Orelus, Pierre Wilbert (2013). The Institutional Cost of Being a Professor of Color: Unveiling Micro-Aggression, Racial [In]visibility, and Racial Profiling through the Lens of Critical Race Theory. Current Issues in Education, v16 n2 Aug. Drawing on critical race theory, auto-ethnography, and resistant narratives, this article examines systemic forms of oppression that professors of color teaching at predominantly white institutions have been facing. The author incorporates in his analysis his experience as a faculty of color battling multiple forms of micro-aggression (Solorzano, 1998). He situates his professional and lived experiences with institutional racism in a larger educational and political context and goes on to analyze the ways and the degree to which this form of racism has affected other professors of color…. [Direct]

Marchese, Stephanie Jo (2017). The Politics of "Crazy-Making" and Control: A Reform Teacher's Perspective. Penn GSE Perspectives on Urban Education, v13 n2 Win 2016-2017. As a young educator, Stephanie Jo Marchese was initially emboldened by hope and naivety. However, trying to balance the resistance to her body politics and the rules of engagement forced upon her in schools set the stage for an inevitable collision. She faced the devastating reality that a Queer-White-Radical-Feminist-Survivor-Teacher heralding liberation learning was not a valued commodity in schools. Nonetheless, her students were her greatest allies. They engaged in mutual curriculum development based on state frameworks, in addition to their interests, passions, and personal stories of struggle and success because good curriculum is a living document. Each year, Marchese delved into different paths of discovery depending on the students in her class. The students' courage and willingness to make themselves vulnerable created unique opportunities. Identity politics were front and center. The problem is institutional reform movements are only able to diagnose what is lacking,… [PDF]

Hatton, Kate, Ed. (2015). Towards an Inclusive Arts Education. Trentham Books Inclusion in arts education raises fundamental questions: Who is included and who is excluded? And why does this matter? This book offers a theoretical perspective on these concerns, bringing together a range of themes and ideas that identify the absences in institutional thinking and suggest how we can work towards better theoretical and cultural understanding of inclusion in the field of arts education. The themes are drawn from recent critical and cultural theory such as critical race theory and critical disability studies, and explore the psychology of creativity and aesthetic and social practices in the arts curriculum. The authors suggest new ways of examining the arts and arts education for the benefit of all students and staff. The collection offers a new body of inclusive arts education writing that can be used by tutors, students, managers, curriculum leaders and policymakers in education and the arts. It will appeal to a broad audience, from schools to higher education; in… [Direct]

Jayavant, Sharona (2016). Mapping the Complexities of Effective Leadership for Social Justice Praxis in Urban Auckland Primary Schools. Education Sciences, v6 Article 11. This empirical research is about strengths-based leadership practices that seek to explore leadership for social justice and equity in New Zealand's culturally and linguistically diverse educational and social landscape. Similar to the diversity in other countries, where leaders demonstrate culturally responsive leadership practices in their quest to educate diverse democracies. This inquiry examines the characteristics and behaviours of effective leadership for social justice and equity for student academic achievement in urban Auckland primary schools. A qualitative, comparative case study, combined with the theoretical framework of applied critical leadership from theories of transformational leadership, critical pedagogy and critical race theory (perspective lens) guided the research methods. The research findings presented several applied critical leadership characteristics that highlighted the complexities of leading for social justice in urban Auckland primary schools. A… [PDF]

Hernandez, Frank; Murakami, Elizabeth (2016). Counterstories about Leadership: A Latina School Principal's Experience from a Less Documented View in an Urban School Context. Education Sciences, v6 Article 6. Latina/o school leaders are receiving increasing visibility in research based on their representation in K-12 administrative ranks. However, even though they bring cultural knowledge in providing social and academic support to teachers, families, and especially students of color, their own experiences still reflect less documented histories and contributions because of challenges related to racial identity, racism, sexism, and other historically marginalizing emblems of identity, often invisible in the school leadership research and practice. This study highlights one Latina school leader in the National Latina/o Leadership Study and her experiences developing a professional and racial identity within urban school contexts. Employing Critical Race Theory and LatCrit Theory, this includes the following questions: (a) In what ways Latina/o school principals develop their professional and racial identity? and (b) How do Latina/o school principals negotiate these identities in the… [PDF]

DeLaRosby, Hal R. (2016). Localized Belonging, Microaggressions, and Authentic Community: Asian American-Pacific Islander Students Persisting at Predominantly White Institutions. ProQuest LLC, Ph.D./HE Dissertation, Azusa Pacific University. The findings of this hermeneutical phenomenological study revealed an understanding of the sense of belonging fostered Asian American — Pacific Islander (AAPI) students from Hawai'i persisting at a predominantly White institution (PWIs). Discoveries investigated culled from individual interviews conducted with 10 AAPI students from Hawai?i attending a PWI indicated their college experiences included a sense of localized belonging, microaggressions, and authentic community. Tribal Critical Race Theory (TribalCrit) was utilized as a framework for this inquiry. This study provides a way to understand and contextualize the AAPI student experience to a broader audience. Participants indicated a need to reconceptualize their identity to persist at PWIs. The outcomes of this study may ideally influence policy and suggest actions from the participants to improve the persistence of AAPI students from Hawai?i in college through graduation. [The dissertation citations contained here are… [Direct]

P√©rez, Manuel Alejandro (2016). Receta del Testimonio Mole: A Value-Rich Recipe for Folkl√≥rico Resilience Testimonio. Association of Mexican American Educators Journal, v10 n2 p33-48. This testimonio explores the story of three hermanas and their connections to comunidad, familia, and self-esteem through Mexican folkl√≥rico. Each testimonio is positioned within a Latin Critical Race Theory (LatCrit) framework and further explored through Yosso's (2005) community cultural wealth framework. The stories within this paper allow each hermana's Truth to take shape in a way that is authentic to their experience through the voice, structure, and tone of each testimonio. In this way, testimonio is used as methodology in radical storytelling (Cruz, 2012). The hermanas explore their relationship to ethnic identity and cultural heritage as Mexicanos who have a relationship to traditional Mexican folkl√≥rico. Within their stories, each of the hermanas testimonialistas discuss the unique ways in which their ethnicity intersects with other aspects of their identities, including gender, sexuality, and nationality. These stories are examples of testimonio as both a product and a… [Direct]

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

Kerr-Berry, Julie (2016). Peeling Back the Skin of Racism: Real History and Race in Dance Education. Journal of Dance Education, v16 n4 p119-121. Over a decade ago Julie Kerr-Berry wrote the editorial for this journal, "The Skin We Dance, The Skin We Teach: Appropriation of Black Content in Dance Education" (Kerr-Berry 2004). In it, she argued the importance of integrating multiple legacies into dance education, particularly into the historical narrative. She also contended that her whiteness need not be a barrier if she knew the history because the blackness, brownness, and whiteness in U.S. dance was an undertold story. To this end, she could use the privilege of her skin color to help further this discourse by filling in the missing pieces. However, in this 2016 article Kerr-Berry reflects that now she knows there was a larger narrative than what she wrote about in 2004. Herein, she explains how this realization came with the reality of her students' lives. In addition she talks about how "Critical Race Theory" (Delgado and Stefancic 2012) provided her with tools to navigate challenges she did not… [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]

Kristy Clementina Perez (2022). Cultivating a Sense of Belonging: Examining the Effectiveness of the Urban Male Leadership Academy Scholars Program in Promoting Academic Success & Serving as an Intervention to Increase Enrollment, Retention & Graduation Rates of Black & Latino Male College Students. ProQuest LLC, Ed.D. Dissertation, Rutgers The State University of New Jersey, School of Graduate Studies. The college enrollment and graduation rates of Black and Latino males continues to be a persistent higher education problem. Furthermore, institutions of higher education fail the interests and educational advancement of Black and Latino men by many measures such as retention and college completion rates. More specifically, institutionalized racism obstructs Black and Latino males from advancing educationally or pushes them out before they even graduate from high school. In higher education, institutional racism manifests itself in admissions policies that appear race-neutral by implementing and relying heavily on standardized tests such as the SAT, which disproportionately excludes historically marginalized communities of color such as Black and Latino males (Garcia, 2019; Figueroa & Garcia, 2006). In 2010, using a more comprehensive admissions process that placed more emphasis on the students' academic potential and motivation rather than on SAT scores, the Urban Male… [Direct]

Michelle Soussoudis-Mathis (2022). The Principal Effect: Examining Administrators' Influences on Behavioral Outcomes for African American Male Students. ProQuest LLC, Ed.D. Dissertation, St. John's University (New York). For more than forty years, the United States' public education system's "zero-tolerance" policies, and disciplinary practices rooted in those policies, have negatively impacted and marginalized minority students far greater than the general student body population. Over the years, nationwide studies have identified complex multifaceted predictors of negative disciplinary practices, such as: race/ethnicity, socioeconomic status, teacher-student matches, gender, student behaviors and attitudes. Studies indicated clear and undeniable correlations between exclusionary practices, "zero-tolerance" policies and its disproportionate use toward minority students, particularly African American males who can be identified as a specific minority group within a larger minority and racial group. This phenomenon is commonly referred to as "pushout." The goal of the research was to identify principals' perceived equity-focused leadership practices and their relationship… [Direct]

Neal Jerron McKinney (2024). Planting Gardens versus Fighting Fires: A Critical Race Narrative Inquiry of Black and Latinx Students' Lower Participation in Education Abroad. ProQuest LLC, Ph.D. Dissertation, The Ohio State University. Education abroad personnel have relied on a 30+ years old rationale that Black and Latinx students participate in college study abroad programs at a lower rate than their white peers due to cultural differences attributed to the backgrounds of Black and Latinx students. Despite contemporary guidance from education scholars to move beyond this rationale, education abroad personnel on a whole have yet to consider if and how education abroad personnel's discussions on participation rates of Black and Latinx students reflect racialized deficit-based thinking, a mindset that attributes disparities in educational performance to the fault of Black and Latinx students. Therefore, this qualitative research study sought to understand how: (1) education abroad personnel narrate the phenomenon of the lower participation rate of U.S. Black and Latinx college students in education abroad programs, (1a) what, if any, patterns of race and racism are present in their narrative, and (2) to understand… [Direct]

Jahng, Kyung Eun (2013). Rethinking "the" History of Education for Asian-American Children in California in the Second Half of the Nineteenth Century. Educational Philosophy and Theory, v45 n3 p301-317. This article brings to light discourses that constituted the education of Asian-American children in California in the second half of the nineteenth century. Guided by Foucaultian ideas and critical race theory, I analyze California public school laws, speeches of a governor-elect and a superintendent, and a report of the board of supervisors, from the 1860s to the 1880s. During this targeted period, the images and narratives of Asian-American children were inscribed with racism. Racializing politics rendered them to be disqualified from attending public schools. Segregated schooling for them was legally ordered and therefore unquestioned. It was a discursive practice implemented on their bodies by dint of a mechanism of a spatial division. This article reveals the shifting dominancy of discourses regarding Asian-American children. Rather than accepting the given historical facts, I intend to reread historical texts in order to rethink the education of Asian-American children through… [Direct]

Smith, Spencer J. (2019). Septima Clark Yelled: A Revisionist History of Citizenship Schools. American Educational History Journal, v46 n2 p95-110. In a time of political turmoil in which both women (#MeToo) and black people (#BlackLivesMatter) are fighting to be heard and recognized, it is worthwhile to look at the past to perhaps uncover new narratives that can give direction. Citizenship Schools provided a way for civil rights activists to civically engage individuals who were previously civically uninvolved because of race (Clark and Blythe 1962). Unfortunately, educators and historians have typically attributed the pedagogical and educational philosophies of Citizenship Schools to the founder of Highlander Folk School, white Appalachian educator Myles Horton (Glen 1988; Jacobs 1997; Hale 2007). I argue this attribution is unfortunate because it too quickly ignores pedagogical contributions to Citizenship Schools made by black women and men. Over the course of this paper, I demonstrate some of these contributions, arguing that contemporary discussions of critical pedagogy can draw lessons from them. In effect, I hope to… [Direct]

Lugosi, Nicole V. T. (2015). Race and Populist Radical Right Discourses: Implications for Roma Education Policy in Hungary. Alberta Journal of Educational Research, v61 n4 p484-502 Win. Non-government organizations and policy makers agree that the best route to eradicating the widespread discrimination and poverty among the Roma is to improve the quality of and access to education. A cursory glance at the Hungarian Government website suggests that policy makers are on top of the problem with good laws and initiatives in place. Yet, indicators from non-government groups and academics suggest the situation remains bleak for the Roma, and practices such as the segregation of Roma school children persist. Progressive change in Hungary first requires a serious confrontation of the widespread and deeply ingrained racism against the Roma. This paper makes no attempt at such an ambition; however, the paper aims to begin acknowledging the role race plays in populist radical right discourses about education policies in Hungary using a discourse analysis method informed by Critical Race Theory. The paper advances two arguments. First, there is a mismatch between official… [Direct]

Matusitz, Jonathan; Simi, Demi (2016). Ageism against Older U.S. College Students: A View from Social Closure Theory. Interchange: A Quarterly Review of Education, v47 n4 p391-408 Nov. This paper examines ageism among older students in U.S. higher education. Ageism involves any uncalled-for reaction to any age and does not require racism and sexism to exist. Social closure theory is the research framework used in this analysis. The theory posits that specific parties (i.e., in-groups) gain benefits by closing off favorable circumstances to others (i.e., out-groups). Adult undergraduates have encountered a vast amount of neglect in terms of their learning interests and styles. Universities attempt to fulfill the needs of adult learners, but a certain number of them "close off" those adult students when it comes to public policies and objectives, making them more invisible. An important conclusion of this analysis is that drug policies and social restrictions can represent a burden for certain groups, like African American male ex-prisoners, who want to go to college. This is why it is vital for college staff to find and create more options for effectively… [Direct]

Guilherme, Alexandre (2017). Understanding Conflict Resolution Philosophically in a School Setting: Three Different Kinds of Violence and Dialogue. Journal of Peace Education, v14 n2 p215-234. According to Galtung, violence can be divided into two kinds: (i) direct violence, which is always physical in a wider sense (e.g. bodily harm or verbal abuse) or (ii) indirect violence that is either structural (i.e. the institution is structurally violent because it is organised so to privilege a group over others; e.g. a strict pyramidal organisational structure) or cultural (i.e. the institution is culturally violent because it encourages or fails to deal with cultural aspects that either privileges or is demeaning towards certain groups; e.g. institutionalised racism or misogyny). Galtung's theory provides us with three levels of violence, leading us to three different potential forms of conflict. In response to this, I propose a philosophical discussion centred on three distinct kinds of dialogue, each of which explaining forms of conflict resolution dealing with these three kinds of violence identified by Galtung. That is, Buber's, Levinas' and Arendt's conceptions of… [Direct]

Cannie, Raedell L. (2018). Daring to Differ: A Culturally Responsive Research Study of Self. ProQuest LLC, Ph.D. Dissertation, University of Washington. Self-study is an inherent component of culturally responsive teaching, but most scholars and educators do not specifically highlight its process. This is an essential time for teachers to improve their practice and craft a culturally responsive pedagogy. As the number of students of color in schools continues to increase, the teaching force remains overwhelmingly White, and gaps between White students and students of color persist. In exploring a process of self-study, I sought to answer this question, Can purposeful engagement in self-study foster culturally responsiveness in culturally unresponsive educators and create resiliency in students of color? This question challenged me to interrogate personal experiences as a case example of the experiences of Black women and girls in the U.S. education system. This interplay between personal interpretation and broader social contexts is a tenet of autobiographical research. Data analysis revealed trauma induced by racism can have lasting… [Direct]

Kiwana Brown (2019). African American Women and the Want for Leadership in Secondary Education. ProQuest LLC, Ed.D. Dissertation, Chicago State University. This study examines the barriers and challenges faced by African American women when pursuing administrative roles in secondary education, and the rationale for why African American women become credentialed to serve as administrators, yet choose not to step into administrative positions. Through the use of a demographic questionnaire, individual interviews, and thematic focus groups, this phenomenological qualitative study will explore the African American female educator's decision to forgo administrative roles at the high school level. In addition, analyzing the results of the study through the Black Feminist Theory lens may further support explanations for the lack of women in administrative roles, as well as provide a framework for the gender and race-based discrimination that is often at play in attainment of these administrative roles. Black Feminist Theory is an important framework for the analysis of the study as it looks at how race, racism and the structures of power can… [Direct]

