(2020). Faculty Salaries by Race, Gender, and Institution Type. AERA Online Paper Repository, Paper prepared for the Annual Meeting of the American Educational Research Association (Online, Apr 17-21, 2020). Our study explores relationships between postsecondary institutional type, according to the Carnegie classification of institutions, and faculty salaries based on race and gender. Critical Race Theories underpin our questions, including Critical Race Feminism and Quantitative Critical Race Theory. We ran multilevel statistical anaylses (three models) using the Stata statistical software program, on a dataset that we created from the Integrated Postsecondary Education Data System. The new dataset includes information about faculty race, gender, and ranking, as well as about institutions' average salaries, academic fields, and Carnegie classification. Our sample size was approximately 3,800. Results suggest that Doctoral Universities: Highest Research Activity ("R1 institutions") is the only institutional type that increases its average annual salary as it also increases faculty diversity…. [Direct]
(2023). Examining Race and Racism in Black Men Doctoral Student Socialization: A Critical Race Mixed Methods Analysis. Journal of Diversity in Higher Education, v16 n5 p539-553 Oct. The purpose of this study was to explore the socialization experiences of Black men doctoral students in the United States, using critical race theory as a theoretical and methodological framework. Specifically, we sought to understand the role of race and racism in Black men doctoral students' socialization experiences; how race, racism, and other factors influence their academic and social experiences in graduate school; and the meaning they make of these racialized experiences. Quantitative and qualitative findings from this study coalesce as composite counterstories of Black men in doctoral programs, offering insight the pervasiveness of racism in graduate education…. [Direct]
(2025). "I Can't Breathe": A Delphi Study of the Proverbial Knee on the Neck of African American Male Students. Diaspora, Indigenous, and Minority Education, v19 n1 p44-56. The plight of African American males continues throughout America and is prevalent in its educational system. Not only are these students negatively impacted by low expectations of their non-African American teachers; policy makers are impeded from devising effective strategies to improve their academic achievement. This qualitative Delphi study explored teacher preconceptions of African American male students to determine the connection between teacher expectations and the academic achievement of these students. Moral exclusion and critical race theory provided the conceptual framework. The findings of the study revealed several perceived preconceptions that included the teacher belief that these students did not care to achieve a quality education. The results provided recommendations to improve the school experience of African American male students by increasing the cultural competence of educators. While the primary recommendation was for teachers to be trained in cultural… [Direct]
(2025). Perpetuating Neoliberal Pathologies: What Teacher Candidates Believe Students with Disabilities Should Learn. International Journal of Qualitative Studies in Education (QSE), v38 n1 p1-19. Teachers' beliefs impact student outcomes. Yet, regulatory agencies look to standardized accountability measures to establish a base for student improvement. This study examines other qualitative factors that impact student success by exploring teacher candidates' beliefs about what students should learn. Specifically, it examines the beliefs of teacher candidates who were enrolled in a course on teaching students with disabilities. Education Journey Maps and interview data were conducted with 24 teacher candidates. Analyzed through a conceptual framework of Disability Critical Race Theory (DisCrit) and neoliberalism, results indicate that teacher candidates possess an economic habitus that seeks standardization, commodifiable skills, and individualism. Teacher candidates implicitly understand that human capacity and diversity are multifaceted but believe that holding the same standards for everyone will rid our education system of discrimination against people with disabilities…. [Direct]
(2024). Serving Hispanic/Latinx Students in the Midwest: A Study on Persistence at Tulsa Community College. ProQuest LLC, Ed.D. Dissertation, Oral Roberts University. Purpose and Method of Study: This study examined the lived experiences of My Dream students, who were first-generation Latinx students at a community college in northeast Oklahoma, through the lens of Tinto's year persistence theory, CRT, and LatCrit. The My Dream scholarship program was developed to help students who are undocumented or considered a part of the Consideration of Deferred Action for Childhood Arrivals (DACA) program who do not qualify or have access to state or federal financial aid. Participants for this study were Latinx My Dream scholarship recipients at TCC: students who required financing to attend college but were ineligible for state or federal financial aid due to being undocumented or a part of DACA. A thematic analysis was used to examine the data for this phenomenological study. Findings and Conclusions: Five main themes and five subthemes were identified as factors for persistence for My Dream students at Tulsa Community College. The main themes of the… [Direct]
