(2022). Unsettling the "White University"–Undermining Color-Blindness through Critical Race Theory and Testimonio. Journal for Critical Education Policy Studies, v19 n3 p196-223 Dec 2021-Jan. This article interconnects critical theories of race that not only help to conceptualize and make sense of a color-blind ideology, but also aim to unsettle the philosophies and practices that uphold and maintain it within the university setting. In particular, I unpack three philosophical tenets of white supremacy that work in tandem to uphold color-blindness: an epistemology of ignorance, hegemonic whiteness, and neoliberal racism. Once analyzed, I discuss how color-blindness is intimately connected to both overt and covert acts of racial microaggressions on university campuses. As a way to resist and undermine both color-blindness and racial microaggression in academia, I draw on critical race theory and testimonio, as they engage with personal narratives, looking introspectively, talking about lived experiences, and validating individual knowledges. Within this context, testimonio has the potential to provides a liberatory and praxis-inspired framework that focuses specifically on… [PDF]
(2022). Critical Evaluation Capital (CEC): A New Tool for Applying Critical Race Theory to the Evaluand. American Journal of Evaluation, v43 n4 p468-483 Dec. This article presents a new tool called Critical Evaluation Capital (CEC) designed to address issues of equity and social justice in program evaluation. CEC is grounded in the tenants of critical race theory and inspired by Yosso's work on community cultural wealth which raises critical issues of positionality and access. CEC is a system for identifying, quantifying, and disrupting the impact of different kinds of power and privilege (named here as capital) that influence the evaluation process and may distort its findings and/or alter its impact. CEC is not meant to be an entirely new evaluation framework or approach, but rather it is designed to be used as a "tool" "in conjunction" with other contemporary evaluation methodologies, specifically those that reposition the role of the evaluator from an "objective" outsider to an engaged stakeholder. I introduce and describe herein seven foundational categories of CEC, including "framing capital,"… [Direct]
(2023). Sent out or Sent Home: Understanding Racial Disparities across Suspension Types from Critical Race Theory and Quantcrit Perspectives. Race, Ethnicity and Education, v26 n5 p565-584. Although in-school suspensions may be viewed as less severe than out-of-school suspensions, both discipline consequences limit students' access to learning opportunities and are negatively associated with a range of educational outcomes. Moreover, if sending students out of class perpetuates the same racial disparities as sending them home, this practice does not realize the equity goals of discipline reforms over the last decade. Our study draws on Critical Race Theory and QuantCrit to understand racial discipline gaps across in-school and out-of-school suspensions using data from students and schools in one large district. Results of multilevel regression models indicate similar racial disparities in both suspension types, suggesting neither approach is equitable. These findings illustrate the limits of race-neutral policies in mitigating exclusionary discipline gaps. Addressing the thorny issues that contribute to racial disparities will likely require greater resources for high… [Direct]
(2023). Boldly Becoming Antiracist: A Transformative Journey of Fear, Learning, and Growth. ProQuest LLC, Ed.D. Dissertation, University of Georgia. The research team in a small undergraduate social work education program explored the implementation of antiracist best practices for pedagogy and practice, utilizing transformational learning and critical race theories to guide and inform this action research study. The research team sought to explore the impact on the faculty, students, and program's implicit and explicit curriculum by utilizing transformational learning and critical race theories to guide the change through research and theory-informed interventions. [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: www.proquest.com/en-US/products/disserta…… [Direct]
(2023). Critical Content Analysis of Language in Literacy: Identifying Discourse and Translanguaging in "Esperanza Rising". Journal of Latinos and Education, v22 n5 p2138-2150. This critical content analysis was conducted utilizing the children's book "Esperanza Rising." As I read the literature, I documented how children's literature can incorporate discourse analysis into multicultural teaching practices that embrace translanguaging and bilingualism. Through this qualitative study, I demonstrated the need for a curriculum that embraces a culturally sustaining pedagogy (CSP). After analyzing the book "Esperanza Rising," I realized that the power of literacy and language could help students form connections to their self-identity and power. Educators, administrators, and the community can reconstruct the literacy curriculum through critical race theory and Latina/Latino critical race theory (LatCrit). The inclusion of multiliteracies can promote appreciation for cultural differences…. [Direct]
