DeMatthews, David E. (2016). The Racial Discipline Gap: Critically Examining Policy, Culture, and Leadership in a Struggling Urban District. Journal of Cases in Educational Leadership, v19 n2 p82-96 Jun. Exclusionary discipline and the implementation of zero-tolerance policies are disproportionately used against African American students and other marginalized groups. This case involves an urban school district with historically high rates of suspension, a low-performing middle school, and a new principal seeking to create a more socially just school. The case draws upon critical race theory and social justice leadership to explore issues related to urban education, discipline policy, racism, deficit thinking, and community engagement. The case raises important questions related to educational policy and principal preparation…. [Direct]

Chen, Angela Chuan-Ru; Rhoads, Robert A. (2016). Undocumented Student Allies and Transformative Resistance: A Ethnographic Case Study. Review of Higher Education, v39 n4 p515-542 Sum. This article examines staff and faculty allies working to help meet the needs of undocumented students at a large research university in the western region of the U.S. Drawing on scholarly work rooted in critical race theory and ethnic studies, the authors highlight forms of transformative resistance. They focus on four key findings: (1) student activism as a catalyst for staff and faculty engagement; (2) confronting contradictions and raising consciousness; (3) developing more supportive policies and programs; and (4) collaborating with organizations and communities beyond the university…. [Direct]

Bullock, Erika C.; Jett, Christopher C.; Larnell, Gregory V. (2016). Rethinking Teaching and Learning Mathematics for Social Justice from a Critical Race Perspective. Journal of Education, v196 n1 p19-29. What is teaching and learning mathematics for social justice (TLMSJ)? How has TLMSJ been taken up in mathematics education–both historically and contemporarily? Along with unpacking these two central questions, this article assesses the current capacity and stance of TLMSJ toward addressing issues of racial injustice. The authors begin with an overview of TLMSJ as an epistemic perspective and introduce an analytical lens based on selected tenets of critical race theory. This lens is then used to examine extant TLMSJ scholarship toward broadening the possibilities of justice-oriented scholarship in mathematics education…. [Direct]

Holland, Syreeta R. (2017). A Qualitative Analysis of African-American High School Students' Transitioning from Middle School to High School in an Urban Private High School Setting. ProQuest LLC, Ed.D. Dissertation, Lindenwood University. Research indicated the transition from eighth grade into ninth grade can be a difficult time for students. His Grace High School (HGHS) ninth grade students illustrated this difficulty. The purpose of this study was to examine African American student and parent perceptions regarding the transition process into high school. Currently, all students and parents at HGHS participate in a two-part orientation session to prepare and acclimate to the new school community and learning environments. Orientation sessions are facilitated by predominately African American staff members; however, the premise of the session was developed and implemented by Caucasian staff and faculty. Furthermore, the manner in which the information is developed and shared with the African American students and parents does not consider or address the cultural needs of African American parents and students. Critical Race Theory, CRT, was used to measure inequality in education. According to Hiraldo (1994) scholars… [Direct]

Arday, Jason (2018). Dismantling Power and Privilege through Reflexivity: Negotiating Normative Whiteness, the Eurocentric Curriculum and Racial Micro-Aggressions within the Academy. Whiteness and Education, v3 n2 p141-161. The challenging of normative Whiteness is paramount in dismantling the cycle of inequality that permeates society. The persistent and operant nature of Whiteness within the Academy is enduring and depicts faculty of colour as deficient or incapable. The articulation of racialised experiences has become an instrument of empowerment for faculty of colour in an attempt to reclaim power and disrupt the operant tools of Whiteness. This paper employs a Critical Race Theory (CRT) a storytelling method, which operates as a counter-narrative in attempting to conceptualise my own professional experiences of negotiating normative Whiteness, diversifying Eurocentric curricula and conceptualising the racial mirco-aggression. The narratives proffered demonstrate the subtle but powerful ways in racism unfolds within in the Academy and the nuanced, everyday forms of racism that persist against a backdrop of Whiteness. Deconstructing oppressive, racialised structures is central to the belief that… [Direct]

Marfo, Lauren Akosua Brako (2021). Finding Academic, Personal, Professional Identities: Phenomenological Study of K-12 Public School Teachers of African Descent. ProQuest LLC, Ed.D. Dissertation, Northcentral University. Teachers of African descent encounter obstacles such as lack of representation, microaggressions, myths and alienation within their profession and have multifaceted experiences that hinder or advance their identity development. Fifteen teachers of African descent from New York City were interviewed. The conceptual framework used for this study integrated critical race theory (CRT) which illuminated class and race discrepancies highlighting the experiences of racial inequity within the lives of students. NVivo 12 was used to code and analyze the data and explore themes. For professional identity the themes were: robust teaching schedule, microaggressions on the job, future prospects post-teaching, teacher mentorship, and pedagogy empowering Black and Brown students. For academic identity the themes were: academic performance through trauma, microaggressions/structural and institutionalized racism in an academic setting, value of education, provided learning experiences/enrichment, and… [Direct]

Abra√≠do-Lanza, Ana F.; Chebli, Perla; Kwon, Simona C.; Misra, Supriya; Trinh-Shevrin, Chau; Yi, Stella S. (2021). Structural Racism and Immigrant Health in the United States. Health Education & Behavior, v48 n3 p332-341 Jun. Immigration has been historically and contemporarily racialized in the United States. Although each immigrant group has unique histories, current patterns, and specific experiences, racialized immigrant groups such as Latino, Asian, and Arab immigrants all experience health inequities that are not solely due to nativity or years of residence but also influenced by conditional citizenship and subjective sense of belonging or othering. Critical race theory and intersectionality provide a critical lens to consider how structural racism might uniquely impact the health of racialized immigrants, and to understand and intervene on the interlocking systems that shape these shared experiences and health consequences. We build on and synthesize the work of prior scholars to advance how society codifies structural disadvantages for racialized immigrants into governmental and institutional policies and how that affects health via three key pathways that emerged from our review of the… [Direct]

Amezcua, Rosalva D. (2021). From the Community College to the Ed.D.: Navigationally Resistant Chicanas. ProQuest LLC, Ed.D. Dissertation, San Diego State University. This qualitative study explored the lived experiences of Chicana community college students who transferred to a four-year institution earning a baccalaureate degree and eventually a doctorate degree of education (Ed.D.). Their stories were viewed using Critical Race Theory (CRT), Latino Critical Theory (LatCrit), and Community Cultural Wealth Theory within a psychosociocultural framework. The literature reviewed indicates that universities espouse educational values that conflict with Chicana cultural values creating a cultural incongruity. At the doctoral level, Latinas have reported challenges navigating a conservative, restrictive, and racist environment. The culmination of these factors may be a reason for their low representation in higher education. Using a phenomenological approach, two semi-structured interviews were conducted online with 10 Chicanas from the southwest on their undergraduate and graduate experiences. Data analysis revealed four emergent themes that capture… [Direct]

Nichols, Sandra C. (2021). A Three Cord Strand: Three Generations of Black Women's Educational Experiences in Mississippi. Journal of Research in Rural Education, v37 n7 p4-14. This article depicts a qualitative narrative study that reflects on the educational paths followed by three generations of Black women from rural Mississippi. The purpose of this study was to expand the documented footprint of Black women's educational experiences in the rural Deep South by exploring my own educational experiences as a researcher and as a participant as well as the experiences of women in my immediate family. Reflections, connections, and analyses address 20 years of lived experience in Mississippi school systems. The intersectionality of critical race theory (CRT) rooted in Black feminist theory provided the theoretical framework. The research questions addressed were: What are the similarities and differences among three generations of Black women educated in Mississippi? How can this information assist us to better understand the historical and present intersectional struggles of Black education in rural areas? The intersections of gender and race were explored…. [Direct]

Akenson, Ashley B.; Hagerman, Dana; Martin-Thomsen, T. Camille; McPhee, Siobhan Rachel; Scagnetti, Gaia (2021). The Scholarship of Critique and Power. Teaching & Learning Inquiry, v9 n1 p279-294. Critique can be defined as disciplinary feedback, analysis, or assessment provided to an individual or within a group, be it a classroom or a team. At a fundamental level, it is an exchange of ideas, impressions, evaluations, opinions, reflections, judgments, speculations, or suggestions to oneself or between two or more participants in a defined context. Scholars describe critique as a signature pedagogy in many disciplines, a cornerstone of the educational experience. There has been scant critical analysis of how critique also represents a performance of power with roots in positions of authority, expertise, or assigned roles. Such power dynamics have been explored in some areas within SoTL, for example in scholarship on assessment, epistemic disobedience, social justice, feminist pedagogies, and critical race theory. However, this has not been the case generally within the scholarship on critique. To better understand the dimensions of power in the context of critique we developed… [PDF]

Chameeka Nichelle Smith (2021). Yes, Rural Communities Do Have African American Male School Leaders. ProQuest LLC, Ed.D. Dissertation, The University of North Carolina at Greensboro. The purpose of my study is to explore the lived experiences, challenges, and opportunities of African American male school leaders leading in rural schools in North Carolina. My study looks at the intersection of identity in which a school leader in a rural community is an African American male. African American males face numerous barriers in education, yet my eight participants overcame obstacles to lead schools and address the unique challenges associated with rural school leadership. Utilizing the theoretical framework of Critical Race Theory, my eight participants from five school districts shared their lived experiences of leading as rural school leaders. Equally, my study participants shared their beliefs regarding the underrepresentation of African American boys in the field of education. Utilizing basic qualitative research with elements of phenomenology, I conducted eight 60- to 90-minute semi-structured, open-ended interviews to create these counternarratives of African… [Direct]

Bondi, Stephanie; Patton, Lori D. (2015). Nice White Men or Social Justice Allies?: Using Critical Race Theory to Examine How White Male Faculty and Administrators Engage in Ally Work. Race, Ethnicity and Education, v18 n4 p488-514. Numerous scholars have offered definitions and perspectives for White people to be or become social justice allies. The purpose of this study was to examine the complicated realities that social justice allies in higher education face when working on campus. Using a critical interpretivist approach grounded in critical race theory, the authors intepret participants constructions of allies and ally work and draw larger implications for these constructions and their capacity to disrupt and uphold systems of oppression and injustice. In examining the experiences of White male faculty and administrators who shared how they constructed and made meaning of the complexities embedded in ally work, we found that participants situated ally work at individual, rather than institutional levels. Findings also revealed the paradox of engaging in ally work, which involved few risks and sacrifices, but greater rewards for being perceived as "good" people. Finally, ally work was viewed as… [Direct]

Rivera-McCutchen, Rosa L. (2021). "We Don't Got Time for Grumbling": Toward an Ethic of Radical Care in Urban School Leadership. Educational Administration Quarterly, v57 n2 p257-289 Apr. Purpose: This article presents a case study of a successful Black male public urban school principal, offering a counterstory to discourses of failure in urban schools. I build on scholars' work in critical caring, the Black principalship, and radical hope to call for an expansion of narrow frameworks of effective school leadership to include an ethic of "radical care" within urban school leadership. Method: This study represents a counterstory in the tradition of critical race theory, centering the voice and perspectives of a Black male urban school principal. Using ethnographic research methods, this case study was based on prolonged and embedded engagement in the field including observations, informal and formal interviews, and document review. Data were collected and analyzed over a 2-year period. Findings: Five components of effective school leadership emerged from analysis of the data that, taken together, can be described as a "radical care" framework…. [Direct]

Hannegan-Martinez, Sharim; Heilig, Julian Vasquez; Matias, Cheryl E. (2022). Interrogating Democracy, Education, and Modern White Supremacy: A (Re)Constitution toward Racially Just Democratic Teacher Education. Teachers College Record, v124 n3 p207-236 Mar. Background/Context: Almost 100 years ago, John Dewey advocated for a democratic U.S. educational system, one that echoed the tenets of the U.S. Constitution and achieved an ethical ideal by inviting participation of all students. Yet the U.S. educational system continues to stop short of this goal insofar as students of Color–especially those in urban school districts–disproportionately face obstacles not so encountered by white students. Purpose/Focus of Study: If democracy in the United States is characterized by freedom, equality, and liberty, the inherent question is whether these rights are enjoyed in equivalent degrees among all citizens against the context of white nationalist marches, police brutality, racially targeted mass shootings, and racial bias in education and society. Setting: Despite historical strides in civil rights, today's United States has become increasingly racialized and–some would argue–indicative of a neo-fascist climate wherein whiteness and white… [Direct]

Julio Fregoso (2022). Pushing Through: Graduate Degree Aspirations for Community College Transfer Students of Color. ProQuest LLC, Ph.D. Dissertation, University of California, Los Angeles. Enrollment of vertical transfer students across four-year colleges and universities has been increasing over the past decade (Shapiro et al., 2018). From 2012 to 2017, data from the Beginning Postsecondary Students (BPS) survey showed that White students represented the largest group of transfers to four-year colleges and universities. Racial and ethnic minoritized populations continue to face challenges in successfully transferring to a four-year from a two-year institution due to systemic barriers (Crisp, Potter, Robertson, & Carales, 2020); and students of color who do successfully transfer from a two-year into a four-year face additional barriers that stem from institutional racism and lack of a transfer receptive culture (Jain, Herrera, Bernal, & Solorzano, 2011; Umbach, Tuchmayer, Clayton, & Smith, 2018; Wawrzyski & Sedlacek, 2003). This study aimed to identify factors that shape and sustain the graduate degree aspirations of community college transfer students… [Direct]

Chantelle M. Grace (2022). "You Can't Fix What You Can't Talk About": Developing Social Studies Teachers' Racial-Pedagogical-Content Knowledge. ProQuest LLC, Ph.D. Dissertation, University of Georgia. Social studies classrooms are often lauded as ideal spaces where productive conversations centered around race/ism can, and should occur. Unfortunately, social studies classrooms have yet to live up to this reality as traditional social studies instruction–a type of standards-based instruction characterized by lectures, rote memorization, and linear master narratives–continues to persist, doing very little to address enduring racial injustices facing society. Social studies researchers over the years have suggested inquiry as an effective pedagogical approach for teaching about racial issues in the classroom; however, before social studies teachers can enact what the author refers to as "critical race inquiries," they would need to possess a sophisticated amount of what Chandler (2015) called racial-pedagogical-content knowledge (RPCK). Using a design-based research methodological approach, the author developed a professional development intervention informed by critical… [Direct]

Veella R. Grooms (2022). Overcoming Whiteness: An Autoethnographic Account of a Black Female Administrator's Journey at a Community and Technical College. ProQuest LLC, Ed.D. Dissertation, University of Pittsburgh. Black and racially minority women are underrepresented in administrative positions of authority in higher education, especially at predominantly white institutions (PWIs). These women are forced to work in environments of articulated boundaries that do not permit their voices or perspectives to be heard and they are overwhelmingly disregarded, in comparison to their white counterparts, as competent leaders mainly because of their intersectionality with race and gender. Consequently, Black and racially minoritized women struggle to be included, accepted, and respected as higher education professionals. Additionally, the experiences of Black and racially minoritized women are the result of an environment that encourages discrimination, isolation and exclusion. As a result, Black and racially minoritized women experience feelings of insecurity and invisibility and often self-segregate in order to survive in the environment. While each racially minoritized women encounters differing… [Direct]

Mary Katharine Brasche (2022). White Blindness: An Investigation into Teacher Whiteness and Racial Ignorance. ProQuest LLC, Ed.D. Dissertation, University of South Carolina. White supremacy and domination are the backbone foundation of the United States and have been long documented in its history. The prevalence of whiteness and white supremacy is not isolated to social situations or commerce but fundamentally ingrained in the education system. While "Brown v. the Board of Education" abolished the notion of separate but equal, the education of a diverse American student population remains predominantly at the hands of white, female educators. This action research study, using an investigative mixed-methods design, attempted to address educator whiteness at a small, rural high school in the Southeastern United States. Treatment participants were assigned reading from a commonly used social justice text that was then discussed in a series of discussion groups. Constructs such as white supremacy, racism, and culturally relevant pedagogy were addressed and discussed by the all-white female veteran teachers. The framework that guided the research… [Direct]

Thao, Mai Chao (2017). A Narrative Study on the Experiences of Hmong Female College Students. ProQuest LLC, Ed.D. Dissertation, Drexel University. Since their settlement in the United States, Hmong American women have established themselves in professional organizations across various disciplines as lawyers, teachers, university professors, medical doctors, and political leaders. However, the data on the education achievement of Hmong American women reveal that Hmong American women have one of the lowest educational attainments. According to the 2015 American Community Survey, 20.8% of Hmong American women ages 25 and over has a bachelor or higher degree, whereas 31.9% of White women, 22.4% of Black women and 16.1% of Hispanic women the ages 25 or over. This study will explore, through narrative inquiry, the educational experiences of Hmong American women in college or university; focusing on understanding how their gender and cultural roles influence their educational experiences. This study is guided by the following three question research questions: (1) What do the stories told by Hmong American women reveal about their… [Direct]

