(2007). Conductors of the Digitized Underground Railroad: Black Teachers Empower Pedagogies with Computer Technology. Journal of Negro Education, v76 n1 p68 Win. An interpretive case study framed by the critical race theory (CRT) and African centered theory is used to examine the teaching practices of two transformative African American teachers, which transformed the thinking and lives of their students. The analysis has illustrated that the computer technology has helped teachers in engaging in meaningful instruction about African American experiences and has become a medium for legitimizing African American students' real life experiences in the official curriculum…. [Direct]
(2021). Education as a Tool of Liberation: Nurturing the Vital Branch between Ethnic Studies and Revolutionary Community Organizing. ProQuest LLC, Ph.D. Dissertation, Northern Arizona University. The pandemic and uprisings against police terror have heightened the devastation of white supremacy and capitalism. During this time of heightened devastation, revolutionary organizing efforts have amplified. As people are coming together to resist and create alternatives to these murderous systems, the purpose of this project is to strengthen the connection between revolutionary organizers and educators who struggle for the justice condition (i.e. racial liberation and decolonization). The fight for Ethnic Studies in 1968 marks the beginning of a field to bring this revolutionary struggle into schools. Ethnic Studies has taken a variety of shapes, but a revolutionary approach to Ethnic Studies is grounded in community struggles for racial liberation and decolonization. The three branches of decolonizing pedagogy, culturally responsive pedagogy, and community responsive pedagogy ground ethnic studies programs to the revolutionary roots of the field to resist the incessant co-optation… [Direct]
(2002). Asian Pacific Americans and Critical Race Theory: An Examination of School Racial Climate. Equity & Excellence in Education, v35 n2 p144-54 May. Used critical race theory to explore similarities and differences in Chinese- and Filipino-American high school students' racial and ethnic experiences and in their college aspirations. Examines how racial and ethnic experiences influenced their processes of developing and realizing their postsecondary aspirations. Between-group differences resulted in different postsecondary information, knowledge, and opportunity. College choices were shaped by beliefs and stereotypes that others attached to their ethnicity and social class. (SM)…
(2014). Predicting 9th Graders' Science Self-Efficacy and STEM Career Intent: A Multilevel Approach. ProQuest LLC, Ed.D. Dissertation, North Carolina State University. This study was conducted in response to the growing concern about the lack of U.S. students majoring in STEM fields and pursuing STEM careers (NSF, 2013). In order for the U.S. to compete in a global economy that is increasingly technologically-based, a skilled STEM workforce is a necessity (National Academies, 2010). Understanding the factors that encourage confidence in science and intent to pursue science-related careers remains a national mandate. Using data from a nationally representative sample of 21,440 students from 940 schools, the High School Longitudinal Study of 2009 (HSLS:09), this study provides insight into the factors that predict science self-efficacy and STEM career intent. Guided by Lent, Brown & Hackett's (1994) Social Cognitive Career Theory (SCCT), both student-level and school-level factors were examined. The findings indicate that the personal inputs of being African American, female, and having a science identity predict both science self-efficacy and… [Direct]
(2008). Constructing a Positive Intrasection of Race and Class for the 21st Century. Journal of School Leadership, v18 n2 p249-267 Mar. This article attempts to provide some transparency with regard to how the intersection of race and class negatively affects African Americans in their effort to fight for social justice with regard to classism. Based on the explicit historical attempt to definitively make race and class synonymous, such a manufactured intersection is powerfully ingrained within the American psyche, and it has successfully created a quagmire with middle-class Blacks in their effort to fight against class injustice–specifically, those who are discriminated against in our society because of their lack of educational pedigree, economic standing, and job occupation. Thus, this article attempts to infuse sociological theoretical concepts with strands of critical race theory to provide insight into the potential barriers of middle-class Blacks' amalgamation with African Americans of lower-wealth communities…. [Direct]
(2005). Whose Culture Has Capital? A Critical Race Theory Discussion of Community Cultural Wealth. Race, Ethnicity and Education, v8 n1 p69-91 Mar. This article conceptualizes community cultural wealth as a critical race theory (CRT) challenge to traditional interpretations of cultural capital. CRT shifts the research lens away from a deficit view of Communities of Color as places full of cultural poverty disadvantages, and instead focuses on and learns from the array of cultural knowledge, skills, abilities and contacts possessed by socially marginalized groups that often go unrecognized and unacknowledged. Various forms of capital nurtured through cultural wealth include aspirational, navigational, social, linguistic, familial and resistant capital. These forms of capital draw on the knowledges Students of Color bring with them from their homes and communities into the classroom. This CRT approach to education involves a commitment to develop schools that acknowledge the multiple strengths of Communities of Color in order to serve a larger purpose of struggle toward social and racial justice…. [Direct]
