Ife Sinclair (2021). Understanding the Experiences of Black College Students in the Current Era. ProQuest LLC, Ph.D. Dissertation, Purdue University. Mental health concerns of college students are important due to their developmental and life stages and adjustment challenges they must navigate in a new and difficult environment. Compared to students of other ethnicities, Black college students in the United States have historically reported poorer mental health outcomes with higher risk for depression and anxiety than their non-Black counterparts (McClain et al., 2016; Mushonga & Henneberger, 2019). The African American activism work done by Black college students has become increasingly visible and influential since the creation of the Black Lives Matter (BLM) movement and student protests aimed at improving university climates for minority students. Using Critical Race Theory (CRT) as a framework, this study investigated the roles of racial identity attitudes and sociopolitical attitudes on the relationships between race-related stress and mental health, and race-related stress and African American activism for Black college… [Direct]

Zita Dixon (2021). Creating, Passing, and Protecting a Racially Equitable Higher Education Social Policy Program: A Critical Historical Case Study of a State's Policymaking Process and Its Participants. ProQuest LLC, Ph.D. Dissertation, Brandeis University, The Heller School for Social Policy and Management. This dissertation examines a social policy exemplar case in New York State's education policy history, the legislation that established the NY State Search for Education, Elevation, and Knowledge (SEEK) program. This presently upheld state legislation passed in July 1966 to increase college access, retention, and degree attainment of students of color by fully funding holistic, pipeline programming for City University of New York (CUNY) students. This historical case study explores how stakeholders, specifically CUNY staff and students, were involved in creating and preserving SEEK within state legislation. This dissertation uses Critical Race Theory and a social constructivist grounded theory and situational analysis approach to analyze and map multisite data, including: archived NY State and CUNY records and documents, newspaper articles, documentaries, autobiographies, and taped oral histories collected from key informants (including former CUNY employees, students, and elected… [Direct]

Rabadi-Raol, Ayesha; Souto-Manning, Mariana (2018). (Re)Centering Quality in Early Childhood Education: Toward Intersectional Justice for Minoritized Children. Review of Research in Education, v42 n1 p203-225 Mar. In this chapter, we offer a critical intersectional analysis of quality in early childhood education with the aim of moving away from a singular understanding of "best practice," thereby interrupting the inequities such a concept fosters. While acknowledging how injustices are intersectionally constructed, we specifically identified critical race theory as a counterstory to White supremacy, culturally relevant and sustaining pedagogies as counterstories to monocultural teaching practices grounded in deficit and inferiority paradigms, and translanguaging as a counterstory to the (over)privileging of dominant American English monolingualism. While each of these counterstories forefronts one particular dimension of oppression, together they account for multiple, intersecting systems of oppressions; combined, they expand the cartography of early childhood education and serve to (re)center the definition of quality on the lives, experiences, voices, and values of multiply… [Direct]

Pham, Josephine H. (2018). New Programmatic Possibilities: (Re) Positioning Preservice Teachers of Color as Experts in Their Own Learning. Teacher Education Quarterly, v45 n4 p51-71 Fall. Efforts to recruit and retain Teachers of Color are rarely accompanied by policy and programmatic changes that adequately address their unique learning needs. In this article, I propose a framework that draws on sociocultural learning theory and Critical Race Theory to examine how programmatic structures embedded in a racially structured society marginalize the learning needs of preservice Teachers of Color committed to social justice. Recognizing a need to challenge racially hierarchical learning models within teacher preparation programs, I utilize my proposed framework to consider new programmatic possibilities when preservice Teachers of Color are simultaneously positioned as experts and learners in one another's student teaching experiences. Through a qualitative analysis of the peer learning experiences between two preservice Teachers of Color, in this study, I offer conceptual tools to examine the complex intersections and tensions between learning structures, social… [PDF]

King, Kathleen P.; Krsmanovic, Masha; Sabina, Lou L. (2018). Where Is the Equity? Different States, Different Hurdles and Rules for International Students: Affordability of and Access to U.S. Higher Education for International Students. Commission for International Adult Education, Paper presented at the American Association for Adult and Continuing Education (AAACE) Commission for International Adult Education (CIAE) Annual Pre-Conference (67th, Myrtle Beach, SC, Sep 30-Oct 2, 2018). Recent reports reveal that due to many factors, the U.S. has experienced an unprecedented decline in attracting new international students (IIE, 2017) in higher education. In addition to obvious changes in the political climate and competition, national and institutional barriers contribute to this phenomenon. Other countries, specifically Australia, Canada, and England are seeing their international student population increase while the United States continues to show a consistent decline over the last 10 years. Moreover, the cost of attendance, fees, and additional charges applied to foreign students, vary by dozens of thousands of dollars on institutional or state levels (SHEEO, 2008; US News, 2012). Examining international student residency classification issues from a critical race theory perspective, this study included an institutional survey and quantitative analysis of institutional, state, and federal policies. Our objectives were to (1) examine the costs associated with… [PDF]

Simatele, Munacinga (2018). A Cross-Cultural Experience of Microaggression in Academia: A Personal Reflection. Education as Change, v22 n3 Artcile 3132. Microaggression is defined as subtle and often unconscious or automatic actions or statements made towards a discriminated group. It causes distress, anxiety and isolation. Microaggression can often lead to demoralisation and a feeling that one is in a constant psychological warfare. It is also ubiquitous in nature. This paper is a reflection on my experiences of microaggression as a black female academic gathered from working in six universities across five countries and two continents. I use autoethnography underscored by critical race theory thinking. The reflection has a multicultural face and is done in light of the extant literature on gendered, racial and non-native microaggression in the academic world. I find close similarities in my experiences with others. I conclude that microaggressions are ubiquitous and are inevitable in a multicultural setting. Victims need to acknowledge microaggressions and be assertive in order to mitigate the associated negative effects. Further,… [Direct]

Farrington, Deborah (2018). Leaving the Barrio and Entering the Culture of College: Padilla Testimonios. Hispanic Journal of Behavioral Sciences, v40 n4 p391-413 Nov. This study uses a testimonios research methodology to explore the familial origins of educational resilience and to report on the entering into the culture of college by four brothers in a Latin@ family, all of whom earned advanced degrees and pursued careers in psychology, medicine, literature, and law. In addition, LatCrit, a theoretical framework that derives from critical theory and critical race theory with added dimensions of language, immigration, ethnicity, and culture, offered an analytical lens. The matriarch of the family is highlighted to show the positive impact on the brothers' educational trajectory as a result of her advocacy for their education and her strong sense of ethnic pride. His working-class background, which created the essential family stability and which provided the economic support for a Catholic school education for his sons, characterizes the patriarch. The family testimonios address the value of education, tenacity despite an absence of college… [Direct]

Symone Ebone Campbell (2023). "Digital Underground": A Multimodal Critical Discourse Analysis of K-12 Black-Oriented EdTech. ProQuest LLC, Ph.D. Dissertation, Howard University. Education technology, commonly referred to as EdTech, is used to provide an immersive mediated learning experience for students. Earlier scholarship has suggested that education technologies are more than instructional materials containing factual information (Apple & Christian-Smith (1991). They have become channels of communication (Webcrawler, 2013) that convey messages concerning political, economic, and cultural knowledge (Apple & Christian-Smith, 1991). As such, scholars have found that mainstream educational technology in its print, audiovisual, and digital media forms reinforce dominant discourses of race and contribute to the further marginalization of Black students. Conversely, Black-oriented education technology has been established to counter the marginalized status of the Black community within the education system by centering Black socio-historical realities amongst educational content (Young, 1999). Young (1999) examined Black-oriented education technologies… [Direct]

Tristan Kayla McKenzie (2023). Professional Identity Development among Counselor Educators In-Training: The Impact of Privilege Awareness and the Intersectionality of Social Identities. ProQuest LLC, Ph.D. Dissertation, The University of Memphis. In counseling education, one learns the unique ability to help people from all walks of life with a never-ending list of human endeavors. This dissertation explored the lived experiences of counselor educators in training and how their privileged and/or marginalized social identities impacted their professional identity. Though this dissertation explored all social identities, the primary focus was race, ethnicity, and socioeconomic status. The importance of looking at all aspects of a person and how experiences with privilege and marginalization impact a person, including their professional identity, is explained in the literature review as well as the need for more research regarding addressing privilege and marginalization in counseling. A phenomenological qualitative method was employed to grasp the phenomenon of counselor educators' professional identity development and the undeniable impact of experience with privilege and marginalization. This research was developed and… [Direct]

Albert, Bwanda D. (2023). Black Studies: White Students. The Impact of Black Studies in Two Predominately White High Schools in Massachusetts. ProQuest LLC, Ph.D. Dissertation, University of Massachusetts Boston. "Studying history will sometimes Disturb you. Studying history will sometimes Upset you. Studying history will sometimes make you Furious. But if studying history always makes you feel proud and happy, you probably aren't studying History." Author Unknown. This study occurred during a period of increased social awareness of antiracism, yet in a time of intense educational controversy. As tension rises across the United States over teaching Black studies (African American studies) and banning books by Black authors, such as Toni Morrison's "Beloved" and the classic "I Know Why the Caged Bird Sings" by notable author, Maya Angelou, debates have sparked on whether learning the history of Black people in K-12 classrooms causes White students to feel guilty for America's past atrocities against Black people. Therefore, by focusing on the impact of White high school students enrolled in Black studies courses in Massachusetts, this study examined how the… [Direct]

Jenise Bland (2023). Context Is Everything: How School Leaders' Experiences Impact Social, Emotional, and Academic among African American Secondary Students Living in Impoverished Communities. ProQuest LLC, Ed.D. Dissertation, The George Washington University. One of the most discussed topics in the education space is the achievement gap. More specifically, research has looked at the achievement gap between African American students and White students, which despite gains, has continued to widen (US Department of Education, 2019). Even though there is widely-cited research on the achievement gap, it places the blame for the gap on students and schools without considering students' context. Current research emphasizes the challenges of African American students living in impoverished communities, but the strategies that school leaders use to support these students are relatively under-researched. Emerging research suggests that the strategies implemented by school leaders to support their African American students living in impoverished communities have specific commonalities (Crow et al., 2014; Khalifa et al., 2016; Ladson-Billings et al., 1995; Shields, 2020). To better understand how secondary school leaders in poverty-stricken… [Direct]

Chelsey Lee Nardi (2022). Bridging Antiracist Opportunities for Inclusive Diversity with Equity, Access and Accountability (IDEAA) between Individuals and Institutions. ProQuest LLC, Ph.D. Dissertation, University of Colorado at Denver. Advocates for inclusive diversity with equity, access and accountability (IDEAA) are often torn between individual-level change and institutional-level change processes. Similarly, antiracist scholarship spans individual-level and institutional-level efforts towards antiracism. In discipline-based education research (DBER) in microbiology education, most of the literature is focused on the individual-level, with IDEAA efforts aimed at students and faculty. While individual-level accountability is important because, without acknowledging individual contributions to racism, those with power and privilege evade responsibility, institutional-level approaches aimed at policy change align more with antiracist scholarship such as critical race theory (CRT) and Kendi's (2019) theory of antiracism. This thesis aimed to characterize potential antiracist approaches towards IDEAA at the individual- and the institution-level as it applies to the microbiology education community. This was done by… [Direct]

Wallace, Derron (2017). Distinctiveness, Deference and Dominance in Black Caribbean Fathers' Engagement with Public Schools in London and New York City. Gender and Education, v29 n5 p594-613. In the US and UK, Black fatherhood has long been steeped in narratives of pathology. Despite the promotion of nuanced understandings of Black fatherhood in recent scholarship, research on Black fathers' positive engagement with urban schools remains remarkably limited. This article adds to the literature by highlighting the strategies Black Caribbean fathers deploy to challenge assumptions about their identities and involvement. Based on 20 in-depth interviews with 10 Caribbean immigrant fathers in London and New York City, the analysis rendered utilises Critical Race Theory to highlight how some Black men attempt to counter racial subordination through masculine domination, particularly when engaging with white female teachers. The empirical analysis reveals that groups of Caribbean immigrant fathers draw on three common strategies to offset negative stereotypes about their engagement and assert their masculinities–namely, distinctiveness, deference and dominance…. [Direct]

Martell, Christopher C.; Stevens, Kaylene M. (2017). Becoming a Race-Conscious Social Studies Teacher: The Influence of Personal and Professional Experiences. Social Studies, v108 n6 p249-260. In this interpretive case study the researchers examined the beliefs of 13 self-identifying race-conscious secondary social studies teachers from diverse racial or ethnic, gender, and school-context backgrounds. The researchers found that the teachers' beliefs and views of practice were generally aligned with the main assertions of critical race theory. The teachers described their personal and professional experiences as a major influence on their race-conscious beliefs and views of practice. Moreover, teachers in diverse contexts described having to learn how to navigate the different racial experiences of the students in their classrooms, while teachers in racially segregated contexts (predominately White, Black, or Latino) emphasized the importance of teaching their students about others. Finally, despite the teachers' regular integration of race-related issues into their required and elective courses, they expressed a desire to have more opportunities to teach about race…. [Direct]

Salas, Rachel G. (2017). Disrupting Equilibrium: Working for Equity and Social Justice in Education for English Learners. International Journal of Multicultural Education, v19 n1 p7-23. Many states in the western United States have seen an increase in the immigrant population. One state, in particular, has seen its foreign-born population increase 64.7% from 2000 to 2013. This increase in cultural and linguistic diversity foregrounds the 2013 passage of a specific Senate bill that "enacts provisions providing English language learning for students" in this state. The Senate bill also calls for the creation of a council to make recommendations to the appropriate governing boards on how best to meet the instructional needs of English Learners (ELs) in the state. LeChatelier's principle of equilibrium and Bell's interest convergence are used to analyze the recommendations. In addition, I use autoethnography and Latino critical race theory to interrogate the complexity of my dual membership, as an EL and an academic, in a cultural, political, and educational context…. [PDF]

Morrison, Dana; Porter-Webb, Elly (2019). Building Power through Racial Justice: Organizing the #BlackLivesMatterAtSchool Week of Action in K-12 and Beyond. Berkeley Review of Education, v9 n1. On October 16, 1963, author James Baldwin delivered his well-known "A Talk to Teachers" in which he argued that the United States was "desperately menaced . . . from within" (p. 325) by centuries of racialized cruelty. In his speech, Baldwin (1985) implored educators to "go for broke" (p. 325) in their attempts to address the racism operating not only in their classrooms but in the very fabric of U.S. society. Speaking at the height of the Civil Rights Movement, Baldwin addressed New York City teachers who witnessed the active desegregation of schools across the country and the ongoing fight for racial justice in voting, housing, and employment. Yet 56 years later, Baldwin's call to action is regrettably just as relevant to the modern educator. Our schools remain racially and economically segregated (EdBuild, 2019; Orfield, Frankenberg, Ee, & Kuscera, 2014; Reardon & Owens, 2014) and racial injustices permeate our contemporary sociopolitical… [PDF]

Davenport, Sheron (2019). Constructing Black Mothers as Educational Leaders: A Source of Knowledge and Theory. ProQuest LLC, Ed.D. Dissertation, The University of Memphis. This dissertation follows a three article format. The articles represent a building upon research with the first article exploring the history of Black women leadership in the U.S. and the need to incorporate the leadership traits of Black mothers in educational leadership. The second article, through critical phenomenological inquiry, allows current college students from urban k-12 institutions to construct their mothers as educational leaders and identify traits that formal educational leaders should adopt. The third article expounds upon the lived experiences of Black students and the critical care leadership necessary to ensure their academic success. Care in education and education leadership literature is ambiguous. Black women have long been pillars of care for the Black community. Despite a history of successful leadership, Black women continue to be underrepresented in educational literature, theory and research. The limited Black leadership narratives and lack of context… [Direct]

Jones, Keona Sharie (2022). The Personal Influences That Contribute to the Success of Six African American Female Educational Leaders. ProQuest LLC, Ph.D. Dissertation, Cardinal Stritch University. The purpose of the study was to research the personal influences of African American female education leaders that contributed to their success. The research study explored the intersectionality of race and gender while identifying personal influences of successful African American women leaders. Over centuries African American women have taken on roles in their communities, within their families, and on their jobs. In the 21st century, African American women hold leadership positions across the country and continue to soar in their careers. Despite race and gender bias, African American women acknowledge personal influences that allow them to be successful leaders. "What are the personal influences that are contributors to their success?" Historically White males have dominated leadership roles in the United States (Davis & Maldonado, 2015). However, even in a society plagued by discrimination and racism African American women have been able to advance in their… [Direct]

