(2011). Beyond the Literal: Microtransformations in a Secondary ESL Classroom. Multicultural Perspectives, v13 n2 p79-89. There has been little exploration regarding how Anglo teacher's interactions with Latina/o language learners influence student subjectivities. In this article the author attempts to use a theoretical tool from Critical Race Theory called \microaggressions\ and her theoretical construct \microtransformations\ to explore how a teacher's linguistic engagements with Latina/o language learning students can create and disrupt particular racialized student subjectivities…. [Direct]
(2009). Critical Race Theory, Racial Microaggressions, and Campus Racial Climate for Latina/o Undergraduates. Harvard Educational Review, v79 n4 p659-690 Win. In this article, Tara Yosso, William Smith, Miguel Ceja, and Daniel Solorzano expand on their previous work by employing critical race theory to explore and understand incidents of racial microaggressions as experienced by Latina/o students at three selective universities. The authors explore three types of racial microaggressions–interpersonal microaggressions, racial jokes, and institutional microaggressions–and consider the effects of these racist affronts on Latina/o students. Challenging the applicability of Vincent Tinto's three stages of passage for college students, the authors explore the processes by which Latinas/os respond to racial microaggressions and confront hostile campus racial climates. The authors find that, through building community and developing critical navigation skills, Latina/o students claim empowerment from the margins. (Contains 14 notes.)… [Direct]
(2021). Creating Inclusive Adult ESL Classrooms through Promoting Culturally Responsive Pedagogy. COABE Journal: The Resource for Adult Education, v9 n2 Article 1 p5-16 Win 2020-2021. With an increasing immigrant population in the United States, higher education institutions and community organizations offer a variety of adult English as a second language (ESL) courses. Given that English language learners (ELLs) come from various backgrounds, they face unique challenges. Thus, it is pivotal that adult ESL instructors effectively address the needs of diverse ELLs in their classrooms. This qualitative study was guided by Critical Language and Race Theory introduced by Crump (2014) to explore how adult ESL instructors promote culturally responsive pedagogy. Participants of this study were seven adult ESL instructors teaching at a community college in the southeastern United States. Data were collected through face-to-face, semistructured interviews, journal entries, and classroom observations. This study contributes to the body of research that highlights the importance of promoting culturally responsive pedagogy in order to create an inclusive language learning… [Direct]
(2012). Linguistic Identities and Experiences of Generation 1.5 Teacher Candidates: Race Matters. TESL Canada Journal, v29 spec iss 6 p124-141. This article recounts the experiences of six Generation 1.5 teacher candidates (TCs) as they grapple with the significance of their racial identity in asserting their native-English-speaking status. A one-year qualitative case study, it draws on critical race theory and positioning theory to elucidate how native-English-speaking status is linked to levels of language proficiency and country of birth as well as to individuals' race. Whereas Generation 1.5 non-white teacher candidates' discourses reveal instances of marginalization and racism, discourses of white Generation 1.5 teacher candidates express privilege and acceptance. (Contains 1 table.)… [PDF]
(2012). \They Might as Well Be Black\: The Racialization of Sa'moan High School Students. International Journal of Qualitative Studies in Education (QSE), v25 n5 p557-582. This article explores the processes of racialization imposed on Sa'moan youth through policy and practice in one urban, US school district and at one high school in particular. Specifically, I use the methodological practices of defamiliarization and counter-storytelling to examine the contradictory practices of racialization and the simultaneously oppressive and transformative potentials these practices catalyze. The analysis of this process is framed by the Critical Race Theory concepts of colorblindness and Whiteness as property, which powerfully illustrate how this racialization both disrupts and reifies reigning local and national racial norms and hierarchies. (Contains 5 notes.)… [Direct]
(2012). The Academic Opportunity Gap: How Racism and Stereotypes Disrupt the Education of African American Undergraduates. Race, Ethnicity and Education, v15 n5 p633-652. Using Critical Race Theory as a framework, this article reveals how racism and stereotypes obstruct the academic success of black students. Through the use of focus groups, African American undergraduates from a large California State University campus, share the ways in which campus racism impacts their achievement potential as well as their behavior and emotional well-being. The results of the study illuminate how research on the difference in black-white grade performance must begin to examine the role of racism, and the way in which it constricts the academic opportunities afforded to African American undergraduates. (Contains 13 notes.)… [Direct]