(2009). Performativity and Identity: Mechanisms of Exclusion. Journal of Education Policy, v24 n3 p353-369 May. National policy discourses imply rational and positive pathways to greater equality and inclusion for public sector workers, including those in education. However, radical feminist and critical race theory suggests that whatever measures are undertaken to disassemble systems which impact negatively on those who are minority or excluded, systems which sustain current inequalities are likely to be synchronously constructed. Analysis of the UK performativity environment has variously identified a range of intended and unintended effects. The mechanisms by which performativity may impact on the inclusion or exclusion of diverse staff in leadership have not been widely explored empirically. This paper draws on data from five case studies of further education colleges. It interrogates the data to explore how the performativity culture relates to the multiple identities of leaders at various levels of hierarchy within the organisation. It concludes that while previous commentaries may have… [Direct]
(2012). Taking the "Dis" out of Disability: Attending to Pre-Service Teacher Dispositions Related to Students with Special Needs. ProQuest LLC, Ed.D. Dissertation, University of Pennsylvania. This dissertation examines pre-service teachers' developing dispositions related to students with special needs and addresses their beliefs about students with disabilities through analysis of their experiences as members of the 2011-2012 cohort in the Teacher Education Program (TEP) at the University of Pennsylvania Graduate School of Education (GSE). Literature related to teachers' attitudes toward inclusion, educator dispositions and identity theory provide frames for analyzing what participants say about students with special needs. The conceptual framework for this study utilizes Critical Race Theory (CRT) and Disability Theory in concert as a means of examining participants' dispositions. When combined, CRT and Disability Theory provide a useful lens for examining issues of privilege and identity; while race, class and culture are often considered by educational theorists and researchers, issues of identity and privilege as "abled" or "disabled" are rarely… [Direct]
(2012). The Impact of Coaching on New African-American Female Principals. ProQuest LLC, Ed.D. Dissertation, California State University, East Bay. This is cross-case analysis of four new African American female principals who reported that coaching was critical to their success. They described the challenges inherent to all newcomers with particular attention to how their professional socialization was further confounded by factors of race and gender. The conceptual framework used for this multi-participant case study is critical race theory with an emphasis on counter-storytelling narratives. The transcripts yielded descriptions of the role of coaching in negotiating their experiences as new African American female principals and the ways race and gender influenced their professional induction. The analysis of data revealed themes such as marginalization, institutional racism, and broader societal perceptions of African American women. Participants offered examples of how their race and gender influenced how they were perceived as less competent, giving examples of European Americans and male colleagues being promoted more… [Direct]
(2012). Spaces Where We Know Who to Be: Black Girls Reading Reflections of and Speaking for Themselves. ProQuest LLC, Ed.D. Dissertation, University of Pennsylvania. This study explores how academically talented Black girls read, write and narrate their lived experiences while attending a predominantly white, selective admissions urban high school. Black girls in these types of settings often experience feelings of isolation and silencing, unjust treatment, and underrepresentation in the curriculum (Carter, 2006; Fordham, 1996; Henry, 1998b; Pastor et al., 1996; Rollock, 2007). Drawing from a year-long qualitative study on the development and enactment of a special interest class, this narrative inquiry documents the co-construction of this class, or safe space, with eight young women. Drawing upon Critical Race Theory, Black feminist epistemology, and New Literacy Studies, the study addresses questions of agency, social injustice, and under/representation by exploring with Black girls the counternarratives of their lived experiences. This study describes how young Black women used discursive and literacy practices to transgress common notions of… [Direct]
