(2006). One-Dimensionality and Whiteness. Policy Futures in Education, v4 n1 p73-82. This article is a theoretical discussion that links Marcuse's concept of one-dimensional society and the Great Refusal with critical race theory in order to achieve a more robust interrogation of whiteness. The author argues that in the context of the United States, the one-dimensionality that Marcuse condemns in \One-Dimensional Man\ is best illuminated by the concept of whiteness, which posits that whiteness in the context of white supremacy is an ideological manifestation of capitalism in the United States. The author furthers that the values Marcuse wants to break with or refuse in \An Essay on Liberation\ can be more concretely captured if it is made clear that the ideology of whiteness represents a key part of the normative order of advanced industrial society that must be \Refused.\ The reproduction of whiteness in educational structures serves to oppress raced, gendered, and classed individuals and communities who deviate from the norms established by the ideology of… [Direct]
(2011). An Examination of African American Female College Presidents' Professional Ascendancy and Mentoring Experiences. ProQuest LLC, Ph.D. Dissertation, Mercer University. There is a large disparity in the number of African American women leaders in higher education, specifically in the presidency. Much of the literature negates the experiences of the African American woman, often fusing their experiences with those of all women, or those of African American men, which often disregards the challenges and successes that are unique to African American women. The lack of literature reflects the scarce number of African American women who hold leadership positions in institutions of higher education. Although research indicates that African American women are receiving more advanced degrees and are meeting the qualifications for leadership positions in higher education, the number holding such position is astoundingly low. This qualitative study delved into the ascension of 4 African American women presidents, allowing them to share their life histories, detailing their progression to the presidency. The objective of this research study was to explore and… [Direct]
(2010). \Gentle Doses of Racism\: Racist Discourses in the Construction of Scientific Literacy, Mathematical Literacy, and Print-Based Literacies in Children's Basal Readers. ProQuest LLC, Ph.D. Dissertation, University of Michigan. Basal readers have long been problematized for a lack of diversity among the characters and experiences represented in the text selections. Building on this, and informed by critical theory, critical race theory, and Bourdieuian perspectives, this dissertation examines racist discourses in a set of third grade basal readers. In order to explore the guiding research question of \How are African American represented in literacy curriculum materials?\, I engaged in a critical discourse analysis of the 119 stories and informational text selections contained in the basal readers. The results of this research illustrate the ways in which these basal readers present discourses that reproduce White, middle-class privilege, while marginalizing people of color, particularly working-class African Americans. These racist discourses, persistent across the textbook selections, present ethnic and class-based differences in school based forms of knowledge and capital: cultural, symbolic, social,… [Direct]
(2013). Factors Regarding a Sense of Belonging on a University Campus: Affects on the Success of African American Male Students. ProQuest LLC, Ph.D. Dissertation, New Mexico State University. This dissertation examines the relationship of African American male undergraduate students from the context of one academic institution in the southwest border region of the United States. It explores the aspect of a sense of belonging on this particular university campus. The multiple mixed simultaneous study was conducted through the development and distribution of a survey to determine African American male undergraduate ideas and view points regarding a sense of belonging on a university campus. The research also included a, focus group consisting of undergraduate African American male students. They provided their perceptions about a sense of belonging on campus. Throughout the literature review a sense of belonging covered topics such as African American views of higher education, African American students and public White state institutions and what a sense of belonging means for these male students. Furthermore, the study also explored issues of sense of belonging for male… [Direct]
(2013). "Why Can't We Get More Minority Applicants for Our Openings?" African American Leadership at Rural and Least Culturally Diverse Community College Administrations: Staying or Leaving. ProQuest LLC, Ed.D. Dissertation, University of California, Davis. This qualitative study examines the leadership experiences of 10 African American educational administrators and managers who are serving at or have served at one of four Northern California public community colleges that are located in rural communities and/or have minimal administrative cultural and racial diversity. Rural-serving community colleges constitute a significant portion (8%) of the nation's 1,200 community colleges and serve an increasing number of minority students, both African American and Hispanic. The focus of the study is to explore the experiences of African American community college leadership at these types of institutions and to determine what factors prompt decision(s) to stay with the colleges and what factors prompt decision(s) to leave the colleges. Three questions are analyzed to achieve this goal: (1) What are the experiences, goals, challenges, and triumphs of African American leaders at rural and or least diverse community colleges? (2) What factors… [Direct]
