(2017). Long Ago and Far Away: Preservice Teachers' (Mis)conceptions Surrounding Racism. International Journal of Multicultural Education, v19 n2 p182-198. This study examines a large data set of preservice teachers' definitions of racism at the beginning and at the end of a teacher training program in the Southeastern United States. Using the methodology of Critical Content Analysis that is grounded in Critical Race Theory, the authors found that the majority of the definitions illustrate a removed, passive, and old-fashioned conception of racism indicative of reluctance on the part of both preservice teachers and their university trainers to grapple with the historical and cultural context of the geographical area as well as to acknowledge the systemic nature of racism…. [PDF]
(2017). Geographic Constructions of Race: The Midwest Asian American Students Union. Journal of College Student Development, v58 n6 p872-890 Sep. This case study was focused on the establishment of the Midwest Asian American Students Union (MAASU) as a racial project reflecting students' articulations of a regional, panethnic identity in response to racism. A critical race theory lens was used to analyze interviews with 13 MAASU founders. Findings highlight the role of social context (in particular, geographic place) and peer networks in racial formation and panethnic identity development, reveal an important historical moment in Asian American college student experiences and resistance to racism and isolation, and provide insights into how student affairs can better support Asian American students…. [Direct]
(2017). Hunting for Hunster: A Portrait of Thomas Watson Hunster, Art Education Pioneer in the District of Columbia. Studies in Art Education: A Journal of Issues and Research in Art Education, v58 n2 p100-114. Published histories of American art education seldom include the stories and accomplishments of Black art educators. There is a need to research, teach, and publish these histories to provide a more inclusive and equitable picture of American art education and to encourage more people of color to consider careers in the field. Using primary and secondary sources analyzed and interpreted through the portraiture method paired with Critical Race Theory as a conceptual lens, this article examines the professional life of Thomas Watson Hunster (1851-1929), founder of art education programs for Black K-16 learners in Washington, DC…. [Direct]
(2023). Teaching U.S. History Thematically: Document-Based Lessons for the Secondary Classroom. Second Edition. Teachers College Press Get started with an innovative approach to teaching history that develops literacy and higher-order thinking skills, connects the past to students' lives, and meets state and national standards (grades 7-12). Now in a second edition, this popular book provides an introductory unit to help teachers build a trustful classroom climate; over 70 primary sources (including a dozen new ones) organized into thematic units structured around an essential question from U.S. history; and a new final unit focusing on periodization and chronology. As students analyze carefully excerpted documents, they build an understanding of how diverse historical figures have approached key issues. At the same time, students learn to participate in civic debates and develop their own views on what it means to be a 21st-century American. Each unit connects to current events with dynamic classroom activities that make history come alive. In addition to the documents, this teaching manual provides strategies to… [Direct]
(2023). Can Exclusionary Discipline Be Predicted by Race, Gender, and/or SES?. ProQuest LLC, Ed.D. Dissertation, The Union Institute. For decades, research has explored racial disparities in exclusionary school discipline, illuminating the stark disproportionality concerning Black students. Black boys are most susceptible to harsher discipline, increasing their risk for future involvement in the juvenile justice system, a bridge to the school-to-prison pipeline. Recent literature proposes noteworthy disparities in school discipline when examining race, gender, socioeconomic status, homelessness, and disability status. This dissertation utilized a quantitative methodology to explore the differences in exclusionary discipline rates of prek-12 students in an urban district in Ohio. Utilizing demographic and disciplinary data, logistic regression analyses were conducted to explore disparities in exclusionary discipline utilizing various independent variables. This study tested the variables of race, gender, and socioeconomic status as primary predictors of discipline disparities while providing insight into attempts to… [Direct]
