(2018). Chinese International Students' Experiences in American Higher Education Institutes: A Critical Review of the Literature. Journal of International Students, v8 n2 p1173-1197. Using database searches in ProQuest Sociology, Education Research Complete, ERIC, and Google Scholar, this landscape literature review provides research synthesis and analysis on research designs, underlying assumptions and findings of 21 recent peer-reviewed scholarly articles focusing on Chinese international students' experiences in American higher education institutes. Patterns observed across studies regarding colorblind racism are presented in the discussion. Towards the end, this review closes with implications and directions for future research…. [PDF]
(2021). Addressing Racism and Implicit Bias–Part 2: A Response to the "Framework for Effective School Discipline". Communique, v49 n8 p1, 14-16, 18 Jun. School psychologists have a responsibility to promote positive outcomes for children that includes removing systemic barriers for our most marginalized students. The current political climate surrounding the movement for racial justice should inform our service provision to schools, students, and their families. Racism and implicit bias are at the core of our education system's failure to meet the needs of what is now the majority of public school children in our nation (Hussar et al., 2020). Anti-Black racism in particular continues to exact harm on Black children across genders who are more likely to be disciplined harshly for subjective offenses, even when problematic behavior has not occurred (Chmielewski et al., 2016; Morris & Perry, 2017). This discrimination occurs from toddlerhood throughout adolescence (Gilliam et al., 2016) and is often codified in school policy in which problematic behavior is loosely defined (Jacobsen et al., 2019). Disparities in school discipline… [Direct]
(2020). Educating for Whiteness: Applying Critical Race Theory's Revisionist History in Library and Information Science Research: A Methodology Paper. Journal of Education for Library and Information Science, v61 n4 p452-462. Research into education for librarianship has failed to explore the historical development of the subject or to establish the social and cultural contexts within which it developed. Such historical background and context are essential for exploring and understanding issues of race and of systemic and institutionalized racism. Historical methodology, coupled with the revisionist history of Critical Race Theory, asks how the social/institutional structures of white society determined the construction of librarianship and education for librarianship in the African-American community, explores issues of whiteness and white privilege, and investigates how this influenced African Americans' perception of the profession and their place and role in it. It addresses intersectionality and essentialism and seeks to understand the thoughts and feelings of the African Americans involved in the process who were disregarded and ignored…. [PDF]
(2017). Investigating "Othering" in Visual Arts Spaces of Learning. Education as Change, v21 n1 p1-18. In the political, social, cultural and economic context of South Africa, higher education spaces provide fertile ground for social research. This case study explored "othered" identities in the Department of Visual Arts of Stellenbosch University. Interviews with students and lecturers revealed interesting and controversial aspects in terms of their experiences in the Department of Visual Arts. Theoretical perspectives such as "othering", symbolic racism, the racialised body and visual art theory were used to interpret these experiences. It was found that "othering" because of indirect racism and language or economic circumstances affects students' creative expression. Causes of "othering" experiences should be investigated in order to promote necessary transformation within the visual arts and within higher education institutions…. [Direct]
(2021). Intercultural Computing Education: Toward Justice across Difference. ACM Transactions on Computing Education, v21 n4 Article 30 Dec. Even in the turn toward justice-oriented pedagogy, computing education tends to overlook the quality of intergroup relationships, which risks entrenching division. In this article, we establish an intercultural approach to computing education, informed by intercultural and peace education, prejudice reduction, and the sociology of racism and ethnicity. We outline three major concerns of intercultural computing: shifting from content toward relationships, from cultural responsiveness to cultural reflexivity, and from identity to identification. For the last, we complicate discourses of race and identity widespread in U.S. education. Drawing from studies of youth programming classes in East Africa and U.S. contexts, we then reflect on our attempts to address the first shift of fostering relationships across difference. We highlight three promising design tactics: intergroup pairing, interdependent programming, and making relational goals explicit. Overall, we find that computing can… [Direct]
