Cothorne, Adell M. (2018). Examining the Intersection of Teachers' Expectations, African American Males, and Equitable Strategies. ProQuest LLC, Ed.D. Dissertation, Walden University. Elementary African American males achieve proficiency at a lower rate than their peers in both reading and math. The purpose of this qualitative case study was to understand how elementary school teachers described their use of equitable strategies in teaching elementary African American male students, how these teachers described the experience of teaching African American male students, and how they used equitable strategies to shape the classroom environment to engage African American male students. Two theories provided the conceptual framework for this study–human development theory and critical race theory in education. Seven participants were selected through convenience sampling. Semistructured interviews were conducted. Data analysis for this case study was conducted using analytic descriptive coding and category construction. Major categories were identified in order to examine patterns, themes, and relationships. Data analysis of the responses of research participants in… [Direct]

Bowns, Joanna May (2018). Effective Teachers Building Relational Trust with Diverse Students to Improve Reading Achievement. ProQuest LLC, Ed.D. Dissertation, Montana State University. Schools are measured by scores students receive on standardized tests. Yet, since the collection of student demographic data on these tests, it has shown students of color are not getting the same opportunities to learn as their white peers. As classrooms across the country continue to become more diverse, it is imperative to study how some teachers are effective in teaching "all" students. This study examined the questions of how effective teachers build trusting relationships, how relational trust impacts instructional strategies, and how relational trust impacts student reading achievement. The purpose of this research study was to add to the existing literature about how effective teachers build relational trust with their diverse students, therefore increasing academic achievement in reading. Critical race theory, deficit thinking, and critical consciousness were used as the theoretical framework in this study. Specific criterion was used to create a purposeful sample… [Direct]

Menjivar, Dalila (2018). The Development of a College Going Culture in a Predominantly Latino Elementary School. ProQuest LLC, Ed.D. Dissertation, California State Polytechnic University, Pomona. College enrollment for the Latino/a population has improved over the past 30 years, yet even with this growth, Latinos/as continue to trail their Caucasian and Asian peers in college enrollment and attainment (Camacho-Liu, 2011; Fry, 2011; Krogstad, 2016; Krogstad & Fry, 2014; Santiago, Calderon-Galdeano, & Taylor, 2015; Zarate & Burciaga, 2010). One possible method for improving college attainment for Latino/a students is through early college-going culture development in their schools. For this reason, the purpose of this qualitative case study was to explore the methods and strategies implemented at one predominantly Latino/a elementary school for fostering a college-going culture and thus providing descriptive data on how a college-going culture is being developed at this school site. This study was grounded in the following theories: critical race theory, social capital theory, and Starrat's Framework for building ethical schools. These theories guided the data… [Direct]

Farris, Victoria E. (2018). "I Wish They Would . . .": The Role White Student Affairs Professionals Can Play in Disrupting Systemic Racism in the Supervision of People of Color in Higher Education. ProQuest LLC, Ed.D. Dissertation, University of Pennsylvania. The purpose of this study was to understand the role that White people can play in dismantling systemic racism and oppression in the supervision of people of color in student affairs. The primary goal of the study was to better understand, from the perspectives of people of color, how systemic racism and bias in the supervision of people of color could be disrupted and what role, if any, White people can play in the disruption. Using a critical race theory (CRT) framework, the study sought to outline how White people can demonstrate allyship and engage in dismantling systemic racism. This was a qualitative research study using a CRT framework. The researcher conducted 20 interviews with participants who all identified as student affairs professionals of color about their experiences with workplace racism, what inclusive workplaces would look like, and how White folks can play a role in contributing to an inclusive environment. The findings showed that workplace racism was prevalent… [Direct]

Williams-McLauchlin, Delores (2018). Instructional Practices in the Classroom: African American Male Science, Technology, Engineering, and Mathematics Graduates. ProQuest LLC, Ed.D. Dissertation, Grand Canyon University. The purpose of this qualitative narrative inquiry study was to explore how African American male STEM graduates perceived instructional practices used in STEM classrooms in colleges in the eastern United States. Critical race theory and active learning theory formed the conceptual framework for this study. It was not known how African American male STEM graduates perceived instructional practices used in STEM classrooms in colleges. The research was guided by five research questions: (R1) How do African American male STEM graduates perceive instructional practices used in STEM classrooms; (R2) How do African American male graduates in STEM studies distinguish between instructional practices used in the classroom in regard to their academic success; (R3) How do African American male STEM graduates perceive active learning in general as a part of instructional practices used in STEM classrooms; (R4) How do African American male STEM graduates perceive problem-based learning as an… [Direct]

Rogers, Sherrita Yolande (2018). Nothing Left Unfinished: A Transcendental Phenomenology on the Persistence of Black Women in Distance Education Doctoral Programs. ProQuest LLC, Ed.D. Dissertation, Liberty University. Black women are earning doctoral degrees in the field of education at a rate higher than any other demographic group; however, their overall degree obtainment is increasing at a slower rate than other minority groups. In addition, median degree completion rates in the field of education are higher than any other measured field of study. At the same time, enrollment in distance education doctoral programs is increasing at exponential rates, while doctoral attrition rates continue to hover around 50%. There is a significant amount of research examining persistence for both distance education doctoral programs and Black women; however, there is a gap in the literature regarding the doctoral persistence of Black women enrolled in distance education programs. The purpose of this study was to give voice to the persistence experiences of Black women in distance education doctoral programs, in the field of education. This research study utilized critical race theory of education… [Direct]

Ares, Nancy; Hopper, Mindy; Padela, Maryam Razvi; Quinones, Sandra; Webster, Stephanie (2011). \Y Nosotros, Que?\: Moving beyond the Margins in a Community Change Initiative. Anthropology & Education Quarterly, v42 n2 p103-120 Jun. Our ethnography focuses on an urban community change organization within a predominantly African American and Latino population. Latino Critical Race Theory and Critical Race Theory help us understand the Spanish speakers' positioning and how particularities of Latinas/os' experience challenged power relations and group cohesion. Our findings illustrate tensions and contradictions of black-brown communities working in tandem to work against oppression. We argue that manifestations of intergroup conflict negatively influenced the success of this effort. Urban environments are increasingly demographically diverse and understanding how cross-group dynamics are interpreted by traditionally marginalized populations is essential to ensuring the educational, economic, and social success of students…. [Direct]

Rashid, Kamau (2011). \To Break Asunder along the Lesions of Race\. The Critical Race Theory of W.E.B. Du Bois. Race, Ethnicity and Education, v14 n5 p585-602. In addition to its beginnings within legal scholarship, Critical Race Theory (CRT) is intimately aligned with the long tradition of African American social critique, which sought to interrogate the intractable nature of racism and White supremacy. Within this intellectual tradition, the works of W.E.B. Du Bois are of critical significance. Du Bois' critique of racism, in addition to his theories of education, anticipate many key aspects of CRT. Additionally, Du Bois illuminates fruitful spaces that are of great relevance to contemporary scholars engaged in a critical analysis of race and racism in their global and domestic contexts, within both education and the broader society. (Contains 3 notes.)… [Direct]

Harris, Yvette Monique (2016). A Phenomenological Study: Exploring the Needs, Wants, and Desires from the Voices of African-American Males Desiring to Graduate from Community College. ProQuest LLC, Ed.D. Dissertation, Liberty University. The purpose of this qualitative phenomenological study was to explore factors that could lead to academic success for African-American males enrolled in community college. By conducting a phenomenological study, those factors leading to graduation will be derived from the particular lens of perception of the participants' lived experiences. The guiding theories are those of Derrick Bell's Critical Race Theory (CRT, 1977), Vincent Tinto's (1975) Theory of Departure, and John Bean's (1979) Theory of Student Attrition. A convenience participant sample totaling 10 African-American males was comprised of students who were currently enrolled in a community college. The data collected for this study was garnered from a questionnaire, interviews, and surveys. Said data was analyzed using Moustakas' (1994) phenomenological seven-step approach. The data from the study resulted in three themes emerging from the data. The themes included trauma, anger, and systems of support. The final chapter… [Direct]

Brittany L. Collins (2022). A Narrative Exploration into the Intersection of Division I Black Student-Athlete Environment, Identity, and Mental Health. ProQuest LLC, Ph.D. Dissertation, University of Cincinnati. The study examined narrative counter-stories of 10 Division I Black student-athlete experiences at the intersection of race, gender, sport activism, and mental health while attending predominantly White institutions (PWIs) in the Midwest amid ongoing racial and social injustices throughout the United States. The theoretical frameworks utilized throughout the literature and study were critical race theory, intersectionality, and the ecological perspective, which highlighted gaps in the literature, research, policies, procedures, initiatives, and support systems in place for Division I Black student-athlete environment, identity, and mental health. The sample consisted of participants who are Black student-athletes currently competing an NCAA Division I PWI in the Midwest. Purposeful and snowball sampling strategies were intentionally chosen to effectively recruit a population that is historically harder to reach. The participant's counter-story and analysis followed individual… [Direct]

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

Christina S. Morton (2020). Water from the Rock: The Role of Spirituality in the Lives of Black Women in Engineering Doctoral Programs. ProQuest LLC, Ph.D. Dissertation, University of Michigan. Utilizing portraiture as a qualitative methodology, this study examines the role of spirituality in the lives of 16 Black doctoral women who are pursuing degrees in engineering at three institutions, two historically Black and one historically White. The goal of this study is to better understand Black women's spiritual epistemologies and ontologies in relation to their engineering work and lived experiences as doctoral students. Cognizant of the unique intersections of oppression that Black women may experience in engineering educational environments, this study explores spirituality as a potential resource for these students. Elements of critical race theory (CRT), Black feminist thought, and endarkened feminist epistemology inform my epistemological, ontological, and methodological approach to this work. The study is also informed by empirical literatures pertaining to Black spirituality as well as the experiences of marginalized and minoritized students in STEM academic… [Direct]

Ronald K. MacCammon (2020). Latino/a Student Success in Higher Education: A Study in Persistence. ProQuest LLC, Ed.D. Dissertation, University of South Florida. The purpose of this qualitative study was to provide a detailed accounting of the experiences of Latino students who persist in higher education. The supports and barriers they encountered, as well as their recommendations for educational stakeholders looking to effect persistence were examined. The grand tour question guiding this research was: "What do some Latino students and their institutions do to enable decisions to persist and how do they do it?" Sub-Questions providing depth for the research were: (a) how do the participants make meaning of their experiences to persist to graduate; (b) what are the participants' perceptions of the barriers to persistence; (c) what are the participants' perceptions of the supports for persistence; (d) what advice would the participants have for students seeking to persist? The theoretical frameworks for this research considered the impact of Critical Race Theory and 3 of the classic theories of persistence: Tinto (2013), Bean &… [Direct]

Ko, Lily T.; Ong, Maria; Smith, Janet M. (2018). Counterspaces for Women of Color in STEM Higher Education: Marginal and Central Spaces for Persistence and Success. Journal of Research in Science Teaching, v55 n2 p206-245 Feb. Counterspaces in science, technology, engineering, and mathematics (STEM) are often considered "safe spaces" at the margins for groups outside the mainstream of STEM education. The prevailing culture and structural manifestations in STEM have traditionally privileged norms of success that favor competitive, individualistic, and solitary practices–norms associated with White male scientists. This privilege extends to structures that govern learning and mark progress in STEM education that have marginalized groups that do not reflect the gender, race, or ethnicity conventionally associated with STEM mainstream success, thus necessitating spaces in which the effects of marginalization may be countered. Women of color is one such marginalized group. This article explores the struggles of women of color that threaten their persistence in STEM education and how those struggles lead them to search out or create counterspaces. It also examines the ways that counterspaces operate… [Direct]

Dodo Seriki, Vanessa (2018). Advancing Alternate Tools: Why Science Education Needs CRP and CRT. Cultural Studies of Science Education, v13 n1 p93-100 Mar. Ridgeway and Yerrick's paper, "Whose banner are we waving?: exploring STEM partnerships for marginalized urban youth," unearthed the tensions that existed between a local community "expert" and a group of students and their facilitator in an afterschool program. Those of us who work with youth who are traditionally marginalized, understand the importance of teaching in culturally relevant ways, but far too often–as Ridgeway and Yerrick shared–community partners have beliefs, motives, and ideologies that are incompatible to the program's mission and goals. Nevertheless, we often enter partnerships assuming that the other party understands the needs of the students or community; understands how in U.S. society White is normative while all others are deficient; and understands how to engage with students in culturally relevant ways. This forum addresses the underlying assumption, described in the Ridgeway and Yerrick article, that educators–despite their… [Direct]

Myron T. Strong; Wonmai Punksungka (2024). Honor Your Contract: Finding Sensibility in Community Colleges. Teachers College Record, v126 n6-7 p118-134. Background/Context: Community colleges are seen as malleable institutions that work closely with high schools, vocational programs, employers, and community organizations to provide an education for all members of their local community. As an extension of the community, the education provided must address larger social changes (i.e., Affirmative Action, Title IX regulations) while simultaneously adjusting to the needs of the student population (i.e., food pantries, financial insecurities, homelessness, job outlook). This is a major responsibility, and working with these organizations to create programs designed to serve the needs of the people requires an agreement, or a social contract formed between these organizations and the community college. Due to the various needs of students and other social factors that create unique circumstances for certain groups, including racial minorities, neurodiverse populations, and the like, it is important to look at this contract with a critical… [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]

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]

Campbell, Janis Moore (2016). Theme and Variations: A Content Analysis of Syllabi in Introduction to Urban Education Courses. ProQuest LLC, Ph.D. Dissertation, Temple University. This qualitative study examines the teaching of urban education in introductory and foundational college courses. The research positions course syllabi as ubiquitous public documents that socialize students into discourse communities, and is framed within theories of social constructivism. An examination of course objectives, course assignments, and core required texts revealed varying levels of consistency in the stated learning outcomes on all (n = 31) syllabi. Overall, five conceptual approaches to introductory courses in urban education emerged: 1) schools and the social order; 2) historical perspective; 3) education policy analysis; 4) professional practice, pedagogy and research persona; and 5) teacher as change agent. Shared organizing features of all syllabi included references to education inequity, social stratification, structural racism, poverty, and social justice; however, the degree of topic emphasis varied substantially. Closer alignment between course objectives and… [Direct]

DeMarcus A. Jenkins (2023). Seen and Unseen: Narratives of In/Visibility of Black Youth Who Attend a Predominantly Latinx High School. Teachers College Record, v125 n3 p237-263. Background/Context: Scholars have identified how antiblackness operates as a specific organizational culture across the educational enterprise by examining Black students in various schooling contexts. However, there remains limited empirical research exploring Black students' unique experiences in predominantly Latinx educational settings. The presence of Black bodies in institutions like schools from which they have been historically or conceptually excluded, marginalized, or "othered" presents an intriguing context to investigate the intersection of race, place, and the politics of visibility. Research Design: Drawing from an extensive ethnographic project on antiblackness in borderland contexts, this article interrogates Black students' narratives of in/visibility–stories detailing moments when they felt seen and unseen. I used purposive sampling and recruited 20 Black students to participate in focus groups and individual interviews. Focus groups and interviews were… [Direct]

Pedro Rios (2020). Investigating Diversity Issues through the Experiences of Executive Latinx Leaders in Christian Higher Education. ProQuest LLC, Ph.D. Dissertation, Fuller Theological Seminary, School of Intercultural Studies. This study will examine diversity, equity, and inclusion issues through the lived experiences of five executive Latinx leaders that serve (as a dean or above) in the Council of Christian Colleges and Universities (CCCU). There exists a lacuna of Latinx within the executive ranks of colleges and universities in the U.S., and those who currently serve are mostly at the community college level. When it comes to Christian higher education (CHE), the number of Latinx serving at the senior level is twice as low. Thus, those Latinx who are currently serving at the CCCU provide a learning opportunity for other Latinx aspiring to assume leadership positions, while simultaneously providing CCCU schools that desire to attract and retain Latinx leaders, the knowledge in order to do so. This research project was birthed from the investigators experiences in CHE, and a desire to learn if the experiences were unique or if they aligned with other Latinx and people of color. Critical Race Theory… [Direct]

