Szostkowski, Alaina; Upadhyay, Bhaskar (2019). Looking Forward by Looking Back: Equity in Science Education as Socially Just and Morally Healing Action. Cultural Studies of Science Education, v14 n2 p335-353 Jun. In this conceptual paper, we argue that social justice, morality, and healing must be at the core of an equity agenda for science education. When we view equity through this lens, teachers' and researchers' historically informed moral stances become just as important as the equitable distribution of teaching and learning resources and the achievement of excellent learning outcomes for all students. Without looking back to the history of science and its prejudices, we miss the reasons why equity in science education continues to be so hard to attain. Incorporating insights from critical race theory, we see ideas of social justice and morality overlapping as well as supporting our understanding of a new direction for equity in science education. We do not frame moral decisions as autonomous actions carried out on the basis of universal a priori principles; rather, we believe they are dialogically informed by culture and context. We therefore place emphasis on responsibilities rather… [Direct]

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

Jordan H. Brooks (2023). How African American Males in Student Affairs Leadership Roles Navigate Antiblackness Experiences during Their Journeys to Executive Leadership Roles in Predominantly White Institutions. ProQuest LLC, Ed.D. Dissertation, University of Georgia. Executive leadership for African-American males in higher education in student affairs at predominantly white institutions remains elusive and requires dedicated insights, critical thought, hard work, and a community of support that manifests itself in many ways. The work is evolving, and higher education administrator must take time to acknowledge existing challenges to dismantle barriers that can prevent success in the higher education student affairs field for African-American males. Reviewing the literature related to the historical context of higher education to African-Americans, antiblackness experiences in higher education, racism within campus culture, challenges that African-American males face and leadership helps to solidify a gap in the research. This study reviewed how African-American males in student affairs leadership navigated antiblackness experiences in their journey to executive leadership in predominantly white institutions (PWIs). This research was shaped so… [Direct]

Christopher Collins (2023). Trapdoor Transfer: A Qualitative Study of Differences in Transfer between URM/BIPOC and White Students of the California Community College System. ProQuest LLC, Ed.D. Dissertation, California State University, Sacramento. The purpose of this research is to acknowledge what California Community Colleges are/are not doing in regards to poor transfer outcomes to bolster bachelor's degree attainment, especially for underrepresented minorities (URM) and Black indigenous people of color (BIPOC) students. The California Community College system entices students with low cost tuition and open access. As a result, 54% of California's postsecondary population are enrolled in one of California's 116 community colleges (Public Policy Institute [PPIC], 2019). The system has many barriers that hinder transfer outcomes equating to only 28% of students transferring to 4-year colleges/universities in 6 years (PPIC, 2019). Compounding these statistics, by 2025 41% of all jobs will require a bachelor's degree in California. Simultaneously, only 35% of the state's population will meet this requirement creating an excess of 2 million people short of educational credentials to obtain a job (PPIC, 2019). This study draws… [Direct]

Norris Chase (2022). Black and in Business: A Critical Race Analysis of How Black Students Perceive Race and Racism in Their Business School Experiences. ProQuest LLC, Ph.D. Dissertation, Illinois State University. Business majors are among the most popular majors in the United States (Hinrichs, 2015), and prior to the economic and health COVID-19 pandemic, Black students received 20% of bachelor's and 30% of master's degrees in business programs in 2015-2016, despite representing only 11% of undergraduate and 14% of master's degree students in total (de Bray et al., 2019). This is a positive trend given the historical, political, and economic relationship among Black people, business engagement, and social liberation. However, minimal empirical attention has been devoted to examining the perceptions of Black students studying business in higher education germane to the intersection between their business education and concepts such as race and racism. Moreover, much remains unknown about: 1) the perceived motivations, benefits, and risks influencing Black students to pursue business education in college, 2) how Black students perceive race and/or racism impacting and influencing their… [Direct]

Jing Yu (2022). A Critical Study of Chinese International Students' Experiences of Race and Racism in the Age of COVID-19. ProQuest LLC, Ph.D. Dissertation, University of California, Santa Barbara. Chinese international students' lived experiences have garnered substantial attention in US higher education research due to the ever-increasing numbers of such students as well as the tense relationships between the US and China, yet this research rarely considers issues of race and racism. More recently, the COVID-19 pandemic has exposed underlying structural inequalities, reinvigorated old stereotypes, and unleashed new manifestations of Sinophobia. As a consequence of Donald Trump's racist rhetoric during his presidency, hate crimes against Asian ethnic groups in San Francisco increased by 500% in 2021 and Chinese scientists who were accused of being a threat to US national security were criminalized. Due to the COVID-19 pandemic, combined with US-China rivalry and anti-Chinese sentiment, Chinese international students currently face multiple challenges. There is therefore a pressing need to make sense of Chinese students' experiences around US higher education–and in doing so,… [Direct]

Ribble, Jennifer M. (2022). A Qualitative Approach to Understanding the Career Perceptions and Choices of STEM Undergraduate and Graduate Students. ProQuest LLC, Ph.D. Dissertation, Western Michigan University. In order to remain competitive in the global economy, there has been a call to increase recruitment and retention in science, technology, engineering, and mathematics (STEM) careers in the United States (National Science Board, 2014, 2016; President's Council of Advisors on Science and Technology, 2012). In addition to increasing the number of individuals in these fields, it is also imperative to increase the diversity of the individuals filling STEM positions. Not only is it a moral responsibility to create STEM environments that are more inclusive of those who have been historically marginalized in STEM settings, but it is critical in our ability to successfully address global challenges since more diverse research teams tend to have higher rates of productivity and creative problem solving (Campbell, 2018; Phillips, 2014; Powell, 2018). Due to the strong connection between educational identity and vocational identity (Negru-Subtirica & Pop, 2018; Negru-Subtirica, Pop, &… [Direct]

B√©rub√©, Michael; Ruth, Jennifer (2022). It's Not Free Speech: Race, Democracy, and the Future of Academic Freedom. Johns Hopkins University Press The protests of summer 2020, which were ignited by the murder of George Floyd, led to long-overdue reassessments of the legacy of racism and white supremacy in both American academe and cultural life more generally. But while universities have been willing to rename some buildings and schools or grapple with their role in the slave trade, no one has yet asked the most uncomfortable question: Does academic freedom extend to racist professors? "It's Not Free Speech" considers the ideal of academic freedom in the wake of the activism inspired by outrageous police brutality, white supremacy, and the #MeToo movement. Arguing that academic freedom must be rigorously distinguished from freedom of speech, Michael B√©rub√© and Jennifer Ruth take aim at explicit defenses of colonialism and theories of white supremacy–theories that have no intellectual legitimacy whatsoever. Approaching this question from two angles–one, the question of when a professor's intramural or extramural… [Direct]

Israni, Venus (2022). The Role of Peer Mentoring for Black and Latinx Doctoral Students' Success. ProQuest LLC, Ph.D. Dissertation, Boston College. Students in doctoral education view mentoring as the most important aspect of their educational experience (Golde et al., 2005). Mentoring can affect student retention and dissertation completion (Cronan-Hilllix et al., 1986) and is typically received from the student's advisor. However, many Black and Latinx doctoral students do not receive the critical feedback they need from faculty to develop their academic skills (Williams, 2018). Given reported problematic faculty interactions within the traditional mentoring model (Johnson-Bailey et al., 2008), peers offer an alternative source of support. Few empirical studies examine the effects of peer mentoring for doctoral students of color. This qualitative study examines how six Latinx and Black doctoral students engage in peer mentoring and how they perceive its effects on their doctoral experience. The maximum variation sample includes students in five disciplines who were enrolled in one of three research universities in the… [Direct]

Cress, Christine M.; Kaufman, Joyce P.; Stokamer, Stephanie T.; Van Cleave, Thomas J. (2022). Faculty Service-Learning Guidebook: Enacting "Equity-Centered" Teaching, Partnerships, and Scholarship. Stylus Publishing LLC This is a practical guide to designing, teaching, and coordinating service-learning courses, and for developing reciprocal community partnerships and community-based research through a lens of equity that addresses the endemic racial, social, economic, and environmental disparities across society. The text provides a comprehensive framework for developing both in-person and on-line service-learning, with a chapter on virtual delivery of courses that integrates the principles and practices described throughout the book. The authors uniquely integrate the how-to of conducting service-learning with the theoretical foundations to enact effective, equitable, and inclusive community engagement. Given this moment of enormous social inequality and divisiveness, the authors offer a new definition and set of educational principles that they characterize as Equity-Centered Community Engagement Excellence. These principles serve to guide academic and community engagement that is democratic,… [Direct]

Padgett, Gary (2012). A Critical Case Study of Selected United States History Textbooks from a Tribal Critical Race Theory Perspective. ProQuest LLC, Ph.D. Dissertation, University of South Florida. The purpose of this study was to describe and explain the portrayal of American Indians in U.S. textbooks selected for review in Hillsborough County, Florida's 2012 textbook adoption. The study identified which of the textbooks under consideration contained the greatest amount of information dedicated to American Indians. The study then analyzed how that information was portrayed. The exploratory questions that guided this study were, how are American Indians portrayed in five selected U.S. history textbooks? It also addresses the question, under what conditions can Tribal Critical Race Theory help illuminate how American Indians are portrayed in textbooks? The methodology used is a critical case study (Rubin and Rubin, 2005; Janesick, 2004). The Five Great Values, as developed by Sanchez (2007), were used in the organization, coding, and analysis of the data. The theoretical framework that guides this study is Tribal Critical Race Theory (Brayboy, 2005), created in order to address… [Direct]

Jessica Kemler (2022). Politics and Its Role on Ethical Decision-Making Processes for Elementary Principals. ProQuest LLC, Ed.D. Dissertation, St. John's University (New York). The purpose of this narrative qualitative study was to explore how politics affects the ethical decision-making processes of elementary principals. Participants were comprised of five elementary school principals, with varied years of experience, across neighboring suburban public school districts in eastern New York. Data was collected through two semi-structured interviews. Interview transcripts were restoried and retold from each participant's perspective (Clandinin & Connelly, 2000; Nasheeda et al., 2019; Ollerenshaw & Creswell, 2002). The stories were analyzed and compared using the constant comparison method (Glaser, 1965), to develop common themes about political influences and decision-making processes. A principal's own decision-making processes are a vital component of their job–a job that has changed drastically over the past several decades. Although there are numerous factors that can be attributed to these changes, researchers agree that the emergence of a… [Direct]

Malsbary, Christine (2014). "Will This Hell Never End?": Substantiating and Resisting "Race-Language" Policies in a Multilingual High School. Anthropology & Education Quarterly, v45 n4 p373-390 Dec. This article presents a critical race theory analysis of teachers' and students' language policy negotiation. It draws on an ethnographic study in a high-school English as a Second Language (ESL) program. Results demonstrate how race-language processes create conditions that traumatize immigrant and bilingual youth of color through embodied nativist policies. On the other hand, youth made dynamic bilingual policies. It is argued that critical race-language scholars must question the legitimacy of ESL programs that function as white supremacy…. [Direct]

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

Smith, Lanell (2022). Examining Diversity and the Role and Influence of Post-Secondary Faculty at a Predominantly White Institution in Tennessee: A Critical Race Case Analysis. ProQuest LLC, D.Ed. Dissertation, East Tennessee State University. The purpose of this qualitative, critical race analysis study is to explore how White faculty conceptualize and apply critical race theory (CRT) and culturally responsive pedagogy (CRP) to curricula within a college of education and how the perceptions of their students' identities influence specific pedagogical decisions. The researcher sought to extend the research on CRT in education by analyzing specific, detailed cases and incorporating purposeful sampling by selecting participants who match specific study criteria, i.e. graduate-level White faculty located in Tennessee who teach in programs of education. This study was limited to six faculty in a college of education (in educational leadership and teacher education graduate programs) at a college in Tennessee. This study provided a framework for additional studies that may assist with exploring how faculty pedagogical decisions in the classroom could be impacted by incorporating CRT/CRP in courses and across curricula in… [Direct]

Rachel E. Freeman-Wong (2022). Counter-Spacing in the Institution: Undocumented Student Organizing at a Community College from 2006 to 2021. ProQuest LLC, Ph.D. Dissertation, University of California, Los Angeles. Undocumented youth have been powerful leaders in the undocumented immigrant rights movement to advance a more just society for immigrant communities (Nicholls, 2013; Perez, 2016). Community colleges are important spaces in the higher education sector because most undocumented college students attend community colleges (Teranishi et al., 2011). This dissertation study seeks to better understand the priorities and experiences of undocumented community college students who organize for institutional support for undocumented students. This study is guided by theories on counter-spaces in Critical Race Theory (Solorzano et al., 2000), spaces where Students of Color create a sense of safety and community with each other. The methods for this study are a case study of one community college in California, Western College (pseudonym), that has robust programs for undocumented students such as an Undocumented Student Resource Center and a designated staff position that works with undocumented… [Direct]

Nzingha Williams (2022). History Doesn't Decided for Us: A Case Study of Black Parents and Their Perception of Career and Technical Education with an In-Depth Look at the Philosophies of Booker T. Washington and W.E.B Du Bois. ProQuest LLC, Ph.D. Dissertation, North Carolina State University. This research was a three-article dissertation with two integrative literature reviews and one case study that examines the perception of career and technical education (CTE) among Black American communities with an in-depth look at the philosophies of Booker T. Washington and W.E.B Du Bois. There is a tremendous skills gap in the nation and an increasing economic mobility problem. If more students–for the purpose of this research, Black students–take advantage of CTE at the K-12 and postsecondary level, there is a greater opportunity to move the needle of economic mobility. If there is acknowledgment of the history of career and technical education among Black Americans, a better approach for recruiting Black students to participate in CTE may be realized. The theoretical frameworks shaping this study were critical race theory (CRT) and human capital theory (HCT). CRT submits that race, racism, and power influence how Black Americans value education. HCT suggests that obtaining… [Direct]

Bissonnette, Jeanne Dyches; Glazier, Jocelyn (2016). A Counterstory of One's Own: Using Counterstorytelling to Engage Students With the British Canon. Journal of Adolescent & Adult Literacy, v59 n6 p685-694 May-Jun. Nationwide, virtually all secondary students interact with British literature, a traditionally Anglo, white, male canon. Yet, this revered curriculum provides few mirrors for students from historically marginalized populations to see their own cultures reflected. In this reflective practitioner piece, the authors first illustrate how counterstorytelling–a practice emerging from critical race theory–can break open the canon. Because counterstorytelling invites, values, and projects marginalized voices, when incorporated into the secondary English classroom, the practice helps engage students with the material while developing and honing their literacy skills. Second, the authors detail a lesson demonstrating that the canon and counterstorytelling can work synergistically. Throughout the article, the authors attend to the challenges of using an equity pedagogy to teach a canon that functions as the majoritarian story of the secondary literacy classroom–and society at large. Finally,… [Direct]

An, Sohyun (2016). Asian Americans in American History: An AsianCrit Perspective on Asian American Inclusion in State U.S. History Curriculum Standards. Theory and Research in Social Education, v44 n2 p244-276. Compared to other groups of color, Asian Americans and their perspectives have rarely been given attention in curriculum studies. This article seeks to address the gap in the literature. It uses AsianCrit, a branch of critical race theory, as a theoretical lens to analyze and explicate common patterns across various states' scripting of Asian American experience in their U.S. history standards. Informed by AsianCrit, the article describes and troubles invisibility and consequent messages about Asian Americans and their experience in the story of the United States told from state U.S. history standards. The study suggests the benefit of AsianCrit as a theoretical, methodological tool to read and disrupt racism embedded in curriculum scripting of U.S. history. The study also adds a new knowledge to the long-held scholarship on inclusion and representation of historically marginalized groups in official school knowledge…. [Direct]

DePouw, Christin; Matias, Cheryl (2016). Critical Race Parenting: Understanding Scholarship/Activism in Parenting Our Children. Educational Studies: Journal of the American Educational Studies Association, v52 n3 p237-259. Parenting is often discussed in the field of education, but frequently in terms of family or community deficiency, rather than strengths (Bonilla Silva, 2006; Few, 2007), particularly when communities of color are being examined. In this conceptual article, we advocate for the use of critical race theory (CRT) in discussions of parenting and utilize counterstorytelling to validate the lived experiences of parents like ourselves, who are critical race scholars as well as mothers of children of color. Our counterstories will be embedded throughout the discussion as a way to highlight the relationships between academic research and lived experience. Through reviews of academic research and counterstorytelling, we explain the relevance of "critical race parenting" and the ways in which the inclusion of CRT can support more historically situated, contextual, and complex engagements with the interplay between race and parenting of children of color…. [Direct]

