(2024). Bridging Compliance Gaps: Training on Special Education Mandates in Carceral Spaces. ProQuest LLC, D.Ed. Dissertation, American University. This dissertation of practice delves into the critical examination of special education provision in adult correctional facilities, focusing on the systemic and compliance-related challenges that predominantly impact incarcerated Black males ages 18 to 21. Through the lenses of Critical Race Theory (CRT) and Disability Critical Race Theory (DisCrit), it investigates the compounded effects of systemic racism and ableism, highlighting the stark disparities in educational outcomes and the perpetuation of the prison-to-prison pipeline. The research employs a multifaceted methodology, including an analysis of legal frameworks and an intervention workshop aimed at enhancing the understanding and implementation of special education mandates among carceral staff. The findings reveal a deficit in the delivery of federally mandated educational supports within the carceral system, exacerbated by systemic inefficiencies. These deficiencies significantly contribute to increased recidivism rates… [Direct]
(2022). Questions Learned: Considering Geocultural Context within Public Librarian Professional Development. Education for Information, v38 n4 p389-412. LINQ: The Librarians' Inquiry Forum is a practitioner inquiry model for public librarian professional development whose theoretical foundations are based in New Literacy Studies, Critical Race Theory and social epistemology. This research explains the development of the LINQ methodology and design across four public librarian communities of practices situated in geoculturally-specific locations. Data from the librarian inquiry groups collaboratively researching their professional practice is illustrated to convey how the LINQ model's critical race theory lens is applied to expose geocultural barriers endemic in the library and information science (LIS) field. One dataset is analyzed and discussed to substantiate a common thread through the four inquiry groups over time: that when public librarians work collectively to ask critical questions about their practice, such questions learned, serve to center local cultural values that are geographically specific and unique, redefining what… [Direct]
(2024). "This Is What We Wanted to Learn": Anti-Racist and Anti-Colonial Education with 1st Gen Korean American Seniors in a Time of Asian Hate and Racialized Dread. Review of Education, Pedagogy & Cultural Studies, v46 n1 p118-134. In this paper, I explore the challenge and promise of developing an anti-racist and anti-colonial curriculum and pedagogy in a time of racialized dread. Drawing on my experience teaching a 10-week course on racial justice, delivered in the Korean language, to 1st generation Korean American seniors in the Southern United States. I explore how the group channeled their frustration, tension, and anger in the face of Asian hate into hope and a passion to learn about the history of race in the United States and the Asian American community. Through weekly lectures, counter-storytelling, and in-depth discussions, I learned of their desire to name the racialized dread arising from everyday racism. By employing Critical Race Theory and Asian Critical Theory, and centering the Ethnic Studies' liberatory approach to education, I demonstrate that the community's perceptions of race and racism are shaped at the intersection of U.S. imperialism, South Korea's transnational ideology of… [Direct]
(2023). 'Oh, This Is Really Great Work–Especially for a Turk': A Critical Race Theory Analysis of Turkish Belgian Students' Discrimination Experiences. Race, Ethnicity and Education, v26 n5 p623-641. Students of Turkish descent suffer various forms of discrimination in education in Flanders (the northern part of Belgium). Nevertheless, few studies have documented how these discrimination experiences are situated within structures of ethnic inequality in education. Adopting a critical race theory approach, experiences of Turkish Belgian university students were analysed to expose deficit assumptions towards ethnic minorities and push against inequity in education. The accounts of students show the exclusionary treatment they were exposed to despite the dominating discourses of colorblindness in education. Students' experiences with peers highlight the pervasiveness of racism that targeted ethnic minority students based on their ethnic and social class background. Lack of minority representation, ubiquitous microaggressions, and exclusionary curriculum shape students' experiences at university context and affirm White normativity. These findings highlight the urgency of challenging… [Direct]
