(2015). White School Counselors Becoming Racial Justice Allies to Students of Color: A Call to the Field of School Counseling. Journal of School Counseling, v13 n5. White school counselors must consider how racial identity, and whiteness as a construct, influences their work with students of color. This article addresses opportunities for White school counselors regarding how they may become allies to students of color and suggests way in which counselor educators can support the ally identity development in graduate students who are preparing to become school counselors. Intersections of racial privilege and ally identity development for White school counselors are described (Kendall, 2006; Mindrup, Spray & Lamberghini-West, 2011), and recommendations to the field of school counseling are made. Tenets of critical race theory (Ladson-Billings & Tate, 1995) and relational cultural theory (Jordan, 2010) are recommended as a theoretical framework for White school counselors' efforts…. [PDF]
(2023). Unmasking Barriers, Unleashing Potential: A Phenomenological Study on Academic Advisors' Implementation of Critical Support Systems for Black Male Student Athletes' Academic Success. ProQuest LLC, Ed.D. Dissertation, Drexel University. Black male student-athletes at predominantly White institutions (PWI) are funneled through Student-athlete Academic Support Services (SASS) programs where advisors primarily focus on maintaining NCAA athletic eligibility instead of degree completion, which is detrimental to their academic identity development. The purpose of this qualitative, phenomenological study was to explore the lived experiences of academic advisors within SASS programs at PWIs to understand how they perceive their role in supporting the academic identity development and degree completion of Black male student-athletes. To investigate this phenomenon, the researcher conducted semi-structured interviews, a focus group, and maintained a researcher's journal. This research was guided by one overarching central research question, with two sub-questions: (1) How do academic advisors who support Black male student-athletes as part of a Student-athlete Academic Support Services (SASS) program at predominantly White… [Direct]
(2023). A Phenomenological Study to Explore Educators' Perceptions of Recruitment and Retention of African American Teachers in Advanced Placement Courses. ProQuest LLC, Ed.D. Dissertation, Nova Southeastern University. This dissertation was designed to provide positive perspectives regarding recruitment and retention practices in an urban school district. Recruiting and retaining African American teachers for Advanced Placement (AP) courses is a vital educational issue in the U. S. The number of African American teachers teaching AP courses was low.A phenomenological research design guided the study's investigation. The phenomenon in the investigation was the underrepresentation of African American instructors of AP courses. Zoom semi-structured interview data for 15 AP teachers were analyzed with a thematic analysis approach to answer six qualitative research questions.The theoretical framework was the Critical Race Theory suggesting all students were entitled to equal educational opportunities. Finn and Scanlan (2020) reported educational barriers of African American students concerning access, equity, and entrance in AP programs had been a problem since Jim Crow. Additionally, Johnson and Larwin… [Direct]
(2023). Enacting Equity in the Neoliberal Community College: A Study of the Labor Expectations and Perceptions of Faculty of Color. ProQuest LLC, Ph.D. Dissertation, University of California, Los Angeles. This study expanded the understanding of the experiences and perspectives of faculty of color within the community college system. Through a qualitative research design, the study drew insights from interviews with 14 self-identified faculty of color and a review of institutional documents from a single community college. A framework that integrated institutional logics, critical race theory, and resistance theory guided data analysis. Findings revealed that while these faculty members are deeply committed to enacting equity and resonate with the open-access mission of community colleges, their efforts are often voluntary, unpaid, and occasionally overlooked by their peers and administration. The themes that emerged include the misalignment of institutional equity directives, undervalued equity-related labor, and a disparity between the college's public image and the actual experiences of faculty of color. Findings also highlighted the profound commitment of these faculty to… [Direct]
(2016). Meaning and Implications of Being Labelled a Predominantly White Institution. College and University, v91 n3 p12-18, 20-21. Institutions of higher learning are regularly identified in scholarship and conversation by their racial composition, which generally reflects a distinction between predominantly white institutions (PWIs), and minority-serving institutions (MSIs). While PWI is not an official designation for any institution in the United Stated, six categories of MSIs are classified by the Higher Education Act: Hispanic Serving Institutions (HSIs), Historically Black Colleges and Universities (HBCUs), Tribal Colleges and Universities (TCUs), Alaska Native Serving Institutions (ANSIs), Native Hawaiian Serving Institutions (NHSIs), and a general category of Minority Serving Institutions (MSIs). The purpose of this article is to critically examine the term"predominantly white institution." The premise is that what is predominant at these institutions stems from much more than simple numbers of white students as compared to numbers of students from underrepresented racial groups. Patterns of… [Direct]