(2021). Advancing a Critical Trans Framework for Education. Curriculum Inquiry, v51 n2 p261-286. This article introduces a new theoretical framework comprised of three principles for teaching, learning, and researching gender in a way that celebrates gender diversity and centers transgender experiences and knowledge. The first principle describes how gender operates on multiple levels including individual, institutional, and socio-cultural. The second principle explores genderism as a system of oppression and delineates some of the ways genderism operates concurrently with all other systems of oppression, with racism and ableism provided as examples. The third principle asserts that transgender people's lived experiences, experiential trans knowledge, and counter-narratives must be at the center of transformative efforts in educational spaces. Based on these principles, the article offers suggestions for how people in various educational roles in K-12 and post-secondary education could implement this framework to create educational spaces that affirm and support people of all… [Direct]
(2021). Black Feminist Wondaland: Reckoning, Celebrating, and Reclaiming Joy in Higher Education. Journal of Effective Teaching in Higher Education, v4 n2 p84-98. Janelle Monae's, "Dirty Computer," tackles issues like feminism, racism, sexuality, Black womanhood, self-assurance, and growth. Each song on the album is presented from a first-person point of view, offering a unique insight into a story that shares an intimate portrait of what it means to embrace authentic Black womanhood. Monae's lyrical storytelling brings to life stories of love, loss, fear, and celebration, offering an experience that cannot be ignored. Still, the numerous ways Black women experience joy and celebration are often overlooked in higher education. Thus, in this article, we center Monae's album and offer the framework, Black Feminist Wondaland (BFW), to account for how Black women reckon with the misogynoir enacted against us, celebrate ourselves as an act of radical resistance, and reclaim our joy in a society bent on keeping us in a state of sorrow…. [PDF]
(2021). Teachers of Color Implementing Restorative Justice Practices in Elementary Classrooms: A DisCrit Analysis. Equity & Excellence in Education, v54 n4 p378-392. This article provides case studies of two elementary school teachers of color who enact restorative justice practices in their classrooms, which include students of color with disabilities. Although the positive effects of restorative justice practices has been well-documented for general education classrooms, less is known about how restorative justice interacts with disability justice and accounts for disability and difference. Additionally, there has been little research on the influences of restorative justice practices with young children, including those in early elementary grades. In this study, we explored these gaps and how two teachers of color envisioned and enacted restorative justice practices. Disability Studies and Critical Race Theory (DisCrit) illuminates how teachers of color navigate structural racism and ableism through restorative justice practices in their classrooms. The article concludes with recommendations for building networks and community to resist… [Direct]
(2021). Roma University Students in Spain and Central and Eastern Europe: Exploring Participation and Identity in Contrasting International Contexts. European Journal of Education, v56 n3 p454-467 Sep. Roma are Europe's largest, most marginalised minority, with a long history of racism and exclusion informing complex inequalities. Roma higher education participation remains under addressed, and paucity of research hinders understanding. While there is variation between countries, the proportion of Roma accessing higher education compared to the general population is extremely small in all countries. Spain has the largest Roma population outside Central and Eastern Europe, and relatively high levels of Roma participation in higher education. As part of an international project on Internalisation and Mobility, here we discuss insights from eleven qualitative interviews carried out with Roma students and recent graduates in Central and Eastern Europe and Spain. Findings from a thematic analysis of interviews highlight identity and inclusion and how experience intersects with distinct national approaches. We focus in particular on competing pulls of "ethnic invisibility"… [Direct]
(2016). Peeling Back the Skin of Racism: Real History and Race in Dance Education. Journal of Dance Education, v16 n4 p119-121. Over a decade ago Julie Kerr-Berry wrote the editorial for this journal, "The Skin We Dance, The Skin We Teach: Appropriation of Black Content in Dance Education" (Kerr-Berry 2004). In it, she argued the importance of integrating multiple legacies into dance education, particularly into the historical narrative. She also contended that her whiteness need not be a barrier if she knew the history because the blackness, brownness, and whiteness in U.S. dance was an undertold story. To this end, she could use the privilege of her skin color to help further this discourse by filling in the missing pieces. However, in this 2016 article Kerr-Berry reflects that now she knows there was a larger narrative than what she wrote about in 2004. Herein, she explains how this realization came with the reality of her students' lives. In addition she talks about how "Critical Race Theory" (Delgado and Stefancic 2012) provided her with tools to navigate challenges she did not… [Direct]
