(2018). Translingual Play That Promotes Cultural Connections, Invention, and Regulation: A LatCrit Perspective. International Multilingual Research Journal, v12 n4 p273-287. Using Latino critical race theory as a lens, this qualitative study explored ways in which young children's translanguaging practices informed the design of culturally relevant sociodramatic spaces in a bilingual early childhood classroom located along the Texas/Mexico border in South Texas. The authors identified aspects of language development that were evident as children engaged in free play. The findings indicated that bilingual children from the Head Start center where this study took place creatively used language to invent and imagine characters, scenarios, and dialogues. Furthermore, their translingual talk facilitated regulation and control of their free play…. [Direct]
(2018). Latina Bilingual Education Teachers: Examining Structural Racism in Schools. Routledge Research in Education. Routledge Research in Education Using critical race theory and whiteness studies as theoretical frameworks, this book traces two Latina bilingual education teachers in three different professional phases: as paraprofessionals, teacher candidates, and certified teachers. Grounded in a longitudinal case study, this book sheds light on the effects of institutional racism when Latina/o educational professionals attempt inclusion in white dominant organizations, such as schools. Revealing and analyzing the structural racism present in schools and the obstacles it creates for professionals of color, the author exposes the racist practices that are hidden from view and offer practical solutions to combat them…. [Direct]
(2022). The Lived Experiences of Indigenous Youth during the Transition to Emergency Remote Learning: A Qualitative Study. ProQuest LLC, Ed.D. Dissertation, The University of North Carolina at Wilmington. This qualitative study was conducted to learn about the lived experiences of Indigenous youth during the transition to emergency remote learning due to the COVID-19 pandemic. Eight students at two schools in the Western part of Robeson County, North Carolina, told their stories. Tribal Critical Race Theory was used in this study as a lens to analyze the stories told by these Indigenous students and five themes emerged from the data collected from their stories: students had significant issues with the internet, remote learning was challenging, the support of teachers was vital, students wanted to return to school, and school is better now that students are back in class face to face. Findings showed the lack of access to high-speed internet often impeded students' ability to connect with their teachers consistently. Students found remote learning was much more challenging than being in the classroom face to face and returning to school was important to them. Once students returned to… [Direct]
(2022). Evaluating Mentorship Programs: Survey Items for Improving Student Affairs Practice. Journal of College Student Development, v63 n2 p223-228 Mar-Apr. Positive mentorship perceptions relate to higher intent to persist (Baier et al., 2016) and sense of belonging (e.g., Apriceno et al., 2020). Apriceno and colleagues (2020) used multiple survey items to examine student engagement with mentors, but they were unable to consider how mentors incorporate Black, Indigenous and People of Color (BIPOC) students' minoritized statuses as part of the mentoring relationship. Other scholars have captured multiple factors in mentoring relationships but overlooked the importance of race in those relationships (Docherty et al., 2018). Student affairs professionals are increasingly expected to assess and evaluate programs that support student success (Fallucca, 2018). Beyond satisfying accountability pressures, assessment and evaluation work is important for gathering data to improve practice and support students. In this article, the authors draw on their experiences evaluating a program that uses critical race theory to improve faculty-student… [Direct]
(2020). Reenvisioning Family-School-Community Partnerships: Reflecting on Five Years of Dialogues on Race Programming within an Urban School Community. School Community Journal, v30 n2 p121-154. Race dialogues have the potential to promote shared family-school-community partnerships and equity in urban educational practices. Participation in dialogues allows for diverse school community stakeholders to engage in courageous conversations and reflect on how racial power dynamics affect students and families within the school community. We sought to explore how dialogues conducted among school community members may impact school climate and promote educational justice. Critical Race Theory in Education guided dialogues programming and analyses. Semistructured interviews with 11 participants were conducted and analyzed using qualitative content analysis. Findings revealed a variety of participant experiences and learning qualitatively differed by racial identity and depth of personal engagement in the dialogues. Although the race dialogues supported personal growth, connection, trust, and a sense of commitment to school improvement for many, participants described several… [PDF]
