Marja Martin-Carruth (2023). Examining Enrollment Trends before and after Test Optional Policy Implementation: An Application of CRT and QuantCrit in Higher Education. ProQuest LLC, Ed.D. Dissertation, The University of Memphis. College and university admission testing requirements often serve as a barrier to many students seeking advanced degrees. Many graduate school admission boards/committees use the minimum testing requirement as a predictor variable to explain a student's chance for success in a program. Before the 2020 Fall semester, many graduate schools required a minimum set score on either the Graduate Management Admission Test (GMAT) or the Graduate Record Exam (GRE) as a part of admission requirements. However, during that time, standardized testing ceased, and colleges and universities had to implement new admission requirements that did not include testing. These new policies became known as test-optional, where other criteria for admission were used. This study seeks to fill that gap in the literature by examining the trends in admission and enrollment of cohorts to a Master of Business Administration (MBA) program at a large urban university before and following test-optional admission… [Direct]

Princess M. Russell (2022). From Affirmative Action to Diversity and Inclusion: Exploring Diversification Efforts among African American Faculty at Ivy League Universities in a State of Anti-Affirmative Action Regulatory Environment. ProQuest LLC, Ed.D. Dissertation, Northcentral University. This qualitative phenomenological study explored the lack of diversity among African American faculty at Ivy League universities. The purpose was to examine African American Ivy League professors' perspectives on diversity initiatives and how the lack of diversity and inclusion policies may hinder African American faculty career development. Critical Race Theory (CRT) served as the theoretical framework that guided this study and the following research questions: (a) What are the lived experiences of African American faculty members regarding diversity and inclusion programs at Ivy League universities that increased their ability to obtain faculty positions? (b) What role does race play in faculty hiring, diversity, and inclusion initiatives to increase the recruitment and promotion of African American faculty at Ivy League universities? The research design utilized semi-structured interviews to gather perspectives and elicit individuals' stories, lived experiences of six African… [Direct]

Santamar√≠a, Lorri J. (2014). Critical Change for the Greater Good: Multicultural Perceptions in Educational Leadership toward Social Justice and Equity. Educational Administration Quarterly, v50 n3 p347-391 Aug. Background: Educational leadership for social justice and equity is the primary leadership response to inclusive and equitable education. This inquiry builds on multicultural education and educational leadership to explore an alternative approach to mainstream leadership practice. Purpose: To examine ways in which educational leaders of color in K-12 schools and higher education settings, tap into positive attributes of their identities to address issues germane to social justice and educational equity. Data Collection and Analysis: Qualitative data were examined to determine connections among participants with regard to literature reviewed and research questions. Analyses checked for evidence of culturally responsive leadership practice and the use of critical race theory. Findings: Nine common leadership characteristics were identified. Any leader can choose to use a critical race theory lens when practicing leadership for social justice and equity in diverse settings. Conclusions:… [Direct]

Lomotey, Kofi (2019). Research on the Leadership of Black Women Principals: Implications for Black Students. Educational Researcher, v48 n6 p336-348 Aug-Sep. In this exploratory review, I consider research on Black women principals for the period 1993 to 2017, using 57 research reports obtained from dissertations, journal articles, and a book chapter. This exploration is of particular significance given the continuous disenfranchisement and subsequent underachievement of Black children in U.S. schools and the importance of black women principals in addressing this quagmire. I highlight the methodological and theoretical traits of these studies, single out overstressed approaches, and highlight the most significant gaps in research on Black women principals. Major findings are (1) the large majority of studies on Black women principals appear in dissertations; (2) researchers studying Black women principals explore the lived experiences of Black women principals (e.g., race, gender) and aspects of the leadership of these women (e.g., transformational leadership); (3) the most common theoretical framework in these studies is Black Feminist… [Direct]

Snipes, Jeremy T. (2017). Ain't I Black Too: Counterstories of Black Atheists in College. ProQuest LLC, Ph.D. Dissertation, Indiana University. Increasingly Black college students are identifying as atheist, however few empirical studies in higher education and student affairs are exploring the phenomenon. This dissertation examines the question, "How do Black atheist understand their identity in college?" Using Higginbotham's Politics of Respectability and tenants of Critical Race Theory, interview data from eight Black college students at various institutions from across the United States was analyzed. This study explored the intersections between race and religion, and the role college plays in shaping those respective social identities. Using Critical Race Methodology, the researcher co-constructed with participants three counternarratives that disrupt dominant narratives of a Black atheist ontology. Each collective counternarrative reflects how participants understand their intersectional identities within a collegiate setting. [The dissertation citations contained here are published with the permission of… [Direct]

Allen, Evette L.; Harris, Jessica C.; Hubain, Bryan S.; Linder, Chris (2016). Counter-Stories as Representations of the Racialized Experiences of Students of Color in Higher Education and Student Affairs Graduate Preparation Programs. International Journal of Qualitative Studies in Education (QSE), v29 n7 p946-963. In this paper, we employ Critical Race Theory theoretically and methodologically to examine the racialized experiences of students of color in higher education and student affairs (HESA) graduate preparation programs. We employ counter-storytelling as a method for constructing narratives that disrupt the master narrative found within HESA graduate preparation programs, which often boast an espoused commitment to diversity and social justice. Based on a study of 29 graduate students of color in 21 master's programs across the United States, the counter-stories reflect the endemic nature of racism in graduate education including the classroom, academic program, and campus. Students expressed experiences of tokenization, disappointment, feelings of frustration, anger, and racial battle fatigue. Implications for improving racial climates in graduate education are also shared…. [Direct]

Amos, Yukari Takimoto (2016). Wanted and Used: Latina Bilingual Education Teachers at Public Schools. Equity & Excellence in Education, v49 n1 p41-56. In response to the increasing number of Spanish-speaking students at public schools, Spanish-speaking teachers are in demand. In regards to this high demand, how are Latina/o bilingual education teachers treated at school? Using critical race theory's counter-stories, this study investigated the working conditions of two Latina bilingual teachers. The participants' stories reveal that the schools found the participants' language skills to be both financially and instructionally beneficial. However, the participants experienced heavy workloads, which did not offer them the time and opportunity to develop stronger professional networks at school. They began to feel isolated and marginalized from their colleagues. Although eagerly hired by their respective school administrators, it seems that the participants were systematically exploited by the schools for which they worked…. [Direct]

Matias, Cheryl E.; Montoya, Roberto; Nishi, Naomi W. M. (2016). Blocking CRT: How the Emotionality of Whiteness Blocks CRT in Urban Teacher Education. Educational Studies: Journal of the American Educational Studies Association, v52 n1 p1-19. Although Critical Race Theory (CRT) has been applied to teacher education, it has yet to be meaningfully integrated into the core of urban teacher education programs. The reticence to embrace CRT is largely due to the overwhelming presence of Whiteness, despite Sleeter's (2001) demand for diversification. This theoretically interpretative article employs CRT's methodology of counterstorytelling to interrogate how Whiteness manifests itself in emotional ways, like fetishism and sentimentalization, and how such emotions are the root of resistance toward CRT in teacher education. Drawing from Black feminism and Critical Whiteness Studies, we utilize emotionally-based theories to illustrate the importance of CRT in teacher education, to identify barriers to CRT, and to recommend how teacher education can more genuinely reinvest in antiracism…. [Direct]

Mensah, Felicia Moore; Rosa, Katemari (2016). Educational Pathways of Black Women Physicists: Stories of Experiencing and Overcoming Obstacles in Life. Physical Review Physics Education Research, v12 n2 p020113-1-020113-15 Jul-Dec. This is an empirical study on the underrepresentation of people of color in scientific careers. Grounded in critical race theory, the paper examines the lived experiences of six Black women physicists and addresses obstacles faced in their career paths and strategies used to overcome these obstacles. Data for this study were collected through semi-structured interviews and coded for emergent themes. The findings reveal that college recruitment and funding were fundamental for these women to choose physics over other STEM fields. In addition, Black women experience unique challenges of socialization in STEM, particularly by exclusion of study groups. We suggest physics departments provide a more inclusive environment to support Black women in science. [This paper is part of the Focused Collection on Gender in Physics.]… [Direct]

Pinkney, Adrianne R. (2016). The Role of Schools in Educating Black Citizens: From the 1800s to the Present. Theory and Research in Social Education, v44 n1 p72-103. Participatory citizenship among Black citizens in the United States has always been tied to access to quality education. In this literature review, I draw on scholarship analyzing the experiences of Black youth in the 19th, 20th, and early 21st centuries. I compare the historic and contemporary challenges facing Black citizens' active participation in democratic processes and discuss how schools have the potential to create, or hinder, the road to active citizenship. I use Critical Race Theory as a theoretical model to explore the role that race plays in educating youth for citizenship. Collectively, the reviewed studies reveal that access to high-quality education was and is still determined by one's race and affects many Black citizens' ability to participate in democracy…. [Direct]

Bianco, Margarita; Joseph, Nicole M.; Viesca, Kara Mitchell (2016). Black Female Adolescents and Racism in Schools: Experiences in a Colorblind Society. High School Journal, v100 n1 p4-25 Fall. This article takes up the questions: (a) How do Black female adolescents define racism?, (b) What kind of experiences with racism to they report having in schools?, and (c) How can these perspectives and experiences inform educational reform efforts? The in-depth analysis of 18 student surveys and interviews revealed that most of the definitions of racism centered on prejudice, discrimination, and differential treatment; and most of the experiences the girls described regarding racism in school illustrated issues of prejudice, discrimination, and differential treatment as well as stereotypes, labels and low teacher expectations. Critical Race Theory, Critical Race Feminism, and Black Feminist Thought were used as interpretive theoretical frameworks. Implications for teacher education, secondary education and broad reform efforts are discussed…. [Direct]

Baker, Susan M.; Duncan, China (2016). Using Black Parent Digital Narratives to Enhance Preservice Teacher Capacity for Caring and Competence. AERA Online Paper Repository, Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016). Research has focused on the mixed success of teacher education programs in helping student teachers surface their assumptions and increase their knowledge base about teaching in communities of color, particularly Black communities. This paper describes a study using "public scholarship," in this case, digital narratives by low-income Black parents, to help preservice teachers learn about a group of Black parents' lived experiences and their views and experiences with mainstream teachers and public education. Conceptualized through the lens of Critical Race Theory, the study offers a description and analysis of the digital narratives as well as candidates' reflections after viewing and discussing the narratives regarding their growing competence in acquiring "culturally sustaining" dispositions, skills, and knowledge about teaching in Black communities…. [Direct]

Hall, Reginal R. (2017). Factors Contributing to the Persistence of African American and Hispanic Undergraduate Males Enrolled at a Regional Predominantly White Institution. Administrative Issues Journal: Connecting Education, Practice, and Research, v7 n1 p51-65 Sum. The purpose of this study is to explore factors that may contribute to the persistence and graduation rates of African American and Hispanic undergraduate males enrolled at regional fouryear public universities in Texas. African American and Hispanic males have lower graduation rates in both secondary and post-secondary education than their White peers (Harper, 2010; Swail, Cabrera, Lee, & Williams, 2013). The qualitative research investigated characteristics that exist among African American and Hispanic undergraduate males who have persisted and were retained at the university through their senior academic year. The research problem was explored through the lens of critical race theory and racial microaggressions. Focus group interviews were administered that allowed the researcher to explore the individual experiences of African American and Hispanic males regarding academic and non-academic factors that may have served as supports and/or barriers to their persistence. A… [PDF]

Grey, ThedaMarie Gibbs; Williams-Farrier, Bonnie J. (2017). #Sippingtea: Two Black Female Literacy Scholars Sharing Counter-Stories to Redefine Our Roles in the Academy. Journal of Literacy Research, v49 n4 p503-525 Dec. Through this piece, we draw upon critical race theory and Collins's Afrocentric feminist epistemology to highlight the importance of storytelling as a knowledge validation system in Black women's language. We illuminate and analyze a dialogic performance of two Black female literacy scholars in a coffee house "sipping tea," sharing stories about their joint triumphs and challenges with teaching through equity-based pedagogies. The article takes its political and poetical inspiration from this dialogic performance placed in the center of the article. The dialogue is meant to enliven and represent the Afrocentric feminist discourse patterns that undergird our relationships with one another as Black sister scholars as well as our relationships to our classroom teaching and research. We offer discussions of literacy research and theory, personal experience/ethos, linguistic knowledge, and critique of racism. Our article has implications for strengthening the academy's… [Direct]

Han, Keonghee Tao; Leonard, Jacqueline (2017). Why Diversity Matters in Rural America: Women Faculty of Color Challenging Whiteness. Urban Review: Issues and Ideas in Public Education, v49 n1 p112-139 Mar. Using critical race theory as an analytical framework to examine White privilege and institutional racism, two teacher educators, in a rural predominantly White university tell counterstories about teaching for social justice in literacy and mathematics education courses. In sharing our counterstories in this paper, we, women faculty of color, challenge Whiteness and institutional racism with the hopes of: (1) promoting social justice teaching in order to globally prepare (pre-and-in-service) teachers and educational leaders to motivate and empower ALL students to learn; (2) dismantling racism to promote better wellbeing for women faculty of color; and (3) moving educational communities at large closer toward equitable education, which is a fundamental civil right. After analyzing the counterstories, we suggest that university leaders establish policies and practices to support (recruit, retain, and promote) faculty/leaders of color, not just mainstream academics. Working toward… [Direct]

Carmichael-Murphy, Marcia Faye; Carpenter, Bradley W.; Young, Erica (2017). Stumbling in the Dark: Principal Sensemaking of Positive Behavior Interventions and Supports Policy and Practice in Racially Diverse Schools. AERA Online Paper Repository, Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017). Existing literature underscores the over disciplining of students of Color. Research indicates programs like Positive Behavior Interventions and Supports (PBIS) are successful in decreasing disproportionate discipline for minority students in urban schools. No studies have addressed how urban school leaders make sense of PBIS within the racialized context of their schools. The purpose of this study explore ways principals make sense of PBIS policy in the racial context of their schools. This study also explores the role of racialized discourses in principal Sensemaking of the racialized context. A collective multiple case study was conducted applying Critical Race Theory (CRT) and Sensemaking Theory (SM) as a way to understand principals' cognition and action regarding disproportionate discipline in their schools. Data was collected through interviews, district data analysis, and document analysis. Results were interpreted using CRT and SM tenets. Findings indicated that two types of… [Direct]

Lac, Van T. (2017). In Real Time: From Theory to Practice in a Critical Race Pedagogy Classroom. i.e.: inquiry in education, v9 n1 Article 3. This qualitative research study employs a teacher action research methodology to study how a teacher develops and implements a critical race pedagogy (CRP) curriculum. CRP pairs the liberatory practices of critical pedagogy (Friere, 1970), such a problem-posing classroom and praxis, with the maxims of critical race theory (Delgado & Stefancic, 2000). Situated in a high school teacher pipeline program, this study details how a teacher-researcher developed a curriculum focused on teaching about racial injustice and educational inequality to a group of minoritized youth interested in the teaching profession. The research outlines key levers in her classroom, such as building a classroom community, selecting a range of critical texts, and harnessing dialogue to co-construct knowledge. The author also reflects on challenges that surfaced when moving from theory to practice, such as democratizing the classroom and the unfinished nature on becoming, and offers insights that contribute… [PDF]

Cole, Mike (2017). "A Bright Future" for "Something New and Highly Significant" or a Bit of a Damp Squib?: (Neo-) Marxist Reflections on Recent Theoretical Developments in "Britcrit" in the Journal "Race, Ethnicity and Education". Journal for Critical Education Policy Studies, v15 n3 p57-104 Dec. Critical Race Theory (CRT) has a relatively long history in the United States, from where it originated, dating back to the 1980s. Its presence in UK academic literature, however, is more recent, having surfaced in the first decade of the twenty-first century. I focus in this paper on developments in CRT in the UK from January 2012 to January 2018, as part of an ongoing attempt to evaluate CRT from a (neo-) Marxist perspective. My argument is that while "BritCrit" analysis employs (a limited number of) CRT concepts, there is a clear tendency for UK-based Critical Race Theorists to deploy a range of other theoretical perspectives, including Marxism. Thus, a distinctively British CRT has failed to take off in the way its founders had hoped. I speculate that this may well be related to CRT's inability to theorise the multifarious nature of racism in the UK, specifically those forms of racism that are either non-colour-coded or hybridist…. [PDF]