(2023). A Qualitative Portraiture Study: Instructional Practices from the Tundra. ProQuest LLC, Ed.D. Dissertation, American College of Education. Indigenous Alaska Native first-generation college students bring a wealth of knowledge and skills yet struggle in Western institutions. The problem is that many Alaskan postsecondary faculty continue to design courses based on Western academic instructional practices instead of culturally responsive strategies when teaching Indigenous Alaska Native first-generation students. The purpose of this qualitative portraiture study was to explore the stories of Indigenous Alaska Native first-generation college students about lived experiences with Indigenous and online instructional practices in remote villages to enhance faculty interest in utilizing culturally responsive strategies on Alaskan academic campuses. A need for Western educators to understand Indigenous ways of knowing as knowledge systems was identified as a gap in the literature. The standard model of Indigenous learning developed by Weiterman Barton is supported by Vygotsky's socio-cultural learning theory and Brayboy's… [Direct]
(2023). Equipped for Change: A Grounded Theory Study of White Antiracist School Leaders' Attitudes and Perceptions of Racial Consciousness in Educational Leadership. ProQuest LLC, Ph.D. Dissertation, Chapman University. There is substantial evidence that issues of race and racism and are common in U.S. public schools, especially those greatly impacted by poverty and racial segregation. Unfortunately, it is highly likely many of these occurrences either go unrecognized, unacknowledged, or are perpetrated unknowingly by White educators and administrators–many of whom are well-intentioned, but lack the critical lens necessary in challenging and dismantling them. For White people, the enculturating normativity of White racial dominance, maintained by the social conditioning of Whiteness, facilitates an environment of racial ignorance and insignificance, leaving most painfully oblivious to the damaging complexities of racism in contemporary American society. The purpose of this qualitative study is to illuminate the perceptions and experiences of selected White school leaders who have committed themselves to (a) antiracist school leadership identity development, and (b) the promotion of racially-just… [Direct]
(2023). West Texas Disciplinary Alternative Education Program Educators' Perceptions of Marginalized Student Dropouts: A Qualitative Case Study. ProQuest LLC, Ed.D. Dissertation, Northcentral University. This study addressed the problem of the dropout rate of marginalized students placed in disciplinary alternative education programs (DAEP). The purpose of this qualitative instrumental case study was to explore West Texas DAEP educators' perceptions of the zero tolerance policy that resulted in the placement of marginalized students in DAEP and their perceptions of the practices that contributed to the attrition of DAEP-placed marginalized students. The study sample included seven DAEP educators across the region defined as West Texas, who were recruited through purposive sampling. Inductive coding within NVivo allowed themes to develop based on participant responses with the establishment of a hierarchical coding frame. The research findings indicated that DAEP educators perceived that proactive behavioral programs had an essential role in more positive outcomes for marginalized students. The findings showed that participants perceived that home campus teachers do not have adequate… [Direct]
(2023). Discussing Black Violence in Classrooms: White Teachers, Safe Spaces, and the Needs of Black Students. ProQuest LLC, Ed.D. Dissertation, Concordia University Chicago. Improving educational outcomes for Black student populations requires that teachers have a deep awareness of racialized experiences of the students they serve. This study examined the experiences of White urban elementary school teachers and Black students' experiences with classroom dialogue about racism and Black violence across the United States. The data for this qualitative study was collected through semi-structured, one-on-one interviews with five teacher participants and five former urban elementary student participants. The guiding questions of this study were: (a) How does a teacher's White ideology frame their approach to conversing or leading conversations with students of color? (b) How does a White teacher's understanding of racism impact conversations with Black students about Black violence? (c) What did/do Black students need from White teachers to be able to dialogue about Blacks and violence? And (d) How have African American student conversations with teachers… [Direct]
(2023). Understanding Departmental Climate and Retention among Women of Color STEMM Faculty: A Mixed Methods Study. ProQuest LLC, Ph.D. Dissertation, The University of Wisconsin – Madison. Women of Color faculty remain underrepresented across all fields of postsecondary science, technology, engineering, mathematics, and medicine (STEMM). Although extant literature describes the collective institutional-level experiences of Women of Color faculty, an effort to understand the departmental-level experiences and contextually how the STEMM environment shapes these experiences is lacking. This mixed methods study draws from quantitative and qualitive data collected by a Faculty Worklife survey to interrogate how Women of Color STEMM faculty experiences within their department shape their retention. In defining which and exploring how elements of a STEMM departmental climate impact retention, quantitative analyses reveal that while a sense of belonging and inclusion positively predicts faculty retention, simply holding intersectional racial and gendered identities as a Woman of Color in STEMM negatively predicted faculty retention. Qualitative narratives supplement and expand… [Direct]