D'Arcy, Kate (2017). Using Counter-Stories to Challenge Stock Stories about Traveller Families. Race, Ethnicity and Education, v20 n5 p636-649. Critical Race Theory (CRT) is formed from a series of different methodological tools to expose and address racism and discrimination. Counter-stories are one of these tools. This article considers the potential of counter-stories as a methodological, theoretical and practical tool to analyse existing educational inequalities for Traveller communities. Although discrimination towards Traveller communities is well documented, there has been limited use of CRT to examine this position and challenge the social injustice they experience. In this article "stock stories", or commonly held assumptions and stereotypes about Traveller communities are highlighted and refuted with Travellers' own accounts. It is hoped this article will dispel stock stories, raise awareness of the real inequalities Travellers face and inform methodological debate…. [Direct]

Cho, Hyesun (2017). Racism and Linguicism: Engaging Language Minority Pre-Service Teachers in Counter-Storytelling. Race, Ethnicity and Education, v20 n5 p666-680. This study examines how language minority pre-service teachers engaged in the discussion of racism and linguicism through counter-storytelling informed by Critical Race Theory (CRT). Counter-stories can act as a medium through which minority students can unpack the power relations embedded in academic learning. This study also explores ways in which having a language minority teacher educator with a similar background facilitated the discussion of race and native speaker status. Drawing on co-teaching experience with a white teacher educator, I suggest that the teaching of race and language be not only about racialized and linguistic identity of instructors, but pedagogical approaches and strategies through counter-stories that actively foster critical reflection on power imbalance inherent in schools…. [Direct]

Allen, Walter R.; Haslerig, Siduri Jayaram; Vue, Rican (2017). Affirming Race, Diversity, and Equity through Black and Latinx Students' Lived Experiences. American Educational Research Journal, v54 n5 p868-903 Oct. Immediately after President Obama's successful campaign, many hypothesized that the United States had entered a post-racial era. This study uses critical race theory to examine how high-achieving Black and Latinx college students make meaning of and navigate affirmative action policy discourses in an era of colorblind racial politics. Semi-structured interviews with 46 alumni of two race-conscious college access programs illustrate how participants employ a race-conscious framework that affirms the reality of race-conscious policies. Their discourse addressing race, intersectionality, and equity disrupts colorblind ideology. Connecting our analysis to the current social landscape, we argue intersectionality offers a framework for engaging politics of accountability. In the conclusion, we conceptually distinguish between post-racial era conditions and post-race (or post-racist) aspirations…. [Direct]

Martell, Christopher C.; Stevens, Kaylene M. (2017). Equity- and Tolerance-Oriented Teachers: Approaches to Teaching Race in the Social Studies Classroom. Theory and Research in Social Education, v45 n4 p489-516. In this interpretative case study, the researchers examined the beliefs and practices of 10 self-identifying race-conscious social studies teachers. Using critical race theory as the lens, the researchers found that most of the teachers made race explicit in their classrooms by including race in units not typically considered race-related and focusing on the relationship between race and inequity. Additionally, while all of the teachers made race a central theme in their classrooms, there was a division between teachers who emphasized working against individual prejudice (tolerance-oriented) and against racial inequity (equity-oriented). This study adds to the growing research on teaching race in social studies and offers new evidence on how teachers present race and racism differently across school contexts…. [Direct]

Mullaney, Trish Morita; Nguyen, Ngoc-Diep T. (2017). A Stairway of Peripheral Sticks: An Exploratory Narrative Inquiry of Female Asian/American School Leadership Strategies. AERA Online Paper Repository, Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017). This exploratory narrative inquiry examines the experiences of Asian/American female school and district leaders as they mediate racism and sexism. Grounded in Asia Critical Race Theory (AsianCrit) and feminism, this study theorizes how Asian/American women are ascribed as hard-working and subservient "lapdogs," while simultaneously resisting and reproducing this institutional positioning. This resistance informs their individual racialized and gendered identities which shapes their leadership praxis. Asian female leaders lack collegial racial affinity groups, leading to relative isolation that is addressed through hard work, institutional loyalty and working with Asian/American networks outside of school leadership. Implications point to the need to expand our understanding of leadership frameworks that include the experiences of Asian/American women of color…. [Direct]

Christopher Cruz Cullari (2020). Centering the Student in Developmental Education: Student Perceptions of Individual Growth. ProQuest LLC, Ed.D. Dissertation, Saint Peter's University. Situated in an extensive review of the literature on emerging adult readers and writers and new college students representing historically underserved communities, Student Development Theory, literacy education scholarship, and Critical Race Theory, this study analyzes the perspectives of students who completed a college access and developmental English program which attempted to prepare students for college level work in one semester. The research revealed that successful students viewed their experiences through four essential lenses of growth that were key to their success: students developed a new, more expansive view of what college can do for them; students began to experience and value the importance of an academic community; students perceived their academic development; and students believed they were changing in meaningful ways– as students and as people– which suggested a transformative educational experience. The study concluded that the pedagogy articulated through the… [Direct]

Baindu Nallo (2020). Collegiate and Post-Undergraduate Experiences among African American STEM Alumni at the University of South Carolina. ProQuest LLC, Ed.D. Dissertation, University of South Carolina. This study was designed to explore the undergraduate and post-undergraduate experiences of African American STEM alumni from the University of South Carolina from a strengths-perspective. The method utilized for this qualitative study was phenomenological analysis. Semi-structured interviews were conducted with 10 African American alumni who graduated between 2010 and 2020 and majored in science, technology, engineering, or math (STEM). Critical Race Theory and community cultural wealth served as theoretical frameworks for this research. The findings indicate that African American students: 1) want to smoothly transition from high school to college curriculum being equally exposed to collegiate materials at the high school level, similar to their White peers, 2) want culturally relevant meaningful and supportive experiences in higher education, 3) want to build rapport with faculty and teaching instructors to improve learning outcomes and develop mentorship opportunities, 4) want to… [Direct]

Blosser, Emily (2020). An Examination of Black Women's Experiences in Undergraduate Engineering on a Primarily White Campus: Considering Institutional Strategies for Change. Journal of Engineering Education, v109 n1 p52-71 Jan. Background: Black women are underrepresented in engineering and face barriers as a result of their race and gender. While existing research often focuses on strategies Black women can adopt to become successful engineers, this study asks how engineering institutions might change to better accommodate Black women. Purpose: The specific purpose of this study is to explore the following questions: (a) How does the educational environment in engineering marginalize Black women in ways that are beyond their control? (b) How can institutions transform their policies and practices to improve Black women's experiences and participation in engineering? Design/Method: I conducted interviews with 12 Black women studying engineering at one university. Informed by critical race theory and sociological theories of race, a constructivist grounded theoretical approach was used to identify and refine common themes across interviews. Results: The findings explore the ways Black women describe their… [Direct]

Sijpenhof, Maria Luce (2020). A Transformation of Racist Discourse? Colour-Blind Racism and Biological Racism in Dutch Secondary Schooling (1968-2017). Paedagogica Historica: International Journal of the History of Education, v56 n1-2 p51-69. Scholars have observed a re-emergence of biological racism in the Netherlands. I question whether this form of racism is also making a comeback in Dutch secondary schooling, by drawing on critical race theory and Bonilla-Silva's frames of colour-blind racism. Data for this study were gathered through an analysis of 200 history textbooks (1968-2017), 28 interviews of (former) Dutch (mostly "white") teachers and 35 interviews of former (mostly "Black") students. The study finds that textbooks employ colour-blind racist frames (and in some cases racially essentialist and anti-racist discourses) regarding black history. Likewise, white (former) teachers consistently use colour-blind discourses and to lesser extent utilise racially essentialist and anti-racist discourses to make sense of race. This study demonstrates that Dutch teachers use very similar frames to what (researchers have found) people utilise in the US. Also, Black former students are much more likely to… [Direct]

Snyder, Rachel (2020). The Right to Define: Analyzing Whiteness as a Form of Property in Washington State Bilingual Education Law. Language Policy, v19 n1 p31-60 Feb. Recent studies of language policy and bilingual education have focused on federal level legislation (Wiley and Garc√≠a in Mod Lang J 100:48-63, 2016. 10.1111/modl.12303), and immediate consequences of state level policy. Although Critical Race Theory (CRT) has been employed to analyze the structural impact of local policy on minoritized communities (Davila and Aviles de Bradley in Educ Found 24:39-58, 2010), few studies have explicitly connected CRT and language policy, or applied CRT to state level law. In this study, I apply CRT, specifically the theory of whiteness as property (Harris in Harv Law Rev 106:1-63, 1993), and the theory of raciolinguistic ideologies to three Washington State laws related to bilingual education: the Transitional Bilingual Instruction Act, the Seal of Biliteracy law, and the Dual Language Grant Program Bill. I utilize a Critical Discourse Analysis to examine the laws, related legislative reports, and materials such as guidelines created by Washington… [Direct]

Kelly Jordan Murguia (2024). Re-Writing & Re-Righting a BIPOC Teach for America Corps Member Narrative: Elevating the Testimonios of BIPOC Educators and Recalibrating a Teacher Leadership Program with Community Care. ProQuest LLC, Ph.D. Dissertation, The University of Texas at Austin. This study explores the experiences of second-year Black, Indigenous, and People of Color (BIPOC) Teach For America (TFA) Corps Members in a South Texas city. Grounded in Critical Race Theory (CRT), semi-structured interviews and community circles/focus groups, the research seeks to understand how BIPOC educators made meaning of their experiences in the TFA program. The study is situated within a broader narrative of educational equity and social justice, recognizing the importance of collective action and community empowerment. Specifically, the study investigates how second-year BIPOC Corps Members described their overall experience in the TFA program, the role of their racial identity in shaping their teaching experience, and the types of support they received–and needed–to fulfill their aspirations as teachers. By centering the voices and experiences of BIPOC educators, this study aims to inform and transform teacher preparation programs towards a more humanizing and culturally… [Direct]

Callender, Christine; Miller, Paul (2018). Black Leaders Matter: Agency, Progression and the Sustainability of BME School Leadership in England. Journal for Multicultural Education, v12 n2 p183-196. Purpose: The purpose of this study is to evaluate factors that contribute to black male school leaders' career progression and sustenance within the teaching profession. This, because the progression of black and minority ethnic (BME) teachers in Britain has been the subject of much debate. Fewer BME teachers are in leadership roles in education, and there are only 230 BME headteachers of approximately 24,000 primary and secondary headteachers. Design/methodology/approach: The headteachers' professional lives are explored through the lenses of critical race theory and interpretivism. In doing so, it illuminates the journey towards and the realities of a group whose views are currently unrepresented in research on school leadership or that of the experiences of male BME teachers in England. Findings: This study finds that whereas personal agency and determination are largely responsible for keeping these black headteachers in post, "White sanction" (Miller, 2016) has played… [Direct]

Douglas, Ty-Ron M. O. (2013). Confessions of a Border-Crossing Brotha-Scholar. International Perspectives on Higher Education Research In this chapter, Douglas draws on his experiences in various educative spaces to share how he utilizes his positionality as a border-crossing brotha-scholar to teach about social justice and racism in university classrooms. In sharing how he employs his unique identity to help students negotiate various ideological borders in his courses, Douglas also models how socially just pedagogical practices can emerge out of who we are. [For the complete volume, "Social Justice Issues and Racism in the College Classroom: Perspectives from Different Voices. International Perspectives on Higher Education Research. Volume 8," see ED591557.]… [Direct]

Morales-Doyle, Daniel (2017). Justice-Centered Science Pedagogy: A Catalyst for Academic Achievement and Social Transformation. Science Education, v101 n6 p1034-1060 Nov. Longstanding inequities in science education across the lines of race and class remain the most intractable problem in the field. Justice-centered science pedagogy is introduced as a theoretical framework built on the traditions of critical pedagogy and culturally relevant pedagogy to address these inequities as components of larger oppressive systems. This study examines how a justice-centered advanced chemistry class in an urban neighborhood high school supported students to succeed academically while taking up urgent issues of social and environmental justice identified by their communities. The findings include evidence that curriculum organized around an issue of environmental racism supported academic achievement that exceeded the expectations of a typical high school chemistry course. The findings also document how the curriculum provided opportunities for students to move beyond academic achievement to position themselves as transformative intellectuals. As transformative… [Direct]

Velasco, Daniel (2015). Evaluate, Analyze, Describe (EAD): Confronting Underlying Issues of Racism and Other Prejudices for Effective Intercultural Communication. IAFOR Journal of Education, v3 n2 p82-93 Sum. Racism and other prejudices have hindered efforts to diversify and further many fields, including education, psychology, politics, law, and healthcare (Race for Opportunity, 2010). Although there are many ways to combat these prejudices, intercultural communication continues to be a vital component in assisting individuals and groups with valuing the past, understanding the present, and preparing for the future of communication in a global society (Sadri and Flammia, 2011, p. 19). This paper provides a brief overview of pertinent research and major theories related to communicating with people of different cultural backgrounds, as well as useful techniques and strategies to use when teaching in international or multinational classrooms, and working or consulting in international or multinational companies, organizations, and educational institutions. It also includes data collected via surveys and interviews that helps to shed light on underlying issues of racism and discontent in… [PDF]

Ryan Jacob Smith (2022). A Tale of Two Pandemics: Black Family Engagement at the Intersection of Distance Learning and Black Lives Matter. ProQuest LLC, Ed.D. Dissertation, University of California, Los Angeles. The recent global pandemic triggered by the spread of COVID-19 left the majority of school systems across the United States moving quickly toward remote learning and hybrid models of education. As school buildings closed, many K-12 school systems adopted a form of whole-school distance learning, leaving students to learn from home and families to support these swift changes. A report released by "Urban District #1" in the Los Angeles area highlighted that Black students remained less active online than their White peers during the early stages of the pandemic. Black students and their families also navigated the country's "racial reckoning" due to the deaths of George Floyd, Breonna Taylor, and other unarmed Black men and women at the hands of the police. This qualitative study was guided by three goals: (1) to understand how Black students and their families experienced distance learning during the COVID-19 pandemic; (2) to examine how schools attempted to engage… [Direct]

Cann, Colette N.; DeMeulenaere, Eric J. (2013). Activist Educational Research. Qualitative Inquiry, v19 n8 p552-565 Oct. In the field of education, critical theorists, critical pedagogues, and critical race theorists call for academics to engage in activist academic work to promote the social transformation of the material conditions created by racism and other forms of oppression. This article is a response to this call for academics, particularly those in the field of education, to confront inequities resulting from intersecting oppressions such as heterosexism, racism, and sexism as well as to take action to create a more socially just world. Using two years of fieldnotes and interactive interviews, we present a critical co-constructed autoethnography that reviews literature on activist research, offers a critical analysis of our own efforts at activist research and provides a framework for reflecting on the impact of different types of activist research, particularly in the field of education…. [Direct]

Mojab, Shahrzad; Taber, Nancy (2015). Memoir Pedagogy: Gender Narratives of Violence and Survival. Canadian Journal for the Study of Adult Education, v27 n2 p31-45 Mar. Through our reading of the memoirs of women political prisoners in Morocco, Iraq, and Iran, this article explores the transnational feminist praxis of building solidarity. We cross-read these memoirs in the context of Aboriginal women's encounter with state violence in Canada. This cross-reading and contemplation are intended to trouble the liberal notions of multiculturalism, settlement, and integration and to connect transitions in the lives of women who deal with war, militarism, racism, violence, and poverty. Therefore, the question we address is how to read the memoirs in the context of history and find the missing links between, for instance, colonization and migration, militarization and liberal democracy, racism and multiculturalism? How can we read them in the context of Canadian history and contemporary geopolitical positioning? In this article, we discuss the memoir genre in relation to public pedagogies, describe the memoirs on which we focus, discuss their main themes… [Direct]

Joldersma, Clarence; Perhamus, Lisa M. (2020). Stealing an Education: On the Precariousness of Justice. Teachers College Record, v122 n2. Background/Context: This article examines a 2011 court case in which an Ohio state court convicted and jailed a poor, single, Black mother of two school-aged children for "stealing an education." Using a false address, the mother, Kelley Williams-Bolar, enrolled her daughters in a public school district that was more privileged and amply resourced than their home district in order to provide her children a "better education." The court's ruling and public opinion on this case (as illustrated through media) serve as the context of this article's analysis. Purpose: Employing Judith Butler's concept of precarity, Jacques Derrida's theory of justice to come, and Hannah Arendt's and Walter Benjamin's ideas about state violence, the article offers a conceptual framework of the precariousness of justice to analyze the implications of this case. Through the precariousness of justice framework, the article examines the ways that racial and class societal inequities… [Direct]

