(2015). Diversity and Senior Leadership at Elite Institutions of Higher Education. Journal of Diversity in Higher Education, v8 n1 p1-14 Mar. This article explores the lack of diversity at the 8 Ivy League institutions using a Critical Race Theory lens. It includes a comprehensive literature review of the scholarship related to diversity in academe, but especially within the areas of elite institutions and administration. The article also provides data pertaining to the senior leadership at the Ivy League institutions juxtaposed with data on senior level administrators throughout the nation, using the American Council on Education's "On the Pathway to the Presidency" report. Lastly, the article provides recommendations to presidents and institutions for bolstering high-level diversity among high level administrators. The authors stress the importance of addressing the historical and current policies and practices that either facilitate or negate the goals of diversity. They also encourage Ivy League institutions to create internal committees or task forces that focus on racial and ethnic disparities in senior… [Direct]
(2022). Perceptions and Perspectives of Black Athletic Directors at National Collegiate Athletic Association Division I Institutions. ProQuest LLC, Ph.D. Dissertation, Indiana University. The purpose of this qualitative research was to investigate the relationship among self-identified Black male National Collegiate Athletic Association (NCAA) Division I Football Bowl Subdivision (FBS) athletic directors and their lived experiences of career attainment through the lens of Critical Race Theory (CRT). In addition to document analyses, this study used a phenomenological approach to answer two research questions. The first research question–referred to as "Factors Impacting Career" ("Factors")–asked what are personal, professional, social, and institutional factors that impact the individual career trajectories of Black male athletic directors? The second research question–referred to as "Strategies to Overcome Barriers" ("Strategies")–asked how do Black male athletic directors limit any actual or perceived barriers to their career development? Semi-structured, in-depth interviews were used to collect information from all (N =… [Direct]
(2022). A Transformative Framework to Investigate the Influences of Chineseness on Chinese International Students' Learning Experiences on U.S. College Campuses. ProQuest LLC, Ed.D. Dissertation, Loyola University Chicago. This study applied a mixed-methods, social-justice approach to explore how Chinese international students interpret their success and/or challenges influenced by their Chinese forms of community cultural wealth in their academic learning at a predominately White Catholic university in the Midwest of the United States for over one year. I adopted a transformative paradigm to guide my study. Since the reviewed theoretical frameworks solely failed to form a profound comprehension of how Chineseness influenced Chinese international college students, I analyzed essential components of socio-cultural and critical race theories and created "China as Method" as the framework to guide my study. This design featured a qualitative-prioritized explanatory sequential design, starting with a quantitative-dominated survey. Using snowball sampling, I recruited ten volunteers who participated in the first-phase data collection. I analyzed the collected data and further modified sub-research… [Direct]
(2017). Making It Relevant: How a Black Male Teacher Sustained Professional Relationships through Culturally Responsive Discourse. Race, Ethnicity and Education, v20 n1 p87-100. What we know about the experiences of black teachers is limited, especially considering the vast amount of research conducted on and about black boys and young men. This article describes and analyzes how a black teacher at a suburban high school in the Midwestern United States negotiated professional relationships through culturally relevant discourse. Anthony Bell was the only black male teacher participating in a classroom discourse analysis study group at a diverse suburban high school. Throughout the course of the semester, Anthony's stated objective for learning discourse analysis was to understand, structure, and facilitate more productive conversations with a struggling student teacher he was mentoring. Yet Anthony also used his discursive inquiry to "trouble the water" in his classroom and in the study group workshops. Participation in the study group provided Anthony with metalinguistic tools to critique his interactions with his students, student teacher, and… [Direct]
(2017). Ethnicity, Disadvantage and Other Variables in the Analysis of Birmingham Longitudinal School Attainment Datasets. Educational Review, v69 n5 p577-599. Explaining and responding to inequalities in attainment are significant educational policy challenges in England as elsewhere. Data on four cohorts of Birmingham Local Education Authority (LEA) pupils, each approximately 13,000, were analysed by ethnicity, deprivation, gender and other relevant individual pupil variables. For the four successive cohorts of children, aged five in 1997-2001, analysis shows the attainment trajectory of each ethnic group from Baseline/Foundation Stage Profile (age 5) to GCSE (age 16). The relative constancy over time, the changes from one key stage to the next and the differences within broad ethnic categories argue against simplistic explanations. The ethnicity variable accounts for a relatively small amount of variance in pupil achievement, with the same ethnic subgroups recurrently low attainers. Considering explanatory perspectives on educational inequalities and ethnicity in the light of these data, we conclude that a structuralist perspective… [Direct]
