(2019). Looking Forward by Looking Back: Equity in Science Education as Socially Just and Morally Healing Action. Cultural Studies of Science Education, v14 n2 p335-353 Jun. In this conceptual paper, we argue that social justice, morality, and healing must be at the core of an equity agenda for science education. When we view equity through this lens, teachers' and researchers' historically informed moral stances become just as important as the equitable distribution of teaching and learning resources and the achievement of excellent learning outcomes for all students. Without looking back to the history of science and its prejudices, we miss the reasons why equity in science education continues to be so hard to attain. Incorporating insights from critical race theory, we see ideas of social justice and morality overlapping as well as supporting our understanding of a new direction for equity in science education. We do not frame moral decisions as autonomous actions carried out on the basis of universal a priori principles; rather, we believe they are dialogically informed by culture and context. We therefore place emphasis on responsibilities rather… [Direct]
(2023). An Asian American Feminist Manifesto: Asian American Women Heads of Schools Embodying Culturally Responsive School Leadership. Teachers College Record, v125 n7-8 p173-187. Background: Within more than 1,600 preK-12 member schools in the National Association of Independent Schools (NAIS) in the United States, there were only seven Asian American women heads of schools in 2019, representing 6% of all heads of color, 1% of all women heads, and 0.4% of all heads of schools. There has been limited research on intersectionality in educational leadership, particularly in the context of independent schools. Purpose of Study: This article sets out to address the research gap in current literature as it pertains to examining the intersectional impact of race, gender, culture, and epistemology on the leadership experiences of Asian American women heads of independent schools, and to deconstruct mainstream leadership narratives by unearthing and complicating critical narratives of a small group of educational leaders who are women of color. Research Design: This qualitative study employs intersectionality theory as the conceptual framework, culturally responsive… [Direct]
(2023). How African American Males in Student Affairs Leadership Roles Navigate Antiblackness Experiences during Their Journeys to Executive Leadership Roles in Predominantly White Institutions. ProQuest LLC, Ed.D. Dissertation, University of Georgia. Executive leadership for African-American males in higher education in student affairs at predominantly white institutions remains elusive and requires dedicated insights, critical thought, hard work, and a community of support that manifests itself in many ways. The work is evolving, and higher education administrator must take time to acknowledge existing challenges to dismantle barriers that can prevent success in the higher education student affairs field for African-American males. Reviewing the literature related to the historical context of higher education to African-Americans, antiblackness experiences in higher education, racism within campus culture, challenges that African-American males face and leadership helps to solidify a gap in the research. This study reviewed how African-American males in student affairs leadership navigated antiblackness experiences in their journey to executive leadership in predominantly white institutions (PWIs). This research was shaped so… [Direct]
(2023). Trapdoor Transfer: A Qualitative Study of Differences in Transfer between URM/BIPOC and White Students of the California Community College System. ProQuest LLC, Ed.D. Dissertation, California State University, Sacramento. The purpose of this research is to acknowledge what California Community Colleges are/are not doing in regards to poor transfer outcomes to bolster bachelor's degree attainment, especially for underrepresented minorities (URM) and Black indigenous people of color (BIPOC) students. The California Community College system entices students with low cost tuition and open access. As a result, 54% of California's postsecondary population are enrolled in one of California's 116 community colleges (Public Policy Institute [PPIC], 2019). The system has many barriers that hinder transfer outcomes equating to only 28% of students transferring to 4-year colleges/universities in 6 years (PPIC, 2019). Compounding these statistics, by 2025 41% of all jobs will require a bachelor's degree in California. Simultaneously, only 35% of the state's population will meet this requirement creating an excess of 2 million people short of educational credentials to obtain a job (PPIC, 2019). This study draws… [Direct]
(2022). Black and in Business: A Critical Race Analysis of How Black Students Perceive Race and Racism in Their Business School Experiences. ProQuest LLC, Ph.D. Dissertation, Illinois State University. Business majors are among the most popular majors in the United States (Hinrichs, 2015), and prior to the economic and health COVID-19 pandemic, Black students received 20% of bachelor's and 30% of master's degrees in business programs in 2015-2016, despite representing only 11% of undergraduate and 14% of master's degree students in total (de Bray et al., 2019). This is a positive trend given the historical, political, and economic relationship among Black people, business engagement, and social liberation. However, minimal empirical attention has been devoted to examining the perceptions of Black students studying business in higher education germane to the intersection between their business education and concepts such as race and racism. Moreover, much remains unknown about: 1) the perceived motivations, benefits, and risks influencing Black students to pursue business education in college, 2) how Black students perceive race and/or racism impacting and influencing their… [Direct]
