(2020). A Divergence of Interests: Critical Race Theory and White Privilege Pedagogy. Teachers College Record, v122 n1. Background/Context: Informed by the increasing racial disparity between the nation's predominantly White teaching force and the growing number of students of color in K-12 schools, along with the well-documented struggles that White teachers have in exploring race and racial identity, the authors critique the use of White privilege pedagogy as a strategy for promoting antiracist dispositions in White pre-service teachers. Purpose/Objective/Research Question/Focus of Study: By deploying several concepts central to critical race theory, as well as critiques that note the shortcomings of past attempts at racial reform (Brown v. Board of Education, Voting Rights Act), the authors investigate the effectiveness of White privilege pedagogy within the teacher education setting. Research Design: To construct our conceptual critique of White privilege pedagogy within teacher education, we reviewed the extant literature that discussed the range of shortcomings to this pedagogical approach. To… [Direct]
(2020). Using Critical Race Theory to Explore the Black Men Teacher Shortage. Journal of Negro Education, v89 n1 p67-81 Win. As this country's K-12 student population becomes increasingly racially heterogeneous, the preponderance of its teachers remains White and female. Inspired by this phenomenon, the purpose of this article is to examine the shortage of Black men teachers using critical race theory (CRT). The precepts of CRT used in this examination are the centrality of race and racism in society and challenge to the dominant, including meritocracy and color blindness. This article identifies some of the current challenges facing prospective Black men educators, and it offers insight into forces that began an involuntary exodus of Black educators from the profession. This article also contends the Black men teacher shortage is based on racial considerations and is a patently nationwide epidemic…. [Direct]
(2023). Too Latinx or Not Latinx Enough? Racial Subtexts and Subjectivities in a Predominantly White University. Journal of Latinos and Education, v22 n3 p1138-1153. This study examines how Latina students attending a predominantly white university in the Pacific Northwestern United States describe their academic and social wellbeing in relation to their racial subjectivities and the racially-charged campus interactions they have experienced. Critical Race Theory and Latina/o Critical Race Theory help us interpret how these students assert the authenticity of their identities in ways that either validate or contest the whiteness that tacitly frames so many aspects of their academic and social lives. These findings open a conversation on a subject that is taboo within Latinx communities and largely invisible within Predominantly White Institutions: how simultaneous claims to Latinx belonging and white privilege play into systemic racism on campus and throughout the U.S…. [Direct]
(2023). Talking Back: An Analysis of the Scope and Impact of Critical Race Theory and Its Usage in Educational Research. SAGE Open, v13 n3. This study employed bibliometric analysis to analyze the research on critical race theory (CRT) in education. We employed four approaches: citation analysis, document co-citation analysis, social network analysis, and keyword co-occurrence to examine the scientific structure of CRT research in education based on 1,464 documents and 55,493 cited references. Using VOSviewer, we identified four distinct clusters of CRT research that characterize the intellectual structure of CRT research in education. We examined how specific works influence the field using social network analysis (SNA). The SNA revealed various amounts of overall centrality (i.e., 15.42% degree centrality, 25.24% closeness centrality, and approximately 0% betweenness centrality). These results indicate that the documents' direct influence on the co-citation network is stronger than the indirect and informal influence. Finally, the keyword co-occurrence analysis results indicate four distinct clusters of CRT research… [Direct]
(2022). A Critical Race Theory Analysis of the Draw-a-Scientist Test: Are They Really That White?. Cultural Studies of Science Education, v17 n1 p141-168 Mar. The focus of this study was to examine peer-reviewed 'draw-a-scientist' test (DAST) research studies conducted primarily in the USA. In a similar review of science education research into the 'nature of science views', it was found that race played a prominent role in that research agenda and therefore may be impacting DAST research as well. Using critical race theory (CRT) as a framework, 28 published draw-a-scientist test (DAST) studies spanning from 1976 to 2018 were selected and reviewed. This study is unique in the fact that it is the only critique of the instrument in which race was the focus. Results suggest that race and language have played a significant role in DAST research to date, as Black, Latinx, Native American and other people of color were found to be disproportionally excluded as participants. Implications of excluding these individuals are explored, and suggestions for making DAST research more equitable are discussed…. [Direct]
