(2020). Understanding Reasons African-American Intercollegiate Student-Athletes Transfer Institutions: A Descriptive Qualitative Study of the Student-Athletes' Perspective. ProQuest LLC, Ph.D. Dissertation, Robert Morris University. The purpose of this research study was to understand the reasons why African-American intercollegiate student-athletes transfer institutions. The study also sought to understand if these student-athletes were satisfied with their decisions to transfer, and to determine programming to assist with acclimation to the receiving institution and aid in African-American student-athlete retention. The study utilized critical race theory (CRT) and Tinto's Model of Student Integration as theoretical frameworks to explore the lived experiences of 10 African-American intercollegiate student-athletes. This was a descriptive qualitative study and one-on-one interviews were conducted to gather data.The findings of this research study yielded five emergent themes of why African-American intercollegiate student-athletes transfer institutions: (1) camaraderie and relationships; (2) culture and diversity; (3) negative experiences with coaches; (4) negative experiences within the institution or… [Direct]
(2021). Sacred Identity: A Qualitative Study of the African American Classification within the United States and Its Impact on the Education System. ProQuest LLC, Ed.D. Dissertation, Delaware State University. This qualitative study aims to analyze the definition of the African American/Black racial group and how it affects the United States education system. Document analysis and interviews are the key approaches used. Constructs of social justice, critical race theory, stereotype threat theory, and color-confrontation theory collectively serve as theoretical lenses for data analysis and interpretation. The two major concerns explored in this study are: Can the "legal definitions" assigned to race and ethnicity classifications for United States citizens cause a condition of disparity and injustice for people of the African American/Black racial group? Does the exclusion of the phrase "having origins in the original peoples of" as found on Standard Form 181 negatively or positively impact students? Researched materials presented for this study reviewed the origin of the African American race category and the relationship to social justice, equity, and equality within… [Direct]
(2021). The Unexpected Value of the Coronavirus Pandemic in Elevating the Importance of and Essential Need for Black, Indigenous, and People of Color (BIPOC) Serving as Youth Development Professionals. ProQuest LLC, Ed.D. Dissertation, University of Pennsylvania. This mixed-methods study used a Critical Race Theory and Positive Youth Development theoretical framework to understand the motivation that led frontline youth development professionals to work in person at Regional Enrichment Centers (REC) at the inception of the Coronavirus pandemic. The RECs, primarily situated in community schools, were operational from March 23, 2020, through September 8, 2020, as a child care facility alternative for the children of essential workers because all schools were closed for in-person instruction. When the City of New York was on pause, the pandemic amplified the racial injustices experienced by low-income and marginalized BIPOC citizens; however, frontline youth development professionals, recast as essential workers, provided an important lifeline to New Yorkers and their children. The core features of the Community School model are: (a) expanded and enriched learning time; (b) active family and community engagement; (c) collaborative leadership… [Direct]
(2021). Reducing Achievement Gaps? Analyzing Black Males' Academic Achievement in English and Math. ProQuest LLC, Ed.D. Dissertation, Grand Canyon University. This quantitative causal-comparative study was conducted to determine if or to what extent a statistically significant difference existed in academic achievement between early college high school (ECHS) and traditional high school for Black males as measured by standardized test scores in English and math. Dependent variables, State of Texas Assessment of Academic Readiness (STAAR) in English I and algebra I, were analyzed. This study was based of Bell's critical race theory (CRT) to provide equitable educational practices, and Rosenthal's Pygmalion effect to determine effects of high expectations on students. From a sample of 213, tests suggested that there was a statistically significant difference between ECHS and traditional high school. STAAR English I test scores for Black males in ECHS (M = 4044, SD = 258.81), and those in traditional high school (M = 3626, SD = 390.33), showed a statistically significant difference, M= -418.18, 97.5% CI [-524.00, -312.36], t(142 62) = -8.95,… [Direct]
(2011). The Potential of Critical Race Theory in Decolonizing University Curricula. Asia Pacific Journal of Education, v31 n4 p365-377. This paper critiques our experiences as non-Indigenous Australian educators of working with numerous embedding Indigenous perspectives curricular projects at an Australian university. Reporting on these project outcomes alone, while useful in identifying limitations, does not illustrate ways in which future embedding and decolonizing projects can persist and evolve. Deeper analysis is required of the ways in which Indigenous knowledge and perspectives are perceived, and what "embedding" Indigenous Knowledge in university curricula truly means to various educational stakeholders. To achieve a deeper analysis and propose ways to invigorate the continuing decolonization of Australian university curricula, this paper critically interrogates the methodology and conceptualization of Indigenous knowledge in embedding Indigenous perspectives (EIP) in the university curriculum using tenets of critical race theory. Accordingly, we conduct this analysis from the standpoint that EIP… [Direct]