Anderson, Theresa; Coffey, Amelia; Gaddy, Marcus; McDaniel, Marla; Okoli, Adaeze; Popkin, Susan J.; Runes, Charmaine; Spauster, Patrick (2019). Incorporating Two-Generation Approaches in Community Change: Lessons from the Family-Centered Community Change. Research Report. Urban Institute The Annie E. Casey Foundation launched Family-Centered Community Change (FCCC) in 2012 to support three local partnerships seeking to help parents and children in high-poverty neighborhoods succeed together. These partnerships, located in Buffalo, New York; Columbus, Ohio; and San Antonio, Texas, are each developing a more integrated set of services, including housing assistance, high-quality education, and job training. Since 2013, the Urban Institute has been evaluating each initiative's design, implementation, and outcomes for families. The theory behind the demonstration is that "two-generation approaches," or coordinating high-quality programs and services for children and parents, can help break intergenerational poverty and move families with low incomes toward greater economic independence. This paper is one of a series of reports based on what we have learned from five years of observations from our research. The three FCCC initiatives provide services including… [PDF]

Edward Flores (2024). From Classroom to Community: Cultivating Critical Consciousness in K-12 Ethnic Studies for Civic and Community Engagement. ProQuest LLC, Ph.D. Dissertation, The Claremont Graduate University. The institutionalization of K-12 Ethnic Studies in California Public Schools is the culmination of decades of grassroots community organizing to address inequities between students of color and their advantaged peers. Empirical evidence suggests that K-12 Ethnic Studies courses have positive academic and social outcomes for historically marginalized students, yet limited research documents the pedagogical practices that occur in these courses to develop students' critical consciousness and academic achievement tied to civic and community engagement. Mainstream curricula continue to perpetuate race-neutral pedagogy that does not acknowledge the racialized experiences of students from culturally and linguistically diverse backgrounds, making it necessary to offer curricula that supports students critical understanding of racism and intersectional forms of oppression. Using statistical analysis (e.g., stepwise regressions) and in-depth semi-structured interviews, this mixed methods… [Direct]

Dannels, Deanna P.; Rudick, C. Kyle (2020). "Yes, and … ": Continuing the Scholarly Conversation about Teacher Labor in PK-12 Education. Wicked Problems Forum: Teacher Labor in PK-12 Education. Communication Education, v69 n1 p130-134. After nearly 40 years of policy changes since "A Nation at Risk," often without or over the voices of teachers, it seemed that society was on the way to embracing the idea that teachers were interchangeable, over compensated, and largely unnecessary to the process of education. Supreme Court decisions, such as Janus vs. American Federation of State, County and Municipal Employees (AFSCME), have dealt a terrible blow to teacher unions ability to advocate effectively for their students, communities, and profession. However, teachers have started to push back, and have enjoyed success through recent labor movement activism (e.g., Red for Ed) in states such as Illinois, West Virginia, Tennessee, and Colorado. Although teacher advocacy has not been successful everywhere from a policy standpoint, it has started to create a conversation about teacher labor different from the emphasis on skills, accountability, and testing that has been so harmful to teachers and students. For… [Direct]

Arciniegas, Migdalia; Brito, Adela; Friedman, Tanya E.; Guzman, Valerie; Hallaran, Armineh E.; Locke, Mallory A. (2022). Counternarratives as DisCrit Praxis: Disrupting Classroom Master Narratives through Imagined Composite Stories. Teachers College Record, v124 n7 p150-173 Jul. Background/Context: In disability critical race theory (DisCrit) Classroom Ecology, Annamma and Morrison (2018a) offered invaluable direction for teachers by proposing constructs that address racism and ableism within the foundational components of the classroom–curriculum, pedagogy, resistance, and solidarity. These liberatory lenses offered a critical framework to conceptualize and achieve DisCrit-aligned teaching and learning. However, as of yet, critically conscious classroom teachers who seek to make DisCrit live in spaces that serve multiply-marginalized students have no map to operationalize theory into practice. To support the enactment of DisCrit Classroom Ecology, scholarship must authentically partner with classroom teachers who are working with and who have influence over the educational trajectories of multiply-marginalized students. Objective: This article builds on lived practice and imagines liberatory praxis through the use of counternarratives as a methodological… [Direct]

Clarke, Verity; Watson, Debbie (2014). Examining Whiteness in a Children's Centre. Contemporary Issues in Early Childhood, v15 n1 p69-80. This article utilises critical whiteness theory to explore the ethnic discourses observed in a children's centre in South London. Whilst critical whiteness has been used as a framework to understand race, racism and multiculturalism in a number of settings, including education, there are few studies that have sought to understand ethnicity in early year's contexts in this way. A key focus of the research was to develop child focused methods that captured the perspectives of three- to five-year-olds on ethnicity through photo-elicitation and walking tours. The article explores the multiple ways that whiteness was performed, constructed and deconstructed by the parents, young children and staff in the centre. The article concludes that further explorations of whiteness in early childhood settings are needed in order to develop strategies that will help to produce a version of whiteness that can play a role in the struggle against racism and offer more multicultural early years and… [Direct]

Walker, Renee A. (2019). Navigating Institutional Racism through Rutgers' School of Arts and Sciences (SAS) Educational Opportunity Fund (EOF) Program. ProQuest LLC, Ed.D. Dissertation, Rutgers The State University of New Jersey, School of Graduate Studies. This study examined a U.S. based university's peer group for low income students to identify the ways in which the group successfully retains African American, male students despite the low national retention rate of Black male students in higher education. The peer group was assessed through qualitative analysis to understand the ways in which the organization is able to facilitate students' academic and social integration into the university despite their experiences with institutional racism and microaggressions. Using Vincent Tinto's Theory (1975) and Critical Race Theory, this research finds that African American men are better able to retain within the university when the peer group's staff proactively addresses the challenges that the students bring with them into their university experience; facilitates the students' bond with racially similar, male students within the group; and adopts a "like family" approach towards academically and socially supporting students…. [Direct]

Powell, Anne-Elizabeth C. (2017). Racial Identity Development of Transracial Adoptees during College: A Narrative Inquiry. ProQuest LLC, Ph.D./HE Dissertation, Azusa Pacific University. This narrative inquiry study focused on the research question: "How do lived experiences during college contribute to racial identity formation of Black or biracial students who were adopted domestically by White parents?" The purpose of the study was to better understand the racial identity development of transracial adoptees (TRA) during the college years. Data consisted of over 35 hours of interviews conducted with five TRA college juniors and seniors using a series of three interview protocols. The first interview focused on childhood and hometown experiences, the second on life experiences during the college years, and the third interview focused on the meaning participants made from the first two sets of questions. Three principle themes emerged from the data, as well as a variety of sub-themes. The first theme was labeled "Difference," with sub-themes of "Fitting in," "Navigating Black Societal Norms," and "Common Experiences."… [Direct]

David R. Rosas (2024). Critical-Race Elementary Schooling: Critical-Race Teacher Change Agents Are Challenging Whiteness in Elementary Schools. ProQuest LLC, Ph.D. Dissertation, City University of New York. Children in elementary schools think, talk, and reason in big ways that reflect how they live and experience race, racism, and racialization. Some elementary school teachers — or critical-race teacher change agents — intentionally include this work in their classrooms. My aim is to find out what motivates critical-race teacher change agents to challenge Whiteness in their classrooms and understand what they say they do to challenge Whiteness with young children. An emphasis on racial-justice work in elementary schools has often been overlooked by teacher education and has been further pushed back by the recent backlash on critical race theory across many states. The data for this study was collected qualitatively through interviews and document analyses followed up by iterative coding before co-constructing a grounded theory. The motivations found to drive the work of critical-race teacher change agents stem from different forms of racial witnessing, understanding that Whiteness is… [Direct]

Pole, Kathryn; Sparks, David M. (2019). "Do We Teach Subjects or Students?" Analyzing Science and Mathematics Teacher Conversations about Issues of Equity in the Classroom. School Science and Mathematics, v119 n7 p405-416 Nov. Teachers involved in a Master's level course in diversity participated in virtual, synchronous, anonymized discussions around issues of ethnic and racial diversity, gender, and stereotypes that could impact their students' participation in fields related to science, technology, engineering, and mathematics (STEM). Guided by theoretical frameworks from Social Cognitive Career Theory (SCCT) and Critical Race Theory (CRT), a convenience sample of 14 science and mathematics teachers participated in a series of virtual chats using open-ended questioning and facilitated by two university instructors. Using conversation and critical discourse analyses, three primary themes emerged: understanding of issues related to stereotypes, encouragement of females and minorities to pursue careers in STEM, and the place for diversity discussions in science and mathematics classrooms. The teachers felt burdened by curricular and administrative constraints that inhibit their ability to participate in… [Direct]

Brand, Brenda R.; Wallace, Tamara (2012). Using Critical Race Theory to Analyze Science Teachers Culturally Responsive Practices. Cultural Studies of Science Education, v7 n2 p341-374 Jun. Culturally responsive science teaching is using knowledge about the culture and life experiences of students to structure learning that is conducive to their needs. Understanding what teachers need to prepare them to be culturally responsive is a matter of continuous debate. As the focus of multicultural education ventures farther away from its roots, advocating the civil rights of historically oppressed groups, concerns about the gravity of racial inequity on schooling continues. How will this shift in focus influence teachers' capacity to accommodate students' needs resulting from racial inequities in this society, particularly African American students? What knowledge is essential to their effectiveness? This qualitative study examined the instructional practices of two effective middle school science teachers deemed culturally responsive by their administrator on the basis of classroom observations, students' responses and standardized assessment results. Both teachers'… [Direct]

Hunt, Lori Odette (2019). Amplifying Voices of the Unheard: Counternarratives of African American Males in Community College. ProQuest LLC, Ed.D. Dissertation, Washington State University. The goal of this narrative research is to contribute to the body of literature regarding African American males in higher education. This research challenges the deficit majoritarian narrative that historically has perpetuated a negative image of the contributions African American males bring to education. As a conceptual framework, Critical Race Theory is used to critique the historical narrative and challenge the impact of race and inequities in education. Utilizing counternarratives as a way to include a comprehensive picture of the Community Cultural Wealth (Yosso, 2005) students possess through lived experiences, aspirations, challenges, obstacles, resilience and dreams, this research analyzes six accounts of African American males in the community college. Semi-structured interviews were conducted using guiding questions to complete educational histories of students and their interactions with community colleges. The results of this study affirm the strengths that African… [Direct]

Rojas, Leticia (2018). Transforming Education for Students of Color: Reenvisioning Teacher Leadership for Educational Justice. SoJo Journal: Educational Foundations and Social Justice Education, v4 n2 p25-40. Drawing on the theories of critical race theory (Ladson-Billings & Tate, 1995), transformative leadership (Shields, 2018), and critical teacher leadership (Bradley-Levine, 2018), this qualitative study explored the teacher leadership perspectives, manifestations, and experiences of nine high school teachers committed to social justice in one large urban school district in California. Through the use of questionnaires, one-on-one interviews, teacher journaling, and document collection, these equity-oriented teachers reported to work to increase the learning opportunities of their students of color through challenging schooling stratification systems and organizing student organizations focused on student identity, community engagement, and educational justice. The findings also pointed to the challenges facing these teachers' leadership efforts including high workloads and a perceived disconnected leadership at the district and state level. The study calls for a need to reimagine… [Direct]

Charles, Quanisha D. (2019). Black Teachers of English in South Korea: Constructing Identities as a Native English Speaker and English Language Teaching Professional. TESOL Journal, v10 n4 e478 Dec. This study uses critical race theory as a lens and narrative inquiry as a methodological tool to examine how the term native English speaker (NES) is socially constructed when subscribed to two Black teachers of English (BTE) working in South Korea's secondary educational system. In addition to examining how these two BTEs interpret themselves as NESs, this study analyzes how being a NES influences pedagogical approaches in the classroom and their identity as an English language teaching (ELT) professional. Data from this study are taken from a larger research project comprising five participants' ELT experiences as a NES in South Korea. Data collection consists of a questionnaire survey and Skype interviews as a means of reporting how these teachers construct their identities. Research shows participants navigating constructs of privilege and marginalization as a NES and ELT professional. Participants reported being cultural ambassadors of not only the English language but also… [Direct]

Riley, Kathleen; Solic, Kathryn (2019). Teacher Candidates' Experiences Taking up Issues of Race and Racism in an Urban Education Fellowship Program. Action in Teacher Education, v41 n2 p99-116. This study contributes to ongoing conversations about mechanisms to support preservice teachers, especially those who are White and middle class, in learning about race and racism in preparation for teaching in diverse settings. We use the frameworks of Critical Race Theory and racial literacy to inquire into the ways that two cohorts of undergraduate students took up issues of race and racism during an urban education fellowship. This qualitative study uses data from a program in which participants attended professional conferences, teacher inquiry community meetings, and on-campus meetings over the course of one semester. Using field notes, interview transcripts, and artifacts, thematic analyses indicate that each space of the fellowship offered a unique opportunity to learn about race and racism. Conference spaces introduced fellows to new frameworks, while inquiry community meetings spaces offered fellows visions of practicing teachers grappling with race-related challenges, and… [Direct]

Brimeyer, Ted; Dawson, Akiv; Freeman, Jonique Y.; Schueths, April M.; Walker-DeVose, Dina C. (2019). Southern Assumptions: Normalizing Racialized Structures at a University in the Deep South. Race, Ethnicity and Education, v22 n3 p355-373. Informed by critical race theory (CRT), we examine how African-American and white college students, at a predominantly white, structurally diverse, Southern US university, understand their cross-racial experiences. Black-white interactions are understood within the context of the so-called 'post-racial' environment, against the backdrop of high-profile cases of racial injustice, and within the added context of the historical legacy of slavery and Jim Crow segregation in the rural Southern United States. Our study suggests that many students, regardless of race, recognized the persistence of racial segregation, especially in nightlife and campus Greek letter organizations (GLOs). African-American students were the most vocal and troubled by this division. Unexpectedly, however, students appeared to take for granted that in the American South, racism is persistent and indestructible. Building on Bell's (1991) notion of racial realism and Bonilla-Silva's (2013) notion of naturalization,… [Direct]

George-Williams, Gyasmine (2019). Love Is at the Root of Resistance: A Hermeneutic Phenomenological Inquiry into the Lived Experiences of Black College Athlete Activists. ProQuest LLC, Ph.D./HE Dissertation, Azusa Pacific University. The college campus is a prime opportunity for Black college athlete activists to engage with their campus community, gain a sense of belonging, identity, and development as leaders. To conduct an in-depth examination on the motivations and experiences of this unique subgroup, the research was guided by the following question: What are the lived experience of Black college athlete activists in times of racial and social injustice? Relevant literature on Critical Race Theory and Black campus activism served as the foundation, and hermeneutic phenomenology was the methodological approach to document and describe the meaning of 9 individual experiences of Black college athlete activists as a part of the reemergence of Black athlete activists. Birthed from the narratives of the participants, a conceptual leadership model known as the Black Athlete Activist Leadership Model (BAAL) was introduced to provide guidelines and items to consider when serving and working with Black college athlete… [Direct]

Siler, Demetria N. (2019). A Phenomenological Study of How Organizational Structures Affect Gender and Racial Inequalities Experienced by Black Faculty in North Carolina Community Colleges. ProQuest LLC, Ph.D. Dissertation, North Carolina Agricultural and Technical State University. For years now, reports by the National Center for Education Statistics (NCES) on local and national community colleges consistently show how the number of Black faculty employed at community colleges is relatively lower than the number of White faculty. Recent data show that Black faculty represent only 7.4% of all instructional staff in community colleges, compared to 75.9% of White faculty (American Association of Community Colleges [AACC], 2016). These findings challenge the efforts of many colleges and universities that have created programs, initatives, and strategies to increase the representation of racial/ethnitic minority faculty in their institutions in order to mirror their diverse student population. Due to an increasingly diverse student population and the need to employ and retain Black faculty in today's community colleges, it is important to explore the everyday lived experiences of Black faculty. The purpose of this study was to explore how organizational structures… [Direct]

