(2011). Examining Student Evaluations of Black College Faculty: Does Race Matter?. Journal of Negro Education, v80 n2 p149-162 Spr. The purpose of this study was twofold. First, to describe the undergraduate student ratings of teaching effectiveness based on the traditional 36-item end-of-course evaluation form used in the College of Education (COE) at a southeastern Research Extensive predominantly White institution. Second, using critical race theory (CRT) to compare the teaching effectiveness for the tenure-track faculty in this study based on race (White, Black, and Other racial groups including Asians, Latinos, and Native Americans). Three academic years of undergraduate level courses were used to analyze student ratings for 28 items (26 multidimensional, which address specific topics or a single aspect about instruction and 2 global/overall, which address value of course and teaching ability) on the end-of-course evaluation form. Eight of the 36 items request demographic information from the student. The findings showed that of the three faculty racial groups, Black faculty mean scores were the lowest on… [Direct]
(2012). The Invisibility of Race: Intersectional Reflections on the Liminal Space of Alterity. Race, Ethnicity and Education, v15 n1 p65-84. It has been argued that racialised Others occupy a liminal space of alterity; a position at the edges of society from which their identities and experiences are constructed. Rather than being regarded as a place of disadvantage and degradation, it has been posited that those excluded from the centre can experience a "perspective advantage" as their experiences and analyses become informed by a panoramic dialectic offering a wider lens than the white majority located in the privileged spaces of the centre are able to deploy. In this article, I invite the reader to glimpse the world from this liminal positioning as I reflect critically on how the intersections between social class, race and gender variously advantage or disadvantage, depending on the context, the ways in which Black middle classes are able to engage with the education system. While I make reference to findings from a recent school-focused ESRC project "The Educational Strategies of the Black Middle… [Direct]
(1998). A Primer on Critical Race Theory. Journal of Blacks in Higher Education, n19 p122-24 Spr. Describes critical race theory (CRT), an eclectic and dynamic form of legal scholarship that evolved as a response to the stalled progress of traditional civil rights litigation. CRT, as a form of oppositional scholarship, challenges the experience of whites as the normative standard and grounds its conceptual framework in the experiences of people of color. (SLD)…
(2018). 'Race Space' Critical Professional Development as Third Space: Cultivating Racial Literacy, Ideological Becoming, and Social Justice Teaching With/In Urban Teachers. ProQuest LLC, Ph.D. Dissertation, State University of New York at Buffalo. Racial injustice in U. S. society cannot be separated from that which happens in U.S. classrooms. Indeed, many battles between white supremacy and antiracism are waged in the public school arena—such as, the whitewashing of slavery in textbooks, and the Supreme Court decision to ban Mexican American Studies in Arizona. Thus, this dissertation took into account teacher learning and classroom practice around race, racism, and social justice through professional development. Specifically, among teachers committed to social justice, this dissertation investigated the role professional development plays in shaping how their commitment translates into classroom practice. I designed 'race space' Critical Professional Development (CPD) (Kohli, Picower, Martinez, & Ortiz, 2015) to support in-service urban teachers in learning about race, racism, and what it means to engage in social justice teaching. I employ the term 'race space' to describe an aim to engender transformational,… [Direct]
(2020). Hospitable Literacies: The Writing and Rhetorical Practices of Black Family Reunions Online and Offline. ProQuest LLC, Ph.D. Dissertation, The Ohio State University. Scholars in the field of Rhetoric, Composition, and Literacy have called for more work on the intersections of race and technologies (Banks, 2006, 2011; Gilyard & Banks, 2018; Haas, 2018; A. H. Powell, 2007). There is a particular need for research on how Black Americans engage with digital technologies beyond school settings. This project fills this research gap by examining the print and digital literacy practices of five Black family reunions. In this qualitative study, I sought to answer two questions. First, what are the roles of reading, writing, and digital technologies in how Black family reunions are planned, executed, and sustained? Second, what does the study of digital practices in Black family reunions contribute to how we define and conceptualize digital literacy? To answer these research questions, I introduced and used a Critical Race-Grounded Theory methodology (Malagon, Huber, & Velez, 2009) tailored to Rhetoric, Composition, and Literacy studies. My data… [Direct]
