's discourses of Otherness. Findings in this paper draw on qualitative data exploring the discourses of 17 children from a Year 6 class in a culturally diverse primary school in the East of England. Building on Critical Race Theory and Critical Discourse Analysis, this article shows that children's discourses of Otherness acted in tacit discriminatory ways by constructing difference as problematic, which positioned Muslim children as the 'bad Other'. These findings show the intersectionality of discrimination experienced by Muslim children in school, and offer a reflection on the role of multiculturalism in schools and the limitations of uncritical discourses of tolerance in fostering an understanding of difference and Otherness…. [Direct]

Catherine B. Whitfield Martin (2023). The Beautiful Struggle: A Qualitative Examination of Black Educator Experiences Creating Academic Spaces for Student Success. ProQuest LLC, Ph.D. Dissertation, DePaul University. While any student is susceptible to experiencing a traumatic incident, students living in socio-economically marginalized communities are often exposed at higher rates. Students from racial minority groups are more likely to experience distress from acts of violence committed against People of color than their White counterparts. For educators working in predominantly Black, Chicago communities, exposure to violence directly and via the shared experiences from students occurs disproportionately compared to educators working in other areas of the city. Educators working within particular communities battle the effects of chronic stress and structural racism, while striving to create hope and academic success within their students. Research suggests that African-American educators' use of culturally responsive pedagogical methods in tandem with their humanistic commitment to students is integral to student success. It is critical that the perspectives of Black educators committed to… [Direct]

Kyle Lee Chong (2024). Surviving China's Rejuvenation — Global Han Supremacy, Sinophobia + the Theft of Asian America in Education. ProQuest LLC, Ph.D. Dissertation, Michigan State University. Chinese identity is perceived by education researchers is a confluence of deliberations on questions such as who is Chinese, how they are Chinese, how they come to identify as Chinese, and who gets to say who is and is not Chinese. This dissertation's task is, as a result, not to define Chinese identities or Chineseness. Rather, I unpack the multiple discourses that shape Chineseness that impact the decisions that governments, social movements, and schools make to (re)present Chineseness and Asianness. These multiple contestations across space and time sought to stabilize or institutionalize Chinese identities into a single idea, nation-states, such as the People's Republic of China and the United States of America, assert political, social, and cultural power. As well, individuals work to resist these state discourses to further shape their own and communities' understandings of Chinese identity. To analyze the global movements and circulations of Chineseness across contexts, this… [Direct]

Gorski, Paul C., Ed.; Matias, Cheryl E., Ed. (2023). The Other Elephant in the (Class)Room: White Liberalism and the Persistence of Racism in Education. Teachers College Press Purposeful, intentional racial bias poses an obvious threat to the possibility of real equity in schools. In this volume, antiracist educators explore an equally troubling, but insufficiently explored threat: the racism upheld by schools and districts that claim an antiracist commitment. These institutions perpetuate disparities by enacting that commitment through surface-level and soft diversity and inclusion goals and popular initiatives that are more equity optics than antiracism. This book asks: How is racism perpetuated through actions, programs, practices, and initiatives that might appear to be inclusion-oriented or "progressive," but never quite get around to eliminating racism? How do these efforts pose as racial equity while protecting systems of advantage and disadvantage–creating a sort of equity inertia? The book then asks: What would antiracism look like if we enacted a deeper antiracist approach? What is a truer vision for racial equity? Diverse authors… [Direct]

Pennant, April-Louise (2022). Who's Checkin' for Black Girls and Women in the "Pandemic within a Pandemic"? COVID-19, Black Lives Matter and Educational Implications. Educational Review, v74 n3 p534-557. While the impact of the COVID-19 pandemic was felt widely, for Black communities — particularly in the US and Britain — it was felt more severely. This was compounded by another deadly pandemic that was devastating Black communities and evidenced by the re-emergence of the Black Lives Matter movement after the murder of George Floyd. Parallels can be drawn between the deadly COVID-19 virus and the anti-Black systemic racism fuelling the existence of the Black Lives Matter movement — which both disproportionately kill Black people. Therefore, many within these communities are living in a "pandemic within a pandemic". Still, the focus on Black boys and men continued the parallels between both pandemics, failing to include the plight of Black girls and women who are also enduring the same impact as their Black male counterparts. This paper draws upon previous doctoral research about the educational journeys and experiences of Black British women graduates in light of the… [Direct]

Cesar Montenegro Corral (2023). Latin√© Undocuqueer Students Navigating Microaggressions in California's Public Colleges and Universities. ProQuest LLC, Ed.D. Dissertation, California State University, Long Beach. Throughout history, society in the United States has marginalized women, People of Color, and queer individuals. Various systems of oppression often intersect to further subjugate individuals due to their inclusion in various underrepresented communities. Utilizing concepts from critical race theory and Latine critical theory (LatCrit), this qualitative interview study explored how Latine undocuqueer students navigate higher education in California's public colleges and universities. This study sought to answer two questions: (a) how do Latine undocuqueer students experience and navigate microaggressions in California's public colleges and universities? and (b) What systems of support exist within or beyond California's public colleges and universities for Latine undocuqueer students? Participants reported experiencing three kinds of microaggressions in college: racist, racist nativist, and sexual orientation. These microaggressions were heard from their family units, across their… [Direct]

Mason, Jolie Laurent (2023). Centering Underrepresented Voices: The Underrepresentation of BIPOC Professionals in the Nonprofit Sector. ProQuest LLC, Ed.D. Dissertation, University of Southern California. This study applied Bandura's model of reciprocal determinism through social cognitive theory to examine the bidirectional triadic relationships between personal, behavioral, and environmental factors that impact the underrepresentation of Black people, Indigenous people, and people of color (BIPOC) professionals in the nonprofit sector. Additionally, a critical race theory lens examined how White dominant culture holds the standard for the systems of power that influence norms, attitudes, and practices within the nonprofit sector. The goals of the study aimed to identify barriers to implementing BIPOC leadership development programs, provide insight into the current leadership development practices on the underrepresentation of BIPOC professionals, and suggest possible solutions for eliminating barriers and improving the leadership trajectory for nonprofit professionals. A qualitative research approach used semi-structured interviews to address the problem of practice. An open and… [Direct]

Mekole Pfiffer Wells (2023). Impacts on African American Male Adolescents of Attending a Charter School Led by African American Men. ProQuest LLC, Ph.D. Dissertation, Walden University. There is a lack of research on African American male adolescents who have progressed socially and academically in charter school systems under the administrative and classroom leadership of African American men. The purpose of this qualitative case study was to gain a deeper understanding of how adolescent African American male students in one U.S. charter school system progress academically and socially under the classroom and administrative guidance of African American men. The research questions addressed how gender focus and cultural representation developed academic equity and propelled these African American male adolescent students socially and academically. Critical race theory was the theoretical framework for the case study. Semistructured interviews were conducted with 22 participants who represented four groups of stakeholders at an East Coast charter school: the CEO, founders, and board members; administrative leaders; teachers and counselors; and parents. The… [Direct]

Alana Akilah Thomas (2023). Narratives That Matter: Special Education Teacher Stories and Experiences with Teaching Black Students with Disabilities. ProQuest LLC, Ed.D. Dissertation, Molloy University. Black students with disabilities receiving special education services provide unique challenges to the current education system that was designed for white, able-bodied, and minded individuals. Teachers, more specifically, special education teachers, who are often white, play a vital role in serving as a first level of support and having a significant influence on potential short and long-term outcomes for Black students with disabilities. This qualitative narrative inquiry study of six Prek-eighth grade special education teachers sought to understand their stories of preparation for and approaches to teaching Black students with disabilities. This study is important because it provides insight into special educators' teachers' self-efficacy and preparedness in working with Black students with disabilities. Disability studies/critical race theory (discrit) and teacher self-efficacy theory were used as theoretical frameworks. Data collection occurred through reflective narrative… [Direct]

Wanda-Elizabeth Garraway (2023). Black and Latinx Students and Competitive Four-Year College Access: The Role of Guidance Counselors' Expectations in College Matching. ProQuest LLC, Ed.D. Dissertation, University of Pennsylvania. This study examined New York City Black and Latinx high school students' perceptions of their college counseling experiences. In particular, I sought to understand how the students perceived the role their high school guidance counselors' expectations of their abilities played in the choice of colleges to which they were counseled to apply. Data collection involved 21 Black and Latinx former NYC specialized high school students who shared their narratives in semi-structured interviews, filled out a 15-minute Qualtrics survey, and provided college-related archival documents. Given the dearth of research highlighting student perceptions of college counseling (Howard, 2003), granting students' voices methodological priority in this qualitative study sought to correct this gap in the research. Using Critical Race Theory (CRT) as a framework, this study honors the experiential knowledge and voices of people of color by recognizing that educators, researchers, policymakers, and others can… [Direct]

Jones, Asha S. (2023). Black Girl Black Girl Holla and Let Em' Hear You: An Autoethnographic Exploration of My Experiences from Black Girlhood to Black Womanhood. ProQuest LLC, Ph.D. Dissertation, San Diego State University. This critical autoethnographic study examined my experiences navigating educational institutions from young adulthood to adulthood, as seen through the eyes of a Black girl growing up to become a Black woman. Specifically, this study included an examination of 10 critical incidents with a combination of the past 7 years of my life that explain the negative and positive interactions that shaped my experiences with the educational system and society while explaining how music, self-reflective writing, and other "parent figures" (mentors) were all elements that contributed to my educational success. Drawing on Critical Race Theory, Critical Mentoring, Black Feminist Thought, and Critical Autoethnography, this study sheds light on how I, as a Black girl and woman, experienced racism, discrimination, and systems of power in K-12 and postsecondary educational systems and society. I utilized Black Feminist methodologies and qualitative inquiry to analyze self-reflective journals and a… [Direct]

Jones, Asha S. (2023). Black Girl Black Girl Holla and Let Em' Hear You: An Autoethnographic Exploration of My Experiences from Black Girlhood to Black Womanhood. ProQuest LLC, Ph.D. Dissertation, The Claremont Graduate University. This critical autoethnographic study examined my experiences navigating educational institutions from young adulthood to adulthood, as seen through the eyes of a Black girl growing up to become a Black woman. Specifically, this study included an examination of 10 critical incidents with a combination of the past 7 years of my life that explain the negative and positive interactions that shaped my experiences with the educational system and society while explaining how music, self-reflective writing, and other "parent figures" (mentors) were all elements that contributed to my educational success. Drawing on Critical Race Theory, Critical Mentoring, Black Feminist Thought, and Critical Autoethnography, this study sheds light on how I, as a Black girl and woman, experienced racism, discrimination, and systems of power in K-12 and postsecondary educational systems and society. I utilized Black Feminist methodologies and qualitative inquiry to analyze self-reflective journals and a… [Direct]

Jonathan Evan Henderson (2023). "I Love My Students, but I Hate the Pimpin": A Phenomenological Study of Umoja Coordinator Experiences in California Community Colleges. ProQuest LLC, Ed.D. Dissertation, San Diego State University. The antiblack past and present of institutions of higher education, more specifically community colleges, coupled with the resistance and perseverance of Black communities, has not only had a direct impact on Black student success, but also currently impacts the lived experiences of Black employees. To that end, the goal of this study was to further analyze the role that Umoja coordinators (i.e., Black faculty coordinators of Black student success programs) play in supporting Black student success and in institutional transformation at their colleges, along with the personal and professional costs associated with that support. Using critical race theory, antiblackness, and other theoretical frameworks, qualitative research methods were used to examine the factors that influence the experiences of 16 Umoja coordinators that led Umoja programs within the California Community College system. Findings showed that even though Umoja coordinators' level of education and years of… [Direct]

Vasquez, Christina Seado (2023). Looking beyond Discrimination: Latinas Working in Community College Administration. ProQuest LLC, Ed.D. Dissertation, Grand Canyon University. The purpose of this qualitative descriptive study was to explore how Hispanic female administrators describe their experiences with discrimination at work, and how those experiences may have played a role in their career progression as community college leaders in the United States. The theoretical foundation of the study was critical race theory and Latino/a critical theory. The research questions that guided this study included how Hispanic female administrators describe their experiences with discrimination at work and how do those experiences with discrimination play a role in their career progression as community college leaders. The study sample consisted of thirteen Hispanic females that work or have worked in community college leadership in the United States. This qualitative study used a qualitative descriptive research design. Data was collected through two data sources: twelve semi-structured individual interviews and one focus group, consisting of five participants. Data… [Direct]

Etelvina De La Torre (2023). The Legacy of Latina Community College Presidents: Paving the Path Forward. ProQuest LLC, Ed.D. Dissertation, California State University, Los Angeles. The lack of representation of Latina community college presidents in California is an equity and social justice issue because the majority of students enrolled in community colleges are female and Latina but White men continue to dominate the office of the president. This issue is timely given the number of baby boomers who will be retiring in the next five years. The purpose of this qualitative case study was to document the voices of Latina community college presidents by identifying barriers, areas of support, and their successful navigation of higher education. Using Critical Race Theory and Community Cultural Wealth, this study addressed barriers and biases Latina community college presidents face and how they use their cultural wealth to navigate higher education. Data were collected using semi-structured interviews and a demographic survey. Themes that emerged from the data are Latinas leading authentically, persistent struggles, and familia y cultura [family and culture]…. [Direct]

