Barbarin, Oscar A.; Graham, Sandra; Murry, Velma McBride; Tolan, Patrick (2016). Development of Boys and Young Men of Color: Implications of Developmental Science for My Brother's Keeper Initiative. Social Policy Report. Volume 29, Number 3. Society for Research in Child Development Boys and men of color (BMOC) are at significant risks for poor outcomes across multiple domains including education, health, and financial well-being with little promise of improvement in the near future. Out of concern for this situation, President Obama instituted the My Brother's Keeper Initiative (MBKI) to enlist the combined resources of federal, state, and local governments as well as human services, philanthropy, and business sectors. This Social Policy Report describes MBKI and summarizes ideas gleaned from developmental science that may be useful in efforts to reach the MBKI goals of school readiness, competent reading by third grade, high school and college completion, successful entry into the work force, and reduction of violence. Policy recommendations are offered along with suggestions for research that might involve developmental scientists in this effort. [This report was co-authored by the Boys of Color Research Collaborative. Two commentaries are included: (1)… [PDF]

Erica Lynn Willis (2023). Understanding Unacceptable Graduation Outcomes for Historically Excluded Trio Student Support Services Students. ProQuest LLC, Ed.D. Dissertation, Duquesne University. The primary purpose of this mixed-methods study is to define the problem and to understand the system that has been leading to unacceptably low graduation outcomes for historically excluded Trio Student Support Services (Trio SSS) students at Mid-Atlantic University (MAU), a pseudonym. To achieve the primary purpose extant documents and institutional data that can shed light on system processes and institutional conditions that perpetuate disparities in graduation outcomes, particularly for historically excluded racial groups that exist at the intersection of first-generation status and/or low socioeconomic status, will be analyzed. The secondary purpose of this study is to identify potential change ideas that might improve graduation rates for Trio Student Support Services students at MAU. Achieving the second purpose will yield an improvement agenda that can (1) contribute to improved outcomes for historically excluded Trio SSS students at MAU and (2) instigate new data-based… [Direct]

Siler, Demetria N. (2019). A Phenomenological Study of How Organizational Structures Affect Gender and Racial Inequalities Experienced by Black Faculty in North Carolina Community Colleges. ProQuest LLC, Ph.D. Dissertation, North Carolina Agricultural and Technical State University. For years now, reports by the National Center for Education Statistics (NCES) on local and national community colleges consistently show how the number of Black faculty employed at community colleges is relatively lower than the number of White faculty. Recent data show that Black faculty represent only 7.4% of all instructional staff in community colleges, compared to 75.9% of White faculty (American Association of Community Colleges [AACC], 2016). These findings challenge the efforts of many colleges and universities that have created programs, initatives, and strategies to increase the representation of racial/ethnitic minority faculty in their institutions in order to mirror their diverse student population. Due to an increasingly diverse student population and the need to employ and retain Black faculty in today's community colleges, it is important to explore the everyday lived experiences of Black faculty. The purpose of this study was to explore how organizational structures… [Direct]

Anguiano, Claudia A.; N√°jera, Lourdes Guti√©rrez (2015). Paradox of Performing Exceptionalism: Complicating the Deserving/Underserving Binary of Undocumented Youth Attending Elite Institutions. Association of Mexican American Educators Journal, v9 n2 p45-56. This article examines the problematic labels of "deserving" and "undeserving" within a broader context of undocumented immigration. Specifically, we interrogate the categorization of "deservingness" that imposes distinctions between "good" versus "bad" immigrants. We demonstrate these categories are assumed and subverted by undocumented youth in order to challenge disempowerment and racism experienced at both an interpersonal and institutional level. Our findings reveal how narratives of hard work and perseverance mitigate stigma to help youth reframe narratives of "undeservingness" at a micro-level of analysis. By contrast, racialization shapes individuals' experiences and motivations for activism at the macro-level. This study highlights narrative strategies used by youth to frame their accounts of inclusion and exclusion. It also contributes to the scholarship of undocumented youth in higher education through its… [Direct]

Arshad, Rowena, Ed.; Pratt, Lynne, Ed.; Wrigley, Terry, Ed. (2019). Social Justice Re-Examined: Dilemmas and Solutions for the Classroom Teacher. 2nd Edition. Trentham Books Teachers want to do their best for every child, but worry about causing offence and often shy away from troublesome issues. The classroom situations and strategies presented here will help teachers negotiate their way through complex situations and bring about constructive change. This book clarifies concepts and value differences and the subtle ways in which inequality often works. Theoretical as well as practical, these chapters look from inside out from the perspective of the teacher. They cover a wide range of issues: race, gender, poverty and class, sexuality, religion, English as an Additional Language, Islamophobia, Traveller children and ADHD. The book is essential reading for student teachers, early career teachers and teacher educators, but will also be invaluable for experienced teachers as they navigate their work in an increasingly diverse society. This book contains the following chapters: (1) Shaping Practice: The Impact of Personal Values and Experiences (Rowena… [Direct]

Aldana, Ursula S.; Lapayese, Yvette V.; Lara, Eduardo (2014). A Racio-Economic Analysis of Teach for America: Counterstories of TFA Teachers of Color. Penn GSE Perspectives on Urban Education, v11 n1 p11-25 Win. This article discusses Teach for America (TFA), one of the alternative education programs of the U.S. Department of Education designed to address the achievement gap of students of color in the country. Topics explored in this research include issues of racism and race in the recruitment and support of its teacher corp; how TFA educators of color perceive the impact of alternative teaching programs in economically disenfranchised communities of color; the function of counterstories in the education; and the interest-convergence theory in education. Interviews were conducted with TFA teachers of color to capture their counterstories in terms of: (1) knowledge and beliefs about race, power and education, (2) information on the participant and her/his experiences in the program, and (3) perception of the program's impact in economically disenfranchised communities of color. Results showed that TFA effectively benefits the economic and racial interests of Whites. Organizational… [PDF]

Alexander-Kasparik, Rosalind, Ed.; Soulas, John, Comp. (1994). Border Issues in Education, Part 1 [and] Part 2. SEDLETTER, v6 n3 Sep-Dec 1993 v7 n1 Jan-Apr. These newsletters examine issues in education along the United States and Mexico border. Topics in Part 1 include the ramifications of the North American Free Trade Agreement (NAFTA) for education, the impact of immigration on schools, and the structure and history of the Mexican educational system and its reforms in theory and practice. Educators along the border have voiced concerns about the effects of NAFTA, most notably the impact of population growth on school facilities and budgets already stretched by illegal and legal immigration and the movement of populations from rural to urban areas on both sides of the border. Many in the United States are alarmed at the continuing waves of immigrants and discriminate against both legal and illegal immigrants. In any case the areas of concern that have been most frequently cited by border educators and experts have been growth and immigration. Some saw the burgeoning population as an opportunity; others saw it as a problem…. [PDF]

