(2010). Without and within: The Implications of Employment and Ethnocultural Equity Policies for Internationally Educated Teachers. Canadian Journal of Educational Administration and Policy, n100 Feb. Analyzing school division employment policies from six Winnipeg school divisions and the Manitoba K-12 Action Plan for Ethnocultural Equity (MECY, 2006), we discuss implications for the integration of internationally educated teachers in K-12 schools. Findings suggest that the policies exhibit several major limitations in advancing IET integration: lack of equity and IET-specific content in the case of most divisional policies and lack of stakeholder buy-in and implementation strategies in the case of the ethnocultural equity policy. Subsequent recommendations use the construct of interest convergence from critical race theory to advocate for educational policymaking and implementation that prioritize a more diverse teaching force. (Contains 2 footnotes.)… [PDF]
(2010). Unframing Immigration: Looking through the Educational Space of Contemporary Art. Peabody Journal of Education, v85 n4 p425-442. This article uses the lens of contemporary visual art as a counternarrative to explore the racialization of immigration in the United States and its relationship to education. Drawing on critical race theory, I argue that today several artists use their artistic practice to intervene strategically in the immigration debates. These artistic interventions are pedagogical because they open spaces for students to address the topic of immigration in both secondary schools and universities. As pedagogical sites, these art practices precipitate debate, dissent, and dialogue about immigration in the United States, generating another avenue for civic engagement, which is a crucial component of democracy. (Contains 8 figures.)… [Direct]
(2009). Racial Privilege in the Professoriate: An Exploration of Campus Climate, Retention, and Satisfaction. Journal of Higher Education, v80 n5 p538-563 Sep-Oct. This study applies the principles of critical race theory to examine quantitatively the experiences of a national sample of 37,582 faculty. Among the key factors influencing retention and satisfaction are campus racial climate, autonomy and independence, and the review and promotion process. Results support the value of examining faculty of color in the aggregate and of disaggregating racial categories. (Contains 4 tables and 3 footnotes.)… [Direct]
(2015). The Preparedness of African American Early Childhood Administrators to Build Quality Preschool Programs. ProQuest LLC, Ed.D. Dissertation, Drexel University. California early childhood administrators are faced with increased accountability to ensure preschool children are prepared to enter school ready to succeed. This comes in the wake of the 2001 No Child Left Behind Act and Obama's 2011 Race to the Top Early Learning initiative to improve the quality of preschool programs for its youngest learners and consequently narrow the persistent school readiness gap. The researcher employed a phenomenological research design to better understand early childhood administrators' experiences, perceptions, attitudes, and beliefs about their professional preparedness to lead and manage high-quality preschool programs. Furthermore, the researcher investigated the interplay among early childhood administrators' role as gatekeeper to quality preschool programming, the social and political influence of early childhood reform, and the structural inequality of professional development opportunities for African American early childhood administrators… [Direct]
(2017). Racialized Narratives of Female Students of Color: Learning Mathematics in a Neoliberal Context. ProQuest LLC, Ph.D. Dissertation, University of Washington. There is a growing body of scholarship in mathematics education that has attended to the salience of race in mathematics teaching and learning. However, in the context of secondary classrooms with equity-oriented instruction, we know little about race and processes of racialization, and even less from the perspectives of students of color and in their own words about their identities and experiences. The purpose of this qualitative study was to better understand the ways in which the mathematical experiences of female students of color are racialized and shaped by neoliberalism, even in the context of a classroom that reflected equity-oriented instruction and was organized to support students' academic identities and mathematics learning. I drew on sociocultural theory of learning and critical race theory to center and privilege the racialized narratives of six female students of color who were enrolled in an AP Statistics classroom and characterized by high-quality implementation of… [Direct]
(2012). The Persistence of African American Males in Community College. ProQuest LLC, Ed.D. Dissertation, North Carolina State University. The purpose of this qualitative study was to understand the experiences of African American male students in community college and to explore their decision-making process to persist. The study sought to describe these experiences and to discover any impact these experiences might have on decisions regarding completing a degree. The research questions guiding the study were: 1) what are the experiences of African American male students in community college? 2) how do personal, social and environmental factors affect the persistence of African American male students in community college? 3) what enhances the semester to semester persistence of African American male students in community college? and 4) what detracts from the semester to semester persistence of African American male students in community college? This was a narrative inquiry qualitative study guided by a Critical Race Theory framework. Fourteen African American male students who ranged in age from 20 to 66 participated… [Direct]
