(2021). How African American Female Faculty Experience and Perceive the Organizational Culture at Community Colleges: A Qualitative Study. ProQuest LLC, Ed.D. Dissertation, Grand Canyon University. The purpose of this qualitative descriptive study was to explore the lived experiences of African American female faculty members within the organizational culture at community colleges in the south. Three research questions that provided guidance for this study: How do African American female faculty members describe their lived experiences within the organizational culture at community colleges? How do African American female faculty members describe their lived experiences within the organizational culture at community colleges when examining issues of racism? How do African American female faculty members describe their lived experiences within the organizational culture at community colleges when examining issues of sexism? Semi-structured interviews and critical incident reports were utilized to collect in-depth narratives. Critical race theory and Black feminist thought served as the theoretical foundation for this study. Data analysis involved Braun and Clarke's six-step… [Direct]
(2021). A Critical Race Collective Case Study of the Role of Sports Participation in the Academic Success of African American Male Administrators. ProQuest LLC, Ed.D. Dissertation, Aurora University. The purpose of this collective case study was to examine the role of sports participation in the academic success of African American male administrators. Critical Race Theory (CRT) provided a theoretical framework for this study. According to CRT proponents, the school experiences of many African American boys consist of a curriculum of control and discipline rather than focused attention on academic achievement, student learning, and creating culturally responsive environments. This learning environment forces students to adapt to teaching methods that were not intended to inspire or motivate their cultural views. Sports may serve as an important corrective to these practices. Data was collected by interviewing 11 educators via zoom using an open-ended narrative triangular approach where coaches and teachers connected to the participants were also interviewed. The primary findings of the study indicate that a positive connection exists between sports in motivating African American… [Direct]
(2021). A Black Mother's Counterstory to the Brown-White Binary in Dual Language Education: Toward Disrupting Dual Language as White Property. Language Policy, v20 n3 p463-487 Sep. There is a rich body of Dual Language (DL) research documenting, primarily, how Latinx students are marginalized in DL programs for the benefit of White students. We refer to this as the Brown-White binary, in which race relations are over-simplified between two racial groups to the exclusion of nuance of other racial categories. This is similar to the ways race relations have often been oversimplified in the United States (U.S.), due to its earlier histories of understanding race through a Black–White binary. In this article, we present Critical Race Theory counterstory research by considering how racialized inequality is perceived and lived from one Black mother in a Southeastern U.S. DL program in a Title I elementary school. Through two years of co-participative storying with this highly engaged African American DL parent/co-author–who also served at the time as the school's parent-teacher association (PTA) president–we demonstrate a case of how Black families may also be… [Direct]
(2022). The Construction and Embodiment of Dis/Ability for North Korean Refugees Living in South Korea. Teachers College Record, v124 n7 p201-220 Jul. Background/Context: Every year, an unknown number of North Koreans flee their homeland. As of 2020, 33,752 North Koreans had arrived in South Korea. The political positioning of North Korean refugees in South Korean society is unique from other immigrants, in that they receive immediate South Korean citizenship and are considered members of the same ethnic group as South Koreans. However, North Korean refugees face discrimination in South Korea, including in schools. Purpose/Objective/Research Question/Focus of Study: This paper extends the use of the intersectional analytical framework, disability critical race theory (DisCrit), outside of western settings to the Korean context. The purpose is to analyze the schooling experiences of North Korean refugees in South Korea. We provide a background about the divide between the nations of North and South Korea and discuss how this divide contributes to North Korean refugees' position as outsiders. We also situate discrimination faced by… [Direct]
(2022). She Begat This — A Black Girl Mixtape: Exploring Racialized and Gendered Portraits of Black Women Presidents at Historically Black Colleges & Universities. ProQuest LLC, Ph.D. Dissertation, Colorado State University. Not everything that is faced can be changed, but nothing can be changed until it is faced.- James BaldwinBlack women have always been in the forefront leading change and supporting the attainment of education in the academy. They have been the greatest hidden figures. This study strives to nuance the experiences of Black women presidents at historically Black colleges and universities who are often overlooked and ignored. The purpose of this study is to explore how Black women make meaning of their lived experiences regarding race and gender as they laid a foundation towards a pathway to the presidency at historically Black colleges and universities (HBCUs). Using portraiture methodology, I illustrate how Black women have navigated and resisted the challenges presented by patriarchal leadership positions in the academy. I employ critical race theory (CRT) and Black feminist thought (BFT) to sculpt a critical lens that interrogates and problematizes Black women's racialized and… [Direct]
