(2024). Critical Multicultural Education: Theory and Practice. Multicultural Education Series. Teachers College Press This volume collects Christine Sleeter's core work focusing on "critical" multicultural education, situating culture and identity within an analysis of power and racism. Multicultural education arose in the context of the Civil Rights Movement and, in its inception, shared with that movement a focus on eradicating both interpersonal and systemic racism. The problem this book takes up is that, over time, many people have come to understand and enact multicultural education in ways that evade grappling directly with racism. This dilution has happened for several reasons, including White teachers' rearticulations of multicultural education as "getting along" or learning to be colorblind and neoliberal reforms that have reduced it to a celebration of cultural diversity while maintaining silence about racism. This volume includes ten of Sleeter's articles that explicitly locate multicultural education within critical understandings of race, racism, and colonialism,… [Direct]
(2024). Mirrors of Our Consciousness: Principals' Perceptions of Racialized Educational Inequities within Public Schools. ProQuest LLC, Ed.D. Dissertation, University of Pennsylvania. This research study documents public school principals' perceptions of their roles as leaders in reducing racialized educational inequities within their school communities, then examines the alignment between those perceptions and empirical evidence on racialized educational inequities in public schools. Additionally, this study analyzes the possible challenges for public school principals in implementing practices that address educational inequities in their schools. The theoretical frameworks of critical race theory (CRT), applied critical leadership, and developmental psychology–through the specific lenses of Racial Encounter Coping Appraisal and Socialization Theory (RECAST) and Phenomenological Variant of Ecological Systems Theory (PVEST)–are used to analyze how public school principals perceive racial equity leadership. Qualitative data draw from individual in-person interviews, while quantitative data utilize customized survey instruments that quantify participant… [Direct]
(2024). The Journey of Dominican Women as Administrative Leaders in U.S. Higher Education. ProQuest LLC, Ed.D. Dissertation, St. John's University (New York). This qualitative narrative study delved into the experiences and journeys of Dominican women ascending to administrative leadership positions within U.S. higher education institutions. The main purpose was to explore the challenges and successes encountered by these women, addressing the identified issue of their underrepresentation in such roles. Participants, comprising 13 Dominican women, held positions ranging from Directors and Faculty/Professors to Vice Presidents, Chief of Staff, and Presidents. Their ages spanned from 45 to 75, representing a diverse range of experiences and perspectives. The research methodology embraced a qualitative approach with a narrative design, aligning with the study's theoretical framework rooted in Critical Race Theory aligned with (LatCrit). Data was gathered through semi-structured interviews and participant journaling, drawing on the narrative inquiry model proposed by Connelly and Clandinin (1990). This approach allowed for a nuanced… [Direct]
(2024). Closure Practices of Higher Education Authorizers Regarding Great Lake States Charter Schools. ProQuest LLC, Ed.D. Dissertation, Walden University. Despite increasing enrollment rates among Great Lakes state charter schools, a growing body of research acknowledged the disproportionate number of charter school closures experienced by a marginalized student population. The purpose of this qualitative comparison case study was to examine whether inequities existed in the contract renewal process used by resident charter authorizers. Critical race theory (CRT) was the conceptual framework for the study. Data were collected from semistructured interviews with nine participants (three interviewees per each higher education authorizer [HEA]) and HEA closure data and documents to address the use of processes and criteria to recommend contract renewal or termination and to examine inequities that may have appeared among marginalized charter school populations during the renewal process. Although no charter schools closed during the previous 5-year period, the study identified strong, consistent practices and beliefs among the HEAs,… [Direct]
(2019). Twelve Years "Un"slaved: Lessons from Reconstruction and "Brown" for Contemporary School Leaders. Journal of Research on Leadership Education, v14 n4 p308-330 Dec. This conceptual analysis centers two historical periods in which Black communities in the United States secured educational rights for themselves in spite of (not because of) intervention from the federal government. Drawing from the Critical Race Theory, the authors argue that Reconstruction and the post-"Brown" era offer valuable lessons for school leaders today about the ability–and even need–to operate autonomously from formal channels. The authors feature lessons from Reconstruction and "Brown" regarding self-reliance, community control, and the hard-won victories whose benefits extended far beyond the Black community itself. The authors conclude with implications for school leaders…. [Direct]