Tapo Chimbganda (2016). Investing in Student Success through Nurturing in Universities: Two Case Studies in North America. International Journal of Nurture in Education, v2 n1 p29-36. In this article, I draw from the practices of nurturing that developed in England in the 1970s as an intervention to support young children who were often experiencing socioeconomic and cultural disadvantages. Nurture groups provided opportunities for social, emotional, and cognitive development where shortcomings in family provision created deficits. The introduction of nurturing practices in universities could equally be considered a social reconstructionist measure of social justice. The application of nurturing principles, for students traditionally considered outsiders, and particularly those disadvantaged through racism and socio-economic circumstances has immense benefits for universities. By providing structures that nurture racialised and disadvantaged students, even at postgraduate level, universities provide real opportunities to belong and succeed in university. I take a critical position as I discuss social and cultural capital in universities and use two case studies to… [PDF]

Lindsey J. Kaiser (2024). Community-Based Approaches to Anti-Racist Leadership: Supporting White Principals' Learning through Collaborative Education Research. ProQuest LLC, Ph.D. Dissertation, University of Washington. School leaders undoubtedly play a pivotal role in shaping educational experiences and creating student opportunities (Grissom et al., 2021; Leithwood et al., 2004). Similarly, racialized identities also play an equally crucial role in shaping educational experiences as racialized identities shape worldviews, experiences, and practices (Nasir, 2012). Yet, White principals have insufficient racial knowledge to enact racial equity change (Irby, 2021). Many White school leaders adopt color-evasive beliefs and struggle to accept the myth of meritocracy (Theoharis & Haddix, 2013). For White principals, anti-racist educational leadership entails continuously interrogating one's own internalized beliefs of racial superiority and how ideologies inform their leadership practice, everyday decisions, and interactions (Rivera-McCutchen, 2012). Theoharis and Haddix emphasize that if White school leaders do not explicitly address racism and unveil White privilege, the racial status quo remains… [Direct]

Finigan-Carr, Nadine; Steward, Rochon; Watson, Cathy (2018). Foster Youth Need Sex Ed, Too!: Addressing the Sexual Risk Behaviors of System-Involved Youth. American Journal of Sexuality Education, v13 n3 p310-323. The social, economic, and environmental determinants of health include employment, housing, and education; exposure to environmental factors like lead or access to healthy food; and poverty, racism and oppression. Many of these conditions can lead to Adverse Childhood Experiences that may put children and youth at risk for abuse or maltreatment leading to involvement in the child welfare or juvenile justice systems. All young people experience important developmental milestones on their path to becoming healthy adults, and while this time of change is full of promise, it can be a time of increased vulnerability or risk. For system-involved youth, navigating this time of change can be fraught with even more challenges or barriers. Without strong family and social networks, they may face increased risk of engaging in high-risk behaviors–such as unprotected sex and sex with multiple partners–as well as unintended pregnancy, HIV, and other sexually transmitted infections. Our study… [Direct]

Casademont, Xavier; Feu, Jordi; Prieto-Flores, √íscar (2016). Assessing Intercultural Competence as a Result of Internationalization at Home Efforts: A Case Study From the Nightingale Mentoring Program. Journal of Studies in International Education, v20 n5 p437-453 Nov. In the last decades, many higher education institutions have developed practices of internationalization of curricula aiming at developing intercultural competences among the non-mobile majority of students. Some of them have developed service-learning activities focusing on working with underserved communities from different cultures. This article shows some challenges on how intercultural competence of college students participating in a community-based mentoring program could be assessed. Outcomes are based on mixed-method research from a survey given to a treatment group that participated in a mentoring program (n = 95) and a control group (n = 71), and on 10 daily life stories from university students who were enrolled and participated in the mentoring program. Paradoxically, results show scarce differences between groups in Attitudes, Skills, Comprehension, and Desired Internal Outcomes in favor of the control group. But, on the other hand, some slightly significant differences… [Direct]

Dunn, Kevin; Forrest, James (2013). Cultural Diversity, Racialisation and the Experience of Racism in Rural Australia: The South Australian Case. Journal of Rural Studies, v30 p1-9 Apr. Rural spaces in settler nations like Australia are commonly perceived as "white", with low numbers of "non-white" ethnic minorities. Perhaps because of this, although ethnic diversity is a feature of some rural communities, there is a paucity of research into issues of cultural exclusion. This is surprising in view of recent federal government initiatives to encourage non-Anglo immigrants to settle in rural areas. How welcoming are the receiving communities? Set within a constructivist paradigm, racism is analysed here as a social construction within places, reflecting the local ethnic mix and socio-demographic profiles. From a telephone survey in 2007 and questions looking at "old", "new" and "symbolic" racisms, this study finds that levels of tolerance and intolerance are everywhere different. Traditional associations between racism and higher education or increasing age are sometimes true, sometimes not; degree of contact is… [Direct]

Bergey, NancyLee; Rust, Frances (2014). Developing Action-Oriented Knowledge among Preservice Teachers: Exploring Learning to Teach. Teacher Education Quarterly, v41 n1 p63-83 Win. In this article, the authors' intent is to focus in on one elementary teacher education program and, specifically, on the ways in which that program has grappled with and continues to grapple with the questions of whether and how teacher education works relative to the claim that this is a program committed to social justice and designed to "prepare ethical, reflective, collaborative, visionary teacher-leaders" for urban schools. The master's program is designed to prepare teacher-leaders for urban education with emphasis on urban issues in education that might be summarized by its focus on two themes: (1) social justice and the question of what a just system of schools should look like and (2) issues of poverty, racism, and immigration that have played a role in shaping schools in large, post-industrial cities…. [PDF] [Direct]

Bower, Beverly L.; Schwartz, Robert A. (1997). "Ain't I a Woman, Too?" Tracing the Experiences of African American Women in Graduate Programs in Education. This study examined the personal and professional experiences of African American women before, during, and after earning a graduate degree in education. An initial survey was sent to approximately 110 African American women, with questions on family background, sources of support, and deterrents to graduate study. From this group, a second survey was sent to approximately 50 individuals who had pursued or were pursuing graduate degrees in higher education. Focus groups were also conducted with individuals from the second survey group. It was found that some individuals felt a gap between the academy and the African American community, and that this may deter some African Americans from pursuing graduate study in education or other fields. They also discussed the effects of racism and sexism in their education and work experiences. The responses also indicated that these African American women pursuing graduate degrees in higher education were fiercely independent, proud, and… [PDF]

Obiakor, Festus E. (2011). Beware of False Prophets of Multicultural Education. Multicultural Learning and Teaching, v6 n2 Nov. The current trend in higher education appears to be a concerted effort to downplay racism as a fundamental educational problem. For some strange reason, educators appear willing to discuss all kinds of diversity and ignore racism even as it continues to matter in our daily interactions (Williams, 2011). Strangely, education professionals are quick to highlight poverty as the cause of problems. Here the author recognizes poverty as a problem; but takes the position that even rich and educated culturally and linguistically diverse (CLD) people encounter racism and marginalization in spite of institutional resistance to make them issues. As a seasoned editor, scholar, and educator, the author argues that the time spent trying to rationalize reasons for the non-existence of racism is the time that could have been spent trying to ameliorate its devastating effects on fellow humans. In this article he presents seven pertinent questions for careful consideration…. [Direct]

Samuels, Amy, Ed.; Samuels, Gregory L., Ed. (2021). Fostering Diversity and Inclusion in the Social Sciences. Social Science Education Consortium Book Series. IAP – Information Age Publishing, Inc. The United States' social and economic inequities stood in high relief during the COVID-19 pandemic, spotlighting the glaringly disproportionate systemic injustices related to public health and the economic impact on minoritized communities. Realities of structural and institutionalized racism and classism were exposed to greater degrees as we sought to understand and investigate the inequitable impact regarding health and income disparities for African American, Latinx, and Native American communities, as well as racial violence explicitly targeting Asian American communities. Further exacerbating the polarized sociopolitical landscape amidst the pandemic, the murder of George Floyd in May 2020, witnessed by countless people around the world, resulted in anguish and drew heightened attention to the insidious racial injustice and ongoing racial violence that continues to plague the nation. As many advocates took to the streets in an attempt to have their voices heard in the continued… [Direct]

Rollock, Nicola (2012). Unspoken Rules of Engagement: Navigating Racial Microaggressions in the Academic Terrain. International Journal of Qualitative Studies in Education (QSE), v25 n5 p517-532. Racial microaggressions are brief, everyday interactions that send denigrating messages to people of color because they belong to a racially minoritised group. Compared to more overt forms of racism, racial microaggressions are subtle and insidious, often leaving the victim confused, distressed and frustrated and the perpetrator oblivious of the offense they have caused. Drawing on the counter-narrative aspect of critical race theory that stresses the importance of understanding the role of race in the world through the experiences of people of color, I demonstrate the subtle but powerful ways in which racial microaggressions can manifest within a fictional academic setting and the consequences for those involved. It is argued that while engagement with overt forms of racism, notably through the recording of racist incidents, remains crucial towards the fight for race equality, this has tended within both education and wider British society to obfuscate understanding of these more… [Direct]

Gurul√©, Stefanie I. (2019). Interrogating Racialized Scripts: Parents and Students Organized for Leading Educational Justice. ProQuest LLC, Ph.D. Dissertation, University of Denver. This qualitative critical case study portraiture examines several racialized scripts found in family engagement, educational leadership, and social justice literature regarding under-resourced parents and students of color as leaders for educational justice. These scripts, or dominant narratives, discuss racially-minoritized parents and students as deficient in character and culture. They also deem that educational leadership for social justice is too complex an issue for these parents and students to have any positive effect. Therefore they are viewed in the literature as being only passively active in their own education. Analyzing a successful and authentic parent and student activist organization that focused on educational justice through a dynamic methodological process called critical case study portraiture, this study asks how these parents and students interrogate such scripts. This study finds that through a process of reflection and action, under-resourced parents and… [Direct]

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

Campbell, Jenifer Diane (2019). How Directors of Residential Life at Jesuit Institutions Address Campus Hate Crimes and Bias Incidents. ProQuest LLC, Ed.D. Dissertation, Fordham University. While America aspires to be color-blind, society is failing to live up to the goal of treating all people equally. According to Sue (2013), "Research reveals that it is nearly impossible not to notice race" (p. 78). On the topic of a color-blind society, Harper and Patton (2007) stated, "Instead of tackling the realities of race, it is much easier to ignore them by embracing colorblind ideologies…it creates a lens through which the existence of race can be denied and the privileges of Whiteness can be maintained without any personal accountability" (p. 3). Diversity and inclusion are an essential part of education. Learning to live and work with people unlike yourself strengthens educational institutions, individuals, and society. Unfortunately, many campuses fail to adequately address hate crimes, bias incidents, and micro-aggressions or to safeguard their most vulnerable students (Bauman, 2018). Moreover, the problem will only get worse as the country becomes… [Direct]

Giles, Mark S. (2010). Howard Thurman, Black Spirituality, and Critical Race Theory in Higher Education. Journal of Negro Education, v79 n3 p354-365 Sum. This study examines aspects of Dr. Howard W Thurman's (1900-1982) career in higher education through the lenses of Black spirituality and critical race theory. The experiences of Howard Thurman offers distinct perspectives through which to interrogate the Black experience in American higher education and the intersections of race, religion and spirituality, Black leadership, and American racial politics related to education. Specifically. This study highlights the collectivist ethos of Black leaders, Black colleges, and racial uplift inspired spirituality shaped by and rooted in the African American experience. This study draws on historical methods and both primary and secondary sources to explore Thurman's influence on the American social and cultural landscape and in higher education…. [Direct]

Haddix, Marcelle M. (2012). Talkin' in the Company of My Sistas: The Counterlanguages and Deliberate Silences of Black Female Students in Teacher Education. Linguistics and Education: An International Research Journal, v23 n2 p169-181 Jun. In this article, the author draws on critical race theory to examine Black female preservice teachers' perspectives on their racial identity in relation to how they are positioned inside and outside the context of a traditional teacher education program in the United States. The author shares findings generated from a year-long ethnographic and sociolinguistic study of the discursive practices of Black female preservice teachers, all nonstandard language and dialect speakers, across three settings, including the university classroom, the K-12 practicum teaching classroom, and a social setting. Critical race theories and conversational analysis proved useful for revealing the deliberate decisions that these preservice teachers made about social and personal engagement and how these choices positioned themselves and each other as insiders within and beyond the dominant context of teacher education…. [Direct]

Chandra Shekar Karnati (2021). Differential Item Functioning in a Teacher-Created Benchmark Mathematics Assessment. ProQuest LLC, Ed.D. Dissertation, Piedmont College. The purpose of this study was to examine the presence of gender and ELL Differential Item Functioning (DIF) in a teacher-created mathematics benchmark test in one public charter school district in Northeast Georgia. DIF occurs when an item behaves differently in different subgroups, rather than measuring a test taker's true ability. The geometry assessment used in this study consisted of 34 dichotomously scored items, and the examinees (N = 183) were a mix of ninth-, tenth-, and eleventh-grade students. The study obtained and analyzed data in a convergent sequential design in two phases using the Delphi and Mantel-Haenszel methods. The first stage sought to find consensus amongst Delphi panel members on the items and their attributes (dis)favoring (a) male and female students and (b) ELL and non-ELL students. The second stage sought to find the amount of statistical DIF using the thin and thick matching variables of the Mantel-Haenszel method. A Delphi panel of 10 experts consented… [Direct]

Nneka Greene (2021). Mirror Mirror on the Wall: In Search of Ethnic Homogeneity in Mentoring–A Critical Mixed Methods Study. ProQuest LLC, Ph.D. Dissertation, Regent University. Mentoring in higher education and especially at the level of doctoral work is critical for mentees to feel supported during this arduous journey. This explanatory sequential mixed methods study investigated the mentoring experiences of Black female doctoral students in distributed doctoral programs and its effects on degree completion, efficacy, and program satisfaction. Theoretical frameworks included quantitative critical race theory and Black feminist thought for the purpose of critically examining data with an eye towards decolonizing research and situating the experiences and knowledge of Black women. Overarching mixed method questions focused on the mentoring experiences while comparing those participants with same-race mentors and those without same-race mentors. Black female doctoral students currently attending or attending a distributed doctoral program between 2015-2020 were asked to complete a quantitative survey consisting of qualifying questions, demographics, and Noe's… [Direct]

Davis, Adrian; Dekle, James; McCall, Joyce M.; Regus, Marjoris (2023). "To Be Young, Gifted and Black". Teachers College Record, v125 n1 p56-83 Jan. Background and Context: Inspired by a photograph of the groundbreaking playwright Lorraine Hansberry that appeared in the New York Times following her unanticipated death in 1965, Nina Simone, pianist, singer-songwriter, and civil rights activist, carefully crafted "To Be Young, Gifted and Black," a song that later became the anthem of the 1970s Black Power Movement. Like Hansberry, Simone sought to encourage cultural and ethnic pride among young African Americans who found themselves at the crossroads of an identity crisis and a national dismissal of their existence, both funded by racism. Today, African Americans attending predominantly White institutions (PWIs) continue to grapple with these challenges. Purpose/Objective/Research Question or Focus of Study: For this study, we aim to amplify the lived experiences and ontologies of Black music education doctoral students at predominantly White institutions (PWIs) and to identify and confront racialized structures,… [Direct]