(2018). Perceptions of African American College Students in San Francisco Bay Area Community Colleges on Their Developmental Training to Participate in Civic Engagement during High School. ProQuest LLC, Ed.D. Dissertation, University of San Francisco. The democratic practice of representative government in the United States is supposed to represent and protect its citizens. Since the United States abolished legalized slavery with the 13th Amendment in 1865, individual states have made many attempts to impede the civil rights and voting rights of African American citizens. Several pieces of legislation were designed to protect citizens, such as the Civil Rights act of 1964 and the Voting Rights Act of 1965. In addition to overt legislated actions to thwart voting rights, the 26th Amendment of 1971 afforded citizens at least 18-years old the right to vote. Studies, however, have shown that the 18- to 24-year-old voting block consistently lags other cohorts in exercising the right to vote. Those studies presumed a flaw in the youths and rarely fully imagine systemic issues. The purpose of this study was to view youth voting through the lenses of critical race theory and neoliberalism to gain insights into how students from San… [Direct]
(2014). "What Is Critical Whiteness Doing in Our Nice Field Like Critical Race Theory?" Applying CRT and CWS to Understand the White Imaginations of White Teacher Candidates. Equity & Excellence in Education, v47 n3 p289-304. Critical Race Theory (CRT) revolutionized how we investigate race in education. Centralizing counter-stories from people of color becomes essential for decentralizing white normative discourse–a process we refer to as realities within the Black imagination. Yet, few studies examine how whites respond to centering the Black imagination, especially since their white imagination goes unrecognized. We propose utilizing Critical Whiteness Studies (CWS) to support CRT to aid in deconstructing the dimensions of white imaginations. Our findings describe how the white imagination operates inside the minds of white teacher candidates, namely through their (a) emotional disinvestment, (b) lack of critical understanding of race, (c) resurgence of white guilt, and (d) recycling of hegemonic whiteness, all of which negatively impact their role in anti-racist teaching in urban schools…. [Direct]
(2011). How Busing Burdened Blacks: Critical Race Theory and Busing for Desegregation in Nashville-Davidson County. Journal of Negro Education, v80 n1 p22-32 Win. This article uses critical race theory, court opinions, newspapers, and interviews to explain how the burden of busing for desegregation was placed upon Blacks in Nashville, Tennessee and why the agenda of the litigants in the Kelley v. Metropolitan Board of Education cases shifted over time. The deliberate pace of the initial desegregation policy, liberal transfer options, and exclusion of the suburbs from the busing plan relieved Whites of policy burdens and reduced their opposition to Nashville's desegregation policies. Thus, a convergence of interests occurred as predicted by critical race theory…. [Direct]
(2019). In Defence of White Privilege: Physical Education Teachers' Understandings of Their Work in Culturally Diverse Schools. Sport, Education and Society, v24 n2 p134-146. Research suggests that physical education (PE) in Western countries is not providing equitable experiences for non-white students. Responsibility for shortcomings has often been ascribed to white PE teachers. Scholars have claimed that teachers lack cultural competence and know little about how physical cultures or health are understood by the young people with whom they work. The objective of this investigation was to investigate this claim and generate an understanding of how white PE teachers in a culturally diverse high school make sense of their work with non-white students. Data with three Swedish teachers of varying experience were produced using semi-structured interviewing. A series of school visits provided a complementary line of data. Four themes emerged from the data. These related to: (1) differences between white and non-white values; (2) the knowledge and dispositions necessary for success in PE; (3) the broad purpose of PE, and; (4) the differences between boys' and… [Direct]
(2019). Stereotypes of a Black Male Misunderstood (And It's Still All Good): Exploring How African American/Black Male Students Experience and Perceive Racial Microaggressions at a Community College. ProQuest LLC, Ed.D. Dissertation, Northeastern University. The purpose of this study was to understand African American male students' experiences and perceptions of racial microaggressions at a community college. The qualitative study, through the use of in-depth interviews with six African American male identified students, sought to answer the following research questions: (1) How do African American males attending a community college perceive and interpret individual and institutional forms of racial microaggressions? (2) In what ways can perceptions and experiences of racial microaggressions be linked to retention, persistence and completion rates of African American males attending a community college? (3) What are the experiences of African American male participants with racial microaggressions within a community college with predominately White faculty and how do they make sense of these experiences with respect to their academic and social achievement? The paper concludes with recommendations for future research on Black males… [Direct]