Bernal, Santiago; Herrera, Alfred; Jain, Dimpal; Lucero, Iris; Solorzano, Daniel (2016). Toward a Critical Race Perspective of Transfer: An Exploration of a Transfer Receptive Culture. Community College Journal of Research and Practice, v40 n12 p1013-1024. In this study we highlight the five elements of a transfer receptive culture and its connection to the Summer Transfer Enrichment Program (STEP) administered by the Community College Outreach Center (CCOC) at Best Coast University (all pseudonyms). A quantitative and qualitative study was conducted focusing on five years of STEP, consisting of 87 participants (70% female, 30% male), with 90% identifying as students of color (the majority "Latinx"). Fifty-six students completed a survey and 22 participated in focus group interviews. Through Critical Race Theory we found that this program embodies four out of the five transfer receptive culture elements. Students felt reassured by the longevity and presence of CCOC and that STEP addressed fears and misconceptions about transferring. In addition, students felt financially and academically supported along with being validated through coursework and workshops that were similar to their life experiences…. [Direct]

Braden, Eliza G.; Rodriguez, Sanjuana C. (2016). Beyond Mirrors and Windows: A Critical Content Analysis of Latinx Children's Books. Journal of Language and Literacy Education, v12 n2 p56-83 Fall. This critical content analysis examines the representation of Latinx characters in 15 picture books published in 2013 and identified by Children's Cooperative Book Center (CCBC) as having significant Latinx content. The theoretical framework undergirding this study is Critical Race Theory (Ladson-Billings, 1998; Sol√≥rzano & Yosso, 2002; Taylor, 2009; Yosso, Villalpando, Delgado Bernal, & Sol√≥rzano, 2001). This theory is used to uncover the assumptions and ideologies that are often represented in children's literature. The results of this study indicate that (1) English is privileged in the texts, (2) superficial references to cultural artifacts are present, (3) traditional female centered roles are prevalent, and (4) authors situated books within a utopian society. The authors use these findings to argue for the importance of making curricular decisions with critical attention to text selections and the engagement of young children in critical literacy in early childhood and… [PDF]

Washington, Brad D. (2016). Constructing Identity through Negotiation for Cambodian Adult English Language Learners in East Oakland. CATESOL Journal, v28 n1 p119-138. This study engages with a participatory oral history project that explores 3 themes. First, Cambodian participants included in the study will narrate from their perspectives how the evolution of social engagement and identity among African American and Cambodian refugee communities residing in historically Black neighborhoods of Oakland, California, informed their English language development. Second, it is the author's intent through data collected for the study to explore participants' acquisition of English language as a mode of resistance and empowerment for Cambodian refugees in the US. Finally, in detailing the power of oral history to bridge generational, linguistic, and global divides, the participants in this study express the importance of learning "English as an additional language" for the promotion and preservation of Cambodian history and tradition. The themes of this study will be framed by the theories of microagression and critical race theory in relation… [PDF]

Henderson, Mary J. (2019). Black Girls Matter: Black Feminisms and Rita Williams-Garcia's One Crazy Summer Trilogy. Children's Literature in Education, v50 n4 p431-448 Dec. Media platforms frequently report on "Black Lives Matter" in order to raise awareness about institutional racism. However, these platforms often focus on African American male teenagers (Trayvon Martin in a hoodie and "Hands Up, Don't Shoot" for Michael Brown). Noticeably absent are images of Black girls. As a response to these male-focused images, the hashtag movement #BlackGirlsMatter draws attention to the injustices Black girls face. Unfortunately, the reach of this hashtag movement is limited; only select outlets mention the significance of #BlackGirlsMatter. This limited reach is problematic given that many public schools–where many Black girls experience oppression–are still unaware of the institutional racism within their own policies and procedures. In order for educators and children to become cognizant of the systematic oppression at the intersection of race and gender, they must read texts that clearly align with cultural theories, such as Critical… [Direct]

Jani, Jayshree; Ortiz, Larry (2010). Critical Race Theory: A Transformational Model for Teaching Diversity. Journal of Social Work Education, v46 n2 p175-193 Spr-Sum. Rapidly changing demographics in the United States, the 2008 Educational Policy and Accreditation Standards, and recent developments in the literature that question the effectiveness of multiculturalism and cultural competence suggest social work education, research, and practice are in need of a new approach to diversity. In conceptualizing diversity, social workers need to address a broad social context that includes institutional/structural arrangements, recognize the intersection of multiple identities, and integrate an explicit social justice orientation. This article presents critical race theory as a paradigmatic framework that focuses on both institutions and the pain they create for marginalized people. The critique is multidimensional, addressing root causes and personal distress while pursuing transformational change. (Contains 2 figures.)… [Direct]

Basaraba, Deni; del Rosal, Karla; Roman, Diego (2018). Debemos escuchar a los maestros: Perspectives of Bilingual Teacher Candidates in Teacher Education Partnerships. Bilingual Research Journal, v41 n2 p187-205. We investigated the experiences of 12 bilingual teacher candidates as they participated in a non-traditional teacher education program implemented in the context of a partnership between a university, a non-profit organization, and an urban school district. Using the lens of Cultural Historical Activity Theory and Latinx Critical Race Theory, we analyzed participating teachers' interviews, reflection logs, and partnership artifacts. Findings showed that teacher candidates identified positive and negative affordances from participating in the teacher education partnership. Bilingual teacher candidates reported that urban schools were challenging settings to develop their practice and that they had less access to instructional resources and mentors than general education (English-only) teachers. Additional negative affordances included inconsistent expectations between the partnership members with respect to high-quality bilingual education and a mismatch between candidates'… [Direct]

Schwarz, Vanessa Santiago (2018). Response to Intervention in a Dual Language School: A Case Study. ProQuest LLC, Ph.D. Dissertation, University of Colorado at Boulder. The issue of identifying, placing and educating struggling students who are developing two languages has been a topic of conversation among educators and researchers for decades. However, there continue to be inconsistencies about how Emergent Bilingual (EB) students who struggle academically are instructed and assessed for special education needs. In this qualitative case study, I combined Critical Race Theory, a Holistic Bilingual Perspective and Disabilities Studies in Education in order to investigate the special education process at one Dual Language (Spanish/English) school. I focused on a 5th Grade Literacy instruction and documented how the teachers implemented Response to Intervention (RTI), a three-tiered approach for providing different levels of instruction and monitoring student progress. I provide detailed examples of the strong instruction teachers provided in the first tier, which was the general education classroom, and the second tier, an interventionist setting…. [Direct]

Scott, Jamila Kapuki (2018). The Effect of the Maryland DREAM Act on Student Outcomes: An Examination of Undocumented Students at a Maryland Community College. ProQuest LLC, Ed.D. Dissertation, Morgan State University. The purpose of this quantitative study was to examine the effect of in-state resident tuition (ISRT) by the Maryland DREAM Act on student outcomes (awarded associate degrees, earned certificates, and retention) of undocumented immigrant students at a Maryland community college. Specifically, the study examined whether there were differences in educational outcomes between two cohorts of Maryland undocumented students at a Maryland community college before and after the Maryland Dream Act was passed in 2012. Retention theories, Critical Race Theory (CRT), and Human Capital Theory (HCT) provided the theoretical framework for examining these variables. Inferential statistics were used to address the research questions and test the hypotheses. Descriptive statistics were used to classify and summarize demographic characteristics of undocumented immigrant post-secondary students. The results of this study, analyzed using Phi Coefficient (gyp) and Logistic Regression, revealed relatively… [Direct]

Dematthews, David E. (2018). Urban Principal Narratives on Including Black Boys with Emotional Disabilities. Journal of School Leadership, v28 n3 p401-430 May. Black boys in racially segregated urban schools are vulnerable to the trappings of the school-to-prison-pipeline. In this article, I use narrative inquiry and critical race theory (CRT) to examine the stories of two elementary school principals struggling to create more inclusive schools for Black boys with emotional disabilities (ED) in a racially segregated and low-performing district. Each principal narrative describes efforts to transition a student with ED from a district-created self-contained program to a full-time or near-full-time placement in an inclusive general education classroom. Despite the principals' overall success in creating more inclusive schools for most students with disabilities in a challenging district context, each principal narrative ends with a student being unsuccessful in an inclusive setting and returned to a segregated program. The findings highlight how principals who recognize the vulnerability of Black boys in special education are compelled to… [Direct]

Neal-Jackson, Alaina (2018). A Meta-Ethnographic Review of the Experiences of African American Girls and Young Women in K-12 Education. Review of Educational Research, v88 n4 p508-546 Aug. There has been a paucity of research on the educational experiences of young Black women in U.S. K-12 education. Although both Black male and female students experience constrained opportunities to learn, the popular and academic conversation has almost unilaterally focused on the plight of Black boys and men. Drawing on critical race theory, this meta-ethnographic literature review synthesizes what is currently known about the advantages and obstacles young Black women encounter within public schooling contexts given their marginalized racial and gender identities. The data were drawn from a careful systematic search of electronic databases, key journals, books, and the reference lists of key articles, which yielded 37 sources for review. The analysis revealed that school officials positioned young Black women to be undisciplined in their academic habits and unequivocally misaligned with school norms. As such, they were viewed as unapproachable, unteachable, and ultimately fully… [Direct]

Kornack, Cody; LiBetti, Ashley (2021). Broader, Deeper, Fairer: Five Strategies to Radically Expand the Talent Pool in Early Education. Bellwether Education Partners The U.S. faces a confluence of crises: a pandemic, economic destabilization, and a long-coming reckoning with systemic and historic racism. The early childhood workforce is a linchpin to a stronger, more resilient future for our country, but educators are often under-prepared and under-supported. Published by the National Head Start Association in partnership with the HeadStarter Network and Bellwether Education Partners, "Broader, Deeper, Fairer: Five Strategies to Radically Expand the Talent Pool in Early Education" explores how early childhood educator preparation could be improved for the educators themselves, as well as for the children and families they serve. A critical question for decision-makers across sectors will be: "Who all is going to teach the next generation of learners, and how can we ensure they are prepared and supported in their work?" Building on ideas from the Early Childhood Workforce Catalyst participants and several in-depth conversations… [PDF]

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

Harden, Yoshiko S. (2019). Stereotypes of a Black Male Misunderstood (And It's Still All Good): Exploring How African American/Black Male Students Experience and Perceive Racial Microaggressions at a Community College. ProQuest LLC, Ed.D. Dissertation, Northeastern University. The purpose of this study was to understand African American male students' experiences and perceptions of racial microaggressions at a community college. The qualitative study, through the use of in-depth interviews with six African American male identified students, sought to answer the following research questions: (1) How do African American males attending a community college perceive and interpret individual and institutional forms of racial microaggressions? (2) In what ways can perceptions and experiences of racial microaggressions be linked to retention, persistence and completion rates of African American males attending a community college? (3) What are the experiences of African American male participants with racial microaggressions within a community college with predominately White faculty and how do they make sense of these experiences with respect to their academic and social achievement? The paper concludes with recommendations for future research on Black males… [Direct]

Andrews, Dorinda J. Carter; Flennaugh, Terry K.; Warren, Chezare A. (2022). Connection, Antiblackness, and Positive Relationships That (Re)Humanize Black Boys' Experience of School. Teachers College Record, v124 n1 p111-142 Jan. Background/Context: Black people continue to be popularly imagined as lacking humanity and, as such, are often the disproportionate subjects of unceasing racegender terror and state violence. A vast body of scholarship has documented the failure of schools to adequately serve Black youth in general, and Black boys and men in particular. There is compelling evidence, however, that consistently humanizing interactions with adults in school lead to positive relationships that in turn may protect against Black boys' experience of school as fundamentally dehumanizing. Purpose/Objective/Research Question/Focus of Study: This study examined the significance of positive relationships between Black boys and adults in school as they move(d) across the P–16 education pipeline. The study is guided by the following primary research question: How do young Black men and boys describe and understand their interpersonal relationships with adults in P–16 schools? Research Design: A descriptive… [Direct]

Kathryn Kay Coquemont (2018). "No One Knows": Untold Narratives of Southeast Asian American Student Success. ProQuest LLC, Ph.D. Dissertation, The University of Utah. This study explores how Southeast Asian American college students experience success in college despite systemic and institutional barriers. The underrepresentation of Southeast Asian American perspectives in higher education research has created a deficit in understanding this population's experiences on college campuses. This dissertation highlights four narratives of Cambodian American and Vietnamese American college students by telling their stories of racism and racialization, support, relationships, and personal and familial resilience as they strived to find educational success on their college campus. Through Critical Race and AsianCrit frameworks and a narrative inquiry methodology, a number of significant findings emerged. Based on the stories of Vincent, M, Isaiah, and B, three themes and 11 subthemes comprise the dissertation's findings. The first theme underlines the importance of intersectionality regarding social identities. The theme is broken into four subthemes to… [Direct]

Ana Paulina Morron (2024). To Look for a Better Life: Examining the Experiences of Undocumented Latina/o Youth on Their Higher Education and Employment Aspirations. ProQuest LLC, Ph.D. Dissertation, Rutgers The State University of New Jersey, School of Graduate Studies. There are eleven million undocumented immigrants living in the United States. Approximately two million are young people under the age of twenty-four. Although they came to the United States as children and were essentially raised and educated here, they remain without a pathway to legal permanent citizenship. Relatively little is known about the experiences of undocumented immigrant young people who are growing up and living their daily lives in the United States. They are busy going to school, taking care of their families, and working demanding jobs, while also trying their best to pursue their hopes and dreams. Although they were born in other countries, they are being incorporated into U.S. society as young adults. Institutions, such as the U.S. immigration enforcement regime, present legal challenges for undocumented immigrants, while restrictive economic and social structures affect their participation in the economy and society. The study fills a gap in the immigration… [Direct]

Amber Caprice Sizemore Davis (2022). Nurturing Black Girl Imagination: Using Portraiture to Disrupt the Omnivisibility of Black Girlhood and to Illuminate Black Girls' Childhoodness, Creativity, and Criticality in Science Learning Spaces. ProQuest LLC, Ph.D. Dissertation, University of Michigan. This study explores how Black girls express their "Black girl imagination" while participating in a critical, informal science learning program, Empowering Girls Through Art & Science, designed to prioritize the positive visibility of Black girls and promote the critical exploration of scientific histories. The goal of the research was to identify ways Black girls actualize their "Black girl imaginations" through expressions of childhood, criticality, and creativity. Three questions structured the study: (1) How do adolescent Black girls express their "Black girl imaginations" when participating in a critical, informal science learning space designed with them in mind? (2) What do their expressions of "Black girl imagination" reveal about their articulations of self? (3) What do their expressions of "Black girl imagination" reveal about their meaning making in science? The framework for the study is constructed from three… [Direct]

Rebekah P. Adderley (2022). Outsiders Within: A Phenomenological Qualitative Study of How Black Female Faculty Navigate Race and Gender in Predominately White Institutions. ProQuest LLC, Ed.D. Dissertation, Baylor University. The purpose of this study was to obtain greater insight into the experiences of Black women who work as full-time faculty at two and four-year colleges and universities. This phenomenological qualitative study investigated the formal and informal interactions that full-time Black female faculty have with colleagues and students alike. Additionally, this study investigated how full-time Black female faculty manage self-care in the aftermath of racist and sexist experiences. Black Feminist Thought was used as the framework for analysis in this study. Black Feminist Thought is the study of how the political and economic status of Black women results in a distinctive set of experiences that lead to a different view of reality than that of other groups (Collins, 1989). Black Feminist Thought asserts that, through self-definition, Black women claim the power to reject externally-defined negative stereotypes about Black women (Collins, 1986; Stevens, 2019). As well, through self-valuation,… [Direct]