Yeaton, Sherrill J. (2018). Cultural Brokering: Insights to College Career Counselors from Colleagues in Diversity Offices. ProQuest LLC, Ed.D. Dissertation, Concordia University (Oregon). This qualitative case study sought to capture insights from professional staff trained to serve diverse student populations in colleges to inform additional staff in better serving underrepresented students. Higher education student populations have changed drastically over the past several decades, representing greater diversity in American colleges and universities, necessitating enhanced practice in counseling and advising diverse students. The case study research sought to better understand needs of traditionally underrepresented students in 4-year predominantly White institutions (PWIs) through the lens of professional staff in diversity-focused positions within the colleges and universities. Critical race theory (CRT), sociocultural theory, and positive psychology were used to frame and develop the study. This qualitative study examined how diverse college students are being served from the perspective of diversity professionals in one northern Midwest bi-state region, to… [Direct]

Saathoff, Stacy D. (2015). Funds of Knowledge and Community Cultural Wealth: Exploring How Pre-Service Teachers Can Work Effectively with Mexican and Mexican American Students. Critical Questions in Education, v6 n1 p30-40 Win. This article examines how pre-service teachers can work effectively with Mexican and Mexican American students. Using the foundation of funds of knowledge (Gonz√°lez, Moll, & Amanti, 2005) and the critical race theory concept of community cultural wealth (Yosso, 2005), the article weaves together these ideas to discuss how they can be implemented in teacher education programs. Added to the conversation is the importance of historical context in better understanding current educational situations affecting specific communities. Given the specific Southwest location, this article focuses on mostly white female pre-service teachers working in schools with a primarily Mexican and Mexican American student population. The purpose is to educate pre-service teachers and provide a close analysis of funds of knowledge and community cultural wealth as ways to give preservice teachers tools to investigate their own practice…. [PDF]

Bialka, Christa S. (2015). Deconstructing Dispositions: Toward a Critical Ability Theory in Teacher Education. Action in Teacher Education, v37 n2 p138-155. When attending to dispositions, or educators' assumptions and beliefs about teaching, learning, and students, teacher educators must develop a discourse that examines disability in terms of power and privilege. This article synthesizes literature related to critical race theory (CRT) and disability theory to elucidate the need for a critical ability theory in teacher education. Combining the tenets of CRT and disability theories provides a lens for viewing how power and privilege affect public and private conceptions of what it means to have a special need. Because recognition of privilege and identity serve as the cornerstones of dispositional development, prospective teachers should be asked to examine their dispositions through this lens. This article offers a novel way to explore the dispositions construct, as previous literature has not examined the ways that privilege and identity intersect with disability and teacher dispositions…. [Direct]

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

Laughter, Judson C.; Milner, H. Richard (2015). But Good Intentions Are Not Enough: Preparing Teachers to Center Race and Poverty. Urban Review: Issues and Ideas in Public Education, v47 n2 p341-363 Jun. Drawing from principles of critical race theory, the authors consider the curriculum of teacher education as a potential policy and practice site for centering the interconnections of race and poverty in the preparation of teachers. Several macro-level recommendations are advanced that might influence practices in teacher education and ultimately in P-12 classrooms. These policies suggestions include (1) Reform the curriculum of teacher education to emphasize a deeper study of race; (2) Reform the curriculum of teacher education to emphasize a deeper study of poverty; and (3) Reform the curriculum of teacher education to emphasize a deep study of the nexus between race and poverty. The authors conclude with the observation that although teachers and teacher educators tend to have good intentions, those intentions too often fail to meet the needs of Black and Brown students or students living in poverty…. [Direct]

P√©rez Huber, Lindsay; Solorzano, Daniel G. (2015). Racial Microaggressions as a Tool for Critical Race Research. Race, Ethnicity and Education, v18 n3 p297-320. This conceptual article utilizes critical race theory (CRT) to explain how everyday forms of racism–racial microaggressions–emerge in the everyday experiences of People of Color. We provide a framework for understanding and analyzing racial microaggressions that demonstrates how everyday racist events are systemically mediated by institutionalized racism (i.e. structures and processes), and guided by ideologies of white supremacy that justify the superiority of a dominant group (whites) over non-dominant groups (People of Color). To demonstrate the conceptual utility of the framework, we utilize historical and contemporary examples of racial micoraggressions, and offer varied ways to use the framework in critical race research. We argue racial microaggressions can be a powerful "tool" for identifying, disrupting, and dismantling the racism that marginalizes, subordinates and excludes People of Color in and outside of education…. [Direct]

Kuehn, Christy (2018). Counter-Stories in Higher Education: Narratives of Minority Students at Predominantly White Universities. ProQuest LLC, Ph.D. Dissertation, Robert Morris University. When underrepresented minority (URM) students from high-poverty, high-minority K-12 schools enter college, they often encounter academic, financial, and cultural obstacles in addition to experiencing discriminatory events (DeCuir & Dixson, 2004; Ladson-Billings & Tate, 1995; Hurtado & Alvarado, 2015; Yosso, Parker, Solorzano & Lynn, 2004). Using a critical race theory (CRT) framework, this qualitative study examined the obstacles and discriminatory events present in the lives of eight URM students who attended a predominantly white institution (PWI) of higher education, and the resources and relationships utilized to overcome these obstacles and cope with discriminatory events. Findings showed that supportive teachers, dual enrollment courses, and a scholarship program enabled URM students to overcome obstacles upon entering college. Once in college, overcoming cultural differences and discriminatory occurrences was most aided by strong student communities (in the… [Direct]

Varnado-Johnson, Chantrelle D. (2018). A Narrative Inquiry into African American Female Faculty Research Mentorship Experiences in Counselor Education. ProQuest LLC, Ph.D. Dissertation, University of New Orleans. The purpose of this qualitative, narratological research was to gain a deeper understanding of the stories of three African American counselor educators who experienced research mentorship as counseling students and faculty members while working towards tenure. The three participants were employed as assistant professors in CACREP-accredited counselor education graduate programs provided their perspectives of research mentorship. The primary research question for my research was: How do pre-tenured African American female counselor educators perceive their research mentorship experiences? The foundation for my study was provided by the review of literature that focused on critical race theory, marginalized groups in academe, mentorship among specific populations, and research mentorship. Semi-structured interviews were used to collect data. The transcribed interviews, vitas, and faculty profiles were analyzed by within-case and cross-case analysis. The findings indicated seven… [Direct]

McGee, Marquis Cornelius (2018). From Roots to Star Trek: A Case Study on Successful Persistence of African American Male Engineering Majors. ProQuest LLC, D.Ed. Dissertation, The University of North Carolina at Charlotte. The United States is competing on a global level for jobs in the STEM fields but retention and graduation rates in the engineering disciplines are lower than desired. African American males make up 5 % of the population of American colleges and universities (Strayhorn, 2010) and many of those pursuing an engineering degree often are not academically prepared for a career in engineering. There are African American males who have successfully persisted in engineering; however, limited research is provided about the success of these African American males and their experiences in engineering programs. The purpose of this study was to understand factors that impact successful persistence of African American male engineering majors at a predominantly White institution. Critical Race Theory was used as a framework to gain a broader scope of the underlying themes interwoven into the fabric of American society and a better understanding of the perceptions about African American male… [Direct]

Anthony L. White II (2024). Abandoned Lands: Toward a Critical Race Pedagogy and Framework for Content Analysis of U.S. History Curriculum. ProQuest LLC, Ph.D. Dissertation, State University of New York at Buffalo. Currently, the perceived use of critical theoretical frameworks to shape instruction in public K-12 education is undergoing intense scrutiny in popular and political debate. Chief among such frameworks has been Critical Race Theory (CRT), which, at the time of this writing, has been legally banned or restricted in eighteen states — with similar efforts having been undertaken in twenty-seven others (Schwartz, 2023). This includes New York State (NYS). Concurrently, critical race theorists of education have called for the intentional use of CRT to construct new pedagogical approaches for education generally (Lynn, 2019), and social studies education specifically (Vickery & Rodriguez, 2022). The purpose of this study was to determine whether or not four official New York State (NYS) social studies education sources should be deemed as constituting a CRT-based approach to implementing U.S. History curriculum. More specifically, this study assessed the extent to which, if at all, CRT… [Direct]

Chandler, Prentice T. (2010). Critical Race Theory and Social Studies: Centering the Native American Experience. Journal of Social Studies Research, v34 n1 p29-58. This article looks at the ways in which the topic of race is treated in social studies classrooms and the conceptual application of the field of critical race theory (CRT) to the teaching of American history. The author discusses the field of the social studies in terms of its stated goals and how these goals are not met because of a lack of attention that is paid to the pervasive power of race in US history. By discussing the tenets of CRT, the author argues that US history be taught from a race-based perspective, given the influence that race has had on the unfolding of the American nation state. In addition to discussing the fundamental characteristics of CRT, the author then gives ideas and concrete examples of how CRT can be used in the classroom to teach the topic of Native American history…. [Direct]

Stewart, Rachel (2023). "Nothing about Us without Us": A Qualitative Inquiry of Disabled Student Activists Creating Disability Cultural Centers on College Campuses. ProQuest LLC, Ed.D. Dissertation, California State University, Sacramento. This qualitative study explores the experiences and perspectives of disabled student activists involved in the creation of disability cultural centers (DCCs) on college and university campuses in the United States. The main purpose is to advance recognition of disability as a marginalized student identity on college campuses in need of safe spaces of belonging and refuge from ableism, and to promote the continued expansion of DCCs as meeting this need. Combining Disability Critical Race Theory (DisCrit) methodology with narrative inquiry, the study aimed to explore four research questions: 1) How do disabled students describe the reasons propelling them to create DCCs? 2) How do disabled students describe their roles in the creation of DCCs? 3) What do disabled students perceive as the facilitators and barriers to engaging with universities to create DCCs? 4) How do disabled student activists describe the benefits of DCCs to the disabled student population and the larger campus… [Direct]

Linh Dang (2021). Language Use and Educational Attainment among Southeast Asian American Students: Implications for K-12 School Systems. ProQuest LLC, Ph.D. Dissertation, University of Rochester. Scholars who study Southeast Asian American (SEAA) communities are in consensus that this group's realities diverge from their Asian American and Pacific Islander (AAPI) counterparts. In fact, nearly four decades after large-scale immigration as political refugees from Southeast Asia (SEA), this population composed of Cambodians, Hmong, Laotians, and Vietnamese people still continues to struggle with academic, social, and economic mobility in the United States. Nonetheless, SEAAs are enveloped in the model minority myth, which positions all AAPIs as successful. As a result, SEAAs are overlooked and consequently, understudied. The purpose of this dissertation is to investigate the association between language use and the educational attainment levels of SEAA students through disaggregated data for a more accurate representation of their school experiences. This dissertation employs the Children of Immigrants Longitudinal Study (CILS: 1991-2006), which offers access to SEAA student… [Direct]

Blackmon, Samarah M.; Flennaugh, Terry K.; Howard, Tyrone C.; Terry, Clarence L., Sr. (2014). Does the "Negro" "Still" Need Separate Schools? Single-Sex Educational Settings as Critical Race Counterspaces. Urban Education, v49 n6 p666-697 Sep. This article explores whether contemporary educators should consider single-sex educational settings as viable interventions in educating African American males. Using qualitative data from a 2-year study of single-sex educational spaces in two Los Angeles County high schools, the authors argue that when all-male spaces effectively function as Critical Race Theory "counterspaces," the educational experiences of high school–aged Black males are positively transformed. These cocurricular, single-sex counterspaces can effectively shield Black males from the marginalizing effects of urban schooling while serving as platforms for productive reengagement in positive school trajectories. Research-based principles for designing effective single-sex educational settings are discussed…. [Direct]

Schwartz, Joni (2014). Classrooms of Spatial Justice: Counter-Spaces and Young Men of Color in a GED Program. Adult Education Quarterly: A Journal of Research and Theory, v64 n2 p110-127 May. This article, based on an ethnographic study of an urban General Education Development (GED) program, suggests that for some marginalized young men of color, Adult education programs are counter-spaces of spatial justice in opposition to previous negative school spaces. Framed by critical race theory (CRT) and drawing on critical geography and adult education literature on space and place, the author defines these counter-spaces through four dimensions: place, temporal, intrapersonal, and interpersonal, maintaining that they are not equivalent to activities or experiences although they may inhabit them. The article concludes with implications for the use of CRT in understanding GED as potential counter-space…. [Direct]

Covarrubias, Alejandro; Lara, Argelia (2014). The Undocumented (Im)Migrant Educational Pipeline: The Influence of Citizenship Status on Educational Attainment for People of Mexican Origin. Urban Education, v49 n1 p75-110 Jan. Recently, we have witnessed three trends impacting educational experiences for undocumented Mexican students: (a) a dramatic increase of Mexican-origin people, (b) organized and openly supported anti-immigrant policies with a racial dimension, and (c) increased participation by politicized migrants in national public discussions on immigration. Still, there is little research on the educational outcomes of undocumented migrants. Through critical race theory (CRT), this study offers a quantitative intersectional approach that disaggregates the specific influence of gender, race, and citizenship on educational attainment. Our findings challenge traditional homogenizing narratives of the Chicana/o educational pipeline, calling for an intersectional examination of the nuanced educational experiences of people of Mexican origin (POMO)…. [Direct]

Evans-Winters, Venus E.; Hoff, Pamela Twyman (2011). The Aesthetics of White Racism in Pre-Service Teacher Education: A Critical Race Theory Perspective. Race, Ethnicity and Education, v14 n4 p461-479. The authors use critical race theory (CRT) and critical race feminism (CRF) as a lens for analyzing and grappling with White students' resistance to learning about and deconstructing systems of oppression. The authors build on the work of critical scholars whose work exposes the ways in which White pre-service teachers resist counter-hegemonic pedagogical approaches and subject matter. In the so-called \post-racial\ era, these ways of resisting have become more virulent and structural in nature, thereby institutionalizing racism. Included in the article are excerpts from the authors' end of the academic year teaching evaluations. The excerpted comments serve as evidence that students use evaluations as weapons to speak back to and against, not only to anti-racist philosophies, but counter-hegemonic narratives that represent the diversity of their future teaching experiences. Both faculty members are formally trained in social work, multicultural education, and educational policy…. [Direct]

Jones, Darius (2022). Who You With: A Qualitative Analysis Exploring Why Students of Color Join Historically White Greek Letter Organizations. ProQuest LLC, Ed.D. Dissertation, St. Edward's University. While scholars produce findings on how membership in historically white Greek letter organizations impacts racial identity, there is a lack of research addressing why students of color join historically white Greek letter organizations and how awareness of culturally based organizations impact their decision to join a Greek letter organization. Through exploring these research questions, this study will help educate Sorority and Fraternity Life professionals, national leadership, parents and our very own Association of Fraternity and Sorority Advisors on what factors contribute to students of color joining historically white Greek organizations. The results from this study can impact recruitment practices from national organization leadership and local campus-based professionals. This study will utilize narrative methodology, Critical Race Theory and Astin's Theory of Involvement to critically examine how race contributed to the participants' selecting and seeking membership in a… [Direct]

Kathryn S. Woicke (2020). Creating "Fugitive Spaces" in Educator Professional Development: A Critical Case Study of Transformative Adult Learning for Equity and Inclusion. ProQuest LLC, Ed.D. Dissertation, Lewis and Clark College. Despite policy efforts over the last few decades to address racial disparities in education, often in the form of educator professional development, racism still manifests in educator practice, and Whiteness is often centered in the very processes designed to address exclusion. While research exists critiquing how systemic racism and Whiteness are reproduced in educator professional development, there is far less empirical exploration of more transformative adult learning practices to advance equity and inclusion. Utilizing critical adult learning, critical race theory, critical whiteness studies, and sociocultural transformative learning theory, this study identifies a potential "fugitive space" in educator professional development designed to disrupt this reproduction of Whiteness. This critical case study of transformation utilized culturally responsive interviews of 16 participants and document review to understand how both participants of color and White participants… [Direct]

Michael V. Walker (2022). Why Have We Been Trying to Solve a Non-Academic Issue with an Academic Solution?. ProQuest LLC, Ph.D. Dissertation, University of Minnesota. This research will use evocative autoethnography to examine how effective the Office of Black Male Student Achievement (OBMSA) was with Black Male students' success by centering relationships. This study will be examining data expanding a period of August 2014 to May 2021. The research will be conducted using traditional qualitative research strategies. These are the researcher's account of events that will include detailed notes, emails, personal interactions, program evaluations, videos, interviews, 100 day listening tour, school board meeting presentations, and focus groups. I utilize three bodies of literature; Culturally Responsive School Leadership's tenet of critical self-awareness; Critical Race Theory's tenet of counter storytelling and finally, School Culture for Black Males. Due to the academic outcomes that have been garnered by this large urban district prior to the creation of this department, Black Males were at or near the bottom on every academic success indicator…. [Direct]

