Kundu, Anindya (2019). Understanding College "Burnout" from a Social Perspective: Reigniting the Agency of Low-Income Racial Minority Strivers towards Achievement. Urban Review: Issues and Ideas in Public Education, v51 n5 p677-698 Dec. Research indicates that health problems are becoming increasingly complex and prevalent among college students, while largely going without recognition or treatment. Low-income racial minority students may have additional personal and academic issues associated with demonstrating grit and overcoming barriers to entry (i.e. institutional racism) over the course of their lives. When the campus environment is not socially or culturally supportive of racial minority and first-generation college students, there is an added risk of mental health deterioration stemming from isolation for these students. The struggle to persist in college, and do so alone, can lead many to experience symptoms of impending "burnout," or disengagement from academic settings. Drawing from a sample of interviews with low-income racial minority strivers–students who were once highly engaged–this paper offers insight into both causes and solutions for college burnout. Findings suggest that it is… [Direct]

Depaepe, Marc (2019). Tests, Measurements, and Selection in the Belgian Congo during the 1950S: The End of Racist Clich√©s?. Paedagogica Historica: International Journal of the History of Education, v55 n3 p493-510. Research into the history of colonial education in Congo has shown that, for a long time, it was dominated by the idea of gradual development of the masses. Here, the problem of selecting an intellectual elite hardly arose. It was only in the 1950s that a growing number of voices began to clamour for the Congolese to be permitted to study in secondary schools and universities. However, psychological testing was not the first means of resort in the selection of an elite. Nevertheless, following the Second World War, the sentiment that psychological testing might be helpful began to take hold in Belgium. Drawing on various international developments, a handful of specialists took up the issue. The analysis of their work shows that much of what Linstrum contended concerning the history of psychological research in the British Empire, also applies to Congo. Despite their modest number, these studies cannot simply be viewed as pretext for the racism deeply ingrained in colonial circles…. [Direct]

Chaplin, Mae (2019). Reclaiming Multicultural Education: Course Redesign as a Tool for Transformation. Multicultural Perspectives, v21 n3 p151-158. Despite the potential of multicultural education as a tool for critical analysis and social change, how such a curricula is implemented often falls short of this promise (Sleeter, 2014). Specifically, courses that discuss "multiculturalism" in terms of tolerance and color-blindness fail to provide students with a compelling rationale or viable means to examine social justice and equity issues and, thereby, become inspired to take action against the social inequities that such examination can yield (Giroux, 2005; Sleeter & Grant, 2008). The abundance of curricular materials that emphasize acceptance and tolerance while deemphasizing critical analysis is and problem posing is just one example of how the transformative power of multicultural education can become muted by the dominant narrative of tolerance (Hill, 2012; Sleeter, 2014; Smith, Flores, & Gonzalez, 2016). To counter such silencing, educators who believe in the transformative nature of multicultural… [Direct]

Howard, Philip S. S. (2014). Taking the Bull by the Horns: The Critical Perspectives and Pedagogy of Two Black Teachers in Anglophone Montreal Schools. Race, Ethnicity and Education, v17 n4 p494-517. In the midst of the complicated racial-linguistic landscape that is Montreal, Quebec, the educational experiences of the relatively small population of Anglophone Blacks are often invisibilized within the education literature, and relatively little attention is paid to the nature of Black students' and educators' struggles with racism and Eurocentricity within Anglophone schools in Montreal. This article makes a contribution to the empirical literature concerning these groups. It shares the experiences of, and racism witnessed by, two Black teachers in Montreal. Their narratives paint a compelling picture of the consequences and effects of educating Black students within a colour-blind context in Montreal schools, as well as the pedagogies and personal philosophies they work through to resist and challenge the context of denial within Canadian education. The article ends with a discussion of the ways in which the teachers' pedagogies align with critical anti-racist praxis, and… [Direct]

Mussington, Marlon J., Sr. (2023). Addressing Food Insecurity Experienced by Elementary School Students through a Weekend Backpack Program. ProQuest LLC, Ed.D. Dissertation, University of Pittsburgh. Food insecurity is a problem for millions of people in the United States. In 2020, 10.5 percent of US households were food insecure, and for people of color, the numbers were even greater. With the United States' history of discrimination against Black and Brown people in areas such as housing, employment, and education, racism is clearly a root cause of the problem. The theory of improvement for this dissertation in practice hypothesizes that increased access to free and nutritious foods will improve the physical, social, and academic outcomes of our students. To address this problem of practice, I implemented a supplemental weekend program that provided backpacks filled with nonperishable food items to students impacted by food insecurity. The inquiry questions that guided this improvement project were: (1) How do parents view the backpack program's impact on their child(ren) and family?, (2) What are the teachers' perceptions of the impact of the weekend backpack program on their… [Direct]

Bishop, Jalil Mustaffa (2018). A Critical Case Study on (Anti)Blackness, Geography and Education Pathways in Twinsburg Heights, Ohio. ProQuest LLC, Ed.D. Dissertation, University of California, Los Angeles. In policymaking, social movements, and media, education pathways are presented as the primary solution for low-income Black communities. To examine this dominant belief, this study utilized a critical case study approach to investigate a historic Black suburban neighborhood, Twinsburg Heights, in Northeast Ohio. The study combined Black Studies, Geography, and Education to understand Black residents' experiences in three sites: the neighborhood, K-12 schools, and higher education. Using a multi-generational sample, 46 residents were interviewed about their education and life pathways. Residents' pathways were contextualized in the geographic history of (under)development in the Heights neighborhood based on archival documents, a local documentary, and oral histories. Findings show Black people's education opportunity is produced and their life pathways are structured at the intersection of anti-Blackness, capitalism, and geographic domination. At the same time, Black people practice… [Direct]

Harris, Tiffany Octavia; La Londe, Priya G.; Moyer, Rachel T.; Welton, Anjal√© D. (2015). Social Justice Education in a Diverse Classroom: Examining High School Discussions about Race, Power, and Privilege. Equity & Excellence in Education, v48 n4 p549-570. High school students who participate in social justice education have a greater awareness of inequities that impact their school, community, and society, and learn tools for taking action to address these inequities. Also, a classroom that consist of students with a diverse set of identities creates an ideal circumstance in which a teacher can build upon student differences in order to facilitate meaningful discussions about social justice, especially issues of race. Therefore, in this article we use qualitative case study approaches to examine a high school course on social justice education, paying specific attention to the classroom pedagogy and dialogue on issues of race, power, and privilege. The course was purposefully diverse in enrollment, which brought students together who might not have had interactions with each other prior to the class. We employ Hackman's (2005) five components of social justice education (SJE) as a framework for the analysis of the pedagogy and… [Direct]

Benson, Tracey A.; Fiarman, Sarah E. (2019). Unconscious Bias in Schools: A Developmental Approach to Exploring Race and Racism. Harvard Education Press In "Unconscious Bias in Schools," two seasoned educators describe the phenomenon of unconscious racial bias and how it negatively affects the work of educators and students in schools. "Regardless of the amount of effort, time, and resources education leaders put into improving the academic achievement of students of color," the authors write, "if unconscious racial bias is overlooked, improvement efforts may never achieve their highest potential." In order to address this bias, the authors argue, educators must first be aware of the racialized context in which we live. Through personal anecdotes and real-life scenarios, "Unconscious Bias in Schools" provides education leaders with an essential roadmap for addressing these issues directly. The authors draw on the literature on change management, leadership, critical race theory, and racial identity development, as well as the growing research on unconscious bias in a variety of fields, to… [Direct]

Demir, Kadir; Morgan, Patricia S. (2016). Toward a Race-Based Understanding of Culturally Relevant Pedagogy in the Science Classroom. AERA Online Paper Repository, Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016). The racial and ethnic makeup of the United States is in constant flux and is expected to experience substantial increases over the next four decades. The problem the American educational system face is attempting to problematize race/racism in its educational system and creating a system to counteract that. The disparity we face grows as teacher education programs graduate primarily White female teacher candidates, who express trepidations teaching students of diverse populations. I explore specific confines of urban schools, as a starting point to establish a strong theoretical rationale for the continued investigation of a race-based analysis of CRP, in science. I also propose an inclusive model for teacher preparation that embraces critical conversations about race…. [Direct]

Tanghe, Shannon (2016). Promoting Critical Racial Awareness in Teacher Education in Korea: Reflections on a Racial Discrimination Simulation Activity. Asia Pacific Education Review, v17 n2 p203-215 Jun. Though historically perceived as an ethnically homogenous country, rapid demographic changes in the Republic of Korea have resulted in increasing diversity. However, current multicultural education programs struggle to promote acceptance and appreciation of this diversity. This paper details one pedagogical activity, a racial discrimination simulation activity designed to allow learners to experience discrimination to critically reflect on more subtle forms of oppression in society and classroom contexts. The activity was implemented in a graduate school teacher education program in Korea with 55 learners over a 4-year period. Pre-participation surveys, classroom discussions, blog postings, and reflections were analyzed using grounded theory to investigate learner reactions. Learners reported a strong disconnect between race and Korea and classrooms in Korea. Based on findings, immediate attention is necessary in teacher education programs to prepare teachers to talk about race and… [Direct]

Nusaybah Muhammad (2023). Exploring Engagement through Critical Pedagogy for Black Students in a GED Program. ProQuest LLC, Ed.D. Dissertation, University of Dayton. This study examines and utilizes Critical Race Theory to understand how pedagogical training fails to train educators in recognizing and countering racism in standardized testing and General Equivalency Diploma (GED) preparatory courses. Black students continue to have the lowest pass rates in GED test performance based on a study of race and ethnicity, and this study examines a potential connection between the lack of critical pedagogy in GED preparational courses and the practices of GED teachers to address persistent inequities that add to race-based disparities. This research inquiry contributes to closing the race gaps in GED test scores for Black students by incorporating GED preparatory testing using critical pedagogy and multiculturalism to offer solutions to the ongoing and persistent failure rates in high-stakes testing. Examining educational disparities must include countering the lack of multiculturalism and anti-racist pedagogy in the GED test and preparatory courses…. [Direct]

Bryan, Audrey (2012). "You've Got to Teach People that Racism Is Wrong and Then They Won't Be Racist": Curricular Representations and Young People&'s Understandings of "Race" and Racism. Journal of Curriculum Studies, v44 n5 p599-629. This paper critically examines the discursive (mis) representation of "race" and racism in the formal curriculum. Combining qualitative data derived from interviews with 35 young people who were enrolled in a Dublin-based, ethnically diverse secondary school, with a critical discursive analysis of 20 textbooks, the paper explores parallels between young people's understandings of "race" and racism and curricular representations of these constructs. It is argued that the formal education system reinforces, rather than challenges, popular theories of racism, and endorses the ideological framework of colour-blind racism by providing definitions and explanations which individualize, minimize, and naturalize racism. The analysis centres on four major inter-related themes: (1) the individualization of racism; (2) the attribution of racism to difference; (3) the role of narratives of denial and redemption in the construction of an "anti-racist" state; and (4)… [Direct]

(1973). Education and Racism: An Action Manual. This document is the culmination of a year of cooperative effort between the Michigan Education Association's Human Relations Division and the Human Relations Section of the National Education Association Teacher Rights. These two groups spent the 1971-72 school year working together, with invaluable assistance from New Perspectives on Race, Inc. to develop a program that addresses itself to institutional racism, the most crucial issue confronting the American education system. The contents are organized in two parts. Part I, \Racism and its manifestations in education,\ includes discussions of such topics as prejudice, racism, racist behaviors to be avoided, and becoming \antiracist/racists.\ Part II, \Antiracism activities,\ includes discussions of a curriculum on racism, and a workshop design for racism. The latter is described in some detail. The design for a different kind of racism workshop for teachers was developed cooperatively with the Michigan Education Association's… [PDF]

Zembylas, Michalinos (2017). Wilful Ignorance and the Emotional Regime of Schools. British Journal of Educational Studies, v65 n4 p499-515. This article explores how ignorance of vulnerability–particularly of others' vulnerability–may be produced and maintained in schools, especially in the context of pedagogical engagement with difficult histories. A focus on ignorance forces educators to ask not only about the epistemological presence of "difficult knowledge" in schools, but also how epistemological absences operate affectively, formulating particular "emotional regimes" of ignorance. The article shows how the denial of others' vulnerability–in the name of race/racism, nation-state/nationalism and the like–invokes and moulds particular emotional regimes that reproduce the ignorance of vulnerability underlying difficult histories. It is argued that only with a systematic analysis of the production and reproduction of emotional regimes of ignorance can educators conceive of vulnerability as being a pedagogical resource for ethical response and political resistance to regimes of ignorance in… [Direct]

Bashay, Molly; Bergson-Shilcock, Amanda; Johnson, Melissa (2019). The Roadmap for Racial Equity: An Imperative for Workforce Development Advocates. National Skills Coalition The ethnic and racial diversity of the residents of the United States of America is one of the country's unique strengths; however, Black, Latinx, Pacific Islander, Native, and certain Asian American workers face wide racial inequities in educational attainment, employment, and income. Additional workforce policies are needed now to counter decades of intentional, structurally racist policies and advance racial equity in educational attainment, employment, and income. As long as these disparities exist, the country is undercutting its own economic competitiveness. Racial workforce diversity is a key driver of America's economic growth as it is one of the most important predictors of business sales revenue, customer numbers, and profitability. This report builds the case for creating a racially inclusive workforce and recommends both state and federal workforce development policies that advance racial equity. It recognizes that the challenges faced by people of color with deep… [PDF]

Fritch, Melia Erin (2018). Teaching as a Political Act: Critical Pedagogy in Library Instruction. Educational Considerations, v44 n1 Article 3. This article establishes a theoretical framework for critical library instruction (and thereby critical information literacy) that is built upon critical feminist theory, critical race theory, and engaged pedagogy, among others. Using the ideas and work of theorists to create a path linking the ideas of critical analyses together, the author demonstrates the importance and need for critical information literacy within library instruction to empower students, creating opportunities for lifelong learning. Noted within the article are the obstacles for librarians who focus on feminist engaged pedagogy in their teaching; however, the author shares with readers that the challenge is in fact worth the struggle. Overall, the article presents a theoretical foundation for the author's call to action — it's time for librarians to move forward as teachers-as-activists roles and use library instruction as a transformation into a lifelong learning experience for students…. [PDF]

Jach, Elizabeth M.; Mu√±oz, Susana M.; Rodriguez-Gutierrez, Marisela M.; Vigil, Darsella (2018). Unpacking Resilience and Trauma: Examining the "Trump Effect" in Higher Education for Undocumented Latinx College Students. Association of Mexican American Educators Journal, v12 n3 p33-52. In response to the "Trump Effect", or the negative climate in education following President Trump's election, we examine the ways in which anti-immigration rhetoric from the recent election cycle and the elimination of DACA has influenced college experiences and trajectories of undocumented Latinx students. Using critical race theory, along with literature on trauma and resilience, we based our findings on three focus groups with 16 undocumented student participants, and highlight four emergent themes: (1) citizen fragility seemed pervasive and finding hope was deemed as challenging; (2) students experienced an increase of emboldened racist nativism on their college campuses; (3) the exploitation of undocumented student labor; and (4) shared solidarity was beneficial for student resilience. Findings illuminate how colleges and universities need to reconceptualize the notion of resilience by addressing systemic racist nativism in higher education…. [Direct]

Iftikar, Jon S.; Museus, Samuel D. (2018). On the Utility of Asian Critical (AsianCrit) Theory in the Field of Education. International Journal of Qualitative Studies in Education (QSE), v31 n10 p935-949. Despite the powerful influence of race and racism on the experiences and outcomes of Asian Americans in US education, coherent conceptual frameworks specifically focused on delineating how White supremacy shapes the lives of this population are difficult to find. The AsianCrit framework, grounded in Critical Race Theory (CRT) and the experiences and voices of Asian Americans, can begin filling this gap. In this article, we review an AsianCrit framework and examine Asian American issues in education through seven AsianCrit tenets to demonstrate their utility in the analysis of and advocacy for Asian Americans in U.S. education. We end by discussing implications of how AsianCrit can provide a framework to guide future research, policy and practice, as well as a foundation for discourse around the racialized experiences of Asians Americans and other racially marginalized groups in education…. [Direct]

Gebhard, Amanda (2018). 'Let's Make a Little Drum': Limitations and Contradictory Effects of Cultural Approaches in Indigenous Education. Race, Ethnicity and Education, v21 n6 p757-772. Initiatives to improve low levels of educational attainment amongst Indigenous students in the Canadian Prairies have long emphasized cultural approaches and ignored how racism affects achievement. Taking up the debates offered by critical race theory, and utilizing post-structural theorizing of knowledge and subjectivities, this article provides a discourse analysis of educators' contradictory deployments of cultural discourses. The analysis highlights the inadequacy of cultural narratives for explaining the inequality experienced by Indigenous students. I show how naming racism in schools is difficult for teachers because cultural integration efforts are taken as evidence that equality is being achieved, and I trace the ways in which this leads to the naturalization of schooling exclusions and unequal subjectivities. Readers are brought to rethink the integration of Indigenous culture in schools as a singular pathway to student success, and the importance of centering race and… [Direct]

