(2021). Subjective Well-Being, Critical Race Theory, and the Assessment of Measurement Invariance across Racial Groups. American Journal of Evaluation, v42 n3 p314-331 Sep. The present study explores how Black and White youth respond to measures of subjective well-being within the context of critical race theory (CRT). Three levels of measurement invariance (i.e., configural, metric and scalar) were examined for indicators of subjective well-being. We hypothesized that there would be limited measurement invariance across groups based on the premise established by CRT that youth of color experience and perceive life differently than their White peers, which was supported. The findings of this study demonstrate that the measures work as expected within groups, but there is a considerable lack of invariance across groups. This study also provides some evidence that racial/ethnic differences cannot be taken for granted when assessing SWB in youth…. [Direct]
(2021). Pursuing Justice-Driven Inclusive Education Research: Disability Critical Race Theory (DisCrit) in Early Childhood. Topics in Early Childhood Special Education, v41 n1 p31-44 May. Multiple scholars have argued that early childhood inclusive education research and practice has often retained racialized, ableist notions of normal development, which can undermine efforts to advance justice and contribute to biased educational processes and practices. Racism and ableism intersect through the positioning of young children of Color as "at risk," the use of normalizing practices to "fix" disability, and the exclusion of multiply marginalized young children from educational spaces and opportunities. Justice-driven inclusive education research is necessary to challenge such assumptions and reduce exclusionary practices. Disability Critical Race Theory extends inclusive education research by facilitating examinations of the ways racism and ableism interdependently uphold notions of normalcy and centering the perspectives of multiply marginalized children and families. We discuss constructions of normalcy in early childhood, define justice-driven… [Direct]
(2024). Impact of Critical Race Theory on the Development of Impostor Syndrome and Anxiety among Black Female Doctoral Students with the Superwoman Schema Lens. ProQuest LLC, Ed.D. Dissertation, Saint Peter's University. Research has shown that inequitable practices in the educational system have created barriers for Black women pursuing doctoral degrees. These obstacles are multifaceted. This qualitative phenomenological study examined the impacts of racism on Black female doctoral students with a focus on how Impostor Phenomenon and anxiety were exhibited as outcomes. The study centered on Critical Race Theory and Superwoman Schema as its theoretical framework. Semi-structured interviews were conducted with 10 participants who identified as Black, female, currently enrolled, or graduated within 10 years. All participants experienced racism, anxiety, and Impostor Phenomenon and were in schools located in the northeastern region of the United States. From those interviews, three themes were extrapolated: Structural and Environmental Isolation, Systemic Racism Resulting in Anxiety and Racism, and Resilience in Academia. These were taken from coded sections such as lack of representation, inadequate… [Direct]
(2024). Equity or Extinction? A Qualitative Study Exploring Enrollment Directors' Perceptions of Diversity, Equity, and Inclusion Practices at Southwest Independent Schools. ProQuest LLC, Ph.D. Dissertation, New Mexico State University. Critical race theory has challenged whose truth is told in schools (Lynn & Parker, 2006). Private schools belonging to the National Association of Independent Schools have questioned what truth is taught in their schools ("NAIS — Diversity, Equity, Inclusion, and Belonging," n.d.). Concurrently, these schools face declining enrollment of full tuition-paying families who are typically White (Ee et al., 2018). This dissertation is a qualitative phenomenological study. The phenomenological study aims to understand how enrollment directors at independent schools in the American Southwest perceive parent and guardian reaction to diversity, equity, and inclusion policies, practices, and pedagogy in their schools and how this might impact enrollment. The theoretical framework for this study is critical race theory. An overview of private schools, with a focus on race and class, will be presented, as well as the current challenges facing independent schools. Specific… [Direct]
(2025). I Can't Breathe: Exploring the Lived Experiences of Student Affairs Professionals of Color Wellness during Times of Racially Charged Incidents. Journal of Education Human Resources, v43 n1 p108-133. This study explored 18 student affairs professionals of color (SAPOCs) and their experiences with microaggressions, hate crimes, and ethnoviolence on college campuses. This study used the theoretical lens of occupational wellness and critical race theory to explore participants' experiences regarding race and wellness. The findings of the study indicated that SAPOCs lack belonging in their organizational culture, experience racism, and must use internal negotiations in their work with students. To mitigate these challenges, the SAPOCs sought positive worker well-being through supportive interpersonal relationships with their supervisors and maintaining their physical and mental health…. [Direct]
