(2018). Teaching Tourism in Jamaica: Developing Students' Critical Consciousness and Intercultural Competence. Intercultural Education, v29 n1 p1-17. Within this article, we convey ideas about stereotypes and ethnic supremacy that many university students tend to hold about Jamaica and the challenges of disabusing travellers of these notions and to achieve educational goals related to equity, diversity and inclusivity. We explore the concept of the "tourism imaginary" and key ideas in critical pedagogy, critical literacy and critical race theory that guided our course development, and we explain how we used these concepts as a framework for building intercultural competence within our student population. By addressing the complexities of Jamaica's transnational cultural identity and using tourism to deconstruct the idea of experiencing an "authentic" Jamaica, this two-part immersion course works to shift student consciousness from racial and ethnic superiority to a place of intercultural competence…. [Direct]
(2018). Educational Cultural Negotiators for Students of Color: A Descriptive Study of Racial Advocacy Leaders. Race, Ethnicity and Education, v21 n1 p45-62. The research presented in this study focuses on Educational Cultural Negotiators (ECNs). The participants were teachers, administrators, and graduate students in an after-school program in the Midwest and a community-based school/university partnership in the Western U.S. We posit that the roles of the ECNs function as advocacy leaders to invoke racial affirmation, and academic intervention on behalf of African-American and Latina/o students at these school sites. Relying on critical race theory as the methodological analysis of the findings, this study seeks to identify the role of the ECNs as advocates for students in these settings to promote their academic and personal growth and success. This work illustrates how these particular educational leaders provide academic direction and challenge racial neglect and color-blindness within the public school system…. [Direct]
(2018). Korean American Social Studies Teachers' Perceptions and Experiences of Teaching Profession in Multicultural Urban High Schools. Race, Ethnicity and Education, v21 n1 p105-117. This study explores two Korean American social studies teachers' perceptions and experiences of the teaching profession in multicultural, urban public high schools. Drawing upon critical race theory (CRT) and its interconnection to the model minority myth, the most dominant form of racism against Asians as theoretical underpinnings, this study focuses on: (1) Korean American teachers' unique experiences of being racial minority educators teaching a contentious subject like social studies within culturally and linguistically diverse school settings; and (2) the influences of the model minority racial stereotype on the teachers' career choice, professional experiences, and associated coping strategies. This study aims to shed light on the heterogeneous stories and ethnoracially contextualized teaching experiences of Asian American teachers and to provide meaningful insights into and practical implications for the preparation and retention of teachers of color…. [Direct]
(2018). Interrogating Teacher Evaluation: Unveiling Whiteness as the Normative Center and Moving the Margins. Journal of Teacher Education, v69 n5 p463-476 Nov-Dec. This article frames teacher evaluation from a critical race theory (CRT) perspective to unveil whiteness as the normative center of frameworks for teaching, and the marginalization of Communities of Color. The author places CRT on the ground by proposing a culturally responsive alternative, the Framework for Equitable and Excellent Teaching (FEET). The FEET is strategically designed to position the resources of historically marginalized Communities of Color at the center of teacher evaluation. This article describes the development of the FEET through three phases of mixed-methods research. The findings of the research were used to develop and improve the FEET to increase its measurement quality and potential in capturing culturally responsive practice. This article concludes by interrogating the role of teacher evaluation in disrupting or reproducing inequity, and proposing future research opportunities…. [Direct]
(2018). Mentoring, Managing, and Helping: A Critical Race Analysis of Socialization in Doctoral Education. Journal of College Student Retention: Research, Theory & Practice, v20 n2 p253-278 Aug. This study utilizes a critical race theory framework to explore the ways race and gender influence Black doctoral students' socialization experiences. Themes about the varied roles and identities of important socialization agents emerged from the data. Managing expectations, engaging in help-seeking behavior, and developing fulfilling mentoring relationships, also proved instrumental to these students' retention and persistence in doctoral study. Furthermore, their experiences offer insights about the complexity of navigating the various relationships, including, but not limited to the traditional mentor-prot√©g√©, student-advisor relationship in doctoral studies as Black students. Through their narratives, participants describe vivid experiences of fear, distrust, and betrayal that halted their development as scholars. They also share stories of support, care, and triumph as the potential of supportive relationships are realized. Implications for praxis, theory, and future research… [Direct]