Arguelles, Ingrid F. (2019). A Narrative of Undergraduate Latina Students' Resilience. ProQuest LLC, Ed.D. Dissertation, Florida Gulf Coast University. This research study investigated the educational experiences of seven Latina undergraduate students. Although Latinx/a/o students are the fastest growing group in U.S. public schools and comprise more than one in four in K-12 public schools today (Krogstad & Lopez, 2015), their dropout rates among Latino students remain unacceptably high and their performance rates are the lowest in all measures of academic progress (Espinoza-Herold & Gonzalez-Carriedo, 2017, p. 48; Krogstad, 2016; National Center for Education Statistics (NCES), 2016). Recent trends prove that Latinas and Latinos are entering the university in larger numbers than in the past, yet retention and graduation remain areas for improvement and evaluation (Cerda-Lizarraga, 2015; Martinez, 2014; Solorzano, Villalpando, & Oseguera, 2005). Latina undergraduate students, especially, face challenges that are often exacerbated by cultural norms for their gender and families contradictory expectations. The methodology… [Direct]

Kitayama, Yuka (2018). The Rise of the Far Right in Japan, and Challenges Posed for Education. London Review of Education, v16 n2 p250-267. This paper examines emerging far-right movements and xenophobia, and the challenges they pose for justice in education in Japan. It illustrates discourses on nationalism and cultural diversity in both education and wider society from the perspective of critical race theory. It explores the voice of educators, particularly about their concerns and uncertainties regarding xenophobia, and examines their perceptions and reactions. By focusing on the narratives of interviewees from different ethnic backgrounds, this paper investigates far-right extremism and its challenges to education from different viewpoints. Data from interviews reveals different perceptions among both majority and minority teachers regarding the culturalization and personalization of problems in the classroom. This data also suggests that due to the absence of collective strategies and visions to challenge racism, approaches to combating racism depend largely on individual teachers. Drawing from these findings, this… [PDF]

Morita-Mullaney, Trish (2018). The Intersection of Language and Race among English Learner (EL) Leaders in Desegregated Urban Midwest Schools: A LangCrit Narrative Study. Journal of Language, Identity, and Education, v17 n6 p371-387. This inquiry examines how district English Learner (EL) leaders negotiate and shape their linguistic and racial identities within the landscape of racially desegregated urban school districts. Girded by the theory of LangCrit, an intersection between critical language studies (CLS) and Critical Race Theory (CRT), this study illuminates how EL leaders position language and language learning as their primary leadership aim. This language-centered focus resists the institutional practices of their desegregated districts that are principally shaped by binary racial frameworks of Black and white. Resisting the racialization of language, EL leaders negotiate their leadership actions through colorblind, colormute and nativist lenses that are shaped by their respective linguistic and racial identities. Implications within this narrative study assert that inter and intra-racial and cross-linguistic dialogue is necessary among EL leaders with other leaders of color to deconstruct equitable… [Direct]

Agarwal-Rangnath, Ruchi; Dotson, Erica K.; Dover, Alison G.; Henning, Nick (2018). It's Heart Work: Critical Case Studies, Critical Professional Development, and Fostering Hope among Social Justice-Oriented Teacher Educators. Multicultural Perspectives, v20 n4 p229-239. As social justice-oriented teachers and teacher educators, it can seem as if we are fighting a losing battle against neoliberal education policies designed to disrupt and dismantle our field. In this article we draw upon traditions of critical race theory, counterstorying, and critical hope to examine the complex realities of contemporary teacher education and envision an alternate reality in which our profession develops and thrives. To do so, we first present a series of autoethnographic critical case studies that highlight dilemmas of practice. We then invite readers to examine each case through multiple lenses, as they grapple with the complexities of a visionary path forward. In so doing, we offer tools for critical professional development that articulate, deconstruct, and reimagine social justice-oriented teacher education and activism in this changing landscape. We close with recommendations to increase our collective capacity as social justice teacher educators, placing a… [Direct]

Allen, Evette L.; Joseph, Nicole M. (2018). The Sistah Network: Enhancing the Educational and Social Experiences of Black Women in the Academy. NASPA Journal About Women in Higher Education, v11 n2 p151-170. The purpose of this study was to investigate the experiences of women in the Sistah Network, an affinity group at a predominantly White institution, with mentoring goals to enhance the educational and social experiences of Black women in master's and doctoral programs and their mentors. The authors interviewed 18 women (faculty, staff, and students), conducted observations at Sistah Network meetings, and analyzed exit ticket data to get insight on how the program influenced the academic and social experiences of the women. Critical race theory and Black Feminist Thought were used as theoretical frameworks to interpret the findings. Findings suggest four main themes: (a) the Sistah Network advances identity and empowerment, (b) the Sistah Network contributes to social advantages, (c) the Sistah Network affords emotional benefits, and (d) the Sistah Network promotes academic success. Findings suggest that efforts can be made to implement and sustain variations of mentoring programs for… [Direct]

Blaisdell, Benjamin (2018). The New One-Drop Rule: Challenging the Persistence of White Supremacy with In-Service Teachers. Teaching Education, v29 n4 p330-342. The one-drop rule refers to the process of being racialized Black when someone contains any amount of Black ancestry, i.e. one drop of Black blood. In this article, I use what I call 'the new one-drop rule' to explain how even the smallest presence of white discourse can disrupt racial equity work in schools. Based on a critical race study in a racially desegregated elementary school, I illustrate how one drop of white discourse from even one less racially literate white teacher can cause usually more racially literate white teachers to support white supremacy. I also share how collaborative research utilizing critical race theory (CRT) can help schools build greater racial literacy and resist white discourse. I argue that critical research on race with in-service teachers should not forefront the consciousness-raising of resistant white teachers but rather center the wants, needs, and racial knowledge of racially literate teachers and especially teachers of color…. [Direct]

Miller, Hannah K. (2018). Developing a Critical Consciousness of Race in Place-Based Environmental Education: Franco's Story. Environmental Education Research, v24 n6 p845-858. Environmental education (EE) has a history of support for critical place-based pedagogy as a means of learning through engagement in space, both cultural and biophysical. In this paper I tell the story of how Franco–a non-white, non-American undergraduate–engaged with local discourses in a watershed-focused EE program in the rural Midwestern US. I examine how the five tenets of critical race theory (CRT) can be used to interpret Franco's experience, where he encountered multiple instances of racism and xenophobia. I argue that without a critical analysis of race in place-based EE programs, instructors may (a) privilege their own ways of knowing in local settings, (b) rely on 'grit' narratives as mechanisms for mediation of racism, and (c) send non-white students home having learned that they cannot effect meaningful change for sustainability. I conclude with recommendations for faculty in predominantly white institutions on how CRT might foster the development of critical… [Direct]

Hess, Juliet (2018). Challenging the Empire in Empir(e)ical Research: The Question of Speaking in Music Education. Music Education Research, v20 n5 p573-590. As an enterprise, academic research is in the business of knowledge production–a practice through which researchers continually engage in speaking for or about others. This paper explores the colonial potential of research and ethnography in particular. I draw on Alcoff's framework (Alcoff, L. M. 1991. "The Problem of Speaking for Others." "Cultural Critique" 20 (Winter, 1991-1992): 5-32) to consider issues inherent in speaking for Others and mobilise Critical Race Theory (CRT) and anti-colonialism as tools and lenses to examine research activities with the goal of moving toward more ethical and productive outcomes. The next portion of this paper puts forward ways to guard against coloniality in research. I rethink Alcoff's caveats through these critical lenses alongside considering possible anti-colonial methodologies. I then consider the way these dynamics operate in my own research and conclude with a number of implications for music education researchers to… [Direct]

Inviolata Lunani Sore (2024). Vocabulary Acquisition in High School Classrooms Utilizing Emerging Trends in Literacy Development: Perceptions of Teachers and Students. ProQuest LLC, Ph.D. Dissertation, St. John's University (New York). The current global trends demand that we remain conscious of how distinct norms in groups we affiliate with affect decisions. Among developmental aspects, childhood language acquisition depends heavily on epigenetic interactions between the innate and the immediate environment (Sinha, 2017). This explanatory sequential mixed methods study explored how high school students acquire and incrementally build their vocabulary while utilizing emergent learning trends divergent from traditional curricula. The study leans on schema theory, critical race theory, whole-language theory, and reciprocal model. The independent variable is literacy curriculum, while the dependent variable is vocabulary acquisition. The researcher utilized classroom lesson observations, one-on-one interviews, focus group discussions, and surveys to collect data and gain insights into vocabulary trends. A total of 70 students aged between 16 and 19 years participated in the study; 38 males (54.3%) and 32 females… [Direct]

Mercedes Valenzuela (2022). Creating Counter-Hegemonic Spaces in a Spanish Language Arts Classroom. ProQuest LLC, Ph.D. Dissertation, The University of New Mexico. This qualitative case study used practitioner research methods to address the question: How does a Mexican American teacher create counter-hegemonic spaces in a Spanish Language Arts classroom utilizing critical race and borderlands theories? The research focused on how I as a teacher-built trust and respect through "place"–here, the classroom, classroom activities, and discussions–thereby creating a place for students to express their thoughts and feelings and to build relationships with the teacher and their classmates for learning to occur. This study also analyzed how using critical race and borderlands theories influences and shapes Mexican American students' educational experiences beyond a Spanish Language Arts classroom and employed a pedagogical lens that privileges students' cultural and linguistic funds of knowledge while centering their "testimonios," thus creating a space of "nepantla" in which "la pedagogia del cari√±o" is at the… [Direct]

Janine Lynn Johnson (2021). Organizational Factors as Barriers to Racially and Ethnically Diverse Nursing Students. ProQuest LLC, Ed.D. Dissertation, Clarkson College. Increasing the nursing profession's diverse make up is thought to improve health disparities. To improve this diversity, it is essential for nursing students from diverse backgrounds to be successful in nursing school. The purpose of this phenomenological study using critical race theory for the framework was to discover racially and ethnically diverse students' perceptions related to organizational factors impacting their success in an undergraduate nursing program. Organizational factors included the policies and practices at the course, department, and institutional levels. The aim of this study was to determine how nurse educators and schools of nursing can increase the diversity among practicing nurses. Participants who were nursing students identifying as racially or ethnically diverse were interviewed to understand their experiences in a nursing program. The findings suggested students require financial and faculty support. Themes related to stress, faculty support, and the… [Direct]

Williams, Wendy R. (2019). Attending to the "Visual" Aspects of Visual Storytelling: Using Art and Design Concepts to Interpret and Compose Narratives with Images. Journal of Visual Literacy, v38 n1-2 p66-82. Visual storytelling comes in many forms (e.g. films, comics, photographs, commercials) and is used for a range of purposes (e.g. to entertain, inform, persuade). Technological advances are enabling non-specialists to be consumers and producers of these works. Although many people are growing up surrounded by visual works, this does not mean that they carefully attend to images. Education must prepare students to navigate the changing visual landscape. This study, which investigates an undergraduate Visual Narratives course taught in spring 2017 in the United States, focuses on students' uses of art and design elements. A content analysis of 124 course documents shows a wide range of art and design elements at work in students' visual narrative analyses (27 elements) and original compositions (26 elements), with many elements overlapping (21 shared). These results suggest that teaching a wide range of art and design elements can help students acquire a flexible toolkit for reading and… [Direct]

Irizarry, Jason G.; Raible, John (2014). "A Hidden Part of Me": Latino/a Students, Silencing, and the Epidermalization of Inferiority. Equity & Excellence in Education, v47 n4 p430-444. Using Critical Race Theory (CRT) and Latino/a Critical Race Theory (LatCrit) as analytical tools, this article examines the experiences of a seven Latino/a high school students at various points of engagement with the school-to-prison pipeline. Building on and extending Franz Fanon's (1952) concept of the epidermalization of inferiority, the authors demonstrate the nuanced ways that institutional racism and other interrelated forms of oppression function to contribute to a sense of internalized oppression among Latino/a youth. We critically examine the ways in which dialogue and collaborative research undertaken in a supportive classroom atmosphere can help students move from feeling shame and guilt to having an enhanced critical understanding of their experiences with incarceration, including an analysis of their own involvement with the school-to-prison pipeline…. [Direct]

Thomas M. Drake Jr. (2024). The REASN Framework: A Holistic Approach to More Accurate and Equitable Research. Society for Research on Educational Effectiveness Background: Quantitative methods used in social science research draw from frameworks that (a) abstract constructs and separate them from relevant knowledges that are not easily quantifiable, and (b) reify deficit orientations in support of racial oppression (Strunk & Hoover, 2019; Zuberi, 2001; Zuberi & Bonilla-Silva, 2008). This paper presents a simple, methodological tool to support researchers in the critical interpretation of quantitative findings associated with racialized identities1. In this proposal, I adapt and extend Gillborn et al.'s (2018) five QuantCrit tenets while also drawing on Critical Race Mixed Methodology (DeCuir-Gunby, 2020) as well as Critical Race Quantitative Intersectionality (Covarrubias & Velez, 2013) to develop the REASN Framework. Purpose: This paper proposes a complementary method to interpret the findings and interrogate the processes and contexts of quantitative work the REASN Framework. The REASN Framework requires researchers to engage… [Direct]

Singer, John N. (2016). African American Male College Athletes' Narratives on Education and Racism. Urban Education, v51 n9 p1065-1095 Nov. This study presents narrative case study vignettes of three elite African American male football athletes at a major historically White institution of higher education with a big-time athletics department. More specifically, I draw from critical race theory to garner insight into their secondary schooling background, what education means to them, and how racism impacts their holistic development. The focus group and individual interviews revealed each came from urban high schools in close proximity to the university, viewed education as more than classroom learning and obtaining a degree, and perceived racism as alive and well in college sport…. [Direct]

Hughes, Annie (2016). Exploring Normative Whiteness: Ensuring Inclusive Pedagogic Practice in Undergraduate Fieldwork Teaching and Learning. Journal of Geography in Higher Education, v40 n3 p460-477. Higher education commentators have become concerned about how learning and teaching praxis across the sector may unwittingly advantage White British (WB) compared to Black and Minority Ethnic (BME) students. Adopting critical race theory, this article explores these issues in relation to field teaching in geography and related subjects. It reports on primary data collected from students about to attend their first residential field trip. The research shows that WB and BME students approach their first field trip with diverse geographical experiences. The findings indicate a need to reflect critically on our fieldwork routines in order to promote inclusivity in field learning…. [Direct]

Anderson, Celia Rousseau; Dixson, Adrienne D. (2016). Down by the Riverside: A CRT Perspective on Education Reform in Two River Cities. Urban Education, v51 n4 p363-389 Apr. In this article, the authors utilize core ideas from Critical Race Theory (CRT) to examine the nature of education reform in two river cities. Similar to other cases of education reform in urban districts, the reforms in the two focal cities reflect at least four characteristics in common: (1) a form of portfolio management; (2) the growth of human-capital organizations; (2) the active involvement of philanthropic organizations; and (4) the role of politics. The authors consider these conditions in light of concepts from CRT and argue that this analysis provides insight into the burden of reform in urban schools…. [Direct]

Gasman, Marybeth; Hilton, Adriel A.; Wood, J. Luke (2013). The Impact of One Florida Initiative on Florida's Public Law Schools: A Critical Race Theory Analysis. Educational Foundations, v27 n3-4 p103-116 Sum-Fall. The purpose of this study is to examine the impact of the One Florida Initiative (OFI) on racial diversity in Florida's public law schools and legal profession using the lens of Critical Race Theory (CRT). This study seeks to determine what, if any, impact this event has had on recruitment, admissions, and enrollment of Florida's public schools of law as well as racial diversity within the state's legal profession. This research sheds much-needed light on the issue of achieving greater diversity and on the continuing debate over programs and policies that alter "traditional" concepts of affirmative action…. [PDF] [Direct]

Quader, Mayeen U. (2023). Teacher Education Program Recruitment and Admissions: A Multiple Case Study of Three Minority-Serving Institutions in California. ProQuest LLC, Ph.D. Dissertation, The Claremont Graduate University. In response to a national agenda to increase diversity in the teaching workforce, this qualitative multiple case study critically examined the recruitment and admission of Black, Indigenous and People of Color (BIPOC) to teacher education programs (TEP) in three Minority Serving Institutions (MSI) in California. Specifically, this research explored the racialized discourses and factors that shape recruitment and admissions within TEPs and supports and barriers for BIPOC teachers. This study is grounded in Critical Race Theory, Critical Whiteness Studies with a Critical Discourse Analysis of recruitment and admissions policies on TEP websites and documents, four observations of TEP virtual information sessions, and twenty semi-structured interviews with TEP staff, faculty, and administrators. Participants included those who have served in an active role in TEP recruitment and admissions within the last five years. In interviews they described recruitment and admissions and highlighted… [Direct]

