Bibliography: Critical Race Theory (Part 118 of 217)

Andy W. Chung (2020). Uncovering Examples of Humanizing Praxis and Pathological Violence in Special Education: District, Parent, and Researcher Perspectives. ProQuest LLC, Ed.D. Dissertation, University of San Francisco. Students of color continue to be labeled with dis/abilities and funneled into segregated settings by special education staff (Annamma, Connor, & Ferri, 2013; Leonardo & Broderick, 2011). The purpose of this study is to highlight the kinds of experiences students and their family's experience in special education related to humanization and violence. In addition to gaining a better understanding of how special education district staff are working to both reproduce and disrupt the violent exclusion of students of color, this dissertation aimed to center the experiences of parents and students who are being impacted by the exclusionary policies and practices. Using Disability Studies and Critical Race Theory (DisCrit) as a theoretical framework reminds educators that the term disproportionality is a euphemism for the state-sanctioned racist and ableist systemic violence students and parents experience (Artiles et al., 2010). Data was collected through narrative interviews with… [Direct]

Latasha Marie Schraeder (2020). Being Black While Leading: A Mixed Methods Study of Black Administrators' Experiences in U.S. Public Schools. ProQuest LLC, Ed.D. Dissertation, Illinois State University. This transformative explanatory sequential mixed methods design study framed by the theories of Critical Race Theory and Community Cultural Wealth used a survey and semi-structured interviews to explore the experiences of Black administrators in PK-12 public schools in the United States. Within the first, quantitative, phase of the study participants completed a survey that collected demographic data and responses related to the six forms of cultural capital via Likert Scale style and opened ended questions. There were 65 responses, with 42 (N = 42) of the responses being complete. In the second, qualitative, phase of the study two participants were interviewed to gather data related to their experiences as Black administrators. The study found participants were able to use cultural capital to navigate barriers encountered during their attempts to create culturally responsive practices and policies. Black administrators are competent, servant leaders who are driven to persevere to… [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]

Elfreda Harvey (2022). Native American Students: A Phenomenological Study Investigating How Second-Year Full-Time Native American College Students Are Experiencing Sense of Belonging on A Community College Campus. ProQuest LLC, Ph.D. Dissertation, New Mexico State University. This qualitative study discusses a phenomenological inquiry approach utilizing semi-structured interviews to understand how ten full-time Native American students experienced their sense of belonging at a rural community college. There are very few studies providing in-depth perspective on sense of belonging of Native American students attending a community college. This study used the Tribal Critical Race Theory (TribalCrit) as the framework while considering the students' lived experiences. A semi-structured interview approach was used to explore the experiences of Native American students. There were six themes that emerged: (1) "Cultural Awareness for Sense of Belonging;" (2) "Support for Student Success;" (3) "Inclusion for Student Connections;" (4) "Recognizing Challenges;" (5) "Building Resiliency for Success;" (6) "Student Success." These findings are important factors in how students experience belonging and… [Direct]

Jude Paul Matias Dizon (2022). Broken Windows on Campus: A Case Study of Campus Policing. ProQuest LLC, Ph.D. Dissertation, University of Southern California. Campus police are ubiquitous: 95% of postsecondary institutions operate their own campus police department (Reaves, 2015). The rapid growth of campus policing in the last 50 years has coincided with rising enrollments of students from racially diverse and immigrant communities. Campus policing is generally framed as an instrument of crime control, yet this may overshadow how underrepresented students are surveilled and punished in ways similar to the policing of communities of color in broader society. In three empirical papers, I applied concepts from critical race theory, sociology, and ethnic studies to examine interview data from campus police officers, staff, administrators, faculty, and students. The first study compares all four groups' perceptions of campus policing. The findings illustrate how campus constituents perceived policing was justified through exploiting fear of victimization and constructing racialized meanings of who was a criminal and who was to be… [Direct]

