(2009). Race and Class in Britain: A Critique of the Statistical Basis for Critical Race Theory in Britain: And Some Political Implications. Journal for Critical Education Policy Studies, v7 n2 p1-40 Nov. In this paper, the author critiques what he analyses as the misuse of statistics in arguments put forward by some Critical Race Theorists in Britain showing that "Race" "trumps" Class in terms of underachievement at 16+ exams in England and Wales. At a theoretical level, using Marxist work the author argues for a notion of "raced" and gendered class, in which some minority ethnic groups are racialised or xeno-racialised and suffer a "race penalty" in, for example, teacher labelling and expectation, treatment by agencies of the state, such as the police, housing, judiciary, health services and in employment. The author critiques some CRT treatment of social class analysis and underachievement as unduly dismissive and extraordinarily subdued. He offers a Marxist critique of Critical Race Theory from statistical and theoretical perspectives, showing that it is not "whiteness," a key claim of CRT, that most privileges or underprivileges… [PDF]
(2009). Race, Interest Convergence, and Transfer Outcomes for Black Male Student Athletes. New Directions for Community Colleges, n147 p29-37 Fall. Although much of the existing literature on black male student athletes in Division I sports programs at four-year institutions explores the social construction of their athletic identities, their lived experiences with racial stereotyping and low expectations, and one specific outcome variable (bachelor's degree completion), these topics remain largely unexplored in the context of community college sports. Little emphasis has been placed on demonstrated institutional commitment to the overall success of black male students, particularly those who play on sports teams at community colleges. Thus, the purpose of this article is to consider the mutual benefits that could accrue for these students and the colleges they attend if the transfer rate to four-year institutions is strengthened. The Critical Race Theory, specifically the Interest Convergence tenet, is introduced and used for explanatory sense making. Critical Race Theory is used to consider the educational outcomes that could… [Direct]
(2008). \I Don't Think I'm a Racist:\ Critical Race Theory, Teacher Attitudes, and Structural Racism. Race, Ethnicity and Education, v11 n2 p95-113 Jul. This article is an ethnographic examination of teacher attitudes towards race, racism, and White privilege in response to anti-bias in-service trainings in two major U.S. urban school districts through the theoretical lens of Critical Race Theory. We employ the analytic tools of Whiteness as property to make sense of the messages teachers perceived and developed about race and racism. Further, we examine what teacher attitudes reveal about the structural dimensions of racial inequity in schooling and achievement. We argue that the racial attitudes expressed by teachers in this study are illustrative of larger structural racism that both informs and is reinforced by these attitudes and their manifestation in practice…. [Direct]
(2016). Does Applied Critical Leadership Theory Really Apply? The Formation of Hispanic-Latin@ Ecclesial Leaders at Seminaries Accredited by the Association of Theological Schools: A Historical-Critical Analysis of the Progress and Challenges. ProQuest LLC, Ph.D. Dissertation, Regent University. A front-seat view allows the observer to see (a) the continual growth of the Hispanic population in the United States, (b) an increase in the number of Hispanic churches, and a (c) Latin@ community with significant buying power that also leaves its mark in the entertainment and sports industries. The view from the back is seldom beheld, but it contains the history of a people–memories of the marginalization and oppression of Hispanic-Latin@s. It tells the story of Latin America when stripped of its ethnic identity and forced to disconnect from its religious and cultural traditions. It brings to surface the moving of the borders and the Spanish-American War and deals with who really migrated to the United States and why. In some ways, little has changed. The marginalization and oppression of days gone are today's issues of immigration and deportation, educational inaccessibility and attainability, employment, barriers and systems of powers that dominate and detain the progress of… [Direct]
(2011). \Buscando la Libertad\: Latino Youths in Search of Freedom in School. Democracy & Education, v19 n1 Article 4. Drawing from a two-year ethnographic study of Latino high school students engaged in youth participatory action research (YPAR), this article describes students' quest for freedom in schools, locating their struggle within a larger effort to realize the democratic ideals of public schooling. Using Latino/a Critical Race Theory as a theoretical lens, the author demonstrates how popular discourse around the \achievement gap\ often obscures the oppressive policies and practices implemented by educators that limit freedoms necessary for educational and personal development and profoundly influence the identities and life trajectories of Latino youth. The article concludes with an exploration of YPAR as a practice of educational freedom with the potential to transform the educational experiences and outcomes for Latino youth and other communities that have been traditionally underserved by schools. (Contains 1 table and 2 notes.)… [Direct]
