(2008). Demystifying Cultural Theories and Practices: Locating Black Immigrant Experiences in Teacher Education Research. Multicultural Education, v16 n2 p49-58 Win. The number of immigrants of color residing in the United States reached 13.5 million in March 2005, the highest in U.S. history. By 2010 the number of Black immigrants and their children is estimated to reach five million, and will represent twelve percent of the Black population in the United States. To date, the majority of Black immigrants in the United States are from Trinidad and Tobago, Grenada, Haiti, and Jamaica, but substantial numbers of immigrants also come from various African countries, including Ethiopia, Ghana, Nigeria, and South Africa. As a result of these demographic trends, educational researchers have increased their focus on how Black immigrant youth fare once in the United States. This scholarly attention is varied, emanating from three primary conceptual perspectives: Cultural Ecological Theory, Culture-Centered Theory, and Critical Race Theory. While these theories are promising in providing insight into the experiences of Black immigrant youth, none of them… [PDF] [Direct]
(2023). Keeping the Higher Education "Promise" in Nevada: Latina/o Legislators Policy Ways of Knowing. Journal of Hispanic Higher Education, v22 n1 p94-107 Jan. In this case study, I draw attention to key Nevada Latina/o legislators' policy ways of knowing and their higher education policy priorities. A focus on the policy actors uncovered structural, racial, and cultural assumptions in policy-making often absent in the exclusive analysis of policy interventions. Their policy ways of knowing were shaped in at least three ways: acknowledging and naming the sources of structural inequities, embracing political humility, and challenging policy knowledge-generating practices…. [Direct]
(2023). Hidden in Plain View: Indigenous Early Career Researchers' Experiences and Perceptions of Racism in Australian Universities. Critical Studies in Education, v64 n4 p355-373. Despite extensive impact studies over the past two decades documenting the insipid and debilitating health, social, and emotional impacts of racism on Indigenous peoples in Australia, racism remains a key factor impacting negatively on the lives of Indigenous Australians at all levels of education. Racism experienced by Indigenous early career researchers is much-neglected area of research to date: the aim of this paper is to force a conversation about the prevalence of institutional racism in the higher education sector through an examination of the impact of racism on the experiences and career trajectories of Indigenous early career researchers in Australian universities. We challenge the day-to-day perceptions of normalcy where the Whiteness of the institution goes unnoticed and make clear that claiming ignorance does not absolve the individual or the institution of accountability. Although grounded in Australian experiences of institutional racism in higher education, the study… [Direct]
(2023). Black Gaze Framework: Centering & Celebrating Blackness in Education for Liberation. Journal of Urban Learning, Teaching, and Research, . Black Gaze Framework (BGF) is a promising pathway to center and celebrate Blackness in education for liberation. We provide an overview of anti-Blackness within education and teacher education, share the BGF, and apply that framework to courses within teacher education, we have taught. Like BlackCrit, BGF calls for "the specificity of the Black" (Dumas & ross, 2016) and moves into action to center Blackness for liberation in education. BGF has five tenets: 1.) Honoring the OGs: Black history & wisdom; 2.) Elevating our Stories: Black multifaceted experiences; 3.) Preaching Points: Action steps for Black folx; 4.) What You Doin' With Yo' Life?: Black thought past & present; and 5.) I See You!: Black acknowledgement & elevation…. [PDF]
(2009). African American Men and College Mathematics: Gaining Access and Attaining Success. ProQuest LLC, Ph.D. Dissertation, Georgia State University. The research literature regarding African American male college students reports that they often experience difficulties with mathematics (Stage & Kloosterman, 1995; Treisman, 1992). It is also reported that many African American students enter college seeking to complete their degrees in mathematics and science, but few of these students successfully complete the core requirements (Hrabowski, Maton, & Greif, 1998; Treisman, 1992). In spite of these reported trends, there are some African American male students who, indeed, achieve in college mathematics. The purpose of this study was to analyze how being African American and male might play out in the college mathematics experiences of high-achieving African American men. Employing qualitative research methodology, specifically, multiple case study research (Bogdan & Biklen, 2007; Merriam, 1998) situated in critical race theory (CRT; Bell, 1992; Tate, 1997), I administered a survey instrument, conducted three interviews, and… [Direct]