(2019). Intersections of Race and Bullying in Children's Literature: Transitions, Racism, and Counternarratives. Early Childhood Education Journal, v47 n4 p465-474 Jul. In classrooms, reading and responding to literature has been identified as a powerful method for dealing with critical social issues, including bullying and racism. The purpose of this article is to analyze children's literature published from 1997 to 2017 that highlights the intersection of bullying and racism. Our article begins with a description of how critical race theory is foundational to our understanding and how research on bullying illuminates our analysis of children's literature. Using critical content analysis), we analyze relevant picturebooks to address how racism can influence bullying behavior. Finally, this article concludes with implications for classroom practices and ideas for future directions…. [Direct]
(2019). School Integration in the New Jim Crow: Opportunity or Oxymoron?. Educational Policy, v33 n1 p257-275 Jan. In this article, I consider the limitations of school integration research that overlooks Black research perspectives, White policy interests, and the paradox of race in the New Jim Crow–America's system of racial caste in the post-Civil Rights Era. Applying critical race theory as critical policy analysis, I discuss the importance of theorizing race in school integration research and recentering Black citizenship and equality as fundamental goals of school desegregation. I conclude with a call to desegregate the research on school desegregation through critical policy analyses that deconstruct liberal education policy agendas, create new policy knowledge, and reject the institutionalization of Black educational inferiority…. [Direct]
(2024). Bridging the Digital Divide: A Critical Narrative Inquiry into the Racialized Experiences of Latinx Undergraduate Students at California State Universities. ProQuest LLC, Ed.D. Dissertation, California State University, Fresno. To prepare students for the 21st century, it is necessary for all students to have equitable access to technological resources, such as laptops and internet service. Despite efforts to eliminate barriers to accessing technology, digital equity gaps still remain. This study used critical narrative inquiry to understand the racialized experiences of the digital divide from the perspective of Latinx undergraduates at Central Valley Hispanic-Serving Institutions (HSIs) within the California State University (CSU). By using the frameworks of critical race theory (CRT) and Latino/a critical theory (LatCrit), this study viewed the digital divide from a different lens to move beyond the traditional thinking of digital access in the educational system. Findings of this study revealed the obstacles that Latinx undergraduate students face when accessing and using technology at the university. Latinx undergraduates transition from high school to the university with limited foundational knowledge… [Direct]
(2024). Impact of Equitable Grading Practices on Student Outcomes and Biology Self-Efficacy in a Ninth Grade Biology Class. ProQuest LLC, Ed.D. Dissertation, University of South Carolina. This action research study, set in a midwestern high school in the United States, was designed to investigate the impact of implementing equitable grading practices in a first semester ninth-grade biology course. Many grading practices commonly used in classrooms in the United States are subjective, can be used to maintain compliance in the classroom, and do not accurately report what students know and can do. Ideas from Critical Race Theory and Bandura's Self-Efficacy Theory guided this study. Qualitative and quantitative data were collected through pre and post self-efficacy surveys, grading surveys, and semi-structured student interviews, along with quantitative grade data for student participants. A mixed method approach was used to analyze the data. There was a statistically significant difference in student grades between the school districts mandated grading policies and the equitable grading interventions used in this study. There were statistically significant decreases in… [Direct]
(2024). A Multiple Case Study on Student-Centered Teaching and Educational Equity for Diverse Learners. ProQuest LLC, Ph.D. Dissertation, University of Nevada, Las Vegas. Student-centered teaching (SCT) has been the dominant education philosophy in the U.S. K-12 education. However, the definition and practice of SCT have been rooted in western education contexts. Since students in U.S. schools become more and more diverse, it remains unclear how SCT works for diverse learners. This research delved into the perceptions and implementation of SCT by teachers in elementary charter schools, emphasizing their approach in classrooms with diverse learners. The study also aimed to uncover any disparities in how teachers perceived and applied SCT when educating diverse learners compared to non-diverse learners. Guided by critical reflection for transformative learning and Critical Race Theory, this study employed a multiple-case study research design. It included four participating teachers from two charter elementary schools, placing a special emphasis on the charter school context. These teachers were interviewed to gain insights into their perceptions and… [Direct]