Dunkerly, Judith M.; Poplin, Julia Morris (2022). "I'm a Slave Man for Sure": Incarcerated Teens' Restoried Narratives of Resistance. Qualitative Research Journal, v22 n2 p236-247. Purpose: The purpose of this study was to challenge the "single story" narrative the authors utilize counterstorytelling as an analytic tool to reveal the paradox of exploring human rights with incarcerated BIPOC teens whose rights within the justice system are frequently ignored. Shared through their writing, drawing and discussions, the authors demonstrate how they wrote themselves into narratives that often sought to exclude them. Design/methodology/approach: This paper centers on the interpretations of Universal Human Rights by Black adolescents involved in the juvenile justice system in the Southeastern region of the United States. Critical ethnography was selected as we see literacy as a socially situated and collaborative practice. Additionally, the authors draw from recent work on the humanization of qualitative methods, especially when engaging with historically oppressed populations. Data were analyzed using a bricolage approach and the framework of… [Direct]

Glover, S. Tay (2017). "Black Lesbians–Who Will Fight for Our Lives but Us?": Navigating Power, Belonging, Labor, Resistance, and Graduate Student Survival in the Ivory Tower. Feminist Teacher: A Journal of the Practices, Theories, and Scholarship of Feminist Teaching, v27 n2-3 p157-175. Author S. Tay Glover describes two instances of having seen Sara Ahmed give her talk about institutional diversity, racism, and the "immense labor of being queer, a feminist killjoy, and a willful subject". The first was during Glover's time completing her MA Degree in a women's studies program where Ahmed delivered the keynote. The second ocurred two years later when she studied at an elite private university to earn her doctorate in African American studies with a concentration in Black feminisms and Black queer studies. Glover writes that although she experienced both lectures in different midwestern institutions, departmental, interdisciplinary contexts, she blinked back tears of sadness and anger while in the majority-white rooms. She identified all too well with Ahmed's poetic overview of the violence, and bureaucracy that Black people, queers of color, and women are set up to experience, to weather, or be weathered by within primarily white cisheteronormative higher… [Direct]

Hess, Juliet (2015). Upping the "Anti-": The Value of an Anti-Racist Theoretical Framework in Music Education. Action, Criticism, and Theory for Music Education, v14 n1 p66-92 Apr. In a time that some have argued is "postracial" following the election and reelection of Barack Obama (see Wise 2010, for discussion), this paper argues that antiracism is a crucial theoretical framework for music education. I explore three areas of music education, in which such a framework can push toward change. The first area speaks directly to positionality and recognition of where students are situated in the matrix of domination (Collins 2000). Secondly, anti-racism encourages multicentricity and readily allows for multiple epistemologies or ways of knowing the world, in a manner quite contrary to a more ensemble-based paradigm. Finally, this critical theoretical orientation enables the pursuit of an equity agenda in the actual practice of teaching. In order to give practical context to these ideas, I draw on research from a multiple case study of four elementary music teachers in a large Canadian city. To varying extents, all four teachers employed an anti-racist… [PDF]

Kadi-Hanifi, Karima (2013). Black at Higher Education. Universal Journal of Educational Research, v1 n2 p83-92. This is an exploratory paper, drawing on the author's experiences as well as those of three other black lecturers in Higher Education (HE). Three interviews were carried out, asking the same five questions around themes of concern to the author. These are about the learning and teaching approaches used by these lecturers; their experiences of racism in HE; the professional role that they feel they play in HE; their strategies for the empowerment of black students and finally the meaning of academic "success" from their perspective. The individual narratives that emerge are explored and commonalities between them and with the author's own experiences and hopes are identified.It is the desire of this work to add to the scholarship on Critical Race Theory (CRT) and Critical Pedagogy and to emphasise the need for more counter-hegemonic narratives from the "black" experience in HE. This is explored through the voices of these academics as they recount their strategies… [PDF]

Quince, Christine L. (2022). "Nobody Ever Says That": A Case Study Countering Deficit-Framing of Black Students by Centering Their Community Cultural Wealth. ProQuest LLC, Ph.D. Dissertation, University of Michigan. Historically, Black students have been positioned using a deficit perspective (Valencia, 1997; 2010), resulting in students' classroom and schooling experiences being less than favorable. For example, Black students have experienced a disproportionate number of suspensions and unequal discipline measures (Howard & Rodriguez-Minkoff, 2017; U.S. Commission on Civil Rights, 2009; U.S. Department of Education Office for Civil Rights, 2014). At the same time, Black students are often faced with psychological distress and frustration when students feel like the schools they attend devalue and disrespect them (Choi et al., 2006; Cholewa et al., 2014). As a way to counter deficit framing of Black students, my dissertation identifies young, Black students' assets and Community Cultural Wealth (CCW; Yosso, 2005) and examines whether and how young, Black students' CCW is embedded in their classroom learning. I use an embedded, single case study design to share examples of six, Black second… [Direct]

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

Guillermo-Wann, Chelsea; Johnston, Marc P. (2012). Rethinking Research on Multiracial College Students: Toward an Integrative Model of Multiraciality for Campus Climate. Online Submission, Paper presented at the Biannual Critical Mixed Race Studies Conference (2nd, Nov 2012). Although recent research on multiraciality exposes mixed race experiences in the post-Civil Rights era, higher education scholarship still seems to lack a framework that connects two racial systems of oppression that inform and reinforce each other: traditional racisms targeting monoracially-constructed groups, and monoracism targeting multiraciality. Considering that college has the potential to prepare all students to effectively engage in our increasingly diverse society, we must also examine how multiple racisms function around multiraciality in college. Accordingly, this paper reviews race-based theories and frameworks common in American higher education research, and builds upon aspects of them to develop an integrative model for examining multiraciality in a way that accounts for historical and contemporary contexts, individual identities, campus structures, and broader systems of oppression. It draws upon elements of racial formation theory, multiracial identity theory,… [PDF]

Davids, Nuraan (2016). On Extending the Truncated Parameters of Transformation in Higher Education in South Africa into a Language of Democratic Engagement and Justice. Transformation in Higher Education, v1 n1 Article 7. Universities, in their multiplex roles of social, political, epistemological and capital reform, are by their constitution expected to both symbolise and enact transformation. While institutions of higher education in South Africa have been terrains of protest and reform — whether during apartheid or post-apartheid — the intense multiplex roles which these institutions assume have metaphorically come home to roost in the past 2 years. Not unlike the social-media-infused rumblings, coined as the 'Arab Spring', the recent cascades of #mustfall campaigns have brought to the fore the serious dearth of transformation in higher education and have raised more critical questions about conceptions of transformation, and how these translate into, or reflect, the social and political reform that continues to dangle out of the reach of the majority of South Africans. What, then, does transformation mean and imply? How does an institution reach a transformed state? How does one know when such a… [PDF]

Molly D. Siebert (2022). A Narrative Self-Study: The Intersection of Anti-Racism, Whiteness, and the Institutionalization of Ethnic Studies in K-12 Education. ProQuest LLC, Ph.D. Dissertation, University of Minnesota. In November 2020, the school board governing Patinmay Public Schools (PPS) passed a policy change requiring ethnic studies coursework to graduate. For several years, numerous people have worked to make ethnic studies a possibility for all students. My story with ethnic studies in PPS, however, began more recently in August 2020. Utilizing methods from narrative inquiry and self-study, I examined opportunities and challenges encountered during the early stages of implementing the new ethnic studies graduation requirement. Desiring to be a co-conspirator (Love, 2019), it was critical for me to reflect on ways in which my identity as a white woman impacted my work implementing ethnic studies as a graduation requirement. By conducting a self-study, I hoped to grow in my own practice, with the ultimate goal of improving ethnic studies programming for students and teachers in Patinmay Public Schools. For this self-study, narrative inquiry (Clandinin & Connelly, 2000) was utilized to… [Direct]