(2015). Balancing Dreams and Realities: The College Choice Process for High-Achieving Latinas. Journal of Latinos and Education, v14 n3 p202-219. This study's narratives of 17 high-achieving Latinas revealed how their college choice was a constant balancing of individual and family expectations, being "close, but far enough away," and "getting your money's worth." With the use of critical race theory, further analysis revealed the influence of "familismo" on the college choice process as well as a financial ceiling that kept the most elite institutions out of reach…. [Direct]
(2015). Latinas/os in Community College Developmental Education: Increasing Moments of Academic and Interpersonal Validation. Journal of Hispanic Higher Education, v14 n2 p101-127 Apr. This qualitative study examines the experiences of Latinas/os in community college English and math developmental education courses. Critical race theory in education and the theory of validation serve as guiding frameworks. The authors find that institutional agents provide academic validation by emphasizing high expectations, focusing on social identities, and improving academic skills. The authors conclude by conceptualizing a critical race validating pedagogy to implement among students who place in community college developmental education courses…. [Direct]
(2016). Exploring the Effects of Art-Making on the Racial Climate of a Multicultural Classroom. Online Submission The purpose of this case study was to explore the effects of art-making on the racial climate of a multicultural classroom of 11th graders. Critical Race Theory and Critical Race Methodology laid the foundation for approaching the topic of racial climate in an academic setting. An emphasis was placed on analyzing the developments of the counternarratives of students engaged in a culturally-responsive curriculum. Over an eight week period, students participated in three art projects focused on identity and racial identity. Each art lesson was devised as a response to the strengths and needs of students as they created artwork. The case study focused on three 11th grade students that identify as African American: Shanice, Tonia and Dashawn. Private regard, cultural imagery and language, and emotional responses were observed daily during both the direct instruction and the independent art-making. Interviews were conducted with the three participants, while artifacts were collected from… [PDF]
(2022). Pedagogy or "Trauma Porn"? Racial Literacy as a Prerequisite for Teaching Racially Dignifying Content in the Australian Social Work Context. Journal for Multicultural Education, v16 n3 p272-282. Purpose: On June 21, 2021, a motion was introduced to the Australian Senate calling on the federal government to reject critical race theory (CRT) from the national curriculum, claiming that CRT is divisive and racist. This was allegedly sparked by revisions to the national school curriculum, which included a more accurate reflection of the historical record of First Nations peoples' experiences of colonisation and the framing of British arrival onto the continent as an invasion. This paper aims to overview the omnipresence of Western thought systems in the academy and critiques how knowledge production as a disciplinary practice positions race as a "marginalised knowledge". Design/methodology/approach: This paper is conceptual and it theorises the morphology and functions of racism within the Australian education system specifically, and across the board. This theorisation offers an invaluable starting point in rethinking how we advocate for and preserve Blac/k scholarship… [Direct]
(2022). Black Faculty's Experiences with Microaggressions in Predominantly White Institutions: A Qualitative Descriptive Study. ProQuest LLC, Ed.D. Dissertation, Northcentral University. Organizational leaders are faced with the task of creating initiatives to address racial microaggressions in the workplace. The focal point of this study was Black faculty employed at predominantly white institutions (PWIs). The problem to be addressed by this study was that microaggressions continue to be perpetrated against Black faculty by White colleagues. The purpose of this qualitative descriptive study was to explore Black faculty experiences of microaggressions within the context of PWIs. Critical race theory (CRT) and microaggressions theory were used as a framework for this study. The guiding principles or tenets of CRT were counterstorytelling, the permanence of racism, and whiteness as property. The microaggressions theory was used to portray the everyday occurrences of verbal insults and subtle attacks of racism whether intentional or unintentional. The two research questions guiding the study were: (1) What are Black faculty's experiences who have faced microaggressions… [Direct]