Nash, Kindel (2018). They Have "Verve": Preservice Teachers' Perceptions about Culturally Relevant/Responsive Pedagogy. New Educator, v14 n2 p153-170. Based on concerns about the permanence of racism in our society and its impact on opportunities for children's equitable education, this empirical study used narrative inquiry to explore four preservice teachers' developing dispositions as they studied and implemented culturally relevant/responsive pedagogy (CR/RP) in an early literacy education course framed by critical race theory. Whereas the majority of publications based on this study's findings have focused on preservice teachers' problematic white racial discourse showcasing narrative profiles, this article focuses on a finding that opportunities to study race and CR/RP led the preservice teachers to new perceptions about culturally relevant/responsive pedagogy, race, and racism. Yet, within these purported learnings, preservice teachers' continued use of white racial discourse points to the need for teacher educators to engage preservice teachers in contextualized discussions about the social, political, economic, and… [Direct]

Martin, Jennifer L. (2014). Critical Race Theory, Hip Hop, and "Huck Finn": Narrative Inquiry in a High School English Classroom. Urban Review: Issues and Ideas in Public Education, v46 n2 p244-267 Jun. This study explores the impact of reading "Huckleberry Finn" through the lens of critical race theory for both teacher and students in a racially diverse urban high school environment. The teacher/researcher used narrative inquiry and creative non-fiction to examine student language usage, white privilege (including her own), and student reaction to the novel in a collaborative qualitative study. Major findings include distinct differences between students of color and white students in their level of teacher trust and their views on reclamation…. [Direct]

Qin, Kongji (2020). Curriculum as a Discursive and Performative Space for Subjectivity and Learning: Understanding Immigrant Adolescents' Language Use in Classroom Discourse. Modern Language Journal, v104 n4 p842-859 Win. This article examines the relationship between language curriculum and learners' subjectivity through a poststructuralist perspective. I use performativity theory to highlight the constituting power of language and integrate it with critical race theory to understand the relationships among curriculum, classroom interaction, and subjectivity negotiation of 3 immigrant adolescents in one U.S. secondary multilingual classroom. Drawing on data from a critical ethnography, this classroom discourse study analyzes instructional materials, classroom interactions, and interviews to understand how the teacher-designed curriculum for one routinized vocabulary activity–namely, the sentence-starter language practice–constructed subjectivity for students and how the immigrant youths negotiated their racialized, gendered, and schooled subjectivities in relation to the curriculum content. This analysis shows that the sentence starters, designed as scaffolding tools, served an implicit goal of… [Direct]

Cavena J. Griffith (2020). The Black Educator Connection: An Examination of the Lived Experiences of Black Elementary Educators. ProQuest LLC, Ed.D. Dissertation, Bowie State University. There is very little known about why Black elementary educators enter the profession, their professional preparation and experiences, and factors that retain them in the profession. Given that Black elementary educators are underrepresented in the literature, this study filled a gap in the literature by investigating their: (1) reason for becoming teachers; (2) preparation to become teachers; (3) pedagogy; and (4) teaching experiences. Critical race theory served as the framework for this hermeneutic phenomenological study to explore the lived experiences of 9 Black elementary educators. Study findings indicated that Black elementary educators seek, value, and need connections with other Black people, including former educators, colleagues, administrators, and students. Additionally, Black elementary educators are skilled in developing and maintaining relationships with Black students rooted in cultural connections. Black educators consider salary, support from administration, and… [Direct]

Andrea Mozqueda (2020). Understanding the Personal and Academic Experiences of Graduate Students with Disabilities. ProQuest LLC, Ph.D. Dissertation, The Claremont Graduate University. This qualitative research study explored current graduate students with disabilities personal and academic experiences. The three theoretical frameworks utilized were Disability Studies in Education (DSE), intersectionality and Disability Critical Race Theory (DisCrit) to connect how race, gender, sexual orientation, and disability identities impact graduate students with disabilities experiences. This dissertation study had a total of four research questions to explore the impact of graduate students with disabilities higher education experiences. This research study was conducted at three different California higher education institutions: two private universities and one public university. There was a total of twenty graduate student participants interviewed that were registered with their institution's Disability Resource Center. 55% of the interview participants identified as students of color. The findings indicated how intersectionality impacted their graduate school… [Direct]

Heather R. Sanders (2020). Exploring Black Student Accounts of Anti-Black Structural Violence at an HBCU. ProQuest LLC, Ed.D. Dissertation, Tennessee State University. While several studies have discussed the existence of internalized oppression and the residuum of anti-Blackness at Black colleges and universities (learning spaces originally intended for Black scholarship), detailed experiences with and consequences of this phenomenon are not common. Using emergent design, this critical ethnography will examine the storied responses of Black students attending a public, southeastern HBCU regarding potentially normalized antiblackness and internalized oppression or "anti-Black structural violence." Student interviews, classroom observations, a review of organizational documents and written accounts on public forums will be investigated using the theoretical frameworks of Bell's critical race theory and Galtung's theories of structural and cultural violence. I will likewise examine how this type of violence may affect student engagement, racial empowerment, and identity development. I will later discuss the responsibility of educational… [Direct]

Baker, Elizabeth A. (2020). Summary of the 69th Annual Conference of the Literacy Research Association, December 4-7, 2019. Literacy Research: Theory, Method, and Practice, v69 n1 p11-18 Nov. "Literacy Research: Illuminating the Future," was the conference theme. The theme highlighted paradigmatic, theoretical, methodological and substantive diversity that embraced a full gamut of perspectives and approaches to make sense of and advocate for literacy. Over 1,100 attendees gathered in Tampa, Florida to share and discuss the precipice of literacy research. The conference featured 346 individual research paper presentations, 65 symposia sessions, 26 alternative format sessions and 177 ongoing research roundtable presentations. For the second year, additional space was created for in-progress research conversations which provided opportunities for 26 poster presentations. The 2019 conference featured 13 research areas, 23 Study Groups, and 6 Innovative Community Groups (ICGs). Study group topics included: posthumanism, transformative activist stances, critical race theory, postsecondary literacy, Asian Americans Pacific Islanders, If I knew then what I know now,… [Direct]

Hopkins, John P. (2020). Indian Education for All: Decolonizing Indigenous Education in Public Schools. Multicultural Education Series. Teachers College Press In his new book, John P. Hopkins examines recent efforts to reform Indigenous education in public schools. Hopkins centers his critique on Montana State's innovative and bold multicultural education policy called Indian Education for All (IEFA), and demonstrates why Indigenous education reforms must decolonize the curriculum and pedagogy to address the academic inequalities facing Native students. Using tribal critical race theory and culturally sustaining and revitalizing pedagogy, "Indian Education for All" proposes a shift in the ways teacher candidates learn about Indigenous education and instruct Native students. It explains why teachers and schools need to privilege Indigenous knowledge and explicitly integrate decolonization concepts into teaching and learning to address the academic gaps in Native education. This book will also help non-Native educators engage in productive and authentic conversations with tribal communities about what Indigenous education reform… [Direct]

Burbridge, Diep N. (2019). Discovering Cultural Wealth in Latinx First-Generation Participants of a College Access and Enrichment Program: A Phenomenological Inquiry. ProQuest LLC, Ph.D./HE Dissertation, Azusa Pacific University. Nationwide, Latinx students are the largest minority group on college campuses and represent the largest increase in the rate of college enrollment (Pew Research Center, 2016). Sixty-one percent are first-generation, compared to 25% of White and Asian and 41% of Black students (Postsecondary National Policy Institute, 2018). First-generation college students are typically low-income minorities who have historically had and continue to have the lowest levels of academic performance and college degree attainment (Postsecondary National Policy Institute, 2018; Terenzini, Springer, Yaeger, Pascarella, & Nora, 1996). There exists a prevailing deficit perspective at all levels of education that asserts students of color are responsible for their lack of educational progress, and their social, cultural, and economic environments deter academic advancement (Garcia & Guerra, 2004). More research is needed to gain insight into the lived experiences of first-year first-generation Latinx… [Direct]

Inouye, Cherilyn (2019). Ho?olohe Pono: Listening to the Voices of Parents and Community to Envision a School-Family-Community Partnership at Waimanalo School. ProQuest LLC, D.Ed. Dissertation, University of Hawai'i at Manoa. The primary aim of this study is to promote social justice and educational equity by empowering the voices of parents and community members in a rural public-school community with a diverse minority population. The research questions focused on understanding how their perceptions, beliefs, experiences, and values influence their engagement with the local public school. Based on the values of the community and its families, I offer recommendations to improve the school's family and community engagement efforts to support students' academic achievement as well as their overall experience in school. This study focused on Waimanalo Elementary and Intermediate School, which is located in the culturally diverse community of Waimanalo. Waimanalo has a large Native Hawaiian population, as well as other minority ethnic groups such as Filipinos, Micronesians, and Samoans. Because the majority of Waimanalo residents and students at Waimanalo School represent these nondominant groups,… [Direct]

Strekalova-Hughes, Ekaterina; Wang, X. Christine (2019). Perspectives of Children from Refugee Backgrounds on Their Family Storytelling as a Culturally Sustaining Practice. Journal of Research in Childhood Education, v33 n1 p6-21. Foregrounding the lived experiences and voices of children from refugee backgrounds, the authors adapted culturally sustaining pedagogy and refugee critical race theory frameworks to investigate how Nepali, Somali, and South Sudanese children from refugee backgrounds whose families resettled in western New York perceive family storytelling. The authors analyzed their perspectives based on interviews of siblings following family storytelling at their houses. The authors found that the children in this study intuitively identified unique ways of family telling stories (e.g., remembering and repeated storytelling, narrative structure, and performative nuances) and internalized family storytelling as an important culturally and linguistically sustaining practice. In addition, the children made powerful connections between family and school storytelling practices (e.g., suggesting cross-cultural literacy strategies, identifying common genres, and noticing similar values taught at both… [Direct]

Bedford, Winifred (2019). Examining the Relationship between EQ, Microaggressions, and Achievement in the HBCU Academic Setting. ProQuest LLC, Ph.D. Dissertation, Tennessee State University. Microaggressions in the higher education setting are a pervasive issue frequently encountered by members of marginalized cultures. The experience of microaggressions can result in negative outcomes on neural substrates, mental health, emotional health, and physical health. Furthermore, academic microaggressions can impact performance, learning, and coping skill abilities of those who are affected by the interpersonal violence. The Critical Race Theory (CRT) framework can help us to understand the role of microaggressions within a system or societal structure; while, the Emotional Intelligence Competences framework can highlight key skills that are involved in emotional decision-making processes. This study seeks to examine the relationship between Microaggressions, Emotional Intelligence, and Academic Performance in the higher educational setting. Results and Implications for educators, interventionist, and society are discussed. [The dissertation citations contained here are… [Direct]

Maddamsetti, Jihea (2020). Where All the Good Teachers Are Cape Verdean Americans: A White Teacher's Identity Positionings in an Urban Elementary School. Urban Review: Issues and Ideas in Public Education, v52 n1 p100-126 Mar. This study examines how a white language teacher's understanding of race affected her teaching practice in an urban elementary language classroom with predominantly Cape Verdean immigrant students. The teacher relied on her experiences teaching English in Namibia and her experiences learning Spanish in the United States and Afrikaans in Namibia to ground her practice, which focused on cultural difference and standard English language teaching without specific reference to race in the context of the United States. I adopt the theory of LangCrit, an intersection between Critical Race Theory, Critical Language Studies, and Positioning Theory, to first demonstrate that the teacher's justifications of her teaching practices were contradictory and conflicting, and in fact shows how, despite her good intentions, whiteness is imposed, assumed, or negotiated in the context of urban language classrooms. Based on these findings, I suggest possibilities for and constraints on using critical… [Direct]

Stetsenko, Anna (2020). Hope, Political Imagination, and Agency in Marxism and Beyond: Explicating the Transformative Worldview and Ethico-Ontoepistemology. Educational Philosophy and Theory, v52 n7 p726-737. Given the sociopolitical crisis and turmoil in the world today, there is a great need for philosophical and sociocultural critiques that are not only concerned with deconstructing the present and the past but also with offering forward-looking, radical solutions to the problems and challenges we face. Drastic times call for drastic measures, including in exploring and advancing a "flagrantly partisan" scholarship with explicitly transformative activist agendas of strengthening the public and personal agency needed to constrain capital for the sake of social and economic justice. The argument advanced in this article is that Marxism — reinvigorated, re-envisioned and infused with insights from recent scholarship in feminism, critical pedagogy, cultural-historical and critical race theories, and new materialism, among others — can offer a new worldview in which political imagination and other phenomena of human subjectivity find their due, that is, central and formative… [Direct]

Acevedo-Gil, Nancy; Madrigal-Garcia, Yanira I. (2016). The New Juan Crow in Education: Revealing Panoptic Measures and Inequitable Resources That Hinder Latina/o Postsecondary Pathways. Journal of Hispanic Higher Education, v15 n2 p154-181 Apr. This qualitative study examined the distribution of inequitable resources, a culture of control, and implications for postsecondary pathways for Latinas/os in five California high schools. This study integrated critical race theory in education, school culture, and the concept of "panopticon" to examine school structures, climate, and individual agency, which together can shape the schooling experiences and educational trajectories of Latina/o students. Grounded in the data, the authors establish the concept of the New Juan Crow in Education…. [Direct]

Trene L. Turner (2023). Academics and Athletics: A Phenomenological Study of Self-Advocacy and Student Involvement in Black Student-Athletes with Disabilities. ProQuest LLC, Ed.D. Dissertation, Pepperdine University. Studies on Black male athletes and their educational experiences have been conducted for quite some time, whereas research on Black female athletes, despite its emergence, remains limited. Recent research on student-athletes focuses on the rise in socioeconomic status in relation to their name, image, and likeness (NIL). Hence, the focus on education while it continues to exist, NIL deals and its impact on the NCAA have become a topic of interest. The tenets of critical race theory will be examined to comprehend the relationship between these principles and the impact of NCAA and college policies on Black student athletes, and how they support students in navigating the student-athlete experience, particularly those who have been recognized as having learning disabilities. Limited research has been conducted on the factors associated with Black student-athletes with disabilities, such as specific learning disability (SLD) and attention deficit hyperactivity disorder (ADHD). Due to… [Direct]

Dyches, Jeanne; Thomas, Deani (2019). The Hidden Curriculum of Reading Intervention: A Critical Content Analysis of Fountas & Pinnell's Leveled Literacy Intervention. Journal of Curriculum Studies, v51 n5 p601-618. In an age of increased accountability and high-stakes testing, educators continuously seek to locate quality reading intervention curricula intended to improve students' reading performances. Yet, the basics-first emphasis commonly associated with reading intervention curricula may result in districts assigning reading intervention that helps students develop foundational literacy skills through interacting with materials that perpetuate oppressive ideologies. Relying on critical curriculum and critical race theories as an analytic lens, this critical content analysis examines the ways in which twenty books and accompanying lesson scripts in Level U of the Fountas and Pinnell Leveled Literacy intervention (F&P LLI), a widely used intervention curriculum, present racialized representations to students. Iterative layers of inductive coding reveal that 70% of fiction and 20% of nonfiction F&P LLI books present people of Colour as inferior, deviant, and helpless, while 30% of… [Direct]

Syeed, Esa (2019). "It Just Doesn't Add Up": Disrupting Official Arguments for Urban School Closures with Counterframes. Education Policy Analysis Archives, v27 n110 Sep. Mass school closures have become commonplace in urban school districts. To explain their actions, school system leaders often rely on a dominant frame that presents closures as an inevitable, data-driven, and politically neutral phenomenon in an educational landscape defined by shrinking budgets, demographic changes, and increased school choice. In response, research has typically focused on how communities tell counternarratives that seek to interrupt official accounts of school closures. Using a critical frame analysis of qualitative data from the 2013 school closure process in Washington, DC, I discuss another grassroots approach to disrupting school closures: counterframes. Drawing on Critical Race Theory and social movement theory, I discuss counterframes as discursive arguments that allow communities to directly challenge official rhetoric and offer alternatives. Findings show that communities in DC crafted counterframes that pushed back on the notion that the closures were… [PDF]

Annamma, Subini Ancy; Handy, Tamara (2019). DisCrit Solidarity as Curriculum Studies and Transformative Praxis. Curriculum Inquiry, v49 n4 p442-463. Classroom and behaviour management are often touted as ways to build relationships in the classroom. Yet conceptions of classroom and behaviour management often focus on controlling or eradicating student behaviour; these carceral logics limit the ways educators can build classroom relationships focused on love and respect. Moreover, classroom and behaviour management are often rooted in punitive, top-down approaches wherein practices are dictated to teachers and classroom contexts and the students within are ignored. To disrupt these carceral and technocratic logics imbued within classroom and behaviour management, we argue that integrating disability studies exceeds constraining and quarantining boundaries of curriculum, shifting to meta-curriculum. Using Disability Critical Race Theory (DisCrit), we explicitly conceptualize relationships built in the classroom as a necessary part of critical curriculum studies. We then apply Disability Justice principles to curriculum studies to… [Direct]