(2020). Not Another All White Study: Challenging Color-Evasiveness Ideology in Disability Scholarship (Practice Brief). Journal of Postsecondary Education and Disability, v33 n3 p215-222 Fall. Color-evasive ideology within disability higher education research is a pressing issue. The lack of naming and critiquing Whiteness in higher education disability research is a frequent challenge that remains the status quo despite its deleterious effects on disability scholarship, practice, and education. Whitecentric disability research paints an unauthentic picture of who has access and who is thriving. There is a lack of understanding of racialized structural barriers, and in some cases, cultural deprivation that impacts disabled Students of Color from rising to their fullest potential. This scholarly paper uses Disability Critical Race Theory to interrogate color-evasiveness within disability research and practice. This paper provides a brief overview of the relevant literature, addresses the problems of the default centering of whiteness in disability research, and offers suggestions in creating inclusive solutions in disability practice and scholarship. The perpetual centering… [PDF]
(2020). Keeping Race at the Center of School Discipline Practices and Trauma-Informed Care: An Interprofessional Framework. Children & Schools, v42 n3 p161-170 Jul. Given the unique forms of trauma that some Black and Brown youths are exposed to, and the salience of race and racial bias in discipline decision making, this article proposes that discipline interventions should be both race centered and trauma informed. Using critical race theory (CRT), trauma-informed practice literature, and restorative practice philosophies, this article presents a framework that highlights how schools can incorporate racial equity into mental health practices and discipline decision making with students. Namely, CRT tenets such as the centrality of race and racism, challenging the dominant perspective, valuing experiential knowledge, and the commitment to social justice guide authors' recommendations on discipline decision making. Using an interprofessional perspective, this framework delineates how school social workers, school psychologists, and school counselors can support their schools to integrate interprofessional, trauma-informed, and race-centered… [Direct]
(2020). Intergenerational Literacies: The Racial, Linguistic, and Cultural Resources of Families in Raising Young Children of Color. Literacy Research: Theory, Method, and Practice, v69 n1 p285-302 Nov. In this article, we share findings from three qualitative studies, illustrating how children of color and their families make meaning of the racial, linguistic, cultural, and gendered worlds in which they develop. The first study examines how White adoptive Lesbian, Gay, Bisexual, Trans, Queer (LGBTQ) parents engage in race conscious child-rearing of their young African American son and the dialogism of racial identity formation and racial literacies; the second study examines the family literacy learning and teaching practices of one adult English to Speakers of Other Languages student; the third study examines how Latinx parents engage intergenerational sharing of stories as tools of resistance. Utilizing critical race theory, LatCrit theory, and sociocultural perspectives on literacy and intergenerational learning as analytical lenses, this article illuminates the consequential nature of intergenerational learning that occurs through the lived and embodied literacy practices of… [Direct]
(2020). The Decentralization of Race: Tracing the Dilution of Racial Equity in Educational Policy. International Journal of Qualitative Studies in Education (QSE), v33 n4 p465-490. This article examines California's Student Equity Policy crafted by policymakers to "avoid an underclass of ethnic minorities" in higher education. We combine tenets from critical race theory, interest convergence, and color-evasiveness to qualitatively interrogate 17 policy documents including chaptered bills, legislative mandates, and implementation guidelines related to the reform effort. We highlight how revisions to the reform deliberately inoculated a race-conscious policy into an effort targeting all students. Over the policy's 25-year history, we found that policymakers continuously diluted the role of race and opportunities to address racial disparities in legislative mandates. Implications for this research emphasize the significant role of policymakers in crafting legislation that explicitly draws attention to inequities faced by racially minoritized students in higher education. It considers practitioners' ability to implement these policies in ways that can… [Direct]
(2020). Transforming the Ivory Tower: Models for Gender Equality and Social Justice. Trentham Books A sequel to 'Inside the Ivory Tower: Narratives of women of colour surviving and thriving in British academia' (2017). These research case studies by Black women academics describe the transformative work of contributors to the Ivory Tower project, adding intersectional voices from the United States, Canada and Australia, and LGBTQ perspectives. Privileging their lived experience, intellectual, social and cultural capital, they recount the self-defined pathways for social justice developed by women of colour. Drawing on critical race theory and Black feminism, the authors navigate challenging spaces to create meaningful roles in addressing race and gender disparities that range from invisibility in the academy to tackling female genital mutilation. Their research and practice, so often unacknowledged, is shown to be transforming teaching, research, professional and community practice within and beyond the academy. [For "Inside the Ivory Tower: Narratives of Women of Colour… [Direct]