Knapp, Erika (2022). "I Want to Be a Better Person and a Better Teacher": Exploring the Constructs of Race and Ability in a Music Educator Collaborative Teacher Study Group. ProQuest LLC, Ph.D. Dissertation, Michigan State University. The way teachers engage with dis/ability and race in their classrooms links to their underlying belief systems (Heroux, 2013; Ryan, 2020). Unfortunately, substantial evidence connects teacher beliefs and perceptions to the reification of hegemonic norms, which upholds barriers for students in educational settings (Annamma, 2015b; Heroux, 2013; Ryan, 2020). The purpose of this study was to examine a music educator collaborative teacher study group (CTSG) focused on exploring and unpacking narratives of race and dis/ability in music education. Research questions were: (1) How do teachers conceptualize issues of race and ability in both their belief systems and stated classroom practices?; (2) How, if at all, did participants' beliefs about race and ability change as a result of participating in the CTSG?; and (3) What conditions facilitated changes in mindset and behavior for participants? I designed and completed a descriptive, collective case study (Stake, 1995; Yin 2018) that… [Direct]

Gillborn, David (2016). Softly, Softly: Genetics, Intelligence and the Hidden Racism of the New Geneism. Journal of Education Policy, v31 n4 p365-388. Crude and dangerous ideas about the genetic heritability of intelligence, and a supposed biological basis for the Black/White achievement gap, are alive and well inside the education policy process but taking new and more subtle forms. Drawing on Critical Race Theory, the paper analyses recent hereditarian writing, in the UK and the USA, and highlight a strategy that I term "racial inexplicitness"; this allows hereditarian advocates to adopt a colorblind fa√ßade that presents their work as new, exciting and full of promise for all of society. The paper is in two parts: the first exposes the racism that lies hidden in the small print of the new geneism, where wildly misleading assertions about genetic influences on education are proclaimed as scientific fact while race-conscious critics are dismissed as ignorant ideologues. The second part of the paper sets out critical facts about the relevant science, including the difference between the mythic and real meaning of… [Direct]

Cook, Christopher (2023). Exploring Successful Student Support Services in Higher Education for Black Males with Histories of IEPs. ProQuest LLC, Ed.D. Dissertation, Chicago State University. Black men within the United States with learning disabilities have difficulty navigating the collegiate environment (Jackson, 2016) because they are not academically prepared when taking developmental courses (Abreu et al., 2016; Bouck & Joshi, 2017). Researchers have studied Black men's lived experiences with Individualized Education Plans (IEPs), from national research to local district-wide studies (Ford & Russo, 2016). It is unrealistic to believe that only in the United States do students with learning disability attend a four-year institution. A recent national assessment implies that other countries are less inclusive with students identified as having an intellectual disability (Douglas et al., 2016). This study investigated the question: What support services are needed to assist African American males with histories of IEP services in attaining a college degree at an identified four-year institution in Illinois? Research depicting the experiences of Black males in… [Direct]

Ewen, Shaun; McLeod, Julie; Moodie, Nikki; Platania-Phung, Chris (2018). Indigenous Graduate Research Students in Australia: A Critical Review of the Research. Higher Education Research and Development, v37 n4 p805-820. Over the last decade, there has been a steady increase in the number of Indigenous graduate research students in Australia, yet research and pedagogy has not kept pace with changes underway in the sector. From an extensive search of literature published between 2000 and 2017, 15 papers (representing 10 research projects conducted by seven teams or authors) were identified that addressed Indigenous graduate research student experience. Overall, the literature tends to focus on identifying barriers to completion, noting in particular the impact of financial difficulties, social isolation and racism. A research degree is a key site for the assertion and legitimation of Indigenous knowledges, and it is here that Indigenous students are navigating tensions between legitimated disciplinary practices of the centre and the peripheral status of Indigenous knowledges. We, therefore, adopt Herbert's 'centre-periphery' model to interpret the research, arguing that this framework explains the… [Direct]

Sisjord, Mari Kristin; Thorjussen, Ingfrid Mattingsdal (2018). Students' Physical Education Experiences in a Multi-Ethnic Class. Sport, Education and Society, v23 n7 p694-706. As western countries have become increasingly diverse, education is often emphasized as one of the most important arenas for social integration. However, research within physical education over the past decades has highlighted how students with non-western backgrounds experience processes of 'othering', exclusion, and marginalization in the subject. In the Norwegian context, we have little knowledge about how these processes work within multi-ethnic PE lessons. In addition, scholars have pointed to the tendency of PE research on race/racism and ethnicity to focus on the minoritized 'other', while leaving out the complexity of the multi-ethnic encounter. By applying an intersectional lens, our aim is to investigate students' experiences in a multi-ethnic co-educational PE context. Specifically, we ask how the students' multiple identities may influence their experiences within PE, and what processes of inclusion and exclusion are revealed through their narratives. The study is based… [Direct]

Elzena McVicar (2024). Toward a Theory of Black Woman Math Pedagogy. ProQuest LLC, Ph.D. Dissertation, University of Washington. Black women have a legacy of pedagogical expertise. However, Black women teachers' mathematics pedagogy remains woefully under-theorized and under-researched. This is to the detriment of Black and Brown mathematics students. Mathematics education in the U.S. mirrors our broader society, which continues to reinscribe patterns of intellectual and socioeconomic whiteness, elitism, and masculinity (Joseph et al., 2021). I bring together scholarship on Black women teacher knowledge, research on pedagogical content knowledge, and Black feminist theory to generate a theoretical framework to study Black women's pedagogical expertise in mathematics: Black Woman Math Pedagogy. From a Black feminist perspective, Black Woman Math Pedagogy is the dialogical relationship between politically conscious Black women mathematics teachers' thoughts and actions about their day-to-day mathematics teaching. The first construct of my framework is Black Woman Pedagogy, which I identified by analyzing the… [Direct]

Fuentes, Ronald; Varghese, Manka (2020). College Capital and Constraint Agency: First-Generation Immigrant Emergent-Bilingual Students' College Success. Teachers College Record, v122 n1. Background/Context: Language-minoritized and emergent-bilingual (EB) students have historically and frequently been underexamined in the context of research on minoritized students' pathways in higher education. Understanding the school to college pipeline for emergent bilinguals (EBs) is becoming a critical area of study to help identify and address the barriers that they experience as they attempt to transition to and navigate postsecondary education. Despite there being a greater knowledge of the barriers experienced by EBs in getting to college, less is known about the resources they bring and their agency, the way they actually mobilize the resources that they possess in negotiating their success to get to and complete college. Purpose/Research Question: This study examines why and how some EB students can successfully navigate their environments in order to apply for, get into and complete a selective four-year college. It is guided by two overarching questions: (1) What forms… [Direct]

Gamboa, Jorge C. (2018). Liminal Being: Language, Becoming and Belonging. ProQuest LLC, Ed.D. Dissertation, California State University, Long Beach. The present study sought to examine institutional and personal factors that affect the sense of belonging of adult immigrant English-learners in a community college. Specifically, this qualitative study analyzed the lived experiences of twenty-one adult English-learners currently enrolled in a large California community college. Language and Critical Race theory was used a theoretical lens to help understand how language proficiency, instructional policies and practices and social factors affect the extent to which this population feels included and as part of the greater campus community. The study found that proficiency in English was the most salient factor in both enhancing the level of connectedness to campus life and hindrance in accessing linguistic and academic resources. Also, the study revealed that the most effective approach to fostering a greater sense of belonging for adult English-learners was providing high-touch experiences through a robust peer mentorship program…. [Direct]

Kimble, Aaron J. (2018). University and College Coaches Influences on the Lives of Black College Football Players in the SEC: A Phenomenological Study. ProQuest LLC, Ph.D. Dissertation, The Chicago School of Professional Psychology. University and college football coaches have long maintained unique relationships with their football players; coaches are mentors, leaders, counselors, and even father figures. For some black men, the decision to play college football rests in the girding and guidance of coaches who not only extend experience and knowledge of the game of football, but also extend knowledge in survival and life lessons. Within the Southeastern Conference (SEC), the black football player is a highly sought-after talent who subscribes to the philosophy of the coaches' vision and leadership style, influence and discipline. Through the illustration of the critical race theory (CRT), which is defined as the study of the relationship among race, racism, and power including economics, history, and group self-interest, and the new instrumentation of the Black Lives Matter Movement, the purpose of this phenomenological study highlights the influences of coaches as mentors in the lives of Black college… [Direct]

Kirk, Mia H. (2023). Black Women's Use of Virtual Educator Affinity Groups While Working in Hostile Environments. ProQuest LLC, Ed.D. Dissertation, Teachers College, Columbia University. The racialized hostile work environments that many Black women educators experience may lead to their departure from the P-12 schools where they work. Studying the experiences of Black women educators provides a distinct pathway for inquiry due to their positioned intersectionality of gender and race and their percentage of representation within the Black teaching workforce in the United States. Hence, the purpose of this study was to explore with a sample of Black women educators how participation in self-sought, virtual, educator race-based affinity groups impacts their learning experiences while working within racialized hostile environments. Using Critical Race Theory–with a focus on intersectionality and counterstorytelling–as a lens, this study employed an explanatory sequential mixed method design. Black women educators who work (or who have worked) in a public Pre-Kindergarten through Grade 12 school (P-12) in the United States, who experienced racial hostility while… [Direct]

Fujimoto, Maria Oropeza (2013). Resisting the Dominant Narrative: The Role of Stories in Latina Educational Success. Journal of the Association of Mexican American Educators, v7 n1 p28-47. This study focuses on how stories influence Latinas' motivation and resiliency toward academic success and how Latina parents support their daughters in resisting racial discrimination. In the spirit of Critical Race Theory, it concludes with a counterstory of hope and possibility about how higher education can create a space for all students to achieve…. [Direct]

Han, Huamei (2014). "Westerners," "Chinese," and/or "Us": Exploring the Intersections of Language, Race, Religion, and Immigrantization. Anthropology & Education Quarterly, v45 n1 p54-70 Mar. Based on a four-year ethnography, I draw on critical race theory and Bourdieuian theory of language to analyze why a Chinese Immigrant couple regarded their 1.5-Generation Chinese Canadian leaders at an evangelical Christian church as "Westerners," and how the leaders differentiated themselves from "Westerners" and "Chinese/Immigrants." I argue that language and race intersect in complicated ways to racialize Immigrants and their children differently, and linguistic nationalism as a form of structural racism permeates everyday interactions…. [Direct]

Giraldo, Luis Gustavo (2016). From Incarceration to Community College to Work: Racial Microaggressions and Reintegration in the Prison-to-School Pipeline. ProQuest LLC, Ph.D. Dissertation, The Claremont Graduate University. As student diversity in higher education continues to encompass myriad groups that include numerous intersecting combinations of backgrounds, higher education actors must be aware of the changing dynamics of the 21st century student. These changes include growing numbers of previously incarcerated and formerly gang-involved students seeking higher education as a way of reintegration. Faculty, staff, and students must learn about the so-called "normative" institutional practices that pose barriers for these college students, as well as discuss the harmful and demeaning effects that racial microaggressions can have. This critical race theory, funds of knowledge, and community cultural wealth study describes the experiences of incarcerated and formerly gang-involved students within higher education institutions, particularly focusing on community colleges. The findings present an alternative foundation for future empirical research and professional practices that serve these… [Direct]

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

Monica Lopez (2022). The Influence of Immigrant Parents on the College Decisions of Latinx Community College Students. ProQuest LLC, Ed.D. Dissertation, Kansas State University. Latinx students are pursuing college at historically high rates; however, completion rates for this population are not keeping pace. With these students disproportionately attending community colleges, 2-year college leaders are striving to break down barriers and identify support systems that increase Latinx student success. Two factors found to influence students' academic success are their generational status and participation of parents in their education. Involvement of parents has been linked to improved student academic achievement and motivation, but little research has focused on Latinx parent involvement with community college students. In addition, Latinx immigrants are less likely to have experience with U.S. higher education, but little is known about how this influences their children's college going decisions. This qualitative phenomenological study aimed to provide an understanding of the collective influence of these factors by exploring the role immigrant parents… [Direct]

Syrine A. Reese-Gaines (2022). Beyond SES and Education Inequity: A Phenomenological Multiple Case Study on Grade School Children and Their Mental and Emotional Disposition, Cognitive Development, and Academic Performance Due to Socioeconomic Status. ProQuest LLC, Ed.D. Dissertation, Baylor University. In 1968, Paul Freire brought to the world, "Pedagogy of the Oppressed." The way he categorized "the haves and have nots" still resonates with the wealth disparity in the United States. The need to create a level of equity in education by providing equal access was fundamental in his philosophy (Freire, 1968). Similarly, Freire's fundamental philosophy informs this research study today. This phenomenological multiple case study's central focus was to bring about a profound perspective of education disparity in a specific way. Divisions of wealth create educational inequity (Sirin, 2005). The distinction in socioeconomic status (SES) creates wealth, education, opportunity gaps, and creates additional social categorizations (Crenshaw et al., 1995). Education inequity is most often present in poverty-stricken and urban areas (Pollard, 2018). The most significant distinctions of education disparities appear between students from differing economic statuses and access… [Direct]

Erin Peace Kilpatrick (2022). Perspectives of Black Parents of Young Adults with High Incidence Disabilities on the Postsecondary Planning Process. ProQuest LLC, Ed.D. Dissertation, University of Georgia. Black parents of young adults with high incidence disabilities provide salient support to their children during and after postsecondary planning processes in high school. These parents serve a vital role concerning their child with high incidence disabilities' postsecondary planning processes. School counselors are well-positioned as social justice advocates to collaborate with Black parents of young adults with high incidence disabilities during the child's high school years. School counselors' work with this population of students needs to be in conjunction with the students' parents and family. Despite these truths, Black parents and their children with high incidence disabilities are invisible to school counselors and continue to be underserved in the area of postsecondary planning. As a result, Black students with high incidence disabilities are more likely to drop out of high school, graduate with an IEP diploma or certificate of attendance, leave high school without a clear,… [Direct]

Britney L. Jones (2022). Secondary Science Teachers' Sociopolitical Consciousness and Their Conceptions of Science and Science Instruction. ProQuest LLC, Ph.D. Dissertation, University of Connecticut. Science reform efforts over the years have addressed the need to make science engaging and accessible for all learners. These efforts attend to multiple aspects of science teaching and learning, including, but not limited to, more intentional focus on teaching students about the nature of science, as well as increased use of Culturally Relevant Science Teaching. Teachers are thus being asked to lead the charge in facilitating shifts in what is considered science and how science classrooms operate. These shifts require (1) high levels of sociopolitical consciousness, (2) anti-traditional conceptions of science, and (3) critical ideas on how to modify science instruction. The purpose of this dissertation, comprised of three papers, was to investigate teachers' consciousness and conceptions across these three areas. I conducted semi-structured interviews with 20 secondary science teachers from culturally and linguistically diverse districts in the same northeastern state. I drew on… [Direct]

Overton, Kirby C. (2018). Diversity in Higher Education: Positive Motivational Factors for African Americans Pursuing Doctoral Degrees to Acquire Tenured Faculty Positions. ProQuest LLC, Ed.D. Dissertation, The University of Findlay. African Americans make up approximately 6% of full-times faculty members within higher education compared to the student body of African American students being 15.3% of the student population (U.S. Department of Education, 2014; U.S. Department of Education, 2015). This phenomenological research is focused on the positive motivational factors of current African American tenure-track and tenured faculty members at private predominately White Institutions within the Midwest and the potential impact they have on African American students. Limited research has been conducted on this topic with much of the research being narratives of the struggles that African Americans have experienced while obtaining their doctoral degrees and the difficulties that faculty members face during the tenure process. This qualitative study was conducted using semi-structured interviews with four African American tenure-track and tenured female faculty members at private predominately White institutions in… [Direct]

Hopper, Angela Massey (2018). Armatures for Success: Advancing Racial Equity for Funeral Service Technology Students. ProQuest LLC, Ed.D. Dissertation, The University of Mississippi. The purpose of this descriptive, exploratory action research study, using both qualitative and quantitative methods, was to identify students at risk of failure on a post-graduate licensure exam and to develop and implement improvement models to improve exam performance. The participants were alumni of the Funeral Service Technology program at Northwest Mississippi Community College. African American graduates of this vocational course failed at increasingly disparate rates above Caucasian graduates in the National Board licensing examination, despite commensurate post-secondary scholastic achievement. The quantitative research portion of the study statistically analyzed student performance measures in funeral service classes to reveal areas of dissimilar performance divided by race. The focus of the qualitative research portion of the study included interviewing program graduates to reveal perceptions of former students, surveying course documents, and examining learning spaces,… [Direct]

