(2018). "Emancipating Curriculum": Practices for Equity in the U.S. History Classroom. ProQuest LLC, Ed.D. Dissertation, University of Southern California. This qualitative study is grounded in Critical Race Theory (CRT) in education and conceptualizes the experiences of Teachers of Color who practice critical pedagogy through the use of Community Cultural Wealth (Freire, 1993; Shor, 1987; Stefancic, 2012; Yosso & Solorzano, 2002; Yosso, 2005). The purpose of this study is to understand the pedagogical beliefs and assumptions of Teachers of Color who employ critical pedagogy in the U.S. history classroom. This study focused on understanding the unique experiences of teachers that teach beyond the standards. Specifically, this study aimed to unearth the ways in which teachers navigate the implementation of "Common Core" and the "History-Social Science Framework for California Public Schools." Both Critical Race Theory and Community Cultural Wealth were used to guide the research and analysis in this study (Stefancic, 2012; Yosso & Solorzano, 2002; Yosso, 2005). Participants were selected through purposeful… [Direct]
(2016). Latina Titans: A Journey of Inspiration. Administrative Issues Journal: Connecting Education, Practice, and Research, v6 n2 p96-115 Win. This qualitative research examined the journey of renowned female leadership in higher education. Two top level Latina administrators of universities were interviewed extensively to discover their journey to leadership. The theoretical framework used was Latina critical race theory, feminist theory, and counter-storytelling. Themes that surfaced were strong supportive mother, fervent faith, humble beginnings, mentors, intelligence, and challenges not obstacles. These guiding themes serve as a path for Latinas who aspire to higher educational leadership positions…. [PDF]
(2016). Accounting for Whiteness through Collaborative Fiction. Research in Drama Education, v21 n2 p183-195. This arts-based, qualitative teacher-researcher study considers how a group of mostly white high school students worked with their white facilitators to consider whiteness using Youth Participatory Action Research in conjunction with playbuilding and drama pedagogy. First, the author locates his reflexive stance. Then, relying on critical race theory and critical whiteness theory, the author uses narrative inquiry to share an ethnographic vignette that considers how students located, defined, and articulated their understanding of whiteness…. [Direct]
(2024). Exploring the Lived Recruitment and Retention Experience of Black Male K-12 Teachers in California's Central Valley and Their Perceived Impact on Students. ProQuest LLC, Ed.D. Dissertation, Arkansas State University. This study delved into the recruitment and retention challenges faced by Black male K-12 teachers in California's Central Valley, shedding light on their perceived impact on students. The underrepresentation of Black male teachers, comprising only 2% of the national teacher workforce and less than 1% in California, underscores the urgency of examining their experiences regarding recruitment, retention, and influence on students. Employing Critical Race Theory as a conceptual framework, the study aimed to amplify the self-reported lived experiences of Black male K-12 teachers through the lens of gender and culture, specifically within the Central Valley region. Employing a qualitative approach, the research adopted narrative inquiry, featuring insights from seven Black male teachers. Semi-structured interviews conducted via Zoom formed the basis for data collection, guided by the overarching research question focusing on identity, recruitment, retention, and impact on students…. [Direct]
(2015). How the Irish Became CRT'd? "Greening" Critical Race Theory, and the Pitfalls of a Normative Atlantic State View. Race, Ethnicity and Education, v18 n2 p163-182. This article considers the transatlantic use of Critical Race Theory (CRT) frameworks to critically interpret racism in education internationally, and the possibilities and pitfalls this has for understanding racism in Ireland. It argues for the importance of CRT's framework on a number of grounds, but echoes cautions against the assumed, or sole use of a white/non-white framework to understand situated anti-racisms "elsewhere". This caution focuses on less on CRT principles per se, and more on typically derivative "nationalist" policy appropriations of anti-racism. Education policy (and research) misrepresentations of systemic racism as happening in another place, or at another time function by deracialising and ignoring complex Atlantic and wider (neo)colonial relations. By exploring the "troubling movements" of education's emergence within Irish-Atlantic-Empire politics, the article encourages postcolonial "animations" of CRT praxis. It… [Direct]