Chotsani Williams West (2023). A Narrative Case Study: The Role of Culturally Responsive Mentorship to Navigate, Empower, and Level the Playing Field for Black and Brown Students in Higher Education. ProQuest LLC, Ed.D. Dissertation, Molloy University. As the rate of enrollment increases for Black and Brown students in U.S. colleges and universities, in part, due to innovative and strategic recruitment and enrollment efforts to attract them, research shows that students of color benefit from intentional and strength-based college support services to ensure that they can thrive and persist toward graduation. In this narrative case study, I explored the perceived experiences of Black and Brown alumni who were participants in a mentoring program at a predominantly White institution (PWI). In-depth interviews with 20 alumni chronicled their lived experiences and perceptions as they navigated the PWI with the help of their assigned mentor. Utilizing critical race theory (CRT) and culturally relevant education as frameworks, I found that student mentees described how their mentors assisted them with cultural competence and critical consciousness skills. I conceptualize this type of mentoring as culturally responsive as both White mentors… [Direct]

Brittney Ledane Black (2023). Intersecting Identities: A Mixed Methods Study Exploring the Mathematical and Racial Identity of Middle School Black Girls. ProQuest LLC, Ph.D. Dissertation, North Carolina State University. The purpose of this convergent parallel mixed methods study was to understand how being both Black and a girl impacted the mathematical and STEM experiences of Black adolescent girls enrolled in informal STEM learning programs and Black adolescent girls who are not enrolled in informal STEM learning programs. Using Critical Race Theory, this study focused on the intersectionality of the Black girls' mathematical identity, gender identity and racial identity. This study investigated how rising 6th through 8thgrade Black adolescent girls (N=13) described their mathematical and STEM experiences and how their experiences shaped their mathematical and racial identities. Using journals, surveys, and semi-structured interviews, thematic analysis revealed how Black girls' mathematical identity can be impacted by the support or lack of from their teachers, parents, and peers, as well as the influence participating in informal STEM learning programs has on the development of their mathematical… [Direct]

Tiwana Richardson Meggett (2023). Race Dynamics and Mentoring Experiences of Aspiring Black Principals. ProQuest LLC, Ph.D. Dissertation, University of South Carolina. This study aimed to investigate the dynamics of race and mentorship while capturing the lived experiences of Black principals as they were in the pipeline to the principalship. Although America's public schools are becoming increasingly more diverse with students of color, the number of principals of color is relatively low; Blacks account for 10.7% of the principalship, while whites account for 68.1% (School Principal Demographics and Statistics in the US, 2022). This qualitative study used Critical Race Theory (CRT) as a framework to inform the reader of racial trends, dynamics and/or thematic parallels of the participants in the study. It was not the intent to utilize all of CRT tenets but to apply those that were illuminated in the data. This was two-state study with six participants from four public school districts, located in the Carolinas. The districts were not listed to ensure the confidentiality of the participants. The study consisted of recorded interviews with a… [Direct]

Hope Barnes (2022). Reflections, Perceptions, and Conversations with Diversified Elementary Teachers: Transformational Teaching and Learning through Social Justice Education. ProQuest LLC, Ed.D. Dissertation, Rider University. This qualitative study explored the perspectives of nine educators on how they define social justice and how they imagine transformational teaching and learning by integrating social justice in their teaching practices. The research sought to answer the following questions (a) How do teachers define social justice? (b) What is a teacher's role in implementing social justice? ( c) Can there be bias when integrating social justice into the curriculum? (d) What are the barriers to implementing social justice into the curriculum? This process included conducting ethnographic interviews, teacher observations, and student responses from interactive activities. Data analysis showed that teachers reflected on their lived experiences to define social justice. Teachers perceive social justice as an essential and critical part of learning because it enables students to think critically about social constructs that impact them. Social justice challenges students to understand others' lived… [Direct]

Joel David Mixon (2024). Black Like Me: Empowering Minoritized Men in STEM Degrees through Advising Relationships. ProQuest LLC, Ph.D. Dissertation, University of Minnesota. The challenge of increasing the number of minority students in Science, Technology, Engineering, and Math (STEM) degrees is a systemic problem. In the case of higher education, one of the main challenges also includes the retention of academically prepared minority students who are underrepresented in STEM degree programs. President Barack Obama noted "strengthening STEM education is vital to preparing our students to compete in the 21st century economy" (White House, 2010). Increased issues regarding the retention and degree completion of students from diverse backgrounds have created a STEM workforce in which certain groups remain underrepresented. Black men collegians continue to lag in enrollment and graduation rates behind their White, Asian, and Latino men counterparts in higher education. The status of Black men in higher education serves as an impetus for research to investigate collegiate experiences of Black men undergraduates and factors that facilitate retention… [Direct]

Donnisha Sanford (2022). Black Independent Schools: An Alternative Educational Experience for African American Students in K-12 Public Schools in the United States. ProQuest LLC, Ed.D. Dissertation, Pepperdine University. This qualitative study examined the influence and repercussions of the educational laws and policies in the United States public school system for African American students in K-12 and analyzed the alternative of Black independent schools to impact the effects of racism, segregation, and prejudice for educational equality for African American students. Despite the increased segregation in public school education in the United States, there has been little to no change or alternatives to this phenomenon. The collection of research for alternative education or all Black educational institutions for African American students in the K-12 setting is minimal in their effects of overall educational experiences, academic achievement, and overall success for African American students. Most students have focused on the idea of modifying previous laws either post Jim Crow era or post-Civil Rights era, which have both resulted in disguised or soft segregation as an academic challenge instead of… [Direct]

Vaccaro, Annemarie (2017). Does My Story Belong? An Intersectional Critical Race Feminist Analysis of Student Silence in a Diverse Classroom. NASPA Journal About Women in Higher Education, v10 n1 p27-44. This article offers an intersectional critical race feminist analysis of student silence in a diverse university classroom. Findings from a case study with six Women of Color and four White women revealed students remained silent because they felt their complicated intersectional realities did not fit with the acceptable classroom counter-narrative. Because students perceived the course to focus on essentialist narratives of working class Women of Color who experienced overt racism and sexism, White women "and" Women of Color worried their stories did not belong. Student silence was not completely explained by prior literature describing it as disempowerment, internalized oppression, limited development, a coping mechanism, intense intellectual engagement, or resistance to White privilege. Suggestions for higher education professionals working with students inside and outside the classroom are provided…. [Direct]

Battle, Carol Eleze (2022). Black Female Educator Retention: Exploring Conditions Needed to Thrive. ProQuest LLC, Ed.D. Dissertation, University of California, San Diego. Although historical to present day data show that Black female teachers make a significant impact on all students, this group, already underrepresented in the profession, leave teaching at higher rates than their counterparts. Current literature reveals that racism, sexism, microaggressions, lack of peer support, lack of administrative support and harmful policies are driving this Black teacher exodus. However, we know little about what Black women educators who do persevere in the profession attribute to their career longevity. The purpose of this qualitative phenomenological study was to examine Black female educator longevity in K-12 environments. The frameworks of Black Feminism (Nash, 2019) and Darling-Hammond's (2021) Bridge to Thriving Framework were used to investigate how Black female educators perceive their ability to thrive despite surviving encounters with oppression. Additionally, this study sought their perspective on what overall professional thriving might look like…. [Direct]

Dovemark, Marianne (2013). How Private "Everyday Racism" and Public "Racism denial" Contribute to Unequal and Discriminatory Educational Experiences. Ethnography and Education, v8 n1 p16-30. The study uses ethnographic research from four classes in secondary school as well as from two groups in upper secondary school, to examine everyday racism as an element of the daily institutional lives of students and teachers. The study is based on long-term participant observation and 89 interviews. These were all audio-recorded and transcribed. In Sweden the education of ethnic groups is couched in a discourse of integration and inclusion. However, the research presented shows that the aims of integration and inclusion were not achieved. Unequal and discriminatory educational experiences operated through two related actions: by private everyday racism and through public racism denial. (Contains 1 table and 5 notes.)… [Direct]

Lee, Jenny J. (2017). Neo-Nationalism in Higher Education: Case of South Africa. Studies in Higher Education, v42 n5 p869-886. Given the rise of regional hubs, emerging economies are experiencing international student growth as higher education providers in their respective regions. This study examined the neo-national experiences of international students in South Africa. Neo-nationalism refers to a new nationalism based national order in the new global economy. The findings of this study provide evidence that one's region and country of origin matter in one's international educational experience. Extending neo-racism research, neo-nationalism is critical framework in identifying one's national origin as a potential explanation for challenges experienced by some international students. Students within Africa perceived more discrimination than those from outside the continent and students of the largest migratory group, Zimbabwe, felt the most mistreated due to their nationality. The findings have implications on better understanding and supporting international students in South Africa and abroad…. [Direct]

Dillon, W. Tracy; Reitenauer, Vicki L.; Skelton, Judy Bluehorse (2018). "Diversity," Anti-Racism, and Decolonizing Service Learning in the Capstone Experience. Journal of General Education, v67 n3-4 p194-208. This retrospective on service learning in the development of University Studies Capstones, the senior-level requirement in the University Studies general education program at Portland State University, explores how the original framers of University Studies anticipated the pitfalls of "pedagogies of whiteness" in deploying service learning as the hallmark pedagogical feature of the program; includes a case study of a Capstone course that centers on Indigenous ways of knowing, learning, and teaching through its pedagogy; and identifies the formative presence of Capstone faculty committed to anti-racist and anti-imperialist pedagogies. From a variety of institutional and disciplinary standpoints and through long association with the Capstone program, the authors move from an accounting of the historical founding of University Studies; through an up-close look at a present-day Capstone that explicitly operates from decolonizing/decolonized intentions, course content and… [Direct]

Callihan, Elisabeth; Feldman, Kaywin (2018). Presence and Power: Beyond Feminism in Museums. Journal of Museum Education, v43 n3 p179-192. Gender inequity has affected museums for as long as these institutions have existed. Increased representation of women in the workplace over the past 50 years has not brought about significant changes. In the museum sector, despite the fact that white women now dominate many areas of the museum like education departments, women of color are not equally represented, and there are continued gaps in compensation and access to power for women and gender minorities across race and ability. Without direct intervention, museums will continue to replicate societal patterns of oppression such as sexism, racism, and ableism. It will take an intentional and comprehensive strategy to transform museum practices towards greater gender equity. It is time for a new intersectional feminist agenda that focuses on increased representation for women of color and gender minorities, and closes the gendered leadership gap. It is time to move women and gender minorities in the field from presence to… [Direct]

Kathleen Roberson (2021). Race, Privilege, and Culturally Responsive Pedagogy: The Extent to Which Each Is Infused into Undergraduate Elementary Teacher Education. ProQuest LLC, Ed.D. Dissertation, University of Illinois at Urbana-Champaign. Ongoing inequitable educational outcomes for marginalized students drive this study. Data show that our current educational system is not meeting the needs of all our students. Our Black and Brown students continue to be underserved by the system. With over thirty years of research and data supporting the inclusion of racial topics and infusion of culturally responsive pedagogy into teacher education, how much implementation is currently taking place? The purpose of this study is to determine the extent to which the topics of race and privilege and culturally responsive pedagogy have been infused into undergraduate elementary teacher education. This convergent mixed methods design was created with three data collection strands: mission and vision statements, surveys (plus contributed syllabi), and interviews. This design allowed for multiple data sources to be explored, analyzed, and compared. First, quantitative data was collected by identifying keywords in vision and mission… [Direct]

Starks, Francheska D. (2022). Centering Black Women's Ways of Knowing: A Review of Critical Literacies Research in Early Childhood. Journal of Early Childhood Literacy, v22 n3 p335-356 Sep. In the most recent edition of the Handbook of Reading Research, Ebony Elizabeth Thomas and colleagues (2020) identify the need to recontextualize critical literacy pedagogy and research in ways that center Black and Indigenous communities. Although critical literacy has a rich tradition in emancipatory work (e.g. Freire, 1996), Thomas et al. argue for the need to begin elsewhere, with the knowledge and traditions of Black and Indigenous communities, to produce literacy research and pedagogy that is more responsive to current social issues and iterations of racism. In this article, I combine their insights with those of early literacy researchers, such as Candace R. Kuby and Tara Gutshall Rucker, (e.g. Kuby, 2013; Kuby and Rucker, 2020) to suggest that the shifting of theoretical framings may be a useful way of broadening the context of critical literacies research and scholarship. Kuby and Rucker's (2020) examination explores offerings from postructural and posthumanist theories for… [Direct]

Ramirez, Elvia (2017). Unequal Socialization: Interrogating the Chicano/Latino(a) Doctoral Education Experience. Journal of Diversity in Higher Education, v10 n1 p25-38 Mar. This article examines the experiences of Chicano/Latino(a) doctoral students at a research-intensive doctorate-granting institution. Based on in-depth qualitative interviews with 24 Chicano/Latino(a) doctoral students across social science, humanities, education, and science disciplines, this qualitative investigation analyzed how disciplinary affiliation mediated the professional socialization experiences of Chicano/Latino(a) doctoral students. Guided by intersectionality and social capital theories, the findings reveal systemic inequities in the doctoral socialization process. Unequal access to professional development opportunities and faculty mentorship were among the most salient challenges experienced by Chicano/Latino(a) doctoral students. On the other hand, supportive peers and faculty mentors served as key socializing agents for respondents. Overall, findings suggest that institutionalized racism, sexism, and classism in the doctoral training process play a significant role… [Direct]

Canales, Karen; Mitchener, Carole; Morales-Doyle, Daniel; Raza, Syeda; Segura, David; Varelas, Maria (2018). Community Organizations' Programming and the Development of Community Science Teachers. Science Education, v102 n1 p60-84 Jan. In this study, we explored how science teacher candidates construct ideas about science teaching and learning in the context of partnerships with urban community-based organizations. We used a case study design focusing on a group of 10 preservice teachers' participation in educational programming that focused on environmental racism and connected science to larger social issues in an economically dispossessed Mexican community in Chicago. Using theoretical lenses of humanistic science education, justice-centered science pedagogy, and structure-agency dialectic, we studied how preservice high school science teachers made sense of equity and social justice issues facing marginalized communities and how they thought about the goals and nature of science education, along with their role as science teachers, as they participated in a Toxic Tour provided by the Little Village Environmental Justice Organization. By emphasizing both environmental challenges and the community assets in… [Direct]