(2018). MIXEDconceptions: An Analysis of Mixed-Race College Students and Racialized Bullying. ProQuest LLC, Ph.D. Dissertation, University of Illinois at Chicago. Since the 1970's, bullying has been a popular phenomenon of study among various disciplines of academia, including criminology. However, even within the field of criminology, bullying has consistently been studied in two principal domains: among young children in a classroom/playground setting or among adults as a part of workplace harassment. This study discusses an entirely different approach to existing literature by examining bullying of college students who identify as mixed-race. College students are an underrepresented population of study within the bullying literature and research on mixed-race identified individuals primarily focuses on the stresses of identity development. By taking a contemporary and intersectional approach, this exploratory study focuses on the issue of bullying and harassment against mixed-race college students at the University of Illinois at Chicago. The study considers the degree to which this phenomenon exists, the nature of such phenomenon, and how… [Direct]
(2018). Navajo Students' Decision-Making Factors that Influence Access and Persistence in Doctoral Education. ProQuest LLC, Ph.D. Dissertation, The University of Utah. American Indian and Alaska Native (AI/AN) students are not only historically underrepresented in undergraduate education but also underrepresented in graduate education. AI/AN graduate students accounted for 0.4% of total graduate student enrollment in 2016. Navajo graduate degree-seeking students and those students who applied for a tribal fellowship accounted for 0.2% of the total Navajo Nation population. This critical qualitative study examines decision-making factors influencing Navajo students' pursuit of doctoral education and their experiences of persisting in graduate school. The study was guided by three research questions: What decision-making factors influence Navajo students to pursue a doctoral education?; What resources are Navajo students using to increase access into doctoral education?; What challenging experiences do Navajo students experience in their doctoral program and what resources are they using to increase their persistence? To gain a deeper understanding… [Direct]
(2010). Employing Critical Race Theory Lens in Examining Black Graduate Students' Experience in Higher Education: Implications for Counseling. ProQuest LLC, Ed.D. Dissertation, University of Redlands. Black students are a visibly diminishing population among college degree recipients, yet many manage to succeed in graduate school. This research was designed to broaden the understanding of Black graduate students' challenges, successes, and navigation strategies with implications for counselors, faculty and mentors working with Black students and other students from diverse linguistic and cultural backgrounds. Utilizing the social justice lens offered through critical race theory (CRT), the present study examined the written narratives of twelve former and current Black graduate students from predominantly white institutions. Using the method of counter-storytelling, which provides a counter-narrative to the dominant portrayal of the Black graduate experience, the present study found that Black graduate students are exposed to frequent acts of microaggression from faculty and peers regardless of race. The findings fell into seven thematic categories including: feeling… [Direct]
(2015). Counterstories: Urban Black Students' Perceptions of How Faculty Influence Their Academic Success at a Small, Rural, Predominately White Liberal Arts College. ProQuest LLC, Ed.D. Dissertation, Edgewood College. The purpose of this qualitative study was to expand knowledge about the needs of urban Black undergraduate students by exploring their perceptions of the impact of faculty interactions, in and out of the classroom, at a small rural predominately White institution. Study participants were full-time undergraduate students who self-identified as Black or African American and who were attending college for their second or subsequent semester. The primary data source was structured interviews conducted in the spring of 2014. Data sources also included observation notes and demographic information from the university database. Through the lens of Critical Race Theory, this study explored the perceptions participants had of the impact of faculty engagement on their academic success. The seven findings in this study strongly indicate that these participants saw personal connections, especially with faculty, as influencing or hampering their academic success. Recommendations included… [Direct]