Kao, Cassie I. (2019). Asian American Student Engagement on College Campuses. ProQuest LLC, Ed.D. Dissertation, New England College. In the United States, colleges and universities have not promoted the academic success of their students of color as effectively as their White students (National Center for Education Statistics [NCES], 2016). While much research has been conducted to explore how racism impacts higher education attainment of Black/African American and Hispanic/Latinx students (Flores & Park, 2013; Naylor, Wyatt-Nichol, & Brown, 2015; Owens & Lynch, 2012; Wodtke, 2012), there has been limited research on noninternational, Asian American students on college campuses. The presumption of the model minority myth dismisses the fact that Asian Americans are not only extremely heterogenous in terms of race and ethnicity, but also that there is significant variation when it comes to academic achievement (Lee & Kumashiro, 2005). As student engagement is a predictor of student success (Harper & Quaye, 2009; Kuh, 2001; Pascarella & Terenzini, 2005; Quaye & Harper, 2015), this study… [Direct]

Sleeter, Christine (2016). Wrestling with Problematics of Whiteness in Teacher Education. International Journal of Qualitative Studies in Education (QSE), v29 n8 p1065-1068. Teacher education programs in countries where minoritized students experience systematic and persistent racial discrimination face tension between (1) producing teachers equipped to reverse discrimination in classrooms and schools, especially those attended by minoritized students, and (2) helping everyone considering teaching to develop their knowledge of how they can address racial discrimination, even if most teacher candidates take only baby steps. This tension, not limited to the United States (see e.g. Howard, 2014; Penetito, 2010), has run through most of this author's career as a teacher educator. This special issue of "International Journal of Qualitative Studies in Education" can be viewed as attempting to bridge the tension between these two framings by asking how both can be addressed when it comes to White teacher candidates. This issue offered snapshots of whiteness in the teacher education classroom, impacts of whiteness on students of color, portraits of… [Direct]

Hayes, Cleveland; Ju√°rez, Brenda G. (2015). On Being Named a Black Supremacist and a Race Traitor: The Problem of White Racial Domination and Domestic Terrorism in U.S. Teacher Education. Urban Review: Issues and Ideas in Public Education, v47 n2 p317-340 Jun. This article is concerned with the preparation of future teachers and the continued Whiteness of teacher education. Using the critical race theory methodology of counter-storytelling, this article presents a composite story to highlight and analyze how race and racism influence the preparation of future teachers in ways that typically sustain rather than challenge the Whiteness of education despite widespread self-reports of successful multicultural teacher education. While a great deal has been written about the need to better prepare future teachers for the multicultural realities of contemporary public schools, less examined is the modus operandi of race-based dominance in teacher education. This article seeks to use an examination of the intersections of White racial domination and the daily business of teacher preparation as a learning tool for pushing forward endeavors to prepare all teachers to successfully teach all students…. [Direct]

Donovan, Brian M. (2017). Learned Inequality: Racial Labels in the Biology Curriculum Can Affect the Development of Racial Prejudice. Journal of Research in Science Teaching, v54 n3 p379-411 Mar. For over a century, genetic arguments for the existence of racial inequality have been used to oppose policies that promote social equality. And, over that same time period, American biology textbooks have repeatedly discussed genetic differences between races. This experiment tests whether racial terminology in the biology curriculum causes adolescents to develop genetic beliefs about racial difference, thereby affecting prejudice. Individual students (N = 135, grades 7-9) were randomly assigned within their classrooms to learn either from: (i) four text-based lessons discussing racial differences in skeletal structure and the prevalence of genetic disease (racial condition); or (ii) an identical curriculum lacking racial terminology (nonracial condition). Over 3-months that coincided with this learning, students in the racial condition grew significantly more in their perception of the amount of genetic variation between races relative to students in the nonracial condition…. [Direct]

Aldana, Adriana; Checkoway, Barry; Richards-Schuster, Katie; Rowley, Stephanie J. (2012). Raising Ethnic-Racial Consciousness: The Relationship between Intergroup Dialogues and Adolescents' Ethnic-Racial Identity and Racism Awareness. Equity & Excellence in Education, v45 n1 p120-137. Empirical evidence shows that intergroup dialogue programs promote changes in ethnic-racial identity and racism awareness among college students. Expanding on this research, this study examines the effects of intergroup dialogues on adolescents' racial consciousness. Self-reports of 147 adolescents (13-19 years old), of various racial and ethnic backgrounds were used. Repeated-measures ANOVAs, on pre- and post-tests examined changes in racial consciousness (ethnic-racial identity and racism awareness), controlling for parent education. Group differences (ethnic-racial groups, nativity) also were examined. As predicted, ethnic-racial identity and racism awareness increased after completing the program. Although there were statistically significant ethnic-racial group differences in ethnic-racial identity, no group differences in racism awareness were found. The findings demonstrate that intergroup dialogues can promote adolescents' ethnic-racial consciousness. (Contains 2 tables and 1… [Direct]

Greene, Jennifer H.; Prescod, Diandra J.; Zeligman, Melissa (2015). Journey toward Becoming a Counselor Education Doctoral Student: Perspectives of Women of Color. Journal of Negro Education, v84 n1 p66-79 Win. Women of color are underrepresented in university settings, both as students and faculty, when compared to national representation within the population. A lack of representation results in fewer role models for women of color, as well as limited peer support from those with a shared experience. Experiences of racism and sexism also exist, further contributing to the unique experience of being a woman of color within higher education. This study explores the journey and experiences of women of color (N = 5) as they enter into their first semesters as counselor education, PhD students. Results revealed six themes: diversity (racial/ethnic) within the program, racial/cultural awareness, setting an example, sacrifices/challenges of PhD, and the journey to a PhD program…. [Direct]

Lakisha Y. Woodfork (2022). The Minority Is Becoming the Majority: A Mixed Methods Study of the Role of White Principals' Racial Socialization in Working with Students of Color. ProQuest LLC, Ed.D. Dissertation, Baylor University. White school principals in the United States may not fully understand how to interact with the students of color that they lead. Yet, they are responsible for leading in schools where students of color are the majority (Chen, 2019; NCES, 2021a; Schaeffer, 2021). Since conversations about racial relations may not take place in the homes of some White school principals, U.S. education officials must reform leadership preparation programs to racially resocialize White school principals to reshape what they think about race. The purpose of this convergent mixed methods study was to explain how the beliefs and behaviors of White principals leading in racially incongruent public schools in the United States are related to how they were racially socialized. I used purposive sampling to collect survey data through a modified version of the Comprehensive Racial Socialization Inventory (CRSI; Lesane-Brown et al, 2005). I collected CRSI (Lesane-Brown et al., 2005) survey data in the… [Direct]

Knaus, Christopher B.; Marsh, Tyson E. J. (2016). Fostering Movements or Silencing Voices: School Principals in Egypt and South Africa. International Journal of Multicultural Education, v17 n1 p188-210. In this paper, we examine the role of educational leadership in promoting and/or challenging racism as an intentional outcome of schooling. We focus on Egypt and South Africa, two countries uniquely framed as both deeply divided by race, religion, and/or class and as models of resistance and conscious activism. We draw upon experiences working as, or with, school principals in South Africa and Egypt to reveal how the context of education is negatively shaped by schooling practices that foster race and class-based inequalities. Using personal narratives of school principals, we situate educational leadership as core to understanding how Western educational reforms are structured, conceived, and enacted within Egyptian and South African contexts. This analysis sheds light on how educational inequalities are reinforced and justified by contexts of educational leadership and how efforts to resist are institutionally silenced…. [PDF]

Bidwell, Carla R.; Stinson, David W. (2016). Crossing "The Problem of the Color Line": White Mathematics Teachers and Black Students. North American Chapter of the International Group for the Psychology of Mathematics Education, Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (38th, Tucson, AZ, Nov 3-6, 2016). In this paper, the authors explore–within an eclectic theoretical framework of critical theory, critical race theory, and Whiteness studies–the life experiences of four White high school mathematics teachers who were "successful" with Black students. The data were collected through three, semi-structured interviews, conducted over a 5-month time period. Through a cross-case analysis of the data, three commonalities among the teachers were identified as being significant contributors to their success in teaching Black students. Two commonalities the participants themselves felt strongly about, and a third became apparent during the cross-case analysis: (a) forming meaningful relationships with students, (b) engaging students in racial conversations, and (c) reflecting both individually and collectively with colleagues on issues of race and racism. Implications for classroom practice and teacher education are discussed. [For the complete proceedings, see ED583608.]… [PDF]

Kim, Eunyoung (2013). Reflective Journaling in a College Multicultural Education Classroom: Looking Past, Present, and Future. International Perspectives on Higher Education Research College classrooms are an important socializing site, preparing students to critically reflect upon their viewpoints and engage in democratic citizenship and civic leadership. Yet this very notion of educational environment can serve to produce racial inequality and ethnically and culturally blind pedagogical space. In this chapter, the author describes how students articulate their internalized social position and racism in a given college classroom and understands the process by which students' sense of self is internalized and (re)constructed through the practice of reflective journaling. [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]

Barnes, Karen I.; Gumedze, Freedom; Morrell, Robert G.; Price, Max; Sadiq, Hassan (2019). Academic Promotions at a South African University: Questions of Bias, Politics and Transformation. Higher Education: The International Journal of Higher Education Research, v78 n3 p423-442 Sep. The system of academic promotion provides a mechanism for the achievements of staff to be recognised. However, it can be a mechanism that creates or reflects inequalities, with certain groups rising to the top more readily than others. In many universities, especially in the global North, white men are preponderant in senior academic ranks. This leads to concerns about sexism and racism operating within processes of promotion. There is a global sensitivity that academic hierarchies should be demographically representative. In this study, we examine the data on eleven years of promotions at the University of Cape Town (UCT), a highly ranked, research-led university in South Africa. Its historical roots lie in a colonial past, and despite substantial increases in the number of black scholars, its academic staff complement is still majority white, driving the intensification of its transformation efforts. A quantitative analysis using time to promotion as a proxy for fairness was used… [Direct]

Gebhard, Amanda (2017). Reconciliation or Racialization? Contemporary Discourses about Residential Schools in the Canadian Prairies. Canadian Journal of Education, v40 n1. The residential school system is one of the darkest examples of Canada's colonial policy. Education about the residential schools is believed to be the path to reconciliation; that is, the restoration of equality between Aboriginal and non-Aboriginal peoples in Canada. While the acquisition of the long-ignored history of residential schools has the potential to centre marginalized perspectives and narratives, knowledge acquisition alone is not necessarily a reconciliatory endeavour. The critical discourse analysis offered in this article reveals how dominant narratives about residential schools, cited by well-meaning educators, re-inscribe harmful colonial subjectivities about Aboriginal peoples. Through a post-structural lens and drawing from interviews conducted across one prairie province, I demonstrate how citing popular, contemporary discourses about residential schools continues to racialize Aboriginal peoples while positioning non-Aboriginal peoples as supportive and… [PDF]

Cuellar, Marcela G.; Mu√±oz, Yvonne; Segundo, Vanessa (2017). Assessing Empowerment at HSIs: An Adapted Inputs-Environments-Outcomes Model. Association of Mexican American Educators Journal, v11 n3 p84-108. Hispanic-Serving Institutions (HSIs) play a critical role in advancing postsecondary access and success for Latinx students. Scholarship has begun to examine how HSIs influence Latinx student experiences and outcomes, yet much remains to be explored. In an effort to inform future research of Latinx students at HSIs, we argue that student experiences and outcomes should be based on notions of empowerment given the historically marginalized status of this group. We propose a model to guide assessment on Latinx empowerment at HSIs, which builds on the Inputs-Environments-Outcomes (IEO) model (Astin & antonio, 2012) and integrates critical theoretical frameworks, namely critical race theory and community cultural wealth. In proposing an adapted IEO model assessing Latinx empowerment, we encourage scholars and practitioners to expand notions of what constitutes success and excellence at HSIs in terms of how they educate and empower Latinx students…. [Direct]

Felecia M. Briscoe, Editor; Muhammad Khalifa, Editor; Nathern S. Okilwa, Editor (2017). The School to Prison Pipeline: The Role of Culture and Discipline in School. Advances in Race and Ethnicity in Education. Volume 4. Advances in Race and Ethnicity in Education This edited volume focuses on the role that school climate and disciplinary practices have on the educational and social experiences of students of color. Drawing from quantitative, qualitative, and theoretical studies, it brings to bear a number of topics such as racialized school experiences; criminology, discursive deviance and punishment and carceral studies; urban studies; school administration and leadership; and, a number of critical theorist frameworks. Practical insights are offered to assist administrators, teachers, school counsellors, and other school and non-school based professionals on how to address not only disparities in school discipline, but also create and promote an inclusive, affirming positive school culture and climate. With applications in disciplinary studies and criminology, leadership studies, critical race theory and other critical frameworks, this volume is a valuable resource advancing new theoretical concepts. [Individual chapters are indexed in ERIC.]… [Direct]

Bright, Anita (2018). The Ouroboros of Rubrics: A Conundrum, a Case, and a Call. Power and Education, v10 n3 p333-338 Nov. In this think piece, the author explores a conundrum and tension related to using rubrics to evaluate doctoral work. She ponders whether the use of rubrics provides beneficial ways for students to "crack the code" of academia, and/or whether the use of rubrics is perhaps a tool to engender conformity. With these competing ideas in mind, the author considers in what ways one might press for means to provide this on-ramp of access for students to the existing power structures, while at the same time seeking to change academia, to more equitably provide spaces for a range in ways of knowing, growing, expressing, framing, and presenting research. How might scholars support their students in engaging in what Rochelle Guti√©rrez describes as simultaneously "playing the game" while also "changing the game?" Invoking challenges to existing power structures, such as those voiced in critical race theory and decolonizing epistemologies, this essay speaks to the… [Direct]

Osorio, Sandra L. (2018). Border Stories: Using Critical Race and Latino Critical Theories to Understand the Experiences of Latino/a Children. Race, Ethnicity and Education, v21 n1 p92-104. The number of school-age children of color in US schools is increasing, while the teaching force continues to be dominated by white teachers. According to the 2013 Digest of Education Statistics in the 2011-2012 school year, 81.9% of public school teachers were white, while the projected number of Hispanic students enrolled in public elementary and secondary schools is expected to increase 33% between 2011 and 2022. In my experience, the issue of immigration is often ignored by the majority white teacher population, but, as I will share in this article, it is part of the lived experience of Latino children. I present my students' border stories as discussed in relation to Latino children's literature. I am using the words "border stories" to represent the narratives my students shared about their families' experiences crossing the US-Mexico border as well as what they felt about the societal discourse around "illegal immigrants." Critical race theory (CRT) and… [Direct]

Wallace, Derron (2018). Safe Routes to School? Black Caribbean Youth Negotiating Police Surveillance in London and New York City. Harvard Educational Review, v88 n3 p261-286 Fall. In this article, Derron Wallace examines how Black Caribbean youth perceive and experience stop-and-frisk and stop-and-search practices in New York City and London, respectively, while on their way to and from public schools. Despite a growing body of scholarship on the relationship between policing and schooling in the United States and United Kingdom, comparative research on how students experience stop-and-frisk/search remains sparse. Drawing on the BlackCrit tradition of critical race theory and in-depth interviews with sixty Black Caribbean secondary school students in London and New York City, Wallace explores how adolescents experience adult-like policing to and from schools. His findings indicate that participants develop a strained sense of belonging in British and American societies due to a security paradox: a policing formula that, in principle, promises safety for all but in practice does so at the expense of some Black youth. Participants in the ethnographic study… [Direct]

Ashton D. Murray (2022). "Tired of Crumbs": Underrepresented Minority Doctoral Biomedical Students' Perceptions of How Culture and Climate Influence Their Professional Aspirations. ProQuest LLC, Ph.D. Dissertation, North Carolina Agricultural and Technical State University. While more underrepresented minorities (URMs) are graduating with their PhDs, especially in the biomedical sciences, many leave the academy for non-academic related jobs (e.g., government, nonprofits, industry, etc.) instead of pursuing faculty positions. This is a problem because faculty racial/ethnic diversity impacts URM student recruitment and affects URM students' STEM persistence and success within their academic programs. The purpose of this qualitative research was to explore how URM doctoral students experienced and perceived the culture and climate of their doctoral biomedical science (DBMS) program. In addition, the researcher sought to better understand the perceived influence of culture and climate on URM doctoral students' desire to pursue academic faculty positions. Through the lens of Critical Race Theory and sense of belonging theory, the researcher employed Interpretive Phenomenological Analysis (IPA) to analyze the experiences and perceptions shared by the 11 DBMS… [Direct]

Christine Renee Guzman (2022). Familia Y Comunidad: Centering the Lived Experiences of Thriving Latinx First-Generation College Students. ProQuest LLC, Ph.D./HE Dissertation, Azusa Pacific University. This study explored the phenomenon of thriving among Latinx first-generation college students. Using Latino Critical Race Theory (LatCrit) and Yosso's (2006) community cultural wealth perspective, I used a hermeneutic phenomenological approach to center the counternarratives of 8 thriving Latinx students from 5 different colleges. Each participant identified as a first-generation college student. I addressed the following research question: What are the lived experiences of thriving Latinx first-generation college students on dominantly white campuses? What emerged from the narratives differed from previous quantitative studies of thriving in Latinx students. There was an emphasis on the family of first-generation Latinx participants. Five major themes emerged from participants' testimonies: (a) family is where there is love and support; (b) recreating familia on campus; (c) rising above structural racism; (d) faith and connection; and (e) identity and belonging. Seeking to capture… [Direct]