Wendy Perkinson (2024). Empowering Black Women Professors Teaching within Predominantly White Institutions: Exploring Success Strategies and Best Practices amidst Challenges. ProQuest LLC, Ph.D. Dissertation, Pepperdine University. Throughout the historical journey of Black women in America, spanning from enslavement (Best, 2015) to activism as abolitionists, advocates for women's suffrage (Sesko & Biernat, 2010), and leadership in civil rights (Rushing, 2021), Black women's resilience shines through amid challenges. This study investigates the phenomenological experiences of Black women professors teaching in predominantly white institutions (PWIs) who are often marginalized because of racial and gender intersectional bias (K.W. Crenshaw, 2017). It explores the challenges these professors endure and examines the success methods they employ to overcome their challenges while discovering their needs for personal and professional success. The study's framework and theories include constructivism (Kincheloe, 2005; Naidoo & Mabaso, 2023), critical race theory (Caldwell & K.W. Crenshaw, 1996; Delgado & Stephanic, 2000), self-determination theory (Deci & Ryan, 1991), hierarchy of needs (Maslow,… [Direct]

Esther Smith Pippins (2024). The Talk: Learning That Binds Generations: A Critical Reflective Practice Begot from a Black Woman's Dialogic Approach. ProQuest LLC, Ph.D. Dissertation, Texas State University – San Marcos. This study uses a qualitative research design, a phenomenological approach, and a narrative inquiry component to delve into the past and present experiences of six Black women who engaged in the talk, a colloquial expression for conversations that Black parents have with their children about the dangers they face due to racism or unjust treatment. More importantly, these conscious-building conversations are a rite of passage for their survival, and this study particularly sought to capture significant events of critical reflection in its natural use that might not otherwise be recognized or documented as learning. Since the talk has roots in the counternarrative, critical race theory (CRT) served as the philosophical/epistemological underpinning that informed the study. As a theoretical framework, critical reflection also played a crucial role in informing the study because the talk's effectiveness relies on a reflective practice that extends well beyond the talk itself and what… [Direct]

Karen A. Fennell (2024). Examining Intersections of Gender, Race, Racism and College Choice for High-Achieving African American Female Students Aspiring Careers in STEM. ProQuest LLC, Ed.D. Dissertation, Saint Peter's University. This qualitative study examined the college choice process of high-achieving, secondary African American female students enrolled at a Science, Technology, Engineering, and Mathematics (STEM)-focused Academy aspiring to study STEM at a 4-year college or university. Minority women, unlike White women and racial minority men, face a double bind as they are underrepresented in both gender and race categories (Lockett et al., 2018). Employing Critical Race Theory (CRT), this researcher explored the impact of race and genderism on Black female STEM performance success, contributing factors to student motivation to succeed in STEM, support or lack of support from educational institutions, and whether or not the participants considered the pursuit of STEM fields at Historically Black colleges (HBCUs). The application of CRT allowed this researcher to challenge the normative conversation around Black girls' STEM performance and examine the gaps in the STEM pipeline for this group. Black… [Direct]

Tiffany L. Wright (2024). Examining the Role of Cultural Capital in Access and Equity for Female C-STEM Learners of Color. ProQuest LLC, Ph.D. Dissertation, Pepperdine University. This study aimed to examine the impact of cultural capital (Bourdieu, 1973; Bourdieu & Passeron, 1977) on the access and equity of C-STEM learners of color under the following four tenets of Yosso's (2005) Community Cultural Wealth model: aspirational, familial, social, and navigational capital. A theoretical framework of Critical Race Theory (CRT; Crenshaw, 1988) was utilized to frame the study. Research questions explore the impacts of cultural capital upon the perceived access and equity of female C-STEM learners. Qualitative methodology guided the study under the integrated approach of Quantitative Ethnography (QE) which examines qualitative data with the support of statistical analysis. This was done utilizing the Epistemic Network Analysis (ENA) webtool. Discourse analysis provided the researcher with a lens through which data from participants' interview responses were analyzed. As a retrospective study, the researcher sought to explore the impact of participants' cultural… [Direct]

Jessica Ballesteros (2022). "Latinas Abriendo Caminos": Stories of Latina Women to the Doctoral Degree. ProQuest LLC, Ph.D. Dissertation, University of the Incarnate Word. Research Focus: Most of the current research focusing on Latinas succeeding academically has been conducted at the undergraduate and master's level. The purpose of this study was to gain an understanding of the experience of Latinas in their doctoral program and what leads them to complete a doctoral degree. Latinas currently have low completion rates in doctoral degrees compared to all other ethnicities in the U.S. Thus, the goal of this research study was to identify factors that contribute to these Latinas succeeding academically. Research Methods: I used both Critical Race Theory (CRT) and Latino Critical Race Theory (LatCrit) to address the issue of race, gender, and racism in the doctoral education setting. To understand what lead them to complete a doctoral degree, the stories of nine Latinas participants lived experiences in completed their doctoral degree in the last years five years was documented through their testimonios. Through their testimonios, I explored in hopes of… [Direct]

Hylton, Kevin (2012). Talk the Talk, Walk the Walk: Defining Critical Race Theory in Research. Race, Ethnicity and Education, v15 n1 p23-41. Over the last decade there has been a noticeable growth in published works citing Critical Race Theory (CRT). This has led to a growth in interest in the UK of practical research projects utilising CRT as their framework. It is clear that research on "race" is an emerging topic of study. What is less visible is a debate on how CRT is positioned in relation to methodic practice, substantive theory and epistemological underpinnings. The efficacy of categories of data gathering tools, both traditional and non-traditional is a discussion point here to explore the complexities underpinning decisions to advocate a CRT framework. Notwithstanding intersectional issues, a CRT methodology is recognisable by how philosophical, political and ethical questions are established and maintained in relation to racialised problematics. This paper examines these tensions in establishing CRT methodologies and explores some of the essential criteria for researchers to consider in utilising a CRT… [Direct]

Thomas, Garrett M. (2023). Examining the Privilege Effect on the Achievement Gap. ProQuest LLC, Ed.D. Dissertation, Rutgers The State University of New Jersey, School of Graduate Studies. There is currently much conversation on the issue of the achievement gap as scholars, politicians, and educational leaders continue to grapple with educational inequity and underperformance of students in urban neighborhoods who are mostly Black and Latinx as compared with higher performing students, mostly white, in suburban neighborhoods. This study used qualitative research methods including interviews, focus groups, and artifact collection to conduct a comparative analysis between middle school English Language Arts classes in an underperforming school in Dobytown, N.J. and a high performing, gifted and talented school in the very same neighborhood. Both schools service minority students; but have yielded very different results. Drawing on literature about racism and social justice in education, and using the theoretical perspective of Critical Race Theory as a lens from which to view the data, I gained new insight into the role of privilege in determining the achievement gap as… [Direct]

Tori T. Simmons (2020). Finding Their Strengths, Dreams and Struggles: A Narrative Inquiry of High School Students Independent Reading Habits. ProQuest LLC, Ed.D. Dissertation, University of South Carolina. The ability to read and understand texts are important to student's success in school and life. However, many secondary students enter without the skills needed to handle the rigor and amount of reading they will meet as they matriculate high school. Yet, this is not the case for those who struggle to read most. Allington (2013) found that students who struggle the most to read are also those who given the least amount of time to reading and the most to worksheets (p. 526). Therefore, this study hopes to better understand the reading histories of three high school students and determine the conditions needed to foster, develop, and sustain an independent reading life among high school students. Using a narrative inquiry method, the study looked at the independent reading habits of three high school students individual reading histories. Self-Determination and Critical Race Theories are used as the theoretical lens for this study as it relates to the choice and cultural relevancy of… [Direct]

Jeffers, Adam R. (2017). Reflections of Academic Experiences from Formerly Incarcerated African American Males. Equity & Excellence in Education, v50 n2 p222-240. This research examines academic experiences of African American males (ages 18-25) who attended urban schools in southern California. The participants were incarcerated for at least one year prior to being housed in a pre-release program where they reflected on their academic experiences and perceptions of the school environment. The participants' academic experiences reflect many of the stories of young African American males in public schools. Data were collected from individual and group interviews, questionnaires, observations, and short writing responses providing a unique perspective within a critical race theory framework. Participants' early academic experiences were most positive during kindergarten and declined as they grew older. The academic experiences of these young men seemed to profoundly impact their social, cultural, and psychological development as well as their life choices, which may have led to incarceration…. [Direct]

Lewis, Chance W.; Robinson, Derrick (2017). Typologies for Effectiveness: Characteristics of Effective Teachers in Urban Learning Environments. Journal of Urban Learning, Teaching, and Research, v13 p124-134. Despite increasing diversity in U.S. schools, the topic of teacher effectiveness remains to be dominated by a universal narrative. This study applies critical theory, critical race theory, and culturally responsive pedagogy to position teacher effectiveness as contextual to urban schools and relational to the asset-based view of the learner. This study employs a phenomenological design to gather the shared experiences of nine teacher educators with teaching and service experiences in urban schools. The findings produce typologies of effective and ineffective teachers, identifies characteristics of effective urban teachers, and details the style responsiveness of effective teachers in urban schools. This study concludes with recommendations for school leaders and teacher educators to use the findings to impact the effectiveness of in-service and pre-service teachers for urban schools…. [PDF]

Flores, Nelson (2017). Developing a Materialist Anti-Racist Approach to Language Activism. Multilingua: Journal of Cross-Cultural and Interlanguage Communication, v36 n5 p565-570 Sep. The aim of this paper is to propose a materialist anti-racist approach to language activism. This approach combines Joshua Fishman's pioneering work on language activism with critical race theory and the recent materialist turn in applied linguistics. A materialist anti-racist approach to language activism, positions language policy within broader efforts to dismantle racial and economic inequities. Using the case study of bilingual education programs in the United States, this paper points to the importance of accounting for the various non-linguistic factors that play a role both in terms of access to education as well as the experiences of students. It is noted that a failure to account for these non-linguistics factors, may lead bilingual education programs to inadvertently contribute to the marginalization of minoritized communities…. [Direct]

Kyriacopoulos, Konstantine; S√°nchez, Marta (2017). Stepping up for Childhood: A Contextual Critical Methodology. Critical Questions in Education, v8 n2 spec iss p221-238 Spr. In this paper, we theorize a critical methodology for education centering community experiences of systemic injustice, drawing upon Critical Race Theory, critical educational leadership studies, Chicana feminism, participant action research and political theory, to refocus our work on the human relationships at the center of the learning and teaching endeavor. We propose a discourse analysis of the dominant, master narrative and incorporation of a community of memory to provide emancipatory counternarratives that provide members with avenues toward territorialization and reclamation of communal spaces such as public schools. Finally, we present four potential sites of this critical methodology to be activated in response to North Carolina's educational crises, including NC Senate Bill 8 (Charter School law), the Read to Achieve law, the Teacher of the Year awards, and NC General Statute 95-98…. [PDF]

McElderry, Jonathan A.; Rivera, Stephanie Hernandez (2017). "Your Agenda Item, Our Experience": Two Administrators' Insights on Campus Unrest at Mizzou. Journal of Negro Education, v86 n3 p318-337 Sum. For this study, we use duoethnography in conducting an analysis of recorded pl√°ticas, which is understood as a collaborative process of dialogue to explain our experiences as previous administrators at the University of Missouri during times of racial unrest. Through this article, we provide an understanding of the events leading up to the fall of 2015 and reflect on our experiences as administrators working directly with students and doing inclusion and diversity work. Utilizing critical race theory and critical race feminism we analyze our roles in the movement, the feelings that arose because of institutional dynamics, as well as the oppressive conditions we experienced. In turn, this article sheds light on how the lack of institutional support for inclusion and diversity efforts led to increased campus turmoil and a challenging experience for us as professionals…. [Direct]

Emmanuel Canlas Esperanza Jr. (2020). Experiences of Southeast Asians at a Community College in the Midwest. ProQuest LLC, Ed.D. Dissertation, Northern Illinois University. This dissertation explored what contributed to Southeast Asian students' persistence in an urban community college in the Midwest. A qualitative case study was used to reveal how Southeast Asian students perceived personal and educational experiences and how those experiences created an impact on their persistence. This project addressed the lack of research on Southeast Asians and their challenges attaining academic success in higher education. This study is critical, as there is a lack of research on Southeast Asian students' experiences within higher education institutions, particularly within community college settings. The majority of research has focused on Asian American or international students, with minimal knowledge about any particular subgroup. This project uses the Critical Race Theory (CRT) as a theoretical lens. Because of the "model minority" myth, Asian Americans perceived that they do not need support that negatively affects Southeast Asian students since… [Direct]

Cooks, Leda; Zenovich, Jennifer A. (2021). On Whose Land Do I/We Learn? Rethinking Ownership and Land Acknowledgment. Communication Teacher, v35 n3 p222-228. In our semester original teaching idea, we detail possibilities of resistance to the neoliberal university by considering tribal critical race theory and postsocialist feminism as frames for decolonization. The semester takes shape by focusing on foundational readings to bridge decolonial and postsocialist thought as the basis for dialogue about neoliberalism as it manifests imperialist white supremacist capitalist patriarchy in our universities. Focusing on property ownership as a discursive link between neoliberalism, decolonization, and postsocialism, we ask students to theorize/analyze how ownership of property and communication of that ownership maintains, extends, and resists colonial, liberal, and capital forms of power in the institution. We anchor our theoretical application by presenting students with a case study about the indigenous lands upon which our universities are built/occupy accompanied by a discussion about university "ownership" of ancestral remains… [Direct]

Lauren Fifield Bellamy (2021). COVID-19, Technology, and the Math Classroom: Changes, Obstacles, and Victories Integrating Digitally. ProQuest LLC, Ph.D. Dissertation, Old Dominion University. Secondary math teachers faced new experiences and struggles this past virtual school year due to the global COVID-19 pandemic. Nine secondary math teachers from a school division in southeastern Virginia participated in this qualitative single case study. Data collection included individual semi-structured interviews and technology integration artifacts. Through a three round coding process, ten themes emerged to answer the following three research questions: 1) In terms of curriculum, teaching methods, and assessments, how did teachers describe their pedagogical change in virtual learning? 2) How do teachers perceive student performance has changed within the virtual learning space? 3) From teachers' perspectives, how has the digital divide and educational inequities affected students' virtual learning based on student race? The data were analyzed through two theoretical lenses: Critical Race Theory (Ladson-Billings & Tate, 1995) and Technological Pedagogical and Content… [Direct]

Deliah Kay Brown (2021). How African American Female Faculty Experience and Perceive the Organizational Culture at Community Colleges: A Qualitative Study. ProQuest LLC, Ed.D. Dissertation, Grand Canyon University. The purpose of this qualitative descriptive study was to explore the lived experiences of African American female faculty members within the organizational culture at community colleges in the south. Three research questions that provided guidance for this study: How do African American female faculty members describe their lived experiences within the organizational culture at community colleges? How do African American female faculty members describe their lived experiences within the organizational culture at community colleges when examining issues of racism? How do African American female faculty members describe their lived experiences within the organizational culture at community colleges when examining issues of sexism? Semi-structured interviews and critical incident reports were utilized to collect in-depth narratives. Critical race theory and Black feminist thought served as the theoretical foundation for this study. Data analysis involved Braun and Clarke's six-step… [Direct]

Yarbrough, R. Terrell (2021). A Critical Race Collective Case Study of the Role of Sports Participation in the Academic Success of African American Male Administrators. ProQuest LLC, Ed.D. Dissertation, Aurora University. The purpose of this collective case study was to examine the role of sports participation in the academic success of African American male administrators. Critical Race Theory (CRT) provided a theoretical framework for this study. According to CRT proponents, the school experiences of many African American boys consist of a curriculum of control and discipline rather than focused attention on academic achievement, student learning, and creating culturally responsive environments. This learning environment forces students to adapt to teaching methods that were not intended to inspire or motivate their cultural views. Sports may serve as an important corrective to these practices. Data was collected by interviewing 11 educators via zoom using an open-ended narrative triangular approach where coaches and teachers connected to the participants were also interviewed. The primary findings of the study indicate that a positive connection exists between sports in motivating African American… [Direct]

Blanton, Andrea; Espinosa, Zurisaray; Gambrell, James A.; Kasun, G. Sue (2021). A Black Mother's Counterstory to the Brown-White Binary in Dual Language Education: Toward Disrupting Dual Language as White Property. Language Policy, v20 n3 p463-487 Sep. There is a rich body of Dual Language (DL) research documenting, primarily, how Latinx students are marginalized in DL programs for the benefit of White students. We refer to this as the Brown-White binary, in which race relations are over-simplified between two racial groups to the exclusion of nuance of other racial categories. This is similar to the ways race relations have often been oversimplified in the United States (U.S.), due to its earlier histories of understanding race through a Black–White binary. In this article, we present Critical Race Theory counterstory research by considering how racialized inequality is perceived and lived from one Black mother in a Southeastern U.S. DL program in a Title I elementary school. Through two years of co-participative storying with this highly engaged African American DL parent/co-author–who also served at the time as the school's parent-teacher association (PTA) president–we demonstrate a case of how Black families may also be… [Direct]