Straubhaar, Rolf (2017). Trying to Build a Classless Utopia in the Land of Racial Democracy: The Lack of Racial Discussion within the Educational Materials of the Brazilian Landless Rural Workers' Movement. Race, Ethnicity and Education, v20 n2 p264-276. The hegemonic ideology of racial democracy and rural cultural norms of racial silence continue to inform racial identities and national racial discourse in Brazil, in this case within the Landless Rural Workers' Movement (MST), a left-wing movement for agrarian reform. In this article I engage in textual analysis of a textbook from the MST's youth curriculum, arguing that the language used in this textbook does not recognize the centrality of race in world or Brazilian history, but rather focuses on the role of social class in marginalization. I also argue that race is largely ignored in the textbook's description of the MST itself, despite the organization working in rural areas that are predominantly indigenous or Afro-descendant. Lastly, I argue that language is used which implicitly separates the MST leadership from indigenous and Afro-Brazilian populations. The implications of these findings are analyzed through the lens of critical race theory and Brazilian rurality…. [Direct]

Bullock, Erika C. (2017). Only STEM Can Save Us? Examining Race, Place, and STEM Education as Property. Educational Studies: Journal of the American Educational Studies Association, v53 n6 p628-641. The rhetoric about science, technology, engineering, and mathematics (STEM) education in urban schools reflects a desire to imagine a new city that is poised to compete in a STEM-centered future. Therefore, STEM has been positioned as a critical part of urban education reform efforts. In various US cities, schools labeled as "failing" are being repurposed as selective STEM-intensive academies to build a STEM education infrastructure. In Memphis, Tennessee, this process makes visible issues with educational inequity, exacerbated by school choice and gentrification processes. In this article, I use whiteness as property, a tenet of critical race theory, to examine STEM education in Memphis as a case of urban STEM-based education reform in the United States. I describe claiming STEM education as property as a 2-phase process in which middle-class Whites in urban areas participate to secure STEM education by repurposing "failed" Black schools and to maintain it by… [Direct]

Patricia Carolina Arrieche Yanez (2022). Latinas in the Principal's Office: A Phenomenological Study. ProQuest LLC, Ph.D. Dissertation, Northcentral University. The problem addressed by this study was that many Latina principals are faced with racial and ethnic discrimination, are condemned by their cultural community for not balancing cultural and professional expectations, are disproportionately placed in urban campuses with predominantly minority students, and lack mentors. The purpose of this phenomenological study was to gain clarity about Latina principals' experiences relating to racial and ethnic discrimination and the condemnation of their cultural communities with the intent to improve Latina principals' experiences. Latinx critical race theory (LatCrit) and counterstorytelling were the chosen conceptual frameworks used to understand how Latina principals overcome barriers to make them successful school principals. Homogenous purposive sampling and chain-referral sampling were implemented to recruit eight Latina principals. The study consisted of an in-depth interview via WebEx as means to gather data, Google Docs and ATLAS.ti to… [Direct]

Lei, Ming (2022). Exploring the Racial Gap in Study Abroad Participation at U.S. Colleges and Universities through a Mixed-Methods Analysis of Student Intention. ProQuest LLC, Ph.D. Dissertation, Michigan State University. The study abroad experience is an important fixture of American higher education, with politicians, institutions, and mainstream media calling for increased participation. Participation in study abroad can potentially benefit students' personal, academic, and career development. However, historical educational data have shown that some groups, such as Students of Color, have been underrepresented in study abroad participation at American colleges and universities. To better understand the racial gap in study abroad participation, this study combined the Theory of Planned Behavior and critical race theory to explore the intersections of race and racism with factors (i.e., attitude, subject norm, perceived behavioral control) that predict students' intention to study abroad, and the role of social and non-social environmental influences on these factors (e.g., advertisements, advisers). The results indicated that for Students of Color and White students, racial identity and expected… [Direct]

Peter M. Newlove (2022). A Diversity of Tactics: Exploring the Contexts, Negotiations, and Motivations of Teachers Doing Antiracist Work. ProQuest LLC, Ph.D. Dissertation, University of Colorado at Denver. There is both a longstanding legacy of white supremacy in education, and a plethora of resistance movements to white supremacy. Correspondingly, there are scores of teachers who uphold white supremacy at the classroom level (through curriculums, pedagogies, behavior policies, procedures, and more), and many who work to challenge and critically interrogate racism in their classrooms. Yet, despite the wealth of scholarship that has, for decades, worked to critically challenge and uproot racism in schools (see Delpit, 1988; Ladson-Billings, 1995; Love, 2019; Lynn & Parker, 2006), and despite the fact that there are surely teachers who undertake this work (as evidenced in the scholarship), there is still less that is known about who these critical teachers are and how they arrived at this place of being/becoming educators who engage in antiracist practices. As such, this grounded theory study adds to the scholarship on antiracist education by exploring, through questionnaires and… [Direct]

Cook, Trisha Smith (2022). Reimagining School Discipline: A White, Female Principal's Experience Implementing Restorative Practices and SW-PBIS. ProQuest LLC, Ph.D. Dissertation, The University of North Carolina at Charlotte. Educators and researchers have been exploring alternative approaches to school discipline such as School-wide Positive Interventions and Supports (SW-PBIS) and Restorative Justice. While these programs and practices along have been determined to be effective in reducing instances of discipline disproportionality (McIntosh et. al., 2018; Stewart Kline, 2016), there has been little research analyzing the effectiveness of both approaches implemented in tandem. Using an autoethnographic design, this study critically analyzes the beliefs and perceptions of one white, female school principal as she combines SW-PBIS and Restorative Practices at her racially diverse, Title I elementary school. Through the collection of raw data, reflexive journaling, and reflecting on public, archival data sets, the researcher explored the essence of her own identity as a white, female principal by addressing the following research questions: 1) How has implementing restorative practices and SW-PBIS… [Direct]

Marcela Bernal-Munera (2023). A Social Justice Biology Curriculum to Strengthen Community College Students' Critical Consciousness. ProQuest LLC, Ph.D. Dissertation, University of Illinois at Chicago. The existing body of research presents two contrasting views of community colleges, one portraying them as a "second chance" for individuals, offering an accessible route to higher socioeconomic status. The second views community colleges as a deceptive cover designed to divert marginalized people away from prestigious colleges and to "blue-collar" occupations. Drawing inspiration from Paulo Freire's concept of critical consciousness, I propose a third perspective, a liberatory viewpoint. This approach involves offering an education that raises students' awareness and empowers them to enact positive transformations in their lives. Looking to nurture critical consciousness in science majors, I infused the traditional biology curriculum with social justice issues in two Biology II sections at a community college in the Midwestern U.S. with an institutional focus on healthcare careers. Based on conversations with students, I selected issues directly connected to… [Direct]

Talisa J. Jackson (2022). Revealing Hidden Figures: Critical Analysis of Girls and Women of Color in STEM Picture Storybook. ProQuest LLC, Ph.D. Dissertation, George Mason University. The more individuals consume media that portray people who participate in science, technology, engineering, and mathematics (STEM) as white and able-bodied men, the more likely individuals within STEM communities will only recognize those who fit that image as belonging there, thereby alienating individuals who do not fit the portrayed media image (Carlone & Johnson, 2007; Farland-Smith et al., 2017; Rawson & McCool, 2014). Additionally, reports indicate a lack of diverse representation in children's literature (Cooperative Children's Book Center, 2018; Huyck & Dahlen, 2019). Specifically, girls and people of color are significantly less likely to be portrayed as participating in STEM in children's literature (Farland-Smith et al., 2017; Kelly, 2018). While many researchers have explored the representation and misrepresentations of girls and people of color within children's literature (Campbell et al., 2016; Gooden & Gooden, 2001; Yoo-Lee et al., 2014), few have… [Direct]

Allen, Roxanne J. E. (2022). African American Principals' Efficacy for Narrowing the Exclusionary Discipline Gap for African American Students: A Phenomenological Study. ProQuest LLC, Ed.D. Dissertation, Bowling Green State University. Suspension and expulsion (exclusionary discipline) continue to be common forms of punishment in American schools (Hoffman, 2014). Exclusionary discipline often occurs as a result of "zero-tolerance" policies. School districts enacted zero-tolerance policies in the 1990s to address school shootings and fears about a perceived escalation of crime rates. Increased reliance on exclusionary discipline to maintain school safety intensified the racial disparities between Black and White students (Skiba & Rush, 2006). Creswell (2013) describes a phenomenological study as one that "focuses on describing what all participants have in common as they experience a phenomenon" (p.76). The purpose of this phenomenological study is to understand how African American principals perceive their (a) efficacy for narrowing the exclusionary discipline gap for African American students and (b) for facilitating discussions about implicit racial bias. In addition, the study was… [Direct]

Cappiccie, Amy; Chadha, Janice; Lin, Muh Bi; Snyder, Frank (2012). Using Critical Race Theory to Analyze How Disney Constructs Diversity: A Construct for the Baccalaureate Human Behavior in the Social Environment Curriculum. Journal of Teaching in Social Work, v32 n1 p46-61. Utilizing the basic tenets of critical race theory, the authors draw upon the expertise of multicultural scholars to raise consciousness and facilitate BSW classroom dialogue about microagressions perpetrated in Disney animations. Microaggressions pervade our media partly because they typically operate outside the threshold of the dominant culture's conscious awareness. Our main consciousness-raising method is to expose social work students to microagressions depicted in Disney animations and then use the classroom as a counterspace to process the experience. We note that utilizing critical race theory to become conscious of microaggressions within Disney animations is the first step toward eradicating them…. [Direct]

Germaine Christina Hendon (2020). Justice Systems Student Perceptions of Multicultural Teaching and Learning: A Qualitative Descriptive Study. ProQuest LLC, Ed.D. Dissertation, Grand Canyon University. The purpose of this qualitative descriptive study was to explore the perceptions of justice systems students in the Midwest regarding the need for multicultural teaching and learning and preferred course content and pedagogy in undergraduate criminal justice education. Critical Race Theory (CRT) and Marchesani and Adams' Multicultural Teaching and Learning Model informed this study's research questions which asked what perceptions do justice systems students have regarding the need for multicultural teaching and learning in undergraduate criminal justice education, what preferences do justice systems students have regarding course content and multicultural teaching and learning, and what preferences do justice systems students have regarding pedagogy and multicultural teaching and learning in undergraduate criminal justice education. Purposive and snowball sampling helped recruit 15 justice systems students that participated in face-to-face interviews and a focus group. An inductive… [Direct]

Blackshear, Tara B. (2020). #SHAPEsoWhite. Physical Education and Sport Pedagogy, v25 n3 p240-258. Purpose: The purpose of this paper is to investigate the racial/ ethnic diversity of SHAPE America's teacher of the year program using Critical Race Theory. As such, the goal was to identify and map potential racial biases within the institutional structures of SHAPE America's teacher of the year program. Research design and methods: This paper used an exploratory research design using online Physical Education Teacher of the Year online profiles, social media requests, emails, and demographic questionnaires. Data collected from the design included the breakdown of nominees and recipients between 2008-2018. Data were analyzed in two different ways. First, the data were inductively analyzed using descriptive statistics, including frequency and percentages of SHAPE America Teachers of the Year. Second, a critical race lens was used to interpret the descriptive statistics in relation to the selection process and larger social issues. Results: The overwhelming number of SHAPE teachers of… [Direct]

Andy W. Chung (2020). Uncovering Examples of Humanizing Praxis and Pathological Violence in Special Education: District, Parent, and Researcher Perspectives. ProQuest LLC, Ed.D. Dissertation, University of San Francisco. Students of color continue to be labeled with dis/abilities and funneled into segregated settings by special education staff (Annamma, Connor, & Ferri, 2013; Leonardo & Broderick, 2011). The purpose of this study is to highlight the kinds of experiences students and their family's experience in special education related to humanization and violence. In addition to gaining a better understanding of how special education district staff are working to both reproduce and disrupt the violent exclusion of students of color, this dissertation aimed to center the experiences of parents and students who are being impacted by the exclusionary policies and practices. Using Disability Studies and Critical Race Theory (DisCrit) as a theoretical framework reminds educators that the term disproportionality is a euphemism for the state-sanctioned racist and ableist systemic violence students and parents experience (Artiles et al., 2010). Data was collected through narrative interviews with… [Direct]

Latasha Marie Schraeder (2020). Being Black While Leading: A Mixed Methods Study of Black Administrators' Experiences in U.S. Public Schools. ProQuest LLC, Ed.D. Dissertation, Illinois State University. This transformative explanatory sequential mixed methods design study framed by the theories of Critical Race Theory and Community Cultural Wealth used a survey and semi-structured interviews to explore the experiences of Black administrators in PK-12 public schools in the United States. Within the first, quantitative, phase of the study participants completed a survey that collected demographic data and responses related to the six forms of cultural capital via Likert Scale style and opened ended questions. There were 65 responses, with 42 (N = 42) of the responses being complete. In the second, qualitative, phase of the study two participants were interviewed to gather data related to their experiences as Black administrators. The study found participants were able to use cultural capital to navigate barriers encountered during their attempts to create culturally responsive practices and policies. Black administrators are competent, servant leaders who are driven to persevere to… [Direct]

Junco, Eric R. (2022). Preservice Teacher Socialization for Social Justice: Exploring Stances and Enactments of Social Justice Pedagogies. ProQuest LLC, Ed.D. Dissertation, Northern Illinois University. This multicase study examined the socialization experiences of four preservice high school English teachers from four different Midwestern teacher education programs to understand how their acculturative and professional socialization experiences influenced their social justice beliefs. This study also examined how participants' most salient social justice beliefs took shape within their social justice stances, mission-oriented approaches to enact social justice pedagogies like culturally responsive teaching, antiracist pedagogy, and culturally sustaining pedagogy within their classrooms. This study was framed by occupational socialization theory and critical race theory. Data were collected from the Learning to Teach for Social Justice Belief Scale, interviews, and artifact stimulated recalls composed of lesson plans, assignments, student work, and supplemental texts. Quantitative data were analyzed via descriptive statistics for survey response questions. Qualitative data were… [Direct]

Elfreda Harvey (2022). Native American Students: A Phenomenological Study Investigating How Second-Year Full-Time Native American College Students Are Experiencing Sense of Belonging on A Community College Campus. ProQuest LLC, Ph.D. Dissertation, New Mexico State University. This qualitative study discusses a phenomenological inquiry approach utilizing semi-structured interviews to understand how ten full-time Native American students experienced their sense of belonging at a rural community college. There are very few studies providing in-depth perspective on sense of belonging of Native American students attending a community college. This study used the Tribal Critical Race Theory (TribalCrit) as the framework while considering the students' lived experiences. A semi-structured interview approach was used to explore the experiences of Native American students. There were six themes that emerged: (1) "Cultural Awareness for Sense of Belonging;" (2) "Support for Student Success;" (3) "Inclusion for Student Connections;" (4) "Recognizing Challenges;" (5) "Building Resiliency for Success;" (6) "Student Success." These findings are important factors in how students experience belonging and… [Direct]

Jude Paul Matias Dizon (2022). Broken Windows on Campus: A Case Study of Campus Policing. ProQuest LLC, Ph.D. Dissertation, University of Southern California. Campus police are ubiquitous: 95% of postsecondary institutions operate their own campus police department (Reaves, 2015). The rapid growth of campus policing in the last 50 years has coincided with rising enrollments of students from racially diverse and immigrant communities. Campus policing is generally framed as an instrument of crime control, yet this may overshadow how underrepresented students are surveilled and punished in ways similar to the policing of communities of color in broader society. In three empirical papers, I applied concepts from critical race theory, sociology, and ethnic studies to examine interview data from campus police officers, staff, administrators, faculty, and students. The first study compares all four groups' perceptions of campus policing. The findings illustrate how campus constituents perceived policing was justified through exploiting fear of victimization and constructing racialized meanings of who was a criminal and who was to be… [Direct]

Green, Meghan Lorraine (2022). Sister Outsider: Lived Experiences of Black Women Early Childhood Educators Who Employ Culturally Relevant Pedagogy. ProQuest LLC, Ed.D. Dissertation, Texas A&M University – Commerce. The lack of current research on the lived experiences of Black women early childhood educators who utilize culturally relevant pedagogy with young children has rendered this group of educators functionally invisible. Using the theoretical frameworks of critical race theory, Black feminist thought, and intersectionality, the purpose of this critical narrative inquiry study was to examine how Black women early childhood educators' lived experiences inform their use of culturally relevant pedagogies in pre-k to third grade classrooms. This study took place at an elementary public charter school serving students in pre-kindergarten to third grade in the southeast sector of Fort Worth, Texas. The participants were five Black women early childhood educators who teach children in pre-kindergarten to third grade. I used purposeful sampling to select participants who are representative of the population. I employed narrative inquiry methods. Data were collected through individual… [Direct]

