(2023). Education in the 2022 Gubernatorial Elections: Political Priorities among Candidates and Winners. Issue Brief. Manhattan Institute for Policy Research Although most education policy decisions are made at the state level, America has been having a national debate over the future of our schools for the last several years. Arguments have raged over COVID-related closures and the resultant student learning loss, Critical Race Theory, school funding, parental choice, college debt, and more. The 2022 gubernatorial campaign and election cycle provided an opportunity to better understand whether these national issues and narratives match those at the state level. Using campaign websites to collect information on the education priorities of all 72 major-party candidates, this report discusses the educational agendas of gubernatorial candidates and shows the differences between incumbents and nonincumbents, Republicans and Democrats, and candidates in red, blue, and swing states…. [PDF]
(2024). Asian Educators Experiencing the Bamboo Ceiling: A Canadian Case Study of Systemic Barriers in Hiring, Advancement, and Promotion. Canadian Journal of Education, v47 n3 p607-633. Our study amplifies the voices of Asian educators undergoing career advancement in a large district school board with a significant Asian student population in Ontario, Canada. Our data sources included survey results from 234 Asian educators and focus group transcriptions from 83 Asian educators. Grounded in Asian critical race theory ("AsianCrit"), our findings show that Asian educators faced the "bamboo ceiling," wherein institutional barriers and inequities in relation to their Asian identity limited their career advancement when applying for leadership roles. Through a thematic analysis, we found systemic barriers: (a) pressure to conform to whiteness to advance their careers, (b) accent and name discrimination, and (c) colonial ideologies that have been normalized and embedded in leadership selection processes. Our research addresses significant gaps in the literature on Asian Canadian educators' experiences in career advancement and contributes to the… [Direct]
(2024). Navigating an Anti-Black Campus Climate: #black@pwi. Race, Ethnicity and Education, v27 n6 p835-852. In the 1960s, Black student protests of racism through sit-ins, building occupations, and demands for the resignation of university top administrators spurred the creation of ethnic studies and diversity programs on white university campuses in the United States. These efforts did not, unfortunately, dismantle entrenched structural racism. Black student activism continues to confront racial inequities using digitized campaigns on social media platforms to reach a global audience. This study uses critical race theory to explore how Black students at a white-dominant university give meaning to their racialized experiences as communicated using the twitter hashtag campaign #Blackatpwi. The results illuminate the magnitude of anti-Black racism and conditions under which Black students are expected to learn, the myriad ways white institutions reproduce and reinforce white supremacy and the students' mobilization efforts to resist anti-Black racism. We provide recommendations to promote… [Direct]
(2024). Imprinted on Our Bodies: The Invisible Taxation on Women of Color Faculty When Facing White Resistance in the Graduate Classroom. Urban Review: Issues and Ideas in Public Education, v56 n5 p784-803. In this essay, the authors who identify as Women of Color (a Chicana, a Latina, and a Southeast Asian woman, respectively) faculty theorize their experiences with white resistance when teaching about race and racism in higher education. Drawing from Critical Race Theory, we merge our collective experiences of teaching about race into a composite counterstory that focuses on Becky, a white woman who is resistant to engaging with her whiteness in the classroom. Utilizing Women of Color feminisms and particularly Chicana/Latina feminisms, we center our bodies as a vessel that carries knowledge as we process and physiologically respond to experiences of white resistance in the classroom. We argue that white student resistance to learning about racism in the classroom stays imprinted on our bodies, creating an invisible taxation in addition to the myriad forms of oppression that Women of Color face within the realm of higher education…. [Direct]
(2024). Black Students' Experiences and Perceptions of the Library at a Predominately White Institution. portal: Libraries and the Academy, v24 n3 p613-631. In this study, researchers investigated the library experiences of Black undergraduate students at Penn State in University Park, a predominately white institution. Their goal was to improve services and spaces and to highlight and validate experiences with race, racism, and microaggressions on campus and in the library. Twenty undergraduate students were interviewed and asked to talk about their experiences and how these affected their perception of the University Libraries. Using the lens of critical race theory, which sees race as a socially constructed category used to oppress people of color, this study seeks to present a counternarrative to the prevailing dominant view of the library as a neutral space. Several consistent themes were identified. The themes included, but were not limited to, a low awareness of library services, lack of Black representation in the University Libraries, and a general lack of comfort within the library space…. [Direct]
