(2011). A Long Road to Travel: Narratives of African American Male Preservice Educators' Journeys through a Graduate Teacher Education Program. ProQuest LLC, Ph.D. Dissertation, Georgia State University. The ongoing research concerning African American males enrolled in teacher education programs is essential for a number of reasons. Research specifically addressing preservice teaching, teacher education, and the African American male student is needed to promote the well-being of any school of education. According to McCray, Sindelar, Kilgore, and Neal (2002), colleges of education have addressed the issue of underrepresentation and under population of African American teachers through policy reform and financial support. The narratives of African American male preservice teachers and their perspectives on teacher education may provide a context for other researchers seeking to understand how and why African American males move into the field of education. More importantly, one particular way to enhance and advance the cause of the African American male preservice teacher is to accept a \culturally sensitive practice\ (Tillman, 2002, p. 3) and insure epistemological and research… [Direct]
(2011). Elevating the Role of Race in Ethnographic Research: Navigating Race Relations in the Field. Ethnography and Education, v6 n1 p97-111. Little work in the social sciences or in the field of education has fully explored the methodological issues related to the study of race and racism, yet qualitative researchers acknowledge that race plays (and should play) a role in the research process. Indeed, race frames and informs the context, practices and perspectives of everyday lived experiences in society and schools–even in those instances when race is not expressly recognised. In the case of ethnographic research, race emerges as a pivotal factor that is often undertheorised and sometimes unacknowledged. Though ethnographic research seeks to illuminate \culture\, and often does so in the context of research inquiries that are both racialised and that occur with researchers and participants who come from different racial backgrounds, this work often fails to place race at the centre. Drawing from data collected in a multi-sited ethnographic study on risk and academic achievement and using key insights from narrative… [Direct]
(2013). A Case Study Exploring Science Competence and Science Confidence of Middle School Girls from Marginalized Backgrounds. ProQuest LLC, Ph.D. Dissertation, University of Northern Colorado. The inclusion of learners from underrepresented background in biology field research experiences has not been widely explored in the literature. Increased access and equity to experiences for groups historically underrepresented in science, technology, engineering, and mathematics (STEM) has been identified as a priority for many, yet little is known about the components these experiences should have and what types of transformations participants undergo as a result of these experiences. This dissertation explored the systemic creation of an intervention purposely designed to serve middle school girls from underrepresented backgrounds, the implementation of such intervention, and effect on the girls' science competence and science confidence. "El Espejo," Spanish for "The Mirror," was an ongoing field ecology research program for middle schools girls founded in 2009 at a local interdisciplinary learning center. Girls from all walks of life had the opportunity to… [Direct]
(1997). Images and Words that Wound: Critical Race Theory, Racial Stereotyping, and Teacher Education. Teacher Education Quarterly, v24 n3 p5-19 Sum. This paper considers the legacy of racism that marks our society, arguing that critical race theory provides a framework for challenging the genetic and cultural deficit theories. Specific recommendations, based on critical race theory, to help teacher educators challenge racism and stereotyping in the classroom are presented. (SM)…
(2008). Saved by the Bell: Derrick Bell's Racial Realism as Pedagogy. Philosophical Studies in Education, v39 p35-46. The recent pop culture iconography of the Critical Race Theory (CRT) label has attracted more devoted (white) fans than a 90s boy band. In philosophy, this trend is evidenced by the growing number of white feminists extending their work in gender analogically to questions of race and identity, as well as the unchecked use of the CRT label to describe any work dealing with postcolonial authors like W.E.B. DuBois, and Frantz Fanon, or the role postcolonial themes like power, discourse, and the unconscious play in the social constructionist era. In the field of education, however, CRT has had quite a different impact. For over a decade, largely due to Gloria Ladson-Billings and William Tate's 1995 article, "Toward a Critical Race Theory of Education," education theorists have been dealing with the work of Derrick Bell, Richard Delgado and Cheryl Harris, and other Critical Race Theorists' arguments concerning the impact of white normativity on institutions of learning, the use… [PDF]