(2017). "Beating against the Wind": The Politics of Race and Retention in Supporting African American Principal Advocacy and Growth. Journal of School Leadership, v27 n6 p772-799 Nov. In this article, authors offer a CRT [Critical Race Theory]-driven analysis of in-depth interview data from two African American principals charged with turning around poverty-impacted, largely African-American populated schools. Both served as social justice-oriented leaders who countered traditional administrative approaches and disrupted racially and/or socioeconomically biased practices. Their leadership and student advocacy methods clashed with district ideals and policies, and each faced severe repercussions. The authors highlight why supporting and retaining such school leaders is necessary, and offer strategies capable of helping the educational community move forward in supporting a vulnerable leadership population commonly assigned to improve the most challenging U.S. schools…. [Direct]
(2017). Victimization and Substance Use among Native American College Students. Journal of College Student Development, v58 n3 p413-431 Apr. According to Tribal Critical Race Theory, Native American students have low retention rates due to the structural barriers and racism inherent in colleges and universities. Similarly, structural barriers and racism could put Native American students at risk for victimization and substance use, thus influencing their academic success. The purposes of this study were to examine rates of victimization and substance use among Native American students in comparison to other students and to assess the perceived impact of these experiences on academics. Results suggest that Native American college students experience disproportionate rates of victimization, which in turn affects their academic functioning. Implications for college retention are discussed…. [Direct]
(2017). Being Black, Being Male on Campus: Understanding and Confronting Black Male Collegiate Experiences. SUNY Press This work marks a radical shift away from the pervasive focus on the challenges that Black male students face and the deficit rhetoric that often limits perspectives about them. Instead, Derrick R. Brooms offers reflective counter-narratives of success. Being Black, Being Male on Campus uses in-depth interviews to investigate the collegiate experiences of Black male students at historically White institutions. Framed through Critical Race Theory and Blackmaleness, the study provides new analysis on the utility and importance of Black Male Initiatives (BMIs). This work explores Black men's perceptions, identity constructions, and ambitions, while it speaks meaningfully to how race and gender intersect as they influence students' experiences…. [Direct]
(2022). "Coalition of the Willing": Promoting Antiracism through Empowering Community College Campus Members. Community College Review, v50 n4 p415-435 Oct. Objective/Research Question: Critical race theory (CRT) was used with a basic qualitative study to interrogate how racism unfolds at community colleges and how Black community college presidents enact antiracism. The purpose of this study is to enhance understandings about how community college presidents of African descent construct antiracism, how those definitions are communicated, and the rationale for creating opportunities to disrupt racism within predominantly White campus environments. Methods: Six presidents participated in three semi-structured interviews lasting approximately 75-minutes each. The sample included three men and three women. Interviews focused on institutional communications about racial tensions concerning how presidents' identities (e.g., race and gender) influenced decision making with campus stakeholders and presidential roles in defining and enacting antiracism. Results: Three themes emerged including how "Accountability matters," the need for… [Direct]
(2022). Relationships between Institutional Type, Perceived Experiences of Racial and Ethnic Microaggressions, Multicultural Counseling Course Experience and Social Justice Advocacy Orientation among Counselors in Training and Professionals. ProQuest LLC, Ph.D. Dissertation, The University of North Carolina at Charlotte. The manifestations of institutional and interpersonal racism have been linked to lower recruitment, retention and matriculation rates among ethnic minority students in predominantly white institutions (Harper, 2012). Those who experience racial and ethnic microaggressions have been impacted in numerous deleterious ways. Physical, mental, emotional and political outcomes have been examined in prior research (McGee & Stovall, 2016; Sue, 2010; ). In counselor training programs, specific coursework in multicultural education introduces counselors to the foundational aspects of the Multicultural and Social Justice Advocacy Competencies (Ratts et al, 2016). Using Critical Race theory as a framework, a non-experimental, correlational survey design was used to explore the relationship between institutional type, perceived experiences of racial and ethnic microaggressions, racialized experiences in multicultural coursework and social justice advocacy orientation among counseling students… [Direct]
(2022). "We Are Black Excellence": The Experiences of Academically Gifted African American Men at Historically Black Colleges and Universities. ProQuest LLC, Ph.D. Dissertation, Indiana State University. Exploring the lived experiences of academically gifted African American men at historically Black colleges and universities (HBCUs) can lead to a better understanding of the institutional barriers this student population endures, the successes related to their journey, the factors that aid in their retention and persistence, and how institutions can better serve these students. The purpose of the study is to understand how academically gifted African American men enrolled at historically Black colleges and universities understand their experiences during their path to degree completion. This qualitative research study focused on the experiences of academically gifted African American men at historically Black colleges and universities (HBCUs) through a narrative lens. Tinto's (1993) Student Integration Model, Whiting's (2006b) Scholar Identity Model, Delgado and Stefancic's (2001) Critical Race Theory, and Cross and Fhagen-Smith's (2001) Model of Black Identity Development provided… [Direct]