(2024). Visible but Invisible: Chinese International Students' Experience of the COVID-19 Pandemic and Academic Institutions' Support. Journal of Comparative and International Higher Education, v16 n3 p262-274. This study applies the hermeneutical phenomenological approach, guided by Critical Race Theory, to explicate a nuanced understanding of the way Chinese international students' racial identity shapes the challenges that they faced during the pandemic and their experience of academic institutions' support during this time. The current study highlights the pervasive anti-Asian racism that directly and indirectly contributed to Chinese international students' negative experiences studying in Canada during the pandemic. The findings also highlight the lack of support from academic institutions, despite the rising anti-Asian racism faced by this group of students. Furthermore, this study calls attention to the consideration of race in developing support programs for racialized international students. Recommendations for universities to better support international students (Chinese or otherwise) are developed…. [PDF]
(2022). Authoring a Different Story about Advocacy and Public Intellectualism. New Directions for Higher Education, n200 p25-34 Win. Dominant stories about public intellectualism tend to erase academics of racially minoritized and marginalized backgrounds as well as academics appointed outside of research universities. This chapter makes sense of these erasures and considers their associated costs by applying the lenses of critical race theory (CRT) and epistemic injustice. Ultimately, this chapter attempts to broaden the academy's view about public intellectualism, making visible the work that so many have been doing for so long which includes fierce acts of advocacy and community uplift…. [Direct]
(2024). CRiTical Race Information Theory as Innovative Pedagogy, Act Two: Still Harder than You Think, and It Remains a Beautiful Thing. Journal of Education for Library and Information Science, v65 n4 p361-372. This counterstory began with "CRiTical Race Information Theory as Innovative Pedagogy, Act One: Harder Than You Think, It's a Beautiful Thing." In the first act, the authors introduced Critical Race information Theory (CRiT) as a rapidly developing iteration of Critical Race Theory (CRT) applied within information settings. The first act also introduced the CRiT frameworks and tenets as well as the CRiT's three-dimensional infrastructure: CRiT as pedagogy, CRiT as praxis, and CRiT as theory (including the process and nuances of theory building). In this article, the authors transition from the first act's "What is CRiT?" discussion to the second act's discussion of how to "Make it CRiT." Whereas act one covered an approximately 15-year period, this second act moves at a more rapid pace, primarily because it covers a shorter period of time (2021-2023). In act two, the CRiT as pedagogy setting changes from the context of the pilot course launched within… [Direct]
(2020). A Critical Race Theory Framework for Education Policy Analysis: The Case of Bilingual Learners and Assessment Policy in England. Race, Ethnicity and Education, v23 n2 p241-260. This paper combines tools from policy sociology with those from Critical Race Theory (CRT) to build a framework for a CRT-based education policy analysis, based on a set of questions about the relationship between policy and racial inequalities. Drawing on a case study of assessment policy in England, the paper examines how tools from both bodies of scholarship can be used to interrogate the motivations, results, and assumptions implicit in policy. The policy used as an illustration is the introduction of Baseline Assessment, which was conducted in the first weeks of school at age four/five for the purposes of measuring progress seven years later. This policy failed to take into account the needs of bilingual learners (or children with English as an additional language in UK terminology). It is argued that this absence provides an example of how policy can serve to continue white dominance while appearing neutral and meritocratic…. [Direct]
(2020). Reflections on Importing Critical Race Theory into Social Work: The State of Social Work Literature and Students' Voices. Journal of Social Work Education, v56 n2 p327-340. Critical race theory (CRT) has recently been imported into social work knowledge and included in the title or search term of 20 published social work studies, but little is known about how it is impacting social work practices. This study describes the experiences and perceptions of 21 diverse graduate students in a public, urban university with a nationally accredited MSW program using CRT as its theoretical foundation. Students unanimously embraced CRT as a theory for their careers, but found it confusing and extremely challenging to learn, resulting in contentious and unresolved questions about its applications in social work practices. Despite its resonance in their personal lives as well as those of their clients, these students could not describe how their CRT-infused MSW education would help them reduce racism, marginalization, and oppression or increase social, economic, and environmental justice, and many were frustrated by this gap. Recommendations to clarify, refine, and… [Direct]