(2018). Segregation, Desegregation, Segregation: Charter School Options as a Return to Separate and Unequal Schools for Urban Families. Peabody Journal of Education, v93 n1 p38-51. The controversial glory of the "Brown" decisions and the retraction of court-ordered reforms represent the limited gains of racial justice in education and the protection of white privilege through law and policy. The return to segregation, as propagated through the rise of racially and economically segregated charter schools, exhibits the circuitous nature of law and education policy, represents a return to unequal schooling, and reveals the enduring and meaningful connections between race, law, and education. Using the lens of critical race theory, this paper focuses on law as an instrument of racial justice and oppression in education during the era of school desegregation and the inevitable return to separate and unequal schools for African American students through new education policies that promote the proliferation of charter schools in large urban school districts…. [Direct]
(2018). Teacher Education for Gender, Sexuality, Diversity and Globalization Policies. Policy Futures in Education, v16 n5 p515-523 Jun. This is the opening paper of a special issue that focuses on certain cultural tendencies that have emerged as topical issues in the school curricula, in both flourishing and struggling against their social frames, namely: gender, sexuality and diversity. At the same time, new approaches to teacher education have ranged from varieties of feminism to critical race theories, postcolonial studies and queer theories. So, the first reaction from our collection of papers points out that teacher educators are the ones who share the responsibility to know, use and endorse these pedagogies of learning as reference frameworks for practice. Therefore, we offer this collection for the wider international audience interested or invested in the field, for a further reflection on the topical issues and provocative questions of our very challenging times in education and educating…. [Direct]
(2018). We Are Not Social Justice Equals: The Need for White Scholars to Understand Their Whiteness. International Journal of Qualitative Studies in Education (QSE), v31 n8 p800-820. This article presents White social justice archetypes identified applying extended case study methods over 6 years at two Predominantly White Institutions (PWIs) in the USA. Primary data collection was conducted during public departmental and program meetings, supported by meeting minutes and the documentation of counter White-hegemonic narratives through critical incident journaling. White scholar social justice archetypes were interpreted applying Critical Whiteness Studies (CWS) and Critical Race Theory (CRT) lens to conversational and metaphor analysis using Witnessing-Interpreting-Knowing protocols. This research is in response to a growing number of White scholars, entering the field of CRT, identifying as 'Crit' social justice scholars without using CRT as a lens to interrogate their role in perpetuating White Supremacist 'racial ideology in the composition and culture of American Institutions [i.e. Higher Education]') …. [Direct]
(2018). Speaking Out against Racism in the University Space. Trentham Books This book yields new and valuable insights into race and racism in higher education institutions. The powerful combination of accounts by minoritized students of their experiences and views, the frame of analysis based on Critical Race Theory, and the personal affinity and empathy of the author with her students, reveal the institutionalized structures, bigoted opinions, and insidious discrimination that prevail. Yet universities should be challenging such racism, particularly when it is rising and spreading. The book shows how they can examine their staff and student recruitment, investigate their teaching methods and policies, and decolonize their curricula. How we listen to the student voice, and the spaces the university provides for minoritized students to speak freely, are the first steps to making institutions of higher education truly inclusive–the domain of social justice…. [Direct]
(2016). African American Male PhD Scientists and Engineers: Perceptions of Factors That Impact Their Persistence in STEM through a Lens of Critical Race Theory. ProQuest LLC, D.Ed. Dissertation, University of Delaware. This qualitative study sought to investigate the factors that impact the persistence of African American male PhD scientists and engineers in their STEM career trajectories. The lived experiences of African American male PhD scientists and engineers were examined from the mens' perspectives. Critical Race Theory (CRT) is powerful theoretical, methodological, and epistemological tool to foreground racial inequality in education and in society. The use of CRT as the theoretical framework invited the voices of the participants. Through the use of counter-storytelling, a critical race tenet, the mens' stories were documented. The mens' narratives act as valuable, valid evidence or "experiential knowledge" of their endeavors in STEM. The study addressed two research questions: 1) What factors do African American male PhD scientists and engineers attribute as contributing to their persistence in their STEM career trajectories? 2) In what ways do African American male PhD… [Direct]