Lucy Heath Bruce Horton (2022). Traditionally Underserved and Underrepresented: Counter-Narratives of Black Students in a Southeast Georgia Advanced Placement Program. ProQuest LLC, Ed.D. Dissertation, Valdosta State University. The persistent Black and White achievement gap contradicts one of the United States' core values: equal opportunity for all. In response to the problem, schools seek to increase Black students' achievement through programs like Advanced Placement (AP). Although schools have tried to provide an equitable educational experience, the disparity in outcomes and access remains. Black students' voices must be in the conversation about educational equality to understand the function of race and reveal any blind spots. This study used a critical qualitative research approach to explore the experiences of Black students who participated in a Southeast Georgia AP program. A critical race theory (CRT) methodology kept race at the center of the study, challenged dominant ideologies, committed to social justice, focused on experiential knowledge, and used the field's current literature. A series of three in-depth interviews served as the primary data collection method. Other methods included… [Direct]

Jamnah, Donnalie; Zimmerman, Jonathan (2022). Policy Dialogue: The War over How History Is Taught. History of Education Quarterly, v62 n2 p231-239 May. Conflict over the curriculum is nothing new in American public education, which has never been insulated from the culture wars. In the past few years, conflict over the teaching of race has torn through history and social studies classrooms, inciting the most serious fight over America's past since the last "history war" in the 1990s. At issue in the current conflict are debates over what schools should teach K-12 students about the history of race and racism in the United States. The chief flashpoint in this fight has been the "New York Times's" 1619 Project, led by journalist Nikole Hannah-Jones, which seeks to retell the story of America's founding through the lens of racial inequality. Pushback on the 1619 Project has included the Trump administration's 1776 Commission, which produced a series of proposals seeking to ban 1619-aligned curricula and oppose critical race theory. For this policy dialogue, the "HEQ" editors asked Donnalie Jamnah and… [Direct]

Caroline Whittaker Leffall (2021). Leadership in Higher Education: Exploring the Disparity of African American Representation in Washington State Colleges. ProQuest LLC, D.B.A. Dissertation, Northcentral University. The study reveals the barriers and challenges of African Americans during their ascendancy to senior-level leadership roles. The study addresses the problem of racism and white privilege in higher education institutions related to the underrepresentation of African Americans in senior-level positions, specifically in Washington State community and technical colleges. Despite the passage of landmark decisions and enactment of several laws and regulations, racial discrimination and disparities continue to be a prevalent problem on university and college campuses. The purpose of this phenomenological qualitative study was to explore the paucity of African American representation in these roles. The population was a purposeful sampling of 12 African American senior-level administrators or leaders. Data were collected from eight interview participants and a focus group of four participants of the sampling pool. Critical Race Theory was the theoretical framework selected for this study to… [Direct]

Crump, Alison (2014). Introducing LangCrit: Critical Language and Race Theory. Critical Inquiry in Language Studies, v11 n3 p207-224. Teachers of English to Speakers of Other Languages (TESOL) scholars have recently drawn on critical race theory (CRT) to critique and understand the propagation of Whiteness as a norm associated with native English speakers. However, the area of language studies, more broadly defined, has yet to develop the same link with CRT. To this end, this article proposes and introduces an emerging theoretical and analytical framework called LangCrit, or Critical Language and Race Theory. LangCrit puts the intersection of the subject-as-heard and the subject-as-seen at the forefront of interpretation and analysis. This article urges language studies scholars, both within the field of English language teaching and beyond, to continue to look for ways in which race, racism, and racialization intersect with issues of language, belonging, and identity…. [Direct]

Bryant, Larry C.; Moss, Glenda; Zijdemans Boudreau, Anita S. (2015). Understanding Poverty through Race Dialogues in Teacher Preparation. Critical Questions in Education, v6 n1 p1-15 Win. This study used critical dialogue within a teacher preparation program to address the dilemma of preparing preservice teachers for educational arenas in which they will interface with students who are socially and economically disadvantaged. Using Critical Race Theory as a lens, the study addressed the following research questions: What were the candidates' responses to the experience of engaging in a day of dialogues designed in part to explore how economic disparity is promoted through institutional racism? Were any of the participants' assumptions challenged? Did the dialogue change candidates' thinking about how they might engage future students in learning?… [PDF]

Fernandez-Bergersen, Sandra Luz; Taylor, Kay Ann (2015). Mexican American Women's Reflections from Public High School. Journal of Latinos and Education, v14 n1 p6-24. This qualitative case study examined 5 Mexican American women's experiences at the intersection of race and gender in public high school. Critical race theory provided the analysis and interpretation. The significant findings of this research included the following: (a) Racism is endemic and pervasive in public education; (b) many educational entities operate via colorblindness; (c) the participants perceived social justice as the solution to ending racism and oppression; (d) learning to navigate the system is necessary to be successful academically; and (e) teachers, counselors, and peers are perpetrators of racism and gender stereotypes in public education for Mexican American females…. [Direct]

Brown, Keffrelyn D. (2014). Teaching in Color: A Critical Race Theory in Education Analysis of the Literature on Preservice Teachers of Color and Teacher Education in the US. Race, Ethnicity and Education, v17 n3 p326-345. In this article I take seriously the call for recruiting and retaining more preservice teachers of color by critically considering some of the pressing challenges they might encounter in teacher preparation programs. I draw from critical race theory (CRT) in education to review the extant literature on preservice teachers of color and teacher education in the US. I excavate how the dominant, (dis)embodied and normalized culture of Whiteness, White privilege and White hegemony pervades contemporary teacher education, and presents a formidable challenge to the goal of preparing teachers (of color) to teach in a manner that is relevant, critical and humanizing while also socially and individually transformative. I conclude by envisioning how teacher education programs might address these challenges in such a way that more effectively meets the needs of preservice teachers…. [Direct]

Mansfield, Katherine Cumings; Thackik, Stefani Leigh (2016). A Critical Policy Analysis of Texas' "Closing the Gaps 2015". Education Policy Analysis Archives, v24 n3 Jan. This critical policy analysis uses critical race theory to provide a counter narrative to the P-16 initiative in Texas known as "Closing the Gaps 2015". Findings indicate that while these reforms aim to increase educational access and achievement for people of color, they fall short of addressing systemic inequities such as enduring segregation and unconstitutional school finance policy. Using Texas as a case study illumines the ways the growing number of P-16 councils throughout the US might adapt and improve policy development and implementation to more adequately address educational inequities across racial, ethnic, and linguistic groups. The article closes with recommendations for Texas' reiteration of "Closing the Gaps 2015" titled, "60x30TX", currently in revision to guide state education goals in 2016-2030…. [PDF]

Warmington, Paul (2012). "A Tradition in Ceaseless Motion": Critical Race Theory and Black British Intellectual Spaces. Race, Ethnicity and Education, v15 n1 p5-21. In the USA, where Critical Race Theory (CRT) first emerged, black public intellectuals are a longstanding, if embattled, feature of national life. However, while often marginalized in public debate, the UK has its own robust tradition of black intellectual creation. The field of education, both as a site of intellectual production and as the site of political struggle for black communities, is one of the significant fields in which black British intellectual positions have been defined and differentiated. This article argues that the transfer of CRT to the UK context should be understood within this broader context of black British intellectual production. Through a critical examination of race conscious scholarship and the diverse literature produced in the UK since the 1960s, this article identifies some of the dimensions of education that have been scrutinized by black British intellectuals. In doing so, it directs attention to questions being generated by the transfer of CRT to… [Direct]

Davis, Matthew D.; Osby, Cheryl D. (2020). Herman H. Dreer: A Twentieth Century Black Radical Curriculum Activist. American Educational History Journal, v47 n1 p29-45. In the early twentieth century St. Louis' public schools for Black children enjoyed a robust reputation, perhaps second only to those in the nation's capital. Herman H. Dreer, a "public school man," provided direction for those institutions similarly called to lead various segments and forces within the larger Black community (Dowden-White 2011, 23). While other educators focused on organization and administration, Dreer crafted curriculum initiatives that incorporated Black radical curriculum tradition (Watkins 1993). For thirty-one years Dreer taught in the St. Louis Public Schools and at Stowe Teachers College. Among his most important school activities were the writing of Black History curriculum and the directing of several pageants. These pageant events, popular during the St. Louis Negro History Week, carried important memory aids for Black communities (Shaw 1999; Karpf 2011). Despite the yearly Black history celebrations held in elementary schools to African… [Direct]

Candel, Sandra L.; Fayazpour, Shahla (2019). Experiencing Anti-Immigrant Policies on Both Sides of the U.S./Mexico Borderland: A Comparative Study of Mexican and Iranian Families. Education Sciences, v9 Article 148. The experiences of Mexican and Iranian immigrant families are often unheard and unpacked. The purpose of this qualitative study is to examine how race, ethnicity, and national identity are at the core of the sociopolitical and economic issues that Latino and Iranian families undergo in the United States. Using critical race theory as a framework, this research analyzed the ways in which Mexican immigrant families who were deported, and Iranian-immigrant families living in the United States, have been differently affected by post 9/11 anti-immigrant policies and by zero tolerance policies enacted by the Trump administration. The research question guiding this study was: How do U.S. anti-immigrant policies affect Iranian and Mexican immigrant families and their children's futures? Our findings uncovered that both groups were negatively affected, however, in different ways. Iranian immigrant parents worried about their socioeconomic status in the United States and their children's… [PDF]

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

Roulhac, Gwen D.; Thompson Dorsey, Dana N. (2019). From Desegregation to Privatization: A Critical Race Policy Analysis of School Choice and Educational Opportunity in North Carolina. Peabody Journal of Education, v94 n4 p420-441. School choice policies and the movement to privatize education have become the currently preferred school reform methods on both the state and federal levels under the guise they will provide equal educational opportunities and access for all students. The 1954 school desegregation decision in "Brown v. Board of Education" arguably paved the way for equal educational opportunities, including school choice; however, we contend that the present-day school choice and privatization movements may be a part of a larger social, political, and legal cycle of inequality that has established residence in the American educational system for more than a century. We conduct a critical race theory policy analysis using a framework that has been effective in previous work with examining cyclical inequalities, the convergence-divergence-reclamation cycle (or C-D-R cycle). In this article, we are focusing our analysis on the state of North Carolina due to its complex legal and political… [Direct]

Schwartz, Joni (2014). High School Equivalency as Counter-Space. New Directions for Adult and Continuing Education, n144 p37-47 Win. This chapter is based on the findings of an ethnographic study of an urban General Education Development (GED Æ) program and suggests that, for some marginalized African American and other young men of color, adult education programs are counter-spaces (Yosso, Ceja, Smith, & Solorzano, [Yosso, T., 2009]) of spatial justice in opposition to previous negative school spaces. The chapter is framed from the perspective of critical race theory…. [Direct]

Beneke, Margaret R.; Handy, Tamara; Siuty, Molly Baustien (2022). Emotional Geographies of Exclusion: Whiteness and Ability in Teacher Education Research. Teachers College Record, v124 n7 p105-130 Jul. Context: Geographies of exclusion (e.g., segregated special education classrooms, school district zoning) are constituted through intersecting oppressive ideologies (e.g., ableism, racism, classism) that co-naturalize notions of "normalcy" and deviance and yield harmful consequences for disabled children of Color. Geographies of exclusion dynamically contribute to and constitute teacher candidates' feelings about themselves and their social worlds. White teacher candidates' investment in dominant racial ideologies is well-documented, and recent scholarship has interrogated the role of white emotionality in these processes. However, the extent to which white teacher candidates emotionally ascribe to oppressive constructions of ability have been underexamined. Focus of Study: We sought to uncover how white teacher candidates (TCs) used emotional practices to position themselves in relation to ability within geographies of exclusion as they narrated their educational journeys…. [Direct]

Dominguez, Valeria; Garcia, Anaisabelle; Rall, Raquel M. (2022). What Does It Take to Lead: The Hidden Curriculum of Qualifications for Service on Public Boards of Higher Education. Teachers College Record, v124 n1 p191-226 Jan. Background/Context: U.S. higher education governing boards have received enhanced public attention over the last decade in response to national media coverage and emerging governance scholarship. Despite the rise of attention on this topic and the maintained influence of board decisions, governing boards remain one of the least understood aspects of higher education. Purpose/Objective/Research Question/Focus of Study: The qualifications required for board member service in higher education are a particularly understudied aspect of boards. Given the limited knowledge of board qualifications, our study aimed to understand what (if any) were the known requirements for service on U.S. public boards of higher education. Setting: A total of 95 public board bylaws representing at least one institution from each state were examined for any mention of the requirements or qualifications for the trusteeship. Both standalone institutional boards and system boards were investigated to account for… [Direct]

Makekau, Marbeya (2022). Transactional to Transformational: Women of Color Senior Administrators, Exchange Relationships & Their Leadership Development. ProQuest LLC, Ed.D. Dissertation, California State University, Fresno. Higher education environments are examples of the institutional manifestations of systems of oppression and dominance found in all other parts of society. Systems of racism, sexism, and heteronormativity present real impediments to marginalized people within higher education but more specifically for women of color. Women of color senior-level professionals in higher education face a resounding number of disproportionate challenges correlated to the intersections of their race and gender, such as covert and overt discrimination, a lack of mentorship, and limited access to networks. This study's purpose was to understand the nuances of how identity, positionality, and social exchange relationships impact the experiences and leadership development of women of color senior administrators. Much of the current scholarship regarding women of color senior leaders within higher education focuses on the pathways to entry; however, this research takes a deep dive into the experiences of women… [Direct]

Elizabeth Montano (2022). Mixteco Transnational Student Experience: Self-Efficacy and Academic Aspirations. ProQuest LLC, Ed.D. Dissertation, California Lutheran University. Mixtecos are Indigenous people that originate from the states of Guerrero, Oaxaca, and Puebla, in Mexico. This community is unique in that it speaks an unwritten language with different variations based on locations north or south of Oaxaca, Guerrero, and Puebla. California and other agricultural states have been the major relocation areas for Mixtecos since the 1980s (Cohen 2004; Stephen 2007). The children of migrant workers are currently the most disadvantaged students in our educational system (Hattman & Every, 2010). Migrant children are the least educated students, with only one to three years of formal education (Baird, 2016). According to Mines et, al. (2010), the largest number of migrant workers are currently coming from Indigenous rural communities of Mexico, mainly the state of Oaxaca. Latino students, specifically the children of migrant workers, have made the fewest gains academically compared to all students in California. These children face a variety of… [Direct]

Rachel Guldin (2022). Whose Future? Whose Facts?: A Critical Case Study of News Literacy Education in the United States. ProQuest LLC, Ph.D. Dissertation, University of Oregon. In the wake of the 2016 and 2020 U.S. presidential elections and the COVID-19 pandemic, increasing public attention has been paid to the ability of citizens to use and understand news media, information, and digital technology. Conversations about media literacy–the ability to critically engage with media–are ongoing in the press, schools, and state and federal governments. Most media literacy scholars agree that media literacy is an integral part of an informed and healthy democracy. Yet not all media literacy approaches are the same, and some scholars suggest that mainstream approaches may re-create antidemocratic systems and ideologies. What does it mean when the tools intended to support a healthy democracy reinforce systems of oppression? A case study of the News Literacy Project (NLP), a nonpartisan, nonprofit education organization, was used to explore this question by examining how ideologies of racism and neoliberal capitalism are perpetuated or challenged in the resources… [Direct]

Mary B. Senyonga (2022). Black Women, Gender Nonconforming, and Nonbinary Folks' Resistive and Healing Practices: Making a Way at Traditionally Oppressive Institutions. ProQuest LLC, Ph.D. Dissertation, University of California, Los Angeles. This work investigates the resistive and healing practices that Black women, gender nonconforming, and nonbinary folks enact in the face of daily racialized and gendered terrors as they navigate higher education. Central to my theorizing of academic spaces is the understanding of schooling as a contested space that reifies identity-based harm. I locate the impact of this reality within both a historical and contemporary context by reckoning with the substantiation of institutions of higher learning made possible by slave holding governing faculties, endowments bolstered by investments in the military and prison industrial complex, enduring racial stratification in the numerical and ideological presence of marginalized peoples, and the maintenance of interlocking systems of domination that undergird school policies. As Black women, gender nonconforming, and nonbinary folks contend with academic spaces rife with systemized difference, they foster alternative relationships to the… [Direct]

