(2021). "No Difference between African American, Immigrant, or White Children! They Are All the Same.": Working toward Developing Teachers' Raciolinguistic Attitudes towards ELs. International Journal of Multicultural Education, v23 n1 p47-66. This study explored Midwestern US teachers' raciolinguistic attitudes toward English learners. Two research questions guided the study: "How did teachers perceive racism and linguicism" and "How did a professional training influence teachers' awareness of them?" Critical race theory was used to examine how racism evolved into racialized linguicism. Data analysis demonstrated that teachers tended to conflate the experiences of African American students and English learners, even though they are linguistically and culturally distinct. They also tended to understand the racism and linguicism encountered by the two groups in Black/White and Standard-English/Nonstandard-English binaries. Implications consider the future direction of TESOL teacher education…. [PDF]
(2020). Building Teacher Capacity to Interrupt Racism in Schools: Studying the Work of the Center for Racial Justice in Education. A Report to the Center for Racial Justice in Education. Research Alliance for New York City Schools Like other institutions, the country's education system is challenged by systemic racism. Sixty-five years after Brown v. Board of Education, schools remain largely segregated by race. Predominantly White school districts receive far more funding compared with districts that serve mostly students of color. Black and Brown children are more likely to be suspended than their peers for the same infractions, and research shows that non-Black teachers often have lower educational expectations for Black students than White students. The Center for Racial Justice in Education (CRJE, formerly Border Crossers) is one of a growing number of organizations working to combat racism in schools. Its mission–to train and empower educators to dismantle patterns of racism and injustice in schools and communities–is executed primarily through intensive training and coaching with K-12 educators, nonprofit organizations, and parents. In 2017, CRJE engaged the Research Alliance to study two of their… [PDF]
(2023). Connecting QuantCrit to Gifted Education Research: An Introduction. Gifted Child Quarterly, v67 n1 p80-89 Jan. This methodological brief introduces researchers to QuantCrit, a set of tenets complementary to critical race theory, to specifically reexamine how race and racism are analyzed through quantitative methodologies. We outline the tenets of QuantCrit, review recent quantitative research in gifted education for examples aligned with QuantCrit tenets, and provide recommendations for researchers…. [Direct]
(2022). Racial Animus in Teacher Education: Uncovering the Hidden Racism behind the Concept of "Care". Educational Forum, v86 n3 p253-265. This study examines racial bias whereby preservice teacher participants pair photos of people of varying ages and races with positive or negative adjectives. Their responses are then compared to participant self-reporting of open-ended questions on how committed they are to issues of social justice. Findings indicate that participants reported to be much more racially aware and accepting than they actually were. This study has long-reaching implications for teacher education…. [Direct]
(2024). Wisdom from Lichen: The Ecology of Anti-Oppressive Environmental Education. Canadian Journal of Environmental Education, v26 141-157. Ecologically, lichen plays a significant role in the formation of flourishing ecosystems by breaking apart rock formations using small fungal threads to form fertile soil which supports a growing complexity/diversity of life. This essay uses lichen as a metaphor to describe fossilized constructs (colonial epistemologies and ontologies, neoliberalism, and white centered environmental racism) that need to be eroded within traditional environmental education. Then, lichen-supported biodiversity is used to discuss conceptualizations of decolonizing and queering ecopedagogy which can promote anti-oppressive environmental education that (re)orients and prioritizes flourishing and thriving…. [Direct]
(2022). "Not Your Model Minority": An Inquiry on the Immigration and Nationality Act of 1965. Social Studies and the Young Learner, v34 n3 p14-18 Jan-Feb. The realities of COVID-19 have clearly revealed the myth of the model minority, a stereotype in which Asian Americans are seen as successful and high achieving in contrast to other Communities of Color. An ever-present, but sometimes seemingly dormant, anti-Asian racism in the United States is reflective of patterns in U.S. immigration history. Yet, neither is often taught in PK-12 education. In this article, the authors briefly outline the history of two major policies in Asian American immigration history and share an inquiry designed to help students explore the institutionalized racism that has defined who is a "good" immigrant…. [Direct]