Mona Janine Davis (2021). Autoethnographic Study of Black Scholars' Intergenerational Navigation through the Community Cultural Wealth Perspective. ProQuest LLC, Ed.D. Dissertation, Wilmington University (Delaware). The purpose of this study was to investigate the generational transference of community cultural wealth and how this valuable commodity impacts student navigation of higher education, persistence, and attainment through individual experiences, backgrounds, and interactions. Most research on Black student success in higher education reflects the deficit of historically marginalized communities, this study however is coupled with the notion that family and community nurture such a deep sense of value that can only be replenished and never replaced embedding the notion that failure is not an option. This community cultural wealth encompasses the tenets of aspirational, navigational, social, familial, resistance, and linguistical capital breeding empowerment of persistence through the higher education journey regardless of the obstacles and barriers that are routinely positioned to hinder the generational progress of my family who have chosen to excel at all costs. The combination of… [Direct]

Martin, Lori Latrice; Varner, Kenneth J. (2017). Race, Residential Segregation, and the Death of Democracy: Education and Myth of Postracialism. Democracy & Education, v25 n1 Article 4. Since the 1930s, federal housing policies and individual practices increased the spatial separation of whites and blacks. Practices such as redlining, restrictive covenants, and discrimination in the rental and sale of housing not only led to residential segregation by race but also continue to shape Whiteness and frame narratives about what constitutes Blackness. Despite the judicial and legislative victories of the civil rights movement, including the "Brown v. Board of Education of Topeka, Kansas" decision, the Civil Rights Act of 1964, the Voting Rights Act of 1965, and the Fair Housing Act of 1968, residential segregation persists and in many cases has grown. Claims of a postracial society notwithstanding, the continued segregation of Blacks and Whites exacerbates racial wealth inequality, racial achievement gaps, and racial profiling. Using White racial frame and critical race theory, we explain the persistence of residential segregation amid growing ethnic diversity… [Direct]

Finnigan, Kara S.; Jackson, Darrell D.; Moses, Michele S.; Scott, Janelle; Trujillo, Tina (2017). Law and Order in School and Society: How Discipline and Policing Policies Harm Students of Color, and What We Can Do about It. National Education Policy Center Systemic violence and disparate school discipline policies hinder equitable, just, and safe schooling. They also restrict access to social opportunities and civil liberties. Research shows that schooling contexts and social policies set up the conditions for young people of color to experience violence in regularized, systematic, and destructive ways. This policy report centers on questions of race and disparate racial impacts. The authors draw from critical race theory (CRT) to redirect how educators might talk more productively about students' social contexts, violence, and school discipline. They also explore how CRT might help educators consider how attempts to achieve "law and order" unfairly target students of color with a systemic form of violence that harms their ability to secure equitable, just schooling, and social opportunity. The report ends with recommendations for shifting state and local policy to better reflect research evidence on the best approaches to… [PDF]

Baker-Lewton, Alison; Curnow, Fletcher; Sonn, Christopher C.; Vincent, David Nyuol (2017). "I Haven't Lost Hope of Reaching Out …": Exposing Racism in Sport by Elevating Counternarratives. International Journal of Inclusive Education, v21 n11 p1097-1112. This paper tells the "back story" to the development of a local soccer hub, which focuses on the experiences of a predominantly South Sudanese team called the Western Tigers. We use a counter-story telling approach anchored in critical race theory, to develop a composite story that brings together biographical and autobiographical accounts gathered during an ethnographic study. These accounts are narrated from the vantage point of David, a player/coach, whose experiences expose everyday racism and its effects, while also illuminating responses to racism in the context of sport. This composite story challenges dominant narratives about sport in Australian society particularly those that position sport as the great equaliser and a pathway to "integration" and belonging. Our analysis sheds light onto how the dynamics of racialisation and exclusion take the form of a slow violence for young people of refugee background, shaping their experiences and trajectories on… [Direct]

Hess, Juliet (2017). Equity and Music Education: Euphemisms, Terminal Naivety, and Whiteness. Action, Criticism, and Theory for Music Education, v16 n3 p15-47 Nov. In this paper, I advocate for the use of explicit language for discussions of race and call for music education to move out of terminal naivety (Vaugeois 2013) toward a heightened consciousness of political issues and racial oppressions. Employing critical race theory (CRT) as a theoretical framework, this paper examines race-related silences and the importance of using direct language to identify structural and systemic racism. I offer practical suggestions for initiating "race talk" in school music, in postsecondary music education, and in music education scholarship. These practical implications emerge from the experiences of four Toronto teachers who participated in a multiple case study on social justice and anti-racist work in music education (Hess 2013), the literature on race and silencing inside and outside music education, and my own experiences as a former public school music teacher and music teacher educator. With the surge of hate crimes and unmasked white… [PDF]

Thomas, Sonja (2017). Educated Feet: Tap Dancing and Embodied Feminist Pedagogies at a Small Liberal Arts College. Feminist Teacher: A Journal of the Practices, Theories, and Scholarship of Feminist Teaching, v27 n2-3 p196-210. In this article, the author examines tap dance as an embodied feminist pedagogy through a course she teaches called Critical Race Feminisms and Tap Dance at Colby College, a small liberal arts college (SLAC) in Waterville, Maine. The course combines introductory tap dancing with elements of critical race theory and black feminist thought. Students learn to tap dance and perform the "Shim Sham Shimmy," a dance known as the national anthem of tap dancers. They also learn how the dominant history of tap tends to highlight the contributions from black male tappers in the early twentieth century, and the recovery of the tap tradition by white/nonblack female performers in the late twentieth century. The author uses this history of tap as a paradigm for "all the women are white, all the blacks are men, but some of us are brave" whereby tap is either authenticated through the black male experience or legitimated as a form of art by white female performers. In Critical… [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]

Justin Lee Alexander (2021). Transforming Learning: Improving Culturally and Linguistically Diverse Student Engagement and Retention through Culturally Responsive Pedagogy; a Metasynthesis. ProQuest LLC, Ed.D. Dissertation, Delaware State University. This qualitative Metasynthesis sought to identify and critique how the application of culturally responsive pedagogy/teaching methods and practices transform the opportunities of learning experiences in K-12 urban school classrooms. The critical race theory, culturally responsive pedagogy/teaching and constructivist learning theory were use as the primary lens for this study, and the social activism theory, and Zaretta Hammonds student engagement framework serves as secondary framework to three main theories used to complete this research. This Metasynthesis was guided by three research questions, what are the core methods or practices used in culturally responsive pedagogy/teaching in urban public K-12 systems? How do culturally responsive pedagogy/teaching impact culturally and linguistically diverse student engagement and retention in K-12 systems? And how will professional development on culturally responsive teaching impact current teachers' use of retention strategies in K-12… [Direct]

Keane, Elaine; Mc Ginley, Hannagh (2021). "The School for the Travellers and the Blacks": Student and Teacher Perspectives on "Choosing" a Post-Primary School with a High Concentration of Disadvantage. Education Sciences, v11 Article 777. Since the formation of the Irish State, the participation and attainment in education of members of the Irish Traveller community have been low. In terms of school-related factors, research points to Travellers perceiving the curriculum as irrelevant, experiencing problematic relationships with peers and teachers, a strong sense of not belonging, and low teacher expectations. This paper draws on the findings of a wider study which explored how an intercultural approach to education was conceptualised and enacted, with particular reference to Travellers, in one urban DEIS (disadvantaged) post-primary school in the West of Ireland (St. Greg's) with a highly diverse student population. Located in the interpretivist/constructivist paradigm, and informed by critical race theory, an in-depth qualitative case study research design was employed. Data collection involved twenty-eight semi-structured interviews with teacher and student participants, including Traveller and "other"… [PDF]

Jamina Shani Clay (2021). The Experiences of Black Students Attending Predominantly White High Schools. ProQuest LLC, Ed.D. Dissertation, Gwynedd Mercy University. This phenomenological study examines the ways Black students attending predominantly White high schools were connected to their school environment. Set in a suburban county located outside of a large urban city, this study included 15 participants who self-identified as Black American and had graduated between 2017 and 2020 from schools where Black students accounted for 10% or less of the total district population. Their experiences as racial minorities shaped their outlooks on life, as well as their school and community connections. Using critical race theory's tenet of counter-storytelling and culturally relevant pedagogy as the conceptual framework, I collected data using one-to-one interviews. Participants shared experiences with instructional programming and perceptions of caring, inclusive learning communities. Analyzed using inductive coding, data found that Black students in predominantly White high schools sought out spaces in their schools where they felt safe and loved by… [Direct]

Daniel Harris (2021). Making a Way out of No Way: An Antideficit Approach to Financial Literacy. ProQuest LLC, Ph.D. Dissertation, University of California, Los Angeles. Student loan debt in the United States exceeds $1.5 trillion. The enormity of student loan debt has received extensive media attention, with reports presenting the sheer mass of student loan debt as a national crisis. Borrowing patterns among undergraduates indicate that this is a pronounced issue among Black students who are more likely to finance college with loans. Existing research purports that deficits believed to be intrinsic to Black students and their families are to blame for the disparate borrowing patterns along racial lines. This view is incomplete and focuses too narrowly on perceived deficits based on a white, middle-class notion of financial literacy. The purpose of this study was to provide a more complete view of financial literacy through the lens of 12 Black undergraduate students. Using Critical Race Theory and an antideficit achievement framework results from this study suggest systematic and structural inequality contribute to divergent types of financial… [Direct]

Calvin Lewis (2024). Black Males Teaching Toddlers?! An Examination of How Black Male Youth Participating in a Grow Your Own (GYO) Teacher Pipeline Program Made Decisions Concerning a Long-Term Career in Early Childhood Education. ProQuest LLC, Ph.D. Dissertation, The University of Wisconsin – Milwaukee. Despite research (Cormier et al., 2022; Lindsay & Hart, 2017) highlighting the positive impact Black male educators have on Black students, and Black male students in particular, the representation of Black, non-Hispanic male teachers in the U.S. public and private K-12 teaching workforce remains notably low at 1.3% (Taie & Lewis, 2022). This scarcity is evident across the entire PK-12 education continuum, which includes early childhood education (ECE). This qualitative study examined the experiences of eight Black male youth who participated in The Young Black Male Teacher Project (TYBMTP), a grow-your-own (GYO) teaching exposure pipeline program that affords young Men of Color, ages 18-24, the opportunity to explore teaching as a viable career option by working alongside a lead or licensed certified teacher providing early literacy intervention instruction to students in PreK-3 and PreK-4 classrooms for an academic school year. The study explored how participants, known as… [Direct]

Shaffer, LaShorage; Thomas-Brown, Karen (2016). My Identities Are Flexible: Narrating the Lived Experiences of a Group of Educators. Journal of Ethnographic & Qualitative Research, v10 n4 p271-290 Sum. This study uses a microcosmic ethnographic epistemology, critical theory (CT), critical race theory (CRT), critical ethnography (CE), and critical discourse analysis (CDA), to show the nuances of the lived experiences of a diverse group of educators as they negotiated and renegotiated their self-labeling, identity, and culture, and reflected on the importance of education across a spectrum of scales. We examined how participants negotiated and renegotiated their educator identity, as contextualized by their lived experiences and family socialization, and the impact of these on the lens through which they perceived the world. The research question investigated how self-identification affects the ways in which one operates within selected socially constructed institutions. Research findings indicated that the participants were critically conscious of their individual cultural citizenship and identities, and how these have fostered in them the ability to meaningfully respond to the… [Direct]

Jordan-Taylor, Donna; Joseph, Nicole M. (2016). The Value of a Triangle: Mathematics Education in Industrial and Classical Schools in the Segregated South. Journal of Negro Education, v85 n4 p444-461 Fall. This article presents findings from a larger on-going study examining the mathematics and science education of African Americans from 1854-1954. The overarching research question was "What type of mathematics education experiences did Blacks living in the South have during de jure segregation?" Archival materials from nine historically Black colleges and universities (HBCUs) were interrogated using critical content analysis to describe mathematics content and learning for Blacks during segregation; an unexplored history. Critical Race Theory was used to frame the study and make meaning of the findings. Analysis of archival data suggests three important findings: (a) mathematics education for Blacks during de jure segregation reflected two distinct philosophies– classical (liberal arts) and industrial (technical); (b) Black students were trained in pure and applied mathematics, and mathematics education; and (c) Black students engaged in rigorous mathematics. Answers may… [Direct]

Archibeque, RikkiLynn; Okhremtchouk, Irina S. (2016). Overcoming Cultural Differences: Teachers' Perspectives and Values in American Indian Reservation Schools. AERA Online Paper Repository, Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016). This multiple case study unpacks White teachers' experiences of perceived cultural differences in their classrooms and deciphers their readiness to work with American Indian students. Situating our study using Tribal Critical Race Theory and culturally responsive teaching and using a developed conceptual model of Teacher Readiness to Work with American Indian Students as a guide, we interviewed five White teachers from a junior high school located on an Indian Reservation in Northeastern Arizona. Through constant comparative analysis and theoretical memo writing, we found that teachers' perceptions and classroom experiences are nested within their personal value systems, which often align with hegemonic, mainstream frameworks of education, rather than local, Indigenous knowledge systems. While findings show the constant influence of teachers' values on classroom practices, we also discuss the potential long-term influences of classroom exchanges on teachers' values as well as the… [Direct]

Gray, Mariama Smith (2016). Saving the Lost Boys: Narratives of Discipline Disproportionality. Educational Leadership and Administration: Teaching and Program Development, v27 p53-80 Mar. In this article, I explore how discriminatory adult practices disproportionately involve Latino boys in the juvenile justice system. I use the critical methodologies of critical ethnography, critical discourse analysis and Critical Race Theory (CRT) to provide a race-centered analysis of decision-making in student discipline. My findings reveal that ideologies/narratives of white innocence and Latino male criminality led adults to more frequent surveillance of Latino male students which, in turn, contributed to their overrepresentation in the referral process and punitive disciplinary outcomes from suspension to removal, as well as greater contact with law enforcement. I highlight the case of Galvan, a Latino male student, as an example of the practices of inequitable student discipline. I conclude with an explanation of effective research-based practices that reduce racial disproportionalities in student discipline and create safer, more equitable schools. [NOTE: Page 61 was removed… [PDF]

Burke, Kevin J.; Gilbert, Brian R. (2016). Racing Tradition: Catholic Schooling and the Maintenance of Boundaries. Race, Ethnicity and Education, v19 n3 p524-545. This article seeks to add to the underdeveloped strain of inquiry on the raced social experience of students in private and parochial institutions. We examine the role Catholic schools in the city of Chicago play in the maintenance and creation of racially problematic policies, spaces, and rhetoric. The research uncovers a multitude of responses framing African American students as an exotic other in mission and action through the leveraging of liturgical, ideological, and political language and practice. Using Cultural Studies and Critical Race Theory the work seeks to create a discursive space for representation and resistance in the repositioning of dominant and sanguineous narratives about Catholic schooling both in the US and globally. We use moments when race became particularly and often painfully salient in our experiences of Catholic schooling to expose the structural and racial inequity perpetuated in establishing and enforcing racial barriers to success through… [Direct]

Berry, Theodorea Regina; Jupp, James C.; Ulysse, Baudelaire (2016). On the Elephant in the Room: Toward a Generative Politics of Place on Race in Academic Discourse. International Journal of Qualitative Studies in Education (QSE), v29 n8 p989-1001. In our conceptual essay, we draw on an exchange between a White scholar and a group of panelists on Critical Race Theory at an international conference. Taking up this exchange as our point of departure, we work in dialectical and multidimensional ways between the essentialized politics of place on race and critical anti-essentializing foundations in recent Critical Race Feminism and Critical White Studies' literatures. Working the dialectics and multidimensionality of the place that race makes in academic discourse, we recognize and ethically work through the essentialized politics of place in advancing anti-essentializing understandings of race. In articulating these anti-essentializing understandings, our conceptual essay drives at the notion of "a generative politics of place on race" in academic discourse. A generative politics of place holds essentialized realities and anti-essentializing foundations of race in dialectical and multidimensional tension for teaching,… [Direct]

Cuevas, P. Antonio (2016). The Journey from De-Culturalization to Community Cultural Wealth: The Power of a Counter Story-Telling Curriculum and How Educational Leaders Can Transform Schools. Association of Mexican American Educators Journal, v10 n3 p47-67. Generations of Latino students have been negatively impacted by de-culturalizing policies, epistemologies and pedagogies in the U.S. educational system. This article examines the impact of Critical Race Theory (CRT) in the classroom. In this article I give my "testimonio" documenting my educational journey and how I have been transformed as an educational leader by conducting research on the power of CRT in practice. My research demonstrates a revolutionary way to engage Latino students. By exploring their personal counter-stories, their "testimonios," Latino students were able to 1) tap into their Community Cultural Wealth (CCW), 2) provide insight of their social context, and 3) repair some of the wounds caused by a racist and oppressive educational system. Replication of this curriculum could redefine educational leadership with disenfranchised "Raza" youth by creating academic opportunities for Latino students that would counter the racist and… [Direct]