Bonilla-Silva, Eduardo; Buckelew, Rose; Burton, Linda M.; Freeman, Elizabeth Hordge; Ray, Victor (2010). Critical Race Theories, Colorism, and the Decade's Research on Families of Color. Journal of Marriage and Family, v72 n3 p440-459 Jun. In the millennium's inaugural decade, 2 interrelated trends influenced research on America's families of color: the need for new knowledge about America's growing ethnic/racial minority and immigrant populations and conceptual advances in critical race theories and perspectives on colorism. Three substantive areas reflecting researchers' interests in these trends emerged as the most frequently studied topics about families of color: inequality and socioeconomic mobility within and across families, interracial romantic pairings, and the racial socialization of children. In this review, we synthesize and critique the decade's scholarly literature on these topics. We devote special attention to advances in knowledge made by family-relevant research that incorporated ways of thinking from critical race theories and the conceptual discourse on colorism…. [Direct]

Samuels, Amy, Ed.; Samuels, Gregory L., Ed. (2021). Fostering Diversity and Inclusion in the Social Sciences. Social Science Education Consortium Book Series. IAP – Information Age Publishing, Inc. The United States' social and economic inequities stood in high relief during the COVID-19 pandemic, spotlighting the glaringly disproportionate systemic injustices related to public health and the economic impact on minoritized communities. Realities of structural and institutionalized racism and classism were exposed to greater degrees as we sought to understand and investigate the inequitable impact regarding health and income disparities for African American, Latinx, and Native American communities, as well as racial violence explicitly targeting Asian American communities. Further exacerbating the polarized sociopolitical landscape amidst the pandemic, the murder of George Floyd in May 2020, witnessed by countless people around the world, resulted in anguish and drew heightened attention to the insidious racial injustice and ongoing racial violence that continues to plague the nation. As many advocates took to the streets in an attempt to have their voices heard in the continued… [Direct]

McCauley, Krystin (2021). An Action Research Mixed Methods Study for the Development of Information and Communication Technology (ICT) Programming for First-Year Students at a Historically Black University. ProQuest LLC, Ed.D. Dissertation, University of South Carolina. The purpose of this action research was to explore the information and communication technology (ICT) literacy skills of first-year minority students at Saint Augustine's University in order to develop a plan for an ICT professional development program. ICT skills are essential in our rapidly-changing and technology-driven society. While there is a growing awareness of the importance of ICT, universities are lagging behind in their approach to provide students with the much-needed digital competencies (Murray & Perez, 2014). This study focused on three research questions to determine (a) the ICT skills of first-year minority college students at Saint Augustine's University, (b) what faculty and students thought should be included in an ICT program for minority college students, and (c) how faculty integrated ICT skills into their courses for first-year minority college students at Saint Augustine's University. This study incorporated a mixed-methods approach, informed by the ICT… [Direct]

Annet Caines Mitchell (2021). A Qualitative Multi-Case Study of African American Male Students Dropout Rate in Special Education in the Public School System. ProQuest LLC, Ed.D. Dissertation, Northcentral University. The dropout rate of minority students, mainly African American male special education students in the public school system, is a grave concern for society for many years. The youth who drop out of high school often ends up unemployed and in legal complications. His higher education chances become non-existence, and the student's situation causes him to be a financial burden to the community. Being an African American male student does not guarantee the pupil an education in the public school system. This problem has existed for over fifty years in the public school system. The African American male special education students have been struggling with their disabilities, ethnicity, and other factors contributing to their drop out problem. Teachers in the exceptional children's program in North Carolina public school system appear to be unaware of the ramifications that the dropout has on the African American male special education and society. The purpose of this qualitative… [Direct]

Moffitt, Michael J. (2017). A Narrative Study of the Experiences of Executive Administrators of Color Who Work at Religiously-Affiliated Higher Education Institutions. ProQuest LLC, Ed.D./HE Dissertation, Azusa Pacific University. Current research literature indicates there is a disparity of people of color at the executive level working within institutions of higher education, particularly those with religious affiliations. Similar studies have focused on students and faculty of color, but there has been limited research directed toward administrators (Jackson & O'Callaghan, 2009). In addition, studies have used a qualitative approach to capture the experiences of faculty and administrators of color at secular colleges and universities (Becks-Moody, 2004; Reyes & Case, 2011; Stanley, 2006). However, few studies have focused specifically on the lived experiences of administrators of color who work within religiously-affiliated institutions. Although each participant has ascended to executive level leadership positions, all have experienced challenges and barriers while advancing their careers. Critical race theory (CRT) was used as a theoretical framework that provided the analysis needed to explore… [Direct]

Mackey, Hollie J. (2017). The ESSA in Indian Country: Problematizing Self-Determination through the Relationships between Federal, State, and Tribal Governments. Educational Administration Quarterly, v53 n5 p782-808 Dec. Purpose: The purpose of this article is to (a) analyze the potential effects of the new relationship between state and federal governments on tribal sovereignty and self-determination and (b) problematize the devolution of power back to the states as they are entrusted to use the guiding frameworks of Every Student Succeeds Act (ESSA) to ensure educational equity for American Indian and Alaska Native students. Research Methods/Approach: The primary data source is the ESSA supplemented by public reports and resolutions, and recent press releases collected online. The ESSA policy was analyzed through a postcolonial interpretive policy analysis framework informed by Tribal Critical Race Theory. Findings: ESSA amendments improve opportunities in several areas, including State Tribal Education Partnerships and Cooperative Agreements, tribal consultation, Impact Aid, Native language immersion, the Bureau of Indian Education, and Alaska Native education, but these are limited by the lack of… [Direct]

Busey, Christopher (2017). This Who Believes? A Critical Race Discourse Analysis of the Association for Middle Level Education's "This We Believe". AERA Online Paper Repository, Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017). Early adolescents undergo immense developmental changes which consequently impact their middle level educational experiences. These changes are also mediated through social forces such as race, class, gender, and sexuality. Despite the intersection of early adolescent development with social and institutional forces, critical concepts such as race are omitted in general discourses of middle level education as well as the developmental changes experienced by 10-to-15 year old children. Thus, it is important that the leading body for middle level education, the Association for Middle Level Education (AMLE) and their doctrinal text, "This We Believe", explicitly address the nexus of race, early adolescent development, and middle school. In this article, I draw upon critical race theory as a theoretical framework and critical race discourse analysis as methodology to examine how "This We Believe" fails to negotiate the racial realities of early adolescent development… [Direct]

Lue, Kristyn Emilie (2023). Rules of Engagement: The Role of Graduate Teaching Assistants as Agents of Mathematics Socialization for Undergraduate Students of Color. ProQuest LLC, Ph.D. Dissertation, University of Maryland, College Park. The field of higher education has been concerned with the retention of underrepresented students of Color in the science, technology, engineering, and math (STEM) fields over the last few decades. STEM identity development has emerged as a useful analytic framework in this research, as students with stronger STEM identities–students who recognize themselves and are recognized by others as "STEM people"–are more likely to persist in the STEM fields. STEM identity develops through the process of socialization, in which agents of socialization set and maintain the norms, culture, and values that newcomers in the STEM fields should emulate. At institutions of higher education, instructors act as primary agents of socialization, signaling who "belongs"–and who doesn't–in the STEM fields. Although prior research has identified the ways in which mathematics courses gatekeep underrepresented undergraduate students of Color out of the STEM fields, little research has… [Direct]

April Lovett (2024). "Second-Class Citizens:" Exploring the Perceptions of Racially Marginalized Staff at a PWI. ProQuest LLC, Ed.D. Dissertation, The Florida State University. Staff members in institutions of higher education who are not faculty, such as those who work in student affairs, information technology, student business services, and other areas, may feel invisible and unappreciated. This sense of obscurity for racially marginalized staff can be intensified by discrimination and oppression that persist within these institutions, despite the implementation of diversity, equity, and inclusion (DEI) initiatives. Unfortunately, higher education literature that examines perceptions and experiences related to racism, oppression, and DEI initiatives tends to focus on students or faculty, neglecting the experiences of professional staff. This qualitative case study delved into the perspectives of racially marginalized professional staff concerning a predominantly White institution's (PWI) endeavors to establish a diverse, equitable, and inclusive environment, employing a critical race theory (CRT) framework. Utilizing a two-phase interview approach,… [Direct]

Haggins, Jazrick (2017). A Case Study of Leadership and Disciplinary Practices Used by Secondary School Leaders to Support Equity for Black Male Students. ProQuest LLC, Ed.D. Dissertation, Florida Southern College. The school-to-prison pipeline has plagued black males for many years. When school leaders apply disciplinary consequences such as in-school and out-of-school suspension, they inadvertently foster the push-out of black males by removing them from the classroom. When black males are removed from the classroom through suspension, the opportunities to excel in social and academic environments significantly decrease. The social construction of race in the context of school discipline supports how black males are stereotyped by the way they dress, their cultural background, and their everyday demeanor (Simson, 2014). Because of this stereotypical societal perception, black males are often generalized as being defiant, disrespectful, and dangerous. It is important for educational leaders to have an awareness of how black males are perceived in school and create opportunities for equitable disciplinary practices towards black male students. The purpose of this study was to explore leadership… [Direct]

Williams-Bruce, Tameka Lazette (2013). Trailblazers: An Examination of Community College Black Women in Senior Level Administrator Roles–Their Stories through Their Eyes. ProQuest LLC, Ph.D. Dissertation, Capella University. This paper explores how Black women who work in senior level administrative positions at community colleges were able to establish successful career paths. The literature review draws from the theoretical framework of critical race theory, the Black feminist thought, and critical race feminism. The use of counter-stories establishes a platform for Black women community college administrators to share their lived experiences. They share experiences of marginalized treatment, challenges and career development advice. They also reveal their perceptions of critical race theory and how their experiences align with its assertions. This research solidifies the value of sharing lived experiences and provides direction for overcoming challenges, coping with adversity, and professional approaches to challenges. This information is valuable to institutions and will allow them to gain a better understanding of the experiences of their women leaders who are Black, as well as provide insight to… [Direct]

Paige Nichole Johnsen (2024). A DisCrit Analysis of Experiences Influencing Belonging for College Students with Disabilities. ProQuest LLC, Ph.D. Dissertation, University of Northern Colorado. Despite growing numbers of college students with disabilities and a call to offer support beyond disability service offices, earlier data demonstrate disproportionate barriers to disabled students' academic success resulting from or in (a) limitations to existing accommodations, (b) worsening mental health, (c) academic achievement gaps, and (d) a privileged understanding of disability. Using disability critical race theory (DisCrit) as a theoretical framework, the purpose of this narrative case study was to discover the intersectional experiences impacting sense of belonging for college students with disabilities at a mid-sized regional institution (pseudonym: Mountain West University) in the United States. The study was designed to guide higher education's scholarship and professional practices alike. A combination of purposeful sampling strategies was used within the case institution, specifically network sampling and maximum variation sampling, to form the sample of six current… [Direct]

Jennifer Krill (2022). Disrupting Racial Silences in a Predominantly White School District. ProQuest LLC, Ed.D. Dissertation, Teachers College, Columbia University. This research study invited teachers to participate in an inquiry discussion group in order to disrupt the racial silences that existed in a predominantly white school district. The ways Americans think, act, and talk about racism and white supremacy have become more complex over time as they have shifted from explicit to implicit (Bonilla-Silva, 2015). This is true in American society and also in America's school systems, where racism has shifted from overt segregation (many school systems remain de facto segregated [Wells et al., 2014]) to covert colorblind silences (Ladson-Billings & Tate, 1995; Leonardo, 2004). Even though there have been efforts to disrupt racial silences in schools, previous attempts framed the problem in terms of culture rather than addressing race in explicit ways. These curricular initiatives (e.g., multiculturalism, culturally responsive and culturally sustaining pedagogy) introduced in schools were also problematic in that teachers were treated as… [Direct]

Lane R. Washington (2020). Constantly Battling Whiteness: A Critical Case Study of Black Students' Experiences at a Predominately White Institution. ProQuest LLC, Ph.D. Dissertation, The Ohio State University. The purpose of this study was to describe the campus racial climate and the experiences of Black students at a Predominately White Institution (PWI). Using the Multi-Contextual Model for Diverse Learning Environments (MMDLE) as a theoretical framework and Critical Race Theory as an analytical tool, this research interrogated the ways in which race and racism shape the experiences of Black students at a uniquely structured PWI focused on social justice. Guided by a critical epistemological foundation, this critical case study addressed the following question: What is the campus racial climate for Black students at a social justice striving PWI? Additionally, several sub-questions, influenced by the five dimensions of the MMDLE, guiding the study were: (a) What historical aspects of the institution informed contemporary climate for Black students?; (b) How did the institutions' policies and practices influence Black students' experiences with the racial climate?; (c) How did the racial… [Direct]

Christopher Louis Imbeau Heatwole (2020). Connecting with Swirls through Autoethnography: Perspectives on STEM Education as an Assimilated Quapaw. ProQuest LLC, Ed.D. Dissertation, University of Kansas. The purpose of this autoethnography is to explore my own lived experiences as a Quapaw who was adopted out at an early age, and to better understand my perspectives on STEM (Science Technology Engineering Math) education as an assimilated Quapaw. This autoethnography explores my previous educational experiences and my journey through different research efforts to deepening the understanding of Indigenous peoples and STEM Education. This study stresses the importance of stories as data for research, and how stories are explored, described, connected, interpreted, and shared. This process is nonlinear. Aligning myself as an Indigenous Researcher (Whitinui, 2014; Bishop, 2020) has helped to clarify my approach to doing research. Through the use of Tribal Critical Race Theory (Brayboy, 2005) and The Transformational Indigenous Praxis (Pewewardy, 2017), this autoethnography has brought to light the importance of connections and the impact of a lack of connections. Connections are… [Direct]

Dancy, Melissa; Mickelson, Roslyn; Moller, Stephanie; Rainey, Katherine; Stearns, Elizabeth (2020). Undergraduates' Awareness of White and Male Privilege in STEM. International Journal of STEM Education, v7 Article 52. It is well-documented that experiences in STEM courses for women and students of color are different from the experiences of White men. As part of a larger interview study, 183 college seniors from diverse gender and race backgrounds were asked their thoughts on whether the experience of being a STEM major was different for people of different races and genders. We use a framework of "science as White property", derived from critical race theory, to frame this study and results. White men were largely unaware of any impact of race or gender. In contrast, women of color overwhelmingly report, consistent with results from a large body of prior research, that both race and gender impact their experiences as STEM majors. Students who acknowledged race and gender impacts did not always attribute these impacts to cultural or systemic factors (i.e., some reported women are underrepresented because they are less interested in STEM rather than a structural reason). Impacts… [Direct]

Guo, Shibao (2015). The Colour of Skill: Contesting a Racialised Regime of Skill from the Experience of Recent Immigrants in Canada. Studies in Continuing Education, v37 n3 p236-250. This article contests a racialised skills regime in Canada. Canadian studies of the labour market transitions of skilled immigrants are analysed through the lens of critical race theory. The analysis shows that knowledge and skills of recent immigrants in Canada are racialised and materialised on the basis of ethnic and national origins. Skin colour is a central basis of social marking. Through processes of de-skilling and re-skilling, a racialised regime of skill has become a social engineering project for manufacturing normative, white, docile corporate subjects who conform to Canadian norms and workplace cultures. The study demonstrates that skill is not colour-blind; it is coloured. Skill is not only gendered and classed, but it is also racialised. The findings move us beyond the traditional colour-blind, gender- and class-based analyses of skill that fail to account for racial differences in the social construction of skill…. [Direct]

