(2013). Asian American Transfer Students: The Intersection of Race & Class. ProQuest LLC, Ph.D. Dissertation, Iowa State University. There has been a limited body of research on Asian American students, specifically regarding community college attendance and the transfer process. The purpose of this qualitative study was to explore and understand how Asian American transfer students navigate the community college, their transfer processes, as well as their post-transfer experiences. Using Critical Race Theory as the guiding framework for this study, five themes emerged: parents' expectations, academic majors, a sense of community, old and alone, and class matters. Implications for community colleges and four year institutions, as well as future research ideas are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/disserta…… [Direct]
(2013). Whiteness in the Social Studies Classroom: Students' Conceptions of Race and Ethnicity in United States History. Online Submission, Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, Apr 27-May 1, 2013). In this study, the researcher examined student conceptions of "Whiteness" as it relates to past and present U.S. history. Using Critical Race Theory as the lens, this study employed mixed methods, analyzing teacher observations, classroom artifacts/student work, survey, and interview data from White students and students of color at an ethnically and economically diverse urban high school. The results showed most students could explain that race had an important role in U.S. history and could supply examples of race playing a role in specific historical events. However, students of color were more likely to express that racism is still common in the current day, while White students were more likely to express that racism is uncommon. The following are appended: (1) Interview Questions; (2) Interview Protocol; (3) Coding Dictionary; and (4) Gold Rush Lesson Handout. (Contains 2 tables.)… [PDF]
(2021). Disrupting the School-To-Prison Pipeline: A Mixed-Methods Systematic Review of Alternative Discipline Practices to Reduce Exclusion and Promote Equity. ProQuest LLC, Ph.D. Dissertation, Loyola University Chicago. Zero tolerance policies were designed to create safety by implementing automatic exclusion (e.g., suspensions, expulsions) for misbehavior in response to rising school violence in the United States. However, evidence over the past four decades shows that these policies fail to increase objective and subjective safety, and instead foster poor school climate and disproportionate rates of minority groups in the school-to-prison pipeline. Previous research and literature reviews suggest there are a host of developing Multi-Tiered System of Supports (MTSS) practices that have promising potential to reduce exclusionary outcomes and foster equitable treatment of vulnerable student populations, such as Positive Behavioral Intervention Supports and Restorative Practices. This mixed methods systematic review collates available data regarding the effectiveness of various MTSS interventions as alternative discipline practices that intend to replace or reduce exclusionary outcomes in schools…. [Direct]
(2019). Las Ense√±anzas de la Linea: Sense of Self and Academic Experiences of Latina/o/x Community College Students in the Tijuana-San Diego Borderlands. ProQuest LLC, Ph.D. Dissertation, University of California, Los Angeles. This qualitative dissertation explored how Latina/o students at Frontera Community College (FCC) made sense of their identities and community college experiences while traversing the Tijuana-San Diego borderlands. FCC is an HSI and one of the closest community colleges to the U.S.-Mexico border in California making this an important site of exploration, where students have distinct realities yet share the same space in pursuit of an education. Given the vastly political location of this study and widespread anti-Latina/o/x and immigration discourse prevalent during President Trump's administration, studying the role of space and geography on the lives of Latina/o/x students was of particular importance. With the foundations of critical race theory, Latina/o critical theory, critical geography, and Anzalduan borderlands theory, individual platicas rooted in Chicana/Latina feminist epistemologies were conducted with ten Latina/o community college student collaborators. The Latina/o… [Direct]
(2019). Pre-Service Elementary Teachers Enacting a Critical Race Curriculum in Science: A Multi-Case Study. ProQuest LLC, Ph.D. Dissertation, The University of Texas at San Antonio. This dissertation explores the ways in which preservice science teachers enact a critical race curriculum in majority-Latinx elementary classrooms. Even though Latinx students represent the majority in public schools, their ability to move forward in their curricular experiences are limited if teachers do not provide equitable opportunities to access academic success (Mercado, 2016). Although there is an immense body of research that includes teaching science for social justice or teacher education with a CRT lens, there is little to no research that includes critical science teacher education framed by CRT/LatCrit. It is imperative to provide traditionally disenfranchised students with a high quality and empowering science learning experience through a critical curriculum. Critical Race Theory, LatCrit, and CRC serve as the theoretical framework for this study. CRT is the theoretical lens of this case study, LatCrit specifies who preservice science teachers seek to empower in their… [Direct]