(2011). Revisiting Collaborative Boundaries-Pioneering Change in Perspectives and Relations of Power. Journal of Urban Learning, Teaching, and Research, v7 p41-48. In this article, we examine collaboration as a situated practice that defies a prescriptive definition mainly located in the interpersonal relations of professionals. We argue that collaboration does not merely depend upon good will or professionalism, rather interacts complexly with racial expectations that have been cultivated in institutions where racism is manifested in subtle ways. We use Critical Race Theory (Ladson-Billings & Tate, 1995) to examine how we as 2 different pairs of teacher educators in innovative programs in different sites faced racial tensions through our co-teaching experiences. Each racially diverse pair consisted of a more senior faculty member and an international teaching assistant. Hence we discuss the tensions that are inevitable as we professionals collaborate across relations of power and race. We argue for a more complex understanding of what it means to collaborate from these different social positions…. [PDF]
(2011). The Use of Educational Documentary in Urban Teacher Education: A Case Study of "Beyond the Bricks". Journal of Negro Education, v80 n3 p310-324 Sum. This article draws from a qualitative case study of 22 teachers of African American males who participated in a screening event of the documentary Beyond the Bricks as part of a community engagement project in three cities: New Orleans, New York, and Oakland Through the lenses of critical race theory and the Matrix Achievement Paradigms typology, this article highlights three major themes connected to teaching Black male students: (a) recognizing and removing the blind spot, (b) resisting the normalization of failure, and (c) fulfilling the need for (practicing) culturally responsive educators, This article seeks to contribute to the scholarly discussion on the use of film in urban teacher education, and puts forth Beyond the Bricks as a critical, solutions-oriented discussion tool that offers concrete ideas about what Black males need to achieve social and academic success in America's schools. (Contains 1 table.)… [Direct]
(2014). Leading from the Periphery: Collective Stories Told by English Language Learner (ELL) Leaders. ProQuest LLC, Ph.D. Dissertation, Indiana University. The purpose of this qualitative narrative study was to explore the stories of ELL leaders and how they negotiated local conditions of power, positioned themselves within leadership structures, and formed their identities. Using critical theory, critical race theory, and feminism as interpretive frames, this study addressed the marginalized status of ELL leaders and the gap in the research related to ELL leadership. Findings suggest that governmental agencies impacted the institutionalization of ELL programs, along with the pre-existing operational orders of school districts. The history of racial desegregation orders and decrees surfaced the impact of the interpretive framework that defined students within a Black/White racial paradigm where the intersecting identities of language background, national origin and races other than Black or White of ELL students and leaders were dismissed. Further, school districts had a static method of addressing respective federal and state reforms,… [Direct]
(2014). Finding a Voice: A Figured Worlds Approach to Theorising Young Children's Identities. Journal of Early Childhood Research, v12 n3 p251-263 Oct. This article explores some of the ways in which children's ethnic identities have been conceptualised by sociocultural and critical race theory and the potential of the "figured worlds" literature in helping to theorise the responses of young children to the cultural and educational worlds they encounter. Using some vignettes drawn from the author's ethnographic study of the ethnic identities of a group of 3- and 4-year-old White British and British Pakistani children in a kindergarten in the north of England, the article explores the potential of a figured worlds analysis in understanding how the children respond to some of the experiences of the kindergarten and in understanding how they seek to make sense of their identities. The article concludes that while structural and cultural factors shaped the ways in which the children engaged or did not engage in the social and educational practices of the kindergarten and played a very significant part in how they viewed… [Direct]
(2014). African American Educators in a White Rural School District: 1966-2013. ProQuest LLC, Ph.D. Dissertation, Walden University. Racial integration and its outcomes have been critiqued for nearly 60 years. While the impact on teachers was vast, data on the impact on teachers outside of the American South is limited. The purpose of this study was to explore the perspectives of 6 African American teachers who described experiences of racial integration and its progress in a rural Mid-Atlantic, predominantly White school district over 47 years. The theoretical framework was based on critical race theory. Experiences with racial integration, bias, and discrimination were compared between 2 cohorts of African American teachers in the same school district. Purposeful criteria sampling was used. Three veteran teachers who taught in any year between 1966-1971 and 3 contemporary teachers who taught in any year between 2008-2013 participated in this qualitative, phenomenological study. The data were collected in 3 interviews for each of the 6 participants and were analyzed by open coding for emergent themes. Results… [Direct]