(2014). Race, the Black Male, and Heterogeneous Racisms in Education. New Directions for Adult and Continuing Education, n144 p5-14 Win. This chapter explores the effects of historical and current racism on the educational experiences of American Black males. The authors use critical race theory to illustrate how assumptions about culture and gender have subverted the egalitarian ideals of adult education. Teachers and students are urged to use critical reflection and open discussion about racial issues…. [Direct]
(2016). Undocumented and Unafraid: Understanding the Disclosure Management Process for Undocumented College Students and Graduates. Journal of College Student Development, v57 n6 p715-729 Sep. Previous qualitative studies on undocumented college students have primarily focused on their lived experiences; however, little research has been done to consider the disclosure process or identity management for undocumented students, particularly students who self-identify as "undocumented and unafraid." Using research on legal consciousness and disclosure of hidden identities, I employed Latin@ critical race theory as an analytic lens to examine the many processes through which undocumented students "come out" within the context of higher education and beyond. Based on interviews with 7 Latin@ undocumented college students and graduates, in this article I explore 3 themes: biographical construction of legal status, the fluidity of fear, and empowered disclosure…. [Direct]
(2016). Effective Leadership Is Not Enough: Critical Approaches to Closing the Racial Discipline Gap. Clearing House: A Journal of Educational Strategies, Issues and Ideas, v89 n1 p7-13. A review of student discipline and suspension data disaggregated by race highlights how school leader biases influence disciplinary decisions. Yet, the majority of principal preparation programs have failed to develop structures and norms that result in critical conversations pertaining to race and racial inequities. This article is written from a stance that school leaders must move away from traditional leadership approaches and toward a social justice leadership orientation that creates critical spaces and discourses, empowers communities, and enables the adoption of social justice practices in all aspects of the school. After reviewing literature on critical race theory and social justice leadership, three leadership action areas are recommended to support principals and assistant principals in closing the racial discipline gap…. [Direct]
(2016). Black Female Faculty, Resilient Grit, and Determined Grace or "Just Because Everything Is Different Doesn't Mean Anything Has Changed". Journal of Negro Education, v85 n3 p365-379 Sum. This essay centers the lived experiences of protagonist Dr. Eva Grace as a bisexual Black female Assistant Professor navigating identity politics and power dynamics at a traditionally and predominantly White institution. Theoretically anchored by Black feminist thought coupled with critical race theory's composite counterstorytelling as method, Dr. Grace's pre-tenure experiences reflect the mundane nature of systemic oppressions in the everyday lives of multiplicatively, marginalized faculty. Accompanying Dr. Grace during an ordinary work week reveals the complexity of: resisting the imposition of domination; experiencing uncertainty, fear, and frustration; establishing work/life balance; and exhaustion–all in the context of working in academia and pursuing promotion and tenure as a first-generation degree earner in her family…. [Direct]
(2016). The Stories Teachers Believe Matter: Preservice Teachers and Their Ideology of Emergent Bilingual Students. AERA Online Paper Repository, Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016). This study seeks to understand the interactions between White, female preservice teachers' personal lived experiences and their professional ideology of English Language Learners. Narrative research using interviews, document analysis, and metaphor analysis was utilized. Six White, female preservice in teachers in Western Pennsylvania were studied during their student teaching of English Language Learners. Critical Race Theory, and in particular Yosso's Theory of Community Cultural Wealth, was used. In addition to the eight stock stories represented in the literature, three additional stories of (a) ELLs should strive to fit in, (b) ELLs are shy, unintelligent, and unable to speak in English, and (c) ELLs must prove and advocate for their first languages, were uncovered…. [Direct]