(2009). White Lies: A Critical Race Study of Power and Privilege. ProQuest LLC, Ed.D. Dissertation, National-Louis University. This was a phenomenological study of racial privilege as experienced by White people who have struggled to become more racially aware and socially active in dismantling racism and White privilege. The primary conceptual framework for this study was Critical Race Theory with Transformative Learning theory and Racial Identity Development as additional theoretical lenses. The purpose of this study was to increase our awareness of how White people come to understand their racial privilege and what change in behavior occurs as a result of that increased awareness. Its goal was to promote and influence White adult educators to find explicit ways in which to address White privilege and racism in adult education settings. There were seven participants in this study. These were White adults who could articulate their understanding of White privilege and were willing to share those critical incidents that led to an increased consciousness about that privilege. The findings of the study… [Direct]
(2022). CRT in Praxis: Library and Archival Collections at San Jos√© State University. Education for Information, v38 n4 p247-366. Through various efforts, the staff and faculty of San Jos√© State University's Dr. Martin Luther King, Jr. Library (King Library) are working towards creating more equitable and inclusive collections. Examining the library's collecting practices and collections by and about African Americans, this article presents the ongoing work of a working group that was formed in 2020 in response to an Anti-Racism Action Plan developed in the library. By using some of the tenets of the CRT framework such as intersectionality, counter-storytelling, and deconstructing colorblindness and white supremacy, the authors discuss the steps that are being taken to revise, review, and revisit the King Library's collecting practices in relation to the history of SJSU's African American Studies program, the Africana Center, and other relevant community history…. [Direct]
(2022). Overcoming Resistance, Stimulating Action and Decentering White Students through Structural Racism Focused Antiracism Education. Teaching in Higher Education, v27 n5 p601-614. There are significant inherent challenges in teaching students about structural racism resulting from white supremacist systems but overcoming these challenges leads to better outcomes. The goal may be to create a level of awareness that spurs action from the micro- to macro level. However, the means may result in further marginalizing students of color and either creating resistance in white students (who refuse to concede they have privilege) or guilt and shame in white students (who focus on their individual atonement rather than promoting structural change). This paper will discuss flaws in current theoretical and pedagogical approaches to antiracism education including first-person accounts of such errors from the experiences of the author. It will then posit how a primary focus on the history and current context of structural white supremacy in the United States may help alleviate the aforementioned failures of educating around issues of race…. [Direct]
(2022). Critical Hip Hop Pedagogy, Moral Ambiguity, and Social Technologies. Anthropology & Education Quarterly, v53 n3 p258-279 Sep. This article investigates hip hop activists within different organizational structures and their approach to hip hop as cultural form in itself, their cultural assumptions and educational ideologies as well as their relationship to institutional education, the music market and the citizen formation related to the Danish state's integration projects. We argue that while hip hop has certainly proven to be a fruitful alternative to traditional educational practices, it also involves its own dilemmas and challenges…. [Direct]
(2024). Still Climbing the Hill: Intersectional Reflections on Brown and Beyond. Educational Researcher, v53 n2 p73-84. National Youth Poet Laureate Amanda Gorman's poem "The Hill We Climb"–among the most powerful moments of the 2021 presidential inauguration–inspired the central inquiry of the 18th Annual "Brown" Lecture in Education Research: Why are we still climbing the hill of educational equity 67 years after the U.S. Supreme Court's landmark decision in "Brown v. Board of Education?" The purpose of this article is to challenge dominant narratives surrounding "Brown" and introduce perspectives that might help account for a general lack of progress–perspectives that typically are overlooked or erased in wider "Brown" discourses. Inspired by her poem, Patton Davis offers a scholarly analysis and contributes a robust understanding of "Brown" and its historical and contemporary meanings in the sociopolitical contexts of racism and white supremacy. Patton Davis considers pressing questions: How can study of the circumstances that have… [Direct]