Bishundat, Devita; Byrd, Ajani; Chan, Jason; Furr, Sara; Kodama, Corinne; Manzano, Lester; Poon, OiYan; Squire, Dian (2016). A Critical Review of the Model Minority Myth in Selected Literature on Asian Americans and Pacific Islanders in Higher Education. Review of Educational Research, v86 n2 p469-502 Jun. This article presents a critical review of 112 works of research on Asian Americans and Pacific Islanders (AAPIs) in higher education. It focuses on ways previous scholarship framed AAPIs in higher education, and specifically on how those works engaged in a sustained project of countering the model minority myth (MMM). Many publications on AAPIs in higher education mentioned the MMM and neglected to account for the original purpose of the MMM–to maintain anti-Black racism and White supremacy. We identified four key and interconnected limitations implicit in the counter-MMM framework that result from a lack of a critical recognition of the model minority as an instrument to maintain White dominance. Our analysis suggests that the well-established counter-MMM scholarly project is fundamentally flawed in its ability to humanistically reframe and advance research on AAPIs. Therefore, we call for a reframing of research on AAPIs in higher education…. [Direct]

Acuff, Joni Boyd (2018). "Being" a Critical Multicultural Pedagogue in the Art Education Classroom. Critical Studies in Education, v59 n1 p35-53. Art educators continuously struggle to understand what multiculturalism "looks like" in the art classroom. This has resulted in multicultural art education becoming superficial, in which art teachers guide students through art projects like creating African masks, Native American dream catchers, Aboriginal totems, and sand paintings, all without communicating the context of the art. This type of multiculturalism essentializes cultures, and builds Western, myopic narratives about groups of people, specifically about their "Art". Critical multiculturalism is a power-focused upgrade of multiculturalism that calls for a critique of power and demands recognition that racism and other discriminations are enmeshed in the fabric of our social order. Teaching through a critical multiculturalism framework helps teachers dismantle Western, normalized narratives and produce counter-hegemonic curriculum that contextualizes culture and reveals its fluidity. In this article, the… [Direct]

D'Arcy, Kate (2014). Travellers and Home Education: Safe Spaces and Inequality. Trentham Books Elective home education (EHE) is a legal alternative to school in England but the statutory requirements for provision are remarkably vague. This book explores the use of EHE by Gypsy and Traveller families. The accounts of their experiences and their views about education spaces reveal the racism and discrimination their children encounter in school, and how Gypsies and Travellers still lose out when they opt for EHE. The voices of Gypsies and Travellers are seldom heard. The stories they tell here give insight into the stereotypical assumptions based on the pejorative portrayals that are peddled in the media and echoed in the mainstream literature, which too often shape the scripts of the education providers. Kate D'Arcy brings the insights offered by the Travellers together with a searching analysis of EHE provision to yield valuable new understandings about inequality in education. Travellers and Home Education is essential reading for teachers and educational managers,… [Direct]

Crowell, Michelle; Love, Nancy (2018). Strong Teams, Strong Results: Formative Assessment Helps Teacher Teams Strengthen Equity. Learning Professional, v39 n5 p34-39 Oct. Teacher teams focused on developing collective expertise in high-leverage, equity-promoting practices can chip away at low expectations, racism, and cultural biases that marginalize special education students, English language learners, students of color, and other at-risk students. With appropriate professional learning on formative assessment, and the structures and follow-through to support those practices, teacher teams can create more equity schools. At Madeline English School in Massachusetts, passion and persistence have resulted in a climate of high achievement for all that is accompanied by encouraging test results, especially for special education students and English language learners. Four key ingredients that made this change happen include: (1) Professional learning for team leaders and administrators based in a practical framework with protocols for team learning and equity; (2) Thoughtful rollout; (3) Regular structure and schedules for team meetings; and (4)… [Direct]

Susan C. Puryear (2024). Role, Representation, Resistance, and Response: Black Women Senior Leaders in Predominantly White Institutions of Higher Education. ProQuest LLC, Ed.D. Dissertation, University of Pennsylvania. Although notably underrepresented in role and research, Black women bring a strong presence to higher education institutions–leading academic, research, and business operations from senior and executive roles. Black women senior leaders serve as change agents strategically leading their organizations to become better, stronger, and more effective in supporting the health, longevity, and competitiveness of their institutions. This dissertation study explored how Black women senior leaders experience their place in higher education, including their ability to navigate and lead in traditionally White male spaces of leadership. This research sought to understand Black women's leadership experiences and practices including challenges and resistance to their leadership and how they address them, and how their social identities inform and impact these experiences. The study used a broad, emic focused qualitative approach informed by the theoretical frameworks of intersectionality, critical… [Direct]

Aoudeh, Nada; Cuglievan-Mindreau, Gisele; Flessa, Joseph; Shah, Vidya (2022). Subverting Whiteness and Amplifying Anti-Racisms: Mid-Level District Leadership for Racial Justice. Journal of School Leadership, v32 n5 p456-487 Sep. This counternarrative study positions two distinct bodies of literature in conversation: mid-level district leadership in the literature on educational change and anti-racist approaches to leadership framed through Critical Race Theory and Critical Whiteness Studies. Interviews with twelve, mid-level district leaders committed to anti-racism in Ontario, Canada, reveal fundamental differences in leaders' knowledges and capacities compared to those identified in the literature on educational change and promoted in the corresponding leadership frameworks in Ontario. In centering power, racialization, and whiteness as a logic of oppression, anti-racist approaches to leadership fundamentally reconstitute conceptions and enactments of leadership. Findings speak to the importance of knowledge(s) about race and racialization, racism and intersecting oppressions, and how whiteness subverts anti-racist efforts. Findings also speak to developing capacities such as: visioning that both owns… [Direct]

Hallaran, Armineh E. (2022). Disrupting Inequitable Practices in Special Education: Privileging Student and Family Voices. ProQuest LLC, Ed.D. Dissertation, City University of New York Hunter College. Black, Latinx, and other minoritized students have long been overrepresented in the high-incidence, subjective, disability classifications including Learning Disability, Speech and Language Impairment, Emotional Disturbance, and Intellectual Impairment. Special education places these students on trajectories that deny them access to quality education and the same postschool outcomes and opportunities as their nondisabled peers. Using Disability Critical Race Theory (DisCrit), and grounded theory analysis this study foregrounds the voices of minoritized middle school students receiving special education under high-incidence classifications. DisCrit allowed for an investigation of how student's intersecting marginalized identities impacted their experiences as special education students. Further, Education Journey Mapping was used to explore the experiences of Jason, a Black middle school student labeled with a Speech and Language Impairment, as he coped with life at the… [Direct]

Patrick D. Smith (2022). The Experiences of African American College Junior and Senior STEM Majors at Three Historically White Institutions. ProQuest LLC, Ph.D. Dissertation, Indiana State University. This qualitative study explored the experiences of African American college junior and senior science, technology, engineering, and math (STEM) majors attending three historically White institutions (HWIs) in the Midwest using theoretical frameworks of social learning theory (Bandura, 1977), social cognitive career theory (Lent et al., 1994), and critical race theory (CRT; Delgado & Stefancic, 2017; Tuitt & Carter, 2008). This study used participants' voices to explore their experiences and examine strategies they employed that prompted their decisions to continue persisting in high stakes STEM environments that involved isolation, racial bias, and/or gender discrimination, and challenges to their intellectual ability. Despite such challenges, study participants were successful academically. Five themes emerged during participant interviews: (a) modeled values: champions of work ethic and education; (b) minoritized lenses of STEM: culture, identity, and experiences; (c) the… [Direct]

William J. Baga (2022). PLC to CRT: How a Professional Learning Community Influences Middle School Mathematics Teachers' Culturally Responsive Teaching Efficacy. ProQuest LLC, Ed.D. Dissertation, University of Massachusetts Lowell. The COVID-19 pandemic and the murder of George Floyd are recent, powerful reminders of institutional inequities in the United States. Culture consciousness in U.S. classrooms, though not a new concept, remains one that is hotly contested as frameworks like critical race theory and cultural sustaining pedagogies are debated, compared, and contrasted. Of little debate, is the notion that educators must continue to improve their capacity to construct culturally aware learning environments that empower children from historically oppressed groups. This is particularly important in mathematics classrooms as careers in science, technology, engineering, and mathematics (STEM) are increasingly in demand and routinely among the highest paying. Disparities in STEM education will exacerbate existing disparities in society (ACT, Inc., 2017). This study measured the effectiveness of a professional learning community (PLC) model in impacting teaching efficacy related to culturally responsive… [Direct]

Calandra, Brendan; Cohen, Jonathan D.; Wade-Jaimes, Katherine (2022). A Cultural Historical Comparison of In-School and Out-of-School STEM Activity Systems for African-American Girls. Cultural Studies of Science Education, v17 n2 p511-540 Jun. African-American women continue to be underrepresented in science and engineering field despite years of interventions, including providing out-of-school time STEM experiences. Although some out-of-school time programs have shown impacts in participants' content knowledge and skill acquisition, impacts on science identity development have been mixed, with some research indicating that participants' struggle to access science identities developed in out-of-school time in a formal educational setting. In order to better understand the barriers to accessing and developing science identity across contexts, this study uses a combined framework of Activity Theory, communities of practice, and Critical Race Theory to compare the in-school and out-of-school time STEM experiences of African-American girls. Using data collected in both settings, activity systems for an out-of-school time STEM Club and an in-school seventh grade science classroom are reconstructed and examined for… [Direct]

Williams, Kamilah Limber (2022). The Role Academic Strategies Play in the First-Year College Experience of African-American Males with ADHD. Online Submission, Ed.D. Scholarly Research Project, Bradley University. First-Year African American males with ADHD do not persist beyond the first year of college due to barriers experienced in PWI environments. The purpose of the qualitative phenomenological action research study with a disability critical race theory framework was to investigate the role educational strategies played in the college experience of first-year African American males with attention deficit hyperactivity disorder (ADHD). The study examined five research questions. How do African American males with ADHD describe their first-year college experience, during the first year of college experience, what factors do African American males with ADHD see as contributing or not contributing to academic success, how often do African American male college students with ADHD request assistance for academic strategy support such as time management, tutoring support service, and test-taking strategies. For African American male college students with ADHD, what is the process for… [PDF]

Courtney C. Revels-Turner (2022). When Being Special Ain't so Special: Educator Race and Gender as Predictors of Black and Latino Male Special Education Referrals. ProQuest LLC, Ed.D. Dissertation, Ashland University. The purpose of this study was to examine the phenomenon of implicit bias in the referral process for special education. The study explored the relationship between independent variables such as student and teacher race/ethnicity, gender of teacher, teachers' years of teaching experience, and how likely teachers would refer a male student for special education and if there are significant differences in teacher rating of severity based on a student's race/ethnicity in Ohio's eight large urban school districts. This qualitative, correlational study used a survey methodology that included pictures to examine if student and teacher demographic variables predicted how likely a teacher would refer Black and Latino male students for special education evaluation. Critical race theory and social exclusion theory guided this research. Results from a Pearson correlation, multiple linear regression, and ANOVA revealed that years of teaching experience was associated with a higher likelihood to… [Direct]

Sugeni Altagracia Perez-Sadler (2022). Climbing the Broken Ladder: A Narrative Exploration of How Racially and Economically Minoritized Students Successfully Navigate the College Pathway. ProQuest LLC, Ed.D. Dissertation, St. John's University (New York). Sixty six years after Brown v. Board of Education's (1954), disparities in educational opportunity and outcomes continue to be a major civil rights issue that threatens the well-being of our society (Chetty et al,., 2018; Farmer-Hinton, 2008a). Despite the often-explored systemic barriers and oppressive forces, many do enroll in college and persist (Harper et al., 2018). This research applied the frameworks of Critical Race Theory (CRT) and Yosso's Community Cultural Wealth Model (CCW) to explore the barriers low-income Black and Latinx students face in accessing higher education and examine what these students might have in the way of personal assets that would explain their enrollment and intent to persist (Bryan et al., 2020; Holland, 2017; Solorzano & Yosso, 2001; Yosso, 2005). Data was collected through semistructured interviews with six low-income Black and Latinx students who shared stories about their precollege and college experiences. The interviews revealed that these… [Direct]

Bohonos, Jeremy W. (2019). Including Critical Whiteness Studies in the Critical Human Resource Development Family: A Proposed Theoretical Framework. Adult Education Quarterly: A Journal of Research and Theory, v69 n4 p315-337 Nov. While the human resource development (HRD) literature has made strides to incorporate critical race theory, critical Whiteness studies has not been substantively addressed. White experiences need to be incorporated into organizational learning literature in racialized ways. Unpacking the racialized experiences of Whites in organizational settings is important because it challenges the often-unstated assumption that White experiences are normal and neutral. The uncritical centering of Whiteness is part of what makes the marginalization of racialized others possible, and critical Whiteness studies research seeks to contribute to the decentering process. This article integrates literature exploring racialized White experiences from disciplines, including history, sociology, theology, and legal studies within an existing framework for HRD. This research will place special emphasis on aspects of critical Whiteness that relate to the workplace. The purpose of this article is to advance a… [Direct]