(2013). Representations of the Racialized Experiences of African Americans in Developmental Reading Textbooks. Journal of College Reading and Learning, v43 n2 p39-69. Race plays a major role in the lived experiences of African Americans. Consequently, race significantly impacts the identities and educational experiences of African American college students–many of whom require developmental reading courses. These courses, which are gateway courses in higher education, should address race along with reading skill development to increase engagement and success among African American students. This study investigates developmental reading curriculum, as exemplified by developmental reading textbooks, to determine how African Americans and their experiences related to race are represented and framed. Using Critical Race Theory as the theoretical framework, I conducted a qualitative content analysis of reading selections in a sample of five of the most recently published, top-selling developmental reading textbooks. Along with the findings of this study, the implications for developmental reading pedagogy and African American student engagement and… [Direct]
(2013). Cultural Identity and Education: A Critical Race Perspective. Educational Foundations, v27 n3-4 p43-64 Sum-Fall. The authors begin this article looking at the start of the journey through this new 21st century and how educators at every level are endeavoring to meet the challenge to be responsive to the educational needs of their students, current and future. This is especially true in relationship to the education of students of diverse backgrounds (Ladson-Billings 2001; 1999; 1994) in public educational settings. They first discuss cultural identity and cultural experience, then articulate their meanings for cultural identity, cultural experience(s), and cultural gap in the context of this work. Next, the authors address two questions: (1) In what ways does critical race theory (CRT)/critical race feminism (CRF) connect with issues of cultural identity and cultural experience and (2) in what ways have such connections served the praxis of two African American educators?… [PDF] [Direct]
(2013). The Policing of Native Bodies and Minds: Perspectives on Schooling from American Indian Youth. American Journal of Education, v119 n4 p591-616 Aug. Research indicates that high school campus climates are contentious for students of color, particularly as they negotiate institutional and personal racism. Unfortunately, minimal research centers on the experiences of American Indian youth. In response, this qualitative study explores American Indian responses to hostile campus climates. Using a Tribal Critical Race Theory framework, this article examines hostile school policies and leadership practices and student responses in a public high school with a majority population of American Indian students who reside on a reservation. Two main themes emerged: (a) the school neglected students' educational needs and views, and (b) the school marginalized Native students through specific policies. As this study demonstrates, American Indian youth's daily encounters in a racially charged high school environment affect their identities and well-being. Implications and recommendations for research, policy, and practice are included…. [Direct]
(2013). Diamonds in the Rough: Examining a Case of Successful Black Male Student Athletes in College Sport. Journal of Black Psychology, v39 n2 p107-130 Apr. Ailing academic performances of Black male student athletes have been an impetus for a search of recourse by the National Collegiate Athletic Association. Amid the volume of these academic underperformances, particularly in revenue-generating sports, there are Black male student athletes who achieve a level of success in the classroom that rivals their athletic prowess. The present case study investigated the self-perceptions and behaviors contributing to seven Black male student athletes' success in managing their dual roles as students and athletes while navigating their college experience. The theoretical framework of Critical Race Theory was used to ground this research. Findings from this study are represented by the following themes: "Complex Identities," "Community," and "Liberation." The implications of this study support fostering meaningful opportunities to develop healthy Black male student athlete identities and academic achievement…. [Direct]
(2013). "Testimonios" of Latina Junior Faculty: Bridging Academia, Family, and Community Lives in the Academy. Educational Foundations, v27 n1-2 p31-48 Win-Spr. Relying on Latina/Chicana feminist and critical race theories of identity, and "testimonio" as methodology of knowledge production (Latina Feminist Group, 2001), the authors examine the complexity of their professional and personal identities as academics and members of families and communities to theorize their common experiences as Latina/Chicana junior faculty. The brief "testimonios" that follow seek to illuminate the personal and professional experiences of Latina junior faculty in academia and the ways in which they navigate, negotiate, and contest gendernorms and expectations inside academia. They contend that Chicana/Latina junior faculty continue to navigate cultural "borderlands" in academia, as they struggle to carve a rightful place as scholars in their disciplines, while maintaining "compromiso" (or commitment) to their families, communities, and students in higher education as mothers, daughters, and activists…. [PDF] [Direct]