(2024). Exploring the Experiences of Ethnic Minority Postgraduate Researchers in the UK. Educational Review, v76 n7 p1980-2000. Racism and inequity remain widespread in Higher Education Institutions (HEIs), hindering ethnic minority (EM) postgraduate researchers' (PGRs) prospects. A deeper understanding of the experience of EM PGRs and the obstacles they face is needed. This study endeavoured to explore the plurality of EM PGRs' experiences and generate PGR-led recommendations. As a largely White research team, we also saw the study as a transformative opportunity for ourselves and other academics across the sector. Fifteen EM PGRs enrolled on UK doctoral programmes took part in semi-structured interviews. A reflexive inductive thematic analysis was conducted. Critical Race Theory and Intersectionality were used as backdrops to contextualise the study and its findings. The analysis generated four themes: "disempowerment," "systemic deficits," "weathering" and "from surviving to thriving." The findings indicate that EM PGRs faced multiple challenges during their doctoral… [Direct]
(2018). "Whose World Is This?": A Composite Counterstory of Black Male Elementary School Teachers as Hip-Hop Otherfathers. Urban Review: Issues and Ideas in Public Education, v50 n5 p795-817 Dec. From a critical race theory lens, the author shares data from a yearlong study on Black male elementary school teachers from the Hip-Hop generation. In this article, the author represents the data from said study as a composite counterstory which highlights how Black males are alienated, adultified, and criminalized in American public schools. Furthermore, in this article, the concept of otherfathering is comprehensively defined as it relates to how Black male teachers mentor and support their students…. [Direct]
(2024). Activists, Advocates, and Agitators: 21st Century Justice-Oriented Teacher Activist Organizations. Myers Education Press In recent years, the field of education has been fraught with a variety of different challenges. A multi-year pandemic, book banning, and legislative efforts seeking to ban Critical Race Theory and LGBTQ positive curriculum have had negative effects on K-12 education, leaving many educators feeling the progress made in several states and communities before and during the 2018 teacher walkouts and strikes was now gone. Teacher morale is sitting at a historic low point, with teachers leaving the profession in droves. Education as an institution is at a crucial tipping point, and changes focused on equity and reducing the neoliberal hold on reform need to be implemented in order to keep schools as democratic spaces. The way this vision can be realized is through activism and existing social movement organizations that use both traditional and netroots practices. The purpose of "Activists, Advocates, and Agitators" is to provide readers with a history and analysis of 21st… [Direct]
(2024). Choice, Information Inequity, and the Production, Legitimation, and Reduction of Educational Inequality. Teachers College Record, v126 n2 p70-119. Background: Choice is a key part of the culture of the United States. Americans believe deeply in the personal and social usefulness of being able to make many choices. Hence, all sorts of efforts have been made to increase students' options, whether by creating many different kinds of schools and colleges, offering a great array of majors and degree programs, or allowing multiple modes of attending higher education. However, this proliferation of choices reproduces social inequality in two crucial ways. First, the provision of many options "produces" social inequality: people often make choices that do not serve their interests as well as they might wish, particularly if they are faced with many options and do not have adequate information. Second, the provision of many choices "legitimates" social inequality: the more one thinks in terms of choices in the context of a highly individualistic culture such as that of the United States, the easier it is for dominant… [Direct]
(2017). Performing to Understand: Cultural Wealth, Precarity, and Shelter-Dwelling Youth. Research in Drama Education, v22 n1 p7-21. Collaborating with "Project: Humanity," an acclaimed socially engaged theatre company, we mobilized, over 16 weeks, an applied theatre methodology of drama workshops and traditional qualitative research methods to explore issues of spatialized inequality and localized poverty with a youth shelter community in Toronto, Canada. Observations gleaned through drama activities provided graphic evidence of the multiple and overlapping socio-economic pressures and limited infrastructural and personal support experienced in their young lives. In this article, we use critical race theory to trouble majoritarian narratives of access, capacity, and success. In particular, Yosso's [2005. "Whose culture has capital? A critical race theory discussion of community cultural wealth." "Race, Ethnicity, and Education" 8 (1): 69-91] typology of "community cultural wealth" has allowed us to reconsider the idea of "capital" as it is exploited by youth in… [Direct]
