(2011). A Critical Look at Minority Student Preparation to Counsel White Clients. ProQuest LLC, Ph.D. Dissertation, The College of William and Mary. The purpose of this study was to explore how minority students are prepared to counsel White clients in two Predominantly White Institutions (PWIs). Engaging in a critical exploration of the experiences of minority students allowed the personal stories to create a consciousness which could lead to programmatic change. The paucity of research addressing the minority counselor/White client dyad lends viability to this study. This study used methods consistent with the critical research, including individual interviews and artifact collection. All data were analyzed through the lens of Critical Race Theory and Whiteness in an effort to conceptualize the role of race and racism on the minority student's preparation to counsel White clients. Data analysis revealed nine themes suggesting collectively that relevant curriculum focusing on the minority student/White client dyad is lacking, and that a colorblind curriculum is used to address cross-cultural interactions. Data also revealed that… [Direct]
(2012). The Experiences of Blacks Who Obtained Doctorates from Predominantly White Institutions. ProQuest LLC, Ed.D. Dissertation, California Lutheran University. Being in a doctoral program requires a substantial amount of one's time, energy, and commitment. Doctoral students face many challenges while pursuing their degrees. For example, some may be on financial aid, work full-time, and/or have a family. While doctoral students face many hurdles, Black doctoral students face additional barriers. The purpose of this study was to reveal the perspectives and experiences of Blacks who obtained doctorates from predominately White institutions. This study offers insight into the atypical challenges that Black doctoral students faced while in graduate school, their motivation to persist, and the role of racial and ethnic identity in the graduate school experience. Qualitative research methods were used to examine the journey of those Black students, who completed their doctorates at predominately White institutions. Critical race theory and constructivism were used as the theoretical underpinnings of this study. Case study methodology was… [Direct]
(2011). Zero Tolerance Educational Policies and Expansion of the School-to-Prison Pipeline for African American Males: A Multi-Conceptual Analysis of the Linkages. ProQuest LLC, Ed.D. Dissertation, Cambridge College. The purpose of this theoretical study was to explore, examine, and analyze the United States (US) Zero Tolerance (ZT) educational policies and practices of the school-to-prison pipeline phenomenon. This study specifically explored the influence of the ZT policy on African American males becoming part of that system. The study was guided by three research questions: 1) how do the U.S. educational policies and practices of ZT methods and the current application influence the expansion of African American males into the school-to-prison pipeline; 2) who benefits from these policies and practices of ZT and the school-to-prison pipeline; and 3) how do these educational and criminal justice policies entrap African American males? This study further examined the impact of race, regarding the disproportionate numbers of African Americans males that are trapped within that system. In addition, this study's research methodology adopted a critical theory and a critical race theory application,… [Direct]
(2022). A Case Study Policy Analysis of One Bilingual Higher Education Institution: How Are Bilingual English-Spanish Universities Planning to Remain Viable?. ProQuest LLC, Ed.D. Dissertation, University of Pittsburgh. Hispanic college enrollment in the U.S. will surpass 4.4 million students by 2025, far exceeding the growth rate of any other racial or ethnic group. Hence, the number of Hispanic-Serving Institutions (HSIs) identified by the Hispanic Association of Colleges and Universities (HACU) increased to nearly 570 in 2020 and is likely to accelerate (Hispanic Association of Colleges and Universities, n.d.). This qualitative case study took place at the University of Texas Rio Grande Valley (UTRGV), one of the largest U.S. HSIs. Located at the South Texas borderland, it claims to be a "highly engaged bilingual university." This qualitative case study describes and interprets UTRGV's bilingual model of higher education through institutional document analysis, supported by semi-structured interviews. Data were conceptualized using an adaptation of Dafouz and Smit's (2016) ROAD MAPPING of English-Medium Education in Multilingual University Settings (EMEMUS), originally used to study the… [Direct]
(2013). In Their Own Words: High-Achieving, Low-Income Community College Students Talk about Supports and Obstacles to Their Success. ProQuest LLC, Ed.D. Dissertation, University of California, San Diego.. Open-access admissions policies and greater affordability position community colleges at the forefront in addressing equitable academic outcomes. Yet, most community college students fail to complete their certificate, degree and transfer goals. The failure rate is particularly high for low-income, Black and Latino(a) students. Much has been written about these student populations. However, we know surprisingly little about those who "beat the odds," that is low-income students who are high-achieving. Even fewer studies turn the lens on the students' voices. What characterizes the experiences of these "beat the odds" students? With student voice at its center, this qualitative study investigates how high-achieving, low-income students make sense of the opportunities and obstacles they encounter at the community college. Students' experiences and relationships are examined to discover to what extent they contribute to or impede their persistence. Also… [Direct]