(2009). Developing a Critical Consciousness: Positionality, Pedagogy, and Problems. Race, Ethnicity and Education, v12 n4 p455-472 Dec. This article relies on Critical Race Theory (CRT) to examine the development of a critical consciousness necessary to understand the contradictions between the post-civil rights notion of abstract equality and the reality of structurally entrenched inequality. The authors' ground their analysis in narratives on the development of their own critical consciousness and how it informs their pedagogy around teaching about the American Civil Rights Movement (CRM). The relationship between their own positionality and the pedagogical tools relevant in accessing their own critical consciousness serves as exemplar for understanding the impact of CRT on a critical education. (Contains 2 notes.)… [Direct]
(2009). Institutional Racism and Anti-Racism in Teacher Education: Perspectives of Teacher Educators. Irish Educational Studies, v28 n2 p193-207 Jun. This paper focuses on the issue of institutional racism in the Irish education system. Drawing on insights from Critical Race Theory, the views of a sample of teacher educators in the Republic of Ireland were sought in relation to the existence of institutional racism in the Irish post-primary system and the extent to which anti-racism permeates teacher education programmes. Findings suggest the need for a form of deep engagement with anti-racism issues in the education of student teachers and the difficulties of doing so in the current structure of the Postgraduate Diploma in Education. (Contains 3 notes.)… [Direct]
(2022). African American Female School Principals' Experiences with Intersectionality of Race and Gender: A Descriptive Study. ProQuest LLC, Ed.D. Dissertation, Grand Canyon University. The purpose of this qualitative descriptive study was to explore how African American female principals describe their experiences of opportunities, challenges, and support with a focus on the intersectionality of race and gender in the Southwestern United States. The underrepresentation of African American female principals necessitated this research. It was not known how African American female principals described their experience with the intersectionality of race and gender. Theoretical foundations used were the Critical Race and Intersectionality theories. Three research questions guided this study. (1) How do African American female principals describe the impact of the intersectionality of race and gender on their pathway to becoming a principal and during their principalship? (2) How do African American female principals describe their experiences with barriers and opportunities due to the intersectionality of race and gender while aspiring to the principal positions and… [Direct]
(2022). Educational Language Policy: An Examination of Race and Language in Policy Discourse. ProQuest LLC, Ed.D. Dissertation, University of South Florida. Linguistic diversity is an integral thread in the tapestry of America. As such researchers how linguistic differences across ethnoracial groups can be understood as resources rather than problems. The aim of this study was to examine ideologies concerning race/ethnicity and language in the discourse of educational language policies that guide multilingual approaches to education. The design of this study was critical discourse policy analysis, and the framework was a combination of Critical Language and Race Theory, also known as LangCrit (Crump, 2014), and Raciolinguistics (Alim, 2016; Flores and Rosa, 2015). The research questions were: (1) How are ideologies about the intersections of race/ethnicity and language reflected in educational language policy discourse? (2) How does discourse related to race/ethnicity and language compare across federal, state, and local policies? I analyzed federal, state, and local policy documents from the federal government, the state department of… [Direct]
(2008). \I May Be Crackin', But Um Fackin\: Racial Humor in \The Watsons Go To Birmingham–1963\. Children's Literature in Education, v39 n3 p201-212 Sep. This article examines the utilization of racial humor in Christopher Paul Curtis' novel, \The Watsons Go To Birmingham–1963.\ The theoretical perspectives that inform the analysis include critical race theory and humor theory. The results of the analysis reveal that the use of humor in this book is influenced to a significant degree by race and racism…. [Direct]