(2016). The Discourse of Language Learning Strategies: Towards an Inclusive Approach. International Journal of Inclusive Education, v20 n8 p855-870. This paper critiques discourse surrounding language learning strategies within Teaching English to Speakers of Other Languages (TESOL) and argues for the creation of new definitions of language learning strategies that are rooted in the socio-political and socio-economic contexts of the marginalized. Section one of this paper describes linguistic imperialism theory and post-colonial education's responses to allegations therein: multicultural education theory, critical race theory, and technological egalitarianism. This section also highlights the difference between formal and informal learning in order to validate multiple learning strategies. Section two of this paper then analyses two prominent works by Oxford [2002. "Language learning strategies around the world: Cross-cultural perspectives". Honolulu: Second Language Teaching & Curriculum Center, University of Hawai'i at Manoa. 2013. "Language learning strategies: What every teacher should know". South… [Direct]
(2016). Critical Multicultural Education Competencies Scale: A Scale Development Study. Journal of Education and Learning, v5 n3 p51-63. The purpose of this study is to develop a scale in order to identify the critical mutlicultural education competencies of teachers. For this reason, first of all, drawing on the knowledge in the literature, a new conceptual framework was created with deductive method based on critical theory, critical race theory and critical multicultural education theory, which includes dimensions of awareness, knowledge, attitude and skill. In accordance with this framework, experimental form consisting of 56 items was submitted to experts for consideration. In accordance with the responses of the experts, content validity rate of the items was identified and the items which were below. 80 level were excluded from the study. The pilot study form consisting of 45 items, was applied to teachers who work preschools, primary and secondary school and the data which was obtained from 421 teachers in total were analyzed. Through the Exploratory Factor Analysis (EFA), a structure consisting of… [PDF]
(2015). Clearing up the Table: Food Pedagogies and Environmental Education–Contributions, Challenges and Future Agendas. Australian Journal of Environmental Education, v31 n1 p146-164 Jul. In our paper, we draw on recent scholarship on food pedagogies and pedagogy studies to explore themes in the collection of articles in this special issue. In particular, we show how the articles variously conceptualise formal and informal pedagogies, their curricula, aims, and potential effects in relation to food and sustainability. Drawing on debates in pedagogy studies, we investigate how the papers reflect on what makes a pedagogy pedagogical. We then turn to food studies literature to identify how the articles in this special issue construct food as a theoretical and empirical object. Given food's multifaceted nature, which means that food works materially, biologically, economically, symbolically and socially, we explore which versions of food and its attributes are profiled across and within the articles. Inspired by critiques on race and class in relation to food and food social movements, in the final section of the paper we ask how the articles and future research on food… [Direct]
(2017). A Phenomenological Exploration of Resilience in African American Male College and University Presidents. ProQuest LLC, Ph.D. Dissertation, Capella University. Colleges and universities across the nation are seeking a president with unique qualities to transform their institution. Notwithstanding, surprisingly, few studies have examined how African American presidents confront race while also successfully ascending into the presidency. The purpose of this study was to explore and interpret the experiences and perspectives of African American male college and university presidents in their ascension to presidency. This study aimed to catalyze strategies for leaders in higher education who aspire to ascend into presidency. In this critical phenomenological study, the researcher sought to address the experiences of 12 African American male college and university presidents in the South. This study included African American male presidents at public two-year institutions as well as public and private four-year institutions, some of which were Historically Black Colleges and Universities. By combining resilience theory and critical race theory,… [Direct]
(2017). First-Time College Students' Experiences of Transitioning from High School to College. ProQuest LLC, Ph.D. Dissertation, Capella University. Although many students in low socioeconomic backgrounds lived in adverse situations during childhood, they were deeply motivated to pursue higher education. The current generic qualitative study was conducted to fill a gap in the literature pertaining to African American students' experiences of transitioning from high school to college. The primary theoretical framework for this study is critical race theory. Specifically, this study focused on low socioeconomic status African American first-time college students enrolled in a historically Black college or university (HBCU), located within the United States. Through semi-structured interviews with open-ended questions, the 12 students described the challenges faced from parental support, peer support, teacher support, and school administrative support. The researcher utilized thematic analysis and revealed commonalities in the students' accounts of their experiences and reasons for making their transitions as (a) preparation for… [Direct]