(2021). The Fear of Multiple Truths: On Teaching about Racism in a Predominantly White School. Phi Delta Kappan, v102 n5 p18-23 Feb. In a post-truth world, it is imperative for educators to help students sift through the various views of both historical and current events. Critical race theory (CRT), a controversial theoretical framework directly critiquing white supremacy and incorporating the histories of historically marginalized communities, is a useful tool for helping students develop their own understanding of history and the world. However, research shows that social studies educators of white students are unprepared to use CRT. Antony Farag shares his research into white teachers' use of CRT and describes what happened when his predominately white school attempted to launch an elective course build on critical race theory…. [Direct]
(2024). The Reading Journey of Zion — A Case Study of Race in the Context of Special Education. Urban Education, v59 n8 p2332-2364. The reading trajectory of African Americans males within the PreK-12 special education system has been at the forefront of scholarship. This case study was to understand how Zion's misidentification may have influenced his reading experiences. The inequalities Zion encountered in Special Education are examined through the Critical Race Theory and DisCrit lens. The article is illuminating the racialized impact of special education practices and policies, analyzed through Zion's experiences of receiving services for an emotional/behavioral disability identification rather than receiving specific reading services and accommodations…. [Direct]
(2024). A DisCrit Critique of Practices for Youth with or at Risk of Emotional and Behavioral Disorders. Journal of Emotional and Behavioral Disorders, v32 n1 p36-46. Disproportionality persists with regard to the labeling of students with emotional and behavioral disorders (EBD). A blending of critical race theory and disability studies, or DisCrit, provides a framework to examine disproportionality. In this article, a DisCrit mindset is applied to examine how racism and ableism intersect to disproportionately marginalize children of color. A critique of assessment practices, as well as the EBD definition, from a DisCrit perspective is offered to strengthen approaches for equity. We end with recommendations for educational practices and policies and suggest areas for future research…. [Direct] [Direct]
(2023). Critical Encounters in Secondary English: Teaching Literary Theory to Adolescents. Fourth Edition. Language and Literacy Series. Teachers College Press Grounded in solid theory with new field-tested classroom activities, the fourth edition of "Critical Encounters in Secondary English" continues to help teachers integrate the lenses of contemporary literary theory into practices that have always defined good pedagogy. The most significant change for this edition is the addition of a full chapter on critical race theory (CRT) as an analytical lens. CRT offers teachers fresh opportunities for interdisciplinary planning and teaching, as it lends itself to lessons that encompass a variety of disciplines such as history, sociology, psychology, and science. As with the previous edition, each chapter concludes with a list of suggested nonfiction pieces that work well for the particular lens under discussion. This popular text provides a comprehensive approach to incorporating nonfiction and informational texts into the literature classroom with new and revised classroom activities appropriate for today's students. Book Features:… [Direct]
(2023). "I Definitely Feel Like a Scientist": Exploring Science Identity Trajectories among Latinx Students in a Critical Race Theory-Informed Undergraduate Research Experience. Infant and Child Development, v32 n3 e2371 May-Jun. The current study investigated science identity development among Latinx university students selected for a critical race theory (CRT)-informed undergraduate research experience. Twenty students (12 female, 8 male; M[subscript age] = 22.00; SD = 2.77) enrolled in biomedical-related majors at a 4-year university responded to open-ended questions regarding their identity as scientists at 2 weeks, 6 months, and 18 months after they began the program. Results illustrated a steady increase in the number of students identifying as scientists over 18 months. At 2 weeks into the program, only 35% of Latinx students felt like a scientist. At 6 months, 45% of Latinx students identified as a scientist. At 18 months, 70% of Latinx students reported feeling like a scientist. Results also revealed variation in science identity trajectories, with four trajectories viewed in the data: (1) "consistent or fast achievement," (2) "gradual achievement," (3) "achievement… [Direct]