(2024). Factors Influencing the Success of Black Male Faculty at a Predominantly White Institution. ProQuest LLC, Ed.D. Dissertation, University of Southern California. This qualitative research study examines Black male faculty's challenges in persisting at a Predominantly White Institution (PWI). Eleven Black male faculty members from a large PWI in the Western United States were interviewed using a purposive and snowball sampling methodological approach. Individual narratives were analyzed based on critical race theory and guided by Clark and Estes' (2008) gap analysis framework. The data analysis yielded six themes: knowledge of job requirements is foundational; protection of time is vital; self-confidence in career goal obtainment is crucial; value perception in career goal obtainment is motivational; inclusion of unique pedagogies and research interests is critical; and targeted mentoring opportunities are essential. Findings suggest Black male faculty at a large PWI face unique challenges that can go unnoticed by institutional leadership. Black male faculty often expend an enormous amount of mental and physical energy surviving at a PWI. This… [Direct]
(2024). Ubuntu – I Am Because We Are: A Critical Narrative of the Experiences of African American Men While Enrolling and Matriculating in Master's Level School Counseling Programs. ProQuest LLC, Ph.D. Dissertation, Caldwell University. Community can be said to be the central theme of the concept of Ubuntu. The lack of African American men in school counseling is a concern, and this has propelled the researcher to look at the master's level school counseling programs that are the educational means in which one becomes a professional school counselor. The experiences of African American men while enrolled in master's level school counseling programs are explored, concluding with participants' ideas on how to increase the number of African American men who enroll in master's level school counseling programs. The researcher uses questions derived from relevant literature and informed by critical race theory (CRT; Bell, 1992; Gueh, 2020; Harris, 1993; Haskins & Singh, 2015; Henfield et al., 2013; Ladson-Billings, 2005; Ladson-Billings & Tate, 1995; Patton et al., 2007; Pulliam, 2017; West & Moore, 2015). The participants of this study are African American men who are current or previous master's level school… [Direct]
(2022). Retrospective and Prospective Analysis on Educational Leadership: Indicators of Productivity, Dispersion, and Content. Research in Educational Administration & Leadership, v7 n2 p320-356 Jun. This article analyzes the production, performance, impact, and content of scientific documents contained in an internationally recognized database, the Web of Science, that consider educational leadership (EL) thesaurus (title, abstract and/or keywords). To this end, a scientometric study was performed on a sample of 2,181 research documents that met the established inclusion criteria. A co-word analysis was also performed using Hirsch's index (2005), as well as several bibliometric indicators, impact factors, and citation indices (h, g, hg, and q2). The main findings indicate that production on the topic of EL dates back to 1924, although it did not reach a significant level until 2004. Several important points related to the production profile on EL are highlighted: language, area of knowledge and institutions, and authors specializing in the subject. There are several lines of study open in the established periods, and the subjects that should be taken into account in the future… [PDF]
(2018). Racism Here, Racism There, Racism Everywhere: The Racial Realities of Minoritized Peer Socialization Agents at a Historically White Institution. Journal of College Student Development, v59 n1 p21-36 Jan-Feb. I critically examined the ways racially minoritized college students who served as peer socialization agents (i.e., orientation leaders, tour guides) experienced their campus climate in relation to their racial identities and student ambassador positions. Framed by critical race theory, the counternarratives of 11 racially minoritized peer socialization agents at a historically White institution illuminated the ways racially minoritized student leaders experienced pervasive racism despite their prestigious status at the institution. The results of this study suggest implications for practice and future research…. [Direct]
(2018). A Critical Race Case Analysis of Black Undergraduate Student Success at an Urban University. Urban Education, v53 n1 p3-25 Jan. Presented in this article is a case study of Black students' enrollment, persistence, and graduation at Cityville University, an urban commuter institution. We combine quantitative data from the University's Office of Institutional Research and the U.S. Department of Education with qualitative insights gathered in interviews with students, faculty, and administrators. We then use tenets, theses, and propositions from Critical Race Theory to analyze structural problems that undermine persistence and degree completion, sense of belonging, and academic achievement for Cityville's Black undergraduates…. [Direct]