(2022). Serving as a Resident Assistant While Black: How Race Shapes Black Student Staff Members' Motivations for Working in Residence Life and Their Experiences on Staff. Journal of College and University Student Housing, v48 n3 p42-57. Black resident assistants' experiences are shaped by race and racism. Previous research highlights the unique challenges that Black RAs encounter, such as isolation and hypervisibility, racial stereotypes, and unfair treatment from white supervisors. Most of this research is, however, located within predominantly white institutions (PWIs). As the diversity of our student population across the United States increases, additional research is needed that explores the experiences of Black RAs at institutions that have lost or will soon lose their PWI classification. Guided by critical race theory, the purpose of this study was to explore how race shapes motivations to pursue the RA position and the experiences of Black RAs at a public research university where students of color make up about half of the general student population and more than half of the residential population. The study combined a case study design with narrative inquiry to highlight the unique stories and voices of… [Direct]
(2022). Stories from North Carolina Teachers of Color: An Inquiry of Racialized Experiences in the Workplace. ProQuest LLC, Ed.D. Dissertation, University of South Carolina. Growing educational research shows that teachers of color are finding themselves working in racially hostile schools, experiencing racism from their white colleagues in explicit and inexplicit ways. There is a need to further categorize how North Carolina teachers of color are experiencing racism in the workplace and identify how they are affected by it through experiential knowledge and analysis underpinned by Critical Race Theory. Through action research this study's goals also incorporate the implementation and evaluation of a collaborative book as a method of intervention on the effects of racial trauma. The collaborative book presents full counternarratives of teachers of color wishing to share their experiences with racism while working in NC public schools with the intention of contributing their personal chapter of experiences into a non-fiction novel. Participants of this study utilized this intervention to understand how the use of collaborative books might help them cope… [Direct]
(2015). The Permanence of Racism in Teacher Education. Teachers College Record, v117 n14 p74-102. This chapter chronicles the experiences of three friends who journey from being students in teacher education to junior faculty in the field. Using critical race theory as an analytical tool, the three friends highlight the ways in which racism exists and is manifested in three different teacher education programs…. [Direct]
(2012). Critical Race Theory in Education, Marxism and Abstract Racial Domination. British Journal of Sociology of Education, v33 n2 p167-183. In the context of the ongoing debate between critical race theory (CRT) and Marxism, I begin in this paper by examining the origins of CRT in Critical Legal Studies (CLS) in the United States. I go on to describe CRT's entry into education, first in that country, and then in the United Kingdom. I move on to a discussion of current debates between critical race theorists and Marxists, focusing on an analysis of arguments for the existence of abstract racial domination. (Contains 14 notes.)… [Direct]
(2021). Culturally Responsive/Relevant Professional Development: Impacts on Pre-Service and In-Service Educator Perceptions and Practice. ProQuest LLC, D.Ed. Dissertation, University of Idaho. In this dissertation, I explore how educators who experience culturally relevant/responsive professional development geared toward Indigenous education perceive the benefits to their identity as an educator, to their students, and to their profession. Informed by Tribal Critical Race Theory (TribalCrit) (Brayboy, 2005) and Transformational Indigenous Praxis Model (TIPM) (Pewewardy, 2018) I examine stages for developing critical consciousness in Indigenous education using participant interviews, environmental observations, and document reviews. Findings reveal three main themes about the process of learning needed to "desettle and transform" educators serving Indigenous youth. Themes include the "necessary establishment of community connections," "essential understandings of place," and "holistic and ongoing professional development opportunities." Participants went through a process of generative learning that led to disruptions in their… [Direct]