Renicca Carter (2022). African American Parents of Elementary Males Placed in Special Education: A Qualitative Examination of Their Involvement and Advocacy during Placement. ProQuest LLC, Ed.D. Dissertation, Northcentral University. The disproportionality of African American male students diagnosed with disabilities and placed in special education services compared to their White counterparts raises questions about how students are identified for testing, assessed, and placed into special education in public schools. This study explores the special education placement experiences of parents of African American male elementary-aged students who have a special education placement of specific learning disabled (SLD) or emotional disturbance (ED). The objective was to closely examine parents' lived experiences with their child's identification and placement for special education services and their perceptions regarding their role and ability to advocate for their child during the process. The research was guided by Bell's (1980) Critical Race Theory (CRT), Deutsch's (1967) cultural deficit model, and parental participation concepts, given the focus is on investigating a decisive aspect regarding race within the… [Direct]

Burns, Angela Y. (2022). The Voices of African American Adolescent Males: Schooling Experiences in Urban Schools. ProQuest LLC, Ed.D. Dissertation, Middle Tennessee State University. The ongoing phenomenon of African American males' poor academic performance has been evidenced in research data, indicating this subgroup of students tends to have one of the largest academic deficits, behavioral issues, and high school dropout rates which often leads to the school-to-prison pipeline process (Craven et al., 2020). The researcher set forth to better understand why African American male students remain academically at-risk students and if there are confounding reasons when students feel connected or marginalized from school and learning environments. Therefore, the purpose of this hermeneutic phenomenological qualitative study aimed to engage fourth-grade African American adolescents to share personal experiences and stories about learning in public school. This study was guided by Critical Race Theory, which supports the power of "voice" for minority students to share their perspectives of teachers and peers (Delgado, 1989). CRT believes that educational… [Direct]

Smith, Muriel (2022). Black Students and High Attrition Numbers in Nursing Programs: A Phenomenological Study. ProQuest LLC, Ed.D. Dissertation, Northcentral University. This phenomenological qualitative study addressed the problem of high attrition of Black students from nursing programs, which has remained consistent for many years. Black students have consistently had a higher rate of attrition from nursing programs than their White counterparts over the years. Utilizing the theory of integration, critical race theory and the ecological systems theory, the purpose of this study was to investigate the lived experiences of Black students who have failed or left a nursing program prior to completion. Semi-structured interviews were held to obtain detailed, rich data from the perspective of the participants regarding the phenomenon. Data analysis from the transcriptions of the interviews yielded themes such as (a) role models, and service to others; (b) negative school-related issues and concerns; (c) human tendency-related issues; (d) lack of knowledge, skills and personal life concerns; (e) decisional regrets, and educational failures; and (f)… [Direct]

Audrey Davis (2022). Teacher Perceptions of the Overrepresentation of Black and/or Latino Males in Special Education: A Qualitative Case Study. ProQuest LLC, Ed.D. Dissertation, Northcentral University. Minority students continue to be disproportionately recommended for special education services in the United States. The problem addressed by this study is Black and Latino male middle school students are disproportionately placed in special education programs, which can have negative academic and social impacts. This problem impacts Black and Latino male students, their families, and their teachers. The purpose of this study was to explore the academic and social impacts of disproportionality as it pertains to the overrepresentation of Black and Latino male students from the perspective of parents and teachers. Due to a lack of parent participation, only the perspectives of teachers will be reported in the findings. A qualitative exploratory single case study design was used for this study and Critical Race Theory served as the guiding theoretical framework. Eleven teachers from various backgrounds participated. A semi-structured interview protocol which included questions related… [Direct]

Eugene Steele Jr. (2022). The Low Enrollment of African American High School Students in Advanced Mathematics: A Case Study. ProQuest LLC, Ed.D. Dissertation, Northcentral University. There is a low enrollment of African American high school students in advanced mathematics. High school advanced mathematics are prerequisites to college calculus, one of the basic courses in science, technology, engineering, and mathematics disciplines. African Americans earned only 7.6% of all bachelor's degrees in science, technology, engineering, and mathematics. African Americans only represent 6% of the science, technology, engineering, and mathematics workforce. It was predicted that by 2020, 65% of all jobs will require degrees in science, technology, engineering, and mathematics, and the United States will be a majority-minority country by 2043. The purpose of this qualitative case study was to explore the factors that influenced African American high school students' decisions to take advanced mathematics. The theoretical framework of this study was critical race theory. Three African American 12th graders, a precalculus teacher, and a principal participated in the study by… [Direct]

Murphy, Theresa (2022). "There's Not Many More Options for Me": The Retention and Success of Black Men in Community College. ProQuest LLC, Ph.D. Dissertation, Indiana State University. Despite years' worth of focus on improving the success and retention of Black men in community colleges across the nation, an opportunity gap still exists between success and retention rates for Black men and their White counterparts. Much of the research conducted on Black men and their success and retention has been framed from a deficit model, focused on elements that are lacking in the men themselves or in the educational environment. This study aimed to focus on the aspects of the campus climate and the external environment and the psychological factors that positively impact the success and retention of Black men in the community college environment. The theoretical frameworks used for this study were self-efficacy (Bandura, 1977), stereotype threat (Steele & Aronson, 1995), microaggressions (Sue et al., 2007), and critical race theory (Delgado & Stefancic, 2012). Through these lenses, eight Black men attending a Midwest community college answered interview questions… [Direct]

Bradley, Kevin (2022). Perceptions of Campus Climate as a Selection Criteria for African American Freshman Enrollment at a Predominately White Institution. ProQuest LLC, Ed.D. Dissertation, Walden University. Declining enrollment of African American 1st-year students at a predominately White institution (PWI) may indicate an unwelcoming campus culture. For the last 5 years, African American 1st-year enrollment has decreased at a local PWI. The purpose of this study was to better understand how the campus climate may influence the enrollment decision making process for African American 1st-year students. Using critical race theory and rational choice theory as the conceptual framework, this study examined how African American 1st-year student perceptions of campus climate at the local institution influenced their decision to enroll and how their experiences are shared to others. Using a basic qualitative research design, 11 African American 1st-year students were interviewed. While these students were not aware of racist incidents on campus prior to enrolling, African American 1st-year students were able to describe positive elements of the university's academic climate once on campus…. [Direct]

Carlton Smith (2022). #iBelong: The Stories of Sense of Belonging and Social Media from Black College Students. ProQuest LLC, Ph.D. Dissertation, University of Georgia. This study was designed to explore how Black students' sense of belonging has been impacted, if at all, by social media at the University of Georgia showcasing how social media influences their psychosocial development in a collegiate environment. More specifically, this study framed the stories of the participants as counter-narratives, a key tenet of Critical Race Theory designed to properly elevate the stories of historically marginalized groups. I crafted this study to utilize these stories in order to explore both the impact of social media on sense of belonging as well as what their stories tell about sense of belonging through their digital presence. The research questions that guided this study stemmed from the notion that Black students experience lower levels of sense of belonging than their White student counterparts at Predominantly White Institutions. The literature presented throughout the study showcased the importance of Black social media spaces, the key elements… [Direct]

Jean A. Little (2022). The White Elephant in the Classroom: A Case Study on Understanding Whiteness to Become an Antiracist Teacher in the Rural Classroom. ProQuest LLC, Ed.D. Dissertation, The University of Memphis. While the public-school classroom has increasingly become more diverse, the teaching population has not. Research studies on race and its role in the classroom have been necessary considering the predominantly white teaching force and the opportunity gap that exists in the education outcomes of students of color and that of their white peers; furthermore, a gap in rural and urban studies on white teachers working with students of color provided the additional impetus for the study. This study seeks to add to the emerging field of second-wave white teacher identity studies. The purpose of this case study was to discover the ways in which white rural teachers were engaging in anti-racist teaching and challenging systemic racism by understanding their perceived biases and beliefs about race. By using a Critical Race Theory lens but situating the study as a second wave white teacher study, this study is significant by providing an asset-based examination of how white rural teachers have… [Direct]

Closson, Rosemary B. (2010). Critical Race Theory and Adult Education. Adult Education Quarterly: A Journal of Research and Theory, v60 n3 p261-283. Critical race theory (CRT) was developed to examine the persistence of racism. This literature review attempts to understand CRT as it has been applied in related fields such as higher education and possible reasons for its limited application in adult education theorizing about race and racism. This analysis of CRT is framed against a backdrop of the evolution of an adult education discourse on race and racism over several decades and distinguishes CRT from other racial theories that have been used in the field. CRT tenets are discussed using examples that demonstrate how CRT reveals areas of racism left untouched by other forms of theorizing. The author provides a critique of CRT, caveats for those adult educators who might choose to use it, and examples of areas within the field of adult education that might benefit from a CRT lens…. [Direct]

Andrea Rodriguez (2024). The Journey to an Advanced Degree Completion: The Lived Experiences of Latinas. ProQuest LLC, Ed.D. Dissertation, Drexel University. This qualitative phenomenological research study dives into the varying experiences of Latinas who have earned an advanced degree in the United States, searching to understand the different elements that influence their degree attainment and challenges they faced during their academic journey. The researcher engaged in interviews with five Latinas who earned advanced degrees, including Master of Science, Master of Arts, Master of Education, and Juris Doctor. Utilizing the Latino Critical Race Theory (LatCrit) as a framework, the analysis that surfaced, illuminated the complexities of participants' social identities, the imperative role of familial and social support networks, the institutional barriers they encountered, and the influence of their cultural heritage on their academic trajectories. Despite confronting obstacles such as financial constraints, imposter syndrome, and a lack of campus diversity, there were three thematic findings that emerged that helped guide the… [Direct]

L. Renee Lama (2024). From Administrator to Transformative School Leader Examining the Relationship between Central Office Leadership and Site Leaders in Promoting Transformative Practices for Black Student Success. ProQuest LLC, Ed.D. Dissertation, California State University, East Bay. Black students attending US K12 school districts have predictable results (Darling-Hammond, 2007). These schools demonstrate disproportionate results in all indicators of school success. Leaders of these schools are expected to improve student outcomes that disrupt and dismantle systems that have historically perpetuated these results by leading and developing change initiatives that directly improve conditions for Black children. However, many leaders do not have the preparation, skills, or support to complete this task. This is a case study of John Hope Unified Schools, pseudonym, a medium-sized district in the Bay Area. The research was examined through the lens of SystemCrit, a developed conceptual framework that blends General Systems Theory and Critical Race Theory to investigate the relationship between central office and site leaders. The study used four data sources to identify four themes: commitment to student outcomes, the impact of racial dynamics, the importance of… [Direct]

Geneva L. Sarcedo (2020). We Stay Fly: Composite Counterstories of Academic Success and Graduation among First-Generation Low-Income College Students of Color. ProQuest LLC, Ph.D. Dissertation, University of Colorado at Denver. College students who are simultaneously the first generation of their families to attend college, from poor communities, and who belong to racially minoritized populations, known as first-generation low-income (FLI) college students of Color, are less likely to stay in and graduate from college compared to their more advantaged peers. As this student population continues to grow, it is imperative to understand more fully what supports positive educational outcomes and retention for this group. Using critical race theory (CRT) in education, intersectionality, and an anti-deficit achievement framework to situate the study using anti-oppressive methodologies, this dissertation utilized semi-structured interviews with successful FLI college students of Color and recent graduates to ascertain influences on their academic success and graduation. The FLI college students of Color who were interviewed identified classroom-based experiences, on-campus activities and relationships, and… [Direct]

Wun, Connie (2014). The Anti-Black Order of No Child Left Behind: Using Lacanian Psychoanalysis and Critical Race Theory to Examine NCLB. Educational Philosophy and Theory, v46 n5 p462-474. During a period in which institutions have been refashioned to meet the demands of a complex social and political economy, the No Child Left Behind Act (NCLB) has helped to alter the public educational system. As scholars and researchers examine the material effects of NCLB, efforts to improve the educational system and its effects must also explore the relationship between policy and racial ideologies including discursive fantasies. This article examines the relationship between NCLB and racial fantasies of Black youth as problematic others in order to help education reform scholarship and advocacy examine the violence of NCLB…. [Direct]

Campbell, Andrew; Eizadirad, Ardavan (2021). Visibilizing Our Pain and Wounds as Resistance and Activist Pedagogy to Heal and Hope: Reflections of 2 Racialized Professors. Diaspora, Indigenous, and Minority Education, v15 n4 p241-251. This article reflects experiences of two racialized professors from a Critical Race Theory (CRT) paradigm teaching in Canadian teacher preparation and educational leadership programs across multiple universities. The analysis of their lived experiences as counter-stories through storytelling focuses on how their identities, bodies, course content, and activist pedagogies are read and received teaching predominantly white students and working with non-racialized colleagues. The authors situate the microaggressions they experienced from administrators, colleagues, students, and larger community members, while teaching about anti-black racism, white supremacy, and other equity topics in education that challenge normalized metanarratives which at times make others uncomfortable. The authors seek to disrupt and challenge these normalized policies and practices within teacher education programs and within publication processes that privilege whiteness, and disadvantage Black, Indigenous,… [Direct]

Hurst, Durell K. (2022). An Exploration of the Lived Experiences of Black Administrators in Student Affairs at Predominately White Institutions: A Phenomenological Study. ProQuest LLC, Ph.D. Dissertation, North Carolina Agricultural and Technical State University. Research that examines the lived experiences of Black senior level student affairs administrators at predominately white institutions remains limited (Wolf & Freeman, 2013). The underrepresentation of administration of color in higher education is one of the most important ethical dilemmas facing colleges and universities today (Wolf & Freeman, 2013). This study explored the lived experiences of Black senior level administrators at predominately white institutions, their race relations, and challenges faced. The findings from this study show variations in the experiences of Black senior level administrators who have excelled to their roles despite the lack of visual representation. Very few studies have explored or have sought to discover the experiences of Black senior level administrators in student affairs and what their experiences have been leading at predominately white institutions, racial relations, and their overall challenges they have faced to get to where they are… [Direct]

Perez, Gabriela A. (2022). Exploring Latinx Parents' Experiences with Special Education: Developing a Community-Based Workshop to Empower Latinx Parents of Children in Special Education. ProQuest LLC, Ed.D. Dissertation, University of San Francisco. Parent involvement has been found to be predictive of successful student learning. Under the Individuals with Disabilities Education Act (IDEA), parents are required to be active participants in the development of their child's special education. Latinx parents of children in special education face various challenges when it comes to parent involvement. A sample size of seven Latinx mothers with children in special education participated in this study, whose aim was to examine Latinx parents' experiences in navigating the special education process and to identify and explore culturally responsive interventions that can increase parents' participation and advocacy for their children with disabilities. An eight-week study was conducted during a weekly workshop that focused on various topics: (a) understanding special education, (b) increasing knowledge about services available to support children's academic progress, (c) communicating and working collaboratively to increase… [Direct]

Alverna, R. B. (2022). The Influence of Social and Academic Integration, Childhood Trauma, and Discrimination on the Institutional and Goal Commitments of African American Males. ProQuest LLC, Ed.D. Dissertation, Caldwell University. This dissertation addressed the problem of low graduation rates among African American (AA) males, a minority population characterized by the lowest graduation rates of any racial group in the United States. Specifically, the research questions asked how the independent variables of social and academic integration, childhood trauma, and discrimination vigilance influence the dependent variable of institutional and goal commitment among AA males' attending four-year predominantly White institutions in the United States. The study used a mixed-methods design and convenient sampling. A survey instrument using items from the Institutional Integration Scale, Childhood Trauma Questionnaire, and Heightened Vigilance Scale was used to collect data related to these variables for quantitative analysis applying the Pearson correlation and multiple linear regression. A questionnaire containing six open-ended questions was used to collect data for qualitative thematic analysis. Quantitative… [Direct]

Destiny M. Quintero (2022). Measuring What They Value: Exploring the Meaning of Student Success for Community College Students of Mexican Origin. ProQuest LLC, Ph.D. Dissertation, Loyola University Chicago. Current student success measures have been shown to be necessary, but insufficient, often masking the successes of specific student populations by virtue of their 4-year institutional centricity, aggregate calculation, and reflection of hegemonic definitions of student success. For far too long, academics and policymakers have valued what they measure rather than measuring what students value; that which is easily quantifiable and comparable takes precedent over that which is descriptive and personal. This study was designed to promote more holistic and inclusive interpretations of student success that are reflective of the unique life experiences of the diverse populations of students pursuing higher education in the United States today. Specifically, this qualitative, interpretative phenomenological study involved exploring the phenomenon of student success as it is lived and understood by community college students of Mexican origin–the largest and fastest-growing Latinx… [Direct]