Abiola, Ufuoma; Gasman, Marybeth; Travers, Christopher (2015). Diversity and Senior Leadership at Elite Institutions of Higher Education. Journal of Diversity in Higher Education, v8 n1 p1-14 Mar. This article explores the lack of diversity at the 8 Ivy League institutions using a Critical Race Theory lens. It includes a comprehensive literature review of the scholarship related to diversity in academe, but especially within the areas of elite institutions and administration. The article also provides data pertaining to the senior leadership at the Ivy League institutions juxtaposed with data on senior level administrators throughout the nation, using the American Council on Education's "On the Pathway to the Presidency" report. Lastly, the article provides recommendations to presidents and institutions for bolstering high-level diversity among high level administrators. The authors stress the importance of addressing the historical and current policies and practices that either facilitate or negate the goals of diversity. They also encourage Ivy League institutions to create internal committees or task forces that focus on racial and ethnic disparities in senior… [Direct]

Arthur, Troy L. (2022). Perceptions and Perspectives of Black Athletic Directors at National Collegiate Athletic Association Division I Institutions. ProQuest LLC, Ph.D. Dissertation, Indiana University. The purpose of this qualitative research was to investigate the relationship among self-identified Black male National Collegiate Athletic Association (NCAA) Division I Football Bowl Subdivision (FBS) athletic directors and their lived experiences of career attainment through the lens of Critical Race Theory (CRT). In addition to document analyses, this study used a phenomenological approach to answer two research questions. The first research question–referred to as "Factors Impacting Career" ("Factors")–asked what are personal, professional, social, and institutional factors that impact the individual career trajectories of Black male athletic directors? The second research question–referred to as "Strategies to Overcome Barriers" ("Strategies")–asked how do Black male athletic directors limit any actual or perceived barriers to their career development? Semi-structured, in-depth interviews were used to collect information from all (N =… [Direct]

Guo, Wenjin (2022). A Transformative Framework to Investigate the Influences of Chineseness on Chinese International Students' Learning Experiences on U.S. College Campuses. ProQuest LLC, Ed.D. Dissertation, Loyola University Chicago. This study applied a mixed-methods, social-justice approach to explore how Chinese international students interpret their success and/or challenges influenced by their Chinese forms of community cultural wealth in their academic learning at a predominately White Catholic university in the Midwest of the United States for over one year. I adopted a transformative paradigm to guide my study. Since the reviewed theoretical frameworks solely failed to form a profound comprehension of how Chineseness influenced Chinese international college students, I analyzed essential components of socio-cultural and critical race theories and created "China as Method" as the framework to guide my study. This design featured a qualitative-prioritized explanatory sequential design, starting with a quantitative-dominated survey. Using snowball sampling, I recruited ten volunteers who participated in the first-phase data collection. I analyzed the collected data and further modified sub-research… [Direct]

Thomas, Ebony Elizabeth; Warren, Chezare A. (2017). Making It Relevant: How a Black Male Teacher Sustained Professional Relationships through Culturally Responsive Discourse. Race, Ethnicity and Education, v20 n1 p87-100. What we know about the experiences of black teachers is limited, especially considering the vast amount of research conducted on and about black boys and young men. This article describes and analyzes how a black teacher at a suburban high school in the Midwestern United States negotiated professional relationships through culturally relevant discourse. Anthony Bell was the only black male teacher participating in a classroom discourse analysis study group at a diverse suburban high school. Throughout the course of the semester, Anthony's stated objective for learning discourse analysis was to understand, structure, and facilitate more productive conversations with a struggling student teacher he was mentoring. Yet Anthony also used his discursive inquiry to "trouble the water" in his classroom and in the study group workshops. Participation in the study group provided Anthony with metalinguistic tools to critique his interactions with his students, student teacher, and… [Direct]

Parsons, Carl; Thompson, Trevor (2017). Ethnicity, Disadvantage and Other Variables in the Analysis of Birmingham Longitudinal School Attainment Datasets. Educational Review, v69 n5 p577-599. Explaining and responding to inequalities in attainment are significant educational policy challenges in England as elsewhere. Data on four cohorts of Birmingham Local Education Authority (LEA) pupils, each approximately 13,000, were analysed by ethnicity, deprivation, gender and other relevant individual pupil variables. For the four successive cohorts of children, aged five in 1997-2001, analysis shows the attainment trajectory of each ethnic group from Baseline/Foundation Stage Profile (age 5) to GCSE (age 16). The relative constancy over time, the changes from one key stage to the next and the differences within broad ethnic categories argue against simplistic explanations. The ethnicity variable accounts for a relatively small amount of variance in pupil achievement, with the same ethnic subgroups recurrently low attainers. Considering explanatory perspectives on educational inequalities and ethnicity in the light of these data, we conclude that a structuralist perspective… [Direct]

Yenika-Agbaw, Vivian (2014). Black Cinderella: Multicultural Literature and School Curriculum. Pedagogy, Culture and Society, v22 n2 p233-250. This article discusses diversity issues evident in fairy tales and explores the pedagogical implications for adding counter-narratives in the school curriculum. Critical Race Theory is employed. In order to uncover contradictory discourses of race within Black cultures, four Africana (African, African American, and Caribbean) Cinderella tale types are analysed. The conclusion is that although the tales are racially similar and fulfil diversity requirements in a literature-based curriculum, such tales are not necessarily interchangeable. Rather, there are ample differences that warrant further attention. It is important that schoolteachers be aware of this, as they develop criteria that may enable them to make informed decisions about children's books for their classrooms…. [Direct]

Fujii, Stephanie J. (2014). Diversity, Communication, and Leadership in the Community College Faculty Search Process. Community College Journal of Research and Practice, v38 n10 p903-916. This qualitative study investigated ethnic/racial diversity in the community college faculty search process. The researcher interviewed 12 participants–administrators and faculty members at three community colleges in a large district in the southwestern United States–who served on faculty search committees from 2006-2009. Analysis of the participants' interviews specific to ethnic/racial diversity in the faculty search process revealed themes around the communication of diversity's value and role at the institution and the role of the chair and administration. Results are discussed utilizing critical race theory as a framework to better understand and address the phenomenon. The study concludes with implications for policy and practice as well as recommendations for future research…. [Direct]

Liliana Estella Castrellon (2019). A Genealogy of Utah's H.B. 144 (2002): Understanding Policy Text Malleability and Interrogating Racist Nativism and Legality Blindness in Policy Enactment. ProQuest LLC, Ph.D. Dissertation, The University of Utah. Immigration and education policies between state and federal levels often push students into a cyclical web of contradictions that replicate systemic injustices and leave many students in a conundrum of uncertainty to their access and continued eligibility to attend higher education. Drawing from Critical Race Theory (CRT), Latino Critical Theory (LatCrit), and Policy Enactment, this study examines how power, White supremacy, and racist nativism can lie within the policy enactment of Utah's H.B. 144 and continue to create gatekeeping practices at one higher education institution, even with policies that create access for undocumented/DACAmented students. By deconstructing the policy enactment of H.B. 144 at Great Basin University and centering the experiences of undocumented/DACAmented students and alumni, this study interrogates how undocumented/DACAmented students navigate the institution vis-a-vis the policies and practices of institutional agents. Disentangling how the policy… [Direct]

Schwartz, Joni (2015). After Incarceration and Adult Learning: A Collaborative Inquiry and Writing Project. Adult Learning, v26 n2 p51-58 May. Mass incarceration in America is a moral, economic, and societal crisis with serious implications for many men of color and high school non-completers who are incarcerated at proportionally higher rates than Whites or college graduates. For the formerly incarcerated, engagement in adult learning, whether high school equivalency (HSE) or college, decreases the likelihood that they will return to prison, increases opportunities for employment, and serves as a powerful re-integration tool in society. This article describes one community college's collaborative inquiry and writing project that uses archival, auto-ethnographic, and interview data to explore how formerly incarcerated students might be effectively engaged in adult education and offers this inquiry project as a potential model for this engagement. Through the voice of the faculty/instructor, this article conceptualizes the inquiry writing project process using a two-part framework: Chevalier and Buckles' five stages of… [Direct]

Gambrell, James A. (2016). A Critical Race Analysis of Travel for Transformation: Pedagogy for the Privileged or Vehicle for Critical Social Transformation?. Journal of Ethnographic & Qualitative Research, v11 n2 p99-116 Win. Transformative learning theory (TLT) describes the process of reframing discriminative worldviews with a more permeable and reflective epistemology. Although TLT has been around for more than 50 years, few studies empirically engage critical theoretical frameworks to move beyond personal learning to identify the impacts of transformation on society. Through a critical race theory framework, this study analyzed how participants' socio-cultural identities of race, class, gender, sexuality, and heritage language impacted the transformative learning of eight study-abroad students from a medium-sized, rural Midwestern university. Focusing on the extent to which the participants experienced elements of transformative learning during a month-long study-abroad experience in Spain, this project explored what the experience of traveling to an "other" place and experiencing "otherness" had on transformative learning. This qualitative study drew from extensive ethnographic… [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]

Zanolini, Rebecca Helen (2016). The Underrepresentation of Latinos in Public Higher Education in Tennessee: A Case Study of Latino College Students. ProQuest LLC, Ed.D. Dissertation, Tennessee State University. This qualitative study uses Latino Critical Race Theory (LatCrit) to explore factors that influence Latinos in public higher education in the state of Tennessee. The themes that emerged from this study included participant sentiments of connection, disconnection, identity, and opportunities. The participants in this study revealed various levels of connection and disconnection to the institutional culture in the college they attend. This study found that cultural factors and high levels of self-efficacy contribute to the Latino college experience and impact the student perspective of institutional effectiveness. Furthermore, the results of this study revealed that Tennessee Latino college students have similar obstacles, experiences, and needs as Latino students in other parts of the country. As a result, institutions of higher education in Tennessee may wish to model Latino student support services after successful programs already in existence to help improve Latino student… [Direct]

Hughes-Hassell, Sandra (2013). Multicultural Young Adult Literature as a Form of Counter-Storytelling. Library Quarterly, v83 n3 p212-228 Jul. Counter-storytelling is defined by critical race theory scholars as a method of telling the stories of those people whose experiences are not often told, including people of color, the poor, and members of the LGBTQ community. This article discusses multicultural young adult literature as a form of counter-storytelling, with an emphasis on how counter-stories challenge the stereotypes often held by the dominant culture, give voice to marginalized youth, and present the complexity of racial and ethnic identify formation…. [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]

Stiegler, Sam (2016). Privacy for All Students? Talking about and around Trans Students in "Public". Curriculum Inquiry, v46 n4 p348-368. This paper places under examination the arguments used to fight against school policies and legislation intended to guarantee and protect the rights of trans students. That is, the paper's central investigation works to uncover the regimes of truth about children, gender, race and privacy implicit in the methods employed by activists who seek to counter the expansion of rights for trans students. Using critical discourse and document analyses influenced by queer theories and Critical Race Theory, this paper examines the group Privacy for All Students and the arguments it makes in campaign documents against California State Assembly Bill 1266–the statewide trans students' right law passed in 2013. First, this paper unpacks the intertwined constructions of children before moving to an examination of how notions of innocence are founded by gendered, sexual, and racial regimes of truth. Then, it explores how the foundational logics of the public sphere make possible for PFAS to address… [Direct]

Artz, Lee (2017). Forum: Communication Activism Pedagogy. A Call for an Ethic of Transformation in Communication Activism Education. Communication Education, v66 n3 p369-371. Lawrence Frey and David Palmer present a provocative call for communication education and research that is urgent and opportune in this forum's stimulus essay, "Communication Activism Pedagogy and Research: Communication Education Scholarship to Promote Social Justice." The call is urgent because the global human condition–including climate, war, poverty, hunger, racism, and inequality–is at the breaking point. The call is opportune because, globally, citizens are clearly yearning for workable solutions to significant problems. The ethical praxis of communication activism pedagogy (CAP) directly addresses inequality and injustice by teaching communication theories and practices that can be used to overcome undesirable social conditions. In this response essay, the author states that to enact a social justice pedagogy that is both ethical and applicable, CAP needs to develop "transformational" and "transitional" approaches that apply communication… [Direct]

Srisermbhok, Amporn (2016). An Open Learning through Feminist Writing for Self-Discovery and Intellectual Development. LEARN Journal: Language Education and Acquisition Research Network, v9 n1 p61-71. This paper aims to demonstrate the impact of feminist writing as a new paradigm for education in the 21st Century to provoke awareness of gender inequity issues and to maintain justice and healthy living in society. It discusses the two selected works by prominent feminist authors: Alice Walker's "The Color Purple" and Amy Tan's "The Joy Luck Club" to reflect different nature of gender problems, and equity issues by providing an overview of feminist movements in the west, inclusive of leading feminist pioneers and their works that impact the works of feminist authors. The investigation of the two novels was based on the conflicts derived from gender stereotypes, illiteracy, mainstream stream male-dominant values, racism and cross-cultural conflicts derived from social prejudices against women that resulted in their oppression, suffering and poverty. Both works provide solutions to empower women through sisterhood, and the bond of illiterate mothers, who become… [PDF]

Cueva, Bert Maria (2013). Theorizing the Racial and Gendered Educational Experiences of Chicanas and Native American Women at the Ph.D. Level in Higher Education: "Testimonios" of Resistance, Defiance, Survival, and Hope. ProQuest LLC, Ph.D. Dissertation, University of California, Los Angeles. This national case study examines the educational experiences of twenty-one women that self-identified as low-income or working-class Chicanas or Native American women pursuing professoriate degrees in the Humanities, Social Sciences, Forestry, and Education. The case study includes forty-two qualitative "testimonio" interviews that examine how racism, white privilege, and complex power relations affect Chicanas and Native American women at the doctoral level. This case study examines the types, contexts, effects, and responses that the women use to strategically navigate through their doctorates within predominantly white public universities. This case study uses Critical Race Theory (CRT), Chicana Feminism, and a qualitative method of "testimonio" to better understand the educational experiences of Chicanas and Native American women in higher education. CRT allows for an interdisciplinary perspective to examine how racism, white privilege, and complex power… [Direct]

Kuehn, Christy (2018). Counter-Stories in Higher Education: Narratives of Minority Students at Predominantly White Universities. ProQuest LLC, Ph.D. Dissertation, Robert Morris University. When underrepresented minority (URM) students from high-poverty, high-minority K-12 schools enter college, they often encounter academic, financial, and cultural obstacles in addition to experiencing discriminatory events (DeCuir & Dixson, 2004; Ladson-Billings & Tate, 1995; Hurtado & Alvarado, 2015; Yosso, Parker, Solorzano & Lynn, 2004). Using a critical race theory (CRT) framework, this qualitative study examined the obstacles and discriminatory events present in the lives of eight URM students who attended a predominantly white institution (PWI) of higher education, and the resources and relationships utilized to overcome these obstacles and cope with discriminatory events. Findings showed that supportive teachers, dual enrollment courses, and a scholarship program enabled URM students to overcome obstacles upon entering college. Once in college, overcoming cultural differences and discriminatory occurrences was most aided by strong student communities (in the… [Direct]

Annamma, Subini; Jackson, Darrell; Morrison, Deb (2014). Disproportionality Fills in the Gaps: Connections between Achievement, Discipline and Special Education in the School-to-Prison Pipeline. Berkeley Review of Education, v5 n1 p53-87 Jan. The focus on the achievement gap has overshadowed ways in which school systems constrain student achievement through trends of racial disproportionality in areas such as school discipline, special education assignment, and juvenile justice. Using Critical Race Theory, we reframe these racial disparities as issues of institutionalized racism. First, we examine specific education policies and laws that contribute to racialized populations becoming part of the School-to-Prison Pipeline. Second, using a state-level case study in Colorado, we illustrate through critical race spatial analysis the increasing overrepresentation of students of color as they move through the School-to-Prison Pipeline from public schools to the juvenile justice system. Finally, we discuss suggestions for improving racial equity and reducing the flow of the School-to-Prison Pipeline…. [PDF]