(2015). "Race" Talk! Tensions and Contradictions in Sport and PE. Physical Education and Sport Pedagogy, v20 n5 p503-516. Background: The universal sport discourses of meritocracy and equality are so engrained that few challenge them. The most cursory interest in sport, Physical Education (PE), and society will reveal that the lived reality is quite different. Racial disparities in the leadership and administration of sport are commonplace worldwide; yet, from research into "race" in sport and PE, awareness of these issues is widespread, where many know that racism takes place it is generally claimed to be somewhere else or someone else. For many, this racism is part of the game and something to manipulate to steal an advantage; for others, it is trivial. This paper explores the contradictions and tensions of the author's experience of how sport and PE students talk about "race" and racism. "Race" talk is considered here in the context of passive everyday "race" talk, dominant discourses in sporting cultures, and colour blindness. Theoretical framework: Drawing on… [Direct]
(2010). Examining Education for Latinas/os in Chicago: A CRT/LatCrit Approach. Educational Foundations, v24 n1-2 p39-58 Win-Spr. This article explores the sociopolitical context of education policy, particularly as it relates to Latina/o education. The authors highlight the status of Latinas/os within the Chicago Public Schools (CPS) to examine the impact of education policy designed to benefit few and disenfranchise most. They draw attention to the injustices of Latinas/os in CPS and examine this status within a Critical Race Theory (CRT) and Critical Latino Theory (LatCrit) framework. They draw from the lens of LatCrit to situate their research within a paradigm that speaks to Latina/o school experiences in a very specific way. They focus on the inequities that clearly disenfranchise Latina/o students by drawing on two editions of a previous research project (Aviles, Capeheart, Davila, & Miller, 2004) and (Aviles, Capeheart, Davila, Miller, & Rodriguez-Lucero, 2006) which is discussed further in the methods section. While the research report (Aviles, Capeheart, Davila, Miller, & Rodriguez-Lucero,… [PDF] [Direct]
(2013). Theorizing the Racial and Gendered Educational Experiences of Chicanas and Native American Women at the Ph.D. Level in Higher Education: "Testimonios" of Resistance, Defiance, Survival, and Hope. ProQuest LLC, Ph.D. Dissertation, University of California, Los Angeles. This national case study examines the educational experiences of twenty-one women that self-identified as low-income or working-class Chicanas or Native American women pursuing professoriate degrees in the Humanities, Social Sciences, Forestry, and Education. The case study includes forty-two qualitative "testimonio" interviews that examine how racism, white privilege, and complex power relations affect Chicanas and Native American women at the doctoral level. This case study examines the types, contexts, effects, and responses that the women use to strategically navigate through their doctorates within predominantly white public universities. This case study uses Critical Race Theory (CRT), Chicana Feminism, and a qualitative method of "testimonio" to better understand the educational experiences of Chicanas and Native American women in higher education. CRT allows for an interdisciplinary perspective to examine how racism, white privilege, and complex power… [Direct]
(2007). Silence in the Classroom/Whispers in the Halls: Autoethnography as Pedagogy in White Pre-Service Teacher Education. Race, Ethnicity and Education, v10 n1 p93-113 Mar. This study examines the use of autoethnography as a teaching method to work with pre-service teachers in an elementary school setting. Focusing on Whiteness and critical race theory as a lens for reviewing their experiences while working with children of color, the author includes her own story of exploring her racism as a classroom teacher, a researcher and a pre-service teacher educator…. [Direct]
(2007). Tyranny of the Majority: Re-Enfranchisement of African-American Teacher Educators Teaching for Democracy. International Journal of Qualitative Studies in Education (QSE), v20 n6 p639-654 Nov. This article examines the tensions related to multicultural pre-service teacher education for professors of color. Using two tenets of Critical Race Theory, counterstory and Whiteness as property, as their theoretical framework, the authors draw on personal and professional experiences working with pre-service teachers in predominantly White institutions (PWI) as these relate to preparing them to teach in diverse settings and embracing notions of democratic education…. [Direct]