Laura M. Kole (2022). A Theoretical Analysis of the Disproportionate Discipline Rates of Black Students in Virginia's Public Schools. ProQuest LLC, Ed.D. Dissertation, Regent University. America's public-school systems have a long history of disproportionately disciplining Black students. First identified in a groundbreaking study in 1975, the issue of over-disciplining our nation's Black students is negatively impacting their academic performance and economic opportunities. Students who receive exclusionary discipline, such as short-term suspension (STS), long-term suspension (LTS), or expulsion (EXP), are less likely to graduate high school and more likely to end up in the juvenile and adult justice systems. Black students are more likely to receive this type of discipline than their White counterparts. The study's goals were to (a) determine if there is disproportional representation of Black students in the three exclusionary discipline categories of STS, LTS, and EXP in Virginia's public-school districts and (b) address whether the factors of a school district's minority rate and socioeconomic status predicted the disproportionality of Black students in the same… [Direct]

Robinson-Grafton, Lena L. (2021). Where Does Racism Reside: Exploring the Lived Experiences of Underrepresented African American Students Pursuing Medical Degrees at Post-Secondary Educational Institutions. ProQuest LLC, Ph.D. Dissertation, Cleveland State University. The lack of diversity among current licensed physicians is mirrored in the race/ethnicity of current medical students across the nation. In 2017-2018, there were a total of 89,904 medical students enrolled in U.S. medical schools, with 7% of those medical students who identified as African American (AAMC, 2019). This narrative qualitative study examined the lived experiences of three African American pre-medical and three African American medical students to understand their challenges and supports while pursuing a medical degree. Through semi-structured interviews, the study explored the academic, professional and social experiences that influenced their persistence from undergraduate through medical school completion. This study employed Critical Race Theory (CRT) to identify and address how racism, oppression, and power impact the lives of these African American students. Findings of the research indicated that African American underrepresented minorities in medicine experienced… [Direct]

Parker-Gills, Anthony (2021). Black Male Excellence: The Academic and Social Experiences and Perceptions of Professional Identity of Black Male McNair Scholars during Their Doctoral Studies at Predominantly White Institutions. ProQuest LLC, Ph.D. Dissertation, Saint Louis University. This qualitative research study explores the academic and social experiences and perceptions of professional identity of Black male McNair Scholars who attended predominantly White institutions (PWI's) for their doctoral studies. Unlike most research that incorporates a deficit framework, when highlighting Black male's educational statistics, educational desires, and educational abilities, this study used an anti-deficit framework to highlight the success stories of eight Black male McNair Scholars. More specifically, this study examines these scholars' relationships with their faculty mentors, peers, and their perceptions of their professional identities. As the result of conducting in-depth interviews with each participant and using Social Network Theory and Critical Race Theory as frameworks to analyze the data, eight themes emerged that highlight why many of the participants described their relationships with their faculty mentors and peers as meaningful and positive. Findings… [Direct]

Monica J. Lowe (2021). Faculty Perspectives of Recruitment and Retention of African American Faculty in Predominantly White Institutions. ProQuest LLC, Ph.D. Dissertation, Walden University. Despite a growing population, the underrepresentation of African American faculty in predominantly White institutions (PWIs) is a growing concern in the United States. Recent studies indicate PWIs have been focused on increasing diverse student enrollment, particularly among African Americans, but not on recruiting and retaining African American faculty. The purpose of this basic qualitative study was to obtain the perspectives of faculty members regarding recruitment and retention of African American faculty at PWIs. The goal was to identify faculty perspectives on recruitment and retention based upon their personal experiences. Conceptual frameworks for this study were Bell's critical race theory and Tajfel's social identity theory. Seven African American and three European American faculty who had worked at a PWI for a minimum of 2 years and who served on faculty search committees or provided advocacy for African American faculty through mentoring, coteaching or conducting… [Direct]

Mercedes A. Himmons (2020). Understanding Reasons African-American Intercollegiate Student-Athletes Transfer Institutions: A Descriptive Qualitative Study of the Student-Athletes' Perspective. ProQuest LLC, Ph.D. Dissertation, Robert Morris University. The purpose of this research study was to understand the reasons why African-American intercollegiate student-athletes transfer institutions. The study also sought to understand if these student-athletes were satisfied with their decisions to transfer, and to determine programming to assist with acclimation to the receiving institution and aid in African-American student-athlete retention. The study utilized critical race theory (CRT) and Tinto's Model of Student Integration as theoretical frameworks to explore the lived experiences of 10 African-American intercollegiate student-athletes. This was a descriptive qualitative study and one-on-one interviews were conducted to gather data.The findings of this research study yielded five emergent themes of why African-American intercollegiate student-athletes transfer institutions: (1) camaraderie and relationships; (2) culture and diversity; (3) negative experiences with coaches; (4) negative experiences within the institution or… [Direct]

Sudler, Travis Mishoe, I. (2021). Sacred Identity: A Qualitative Study of the African American Classification within the United States and Its Impact on the Education System. ProQuest LLC, Ed.D. Dissertation, Delaware State University. This qualitative study aims to analyze the definition of the African American/Black racial group and how it affects the United States education system. Document analysis and interviews are the key approaches used. Constructs of social justice, critical race theory, stereotype threat theory, and color-confrontation theory collectively serve as theoretical lenses for data analysis and interpretation. The two major concerns explored in this study are: Can the "legal definitions" assigned to race and ethnicity classifications for United States citizens cause a condition of disparity and injustice for people of the African American/Black racial group? Does the exclusion of the phrase "having origins in the original peoples of" as found on Standard Form 181 negatively or positively impact students? Researched materials presented for this study reviewed the origin of the African American race category and the relationship to social justice, equity, and equality within… [Direct]

Patricia Lee Charlemagne (2021). The Unexpected Value of the Coronavirus Pandemic in Elevating the Importance of and Essential Need for Black, Indigenous, and People of Color (BIPOC) Serving as Youth Development Professionals. ProQuest LLC, Ed.D. Dissertation, University of Pennsylvania. This mixed-methods study used a Critical Race Theory and Positive Youth Development theoretical framework to understand the motivation that led frontline youth development professionals to work in person at Regional Enrichment Centers (REC) at the inception of the Coronavirus pandemic. The RECs, primarily situated in community schools, were operational from March 23, 2020, through September 8, 2020, as a child care facility alternative for the children of essential workers because all schools were closed for in-person instruction. When the City of New York was on pause, the pandemic amplified the racial injustices experienced by low-income and marginalized BIPOC citizens; however, frontline youth development professionals, recast as essential workers, provided an important lifeline to New Yorkers and their children. The core features of the Community School model are: (a) expanded and enriched learning time; (b) active family and community engagement; (c) collaborative leadership… [Direct]

Kelly Connor (2021). Reducing Achievement Gaps? Analyzing Black Males' Academic Achievement in English and Math. ProQuest LLC, Ed.D. Dissertation, Grand Canyon University. This quantitative causal-comparative study was conducted to determine if or to what extent a statistically significant difference existed in academic achievement between early college high school (ECHS) and traditional high school for Black males as measured by standardized test scores in English and math. Dependent variables, State of Texas Assessment of Academic Readiness (STAAR) in English I and algebra I, were analyzed. This study was based of Bell's critical race theory (CRT) to provide equitable educational practices, and Rosenthal's Pygmalion effect to determine effects of high expectations on students. From a sample of 213, tests suggested that there was a statistically significant difference between ECHS and traditional high school. STAAR English I test scores for Black males in ECHS (M = 4044, SD = 258.81), and those in traditional high school (M = 3626, SD = 390.33), showed a statistically significant difference, M= -418.18, 97.5% CI [-524.00, -312.36], t(142 62) = -8.95,… [Direct]

McLaughlin, Juliana; Whatman, Susan (2011). The Potential of Critical Race Theory in Decolonizing University Curricula. Asia Pacific Journal of Education, v31 n4 p365-377. This paper critiques our experiences as non-Indigenous Australian educators of working with numerous embedding Indigenous perspectives curricular projects at an Australian university. Reporting on these project outcomes alone, while useful in identifying limitations, does not illustrate ways in which future embedding and decolonizing projects can persist and evolve. Deeper analysis is required of the ways in which Indigenous knowledge and perspectives are perceived, and what "embedding" Indigenous Knowledge in university curricula truly means to various educational stakeholders. To achieve a deeper analysis and propose ways to invigorate the continuing decolonization of Australian university curricula, this paper critically interrogates the methodology and conceptualization of Indigenous knowledge in embedding Indigenous perspectives (EIP) in the university curriculum using tenets of critical race theory. Accordingly, we conduct this analysis from the standpoint that EIP… [Direct]

Johnson-Bailey, Juanita; Lasker-Scott, Tennille; Ray, Nichole (2014). Race, the Black Male, and Heterogeneous Racisms in Education. New Directions for Adult and Continuing Education, n144 p5-14 Win. This chapter explores the effects of historical and current racism on the educational experiences of American Black males. The authors use critical race theory to illustrate how assumptions about culture and gender have subverted the egalitarian ideals of adult education. Teachers and students are urged to use critical reflection and open discussion about racial issues…. [Direct]

Mu√±oz, Susana M. (2016). Undocumented and Unafraid: Understanding the Disclosure Management Process for Undocumented College Students and Graduates. Journal of College Student Development, v57 n6 p715-729 Sep. Previous qualitative studies on undocumented college students have primarily focused on their lived experiences; however, little research has been done to consider the disclosure process or identity management for undocumented students, particularly students who self-identify as "undocumented and unafraid." Using research on legal consciousness and disclosure of hidden identities, I employed Latin@ critical race theory as an analytic lens to examine the many processes through which undocumented students "come out" within the context of higher education and beyond. Based on interviews with 7 Latin@ undocumented college students and graduates, in this article I explore 3 themes: biographical construction of legal status, the fluidity of fear, and empowered disclosure…. [Direct]

DeMatthews, David (2016). Effective Leadership Is Not Enough: Critical Approaches to Closing the Racial Discipline Gap. Clearing House: A Journal of Educational Strategies, Issues and Ideas, v89 n1 p7-13. A review of student discipline and suspension data disaggregated by race highlights how school leader biases influence disciplinary decisions. Yet, the majority of principal preparation programs have failed to develop structures and norms that result in critical conversations pertaining to race and racial inequities. This article is written from a stance that school leaders must move away from traditional leadership approaches and toward a social justice leadership orientation that creates critical spaces and discourses, empowers communities, and enables the adoption of social justice practices in all aspects of the school. After reviewing literature on critical race theory and social justice leadership, three leadership action areas are recommended to support principals and assistant principals in closing the racial discipline gap…. [Direct]

Griffin, Rachel Alicia (2016). Black Female Faculty, Resilient Grit, and Determined Grace or "Just Because Everything Is Different Doesn't Mean Anything Has Changed". Journal of Negro Education, v85 n3 p365-379 Sum. This essay centers the lived experiences of protagonist Dr. Eva Grace as a bisexual Black female Assistant Professor navigating identity politics and power dynamics at a traditionally and predominantly White institution. Theoretically anchored by Black feminist thought coupled with critical race theory's composite counterstorytelling as method, Dr. Grace's pre-tenure experiences reflect the mundane nature of systemic oppressions in the everyday lives of multiplicatively, marginalized faculty. Accompanying Dr. Grace during an ordinary work week reveals the complexity of: resisting the imposition of domination; experiencing uncertainty, fear, and frustration; establishing work/life balance; and exhaustion–all in the context of working in academia and pursuing promotion and tenure as a first-generation degree earner in her family…. [Direct]

Keller, Tina Marie (2016). The Stories Teachers Believe Matter: Preservice Teachers and Their Ideology of Emergent Bilingual Students. AERA Online Paper Repository, Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016). This study seeks to understand the interactions between White, female preservice teachers' personal lived experiences and their professional ideology of English Language Learners. Narrative research using interviews, document analysis, and metaphor analysis was utilized. Six White, female preservice in teachers in Western Pennsylvania were studied during their student teaching of English Language Learners. Critical Race Theory, and in particular Yosso's Theory of Community Cultural Wealth, was used. In addition to the eight stock stories represented in the literature, three additional stories of (a) ELLs should strive to fit in, (b) ELLs are shy, unintelligent, and unable to speak in English, and (c) ELLs must prove and advocate for their first languages, were uncovered…. [Direct]

Cowley, Matthew Paul (2023). A Critical Race Phenomenographic Study of Students' Conceptions of an Antiracist Professional Identity. ProQuest LLC, Ph.D. Dissertation, University of Florida. This dissertation seeks to answer the following research question: what are the qualitatively different ways that students conceive of an antiracist professional identity for themselves after taking an undergraduate honors course with racism and antiracism as its central themes? To answer this research question, I employ critical race phenomenography, a bricolage methodology that fuses phenomenography's ability to delineate the qualitatively different ways in which a group experiences a phenomenon with critical race theory's critique of systems and commitment to social justice. Critical race phenomenography aims to reveal the outcome space, an intellectual cosmos encompassing the ways in which members of a particular group experience a given phenomenon. These ways of experiencing are designated the categories of description. Distinct from traditional phenomenography, critical race phenomenography does not organize categories of description hierarchically, instead considering the… [Direct]

Khalil, Deena; Kier, Meredith (2017). Critical Race Design: An Emerging Methodological Approach to Anti-Racist Design and Implementation Research. International Journal of Adult Vocational Education and Technology, v8 n2 Article 5 p54-71. This article is about introducing Critical Race Design (CRD), a research methodology that centers race and equity at the nucleus of educational opportunities by design. First, the authors define design-based implementation research (DBIR; Penuel, Fishman, Cheng, & Sabelli, 2011) as an equity-oriented education research methodology where teaching and learning is informed by robust, iterative, evidence-based research conducted by multiple stakeholders. Next, they provide a brief overview of Critical Race Theory in Education (CRT; Ladson-Billings & Tate, 1995) as a theoretical and methodological approach that aims to unpack and disrupt the structural inequities experienced by disenfranchised racial groups. They then describe how both education methodologies informed CRD, our emerging anti-racist critical design methodology. Finally, they provide an example where they used CRD to design an online service-learning course that aimed to situate the narratives of underrepresented… [Direct]

Lander, Vini; Santoro, Ninetta (2017). Invisible and Hypervisible Academics: The Experiences of Black and Minority Ethnic Teacher Educators. Teaching in Higher Education, v22 n8 p1008-1021. This qualitative study investigated the experiences of Black and Minority Ethnic (BME) teacher educators in England and Australia working within the predominantly white space of the academy. Data analysis was informed by a multidimensional theoretical framework drawing on Critical Race Theory, whiteness and Puwar's concept of the Space Invader. Findings suggest the participants in both national contexts felt marginalised, and encountered subtle everyday racism manifested as microaggressions that contributed to the academics' simultaneous construction as hypervisible and invisible, and as outsiders to the academy. Vulnerability, insecurity and precariousness was generated through the participants' positioning as space invaders within the university and borne from surveillance by students and managers. The paper argues that despite long-standing Equal Opportunity policies tenacious racism in the academy must be disrupted through structured career support and mentoring for BME staff and… [Direct]

Ellis, Antonio L.; Hartlep, Nicholas D. (2017). Struggling in Silence: A Qualitative Study of Six African American Male Stutterers in Educational Settings. Educational Foundations, v30 n1-4 p33-62. Stuttering places students at-risk for being stereotyped and experiencing identity difficulties in school. This study hoped to fill a lacuna in the literature on the educational experiences of African American male stutterers. Six African American adult males who stuttered and lived in Washington, DC; Maryland; and/or Virginia participated in this study. Three research questions directed this study: (1) How do speech or language impaired African American males describe their educational experiences?; (2) What coping strategies do African American males who stutter use in educational settings?; and (3) In what ways do educational experiences shape the lives of African American males who stutter? Critical race theory and life history methodologies were used to examine these males' experiences. Findings suggest that stuttering had a significant impact on the lives of the African American males, particularly within educational settings/contexts. Stuttering influenced these males'… [PDF]

Mart√≠nez, Ram√≥n Antonio (2017). "Are You Gonna Show This to White People?": Chicana/o and Latina/o Students' Counter-Narratives on Race, Place, and Representation. Race, Ethnicity and Education, v20 n1 p101-116. This article explores the recurring narratives on race, place and representation that emerged in the talk of Chicana/o and Latina/o sixth-graders at a middle school in East Los Angeles, California. Discourse analytic methods are used to closely examine how these narratives were constructed within the contexts of everyday classroom interactions. Drawing on the notion of "counter-storytelling" from critical race theory, the article highlights how these sixth-grade students articulated "counter-narratives" about who they were and what their community was like–often in direct opposition to what they perceived as white people's stereotypical assumptions and misperceptions. It is argued that these narratives constitute a powerful and sophisticated critique of dominant narratives that frame working-class Chicana/o and Latina/o students in racist and pejorative terms. The article ends with a discussion of implications for understanding youth agency and the politics of… [Direct]