Sultanova, Leila (2016). Origin and Development of Multicultural Education in the USA. Comparative Professional Pedagogy, v6 n2 p49-53 Jun. Modern society is undergoing complex social, economic and political transformations of planetary scope due to globalization processes. One of the peculiarities of a modern globalization wave is an intercultural interaction that, in its turn, has resulted in multicultural education. Multicultural education is quite a new branch of pedagogical theory and practice. Its appearance is considered to be connected with a period of complex social and cultural transformations in the USA during 1960s-1970s. However, J. Banks, an American scholar, proves that multicultural education is closely related to African-American movement of the 19th-20th centuries. Having analyzed the history of origins of multicultural education and stages of its development presented in works by J. Banks and C. Grant we can conclude that the process is associated, predominantly, with migration, and originated as a means of racism prevention. In the course of time the essence of multicultural education was shaped. It… [Direct]

Kayaalp, Dilek (2014). Educational Inclusion/Exclusion of Turkish Immigrant Youth in Vancouver, Canada: A Critical Analysis. International Journal of Inclusive Education, v18 n7 p655-668. This empirical research analyses an understudied population, Turkish immigrant youths' educational experiences of inclusion/exclusion in Vancouver. My information was gathered from in-depth interviews and participant observation with the first- and second-generation, Muslim and non-religious female and male Turkish immigrant youth from working and middle-class families. The findings of this study indicate that teachers' racism, linguicism and general Islamophobia are the factors of discrimination against Turkish immigrant youth in the education market. The findings suggest that cultural background, immigration status, class and religious affiliation are significant elements in students' relations to the school culture and their educational experiences of inclusion/exclusion in Canadian schools…. [Direct]

Joseph, Nicole M., Ed. (2020). Understanding the Intersections of Race, Gender, and Gifted Education: An Anthology by and about Talented Black Girls and Women in STEM. Contemporary Perspectives on Multicultural Gifted Education. IAP – Information Age Publishing, Inc. This book seeks to understand the complexities of talented and high-performing Black girls and women in STEM across the P-20 trajectory. Analogously, this volume aims to understand the intersections between giftedness, its identification, and racial, gender, and academic discipline identities. The dearth of literature on this subject suggests that Black girls and women have unique experiences in gifted programming, in large part because of factors associated with gifted programs in general. Key factors affecting Black students, and Black girls in particular, are identification and underrepresentation. These factors can be shaped by interlocking systems of racism, classism, gender bias, and other forms of oppression. Teachers in the P-12 educational system are the first identifiers for gifted programming and look for student characteristics, such as natural leadership, inquisitiveness, and students' desire to be in gifted programs. Because many Black girls are stereotyped and teachers… [Direct]

Alvarez, Adam Julian (2018). Teachers' Reported Beliefs and Feelings about Race Talk. ProQuest LLC, Ph.D. Dissertation, University of Pittsburgh. This three-article dissertation addressed a central question: What do teachers describe as their beliefs and feelings about race and teaching, and how can we build practices in teacher education to support them? Considering vast evidence of racial inequities, research has stressed that teachers need a deeper understanding of race and the ways in which schools and society have contributed to racial inequity and injustice. First, through a systematic review of literature on race and teacher education, emergent themes illustrated (a) shifts toward race in teacher education programs, (b) components of a race-related curriculum, and (c) pedagogical practices that center race. Next, two empirical studies drew on data from the Teachers Race Talk Survey. The first study built on the concept of self-efficacy to examine differences in and predictors of teachers' reported feelings of preparedness to discuss race with students. Hypothesis testing and logistic regression analysis of data from 495… [Direct]

Christopher Landauer (2019). Social Justice and Its Role in Pre-Service Teacher Education. ProQuest LLC, Ph.D. Dissertation, The Ohio State University. This critical qualitative research attempts to understand how a group of pre-service teachers were engaging with issues related to Social Justice and the ways they envisioned the role of Social Justice in their future K-12 classrooms. Data was gathered from forty-nine participants, each of whom was in their fourth year of a teacher licensure program. Data was collected over two academic semesters from observations and recordings of participants' class discussions, analysis of their researcher-generated written documents and artifacts, and from individual semi-structured interviews with twenty-six of the participants. The data was analyzed utilizing grounded theory methodology. Findings expose areas where there were gaps in these pre-service teachers' historical knowledge, which impacted their views surrounding contemporary issues related to Social Justice, and their views about the importance of examining issues related to equity and diversity in education. Findings also indicate… [Direct]

Rudin, Shai (2020). Responses of Arab Teachers of Hebrew in Israel to an Israeli Novel on Jewish-Arab Relations. Journal for Multicultural Education, v14 n1 p1-17. Purpose: This study aims to examine the responses and perceptions of Israeli Arab teachers toward multicultural and educational issues concerning Jewish-Arab relations. Design/methodology/approach: This study is a qualitative research. The study included 44 novice Arab teachers, who teach Hebrew in the Arab sector and are currently studying toward their masters' degree at a teacher education college in northern Israel. The teachers were asked to read the novel "Nadia" by Galila Ron Feder-Amit. Published in 1985, the novel describes the complex integration of Nadia, an Arab village girl, into a Jewish boarding school, and it is narrated in first person. After having read the novel, the teachers were requested to answer the writing task, which addressed the character of the protagonist, the issue of teaching the novel in the Jewish and Arabic educational systems and the anticipated responses of Jewish and Arab students to the novel. Findings: Phenomenological analysis of the… [Direct]

Markowitz, Linda; Puchner, Laurel (2014). Racial Diversity in the Schools: A Necessary Evil?. Multicultural Perspectives, v16 n2 p72-78. White teachers see racial diversity in the schools as a "necessary evil." Common beliefs are that (1) Black students are saved by nurturing White teachers and well-behaved White children; and (2) White students learn from "disadvantaged" Black children the dual lesson of empathy and gratitude. A pilot project in the fall of 2010 studied racial diversity education and experiences with racial diversity through six teacher interviews. This study used qualitative methods, informed by case study (Stake, 2000) and grounded theory (Corbin & Strauss, 2008) traditions. Continued research is needed to uncover how to dismantle the structures and ideologies behind racism…. [Direct]

Bice, Cynthia, Ed.; Leavitt, Lynda, Ed.; Wisdom, Sherrie, Ed. (2019). Handbook of Research on Social Inequality and Education. IGI Global In comparing one public school to another, discussions frequently include talk concerning the socio economics of a school or district, which then leads to talk about the advantages that one socioeconomic setting has over another. Educators tend to agree that low academic achievement frequently associated with a low socioeconomic status is a characteristic difficult to resolve for a population of school children. "The Handbook of Research on Social Inequality and Education" is a critical reference source that provides insights into social influences on school and educational settings. Featuring an array of topics including online learning, social mobility, and teacher preparation, this book is excellent for educational leaders, educational researchers, teachers, academicians, administrators, instructional designers, and teacher preparation programs. Section One of this book entitled The United States, contains the following chapters: (1) African American Students, Racism,… [Direct]

Austin, Theresa; Farino, Yvonne; Paugh, Patricia; Pirbhai-Illich, Fatima (2011). Responding to \Innocent\ Racism: Educating Teachers in Politically Reflexive and Dialogic Engagement in Local Communities. Journal of Urban Learning, Teaching, and Research, v7 p27-40. This article develops the construct of \innocent racism\ and argues for keeping questions of race central in teacher education. The authors report three cases in which they, teacher educators working within a school/university alliance, identified and addressed racism in their courses. We situate our analyses within antiracist research informed by Critical Race Theory (CRT) where the teacher education students and ourselves struggled to recognize and address racism. Critical episodes are reflectively analyzed to challenge both teacher educators' and teachers' beliefs. We demonstrate how race still matters because of the ways in which it intersects with our practices. Examples of struggles that address emerging positions on race, language, and educational processes inform teacher and faculty learning with important local and global implications…. [PDF]

Finnigan, Kara S.; Myers, Lesli C. (2018). Using Data to Guide Difficult Conversations around Structural Racism. Voices in Urban Education, n48 p38-45. Challenging and confronting educational systems and structures, the vast majority of which come from a place of privilege, is uncomfortable but necessary. Education, from early childhood to post-secondary, should challenge and address the racial inequities that inevitably characterize such systems and structures. Yet, we do not always do this explicitly, for a number of reasons. First, this is hard work, and educators must deal with many pressing needs on a day-to-day basis, so difficult conversations about racial inequities are pushed to the sidelines. Second, many educators do not have the training or resources available to collect, access, or analyze their data with a critical lens around racial equity. Third, many educators are White, and therefore have not personally experienced what it means to navigate interactions that are based upon racial biases or systems of structural racism. Without this firsthand knowledge, they may not be aware of the impact on youth outcomes–from… [PDF]

Hales, Patrick Dean (2016). Changing Perspectives: Validation Framework Review of Examples of Mixed Methods Research into Culturally Relevant Teaching. Multicultural Education Review, v8 n3 p195-210. Mixed methods research becomes more utilized in education research every year. As this pluralist paradigm begins to take hold, it becomes more and more necessary to take a critical eye to studies making use of different mixed methods approaches. An area of education research that has yet struggled to find a foothold with mixed methodology is social justice. Due to the typically unpredictable nature and level of involvement in these environments, it seems that researchers have struggled to find a way to bring social justice education research into the "third paradigm." In this manuscript, I have reviewed three exemplar studies which both used mixed methodology and approached the research in education with a social justice framework, particularly culturally relevant teaching and critical race theory. In so doing, I have draw upon common traits which indicate work still needing to be done to fully integrate mixed methods approaches with this sort of research. I offer… [Direct]

Zambrano, Mary Ann (2018). Spanish Heritage Language Acquisition, Attrition, and Re-Acquisition: The Journey of Heritage Language Learners. ProQuest LLC, Ed.D. Dissertation, Trident University International. This Three Article Dissertation investigates the phenomenon of Spanish language attrition and explores Spanish language teachers' perspectives and pedagogical practices that influence the language instruction needed to meet the linguistic needs of many Hispanic students learning Spanish as their heritage language. Article I, Heritage Language Learners and Spanish Language Education: A Literature Review, provides an extensive overview highlighting the affective and contextual factors experienced by both teachers and students in teaching and learning Spanish as a heritage language. The conceptual framework of Latino/Latina Critical Race Theory (LatCrit) shaped the literature review and directed the research study by identifying influential factors that affect Hispanic students learning Spanish as a heritage language. Article II, Secondary Spanish Teachers' Perspectives and Pedagogical Practices with Heritage Language Learners, explores the perspectives and pedagogical practices of… [Direct]

Westman, Ryan J. R. (2018). Investigating Equity: An Evaluation of the Relationship of the NCAA's APR Metric on Similarly Resourced Historically Black and Predominantly White NCAA Division-I Colleges and Universities. ProQuest LLC, Ph.D. Dissertation, Seton Hall University. In 2003, the National Collegiate Athletic Association (NCAA) launched the Academic Performance Program (APP) as a means of measuring institutional accountability of academic outcomes for Division I member institutions. One of the two metrics used to define academic effectiveness is the Academic Progress Rate (APR) metric, immediately drew considerable criticism for its penalty structure, which disproportionately impacted colleges and universities with lesser resources. As time progressed, these penalties almost exclusively were distributed among the poorest institutions in Division I, which is heavily represented by the nation's most prominent Historically Black Colleges and Universities. These penalty trends begged the question of whether resource level, or race, was significant in predicting APR penalties. Using Harris' Critical Race Theory (2012) and Pfeffer and Salancik's Resource Dependence Theory (1978) as a guiding theoretical framework, and publicly available data from the… [Direct]

Heidi L. Wickersham (2024). Not Just VP Material: Barriers to Participation for Women and Nonbinary Students of Color in Student Government. ProQuest LLC, Ed.D. Dissertation, Northeastern University. This action research project centers the narratives of women and nonbinary students of color as they navigate leadership roles within student government at Ivy League institutions. The overarching aim of the project is to develop an understanding of the barriers to participation for women and nonbinary students of color and collaboratively identify supports to enhance their experiences. Grounded in intersectional, critical race feminist theory, this study provides context to understand the barriers to women and nonbinary students of color's involvement in student government and highlights their encounters with gendered racism within these historically White institutions. Participants' narratives reveal the ways in which women and nonbinary students of color are perceived and perceive the inhospitable climate of student government associations and their relationships with peers, staff, faculty, and the media. Participants and data collected in Cycle 1 consisted of 10 semi-structured… [Direct]

Emily Daina ≈ aras (2024). Theory and Evaluation of Undergraduate STEM Education Interventions. ProQuest LLC, Ph.D. Dissertation, The Florida State University. The United States higher education system has developed strategies to prepare students for Science, Technology, Engineering, and Math (STEM) careers as the STEM labor market expands. One set of educational interventions, known as STEM Intervention Programs (SIPs), employs extracurricular activities to engage and retain STEM major students. These SIPs often target underrepresented racial-ethnic minority (URM) students, low-income students, and women to reduce social disparities in STEM education. However, studies assessing the effectiveness of SIPs in improving STEM retention, graduation, and career outcomes have produced inconsistent results. Another area of racial-ethnic inequality in STEM education is the faculty roster, particularly in terms of representation, hiring, and promotion practices. Increasing the number of URM STEM faculty members addresses two main issues: equitable representation and providing URM STEM students with race-matched instruction, mentorship, and role… [Direct]

Onyinyechukwu Onu Onwuka du Bruyn (2024). We Are Not Monolithic: Exploring the Intersectionality of Multiple Identities and Professional Experiences of Black African Women Evaluators in the United States. ProQuest LLC, Ph.D. Dissertation, The University of North Carolina at Greensboro. Historically, the field of program evaluation has been dominated by middle class White practitioners often lacking diversity in race, gender, and cultural perspectives (Fitzpatrick, Sanders, & Worthen, 2014). Recent years, however, have seen a concerted effort to promote diversity among evaluators. According to Hopson and Rodriguez (2014), this shift is crucial for bringing in varied perspectives, more so cultural elements into practice (Hopson & Shanker, 2023) that enhance the relevance and effectiveness of evaluations. In the field of program evaluation, investigations about the experiences of evaluators from a variety of backgrounds is emerging (Arias Orozco, 2022; Boyce et al., 2023b). Evaluators of color often face unique challenges and opportunities in the field of program evaluation. Their experiences are characterized by navigating professional environments that may not fully understand or value their cultural and racial perspectives (Arias Orozco, 2022; Avent et al.,… [Direct]

Cannon Dawson, Candice (2012). A Mirror Image African American Student Reflections. ProQuest LLC, Ph.D. Dissertation, University of Illinois at Chicago. This dissertation is a narrative inquiry research project that focuses on the collegiate experiences of African American students at both historically black colleges and universities (HBCUs) and predominantly white institutions (PWIs). I look at how African American college students who engage in race or culturally specific activities, the degree to which such engagement are forms of self-affirmation, and the relationship between self-affirmation, self-determination and their definitions of success. Approaching this study qualitatively, this study focuses on student voice with narrative inquiry highlighting life experiences and grounded theory allowing for commonalities to arrive from the data. Critical race theory is then combined with narrative inquiry and grounded theory to demonstrate the role of race in the participants' collegiate experiences. Analyzing the data with grounded theory and critical race theory, the participants' interviews are reconstructed to… [Direct]

Donnor, Jamel K. (2016). Lies, Myths, Stock Stories, and Other Tropes: Understanding Race and Whites' Policy Preferences in Education. Urban Education, v51 n3 p343-360 Mar. Despite being academically unqualified for admission to the University of Texas at Austin, Abigail Fisher, a White female, argued that she was not admitted due to the university's diversity policy. In addition to framing post-secondary admissions as a zero-sum phenomenon, Ms. Fisher intentionally framed students of color who are admitted to the University of Texas at Austin as academically unqualified. The purpose of this article is to examine Ms. Fisher's arguments against the University of Texas's diversity policy as presented in "Fisher v. University of Texas" from a critical race theoretical perspective. In addition to obfuscating the fact that admission to the top colleges and universities in the United States has become more competitive, Ms. Fisher's anti-diversity arguments also are consistent with a racial ideology and socially conservative agenda that frames people of color as undeserving of the opportunities traditionally associated with White people. The goal of… [Direct]