(2009). Critical Race Theory: A Framework to Study the Early Reading Intervention Strategies for Primary Teachers Working with African American Male Students. ProQuest LLC, Ph.D. Dissertation, Miami University. This research study endeavors to examine successful pedagogical practices that may increase the literacy skills of African American male students. This study examines how urban setting teachers utilize specific reading strategies including reading circles, small and individual group tutoring, in an effort to increase African American males' literacy skills. The researcher was interested in examining this topic because the research pinpoints that African American males are in a critical state of emergency. Their recidivism rates in the penal system are woeful. The number of African American males represented in special education programs far surpasses that of any other ethnic group. The research surmises that the there are stifling outcomes for referring a considerable number of African American males into special education. African American males' placement into special education programs traces dates back to the (Pre-Kindergarten through grade three early childhood years. The… [Direct]
(2013). Shifting Landscape: A Phenomenological Study of Latinos Social and Academic Integration on Campus. ProQuest LLC, Ed.D. Dissertation, Northeastern University. A college degree is widely accepted as a basic goal in education, and the United States labor market reinforces that expectation with substantial financial rewards. Today, Latinos are enrolling in colleges and universities at astronomical rates. As educators, we must provide this growing student population with the adequate programs and resources needed to graduate and compete in such a market. Through the use of Critical Race Theory and phenomenology as the methodological framework, this study examined the lived experiences of Latino students' academic and social integration on campus, and the extent to which their integration impacts their persistence and overall growth and development Purposeful sampling procedures were employed to recruit five participants and the researcher adhered to Moustakas's (1994) seven steps for phenomenological analysis in coding and interpreting the themes established. Four overarching themes emerged from the analysis: Academic, Finances, Social, and… [Direct]
(2013). Gender, Ethnicity, and Physics Education: Understanding How Black Women Build Their Identities as Scientists. ProQuest LLC, Ph.D. Dissertation, Columbia University. This research focuses on the underrepresentation of minoritized groups in scientific careers. The study is an analysis of the relationships between race, gender, and those with careers in the sciences, focusing on the lived experiences of Black women physicists, as viewed through the lens of women scientists in the United States. Although the research is geographically localized, the base-line question is clear and mirrors in the researcher's own intellectual development: "How do Black women physicists describe their experiences towards the construction of a scientific identity and the pursuit of a career in physics?" Grounded on a critical race theory perspective, the study uses storytelling to analyze how these women build their identities as scientists and how they have negotiate their multiple identities within different communities in society. Findings show that social integration is a key element for Black women physicists to enter study groups, which enables… [Direct]
(2013). How Community College Adjunct Faculty Members Teaching Communications Courses Understand Diversity as It Relates to Their Teaching. ProQuest LLC, Ed.D. Dissertation, Ball State University. The purpose of this study was to explore Midwestern Community College (MCC) communication adjunct faculty members' descriptions of techniques used to prepare for a diverse student population. This research was conducted in order to gain a better understanding of how adjunct faculty members teaching communications courses at MCC understood diversity as it related to their teaching preparations and practices. As an adjunct faculty member at a community college, this study has been enhanced by my own experiences, along with in-depth interviews with other adjunct faculty members from the same institution. Data, interpreted from a Critical Race Theory perspective revealed elements of dysconscious racism and whiteness from some participants. As a result, Culturally Relevant Pedagogy and Inclusive Pedagogy were examined as potential frameworks to guide next-level faculty development programs for adjunct faculty teaching communications courses at a community college. In the absence of such… [Direct]