Keirn, Colleen Lynette (2017). How Do Faculty Experience the University Mission? A Descriptive Case Study of One University's Approach to Its Core Values. ProQuest LLC, Ed.D. Dissertation, Northeastern University. This research study captured the stories of 11 university faculty about their lived experiences with the university's social justice mission. Key findings revealed: (a) faculty of color described experiencing racism on campus, (b) faculty of color felt marginalized on campus, (c) faculty developed their understanding of the mission over time, (d) the mission was experienced differently by faculty of color than by White faculty, (e) peer group support was vital for retaining faculty of color, and (f) there was little evidence of collective overt challenges to the dominant ideology of the university. The study used a case study methodology to understand how tenured and tenure-track faculty made meaning of and understood a university's mission at a private university in the western United States. Campus documents were analyzed and 11 faculty members were interviewed. Data were analyzed using the in vivo coding method and were interpreted through a critical race theory framework. Results… [Direct]

Mielants, Eric; Weiner, Melissa F. (2015). Fortress Europe in the Field: Academics, Immigrants, and Methodological Considerations for Educational Studies. International Journal of Qualitative Studies in Education (QSE), v28 n4 p437-456. This article addresses the difficulty of local-level qualitative educational research in Amsterdam in light of changes related to contemporary political discourse on decades of immigration, especially from the 1970s onward, and increasingly critical assessments of Dutch education in the literature. It considers recent developments in the Netherlands while taking into account similar processes elsewhere in the European Union, with the aim of understanding taboos and problems associated with research on immigration, racism, and discrimination. Specifically, we utilize one researcher's efforts to gain access to educationally based field sites to focus attention on the links between contextual political discourses and policies excluding immigrants with efforts to sociologically examine the experiences of immigrants. We conclude with a discussion of broader challenges faced by social scientists, including the benefits and disadvantages of having outsider status, attempting to utilize… [Direct]

Heather M. Streets (2022). The Collegiate Black Space: Black College Students' Use of New Counter-Spaces for Support, Knowledge Production, and Organizing for Activism. ProQuest LLC, Ed.D. Dissertation, University of San Francisco. Black collegians who attend historically white institutions continue to struggle with racism, microaggressions, feelings of alienation, minimal or improper advising, and an undue pressure to prove themselves (Bonner, 2010; Feagin & Sikes, 1995; Strayhorn, 2010). These barriers to success result in part due to a lack of support from the colleges and universities that they attend (Allen, 1992; Parker, Puig, Johnson & Anthony, Jr., 2016). With institutional benefits designed to benefit white students over students of color, Black students must find their own alternatives for collaboration and to provide support for their peers. Many Black spaces can be defined as third spaces (Bhabha, 1994), where Black people go to find community, share information, and get advice. Using a concept I developed called "the collegiate Black space," this dissertation argues that Black college students who attend historically white institutions have also turned digital spaces into Black… [Direct]

Gonz√°lez, Juan Carlos; Portillos, Edwardo L. (2013). Chicanos Teaching Social Justice in Higher Education = Chicanos Ense√±ando Justicia Social en La Universidad: Experiences at Predominately White and Hispanic Serving Institutions. International Perspectives on Higher Education Research This chapter will provide examples of how Chicano faculty teach and practice social justice in the U.S. college classroom, where subtle forms of racism operate through White privilege, and influence faculty credibility and authority. From a Latino Critical Theory (LatCrit) perspective, the authors address the question, What are the similarities and differences in classroom experiences of Chicano faculty in Predominately White Institutions (PWI) and Hispanic Serving Institutions (HSI)? In addressing this question, the authors will provide examples from their teaching experiences at both PWIs and HSIs, and how a Chicana/o-centered social justice perspective can help to mediate and overcome classroom challenges. The chapter will end with a discussion of how a social justice framework is necessary in college classrooms that are becoming increasingly diverse; and recommendations for how PWIs and HSIs can support Chicana/o faculty in endeavors to institutionalize a social justice framework… [Direct]

Lustick, Hilary (2016). 'Restorative Justice' or Restoring Authority? Restorative School Discipline Practices in Urban Public Schools. ProQuest LLC, Ph.D. Dissertation, New York University. School leaders seeking to implement restorative justice discipline practices in diverse urban schools have a series of subtle and crucial decisions to make that are omitted in the literature on alternatives to suspension. This ethnographic research in three urban schools using restorative practices suggests that racial and cultural dynamics complicate how students and teachers experience restorative practices. Restorative practices were predominantly used to maintain order in the school. They reproduced traditional inequalities because, while administrators tended to avoid directly addressing the role of racism, sexism, and other forms of discrimination played in these conflicts. To resist such reproduction, implementation of restorative practices requires: a) an overt staff commitment to discussing larger social issues and how they impact their work with students; b) professional development around culturally responsive education that specifically addresses discipline; and c)… [Direct]

Kubota, Ryuko (2016). The Multi/Plural Turn, Postcolonial Theory, and Neoliberal Multiculturalism: Complicities and Implications for Applied Linguistics. Applied Linguistics, v37 n4 p474-494 Aug. In applied linguistics and language education, an increased focus has been placed on plurality and hybridity to challenge monolingualism, the native speaker norm, and the modernist view of language and language use as unitary and bounded. The multi/plural turn parallels postcolonial theory in that they both support hybridity and fluidity while problematizing the essentialist understanding of language and identity. However, postcolonial theory, which has been influenced by poststructuralism, met criticisms in the 1990s in cultural studies. The notion of hybridity has been especially criticized for its privileged status, individual orientation, and disparity between theory and practice. Furthermore, the conceptual features of the multi/plural turn overlap with neoliberalism and neoliberal multiculturalism, which uncritically support diversity, plurality, flexibility, individualism, and cosmopolitanism, while perpetuating color-blindness and racism. The multi/plural turn also neglects… [Direct]

Luke, David John (2018). Increasing Inclusion: The Pursuit of Racial Diversity in Three Historically White Universities in Kentucky, Michigan, and Ontario from 2000 to 2012. ProQuest LLC, Ph.D. Dissertation, University of Kentucky. The University of Kentucky (UK) and University of Michigan (UM) present very different patterns in terms of black student enrollments and completions from 2000 to 2012 because of a structural explanation, a qualitative explanation, and a statistical explanation. Unfortunately, the patterns at the University of Western Ontario (UWO) are partial due to a lack of data. First, the structural explanation is that UK, as a university in the state of Kentucky, was under a mandate from the U.S. Department of Education to desegregate because they were in violation of Title VI of the Civil Rights Act. The Kentucky Council on Postsecondary Education (KCPE) gave specific goals related to black student enrollment and completions. Substantial progress was made from 2000-2012, primarily during the time when Lee Todd Jr. created the President's Commission on Diversity (PCD) which implemented strategies to achieve the goals. While the same federal laws applied to UM, as a northern state they were not… [Direct]

Hays, Sharia L. (2018). A Phenomenological Study of Student Leaders of Color at Dominantly White Christian Institutions. ProQuest LLC, Ed.D./HE Dissertation, Azusa Pacific University. Leadership has been identified as an important component of higher education and the college student experience (Dugan, 2006; Komives, Dugan, & Owen, 2011; Shertzer & Schuh, 2004; St. John, Rowley, & Hu, 2009). Although there has been an increase in leadership initiatives across higher education, many institutions, specifically dominantly White Christian institutions have struggled to find ways to involve students of color in leadership. Utilizing a phenomenological approach, this study explored the leadership experiences of 11 students of color from 3 dominantly White Christian institutions. Furthermore, the study examined ways in which students' racial identity shaped their experiences. Findings revealed how evangelical and institutional dynamics of racism were instrumental in forming students' experiences. Being the "only" within a dominant culture also added an extra pressure to represent and adapt. The Christian values of the students and their institutions… [Direct]

Brookfield, Stephen D. (2019). Why White Instructors Should Explore Their White Racial Identity. Forum: Reflections on White Racial Identity in the ABE Classroom. [Part 1 of 4]. Adult Literacy Education, v1 n2 p52-56 Fall. The questions that begin Stephen Brookfield's discussion of why he thinks white instructors in multiracial Adult Basic Education (ABE) classes need to explore their own whiteness include the following: (1) If racial identity is largely a cultural, not biological, construct, then why focus on "any" form of racial markers?; and (2) Doesn't this constant harping on race create unnecessary divisions and stop us all from getting along? Brookfield claims that it is not talking about race that disrupts social harmony but rather it's the fact that whiteness as an identity is connected to power in a way that a learned blindness to racial inequality helps maintain a system that exhibits structural exclusion and normalizes brutality. Brookfield maintains that he has been struck over the years by the fact that people of color tell him that the most helpful thing whites can do in terms of fighting racism is to become aware of what it means to be white. They tell him that it is much more… [PDF]

Johnson, Aaron D. (2018). Implicit Bias of Education Leaders and the Achievement Gap between Black and White Students in Suffolk and Nassau County, New York High Schools. ProQuest LLC, Ed.D. Dissertation, St. John's University (New York), School of Education and Human Services. Researchers have been studying the racial achievement gap for years but somehow closing it has not happened systemically. Many scholars have postulated that implicit bias and systemic racism have contributed in perpetuating the achievement gap between African American and White students. The purpose of this study was to determine if implicit bias and structural racism influenced education policies and decisions among a diverse group of educators and education administrators in diverse districts in Suffolk and Nassau Counties in New York. This study was qualitative in nature. Semi-structured interviews with educational leaders (upper and lower level administrators), classroom teachers, and deans, were conducted in diverse Long Island, New York high schools in Nassau and Suffolk Counties. The participants' ages and years of service varied. They ranged from 14 years of service to 30 plus years. There were even two participants who were retired. The researcher asked a series of prepared… [Direct]

Raza, Nadia K. (2018). Pedagogies of Repair: Community College and Carceral Education for Adult Learners. ProQuest LLC, Ph.D. Dissertation, University of Oregon. This dissertation examines the relationship between community colleges and prisons as similar institutions that absorb and manage displaced workers, economic refugees, and dispossessed adult populations. Based on interviews with adult learners in two community college settings, I discuss how these two seemingly distinctive institutions work together to subvert individual and collective desires for self-determination through policies and pedagogies that institutionalize discouragement and emotional management. Specifically, I am concerned with what it means for working-class adults to participate in higher education in the context of precarity and incarceration-literally and figuratively. Drawing from the growing field of scholarship that underscores the consolidation of practices and interdependency between academia and incarceration (Chatterjee, Davis, 2003, 2005, Meiners, 2007, Sojoyner 2016), the contexts I have chosen for this project are two institutions where students gather… [Direct]

Davis, Julius (2014). The Mathematical Experiences of Black Males in a Predominantly Black Urban Middle School and Community. International Journal of Education in Mathematics, Science and Technology, v2 n3 p206-222 Jul. There is a growing body of research focused on the mathematical experiences of Black males in the United States of America. This research has emerged to challenge the dominant narrative in mathematics education focused on Black males' low performance on international, national, and state standardized tests. There is very little research that has explored the impact of high-stakes testing in mathematics on Black males in urban areas. Using qualitative research methods, this study examines the middle school mathematics experiences of four Black males and provides insight into their responses to challenges they face in urban communities, schools, and math classrooms. Critical race theory was used to illuminate Black males' desire to be challenged in the classroom and describe the community, school, and classroom conditions that impact their lived realities and mathematics experiences…. [PDF]

Davis, Julius (2014). The Mathematical Experiences of Black Males in a Predominantly Black Urban Middle School and Community. Online Submission, International Journal of Education in Mathematics, Science and Technology (IJEMST) v2 n3 p206-222 Jul. There is a growing body of research focused on the mathematical experiences of Black males in the United States of America. This research has emerged to challenge the dominant narrative in mathematics education focused on Black males' low performance on international, national, and state standardized tests. There is very little research that has explored the impact of high-stakes testing in mathematics on Black males in urban areas. Using qualitative research methods, this study examines the middle school mathematics experiences of four Black males and provides insight into their responses to challenges they face in urban communities, schools, and math classrooms. Critical race theory was used to illuminate Black males' desire to be challenged in the classroom and describe the community, school, and classroom conditions that impact their lived realities and mathematics experiences…. [PDF]

Cassidy, Deborah; Hestenes, Linda; Mereoiu, Marian; Murray, Mary M.; Niemeyer, Judith A.; Vardell, Rosemarie (2016). Not Black Like Me: The Cultural Journey of an Early Childhood Program. Early Childhood Education Journal, v44 n5 p429-436 Sep. Universities and colleges across the United States have been increasingly intentional in their effort to become educational institutions with a culture reflective of all their students, faculty and staff. However, achieving a proportionate representation of faculty for the community of students they serve seems to be a goal yet to be achieved by the higher education institutions. Closing this gap of representation of faculty and students is critical for allowing students from culturally and linguistically diverse backgrounds to access support and mentorship from faculty with whom they can identify. This paper describes the approach employed by an Early Childhood program of a southern university with faculty from culturally diverse backgrounds significantly underrepresented. Diverse students within the institution are unable to connect with a faculty member with whom they can identify. The faculty in this program took the initiative to discuss how the learning environment offered to… [Direct]

Parenti, Tameka (2023). Testimonios of Civic Pedagogy: Developing Critical Literacy Skills Using Civics and Holocaust Studies. ProQuest LLC, Ph.D. Dissertation, University of South Florida. Civics using Holocaust Studies offer a variety of pedagogical advantages. Regardless of the topic, Holocaust events can be used to build critical analytical skills and cultivate essential literacy skills about the social world. Further, the Holocaust can be used to introduce and grapple with the complex/abstract ideas of the civics content. Given the relationship that social studies has to critical literacy development, civics used in conjunction with Holocaust resources present teacher(s) (educators) with the opportunity to explore (theoretical) concepts foregrounding manifold relationships making up the social world. This research aimed to examine how secondary students connect to the social world and civics content to become active citizens through the use of Holocaust lessons. Specifically, this research was interested in understanding how the relationship between race, socioeconomic status, and critical literacy skill development impacted secondary students' comprehension and… [Direct]

DeNicolo, Christina Passos; Franquiz, Maria E.; Salazar, Maria del Carmen (2011). Challenging Majoritarian Tales: Portraits of Bilingual Teachers Deconstructing Deficit Views of Bilingual Learners. Bilingual Research Journal, v34 n3 p279-300. This article argues that teacher-education programs often promote surface conceptions of inclusivity that limit preservice teachers' ability to understand and build upon the lived experiences of culturally and linguistically diverse youth. Conventional wisdom implies that teachers of color are native informants of these lived experiences; however, teacher educators should create opportunities for all teacher candidates to challenge prevalent myths about communities of color. Using critical race theory (CRT) and Latino critical race theory (LatCrit) the authors discuss a framework whereby teacher educators invite their students to construct counterstories through practices such as eliciting autonarratives, providing opportunities for reflective writing assignments, and coaching for equity. (Contains 1 table and 1 figure.)… [Direct]

Baber, Ceola Ross; Robinson, Sheila Teel (2013). "Putting Herself on the Line": African American Female Teacher Leaders as Exemplars of Social Justice Leadership. New Educator, v9 n3 p210-225. Existing scholarship on teacher leadership fails to account for the perspectives of African American female teacher leaders. In this article, we profile 3 African American female teacher leaders located at different trajectories on historical and professional timelines. Our analysis is grounded in understandings from the intersection of social justice leadership, critical race theory in education, and narrative inquiry methodology. Examination of the experiences and practices of these teacher leaders provides an account of the sociohistorical context and challenges reflective of their lives and work as advocates for excellence and equity in education for marginalized students and their families…. [Direct]