(1999). Toward a Critical Race Pedagogy: A Research Note. Urban Education, v33 n5 p606-26 Jan. Explores the connectivity of research and theories of African-American emancipatory pedagogy to Critical Race Theory (CRT). Uses the premises of CRT to analyze interviews with eight African-American teachers. (Author/SLD)…
(2008). Drumming against the Quiet: The Sounds of Asian American Identity in an Amorphous Landscape. Qualitative Inquiry, v14 n6 p901-925. Drawing largely from the realm of performance theory, critical race theory, and Asian American studies, the author examines the ways in which performance, performativity, and the cooptation of aesthetic forms constitute and disrupt racial identity categories. In this article, the author focuses on the growing contemporary artistic practice of \taiko\ drumming and its role in Asian American identity politics. As an artist-researcher, the author uses the methodological tools of ethnography and autoethnography to analyze the aesthetic components of taiko, the meaning it has for participants–including the author–as well as the author's personal background to delve into the politics of unknown ethnicity and racial amorphism in America. To understand how taiko performance can be used to rupture and recreate raced and gendered categories, the author examines how particular aesthetic forms of taiko become sites of intervention that challenge fixed notions of identity and hegemonic… [Direct]
(2008). Protect and Survive: \Whiteness\ and the Middle-Class Family in Civil Defence Pedagogies. Journal of Education Policy, v23 n5 p469-482 Sep. \Civil defence pedagogies\ normalise continuous emergency through educational channels such as school, community and adult education. Using critical whiteness studies, and critiques of white supremacy from critical race theory, as a conceptual base, the protection of whiteness, and particularly the white middle-class family, is considered to be centrally important to civil defence in education. Civil defence is not only classed and state-centred, but a racialised and eugenic discourse where the state considers not necessarily the survival of the majority of white people, but the continuity of whiteness to be prioritised above the survival of people of colour. Within these policies, the enterprising white, middle-class, suburban family has provided a key role as main reference, beneficiary, activist and supporter of civil defence pedagogies. Through the use of policy analysis and documentation from the USA in the 1950s and the UK in the 1980s, I discuss representations of the family,… [Direct]
(2008). Coincidence or Conspiracy? Whiteness, Policy and the Persistence of the Black/White Achievement Gap. Educational Review, v60 n3 p229-248 Aug. Adopting an approach shaped by critical race theory (CRT) the paper proposes a radical analysis of the nature of race inequality in the English educational system. Focusing on the relative achievements of White school leavers and their Black (African Caribbean) peers, it is argued that long standing Black/White inequalities have been obscured by a disproportionate focus on students in receipt of free school meals (FSMs). Simultaneously the media increasingly present Whites as race victims, re-centring the interests of White people in popular discourse, while government announcements create a false image of dramatic improvements in minority achievement through a form of "gap talk" that disguises the deep-seated and persistent nature of race inequality. The paper concludes by reviewing the key elements that define the current situation and notes that they fit the essential characteristics used in law to identify the operation of a conspiracy. It is argued that conceiving the… [Direct]
(2010). A Qualitative Interpretive Study of the Lived Educational Experiences of African American Male Students in Southeastern New Mexico: A Cross-Generational Exploration of Perceptions regarding Academic Achievement. ProQuest LLC, Ph.D. Dissertation, New Mexico State University. This research is an interpretive qualitative study that explores the perceptions and perspectives of two generations of African American male students, as related to their educational experiences at the same southeastern New Mexico high school. The central question of this research is, has the educational experience for African American male students (specifically, classroom engagement and teacher interaction) changed in the past 30+ years? Purposeful sampling was employed to obtain research participants for this interpretive qualitative study. Through the triangulation of individual interviews, focus groups, and portraiture, I investigate dynamics within the educational environment that enhance or hinder academic achievement among African American male students. Triangulation of qualitative methods yielded six themes that illuminated perceptions of African American male students regarding barriers and positive influences within the educational environment that shaped their… [Direct]