Writer, Jeanette Haynes (2013). Native Resistance through Art: A Contestation of History through Dialogue, Representation, and Action. International Journal of Education & the Arts, v14 spec iss 2.4 Sep. Beginning November 2006, and continuing through December 2007, Oklahomans were alerted to the promotions of the Oklahoma Centennial. For Indigenous Oklahomans, this was a problematic marking of a historical event. The Centennial's grand-narrative advanced a story privileging the "pioneers" who "settled the land" as the official story of Oklahoma's past. This article deconstructs the manufactured Oklahoma history advanced through the Centennial by identifying and examining, utilizing Critical Race Theory and Tribal Critical Race Theory, the counterstory put forth in the "Current Realities: A Dialogue with the People" art show produced by Oklahoma Native artists in the OklaDADA collective. "Current Realities" functioned as social justice–providing all Oklahomans with a comprehensive history of Oklahoma by telling Indigenous Oklahomans' history and reality through art…. [PDF]

Ty B. Tucker (2024). Beyond the 9 to 5: Exploring the Interplay between Maternal Nonstandard Employment, Academic Involvement, and School Suspension. ProQuest LLC, Ph.D. Dissertation, Boston College. Students in the United States missed more than 11 million school days in the academic year 2017-2018 due to out-of-school suspensions. Research has shown that suspension has adverse short- and long-term consequences, such as lower academic achievement and lower graduation rates. With school suspension affecting approximately one-third of students across their K-12 experience, policymakers, researchers, and professionals have outlined school suspension as a major problem. Maternal involvement has been identified as a significant factor in student achievement, motivation, and aiming toward higher education, but little is known of the influence it may have on reducing exclusionary discipline–particularly for mothers with nonstandard employment. Exclusionary discipline is discipline practices that isolates students from the classroom environment. Guided by disability critical race theory, role conflict theory, and ecological systems theory, this dissertation utilized the "Future of… [Direct]

Cassandra R. Henderson (2024). Priced out of Opportunity: Investigating the Impact of California's Housing Burden on School Segregation and Black Student Achievement. ProQuest LLC, Ed.D. Dissertation, California State University, Sacramento. Historically, de jure systemic racism in the United States and the California housing market resulted in a lack of Black family access to housing in affluent neighborhoods, generating a Black-White wealth and income gap still observed today. Even after eliminating much of this outright discrimination, these economic gaps caused de facto segregation of many Black families from affluent and primarily White neighborhoods. This practice is especially prevalent in California, where housing costs are particularly burdensome, and Black families are unlikely to find affordable housing in affluent school districts. Black children are likely to attend Black-White segregated and low-socioeconomic status (SES) school districts. This study, grounded in critical race theory and the education debt model, empirically documents how higher average home prices in California keep Black children out of affluent districts more likely to boast higher standardized test scores. Holding other explanatory… [Direct]

Mitchell, Jamira A. (2021). A Phenomenological Study of High School Counselors and Counseling African American Male Student Athletes. ProQuest LLC, Ed.D. Dissertation, Northcentral University. The problem that was addressed by this qualitative phenomenological study was that African American males who are student-athletes in high school are often not receiving adequate academic support from school counselors. This is an ongoing and relevant secondary education problem that needs to be addressed as many counselors are not adequately prepared to academically support African American high school male student athletes that aspire to play in the National Collegiate Athletic Association. The purpose of this qualitative phenomenological research study was to explore the perceptions of high school counselors regarding their experiences with, and preparedness to, counsel African American male high school student athletes. The guiding theoretical framework of the study is based upon the critical race theory, social capital theory, and empowerment theory. This research was conducted using interview methodology with high school counselors with at least five years of experience… [Direct]

Bhowmik, Miron Kumar; Kennedy, Kerry J. (2017). Caught between Cultures: Case Study of an "Out of School" Ethnic Minority Student in Hong Kong. Asia Pacific Journal of Education, v37 n1 p69-85. This paper reports a case study on Maneesha Rai, a Nepalese girl living in Hong Kong and an "out of school" student. Based on in-depth interviews, a case was constructed of her previous school days and current "out of school" days. These provided a vivid picture of her life and several themes were created using schema analysis that help explain the reasons for her "dropping out" of school after Form Five. It has been common to attribute school failure for ethnic minority students in Hong Kong to problems with Chinese language education. Yet Maneesha's case study shows that her experience of failure in other subjects such as Mathematics and Science contributed to her lack of successful schooling. Maneesha's school failure was more than simply a consequence of academic failure. Rather, there were many other interrelated factors such as peer and community factors, dropout history in the family, racism, differences in schooling culture found that contributed… [Direct]

Howley, Aimee; Howley, Craig B. (2018). How Blue Was My Valley? Invited Paper for the AERA Special Interest Group on Rural Education. Journal of Research in Rural Education, v33 n4. Did rural America bring Donald Trump to the presidency? As a phenomenon related to the rise of Trump, the authors try, in this paper, to explain the conservatism that surrounds them personally, as rural residents and rural education scholars. Their neighbors are (mostly) conservative; in part it defines them; it is part of their culture. They have suffered loss across generations, so they are interested to hold on to familiar ways of living. The schools play a contradictory role in this, as rural scholars (worldwide) know well. The authors present four explanations of Trump-related conservatism, all of which, they believe, are apt to some degree. They may not add up convincingly, but they might be a start. First, they explain voting for Trump as a "weapon of the weak" (see, e.g., Scott, 1985). Second, they deal with the Republican allegiances of many rural voters as a variant of "false consciousness." Third, they examine the "rural resonance with… [PDF]

Keehn, Molly G. (2015). "When You Tell a Personal Story, I Kind of Perk up a Little Bit More": An Examination of Student Learning from Listening to Personal Stories in Two Social Diversity Courses. Equity & Excellence in Education, v48 n3 p373-391. This article explores the role of personal storytelling about social identity-related experiences in two diversity courses that were informed by social justice education pedagogies with a focus on race/ethnicity and racism. The two courses included racially diverse groups of students in two undergraduate diversity courses at two Northeast universities (a social diversity and oppression course, and a race/ethnicity intergroup dialogue course). Participants describe a variety of learning outcomes after listening to personal stories. Findings also indicate that students across identities value storytelling, describing it as engaging, enjoyable, and integral to their learning. This underscores the value and impact of face-to-face, synchronous learning as a valid, transformative, and critical educational method in diversity courses…. [Direct]

Jorge Humberto Alcaraz (2022). Unsettling Understandings: Settler Colonialism, White Supremacy and the Implementation of a Racial Diversity Initiative. ProQuest LLC, Ph.D. Dissertation, University of California, Los Angeles. Scholarship on racial diversity initiatives outline the positive outcomes associated with initiatives, describes the types of initiatives, and the various ways faculty, staff, and university leadership can and do work together for effective outcomes. However, there is a need to understand how racial diversity initiatives are implemented, what influences their creation, and how systems of power like settler colonialism and white supremacy manifest during the implementation of racial diversity initiatives. Utilizing an embedded qualitative case study approach, this study explored the implementation of the White Racial Literacy Project, by way of the Welcoming Campus Initiative, at Indiana University Purdue University Indianapolis (IUPUI). Guiding questions focused on identifying the organizational and societal elements that influenced the creation of the WCI and WRLP, while illuminating the ways white supremacy manifested in the implementation of the WRLP. This study was guided by two… [Direct]

Diggles, Kimberly Ruth (2013). Factors Associated with Couples and Family Therapy Students' Racial Awareness. ProQuest LLC, Ph.D. Dissertation, University of Minnesota. Racial awareness is a critical foundation to Couples and Family Therapists (CFT) being able to confront issues of race and racism with their clients. Current CFT literature has used qualitative methods to conclude that when strategies focused on issues of race and racism are competently incorporated across several domains of CFT education and training, students' racial awareness is increased. This study extends the current literature by quantitatively examining the relationship between several factors–including CFT graduate coursework and clinical supervision–and CFT students' racial awareness. Participants for this study consisted of 78 white and non-white CFT master's and doctoral students from various accredited CFT programs nationwide. Participants completed an on-line survey measuring their racial awareness, personal experiences with racism, and perceived exposure to racially competent coursework and clinical supervision. Students' personal experiences with racism as well as… [Direct]

Laird, Susan (2017). Learning to Live in the Anthropocene: Our Children and Ourselves. Studies in Philosophy and Education, v36 n3 p265-282 May. This essay responds to recent philosophical interest in the Anthropocene by asking (Trachtenberg in "Inhabiting the Anthropocene: how we live changes everything," 2016): Can and should educators adopt, form, transmit, teach ways of living to maintain, if not enhance Earth's habitability, especially its habitability for diverse children? This inquiry therefore calls for conceptual study of learning to live through the Anthropocene–with, despite, after, before, amid, among, away from, and against its myriad harms, possible and actual, especially its harms to children. Examining cases of environmental racism in Checker's "Polluted Promises" (2005), and other cases of environmental threats to children's health, in Steingraber's "Raising Elijah" (2011), this study begins by proposing the ecological gap in philosophy of education consequential for children resides within another epistemological gap, variously designated gender gap, love gap, care gap (Martin… [Direct]

Lovern, Lavonna Lea (2012). Trampling the Sacred: Multicultural Education as Pedagogical Racism. International Journal of Qualitative Studies in Education (QSE), v25 n7 p867-883. The following paper is a critical examination involving the misuse of sacred cultural tools and practices in the name of multicultural education. Native American practices are identified to illustrate how such inappropriate usages promote pedagogical racism. The misuse continues the hegemonic distribution of social capital. Through the irresponsible portrayal of complex and sophisticated cultures, American education continues to perpetuate pedagogical violence against children who are already socially and educationally disenfranchised. Using Freire, Giroux, Deloria, and Grande, this paper will identify strategies of communication and education necessary to eliminate pedagogical racism and begin to reverse the violence against children…. [Direct]

Arroyo, Jorge Luis (2017). Latina Women in STEM: A Critical Analysis of Ph.D. Students' Experiences. ProQuest LLC, Ed.D. Dissertation, California State University, Fresno. The intent of this qualitative study was to better understand factors, which impacted Latin women's development of resilience and how they continued their education in science, technology, engineering, and mathematics (STEM). The participants were enrolled in Ph.D. programs at 5 of the 10 University of California campuses currently designated as Hispanic Service Institutions (HSIs). The study utilized the narrative storytelling format of testimonios, which capture the lived experiences of individuals from underrepresented backgrounds. These testimonios demonstrated the systemic issues that have led to the lower number of women of color in advanced degree programs in STEM that are currently dominated by White men. Utilizing LatCrit, a branch of critical race theory, this dissertation presented educational issues such as racism, sexism, gender bias, and cultural norms that universities can address to create more inclusive environments and better support women of color that are… [Direct]

Augustine, Sarah; Lopez, Daniela; McNaron, Harold; Starke, Elizabeth; Van Gund, Brian (2017). SLCE Partnering with Social Justice Collectives to Dismantle the Status Quo. Michigan Journal of Community Service Learning, v23 n2 p170-174 Spr. "Service-learning" is a multilayered term with a complex historical evolution. In the last two decades, service-learning and community engagement (SLCE) have flourished in higher education as staff, faculty, and students have realized it can be a high-impact teaching and learning practice to promote student learning and development. While many SLCE courses and projects adopt this student focus in undertaking and reflecting upon useful service activities with community organizations, it can be difficult to implement them in ways that explicitly engage with the historical and contemporary systems of oppression–such as racism, classism, and sexism–that created the need for SLCE efforts in the first place. The authors' vision for the future is a radical re-centering of SLCE within social justice collectives (SJCs), such as the organizers of the Movement for Black Lives, led by people from marginalized groups and addressing the systems of oppression most relevant to their own… [PDF]

Boutte, Gloria Swindler; Lopez-Robertson, Julia; Powers-Costello, Elizabeth (2011). Moving beyond Colorblindness in Early Childhood Classrooms. Early Childhood Education Journal, v39 n5 p335-342 Dec. Countering the position that colorblindness is desirable for teachers and children, this article encourages early childhood education teachers to engage in conversations about race and racism with young children. We discuss why the early childhood years are important for interrupting racism and make suggestions for helping children develop tools for addressing it. Annotated examples of children's drawings about racism from a second grade classroom are shared to demonstrate that young children are not colorblind and that they think about and experience racism in their daily lives. We conclude that it is both an educational and ethical necessity to address racism with young children…. [Direct]

(2021). Addressing Education Inequality with a Next Generation of Community Schools: A Blueprint for Mayors, States, and the Federal Government. Center for Universal Education at The Brookings Institution During few times in America's history has leadership in education been more critical. Far too many communities continue to face the enduring impacts of systematic racism and generational poverty. The nation's schools have also been impacted by COVID-19 and, for many, the effects are staggering and could last for years. At the same time, as the pandemic shuttered school doors across the country, numerous education allies rose to the occasion–from families to community nonprofits to employers to media companies. Taken altogether, this situation presents a series of linked challenges, as well as what may be a once-in-a-century opportunity to reimagine school in ways that nurture the gifts and talents of every child and family. By seizing the moment, America can lay the foundation for a new way of schooling that the nation needs–one that is flexible, customized to local needs and equitable, and that brings together educators, communities, and families to support every student every… [PDF]

Carter Andrews, Dorinda J. (2012). Black Achievers' Experiences with Racial Spotlighting and Ignoring in a Predominantly White High School. Teachers College Record, v114 n10. Background/Context: Despite a history of racial oppression and degradation in U.S. schools, African Americans have responded to racism and discrimination in ways that promote educational attainment and school success. Many Black adolescents have been empowered to succeed academically partly because of their awareness of racist practices in education and society. This empowerment to succeed in the face of racism is also seen as resiliency. A growing body of research suggests that despite experiencing racism in schools, many African Americans possess an achievement ethos that demands a commitment to excellence; despite experiencing racism as a stressor, these students develop resilient strategies for resisting racism in the school context. Purpose/Objective/Focus of Study: The purpose of this study was to understand the adaptive behaviors that high-achieving Black students employed in a predominantly White high school to maintain school success and a positive racial self-definition…. [Direct]

Pallavi Banerjee (2024). Connecting the Dots: A Systematic Review of Explanatory Factors Linking Contextual Indicators, Institutional Culture and Degree Awarding Gaps. Higher Education Evaluation and Development, v18 n1 p31-52. Purpose: The primary aim of this paper is to illuminate the critical issue of the degree awarding gap in the UK, which significantly impacts students from lower socio-economic backgrounds and minority groups. By conducting a systematic review of existing literature following the PRISMA protocol, this study seeks to uncover the complex web of explanatory factors that mediate the relationship between contextual indicators, institutional culture, and degree awarding disparities. Addressing this gap is vital for promoting social justice, enhancing the economy, safeguarding the reputation of UK universities, and adhering to legal responsibilities. This paper endeavours to provide a comprehensive understanding of the underlying causes of degree awarding gaps and offer evidence-based recommendations for the higher education sector to mitigate these disparities. Design/methodology/approach: This study employs a systematic review design, adhering to the PRISMA protocol, to meticulously… [Direct]

McCluskey, Gillean, Ed.; Mills, Martin, Ed. (2018). International Perspectives on Alternative Education. Policy and Practice. Trentham Books 'Alternative education' encompasses a diversity of schooling types and organizations. "International Perspectives on Alternative Education" explores alternative forms of schooling from the position of academics, policy workers, and those working and studying in such schools across the world. The first-hand accounts by those working and leading in alternative schools, and the analyses by those working at the policy level, bring alive their dilemmas and challenges. Complementing these are the academic contributions, which examine over-arching questions about social justice and the meanings of achievement, success, choice, and purpose across education. The issue of 'alternative education' and why it is relevant in today's educational landscape is an international one, and the book draws on contributions from Australia, Indonesia, Korea, Denmark, England, Germany, Scotland, and the United States. The book will be of interest to all educators, teachers, academics, students,… [Direct]

Gartner, Alan; Pressman, Harvey (1986). The New Racism in Education. Social Policy, v17 n1 p11-15 Sum. Discusses the current practice in the U.S. of standardized testing of teachers as a response to the perceived failures of public schools. Focuses on the position that this practice reduces the already low percentage of minority teachers in the schools. Reviews testing practices in various states and the consequences encountered. (SA)…