Green, Meghan Lorraine (2022). Sister Outsider: Lived Experiences of Black Women Early Childhood Educators Who Employ Culturally Relevant Pedagogy. ProQuest LLC, Ed.D. Dissertation, Texas A&M University – Commerce. The lack of current research on the lived experiences of Black women early childhood educators who utilize culturally relevant pedagogy with young children has rendered this group of educators functionally invisible. Using the theoretical frameworks of critical race theory, Black feminist thought, and intersectionality, the purpose of this critical narrative inquiry study was to examine how Black women early childhood educators' lived experiences inform their use of culturally relevant pedagogies in pre-k to third grade classrooms. This study took place at an elementary public charter school serving students in pre-kindergarten to third grade in the southeast sector of Fort Worth, Texas. The participants were five Black women early childhood educators who teach children in pre-kindergarten to third grade. I used purposeful sampling to select participants who are representative of the population. I employed narrative inquiry methods. Data were collected through individual… [Direct]

Lucy Heath Bruce Horton (2022). Traditionally Underserved and Underrepresented: Counter-Narratives of Black Students in a Southeast Georgia Advanced Placement Program. ProQuest LLC, Ed.D. Dissertation, Valdosta State University. The persistent Black and White achievement gap contradicts one of the United States' core values: equal opportunity for all. In response to the problem, schools seek to increase Black students' achievement through programs like Advanced Placement (AP). Although schools have tried to provide an equitable educational experience, the disparity in outcomes and access remains. Black students' voices must be in the conversation about educational equality to understand the function of race and reveal any blind spots. This study used a critical qualitative research approach to explore the experiences of Black students who participated in a Southeast Georgia AP program. A critical race theory (CRT) methodology kept race at the center of the study, challenged dominant ideologies, committed to social justice, focused on experiential knowledge, and used the field's current literature. A series of three in-depth interviews served as the primary data collection method. Other methods included… [Direct]

Jamnah, Donnalie; Zimmerman, Jonathan (2022). Policy Dialogue: The War over How History Is Taught. History of Education Quarterly, v62 n2 p231-239 May. Conflict over the curriculum is nothing new in American public education, which has never been insulated from the culture wars. In the past few years, conflict over the teaching of race has torn through history and social studies classrooms, inciting the most serious fight over America's past since the last "history war" in the 1990s. At issue in the current conflict are debates over what schools should teach K-12 students about the history of race and racism in the United States. The chief flashpoint in this fight has been the "New York Times's" 1619 Project, led by journalist Nikole Hannah-Jones, which seeks to retell the story of America's founding through the lens of racial inequality. Pushback on the 1619 Project has included the Trump administration's 1776 Commission, which produced a series of proposals seeking to ban 1619-aligned curricula and oppose critical race theory. For this policy dialogue, the "HEQ" editors asked Donnalie Jamnah and… [Direct]

Caroline Whittaker Leffall (2021). Leadership in Higher Education: Exploring the Disparity of African American Representation in Washington State Colleges. ProQuest LLC, D.B.A. Dissertation, Northcentral University. The study reveals the barriers and challenges of African Americans during their ascendancy to senior-level leadership roles. The study addresses the problem of racism and white privilege in higher education institutions related to the underrepresentation of African Americans in senior-level positions, specifically in Washington State community and technical colleges. Despite the passage of landmark decisions and enactment of several laws and regulations, racial discrimination and disparities continue to be a prevalent problem on university and college campuses. The purpose of this phenomenological qualitative study was to explore the paucity of African American representation in these roles. The population was a purposeful sampling of 12 African American senior-level administrators or leaders. Data were collected from eight interview participants and a focus group of four participants of the sampling pool. Critical Race Theory was the theoretical framework selected for this study to… [Direct]

Crump, Alison (2014). Introducing LangCrit: Critical Language and Race Theory. Critical Inquiry in Language Studies, v11 n3 p207-224. Teachers of English to Speakers of Other Languages (TESOL) scholars have recently drawn on critical race theory (CRT) to critique and understand the propagation of Whiteness as a norm associated with native English speakers. However, the area of language studies, more broadly defined, has yet to develop the same link with CRT. To this end, this article proposes and introduces an emerging theoretical and analytical framework called LangCrit, or Critical Language and Race Theory. LangCrit puts the intersection of the subject-as-heard and the subject-as-seen at the forefront of interpretation and analysis. This article urges language studies scholars, both within the field of English language teaching and beyond, to continue to look for ways in which race, racism, and racialization intersect with issues of language, belonging, and identity…. [Direct]

