(2017). Mentorship of Black Student-Athletes at a Predominately White American University: Critical Race Theory Perspective on Student-Athlete Development. Sport, Education and Society, v22 n2 p175-193. Mentoring programs are evolving as common practice in athletic departments across national collegiate athletic association member institutions in the USA as means to address sociocultural issues faced by their student-athletes and to enhance their holistic development. There is a dearth of research exploring mentoring in the contexts of intercollegiate student-athlete development with consideration of the role of race and racism. Drawing upon the framework and analytical lens of critical race theory, this qualitative case study investigates a student-athlete mentoring program at an American institution of higher education to illuminate how black student-athletes (N = 15) make sense of the role of race and racism in their lived experiences. Data analysis revealed two emergent themes identified as (1) navigating privilege and property interests and (2) advocacy. The findings suggest the case of student-athletes was challenged and encouraged by their mentors as well as through… [Direct]
(2019). Haunted Trauma Narratives of Inclusion, Race, and Disability in a School Community. Educational Studies: Journal of the American Educational Studies Association, v55 n4 p420-435. By typical definitions in the special education world, inclusion would not be recognizable as it exists at Memorial Elementary. Memorial is responding to a widely documented trend in public schools: over-representation of students of color, particularly Black and Brown students, in "high-incidence" special education categories, including emotional and behavioral disabilities (EBD). I conceptualize EBD as unacknowledged suppression of hauntings from transgenerational trauma–legacies of institutional racism, poverty, and attempts at dehumanization. My primary hypothesis is that Memorial's practice and ethic of unconditional belonging has been a transformation afforded by being "haunted." I argue that "haunted trauma narratives" affirm and reconstruct the personhood of students of color with ghosts of trauma. Through narrativizing, students of color and educators rebuild "inclusion" from difference-as-allowed toward Martin Luther King Jr.'s… [Direct]
(2019). Diversity and Triumphs of Navigating the Terrain of Academe: International Perspectives. Diversity in Higher Education. Volume 23. Diversity in Higher Education Many challenges are faced by under-represented groups in academia. Difficulties during the tenure process, prejudice stemming from affirmative action and higher levels of scrutiny than their colleagues are just a few tribulations experienced by faculty members from minority groups that have gone unnoticed and often ignored. The contributors of "Diversity and Triumphs of Navigating the Terrain of Academe" share these narratives and tell of how faculty navigate through situations such as microaggressions, racism and sexism. By taking an anecdotal approach, this volume captures the experiences of those who teach at institutions dominated by white males in the United States and abroad. This book is written as a treatise to dismantle the powers of discriminatory incubuses that have haunted institutions of higher learning, one narrative at a time. Some of these institutions are still making history in hiring its first person of color within its departments. Collectively, the… [Direct]
(2017). Early Childhood Racial Identity–The Potential Powerful Role for Museum Programing. Journal of Museum Education, v42 n1 p13-21. This article examines how the National Museum of African American History and Culture (NMAAHC) approaches conversations on race with young children and their families and teachers. Based on our current understanding of the development of racial identity and race in children between birth and age eight, NMAAHC has developed an Early Childhood Education Initiative with young children and their families, and a series of "Let's Talk!" Dialogue on Race workshops for teachers. NMAAHC's education specialists leverage the museum's collection and content as a concrete starting place to discuss abstract concepts such as race and identity. Staff development programs also include a focus on young children and approaches to supporting self-care to enable our long-term effectiveness in addressing the emotion charged and contentious issues of race and racism…. [Direct]
(2022). New Geography for Resistance: The Engagement of Diversity in "Doc McStuffins" as an Out-of-School STEM Setting. Cultural Studies of Science Education, v17 n3 p955-981 Sep. The animated children's television show, "Doc McStuffins," may serve as an out-of-school multicultural STEM education platform for its young television audience. The lead character, as well as the supporting cast of toy characters, represents a variety of racial, ethnic, and cultural identities while modeling medicine and healthcare practices. A critical race sociological perspective recognizes that, in the U.S., racism and social stratification are endemic and this practice of culturally characterizing the toys is situated within a larger historical and sociopolitical context where different cultures, identities, and communities experience differences in power, privilege, and oppression. At times, toys were representative of communities that have historically endured oppression, e.g. communities of color, immigrant communities, and communities with low-income status. Furthermore, in the show, the doctor diagnoses and responds to medical challenges faced by the toy… [Direct]
