(2008). A New Consciousness Trudging toward Leadership. Educational Gerontology, v34 n8 p670-690 Aug. Integrating elements of oppression psychology, Popular Education (1999), critical pedagogy, and critical race theory, this article highlights a study of seven African American elders who graduated from a Senior Advocacy Leadership Training (SALT) program. These elders confronted external and internal oppressive ideologies and challenged the stereotypes of African American elders. They accomplished this via a critical theoretical approach to the study of African American history and the promotion of the elders' strengths as leaders. The findings increase our understanding of African American elders as leaders and the role of Popular Education in affirming their leadership capabilities. (Contains 1 table.)… [Direct]
(2008). Black like Me: A Shared Ethnography. Journal of Urban Learning, Teaching, and Research, v4 p13-22. This study focused on a concept entitled shared ethnography. The researcher and youth participants share race in common. Critical Race Theory was used to analyze the reflective journal. An after school science program in a high poverty urban environment provided the context for this study. The findings of the study suggested that when researcher and subject share race in common, the researcher has a distinct insight into the subjects' experiences and that the subjects reveal more about their experiences. A shared ethnography implicates the power between researcher and subject in critical issues of race and racism…. [PDF]
(2008). Framing African American Students' Success and Failure in Urban Settings: A Typology for Change. Urban Education, v43 n2 p127-153. Grounded in critical race theory, this article seeks to frame the ideological positions of success and failure for African American students in urban school settings. First, we revisit national data and research literature that illustrate the ongoing urban Black-White achievement gap. Second, the Matrix of Achievement Paradigms is shared in an attempt to advance the conversation on African American students' achievement. It provides a serviceable organizational tool for framing African American students' success and failure. Finally, we bridge rhetoric with practical ideas for stakeholders by providing recommendations for closing the achievement gap in urban settings. (Contains 2 tables and 1 figure.)… [Direct]
(2019). Learning from Small Numbers: Studying Ruling Relations That Gender and Race the Structure of U.S. Engineering Education. Journal of Engineering Education, v108 n1 p13-31 Jan. Background: Women and men of color and White women participate in American engineering education in lower proportions than they represent in the general U.S. population. Much existing engineering education research uses individual-level (such as psychological) theories to explain this difference. The study reported here instead takes a structural perspective, asking how social relations are coordinated in engineering education. Purpose: This study explores how the intersection of ruling relations, critical race, and feminist theories can investigate how gender and race are built into engineering education's institutional structure. Design/Method: This study used interviews collected from 17 women and men of color and White women who were engineering undergraduate students at U.S. universities. The interviews were drawn from a project that takes as its premise that learning from such small numbers of students facilitates analyzing data intersectionally. The primary analysis used… [Direct]
(2019). Vanishment: Girls, Punishment, and the Education State. Teachers College Record, v121 n7. Background/Context: This article emerges from several scholarly traditions, chief among them feminist and critical ethnography; school-prison nexus; and critical feminist and race theories. Focus of Study: The larger study that informs this article was an 18-month ethnographic inquiry into youth prison schooling in one state. This study explored both the specifics of schooling inside the system and attended to the ways in which it mimicked, mirrored, or resonated with schooling on the outside–offering a qualitative map of power and discipline in schooling writ large. The story that undergirds this article is drawn from that larger study. Here, I attend carefully to one ethnographic moment to conceptualize broad questions of punishment, gender, race, and sexual identity. Setting: The research took place inside multiple institutions across one state's juvenile detention and prison system. The article organizes its inquiries around an ethnographic vignette from Inside one state's… [Direct]
(2014). The Interface of Risks and Protective Factors among African American Women in Clinically Focused Graduate Programs. ProQuest LLC, Ph.D. Dissertation, Michigan State University. Black females must navigate higher education as a gendered racial minority in solidarity or at the very least, one of a few Black females within their environment. This experience can create a lot of stress, isolation, or lack of support and direction. Within the Black community, Black women are obtaining PhDs at record numbers; however, compared to other female counterparts across racial ethnic groups, Black female PhD holders are lagging behind (NSF, 2011b). When accurately represented, Black women are lagging behind as a result of the intersection of their race and gender within higher education. Research shows Black women as high academic achievers, yet, it fails to capture their contextualized experiences (Chavous & Cogburn, 2007). In clinically focused doctoral programs, Black women are influenced by the overrepresentation of women, yet there remains a racial disparity among graduates (NSF, 2011a). Further, they are equated as the token representation of culture within the… [Direct]
