Bercaw, Lynne A.; Dial, Edward R.; Duesbery, Luke; Ginsberg, Eric J.; McDowell, Dan; Pang, Valerie Ooka; Saltzman Martin, Andrea; Schleicher, Al R. (2022). Lessons Learned: Designing an Online Graduate Program in Teacher Education. Distance Learning, v19 n3 p57-72. This research is a narrative which explains the development of a fully online master's program in education at a major public university. It was established in 2014, more than 6 years prior to the COVID pandemic. We asked our teachers and online faculty team to describe the characteristics of a successful fully online graduate program. Teachers wanted a graduate program that was fully online, asynchronous, and rigorous. The program focused on diversity and social justice in schools integrating issues of social oppression such as racism, sexism, classism, ableism, homophobia, and needs of English learners. Educators appreciated having university faculty who cared and supported them in their studies. Also the graduate program described offered a master of arts in teaching in a full year. This made the degree achievable. The program provided courses in K–12 virtual teaching so that teachers could learn how to utilize remote education in their classes by participating in a fully online… [Direct]

Bucholtz, Mary; Hudley, Anne H. Charity; Mallinson, Christine (2022). Talking College: Making Space for Black Language Practices in Higher Education. Teachers College Press "Talking College" shows that language is fundamental to Black and African American culture and that linguistic justice is crucial to advancing racial justice, both on college campuses and throughout society. Writing from a linguistics-informed, Black-centered educational framework, the authors draw extensively on Black college students' lived experiences to present key ideas about African American English and Black language practices. The text presents a model of how Black students navigate the linguistic expectations of college. Grounded in real-world examples of Black undergraduates attending colleges and universities across the United States, the model illustrates the linguistic and cultural balancing acts that arise as Black students work to develop their full linguistic selves. "Talking College" provides Black students with the knowledge they need to make sense of anti-Black linguistic racism and to make decisions about their linguistic experiences in… [Direct]

Cathery Yeh (2023). Discrit Noticing: Theorizing at the Intersections of Race and Ability in Mathematics Education. School Science and Mathematics, v123 n8 p417-431. While there is increased attention to power, privilege, and access in mathematics education, conversations around race and disability are often left out of the conversation. Disability in mathematics continues to be studied with a lens that focuses on behavior, rather than attending to the situated and sociopolitical context in which teaching and learning takes place. This paper specifically calls on the importance of an intersectional analysis of ability and the need for explicit conversation on the interwoven nature of race and disability to uncover exclusionary practices of hyper-labeling, hyper-surveilling, and hyper-punishing for those outside notions of normalcy. Drawing on sociopolitical perspectives informed by Disability Critical Race Theory (DisCrit) and DisCrit Classroom Ecology, I share a framework of DisCrit noticing to consider the interwoven nature of racism and ableism in mathematics classrooms, provide a context to develop preservice teacher DisCrit noticing during… [Direct]

Hubin, Andrea; Schneider, Karin (2023). In the Unrest of Implication: Museum Education Methods in Atmospheres of Scandalization. Journal of Museum Education, v48 n3 p270-282. In this essay, we explore ways in which cultural and museum spaces can be opened up to meaningful discussions about difficult topics and how this can be done through specific educational formats. We attempt to look critically at some of the assumptions that are around in critical museum education theory and practices, e.g. influences coming from standpoint theory. The goal is to understand our own unconscious biases as we develop methods to help address problematic issues such as racism and anti-Semitism. We argue that these biases are shaped by a logic of dichotomy that allows to position oneself on "the good side." Especially in an atmosphere of scandalization, these dichotomies might hinder mutual learning situations. We propose using Michael Rothberg's concept of the "implicated subject" to develop approaches and methods that move beyond dichotomous thinking patterns. We will try to illustrate our reflection process with three examples that also show that… [Direct]

Crowshoe, Lynden; de Groot, Janet; Henderson, Rita; Keegan, David; Kelly-Turner, Kenna; Rame, Ana; Roach, Pamela; Roze des Ordons, Amanda (2023). Informing Critical Indigenous Health Education through Critical Reflection: A Qualitative Consensus Study. Health Education Journal, v82 n5 p569-582 Aug. Objective: To examine experiences of anti-Indigenous racism in a Canadian medical school and inform the development of critical and action-oriented Indigenous health education necessary to pave the way for reconciliation within health systems. Design: A qualitative study conducted within a constructivist paradigm which involved: (1) semi-structured interviews with students, faculty and staff at a Canadian medical school; and (2) consensus-building/collaborative analytical sessions with an Indigenous advisory group and a non-Indigenous working group. Setting: Twenty-three semi-structured interviews were completed with students, staff and faculty working across a Canadian medical school. Results: Inductive coding generated 211 codes that were grouped into seven overarching thematic domains. By engaging in an iterative dialogue with the advisory and working groups, we deductively aligned the thematic analysis with faculty-level and institution-level Indigenous education strategies to… [Direct]

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

Candace M. Moore; Cierra Kaler-Jones; Jesse R. Ford; Kaleb L. Briscoe (2022). "We Don't Feel Like We Belong": Graduate Students' of Color Racialized Experiences in Hybrid HESA Graduate Programs. Journal Committed to Social Change on Race and Ethnicity, v8 n2 p78-114. Using Critical Race Theory and sense of belonging, we examined the racialized experiences of 17 graduate Students of Color in hybrid higher education and student affairs (HESA) graduate preparation programs in the United States to understand how faculty members contribute to their sense of belonging. The experiences of graduate Students of Color in hybrid HESA programs are complex and multi-layered; therefore, this study used a critical phenomenological approach to examine how their racialized experiences influence their experiences in hybrid classrooms. Graduate Students of Color racialized experiences were shaped by three factors, which are illustrated in the findings: faculty ability to discuss acts of racism, racialized experiences with faculty, and including diverse perspectives in the classroom. Participants' experiences illuminate the importance of applying culturally conscious approaches to program development, curriculum, advising, and pedagogical practices, especially for… [PDF]

Chang, Wen-Chia; Viesca, Kara Mitchell (2022). Preparing Teachers for Culturally Responsive/Relevant Pedagogy (CRP): A Critical Review of Research. Teachers College Record, v124 n2 p197-224 Feb. Context: Proposed more than two decades ago, culturally relevant/responsive teaching or pedagogy (CRP) is one promising approach to transforming the education experience of historically marginalized groups. The development of CRP has since inspired changes in teacher education programs and resulted in considerable research on preparing teachers for CRP. However, critics have argued that much work on CRP has not fulfilled its transformative potential of addressing racism and the white-supremacist foundations underlying teacher education research and practice and have urged CRP research to grow from the existing knowledge base and to innovate. Purpose of Study: This study critically examines the research practices of empirical studies on preparing K-12 preservice teachers for CRP in the United States by merging ideas of research as social practice with critical race theory, critical whiteness studies, and Indigenous epistemologies to argue for research as racialized social practice…. [Direct]

Bianco, Margarita; Joseph, Nicole M.; Viesca, Kara Mitchell (2016). Black Female Adolescents and Racism in Schools: Experiences in a Colorblind Society. High School Journal, v100 n1 p4-25 Fall. This article takes up the questions: (a) How do Black female adolescents define racism?, (b) What kind of experiences with racism to they report having in schools?, and (c) How can these perspectives and experiences inform educational reform efforts? The in-depth analysis of 18 student surveys and interviews revealed that most of the definitions of racism centered on prejudice, discrimination, and differential treatment; and most of the experiences the girls described regarding racism in school illustrated issues of prejudice, discrimination, and differential treatment as well as stereotypes, labels and low teacher expectations. Critical Race Theory, Critical Race Feminism, and Black Feminist Thought were used as interpretive theoretical frameworks. Implications for teacher education, secondary education and broad reform efforts are discussed…. [Direct]

Carolyn Cracknell; Jessica Lees; Joanne Bolton; Louisa Remedios (2024). Exploring the Marking of a Reflective Assessment Task: A Collaborative Autoethnography by Educators Navigating Indigenous Allyship in Higher Education. Higher Education Research and Development, v43 n5 p1156-1170. The aim of this study was to closely examine the experiences of non-Indigenous academics in marking a single assessment task designed to promote cultural safety practice in a health professional programme. In recognition of institutional racism and significant health and wellbeing disparity in Indigenous wellbeing, "cultural safety" is recognised as essential knowledge across professions in tertiary education. An assessment task was designed to support students' written critical reflection to promote their cultural safety practice. A collaborative autoethnography by four academics critically reflected on the tensions in marking this reflective assignment as non-Indigenous educators. Thematic analysis was conducted on transcriptions of the authors' discussions and a framework was developed in response to repeating sites of tension. "The Indigenous allyship assessment framework: sharing the load" was framed around the central theme of Navigating the Unsettling. It… [Direct]

Karren Amadio (2023). Critical Reflection on Cultural Competence: The Teacher as an Autoethnographic Researcher. Journal of the International Society for Teacher Education, v27 n1 p32-44. In this paper, I explore the importance of incorporating principles of social justice and cultural awareness in 21st century education. Specifically, I explore the utilization of autoethnographic research as a powerful tool for non-Indigenous teachers to enhance their cultural awareness. To illustrate this, I present a vignette featuring an Australian Indigenous child deeply connected to his culture to describe how a culturally insensitive school counsellor misdiagnosed him with a global developmental delay. In contrast, the child's teachers strived to avoid cultural insensitivity and challenge institutional racism by assessing the child and taking into account local funds of knowledge. To enrich the understanding of cultural competence, I integrate Bronfenbrenner's (1979) social ecological model, a global framework, with the Australian Early Years Learning Framework (EYLF). The EYLF, developed based on the United Nations Convention on the Rights of the Child, reinforces the… [Direct]

Elenes, C. Alejandra (2023). Autoethnographic Reflexion: Chicana Feminist Border/Transformative Pedagogies and Human Rights Education. Journal of Latinos and Education, v22 n3 p1236-1249. Through the methodologies of critical reflexi√≥n and autoethnography, the author illustrates how border/transformative pedagogies and Anzald√∫a's concepts of nos/otras and new tribalism proved useful in efforts to dismantle color- and colonial-blind ideologies, abstract liberalism, and binary and oppositional thinking among members of a graduate seminar in social justice and human rights. Investments in these discourses and unquestioned philosophical commitments to them limited seminars members' ability to openly talk about racism, sexism, homophobia, and colonialism. Applying the principles of border/transformative pedagogies, nos/otras, and new tribalism required hard work, in-depth reflexi√≥n, and deep listening to each other. As a result of this praxis, some members of the seminar were able to name their philosophical and political positions to work across what seemed to be insurmountable borders. In doing so, seminar members were able to begin to build bridges among multiple… [Direct]

Baumgartner, Lisa M.; Ellis, Joanna H.; Hollingsworth, Kris; May, Marcy; Peebles, Courtney McElhaney (2021). Reactions to COVID-19: A Public Health Critical Race. American Association for Adult and Continuing Education, Paper presented at the American Association for Adult and Continuing Education 2020 Conference (Online, Oct 27-30, 2020). Since the spring of 2020, the pandemic has dominated public discourse. Using a public health critical race praxis research approach, our team interviewed a diverse group of individuals to elicit stories about their knowledge, attitudes, and responses to COVID-19. We used health belief model constructs and critical race theory tenets to evaluate race and ethnicity's influence and implications in reactions to the pandemic. Findings include the ordinariness of racism and colorblindness in assessing the susceptibility and severity of COVID19 and its risk factors. Including social determinants of health in the core curriculum of cross-disciplinary education programs emphasizes the impact of public health disparities and may reduce colorblindness and ordinariness. [For the complete volume, "American Association for Adult and Continuing Education Inaugural 2020 Conference Proceedings (Online, October 27-30, 2020)," see ED611534.]… [PDF]

Hoter, Elaine; Shapira, Noa (2022). Simulations in Virtual Worlds: Improving Intergroup Relations and Social Proximity. Intercultural Education, v33 n4 p435-454. This paper examines an intervention using experiential learning and simulations in a virtual world that can promote social proximity, tolerance, and cooperation in diverse societies. The participants in the study were 125 Jewish and Arab students living in Israel. A mixed linear model for repeated measures analysis that included time of measurement (pre and post), ethnicity, and students' age as independent variables revealed a main effect for time for most social groups included in this study; that is, the participants reported more social proximity to other groups after the course, including groups not studied in the course (the LGBTQ community and people of colour). The results of the study suggest that experiential learning has considerable potential in the field of education to help students question their prejudices, experience being someone else, and ultimately feel social proximity for the other, thus reducing stigmas and racism…. [Direct]

Taylor, Louise (2021). Response to Commentaries. Psychology of Education Review, v45 n2 p53-61 Aut. In this article, Louise Taylor responds to commentaries on her article, "Seeking Equality of Educational Outcomes for Black Students: A Personal Account" (EJ1316951), offering her response and further reflections as she continues her efforts towards anti-racist practice. She begins her response by noting that the scale of the challenge to improve the experiences and educational outcomes for Black students is undoubtedly large, but she believes that it is achievable if everyone takes responsibility for educating themselves about racism and taking necessary steps to overcome it. She goes on to reply to the following commentaries: (1) Rachel Boyle's "A Response to Taylor" (EJ1317331); (2) Sarah Gillborn and David Gillborn's "Racism, Psychology and Higher Education: A Response to 'Seeking Equality of Educational Outcomes for Black Students: A Personal Account' by Louise Taylor" (EJ1317172); (3) Stephen Minton's "A Response to Dr. Louise Taylor's… [Direct]

(2022). Legislative Threats to Academic Freedom: Redefinitions of Antisemitism and Racism. American Association of University Professors The past few years have seen an increase in partisan political attempts to restrict the public education curriculum and to portray some forms of public education as a social harm. Two targets are particularly evident: teaching about the history, policies, and actions of the state of Israel and teaching about the history and perpetuation of racism and other accounts of state-enabled violence in the United States. In both cases, conservative politicians have justified restrictive legislation under the guise of protecting students from harm, including discriminatory treatment or exclusion. The core assertion of the American Association of University Professors' (AAUP's) 2021 "Statement on Legislation Restricting Teaching about Race" applies equally to legislative restrictions on teaching about the history and ongoing actions of Israel. The AAUP therefore urges the defeat of these legislative initiatives and others of their kind in order to protect the academic freedom that is… [PDF]

Allbright, Taylor N.; Alonso, Jacob; Bridgeforth, James; Daramola, Eupha Jeanne; Enoch-Stevens, Taylor; Humphrey, Daniel C.; Kennedy, Kate E.; Kimner, Hayin; Koppich, Julia E.; Marsh, Julie A.; Mulfinger, Laura S.; Nkansah-Amankra, Akua (2022). Crisis Response in California School Districts: Leadership, Partnership, and Community. Policy Brief. Policy Analysis for California Education, PACE Public education today faces a troubling set of challenges, including declining enrollment, staffing shortages, and polarized communities, with school boards at the center of broader political debates. How did we arrive at this current state? This study–described here and, in more detail, in a related report–of seven California school districts conducted during the first 14 months of the COVID-19 pandemic explores how districts responded in real time to the unfolding health crisis as well as to the growing national reckoning about structural racism. Our case studies show that districts–often bolstered by relationships with labor, the community, and leadership–stepped up to a tremendous challenge, demonstrating resourcefulness, collaboration, and commitment to serving students and their communities. However, our findings suggest that challenges for district leaders have been relentless and show no signs of abating. [For the full related report, see ED624681.]… [PDF]

Hollar, James L. (2021). Responding to Contemporary Education Reform: Maria W. Stewart, Frances E. W. Harper, and Anna Julia Cooper. Journal of Negro Education, v90 n4 p539-545 Fall. As education reform continues a seemingly endless cycle of incremental advancement for students and teachers of color followed by the inevitable White-centric backlash threatened by ideas like equity and anti-racist curricula, it is essential to consider perhaps now more than ever, what the past has to teach us all. Inspired by three voices from the past in particular, this article seeks to begin a conversation to bring back, to recycle what has been too often side-aside at the intersection of racism and sexism: the powerful lessons we may learn yet from African American women teachers. This article represents the beginning of such an effort to bring forward ideas that we already knew…. [PDF]