Freedman, Justin E.; Song, Yosung (2022). The Construction and Embodiment of Dis/Ability for North Korean Refugees Living in South Korea. Teachers College Record, v124 n7 p201-220 Jul. Background/Context: Every year, an unknown number of North Koreans flee their homeland. As of 2020, 33,752 North Koreans had arrived in South Korea. The political positioning of North Korean refugees in South Korean society is unique from other immigrants, in that they receive immediate South Korean citizenship and are considered members of the same ethnic group as South Koreans. However, North Korean refugees face discrimination in South Korea, including in schools. Purpose/Objective/Research Question/Focus of Study: This paper extends the use of the intersectional analytical framework, disability critical race theory (DisCrit), outside of western settings to the Korean context. The purpose is to analyze the schooling experiences of North Korean refugees in South Korea. We provide a background about the divide between the nations of North and South Korea and discuss how this divide contributes to North Korean refugees' position as outsiders. We also situate discrimination faced by… [Direct]

Ebony M. Ramsey (2022). She Begat This — A Black Girl Mixtape: Exploring Racialized and Gendered Portraits of Black Women Presidents at Historically Black Colleges & Universities. ProQuest LLC, Ph.D. Dissertation, Colorado State University. Not everything that is faced can be changed, but nothing can be changed until it is faced.- James BaldwinBlack women have always been in the forefront leading change and supporting the attainment of education in the academy. They have been the greatest hidden figures. This study strives to nuance the experiences of Black women presidents at historically Black colleges and universities who are often overlooked and ignored. The purpose of this study is to explore how Black women make meaning of their lived experiences regarding race and gender as they laid a foundation towards a pathway to the presidency at historically Black colleges and universities (HBCUs). Using portraiture methodology, I illustrate how Black women have navigated and resisted the challenges presented by patriarchal leadership positions in the academy. I employ critical race theory (CRT) and Black feminist thought (BFT) to sculpt a critical lens that interrogates and problematizes Black women's racialized and… [Direct]

Hern√°ndez, Ebelia (2015). Balancing Dreams and Realities: The College Choice Process for High-Achieving Latinas. Journal of Latinos and Education, v14 n3 p202-219. This study's narratives of 17 high-achieving Latinas revealed how their college choice was a constant balancing of individual and family expectations, being "close, but far enough away," and "getting your money's worth." With the use of critical race theory, further analysis revealed the influence of "familismo" on the college choice process as well as a financial ceiling that kept the most elite institutions out of reach…. [Direct]

Acevedo-Gil, Nancy; Alonso, LLuliana; Santos, Ryan E.; Solorzano, Daniel G. (2015). Latinas/os in Community College Developmental Education: Increasing Moments of Academic and Interpersonal Validation. Journal of Hispanic Higher Education, v14 n2 p101-127 Apr. This qualitative study examines the experiences of Latinas/os in community college English and math developmental education courses. Critical race theory in education and the theory of validation serve as guiding frameworks. The authors find that institutional agents provide academic validation by emphasizing high expectations, focusing on social identities, and improving academic skills. The authors conclude by conceptualizing a critical race validating pedagogy to implement among students who place in community college developmental education courses…. [Direct]

Davis, Samantha (2016). Exploring the Effects of Art-Making on the Racial Climate of a Multicultural Classroom. Online Submission The purpose of this case study was to explore the effects of art-making on the racial climate of a multicultural classroom of 11th graders. Critical Race Theory and Critical Race Methodology laid the foundation for approaching the topic of racial climate in an academic setting. An emphasis was placed on analyzing the developments of the counternarratives of students engaged in a culturally-responsive curriculum. Over an eight week period, students participated in three art projects focused on identity and racial identity. Each art lesson was devised as a response to the strengths and needs of students as they created artwork. The case study focused on three 11th grade students that identify as African American: Shanice, Tonia and Dashawn. Private regard, cultural imagery and language, and emotional responses were observed daily during both the direct instruction and the independent art-making. Interviews were conducted with the three participants, while artifacts were collected from… [PDF]

Gatwiri, Kathomi; Mapedzahama, Virginia (2022). Pedagogy or "Trauma Porn"? Racial Literacy as a Prerequisite for Teaching Racially Dignifying Content in the Australian Social Work Context. Journal for Multicultural Education, v16 n3 p272-282. Purpose: On June 21, 2021, a motion was introduced to the Australian Senate calling on the federal government to reject critical race theory (CRT) from the national curriculum, claiming that CRT is divisive and racist. This was allegedly sparked by revisions to the national school curriculum, which included a more accurate reflection of the historical record of First Nations peoples' experiences of colonisation and the framing of British arrival onto the continent as an invasion. This paper aims to overview the omnipresence of Western thought systems in the academy and critiques how knowledge production as a disciplinary practice positions race as a "marginalised knowledge". Design/methodology/approach: This paper is conceptual and it theorises the morphology and functions of racism within the Australian education system specifically, and across the board. This theorisation offers an invaluable starting point in rethinking how we advocate for and preserve Blac/k scholarship… [Direct]

Loleater H. Gibson (2022). Black Faculty's Experiences with Microaggressions in Predominantly White Institutions: A Qualitative Descriptive Study. ProQuest LLC, Ed.D. Dissertation, Northcentral University. Organizational leaders are faced with the task of creating initiatives to address racial microaggressions in the workplace. The focal point of this study was Black faculty employed at predominantly white institutions (PWIs). The problem to be addressed by this study was that microaggressions continue to be perpetrated against Black faculty by White colleagues. The purpose of this qualitative descriptive study was to explore Black faculty experiences of microaggressions within the context of PWIs. Critical race theory (CRT) and microaggressions theory were used as a framework for this study. The guiding principles or tenets of CRT were counterstorytelling, the permanence of racism, and whiteness as property. The microaggressions theory was used to portray the everyday occurrences of verbal insults and subtle attacks of racism whether intentional or unintentional. The two research questions guiding the study were: (1) What are Black faculty's experiences who have faced microaggressions… [Direct]

Ramos, Melissa Ann (2022). Are High Levels of Educator Bias Associated with the Disproportionate Discipline of Black Students?. ProQuest LLC, Ed.D. Dissertation, University of North Florida. Data on school discipline inequities have shown disproportionate numbers of Black students suspended and expelled compared to their non-Black counterparts. Despite the implementation of evidence-based solutions such as positive behavior supports and intervention, educator professional development, and restorative practices aimed at closing the racial discipline gap, little to no change has occurred. Critical Race Theory is used as a lens for viewing racial hierarchies as a socially constructed tool to oppress people of color. This oppression can be seen in various aspects of society and in education, especially in school discipline. It is fueled by biases, both implicit and explicit. This study aims to bring light to the impact of educator bias on the lack of positive change upon implementation of evidence-based strategies aimed to minimize school discipline inequities. The data for this quantitative study was collected through surveys designed to measure explicit and implicit bias… [Direct]

Kevin D'Anthony Guyton (2024). Restorative Justice a Pathway to Hope: An Exploration of the Impact Restorative Justice Has on the Schooling Experiences of Black Boys and the Teachers Who Teach Them. ProQuest LLC, Ed.D. Dissertation, Northeastern University. This study examined the impact Restorative Justice (RJ) practices had on black boys and the teachers who teach them school experience. The setting of this study was an urban inner city middle school, located in the Northeast region of the United States. This study examined the experiences of these two distinct groups, and ultimately how their interaction with restorative justice practices affected their day-day schooling experience. This interpretive phenomenological analysis utilized semi-structured interviews to collect data from six 8th grade black boys and three of their teachers, all of whom have had significant documented participation with restorative justice practices. Data was analyzed by using in vivo coding and three themes emerged from the data revealing the nuances in black boys' experience with RJ and a rich understanding of how these practices benefited their schooling experiences. The first theme focuses on the differing levels of participation with RJ practices… [Direct]

Dalia Mohamed (2024). Development Projects, Displacement, and Their Impact on the Deterioration of Indigenous Language and Culture: The Role of Women in Preserving the Nubian Language. ProQuest LLC, Ph.D. Dissertation, University of the Incarnate Word. My study aimed to explore the phenomenon of the deterioration of culture and language in an indigenous population due to the establishment of large development projects. I focused on the historical displacement and forced relocation faced by the Nubian population in Egypt as an example. My study highlighted the role of women in preserving the Nubian language. I used Interpretive Phenomenological Analysis (IPA) as an approach to explore the shared lived experiences and strategies that Nubian women have used to persist in their culture and language after forced displacement. The research problem in my study is a combination of a major phenomenon, which is the deterioration of Nubian culture and language, and four related issues: marginalization of the indigenous population, resettlement impact, challenges facing women attempting to maintain language and culture, and children lacking connection to their Nubian heritage. The study was conducted in "Dahmeet," a Nubian village in… [Direct]

Kim Stieber-White (2024). Disrupting or Centering Whiteness: An Analysis of Influences on Secondary Literacy Teachers' Text Selection for "Struggling" Adolescent Readers of Color. ProQuest LLC, Ph.D. Dissertation, The University of Wisconsin – Madison. Despite long-standing acknowledgement that U.S. adolescents of color are disproportionately deemed "struggling readers," various iterations of supposedly neutral neoliberal literacy reform legitimized by quantitative data systemically deny access and opportunity through labeling and sorting and perpetuate educator deficit ideologies. Moreover, liberatory reconceptualization validating students' out-of-school literacies is denied. This study initiates a positioning of algorithmic reader and book Lexile leveling as neoliberal literacy reform, exploring the more recent confluence of culturally responsive literature incorporation within these systems. The research questions are: "What factors do reading teachers consider when selecting narrative texts for 'struggling' adolescent readers of color? How might these factors and texts center or disrupt Whiteness, if they do?" The 14 white female participants in this qualitative study were recruited from nine suburban… [Direct]

Adriana Villavicencio; Dana Conlin; Kathryn Hill; Sarah Klevan (2024). "A Wound That Was Already Festering": The Burdens of a Racial Justice Program on Teachers of Color. Teachers College Record, v126 n1 p115-140. Background: Research that documents the influence of anti-racism programs on teacher practice shows some desired outcomes, including developing critical consciousness to support students of color and educate others about stereotyping; understanding how racial bias affects one's teaching and relationships with students; and implementing anti-racist approaches in schoolwide policies and practice. At the same time, research on anti-racist professional development (PD) also highlights the challenges of engaging in this work when white teachers, in particular, respond defensively or dismissively. Studies have shown how these responses can reinforce stereotyping behavior among white participants and reinscribe unequal social relationships. Research Questions: This article aims to answer the following questions: (1) How do white educators, if they do at all, display resistance to racial justice work? (2) How does resistance among white educators, if it does so at all, shape the experiences… [Direct]

Stevick, E. Doyle (2017). "Can I Borrow Your Glasses?": A Prescription for Learning to See the Cultural Roots of Identity Terms and Implicit Categories through Others' Lenses. Intercultural Education, v28 n6 p543-556. Why is there so much confusion and conflict around common identity labels, a problem that extends well beyond any stereotypes that they may evoke? How do we escape the seeming paradox that we reject racism but still speak frequently of black and white? Who claims the power to determine or name others' identities? The confusion and conflict about identity that play out on a surface level are often caused by starkly different but implicit understandings that operate beneath the surface. For example, terms like black, Jewish and Muslim may invoke several of our deeper conceptions or categories like race, culture, religion and ethnicity, and to varying degrees in different places. Critically, these categories themselves are culturally rooted. This article shows how our implicit categories can lead to both cross-cultural confusion and problematic misunderstandings in course content. Helping students to recognise and to understand the cultural roots of our implicit categories should be a… [Direct]

Banks, Cherry A. McGee, Ed.; Banks, James A., Ed. (2019). Multicultural Education: Issues and Perspectives. 10th Edition. John Wiley & Sons, Inc As diversity continues to increase in the United States, ethnic, cultural, social-class, and linguistic gaps are widening between teachers and their students. The rapidly changing educational landscape presents unique challenges and opportunities for addressing diversity both creatively and constructively in schools. "Multicultural Education" helps current and future educators fully understand sophisticated concepts of culture; become more effective practitioners in diverse classrooms; and view race, class, gender, social class, and exceptionality as intersectional concepts. Now in its tenth edition, this bestselling textbook assists educators to effectively respond to the ways race, social class, and gender interact to influence student behavior and learning. Contributions from leading authorities in multicultural education discuss the effects of class and religion on education; differences in educational opportunities for male, female, and LGBTQ students; and issues… [Direct]

Ahmed, A. Kayum (2017). #RhodesMustFall: Decolonization, Praxis and Disruption. Journal of Comparative and International Higher Education, v9 n2 p5-9 Fall. In 2015, a student at the University of Cape Town in South Africa, took a bucket of feces and threw it against a bronze statue of Cecil John Rhodes located on the university's campus (Nyamnjoh 2016). Rhodes, who was recognized as a British imperialist and racist, became a symbolic focal point for #RhodesMustFall (RMF) – a radical student movement centered on the decolonization of education by confronting questions of institutional racism, access to education, and reforming the university curriculum (Gibson 2016; Luescher 2016; Mbembe 2016). Maxwele's defacement of the Rhodes statue fueled an ongoing national debate on decolonization and the cost of higher education that had started in the early 2000s (Booysen 2016). Protests at universities across South Africa erupted following the defacement of the Rhodes statue expanding RMF into the #FeesMustFall (FMF) movement which has demanded free, quality, decolonized education (Booysen 2016; Hefferman and Nieftagodien 2016, Luescher,… [PDF]

Andrews, Kehinde (2014). Toward a Black Radical Independent Education: Black Radicalism, Independence and the Supplementary School Movement. Journal of Negro Education, v83 n1 p5-14 Win. Black Radicalism believes in the centrality of racism to Western imperialism and a Diasporic commitment to the liberation of Africa; existing in distinction to Black Nationalism, Marxism and Critical Race Theory. A Black radical critique of schooling is presented and the mischaracterizations of Black Radicalism as segregationist and separatist are examined. Black independent education is a necessary feature of Black Radicalism and the Black supplementary schools movement in Britain exists as a potential space where such an education can be developed…. [Direct]

Barton-Vasquez, Katherine Anne (2018). A Case Study of Significant Disproportional Discipline of African American Students in Special Education: Inquiry in a Suburban School District. ProQuest LLC, Ed.D. Dissertation, Loyola Marymount University. In U.S. school districts, African American special-education students are disciplined more heavily than other students. This case study examined how a suburban high school district in Southern California addressed disproportionality and significant disproportionality in the discipline of African American students with disabilities. The study gathered qualitative data through interviews with 28 of the district's employees–including officials, administrators, psychologists, security officers, teachers, and classified staff–and analysis of the interviews, along with relevant documents and field notes. This research provides an overall picture of the challenges involved in overcoming disproportionality and significant disproportionality in student discipline, especially those of marginalized groups, and suggests ways to improve school programs. The study highlights the importance of taking cultural issues into account as they relate to employing effective disciplinary tactics,… [Direct]

Antony Farag (2020). Structured Whiteness: A Study of Social Studies Teachers Who Teach in Predominantly-White Public School Districts. ProQuest LLC, Ed.D. Dissertation, Rutgers The State University of New Jersey, School of Graduate Studies. Critical Race Theory (CRT) is a powerful and insightful theoretical framework that examines the way race plays a role in American society and, by extension, its education system. However, much of the empirical work framed by CRT is qualitative and explores the way race plays a role in the educational experiences of marginalized students and/or is used to prepare white teachers to educate marginalized students. This study sought to use quantitative methodology framed by CRT to study teachers who teach in predominantly-white districts, examine their critical multicultural educational competencies, their critical consciousness, and finally their knowledge of CRT and comfort level with its basic premises. As the one of the basic premises of CRT posits that "racism is normal in American society" (Ladson-Billings, 1998), it therefore becomes crucial to employ CRT as a framework to study predominantly white districts as well as districts populated by marginalized students. The… [Direct]