(2025). Democracy, Empires, and the Chinese Diasporas. Urban Education, v60 n1 p279-304. As tension between China and the United States continues to escalate, little research has looked into how geopolitical conflicts impact the Chinese Diasporas in these two nations. Filtering his life through empire and AsianCrit, the author illustrates his racializing encounters with empires in educational institutions and the larger Chinese and U.S. societies. Implications include how scholars can address the historical, theoretical, and practical gaps in urban education research, connect empire with critical race theory to enrich urban education research, and leverage their counterstories to help teachers and teacher educators undo imperialism in practice…. [Direct]
(2019). Extending Critical Race Theory to Chinese Education: Affordance and Constraints. Compare: A Journal of Comparative and International Education, v49 n5 p837-850. This Forum discusses the affordances and constraints of applying critical race theory (CRT) to the Chinese educational context. In "CRT as a Heuristic for Understanding Educational Inequality: How CRT Is Conceptualised in the United States," Gang Zhu delineates the social and theoretical backgrounds related to CRT, and its fundamental tenets. Zhengmei Peng subsequently reviews the representative theoretical constructs pertinent to CRT, including: (1) community cultural wealth; (2) funds of knowledge; (3) culturally responsive pedagogy; and (4) authentic care in education. In the third contribution to the Forum, "The Facilitative Factors of Applying CRT in Chinese Education: Four Illustrative Cases," Xueyan Hu analyses the possibility of extending CRT to the Chinese educational milieu, focusing on: (1) the consistently low performance of Chinese rural education; (2) the limited educational opportunity for rural migrant workers' children; (3) Chinese ethnic minority… [Direct]
(2022). Seeing the Unseen: Applying Intersectionality and Disability Critical Race Theory (DisCrit) Frameworks in Preservice Teacher Education. Teachers College Record, v124 n7 p51-81 Jul. Background/Context: This paper explores how intersectionality and DisCrit can be used as analytic tools to scaffold preservice teachers' ability to see the ways in which referrals to and services within special education reproduce inequities as a function of race and perceptions of ability that are rooted in White, middle-class, able-bodied norms. Purpose/Objective/Research Question/Focus of Study: This qualitative study analyzes White preservice teachers' understanding and application of intersectionality and DisCrit. Applying critical theoretical perspectives, preservice teachers engage in identifying instances of oppression in society and schools and naming the resulting harm to Black students and families. This paper focuses on the following research questions: How do White preservice teachers engage with critical frameworks intended to unearth the impacts of racism and ableism on Black students? What do their responses reveal about preservice teachers' level of critical… [Direct]
(2022). Utilizing a Critical Race Theory Lens to Reduce Barriers to Social and Emotional Learning: A Call to Action. Children & Schools, v44 n1 p39-47 Jan. Social and emotional learning (SEL) and equity issues have each been complicated by the COVID-19 pandemic for students of color. This brief seeks to call to action school social workers who can identify social and emotional barriers to learning that students of color experience in schools through a critical race theory (CRT) lens. School social workers are well positioned to address equity concerns and systemic racism in schools. They play a key role in addressing SEL, reducing equity barriers, and navigating the CRT opposition. The authors view the role of the school social worker as an integral part of social and emotional teaching and learning. This is a call to mobilize school social workers to advocacy roles for SEL, equity, and racism concerns that have long impacted students of color. The authors' aim is to provide social workers with actionable strategies in reducing social and emotional barriers to learning for students of color…. [Direct]
(2022). Space, Story, and Solidarity: Designing a Black MLIS Student Organization amidst Crisis and Tumult. Education for Information, v38 n4 p367-388. According to LIS research, the U.S. library and information science field reflects more than 135 years of white racialized, monocultural pedagogy. Critical race theory helps us understand why Blacks remain on the margins of the LIS profession. Armed with critical racial knowledge, the Black Caucus of the American Library Association embarked on a three-year project to assert Black culture in a profession that has historically overpowered other ways of knowing. This article chronicles how BCALA leaders gleaned from Black-centered pedagogical traditions, data on Black MLIS students' needs, and the critical race theory tenet of counterstorytelling to scaffold a national, online Black MLIS student organization that exists autonomously from mainstream U.S. LIS programs…. [Direct]