Watson, Marcia J.; Wiggan, Greg (2016). Teaching the Whole Child: The Importance of Culturally Responsiveness, Community Engagement, and Character Development in High Achieving African American Students. Urban Review: Issues and Ideas in Public Education, v48 n5 p766-798 Dec. Current research on African American education is saturated with studies on school failure (Collins 2003; Glasser 1969; Irvine 1990; Kozol 2005; MacLeod 1995; Neckerman 2007; Walker and Sprague 1999), rather than investigations that address the processes that "mediate" failure and create success (Bell 2001; Chenoweth 2007, 2009; Evans-Winters 2011; Hopkins 1997; King 2005; Perry et al. 2003; Wiggan 2008, 2014). Most of the existing research provides extensive critiques without exploring successful strategies that promote high-achievement among underserved student populations. Using a qualitative case study design, this research explores the perceptions and experiences of students and teachers at a high performing minority school. The findings reveal that the use of multicultural curriculum and anti-racism education had a positive impact on the social, cultural, and academic achievement of the students. The results of this study are particularly important given the existing… [Direct]

Sonia De La Torre (2022). A Qualitative Study: Exploring the Influence of Impostor Syndrome on the Leadership Experiences and Career Trajectories of Latina Leaders in California Public Higher Education. ProQuest LLC, Ed.D. Dissertation, California State University, Long Beach. Latinas are underrepresented in top level leadership positions in higher education, comprising a small fraction of the 5% of women of color who serve as college and university presidents. Recent data revealed that the number of Latinas in senior-level leadership positions decreased, signaling a concerning downward trend. While much research has been done on the gender gap in leadership and the barriers that women collectively face as administrators which prevent advancement in leadership, limited research has examined the leadership experiences of Latinas. While at least one study on Latinas found a connection between institutional challenges experienced by Latinas and feelings of self-doubt, further research has yet to explore the impact of self-doubt, or impostor feelings, on the leadership experiences of Latinas. This qualitative study aimed to explore the influence of impostor syndrome on the leadership experiences and career trajectories of Latina leaders in California public… [Direct]

Foiles Sifuentes, A. M. (2015). Performing the Grade: Urban Latino Youth, Gender Performance, and Academic Success. Race, Ethnicity and Education, v18 n6 p764-784. This article examines the intersection of race, gender, class, and academic success through an ethnographic case study in a Texas charter high school. The 98% working-class, Latino student population was exposed to an array of stigmas ascribed to their persons based on negative social stereotypes of race, ethnicity, gender, and class due to the cultural and professional climate on campus. Gender expression was the primary mode of differentiation, given the relatively homogenous population, and used to stratify students learning potential. Racism, stigma, materiality, and teacher indifference work in conjunction with one another to disenfranchise Latino youth on this campus, and arguably US public education…. [Direct]

Harper, Shaun R. (2012). Race without Racism: How Higher Education Researchers Minimize Racist Institutional Norms. Review of Higher Education, v36 n1 suppl p9-29 Fall. This article analyzes 255 articles published in seven peer-reviewed journals over a 10-year period and presents examples of how higher education researchers undertake the study of campus racial climates; racial differences in access, outcomes, and attainment; and the experiences of students, faculty, and administrators of color on predominantly White campuses without explicitly considering racism or attributing quantified racial inequities to racist institutional practices. The analysis found three consistent trends: (a) racial disparities are overwhelmingly attributed to factors other than racism, (b) scholars use semantic substitutes for \racism\ and \racist,\ and (c) critical race theory is rarely used for conceptual sense-making. (Contains 2 tables and 1 footnote.)… [Direct]

Goodlad, John I., Ed.; And Others (1990). Places Where Teachers Are Taught. First Edition. This book utilizes 29 case histories of geographically and institutionally diverse teacher education programs to provide a comprehensive historical perspective on teacher education in the United States. The volume, organized into four parts, is further divided into nine chapters. "Part One: "Teacher Education: A Contemporary Perspective on the Past" includes the following chapters: (1) "Connecting the Present to the Past" (John I. Goodlad); and (2) "Recurring Themes and Variations" (Robert A. Levin). "Part Two: Evolution of Teacher Education: Institutional Perspectives" consists of: (3) "Abiding by the 'Rule of Birds': Teaching Teachers in Small Liberal Arts Colleges" (Charles Burgess); (4) "The Evolution of Normal Schools" (Richard J. Altenbaugh, Kathleen Underwood); (5)"Teaching Teachers in Private Universities" (Barbara Beatty); and (6) "Teacher Education and Leadership in Major Universities"…

Ademola Alabi Akinrinola (2022). Being Black and International in the United States: Navigating the Contours of Race and Citizenship Status in America. ProQuest LLC, Ph.D. Dissertation, University of Illinois at Urbana-Champaign. For many Black African international students, the statement, "I never knew I was Black until I came to the U.S." echoes the dilemma and complexity of race, Blackness and ethnic diversification and multiple Black identities in America. This is because, for the most part in Central, Eastern, Southern (except South Africa), and Western Africa, social identities are defined along the lines of ethnicity, religion, gender, or socioeconomic status. So, many Black African international students experience a sudden Blackness, one which imposes a Black racial identity on them, upon their arrival in America–and consequently makes them (potentially) targeted for anti-Black prejudice, racism, and discrimination within and outside their campus environment. This dissertation project is a qualitative study that employed a phenomenological inquiry approach to explore, understand, and describe the phenomenon of Blackness among five Black African international students at Africana… [Direct]

Guillermo, Mari S.; Hampton, Nan Zhang; Nichols, Tayler; Tucker, Mark (2017). Broadening Rehabilitation Education and Research through Cultural Humility: A Conceptual Framework for Rehabilitation Counseling. Rehabilitation Research, Policy, and Education, v31 n2 p70-88. Purpose: The purpose of this conceptual article is to present a framework that incorporates the concept of culture humility into effective rehabilitation services. Method: Based on a comprehensive literature review and theoretical integration, this article provides the reader with the basic concept of cultural humility, similarities and differences between cultural humility and cultural competence, and significance of the cultural humility concept to rehabilitation counseling. Results: The literature consistently describes the need for professionals to be culturally competent to effectively serve an increasingly diverse population. However, when using only a multicultural competency framework, counselors may have false beliefs about their competence in working with culturally diverse individuals, understate the power imbalance between service providers and clients, and ignore institutional (e.g., system, homophobia, racism) accountability. Cultural humility can directly address these… [Direct]

Chelsea E. Noble (2022). Students' Conceptions of Their Campus LGBTQ+ Center. ProQuest LLC, Ph.D. Dissertation, Michigan State University. Lesbian, gay, bisexual, transgender, queer, and similar identities (LGBTQ+) resource centers on college campuses provide services, resources, programming, and advocacy focused on gender and sexuality, especially minoritized genders and sexualities. As center staff enact this work at the individual and organizational levels, LGBTQ+ centers seek to promote students' thriving, especially among students with minoritized genders and sexualities. Although students are the animating reason for LGBTQ+ centers' existence, relatively little is known about how students experience and conceptualize campus LGBTQ+ resource centers. The purpose of this study was to understand LGBTQ+ resource centers from students' perspectives. Guided by a critical adaptation of an ecological model of development (Bronfenbrenner, 1993; Renn & Arnold, 2003), I undertook a qualitative study drawing on interviews with 15 students who felt in some way connected to their campus LGBTQ+ center. I also included data… [Direct]

Huffman, Stephanie; Loyless, Stacey; Shaw, Erin (2020). Ensuring Ethics and Equity: Policy, Planning, and Digital Citizen. Education, v140 n2 p87-99 Mar. The volatile political landscape of our country, the wide-spread use of social media by both students and educators, and the availability of mobile technology are both seen and unseen land mines on the intellectual freedom and development of our children. Mobile technology has inundated our life on both a personal and professional level. The struggle to embrace or band its use has school leaders' face with a daunting environment that can and does manifest itself within the culture and climate of the school. In addition to the struggle with mobile technology, school officials face issues with social media use. There are numerous research studies on the benefits and pitfalls of the use of social networking tools. "Social networking sites have been rapidly adopted by children and, especially, teenagers and young people worldwide, enabling new opportunities for the presentation of the self, learning, construction of a wide circle of relationships, and the management of privacy and… [Direct]

Corntassel, Jeff; Hardbarger, Tiffanie (2019). Educate to Perpetuate: Land-Based Pedagogies and Community Resurgence. International Review of Education, v65 n1 p87-116 Feb. Indigenous youth today are in a precarious position. The elders who guided their grandparents and parents often suffered from direct racism and dislocation from cultural practices, land, medicine, language, knowledge and traditional lifeways. Family and community kinship networks that provided emotional, spiritual and physical support have been brutally and systematically dismantled. When "perpetuation" is discussed within an Indigenous context, it often refers to the transmission of Indigenous knowledge to future generations and how they act on and regenerate it. This perpetuation of Indigenous knowledge and nationhood occurs every day, often in the shape of unnoticed or unacknowledged actions carried out within intimate settings, such as homes, ceremonies and communities. Focusing on everyday acts of resurgence shifts the analysis of the situation away from the state-centred, colonial manifestations of power to the relational, experiential and dynamic nature of Indigenous… [Direct]

Berg, Jill Harrison; Gleason, Sonia Caus (2018). Come Together for Equity: Rework Beliefs, Actions, and Systems through Professional Learning. Learning Professional, v39 n5 p24-27 Oct. The word "equity" is found throughout U.S. schools today — in district mission statements, school vision documents, and classroom posters. It is used to signify a value that feels fundamental to our democracy and public education system: Students' educational outcomes should not be determined by their demographics, including race, ZIP code, primary language, gender, and/or disability. Yet, according to the authors, equity can feel elusive in practice. Education stakeholders who aim to advance equity in practice might approach this work from different fronts. Policymakers and district administrators might focus on providing all students with access to quality educational resources, including high-quality school facilities, teachers, curriculum and instructional materials. Doing this well requires ongoing inquiry of one's own beliefs, an ever expanding repertoire of professional practices, and constant collaboration to develop student-centered systems. It requires a… [Direct]

Quarles, Robert (2018). Does Mentoring Serve as a Retention Tool for Black Students Who Attend Predominately White Institutions in Appalachia?. ProQuest LLC, Ed.D. Dissertation, Trevecca Nazarene University. The Black student can have a truly adverse experience on the predominately-white college campus. The micro-aggressions and the countries' institutional racism plays into the student's overall experience immensely. It is important for Black students to have community in predominately-white institutions and mentoring is an excellent way to create a community for the student. This study follows the effects of mentoring on Black students who attend a college in rural West Virginia. The research explores the Black student experience, the role of mentoring and the current state of higher education in America. The students involved with the study participated in a college environment survey, the CSEQ, College Student Experience Questionnaire. This survey explores each aspect of the college experience. The students who participated in the study are able to articulate their feelings about the college with mentoring as an added resource. The students in this study met the institutional goal… [Direct]

Aloud, Ashwaq; Alsulayyim, Maryam (2016). Discrimination against Black Students. Online Submission Discrimination is a structured way of abusing people based on racial differences, hence barring them from accessing wealth, political participation and engagement in many spheres of human life. Racism and discrimination are inherently rooted in institutions in the society, the problem has spread across many social segments of the society including the education sector. This research paper aims to highlight the current status of discrimination of black students in the United States. In addition, it brings out relevant laws and educational policies that affect discrimination of black students in the United States. Finally, this research paper evaluates how the law and education policy will solve the problem in future. Unfortunately, this issue cannot be eliminated easily and will take the effort of all Americans to make their country better. Therefore, it requires that proper laws are passed to complement the existing ones and to ensure students are not discriminated based on their… [PDF]

Bancroft, Senetta F.; Benson, Susan Kushner; Johnson-Whitt, Eugenia (2016). McNair Scholars' Science, Technology, Engineering, and Mathematics (STEM) Graduate Experience: A Pilot Study. Mid-Western Educational Researcher, v28 n1 p3-27. Nationally, racial and gender disparities persist in science, technology, engineering, and mathematics (STEM) disciplines. These disparities are most notable at the doctoral level and are also found in the doctoral outcomes of Ronald E. McNair Postbaccalaureate Achievement Program participants (Scholars) despite opportunities designed to promote their doctoral success. Scholars from three McNair Programs were surveyed. The survey included items related to Scholars' perceptions of their McNair Program experiences, graduate advisor relationship, and experiences with stereotype threat. Scholars overwhelmingly reported their McNair Program experiences as beneficial to their STEM graduate studies and their graduate research advisors as supportive. However, Black female Scholars also overwhelmingly reported experiences related to stereotype threat. Improvements for survey items and the need for STEM education research to explicitly link educational experiences with institutional… [PDF]

Archer, Louise; Burke, Penny Jane; Crozier, Gill (2016). Peer Relations in Higher Education: Raced, Classed and Gendered Constructions and Othering. Whiteness and Education, v1 n1 p39-53. In spite of the relative success of the Widening Participation policy and strategies to increase the numbers of students from Black and Minority and White working-class backgrounds going to university, universities in Britain continue to be White and middle-class-dominated institutions. We found, in our two-year qualitative Higher Education Funding Council England/Higher Education Academy-funded study (2010-2012), the existence of fear and raced, gendered and classed antagonisms, underpinned by White middle-class student attitudes and perspectives towards those they constructed as the Other. In the article, we discuss the development of 'us and them' from the perspective of White middle-class, mainly male, students, and demonstrate dysconscious racism and racialised social segregation, which in some disciplines is replicated in the learning context. The context of the research is that of a highly competitive, neoliberal, British higher education system where competitiveness for… [Direct]

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

Brown, Elizabeth; Khalil, Deena (2020). Diversity Dissonance as an Implication of One School's Relocation and Reintegration Initiative. Educational Administration Quarterly, v56 n3 p499-529 Aug. Purpose: This article describes one charter school's 'diversity' initiative–a relocation to a racially and socioeconomically diverse site–intended to reintegrate minoritized students displaced by gentrification. Research Design: We employ Critical Race Quantitative Intersectionality to frame the descriptive analyses of student enrollment, city census, and parent survey data that narrates the resulting student demographics after a school's relocation. Our goal in utilizing an anti-racist framework rooted in Critical Race Theory is to a) quantify the racist material impact of "race-neutral" reform through intersectional data mining, b) disrupt the notion of letting "numbers speak for themselves" without critical analysis, and c) taking a transdisciplinary perspective to reveal the hidden patterns of whiteness under the guise of diversity. Findings: Our findings highlight the limits of a school's agency to implement 'diversity' policies aimed at reintegrating… [Direct]

Jenell Igeleke Penn (2020). In This Space, We Rock Hard: Garret(Ed) Spaces for the Literacies of Black Preservice. ProQuest LLC, Ph.D. Dissertation, The Ohio State University. Historically, the literacies that Black preservice teachers bring to content and pedagogical practices have been deemed inadequate and inaccurate (Sleeter and Milner, 2011; Machado, 2013; Haddix, 2017; Gist 2017b). In an ethnographically-informed qualitative study grounded in Black Feminist Thought, Critical Race Theory, and Ubuntu, my collaborators and I engaged in conversations over the course of a year. Two major questions guided this project: When, where, and how do three Black preservice teachers at a PWI draw on their literacies to confirm, resist, and reshape perceptions of who they are, what they know, and what they need? What types of spaces sustain and nurture the literacies of these Black preservice teachers? Utilizing critical race storytelling and counter-storytelling analysis and critical discourse analysis to analyze field notes, artifacts, interviews, and audio recordings, I explore how marginal garret spaces for Black preservice teachers in an English Education… [Direct]

MaryJohn R. Adkins Cartee (2024). Anti-Racist Teacher Well-Being and/as Curricular Praxis. ProQuest LLC, Ph.D. Dissertation, University of Oregon. This dissertation explores the well-being of public K-12 teachers in the United States who explicitly identify as anti-racist and/or anti-colonial teachers. Well-being has traditionally been conceptualized as attached to single human individuals in most Western academic scholarship. However, drawing on insights from the posthumanisms, community psychology, Critical Race Theory, and Indigenous studies, this dissertation argues that these teachers' well-being is not only influenced by the larger institutional, political, and environmental contexts in which they live and teach; it is co-constituted with them on the level of ontology. In order to explore these teachers' well-being, this study draws on immersive cartography (Rousell, 2021), a posthuman methodology that centers affect (Gregg & Siegworth, 2010), process, and emergence. While methods were also borrowed from traditional, qualitative, humanistic methodologies (i.e. interviews and focus groups), process, relationality, and… [Direct]