Righter, Je'Nai L. (2022). Healing and Helping While Hurt: Exploring the Ways Campus Racial Climates of Predominantly White Institutions Impact Black Administrators Who Have a History of Chronic and Complex Personal Trauma. ProQuest LLC, Ed.D. Dissertation, Saint Joseph's University. American society is on the precipice of an imminent shift in racial and ethnic representation of non-white citizens as the dominant culture. As microcosms of America's population, the burgeoning of this change is evident in diverse student demographics within Predominantly White Institutions (PWIs). In spite of this approaching change, PWIs' systemic hegemony remains entrenched in White supremacy and perpetuates barriers and exclusionary practices toward Black administrators. PWIs' historical and current decisions, behaviors, and engagement with Black administrators lend to the construction of the Campus Racial Climate (CRC). Normalization of discriminatory attitudes and perceptions of the Black race are advanced through the Campus Racial Climate. The proliferation of racial inferiority, governance limitations, professional and sociocultural isolation within PWIs produce workplace trauma for Black administrators. The compounding reconciliation of past or recent personal chronic and… [Direct]

Tyson, Brian (2022). The Culturally Responsive Beginning Teacher: Re-Imagining Onboarding through a Lens of Equity and Social Justice. ProQuest LLC, Ed.D. Dissertation, Western Carolina University. What if a district utilized its teacher onboarding program to prioritize the development of a culturally responsive lens to meet the needs of its diverse student population? Public school districts in the United States have long served as a platform that reproduces oppression and marginalization of people of color. These issues are observable by significant gaps in academic achievement and discipline data that remain racially identifiable. The lack of progress in addressing these disparities falls onto the laps of school districts that are experiencing teacher shortages and elevated turnover rates with an increased reliance on novice teachers to fill teaching vacancies. The district asks these unequipped novice teachers to address the disparities due to the lack of training to see intersections of student experiences that may differ from their own while they espouse colorblind ideologies both implicitly and explicitly. South-Eastern University City Schools, a district of 12,000… [Direct]

Younger, Kyle (2022). Toward a Critical Career Development for African American Men Undergraduate Students at Predominantly White Institutions: Perceptions of the Influence of Race in the College-to-Career Transition. ProQuest LLC, Ed.D. Dissertation, Seton Hall University. This paper studied the college-to-career transitions of African American undergraduate students who are studying in predominantly White institutions (PWIs). African American men have had to fight for their inherent rights because historically, they had been denied the chance to pursue their own personal choices because of their skin color. Their social marginalization has resulted in economic disadvantages. Access to education has also been less than the dominant race. Gaps continue to exist between African Americans and Whites in terms of graduation rates and other post-graduate outcomes and labor market outcomes. The college-to-career transition of African American men has also been fraught with challenges. This was not very well studied because transitions from college to the workplace were usually conducted from the point of view of the dominant race. Notably, theorists have primarily based their assumptions on the experiences of middle-class White men. There were studies of… [Direct]

Mayte Barbara Jaime (2022). Success Stories of Latinx Women in Two-Year STEM Degree Pathways at an Open Access, Hispanic Serving Institution (HSI). ProQuest LLC, Ed.D. Dissertation, University of Miami. Research indicates that women and Students of Color are less likely than men or White students to succeed in STEM degree pathways due to pre-college factors, college engagement, and campus environments. Similarly, racially and ethnically minoritized students, particularly Black and Latinx students, are underrepresented in STEM degree fields and are less likely to complete STEM degrees. The literature suggests being a woman and a racially minoritized student may have a compounding effect on students' experiences in STEM degree pathways (Alfred et. al, 2019). This study explored the experiences that support the success of Latinx women pursuing STEM degree pathways at an open-access HSI, and why. The study drew on a sample of traditional-aged (18-24) Latinx women participants pursuing STEM degree Associate of Arts pathways at an open-access HSI, who have completed at least three semesters in their major. Open access institutions are expected to have a democratizing effect by increasing… [Direct]

Giles, Mark; Hughes, Robin (2010). CRiT Walking in Higher Education: Activating Critical Race Theory in the Academy. Race, Ethnicity and Education, v13 n1 p41-57 Mar. In this article, the authors introduce the epistemological concept of CRiT walking based on critical race theory (CRT). Using performance methodology, an operational extension of critical race theory is introduced as a CRiT walk through academic neighborhoods. The authors recommend openly questioning the structural inequities deeply embedded within the academy. In so doing, they take a metaphoric walk through several \gated communities\ of higher education. The authors employ inter-story dialogue, humor, healthy skepticism, and critical reflexivity to highlight typical struggles that many faculty of color confront in the academy. Lastly, the article interrogates assumptions of the higher education enterprise and argues for faculty agency in pursuing their authentic voices despite the pressures of hegemonic policies and practices. (Contains 1 note.)… [Direct]

Jensen-Ives, Johanne (2019). Fund Development and Donor Race: How Colorblindness and a 'Sales Mentality' Delimits Expanding the Donor Base. ProQuest LLC, Ph.D. Dissertation, The University of Arizona. This qualitative case study examined the practices used by higher education development professionals and institutions to better understand how a donor's race is considered as part of the fundraising process. It employed a Critical Race Theory (CRT) framework (Delgado, 2001) designed to combine the scholarship on fund development and race. The central frames of color-blind racism (Bonilla-Silva, 2006) were key organizing concepts for the analysis of findings in this study. Additionally, this research used concepts of White savior ideology (Cammarota, 2011) and poverty porn (Collin, 2009) to interpret the messages and language used in the higher education development field. To provide context for this study, the concept of academic capitalism (Slaughter & Rhoades, 2004) is engaged relative to the pressure higher education development professionals may experience connected to their fundraising efforts. This study employed several qualitative methods for gathering data which… [Direct]

Hazelwood, Bruce Lee (2019). "Get That Son of a Bitch off the Field!": Sport in University Classrooms. ProQuest LLC, Ph.D. Dissertation, Washington State University. Discussions about sports continue to permeate the news and political realms and may prove to be a useful but underutilized tool to teach difficult subjects like race, gender, and sexuality. However, most scholarly work on sport focuses on a specific systemic inequality within a sport and/or how an issue affects sport and thus are sociological in nature, rather than providing educators strategies so that they can utilize sport as a pedagogical vehicle to teach systemic inequalities. Through semi-structured interviews with university educators, this dissertation examines how and why these participants employ sport to educate students on systemic social issues (racism, classism, sexism, homo/transphobia) in their classrooms Theoretical constructs from Critical Race Theory and Critical Masculinity Studies aided in understanding how discussions of race/White supremacy, gender/sex/patriarchy, and heteronormativity/homo/transphobia operated in a curriculum that draws from sports. Findings… [Direct]

McGhee, Martina P. (2019). Exploring Black Women Educators Use of Pop Culture as Curriculum: A Narrative Case Study. ProQuest LLC, Ph.D. Dissertation, The University of Texas at San Antonio. The purpose of this narrative case study is to explore the use of pop culture as curriculum as embodied by Black women educators (BWEs) in their respective college courses. The bodies of research that ground this study address the foundations of curriculum, curriculum as it is informed by experiences, and how pop culture serves as a critical curriculum. Critical Race Theory and Critical Race Feminism frame the theoretical underpinnings to understand the intersections of the raced and gendered experiences of BWEs and their subsequent decisions to use pop culture as curriculum. I want to explore the narratives BWEs to understand the variety of the ways they merge their educational identity into their curriculum by incorporating pop culture. This study incorporates both curriculum artifacts and individual narratives from BWEs. Nine BWEs provided access to curriculum artifacts that span thirteen courses. The artifacts ranged from course syllabi, weekly presentations, assignment… [Direct]

Jung, Yuha (2015). Post Stereotypes: Deconstructing Racial Assumptions and Biases through Visual Culture and Confrontational Pedagogy. Studies in Art Education: A Journal of Issues and Research in Art Education, v56 n3 p214-227 Spr. The Post Stereotypes project embodies confrontational pedagogy and involves postcard artmaking designed to both solicit expression of and deconstruct students' racial, ethnic, and cultural stereotypes and assumptions. As part of the Cultural Diversity in American Art course, students created postcard art that visually represented their personal stereotypes about Others, knowing that the postcards would be anonymously and publicly displayed. The result was a complex and uncomfortable revelation of personal beliefs. Following the display, we discussed shared images in class, and students wrote reflection papers exploring how this project transformed their perceptions of stereotypes. Students also made follow-up postcards that focused on ways to deconstruct institutionalized perceptions of Others. In this article, I present the background, methodology, context, processes, analysis, and theories of Post Stereotypes. Using the framework of critical race theory and difficult knowledge and… [Direct]

Maramba, Dina C.; Sul√®, V. Thandi; Winkle-Wagner, Rachelle (2015). What Discourse on the Texas Top Ten Percent Plan Says about Accountability for Diversity. Journal of Higher Education, v86 n5 p751-776 Sep-Oct. At the heart of the longstanding debate of addressing racial inequities in higher education is an argument about whether race should be a factor in admissions decisions. One argument is that institutions should be held accountable for diversity through external policies like affirmative action. Alternatively, there is the position that institutions will act in good faith to implement diversity goals. Through a critical discourse analysis of policy discourse from the Texas legislature regarding 2009 changes to the Texas Top Ten Percent Plan, findings suggest that there may be less emphasis on accountability for institutional diversification through external policy like affirmative action. Instead, policy focuses on individual institutional diversity efforts. Using Critical Race Theory (CRT) as a theoretical framework, our findings maintain that as interest convergence changes (as the power elite no longer see current admissions policy benefiting them), there may be stronger arguments… [Direct]

Brockenbrough, Edward (2015). Queer of Color Agency in Educational Contexts: Analytic Frameworks from a Queer of Color Critique. Educational Studies: Journal of the American Educational Studies Association, v51 n1 p28-44. Although queer students of color face multiple obstacles to safe and full participation in numerous educational contexts, cultural and scholarly narratives that emphasize their vulnerabilities can lead educational stakeholders to overlook, and thus miss opportunities to capitalize on, the agency that these students possess to negotiate the barriers to their academic success. To counterbalance discourses on youth as "at risk" or "in crisis," this article explores how a body of critical scholarship known as "a queer of color critique" can serve as a heuristic for educational research on the agentive practices of queer students of color. Situated largely outside of educational studies, a queer of color critique–much like critical race theories, disability studies, and similar discourses on difference–can organize analytic works across subfields of educational scholarship into a more coherent educational research agenda on queer of color difference while… [Direct]

Agosto, Vonzell; Bellara, Aarti; Karanxha, Zorka (2015). Battling Inertia in Educational Leadership: CRT Praxis for Race Conscious Dialogue. Race, Ethnicity and Education, v18 n6 p785-812. The purpose of this article is to illustrate how institutional racism is mediated by faculty negotiating power and privilege in the selection of Black (African American) women into an educational leadership preparation program. Critical race theory (CRT) praxis is used to analyze the faculty dynamics in the candidate selection process situated in a race neutral institutional culture. This reflective case study of an educational leadership department draws on qualitative data such as field notes from faculty conversations, experiential knowledge, memos, and quantitative data describing the disproportionate rejection of Black women applying to an educational leadership program in the US. Efforts to confront a race neutral process prompted by the higher rejection rate of Black women in comparison to their white counterparts prompted some faculty to engage in race conscious discourse. Faculty in departments of educational leadership who provoke race conscious dialogue on how they are… [Direct]

Julieth Diaz Benitez (2023). The Voice in the Back of My Head: Latinas' Testimonios on the Development of Their Science Identities in a Hispanic Serving Community College. ProQuest LLC, Ph.D. Dissertation, The Florida State University. Latinas often experience a double bind as they navigate STEM trajectories, a result of multiple layers of marginalization associated with their intersecting identities. Although developing robust science identities is key to the persistence, success, and sense of belonging of minoritized students in STEM (Carlone & Johnson, 2007; McGee, 2020), many Latinas struggle to identify themselves as science people. Using a testimonio approach, the present study explored how seven Latinas pursuing vertical science transfer pathways at a Hispanic serving community college in Northern California built their science identities, and how mentoring relationships contributed to that process. Testimonio data were collected through individual writing prompts and individual and focus group interviews. Latino Critical Race Theory (Delgado Bernal, 2002; Villalpando, 2004), intersectionality (Crenshaw, 1989), Carlone and Johnson's (2007) model of science identity, and Yosso's (2005) model of… [Direct]

James, Carl E.; Schroeter, Sara (2015). "We're Here Because We're Black": The Schooling Experiences of French-Speaking African-Canadian Students with Refugee Backgrounds. Race, Ethnicity and Education, v18 n1 p20-39. This article discusses the educational experiences of a group of French-speaking Black African-born students who entered Canada as refugees. They were attending a French school and were placed in a separate programme that was designed to meet their particular needs given their limited language skills and level of education. Drawing on critical race theory (CRT), the article analyzes how these students' identities operated in linking their academic abilities and particular life experiences in terms of race, gender, class, language, and immigrant status. The youth identified their separate programme as a problem in that their placement in it has to do with the fact that they are Black. The study provides important insights into the ways students with refugee backgrounds are being integrated into Canadian schools; and that, in some cases, the approach to their education operates to stream them along the lines of ethnicity, race, and life experience — the consequence of which is likely… [Direct]

Viesca, Kara Mitchell (2013). Linguicism and Racism in Massachusetts Education Policy. Education Policy Analysis Archives, v21 n52 Jun. The paper presents a frame analysis of Massachusetts state policy regarding the education of multilingual learners and their teachers through the lens of critical race theory (CRT). My analysis suggests that even though current policy in Massachusetts is framed in terms of the overarching goals of educational quality and equality, in reality it substantively sanctions inequitable practices. This paper demonstrates that racism and linguicism towards multilingual learners are legally sanctioned in Massachusetts public schools as a consequence of state policy, thus contributing to educational disparities…. [PDF]

Haberler, Zachary; Jackson-Boothby, Adam; Levin, John S.; Walker, Laurencia (2013). The Divided Self: The Double Consciousness of Faculty of Color in Community Colleges. Community College Review, v41 n4 p311-329 Oct. Through qualitative field methods research addressing faculty of color in four California community colleges, this investigation examines and explains faculty experiences and professional sense making. By combining critical race theory with social identity theory, our perspective underlines the potential social and ethnic identity conflicts inherent in the daily lives of faculty of color. The professional and social identities of faculty of color are not necessarily compatible, leading to a condition of "double consciousness," or what we refer to as "the divided self."… [Direct]

Arreguin-Anderson, Maria G.; Kennedy, Kimberley D. (2013). Deliberate Language Planning in Environmental Education: A CRT/LatCrit Perspective. Journal of Environmental Education, v44 n1 p1-15. In this study, the authors narrate a deliberate language planning experience within the dynamics of the first Project WILD environmental workshop conducted in Spanish. Using critical race theory and critical Latino theory the authors explore ways in which an environmental program can be infused with Latino culture and Spanish language to address the linguistic and cultural make-up of the local audience. It further identifies preservice bilingual teachers' perceived relevance of this type of efforts and offers recommendations for practice. (Contains 2 tables and 3 figures.)… [Direct]

Lidyvez Sawyer (2021). Examining the Role of Diversity, Equity, and Inclusion Programs in the Recruitment, Experience, and Retention of Black Faculty in a Private, Tier 1, Research University: A Case Study. ProQuest LLC, Ed.D. Dissertation, Drexel University. Black, full-time faculty are underrepresented in higher education generally and in the health professions specifically. Underrepresentation persists despite the proliferation of diversity, equity, and inclusions (DEI) programs across institutions. The purpose of this qualitative, instrumental case study was to explore the role of DEI programs in the recruitment, experience, and retention of Black, full-time faculty in the Andrew School of Health and Nursing (ASHN) in a private, Tier 1, research university in the Mid-Atlantic region of the United States. The study utilized the theoretical framework of critical race theory (CRT) to center race and racism in the inquiry, as well as the tenets of CRT to guide the analysis and interpretation of data. The researcher administered a demographic questionnaire and conducted semi-structured interviews with selected ASHN administrators, Board of DEI members, and faculty and professional staff from three departments within the ASHN. Additionally,… [Direct]