(2017). "Been There Before": Mentorships Involving Undergraduate Black Males and Their Black Male Mentors at Predominately White Institutions. ProQuest LLC, Ph.D. Dissertation, Indiana University. The purpose of this study was to explore college mentorships that involve undergraduate Black male mentees and their Black male mentors as a means to understand how such mentorships function at predominately-White institutions (PWIs). Researchers have often examined the experiences of such mentorships through the lens of research that focuses on only one participant in the mentorship. Explorations of the unique functions of such mentorships that include social and career support are largely unexplored within the context of PWIs. Through semi-structured one-on-one and shared mentor/mentee interviews, eight Black men who composed of five separate mentorships shared their narratives of participating in a mentorship at a PWI. The details of their experiences were analyzed through use of Critical Race Theory (CRT) theoretical perspective and counter-narrative methodology. The analysis produced a series of themes that described their shared experience at predominately-White institution…. [Direct]
(2017). African American Male College Students' Personal Experience of College Preparation. ProQuest LLC, Ph.D. Dissertation, Walden University. African American male students have a high risk of not completing high school and not going to college. Students receive some college preparation as early as middle school, yet it is not enough to increase the number of African American male high school or college graduates. The purpose of this phenomenological study was to describe what 18-24-year-old African American male college students recalled from middle school and high school about college preparation, college planning, and college attendance. Critical race theory was used to reveal how outside factors such as oppression, racism, or socioeconomic status prevent African American male students from attending college. The research questions sought to understand (a) college preparation experiences in high school, (b) influential decisions they made to attend college, and (c) the characteristics of a successful pathway to college for African American males. Data were collected from 7 participants who answered in-depth questions… [Direct]
(2012). Pearls, Not Problems: Exploring Transformative Education in Indigenous Australian Studies. Australian Journal of Indigenous Education, v41 spec iss n1 p10-17 Aug. This article explores the shift in terminology that occurred in a 2-year Australian Learning and Teaching Council (ALTC)-funded curriculum renewal project that set out to broadly explore current teaching and learning practice in Indigenous Australian studies (www.teaching4change.edu.au). While we started with the term "Problem-Based Learning", it became clear as the project progressed that the terminology we were using was not politically or pedagogically appropriate. As the data began to reveal, the research team became increasingly uncomfortable with the colonial underpinnings and associations of the term "Problem-Based Learning" (PBL), and began to explore the possibility of redefining what we do as something else entirely. A key outcome of the project was that PBL became PEARL, to describe the Political, Embodied, Active, and Reflective aspects of this teaching and learning approach in Indigenous Australian studies. The shift from PBL to PEARL was unexpected,… [Direct]
(2018). Black Leaders Matter: Agency, Progression and the Sustainability of BME School Leadership in England. Journal for Multicultural Education, v12 n2 p183-196. Purpose: The purpose of this study is to evaluate factors that contribute to black male school leaders' career progression and sustenance within the teaching profession. This, because the progression of black and minority ethnic (BME) teachers in Britain has been the subject of much debate. Fewer BME teachers are in leadership roles in education, and there are only 230 BME headteachers of approximately 24,000 primary and secondary headteachers. Design/methodology/approach: The headteachers' professional lives are explored through the lenses of critical race theory and interpretivism. In doing so, it illuminates the journey towards and the realities of a group whose views are currently unrepresented in research on school leadership or that of the experiences of male BME teachers in England. Findings: This study finds that whereas personal agency and determination are largely responsible for keeping these black headteachers in post, "White sanction" (Miller, 2016) has played… [Direct]
(2012). Race without Racism: How Higher Education Researchers Minimize Racist Institutional Norms. Review of Higher Education, v36 n1 suppl p9-29 Fall. This article analyzes 255 articles published in seven peer-reviewed journals over a 10-year period and presents examples of how higher education researchers undertake the study of campus racial climates; racial differences in access, outcomes, and attainment; and the experiences of students, faculty, and administrators of color on predominantly White campuses without explicitly considering racism or attributing quantified racial inequities to racist institutional practices. The analysis found three consistent trends: (a) racial disparities are overwhelmingly attributed to factors other than racism, (b) scholars use semantic substitutes for \racism\ and \racist,\ and (c) critical race theory is rarely used for conceptual sense-making. (Contains 2 tables and 1 footnote.)… [Direct]