(2023). "It's Really Hard to Have Your Own Place": The At-Home Experiences of Latina/o/x Undergraduates during COVID-19. Journal of Hispanic Higher Education, v22 n2 p146-160 Apr. The purpose of this study was to understand the at-home lived experiences of Latina/o/x college students during the COVID-19 pandemic. Using Critical Race Theory as the guiding framework, the authors used storytelling to capture the at-home experiences of 19 Latina/o/x college students during the pandemic. Findings revealed how the pandemic shifted meaning of the home space, increased roles and responsibilities, and increased stress and mental health demands for students…. [Direct]
(2021). A Prolegomenon to a Critical Race Theoretical Marxism. Power and Education, v13 n3 p116-133 Nov. The critical race theory concept of 'White supremacy' continues to be a major locus of disagreement between Critical Race Theorists and Marxists regarding both how it operates as a general descriptor of racial power dynamics in the Western world and for its explanatory power in accounting for the multiple forms in which racism manifests. Criticisms of the concept of 'White supremacy' from Marxists often point to racisms that exist beyond the Black/White binary, or racism directed at minoritised White groups as counterexamples to explanations of racism that appeal to 'White supremacy'. Marxists also often point to alternative theoretical constructs such as 'institutional racism' and 'racialisation' as better descriptions for, and explanations of, racism and the mechanisms that serve in its creation and perpetuation. However, examples of racisms that exist outside of a Black/White binary, or which appeal to the existence of racism directed at people identified as White, do not… [Direct]
(2024). It's Deeper than That!: Restorative Justice and the Challenge of Racial Reflexivity in White-Led Schools. Urban Education, v59 n1 p182-209. This paper uses critical race theory to analyze several case studies focused on the experiences of two restorative justice coordinators (RJCs), both Black women and how they understood and responded to perceived racial injustices in urban schools with white leadership. These schools were attempting to address unequal disciplinary practices toward students of color through restorative justice and the RJCs adapted their approaches to addressing racialized dynamics while also developing school-wide networks to foster broader critical reflection on race. They navigated the risks of challenging white privilege and systemic racism both of which at times limited their attempts at influencing change…. [Direct]
(2024). Academic Libraries, Counter-Storytelling, and Minoritized Students' Scholarly Identity Development. portal: Libraries and the Academy, v24 n4 p765-787. This study uses the critical race theory approach of counter-storytelling to explore scholarly identity development among first-generation, low-income, BIPOC (Black, Indigenous, and People of Color), and women students transitioning to graduate school. Data included interview transcripts, observation notes, and student assignments from a program that supports students in completing an original research project and applying for graduate school. Findings show the frequent negative stereotypes about students that circulate in higher education as well as students' own counter-stories that reimagine academia and their place in it. Implications include ways that libraries can better support students' scholarly identity development…. [Direct]
(2024). The (Un)Equal University: Training Programmes and the Commodification of Race. Higher Education Quarterly, v78 n4 e12518. There is a plethora of evidence to suggest that academics of colour remain under represented in higher education; they are less likely to be professors and occupy senior managerial roles compared to White groups and report regular incidents of overt and covert racism. Equality, Diversity and Inclusion initiatives such as training programmes to progress the position of academics of colour into senior roles have been used to address their under representation. Drawing on Critical Race Theory this paper examines how within the neoliberal marketised university, such training programmes are used for the benefit of White groups to perpetuate White privilege…. [Direct]
(2024). Bang on the System: People's Praxis and Pedagogy as Humanizing Violence. Urban Education, v59 n7 p2152-2178. Bang on the System pairs critical race theory (CRT) with the litany of radical democratic analysis guiding the social practices of various revolutionary movements, proposing a new pedagogical framework that deploys a mutually informed critical race praxis as the basis to engage historically dispossessed youth in their own learning. This lens is utilized to examine an interpretive case study from a corpus of existing qualitative data collected through teacher action inquiries in one of California's most underserved schools and targeted communities. Specifically, the authors analyze the role of a People's praxis as an effective pedagogy to mediate student resistance…. [Direct]
(2024). Translanguaging and Learning Stories in Preschool: Supporting Language Rights and Social Justice for Latinx Children, Families, and Educators. Contemporary Issues in Early Childhood, v25 n2 p162-185. This article focuses on elements of successful sociocultural inclusion and linguistic participation in a bilingual dual-language preschool for Latinx children. It presents a subset of findings from a three-year qualitative research project in which Latinx critical race theory and a translanguaging framework were used to illuminate critical intersections between children's funds of knowledge, their translanguaging talents, and their interests in play and social interaction. Learning Stories served as both the focus for documentation and the unit of analysis for understanding children's translanguaging experiences, as well as for promoting new forms of authentic assessment for family engagement…. [Direct]
(2019). Reframing the History of Affirmative Action: A Feminist and Critical Race Theory Perspective. Journal of Student Affairs, New York University, v15 p51-59. The primary focus of affirmative action is attempting to correct unjust discrimination that has occurred over an extended period of history. The focus of this research will primarily be on affirmative action in higher education. The primary method of implementation has been through admissions practices that utilize racial identity as a factor in their overall formula for acceptance to the university. These practices have been in place at universities for almost as long as the debate on affirmative action has been occurring, and shifted over time along with the entire debate on affirmative action. Unfortunately, discussions and debates about the history and implementation of race-conscious admissions have lost touch with the main foundation of affirmative action, improving equity in a higher education system with barriers for communities that were historically marginalized. This paper will bring the current debate back to this focus through an argument in favor of affirmative action…. [PDF]