Wilson, Jennifer G. (2017). An Examination of the Relationships between Self-Efficacy, Course Task Value, and Demographic Factors of Remedial Reading Students at Community Colleges. ProQuest LLC, Ed.D. Dissertation, University of West Georgia. Many students are being identified as needing remedial reading as they seek a postsecondary education. Most universities are not offering remedial coursework and thus leaving community colleges that offer remedial reading coursework as the only option for underprepared students. The goal of remedial reading instruction is to teach new literacy strategies to assist struggling students with college course demands. The purpose of this study was to examine self-efficacy and course task value of remedial reading students and non-remedial reading community college students in addition to how self-efficacy and course task value varies demographically for remedial reading and non-remedial reading community college students. A survey was developed using Critical Race Theory and Bandura's Self-Efficacy Theory as a theoretical foundation. Survey data was provided by 76 remedial reading and non-remedial reading students at a community college located in the southeastern United States. Results of… [Direct]

Williams, J'Qualin MarQuis (2017). Ostracized Insiders: Exploring the Experiences of Black Gay Men in Historically Black Greek Letter Fraternities. ProQuest LLC, Ph.D. Dissertation, Texas A&M University. Black Greek letter fraternities were created for the social and academic support of Black male undergraduates. Numerous studies have proposed the many benefits associated with membership in these fraternal organizations; however, these benefits are undermined regarding Black Greek letter fraternities' treatment of Black gay students, even those who are members of said fraternities. Through an epistemological lens of both critical race theory and queer theory, this case study seeks to explore the experiences of Black Greek gay men (BGGM) in their fraternities. Specifically, the inquiry seeks to explore BGGM's experiences in their fraternity and how they make meaning of their sexual and racial identities based on their interactions within the fraternal context. The purpose of this case study is to progress these organizations to a culture of empathy and acceptance for non-heterosexual students. Through snowball sampling five Black Greek gay men were recruited and case study methodology… [Direct]

Cruz-Soto, Thomas A., Jr. (2017). Full Disclosure: Examining the Experience of Male Faculty of Color at a Predominately White Institution. ProQuest LLC, Ed.D. Dissertation, Rowan University. This study explores the lived experiences of male faculty of color (African American and Latino American) at Upstate University, a predominately White, private, liberal arts institution (PWI). To gain a better understanding of the lived experiences of male faculty of color, a group that has traditionally been underrepresented and marginalized in academia, the conceptual framework for this study will be guided by Gloria Ladson-Billings' (1995) Critical Race Theory (CRT). Specifically, the component of counter-storytelling was incorporated into the study. A qualitative phenomenological study was designed to dig deep into the research while constantly bracketing to capture the reality or true lived experiences of the participants (Collins, 2000; Creswell, 2007; Van Manen, 1990). Interviews were conducted with 15 full-time tenured (associate and full professor) faculty in Phase I and Phase II, via focus groups and individual interviews that responded to a questionnaire about their lived… [Direct]

Hood, Elena Ann (2019). College Motivation and Preparation of Culturally Engaged Native American Youth. ProQuest LLC, Ed.D. Dissertation, University of California, San Diego. Access to higher education can help tribal communities maintain political sovereignty, protect traditional knowledge and languages, and help close economic and social gaps (Adelman, et al., 2013, Brayboy, et al., 2012). Statistics indicate that too few Native Americans participate in post-secondary institutions and considerable research has gone into exploring this challenge (Barnhardt, 1994, Bosse, et al., 2011, Guillory, et al., 2008, Lee, et al., 2010, Pavel, 1999). Native American communities have implemented strategies to support their students; including academic support, traditional teachings and providing safe spaces with positive role models during non-school hours. Although programs vary in primary purpose for working with youth, they are commonly grounded in a cultural enrichment approach that honors Native American knowledge, tradition, history, and pedagogy. Using a combination of Brayboy's (2006) Tribal Critical Race Theory and Huffman's (2001) Transculturation Theory,… [Direct]

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

Sawruk, Theodore Randall (2022). The Experiences of Women Students of Color Enrolled in Undergraduate Architecture Programs in the US. ProQuest LLC, Ed.D. Dissertation, University of Hartford. Over the last 30 years, the architecture academy and profession have endeavored to increase diversity within its ranks. Conversely, these intentions have yet to be realized, as the field of architecture remains one of the least inclusive of all the STEM disciplines. Many of the undergraduate degree programs in the US, unknowingly or unintentionally, perpetuate White, male-dominant curricula. Recently, departments of architecture have been successful in increasing the number of students of color admitted into undergraduate degree programs, however, ongoing attrition and the lack of degree completion continue to limit diversity in the profession. The conceptual framework for the study applied critical race theory as defined by Crenshaw (1998) and Black Feminist thought presented by Collins (1990), and was adapted from Payne and Barbera (2013) as a lens through which to understand intersectionality. This study utilized a mixed methods convergent investigation, with a… [Direct]

Barnatt, Joan; Piazza, Peter; Torres, Aubrey Scheopner; Viesca, Kara Mitchell (2013). When Claiming to Teach for Social Justice Is Not Enough: Majoritarian Stories of Race, Difference, and Meritocracy. Berkeley Review of Education, v4 n1 p97-122 Jan. To understand how dominant messages about race and effective pedagogy impact teacher beliefs and practice, this study employs critical race theory (CRT) in a case study analysis of Rebecca Rosenberg, a mid-career entrant into the teaching profession who was terminated from her first job before the end of her district's probationary period. Despite believing she was teaching for social justice, being prepared in a program oriented toward social justice, and being hired in a school with a comparable mission, Rebecca's beliefs and practices affirmed uncritical perspectives of the status quo regarding race, schooling, and social ascendance. This research underscores the substantial work to be done in preparing teachers to be reflective of the overarching cultural myths and majoritarian stories that may guide their practice…. [PDF]

Wines, Lisa A. (2013). Multicultural Leadership in School Counseling: An Autophenomenography of an African American School Counselor's Successes and Challenges. Research in the Schools, v20 n2 p41-56 Fall. This autophenomenography describes multicultural leadership in school counseling from the perspective of a female African American school counselor; who served as a lead counselor, researcher, and participant of a research study, while employed in a predominantly White-culture school district. The theoretical framework grounding this study was critical race theory (CRT). Methodological processes were implemented to collect and to analyze data, as suggested by Giorgi (1997) and Salda√±a (2013). The concern is that multicultural leadership in school counseling needs specificity and expansion, thereby making the rationale for this study meaningful. This article contributes to the lack of evidence in the literature regarding multicultural leadership experiences of an African American school counselor. The results are thematically reported as successes, challenges, and implications of leadership experiences in school counseling…. [Direct]

