(2023). Teacher Learning about the Integration of Energy and Equity: A Case Study. Physical Review Physics Education Research, v19 n1 Article 010136. Multicultural education invites teachers to support students in critiquing the foundations of a given discipline, with the aim of reimagining that discipline and the purposes it serves. In this paper, we present a series of cases in which high school physics teachers who are enrolled in a summer professional development course expressed vexation as they tried to integrate equity with the physics concept of energy and in which one teacher made significant progress in this integration. These cases serve to illustrate what teacher learning about multicultural education might look like in physics and what resources may support this learning. These cases also point us to some of the ways in which physics as a discipline and schooling as a system make it difficult for teachers to critically examine the canon…. [Direct]
(2023). The Narratives of Black and Latino Men Transfer Adult Learners: A Transitional and Critical Analysis of Their Experiences from California Community College to California State University. ProQuest LLC, Ed.D. Dissertation, California State University, Fresno. Through a narrative approach, my research study focused on highlighting the experiences of Black and Latino men adult learners who are 25-years old or older as they describe their engagement in the transfer process from a California Community College to a California State University. Schlossberg's theory of adult transition and CRT served as guiding frameworks for my research study. Featured in my research study are the direct narratives of Remy, Alex, Max, and Angel as they engaged in their respective journeys to complete their education. Findings include how participants experienced guidance and representation at their California Community College. I also discuss the ways in which participants experienced supportive relationships, and how they decided to complete their studies. Lastly, findings include how participants also decided to engage with their respective California State University to build community and mentor others. I conclude with implications for practice, research,… [Direct]
(2023). A Historical Analysis of Education Leadership during Texas School Desegregation: Viewing Racial Literacy on a Gradient. Educational Foundations, v36 p49-72. During U.S. school desegregation, education leaders played crucial roles that showcased their capacity to humanize their Black students. Their actions, we posit, reveal their level of racial literacy. Using oral history interviews and archival records, we examined school desegregation implementation through a racial literacy lens. We analyzed school district leadership in 1970s central Texas alongside Black students' resistance to white supremacist and antiBlack domination. We show how a white male leader's difficulty to see, hear, and heed his educational community largely explains Black desegregating students' resistance to sub-humanization. In this, we argue that the way leadership views a community determines how it interprets said community's concerns and the extent to which it can lead and humanize that community. This account adds to critical race research that links identity and education leadership, building on new racial literacy perspectives that situate it on a continuum… [PDF]
(2022). Lessons on Love in Collaboration: Black and Brown Ruminations on Global Whiteness. International Journal of Qualitative Studies in Education (QSE), v35 n7 p764-774. This article illuminates our spiritual journey, as Black and Brown scholars, to globalize and further temporalize the discussion of whiteness in the field of higher education. By employing the spiritual ontoepistemologies of communities of color, we recount our journey in developing a critical race temporal heuristic, "Whiteness as Futurity" (Shahjahan & Edwards, 2022). We illuminate the three lessons we learned on this path: (1) trust in multiple ways of knowing, (2) spiritual healing in collaboration, and (3) community within interdependence. Our lessons highlight the complexities and potential of collaboration on conceptual research for Black and Brown people. We argue that spiritually and communally-informed scholarly practice creates the necessary psychic space to locate nuanced analyses of whiteness not readily available with traditional analytics while also supporting humanized ways of being for scholars…. [Direct]
(2022). Early Career Faculty of Color and Promotion and Tenure: The Intersection of Advancement in the Academy and Cultural Taxation. Race, Ethnicity and Education, v25 n4 p546-563. This qualitative study examined how early career faculty of color in higher education departments of educational leadership and administration across the United States were able to manage the cultural taxation associated with faculty service and achieve promotion and tenure. In the U.S., receiving academic tenure promises faculty both academic freedom and job security. This study utilizes cultural taxation as a theoretical framework to explore how faculty of color navigated service demands at their institutions. Three commonalities were found among participants: (1) being strategic about commitments to students and promotion and tenure efforts; (2) making connections between faculty workloads and motivation for pursuing promotion and tenure; and (3) believing relationships with students were a benefit during the promotion and tenure process. The results of this study indicated that successfully navigating cultural taxation helped faculty in their pursuit of promotion and tenure…. [Direct]