Greene, Jennifer C. (2021). Methodology as the Architect of Knowing and Valuing: A Reflective Commentary. Research in the Schools, v27 n1 p84-90 Spr. This reflective commentary on the character and role of methodology in educational and social inquiry recounts my 45-year journey as an applied researcher and evaluator, primarily in the domain of education. The journey starts in graduate school in the early 1970s, where the methodological challenge was to master "the proper methods, properly applied." The journey then continues within the secure walls of the academy, but with many forays out beyond these walls to study innovative educational programs that were part of the U.S. Great Society adventure of that time. This era of the 1970s was also witness to the beginnings of major revolutions in the philosophical frameworks or paradigms that guided mainstream social science. These paradigm revolutions happened at a dizzying pace, surfacing multiple ways of framing meaning and action in social science. Representing alternatives to post-positivism, these paradigms included qualitative constructivism and interpretivism,… [Direct]

Nelson, Michelle; Sul√©, V. Thandi; Williams, Tiffany (2021). They #Woke: How Black Students in an After-School Community-Based Program Manifest Critical Consciousness. Teachers College Record, v123 n1. Background/Context: Though Black Americans have long suffered under racial tyranny, they have made valiant efforts to subvert policies and practices that encroach on their humanity. Nevertheless, systemic racism has been virtually unyielding–creating both racial hierarchies and disparities in access to resources and wellness. Programs designed to address the condition of Black people, particularly Black youth, often employ deficit or dysfunctional logic, thereby ignoring the sociohistorical context in which Black youth navigate. Furthermore, not enough attention is given to the ways that culturally centered approaches ignite critical consciousness among Black youth in ways that are aligned with the tradition of the Black American abolitionist mindset. Purpose: We build on the discourse on community-based youth programs and critical consciousness development by using frameworks that elevate race and culture in analyzing how Black youth make sense of their racialized experiences…. [Direct]

Adrian Kyle Davis (2021). Underrepresentation of African Americans in Music Positions at Predominantly White Institutions: A Narrative Case Study. ProQuest LLC, Ph.D. Dissertation, University of Minnesota. Utilizing the narrative case study method, this study elevates the voice and perspective of African American music professors currently employed in predominantly White institutions. Five participants were selected through purposive sampling. Specific criteria are based on self-identified race, degree status, current employment status, years of college teaching experience, and professorial rank. The participants have a wide variety of musical backgrounds (e.g., instrumental, choral, musicology, education, performance). They were selected from universities across various regions of the United States including the Upper Midwest, Ozark, Northeast, East Central, and Pacific West regions. The participants' schools range from a minimum classification of Post Baccalaureate to Research Doctoral. Data were gathered from the participants through semi-structured interviews. Interview questions were formed based on topics that would be explored in the study. Interviews were synthesized into… [Direct]

Sara Ramirez Soria (2020). Narratives of Persistence and Perseverance: Mexican American Men Discuss Overcoming Barriers to Completing a Four-Year Degree. ProQuest LLC, Ed.D. Dissertation, California State University, Fresno. Mexican American men have the lowest college completion rate of any ethnic group in the United States. Mexican American men lag behind Asian and White students academically and slightly higher than Black and Pacific Islander college graduates. The study attempts to understand the significance of "The Vanishing Latino Male" (Saenz & Ponjuan, 2009) in addressing Mexican males in colleges and universities. This paper will examine the historical journey of Mexican migration to the United States. A brief history of Mexican immigration to the U.S from the time of the Mexican Revolution through the 1940's Bracero Program and the 1970s is presented. The historical summation seeks to provide clarity as to the large numbers of Mexican Americans migrating to California from World War II through the 1970s. Current literature will address Mexican American males in education through a Critical Race Theory lens. Mexican American males in the study shared stories and photos of… [Direct]

Olufemi A. Ogundele (2024). Cracking the Code: Chief Admission Officers' Solutions for Inclusive STEM Admissions in Public Research Universities. ProQuest LLC, Ed.D. Dissertation, University of California, Berkeley. This study examined the role of chief admission officers (CAOs) in Research 1 (R1) public flagship institutions and how they understand and address the misalignment between admission criteria to STEM majors and the disparate access to STEM opportunities for diverse students in the applicant pool. The research questions this study explored were (a) how the case CAOs characterized and analyzed the challenges that underrepresented minority (URM) applicants face in the admission process to STEM majors and (b) what strategies CAOs employ to overcome these challenges and provide access to STEM majors for URM students. Guided by critical race theory in education and anti-deficit theory to interrogate the STEM admission pipeline and excavate strategies that provide access to STEM majors, qualitative data was collected at six R1 public flagship institutions. This qualitative study explored various data sources, including a leadership questionnaire, and semi-structured one-on-one interviews… [Direct]

Magali Campos (2024). Nos/otras Redefining the Silences: Stories of Women of Color Navigating Doctoral Education. ProQuest LLC, Ph.D. Dissertation, University of California, Los Angeles. This qualitative study focuses on the experiences of Women of Color in doctoral programs to highlight the challenges they face, the silences they encounter, and the navigational tools they utilize to persist through their programs. Women of Color continue to be marginalized in academia and face many challenges when earning graduate degrees (Gutierrez y Muhs et al., 2012; Keating, 2006; McKee & Delgado, 2020; Montoya, 2000). This research specifically examines the experiences of marginalization and the silence that they encounter in doctoral programs. Using Critical Race Theory (Solorzano, 1998), Black Feminist Thought (Collins, 2000), and Chicana feminist theories (Anzaldua, 2002; Delgado Bernal, 1998), I focused on nine Women of Color doctoral students from the fields of Sociology, Psychology, Education, Gender Studies, STEM, and History. To center the voices of Women of Color in my dissertation, I utilized the methodology of platicas and video testimonios. I gathered 75… [Direct]

Audrey J. Riley-Whitson (2024). A Narrative Study: The Perceptions of Teachers of Color Teaching during and after the COVID-19 Pandemic in an Illinois Public School. ProQuest LLC, Ed.D. Dissertation, Ball State University. This narrative study explored the experiences of teachers of color working with at-risk youth in marginalized communities during and after the pandemic. Before the pandemic, teachers faced many challenges, such as low pay, being stressed, overworked with a lack of resources, being overlooked, and not appreciated for their hard work. The Critical Race Theory was the theoretical structure for this narrative study. This qualitative study included the narratives of six Black women between the ages of 35 and 65, all living in the Midwest with a total of 40 years of teaching experience. The lived experiences of these women were collected through their semi-structured and open interview questions. The narrative study answered the following three questions: (1) What was the experience of teachers of color working in marginalized communities with at-risk youth during and after the pandemic (the new normal living with COVID-19)? (2) How did teachers of color working with at-risk youth practice… [Direct]

Bryan Warnick (2024). Library Holdings, "Divisive Concepts," and Parental Rights. Philosophical Studies in Education, v55 p88-98. Over the past several years, there have been numerous legislative attempts to limit discussion of race and gender/sexuality in K-12 schools and higher education in the name of parental rights. As this is written, sixteen states have banned the teaching of "Critical Race Theory" (CRT) and additional legislation is being considered in twenty-two other states. Common legislative language includes prohibitions on teaching students that one racial group "bears responsibility for actions committed in the past by other members of the same race or sex" or that students from certain racial groups should feel "discomfort, guilt, anguish or any other form of psychological distress." Such bans are commonly justified on the grounds of parental rights: as the primary caregivers, parents should control what students are taught about racial issues. Parents, it is said, should be able to "opt their children out" of what they consider to be "racially… [PDF]

Ganesan, Uma (2023). Exploration of the Lived Experiences of Native American Science Teachers of the Great Plains: A Narrative Inquiry. ProQuest LLC, Ph.D. Dissertation, The University of Nebraska – Lincoln. The complicated history of the education of Native American children through U.S. government-sponsored practices has led to the elimination of the Native children's sense of Indian identity, culture, and language (Noel, 2002). In addition, increased emphasis on standardization and high-stakes accountability under the No Child Left Behind Act of 2001 has resulted in less culturally responsive educational efforts and more Indigenous students left behind in school systems (Castagno & Brayboy, 2008). This has led to Indigenous students being underrepresented in science, technology, engineering, and mathematics (STEM) fields where they account for only 3% of STEM workers (Fry, Kennedy, & Funk, 2021). This dissertation study explores the racialized and gendered lived experiences of Indigenous science teachers in elementary, middle, and high school (K-12) settings in a reservation school in Nebraska. This study, grounded on critical race theory (TribalCrit), employs a qualitative… [Direct]

Crowley, Ryan M. (2013). "The Goddamndest, Toughest Voting Rights Bill": Critical Race Theory and the Voting Rights Act of 1965. Race, Ethnicity and Education, v16 n5 p696-724. The author utilized Critical Race Theory (CRT) to examine the passage of the US Voting Rights Act (VRA) of 1965 in an effort to disrupt the simplistic, uncritical understandings of the US Civil Rights Movement common to school texts while also arguing for the ongoing importance of the VRA in a time when voting rights for people of color are under attack. The author identified four points of interest convergence in the passage of the VRA and contends that a critical revisionist narrative of the VRA–along with other events and individuals Civil Rights Movement–is necessary to help students and teachers understand the persistence of racism and the limitations of liberalism in addressing racial inequality…. [Direct]

Bryan, Kisha C. (2020). Chapter 7: "I Had to Get Tougher"–An African Immigrant's (Counter)narrative of Language, Race, and Resistance. Teachers College Record, v122 n13. Background/Context: With the incessant wave of anti-Black and anti-immigrant sentiments, the extant political situation in the contemporary United States presents an ideal space, place, and time to investigate Black immigrant students' experiences and examine the ways in which dominant racial and linguistic ideologies shape their literate identities and position them in schools and society. While the Black immigrant population overall continues to increase, the Black immigrant student population in United States K-12 schools has experienced a steady upward trend. This student population shares some of the racialized experiences of Black American students but also reflects distinctive cultural, linguistic, and literate identities, and experiences that we, as educators, must acknowledge and embrace if we are to help them effectively navigate the educational and social terrain of the U.S. Purpose/Research Questions: The purpose of this article is to amplify (counter)narratives that… [Direct]

Pedro Espinoza (2020). Latinx Teacher Advocates Engaged in Social Justice Agendas: A LatCrit Perspective. ProQuest LLC, Ed.D. Dissertation, Kansas State University. Working with Culturally and Linguistically Diverse (CLD) students has been a challenge for many years. Classroom teachers and certified English as a Second Language (ESL) teachers struggle staying current with the pedagogical approaches and strategies to work with this student population. In order to help CLD students succeed in the classroom, teachers may implement effective teaching strategies. Additionally, teaching without knowing the students' background knowledge can be problematic to all students. This study explored (a) how teachers who graduated from a federally funded bilingual and bicultural education program engage in justice agendas for their CLD students (b) the things these in-service teachers attribute as barriers and support systems in their social justice work (c) the educational strategies the in-service Latinx teachers value in their role as advocates in their social justice work. In order to examine the participants' experiences regarding social justice, I used… [Direct]

Martinez, Aja Y. (2014). A Plea for Critical Race Theory Counterstory: Stock Story versus Counterstory Dialogues Concerning Alejandra's "Fit" in the Academy. Composition Studies, v42 n2 p33-55 Fall. This essay in counterstory suggests a method by which to incorporate critical race theory (CRT) in rhetoric and composition, as a contribution of other(ed) perspectives toward an ongoing conversation in the field about narrative, dominant ideology, and their intersecting influence on programmatic and curricular standards and practices. As a narrative form, counterstory functions as a method for marginalized people to intervene in research methods that would form master narratives based on ignorance and on assumptions about minoritized peoples like Chican@s. Through the formation of counterstories, or those stories that document the persistence of racism and other forms of subordination, voices from the margins become the voices of authority in the researching and relating of our own experiences. Counterstory serves as a natural extension of inquiry for theorists whose research recognizes and incorporates, as data, lived and embodied experiences of people of color. This essay argues… [Direct]

Pimentel, Artemio (2018). Latino Males: The Journey toward Doctoral Education. ProQuest LLC, Ed.D. Dissertation, University of California, Davis. This qualitative, phenomenological study focused on exploring the supportive influences of Latino male doctoral students during their graduate and doctoral work. Research indicates that Latino males who do not feel engaged or supported are more likely to leave an educational institution (Figueroa, 2016; Gloria et al., 2009; Saenz et al., 2016; Solorzano, 1998). I used Critical Race Theory (CRT) and Latino Critical Race Theory (LatCrit) as analytical frameworks to assess inequity in the educational experiences of Latino males. CRT and LatCrit also served to better understand the internal and external factors impacting Latino males, giving insight on how they overcame challenges and obstacles related to prejudice and discrimination. Scholars have jointly used CRT and LatCrit as two theories that have helped challenge other traditional methodologies and to investigate the experiences of Latino/a students in undergraduate and graduate programs (Lincoln, 1993; Solorzano, 1998; Solorzano… [Direct]

Brown, Anthony L.; Brown, Keffrelyn D.; Heilig, Julian Vasquez (2012). The Illusion of Inclusion: A Critical Race Theory Textual Analysis of Race and Standards. Harvard Educational Review, v82 n3 p403-424 Fall. In this article, Julian Vasquez Heilig, Keffrelyn Brown, and Anthony Brown offer findings from a close textual analysis of how the Texas social studies standards address race, racism, and communities of color. Using the lens of critical race theory, the authors uncover the sometimes subtle ways that the standards can appear to adequately address race while at the same time marginalizing it–the "illusion of inclusion." Their study offers insight into the mechanisms of marginalization in standards and a model of how to closely analyze such standards, which, the authors argue, is increasingly important as the standards and accountability movements continue to grow in influence. (Contains 2 notes and 2 tables.)… [Direct]

Davis, Tonya C. (2017). Exploring Racial Bias within Clinical Supervisory Relationships: The Experiences of Supervisees of Color. ProQuest LLC, Ph.D. Dissertation, Northern Illinois University. Critical race theory has often been described as a lens in which to see and understand how racism can impact or affect people of color. This lens makes room for a deeper consideration of ones lived experiences as a direct result of racial bias. Sometime in the mid 1970's, Derrick Bell, Alan Freeman, and Richard Delgado acted in response to the lack of acceptable forward movement with regards to civil rights during the 1960's. Critical race theory was viewed as a direct call to action. This theory takes on a multidisciplinary approach, has the capacity to provide insight between relationships and power, and considers the impact that power may unintentionally have on relationships. A sound theoretical paradigm is a vital component in understanding racial bias between clinical counseling supervisors and supervisees of color. This proposal outlines a qualitative research study that aspires to process how supervisees of color experience a personal understanding and resolution of racial… [Direct]

Ohito, Esther O. (2019). Thinking through the Flesh: A Critical Autoethnography of Racial Body Politics in Urban Teacher Education. Race, Ethnicity and Education, v22 n2 p250-268. Although the ubiquitous nature of whiteness has been scrutinized in research on teacher preparation in the United States, scholarship on how this concept impinges upon the field's overall culture, as well as on pedagogy, is scarce. Thus, I perform a critical autoethnographic study on the relationships among whiteness, pedagogy, and urban teacher education. The inquiry threads Critical Race Theory and feminist theorizing on (Black) bodies, affects, and assemblages, and extends from extant literature illustrating that the dichotomous thinking characteristic of whiteness undergirds the disembodied approaches to teaching and learning prevalent in teacher education programs. This, I discover, leaves one White pre-service teacher ill-equipped to discern and disrupt the materialization of whiteness in an (inter)corporeal encounter with a Black youth in an urban classroom. Additionally, a pedagogy of disembodiment hinders this pre-service teacher from developing robust understandings of how… [Direct]

Walker, David M. (2019). An Examination of the Religious and Spiritual Experiences of Black Male College Athletes Attending Predominantly White Institutions: An Interpretative Phenomenological Analysis. ProQuest LLC, Ed.D. Dissertation, Northeastern University. This study examined how Black male college athletes experience religion and spirituality as a form of support while attending a predominantly White institution (PWI). Semi-structured interviews were conducted with eight participants that self-identified with religion and spirituality as it relates to its influence on student success in college. The research site was a public research institution in the Southeast region of the United States. Transcripts were analyzed using Interpretative Phenomenological Analysis (IPA) to identify themes. Six superordinate themes emerged: (a) trusting in the viability of a transcendent source, (b) manifesting presence through prayer, (c) transcendent source for struggle, hope, and resilience, (d) opportunities for growth, (e) making sense of a developing identity, and (f) other sources of encouragement and aid. These findings were considered in light of the extant literature and Critical Race Theory (CRT) and Faith Development Theory (FDT) frameworks…. [Direct]