(2022). Are High Levels of Educator Bias Associated with the Disproportionate Discipline of Black Students?. ProQuest LLC, Ed.D. Dissertation, University of North Florida. Data on school discipline inequities have shown disproportionate numbers of Black students suspended and expelled compared to their non-Black counterparts. Despite the implementation of evidence-based solutions such as positive behavior supports and intervention, educator professional development, and restorative practices aimed at closing the racial discipline gap, little to no change has occurred. Critical Race Theory is used as a lens for viewing racial hierarchies as a socially constructed tool to oppress people of color. This oppression can be seen in various aspects of society and in education, especially in school discipline. It is fueled by biases, both implicit and explicit. This study aims to bring light to the impact of educator bias on the lack of positive change upon implementation of evidence-based strategies aimed to minimize school discipline inequities. The data for this quantitative study was collected through surveys designed to measure explicit and implicit bias… [Direct]
(2024). Restorative Justice a Pathway to Hope: An Exploration of the Impact Restorative Justice Has on the Schooling Experiences of Black Boys and the Teachers Who Teach Them. ProQuest LLC, Ed.D. Dissertation, Northeastern University. This study examined the impact Restorative Justice (RJ) practices had on black boys and the teachers who teach them school experience. The setting of this study was an urban inner city middle school, located in the Northeast region of the United States. This study examined the experiences of these two distinct groups, and ultimately how their interaction with restorative justice practices affected their day-day schooling experience. This interpretive phenomenological analysis utilized semi-structured interviews to collect data from six 8th grade black boys and three of their teachers, all of whom have had significant documented participation with restorative justice practices. Data was analyzed by using in vivo coding and three themes emerged from the data revealing the nuances in black boys' experience with RJ and a rich understanding of how these practices benefited their schooling experiences. The first theme focuses on the differing levels of participation with RJ practices… [Direct]
(2024). Development Projects, Displacement, and Their Impact on the Deterioration of Indigenous Language and Culture: The Role of Women in Preserving the Nubian Language. ProQuest LLC, Ph.D. Dissertation, University of the Incarnate Word. My study aimed to explore the phenomenon of the deterioration of culture and language in an indigenous population due to the establishment of large development projects. I focused on the historical displacement and forced relocation faced by the Nubian population in Egypt as an example. My study highlighted the role of women in preserving the Nubian language. I used Interpretive Phenomenological Analysis (IPA) as an approach to explore the shared lived experiences and strategies that Nubian women have used to persist in their culture and language after forced displacement. The research problem in my study is a combination of a major phenomenon, which is the deterioration of Nubian culture and language, and four related issues: marginalization of the indigenous population, resettlement impact, challenges facing women attempting to maintain language and culture, and children lacking connection to their Nubian heritage. The study was conducted in "Dahmeet," a Nubian village in… [Direct]
(2024). Disrupting or Centering Whiteness: An Analysis of Influences on Secondary Literacy Teachers' Text Selection for "Struggling" Adolescent Readers of Color. ProQuest LLC, Ph.D. Dissertation, The University of Wisconsin – Madison. Despite long-standing acknowledgement that U.S. adolescents of color are disproportionately deemed "struggling readers," various iterations of supposedly neutral neoliberal literacy reform legitimized by quantitative data systemically deny access and opportunity through labeling and sorting and perpetuate educator deficit ideologies. Moreover, liberatory reconceptualization validating students' out-of-school literacies is denied. This study initiates a positioning of algorithmic reader and book Lexile leveling as neoliberal literacy reform, exploring the more recent confluence of culturally responsive literature incorporation within these systems. The research questions are: "What factors do reading teachers consider when selecting narrative texts for 'struggling' adolescent readers of color? How might these factors and texts center or disrupt Whiteness, if they do?" The 14 white female participants in this qualitative study were recruited from nine suburban… [Direct]
(2024). "A Wound That Was Already Festering": The Burdens of a Racial Justice Program on Teachers of Color. Teachers College Record, v126 n1 p115-140. Background: Research that documents the influence of anti-racism programs on teacher practice shows some desired outcomes, including developing critical consciousness to support students of color and educate others about stereotyping; understanding how racial bias affects one's teaching and relationships with students; and implementing anti-racist approaches in schoolwide policies and practice. At the same time, research on anti-racist professional development (PD) also highlights the challenges of engaging in this work when white teachers, in particular, respond defensively or dismissively. Studies have shown how these responses can reinforce stereotyping behavior among white participants and reinscribe unequal social relationships. Research Questions: This article aims to answer the following questions: (1) How do white educators, if they do at all, display resistance to racial justice work? (2) How does resistance among white educators, if it does so at all, shape the experiences… [Direct]