(2021). Sistahs in STEM: A Critical Race Counterstory Uplifting Black Women's Experiences in STEM. Journal of Negro Education, v90 n3 p306-321 Sum. Utilizing composite counterstorytelling as a method, this article explores the postsecondary education experiences of Black women in STEM. Methodologically, composite counterstorytelling entails creating composite characters situated in sociohistorical, or political situations who embody the themes found after analyzing empirical data, pertinent scholarship, and theory. Empirical data utilized for this article includes interviews conducted with four self-identified Black women pursuing undergraduate degrees in engineering at a predominantly White institution. The current counterstory explores gendered racial microaggressions encountered by Black women in STEM fields, and how Black women respond to these offenses. Moreover, this article highlights how Black women establish spaces where they can be their authentic selves, share experiences, and support one another. Implications for practice and research are discussed…. [PDF]
(2023). Motivation and Meaning in Everyday Resistance by Minoritized Faculty. Journal of Diversity in Higher Education, v16 n2 p182-193 Apr. We present the motivations and meaning-making processes bolstering minoritized faculty's daily efforts to disrupt institutional forms of oppression and imagine more equitable institutions. Through critical in-depth phenomenological interviewing (CIPI), we profile the experiences of minoritized faculty (N = 6) within the professional discipline of counselor education. Participants represented multiple racial identities, identified as cisgender men and women, and included diversity in sexual identity and ability. We utilize a critical race feminist (CRF) framework to analyze our findings and review the implications for institutional transformation…. [Direct]
(2023). What Has COVID-19 Taught Us: Advancing Chinese International Student-Related Research, Policies, and Practices through Critical Race Perspectives. Teachers College Record, v125 n6 p110-118 Jun. As the largest international student group in U.S. higher education, Chinese international students have been made particularly vulnerable due to the resurgence of anti-Asian racism and U.S.-China geopolitical tensions. There is therefore a pressing need to make sense of Chinese international students' perspectives and experiences around U.S. higher education–and in doing so, to highlight the ever-present educational inequalities rooted in academic capitalism, global unevenness, and institutional racism. This article builds on the results of a critical qualitative research project investigating Chinese international students' agency, decision-making, and perceptions of race, racism, and power. It aims to unveil global hierarchies and racial inequalities in the field of international education in order to help advance future research and open new paths to practice. Greater critical reflexivity can help enhance the higher education institution's understanding of and engagement with… [Direct]
(2023). Liberatory Praxis in Preservice Teacher Education: Claiming Afrocentricity as Foundational in Critical Language and Literacy Teaching. International Journal of Qualitative Studies in Education (QSE), v36 n5 p774-795. Four teacher educators describe their work to establish Afrocentric foundations through integrating literacy and linguistic pluralism courses. We build on realities that teachers and children "do not learn, systematically and deeply, about Black genius and worth" (Baines, Tisdale, & Long, 2018, p. 20) in schools or universities nor do they learn a critical consciousness, impacting their abilities to dismantle Eurocratic systems. We share challenges and outcomes (including university and PreK-3 teaching examples) in building liberatory praxis focused on the African cradle of civilization, anti-colonialism, African/African American erasure in schooling today, African and Diaspora languages, and the multilingualism of AAL speakers…. [Direct]
(2023). Utilizing Latinx Counterstories to Support Developing Critical Race Consciousness in Teacher Education. Teacher Educators' Journal, v16 n1 p96-123 Spr. This study examines responses of educator participants to realities and current experiences of Latinx student educational experiences. Latinx student's counterstories of racialized experiences are used through four distinct teaching formats: frequency charts, student quotes, voice clips, and poetic counterstory. We interrogate how participants responded to youth's experiences and the relationship between the counterstory formats and the development of critical race consciousness. Findings demonstrated the use of voice clips and poetic counterstory were critical in creating empathy needed to move toward racial understanding and action. This transformative study develops future teaching approaches and professional development to increase awareness of student's racialized experiences…. [PDF]