(2022). A Critical Study of Chinese International Students' Experiences of Race and Racism in the Age of COVID-19. ProQuest LLC, Ph.D. Dissertation, University of California, Santa Barbara. Chinese international students' lived experiences have garnered substantial attention in US higher education research due to the ever-increasing numbers of such students as well as the tense relationships between the US and China, yet this research rarely considers issues of race and racism. More recently, the COVID-19 pandemic has exposed underlying structural inequalities, reinvigorated old stereotypes, and unleashed new manifestations of Sinophobia. As a consequence of Donald Trump's racist rhetoric during his presidency, hate crimes against Asian ethnic groups in San Francisco increased by 500% in 2021 and Chinese scientists who were accused of being a threat to US national security were criminalized. Due to the COVID-19 pandemic, combined with US-China rivalry and anti-Chinese sentiment, Chinese international students currently face multiple challenges. There is therefore a pressing need to make sense of Chinese students' experiences around US higher education–and in doing so,… [Direct]
(2022). A Qualitative Approach to Understanding the Career Perceptions and Choices of STEM Undergraduate and Graduate Students. ProQuest LLC, Ph.D. Dissertation, Western Michigan University. In order to remain competitive in the global economy, there has been a call to increase recruitment and retention in science, technology, engineering, and mathematics (STEM) careers in the United States (National Science Board, 2014, 2016; President's Council of Advisors on Science and Technology, 2012). In addition to increasing the number of individuals in these fields, it is also imperative to increase the diversity of the individuals filling STEM positions. Not only is it a moral responsibility to create STEM environments that are more inclusive of those who have been historically marginalized in STEM settings, but it is critical in our ability to successfully address global challenges since more diverse research teams tend to have higher rates of productivity and creative problem solving (Campbell, 2018; Phillips, 2014; Powell, 2018). Due to the strong connection between educational identity and vocational identity (Negru-Subtirica & Pop, 2018; Negru-Subtirica, Pop, &… [Direct]
(2022). It's Not Free Speech: Race, Democracy, and the Future of Academic Freedom. Johns Hopkins University Press The protests of summer 2020, which were ignited by the murder of George Floyd, led to long-overdue reassessments of the legacy of racism and white supremacy in both American academe and cultural life more generally. But while universities have been willing to rename some buildings and schools or grapple with their role in the slave trade, no one has yet asked the most uncomfortable question: Does academic freedom extend to racist professors? "It's Not Free Speech" considers the ideal of academic freedom in the wake of the activism inspired by outrageous police brutality, white supremacy, and the #MeToo movement. Arguing that academic freedom must be rigorously distinguished from freedom of speech, Michael B√©rub√© and Jennifer Ruth take aim at explicit defenses of colonialism and theories of white supremacy–theories that have no intellectual legitimacy whatsoever. Approaching this question from two angles–one, the question of when a professor's intramural or extramural… [Direct]
(2022). The Role of Peer Mentoring for Black and Latinx Doctoral Students' Success. ProQuest LLC, Ph.D. Dissertation, Boston College. Students in doctoral education view mentoring as the most important aspect of their educational experience (Golde et al., 2005). Mentoring can affect student retention and dissertation completion (Cronan-Hilllix et al., 1986) and is typically received from the student's advisor. However, many Black and Latinx doctoral students do not receive the critical feedback they need from faculty to develop their academic skills (Williams, 2018). Given reported problematic faculty interactions within the traditional mentoring model (Johnson-Bailey et al., 2008), peers offer an alternative source of support. Few empirical studies examine the effects of peer mentoring for doctoral students of color. This qualitative study examines how six Latinx and Black doctoral students engage in peer mentoring and how they perceive its effects on their doctoral experience. The maximum variation sample includes students in five disciplines who were enrolled in one of three research universities in the… [Direct]
