(2017). An Analysis of the Role of African American School Superintendents in the Teachers' Collective Bargaining Process. ProQuest LLC, Ed.D. Dissertation, Chicago State University. African American superintendents in the United States supervise more than 300 school districts, 2% of the more than 14,000 school districts in the nation (NABSE, 2011). The paucity of available literature, however, fails to acknowledge the African American superintendents' practices and perception of the role(s) they employ during the collective bargaining process. The purpose of this study is to explore the experiences of African American superintendents as they negotiate their role(s) in teachers' collective bargaining. Early role conceptualizations of the superintendency were based upon the narratives of white males; the superintendency did not become diverse until recently. African American superintendents in this study have worked to negotiate a balance between the traditional role constructs of the superintendency and functions within the position and a role configuration that aligns with their lived experiences. The incorporation of critical race theory, the subprocesses of… [Direct]
(2008). Critical Race Theory and Interest Convergence as Analytic Tools in Teacher Education Policies and Practices. Journal of Teacher Education, v59 n4 p332-346. In \The Report of the AERA Panel on Research and Teacher Education,\ Cochran-Smith and Zeichner's (2005) review of studies in the field of teacher education revealed that many studies lacked theoretical and conceptual grounding. The author argues that Derrick Bell's (1980) interest convergence, a principle of critical race theory, can be used as an analytic, explanatory, and conceptual tool in the study and analyses of policies and practices in teacher education. In particular, the author outlines interest convergence as a tenet of critical race theory, conceptualizes some broad themes of \raced\ interests in teacher education, applies the interest-convergence principle to teacher education, and introduces an evolving theory of disruptive movement in teacher education to fight against racism in teacher education policies and practices. (Contains 2 tables and 19 notes.)… [Direct]
(2010). From Statehouses to Schoolhouses: Eradicating Environmental Racism. Online Submission, Paper presented at the University of Wisconsin at Milwaukee School of Education Research Conference (Milwaukee, WI, Mar 11, 2010). Written through the prism of Critical Race Theory (CRT), this paper addresses the question, "How can schoolhouses best serve the students within them?" The author begins by introducing "environmental racism" through a review of the literature. The author argues that CRT proponents, by allying with whites and using geographic information systems (GIS) mapping, can help curb or eliminate environmental racism. (Contains 1 endnote.) [This research was supported by a University of Wisconsin-Milwaukee Graduate Student Travel Grant.]… [PDF]
(2011). Responding to \Innocent\ Racism: Educating Teachers in Politically Reflexive and Dialogic Engagement in Local Communities. Journal of Urban Learning, Teaching, and Research, v7 p27-40. This article develops the construct of \innocent racism\ and argues for keeping questions of race central in teacher education. The authors report three cases in which they, teacher educators working within a school/university alliance, identified and addressed racism in their courses. We situate our analyses within antiracist research informed by Critical Race Theory (CRT) where the teacher education students and ourselves struggled to recognize and address racism. Critical episodes are reflectively analyzed to challenge both teacher educators' and teachers' beliefs. We demonstrate how race still matters because of the ways in which it intersects with our practices. Examples of struggles that address emerging positions on race, language, and educational processes inform teacher and faculty learning with important local and global implications…. [PDF]
(2017). My Social Inclusion and Exclusion as a Black Female School Administrator and Factors Affecting My Retention: An Autoethnographic Study. ProQuest LLC, Ph.D. Dissertation, The University of North Carolina at Charlotte. Information regarding school administrator quality, impact, and effectiveness exists in abundance (Bloom & Erlandson, 2003; Eagly, Karau, Johnson, 1992; Simien, 2005). There are few studies and research about the career development of Black female school administrators particularly and appropriate retention strategies that yield results encouraging them to remain in the field after having reported experiencing social exclusion and alienation while in their roles of leadership (Anderson, 1988; Tillman, 2004; Mertz & McNeely, 1998; Horsford & Tillman, 2014). Personally speaking, after having years of childhood experiences of social inclusion, I was unaware of what social exclusion felt like until I became an adult trying to navigate the world of educational leadership after having been a classroom teacher for four years. This study addresses my journey and its impact on how I viewed my early school administrator experiences as well as my decision to remain in the profession… [Direct]
