(2024). Impact of Implicit Racial Bias on Students of African Descent in Predominately White Institutions. ProQuest LLC, Ed.D. Dissertation, St. John's University (New York). This study investigated how implicit racial bias influences the perceptions of students of African descent in predominately White colleges (PWIs) in the United States (U.S.). The theoretical framework for the study is critical race theory (CRT). CRT challenges racial indifference by exposing how racial advances often come at the cost of promoting or feeding into White self-interests (Patton et al., 2007). This non-experimental quantitative study examined how GPA, the number of credits earned, gender, race, and campus culture impact students of African descent's perceptions of culturally implicit racial bias. It used Asian, Hispanic, and White students as a comparison group. Implicit racial bias is a suggestive and sometimes unconscious slight leveled against minoritized groups. The study examined three academic institutions in a large metropolitan area in the northeastern U.S. The researcher created an instrument called the "Implicit Racial Bias Higher Ed Questionnaire"… [Direct]
(2024). School Racial Climate, Self-Efficacy, and School Engagement of African American High School Students: A Qualitative Multiple Case Study. ProQuest LLC, Ph.D. Dissertation, Northcentral University. With the surge of the academic disengagement of secondary African American students in the United States, there have been numerous attempts at recapturing students' engagement in school. When African American students disengage in school, they are at a greater risk of adverse educational outcomes, which potentially impacts the students, their families, and the greater community. The purpose of this study, guided by critical race theory and self-efficacy theory, was to describe how African American high school students' school engagement is affected by their perceptions of school racial climate and self-efficacy. A qualitative multiple case study was used to collect data through interviews, video diaries, and a focus group with nine African-American high school seniors in the United States. The research questions that guided the study were: How do secondary African American students describe their school racial climate? How do secondary African American students describe their… [Direct]
(2024). Nursing Educators' Meanings of the Phenomenon of Racism and Its Effects on Black Nursing Students at Predominately White Institutions (PWIs). ProQuest LLC, Ed.D. Dissertation, Cabrini University. This qualitative phenomenological research study explored nursing educators' meanings of the phenomenon of racism and their perceptions of the effects of racism on Black nursing students at Predominately White Institutions (PWIs). In an online qualitative survey and individual interviews, faculty, staff, and administrators of PWI nursing programs discussed meanings of racism, their understanding of the obstacles Black nursing students face at PWIs, and support systems in place for Black students in their nursing programs. The researcher selected Critical Race Theory (CRT) as the theoretical framework for this study, with an understanding that Black students are often faced with greater challenges to completing nursing programs than their White counterparts. The attrition rate is higher among Black nursing students at PWIs than it is for other students (Eudy & Brooks, 2022) and Black students experience racism more often than students of other races (Ackerman-Barger et al., 2020;… [Direct]
(2024). Cultivating Educators of Color: The Role of School in Shaping Students of Color's Perceptions about Teaching. ProQuest LLC, Ph.D. Dissertation, University of Minnesota. Seeking to enhance efforts toward diversity in the teaching profession, this study used a heuristic methodology to explore how the lived experiences of high school students of Color participating in an education pathways high school course shaped their perceptions of the teaching career. Critical race theory (CRT), critical whiteness studies, and culturally relevant pedagogy (CRP) and their interrelatedness provide an understanding of the role of race in K-12 education. There is an overlap that exists between CRP, CRT, and whiteness studies. CRT provides the lens to understand racism, and critical white studies unpack White privilege. Thus, CRT and critical whiteness studies contextualize CRP, enabling the means to examine how race has been used, institutionalized, and maintained in schools (Sleeter, 2017) and making them tools for isolating race and racism effects on education. The findings of this study reveal challenges and motivations shaping the aspirations of students of Color… [Direct]
(2023). Civic Engagement and Resisting "Docile Bodies" in Postsecondary Education. Teachers College Record, v125 n5 p29-38 May. Background/Context: Robust civic engagement by young adults supports the aims of a democratic society, as well as college- and university-espoused commitments to the public good. Civic engagement also benefits students themselves. Although voting participation among young adults has shown modest increases from 2016 to 2020, work remains to be done to help youth become more engaged in civics. Postsecondary education has the tools to support this engagement among college students. Purpose/Objective/Research Question/Focus of Study: Postsecondary education has long sought to support young adults to participate in democratic society, despite the current dominance of a neoliberal focus on career and socioeconomic mobility outcomes. A realignment of goal-setting is necessary to recognize the need to do more than produce "docile bodies" for a neoliberal and capitalist labor market. Yet, colleges and universities struggle to center equity goals that would support radical democratic… [Direct]