(2014). Black Cinderella: Multicultural Literature and School Curriculum. Pedagogy, Culture and Society, v22 n2 p233-250. This article discusses diversity issues evident in fairy tales and explores the pedagogical implications for adding counter-narratives in the school curriculum. Critical Race Theory is employed. In order to uncover contradictory discourses of race within Black cultures, four Africana (African, African American, and Caribbean) Cinderella tale types are analysed. The conclusion is that although the tales are racially similar and fulfil diversity requirements in a literature-based curriculum, such tales are not necessarily interchangeable. Rather, there are ample differences that warrant further attention. It is important that schoolteachers be aware of this, as they develop criteria that may enable them to make informed decisions about children's books for their classrooms…. [Direct]
(2014). Diversity, Communication, and Leadership in the Community College Faculty Search Process. Community College Journal of Research and Practice, v38 n10 p903-916. This qualitative study investigated ethnic/racial diversity in the community college faculty search process. The researcher interviewed 12 participants–administrators and faculty members at three community colleges in a large district in the southwestern United States–who served on faculty search committees from 2006-2009. Analysis of the participants' interviews specific to ethnic/racial diversity in the faculty search process revealed themes around the communication of diversity's value and role at the institution and the role of the chair and administration. Results are discussed utilizing critical race theory as a framework to better understand and address the phenomenon. The study concludes with implications for policy and practice as well as recommendations for future research…. [Direct]
(2019). A Genealogy of Utah's H.B. 144 (2002): Understanding Policy Text Malleability and Interrogating Racist Nativism and Legality Blindness in Policy Enactment. ProQuest LLC, Ph.D. Dissertation, The University of Utah. Immigration and education policies between state and federal levels often push students into a cyclical web of contradictions that replicate systemic injustices and leave many students in a conundrum of uncertainty to their access and continued eligibility to attend higher education. Drawing from Critical Race Theory (CRT), Latino Critical Theory (LatCrit), and Policy Enactment, this study examines how power, White supremacy, and racist nativism can lie within the policy enactment of Utah's H.B. 144 and continue to create gatekeeping practices at one higher education institution, even with policies that create access for undocumented/DACAmented students. By deconstructing the policy enactment of H.B. 144 at Great Basin University and centering the experiences of undocumented/DACAmented students and alumni, this study interrogates how undocumented/DACAmented students navigate the institution vis-a-vis the policies and practices of institutional agents. Disentangling how the policy… [Direct]
(2015). After Incarceration and Adult Learning: A Collaborative Inquiry and Writing Project. Adult Learning, v26 n2 p51-58 May. Mass incarceration in America is a moral, economic, and societal crisis with serious implications for many men of color and high school non-completers who are incarcerated at proportionally higher rates than Whites or college graduates. For the formerly incarcerated, engagement in adult learning, whether high school equivalency (HSE) or college, decreases the likelihood that they will return to prison, increases opportunities for employment, and serves as a powerful re-integration tool in society. This article describes one community college's collaborative inquiry and writing project that uses archival, auto-ethnographic, and interview data to explore how formerly incarcerated students might be effectively engaged in adult education and offers this inquiry project as a potential model for this engagement. Through the voice of the faculty/instructor, this article conceptualizes the inquiry writing project process using a two-part framework: Chevalier and Buckles' five stages of… [Direct]
(2016). A Critical Race Analysis of Travel for Transformation: Pedagogy for the Privileged or Vehicle for Critical Social Transformation?. Journal of Ethnographic & Qualitative Research, v11 n2 p99-116 Win. Transformative learning theory (TLT) describes the process of reframing discriminative worldviews with a more permeable and reflective epistemology. Although TLT has been around for more than 50 years, few studies empirically engage critical theoretical frameworks to move beyond personal learning to identify the impacts of transformation on society. Through a critical race theory framework, this study analyzed how participants' socio-cultural identities of race, class, gender, sexuality, and heritage language impacted the transformative learning of eight study-abroad students from a medium-sized, rural Midwestern university. Focusing on the extent to which the participants experienced elements of transformative learning during a month-long study-abroad experience in Spain, this project explored what the experience of traveling to an "other" place and experiencing "otherness" had on transformative learning. This qualitative study drew from extensive ethnographic… [Direct]
