(2022). Black Independent Schools: An Alternative Educational Experience for African American Students in K-12 Public Schools in the United States. ProQuest LLC, Ed.D. Dissertation, Pepperdine University. This qualitative study examined the influence and repercussions of the educational laws and policies in the United States public school system for African American students in K-12 and analyzed the alternative of Black independent schools to impact the effects of racism, segregation, and prejudice for educational equality for African American students. Despite the increased segregation in public school education in the United States, there has been little to no change or alternatives to this phenomenon. The collection of research for alternative education or all Black educational institutions for African American students in the K-12 setting is minimal in their effects of overall educational experiences, academic achievement, and overall success for African American students. Most students have focused on the idea of modifying previous laws either post Jim Crow era or post-Civil Rights era, which have both resulted in disguised or soft segregation as an academic challenge instead of… [Direct]
(2017). Does My Story Belong? An Intersectional Critical Race Feminist Analysis of Student Silence in a Diverse Classroom. NASPA Journal About Women in Higher Education, v10 n1 p27-44. This article offers an intersectional critical race feminist analysis of student silence in a diverse university classroom. Findings from a case study with six Women of Color and four White women revealed students remained silent because they felt their complicated intersectional realities did not fit with the acceptable classroom counter-narrative. Because students perceived the course to focus on essentialist narratives of working class Women of Color who experienced overt racism and sexism, White women "and" Women of Color worried their stories did not belong. Student silence was not completely explained by prior literature describing it as disempowerment, internalized oppression, limited development, a coping mechanism, intense intellectual engagement, or resistance to White privilege. Suggestions for higher education professionals working with students inside and outside the classroom are provided…. [Direct]
(2022). Black Female Educator Retention: Exploring Conditions Needed to Thrive. ProQuest LLC, Ed.D. Dissertation, University of California, San Diego. Although historical to present day data show that Black female teachers make a significant impact on all students, this group, already underrepresented in the profession, leave teaching at higher rates than their counterparts. Current literature reveals that racism, sexism, microaggressions, lack of peer support, lack of administrative support and harmful policies are driving this Black teacher exodus. However, we know little about what Black women educators who do persevere in the profession attribute to their career longevity. The purpose of this qualitative phenomenological study was to examine Black female educator longevity in K-12 environments. The frameworks of Black Feminism (Nash, 2019) and Darling-Hammond's (2021) Bridge to Thriving Framework were used to investigate how Black female educators perceive their ability to thrive despite surviving encounters with oppression. Additionally, this study sought their perspective on what overall professional thriving might look like…. [Direct]
(2013). How Private "Everyday Racism" and Public "Racism denial" Contribute to Unequal and Discriminatory Educational Experiences. Ethnography and Education, v8 n1 p16-30. The study uses ethnographic research from four classes in secondary school as well as from two groups in upper secondary school, to examine everyday racism as an element of the daily institutional lives of students and teachers. The study is based on long-term participant observation and 89 interviews. These were all audio-recorded and transcribed. In Sweden the education of ethnic groups is couched in a discourse of integration and inclusion. However, the research presented shows that the aims of integration and inclusion were not achieved. Unequal and discriminatory educational experiences operated through two related actions: by private everyday racism and through public racism denial. (Contains 1 table and 5 notes.)… [Direct]
(2017). Neo-Nationalism in Higher Education: Case of South Africa. Studies in Higher Education, v42 n5 p869-886. Given the rise of regional hubs, emerging economies are experiencing international student growth as higher education providers in their respective regions. This study examined the neo-national experiences of international students in South Africa. Neo-nationalism refers to a new nationalism based national order in the new global economy. The findings of this study provide evidence that one's region and country of origin matter in one's international educational experience. Extending neo-racism research, neo-nationalism is critical framework in identifying one's national origin as a potential explanation for challenges experienced by some international students. Students within Africa perceived more discrimination than those from outside the continent and students of the largest migratory group, Zimbabwe, felt the most mistreated due to their nationality. The findings have implications on better understanding and supporting international students in South Africa and abroad…. [Direct]