Castro, Erin L. (2013). Racialized Readiness for College and Career: Toward an Equity-Grounded Social Science of Intervention Programming. Community College Review, v41 n4 p292-310 Oct. Social science methodologies of intervention programming for college and career readiness, particularly in regard to evaluation, must be situated within a larger context of racialized readiness for college and career. The policy context for this argument is a state-level evaluation of college and career readiness legislation in Illinois using David Conley's framework as one way to evaluate the effectiveness of intervention programming offered by community colleges to high school students. Using critical race theory, I provide an example from an Illinois evaluation to show that when used as an evaluative rubric to assess college and career readiness intervention programming for high school students, Conley's framework has potential but needs to be augmented. Concluding are conceptual and practical recommendations for community college practitioners, evaluators, and policymakers…. [Direct]

Minikel-Lacocque, Julie (2013). Racism, College, and the Power of Words: Racial Microaggressions Reconsidered. American Educational Research Journal, v50 n3 p432-465 Jun. Based on interview data from a collective case study, this article uses current notions of racial microaggressions to explore this \subtle\ racism through the voices of six Latino/a students as they transition to a predominantly White university. Using critical race theory as a framework, I argue for greater understanding and increased use of the term \racial microaggressions\ within education generally and specifically with regard to higher education. I also, however, argue for specific changes in the existing framework of racial microaggressions, contending that the term microaggression is at times misused within academia and that this misuse has potentially negative consequences. Implications for discussions of racism writ large as well as for specific changes on college campuses are discussed. (Contains 1 figure and 6 notes.)… [Direct]

Ledesma, Maria C. (2013). Revisiting "Grutter" and "Gratz" in the Wake of "Fisher": Looking Back to Move Forward. Equity & Excellence in Education, v46 n2 p220-235. This article revisits the University of Michigan's 2003 affirmative action cases, "Grutter v. Bollinger" and "Gratz v. Bollinger." Through the aid of critical textual analysis and critical race theory, the author looks back at the predominant narratives that framed the challenge to, and defense of, race-conscious affirmative action policy in the University of Michigan cases. In the wake of "Fisher v. University of Texas Austin," the third affirmative action case to be heard before the United States Supreme Court within the last decade, the author suggests that revisiting "Grutter" and "Gratz" may be helpful to understand the evolution of arguments for and against affirmative action. (Contains 6 notes and 6 tables.)… [Direct]

Mitchell, Kara (2013). Race, Difference, Meritocracy, and English: Majoritarian Stories in the Education of Secondary Multilingual Learners. Race, Ethnicity and Education, v16 n3 p339-364. In this study, empirical and conceptual scholarship (approximately 100 studies) regarding the education of secondary multilingual learners and their teachers are analyzed through the lens of critical race theory (CRT). Specifically, four common majoritarian stories are identified that are both challenged and endorsed in the research literature: there is no story about race, difference is deficit, meritocracy is appropriate, and English-is-all-that-matters. This article discusses the literature, the four identified majoritarian stories and the specific ways they are both promoted and countered throughout the literature. The implications of these four majoritarian stories on research, policy, and practice are also addressed and the article concludes with a discussion about the value the identification of these stories offers for future research…. [Direct]

King, Nicole Colette (2017). Reframing School Readiness: Case Studies of African-American and Latina Head Start Parents. ProQuest LLC, Ed.D. Dissertation, University of Missouri – Kansas City. The "school readiness gap" has been attributed to differences in family life, home-school connections, and social inequalities. The current school-parent partnership model fails to acknowledge the ways in which parent roles in education, and the home-school relations in which they are embedded, reflect broader social inequalities that affect students. This study utilized a narratological case study approach to examine the school readiness beliefs of African American and Latina Head Start parents. The guiding research question was: "How do parents conceptualize school readiness and transition practices?" Two sub-questions asked: (1) What specific behaviors do parents use to promote their children's school readiness? and (2) What factors do parents believe help to promote their children's transition to kindergarten? Parents' beliefs of school readiness were examined utilizing a theoretical framework informed by Yosso's (2005) model of community cultural wealth,… [Direct]

Abrams, Laura S.; Moio, Jene A. (2009). Critical Race Theory and the Cultural Competence Dilemma in Social Work Education. Journal of Social Work Education, v45 n2 p245-261 Spr-Sum. Cultural competence is a fundamental tenet of social work education. Although cultural competence with diverse populations historically referred to individuals and groups from non-White racial origins, the term has evolved to encompass differences pertaining to sexuality, religion, ability, and others. Critics charge that the cultural competence model is largely ineffective and that its tendency to equalize oppressions under a \multicultural umbrella\ unintentionally promotes a color-blind mentality that eclipses the significance of institutionalized racism. In this article we argue that critical race theory (CRT) can be used to address some of these noted problems with the cultural competence model. We define the major tenets of CRT and analyze its benefits and limitations for social work pedagogy around race, racism, and other oppressions…. [Direct]

Nelson, Christine A.; Youngbull, Natalie R. (2015). Indigenous Knowledge Realized: Understanding the Role of Service Learning at the Intersection of Being a Mentor and a College-Going American Indian. in education, v21 n2 p89-106 Aut. The article explores the experiences of 13 undergraduate American Indian college students who served as mentors through a service-learning course while attending a 4-year, predominantly White institution (PWI). This chapter elucidates how serving as a mentor allowed participants to draw on three culturally relevant persistence factors in higher education: relationship, community, and power. Previous research demonstrates that service learning actively involves college students and encourages them to build a connection and a sense of commitment to the community (Lee & Espino, 2011; Rhoads, 1998). Through a Tribal Critical Race Theory lens, the purpose and function of service learning is deconstructed and redefined to fit the needs of North American Indigenous college students. This article reveals that Indigenous undergraduate students tapped into their own supply of Indigenous knowledge in relating their mentoring experience to building meaningful relationships, to being a… [PDF]

Fitzpatrick, Katie; Santamar√≠a, Lorri J. (2015). Disrupting Racialization: Considering Critical Leadership in the Field of Physical Education. Physical Education and Sport Pedagogy, v20 n5 p532-546. Background: The field of physical education (PE), overlapping as it does with the field of sport, has been critiqued for marginalizing those positioned as "different". This difference is typically conceptualized in regard to a white, masculine, heterosexual, and able-bodied norm. Students who do not identify as white are not represented in any significant way in physical education discourses, culture, or the demographics of PE teachers in many international contexts. Purpose: This article explores links between the literature in critical leadership and physical education. Drawing on the theoretical foundations of transformational leadership, critical pedagogy, and critical race theory, we draw links between the field of PE and applied critical leadership. Design and analyses: Drawing on the theoretical tools of Bourdieu, we argue that physical education can be conceptualized as a field of practice. As such, the field values contain certain practices and norms. We argue that… [Direct]