Smith, Alecia (2019). A Qualitative Analysis of Black Identity Development in Relation to School Tracking. ProQuest LLC, Ph.D. Dissertation, The University of North Carolina at Chapel Hill. This dissertation is a qualitative investigation of influences of school tracking on the Black identity development of high school students. This dissertation begins with a Critical Race Theory analysis of school tracking processes. After exploring how tracking was designed, and how it continues to obstruct the potential for optimal Black student schooling experiences, this text proceeds into its principal aim of examining how these experiences may influence students' Black identity. Twenty Black eleventh- and twelfth-grade students in tracked, racially diverse Southeastern high schools were asked in individual interviews to describe their experiences in these schools and their attitudes regarding their Black identity. Student responses regarding their Black identity were studied particularly according to prominent Black identity models developed by scholars across decades. Student responses indicated certain differences in attitudes among student groups, with students on the lowest… [Direct]

Bell, Thomas H., III. (2019). Portraits of Whiteness: Examining Fragility and the Practices That Perpetuate and Disrupt Whiteness among White Pre-Service Teachers. ProQuest LLC, Ph.D. Dissertation, Colorado State University. National data indicated approximately 80 percent of the teaching force is white while the student population continues to become increasingly racially diverse. Teacher education programs continue to graduate and recommend for licensure a disproportionate number of white teachers. Research indicates overwhelmingly pre-service teachers suffer from a collective experience enculturating their miseducation as it relates to deconstructing and disrupting whiteness. Using Critical Race Theory and Critical whiteness Studies, this study utilized portraiture and narrative inquiry to understand how seven white pre-service teachers are engaging or not engaging with their whiteness. In particular the portraits (APPENDIX A) enhance a deeper understanding of the factors contributing to the participant's ability and willingness to engage on race and disrupt whiteness. Through thematic analysis of the portraits, five themes emerged which provide a deeper understanding of the factors that contribute to… [Direct]

Greene, Nneka M.; Griffen, Aaron J. (2019). An Urban-Defined School Implements a Grassroots Oral History Course and Study Abroad Program for Social Justice Equity, Social Consciousness, and Student Advocacy. Journal of Educational Leadership and Policy Studies, v3 n2 spec iss 2 Sum. This paper conceptualizes the practices of one urban-defined school's development of two uniquely designed student-led advocacy and research initiatives to promote social consciousness and student advocacy among the school's faculty, staff and community. This paper considers urban-defined to be any school, system, or teaching force that operates in a suburban populated city or area that carries the socially constructed and political descriptor of "urban" because the school demographics are characterized as including a majority of children of color (Black and Brown) and/or children with low socioeconomic/high poverty status. Two tenets of Critical Race Theory as a theoretical framework are identified: (1) racism as an invisible norm and (2) the use of counter narratives to provide voice to historically marginalized groups. In addition, the grassroots frameworks for African American educational lobbyists to enact African American legislative voice (Griffen, 2015, 2017, 2018)… [PDF]

Calandra, Brendan; Cohen, Jonathan D.; Wade-Jaimes, Katherine (2019). Mapping the Evolution of an After-School STEM Club for African American Girls Using Activity Theory. Cultural Studies of Science Education, v14 n4 p981-1010 Dec. Research has shown that African American girls are interested in science but not as likely to pursue science-related careers as their white or male peers. Although out of school time (OST) science, technology, engineering, and math (STEM) programs have been presented as means to address this discrepancy and support scientific identity development in girls and students of color, programs specifically for African American girls have not been studied in detail. Additionally, the challenges associated with creating and sustaining OST STEM programs have not been examined. This study explores the evolution of one OST STEM program for African American, middle school girls over the course of three semesters. Using a combined framework of activity theory, communities of practice, and critical race theory, the contradictions within each stage of the program were identified and viewed as opportunities for expansion of the activity system. Results indicated that a consideration of dominant… [Direct]

Davis, Patricia Anne; Ellis, Bernadette Trujillo; Trujillo, Patricia (2019). Reconstituting Youth Space in New Mexico: The Space Youth Occupy. Education Policy. Clarity. Association of Mexican American Educators Journal, v13 n3 p139-169. Because of the funding decisions being made in New Mexico related to public education, working as an educator has become physically, psychically, and spiritually demanding for the lead author, Trujillo Ellis. The lead author seeks clarity in understanding New Mexico youth space, or the conditions of New Mexico youths' lives, that better equips her, as a reflective practitioner, to "make decisions about teaching and learning based upon moral and political implications" (Olan, 2019, p. 173). New Mexican youth space is contextualized in terms of demographics, outcomes related to well-being, the fiscal landscape of the state, and the policies that govern public education. The lead author utilizes the first four tenets of critical race theory (CRT): 1) Racism is normal, 2) Interest convergence or material determinism, 3) Social construction of race, and 4) Intersectionality and anti-essentialism to support reflection and analysis of her experiences as an educator and… [Direct]

Heimer, Lucinda Grace (2020). From Salvation to Inquiry: Preservice Teachers' Conceptions of Race. Global Studies of Childhood, v10 n4 p368-384 Dec. Race is a marker hiding more complex narratives. Children identify the social cues that continue to segregate based on race, yet too often teachers fail to provide support for making sense of these worlds. Current critical scholarship highlights the importance of addressing issues of race, culture, and social justice with future teachers. The timing of this work is urgent as health, social and civil unrest due to systemic racism in the U.S. raise critiques and also open possibilities to reimagine early childhood education. Classroom teachers feel pressure to standardize pedagogy and outcomes yet meet myriad student needs and talents in complex settings. This study builds on the current literature as it uses one case study to explore institutional messages and student perceptions in a future teacher education program that centers race, culture, identity, and social justice. Teaching as a caring profession is explored to illuminate the impact authentic, aesthetic, and rhetorical care… [Direct]

Hewitt, Dymilah Luwanna (2017). The Experiences and Academic Successes of African American Post-9/11 Veterans at Martin R. Delaney State University (Pseudonym of an Actual Historically Black University). ProQuest LLC, Ph.D. Dissertation, The University of North Carolina at Charlotte. The purpose of this study is to examine the academic experiences of veterans attending historically black colleges and universities (HBCUs). Following World War II, enrollment at HBCUs was as high as 35%. Broader access at traditional colleges and the proliferation of for-profit colleges and universities (FPCUs) have led to a decline in African American veteran enrollment at HBCUs (Gasman, Baez, Sotello, & Turner, 2008). Many veterans are choosing FPCUs, but they are not receiving the quality education they were promised (Dynarski, 2016). This qualitative case study explored the following: the reasons African American veterans are choosing to attend HBCUs; the challenges they face as student veterans; and the various factors that contribute to their academic success. The theory that guided the study was Critical Race Resilience Theory which draws from Critical Race Theory and Resilience Theory. Data were collected from in-depth interviews with five male and two female African… [Direct]

Juliet Jordan Lowery (2024). Through the Voices of 12 Sister Scholars: Their Ascension to Senior Level Positions in the Higher Education C-Suite. ProQuest LLC, Ed.D. Dissertation, Fielding Graduate University. This study examines the ascension of women of color (WOC) to senior leadership roles in the higher education C-suite (senior-level executives in an organization). WOC earn 16% of PhDs and only 2% of senior leadership positions at higher education institutions. Increasingly, the higher education pipeline has diverse women ready and capable of stepping into senior leadership roles at colleges and universities. Despite WOC's presence in college and university roles that would traditionally advance to senior leadership, they lag representation beyond midmanagement and lack access and opportunity to advance to the C-suite. This research is a means to raise the visibility of WOC in higher education leadership and amplify their experiences through the identification, collection, and analysis of their voices. The question is, Are women of color the catalyst to disrupt or decolonize the intersectional oppression of the higher education C-suite? Through the intersecting lenses of critical race… [Direct]

Mai H. Vang (2024). Activist Scholars: Faculty of Color Navigating Institutional Rewards and Punishments. ProQuest LLC, Ph.D. Dissertation, University of Massachusetts Boston. Faculty of color (FoC) often engage in social justice scholarship that focuses on the needs of minoritized communities. Yet, FoC often are subjected to suspicion and scrutiny over concerns of objectivity and academic rigor. Despite these barriers, FoC have demonstrated "successfully" navigating traditional institutional reward systems while making significant contributions to social justice knowledge and knowledge production at research-intensive higher education institutions. Exploring how tenured FoC at research intensive higher education institutions have earned academic success while engaging non-traditional approaches to knowledge production is important to higher education's mission to broaden scholarship to be practical, political, and beneficial to society. This dissertation applied a narrative research approach involving in-depth interviews with 15 participants to capture stories of how FoC who engage in scholarship with social justice goals navigated institutional… [Direct]

Victor Javier Rodriguez (2024). Bridging the Gaps: Exploring Educators' Sensemaking of Antiracist, & Equity-Centered Practice(s). ProQuest LLC, Ed.D. Dissertation, The Florida State University. Scholars Leonard & Woodland (2022) suggest schools and districts face a crucial challenge. Are schools and districts ensuring their personnel are prepared to engage in critical practices to affirm, include, and support all students, families, peers, and communities? Or are schools and districts just haphazardly committing to diversity, equity, and inclusion statements to check a box? Current research lacks a focus on "how" K-12 educators make sense of, learn, and implement, as well as the challenges to implementing equity-centered, culturally responsive, and antiracist practices. Therefore, this exploratory case study sought to address this research gap by focusing on the experiences and perceptions of educators who participated in and graduated from the District of Columbia Public Schools (DCPS) yearlong professional development program, Anti-Racist Educator University (ARE-U). Specifically, this study is interested in examining the processes of sensemaking, learning,… [Direct]

Magill, Kevin; Rodriguez, Arturo (2015). A Critical Humanist Curriculum. Journal for Critical Education Policy Studies, v12 n3 p205-227 Dec 2014-Jan. This essay is a critical humanist discussion of curriculum; a departure from the technicist view of education [education meant to support a global capitalist economy] and an analysis of curriculum considering critical humanism, political economy and critical race theory among other modes of critical analysis and inquiry. Our discussion supports a revolutionary curriculum: the turn from a static coercive system of domination where the everyday lives of students are controlled to a dynamic liberatory education where education supports a student's imaginary (Pinar), creativity and their everyday practice of freedom (Freire, Greene, Hooks)…. [Direct]

Anderson, Celia Rousseau (2015). What Are You? A CRT Perspective on the Experiences of Mixed Race Persons in "Post-Racial" America. Race, Ethnicity and Education, v18 n1 p1-19. In this article, the author employs Critical Race Theory (CRT) to examine the experiences of mixed race individuals in the United States. Drawing on historical and contemporary conditions involving persons of mixed race, the author considers how key ideas from CRT can be useful to frame an analysis of the experiences of multiracial persons in the US. To supplement the analysis, the author also includes fictionalized narratives in the tradition of CRT. In conclusion, the author considers how this examination of mixed race persons might inform K-12 education…. [Direct]

James-Gallaway, Chaddrick D. (2022). "The Kids in Prison Program": A Critical Race Personal Counternarrative of a Former Black Charter School Teacher. Teachers College Record, v124 n11 p58-81 Nov. Background/Context: In New Orleans, Louisiana, in the years following Hurricane Katrina, predominantly white education reformers have used entrepreneurial support to dismantle the predominantly Black city's public education system. Using racial domination without community approval, these education reformers have educationally disenfranchised the Black community by implementing No Excuses (NE) Charter School Management Organizations (CMO). The rise in these organizations has also led to the mass firing of the city's majority Black educator base and the hiring of majority white educators. Scholarship on NE CMOs notes their use of dehumanizing behavioral practices meant to control their student populations. Accounts, however, are limited from those who have witnessed, experienced, or resisted these dehumanizing behavioral practices. Purpose/Objective/Focus of Study: Through the critical race theory (CRT) lens of racial realism, this paper provides a critical race personal… [Direct]

Rivale-Bell, Nichole (2018). Leadership Practices of Elementary School Principals Who Narrowed the Race-Based Academic Achievement Gap. ProQuest LLC, Ed.D. Dissertation, University of Phoenix. The purpose of this descriptive multiembedded case study was to investigate the perspective of effective elementary school principals in Harvest Bloom School District who narrowed the race-based academic achievement gap in reading by increasing their knowledge, skills, and leadership practices. Data gathered included an archival search, focus group observations and transcripts, and individual interview transcripts. Archived data were used to identify a purposeful criterion sampling of elementary school principals who narrowed the race-based achievement gap by at least 10 percent as measured by state-mandated reading assessments using the Transitional Colorado Aptitude Program. The focus group Critical Race Theory is the theoretical framework supported by the conceptual frameworks of Freire's critical pedagogy, leadership practices of Marzano, and racial consciousness to structure the discussion of data and results. These experiences identified are critical to learning how and why… [Direct]

Hauenstein, Amy J. (2018). The Image Betrays More than It Reveals: Inter(ior) Views from Women of Color on Identity and Social and Academic Experiences in Higher Education. ProQuest LLC, Ed.D. Dissertation, DePaul University. This dissertation proposes a further conceptualization of intersectional identity as a fundamental topic in education reform research. Overlaying the theoretical lenses of Critical Race Theory and intersectionality, a modified narrative inquiry methodology was used to investigate the self-perceived identities among seven women of color, who are alumnae of an all-girls secondary school, in their current context of higher education. Analysis of data from in-depth, open-ended interviews, a focus group interview, and a fictional writing sample illuminated the role of meaning-making capacity in determining the extent to which contextual influences shape self-perceptions of gender, race, and other emergent identities at their intersection. This study explored the meaning-making capacity of its participants and the implicit frameworks of understanding around intersecting identities, revealing epistemic accounts that can help address the relationship between knowledge, power, and political… [Direct]

Berry, Theodorea Regina; Cook, Elizabeth J. Bowers (2018). Black on Black Education 2.0: Critical Race Perspectives on Personally Engaged Pedagogy for/by Black Pre-Service Teachers. Teaching Education, v29 n4 p343-356. Public schools have increasing numbers of its teachers fitting into one demographic, white and female, while the numbers of Black/African American teachers decrease. This trend has not changed since the publication of Black on Black Education: Personally Engaged Pedagogy for/by African American Pre-Service Teachers. Furthermore, African American collegiate students who decide to enter teaching may face a chilly climate because of their cultural and educational experiences as they encounter devaluation in the classroom. This work provides a critical race reflective examination into the teaching and learning experiences and dilemmasI using personally engaged pedagogy as a means of enhancing the quality of the learning experiences for African American pre-service teachers. Critical race theory (CRT) and Critical Race Feminism (CRF) will be used as the theoretical framework for understanding the role of race and gender in teacher education. Critical autoethnography is the methodological… [Direct]

Boyle, Rachel; Dunne, Linda; Kay, Virginia; Lander, Vini; Obadan, Felix (2018). 'I Love a Curry': Student-Teacher Discourse around 'Race' and Ethnicity at a UK University. Journal of Education for Teaching: International Research and Pedagogy, v44 n2 p162-174. This paper presents aspects of a small scale study that considered student teachers' language and discourse around race and ethnicity at a university in the northwest of England. The first part of the paper critiques current education-related policy, context and practice to situate the research and then draws upon aspects of critical race theory and whiteness theory as frames of reference. In the research, 250 student-teachers completed questionnaires that invited responses to statements about race and ethnicity and this was followed by two semi-structured group interviews. A discourse analysis approach was taken to analyse the language used in the questionnaire responses and, in particular, the group interviews. Recurrent discursive configurations were characterised by language that signified othering, correct knowledge, personalisation and discomfort. Hesitations and silences during group discussions perhaps intimated thinking time and also maybe a reluctance to talk about aspects… [Direct]

Hamilton, Kevin Bernard (2018). A Grounded Theory Approach to High-Achieving African American Male College Student Success at Dominantly White Institutions. ProQuest LLC, Ed.D./HE Dissertation, Azusa Pacific University. In recent years, research has shifted from low-achieving African American male college students to high-achieving African American male college students. Specifically, what can institutions of higher education learn from high-achieving African American male college students in order to help all African American male college students succeed at dominantly White institutions? This grounded theory study examined the attitude, mindset and identity of 10 high-achieving African American male college student successes at a dominantly White institution. The data was collected through interviews, and the interview protocol was based on the conceptual framework of critical race theory and niggering. The findings include four themes: support, self-awareness, attitude, and organization. These themes interact to create the Black male excellence model and serve as a roadmap for other dominantly White institutions to utilize to create an environment that fosters student success for African American… [Direct]

Morrison, Deb (2018). Whose Interests and under Whose Control?: Interest Convergence in Science-Focused School-Community Collaborations. Cultural Studies of Science Education, v13 n1 p85-91 Mar. In this dialogue with Monica Ridgeway and Randy Yerrick's "Whose banner are we waving?: Exploring STEM partnerships for marginalized urban youth," I engage the critical race theory (CRT) tenet of interest convergence. I first expand Derrick Bell's (1980) initial statement of interest convergence with subsequent scholarly work in this area. I then explore ways CRT in general and interest convergence specifically have been applied in the field of education. Using this framing, I examine how interest convergence may be shed new insights into Monica Ridgeway and Randy Yerrick's study. For example, the tenet of interest convergence is used to frame why it was beneficial for the White artist, Jacob, and the Achievement Scholars to collaborate in the service-learning mural. Then the idea of interest divergence is brought into explore the ways in which Jacob benefitted from his participation in the service learning project while the Achievement Scholars were left with an unfinished… [Direct]