Adiredja, Aditya P. (2019). Anti-Deficit Narratives: Engaging the Politics of Research on Mathematical Sense Making. Journal for Research in Mathematics Education, v50 n4 p401-435 Jul. This article identifies a self-sustaining system of deficit narratives about students of color as an entry point for studies of cognition to engage with the sociopolitical context of mathematical learning. Principles from sociopolitical perspectives and Critical Race Theory, and historical analyses of deficit thinking in education research, support the investigation into the system. Using existing research about students' understanding of a limit in calculus as context, this article proposes a definition of a deficit perspective on sense making and unpacks some of its tenets. The data illustration in this article focuses on the mathematical sense making of a Chicana undergraduate student. The analysis uses an anti-deficit perspective to construct a sensemaking counter-story by a woman of color. The counter-story challenges existing deficit master-narratives about the mathematical ability of women of color. The article closes with a proposal for an anti-deficit method for studying the… [Direct]

Adedoyin, A. Christson; Boamah, Daniel A.; Clayton, Dewey M.; Harmon, Dana K.; Moore, Sharon E.; Robinson, Michael A. (2019). The Dehumanization of Black Males by Police: Teaching Social Justice–Black Life Really Does Matter!. Journal of Teaching in Social Work, v39 n2 p111-131. Despite the contemporary public's discourse regarding the embrace of human diversity within the United States, Black males still are perennially brutalized, killed, and negatively stereotyped. Recent events regarding police killings underscore the reality that even though Black males have the same constitutional and civil rights as all other citizens, in practice their rights are often violated or denied. The negative stereotypes of Black males is problematic because it creates an environment and negative perception of them that causes some police officers to claim that they feared for their life before shooting. In this article the authors discuss the history of police oppression and killing of Black males and offer critical race theory as a theoretical perspective that helps to explain this pervasive social inequity. More important, the authors provide practical classroom narratives, assignments, and strategies that may hold promise in addressing the problem of police brutality and… [Direct]

Brownsword, Sarah (2019). Preparing Primary Trainee Teachers to Teach Children from Black, Asian and Other Minority Ethnic (BAME) Backgrounds or Groups: Participation, Experiences and Perceptions of Trainee Teachers. Teacher Education Advancement Network Journal, v11 n2 p39-49. This research was conducted in response to the exit survey of a cohort of Primary PGCE trainee teachers at a UK University in a predominantly White area who indicated low confidence in teaching children from Black, Asian and other minority ethnic (BAME) backgrounds at the end of their course. The research aimed to find out why trainee teachers felt unconfident in teaching children from BAME groups or backgrounds. Using qualitative methods, findings were analysed using a Critical Race Theory framework. Many of the trainee teachers who participated in this research demonstrated a lack of understanding of their own White privilege and a deficit discourse when discussing children from BAME backgrounds. The study explores how ITE, which is often short and already crammed with content, could embed quality training in race and diversity throughout courses in a way that will both challenge individual perceptions and encourage trainee teachers to examine structural barriers within schools…. [PDF]

Daniel, Beverly-Jean (2019). Teaching While Black: Racial Dynamics, Evaluations, and the Role of White Females in the Canadian Academy in Carrying the Racism Torch. Race, Ethnicity and Education, v22 n1 p21-37. For racialized academics, life in the academy can be marred by racial violence that leaves them caught between their commitment to their craft, desire for educational attainment and development, and the mental anguish that can dominate their existence. Drawing from experiences of the author and other Black faculty members in Canadian tertiary academic institutions, I provide a theoretical exposition recognizing the role of narratives as an act of counter-storytelling. I draw upon Black feminist epistemology, critical race theory, and critical theory to examine how the experiences of Black academics remain under-theorized, marginalized, and often erased within 'strong/angry Black woman/man' caricatures. I highlight how racial evaluation filters reinforce racism and affects the careers of Black academics. I also discuss the role that White women, who are charged with decision-making power, have come to play in carrying the 'racism torch' in the academy while adhering to the tropes of… [Direct]

Bettis, Sheri L. (2019). Diversity in Literature and Students' Connection. Online Submission The claim that most teachers at the middle-level grades do not have inclusive materials throughout their curriculum and may or may not understand the impact of Critical Race Theory (CRT) and thus, students of various ethnicities will not be as engaged in their learning was proved using questionnaires. These questionnaires were created in such a way as to provide reliable and valid results and were measured both quantitatively and qualitatively. A full literature review on the importance of the topic CRT has been conducted as to prove the need for this study. The results were processed through data analysis software to determine the descriptive and inferential statistics. These statistics were analyzed to determine if there is any correlation in the results of different groupings. The findings of this comparison were used to write recommendations to the unit office for future professional development opportunities for the staff to ensure diversity and inclusiveness of literary… [PDF]

Henry, Kevin Lawrence, Jr. (2021). "The Price of Disaster": The Charter School Authorization Process in Post-Katrina New Orleans. Educational Policy, v35 n2 p235-258 Mar. Charter schools because of their entanglements with privatization remain one of the most publicly contested and controversial educational reform initiatives. Charter schools, in theory, are to balance autonomy and accountability in order to provide students with innovative learning environments and increased achievement on traditional academic measures. The governance of charter schools and the vision espoused in the charter application are central in determining the organization and operation of charter schools. As such, connected to charter schools are the actors that envision them and the processes and policies that enable them. Utilizing the case of post-Katrina New Orleans, I examine the charter authorization process, an understudied aspect of charter school policy. Understood as an objective, colorblind process in mainstream policy articulations, the authorization process regulates entry into educational markets. This paper applies a Critical Race Theory analysis to the… [Direct]

Locke, Mallory (2021). Race, Dis/Ability, and the Potential of the Co-Taught Classroom: Exploring Co-Teachers' Interruptions of Inequity. ProQuest LLC, Ed.D. Dissertation, City University of New York Hunter College. Although the co-taught classroom is the fastest-growing inclusion model in U.S. public schools, an increasingly-diverse student population coupled with the continued overrepresentation of students of color in special education threatens to undermine its potential as an inclusive space that ensures success for all students. This multiphase, critical qualitative study explored how three pairs of co-teachers navigated race and dis/ability within co-taught classroom spaces serving students with multiple, intersecting identities. Informed by Disability Critical Race Theory (DisCrit), Critical Race Spatial Analysis, and the DisCrit Classroom Ecology framework, this study sought to examine how co-teachers' own educational histories and beliefs about race and dis/ability impacted their instructional decision-making processes. Co-teachers' varying levels of critical consciousness were examined through Education Journey Mapping (Annamma, 2018), semi-structured interviews, observations of… [Direct]

Mark Villar Alabanza (2020). Inequities, Support, and Success: Influences on Native American Students' Sense of Belonging in Public, Postsecondary Education. ProQuest LLC, Ed.D. Dissertation, California State University, Stanislaus. Endemic issues of racism and colonialism create barriers to Native American students' access to higher education. Using tribal critical race theory (TribalCrit) as a theoretical underpinning, this study explored how Native American students develop and experience a sense of belonging at a public, postsecondary institution. Using a phenomenological approach, I interviewed and analyzed Native American students' stories regarding their sense of belonging in higher education. Themes emerged that revealed connections between students' educational experiences and connections to their cultural heritage prior to entering college and development of sense of belonging through campus spaces and relationships with faculty, staff, and fellow Native American students that contributed to bicultural efficacy and enculturation. Findings suggest that culturally affirming practices contribute to development of sense of belonging which serves to nourish Native American students' self-affirmation and… [Direct]

Martin, Linda E.; Mulvihill, Thalia M. (2021). An Interview with Dr. Gloria Ladson-Billings. Teacher Educator, v56 n3 p217-228. Dr. Gloria Ladson-Billings is the former Kellner Family Distinguished Professor of Urban Education in the Department of Curriculum and Instruction at the University of Wisconsin, Madison. She served as president of the American Educational Research Association (AERA) in 2005-2006. Dr. Ladson-Billings has contributed widely to the development of two fields of study, culturally relevant pedagogy and critical race theory as well as their impact on today's teachers, students, and classroom dynamics. Within her numerous publications, her passion for children who are disadvantaged in public schools is evident. Dr. Ladson-Billings developed the theory Education Debt to depict the historical significance of inequality and its pervasiveness within our culture and educational institutions. This article presents a conversational interview with Dr. Gloria Ladson-Billings that was conducted on February 20, 2021. In this interview, Dr. Gloria Ladson-Billings discusses: (1) who mentored her or… [Direct]

Kohli, Rita (2021). Teachers of Color: Resisting Racism and Reclaiming Education. Race and Education Series. Harvard Education Press "Teachers of Color" describes how racism serves as a continuous barrier against diversifying the teaching force and offers tools to support educators who identify as Black, Indigenous, or people of Color on both a systemic and interpersonal level. Based on in-depth interviews, digital narratives, and questionnaires, the book analyzes the toll of racism on their professional experiences and personal well-being, as well as their resistance and reimagination of schools. Teacher educator and educational researcher Rita Kohli documents the hostile racial climate that teachers of color experience over the course of their academic and professional lives–first as students and preservice teachers and later in their classrooms and schools. She also highlights the tools of resistance these teachers employ to challenge institutionalized oppression and the kinds of professional development and support they need to thrive. Analyzed through the lens of critical race theory,… [Direct]

Rita Kohli (2021). Teachers of Color: Resisting Racism and Reclaiming Education. Race and Education. Harvard Education Press "Teachers of Color" describes how racism serves as a continuous barrier against diversifying the teaching force and offers tools to support educators who identify as Black, Indigenous, or people of Color on both a systemic and interpersonal level. Based on in-depth interviews, digital narratives, and questionnaires, the book analyzes the toll of racism on their professional experiences and personal well-being, as well as their resistance and reimagination of schools. Teacher educator and educational researcher Rita Kohli documents the hostile racial climate that teachers of color experience over the course of their academic and professional lives–first as students and preservice teachers and later in their classrooms and schools. She also highlights the tools of resistance these teachers employ to challenge institutionalized oppression and the kinds of professional development and support they need to thrive. Analyzed through the lens of critical race theory,… [Direct]

Alvarez, Adriana (2020). Experiential Knowledge as Capital and Resistance among Families from Mexican Immigrant Backgrounds. Equity & Excellence in Education, v53 n4 p482-503. This qualitative case study examined the creation process and final artifacts of two biliteracy family projects that children and families from Mexican immigrant backgrounds collaboratively created as part of classroom instruction. Data were collected during five months in a first grade bilingual classroom with 22 students and centered on six focal families. The theoretical lenses of critical race theory and community cultural wealth served to analyze how biliteracy family projects facilitate the integration of children and families' experiential knowledge in a bilingual classroom and how such experiential knowledge emerges as forms of capital in the final products and during the creation process. Findings highlight how children's experiential knowledge and culturally simultaneous identities appeared through a collaborative process, and how parents facilitated and negotiated their children's cultural simultaneity as forms of capital. This facilitation included parental strategies… [Direct]

Accurso, Kathryn; Mizell, Jason D. (2020). Toward an Antiracist Genre Pedagogy: Considerations for a North American Context. TESOL Journal, v11 n4 e554 Dec. This article combines principles from critical race theory and genre pedagogy to show how K-12 English language teachers can engage in antiracist genre-based literacy instruction. Genre pedagogy has become increasingly popular in North America as an approach to supporting multilingual students' literacy development. However, genres of schooling are often treated as ideologically neutral and not related to the structural racism that permeates North American schools. As a result, genre pedagogy is implemented in ways that reproduce dominant practices and reinforce deficit perspectives of multilingual students of color. Therefore, we propose principles for an antiracist genre pedagogy that (1) teaches community countertexts alongside dominant ones, (2) identifies ideologies and knowledge structures in each, (3) increases focus on interpersonal meanings to analyze racializing dimensions of texts, (4) promotes remixing genres for antiracist purposes, and (5) destabilizes the white… [Direct]

Tonya M. Colunga (2020). Experiences of Conditionally-Admitted Latinx Students Transitioning to a 4-Year University. ProQuest LLC, Ed.D. Dissertation, Sam Houston State University. This hermeneutic phenomenological study explored the complex experiences of conditionally-admitted Latinx students during their first semester of enrollment at a public, 4-year university. Previous research on the topic has been built on foundational models of student transition and persistence, but existing theories that shape retention initiatives may not hold true for the diverse cultural backgrounds of Latinx students. Latinx critical race theory (LatCrit) was utilized as a framework to guide the research design and interpretation of findings. Data was collected from individual interviews with participants. The interviews were transcribed and themes were developed through a cycling methodology of immersion, understanding, and abstraction. Themes developed from this analytic process were used to write rich descriptions of the college transition experiences of conditionally-admitted Latinx students during their first few weeks of enrollment. The narratives of participants revealed… [Direct]

Beverly McDonald-Robinson (2020). A Case Study Regarding the Short Tenure and High Turnover Rates of African American Female Presidents at Historically Black Colleges and Universities (HBCUs). ProQuest LLC, Ed.D. Dissertation, Tennessee State University. This research provided a deeper insight into the problem of short tenure rate and high turnover rate of African American female presidents at Historically Black Colleges and Universities through the use of a case study of interviews. This was accomplished by obtaining personal perspectives and lived experiences of those serving in the capacity of African American female presidents representing four classifications: retired, current, interim, and involuntary/voluntary separation. The framework used for this study was Black Feminism and the Critical Race Theory. The overall summary from the case study provided personal perceptions, insights, and recommendations from representatives of HBCU African American presidents regarding factors that contribute to the short tenure and high turnover rates of African American female presidents. These factors included the following three variables: 1) relationship with the Board of Trustees; 2) relationship with the oversight of the faculty, staff,… [Direct]

