(2015). Color-Blind Leadership: A Critical Race Theory Analysis of the ISLLC and ELCC Standards. Educational Administration Quarterly, v51 n3 p335-371 Aug. Purpose: Working from the driving research question–"is the explicit consideration of race present in the ISLLC and ELCC standards?"–this article explores the implications of a school leadership landscape reliant on a collection of color-blind leadership standards to guide the preparation and practice of school leaders. In doing so, we analyze the language of the Interstate School Leaders Licensure Consortium (ISLLC) and the Educational Leaders Constituent Council (ELCC) standards and their accompanying reports using a critical race theory framework. Research Methods: In our analysis of the ISLLC and ELCC standards, we performed a multistep review of these standards' leadership domains and their components. Our hybrid methodology employs empirical and theoretical elements of content and textual analysis. Drawing on the tenets of critical race theory, we provide an analysis of the extent to which the standards' language address, or fail to address, issues of race, racism,… [Direct]
(2024). #BlackEducatorsMatter: The Experiences of Black Teachers in an Anti-Black World. Harvard Education Press The personal accounts, educator portraits, and research findings assembled by Darrius A. Stanley in "#BlackEducatorsMatter" constitute an unstinting exploration of the experiences of Black K-12 teachers in the United States. Spotlighting the invaluable work of Black educators, this volume reveals that although they are underrepresented in educational institutions, they have profound positive influence not only on students of color but also on school climate and ultimately on all of society. Contributions from both emerging and established scholars lay out the historical and contemporary issues that confront Black educators. Viewing this landscape through the lens of BlackCrit and other race-centric perspectives, the contributors critically frame and explicitly name the challenges. They make plain that a common thread in the Black experience in US schools is antiblackness, which remains an endemic feature of US society even as recent social justice campaigns, including the… [Direct]
(2024). Asian American Secondary School Teachers: Negotiating Identity and Navigating Racially Diverse Work Environments. ProQuest LLC, Ed.D. Dissertation, California State University, Long Beach. Although Asian Americans are the fastest growing racial group in the United States, they still only represent 2% of the U.S. teaching population. This incongruency highlights a disparity underscoring the gap in research centering on Asian American teachers. This qualitative, phenomenological study explored the racialized experiences of Asian American teachers at the secondary school level. As a result of White supremacy, the model minority myth minimizes the struggles and obscures the nuanced identities of Asian American teachers, who often experience the effects of pervasive overt and covert racism. To navigate racially tenuous and hostile working environments, Asian American teachers develop strategies, including making space for racialized identities, building relationships with other Asian American teachers and other teachers of color, or finding ways to cope and adapt to the expectations of others. The mental toll of navigating and negotiating such environments results in… [Direct]
(2024). BIPOC Medical Student Wellness: An Interpretative Phenomenological Analysis. ProQuest LLC, Ed.D. Dissertation, University of Wisconsin – La Crosse. Black, Indigenous, (and) People of Color (BIPOC) medical student wellness has been studied almost exclusively by utilizing quantitative research methods. Few studies have looked at BIPOC medical student wellness through qualitative research methods. Interpretative Phenomenological Analysis (IPA) was utilized to study BIPOC medical student wellness through interviewing, describing, and analyzing their lived experiences while in medical school. This is the first known study utilizing IPA to research the lived experience of BIPOC medical students. With this research, how BIPOC medical students experience personal wellness as they navigate systemic racism in medical schools was investigated. This study was guided by one main research question and two sub-questions. The main guiding question: How do BIPOC medical students make meaning of personal wellness as they navigate historically White medical school ecosystems? The sub-questions included: (a) How do BIPOC medical students define… [Direct]
(2018). Strategy and Resistance: How Native American Students Engage in Accommodation in Mainstream Schools. Anthropology & Education Quarterly, v49 n1 p21-35 Mar. This article explores the experiences of a group of Native American 8th graders who attend a mainstream school and how they engage in accommodation as an act of agency and resistance to protect and maintain their identities in their school environment. By using tribal critical race theory to examine these experiences, this study raises important questions about how mainstream schools can support Native American students, despite serving as sites of colonization…. [Direct]