Jesus D. Montoya Jr. (2023). With Some Responsibility Comes Great Power: Exploring the Decision-Making Process of Higher Education Administrators through the Implementation of Satisfactory Academic Progress Policy. ProQuest LLC, Ph.D. Dissertation, University of Massachusetts Boston. This qualitative study applied the concept of Institutional Neglect to a higher education setting and explored how federal Satisfactory Academic Progress (SAP) requirements, along with the implementation choices at a public university, facilitated Institutional Neglect for financial aid dependent students, especially Students of Color. This study examined how higher education administrators understood, made meaning, and interpreted federal guidelines established by the 2011 updates to the federal SAP policy. This study also analyzed how SAP updates changed the responsibilities and influenced the decision-making process of administrators. Framed in the tradition of transformative research, this single-site case study was conducted at a public four-year higher education institution on the east coast of the United States. The conceptual framework was drawn from two fields of research, Institutional Neglect, and Critical Race Theory. Institutional Neglect was used as an analytical lens… [Direct]

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

Parslow, Kirk Anthony (2023). A Narrative Study of an African Immigrant High School Student. ProQuest LLC, Ph.D. Dissertation, The University of Wisconsin – Madison. This research inquiry is a narrative case study centered on uncovering or exploring the educational experiences of a local African immigrant high school student. This study's epistemological framework is centered on critical race theory, third space theory and the theory of hybrid or multiple identities. In addition to discussing relevant extant research on the intersectional aspects of African immigrant youth identity, such as gender, religious, ethnic, tribal and linguistic identities, the literature review establishes varying responses of African immigrant youths to American racialization; as well as the fluid, situational identities these youths develop as a result of unique, contextual interactions with their peers and instructors. It should be noted that this study's purpose was not designed nor should be interpreted as comparative of the focal population–local high school students who identify as African and immigrant–with other ethnic or racial student groups. Moreover,… [Direct]

Winslow, Ryan (2023). Attendance Rates and Assessment Scores in the Nanakuli-Waianae Complex Area and the State of Hawaii Pre- and Post-COVID-19. ProQuest LLC, Ed.D. Dissertation, University of La Verne. Purpose: The purpose of this quantitative, nonexperimental descriptive study was to explore whether there has been a significant decrease in attendance rates or a significant decrease in achievement as evidenced by assessment scores for students in the K-12 public school system after the COVID-19 compulsory distance learning period for the Asian American and Pacific Islanders (AAPI) students of the Nanakuli-Waianae complex area versus the state of Hawaii as a whole. Theoretical Framework: The theoretical framework that directed the lens of this study was AAPI critical race theory (CRT). The AAPI CRT lens provides insight into the unique and specific difficulties experienced by the culturally unique AAPI communities of the Nanakuli-Waianae complex area and the state of Hawaii as a whole. Methodology: In this quantitative, nonexperimental descriptive study, secondary data and descriptive statistics were used to determine any significant decreases in attendance rates or achievement… [Direct]

Dorcely, Steve A. (2021). How Selected Title I ESSA Designated Priority & Focus Districts and Schools Utilized and Applied the Tenets of Culturally Responsive-Sustaining Education (CR-S) Framework to Improve Learning Outcomes for Marginalized Students. ProQuest LLC, Ed.D. Dissertation, Sage Graduate School. Given the historical trend in segregation across New York State that is profoundly and systematically rooted within the fabric of the state's education system, it is no surprise the education system had been viewed as having two separate systems, for example, Title I versus non-Title I. For non-Title I districts/schools, the average graduation outcome was 84% in SY 2017-18 compared to 69% for the study's selected Title I priority and focus districts/schools. In fact, the New York State Board of Regents had cited and charged its own education system as having a history of structural and institutional racism. What has become more evident is that most students attending low-performing Title I priority and focus districts/schools are non-whites. This qualitative grounded theory study investigated how educational administrators in the Northeast Region of the United States, in selected Title I priority and focus districts and schools utilize culturally responsive pedagogical practices to… [Direct]

Larkin, Douglas B.; Maloney, Tanya; Perry-Ryder, Gail M. (2016). Reasoning about Race and Pedagogy in Two Preservice Science Teachers: A Critical Race Theory Analysis. Cognition and Instruction, v34 n4 p285-322. This study describes the experiences of two preservice science teachers as they progress through their respective teacher education programs and uses critical race theory to examine the manner in which conceptions about race and its pedagogical implications change over time. Using a longitudinal case study method, participants' conceptual ecologies of race and pedagogy are mapped both before and after student teaching, and each case is analyzed for evidence of conceptual change in these areas. Findings show that conceptions about race and the pedagogical implications of race changed in ways that likely would have gone undetected in earlier studies because they did not result in wholesale changes in beliefs or teaching practice. This study suggests that the difficulty of fostering an understanding of structural racism and difference may often be underestimated, as revising one's model about race is mitigated strongly by learners' existing conceptual ecologies…. [Direct]

Matias, Cheryl E. (2016). White Skin, Black Friend: A Fanonian Application to Theorize Racial Fetish in Teacher Education. Educational Philosophy and Theory, v48 n3 p221-236. In "Black Skin, white masks" (1967, Grove Press), Franz Fanon uses a psychoanalytic framework to theorize the inferiority-dependency complex of Black men in response to the colonial racism of white men. Applying his framework in reverse, this theoretical article psychoanalyzes the white psyche and emotionality with respect to the racialization process of whites and their racial attachment to Blackness. Positing that such a process is interconnected with narcissism, humanistic emptiness, and psychosis, this article presents how "racial attachment" becomes "racial fetish." Such a fetish reifies whiteness by accumulating fictive kinships with friends of color; hence, the common parlance of "But I have a Black friend!" The article, then, overlays this theoretical interpretation onto the subject of teacher education in the US, specifically urban teacher education programs that are predominantly comprised of white middle-class females who claim a… [Direct]

le Roux, Adr√© (2016). The Teaching Context Preference of Four White South African Pre-Service Teachers: Considerations for Teacher Education. South African Journal of Education, v36 n1 Article 1111 Feb. In an attempt to bring about a society in which individuals can realise their full potential, South African (SA) education has undergone fundamental reforms. However, despite these changes, the education system seems to remain hampered by ongoing systematic and institutional racism, and subsequent socio-economic structures of poverty and privilege. Given the national requirement for all teachers to be socially just educators, pre-service teachers need to be guided to first recognise and understand their own worldviews, before they will be able to understand the worldviews of learners in diverse teaching and learning contexts. Framed within Critical Race Theory, this article draws on the interplay between race and whiteness as property to explore four white pre-service teachers' preference for working with black learners. Data generated through an iterative process of qualitative interviewing revealed how the participants' preference is strongly embedded in power and privilege. Based… [PDF]

Conde-Frazier, Elizabeth (2017). Religious Education for Generating Hope. Religious Education, v112 n3 p225-230. This article discusses how religious education began at Esperanza College in North Philadelphia, one of the poorest counties of the United States. It also is the largest community of returning citizens in Pennsylvania. Student access and success in higher education continues to be impacted by the effects of structural racism and systemic poverty. Achievement gaps among student groups reflect structural inequities that are often the result of historic and systemic social injustices. These inequities typically manifest themselves as the unintended or indirect consequences of unexamined institutional or social policies. Colleges must routinely scrutinize structural barriers to equity and invest in equity-minded policies, practices, and behaviors that lead to success for all students. Esperanza College was started with the mission of making college accessible and affordable. It is mostly adjunct-driven, but the structure makes the adjuncts part of the team. Faculty are persons invested… [Direct]

Dounas-Frazer, Dimitri R.; Hyater-Adams, Simone A.; Reinholz, Daniel L. (2017). Learning to Do Diversity Work: A Model for Continued Education of Program Organizers. Physics Teacher, v55 n6 p342-346 Sep. Physics and physics education in the United States suffer from severe (and, in some cases, worsening) underrepresentation of Black, Latinx, and Native American people of all genders and women of all races and ethnicities. In this paper, we describe an approach to facilitating physics students' collective and continued education about such underrepresentation; its connections to racism, sexism, and other dimensions of marginalization; and models of allyship that may bring about social change within physics. Specifically, we focus on the efforts of undergraduate students, graduate students, and postdocs who are members of a student-run diversity-oriented organization in the physics department at the University of Colorado Boulder (CU), a large, selective, predominantly White public university with high research activity. This group's education was accomplished through quarterly Diversity Workshops. Here we report on six Diversity Workshops that were co-designed and facilitated by the… [Direct]

Graham, Daria-Yvonne J. (2018). Intersectional Leadership: A Critical Narrative Analysis of Servant Leadership by Black Women in Student Affairs. ProQuest LLC, Dr.Ph. Dissertation, University of Dayton. Little research exists that centers the experiences of African American women student affairs administrators in higher education. The challenges and barriers that exist for African American women student affairs administrators are complex and directly connected to the history of slavery, race and racism in the United States. Concepts such as mentorship, success, and leadership are situated in normative practices informed by White narratives and privileged vantage points. The aim of this qualitative study is to illuminate how the experiences of African American women student affairs administrators at predominantly White institutions support or contradict leadership models often used as frameworks for development and strategy. The research questions are as follows: What are the experiences of African American women student affairs administrators at predominantly White institutions in higher education as they relate to race and gender? How do participants describe reflecting on,… [Direct]

Corrigan, Sean Delapa (2022). Social Studies Teachers' Conceptions of Human Rights Education. ProQuest LLC, Ph.D. Dissertation, The University of Wisconsin – Madison. This study examined social studies teachers' conceptions of human rights education (HRE), with a focus on the connection between HRE and global citizenship education (GCE). These conceptions were studied through a Critical Race Theory framework. This study took place in a small city in North Dakota and utilized a collective case study approach. The eight participants in this study taught social studies at the secondary level. Data for this study was collected through two one-on-one semi-structured interviews with each teacher, as well as classroom observations and document analysis (lesson plans, curricular materials, etc.).The first key finding of this study indicated that participants' conceptions of human rights centered on Western notions of rights, such as individual rather than collective rights or the right to participate in capitalist economic systems. Democratic participation was also cited as a basic human right, though few teachers elaborated beyond the act of voting on… [Direct]

Roc√≠o Acevedo-Carranza (2021). °Si Se Puede!: Understanding the Experiences of Latina Students during Their Doctoral Journey at a Hispanic-Serving Institution. ProQuest LLC, Ph.D. Dissertation, The University of Texas at El Paso. The existing body of literature on Latinas has mostly been focused on the undergraduate student experience (Hernandez, 2002; Hurtado et al., 1996; Kena et al., 2016; Tinto & Goodsell, 1994; Torres, 2004). Additionally, despite the increasing participation of women in graduate education since the 1980s (Walker et al., 2008), Latinas have been and continue to be underrepresented in doctoral programs and the professorate (Myers, 2016). In spite of recent increases in enrollment, Latinas attained just 8.8 percent of the doctoral degrees awarded from 2018-2019 (National Center for Education Statistics, 2020). As Latinas are projected to account for a third of all women in the United States by the year 2060 (Gandara, 2015), it is crucial to understand their experiences in doctoral programs and how their presence in higher education can disrupt the continuous dissemination of dominant culture and knowledge that reinforces the inequalities and systemic barriers in academia. The purpose… [Direct]

Ryan M. Crowley; William L. Smith (2018). Barack Obama, Racial Literacy, and Lessons from "A More Perfect Union". History Teacher, v51 n3 p445-476. Due to its direct approach and its detailed analysis of race, the "A More Perfect Union" (AMPU) speech makes for a likely primary source to be included in a lesson addressing Obama's racial significance. As social studies teacher-educators who draw from critical perspectives on race and racism, the authors hope to see Obama's speech used as a catalyst for nuanced, historicized conversations about race in the United States. The authors argue throughout this paper that the race speech has the pedagogical potential to create such conversations. Instead, we hope to underscore the potential for using Obama's AMPU speech as a vehicle for promoting a rich, nuanced understanding of race in America. We contend that this speech has the potential to foster both productive and unproductive conversations about race, reflecting theories of both racial literacy and racial liberalism. Examining these curricula does, however, provide a snapshot into how the field of education has begun to… [PDF]

Luedke, Courtney L.; McCoy, Dorian L.; Winkle-Wagner, Rachelle (2015). Colorblind Mentoring? Exploring White Faculty Mentoring of Students of Color. Journal of Diversity in Higher Education, v8 n4 p225-242 Dec. In this critical multisite case study we examined the concept of colorblind mentoring. Using Bonilla-Silva's Colorblind Racism Frames, we sought to understand White faculty members' perspectives on their mentoring of Students of Color. The findings revealed that White faculty members often engage with students from a "colorblind perspective." Their use of race-neutral, colorblind language (avoiding racial terms but implying them) allowed White faculty members to describe their students as academically inferior, less prepared, and less interested in pursuing research and graduate studies while potentially ignoring structural causes. Faculty perceptions of students may influence the way Students of Color perceive their academic abilities and potential to achieve success in STEM disciplines and in graduate education…. [Direct]

Vallee, Daniel (2017). Student Engagement and Inclusive Education: Reframing "Student Engagement". International Journal of Inclusive Education, v21 n9 p920-937. "Engagement," or "student engagement," is widely used in educational research and public discourse to refer to the problem of public education. The underlying ontological and epistemological assumptions buoying engagement are rarely, if ever, addressed by educational researchers. The "silent omission" (Sidorkin 2014. "On the Theoretical Limits of Education." In "Making a Difference in Theory: The Theory Question in Education and the Education Question in Theory," edited by Julie Allan Gert Biesta and Richard Edwards, 121-137. New York: Routledge) of engagement's metaphysics has implications for inclusive education. This paper finds that despite being employed with good intent, "engagement" operates in a paradigm of normativity. In a gesture of bifocality (Weis and Fine 2012. "Critical Bifocality and Circuits of Privilege: Expanding Critical Ethnographic Theory and Design." "Harvard Educational Review" 82… [Direct]

Holland, Ann Elizabeth (2011). The Place of Race in Cultural Nursing Education: The Experience of White BSN Nursing Faculty. ProQuest LLC, Ph.D. Dissertation, University of Minnesota. The growing cultural diversity in the United States confronts human service professions such as nursing with challenges to fundamental values of social justice and caring. Non-White individuals have experienced long-documented and persistent disparities in health outcomes and receipt of health care services when compared to whites. Medical evidence suggests that health care disparities experienced by non-Whites in the U.S. are perpetuated, in part, by bias, discrimination, and stereotyping by health care providers. National experts recommend cultural competence education to fix this problem. The cultural competence focus in nursing education programs has been criticized by some nursing scholars for essentializing culture and failing to examine the dynamics of race and racism in U.S. society. Yet, the call for an explicit focus on race and racism raises the question, \Are nursing faculty, of whom 93% are White, prepared to teach students about race and racism?\ This study investigated… [Direct]

Denise S. Sharif (2022). The Historical and Contemporary Importance of All-Women's Colleges and Universities around the World: An Analysis through Context and Narrative with a Case Study of the Asian University for Women in Chittagong/Chattogram, Bangladesh. ProQuest LLC, Ph.D. Dissertation, University of Massachusetts Boston. Purpose: All-women's higher education institutions serve the goal of offering a highly marginalized population a safe space to learn, mature, grow and develop physically, emotionally and intellectually. What might seem to be an obvious criticism is that a woman can, theoretically, achieve the same in a co-ed institution. Arguably, the scale of this achievement is compromised based upon an ingrained reality of in-bred institutional patriarchy, systemic racism and other forms of systemic and institutional oppression that is bound by accepted cultural and societal norms. As such, the goal of this project is to present a contextualized analysis of a present day women-only institution whose missions and goals draw upon the historical underpinnings of a western-based institution, taking into consideration the elements of context and narrative. Design/methodology/approach: This study focused on an illustrative case which draws on a culturally responsive research methodology that… [Direct]

Jain, Romi (2018). China's Soft Power Aims in South Asia: Experiences of Nepalese Students in China's Internationalization of Higher Education. ProQuest LLC, Ph.D. Dissertation, Cleveland State University. Internationalization of higher education is a major characteristic of China's higher education policy. Accordingly, the Chinese government is fervently encouraging the spread of Chinese language and culture through Confucius Institutes, student exchange programs, recruitment of international students, and international collaborations. South Asia is no exception to China's higher education outreach. Against this background, this qualitative study examined experiences of South Asian students with regard to China's higher education program(s) in relation to the explicit and implicit aims of China's soft power policy. Soft power refers to the power of attraction and co-optation, which is based on a nation's intangible resources such as "culture, ideology and institutions" (Nye, 1990). A case study approach was employed by using Nepal as the site for an in-depth investigation into academic, socio-cultural and political experiences of Nepalese students in relation to China's… [Direct]