Matias, Cheryl E.; Montoya, Roberto; Nishi, Naomi W. M.; Sarcedo, Geneva L. (2016). "American Chimera: The Ever-Present Domination of Whiteness, Patriarchy, and Capitalism…A Parable". Educational Philosophy and Theory, v48 n9 p872-883. In Greek mythology, the Chimera is a fire-breathing monster with three heads: one of a lion, one of a horned goat, and one of a powerful dragon. Of similar construction is the presence of three structures in US society, whiteness, patriarchy, and capitalism, which are overwhelmingly represented, valued, and espoused when examining areas of progress, i.e., family income, poverty rates, high school and college graduation rates, and home ownership. This modern American three-headed beast controls, manipulates, and permeates all aspects of US society irrespective of class, culture, or gender. Using critical race theory and critical whiteness studies, this critically interpretive parable draws from the ways in which whiteness, patriarchy, and capitalism function in social, cultural, economic, and educational spheres. The parable tells the story of Sue Libertad and analyzes how this metaphorical Chimera, despite its ubiquity, silently permeates all aspects of her life. Not until a tragic… [Direct]

Matias, Cheryl E. (2016). "Why Do You Make Me Hate Myself?": Re-Teaching Whiteness, Abuse, and Love in Urban Teacher Education. Teaching Education, v27 n2 p194-211. Teacher educators are constantly trying to improve the field to meet the needs of a growing urban populace. Inclusion of socially just philosophies in the curriculum is indeed essential, yet it can mask the recycling of normalized, oppressive Whiteness. This reflective and theoretical paper employs critical race theory and critical Whiteness studies to deconstruct Whiteness, abuse, and love in teacher education. Using an interdisciplinary and emotion-based approach to understanding Whiteness, this paper examines how denying race during white childhood via a color-blind ideology leaves lasting emotional scars, impressions that perpetuate the institutional silencing of race in teacher education. This "abuse" is projected onto urban students of color and, more broadly, people of color. This paper asserts that until teacher education programs make confronting and exploring Whiteness a priority, they cannot truly love their urban students of color as complete beings and so deny… [Direct]

Jackson, Iesha (2016). Toward a Radical Praxis for Over-Age, Under-Credited African American Students. Journal of Urban Learning, Teaching, and Research, v12 p75-87. The "over-age, under-credited" (OA/UC) student population is defined as high school students who are at least two years behind their peers in terms of age and credits earned toward a high school diploma. To date, few studies have examined the schooling of OA/UC students. The purpose of this study is to use the insights of six African American OA/UC high school students to define strategies for improving educational outcomes at their school. The specific research question explored is: What recommendations, rooted in participants' race, gender, and age, do they offer for improving the educational experiences of OA/UC students? Data analysis for this case study incorporates critical race theory, adult learning theory, and culturally relevant pedagogy as a comprehensive theoretical and analytic framework. The findings serve to provide a foundation for realizing a radical praxis that leads to substantive changes in the education of OA/UC African American high school students…. [PDF]

Viola, Michael Joseph (2016). W.E.B. Du Bois and Filipino/a American Exposure Programs to the Philippines: Race Class Analysis in an Epoch of "Global Apartheid". Race, Ethnicity and Education, v19 n3 p500-523. The article highlights the ongoing relevance of W.E.B. Du Bois for the global analysis of race and class. Engaging scholarly debates that have ensued within the educational subfields of critical race theory (CRT) and (revolutionary) critical pedagogy, the article explores how a deeper engagement with Du Bois's ideas contributes theoretically and methodologically to these two subfields. Of particular focus is Du Bois's conceptualization of a "guiding hundredth," which he forwarded as a corrective to his ideas of a "talented tenth." The article also offers a case study analysis of the film "Sounds of a New Hope," which documents a hip hop exposure program to the Philippines. The case study draws upon Du Bois's "guiding hundredth" for a twenty-first century context as a Filipino American cultural worker utilizes hip hop to articulate, analyze, and alter the lived experiences for Filipino/a Americans in a global diaspora…. [Direct]

Annamma, Subini (2016). Disrupting the Carceral State through Education Journey Mapping. International Journal of Qualitative Studies in Education (QSE), v29 n9 p1210-1230. The School-to-Prison Pipeline is an alarming trend of funneling children of color out of schools and into incarceration. Yet the focus on the Pipeline neglects the ways society is imbued with a commitment to criminalizing unwanted bodies. In this empirical article I foreground a spatial analysis, making connections to the socio-spatial dialectic, exploring the nature of the Pipeline within a carceral state, and establishing who is vulnerable to state violence. Next I frame the work through Disability Critical Race Theory and the methodological tool of Education Journey Mapping, investigating both the social and spatial processes through the dimensions of mapping. Finally I document findings, making visible the socio-spatial education trajectories of incarcerated young women of color. The purpose of this article then, is to explore the social and spatial mechanisms that funneled girls of color with disabilities into the carceral state, and ways the girls resisted the state violence…. [Direct]

Arnott, Allan; Guenther, John; McRae-Williams, Eva; Osborne, Sam (2017). Hearing the Voice of Remote Aboriginal and Torres Strait Islander Training Stakeholders Using Research Methodologies and Theoretical Frames of Reference. Race, Ethnicity and Education, v20 n2 p197-208. Researchers in remote Aboriginal and Torres Strait Islander contexts within Australia are frequently faced with the challenges of working in an intercultural space where channels of communication are garbled with interference created by the complexities of misunderstood worldviews, languages, values and expectations. A concern of many researchers in these contexts is to ensure that the voices of research participants in remote communities are not only accurately represented, but are allowed to transcend the noise of dominant paradigms, policies and practices. This article brings together the experiences of four non-indigenous researchers in the space of remote vocational education and training. The authors present two vignettes from research in the context of health, employment and education. These vignettes highlight some of the conundrums for researchers as they attempt to harmonize the aims of research with the expectations of organizations involved. The purpose of the article is… [Direct]

Hamilton, Lemondra V. (2014). Equality under the Law. Research in Higher Education Journal, v24 Aug. The purpose of this case study was to examine how Mississippi Valley State University (MVSU) implemented the negotiated ruling of the "Ayers" desegregation lawsuit and settlement to empower the institution and similarly situated historically black colleges and universities (HBCUs). The spoken and written words of three administrators of the MVSU Executive Council identified MVSU's need to increase enrollment, increase freshman retention rates and achieve student diversity. MVSU's ability to achieve student, programmatic and funding diversity after the "Ayers" settlement can be explained by the interest convergence principle of Critical Race Theory…. [PDF]

Escoffrey-Runnels, Veronica; Hayes, Cleveland; Juarez, Brenda (2014). We Were There Too: Learning from Black Male Teachers in Mississippi about Successful Teaching of Black Students. Democracy & Education, v22 n1 Article 3. Applying culturally relevant and social justice-oriented notions of teaching and learning and a critical race theory (CRT) analysis of teacher preparation in the United States, this study examines the oral life histories of two Black male teachers recognized for their successful teaching of Black students. These histories provide us with a venue for identifying thematic patterns across the two teachers' educational philosophies and pedagogical practices and for analyzing how these teachers' respective personal and professional experiences have influenced their individual and collective approaches to teaching and learning…. [Direct]

Esposito, Jennifer (2014). "Students Should Not Be Your Friends": Testimonio by a Latina on Mothering One's Own, Othermothering, and Mentoring Students in the Academy. Equity & Excellence in Education, v47 n3 p273-288. This article is an autoethnographic account of how I negotiated intersectional identities as a Latina, mother, and professor, mentoring students of color. Specifically, I examine the ways mothering shaped my relationships with the students I mentored. I engaged in "othermothering" and utilized "pedagogies of the home" by creating reciprocal relationships of caring and nurturing. Utilizing critical race theory (CRT) and testimonio, I argue that my identity as a mother of color successfully negotiating the tenure track impacted the ways in which I mentor(ed) students of color…. [Direct]

Allen, Quaylan; White-Smith, Kimberly A. (2014). "Just as Bad as Prisons": The Challenge of Dismantling the School-to-Prison Pipeline through Teacher and Community Education. Equity & Excellence in Education, v47 n4 p445-460. Drawing upon the authors' experiences working in schools as teachers, teacher educators, researchers, and community members, this study utilizes a Critical Race Theory of education in examining the school-to-prison pipeline for black male students. In doing so, the authors highlight the particular role educators play in the school-to-prison pipeline, focusing particularly on how dispositions toward black males influence educator practices. Recommendations and future directions are provided on how education preparation programs can play a critical role in the transformation of black male schooling…. [Direct]

Patel, Leigh (2015). Desiring Diversity and Backlash: White Property Rights in Higher Education. Urban Review: Issues and Ideas in Public Education, v47 n4 p657-675 Nov. In this theoretical essay, I argue that the current incidences of backlash to diversity are best understood as a dynamic of complicated, historic and intertwined desires for racial diversity and white entitlement to property. I frame this argument in the theories of critical race theory and settler colonialism, each of which provide necessary but incomplete analytic tools for understanding systemic racism and property rights. Situating universities and colleges as white settler property established on seizure contextualizes both the ways in which the desire for diversity is connected to white supremacy and leads to subsequent backlash to the presence of people of color, particularly those in positions of authority. I close with a discussion of the tension between property rights and potential cultural transformation…. [Direct]

Liou, Daniel D.; Matias, Cheryl E. (2015). Tending to the Heart of Communities of Color: Towards Critical Race Teacher Activism. Urban Education, v50 n5 p601-625 Jul. Critical Race Theory and Critical Whiteness Studies assert colorblindness flourishes when most urban teachers who are White feel emotionally uncomfortable to engage in dynamics of race in the classroom. Colorblind ideology distorts urban teaching because it presumes (a) many White teachers are missionaries trained to save and (b) urban schools are pathological deficits that need to be "saved." We propose a "community of color epistemological approach" that draws from emotional strengths found inside urban communities of color and supports the pedagogical and emotional investment needed to (a) operate critical race activism inside urban classrooms and (b) disrupt the normalcy of Whiteness in schools. We present a counterstory of how one urban teacher engaged in critical race teacher activism…. [Direct]

Basile, Vincent; Lopez, Enrique (2015). And Still I See No Changes: Enduring Views of Students of Color in Science and Mathematics Education Policy Reports. Science Education, v99 n3 p519-548 May. Federal education policy reports in science and mathematics education have treated Students of Color consistently over the past two decades, addressing the underrepresentation of minorities in science, technology, engineering, and mathematics (STEM) fields with little regard to actual issues of race and ethnicity. We examine how 17 federal education policy briefs focusing on STEM have addressed issues of equity with regard to Students of Color. We use a critical race theory lens to interpret and understand our findings. We find that the documents used broadly defined, racially essentializing terms; that discourse surrounding race fluctuated, perhaps cyclically, over time; and that arguments for inclusive STEM education were made predominantly from a one-sided economic perspective, favoring the owners and operators of STEM enterprises…. [Direct]

Moss, Lauren J.; Singh, Anneliese A. (2015). White School Counselors Becoming Racial Justice Allies to Students of Color: A Call to the Field of School Counseling. Journal of School Counseling, v13 n5. White school counselors must consider how racial identity, and whiteness as a construct, influences their work with students of color. This article addresses opportunities for White school counselors regarding how they may become allies to students of color and suggests way in which counselor educators can support the ally identity development in graduate students who are preparing to become school counselors. Intersections of racial privilege and ally identity development for White school counselors are described (Kendall, 2006; Mindrup, Spray & Lamberghini-West, 2011), and recommendations to the field of school counseling are made. Tenets of critical race theory (Ladson-Billings & Tate, 1995) and relational cultural theory (Jordan, 2010) are recommended as a theoretical framework for White school counselors' efforts…. [PDF]

William London Thompson (2023). Unmasking Barriers, Unleashing Potential: A Phenomenological Study on Academic Advisors' Implementation of Critical Support Systems for Black Male Student Athletes' Academic Success. ProQuest LLC, Ed.D. Dissertation, Drexel University. Black male student-athletes at predominantly White institutions (PWI) are funneled through Student-athlete Academic Support Services (SASS) programs where advisors primarily focus on maintaining NCAA athletic eligibility instead of degree completion, which is detrimental to their academic identity development. The purpose of this qualitative, phenomenological study was to explore the lived experiences of academic advisors within SASS programs at PWIs to understand how they perceive their role in supporting the academic identity development and degree completion of Black male student-athletes. To investigate this phenomenon, the researcher conducted semi-structured interviews, a focus group, and maintained a researcher's journal. This research was guided by one overarching central research question, with two sub-questions: (1) How do academic advisors who support Black male student-athletes as part of a Student-athlete Academic Support Services (SASS) program at predominantly White… [Direct]

Tangela L. Allen (2023). A Phenomenological Study to Explore Educators' Perceptions of Recruitment and Retention of African American Teachers in Advanced Placement Courses. ProQuest LLC, Ed.D. Dissertation, Nova Southeastern University. This dissertation was designed to provide positive perspectives regarding recruitment and retention practices in an urban school district. Recruiting and retaining African American teachers for Advanced Placement (AP) courses is a vital educational issue in the U. S. The number of African American teachers teaching AP courses was low.A phenomenological research design guided the study's investigation. The phenomenon in the investigation was the underrepresentation of African American instructors of AP courses. Zoom semi-structured interview data for 15 AP teachers were analyzed with a thematic analysis approach to answer six qualitative research questions.The theoretical framework was the Critical Race Theory suggesting all students were entitled to equal educational opportunities. Finn and Scanlan (2020) reported educational barriers of African American students concerning access, equity, and entrance in AP programs had been a problem since Jim Crow. Additionally, Johnson and Larwin… [Direct]

Daisy Ramirez (2023). Enacting Equity in the Neoliberal Community College: A Study of the Labor Expectations and Perceptions of Faculty of Color. ProQuest LLC, Ph.D. Dissertation, University of California, Los Angeles. This study expanded the understanding of the experiences and perspectives of faculty of color within the community college system. Through a qualitative research design, the study drew insights from interviews with 14 self-identified faculty of color and a review of institutional documents from a single community college. A framework that integrated institutional logics, critical race theory, and resistance theory guided data analysis. Findings revealed that while these faculty members are deeply committed to enacting equity and resonate with the open-access mission of community colleges, their efforts are often voluntary, unpaid, and occasionally overlooked by their peers and administration. The themes that emerged include the misalignment of institutional equity directives, undervalued equity-related labor, and a disparity between the college's public image and the actual experiences of faculty of color. Findings also highlighted the profound commitment of these faculty to… [Direct]

Bourke, Brian (2016). Meaning and Implications of Being Labelled a Predominantly White Institution. College and University, v91 n3 p12-18, 20-21. Institutions of higher learning are regularly identified in scholarship and conversation by their racial composition, which generally reflects a distinction between predominantly white institutions (PWIs), and minority-serving institutions (MSIs). While PWI is not an official designation for any institution in the United Stated, six categories of MSIs are classified by the Higher Education Act: Hispanic Serving Institutions (HSIs), Historically Black Colleges and Universities (HBCUs), Tribal Colleges and Universities (TCUs), Alaska Native Serving Institutions (ANSIs), Native Hawaiian Serving Institutions (NHSIs), and a general category of Minority Serving Institutions (MSIs). The purpose of this article is to critically examine the term"predominantly white institution." The premise is that what is predominant at these institutions stems from much more than simple numbers of white students as compared to numbers of students from underrepresented racial groups. Patterns of… [Direct]

Davis, Melvin, Jr. (2018). Perceptions of African American College Students in San Francisco Bay Area Community Colleges on Their Developmental Training to Participate in Civic Engagement during High School. ProQuest LLC, Ed.D. Dissertation, University of San Francisco. The democratic practice of representative government in the United States is supposed to represent and protect its citizens. Since the United States abolished legalized slavery with the 13th Amendment in 1865, individual states have made many attempts to impede the civil rights and voting rights of African American citizens. Several pieces of legislation were designed to protect citizens, such as the Civil Rights act of 1964 and the Voting Rights Act of 1965. In addition to overt legislated actions to thwart voting rights, the 26th Amendment of 1971 afforded citizens at least 18-years old the right to vote. Studies, however, have shown that the 18- to 24-year-old voting block consistently lags other cohorts in exercising the right to vote. Those studies presumed a flaw in the youths and rarely fully imagine systemic issues. The purpose of this study was to view youth voting through the lenses of critical race theory and neoliberalism to gain insights into how students from San… [Direct]