(2023). Practicing Anti-Racism as Inclusion: Start in Early Childhood!. TEACHING Exceptional Children, v55 n5 p350-358 May-Jun. Given the rising efforts to ensure all young children have equitable access to high-quality early childhood settings and systems (Children's Equity Project, 2020; DEC, 2020; NAEYC, 2019), it is essential for early care and education practitioners to examine how their perceptions and implicit biases may impact their teaching and consider how to actively center anti-racist practices. Implicit biases and institutionalized racism within the early care and education system can perpetuate a myth that some children are too young to learn about race. This impacts when practitioners begin to teach about race and ultimately promote and affirm positive racial identity. Often it is the adult's discomfort in talking about race and misunderstanding of what children know, see, and understand that contributes to underestimating children's ability to learn about racial identity. To truly make change, practitioners must be willing to acknowledge the harmful impacts of racism and ableism. Early care… [Direct]
(2021). Teaching Note–Exploring Podcast-Facilitated Course Work on Racism. Journal of Social Work Education, v57 n1 p173-180. Social work educators teach cultural competency and guide students to understand and address racism. Using mixed methods, we explored the influence of a one-semester course on racial attitudes, skills, and knowledge among 10 diverse undergraduate students. The "Seeing White" podcast delivered content about historic and systemic race-based oppression and discrimination in American society. Students participated in seminars, maintained reflective journals, and wrote a self-analysis paper to integrate learning. Findings indicate increased knowledge and understanding of key concepts and a commitment to respond to institutional racism. Implications for social work education suggest the need for humility and a willingness for educators and institutions to share power. Ideas for course work on racism are provided…. [Direct]
(2024). Revealing the Known: the Invisibilized Bias of Commercial Literacy Curricula. Peabody Journal of Education, v99 n1 p126-141. A critical content analysis is employed to scrutinize the second-grade materials within EL education's English language arts curriculum. Applying critical race theory, this study confronts the pervasive anti-Black narrative embedded in standardized curriculum used in the United States. The study unveils the presence of this narrative in the materials while advocating strategies for teachers obligated to use these resources. The aim is to empower educators to foster critical engagement among students, encouraging them to craft their counternarrative while actively advocating for an antiracist curriculum. The elementary literacy curricula widely employed across the United States tend to propagate a White-centric agenda. Despite attempts to veil biases and racism, these curricula subtly reinforce White privilege through practices such as colorblindness, context-neutral settings, and the perpetuation of the myth of meritocracy. To counter this, a community-centered approach to education… [Direct]
(2024). Neo-Racism, Academic Advisor Intercultural (In)competence, and the Hindering of International Student Success. Journal of Student Affairs Research and Practice, v61 n2 p139-153. Despite persistent calls to support international students on campuses, there is little research about the attitudes that higher education professionals, in particular academic advisors, hold about international students. Through a neo-racism framework, we found multiple neo-racist attitudes that have the potential to negatively impact academic advisor-international student relations including (a) homogenization of identity, (b) forced assimilation, and (c) racialized fetishization. We explore academic advisors' attitudes and socialization processes and provide implications for praxis…. [Direct]
(2024). "At What Point Do You Ask a Suicidal Teen to Do Their Math Homework?": How Los Angeles Teachers Are Navigating the Effects of Violence-Related Trauma in the Classroom. Educational Forum, v88 n2 p217-233. Racism, violence exposure, trauma, and education are inextricably linked, impacting adolescents' current and future well-being. Although trauma- ≠informed care models are being adopted in schools, research is unclear about what individual and institutional factors influence teachers' responses to students exposed to violence-related trauma. Findings from this qualitative convergent mixed-methods study highlight how teachers' personal attributes, identity match, and institutional limitations collectively influence teachers' ability to support their students and their own well-being…. [Direct]