(2024). "They Can't Control the Students": A Qualitative Inquiry Regarding the Perceptions of Student Involvement for Black Men at Predominantly White Institutions in the Midwest. Journal of Campus Activities Practice and Scholarship, v6 n2 p19-32. This qualitative phenomenological study aimed to explore Black men's lived experiences at predominantly White institutions (PWIs) through a student involvement lens. This study used critical race theory to determine if the experiences of Black men align with the desired outcomes of involvement theory. Racism is acknowledged by critical race theory as maintaining racial inequality. Involvement theory explains how students develop by being involved on campus. The current study explored the experiences and narratives of seven self-identified Black men and their perceptions of involvement at PWIs in the Midwest. Findings are classified according to three themes: impact and motivation, navigating the campus community, and a lack of support from campus administrators and peers. This study concludes with a discussion of implications for future research and practice, including student leader and advisor training to support Black men, constitutional audits, increased strategic planning, and… [PDF]
(2021). Expanding the Life-Span, Life-Space Approach Using Critical Race Theory and Intersectionality. Journal of College Access, v6 n3 Article 8 p98-110 Oct. Super's (1980, 1996) life-span, life-space approach of career development has had a major influence on the field of career counseling by shifting the focus beyond a 'singular point of entry' into to careers to one multiple transition points and trajectories. While Super's body of theoretical and empirical contributions to the field of career development are vast, the theory does not adequately address the experiences of Black youth. This article focuses on both theory and praxis by discussing the life-span, life-space approach in the context of career development of Black youth. We describe how critical race theory and intersectionality can be used as key organizing principles in an expanded framework along with Super's life-span, life-space approach to guide practices in college and career counseling. We end with a discussion of the implications for practice…. [PDF]
(2020). Why the Critical Race Theory Concept of 'White Supremacy' Should Not Be Dismissed by Neo-Marxists: Lessons from Contemporary Black Radicalism. Power and Education, v12 n1 p78-94 Mar. Since entering the field of education studies, critical race theory has had an uneasy relationship with Marxism. One particular point of disagreement between Marxists and critical race theory scholars centres on the critical race theory concept of 'White supremacy'. Some Marxist scholars suggest that, because of its reliance on 'White supremacy', critical race theory is unable to explain the prevalence of racism in Western, capitalist societies. These Marxists also argue that 'White supremacy' as understood within CRT is actively damaging to radical, emancipatory movements because the concept misrepresents the position of the White working class as the beneficiaries of racism, and in doing so, it alienates White workers from their Black counterparts. Some neo-Marxist thinkers have sought to replace the concept of 'White supremacy' with 'racialisation', a concept which is grounded in capitalist modes of production and has a historical, political and economic basis. Drawing on… [Direct]
(2023). Toward Critical Simulations (CritSIMs): At the Intersection of Clinical Simulations for Teacher Education and Critical Race Theory. ProQuest LLC, Ph.D. Dissertation, Syracuse University. This dissertation responds to what Sarah Kavanagh and Katie Danielson (2020) call a "raging fire of debate about the relationship between justice and practice" in the scholarship around teacher education. Expanding upon the research focusing on clinical simulations for teacher education as well as the critiques of Practice-Based Teacher Education (PBTE), and the emergence of Critical Practice Teacher Education (CPTE), the dissertation offers Critical Simulations (CritSIMs) as a tool to leverage matters of identity and experience toward antiracist goals in teacher education. To these ends, ten teacher candidates (TCs) were studied as they navigated and reflected on six simulations, four existing simulations (Dotger, 2013) adapted using the CritSIM approach and two original CritSIMs (Rabb CritSIM and Joy CritSIM). This study found that the CritSIM approach afforded TCs the opportunity to identify the critical issues and layers of complexity that frame problems of practice,… [Direct]
(2024). Critically Quantitative: Measuring Community Cultural Wealth on Surveys. Race, Ethnicity and Education, v27 n6 p816-834. This study explores the quantitative measurement of Community Cultural Wealth (CCW), an asset-based approach to understanding the experiences of students from systemically marginalized racial/ethnic groups. Grounded in critical race theory, CCW focuses on forms of capital utilized by marginalized populations that are often unrecognized/undervalued by traditional social science research. Most previous studies on CCW have relied on qualitative methods; we argue that quantitative critical race theory, or 'QuantCrit', can complement those studies by statistically specifying assets possessed by students from marginalized populations as a step toward reimagining institutions that elevate their importance. This paper aims to develop a CCW scale to quantitatively explore the concept, while acknowledging the overlaps among and the dynamic nature of the forms of capital emphasized in conceptualization. Findings from exploratory factor analysis are largely consistent with the original CCW… [Direct]
