(2017). Practical Application of Critical Race Theory: A Social Justice Course Design. Journal of Social Work Education, v53 n3 p414-423. Social work education aims to prepare students to effectively engage with diverse people and groups. This article presents a practical application of critical race theory (CRT) toward that end. It describes a brief history of curricular approaches to teaching diversity and social justice and examines a few of the challenges with current curricular approaches that CRT has the potential to mitigate. I provide an overview of CRT and discusses the utility of applying CRT to the design of a diversity and social justice course in a social work education program. A logic model, which illustrates the application of CRT and a social justice approach, is presented and discussed. The model includes strategies, course methods, student outcomes, and influential factors…. [Direct]
(2018). One Size Does Not Fit All: A Critical Race Theory Perspective on College Rankings. Review of Higher Education, v42 n1 p269-312 Fall. Critical Race Theory contends that institutions codify and sustain racial inequalities even absent explicitly racist motives or actions. College ranking systems perpetuate such institutional racism by socially constructing minority-serving institutions (MSIs) as less valuable and prestigious. By assigning greater worth to criteria favoring more selective institutions, ranking systems assign lower scores to institutions enrolling higher percentages of underrepresented students. The authors compared three higher education institution ranking systems' appraisals of MSIs. These systems employ varying methodological approaches to classifying college status, with apparent impacts on MSIs' performances. Implications of these rankings on the standings and fortunes of MSIs are considered…. [Direct]
(2021). A Mixed Methods Study of Teacher Self-Efficacy, Critical Race Theory, Professional Development, TPACK and Growth Mindset in Response to COVID-19 School Closures. ProQuest LLC, Ed.D. Dissertation, Point Park University. Spring of 2020 ushered in an unprecedented change for classrooms across the country. Due to the COVID-19 pandemic, traditional school settings were unsafe and all classes went to an online format. This study explored the teacher response to online teaching and teacher efficacy in the face of the pandemic. Recognizing professional development needs go beyond simple technology training, this study, through teacher surveys and parent and teacher interviews, incorporated several different known influencers of outcomes to determine if and how those factors impacted teacher efficacy during the pandemic. The purpose of this mixed methods research study was to determine the impact of growth mindset; Critical Race Theory (CRT) awareness and application; Technological, Pedagogical, and Content Knowledge (TPACK); and professional development on teacher efficacy during COVID-19 school closings and required online instruction. This study found that Critical Race Theory awareness and application… [Direct]
(2020). A Critical Examination of Community Engagement as a Practice to Foster Leadership. New Directions for Student Leadership, n168 p63-73 Win. The authors of this chapter describe how leadership educators can create community engagement experiences to foster student leadership. The authors center social justice, critical race theory, and trauma informed practices in order to advocate for justice and equity with communities and students…. [Direct]
(2019). An Overdue Theoretical Discourse: Pierre Bourdieu's Theory of Practice and Critical Race Theory in Education. Educational Studies: Journal of the American Educational Studies Association, v55 n6 p651-666. Scholars often use Critical Race Theory (CRT) and Bourdieusian analyses with the aim of studying inequities in education. Despite their usefulness and popularity, a theoretical discourse between the two frameworks has not yet transpired and the two are sometimes constructed as incompatible, if not at odds. The argument in this essay is three-fold: (1) CRT has never fully engaged with Bourdieu's Theory of Practice, (2) Bourdieu's Theory of Practice and CRT, although distinct, are not necessarily in opposition, and (3) CRT and Bourdieusian concepts have the potential to inform each other, resulting in a more nuanced engagement of the interplay between structure, agency, and racial realities in education…. [Direct]
(2020). Educating for Whiteness: Applying Critical Race Theory's Revisionist History in Library and Information Science Research: A Methodology Paper. Journal of Education for Library and Information Science, v61 n4 p452-462. Research into education for librarianship has failed to explore the historical development of the subject or to establish the social and cultural contexts within which it developed. Such historical background and context are essential for exploring and understanding issues of race and of systemic and institutionalized racism. Historical methodology, coupled with the revisionist history of Critical Race Theory, asks how the social/institutional structures of white society determined the construction of librarianship and education for librarianship in the African-American community, explores issues of whiteness and white privilege, and investigates how this influenced African Americans' perception of the profession and their place and role in it. It addresses intersectionality and essentialism and seeks to understand the thoughts and feelings of the African Americans involved in the process who were disregarded and ignored…. [PDF]
(2024). Exploring the Experiences of Male Intercollegiate Soccer Coaches Who Are People of Color. Multicultural Learning and Teaching, v19 n1 p65-89. The purpose of this study was to explore and discuss the lived experiences and stories of people of color male intercollegiate soccer coaches, and to make meaning of their experiences to better understand why there are a lack of people of color male coaches in the NCAA soccer community. Critical race theory served as the theoretical framework. Through the use of narrative inquiry, the researchers interviewed people of color male soccer coaches in the NCAA. The researchers analyzed, categorized, and coded into themes using procedures for conducting and analyzing narrative research. Several themes emerged from interviews with six people of color college male soccer coaches. In this article, the authors discuss two major themes, relationships and race, and provides implications for intercollegiate coaches and administrators as well as directions for future research…. [Direct]
(2024). Silent Covenants and Structural Barriers: State Standards Committees and the Maintenance of Race-Evasive Social Studies Standards. AERA Open, v10 n1. In this qualitative study, researchers used critical race theory to examine the experiences of social studies standards committee members in 18 states and the District of Columbia. They found that while many participants articulated goals of increasing the teaching of race and racism in their state's social studies standards, at least in part, numerous silent covenants and structural barriers existed to maintain the status quo through race-evasive standards. A smaller group of participants generally avoided advocating for race and racism topics altogether due to their perceived controversial or political status, while others did not mention race or racism as a priority. Recommendations are made for both the policy and practice related to state standards creation, and questions are raised about the ability of social studies standards to foster a racially just social studies curriculum…. [PDF] [Direct]
