(2013). Success Factors Impacting Latina/o Persistence in Higher Education Leading to STEM Opportunities. Cultural Studies of Science Education, v8 n4 p905-918 Dec. This study investigates how Latina/Latino youth resist, conform to, and persist in schooling, and explores their preparation for an education in science, technology, engineering and math (STEM) fields. Using Latino Critical Race Theory as a framework, evidence of the "sticky mess" of racial inequalities (Espinoza and Harris in" Calif Law Rev" 10:499-559, 1997) and the concept of community cultural wealth (Yosso in "Race Ethn Educ" 8:69-91, 2005) will be used to understand how Latina/o students successfully persist in college. Quantitative and qualitative findings collected at two public universities in 2007-2012 show that Latina/o parents play a significant role in influencing their children's decision to attend college; family, friend and community support and hard work have also been instrumental in college success. This is evident through parents' encouragement to persist, expectations to do well and students serving as role models for… [Direct]
(2012). Oral Histories of Four Urban Youth Affected by Disproportionality in Special Education. ProQuest LLC, Ed.D. Dissertation, California State University, Los Angeles. This study uncovered some experiences and perspectives of four students of color during their educational journey through K-12 public schools as students identified with high incidence disabilities in school systems that exhibited ethnic disproportionality in special education. The participants reflected on their experiences to provide detailed accounts of being special education students and minorities. The lenses of labeling theory and critical race theory were used as guides to discuss macro and micro connections to existing literature while remaining true to each participant's life story. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/disserta…… [Direct]
(2012). The Miner's Canary: A Critical Race Perspective on the Representation of Black Women Full Professors. Negro Educational Review, v62-63 n1-4 p13-39 2011-2012. This article examines experiences of a Black woman full professor, and the benefits and privileges associated with reaching this rank. Its purpose is to leave little room for conjecture about the rank and those who have earned it. Using critical race theory and a critical race feminism framework coupled with the concept of the miner's canary, we suggest that by examining the experiences of Black women full professors we can gain an understanding of the role of full professors in academe and the systemic issues prohibiting their promotion to the highest rank of the professoriate. We call for disciplined scholarship in this area and offer questions that could assist in creating research agendas that examine the complex issues of access to the senior faculty rank of full professor…. [Direct]
(2012). What Role Do Race, Ethnicity, Language and Gender Play in the Teaching Profession?. Race, Ethnicity and Education, v15 n5 p653-681. "Critical race theory" and "standard language ideology" are employed as theoretical and analytical frames for conceptualizing and understanding the entry perspectives and experiences of some Vietnamese American pre-service teachers in US schools. Study findings from a qualitative case study approach suggest that race, ethnicity, language, and gender influence these teachers' construction of self vis-a-vis others and their social milieu. Specifically, manifestations of these social constructs inform the ways in which others perceive them and measure their potential for success as future teachers. The heritage backgrounds and practicum accounts of these Vietnamese American women help to illuminate their individual and collective struggles and the mechanisms they each adopted in coping with their particular cases in the local school context. (Contains 2 tables.)… [Direct]
(2012). Critical Arts-Based Research in Education: Performing Undocumented Historias. British Educational Research Journal, v38 n2 p239-260. The article seeks to elucidate and academically position the genre of critical arts-based research in education. The article fuses Critical Race Theory (CRT), life history and performance, alongside work with undocumented American students of Mexican origin, to show how a politicised qualitative paradigmatic re envisioning can occur in which counter-histories and counter-stories can be co-created into a powerful, evocative, and transformative arts-based performance text: Undocumented Historias. The article reflects on how critical arts-based research in education can function as a means to legitimise, empower and promote the voices of the educationally and socially marginalised; evoking an experiential and sensual means of feeling and knowing by which researcher and researched may co-recover, interrogate and enrich an anti-colonialist critique of the dominant social order. (Contains 1 figure.)… [Direct]