(2016). H.E.L.L.A.: Collective "Testimonio" That Speak to the Healing, Empowerment, Love, Liberation, and Action Embodied by Social Justice Educators of Color. Association of Mexican American Educators Journal, v10 n2 p16-32. This author utilizes collective "testimonio" (S√°nchez, 2009) as a process for "homemade theory" making or what Anzald√∫a and Keating (2000) called "conocimientos." This collective "testimonio" brings together the stories and experiences of three educators of color within a California grassroots social justice critical study group created exclusively for people of color. In a profession dominated by more than 80% White teachers (Goldring, Gray, & Bitterman, 2013), these teachers of color share stories of resiliency and the community cultural wealth (Yosso, 2005) they possess and have utilized to thrive within an oppressive education system. Applying Critical Race Theory's tenet of counternarrative, their individual and collective "testimonio" speak back to the dominant discourses about people of color as being deficient and lacking dominant cultural capital (Bourdieu, 1986) and instead, highlights how internalized and… [Direct]
(2016). The Underrepresentation of Latinos in Public Higher Education in Tennessee: A Case Study of Latino College Students. ProQuest LLC, Ed.D. Dissertation, Tennessee State University. This qualitative study uses Latino Critical Race Theory (LatCrit) to explore factors that influence Latinos in public higher education in the state of Tennessee. The themes that emerged from this study included participant sentiments of connection, disconnection, identity, and opportunities. The participants in this study revealed various levels of connection and disconnection to the institutional culture in the college they attend. This study found that cultural factors and high levels of self-efficacy contribute to the Latino college experience and impact the student perspective of institutional effectiveness. Furthermore, the results of this study revealed that Tennessee Latino college students have similar obstacles, experiences, and needs as Latino students in other parts of the country. As a result, institutions of higher education in Tennessee may wish to model Latino student support services after successful programs already in existence to help improve Latino student… [Direct]
(2013). Multicultural Young Adult Literature as a Form of Counter-Storytelling. Library Quarterly, v83 n3 p212-228 Jul. Counter-storytelling is defined by critical race theory scholars as a method of telling the stories of those people whose experiences are not often told, including people of color, the poor, and members of the LGBTQ community. This article discusses multicultural young adult literature as a form of counter-storytelling, with an emphasis on how counter-stories challenge the stereotypes often held by the dominant culture, give voice to marginalized youth, and present the complexity of racial and ethnic identify formation…. [Direct]
(2016). Softly, Softly: Genetics, Intelligence and the Hidden Racism of the New Geneism. Journal of Education Policy, v31 n4 p365-388. Crude and dangerous ideas about the genetic heritability of intelligence, and a supposed biological basis for the Black/White achievement gap, are alive and well inside the education policy process but taking new and more subtle forms. Drawing on Critical Race Theory, the paper analyses recent hereditarian writing, in the UK and the USA, and highlight a strategy that I term "racial inexplicitness"; this allows hereditarian advocates to adopt a colorblind fa√ßade that presents their work as new, exciting and full of promise for all of society. The paper is in two parts: the first exposes the racism that lies hidden in the small print of the new geneism, where wildly misleading assertions about genetic influences on education are proclaimed as scientific fact while race-conscious critics are dismissed as ignorant ideologues. The second part of the paper sets out critical facts about the relevant science, including the difference between the mythic and real meaning of… [Direct]
(2016). Privacy for All Students? Talking about and around Trans Students in "Public". Curriculum Inquiry, v46 n4 p348-368. This paper places under examination the arguments used to fight against school policies and legislation intended to guarantee and protect the rights of trans students. That is, the paper's central investigation works to uncover the regimes of truth about children, gender, race and privacy implicit in the methods employed by activists who seek to counter the expansion of rights for trans students. Using critical discourse and document analyses influenced by queer theories and Critical Race Theory, this paper examines the group Privacy for All Students and the arguments it makes in campaign documents against California State Assembly Bill 1266–the statewide trans students' right law passed in 2013. First, this paper unpacks the intertwined constructions of children before moving to an examination of how notions of innocence are founded by gendered, sexual, and racial regimes of truth. Then, it explores how the foundational logics of the public sphere make possible for PFAS to address… [Direct]