Bianco, Margarita; Brandehoff, Robin; Gist, Conra D.; Knaus, Christopher; Rogers-Ard, Rachelle (2019). The Grow Your Own Collective: A Critical Race Movement to Transform Education. Teacher Education Quarterly, v46 n1 p23-34 Win. This article introduces a strategy to diversify the teaching workforce through de-centering teacher education as the primary stakeholder in the preparation of diverse teachers. The article expands the focus on teacher recruitment and retention by proposing a model that counters the educational context of White supremacy through Grow Your Own (GYO) programs. Using a critical race theory (CRT) orientation to educator development, this article introduces the national Grow Your Own Collective (GYOC) as an advocacy and support network for locally tailored collaborations to recruit, prepare, place, and retain culturally rooted teachers of color. In clarifying how GYOC applies CRT as an operational framework for preparing teachers to teach within historically underresourced school systems, the article defines GYO programs, shares nationwide models, and argues that collaborations between community-based organizations, districts, schools, and higher education partners are essential to disrupt… [PDF]

Allen, Quaylan (2020). (In)Visible Men on Campus: Campus Racial Climate and Subversive Black Masculinities at a Predominantly White Liberal Arts University. Gender and Education, v32 n7 p843-861. There is an emerging body of literature examining the academic success of Black men attending predominantly White colleges and universities, though less is known about Black college men's experiences at liberal arts institutions. In this paper, I draw upon semi-structured and photovoice interview data from a study on Black male college students attending a predominantly White liberal arts institution in the USA. Specifically, I will present narrative and visual data of how Black college men perceive the campus racial climate and make sense of their (in)visibility at the university. Drawing upon poststructuralist theories of gender and critical race theory, I analyze the ways in which they managed race, gender and sexuality within university spaces, giving attention to their agency in performing a range of masculinities in response to and in anticipation of campus-based racism and racialized discourses. By situating their gendered performances within the context of the campus racial… [Direct]

Machaisa, Pertunia R.; Mulaudzi, Lindiwe (2019). Understanding Integration and Policy Challenges Facing Multicultural Schools in South Africa. Africa Education Review, v16 n6 p66-81. This article reports on research that investigated integration challenges in multicultural schools. The inquiry followed a qualitative approach, using interviews, focus groups and open-ended questionnaires. The understanding of the integration of multicultural challenges in schools was done through the lens of critical race theory (CRT). Individual interviews were conducted with eight principals, followed by focus groups with 34 teachers, together with open-ended questionnaires which were administered to 82 participants. The findings revealed that policies on school integration present opportunities for integration but do not address the challenges of diversity in schools. The research highlighted the problem that integration is not recognised in schools although it is mandated by government policy. The research conducted highlighted the fact that it is not easy to implement a policy on integration because some schools do not see so-called "colour" in the learners. Schools… [Direct]

Gaztambide-Fern√°ndez, Rub√©n A.; Rivi√®re, Dominique (2019). "A Positive, Safe Environment": Urban Arts High Schools and the Safety Mystique. Harvard Educational Review, v89 n3 p397-421 Fall. In this research article, Rub√©n A. Gaztambide-Fern√°ndez and Dominique Rivi√®re examine the discursive frames that students and teachers in four specialized arts high schools in Toronto used in describing their schools as safe environments. The belief that arts high schools are safe is shared by students and teachers, particularly in relationship to LGBTTQ+ students, making these schools optimal settings for examining what safety means and how it is construed. The authors show how the assumption that arts high schools are safe is related to the larger social and cultural context in which each school is situated. By asking what it means to be safe, whose safety, and from what dangers, they aim to demystify the notion of safety, showing how it is related to dynamics of inclusion and exclusion that can be traced to broader national discourses. Drawing on critical race theory, as well as the concept of homonationalism and the construction of exalted subjects, the article highlights the… [Direct]

Grooms, Ain (2019). Turbulence in St. Louis County: School Transfers, Opportunity Hoarding, and the Legacy of "Brown". Peabody Journal of Education, v94 n4 p403-419. In the 1954 "Brown v. Board of Education" case, the U.S. Supreme Court ruled segregated schools unconstitutional, and the process of school desegregation fell mostly to Black children. For over 35 years, Black families in St. Louis City have been using school transfers to cross boundaries in order to send their children to higher performing, predominately White schools in suburban St. Louis County in search of "a better education." Relying on turbulence theory and Critical Race Theory (CRT), this study uses a media framing analysis to examine how newspaper articles described school transfers to the broader public between 2007 and 2017. Findings indicate that the articles described Black and White school districts as being affected by varying levels of turbulence and conflict. Findings also outline examples of opportunity hoarding by White schools and districts. The original focus of the "Brown" case was the lack of equitable resources in Black schools,… [Direct]

Crystal Pemberton Howe (2023). Teachers' Perception and Knowledge of Gifted Math Students' Ethnic/Racial and Gender Identities: A Qualitative Descriptive Study. ProQuest LLC, Ed.D. Dissertation, Northcentral University. The problem addressed by this study was disparities in the STEM professional and scholastic pipelines persist and are exacerbated by the underrepresentation of females and Black populations, indigenous populations, and people of color (BIPOC) in a variety of STEM fields. The purpose of this qualitative descriptive study was to examine teachers' knowledge and perceptions of the racial/ethnic and gender identities of their students in a gifted math classroom setting. Critical race theory (CRT) in education and critical race pedagogy (CRP) were used as frameworks for this study. Two research questions supported this study. Research Question 1 focused on what teachers know about the racial/ethnic and gender identities of their students in a gifted math classroom. Research Question 2 focused on how teachers perceive the racial/ethnic and gender identities of their students in a gifted math classroom. Data collection occurred through semi-structured interviewing and a directed journaling… [Direct]

Lionell Z. Manlutac (2024). A Document Analysis of State Plans: An Analysis of the Policies in Response to "Yazzie-Martinez v NM". ProQuest LLC, Ph.D. Dissertation, New Mexico State University. Policies in education ensure that educators and educational leaders are receiving and implementing equitable and adequate educational services and opportunities to all students. Some of these policies are proactive and others are reactive. In 2018, Judge Singleton decided in the "Yazzie-Martinez v. NM" (2018) court case the State of NM and the NMPED implemented policies that maintain and increase the achievement and opportunity gap for "at risk" students. In a reactive action, NMPED created the Action Plan to address the four major claims in the "Yazzie-Martinez v. NM" (2018) ruling, NMPED violated the State Constitution, failed to assist "at risk" students, failed to provide sufficient funding, and failed to conduct oversight. In the Action Plan, the Linguistic and Cultural Division was created to implement the Culturally and Responsive Guidance Handbook in schools and districts across NM. The three documents were created to apply social… [Direct]

Atkinson, Monisha Worsley (2022). I Teach_ U (Un)Learn: Centering Black Africana Vernacular English-Speaking Teachers' Lived Experiences Navigating Home and School Environments. ProQuest LLC, Ed.D. Dissertation, The University of North Carolina at Wilmington. The purpose of this research was to gain understanding and awareness of the perspectives of Black teachers who were raised in Africana Vernacular English (AVE)-speaking households and how they used their upbringing to navigate home and school settings. The specific linguistic and cultural needs of AVE speakers are not being adequately accommodated in the nation's schools. Unfortunately, there is a widespread lack of awareness among teachers about the ways in which the racial, linguistic, and cultural identities of Black students influence their academic performance. This research involved analyzing Black AVE-speaking teachers' attitudes on the significance of their language to their identity and culture. To gain an understanding of how Black AVE-speaking teachers process their lived experiences of navigating home and school, I analyzed narratives presented by these teachers. Conducting one on-one interviews with participants and analyzing their personal narratives using a qualitative… [Direct]

Allyson M. Simmonds (2022). Teachers in the Sea of Diversity. ProQuest LLC, Ed.D. Dissertation, Concordia University Chicago. The purpose of this study was to explore how general and special education teachers feel about educating students who come from different racial and cultural backgrounds than their own. The growing amount of cultural and racial diversity in the K-12 population has changed the dynamics of the classroom. Teachers often do not seem to be prepared for the reality of the new status quo. White teachers have moved from the comfortable atmosphere of teaching students who represent their own culture and background to a variety of students. As more non-White teachers join the profession, they too are faced with students who come from different races and cultures than their own. Minority students now make up most of the K-12 classroom and for years, there have been ongoing concerns about disruptive behaviors, discipline referrals, suspensions, expulsions, and achievement gaps. A basic qualitative study was used to discover how teachers in a specific charter school cluster in the state of Texas… [Direct]

Samantha Hines (2022). Changing Racial Attitudes of Library Managers through a Short-Term Online Antiracism Training. ProQuest LLC, Ph.D. Dissertation, The Union Institute. Librarianship as a profession in America is 88% white, according to the Diversity Counts survey conducted by the American Library Association in 2009 (ALA, 2012). The United States' White and not Hispanic/Latinx population is 60.7% according to 2017 Census estimates (United States Census Bureau). The fundamental unfairness of this power dynamic within my profession, one that prides itself on its values of open access to information and reducing barriers to opportunity, illustrates the structural power of racism. Those responsible for supervising employees and policy decisions within libraries have a vital opportunity to alter this racial disparity through an awareness of barriers faced by persons of color in our country and a determination to make structural change in how the library recruits and retains employees of color. To that end, I ask, does an online 4-week training on antiracism change the racial attitudes of library administrators responsible for supervisory and policy… [Direct]

Kyeko D. Henderson (2022). An Examination of Parents' Lack of Engagement in the RTI Process and Its Impact on Disproportionate Representation of Black Boys in Special Education. ProQuest LLC, Ed.D. Dissertation, Howard University. Parental and family engagement are critical parts of a child's educational journey. This is especially true in the Response to Intervention (RTI) process whereby students receive academic, and behavior supports and interventions before referral to special education. An absence of parental input in the RTI process could lead to students being removed from a general education setting and being placed in a more restrictive or segregated classroom environment, unnecessary special education referrals, and inequitable disciplinary practices (Harry & Anderson, 1994). The purpose of the qualitative study was to understand how parents' perceived their engagement–or a lack thereof–in the RTI process and how it contributed to the disproportionality of Black boys in special education. This study engaged six parents of Black boys attending Title I charter schools in the mid-Atlantic region. Participants engaged in two semi-structured interviews, a focus group, and submitted documents to be… [Direct]

Anna Marrero Rivera (2024). Preparing the Heritage Language Educator: A Needs Analysis of Advanced Placement Spanish Teachers. ProQuest LLC, Ph.D. Dissertation, Arizona State University. As the Hispanic population in the United States continues to grow, Spanish teachers are increasingly responsible for incorporating heritage language (HL) research and practice into their curriculum design. However, many language teacher preparation programs in the country are not tailored to equip future HL educators, focusing instead on second language acquisition with limited offerings in HL pedagogy. This study conducts a needs analysis assessment by using survey data from 51 in-service teachers and conducting interviews with a subset of these teachers. Employing mixed-methods analysis, the data were examined through descriptive statistics and a grounded theory approach, framed within Latinx Critical Race Theory. Data analysis of survey responses reveals a significant gap in HL pedagogy training, with teachers having minimal formal preparation and encountering several challenges such as developing their SHL students' literacy skills and addressing varying levels of proficiency,… [Direct]

Cheryl A. Beierschmitt (2024). Equity and Excellence: Addressing Underrepresentation in Selective STEM Schools. ProQuest LLC, Ed.D. Dissertation, The University of North Carolina at Greensboro. The National Consortium of Secondary STEM Schools (NCSSS) is an organization comprised of member high schools from across the country, some of which are residential schools in which students from across the state apply to gain admittance to advanced academic science, technology, engineering, and mathematics (STEM) programs. Underrepresentation of culturally, linguistically, and economically diverse (CLED) students in programming with selective admissions processes, such selective STEM schools, has been evident throughout their history, and there is a perceived tension between the goals of excellence and equity in discussions around addressing this underrepresentation. The purpose of this study is to explore, describe, and understand the purpose of chosen selective STEM schools while interrogating how this impacts whom they claim to serve. I conducted a qualitative study focused on three residential selective STEM schools that are members of NCSSS using a critical race theory… [Direct]

Bryan A. Thomas Jr. (2024). Examining the Lived Experiences of Higher Education Administrators of Color with STEM Related Doctoral Degrees. ProQuest LLC, Ph.D. Dissertation, Colorado State University. The imperative to increase the representation of historically minoritized groups (HMG) in science, technology, engineering, and mathematics (STEM) careers by addressing systemic barriers in the United States remains a formidable challenge with profound implications. By 2036, the majority of high school graduates in the United States will be people of color (Ellsworth et al., 2022), necessitating that research-intensive institutions, particularly historically white institutions (HWI), implement robust systems and structures to mitigate systemic challenges faced by students of color. Failure to address systemic barriers discourages people of color from pursuing careers in STEM and academia, perpetuating systemic inequality and depriving higher education institutions of opportunities to foster equitable and just environments. This study investigates the lived experiences of individuals of color who earned STEM degrees and pursued careers as higher education practitioners or… [Direct]

Zachary Jenkins (2024). Black MPH Internship Experiences in Racialized Organizations: Critical Counter-Narratives for a More Racially Just Public Health Workforce. ProQuest LLC, Ph.D. Dissertation, University of South Carolina. Internships are a vital component of Master of Public Health (MPH) programs. Despite 14% of MPH students identifying as Black, limited research has examined their internship experiences. This is particularly troubling given the racial demographics of the public health workforce and the racialized nature of most public health organizations. Using critical race theory (CRT) as a theoretical framework and critical counter-narrative as a methodology, this study sought to answer the following research questions: "1) How do Black MPH students describe their racialized experiences in their internships?" and "2) What are the implications of Black MPH students' narratives for policies and practices related to internships?" Using homogenous purposive sampling, 14 Black MPH students who completed internships from 2020 to 2023 at an accredited school of public health in the southeast were recruited to participate in this study. Data was collected using two semi-structured… [Direct]

Chanel Siara Graves (2024). A Causal Comparative Study of Early Literacy Skills and Reading Proficiency of Black Boys in Grade 3. ProQuest LLC, Ph.D. Dissertation, National University. Research examining reading abilities among Black children diverges significantly from prior literature, which either lacked focus or lacked substantial representation of Black children. Black students, particularly boys, tend to exhibit lower academic achievement compared to their peers. The problem addressed in this study is that Black boys, in particular, are not acquiring the early literacy skills identified by early childhood education curricula and assessments, which results in them not learning at the same level as other students. This study is important because, without the early literacy skills that are taught in early grades, Black boys will continue to struggle fundamentally without knowing how to learn and retain the information given in grades three and beyond. The theoretical framework for this study focused on emergent literacy theory as the framework for preparing students of all backgrounds for learning, and critical race theory is an accompanying model to explain… [Direct]

Joy Junji Tsuhako (2024). Faculty of Color Experiences with Their Community College Police. ProQuest LLC, Ed.D. Dissertation, California State University, Long Beach. The purpose of this study was to deepen understanding of faculty of color experiences with their community college campus police, use a systematic approach for exploring their feelings connected to these experiences, and identify alternative strategies to increase sense of safety among faculty of color. A critical race theory (CRT) theoretical framework was used to illuminate the ways in which structural racism persists in academia through campus policing. Additionally, an abolitionist framework guided the research to focus on uncovering what is unknown about policing in higher education, and to highlight alternatives to campus police that faculty of color desire and engage in. The sample included 10 faculty of color from a Southern California Community College who were concurrently employed at the college for more than 4 years each. The findings revealed that racial identity informed faculty of color feelings about campus police, but views varied by the individual, and were… [Direct]

Joanna Minerva Hernandez (2024). Voices of Strength: Exploring the Experiences of Low-Income Single Mothers within the University of California System. ProQuest LLC, Ed.D. Dissertation, California State University, Long Beach. Higher education is widely recognized as a catalyst for upward mobility and a societal benefit, yet this acknowledgment often overlooks the unique challenges faced by low-income single mothers of color (LISMC). Despite the University of California (UC) system's status as a leading public research institution, it provides limited support for LISMC students. While research indicates that LISMC often outperform their non-parenting peers academically, data reveals that their graduation rates lag behind those of non-parenting students. Moreover, LISMC encounter significant financial obstacles and institutional barriers in their pursuit of a 4-year degree. Informed by the conceptual frameworks of community cultural wealth and critical race theory, this qualitative study aims to delve into the experiences of LISMC within the UC system. A narrative inquiry approach was used to interview 13 LISMC who attended or recently attended UC campuses. Through the use of testimonios, participants'… [Direct]

