(2017). The "New Racism" of K-12 Schools: Centering Critical Research on Racism. Review of Research in Education, v41 n1 p182-202 Mar. While organizing efforts by movements such as Black Lives Matter and responses to the hate-filled policies and rhetoric of President Donald Trump are heightening public discourse of racism, much less attention is paid to mechanisms of racial oppression in the field of education. Instead, conceptualizations that allude to racial difference but are disconnected from structural analyses continue to prevail in K-12 education research. In this chapter, our goal is to challenge racism-neutral and racism-evasive approaches to studying racial disparities by centering current research that makes visible the normalized facets of racism in K-12 schools. After narrowing over 4,000 articles that study racial inequity in education research, we reviewed a total of 186 U.S.-focused research studies in a K-12 school context that examine racism. As we categorized the literature, we built on a theory of the "new racism"–a more covert and hidden racism than that of the past–and grouped the… [Direct]
(2024). Humanizing the Lived Experiences of Muslim, Immigrant-Origin, Women Doctoral Students, and Black Women Faculty: A Photovoice Study. Review of Higher Education, v47 n3 p315-345. Using the frameworks of Critical Race Feminism (CRF) and Representational Intersectionality, we employ photovoice as a form of Participatory Action Research (PAR) method to illustrate the lived experiences and voices of Muslim, immigrant-origin, women doctoral students, and Black faculty in predominantly and historically white institutions (PHWIs) within the United States (U.S.). The findings illustrate how we make meaning of our academic experiences, and challenge grand narratives that are rooted in anti-Blackness, anti-Muslim, anti-immigration, sexism, classism, racism, and other forms of social oppressions in order to provide and develop humanizing approaches to be seen and valued within higher education. This study expands on strategies to support and empower graduate and faculty women of color in the Academy as they navigate and find humanizing approaches to succeed in PHWIs…. [Direct]
(2023). Applying an Anti-Racist Pedagogy to Develop and Deliver a Racial Microaggressions Workshop for Occupational Therapy Students. Journal of Occupational Therapy Education, v7 n4 Article 14. Many workshops about identifying, understanding, and responding to microaggressions have been designed and delivered to learners within health education. However, few workshops implement an antiracist pedagogical approach, and none presented in the literature have been created specifically for occupational therapy students. Anti-racist pedagogical approaches explicitly link interpersonal and institutional/structural oppressions to ensure that the impacts of microaggressions are not minimized by focusing solely on interpersonal interactions. A specific workshop is needed to address the noted persistence of racial microaggressions directed at clients, families, students, and practitioners within occupational therapy contexts and due to the embeddedness of practitioners in clients' daily lives. To address the gap in curricular intervention tools, a workshop was designed and implemented. The workshop was delivered to master's professional entry-level occupational therapy students with… [PDF]
(2024). She Did It on Purpose: Teacher Education Students' Interpersonal Attributions of Black Girls' Behavior and Classroom Disciplinary Decisions. Issues in Teacher Education, v33 n1 p52-79. Black youth overwhelmingly experience excessive discipline and exclusionary practices in schools, which contribute to the growing achievement and opportunity gaps between Black and White students. This study examined 915 teacher education students' (TES') interpersonal attributions of classroom behaviors of elementary age Black and White girls, using sets of vignettes and questionnaires to analyze the impacts of student race on TES' interpersonal attributions and consequent discipline decisions. The findings indicate that TES attribute a more internal locus of control and controllability to the behaviors of Black girls than White girls displaying comparable behaviors. TES' more often refer White girls to school psychologists and more often ignore the classroom misbehavior of White girls than Black girls at statistically significant rates. Incorporating explicit, anti-racism classroom management into teacher education curricula could address TES' racially biased interpersonal… [Direct]
(2023). Campesinos, Environmental Racism, and Ecotheatre: Toward an Inclusive Environmental Education through BIPOC Storytelling. ProQuest LLC, Ph.D. Dissertation, University of Michigan. Environmental education in historically White schools of education has typically emphasized science, outdoor, or STEM education rather than environmental racism, environmental (in)justice, or the environmental justice movement. This focus often deemphasizes the role of structural injustice and state-sanctioned violence in environmental issues as well as BIPOC peoples' environmental activism, thus contributing to the erasure of the long history of BIPOC environmentalisms (D. Taylor, 2009; 2016; Wald et al., 2019). Scholars, however, have begun to address this omission (Haluza-DeLay, 2013). This dissertation contributes to this discussion and extends it by theorizing and presenting a BIPOC storytelling approach for teaching the difficult and traumatic history of environmental racism in the U.S. (Bullard et al., 2008). By examining BIPOC storytelling, specifically campesino ecotheatre–El Teatro Campesino's "Vietnam Campesino" (1970) and Cherrie Moraga's "Heroes and… [Direct]