Hanson, Josef; Roberts, Joel (2023). Perspectives of Black Students in Music Education Doctoral Programs: Motivations, Experiences, and Information Literacy. Journal of Music Teacher Education, v33 n1 p69-85 Oct. The purpose of this study was to explore the experiences of Black doctoral students in music education in terms of their motivations to pursue doctoral studies, educational and social experiences while enrolled, and emerging information literacy. Qualitative techniques based on phenomenology were employed to document and better understand the experience of a small, purposive sample of Black doctoral students (n = 14) enrolled at universities throughout the United States. A variety of techniques ensured trustworthiness, including data triangulation, member checking, and use of an external interviewer. After data analysis, four core essences emerged: (1) "Familial support and formative experiences during childhood;" (2) "Overload of information and frustration in conducting research;" (3) "Prejudice and lack of Black representation in the academy;" and (4) "Change-oriented motivations beset by barriers to access." Findings revealed commonalities… [Direct]

Smalling, Susan E. (2022). Overcoming Resistance, Stimulating Action and Decentering White Students through Structural Racism Focused Antiracism Education. Teaching in Higher Education, v27 n5 p601-614. There are significant inherent challenges in teaching students about structural racism resulting from white supremacist systems but overcoming these challenges leads to better outcomes. The goal may be to create a level of awareness that spurs action from the micro- to macro level. However, the means may result in further marginalizing students of color and either creating resistance in white students (who refuse to concede they have privilege) or guilt and shame in white students (who focus on their individual atonement rather than promoting structural change). This paper will discuss flaws in current theoretical and pedagogical approaches to antiracism education including first-person accounts of such errors from the experiences of the author. It will then posit how a primary focus on the history and current context of structural white supremacy in the United States may help alleviate the aforementioned failures of educating around issues of race…. [Direct]

Rice-Boothe, Mary (2023). Leading within Systems of Inequity in Education: A Liberation Guide for Leaders of Color. ASCD This timely guide will help leaders of color succeed within white spaces while working to dismantle those spaces for a new system where they–and students–thrive. As a leader of color, what do you need to succeed in the systems that often have marginalized the populations you represent? What skills and support will help you to replace these existing systems with new ones that will better serve today's students? In "Leading Within Systems of Inequity in Education," Mary Rice-Boothe addresses these questions with specific recommendations, outlining the "whys" and "hows" of 10 individual, interpersonal, and institutional competencies for leaders: (1) Demonstrate self-awareness; (2) Operate outside your comfort zone; (3) Practice love and rage; (4) Practice self-care; (5) Engage in authentic dialogue; (6) Attend to relationships; (7) Create a coalition; (8) Be patient but persistent; (9) Take a stand in pursuit of a liberatory education system even if it's… [Direct]

Dunn, Kevin; Forrest, James; Lean, Garth (2016). Challenging Racism through Schools: Teacher Attitudes to Cultural Diversity and Multicultural Education in Sydney, Australia. Race, Ethnicity and Education, v19 n3 p618-638. How school teachers act to challenge racism in schools is a vital concern in an immigrant society like Australia. A 10% response from a self-administered online survey of government (public) primary and secondary school teachers across Sydney, Australia's largest EthniCity, examines attitudes of classroom teachers towards cultural diversity, goals of multicultural education, and strategies to implement anti-racist strategies. Principal components analysis (PCA) of attitudes tease out the varied influence of opinion on multicultural education, diversity, and anti-racism. Classroom teachers are overwhelmingly supportive of cultural diversity, multicultural education and strategies to combat racism and discrimination, and these views hardly vary across the different geographic zones of the city, unlike attitudes within the general community. However, teacher knowledge about the implementation of multicultural policy does vary, and is positively associated with the extent of population… [Direct]

Grant, Claire; Katz, Jennifer; Merrilees, Christine (2019). Just Joking? White College Students' Responses to Different Types of Racist Comments. Journal of Diversity in Higher Education, v12 n4 p341-350 Dec. When communicated in a humorous way, racially prejudicial comments may be dismissed as "just jokes." The current study investigated White undergraduate students' antiracist responses to different types of prejudicial comments. Participants (N = 252) were randomly assigned to read about a peer who denigrates Black intelligence by either joking or making a nonjoking statement. Compared to those in the statement condition, those in the joking condition reported less negative evaluations of the speaker and less assertive responding. Students' own symbolic racist attitudes moderated these effects; those who endorsed stronger symbolic racism reported less assertive responding but only in the joking condition. Furthermore, students in the joking condition tended to evaluate the speaker less negatively than did those in the statement condition, leading to less assertive responding to jokes but only for those who endorsed at least moderately high symbolic racism. These results… [Direct]

Zembylas, Michalinos (2021). Affective Strategies of Abolition Pedagogies in Higher Education: Dismantling the Affective Governmentality of the Colonial University. Equity & Excellence in Education, v54 n2 p121-135. I highlight the importance of paying attention to the affective strategies of abolition pedagogies in higher education to mobilize abolitionist praxis. Affective strategies can make a contribution in either changing or reproducing the affective culture that has long been established at the colonial university. In the analysis here, I argue that the affective strategy of invoking sentimental empathy, which is often used in education when addressing issues of slavery, racism, and coloniality, is not only superficial but also reproduces colonial-feeling rules. Instead, I suggest a number of affective strategies–such as mobilizing affective solidarity with the affective worlds of marginalized students and identifying complicity, while engaging in anti-complicity praxes–that enable educators and students to begin imagining and enacting the abolition university. I argue that a more comprehensive understanding of abolition pedagogies in higher education can be attained by a heightened… [Direct]

Forman, Tyrone A.; Hagerman, Margaret A.; Lewis, Amanda E. (2019). The Sociology of Race & Racism: Key Concepts, Contributions & Debates. Equity & Excellence in Education, v52 n1 p29-46. In this paper we highlight key conceptual, empirical, and theoretical contributions of the sociology of race and racism, particularly those relevant to education scholars. We suggest that educational researchers could benefit from incorporating some of the insights of sociological research on race and racism into their scholarship as such engagement would help to refine and deepen understandings of what race is and is not, how racial dynamics shape what happens in schools, and how schools matter for society. Similarly, studies of school processes, practices, politics, and outcomes can help us to understand more about the construction, negotiation, and transformation of racial knowledge, racial boundaries, and racial hierarchies. We thus advocate for more robust interdisciplinary exchange and believe that the potential benefits are substantial not only to academic fields but also to efforts to advance racial justice more generally. How we conceptualize race informs how we measure it… [Direct]

Wexler, Alice (2022). An Anti-Ableist Framework in Art Education. Art Education, v75 n1 p30-35. The study of ableism, often defined as disability discrimination and prejudice, is still nascent when compared with racism, homophobia, and sexism. Anti-ableism highlights the inequities of institutions, including public education, in the United States that are structured for the success of the White middle class and offer little hope and resources for children of color and with disabilities. In this article, Alice Wexler examines ways to conceive drawing with children with disabilities that would not require accommodation, which is an unintentionally ableist practice because it separates them from their peers–both physically and emotionally. She inquires what kind of drawing methods might be interesting to all students and invite children with diverse disabilities to participate. She suggests two examples of anti-ableist drawing methods: collaborative doodles and walking a/r/tography. Doodling, however, has been central in two of her recent teaching experiences, which she describes… [Direct]

Alemanji, Aminkeng Atabong; Mafi, Boby (2018). Antiracism Education? A Study of an Antiracism Workshop in Finland. Scandinavian Journal of Educational Research, v62 n2 p186-199. In doing antiracism education there is a risk that it can in effect reinforce the very racialisation it is supposed to fight against. This paradox becomes a formidable challenge given the ubiquity of race in contemporary ways of knowing and ways of being for both its subjects and its objects: more so in an era of "racism without race," a neoliberal attempt to move beyond racism without fully coming to terms with racial histories and their accompanying racialising consequences. This study examines the challenges of doing antiracism education within a multiculturalist framework using the case of KYTKE, a non-governmental organisation project in upper-secondary schools in Finland. We argue that when antiracism education fails to critically examine power relations in established traditions and knowledge or when it does not genuinely prioritise knowledge generated through the creative resistance of racialised groups, it can participate in re-inscribing racialised social relations…. [Direct]

Villarreal, Christina (2019). Who We Are and How We Do: Portraits of Pedagogical Process and Possibility When Teaching and Learning about Race and Racism in Social Studies Classrooms. ProQuest LLC, Ph.D. Dissertation, Columbia University. This dissertation study documented and analyzed the key curricular and pedagogical features of three secondary social studies teachers who center issues of race and racism in their classrooms by examining their decision-making processes and the impact of relevant lived experiences on their practice. I utilized portraiture methodology, which included ethnographic field notes, document analysis, interviews, and impressionistic records to document and analyze the key curricular and pedagogical features of each teacher. Data were collected during the 2016-2017 school year across three racially diverse social studies classrooms located in southern New England. My findings were that each teacher treated race and racism as central objects of historical inquiry and enacted a set of curricular and pedagogical moves that were guided by a combination of what they know (technical pedagogy) and who they are (relational pedagogy). I refer to the relevant lived experiences that give shape and form… [Direct]

Beatrice S. Fennimore (2023). Dismantling Dehumanizing Educator Talk about Children and Families: The Moral Imperative for Early Childhood Teacher Educators. Journal of Early Childhood Teacher Education, v44 n4 p980-1001. This reflection on practice explores dehumanizing educator talk as an explicit topic within multicultural/diversity/anti-bias and anti-racist teacher education. Dehumanizing educator talk is defined as formal or informal conversation during which targeted individuals or groups are openly demeaned with offensive generalizations in the absence of discernable educational goals leading to improved outcomes. The significance of deficit-based dehumanizing educator talk is supported with linguistic theory, critical race theory, cultural capital theory, and the theory of funds of knowledge. A counter-educator talk of ethics, care, and resistance to bias is proposed with examples. Recommended topics for early childhood teacher educator reflection include potential resistance of White future teachers to acknowledgement of racism as well as the presence of deficit-based and dehumanizing ideas in early childhood-focused educational scholarship. Recommended actions include emphasis on critical… [Direct]

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

de Oliveira, Luciana C. (2022). Principles and Practices for the Preparation of Antiracist ESOL Teachers. CATESOL Journal, v33 n1. Events in 2020 sparked the need to continue a focus on ongoing inequities in the United States. This article addresses the preparation of ESOL teachers for antiracist work, acknowledging that racist beliefs and structures are pervasive in education and beyond, and how ESOL teachers can develop antiracist "conscientiza√ß√£o." I address questions related to power and privilege that are present in the TESOL field and provide an overview of historically racist practices that have been part of TESOL. I draw on some personal experiences with linguistic racism as a woman, Latina, transnational, immigrant, and selfidentified multilingual speaker who speaks English as an additional language to guide why and how I come to this work as a scholar and teacher educator. Drawing from the previous sections, I describe principles and practices to tear down those racist beliefs and structures, build antiracist classrooms, and guide the preparation of antiracist ESOL teachers…. [PDF]

Alexis Bennett; Sean Molloy (2022). Basic Writing and Resisting White Innocence. Journal of Basic Writing, v41 n1-2 p5-39. In this archival history, a college writing teacher and recent graduate together challenge the integrationist narrative of Basic Writing, grounded in "white innocence" and dating back to the 1970s. Joining other studies of physical and linguistic segregation in higher education, we recover the true birth of Basic Writing from 1969 to 1971 at City College and we find that racism was not an unintended bug of the first "Basic Writing" program, but it was rather the principal intended feature–a feature that was carefully concealed from students and outsiders with euphemisms and codes. We consider what this troubling birth means for the Basic Writing field today and enduring forms of white innocence that support monolingualism, including in our own experience together. We ask if it is still tenable for college writing teachers and researchers to remain "innocent" or neutral about Basic Writing and monolingualism…. [PDF] [Direct]

Avril Sargeant (2024). A Workshop to Address Wellness for BIPOC Students. ProQuest LLC, D.M.F.T. Dissertation, Fuller Theological Seminary, School of Psychology. In higher education settings, minority BIPOC students have a harder time attaining wellness compared to their majority student counterparts. This may impact their level of functioning, leading to an overall unpleasant college experience. The covert and overt racism, injustice, and social unrest that exist in today's society hinders students from gaining the necessary coping skills and proper ability to care for themselves in college. The purpose of this resource guide is to provide wellness tools to faculty, staff, parents, and–especially–students. This resource is geared towards students of color because the existing literature exposes how microaggressions and macroaggressions from students who are not of color greatly and negatively impact BIPOC students. In order to approach optimal wellness support for BIPOC students, this guide will provide a roadmap, workshop, and list of tools all geared towards wellness. As a result, students, staff, and universities will have a resource to… [Direct]

Tracey Hunter-Doniger (2024). Equity, Diversity, Inclusion, and Other Trigger Words. Art Education, v77 n5 p8-14. Art education is an important field where marginalization, differing privileges, and oppression can be addressed, but we can do more. In today's politicized educational climate, a teacher who wants to create an activism-oriented lesson needs to understand the terms surrounding equity, diversity, and inclusion (ED&I). However, many tensions exist regarding ED&I. The political right has weaponized these terms, while some researchers on the liberal left are skeptical of ED&I and view the terms as managed racism. Nevertheless, art teachers' achievements are determined largely by their ability to identify, understand, and empathize with the social and political struggles of their communities (Kraehe, 2017). This article is intended to inform art educators about the detailed and complex terms that have become politically charged in more than several states. In the following pages, the author breaks down the ideas of ED&I. She also explains the difference between critical… [Direct]

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

Shoshana, Avihu (2017). Ethnographies of "A Lesson in Racism": Class, Ethnicity, and the Supremacy of the Psychological Discourse. Anthropology & Education Quarterly, v48 n1 p61-76 Mar. Through the ethnographies of two schools serving different socioeconomic communities, this article offers an examination of students' and teachers' interpretations of the anti-racism text "Brown Morning" taught in civics classes. Findings present the dramatic differences between the interpretations of students from dissimilar socioeconomic communities, the manners in which these interpretations discordantly activate the teachers, and the disparity of assorted class dynamics. These findings proffer a discussion of the link between education, class, ethnicity, and racism…. [Direct]

Brittany M. Holmes (2023). Policy and Leadership Accountability on Black Special Education Teacher Persistence. ProQuest LLC, Ph.D. Dissertation, University of South Florida. There is a persistent shortage of qualified special education teachers in schools across the country. This issue is exacerbated by the need for special education teachers of color who can help serve the disproportionate number of minority students in schools. Over time, researchers and government entities, alike, have considered ways to increase the recruitment and retention efforts of Black teachers However, given the lack of investigation regarding the needs of Black teachers in special education and what encourages their persistence, efforts to increase representation have been unsuccessful. For this reason, using a qualitative methodology, the purpose of this study is to explore the experiences of successful Black teachers in special education who work with students with high incidence disabilities. Findings indicate, Black special education teachers confront enormous difficulties. Along with the usual pressures that special that special education teachers encounter, Black… [Direct]

Johnson, Aaron D. (2018). Implicit Bias of Education Leaders and the Achievement Gap between Black and White Students in Suffolk and Nassau County, New York High Schools. ProQuest LLC, Ed.D. Dissertation, St. John's University (New York), School of Education and Human Services. Researchers have been studying the racial achievement gap for years but somehow closing it has not happened systemically. Many scholars have postulated that implicit bias and systemic racism have contributed in perpetuating the achievement gap between African American and White students. The purpose of this study was to determine if implicit bias and structural racism influenced education policies and decisions among a diverse group of educators and education administrators in diverse districts in Suffolk and Nassau Counties in New York. This study was qualitative in nature. Semi-structured interviews with educational leaders (upper and lower level administrators), classroom teachers, and deans, were conducted in diverse Long Island, New York high schools in Nassau and Suffolk Counties. The participants' ages and years of service varied. They ranged from 14 years of service to 30 plus years. There were even two participants who were retired. The researcher asked a series of prepared… [Direct]

Gloria, Alberta M.; Herrera, Nancy (2023). Chicana Graduate Students' Decolonization and Healing from Educational White Supremacy: A Nepantlera Approach to Their Scholarly Writing. Journal of Women and Gender in Higher Education, v16 n3 p203-219. Embedded misogyny and white supremacy in higher education have resulted in Chicana graduate students experiencing education-based traumas. Furthermore, hegemonic values related to what is considered "noteworthy" and "publishable" in academia are heavily influenced by racism, sexism, and misogyny, further oppressing Chicanas intending to pursue academic careers. Therefore, Chicanas' journeys as graduate students and scholars must be understood within the context of their experiences with and methods of healing from educational white supremacy. Given our lived experiences as Chicana scholars, "mujeristas," and "poderosas," this article results from our commitment to supporting the healing and decolonizing of future Chicana scholars. Inspired by our respect and value of Gloria Evangelina Anzald√∫a's (1942-2004) work, we developed a decolonized healing approach to academic writing centered on her Nepantla Theory. This article is structured into the… [Direct]