Pavitee Peumsang (2021). Community College Mathematics Faculty Members: Racialized Self-Perceptions of Day-To-Day Realities within the Classroom Environment. ProQuest LLC, Ph.D. Dissertation, The University of Texas at Austin. This dissertation study was guided by two research questions: (1) What shapes community college mathematics faculty members' set of racialized ideologies, beliefs, and attitudes that inform their behaviors and teaching practices in the virtual classroom?; and (2) How do the racial and virtual classroom dynamics shape the ways mathematics faculty members adapt and deliver their course content during the COVID-19 global healthcare crisis? The combination of critical race theory in education, critical whiteness studies in education, and mathematical conceptual and theoretical frameworks informed the research design processes of this study. A total of 10 community college mathematics faculty members participated in the study: three from the California Community College System and seven from the Texas Community College System. The data collection methods included a pre-interview demographic questionnaire, a semi-structured virtual interview, an electronic document analysis, and a… [Direct]

Anderson, Miranda LaRae (2021). Lived Experiences of Diverse Applicants through Collegiate Athletic Department's Hiring Processes. ProQuest LLC, Ph.D. Dissertation, Northcentral University. The lack of diversity within collegiate athletic departments is well documented and continues to be seen currently within the workforce of college athletic departments. There is research on what things might cause the continued lack of diversity however, there has been no research done looking at both sides of the hiring process within college athletic departments. The purpose of this qualitative descriptive study was to investigate the lived experiences of diverse applicants from both the hiring committee's perspective and the diverse applicant's perspective to allow for a deeper understanding of where and why there is bias and discrimination going on within the hiring process. The framework for this study relied on human resource management theories, communication theories, interaction theories, as well as critical race theory and social construct theories. These theories were used to draw connections as well as triangulate what the participants said with the themes found from… [Direct]

Ebony S. Cole (2021). The Experiences of Black Women in Predominantly White Institutions: A Case Study. ProQuest LLC, Ed.D. Dissertation, Northcentral University. Black women are the most influential racial group interested in education as a profession; yet. it is rare for them to attain senior-level roles within predominantly White institutions. The problem addressed by this study was that a significant number of Black women administrators in higher education throughout the United States are not advancing into senior-level positions within predominantly White institutions. The purpose of this qualitative case study was to explore why a significant number of Black women administrators in higher education are not advancing into senior-level roles within predominantly White institutions. In addition, this study was grounded using the critical race theory, with special attention given to issues of intersectionality to highlight Black women's experiences working in environments dominated by Whites. This study was also conducted using a qualitative comparative case study design to capture the attitudes and shared experiences of Black women working… [Direct]

Tamaica S. Martin (2021). The Place in Which I Fit: Culturally Based Organizations and the Development of Cultural Wealth for Historically Marginalized Undergraduate Women at a Predominantly White Institution. ProQuest LLC, Ed.D. Dissertation, The University of Alabama. College participation rates of women with marginalized identities have doubled in the last 30 years, yet their college completion rates do not compare to their White counterparts. While this is an issue faced by many marginalized populations, much of the research has focused on the equity gaps of minoritized men. With minoritized women becoming a greater portion of the higher education population, more attention needs to be paid on the success and well-being of these women. Social capital, proposed by Bourdieu (1986), has shown to be an important success factor, as belonging to certain networks provides greater access to information, social support, and resources; however, this concept overlooks other assets marginalized people may have. Yosso's (2005) Community Cultural Wealth (CCW) framework offers an alternate view. Informed by social capital, it also considers critical race theory, intersectionality, gender and migrant studies, and sociology, and it challenges the idea that… [Direct]

Monica Williams Smith (2021). Exploring the Experiences and Retention Decisions of African-American Male College Students. ProQuest LLC, Ed.D. Dissertation, Valdosta State University. This qualitative study captured the stories of African-American male students, who participated in the African-American Male Initiative (AAMI) program at a predominantly White institution (PWI) in the south, to better understand how racial climate effected their college experiences and retention decisions. The data collected from this PWI revealed a steady increase in the African-American student enrollment and retention rate. However, the Black male student population has experienced a dramatic decrease in retention. Critical race theory and Tinto's model for student departure provided theoretical framework for this study. In addition, a review of campus climate and the Black student college experience are included in the literature review. An adaption of Seidman's (2019) three-interview series, or a semi-structured interview approach, was used to collect data from the participants. Using the research questions as a guide, the results of the study revealed that students enjoyed the… [Direct]

Windsor Nelson (2021). African American Males Who Come from Single Parent Households Described Their Persistence to Graduate from Community College: A Qualitative Descriptive Study. ProQuest LLC, Ed.D. Dissertation, Northcentral University. African American males' academic achievement has been a concern for school officials, policy makers, administrators, colleges, and universities. African American males' graduation rates continue to decline at colleges and universities across the United States. The problem addressed by this qualitative study was that African American males who come from single parent households may not achieve a higher education degree, specifically a community college degree. The purpose of this qualitative descriptive study was to describe how African American males who come from single parent households described their persistence to graduate from community college. The theoretical framework that guided this study was the critical race theory. The targeted population for this research study was African American males who were raised by single mothers earning a degree at a community college. Semi-structured, open-ended interviews (n = 15) and focus group (n = 9) were used in the data collection… [Direct]

Cynthia R. Wise (2021). The Optics of Diversity, Equity, and Inclusion at a Hispanic-Serving Institution: A Qualitative Case Study in the Borderlands. ProQuest LLC, Ph.D. Dissertation, New Mexico State University. The murder of George Floyd and COVID-19 in 2020 catapulted the issues of diversity, equity, and inclusion (DEI) to the forefront in every aspect of life: housing, healthcare, Internet access, and education. The perception of university leadership's actions and their ability to make appropriate decisions regarding those issues in creating a campus that is diverse, equitable, and inclusive are vital, especially in a region that has a long history of colonization, marginalization, and epistemicide. Employing the lenses of Critical Race Theory (CRT) and Applied Critical Leadership Theory, this study situates the conversation about diversity, equity, and inclusion at a Hispanic-Serving Institution in the Borderlands of the United States and Mexico. A traditional study that centers whiteness by focusing solely on the quantitative data of enrollment, retention, and graduation statistics would only serve to continue the dehumanizing practice of comparing the academic performance of students… [Direct]

Gabull Mohamed Alhadhrami (2021). Latinx Prenursing: The Dripping Pipeline "Una Pipa Con Gotas". ProQuest LLC, Ed.D. Dissertation, California State University, Sacramento. Background: Healthcare disparities exists in California at alarming levels. The Latinx communities suffer from a disproportionate rise in disease coupled with poor access to quality healthcare. These disparities are compounded by a lack of Latinx Registered Nurses in the state that possess a unique skill set to care for these patients. The pipeline for education of registered nurses is compacted with too many students and yet Latinx students are frequently falling away from the field because their capital is misaligned with university selection criteria. Purpose: The purpose of this phenomenological research study was to analyze reasons why first-generation Latinx students select nursing as a major and explore their lived experiences as they completed prerequisite nursing courses. Methods: Interviews were conducted with seven first-generation Latinx students with an expressed interest in Nursing. The theory of cultural capital wealth and critical race theory were utilized to frame… [Direct]

Thomas DeWayne Cash (2021). A Phenomenological Study of the Lived and Professional Experiences of African American Male Instructors: Functions of the Practices of School Systems. ProQuest LLC, Ph.D. Dissertation, Liberty University. The purpose of this hermeneutic phenomenological investigation was to explore and ascribe meaning to the lived and professional experiences of African American male educators as functions of the practices (i.e., systemic policies and interactions with colleagues) of a suburban school system. The philosophical frameworks guiding this study were Critical Race Theory (Bell, 1970) and Tokenism (Kanter, 1977) as they relate, respectively, to the effects of engendered racism and the implications of the invisibility and hypervisibility associated with being Black male instructors. The three related sub-questions involved (1) the contributing roles of school systems' procedures to the encounters of this group of educators (2) the additive impact of this phenomenon as a result of Black male teachers' interactions with colleagues and educational stakeholders and (3) meanings assigned to these experiences as related to race, racism, and tokenism. The data was collected via open-ended,… [Direct]

Danielle Brown (2020). An Examination of the Contextual Factors That Affect High Poverty Urban School Districts and What Successful District Leadership Looks Like in These Spaces. ProQuest LLC, Ed.D. Dissertation, Millersville University of Pennsylvania. This dissertation uses qualitative research to examine the contextual factors that affect high poverty urban school districts and what successful district leadership looks like in these spaces. Using the lens of Critical Race Theory the stories of six successful urban district leaders is examined to determine the dispositions and characteristics that made them successful as well as how and what systems they implemented to create successful outcomes for the students, families and communities that they served. The extensive review of literature provided a historical look into the contextual factors that have created racialized poverty urban school districts in the United States. It also examined two leadership frameworks, connected using associative entity. Using this associative entity and both inductive and deductive thematic analysis four themes emerged. The themes, which described to be competencies of successful urban district leadership, are Facing Facts and Fears, Getting to… [Direct]

Bondi, Stephanie (2012). Students and Institutions Protecting Whiteness as Property: A Critical Race Theory Analysis of Student Affairs Preparation. Journal of Student Affairs Research and Practice, v49 n4 p397-414 Nov. This study is based on interviews with White students graduating from a student affairs preparation program as well as a literature review of whiteness in education. Applying \critical race theory,\ the author examined the ways that students and institutions protected whiteness. Institutions and those within them concerned with equity must have awareness of whiteness and rework curriculum, pedagogy, polices, and practices to fracture educational hegemony of whiteness…. [Direct]

Bernal, Santiago; Herrera, Alfred; Jain, Dimpal; Solorzano, Daniel (2011). Critical Race Theory and the Transfer Function: Introducing a Transfer Receptive Culture. Community College Journal of Research and Practice, v35 n3 p252-266. In California, the majority of students of color who enter postsecondary education do so in the community colleges. However large numbers of them leave and do not transfer to four-year institutions; in particular to highly selective pubic four-year colleges and universities. By using the theoretical perspective of critical race theory, transfer can be seen as a dual commitment between both the sending and receiving institution as we put forth the conceptual framework of a "transfer receptive culture." We define a transfer receptive culture as an institutional commitment by a four-year college or university to provide the support needed for students to transfer successfully–that is, to navigate the community college, take the appropriate coursework, apply, enroll, and successfully earn a baccalaureate degree in a timely manner. We outline five elements, informed by critical race theory, that are necessary to establish a transfer receptive culture and outline specific… [Direct]

Lachica Buenavista, Tracy (2018). Model (Undocumented) Minorities and "Illegal" Immigrants: Centering Asian Americans and US Carcerality in Undocumented Student Discourse. Race, Ethnicity and Education, v21 n1 p78-91. As the numbers of immigrant apprehensions, detentions, and deportations increase, and in context of anti-immigrant sentiment, education scholars must better contend with the way that carcerality affects undocumented student experiences. Carcerality refers to social and political systems that formally and informally promote discipline, punishment, and incarceration. Guided by Critical Race Theory, I examine interview data from 15 undocumented Asian Americans to show that the portrayal of undocumented student exceptionalism that typically characterizes the discourse on their experiences obscures the centrality of carcerality in shaping how young people with undocumented status navigate their lives. The narratives of undocumented Asian Americans represent a shift in undocumented discourse as these students de-emphasized their academic mobility, demonstrated a hyper-awareness of punitive immigration policies, and were traumatized by and practiced nondisclosure in response to deportation… [Direct]

Hassan Richardson, Stephanie (2018). Composition Pedagogy for the 21st Century: A Culturally Inclusive Model. ProQuest LLC, Ph.D. Dissertation, State University of New York at Albany. As cultural and racial demographics continue to diversify across college campuses, the First Year Composition (FYC) classroom becomes a site wherein faculty can engage in transformative pedagogical strategies to maximize ways in which students' culturally diverse backgrounds can influence their rhetorical strategies in meaningful ways. However, a critical analysis of FYC and factors influencing its design and impact demonstrate that, to a large degree, faculty are not implementing pedagogical strategies that incorporate cultural rhetorics in strategic ways. This critical analysis sought to understand the significant factors hampering faculty desire and ability to deliver Culturally Inclusive Pedagogy (CIP), which is a pedagogical approach inspired predominantly by the "Students' Right to Their Own Language" resolution, as well as scholarship from Critical Race Theory, Culturally Sustaining Pedagogy, and Cultural Rhetorics. In confronting challenges to implementing CIP,… [Direct]

Atwater, Mary M.; Bulls, Domonique L.; Butler, Malcolm B.; Freeman, Tonjua B.; Parsons, Eileen R. C. (2018). General Experiences + Race + Racism = Work Lives of Black Faculty in Postsecondary Science Education. Cultural Studies of Science Education, v13 n2 p371-394 Jun. Existent research indicates that postsecondary Black faculty members, who are sorely underrepresented in the academy especially in STEM fields, assume essential roles; chief among these roles is diversifying higher education. Their recruitment and retention become more challenging in light of research findings on work life for postsecondary faculty. Research has shown that postsecondary faculty members in general have become increasingly stressed and job satisfaction has declined with dissatisfaction with endeavors and work overload cited as major stressors. In addition to the stresses managed by higher education faculty at large, Black faculty must navigate diversity-related challenges. Illuminating and understanding their experiences can be instrumental in lessening stress and job dissatisfaction, outcomes that facilitate recruitment and retention. This study featured the experiences and perceptions of Black faculty in science education. This study, framed by critical race theory,… [Direct]

Amador, Lui (2018). Strength Within: Addressing Structural Opportunity Gaps for Men of Color at 4-Year Universities through a Strengths-Based Approach. ProQuest LLC, Ed.D. Dissertation, California State University, Long Beach. The enrollment, retention, and graduation rates for African American, Latino, Native American, and segments of Asian and Pacific Islander men in higher education are disproportionately lower than women from all racial groups and White men. A significant body of research substantiates the concern by institutions on the opportunity gap for men of color in higher education. Despite the research and concerted efforts by institutions, this opportunity gap continues to affect the educational and overall college experience of men of color. Through qualitative interviews employing a photo elicitation protocol and a conceptual framework based on validation theory, Critical Race Theory (CRT) and Anti-Deficit Perspectives, this study examines the social, cultural, and institutional factors that shape this population's experience in higher education. This research will examine the strengths and assets that men of color identify as supporting their success in college. This study will also examine… [Direct]

Bazemore-Bertrand, Shamaine; Handsfield, Lara J. (2019). Show & Tell: Elementary Teacher Candidates' Perceptions of Teaching in High-Poverty Schools. Multicultural Education, v26 n3-4 p27-37 Spr-Sum. A comprehensive body of literature has focused on White teachers working in high-poverty schools (Emdin, 2016; Ullucci, 2011) as well as White teachers working with students of color (Brown-Buchanan, 2015; Emdin, 2016; Ladson-Billings, 1995; Milner, 2010). However, limited studies have focused on how teacher candidates connect race and social class with respect to teaching in high-poverty schools and what support they need from teacher preparation programs to successfully teach in schools with both students who are living in poverty and students of color. In this article, the authors share findings from a study exploring how six elementary teacher candidates who completed clinical experiences in high-poverty elementary schools perceive students who attend these schools (Bertrand, 2017). Using semistructured interviews, visual data using "photovoice," and group "photovoice" discussion sessions, they examined the following research questions: (1) How do elementary… [PDF]

Norton, Pamela C.; Robinson, Gregory C. (2019). A Decade of Disproportionality: A State-Level Analysis of African American Students Enrolled in the Primary Disability Category of Speech or Language Impairment. Language, Speech, and Hearing Services in Schools, v50 n2 p267-282 Apr. Purpose: This study aimed to determine if African American students were disproportionately represented between the years of 2004 and 2014 in the primary disability category of Speech or Language Impairment (S/LI) under the 2004 reauthorized Individuals with Disabilities Education Improvement Act. Method: S/LI enrollment data from the Office of Special Education Programs and general enrollment data from the National Center for Education Statistics were analyzed to compare the risk of primary S/LI category enrollment of African American students to that of all other students. Risk ratios with 99% confidence intervals were calculated for each state across the 10 years studied. Results: An average of 75% of states disproportionately represented African American students in the S/LI category each year; on average, 62% underrepresented African American students, and 14% overrepresented them. A post hoc analysis of the relationship between African American student representation and… [Direct]