(2016). Community College First-Year Experience Programs: Examining Student Access, Experience, and Success from the Student Perspective. New Directions for Community Colleges, n175 p71-82 Fall. This chapter examines community college first-year experience programs using critical race theory and ecological theory. The study draws on diverse students' experiences with access, support, and long-term success within community colleges to assess how these programs foster student success, as told through the voices of student participants…. [Direct]
(2023). Becoming an Antiracist School Leader: Dare to Be Real. Multicultural Education Series. Teachers College Press Eradicating systemic racism in our schools requires a systemic response. This book describes an adaptive framework that includes ten tenets for developing structural and curricular antiracist leadership. In three parts, school leaders are asked to: Know Themselves through self-reflection and racial autobiography; Distinguish Knowledge From Foolishness through critical race ethnography and an exploration of racial identity development; and Build for Eternity by using a model for student-centered antiracist leadership development. Providing a combination of scholarly and practical examples, readers will learn how to foster academic success, cultural proficiency, and critical consciousness in all learners. The text features a comprehensive, 3-year critical ethnographic study of a Midwestern high school and its ups and downs with antiracist leadership. This resource offers both a vision and everyday guidance to any educator committed to an antiracist democracy, educational love, student… [Direct]
(2024). 'It Feels Human … ': Reflective Race Research in Kinesiology. Sport, Education and Society, v29 n3 p282-295. This paper presents the experiences of a racially integrated research team — two Black male scholars and one white female scholar – drawn from a series of recorded conversations and journal entries as part of weekly research meetings while engaging in race research across more than a year's time. While our work inherently centered race by nature of the topics we researched, we chose to also critically reflect on what it means to do research together as Black and white scholars, and how kinesiology might benefit from our model of working together. Through thoughtful reflection linked to scholarship, we aimed to answer the questions of how our work yielded new understandings of the data we were collecting and analyzing, and how the field might utilize our collective research team experience. Using Critical Race Theory, Critical Whiteness Studies, and intersectionality, we situated our experiences of working together within the existing literature on race dynamics in higher education… [Direct]
(2024). Career Preparation in Higher Education: Considerations That Address the Intersectionality of Undergraduate Black Females: An Intersectional Qualitative Document Analysis. ProQuest LLC, Ed.D. Dissertation, Fairleigh Dickinson University. Historically, higher education was established for the privileged few. Enslaved Black people set free to fend for themselves in "separate but equal" sub-standard schools found a way to flourish despite the odds; yet not without a price and not without the sweat, blood, and tears of their ancestors. Critical Race Theory stated that race, class, and gender determined the trajectory from whence Black people rose in American society that ostracized the Black female. Deemed the maid, the servant, the caregiver, the downtrodden, Black women have been faced with obstacles at the intersections of their lives unbeknownst to any other class of people in these United States yet continued to strive for socioeconomic equality through the advancement of education and attainment of degrees purposed to open career doors. How then has higher education considered Black women relative to the nuances of their socioeconomic struggles? Today, higher education is positioned to impact the career… [Direct]
(2024). Parents Perceptions of the Impact of School Suspension on Black Boys. ProQuest LLC, Ph.D. Dissertation, Walden University. Due to the unintended impacts of out-of-school suspension that may occur to Black boys in middle school, all stakeholders, specifically school counselors, must fully comprehend how this type of discipline affects this population to better support them with best practices. The purpose of this qualitative phenomenological study was to gain a deeper understanding of how out-of-school suspension impacts middle school Black boys' social and psychological well-being. The research population was individuals who met the following criteria for the study: (a) self-identify as Black, (b) have a son in middle school (grade 6-8), and (c) have a son who has been suspended from school at least one time. The study was centered around the research question: What are the lived experiences of parents of Black middle school boys and the social and psychological impact of school suspension. A hermeneutic design was used, incorporating interpretive phenomenological analysis as well as critical race theory… [Direct]