(2023). Race-Evasive Frames in Physics and Physics Education: Results from an Interview Study. Physical Review Physics Education Research, v19 n1 Article 010115 Jan-Jun. Mainstream physics teaching and learning produces material outcomes that, when analyzed through the lens of Critical Race Theory, point to white supremacy, or "the systemic maintenance of the dominant position that produces white privilege" (Battey & Levya, 2016). In particular, the continued, extreme underrepresentation of People of Color in physics and a growing number of first-person accounts of the harm that People of Color experience in physics classrooms and departments speak to a system that valorizes whiteness and marginalizes People of Color. If we take Critical Race Theory as a lens, we expect that maintaining white supremacy in physics happens in part via discipline-specific instantiations of broader mechanisms that reproduce whiteness. In this study, we illustrate one such mechanism: race evasiveness, a powerful ideology that uses race-neutral discourse to explain away racialized phenomena, evading race as a shaping force in social phenomena. We offer… [Direct]
(2024). Engaging Community Cultural Wealth: A Phenomenological Inquiry of Latina/o/e Students and Academic Libraries. ProQuest LLC, Ph.D./HE Dissertation, Azusa Pacific University. This study explored the lived experiences of Latina/o/e students with academic libraries, using a phenomenological approach to understand Latina/o/e students' assets and abilities that they bring to college libraries. This study used the theoretical and conceptual frameworks of critical race theory (CRT), Latina/o critical race theory (LatCrit), and Yosso's (2005) community cultural wealth (CCW) model to center the narratives of Latina/o/e students and hear their counterstories. Fifteen individual interviews were conducted at a medium-sized liberal arts university to understand the experiences of Latina/o/e students with academic libraries. The results showed most of the participants viewed academic libraries in a positive, helpful manner, and used the library frequently, but did not feel that academic libraries increased their sense of belonging or community. The interviews revealed that most of the participants used the academic library in a practical, functional manner rather than… [Direct]
(2023). The Underground Railroad Critical Race Theory, Oppression, and the Fight for Equitable Treatment in the North Carolina Healthcare System: A Critical Phenomenological Study. ProQuest LLC, Ed.D. Dissertation, University of Dayton. This study was a qualitative participatory action research study that focused on the lived experiences of Black women who received prenatal care and gave birth in the state of North Carolina. The study was meant to investigate and address the racism and implicit biases these women experienced from the medical community they encountered, and the often-unintended consequences of those actions and mindsets. A cohort of Black women who received prenatal care and gave birth in the state of North Carolina was assembled to help provide qualitative data for the study through sharing their lived experiences. The women were interviewed using a peer-to-peer method. The Aaron J. White Foundation (AJWF), a Black owned, 501c(3) non-profit organization, will use this study to help create a comprehensive action plan to offer healthcare and healthy living education and resources to Black women and other marginalized communities in North Carolina. This study will add to the existing body of knowledge… [Direct]
(2023). It's Only Micro When You Don't Experience It: Stealth Racist Abuse in College Algebra. Journal of Diversity in Higher Education, v16 n4 p509-519 Aug. Drawing on Critical Race Theory (CRT) and Critical Whiteness Studies, I use portraiture to analyze and vividly describe the subtlest of racial microaggressions proffered by white college students against Students of Color in College Algebra group work. In illustrating this racist abuse, this paper also builds on racial microaggression theory and scholarship from a CRT perspective in the college classroom. This article focuses on the experiences of Students of Color while spotlighting the racism through whiteness that they endure and resist…. [Direct]
(2023). Latino Male Community College Students' Perceptions of Course-Related Interactions: A Critical Race Analysis. Journal of Latinos and Education, v22 n3 p977-989. This paper explores Latino male community college students' perceptions of their course-related interactions with faculty at a Hispanic Serving Institution in California. Using a Critical Race Theory in Education framework, we qualitatively examine the ways in which race and racism shape students' descriptions of these interactions and the extent to which students attribute negative interactions to racial discrimination and/or oppression. Longitudinal, semi-structured interview data (N = 24) presented underscore the need for structurally diverse faculty in community colleges…. [Direct]
(2022). Decentering Whiteness in the Social Work Classroom. Journal of Teaching in Social Work, v42 n2-3 p175-189. Social work education faculty are mainly white and female-identified. However, across the United States, they teach a diverse student body, half of whom are students of color. MSW graduates will primarily provide service to communities of color, and we know the lived experience and social location of the teacher affects the experience of students in the classroom. Inspired by an impactful teaching experience, and a school-wide curriculum revision, this paper analyzes whiteness in the social work classroom and applies critical race theory to examine one instructor's teaching practice. Critical race theory (CRT), an understanding of epistemic injustice, and a teacher's reflective process are tools that can help de-center whiteness in our classrooms and propel faculty forward toward providing an inclusive and equitable education for all students. A description of the teaching experience here highlights the challenges of privilege, bias, self-regulation, and judgment for both students… [Direct]
(2024). "It's Just Good Teaching": Black Educators Respond to the So-Called "Anti-Critical Race Theory" Backlash in K-12 Schools. Thresholds in Education, v47 n1 p53-68. As sociologists of education, we're deeply concerned about the growing censorship in our schools and the attack on teaching the truth about our history and present-day inequality. We also recognize how an educational past mired in antiblack practices and policies remains with us today and thus why teachers are still faced with navigating censorship and constraints on what they know are critical and proven pedagogies. This article explores the continued need for "fugitive" practices to employ educational models that de-center Eurocentric narratives and center Black or other marginalized cultures and ways of knowing. We argue that educators committed to antiracist teaching can learn from the legacy of the art of Black teaching and how it was subversively taken up and put into practice by Black teachers over time (Gay, 2002; Givens, 2021; Walker, 2018)…. [PDF]