(2010). A Composite Counterstorytelling: Memoirs of African American Military Students in Hawaii Public Schools. Qualitative Report, v15 n4 p783-801 Jul. There are social, educational and behavioral problems for African American students in Hawaii public schools. Utilizing Critical Race Theory as a lens for analysis, the perceptions and experiences of these students regarding race, ethnic identity, military lineage, and self-definition are addressed. A composite counterstory of the researcher's and 115 African American students' experiences and reflections is portrayed through two siblings' memoirs. The impact of the counterstory challenges readers to see similar themes, perceptions, and experiences of being Black, military- affiliated, and a student in Hawaii in a story format as all events are integrated into two experiences, one male and one female…. [PDF]
(2010). Weeding out or Developing Capacity? Challenges for Aboriginal Teacher Education. Alberta Journal of Educational Research, v56 n2 p104-123 Sum. Teacher education is critical to the development of Aboriginal teachers able to ensure success among Aboriginal learners and contribute to the preservation and renewal of Aboriginal communities. In a series of talking circles, six beginning Aboriginal teachers discussed their teacher preparation and their first years of practice. They expressed concerns about teacher training programs that they regarded as assimilationist and a need for teacher education that helps Aboriginal teachers examine their individual and cultural identities in order to become effective teachers. Tribal Critical Race Theory (TribalCrit) is used as a discursive framework for critiquing existing approaches and offering culturally responsive alternatives…. [Direct]
(2021). Urban Students' Critical Race-Class Narratives: An Examination of the Relationship between Race and Class within the Context of Punitive School Discipline. Teachers College Record, v123 n14 p21-40 Dec. Background/Context: In the wake of the 1994 national call for zero tolerance and the growth of school policing programs in the United States throughout the 1990s and 2000s, an abundance of research has demonstrated that Black and Latinx students are disproportionately targeted for suspension and expulsion from school, and students of color, particularly those attending racially segregated schools in high-poverty neighborhoods, are substantially more likely to be subjected to daily policing and arrests. In addition, there is a significant body of critical scholarly work that examines the larger social-historical context of punitive school discipline and policing. Such studies illuminate the historical and structural underpinnings that give rise to punitive school discipline and reveal how school discipline policies have become an extension of the societal project of mass incarceration and aggressive policing in high poverty, racially segregated neighborhoods in the United States and… [Direct]
(2023). A Narrative Study Exploring the Importance of Mentorship Programs for Young Black Women. ProQuest LLC, Ed.D. Dissertation, Ball State University. This study sought to explore the importance of mentorship programs for Black adolescent females. Due to the unique challenges that Black women face regarding the intersectionality of race, gender, and socioeconomic status, they are in need of mentorship programs to overcome these challenges. The Critical Race Feminist Theory was the theoretical framework for this study. This qualitative study included the narratives of five Black women between the ages of 23 and 33 years old, who grew up in a working-class family and are former mentees of the "Ruby" mentorship program. These narratives were collected by utilizing the life history approach to narrative research and semi-structured virtual interviews to better understand how the "Ruby" mentorship program affected them as they were transitioning into adulthood as Black adolescent females. This study answered the research questions: (1) What are the perceived benefits of mentorship for Black adolescent females? (2)… [Direct]
(2012). A Narrative Inquiry of How Akwesasne Pledge Scholarship Recipients' Life Experiences Influence Their Experiences at a Predominantly White University. ProQuest LLC, Ed.D. Dissertation, Hofstra University. Native American students are an underrepresented population at the post-secondary level (American Indian College Fund, 2007). Further complicating this issue, most Native American post-secondary students do not complete a degree within the traditionally accepted four-year period, and attend multiple institutions. The purpose of this study was to explore the experiences of Native American students, raised on the Akwesasne reservation, attended a predominantly white post-secondary institution in the Northeastern United States, and were recipients of a comprehensive scholarship package. This narrative study of four participants included three interviews and journal responses to help re-story the participants' data, and used Tribal Critical Race Theory as a lens to analyze the data. Research that informs the experiences on Native American students on predominantly White college campuses will assist educational leaders and administrators in creating environments that support graduation… [Direct]