(2019). Understanding the Importance of Intrinsic Motivation: An Analysis of Intrinsic Motivation and Positive Student Athlete Experience Integration. Research Issues in Contemporary Education, v4 n1 p45-62 Spr-Sum. There is a consistent debate regarding the academic capabilities, career choices, and decision-making skills of African American male student-athlete (AAMSAs). Many studies highlight race as a direct threat to success and positive social influence at many colleges and universities. In the realm of race, prominent pieces of work (Cunningham & Welty-Peachy, 2010; Donnor, 2005; Edwards, 1975, 1985; Singer, 2005, 2008) have highlighted the image of the AAMSA through a critical, social lens, such as Critical Race Theory, in order to convey detailed images of realities within populations of color. There is also extensive research analyzing the academic motivations, successes, learning potential, intellectual capabilities, and likelihood of attaining learning disabilities of AAMSAs in relation to different student populations. While there are numerous higher education personnel attuned to the literature, many individuals hired in the athletic domain are not well-versed in education,… [PDF]
(2014). The Transition of Latina Immigrant Community College Students from ESL to Transfer Readiness. ProQuest LLC, Ed.D. Dissertation, California State University, Fullerton. This qualitative study used narrative analysis to gain a greater understanding of the educational experiences of Latina immigrant English language learners (ELLs) and how they achieved and advance academically in the community college. The study used race-based (i.e., critical race theory and Latcrit) and asset-based methodologies (i.e., community cultural wealth) as a basis for focusing on the social identities of these students in order to gain a greater conceptual clarity of who these students are and how they are able to achieve and advance academically. The findings in this study identified current institutional inequities and challenges that hinder the academic progression of Latina immigrant ELLs, while highlighting the ways in which they draw their strength and gain support from those in their communities in order to address their challenges and achieve academically. These findings provide new ways of understanding the educational experiences of Latina immigrant ELLs…. [Direct]
(2014). Perceptions of African American Male Public School Superintendents in North Carolina on the Impact of Race on Their Superintendencies. ProQuest LLC, Ed.D. Dissertation, North Carolina State University. This qualitative case study gives authentic insight into the experiences of African American males who serve as local school superintendents in the state of North Carolina. It investigates their career experiences on the way to becoming a superintendent and while serving in the superintendent's role, particularly their perceptions of how, if at all, race has impacted their leadership as superintendent. This research seeks to know and understand what the superintendents perceive of the behaviors of people they have encountered during their tenures as educational leaders. The study poses the question of whether the experiences of African American superintendents are similar to those traditionally described by White superintendents or whether their race has impacted their leadership or careers in ways that Whites may not have had to deal with. Utilizing the conceptual framework of critical race theory, the researcher interviewed African American males who serve as public school… [Direct]
(2014). Examining a History of Failed Reforms and Recent Stories of Success: Mathematics Education and Black Learners of Mathematics in the United States. Race, Ethnicity and Education, v17 n4 p540-568. There is a long history indicating that during times of reform, the interests and needs of Black children are in many ways dismissed. This history culminated in 1990's to what is described today as the "Math Wars." The underlying narrative focuses on America's national security, technological interests, social efficiency, and the perpetuation of White privilege. There are intense debates focusing on curriculum, teaching, learning, and assessment but little debates on understanding the realities of children's lives. Through a hybrid historical-critical race theory (CRT) lens informed largely by the work of Derrick Bell, this article makes the case that Black children have not benefited from reform agendas in mathematics which are often situated in the larger political and social space. Moreover, the CRT analysis coupled with the historical critical methods of this article attempt to unveil the underpinning of the "mathematics for all" message, often… [Direct]
(2010). "Do Latin@ Interests Always Have to 'Converge' with White Interests?"': (Re)claiming Racial Realism and Interest-Convergence in Critical Race Theory Praxis. Race, Ethnicity and Education, v13 n1 p1-21 Mar. The interest-convergence principle proposes that change benefitting people and communities of color only occurs when those interests also benefit Whites. As newly transplanted Chicano/a residents of a state facing exponential growth of its Latino immigrant population, we have attempted to counter the efforts criminalizing members of our Latino/a community, and have witnessed attempts to do so through an alignment of interests between Latinos/as and Whites. In this article, we examine the current scholarship regarding interest-convergence and present a counterstory of educational leadership and politics affecting our own community. We use the counterstory to particularize and problematize how critical race theory concepts operate in real-world situations. Ultimately, the counterstory reveals that using interest-convergences as a political strategy divorces activism from the foundational tenets of critical race theory, preventing discussions that center race and racism and distorting… [Direct]