(2011). Black Emancipatory Action Research: Integrating a Theory of Structural Racialisation into Ethnographic and Participatory Action Research Methods. Ethnography and Education, v6 n1 p113-131. The central purpose of this article is to introduce Black Emancipatory Action Research (BEAR) as a framework that will allow social scientists to explore the implications that \racing research and researching race\ have for methodological practices and knowledge production in the field of education and beyond (Twine and Warren 2003). Drawing on critical race theory (CRT), participatory action research (PAR), Critical Africentricity, and feminists scholarship (FS), the BEAR framework questions notions of objectivity and a universal foundation of knowledge by breaking down the barriers between the researched and the researcher and underscoring ethical principles such as self-determination, social justice, equity, healing and love. With its commitment to community capacity building, local knowledge, asset based research, community generated information and action as part of the inquiry process–BEAR represents an orientation to research that is highly consistent with Paulo Freire's… [Direct]
(2011). Getting in Trouble: Feminist Postcritical Policy Ethnography in an Urban School. Qualitative Inquiry, v17 n4 p345-354 Apr. This article addresses how the author uses the notion of "getting in trouble" as a source of methodological energy to hold the researcher accountable to the complexities of conducting ethnographic policy studies. She focuses specifically on how a feminist postcritical methodology might be used to read for the disruptions at work in sociocultural policy research and locate analytic tools for getting through anxieties generated by complicated and competing readings of empirical material. The author (re)presents and analyzes troubling material from her own study regarding how one student's experience of racialized course enrollment was talked about and justified within the context of a "successful" high school. She offers four incommensurable and therefore complementary analytic reads using anthropological, foucaultian, critical race theory, and feminist postcritical frameworks to bring complicated retellings of school enrollment practices into play in an attempt to… [Direct]
(2011). Discourses of Racist Nativism in California Public Education: English Dominance as Racist Nativist Microaggressions. Educational Studies: Journal of the American Educational Studies Association, v47 n4 p379-401. This article uses a Latina/o critical theory framework (LatCrit), as a branch of critical race theory (CRT) in education, to understand how discourses of racist nativism–the institutionalized ways people perceive, understand and make sense of contemporary US immigration, that justifies "native" ("white") dominance, and reinforces hegemonic power–emerge in California public K-12 education for Chicana students. I use data from 40 "testimonio" interviews with 20 undocumented and US-born Chicana students, to show how racist nativist discourses have been institutionalized in California public education by English hegemony, that maintains social, political, and economic dominance over Latina/o students and communities, regardless of actual nativity. Teacher practices of English dominance is a manifestation of this hegemony that can be articulated by the concept of racist nativist microaggression–systemic, everyday forms of racist nativism that are subtle,… [Direct]
(2011). The College Assistance Migrant Program: A Valuable Resource for Migrant Farmworker Students. Journal of Hispanic Higher Education, v10 n3 p252-265 Jul. Migrant farmworker students have been underrepresented in research studies. Many scholars have written about Latinos and immigrants in higher education (Becerra, 2010; Mendiola, Watt, & Huerta, 2010; Nevarez, 2001) but little literature relates to how farmworker students are able to enter into higher education. Using community cultural wealth through the lens of Latino critical race theory, this article will focus on the experiences told by eight Latino migrant farmworkers students about their first year of college. It describes how the College Assistance Migrant Program (CAMP) was influential in providing the students with different forms of capital by helping them with financial, informational, emotional, and academic assistance. This study also points to the importance of continuing to research the impact of CAMP especially after the first year of college is completed. Further research on the number of CAMP students who complete their degrees and how the program impacts graduation… [Direct]
(2011). Learning to See: The Development of Race and Class Consciousness in White Teachers. Race, Ethnicity and Education, v14 n4 p561-577. This is a study of White teachers and their identity development. Using a qualitative approach steeped in the tenants of critical race theory and storytelling, this study investigated how White teachers learn about race, class and diversity in meaningful ways, with a close eye on the role their own personal histories played in their development. To better understand this phenomenon, three White teachers–all believed to be exceptionally skilled in educating children of color in urban centers–were interviewed over the course of several meetings. Their data provides insights into the factors and experiences that shape the race and class consciousness of successful White teachers in urban schools. Through the teachers' stories, we glean an awareness of the salient life experiences that help build solidarity between students and teachers, help White teachers understand their own racial positioning, and illuminate ways in which teacher education programs can broaden their understanding… [Direct]