Banda, Rosa M.; Grafnetterova, Nikola; Gutierrez, Jocelyn A. (2020). "Entrando en el juego": The Role of Hispanic-Serving Institutions in Fostering Educational and Athletic Outcomes for Latinx Athletes. Association of Mexican American Educators Journal, v14 n3 p61-83. Hispanic-Serving Institutions (HSIs) enroll the majority of Latinx undergraduate students and constitute the second-largest institutional type in the National Collegiate Athletic Association (NCAA) Division I (D1). Yet, little is known about the role intercollegiate athletics play in fostering educational outcomes for Latinx students at HSIs. Under the guise of Latinx critical race theory, this qualitative study examined how HSIs operate both the federal designation and NCAA D1 membership in relation to athletic participation and completion outcomes for Latinx student-athletes. Document analysis was utilized to disaggregate data from various reports to identify the HSI-D1 institutions and their Latinx athletes' participation, and graduation rates. These findings were then compared to the overall NCAA D1 averages. Among the findings, Latinx student-athletes graduated at higher rates than non-athletes from the HSI-D1s. However, as an aggregate, these institutions had below average… [Direct]

Grosland, Tanetha J.; Radd, Sharon I.; Steepleton, Amanda G. (2020). Desegregation Policy as Cultural Routine: A Critical Examination of the Minnesota Desegregation Rule. Journal of Education Policy, v35 n6 p765-784. Education policies often result in and/or perpetuate inequitable and marginalizing outcomes. To that point, education policy may be viewed as an act of white supremacy. The purpose of this study was to examine the Minnesota Desegregation Rule (MR 3535.0100-0180) as a cultural artifact of race-related policy in US public education. Critical analyses of these types of policies offer a means to understand and document the status and workings of race and racism within a particular socio-political milieu. Three tenets from Critical Race Theory (the permanence of racism, the critique of liberalism, and law as a structural determinant) provided analytic tools to understand how the discourses related to race and racism act as cultural routines. The examination revealed nuances, contradictions, and patterns of power and privilege that serve as masked but powerful cultural signifiers. While legal and policy remedies are positioned as a means to reduce social and structural inequality, the Rule… [Direct]

Bryan, Nathaniel (2020). Shaking the "Bad Boys": Troubling the Criminalization of Black Boys' Childhood Play, Hegemonic White Masculinity and Femininity, and the "School Playground-to-Prison Pipeline". Race, Ethnicity and Education, v23 n5 p673-692. Few studies have sought to understand the childhood play experiences of Black boys in early childhood education (ECE), and a majority of those that investigate them often socially construct Black boys' play as criminal, dangerous, and monstrous. Considering the dangers of hegemonic masculinity and femininity or the racial and gendered power and privilege White boys and girls bring to societal spaces including playgrounds, little is known about how such power influences the experiences of Black boys who play with them. In this conceptual paper, I draw on critical race theory (CRT) to trouble the criminalization of Black boys' childhood play and hegemonic White masculinity and femininity, which can prove violent and dehumanizing to Black boys. As such, I suggest that similar to the school-to-prison pipeline (STPP), Black boys may become victims of what I call the "school playground-to-prison pipeline (SPTPP)" as a consequence of White children's accusations, fears,… [Direct]

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

Brown, Anthony L.; Harrison, Louis, Jr.; Smith, Martin P. (2017). The Misintegration of the Negro: A Historical Analysis of Black Male Habitus in Sport and Schooling. Urban Education, v52 n6 p745-774 Jul. Drawing from the lenses of critical race theory (CRT) and Pierre Bourdieu's notion of habitus, this article compares the Jackie Robinson story with the Brown versus Board of Education narrative. This juxtaposition illustrates the similarities of these narratives and how interests converged racially. By comparing these historical narratives, we show that there are significant racial contingencies African Americans must internalize to integrate into society. In this sense, we argue that the Jackie Robinson story serves as a powerful and problematic pedagogy for Black males to be part of mainstream society–what we call "expected racial habitus."… [Direct]

Kumar, Tracey; Wilson, Melissa Beth (2017). Long Ago and Far Away: Preservice Teachers' (Mis)conceptions Surrounding Racism. International Journal of Multicultural Education, v19 n2 p182-198. This study examines a large data set of preservice teachers' definitions of racism at the beginning and at the end of a teacher training program in the Southeastern United States. Using the methodology of Critical Content Analysis that is grounded in Critical Race Theory, the authors found that the majority of the definitions illustrate a removed, passive, and old-fashioned conception of racism indicative of reluctance on the part of both preservice teachers and their university trainers to grapple with the historical and cultural context of the geographical area as well as to acknowledge the systemic nature of racism…. [PDF]

Kodama, Corinne M.; Manzano, Lester J.; Poon, OiYan A.; Sihite, Ester U. (2017). Geographic Constructions of Race: The Midwest Asian American Students Union. Journal of College Student Development, v58 n6 p872-890 Sep. This case study was focused on the establishment of the Midwest Asian American Students Union (MAASU) as a racial project reflecting students' articulations of a regional, panethnic identity in response to racism. A critical race theory lens was used to analyze interviews with 13 MAASU founders. Findings highlight the role of social context (in particular, geographic place) and peer networks in racial formation and panethnic identity development, reveal an important historical moment in Asian American college student experiences and resistance to racism and isolation, and provide insights into how student affairs can better support Asian American students…. [Direct]

Lawton, Pamela Harris (2017). Hunting for Hunster: A Portrait of Thomas Watson Hunster, Art Education Pioneer in the District of Columbia. Studies in Art Education: A Journal of Issues and Research in Art Education, v58 n2 p100-114. Published histories of American art education seldom include the stories and accomplishments of Black art educators. There is a need to research, teach, and publish these histories to provide a more inclusive and equitable picture of American art education and to encourage more people of color to consider careers in the field. Using primary and secondary sources analyzed and interpreted through the portraiture method paired with Critical Race Theory as a conceptual lens, this article examines the professional life of Thomas Watson Hunster (1851-1929), founder of art education programs for Black K-16 learners in Washington, DC…. [Direct]

Metro, Rosalie (2023). Teaching U.S. History Thematically: Document-Based Lessons for the Secondary Classroom. Second Edition. Teachers College Press Get started with an innovative approach to teaching history that develops literacy and higher-order thinking skills, connects the past to students' lives, and meets state and national standards (grades 7-12). Now in a second edition, this popular book provides an introductory unit to help teachers build a trustful classroom climate; over 70 primary sources (including a dozen new ones) organized into thematic units structured around an essential question from U.S. history; and a new final unit focusing on periodization and chronology. As students analyze carefully excerpted documents, they build an understanding of how diverse historical figures have approached key issues. At the same time, students learn to participate in civic debates and develop their own views on what it means to be a 21st-century American. Each unit connects to current events with dynamic classroom activities that make history come alive. In addition to the documents, this teaching manual provides strategies to… [Direct]

Ruba Al-Serhan (2023). Can Exclusionary Discipline Be Predicted by Race, Gender, and/or SES?. ProQuest LLC, Ed.D. Dissertation, The Union Institute. For decades, research has explored racial disparities in exclusionary school discipline, illuminating the stark disproportionality concerning Black students. Black boys are most susceptible to harsher discipline, increasing their risk for future involvement in the juvenile justice system, a bridge to the school-to-prison pipeline. Recent literature proposes noteworthy disparities in school discipline when examining race, gender, socioeconomic status, homelessness, and disability status. This dissertation utilized a quantitative methodology to explore the differences in exclusionary discipline rates of prek-12 students in an urban district in Ohio. Utilizing demographic and disciplinary data, logistic regression analyses were conducted to explore disparities in exclusionary discipline utilizing various independent variables. This study tested the variables of race, gender, and socioeconomic status as primary predictors of discipline disparities while providing insight into attempts to… [Direct]

Katie Archer Olson (2023). A Qualitative Portraiture Study: Instructional Practices from the Tundra. ProQuest LLC, Ed.D. Dissertation, American College of Education. Indigenous Alaska Native first-generation college students bring a wealth of knowledge and skills yet struggle in Western institutions. The problem is that many Alaskan postsecondary faculty continue to design courses based on Western academic instructional practices instead of culturally responsive strategies when teaching Indigenous Alaska Native first-generation students. The purpose of this qualitative portraiture study was to explore the stories of Indigenous Alaska Native first-generation college students about lived experiences with Indigenous and online instructional practices in remote villages to enhance faculty interest in utilizing culturally responsive strategies on Alaskan academic campuses. A need for Western educators to understand Indigenous ways of knowing as knowledge systems was identified as a gap in the literature. The standard model of Indigenous learning developed by Weiterman Barton is supported by Vygotsky's socio-cultural learning theory and Brayboy's… [Direct]

Thomas Joseph Peterson (2023). Equipped for Change: A Grounded Theory Study of White Antiracist School Leaders' Attitudes and Perceptions of Racial Consciousness in Educational Leadership. ProQuest LLC, Ph.D. Dissertation, Chapman University. There is substantial evidence that issues of race and racism and are common in U.S. public schools, especially those greatly impacted by poverty and racial segregation. Unfortunately, it is highly likely many of these occurrences either go unrecognized, unacknowledged, or are perpetrated unknowingly by White educators and administrators–many of whom are well-intentioned, but lack the critical lens necessary in challenging and dismantling them. For White people, the enculturating normativity of White racial dominance, maintained by the social conditioning of Whiteness, facilitates an environment of racial ignorance and insignificance, leaving most painfully oblivious to the damaging complexities of racism in contemporary American society. The purpose of this qualitative study is to illuminate the perceptions and experiences of selected White school leaders who have committed themselves to (a) antiracist school leadership identity development, and (b) the promotion of racially-just… [Direct]

Stephanie Lynn Rodriguez (2023). West Texas Disciplinary Alternative Education Program Educators' Perceptions of Marginalized Student Dropouts: A Qualitative Case Study. ProQuest LLC, Ed.D. Dissertation, Northcentral University. This study addressed the problem of the dropout rate of marginalized students placed in disciplinary alternative education programs (DAEP). The purpose of this qualitative instrumental case study was to explore West Texas DAEP educators' perceptions of the zero tolerance policy that resulted in the placement of marginalized students in DAEP and their perceptions of the practices that contributed to the attrition of DAEP-placed marginalized students. The study sample included seven DAEP educators across the region defined as West Texas, who were recruited through purposive sampling. Inductive coding within NVivo allowed themes to develop based on participant responses with the establishment of a hierarchical coding frame. The research findings indicated that DAEP educators perceived that proactive behavioral programs had an essential role in more positive outcomes for marginalized students. The findings showed that participants perceived that home campus teachers do not have adequate… [Direct]

Toni Jannetta Hurt (2023). Discussing Black Violence in Classrooms: White Teachers, Safe Spaces, and the Needs of Black Students. ProQuest LLC, Ed.D. Dissertation, Concordia University Chicago. Improving educational outcomes for Black student populations requires that teachers have a deep awareness of racialized experiences of the students they serve. This study examined the experiences of White urban elementary school teachers and Black students' experiences with classroom dialogue about racism and Black violence across the United States. The data for this qualitative study was collected through semi-structured, one-on-one interviews with five teacher participants and five former urban elementary student participants. The guiding questions of this study were: (a) How does a teacher's White ideology frame their approach to conversing or leading conversations with students of color? (b) How does a White teacher's understanding of racism impact conversations with Black students about Black violence? (c) What did/do Black students need from White teachers to be able to dialogue about Blacks and violence? And (d) How have African American student conversations with teachers… [Direct]

Tiaira J. Porter-Beall (2023). Understanding Departmental Climate and Retention among Women of Color STEMM Faculty: A Mixed Methods Study. ProQuest LLC, Ph.D. Dissertation, The University of Wisconsin – Madison. Women of Color faculty remain underrepresented across all fields of postsecondary science, technology, engineering, mathematics, and medicine (STEMM). Although extant literature describes the collective institutional-level experiences of Women of Color faculty, an effort to understand the departmental-level experiences and contextually how the STEMM environment shapes these experiences is lacking. This mixed methods study draws from quantitative and qualitive data collected by a Faculty Worklife survey to interrogate how Women of Color STEMM faculty experiences within their department shape their retention. In defining which and exploring how elements of a STEMM departmental climate impact retention, quantitative analyses reveal that while a sense of belonging and inclusion positively predicts faculty retention, simply holding intersectional racial and gendered identities as a Woman of Color in STEMM negatively predicted faculty retention. Qualitative narratives supplement and expand… [Direct]

Hotchkins, Bryan K.; Warren, Chezare A. (2015). Teacher Education and the Enduring Significance of "False Empathy". Urban Review: Issues and Ideas in Public Education, v47 n2 p266-292 Jun. The concept "False Empathy" posited by critical race theory luminary Richard Delgado ("Calif Law Rev" 84(1):61-100, 1996) easily obscures White teacher's good intentions to be effective educators of racially, culturally, and linguistically diverse students. It is argued here that critical race theory is useful for isolating and explaining how race and racism intersect the teaching and learning process. Thus, equipping White teacher candidates with the requisite skills needed to become even more aware of perspectives and behaviors reflective of false empathy. This paper explores how practicing White female teachers' conceptions and expressions of empathy in two separate studies suggest evidence of false empathy. Findings demonstrate that false empathy may show up in three phases of classroom interaction: pre-contact, contact, and post-contact. Implications and recommendations for teacher preparation are discussed…. [Direct]