(2024). Book Banning and Contractual Expectations of White Cisheteropatriarchy: A Praxis for Epistemic Justice in K-12 Schools. Discourse: Studies in the Cultural Politics of Education, v45 n5-6 p734-753. In the United States, schools are expected to navigate the political climate of anti-critical race theory and anti-LGBTQ + discrimination, where white identity politics herald white knowledge as the invisible standard against which racial, gender, and sexuality differences are constructed. State policies that facilitate the removal of diverse books in schools and libraries — compounded by nationally driven and locally expressed efforts to further expand such bans, whether successful or not — reintroduce students to stratified curricular expectations. In this context, we interrogate the relationship between white cisheteropatriarchal curricular expectations and the racial contract and the role of GLSEN's Rainbow Library in confronting the perpetuation of testimonial, hermeneutic, and agential injustices. We conclude with a reflection on possible pathways for terminating white cisheteropatriarchy in further pursuing epistemic justice at the intersections of race, gender, and sexuality…. [Direct]
(2024). Addressing Algorithm Materiality and Bias through Art: Exploring Social Media-Augmented Reality Features. Art Education, v77 n4 p20-26. This article intends to empower and equip art educators to artistically address the functioning of facial detection algorithms through critical race theory (CRT). By highlighting how biometric data, a specific form of data that measures the physical qualities of individuals, is used in common social media facial detection algorithms like Snapchat, art students are encouraged to use principles of value and facial proportions to interact with and explore these algorithms in a material way. Examples of algorithms systematically perpetuating racism are shared to highlight the real-world significance of data and algorithms. Artistic responses to biometrics and artificial intelligence (AI) are provided to inspire student artistic research, along with teacher examples. Finally, the conclusion urges art educators to address the functioning of algorithms and their potential issues through the arts…. [Direct]
(2023). School Social Workers' Role in School Discipline: Understanding School Discipline and Juvenile Justice. ProQuest LLC, D.S.W. Dissertation, Walden University. Disproportionate disciplinary actions relating to school-based offenses for Black youth influence their early juvenile justice involvement. The continued excessive disciplinary actions involving Black male students in lower-level academic settings are concerning because, without being addressed, continuing disproportionate disciplinary action toward Black males can lead to future juvenile justice involvement and create a large-scale social work practice issue. The purpose of this basic qualitative study was to focus on school social workers' perspectives of their role in addressing disproportionate disciplinary strategies and their understanding of the relationship between school discipline strategies and juvenile justice involvement. The theoretical framework of this project comprised of critical race theory. Data gathered through focus groups provided three main themes. The focus group's findings confirm school social workers were unclear in their role with school discipline and… [Direct]
(2025). Impossible Visibilities of Black and Global Majority Staff at an Ethnically Diverse English University. International Journal of Qualitative Studies in Education (QSE), v38 n1 p111-126. This qualitative study explores how Black and Global Majority faculty at an English university with an ethnically diverse student population perceive race and racism on campus. Informed by a theoretical framework drawing on Critical Race theory (CRT), CRT methodology and critical whiteness studies, we adopt counter-narrative story telling as a method of analysis. This research foregrounds BGM faculty's everyday experiences of racism in their professional lives and the "normalization" of racism in this setting. Through the construction of composite counter-stories (CCS) the experiences convey how BGM staff are simultaneously "othered" and "unseen". This complex duality of hypervisibility and invisibility reveals subtle and insidious undercurrents of racism that frame the participants' lived realities and ways everyday racism is enacted at institutional and individual levels. Although instances of "overt" racism are rare, these counter-narratives… [Direct]
(2025). Diversifying Curricula: How Are People of Colour Represented in Lecture Slide Images?. Teaching in Higher Education, v30 n2 p497-511. Diversifying higher education curricula has been called for as one way to reduce racial inequalities in higher education. This study makes an original contribution by focusing on images of people in lecture slides. We explored how people of colour versus white individuals were portrayed in images (n = 250) used in lecture slides in four first-year core social sciences modules and whether the images were likely to be 'inspiring' to racially minoritised students. Drawing on visual content analysis used in textbook studies and thematic analysis, we developed a novel method of analysing lecture slide images. Only 12% of the images presented people of colour in positive, non-stereotyped and active roles that could be described as inspiring. People of colour were less likely to be presented and less likely to be featured exclusively in an image than white people. By applying a Critical Race Theory framework, we discuss implications for curricular reform…. [Direct]
(2022). Theory as the "North Star": An Introduction to Race Theories for Music Education. Music Educators Journal, v109 n2 p47-55 Dec. To date, multiple U.S. states have passed legislation banning the teaching of critical race theory (CRT) and limiting teaching related to race, gender, CRT, and privilege under the umbrella term "divisive concepts." Against this backdrop, I argue that while CRT is not taught in schools, as a theory, it provides a crucial analytical and pedagogical tool to music teachers who often grapple with racially charged situations in the classroom. I introduce tenets of CRT and antiracism and make an argument for the use of these theories to orient pedagogy…. [Direct]
(2021). A CRT-Informed Model to Enhance Experiences and Outcomes of Racially Minoritized Students. Journal of Student Affairs Research and Practice, v58 n3 p241-253. Racial inequities in retention and graduation rates are a top concern in higher education, yet scholars and practitioners rarely look to racism to explain these disparities. Critical Race Theory (CRT) is a vehicle to reveal and challenge power and oppression dynamics between racialized groups. This article proposes a practical model for student affairs professionals to leverage CRT concepts to address racial inequities in student outcomes and experiences…. [Direct]