(2020). Feeling the Stress and Strain — Race, Economics, and the Educational Experiences of Latinx Emergent Bilinguals in a 'New' Destination School. Race, Ethnicity and Education, v23 n6 p800-819. This article uses ethnographic data to examine the schooling experiences of Latinx emergent bilinguals and the educators who worked with them at a mid-size high school in a small Wisconsin city. Using Critical Race Theory, I argue that as tensions have increased in recent years from school funding cuts, deindustrialization, and demographic shifts, the community's white residents have repeated long-standing patterns of white supremacy to assert economic and cultural dominance over Communities of Color. I examine the manifestation of these dynamics in the schooling experiences of my participants through a racially hostile schooling environment and a general lack of investment in their education. This work offers important insights on the sociohistorical intersections of race and class within predominantly white, rural and suburban 'new destination' communities and problematizes the very notion of 'new' in such locals by questioning assumptions about who is 'native' and who is 'new' to… [Direct]
(2020). Applying Critical Whiteness Studies in College Student Development Theory and Research. Journal of College Student Development, v61 n4 p439-455 Jul-Aug. In recent years a host of scholars have considered the contributions of various critical and post-structural perspectives to the study of college student development. This body of work has drawn on critical race theory, intersectionality, and queer theory, among others, to advance more power-conscious approaches to student development. Critical whiteness studies (CWS), a body of scholarship that seeks to expose the ways in which whiteness functions to maintain racial oppression, has received far less attention in the study of college student development (Jones & Abes, 2013). Consistent with third wave theorizing, we considered the contributions of CWS to student development research and theory. First, we reviewed the ways in which whiteness has been conceptualized in race research and then traced the historical origins of CWS. Second, we considered three particular constructs associated with CWS: white complicity (Applebaum, 2010), epistemologies of ignorance (Mills, 1997), and… [Direct]
(2020). Exploring Race Consciousness among South Korean College Students through Sport. Quest, v72 n3 p338-357. The purpose of the study was to explore race consciousness among South Korean college students amid the shifting sociocultural dynamics in South Korea and aimed to reveal how their race consciousness intersected with sport. This study was guided by arguments advanced by scholars in Black studies, Whiteness studies, and Critical Race Theory (CRT). Descriptive-qualitative research design was used. The participants were four male and four female South Korean college students (n = 8, mean age = 21.5 years old). Data were collected via in-depth, face-to-face interviews and analyzed through an inductive content analysis approach. The major findings revealed contradicting, conflicting, and paradoxical layers in the participants' race consciousness related to sport. The participants formed and solidified their ideas about racial others and simultaneously saw the potential to change these ideas–especially about Black people–through sport. In short, the participants viewed sport as a… [Direct]
(2020). 'Where Are You From? Your English Is so Good': A Korean Female Scholar's Autoethnography of Academic Imperialism in U.S. Higher Education. International Journal of Qualitative Studies in Education (QSE), v33 n5 p491-507. Higher education institutions are growing as international spaces, making it crucial to understand how international scholars are subjected to U.S. conceptions of race and racialization. Drawing from a tenet of critical race theory (CRT), storytelling and counter storytelling, this autoethnographic study presents reflections of a Korean female scholar's racialized experiences in U.S. higher education. This study explores how personal status as a foreign-born female scholar along with socio-institutional factors shape academic experiences in the U.S. Using autoethnography as a qualitative research method reveals layers of one's consciousness by connecting personal experience to culture. While presenting an amalgam of racial experiences in U.S. academia, I call for the need to address academic imperialism that is embedded in both the dominant structures of our society and in academia. I assert that CRT and AsianCrit have the potential to transform higher education and to develop a more… [Direct]
(2020). A Necessary Pairing: Using Academic Outcomes and Critical Consciousness to Dismantle Curriculum as the Property of Whiteness in K-12 Ethnic Studies. Equity & Excellence in Education, v53 n4 p569-582. Using Critical Race Theory, the authors explore how K-12 Ethnic Studies attempts to dismantle curriculum as the property of Whiteness by replacing it with a social justice education curriculum that centers the lived experiences and epistemologies of people of color. The authors assert that when Ethnic Studies programs cultivate a dual focus on developing critical consciousness and academic skills, these programs can de-center Whiteness and better serve the educational needs of students of color. Using Harris' four property functions of Whiteness, the authors explain how class assignments that include both critical consciousness and academic skills displace Whiteness as the center of the curriculum. The authors contend that, in the age of Ethnic Studies expansion, targeted and aligned curriculum, which supports the social and academic needs of students of color, is necessary to contest curriculum as the property of Whiteness and to forward the racial justice project, increasing access… [Direct]