Nyamekye, Farhaana (2013). Separate Schooling for Black Adolescent Mathematics Learners. For the Learning of Mathematics, v33 n3 p7-13. Findings from a 1.5 year study of black adolescent mathematics students attending an African-centered school in the US are used to highlight the benefits of separate schooling for this population of students. Critical race theory is used to frame a dialogue surrounding the ways in which this type of school environment and embedded racialized practices can provide a safe space that serves the interests of black youth and empowers their mathematics and racial identities. The essay concludes with a discussion of pros and cons of separate schooling and a call to action for this schooling for young black mathematics learners…. [Direct]

Peralta, Claudia (2013). Fractured Memories, Mended Lives: The Schooling Experiences of Latinas/os in Rural Areas. Bilingual Research Journal, v36 n2 p228-243. This study explored how Mexican immigrant and first-generation Mexican youth resist, conform to, and persist in schooling. Using Latino Critical Race Theory (LatCrit) as a framework, evidence of the "sticky mess" of racial inequalities (Espinoza & Harris, 1997) was shown to impact the lives of all participants. However, the strength of community cultural wealth (Yosso, 2005, 2006) mitigated the youths' negative school experiences. Analysis of the dialogic semistructured focal group interviews that comprise the data set focused on the students' family, life in Mexico, and schooling experiences both in Mexico and the U.S…. [Direct]

Allen, Quaylan (2013). \They Think Minority Means Lesser than\: Black Middle-Class Sons and Fathers Resisting Microaggressions in the School. Urban Education, v48 n2 p171-197 Mar. The current literature on Black middle-class men is sparse, leaving little to be known about the raced, classed, and gendered experiences for many Black middle-class male students and their families. Employing qualitative methodology, this study uses critical race theory (CRT) to examine the educational experiences of Black middle-class high school male students through the counterstories of Black students and their fathers. This study highlights various microaggression events experienced by the male students as well as the forms of cultural wealth drawn upon by the fathers to divert the potential negative outcomes of school racism. (Contains 1 table and 5 notes.)… [Direct]

Epstein, Kitty Kelly; Knaus, Christopher B.; Mayfield, Kimberly; Rogers-Ard, Rachelle (2013). Racial Diversity Sounds Nice; Systems Transformation? Not So Much: Developing Urban Teachers of Color. Urban Education, v48 n3 p451-479 May. This article argues that economic exclusion, standardized testing, and racially biased definitions of teacher quality continue the exclusion of teachers of color from the urban teaching force. The authors highlight two urban programs designed to address such barriers and situate such efforts within a critical race theory framework that identifies ways urban communities can increase control through local teacher development. The article concludes by presenting a teacher evaluation model that integrates school, district, and university perspectives with urban students, families, community-based organizations, and teacher self-perceptions to redefine teacher effectiveness. (Contains 2 figures and 2 notes.)… [Direct]

Davis, Matthew D.; Hunter, Amy A. (2013). Revolutionary Reforestation and White Privilege in a Critical Race Doctoral Program. International Perspectives on Higher Education Research This chapter expresses the need for an increase or reforestation of Black scholarship and examines the complexity of race in a White privileged institution of higher education. It is written with an understanding of Critical Race Theory's counter-narrative benefits and models the power of voice in the classroom of a Black student and a White teacher and their roles in creating a "safe space for race talk" in the classroom. [For the complete volume, "Social Justice Issues and Racism in the College Classroom: Perspectives from Different Voices. International Perspectives on Higher Education Research. Volume 8," see ED591557.]… [Direct]

Ballard, Harlan E.; Cintron, Rosa (2010). Critical Race Theory as an Analytical Tool: African American Male Success in Doctoral Education. Journal of College Teaching & Learning, v7 n10 p11-23 Oct. While access to higher education for racial and ethnic minorities improved over the last half of the 20th century, the percentage of these populations obtaining terminal degrees does not approach their respective percentage of society at large. By interviewing five African American males who completed a doctoral program at a Majority White Institution (MWI), this study seeks to identify some consistent themes among successful graduates. Using Critical Race Theory as an analytical framework, meaning is constructed in an effort to provide insight into those traits, practices and situations that contributed to the success of the participants in the study. (Contains 1 table.)… [Direct]

Dilworth, Paulette Patterson; Wolfe, Brandon L. (2015). Transitioning Normalcy: Organizational Culture, African American Administrators, and Diversity Leadership in Higher Education. Review of Educational Research, v85 n4 p667-697 Dec. In this article, we present findings from a review and synthesis of historical and contemporary research to examine the concept of diversity leadership in higher education as it pertains to African American administrators at predominantly White colleges and universities. Through the use of critical race theory, we first argue that to understand the leadership disparity of African Americans and other administrators of color in higher education, one must begin by examining the cultural context in which predominantly White institutions originate, exist, and operate through the intersection of group relations. Second, we argue that due to a historical pattern of exclusivity, the title of administrator is considered whiteness property in higher education. As a consequence, the disparity between African American administrators and their White counterparts has become an organizational norm in higher education. Last, we posit that if true diversity leadership is to exist within the… [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]

Barone, Ryan P.; Davis, Lori Patton; Harris, Jessica C. (2015). Who Benefits?: A Critical Race Analysis of the (D)Evolving Language of Inclusion in Higher Education. Thought & Action, p21-38 Win. The primary purpose of this paper is to expand the ways in which educators and scholars employ the concepts of diversity, social justice, and inclusive excellence in relation to racial inclusivity. The goals are to help educators identify and acknowledge the intentional and unintentional consequences of maintaining white supremacy within higher education, despite espoused efforts to dismantle racism. For the sake of clarity and consistency, the authors refer to all three of these concepts–diversity, social justice, and inclusive excellence–in terms of race-based inclusion initiatives. The focus on race is rooted in the ever-present role of race and racism in the academy, and in the sustained attempts to either avoid or dilute them. Given the emphasis on race and racism, the authors employ critical race theory (CRT) to demonstrate how diversity, social justice, and inclusive excellence, as well as the efforts that stem from them, are often co-opted to promote agendas that maintain… [Direct]

Bimper, Albert Y.; Clark, Langston; Harrison, Louis, Jr. (2015). Generations: Academic and Athletic Integration of a Southern PWI Basketball Program. Research Quarterly for Exercise and Sport, v86 n3 p281-291. Purpose: The purposes of this study were to: (a) analyze the insights and experiences of the 1st African American student-athlete (in basketball) at a prominent predominantly White institution in the Deep South as well as the later insights and experiences of his sons at the same university; and (b) to present a counterstory to the dominant historical rendering of the Civil Rights Movement, the integration of athletics, and the experiences and outcomes of contemporary African American athletes. Method: Using qualitative critical race methodology, investigators conducted and analyzed interviews with the 1st African American to play basketball at a prominent university located in the Deep South and his 2 sons who attended the same university a generation later. Results: Using the lens of critical race theory, the themes conceived from the analysis were the counterstory of agency, counterstorytelling stereotypes, and the salience of everyday racism. Conclusion: Racism is still existent… [Direct]

Murdock, Laurie Jo (2017). Exploring Teacher Learning Processes within a Community of Practice to Serve Latina/o Biliterate Students. ProQuest LLC, Ed.D. Dissertation, San Francisco State University. Teachers need support with on-going professional learning to effectively address Spanish-speaking biliterate students' strengths and language needs. They also need to build capacity in learning new standards and in implementing policy. This study utilized Communities of Practice and Latina/o Critical Race Theory to explore the learning process of four elementary school teachers. Data included field notes teachers' written reflections, audio recordings of multiple elements of this professional development, and pre/post teacher interviews. Data were analyzed using memos and cycles of coding. Findings demonstrate that teachers' understanding of new standards and language policy grew and their philosophies and practices shifted. These changes took place as they developed a close community, discussed language instruction as it intersects with issues of social justice and equity, and practiced new strategies based on their students' strengths and needs. Findings showed that learning and… [Direct]

Aviles, Ann M.; Heybach, Jessica A. (2017). Seeking Stability in Chicago: School Actions, (C)overt Forms of Racial Injustice, and the Slow Violence of Neoliberal Rationality. Education Policy Analysis Archives, v24 n58 spec iss Jun. During the 2012-13 school year, Chicago Public Schools (CPS) reported 18,669 students were enrolled in the Students in Temporary Living Situations (STLS) program. In this paper, we seek to discuss school closings in relationship to their impact on poor, unstably housed, black students in Chicago. Critical race theory (CRT) constructs of (1) whiteness as property (Harris, 1995), (2) racial realism (Bell, 1992; Buras, 2013), and (3) white supremacy as education policy (Donnor, 2013; Gillborn, 2005) will be the frames in which we situate and analyze the school actions that have resulted in the recent closure/consolidation of 49 Chicago Public Schools (CPS). We contend that these constructs related to race, when mixed with neoliberal rationality (Brown, 2015) conspire to foster disastrous school policy that unduly impacts vulnerable populations and dedemocratizes Chicago in profound ways. For this project, the CPS STLS program manager overseeing STLS transitions during the… [PDF]

Nixon, Monica L. (2017). Experiences of Women of Color University Chief Diversity Officers. Journal of Diversity in Higher Education, v10 n4 p301-317 Dec. Contemporary models of operationalizing diversity on college campuses focus on the integration of diversity goals with the overall educational mission in ways that maximize the benefits of diversity for all. A growing number of institutions have created chief diversity officer (CDO) positions to procedurally and symbolically centralize diversity capabilities. The study of CDO positions is a relatively new focus in diversity and higher education literature, with research to date addressing commonalities and distinctions in organizational structures, portfolios, and strategies. This qualitative study of 5 women of color drew on critical race theory (CRT) and critical race feminism (CRF) to build on existing research. It examined, through semistructured interviews and document analysis, the ways that women of color CDOs experienced their roles and the impact of race and gender on their experiences. Four themes emerged: the ways that the CDOs came into and approached their work connected… [Direct]

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

Scott, Marcus (2017). The Experiences of At-Risk African American Males in an Online Credit Recovery Program. ProQuest LLC, Ed.D. Dissertation, Concordia University (Oregon). The purpose of this phenomenological study was to capture the essence of experience as at-risk African American males engaged in online credit recovery coursework. In specific, the research questions reviewed what supports were needed and what strategies were employed by research participants in order to be successful in the alternative learning environment. The ultimate goal was course completion. The reader is afforded the opportunity to view these experiences through the lens of the microsystem and macrosystem. These systems were a part of Bronfenbrenner's (1989) ecological systems theory. Critical race theory (Delgado & Stefancic, 2012) and the self-regulated theory (Zimmerman, 1989) were interconnected in the dominant ecological systems theory for the reader to understand how these systems influenced the behavior of at-risk African American males. In depth one-on-one interviews were conducted as the primary method of data collection. The interpretative phenomenological… [Direct]

Keirn, Colleen Lynette (2017). How Do Faculty Experience the University Mission? A Descriptive Case Study of One University's Approach to Its Core Values. ProQuest LLC, Ed.D. Dissertation, Northeastern University. This research study captured the stories of 11 university faculty about their lived experiences with the university's social justice mission. Key findings revealed: (a) faculty of color described experiencing racism on campus, (b) faculty of color felt marginalized on campus, (c) faculty developed their understanding of the mission over time, (d) the mission was experienced differently by faculty of color than by White faculty, (e) peer group support was vital for retaining faculty of color, and (f) there was little evidence of collective overt challenges to the dominant ideology of the university. The study used a case study methodology to understand how tenured and tenure-track faculty made meaning of and understood a university's mission at a private university in the western United States. Campus documents were analyzed and 11 faculty members were interviewed. Data were analyzed using the in vivo coding method and were interpreted through a critical race theory framework. Results… [Direct]

Brittany Lashone Frieson (2019). (Re)Mixin' & Flowin': Examining the Literacy Practices of African American Language Speakers in an Elementary Two-Way Immersion Bilingual Program. ProQuest LLC, Ph.D. Dissertation, University of Illinois at Urbana-Champaign. This dissertation examined the ways in which African American Language (AAL) speakers utilized AAL in various discursive contexts in an elementary two-way immersion (TWI) Spanish/English dual-language program. In this study, I problematize the notion of TWI programs as an additive program for AAL speakers by investigating the phenomenon from three critical frameworks that ungirded the study: Critical Race Theory (CRT) (Ladson-Billings & Tate, 1995), Raciolinguistics (Alim, Rickford, & Ball, 2016; Flores & Rosa, 2015; Rosa, 2016), and Ethnography of Communication (Hymes, 1972). More specifically, these frameworks were utilized to understand the ways in which AAL speakers utilized AAL, how teachers included and excluded AAL, and how the structure of the dual-language program can operate to dismiss or repress AAL with monoglossic language policies and insufficient teacher preparation. This ethnographic case study was situated in three, TWI kindergarten and first grade… [Direct]

Miller, Daniel M.; Valles, Brenda (2010). How Leadership and Discipline Policies Color School-Community Relationships: A Critical Race Theory Analysis. Journal of School Public Relations, v31 n4 p319-341 Fall. This conceptual article analyzes zero-tolerance discipline policies and their impact on the exclusion of Black and Brown kids from educational opportunity. We use critical race theory to deconstruct this trend. In this article, we discuss the brief history of zero tolerance and its impact on school discipline practices. We consider how racial priming creates conditions that influence how zero tolerance is disproportionately affecting male students of color and the responsibility of school leaders to combat racial attitudes through engaging in reflexive and equitable practice. We conclude by offering potential directions for research and practice that may help to begin to undo the harmful effects of this institutionalized practice. (Contains 1 table and 1 figure.)… [Direct]

Gerald Patrick Ferguson (2020). Black College Students' Quest to Claim a Space of Their Own on PWI Campuses: Strangers in a Strange Land. ProQuest LLC, Ph.D. Dissertation, University of Pittsburgh. Black students who attend PWIs often experience social exclusion on campus. To gain a greater understanding of this issue I conducted a qualitative research study that allowed me to gain insight of the difficulties that Black undergraduate students experience at PWIs. The institutions in this study excluded Black students by not providing the space that would allow them to congregate safely and comfortably. Duquesne and Pitt did not provide the necessary resources for Black students, which created disparities and inequities. When college employees are not welcoming and supportive of Black students, it makes them feel excluded. When non- Black students are not welcoming, and in some instances are hostile towards Black students by being non-verbally aggressive, this also impedes Black students' feelings that they are a part of the campus community. There are other barriers that come between Black students because of how the institution values them as athletes and embraces them… [Direct]

Keenan King (2020). The Experiences of African American Men at Predominantly White Institutions of Higher Education, after Successfully Transferring from a Community College. ProQuest LLC, Ph.D. Dissertation, Western Michigan University. African American men complete post-secondary education among the lowest rates of any other subgroup in higher education (Brooms & Davis, 2017; Farmer & Hope, 2015; Palmer, Wood, Dancy, & Strayhorn, 2014; Warde, 2008). This study focuses on addressing this problem by attempting to understand the experiences of African American men who successfully navigate a higher education pipeline from community college to a four-year, predominantly White institution (PWI). Half of all African American men enter higher education at the community college level (Villavicencio, Bhattacharya, & Guidry, 2013); therefore, community college plays a key role in shaping their experiences in higher education moving forward. Also, educational data has shown that an African American man, who is also a transfer student, has a small chance of transferring to a four-year PWI and completing a degree. To address this issue, this study is designed to understand how African American men in PWIs of… [Direct]

Mitchell, Roland W.; Witherspoon, Noelle (2009). Critical Race Theory as Ordinary Theology of African American Principals. International Journal of Qualitative Studies in Education (QSE), v22 n6 p655-670 Nov. William Tate proposed that critical race scholars in education look to moral and spiritual texts to unpack and interrogate the workings of race and other forms of marginalization in schools. While Tate did not offer the ways in which this vision is manifest, the participants in this study situated themselves within a religio-spiritual worldview through which they sought social justice in schools. The authors in this paper highlight a theoretical framework by an inclusive reading of Critical Race Theory as "ordinary theology" to explore how Black female principals interrogate gendered and raced practices and promote social justice in schools…. [Direct]