Galindo, Rene; Garrison-Wade, Dorothy F.; Matias, Cheryl E.; Tandon, Madhavi; Viesca, Kara Mitchell (2014). "What Is Critical Whiteness Doing in Our Nice Field Like Critical Race Theory?" Applying CRT and CWS to Understand the White Imaginations of White Teacher Candidates. Equity & Excellence in Education, v47 n3 p289-304. Critical Race Theory (CRT) revolutionized how we investigate race in education. Centralizing counter-stories from people of color becomes essential for decentralizing white normative discourse–a process we refer to as realities within the Black imagination. Yet, few studies examine how whites respond to centering the Black imagination, especially since their white imagination goes unrecognized. We propose utilizing Critical Whiteness Studies (CWS) to support CRT to aid in deconstructing the dimensions of white imaginations. Our findings describe how the white imagination operates inside the minds of white teacher candidates, namely through their (a) emotional disinvestment, (b) lack of critical understanding of race, (c) resurgence of white guilt, and (d) recycling of hegemonic whiteness, all of which negatively impact their role in anti-racist teaching in urban schools…. [Direct]

Woodward, Jennifer R. (2011). How Busing Burdened Blacks: Critical Race Theory and Busing for Desegregation in Nashville-Davidson County. Journal of Negro Education, v80 n1 p22-32 Win. This article uses critical race theory, court opinions, newspapers, and interviews to explain how the burden of busing for desegregation was placed upon Blacks in Nashville, Tennessee and why the agenda of the litigants in the Kelley v. Metropolitan Board of Education cases shifted over time. The deliberate pace of the initial desegregation policy, liberal transfer options, and exclusion of the suburbs from the busing plan relieved Whites of policy burdens and reduced their opposition to Nashville's desegregation policies. Thus, a convergence of interests occurred as predicted by critical race theory…. [Direct]

Barker, D. (2019). In Defence of White Privilege: Physical Education Teachers' Understandings of Their Work in Culturally Diverse Schools. Sport, Education and Society, v24 n2 p134-146. Research suggests that physical education (PE) in Western countries is not providing equitable experiences for non-white students. Responsibility for shortcomings has often been ascribed to white PE teachers. Scholars have claimed that teachers lack cultural competence and know little about how physical cultures or health are understood by the young people with whom they work. The objective of this investigation was to investigate this claim and generate an understanding of how white PE teachers in a culturally diverse high school make sense of their work with non-white students. Data with three Swedish teachers of varying experience were produced using semi-structured interviewing. A series of school visits provided a complementary line of data. Four themes emerged from the data. These related to: (1) differences between white and non-white values; (2) the knowledge and dispositions necessary for success in PE; (3) the broad purpose of PE, and; (4) the differences between boys' and… [Direct]

Harden, Yoshiko S. (2019). Stereotypes of a Black Male Misunderstood (And It's Still All Good): Exploring How African American/Black Male Students Experience and Perceive Racial Microaggressions at a Community College. ProQuest LLC, Ed.D. Dissertation, Northeastern University. The purpose of this study was to understand African American male students' experiences and perceptions of racial microaggressions at a community college. The qualitative study, through the use of in-depth interviews with six African American male identified students, sought to answer the following research questions: (1) How do African American males attending a community college perceive and interpret individual and institutional forms of racial microaggressions? (2) In what ways can perceptions and experiences of racial microaggressions be linked to retention, persistence and completion rates of African American males attending a community college? (3) What are the experiences of African American male participants with racial microaggressions within a community college with predominately White faculty and how do they make sense of these experiences with respect to their academic and social achievement? The paper concludes with recommendations for future research on Black males… [Direct]

Leander M. Singletary (2020). A Narrative Inquiry of Recently Separated African American Army Enlisted Soldier's Experiences on Racism. ProQuest LLC, Ed.D. Dissertation, Valdosta State University. The United States Army (U.S. Army) is the oldest and a leading public organization in the U.S. that has challenged racism with attempts to remove many barriers that did not allow for workforce equality and unlimited growth (Moskos & Butler, 1996). Even so, the U.S. Army struggled for years with institutional racism and issues of discrimination. Understanding how systemic racism and acts of racism affect the core of the U.S. Army organization is important in the 21st century and may assist other organizations and leaders in understanding how African Americans experience institutional racism. Many studies on racism and race issues in the U.S. Army use a quantitative lens. Furthermore, most research, books, and news articles center the research on the U.S. Army officer. That presents a gap in the understanding of how racism affects the U.S. Army as a total force. A narrative inquiry using enlisted soldiers with a Critical Race Theory framework adds to the limited research and may… [Direct]

Smith, Frederick (2018). The Politics of Ethnic Studies, Cultural Centers, and Student Activism: The Voices of Black Women at the Academic Borderlands. ProQuest LLC, Ed.D. Dissertation, Loyola Marymount University. Through employing critical narratives, this qualitative study examined the experiences of Black women who utilized their scholarship and activism to address campus climates at a predominantly Chicanx Latinx institution in Southern California. Six Black women–two faculty, two staff, and two students–participated in the study. All participants were active with Ethnic Studies (Pan-African Studies), the campus Cross Cultural Centers, and Black Student Union student organization in some capacity. Literature on the three areas focuses on the history of and ongoing struggle to exist, significance to campus life, and meaning in the lives of marginalized and minoritized communities. The study used three frameworks: Critical Pedagogy, Critical Race Theory, and Black Feminist and Black Womanist Theory to analyze the critical narratives of the women. Findings revealed Black women integrate community issues into their professional and personal lives, experience rare moments of being celebrated,… [Direct]

Ahrens, Joan Garcia (2018). The Role of Ethnic Identity Development and Self-Authorship in Enhancing the Academic Engagement and Success of Latina Students. ProQuest LLC, Ed.D. Dissertation, San Diego State University. This qualitative study explored how ethnic identity and self-authorship development have impacted the academic success and engagement of Latina students who have successfully transferred from community college to the university. The qualitative method of social science portraiture (Lawrence-Lightfoot & Davis, 1997) was used to collect, analyze, and present the data. Based on in-depth interviews, the researcher composed narrative portraits of twelve participants whose voices provided clear and compelling perspectives of the racialized P-20 educational environments in which they lived, illuminating the need for systemic change in order to create equity in access to postsecondary education. Drawing from the theoretical perspectives of Critical Race Theory (CRT), LatCrit, and community cultural wealth theory, this study offers an understanding of how practitioners can create the conditions that will foster the holistic development of minoritized student populations. Furthermore, the… [Direct]

Alston, Kendrick Ray (2018). Examining the Impact of Race in the Recruitment, Placement, and Retention of African-American Male Principals in Rural North Carolina School Districts: A Qualitative Study of the Perceptions of African-American Male Principals Serving in Rural, High-Poverty, High-Minority Elementary Schools. ProQuest LLC, Ed.D. Dissertation, North Carolina State University. This study was designed to explore the unique perspectives of African-American male principals serving in rural high-poverty, high-minority elementary schools regarding the residual effects of the North Carolina School Performance Grade Accountability Model and the perceived role that race plays in their recruitment, placement, and retention at certain schools. This study adds to the extant body of literature regarding African-American male principals by examining the issues in a rural context and at the elementary school level, areas in which there is a dearth of research. The lens of Critical Race Theory (CRT) was applied to the findings of this study to provide school boards, superintendents, and other district-level individuals who are influential in hiring decisions with valuable insight into the lived experiences of these principals. This investigation was intended to help such individuals uncover potential unconscious biases and covert hiring practices that may influence… [Direct]

Herrmann, Tracy L. (2018). The Success of African American Medical Imaging Students: A Transformative Study of Student Engagement. ProQuest LLC, Ph.D. Dissertation, University of Cincinnati. African American medical imaging students may face unique challenges due to racial differences in higher education experiences (Fries-Britt & Turner, 2001; Harper, 2007; Haysbert & Williams, 2007; Quaye, Griffin, & Museus, 2015) and racial inequities in healthcare (Lang & Bird, 2015; Molina, Kim, Berrios, & Calhoun, 2015; Ross et al., 2012) that influence their success. Student engagement–the manner in which students connect with the educational environment (Felton, Gardner, Schroeder, Lambert, & Barefoot, 2016; Kuh, et al., 2005a; Kuh, 2008; Kezar & Kinzie, 2006)–is one approach toward impacting student success. This study draws from the healthcare and education literature to examine African American student and alumni perspectives of their experiences of student engagement practices as well as to highlight their recommendations for future actions necessary to support student success. The two phases of this transformative mixed methods study design… [Direct]

Vance, Lindsay A. (2020). Chasing a Vision: Re-Imagining the Possibilities of Transformation in a Standards Based Language Arts Classroom. ProQuest LLC, Ph.D. Dissertation, The University of Toledo. This qualitative case study explores the perceptions of fifth grade students in a predominantly White school and community about race, analyzes the effects on student learning when Common Core Language Arts instruction is blended with the Teaching Tolerance Anti-Bias objectives (Southern Poverty Law Center, 2014a), and describes the tensions and issues that emerge when a standards based curriculum is taught from a Human Relations approach to multicultural education (Grant & Sleeter, 2003). This study focuses on the systematic integration of issues of race and racism within the confines of a standardized curriculum. A thematic analysis of the students' initial perceptions about race showed that the students were unsure how to define race, perceived race as a Black and White dichotomy, did not consider themselves to be racial beings, and felt uncomfortable talking about race. A thematic analysis of authentic student work exhibited learning within all four Teaching Tolerance… [Direct]

Sian, Katy Pal (2015). Spies, Surveillance and Stakeouts: Monitoring Muslim Moves in British State Schools. Race, Ethnicity and Education, v18 n2 p183-201. This article will provide a critique of the PVE initiative and its implementation within the context of primary education following the events of 9/11, the 2001 riots and 7/7. Drawing upon empirical data I will argue that the monitoring of young Muslims and "extremism" is problematic and reinforces the logics of Islamophobia through practices of governmentality. Moreover I will examine how whilst the monitoring of extremism is prioritized in many schools, training for teachers on race equality, tolerance and accepting difference is weak if not absent. This, I suggest, demonstrates a clear manifestation of contemporary hegemonic post-racial politics which increasingly silences the critique of institutional racism. Additionally this article will explore how Muslims in the sphere of education have been implicated and problematised against the backdrop of a "muscular liberalism" intent on the return of assimilationist discourses…. [Direct]

Hughes, Glyn (2013). Racial Justice, Hegemony, and Bias Incidents in U.S. Higher Education. Multicultural Perspectives, v15 n3 p126-132. Formal administrative protocols for responding to bias incidents are now the norm in higher education. In considering these developments, the author of this article poses critical questions about racial justice work on campus, identifies key features of an under-acknowledged institutional racism, and contributes to discussions about ways that diversity and social justice efforts often reproduce rather than challenge systemic inequities…. [Direct]

Henry, Elizabeth Ruth (2014). A Search for Decolonizing Place-Based Pedagogies: An Exploration of Unheard Histories in Kitsilano Vancouver, B.C. Canadian Journal of Environmental Education, v19 p18-30. This paper explores the ways that place-based pedagogies can facilitate dialogue on colonization, or some of the "dark matters" of environmental education, specifically by engaging non-Indigenous adults in decolonizing dialogues. I share findings from an action research project with Kitsilano Neighbourhood House in Vancouver, British Columbia. Working with seven adults, I facilitated a series of three workshops, in which I invited participants to learn forgotten or unheard Aboriginal, immigrant, and settler histories in their neighbourhood. Participants primarily chose to research the histories of Euro-Canadian settlers; however, they were willing to talk about colonization, decolonization, and reconciliation. I suggest integrating practices from arts-based education, indigenizing and decolonizing pedagogies, and anti-racism education to further engage learners in decolonizing their place-based learning…. [PDF]

Adelman, Madelaine; Borman, Bailey; Kosciw, Joseph G.; Nonnenmacher, Sean (2022). Gen Z GSAs: Trans-Affirming and Racially Inclusive Gender-Sexuality Alliances in Secondary Schools. Teachers College Record, v124 n8 p192-219 Aug. Background: Within the context of high school student clubs, the acronym "GSA" originally stood for "Gay-Straight Alliance." It described gay and straight youth working as allies to learn about themselves and each other's lives and to navigate and address interpersonal and institutional anti-LGBTQ school policies and practices. Today, the acronym is commonly parsed by Gen Z members as "Gender-Sexuality Alliance" to better represent the presence and needs of transgender, nonbinary, and gender-nonconforming students, and their cisgender allies. Purpose of Study: We inquire how students learn about themselves and others–partially, unevenly, and, at times, uneasily–as they incorporate socially resistant gender and race identity work within their GSA school clubs. Participants: Participants were cisgender (n = 10) and transgender and nonbinary (n = 10), racially diverse high school students in GSAs between 14 and 18 years of age. Research Design: Our… [Direct]

Derya Gok (2023). Seeds of Hope: A Just Education for Young Children through Play, Imagination, and Picture Books in Early Childhood Education: A Case Study. ProQuest LLC, Ph.D. Dissertation, The University of Wisconsin – Madison. This dissertation examines the meaning-making of children (ages 2-5) as they read and play with picture books related to social justice themes, such as identity and diversity, in a preschool and childcare center. The study goal is to investigate the analysis of children's meaning-making of picture books to understand the social world around them from the children's perspectives. In addition, I uncover children's use of interpretation tools across events to elaborate on critical thinking and social issues. Theoretically, my study sits within the larger field of research on children's imagination and picture book readings at the intersection of play theories, social justice theories, and sociocultural theories of literacy. I use those theories to help me locate a school that supports play and picture book reading with imagination skills. I found a university-based preschool (ages 2-5 years) in Madison, Wisconsin, explicitly following a play-based curriculum and anti-biased education… [Direct]

Annamma, Subini Ancy (2015). Whiteness as Property: Innocence and Ability in Teacher Education. Urban Review: Issues and Ideas in Public Education, v47 n2 p293-316 Jun. In this article, I empirically examined the dispositions of teachers in juvenile justice surrounding young women of color with disabilities to inform what improvements can be made in teacher education. I utilized Critical Race Theory (CRT) and focused on the tenet of whiteness as property as a lens to provide a robust racial analysis of the dispositions of teachers. Findings indicated that instead of a status that elicited support, ability became another thing to surveil, perpetuating a commitment to whiteness as property. An implication that arose directly from these findings was that teachers need training in understanding theories of race, racism, and inequities that recognize the historical legacy of whiteness as property. This training could lead to a change in teacher dispositions and practices that may disrupt the School to Prison Pipeline…. [Direct]

La Quirshia Fennell (2024). Culture and Community: The Importance of Black Spaces in Community Colleges. ProQuest LLC, Ph.D. Dissertation, The Claremont Graduate University. At present, California community colleges serve a large proportion of Black students, but these students are not adequately supported to reach their educational goals (The Campaign for College Opportunity, 2019; National Student Clearinghouse Research Center, 2022; Cross & Carman, 2022 Simpson, J., & Bista, K., 2021). Extensive research documents the importance of culturally engaging campuses and student sense of belonging to academic success (Museus, 2014; Museus et al., 2017; Harper et al., 2009; Strayhorn et al., 2010; Sanders, 2016; Tichavakunda, 2020). A puzzle remains in understanding why these aspects of campus support may be falling short for Black students. I hypothesize that Black Identity Development is a crucial mediator in authentically engaging and supporting students to reach their educational goals. My research aims to explore on how elements of the Culturally Engaging Campus Environment Model (Museus et., 2017) support Cross' (1994) Black student identity… [Direct]

Holliday, Carolyn Gadsden (2019). Examining Novice Educators' Use of Culturally Relevant Teaching Practices with Low SES Students of Color: A Case Study. ProQuest LLC, Ph.D. Dissertation, Northcentral University. An achievement gap exists in the United States between children of color and their White peers. This gap is most prevalent in the content discipline of literacy, as literacy achievement affects student success in other content areas. To address this problem, educational researchers have identified a conceptual framework and culturally relevant pedagogy, providing educators with strategies for integrating students' cultural experiences, understandings, and beliefs. This pedagogy will encourage student success and foster cultural competence. The tenets of culturally relevant pedagogy pertain to the impact of racism in the educational system. This qualitative study was an examination of novice teachers' use of culturally relevant pedagogy to address the needs of students of color. Using a narrative inquiry structure, the investigator collected data from seven new teachers through interviews using semi structured, open-ended questions and constructed response journal entries. Using… [Direct]