Alyda R. Mir (2024). The Narrative Journeys of Women of Color High-Level Educational Leaders. ProQuest LLC, Ph.D. Dissertation, The Claremont Graduate University. Although their numbers are growing in the field of education, women of color are highly underrepresented in high-level leadership positions such as superintendent of schools. The purpose of this narrative research study was to explore the experiences, facilitators, and barriers of 20 women of color high-level educational leaders, including district superintendents and assistant/associate superintendents in California. Framed by the concepts of the Leadership Labyrinth, Critical Race Theory, and Intersectionality Theory, this study aimed to elevate the voices of a marginalized group of educators who earned high-level leadership positions in public educational organizations. This study shed light on the experiences, trajectories, and barriers that the participants in this study navigated to earn their professional positions. Nineteen out of the 20 women of color participants in this study never thought of themselves as leaders and never had any intention of pursuing high-level… [Direct]

Ronnie Rios (2024). A Reflection of First-Year Black and Latine/x Students' Consideration of Their Racial-Ethnic Identity in the Choice to Attend a Highly Selective Public R1. ProQuest LLC, Ph.D. Dissertation, University of Michigan. This dissertation investigates the role of ethnic-racial identity in the college choice and first-year experience of Black and Latinx students attending a highly selective, large, public R1 in the Midwest. My research questions are guided by Camille Wilson's (formerly Cooper) Positioned School Choice (2007) and Critical Race Theory through Yosso's (2005) Community Cultural Wealth framework, focusing on ethnic and racial assets of Black and Latinx students' college choice. The research questions are: 1) What cultural/racial aspects of their lives do Black and Latinx students draw on to choose the University of Michigan? 2) What experiences do these students draw on from their home environments, such as family and community? 3) What role does their school context play, and 4) How are other factors present? In contrast to traditional deficit literature, this dissertation study seeks to understand better how and why the limited number of high-achieving Black and Latinx students who… [Direct]

Jervis Mornan (2024). White Faculty Motivation to Participate in Cultural Competency Training and the Related Impact to Equitable Educational Access for Students of Color: A Phenomenology Study. ProQuest LLC, Ed.D. Dissertation, Delaware State University. The racial and ethnic diversity of faculty in the United States is not keeping pace with that of students. Still, the majority of faculty are white despite improvement over the past twenty years (Davis & Fry, 2019). The need for faculty to enhance their cultural awareness and multicultural efficacy in higher education is evident (Lawson-Davenport, 2014). The need for cultural awareness training became evident from the results of studies conducted by Al-Asfour & Young (2017), Devereaux et al. (2010), Nieto & Booth (2010), and Pothoff et al. (2001). Consequently, the purpose of this study is to explore White faculty motivation to participate in cultural competency training, which will assist in providing adequate educational access to Students of Color at a predominantly white institution in the Midwest of the United States. Critical Race Theory was the theoretical framework that was employed to underpin the study. Purposeful sampling was the technique used to select the… [Direct]

Baulier, Michael L. (2022). Schooling with Racial Equity at the Center: A Case Study Exploration of One Elementary School-Based Leadership Team. ProQuest LLC, Ph.D. Dissertation, University of Massachusetts Boston. Pre-K-12 schooling in the United States has historically and systemically promoted ideas of Black inferiority while safeguarding the characteristics of white supremacy culture embedded in all aspects of the education system. The notion of white dominance is evident throughout studies, policies, and reports from district, state, and federal officials who have been tasked with closing the achievement gap but instead have assigned blame to BIPOC (Black, Indigenous, and People of Color) students and families. An analysis of the history of U.S. public education reveals not a single achievement gap but multiple opportunity gaps that perpetuate the subjugation of Black students through educational injustice. This study employed critical race theory to examine how a pre-K-5 elementary school community located in the northeastern United States prioritized antiracism and applied a multilayered approach to racial equity. Case study methodology was utilized to unpack the nonlinear and continual… [Direct]

Mangan, J. A., Ed. (1993). The Imperial Curriculum: Racial Images and Education in the British Colonial Experience. This book presents a comparative analysis of racial attitudes within formal schooling of both Britain and its former dominions and colonies. It provides essays that examine racism, education, and imperialism, and focuses on the function of education, curriculum, and textbooks in shaping imperial images of dominance and deference. The following essays are provided: (1) "Images for Confident Control: Stereotypes in Imperial Discourse" (J. A. Mangan); (2) "The Imperial Indian: India in British History Textbooks for Schools 1890-1914" (Kathryn Castle); (3) "The Black African in Southern Africa: Images in British School Geography Books" (T. Lilly); (4) "The Irish and Others in Irish Nineteenth-Century Textbooks" (John Coolahan); (5) "Race, Empire and the Maori in the New Zealand Primary School Curriculum 1880-1940" (Colin McGeorge); (6) "Racial Stereotypes in the Australian Curriculum: The Case-Study of New South Wales" (Stewart…

Allen, Keisha McIntosh (2019). Transformative Vision: Examining the Racial Literacy Practices of a Black Male Teacher with His Black Male Students. Journal for Multicultural Education, v13 n1 p82-93. Purpose: This paper aims to examine how a Black male teacher made sense of the ways racism and white supremacy function in schools and constrains his practice by addressing the question: How does a culturally relevant Black male teacher engage a racial perspective in his pedagogy and make sense of the socio-political context of his practice? Design/methodology/approach: This qualitative case study draws its data from semi-structured interviews and participant observations and was situated within a transfer high school in the Northeastern region of the USA. Findings: This study elucidates the ways in which a Black male teacher's racial literacy enabled him to make sense of the socio-political context of his school, the profession and help his Black male students negotiate how they are racialized in schools and society. Research limitations/implications: This paper closes with a call for additional research that further examines the relationship racial literacy plays in retaining… [Direct]

Fransheska Arias Reyes; Ivanna Tavarez Vasquez; Pedro Tav√°rez DaCosta (2025). Translanguaging within the Scope of Dominican Pre-College and College Education. Online Submission Our country, which is today the Dominican Republic, is a Spanish speaking country due to the historical and well known fact that the then Hispaniola Island or Santo Domingo was split into two different colonies by effect of the Aranjuez Treaty (1777), held between the two Colonial Metropolis of Spain and France thus establishing the French occupation of the territory of Haiti to the West and the Spanish territory to the East, and producing therefore the establishing of two different countries with two different languages (Spanish and French), in a land (Quisqueya) in which in pre-Colombian times was occupied by the aborigines, mainly the Tainos, and Caribes and the use of their now disappeared aborigine languages. The Dominican Republic achieved its independence in 1844 from the Haitian domination and was also occupied by a score of empires like the British, the French and the American domination (1916), but it has also been the settlement of former Black Slaves brought from the… [PDF]

Crampton, Peter; Dowell, Anthony; Parkin, Chris; Thompson, Caroline (2003). Combating Effects of Racism through a Cultural Immersion Medical Education Program. Academic Medicine, v78 n6 p595-98 Jun. Provides a perspective from New Zealand on the role of medical education in addressing racism in medicine. New Zealand nursing curricula have introduced the concept of cultural safety as a means of conveying the idea that cultural factors critically influence the relationship between carer and patient. Describes a cultural immersion program for third-year medical students in New Zealand and discusses some of the strengths and weaknesses of such an approach. (EV)…

Treyc√© L. Gaston-Spears (2024). Black Women in Higher Education: How Race, Class, and Gender Coalesce to Impact Success. Online Submission, Ed.D. Scholarly Research Project, Bradley University. The purpose of this qualitative, transformational, phenomenological, action research study is to ascertain how race, class, and gender coalesce to impact the success of Black women at predominantly white institutions. The term "success" in the context of this study holds layered meanings, particularly from a Black feminist perspective that emphasizes both individual achievement and collective well-being within systems marked by structural inequality. In the realm of higher education, success cannot merely be defined by traditional metrics such as degree attainment, career advancement, or social mobility. Instead, it encompasses the nuanced experiences of navigating and resisting intersecting systems of oppression–racism, sexism, and classism–within predominantly white institutions (PWIs) (Hill Collins, 2000; Crenshaw, 1989). Drawing on Black feminist thought, success for Black women involves achieving academic and professional goals while maintaining a sense of… [PDF]

Savas, Gokhan (2014). Understanding Critical Race Theory as a Framework in Higher Educational Research. British Journal of Sociology of Education, v35 n4 p506-522. This paper reviews the existing literature to discuss how critical race theory has been applied as a theoretical framework to higher educational research in the United States and what its contributions are. To provide necessary context, I will discuss race and racism in the United States, the background of US higher education in relation to race, the emergence of critical race theory and its application in US higher education…. [Direct]

Aaron Thomas George (2023). "Listen to the Students": Composite Poems on Racial Justice Advocacy in Fraternity/Sorority Life. ProQuest LLC, Ph.D. Dissertation, University of Georgia. Seven campus fraternity/sorority life (FSL) professionals of color who are members of culturally based fraternal organizations (CBFOs) shared stories on how they advocate for students of color and CBFOs on their campus. College Student Educators International's (ACPA's) strategic imperative for racial justice and decolonization (SIRJD) was used as the theoretical framework for this study. Critical race theory as well as tempered radicalism and the student affairs model of case management were also used to help frame this study. The stories of advocacy shared by the participants revealed insight into how advocacy was understood, the contexts in which advocacy was done, and what advocacy looked like in practice. Through poetic thinking and a performance analysis, ten composite poems were created that captured the various ways advocacy was approached. These approaches to advocacy included participants' self-awareness to the racial history of FSL, their critical consciousness to the… [Direct]

Racquel L. Armstrong (2023). "I'm Not Your Superwoman": How Black Women Principals Define and Mediate Self-Care. ProQuest LLC, Ph.D. Dissertation, The Ohio State University. School districts across the country are experiencing a mass exodus of teachers and administrators while those who stay struggle to maintain the level of productivity needed to lead our schools and ensure a high-quality education for our nation's students (DeMatthews et. al., 2021; Peters-Hawkins et.al., 2018; Superville, 2020). Black women, in particular, are leaving the field of K-12 educational leadership at rates higher than their counterparts (Brown, 2014; Wilkerson & Wilson, 2017). This has been an ongoing problem challenged even further by the COVID-19 pandemic (DeMatthews, 2021). Research on Black women school leaders investigates the ways the school environment perpetuates stressful conditions that impact career path and longevity as compared to their counterparts (Alston, 2005; Cyr et. al., 2021). However, while there is some research on the care practices of Black women principals (Dillard, 1995; Cabral & Horsford, 2021; Murtadha-Watts, 2000; Witherspoon &… [Direct]

Foxx, Kiana (2023). Between Perception and Reality: Why Black Student Opinions of HBCUs and PWIs Matter. ProQuest LLC, Ph.D. Dissertation, University of California, Los Angeles. Historically Black Colleges and Universities (HBCUs) are a significant and necessary component of American higher education and should be treated and perceived as such. However, this has not been the case. Despite their lengthy track record of making significant contributions toward the advancement of Black people, HBCUs have faced discrimination. Additionally, despite their accomplishments, they have been subjected to heavy criticism in the media, suggesting there are some misconceptions about their value and relevance. This study investigates the beliefs people hold about colleges, how systemic racism and social pressure affect those beliefs, and the effects those beliefs have on social and educational outcomes. Using a bio-demographic questionnaire, individual semi-structured interviews, and two activities that resulted in files for document analysis, this study explored how systemic racism and social pressure influenced how 20 Black students (10 who attended predominantly white… [Direct]

Blankenship, Benjamin T.; Chavous, Tabbye M.; Graham-Bailey, Marona; Richardson Cheeks, Bridget L.; Stewart, Abigail J. (2019). Examining College Students' Multiple Social Identities of Gender, Race, and Socioeconomic Status: Implications for Intergroup and Social Justice Attitudes. Journal of Diversity in Higher Education, v12 n4 p377-389 Dec. The negotiation of multiple social identities (e.g., race, gender, and socioeconomic status) is relevant to emerging adults in their first year of college, with important implications for their social attitudes and subsequent intergroup interactions and behaviors (Arnett, 2000; Jones & Abes, 2013). Social identity scholarship acknowledges that individuals hold multiple social identities simultaneously, but relatively little research examines individuals' identification with multiple social identities or implications for their social attitudes. The current study used latent class cluster analysis to examine variation in patterns of identity centrality across gender, racial, and social class identities among a diverse college student sample (N = 887) attending a predominantly White university. Five cluster groups were distinguished (all average, all low, all high, high-race/low-SES, and high-gender/low-SES importance). Cluster membership related to participants' self-identified… [Direct]

Conrad, Jenni (2022). Desettling History: Non-Indigenous Teachers' Practices and Tensions Engaging Indigenous Knowledges. Teachers College Record, v124 n1 p3-29 Jan. Background/Context: For educators committed to unraveling racism and colonial bias in world history courses, challenges persist–particularly with Indigenous peoples and knowledges. Typical history curriculum, standards, and instructional tools misrepresent Indigenous peoples and knowledges in damaging and inaccurate ways. In cities, where Indigenous peoples and the natural world are often presumed distant, teachers may especially struggle to disrupt these patterns. Purpose/Objective/Research Question/Focus of Study: This study explores the efforts of two experienced urban secondary teachers nominated by local Indigenous educators, asking: How do teachers craft globally-oriented history instruction that engages Indigenous knowledges in historical inquiry? Population/Participants/Subjects: Both participants were experienced social studies teachers in or near West Coast cities, in public schools with strong racial, ethnic, and socioeconomic diversity. Julie (a white woman in her late… [Direct]

Leah Schmalzbauer (2023). Meanings of Mobility: Family, Education, and Immigration in the Lives of Latino Youth. Russell Sage Foundation Over the past twenty years, elite colleges and universities enacted policies that reshaped the racial and class composition of their campuses, and over the past decade, Latinos' college attendance notably increased. While discussions on educational mobility often focus on its perceived benefits — that it will ultimately lead to social and economic mobility — less attention is paid to the process of "making it" and the challenges low-income youth experience when navigating these elite spaces. In "Meanings of Mobility," sociologist Leah C. Schmalzbauer explores the experiences of low-income Latino youth attending highly selective, elite colleges. To better understand these experiences, Schmalzbauer draws on interviews with 60 low-income Latino youth who graduated or were set to graduate from Amherst College, one of the most selective private colleges in the United States, as well as their parents and siblings. The vast majority of these students were the first in… [Direct]

Apple, Michael W. (2017). Analyzing the Intersections of Race and Class: An Essay Review of Nicola Rollock, David Gillborn, Carol Vincent, and Stephen J. Ball's "The Colour of Class: The Educational Strategies of the Black Middle Class" (New York, NY: Routledge, 2015, pp. 201. ISBN: 978-0-415-80982-5). Educational Policy, v31 n3 p404-412 May. In England, we might say that "the Empire has come home." This means that while racism and the processes of racialization are indeed extraordinarily powerful, there will not only be strong similarities between say the United States and England but also significant differences in how these things play out both now and in the past. This is one of the reasons that "The Colour of Class" is important reading for U.S. researchers. What "The Colour of Class" gives us is a creative rearticulation and use of theories that when put together illuminate how race and class interact. In the process, it simultaneously presents us with a much more detailed and clear understanding of how the Black middle class creatively uses its various resources, and works assiduously to gain legitimacy for the resources it possesses, as it creatively seeks in education and the larger society to "make its own history in conditions it hasn't chosen."… [Direct]

(2018). Taking Action on Racial Equity: How Grantmakers Are Becoming Change-Makers. Grantmakers for Education Generally speaking, black, Latino and Native American learners continue to face a variety of barriers to opportunity that result in severe disparities in academic achievement and educational outcomes. The persistence of these inequities has prompted some funders to step back, reflect and ask themselves what else they need to be doing to remove barriers to opportunity and assure that all learners have the chance to succeed. Recognizing that more grantmakers are feeling a need to address racial equity directly but are unsure where to begin, Grantmakers for Education (GFE) held three summits on racial equity in different cities during the summer of 2018. These regional summits — held in Washington, D.C., San Francisco and Dallas — gave funders from a wide range of grantmaking organizations a rare opportunity to talk openly and at length about racism, bias, opportunity and achievement gaps, and their dire consequences both for individuals and for society. After the summits,… [PDF]

Allen, Evette L.; Harris, Jessica C.; Hubain, Bryan; Linder, Chris (2015). Building Inclusive Pedagogy: Recommendations from a National Study of Students of Color in Higher Education and Student Affairs Graduate Programs. Equity & Excellence in Education, v48 n2 p178-194. In this study, we share the racialized experiences of 29 students of color in higher education and student affairs graduate programs, focusing specifically on their relationships with faculty, their experiences in classrooms, and the strategies they recommend for inclusion. Participants indicated that they are expected to serve as the racial expert in classrooms and that many faculty fail to effectively facilitate discussions related to race and racism and to intervene in instances of racial microaggressions. Participants convey effective strategies to build racially-inclusive classrooms which include authenticity, vulnerability, and validation…. [Direct]

Stubblefield, David (2022). Leading While Black in Suburbia: A Courageous Autoethnography. ProQuest LLC, Ed.D. Dissertation, Kansas State University. There is a significant need to add to the scholarship of Black male leadership in suburbia. This is a courageous autoethnography that tells my counter-story in an effort to spark courageous conversations about leading while Black in the suburbs. Autoethnography, a research approach about the experiences of the researcher guides the methodology for the study. Autoethnography is an approach to research and writing that seeks to describe and systematically analyze (graphy) personal experience (auto) in order to understand cultural experience (ethnography) (Ellis, Adams, & Bochner, 2011). Utilizing Counter-storytelling, I will take you on a journey of my past experiences that will start a courageous conversation (Singleton, 2015) on Black leadership in suburbia and add to the minimal research in this area of academia. In my story, I utilize critical race theory and deep equity work to help construct deeper meaning and knowledge around the experience of Black male leaders in mostly… [Direct]