Harris, Ann; Hodgson, John (2022). The Genealogy of 'Cultural Literacy'. Changing English: Studies in Culture and Education, v29 n4 p382-395. The British government's current educational policy for England draws on E.D. Hirsch's writings on 'cultural literacy'. This paper aims to uncover the roots of Hirsch's influential views through a genealogical critique. Hirsch admired the Scottish Enlightenment educator Hugh Blair as a model architect of a hegemonic culture to unite disparate members of a nation. Following Hirsch, the government Department for Education in England called for 'shared appreciation of cultural reference points' and 'a common stock of knowledge on which all can draw and trade'. Consequently, the literature curriculum in England increasingly disenfranchises a significant component of the population in terms of both gender and cultural heritage. Recent 'culture wars' have highlighted the legacy of colonialism and have led educators to decolonise the curriculum and prioritise social justice. Continuing racism within civil society demonstrates the need for a general recognition that cultures are desirably… [Direct]

Olszewski-Kubilius, Paula; Subotnik, Rena F.; Worrell, Frank C. (2023). Sociocultural Factors That Affect the Identification and Development of Talent in Children and Adolescents. European Journal of Training and Development, v47 n3-4 p404-420. Purpose: The purpose of this paper is to inform readers about the nature of talent development prior to post-secondary education; describe the obstacles that individuals face because of poverty, racism or geography; and recommend asset-based approaches that can enable more individuals to be prepared to make significant contributions to society within their domain of talent. Design/methodology/approach: The methodology used was to review research from the fields of education and psychology about talent in varied domains of sport, academics and the arts, as it relates to key components (domain pathways, opportunities and psychosocial skills) of the talent development megamodel proposed by Subotnik "et al." (2011). Findings: Findings include a delineation of the challenges that many nations face in cultivating talent among its young citizens particularly related to their socioeconomic status, race and ethnicity and geography. Findings include recommendations for new approaches… [Direct]

Maton, Rhiannon M. (2018). From Neoliberalism to Structural Racism: Problem Framing in a Teacher Activist Organization. Curriculum Inquiry, v48 n3 p293-315. Philadelphia's teacher-led activist group, the Caucus of Working Educators, has displayed shifts in how it frames the central problems facing public education since its emergence in 2014. Initially, the organization tended to advance the notion that neoliberalist discourses and values were primarily responsible for "education reform" effects, including underfunded schools and districts, shrinking public school districts, and the privatization of formerly public aspects and services of schooling. Over its first four years of life, however, the organization has increasingly integrated critiques of structural racism in how it frames such issues in public education. This article asks: How do teacher Caucus members employ neoliberalist and structural racism problem frames within their activist teacher organization? I show how members have increasingly centred racial justice concerns, and argue that organizational strategy concerns and the desire to push the organization to align… [Direct]

Kitayama, Yuka (2018). The Rise of the Far Right in Japan, and Challenges Posed for Education. London Review of Education, v16 n2 p250-267. This paper examines emerging far-right movements and xenophobia, and the challenges they pose for justice in education in Japan. It illustrates discourses on nationalism and cultural diversity in both education and wider society from the perspective of critical race theory. It explores the voice of educators, particularly about their concerns and uncertainties regarding xenophobia, and examines their perceptions and reactions. By focusing on the narratives of interviewees from different ethnic backgrounds, this paper investigates far-right extremism and its challenges to education from different viewpoints. Data from interviews reveals different perceptions among both majority and minority teachers regarding the culturalization and personalization of problems in the classroom. This data also suggests that due to the absence of collective strategies and visions to challenge racism, approaches to combating racism depend largely on individual teachers. Drawing from these findings, this… [PDF]

Han, Keonghee Tao; Leonard, Jacqueline (2017). Why Diversity Matters in Rural America: Women Faculty of Color Challenging Whiteness. Urban Review: Issues and Ideas in Public Education, v49 n1 p112-139 Mar. Using critical race theory as an analytical framework to examine White privilege and institutional racism, two teacher educators, in a rural predominantly White university tell counterstories about teaching for social justice in literacy and mathematics education courses. In sharing our counterstories in this paper, we, women faculty of color, challenge Whiteness and institutional racism with the hopes of: (1) promoting social justice teaching in order to globally prepare (pre-and-in-service) teachers and educational leaders to motivate and empower ALL students to learn; (2) dismantling racism to promote better wellbeing for women faculty of color; and (3) moving educational communities at large closer toward equitable education, which is a fundamental civil right. After analyzing the counterstories, we suggest that university leaders establish policies and practices to support (recruit, retain, and promote) faculty/leaders of color, not just mainstream academics. Working toward… [Direct]

Rivera-McCutchen, Rosa L. (2021). White Privilege and Power in the NYS Opt-Out Movement. Teachers College Record, v123 n5. Background: Part of a special issue on the high-stakes testing opt-out movement, this article focuses its analysis on the movement within New York State, and examines white privilege and power within one specific organization, the NYS Allies for Public Education (NYSAPE). Specifically, I examine how the public-facing work of NYSAPE addressed (or ignored) race and/or racism in their efforts to resist high-stakes testing. I also ask, in what ways do their public stances affirm and reinforce white privilege and power? Purpose: I explore the opt-out movement in New York State, and argue that it is a movement that has been largely dominated by white privilege and power. Employing critical race theory (CRT; Bell, 1980, 1992) as analytical and methodological tools (DeCuir & Dixson, 2004; Yosso & Sol√≥rzano, 2002), I briefly examine the development and policy positions of NYSAPE, a coalition of grassroots parent, educator and community organizations. Research Design: This qualitative… [Direct]

James, Tobin E. (2023). From P.E. to Protests: The History of Dance Activism in Academia–1920-2022. ProQuest LLC, Ed.D. Dissertation, University of Missouri – Kansas City. Throughout history, dance has been regarded as an act of rebellion. This art form has persisted to become a means for the common person to demonstrate impassioned objections to issues from racism and religious oppression to communism, plastic waste, and human trafficking. As early as the plantation era, dance has provided a means of physical intervention throughout U.S. history. With its origins in departments of physical education, dance became a fixture in higher education–first as an artistic aesthetic, then as a weapon for battle. While much has been written about the history and development of dance in U.S. institutions of higher education and about the role of dance in American activism, little has been written about the history of how these roles emerged to exist in tandem. This historical study discusses the role of dance activism in higher education. Firstly, how dance has historically existed as the embodiment of opposition, followed by a discussion about how the… [Direct]

Scott M. Waring Ed. (2024). Teaching with Primary Sources for Cultural Understanding, Civic Mindedness, and Democracy. Teachers College Press This resource has been developed for pre-K-20 educators in order to help students use primary sources to go beyond simple acquisition of content knowledge and rote memorization. The procedures and approaches outlined in this book are designed to help students use primary sources in discipline- and inquiry-based ways to develop and enhance cultural understanding, civic mindedness, and democracy. Expert authors demonstrate how the skills students learn through this process can be applied to their everyday life and allow them to think critically about the world around them, better understand various cultures, communicate their understandings effectively, and enhance their democratic values. Grounded in the National Council for the Social Studies C3 Framework, topics include social emotional learning, inclusion, higher order thinking, civic agency, project-based learning, democracy-building across cultures, teaching about war, enacting change through intentional civic engagement, and… [Direct]

Austin H. Johnson; Laura A. Alba; Lindsay M. Fallon; Margarida Veiga; Patrick Robinson-Link; Ryan Sunda; Staci Ballard; Tyler A. Womack (2024). Learning to Decenter Whiteness in Schools through Teacher Professional Development: A Systematic Review. School Psychology Review, v53 n4 p400-416. Racism is enmeshed within the fabric of U.S. public education, making it critical to identify and dismantle. One way to do this is to provide professional development (PD) to teachers targeting antiracism to build awareness, decenter whiteness, and advance racial equity in schools. This systematic review is a synthesis of antiracism PD studies, summarizing the (a) topics and activities integrated, (b) participants, (c) settings, and (d) outcomes associated with participation. Thirty-eight studies published from 1981 to 2020 met study criteria. Results indicated that study participants were most likely to be white educators from urban, public elementary schools who received, on average, nearly 18 hours of professional development. Training included authentic learning and reflection opportunities, with many participants reporting increased critical consciousness and improved racial literacy after PD. However, results also illuminated (a) inconsistencies in the way white teachers… [Direct] [Direct]

de Saxe, Jennifer Gale (2021). Unpacking and Interrogating White Supremacy Educating for Critical Consciousness and Praxis. Whiteness and Education, v6 n1 p60-74. This article draws on theoretical frameworks that work to unpack and challenge white supremacy and hegemonic whiteness. The first section discusses the importance of contextualising ones' standpoint and positionality, demonstrating how both are interconnected to critical self-reflexivity, educating for critical consciousness, and praxis. Part two unpacks the "walls of whiteness," reinforcing the ways in which university education placates and upholds racial domination by failing to present and challenge systemic and institutional racism and white supremacy. Section three engages with a multi-faceted theoretical framework that aims to interrogate institutional and hegemonic whiteness discussed in section two. Here, I draw on the work of Mills, Leonardo, and Ladson-Billings, who all offer provocative arguments regarding the sustainability and omnipresent nature of racial domination through the Racial Contract and the Education Debt. Finally, section four considers some of the… [Direct]

Owusu-Kwarteng, Louise (2021). 'Educated and Educating as a Black Woman' — An Auto/Biographical Reflection on My Grandmother's Influence on My Academic and Professional Outcomes. Gender and Education, v33 n7 p881-897. Adopting an auto/biographical approach, I discuss the impact my grandmother, Nana Elizabeth (Lizbet) Beyie had on the academic and career outcomes of myself and other female descendants. The paper begins with an exploration of Lizbet's biography and how she overcame struggles in terms of ensuring my mother's education in an era and context where female education was not prioritised. Following this, the paper moves to a focus on my continuation of Lizbet's legacy though my work in academia. I reflect on my career journey and positive and challenging experiences, as a Black female academic. I discuss the value of an auto/biographical approach to exploring these issues, since it enables reflections on the relationships between structural issues (e.g. racism/sexism; the education system; Ghanaian/British society) and personal experience/action as a result, not least our decision to help educate the next generations and allows for the voices of marginalised groups (including Black women)… [Direct]

McKenney, Elizabeth L. W. (2022). Reckoning with Ourselves: A Critical Analysis of White Women's Socialization and School Psychology. School Psychology Review, v51 n6 p710-725. The future of school psychology requires us to examine present challenges, our capacity to address them, and how we might better prepare ourselves for what lies ahead. This piece raises the question of whether school psychology is not only demographically but structurally oriented to the norms of middle-class White women, especially those who demonstrate gender normative identities. Our dependence on the social norms of White women, although having conferred benefits to date, may be limiting the impact of school psychology, especially in the effort to achieve and sustain systemic changes in education. Evidence cited in support of the points made here ranges from literature in social psychology and organizational psychology, to education and Black feminism, to school psychology scholarship and professional standards. The crux of this thesis is not that the feminization of our profession is to blame for the yet unrealized potential of our leadership within education. Rather, as a… [Direct]

Kashif Raza; Mick King; Mohammad Manasreh; Zohreh Eslami (2024). Context Specific Leadership in English Language Program Administration: What Can We Learn from the Autoethnographies of Leaders?. International Journal of Leadership in Education, v27 n5 p1031-1051. Research in educational program administration provides insights into the operationalization of programs or organizational services; however, an area of research that is long due exploration and development is how English language programs (ELPs) differ in terms of planning, organization and services and the job English language program administrators (ELPAs) perform in their roles. This paper reports on collaborative autoethnographies of three ELPAs who share their experiences of encountering administrative challenges and devising effective strategies to address them. Employing a qualitative research design, data were collected through critical self-reflections, individual research discussion dialogs, notes sharing and a focus group. While we confirm that administrative challenges exist in ELP administration, the findings of this study add that the nature and extent of these problems (e.g. cultural diversity, course alignment, power relations, racism, recruitment) can be different… [Direct]

Hytten, Kathy; Stemhagen, Kurt (2021). Democratic Theory's Evasion of Race. Educational Theory, v71 n2 p177-202 Apr. In this essay, Kathy Hytten and Kurt Stemhagen explore the evasion of race, particularly implicit whiteness, in democratic theory. The authors maintain that democratic theorists, especially those who write about education, avoid discussions of race, often writing in universal terms about democracy while ignoring the ways that ostensibly democratic societies reproduce white supremacy. Hytten and Stemhagen begin by describing critiques of the whiteness of democracy; next, they draw on three different approaches to democracy — decolonial, abolitionist, and Black pragmatist — to explore how we can work to disentangle the workings of democracy from racism. Significantly, all of the approaches they address center the voices of scholars of color and each one provides specific charges, resources, and tools for doing democracy differently and in ways that are explicitly antiracist…. [Direct]

Dowling, Fiona; Flintoff, Anne (2018). A Whitewashed Curriculum? The Construction of Race in Contemporary PE Curriculum Policy. Sport, Education and Society, v23 n1 p1-13. Analyses of curricula in a range of countries show how they tend to reinforce, rather than challenge, popular theories of racism. To date, we know little about the contribution of physical education (PE) curriculum policy to the overall policy landscape. This paper examines the construction of race and racism in two national contexts (Norway and England) as a means of putting race and anti-racism on the PE policy research agenda. It adopts a critical whiteness perspective to analyse how whiteness, as a system of privilege, contributes to the racialisation of valued knowledge in PE and asks, who potentially benefits and/or is marginalised within the learning spaces available in the texts? The discourse analysis reveals that two discursive techniques of whiteness combine to privilege white, Eurocentric knowledge content. Unmarked white PE practices and students are constructed as universal, normative and contingent. As a result, non-white PE practices and students are positioned on the… [Direct]

Cash, Sheri F. (2017). A Mixed Methods Study of Student College Experiences That Construct Racism. ProQuest LLC, Ed.D. Dissertation, University of Louisiana at Monroe. Hardie and Tyson (2013) claim that the education institution has become a foundational source of social and political racism. Colleges and universities are microcosms of society with the potential to institute behavioral reform. Bonilla-Silva (2015) claims that Blacks and Whites continue a condition of separation while the inequality between the races has not noticeably improved since the Civil Rights movement. Fifty-six surveys and twenty-two interviews were analyzed to answer three research questions: 1. What are the discrimination experiences of college students? 2. How frequently are college students reporting discriminatory experiences? 3. How do students define racism based upon these experiences? The survey data indicated that while both male and female students are experiencing discrimination, those incidences are occurring infrequently. The interviews revealed that college students narrowly define racism but in some cases, recognize that racism is persistent today…. [Direct]

Dunn, Kevin; Forrest, James; Lean, Garth (2017). Attitudes of Classroom Teachers to Cultural Diversity and Multicultural Education in Country New South Wales, Australia. Australian Journal of Teacher Education, v42 n5 Article 2 p17-34 May. Views of country school teachers towards multicultural education and anti-racism policy directives are examined against a background of a largely "white" landscape but increasing numbers of language background other than English (LBOTE) immigrants. A 10 per cent response from a self-administered online survey of government primary and secondary classroom teachers in country New South Wales examines their attitudes to cultural diversity, goals of multicultural education, and anti-racist strategies. Though strongly supportive of attempts to combat racism, implementation in some schools lags behind intention. Whether on cultural diversity, multiculturalism or acknowledgement of racism, teacher attitudes are more tolerant than those in the wider communities the schools serve. But while among teachers and the wider community there is some level of intolerance and discrimination towards Aboriginal and LBOTE Australians, such attitudes do not vary significantly across country… [PDF]

Hollinsworth, David (2016). Unsettling Australian Settler Supremacy: Combating Resistance in University Aboriginal Studies. Race, Ethnicity and Education, v19 n2 p412-432. Higher education courses designed to equip students to work effectively with Indigenous peoples by teaching about racism and inequality often encounter resistance to these concepts. In particular, students argue that individual and structural racisms, and their own white privilege, are 'not their fault'. This article examines different forms of student resistance expressed within a number of Aboriginal Studies courses taught in a regional Australian university. This article reflects on data collected from various research initiatives with students, and personal teaching experiences over decades, and argues that although the notion of white supremacy can explicitly identify white privilege it also actively promotes even greater student resistance to learning. As such, this article argues for a consistent sequence of anti-racism approaches and suggests a number of key pedagogical strategies for anti-racism education…. [Direct]