Pour-Khorshid, Farima (2016). H.E.L.L.A.: Collective "Testimonio" That Speak to the Healing, Empowerment, Love, Liberation, and Action Embodied by Social Justice Educators of Color. Association of Mexican American Educators Journal, v10 n2 p16-32. This author utilizes collective "testimonio" (S√°nchez, 2009) as a process for "homemade theory" making or what Anzald√∫a and Keating (2000) called "conocimientos." This collective "testimonio" brings together the stories and experiences of three educators of color within a California grassroots social justice critical study group created exclusively for people of color. In a profession dominated by more than 80% White teachers (Goldring, Gray, & Bitterman, 2013), these teachers of color share stories of resiliency and the community cultural wealth (Yosso, 2005) they possess and have utilized to thrive within an oppressive education system. Applying Critical Race Theory's tenet of counternarrative, their individual and collective "testimonio" speak back to the dominant discourses about people of color as being deficient and lacking dominant cultural capital (Bourdieu, 1986) and instead, highlights how internalized and… [Direct]

Boyer, Patricia G., Ed.; Davis, Dannielle Joy, Ed. (2013). Social Justice Issues and Racism in the College Classroom: Perspectives from Different Voices. International Perspectives on Higher Education Research. Volume 8. International Perspectives on Higher Education Research The focus of "Social Justice Issues and Racism in the College Classroom" is faculty and students of color at postsecondary institutions and the racial challenges they encounter in college classrooms. To achieve this aim, the book highlights the voices of various racial/ethnic groups of faculty and students, including international scholars. Additionally, the book will inform and bring attention to non-minority faculty and students of social justice issues related to race in the classroom and offer suggestions on how to be supportive of people of color. Several frameworks are utilized in this book to assist readers in better understanding ideas, concepts, and practices. Specifically, a social justice framework, critical race theory, and White privilege are used to better explore the featured topics. Both quantitative and qualitative (e.g., auto-ethnographic, interviews, etc.) data are utilized throughout the book to give voice to the authors. Questions posed for this edited… [Direct]

Desmore, Keiana L. (2018). Culture as an Influence of Academic Achievement for Afro-Caribbean Student Immigrants. ProQuest LLC, Ed.D. Dissertation, Florida Gulf Coast University. In this study, an investigation of the educational experiences of Afro-Caribbean student immigrants who were academically successful in the United States at the higher education level was conducted. Although immigrants of African descent experienced barriers such as immigrant status and racial minority status which led to a double disadvantage in educational institutions, this group was more likely to persist and achieve academic excellence. For this study, academic excellence is defined by achieving near completion (junior level) or completion of a bachelor's degree or higher. The methodology utilized was qualitative in nature, and included an ethnographic case study. The purpose of this study was to understand the cultural influences motivating Afro-Caribbean student immigrants to work towards, and complete, a higher education degree. The data for this study were collected through in-person interviews, an online survey, and a focus group meeting of Afro-Caribbean student immigrants… [Direct]

Gallagher, Eamonn (2007). Racism and Citizenship Education in Northern Ireland. Irish Educational Studies, v26 n3 p253-269 Sep. Racist attitudes towards, and attacks on, the minority ethnic populations in Northern Ireland (NI) have increased dramatically over the last number of years. Despite the increased media attention regarding racist attacks, the fallacy that racism is not a major problem in NI is an enduring one. However, there is a growing recognition that minority ethnic communities experience a diverse range of racial harassment. Education is a mode promoted by national and European governments as the vehicle in which anti-racism programmes can be delivered. This article suggests the impending introduction of a statutory citizenship education (CE) component to the revised NI curriculum from September 2007 can play an important role in tackling the high levels of racism being experienced by the minority ethnic population in NI. (Contains 2 figures.)… [Direct]

Cain, Ruby (2012). Courageous Learning about Race, Self, Community, and Social Action. Adult Learning, v23 n4 p201-205 Nov. Three of the most emotionally charged terms in this era are \race,\ \racism,\ and \White privilege.\ Definitions for these terms vary by individual experiences, beliefs, opinions, and perceptions. K-20 students are rarely exposed to a detailed coverage and critical analysis of the part of U.S. history that includes genocide, territorial acquisition, and displacement of Native Americans; differing immigration policies and quotas by ethnicity; and involuntary enslavement of and brutality toward Africans. It is not enough for curriculum content to address one or more of these issues. The cultural heritage not consistent with the majority cultural lens is essential in the understanding of the multidimensional aspects of cultural groups. Racism is a process, condition, and relationship that \violates its victims physically, socially, spiritually, materially, and psychologically.\ The facets that come under attack are those that define culture. The damage from racism is entrenched in the… [Direct]

Espino, Michelle M. (2016). "Get an Education in Case He Leaves You": "Consejos" for Mexican American Women PhDs. Harvard Educational Review, v86 n2 p183-205 Sum. In this study, Michelle M. Espino uncovers the ways in which twenty-five Mexican American women PhDs made meaning of conflicting messages about the purpose of higher education as they navigated within and through educational structures and shifting familial expectations. Participants received "consejos", or nurturing advice, from parents and extended family members that simultaneously promoted educational attainment and raced-gendered heteronormativity as a means of survival within and resistance against cultural and societal constraints. Lessons learned from conflicting "consejos" later informed how the participants resisted racism and sexism they encountered in their professional careers. Reflecting a Chicana feminist perspective, the findings illustrate the various social, psychological, and cultural locations that participants (re)crossed in conceptualizing Mexican American womanhood in the United States. This study offers an opportunity to explore and… [Direct]

Kabongwe Gwebu (2023). Unveiling the Racism Within: Black Chief Diversity Officers' Experiences with Race and Racism at Predominantly White Institutions. ProQuest LLC, Ph.D. Dissertation, Iowa State University. Institutions of higher education continue to grapple with how to most effectively meet their diversity, equity, and inclusion (DEI) priorities. Colleges and universities have turned to Chief Diversity Officer (CDO) as the institutional leaders to champion to provide leadership for creating more diverse, equitable and inclusive experiences and outcomes for their campus constituents. However, little is known about the inclusion and equity that CDOs experience within their roles. This study aims to expand the literature on Chief Diversity Officers (CDOs)in higher education (see for example, Nixon, 2017; Williams & Wade-Golden, 2013). This study seeks to contribute to the CDO literature by providing insights into what is known about Black CDOs' experiences at PWI, and how their racial identities shape those experiences. I argue that Black CDOs' experiences are shaped by racism. To build on the existing literature on CDOs, I investigated how Black CDOs' describe their experiences at… [Direct]

Patrick H. Jones II (2023). The Blueprint for Black Leadership: A Phenomenological Study of the Effective Development of Black K-12 Leadership. ProQuest LLC, Ed.D. Dissertation, Marian University. The purpose of this qualitative study is to examine how principal supervisors who identify as Black develop Black principals in K-12 settings. The approaches generally include leadership activities, philosophies, and mentoring. This study will use a phenomenological approach, focusing on the lived experience of Black principal supervisors in developing Black principals. Participants will be 10-15 Black principal supervisors who (a) self-identify as Black; (b) are senior leaders; (c) manage a Black school leader in some capacity; and (d) manage more than one principal. The researcher will use existing networks such as Surge Academy (Surge), Education Leaders of Color (EdLoC), and the National Charter Collaborative (NCC) to identify and contact potential participants. Participants will need to sign an informed-consent form. Data collection will involve one-on-one semi-structured virtual interviews with five to eight focus questions. Zoom teleconferencing will be used to interview and… [Direct]

Nesmith, Kecia Tomasa Crawford (2023). Legitimizing and Validating the Lived Leadership Experiences of Women of Color K-12 Educational Leaders in Predominantly White Public School Systems. ProQuest LLC, D.Ed. Dissertation, University of Delaware. This Educational Leadership Portfolio is documentation of my efforts to better understand the perspectives and racialized and gendered lived leadership experiences of Women of Color K-12 educational leaders who work in predominantly White public school systems within a county in a mid-Atlantic state. The problem addressed is that there is too little understanding of the lived leadership experiences of Women of Color K-12 educational leaders. The improvement goals were to know and describe the perspectives of Women of Color K-12 educational leaders and amplify their voices as they report on their lived leadership experiences; and raise awareness of the systemic, structural, and institutional inequities that affect their lived leadership experiences and elevate the need for school system leaders to make better-informed decisions that facilitate the dismantling of systems of oppression in order to create better conditions for them. Using interpretive hermeneutical phenomenology… [Direct]

Castagno, Angelina E. (2012). \They Prepared Me to Be a Teacher, but Not a Culturally Responsive Navajo Teacher for Navajo Kids\: A Tribal Critical Race Theory Analysis of an Indigenous Teacher Preparation Program. Journal of American Indian Education, v51 n1 p3-26. This article argues that federally-funded Indigenous teacher preparation programs housed at mainstream, predominantly White universities can be colonial and thus require significant focused work in order to ensure that they are not. The article has three interrelated objectives: first, to discuss efforts to prepare Indigenous teachers for Indigenous schools within predominantly White university teacher preparation programs; second, to examine whether these programs continue the legacy of colonization and assimilation, or advance tribal nations' goals of sovereignty and self-determination; and third, to extend the theoretical capacities of critical race theory and tribal critical race theory by using their analytic tools to make sense of particular efforts in Indigenous education. The preparation of culturally responsive Indigenous teachers for schools serving Indigenous youth is clearly needed, but this is difficult work given the larger context of imperialism, White supremacy, and… [Direct]

Pollack, Terry M.; Zirkel, Sabrina (2013). Negotiating the Contested Terrain of Equity-Focused Change Efforts in Schools: Critical Race Theory as a Leadership Framework for Creating More Equitable Schools. Urban Review: Issues and Ideas in Public Education, v45 n3 p290-310 Sep. Educational leaders attempting to enact equity-focused change in their schools are frequently met with fierce opposition by politically powerful parents whose children are well served by the status quo. The purpose of this conceptual article is to: (a) explore the utility of "Critical Race Theory" as a framework for helping K-12 school leaders anticipate and make sense of resistance to change efforts aimed at creating greater educational equity for underserved students, and (b) suggest ways that school leaders can more effectively engage in equity reforms in their schools. To do this, we examine a highly contested public debate over a recent equity-focused change effort at Berkeley High School (BHS)–a large, racially and socioeconomically diverse public school in Northern California. Using the events at BHS as an example, we argue that change efforts could be undertaken more effectively by: (a) identifying and addressing the underlying property interests up front, (b)… [Direct]

Pinn, Justin Michael Shawn (2022). Learning from the Roses That Grew from Concrete: An Afterschool Program Evaluation for Wakanda Afterschool. ProQuest LLC, Ed.D. Dissertation, Barry University. As low-income youth of color seek to persevere and succeed against the odds, afterschool programs have become a growing resource and support for many of these low-income youth and their families. However, the body of research concerning the impact of afterschool programs is largely inconclusive and there is still a growing urgency to determine the impact of afterschool programs on the populations they serve. The purpose of this study was to elevate and listen to the voices and stories of low-income youth of color as critical researchers using Youth Participatory Action Research (YPAR) to conduct a qualitative evaluation regarding the impact of a community-based afterschool program on low-income youth of color as they aspired towards success in academics and life. Informed by YPAR, this study utilized two theories to guide this study's theoretical framework. The first theory was social constructivist theory given its alignment to the nature of afterschool programs. The second was… [Direct]

Chavez, Marlene (2018). Examining the Experiences of Latinx STEM Baccalaureates. ProQuest LLC, Ed.D. Dissertation, Loyola University Chicago. Examining the Experiences of Latinx STEM Baccalaureates is a qualitative research study of Latinx who graduated with a bachelor's degree in an area of Science, Technology, Engineering, and Math (STEM). The purpose of this dissertation was to learn about the experiences of Latinx who have attained a STEM degree at a four-year university. This study holds implications for educational institutions, policymakers, and educational researchers that serve Latinx populations. More importantly, this dissertation will share the voices and knowledge of Latinx that have attained STEM. This dissertation examined the following questions: What are the undergraduate educational experiences of Latinx students who major in STEM? What factors impact Latinx students' decision to pursue STEM degrees? What factors drive Latinx students' persistence in STEM? How do various forms of capital, specifically those identified in Yosso's (2005) theory of Community Cultural Wealth, impact Latinx STEM undergraduates… [Direct]

Minikel-Lacocque, Julie (2015). "You See the Whole Tree, Not Just the Stump:" Religious Fundamentalism, Capital and Public Schooling. Curriculum Inquiry, v45 n2 p176-197. This article draws on data from a larger collective case study which focused on the transition to college for Latino/a students at a prestigious, public, predominantly White institution. Here, I focus on one student and analyze interview and field note data to examine this transition for Jasmine, a fundamentalist Christian who identifies as a Mexican-American. Specifically, I apply the notion of familial capital (Yosso, 2005, 2006), which is based on critical race theory, to Jasmine's case. Through an examination of the ways in which her fundamentalist background and her Liberal Arts College education interact, I discuss implications for the use of familial capital and call for further study of fundamentalism and public education as well as for a nuanced expansion of concept of "multiculturalism."… [Direct]

Hoffman, Adria R. (2015). "Blessed": Musical Talent, Smartness, & Figured Identities. Equity & Excellence in Education, v48 n4 p606-620. The purpose of this study is to explore smartness and talent as social constructs. Drawing on Holland et al.'s (1998) figured identities, this article explores the figuring of abilities by elucidating the voices of African American high school chorus students. Critical Race Theory (CRT) helps to unpack normalized language and practices that comprise intelligence, talent, and identity construction. The student participants in this study contrasted high school experiences in which they constructed musical and academic identities, describing how smart or talented they were relative to significant others around them. Findings suggest that constructions of musical talent and smartness socially positioned students along race, gender, and class lines. Interpretations of talent and intelligence may impact the curricular options made available to students, their academic identity construction, musical identity construction, and inequitable school practices…. [Direct]

Kraehe, Amelia M. (2015). Sounds of Silence: Race and Emergent Counter-Narratives of Art Teacher Identity. Studies in Art Education: A Journal of Issues and Research in Art Education, v56 n3 p199-213 Spr. This article presents case studies of two Black preservice art teachers and their racialized experiences in art teacher education. Drawing from a critical race theory perspective, their stories are conceptualized as emergent counternarratives of becoming an art teacher. The case studies are based on interviews from an ethnographic investigation of teacher identity at a predominantly White university's art education program. The counter-narratives that emerged chronicle racial microaggressions that participants negotiated as each fashioned an art teacher identity. At a systemic level, the testimonies shed light on the invidious effects of race avoidance in art teacher preparation and art teacher research. The conclusion discusses future directions and implications for making art teacher education programs more inclusive and safe for students of color, while also supporting greater race consciousness among all teachers…. [Direct]

Annamma, Subini Ancy (2015). Whiteness as Property: Innocence and Ability in Teacher Education. Urban Review: Issues and Ideas in Public Education, v47 n2 p293-316 Jun. In this article, I empirically examined the dispositions of teachers in juvenile justice surrounding young women of color with disabilities to inform what improvements can be made in teacher education. I utilized Critical Race Theory (CRT) and focused on the tenet of whiteness as property as a lens to provide a robust racial analysis of the dispositions of teachers. Findings indicated that instead of a status that elicited support, ability became another thing to surveil, perpetuating a commitment to whiteness as property. An implication that arose directly from these findings was that teachers need training in understanding theories of race, racism, and inequities that recognize the historical legacy of whiteness as property. This training could lead to a change in teacher dispositions and practices that may disrupt the School to Prison Pipeline…. [Direct]

Sean P. Freeland (2022). Learning Mathematics While Black in Rural Appalachia: Black Students' Counterstories and Freedom Dreams about Mathematics Education. ProQuest LLC, Ph.D. Dissertation, West Virginia University. This dissertation aims to illuminate and uncover the experiences of Black students' learning mathematics in rural Appalachia and specifically West Virginia. The focal theory for this study is Critical Race Theory (CRT) which centers the experience of Black students and their voices. The intersection of race, mathematics education, and the context of rural Appalachia contribute to the analysis of these experiences in specific ways. Participants for this study included six Black high school students from various communities throughout West Virginia. Through interviews and mathematical autobiographies, these students shared their experiences learning mathematics across their schooling experiences and also considering their desires for an ideal mathematics education. The dissertation is presented in the form of three manuscripts. The first manuscript explores these students' mathematics identities and socialization in this context. I attend to the micro-, meso-, and macro-level… [Direct]