(2007). "Shut the F*** up", "You Have No Rights Here": Critical Race Theory and Racialisation in Post-7/7 Racist Britain. Journal for Critical Education Policy Studies, v5 n1 May. The London bombings of 7th July, 2007 (7/7) were a pivotal moment in British society, not only because of the loss of life and injury, but because it was the first time Britain had been attacked by non-white British citizens. This point was underscored by Chancellor Gordon Brown when he stressed that "the uncomfortable facts" have to be faced that the bombers were "British citizens, British born, apparently integrated into our communities, who were prepared to maim and kill fellow British citizens". Here we assess competing explanations for the role of "race" in contemporary society: Critical Race Theory (CRT) and Racialisation. Two central tenets of CRT are critiqued from a Marxist perspective, and the Marxist concept of racialisation is put forward as having most purchase in explaining manifestations of intensified Islamophobia and xenoracism in post 7/7 Britain. (Contains 10 notes.)… [Direct]
(2009). Plotting a History: Black and Postcolonial Feminisms in \New Times\. Race, Ethnicity and Education, v12 n1 p1-10 Mar. Black feminist thought is grounded in an understanding of the nature of power and the way black/othered difference women's is systematically organised through social relations. Postcolonial feminist approaches enable us to situate the silent \spectral\ power of colonial times as it appears in the production and reproduction of marginalised, racialised and gendered others in new contemporary times. This special issue brings the two perspectives together to explore the complexities of black and ethnicised female marginality through an intersectional analysis where race, class, gender and other social divisions are theorised as lived realities. Through a variety of methodologies–such as the oral tradition of storytelling in CRT (critical race theory), embodied autobiography and geographically embedded longitudinal ethnographies–black and postcolonial feminist scholars chart new perspectives on multiple identity, hybridity, diaspora, religion, culture and sexuality. Exploring issues as… [Direct]
(2009). Deal with It We Must: Education, Social Justice, and the Curriculum of Hip Hop Culture. Equity & Excellence in Education, v42 n1 p6-19 Jan. Although hip hop culture has been one of the most significant urban youth movements over the last three decades, it has only recently gained attention within the educational literature as a force to be reckoned with. And even then, much of the literature seeks to understand how hip hop can be used to engage students in the official school curriculum. In contrast, in this paper, the author looks critically at hip hop's curricular dimensions; that is, what hip hop might teach educators not only about the way in which the last three generations of young urban dwellers negotiate identity and difference across cycles of urban blight and ongoing educational disenfranchisement but also about the limitations and possibilities of our work as educators. Drawing on curriculum theory and critical race theory, the author contends that an important part of re-imagining the relationship among education, social justice, and hip hop culture is beginning with a critical awareness of how the curriculum… [Direct]
(2009). The Role of Language & Discourse in the Investigation of Privilege: Using Participatory Action Research to Discuss Theory, Develop Methodology, & Interrupt Power. Urban Review: Issues and Ideas in Public Education, v41 n1 p7-28 Mar. Rooted in feminist philosophy, critical race theory, and participatory action research (PAR), I partnered with four faculty and four students at an elite, private, college preparatory day school for boys in order to examine bullying. In this article I closely examine the role of language and discourse when conducting counter hegemonic research \with\ people who are predominantly privileged and \within\ institutions designed to reproduce those privileges. I briefly describe the co-construction of our theory and instrument to illustrate that our close attention to language in regards to bullying both helped us understand our work and changed how we went about conducting the study. I describe how our strategic use of language to broadly define bullying helped us capture interesting data and interrupt power. And finally, I discuss our political use of language to others and suggest that while it paved a safer space for us to conduct our work it also may have restricted our work from… [Direct]
(2006). Hiding the Politically Obvious: A Critical Race Theory Preview of Diversity as Racial Neutrality in Higher Education. Educational Policy, v20 n1 p249-270. What have colleges and universities done to increase student of color enrollment since the 2003 U.S. Supreme Court decisions in \Grutter v. Bollinger\ and \Gratz v. Bollinger?\ This article provides a critical race theory (CRT) snapshot of selective data and institutions since these landmark decisions. We find that even though \Grutter\ gives the go-ahead to use affirmative action, higher education has failed politically to take on this challenge. When taken together, the \Gratz\ and \Grutter\ decisions allow higher education institutions to engage in symbolic affirmative action measures that appear as diversity measures but are operationalized as race neutral when one examines the data of continuing overall declines of students of color at many institutions. The authors conclude with a CRT call for a more expansive affirmative action with higher education administrators doing more to justify affirmative action through \Grutter.\ (Contains 6 notes and 3 figures.)… [Direct]