Ramirez, Brianna R. (2021). Racist Nativism Racist Nativism in the College Access Experiences of in the College Access Experiences of Undocumented Latinx Students. Journal of College Access, v6 n2 Article 6 p65-79 Sep. This study explores undocumented Latinx students' college access experiences through a racist nativist framework to understand how the ideologies of racism and xenophobia underlie the possibilities of pursuing college aspirations. This article describes five particular ways in which racist nativism underlies undocumented Latinx college access experiences. These included 1) systematic lack of institutional college knowledge, 2) restricted college outreach, 3) instilling fear in pursuing college aspirations, 4) discriminatory financial aid policies and practices, and 5) contradictory rhetoric of "deservingness" of educational and life opportunities. This paper supports an understanding of undocumented Latinx student educational processes at the intersection of systems of marginality, as the practices, policies, and structures in higher education are microcosms of larger societal ideologies and inequities…. [PDF]

Obiakor, Festus E. (2021). "Black Lives Matter" in Education and Society. Multicultural Learning and Teaching, v16 n1 p81-96. Black people all over the world have historically endured slavery, colonialism, racism, prejudice, and discriminatory actions; and they continue to be disenfranchised, disadvantaged, disillusioned, and demeaned by institutions and systems. Of late, Black people in the United States, especially Black males have been encountering blatant police harassments, brutalities, shootings, and killings. These actions have led to the question, "Do Black lives matter?" Of course, they do! It is no surprise that an organization, "Black Lives Matter" was formed to protest the incessant shootings and killings of Blacks in the United States. Then, if "Black Lives Matter" as I know they do, they must matter in education and society. This is the focus of the article…. [Direct]

Albert, Bwanda D. (2023). Black Studies: White Students. The Impact of Black Studies in Two Predominately White High Schools in Massachusetts. ProQuest LLC, Ph.D. Dissertation, University of Massachusetts Boston. "Studying history will sometimes Disturb you. Studying history will sometimes Upset you. Studying history will sometimes make you Furious. But if studying history always makes you feel proud and happy, you probably aren't studying History." Author Unknown. This study occurred during a period of increased social awareness of antiracism, yet in a time of intense educational controversy. As tension rises across the United States over teaching Black studies (African American studies) and banning books by Black authors, such as Toni Morrison's "Beloved" and the classic "I Know Why the Caged Bird Sings" by notable author, Maya Angelou, debates have sparked on whether learning the history of Black people in K-12 classrooms causes White students to feel guilty for America's past atrocities against Black people. Therefore, by focusing on the impact of White high school students enrolled in Black studies courses in Massachusetts, this study examined how the… [Direct]

Owusu-Kwarteng, Louise (2021). 'Studying in This England Is Wahala (Trouble)': Analysing the Experiences of West African Students in a UK Higher Education Institution. Studies in Higher Education, v46 n11 p2405-2416. 'Studying in this England is Wahala' critically analyses social/academic experiences of 12 West African overseas undergraduate/postgraduate students in a London University. It discusses structural and individual factors impacting on decisions to study here, including perceptions of differences between quality of university education in the UK and 'back home'. To analyse this, I draw on the 'Push-Pull' model and Gidden's (1991) Structuration approach as theoretical frameworks. I also examine students' experiences of adapting to life in the UK, views on teaching and learning experiences in the UK and their home countries, and strategies used to facilitate their educational success. In so doing positives and challenges faced by students are highlighted. These were largely shaped by staff-student relationships, some of which were positive and supportive. In others, racism was prevalent, which reflects ongoing debates about Black and Minority Ethnic (BAME) student experiences in UK Higher… [Direct]

Wilcox, Serena M. (2021). Still Separate: Black Lives Matter and the Enduring Legacy of School Segregation in Rural Georgia. Journal of Research in Rural Education, v37 n7 p23-33. The purpose of this article is to critically probe racial discourse around how the convergence of Black Lives Matter (BLM) and white nationalist organizations complicate the reality of segregation, education, and social change in a rural community in Central Georgia. Critical race studies ground the work, using narratives as a device to frame and examine what school transformation can look like for Black people living in rural communities. The method for this study is a critical ethnography that draws on census data, school district achievement data, and informal conversations and interviews conducted in person and though social media. The findings from this research suggests that some African Americans in this rural community are beginning to embrace forms of segregation as a reparative compromise to dealing with racism in their community. The implications of this study contribute to the literature on race and education in rural schooling and community…. [Direct]

Bruick, Samantha; Chatterji, Akiksha; Diaz, Autumn; Jones, Tiffany M.; Malorni, Angela; McCowan, Kristin; Spencer, Michael S.; Wong, Daisy W. (2021). Experiences and Perceptions of School Staff Regarding the COVID-19 Pandemic and Racial Equity: The Role of Colorblindness. School Psychology, v36 n6 p546-554 Nov. As schools physically closed across the country to protect against the spread of the COVID-19 pandemic, it became clear early on that the burden on students will not be equally shared. Structural racism patterns the lives of people of color that, in turn, increases their exposure to the effects of the pandemic further impacting the quality of education the students of color have access to. It is critical to examine the ways in which racial disparities in social emotional and educational outcomes have the potential to increase as a result of the pandemic. To that end, using a content analysis of an open-ended survey, this study examines (a) how teachers and school staff experienced the pandemic, (b) their perception of student experiences during the transition to remote learning, and (c) school staff's perceptions of how racial inequities may be increased as a result of the pandemic. Our findings highlight the deep, but unequal impact of the pandemic on school staff, students, and… [Direct]

Carmen Keller (2024). Conceptualizing the Hawaiian, Asian, and Pacific Issues General Education Requirement at Uh Manoa: A Qualitative Case Study Using Kingdon's Multiple Streams Approach and Kanaka 'Oiwi Critical Race Theory. ProQuest LLC, Ph.D. Dissertation, University of Hawai'i at Manoa. This study applied Kingdon's (2003) Multiple Streams Approach (MSA) in conjunction with Kanaka 'Oiwi Critical Race Theories (Wright & Balutski, 2015; Salis Reyes, 2018) to contextualize the creation of the Hawaiian, Asian, and Pacific Issues (HAP) general education requirement at the University of Hawai'i at Manoa (UH Manoa), a large, public, Research One, and self-identified Indigenous serving university located on the island of O'ahu. Utilizing qualitative case study methodology and data sources including institutional documents, archival records, and qualitative interviews with faculty members, this study examined the various elements of influence, organized into MSA's problems, policy, and political streams, to articulate how a particular policy came to be within our institution of study. Furthermore, Kanaka 'Oiwi Critical Race Theories served to interrogate the various influences race and racism, settler colonialism, and institutional isomorphism had in shaping policy and… [Direct]

Cecile Michelle Caddel (2024). Democratizing Social Studies Education: Testimonios of Mexicana Youth in El Llano Grande de Aztlan. ProQuest LLC, Ed.D. Dissertation, The University of Texas Rio Grande Valley. This research presents the testimonios of Mexicana youth. Through a qualitative research design, this centered on the central question: How does testimonio in the social studies classroom serve as a decolonizing practice and how does this impact Mexicana students? and secondary question: How do Mexicana make meaning and reclaim identity using lived experiences as brown bodied women? As an individualized approach to social studies education, the testimonios give voice to the life and schooling experiences of Mexicana youth in El Llano Grande de Aztlan. As methodology, testimonio bears witness to bring about new theorizing. With intention, the theoretical frame, a Chicana Feminist Epistemology (CFE) constructs testimonios to understand Mexicana lived experiences. Four emergent themes originated from the data that included: communality, language constructs overarching contradictions, a Mexicana Identity, and microaggressions (racism and sexism). The findings reveal Mexicana experiences… [Direct]

Joanne Tien (2024). Free Schooling or Freedom Schooling? Negotiating Constructivist Learning and Anti-Racism in the Berkeley Experimental Schools. Pedagogy, Culture and Society, v32 n2 p281-301. Critical pedagogues advocate a constructivist approach to learning emphasising the self-directed construction of knowledge from the learners' experiences while also expecting students to develop an explicit critique of the social order. However, the use of a constructivist approach for the pursuit of explicit ideological goals leaves educators with a dilemma: what happens when students' reflections don't lead them to the anti-oppressive conclusions teachers desire? Using comparative historical archival methods and oral history interviews, this study interrogates how teachers and students navigated this paradox in the Berkeley Experimental Schools Project (1968-1975), a public educational programme that sought to actualise the goals of both the Free School and Black Power movements. This study sheds light on this dilemma with particular clarity because the Free Schools represent one of the U.S.' most radical experiments in constructivist pedagogy, and the Black Power movement one of… [Direct]

Andrea Golloher; Lisa Simpson; Matthew Love; Sudha Krishnan (2022). Program Redesign to Prepare Transformative Special Educators. Journal of Special Education Preparation, v2 n2 p18-29. Teacher educators are in a unique position to prepare future educators to disrupt the status quo and enact changes that ensure equitable access to educational opportunities for all students, including those with disabilities. It is critical that those who prepare future special education teachers (SETs) ensure they are prepared to engage with the broader school community to foster inclusivity and positive outcomes for all students, in addition to designing specially designed instruction (SDI) responsive to the unique learning needs of individual students with disabilities. Addressing this task requires candidates who are prepared to employ high leverage and evidence-based practices, culturally responsive and sustaining pedagogy, and universal design for learning. In this article, we describe how one small Department of Special Education sought to reinvent its program to center anti-racism and anti-ableism to inspire the next generation of SETs to adopt a transformative vision for… [PDF]

Subedi, Binaya; Subreenduth, Sharon (2018). Examining Noddings' "Educational Malpractice" Assertion: Serious Considerations for Local-Global Issues in Social Studies Education. Theory Into Practice, v57 n4 p307-315. The article utilizes a decolonizing theoretical lens to advocate for the need to engage in a more nuanced approach to conceptualizing local/global aspect of social justice discussions within social studies education. The article engages with questions of social justice by utilizing Noddings's (2006) argument that "educational malpractice" (p. 250) is a daily occurrence in US classrooms because students are expected to reproduce textbook answers, rather than generate their own questions and reasoned research and deliberation. Kumashiro's (2004) writings on antioppressive education speak of how the repetition of mainstream narratives normalize what ought to be taught and learned in schools. We propose that educators cannot avoid questions of racism and Islamophobia as critically important issues within social studies classrooms. Therefore, through engaging in critical inquiry on the prevalence of racism and Islamophobia, educators can disrupt the continued educational… [Direct]

Baptiste, H. Prentice; Haynes Writer, Jeanette (2021). As Elders in Our Villages: Re-Imagining Racist and Anti-Indianist Public Schools. Multicultural Perspectives, v23 n3 p161-166. The authors, a Cherokee woman and an African American man, write from the important stance of multicultural education Elders, working from the foundational concept of the community as a village to raise a child. They discuss the caste system in the U.S. and briefly outline the historical and contemporary dehumanizing and assimilative actions of racism and anti-Indianism waged against communities, and specifically children in public schools. The authors then move to Elders? demands for the protection of children and call for public schools to institute practices such as funds of knowledge. They conclude with their personal and professional obligations and responsibilities to prepare teachers to be effective for all children, ensuring the well-being and cultural continuance for the children of their respective communities…. [Direct]

Guttman-Lapin, Danielle; Ormiston, Heather E.; Shriberg, David (2021). Social Justice as a Framework for Addressing Mental Health Disparities. Communique, v49 n5 p14-16 Jan-Feb. This article is part of a year-long series facilitated by the National Association of School Psychologists (NASP) Social Justice Committee (SJC) highlighting the impact of health disparities on youth through a social justice lens for school psychologists. Historical and systemic racism and instructional inequities contribute to mental health disparities for minoritized youth. This article focuses on school-based applications of utilizing social justice principles to promote the mental well-being of students. Mental health disparities in education are discussed and an advocacy framework is proposed as a mechanism for addressing mental health disparities. [For the article preceding this one in the series, "Physical Health Disparities as a Social Justice Issue: Actions School Psychologists Can Take at the Systems Level," see EJ1275729.]… [Direct]

Kanipes, Margaret; Mack, Kelly; McGee, Ebony O.; Parker, Lynette; Taylor, Orlando L. (2021). HBCU Presidents and Their Racially Conscious Approaches to Diversifying STEM. Journal of Negro Education, v90 n3 p288-305 Sum. HBCUs have outpaced all other institutions of higher education in graduating Black students who are empowered to pursue graduate programs and contribute to the science, technology, engineering, and mathematics (STEM) ecosystem. These successes are due, in part, to Black presidents who are at the helm of these institutions. This study examined the practices of thirteen Black HBCU presidents or senior administrators. The authors interviewed these leaders and relied upon Gallos and Bolman's four frameworks to explore university presidents' decision-making to understand the skillsets and values that enabled them to create educational environments where Black STEM students thrived. These HBCU presidents utilize multiple leadership frames concurrently, while operating under a race-conscious approach to understand, identify, and counter the structures of systemic racism…. [PDF]

Burnam, Hugh (2023). Haudenosaunee Men and Masculinities in Higher Education: Perceptions, Reminders, and Responsibilities to Community. ProQuest LLC, Ph.D. Dissertation, Syracuse University. Native men in higher education experience among the lowest persistence and graduation rates in the United States (Condition of Education, 2020). Native men are subjected to systemic barriers brought by settler colonialism such as racism and patriarchal hegemony which negatively impact their perceptions of masculinity and forces them to move away from their traditional cultural teachings (Boyden, et al., 2014; Innes & Anderson, 2015). These systemic barriers also detrimentally impact the perceptions and experiences of Native men in higher education (Poolaw, 2018; Still, 2019). The experiences of Native men in higher education still need to be explored further (Reyes & Shotton, 2018). Native students often feel marginalized, and their experiences are made invisible in education research and statistics, causing their stories to be left untold. Using Indigenous Storywork (Archibald, 2008) and Critical Race Methodology (Solorzano & Yosso, 2002), this qualitative study examines… [Direct]

Suspitsyna, Tatiana (2021). Internationalization, Whiteness, and Biopolitics of Higher Education. Journal of International Students, v11 n1 p50-67. From a postcolonial perspective, U.S. higher education is entangled with the colonial past and the neoliberal neo-colonial present as an economic actor that dominates global educational markets through internationalization. The COVID pandemic and the nationwide movement for racial justice have brought these entanglements into stark relief in the ways U.S. colleges and universities are implicated in the neoliberal biopolitics of race. Applied to higher education, Michel Foucault's concept of biopolitics as the management of life and wellbeing of populations and his conceptualization of racism as a biopolitical tool illuminate how U.S. colleges and universities maintain racialized categorizations of lives worth protecting and lives considered disposable in the service of dominant whiteness. De-centering whiteness and eliminating its advantage and superiority in research, curricula, instruction, and internationalization is a necessary step toward a future that envisions a more inclusive… [PDF]

Samuel Jaye Tanner (2019). Whiteness Is a White Problem: Whiteness in English Education. English Education, v51 n2 p182-199. This article relies on methods of racial storytelling to provoke the field of English education (and teacher education more generally) to see how race is a white problem. Specifically, I tell and make sense of stories from my experiences as a white high school English teacher and English education scholar to wonder about the potential work white people might engage to contribute to better understandings of whiteness and, perhaps, antiracism. I argue that it is time for white people to worry about how mediating race through people of color affects engagement with race, racism, and antiracism in the field of English education…. [Direct]

Irby, Decoteau J. (2021). Stuck Improving: Racial Equity and School Leadership. Race and Education Series. Harvard Education Press An incisive case study of change-making in action, "Stuck Improving" analyzes the complex process of racial equity reform within K-12 schools. Scholar Decoteau J. Irby emphasizes that racial equity is dynamic, shifting as our emerging racial consciousness evolves and as racism asserts itself anew. Those who accept the challenge of reform find themselves "stuck improving," caught in a perpetual dilemma of both making progress and finding ever more progress to be made. Rather than dismissing stuckness as failure, Irby embraces it as an inextricable part of the improvement process. Irby brings readers into a large suburban high school as school leaders strive to redress racial inequities among the school's increasingly diverse student population. Over a five-year period, he witnesses both progress and setbacks in the leaders' attempts to provide an educational environment that is intellectually, socioemotionally, and culturally affirming. Looking beyond this single… [Direct]