(2010). Career Mobility of Black and White Upper Level Administrators in a Predominantly White Institution of Higher Education: A Case Study. ProQuest LLC, Ph.D. Dissertation, The University of Alabama. Today, more than half a century after \Brown v. Board of Education\, many institutions of higher education, particularly predominantly white institutions (PWIs) are still grappling with issues related to increasing diversity. And while many Institutions of higher education (IHE) now boast large numbers of students from diverse backgrounds, the same cannot be said of the diversity of upper level administrators particularly within PWIs. However, what research has shown is that most IHEs desire and value diversity. However, the means of achieving diversity are many, varied and contested. This study attempted to add to the body of existing literature on diversity within PWIs by drawing upon narratives of Black and White upper level administrators on issues of hiring and career mobility. By contrasting the careers of Black and White upper level administrators within one PWI in the southern United States, this study explored through their narratives what those narratives tell us about the… [Direct]
(2010). Lifting as We Climb: Experiences of Black Diversity Officers at Three Predominantly White Institutions in Kentucky. ProQuest LLC, Ph.D. Dissertation, University of Kentucky. Recently, colleges and universities across the country have created executive level positions responsible for institutional diversity. The origins of this work within higher education lay in the civil rights movements and its consequences for desegregation of higher education. Early diversity officer positions usually resided within student affairs. However, as the responsibilities of these offices have changed, the reporting lines have also changed such that diversity officers are now commonly situated within academic affairs. This exploratory study examines these administrative positions responsible for diversity at southern white institutions. The research takes an in-depth look at how these positions have shifted over time and how people who hold these positions understand their work. This study presents an analysis of nine personal narratives of diversity officers at three predominantly white institutions in Kentucky from the early 1970s to the present. Counterstories, or… [Direct]
(2024). DisCrit Mothering as Analytical Tool. International Journal of Qualitative Studies in Education (QSE), v37 n9 p2600-2614. This paper explores what DisCrit Mothering means across multiple, dynamic identities, contexts, and experiences. To this end, the author explores potential implications of this emergent theoretical orientation for the broader community of motherscholars. This paper explicitly addresses the personal and political implications of DisCrit Mothering as an analytical tool for a white, neurodivergent motherscholar who conducts research with/about multiply marginalized parents and children. Explicating the theoretical lineage of DisCrit and ParentCrit in conversation with radical specificity, the author offers a praxical framework of DisCrit Mothering to support the politicized action within/across spaces in times of social, political, and biological precarity for marginalized families…. [Direct]
(2024). Quantitative Criticalism in Education Research. Critical Education, v15 n1 p74-90. The purpose of this manuscript is to illustrate the value and potential of critical approaches to quantitative research. We begin by providing our positionalities as scholars to situate ourselves within this content. Next, we overview quantitative criticalism and explore tensions inherent within this approach. Following, we discuss four quantitative criticalism examples in education research to highlight specific quantitative methods and critical theories and to overview opportunities for using quantitative criticalism. We close by providing implications for our intended audiences, primarily directing our recommendations to scholars who employ quantitative methods and/or critical perspectives in education research…. [PDF]
(2007). The Effects of Racial Conflict on Organizational Performance: A Search for Theory. New Horizons in Adult Education & Human Resource Development, v21 n1-2 p13-28 Win-Spr. This article addresses the effect of racial conflict on organizational performance as an issue that needs theoretical support in the foundational theories of human resource development (HRD). While the field of HRD recognizes theories from multiple disciplines, the field lacks a theoretical framework to inform leadership in managing racial conflict. In this article literature across multiple disciplines was reviewed to identify research and theory that links racial conflict, racial groups, organizational groups, and performance outcomes. The findings indicate Critical Race Theory (Bell, 1993; Delgado, 1995; Ladson-Billings & Tate, 1995) and Embedded Group Theory (Alderfer & Smith, 1982) provide useful frameworks for addressing inter-group conflict by offering counter discourse through storytelling. This article also suggests a conceptual framework for HRD to begin theory-building research of its own. (Contains 2 figures and 1 table.)… [PDF]