(2023). A Critical Race Phenomenographic Study of Students' Conceptions of an Antiracist Professional Identity. ProQuest LLC, Ph.D. Dissertation, University of Florida. This dissertation seeks to answer the following research question: what are the qualitatively different ways that students conceive of an antiracist professional identity for themselves after taking an undergraduate honors course with racism and antiracism as its central themes? To answer this research question, I employ critical race phenomenography, a bricolage methodology that fuses phenomenography's ability to delineate the qualitatively different ways in which a group experiences a phenomenon with critical race theory's critique of systems and commitment to social justice. Critical race phenomenography aims to reveal the outcome space, an intellectual cosmos encompassing the ways in which members of a particular group experience a given phenomenon. These ways of experiencing are designated the categories of description. Distinct from traditional phenomenography, critical race phenomenography does not organize categories of description hierarchically, instead considering the… [Direct]
(2017). Critical Race Design: An Emerging Methodological Approach to Anti-Racist Design and Implementation Research. International Journal of Adult Vocational Education and Technology, v8 n2 Article 5 p54-71. This article is about introducing Critical Race Design (CRD), a research methodology that centers race and equity at the nucleus of educational opportunities by design. First, the authors define design-based implementation research (DBIR; Penuel, Fishman, Cheng, & Sabelli, 2011) as an equity-oriented education research methodology where teaching and learning is informed by robust, iterative, evidence-based research conducted by multiple stakeholders. Next, they provide a brief overview of Critical Race Theory in Education (CRT; Ladson-Billings & Tate, 1995) as a theoretical and methodological approach that aims to unpack and disrupt the structural inequities experienced by disenfranchised racial groups. They then describe how both education methodologies informed CRD, our emerging anti-racist critical design methodology. Finally, they provide an example where they used CRD to design an online service-learning course that aimed to situate the narratives of underrepresented… [Direct]
(2017). Invisible and Hypervisible Academics: The Experiences of Black and Minority Ethnic Teacher Educators. Teaching in Higher Education, v22 n8 p1008-1021. This qualitative study investigated the experiences of Black and Minority Ethnic (BME) teacher educators in England and Australia working within the predominantly white space of the academy. Data analysis was informed by a multidimensional theoretical framework drawing on Critical Race Theory, whiteness and Puwar's concept of the Space Invader. Findings suggest the participants in both national contexts felt marginalised, and encountered subtle everyday racism manifested as microaggressions that contributed to the academics' simultaneous construction as hypervisible and invisible, and as outsiders to the academy. Vulnerability, insecurity and precariousness was generated through the participants' positioning as space invaders within the university and borne from surveillance by students and managers. The paper argues that despite long-standing Equal Opportunity policies tenacious racism in the academy must be disrupted through structured career support and mentoring for BME staff and… [Direct]
(2017). Struggling in Silence: A Qualitative Study of Six African American Male Stutterers in Educational Settings. Educational Foundations, v30 n1-4 p33-62. Stuttering places students at-risk for being stereotyped and experiencing identity difficulties in school. This study hoped to fill a lacuna in the literature on the educational experiences of African American male stutterers. Six African American adult males who stuttered and lived in Washington, DC; Maryland; and/or Virginia participated in this study. Three research questions directed this study: (1) How do speech or language impaired African American males describe their educational experiences?; (2) What coping strategies do African American males who stutter use in educational settings?; and (3) In what ways do educational experiences shape the lives of African American males who stutter? Critical race theory and life history methodologies were used to examine these males' experiences. Findings suggest that stuttering had a significant impact on the lives of the African American males, particularly within educational settings/contexts. Stuttering influenced these males'… [PDF]
(2017). "Are You Gonna Show This to White People?": Chicana/o and Latina/o Students' Counter-Narratives on Race, Place, and Representation. Race, Ethnicity and Education, v20 n1 p101-116. This article explores the recurring narratives on race, place and representation that emerged in the talk of Chicana/o and Latina/o sixth-graders at a middle school in East Los Angeles, California. Discourse analytic methods are used to closely examine how these narratives were constructed within the contexts of everyday classroom interactions. Drawing on the notion of "counter-storytelling" from critical race theory, the article highlights how these sixth-grade students articulated "counter-narratives" about who they were and what their community was like–often in direct opposition to what they perceived as white people's stereotypical assumptions and misperceptions. It is argued that these narratives constitute a powerful and sophisticated critique of dominant narratives that frame working-class Chicana/o and Latina/o students in racist and pejorative terms. The article ends with a discussion of implications for understanding youth agency and the politics of… [Direct]