Porcher, Kisha (2021). Don't Talk about It, Be about It: Centering Blackness in a Grammar and Language English Education Course. Contemporary Issues in Technology and Teacher Education (CITE Journal), v21 n2. At the start of the pandemic, a lot of talk occurred about reimagining education, especially since the inception of schooling in America is not built for Black children. Research has examined the violence against Black children in schools, not to mention the double pandemic that they are experiencing with COVID-19 and the country's history of racism. As a Black scholar-practitioner, this author was hopeful for the future of education and teacher education. As the school year approached, however, and universities made a decision about virtual, hybrid, or in-person teaching and learning, the author noticed that the content or pedagogical practices had not changed or been reimagined, especially in English Education teacher preparation programs. As an effort to shift from talking about reimagining to action, the author utilized the framework of being, learning and teaching, and technology as a pedagogical tool to center Blackness in redesigning the course, English Language: Grammar and… [Direct]

Tierney, William G. (2021). Higher Education for Democracy: The Role of the University in Civil Society. SUNY Press Democracy and higher education are inextricably linked: universities not only have the ability to be key arbiters of how democracy is advanced, but they also need to reflect democratic values in their practices, objectives, and goals. Framed by the COVID-19 pandemic, and the ongoing crisis of structural racism, "Higher Education for Democracy" explores academe's role in advancing democracy by using a cross-national comparison of Los Angeles, New Delhi, and Hong Kong to develop strategies that universities can employ to strengthen democracy and resist fascism. William G. Tierney argues that if academe is to be a progenitor in the advancement of democracy, then we need to consider five areas of change that have been significant across national contexts amid both globalization and neoliberalism: inequality, privatization, the public good, identity, and academic freedom. Taking a comparative approach and drawing on scholarly literature, archival research, and interviews,… [Direct]

Rutherford, Gill (2023). Teacher Education: Doing Justice to UNCRPD Article 24?. International Journal of Inclusive Education, v27 n10 p1133-1147. The unjust schooling experiences of many disabled students is the impetus for this conceptual paper, which investigates the complexity involved in developing future teachers' knowledge and commitment to putting into practice disability rights-related provisions. The paper focuses on the components of Article 24 of the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) (United Nations 2006. "United Nations Convention on the Rights of Persons with Disabilities." Accessed March 1, 2020. www.ohchr.org/EN/HRBodies/CRPD/Pages/Con…) that relate specifically to teacher education programmes. The concepts of dysconciousness (King 1991. "Dysconscious Racism: Ideology, Identity, and the Miseducation of Teachers." Journal of Negro Education 60 (2): 133-146) and dysconscious ableism (Lalvani et al. 2015. "Teacher Education, Exclusion and the Implicit Ideology of Separate but Equal: An Invitation… [Direct]

Ayala, Mycah L.; Barth, Alexandra M.; McKee, Shannon L.; Mire, Sarah S.; Ramclam, Ashley N.; Tan, Samantha X. L.; Truong, Dieu M. (2022). Cultural Considerations for Conducting Autism Assessment with Asian American and Pacific Islander Students. Psychology in the Schools, v59 n7 p1430-1444 Jul. In public schools, Asian American and Pacific Islander (AAPI) students are overidentified with autism (AU) but are underrepresented in other special education categories. Such patterns may be result, in part, from overaggregation of data from students representing diverse AAPI ethnic groups. Yet, professionals' implicit biases, limited cultural responsivity in evaluation and research, and structural and systemic racism also likely contribute to the pervasive AU disproportionality in school-based identification. To improve accuracy of AU identification and appropriateness of school services and programming, the current paper aims to enhance school psychologists' (SPs') awareness and knowledge about AAPI cultures and to improve their efforts in conducting culturally responsive evaluation with AAPI students suspected of AU. An overview of historical and current anti-AAPI issues and AAPI cultural perceptions of AU are provided. Then, through the lens of sociocultural theory and using a… [Direct]

Jones, YeVonne A. (2019). "I Was the Only One in the Building." Lived Experiences of Black School Counselors Post-"Brown v. Board of Education" in Predominantly White Schools. ProQuest LLC, Ph.D. Dissertation, Indiana State University. The purpose of this study was to explore the lived experiences of Black school counselors post-"Brown v. Board of Education" (1954) decision and their integration into predominantly White public schools. A literature review was conducted which included the history of school counseling, "Brown v. Board of Education," and its impact on the displacement of Black educators. The literature also explored the experiences of Black teachers and students post-"Brown" and current demographic data of school counselors. A qualitative study was conducted to capture the lived experiences of participants using multiple case studies and narrative life stories. Four Black school counselors served as participants and were interviewed in semi-structured interviews. Data were coded by themes using constant comparative method. Six themes emerged: racism, coping strategies, appearance, supports, everybody's counselor, and everywhere I go. Analysis of the responses exhibited… [Direct]

Karishma Furtado; Matthew Chingos (2024). What Evidence Could Help Schools Put Students on a Path to Economic Mobility? Research Report. Urban Institute Upward mobility is core to the American dream yet remains unobtainable for many Americans. And although education is widely viewed as a key lever to support students' upward mobility, there is too little actionable information about how schools promote lifelong success. As a result, PK-12 education tends to focus on conventional indicators of success, such as standardized test scores, that–though important–are unlikely to capture the full set of skills that drive upward mobility. This report reviews the available evidence on the direct links between PK-12 education and economic mobility. We find that the current research offers little guidance about which skills and competencies in PK-12 education are most important for economic success. In part, this is because few studies connect students' PK-12 experiences to their economic success as adults. Additionally, the existing research defines success narrowly in terms of wages, ignoring other dimensions like finding dignity in one's… [PDF]

Cook-Sather, Alison (2022). Responding to Twin Pandemics: Reconceptualizing Assessment Practices for Equity and Justice. Research & Practice in Assessment, v16 n2 p5-16. The intersection in 2020 of the new COVID-19 pandemic with the ongoing pandemic of anti-black racism exacerbated existing injustices as well as caused and revealed new inequities in US higher education. Because inequities in assessment in particular were intensified by these twin pandemics, faculty at several US colleges revised assessment approaches as part of their pedagogical partnership work over the last year. This paper describes the one-on-one, semester-long, pedagogical partnerships these faculty undertook with undergraduates not enrolled in the faculty members' courses. It reviews the commitments of such partnership work to equity and justice, offers examples of how four faculty-student pairs across the disciplines at three US colleges revised their approaches to assessment, and analyzes how these examples work toward equity and justice. The paper concludes with a discussion of the implications of such work not only at the intersection of twin pandemics but under all… [PDF]

Charalambous, Panayiota; D'hondt, Fanny; Mesaritou, Evgenia; Spyrou, Spyros; Stevens, Peter A. J.; Van Houtte, Mieke; Van Praag, Lore; Vervaet, Roselien (2016). Minority Students' Responses to Racism: The Case of Cyprus. British Journal of Educational Studies, v64 n1 p77-95. While research has focused on the role of racism in (re)producing ethnic/racial inequalities in education, there is very little research that investigates how variability in minority students' responses to racism can be explained. By using an ecological approach to integrate existing research on actors' responses to racism, this study finds that researchers have generally neglected factors and processes situated at the micro- and meso-levels of analysis. Qualitative interview data with Turkish-Cypriot children enrolled in schools in the predominantly Greek-speaking part of the Republic of Cyprus are used to investigate their strategies in response to racism and the factors that explain the observed variability in their responses. The findings suggest the importance of and interactions between factors situated at different levels of analysis, including the level of organizations and social groups and face-to-face interactions in explaining variability in young people's responses to… [Direct]

Mattsson, Christer (2021). Hiding in the Classroom: How Neo-Nazi Leaders Prepare Their Children for Schooling. Power and Education, v13 n3 p134-146 Nov. As part of the general curricular ambitions of contributing to the development of a democratic society, Swedish schools are mandated to actively combat racism and extremism. This causes particular challenges when teachers encounter students who have been brought up in environments where racist and extremist worldviews dominate. This study analyses four Swedish neo-Nazi leaders' experiences of schooling and how they have utilised these experiences when establishing an approach for their children's schooling. The focal point of the analysis is the ideological dilemmas that arise from clashes of conviction among neo-Nazi leaders, their children and the teachers. The results show how neo-Nazi leaders use their own negative experiences of schooling to prepare their children on how to escape both democratic education and prevent social stigmatisation…. [Direct]

Henry, Tamara R. (2019). A Willingness to Fail: Reflections on the 2018 Religious Education Association Conference. Religious Education, v114 n3 p362-368. The 2018 Religious Education Association (REA) meeting, "Beyond White Normativity: Creating Brave Spaces" shed light for many on the failure of the REA to effectively confront the reality of white racial bias within its systemic and structural practices. This essay reflects on four specific ways these challenges emerged during the 2018 session and highlights strategies for how the association might continue the effort to address explicit and implicit racism in its midst…. [Direct]

Steven L. Riddick (2023). Exploring the Impact of Misandry and Racism on the Career Experiences of Black Male K-12 Educators: A Case Study. ProQuest LLC, Ed.D. Dissertation, Marymount University. In this study, I explore the impact of misandry and racism on the career experiences of Black male K12 educators in a doctor of education (EDD) program. Misandry is a concept that is defined as dislike of, contempt for, or ingrained prejudice against men i.e. the male sex. (Nathanson, 2006). This concept is a direct parallel to misogyny. While misogyny is more of a well-known and understood concept, misandry may not seem as understood. The concept of misandry manifests itself into the intricate conceptualization of dislike, contempt for and ingrained prejudice against men. As a result of the prevailing mindset of some, Black men and boys are scrutinized in ways other races of men and boys are not. Black men face stiffer penalties for the same or similar crimes as White men. Black men are subject to extreme difficulties based on predisposed prejudices in both jurisprudence and economical concepts. Additionally, Black male K-12 educators are touted as disciplinarians more than for… [Direct]

Fuller, Laurie; Meiners, Erica R. (2020). Will White People Work Collectively to Trump White Power? Stepping up for Struggle beyond the Yard Sign. International Journal of Qualitative Studies in Education (QSE), v33 n2 p263-273. What can white people do to resist racism and white supremacy in this political moment? Using the conceptual frameworks of transformative justice and community accountability drawn from antiviolence and antiprison industrial complex movements, this essay explores this question and aims to contribute to the proliferation of collective action. Building from and with examples from organizers, activists and theorists who are working collectively, often within the curricular and cocurricular spaces of education and schools, to challenge white supremacy and other forms of oppression, this essay offers partial suggestions and engagements to build the capacity of white people to dismantle white supremacy…. [Direct]

Carolyn Mazzei; Ebony Terrell Shockley; Jan Edwards; Tatiana Thonesavanh; Zachary Maher (2024). Multiple Approaches to "Appropriateness": A Mixed-Methods Study of Elementary Teachers' Dispositions toward African American Language as They Teach a Dialect-Shifting Curriculum. Reading Research Quarterly, v59 n3 p468-486. Despite decades of sociolinguistic research, African American Language (AAL) remains stigmatized throughout the United States education system. There have been proposals to counteract this through curricula and/or ideological interventions targeted at teachers that seek to validate AAL while maintaining Dominant American English (DAE) as an educational target. However, such approaches have been criticized for giving limited attention to combating the racism that underlies much linguistic marginalization. We used a mixed-methods approach to explore the benefits and limitations of a dialect-shifting curriculum in shaping teachers' language ideologies. Participants (n = 40) were K-1 teachers in a predominantly Black mid-Atlantic city. They were participating in an efficacy study of a dialect-shifting curriculum; schools were randomly assigned to teach the curriculum (intervention condition) or continue with business as usual. Before and after the intervention, teachers completed a… [Direct] [Direct]

Crofoot, T.; McKinley, C.; Showalter, G. M.; Stone, Kaden (2023). Systematic Evaluation of Geoscience Education Programs That Are Designed for Indigenous Students, or Use Traditional Knowledge. Journal of Geoscience Education, v71 n3 p428-441. The geoscience community has begun to grapple with the whiteness of the community and the harm and erasure of Indigenous communities done by earth and environmental scientists. We have come to understand that to recruit and retain Indigenous students, geoscience education needs to be culturally responsive by explicitly centering Indigenous students. This has created a great need for guidelines about how to approach and evaluate educational programs that are designed for Indigenous students, and/or use Traditional Knowledge. There are many recent initiatives, especially those led by Indigenous scientists and faculty, that have done this well. We present here a newly developed rubric and systematic review of publications about Indigenous geoscience initiatives for K-12, college education, and professional training. Our evaluation examines the implementation of the program, its content, approach (i.e., if the program used Indigenous ways of learning and knowing or taught Indigenous… [Direct]

Garduno, Victoria Ann (2022). Validation and Resiliency of Mexican Migrant Farm Worker Students in Institutions of Higher Learning. ProQuest LLC, Ph.D. Dissertation, University of Colorado Colorado Springs. This qualitative phenomenological study examined the factors influencing Mexican Migrant Farm Worker (MMFW) students' persistence in higher education. Twelve MMFW students from three Colorado universities were interviewed to understand the MMFW students' specific barriers and how they overcome obstacles to persist in their education. The study sought to answer the following questions: What influences MMFW students' persistence in higher education? and What recommendations do MMFW students offer to enhance their persistence in higher education? MMFW students tend to have less experience in education and have fewer family members connected to academia: therefore, understanding positive impacts on resiliency will help create guidance to contribute to the success of current and future migrant students in higher education. In-depth interviews provided an insight into the lived experiences of MMFW students in higher education and highlighted the internal and external components that… [Direct]

Michaela M. Dengg (2024). Same, Same but Different: A Critical Post-Intentional Phenomenology on the Lived Experiences with Whiteness of White International Graduate Students from Europe in the United States. ProQuest LLC, Ph.D. Dissertation, The Ohio State University. This post-intentional phenomenological study grounded in Critical Whiteness Studies explored the lived experiences with whiteness, the post-intentional phenomenon, of white international graduate students from Europe. The study was guided by an overarching research question with two sub-questions. Data collection included three separate semi-structured interviews with six participants, journal entries, as well as researcher conversations, and data analysis featured thematic coding through NVivo. The first subquestion explored how the U.S. higher education setting shapes white European international students' understanding of whiteness. This line of inquiry found an overarching theme of participants' development from colorblindness to more racial awareness by having to grapple with their own white racial identity and constructions of race and racism in and outside the United States. The second subquestion explored how white European international students enact and benefit from… [Direct]

Caruthers, Loyce; Friend, Jennifer; Schlein, Candace (2022). School Desegregation as Multi-Generational Narratives of Afropessimism. Educational Studies: Journal of the American Educational Studies Association, v58 n1 p33-49. The Kansas City, Missouri School District (KCMSD) avoided federal oversight to comply with the desegregation ruling for nearly 30 years after "Brown v. Board of Education" by establishing a neighborhood concept for school attendance boundaries. "Jenkins v. Missouri" ended in 1995 with a U.S. Supreme Court decision to desegregate schools in this district. Our research project used BlackCrit and oral history to examine the experiences of 15 participants, who were educators, students, parents, and community members that formed the legacy of school desegregation. Their counter stories shed critical light on how they continue to grapple with persistent inequalities in today's schools. Themes from their stories resonated with vivid accounts of the desegregation plan that guided their educational experiences; the community's reactions to desegregation; views about integration; dangerous memories of institutional racism and antiblackness; and lessons from a contested… [Direct]

Wright, Zachary (2022). Dismantling a Broken System: Actions to Bridge the Opportunity, Equity, and Justice Gap in American Education. Solution Tree Become a hyperlocal activist for change and help ensure a bright future for every student. Written for educators at all levels, this resource dives into the American education system, exposing the history of discrimination and offering strategies for establishing financially and academically equitable learning environments. You'll be empowered with specific action steps to educate yourself and others and to move toward inclusion and cultural relevance in your school community. This book will help educators: (1) Engage in specific ways to acknowledge and educate yourself and your students about racism and improve your cultural responsiveness; (2) Know the link between school funding and local wealth and how it perpetuates educational injustice; (3) Explore ways to improve programs for those who are becoming teachers or who are new to the profession; (4) Consider new policies for teachers' unions; and (5) Discover people and organizations that are making change in their local areas…. [Direct]

Dina Zoe Belluigi; Grace Ese-osa Idahosa; Nandita Banerjee Dhawan (2025). "Going beyond the Call of Duty": Academic Agency and Promoting Transformation for Sustainability in Higher Education. International Journal of Sustainability in Higher Education, v26 n1 p21-36. Purpose: In the past decade, against increasing global inequality, higher education has grappled with increased demands for social justice, transformation and decolonisation. While a lot of research in South Africa has focused on the (im)possibilities of fostering racial, gendered, socio-economic and cultural change, the connection of such change to questions of sustainability has been less explored. The purpose of this paper is to specifically explore the agency of academics to foster transformative initiatives for sustainability within the context of institutions historically serving under-represented populations. Design/methodology/approach: Using a qualitative methodology, this paper highlights the importance of considering sustainability in processes of transformation. This paper is specifically interested in how academic faculty and those in assigned leadership positions view their agency in relation to promoting transformation for sustainability at the institutional level…. [Direct]