(2017). In-Service Teachers' Conceptions of Racial Identity. ProQuest LLC, Ph.D. Dissertation, University of Minnesota. There is a large discrepancy between the racial identities of current teachers and the students they teach. In the United States, white middle-class women constitute 90% of the teaching population (Picower, 2009), while students of color comprise approximately one third of the population, with an expected increase to approximately two thirds by the year 2050 (Howard, 2003). This discrepancy in racial identities often leads to deficit views and colorblindness within classrooms, resulting in the continued replication of dominant forms of power. Therefore, it is crucial to examine racial identities of teachers in hopes to build and expand on the current understandings of the role that race and racial identity have within classroom spaces.With an ethnographic study, I examined how teachers conceptualize their racial identity. How are teachers' racial identities and their students' racial identities represented in practice? How do teachers conceptualize their racial identities and their… [Direct]
(2015). Perspectives and Insights from Preservice Teachers of Color on Developing Culturally Responsive Pedagogy at Predominantly White Institutions. Action in Teacher Education, v37 n3 p223-237. This article reports findings from the first phase of a longitudinal study that explored the influence of teacher education at a predominantly White institution (PWI) on the development of preservice teachers' of Color culturally responsive pedagogy. Despite the overwhelming presence of White preservice teachers enrolled in teacher preparation programs across the nation, the author argues that programs need to pay attention to the specific needs of preservice teachers of Color. The assumption is often made that preservice teachers of Color already know how to enact culturally responsive pedagogy. However, analysis of qualitative responses from a questionnaire presented here demonstrates that is not necessarily the case. The precarious predicaments and ambivalence that many preservice teachers of Color face at PWIs are documented and explained using critical race theory and culturally responsive pedagogy as theoretical frameworks for analysis. In addition to having limited… [Direct]
(2013). Social Justice Issues and Racism in the College Classroom: Perspectives from Different Voices. International Perspectives on Higher Education Research. Volume 8. International Perspectives on Higher Education Research The focus of "Social Justice Issues and Racism in the College Classroom" is faculty and students of color at postsecondary institutions and the racial challenges they encounter in college classrooms. To achieve this aim, the book highlights the voices of various racial/ethnic groups of faculty and students, including international scholars. Additionally, the book will inform and bring attention to non-minority faculty and students of social justice issues related to race in the classroom and offer suggestions on how to be supportive of people of color. Several frameworks are utilized in this book to assist readers in better understanding ideas, concepts, and practices. Specifically, a social justice framework, critical race theory, and White privilege are used to better explore the featured topics. Both quantitative and qualitative (e.g., auto-ethnographic, interviews, etc.) data are utilized throughout the book to give voice to the authors. Questions posed for this edited… [Direct]
(2010). Against the Majoritarian Story of School Reform: The Comer Schools Evaluation as a Critical Race Counternarrative. New Directions for Evaluation, n127 p71-82 Aut. Critical race theory (CRT) is a relatively new theory that has been little used in evaluation practice. The authors explore an example of critical race evaluation working with James Comer's School Development Program. In this evaluation common tropes associated with CRT were used to construct a counternarrative of school reform. The authors conclude that CRT has a place in evaluation, but that it also makes some demands on evaluators and those being evaluated that may make it less likely to be used than other theories…. [Direct]
(2010). Building a Latina/o Student Transfer Culture: Best Practices and Outcomes in Transfer to Universities. Journal of Hispanic Higher Education, v9 n1 p6-21. Although most Latina/o transfer students declare intentions to transfer from a community college, few move on to 4-year colleges and universities. The authors provide an overview of the existing information related to transfer objectives and rates. Using the theoretical models of Latina/o critical race theory and validation theory the authors also highlight key practices that promote transfer. Finally, based on previous scholarship the authors outline a Latina/o transfer culture and provide recommendations for future research and policy. (Contains 3 notes.)… [Direct]
