(2018). Critically Assessing the 1968 Bilingual Education Act at 50 Years: Taming Tongues and Latinx Communities. Bilingual Research Journal, v41 n4 p318-333. As the 1968 Bilingual Education Act (BEA) reaches its 50th anniversary, we provide a critical historical review of its contradictory origins and legacy. By distilling the BEA's history into three periods that we label "power to the people," "pride for the people," and "profit from the people," we demonstrate that the bill was never meant to fully support 1960s Latinx activists' goal for a race radical bilingual education to confront racism and structural inequities, yet it offered a transitory moment in which aspirations for such goals were partially realized. This finding is significant, as the article concludes by exploring what possibilities there are to create new moments to imagine more in this neoliberal multicultural era of dual language education, where bilingualism and cultural diversity are too often commodified off the proverbial backs of Latinx youth…. [Direct]
(2024). Intellectual Genealogy and Academic Success: Teaching and Learning at Historically Black Colleges and Universities. ProQuest LLC, Ph.D. Dissertation, Temple University. Historically Black Colleges and Universities are institutions that contribute to the higher education of people of African descent. The archives of enslaved and freed people describe their systematic approach to education, highlighting the ways that Black communities in America engaged in teaching and learning. Despite enslavement and forced labor, legalized segregation, race-based economic disenfranchisement, and rampant anti-Black violence, people of African descent curated spaces for learning in their literary societies, fraternal organizations, religious institutions, and schools. Rooted in the Africana ways of knowing that came with them from Africa to the western hemisphere, people of African descent used education to resist the prevailing ideologies of antebellum America. HBCUs emerged as collaborations between existing, Black-led educational efforts, investment from non-Black donors and organizations, and financial support from government entities. Historical records describe… [Direct]
(2015). Racial Microaggressions as a Tool for Critical Race Research. Race, Ethnicity and Education, v18 n3 p297-320. This conceptual article utilizes critical race theory (CRT) to explain how everyday forms of racism–racial microaggressions–emerge in the everyday experiences of People of Color. We provide a framework for understanding and analyzing racial microaggressions that demonstrates how everyday racist events are systemically mediated by institutionalized racism (i.e. structures and processes), and guided by ideologies of white supremacy that justify the superiority of a dominant group (whites) over non-dominant groups (People of Color). To demonstrate the conceptual utility of the framework, we utilize historical and contemporary examples of racial micoraggressions, and offer varied ways to use the framework in critical race research. We argue racial microaggressions can be a powerful "tool" for identifying, disrupting, and dismantling the racism that marginalizes, subordinates and excludes People of Color in and outside of education…. [Direct]
(2019). Buddhist and Arts-Based Practices for Addressing Racial Oppression: Building upon Cleveland and Tobin's Mindfulness in Education. Cultural Studies of Science Education, v14 n4 p1123-1131 Dec. In this response to Richard Cleveland's review of the Special Issue on Mindfulness in Education by Kenneth Tobin (Learn Res Pract 4(1):112-125, 2018. 10.1080/23735082.2018.1435039), I follow his call for 'nonjudgmental scholarship' by discussing possibilities for engaging in contemplative practices to address the current societal need for healing from racial oppression. I start by revisiting traditional Buddhist ideas and practices of wisdom and compassion, and considering how these ideas and practices can be applied to the goals of resisting racism and enacting individual and collective healing. I then discuss the potential for using arts-based modalities to conduct counter-hegemonic contemplative practices, especially as arts-based modalities draw upon embodiment and affect. To support my discussion, I provide examples from the work of prominent Black Buddhist teachers and my own arts-based contemplative scholarship…. [Direct]
(2018). 'It's Good Enough That Our Children Are Accepted': Roma Mothers' Views of Children's Education Post Migration. British Journal of Sociology of Education, v39 n3 p316-332. The discrimination of Roma groups across Europe has been highlighted by several international organisations. For many, poverty, racism and their children's systematic exclusion from education are 'push' factors when deciding to migrate. This study explores Roma mothers' views of their children's education post migration and their attitudes to education more broadly, by adopting an intersectional framework and examining issues of difference and belonging as experienced by Roma mothers and their children. While Roma mothers recognised the value of education for social mobility, they remained aware of the limited resources they could draw upon, in the absence of desirable economic and cultural capitals, and as a result of their ethnicity, social class, gender and 'undesirable migrant' status. There was a perceived hopelessness in relation to the chances that Roma children have to overcome their marginalisation through schooling, pointing to the need for dedicated policy interventions… [Direct]
