(2007). Race, Culture, and Researcher Positionality: Working through Dangers Seen, Unseen, and Unforeseen. Educational Researcher, v36 n7 p388-400. This author introduces a framework to guide researchers into a process of racial and cultural awareness, consciousness, and positionality as they conduct education research. The premise of the argument is that dangers seen, unseen, and unforeseen can emerge for researchers when they do not pay careful attention to their own and others' racialized and cultural systems of coming to know, knowing, and experiencing the world. Education research is used as an analytic site for discussion throughout this article, but the framework may be transferable to other academic disciplines. After a review of literature on race and culture in education and an outline of central tenets of critical race theory, a nonlinear framework is introduced that focuses on several interrelated qualities: researching the self, researching the self in relation to others, engaged reflection and representation, and shifting from the self to system. (Contains 13 notes.)… [Direct]
(2013). The Social Construction of Ethnicity and Masculinity of African American College Men. ProQuest LLC, Ph.D. Dissertation, University of Louisville. The purpose of this study was to understand how African American college men construct masculine and ethnic notions of their identities, despite disproportionate social obstacles and hegemonic stereotypes. The primary research question of this study was, "how might African American undergraduate males understand and develop healthy concepts of their ethnic and masculine identities at a predominately White public institution?" The following research questions guided this study: (1) how do African American college men characterize their ethnic identity; (2) how do African American college men characterize their perception of their masculinity; (3) how do African American college men perceive their performance of masculinit(ies); (4) how do the ethnic and masculine identities of African American college men intersect?; and (5) how does being in college impact African American men's identities? Critical race theory and methodology provided a conceptual framework for exploring… [Direct]
(2013). Dreaming of Science: Undocumented Latin@s' Testimonios across the Borderlands of High School Science. ProQuest LLC, Ph.D. Dissertation, The University of North Carolina at Greensboro. This qualitative study uncovers the voices of five Latin@ students who are high-"achieving" and undocumented and have strong aspirations in science, in a Southern, Title I high school. Through critical race methodology and these students' "testimonios"/counter-stories, these students' struggles and successes reveal their crossing of cultural and political borderlands and negotiating structures of schooling and science. The students dream of someday pursuing a trajectory in the field of science despite racial, ethnic, and political barriers due to their undocumented status. I use three key theoretical approaches–Borderlands/Anzalduan theory (Anzaldua, 2007), Loving Playfulness/World Traveling (Lugones, 2003), and Latino Critical Race Theory (in which many Latin@/Chican@ studies contribute)–to put a human face on the complex political and educational situations which the students in this study traverse. Data were collected during a full school year with follow-up… [Direct]
(2002). Philosophical Foundations and Current Theoretical Perspectives in Qualitative Research. Journal of College Student Development, v43 n4 p434-45 Jul-Aug. The relationship between the philosophy, theory, and methods of different research paradigms is explored in this article. Specific theoretical perspectives, critical theory, postmodernism, critical race theory, queer theory, and feminist theory are explored in the context of their political values and implications for qualitative research. (Contains 44 references.) (GCP)…
(2009). The Existence of Implicit Racial Bias in Nursing Faculty. ProQuest LLC, Ph.D. Dissertation, University of Northern Colorado. This study examined the existence of implicit racial bias in nursing faculty using the Implicit Association Test (IAT). It was conducted within a critical race theory framework where race was seen as a permanent, pervasive, and systemic condition, not an individual process. The study was fueled by data showing continued disparate academic and NCLEX-RN pass rates between students of color and White nursing students. In exploring why these disparities continue to exist in spite of increased efforts at recruitment and support, this study used the Skin-Tone Implicit Association Test to determine if racial bias might be a factor. Baccalaureate nursing faculty from diverse institutions (size, public/private, geographic area) completed the Skin-Tone IAT, explicit measures of bias, and a demographic questionnaire. Results showed statistically significant levels of implicit racial bias in nursing faculty and statistically significant differences between measures of implicit bias and… [Direct]