Hartlep, Nicholas Daniel (2009). Critical Race Theory An Examination of its Past, Present, and Future Implications. Online Submission This paper endeavors to evaluate the current body of research conducted on Critical Race Theory (CRT). It fixates on historically marginalized populations within the urban school setting and the larger society. This evaluation is carried out through a literature research synthesis. First, the origins of CRT are articulated. The history of CRT in the United States is discussed. The article lists the five tenets of CRT, providing brief overviews and examples of the tenets. Focus is drawn upon studies done on CRT: Universalistic Paradigms vs. Relativistic Paradigms. The penultimate section of this paper asks, knowing what we know, where do we go from here? Propositions for future research are made. Lastly, implications for further research are cited. It is the author's intent to elaborate and provide insights into an abundantly-written-about topic, CRT, in such a way that both "Crits" and laypeople will have their paradigms and conceptions challenged and expanded. (Contains 2… [PDF]

Patterson, Timothy; Shuttleworth, Jay (2019). The (Mis)Representation of Enslavement in Historical Literature for Elementary Students. Teachers College Record, v121 n6. Context: Elementary teachers will make difficult pedagogical choices when selecting materials to support their students' learning about historical topics. Given the variety of historical books written for their students, certain stories will be emphasized and ultimately legitimated and others will be silenced through absence. Objective of Study: The objective of this article is to identify and analyze children's literature spanning a spectrum of theoretical positioning and to interrogate their instructional implications. We investigate narratives and images of enslavement in children's literature through the question: how is enslavement portrayed in recently published elementary-level (first through sixth grade) literature? Research Design: This article is a content analysis of 21 recently published elementary-level books that portray enslavement in U.S. history. Unlike previous studies of enslavement in children's literature, we analyzed both the narrative text and the illustrations… [Direct]

Fryar, Charlotte (2019). Reclaiming the University of the People: Racial Justice Movements at the University of North Carolina at Chapel Hill, 1951-2018. ProQuest LLC, Ph.D. Dissertation, The University of North Carolina at Chapel Hill. This dissertation examines how Black students and workers engaged in movements for racial justice at the University of North Carolina at Chapel Hill from 1951 to 2018 challenged the University's dominant cultural landscape of white supremacy — a landscape in direct conflict with the University's mission to be a public university in service to all citizens of North Carolina. Beginning with the University's legal desegregation, this dissertation tells the history of Black students' and workers' resistance to institutional anti-Blackness, demonstrating how the University consistently sought to exclude Black identities and diminish any movement that challenged its white supremacy. Activated by the knowledge of the University's history as a site of enslavement and as an institution which maintained and fortified white supremacy and segregation across North Carolina, Black students and workers protested the ways in which the University reflects and enacts systemic racial inequities within… [Direct]

Amber Tenille Willis (2020). Confronting and Changing Racialized Patterns of Not-Seeing Black Children: Narrowing the Gap between Observation and the Work of Teaching Mathematics in the Context of Practice Based Professional Development. ProQuest LLC, Ph.D. Dissertation, University of Michigan. Black children are brilliant. They are infinitely capable of learning. However, as a result of the racialized sociohistorical contexts of schools and teaching, Black students are rarely seen as brilliant or perceived as capable in classrooms. Thus, professional development must create and structure opportunities for teachers to learn to notice and interpret Black students' brilliance inside of instruction. In this study, I conduct a single-case analysis of a short-term practice-based professional development program aimed at supporting teachers to identify Black students' strengths and to notice their mathematical thinking. I draw on video records, educator interviews, and digital logs to investigate how the practice-based professional development facilitators used the structures of a prebrief session, live instruction, and debrief session to create opportunities for participating educators to learn while foregrounding race as integral to the work of teaching. I also consider the… [Direct]

Mitchell, Kara (2012). English Is Not "All" That Matters in the Education of Secondary Multilingual Learners and Their Teachers. International Journal of Multicultural Education, v14 n1. Utilizing the critical race theory (CRT) construct of majoritarian stories and the already identified story of English-is-"all"-that-matters in the education of multilingual learners and their teachers, this study illustrates the influence of this powerful narrative in classroom practice. By promoting English-only instruction, maintaining a limited perspective of what it means to know English, and treating multilingual learners as if they were monolingual, this study demonstrates that multilingual learners' educational opportunities are being limited through a persistent and unhelpful overemphasis on English…. [PDF]

Love, Stephanie V.; Varghese, Manka M. (2012). Race, Language, and Schooling in Italy's Immigrant Policies, Public Discourses, and Pedagogies. International Journal of Multicultural Education, v14 n2. In this article, we use the framework of critical race theory (CRT) to show how race, language, and schooling have played out in the historical project of the Italian nation-state. We then demonstrate how this historic racialized identity construction is currently excluding immigrants from Italian national identity. Finally, we argue that CRT can be a valuable alternative to intercultural education in that it both addresses the educational needs of immigrant and minority students in Italian schools and challenges racist and anti-immigrant discourses circulating in the broader society…. [PDF]

Scott, Kimberly Ann (2012). Lessons Learned: Research within an Urban, African American District. International Journal of Qualitative Studies in Education (QSE), v25 n5 p625-643. For an African American female researcher whose race, class, and gender work as oppressive intersecting units shaping my contextualized experiences, meaning-making, and self-definition, the implications of my work with African American communities are complicated. In this article, I draw on culturally sensitive research practices, critical race theory, and Black feminist theory to deconstruct how race-gender-social class informed my own field experience. To these ends, I hope to advance the theoretical discussion of qualitative research with urban African American communities beyond abstraction to serious implications for practice and policy. (Contains 1 note.)… [Direct]

James, Carl E. (2012). Students "At Risk": Stereotypes and the Schooling of Black Boys. Urban Education, v47 n2 p464-494 Mar. This article examines how stereotypes operate in the social construction of African Canadian males as "at risk" students. Cultural analysis and critical race theory are used to explain how the stereotypes of the youth as immigrant, fatherless, troublemaker, athlete, and underachiever contribute to their racialization and marginalization that in turn structure their learning processes, social opportunities, life chances, and educational outcomes. The article concludes by suggesting that addressing the stereotypes is not only a task for educators but also for society as a whole. (Contains 20 notes.)… [Direct]

Caton, Marcia Theresa (2012). Black Male Perspectives on Their Educational Experiences in High School. Urban Education, v47 n6 p1055-1085 Nov. This study examines the impact of the zero-tolerance policies on Black males' educational experiences and outcomes. Individual interviews were conducted with Black males who dropped out of high school. Using counter-storytelling within a critical race theory framework, Black males discussed the influence of the zero-tolerance policies on their school experiences. These men's narratives affirm that these policies created an inhospitable school environment and poor student-teacher relationship. Furthermore, school personnel's use of the most punitive measures of the policies, suspension and expulsion of students, led to their school failure. (Contains 2 tables.)… [Direct]