(2021). Bridging the Gap: A Closer Look at Educational Inequities and Strategies to Support African American Students. ProQuest LLC, Ed.D. Dissertation, University of Missouri – Saint Louis. This autoethnography shares our personal experiences, narratives and counter-stories as we view the social justice issues of inequities in the education of African American students. Through our journey we highlighted our personal views and real scenarios as seen through the eyes of a reading specialist, social worker and college level administrator. Critical Race Theory in Education (CRT) served as our primary guiding force allowing us to focus on the following tenets: counter-stories, permanence of racism, whiteness as property, interest convergence and critique of liberalism (Dixson, Anderson & Donnor, 2017). Critical Race Theory (CRT) is the framework in Social Sciences that examines society and culture as it relates to categorization of race, law and power (Lynn & Dixson, 2013). The purpose of our study was to take a closer look at inequities that are ignored or not effectively solved for the betterment of African American students. Educational settings serving African… [Direct]
(2021). Bridging the Gap: A Closer Look at Educational Inequities and Strategies to Support African American Students. ProQuest LLC, Ed.D. Dissertation, University of Missouri – Saint Louis. This autoethnography shares our personal experiences, narratives and counter-stories as we view the social justice issues of inequities in the education of African American students. Through our journey we highlighted our personal views and real scenarios as seen through the eyes of a reading specialist, social worker and college level administrator. Critical Race Theory in Education (CRT) served as our primary guiding force allowing us to focus on the following tenets: counter-stories, permanence of racism, whiteness as property, interest convergence and critique of liberalism (Dixson, Anderson & Donnor, 2017). Critical Race Theory (CRT) is the framework in Social Sciences that examines society and culture as it relates to categorization of race, law and power (Lynn & Dixson, 2013). The purpose of our study was to take a closer look at inequities that are ignored or not effectively solved for the betterment of African American students. Educational settings serving African… [Direct]
(2021). Bridging the Gap: A Closer Look at Educational Inequities and Strategies to Support African American Students. ProQuest LLC, Ed.D. Dissertation, University of Missouri – Saint Louis. This autoethnography shares our personal experiences, narratives, and counter-stories as we view the social justice issues of inequities in the education of African American students. Through our journey, we highlighted our personal views and real scenarios as seen through the eyes of a reading specialist, social worker, and college-level administrator. Critical Race Theory in Education (CRT) served as our primary guiding force allowing us to focus on the following tenets: counter-stories, the permanence of racism, whiteness as property, interest convergence, and critique of liberalism (Dixson, Anderson & Donnor, 2017). Critical Race Theory (CRT) is the framework in Social Sciences that examines society and culture as it relates to the categorization of race, law, and power (Lynn & Dixson, 2013). The purpose of our study was to take a closer look at inequities that are ignored or not effectively solved for the betterment of African American students. Educational settings… [Direct]
(2021). Campus Challenges and Strategic Priorities in a Time of Change: A National Survey of Campus Stakeholders. Association of American Colleges and Universities The Association of American Colleges and Universities (AAC&U) periodically surveys its members to better understand how colleges and universities are defining and articulating learning outcomes, providing access to engaging learning experiences (i.e., "high-impact practices"), and assessing student success. Though equity has been a focal point for campuses in recent years, the tidal wave of change in higher education spurred by the converging crises of COVID-19 and renewed emphasis on systemic racism in the United States and globally have required nearly every campus to rethink its game plan. Adaptation has been essential, but lasting change is still an unknown. Based on a survey administered in the fall of 2020, this report presents findings during a historic period as campuses managed the uncertainties of a global health pandemic and reacted to calls for social justice spurred by the murder of George Floyd and police violence against African Americans. This report… [PDF]
(1970). Black Students. The black student revolt did not start with the highly publicized activities of the black students at San Francisco State College. The roots of the revolt lie deeply imbedded within the history and structure of the overall black liberation struggle in America. The beginnings of this revolt can be found in the students of Southern Negro colleges in the late 1950's and early 1960's. The central task of this book is to present the historical development of the black student movement: the factors underlying the emergence and waning of its various phases, the characteristics and philosophies of the movement's present participants, and, its possible future directions. Also discussed are: the estrangement of liberal white \allies\ from the black student movement and the potential for future black-white coalitions, the relationships between black students and American colleges and universities, institutionalized racism in American education, and, the feasibility and legitimacy of developing…