(2002). An Apartheid of Knowledge in Academia: The Struggle over the "Legitimate" Knowledge of Faculty of Color. Equity & Excellence in Education, v35 n2 p169-80 May. Using critical race theory, analyzes how an apartheid in knowledge that marginalizes and devalues the scholarship, epistemologies, and cultural resources of minority faculty is embedded in higher education, questioning claims of objectivity, meritocracy, and individuality in society. Affirms the importance of using experiential knowledge in people and communities of color. (SM)…
(2007). Beyond \Brown\: Examining the Perplexing Plight of African American Principals. Journal of Instructional Psychology, v34 n4 p247-255 Dec. The purpose of this article was to determine to what extent does a principal candidate's race determine his or her placement. Critical Race Theory was used as a theoretical framework to illuminate possible bias and provide socio-historical context. The authors surveyed 302 secondary school principals in a designated southeastern state concerning their perceptions of multicultural education. The return rate for this particular study was 42%. Through data subsets, it was found that African American principals were seemingly being placed in schools where the majority of the student body was Black. It was also determined that White principals had a greater chance of being chosen to lead majority Black schools than African American principals had to lead majority White schools. This study brings to the forefront issues concerning whether or not the historically negative presumptions as it relates to the leadership capabilities of African American principals are still part of the thought… [Direct]
(2007). "'Confianza' Is Where I Can Be Myself": Latina Mothers' Constructions of Community in Education Reform. Ethnography and Education, v2 n2 p257-271 Jun. This paper brings together ethnographic data and testimonies from a group of Latina mother activists with critical race theories, to challenge dominant views of home-school relations and re-envision the "homeplace" as a site of radical resistance (Hooks (1990) "Yearning: race, gender and cultural politics" (Boston, MA, South End Press)). Madres Unidas (Mothers United) is a participatory research team made up of immigrant mothers who helped start a new small school for their children. Over the course of a year, Madres Unidas met weekly around a kitchen table in one of the mother's homes. This paper analyzes the educational space created by Madres Unidas in contrast to the spaces for parent participation provided by the school. For the mothers in Madres Unidas, the home became a place to restore their sense of self and a place from which to critique, engage, and take action against school practices that silenced them. (Contains 8 notes.)… [Direct]
(2007). The Ordinary-ness of Institutional Racism: The Effect of History and Law in the Segregation and Integration of Latinas/os in Schools. American Educational History Journal, v34 n2 p331-345. This article examines the effect of history and law in the segregation and integration of Latinas/os in schools. Initially, a Critical Race Theory (CRT) analysis of the question of the effects of Latina/o school desegregation history and law on their present-day educational conditions highlighted the reasons for the omni-present struggle for advancement, but it is also important to note that a lot of educational progress has been made. While Latina/o school segregation is increasing, not all Latinas/os receive a segregated education. The history and legal struggles that were presented are merely the beginning of a struggle that is likely to intensify in reaction to not only the expected Latina/o growth, but their increased sophistication and demand for justice and equity in the schooling process. But, presentation of these legal cases is merely a synopsis that articulated a relationship between Anglo American philosophy, racism and institutional racism, and Latina/o historical and… [Direct]
(2023). It Ain't near 'Bout Fair: Re-Envisioning the Bias and Sensitivity Review Process from a Justice-Oriented Antiracist Perspective. Educational Assessment, v28 n2 p68-82. In a justice-oriented antiracist assessment process, attention to the disruption of white supremacy must occur at every stage–from construct articulation to score reporting. An important step in the assessment development process is the item review stage often referred to as Bias/Fairness and Sensitivity Review. I argue that typical approaches to the item and test review process miss the opportunity to actively disrupt white supremacist and racist logics–in other words, to be anti-racist. Using Critical Race and Critical Whiteness Theory as a frame, this paper challenges the field to re-envision the purpose and outcomes of the bias and sensitivity review process by (a) identifying common themes and/or recommendations found in bias and sensitivity guidelines that, even if unintentionally, center whiteness and/or the paradigm of white dominant culture; and (b) recommending a set of bias and sensitivity principles that promote an antiracist approach to assessment design, specifically… [Direct]