(2018). "Diversity," Anti-Racism, and Decolonizing Service Learning in the Capstone Experience. Journal of General Education, v67 n3-4 p194-208. This retrospective on service learning in the development of University Studies Capstones, the senior-level requirement in the University Studies general education program at Portland State University, explores how the original framers of University Studies anticipated the pitfalls of "pedagogies of whiteness" in deploying service learning as the hallmark pedagogical feature of the program; includes a case study of a Capstone course that centers on Indigenous ways of knowing, learning, and teaching through its pedagogy; and identifies the formative presence of Capstone faculty committed to anti-racist and anti-imperialist pedagogies. From a variety of institutional and disciplinary standpoints and through long association with the Capstone program, the authors move from an accounting of the historical founding of University Studies; through an up-close look at a present-day Capstone that explicitly operates from decolonizing/decolonized intentions, course content and… [Direct]
(2018). Presence and Power: Beyond Feminism in Museums. Journal of Museum Education, v43 n3 p179-192. Gender inequity has affected museums for as long as these institutions have existed. Increased representation of women in the workplace over the past 50 years has not brought about significant changes. In the museum sector, despite the fact that white women now dominate many areas of the museum like education departments, women of color are not equally represented, and there are continued gaps in compensation and access to power for women and gender minorities across race and ability. Without direct intervention, museums will continue to replicate societal patterns of oppression such as sexism, racism, and ableism. It will take an intentional and comprehensive strategy to transform museum practices towards greater gender equity. It is time for a new intersectional feminist agenda that focuses on increased representation for women of color and gender minorities, and closes the gendered leadership gap. It is time to move women and gender minorities in the field from presence to… [Direct]
(2021). Race, Privilege, and Culturally Responsive Pedagogy: The Extent to Which Each Is Infused into Undergraduate Elementary Teacher Education. ProQuest LLC, Ed.D. Dissertation, University of Illinois at Urbana-Champaign. Ongoing inequitable educational outcomes for marginalized students drive this study. Data show that our current educational system is not meeting the needs of all our students. Our Black and Brown students continue to be underserved by the system. With over thirty years of research and data supporting the inclusion of racial topics and infusion of culturally responsive pedagogy into teacher education, how much implementation is currently taking place? The purpose of this study is to determine the extent to which the topics of race and privilege and culturally responsive pedagogy have been infused into undergraduate elementary teacher education. This convergent mixed methods design was created with three data collection strands: mission and vision statements, surveys (plus contributed syllabi), and interviews. This design allowed for multiple data sources to be explored, analyzed, and compared. First, quantitative data was collected by identifying keywords in vision and mission… [Direct]
(2022). Centering Black Women's Ways of Knowing: A Review of Critical Literacies Research in Early Childhood. Journal of Early Childhood Literacy, v22 n3 p335-356 Sep. In the most recent edition of the Handbook of Reading Research, Ebony Elizabeth Thomas and colleagues (2020) identify the need to recontextualize critical literacy pedagogy and research in ways that center Black and Indigenous communities. Although critical literacy has a rich tradition in emancipatory work (e.g. Freire, 1996), Thomas et al. argue for the need to begin elsewhere, with the knowledge and traditions of Black and Indigenous communities, to produce literacy research and pedagogy that is more responsive to current social issues and iterations of racism. In this article, I combine their insights with those of early literacy researchers, such as Candace R. Kuby and Tara Gutshall Rucker, (e.g. Kuby, 2013; Kuby and Rucker, 2020) to suggest that the shifting of theoretical framings may be a useful way of broadening the context of critical literacies research and scholarship. Kuby and Rucker's (2020) examination explores offerings from postructural and posthumanist theories for… [Direct]
(2017). Unequal Socialization: Interrogating the Chicano/Latino(a) Doctoral Education Experience. Journal of Diversity in Higher Education, v10 n1 p25-38 Mar. This article examines the experiences of Chicano/Latino(a) doctoral students at a research-intensive doctorate-granting institution. Based on in-depth qualitative interviews with 24 Chicano/Latino(a) doctoral students across social science, humanities, education, and science disciplines, this qualitative investigation analyzed how disciplinary affiliation mediated the professional socialization experiences of Chicano/Latino(a) doctoral students. Guided by intersectionality and social capital theories, the findings reveal systemic inequities in the doctoral socialization process. Unequal access to professional development opportunities and faculty mentorship were among the most salient challenges experienced by Chicano/Latino(a) doctoral students. On the other hand, supportive peers and faculty mentors served as key socializing agents for respondents. Overall, findings suggest that institutionalized racism, sexism, and classism in the doctoral training process play a significant role… [Direct]
