(1995). Toward a Critical Race Theory of Education. Teachers College Record, v97 n1 p47-68 Fall. Explains critical race theory as used in legal scholarship, arguing for its application in education and suggesting that in the United States, where race is critical in inequality and where society is organized around property rights, the intersection of race and property creates an analytical tool for understanding inequity. (SM)…
(2013). Recruitment and Retention of Kindergarten through Grade 12 African American Male Educators in Rural Environments. ProQuest LLC, Ed.D. Dissertation, University of Arkansas. African American male teachers represent a disproportionately low number of educators in the American public school system. This lack of representation has implications for understanding, interacting with and educating the growing population of students of African descent in public schools. In addition, all students benefit from experiencing African American males in classrooms for cultural and educational reasons. For these reasons, recruiting and retaining African American males for careers in education is imperative. This dissertation investigated the reasons African American males do not select careers in education given the history of this career and its prominence for people of African descent. Using Critical Race Theory (CRT) as a theoretical framework, this phenomenological study addressed barriers that African American men may face in pursuing a career in education. Six African American male educators (elementary, middle and high school levels) from three school districts in… [Direct]
(2013). Defining Student Success through Navajo Perspectives. ProQuest LLC, Ed.D. Dissertation, New Mexico State University. The purpose of this qualitative study was to determine the definition of student success as defined by the Navajo people. The data collection method used was the focus group. The data were collected from two geographical settings from two public schools located within the boundaries of the Navajo Indian Reservation. The focus group participants were all enrolled members of the Navajo Nation. The participants included parents, grandparents, community members, and policy makers. An overview of federal Indian policy is included to provide a foundation for the reader to understand the formal policies that have shaped Indian education in America. The study also reviews other minority groups' perspectives regarding aspects of student success. The study uses the theoretical frameworks of Indigenous Ways of Knowing (IWOK), Dine Philosophy of Learning/Life (DPL), and Tribal Critical Race Theory (ThbalCrit). Descriptors of student success were: 1) Family and Community Connections; 2) Navajo… [Direct]
(2010). Mixed Feelings about Mixed Schools: Superintendents on the Complex Legacy of School Desegregation. Educational Administration Quarterly, v46 n3 p287-321 Aug. Purpose: This article considers the perspectives of superintendents who attended all-Black segregated schools and examines how their lived experiences informed their views on desegregation policy, programs, and practices. Research Design: This empirical, qualitative study used critical race theory as a methodological and analytical framework for collecting and interpreting participant narratives acquired through in-depth, semistructured interviews and autobiographical and biographical documents and artifacts. Findings: Study findings are presented as counterstories to (a) the inferior all-Black school, (b) equal education, access, and opportunity, and (c) integration, diversity, and inclusion, with implications for the perceived viability of school desegregation in the post-\Brown\ era. Collectively, they reflect what one participant described as \mixed feelings\ about school desegregation. Conclusions: The article concludes with implications for educational policy and practice to… [Direct]
(2010). Black Superintendents on Educating Black Students in Separate and Unequal Contexts. Urban Review: Issues and Ideas in Public Education, v42 n1 p58-79 Mar. The negative consequences of school desegregation on Black families, educators, and communities in the US are well documented in education research today. The purpose of this article is to examine the experiential knowledge and wisdom of practice of former Black school superintendents who attended all Black segregated schools and led desegregated school districts. Using critical race theory as a methodological and analytical framework, I seek to advance our understanding of how the positive aspects of \valued segregated schools\ can improve Black education today. Findings include Black superintendent reflections of and calls to action concerning separate and unequal schooling contexts according to the following constituencies: the Black community, the Black parent, the Black teacher, and the Black student. Building on the participant directives for political engagement and community-based activism, I conclude with a discussion about transforming Black education through a political… [Direct]