(2023). E-Racing False Narratives: A Black Woman Track Star's Multimodal Counterstory of Possible Futures. International Journal of Qualitative Studies in Education (QSE), v36 n3 p374-391. In 2019 the University of Missouri Athletics (Mizzou Athletics) tweeted an image of student athletes as part of their "I am" campaign. While the two white student athletes are defined with captions stating the certainty of their future careers, the Black students are defined by their racial identity and current values. The Mizzou tweet demonstrates how collegiate sports programs at PWIs reflect white patriarchal systems that seek to control the futures of Black women student-athletes like Arielle Mack. Throughout this paper we, two Black women literacy scholars, present a critical re-telling of Arielle's story for her future, which she narrated through a series of visual images and words. Specifically, we frame Arielle's "multimodal counterstory" with two reflective questions in mind: (1) What did Arielle have to say in response to the Mizzou tweet? and (2) How, if given the chance, might she have represented herself and her future differently?… [Direct]
(2023). "A Veneer of Progress": Examining the Experiences of Black College Graduates in a Hyperlocal Gap Year Program. ProQuest LLC, Ph.D. Dissertation, Oklahoma State University. This case study aimed to examine the experiences of Black college graduates who completed a hyperlocal gap year program in Tulsa, Oklahoma. Much of the literature presented about gap years often occurs between high school and college, when students take an intentional break before pursuing a college degree (GYA, 2020; O'Shea, 2013; Simpson, 2004). However, this study specifically looks at the gap year from college to career, and more specifically for Black college graduates. Without a disruption to the status quo, gap year programs will not only continue to ignore the richness of talent and multiplicity of perspectives that Black graduates offer; but moreover, the status quo will also continue to reinforce systemic racism, exclusion, and widen socioeconomic disparities. The research question that guides this study is: What are the experiences of Black college graduates in a hyperlocal gap year program in Tulsa, Oklahoma during 2020 and 2021? Given the hyperlocal focus of the program,… [Direct]
(2022). Race, Geography, and School Choice Policy: A Critical Analysis of Detroit Students' Suburban School Choices. AERA Open, v8 n1 Jan-Dec. The purpose of this study is to advance our thinking about race and racism in geospatial analyses of school choice policy. To do so, we present a critical race spatial analysis of Detroit students' suburban school choices. To frame our study, we describe the racial and spatial dynamics of school choice, drawing in particular on the concepts of opportunity hoarding and predatory landscapes. We find that Detroit students' suburban school choices were circumscribed by racial geography and concentrated in just a handful of schools and districts. We also find notable differences between students in different racial groups. For all Detroit exiters, their schools were significantly more segregated and lower quality than those of their suburban peers. We propose future directions for research on families' school choices as well as school and district behavior at the intersection of race, geography, and school choice policy…. [PDF]
(2022). How Asian American and Native American Pacific Islander-Serving Institution (AANAPISI) Initiatives Respond to Institutional Racism. Journal of Higher Education, v93 n3 p452-476. In this study, authors conduct a qualitative inquiry grounded in a critical paradigm to understand how AANAPISI initiatives transcend their programmatic spaces to respond to racism within their respective institutional contexts. Analysis of 67 qualitative individual face-to-face interviews with faculty, administrators, and staff at five AANAPISI initiatives shed light on how these initiatives encounter institutional racism. The inquiry also details the ways in which such initiatives complicate data use practices and center Asian American and Pacific Islander (AAPI) voices to challenge model minority misconceptions, work with educators to construct more culturally relevant environments to address the racial marginalization and exclusion of AAPIs, and educate people about AANAPISI initiatives to diffuse racialized forms of resistance to AANAPISI efforts. Implications for future research and practice are discussed…. [Direct]
(2022). "You Have to Know That You Know That You Know": Cognitive Reasoning and the Potentialities of Embodied Knowing. Journal of College Student Development, v63 n4 p368-382 Jul-Aug. To be racialized as a Black person in a US context provokes a series of questions that necessarily indict history, human experience, and anti-Black reverberations that pathologically script them as unlearned and uneducable (Dumas, 2014). Against this backdrop, Black students are engaged in meaning-making. More research is needed to explicate how Black students know as they grapple with anti-Black realities and the dissonance those realities incur. Thus, we examine the ways cognitive reasoning has functioned to understate the complexity of knowing and being for Black people by privileging cognitive reasoning over the body as a meaning-making entity. Moreover, we explicate the potential of embodied knowing as a critical alternative to the emphasis on cognitive reasoning in student development theorizing by keying into one Black woman's experience through critical race testimony (Baszile, 2008)…. [Direct]