Blanchett, Wanda; Zion, Shelley D. (2011). [Re]Conceptualizing Inclusion: Can Critical Race Theory and Interest Convergence Be Utilized to Achieve Inclusion and Equity for African American Students?. Teachers College Record, v113 n10 p2186-2205. Background/Context: Even though not fully realized, in legislation and theory, the requirements of the Individuals With Disabilities Education Improvement Act and the No Child Left Behind Act have created pressure to address the historical inequity in educational opportunity, achievement, and outcomes, as well as disparities in achievement between students of color and White students; disproportionality in special education referral, identification, and placement; high dropout rates for students of color; and disproportionate discipline and referrals for students of color, students from lower socioeconomic backgrounds, students from immigrant families, and students in urban areas. Purpose/Objective/Research Question/Focus of Study: The authors argue that inclusive education never had the potential to be truly inclusive because it is built on the premises of an inferiority paradigm. Issues of race, class, and privilege have rarely been incorporated into the inclusive education… [Direct]

Talpade, Medha; Talpade, Salil (2014). "Sankofa" Teaching and Learning: Evaluating Relevance for Today's African-American Student. Journal of Instructional Pedagogies, v15 Oct. The intent of this project was to identify and relate the values and perceptions of today's African American students to culturally relevant teaching and learning practices. The reason for relating student culture with teaching practices is to improve pedagogical processes for African American students. Culturally relevant pedagogy, according to previous research, is considered rewarding to students, teachers, and the local and national community. However, culturally relevant teaching and learning elements have yet to be evaluated in the context of today's African American students (members of Generation Y), who live in a very diverse and technologically savvy world. Critical race theory (CRT) is the main framework used in this project to explain the ubiquity of a culturally relevant pedagogy. The purpose of this quantitative study is to test this critical race theory, which relates the presence of the factors associated with culturally relevant teaching strategies with perceived… [PDF]

Berry, Theodorea Regina (2015). Me and Bill: Connecting Black Curriculum Orientations to Critical Race Feminism. Educational Studies: Journal of the American Educational Studies Association, v51 n5 p423-433. This article traces the reflections of the author as she remembers her time in Illinois as a graduate student and American Educational Research Association (AERA) postdoctoral research fellow. She remembers herself as a strong, independent, outspoken woman from a large east coast city who was attempting to fit into academic life while trying to fit into life in a large Midwestern city. Here Berry reflects upon the experiences she gained that laid the foundation of her identity as an academic and the ways in which this new identity converged with her existing identities as learner, educator, activist, and woman of color. She reflects on the ways in which her existing identities informed how she would understand this new identity. In this article Berry recalls the three people who were instrumental in the development of this new identity: Drs. Vinita M. Ricks, William Ayers, and William H. Watkins. The article begins with a summary of Watkins' seminal work. A discussion of Critical… [Direct]

Jeffery Jackson (2022). Pathways to Success for African American Students at Predominately White Institutions: A Qualitative Study Exploring Academic Readiness. ProQuest LLC, Ph.D. Dissertation, Western Michigan University. African American students' completion of post-secondary education is among the lowest of any other subgroup in higher education (Banks & Dohy, 2019; Broom, 2018; CarterFrancique et al., 2015; Cokley et al., 2016; Dulabaum, 2016; Karkouti, 2016; Moragne-Patterson & Barnett, 2017; Strayhorn, 2017). This study focuses on addressing this problem by exploring the academic and social experiences of African American college students who persisted at a regional predominantly White institution (PWI) in the Midwest and secure information that can be used to improve their graduation rates. To address this issue, this study is designed to explore initiatives and practices that encourage the successful matriculation and graduation of African American students from PWIs (Gross & Berry, 2016). This study utilized individual interviews in a qualitative inquiry to capture the lived experiences and deeper understandings of eight African American students who persisted through to their… [Direct]

Hardy, Ian (2016). "Capitalising" on Community? Understanding and Critiquing Instrumentalist Approaches to Indigenous Schooling. Oxford Review of Education, v42 n6 p661-676. This paper provides insights into non-Indigenous teachers' efforts to engage proactively and productively with students to enhance their learning in a predominantly Indigenous community in northern Queensland, Australia. Drawing upon notions of "funds of knowledge", forms of capital as part of community cultural wealth, Critical Race Theory, and "whiteness" studies, the research explores and challenges how white teachers draw upon community as a form of "capital" to enable them to foster their students' learning. These efforts to "capitalise" on community reveal the school as a site of struggle for genuinely inclusive educational practices. These struggles were evident in: teachers' and school administrators' ostensive care about their students but struggles to translate this into robust expectations as part of a genuinely inclusive curriculum; the cultivation of social and cultural capital to learn about the nature of the communities in which… [Direct]

Nash, Kindel Turner (2013). Everyone Sees Color: Toward a Transformative Critical Race Framework of Early Literacy Teacher Education. Journal of Transformative Education, v11 n3 p151-169 Jul. This article builds a rationale for using the transformative pedagogy of critical race theory (CRT) to reframe early literacy teacher education and create counternarratives to address pervasive issues of inequity among minoritized students. This article also highlights the tensions that resulted from the author's use of such a framework: Preservice teachers enrolled in the author's early literacy methods course expressed feelings that focusing on issues of race and racism was at the expense of their "literacy training," problems accepting the idea that they could be personally biased, and notions that the CRT frame was inapplicable to them because they were at White schools. This article makes practical suggestions for teacher educators' efforts to counter such tensions and use CRT in order to address inequitable practices and meet the needs of minoritized students…. [Direct]

Guerra, Patricia L.; Jacobs, Jennifer; Nelson, Sarah W.; Yamamura, Erica K. (2013). Emerging Leaders for Social Justice: Negotiating the Journey through Action Research. Journal of School Leadership, v23 n1 p91-121 Jan. The purpose of this qualitative research study was to understand the experience of graduate students in an educational leadership program as they began to apply leadership for social justice theory through the process of action research. This study used critical race theory to explore dimensions of race, power, and privilege. Findings from focus groups with 12 graduate students reveal that relationships influence the path of becoming a leader for social justice as well as their ability to engage in change on their campus. While the importance of relationships was found across all participants, several themes were unique to the emerging leaders of color. Recommendations for leadership preparation include the need to honor personal and professional experiences of students, supporting community leadership development, and highlighting the unique experiences and needs of emerging leaders of color…. [Direct]

Griffin, Karin L. (2013). Pursuing Tenure and Promotion in the Academy: A Librarian's Cautionary Tale. Negro Educational Review, v64 n1-4 p77-96. The author examines her journey before and as she pursued tenure and promotion in the academy. She argues that the path to tenure and promotion in higher education institutions was not one designed to provide a fair and equitable process for Black female faculty who function as academic librarians. Further, she suggests that librarians in this role are marginalized due to two factors–presumed incompetence based on their gender and/or race, and their ambiguous fit among the disciplines within the academy. This autoethnography, with Critical Race Theory (CRT) and Critical Race Feminism (CRF) as its theoretical framework, outlines the struggles and successes of a Black female academic librarian as she addresses the challenges inherent in the culture of her discipline compounded with well-documented issues related to sexism and racism. (Contains 4 footnotes.)… [Direct]