Cook, Daniella Ann; Dixson, Adrienne D. (2013). Writing Critical Race Theory and Method: A Composite Counterstory on the Experiences of Black Teachers in New Orleans Post-Katrina. International Journal of Qualitative Studies in Education (QSE), v26 n10 p1238-1258. Using a critical race theory lens, the authors propose a way of writing race research using composite counterstories. Drawing on data from a yearlong study of school rebuilding in the time period immediately after Hurricane Katrina devastated the City of New Orleans, the authors examine the experiences of African-American educators in the school rebuilding efforts. Cook and Dixson look specifically at how composite counterstories speak back to racialized constructions of black educators that justified their post-Katrina displacement and usher in an era of school reform in which New Orleans is described as "ground zero" for the expansion of charter schools, the disempowerment of teachers' unions, and the re-organization of teacher preparation. Given the context of the research, the authors argue that researchers should consider how composite counterstories facilitate racial research and ensure the protection of research participants…. [Direct]

Pimentel, Octavio (2014). Learning to Write in Writing Centers: The Racial Experiences of Two Mexican Students. English in Texas, v44 n2 p34-39 Fall-Win. This article examines racist discourses and how they operate within writing centers. The data presented emerged from qualitative interviews that were conducted with two participants. In theorizing the data gathered from Mexican American students about their writing center experiences, the author applies a Critical Race Theory (CRT) and LatCrit lens to conceptualize how issues of race appear within writing centers. The article concludes with suggestions for anti-racist practices in writing centers and classrooms…. [PDF]

Liu, Amy; Park, Julie J. (2014). Interest Convergence or Divergence? A Critical Race Analysis of Asian Americans, Meritocracy, and Critical Mass in the Affirmative Action Debate. Journal of Higher Education, v85 n1 p36-64 Jan-Feb. We use the Critical Race Theory frameworks of interest convergence and divergence to critique the anti-affirmative action movement's co-option of Asian Americans. Past discussions of affirmative action and Asian Americans mainly concentrate on how Asian Americans are affected by affirmative action, whether positively or negatively. We demonstrate how Asian American collegiate experiences ought to affect public understanding of affirmative action itself by demonstrating the need for broader conceptualizations of meritocracy and critical mass…. [Direct]

M√©ndez, Lina; Rodr√≠guez, Esmeralda; Urrieta, Luis, Jr. (2015). "A Moving Target": A Critical Race Analysis of Latina/o Faculty Experiences, Perspectives, and Reflections on the Tenure and Promotion Process. International Journal of Qualitative Studies in Education (QSE), v28 n10 p1149-1168. This article examines how Latina/o professors perceive, experience, and reflect on the tenure and promotion process. Findings for this longitudinal study are drawn from a purposive sample of nine female and seven male, Latina/o tenure-track faculty participants. Using a Critical Race Theory, Latino Critical (LatCrit) Race Theory, and Chicana Feminist framework, this article documents fundamental inequities in the tenure and promotion policies and practices that affected the Latina/o faculty in this study. Using narrative data, educational biographies, in-depth semi-structured interviews, and unstructured ethnographic interviews, this study found four common themes: (1) tenure and promotion processes functioned as a "tool of fear," (2) the tenure and promotion process was like a "moving target," (3) tenure provided limited forms of respect but not full membership, and (4) Latina/o supervivencia enabled the professors to thrive despite unsupportive and sometimes… [Direct]

Varsha Ghosh (2021). Critical Transformations through Community Service-Learning Programs for Students of Color at Predominantly White Institutions. ProQuest LLC, Ph.D. Dissertation, University of Massachusetts Boston. Service-learning has become deeply embedded in higher education, as both a co-curricular and curricular tool to achieve learning outcomes, promote civic engagement and promote diversity. Yet it has also struggled with the critique that service-learning, unintentionally, reinforces deficit thinking by promoting a dominant narrative centered on the White middle-class perspective. This narrative excludes the experience of students and faculty who reflect the demographics of the community served or who are simultaneously from the community and the institution. This qualitative study seeks to challenge the traditional narrative to understand the service experience of students of color from low-income backgrounds at predominantly White institutions. The counterstories presented here illustrate a broader perspective on the experiences and the impact of community engagement in higher education for those who do not identify as middle-class or White. Using a framework informed by theories of… [Direct]

Charletta Nickole Wiggins (2021). Shades of Black: Black Collegiate Women and the Impact of Colorism in Higher Education. ProQuest LLC, Ph.D. Dissertation, The University of Alabama at Birmingham. Colorism perpetuates the same variables that drive the principles of racism and has led to disparate treatment, lower self-esteem, and negative perceptions within communities of color for decades. Since Black women are considered second class citizens, behind both men and White women, it is vital to acknowledge that their experiences with racism, compounded by colorism, are most salient. The purpose of this qualitative research study is three-fold: (1) to explore colorism as a phenomenon while also investigating its impact on the higher education attainment of Black collegiate women, (2) to give these women a voice regarding their personal experiences with colorism; and (3) to generate culturally pertinent information that can be used to raise awareness, provide empowerment, and create social change regarding how we view colorism. To begin to answer the question of how Black women narrate their experiences with colorism in higher education at a predominantly White urban public state… [Direct]

Shwayla James (2021). "A Tale of Two Schools": A Counter-Narrative of the Black Male Experience of College Readiness in One High School. ProQuest LLC, Ed.D. Dissertation, Lewis and Clark College. This qualitative study uses an anti-deficit lens and examines counter-narratives that capture Black males' high school schooling experiences, which include messages and strategies that support post-secondary preparation and attainment for Black males. Centering Black males as the expert voice and learning from them directly through their narratives at one high school honors their perspective and insight as valid and valued expertise in surfacing how educators support and deliver post-secondary preparation, messaging, and opportunities while situating race, their lived experiences, and culturally relevant strategies at the center. District data revealed several high school experience gaps in racial achievement, student preparation, and college admissions, to varying degrees, with Black males in the lowest quadrant for academic preparation leading to college admissions. Voluntary inquiry teams worked to identify and eliminate instructional obstacles and barriers causing underserved… [Direct]

Henfield, Malik S.; Washington, Ahmad; Woo, Hongryun (2013). A Phenomenological Investigation of African American Counselor Education Students' Challenging Experiences. Counselor Education and Supervision, v52 n2 p122-136 Jun. This study explored 11 African American doctoral students' perceptions of challenging experiences in counselor education programs. The authors identified the following themes using critical race theory: feelings of isolation, peer disconnection, and faculty misunderstandings and disrespect. Implications for counselor education programs and policies are discussed…. [Direct]

Carey, Roderick L.; DeMatthews, David E.; Moussavi Saeedi, Kevin; Olivarez, Arturo (2017). Guilty as Charged? Principals' Perspectives on Disciplinary Practices and the Racial Discipline Gap. Educational Administration Quarterly, v53 n4 p519-555 Oct. Background: For decades, Black students have been more likely to be suspended than their White peers despite any evidence suggesting they are more likely to misbehave. This research builds on critical race theory and social justice leadership to explore and contextualize leadership practice as it relates to the racial discipline gap. Purpose: The purpose of this article is to understand how race and school context contribute to the ways principals enact discipline. Findings: Our study highlights the manner in which principals serve as key disciplinary decision makers, advocates, and intermediaries between districts, teachers, students, and families. Overall, some principals described enacting what could be called harsh punishment in the name of neutrality, consistency, and/or racial bias, while others described resisting institutional racism, challenging the status quo, and engaging in disciplinary approaches that address antecedents to misconduct and teach students about their… [Direct]

Cashman, Laura (2017). New Label No Progress: Institutional Racism and the Persistent Segregation of Romani Students in the Czech Republic. Race, Ethnicity and Education, v20 n5 p595-608. The over-representation of Romani children in special schools in the Czech Republic is well documented and widely condemned. In 2007 the European Court of Human Rights (ECtHR) found the state guilty of discrimination against Romani children on the basis of disproportionate placement of children in remedial special schools. In 2015 high numbers of Romani children are still being misdiagnosed with special educational needs (SEN) and offered a limited and inappropriate education. This article explores the challenges which continue to hamper their successful inclusion in the Czech education system. Using critical race theory (CRT) as a lens to examine the Czech case, problems with the current policy trajectory are identified. The article shows that institutional racism persists in the Czech Republic, shaping attitudes and practices at all levels. Policymakers demonstrate little recognition of ingrained educational inequalities and Roma continue to be widely perceived as… [Direct]

Chavarria, Karina (2017). Developing Transformative Space for Student Resistance: Latina/o Students' Interruption of Subtractive Schooling Practices. Association of Mexican American Educators Journal, v11 n1 p91-105. Social reproduction scholars and the literature on critical race theory and student resistance contend that schools are not neutral institutions existing in a vacuum free of the political and social struggles for rights and resources (Delgado Bernal, 1998; Fine, 1991). Instead, schools can be institutions that reproduce dominant ideologies and oppressive hierarchies or arenas from which to challenge power and status-quo policies (Freire, 1970). Drawing from two years of participant observations at Hillcrest High School, this study explores how Latina/o students in collaboration with their teacher engage in transformational resistance to subtractive schooling. I document how co-leadership in the classroom between teacher and students supports the co-creation of a transformative space for critical reflection. Similar to activist groups creating spaces to cultivate youth political engagement, classrooms can be reconstructed to foster the development of students as agents of change. This… [Direct]

Boston, Denise; Hailu, Meseret; Joseph, Nicole M. (2017). Black Women's and Girls' Persistence in the P-20 Mathematics Pipeline: Two Decades of Children, Youth, and Adult Education Research. Review of Research in Education, v41 n1 p203-227 Mar. Like other women and girls of color in the U.S. education system, Black women and girls negotiate and integrate multiple marginalized identities in mathematics. As such, this integrative review used critical race theory (CRT) and Black feminism as interpretive frames to explore factors that contribute to Black women's and girls' persistence in the mathematics pipeline and the role these factors play in shaping their academic outcomes. A synthesis of 62 research studies reveals that structural disruptions, community influences, and resilience strategies significantly influence Black women's and girls' persistence in mathematics, and that combined, these factors can culminate into a more robust mathematics identity for Black women and girls. A robust mathematics identity, in turn, is an aspect of self-actualization that is needed for persistence, engagement, and sustained success in the pursuit of a mathematics doctoral degree. New questions, paradigms, and ways of examining the… [Direct]

Joanou, Jamie Patrice (2017). Examining the World around Us: Critical Media Literacy in Teacher Education. Multicultural Perspectives, v19 n1 p40-46. This article presents findings from action research conducted in a graduate level course with practicing K-12 educators. In this article, I consider the usefulness of critical media literacy in the graduate classroom as I engaged students in discussions about multicultural issues including race, class, gender, sexuality, and ability. Through an examination of student presentations and field notes collected over the course of the semester, I found the graduate student participants were typically quite savvy at evaluating the messages they receive from media. Further, I found the incorporation of popular media into the classroom helped students grapple with typically foreign and often theoretically dense concepts like unconscious racism and heteronormativity, as well as theories like critical race theory, intersectionality, and queer theory. The graduate student participants were able to see deep connections between text/theory and media and often used various media to illustrate… [Direct]

Faine, Miriam; Pardy, John; Roy, Reshmi; Webb, Sue (2017). The Role of VET in the (Dis)placing of Migrants' Skills in Australia. Journal of Vocational Education and Training, v69 n3 p351-370. Vocational Education and Training (VET) in a policy and institutional sense plays an important role in the migration experiences of people who settle in Australia. This article draws on qualitative empirical work using narrative accounts from VET practitioners along with a cross section of ethnically diverse migrants to reveal how race and ethnicity are central to and constitutive of the experiences of both humanitarian and skilled migrants in Australian VET. The article employs critical race theory (CRT) building on research developed by others in the Journal of VET to analyse these experiences and the role of VET and labour markets in this process of (dis)placing migrants' skills. The article argues firstly, that skilled migrants are not absent in VET, but are rather rendered invisible in a policy sense. Secondly, CRT provides a theoretical resource for coming to grips with how, in a marketised Australian VET context where institutional responses to skilled migration can either be… [Direct]

Erika Knox (2024). "We Have the Potential"–Math as a Racialized Barrier: Counter-Narratives of Black and Latinx Working-Class California Community College STEM Students. ProQuest LLC, Ed.D. Dissertation, Loyola Marymount University. Within the CCC system, mathematics has been identified as the most considerable barrier to persistence, transfer, and degree completion (Cooper et al., 2022). Recent research corroborated the notion that mathematics serves as a gatekeeper for Black and Latinx students; historically, this subject has impeded students of color from accessing educational opportunities in science, technology, engineering, and math (STEM; Joseph et al., 2021). Consequently, mathematics has evolved into a racialized impediment for students and, by extension, STEM graduates. Recognizing mathematics' critical role in shaping students' future prospects, the state legislature introduced "California Assembly Bill 705" (AB 705; California Assembly Bill 705 [AB 705], 2017) to provide an intervention implemented in the fall of 2019. The purpose of this study was to examine how Black and Latinx working-class STEM students interpret and derive meaning from their mathematics trajectories, as well as the… [Direct]

Magro, Jos√© L. (2018). Resistance Identities and Language Choice in Instagram among Hispanic Urban Artists in Da DMV: Big Data and a Mixed-Method. Education for Information, v34 n3 p215-238. The aim of this article is to shed light on the particularities of language choice (Spanish, English, and hybridity) and identity performance among urban music (UM) affiliated individuals from Hispanic immigrant backgrounds interacting through Instagram. The participants reside in Da DMV, an emic term used to refer to the Washington DC (DC) metropolitan area. The study focuses on the ways in which these Hispanic artists use linguistic and stylistic resources within a heteroglossic framework to perform resistance identities while highlighting the differences and similarities between first and second-generation immigrant participants. The speakers' linguistic and textual displays in Instagram are geared by and express translocal affective and sociocultural alignments and affinities while resisting hegemonic ideologies of racial categorization and stigmatization of Latinxs in the US. Theoretically and methodologically the study draws on sociolinguistics, language ideologies, critical… [Direct]

Valeria Estela Molteni (2024). Experiences of Women of Color Leaders in Academic Libraries. ProQuest LLC, Ed.D. Dissertation, University of Southern California. This study applies critical race feminism theory (CRF) to understand the experiences of women of color (WoC) who are academic librarian leaders. This study explores the obstacles they overcame to achieve their leadership roles and the skills and assets they developed throughout their journeys. The research employs semi-structured, in-depth interviews to capture the experiences of 15 WoC academic librarianship leaders. The findings of this study indicate that the challenges described by the women interviewed are in the realm of gender inequalities, cultural taxation, emotional labor, and racial fatigue. The study also examines the consequences of these challenges on their physical and mental health, even at the spiritual level. Nevertheless, the women also narrate how to navigate these challenges and how they create counterspaces to support their journey in organizations informed by Whiteness. The study aims to contribute to a better understanding of the unique challenges women of… [Direct]

Crystal L. Haskins (2020). Illuminating the Voices of Black Women Principals: A Phenomenological Qualitative Study. ProQuest LLC, Ph.D. Dissertation, Old Dominion University. School reform efforts, particularly those that are concerned with equity and social justice have led to an evolution of educational leadership theories and practices. Among these, Culturally Responsive School Leadership and Critical Race Theory have emerged as potential frameworks for dismantling the ghost of neo-managerialism and its impact on Black and Brown students' academic success (Barton, 1998; MacRuairc, 2012; Terry, 1998). Relatedly, there is a dearth in the literature regarding the experiences of Black Women Principals; their lives, leadership styles, and accomplishments are not consistently recognized as valued contributions to educational research (Ladson-Billings, 2002). The purpose of this phenomenological study was to explore the lived experiences of Black Woman Principals. The study yielded five major themes related to their 1) journey to leadership, 2) professional development, 3) focus on relationships, 4) responsiveness to students, and 5) how they navigated… [Direct]

Alycia Johnson (2023). Do Black Lives Really Matter in For-Profit Institutions? A Qualitative Study of the Black Student Experience at For-Profit Colleges and Universities. ProQuest LLC, Ed.D. Dissertation, The George Washington University. Much of the research on for-profit institutions provides quantitative analyses at the institutional level on enrollment, graduation, career placement rates and gainful employment, and student loan default rates. However, limited research examines the lived experiences of Black students who attend for-profit colleges and universities. This study examined the ways in which Black students experienced support at for-profit institutions. This basic interpretive qualitative study incorporated semi-structured interviews to learn about the experiences of five former for-profit students. The study explored the Black student experience in order to inform FPCU administrators on how to improve the educational climate for their students. The focus on Black students is due to their disproportionate enrollment in for-profit colleges and universities, which some have labeled "Lower Ed" (Cottom, 2017) and "subprime education" (Braucher, 2012; Lynch et al., 2010; McGuire, 2012). To… [Direct]