Fenning, Pamela, Ed.; Johnson, Miranda, Ed. (2022). Discipline Disparities among Students with Disabilities: Creating Equitable Environments. Disability, Culture, and Equity Series. Teachers College Press The decades-long problem of disproportionate school discipline and school-based arrests of students with disabilities, particularly those who also identify as Black or Native American, is explored in this authoritative book. A team of interdisciplinary scholars, attorneys, and education practitioners focus on how disparities based on disability intersect with race and ethnicity, why such disparities occur, and the impacts these disparities have over time. A DisCrit and research-based perspective frames key issues at the beginning of the book, and the chapters that follow suggest promising practices and approaches to reduce the inequitable use of school discipline and increase the use of evidence-supported alternatives to prevent and respond to behaviors of students with disabilities. The final chapter recommends future research, policy, legal, and practice goals, suggesting an agenda for moving the field forward in years to come. Book features: (1) Explores how students'… [Direct]

Jensen, J. Umiokalani (2020). Reconceptualizing Early College and College-Going in Settler Colonial Hawai'i: Amplifying Native Hawaiian Student Voices. Educational Perspectives, v52 n1 p26-36. The purpose of this paper is to critically explore factors affecting Native Hawaiian college-going to reconceptualize and improve early college programs serving Native Hawaiians. Survey and focus group data from an internal evaluation of early college summer programs at the University of Hawai'i–West O'ahu (UHWO) provide insight into Native Hawaiian student experiences in early college and their perceptions of college-going and college readiness. Three questions guided this inquiry: (1) What kind of expectations about college do Native Hawaiian high school students see or hear in their home and community? (2) What obstacles do these students perceive in going to college? and (3) What does being college-ready mean to Native Hawaiian high school students? Starting with a reframing of the issue of the achievement gap, this article reviews literature regarding early college models, college readiness, and Indigenous experiences of college-going. It then introduces Kanaka 'Oiwi Critical… [PDF]

Goode, Joanna; Johnson, Stephany Runninghawk; Sundstrom, Krystal (2020). Disrupting Colorblind Teacher Education in Computer Science. Professional Development in Education, v46 n2 p354-367. As new efforts seek to expand computer science education across the globe, there has been a widespread effort to prepare school teachers for teaching computer science to culturally and racially diverse students. This effort to center diversity and equity is notable as computer science courses are typically homogenous in terms of race and gender, making the need to center diversity in teacher education spaces. This paper reports on an ethnographic study in the United States that describes how teachers dialogue around issues of race and computer science education in a residential week-long professional development workshop. Drawing from the dialogue of a geographically, racially, and culturally diverse group of teachers, this article describes how teachers evade, deflect, center, and reflect on racially explicit discourse around teaching computer science. Grounded in vignettes from two teacher classrooms, this research study considers how culturally responsive computing and critical… [Direct]

Curry, Tommy J. (2015). Back to the Woodshop: Black Education, Imperial Pedagogy, and Post-Racial Mythology under the Reign of Obama. Teachers College Record, v117 n14 p27-52. Critical race theory has emerged as a powerful critique of color-blind ideology but has failed to adequately explore the colonial history and neocolonial legacies within the claims for a Black citizenship. This article argues for an anticolonial analysis of citizenship based on Carter G. Woodson's Appeal…. [Direct]

Atwell, Matthew N.; Balfanz, Robert; Bridgeland, John M.; Byrnes, Vaughan; Manspile, Eleanor (2020). Building a Grad Nation: Progress and Challenge in Raising High School Graduation Rates. Featuring the Meeting the Moment Plan. Annual Update 2020. Civic The COVID-19 pandemic and protests against systemic racism have shaken the nation in recent months. In addition to presenting an update to the nation on progress and challenge in increasing high school graduation rates on a path to postsecondary and workforce readiness, this report also addresses some of the gaps, barriers, and innovations seen across school systems to strengthen the nation's educational response to these crises and help prepare for those in the future. It also unveils a "Meeting the Moment" plan of action to reach national goals and to ensure that these moments of crisis are used to re-envision education and to leverage what is most important to boost academic and other outcomes for children and youth. Since 2001, the nation has been committed to reaching a 90 percent high school graduation rate and the GradNation campaign has had a focused effort to reach that goal by the Class of 2020. The nation is currently off-pace to reach this goal, which would have… [PDF]

Jenny L. Gibson; M√©lanie Gr√©aux; Napoleon Katsos (2024). 'It's Not Just Linguistically, There's Much More Going on': The Experiences and Practices of Bilingual Paediatric Speech and Language Therapists in the UK. International Journal of Language & Communication Disorders, v59 n5 p1715-1733. Background: Despite the high prevalence of bilingualism in the United Kingdom, few speech and language therapists (SLTs) are bilingual themselves. Most SLT research on bilingualism has generated knowledge to inform service delivery for bilingual clients, but few studies have investigated how being a bilingual SLT influences one's professional experiences and practices. Better understanding the unique positionality of bilingual SLTs can yield critical insights to meaningfully address issues of diversity, inclusion and equity in the profession. Aims: To investigate the experiences and practices of bilingual paediatric SLTs in the United Kingdom through the lens of Cultural-Historical Activity Theory-International Classification of Functioning, Disability and Health (CHAT-ICF), a new theoretical framework developed to conceptualise the activities of professionals working in the field of disability. Methods: In this qualitative study, 19 bilingual paediatric SLTs practising in the United… [Direct]

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

Alvine B. Belle; Callum Sutherland; Lisa Cole; Nathanael Ojong; Opeyemi O. Adesina; S√®gla Kpodjedo (2023). Bolstering the Persistence of Black Students in Undergraduate Computer Science Programs: A Systematic Mapping Study. ACM Transactions on Computing Education, v23 n4 Article 40. Background: People who are racialized, gendered, or otherwise minoritized are underrepresented in computing professions in North America. This is reflected in undergraduate computer science (CS) programs, in which students from marginalized backgrounds continue to experience inequities that do not typically affect White cis-men. This is especially true for Black students in general, and Black women in particular, whose experience of systemic, anti-Black racism compromises their ability to persist and thrive in CS education contexts. Objectives: This systematic mapping study endeavours to (1) determine the quantity of existing non-deficit-based studies concerned with the persistence of Black students in undergraduate CS; (2) summarize the findings and recommendations in those studies; and (3) identify areas in which additional studies may be required. We aim to accomplish these objectives by way of two research questions: (RQ1) What factors are associated with Black students'… [Direct]

Ashley DeMoville (2021). The Pursuit of Anti-Racism in University Theater. ProQuest LLC, Ed.D. Dissertation, University of Southern California. Although systemic racism has always been a persistent problem in university theater training (Community of BIPOC Theatremakers, 2020a), heightened calls for action began in the late spring and early summer of 2020. In July 2020, some 300 BIPOC theater-makers drafted and signed an open letter to the theater industry at large (Community of BIPOC Theatremakers, 2020a). By February 2021, the letter had garnered over 104,600 signatures, and more than 100 theater organizations from all over the United States had responded to the call by publishing equity, diversity, and inclusion (EDI) statements and action plans (Meyer, 2021). The letter, titled "We See You White American Theatre," listed grievances and called for change. It listed a clear set of demands that the creators felt were necessary to create a more equitable and inclusive theater industry. This field study examined the work being done in university theater departments and schools in response to these heightened calls… [Direct]

Tarsha I. Herelle (2021). Women of the Black Diaspora in Higher Education: Policies of Inclusion, Politics of Belonging, and Spaces of Resistance. ProQuest LLC, Ph.D. Dissertation, The University of Wisconsin – Madison. While a large body of work examines Black women's experiences as students and faculty in universities, most studies narrow in on students or faculty and are geographically bound by nation. Drawing on intersectionality, global anti-Black racism, and theories of belonging and resistance, this dissertation provides an interdisciplinary analysis of how distinct educational policies of diversity and inclusion shape the ways Black women navigate and resist institutional, cultural, and social exclusionary practices in academia. Through a transnational, multi-sited ethnographic case study approach, this study uses interviews, observations, and artifact analysis to examine how women of the Black diaspora experience policies of inclusion and exclusionary practices in two public, predominantly white, research universities in the Midwest region of the United States and the South region of Brazil. Findings contribute to educational policy studies, Black diaspora and gender studies, and critical… [Direct]

Jansen, Elle (2021). The Power Gap in Massachusetts K-12 Education: Examining Gender and Racial Disparities among Leadership. Women's Power Gap Study Series. 2021 Report. Rennie Center for Education Research & Policy Though Massachusetts is viewed as a leader in K-12 education, our state grapples with significant racial and gender power gaps in education leadership. This report, developed in partnership with the Women's Power Gap Initiative of the Eos Foundation, delves into the inequities among superintendents and other leadership roles in Massachusetts public schools and analyzes the cultural, systemic, and institutional barriers that woman and people of color face when aspiring to these leadership positions. Based on a review of the 180 Massachusetts school districts with more than 1,500 students, this report finds that 80% of districts have never had a permanent superintendent of color. As of October 2020, only 5% of superintendents statewide were people of color, despite the fact that young people of color make up nearly half of the Commonwealth's student body. People of color are severely underrepresented at every level of public education in Massachusetts, making up 9% of teachers, 12% of… [PDF]

Israni, Venus (2022). The Role of Peer Mentoring for Black and Latinx Doctoral Students' Success. ProQuest LLC, Ph.D. Dissertation, Boston College. Students in doctoral education view mentoring as the most important aspect of their educational experience (Golde et al., 2005). Mentoring can affect student retention and dissertation completion (Cronan-Hilllix et al., 1986) and is typically received from the student's advisor. However, many Black and Latinx doctoral students do not receive the critical feedback they need from faculty to develop their academic skills (Williams, 2018). Given reported problematic faculty interactions within the traditional mentoring model (Johnson-Bailey et al., 2008), peers offer an alternative source of support. Few empirical studies examine the effects of peer mentoring for doctoral students of color. This qualitative study examines how six Latinx and Black doctoral students engage in peer mentoring and how they perceive its effects on their doctoral experience. The maximum variation sample includes students in five disciplines who were enrolled in one of three research universities in the… [Direct]

Cashman, Laura (2017). New Label No Progress: Institutional Racism and the Persistent Segregation of Romani Students in the Czech Republic. Race, Ethnicity and Education, v20 n5 p595-608. The over-representation of Romani children in special schools in the Czech Republic is well documented and widely condemned. In 2007 the European Court of Human Rights (ECtHR) found the state guilty of discrimination against Romani children on the basis of disproportionate placement of children in remedial special schools. In 2015 high numbers of Romani children are still being misdiagnosed with special educational needs (SEN) and offered a limited and inappropriate education. This article explores the challenges which continue to hamper their successful inclusion in the Czech education system. Using critical race theory (CRT) as a lens to examine the Czech case, problems with the current policy trajectory are identified. The article shows that institutional racism persists in the Czech Republic, shaping attitudes and practices at all levels. Policymakers demonstrate little recognition of ingrained educational inequalities and Roma continue to be widely perceived as… [Direct]

Mireles, Danielle (2022). Theorizing Racist Ableism in Higher Education. Teachers College Record, v124 n7 p17-50 Jul. Background/Context: Although research on the experiences of multiply-marginalized Black and Brown students with dis/abilities in higher education is limited, this growing body of work indicates that these students navigate racialized perceptions of ability, which impact their experiences on college and university campuses. This research highlights the need for intersectional frameworks that consider students' multiple identities and the limitations of single-identity-focused frameworks. Purpose/Objective/Research Question/Focus of Study: Centering the counternarratives of 10 Black and Brown undergraduate students with dis/abilities across five college and university campuses, this article uses critical race theory (CRT), disability critical race theory (DisCrit), and racist nativism to develop a conceptual framework of racist ableism. Racist ableism bridges CRT, DisCrit, and racist nativism to describe how particular forms of ableism, informed by racist attitudes and beliefs, oppress… [Direct]

Marcy, Renee (2010). How White Teachers Experience and Think about Race in Professional Development. ProQuest LLC, Ed.D. Dissertation, University of California, Los Angeles. The public educational system in the United States fails to proficiently educate a majority of African American, Latino/a, and students from low-income backgrounds. Test score statistics show an average scaled score gap of twenty-six points between African American and White students (National Center for Education Statistics, 2007). The term "achievement gap" and the use of test data indicators of student performance, however locates the problem in students and with student group underperformance rather than in school system factors that contribute to educational inequity. Critical race theory scholars in education effectively argue that the discrepancies between groups in the educational system reflect the imprint of societal race, racism, and power insidiously operating in schools (Howard, 2008; Ladson-Billings & Tate, 1995). A research agenda to examine racism, class-ism and race in education has been introduced as necessary to catalyze a radical shift toward… [Direct]

Amber V. Benton (2020). I Am Doing More than Coding: A Qualitative Study of Black Women HBCU Undergraduates' Persistence in Computing. ProQuest LLC, Ph.D. Dissertation, Michigan State University. The purpose of my study is to explore why and how Black women undergraduates at historically Black colleges and universities (HBCUs) persist in computing. By centering the experiences of Black women undergraduates and their stories, this dissertation expands traditional, dominant ways of understanding student persistence in higher education. Critical Race Feminism (CRF) was applied as a conceptual framework to the stories of 11 Black women undergraduates in computing and drew on the small stories qualitative approach to examine the day-to-day experiences of Black women undergraduates at HBCUs as they persisted in their computing degree programs. The findings suggest that: (a) gender underrepresentation in computing affects Black women's experiences, (b) computing culture at HBCUs directly affect Black women in computing, (c) Black women need access to resources and opportunities to persist in computing, (d) computing-related internships are beneficial professional opportunities but… [Direct]