Sara Ann Jones (2022). Reimagining Reading Motivation as a Collective, Critical Endeavor: Centering the Perspectives of Black Girl Readers. ProQuest LLC, Ph.D. Dissertation, Vanderbilt University. The first manuscript, "Measuring Reading Motivation: A Cautionary Tale" (Jones, 2020) is a mixed-methods study of Black girls' reading motivation while engaging in a summer reading program grounded in the Black Girls' Literacies Framework (BGLF; Muhammad & Haddix, 2016). This manuscript serves as the catalyst for this line of research by describing a misalignment between how reading motivation was captured on a commonly used survey instrument and how this group of Black girls enacted reading motivation in the classroom. The second manuscript, "Turning Away from Anti-Blackness: A Critical Review of Adolescent Reading Motivation Research" (Jones, 2022), is a systematic review of the adolescent reading motivation literature that employs Critical Race Theory (CRT; DeCuir & Dixson, 2004; Dixson & Rousseau Anderson, 2018; Ladson-Billings & Tate, 1995) to analyze researchers' inclusion of race in conceptualizing and operationalizing adolescent reading… [Direct]

Villalobos, Anna Marie (2013). Students' Self-Perceptions of Support. ProQuest LLC, Ed.D. Dissertation, California State University, East Bay. The purpose of this dissertation was to examine students with disabilities self-perceptions of their academic and social supports in the general and special education classroom and the impact of the students' counterstories to inform the design of classroom supports. This study was anchored in organizational theory, critical race theory, and the special education inclusion literature that supports the positive achievement and positive social effects for students with disabilities in the general education program. I make a case for the use of Critical Race Theory as a means to address ableism and argue for the use of more qualitative and transformative research to address the research to practice gap in the special education literature. The dissertation was a case study of eight high school students and six of their teachers. The experimental design was an explanatory mixed methods approach collecting five cycles of quantitative and qualitative data. The cycles collected data related… [Direct]

Crystal Charity (2024). A Necessary Intervention: Conceptualizing and Employing Critical Racial Ethnic Studies. ProQuest LLC, Ph.D. Dissertation, University of Maryland, College Park. Over the last decade, secondary schools around the United States have rapidly adopted ethnic studies courses. For instance, California's governor mandated ethnic studies as a high school graduation requirement in 2021 (Magcalas, 2023). According to scholars, ethnic studies courses offer educational experiences that disrupt the erasure and oppression of Black, Indigenous, and other people of color through Eurocentrism in schools (Hu-Dehart, 1993; Lowy, 1995). However, there is currently no universally accepted understanding of ethnic studies curricula, and ethnic studies programs vary widely. As K-12 ethnic studies programs expand around the country, educators need a unifying framework that retains ethnic studies' critical integrity. This three-paper dissertation proposes critical racial ethnic studies (CRES), a curricular and pedagogical framework grounded in critical race theory and critical pedagogies, as a tool for organizing ethnic studies curricula. Collectively, this… [Direct]

Bryson, Brandy S. (2017). "They Were Constantly on the Losing Side of Things": The Pedagogical Power of an African-American Teacher Candidate Bearing Witness in Teacher Education. Race, Ethnicity and Education, v20 n4 p527-545. The stories of students and teacher candidates of Color (Just as singular racial/ethnic identities are capitalized (i.e. African-American, Asian, Latina, Native American etc.), I capitalize Color to honor the various identities that many "non-white" people hold near and dear. I recognize the nuances in doing so- such as the reality that the term "people of Color" actually erases identity while the term also highlights a shared experience (though also nuanced) of being "non-white" in a white supremacist society.) hold powerful lessons and insights for teacher education programs and educational reform efforts. Yet, rarely do educators and policy-makers solicit or critically engage the educational narratives of these stakeholders. In particular, research confirms that we know little about how students' of Color educational experiences are impacted by race(ism) and culture and how those experiences subsequently inform their ideas about teaching. This study,… [Direct]

Arocho, Omayra (2017). Understanding Latina Doctoral Student Experiences: Negotiating Ethnic Identity and Academic Success. ProQuest LLC, Ph.D. Dissertation, Seton Hall University. Latinas currently attain the lowest number of terminal degrees in the United States when compared to White, African American, and Asian American women. While Latina doctoral students share common struggles with other minority/female doctoral students, the unique cultural expectations associated with their racial/ethnic and gender related identities conflict with traditional American educational values in important ways and may be a contributing factor to their significant underrepresentation among women who have earned doctoral degrees in the U.S. Latina doctoral students experience cultural incongruity as they realize that the intrinsic principles that contribute to their ethnic identity are incompatible with those deemed necessary to assume an academic or scholar identity. Latinas who attempt to maintain their ethnic identity in academia often experience guilt, confusion and frustration as they move fluidly between two realities with no solid footing in either. This study explores… [Direct]

Holmes, Courtney DeVeaux (2017). Disproportionate Placement of African American Students in Special Education: Teacher Perceptions of the Referral Process. ProQuest LLC, Ph.D. Dissertation, Hampton University. The aim of this qualitative study was to explore teachers' perceptions of the special education referral process that results in minority students being disproportionately placed in special education. To this end, five research questions guided the investigation: (1) What criteria do teachers use to inform decisions about student referrals for special education placement? (2) How aware are teachers of the special education practices and procedures in the school? (3) What are teacher perceptions of their competency level in regard to academic instruction, behavior management, and cultural competence? (4) What are specific actions teachers take during the special education referral process to address culture? (5) What are teacher perceptions of Positive Behavior Interventions and Supports as it relates to addressing disproportionate rates of minority student placements in special education? Ten general education teachers working in a middle school environment were selected to… [Direct]

Jean-Marie, Ga√´tane; Santamar√≠a, Lorri J. (2014). Cross-Cultural Dimensions of Applied, Critical, and Transformational Leadership: Women Principals Advancing Social Justice and Educational Equity. Cambridge Journal of Education, v44 n3 p333-360. This study, based on the qualitatively rendered experiences and perceptions of educational leaders from historically underserved backgrounds in the US, argues that identity impacts leadership practice. To make this point, researchers build upon an emergent theoretical framework for applied critical leadership from the theories and traditions of transformational leadership, personal leadership, critical pedagogy, and critical race theory. With regard to methodology, a two-subject case study was validated by adding three additional participants for points of verification to the findings and discussion. Interview, field notes, and relevant documents were analyzed using phenomenology and constant comparative methods. Major findings indicate participants' practice reveal characteristics of cross-cultural applied, critical, and transformational leadership. These scholarly findings are significant because they can inform mainstream leadership practices contributing to educational equity,… [Direct]

Wertheim, Samantha Shapses (2014). Can We Become Friends? Students' Cross-Racial Interaction in Post-Apartheid South African Higher Education. Journal of Student Affairs in Africa, v2 n1 p35-53. This article investigates and documents how undergraduate students in South Africa make meaning of cross-racial interaction on the college campus in the post-apartheid era. Additionally, it explores how students perceive that interactions with diverse peers have shifted since apartheid, and how these interactions are indicative of the larger social dynamic of South Africa. Utilising Jansen's (2009) framework for understanding Afrikaner student perspectives and Critical Race Theory (CRT), this qualitative exploration collected interviews from 10 students at a higher education institution (HEI) in South Africa. Findings identified three overarching themes found among students including contradiction within and across racial groups, Afrikaner white vs. English white and racial segregation on campus. These themes directly correspond with personal and societal aspects that influence meaning making in South Africa, including intrapersonal and interpersonal dynamics, historical legacy and… [PDF]

Rampersad, Ravi (2014). "Racialised Facilitative Capital" and the Paving of Differential Paths to Achievement of Afro-Trinidadian Boys. British Journal of Sociology of Education, v35 n1 p73-93. Bourdieu describes capital as the political building blocks of social order that give meaning to social accumulation and consumption. Through a combination of Bourdieu's sociology and critical race theory, this sojourn into Afro-Trinidadian boys' achievement seeks to elucidate an approach to understanding capital as inherently raced. This is premised on an interrogation of Trinidadian society as pigmentocratically structured, where lightness is rewarded with a myriad of social advantages, and darkness denigrated as illegitimate and "other". The premium placed on lighter skin is manifested interdependently in the forms of social, economic and cultural capital. As such, the operation of capital as politic not only reflects societal structures of power and domination, but importantly also contributes in the maintenance of said structures. The concept of "Racialised facilitative capital" follows as inseparably both facilitator of social status and as racialised process…. [Direct]

Christman, Kristen Pope Thompson (2013). A Study of White Privilege in K-12 Schools: Minority Teachers' Perspectives. ProQuest LLC, Ph.D. Dissertation, The University of North Carolina at Greensboro. The purpose of this dissertation is to capture and explore the existence of white privilege in K-12 schools through the perspective of minority educators. Further, my hope is to engage educators of all kind to begin conversations about white privilege in the schools; to deconstruct whiteness and its impact on education. This research brings forth voices of minority educators to shed light on conversations around race, whiteness and power in education. Today's educators must critically examine race and whiteness in order to break down barriers for children of color and create spaces where critical race consciousness is developed among students, parents, teachers and administrators. Not talking about race simply ignores it. By ignoring it, we are allowing systems of privilege to narrow mindedly influence education for us all. At the center of this dissertation lies a critical race theory foundation that calls one to challenge the experiences of whites as the normative standard…. [Direct]

Wells, Christian (2019). Staff and Administrator Training to Promote College Completion of Undocumented Students. ProQuest LLC, D.Phil. Dissertation, Mercer University. This qualitative study investigated the experiences of staff and administrators who worked with undocumented students attending college in a southern region of the United States. Staff and administrators were unaware of the unique challenges that undocumented college students face when pursuing their college degrees. The researcher conducted a constructivist epistemological, grounded theory study and utilized the Latino/a critical race theory as the framework. Through 11 semi-structured interviews with staff and administrators who worked with undocumented college students in the southern region, the participants discussed the challenges they experienced while helping undocumented students with resources to help them complete college. The data revealed many barriers that undocumented college students face while completing college. The staff and administrators discussed how undocumented students wanted to pursue the "American Dream". However, while pursuing their college… [Direct]

Kovats Sanchez, Gabriela (2019). Affirming Indigeneity in Public Spaces: Indigenous Mexican Testimonios about Higher Education. ProQuest LLC, Ph.D. Dissertation, Claremont Graduate University. The purpose of this study was to provide a deeper understanding of the lived experiences and identity formation of Indigenous Mexican students in U.S. higher education. Latinx critical race theory and critical Latinx Indigeneity served as conceptual frameworks for this study, and a decolonial lens was employed to distinguish the unique educational experiences of Indigenous Mexican students from the broader Latinx student population in the United States. A testimonio research design was used to explore two research questions: (a) What is the role of higher education in the identity formation of Indigenous Mexican students?; and (b) How do Indigenous Mexican college students challenge or disrupt colonial perceptions about Indigenous people on their college campus and in their communities? Twelve Indigenous Mexican (Mixtec/Nuu Savi, Zapotec/Bene Xhon, and Nahua) college students and graduates participated in the study, which involved participation in a 90-minute oral testimonio… [Direct]

Lebron, Monica Marie (2019). Ethnic Minority and/or Female Athletics Directors at the Division I Level: The Art of Reaching the Chair. ProQuest LLC, Ph.D. Dissertation, Tulane University School of Science and Engineering. With the low number of ethnic minority and/or female athletics directors at the Division I level, this proposed study aimed to determine what commonalities, if any, existed among those ethnic minorities and/or females who are athletics directors at the Division I level. Critical race theory and critical gender theory were both used as theoretical frameworks for studying the research question: What commonalities, if any, exist among ethnic minority and/or female sitting athletics directors at the Division I level? A qualitative study was conducted using ten ethnic minority and/or female Division I athletics directors. Each subject was interviewed via telephone to learn more about their pathways to reaching the athletics director chair. The purpose was to learn more about their characteristics, work ethic, support system, and any other pertinent information. The subjects were then compared to one another to look for common themes throughout in which twelve were derived: Theme 1 –… [Direct]

Edwards-Schuth, Brandon David (2023). Radical Praxis Pedagogies: A Critical Podcast Methodology. ProQuest LLC, Ph.D. Dissertation, Washington State University. Podcasts in academia have largely been employed as either a supplementary resource to lectures, as an alternative for giving student feedback, or as a specific text to be utilized for research analysis. Largely overshadowed by the prior, there are few examples of podcast ethnographies and even fewer examples of researchers that are experimenting with podcasts as an alternative medium for academic publishing. However, what is largely absent from the literature is research examining how podcasts have the potential to be utilized as a pedagogical tool inextricable from offering rich opportunities as qualitative arts-inquiry research. This dissertation explores these possibilities for education research in the form of Critical Podcasting Methodology (CPM). Drawing on critical arts-inquiry research, this dissertation introduces CPM as the use of podcasting as both a research method and pedagogical tool so as to facilitate potential learning spaces of critical and reflexive dialogue,… [Direct]

Leblanc, Stany (2023). "Stand Out above the Crowd": The Reconstitution Counterstory of the Bronx Promise Academy–A Case Study. ProQuest LLC, Ed.D. Dissertation, Teachers College, Columbia University. High-stakes testing is currently the primary measure of student success in the United States. Based on this measure of student performance, closing the "achievement gap" in test scores between Black and Latinx students and their white peers has become the main indicator of success for schools serving Black and Latinx students. When schools are unable to close the "achievement gap," one possible consequence is closure and replacement by a new school. This process is referred to as reconstitution. Though reconstitution was developed to provide Black and Latinx students with a more equitable educational experience, these schools often cannot raise high-stakes test scores or their efforts to raise scores have negative implications on their Black and Latinx students. Based on this context, I wanted to learn how the Black and Latinx staff of a reconstituted school describe and understand success through their lived experiences, rather than through state exam outcomes…. [Direct]

Jain, Dimpal (2010). Critical Race Theory and Community Colleges: Through the Eyes of Women Student Leaders of Color. Community College Journal of Research and Practice, v34 n1-2 p78-91. While the majority of students at California community colleges are students of color, few complete their schooling and transfer. This study examines how women leaders of color perceive transfer at a diverse, transfer-intensive community college in southern California. Critical race theory is used to analyze how these raced and gendered institutions fulfill their democratic promise of academic transfer. Over the course of a year, I employed semistructured interviews, a focus group interview, and participant observation of 11 women in four racial/ethnic student organizations. Preliminary findings point to a complex relationship between transfer, race, and gender. By utilizing critical race theory (CRT) in community college practice and research, we see the importance of validating students everyday realities as students of color. In addition, the covert and overt issues of racism and sexism must be addressed with a critical lens of race and gender. The experiences of these women… [Direct]

Benson, Jeremy; Dumas, Michael J. (2021). Building out the Edges: Reading Racial Capitalism into Jean Anyon's Political Economy of Urban Education. Teachers College Record, v123 n14 p72-94 Dec. Background/Context: For over three decades, Jean Anyon produced scholarship that revealed the deep-structural causes of educational inequality. Anyon's work in political economy includes a racial analytic; she argues that access to education does not reduce economic disparities in urban communities of color, and that schools in poor and working-class communities of color in particular often serve to reproduce inequality across generations. It is common, however, for critical scholars analyzing educational inequality to be steeped in either Marxism or critical race theory, and less knowledgeable about the other. As a result, analyses rarely place equal emphasis on both theoretical frames or synthesize race and class. Using theories of racial capitalism to extend Anyon's political economic analysis, we contend, brings forward conceptual tools and angles that capture the material and ideological work being done by current, highly racialized neoliberal restructuring in and beyond the… [Direct]