Ajani, Oluwatoyin A.; Gamede, Bongani T. (2021). Decolonising Teacher Education Curriculum in South African Higher Education. International Journal of Higher Education, v10 n5 p121-131. Calls for the decolonisation of higher education in South Africa gained prominence after the #Rhodesmustfall, #Feesmustfall and series of 2015-2016 students' protests in South African higher institutions. Visible in the demands of the students during these protests was the need for the decolonisation of higher education curriculum to ensure reflection of diverse realities in South Africa. This led to various conferences in different parts of the Republic. However, while some scholars are clamouring for the need for decolonisation, others consider the desire for decoloniality and glocalization. Thus, the subject of decolonisation remains a debate in South African society. Meanwhile, decolonisation is still very much crucial. Seemingly, in the words of Steve Biko, decolonization should begin from the mind. Hence, this discursive study explores how pre-service teachers' minds can be decolonised for realities in transforming South African higher education. The study adopts Critical Race… [PDF]

De Arede, Ana; Dobson, Tom; Stephenson, Lisa (2021). Writing a Novel with Roma Primary School Children: Tensions in Disrupting Aetonormativity. Children's Literature in Education, v52 n4 p511-527 Dec. Story Makers Press (SMP) is a University-based publisher which co-constructs stories with under-represented groups of children in order to diversify representation in children's literature and disrupt the way adult perceptions of normality pattern children's literature (aetonormativity). In this paper we analyse six drama and creative writing workshops run by SMP with Czech and Slovak Roma children from an inner city primary school in the north of England to co-construct a story about climate change. Our analysis identifies how in developing the story, the children were often reluctant to draw upon their funds of knowledge relating to their Roma backgrounds, instead Westernising their protagonists and settings. We also explore how the children disrupt aetonormativity by interweaving magical elements into realistic narrative about climate change in order to establish a genre of magical realism. Finally, we identify how this genre of magical realism is problematic when considering… [Direct]

Chadderton, Charlotte (2013). Towards a Research Framework for Race in Education: Critical Race Theory and Judith Butler. International Journal of Qualitative Studies in Education (QSE), v26 n1 p39-55. There has been much debate around the extent to which post-structuralist theory can be applied to critical research. In this article, it is argued that aspects of the two approaches can be combined, resulting in productive tensions that point towards a possible new framework for researching race and racism in education in the UK. The article specifically considers combining critical race theory with a post-structural approach to understanding identity based on the work of Judith Butler, and explores the usefulness of such a theoretical approach to investigate minority ethnic young people's experiences of education and the way in which these experiences shape their sense of self, leading to the perpetuation of racial inequalities. It is argued that working at the boundary of these two theoretical traditions provides a deeper understanding of the way in which racism operates, the way it shapes experience and the possibilities for political and social change. (Contains 3 notes.)… [Direct]

Angela Marie Meraz (2022). California Community Colleges' Journey toward Racial Equity: Understanding the Process of Addressing Systemic Racism. ProQuest LLC, Ed.D. Dissertation, Kansas State University. The California Community Colleges (CCC) system is the largest, most diverse public college system in the nation. As the system works to improve outcomes for all students, and in response to the racial climate in the United States during 2020, the system's Chancellor's Office released a call to action, asking all colleges to address systemic racism by strategizing and taking action to identify and eradicate systemic racial injustice. This study focused on understanding if and how colleges were responding to the call to action. Using an explanatory mixed-methods design, this study was an exploration of ways in which colleges in the CCC system aligned their work with the CCC Chancellor Office's call to action. Using critical race theory as a theoretical framework, antiracist work occurring at colleges in the CCC was explored through a quantitative survey and qualitative focus group interviews. This study demonstrated which colleges in the CCC system have been addressing systemic racial… [Direct]

Mayra Aida Soriano (2022). Latinx Cultural Centers as Racial Microaffirmation: Cultivating Comunidad and Creating Espacios for Latinx Undergraduates at Hispanic-Serving Institutions. ProQuest LLC, Ed.D. Dissertation, California State University, Long Beach. Increased diversification of the collegiate student body has given rise to minority serving institutions with a significant growth of Hispanic Serving institutions and amplifies the need for greater institutional accountability to create focused efforts that facilitate college persistence and success of Latinx students. This qualitative study explored the experiences and meaning making process of Latinx undergraduates, attending a California State University designated as a Hispanic serving institution, and their engagement with the Latinx Cultural Center on their campus. Latina/o Critical Race Theory and concepts of racial microaffirmations and sense of belonging provided the theoretical framework from which to ground the study and analysis of semi-structured interviews with 18 Latinx undergraduate students. Findings indicate Latinx students seek community on their college campuses for a variety of reasons that are inextricably linked to their racial/ethnic identity. Furthermore,… [Direct]

Natasha Wine Miller (2023). Teaching Race and Racism in Social Work Education: A Thematic Analysis of Social Work Educators' Experiences and Attitudes. ProQuest LLC, Ph.D. Dissertation, Indiana University – Purdue University Indianapolis. Race and racism are central ideas in the conceptualization of social justice in the US and thus topics of fundamental importance within the social work discipline. Accredited social work schools must include race and racism education in their curricula. Social work pedagogical literature has historically lacked critical, consistent attention to these issues. This exploratory study applied a cluster sampling strategy to distribute study invitations across 10% of randomly selected accredited US social work schools to access the study's target population of social work educators. Reflexive thematic analysis was used to interpret educators' written responses to six qualitative survey questions on their perspectives teaching race and racism-centered themes to social work students. The study was guided by three research questions: how educators conceptualize race and racism pedagogy; how confidence and doubt are contrasted in their experiences; and the consequence of educators' own racial… [Direct]

Laquanda Thomas (2022). African American Women Leader Perspectives on Advancement Strategies in a Community College System. ProQuest LLC, Ed.D. Dissertation, Walden University. African American women are not retained or advanced in the community college system, resulting in an underrepresentation of African American women in administrative decision-making roles. The purpose of this basic qualitative study was to examine the experiences of African American female leaders in the community college setting and to explore the strategies that these women used to obtain these positions. Semistructured interviews were conducted with seven African American women in decision-making roles within a southeastern state's community college system. Critical race theory and Black feminist theory helped to inform how race and gender impacted the selection of strategies used by African American women to advance as leaders in a community college. Data analysis began with open coding, moved to categories, and finally five themes emerged as findings from the data: (a) engaging with role models, mentors, and representation as an advancement strategy; (b) learning experiences and… [Direct]

Carruba-Rogel, Zuleyma; Diego-Medrano, Elsa; Sharp, Laurie A. (2019). Strengths and Shortcomings of a Teacher Preparation Program: Learning from Racially Diverse Preservice Teachers. Journal of Teacher Education and Educators, v8 n3 p281-301. Racially diverse teachers are valuable sources of knowledge in school systems. However, a lack of diversity among teachers has demonstrated long-standing issues with how racially diverse teachers are prepared for teaching. The present study sought to expand on prior research by examining the viewpoints of racially diverse preservice teachers concerning the strengths and shortcomings of their teacher preparation program using a transformative qualitative research design. We recruited participation among six racially diverse preservice teachers enrolled in a teacher preparation program affiliated with a university identified as a Hispanic-Serving Institution. We collected data through focus group interviews held during a two-week period and analyzed data systemically with two levels of coding. Our findings consisted of three main themes: Interactions with Peers and Teacher Preparation Program Stakeholders, Navigating Teacher Preparation Program Complexities, and Views of… [PDF]

Jaumot-Pascual, Nuria; Ko, Lily T.; Ong, Maria (2020). Research Literature on Women of Color in Undergraduate Engineering Education: A Systematic Thematic Synthesis. Journal of Engineering Education, v109 n3 p581-615 Jul. Background: To address social disparities and generate an innovative workforce, engineering higher education should provide learning environments that benefit students from all backgrounds. However, because engineering programs are not enrolling or retaining women of color at demographic parity, a better understanding of these students' experiences is needed to develop effective interventions. Purpose: This study analyzes research on women of color in undergraduate engineering education to determine what influences their experiences, participation, and advancement. We identify challenges to and strategies for persistence and present recommendations for engineering institutions to create interventions that support women of color and mitigate institutional inequities. Scope/Method: Using the snowballing method, we identified 65 empirical studies published between 1999 and 2015 that met the criteria for this review. These studies represented qualitative, mixed-methods, and quantitative… [Direct]

Michelle M. Gerdes (2020). A Phenomenological Study of High-Achieving Black Male Student-Athletes at a Highly Selective Military College. ProQuest LLC, Ed.D. Dissertation, Grambling State University. This study examines the lived experiences of Black male student-athletes at a military college (a predominantly White institution), particularly the experiences of high-achieving members of this population. Participants described their pre-college experiences, mentors, institutional factors, and other meaningful and motivational dynamics they deemed important to their success. All participants were intercollegiate athletics students at a highly selective military college in the United States. Approximately seven Black male student-athletes who were at a cumulative grade point average above the average for the Black male student-athlete population and were leaders on their teams or at the military college participated in the study. I collected data through semi-structured interviews to allow the participants to describe their experiences as a student-athlete. Harper's Anti-Deficit Achievement Framework (2012) and Comeaux and Harrison's Conceptual Model of Academic Success for… [Direct]

Michelle Flores Holz (2023). Principals' Perceived Challenges and Barriers to Recruit and Hire Teachers of Color: A Case Study. ProQuest LLC, Ed.D. Dissertation, University of Missouri – Columbia. America's schools are more diverse than ever, but the teachers are still mostly White. Overwhelmingly, the research says that Teachers of Color in classrooms provide numerous benefits for all students (e.g., Ahmad & Boser, 2014; Archinstein et al., 2010; Cherng & Halpin, 2016; Partelow et al., 2017; Perlman et., 2016; Villegas & Lucas, 2009). The present study focuses on the challenges and barriers that Teachers of Color face when applying and interviewing for teaching positions. The present study seeks to answer the question: What are the principals' perceived challenges and barriers to recruit and hire Teachers of Color? The study focused on the principal's point of view, since they are the ones that are responsible for the hiring of the majority of the teachers for the school district. A series of semi-structed interviews were conducted with principals from the elementary, middle school and high school level. Additionally, an analysis of the interview questions used… [Direct]

Murphy, Erin Reed (2022). Empowering Multilingual Families. ProQuest LLC, Ed.D. Dissertation, Washington State University. The study utilizes a case study approach to explore how a non-linguistically diverse suburban school district communicates and engages with multilingual families' and the families' experiences and perceptions of the district's efforts. The study is grounded in Critical Race Theory including the use of counterstories and composite narratives, and specifically utilizes Yosso's (2005) Community Cultural Wealth framework to highlight the strengths and cultural capital of families. Members of multilingual families, such as parents or guardians (e.g., grandparents, aunts, etc.) were invited to participate, with those who agreed were interviewed and asked to share their experiences and perceptions of district communication efforts and opportunities afforded for engagement within the district. Information shared by family members was developed into a composite narrative and shared with identified district and building administrators, allowing for reflection on their own experiences in… [Direct]

Felicia Thompkins Case (2023). Black Exodus: A Hermeneutic Phenomenological Study of the Experiences of Black Faculty and Staff Who Left Christian Higher Education. ProQuest LLC, Ph.D./HE Dissertation, Azusa Pacific University. Black faculty, staff, and students are experiencing anti-Blackness in higher education that is deeply rooted in the racialized legacy of the United States. The roots and effects of anti-Blackness, afro-pessimism, and Afrofuturism were investigated. Scholars argue Black existence is imagined and acted upon through the historic lens of the institution of slavery and even in the modern-day, the afterlife of the institution marks the ontological position of Black people. The term predominantly white institution historically has been used to describe the racial composition of an institution. Most Christian higher education (CHE) institutions, specifically those within the Council for Christian Colleges and Universities, are compositionally White and characterized by a White cultural hegemony. This study highlights the experiences of Black faculty and staff who work at these institutions and is guided by the following research question: What are the lived experiences of Black faculty and… [Direct]

Sterling, Tracey (2022). Examining the Relationship between Self-Efficacy and Culturally Responsive Teaching. ProQuest LLC, Ed.D. Dissertation, Cabrini University. Closing the achievement gap among culturally and linguistically diverse students has been challenging for educators, school leaders, and policymakers. With the growing diversity of the K-12 public school student body, schools must prepare to confront this divide systematically and vigorously. Policies that promote culturally responsive teaching must be created to eliminate educational disparities between students from culturally and linguistically diverse backgrounds and their peers. This quantitative correlational research study explored the relationship between a teacher's sense of self-efficacy and implementing culturally responsive teaching practices. This study examined whether a teacher's race impacted implementing of culturally responsive teaching practices. By investigating the research through Critical Race Theory and Self-Efficacy Theory, the author attempts to better understand racism in public schools and the effects of having predominately white females teaching an… [Direct]

Rachel Anne Herrick (2022). An Examination of Educator Perspectives on Career and College Pathways for Black, Indigenous, and Students of Color with Disabilities. ProQuest LLC, Ed.D. Dissertation, Portland State University. Black, Indigenous, and students of color (BIPOC students) in high school, who are dually experiencing the socially constructed labels of race and disability (BIPOC-SWD), are not provided with equitable access to Career and College Pathway (CCP) programs, which contributes to a lack of preparedness and success within postsecondary settings. Despite school reform policy efforts that incorporate Culturally Relevant Pedagogy (CRP), (Gay, 2002, 2010; Ladson-Billings, 1994, 2014) and Career and College Readiness frameworks (Conley 2010; Farrington et al. 2012; Monahan et al. 2020; Morningstar et al. 2017), BIPOC-SWD perpetually have lower achievement rates, poorer postsecondary outcomes, and are less prepared for careers or college (Monahan et al., 2020; Lipscomb et al., 2017; McFarland., 2017; Newman et al., 2011; Castro, 2020). Utilizing a Disability Critical Race Theory (DisCrit) (Connor et al., 2016) lens, this comparative case study was used to examine educator perceptions of the… [Direct]

Adams, Tempestt; Covington, Azure; Robinson, Derrick; Talley-Matthews, Sheikia (2017). Fueling the STEMM Pipeline: How Historically Black Colleges and Universities Improve the Presence of African American Scholars in STEMM. Journal of Urban Learning, Teaching, and Research, v13 p9-25. The purpose of this article is to assess areas of opportunity and access for students of color to participate in the science, technology, engineering, mathematics, and medicine pipeline (STEMM). Using a Critical Race Theory framework, this position paper reviews occupational outcomes and stratification in STEMM fields, examines the pertinence of mathematics as an access point for STEMM entry, and addresses the prominent role that Historically Black Colleges and Universities (HBCUs) play in creating and nurturing STEMM scholars. Throughout the article, emphasis is placed on urban districts, which are often burdened by limited resources while serving the largest number of students of color. The article concludes with suggested recommendations for improving the diverse representation in STEMM fields…. [PDF]

Tieken, Mara Casey (2017). The Spatialization of Racial Inequity and Educational Opportunity:Rethinking the Rural/Urban Divide. Peabody Journal of Education, v92 n3 p385-404. This analysis recounts and examines the history of American public education, focusing on the experiences of poor urban and rural students of color. Using the lens of critical race theory, it suggests that educational inequity is not just raced and classed but also spatialized–that is, embedded in and maintained through geography. The mechanisms of this spatialization similarly disadvantage rural and urban schools serving poor children of color, and educational reforms have failed to dismantle the relationship between inequity and geography. Offering a clearer understanding of today's inequities, this analysis shows that these schools should be seen less as opposites than as allies with a shared interest in expanding educational opportunity across geographies…. [Direct]

Goldoni, Federica (2017). Race, Ethnicity, Class and Identity: Implications for Study Abroad. Journal of Language, Identity, and Education, v16 n5 p328-341. This study addresses study abroad and second language acquisition. The number of U.S. students studying abroad is increasing. However, students' cultural and linguistic immersion experiences abroad can be disconcerting, challenging their sociocultural identities, values, learning objectives, and expectations. This study employed critical race theory to explore how a Black male student's race, ethnicity, and class affected his interactions with locals and his language and culture learning, and how his experiences had strong repercussions on his identity negotiation process. The results of this study had strong implications for this student's full immersion and academic learning. This article concludes with considerations for study abroad programs and how they should address discrimination, racial microaggressions, and racial battle fatigue…. [Direct]