Zomerfeld, Ann Linnea (2020). In Their Own Words: Stories of Servant Leader Presidents and Chancellors at HBCUs. ProQuest LLC, Ed.D. Dissertation, Fayetteville State University. There are relatively few studies of Historically Black College and University (HBCU) presidents and chancellors, particularly in relation to servant leadership. This is due in part to mistrust resulting from the misrepresentation of Black leaders in past research. Servant leadership, a framework that fits well with HBCU culture, is based on the premise that leaders should prioritize others (i.e. followers) before one's own needs. By doing so, servant leaders act as advocates who empower people in organizations and communities to grow and to develop. At HBCUs, servant leaders are proponents for their institutions, including students, faculty, staff, alumni, and community partners. Unfortunately, American higher education has been engrained with racial biases that create obstacles for HBCU servant leaders. This predicament can be attributed to the social justice framework known as the Critical Race Theory (CRT). In this study, the stories of lived experiences of three purposefully… [Direct]

Jeremy Alexander Edwards (2020). A Critical Race Analysis: Examining the Black College Experience at a Selective Public Minority-Serving Research Institution (MSRI). ProQuest LLC, Ph.D. Dissertation, University of California, Santa Barbara. This research involved a qualitative case study (N=15) that identified several layers of concern centered around the Black college student experience using Critical Race Theory and Bridging Multiple Worlds Theory. Through two rounds of qualitative semi-structured interviews, the current study addressed the concerns of access for Black students at the UC level. This work explored the relationships between Black students and the UC system in thinking about levels of support and advocacy for Black students on recruitment, retention, and post-graduation career plans. This work also assessed the impact of diversity campaigning on student experiences. Dissertation data suggested that students felt an invested interest in the college they chose and strong belief that their school would prepare them for the future. Students relayed how they viewed their university, what they felt their university could offer them professionally, and provided suggestions for improvements on campus as it… [Direct]

Natalie V. Nagthall (2020). (Re)Imagining STEM Instruction: An Examination of Culturally Relevant Andragogical Practices to Eradicate STEM Inequities among Racially Minoritized Students in Community Colleges. ProQuest LLC, Ed.D. Dissertation, University of Southern California. The purpose of this study was to address the underrepresentation of racially minoritized students in the STEM field. Community colleges have emerged as institutions that are uniquely positioned to increase the number of racially minoritized students in STEM. To support the success of racially minoritized students in STEM, a recommended practice is to incorporate the use culturally relevant andragogy (CRA) into faculty instructional practices. The organization of study was a community college in Southern California. The primary stakeholder group for this study was science faculty at ACC, as they are the most front-facing with racially minoritized STEM students. The research questions that guided this study sought to explore science faculty's knowledge and motivation related to employing proven CRA practices and the impact of the community college culture and context on their ability to do so. Informed by critical race theory, the study utilized the Clark and Estes' (2008) knowledge,… [Direct]

Michael Reinhardt Konrad (2020). A Quantitative Causal-Comparative Study: College Readiness Differences within and between Groups of Underserved Middle School Students Based on AVID Enrollment. ProQuest LLC, Ed.D. Dissertation, Grand Canyon University. This causal comparative quantitative study examined if college readiness differences exist between Black and Latino AVID enrolled middle school students in a school district in southern Arizona as compared with Black and Latino middle school students not enrolled in AVID and/or White AVID middle school students. The PSAT 8/9 was the proxy measure of college readiness. A combination of Conley's College Readiness Framework and Critical Race Theory in education formed this study's foundation. Archival data for a cohort of 1,724 students, including 117 enrolled in AVID as 8th graders, allowed for the creation of matched comparison groups of academically similar students based on AzMERIT test scores. Independent samples t-tests comparing means of the matched comparison groups' PSAT 8/9 scores did not provide statistically significant differences between the AVID (M = 766.02, SD = 112.28) and non-AVID (M = 772.53, SD = 120.10) groups of Black and Latino students; t(164)= -0.36, p = .72…. [Direct]

Arango, Obed; Arregu√≠n, Diana; Flores, Sofia; Gallo, Sarah; Lara, Mar√≠a; Link, Holly; Peregrina, Itzel (2016). "Un trago dulce pero adentro con sabor amargo" (A Bittersweet Swallow): Constructing Counterspaces to Explore Undocumented Status across Academic, Family, and Community Spaces. Diaspora, Indigenous, and Minority Education, v10 n4 p228-241. In this article a group of seven Latina/o immigrants, parents, advocates, and ethnographers draw on critical race theory to explore what it means to co-present on, and engage in, difficult conversations about immigration and documentation status. We theorize how, through critical collaboration motivated by our joint presentation, we co-constructed counterspaces in which, while interrogating what we tend to count as knowledge and expertise in education research, we could address not only the difficulty of communicating with teachers about issues surrounding documentation status, but also of knowing how to approach this topic with children and with each other. We argue that these carefully crafted counterspaces created opportunities to push beyond our traditional norms, breach silences, and open up ways in which to reposition the safety of engaging in conversations regarding undocumented status with our children, communities, educators, and with each other…. [Direct]

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]

Martinez, Aja Y. (2013). Critical Race Theory Counterstory as Allegory: A Rhetorical Trope to Raise Awareness about Arizona's Ban on Ethnic Studies. Across the Disciplines, v10 n3 Aug. he critical race counterstory in this essay takes on the form of allegory to raise awareness about Arizona's anti-immigrant/Mexican climate, and pays particular attention to legislation targeted at Tucson Unified School District's Mexican American studies (also RAZA studies) program…. [Direct]

Palmer, Mary Theresa (2023). Stressors, Strengths, and Social Justice: A Post-Intentional Phenomenological Inquiry into the Race-Related Experiences of Black Master of Social Work Students at Predominantly White Institutions. ProQuest LLC, Ph.D. Dissertation, North Carolina Agricultural and Technical State University. This qualitative research study explores the race-related experiences of Black Master of Social Work (MSW) students in four predominately White institutions (PWIs) in the Southeastern United States. The study is grounded in post-intentional phenomenology using a Critical Race Theory (CRT) lens. These two action-oriented social justice approaches are utilized together in this study to offer recommendations for change focused on dismantling racism and fostering greater equity within MSW education. Using semi-structured individual interviews, 11 Black MSW students were asked about race-related experiences in the context of their MSW programs, such as encounters with microaggressions and difficult classroom dialogues as well as experiences with microaffirmations and ways in which individual and cultural strengths helped them navigate their educational experience. A subset of five of the 11 study participants self-selected to participate in a follow-up community listening session, which… [Direct]

Behizadeh, Nadia (2021). Missing the Sociopolitical: Examining Discourses of Writing in a US High-Performing, Urban Middle School. English Teaching: Practice and Critique, v20 n1 p33-50. Purpose: This paper aims to examine two teachers' beliefs and practices on teaching writing at an urban, high-performing middle school to determine: What discourses of writing are being taught in an urban, high-performing US public middle school? What factors prevent or enable particular discourses? Design/methodology/approach: Drawing on case study methods, this study uses a single-case design with two seventh-grade teachers at a high-performing urban school as embedded units of analysis. Data collection took place over one semester. Data sources included observations and interviews with the two teachers, an interview with an administrator and multiple instructional artifacts, including unit and lesson plans. Observational data were analyzed using a priori code for writing discourses (Ivanic, 2004) and interview data were analyzed for factors affecting instruction using open, axial and selective coding. Findings: Both teachers enacted extended multi-discourse writing instruction… [Direct]

Tasheka D. Jordan (2021). Culturally Responsive Teaching in the Classroom. ProQuest LLC, Ed.D. Dissertation, The University of North Carolina at Greensboro. The purpose of this study was to determine the challenges and successes that educators encounter when incorporating Culturally Responsive Instruction (CRI) in their classrooms. I conducted a basic qualitative study involving four teachers and two administrators in the Washington County School District to assess teachers' experiences incorporating cultural responsiveness within their practice. Participants provided background information about themselves within the interviews, such as their own racial identity and experiences. Also, participants provided their level of education and professional development experiences. Additionally, they responded to specific questions about Culturally Responsive Instruction and provided examples of success and challenges that they have encountered in their classrooms. The research study answered one prevailing question: "What does culturally responsive instruction look like when it is implemented in an elementary school classroom?" The… [Direct]

(2017). Immigrant Students' Rights to Attend Public Schools (Derechos De Los Estudiantes Inmigrantes a Asistir a Escuelas P√∫blicas). Intercultural Development Research Association By law, public schools must serve all children. The education of undocumented students is guaranteed by the "Plyler vs. Doe" decision, and certain procedures must be followed when registering immigrant children in school to avoid violation of their civil rights. In "Plyler vs. Doe," the U.S. Supreme Court ruled that children of undocumented workers and children who themselves are undocumented have the same right to attend public primary and secondary schools as do U.S. citizens and permanent residents. Like other students, children of undocumented workers in fact are required under state laws to attend school until they reach a mandated age. School personnel–especially principals and those involved with student registration and enrollment–should be aware that they have no legal obligation to enforce U.S. immigration laws. Practices that deny or discourage immigrant children and families from public schooling do the following: (1) Victimize children; (2) Are… [PDF]

Guti√©rrez, Rochelle (2015). Risky Business: Mathematics Teachers Using Creative Insubordination. 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 (37th, East Lansing, MI, Nov 5-8, 2015). In an era of high stakes education and the persistence of racism, classism, and the politics of language, there is evidence that teachers may benefit from learning creative insubordination, the bending of rules in order to advocate for all students to learn mathematics. Even so, we know little about how or why teachers decide to take risks when stakes are high. This study examines the experiences of secondary mathematics teachers moving from pre-service to full-time teaching and their choices of whether or not to use creative insubordination in their working contexts. It highlights three rationales that justify taking risks: 1) Changing the minds/practices of others, 2) Projecting an identity one can be proud of, and 3) Modeling advocacy behavior for bystanders. Implications for future research and teacher education are offered. [For the complete proceedings, see ED583989.]… [PDF]

Bernab√©, Mar√≠a del Mar; Martinez-Bello, Vladimir (2021). Evolution of Racism in Spanish Music Textbooks: A Real Path towards Interculturality through Images?. Journal for Multicultural Education, v15 n3 p313-329. Purpose: An analysis of the images in music education textbooks for primary education has shown how the images do not fully reflect the human diversity present in the classroom and, therefore, continue to perpetuate positions that can lead to racism. The purpose of this paper is the analysis of the images to carried out has demonstrated how little progress has been made in the representation of diversity and how, in the 21st century, stereotypes continue to persist in the representation of cultural diversity. Design/methodology/approach: The quantitative and qualitative data collected after analysing more than 2,600 images have shown that despite the considerable increase in the use of images in music textbooks, typical clich√©s about what instruments are played in the world and how those who play them are represented are still present. Findings: The results also show how the images reflect the migratory flows experienced in each country. All of this has led to important conclusions,… [Direct]

Chien, Carina; Monarrez, Tomas (2021). Dividing Lines: Racially Unequal School Boundaries in US Public School Systems. Research Report. Urban Institute Segregation on the basis of race or ethnicity is one of the most enduring and pervasive inequities in US public education. School segregation is determined not only by residential sorting and families' preferences but by local policy choices such as the drawing of school attendance boundaries. This report examines the role of individual school attendance boundaries in perpetuating racial and ethnic segregation in urban school systems. Our findings show that in many cases, small changes to the attendance boundaries of neighboring schools could make a big difference for school integration. We analyze census and school attendance boundary map data, evaluating the boundary lines dividing attendance rights between every pair of neighboring public schools in US metropolitan areas. We find more than 2,000 pairs of neighboring public schools that are racially unequal, both in residential demographics and school enrollment. We also find that inequality between these schools–many of which are… [PDF]

Dillon, Anna (2016). An Exploration of Linguistic Neo-Colonialism through Educational Language Policy–An Irish Perspective. Journal for Critical Education Policy Studies, v14 n3 p97-130 Dec. In this paper, educational language policy is explored through the lens of linguistic neo-colonialism in Ireland in the case of learners of English as an Additional Language. The perspective of Ireland as a decolonized nation may have an impact on current language policy. Arguments for an additive approach to language and identity, language maintenance and the preservation of linguistic human rights make the case for avoiding subtractive bilingualism as a form of linguistic neo-colonialism. Social class and racism can lead to linguistic oppression that must be addressed critically by all stakeholders and policy makers at macro and micro levels. A transformation in linguistic oppression has potential to address these issues within communities. It is therefore essential that all children are afforded the opportunity to develop their language skills to the fullest extent possible, in order to gain maximum access to education and the structures and norms that constitute the society of… [PDF]

Gloria Boutte (2017). Teaching about Racial Equity Issues in Teacher Education Programs. Advances in Race and Ethnicity in Education This chapter addresses the National Association for the Education of Young Children's ethical principle of "First Do No Harm" from the perspective of racial equity issues that seemingly are not obvious to educators or often overlooked in the education of Black children. Two complementary points are made. First, many educators tend to view discrimination in terms of intentional and overt actions, but may not realize how they can and do inadvertently harm children during everyday classroom routines, instructional practices, policies, and curriculum that position African American culture invisible or abnormal. Second, even though teachers might not be cognizant or aware of institutional racism that is endemic in policies, instruction, curriculum, practices, and routines, their involvement in these practices represents an ethical problem and violates the "do no harm" principle. While most P-12 teachers and teacher educators agree in theory with the idea of valuing… [Direct]

Talia Kay Monette Carroll (2019). Academically Talented Undergraduate Black Women's Range of Beliefs Regarding Identity and Experience in STEM. ProQuest LLC, Ph.D. Dissertation, The Pennsylvania State University. Though gains have been made in broadening participation in science, technology, engineering, and math (STEM) for underserved and historically marginalized groups, challenges remain with recruiting, retaining, and graduating Black women in STEM. This study offers a nuanced response to this underrepresentation and centers on participants' understandings of race and gender across the contexts of high school, family, society, peer interactions, and college. Bronfenbrenner's ecological model, Crenshaw's intersectionality, and Collins' Black feminist thought, taken together, were utilized to explore Black women's range of beliefs about race and gender in relation to how they see themselves and others accessing and thriving in STEM. Qualitative research methods (narrative inquiry) were used to explore the range of beliefs held about race and gender by 24 academically talented Black women in a merit-based STEM summer bridge program at a predominately white institution. Participants reflected… [Direct]

Lockett, Alexandria; Walker, Sarah Rude (2016). Creative Disruption and the Potential of Writing at HBCUs. Composition Studies, v44 n2 p172-178 Fall. Intensified visibility of racialized violence in the United States, as it relates to policing and the criminal justice system, raises questions about the purpose and application of higher education. College students all over the world attend school within a striking global portrait of antiracist protest occurring on social media, on their campuses, and in their communities, cities, and nations. Despite the fact that this context obviously draws attention to the relationships among race, racism, and language, many people continue to describe America and other parts of the Western world as "post-racial" (Ikard and Teasley; Orbe; Rich; Tesler; Wise). The term post-racial linguistically cleanses the English language and its cultures from the ethical responsibility of differentiating between a long, continuous history of racism and its ongoing impact on cultural difference. In this article the authors assert that Black students attending HBCUs are especially violated by this… [Direct]

Claudia Janel Acosta (2024). How White-Presenting Latina Undergraduate Students Make Sense of and Experience Their Racial Identity. ProQuest LLC, Ph.D. Dissertation, The Florida State University. How Latinas experience their racial identity is unique when viewed through the Black and white racial dichotomy that exists in the United States. In Latin America, race is understood to be phenotypical and determined based off the color of your skin, whereas in the United States, race is often understood to be genotypical (Darity et. al, 2005), and designed to classify its citizens as "white" and "nonwhite." These classifications force Latinas to select a racial grouping that they might not fully feel represents them. For Latinas who racially appear as white, but ethnically identify with their family's country of origin, a certain dissonance can arise that can blur their perception of self. Living and learning in the United States as someone who presents racially as white but is a member of a marginalized community can provide insight to how whiteness shows up in certain spaces and functions as epidermic capital (Herring & Hynes, 2017). This study is inspired… [Direct]