Pearce, Sarah (2014). Dealing with Racist Incidents: What Do Beginning Teachers Learn from Schools?. Race, Ethnicity and Education, v17 n3 p388-406. This article focuses on how schools respond to racist incidents, and what new teachers learn from their involvement in those processes. It analyses four incidents involving the pupils of four beginning teachers. The article suggests that in each case, schools either partly or wholly avoided addressing the incident, and that this avoidance can be understood in terms of the colour and power evasive discourse, which is the dominant discourse on race in Western societies, and in most schools. One aspect of this discourse is that racism is defined on the basis of individual intentions, not outcomes. The article argues that it may be possible to adopt a more race cognisant approach with student teachers and staff in schools, building on nascent understandings of institutional racism, which shifts the focus to outcomes rather than intentions. The article demonstrates this approach, analysing each incident in terms of its consequences for the learning of the new teacher, and for the… [Direct]

Lamb, Roberta (2014). Where Are the Women? And Other Questions, Asked within an Historical Analysis of Sociology of Music Education Research Publications: Being a Self-Reflective Ethnographic Path. Action, Criticism, and Theory for Music Education, v13 n1 p188-222 Mar. This article presents a meta-analysis of one area of sociological literature in music education: Where are the women and "others"? Where do we raise concerns about social values? Institutional Ethnography provides the basis for the meta-analysis, presented in two historical periods, pre-1960 and 2007-2012. A short story of an actual experience, functioning as a metaphor for this research study, is woven throughout the paper. The work of women who influenced John Dewey's oft-cited oeuvre is summarized. Then we return to music education sociological studies before 1960, Vanett Lawler, and Max Kaplan. "Where are the women?" places misogyny and racism onto the institutional ethnography map. Nine themes appear in the 2007-2012 articles with two becoming much more prevalent than any of the others: social theory and social justice. These two themes are examined within the problematic and the structure of music education's ruling relations. Directions for future… [PDF]

Anne C. Clark (2022). Internalizing Achievement Inequality: The Development of Racial/Ethnic Differences in Mathematics Attitudes and Their Implications for Persistence in STEM. ProQuest LLC, Ph.D. Dissertation, University of Michigan. Black and Hispanic students have lower achievement than White students due to segregation, discrimination, and poverty. If these disadvantages also lead to negative academic attitudes, Black and Hispanic students may disengage from school, compounding the effects of low achievement and limited opportunities. Therefore, my dissertation is organized around two questions: (1) Do racial/ethnic differences in academic attitudes develop in response to educational inequalities? (2) If so, do differences in attitudes translate into differences in educational behavior and decision-making? I answer these questions using elementary and middle school data on mathematics attitudes from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K). Because STEM (science, technology, engineering, and mathematics) professions are the highest paying, racial/ethnic inequalities in mathematics education are particularly consequential for the reproduction of racial/ethnic income… [Direct]

Kohli, Rita; Solorzano, Daniel G. (2012). Teachers, Please Learn Our Names!: Racial Microagressions and the K-12 Classroom. Race, Ethnicity and Education, v15 n4 p441-462. Many Students of Color have encountered cultural disrespect within their K-12 education in regards to their names. While the racial undertones to the mispronouncing of names in schools are often understated, when analyzed within a context of historical and current day racism, the authors argue that these incidents are racial microagressions–subtle daily insults that, as a form of racism, support a racial and cultural hierarchy of minority inferiority. Furthermore, enduring these subtle experiences with racism can have a lasting impact on the self-perceptions and worldviews of a child. Using a Critical Race Theory (CRT) framework and qualitative data, this study was designed to explore the racial microaggressions and internalized racial microaggressions of Students of Color in K-12 settings in regards to their names. Black, Latina/o Asian American, Pacific Islander and mixed race participants were solicited through various education electronic mail lists, and data was collected… [Direct]

Crowell, Candice; Davis, Brittan L.; Fix, Rebecca L.; Garc√≠a, James J.; Harrison, Leighna N.; Lantz, Melanie M.; Mitchell, Amanda M.; Oliver, Ashley (2016). Grad Students Talk: Development and Process of a Student-Led Social Justice Initiative. Journal of Diversity in Higher Education, v9 n3 p290-306 Sep. College student activism has long been a staple of campus life, often driven by the sociopolitical issues of the time. In response to recent and continuous violent deaths of members of the Black community, rising instances of overt racism, and perceived silence among our institutes and professional groups, a multiinstitutional and diverse collective of psychology graduate student leaders, Grad Students Talk (GST) came together to engage psychology graduate students nationally in discussions related to these events. GST facilitated a series of teleconference calls, and one large in-person conference discussion, for psychology graduate students to discuss and process their reactions to acts of racial injustice. Additionally, GST headed "First, Do No Harm," an advocacy campaign against psychologists' involvement in torture, which received mention in national media. The purpose of the current paper is to describe the successes of our student collective, to understand the… [Direct]

Davis, Matthew D.; Hunter, Amy A. (2013). Revolutionary Reforestation and White Privilege in a Critical Race Doctoral Program. International Perspectives on Higher Education Research This chapter expresses the need for an increase or reforestation of Black scholarship and examines the complexity of race in a White privileged institution of higher education. It is written with an understanding of Critical Race Theory's counter-narrative benefits and models the power of voice in the classroom of a Black student and a White teacher and their roles in creating a "safe space for race talk" in the classroom. [For the complete volume, "Social Justice Issues and Racism in the College Classroom: Perspectives from Different Voices. International Perspectives on Higher Education Research. Volume 8," see ED591557.]… [Direct]

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]

Alcantar, Cynthia Maribel (2017). Cultivating Our Nation's Engaged Citizenry: Institutional Factors That Promote the Civic Engagement of College Students. ProQuest LLC, Ph.D. Dissertation, University of California, Los Angeles. Through the power of social media and increased access to mobile technology, our country is witnessing a rise in college student-led protests and mobilizing to try to challenge racism on college campuses (Curwen, Song, & Gordon, 2015). One of the key functions of higher education institutions is cultivating our engaged citizenry (Hurtado, 2007). We know civic engagement in college influences future civic participation of students (Coley & Sum, 2012). However, very little is known about the factors in college that promote civic engagement of students. The purpose of this study is to explore the institutional- and student-level characteristics that affect the development of students' level of civic values after four years of college enrollment, utilizing data from the Cooperative Institutional Research Program (CIRP), a longitudinal dataset of college students. Overall, this study found differences in the factors that promote civic values of students based on race/ethnicity and… [Direct]

Martin, Danny Bernard (2013). Race, Racial Projects, and Mathematics Education. Journal for Research in Mathematics Education, v44 n1 p316-333 Jan. Critical scholars have argued that mathematics education is in danger of becoming increasingly influenced by and aligned with neoliberal and neoconservative market-focused projects. Although this larger argument is powerful, there are often 2 peculiar responses to issues of race and racism within these analyses. These responses are characterized by what the author sees as an unfortunate backgrounding of these issues in some analyses or a conceptually flawed foregrounding in others. These responses obscure the evidence that, beyond being aligned with the market-oriented goals of these projects, mathematics education has also been aligned with their prevailing racial agendas. (Contains 5 footnotes.)… [Direct]

Carpenter, Joseph (1975). Racism in American Education. Marquette University Education Review, 6, 1, 5-19, Spr 75. …

Isgar, Susan, Ed.; Isgar, T., Ed. (1969). Racism in Higher Education. This anthology contains articles, course and project descriptions and statistics on the magnitude, implications and effect of white racism in the United States. The first article maintains that the myth of the American melting pot has perpetuated racism; the second analyzes bigotry, prejudice, and behavioral and institutional racism; the third presents statistical information describing the relationship of blacks to whites in the US; the fourth is a discussion of the possibilities of black-white workers' movements and black-white students' movements. \Toward a Theory and Practice of Organizing\ prepared by the staff of USNSA outlines the anti-racism work to be done by college students on campus. The next paper examines the question of a worker-student alliance and black-white relationships. The seventh paper describes Project TEACH, a program of the University of Wisconsin YMCA designed to help whites recognize the destructive nature of racism and poverty. Intended \as an…

Green, Robert L. (1972). Racism in American Education. Phi Delta Kappan, 53, 5, 274-276, Jan 72. Details the charge that America's public schools fail to provide minority and poor children with the knowledge and skills needed to earn a decent living and to participate in the life of the nation. (Author)…

Colin, Scipio A. J., III (2010). White Racist Ideology and the Myth of a Postracial Society. New Directions for Adult and Continuing Education, v125 p7-13 Spr. When America's so-called postracial society is not viewed and assessed through the prism of white racism, the authentic lived realities of people of color become quite clear. There will be some who will reject the use of the term \white racism,\ but the facts are that \(1) racism permeates the roots of American society and is reflected in all its societal institutions, and that (2) racism was created by White Americans and is perpetuated by them\ (Colin and Preciphs, 1991, p. 62). Hayes and Colin (1994) challenged the field of adult education specifically and higher education generally to acknowledge and confront sociocultural racism and intellectual racism and suggested that educators first look inward and identify and challenge their racist assumptions and behaviors (Colin, 1994). Few took the challenge because it was affectively and cognitively more comfortable for people to look at the mirage of a postracial society rather than reality (Asante, 2003; Camacho, 2008; Gilborn,… [Direct]

Hawkins, Gregory L. (2018). White Environments, Black Students: A Case Study of Dominant White Realities in Higher Education. ProQuest LLC, Ph.D./HE Dissertation, Azusa Pacific University. The U.S. education system continues to diversify, and educational leaders must foster an environment in which all students can thrive. At dominantly White institutions (DWIs), Black students have repeatedly had to overcome educational challenges, hostile campus climates, and prejudiced institutional structures because of their race (Harper, 2015; Strayhorn, 2009). Although progress has been made toward racial equity for Black students in higher education, much room exists for fostering an institutional environment that better supports minority students on a theoretic and pragmatic level (Harper et al., 2009; Smith 2009). The theoretical framework for the context of this study assumes systemic racism is present in the dominant White ecological systems of higher education, and those institutional systems impede minority students' learning (Bell, 1987; Bronfenbrenner, 1979; Hurtado et al., 1999; Smith, 2009). This study explored and ascertained how numerous elements of institutional… [Direct]

Bailey Smolarek; Choua Xiong; Chundou Her; Kong Pheng Pha; Matthew Wolfgram; Stacey J. Lee (2024). STEM Asianization and the Racialization of the Educational Experiences of Asian American College Students. WCER Working Paper No. 2024-2. Wisconsin Center for Education Research This article clarifies historical and sociocultural factors that impact the role of STEM in the racialization of Asian Americans. Drawing on critical race and other theories of Asian American racialization, and a review of empirical research on the experiences of Asian American college students in STEM, we develop a conceptual framework called "STEM Asianization" that highlights the role of STEM ideology in the model minority racialization of Asian Americans. Consequences for Asian American students include (1) erasure of the intersectional experiences of minoritized Asian American students; (2) dehumanization of Asian Americans and establishment of a bamboo ceiling; (3) representation of Asian Americans as a perpetual foreigner/Yellow Peril during times of cultural and political crisis; and (4) representation of Asian Americans who cannot or do not conform to the STEM achievement narrative as a failed minority. We argue that STEM Asianization reproduces White supremacy by… [PDF]

Martinez, Andrew; McMahon, Susan D.; Treger, Stan (2016). Individual- and School-Level Predictors of Student Office Disciplinary Referrals. Journal of Emotional and Behavioral Disorders, v24 n1 p30-41 Mar. Research has widely documented the over-representation of office disciplinary referrals (ODRs) among specific student groups (e.g., African American, boys). Despite extant research documenting individual-level predictors of ODRs, few studies have accounted for the nested structure of the settings in which these events occur. Guided by critical race theory and social-ecological theory, this study uses multilevel modeling to examine individual- and school-level predictors of student ODRs. Archival data were examined among 1,442 students in a high-poverty urban school district. The majority of students were male (66.4%), African American (56.2%), and in middle school (63.2%). Results revealed that individual-level characteristics significantly predicted student disciplinary referrals even when accounting for school-level variables. Racial/ethnic-minority concentration was positively associated with ODRs for physically aggressive behavior. Finally, results revealed moderation effects,… [Direct]

Yamamoto, Sylvia Dihanne (2016). Equity and Equality in Elementary Public Education: Historical Perspectives and the Perceptions of Education Leaders. ProQuest LLC, Ed.D. Dissertation, Cambridge College. The purpose of this qualitative study was to explore how elementary principals perceive their roles in the context of equity and historical inequality in public education. Three elementary principals of three different socio-economically and culturally diverse elementary school districts responded to interviews and questionnaires. They expressed their perceptions of how educational equity and equality are manifested for inner-city African American students in public elementary schools compared to urban and suburban elementary students. In order to deal with the complexity surrounding issues of equity and inequality, this study also examined historic events focusing on the decisions and policies that shaped public education and supported the tenets of critical race theory. The results of this research suggest that a dichotomous society exists in the world of public education among school districts. Lower achievement and lower self-esteem among African American students in the… [Direct]

Bennett, Jessica C.; Griffin, Kimberly A.; Harris, Jessica (2013). Marginalizing Merit?: Gender Differences in Black Faculty D/discourses on Tenure, Advancement, and Professional Success. Review of Higher Education, v36 n4 p489-512 Sum. Little work has addressed the ways in which race and gender intersect and shape Black professors' experiences as they seek professional advancement. Framed by critical race theory, this qualitative study uses discourse analysis to analyze the narratives of 28 Black professors employed at two research universities. Findings suggest that faculty perceive race and gender influencing their evaluations for academic advancement, with key gender distinctions in discourses about teaching and service in relation to professional success. Black women appear to experience demands in these domains as more emotionally and physically taxing than their male counterparts, adding strain to the tenure and advancement process. (Contains 2 tables.)… [Direct]

Knaus, Christopher B. (2009). Shut up and Listen: Applied Critical Race Theory in the Classroom. Race, Ethnicity and Education, v12 n2 p133-154 Jul. This paper demonstrates that applying critical race theory to the classroom dramatically shifts the nature and scope of schooling for students of color in urban schools. In focusing on students, applied critical race theory centers the development of voice and expression, and de-centers the high-stakes pressures that limit student engagement. This overview of a writing class at a continuation high school clarifies the importance of student voice, but also of knowing how to engage in dialogue with students about the social context they navigate daily. Understanding how to foster critical voice in students provides educators the tools to create engaging classrooms, and acknowledges the intense emotional experiences that students bring (from home contexts) to the classroom. Without such acknowledgement at the core of schooling, educators are likely to reinforce the very stereotypes that lead students to reject what they often see as demeaning education. The article demonstrates… [Direct]

Pedro Rios (2020). Investigating Diversity Issues through the Experiences of Executive Latinx Leaders in Christian Higher Education. ProQuest LLC, Ph.D. Dissertation, Fuller Theological Seminary, School of Intercultural Studies. This study will examine diversity, equity, and inclusion issues through the lived experiences of five executive Latinx leaders that serve (as a dean or above) in the Council of Christian Colleges and Universities (CCCU). There exists a lacuna of Latinx within the executive ranks of colleges and universities in the U.S., and those who currently serve are mostly at the community college level. When it comes to Christian higher education (CHE), the number of Latinx serving at the senior level is twice as low. Thus, those Latinx who are currently serving at the CCCU provide a learning opportunity for other Latinx aspiring to assume leadership positions, while simultaneously providing CCCU schools that desire to attract and retain Latinx leaders, the knowledge in order to do so. This research project was birthed from the investigators experiences in CHE, and a desire to learn if the experiences were unique or if they aligned with other Latinx and people of color. Critical Race Theory… [Direct]