(2023). Is Healthcare for All? A Qualitative Questionnaire Study of Systemic Racism in Healthcare and the Perception among Stakeholders of U.S. Healthcare Corporations: An Exploration of Moral Disengagement and Interest Convergence in Healthcare Delivery. ProQuest LLC, Ed.D. Dissertation, University of Southern California. This study sought to understand why disparate healthcare between White Americans and minoritized populations has been allowed to persist despite decades of research about unequal treatment. It is widely proven and accepted that systemic racism drives health disparities yet disparate health outcomes continue to rise for minoritized populations. Healthcare organizations and professionals should operate to improve the health and well-being of all patients. The pursuit of profits and the underlying biases rooted in the foundations of systemic racism will continue to perpetuate without increased organizational accountability. The United States government needs to protect vulnerable patients by changing policies that inject greater accountability for organizations to provide safe and equitable care. Patient Safety legislation reform is needed for patients to increase the reporting of preventable events that lead to disparate outcomes. Medical education organizations should provide a… [Direct]
(2021). Coaching Using Racial Literacy in Preservice Teacher Education. Journal of Literacy Research, v53 n4 p539-562 Dec. Drawing on a theoretical framework that centers race, racism, and anti-racism, this study explores a coaching conference in preservice literacy teacher education. In classrooms, teachers often encounter disruptions in the community; however, those disruptions are often seen as problems to be solved and are addressed without interrogating race discourses. This study builds on previous research that has explored how teachers engage in developing understandings about race in relation to their practice using discursive tools of racial literacy. We ask, How do three White teachers draw on race discourses that are racist and anti-racist within the context of one coaching event, a post-conference? Using critical discourse analysis, we describe and interpret how race discourses were drawn upon and disrupted in the conference. We conclude with a discussion of the racial literacy practices that have promise in this coaching context and in other professional settings…. [Direct]
(2023). The Persistence of African American Female Students in Community Colleges. Community College Journal of Research and Practice, v47 n6 p443-451. Community colleges have been an educational source for individuals to increase capital and social mobility. But the reality of these opportunities is not the same for all. First generation, low income, non-traditional minority students make up a large percentage of students enrolling in community colleges yet retention rates, primarily for African Americans remains relatively low. The purpose of this study was to determine what factors impact the persistence of African American female students attending community colleges. The study researchers tested study hypotheses using a 3-step hierarchical regression analysis. Demographic variables (race and age) were entered into the model first to control the confounding effect of these variables. Second, the researchers entered academic support, financial health, financial strain, and experiencing racism to examine change in variance explained by the model with main effects and the relative direct effect of each variable on college… [Direct]
(2022). A Diversity of Tactics: Exploring the Contexts, Negotiations, and Motivations of Teachers Doing Antiracist Work. ProQuest LLC, Ph.D. Dissertation, University of Colorado at Denver. There is both a longstanding legacy of white supremacy in education, and a plethora of resistance movements to white supremacy. Correspondingly, there are scores of teachers who uphold white supremacy at the classroom level (through curriculums, pedagogies, behavior policies, procedures, and more), and many who work to challenge and critically interrogate racism in their classrooms. Yet, despite the wealth of scholarship that has, for decades, worked to critically challenge and uproot racism in schools (see Delpit, 1988; Ladson-Billings, 1995; Love, 2019; Lynn & Parker, 2006), and despite the fact that there are surely teachers who undertake this work (as evidenced in the scholarship), there is still less that is known about who these critical teachers are and how they arrived at this place of being/becoming educators who engage in antiracist practices. As such, this grounded theory study adds to the scholarship on antiracist education by exploring, through questionnaires and… [Direct]
(2021). Reversing the Gaze on Race, Social Justice, and Inclusion in Public Librarianship. Education for Information, v37 n2 p187-202. While contemporary revisionist narratives frame the public library as a benevolent and neutral community resource, it has existed for over two centuries and has a deeply shaded past. Particularly, public libraries played key roles in projects tied to the industrialist mission of states and the education of select social groups during key historical times. In no uncertain terms, these were inherently racist and colonial projects in which libraries helped proffer socially constructed and politically motivated ideas of race and class. This work draws on relevant and important work in anti-oppression studies, Black studies, critical diversity studies, and Critical Race Theory (CRT) to trouble contemporary revisionist perspectives in public librarianship to show how they further entrench monocultural normativity and structural racism. It also draws on scholarship in anti-racism studies to reimagine possibilities for public librarianship that genuinely reflect its core values of equity and… [Direct]