(2023). Venus in the Unvisible: Accounting for Antiblackness in the International Higher Education Research Archive. Educational Studies: Journal of the American Educational Studies Association, v59 n4 p440-452. Critical race studies in international higher education remains on the margins. More so are analyses of Black subjects (nations, institutions, people, etc.) and/or knowledge traditions. In particular, there remains a dearth of research centering Black subjects as not only the unit of analysis, but also agents in the internationalization of higher education. These absences shape the way researchers approach the questions and problems of international higher education, perpetuating an archive of research that erases global Black experiences. The purpose of this article is to imagine a study of international higher education guided by Black studies. In conversation with two Black studies analytics–McKittrick's Black Unvisibility and the inquiries shaping Hartman's Critical Fabulation–I narratively and creatively explore the Black subject possibilities therein…. [Direct]
(2008). Black Metropolis and Mental Life: Beyond the \Burden of \Acting White\\ Toward a Third Wave of Critical Racial Studies. Anthropology & Education Quarterly, v39 n3 p247-265 Sep. In this article, I reflect on Signithia Fordham and John Ogbu's classic research on the \burden of \acting White\\ to develop a long overdue dialogue between Africana studies and critical white studies. It highlights the dialectical nature of Fordham and Ogbu's philosophy of race and critical race theory by locating the origins of the \burden of \acting White\\ in the work of W.E.B. Du Bois, who provides some of the intellectual foundations for this work. Following the work of F. W. Twine and C. Gallagher (2008), I then survey the field of critical whiteness studies and outline an emerging third wave in this interdisciplinary field. This new wave of research utilizes the following five elements that form its basic core: (1) the centrality of race and racism and their intersectionality with other forms of oppression; (2) challenging white supremacy, patriarchy, heteronormativity, and other dominant ideologies; (3) a critical reflexivity that addresses how various formulations of… [Direct]
(1999). W(R)i(t/d)ing on the Border: Reading our Borderscape. Theory and Research in Social Education, v27 n2 p248-72 Spr. Provides a counter story focusing on the U.S./Mexico border that is a borderscape requiring active and tacit engagements and uses the genre of Critical Race Theory in which the experiential and intrinsic complexity of story knowledge depends on the Other's lived experiences. Attempts to unmask the hegemony of social injustices. (CMK)…
(2011). The Significance of the Teacher-Student Relationship. ProQuest LLC, Ed.D. Dissertation, University of Redlands. Using a theoretical framework of the Teacher Expectancy Theory, Self-Determination Theory, and Critical Race Theory, this research includes a quantitative methodology with respect to the perceptions of elementary students regarding teacher-student relationship factors that impact academic achievement. The purpose of this study was to determine if the student-teacher relationship impacts students' academic achievement. Theorists researching the teacher expectancy model have suggested that a teacher's expectation for student achievement has a significant effect on student academic and social outcomes. Sherman (2004) believed that teaching is a moral endeavor because it directly influences the quality of the present educational moment in which the persons we are becoming hang in the balance. Kuklinski & Weinstein (2001) acknowledged that although specifics and emphases differ, teacher expectancy models have the following stages in common: Teachers form expectations about children's… [Direct]
(2009). Culturally-Relevant Information Literacy: A Case Study. ProQuest LLC, Ed.D. Dissertation, National-Louis University. Information Literacy is a process for finding, using, evaluating and incorporating information into an individuals' knowledge base. This process has been formalized into the "ACRL Information Literacy Competency Standards for Higher Education." The concept of Information Literacy as articulated in the "ACRL Standards" is based on Western knowledge and ways of knowing that resides in academic disciplines. This knowledge is privileged and regarded as universal, rational, and superior to other forms of knowledge and does not incorporate or reflect non-Western epistemologies. This study questioned the universality of this process as reflective of being grounded in Western culture and knowledge. The purpose of this study was to identify the role of culture in the information-seeking process in order to inform librarians on how they can provide culturally-relevant instruction. This single case study examined the role of culture in the information-seeking process…. [Direct]