Appleget, Carin (2019). Landscapes of Learning and Teaching: Reading "with" the Narratives of Novice Teachers of Color. ProQuest LLC, Ph.D. Dissertation, The University of Nebraska – Lincoln. Novice teachers of color (TOC) in predominantly White programs of teacher preparation have experiences as students and developing teachers that are uniquely related to their racial, linguistic and cultural backgrounds. These experiences may not be noticed, understood or valued by their predominantly White teacher educators. The purpose of this qualitative narrative inquiry was to explore what I have learned, as a White teacher educator, from novice teachers of color (TOC) as they told their past and present stories of schooling and learning. A narrative approach allowed me to retell the stories shared by each participant in their voice and to come alongside the participants to include my narrative as a way to make my reflections visible as well. Because the heart of narrative inquiry lies in relationships, four novice TOC who were previously enrolled in an elementary literacy methods course taught by me, and participated in a Future Teachers of Color group sponsored by me, were the… [Direct]

Beatrice Reyes Childress (2021). "Rosas Y Espinas" Counter Stories of Illinois Latina Educational Leaders. ProQuest LLC, Ed.D. Dissertation, University of Illinois at Urbana-Champaign. For decades, researchers have studied the need for students to have educators that reflect their same ethnic backgrounds. Despite the many known benefits of having culturally diverse educators, the field of education has a huge demographic divide between the rapidly growing PreK-12 Latinx student population and its educational leaders. Currently, there is very little published research that highlights the factors that contribute to PreK-12 Latina educational leaders successfully navigating the education system and moving up the hierarchy. In fact there is no published research on Latinx leaders serving in Illinois school districts despite its large Latinx student population. The purpose of this qualitative research study was to examine the counter stories of Latina educational leaders serving in Illinois PreK-8 and PreK-12 school districts. The twelve research participants interviewed included an assistant superintendent, a chief academic officer, three central office directors, six… [Direct]

Curtner-Smith, Matthew D.; Jowers, Richard F. (2023). 'She Thought I Was Her Gardener': The Life History of One Latino/Hispanic American College Basketball Coach. Sport, Education and Society, v28 n2 p188-199. The purpose of the study was to construct the life history of Mateo, an American Latino/Hispanic college basketball coach. The study was guided by elements from Latino/a/x critical race (LatCrit) theory. Data were collected through formal semi-structured interviews, informal interviews, and documents and artifacts. They were analyzed by employing analytic induction and constant comparison. Key findings were that Mateo faced considerable marginalization and was frequently subjected to microaggressions. He was able to overcome this racism due to his determination and support from his family and mentors. Mateo's experiences of racism and the political and cultural context led him to develop an activist element in his coaching pedagogy. His life history may inspire other Latinos/as/x and Hispanics to consider coaching as a career or help those who are struggling to realize this goal. It may also play a part in improving the coaching culture for Latinos/as/x and Hispanics…. [Direct]

Baker, Caroline A.; Moore, James L., III (2015). Experiences of Underrepresented Doctoral Students in Counselor Education. Journal for Multicultural Education, v9 n2 p68-84. Purpose: This study aimed to qualitatively examine the perceived cultural competence of counselor education doctoral programs through narratives of 19 racially or ethnically underrepresented students using Critical Race Theory as a theoretical framework. Design/methodology/approach: The authors used a qualitative study of 19 racially or ethnically underrepresented students. Findings: Six major themes were identified–playing the game; individual characteristics and attributes; intersectionality; support; voice; and talk the talk, walk the walk. Research limitations/implications: The limitations of the study included the identity of the primary researcher being a White female in a PhD program during the collection of data. While this was disclosed to the participants, it meant that they made decisions about what or how much to share about their experiences regarding race or doctoral study. The findings are only transferable to the reader's experiences and interpretation and not… [Direct]

Junae Diamond Weathersby (2022). All the Way Up: A Qualitative Examination of African American Male Educational Resilience in Higher Education. ProQuest LLC, Ed.D. Dissertation, DePaul University. The educational resilience of African American males has been extensively studied from elementary, high school, and undergraduate perspectives. Topics such as the "School to Prison Pipeline," which characterizes the educational and life trajectories of African American males in America with regards to criminalization and mass incarceration, dominant resilience data. However, there are not nearly as many studies that specifically focus on the educational resilience of African American males who persist to earn doctoral degrees. Research continues to substantiate the fact that African American men earn doctoral degrees at exceptionally disproportionate rates in comparison to Caucasian men. The purpose of this qualitative study was to examine the perception of factors that facilitated educational resilience among African American males who earned doctoral degrees. Through the utilization of a basic qualitative study design and drawing on the methodological elements of… [Direct]

Jamie Johnson (2024). The Benefits of Academic and Career Preparedness Interventions for Marginalized Student Populations: An Exploratory Mixed Methods Case Study. ProQuest LLC, Ed.D. Dissertation, Drexel University. Despite the many benefits associated with obtaining a college degree, many of our nation's public-school students, particularly marginalized students, remain ill-equipped to pursue their desired post-secondary goals (Morgan et al., 2014). The researcher uses published literature to define and substantiate the systemic challenges that lower resourced public schools contend with to recruit and retain qualified educators and provide cost-efficient accessible educational support resources to supplement classroom instruction. Due to inadequate educational instruction and resource challenges that Title I public schools face, the educational needs of these students can not solely be met within the classroom (Sakash, 2016). Therefore, providing educational and career support resources can be an effective mitigator for students who experience educational challenges due to the desired instructional needs (Goldhaber, 2020). The resulting educational outcomes often lead these students to defer… [Direct]

Clark, Langston; Harrison, Louis (2016). Contemporary Issues of Social Justice: A Focus on Race and Physical Education in the United States. Research Quarterly for Exercise and Sport, v87 n3 p230-241. Ongoing events in the United States show the continual need to address issues of social justice in every social context. Of particular note in this article, the contemporary national focus on race has thrust social justice issues into the forefront of the country's conscious. Although legal segregation has ran its course, schools and many neighborhoods remain, to a large degree, culturally, ethnically, linguistically, economically, and racially segregated and unequal (Orfield & Lee, 2005). Even though an African American president presently occupies the White House, the idea of a postracial America remains an unrealized ideal. Though social justice and racial discussions are firmly entrenched in educational research, investigations that focus on race are scant in physical education literature. Here, we attempt to develop an understanding of social justice in physical education with a focus on racial concerns. We purposely confine the examination to the U.S. context to avoid the… [Direct]

McNeal, Carla (2017). Empowered Intersectionality among Black Female K-12 Leaders: A Transcendental Phenomenological Study. ProQuest LLC, Ed.D. Dissertation, Liberty University. Black female school leaders remain underrepresented as educational leaders in the K-12 context as marginalizing factors persist in the field. The purpose of this transcendental phenomenological study was to explore the lived experiences of Black female school leaders through the lens of intersectionality. For this research study, intersectionality was defined as the intersecting realities of oppression. For the Black female, it is her race and gender. The following research questions were addressed: How do Black female school leaders describe their experiences with the intersectionality of race and gender? How (if at all) do participants' experiences w/intersectionality influence their leadership practices? How do Black female school leaders describe their awareness of intersectionality as it relates to their decision-making? The theories that guided this study were critical race theory and Black feminist theory as they each affect and inform the career trajectories of the Black… [Direct]

Lloyd, Katherine D. (2017). Racism and the White Studies Experience at a Predominantly White Institution. ProQuest LLC, Ph.D. Dissertation, Morgan State University. This research study examined black college students lived experiences with racism and white studies. A qualitative phenomenological study was conducted with five black college students. They participated in entrance interviews, a white studies workshop that incorporated a focus group, wrote reflective journals, had exit interviews, and a group debriefing session. The data were analyzed and interpreted through the theoretical lenses of Critical Race Theory and Transformative Learning Theory. A textual analysis of the data revealed two overarching themes. Those themes are the oppressive acts of racism and the revelations from white studies. The participants' white studies experience revealed the power of hearing other students' stories about their experiences with racism, opened their eyes to certain aspects and manifestations of whiteness, provided them with language to use, and fostered strategies about how to respond to racist offenders. Those findings led to a few implications for… [Direct]

Gaxiola Serrano, Tanya J. (2017). "Wait, What Do You Mean by College?" A Critical Race Analysis of Latina/o Students and Their Pathways to Community College. Community College Journal of Research and Practice, v41 n4-5 p239-252. As a group, Latina/o students are more likely to experience a substandard K-12 education complete with underresourced schools, high teacher turnover, and fewer college-preparatory courses. It is this same inferior education that denies many Latina/o high school students the opportunity to engage in college-choice–leading to their disproportionate enrollment in community colleges over 4-year colleges or universities. In California alone, approximately 75% of Latina/o students in higher education can be found in the community college sector–making this an important pathway for many Latina/o students. This qualitative study incorporated a Critical Race Theory (CRT) in Education framework to focus on the racialized K-12 experiences of four Latina/o graduate students who started their postsecondary career at a community college. This study was undertaken to better understand what led Latina/o students to enroll in community colleges after high school. Exploring the pathways of Latina/o… [Direct]

Hamilton, Beth (2017). The Deaf Mentor Program: Benefits to Families and Professionals. ProQuest LLC, Ed.D. Dissertation, Lamar University – Beaumont. Little research about Deaf Mentors is available, but available studies suggest that they benefit families with a Deaf Child. These mentors can support professionals who work directly with the child and their family. The purpose of this study was to determine the impact of having a Deaf Mentor involved in early intervention with Deaf children and their families. The mentor's impact on communication, language, cognitive, and social development was investigating using grounded theory. The theoretical framework relies on Critical Race Theory (CRT) and how that theory is embedded in DeafCrit, as well as the corresponding idea of community cultural capital (CCC) to determine if culture capital is transferred from the Deaf Mentor to a hearing family with a Deaf child. This qualitative study investigated two points of view; first, it focused on the perceptions of families who had a Deaf Mentor and the perceptions of Deaf Mentors toward the families they served. Data was collected through… [Direct]

Jones, Jennah K. (2017). Black Students' Perceptions of Challenges in Pursuing a Law Degree: An Interpretation through Marronage. ProQuest LLC, Ed.D. Dissertation, University of Southern California. This study applies the conceptual framework of Positive Deviance, the theoretical framework of critical race theory, and the lens of marronage to understand the problem of low Black student enrollment at one American Bar Association accredited law school. The purpose of this study was to understand what current Black law students perceive to be the challenges to pursuing a legal education, as interpreted through a lens of marronage. The study also sought to understand the resources, skills and strategies Black law students utilize to overcome these challenges through the lens of marronage. This qualitative case study was informed by critical race methodology to allow 10 self-identifying Black students at a top-tier school to tell their stories through interviews. Findings indicate that Black students' perceptions of challenges to pursuing a legal education are congruent with those identified in the literature and relate to the Law School Admission Test, the educational pipeline, law… [Direct]

Oppland-Cordell, Sarah B. (2014). Urban Latina/o Undergraduate Students' Negotiations of Identities and Participation in an Emerging Scholars Calculus I Workshop. Journal of Urban Mathematics Education, v7 n1 p19-54 Jul. In this article, the author presents a qualitative multiple case study that explored how two urban Latina/o undergraduate students' emerging mathematical and racial identity constructions influenced their participation in a culturally diverse, Emerging Scholars Program, Calculus I workshop at a predominately White urban university. Drawing on critical race theory and Latina/o critical theory, cross-case analysis illustrates that participants' emerging mathematical and racial identities–co-constructed with their other salient identities–contributed to positively shifting their participation by: (a) changing their perceptions of their and peers' mathematics abilities, (b) allowing them to challenge racialized mathematical experiences, and (c) strengthening their comfort levels in the workshop environment. The Latina/o participants' counter-stories support that the sociopolitical nature of identity development and participation in mathematical learning contexts should be embraced… [PDF]

Blitz, Lisa V.; Murray, Carla; Thompson, Tonia; Yull, Denise (2014). Can We Talk? Using Community-Based Participatory Action Research to Build Family and School Partnerships with Families of Color. School Community Journal, v24 n2 p9-32. Research has demonstrated persistent, disproportionally negative educational outcomes for students of color, causing national concern in this area. School personnel increasingly understand the need to engage with parents as educational partners, but parents of color may feel marginalized in these efforts. This paper presents findings from a series of focus groups with middle-class parents of color in a small city in the Northeast United States. Using critical race theory, this research examines the parents' experiences in the community and with the schools. Findings regarding community include lack of cultural enrichment for families of color, isolation in the community, and experiences of colorblind racism and cultural ignorance. School-focused findings include lack of cultural competency in the schools, stereotyping, and racial disproportionality in school discipline. The discussion centers on the school district's strategic plan and the community-university partnership used as a… [PDF]

Quinney, Dominick Nelson (2014). "Fight the Power": An Exploration of the Black Student Activist Scholar. ProQuest LLC, Ph.D. Dissertation, Michigan State University. This dissertation explored the lived experiences of eight Black Student Activist Scholars on the campus of a Predominantly White Institution (PWI). Through the use of Critical Race Theory, and Sociopolitical Development, it was discovered that Black students understand their activist and civic engagement to be that of a "duty of knowledge" wherein students expressed the importance of raising social awareness amongst their peers, colleagues, and the larger campus community. Furthermore, their lived experiences as scholar activists expanded their worldview of committing to social justice from a humanistic approach. Additionally, this dissertation is descriptive as well as prescriptive, as it highlights implications for Black Studies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:… [Direct]

Abdi, Nimo; Briscoe, Felecia; Jennings, Michael E.; Khalifa, Muhammad A.; Oleszweski, Ashley M. (2014). Racism? Administrative and Community Perspectives in Data-Driven Decision Making: Systemic Perspectives versus Technical-Rational Perspectives. Urban Education, v49 n2 p147-181 Mar. This case study describes tensions that became apparent between community members and school administrators after a proposal to close a historically African American public high school in a large urban Southwestern city. When members of the city's longstanding African American community responded with outrage, the school district's senior administration backed away from their proposal to close the school, despite making what it felt was a "neutral" and technical-rational decision. However, the local community interpreted this move as the historical continuation of racist behaviors and policies that had been experienced by the community over a period of several decades. Critical race theory (CRT) allows for an analysis regarding the nature of these beliefs about race and indicates the need for school administrators to engage the realities of the community members they serve, rather than merely enacting technical-rational administrative behaviors that serve to continue… [Direct]

Buenavista, Tracy Lachica (2010). Issues Affecting U.S. Filipino Student Access to Postsecondary Education: A Critical Race Theory Perspective. Journal of Education for Students Placed at Risk, v15 n1-2 p114-126. There are 3.2 million Filipinos in the United States, arguably the largest Asian American ethnic group. Although 36.7% of Filipino adults have college degrees, which is much higher than their ethnic and racial counterparts, U.S. Filipino youth have fewer postsecondary opportunities. Filipino immigrant and second-generation youth exhibit high secondary "push out" rates, suffer from depression and other mental health issues, demonstrate lower levels of participation and retention in higher education, and attend less selective colleges if they pursue postsecondary education. They are additionally marginalized by institutional policies that do not consider the complexity of their lives. In the context of color-blind educational discourse, their issues have been rendered largely invisible; they are often not targeted or eligible for institution-sponsored postsecondary access and retention programs. In this paper, I use Critical Race Theory to guide a review of literature to show… [Direct]