(2012). Countering the Master Narrative: The Development of the Alternative Black Curriculum in Social Studies, 1890-1940. ProQuest LLC, Ph.D. Dissertation, University of Maryland, College Park. The purpose of this dissertation is to explore the development of the alternative black curriculum in social studies from 1890-1940. W.E.B. Du Bois and Carter G. Woodson worked in collaboration with women educators Nannie H. Burroughs and Anna Julia Cooper to create an alternative black curriculum that would support the intellectual growth of black children. There is a growing body of work, initially articulated by male scholars, that demonstrates the basic principles of the alternative black curriculum, a curriculum that reinterprets dominant narratives in US and world history about the African and African-American experience. My study illustrates how this curriculum was in many ways supplemented and even furthered by an ongoing dialogue with the pedagogical work of African-American women school founders, administrators, librarians, and teachers. Embracing both a critical race theory and integrated gender framework, an analysis of the alternative black curriculum will deepen and… [Direct]
(2012). Race, Language, and Opportunities to Learn: The Mathematics Identity Negotiation of Latino/a Youth. ProQuest LLC, Ph.D. Dissertation, University of Washington. Decades of research document underperformance of Latino/a youth in mathematics, yet little is known about the day-to-day mathematics socialization of Latino/a youth. This research used qualitative case studies of two Algebra 1 classrooms and seven Latino/a focal students to document and describe two major influences on Latino/a youths' mathematics identities: their individual beliefs and their negotiation of identity in classroom settings. I proposed a three-tiered framework for mathematics identity drawing on students' self-concepts, sociocultural learning theory, and Critical Race Theory (CRT) to research the perspectives Latino/a students had about their own mathematics identities. This study focused on how Latino/a students described the role of language and race in learning mathematics, how Latino/a youth exhibited agency in their mathematics educations, and the role of different features of mathematics classrooms in negotiating their mathematics identities. Findings… [Direct]
(2012). "They Think We Don't Have the Knowledge": The Intersection of Autism and Race. ProQuest LLC, Ph.D. Dissertation, University of Rochester. The purpose of this study was to explore the experiences of African American mothers of children with an autism diagnosis as they negotiated an urban district special education system. Beginning with the question, "How do the dual oppressions of race and disability impact African American mothers of children with autism and their relationship with the schooling process," five mothers participated in both one to one and focus group interviews. With a feminist disability theoretical framework, this research explored the intersection of race and disability as constructed and deconstructed through social positioning; institutional knowledge claims as privileged and non-innocent; and the critical race theory concepts of experiential knowledge and "contextual contours" of the lives and stories of those who are marginalized. Through a grounded theory analytic process, the concepts of microaggression and resistance were added, fitting well with the feminist disability… [Direct]
(2012). Racing: A Critical Race Theorist's Qualitative Analysis of Whether African American Male Law School Alumni Were Mismatched or Maligned. ProQuest LLC, Ph.D. Dissertation, University of Colorado at Boulder. Despite the vast research on African Americans and affirmative action, little qualitative analysis has been done to investigate how race exists and functions in American law schools. This dissertation researches the ways in which race is constructed, deconstructed, and reconstructed within two American law schools. Three primary lenses guide this exploration: (a) Omi and Winant's theory of racial formation; (b) Bonilla-Silva's theory of color-blindness; and (c) critical race theory. The central question of this dissertation is: What can the experiences and voices of African American male former law school students reveal about race and how it functions in law schools? Additionally, how are these experiences related to attending more-selective or less-selective law schools? In the United States, the value of African Americans' law school experiences has been, most recently, reduced to a statistic. Missing from the statistics are the unique voices, perspectives, and… [Direct]
(2005). And We Are Still Not Saved: Critical Race Theory in Education Ten Years Later. Race, Ethnicity and Education, v8 n1 p7-27 Mar. In 1995, Teachers College Record published an article by Gloria Ladson-Billings and William Tate entitled \Toward a Critical Race Theory of Education\. In this article, the authors proposed that critical race theory (CRT), a framework developed by legal scholars, could be employed to examine the role of race and racism in education. Within a few years of the publication of the article by Ladson-Billings and Tate, several scholars in education had begun to describe their work as reflecting a CRT framework. In this article, we review the literature on CRT in education that has been published over the past ten years. We also assess how far we have come with respect to CRT in education and suggest where we might go from here…. [Direct]