(2020). Equity Leadership Informed by Community Cultural Wealth: Counterstories of Latinx School Administrators. Educational Administration Quarterly, v56 n2 p289-320 Apr. Purpose: The purpose of this article is (a) to analyze how Latinx school administrators draw on their Community Cultural Wealth to inform their leadership for educational equity and (b) to examine how they navigate varying equity initiatives and beliefs in rapidly diversifying districts. Research Method: This study employs Latina/o Critical Race Theory counterstorytelling methodology to explore four Latinx school administrators' experiences across three districts in the Pacific Northwest. Data sources include semistructured interviews, observations, and local demographic data. Findings: Latinx administrators' counterstories revealed complex ways their childhoods, educational histories, and current equity leadership were informed by their Community Cultural Wealth as bilingual people of color. They also faced White dominant administrative spaces, where their equity visions often conflicted with district equity initiatives. Sometimes these differences led to tensions with district… [Direct]
(2020). Bravery against the Silence: Challenging Social Deprivation in the School Systems. Research Issues in Contemporary Education, v5 n3 p1-12 Fall. This paper aims to explore ways in which social deprivation within the education field influences educational achievement of minoritized students during the COVID-19 e-learning experience. COVID-19 forced students to turn to eLearning, and through the experience social deprivation was shown through the lack of resources, especially in minoritized areas and school. The quality of education was not equitable, less so than when learning takes place in traditional school buildings. Through a composite counter story, a tool used by critical race theory scholars to share counter-narrative of majoritarian stories (Solorzano & Yosso, 2002), the author acknowledges the presence and importance of discrimination experiences in the education system in middle and high school. The author challenges dominant narratives of equity (Pasquerella, 2016) in the school system and discusses the need for students having voices heard to have those injustices dealt with in ways that encourage… [PDF]
(2012). Rediscovering "Race Traitor": Towards a Critical Race Theory Informed Public Pedagogy. Race, Ethnicity and Education, v15 n1 p85-100. This article attempts to politically resituate Ignatiev and Garvey's conception of the "Race Traitor" within contemporary notions of Critical Race Theory and Public Pedagogy. Race Traitor has been critiqued both by those on the academic and neo-conservative right, who accuse advocates of the project of genocide and misuse of public funds, and has a number of critics on the left who consider that the project is misguided, posturing and self-affirming for guilty whites and politically untenable. There are also post-structuralist critiques of the "Race Traitor" position, which overstate its focus on embodiment and the post-racial as opposed to its concrete suggestions for resisting racial oppression. In this article we argue that Race Traitor must be situated within the politics of its time, which is within anarchist and Marxist politics, and that this contextualisation enables one to consider Race Traitor as a political form with resonance for contemporary Marxists,… [Direct]
(2018). A Narrative Study of Black Males' Sense of Belonging in Graduate Counseling Programs. ProQuest LLC, Ph.D. Dissertation, University of South Carolina. The purpose of this narrative study was to understand the experiences of Black males in doctoral counselor education programs. The study aimed to build a dialogue based on participants' experiences growing up as Black males, and how they experienced sense of belonging in their counselor education programs. This narrative study utilized a purposive and homogenous sampling selection. Black males who were selected to participate in this study attended Predominantly White Institutions and were in the process of earning their doctoral degrees in counselor education. Each male was a full-time student, in either their second, third or fourth year of their program. Narrative Theory, Critical Race Theory, and the Historically Black College and University (HBCU) Educational Models were identified as theoretical frameworks to understand participants' experiences. Participants' narratives were constructed using a Three-Dimensional Space Approach and told in Chronological order structured with a… [Direct]