(2022). Faculty Service-Learning Guidebook: Enacting "Equity-Centered" Teaching, Partnerships, and Scholarship. Stylus Publishing LLC This is a practical guide to designing, teaching, and coordinating service-learning courses, and for developing reciprocal community partnerships and community-based research through a lens of equity that addresses the endemic racial, social, economic, and environmental disparities across society. The text provides a comprehensive framework for developing both in-person and on-line service-learning, with a chapter on virtual delivery of courses that integrates the principles and practices described throughout the book. The authors uniquely integrate the how-to of conducting service-learning with the theoretical foundations to enact effective, equitable, and inclusive community engagement. Given this moment of enormous social inequality and divisiveness, the authors offer a new definition and set of educational principles that they characterize as Equity-Centered Community Engagement Excellence. These principles serve to guide academic and community engagement that is democratic,… [Direct]
(2012). A Critical Case Study of Selected United States History Textbooks from a Tribal Critical Race Theory Perspective. ProQuest LLC, Ph.D. Dissertation, University of South Florida. The purpose of this study was to describe and explain the portrayal of American Indians in U.S. textbooks selected for review in Hillsborough County, Florida's 2012 textbook adoption. The study identified which of the textbooks under consideration contained the greatest amount of information dedicated to American Indians. The study then analyzed how that information was portrayed. The exploratory questions that guided this study were, how are American Indians portrayed in five selected U.S. history textbooks? It also addresses the question, under what conditions can Tribal Critical Race Theory help illuminate how American Indians are portrayed in textbooks? The methodology used is a critical case study (Rubin and Rubin, 2005; Janesick, 2004). The Five Great Values, as developed by Sanchez (2007), were used in the organization, coding, and analysis of the data. The theoretical framework that guides this study is Tribal Critical Race Theory (Brayboy, 2005), created in order to address… [Direct]
(2022). Politics and Its Role on Ethical Decision-Making Processes for Elementary Principals. ProQuest LLC, Ed.D. Dissertation, St. John's University (New York). The purpose of this narrative qualitative study was to explore how politics affects the ethical decision-making processes of elementary principals. Participants were comprised of five elementary school principals, with varied years of experience, across neighboring suburban public school districts in eastern New York. Data was collected through two semi-structured interviews. Interview transcripts were restoried and retold from each participant's perspective (Clandinin & Connelly, 2000; Nasheeda et al., 2019; Ollerenshaw & Creswell, 2002). The stories were analyzed and compared using the constant comparison method (Glaser, 1965), to develop common themes about political influences and decision-making processes. A principal's own decision-making processes are a vital component of their job–a job that has changed drastically over the past several decades. Although there are numerous factors that can be attributed to these changes, researchers agree that the emergence of a… [Direct]
(2014). "Will This Hell Never End?": Substantiating and Resisting "Race-Language" Policies in a Multilingual High School. Anthropology & Education Quarterly, v45 n4 p373-390 Dec. This article presents a critical race theory analysis of teachers' and students' language policy negotiation. It draws on an ethnographic study in a high-school English as a Second Language (ESL) program. Results demonstrate how race-language processes create conditions that traumatize immigrant and bilingual youth of color through embodied nativist policies. On the other hand, youth made dynamic bilingual policies. It is argued that critical race-language scholars must question the legitimacy of ESL programs that function as white supremacy…. [Direct]
(2014). Toward a Black Radical Independent Education: Black Radicalism, Independence and the Supplementary School Movement. Journal of Negro Education, v83 n1 p5-14 Win. Black Radicalism believes in the centrality of racism to Western imperialism and a Diasporic commitment to the liberation of Africa; existing in distinction to Black Nationalism, Marxism and Critical Race Theory. A Black radical critique of schooling is presented and the mischaracterizations of Black Radicalism as segregationist and separatist are examined. Black independent education is a necessary feature of Black Radicalism and the Black supplementary schools movement in Britain exists as a potential space where such an education can be developed…. [Direct]
(2022). Examining Diversity and the Role and Influence of Post-Secondary Faculty at a Predominantly White Institution in Tennessee: A Critical Race Case Analysis. ProQuest LLC, D.Ed. Dissertation, East Tennessee State University. The purpose of this qualitative, critical race analysis study is to explore how White faculty conceptualize and apply critical race theory (CRT) and culturally responsive pedagogy (CRP) to curricula within a college of education and how the perceptions of their students' identities influence specific pedagogical decisions. The researcher sought to extend the research on CRT in education by analyzing specific, detailed cases and incorporating purposeful sampling by selecting participants who match specific study criteria, i.e. graduate-level White faculty located in Tennessee who teach in programs of education. This study was limited to six faculty in a college of education (in educational leadership and teacher education graduate programs) at a college in Tennessee. This study provided a framework for additional studies that may assist with exploring how faculty pedagogical decisions in the classroom could be impacted by incorporating CRT/CRP in courses and across curricula in… [Direct]