(2021). Factors Impacting Diverse Students' Perceptions of the Police at Two Urban Colleges. Journal of College Student Development, v62 n1 p72-89 Jan-Feb. The number of studies exploring the perceptions of college students towards the police has been small, with only two that include diverse urban college students as part of the samples. At two colleges in a large northeastern US city 1,103 students completed surveys that included items inquiring about personal information and their interactions with the police. Scales measuring the students' confidence in the police (CP) and attitudes towards the police (ATP) were utilized. Of 9 racial groups, White students demonstrated the highest levels of CP and ATP, and Black students demonstrated the lowest levels. Many variables impacted CP and ATP in both bivariate and multivariate analyses, with neighborhood safety, race, and the students' and their close friends' involuntary encounters with the police the most robust factors. Other variables impacting either CP or ATP were gender, sexual orientation, country of birth, and commitment to education. The results of the study are framed through… [Direct]
(2021). Does Race Get Short Shrift in Education Research and Teacher Training? Issue Brief No. 6073. Heritage Foundation In academia today, a heightened focus on issues of diversity and race has been accompanied by claims that education research, teacher preparation, and colleges of education have shortchanged these issues. It is conceivable that teacher training programs and education research can do a better job addressing race, since they educate more than one-half million aspiring educators annually in teacher preparation programs. However those championing diversity, race, and equity do not merely argue that colleges need to do better. Rather, some of the most influential voices argue that such topics are functionally absent from the education school landscape. However the authors question whether that is actually true and if there is evidence to back up that argument. This article examines the research areas and biographies of faculty in colleges of education. For faculty who identify race, diversity, and equity as research areas, it also examined whether those areas were the primary focus of… [PDF]
(2022). Tacit Curriculum of Black Intellectual Ineptitude: Black Girls' Perspectives on Texas School Desegregation Implementation in the 1970s. History of Education Review, v51 n1 p81-95. Purpose: This paper uses former Black girl students' experiential knowledge as a lens to examine Black students' experiences with formal and informal curriculum; it looks to the 1970s during Waco Independent School District's desegregation implementation process. Design/methodology/approach: Guided by critical race theory, I used historical and oral history methods to address the question–In newly desegregated schools, what does Black females' experiential knowledge of the academic and social curriculum reveal about Black students' experiences within school desegregation implementation process? Specifically, I drew on oral history interviews with former Black girl students, local newspapers, school board minutes, legal correspondence, memoranda, yearbooks, and brochures. Findings: Black girls' holistic perspectives, which characterized Black students' experiences more generally, indicate Waco Independent School District's implementation of school desegregation promoted a tacit… [Direct]
(2022). Health Information Equity: Rebalancing Healthcare Collections for Racial Diversity in UK Public Service Contexts. Education for Information, v38 n4 p315-336. COVID-19 illustrated health disparities experienced by racially minoritised people, with heightened risks faced by Black and South Asian communities lending the issue transparency and urgency. Despite efforts to decolonise medical education, deficits in racial representation in research and resources remain. This study investigates the potential and imperatives for healthcare information services to contribute to health equity through their collections. The literature analysis explores collection management, decolonisation, social justice in librarianship, and Critical Race Theory (CRT) as a framework for change in information contexts. A survey of UK National Health Service (NHS) librarians provides a snapshot of awareness of health information inequity. Semi-structured interviews explore information professionals' experiences of anti-racism in the system. The findings indicate strong engagement with the need for equitable resources but highlight some barriers to success…. [Direct]
(2022). Publication Patterns of Higher Education Research Using Quantitative Criticalism and QuantCrit Perspectives. Innovative Higher Education, v47 n6 p967-988 Dec. While higher education scholars have become progressively more interested in employing critical approaches within quantitative research, there is a significant need to improve our understanding about the dissemination and publication of such work. Drawing from a systematic scoping review of 15 years of published higher education literature that integrates quantitative methods and critical inquiry, this article examines 45 manuscripts explicitly using "quantitative criticalist" or "QuantCrit" (i.e., quantitative critical race theory) perspectives. Specifically, we investigate which outlets published the included articles, scope and metrics of each outlet, and disciplinary (mis)alignment between contributing authors and publishing outlets. Findings reveal important trends about the uptick in published scholarship using critical quantitative approaches, the equity-focused scope of outlets that have published the majority of manuscripts in our sample, and how… [Direct]
