(2016). Out of Adolescence and into Adulthood: Critical Race Theory, Retrenchment, and the Imperative of Praxis. Urban Education, v51 n3 p274-286 Mar. In commemoration of the germinal 1995 critical race theory (CRT) in education manuscript offered by Gloria Ladson-Billings and William Tate IV, the following account seeks to perform several tasks. As CRT has traveled throughout the myriad of disciplinary foci in education (curriculum, foundations, special education, educational psychology, youth development, etc.), the following pages are an effort to continue to ask deeper questions of ourselves and CRT as we continue to work with young people and families in schools and communities…. [Direct]
(2017). Institutional Microaggressions at a Hispanic Serving Institution: A Din√© (Navajo) Woman Utilizing Tribal Critical Race Theory through Student Activism. Equity & Excellence in Education, v50 n3 p275-289. From private to public, from small to large, campus protests and demonstrations have risen across the country to address institutional racism regarding a range of issues including offensive Halloween costumes, university/college seals, lack of faculty color, and racist vandalism. One such example occurred at Southwest University where Native American students were protesting the university seal, which represents settler colonialism and genocide. In this article, we provide a case study of Joy, a Din√© (Navajo) young woman, and describe her student activism in regards to the seal and how she utilizes it to connect to her culture, language, and identity. We utilize critical race theory (CRT) and tribal critical race theory (TribalCrit) to analyze the institutional microaggressions that Joy experienced on campus. Our main conclusions explain how student activism enables students to address systemic racism and provides a vehicle to create better conditions on university campuses…. [Direct]
(2018). The Absence of 'Race' in German Discourses on "Bildung". Rethinking "Bildung" with Critical Race Theory. Race, Ethnicity and Education, v21 n4 p471-485. This paper investigates the impact of mostly implicit convictions about 'white supremacy' and racist ideas in traditional and recent theories of "Bildung" which is a central educational concept in Germany. Concepts of "Bildung" describe processes of individual self-formation. It will be argued that the notion of "Bildung" is still very important in academic and public discourses on education in general and on educational inequities in particular. It will be argued that the concept of "Bildung" focuses on a certain understanding of the subject which does not take into account structural inequities in terms of diversity, even though it is omnipresent in discourses on education and diversity in Germany. To show how deeply ingrained in philosophical and political ideas a racialised concept of "Bildung" is, selected works of Kant, Hegel and Wilhelm von Humboldt on education on the one hand, and on 'race' on the other will be analysed by… [Direct]
(2018). In Search of Mirrors: An Asian Critical Race Theory Content Analysis of Asian American Picturebooks from 2007 to 2017. Journal of Children's Literature, v44 n2 p17-30 Fall. A limited number of studies have examined Asian American children's literature over the last half century. While the selection and availability of this literature has increased substantially in the last two decades, many of these texts continue to perpetuate stereotypes (Morgan, 2012), such as the overachieving model minority (Loh-Hagen, 2014) and notions of Asian Americans as exotic foreigners (Pang, Colvin, Tran, & Barba, 1992; Roy, 2008), while failing to reflect the extraordinary diversity of Asian America. Most Asian American children's literature focuses on Chinese and Japanese American experiences (Yi, 2014; Yokota, 2009), which exacerbates the conflation of East Asian Americans with Asian Americans. Bringing together the various critiques, as well as accounting for more recent publications, the authors of this article conducted a critical content analysis of 21 Asian American picturebooks guided by this question: How are Asian Americans represented in popular children's… [Direct]
(2018). Straddling the School-to-Prison Pipeline and Gender Non-Conforming Microaggressions as a Latina Lesbian. Journal of LGBT Youth, v15 n1 p52-69. Although there is a growing body of work on the experiences of girls in juvenile justice and women in prison, still little is known about the experiences of Latinas in the prison pipeline. Accordingly, even less is known about lesbian/queer Latinas in the prison pipeline. Gabriela's case study reveals her experiences in and out of the Juvenile Justice System as she seeks to build her life upon release as a young adult raised in multiple institutions. Using a Critical Race Theory and Latina/o Critical Race Theory (LatCrit) framework, this case study shows how Gabriela's intersectional identities have impacted her experience of going into and coming out of the prison pipeline. By focusing on her intersectional identity, I argue a for a new type of microaggression, which I refer to as gender non-conforming microaggressions, that explains the ways in which her gender performance and transgressions coupled with her sexuality and race create situations wherein she was insulted and… [Direct]