(2023). Between Perception and Reality: Why Black Student Opinions of HBCUs and PWIs Matter. ProQuest LLC, Ph.D. Dissertation, University of California, Los Angeles. Historically Black Colleges and Universities (HBCUs) are a significant and necessary component of American higher education and should be treated and perceived as such. However, this has not been the case. Despite their lengthy track record of making significant contributions toward the advancement of Black people, HBCUs have faced discrimination. Additionally, despite their accomplishments, they have been subjected to heavy criticism in the media, suggesting there are some misconceptions about their value and relevance. This study investigates the beliefs people hold about colleges, how systemic racism and social pressure affect those beliefs, and the effects those beliefs have on social and educational outcomes. Using a bio-demographic questionnaire, individual semi-structured interviews, and two activities that resulted in files for document analysis, this study explored how systemic racism and social pressure influenced how 20 Black students (10 who attended predominantly white… [Direct]
(2022). Class Dismissed: The Effects of Student Population Grants on (School) Criminalization. Society for Research on Educational Effectiveness Background/Context: This study contributes to the theoretical development of Critical Race Theory and further advances its potential as a causal model for education policy analyses. Critical Race Theorists study the impact of American law and policies via critical social structures and resource allocations to test how they uphold white supremacy. Almost fifty years of scholarship shows that–regardless of a child's behavior–being "Black" increases their probability of being suspended, restrained, referred, expelled, confined, beaten, or arrested in school [1, 2]. Racialized groups of schoolchildren misbehave proportionality [3, 4]; yet, schoolchildren who are "Black" experience the highest school discipline rates in nearly every outcome [5]. Purpose/Objective/Research: Question Over the decades, school discipline scholarship has increasingly relied on advanced, statistical models to quantify racial disparities but weak, acritical theoretical models to explicate… [Direct]
(2016). How Student Teachers (Don't) Talk about Race: An Intersectional Analysis. Race, Ethnicity and Education, v19 n1 p67-95. This study explores how student teacher talk about their students illuminates the identities ascribed to these same students. It uses a hybrid intersectional framework based on Disability Studies, Critical Race Theory, and Latino Critical Theory and methodologies (like examining majoritarian stories, counter-storytelling, coded talk, and post-civil rights race talk) to uncover how student teacher talk reveals oppressive discourses of race, disability (and language status). This article focuses on how the medicalization of disability facilitates student teachers not identifying the racialization of disability in school. It demonstrates the need for educational research to employ an intersectionality lens when exploring educational issues related to students' identities…. [Direct]
(2016). Culture, Leadership, and Activism: Translating Fink's Taxonomy of Significant Learning into Pedagogical Practice. Multicultural Learning and Teaching, v11 n1 p113-130 Mar. Through the article, I share the theoretical foundations, structure, knowledge acquisition, and outcomes of a cultural leadership course. The process for course development integrates several theories and research methods into practice: L. Dee Fink's Taxonomy of Significant Learning, Feminist Theory, Critical Race Theory, and Portraiture/Phenomenology. This course has been piloted at two universities and represents a partnership between the Student Affairs Division and the College of Humanities & Social Sciences at both institutions. This article explores the importance of culture, examines knowledge production on leadership outside of traditional academic venues, and paints a portrait of culture and leadership in the lives of college students…. [Direct]
(2016). Creating a New Narrative: Reframing Black Masculinity for College Men. Journal of Negro Education, v85 n1 p16-27 Win. The way Black men make meaning of their college experience is implicitly tied to how they internalize and demonstrate their masculinity. This research briefly reviews the concept of Black masculinity from a critical theory lens, situating it within the college milieu. Critical race theory (CRT) is introduced as a practical approach for challenging hegemonic ideologies about Black masculinity. CRT calls for the use of counter-narratives as a way for marginalized groups to retake ownership of their authentic voice. Colleges must create counter-spaces on campus where Black college men can begin to rethink, re-author, retell what it means to be a Black man…. [Direct]
(2016). The Beliefs and Practices of Race-Conscious Social Studies Teachers. AERA Online Paper Repository, Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016). In this interpretative case study, the researchers examined the beliefs and practices of 10 self-identifying race-conscious social studies teachers. Using critical race theory as the lens, the results showed that most of the teachers made race explicit in their classrooms, included race in units not typically considered race-related, and focused on the relationship between race and inequity. Additionally, while all of the teachers made race a central theme in their classrooms, there was a division between teachers who emphasized working against individual prejudice (tolerance-oriented) and against racial inequity (equity-oriented). This study adds to the growing research on teaching race in social studies…. [Direct]