(2024). "'We Believe in Education, Not Indoctrination': Governor Ron DeSantis, Critical Race Theory, and Anti-Intellectualism in Florida". Policy Futures in Education, v22 n5 p1004-1019. This article examines how Florida Governor Ron DeSantis' remarks contribute to anti-intellectualism and fuel the pushback against critical race theory (CRT) championed by like-minded conservative Republicans who view its instruction as an affront to society and authentic historical narratives. Dismissing educators and scholars who uphold the teaching of CRT as unpatriotic and denigrating to American society, DeSantis, who has presidential aspirations, has effectively used the issue (along with a number of other matters) to solidify his conservative base fearful of social and hegemonic change. Although CRT is not taught in Florida public schools, similar to other conservative-dominated states which have seized on the teaching of CRT as anathema to their civic principles, DeSantis' thinly veiled attempt to appease right-wing voters is yet another example of Republicans stoking cultural wars designed to energize conservative constituents against what many of them perceive as liberal… [Direct]
(2023). Help-Seeking among Latin@ Undocumented Students at Hispanic Serving-Institution Community Colleges: A Latin@ Critical Race Theory Case Study. ProQuest LLC, Ed.D. Dissertation, Washington State University. Latin@ undocumented students confront unique and significant barriers in accessing and obtaining postsecondary certificates and degrees within community colleges. This study explored 4 current and 1 former community college part-time (6-8 credits) undocumented students, specifically how they described their help-seeking experiences within a Hispanic Serving-Institutions (HSI) community college. Importantly, this qualitative methodology has been undertaken with a theoretical Latina/o Critical Race (LatCrit) framework, a Latino-focused family branch of Critical Race Theory (CRT). Equally important, with that was braided Undocumented Critical (UndocuCrit) Theory to understand participant liminal student experiences. Additionally, to complement both LatCrit and UndocuCrit were "testimonio" (interview) methods such as purposeful and snowball sampling. This study revealed help-seeking resources that are needed due to undocumented status challenges. This study offers… [Direct]
(2024). Conceptualizing the Hawaiian, Asian, and Pacific Issues General Education Requirement at Uh Manoa: A Qualitative Case Study Using Kingdon's Multiple Streams Approach and Kanaka 'Oiwi Critical Race Theory. ProQuest LLC, Ph.D. Dissertation, University of Hawai'i at Manoa. This study applied Kingdon's (2003) Multiple Streams Approach (MSA) in conjunction with Kanaka 'Oiwi Critical Race Theories (Wright & Balutski, 2015; Salis Reyes, 2018) to contextualize the creation of the Hawaiian, Asian, and Pacific Issues (HAP) general education requirement at the University of Hawai'i at Manoa (UH Manoa), a large, public, Research One, and self-identified Indigenous serving university located on the island of O'ahu. Utilizing qualitative case study methodology and data sources including institutional documents, archival records, and qualitative interviews with faculty members, this study examined the various elements of influence, organized into MSA's problems, policy, and political streams, to articulate how a particular policy came to be within our institution of study. Furthermore, Kanaka 'Oiwi Critical Race Theories served to interrogate the various influences race and racism, settler colonialism, and institutional isomorphism had in shaping policy and… [Direct]
(2022). Supporting All Students: Multitiered Systems of Support from an Antiracist and Critical Race Theory Lens. Professional School Counseling, v26 n1. Recent racial injustice has prompted school counselors to reexamine how their practices contribute to injustice. Many school counselors seek to engage in antiracism and advocacy. Multitiered systems of support (MTSS) strategies include data utilization, systemic collaboration, and multilevel practices within a school building. This article illustrates how school counselors who use MTSS can operate with an antiracist lens to dismantle policies and practices upholding white supremacy. School counselors utilizing MTSS are well positioned to adapt antiracist strategies…. [Direct]
(2023). Critical Race Theory in Schools? The Struggle for a More Inclusive Curriculum: Transcript from a 2021 Public Seminar on Anti-CRT Bans. Thresholds in Education, v46 n1 p8-32. This article is an edited transcription of a groundbreaking multi-sector presentation on "Critical Race Theory in Schools?" by a prominent panel of PK-12 school educators, education organization leaders, legal advocate, teacher educators, and academic researchers. The presentation took place virtually as a public seminar in response to legislative bills in Michigan and other states that prohibit the teaching of critical race theory in schools and to the ensuing questions and concerns raised by many constituents in the PK12 school and teacher education arenas. Over 200 individuals from Michigan, across the country, and even internationally registered, drawn to the webinar's goals of dispelling misinformation and providing facts and perspectives for meaningful discussions on the pursuit of more inclusive and justice-oriented curriculum, teaching, and learning in schools. Given the significance, urgency, and controversy over this subject, we offer this manuscript not only as… [PDF]