(2022). Asian Critical Theory and Counternarratives of Asian American Art Educators in U.S. Higher Education. Studies in Art Education: A Journal of Issues and Research in Art Education, v63 n4 p313-329. This article is a collective counternarrative of seven Asian American art educators in higher education in the United States. Critically reflecting on their research and pedagogical practices, we attempt to recognize and address the voices and challenges of Asian Americans in the field of art education. We employed Asian Critical Theory as a theoretical framework, combined with collaborative autoethnography as a research methodology. Confronting racial stereotypes and discrimination against Asian Americans, we underlined the voices of Asian American art educators whose linguistic and cultural values are in stark contrast with those of mainstream American art educators. After reflecting on our shared stories and experiences, we suggest a new pedagogical approach, "Asian Critical Pedagogy," to redress and transform our experiences to attain the broader goal of racial and social justice in the field of art education…. [Direct]
(2022). Do You Hear Me? A Critical Review of the Voice of Racism Anti-Racism Education Campaign from Aotearoa New Zealand. New Zealand Journal of Educational Studies, v57 n2 p543-558 Dec. In July 2020 the New Zealand Human Rights Commission launched their Voice of Racism digital experience as part of their Give Nothing to Racism Campaign. On the website you can "experience" the racism felt by real New Zealanders as performed by internationally acclaimed New Zealand director Taika Waititi. The immersive campaign provides some insights into the lived experience of racism and the anti-racism action that follows in Aotearoa, New Zealand. This paper, using ethnographic and critical race methods, uses a critical and systematic review of the Voice of Racism digital experience to consider: What is the New Zealand experience of racism? How are experiences of racism curated for the general population through the NZ HRC Voice of Racism online education campaign? This article suggests the campaign employs a classic diversity logic by calling attention to racism, recentering whiteness, and completely ignoring the systemic and institutional foundations that create and… [Direct]
(2005). Towards an Interest-Convergence in the Education of African-American Football Student Athletes in Major College Sports. Race, Ethnicity and Education, v8 n1 p45-67 Mar. The purpose of this article is to advance Derrick Bell's (1992b) interest-convergence principle as an analytical lens for understanding the complex role of race in the educational experiences of African-American football student athletes. Currently, there is a scarcity of educational research that employs a critical theoretical perspective on race to address the education of African-American students in general, and student athletes in particular. This article includes American law cases that attend to the educational experiences of student athletes participating in high profile intercollegiate football programs. The inclusion of the legal literature is meant to adhere to the intellectual and methodological origins of critical race theory and to demonstrate how educational differences are institutionalized through coercion and ideology. The article concludes with a discussion of the interest-convergence principle as a means of investigating and establishing alternative strategies on… [Direct]
(2005). Understanding Racism through the Eyes of African American Male Student-Athletes. Race, Ethnicity & Education, v8 n4 p365-386 Dec. This study utilized critical race theory (CRT) as an epistemological framework and theoretical tool for understanding African American male student-athletes' perceptions of racism and the potential impact racism might have on their educational experiences and overall development. This qualitative case study included a single focus group and in-depth interviews with four African American male football players in a big-time college sport program at a predominantly White institution (PWI) in the Midwestern United States. These males felt that racism manifested itself in terms of African Americans (1) being denied access to leadership and major decision-making opportunities in college and professional sport, and (2) being treated differently than their White counterparts. These findings point to the need for further studies that are inclusive of the voices of this particular group and other groups of African American student-athletes. Further, these results have implications for… [Direct]
(2004). From Jim Crow to Affirmative Action and Back Again: A Critical Race Discussion of Racialized Rationales and Access to Higher Education. Review of Research in Education, v28 p1-25. In this chapter, the authors outline critical race theory (CRT) as an analytical framework that originated in schools of law to examine and challenge the continuing significance of race and racism in U.S. society. They then describe the CRT framework within the field of education. CRT scholarship offers an explanatory structure that accounts for the role of race and racism in education and works toward identifying and challenging racism as part of a larger goal of identifying and challenging other forms of subordination. Next, with the historical backdrop of "Brown v. Board of Education" (1954), they address the debates over affirmative action in higher education evidenced in "Bakke v. Regents of the University of California" (1978) and "Grutter v. Bollinger" (2003). [This article represents Chapter 1 of "'Brown's' Influence on Education and Education Research: Critical Insights, Uneven Implementation, and Unanticipated Consequences,"… [Direct]