(2020). Improving Education the New Mexico Way: Summary Report. Learning Policy Institute For more than a year, the Learning Policy Institute (LPI) conducted research in New Mexico, including interviews, site visits, document review, and new analyses of data provided by the New Mexico Public Education Department (NMPED). The purpose of the study was to provide New Mexico leaders a research perspective on the challenges facing education and identify evidence-based ways that state policy can address them. This report is part of a series for helping New Mexico leaders focus on both short-term and long-term improvement as the state recovers from the COVID-19 setbacks. The central finding is that key to system improvement is recognizing that students who face barriers to school success–including poverty and systemic racism–are not exceptions in New Mexico; rather, they are the norm. Accordingly, the state must design a system that centers these students and builds the state and local capacity to meet their diverse needs. This report provides a summary of "Improving… [PDF]
(2022). Life, Learning, and Legacy: Retired Black Educators and the Quest for Education. Multicultural Learning and Teaching, v17 n2 p173-192 Sep. Students from culturally and linguistically diverse (CLD) backgrounds face negative perceptions about their academic potential (Smith, C. A. (2005). School factors that contribute to the underachievement of students of color and what culturally competent school leaders can do. "Educational Leadership and Administration: Teaching and Program Development," 17, 21-32). They are more often tracked into special education classes, and receive harsher punishments than their White peers (Shores, K., Kim, H. E., & Still, M. (2020). Categorical inequalities between Black and White students are common in US schools–but they don't have to be. "Brookings Center Chalkboard." www.brookings.edu/blog/brown-center-chal…). Further, changing student demographics across the United States makes it imperative that students' experiences within the… [Direct]
(2019). Posthumanist Perspectives on Racialized Life and Human Difference Pedagogy. Educational Theory, v69 n5 p615-629 Oct. This discussion begins from the speculation that evaluating formulations of life has become one of the leading prerogatives of "novel" turns to matter, materiality, and the posthuman. However, "moving" with the Other (rather than simply representing them) has proven a difficult task for scholars in education concerned with decolonizing pedagogies by critiquing epistemological and ontological regimes of power disengaged from the interrogation of the metaphysics of race and sex at the center of Western metaphysical foundations of thought. There is an ongoing need for sustained engagement with the assumption of human primacy that runs through the nearly ubiquitous assertions of what Claire Colebrook calls "active vitalism", which is characteristic of humanist approaches to education. In other words, the new conceptualizations of posthumanism only rarely challenge the lingering humanist concept of life itself. In this article, Petra Mikulan and Adam Rudder… [Direct]
(2022). An Examination of Culturally Relevant, Responsive, and Sustaining Support Systems for Black Educators. ProQuest LLC, Ed.D. Dissertation, Mills College. The goal of this study was to examine how educational leaders help to create and support or inhibit culturally sustaining pedagogical practices for Black educators. The study explored the Black teacher experience at one Northern California public school in Oakland, California. I wanted to understand how they were supported or inhibited in the use of culturally relevant teaching and culturally sustaining practices in their classrooms. As supported by literature review, the majority of teachers in classrooms have been and largely remain White. Black teachers exit the classroom and education annually in mass numbers feeling unsupported. Research is continuously produced to improve the cultural relevance of white teachers. Missing in the body of research is the lens of how Black teachers are trained and supported in public schools to use culturally sustaining pedagogical practices. Research needs to resume on how the development of Black teachers is supported in urban schools as public… [Direct]
(2017). Commentary: The History of Education for the Next America. American Educational Research Journal, v54 n1 suppl p75S-77S Apr. The Centennial article by Ruben Donato and Jarrod Hanson demonstrates the critical importance of writing the history of America's variegated ethnicity not only for a comprehensive understanding of the past but also to inform future struggles to overturn segregation and inequality in America's schools (see e.g., Ball, 2006). Donato and Hanson portray a quasi-legal, largely de facto tri-racial stratification system in Kansas designed mainly to accommodate White civic interest in segregating Mexican students. The authors do an excellent job of uncovering the nuanced, contradictory, and customary ways in which various cities within Kansas arranged to segregate Mexican students in segregated schools. They also demonstrate the international context in which Mexican segregation unfolded; Mexican nationals with children in Kansas's schools frequently contacted their consul to protest the assignment of their children to separate and unequal schools and classrooms. In vital respects, the… [Direct]