Schwitzman-Gerst, Tara (2022). "We Still Miss Some of Them": A Discrit Analysis of the Role of Two 4-Year Hispanic Serving Institutions in Racially Diversifying the K-12 Teaching Force. Teachers College Record, v124 n7 p82-104 Jul. Background/Context: Although some research has been conducted on the experiences of preservice teachers of color who attend Minority Serving Institutions (MSIs), little cross-institutional, qualitative research–disaggregated by type of MSI– exists on the potential of MSIs to prepare and graduate teachers of color. This article examines how teacher preparation programs and professors at two 4-year public Hispanic Serving Institutions (HSIs)–a type of MSI–respond to two barriers to the profession for Hispanic and Black students: state licensure exams and being underserved in their K-12 education. Focus of Study: At both institutions, white students were overrepresented, and Hispanic and Black students were underrepresented, in the population of students admitted to a teacher preparation program. Through a conceptual framework of "servingness" and an intersectional theoretical framework, disability critical race theory (DisCrit), I sought to center the voices of students… [Direct]

Annamma, Subini Ancy; Cabral, Brian; Harvey, Brianna; Le, Annie; Morgan, Jamelia; Wilmot, Jennifer M. (2022). Solidarity Incarcerated: Building Authentic Relationships with Girls of Color in Youth Prisons. Teachers College Record, v124 n7 p174-200 Jul. Context: Prison education has often been ignored in discussions of public education. When it has been included, Girls of Color are often eclipsed by larger populations of Boys of Color. Yet the routes disabled Girls of Color take to prisons are different from those of their male peers; Girls of Color become incarcerated for low-level offenses and often end up back in prison due to probation violations, meaning they have been punished more severely for original crimes. Although prison education has offered educational opportunities, such as the chance to get a diploma or GED, most of it has been found to be remedial and irrelevant to the lives of incarcerated disabled Girls of Color. Focus of Study: In this article, we unraveled the complexities and nuances of solidarity within prison education classrooms with disabled Girls of Color. Using a disability critical race theory (DisCrit) Solidarity lens while analyzing a sociocritical literacy course, the empirical research question was:… [Direct]

Braun, Derek C.; Clark, M. Diane; Gormally, Cara (2017). The Deaf Mentoring Survey: A Community Cultural Wealth Framework for Measuring Mentoring Effectiveness with Underrepresented Students. CBE – Life Sciences Education, v16 n1 Article 10 Mar. Disabled individuals, women, and individuals from cultural/ethnic minorities continue to be underrepresented in science, technology, engineering, and mathematics (STEM). Research has shown that mentoring improves retention for underrepresented individuals. However, existing mentoring surveys were developed to assess the majority population, not underrepresented individuals. We describe the development of a next-generation mentoring survey built upon capital theory and critical race theory. It emphasizes community cultural wealth, thought to be instrumental to the success of individuals from minority communities. Our survey targets relationships between deaf mentees and their research mentors and includes Deaf community cultural wealth. From our results, we identified four segregating factors: Being a Scientist, which incorporated the traditional capitals; Deaf Community Capital; Asking for Accommodations; and Communication Access. Being a Scientist scores did not vary among the… [Direct]

Sung, Kenzo K. (2017). "Accentuate the Positive; Eliminate the Negative": Hegemonic Interest Convergence, Racialization of Latino Poverty, and the 1968 Bilingual Education Act. Peabody Journal of Education, v92 n3 p302-321. Derrick Bell's interest convergence thesis is a seminal framework to analyze social change within critical race theory. While interest convergence's influence has grown, two foundational questions have been raised: do interest groups act rationally; does interest convergence also offer a change prescription or only an explanation of prior events. By revisiting Bell's early influences, via the concept of hegemony, the article intervenes in these two formative debates by offering a reimagined analytic framing that I term "hegemonic interest convergence." The article then applies this concept to analyze how broader political economic shifts shaped the struggles within which the 1968 Bilingual Education Act arose. I demonstrate that support for bilingual education stemmed from a seeming interest convergence among policymakers and Latino activists based on economic, rather than cultural, concerns regarding poor urbanizing Latino communities. In doing so, policymakers promoted… [Direct]

Luster, Shatomi N. (2017). Minorities in Higher Education: Their Status and Disparities in Student and Faculty Representation. ProQuest LLC, Ph.D. Dissertation, University of Missouri – Columbia. This manuscript is a qualitative design, which studied diversity disparity in high education that relates to faculty and the student body. The setting dwells within the University of Missouri system, more specifically, this study concentrates on two campuses; the University of Missouri-Columbia and University of Missouri-Kansas City. The research identified the attributes of an effective change agent leader, policy and the impact it has on culture and organizational settings, and understandings of the importance of organizational value in relation to diversity and gender identification. The conceptual frameworks that guided this study were cultural competency, critical race theory, and transformational leadership (Cross, 1989; Gooden & Norman-Major; Northouse, 2013). The reoccurring research themes were: policy, leadership, and core organizational values. The conclusions suggested from this inquiry are transformational leaders should embrace and encourage differences and show… [Direct]

Watson, Wanda (2017). Educating in a "Regressive Era": Exploring the Race-Full Ideological Standpoint of Black Women Teachers. Urban Review: Issues and Ideas in Public Education, v49 n2 p217-238 Jun. The purpose of this 2-year phenomenological study was to build on the legacy of Black women educators before and after "Brown v. Board of Education" and examine the ideological standpoint of early career Black women educators from the millennial generation. Semi-structured interviews were conducted with three Black women educators teaching in New York City public schools serving predominantly Black and Latinx students in order to explore how they conceptualize their sociopolitical context and implications for their teaching. Critical Race Theory and ideological clarity are used as conceptual tools to reveal contradictions informing the educational context for Black and Brown teachers and youth. Two of these contradictions are that: (1) Many liberals and conservatives tout that we have moved towards a progressive post-racial era, when in fact, this time period is characterized by heightened surveillance and criminalization of Black and Brown youth, and (2) Generally,… [Direct]

Coles-Ritchie, Marilee; Smith, Robin Renee (2017). Taking the Risk to Engage in Race Talk: Professional Development in Elementary Schools. International Journal of Inclusive Education, v21 n2 p172-186. Developing public education where every child has the right to learn requires that teachers pay attention to and engage in race talk–open discussion about race, social construction of race, and racism. While it is clear that children engage and reflect critically about these aspects of race even at a young age, teachers rarely engage in race talk with them. In this study, an African-American preservice teacher and a White teacher educator explore how African-American, Polynesian, and White in-service teachers, participating in "Courageous Conversations" professional development, address or avoid race talk in their elementary schools through the lens of Critical Race Theory (CRT) and what risks they take when they do. Findings, through in-depth, semi-structured interviews, demonstrate that (1) racism was observed and/or experienced by all teachers in elementary schools; (2) lived racial experiences impacted teachers' approach to conversations about race; (3) creating an… [Direct]

Yvette Marion Powe (2019). Impact of Proprietary Postsecondary Leadership's Mental Model on the Psychosocial Outcomes of Adult Student Populations: An Autoethnographic Study. ProQuest LLC, Ph.D. Dissertation, California Institute of Integral Studies. This dissertation examines my experience as a Student Services Advisor and Coordinator at a proprietary postsecondary educational institution. I chose to examine the field of proprietary postsecondary education. The proprietary postsecondary education industry maintains a contradiction that is empowered by the respectability for delivering vocational education for the benefit of low-income and disadvantaged adults. The industry unduly profits from minimum government regulations of its over-priced programs and oppressive operational practices (APSCU, 2012; Durrance, Maggio, & Smith, 2010). By utilizing the autoethnographic methodology, I depict the behavior and decision-making process of educational leaders through my personal perspective. I discuss the immediate impact that the leadership's decision-making and actions had on the student body. I consider dimensions of race, gender, self-esteem, economics, and decision-making as they relate to leadership and students' behavior…. [Direct]

Chapman, Thandeka K.; Epps, Edgar; Lamborn, Susie D. (2010). Educational Strategies for Children of Milwaukee: A Critical Race Theory Analysis. Multicultural Learning and Teaching, v5 n2 p4-27 Sep. The educational dilemmas faced in Milwaukee are mirrored in other large, urban cities across the country. Thus, Milwaukee presents an example that reflects a national crisis in addressing race and education. This article examines educational options for Milwaukee students through the lens of Critical Race Theory…. [Direct]

Tyler, Ayana D. (2019). "I'm Not Your Mammy": Unearthing the Racially Gendered Experiences of Undergraduate Black Women Resident Assistants at Predominantly White Institutions. ProQuest LLC, Ph.D. Dissertation, Temple University. This critical qualitative research study describes and explores undergraduate Black women Resident Assistant (RA) experiences in the context of Predominantly White Institutions (PWI). While serving in the capacities of both student and student affairs professional, this study explored how women navigate the responsibilities of their role and the intersections of race and gender. Given the influx of campus hate crimes motivated by race across the United States, and to ensure the success and support of Black women students serving in these roles, it is imperative that we understand their racially gendered experiences within predominantly White contexts. Phenomenological research methods and a series of semi-structured interviews were used to examine the lived experiences of nineteen Black undergraduate women. Critical Race Theory, Black Feminist Thought, and Intersectionality were used as frameworks to examine how participants navigate their social identities and associated experiences… [Direct]

Johnson, Alicia (2019). From Reduction to Empowerment: A Second Look at Access to World Language Education for the African American Student. ProQuest LLC, Ph.D. Dissertation, The University of Wisconsin – Milwaukee. College readiness policies dictate the number of credits of world language study a student ought to obtain by the time he/she graduates from high school (Barnes, Slate, & Rojas-LeBouef, 2010). However, traditional schooling practices camouflaged by "neutral" education policies limit African American students' access to quality curricular and instructional discourses (Apple, 1999; Gillborn, 2014; Lopez, 2003). Limited access to enriching educational goods and resources, world language instruction in particular, causes them to question their self-worth and academic identities, decreases their classroom engagement and motivation to learn, and impacts their secondary and post-secondary learning outcomes (Fernandez, 2002; Pringle, Lyons, & Booker, 2010; Saffold & Longwell-Grice, 2008; Weinstein, Gregory, & Strambler, 2004). Therefore, this study used critical race theory to examine the high school world language experiences of 17 African American undergraduate… [Direct]

Hadgraft, Amanda (2019). The Impact of Sate Equity Standards on Leaders' Espoused Beliefs about Social Justice. ProQuest LLC, Ph.D. Dissertation, Old Dominion University. School leaders are tasked with greater responsibilities than ever before. Today's school leaders are expected to act as social justice leaders, ensuring all students have an equitable environment to learn in. State departments of education hold leaders accountable by comparing standardized test scores of students in majority and minority groups. The problem is these assessments measure the outcome of learning, but fail to measure the environments learning occurs in. The purpose of this study was to understand, within the context of the accountability climate, school leaders' espoused beliefs about social justice, and the practices they employ to those ends. Using the dual lenses of epistemic injustice and critical race theory, in this qualitative research study, I sought to understand the complex bidirectional and reciprocal relationship between the accountability climate and school leaders' espoused beliefs and practices regarding social justice. After conducting my study with seven… [Direct]

Gonzalez, Rene (2019). Graduate Students of Color: The Impact of Mentoring at Predominantly White Institutions. ProQuest LLC, Ph.D. Dissertation, Colorado State University. Despite the increasing diversity of the US population, particularly of Latinx residents, the lack of resources and the underrepresentation of graduate students of color (GSC) are lingering issues in higher education. This dissertation discusses the impact of mentoring at predominantly white institutions (PWIs) for GSC. With Critical Race Theory (CRT) as my lens, I expand on mentoring, mentorship services, counter-storytelling, critical social factors and a historical context of higher education in order to both illustrate the problem and offer specific solutions to the systemic barriers that GSC face every day on college campuses. By leveraging the narrative side of CRT, this study provided the opportunity for additional GSC by creating a qualitative/quantitative survey designed to capture perceptions and experiences at other PWIs. These stories identify a trend or need for appropriate services in a system where GSC are attempting to navigate. The results offer specific… [Direct]

Wright, Mellissa Kay (2019). Mentorship Matters: The Role of Mentorship in Social Capital Building and Student Achievement Outcomes. ProQuest LLC, Ph.D. Dissertation, Michigan State University. A number of qualitative studies examining student achievement outcomes in higher education show that access to social capital is an important predictor of student success. Critical Race Theory (CRT), and other qualitative studies, examining student outcomes have operationalized social capital in terms of access to information. Most of these qualitative studies found that a student's social class and race mediated their access to quality mentors who could provide access to critical social capital. In this study, data from the longitudinal ADD Health Study was used in order to test the generalizability of findings in the CRT and qualitative literature. Logistic regressions using odds ratios were used to examine the relationship between individual characteristics found to be at risk of early attrition in higher education and types of mentors identified by the respondents. Logistic regressions using odds ratios were also used to determine if there were any relationship between individual… [Direct]

Azzarito, Laura (2019). 'Look to the Bottom': Re-Writing the Body Curriculum through Storylines. Sport, Education and Society, v24 n6 p638-650. Several critical scholars recently have debunked the media's proclamation that with Obama's presidency, the United States has entered a post-racial era, with the media thus fabricating an image of a 'race neutral' American society (McCarthy, C. (2013). The problem with origins. Race and the contrapuntal nature of the education experience. In H. A. Giroux & P. Shannon (Eds.), "Education and cultural studies" (pp. 104-153). New York, NY; Zirkel, S., & Johnson, T. (2016). Mirror, mirror on the wall: A critical examination of the conceptualization of the study of Black racial identity in education. "Educational Researcher," 45(5), 301-311). In this paper, first, I suggest that today's pedagogical conditions within schools built upon 'deficit thinking' (Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. "Race Ethnicity and Education," 8(1), 69-91) need to be critically considered as a source… [Direct]

Tanksley, Tiera Chante (2019). Race, Education and #BlackLivesMatter: How Social Media Activism Shapes the Educational Experiences of Black College-Age Women. ProQuest LLC, Ph.D. Dissertation, University of California, Los Angeles. The #BlackLivesMatter movement, which rose to prominence following the state-sanctioned murders of several unarmed Black Americans, shed light on the power of social media to serve as a platform for transformative resistance, counter-storytelling, and civic engagement for marginalized youth. With some of the highest rates of social media use to date, it is not altogether surprising that Black college-age youth, particularly young Black women, were the primary curators of the politicized social media storm that captured the nation's attention and spurred a viral hashtag into a historical movement. While Black women's persistent use of social media to enact resistance in their schools, in their communities and in popular media is indicative of its importance in their socio-academic experiences, there remains a substantial dearth in educational scholarship examining the nexus of race, gender and resistance as it relates to the digital realm. By drawing upon critical race theory in… [Direct]

Gardner, Tasha (2019). Student Voices: The Engagement Black Students Wish for with Black Faculty at a Predominantly White Institution. ProQuest LLC, Ed.D. Dissertation, Northeastern University. Black students at predominantly white institutions (PWIs) do not interact with Black faculty, which can impact their engagement with the university. The purpose of this research was to understand the experience that Black students have at a PWI due to the presence or lack of presence of Black faculty and how that impacts their engagement and retention at the university. This issue matters because Black students are not retained and do not graduate at the same rates as White students. If Black students are not engaged, they will continue to leave; however, resolution of this issue may result in improved student satisfaction and increased retention. The research question explored in this study centered on how Black students at a PWI perceive their experiences with Black faculty. Critical race theory (CRT) was used with an interpretative phenomenological analysis methodology. Six Black students were interviewed individually and then participated in a focus-group discussion. The… [Direct]

Payne, Macheo (2010). Educational Lynching: Critical Race Theory and the Suspension of Black Boys. Online Submission Looking at the disproportionate suspension of African American, Black male students through the lens of critical race theory, this presents arguments from a CRT how the disproportionate suspension of Black male students is rooted in white supremacy and racist policy in the United States. Local recommendations are offered for Oakland Unified School District to address this problem systemically…. [PDF]