(2024). The Limits of White Privilege Pedagogy: A Reflective Essay on Using Privilege Walks in the College Classroom. Journal of the Scholarship of Teaching and Learning, v24 n1 p76-100. The privilege walk is a pedagogical tool used to teach students about often-ignored aspects of privilege. Despite their popularity, privilege walks are under-examined in the scholarship of teaching and learning. This leaves open questions about the efficacy of the walk, and whether, and to what extent, the walk yields different results among students from different backgrounds. This paper critically examines the privilege walk by reflecting on our experience of teaching the walk and analyzing student learning reflections about the exercise. We draw on critical race theory to interpret our data and also to help introduce the concept of slippage. We use slippage as shorthand for systematic issues long described by critical race theorists, such as meritocracy, that are reframed as individual responsibilities. We conclude by discussing how educators might prioritize teaching about structural power by integrating ideas from critical race theory, and abandon intellectual traditions that… [PDF]
(2024). Disability, Model Minority Myth, and White Supremacy: Struggling, Reimagining, and Becoming through Mother-Daughter Counter Storytelling. International Journal of Qualitative Studies in Education (QSE), v37 n9 p2507-2520. We — as daughter and mother — offer our stories humbly as a love letter to our Asian American community, our Black and Brown siblings, and the broader education community. White supremacy has weaponized the model minority myth — the belief that Asian Americans have "made it" despite obstacles — to invalidate claims of systemic racism and ableism. We draw on Disability Critical Race Theory and Asian American Critical Race Theory to center intersectionality and the interwoven nature of racialization, gendering, and disablement. Using collaborative storying, we showcase our (un)learning and (re)learning about normativity, identities, and belonging with and from each other as dialogic and reciprocal. Although both of our voices contribute to this dialogic storytelling, this paper centers on the stories of the first author — as a neurodiverse 15-year-old youth — as there is much we can learn from listening to our disabled youth of color and their resistance practices…. [Direct]
(2024). Examining Racialized Deficit Mindsets of Black and Latinx Students' Lower Participation in Study Abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, v36 n3 p1-24. This article examines study abroad personnel's rationale that Black and Latinx students participate in study abroad at a lower rate than their white peers. This article argues that this over-30-year-old rationale should be discontinued to achieve equitable study abroad participation for Black and Latinx students. The author introduces critical race theory as a theoretical lens for study abroad personnel to examine how the internal discourse of racial cultural differences among study abroad personnel is historically linked to pervasive racialized deficit mindsets about Black and Latinx students' achievement. The author reviews existing study abroad scholarship on Black and Latinx student participation to establish a foundation for how the rationale originated and uses critical race theory storytelling as a methodological framework to critique the lower participation rationale. Through this approach, the author advances emergent insights for study abroad personnel to be more equitable,… [Direct]
(2022). Critical Race Theory and the Teacher Education Curriculum: Challenging Understandings of Racism, Whiteness, and White Supremacy. Whiteness and Education, v7 n1 p32-57. The purpose of this study was to investigate how preservice teachers (PSTs) respond and reflect in a University course that centres Critical Race Theory (CRT) and Critical Whiteness Studies (CWS) in the United States. Using artefacts from 100 PSTs class assignments we found two main themes. PST display a surface level consciousness which contributed to some contradictions in their responses and a discourse of whiteness was difficult for the PST in this study to decentre. Additionally, through this course, some of the students began to raise their consciousness critically in promising ways. Our findings illuminate the importance of PSTs having more than one course to wrestle with contradictions, their own deficit thinking, and to foster the new understandings. Additionally, this study displays the importance of having teacher educators in teacher education who develop their own critical consciousness in order to teach courses that decentre whiteness…. [Direct]
(2024). Transforming the Future of Quantitative Educational Research: A Systematic Review of Enacting Quantcrit. Race, Ethnicity and Education, v27 n1 p1-21. Quantitative Critical Race Theory (QuantCrit) is a burgeoning field of study seeking to challenge and improve the use of statistical data in social research. It pulls lessons and insights from Critical Race Theory and applies them to understanding social challenges. In this paper, we aim to improve the quality of quantitative research produced by showing examples of how pioneers in this field are effectively enacting QuantCrit. We conducted a systematic review of the literature to include all empirical education studies published since 2010 through 2022. Twenty-seven studies fit the criteria. Our data shows there is room for innovation, experimentation, and exploration. However, the study highlights exemplars of authors who embody QuantCrit principles through their professional and personal positionality statements, cognizance of community, robust racial/ethnic categories, intentionality on not centering whiteness, use of atypical methods, new measurement tools centering Black and… [Direct]