(2018). Nation Boundedness and International Students' Marginalisation: What's Emotion Got to Do with It?. International Studies in Sociology of Education, v27 n2-3 p288-306. This paper contributes to an understanding of the ways in which not being bound to the nation of education, in legal and cultural terms, excludes international students. Based on narrative interviews with 20 students from 6 countries, the paper considers a range of difficulties international students encounter in social and educational domains in which they are interacting and, utilising the conceptual framework of 'nation-boundedness', explains these difficulties. The analysis offers new insights in terms of the role of emotions that were seen in the research to be a new discursive practice, prompting international students to marginalise their rights and voices and not to exercise rights that could protect them from discrimination and racism. The paper concludes that by considering emotions alongside regulatory structures that are established for international students in the receiving countries, a more complex understanding of the ways in which lack of 'nation-boundedness'… [Direct]
(2017). Towards Equality for Women and Men from One Race: Sophie Rogge-B√∂rner's Racial-Feminist Philosophy of Education. Gender and Education, v29 n2 p147-164. Since 1933 marked the end of autonomous and democratic women's associations, historiography tends to neglect the study of feminist voices under National-Socialism. This paper looks at one of "v√∂lkisch" feminist movement's leaders, writer and journalist Sophie Rogge-B√∂rner (1878-1955), whose claims for gender equality were rooted in anti-Semitism and scientific racism. In its first section, the paper will present the core aspects of her racial-feminist discourse. The second section will discuss Sophie Rogge-B√∂rner's philosophy of education in detail to compare her conceptions to the official national-socialist ideology. By doing so, this paper will address the issue of women's engagement, agency, and autonomy in the radical right…. [Direct]
(2018). Psychological Assessment with Chinese Americans: Concerns and Recommendations. Psychology in the Schools, v55 n9 p1121-1132 Nov. Asian Americans are the fastest growing population in the United States, with Chinese Americans accounting for the largest percentage. In response to this growth, mental health examiners should be culturally competent of the Asian culture, including Chinese culture, as to ensure ethically appropriate and accurate assessment of these individuals. In the current paper, we discussed several critical components of Chinese American clients' social experience, including their language and education attainment, and their stress related to discrimination, racism, and acculturation. We also provided descriptions of specific cultural concerns that should be taken into consideration when assessing Chinese American clients, such as the stigma associated with seeking mental health services, parenting styles and parental involvement in education. In addition, we attempted to bring several practical issues to practitioners' attention; for example, the importance of assessing language proficiency… [Direct]
(2021). Stories of Garlic, Butter, and Ceviche: Racial-Ideological Micro-Contestation and Microaggressions in Secondary STEM Professional Development. Cognition and Instruction, v39 n1 p65-84. Heterogeneity is fundamental to learning and when leveraged in instruction, can benefit racially minoritized children. However, finding ways to leverage heterogeneity toward disciplinary teaching is a formidable challenge and teachers can benefit from targeted support to recognize heterogeneity in STEM, and its relationship to race and racism in disciplinary teaching. These data draw from a nine-day professional development seminar for secondary teachers to promote heterogeneity in STEM learning (n = 12). Drawing on analyses of lesson plans developed by teachers during the seminar, and subsequent video analyses of small group discussions, we present a case of four teachers debating heterogeneity in science. The exchange is significant because it draws into relief the ideological and emotional terrain of disturbing the racial hierarchy in which Western Modern Science (WMS) is steeped, and its implications for the education of racially minoritized youth. In the focus interaction, a… [Direct]
(2023). Academics and Athletics: A Phenomenological Study of Self-Advocacy and Student Involvement in Black Student-Athletes with Disabilities. ProQuest LLC, Ed.D. Dissertation, Pepperdine University. Studies on Black male athletes and their educational experiences have been conducted for quite some time, whereas research on Black female athletes, despite its emergence, remains limited. Recent research on student-athletes focuses on the rise in socioeconomic status in relation to their name, image, and likeness (NIL). Hence, the focus on education while it continues to exist, NIL deals and its impact on the NCAA have become a topic of interest. The tenets of critical race theory will be examined to comprehend the relationship between these principles and the impact of NCAA and college policies on Black student athletes, and how they support students in navigating the student-athlete experience, particularly those who have been recognized as having learning disabilities. Limited research has been conducted on the factors associated with Black student-athletes with disabilities, such as specific learning disability (SLD) and attention deficit hyperactivity disorder (ADHD). Due to… [Direct]