Jackson-High, Vicki (2018). Elementary School Teachers' Perceptions of Instructional Techniques and Strategies to Promote African American Female Students as Science Learners. ProQuest LLC, Ed.D. Dissertation, Northcentral University. African American female representation in science, technology, engineering, and mathematics (STEM) fields, has not significantly increased during the years, despite a number of educational initiatives and reforms promoting participation in the STEM pipeline. As the underrepresentation of African American females' interest in science increases, major intervention strategies must be implemented to ensure STEM education access, retention, persistence, and completion. African American females can be equally competent in the sciences if they have all the tools required to be successful. To help reverse the trend, research supports early exposure to science beginning in elementary school. The purpose of this qualitative research was to explore elementary teachers' perceptions of instructional techniques and strategies to promote African American female students as science learners. Delgado and Stefancic's Critical Race Theory and critical race feminism theoretical frameworks were used to… [Direct]

de los R√≠os, Cati; Souto-Manning, Mariana (2015). Teacher Educators as Cultural Workers: Problematizing Teacher Education Pedagogies. Studying Teacher Education, v11 n3 p272-293. From a Latina/o Critical Race Theory perspective, in this article we engage in a process of testimonio co-creation to trace Freire's notion of critical pedagogy in our lives as former schoolteachers and current teacher educators. Through the critical analysis of our lived experiences, we unveil the powerful affordances we have gained by employing Freirean culture circles in our teacher education contexts. Against the backdrop of standardization and over-regimentation, our collective counterstory (re)centers the importance of critical dialogue in teacher education, especially as our nation simultaneously experiences a seismic demographic shift and ever-increasing opportunity gaps within its pre/schools. Findings highlight the importance of teacher educators engaging in a process that encompasses: (a) rereading their experiences with oppression and injustice, (b) purposefully considering adult pedagogies that have the potential to transform teacher education, and (c) developing… [Direct]

Cobb, Floyd, II; Russell, Nicole M. (2015). Meritocracy or Complexity: Problematizing Racial Disparities in Mathematics Assessment within the Context of Curricular Structures, Practices, and Discourse. Journal of Education Policy, v30 n5 p631-649. Through the examination of a collection of macro factors and explanations for racial disparities in mathematics assessment found in the literature, this article takes up these accounts and problematizes the factors by unpacking the assumptions and exposing complexities. We do this using Critical Race Theory (CRT) to reinterpret and call out important blind spots. Essential questions that guided our analysis included: what macro factors has the field identified as influencing or explaining racial disparities in mathematics assessments? What assumptions undergird the field's conversations about racial disparities in mathematics assessments? In what ways can those assumptions be challenged through CRT to highlight the story of race in the US? Our analysis reveals that the factors fall victim to a meritocratic premise that assumes all students are exposed to equivalent forms and amounts of mathematical knowledge. This assumption effectively locates the problem of assessment within… [Direct]

Smith, Arielle J. (2018). Social Reproduction in the Community College Classroom. ProQuest LLC, Ed.D. Dissertation, San Francisco State University. The purpose of this qualitative study was to research how social reproduction perpetuates and replicates the status quo in the community college classroom, especially as perceived by first-generation students. The study investigated two questions: How is social reproduction enacted in the community college classroom? How do first-generation students perceive social reproduction in the community college classroom? These questions are important because the existent research and literature on Social Reproduction Theory, Critical Race Theory, and Critical Whiteness Studies while foundational to this study do not adequately address the impact of social reproduction on first-generation community college students. Using a qualitative, constant-comparative approach (Creswell, 2014; Plano Clark & Creswell, 2008), three student focus groups with eight individual student participants, interviews with three faculty, nine class observations, and a review of syllabi resulted in the… [Direct]

Petherick, LeAnne (2018). Race and Culture in the Secondary School Health and Physical Education Curriculum in Ontario, Canada: A Critical Reading. Health Education, v118 n2 p144-158. Purpose: The purpose of this paper is to explore issues of race and culture in health education in the secondary school health and physical education (HPE) curriculum in Ontario, Canada. Design/methodology/approach: Using Ontario's secondary school curriculum as a point of analysis, this paper draws from critical race theory and a whiteness lens to identify how cultural and race identities are positioned in contemporary health education documents. The curriculum document and its newest strategies for teaching are the focus of analysis in this conceptual paper. Findings: Within the curriculum new teaching strategies offer entry points for engaging students in learning more about culture and race. In particular, First Nation, M√©tis and Inuit identities are noted in the curriculum. Specifically, three areas of the curriculum point to topics of race and culture in health: eating; substance use, abuse and additions; and, movement activities. Within these three educational areas, the… [Direct]

Dixon, Shirley Ann Walker (2018). Principal's Perceptions of the Multicultural Leadership in Urban Schools. ProQuest LLC, Ed.D. Dissertation, Cabrini University. The purpose of this qualitative case study was to ascertain the perceptions of a principal regarding leadership insights into the ability to lead effectively in urban and multicultural education settings. The researcher determined that the potential existed for this participant, who was actively working to address issues brought on by diversity, to serve as a role model for culturally-responsive teaching through a case study. The increasing diversity among prekindergarten to Grade 12 students requires a more adequately trained, culturally aware faculty and staff. This case study used the theoretical lenses of the critical race theory, the model of Black identity development, and White identity development to examine the experiences of diverse cultures upon academic social structures. Four main research questions guided this study to determine the principal's ability to lead in a multicultural urban setting effectively: (a) what are the principal's perceptions about cultural awareness… [Direct]

Wallace, Nicholas Lester (2018). Cost of Attendance: The Development of Financial Literacy for First-Generation, Low-Income, Community College Students of Color. ProQuest LLC, Ph.D. Dissertation, University of Minnesota. First-generation, low-income, community college students of color represent one of the fastest growing segments of the undergraduate student population in the United States. With college costs continuing to rise, student debt levels at record highs, and socioeconomic disparities that include growing income and wealth gaps, it is particularly important to understand the development of financial literacy for these students. This qualitative research is a critical phenomenology and is rooted in critical race theory. Employing a semi-structured long-interview protocol, textural-structural themes and invariant constituents gleaned from the coded responses in 22 interviews were used to create 22 sub-thematic categories that organized the findings. A portion of these data are presented as ten counterstories, organized in four main themes that address the three questions presented in this research. The first theme that emerged from the data is that first-generation, low-income, community… [Direct]

Smith, Kestrel A. (2018). Invisible Barriers to Higher Education in Indian Country: Standardized Testing. ProQuest LLC, Ph.D. Dissertation, The University of Arizona. This dissertation explores the accessibility of SAT and ACT standardized tests and related preparatory resources in relation to Native communities. The ultimate goal of this research is twofold. First, to help identify some of the barriers to educational access experienced by Native students, and second, to use this information to increase awareness of and make recommendation for addressing the varying levels of access Native students, both on and off reservations, have to the SAT and ACT tests and related preparatory resources. Utilizing a theoretical framework based in Tribal Critical Race Theory, this research employs a mixed-methods approach to data collection and analysis in recognition of the distinct roles both narratives and numbers can have in illuminating upon a particular issue. Personal narratives from thirteen Native college students and five school administrators exclusively within Arizona provided the qualitative data for this study. Additionally, publically-available… [Direct]

Wells, Jennifer (2018). Who I Want You to Be: Three Portraits of Culturally Competent Teachers Improving the Mental Health of Students. ProQuest LLC, Ph.D. Dissertation, Iowa State University. There is a lack of critical research addressing racism as a dynamic of mental health in schools. In the critical view, US schools mirror a social system built on an ideology of white supremacy; the US school system may perpetuate racial trauma for students of color. Teachers who demonstrate culturally competent identities in practice have important roles to play in counteracting racial trauma and promoting the mental health of students of color. This qualitative study explores how culturally competent teachers make sense of their identities, how they make sense of their students' identities to build relationships, and how they understand student identities contributing to mental health. Extending Critical Race Theory (CRT) and Relational Cultural Theory (RCT), this dissertation proposes a new framework for understanding cultural competence at the intersection of racism and mental health, Critical School Mental Health Praxis (CrSMHP). CrSMHP challenges models of resiliency which put… [Direct]

Cabello, Constanza A. (2018). Latinx/a/o Higher Education Administrators: A Narrative Study of Their Experiences Encountering and Responding to Racial Bias Incidents. ProQuest LLC, Ed.D. Dissertation, Northeastern University. The purpose of this narrative study was to understand Latinx/a/o higher education administrators' stories encountering and responding to racial bias incidents. Central to this investigation was the understanding of how racial identity and life experiences framed how they negotiated these incidents in their professional contexts. The main research question was: What are the stories of Latinx/a/o higher education administrators' experiences encountering and/or responding to racial bias incidents at PWIs in New England? The subquestion was: What role do racial identity and life experiences play in Latinx/a/o administrators' narratives about encountering and/or responding to racial bias incidents? Semi-structured interviews were conducted with four Latinx/a/o administrators at predominantly White institutions (PWIs) in the New England region of the United States. The study used a narrative research design and critical race theory as the central theoretical framework. Findings covered… [Direct]

Despenza, Nadia (2018). Missing in Action: A Critical Narrative Study of the Absence of Black Female Secondary Science Teachers. ProQuest LLC, Ed.D. Dissertation, Loyola Marymount University. Despite the increasing research that lists cultural incongruence in the classroom among the top factors that speaks to the disproportionate numbers of Black females obtaining STEM degrees there is limited research on the actual number of Black female science teachers at the secondary level in education and the impact this plays on Black females in science, technology, engineering, and math classrooms (STEM). The consequence of all this is that we find ourselves with Black female science teachers "missing in action," and only 5% of Black females receiving a STEM degree. I employ critical pedagogy, critical race theory, and Black feminist thought to answer: (a) What do the stories of Black female secondary science teachers tell us about issues related to their recruitment and retention within the science teaching force? (b) How do Black female secondary science teachers explain the shortage of Black females entering the STEM field? What do they believe should be done to… [Direct]

Annamma, Subini; Handy, Tamara; Jackson, Elizabeth; Miller, Amanda L. (2020). Animating Discipline Disparities through Debilitating Practices: Girls of Color and Inequitable Classroom Interactions. Teachers College Record, v122 n5. Context: Girls of Color are overrepresented in school disciplinary actions based on subjectively judged, minor infractions. Studies have consistently shown that this exclusionary discipline has long-lasting impact on Girls of Color and their educational outcomes, including increased risk for pushout and involvement in the criminal legal system. Focus of Study: We sought to uncover the processes that animate the statistics of overrepresentation of Girls of Color in disciplinary actions. Said differently, we sought to understand where, how, and why Girls of Color were being disciplined in schools. Using a Disability Critical Race Theory (DisCrit) lens and centering the voices of Girls' of Color, this empirical study was guided by the question, What mechanisms propel and dispel disciplinary inequities for Girls of Color? Research Design: The qualitative research took place in a suburban school district in the Midwestern United States marked by increasing racial, cultural, and linguistic… [Direct]

Danielle Mireles (2020). Dis/rupting and Dis/mantling Racism and Ableism in Higher Education. ProQuest LLC, Ph.D. Dissertation, University of California, Riverside. The marginalization of "dis/abled" Black and students of Color is well-documented in the K-12 contexts (Annamma et al., 2013; Artiles, 2013; Artiles et al., 2002; Artiles, & Trent, 1994; Blanchett, 2006). Studies have found that not only do Black and students of Color experience overrepresentation in Special Education but that Special Education placement increases the likelihood of these students being removed from schools and placed into carceral facilities (Annamma, 2015; Annamma, 2017; Artiles, 2013; Artiles et al., 2002; Artiles et al., 2010; Sullivan & Artiles, 2011). While these studies allow us to understand barriers impacting dis/abled Black and students of Color in the K-12 system, far less is known about this student population upon entering higher education. Extending Dis/ability Critical Race Theory (DisCrit), my study examines the racialized experiences of dis/abled Black and students of color attending four-year colleges and universities in California…. [Direct]

Diggs, Gregory A.; Estrada, Diane; Galindo, Rene; Garrison-Wade, Dorothy F. (2012). Lift Every Voice and Sing: Faculty of Color Face the Challenges of the Tenure Track. Urban Review: Issues and Ideas in Public Education, v44 n1 p90-112 Mar. This article highlights some of the obstacles facing tenure-track faculty of color in academia. Through the perspective of Critical Race Theory (CRT) and by using a counterstories method, four faculty of color share their experiences as they explore diversity issues through engaging in a 1-year self-study. Findings of this qualitative study provide important insights from the perspectives of faculty of color to address ways in which to identify supports that lever barriers during the tenure process…. [Direct]

McLaughlin, Juliana (2013). "Crack in the Pavement": Pedagogy as Political and Moral Practice for Educating Culturally Competent Professionals. International Education Journal: Comparative Perspectives, v12 n1 p249-265. This paper explores the reception of Indigenous perspectives and knowledges in university curricula and educators' social responsibility to demonstrate cultural competency through their teaching and learning practices. Drawing on tenets of critical race theory, Indigenous standpoint theory and critical pedagogies, this paper argues that the existence of Indigenous knowledges in Australian university curricula and pedagogy demands personal and political activism (Dei, 2008) as it requires educators to critique both personal and discipline-based knowledge systems. The paper interrogates the experiences of non-Indigenous educators involved in this contested epistemological space (Nakata, 2002), and concludes by arguing for a political and ethical commitment by educators towards embedding Indigenous knowledges towards educating culturally competent professionals…. [PDF]

Annamma, Subini A.; Boel√©, Amy L.; Klingner, Janette; Moore, Brooke A. (2013). Challenging the Ideology of Normal in Schools. International Journal of Inclusive Education, v17 n12 p1278-1294. In this article, we build on Brantlinger's work to critique the binary of normal and abnormal applied in US schools that create inequities in education. Operating from a critical perspective, we draw from Critical Race Theory, Disability Studies in Education, and Cultural/Historical Activity Theory to build a conceptual framework for examining the prevailing ideology of normal found in US schools. We use our conceptual framework to "deconstruct" the current, westernised, static ideology of normal. Once deconstructed, we explore current iterations of the ideology of normal in schools. Finally, we suggest using the conceptual framework as a tool to "reconstruct" the ideology of normal as something more dynamic and inclusive…. [Direct]

Ives, Lindsey; Ruecker, Todd (2015). White Native English Speakers Needed: The Rhetorical Construction of Privilege in Online Teacher Recruitment Spaces. TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, v49 n4 p733-756 Dec. Over the past few decades, scholars have paid increasing attention to the role of native speakerism in the field of TESOL. Several recent studies have exposed instances of native speakerism in TESOL recruitment discourses published through a variety of media, but none have focused specifically on professional websites advertising programs in Southeast Asia. In this article, the authors report findings from a critical discourse analysis of textual and visual features in 59 websites recruiting for specific language schools located in China, Japan, Korea, Taiwan, and Thailand. They find that the ideal candidate is overwhelmingly depicted as a young, White, enthusiastic native speaker of English from a stable list of inner-circle countries. Furthermore, they find that these sites place more emphasis on the opportunities to make money, travel, and experience adventure in exotic cultures that come with the TESOL jobs being advertised, rather than on the jobs themselves. The authors… [Direct]

Hall, Jodi (2010). African American Doctoral Students at For-Profit Colleges and Universities: A Critical Race Theory Exploration. ProQuest LLC, Ed.D. Dissertation, North Carolina State University. Many people regard the doctorate as the pinnacle of success. Despite the challenges of completing the terminal degree, the dream of earning the doctoral degree remains a goal for many every year. Understanding the phenomenon of African American student enrollment at for-profit colleges and universities (FPCUs) is necessary because many African Americans use these institutions as alternative degree sources. The purpose of this study was to explore how social and environmental factors shape the academic experiences of African American doctoral students at FPCUs. The research questions that guided this study are as follows: (1) What are the academic experiences of African American doctoral students enrolled at FPCUs? (2) What are the social experiences of African American doctoral students enrolled at FPCUs? (3) What enhances the success of African American doctoral students at FPCUs? (4) What impedes the success of African American doctoral students at FPCUs? Critical race theory… [Direct]