(2009). Race Scholars on the Politics of Race, Research, and Risk in the Academy: A Narrative Inquiry. ProQuest LLC, Ph.D. Dissertation, Georgia State University. This qualitative study examined the experiences of race scholars whose agenda include investigating and writing about racial issues which run counter to the entrenched ideas, values and philosophies of the dominant academic culture. It questioned the possible risks associated with race work, and it examined the available support and validation for race scholars within the academy. Perceived prejudices and micro-aggressions are examined, as well as coping strategies for navigating the political academic landscape. Designed as a narrative inquiry, the study utilized in-depth interviews and the analysis of written documents of four prominent race scholars, while critical race theory (CRT) served as the theoretical framework that guided the analysis. Critical race theory (CRT) serves as the theoretical framework for this study. CRT emphasizes the social constructs of race and the ensuing issues of racism, racial subordination and discrimination. Within the literature, CRT scholars… [Direct]
(2008). Selling Exclusion: Images of Students of Color in Bowl Game Advertising. College and University, v84 n2 p18-26 Fall. Each winter, the best collegiate football programs compete in the Bowl Championship Series. in addition to showcasing their prowess of the field, each school is afforded opportunities to highlight other aspects of their institution in the form of advertising spots. The current study analyzed each of these spots for the 43 university participants using orienting concepts of critical race theory and iconography. The messages and symbolism within each advertisement reveal a great deal about each institution, both through what is included, and what and who are excluded. Through this paper, the authors provide an analysis of how the dominance of whiteness is communicated, as well as how the token multiculturalism that is shown sends a message about each institution…. [Direct]
(2008). Is the Library a \Welcoming Space\?: An Urban Academic Library and Diverse Student Experiences. portal: Libraries and the Academy, v8 n3 p325-337 Jul. This article presents a case study of an urban academic library's attempt to identify factors that influence the perceptions of students of color concerning the library as a welcoming space. The goal of this study is to determine if there are qualitative divergent factors along racial lines concerning how students use this library. The research is grounded in the theory of symbolic interactionism and Critical Race Theory. The authors then used these theories to focus on three themes that emerged reflecting racial differences among library users. This project adds to the limited scholarly research concerning the influence of the library on the experiences and the retention and success rates of students of color. (Contains 30 notes.)… [Direct]
(2012). Perceptions of Online Learning Experiences: Voices of African American Women at a Historically Black College and University. ProQuest LLC, Ph.D. Dissertation, New Mexico State University. An increasing number of higher education learners are using online learning. The purpose of this exploratory study was to examine non-traditional learners' perceptions and experiences of online learning at a public Historically Black College or University (HBCU). This study examined learners' interactivity with peers, teachers, administrators, content and technology and student support. Six non-traditional African American women were interviewed on their perceptions of their online learning experiences. Freire's Liberation Pedagogy and Critical Race Theory as the theoretical frameworks were utilized to situate participants' voices and perceptions of online learning in a wider social, economic, and political context. Elicited themes were extracted via constant comparative method and the use of NVivo. The participants had studied in the traditional classrooms at two or more higher education institutions. Students chose to study at HBCUs as their institutions because… [Direct]
(2012). Teaching Hispanic English Language Learners in the General Education Classroom: A Phenomenological Study. ProQuest LLC, Ed.D. Dissertation, Northeastern University. This study used a phenomenological study design to better understand the phenomenon of teaching Hispanic English language learners in the general education setting. Data were collected using semi-structured interviews and researcher memos, and analyzed using the Listening Guide method. The study focused on white, English-speaking teachers to maximize the language and cultural differences between teachers and students. The study also focused on Hispanic students because of the current political climate associated with recent Hispanic immigration trends in this country. Participants included four white, English-speaking teachers at Harbor Elementary School, which is a large, diverse, urban school with a large and rapidly increasing Hispanic population. This study used Critical Race Theory and Socio-cultural Theory to help answer the following question: "How do white, monolingual, general education teachers at Harbor Elementary School describe their experiences with teaching… [Direct]