(2023). Communities in the Driver's Seat: Black Mothers Forum Microschools Raise Sustainability Questions. Center on Reinventing Public Education Black Mothers Forum (BMF) was founded in 2016 to combat institutional racism, including disproportionate discipline, unrepresentative curricula, and racial bullying in Phoenix-area schools. When the COVID-19 pandemic disrupted public education, the organization launched a network of microschools as outposts of this mission. These microschools were able to start quickly, make frequent course corrections, and sustain their efforts after the pandemic, thanks in part to Arizona's growing ecosystem of diverse education options. The initial pandemic-era effort to launch these microschools was documented in a case study published by the Center on Reinventing Public Education in 2022. This followup brief revisits the initial case study with an eye toward the pedagogical tensions and questions of sustainability that it brought to light. This brief is based on in-person classroom observations, a new round of interviews with BMF microschool leaders and educators, and an analysis of Arizona's… [PDF]
(2024). Intercultural and Inclusive Education in Latin America: Trajectories, Perspectives and Challenges. International Perspectives on Inclusive Education. Volume 24. International Perspectives on Inclusive Education Quality education is a human right and all individuals and peoples regardless of their social, ethnic, personal, economic, gender, or religion, should be able to participate and engage in productive and lifelong learning. This volume explores the ways in which intercultural and inclusive education have been addressed in Latin America through small, local, or nation-wide programs to improve peoples' experiences regarding diversity, such as racism, classism, meritocracy, and redefines the priorities to advance on the quality of education for all. Key international authors contribute chapters on the history, status, and challenges of intercultural and inclusive education in a specific country or region in Latin America. "Intercultural and Inclusive Education in Latin America: Trajectories, Perspectives and Challenges" focuses on the history and advances in public policies, teaching practices, educational programs, as well as new methodologies and theoretical perspectives to… [Direct]
(2022). Pedagogical Decisions and Sociopolitical Contexts: A Collaborative Ethnography of Social Studies Educators Who Teach about Race and Racism. ProQuest LLC, Ed.D. Dissertation, Marshall University. This dissertation examines the pedagogical decision making processes of eight social studies teachers in West Virginia who taught about race and racism during the 2021-2022 school year. Teaching about racism and issues of race has become highly politicized, but social studies educators remain uniquely poised to have meaningful discussions about racial discrimination and how race and various other social identities form a matrix of power and privilege. To examine the complex decisions social studies educators in West Virginia make when adopting racial justice pedagogy and the sociopolitical contexts informing their decisions, this qualitative study uses the three complementary theoretical frameworks of critical race theory, critical whiteness studies, and critical regionalism. The three frameworks inform this study's emergent design and research methods, which pull from collaborative and critical educational ethnography methodologies. Based on interpretative analysis of qualitative… [Direct]
(2024). From Small Moments to Fundamental Principles of Democratic Education. Schools: Studies in Education, v21 n1 p91-116. In democratic education, schools are places where democracy holds center stage, where students explore the aims and assumptions that underpin democracy, and where students develop a shared understanding of core values. Despite the democratic promise of schooling, however, schools often fail to prepare people to interrupt racism, classism, gender and sexuality inequity, ability injustices, and the pathologizing of difference in general. We describe three practices we think move us toward democratic education that are aimed at empowering our students to view teaching and learning as a humanistic endeavor guided by democratic principles rather than a transactional exchange between teacher and student. These practices center on attending to students' needs not merely as individuals but as individuals in community, helping students learn to be accepting of themselves and inclusive of one another, and trusting students to recognize the humanity in one another and in so doing to value… [Direct]
(2024). Inside the Black Box: Detecting and Mitigating Algorithmic Bias across Racialized Groups in College Student-Success Prediction. AERA Open, v10 n1. Colleges and universities are increasingly turning to algorithms that predict college-student success to inform various decisions, including those related to admissions, budgeting, and student-success interventions. Because predictive algorithms rely on historical data, they capture societal injustices, including racism. In this study, we examine how the accuracy of college student success predictions differs between racialized groups, signaling algorithmic bias. We also evaluate the utility of leading bias-mitigating techniques in addressing this bias. Using nationally representative data from the Education Longitudinal Study of 2002 and various machine learning modeling approaches, we demonstrate how models incorporating commonly used features to predict college-student success are less accurate when predicting success for racially minoritized students. Common approaches to mitigating algorithmic bias are generally ineffective at eliminating disparities in prediction outcomes and… [PDF] [Direct]