Dinah Volk; Eliza Braden; Gloria Boutte; Jennipher Frazier; Kamania Wynter-Hoyte; Sabina Mosso-Taylor; Susi Long (2023). Curricular Violence and the Education of Black Children: Working toward Positive Peace through Pro-Black Practices. International Journal of Early Childhood, v55 n3 p347-367. This article responds to the endemic, intergenerational, and pervasive racism endured by Black children in the USA and the need to reimagine classrooms as cultures of peace where Black histories, literatures, accomplishment, oppression, resistance, resilience, and joy are taught as central to the curriculum. To do so, the article shares a five-year study of practices developed by 12 teachers working with university educators to construct Pro-Black pedagogy for children from ages five-to-nine. The article opens with descriptions of renewed efforts in the USA to ban books and deny the teaching of whole histories and how that constitutes curricular violence in the lives of Black students. The study is anchored in Black Critical Theory as it encompasses understandings of anti-and Pro-Blackness in the education of young children. With decolonizing methodologies guiding data collection, analysis, and representation, findings are shared in the form of (a) practices used by the teachers to… [Direct]

Breland, Byron D. Clift; Bush, Edward C.; Buul, Abdimalik A. (2023). Liberatory Community College Leadership: Education, Decolonization, and Emancipation. New Directions for Community Colleges, n202 p199-208 Sum. Building from Freire's ideas of liberatory education in the "Pedagogy of the Oppressed," Carter G. Woodson's "The Mis-Education of the Negro," and Frantz Fanon's "The Wretched of the Earth," we outline a new and audacious approach in this chapter, in hopes that it will better position a more transformative and revolutionary approach for community college leaders to profoundly address the systemic inequities that exist in their colleges. Additionally, we critically examine current notions related to the principal tenets of equity-minded leadership that are currently couched in anti-racist frameworks, arguing for the need for leadership approaches rooted instead in liberatory ideas. Current anti-racist frames are limited and ultimately fall short of producing the type of leadership that will lead to the deep systemic change necessary to dismantle, decolonize, and reconstruct systems that are rooted in institutional racism and colonialism. Our views are… [Direct]

Jaimis Rebecca Ulrich (2023). Resisting Internalized Oppression: Hypnotherapy (Guided Meditation) as a Liberatory Praxis by and for Women of Color in Education. ProQuest LLC, Ed.D./HE Dissertation, Azusa Pacific University. Internalized oppression is a pervasive issue that disproportionately affects Women of Color in education. Continuous exposure to systemic oppression, such as sexism and racism, can further exacerbate existing internalized oppression (Crenshaw, 1991) and can result in severe implications on the overall emotional, physical, and spiritual health of those affected (Bryant-Davis & Comas-Diaz, 2016). It is critical to recognize and challenge these internalized beliefs to foster personal growth and collective liberation. By engaging in practices that resist internalized oppression, individuals can reclaim their power and work toward dismantling oppressive systems. Integrating critical action research (Fine & Torre, 2021; Ledwith, 2007) with critical radical feminism (hooks, 2000), this qualitative study used an arts-based approach (Bhattacharya & Payne, 2016) and hypnotherapy (guided meditation; G. Smith, 2022) to explore the use of hypnotherapy (guided meditation) as a… [Direct]

Aronson, Brittany A.; Culberson, Emily; Hochstetler, Britt; Lowman, Suzanne; McCartney, Ash; McMinimy, Jocelyn; Murphy, Emily; Newlin, Ralph; Santen, Emily; Sutphin, Rachel; Terlau, Megan; Vrzal, Nicholas; Wheeler, Imani (2020). Pre-Service Teachers as Curriculum Makers: What Could Social Justice Look Like in a Middle School Curriculum?. Journal of Educational Research and Innovation, v8 n1 Article 9. In this article, we answer the questions 1) What could social justice look like in the middle school curriculum; 2) How do we help young adolescents recognize and repudiate racism and other forms of social injustice; and 3) What are some lessons learned from a middle level teacher preparation with a focus on social justice? By presenting three examples of social justice curriculum created by pre-service teachers in their teacher leadership education course, we argue for spaces that allow pre-service teachers to be curriculum-makers if we are truly seeking social justice educators in schools. We conclude, through the perspective of the pre-service teachers, effective practices they believe should be a part of teacher preparation that focus on social justice education…. [PDF]

Thakore-Dunlap, Ulash (2023). Understanding the Lived Experiences of Students of Color in Graduate Counseling Education: Implications for Educators and Leaders. ProQuest LLC, Ed.D. Dissertation, San Francisco State University. The purpose of this qualitative study was to understand the lived experiences of students of color enrolled in graduate counseling education (GCE) master's-level programs in California. A phenomenological approach was used, and participants included 25 students of color from five GCE programs who were enrolled in terminal master's-level counseling and counseling psychology programs in marriage and family therapy, general counselors, and professional clinical counseling California State University and California private institutions. Five student online focus groups were conducted via Zoom to collect the data. The following three main themes emerged in the findings: (a) Social Support, (b) Structural and Interpersonal Racism, and (c) Administrative and Leadership Needs. Implications of findings and recommendations indicate social supports, using a CRT pedagogy framework, and administrative and leadership needs help to increase sense of belonging, academic success, and retention for… [Direct]

Crabtree, Lenora M.; Stephan, Michelle (2023). That Exists Today: An Analysis of Emerging Critical Consciousness in a Professional Development Setting. Journal of Science Teacher Education, v34 n2 p105-131. Recent events reveal the impact of systemic inequities on marginalized communities and highlight the importance of critical frameworks in science teacher education. Education theorists and research suggest that lack of sociopolitical, or critical, consciousness among teachers limits their ability to engage students in culturally relevant teaching and learning; provoking critical consciousness among white educators is an especially daunting task. Research is needed to uncover how science teacher educators might support the development of critical consciousness among practicing science teachers. In this article, we present findings from a study situated within a larger Design-based Research project to test and revise an instructional sequence grounded in science content, collaborative inquiry, and critical place-based pedagogies. This analysis of how participants' collective awareness developed over the course of a four-day Professional Development workshop offers insight into how… [Direct]

Jasmine Jones (2024). Contesting the Boundaries of Physics Teaching: What It Takes to Transform Physics Education Toward Justice-Centered Ends. Science Education, v108 n4 p1015-1033. The underrepresentation of Black Americans in physics has been persistent for so long that it seems to have constrained physics educators' collective imagination when it comes to conceptualizing and pursuing equity in physics teaching and learning. Drawing on a teacher research study that foregrounds justice-centered physics teaching, this article pushes past the "equity as access" narrative toward more expansive visions of equity and justice by reimagining physics education as a liberatory praxis. Accordingly, this study explores the complexities that emerged while expanding the boundaries of physics learning to embrace a justice-centered curriculum through a Youth Participatory Science (YPS) project. Taught in the context of a freshman physics course at an urban public high school, this YPS project engaged students in designing solar energy systems for an African-American community historically harmed by environmental racism. Critically evaluating curricular documents, I… [Direct]

Cohen, Robert; Drake, Janine Giordano (2022). Debating the 1619 Project. Social Education, v86 n1 p9-15 Jan-Feb. If high school history courses are meant to introduce students to the paradoxes and debates of American history, then they should study the 1619 Project, the authors argue in this article. College history students regularly debate the extent to which slavery was formative to the development of American systems of law, business, medicine, religion and foreign policy. The original 1619 Project, in addition to the "1619 Project" book, offers teachers a set of historical essays they can assign, debate, and discuss with their students. However in 27 states, elected officials on school boards and legislatures press to muzzle classroom discussions on slavery, race, and white supremacy under the presumption that an emphasis on the structures of white supremacy stokes conflict over inequality and furthers unfair implications of white students' complicity in American racism. When politicians encourage teachers to censor the historical record and thus prevent discussion of… [Direct]

Lewis, Tyson E. (2018). "But I'm Not a Racist!" Phenomenology, Racism, and the Body Schema in White, Pre-Service Teacher Education. Race, Ethnicity and Education, v21 n1 p118-131. In this article, I call for a phenomenological turn in educating white, pre-service teachers. As opposed to dominant pedagogical models which focus on changing one's beliefs about race, phenomenology points toward the importance of pre-conceptual, pre-critical forms of racial embodiment. Here I draw upon recent work on the different between body image (beliefs about the body) and body schema (what the body can do). The worry is that existing forms of anti-oppressive education miss the centrality of the schema, and thus do not go far enough in uncovering the embodied, perceptual roots of racism…. [Direct]

Ana Lilia Romero (2022). Double-Edged Work: The (In)Visible Labor of Women of Color Mid-Level Higher Education Professionals. ProQuest LLC, Ph.D. Dissertation, University of California, Los Angeles. Women of color who pursue careers in higher education administration face a double bind of navigating institutional barriers wrought by sexism and racism while simultaneously taking on the crucial work of mentoring, advocating, and caring for students of color. This multi-method study drew on organizational support theory (Eisenberger et al., 1986) and intersectionality (Crenshaw, 1989; 1991) to understand the contributions of women of color on higher education campuses and the perceived support and value of their contributions. First, descriptive analyses were used to examine data from 998 respondents to the 2020 HERI Staff Climate Survey to understand gender and racial differences in items related to organizational support and diversity work. Additionally, structural equation modeling using a subset of 142 mid-level women of color staff was used to examine the relationship between diversity work, organizational support, campus racial and gender climate, and supervisor support on… [Direct]

Shapiro, Lauren R. (2023). Educating College Students for Loss Prevention Jobs: Understanding Stereotypes and Their Role in Surveillance and Punishment Decisions Regarding Juvenile Shoplifters. Journal of Vocational Education and Training, v75 n1 p130-154. The purpose of this article was to improve the post-secondary vocational education curriculum for private security students by focusing on a particular applied skill — detection of juvenile shoplifters. Educators are tasked with helping students to identify racist beliefs and reduce worldwide organisational racism in the retail industry. Consistent with this goal, 166 urban college students in the U.S. provided physical appearance, behaviour, and family characteristics comprising their stereotype of a juvenile shoplifter. After reading one of 10 shoplifting vignettes with different combinations of sex and race/ethnicity of 14-year-old shoplifter, students made decisions relevant to identification, surveillance, and consequences. Marginalised juveniles were selected the most for surveillance and given harsher, formal consequences consistent with predictions they would recidivate. The findings suggest that instructors must implement specific changes in their curriculum to guide… [Direct]

Crowley, Ryan M.; Cushing-Leubner, Jenna; Demoiny, Sara B.; Smith, William L. (2021). Threshold Concept Pedagogy for Antiracist Social Studies Teaching. Multicultural Perspectives, v23 n2 p87-94. This conceptual article explores the use of threshold concepts to help pre-service teachers develop antiracist dispositions. Threshold concepts are "troublesome knowledge" within a discipline that serve as gateways to expanded modes of thinking about subject matter. Grappling with threshold concepts places learners in a liminal space as they confront new knowledge that connects them to transformative, irreversible, and integrative understandings. In response to a call for expanding pedagogical content knowledge of threshold concepts in teacher education, we propose the use of threshold concepts as a pedagogical tool to structure methods courses in order to facilitate the growth of PSTs' working racial knowledge. We provide the study of redlining as an exemplar of how to promote the threshold concept of structural racism toward developing PSTs' antiracist dispositions…. [Direct]

Atif, Ameena; Wozolek, Boni (2022). "A Nice White Lady": Critical Whiteness Studies, Teacher Education, and City Schools. International Journal of Qualitative Studies in Education (QSE), v35 n7 p755-763. Critical Whiteness Studies (CWS) can be a significant tool to dismantle white supremacy in educational contexts. However, the authors argue that without attending to the forms of curriculum as they are entangled across systems of schooling, CWS can reinscribe the very forms of whiteness it seeks to disrupt. Identifying as a queer, Brown assistant professor of education and a Black undergraduate student who recently finished her studies, this paper uses a duo-ethnographic approach to examine what the authors call an "enacted curriculum of whiteness." Through their respective narratives, the authors explore how students and faculty bracketed CWS, often identifying CWS as a part of the formal curriculum while using the enacted curriculum to defend and maintain normalized racism. The authors argue that alongside CWS in teacher preparation, an emphasis on curriculum studies is critical to resisting the "nice white lady" phenomenon that often infects teacher preparation… [Direct]

Tichavakunda, Antar A. (2022). University Memorials and Symbols of White Supremacy: Black Students' Counternarratives. Journal of Higher Education, v93 n5 p677-701. Universities across the globe continue to reckon with memorialization and symbolism tied to racist histories. In this paper, the author uses Critical Race methodology to examine how 23 Black undergraduate students at the University of Cincinnati interpret and experience one such symbol–the namesake of an enslaver–memorialized throughout campus. The enslaver, Charles McMicken, bequeathed money for what would become the University of Cincinnati explicitly for the "education of White boys and girls." The author begins with the assumption that the namesake is a symbol of White supremacy. Using Critical Race Theory, the author analyzes: (1) to what extent this symbol shapes students' campus experiences; and (2) the mechanisms by which students' learned of the racist histories behind the symbol. The data presented demonstrates how counternarratives surrounding this symbol were shared and how the concept of racial realism–the belief that racism is permanent–might be useful in… [Direct]

Melissa Reese (2023). To the Heart of It: Relationships between White Teachers and Black Students. ProQuest LLC, Ed.D. Dissertation, California State University, East Bay. Although developing a positive relationship between teachers and students is important for students to thrive in school, white teachers frequently fail to do this with their Black students. The failure of white teachers to connect with their Black students contributes to inequities such as disparities in academic achievement, the overrepresentation of Black students in special education, and the disproportionate exclusionary discipline of Black students. When these classroom patterns continue, they perpetuate the larger systems of racism that exist in the U.S. and take the lives of Black people every day. Teachers are responsible for student learning, are a frequent starting point for students' referral to special education, and often initiate the first step in a process that results in exclusionary discipline. Therefore, this study follows a heuristic and intimate inquiry approach to learn from Black students what their experiences and relationships with white teachers have been… [Direct]

Cole, Eddie R. (2018). College Presidents and Black Student Protests: A Historical Perspective on the Image of Racial Inclusion and the Reality of Exclusion. Peabody Journal of Education, v93 n1 p78-89. This essay revisits college presidents during the early 1960s to investigate the long history of how academic leaders manage racial unrest on college campuses. Throughout time, the concept of a welcoming and inclusive climate for black students on majority-white campuses has functioned as an illusion alongside the prevailing reality of racism on and off American campuses. In turn, this essay exhibits how political structures, as well as university hierarchy, have shaped academic leaders' approach to social change in higher education. Therefore, this work demonstrates the need to reevaluate higher education history as a lens for understanding the current American sociopolitical context that shapes present-day academic leaders and their challenges of addressing racism on college campuses. In summary, this work renders a richer and more nuanced understanding of the complexities college presidents, students, and campus stakeholders, such as governors and boards of trustees, face to… [Direct]

Cutler, Kelly JoAnn; Larson, Carrie (2017). Unpacking the Social Construct of Race: Exploring Racial Categories with Predominantly White Middle Schoolers. AERA Online Paper Repository, Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017). Currently, the color-blind perspective is widespread in schools, as evident in formal policies and practices, as well as informal social norms (Gillborn, 1992; Sleeter, 2004). Since race is often perceived as a taboo topic in education, proponents of colorblindness ignore the existence of race and the devastating impact of racial injustice in education (Milner, 2010; Tatum, 2007). Anti-racist curriculum combats colorblindness by directly teaching students about race and exposes the Eurocentrism in American public education. This study investigates predominantly White sixth grade students' reflections after explicit lessons discussing colorblindness, the social construction of racial categories, racism, and racial identities. Initial findings indicate middle school students' are eager to develop a more sophisticated understanding of race, racism, and societal implications…. [Direct]