Martell, Christopher C. (2013). Race and Histories: Examining Culturally Relevant Teaching in the U.S. History Classroom. Theory and Research in Social Education, v41 n1 p65-88. In this practitioner research study, the author, a White social studies teacher, examined the intersection between his students' race/ethnicity and their experiences learning history. Using critical race theory as a lens, the author employed mixed methods, analyzing teacher journaling, classroom artifacts, and student reflections, as well as survey and interview data from the students of color. The results showed that the teacher's attempt to use culturally relevant pedagogy had a positive impact on his students of color, but his pedagogy could also be improved with a greater inclusion of more ethnic and racial histories and examinations of U.S. history from international perspectives. This study highlights the importance of White teachers listening to the voices of their students of color when planning instruction. (Contains 3 tables and 1 note.)… [Direct]

Manalo-Pedro, Michael Rabaja (2018). The Role of a Dream Resource Center at a CSU: How Institutional Agents Advanced Equity for Undocumented Students through Interest Convergence. ProQuest LLC, Ed.D. Dissertation, University of California, Los Angeles. Undocumented students face several institutional barriers that impede successful graduation rates in higher education. In recent years, institutions of higher education have been confronted with the volatile political climate and heightened visibility surrounding undocumented student issues. The emerging Dream Resource Centers (DRCs) represent an understudied intervention for institutions of higher education to uphold their commitment to undocumented student success and educational equity. Drawing on concepts from Critical Race Theory, interest convergence, the liminal state of immigration policy, campus climate, and student centers, this study explored the role of a DRC in a large, public state university in California. Specifically, the research questions for the study were: 1. What factors led to the creation of the Dream Resource Center? 2. What Dream Resource Center programs, policies, practices, and structures meet the needs of undocumented students? 3. What role does the Dream… [Direct]

Bruce, Rebekah May (2018). Strides toward Equality: The Portrayal of Black Female Athletes in Children's Picturebooks. ProQuest LLC, Ph.D. Dissertation, The Ohio State University. This dissertation examines nine narrative non-fiction picturebooks about Black American female athletes. Contextualized within the history of children's literature and American sport as inequitable institutions, this project highlights texts that provide insights into the past and present dominant cultural perceptions of Black female athletes. I begin by discussing an eighteen-month ethnographic study conducted with racially minoritized middle school girls where participants analyzed picturebooks about Black female athletes. This chapter recognizes Black girls as readers and intellectuals, as well as highlights how this project serves as an example of a white scholar conducting crossover scholarship. Throughout the remaining chapters, I rely on cultural studies, critical race theory, visual theory, Black feminist theory, and Marxist theory to provide critical textual and visual analysis of the focal picturebooks. Applying these methodologies, I analyze the authors and illustrators'… [Direct]

Balcacer, Angela Judith (2018). How Persevering Latina/o First-Generation College Students Navigate Their College Experience: Keeping Who They Are While Learning and Persisting in the Culture of College. ProQuest LLC, Ed.D. Dissertation, Portland State University. Latina/o first-generation college students, along with their families, are learning a new culture when considering going to four-year universities. While the conversation involving Latina/o first-generation college students can often focus on attrition, I am interested in exploring what, from participants' point of view, are the successes they experience as well as the most challenging obstacles they encounter on their journey to graduating from four-year universities. Employing the theoretical frameworks of constructivism, critical race theory, and cultural capital, the purpose of this study was to go beyond the conversation of Latina/o first-generation college student attrition by examining how they navigate postsecondary institutions and explore the implications associated with how higher education affects them. I intend to highlight the already powerful voices of Latina/o first-generation college students who are brave enough to be the first in their immediate families to embark… [Direct]

Brown, Kenon A.; Waymer, Damion (2018). Significance of Race in the US Undergraduate Public Relations Educational Landscape: Reflections of Former Public Relations Students. Journal for Multicultural Education, v12 n4 p353-370. Purpose: The purpose of this study is to address a practical question and problem: what can explain the small number of underrepresented racial and ethnic practitioners in the public relations industry? By placing race at the center of this study via critical race theory, the authors sought to answer the previously mentioned practical question. The authors focused on the undergraduate environment as a pipeline to the profession. The goal was to determine whether issues of race in the undergraduate public relations environment played a role in students' ability to succeed in their public relations coursework and in their ability to secure internships, network with professionals, etc. Design/methodology/approach: The authors interviewed 22 practitioners with five or fewer years of industry experience. The authors used email interviews to gather data from young professionals. Although email interviews are impersonal in nature, because of a lack of the use of social cues and non-verbal… [Direct]

Horn, Herman (2012). The Stories of Eight Black Males Pursuing Doctoral Degrees Examined through the Lenses of Critical Race Theory: Don't Believe the Hype; Don't Live the Hype. ProQuest LLC, Ph.D. Dissertation, Texas State University – San Marcos. Building upon the tenets of critical race theory (CRT) this qualitative study examines the life histories of eight Black males in their journey to obtain a doctoral degree. The research questions guiding the study include: What are the life histories of eight Black males pursuing doctoral studies? How can we make sense of their life experiences through the lenses of critical race theory? What can be learned from their life histories that can inspire other Black males and inform the policies and practices of institutions of higher education? Data collection sources consist of ethnographic interviews, documents, artifacts, and the researcher's journal. Narrative analysis techniques coupled with CRT as the study framework serve as the focus for the analysis of the data. Study findings are presented mainly in two chapters; Chapter Four focuses on the three participating Black males who were over the age of fifty and takes a closer look at their life histories through the themes of… [Direct]

Matias, Cheryl E.; Zembylas, Michalinos (2014). "When Saying You Care Is Not Really Caring": Emotions of Disgust, Whiteness Ideology, and Teacher Education. Critical Studies in Education, v55 n3 p319-337. Drawing on one of the author's experiences of teaching white teacher candidates in an urban university, this paper argues for the importance of interrogating the ways that benign emotions (e.g., pity and caring) are sometimes hidden expressions of disgust for the Other. Using critical race theory, whiteness studies, and critical emotion studies, it is shown how whiteness ideology erroneously translates disgust for people of color to false professions of pity or caring. This phenomenon is particularly interesting because care, sympathy, and love are emotions that are routinely performed by teacher candidates (who are predominantly white females) and embedded in teacher education. Yet not much literature theorizes how these performative emotions are not exempt of whiteness ideology. To engage in a genuine process of antiracism, we argue that the emotions that undergird teachers' dispositions need to be critically and sensitively unpacked. We end with implications for teacher… [Direct]

Wiggan, Greg; Williams, John A., III (2016). Models of Success, Teacher Quality and Student Disciplinary Infraction: A Critical Analysis of Chicago's Urban Preparatory Academies and Harlem Children's Zone. Journal of Educational Issues, v2 n2 p73-89. School discipline disparities in U.S. education is accompanied by a litany of literature that focuses on African Americans in low-performing urban schools (Civil Right Project, 2000; Losen, 2011; Mendez & Knoff, 2003; Skiba, Michael, Nardo & Peterson, 2002; Wilson, 2014). Public K-12 institutions in the U.S. report that African Americans are suspended at three-times the rate of White students (23% for African Americans as compared to 7% for Whites). Furthermore, the most recent Civil Rights Discipline Collection report (Office of Civil Rights, 2014) indicates that students who receive one suspension have a much greater chance of being suspended multiple times, ultimately leading to expulsion and or involvement in the juvenile justice system (Allen & White-Smith, 2014; Gregory, 1995; Office of Civil Rights, 2014; Pane & Rocco, 2014). A significant amount of research focuses on public education institutions' dismal outcomes in this area (Skiba et al., 2002; Office of… [PDF]