(2020). A Phenomenological Study of the Experiences of African American Males. ProQuest LLC, Ed.D. Dissertation, Ball State University. Since their early days, community colleges have maintained a pivotal role as a provider of education to the diverse populations they serve. Over the years, these institutions of higher learning have been tasked with expanding access to education to those who had been denied even the possibility on the basis of race, economic stability, and a host of other factors. As leaders of these great institutions, community college presidents are seen as visionaries who are called to serve as the bridge between their institution and the communities they serve. In the past, the presidency has been a role largely reserved for White men with significant academic experience alone; however, in recent decades, sitting presidents have begun to retire, leaving institutional decision makers scrambling to identify new talent in a decreasing pool. While the ranks of presidency have been diversifying, men and women from racially marginalized communities still struggle to break through the glass ceiling…. [Direct]
(2018). How Critical Thinking, Multicultural Education and Teacher Qualification Affect Anti-Immigrant Attitudes. International Studies in Sociology of Education, v27 n1 p42-59. Previous studies identify a relationship between education and anti-immigrant attitudes. There is, however, uncertainty regarding the underlying explanations linking education to attitudes. In this article, we examine whether a relationship exists between exposure to teaching about critical thinking as well as multiculturalism (measured as religions/cultures as well as xenophobia/racism), and anti-immigrant attitudes among adolescents. In addition, we examine whether teacher qualification matters for attitudes. The analysis is based on survey data collected from high school students in Sweden. The results show an association between exposure to teaching about critical thinking as well as multiculturalism (both indicators) and anti-immigrant attitudes among students, i.e. higher exposure is related to lower levels of anti-immigrant attitudes. However, we find that teaching about xenophobia/racism affects attitudes, but not when simultaneously controlling for teaching about critical… [Direct]
(2021). Practical Tools for Improving Equity and Dismantling Racism in Schools. Learning Professional, v42 n3 p33-39 Jun. Racial equity is a deep-seated value for principals Andrea Steele of Tucson, Arizona, Samuel Etienne of Elizabeth, New Jersey, and Eliza Loyola of Austin, Texas. As they strive to fulfill these values in their schools, each of these principals has found valuable tools and approaches, as well as a supportive virtual network, as they engaged in an equity improvement process developed at the Reimagining Integration: Diverse and Equitable Schools (RIDES) Project at the Harvard Graduate School of Education. The goal of the RIDES Project is to disrupt systemic inequity in America's schools by building individual and team capacity to tackle race and racism. Author Mary Ant√≥n worked with RIDES when she was a school principal and later as a RIDES coach; Lee Teitel was the founding director of RIDES and co-creator (with Darnisa Amante Jackson) of the Equity Improvement Cycle. Ant√≥n and Teitel's experiences point to powerful ways that dismantling institutional racism in schools requires five… [Direct]
(2024). Racialization's Influence on African American Male University Attrition: Is It Culture Shock or Is There More to the Story. ProQuest LLC, Ph.D. Dissertation, Loyola University Chicago. This dissertation investigates the influence of racialization on the attrition rates of African American male students in predominantly white institutions (PWIs). The study examines whether these students experience cultural shock or face more profound systemic challenges. The research explores how African American men navigate and perceive their college environments by employing Critical Race Theory and DuBois' double consciousness. The research utilizes a mixed-methods approach, combining qualitative interviews, demographic surveys, and document analysis to view these students' experiences comprehensively. The study focuses on four religiously affiliated universities, highlighting the intersection of race, identity, and institutional culture and revealing patterns of isolation, resilience, and the pursuit of belonging. The findings indicate that systemic racism and cultural misunderstandings significantly marginalize African American male students, affecting their academic… [Direct]
(2022). A Call for a Moratorium on Damage-Centered Early Childhood Teacher Education: Envisioning Just Futures for Our Profession. Journal of Early Childhood Teacher Education, v43 n2 p213-235. Calling for a moratorium on damage-centered early childhood teacher education, in this article, I urge U.S. early childhood teacher educators to envision and commit to a just future for our profession through desire-centered early childhood teacher education. An antidote to damage-centered early childhood teacher education, which problematically centers the harm inflicted or trauma caused to individuals and families of Color, cross-generationally, desire-centered early childhood teacher education interrupts the construction of young children, families, and communities of Color as broken. A desire-centered early childhood teacher education subscribes to an assets-based, justice-oriented approach that centers the ingenuity, knowledges, powerful legacies, rich values, and sophisticated practices of communities comprised of Black, Indigenous, and other persons of Color. After contextualizing the need to disrupt damage-centered early childhood teaching and teacher education, I offer… [Direct]