(2024). Ethnic Studies Programs in America: Exploring the Past to Understand Today's Debates. Policy Futures in Education, v22 n7 p1469-1491. The debates that involve banning critical race theory and implementing ethnic studies programs have recently surged. But this is not the first time that controversy about ethnic studies programs and other efforts to promote equity has led to dissension. In the 1960s, similar discord led to violence. Today, right-wing activists are making efforts to prevent ethnic studies programs from being implemented. Many educators and historians, however, are expressing the need to teach the accurate histories of racial and ethnic minority groups at educational institutions. In this article, I argue that today's resistance to implementing ethnic studies programs is a continuation of the opposition that occurred in the 1960s against this trend and the other efforts that were designed to promote equity. In contrast to the idea that ethnic studies programs contribute to divisiveness, I argue that they offer a better way of teaching students in a country that has become more racially diverse. I… [Direct]
(2021). How to Regulate Critical Race Theory in Schools: A Primer and Model Legislation. Issue Brief. Manhattan Institute for Policy Research "Critical Race Theory" (CRT) is the term commonly applied in public debates to controversial racially charged curricula and initiatives in the public schools, as well as various parallel trainings and programs commonly being adopted in school and other settings. Initially, CRT was confined to the niche circles of legal academia from which it originated. More recently, its core ideas have been applied and expanded to an array of disciplines, including education. Unsurprisingly, many parents and teachers across the country have been troubled by these developments. CRT is unpopular with the public, especially when details of specific practices are made clear. For the abstract question of whether people support CRT, a "YouGov/Economist" survey conducted June 13-15, 2021, found that many Americans didn't know what it was; but of those who did, 56% opposed it while 38% supported it. This brief examines the history and current issues with CRT. It also crafts a proposed… [PDF]
(2021). Countering Deficits: A Grounded Theory of Success from Graduate Students of Color. Journal of Multicultural Counseling and Development, v49 n1 p4-17 Jan. The existing research on students of color in counselor education focuses on the barriers they experience, providing a deficit perspective. Using grounded theory and a critical race theory framework, we studied the racialized experiences of 19 graduate students of color in counselor education. Grounded in participants' voices, we propose a liberatory theory of academic success. Implications for promoting the success of students of color in counselor education and for future critical race theory research are discussed…. [Direct]
(2023). Use of Critical Race Theory to Understand the Experiences of an African American Male during School Psychology Graduate Education. School Psychology Review, v52 n3 p372-388. This study used an exploratory case study approach to explore the race-related experiences of a Black male specialist level school psychology graduate student. We used the CRT tenets of racism as normal and permanent and intersectionality and antiessentialism to help us make sense of the findings. Findings revealed that race and racism did not negatively impact the case study participant's experiences within his school psychology program at the university. However, racism was pervasive during his internship year, as it influenced interactions with white teachers and parents. Implications for school psychology graduate education are discussed, including the need for school psychologists to actively engage behaviors that disrupt systems of oppression like racism if the profession is to meet its antiracist aims…. [Direct]
(2023). Racial-Religious Decoupling in the University: Investigating Religious Students' Perceptions of Institutional Commitment to Diversity. AERA Open, v9 n1. Muslims face racism based on their racialized religious identities, yet few address their experiences through critical race theory or campus racial climate. This paper addresses how religious students rate institutional commitments to campus diversity when considering racial and religious respect. This study examines undergraduate experience surveys across nine campuses and a Muslim student photovoice project through a mixed-methods design. I argue that racial and religious respect derived from interpersonal, discursive, and material sources influence Muslim students' perceptions of institutional commitment to diversity. I introduce racial-religious decoupling to refer to how the separation of race and religion as distinct social experiences hinders campus commitments to diversity, equity, and inclusion for addressing anti-Muslim racism and intersections of race and religion. This study uses critical race theory to demonstrate how hegemonic Whiteness embedded in higher education… [PDF] [Direct]