(2021). Phenomenology Study on the Lived Experiences of Women's Barriers to Advancement as Leaders in Higher Education Institutions. ProQuest LLC, Ed.D. Dissertation, Northcentral University. Women have been the majority of undergraduate and graduate students in U.S. postsecondary institutions for the past 35 years, but their representation is decreasing at each step of leadership ranks in higher education institutions. The problem addressed by this qualitative phenomenological study was the underrepresentation of women in higher education senior-level leadership roles. The purpose of this phenomenological qualitative study was to explore women's barriers to advancement as leaders in higher education. A snowball sampling method was used to explore 15 women participants from the East Coast, Midwest, and West Coast of the United States who held top levels of leadership responsibilities in higher education for more than five years. Each participant responded to semi-structured interview questions addressing the research question: What are the lived experiences of women's barriers to advancement as leaders in higher education institutions? The findings were that explicit… [Direct]
(2021). Family, Economic, and Geographic Characteristics of Black Families with Children. Child Trends This issue brief is the first in a series examining timely topics that are relevant to Black families and children in the United States. The series identifies key information and opportunities for consideration by policymakers, researchers, practitioners, philanthropists, and others interested in supporting the progress of Black families and children–and, by extension, the country as a whole. This first brief presents data on the family structure, employment status, and geographic location of Black families with young children in the United States. It also explores contextual factors, such as structural barriers or inequities that have shaped the experiences of these families over time. [For the second brief, "Federal Policies Can Address the Impact of Structural Racism on Black Families' Access to Early Care and Education," see ED614026. For the third issue brief, "Racism and Discrimination Contribute to Housing Instability for Black Families during the… [PDF]
(2021). Diversity without Race: How University Internationalization Strategies Discuss International Students. Journal of International Students, v11 spec iss 1 p32-49. This article examines how a sample of 62 higher education institutions in Canada, the United States and the United Kingdom discuss international students in their official institutionalization strategies, focusing on how ideas of race and diversity are addressed. We find that institutional strategies connect international students to an abstract notion of diversity, using visual images to portray campus environments as inclusive of racial, ethnic and religious diversity. Yet, strategy documents rarely discuss race, racialization, or racism explicitly, despite the fact that most international students in all three countries are nonwhite. Moreover, in the few instances when race is discussed, racial injustice is externalized as a global issue and racial diversity is instrumentalized as a source of improving institutional reputation or diversity metrics. We argue that a first step to creating more inclusive and anti-racist campuses is to acknowledge international students' racial… [PDF]
(2023). Africa in Irish Primary Geography Textbooks: Developing and Applying a Framework to Investigate the Potential of Irish Primary Geography Textbooks in Supporting Critical Multicultural Education. Irish Educational Studies, v42 n1 p123-143. When pupils learn geography they are extending their world view and reshaping it. This paper analyses representations of Africa and African countries and cultures in Irish primary geography textbooks and assesses to what extent these textbook portrayals facilitate or repress multicultural education, specifically critical multicultural education (CMCE). Here, this paper argues that primary geography can and should play a critical role in challenging societal issues of inequality, racism, prejudice and stereotypes, particularly pertaining to perspectives of the 'Other'. This paper devises a framework for critical multicultural geography education (CMCGE) and applies this to Irish primary geography textbooks. While some textbooks can demonstrate capacity in fostering multiple perspectives, appreciation for diversity, development of critical thinking and enquiry, and making connections; in the main, textbooks present stereotypical, oversimplified accounts of issues, peoples and places… [Direct]
(2024). Barriers to Inclusion and Equity: A Mother-Son Critical Reflection and Lessons Learned. International Journal of Qualitative Studies in Education (QSE), v37 n9 p2540-2559. This study is an exploration of "DisCrit Mothering," of education, research, and activism, rooted in our radical love for our children facing barriers and injustices due to intersectional oppressions in schools. We employ critical duoethnography to discuss and analyze our experiences, understandings, and lessons learned in our mother-son educational journey through counter-storytelling of four pivotal events to counter implicit bias and majoritarian narratives. We identify patterns of racism, ableism, and exclusion in our stories and share our lessons learned. We identify the need for a better understanding of dis/ability, timely identification, a rejection of deficit-focused approaches, and student and family involvement in IEPs. We make ourselves vulnerable to share our stories, using our lessons learned to urge educators to question their perceptions of multiply-marginalized students and to focus on care and equity versus discipline…. [Direct]