(2020). A Narrative Inquiry of Recently Separated African American Army Enlisted Soldier's Experiences on Racism. ProQuest LLC, Ed.D. Dissertation, Valdosta State University. The United States Army (U.S. Army) is the oldest and a leading public organization in the U.S. that has challenged racism with attempts to remove many barriers that did not allow for workforce equality and unlimited growth (Moskos & Butler, 1996). Even so, the U.S. Army struggled for years with institutional racism and issues of discrimination. Understanding how systemic racism and acts of racism affect the core of the U.S. Army organization is important in the 21st century and may assist other organizations and leaders in understanding how African Americans experience institutional racism. Many studies on racism and race issues in the U.S. Army use a quantitative lens. Furthermore, most research, books, and news articles center the research on the U.S. Army officer. That presents a gap in the understanding of how racism affects the U.S. Army as a total force. A narrative inquiry using enlisted soldiers with a Critical Race Theory framework adds to the limited research and may… [Direct]
(2018). The Politics of Ethnic Studies, Cultural Centers, and Student Activism: The Voices of Black Women at the Academic Borderlands. ProQuest LLC, Ed.D. Dissertation, Loyola Marymount University. Through employing critical narratives, this qualitative study examined the experiences of Black women who utilized their scholarship and activism to address campus climates at a predominantly Chicanx Latinx institution in Southern California. Six Black women–two faculty, two staff, and two students–participated in the study. All participants were active with Ethnic Studies (Pan-African Studies), the campus Cross Cultural Centers, and Black Student Union student organization in some capacity. Literature on the three areas focuses on the history of and ongoing struggle to exist, significance to campus life, and meaning in the lives of marginalized and minoritized communities. The study used three frameworks: Critical Pedagogy, Critical Race Theory, and Black Feminist and Black Womanist Theory to analyze the critical narratives of the women. Findings revealed Black women integrate community issues into their professional and personal lives, experience rare moments of being celebrated,… [Direct]
(2018). The Role of Ethnic Identity Development and Self-Authorship in Enhancing the Academic Engagement and Success of Latina Students. ProQuest LLC, Ed.D. Dissertation, San Diego State University. This qualitative study explored how ethnic identity and self-authorship development have impacted the academic success and engagement of Latina students who have successfully transferred from community college to the university. The qualitative method of social science portraiture (Lawrence-Lightfoot & Davis, 1997) was used to collect, analyze, and present the data. Based on in-depth interviews, the researcher composed narrative portraits of twelve participants whose voices provided clear and compelling perspectives of the racialized P-20 educational environments in which they lived, illuminating the need for systemic change in order to create equity in access to postsecondary education. Drawing from the theoretical perspectives of Critical Race Theory (CRT), LatCrit, and community cultural wealth theory, this study offers an understanding of how practitioners can create the conditions that will foster the holistic development of minoritized student populations. Furthermore, the… [Direct]
(2018). Examining the Impact of Race in the Recruitment, Placement, and Retention of African-American Male Principals in Rural North Carolina School Districts: A Qualitative Study of the Perceptions of African-American Male Principals Serving in Rural, High-Poverty, High-Minority Elementary Schools. ProQuest LLC, Ed.D. Dissertation, North Carolina State University. This study was designed to explore the unique perspectives of African-American male principals serving in rural high-poverty, high-minority elementary schools regarding the residual effects of the North Carolina School Performance Grade Accountability Model and the perceived role that race plays in their recruitment, placement, and retention at certain schools. This study adds to the extant body of literature regarding African-American male principals by examining the issues in a rural context and at the elementary school level, areas in which there is a dearth of research. The lens of Critical Race Theory (CRT) was applied to the findings of this study to provide school boards, superintendents, and other district-level individuals who are influential in hiring decisions with valuable insight into the lived experiences of these principals. This investigation was intended to help such individuals uncover potential unconscious biases and covert hiring practices that may influence… [Direct]
(2018). The Success of African American Medical Imaging Students: A Transformative Study of Student Engagement. ProQuest LLC, Ph.D. Dissertation, University of Cincinnati. African American medical imaging students may face unique challenges due to racial differences in higher education experiences (Fries-Britt & Turner, 2001; Harper, 2007; Haysbert & Williams, 2007; Quaye, Griffin, & Museus, 2015) and racial inequities in healthcare (Lang & Bird, 2015; Molina, Kim, Berrios, & Calhoun, 2015; Ross et al., 2012) that influence their success. Student engagement–the manner in which students connect with the educational environment (Felton, Gardner, Schroeder, Lambert, & Barefoot, 2016; Kuh, et al., 2005a; Kuh, 2008; Kezar & Kinzie, 2006)–is one approach toward impacting student success. This study draws from the healthcare and education literature to examine African American student and alumni perspectives of their experiences of student engagement practices as well as to highlight their recommendations for future actions necessary to support student success. The two phases of this transformative mixed methods study design… [Direct]