Jessica Martell; Mariana Souto-Manning (2019). Toward Critically Transformative Possibilities: Considering Tensions and Undoing Inequities in the Spatialization of Teacher Education. Teachers College Record, v121 n6. Background: Racism remains a deep-rooted and pervasive feature of U.S. society. Racist ideas, defined by Ibram X. Kendi as "any concept that regards one racial group as inferior or superior to another racial group in any way," are major topographies in the current landscape of teacher education. Focus: Rejecting the production of racial inequities as an unavoidable outcome of teacher education, in this article, a university-based teacher educator of color and an early childhood teacher/teacher educator of color unveil the complex sociospatial dialectic of teacher education across settings. Positioning mapping as a possible pathway for coauthoring a counternarrative that rejects teacher education's first spaces, characterized by the overvaluation of White ontologies, Eurocentric epistemologies, and ideologies that deem university-based knowledge superior, they identified and mapped inequities across the physical, relational, and pedagogical locations where teacher education… [Direct]

Cai, Lilia (2023). An Asian American Feminist Manifesto: Asian American Women Heads of Schools Embodying Culturally Responsive School Leadership. Teachers College Record, v125 n7-8 p173-187. Background: Within more than 1,600 preK-12 member schools in the National Association of Independent Schools (NAIS) in the United States, there were only seven Asian American women heads of schools in 2019, representing 6% of all heads of color, 1% of all women heads, and 0.4% of all heads of schools. There has been limited research on intersectionality in educational leadership, particularly in the context of independent schools. Purpose of Study: This article sets out to address the research gap in current literature as it pertains to examining the intersectional impact of race, gender, culture, and epistemology on the leadership experiences of Asian American women heads of independent schools, and to deconstruct mainstream leadership narratives by unearthing and complicating critical narratives of a small group of educational leaders who are women of color. Research Design: This qualitative study employs intersectionality theory as the conceptual framework, culturally responsive… [Direct]

Minikel-Lacocque, Julie (2013). Racism, College, and the Power of Words: Racial Microaggressions Reconsidered. American Educational Research Journal, v50 n3 p432-465 Jun. Based on interview data from a collective case study, this article uses current notions of racial microaggressions to explore this \subtle\ racism through the voices of six Latino/a students as they transition to a predominantly White university. Using critical race theory as a framework, I argue for greater understanding and increased use of the term \racial microaggressions\ within education generally and specifically with regard to higher education. I also, however, argue for specific changes in the existing framework of racial microaggressions, contending that the term microaggression is at times misused within academia and that this misuse has potentially negative consequences. Implications for discussions of racism writ large as well as for specific changes on college campuses are discussed. (Contains 1 figure and 6 notes.)… [Direct]

Hendry, Petra Munro; Melancon, Kristi Richard (2015). "Listen to the Voice of Reason": The "New Orleans Tribune" as Advocate for Public, Integrated Education. History of Education, v44 n3 p293-315. The "New Orleans Tribune" (1864-1870), the first black daily newspaper in the United States, was the singular text in the public South at its time to staunchly advocate for public, integrated education, anticipating the ruling of "Brown v. Board of Education," and arguing that separate education would always be synonymous with unequal education and would reinforce the mark of inferiority already placed upon blacks by slavery. This article argues that the "Tribune" grounded its argument against segregated education in logos-centred rhetoric that focused specifically on combating the dominant discourse of white supremacy and black inferiority embedded in the emerging ideology of scientific racism. The "Tribune" defended against the divisive rhetoric of the newly forming eugenics movement and instead posed public, integrated education as a necessary prerequisite to rebuilding a nation destroyed by the Civil War…. [Direct]

Angelica T. Franklin (2022). Thoughts, Reflections, and Perceptions of African American Students about Becoming Teachers in a Small Urban School District. ProQuest LLC, Ed.D. Dissertation, University of Illinois at Urbana-Champaign. According to the National Center for Education Statistics (2020), in 1999, 84% of teachers were white, and 8% of teachers were African American. Unfortunately, these statistics have not changed much in two decades. In 2018, 79% of teachers were white, and 7% of teachers were African American. In order to change the experiences in our schools for African American students, we must find a solution to grow more African American teachers. Waiting to recruit African American adults to become teachers seems to be an afterthought. Researching the thoughts, reflections, and perceptions of African American students about becoming teachers provides insight and recommendations to minority teacher recruitment and retention programs at both the collegiate level and K-12 schools. To increase the number of African American teachers, school districts will need to change what they are currently doing to recruit and retain African American teachers. Through qualitative student focus group interviews,… [Direct]

Athanases, Steven Z.; Banes, Leslie C.; Houk, Julia G.; Sanchez, Sergio L. (2023). Multi-Lens Noticing in Preservice Teachers' First Attempts at Facilitating Discussion in Diverse English Classes. Teachers College Record, v125 n4 p95-133 Apr. Background: Classroom discourse featuring meaning making supports students achieving discipline-specific learning. However, moving beyond recitation requires developing beliefs, skills, structures, and practices. Any theorizing we do about developing discussion practice must attend to realities of culturally and linguistically diverse classrooms. Purpose: Our study offers a teacher education innovation that prepares ELA candidates to facilitate discussion, framed by a set of noticing lenses: noticing for "collaborative communication," "content learning," and "equity." We asked: As they reflected on their first attempts at facilitating discussion in diverse secondary ELA classes, what did preservice teachers (PSTs) notice about their discussion practices and students' engagement and response patterns? Participants: Our study features an inquiry course in a teacher credential program. Participants were 83 PSTs pursuing secondary English credentials,… [Direct]

Danvers, Emily; Hinton-Smith, Tamsin; Jovanovic, Tanja (2018). Roma Women's Higher Education Participation: Whose Responsibility?. Gender and Education, v30 n7 p811-828. There are striking gaps between Roma and non-Roma higher education (HE) participation rates, with less than 1% of Roma possessing a tertiary-level qualification [United Nations Development Programme, World Bank and European Commission. 2011a. "The Situation of Roma in 11 EU Member States." Accessed 3 April 2015. issuu.com/undp_in_europe_cis/docs/_roma_…. As the Decade of Roma Inclusion (2005–2015) closes, this renders the present a salient moment to reflect on Roma students' HE experiences. Widening educational access for marginalised groups raises specific questions about where responsibility for doing so lies–with tensions between individualised articulations of raising aspiration and notions of collective responsibility framed in a social justice agenda. Drawing on interviews with five Roma women students, this paper unpacks the contradictions between desiring access to HE for individual self-betterment and concurrent pulls towards… [Direct]

DeBerry, Tealia N. (2017). A Portrait in Black and White: An Analysis of Race in the Adult Education Classroom. ProQuest LLC, Ph.D. Dissertation, University of South Florida. Adult education is a reciprocal relationship between adult learners and adult education practitioners. As such, it is essential to understand the experiences of adult educators and adult education practitioners as they teach adults. This study focuses on how ideas about race and racism are examined in the graduate-level classroom and the adult learners' experience as they focus on subject matter that challenges their assumptions and forces them to create new understandings about race. This study examines, through the portraiture methodology, the experiences of a White researcher and the adult learners engaging in dialogues about race in a CRT course. The findings of this study include an examination of my role as a White researcher engaging in dialogues in this CRT course, including an inquiry into my silences, trepidation, and feelings of helplessness during the classroom interactions. I also examine the ways in which the adult learners who participated in this course communicated… [Direct]

Bradley, Deborah (2015). The Dynamics of Multiculturalism in "Music Matters: A Philosophy of Music Education". Action, Criticism, and Theory for Music Education, v14 n3 p10-26 Nov. This review of "Music Matters," Second Edition, focuses on the portion of Chapter 13: "Music Education and Curriculum," dedicated to the discussion of multicultural music education. Discussions are presented through the discursive lens of antiracism and critical multiculturalism, positioned against the backdrop of the racial violence experienced in the U.S. between August 2014 and July 2015, and the long history of human rights abuses in both Canada and the U.S. Following from a discussion of multiculturalism's initial emergence as a way to remedy racism, and an investigation of the relationship between multiculturalism and power, the review turns to Elliott and Silverman's preference for the term intercultural (over multicultural) music education. An examination of the differences between interculturalism and multiculturalism, and the possible unintended consequences of an interculturalist stance in music education, conclude the review…. [PDF]

Michael Steven Brown Jr. (2024). Black Male Sense of Belonging: Exploring Student Voices. ProQuest LLC, Ed.D. Dissertation, The University of North Carolina at Greensboro. Previous research has shown that Black males do not find schools to be safe spaces or places where they feel a sense of belonging. Instead, they do not feel welcomed (Brooms, 2019a). If students must spend 8 to 9 hours in a place daily, we will want that space to be somewhere they want to be. Findings from research conducted by Collins et al. (2022) confirm that students have a better chance of academic success when affirmed and welcomed. My study aimed to discover where Black male students feel they most belong and why. Specifically, I aimed to answer my main research question: "What are Black male teenagers' experiences with and perceptions of their feelings of belonging in schools and recreation centers?" My secondary question was: "What recommendations do Black males have for improving their feelings of belonging?" For my research, I defined a sense of belonging as a feeling of connectedness with or integration into a community (Hussain & Jones, 2021). In… [Direct]

Kimberly Johnson-Redder (2024). Voice of the Voiceless: Pathways from High School to Prison. ProQuest LLC, D.Ed. Dissertation, American University. The focus in this dissertation was on the increasing involvement of Black male youth in the carceral system and the connection to their experiences in high school. This problem is multifaceted in education because of the numerous actors and factors that contribute to the antecedents and outcomes of the key players closest to the problem, Black males. The study was designed to address this multilayered problem by employing narratives and storytelling as tools for the intervention and interrogation of anti-Black and unwelcoming school spaces. It was intended to elevate the voices of Black males who have been involved with the court system and change the mindsets and behaviors of high school educators to foster more inclusive environments with the exploration of two imperative research questions: What factors of their high school experience influence formerly court-involved Black males (FCIBM) and their connection to school and court involvement? How does the storytelling of high school… [Direct]

Pertuz, Sofia Bautista (2017). The Chosen Tokens: Exploring the Work Experiences and Career Aspirations of Latina Midlevel Student Affairs Administrators in Higher Education. ProQuest LLC, Ph.D. Dissertation, Seton Hall University. Student Affairs serves as a viable career option for professionals working in higher education, including Latinas, who have increasingly entered as undergraduate students and found careers in student affairs. Latinas seem to be bottlenecked at midlevel, with few advancing to senior level leadership positions. According to the literature, negative work experiences and barriers related to identity have impacted advancement opportunities for Latina administrators. This qualitative study employed the methodology of narrative inquiry. Interviews were conducted with 26 participants selected by purposeful sampling of Latina professionals holding midlevel positions in student affairs. Data was analyzed using traditional coding methods of constant comparison and classical content analysis to identify overarching themes. The analytical framework was guided by components of Critical Race Theory (CRT), Latino Critical Race Theory (LatCrit) and Critical Race Feminism (CRF), all contributing to… [Direct]

Valencia Hicks-Harris (2023). Activate Inner Genius: A Qualitative Exploration of Elementary STEM Education and Culturally Sustaining Pedagogy for Black Teachers in Elementary STEM Classrooms. ProQuest LLC, Ph.D. Dissertation, North Carolina State University. This research study delves into the transformative possibility of culturally sustaining pedagogy (CSP) within elementary STEM (science, technology, engineering, and mathematics) classrooms. Born from decades of research on culturally responsive and relevant pedagogy, CSP aims to dismantle barriers, foster access and equity, and promote equality among diverse racial and ethnic communities. Beyond this, CSP invites students to challenge prevailing societal power structures. To achieve educational justice and equity for all, it is essential to acknowledge and honor students' cultural identities and practices. Equally vital is identifying instructional methods that educators can seamlessly integrate into their classrooms to cultivate educational environments rooted in cultural affirmation and a profound sense of belonging. The underpinning theoretical frameworks for this research include critical race theory (CRT), culturally relevant teaching (Ladson-Billings, 1995; Gay, 2000), and CSP… [Direct]

George Godfrey Mills (2023). Impact of California Community Colleges Student Centered Funding Formula on First-Generation College Students at Minority Serving Institutions: An Exploration of the Perspectives of Student Services Professionals. ProQuest LLC, D.P.A. Dissertation, California Baptist University. Purpose: This study aims to examine the impact of the Student Centered Funding Formula (SCFF) on a selection of California community colleges that are Minority Serving Institutions (MSIs) from the perspective of student services professionals at these colleges to understand the equity implications of the formula for first-generation college students. Theoretical Framework. This research is based on resource dependence, principal–agent, and critical race theory. Methodology: A qualitative phenomenological case study was conducted using open-ended interviews with 18 student services professionals to gain insight into their perspectives on the SCFF and the impact of the formula on first-generation college students from the lens of student services professionals at minority-serving California colleges. Findings: This research found three impacts on minority-serving California community colleges because of the SCFF and three ways student services at minority-serving California community… [Direct]

Simmons, Tarryn Lael (2023). HBCUs Unhushed: Transformative Spiritual Resilience within the Life Histories of African American Graduates of Historically Black Colleges and Universities. ProQuest LLC, Ph.D. Dissertation, The University of Wisconsin – Madison. Historically Black Colleges and Universities (HBCUs) serve as cultural sanctuaries fortified to affirm the value, importance, and life possibilities of African American (Black) and other underserved student populations. These institutions were founded to empower formerly enslaved African Americans and have maintained a legacy of opening the doors of higher education to African Americans and other marginalized students who might otherwise be excluded. Using narrative inquiry, this study examined the life histories of 21 African Americans who graduated from HBCUs to better understand their academic, personal, and professional life experiences. Critical race theory was deployed in a cross-case and within-case analysis to gain an in-depth understanding of the roles racial identity, racial injustice, and spiritual resilience play in their life histories. The following findings emerged: (1) African American HBCU graduates garnered a significant amount of socio-emotional, cultural, and… [Direct]

Karmen V. Bell (2023). Racialized Identity and Teacher Preparation: A Case Study of Teacher Candidates of Color. ProQuest LLC, Ph.D. Dissertation, University of Arkansas. This study addresses the problem concerning the lack of Teacher Candidates of Color (TCOCs) in teacher education. It examines recruitment, support, and retention by identifying promises and pitfalls of diversifying the teacher pipeline through the voices of Students of Color (SOCs) who are already enrolled in teacher education. How race and racialization processes influence TCOCs was salient to the study. Through qualitative case study, the researcher explored the lived experiences of teacher candidates with racialized identities being prepared to teach within one Predominately White Institution (PWI). Using a Critical Race Theory framework, four research questions guided this study: (1) What are the backgrounds and educational histories of Teacher Candidates of Color? (2) How have racialized identities contributed to Teacher Candidates of Color's interest in the teaching profession? (3) How are racialized identities afforded and constrained in predominantly White learning contexts?… [Direct]

Raketa A. Ouedraogo-Thomas (2023). Examining Systemic and Dispositional Factors Impacting Historically Disenfranchised Schools across North Carolina. ProQuest LLC, Ph.D. Dissertation, University of San Diego. This mixed method sequential explanatory study provided analysis of North Carolina (NC) school leaders' dispositions in eliminating opportunity gaps, outlined in NC's strategic plan. The study's quantitative phase used descriptive and correlation analysis of eight Likert subscales around four tenets of transformative leadership (Shields, 2011) and aspects of critical race theory (Bell, 1992; Ladson-Billings, 1998; Ladson-Billings & Tate, 2006) to understand systemic inequities and leadership attitudes. The qualitative phase comprised three analyses of education leadership dispositions and systemic factors in NC schools. The first analysis of State Board of Education meeting minutes from 2018-2023 quantified and analyzed utterances of racism and critical race, outlined the sociopolitical context of such utterances, and identified systemic patterns and state leader dispositions. The second analysis of five interviews of K-12 graduates identified persistent and systemic factors… [Direct]

Slates, Sarah E. (2023). The Role of Validation Experiences and Sense of Belonging in Academic Self-Concept and Intent to Persist among Four-Year College Students. ProQuest LLC, Ph.D. Dissertation, Bryn Mawr College. Research indicates that historically underrepresented college students are more likely to report alienating campus climates which can contribute to decreased sense of belonging and wellbeing. In turn, a lack of a sense of belonging and poor mental health may lead to decreased academic engagement and increased likelihood of attrition. Theoretical and empirical literature on critical race theory (CRT), validation, and sense of belonging identifies key factors across individual and institutional levels that influence student wellbeing and academic outcomes without relying on a deficit-based framework. Using an interactional, ecological conceptual framework drawing together CRT, validation theory, and sense of belonging my study further explores the relationships between academic validation, interpersonal validation, and sense of belonging and academic self-concept and persistence outcomes. Three years of survey data, 2015-2017, from four-year institutions were drawn from the Diverse… [Direct]