(2022). A Seat at the IEP Table: Amplifying the Voices of Future Black School Psychologists. ProQuest LLC, Ph.D. Dissertation, Temple University. Black school psychologists are significantly underrepresented in American schools, and this must be addressed to effectively meet the needs of marginalized groups in this field. Through the lenses of critical race theory, intersectionality and the trauma-informed approach, this phenomenological study explored the experiences of eight Black graduate students studying school psychology at both predominantly White institutions (PWIs) and historically Black colleges and universities (HBCUs). Convergent data yielded themes of: (1) Awareness of Intersectionality, (2) Black Representation Matters, (3) Black Mentor/Faculty as Support, (4) Black Sociocultural Safe Spaces, (5) Cultural Incompetence at PWI, and (6) Unsupported Traumatic Experiences at PWI. Divergent data revealed that students from HBCUs experienced a sense of belonging, whereas students from PWIs experienced feelings of isolation. Lastly, divergent data revealed that accreditation was the main concern for students who attended… [Direct]
(2022). Perceptions of Black First-Generation College Students Regarding the Impact of Recruitment Practices at a Predominantly White Institution during the COVID-19 Pandemic. ProQuest LLC, Ed.D. Dissertation, The University of Mississippi. In 2020, the coronavirus disease (COVID-19) plagued the United States, becoming one of the greatest disruptions to the U.S. higher education system in history. Affecting every aspect of institution's operations, prospective fall 2020 and beyond students were impacted greatly by the interruption of traditional college recruitment practices which would have occurred as they made their enrollment decisions. Most affected by this interruption were students of underrepresented groups. This dissertation focuses particularly on Black first-generation students and their perceptions regarding the impact of recruitment practices at a Predominantly White Institution during the COVID-19 pandemic. A qualitative study is proposed as the method of exploration in this problem of practice, building upon Critical Race Theory, Richard Gregory's Constructivist Theory of Perception, Hossler and Gallagher's Three-Phase College Choice Model, and W. Timothy Coombs' Situational Crisis Communication Theory as… [Direct]
(2022). A Case Study of Teacher Beliefs and Discursive Claims Enacting Social Justice Pedagogy in 7th Grade Science. ProQuest LLC, Ed.D. Dissertation, The George Washington University. Traditional science instruction typically follows an initiation- response-evaluation format and privileges curriculum reflective of Western, male, white, middle-class values, and knowledge which sometimes tends to exclude Black and Latinx students. This qualitative instrumental case study explored how a White male seventh-grade science teacher in the southeastern United States diverges from traditional science instruction in describing his use of social justice pedagogy while teaching standards-based instruction to majority Black and Latinx students. Using critical race theory and social constructivist theories to understand this teachers' descriptions data were collected from a questionnaire and semi-structured interviews. Findings from this study indicate that this teacher's commitments to social justice, beliefs about science teaching and learning are evaluated against this teacher's sense of agency which can facilitate or hinder aspects of this teacher's description of his use of… [Direct]
(2020). Negotiating Indigenous Identities within Mainstream Community Livelihoods: Stories of Aeta Women in the Philippines. Studies in the Education of Adults, v52 n2 p157-174. Livelihood participation among members of indigenous communities necessitates redefining of gender roles in indigenous communities. Utilising participatory rural appraisal (PRA) anchored on the principles of Social Identity Theory and Critical Race Theory (CRT), this article draws on a study about adult Aeta women, one of the largest indigenous groups in the mountainous regions of the Philippines. It looks into the perspectives of Aeta women on how livelihood practices address the integration of indigenous communities into mainstream societies. Through seasonal calendars, topical mapping and discussion circles, the study examined Aeta women's negotiation of their identities as they participate in livelihood practices in mainstream communities. Their community participation indicates how intergroup conflict and social categorisation led to marginalisation and resistance to oppressions to strengthen their will to survive and achieve positive social identities…. [Direct]
(2020). Performing Whiteness on the Competition Stage: 'I Dance All Styles'. Research in Dance Education, v21 n2 p209-224. This article seeks to reveal and problematize the multi-layered construction of whiteness in dance competition culture by illuminating assumptions about technique embedded in 'all styles' competition dancers perform on stage. The phrase 'dance all styles' is a shorthand of sorts for those in dance competition culture, as what they really mean is they dance all styles represented in competition dance. In dance competition culture, technique is key in 'all dance styles,' and over time youth unknowingly come to equate the idea of technique with the attributes of ballet inherently reinforcing whiteness as normative. Policies and practices such as competition organizations' rules and regulations, judges' commentary, and choreographic content are examined in relation to critical race theory to demonstrate how whiteness, white privilege, and white supremacy are performed on the competition stage…. [Direct]