(2019). A Mathematics Classroom of Caring among a Black Male Teacher and Black Male Students. Curriculum and Teaching Dialogue, v21 n1-2 p21-34. This article summarizes a qualitative study that explored the influence a "successful" Black male mathematics teacher had on Black male high school students' perceptions of teacher care. Framed by care theory, critical race theory, and culturally relevant pedagogy, ethnographic methods were used during data collection. Data analysis identified six overarching themes that the participants used to describe teacher care: (a) motivation, (b) culture, (c) confidence, (d) discipline, (e) concern for futures, and (f) environment…. [Direct]
(2023). Persistence Strategies of Black Women in Online Doctoral Programs. ProQuest LLC, Ed.D. Dissertation, University of Florida. As online programs continue to grow, and Black women continue to face systemic challenges in their doctoral programs, little is known about how Black women navigate their experience in online doctoral programs. Amalgamating prior research on persistence, retention, online doctoral programs, and critical race theory, this qualitative study examines the challenges eight Black women faced in completing their online doctoral programs and how they persisted through those challenges. For challenges they faced, participants discussed personal challenges (making time to complete work, disruptions in their personal lives, disruptions at work, challenges posed by family, and connections to past academic trauma), challenges navigating their online doctoral programs (loneliness and isolation, navigating bias, technology challenges, financial barriers, exploitation, bureaucracy, and lack of staff support), and challenges in the dissertation process (choosing a dissertation chair, lack of… [Direct]
(2023). "Intensely White": Psychology Curricula and the (Re)production of Racism. Educational Review, v75 n5 p813-832. Psychology has witnessed an upsurge in discussions around institutional racism as a response to global anti-racist activism following the murder of George Floyd in May 2020 by a police officer in Minneapolis, USA. Within academic institutions, students have been challenging institutional racism for years, highlighting how the whiteness of curricula serves to uphold systems of racial injustice. Such calls are often met with denial and sometimes active backlash. Nevertheless, further reflection is crucial if universities and accrediting bodies endorsing educational and professional courses seek meaningful systemic change. Informed by Critical Race Theory, this study uses original empirical data to uncover how students of colour experience psychology curricula by conducting six face-to-face focus groups with 22 undergraduate and postgraduate students of colour on psychology courses at a UK university. Results from reflexive thematic analysis reveal, first, how the psychology curricula… [Direct]
(2022). Reconceptualizing Education Grounded in the Multimodal Discourses of Girls of Color Labeled with Significant Cognitive Disabilities. Research and Practice for Persons with Severe Disabilities, v47 n3 p158-175 Sep. The experiences of girls of color labeled with significant cognitive disabilities in middle school and high school have historically been excluded from educational research. This study sought to better understand how girls of color labeled with significant cognitive disabilities navigated multimodal discourses and classroom practices as well as how they were impacted by them. Using Disability Critical Race Theory and critical discourse theory, six students were focal participants and eight educators were secondary participants. Multiple case studies were used with primary (i.e., observations, audio/video recordings) and secondary (i.e., interviews, focus groups) data sources. Findings revealed how focal participants showed their discursive resourcefulness, despite absent communication supports and prioritization of oral/aural communication. Students also repositioned themselves in response to marginalization through talk and actions. Implications for research and practice are… [PDF] [Direct]
(2022). Racial Equity and Inclusion in United States of America-Based Environmental Education Organizations: A Critical Examination of Priorities and Practices in the Work Environment. Journal of Outdoor and Environmental Education, v25 n1 p91-116 Apr. In the United States of America, societal structures of oppression frame and underpin nearly every field and industry, including environmental education. Despite growing attention on efforts to diversify the environmental education workforce in the United States, environmental fields have had minimal success attracting and retaining professionals of color. This study sought to explore how Environmental Educators of Color experience and are impacted by workplace culture, practices, and policies. Through focus groups, Environmental Educators of Color (n = 26) shared their perspectives related to equity and inclusion in environmental education work environments. This study draws on critical race theory (Delgado & Stefancic, 2017; Tate, 1997) as an analytical framework to center racial equity in our understanding of the experiences and perspectives of Environmental Educators of Color. Analysis of data included thematic emergent analysis (Merriam & Tisdell, 2016) to identify… [Direct]