(2023). I Want to Learn but They Won't Let Me: Exploring the Impact of School Discipline on Academic Achievement. Urban Education, v58 n10 p2658-2688. Using Critical Race Theory (CRT) as a guiding conceptual framework, this qualitative study examines black students' and parents' perceptions of school discipline and its impact on academic achievement. The findings support the notion that out-of-school suspension has a negative impact on the academic achievement of African American students and suggest that this phenomenon emerges through a multifaceted process that includes (a) missing assignments and having trouble catching up, (b) missing vital instruction throughout the disciplinary period, and (c) educator resistance to providing makeup work to students who receive out-of-school suspensions. This study also provides some practical recommendations for school leaders…. [Direct]
(2023). "El Que No Tranza, No Avanza": Exploring the Lived Experiences of Mexican American Community College Students on the U.S.-Mexico Border in Becoming Philosophers. ProQuest LLC, Ph.D. Dissertation, The University of Texas at El Paso. The purpose of this phenomenological study is to explore the lived experiences of seven Mexican American community college philosophy students in their journeys to becoming philosophers in the U.S.-Mexico border, between El Paso, Texas, and Ciudad Juarez, Chihuahua, Mexico. Philosophy is one of the least diverse academic fields in the United States (Jones, 2020) and often excludes women and people of color (Alcoff, 2013; Ferrer, 2012; Galea, 2017; Haslanger, 2013 Hutchinson & Jenkins, 2013; Leuschner, 2015; Saul, 2012; Wilson, 2012). Therefore, I examine what it means to be a philosopher to these seven Mexican American students and their processes of becoming philosophers in a transnational context between two nations, two cultures, and two languages. I consider the role of language and of their bilingualism through the use of "dichos" in their philosophical journeys. Additionally, I utilize Critical Race Theory (CRT), (Ladson-Billings et al., 1995; Solorzano, 1998;… [Direct]
(2023). "Twenty-Four White Women and 'Me'": Controlling and Managing Men of Color in Teacher Education. Urban Education, v58 n1 p36-58 Jan. Diversifying the student body in teacher education programs (TEPs) remains an elusive goal. Despite recruiting efforts, few men of color complete programs leading to teaching credentials. To problematize this phenomenon, this study examines the experiences of three men of color enrolled in a predominantly White teacher education program (PWTEP). Participants were interviewed using a narrative inquiry protocol with emphasis on providing a space for counter-storytelling. Analysis of their narratives was conducted using a critical race theory (CRT) framework. Findings from the narratives highlight the way racism intersects with gender to reproduce, reinscribe, and protect dominant conceptions of "who belongs" in TEPs…. [Direct]
(2023). Letters to Their Attackers: Using Counterstorytelling to Share How Black Women Respond to Racial Microaggressions at a Historically White Institution. International Journal of Qualitative Studies in Education (QSE), v36 n9 p1825-1837. Many Black women, especially those at historically White institutions (HWI), experience racial microaggressions on a regular basis. Although thought to have minimal impact in isolation, microaggressions can have severe consequences when experienced consistently over time. Among these consequences are anxiety, depression, and suicidal ideation. Students also struggle with Racial Battle Fatigue, alcohol abuse, and negative self-esteem. Using Critical Race Theory (CRT) and counterstorytelling, this paper shares the experiences of Black women with racial microaggressions at an HWI. Data from this study suggest that while students respond in various ways, the most common response is to remain silent. Implications are discussed and recommendations are provided…. [Direct]
(2023). Racialized Exclusion of Faculty Couples of Color at Predominantly White Institutions. Journal of Higher Education, v94 n3 p287-309. As universities face unprecedented pressure to diversify, campus communities must reckon with the fact that nearly one-third of underrepresented and racially minoritized (URM) faculty are in an academic couple. Despite the prevalence of URM academic couples, research rarely captures their perspectives, which could shed light on their experiences with dual-career hiring and inform faculty diversification efforts by revealing barriers to their inclusion. Guided by critical race theory, this study draws upon couple and individual interviews with nine URM faculty couples, and reveals how they endure racialized devaluation of their merit and racialized sexism against women partners. Implications for recruitment and retention are discussed…. [Direct]