(2013). Pursuing Tenure and Promotion in the Academy: A Librarian's Cautionary Tale. Negro Educational Review, v64 n1-4 p77-96. The author examines her journey before and as she pursued tenure and promotion in the academy. She argues that the path to tenure and promotion in higher education institutions was not one designed to provide a fair and equitable process for Black female faculty who function as academic librarians. Further, she suggests that librarians in this role are marginalized due to two factors–presumed incompetence based on their gender and/or race, and their ambiguous fit among the disciplines within the academy. This autoethnography, with Critical Race Theory (CRT) and Critical Race Feminism (CRF) as its theoretical framework, outlines the struggles and successes of a Black female academic librarian as she addresses the challenges inherent in the culture of her discipline compounded with well-documented issues related to sexism and racism. (Contains 4 footnotes.)… [Direct]
(2012). The Stories of Eight Black Males Pursuing Doctoral Degrees Examined through the Lenses of Critical Race Theory: Don't Believe the Hype; Don't Live the Hype. ProQuest LLC, Ph.D. Dissertation, Texas State University – San Marcos. Building upon the tenets of critical race theory (CRT) this qualitative study examines the life histories of eight Black males in their journey to obtain a doctoral degree. The research questions guiding the study include: What are the life histories of eight Black males pursuing doctoral studies? How can we make sense of their life experiences through the lenses of critical race theory? What can be learned from their life histories that can inspire other Black males and inform the policies and practices of institutions of higher education? Data collection sources consist of ethnographic interviews, documents, artifacts, and the researcher's journal. Narrative analysis techniques coupled with CRT as the study framework serve as the focus for the analysis of the data. Study findings are presented mainly in two chapters; Chapter Four focuses on the three participating Black males who were over the age of fifty and takes a closer look at their life histories through the themes of… [Direct]
(1982). Students' Perceptions of Racism in Higher Education. Integrated Education, v20 n3-5 p106-11 May-Oct. Assessed institutional racism in a predominantly White university on the basis of Black and White students' differential perceptions of life choices and of racism. Found racism in the number of Black personnel and students; in curriculum relevant to the Black experience; and in practices and behaviors of faculty and administrators. (GC)…
(1982). Racism in Higher Education: A Societal Reflection. Negro Educational Review, v33 n1 p34-45 Jan. Assesses results of attitudinal racism in White institutions through examination (by race and sex) of college experience of the civilian labor force for 1977-79. Asserts that a lack of increased Black enrollment and retention rates demonstrate the need for a collective effort to raise the national consciousness in support of equal opportunity. (ML)…
(2000). Blind Vision: Unlearning Racism in Teacher Education. Harvard Educational Review, v70 n2 p157-90 Sum. Unlearning racism involves examining racist assumptions that are embedded in courses and curricula, acknowledging complicity in maintaining existing systems of privilege and oppression, and addressing failure to produce change. Narrative is an effective way to examine experience; it provides an alternative to traditional academic discourse. (SK)…
(2020). Pushing toward Progress: Early Implementation Findings from a Study of the Male Student Success Initiative. MDRC National college completion rates for men of color at open- and broad-access postsecondary institutions (including community colleges) lag behind completion rates for White students and for female students of any race or ethnicity. Research points to several broad factors to explain these unequal outcomes, including precollege environments that do not sufficiently prepare men of color for college, nonacademic barriers that compete for students' time and attention, and inadequate college campus support. Other scholarship challenges postsecondary education professionals to think critically about how discriminatory policies and practices and structural racism perpetuate this inequality nationwide. Since the early 2000s, many colleges have tailored campus programs to provide academic and social support specific to the interests and needs of male students of color to overcome gaps in success rates. The Male Student Success Initiative (MSSI) at the Community College of Baltimore County… [PDF] [Direct]
(2013). Everyone Sees Color: Toward a Transformative Critical Race Framework of Early Literacy Teacher Education. Journal of Transformative Education, v11 n3 p151-169 Jul. This article builds a rationale for using the transformative pedagogy of critical race theory (CRT) to reframe early literacy teacher education and create counternarratives to address pervasive issues of inequity among minoritized students. This article also highlights the tensions that resulted from the author's use of such a framework: Preservice teachers enrolled in the author's early literacy methods course expressed feelings that focusing on issues of race and racism was at the expense of their "literacy training," problems accepting the idea that they could be personally biased, and notions that the CRT frame was inapplicable to them because they were at White schools. This article makes practical suggestions for teacher educators' efforts to counter such tensions and use CRT in order to address inequitable practices and meet the needs of minoritized students…. [Direct]
(2019). The Perceptions of African American Female High-Needs Students regarding the Impact of the Disciplinary System in Low-Performing Schools in Arkansas. ProQuest LLC, Ed.D. Dissertation, Arkansas Tech University. The purpose of this qualitative study was to investigate why African American female students are being "pushed out" of learning environments in public schools. This study attempted to answer the central question: "According to the "lived experiences" of African – American female students in Arkansas, what are the perceived factors contributing to the disproportionate number of African American female students receiving serious disciplinary consequences in public schools?" Eleven African American female students associated with three school districts in Eastern Arkansas fit the following criteria: student in grades 10-12; a female student; self – identified as being African-American; received education in a traditional and nontraditional school setting; had experienced out-of-school suspension, in-school suspension, and expulsion. The semi-structured questions were conducted face-to-face in with in-depth dialogue. Five major themes emerged from the… [Direct]