(2010). The White Working Class, Racism and Respectability: Victims, Degenerates and Interest-Convergence. British Journal of Educational Studies, v58 n1 p3-25. This paper argues that race and class inequalities cannot be fully understood in isolation: their intersectional quality is explored through an analysis of how the White working class were portrayed in popular and political discourse during late 2008 (the timing is highly significant). While global capitalism reeled on the edge of financial melt-down, the essential values of neo-liberalism were reasserted as natural, moral and efficient through two apparently contrasting discourses. First, a victim discourse presented White working people, and their children in particular, as suffering educationally because of minoritised racial groups and their advocates. Second a discourse of degeneracy presented an immoral and barbaric underclass as a threat to social and economic order. Applying the \interest-convergence principle\, from Critical Race Theory, the discourses amount to a strategic mobilisation of White interests where the \White, but not quite\ status of the working class (Allen,… [Direct]
(2010). In the Eyes of the Beholder: Understanding and Resolving Incompatible Ideologies and Languages in US Environmental and Cultural Laws in Relationship to Navajo Sacred Lands. American Indian Culture and Research Journal, v34 n2 p103-124. In this article, the author raises a few examples of incompatible concepts and languages in US federal environmental and cultural laws affecting the management of indigenous sacred lands. She explains these examples by describing the management of a selection of Navajo (Dine) sacred places and elsewhere. Through fundamental concepts rooted in postcolonial theory and critical race theory, she suggests an intellectual framework for understanding why traditional indigenous values and knowledge are marginalized and why incompatible Western values have been privileged and enshrined in US law and policy in relationship to the management of Native sacred lands. Finally, she introduces \hozho,\ the Navajo philosophy of harmony and natural beauty, which is intimately related to the Navajo orientation to their land. This is an abstract, complex, highly spiritual doctrine of Navajo philosophy and spiritual practice. The environmental and cultural laws and policy of the United States are not… [Direct]
(2010). Lessons in Safety: Cultural Politics and Safety Education in a Multiracial, Multiethnic Early Childhood Education Setting. Contemporary Issues in Early Childhood, v11 n3 p288-298. Young children learn about safety from a variety of sources, including formal lessons and informal activities provided through early childhood education and care (ECEC) services. For many ECEC centres in Australia, scheduled visits from police and fire departments are a highlight of safety education activities. Such visits offer children the opportunity to see and touch safety equipment, to meet police and fire department personnel, and to discuss and ask questions about safety issues. This article analyses ethnographic data generated in a multiracial, multiethnic ECEC setting in the outer western suburbs of Sydney, Australia in 2006. Part of a larger, ongoing study concerning childhood and popular culture, this article analyses the cultural politics of safety education visits from police and fire department personnel in one research site. Drawing on Foucauldian notions of power-knowledge, together with critical race theories, the article argues that children's knowledge of fire and… [Direct]
(2010). The Colour of Numbers: Surveys, Statistics and Deficit-Thinking about Race and Class. Journal of Education Policy, v25 n2 p253-276 Mar. Drawing on the traditions of critical race theory, the paper is presented as a chronicle–a narrative–featuring two invented characters with different histories and expertise. Together they explore the strengths and weaknesses of quantitative approaches to race equality in education. In societies that are structured in racial domination, such as the USA and the UK, quantitative approaches often encode particular assumptions about the nature of social processes and the generation of educational inequality that reflect a generally superficial understanding of racism. Statistical methods can obscure the material reality of racism and the more that statisticians manipulate their data, the more it is likely that majoritarian assumptions will be introduced as part of the fabric of the calculations themselves and the conclusions that are drawn. Focusing on the case of recent national data on the secondary education of minoritized children in England, the paper highlights statisticians'… [Direct]