(2022). From Support to Action: A Critical Affinity Group of Special Education Teachers of Color. Teacher Education and Special Education, v45 n1 p43-60 Feb. Special education teachers of color (SETOC) multiply experience marginalized positions as students of color in P-12 classrooms, as teachers in teacher preparation programs, and alongside the experiences of students of color with disabilities. Instead of drawing from their identities, SETOC tend to be absorbed into the ableist, behaviorist, and racist system of special education and are expected to become complicit in the system. For educators of color, critical affinity groups provide support, reduce trauma, and support work toward collective intersectional justice. Using qualitative narratives, this paper describes how a critical affinity group (re)positioned three SETOC as smart, knowledgeable, and addressing racism and ableism in schools. Disability studies and critical race theory (DisCrit) illuminated SETOC's unique experiences and how they came together to process racist/ableist interactions and resisted the erasure of their identities as teachers of color. Implications discuss… [Direct]
(2022). Case for Narrative Inquiry: Understanding the Experiences of Elena, a Historically Minoritized Graduate Student in Chemistry. Journal of Chemical Education, v99 n1 p113-121 Jan. The following methodological research article offers a case for using narrative inquiry to understand qualitatively the experiences of historically minoritized (HM) graduate students in chemistry. The research article utilizes empirical data aimed at understanding how a chemistry graduate program professionally develops graduate students into chemists. The scope for the research article centers on the experiences of an HM graduate student pseudonymized as Elena. Data sources for this work consist of ethnographic relationship building with Elena, one 90 min interview, and member checking. The current work draws on counter-storytelling, a narrative technique derived from critical race theory. Utilizing counter-storytelling, the article shares how Elena's narrative, and thus her experiences, are shaped by raced, classed, and gendered ideologies imposed by the structure of the chemistry graduate program. The goal of the article is to share the efficacy and novelty of employing narrative… [Direct]
(2022). Seeing Whiteness as Property through M√©tis Teachers' K-12 Stories of Racism. Whiteness and Education, v7 n2 p143-159. Collaboration among Indigenous Peoples and the Saskatchewan government in Canada has led to Indigenous K-12 education progress concerning First Nations and M√©tis peoples, the Indigenous populations whose traditional territories exist within Saskatchewan. Acknowledging such advancements, this paper is concerned with how white identified students continue to graduate with higher completion and achievement rates than M√©tis and First Nations students. Critical race theory (CRT) can assist with understanding how racialised statistics persist in spite of decades of government administered Indigenous education initiatives and mandates. Contributing to anti-racist informed Indigenous education scholarship, this study applies aspects of CRT scholar Cheryl Harris's whiteness as property theory to a qualitative critical race methodological analysis of 13 M√©tis teachers' K-12 stories of racism. When viewed from a CRT lens, the findings suggest M√©tis teachers' experiences with racism in K-12… [Direct]
(2022). What to Do with 'White Working-Class' Underachievement? Framing 'White Working-Class' Underachievement in Post-Brexit Referendum England. Whiteness and Education, v7 n2 p123-142. Scrutinising disproportionate media and political attention provided to the ills of the 'white working-class', this article examines the framing of their apparent underachievement in education policy and discourse in early post-Brexit vote England. In a political context dominated by anti-immigration and nationalist rhetoric, this article aims to investigate the framing of such underachievement across class, gender and ethnic differentials. To that end, a Critical Frame Analysis was conducted of four policy documents focusing on differences in diagnosis of, and solutions for, 'white working-class' underachievement, and of responses to these documents in mainstream newspapers. We contend that the political emphasis on redistributive social justice and identity politics can introduce a logic that can lead to remedies consistent with the idea of interest-divergence emanating from Critical Race Theory (CRT). The article concludes that transformative reform is lacking and communicated… [Direct]
(2022). Addressing the Education Debt: How Community College Educators Utilize Culturally Relevant Pedagogy to Support Black and Latinx Student Success. ProQuest LLC, Ed.D. Dissertation, University of Southern California. Despite the growing research on practices that support student success, available data demonstrate a continued education debt for Black and Latinx students. Culturally relevant pedagogy (CRP) is a practice that can increase the academic success of students of color. This study explored how Black and Latinx students experience CRP. The study was conducted at a community college and collected information from both faculty and students to determine if students' experiences align with the practices utilized by faculty. The study was guided by CRP, critical race theory, and critical pedagogy. This study found that CRP is used and experienced more frequently through practices that do not center race. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:… [Direct]