(2017). A Critical Reflection of the Self: An Autoethnography of a Mexican American Educational Leader. ProQuest LLC, Ed.D. Dissertation, The University of Texas Rio Grande Valley. This autoethnographic study seeks to explain how my "lived experiences" both personal and academic have had a profound effect on the course of my life. Autoethnography has allowed me to utilize "reflexivity, multiple voices, and introspection" to "invoke" readers to enter into my "emergent experience" of doing and writing research. As a first generation, Latina, migrant, high school dropout, I was destined to fail according to research. Through the use of "testimonies", I have inscribed the struggles and understanding, creating new knowledge, and affirming my epistemology by writing about what I know best, "familia, barrio, life experiences." Through "testimonio" pedagogy, we are able to "hear and read each other's stories through voices, silences, bodies, and emotions and with the goal of achieving new "conocimientos", or understandings." In moving from silence to debate, I, like many other… [Direct]
(2012). A Good Investment? Race, Philanthrocapitalism and Professionalism in a New York City Small School of Choice. International Journal of Qualitative Studies in Education (QSE), v25 n4 p375-396. Incorporating data from two years of ethnographic teacher-research, this article explores how a curriculum of "professionalism" resonates with teachers and students in a small New York City school of choice. Using the literature on Critical Whiteness Studies and philanthrocapitalism in the context of New York City Mayor Michael Bloomberg's education reforms, the paper critiques the ways that the increasing privatization and corporatization of schools in the US reinforces racism and inequality. The discussion concludes by outlining instances where students and teachers resist market-based pedagogies of professionalism, and discusses the importance of critical intellectualism and humanizing pedagogy in a climate of market-based reforms in education. (Contains 9 notes.)… [Direct]
(2015). Engaging the "Race Question": Accountability and Equity in U.S. Higher Education. Multicultural Education Series. Teachers College Press This book is for anyone who is challenged or troubled by the substantial disparities in college participation, persistence, and completion among racial and ethnic groups in the United States. As codirectors of the Center for Urban Education (CUE) at the University of Southern California, coauthors Alicia Dowd and Estela Bensimon draw on their experience conducting CUE's Equity Scorecard, a comprehensive action research process that has been implemented at over 40 colleges and universities in the United States. They demonstrate what educators need to know and do to take an active role in racial equity work on their own campuses. Through case studies of college faculty, administrators, and student affairs professionals engaged in inquiry using the Equity Scorecard, the book clarifies the "muddled conversation" that colleges and universities are having about equity. Synthesizing equity standards based on three theories of justice–justice as fairness, justice as care, and… [Direct]
(2012). When Culture Implies Deficit: Placing Race at the Center of Hmong American Education. Race, Ethnicity and Education, v15 n2 p223-239. There is a need for a critical race analysis of Hmong American education that places race and racism at the center of analysis, highlights Whiteness as property and recognizes the fluid and situated racialization of Hmong American students. Majoritarian explanations of inequities in Hmong American education often describe Hmong American student and family experiences in terms of \culture clash\ or profound cultural difference, thereby obscuring the ways in which Hmong American communities have been racialized as refugees, as Southeast Asians, and as \Blackened\ and gendered low income communities of color. Further, these racializing processes significantly impact the ways in which Hmong American students are situated and shaped by Whiteness as property within schools. (Contains 2 notes.)… [Direct]
(1997). To Live Heroically: Institutional Racism and American Indian Education. SUNY Series, The Social Context of Education. This book explores the legacy of institutional racism in American Indian education, presents two contrasting assessments of Indian education in public and tribal schools, and outlines a more aggressive federal role to assure equity in local school systems. For most of its history, federally funded Indian education aimed to assimilate American Indians into the dominant U.S. culture. In the 1960s, evidence of high Indian dropout rates and school ineffectiveness led to legislation promoting Indian parent participation and tribal control of schools. By the 1980s, tribal sovereignty was under attack from national and state agencies that claimed that Indians were not ready to run tribal schools and that tribal schools should not be independent of state or federal regulations. In this context, ABT Associates was hired by the U.S. Department of Education to compare the cost effectiveness of tribal, public, and Bureau of Indian Affairs schools, but with the real purpose of justifying…
(2015). Making Meaning about Educational Experiences through Participatory Action Research: A Project Conducted with Adults Enrolled in a Community College Mathematics Course. Educational Action Research, v23 n2 p178-193. This paper discusses the findings of a group of co-researchers involved in a participatory action research (PAR) project conducted with adults in a developmental education program. The co-researchers were mostly individuals of Hispanic descent, who had struggled in the past with schooling. Because the educational experiences of Hispanics often involve marginalizing events, the experiences of the co-researchers are contextualized by explaining how Hispanics and other persons of color experience schooling, and the lasting impact of those experiences on their psyche. The study was based on principles of PAR especially tied to the notion of "vivencia" (genuine human experiences), and on examples of the use of PAR in educational environments. In order to understand the meaning of the co-researchers' experiences conveyed during dialogue sessions, the author/researcher used thematic analysis of dialogue and journals that was guided by "hermeneutic phenomenological… [Direct]
(2015). Those Kids, Our Schools: Race and Reform in an American High School. Harvard Education Press In "Those Kids, Our Schools," Shayla Reese Griffin examines patterns of racial interaction in a large, integrated high school and makes a powerful case for the frank conversations that educators could and should be having about race in schools. Over three years, Griffin observed students, teachers, and administrators in a "post-racial" exurban high school in the Midwest. In its hallways, classrooms, lunchrooms, and staff meetings, she uncovered the disturbing ways in which racial tensions and prejudices persist and are reinforced. Students engaged in patterns of behavior that underscored racial hierarchies. Teachers–no matter how intellectually committed to equity and diversity–often lacked the skills, resources, or authority to address racial issues, while administrators failed to acknowledge racial tensions or recognize how school practices and policies perpetuated racial inequality. This astute and thoughtful book offers a revealing glimpse into the world of… [Direct]