(2013). A High School Mathematics Teacher Tacking through the Middle Way: Toward a Critical Postmodern Autoethnography in Mathematics Education. ProQuest LLC, Ph.D. Dissertation, Georgia State University. The "urban" mathematics classroom has become an increasingly polarized site, one where many middle-class White teachers attempt to bridge the divide between themselves and their relatively economically disadvantaged, non-White students. With its mania for high-stakes testing, current education policy has intensified the importance of mathematics in the school curriculum–both drawing attention to and reifying an "achievement gap" between White (and Asian) and non-White students (Martin, 2009c, 2010). Keeping in mind the "Mathematics for all" rhetoric as it affects the academic and life success of students (Martin, 2003), this cultural polarization in the mathematics classroom provides a rich site for exploring pedagogical practices that might improve mathematics achievement and persistence for all students. As a middle-class White man, I am a teacher in such a divided situation; I have spent the past 7 years working with almost entirely Black 9th graders… [Direct]
(2013). Women of Color Chief Diversity Officers: Their Positionality and Agency in Higher Education Institutions. ProQuest LLC, Ed.D. Dissertation, University of Washington. Colleges and universities are seen as sites for harnessing for the common good the challenges and opportunities associated with diversity. Research supports the link of diversity experiences with a range of individual, institutional, and societal benefits. Contemporary models of operationalizing diversity on college campuses focus on the integration of diversity goals with the overall educational mission in ways that maximize the benefits of diversity for all. A growing number of institutions have created Chief Diversity Officer (CDO) positions to procedurally and symbolically centralize diversity capabilities. The study of CDO positions is a relatively new focus in diversity and higher education literature, with research to date addressing commonalities and distinctions in organizational structures, portfolios, and strategies. This qualitative study builds on existing literature by examining through semi-structured interviews and document analysis the ways that five women of color… [Direct]
(2013). A Contextual Analysis of the Quality Core Curriculum and the Georgia Performance Standards in Seventh Grade Social Studies: A Critical Race Perspective. ProQuest LLC, Ph.D. Dissertation, Mercer University. In 1985 the state of Georgia introduced the Quality Core Curriculum (QCC) in accordance with the Quality Basic Education (QBE) Act. These learning standards identified the content knowledge that students were required to learn in each subject area at all grade levels. The QCC was replaced by the Georgia Performance Standards (GPS) to identify the content knowledge to be taught and learned in the state of Georgia, which serve an ethnically diverse student population. In seventh grade Social Studies both of these sets of standards identify content related to the study of the regions and people of Africa and Asia. To date there has been no study investigating the content knowledge in these documents exclusively. The purpose of this contextual analysis study of the QCC and GPS for seventh grade Social Studies was to reveal the essential content in each. By conducting a close reading of the language in both texts the researcher identified the essential themes covered in the standards… [Direct]
(2013). Navigating Racialized Contexts: The Influence of School and Family Socialization on African American Students' Racial and Educational Identity Development. ProQuest LLC, Ph.D. Dissertation, University of North Carolina at Greensboro. Within the United States, African American students experience school socialization that exposes them to racial segregation, economic stratification, and route learning masked as education. Consequently African American families are compelled to engage in socialization practices that buffer against the adverse influences of racism, oppression, and dehumanization that threaten African American students' pro-social identity development within a racialized society. To investigate how African American students' develop their racial and educational identity within this racialized context I conduct a qualitative investigation to (a) explore African American students' perceptions of the socialization experiences they identify as salient influences on their racial and educational identity; (b) theoretically deconstruct the racialized contexts (i.e., secondary educational institutions) within which African American students are socialized prior to entering college; and (c)… [Direct]
(2004). Actions Following Words: Critical Race Theory Connects to Critical Pedagogy. Educational Philosophy and Theory, v36 n2 p167-182 Apr. In this essay the authors discuss some of the ways that critical race theory (CRT) could be linked to critical pedagogy in order to provide a more comprehensive analytical framework to analyze the role of race-class dynamics. This approach will attempt to address some of the gaps and silences that critical pedagogy has had regarding critical theoretical positions on race and racism and the operation of white supremacy in education. However, the authors also point out some of the problems and raise more issues of concern related to critical pedagogy and race in educational research and practice. They connect the tenets of CRT to the current color-blind ideology and discourse in education regarding race studies. They highlight some of the limitations of critical pedagogy regarding the permanence of racism, and how CRT perspectives have been utilized to analyze the racism, coupled with social class bias, sexism, etc., that still exists in education. They present an argument for why… [Direct]