(2010). Inside Board Books: Representations of People of Color. Library Quarterly, v80 n3 p211-230 Jul. Research suggests that exposure to books and other resources about people who look like them, and stories that reflect their world, may contribute to an infant and toddler of color's developing appreciation of self. The purpose of this study was to examine children's board books published between 2003 and 2008 to determine the representation of people of color. The findings were analyzed using the lenses of critical race theory and the typology developed by Rudine Sims Bishop to describe African American children's literature. The results indicated that, despite the increasing ethnic and racial diversity in the United States, board books that feature people of color are rare and often present inauthentic and monolithic representations. Even rarer seems to be the creation of board books by authors and illustrators of color. The authors conclude that the lack of board books featuring children of color denies these children an important resource for developing a positive self-concept…. [Direct]
(2014). White Students' Understanding of Race: An Exploration of How White University Students, Raised in a Predominately White State, Experience Whiteness. ProQuest LLC, Ed.D. Dissertation, University of Maine. This study examines White university students' understanding of race. Based in the scholarship on higher education and diversity, and framed in Critical Race Theory (CRT), this study explores the racial awareness of White students. This study contributes to the literature on the racial experience of Whites and an understanding of how White students conceptualize race. Findings from this study can inform college and university educators as they seek to engage the racial majority in a multicultural campus. Fifteen 18-19 year old White students raised in a predominately White state, and attending their first year at a predominately White university, participated in this qualitative study. Each participant was invited to two interviews and responded twice to the writing prompt "What is race?" Interviews were audio recorded and transcribed. Both the transcriptions and free writes were coded for themes and sub themes. Findings are presented in three categories reflecting the… [Direct]
(2013). No Crystal Stair: Narratives of Female Community College Presidents of Color. ProQuest LLC, Ed.D. Dissertation, Drexel University. The California Community College system is the largest system of higher education in the nation, with 2.6 million students attending 112 colleges. Community colleges are integral to workforce development, economic recovery, and an accessible and affordable gateway for transfer to four-year universities. While community college student population is very diverse, executive leadership is not necessarily representative of these shifting demographics. Organizations and aspiring leaders may not be prepared for the mass vacancies created by impending retirements of executive leadership positions (ELP) at community colleges. This study sought, through the counterstories of female community college presidents of color, to identify challenges and opportunities for California community colleges to develop representative and sustainable executive leadership and organizational cultures inclusive and supportive of aspiring female community college presidents of color. Specifically, this study… [Direct]
(2007). Working with Blinders On: A Critical Race Theory Content Analysis of Research on Technology and Social Studies Education. Multicultural Education & Technology Journal, v1 n3 p144-161. Purpose: The purpose of this paper is to present a critical race theory content analysis of research on technology and social studies education. Design/methodology/approach: This study, using a critical race theory (CRT) framework, investigates how social studies education scholars have critically addressed the intersection between technology and race/ethnicity through a content analysis of articles in the journals Theory and Research in Social Education (TRSE) and Contemporary Issues in Technology and Teacher Education (CITE) since 1990. Findings: This paper contends that the interaction between technology and race/ethnicity is rarely critically examined in these two prominent social studies education research journals. Originality/value: In light of this neglect, the paper discusses the need for an in-depth analysis of the reification of low-level pedagogical methods with racial/ethnic minority students, an unexplored area of research. (Contains 8 notes.)… [Direct]
(2016). A Longitudinal Study of Implementing Reality Pedagogy in an Urban Science Classroom: Effects, Challenges, and Recommendations for Science Teaching and Learning. ProQuest LLC, Ph.D. Dissertation, Columbia University. Statistics indicate that students who reside in "forgotten places" do not engage in science-related careers. This is problematic because we are not tapping into diverse talent that could very well make scientific strides and because there is a moral obligation for equity as discussed in "Science for all" (AAAS, 1989). Research suggests that one of the reasons for this disparity is that students feel alienated from science early on in their K-12 education due to their inability to connect culturally with their teachers (Tobin, 2001). Urban students share an urban culture, a way of knowing and being that is separate from that of the majority of the teacher workforce whom have not experienced the nuances of urban culture. These teachers have challenges when teaching in urban classrooms and have a myriad of difficulties such as classroom management, limited access to experienced science colleagues and limited resources to teach effectively. This leads them to leaving… [Direct]