Magee, Paula A.; Paredes Scribner, Samantha M.; Phelps Moultrie, Jada (2017). Talk about a Racial Eclipse: Narratives of Institutional Evasion in an Urban School-University Partnership. Journal of Cases in Educational Leadership, v20 n1 p6-21 Mar. During a student teaching experience, teacher education candidates affiliated with an urban School of Education school-university partnership witnessed a disturbing interaction between an early career White male teacher and a first-grade Black male student at an assigned elementary school. The subsequent interactions among the teacher, principal, district administrators, and university partners illumine the racial implications at varying levels from the individual to the structural level. The ways in which race is centered, yet is evaded by school actors, raises important considerations for leadership. Authors suggest combining critical race theory with organizational narratives to explore the dilemmas at various structural levels, but in particular for the principal and district-level administrators…. [Direct]

Mer√°z Garc√≠a, Mart√≠n; N√∫√±ez, Amy J. (2017). Perceptions of College among Latina/o Elementary Students. SAGE Open, v7 n4 Oct. This study uses empirical data from a version of the Clark doll experiment and Latina/o Critical Race Theory (LatCrit) to determine the factors that shape the perceptions of college among 35 randomly selected Latina/o children in Grades 2nd to 5th. The findings of this study lead to two conclusions: (a) that Latina/o children hold their race/ethnicity in lower regard when compared to Whites, exhibit an ambivalence regarding identity that negatively affects their self-esteem and their perceptions of college as an attainable goal; and (b) that Latinas perceived themselves more favorably than Latinos in all categories, which positively affects their perceptions of a college education…. [Direct]

Cheruvu, Ranita (2017). "I Am Not the Intended Audience": (Re)Envisioning Culturally Responsive Teacher Education with Preservice Teachers of Color. AERA Online Paper Repository, Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017). Although it is argued that teachers of Color have the potential to improve the educational experiences and outcomes of historically marginalized communities of Color, little is known about the experiences and identities that shape their teacher preparation. Rather, there is a privileging of Whiteness in teacher education research and practice. This paper disrupts this privileging by focusing on the experiences of preservice teachers of Color in a multicultural education course. The study discussed utilized critical race theory to examine the ways that preservice teachers of Color made sense of their racialized experiences and identities over time and spaces. These counternarratives serve as a knowledge base for an emerging framework for developing culturally responsive and sustaining teacher education practices…. [Direct]

Karen Williams-Ross (2023). Investigating Principals' Roles in Special Education Placement as a Measure to Mitigate the Overrepresentation of African Americans in Intellectual Disability and Emotional Disturbance Categories: A Qualitative Descriptive Research Study. ProQuest LLC, Ed.D. Dissertation, Northcentral University. The Individuals with Disabilities Educational Act (IDEA) safeguards the learning of students with disabilities and protects them from nondiscriminatory assessments that identify their disabilities and align them with the special education support and services required. However, when the IDEA is not adequately followed, students with disabilities are likely to be placed in inappropriate special education categories. The problem addressed by this descriptive qualitative study was the unawareness of principals' roles in special education placement that may contribute to the disproportional representation of elementary African American students in intellectual disability and emotional disturbance eligibility categories. The study was guided by the critical race theory. The study used the qualitative descriptive research design to investigate principals' roles in special education placement as a measure to mitigate the overrepresentation of African Americans in intellectual disability and… [Direct]

Paul Christopher Saxton (2023). A Phenomenological Inquiry into Factors Impacting the Sense of Belonging of African American Staff Administrators at a Hispanic Serving Institutions in Central New Mexico. ProQuest LLC, Ph.D. Dissertation, New Mexico State University. This phenomenological study aimed to explore the lived experiences of African American staff administrators who hold non-academic administrative positions at a Hispanic Serving Institutions (HSI) situated in the southwestern region of the United States. Employing a phenomenological approach and purposeful sampling, the study involved conducting in-depth interviews with eight participants. These interviews delved into various aspects, including their past racial experiences, perceptions of how they established a sense of belonging within the institution, and their past approaches to assimilating into the cultural, normative, and environmental aspects of the HSI. The study was guided by two conceptual frameworks: Critical Race Theory and Intersectionality. Its primary objectives included uncovering the challenges that African Americans faced in the HSI setting, examining the strategies employed by African American staff administrators to persevere in such an environment, and exploring… [Direct]

Canzater Machera Rice (2023). A Multiple Case Study of Parents' Views of Educational Experiences of African American Students in High School Advanced Placement in STEM Related Courses. ProQuest LLC, Ed.D. Dissertation, Northcentral University. In the United States, education continues to be plagued by a racial achievement gap that disproportionately affects Black children. Although significant progress has been made in eliminating some of the country's long-standing racial discriminatory practices, the effort to eradicate racism remains unfinished as long as disparities exist between ethnic groups. The purpose of this qualitative multiple case study was to gain insight into parents' perceptions and experiences of the inequities faced by Black students that restrict access to and involvement in Advanced Placement science, technology, engineering, and math courses in one urban high school. The problem addressed was the underrepresentation of African American students in high school Advanced Placement classes. The guiding foundational theoretical framework was critical race theory, which suggests that racism continues to be the unseen culprit tarnishing major systems within society, including the educational system…. [Direct]

Morris, Nina N. (2023). The Role of Race in the Career Advancement and Promotion of Minority Educational Administrators within the Northeastern Region of the United States. ProQuest LLC, Ed.D. Dissertation, Sage Graduate School. The perception of race and how it affects hiring capabilities of minority educational administrators directly affects the quality of leadership within the educational system. So much so, that there can be a negative impact on the ability of the system to recruit, foster, and nurture its brightest and best leaders. Having negative views on the hiring process can in fact hinder talented individuals that are appropriate for desired executive positions to refrain from pursuing such roles. The purpose of this study was to examine the hiring disparities experienced by minority educational administrators within the Northeastern region of the United States, and to identify ways to successfully achieve career advancement in spite of racial barriers. This research was a qualitative, phenomological study guided by Critical Race Theory (CRT), Anti-Subordination Theory, and Affect Control Theory. The researcher utilized an interview protocol and interview questions to investigate how minority… [Direct]

Christopher D. Logan (2023). The Lived Work Experiences of African American/Black Male Full-Time Faculty at Midwestern Community Colleges. ProQuest LLC, Ph.D. Dissertation, Indiana Institute of Technology. The purpose of this qualitative study was to explore the lived work experiences of African American/Black male full-time faculty at Midwestern community colleges. Narrative inquiry was used as the design in this study. The data reflects the national statistics indicating the low number of African/American Black male full-time faculty employed at community colleges in the Midwestern region of the United States. The focus of the study is how implicit bias, explicit bias/racism, and stereotyping manifest themselves in day-to-day interactions amongst faculty, administrators, students, and the overall environment within community colleges. The study participants were selected based on gender, ethnicity, community college classification (i.e. rural, urban, or suburban), age range, and years of service. The method of data collection used in this study was through semi-structured interviews, and field notes. Critical race theory (CRT) was utilized as the theoretical framework. CRT explores… [Direct]

Yufei Chen (2023). Underrepresented Students' Perspectives on Higher Education Equity in the University of California's Elimination of the Standardized Testing Requirement: A Critical Policy Analysis. ProQuest LLC, Ed.D. Dissertation, Loyola Marymount University. In July 2022, the University of California (UC) permanently eliminated the standardized tests requirement for its freshman admissions in order to alleviate the severed socioeconomic gap and college access barriers that were heightened by the COVID-19 pandemic. This critical policy analysis research explored the immediate effects of UC's policy reform on higher education equity. All 14 participants were underrepresented minority (URM) students who applied to at least one UC campus for fall 2022's freshman admissions and were enrolled in four-year universities at the time of this study. From demographic surveys, focus groups, and in-depth interviews, I applied critical race theory (CRT) tenets and internalized oppression theory to explore, interpret, and provide counter-narratives of URM students' college planning and application experiences after the policy reform. From analyzing these students' perceptions of the elimination of the standardized tests requirement and UC's admissions… [Direct]

Debora West (2023). The Lived Experiences of Being an African American Male Teacher in Metro Area Public Schools: An Interpretative Phenomenological Analysis. ProQuest LLC, Ed.D. Dissertation, Northcentral University. African American male teachers have navigated a complex web of challenges such as limited recognition, racial stereotypes, salary disparities, and low representation in the context of metro area public schools. The problem addressed in this study was the shortage of African American male teachers in the United States. The purpose of this qualitative interpretative phenomenological analysis was to examine the lived experiences of being an African American male teacher, thus discovering insights that could be used to formulate strategies for increasing the African American male teacher pool. The study was grounded in the critical race theory as the theoretical framework for informing the racial dynamics within educational settings. The research questions in the study were those asking: (1) What do African American male teachers believe influences them to pursue careers in public schools? (2) What obstacles have African American male teachers had to overcome to enter and continue… [Direct]

Kawehionalani K. Goto (2023). Perspectives of Kanaka Well-Being: The Stories of Native Hawaiian Doctoral Students. ProQuest LLC, Ph.D. Dissertation, University of Hawai'i at Manoa. This study examined Kanaka (Native Hawaiian) well-being and focused on two questions: (a) How do Kanaka doctoral students describe their well-being? and (b)What lived experiences contribute to the development of their well-being? Rooted in a multiple case study design, this exploratory qualitative inquiry tells the story of 11 Kanaka doctoral students at the University of Hawai'i at Manoa and their genealogy of well-being. Well-being is explored through hula as a research approach. This approach is informed by a combination of Kanaka 'Oiwi Critical Race Theory with aspects of embodied cognition theories. It also draws upon hula as an art form in the research design. The author's hula genealogy framed what she heard, smelled, tasted, touched, and felt and informed how she heard, understood, and re-told the stories of the Kanaka who participated. She developed a (k)new understanding of well-being as pono (balance within the mind, body, and spirit) and malama (care for the relationships… [Direct]

Judith Merra (2023). Teacher Interview as Methodology to Examine How White Teachers Are Taking Action in the Wake of George Floyd's Death. ProQuest LLC, Ed.D. Dissertation, Northeastern University. The purpose of this qualitative study was to develop an understanding of how the lived experiences of white educators following the murder of George Floyd in the spring of 2020 impacted their understanding of racism and how this understanding, if at all, helped them work to disrupt racism in schools. Literature analyzed revealed how white supremacy culture acts as a hidden fog which infects our schools and perpetuates a system of oppression. At present, approximately 80% of teachers working within the United States are white women who have been influenced by an ongoing racially imbalanced system of education. By interviewing white teachers who took action after the murder of George Floyd, the researcher looked to understand whether teachers who were impacted by the horrific nature of his murder and felt the need to take action, made actionable steps in their work as educators. This research converged aspects of critical race theory and critical whiteness studies as a lens to analyze… [Direct]

Cristina Aguirre (2024). Who Wants to Go to College, We Do! The Impact of a College Access Program That Begins in Third Grade for First-Generation College Students. ProQuest LLC, Ed.D. Dissertation, California State University, Fresno. Access to post-secondary education for first-generation college students (FGCS) has become even more important after COVID-19 brought to the forefront the most affected in the workforce: those who had a high school degree or less. College access programs play a vital role to move the needle in closing the educational achievement gap. These programs provide the support and opportunity for FGCS to enroll, persist and graduate from college. This study examined a college access program in Southern California, Barrio Logan College Institute (BLCI), a program that begins as early as third grade for students and their parents. A phenomenological qualitative approach examined the experiences of first-generation college graduates and their parents who participated in BLCI. This research explored the interventions and activities that contributed to the success of enrollment, persistence and graduation from college within 6 years as a result of their participation in BLCI. The framework of… [Direct]

Mildred Joyner (2024). Preparing Anti-Racist Teachers: A Case Study of Preservice Teachers' Perceptions of Racism and Program Coherence in Equity-Centered Teacher Preparation. ProQuest LLC, Ph.D. Dissertation, University of Nevada, Las Vegas. This case study explored the perceptions preservice teachers had regarding racism in educational contexts, how those perceptions were shaped by their teacher education program, and to what extent their teacher education program had coherence in preparing anti-racist teachers. Within the context of a large, minority serving institution in the Southwest preparing teachers for one of the most racially, linguistically, and socioeconomically diverse districts in the country, the need to prepare anti-racist teachers who are able to recognize and remedy opportunity gaps for multi-marginalized students is evident. Because little research has focused on the perceptions and lived experiences preservice teachers have regarding coherence of their programs in preparing future teachers for equity-centered and opportunity-oriented teaching, teacher preparation programs cannot be sure that what is espoused in the mission and vision statements is being implemented throughout the programs and what is… [Direct]

Nikole Yvette Carter-Curtis (2024). Chief Diversity Officers: Perceptions of Tokenism, Job Engagement, and Institutional Commitment to Diversity, Equity, and Inclusion. ProQuest LLC, Ed.D. Dissertation, Azusa Pacific University. The 2020 murders of Breonna Taylor and George Floyd brought about a racial reckoning some would argue had not been seen since the 1960s. U.S. society was able to get a literal glimpse into how, despite the Civil Rights movement, Black lives have continued to be devalued, minimized, and deemed inconsequential by police, government, and institutions. After the reemergence of the Black Lives Matter movement and countless national and international protests against the anti-Black and oppressive justice system in the United States, college and university leaders felt compelled to make statements about their commitment to Black folks. On many college campuses, chief diversity officers (CDOs) have been the face of diversity, equity, and inclusion (DEI). This research study sought to explore the question: What background experiences of CDOs affect their workplace experiences (e.g., perceptions of tokenism, perceptions of institutional commitment to diversity, engagement in their CDO roles)?… [Direct]

Ana Isabel Arias (2024). "S√≠ se pudo y con tacones": Understanding the Racialized Barriers and Challenges That Empower the Goals of Latina School Administrators. ProQuest LLC, Ed.D. Dissertation, University of California, San Diego. For Latina school administrators, the movement through the principal pipeline is not easy, as many encounter discrimination and biases rooted in their gender, ethnicity and other intersecting identities. Schools should leverage Latina administrators' cultural knowledge, perspectives, and experience to improve student educational outcomes. A Latina administrator brings these prior experiences to the work and can better understand and support the needs of the growing Latino/a population (Crawford & Fuller, 2017; Elizondo, 2005; Magdaleno, 2006; Mendez-Morse, 2004; Mendez-Morse, & Byrne-Jimenez, 2016; Murakami, Hernandez, 2016; Rodriguez, Martinez, & Falle, 2015). The dissertation highlights four Latina administrators' personal and professional journeys as they navigated the principal pipeline through interviews. Through participant and mentor interviews, the researcher sought to uncover the challenges, triumphs, and support systems the Latinas faced during their trajectory…. [Direct]

Esther Taj-Clark (2022). White Pre-Service Teachers' Racial Literacy Preparedness in an Educator Provider Program. ProQuest LLC, Ed.D. Dissertation, Tennessee State University. The purpose of this qualitative case study was to explore the training of White pre-service teachers' preparedness to be racially literate. A gap existed in the literature concerning the training of White pre-service teachers (PSTs) in their skill development to be racially literate. The two research questions were: #1) How do White pre-service teachers in a Historically Black College/University educator provider program conceptualize racial literacy? #2) What are pre-service teachers' experiences learning about racial literacy in a Historically Black College/University educator provider program? The researcher used a qualitative method and an intrinsic case study design to explore how White PSTs are prepared for racial literacy in a southeastern Historically Black College/University. The researcher utilized a variety of tools such as the constant comparison method and keywords in context. The study took place via #1) an online Common Beliefs Survey and #2) Zoom one-on-one interview… [Direct]

Julie E. Kenney (2022). Am I Racist? How Identifying and Changing Our Implicit Bias Can Make Us All More Comfortable and Improve K-12 Education. ProQuest LLC, Ed.D. Dissertation, Miami University. Asking the question, "Am I racist?" is a hard thought to process, one that can even be offensive to some, unthinkable to others. However, considering recent events like the #SayHerName movement and other demonstrations that bring racial justice and implicit bias to center stage again, more than 150 years after the Emancipation Proclamation was shared with the nation, educators find themselves asking, "What more can we do?" This research is about finding the answer to the question how do we identify and change our own implicit bias as educators, how can we use this knowledge to improve education today and, in the end, make us all more comfortable? Using a participatory action research model, 15 educators and one researcher set out to find ways to work together to tackle this topic in ways that can be reproducible for the next set of courageous role models. Using surveys, focus group discussions, case study scenarios, and exit tickets, ideas of how to incorporate… [Direct]

Garcia, Nichole M.; Mayorga, Oscar J. (2018). The Threat of Unexamined Secondary Data: A Critical Race Transformative Convergent Mixed Methods. Race, Ethnicity and Education, v21 n2 p231-252. This article uses a critical race theory framework to conceptualize a Critical Race Transformative Convergent Mixed Methods (CRTCMM) in education. CRTCMM is a methodology that challenges normative educational research practices by acknowledging that racism permeates educational institutions and marginalizes Communities of Color. The focus of this article is to examine the quantitative component of the mixed methods to interrogate "objective" and "scientific" assumptions of the statistical practices used in analyzing secondary datasets. To demonstrate this method, we analyze the ways in which race and ethnicity are treated as a variable in a secondary higher education dataset, and highlight how the conflation of both can influence how a sample is taken. We argue that it is imperative that theoretical frameworks used in research are not only applied to the research questions, analysis or interpretation, but also the secondary datasets being used…. [Direct]