(2024). Antisemitism as an Integral Part of Anti-Bias Educational Policies and Practices. Journal for Multicultural Education, v18 n4 p385-395. Purpose: The purpose of this paper is to show how the impact of White Supremacy and Christian hegemony on the educational system. By highlighting interconnectedness across targeted groups, the authors assert that through coalition building, groups are stronger than they would be working alone. Solidarity gives hope to combating hatred of all kinds. Learning that there is a long history of antisemitism is an important component of fighting bias. With book banning and controversy over teaching critical race theory in schools, it is important that educators reflect on their social justice education. Design/methodology/approach: The authors analyze the definitions and enactment of multicultural, culturally responsive and anti-bias education as well as critical theory. They then investigate how antisemitism is of concern to all identities targeted by White Supremacy and Christian Nationalism (LGBTQIA+, minoritized races, non-Christians, etc.) and the importance of education in fighting… [Direct]
(2024). Pedagogy of Humanization: Preparing Teachers for Culturally Sustaining Classrooms. Educational Psychology: Meaning Making for Teachers and Learners Series. Myers Education Press The purpose of "Pedagogy of Humanization: Preparing Teachers for Culturally Sustaining Classrooms" is to build a critical mass of educators who know how to employ the principles of critical pedagogy in elementary classrooms. This includes attention to the various knowledge, skills, and dispositions required of critical pedagogues in their curricula, instruction, assessment, classroom environment, and relationships. From Critical Race Theory (CRT) to restorative justice-oriented classroom management, the theoretical is made practical. Moreover, the structure of the book follows the curriculum of a traditional teacher education program, making it complementary to any teacher education course. The "Pedagogy of Humanization" is the first book to bring together the practice (how) and theory (what and why) of inclusive and asset-based teaching. In this book, a group of teacher-educators across disciplines explore their personal and professional identities to reveal the… [Direct]
(2017). Deconstructing Systems of Bias in the Museum Field Using Critical Race Theory. Journal of Museum Education, v42 n3 p290-295. With today's fast-paced, ever-changing cultural, political, and social landscape, museums are in a unique position to provide visitors with the opportunity to connect and reflect on the world around them. From issues of social justice to immigration to reproductive rights, communities across the country are seeking spaces that allow and encourage them to have challenging conversations. Museums need to embrace this new role. While working on her dissertation, author Melanie Adams encountered critical race theory (CRT). Through the use of CRT, she discovered a language and a framework that addressed the racial realities of her world as a person of color. As her work in museums became more centered on issues of race, she began looking at how she could use the tenets of CRT to create programs that challenge rather than reinforce the racial status quo. When applied to the education field, CRT examines how African-American students experience and respond to their educational environment…. [Direct]
(2021). "Teachers Don't Really Encourage It": A Critical Race Theory Analysis of High School Students' of Color Perceptions of the Teaching Profession. Multicultural Education Review, v13 n1 p3-24. Seeking to enhance efforts to diversify the teaching profession, this article centers the educational experiences of high school Students of Color. Using a Critical Race Theory framework, this study examines the relationship between Students' of Color school experiences and their perceptions of the teaching profession. Findings reveal that these students perceive the teaching profession as a boring, undervalued, and white profession, and that conversations about pursuing college and exploring a career in teaching are absent from the classroom or presented as only the purview of white students. Race conscious recommendations to encourage and support Students of Color to pursue college and to explore a teaching career are presented…. [Direct]
(2022). The Dyslexia Disparity: An Examination of Inequities in the Identification and Intervention of Early Learners of Color. ProQuest LLC, Ph.D. Dissertation, The University of Alabama at Birmingham. Although Black students are overrepresented in the special education (SPED) population within the educational system in the United States, the number of Black students identified with dyslexia can be concluded to be significantly lower (Annamma et al., 2018; Farkas et al., 2020; Sullivan & Bal, 2013). With experts positing that dyslexia affects as many as one in five persons, attention to this matter is needed especially regarding the youngest Black students (Hyles & Hoyles, 2010; Moats & Dakin, 2017). The characteristics of dyslexia are manifested in neurological processes surrounding reading abilities, thought processes, and motor skills (Moats & Dakin, 2017). This study attempts to offer awareness of the lack of identification and remediation for Black students affected by dyslexia and how this lack of identification and remediation occurs. Employing a case study approach, the research study focuses on one urban area school district, its processes and protocols,… [Direct]