Bryant, Larry C.; Moss, Glenda; Zijdemans Boudreau, Anita S. (2015). Understanding Poverty through Race Dialogues in Teacher Preparation. Critical Questions in Education, v6 n1 p1-15 Win. This study used critical dialogue within a teacher preparation program to address the dilemma of preparing preservice teachers for educational arenas in which they will interface with students who are socially and economically disadvantaged. Using Critical Race Theory as a lens, the study addressed the following research questions: What were the candidates' responses to the experience of engaging in a day of dialogues designed in part to explore how economic disparity is promoted through institutional racism? Were any of the participants' assumptions challenged? Did the dialogue change candidates' thinking about how they might engage future students in learning?… [PDF]

Fernandez-Bergersen, Sandra Luz; Taylor, Kay Ann (2015). Mexican American Women's Reflections from Public High School. Journal of Latinos and Education, v14 n1 p6-24. This qualitative case study examined 5 Mexican American women's experiences at the intersection of race and gender in public high school. Critical race theory provided the analysis and interpretation. The significant findings of this research included the following: (a) Racism is endemic and pervasive in public education; (b) many educational entities operate via colorblindness; (c) the participants perceived social justice as the solution to ending racism and oppression; (d) learning to navigate the system is necessary to be successful academically; and (e) teachers, counselors, and peers are perpetrators of racism and gender stereotypes in public education for Mexican American females…. [Direct]

Brown, Keffrelyn D. (2014). Teaching in Color: A Critical Race Theory in Education Analysis of the Literature on Preservice Teachers of Color and Teacher Education in the US. Race, Ethnicity and Education, v17 n3 p326-345. In this article I take seriously the call for recruiting and retaining more preservice teachers of color by critically considering some of the pressing challenges they might encounter in teacher preparation programs. I draw from critical race theory (CRT) in education to review the extant literature on preservice teachers of color and teacher education in the US. I excavate how the dominant, (dis)embodied and normalized culture of Whiteness, White privilege and White hegemony pervades contemporary teacher education, and presents a formidable challenge to the goal of preparing teachers (of color) to teach in a manner that is relevant, critical and humanizing while also socially and individually transformative. I conclude by envisioning how teacher education programs might address these challenges in such a way that more effectively meets the needs of preservice teachers…. [Direct]

Mansfield, Katherine Cumings; Thackik, Stefani Leigh (2016). A Critical Policy Analysis of Texas' "Closing the Gaps 2015". Education Policy Analysis Archives, v24 n3 Jan. This critical policy analysis uses critical race theory to provide a counter narrative to the P-16 initiative in Texas known as "Closing the Gaps 2015". Findings indicate that while these reforms aim to increase educational access and achievement for people of color, they fall short of addressing systemic inequities such as enduring segregation and unconstitutional school finance policy. Using Texas as a case study illumines the ways the growing number of P-16 councils throughout the US might adapt and improve policy development and implementation to more adequately address educational inequities across racial, ethnic, and linguistic groups. The article closes with recommendations for Texas' reiteration of "Closing the Gaps 2015" titled, "60x30TX", currently in revision to guide state education goals in 2016-2030…. [PDF]

Warmington, Paul (2012). "A Tradition in Ceaseless Motion": Critical Race Theory and Black British Intellectual Spaces. Race, Ethnicity and Education, v15 n1 p5-21. In the USA, where Critical Race Theory (CRT) first emerged, black public intellectuals are a longstanding, if embattled, feature of national life. However, while often marginalized in public debate, the UK has its own robust tradition of black intellectual creation. The field of education, both as a site of intellectual production and as the site of political struggle for black communities, is one of the significant fields in which black British intellectual positions have been defined and differentiated. This article argues that the transfer of CRT to the UK context should be understood within this broader context of black British intellectual production. Through a critical examination of race conscious scholarship and the diverse literature produced in the UK since the 1960s, this article identifies some of the dimensions of education that have been scrutinized by black British intellectuals. In doing so, it directs attention to questions being generated by the transfer of CRT to… [Direct]

15 | 2629 | 23965 | 25031100