(2018). Community Organizations' Programming and the Development of Community Science Teachers. Science Education, v102 n1 p60-84 Jan. In this study, we explored how science teacher candidates construct ideas about science teaching and learning in the context of partnerships with urban community-based organizations. We used a case study design focusing on a group of 10 preservice teachers' participation in educational programming that focused on environmental racism and connected science to larger social issues in an economically dispossessed Mexican community in Chicago. Using theoretical lenses of humanistic science education, justice-centered science pedagogy, and structure-agency dialectic, we studied how preservice high school science teachers made sense of equity and social justice issues facing marginalized communities and how they thought about the goals and nature of science education, along with their role as science teachers, as they participated in a Toxic Tour provided by the Little Village Environmental Justice Organization. By emphasizing both environmental challenges and the community assets in… [Direct]
(2016). A Critical Review of the Model Minority Myth in Selected Literature on Asian Americans and Pacific Islanders in Higher Education. Review of Educational Research, v86 n2 p469-502 Jun. This article presents a critical review of 112 works of research on Asian Americans and Pacific Islanders (AAPIs) in higher education. It focuses on ways previous scholarship framed AAPIs in higher education, and specifically on how those works engaged in a sustained project of countering the model minority myth (MMM). Many publications on AAPIs in higher education mentioned the MMM and neglected to account for the original purpose of the MMM–to maintain anti-Black racism and White supremacy. We identified four key and interconnected limitations implicit in the counter-MMM framework that result from a lack of a critical recognition of the model minority as an instrument to maintain White dominance. Our analysis suggests that the well-established counter-MMM scholarly project is fundamentally flawed in its ability to humanistically reframe and advance research on AAPIs. Therefore, we call for a reframing of research on AAPIs in higher education…. [Direct]
(2018). "Being" a Critical Multicultural Pedagogue in the Art Education Classroom. Critical Studies in Education, v59 n1 p35-53. Art educators continuously struggle to understand what multiculturalism "looks like" in the art classroom. This has resulted in multicultural art education becoming superficial, in which art teachers guide students through art projects like creating African masks, Native American dream catchers, Aboriginal totems, and sand paintings, all without communicating the context of the art. This type of multiculturalism essentializes cultures, and builds Western, myopic narratives about groups of people, specifically about their "Art". Critical multiculturalism is a power-focused upgrade of multiculturalism that calls for a critique of power and demands recognition that racism and other discriminations are enmeshed in the fabric of our social order. Teaching through a critical multiculturalism framework helps teachers dismantle Western, normalized narratives and produce counter-hegemonic curriculum that contextualizes culture and reveals its fluidity. In this article, the… [Direct]
(2014). Travellers and Home Education: Safe Spaces and Inequality. Trentham Books Elective home education (EHE) is a legal alternative to school in England but the statutory requirements for provision are remarkably vague. This book explores the use of EHE by Gypsy and Traveller families. The accounts of their experiences and their views about education spaces reveal the racism and discrimination their children encounter in school, and how Gypsies and Travellers still lose out when they opt for EHE. The voices of Gypsies and Travellers are seldom heard. The stories they tell here give insight into the stereotypical assumptions based on the pejorative portrayals that are peddled in the media and echoed in the mainstream literature, which too often shape the scripts of the education providers. Kate D'Arcy brings the insights offered by the Travellers together with a searching analysis of EHE provision to yield valuable new understandings about inequality in education. Travellers and Home Education is essential reading for teachers and educational managers,… [Direct]
(2018). Strong Teams, Strong Results: Formative Assessment Helps Teacher Teams Strengthen Equity. Learning Professional, v39 n5 p34-39 Oct. Teacher teams focused on developing collective expertise in high-leverage, equity-promoting practices can chip away at low expectations, racism, and cultural biases that marginalize special education students, English language learners, students of color, and other at-risk students. With appropriate professional learning on formative assessment, and the structures and follow-through to support those practices, teacher teams can create more equity schools. At Madeline English School in Massachusetts, passion and persistence have resulted in a climate of high achievement for all that is accompanied by encouraging test results, especially for special education students and English language learners. Four key ingredients that made this change happen include: (1) Professional learning for team leaders and administrators based in a practical framework with protocols for team learning and equity; (2) Thoughtful rollout; (3) Regular structure and schedules for team meetings; and (4)… [Direct]