(2018). The Racialized Experiences of Students of Color in Higher Education and Student Affairs Graduate Preparation Programs. Journal of College Student Development, v59 n2 p141-158 Mar-Apr. Using a critical race theory lens, we examined the racialized experiences of 29 Students of Color in HESA programs across the United States. Students' experiences illuminate 4 themes: educating white peers, invalidation of experiences and identity, racial stereotypes, and isolation. Participants' experiences illustrate a disconnect between HESA programs' espoused commitment to social justice and inclusion and the enactment of this commitment. Implications and recommendations for HESA program administrators, faculty, and assistantship supervisors are provided…. [Direct]
(2018). Whose Banner Are We Waving? Exploring STEM Partnerships for Marginalized Urban Youth. Cultural Studies of Science Education, v13 n1 p59-84 Mar. This case study examines after school programming in citizen science from the perspective of Critical Race Theory. During the course of enacting community outreach projects this data was used to examine the positioning of experts, student, and teachers within the program. This study explores the role of race and ethnicity, and the ways in which marginalization can manifest itself with black urban youth and teachers. Implications for partner selection and training are addressed…. [Direct]
(2022). Counternarratives as DisCrit Praxis: Disrupting Classroom Master Narratives through Imagined Composite Stories. Teachers College Record, v124 n7 p150-173 Jul. Background/Context: In disability critical race theory (DisCrit) Classroom Ecology, Annamma and Morrison (2018a) offered invaluable direction for teachers by proposing constructs that address racism and ableism within the foundational components of the classroom–curriculum, pedagogy, resistance, and solidarity. These liberatory lenses offered a critical framework to conceptualize and achieve DisCrit-aligned teaching and learning. However, as of yet, critically conscious classroom teachers who seek to make DisCrit live in spaces that serve multiply-marginalized students have no map to operationalize theory into practice. To support the enactment of DisCrit Classroom Ecology, scholarship must authentically partner with classroom teachers who are working with and who have influence over the educational trajectories of multiply-marginalized students. Objective: This article builds on lived practice and imagines liberatory praxis through the use of counternarratives as a methodological… [Direct]
(2021). Power in Pedagogy: Legacies of Apartheid in a South African School. Whiteness and Education, v6 n2 p130-146. This paper explores the profound connection between race, gender, and culture in post-apartheid education at a public Afrikaans dual-language school in South Africa. Illustrating how the residues and remnants of apartheid legacies propagate arcane constructions of whiteness through interwoven racial and gendered stereotypes, this research maps the dynamic motility of local regimes of power that erase students' individuality, discipline their agency, and influence their identities through their everyday school experiences. Using a critical race theory approach, Foucauldian theoretical frameworks and Bourdieu's notions of cultural capital, this critical ethnographic case study draws on observations and interviews with students and teachers. Written from the positionality of a US researcher, with the critically reflexive view of an outsider to the Afrikaans culture and the South African educational system, this paper considers the power of remaining constructions of whiteness to… [Direct]
(2022). Visual Culture Art Education to Cultivate Critical Racial Consciousness. Art Education, v75 n3 p24-31. This article describes practices to cultivate preservice art teachers' critical racial consciousness rooted in critical race theory (CRT) and educational research. The examples in this article build on the unique position and responsibility of art educators to leverage visual culture's expansive power to generate dialectical classroom practice and commitment to a justice-centered curriculum. The course module combines three assignments that explicitly address the goal of raising and expanding our critical racial consciousness as a lifelong goal, following the analysis advanced in education research: (1) the objectives of each module assignment make explicit learning expectations of critical consciousness; (2) the three learning activities provide opportunities to reflect on one's beliefs and privileges, how one's knowledge or lack of knowledge is shaped, and to recognize power structures; and (3) the activities guide students to translate conceptual antiracist, multicultural… [Direct]