Crowley, Ryan M.; Smith, William L. (2020). A Divergence of Interests: Critical Race Theory and White Privilege Pedagogy. Teachers College Record, v122 n1. Background/Context: Informed by the increasing racial disparity between the nation's predominantly White teaching force and the growing number of students of color in K-12 schools, along with the well-documented struggles that White teachers have in exploring race and racial identity, the authors critique the use of White privilege pedagogy as a strategy for promoting antiracist dispositions in White pre-service teachers. Purpose/Objective/Research Question/Focus of Study: By deploying several concepts central to critical race theory, as well as critiques that note the shortcomings of past attempts at racial reform (Brown v. Board of Education, Voting Rights Act), the authors investigate the effectiveness of White privilege pedagogy within the teacher education setting. Research Design: To construct our conceptual critique of White privilege pedagogy within teacher education, we reviewed the extant literature that discussed the range of shortcomings to this pedagogical approach. To… [Direct]

Castek, Jill; Harris, Kathy; Jacobs, Gloria E.; Vanek, Jen (2022). Examining the Perspectives of Adult Working Learners and Key Stakeholders Using Critical Race Theory. Higher Education, Skills and Work-based Learning, v12 n6 p1108-1121. Purpose: This article reports on a critical race theory (CRT) analysis of the perspectives of providers of employer-supported educational opportunities and adult learners, who identified as Black, indigenous or as a person of color, and were employed in service industries. Design/methodology/approach: A review of the literature was used to shape an initial interview protocol. Data were collected from working learners in retail, hospitality, restaurants and healthcare industries. An "a priori" coding scheme that drew from CRT was applied to transcripts during analysis. Findings: Analysis revealed that working learners' skills, experiential knowledge, learning mindset, language flexibility and knowledge gained from previous learning experiences were not consistently acknowledged by employers. CRT analysis illustrated that endemic racism exists within educational opportunities and in workplace learning. Originality/value: CRT has not been widely used to examine adult education… [Direct]

Erin A. Leach (2024). "To Promote the Liberal and Practical Education of the Industrial Classes" in the South: Southern Land-Grant College Development, 1862-1910. ProQuest LLC, Ph.D. Dissertation, University of Georgia. The Morrill Act of 1862 provided the funding mechanism for the modern land-grant college system. In the over 160 years since its passage, the tripartite land-grant mission of teaching, research, and service has become the most recognizable legacy of the legislation. Recent scholars of land-grant education caution against viewing the history of land-grant education as a singular story. Despite this caution, many of the texts that offer horizontal histories of land-grant education focus largely on schools in Northeastern and Midwestern states. Within the study of the history of higher education, land-grant college development and the development of higher education in the postbellum South are relatively underexamined. Southern land-grant college development, where the two bodies of literature converge, is studied even less. This study combines multicase study methodology and historical research methods to examine the history of Alcorn University (now Alcorn State University), the… [Direct]

Pride, Alexis J. (2022). A World Pandemic and a Clarion Call: The New Push for DEI Initiatives in Higher Education. International Society for Technology, Education, and Science, Paper presented at the International Conference on Humanities, Social and Education Sciences (iHSES) (Los Angeles, CA, Apr 21-24, 2022). Diversity, equity, and inclusion (DEI) is a term used to describe policies and programs that promote the representation and participation of different groups of individuals, including people of different ages, races and ethnicities, abilities and disabilities, genders, religions, cultures, and sexual orientations. Diversity, as it relates to a group or persons, or a community of people, is identified by various characteristics. This includes distinctions of social orientation and class, and cultural identity. When equity is present within a group, the result is equal access enjoyed by everyone; this includes equal opportunities as well as the potential for advancements. The American Council on Education (ACE) argues that the objectives of DEI initiatives have been voiced actively for years, targeting inequities in education. However, the global crisis of the COVID-19 pandemic, the systemic racism in America, and the race-based inequities in higher education–have converged to create… [PDF]

Migliarini, Valentina; Stinson, Chelsea (2021). A Disability Critical Race Theory Solidarity Approach to Transform Pedagogy and Classroom Culture in TESOL. TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, v55 n3 p708-718 Sep. Until very recently, ability and whiteness as relational systems have been uninterrogated by TESOL research, policy, practice, and teacher education. Consequently, monolingual teachers often use students' proximity to whiteness and nondisabled status as a metric for ascertaining their ability or belonging in certain language learning spaces. Similarly, English language teachers' uncritical and unsupported engagement with policy and professional learning around race and whiteness contributes to the unwarranted subjection of multilingual students to the special education referral process. In this contribution, we aim to analyze the nuances of ableism and racism in the field of TESOL, and offer TESOL educators practical examples to dismantle it. Drawing from the critical intersectional framework of DisCrit, this contribution presents two DisCrit solidarity-oriented practical examples for the language classroom: cultural reciprocity and translanguaging. We argue that these support TESOL… [Direct]

Bathmaker, Ann-Marie; Pennacchia, Jodie (2023). Who Governs and Why It Matters. An Analysis of Race Equality and Diversity in the Composition of Further Education College Governing Bodies across the UK. Journal of Vocational Education and Training, v75 n1 p24-42. Concerns about racism and race equality have been widely reported in the first decades of the 21st century, following the Black Lives Matter protests and campaigns such as 'Rhodes Must Fall'. Yet 'race' remains largely absent from policy debate and research concerning further education colleges in the four countries of the UK, particularly in relationship to leadership and governance. The focus of this paper is on who governs and why it matters. Governors and trustees play an increasingly visible and significant role in public, private and charity sector organisations, but diversity on governing bodies of further education across the UK remains patchy and is seen as a major challenge. The paper reports on what is known about the composition of governing bodies and what this tells us about the involvement of governors from black and minority ethnic backgrounds at the present time, drawing on a three-year project which examined the processes and practices of governing in the four… [Direct]

Junco, Eric R. (2022). Preservice Teacher Socialization for Social Justice: Exploring Stances and Enactments of Social Justice Pedagogies. ProQuest LLC, Ed.D. Dissertation, Northern Illinois University. This multicase study examined the socialization experiences of four preservice high school English teachers from four different Midwestern teacher education programs to understand how their acculturative and professional socialization experiences influenced their social justice beliefs. This study also examined how participants' most salient social justice beliefs took shape within their social justice stances, mission-oriented approaches to enact social justice pedagogies like culturally responsive teaching, antiracist pedagogy, and culturally sustaining pedagogy within their classrooms. This study was framed by occupational socialization theory and critical race theory. Data were collected from the Learning to Teach for Social Justice Belief Scale, interviews, and artifact stimulated recalls composed of lesson plans, assignments, student work, and supplemental texts. Quantitative data were analyzed via descriptive statistics for survey response questions. Qualitative data were… [Direct]

Lord, Susan M.; Simmons, Denise R. (2019). Removing Invisible Barriers and Changing Mindsets to Improve and Diversify Pathways in Engineering. Advances in Engineering Education, Spr. Supporting diverse students in engineering education is considered a critical unsolved issue facing engineering education. The field continues to suffer from a lack of diversity and struggles to recruit and retain underrepresented students. We argue that structural barriers prevent equitable participation. In this paper, we examine structural barriers – specifically racism and sexism – experienced by underrepresented students in engineering education and highlight useful interventions. We then call for action to improve and diversify educational pathways in engineering. Specifically, we call for and highlight examples of rethinking mindsets for research and instruction. Lastly, we call for the engineering education community to work together in changing the culture of engineering education while highlighting the key role of the allies…. [PDF]

Neil O. Houser (2023). Understanding the Loss of Public Education: A Critical Ecological Perspective on Systemic Challenges in School and Society. Critical Education, v14 n2 p1-21. The decline of public education and the concomitant loss of the commons are increasingly recognized as significant and interwoven issues. Like other prevailing societal problems, such as the tenacity of institutionalized racism, classism, and patriarchy, these conditions are rooted in the ways growing numbers of people have come to think and act — socially, economically, politically, and intellectually. In a word, they are structural problems. As such, they require educators and others concerned with the health of society and well-being of the planet to address not only the observable symptoms but also the underlying factors that have spawned and perpetuated the systems in the first place. Critical scholars generally understand that problematic structural conditions are produced by prevailing systems of thought and action, that they evolve within particular social and historical contexts, and that they are maintained through oppressive mechanisms of persuasion and control. Less… [PDF]

Tevis, Tenisha (2021). "It's a Sea-Change": Understanding the Role the Racial and Socio-Political Climate Play on the Role-Shift of the American College Presidency. Education Policy Analysis Archives, v29 n40 spec iss Mar. This inquiry is part of a larger study focused on whether white male presidents in higher education can respond to racism. In the initial study, the author concluded that while presidents were responsive, their responses were not void of privilege, and highlighted the need to further address white Fragility amongst this group. In an effort to advance our understanding of the American college presidency, particularly how the racial and socio-political climate has shaped their leadership, in the current study, the author analyzed data using the perspective offered by the presidents–higher education is in a sea-change, which was also a finding, as well as specific facets of Astin and Astin' (2000) and Buller's (2015) respective frames of change. The analysis yielded the importance of naming that higher education is in a sea-change, grappled with the reality of power within the presidency, and articulated the value of being willing over being ready to incite change. In light of these… [PDF]

Waite, Shannon R. (2021). Towards a Theory of Critical Consciousness: A New Direction for the Development of Instructional and Supervisory Leaders. Journal of Educational Supervision, v4 n2 Article 4 p65-79. COVID-19 and the demand for racial justice caused the dark underbelly of white supremacy to be laid bare during 2020. These events call for a reexamination of the ontological and epistemological frameworks in academe and specifically within the field of educational leadership. The legacy of white supremacist ideology prevails as the existing and accepted ontological and epistemological perspectives of history offered in PreK-12 through post-secondary education. The political, economic, and social context highlights the need for instructional and supervisory leaders to be culturally responsive school leaders. This requires that programs preparing these leaders must grapple with and problematize the existing narratives purported in PreK-12 and post-secondary education; and recognize that racism, implicit bias, discrimination, and anti-Blackness are foundational issues in the field. Reimagining preparation programs by incorporating critical theories and liberatory praxis to support the… [PDF]

Cin, F. Melis; Dogan, Necmettin (2021). Navigating University Spaces as Refugees: Syrian Students' Pathways of Access to and through Higher Education in Turkey. International Journal of Inclusive Education, v25 n2 p298-312. This paper aims to explore how refugee students construct pathways of access to higher education by drawing on interviews with 15 Syrian university students studying at different universities across Turkey. The research is located within a capabilities-based human development paradigm from which it outlines the factors that enable students' transition into university and looks at how they navigate complex higher education spaces. The refugees' narratives show that access to university is intersectionally shaped by personal ambition, family encouragement, community support, and the social and education policy. On the other hand, their educational experiences highlight that higher education works as a site of justice where the everyday racism, xenophobia, and discrimination is alleviated to a significant degree through providing a peaceful and safe space for coexistence with others despite its financial and pedagogical constraints. The paper draws attention to the agency of students in… [Direct]

Fylkesnes, Sandra (2019). Patterns of Racialised Discourses in Norwegian Teacher Education Policy: Whiteness as a Pedagogy of Amnesia in the National Curriculum. Journal of Education Policy, v34 n3 p394-422. This article adds to new ways of understanding the institutionalisation of Whiteness as subtle workings of race and racism within education policy. It presents a critical discourse analysis of how Whiteness works through the use and meaning making of the term 'cultural diversity' in six Norwegian teacher education policy and curriculum documents. These documents are positioned as promoters of social justice. This article, however, aims to contest this position. Framed under the theoretical perspectives of critical Whiteness studies, discourse analysis and Goldberg's theorisation of racialised discourse, the findings indicate that Whiteness is embedded in the usage of the term 'cultural diversity', manifested in discursive patterns of (1) three hierarchically arranged pupil group categories, (2) descriptions that place the pupil group categories as either superior Norwegian or as inferior non-Norwegian, and (3) the role of student teachers as 'political actors of assimilation'. I… [Direct]

Kamille Marie Greene (2024). Promoting Change through the Voices of Black Graduate Students: A Qualitative Exploration of the Experiences of Black Graduate Students in MFT Programs. ProQuest LLC, Ph.D. Dissertation, Kansas State University. This qualitative study explores the diverse experiences of Black students who are currently enrolled in, or recently graduated from, various marriage and family therapy (MFT) graduate school programs in the United States. This study uses minority stress theory and critical race theory to explore the lived experiences of Black graduate students at predominately White higher education institutions. The study sample includes 14 individuals (13 female, 1 male) that identify as Black graduate students in MFT programs across the United States. The study sample consists of seven students working towards a master's degree and seven students pursuing a doctoral degree (PhD, D.A., etc.). Results were analyzed using the thematic analysis approach. The results indicate there are several barriers Black students in MFT graduate programs face including: financial concerns, racism, difficulty practicing self-care, lack of diversity within programs, and lack of support. The results also indicate… [Direct]

Bloch, Marianne N., Ed.; Nagasawa, Mark K., Ed.; Peters, Lacey, Ed.; Swadener, Beth Blue, Ed. (2023). Transforming Early Years Policy in the U.S.: A Call to Action. Early Childhood Education Series. Teachers College Press This timely collection provides an accessible discussion and analysis of some of the most urgent policy issues facing early childhood care and education in the United States: fragmented policy systems; broad disregard for early years professionals exemplified by low pay; standards that fail to increase equity; and overlooking the role community contexts plays in producing or ameliorating social inequalities among children. Contributors draw upon their deep personal experiences with these issues as educators, scholars, and advocates to advance practice-based recommendations for how the nation's inequitable systems can be transformed. Their call to collective action is supported by an accessible and powerful advocacy toolkit that will grow with readers over time and with practice. The text centers the perspectives of Black, Indigenous, and other People of Color, with a clear focus on the effects of systemic racism, ageism, sexism, classism, and associated oppressions on early years… [Direct]

Wright, Courtney N. (2022). Lest History Repeat Itself: Enduring Instructional Communication Questions for Online and Face-to-Face Formats in the Post-2020 Era of Education. Forum: Online Teaching: Challenge or Opportunity for Communication Education Scholars. Communication Education, v71 n2 p161-163. The COVID-19 pandemic and emergency transition to remote learning prompted communication scholars and educators to explore the challenges and opportunities in online teaching with new fervor. Morreale and colleagues (2021) offered questions about instructional communication competence, learning efficacy, student engagement, and learner-centered course development in online environments to guide these important conversations and research. Considerations of these and related questions require that we examine teaching modalities and instructor–student interactions against the backdrop of heightened sociopolitical tensions and two ongoing pandemics–COVID-19 and racism. However Courtney N. Wright found it surprising that the essay (Morreale et al., 2021) and "Communication Education's" associated call for submissions to this forum did not acknowledge the centrality of inclusion, diversity, equity, and accessibility (IDEA) issues in this way. As the pandemics accentuate… [Direct]

McCarron, Graziella Pagliarulo; Yamanaka, Aoi (2022). Reflecting Back and Going Forward: Promising Pedagogical Practices for Culturally Relevant/Sustaining and Equitable Online Leadership Education. Journal of Leadership Education, v21 n4 p38-57 Oct. According to the U.S. Department of Education's National Center for Education Statistics, in the fall of 2020, 72.8% of U.S. postsecondary students were enrolled in distance education courses–up from 36.3% in the fall of 2019. While this surge may be explained by a number of factors, one of the most significant factors is the COVID-19-induced pivot to online learning. The rapid and intense expansion in distance education due to COVID-19 offered learners some sense of continuity in their studies, but it also revealed stark inequities in learner resources and access–especially for students of Color and students from lower-income households. Further, as COVID-19 spread, the U.S. roiled in a "twin pandemic" of racial injustice that continued to metastasize–spawning more pain-points such as online environments where racism became unmasked when face-to-face norms were abandoned. These revelations about the shadow side of online learning are particularly concerning in the… [PDF]

Pierce, Dennis (2021). From Statements to Action: How Community Colleges Are Mobilizing around Diversity, Equity and Inclusion. Community College Journal, v92 n1 p19-23 Aug-Sep. Many college leaders watched the disturbing video of George Floyd's murder at the hands of law enforcement officers in spring 2020 and the wave of protests that followed nationwide. That event prompted the question: What can colleges do to create more equitable systems of education for "all" students at our institutions? While the act of releasing a statement condemning the incident and the systemic racism behind it was appropriate, a statement devoid of action is just a publicity stunt. Moving from statements to action can be challenging. This article discusses how Louisiana Community and Technical College System (LCTCS), Community College of Baltimore County (CCBC), and Rockland Community College in New York have managed to do so successfully–and the lessons they have learned can inform the work of other colleges…. [Direct]