Gillborn, David (2018). "Heads I Win, Tails You Lose": Anti-Black Racism as Fluid, Relentless, Individual and Systemic. Peabody Journal of Education, v93 n1 p66-77. Derrick Bell's thesis, that racism is a permanent feature of society, is frequently misrepresented by detractors as signaling a view of racism as monolithic–bold, obvious, and unchanging. This paper argues that critical race theory [CRT] reveals a very different understanding of racism as relentless, yet fluid, and quick to morph depending on current circumstances. In this way, CRT offers a new perspective on the view that the more things change, the more they stay the same, the central theme for this issue of the "Peabody Journal of Education." This paper focuses on two key issues where the last quarter century has seen considerable superficial change that appears progressive but masks a deeper reality of continued racial injustice: first, the changing contours of the black/white achievement gap in England, and, second, the continuing fascination on both sides of the Atlantic with notions of genetics and intelligence…. [Direct]

Brown, Corine M.; Schaffer, Connie L.; White, Meg (2018). A Tale of Three Cities: Defining Urban Schools within the Context of Varied Geographic Areas. Education and Urban Society, v50 n6 p507-523 Jul. What constitutes an urban school? This question has confounded social researchers and educators who often limit definitions to population data. H. Richard Milner suggested a framework for defining urban schools that includes population data as well as the racial and social context of schools. This article applied Milner's model to school districts in New York, Nebraska, and New Mexico which exemplified Milner's categories of urban schools: urban intensive, urban emergent, and urban characteristic. Application of the framework to the districts presents a model for teacher educators to deliver two important components of preservice preparation. First, the model can assist preservice teachers to challenge their existing perceptions of urban schools. Second, establishing a framework provides teacher educators the opportunity to guide preservice teachers to view urban schools through a Critical Race Theory lens. Through this lens, preservice teachers can begin to realize the impact of… [Direct]

Donahue, Timothy (2022). The Impact of Life Experiences on the School Disciplinary Practices of Suburban High School Administrators. ProQuest LLC, Ed.D. Dissertation, Northeastern University. This narrative study examined how the life experiences of high school administrators impact how they conceptualize and understand school discipline. These experiences were then positioned within the current context of COVID-19 pandemic related school closures and protests associated with George Floyd's death which brought light to systemic racism prevalent in school codes of conduct to determine how these events changed their disciplinary practices. Semi-structured interviews were conducted with eight administrators from suburban schools in the New York metropolitan region that also had a minority student population of at least 10%. Transcripts were analyzed using in vivo and process coding to identify themes across the interviews. Three themes were identified: elements that lead to an initial understanding of school discipline, how these initial practices change over time, and the twin impact of COVID-19 and protests highlighting systemic racism causing a drastic change to how… [Direct]

Durio, Trenice Shauntel (2022). Case Study of a District-University Partnership: Developing Culturally Responsive Educators in a Rural Setting. ProQuest LLC, Ph.D. Dissertation, Old Dominion University. Using a theoretical framework of critical race theory and conceptual frameworks of cultural education, this study explores the intersection of district-university partnerships and culturally responsive education. The purpose of this mixed methods case study was to examine the formulation and outcomes of a district-university partnership established to offer a college-level course focused on anti-discrimination, equity and inclusion, and social justice in schools. Using survey data, I explored the relationship between participation in the course and the participants' self-reflection in the areas of empathic concern and perspective taking, preparation for culturally responsive teaching and equitable practices, and comfortability with discussions about race. I conducted three interviews with course developers in the school district related to the sustainability of the partnership and the impact of the social-political context on the curriculum design. In addition, I examined how… [Direct]

Coleman, Monique A. (2022). Black Mothers of Blind/Low Vision Children: Perspectives and Experiences of Advocacy and Navigating the Education System. ProQuest LLC, Ed.D. Dissertation, Rutgers The State University of New Jersey, School of Graduate Studies. Blind and low vision youth represent a diverse, low incidence disability student population in United States public schools. This qualitative study investigated the perspectives of four Black mothers and grandmothers, each primary caregivers of blind/low vision (BLV) children, related to their experiences with navigating the education system and advocating for their children. Methods: Individual interviews and a focus group were employed to elicit and explore the caregivers' lived experiences of special education processes and parental advocacy at the intersections of race, class, and disability. The research was grounded in a critical race theory (CRT) analysis, via Yosso's (2006) community cultural wealth framework. An intersectionality lens was also applied to explore the ways in which the caregivers' perspectives and experiences were shaped by their identities as Black women. Findings: Each of the mothers and grandmothers faced several similar challenges and obstacles as they… [Direct]

Shannon Paige Clark (2022). 'We Are Trying.' Portraits of Black Goodness in Spite of Anti-Black Schooling. ProQuest LLC, Ph.D. Dissertation, University of Illinois at Chicago. This dissertation explores everyday interactions and opportunities for teachers and families to collaborate in spite of forces that often put Black families and schools at odds in one predominantly Black elementary school. I examine interactions among Black families and teachers to consider how organizational norms, values, and routines influence the nature of these interactions. My exploration of interactions is guided by a framework that links anti-blackness, critical race theory, and institutional theory to examine how practices and policies enable or inhibit family engagement. Using portraiture and critical race methodology, I provide a rich portrait of one school community striving to engage families, reduce chronic absenteeism, and maintain staff moral amidst unprecedented changes spurred by COVID-19. Examining the day-to day realities within one school community revealed that there are routine practices and policies that constrain interactions among Black families and Black… [Direct]

Raquel D. C. Dailey (2020). The Essence of Study Abroad: Global Access for the African American Learner. ProQuest LLC, Ed.D. Dissertation, The Johns Hopkins University. Leaders of institutions of higher education face a difficult task, continuously adapting to a changing world while educating tomorrow's leaders. Global connectivity is one driving force behind this push for global citizenship within higher education. Literature indicates that higher education institution leaders should provide meaningful but equitable opportunities for all students. In the United States, there are significant inequities that exist within education, particularly international education. Explored through a lens of critical race theory, this study showed the experiences of African American students who managed to study abroad and their preparedness to study abroad. Compared to students with no global experience, study abroad students found employment sooner following graduation, earned higher starting salaries, and gained promotions over their peers who had not studied abroad. Limited knowledge of study abroad can result in limited experiences for African American… [Direct]

Hamlin, Amanda (2019). Liberating the Read-Aloud: Supporting Teachers' Critical Literacy Practice around Race, Ethnicity, and Equity. ProQuest LLC, Ed.D. Dissertation, Rutgers The State University of New Jersey, School of Graduate Studies. This study followed the course of a professional development intervention to support kindergarten teachers in using a critical literacy approach to teach their students about race, ethnicity, and equity. The purpose of the design-based intervention, which took place in a diverse but somewhat racially segregated school district, was to empower students to critique discrimination, racism, and systems of inequity. The research itself aimed to gain insight into how and to what degree teacher-participants took on an anti-racist teaching role through participation in a collaborative professional learning community "study group." The study that found that White participants employed many and various rationales to demarcate boundaries around what they were comfortable with and willing to teach. Despite White participants' ambitious goals for societal change through shaping student attitudes, their avoidance and resistance limited the curriculum they ultimately taught. Implications… [Direct]

King, Joyce E. (2017). 2015 AERA Presidential Address: Morally Engaged Research/ers Dismantling Epistemological Nihilation in the Age of Impunity. Educational Researcher, v46 n5 p211-222 Jun-Jul. This article presents Joyce E. King's 2015 AERA presidential address, which artfully combined scholarly discourse with performance elements and diverse voices in several multimedia formats. In discussing morally engaged research/ers dismantling epistemological nihilation, the article advances the argument that the moral stance, solidarity with racial/cultural dignity in education praxis, policy, and research, is needed to combat discursive forms of racism. The lecture opened with African Americans and Native Americans performing culturally affirming traditional ritual practices. An African drum processional and a libation honored revered Black ancestors–scholars, artists, and activist intellectuals–Maya Angelou, Ruby Dee, Amiri Baraka, Vincent Harding, and Asa G. Hilliard, III (Nana Baffour Amankwatia II). An intergenerational Native American delegation offered a traditional welcome prayer, gifting of tobacco, and ceremonial drumming and dance performance. Dr. King began her… [Direct]

Wu, Meiyao (2017). Moral Education and the Aboriginal Peoples of Taiwan: From Sino-Centrism to the Ethic of Multiculturalism. Journal of Moral Education, v46 n1 p69-78. Taiwan is not only inhabited by ethnic Chinese, as many who are not so familiar with this island might think; it also has a substantial number of aboriginal peoples who have lived on the island for millennia, long before the Chinese, Europeans and finally the Japanese colonisers arrived. The aboriginal peoples of Taiwan are Austronesian, with linguistic and genetic ties to ethnic groups found in the Pacific nations of the Philippines, Malaysia, Indonesia, New Zealand, the islands of Oceania, and also on Madagascar in the Indian Ocean. This article looks at some of the challenges faced by this indigenous population, due in large part to the ethnic or racial prejudice of the Taiwanese which was reinforced by the national government. It also examines recent curriculum reforms and the educational discourses that reject racism and affirm the ideals of ethnic and cultural freedom and equality, thereby exemplifying moral education in the truest sense…. [Direct]

McLoyd, Chike Jamal Brett (2014). Living Proof: Transnational Black Youth Theorizing Racism, Justice, and Education. ProQuest LLC, Ph.D. Dissertation, University of Pennsylvania. Based on eighteen months of ethnographic research in a high school E.L.L. classroom, this study contributes to the fields of new literacies studies and critical pedagogy by showing how transnational Black youth theorize and negotiate intersections of racism, justice, and education. Drawing on a multidimensional approach for understanding how racism is reproduced and resisted across various domains of power (Collins, 2009), I show on how two young men from Haiti theorize the U.N. and INGO occupation of post-earthquake Haiti; a disjuncture between how Africa and Haiti are (mis)known in the U.S. and students' lived realities in their respective countries of origin; and finally, students' analysis of structural racism in the U.S. through a Justice for Trayvon unit I co-taught from March-May 2012, when Trayvon Martin, George Zimmerman, and Stand Your Ground became household names. I conclude by suggesting that we move toward a global l.a.w.s. (lessons against white supremacies) framework… [Direct]

Marx, Deanna (2018). Mentoring Latinx Students through Culturally Sustaining Pedagogies at a Predominately White Institution. ProQuest LLC, Ed.D. Dissertation, University of Missouri – Kansas City. Latinx students are enrolling in four-year higher education institutions at a rapidly increasing rate. However, an alarming low number complete their degrees. Institutional barriers such as racism, language discrimination, cultural conflict, privilege of citizenship, and lack of role models present challenges to degree completion for Latinx students. One important yet understudied mechanism of support is mentorship. Within a Latinx-dedicated mentoring program, this qualitative case study identified mentoring practices perceived by Latinx student mentees and their program mentors as facilitating degree completion. This study also determined the alignment of the identified practices with the framework of culturally sustaining pedagogies. Using culturally sustaining pedagogies as a framework can offer a theoretical based for mentoring programs supporting Latinx mentees' persistence toward degree completion. Culturally sustaining mentoring based on the concepts from this study may be… [Direct]

Jones, Kimberly (2016). The Experiences of College-Educated African-American Mothers Navigating the Way. ProQuest LLC, Ed.D. Dissertation, Northern Arizona University. This study was intended to provide a better understanding of the experiences of a purposeful sample of five college-educated African-American mothers and the impact of those experiences in college. They made meaning of their collegiate experiences and in turn, understanding from their experiences enhanced my knowledge as a better leader, and practitioner in higher education, assisting those like their sons in pursuit of a degree. This qualitative study used the conceptual framework of self-authorship and narrative inquiry to research the meanings of participants' experiences, collecting data through Grounded Theory, and analyzing these experiences into the theme of race that holds across all of the stories. Two open-ended, dialogical, one-on-one interviews were given to the five African-American women, whose ages ranged from 51 to 57 that divulged how they claimed their voice to overcome obstacles such as racism/stereotype while pursuing degrees and professional careers in law, art,… [Direct]

Roue, Bevin (2016). Subversion and Critical Distance: Black Speculative Fiction, White Pre-Service Teachers, and Anti-Racist Pedagogy. ProQuest LLC, Ph.D. Dissertation, Michigan State University. This dissertation examines representations of black lives in adolescent speculative fiction and explores what the genre offers to anti-racist teacher education. Situating my study at the intersections of literacy education and children's literature studies, I interrogate assumptions surrounding genre conventions adopted in multicultural education. I argue that the genre of black speculative fiction offer tools to the anti-racist educator because it tackles difficult issues surrounding systemic racism and privilege, yet does so in a manner that offers the potential for navigating white resistance strategies through the creation of literary spaces of inquiry. My framework, which theorizes the ability of multicultural speculative literature to critique systemic oppression, is built off two forces of the fantastic–subversion and critical distance. These competing and complementary forces provide readers with space in which to reflect on systemic oppression and hegemony. My dissertation… [Direct]

Milad Mohebali (2022). Who's Sick of What? Belonging in Pandemics, the Pandemic of Unbelonging. ProQuest LLC, Ph.D. Dissertation, The University of Iowa. This two-article dissertation explores and exploits the heterogeneity of the social world that becomes visible at times of crisis–in this case, the COVID-19 pandemic. The COVID-19 pandemic created a portal to study the dynamics of race and capitalism. In this dissertation, I conduct critical analyses of systems of oppression at the institutional level in article one and at the structural level in article two. In the first article, using critical qualitative research, particularly critical discourse analysis, I interrogate the ideological work of the rhetoric of science, technology, and medicine when the University of Iowa communicated its public good purpose at a time of crisis. I find that the University of Iowa communicated its scientific and medical research to advance a vision of the world where the COVID-19 crisis will be overcome by science, facilitated by professionals trained at the school, and the knowledge delivered from the university to the outside world. I critique the… [Direct]

Hana Sarran-Bridgemohan (2022). "Going Back to School Online Was a Very Scary Decision, but I Pushed My Fears Away and Went for It": A Critical Race Feminism Analysis of Adult, African American/Black Women's Experiences in Online Health Programs. ProQuest LLC, Ph.D. Dissertation, State University of New York at Buffalo. While there is research in the online environment on women's experiences (Muller, 2008), and African American/Black students more generally, (Kuo, 2014; Okwumabua, 2011), there is a critical gap with regards to the experiences of African American/Black women (Young, 2020; Ashong & Commander, 2012; Okwumabua, 2011). To address this gap, this qualitative narrative case study documented the nuanced experiences, interactions, and opportunities of African American/Black women enrolled in undergraduate online health programs at for-profit and public colleges, in a major Northeastern city. The focus on for-profit and public colleges informed how these contexts of online learning benefit and/or stagnate the potential and opportunities of African American/Black women. This study was framed by understandings of Critical Race Feminism and Andragogy. Data collection involved a two-part, semi-structured, in-depth interview, participants' multimodal online journals, and digital… [Direct]

McGee, Ebony O. (2016). Devalued Black and Latino Racial Identities: A By-Product of STEM College Culture?. American Educational Research Journal, v53 n6 p1626-1662 Dec. At some point most Black and Latino/a college students–even long-term high achievers–question their own abilities because of multiple forms of racial bias. The 38 high-achieving Black and Latino/a STEM study participants, who attended institutions with racially hostile academic spaces, deployed an arsenal of strategies (e.g., stereotype management) to deflect stereotyping and other racial assaults (e.g., racial microaggressions), which are particularly prevalent in STEM fields. These students rely heavily on coping strategies that alter their authentic racial identities but create internal turmoil. Institutions of higher education, including minority-serving schools, need to examine institutional racism and other structural barriers that damage the racial identities of Black and Latino/a students in STEM and cause lasting psychological strain…. [Direct]

Verschelden, Cia (2020). Bandwidth Recovery for Schools: Helping PreK-12 Students Regain Cognitive Resources Lost to Poverty, Trauma, Racism, and Social Marginalization. Stylus Publishing LLC Are students coming to your class lacking focus, having difficulty connecting with you and their peers, falling behind, or acting out when you instinctively feel they could do better? Do you sometimes feel like you don't have the capacity as a teacher or school leader to give students the support they need to learn and thrive? This book makes the case that societal realities–such as poverty, racism, and social marginalization–result in depleted cognitive resources for students and for those who are trying to help them succeed. Each of us has a finite amount of mental bandwidth, the cognitive resources that are available for learning, development, work, taking care of ourselves and our families, and everything else we have to do. These "attentional resources" are not about how smart we are but about how much of our brain power is available to us for the task at hand. When bandwidth is taken up by the stress of persistent economic insecurity or the negative experiences of… [Direct]