(2022). In and Out: A Case Study Examining Adolescent Black Girls' STEM Engagement and STEM Identity in Informal STEM Education Programs. ProQuest LLC, D.Ed. Dissertation, The University of North Carolina at Charlotte. The underrepresentation of Black women in science, technology, engineering, and mathematics (STEM) is a long-standing issue. According to the National Science Foundation (2019), Black women hold less than 10% of STEM degrees, while only 2% work in STEM fields. These disparities can be attributed to structural inequities related to the STEM pipeline. Therefore, to mitigate these disparities, informal STEM education programs can help increase participation in STEM and create more opportunities for Black women and girls. Thus, this collective case study addressed the following research questions: (1) How do adolescent Black girls engage in and respond to informal STEM education programs? (2) How can informal STEM education programs develop adolescent Black girls' STEM identity and increase participation in STEM? (3) What pedagogical practices effectively engage adolescent Black girls in STEM? Purposeful criterion sampling was used to recruit participants for this study. The research… [Direct]
(2022). The Advantage of Males Writing the CCSLC Mathematics Examination Prior to the CSEC Mathematics Examination: A Statistical Justification for Mandatory Implementation. Online Submission, Ed.D Dissertation, Gwynedd Mercy University. The purpose of this quantitative study was to provide statistical evidence to support that if males take the Caribbean Certificate of Secondary Level Competence (CCSLC) mathematics examination before the Caribbean Secondary Education Certificate (CSEC) mathematics examination, they will have a statistically significantly higher average score than those who only take the CSEC mathematics examination. In addition, the study also proposed statistical evidence to support that if males take the CCSLC mathematics examination before the CSEC mathematics examination, there is a statistically insignificant difference between the average female and average male scores on the CSEC mathematics examination for those between 14 and 19 years old. With respect to research question one, the results indicated that male students who wrote the CCSLC mathematics examination before the CSEC mathematics examination received a statistically significantly higher mean score than their male counterparts who… [PDF]
(2022). The Advantage of Males Writing the CCSLC Mathematics Examination Prior to the CSEC Mathematics Examination: A Statistical Justification for Mandatory Implementation. ProQuest LLC, Ed.D. Dissertation, Gwynedd Mercy University. The purpose of this quantitative study was to provide statistical evidence to support that if males take the Caribbean Certificate of Secondary Level Competence (CCSLC) mathematics examination before the Caribbean Secondary Education Certificate (CSEC) mathematics examination, they will have a statistically significantly higher average score than those who only take the CSEC mathematics examination. In addition, the study also proposed statistical evidence to support that if males take the CCSLC mathematics examination before the CSEC mathematics examination, there is a statistically insignificant difference between the average female and average male scores on the CSEC mathematics examination for those between 14 and 19 years old. With respect to research question one, the results indicated that male students who wrote the CCSLC mathematics examination before the CSEC mathematics examination received a statistically significantly higher mean score than their male counterparts who… [Direct]
(2010). Democracy and Multicultural Education. Research in Multicultural Education and International Perspectives. IAP – Information Age Publishing, Inc. Democratic political systems and the democratic way of life is aspired by most people around the world. Democracy is considered to be morally superior to other forms of political systems as it aspires to secure civil liberties, human rights, social justice and equality before the law for everyone regardless of their gender, culture, religion and national origin. Enshrined in democracy is separation of religion and state, fair and competitive elections of leaders according to a country's constitution which in turn is based on democratic ideals. Democracy aspires for people of different backgrounds to live together with their differences intact, but all contributing towards a better life for all. In today's increasingly pluralistic societies many people of different cultural and national backgrounds are brought together. Many have migrated from countries with autocratic political systems. Some with religions that require them to behave in different way, others with cultures teaching… [Direct]
(2023). Segregating the "Gifted" in Charlottesville: The Founding of Quest, 1976-1986. Journal of Educational Administration and History, v55 n2 p128-145. The implementation of gifted programmes in the 1970s provided a way for school divisions to circumvent many of the aims of desegregated schooling as called for in "Brown v. Board of Education." This study examines the implementation of one such system in a Southern school district that saw schools close rather than integrate in the years preceding the founding of a segregated gifted programme known as Quest. Additionally, the study situates the founding of this gifted programme in a national social and legal context involving fears of educational stagnation and white flight from public school systems. Using primary and secondary sources, this study highlights the attitudes of national policymakers at work in the 1974 reauthorization of ESEA, which significantly limited school divisions abilities to integrate while also providing funds for gifted classrooms that segregated 'exceptional' children using racially and socioeconomically biased measures…. [Direct]