Christian A. Martell (2022). Marketing Race in Post-Affirmative Action Contexts. ProQuest LLC, Ph.D. Dissertation, University of Michigan. While there have been multiple instances of digital manipulation and mishandling of images of racially minoritized individuals by college and universities, most of the literature on higher education marketing is limited to the study of the images themselves. In this comparative case study, I consider both the racial representations found in the undergraduate recruitment materials of four selective, public institutions restricted by their use of race in admissions, as well as how marketing and communications professionals create and understand these representations in a post-affirmative action context. A theoretical framework that engages racial capitalism, power, and the critical race theory tenets of color-evasiveness, interest convergence, and Whiteness as property, guides this dissertation. Using content and social semiotics analysis, I examined how racially minoritized individuals are represented compared to their White counterparts in 872 images gathered from print and digital… [Direct]

Ramsey, Patricia G. (1998). Teaching and Learning in a Diverse World: Multicultural Education for Young Children. Second Edition. This book introduces new themes to the multicultural conversation, including moral development, economic diversity, environmental concerns, and consumerism. The book explains that multicultural education is not just about racial and ethnic diversity, though it still focuses on racism and other biases in education for children who are poor and of color. There are 10 chapters in two parts. Chapter 1, \Growing Up in a World of Contradictions and Injustices: A Multicultural Response,\ discusses links between multicultural and environmental issues, multicultural goals for children, parent and teacher roles, and approaching multicultural issues. Part 1, \Contexts of Learning,\ includes: (2) \We Are All Learning\; (3) \The Context of Race\; (4) \The Economic Context\; (5) \The Context of Culture;\ (6) \The Context of Gender and Sexual Orientation\; and (7) \The Context of Abilities and Disabilities.\ Part 2, \Everyday Multiculturalism: Practical Applications,\ includes (8) \Challenging Our…

Kwong, Kenny (2020). Teaching Microaggressions, Identity, and Social Justice: A Reflective, Experiential and Collaborative Pedagogical Approach. International Journal of Higher Education, v9 n4 p184-198. The purpose of social work is actualized through its commitment to diversity and differences in practice, as well as human rights, social, economic, and environmental justice. A review of literature on microaggressions and oppression against marginalized and vulnerable populations suggests important themes that social work instructors need to examine with students. It is unclear to what extent instructors use pedagogical tools to gain knowledge, skills, and critical consciousness to navigate social justice contents and manage difficult conversations with diverse student groups in class settings. Not much attention is paid in social work education on how well instructors are prepared to teach this content in depth and what challenges they face when facilitating highly sensitive and difficult discussions with students. This article described and evaluated five sets of reflective, experiential, and collaborative activities in a social justice course designed to help social work students… [PDF]

Germaine Buckley, Chlo√© (2020). Reading 'Fundamental British Values' through Children's Gothic: Imperialism, History, Pedagogy. Children's Literature in Education, v51 n1 p21-40 Mar. This paper reads the U.K. Government's "fundamental British values" project alongside two children's Gothic novels, "Coram Boy" (2000) by Jamila Gavin and "City of Ghosts" (2009) by Bali Rai. In 2011 the U.K. Government outlined what it described as "fundamental British values" (FBV), making it a requirement for U.K. schools to promote these values. Many critics have shown that the root of FBV lies in Islamophobia and imperialist nostalgia and suggested that the promotion of "British" values in school will exclude minority groups already under siege from racist elements in contemporary Britain. Other critics argue that the promotion of FBV reduces opportunities to explore issues of belonging, belief, and nationhood in the classroom. This article argues that the Gothic fictions of Jamila Gavin and Bali Rai offer a space in which to critically examine British history (and so, its values) in a way that is acutely relevant to these… [Direct]

Chang, Wen-Chia; Viesca, Kara Mitchell (2022). Preparing Teachers for Culturally Responsive/Relevant Pedagogy (CRP): A Critical Review of Research. Teachers College Record, v124 n2 p197-224 Feb. Context: Proposed more than two decades ago, culturally relevant/responsive teaching or pedagogy (CRP) is one promising approach to transforming the education experience of historically marginalized groups. The development of CRP has since inspired changes in teacher education programs and resulted in considerable research on preparing teachers for CRP. However, critics have argued that much work on CRP has not fulfilled its transformative potential of addressing racism and the white-supremacist foundations underlying teacher education research and practice and have urged CRP research to grow from the existing knowledge base and to innovate. Purpose of Study: This study critically examines the research practices of empirical studies on preparing K-12 preservice teachers for CRP in the United States by merging ideas of research as social practice with critical race theory, critical whiteness studies, and Indigenous epistemologies to argue for research as racialized social practice…. [Direct]

Dominguez-Fret, Nancy (2023). Sowing Seeds of Resistance: Heritage Spanish Teachers Engaging in Testimonio and Critical Action Research. ProQuest LLC, Ph.D. Dissertation, University of Illinois at Chicago. A vast amount of Latina/o/x students enroll in US public schools with the potential to become bilingual in English and Spanish. However, this potential is often dismissed, ignored, and their Spanish is perceived as a problem to be overcome. Despite this, some Latina/o/x bilingual students decide to become Spanish as a Heritage Language (SHL) educators. My dissertation is a two-phase qualitative study drawing from Latino Critical Race Theory (LatCrit) and Chicana Feminist Theory to inform its theoretical framework and methodology. Participants for the first phase consisted of 11 Spanish as a Heritage Language (SHL) high school teachers who are Spanish heritage speakers themselves. The study captured participants' testimonios, in which they reflected on their language experiences across the PreK-16 educational pipeline and shared how these experiences presently inform their teaching practices in their SHL classrooms. Testimonios were collected via a semi-structured interview and a… [Direct]

Zoila Dalia Escobar Moran (2022). How Admissions Offices Can Help Close the Latino Physician-to-Population Gap in the State of California: Grounded Theory Study Dissertation. ProQuest LLC, Ed.D. Dissertation, University of La Verne. Purpose: There is a documented disparity in the number of Latino physicians in the U.S., especially in states with a large Latino population like California. In this study, the researcher explores the lived experiences of qualified, motivated Latino students enrolled at medical schools in California to better understand their perceptions of supports and barriers. By understanding these feelings, beliefs, and experiences, the researcher was able to gain insight into key elements that can aid in closing the physician-to-population gap. Theoretical Framework: Social replication habitus model provides the basic framework for creating healthcare workforce pipelines. Critical race theory and LatCrit principles provide an interpretive model examining race and racism across the dominant cultural modes of expression. Methodology: The researcher used grounded theory methodology since this phenomenon has not been extensively studied. The researcher conducted 20 semi-structured interviews from… [Direct]

Pelaez, Kevin (2022). Teaching Data Science for Social Justice to Pre-Service Mathematics Teachers. ProQuest LLC, Ph.D. Dissertation, San Diego State University. The emerging field of data science has brought attention to how we teach statistics and data science (Bargagliotti et al., 2020; Franklin et al., 2007) and prepare the next generation of statistics and data science teachers (Franklin et al., 2013). To realize the full potential of statistics and data science, researchers have also called for using data to guide conversations about race and racism (Philip et al., 2016, 2017), especially given the Black Lives Matter movement, climate change, and public health. In this dissertation, I drew on the Teaching Mathematics for Social Justice (Gutstein,2006), Quantitative Critical Race Theory (Castillo & Gillborn, 2022; Crawford et al., 2018; Gillborn et al., 2018), and Habits of Mind (Cuoco et al., 1996) frameworks to study the potential of using a social justice-oriented approach to teaching data science for preservice mathematics teachers, highlighting the intersectionality of race and racism with statistics and data science. Data comes… [Direct]

Kim Strong (2022). Student Learning, Student Demographics, or Something Else? A Quantcrit Analysis of How School Accountability Reflects Student Labels but Not Student Needs. ProQuest LLC, Ph.D. Dissertation, University of Colorado at Boulder. Improving educational outcomes and school conditions for historically marginalized students has been a primary goal since the school accountability movement began in the 1960s. However, despite decades of legislation, policy, and enactment designed to achieve this purpose, historically marginalized students continue to suffer from disparate academic outcomes. Using Critical Race Theory and QuantCrit frameworks, this dissertation analyzed accountability outcomes in relation to student demographics, school contexts, and English Learner characteristics and services in Denver Public Schools over three years to understand what the accountability framework employed by the district was and was not measuring. Findings indicate that the schools with the highest accountability ratings consistently had (a) smaller proportions of students of color, students receiving Free and Reduced Lunch services, and English Learners; (b) higher rates of Fully Qualified teachers and students identified as… [Direct]

Beneke, Margaret R.; Love, Hailey R. (2022). A DisCrit Analysis of Quality in Early Childhood: Toward Pedagogies of Wholeness, Access, and Interdependence. Teachers College Record, v124 n12 p192-219 Dec. Background: In U.S. contexts, the language of "quality" early childhood education is widely invoked to evaluate the "goodness" of teaching and learning and is often leveraged in attempts to ameliorate inequities. Likewise, efforts to define and achieve generalizable conceptualizations of early childhood quality often guide what takes place in teacher education. Though objections to quality reform efforts and the ways they uphold white supremacy have been extensively discussed, less work has explicitly examined how ableism intersects with racism in the ways quality is defined and applied in early childhood. Purpose: The purpose of this conceptual article is to extend prior critiques of quality to critically examine intersections of racism and ableism in the definitions, measurements, and enactments of quality early childhood teaching and learning. We bring disability critical race theory (DisCrit; Annamma et al., 2013) into conversation with literature on quality… [Direct]

Sherri S. Cyra (2022). Perceptions of Professional Development Impact: White Educators' Racial Identity Development and Anti-Racist Practice. ProQuest LLC, Ph.D. Dissertation, The University of Wisconsin – Madison. US schools have seen limited success in meliorating inequitable outcomes for students of color amid the expanding gap between student and educator racial demographics, yet there is a dearth of research on suburban schools and effective white educators of children of color. While districts and institutions of higher education work to diversify the educator workforce, they must simultaneously expand anti-racist work among existing white educators. The literature suggests that racial identity development is a critical factor in the successful implementation of anti-racist practice for white educators. This study sought to understand the impact of anti-racist professional development (PD) on white educators in predominantly white suburban districts and specifically what PD impacted their racial identity development, understanding of racism, and anti-racist practice. A five-strand conceptual framework grounded in Critical Race Theory and designed as a White Anti-Racist Educator Identity… [Direct]

Anna Parson (2022). Teachers' Perception about School Discipline in Tennessee's Middle Schools: A Qualitative Interpretive Descriptive Study. ProQuest LLC, Ed.D. Dissertation, Northcentral University. The disproportionate disciplinary actions imposed on African American male students in the public school system deny them educational instruction time and increased the risk for juvenile delinquency. The purpose of this qualitative interpretive descriptive study was to examine the implementation of discipline practice employed with African American male students in Tennessee's middle schools. The Critical Race Theory provided the theoretical framework for the study. The three central research questions were designed to examine teachers' beliefs toward school disciplinary policies and practices, identify how teachers encouraged and promoted the academic success of the African American male students, and finally strategies to address cultural aware-ness differences and diversity in public schools. Interviews were conducted with 15 public middle school teachers in Tennessee. NVivo 12 was used to manually code the initial and secondary data analysis of the data collected. Findings… [Direct]

Gillborn, David (2014). Racism as Policy: A Critical Race Analysis of Education Reforms in the United States and England. Educational Forum, v78 n1 p26-41. Critical race theory (CRT) views education as one of the principal means by which white supremacy is maintained and presented as normal in society. The article applies CRT to two real-world case studies: changes to education statutes in the state of Arizona (USA) and the introduction of a new measure of educational success in England, the English baccalaureate. The analysis highlights the globalized nature of neoliberal education reform and its fundamentally raced and racist character…. [Direct]

Talley, Stacy Maria (2022). Virginia Public School Principals' Decision-Making Responsibilities within the Realm of Zero-Tolerance Policy: A Qualitative Case Study. ProQuest LLC, DBA Dissertation, Northcentral University. The problem addressed in this study was that, when enforced, the Zero Tolerance Policy (ZTP) prematurely introduced Black, Brown, and mentally ill students into the juvenile justice system. The central purpose of this qualitative case study was to discover if the ZTP influenced the school principal's past discretion, how that influence changed with the removal of the ZTP, and if that change kept from overly disciplining Black, Brown, or mentally ill students. Critical race theory was the theoretical framework used to explain how inequity and injustice were in the educational system. The targeted population was currently employed K-12 principals in the state of Virginia. The sample size was 14 participants. Three results emerged from this study. First, the participants were not allowed to use discretion resulting in their powerlessness concerning predetermined discipline outlined within the ZTPs. The implication is that the ZTP did influence school principals' past decision-making… [Direct]

Damita A. Davis (2023). Unapologetic! Leading in White Spaces: A Critical Race Grounded Theory Study about the Experiences of Black Women College Presidents at Four-Year Predominantly White Institutions and Gendered Racism's Influence on Their Leadership Approach. ProQuest LLC, Ph.D. Dissertation, University of Massachusetts Boston. For higher education to be responsive to the changing national and student population, its leadership must be "reflective of the world around it, (which) will be key to managing the challenges of today and the unknown challenges of tomorrow" (American Council on Education, 2017, para. 4). Unfortunately, despite the increasing diversity of the student body, college presidents remain primarily white; therefore, maintaining a limited view of leadership. Centering the experiences of Black women as a "strength to build, develop, and perform leadership" (Lloyd-Jones, 2016, p. 66), and understanding their ways of knowing, is an important step for postsecondary education in meeting these challenges. Therefore, a more nuanced examination of Black women college and university presidents is needed. The purpose of this study was to understand how the leadership practice of Black women college presidents at four-year PWIs was informed by their lived experiences. Centering the… [Direct]

Kevin Hsieh; Maria Lim; Ryan Shin; Sohyun An (2024). Asian American Critical Pedagogy Framework and Principles in Art Education. Studies in Art Education: A Journal of Issues and Research in Art Education, v65 n3 p324-342. In this article, we, as Asian American visual arts and social studies educators, propose an Asian American Critical Pedagogy framework and its four principles. Building on critical race and social theories and pedagogies, we developed the four principles: "Asian American critical consciousness," "counternarratives and reclamation," "heterogeneity and intersectionality," and "joy and wellness." The four principles are the outcome of our collective theoretical exploration, autobiographical reflection, and the analysis of contemporary Asian American artists and their works. We hope the principles serve as a theoretical framework for future research and pedagogical exploration to recognize and expand the authentic voices and experiences of Asian American art educators and students and to offer insights for intersectional research with other marginalized communities…. [Direct]

Bablak, Larissa; Pomerantz, Shauna; Raby, Rebecca (2016). 'I Don't Want to Stereotype… but It's True': Maintaining Whiteness at the Centre through the 'Smart Asian' Stereotype in High School. Whiteness and Education, v1 n1 p54-68. The 'smart Asian' stereotype, part of the model minority discourse, depicts Asian students as studious and academically successful. We draw on critical race theory, with a focus on critical whiteness studies and the concepts of democratic and cultural racism, to examine the racialising effects of this seemingly positive stereotype. Drawing on in-depth interviews with over 60 self-identified smart, teenagers from schools in the Southern Ontario, we identified three themes which together illustrate how the 'smart Asian' stereotype reflects and reproduces a hegemonic white center. First, a number of our participants deployed, and then trivialised the 'smart Asian' stereotype as 'just joking'. Second, through discussing this stereotype, white participants often excluded students with Asian backgrounds from conceptualisations of what it means to be Canadian and to fit in. Finally, this stereotype was experienced ambivalently by Asian-identified students who found it brought academic… [Direct]

Bagaka's, Joshua G.; Galletta, Anne; Giraldo-Garc√≠a, Regina J. (2019). The Intersection of Culture and Institutional Support for Latino Students' Academic Success: Remediation or Empowerment?. Journal of Latinos and Education, v18 n1 p68-80. The study is framed by critical race theory to explore the intersection of cultural and institutional factors that influence Latino students' completion of high school. The purpose of this study is to determine the extent to which factors related to students' background, culture, socioeconomic status, and institutional-support such as participation in mentoring and/or dropout-prevention programs, can predict Latino students' successful completion of high school. The overarching research question is: To what extent do family background, students' educational aspirations, and institutional support programs predict whether Latino students' complete high school? Using data from the Education Longitudinal Study of 2002 (ELS: 2002), from the National Center for Education Statistics (NCES) with 2,217 Hispanic participants, the study used a logistic linear regression model for the analysis. The findings identified students' gender, socioeconomic status, first language, educational… [Direct]

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