(2011). Toward a Conceptual Framework of Culturally Relevant Pedagogy: An Overview of the Conceptual and Theoretical Literature. Teacher Education Quarterly, v38 n1 p65-84 Win. The United States is a diverse country with constantly changing demographics. The noticeable shift in demographics is even more phenomenal among the school-aged population. The increase of ethnic-minority student presence is largely credited to the national growth of the Hispanic population, which exceeded the growth of all other ethnic minority group students in public schools. Scholars have pondered over strategies to assist teachers in teaching about diversity (multiculturalism, racism, etc.) as well as interacting with the diversity found within their classrooms in order to ameliorate the effects of cultural discontinuity. One area that has developed in multicultural education literature is culturally relevant pedagogy (CRP). CRP maintains that teachers need to be non-judgmental and inclusive of the cultural backgrounds of their students in order to be effective facilitators of learning in the classroom. The plethora of literature on CRP, however, has not been presented as a… [PDF] [Direct]
(2012). Behind Ivory Towers and Stone Walls: Racial Climate and Black Students at a Highly Selective Liberal Arts College. ProQuest LLC, Ed.D. Dissertation, University of Pennsylvania. The experiences of Black students at predominantly White institutions (PWIs) of higher education have been the focus of study and policymaking for several decades. Much of the research addresses dimensions of campus racial climate and its impact on the academic and campus life experiences of Black students at large universities. The experiences of Black students at smaller and highly selective liberal arts colleges, however, deserve a deeper and closer examination because these campuses may be uniquely situated and present data-rich opportunities for exploration. The purpose of this study was to explore two central questions: how do past histories of campus racial climate affect the current experiences of Black students? What are the experiences of Black students with respect to racial climate at highly selective liberal arts colleges? The study employed qualitative methods within a case study approach for an in-depth exploration of a highly selective liberal arts college. The… [Direct]
(1999). Race Is…Race Isn't: Critical Race Theory and Qualitative Studies in Education. Critical race theory offers a way to understand how ostensibly race-neutral structures in education–knowledge, merit, objectivity, and "good education"–in fact help form and police the boundaries of white supremacy and racism. Critical race theory can be used to deconstruct the meaning of "educational achievement," to recognize that the classroom is a central site for the construction of social and racial power. It can also be used to provide the theoretical justification for oppositional "counterstories" that challenge educational assumptions from an outsider's perspective. The educational studies in this book integrate counter-storytelling with qualitative research to open new areas of inquiry. Following "Introduction to Critical Race Theory in Educational Research and Praxis" (Daria Roithmayr), the chapters are: (1) "Just What Is Critical Race Theory and What's It Doing in a 'Nice' Field Like Education?" (Gloria…
(2006). Forging Community in Race and Class: Critical Race Theory and the Quest for Social Justice in Education. Race, Ethnicity & Education, v9 n3 p243-259 Sep. Among the communities of critical race theorists and its detractors in education, there is an apparent rift as to what theoretical construct best contributes to the social justice project in education. Conferences and meetings have served as quasi-battle grounds for theorists, activists and scholars to go back and forth about what theoretical construct has the greatest bearing on educational praxis. Debate notwithstanding, the following document argues critical race theory (CRT hereafter) as a viable theoretical construct to address issues of social justice in education. In so doing, the following document couches the discussion in three tasks. The first is to identify the contributions of CRT in education. Second, the document argues for a closer read of the theoretical construct and its subsequent application. The concluding task will be an example of how the points of contention and compliance can be located through an example (in this case narrative) of a school with a social… [Direct]
(2010). Culture Centers in Higher Education: Perspectives on Identity, Theory, and Practice. Stylus Publishing, LLC This book fills a significant void in the research on ethnic minority cultural centers, offers the historic background to their establishment and development, considers the circumstances that led to their creation, examines the roles they play on campus, explores their impact on retention and campus climate, and provides guidelines for their management in the light of current issues and future directions. In the first part of this volume, the contributors provide perspectives on culture centers from the point of view of various racial/ethnic identity groups, Latina/o, Asian, American Indian, and African American. Part II offers theoretical perspectives that frame the role of culture centers from the point of view of critical race theory, student development theory, and a social justice framework. Part III focuses specifically on administrative and practice-oriented themes, addressing such issues as the relative merits of full- and part-time staff, of race/ethnic specific as opposed… [Direct]