(2021). Centering Ethnic Studies in Health Education: Lessons from Teaching an Asian American Community Health Course. Health Education & Behavior, v48 n3 p371-375 Jun. Anti-Asian racism and violence dramatically increased during the COVID-19 pandemic. As a result, recent studies and reports are showing that the health and well-being of Asian Americans are negatively affected. To address this urgent problem, the field of health education and public health must be equipped with the critical frameworks and concepts to analyze racism and White supremacy and how it affects the health and well-being of Asian Americans. We argue that using an ethnic studies lens in health education can help educators, researchers, and practitioners teach and train health educators to address racism experienced by Asian Americans during COVID-19 in relation to their health. We will discuss the elements of ethnic studies and demonstrate how to use it as a lens in understanding health disparities in the Asian American population influenced and exacerbated by the COVID-19 pandemic…. [Direct]
(2024). Enwhitened Spaces: A Critical Race/Critical Whiteness Content Analysis of Whiteness, Disinformation, and Amazon Reviews. Thresholds in Education, v47 n1 p69-87. Since September 2020, Fox News spawned an anti-critical race theory (CRT) disinformation campaign, that has reverberated in the whitestream's echo chamber. The disinformation largely appeals to white people who refuse to see racism, unless they feel it is impinging their rights. The campaign against CRT has penetrated the e-tailer site Amazon.com where books identified by Fox News as CRT texts have experienced increasingly hyperbolic and disinformed customer reviews. Encountering these reviews, we questioned how Amazon reviewers used a mundane platform to reify whiteness, while feigning hurt and ignorance. In this article, we present results from a qualitative critical race content analysis of Amazon.com customer reviews of four books identified by Fox News. A dialectical engagement between the tenets of CRT and key concepts of critical whiteness studies guided our analysis to describe how Amazon reviews enforced en/whitened postdigital spaces. Our results indicate that reviewers… [PDF]
(2013). Living with Racism in Education and Society: Derrick Bell's Ethical Idealism and Political Pragmatism. Race, Ethnicity and Education, v16 n4 p470-488. Derrick Bell's pronouncement and challenge that racism is likely permanent has captured the imagination of Critical Race Theorists in education. Equally important are his ideas about living with the concrete conditions of racism. This article focuses on a tension within Bell's work. On the one hand, his writings are characterized by a certain "racial realism." In this perspective, Bell encourages race scholars and activists to abandon notions of one day ending racism. On the other hand, Bell also retains a certain idealism, most evident in his appeal to the ethical dimensions of critical race work. He invites intellectuals to join him in fighting racism even if the prospects for change are sometimes bleak. In his life as well as his work, Bell willingly sacrificed prestige and financial security for his ideals, and seemed puzzled when his friends and colleagues were reluctant to do the same. Bell's racial realism and ethical idealism comprise two–sometimes warring–moments… [Direct]
(2004). From Jim Crow to Affirmative Action and Back Again: A Critical Race Discussion of Racialized Rationales and Access to Higher Education. Review of Research in Education, v28 p1-25. In this chapter, the authors outline critical race theory (CRT) as an analytical framework that originated in schools of law to examine and challenge the continuing significance of race and racism in U.S. society. They then describe the CRT framework within the field of education. CRT scholarship offers an explanatory structure that accounts for the role of race and racism in education and works toward identifying and challenging racism as part of a larger goal of identifying and challenging other forms of subordination. Next, with the historical backdrop of "Brown v. Board of Education" (1954), they address the debates over affirmative action in higher education evidenced in "Bakke v. Regents of the University of California" (1978) and "Grutter v. Bollinger" (2003). [This article represents Chapter 1 of "'Brown's' Influence on Education and Education Research: Critical Insights, Uneven Implementation, and Unanticipated Consequences,"… [Direct]