(2016). Factors That Influence the Retention of Urban, Hispanic High School Male Graduates: A Phenomenological Study. ProQuest LLC, Ed.D. Dissertation, Liberty University. The purpose of this transcendental phenomenological study was to investigate the factors that contribute to the retention of urban, Hispanic high school male graduates in East Harlem, New York. Originated through the works by W. E. B. Du Bois (1968), Gloria Ladson-Billings (1998) and Derrick Bell (1992) pioneered Critical Race Theory (CRT), which reported that the United States Education system has historically failed to adequately provide access to all students. Hispanics continue to have the lowest rates of high school and college degree attainment. This study's purpose was to address the phenomenon of low retention rates of urban, Hispanic males by identifying influences on the participants' abilities to overcome family and non-family risk factors. For the purpose of this study, 10 participants were bounded by their socioeconomic status (SES), ethnicity, age, gender, residential address (residents of East Harlem, New York), and successful completion of high school. The following… [Direct]
(2023). Cracks in the Narrative: Black and Latinx Pre-Service PE Teachers in Predominantly White PETE Programs. Physical Education and Sport Pedagogy, v28 n3 p259-275. Background: PE curricula and pedagogy maintain dominant discourses of whiteness as normalized, lacking in cultural relevancy and disregarding racially minoritized students' cultural knowledges (Azzarito 2019, "'Look to the Bottom': Re-Writing the Body Curriculum Through Storylines." "Sport, Education and Society" 24 (6): 638-650; Clark 2020, "Toward a Critical Race Pedagogy of Physical Education." "Physical Education and Sport Pedagogy" 25 (4): 439-450; Culp 2020, "Thirdspace Investigations: Geography, Dehumanization, and Seeking Spatial Justice in Kinesiology: National Association for Kinesiology in Higher Education 39th Dudley Allen Sargent Commemorative Lecture 2020." "Quest (Grand Rapids, Mich)" 72 (2): 153-166; Flintoff and Dowling 2019, "'I Just Treat Them all the Same, Really': Teachers, Whiteness and (Anti) Racism in Physical Education." "Sport, Education and Society" 24 (2): 121-133). Both… [Direct]
(2016). The Experiences of Latina Students during Their First Year of Attendance at a Four-Year University. ProQuest LLC, Ph.D. Dissertation, Colorado State University. Latin@ is a minority group that has grown rapidly in the last twenty years in the United States. However, Latin@s have low participation in higher education, placing the group in a disadvantaged position compared with other ethnic groups. Therefore, it is important for the United States to educate and appropriately employ this group. This qualitative study used the counter-storytelling methodology to highlight the personal experiences (Creswell, 2008, p. 514) of eight Latina/Chicana students during their first year within a public institution. The main instruments to collect the data were face-to-face interviews and a letter-to-self written by the participants. The analysis was done using a triple framework of Critical Race Theory, Latino Critical Theory, and Community Cultural Wealth. This study found several common results: Participants were thankful for their families' support during this process in the university. Most participants indicated that there was a lack of information… [Direct]
(2020). Waiting for Bruh Man Instead of Superman: The "Invisible Tax" on Black Male Special Education Teachers. ProQuest LLC, Ed.D. Dissertation, Texas A&M University. Black male teachers comprise less than two percent of the teachers of color in education nationwide and even fewer than that teach in special education. There exists a paucity of research literature on the "invisible tax" placed upon them via the nuanced responsibilities, lived experiences, identities, and needs of Black male special education teachers nationwide. This phenomenological study incorporated critical race theory and intersectionality and sought to answer the following guiding qualitative research questions: (1) In what ways does the invisible tax levied on Black male special education teachers deter them from entering the profession? (2) What supports mitigate the taxation? Eight Black male special education teachers individually participated in a semi-structured interview and completed a fictive kinship narrative regarding their fictive kinship network. Within the fictive kinship network, members of the community are able to gain prestige, obtain status,… [Direct]
(2020). Depicting Hate: Picture Books and the Realities of White Supremacist Crime and Violence. Teachers College Record, v122 n8. Background/Context: Since the 2016 presidential election, hate-based speech, crime, and violence have been on the rise in the United States, (re)creating a need for adults to engage children in dialogue related to white supremacy as it exists today, instead of framing it as a problem that ended with the civil rights movement. Following an incident of racist vandalism at her home, the author of this article (a White mother) conducted a search for picture books that could serve as vehicles to discuss race-based hate and whiteness with children like her young Black son. Purpose/Objective/Research Question/Focus of Study: This study draws upon Critical Race Theory, Critical Whiteness Studies, and Critical Multicultural Analysis to explore the emancipatory possibilities of literacy education. Given that children's literature has the potential to engage young readers in transactions that promote critical literacy, this study focuses on the following research questions: (1) To what extent… [Direct]