Mary Taylor (2021). Black Student Success in Higher Education: An Asset-Based Examination of Individual and Institutional Factors. ProQuest LLC, Ed.D. Dissertation, University of California, San Diego. This study focused on both the voice and experience of successful Black students in higher education as well as the factors, both internal and institutional that they perceive as contributors to their success. This research is important because while a breadth of research exists that examines Black students and their relationship to higher education, much of it is framed in a deficit-based line of inquiry. As a response, and inspired by critical race theory (CRT) and Harper's (2012) anti-deficit achievement framework (ADAF), this study focused on successful Black college students' stories and what might be learned from them. The literature shows that Black students bring a variety of strengths and abilities to their higher education experience that merit further attention by both researchers and educators especially since these students achieve in spite of the challenges so widely documented in the deficit-based literature. Using a narrative research approach, this study identified… [Direct]

Bracamontes, Brent Ignacio (2017). A Write to Know: Using Autoethnographic Writing to Explore Marginalization and Sense of Belonging in Community College Students. ProQuest LLC, Ed.D. Dissertation, California State University, Fullerton. This dissertation used qualitative, interpretive methods to explore African American and Latino/a community college students' use of autoethnographic writing to express experiences of marginalization and sense of belonging on their college campus. Using postmodernism and critical race theory as theoretical frameworks, I investigated how students had experienced marginalization and a sense of belonging on their community college campus, as well as the reported epistemological (meaning-making) functions of the autoethnographic writing process. Participants in the study were introduced to the major constructs (marginalization, sense of belonging, and autoethnography), wrote autoethnographic essays about their experiences, and completed phenomenological interviews about the writing process. Participants reported feelings of marginalization based on factors such as their age, perceptions of academic under-preparedness, lack of familiarity with college structures and processes, perceived… [Direct]

Anthony Mangiafico (2018). "One of My Teachers Told Me That I Wasn't Gonna Get Anywhere in Life": A Narrative Study of Two GED Students of Color. ProQuest LLC, Ed.D. Dissertation, University of Connecticut. This narrative study examined what led two Students of Color to enroll in General Educational Development (GED) classes and how their race impacted their educational decisions. The study took place in an adult education facility located in central Connecticut in winter 2018. One research question guided this inquiry: What are the experiences of Students of Color that led them to seek their high schools diplomas through GED classes? This study used qualitative data collected from three one-on-one semi-structured interviews, field notes, and photographs to answer the research question through the lens of critical race theory (CRT). This research captured the voices and of Students of Color so policy makers and practitioners are aware of the need for adult education programs. Finally, this research contributes to the scholarship and discourse regarding the need for equitable funding streams for adult education students. Although this study was limited in duration and scope, the data… [Direct]

Redmond- Ayanaw, Erika L. (2017). Under-Representation in Autism: An Examination of Educational Evaluation Practices for Black Students. ProQuest LLC, Ph.D. Dissertation, University of Missouri – Saint Louis. Black students are negatively affected by disproportionality in school discipline practices, special education identification, and over-restrictive special education placement. Critical race theory is an operative framework that can be applied to increase understanding of such disproportionality (Blanchett, 2011). Through the use of qualitative retrospective chart review methods, this research investigated the under-representation of Black students with Autism in the context of educational evaluations, and from the Ordinariness and Social Construction Tenets of CRT. Analysis of 12 reports, six of Black students and six of White students, resulted in several findings: (1) Between group differences were present in terms of parental reporting of Autism features; (2) Analysis of full evaluative findings revealed between-group variability in Autism traits expressed/reported; (3) Determining need for special education services differed for Black and White students, as Black students'… [Direct]

Richardson, Erika D. S. (2017). An Assessment of Factors That Influence the Academic Achievement of Black Male Physicians. ProQuest LLC, Ed.D. Dissertation, Northeastern University. This study sought to understand Black male physicians' perceptions of factors that contributed to their academic success while in medical school and residency. The researcher gathered information by interviewing six Black doctors and collecting their demographic profile data. The study used a qualitative, narrative inquiry design. This research method allowed the researcher to learn from the participants through storytelling what influences they associated with achieving academic success. To understand better the stories and the impact of race for Black male students, a theory in the field of education called Critical Race Theory was utilized. In-depth interviews were conducted using a purposeful sample of six physicians employed at a major academic medical center in North Carolina. Each participant was asked 10 questions to determine his perspectives on factors that influenced his academic success. The narratives collected from the interviews provided a voice for the participants'… [Direct]

Annamma, Subini; Jackson, Darrell; Morrison, Deb (2014). Disproportionality Fills in the Gaps: Connections between Achievement, Discipline and Special Education in the School-to-Prison Pipeline. Berkeley Review of Education, v5 n1 p53-87 Jan. The focus on the achievement gap has overshadowed ways in which school systems constrain student achievement through trends of racial disproportionality in areas such as school discipline, special education assignment, and juvenile justice. Using Critical Race Theory, we reframe these racial disparities as issues of institutionalized racism. First, we examine specific education policies and laws that contribute to racialized populations becoming part of the School-to-Prison Pipeline. Second, using a state-level case study in Colorado, we illustrate through critical race spatial analysis the increasing overrepresentation of students of color as they move through the School-to-Prison Pipeline from public schools to the juvenile justice system. Finally, we discuss suggestions for improving racial equity and reducing the flow of the School-to-Prison Pipeline…. [PDF]

Codrington, Jamila (2014). Sharpening the Lens of Culturally Responsive Science Teaching: A Call for Liberatory Education for Oppressed Student Groups. Cultural Studies of Science Education, v9 n4 p1015-1024 Dec. Wallace and Brand's framing of culturally responsive science teaching through the lens of critical race theory honors the role of social justice in science education. In this article, I extend the discussion through reflections on the particular learning needs of students from oppressed cultural groups, specifically African Americans. Understanding the political nature of education, I explore the importance of transforming science education so that it has the capacity to provide African American students with tools for their own liberation. I discuss Wallace and Brand's research findings in relation to the goal of liberatory education, and offer ideas for how science educators might push forward this agenda as they strive for culturally responsive teaching with oppressed student groups…. [Direct]

Acevedo-Gil, Nancy; Santos, Ryan E.; Solorzano, Daniel G. (2014). Latinas/os in Community College Developmental Education: Increasing Moments of Academic and Interpersonal Validation. American Association of Hispanics in Higher Education This qualitative study examines the experiences of Latinas/os in community college English and math developmental education courses. Critical race theory in education and the theory of validation serve as guiding frameworks. The authors find that institutional agents provide academic validation by emphasizing high expectations, focusing on social identities, and improving academic skills. The authors conclude by conceptualizing a critical race validating pedagogy to implement among students who place in community college developmental education courses. [This Scholarly Paper was commissioned for the 9th Annual Conference of the American Association of Hispanics in Higher Education, 2014. Appendix A, "Levels and Descriptors of Developmental Education Math and English Courses at Case Study Site" is not included in the ERIC version of this report.]… [PDF]

Wiley, Kathryn E. (2021). A Tale of Two Logics: School Discipline and Racial Disparities in a "Mostly White" Middle School. American Journal of Education, v127 n2 p163-192 Feb. In this article, I use ethnographic data to theorize about the causes of Black-White racial disparities in discipline at a "mostly White" middle school. Using critical race and institutional theories, I identify two racial discipline logics: criminalized sequestering and racial exemption. These logics differently governed how school leaders and teachers administered discipline among Black and White students and created a dual system that generated disparate outcomes. Overall, my analysis aids in understanding the organizational processes that produce Black-White racial discipline disparities, introduces new theoretical concepts for future research, and brings to the fore largely unexamined punitive, in-school discipline practices…. [Direct]

Chalmers, Anthony Gene (2012). Examining the African American K-12 Public Superintendency from a Critical Race Theory Perspective: Counter-Stories about Hiring and Retention Practices. ProQuest LLC, Ed.D. Dissertation, Northern Illinois University. For the last decade, research has shown concern about the pool of African American candidates for the superintendency. Nationally, African American candidates make up two percent of superintendents and fourteen percent of the teaching force, the pool from which superintendents are traditionally chosen. Increasing demands to meet the needs of culturally diverse students is a reality of the 21st century school administrator. As a result, the underrepresentation of African Americans in administrative leadership is problematic. This dissertation describes the experiences of five African American superintendents specific to career paths and navigation of the job search process. It identifies the factors that help or hinder African American superintendents in maintaining their positions. Additionally, it explores Du Bois's concept of double consciousness through participant counter-stories. A critical race theory framework was used to explore the relationship among race, racism, and… [Direct]

Berry, Theodorea Regina; Stovall, David O. (2013). Trayvon Martin and the Curriculum of Tragedy: Critical Race Lessons for Education. Race, Ethnicity and Education, v16 n4 p587-602. In what ways do the tragedies centered on the lives of black youth, particularly black male youth, inform teachers, education policymakers, and teacher educators about what knowledge is most worth knowing? In this counter/story, we will examine the details of the life and death of Trayvon Martin. From these details, we will extract and interpret a curriculum of tragedy that draws from Derrick Bell's particular contributions to critical race theory (CRT) applies its central tenets. This article will conclude with lesson for black education for teachers, education policymakers and teacher educators…. [Direct]

Coryell, Gayle; Hernandez, Ebelia; Martinez, Gladys; Mobley, Michael; Yu, En-Hui (2013). Examining the Cultural Validity of a College Student Engagement Survey for Latinos. Journal of Hispanic Higher Education, v12 n2 p153-173 Apr. Using critical race theory and quantitative criticalist stance, this study examines the construct validity of an engagement survey, "Student Experiences in the Research University" (SERU) for Latino college students through exploratory factor analysis. Results support the principal seven-factor SERU model. However subfactors exhibited differential structure patterns suggesting sense of agency, initiative-taking, self-competency, and self-efficacy as a means of reflecting potential cultural nuances relative to Latinos. Implications highlight sociocultural values and perspectives to understand engagement based on Latino students' unique college experiences and meaning making. (Contains 1 table.)… [Direct]

Jesus Miranda (2020). Equity-Minded Teacher Preparation in the California Community College. ProQuest LLC, Ph.D. Dissertation, St. John's University (New York). California Community Colleges (CCC) is the largest and most diverse system of higher education in the United States. It serves 2.1 million students, 54% of whom are from historically racially marginalized communities in the United States (California Community College Chancellor's Offices, 2020). As with all higher education settings in this country, such diversity results in large racial disparities in classroom outcomes. While the classroom remains the primary point of contact for students, CCC instruction is vastly under-researched, with existing research tending to focus on issues outside the classroom (Zapata, 2019). In an effort to identify an effective method to support the elimination of racial disparities in classroom outcomes, this study utilized a critical race theory (CRT) lens (Ledesma & Calderon, 2015) to implement a mixed-methods explanatory sequential design to examine teacher preparation in a program of professional development, the Equity-Minded Teaching and… [Direct]

Chavez, Minerva S. (2012). Autoethnography, a Chicana's Methodological Research Tool: The Role of Storytelling for Those Who Have No Choice but to Do Critical Race Theory. Equity & Excellence in Education, v45 n2 p334-348. This article investigates the role of autoethnographic research as the methodological tool of choice for a Chicana who positions herself along the liminal perspective. I posit that "testimonios", autobiographical educational experiences, must be used as valid ethnographic research to contribute to existing knowledge around issues of educational equity. Producing autoethnographic research acknowledges and validates my Chicana presence as well as draws attention to my marginal position inside dominant structures of education. Autoethnography and critical race theory are the manners in which I think about the world and the ways I have chosen to engage in educational research. My work is derived from personal experience in Los Angeles urban schools and later in elite institutions of higher education. These distinct locations present a unique opportunity to problematize the internalized forms of class and racial structures that permeate educational institutions. Grounded in my… [Direct]

Michele Patak-Pietrafesa (2023). Unraveling Teacher Implicit Biases: The Role of Student Identities in Patterns of Stereotype Activation for Black and White Teachers. ProQuest LLC, Ph.D. Dissertation, The Ohio State University. Racial disproportions in discipline within the U.S. public school system have been documented since the 1970s and continue to grow despite decades of research and intervention. A solid base of research ruling out individual student- and family-level factors as main causes of the racial disproportions has amassed, however, deficit narratives, stereotypes, and biases about students and families of color continue to be documented throughout the literature. Likewise, interventions directing change toward student and family behaviors and claiming to be "race neutral" by applying the same behavioral expectations and discipline decisions across all students, continue to fail at reducing disproportionate discipline outcomes for students from marginalized groups. A large portion of the literature about teachers' perceptions of students also does not accurately account for the intersectional nature of students' multidimensional identities. Further, many studies fail to use analysis… [Direct]

Greer, Wil; Rodr√≠guez, Louie F. (2017). (Un)Expected Scholars: Counter-Narratives from Two (Boys) Men of Color across the Educational Pipeline. Equity & Excellence in Education, v50 n1 p108-120. There has been an upsurge of attention on the achievements and struggles of boys and men of color in the U.S. The recent flood of attention to police-involved shootings of African Americans and other people of color only exacerbate the need for a focus on this particular population. The White House announcement of "My Brother's Keeper" in 2014 aims to recognize and respond to the crisis facing boys and men of color. In addition, the work of various scholars has continued not only to acknowledge the crisis, but also advocate, push, and enact policies and practices relevant to boys and men of color. Empirical research has made clear the disparities in academic engagement and achievement, disciplinary practices, and the overall student experience. Less common, however, are the voices of students who once attended those schools, grew up in challenging environments, yet went on to become academically accomplished. The purpose of this article is to provide… [Direct]

Mac√≠as, Luis Fernando (2018). The Scheme Game: How DACA Recipients Navigate Barriers to Higher Education. Educational Studies: Journal of the American Educational Studies Association, v54 n6 p609-628. College-bound recipients of DACA–a 2012 US administrative policy officially titled Consideration for Deferred Action for Childhood Arrivals–face a series of administrative and financial barriers in pursuing postsecondary education. These barriers often include a complicated process for in-state tuition consideration, as well as exclusion from the majority of educational subsidies. This research sheds new light on DACA students' own understanding of their financial exclusions and the often ingenious methods they use to finance higher education. The research employs critical race theory/LatCrit frameworks to examine the structural systems of exclusion within educational policies and the corresponding measures taken by DACA recipient students in Ohio to overcome them. Participants' "testimonios" highlight their own resilience in the face of multiple obstacles, dispel notions of meritocracy in higher education, and educate institutional agents about funding inequities in an… [Direct]

Patterson, Patrick Dale (2018). "Having the Right Info": College Readiness as College Knowledge among Minoritized Students in an Urban Education Setting. ProQuest LLC, Ed.D. Dissertation, University of Southern California. This qualitative study applied a critical race theory lens to understand minoritized students' college readiness experiences at a highly selective research university to inform K-12 and higher education practice. The purpose of this study was to privilege oppressed voices in highlighting specific ways the college readiness gap can be closed for minoritized students, moving toward equity in higher education attainment and completion. The research questions involve understanding these students' college readiness and how they informed their college experiences. Data were collected using semi-structured interviews developed with a critical race lens to encourage counter-storytelling among the participants. Findings indicate participants tend to define college readiness around college knowledge, rather than more traditional notions of remediation. Additionally, even when the women came to college as college-ready by these traditional notions, they often did not feel fully college-ready…. [Direct]

Lara, Luke James (2018). "It's Not a Choice": A Critical Analysis of Systemic Racism in Faculty Hiring Practices in the Community College from the Perspective of Faculty of Color. ProQuest LLC, Ed.D. Dissertation, San Diego State University. At the community college, diversity is an overarching institutional goal, yet it remains elusive, especially in the full-time faculty ranks. This dissertation explored the individual and systemic barriers to hiring faculty of color. A phenomenological approach was used to examine the community college full-time faculty search process from the perception and meaning-making of 10 full-time faculty of color who actively advocate for hiring faculty of color. The participants represented five community college districts throughout California. This study utilized grassroots leadership and critical race theory as frameworks. An analysis of the participants' interviews identified emergent themes around their experiences as racialized individuals in a historical and contemporary context, being faculty of color at their institutions, challenging and encountering color-blind ideology, and enacting agency as faculty of color grassroots leaders. The findings illuminate why it is important to… [Direct]