(2021). "As Soon as They Hear 'Undocumented,' They Stop Advising": Theorizing a (Sub)conscious Evasion of Responsibility from Institutional Agents to Undocumented Students. Educational Studies: Journal of the American Educational Studies Association, v57 n3 p269-286. While nearly 100,000 undocumented students in the United States graduate from high schools every year, a precarious national policy landscape exists that limits their higher education options. In addition to the structural and policy-level barriers to higher education for undocumented students, institutional agents might also enact barriers through individual practices. This qualitative study utilizes diffusion of responsibility and critical race theory to bring forward the experiences of undocumented students and institutional agents at Great Basin University (GBU). The findings presented here include, (sub)conscious evasion of responsibility and "all students" as white traditional students. (Sub)conscious evasion of responsibility refers to when institutional agents engage in a diffusion of responsibility and rely solely on diversity-affiliated offices to serve undocumented students. This study suggests that undocumented students are left out of the "all… [Direct]
(2021). Addressing Black Inclusivity within a Canadian Post-Secondary Engineering Faculty: A Critical Perspective. Canadian Journal of Science, Mathematics and Technology Education, v21 n2 p257-272 Jun. This paper briefly outlines three initiatives that the University of Toronto (U of T) Faculty of Applied Science and Engineering (FASE) has implemented as initial steps as the institution strives to be anti-racist and address Black inclusivity. These initiatives were based within K-12 outreach, race-based data collection and creating opportunities for faculty-wide race-centric dialogue and learning. U of T FASE was compelled to develop and/or enhance such initiatives after an anti-Black racist incident between students was mishandled and criticized by Black student groups. Using critical race theory (CRT) and personal reflection, this paper highlighted several barriers to the implementation and/or success of these initiatives such as time, financial security, perception of institutional policy and/or provincial law, engineering culture and whiteness and/or colour evasiveness. While definitive solutions to these barriers may not be clear, having a designated champion for specific… [Direct]
(2021). 'My Skin Is Hard' — Adult Learners' Resistance to Racialization and Racism. Nordic Journal of Studies in Educational Policy, v7 n3 p179-189. This article analyzes experiences of racialization in stories of adult learners with refugee experience who attend a basic education program at a Finnish community college. Throughout a two-year ethnographic study, several students shared stories and thoughts on racialization and racism with the white researcher on site (the author). This article tells and theorizes their stories to gain a deeper understanding of the workings of everyday racialization and racism in a Finnish educational context. Theoretically, the article draws on a Critical Race Theory (CRT) framework, which recognizes the inherence of racialization and racism in society and underlines the importance and legitimacy of BIPOC's "experiential knowledge" (Solrzano, 1997, p. 7). Specifically, I use Yosso's (2005) framework of community cultural wealth to understand three interactions that address racialization and everyday racism. As I examine the data excerpts, I am guided by the questions, How do students… [Direct]
(2021). Attempting to Break the Chain: Reimaging Inclusive Pedagogy and Decolonising the Curriculum within the Academy. Educational Philosophy and Theory, v53 n3 p298-313. Anti-racist education within the Academy holds the potential to truly reflect the cultural hybridity of our diverse, multi-cultural society through the canons of knowledge that educators celebrate, proffer and embody. The centrality of Whiteness as an instrument of power and privilege ensures that particular types of knowledge continue to remain omitted from our curriculums. The monopoly and proliferation of dominant White European canons does comprise much of our existing curriculum; consequently, this does impact on aspects of engagement, inclusivity and belonging particularly for Black, Asian and Minority Ethnic (BAME) learners. This paper explores the impact of a dominant Eurocentric curriculum and the Decolonising the Curriculum agenda within higher education and its influence upon navigating factors such as BAME attainment, engagement and belonging within the Academy. This paper draws on a Critical Race Theory (CRT) theoretical framework to centralize the marginalized voices of… [Direct]
(2015). Body without Organs: Notes on Deleuze & Guattari, Critical Race Theory and the Socius of Anti-Racism. Journal of Multilingual and Multicultural Development, v36 n1 p13-26. My aim in this article is to epistemologically read Deleuze and Guattari (D & G) against critical race theory (CRT) and simultaneously delineate how D & G's notion of "body without organs" can benefit from CRT. At first glance, especially for language instructors and researchers, these two epistemological frameworks not only compete against each other but in most cases also do not meet. For some, their utility might not even be as obvious given their philosophical and abstract nature. This article is conceptualised to show, in a modest way, their utility on the one hand and how, on the other hand, where and when they meet to create an "anti-racism line of flight". For those who are interested in race, language learning and institutional analysis, this is a line of flight that is full with infinite possibilities, twists and turns and pleasant surprises, which I hope to epistemologically explore…. [Direct]