Henry-Hogarth, Jacqueline D. (2018). Ejection Is Rejection: Factors That Influence Education Leaders' Continued Use of Exclusionary Discipline. ProQuest LLC, Ed.D. Dissertation, California State Polytechnic University, Pomona. When students are removed from their learning environment, their learning is interrupted and disrupted (American Psychological Association, 2006; Kim, Losen, & Hewitt, 2010; Skiba, Eckes, & Brown, 2009). Yet exclusionary discipline is a primary practice of the K-12 school system both locally and nationally (U.S. Department of Education, 2016), even when other forms of discipline are available. The purpose of this study was to examine what factors, such as race, gender, and behavioral outcomes, influence education leaders' discretionary decisions to remove students from the classroom for disciplinary infractions. Specifically, the study attempted to answer an overarching research question of what specific factors K-12 education leaders use in their decision-making process with an individual student's disciplinary decision when they have the discretion to choose between suspension and/or expulsion and other discipline options. The researcher attempted to answer this overarching… [Direct]

Castillo, Martin Garcia (2018). The Revolving Door of Education: Retaining First-Generation Latinx Students during the First Two Years at California State University East Bay. ProQuest LLC, Ed.D. Dissertation, California State University, East Bay. Although the United States is in the middle of an unprecedented growth of the Latinx population/community, the numbers are not translating into higher academic achievement rates, particularly in higher education. First-generation Latinx students continue to be the most underachieving ethnic group in the nation with higher dropout rates than their non-Latinx counterparts. An inability to improve these academic retention and graduation statistics will perpetuate current societal inequities and prevent this growing social group from bettering their socioeconomic position by furthering their education. In order to offset the lack of prior exposure to higher education for this community, a more intentional approach is needed for Latinx youth that focuses on expanding access, improving college preparation, and providing support during the critical first two years of college. Moreover, the strong cultural and historical experiences of Latinx youth must be leveraged to provide this group… [Direct]

Love, Laura Hayes (2018). Journeying toward Racial Justice in Schools: A Scholarly Personal Narrative on Exposing Racism and Sustaining the Fight for Equity in Mostly White Systems. ProQuest LLC, Ed.D. Dissertation, University of St. Thomas (Minnesota). This study explores the ways White educators expose racial injustice and sustain the fight for equity in mostly White school systems. The research involves uncovering one's personal racism as well as unearthing how it functions systemically and it examines effective ways of bringing that to people's attention. The data for this Scholarly Personal Narrative (SPN) study, therefore, is the researcher's own experiences accumulated over the past 18 years in educational leadership. I explicate processes a leader must undergo to: 1) explore the social construct of racial identity, 2) develop effective short and long-term strategies to sustain progress, and 3) utilize mindful responses in collegial interactions in order to work for racial justice in school systems. I consider theories, perspectives, and practices from a wide array of scholars and educators in order to examine ways to navigate the tumultuous waters of racialized impacts and outcomes for youth in public schools. In the SPN,… [Direct]

Flournoy, Khadisha (2018). An Investigation of the Challenges Faced by Ghanaian International Students in the American Higher Education System: A Phenomenological Multi-Case Study. ProQuest LLC, Ed.D. Dissertation, Roosevelt University. This research study sought to investigate and explain the perceptions and experiences of Ghanaian international students in the American higher education system. Four subjects enrolled at different higher education institutions in the USA participated in the study. The participants were selected based on the following four criteria: (a) they were Ghanaian international students; (b) they were 18 years of age or older; (c) they had successfully completed two years or more of post-secondary education in the USA; (d) and they were proficient in the English language. Three research questions guided the study: What are the perceptions of Ghanaian international students regarding their experiences in a higher educational institution in the USA? What factors influence these perceptions? What are the specific ways that Ghanaian international students negotiate the challenges of the American higher education system? A qualitative methodology and case study research design was utilized to… [Direct]

Williams, Kenya Elizabeth (2018). The Obscurity inside the Margins: The Preparation, Recruitment, and Retention of Women of Color Superintendents. ProQuest LLC, Ed.D. Dissertation, University of Southern California. The purpose of this study was to identify successful strategies for the preparation, recruitment, and retention of women of color superintendents. The superintendents selected for this study were women of color who worked in urban districts in California, and had had the traditional experience of being a teacher, site administrator, and district administrator. The school board members selected for this study were appointed women of color superintendents who served urban districts. The executive search consultant selected for this study was a former superintendent of color who conducted national superintendent searches that included diverse candidates such as women of color and who had experience in mentoring people of color in educational leadership. The thematic group of eight doctoral researchers used a qualitative method to address the research questions. The research team utilized work by Lee Bolman and Terrence Deal, Jim Collins, and Timothy Waters and Robert Marzano to develop… [Direct]

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

Carter, Bruce Allen (2013). "Nothing Better or Worse than Being Black, Gay, and in the Band": A Qualitative Examination of Gay Undergraduates Participating in Historically Black College or University Marching Bands. Journal of Research in Music Education, v61 n1 p26-43 Apr. This collective case study examined the experiences of four African American gay band students attending historically Black colleges or universities (HCBUs) in the southern United States. This study explored influences that shaped the participants' identities as they negotiated numerous complex sociocultural discourses pervasive and challenging to gay African American band students. Utilizing participative inquiry, participants were asked to read, reflect on, and respond to historical and current research literature concerning the schooling experiences of Black students. Their responses were analyzed within a multifaceted theoretical framework, including poststructual theory, critical race theory, critical theory, and lesbian, gay, bisexual, transgender, queer, or questioning (LGBT2Q) studies. Present throughout the participants' descriptions was an ever-evolving and renegotiated gay African American identity within the HBCU band setting. Findings indicate that the construction of an… [Direct]

William Chris Cathcart (2020). A Phenomenological Study of the Experiences of African American Males. ProQuest LLC, Ed.D. Dissertation, Ball State University. Since their early days, community colleges have maintained a pivotal role as a provider of education to the diverse populations they serve. Over the years, these institutions of higher learning have been tasked with expanding access to education to those who had been denied even the possibility on the basis of race, economic stability, and a host of other factors. As leaders of these great institutions, community college presidents are seen as visionaries who are called to serve as the bridge between their institution and the communities they serve. In the past, the presidency has been a role largely reserved for White men with significant academic experience alone; however, in recent decades, sitting presidents have begun to retire, leaving institutional decision makers scrambling to identify new talent in a decreasing pool. While the ranks of presidency have been diversifying, men and women from racially marginalized communities still struggle to break through the glass ceiling…. [Direct]

Epstein, Kitty Kelly (2012). A Different View of Urban Schools: Civil Rights, Critical Race Theory, and Unexplored Realities. Revised Edition. Counterpoints: Studies in the Postmodern Theory of Education. Volume 291. Peter Lang New York The revised edition of \A Different View of Urban Schools\ updates a unique story about the realities of urban education in America and provides new insights on the origin of urban education issues; the route to a diverse and effective teaching force; and the impact of federal legislation and corporate involvement on urban schools. Dr. Epstein's analysis of problems is fascinating; her program for the creation of joyful engaging education is equally impressive. The result is a new perspective on what educational reform requires in American cities. This book will be useful to teachers, policy makers, school board members, and parents as well as in classes in multicultural education, ethnic studies, and the social foundations of education. [For the first edition, \A Different View of Urban Schools: Civil Rights, Critical Race Theory, and Unexplored Realities. Counterpoints: Studies in the Postmodern Theory of Education Volume 291,\ see ED496919.]… [Direct]

Chen, Shanhua (2016). Dawning of Hope: Practice of and Reflections on Indigenous Teacher Education in Taiwan. Policy Futures in Education, v14 n7 p943-955 Oct. Teachers more familiar with students' culture tend to use culturally relevant teaching methods to smooth students' learning. Most pre-service teachers in Taiwan lack sufficient training for multicultural competence to enable them to embrace indigenous students' culture and appropriate teaching approaches. In 2013, the Education Act for Indigenous Peoples was revised thereby requiring teachers of indigenous education to comply with the act within five years. It created huge changes and modifications to indigenous teacher education and required teachers who work in indigenous areas to complete ethnic culture and multiculture courses. All levels of government have to institute the Acts requirements within five years. Given the significance of the crucial keys to success of teaching indigenous students, it is important to understand how the government values the development of teachers' multiculture teaching abilities. Following an outline of the tribal critical race theory (TribalCrit),… [Direct]

Regina Marie Hopkins (2016). A Restorative Approach to Student Discipline: Examining a Small School's Changed Response to Student Behavior. ProQuest LLC, Ed.D. Dissertation, University of Connecticut. This study examines how restorative practice takes shape in a single, racially diverse interdistrict school in the Northeast. It focuses on two fundamental questions: what does restorative practice look like at this school; and to whom is restorative practice applied at this school? Using critical race theory as a contextual and analytical framework, I explore the relationship between P-12 public schools' race neutral policies, system-wide racially disparate student discipline outcomes, and the efficacy of restorative practice as a more equitable, socially just student discipline model. My study investigates the effect of restorative practice on one school's student discipline outcomes; and explores the potential for racially disparate treatment within restorative practice. Interviews in a small school with a sample of students and administrators, informal observations of administrators, teachers and students, and document analysis were conducted to examine how school administrators… [Direct]

Smith, Bryan (2014). Confronting Race and Colonialism: Experiences and Lessons Learned from Teaching Social Studies. in education, v20 n1 p25-39 Sum. Literature on teacher education and encounters with race highlight some of the difficulties that teacher candidates face when they confront their own racialized subjectivities. However, many of these projects focus exclusively on Whiteness studies, explicating how White teacher candidates come to witness their own racialized Whiteness in relation to their epistemological understandings of the world. In this paper, I diverge from this pattern of thought, exploring a subset of the tenets of critical race theory, that of silences and exclusions, pervading my own teaching in a primary/junior social studies methods class and exploring how these structured my lessons. Specifically, I look at how counternarratives, critiques against liberalism, and multiculturalism and encounters with racialized and colonial supremacy were involved in my pedagogical strategies. I conclude by suggesting that although these methods may seem daunting for the primary/junior classroom, they can provide valuable… [PDF]

Bangs, Joann; Lukes, Robin (2014). A Critical Analysis of Anti-Discrimination Law and Microaggressions in Academia. Research in Higher Education Journal, v24 Aug. This article provides a critical analysis of microaggressions and anti-discrimination law in academia. There are many challenges for faculty claiming discrimination under current civil rights laws. Examples of microaggressions that fall outside of anti-discrimination law will be provided. Traditional legal analysis of discrimination will not end systemic inequality in higher education. Instead, a critical microaggression analysis, based on principles of critical race theory, should augment a legal approach to discrimination. This article provides a conceptual and practice framework to address microaggressions in the academic setting that fall outside of the legal definition of discrimination by encouraging academic communities to recognize that microaggressions permeate institutions of higher education and that both narrative and data are necessary to create a whole picture of the harm microaggressions cause. Additionally, universities and colleges must centralize the response to… [PDF]

Knaus, Christopher B. (2014). Seeing What They Want to See: Racism and Leadership Development in Urban Schools. Urban Review: Issues and Ideas in Public Education, v46 n3 p420-444 Sep. This critical race theory (CRT)-framed qualitative study (n = 9) examined racism within a context of urban teacher leadership development. A series of semi-structured interviews were conducted with three White principals, who each identified one White and one African American teacher as "most promising" leadership potential. These teachers were interviewed, leading to analysis of principal support and teacher perceptions of being supported. The findings clarify principals who adopted a language of equity, while simultaneously arguing that their White teachers were more effective (based erroneously on the belief that the White teachers' students had higher test scores). The African American teachers, on the other hand, were framed as experts in culturally responsive approaches, given increased teaching responsibilities, and not provided similar leadership opportunities. This difference in opportunities and expectations had lasting impacts on the African American… [Direct]

Zavala, Maria del Rosario (2014). Latina/o Youth's Perspectives on Race, Language, and Learning Mathematics. Journal of Urban Mathematics Education, v7 n1 p55-87 Jul. In this article, the author employs critical race theory (CRT) and Latino Critical Theory (LatCrit) to examine Latina/o students' narratives of learning mathematics in a multi-lingual, urban high school. Intersectionality as a tenet of LatCrit is introduced as an important way to understand how students talk about the roles of race, language, and other central identities in their mathematics identity development as well as how they believe race may or may not matter in other people's mathematics achievement. The author's analysis illustrates how mathematics identities are co-constructed in relation to racial, linguistic, and gendered narratives of Latina/o youth. In general, the study adds empirical evidence to previous research on the difficulties that high school students encounter when articulating how race matters to their own identities in academic subjects and highlights the nuanced ways Latina/o students make connections between race, mathematical achievement, and schooling… [PDF]

Chang, Aurora (2014). Identity Production in Figured Worlds: How Some Multiracial Students become Racial Atravesados/as. Urban Review: Issues and Ideas in Public Education, v46 n1 p25-46 Mar. Using Holland et al.'s ("Identity and agency in cultural worlds," Harvard University Press, Cambridge, 1998) theory of identity and their concept of figured worlds, this article provides an overview of how twenty-five undergraduates of color came to produce a Multiracial identity. Using Critical Race Theory methodology with ethnographic interviewing as the primary method, I specifically focus on the ways in which Multiracial figured worlds operate within a racial borderland (Anzald√∫a in "Borderlands: La Frontera–The New Mestiza," Aunt Lute Books, San Francisco, 1987), an alternate, marginal world where improvisational play (Holland et al. in Identity and agency in cultural worlds, Harvard University Press, Cambridge, 1998) and "facultad" became critical elements of survival. Participants exercised their agency by perforating monoracial storylines and developed a complex process of identity production that informed their behaviors by a multifaceted… [Direct]

Benson, Jeremy; Dumas, Michael J. (2021). Building out the Edges: Reading Racial Capitalism into Jean Anyon's Political Economy of Urban Education. Teachers College Record, v123 n14 p72-94 Dec. Background/Context: For over three decades, Jean Anyon produced scholarship that revealed the deep-structural causes of educational inequality. Anyon's work in political economy includes a racial analytic; she argues that access to education does not reduce economic disparities in urban communities of color, and that schools in poor and working-class communities of color in particular often serve to reproduce inequality across generations. It is common, however, for critical scholars analyzing educational inequality to be steeped in either Marxism or critical race theory, and less knowledgeable about the other. As a result, analyses rarely place equal emphasis on both theoretical frames or synthesize race and class. Using theories of racial capitalism to extend Anyon's political economic analysis, we contend, brings forward conceptual tools and angles that capture the material and ideological work being done by current, highly racialized neoliberal restructuring in and beyond the… [Direct]

Ofili, Alexander C. (2017). Minority Administrators' Perspectives on Leadership in Predominantly White Schools. ProQuest LLC, Ph.D. Dissertation, Eastern Michigan University. During a period of high expectations and accountability for public schools, some minority administrators have chosen to work in predominantly White schools. The purpose of this qualitative study was to examine the professional and personal experiences of minority administrators located in predominantly White suburban school districts in one affluent county located in southeastern Michigan. Through in-depth interviews, a focus group, and surveys, participants shared their experiences and perspectives on leadership as minority administrators in predominantly White schools. Using a phenomenological approach, the researcher analyzed the participants' responses through the lens of the critical race theory. Four themes emerged from the analysis of the minority administrators' responses. First, participants embraced the opportunity to change negative perceptions people may have about members of their race through positive daily interactions with faculty, parents, and students within their… [Direct]

Bonderoff, Mary H. (2017). Pressure to Assimilate: Students of Color Make Sense of Their Experiences at a Historically White College. ProQuest LLC, Ed.D. Dissertation, Northeastern University. This qualitative study examined the experiences students of color have at a historically white college campus in the Northeast. The participants studied a variety of academic disciplines and comprised a broad spectrum of ethnicities. An interpretative phenomenological analysis (IPA) methodology was employed to investigate the participants' lived experiences. The data was analyzed through the lens of Critical Race Theory. The study revealed that students of color experienced racism in many forms, students utilized protective factors such as assimilation to remain resilient against barriers and stressors experienced in educational and social settings. This study confirmed that students of color experience racism at historically white institutions and must acquire strategies to be successful. Moreover, this study found that inclusive classroom pedagogy and skills are necessary for faculty so that students of color can avert discrimination and feelings of isolation both in and out of the… [Direct]