(2022). Interrogating Democracy, Education, and Modern White Supremacy: A (Re)Constitution toward Racially Just Democratic Teacher Education. Teachers College Record, v124 n3 p207-236 Mar. Background/Context: Almost 100 years ago, John Dewey advocated for a democratic U.S. educational system, one that echoed the tenets of the U.S. Constitution and achieved an ethical ideal by inviting participation of all students. Yet the U.S. educational system continues to stop short of this goal insofar as students of Color–especially those in urban school districts–disproportionately face obstacles not so encountered by white students. Purpose/Focus of Study: If democracy in the United States is characterized by freedom, equality, and liberty, the inherent question is whether these rights are enjoyed in equivalent degrees among all citizens against the context of white nationalist marches, police brutality, racially targeted mass shootings, and racial bias in education and society. Setting: Despite historical strides in civil rights, today's United States has become increasingly racialized and–some would argue–indicative of a neo-fascist climate wherein whiteness and white… [Direct]
(2019). "Our Divided Society–A Challenge to Religious Education": REA's 1969 National Convention and the Opening up of Brave Conversations about Race and Religion. Religious Education, v114 n3 p214-226. The Religious Education Association (REA) selected as its theme for its 1969 National Convention, "Our Divided Society–A Challenge to Religious Education," addressing, among other topics, issues of race and racism. Previously, the REA presented a mixed legacy in addressing racial injustice, remaining largely silent on such issues during the civil rights era of the 1950s and 1960s, unlike the National Council of Churches, which had taken a prophetic stance early on. Thus, the 1969 convention's theme opened up brave new spaces for the REA to address issues of race and racism in American society…. [Direct]
(2004). A Change in Paradigm: Applying Contributions of Genetic Research to Teaching about Race and Racism in Social Studies Education. Theory and Research in Social Education, v32 n4 p503-522 Fall. Race is a sociopolitical construct that is often inappropriately treated as a biological reality. This incorrect application of the construct must be challenged. The social studies curriculum, an appropriate place for this challenge, faces two tasks: correcting the concept of race, and working to eliminate the racism that its misuse has created. To do so, social studies educators must employ interdisciplinary content and perspectives in order to reshape the discussion of race and racism in social studies education. In this manner, the new scientific data on the essential biological unity of modern humans can be integrated into existing knowledge on teacher preparation so as to provide the necessary intellectual depth to achieve the paradigm change needed for an informed citizenry. (Contains 4 tables and 7 notes.)… [Direct]
(2021). White Skin, Black Blood: The Deconstruction of Plessy v. Ferguson. Educational Studies: Journal of the American Educational Studies Association, v57 n4 p395-408. This investigation employs the deconstruction techniques of Jacques Derrida to critique the Plessy v. Ferguson 1896 Supreme Court decision which segregated the Public Schools. Overturned by Brown v. the Board of Education of Topeka 1954, Plessy's racist message reverberates today in the cultural divide, in right-wing media, in politics, and in white supremacist propaganda. The core argument is that Plessy is a paradigm case of racism rooted in metaphysical language…. [Direct]
(2021). Complexity and Transformative Learning: A Review of the Principal and Teacher Preparation Literature on Race. Teachers College Record, v123 n8 p202-247 Aug. Background: Racial inequities are a persistent reality in K-12 schools in the United States. There is a need for consensus and coordination between principals and teachers if they are to address the harm of racial inequities in education. Yet, despite this need and the interdependence of teachers and principals in schools, their preparation is profoundly distinct. Purpose: Although teacher and principal preparation practice and research are distinct, addressing racial inequities in K-12 students' schooling experiences is central to the work within both professional arenas. In this literature review, we bring together these bodies of literature as we think about ways that preparation supports principals and teachers in developing skills, knowledge, and dispositions to counter racial inequities in their schools. We focus our review around one central question: In what ways does the teacher and principal preparation literature address candidates' transformative learning around race?… [Direct]