Chang, Aurora; Martinez, Melissa A.; Welton, Anjal√© D. (2017). Assistant Professors of Color Confront the Inequitable Terrain of Academia: A Community Cultural Wealth Perspective. Race, Ethnicity and Education, v20 n5 p696-710. This qualitative study adopted Yosso's community cultural wealth (CCW) framework to examine how 16 assistant professors of color (APOC) drew upon various forms of capital (navigational, aspirational, social, resistant, linguistic, familial) to deal with racism and marginalization in academia. Findings revealed how APOC: dealt with students' stereotypes of them, maintained their authentic selves to make academia more accessible and relevant, persevered with integrity despite hostility or marginalization, self-advocated for quality mentorship, and engaged in strategic service while avoiding cultural taxation and tokenism. Findings highlighted the positive cultural assets APOC enact within the academy while reiterating the need to address racist and marginalizing policies and practices in higher education. Variations in experiences based on gender and international status that can be explored further in future research also emerged. Working at a Hispanic-serving institution (HSI) also… [Direct]

King, Joyce E. (2016). We May Well Become Accomplices: To Rear a Generation of Spectators Is Not to Educate at All. Educational Researcher, v45 n2 p159-172 Mar. Research on education and society is the focus in discussing four essays of AERA past presidents, Newton Edwards, Maxine Greene, Linda Darling-Hammond, and William F. Tate, IV. The title, "We May Well Become Accomplices…," is taken from Greene's speech to foreground inherent moral obligations of scholars when racial and social justice is a goal of education research on education and society. The essay begins with a prologue situating the author's personal and professional biography within the span of time in which these essays were published. Progress and challenges with respect to race and racism in relation to learning for freedom and democracy and research on education and society are displayed in thematic timetables organized to contextualize the intellectual issues and the social times surrounding the presidential publications. The conclusion discusses a role for AERA in supporting new possibilities for collaborative learning relative to morally engaged research as… [Direct]

Augustus-Wallace, Allison C.; Casey, Gregory P.; Gunaldo, Tina P.; Harrison-Bernard, Lisa M.; Souza-Smith, Flavia M.; Tsien, Fern (2020). Knowledge Gains in a Professional Development Workshop on Diversity, Equity, Inclusion, and Implicit Bias in Academia. Advances in Physiology Education, v44 n3 p286-294 Sep. As literature indicates, historic racism and implicit bias throughout academia have been profound metrics leading to a lack of diversity, as related to people from underrepresented groups according to race and ethnicity, among biomedical sciences graduate students in U.S. universities. Recognizing such challenges, a team of biomedical scientists and inclusivity educators developed and implemented a pilot training program within an academic health sciences center as an initial step to educate faculty and staff regarding their roles in the promotion of an inclusive academic environment, receptive to all students, including underrepresented students. The 3-h workshop included didactic modules, videos, teaching modules, and active attendee participation. Faculty and staff were presented common terminology and ways to promote the development of an inclusive and diverse academic workforce. Compared with pre-workshop, post-workshop survey results indicated a statistically significant… [Direct]

Applegate, Carey; Rex, Cathy (2018). Teaching Tourism in Jamaica: Developing Students' Critical Consciousness and Intercultural Competence. Intercultural Education, v29 n1 p1-17. Within this article, we convey ideas about stereotypes and ethnic supremacy that many university students tend to hold about Jamaica and the challenges of disabusing travellers of these notions and to achieve educational goals related to equity, diversity and inclusivity. We explore the concept of the "tourism imaginary" and key ideas in critical pedagogy, critical literacy and critical race theory that guided our course development, and we explain how we used these concepts as a framework for building intercultural competence within our student population. By addressing the complexities of Jamaica's transnational cultural identity and using tourism to deconstruct the idea of experiencing an "authentic" Jamaica, this two-part immersion course works to shift student consciousness from racial and ethnic superiority to a place of intercultural competence…. [Direct]

Parker, Laurence; Warren Grice, April (2018). Educational Cultural Negotiators for Students of Color: A Descriptive Study of Racial Advocacy Leaders. Race, Ethnicity and Education, v21 n1 p45-62. The research presented in this study focuses on Educational Cultural Negotiators (ECNs). The participants were teachers, administrators, and graduate students in an after-school program in the Midwest and a community-based school/university partnership in the Western U.S. We posit that the roles of the ECNs function as advocacy leaders to invoke racial affirmation, and academic intervention on behalf of African-American and Latina/o students at these school sites. Relying on critical race theory as the methodological analysis of the findings, this study seeks to identify the role of the ECNs as advocates for students in these settings to promote their academic and personal growth and success. This work illustrates how these particular educational leaders provide academic direction and challenge racial neglect and color-blindness within the public school system…. [Direct]

Choi, Yoonjung (2018). Korean American Social Studies Teachers' Perceptions and Experiences of Teaching Profession in Multicultural Urban High Schools. Race, Ethnicity and Education, v21 n1 p105-117. This study explores two Korean American social studies teachers' perceptions and experiences of the teaching profession in multicultural, urban public high schools. Drawing upon critical race theory (CRT) and its interconnection to the model minority myth, the most dominant form of racism against Asians as theoretical underpinnings, this study focuses on: (1) Korean American teachers' unique experiences of being racial minority educators teaching a contentious subject like social studies within culturally and linguistically diverse school settings; and (2) the influences of the model minority racial stereotype on the teachers' career choice, professional experiences, and associated coping strategies. This study aims to shed light on the heterogeneous stories and ethnoracially contextualized teaching experiences of Asian American teachers and to provide meaningful insights into and practical implications for the preparation and retention of teachers of color…. [Direct]

Salazar, Maria del Carmen (2018). Interrogating Teacher Evaluation: Unveiling Whiteness as the Normative Center and Moving the Margins. Journal of Teacher Education, v69 n5 p463-476 Nov-Dec. This article frames teacher evaluation from a critical race theory (CRT) perspective to unveil whiteness as the normative center of frameworks for teaching, and the marginalization of Communities of Color. The author places CRT on the ground by proposing a culturally responsive alternative, the Framework for Equitable and Excellent Teaching (FEET). The FEET is strategically designed to position the resources of historically marginalized Communities of Color at the center of teacher evaluation. This article describes the development of the FEET through three phases of mixed-methods research. The findings of the research were used to develop and improve the FEET to increase its measurement quality and potential in capturing culturally responsive practice. This article concludes by interrogating the role of teacher evaluation in disrupting or reproducing inequity, and proposing future research opportunities…. [Direct]

Burnett, Tiffany Jeanette Brown; Carroll, Talia Kay; Harris, Cameron J.; Williams, Michael Steven (2018). Mentoring, Managing, and Helping: A Critical Race Analysis of Socialization in Doctoral Education. Journal of College Student Retention: Research, Theory & Practice, v20 n2 p253-278 Aug. This study utilizes a critical race theory framework to explore the ways race and gender influence Black doctoral students' socialization experiences. Themes about the varied roles and identities of important socialization agents emerged from the data. Managing expectations, engaging in help-seeking behavior, and developing fulfilling mentoring relationships, also proved instrumental to these students' retention and persistence in doctoral study. Furthermore, their experiences offer insights about the complexity of navigating the various relationships, including, but not limited to the traditional mentor-prot√©g√©, student-advisor relationship in doctoral studies as Black students. Through their narratives, participants describe vivid experiences of fear, distrust, and betrayal that halted their development as scholars. They also share stories of support, care, and triumph as the potential of supportive relationships are realized. Implications for praxis, theory, and future research… [Direct]

Chapman, Thandeka K. (2018). Segregation, Desegregation, Segregation: Charter School Options as a Return to Separate and Unequal Schools for Urban Families. Peabody Journal of Education, v93 n1 p38-51. The controversial glory of the "Brown" decisions and the retraction of court-ordered reforms represent the limited gains of racial justice in education and the protection of white privilege through law and policy. The return to segregation, as propagated through the rise of racially and economically segregated charter schools, exhibits the circuitous nature of law and education policy, represents a return to unequal schooling, and reveals the enduring and meaningful connections between race, law, and education. Using the lens of critical race theory, this paper focuses on law as an instrument of racial justice and oppression in education during the era of school desegregation and the inevitable return to separate and unequal schools for African American students through new education policies that promote the proliferation of charter schools in large urban school districts…. [Direct]

Fortunato, Ivan; Mena, Juanjo; Sorainen, Antu (2018). Teacher Education for Gender, Sexuality, Diversity and Globalization Policies. Policy Futures in Education, v16 n5 p515-523 Jun. This is the opening paper of a special issue that focuses on certain cultural tendencies that have emerged as topical issues in the school curricula, in both flourishing and struggling against their social frames, namely: gender, sexuality and diversity. At the same time, new approaches to teacher education have ranged from varieties of feminism to critical race theories, postcolonial studies and queer theories. So, the first reaction from our collection of papers points out that teacher educators are the ones who share the responsibility to know, use and endorse these pedagogies of learning as reference frameworks for practice. Therefore, we offer this collection for the wider international audience interested or invested in the field, for a further reflection on the topical issues and provocative questions of our very challenging times in education and educating…. [Direct]

Earick, Mary E. (2018). We Are Not Social Justice Equals: The Need for White Scholars to Understand Their Whiteness. International Journal of Qualitative Studies in Education (QSE), v31 n8 p800-820. This article presents White social justice archetypes identified applying extended case study methods over 6 years at two Predominantly White Institutions (PWIs) in the USA. Primary data collection was conducted during public departmental and program meetings, supported by meeting minutes and the documentation of counter White-hegemonic narratives through critical incident journaling. White scholar social justice archetypes were interpreted applying Critical Whiteness Studies (CWS) and Critical Race Theory (CRT) lens to conversational and metaphor analysis using Witnessing-Interpreting-Knowing protocols. This research is in response to a growing number of White scholars, entering the field of CRT, identifying as 'Crit' social justice scholars without using CRT as a lens to interrogate their role in perpetuating White Supremacist 'racial ideology in the composition and culture of American Institutions [i.e. Higher Education]') …. [Direct]

Housee, Shirin (2018). Speaking Out against Racism in the University Space. Trentham Books This book yields new and valuable insights into race and racism in higher education institutions. The powerful combination of accounts by minoritized students of their experiences and views, the frame of analysis based on Critical Race Theory, and the personal affinity and empathy of the author with her students, reveal the institutionalized structures, bigoted opinions, and insidious discrimination that prevail. Yet universities should be challenging such racism, particularly when it is rising and spreading. The book shows how they can examine their staff and student recruitment, investigate their teaching methods and policies, and decolonize their curricula. How we listen to the student voice, and the spaces the university provides for minoritized students to speak freely, are the first steps to making institutions of higher education truly inclusive–the domain of social justice…. [Direct]

Shari Watkins (2016). African American Male PhD Scientists and Engineers: Perceptions of Factors That Impact Their Persistence in STEM through a Lens of Critical Race Theory. ProQuest LLC, D.Ed. Dissertation, University of Delaware. This qualitative study sought to investigate the factors that impact the persistence of African American male PhD scientists and engineers in their STEM career trajectories. The lived experiences of African American male PhD scientists and engineers were examined from the mens' perspectives. Critical Race Theory (CRT) is powerful theoretical, methodological, and epistemological tool to foreground racial inequality in education and in society. The use of CRT as the theoretical framework invited the voices of the participants. Through the use of counter-storytelling, a critical race tenet, the mens' stories were documented. The mens' narratives act as valuable, valid evidence or "experiential knowledge" of their endeavors in STEM. The study addressed two research questions: 1) What factors do African American male PhD scientists and engineers attribute as contributing to their persistence in their STEM career trajectories? 2) In what ways do African American male PhD… [Direct]

Geiseman, Bethany; Hoekstra, Dianne; Nyunt, Gudrun; Teso-Warner, Lauren (2022). Serving as a Resident Assistant While Black: How Race Shapes Black Student Staff Members' Motivations for Working in Residence Life and Their Experiences on Staff. Journal of College and University Student Housing, v48 n3 p42-57. Black resident assistants' experiences are shaped by race and racism. Previous research highlights the unique challenges that Black RAs encounter, such as isolation and hypervisibility, racial stereotypes, and unfair treatment from white supervisors. Most of this research is, however, located within predominantly white institutions (PWIs). As the diversity of our student population across the United States increases, additional research is needed that explores the experiences of Black RAs at institutions that have lost or will soon lose their PWI classification. Guided by critical race theory, the purpose of this study was to explore how race shapes motivations to pursue the RA position and the experiences of Black RAs at a public research university where students of color make up about half of the general student population and more than half of the residential population. The study combined a case study design with narrative inquiry to highlight the unique stories and voices of… [Direct]

Deborah Stephanie Harrison (2022). Stories from North Carolina Teachers of Color: An Inquiry of Racialized Experiences in the Workplace. ProQuest LLC, Ed.D. Dissertation, University of South Carolina. Growing educational research shows that teachers of color are finding themselves working in racially hostile schools, experiencing racism from their white colleagues in explicit and inexplicit ways. There is a need to further categorize how North Carolina teachers of color are experiencing racism in the workplace and identify how they are affected by it through experiential knowledge and analysis underpinned by Critical Race Theory. Through action research this study's goals also incorporate the implementation and evaluation of a collaborative book as a method of intervention on the effects of racial trauma. The collaborative book presents full counternarratives of teachers of color wishing to share their experiences with racism while working in NC public schools with the intention of contributing their personal chapter of experiences into a non-fiction novel. Participants of this study utilized this intervention to understand how the use of collaborative books might help them cope… [Direct]

Brown, Cory T.; Fasching-Varner, Kenneth J.; Seriki, Vanessa Dodo (2015). The Permanence of Racism in Teacher Education. Teachers College Record, v117 n14 p74-102. This chapter chronicles the experiences of three friends who journey from being students in teacher education to junior faculty in the field. Using critical race theory as an analytical tool, the three friends highlight the ways in which racism exists and is manifested in three different teacher education programs…. [Direct]