(2022). The Counterstories of Black Women at Community Colleges: Understanding How Co-Curricular Involvement Helps Them to Persist. ProQuest LLC, Ed.D. Dissertation, Rowan University. The purpose of this qualitative research study was to add the voices and counter-stories of five Black women who attend community colleges to the discourse and literature concerning their co-curricular involvement experiences and persistence. I used critical race theory (CRT) as the theoretical framework to understand how involvement in co-curricular activities helps Black women at community colleges create support systems that allow them to overcome oppression and other forms of subordination and persist. Most studies that examine this phenomenon tend to use seminal student involvement theories that fail to account for the nuanced experiences and subordinate intersecting identities that Black women at community colleges occupy. My participants shared their counter-stories during interviews. The data was analyzed, interpreted, and presented using concepts of narrative inquiry and critical race counter-storytelling, which informed the methodological approach of my study. The findings… [Direct]
(2022). Rising Scholars: Narratives of Formerly Incarcerated/System-Impacted Community College Students in an On-Campus Support Program. ProQuest LLC, Ed.D. Dissertation, Loyola Marymount University. This study uplifted the stories of formerly incarcerated and/or system-impacted students attending a California community college (i.e., "Rising Scholars") to provide qualitative context to a growing literature following the state's promotion of support programs at the University of California (UC), California State University (CSU), and California Community Colleges (CCC) systems. This study interviewed six formerly incarcerated/system impacted Rising Scholars using a narrative inquiry methodology with a theoretical framework of Critical Race Theory (CRT) and Desistance theory to inquire about their educational experiences before and during their enrollment at an urban California community college with reentry support. Key themes in the interviews include trauma in early educational experiences, dropping out of college, the gendered experiences of formerly incarcerated women, the role of pregnancy and parenthood as a turning point, and authentic care expressed by the… [Direct]
(2022). Pedagogical Decisions and Sociopolitical Contexts: A Collaborative Ethnography of Social Studies Educators Who Teach about Race and Racism. ProQuest LLC, Ed.D. Dissertation, Marshall University. This dissertation examines the pedagogical decision making processes of eight social studies teachers in West Virginia who taught about race and racism during the 2021-2022 school year. Teaching about racism and issues of race has become highly politicized, but social studies educators remain uniquely poised to have meaningful discussions about racial discrimination and how race and various other social identities form a matrix of power and privilege. To examine the complex decisions social studies educators in West Virginia make when adopting racial justice pedagogy and the sociopolitical contexts informing their decisions, this qualitative study uses the three complementary theoretical frameworks of critical race theory, critical whiteness studies, and critical regionalism. The three frameworks inform this study's emergent design and research methods, which pull from collaborative and critical educational ethnography methodologies. Based on interpretative analysis of qualitative… [Direct]
(2022). Lifting as We Climb: Womanist Pedagogy and Anti-Racist Teaching as Discussed by Black Women Science Teachers. ProQuest LLC, Ph.D. Dissertation, Columbia University. The purpose of this narrative study is to share a comprehensive and holistic understanding of the teaching philosophies of Black women science teachers. The theoretical lenses of Critical Race Theory and Black Feminist Thought are used to explore historical and contemporary experiences of Black teachers over time, to explain how and why there are so few women in science classrooms today. The pedagogical practices of Black women of the past are explored to reveal what is possible and needed in today's science classrooms. The qualitative study used open-ended questionnaires, semi-structured interviews, and Sista Circles to center the narratives and experiences of the 32 participants, honoring their counter-stories and valuing their experiences. The findings of the dissertation are shared as two manuscripts: the first focuses on how Womanist Pedagogy is exemplified in Black women science classrooms. The second findings chapter focuses on how the participants discuss anti-racist teaching… [Direct]