(2022). White, Working-Class Adult Male Students in Higher Education: The Effects of Working-Class Identity on Educational Success. ProQuest LLC, Ph.D. Dissertation, Lesley University. This qualitative, phenomenological study situated in grounded theory aimed to identify the forces that impede or support white working-class males in pursuing, adapting to, and remaining in higher education and making meaningful progress in their educational goals. Utilizing a feminist ecological perspective, the researcher was able to outline and provide context of the white working-class male experience in America. The primary research question guiding this study involved the ways in which white male working-class identity affects white working-class males' return to higher education. An inductive approach involving Relational-Cultural Theory allowed for an in-depth exploration of the lived experiences of 10 white working-class males, each of whom gave up on their college education in favor of returning to their blue-collar occupations. Based on a two-tiered analysis, a case study analysis of three men led to the emergence of the following five themes: family of origin, religious… [Direct]
(2023). An Examination of Factors That Keep Black Boys Trapped in Special Education. ProQuest LLC, Ed.D. Dissertation, Howard University. Section 300.5 of IDEA (2004) defines Students with Disabilities as those children who, because of their impairments, need special education and related services. Through the process of "declassification," students previously identified as having a disability requiring special education services return to full-time general education programs. Rates of declassification are meager, and even lower for Black students (43rd Annual Report to Congress, 2021; Daley & Carlson, 2009). With few exceptions, there are a limited number of studies available to help us understand low declassification rates, specifically for Black students, who are less likely to be declassified compared to White children (Daley & Carlson, 2009). And, much of the research related to the concept of declassification emerged from follow-up studies conducted in the mid-1980s and early 1990s with students who received special education services but had left school (e.g., Hasazi, Gordon, & Roe, 1985)…. [Direct]
(2023). "We Gotta Think about Our Community as a Collective": A Youth Participatory Action Research Study to Address Rural Black Students' College-Going Culture Experiences. ProQuest LLC, Ph.D. Dissertation, University of Pittsburgh. This study examined and addressed the role of the broader rural community as supportive in shaping access to higher education among Black students as knowledge holders of their own lived experiences. Using a youth participatory action research (YPAR) approach, the theoretical underpinnings for the study included Yosso's (2005) community cultural wealth model and Perna's (2006) college access and choice model. Yosso's (2005) model offers a racial analysis while Perna's (2006) model offers a spatial analysis to understand rural Black students' college-going culture experiences within their broader community. The research questions for the study are: (1) How do rural Black students interpret the notion of college-going culture and what aspects of their lives and their communities are supportive for college access? (2) In what ways does using youth participatory action research (YPAR) as a practice support rural Black students' access to higher education? Guided by YPAR as a methodology,… [Direct]
(2023). The Handbook of Racial Equity in Early Childhood Education. Brookes Publishing Company The goal of every early educator is to prepare all students for school success–but for young Black children, entrenched biases and racial inequities have created an achievement gap that must be closed. Transform your practices "and" work for systemic change with this visionary guidebook, a comprehensive roadmap to promoting racial equity in early childhood education. The only handbook of its kind that takes a rigorous, in-depth look at the historical roots of racial bias, this book goes beyond band-aid approaches to equity and prioritizes real transformation and healing: of adults, communities, programs, systems, and children. Grounded in research but focused on action, this empowering guide offers both deep foundational knowledge and practical classroom strategies that promote better outcomes for Black children and families. Contributions from voices of experience–influential scholars, teachers, and parents–offer authentic perspectives on the impact of racism and the… [Direct]
(1998). Seeking Ethnocultural Equity through Teacher Education: Reforming University Preservice Programs. Alberta Journal of Educational Research, v44 n3 p268-83 Fall. Argues that Canadian schools of education must address social justice issues of ethnicity, culture, and racism; model equitable practices in teacher education programs; and promote equity for all students in public schools. Reviews current debate on multicultural and antiracist education, challenges in pursuing equity in education, and promising preservice programs providing specific direction for reform. Contains 65 references. (Author/TD)…