Shay Williams-Pryor (2023). Barriers to African American Women in Higher Education Leadership in Arkansas. ProQuest LLC, Ed.D. Dissertation, Fielding Graduate University. My dissertation is unique and contributes to the academic literature because it explores the barriers that retired and current African American women face while pursuing and working in higher education leadership roles in Arkansas. Using a narrative inquiry design, I interviewed 17 retired and working leaders by asking them to share their personal stories and to give recommendations for future women who aspire to work in a higher education leadership capacity. Critical race theory and Black feminist theory served as theoretical guides for this study and assisted with exploring their stories. Previous literature on barriers that African American women face while working in higher education leadership roles in other states suggested that women are stereotyped and face discrimination and sexism, along with battling concrete and glass ceilings. The first set of findings, divided into subcategories, are barriers because of unchangeable attributes, highlighting subcategories of… [Direct]

Morgan, Adrienne L. (2013). Critical Race Theory: A Counternarrative of African American Male Medical Students Attending Predominately White Medical Schools. ProQuest LLC, Ph.D. Dissertation, University of Rochester. The history of African Americans seeking medical education in the United States is rooted in a legacy of racial segregation, cultural constructs, and legal doctrine that differs from other ethnic and racial groups. The disturbing results of this legacy are that while African Americans account for 12.9% of the U.S. population, they only account for 3.3% of practicing physicians. Of equal concern is the paucity of Black males pursuing clinical medicine. Black males account for 2.49% of matriculates for the incoming class of 2010. Using critical race theory as a theoretical and analytical framework, this phenomenological study examines the lived experiences of fourth year, second generation U.S. born black males attending predominately white medical schools. These lived experiences highlight strategies of African American male students successfully navigating medical school and suggest factors that contribute to the access, participation, and retention of these scholars in medical… [Direct]

Hubbard, Kimberly R. (2023). Left Behind: Adult Black Males' Perspectives of Education and the Social-Emotional Impact Following Grade Retention. ProQuest LLC, Ph.D. Dissertation, Cardinal Stritch University. The purpose of the study was to investigate how grade retention affects Black males' perspectives about education and social-emotional skills during and after their K-12 educational journey. As a result of the Black Lives Matter movement, there has been increased discourse about our nation's current reality regarding the status of Black males–specifically, their experience in the educational environment (Wood, 2019). Black males are often "devalued and over-criminalized" (Wood, 2019, p. 1) resulting in an "overrepresentation in special education classes, higher rates of suspension and expulsion, and ultimately feeding the school-to-prison pipeline" (Wood, 2019, p. 1). Minimal attention has been dedicated to the emotional functioning of Black males and the internalizing factors that are strong predictors of their well-being later in life (Brown et al., 2013). Critical Race Theory (CRT) and the Big Five Social-Emotional Model were referenced in this study as… [Direct]

Hernandez, Corina (2023). Undergraduate Women of Color in Computer Science: How Social and Academic Experiences Shape Sense of Belonging. ProQuest LLC, Ed.D. Dissertation, Rutgers, The State University of New Jersey, School of Graduate Studies. While significant advancements in Science, Technology, Engineering, and Mathematics (STEM) are at the forefront of society, there continues to be a considerable gender and racial gap in the advancement of women of color in these fields (Espinosa, 2011; Ong et al., 2011; Shein, 2018). Low completion rates are even greater when looking at Black and Latina women in computer science (CS). This phenomenological study examined how the academic and social experiences of nine Black and Latina women computer science students shaped their journeys and sense of belonging as developing computer scientists. This study drew upon two interviews and journal entries to unpack how this group of women of color is experiencing their journeys through CS at Rutgers. I used Critical Race Theory (CRT) and Strayhorn's (2012, 2018) model for sense of belonging for STEM students as frameworks for interpreting the experiences of women of color and what may lead to attrition or unwelcome environments. The… [Direct]

Felix Anthony Denton (2023). Examining the Support Black Men with Depression Receive from Black Baptist Pastors. ProQuest LLC, Ed.D. Dissertation, Ball State University. This qualitative intrinsic case study focused on the support provided to Black men from the perspective of Black Baptist Pastors. This study examined the formal, informal, and nonformal support Black Baptist Pastors provided to Black men with depression. Semi-structured interviews were utilized to obtain, interpret, and determine how Black men are receiving support for depression. The findings from this study show how Black Baptist Pastors support Black men with depression, as research reflects that Black men often do not trust other resources of support. The findings from this study also identify what resources of support are available for Black men and show what is still needed. The lens of Critical Race Theory was utilized within this study to explore the challenges, appropriateness, and the quality of the support and resources available to Black men with depression. CRT was also utilized to consider the mental health concerns of Black men that goes undetected within their… [Direct]

Leondus Farrow Jr. (2022). Examining the Impact of Discipline Practices on Suspension Rates of Black Students: An Equitable and Restorative Journey in a Grades 3-5 Inner-City Elementary School. ProQuest LLC, Ed.D. Dissertation, East Carolina University. Regardless of the school community or type of school in the United States, Black students are disproportionately excluded from school at a higher rate than any other student group. These discipline practices are a matter of race that negatively impact educational outcomes for Black students and have a direct correlation with their involvement in the criminal justice system. It is essential to focus on alternative exclusionary discipline practices, such as relationship building between adults and students. The purpose of this mixed method action research study was to analyze the implementation of Restorative Practices as an alternative to exclusionary discipline and determine its impact on staff's and students' perceptions of school discipline and student disciplinary outcomes. This study was grounded in the theoretical frameworks of Critical Race Theory (CRT) introduced by a collection of activists and scholars who challenged the legal system as it related to race in the 1960s and… [Direct]

Rodela, Katherine C.; Rodriguez-Mojica, Claudia (2020). Equity Leadership Informed by Community Cultural Wealth: Counterstories of Latinx School Administrators. Educational Administration Quarterly, v56 n2 p289-320 Apr. Purpose: The purpose of this article is (a) to analyze how Latinx school administrators draw on their Community Cultural Wealth to inform their leadership for educational equity and (b) to examine how they navigate varying equity initiatives and beliefs in rapidly diversifying districts. Research Method: This study employs Latina/o Critical Race Theory counterstorytelling methodology to explore four Latinx school administrators' experiences across three districts in the Pacific Northwest. Data sources include semistructured interviews, observations, and local demographic data. Findings: Latinx administrators' counterstories revealed complex ways their childhoods, educational histories, and current equity leadership were informed by their Community Cultural Wealth as bilingual people of color. They also faced White dominant administrative spaces, where their equity visions often conflicted with district equity initiatives. Sometimes these differences led to tensions with district… [Direct]

Parenti, Tameka (2020). Bravery against the Silence: Challenging Social Deprivation in the School Systems. Research Issues in Contemporary Education, v5 n3 p1-12 Fall. This paper aims to explore ways in which social deprivation within the education field influences educational achievement of minoritized students during the COVID-19 e-learning experience. COVID-19 forced students to turn to eLearning, and through the experience social deprivation was shown through the lack of resources, especially in minoritized areas and school. The quality of education was not equitable, less so than when learning takes place in traditional school buildings. Through a composite counter story, a tool used by critical race theory scholars to share counter-narrative of majoritarian stories (Solorzano & Yosso, 2002), the author acknowledges the presence and importance of discrimination experiences in the education system in middle and high school. The author challenges dominant narratives of equity (Pasquerella, 2016) in the school system and discusses the need for students having voices heard to have those injustices dealt with in ways that encourage… [PDF]

Chadderton, Charlotte; Preston, John (2012). Rediscovering "Race Traitor": Towards a Critical Race Theory Informed Public Pedagogy. Race, Ethnicity and Education, v15 n1 p85-100. This article attempts to politically resituate Ignatiev and Garvey's conception of the "Race Traitor" within contemporary notions of Critical Race Theory and Public Pedagogy. Race Traitor has been critiqued both by those on the academic and neo-conservative right, who accuse advocates of the project of genocide and misuse of public funds, and has a number of critics on the left who consider that the project is misguided, posturing and self-affirming for guilty whites and politically untenable. There are also post-structuralist critiques of the "Race Traitor" position, which overstate its focus on embodiment and the post-racial as opposed to its concrete suggestions for resisting racial oppression. In this article we argue that Race Traitor must be situated within the politics of its time, which is within anarchist and Marxist politics, and that this contextualisation enables one to consider Race Traitor as a political form with resonance for contemporary Marxists,… [Direct]

Adams, Justin (2018). A Narrative Study of Black Males' Sense of Belonging in Graduate Counseling Programs. ProQuest LLC, Ph.D. Dissertation, University of South Carolina. The purpose of this narrative study was to understand the experiences of Black males in doctoral counselor education programs. The study aimed to build a dialogue based on participants' experiences growing up as Black males, and how they experienced sense of belonging in their counselor education programs. This narrative study utilized a purposive and homogenous sampling selection. Black males who were selected to participate in this study attended Predominantly White Institutions and were in the process of earning their doctoral degrees in counselor education. Each male was a full-time student, in either their second, third or fourth year of their program. Narrative Theory, Critical Race Theory, and the Historically Black College and University (HBCU) Educational Models were identified as theoretical frameworks to understand participants' experiences. Participants' narratives were constructed using a Three-Dimensional Space Approach and told in Chronological order structured with a… [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]

Da'Shay Templeton (2022). Class Dismissed: The Effects of Student Population Grants on (School) Criminalization. Society for Research on Educational Effectiveness Background/Context: This study contributes to the theoretical development of Critical Race Theory and further advances its potential as a causal model for education policy analyses. Critical Race Theorists study the impact of American law and policies via critical social structures and resource allocations to test how they uphold white supremacy. Almost fifty years of scholarship shows that–regardless of a child's behavior–being "Black" increases their probability of being suspended, restrained, referred, expelled, confined, beaten, or arrested in school [1, 2]. Racialized groups of schoolchildren misbehave proportionality [3, 4]; yet, schoolchildren who are "Black" experience the highest school discipline rates in nearly every outcome [5]. Purpose/Objective/Research: Question Over the decades, school discipline scholarship has increasingly relied on advanced, statistical models to quantify racial disparities but weak, acritical theoretical models to explicate… [Direct]

Young, Kathryn S. (2016). How Student Teachers (Don't) Talk about Race: An Intersectional Analysis. Race, Ethnicity and Education, v19 n1 p67-95. This study explores how student teacher talk about their students illuminates the identities ascribed to these same students. It uses a hybrid intersectional framework based on Disability Studies, Critical Race Theory, and Latino Critical Theory and methodologies (like examining majoritarian stories, counter-storytelling, coded talk, and post-civil rights race talk) to uncover how student teacher talk reveals oppressive discourses of race, disability (and language status). This article focuses on how the medicalization of disability facilitates student teachers not identifying the racialization of disability in school. It demonstrates the need for educational research to employ an intersectionality lens when exploring educational issues related to students' identities…. [Direct]

Jenkins, Toby S. (2016). Culture, Leadership, and Activism: Translating Fink's Taxonomy of Significant Learning into Pedagogical Practice. Multicultural Learning and Teaching, v11 n1 p113-130 Mar. Through the article, I share the theoretical foundations, structure, knowledge acquisition, and outcomes of a cultural leadership course. The process for course development integrates several theories and research methods into practice: L. Dee Fink's Taxonomy of Significant Learning, Feminist Theory, Critical Race Theory, and Portraiture/Phenomenology. This course has been piloted at two universities and represents a partnership between the Student Affairs Division and the College of Humanities & Social Sciences at both institutions. This article explores the importance of culture, examines knowledge production on leadership outside of traditional academic venues, and paints a portrait of culture and leadership in the lives of college students…. [Direct]

Pelzer, Dant√© L. (2016). Creating a New Narrative: Reframing Black Masculinity for College Men. Journal of Negro Education, v85 n1 p16-27 Win. The way Black men make meaning of their college experience is implicitly tied to how they internalize and demonstrate their masculinity. This research briefly reviews the concept of Black masculinity from a critical theory lens, situating it within the college milieu. Critical race theory (CRT) is introduced as a practical approach for challenging hegemonic ideologies about Black masculinity. CRT calls for the use of counter-narratives as a way for marginalized groups to retake ownership of their authentic voice. Colleges must create counter-spaces on campus where Black college men can begin to rethink, re-author, retell what it means to be a Black man…. [Direct]

Martell, Christopher C.; Stevens, Kaylene Mae (2016). The Beliefs and Practices of Race-Conscious Social Studies Teachers. AERA Online Paper Repository, Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016). In this interpretative case study, the researchers examined the beliefs and practices of 10 self-identifying race-conscious social studies teachers. Using critical race theory as the lens, the results showed that most of the teachers made race explicit in their classrooms, included race in units not typically considered race-related, and focused on the relationship between race and inequity. Additionally, while all of the teachers made race a central theme in their classrooms, there was a division between teachers who emphasized working against individual prejudice (tolerance-oriented) and against racial inequity (equity-oriented). This study adds to the growing research on teaching race in social studies…. [Direct]

Harvey, Andrew; Mallman, Mark (2019). Beyond Cultural Capital: Understanding the Strengths of New Migrants within Higher Education. Policy Futures in Education, v17 n5 p657-673 Jun. This paper explores the experiences of new migrants in Australian higher education, based on interviews conducted across two regional university campuses in 2017. New migrants, particularly from refugee backgrounds, often have limited university access and face specific challenges throughout and beyond their university experiences. Under-representation has led to a focus on what new migrants lack, in particular their putative paucity of cultural capital required to navigate and succeed in higher education. It is institutions, however, which frequently lack the willingness or capacity to recognise various strengths and forms of capital possessed by ethnically diverse students. Adopting a critical race theory lens enables identification of those forms of student capital, along with the barriers that may prevent capital from being widely recognised within the academy and/or being fully realised for students in their navigation of work, study, and life. Specifically, this article… [Direct]

Morrell, Ernest (2014). Toward a Critical Model of Teacher Learning: Lessons from the South Carolina Reading Initiative. Reading & Writing Quarterly, v30 n3 p207-210. Drawing on the work of Paulo Freire, Morrell argues for critical, humanizing inquiry spaces in which literacy teachers learn with and from one another. However, he points to critical race theory and poses important questions, for example, wondering whether empowered spaces for teachers are transferred into empowerment for students…. [Direct]

Harris, Jessica C.; Patton, Lori D. (2019). Un/Doing Intersectionality through Higher Education Research. Journal of Higher Education, v90 n3 p347-372. Grounded in Black feminist and critical race theories, legal scholar Kimberl√© Crenshaw introduced the term "intersectionality" to the academy in 1989 to demonstrate how U.S. structures, such as the legal system, and discourses of resistance, such as feminism and anti-racism, often frame identities as isolated and mutually exclusive, resulting in the "theoretical erasure" of Black women who hold multiple minoritized identities. Since 1989, intersectionality has become a "traveling theory," that has crossed into and influenced almost every academic discipline, including higher education. Through this study, we examined how researchers in higher education do and undo intersectionality and, subsequently, how intersectional analyses may advance a radical social justice agenda in higher education. To explore how scholars un/do intersectionality in higher education, we conducted a summative content analysis of 97 higher education articles that used the term… [Direct]

Diaz, Hermen (2019). Sense of Place: Latinx/o Men's Sense of Belonging in a Latinx Cultural Center at a Predominantly White Institution. ProQuest LLC, Ph.D. Dissertation, Colorado State University. The purpose of this study is to examine the role of a Latinx cultural center in facilitating the sense of belonging of Latinx/o men at a predominantly White institution. This study examines how Latinx/o men perceive, experience, and participate in cultural centers, specifically from an ecological viewpoint. This research examines the Latinx cultural center through a critical cultural ethnography. Using critical race theory and Latino critical theory (LatCrit) this study interrogates the hierarchy of learning environment purposes to understand the factors associated with sense of belonging for Latinx/o men at a predominantly White institution. Participant photo elicitation interviewing is employed to produce visual elements and in-depth participant interviews. Four themes emerged from this study: (a) political safety during the bad hombre era; (b) shedding machismo: emotional vulnerability; (c) person-environment congruence; and (d) Latinx cultural center as a counter narrative…. [Direct]

Denmead, Tyler (2019). The Rise of the Creative Underclass. Educational Theory, v69 n2 p225-240 Apr. In this article, Tyler Denmead draws upon critical race theory to argue that the creative city discourse reproduces racial injustice for youth. In particular, the creative city invests in the property rights and profitability of whiteness by inscribing creative superiority on the bodies of young people who are more likely to be privileged by virtue of their race and class. Through evidence collected by both autoethnographic and ethnographic methods, Denmead discusses how his history as an arts educator has been entangled in the manifestation of this racist reconfiguration of urban space in one particular American city, Providence, Rhode Island. He discovered that the racial dynamics of the creative city discourse have productive power over how young people construct their identities and make life choices in this city and, further, that those dynamics operate in and through artist partnerships between those positioned as creatives and those positioned as troubled youth. As a result,… [Direct]