(2019). Beyond Cultural Capital: Understanding the Strengths of New Migrants within Higher Education. Policy Futures in Education, v17 n5 p657-673 Jun. This paper explores the experiences of new migrants in Australian higher education, based on interviews conducted across two regional university campuses in 2017. New migrants, particularly from refugee backgrounds, often have limited university access and face specific challenges throughout and beyond their university experiences. Under-representation has led to a focus on what new migrants lack, in particular their putative paucity of cultural capital required to navigate and succeed in higher education. It is institutions, however, which frequently lack the willingness or capacity to recognise various strengths and forms of capital possessed by ethnically diverse students. Adopting a critical race theory lens enables identification of those forms of student capital, along with the barriers that may prevent capital from being widely recognised within the academy and/or being fully realised for students in their navigation of work, study, and life. Specifically, this article… [Direct]
(2014). Toward a Critical Model of Teacher Learning: Lessons from the South Carolina Reading Initiative. Reading & Writing Quarterly, v30 n3 p207-210. Drawing on the work of Paulo Freire, Morrell argues for critical, humanizing inquiry spaces in which literacy teachers learn with and from one another. However, he points to critical race theory and poses important questions, for example, wondering whether empowered spaces for teachers are transferred into empowerment for students…. [Direct]
(2019). Un/Doing Intersectionality through Higher Education Research. Journal of Higher Education, v90 n3 p347-372. Grounded in Black feminist and critical race theories, legal scholar Kimberl√© Crenshaw introduced the term "intersectionality" to the academy in 1989 to demonstrate how U.S. structures, such as the legal system, and discourses of resistance, such as feminism and anti-racism, often frame identities as isolated and mutually exclusive, resulting in the "theoretical erasure" of Black women who hold multiple minoritized identities. Since 1989, intersectionality has become a "traveling theory," that has crossed into and influenced almost every academic discipline, including higher education. Through this study, we examined how researchers in higher education do and undo intersectionality and, subsequently, how intersectional analyses may advance a radical social justice agenda in higher education. To explore how scholars un/do intersectionality in higher education, we conducted a summative content analysis of 97 higher education articles that used the term… [Direct]
(2019). Sense of Place: Latinx/o Men's Sense of Belonging in a Latinx Cultural Center at a Predominantly White Institution. ProQuest LLC, Ph.D. Dissertation, Colorado State University. The purpose of this study is to examine the role of a Latinx cultural center in facilitating the sense of belonging of Latinx/o men at a predominantly White institution. This study examines how Latinx/o men perceive, experience, and participate in cultural centers, specifically from an ecological viewpoint. This research examines the Latinx cultural center through a critical cultural ethnography. Using critical race theory and Latino critical theory (LatCrit) this study interrogates the hierarchy of learning environment purposes to understand the factors associated with sense of belonging for Latinx/o men at a predominantly White institution. Participant photo elicitation interviewing is employed to produce visual elements and in-depth participant interviews. Four themes emerged from this study: (a) political safety during the bad hombre era; (b) shedding machismo: emotional vulnerability; (c) person-environment congruence; and (d) Latinx cultural center as a counter narrative…. [Direct]
(2019). The Rise of the Creative Underclass. Educational Theory, v69 n2 p225-240 Apr. In this article, Tyler Denmead draws upon critical race theory to argue that the creative city discourse reproduces racial injustice for youth. In particular, the creative city invests in the property rights and profitability of whiteness by inscribing creative superiority on the bodies of young people who are more likely to be privileged by virtue of their race and class. Through evidence collected by both autoethnographic and ethnographic methods, Denmead discusses how his history as an arts educator has been entangled in the manifestation of this racist reconfiguration of urban space in one particular American city, Providence, Rhode Island. He discovered that the racial dynamics of the creative city discourse have productive power over how young people construct their identities and make life choices in this city and, further, that those dynamics operate in and through artist partnerships between those positioned as creatives and those positioned as troubled youth. As a result,… [Direct]