(2015). Teacher Education and the Enduring Significance of "False Empathy". Urban Review: Issues and Ideas in Public Education, v47 n2 p266-292 Jun. The concept "False Empathy" posited by critical race theory luminary Richard Delgado ("Calif Law Rev" 84(1):61-100, 1996) easily obscures White teacher's good intentions to be effective educators of racially, culturally, and linguistically diverse students. It is argued here that critical race theory is useful for isolating and explaining how race and racism intersect the teaching and learning process. Thus, equipping White teacher candidates with the requisite skills needed to become even more aware of perspectives and behaviors reflective of false empathy. This paper explores how practicing White female teachers' conceptions and expressions of empathy in two separate studies suggest evidence of false empathy. Findings demonstrate that false empathy may show up in three phases of classroom interaction: pre-contact, contact, and post-contact. Implications and recommendations for teacher preparation are discussed…. [Direct]
(2022). Discipline Disparities among Students with Disabilities: Creating Equitable Environments. Disability, Culture, and Equity Series. Teachers College Press The decades-long problem of disproportionate school discipline and school-based arrests of students with disabilities, particularly those who also identify as Black or Native American, is explored in this authoritative book. A team of interdisciplinary scholars, attorneys, and education practitioners focus on how disparities based on disability intersect with race and ethnicity, why such disparities occur, and the impacts these disparities have over time. A DisCrit and research-based perspective frames key issues at the beginning of the book, and the chapters that follow suggest promising practices and approaches to reduce the inequitable use of school discipline and increase the use of evidence-supported alternatives to prevent and respond to behaviors of students with disabilities. The final chapter recommends future research, policy, legal, and practice goals, suggesting an agenda for moving the field forward in years to come. Book features: (1) Explores how students'… [Direct]
(2020). Reconceptualizing Early College and College-Going in Settler Colonial Hawai'i: Amplifying Native Hawaiian Student Voices. Educational Perspectives, v52 n1 p26-36. The purpose of this paper is to critically explore factors affecting Native Hawaiian college-going to reconceptualize and improve early college programs serving Native Hawaiians. Survey and focus group data from an internal evaluation of early college summer programs at the University of Hawai'i–West O'ahu (UHWO) provide insight into Native Hawaiian student experiences in early college and their perceptions of college-going and college readiness. Three questions guided this inquiry: (1) What kind of expectations about college do Native Hawaiian high school students see or hear in their home and community? (2) What obstacles do these students perceive in going to college? and (3) What does being college-ready mean to Native Hawaiian high school students? Starting with a reframing of the issue of the achievement gap, this article reviews literature regarding early college models, college readiness, and Indigenous experiences of college-going. It then introduces Kanaka 'Oiwi Critical… [PDF]
(2020). Disrupting Colorblind Teacher Education in Computer Science. Professional Development in Education, v46 n2 p354-367. As new efforts seek to expand computer science education across the globe, there has been a widespread effort to prepare school teachers for teaching computer science to culturally and racially diverse students. This effort to center diversity and equity is notable as computer science courses are typically homogenous in terms of race and gender, making the need to center diversity in teacher education spaces. This paper reports on an ethnographic study in the United States that describes how teachers dialogue around issues of race and computer science education in a residential week-long professional development workshop. Drawing from the dialogue of a geographically, racially, and culturally diverse group of teachers, this article describes how teachers evade, deflect, center, and reflect on racially explicit discourse around teaching computer science. Grounded in vignettes from two teacher classrooms, this research study considers how culturally responsive computing and critical… [Direct]
(2015). Back to the Woodshop: Black Education, Imperial Pedagogy, and Post-Racial Mythology under the Reign of Obama. Teachers College Record, v117 n14 p27-52. Critical race theory has emerged as a powerful critique of color-blind ideology but has failed to adequately explore the colonial history and neocolonial legacies within the claims for a Black citizenship. This article argues for an anticolonial analysis of citizenship based on Carter G. Woodson's Appeal…. [Direct]