(2022). 9/11–We Will Never Forget … but Others Must. SoJo Journal: Educational Foundations and Social Justice Education, v8 n1 p1-11. After the September 11, 2001, terrorism attack, bumper stickers appeared vowing "9/11 We Will Never Forget," yet Indigenous Peoples' telling of historical events of terrorism and violence is dismissed or expected to be forgotten. Critical race theory and tribal critical race theory are used to conduct an analysis of subjugated Indigenous histories and perspectives in an examination of settler colonialism and its constructions of "American," "citizen," and "patriot" that positions Indigeneity as suspect, withholding an accurate telling of history. Accessing counterstories of Native Americans and literature of Indigenous scholars, the author examines indoctrination and censorship of knowledge, situating the current attack on critical race theory as continuing Indigenous erasure and exclusive citizenship in what she describes as a "patriotism of remembrance." Drawing from Native Peoples' subjugated histories, the author advocates for… [Direct]
(2024). Indifferent, (Un)Critical, and Anti-Intellectual: Framing How Teachers Grapple with Bans on Teaching Truth about Race and Racism, and Critical Race Theory. Race, Ethnicity and Education, v27 n1 p75-98. Current conservative assaults on Critical Race Theory (CRT) in education contend that elementary and secondary teachers and teacher education faculty are not only 'teaching CRT', but also hatred of white people and of 'America'. This article is based on a study that used CRT analytical tools and narrative inquiry to examine pre- and in-service teachers' understanding of CRT bans, race, and racism. Through individual and focus group interviews with racially and ethnically diverse pre- and in-service teachers, manifestations of anti-intellectualism and (dis)ease emerged in participant responses to questions about their perceptions of, and evidence-based knowledge about, CRT, as well as race and racism. Implications call for a radical rethinking of teacher preparation by helping teachers develop epistemic humility, curiosity, and courage…. [Direct]
(2022). Amid Attacks on Critical Race Theory, UMass Boston Launches Educational Leadership and Transformation Institute for Racial Justice. New England Journal of Higher Education, May. UMass Boston leadership has publicly committed to becoming an antiracist and health-promoting university, and the institutional values and commitments are also intricately tied to an academic freedom that wholly defends the right to teach about race, gender and other equity issues. Currently, more than 30 states have enacted bans or have bans pending related to teaching about critical race theory (CRT), equity and race and gender justice. While anti-CRT legislation is not currently pending in Massachusetts, there have been and remain real threats to racial justice in the city of Boston by entities other than the state. For more than 30 years, the Leadership in Education Department at UMass Boston has demonstrated its commitment to social justice in education, in part, by supporting educators for leadership roles in education, policy and community organizations. As a collective, the community of faculty, students, staff and alumni is committed to research and practice that is grounded… [Direct]
(2022). Do They Really Care? A Critical Race Theory Analysis of Culturally Relevant Caring for Black Male Students. Urban Review: Issues and Ideas in Public Education, v54 n4 p531-553 Nov. One segment of the student population that is regularly and systematically ignored is Black male students labeled "overage, under-credited" (OA/UC) based on their age and credits earned towards graduation. These young men are typically educated in alternative settings such as transfer high schools and adult learning centers. A critical race theory (CRT) analysis calls into question expanding alternative school options while limiting the exploration of how and to what extent Black male students benefit. The purpose of this study is to highlight how, if at all, OA/UC Black male students at an alternative school in New York City experience culturally relevant caring. We add to literature on culturally relevant caring by considering its importance in schooling experiences of three OA/UC Black male students in relation to tenets of CRT and examine two questions: (1) How, if at all, do OA/UC Black male students in a transfer high school experience culturally relevant care? (2) In… [Direct]
(2024). Examining a Critical Race Theory-Informed Undergraduate Research Experience: Proposing a Conceptual Model of the Benefits of Anti-Racist Programs on Student Development. Innovative Higher Education, v49 n5 p889-907. Hate crimes and racist incidents are occurring with alarming and increasing frequency on college and university campuses. As colleges work to reduce racist incidents on campus, there is still a need to prepare students to respond to racism when it occurs. When students are prepared to respond to racist incidents, they tend to have better mental health. We draw on prior literature to examine whether learning about critical race theory (CRT) and receiving CRT-informed mentoring–as embedded in an undergraduate research experience program–related to four-year college students' self-assessed ability to respond to racism. Specifically, we propose and test a conceptual model to examine the benefits of participating in an undergraduate research experience program that required students to learn about CRT and receiving CRT-informed mentorship. Consistent with prior literature on undergraduate research experience programs, we found that the intervention positively related to students' sense… [Direct]