(2024). Las Voces Poderosas: Valuing Latine Undergraduate Perspectives When Re-Assessing Holistic Student Supports at Predominantly White Institutions. ProQuest LLC, Ph.D. Dissertation, Syracuse University. Within the last decade, scholars of color have researched and advocated for better support for first-generation, Latine students, in particular through the critical analysis of the impact of the campus racial climate (Franklin et al., 2014; Huerta & Fishman, 2014; Hurtado & Alvarado, 2015; Kouyoumdijan et al., 2017). These reimagined supports include but are not limited to: increase in faculty and staff of color, increase funding for spaces designated for these students, easier access to mental health resources, and an overall emphasis on nurturing the well-being of Latine students. This study, in part, addresses how educators at Predominantly white Institutions can better serve underrepresented students through becoming more knowledgeable of the systemic obstacles they face. The methodologies that anchor this qualitative study stem from critical race methodology as defined by Solorzano & Yosso (2023); Critical Race Theory and Latine Critical Race Theory. This study… [Direct]
(2024). Racist Norms Until Interests Converge: A Long Tradition of Egregious Educational Policy Patterns and Global Implications. Journal of Educational Administration and History, v56 n3 p275-292. This article contextualises the crisis in Black education and the death of a 100-year-old Black educational system resulting from an unintended consequence of Brown: the excavation of thousands of highly educated and skilled Black educators. This theoretical article advances the literature on Brown using two critical race theory (CRT) tenets, the permanence of racism and interest convergence, to discursively trace the regression of Black education. This article illustrates the myriad ways interest convergence and the permanence of racism contribute to crises in Black educational systems and the death of a 100-year-old Black educational system. A limitation of CRT in education is the homogenous treatment of Black people despite their variations and conditions. Additionally, analysing connections between Brown, ESEA, and NCLB needs further examination. Finally, I advance that Black resistance to the permanence of racism in the US had global interest convergence implications and aligned… [Direct]
(2024). An Integrative Model for the Development of Anti-Racist Behavior in White Adolescents. Journal of Adolescent Research, v39 n4 p917-949. We propose an integrative model for the development of anti-racism in white adolescents that unpacks and combines critical consciousness, color consciousness, anti-racism, and Critical Race Theory frameworks. Black and Brown youth in the U.S. face increasing rates of peer-directed racism, which contribute to long-term negative physical, psychological, academic, and behavioral outcomes. Despite increased focus on how critical consciousness and anti-racism develop uniquely in adolescence, there are no existing theories that provide an integrated, comprehensive model of anti-racist development in white adolescents. Our model unpacks and reorganizes the core features of four prominent theories into cognitive, psychological, and behavioral components of anti-racism development in white adolescents based on existing research to support a next-generation of hypotheses for future research. In doing so, we aim to provide a contemporary theoretical foundation for research that will elucidate… [Direct]
(2024). Braiding Together Critical Race Feminista Participatory Action Research: Conceptual and Methodological Considerations. International Journal of Qualitative Studies in Education (QSE), v37 n5 p1307-1320. In this article, I discuss conceptual and methodological considerations for the design and implementation of Critical Race Feminista Participatory Action Research (Critical Race Feminista-PAR) projects in higher education. I share some theoretical considerations of Critical Race Feminista praxis and methodologies that have been made by scholars who bridge critical race theories and Chicana feminist epistemology and then offer considerations for areas of expansion for Critical Race Feminista methodology. I also provide an overview of the social justice and liberatory origins of PAR and examples of other "braided" approaches of PAR that help inform Critical Race Feminista-PAR. To illustrate the application of this methodology, I provide an example from a previous study I co-constructed along with Latina higher education staff, administrators, and students that had elements of Critical Race Feminista-PAR. This article has implications for how Critical Race Feminista-PAR can be… [Direct]
(2024). Welcome to the Destruction of Special Education in the Name of Ideology. Exceptionality, v32 n2 p71-76. Special education stands at a pivotal juncture, confronting both existential challenges and transformational opportunities. The U.S. Department of Education's Office of Special Education Programs (OSEP) is not upholding its mandate of promoting the Individualized Education Program (IEP). I underscore the centrality of the IEP in the "Individuals with Disabilities Education Act" (IDEA) and argue that the continuum of alternative placements (CAP) is essential for delivering individualized, intensive instruction that may not always be feasible in general education settings. The emergence of Disability Critical Race Theory (DisCrit) has added to the vulnerability of special education as a discipline. Special education is built on a long tradition of scientific research, and the unbridled assault by some DisCrit devotees on special education practices supported by research, such as positive behavioral interventions and supports (PBIS) risks denying students the benefit of… [Direct]