(2018). Affirmation, Support, and Advocacy: Critical Race Theory and Academic Advising. NACADA Journal, v38 n1 p77-87. The research presented describes the unique challenges of students from historically marginalized communities, particularly Black students, attending predominantly White institutions. Challenges include overt and covert campus racism, daily microaggressions, and limited or no sense of belonging. How are these challenges exacerbated when a student's academic advisor is unable or unwilling to understand their daily experiences on a predominantly White campus? How can academic advisors work to affirm, support, and advocate for underrepresented students during their matriculation? Using critical race theory to improve practice for academic advisors, I call for advisors to gain and maintain a consciousness of the ways race and racism influence not only the experiences of students of color but also their relationships with academic professionals…. [PDF]
(2024). Black People's Reasons for Becoming Professional Counselors: A Grounded Theory. Professional Counselor, v14 n2 p164-180. Drawing from the concepts of Critical Race Theory and the Theory of Nigrescence, we report the results of a grounded theory study to explain why a sample of 28 Black counselors chose their profession. Findings suggest that the contributors to this study were motivated to become counselors because of their inspiration to challenge cultural mandates (i.e., grounding motivator), to disrupt Black underrepresentation (i.e., secondary motivator), and to live out their personal and professional convictions (i.e., secondary motivator). Recommendations for counselor education, counseling practice, and counseling research are included…. [PDF]
(2020). Associations between Learning Assistants, Passing Introductory Physics, and Equity: A Quantitative Critical Race Theory Investigation. Physical Review Physics Education Research, v16 n1 Article 010117 Jan-Jun. Many science, technology, engineering, and math degrees require passing an introductory physics course. Physics courses often have high failure rates that disproportionately harm students who are historically and continually marginalized by racism, sexism, and classism. We examined the associations between learning assistant (LA) supported courses and equity in nonpassing grades [i.e., drop, fail, or withdrawal (DFW)] in introductory physics courses. The data used in the study came from 2312 students in 41 sections of introductory physics courses at a regional Hispanic serving institution. We developed hierarchical generalized linear models of student DFW rates that accounted for gender, race, first-generation status, and LA-supported instruction. We used a quantitative critical race theory (QuantCrit) perspective focused on the role of hegemonic power structures in perpetuating inequitable student outcomes. Our QuantCrit perspective informed our research questions, methods, and… [Direct]
(2023). Toward an Antiracist Pedagogy of Humanizing Co-Creatorship in Teacher Education. Educational Forum, v87 n3 p162-176. In this conceptual essay, we weave concepts of critical race theory, joy, [anti-]disciplinarity, and humanization toward a critique of the disciplinary organization of teacher preparation program curricula through what we term a pedagogy of humanizing co-creatorship. In this essay, we seek to position disciplinarity as needed, but find that antiracist practices, such as the centering of joy and humanization, are even more ethically fundamental to creating culturally sustaining early-career teachers…. [Direct]
(2023). Making Sense of the Message: The Perceptions and Impact of State Legislation That Challenges the Teaching of Hard History. Curriculum and Teaching Dialogue, v25 n1-2 p87-114. In December 2021, Texas lawmakers passed a bill related to the national debate and politicization of critical race theory (CRT). Texas Senate Bill 3 seemingly limits the teaching of "sensitive" topics. These perceived limitations may present challenges for social studies teachers in the state. This study examines the knowledge and perspectives of social studies educators regarding Texas SB 3 and its impact on Texas 6-12 social studies teachers' classroom pedagogy…. [Direct]
(2023). Racial and Cultural Pedagogies in Education: A Retrospective. Curriculum and Teaching Dialogue, v25 n1-2 p33-49. This article traces the development of three theoretical ideas related to race and culture in education within the last 25 years: culturally relevant and sustaining pedagogies, critical race theory, and racial literacies. The review highlights key innovations related to curriculum and instruction, as well as identifies persistent challenges to inclusive teaching. The authors hope this retrospective will allow opportunities to reconsider and recommit efforts toward promoting a more just and equitable world amidst turbulent times…. [Direct]