Deringer, S. Anthony; Dussler, Rob; Martinez, Gloria; Morreale, Andrew (2023). Place-Based Pedagogy in a Border Region: A Qualitative Examination of Experiences. Journal of Experiential Education, v46 n4 p390-411. Background: Problematic trends have been identified with student travel that perpetuate hierarchies of power in outdoor recreation. Little research has examined the impact of bias, racism, or political national meta-narratives regarding immigration and people crossing the border on students who enter areas where cultural differences exist. Purpose: The purpose of this study was to understand how a place-based outdoor recreation experience impacted students' understanding of recreational experiences on a trip in the border region of Texas. Methodology/Approach: Using a constructivist qualitative approach, the researchers provided a group of college students with place-based lessons about the Texas and Mexico border prior to and during a canoe trip along the border. The team then conducted semi-structured interviews to understand student experiences. Findings/Conclusions: The findings from this project suggest that place-based lessons may have helped students refute faulty… [Direct]

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

Desai, Dipti (2010). The Challenge of New Colorblind Racism in Art Education. Art Education, v63 n5 p22-28 Sep. In this article, the author examines the ways the colorblind ideology shapes the post-Civil Rights society, what is now being called the new racism. She looks specifically at the ways colorblind ideology is produced and reinforced through multiculturalism and visual culture (media). She then looks at how it shapes art teachers' understanding of racism. Drawing on the work of several contemporary artists who challenge the colorblind ideology, the author argues that through new representations of race/racism in the art-world, media, and classrooms, one can shape anti-bias art education practices. (Contains 4 figures.)… [Direct]

Thomas, Vanessa (2020). "How Dare You!" African American Faculty and the Power Struggle with White Students. Journal of Cases in Educational Leadership, v23 n4 p115-126 Dec. Higher education institutions are hiring more Intellectuals of Color to diversify their faculty. However, the diverse faculty presents an adverse dynamic between White male students and Black female professors. White students tend to exhibit disruptive, intimidating behavior toward Black faculty. Historical stereotypes, prejudices, biases, racism, oppression, and White supremacist attitudes and beliefs displayed in society express itself in the classroom. Black faculty face unique challenges in comparison with their White colleagues when teaching White students. White students more frequently disrespect and challenge the competency of Black faculty while disrupting the classroom learning environment. Meanwhile, Black faculty must display a high level of emotional labor to cope with the daily stressors…. [Direct]

Molock, Sherry Davis; Parchem, Benjamin (2022). The Impact of COVID-19 on College Students from Communities of Color. Journal of American College Health, v70 n8 p2399-2405. Objective: To assess the impact of the COVID-19 pandemic on daily living, mental well-being, and experiences of racial discrimination among college students from communities of color. Participants: Sample comprised 193 ethnically diverse college students, aged 18 to 25 years (M = 20.5 years), who were participating in virtual internships due to the COVID-19 pandemic. Methods: A cross-sectional 16-item survey was developed as a partnership between two nonprofit organizations. The survey included both close-ended and open-ended questions assessing the impact of COVID-19. Results: The students of color reported disruptive changes in finances (54%), living situation (35%), academic performance (46%), educational plans (49%), and career goals (36%). Primary mental health challenges included stress (41%), anxiety (33%), and depression (18%). Students also noted challenges managing racial injustice during the COVID-19 pandemic. Conclusions: Higher education institutions will benefit from… [Direct]

Jones, Sosanya (2019). Subversion or Cooptation? Tactics for Engaging in Diversity Work in a Race-Adverse Climate. Journal of Educational Leadership and Policy Studies, v3 n2 spec iss 2 Sum. The current lack of awareness and understanding about the work of diversity professionals in higher education manifests into missed opportunities for increasing knowledge, training, and practice for greater impact and may ultimately sabotage institutions' success in their commitments to diversity and inclusion. This qualitative study examines the challenges faced by diversity professionals when engaging in the work of promoting diversity and inclusion in institutions of higher education; how diversity professionals navigate these challenges; and if, and how, race and racism are addressed (or ignored) in their work. Recommendations for both future research and institutional practice are offfered…. [PDF]

Gonz√°lez Stokas, Ariana (2023). Reparative Universities: Why Diversity Alone Won't Solve Racism in Higher Ed. Critical University Studies. Johns Hopkins University Press As institutions increasingly reckon with histories entangled with slavery and Indigenous dispossession, diversity, equity, and inclusion (DEI) efforts occupy a central role in the strategy and resources of higher education. Yet reparation is rarely offered as a viable strategy for institutional transformation. In Reparative Universities, Ariana Gonz√°lez Stokas undertakes a critical and decolonial analysis of DEI work, linking contemporary practices of diversity to longer colonial histories. Gonz√°lez Stokas argues that diversity is an insufficient concept for efforts concerned with anti-oppression, anti-racism, equity, and decolonization. Given its historical ties to colonialism, can higher education foster reconciliation and healing? Reparation is offered as a pathway toward untangling higher education from its colonial roots. Gonz√°lez Stokas develops the term "epistemic reparation" to describe a mode of social-historical accountability that can already be seen at work in… [Direct]

Suraweera, Dulani (2022). Plurilingualism in a Constructively Aligned and Decolonized TESOL Curriculum. TESL Canada Journal, v38 n2 p186-198. While learning and teaching English as an additional language are lifelong learning processes for both learners and teachers, these two sectors are largely dominated by West-centric linguistic and cultural imperialism, epistemic hegemony, racism, and neoliberalism, which are tied to colonialism and imperialism. In light of this issue, I argue that it is necessary to decolonize and de-imperialize the teaching English to speakers of other languages (TESOL) teacher education curricula to prepare future English as an additional language (EAL) teachers to identify, challenge, and resist the hegemonic elements embedded in EAL education worldwide. I claim that plurilingual pedagogical approaches can be identified as critical pedagogies since they can empower adult EAL learners by resisting linguistic and epistemic imperialism through activation and endorsement of their plurilingual repertoire, diverse knowledge systems, and identities. Drawing on the literature of plurilingualism,… [PDF]

Sheila Miranda Russell (2024). Navigating Whiteness: A Critical Autoethnography of the Lived Experience of a Black Female Administrator in the Predominantly White Spaces of Higher Education. ProQuest LLC, Ed.D. Dissertation, Molloy University. This critical autoethnographic study explored my multifaceted journey of being Black and female in administration within a predominately white higher education institution. I drew upon personal narratives and reflections from 25 years of experience in higher education. This study explored the intricate intersections of race, gender, and power dynamics that have shaped my navigation of self and belonging. The study is framed in a Black feminist theoretical approach, acknowledging how the interconnectedness of being Black and female can intersect to shape individual experiences within systems of power and privilege. I used a six-step thematic analysis combined with a systematic and reflexive approach to explain how my encounters with systemic racism, microaggressions, and institutional biases impacted my personal and professional sense of self and belonging. A key theme was my identity formation, and marginalization experienced through structural inequities embedded in higher… [Direct]

Kolano, Lan; Sanczyk, Anna (2022). Transforming Preservice Teacher Perceptions of Immigrant Communities through Digital Storytelling. Journal of Experiential Education, v45 n1 p32-50 Mar. Background: As diverse communities continue to be targets of racism and anti-immigrant sentiments permeate current political discourse, the need to prepare a teaching force that understands immigrant children and their families continues to be a critical priority. Purpose: This study explored the ways in which one digital storytelling project that required 20 clinical hours working with English learners (ELs) engaged preservice teachers in learning about immigrant issues. Methodology/Approach: Data in the form of critical reflections, digital storytelling video transcripts, and archival data were collected from undergraduate teacher education candidates over three semesters. Narrative data from participants were analyzed using thematic narrative analysis. Findings/Conclusions: The findings of the study are organized into themes that included enriching experience, transformed attitudes, and stories of resilience. The results showed the ways that preservice teachers' dispositions about… [Direct]

Fu, Yiwei; Hu, Die; Liu, Xitao (2022). International Doctoral Students Negotiating Support from Interpersonal Relationships and Institutional Resources during COVID-19. Current Issues in Comparative Education, v24 n1 p26-40 Win. The COVID-19 pandemic has greatly affected international students around the world. Chinese international students are challenged in their daily life and study due to the travel restrictions, disruption of research, closure of labs, and the rise of anti-Asian racism. This study investigates the challenges, especially psychological ones, faced by international doctoral students from China studying in the United States. and explores how their social networks and support systems help them navigate their life and study during the pandemic. In light of social networks and support theory, we interviewed 20 Chinese international doctoral students studying in the U.S. and found that falling in between intimate relationships and student-institution relationships, academic departments and advisors are able to provide all types of support, namely, instrumental, informational, and emotional. Their ability to provide emotional support was heavily overlooked, especially during a global crisis…. [PDF]

Rolanda Harris (2024). Am I My Sisters' Keeper? A Phenomenological Study of the Cultural and Institutional Factors Affecting the Professional Advancement of Black Women in Higher Education. ProQuest LLC, Ed.D. Dissertation, Delaware State University. This study explores the experiences of senior Black women leaders in higher education. It aims to focus on the barriers they face and the support they receive during their professional journeys. The study conducted in-depth interviews with nine Black women in various roles within higher education institutions. The research aims to unveil the nuanced challenges they face and the support they receive in shaping their career trajectories. Using phenomenological analysis, the study centers on participants' lived experiences, focusing on themes related to perceived barriers, sources of support, and how their leaders' attitudes and behaviors influenced their professional advancement. Participants shared insights into the structural, interpersonal, and cultural obstacles they encounter, including systemic racism, intragender and intrarace bias, and intersectional discrimination. The study found multifaceted barriers that impact Black women's advancement in higher education, including… [Direct]

Bong-gi Sohn; Pedro dos Santos (2023). Multisemiotics, Race, and Academic Literacies: Trajectories of Racialized Academic Writing Faculty in Canadian Postsecondary Education. TESL Canada Journal, v40 n1 p41-60. This study examines the trajectories of two plurilingual, racialized academic writing faculty, presenting how we brought our Southern onto-epistemologies to curriculum, teaching, and assessment. Although plurilingualism has become a significant dimension of Canadian higher education, monolingual norms that emphasize native-like competence continue to be a mainstream discourse in many academic writing courses. Building on the recent raciolinguistic critique of the lack of discussion of racism in academic literacies discourse, we acknowledge that academic literacies continue to force plurilingual, international students into a white subject position. Acknowledging the tension between the monolingual ideal and multilingual realities, we explore how two plurilingual, non-white faculty challenge an academic writing tradition that is constructed by the white listening subject. By co-creating duoethnographic narratives that provide insight into our complex biographical journeys as cycles of… [PDF]

Block, David (2018). The Political Economy of Language Education Research (Or the Lack Thereof): Nancy Fraser and the Case of Translanguaging. Critical Inquiry in Language Studies, v15 n4 p237-257. This article problematizes the politics of language education research with regard to social injustice, which is not only cultural, but also material. Its starting position is that most language education research today is, following Nancy Fraser, recognition oriented, in that it takes on culture- and identity-based injustices such as racism, gender bias, religious bias, and LGBTQ-phobia. It does not, however, have much to say about more economic and class-based injustices–redistribution issues–and it does not draw on the political economy literature essential to any attempt to explore such issues. The author develops these arguments and then applies them to a specific area of language education research that has become popular in recent years, translanguaging. It concludes that while translanguaging research may deal with recognition issues, in particular ethnolinguistic racism, it is not likely to alter in any way the underlying the current capitalist order that is causing deep… [Direct]

Cooper, Emilie; Cooper, Yichien (2023). An Arts-Based Journey: A Mother-Daughter's Dialogue on Cultural Hybridity, Displacement, and Being an Asian American. Art Education, v76 n2 p31-37. Art education has celebrated pluralism and cultural diversity to bring a more profound understanding between people from different backgrounds. However, since the spread of COVID-19, horrendous discriminatory crimes have increased, such as the 2021 Atlanta massacre, a shooting that targeted Asian American-owned massage parlors. These alarming events, among others, have brought attention to systemic racism and racial disparities in the United States. Being an Asian American, one of the authors was deeply concerned by how these unsettling circumstances might impact my teenage daughter, Emilie, the other author, who was 16 at that time. After a few conversations over dinner, they both agreed to have open dialogues critical for challenging and opposing the status quo of the racial divide. Their conversations became a journey filled with narratives of shared identity and reflective arts-based experiences. Each dialogue functioned as a gateway, inviting to question, explore, affirm,… [Direct]

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

Sherman Gillums Jr. (2024). Beyond the Label: Investigating the Psychosocial Cost of "Nameism" for Students with Distinctively Black Names in Interracial Learning Environments. ProQuest LLC, Ed.D. Dissertation, University of Dayton. Past and current research has explored the link between the "blackness" of a person's name and socioeconomic outcomes in American society. Black-sounding names were shown to influence employment prospects, access to credit markets, and choice of housing among other opportunities. While education research had identified a relationship between teachers' perceptions of students with distinctively Black names and perceived academic potential, it had yet to examine how targeted students perceive and internalize nameism, a portmanteau of name and racism, in predominantly white learning environments. A qualitative study examined nameism and its influence on students' self-conceptions and learning experiences. Using a phenomenological gaze to study participants' experiences, the results revealed mixed, contradictory views on Black-sounding names within the sample. Study participants expressed feeling compelled to maintain varying situational identities to avoid name-identity… [Direct]

Christopher Kirchgasler; Ryan Ziols (2024). Being and Becoming Well in the Most Transparent of Times: The Limits of Racialized Healing Strategies in Educational Research. Educational Studies: Journal of the American Educational Studies Association, v60 n2 p135-155. This article examines the possibilities and limits of strategies directed toward racialized healing amidst declarations of pandemics and legislative attacks on public school teachers. We question what these strategies take as a self-evident truth: that race and racism can be conceptualized in terms of health and transparently addressed through research and practice focused on racialized healing. To complicate this assertion, we locate the strategies within a race-health nexus, a form of biopower. This nexus establishes norms, categories, and classifications that justify ranking and comparing, dividing and differentially intervening on some in the name of the health and wellbeing of all. We historicize how this nexus became integral to schooling in the United States in the 19th century, normalizing populations according to civilizational values that doubled as health standards. We argue that this nexus makes possible biopolitical strategies of "tailoring treatments" and… [Direct]

Lukeythia Alice Bastardi (2024). Perceived Barriers and Facilitators for Underrepresented Minority Certified Registered Nurse Anesthesiologists in Faculty Roles. ProQuest LLC, Ph.D. Dissertation, William Carey University. Certified Registered Nurse Anesthesiologists (CRNAs) are in an ideal position as healthcare providers to eliminate health disparities and inequities in the many areas of healthcare CRNAs influence while providing anesthesia and pain management care. The problem is that the CRNA workforce lacks the ethnic and racial diversity necessary to mirror the diversity in the patient population within the United States. Developing a diverse workforce is significantly enhanced when the faculty teaching in healthcare education programs are diverse. The purpose of this study was to identify perceived barriers and facilitators for underrepresented (URM) current and former CRNA faculty in nurse anesthesiology programs and to identify possible strategies for increasing the success of URM CRNAs in nurse anesthesiology faculty roles. Using interpretive description as the qualitative research methodology, data was collected through interviews with 14 current or former URM CRNA faculty. The three themes… [Direct]

Samuels, Amy J.; Samuels, Gregory L.; Self, Christopher (2019). Champions of Equity: Fostering Civic Education to Challenge Silence, Racial Inequity, and Injustice. Multicultural Perspectives, v21 n2 p78-84. This article presents a study that explored how race and racism impact teaching and learning and how civic education can be employed to promote racial justice. We argue the need to examine educators' perspectives on how increased awareness of existing inequities coupled with ongoing professional development can better equip them to understand their identity, engage in meaningful dialogue, and teach in culturally responsive ways. The paper concludes with a brief discussion of teaching implications related to self-assessment, disruptive discourse, and inclusive practices…. [Direct]

Casandra Greene (2024). A Quantitative Study of the Multiracial College Student Experience with Identity Denial, Perceptions of Multiracial Discrimination, and College Belonging. ProQuest LLC, Ed.D. Dissertation, California Baptist University. This quantitative research study examined the experiences of multiracial college students regarding racial identity and perceptions of discrimination against multiracial people, as well as college belonging, compared to their monoracial peers. Multiracial individuals can encounter microaggressions and racism as a result of not fitting into societal norms based on a monoracial paradigm. By examining lived experiences, the research study advocates for higher education institutions to examine systemic practices that can impact all students, emphasizing inclusivity beyond monoracial perspectives. Using critical multiracial theory (MultiCrit) and investigating structural determinism in conjunction with the diversity, equity, and inclusion framework, the study examined the impact of race as a social construct and how external factors affect identity development. In response to survey questions in this quantitative research, the study analyzed identity denial, perceived discrimination, and… [Direct]