(2012). DREAMs Deferred: Testimonies of the Undocumented Latina/o Student Experience. ProQuest LLC, Ph.D. Dissertation, Colorado State University. According to Passel and Cohn (2008), in 2008, there were 1.5 million undocumented children under the age of 18 living in the United States. California housed 22% of the nation's total undocumented population (Passel & Cohn, 2008). Each year approximately 65,000 undocumented students graduate from United States high schools, and 25,000 of these students graduate from California alone (National Immigration Law Center, 2006). This narrative study explores the meaning of the label "undocumented" as it is experienced by Latino/a undocumented college students in educational settings. Utilizing Critical Race Theory (CRT) and Latino Critical Theory (LatCrit) theoretical frameworks to analyze the participant's testimonies, this study illuminates the multiple forms of subordination that Latino/a undocumented students experience because of their race, language, socioeconomic background, gender, and immigration status. [The dissertation citations contained here are published with… [Direct]
(2012). Resistance Meets Spirituality in Academia: \I Prayed on It!\. Negro Educational Review, v62-63 n1-4 p41-66 2011-2012. We describe the lived experiences of a Black Woman educational leader who has studied and worked in the academy and in the field of K-12 education. This partial life history, excavated through the tenets of Critical Race Theory (CRT), illuminates the social construction of race and the pervasiveness and permanence of racism. We determined through a series of interviews that the participant's resilient resistance is guided by critical spirituality so that circumstances and people who challenge her also confront this source of power. Her lived experience, from student to faculty member, conveys the challenges and opportunities she faces and adds to the scholarship to better understand anti-oppressive education. As a result of our study we derived implications for practice which include suggested institutional efforts to build support structures for Black women and shift academic culture. Also, there are recommendations which include conducting socially and culturally responsible and… [Direct]
(2012). The Race for Class: Reflections on a Critical Raceclass Theory of Education. Educational Studies: Journal of the American Educational Studies Association, v48 n5 p427-449. This article is intended to appraise the insights gained from Critical Race Theory (CRT) in Education. It is particularly interested in CRT's relationship with Marxist discourse, which falls under two questions. One, how does CRT understand Marxist concepts, such as \capital,\ which show up in the way CRT appropriates them? The article argues that Marxist concepts, such as \historical classes,\ \class-for-itself,\ are useful for race analysis as it sets parameters around the conceptual use of \historical races\ and a \race-for-itself.\ Two, how does CRT understand the role of capitalism, therefore shedding light on its position regarding the class problem? It is no doubt attentive to class power, but this is not the same as performing an immanent critique of capitalism. As a result, within CRT class achieves a color whereby class becomes a variant of race, better known as \classism.\ Race becomes the theory with class vocabulary superimposed on it. Last, I suggest areas where CRT… [Direct]
(2019). "Revealing and Uprooting Cellular Violence": Black Men and the Biopsychosocial Impact of Racial Microaggressions. ProQuest LLC, Ph.D. Dissertation, University of California, Los Angeles. Although the overall health in the US has improved over the past few decades, Black men, regardless of socioeconomic status or educational attainment, bear a disproportionate burden in disease morbidity and mortality. African-American men remain the most vulnerable racial gender group for almost every health condition that medical researchers monitor and feature the lowest life expectancy of any cohort in the country. Current research suggests college-educated African-Americans accumulate stress through frequent encounters with subtle and seemingly ambiguous forms of racial discrimination. These racial microaggressions (a particularly mundane and insidious form of modern racism) can wreak havoc on the psychological and physiological functioning of Black males and may be complicit in their elevated levels of stress-related disease and shortened lifespans. Most educational research on Black males' racialized experiences at purposively white colleges and universities (PWIs) has featured… [Direct]
(2019). Towards a Culturally Critical Andragogy: An Exploratory Study of the Black Male Experience in Higher Education. ProQuest LLC, Ph.D. Dissertation, The Claremont Graduate University. The scope of this study examines the experiences of African American (AA) Black males as they navigate the college environment in the pursuit of a bachelor's degree. The main research questions asked: What is the campus climate of a selected CSU campus that has a critical mass of AA/Black males as they navigate the college environment in the pursuit of a bachelor's degree? To answer the main question, five sub-questions are examined: 1. What are the "institutional policies and practices" that hinder or promote the academic achievement of AA/Black male college students in the pursuit of a bachelor's degree? 2. What are the "campus climate conditions" that AA/Black male college students' experience that hinder or promote social or cultural support in the pursuit of a bachelor's degree? 3. What campus climate conditions contribute or hinder AA/Black male social and academic engagement in the pursuit of a bachelor's degree? 4. What "intrinsic motivators"… [Direct]