Cole, Mike (2012). Critical Race Theory in Education, Marxism and Abstract Racial Domination. British Journal of Sociology of Education, v33 n2 p167-183. In the context of the ongoing debate between critical race theory (CRT) and Marxism, I begin in this paper by examining the origins of CRT in Critical Legal Studies (CLS) in the United States. I go on to describe CRT's entry into education, first in that country, and then in the United Kingdom. I move on to a discussion of current debates between critical race theorists and Marxists, focusing on an analysis of arguments for the existence of abstract racial domination. (Contains 14 notes.)… [Direct]

Shawna Campbell-Daniels (2021). Culturally Responsive/Relevant Professional Development: Impacts on Pre-Service and In-Service Educator Perceptions and Practice. ProQuest LLC, D.Ed. Dissertation, University of Idaho. In this dissertation, I explore how educators who experience culturally relevant/responsive professional development geared toward Indigenous education perceive the benefits to their identity as an educator, to their students, and to their profession. Informed by Tribal Critical Race Theory (TribalCrit) (Brayboy, 2005) and Transformational Indigenous Praxis Model (TIPM) (Pewewardy, 2018) I examine stages for developing critical consciousness in Indigenous education using participant interviews, environmental observations, and document reviews. Findings reveal three main themes about the process of learning needed to "desettle and transform" educators serving Indigenous youth. Themes include the "necessary establishment of community connections," "essential understandings of place," and "holistic and ongoing professional development opportunities." Participants went through a process of generative learning that led to disruptions in their… [Direct]

Moran, Monica (2018). "Emancipating Curriculum": Practices for Equity in the U.S. History Classroom. ProQuest LLC, Ed.D. Dissertation, University of Southern California. This qualitative study is grounded in Critical Race Theory (CRT) in education and conceptualizes the experiences of Teachers of Color who practice critical pedagogy through the use of Community Cultural Wealth (Freire, 1993; Shor, 1987; Stefancic, 2012; Yosso & Solorzano, 2002; Yosso, 2005). The purpose of this study is to understand the pedagogical beliefs and assumptions of Teachers of Color who employ critical pedagogy in the U.S. history classroom. This study focused on understanding the unique experiences of teachers that teach beyond the standards. Specifically, this study aimed to unearth the ways in which teachers navigate the implementation of "Common Core" and the "History-Social Science Framework for California Public Schools." Both Critical Race Theory and Community Cultural Wealth were used to guide the research and analysis in this study (Stefancic, 2012; Yosso & Solorzano, 2002; Yosso, 2005). Participants were selected through purposeful… [Direct]

Leo, Filomena; Menchaca, Velma D.; Mills, Shirley J. (2016). Latina Titans: A Journey of Inspiration. Administrative Issues Journal: Connecting Education, Practice, and Research, v6 n2 p96-115 Win. This qualitative research examined the journey of renowned female leadership in higher education. Two top level Latina administrators of universities were interviewed extensively to discover their journey to leadership. The theoretical framework used was Latina critical race theory, feminist theory, and counter-storytelling. Themes that surfaced were strong supportive mother, fervent faith, humble beginnings, mentors, intelligence, and challenges not obstacles. These guiding themes serve as a path for Latinas who aspire to higher educational leadership positions…. [PDF]

Tanner, Samuel Jaye (2016). Accounting for Whiteness through Collaborative Fiction. Research in Drama Education, v21 n2 p183-195. This arts-based, qualitative teacher-researcher study considers how a group of mostly white high school students worked with their white facilitators to consider whiteness using Youth Participatory Action Research in conjunction with playbuilding and drama pedagogy. First, the author locates his reflexive stance. Then, relying on critical race theory and critical whiteness theory, the author uses narrative inquiry to share an ethnographic vignette that considers how students located, defined, and articulated their understanding of whiteness…. [Direct]

Leonard Jones (2024). Exploring the Lived Recruitment and Retention Experience of Black Male K-12 Teachers in California's Central Valley and Their Perceived Impact on Students. ProQuest LLC, Ed.D. Dissertation, Arkansas State University. This study delved into the recruitment and retention challenges faced by Black male K-12 teachers in California's Central Valley, shedding light on their perceived impact on students. The underrepresentation of Black male teachers, comprising only 2% of the national teacher workforce and less than 1% in California, underscores the urgency of examining their experiences regarding recruitment, retention, and influence on students. Employing Critical Race Theory as a conceptual framework, the study aimed to amplify the self-reported lived experiences of Black male K-12 teachers through the lens of gender and culture, specifically within the Central Valley region. Employing a qualitative approach, the research adopted narrative inquiry, featuring insights from seven Black male teachers. Semi-structured interviews conducted via Zoom formed the basis for data collection, guided by the overarching research question focusing on identity, recruitment, retention, and impact on students…. [Direct]

Kitching, Karl (2015). How the Irish Became CRT'd? "Greening" Critical Race Theory, and the Pitfalls of a Normative Atlantic State View. Race, Ethnicity and Education, v18 n2 p163-182. This article considers the transatlantic use of Critical Race Theory (CRT) frameworks to critically interpret racism in education internationally, and the possibilities and pitfalls this has for understanding racism in Ireland. It argues for the importance of CRT's framework on a number of grounds, but echoes cautions against the assumed, or sole use of a white/non-white framework to understand situated anti-racisms "elsewhere". This caution focuses on less on CRT principles per se, and more on typically derivative "nationalist" policy appropriations of anti-racism. Education policy (and research) misrepresentations of systemic racism as happening in another place, or at another time function by deracialising and ignoring complex Atlantic and wider (neo)colonial relations. By exploring the "troubling movements" of education's emergence within Irish-Atlantic-Empire politics, the article encourages postcolonial "animations" of CRT praxis. It… [Direct]

Wilkerson, Reginald D.; Wilson, Camille M. (2017). "Beating against the Wind": The Politics of Race and Retention in Supporting African American Principal Advocacy and Growth. Journal of School Leadership, v27 n6 p772-799 Nov. In this article, authors offer a CRT [Critical Race Theory]-driven analysis of in-depth interview data from two African American principals charged with turning around poverty-impacted, largely African-American populated schools. Both served as social justice-oriented leaders who countered traditional administrative approaches and disrupted racially and/or socioeconomically biased practices. Their leadership and student advocacy methods clashed with district ideals and policies, and each faced severe repercussions. The authors highlight why supporting and retaining such school leaders is necessary, and offer strategies capable of helping the educational community move forward in supporting a vulnerable leadership population commonly assigned to improve the most challenging U.S. schools…. [Direct]

Fish, Jillian; Livingston, Jennifer A.; Patterson Silver Wolf, David A.; VanZile-Tamsen, Carol (2017). Victimization and Substance Use among Native American College Students. Journal of College Student Development, v58 n3 p413-431 Apr. According to Tribal Critical Race Theory, Native American students have low retention rates due to the structural barriers and racism inherent in colleges and universities. Similarly, structural barriers and racism could put Native American students at risk for victimization and substance use, thus influencing their academic success. The purposes of this study were to examine rates of victimization and substance use among Native American students in comparison to other students and to assess the perceived impact of these experiences on academics. Results suggest that Native American college students experience disproportionate rates of victimization, which in turn affects their academic functioning. Implications for college retention are discussed…. [Direct]

Brooms, Derrick R. (2017). Being Black, Being Male on Campus: Understanding and Confronting Black Male Collegiate Experiences. SUNY Press This work marks a radical shift away from the pervasive focus on the challenges that Black male students face and the deficit rhetoric that often limits perspectives about them. Instead, Derrick R. Brooms offers reflective counter-narratives of success. Being Black, Being Male on Campus uses in-depth interviews to investigate the collegiate experiences of Black male students at historically White institutions. Framed through Critical Race Theory and Blackmaleness, the study provides new analysis on the utility and importance of Black Male Initiatives (BMIs). This work explores Black men's perceptions, identity constructions, and ambitions, while it speaks meaningfully to how race and gender intersect as they influence students' experiences…. [Direct]

Hotchkins, Bryan K.; Lujan, Jarett; Mcnaughtan, Jon (2022). "Coalition of the Willing": Promoting Antiracism through Empowering Community College Campus Members. Community College Review, v50 n4 p415-435 Oct. Objective/Research Question: Critical race theory (CRT) was used with a basic qualitative study to interrogate how racism unfolds at community colleges and how Black community college presidents enact antiracism. The purpose of this study is to enhance understandings about how community college presidents of African descent construct antiracism, how those definitions are communicated, and the rationale for creating opportunities to disrupt racism within predominantly White campus environments. Methods: Six presidents participated in three semi-structured interviews lasting approximately 75-minutes each. The sample included three men and three women. Interviews focused on institutional communications about racial tensions concerning how presidents' identities (e.g., race and gender) influenced decision making with campus stakeholders and presidential roles in defining and enacting antiracism. Results: Three themes emerged including how "Accountability matters," the need for… [Direct]

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

Solomon, Jonathan W. (2022). "We Are Black Excellence": The Experiences of Academically Gifted African American Men at Historically Black Colleges and Universities. ProQuest LLC, Ph.D. Dissertation, Indiana State University. Exploring the lived experiences of academically gifted African American men at historically Black colleges and universities (HBCUs) can lead to a better understanding of the institutional barriers this student population endures, the successes related to their journey, the factors that aid in their retention and persistence, and how institutions can better serve these students. The purpose of the study is to understand how academically gifted African American men enrolled at historically Black colleges and universities understand their experiences during their path to degree completion. This qualitative research study focused on the experiences of academically gifted African American men at historically Black colleges and universities (HBCUs) through a narrative lens. Tinto's (1993) Student Integration Model, Whiting's (2006b) Scholar Identity Model, Delgado and Stefancic's (2001) Critical Race Theory, and Cross and Fhagen-Smith's (2001) Model of Black Identity Development provided… [Direct]

Karen Aletha Vaughan (2022). The Counterstories of Black Women at Community Colleges: Understanding How Co-Curricular Involvement Helps Them to Persist. ProQuest LLC, Ed.D. Dissertation, Rowan University. The purpose of this qualitative research study was to add the voices and counter-stories of five Black women who attend community colleges to the discourse and literature concerning their co-curricular involvement experiences and persistence. I used critical race theory (CRT) as the theoretical framework to understand how involvement in co-curricular activities helps Black women at community colleges create support systems that allow them to overcome oppression and other forms of subordination and persist. Most studies that examine this phenomenon tend to use seminal student involvement theories that fail to account for the nuanced experiences and subordinate intersecting identities that Black women at community colleges occupy. My participants shared their counter-stories during interviews. The data was analyzed, interpreted, and presented using concepts of narrative inquiry and critical race counter-storytelling, which informed the methodological approach of my study. The findings… [Direct]

Jason Durrell Bostick (2022). Rising Scholars: Narratives of Formerly Incarcerated/System-Impacted Community College Students in an On-Campus Support Program. ProQuest LLC, Ed.D. Dissertation, Loyola Marymount University. This study uplifted the stories of formerly incarcerated and/or system-impacted students attending a California community college (i.e., "Rising Scholars") to provide qualitative context to a growing literature following the state's promotion of support programs at the University of California (UC), California State University (CSU), and California Community Colleges (CCC) systems. This study interviewed six formerly incarcerated/system impacted Rising Scholars using a narrative inquiry methodology with a theoretical framework of Critical Race Theory (CRT) and Desistance theory to inquire about their educational experiences before and during their enrollment at an urban California community college with reentry support. Key themes in the interviews include trauma in early educational experiences, dropping out of college, the gendered experiences of formerly incarcerated women, the role of pregnancy and parenthood as a turning point, and authentic care expressed by the… [Direct]

Allyson Perry (2022). Pedagogical Decisions and Sociopolitical Contexts: A Collaborative Ethnography of Social Studies Educators Who Teach about Race and Racism. ProQuest LLC, Ed.D. Dissertation, Marshall University. This dissertation examines the pedagogical decision making processes of eight social studies teachers in West Virginia who taught about race and racism during the 2021-2022 school year. Teaching about racism and issues of race has become highly politicized, but social studies educators remain uniquely poised to have meaningful discussions about racial discrimination and how race and various other social identities form a matrix of power and privilege. To examine the complex decisions social studies educators in West Virginia make when adopting racial justice pedagogy and the sociopolitical contexts informing their decisions, this qualitative study uses the three complementary theoretical frameworks of critical race theory, critical whiteness studies, and critical regionalism. The three frameworks inform this study's emergent design and research methods, which pull from collaborative and critical educational ethnography methodologies. Based on interpretative analysis of qualitative… [Direct]

Alexis D. Riley (2022). Lifting as We Climb: Womanist Pedagogy and Anti-Racist Teaching as Discussed by Black Women Science Teachers. ProQuest LLC, Ph.D. Dissertation, Columbia University. The purpose of this narrative study is to share a comprehensive and holistic understanding of the teaching philosophies of Black women science teachers. The theoretical lenses of Critical Race Theory and Black Feminist Thought are used to explore historical and contemporary experiences of Black teachers over time, to explain how and why there are so few women in science classrooms today. The pedagogical practices of Black women of the past are explored to reveal what is possible and needed in today's science classrooms. The qualitative study used open-ended questionnaires, semi-structured interviews, and Sista Circles to center the narratives and experiences of the 32 participants, honoring their counter-stories and valuing their experiences. The findings of the dissertation are shared as two manuscripts: the first focuses on how Womanist Pedagogy is exemplified in Black women science classrooms. The second findings chapter focuses on how the participants discuss anti-racist teaching… [Direct]