(2024). Empowering Disabled Voices: A Practical Guide for Methodological Shifts in Biology Education Research. CBE – Life Sciences Education, v23 n3 Research Methods 1. Biology education research provides important guidance for educators aiming to ensure access for disabled students. However, there is still work to be done in developing similar guidelines for research settings. By using critical frameworks that amplify the voices of people facing multiple forms of marginalization, there is potential to transform current biology education research practices. Many biology education researchers are still in the early stages of understanding critical disability frameworks, such as Disability Critical Race Studies (DisCrit), which consists of seven tenets designed to explore the intersecting experiences of ableism and racism. Our Research Methods Essay uses DisCrit as a model framework and pulls from other related critical disability frameworks to empower disabled voices in biology education research. Drawing from existing scholarship, we discuss how biology education researchers can design, conduct, and share research findings. Additionally, we… [Direct]
(2017). Learning Race and Racism While Learning: Experiences of International Students Pursuing Higher Education in the Midwestern United States. AERA Open, v3 n3 Jul-Sep. Researchers have documented how race and racism influence the college experiences of U.S. citizens. However, research on the ways that race and racism affect international students warrants similar attention. This qualitative study explored how international students learned about U.S. concepts of race and racism and how such concepts shaped their college experiences. The participating international college students learned about U.S. concepts of race and racism through media, relationships, formal education, and lived experiences. They defined these concepts in varying ways and had varying racial ideologies…. [PDF]
(1987). Racial Inequality in Education. Contributors to this book are united in their commitment to combating racial inequality in education and in outlining the extent and manner in which racism and its associated practices have become embedded in the institutional and sociopolitical structures of the United Kingdom. The following chapters are included: (1) "A Conceptual Overview of Strategies To Combat Racial Inequality in Education: Introductory Essay" (Barry Troyna); (2) "Gatekeepers and Caretakers: Swann, Scarman, and the Social Policy of Containment" (Ahmed Gurnah); (3) "Plain Speaking and Pseudo-science: the 'New Right" Attack on Antiracism" (David Oldman); (4) "The Honeyford Affair: Political and Policy Implications" (Olivia Foster-Carter); (5) "A Comedy of Errors: Section 11 Funding and Education" (Andrew Dorn and Paul Hibbert); (6) "Hearing and Listening: A Case Study of the 'Consultation' Process Undertaken by a Local Education Department and Black…
(2010). Exposing Privilege and Racism in "The Great White North": Tackling Whiteness and Identity Issues in Canadian Education. Multicultural Perspectives, v12 n4 p229-234. This article talks about a collaborative "Great White North" project which began through a chance meeting of the authors at the annual meeting of the "National Association for Multicultural Education" (NAME) in Atlanta in November of 2005. The authors are two White males from Canada of about the same age (late 40s) who have both been involved in anti-racism education for over two decades each. They believe that being White includes a responsibility to better understand the complex ways Whiteness works to oppress others, and their goal with the project has been to challenge oppression through an analysis of racialized privileges. Part of their purpose with this Whiteness project was to trouble the perceived quiet complacency within Canada to expose the many underlying inequities people typically refuse to acknowledge. The resulting text builds on a desire to examine Whiteness directly while avoiding reifying its centrality in multicultural education. Prior to the… [Direct]
(2025). Critical Community Building in Action: A Triad of Faculty, Graduate and Undergraduate Students Working for Racial Justice. International Journal of Qualitative Studies in Education (QSE), v38 n2 p314-330. This article considers what critical community building might look like among colleagues at a university representing one faculty member, one doctoral candidate, and one undergraduate student. Using critical autoethnography-self-study, we analyze our journal reflections, presentations, teaching, and dialogues to better understand our approaches with teaching Critical Race Theory. This research asks: How do colleagues across power dynamics and positionalities learn from each other, and work collaboratively to teach about race and racism at a predominantly white institution? Our findings indicate that this sort of work requires relationships, shared vulnerability, and an understanding of our journeys to becoming critical pedagogues. We find value in this work due to its focus on collaboration across power dynamics (i.e. rank of professor, graduate, and undergraduate students) as well as our positionalities across womanhood. We offer implications for other faculty/instructors who wish… [Direct]