(2024). What Do Adults Know about Public Education?. Phi Delta Kappan, v106 n1 p8-14. Adults' beliefs and knowledge about the state of the U.S. education system drive decisions about policy, funding, program adoption, student participation in programs, and the selection of decision makers to elected positions. Amie Rapaport and Anna Rosefsky Saavedra share national survey data showing that U.S. adults have little knowledge about what is being taught in schools, express neutrality about belief systems undergirding education policy, and report experiences misaligned with hard-data trends on student academic progress in recent years. With adults reporting they learn about issues crucial to our education system mainly from "personal experience," better information has the potential to improve U.S. education…. [Direct]
(2024). Descriptive National Evidence Comparing Hispanic and White Student Graduate Degree Completion Rates. Journal of Hispanic Higher Education, v23 n1 p17-31. Using data from the U.S. Department of Education National Center for Education Statistics Integrated Postsecondary Education Data System (IPEDS), longitudinal trends in graduate degree completion rates for Hispanic and White students were analyzed over a period of 17 years (2002-2019). The results indicated that there was a significant positive linear trend in graduation rates for both Hispanic and White graduate students, with no adverse impact in graduate degree completion rates for Hispanic students when compared to White students…. [Direct]
(2024). Who's Indoctrinating Whom?: Searching for Anti-Racist Ideology in Educational Policy since 2020. Journal of Curriculum Studies, v56 n6 p782-807. Amid debates about CRT in education, this paper critically analyses laws that have reportedly sought to expand 'education on racism, bias, the contributions of specific racial or ethnic groups to U.S. history, or related topics' with the hypothesis that there would be little evidence of anti-racist ideology in policies pertaining to curriculum. The research design thus leans on King and Chandler's (2016) distinction between non-racist and antiracist stances, as well as Andreotti et al'.s (2015) social cartography that maps out 'soft-reform' and 'radical reform' spaces, to achieve a latent content analysis of 14 pieces of legislation across 13 states since 2020 to identify and analyse the ideological characteristics of these pieces of legislation. Only four of the 14 documents from four different states contain a significant anti-racist ideological leaning; the others express a liberal multicultural ideological position that celebrates difference and recognizes contributions, but does… [Direct]
(2024). Eia Ka Lei: A Kanaka College Choice Framework for Our Survivance and Ea. ProQuest LLC, Ph.D. Dissertation, Colorado State University. This research study makes a significant contribution to understanding the experiences of Native Hawaiian students in higher education and their college choice process. Research and literature focused on or inclusive of Native Hawaiians in higher education is scarce and limited (Reyes, 2018), so there is very little known about how Native Hawaiian students navigate to and through higher education. The central research question focused on developing a college choice framework specifically tailored to Native Hawaiians: What might a college choice framework look like when developed by and for Native Hawaiians? Employing KanakaCrit (Reyes, 2018) as a theoretical framework, lei making as the research design framework (Alencastre, 2017; Vaughan, 2019), and talk story methodology (Kovach, 2010; Sing et al., 1999), the study successfully elicited stories on the college choice experiences of Native Hawaiian students. The findings led to the creation of a culturally responsive Kanaka College… [Direct]
(2009). Redefining Leadership: Examination of African American Women Serving as Presidents in Institutions of Higher Education. ProQuest LLC, Ph.D. Dissertation, University of Cincinnati. There is an apparent dearth in the leadership literature of African American women when juxtaposed with race, gender and social class. This scarcity appears to be connected with the small percentage of African American women who hold the position of president in institutions of higher education. Additionally, recent reports have noted, that the growth they saw twenty years prior has reached a standstill. This research scoped the range of leadership for African American women presidents, giving them the opportunity to self-define. In addition to self-definition, the study was based on the belief that leadership development happens over a lifetime. Thus, the purpose of this research was to examine what factors contributed to and define the leadership for African American women presidents. Defining and understanding their leadership will lead to greater opportunities in the academy. This study used a qualitative approach that triangulated interviews, biographical questionnaires, and… [Direct]