Bennell, Debra; Oliver, Rhonda; Rochecouste, Judith (2014). Is There Cultural Safety in Australian Universities?. International Journal of Higher Education, v3 n2 p153-166. This paper examines the cultural safety offered to Australian Aboriginal and Torres Strait Islander students within their university environments. In the context of this paper, cultural safety includes cultural competency, as recently subscribed by Universities Australia, and "extends beyond (to) cultural awareness and cultural sensitivity" (Bin Sellik, 2003, p. 210) and includes putting in place explicit measures to address racism of all types. Informing this study were interviews and an online survey conducted with Aboriginal students and staff members of Aboriginal centres which formed part of a larger study investigating the "Transition of Aboriginal and Torres Strait Islander Students into Higher Education" (Oliver et al., 2013a; 2013b). Their responses provided evidence suggesting overt and covert experiences of racism, exclusion and cultural isolation indicating that there is still much to be done before cultural safety is truly attained in our… [PDF]

Casinader, Niranjan R.; Walsh, Lucas (2015). Teacher Transculturalism and Cultural Difference: Addressing Racism in Australian Schools. International Education Journal: Comparative Perspectives, v14 n2 p51-62. The increasing cultural diversity of students in Australia's schools is one of the salient changes in education over the last 30 years. In 2011, nearly half of all Australians had one or more parents born overseas, with migration from China, the Indian subcontinent and Africa increasing during the early 2000s (Australian Bureau of Statistics, 2012). However, despite these long established patterns of exposure to a multicultural environment, the incidence of racism experienced by children in Australian schools remains highly problematic. Recent research has shown that around 70% of school students witness or experience some form of racism (Mansouri, Jenkins, Morgan & Taouk, 2009). This paper argues that, although the reasons for this persistent marginalisation of cultural difference are multivariate, the background attitudes of teacher educators cannot be ignored. It posits that, in line with recent research (Casinader, 2014), the development and awareness of transcultural modes… [PDF] [Direct]

Firmin, Michael W.; Rose, Stephanie Firebaugh (2016). Racism in Interracial Dating: A Case Study in Southern Culture and Fundamentalism. Christian Higher Education, v15 n3 p140-152. This article presents a case study of Bob Jones University (BJU), a fundamentalist Christian institution located in South Carolina that is known within the context of U.S. higher education for its conservatism on multiple levels. Our analysis traces the beliefs of the institution's founder and subsequent leaders, in addition to particular religious, cultural, and social influences, all of which shaped BJU's institutional policies, including the university's racial practices. We believe that BJU's policies can best be understood from the contexts of two primary influential forces: its Southern cultural heritage (specifically, the culture-of-honor that has existed within the Deep South of the United States) combined with its fundamentalist moorings. Although BJU's policies have historically differed markedly from other Christian institutions regarding racism, we believe that the present study may be helpful in illustrating important historical lessons that possess potential… [Direct]

Hardee, Sheri C.; Johnson, Lauren C.; McFaden, Kelly L.; Whitaker, Westry (2018). The Southern Mind and the Savage Ideal: Deconstructing Identities of Place in the Cracker State. Teaching Education, v29 n4 p407-420. This qualitative study discusses one Southern college of education and its engagement with White supremacy. This research stemmed from the Institution's publication of an offensive catalog cover and the subsequent reactions to its inherent racism. Following this incident, our institution was dubbed 'Cracker State' in the media, informing our decision to analyze the historical connotations of this term for our pre-service educators. Utilizing Critical Whiteness Studies and Southern epistemology frameworks, we reconceptualize White Fragility while pulling from this experience and data collected to advance a strategy for confronting Southern White supremacy. Participants included 154 majority White and female students. Data stemmed from document analysis and two years of empirical data drawn from classroom discussions and student assignments. Due to the demographics and location of our college, we utilize the autobiographical demand of place and pay particular attention to understanding… [Direct]

Simon, Eric (2022). Black, Qualified, and Capable: An Exploration of the Journey to Becoming a Chief Business Officer in Post-Secondary Education. ProQuest LLC, Ph.D. Dissertation, Illinois State University. Regardless of type or student body size, every college or university relies on a chief business officer (CBO) to manage resources and lead most day-to-day operations. Unfortunately, demographic employment reports show that a high percentage of college and university CBOs are White, and a low percentage are Black (College and University Professional Association for Human Resources, CUPA-HR, 2019; National Association of College and University Business Officers, NACUBO, 2016). This qualitative narrative study applied critical race theory, social cognitive career theory: interest development and self-development models, and the social capital theory along with the implicit bias conceptual model to analyze the narrative content about the processes that Black, qualified, and capable men and women experienced, along with the barriers they had to navigate, to become a CBO. The study found that while there were apparent differences in how the participants discovered the CBO profession, the… [Direct]

Brandi Pineda (2022). Principals' Perceptions of How to Reduce Discipline Disparities for Black Students. ProQuest LLC, Ed.D. Dissertation, Walden University. Disparity exists in disciplinary actions taken toward Black students compared to White students in the public schools of a county school district in a Southwest U.S. state. Successful school leadership practices are needed to minimize the disproportionality of Black students being expelled, suspended, and routed to the school-to-prison pipeline. The purpose of this basic qualitative case study was to explore school leaders' perceptions of how to reduce the disciplinary actions taken with Black students in the public schools of a county school district in a Southwest U.S. state. The conceptual framework was critical race theory. The research questions addressed: (a) what strategies school leaders used (if any) to reduce discipline referral rates, including suspensions, among Black students and (b) obstacles school leaders perceived to reducing discipline referral and suspension rates among Black students. Data were collected from semistructured, in-depth, one-on-one interviews with… [Direct]

Jesse C. Moland Jr. (2022). Perceptions of Their Experiences with the Digital Divide: A Hermeneutic Phenomenology of First-Year College Students. ProQuest LLC, Ed.D. Dissertation, Oral Roberts University. Purpose and Method of Study: The digital divide is a result and manifestation of inequality in American society and the educational system. While there is an abundance of quantitative research that confirms the existence of the digital divide, there is very little qualitative research that addresses students' lived experiences. As such, this study seeks to gather, understand, and interpret the experiences of students whom the digital divide has impacted. This hermeneutic phenomenology, built upon a theoretical framework of equity theory, critical theory, and critical race theory, is uniquely equipped to interpret and convey the experiences of its participants. By providing a means for the voices of marginalized individuals to be presented as crafted stories, this study compels the reader to rethink their understanding of the digital divide and view it through a lens fashioned by those who experienced it. Findings and Conclusions: Four common ideas surfaced from the interviews:… [Direct]

Sabrina Johnson (2022). Urban Administrators Perspectives of Exclusionary Discipline Techniques and the School-to-Prison Pipeline. ProQuest LLC, Ph.D. Dissertation, Walden University. There is an overrepresentation of elementary-age, Black boys being suspended across the United States. Researchers have found that if these boys are disconnected from school at an early age, they are at risk of becoming part of the school-to-prison pipeline (STPP). Educators, particularly those in urban settings, need to understand more about the use of exclusionary discipline policies and practices. The purpose of this generic qualitative study was to understand how urban educators consider the consequences of exclusionary discipline practices and the overrepresentation of elementary-age, Black boys who receive them compared to others. Critical race theory informed this study. Ten administrators who had 2-20 years' experience as administrators working with an urban school demographic were interviewed; all were from one school district in the western United States. Open and in vivo coding were used to support thematic analyses. The urban administrators described struggling to… [Direct]

Christopher N. Hall (2022). Substantially Silent: Exploring the Variability of "Voice" at the Intersection of Race and Dis/Ability in a Restrictive Special Education Placement. ProQuest LLC, Ph.D. Dissertation, University of Massachusetts Boston. The overrepresentation of Black students in special education, particularly in the most restrictive educational placements, is well documented in the literature. In addition, Black students are disproportionately placed into far more segregated educational spaces than their same-aged White peers with similar dis/ability labels. With limited qualitative studies that center the voices of students of color labelled as severely disabled in restrictive educational settings, informed by the tenets of Disability Studies in Education (DSE), this study adds to the growing body of research foregrounding the voices of individuals with dis/abilities in telling their own story from their perspective through narrative portraiture. This inquiry uses a Disability Studies and Critical Race Theory in Education (DisCrit) framework to analyze the lived educational experiences of a Black high school student labeled as severely disabled, his mother, and his former teacher to explore how race, dis/ability,… [Direct]

Kamilah Limber Williams (2022). The Role Academic Strategies Play in the First Year College Experience of African American Males with ADHD. ProQuest LLC, D.Ed. Dissertation, Bradley University. First-year African American males with ADHD do not persist beyond the first year of college due to barriers experienced in PWI environments. The purpose of the qualitative phenomenological action research study with a disability critical race theory framework was to investigate the role educational strategies played in the college experience of first-year African American males with attention deficit hyperactivity disorder (ADHD). The study examined five research questions. How do African American males with ADHD describe their first-year college experience? During the first year of a college experience, what factors do African American males with ADHD see as contributing or not contributing to academic success, and how often do African American male college students with ADHD request assistance for academic strategy support such as time management, tutoring support service, and test-taking strategies. For African-American male college students with ADHD, what is the process for… [Direct]

Kamau Jamal Abercrombia (2022). Black Premedical Student Retention: Exploring Campus Support Programming through the Eyes of the Student. ProQuest LLC, Ed.D. Dissertation, University of Southern California. In the United States, there is a disproportionately low number of Black physicians in comparison to the demographic composition of Black people in the nation. This underrepresentation gap is result of historic systemic racism that led to Black people being abused and left out of healthcare and medical education. Despite improvement in healthcare and educational since the Civil Rights era, the underrepresentation gap amongst physicians persists. While the causes and solutions for the underrepresentation gap are multifactorial, one avenue of exploration is in how universities support Black student persistence in premedical education. Under the framework of Critical Race Theory, this study addresses the research question "what are Black premed students' experiences and perceptions of support programming at public universities in the state of California". The purpose of this study was to identify opportunities to enhance support for Black premedical students by utilizing their… [Direct]

Adewumi, Barbara; Agyeman, Evangeline; Alabi, Aisha; Bailey, Laura R.; Jeyasingh, Miriam; Konadu-Mensah, Collins; Lavini√®re, Wayne; Mighton, Patrice; Mires-Richards, Emma; Quinlan, Kathleen M.; Shortridge, Tore; Thomas, Dave S. P.; Wassamba-Wabelua, Nain (2022). Cross-Disciplinary, Collaborative and Student-Led: Developing a Change Process for Diversifying Reading Lists. London Review of Education, v20 n1. Increasingly across many UK higher education institutions staff and students are questioning and challenging systemic inequalities that affect racially minoritised groups in their learning and sense of belonging within the curriculum. Students are calling for inclusion of diverse sources of knowledge and perspectives, especially from scholars of colour and from the Global South, to enrich what is currently perceived to be a Eurocentric canon. One way to promote more culturally aligned pedagogy is through diversifying reading lists. This article presents findings from two pilot studies that explored the reading lists in one department in social sciences and one in the humanities at the University of Kent, UK. Applying critical race theory as a guiding framework, the first part of the article examines the ways in which a diverse curriculum must include the voices of the marginalised. It then describes the methods: a desk-based review of the reading lists, interviews with academics to… [PDF]

Ashley Marie Davis (2022). Culture of Care and Prosocial Leadership: Autoethnography of an Elementary School Principal Navigating COVID-19. ProQuest LLC, Ed.D. Dissertation, Portland State University. Since 2016, I have been serving as principal at Davis Elementary School, a Title 1 school in Portland, Oregon. This autoethnography is a reflective account of my role as a principal during COVID-19 school closures and reopening. School systems and school leaders had to become more adaptive to change and had to find ways to creatively deal with COVID-19 challenges. Utilizing the conceptual frameworks of (a) culture of care informed by the constructs of ethic of care, cultural wealth in critical race theory, and culturally responsive leadership; and (b) prosocial leadership, this autoethnography used self-reflection and thematic analysis to elucidate the shared experiences and challenges of many education professionals. Through writing this autoethnography, I explored my own entanglements in the day-to-day nuances of addressing a crisis never before experienced by our modern educational system. Thematic analysis revealed an overarching theme of an ethic of care that undergirded all… [Direct]

Lorraine Garcia (2022). Inequitable Access to an Equitable Education: One District's Journey toward Overcoming the Disproportionate Representation of Latinx Students in Special Education. ProQuest LLC, Ed.D. Dissertation, California State Polytechnic University, Pomona. Latinx students are being over-identified as students with disabilities in our current K-12 educational system by as much as eight times that of their White peers. Students served in a more restrictive environment, such as special education, see poorer outcomes than those in a general education setting; therefore, expanding equitable access and opportunities through the use of a tiered system is the best approach to support Latinx students. Race (Cole et al., 2021; Kramarczuk Voulgarides et al., 2017). As the student population continues to diversify, Latinx students face challenges in our education system that have not been addressed (Kramarczuk Voulgarides et al., 2017). Using Critical Race Theory and Latinx Critical Theory as a framework, the purpose of this study was to follow one district's journey as they begin to implement a tiered system of support to address their current status of significant disproportionality for overidentifying Latinx students in special education. The… [Direct]

Aretha Eileen Costley (2022). Inconspicuous: A Qualitative Study Examining Black Women's Experiences in the United States Androcentric STEM Domain. ProQuest LLC, Ed.D. Dissertation, Grand Canyon University. The purpose of this qualitative descriptive study was to understand better the experiences of Black women, their unique encounters caused by the intersectionality of their race and gender, and the support strategies they rely on to navigate the environment of the United States STEM field. The study's theoretical foundations were the Critical Race Theory (CRT) and Intersectionality Theory. The lack of research concerning Black women's experiences in the STEM domain precipitated its exploration to expand the literature. The study included three research questions. First, how do Black women describe their experiences in the STEM domain? Second, how do Black women describe their unique encounters caused by the intersectionality of their race and gender in the STEM domain? Thirdly, how do Black women describe the support systems they use to navigate the androcentric STEM domain? Purposive and limited snowball sampling was used to select 16 Black women to participate in the study because… [Direct]

Marissa Luna Lopez (2023). Critical Race Counterstories: Testimonios and Platicas with Latina Teachers in Rural Central California. ProQuest LLC, Ed.D. Dissertation, University of California, Davis. The California educational system is facing a major problem of diversity and representation in the teacher workforce. Latina/o children make up more than half of the population of students in California's public school system, yet their teachers do not mirror this population (CDE, 2022). According to the California Department of Education, (CDE, n.d.), this teacher-student demographic mismatch is especially pronounced in rural Central California, specifically Merced County. When discussing the diversification of the teacher workforce, the literature and research has often focused on the disparities, barriers, or lack of opportunities faced by Latinas/os and other people of color. While this is important to understand, it is also important to understand what went right for Latinas/os who entered the workforce as credentialed teachers. To know what went right, a different kind of story, one of success despite so many barriers or limitations, must be told. This type of story is the… [Direct]

Sheena R. Harvey (2023). First-Generation Low-Income (FGLI) US Black College Women's Social Capital. ProQuest LLC, Ph.D. Dissertation, University of Nevada, Reno. Black college students' social engagement navigation in higher education is met with challenges at many colleges and universities. Students from racial minority backgrounds and low-income families face a disparity in social capital gain during their enrollment at higher education institutions. This reality has led to constant reproduction of social difficulty for first-generation low-income Black students that are enrolled in higher education. The first-generation low-income (FGLI) US Black college women in this study overcame many obstacles to obtain their self-developed social networks and individual connections to the four-year public predominately White institution (PWI) they attended. This study explored ten FGLI US Black college women perspectives on bridging and bonding social capital while participating in collegiate fitness programs at a predominately White Institution (PWI). The participants identified social networks within collegiate fitness programs and on campus as… [Direct]

Chalmers, Jennifer (2023). Teaching Middle School Students about Racism and Slavery in Colonial America. ProQuest LLC, Ed.D. Dissertation, Boston University. Social studies teachers in the United States are often unprepared or hesitant to teach about race and racism. This is especially true among White teachers. If teachers are to teach American history, they must be prepared to teach about race and racism, starting with the construction of race in Colonial America and continuing to emphasize the prevalence of racism throughout American history and today. This dissertation was a critical participatory action research study of two White teachers who tried to improve their teaching about race, racism, and slavery in Colonial America in the context of a White Jewish private middle school. The study asked how the teachers collaborated, how their unit changed over two years, and how student responses changed. Data were collected through interviews with teachers and students, during recorded teacher planning meetings, through classroom observations, and by collecting classroom artifacts. Qualitative analysis through the lens of Critical Race… [Direct]

Famely, Kathryn (2023). The Role of Trust & Collaboration in Culturally Responsive School Leadership. ProQuest LLC, Ed.D. Dissertation, Boston University. In the past three years, educational leaders in the United States were called to fight for equity and dismantle the oppressive systemic racism that afflict our schools. Yet, as so many of our school leaders and educators are White, they feel unprepared to confront the historic and evolving problem of racial inequality that has frequently been viewed as a "Black problem" (Singleton, 2015, p. 37). With a renewed commitment to educational equity, school leaders are seeking ways to build less divisive and more inclusive schools. This qualitative study describes the role of trust and collaboration in developing culturally responsive school leadership through the perceptions, beliefs, dispositions, and strategies of five school leaders. This study is a narrative inquiry into the experiences of five current school leaders in Massachusetts collected from interviews from June-October 2022. Their staff were also surveyed electronically. Participants were selected based on the… [Direct]