(2022). Toward a Critical Race RPP: How Race, Power and Positionality Inform Research Practice Partnerships. International Journal of Research & Method in Education, v45 n4 p397-409. This research article challenges the normative construction of RPPs as an inherently equitable, post-racial and ungendered methodological framework. By utilizing critical race theory broadly, and whiteness as property in particular, we highlight how without explicit consideration for the racialization of research identities, RPPs are incapable of disrupting oppressive power structures that hinder equity and social change. As WOC researchers working on a large National Science Foundation granted study, we witnessed two issues in RPP methodologies: (1) institutional power granted by Academe is negated when whiteness is prioritized and minoritized race/gender identities are involved; and (2) niceness is weaponized as a means of protecting education and research as the property of whites in order to maintain the status quo. By utilizing our counterstories to unpack and interrogate the onto-epistemological and sociopolitical infrastructure of RPPs, we offer implications and best practices… [Direct]
(2022). Shallow Inclusion: How Latinx Students Experience a Predominantly White Institution "Doing Diversity Work". Journal of Leadership, Equity, and Research, v8 n2 p135-157. A university's culture cycle includes institutional "ideas" around racial/ethnic diversity that inform "institutional" practices and norms, which shape daily "interactions" and "individual" experiences of students. Using qualitative methods, we explore how Latinx students experience these elements of campus culture at a Predominantly White Institution (PWI) publicly committing to engaging in diversity work. We examine the university's ideas and institutional practices and compare them with the interactions and individual experiences of students. We discuss what Latinx students' experiences reveal about how the university's culture cycle considers and promotes the inclusion of Latinx perspectives, experiences, cultural traditions, histories, and challenges. We supplement our understanding of the culture cycle model with elements of Latinx Critical Race Theory (LatCrit) to account for the pervasive influence of race and racism. We conclude that a… [PDF]
(2022). Critical Race Self-Study: An Abolitionist Methodology. Asia-Pacific Journal of Teacher Education, v50 n3 p249-265. Taking an oppositional approach to the whiteness of teacher education research, I challenge critiques of self-study in teacher education as insufficient for the fundamental transformation of teacher education. Drawing from critical race theory, I posit that the stories and self-studies of Black, Indigenous, and other teacher educators of Colour are key to dismantling the white supremacy ingrained in teacher education. Race has palpable consequences for teacher education, and I posit that if teacher education research continues to sidestep and ignore race and racism, the field will continue to condone the harmful status quo of whiteness. Critically examining the need to move beyond research that naturalises whiteness in teacher education, I consider how "passing" and "trespassing" — the long-established positionings rendered possible to Black, Indigenous, and other teacher education researchers of Colour — are hindering the pursuit of racial justice. Seeking to… [Direct]
(2023). Theorizing a Critical Race Content Analysis for Children's Literature about People of Color. Urban Education, v58 n10 p2437-2461. Concerns from scholars about the exclusion of People of Color in children's literature began in the early 20th century and continues today. The lack of children's literature about People of Color is even more alarming in the contemporary moment, when Children of Color comprise a significant proportion of urban schools throughout the U.S. Only since the 1990's have scholars begun to critically examine the portrayals of People of Color in children's books. More recent research offers frameworks and methodologies for critical analyses of children's books, namely a Critical Content Analysis that offers strategies for the examination of discursive power in literature for youth. This conceptual article theorizes how Critical Race Theory (CRT) in Education can be utilized with a Critical Content Analysis to provide a new framework for the examination of race, class, gender, (and other intersectionalities) in children's books about People of Color–"A Critical Race Content… [Direct]
(2022). "How Difficult Can It Be?" A Non-Indigenous 'Asian' Australian High School Teacher's "AsianCrit" Autoethnographic Account of Dealing with Racial Injustice. Prism: Casting New Light on Learning, Theory & Practice, v4 n1 p86-96. Australia's colonial past and subsequent propagation of the White Australia policy in the Immigration Restriction Act of 1901 has meant that 'Whiteness' remains central to the national imaginary. Consequently, racial-colonial discourses axiomatically regulate scholarly and societal understandings of racial minorities through two unique but analogous debates — one focussed on the schism between Indigenous and non-Indigenous peoples; the other centred around immigration policy and multiculturalism (Curthoys, 2000). In the context of Australian education, there is a slowly developing collection of Critical Race Theory (CRT) scholarship that has addressed and challenged the inequities that pervade the Indigenous student experience (Ford, 2013; Vass, 2014, 2015); however, there has been much less momentum made with other racial minorities. Specifically, the experiences and voices of migrant pre-service and early career teachers from Asian backgrounds like myself, who have become… [PDF]