(2010). Seeing the Strange in the Familiar: Unpacking Racialized Practices in Early Childhood Settings. Race, Ethnicity and Education, v13 n4 p513-532 Dec. In this article, three educators share case studies describing racial biases and segregationist practices in early schooling. The authors draw upon critical race theory as a lens and employ critical discourse analysis to uncover classed and raced biases within and across three early childhood contexts. While the cases are situated in specific public school settings–a parent teacher association (PTA) fundraiser, a mandated literacy program, and a read-aloud–they shed light onto a variety of contexts as these are all common phenomena in many American elementary schools. Together, the cases illustrate how racism has been normalized through familiar practices in early childhood settings. Through description and reflection, the authors suggest ways to start seeing the strange in the familiar, unpacking racialized practices across three settings, and advocating new ways of thinking about these common practices leading to change and transformation. (Contains 1 figure and 1 note.)… [Direct]
(2012). Lifting the Voices of High-Achieving, Middle-Class, African American Students. ProQuest LLC, Ph.D. Dissertation, University of Maryland, College Park. The state of African American education is complex. Beginning in the 17th century, African Americans fought for an education that allowed them to read and write. During the 21st century, African Americans value on education extends beyond only reading and writing to using these skills and other skills to maintain strong academic and leadership backgrounds for a higher education. The purpose of this study was to understand the college preparation process of high-achieving, middle-class, African American students at a large research institution in the mid-Atlantic United States. This study was important because despite high-achieving, middle-class, African American students' success, there still exists an achievement gap between African American students and their White and Asian peers. Three theoretical frameworks and models were used as a guide for this study, critical race theory (Delgado & Stefancic, 2001), Perna and Titus' (2005) integrated conceptual model on college… [Direct]
(2009). The Silence of Fear: Making Sense of Student (Mis)Behavior. High School Journal, v92 n3 p44-53 Feb-Mar. The purpose of this personal narrative is to retrospectively analyze the actions and reactions of a young, female, white teacher who was faced with the reality of the dichotomy of race and power in a large school system. When an African American male student brings a gun to school, the teacher's personal assumptions come to the forefront, bringing confusion and fear. Simultaneously, the power exerted by the administration to keep the situation out of the public eye maintains any pervasive racial tensions that exist in the school. This piece reflects on and deconstructs the complexities of this situation through the lens of critical race theory…. [Direct]
(2011). The Perceptions of Administrators Concerning the One Florida Initiative. Online Submission, US-China Education Review v8 n2 p233-238 Feb. The purpose of this study was to discover the perceptions of Florida law school administrators on the impact of the OFI (one Florida initiative) and the addition of two MSI (minority serving institution) law schools on diversity in Florida's legal profession. This research explored the impact of Governor Bush's EO (executive order) on diversity within the SUS (state university system) of Florida law schools. Further, this study examined the impact of the creation of two MSI law schools after implementation of the OFI, as perceived by the administrators. The concept of CRT (critical race theory) provides modern legal debates outlining the usefulness of historical civil rights policies in opinionated climates. This study will examine the role of CRT in relation to affirmative action and desegregation case law. CRT forms the framework for examining the impact of the creation of two MSI law schools in the state of Florida. In conclusion, this study found that minority representation in… [PDF]
(2011). En La Lucha: The Struggles and Triumphs of Latino/a Preservice Teachers. Teachers College Record, v113 n12 p2804-2835. Background/Context: Several studies have argued that the academic struggles of Latino/a students are connected, at least in part, to the dearth of Latino/a teachers and other school personnel who may be better equipped to meet the needs of this group. Others have suggested that there are significant academic benefits to having a more diverse teaching force. Despite significant population growth among Latinos/as in the United States, the teaching force remains overwhelmingly White, as Latino/a students continue to be underrepresented in institutions of higher education and, more specifically, within teacher education programs. Purpose/Objective/Focus of the Study: Given the failure of teacher preparation programs to attract and retain more Latino/a students, and the implications that the shortage of qualified teachers has on Latino/a and other K-12 students, it is vital to learn from the challenges and successes of Latino/a preservice teachers to improve the ways in which teachers of… [Direct]