(2023). Critical Considerations for Safe Space in the College Classroom. College Teaching, v71 n2 p85-91. In 2014, the popular conversation about safe space in the classroom tended to mock marginalized students seeking protection. Nearly a decade later, the discourse has become protectionist toward majority students allegedly discriminated against by being informed that they benefit from racism, sexism and heterosexism. What, then, does it mean to talk about making classrooms safe spaces for learning? Through defining six considerations for safe space, we advocate for all colleges, faculty, and students to better facilitate inclusion…. [Direct]
(2023). "Come and Get Your Soul Food": A Duo-Ethnographic Account of Black Teachers Modeling the Praxis of the Black Intellectual Tradition. International Journal of Qualitative Studies in Education (QSE), v36 n5 p796-811. In this paper, we contribute to the work in progress which outlines the contours of the praxis of Black intellectual traditions by illuminating the ways in which the pedagogy of Black teachers can serve as a model useful for the preparation of preservice and inservice teachers. Researchers have documented that the successful Black educators employ practices derived from critical perspectives that serve as the conduit for their instruction and interactions in schools. Through two different studies of Black teacher pedagogy, we position the work of Black teachers as a timely pedagogical intervention into anti-Black teaching and learning structures in k-12 education and teacher education that challenge the cultivation and enactments of liberatory visions of teaching and learning for Black children…. [Direct]
(2023). Using Human Resources Planning to Disrupt Racism and Ableism in the IDEA. Journal of Education Human Resources, v41 n3 p466-476 Jul. This article proposes using the dimension of human resources planning (Rebore, 2011) as a vehicle to disrupt the racism and ableism in the Individuals with Disabilities Education Improvement Act of 2004 (the "IDEA") that contributes to children of color being disproportionately overidentified into stigmatized disability categories which carry less per-pupil funding. The IDEA guarantees children with disabilities the right to a "free and appropriate public education" ("FAPE"). Since Congress passed the IDEA in 1975, there have been disparities across racial lines with respect to identification of students and classification of disabilities, and the funding associated with these classifications. This article considers how certain decisions within the realm of human resources can disrupt these inequities against the backdrop of school finance litigation…. [Direct]
(2003). Chicago School Policy: Regulating Black and Latino Youth in the Global City. Race, Ethnicity and Education, v6 n4 p331-355 Dec. The author examines the relationship between accountability and militarization of urban US schools and social and economic processes in cities. The focus is the role of education policies in the production of inequality and racial oppression in the context of a new geography of centrality and marginality in world cities. This analysis is developed through a case study of Chicago school policy, which has been presented as a model for US schools nationally. The analysis is grounded in critical policy scholarship and critical race theory and draws on qualitative studies of four Chicago schools and system-wide data. It is argued that Chicago's policies serve to regulate and marginalize African American and Latino youth and sort and discipline them for differentiated roles in the economy and the city. It is also argued that these policies establish racialized social control through direct force and internalized discipline. The author contends that in the new urban landscape, education… [Direct]
(2022). Handbook of Research on Educational Leadership and Research Methodology. Advances in Educational Marketing, Administration, and Leadership (AEMAL). IGI Global Education inevitably influences society and our future. As literature and experience tells, educational leaders impact not only their institutions, but ultimately the learning outcomes for a large portion of society's members. Educational leaders are charged with more than creating a viable future for an institution; they are also charged with contributing to and creating a viable, positive human future–not an easy task amid the turbulence and disruption of our times. "The Handbook of Research on Educational Leadership and Research Methodology" discusses the evolution of educational leadership knowledge, thoughts, and practices by sharing the perspectives, experiences, theories, and philosophies related to educational leadership and research methodologies across all levels of education. Covering topics such as critical race design, toxic leadership, and adult learning, this major reference work is a critical resource for faculty and administrators of both K-12 and higher… [Direct]