(2021). Diversity or Decolonization? Searching for the Tools to Dismantle the 'Master's House'. London Review of Education, v19 n1. Within the literature on decolonizing the curriculum, a clear distinction is frequently made between diversity and decolonization. While "decolonization" entails dismantling colonial forms of knowledge, including practices that racialize and categorize, "diversity" is a policy discourse that advocates for adding different sorts of people to reading lists and the staff and student body. As a team of staff and students, we are committed to decolonization, but we are also aware that within our discipline of political science, calls for diversity are more likely to be understood and accepted. We therefore bid for, and obtained, funding to conduct a quantitative review of our department's reading lists in order to assess the range not only of authors, but also of topics and ideas. We found that male White authors wrote the majority of the readings, with women of colour authoring just 2.5 per cent of works on our curriculum. Our reading lists also featured… [PDF] [Direct]
(2012). Echandole Ganas: Undocumented, Latino Students Fighting for Collegiate Survival in Their United States Homeland. ProQuest LLC, Ph.D. Dissertation, University of California, Los Angeles. This study examines the college aspirations and access of Latino, undocumented students. In a time when college access is limited and a college education is necessary, the issue of academically qualified, undocumented students trying to enter the higher education system under tremendous odds is one that deserves a closer study. This dissertation unearths the methods that undocumented, Latino students utilize to gain access and succeed in U.S. colleges despite the financial constraints and social stigma associated with being an undocumented, Latino student in the U.S. The theoretical lens of Critical Race Theory is used to analyze the stratification of immigration status in the U.S. along with examining the consequences of racialization of the term "undocumented". Utilizing a mixed methods approach that uses qualitative and quantitative methods, this study benefits from 16 in-depth interviews with undocumented Latino students from Arizona and California and 290 complete… [Direct]
(2014). Equitable Access to Educational Resources: An Investigation of the Distribution of Teacher Quality across Secondary Schools in South Florida. ProQuest LLC, Ph.D. Dissertation, Florida Atlantic University. This quantitative study examined secondary schools across a south Florida school district to determine the relationship between school characteristics and measures of teacher quality with the aim of ascertaining the equitable distribution of the educational resource, teacher quality. Data regarding student population, staff climate survey responses, school points, and measures of teacher quality were requested from the school district; however, the requested teacher quality data was not available from the district. The researcher accessed publicly available teacher quality data from the Florida Department of Education regarding advanced degree completion, out-of-field teachers, and highly qualified teachers to serve as measures of teacher quality at secondary schools. Data were collected and analyzed using quantitative methods for 119 schools that served as the unit of analysis. Using multiple regressions, the study found a significant negative relationship between the percentage of… [Direct]
(2009). A Social Justice Epistemology and Pedagogy for Latina/o Students: Transforming Public Education with Participatory Action Research. New Directions for Youth Development, n123 p53-65 Fall. The article reports on Latina/o high school students who conducted participatory action research (PAR) on problems that circumscribe their possibilities for self-determination. The intention is to legitimize student knowledge to develop effective educational policies and practices for young Latinas/os. PAR is engaged through the Social Justice Education Project, which provides students with all social science requirements for their junior and senior years. The mandated curriculum is supplemented with advanced-level readings from Chicana/o studies, critical race theory, critical pedagogy, and, most important, PAR. The intention is for students to meet the requirements for graduation and to develop sophisticated critical analyses to address problems in their own social contexts. (Contains 17 notes.)… [Direct]
(2005). Toward a Tribal Critical Race Theory in Education. Urban Review: Issues and Ideas in Public Education, v37 n5 p425-446 Dec. In this article, I outline the central tenets of an emerging theory that I call Tribal Critical Race Theory (TribalCrit) to more completely address the issues of Indigenous Peoples in the United States. TribalCrit has it roots in Critical Race Theory, Anthropology, Political/Legal Theory, Political Science, American Indian Literatures, Education, and American Indian Studies. This theoretical framework provides a way to address the complicated relationship between American Indians and the United States federal government and begin to make sense of American Indians' liminality as both racial and legal/political groups and individuals…. [Direct]