Harden, Kimberly Linayah (2016). Institutional Racism through the Eyes of African American Male Faculty at Community Colleges in the Pacific Northwest. ProQuest LLC, Ed.D. Dissertation, Concordia University (Oregon). The purpose of this qualitative study is to explore the lived experiences of African American male faculty at community colleges in the Pacific Northwest. Regional data mirrors national statistics denoting the low number of faculty of color working at state-funded community colleges. The literature reviewed for this study suggests that African American male faculty experience racism and gender bias during their academic career journeys. This study sought insight from five African American male faculty to answer the overarching research question: What are the possible perceived institutional barriers that contribute to the underrepresentation of African American male faculty? These individuals were purposefully selected because their race, gender, and current professional position in higher education qualified them to provide important insights into the phenomenon being studied. Three methods of data collection were used in this study: (a) a biographical questionnaire, (b)… [Direct]

Malik S. Stevenson (2024). Real Eyes, Realize, Real Lies: Black Perspectives on Dual Language Immersion and Its Role in Gentrifying Communities. ProQuest LLC, Ph.D. Dissertation, Georgetown University. Dual language immersion (DLI), an educational program in which students study grade-level content in English and a partner language, began in the United States in the early 1960s and has surged since the 2010s. Nationwide, DLI continues to rise in popularity (Freire, Alfaro, & de Jong, 2024). To some extent, this is because DLI has been successfully promoted as an advantageous educational opportunity and is widely known for inclusive schools that welcome the integration of students and families from all backgrounds (Kotok & DeMatthews, 2018). Increasingly, DLI has begun to emerge in communities undergoing gentrification (Hyra, 2015) whose demographics do not represent those that have historically been served by DLI programs–namely communities of color (Delavan, Freire, & Menken, 2024). Amidst these developments, critical scholarship has revealed weaknesses in the narrative of DLI as a driver of Diversity, Equity, and Inclusion (DEI), showing that racial and economic… [Direct]

Sylvia Vue (2024). Race Rituals in Higher Education. ProQuest LLC, Ph.D. Dissertation, University of Minnesota. In the last few decades, the push for a more diverse student population has become commonplace across college campuses in the United States. With the demands of growing a more diverse student population, institutions have made widespread changes in policy over the years (Gist-Mackey, Wiley, & Erba, 2017). This dissertation examines the phenomena of organizational race rituals (RR) in higher education during the onboarding process, focusing specifically on "race" and "diversity" in organizational communication and assimilation practices as a commitment to diversity and inclusion and its impact on students of color's (SOC) experiences. Onboarding serves to produce, reproduce, maintain, and reinforce norms and values of an organization and provide its participants with a transition from an outsider to insider (Bauer et al., 2007; Bauer, 2010; Watkins, 2016; Chillakuri, 2020). As one of the first steppingstones, onboarding is a vital process where most… [Direct]

Wolfe, Paula (2011). Beyond the Literal: Microtransformations in a Secondary ESL Classroom. Multicultural Perspectives, v13 n2 p79-89. There has been little exploration regarding how Anglo teacher's interactions with Latina/o language learners influence student subjectivities. In this article the author attempts to use a theoretical tool from Critical Race Theory called \microaggressions\ and her theoretical construct \microtransformations\ to explore how a teacher's linguistic engagements with Latina/o language learning students can create and disrupt particular racialized student subjectivities…. [Direct]

Ceja, Miguel; Smith, William A.; Solorzano, Daniel G.; Yosso, Tara J. (2009). Critical Race Theory, Racial Microaggressions, and Campus Racial Climate for Latina/o Undergraduates. Harvard Educational Review, v79 n4 p659-690 Win. In this article, Tara Yosso, William Smith, Miguel Ceja, and Daniel Solorzano expand on their previous work by employing critical race theory to explore and understand incidents of racial microaggressions as experienced by Latina/o students at three selective universities. The authors explore three types of racial microaggressions–interpersonal microaggressions, racial jokes, and institutional microaggressions–and consider the effects of these racist affronts on Latina/o students. Challenging the applicability of Vincent Tinto's three stages of passage for college students, the authors explore the processes by which Latinas/os respond to racial microaggressions and confront hostile campus racial climates. The authors find that, through building community and developing critical navigation skills, Latina/o students claim empowerment from the margins. (Contains 14 notes.)… [Direct]

Sanczyk, Anna (2021). Creating Inclusive Adult ESL Classrooms through Promoting Culturally Responsive Pedagogy. COABE Journal: The Resource for Adult Education, v9 n2 Article 1 p5-16 Win 2020-2021. With an increasing immigrant population in the United States, higher education institutions and community organizations offer a variety of adult English as a second language (ESL) courses. Given that English language learners (ELLs) come from various backgrounds, they face unique challenges. Thus, it is pivotal that adult ESL instructors effectively address the needs of diverse ELLs in their classrooms. This qualitative study was guided by Critical Language and Race Theory introduced by Crump (2014) to explore how adult ESL instructors promote culturally responsive pedagogy. Participants of this study were seven adult ESL instructors teaching at a community college in the southeastern United States. Data were collected through face-to-face, semistructured interviews, journal entries, and classroom observations. This study contributes to the body of research that highlights the importance of promoting culturally responsive pedagogy in order to create an inclusive language learning… [Direct]

Faez, Farahnaz (2012). Linguistic Identities and Experiences of Generation 1.5 Teacher Candidates: Race Matters. TESL Canada Journal, v29 spec iss 6 p124-141. This article recounts the experiences of six Generation 1.5 teacher candidates (TCs) as they grapple with the significance of their racial identity in asserting their native-English-speaking status. A one-year qualitative case study, it draws on critical race theory and positioning theory to elucidate how native-English-speaking status is linked to levels of language proficiency and country of birth as well as to individuals' race. Whereas Generation 1.5 non-white teacher candidates' discourses reveal instances of marginalization and racism, discourses of white Generation 1.5 teacher candidates express privilege and acceptance. (Contains 1 table.)… [PDF]

Vaught, Sabina Elena (2012). \They Might as Well Be Black\: The Racialization of Sa'moan High School Students. International Journal of Qualitative Studies in Education (QSE), v25 n5 p557-582. This article explores the processes of racialization imposed on Sa'moan youth through policy and practice in one urban, US school district and at one high school in particular. Specifically, I use the methodological practices of defamiliarization and counter-storytelling to examine the contradictory practices of racialization and the simultaneously oppressive and transformative potentials these practices catalyze. The analysis of this process is framed by the Critical Race Theory concepts of colorblindness and Whiteness as property, which powerfully illustrate how this racialization both disrupts and reifies reigning local and national racial norms and hierarchies. (Contains 5 notes.)… [Direct]

Johnson-Ahorlu, Robin Nicole (2012). The Academic Opportunity Gap: How Racism and Stereotypes Disrupt the Education of African American Undergraduates. Race, Ethnicity and Education, v15 n5 p633-652. Using Critical Race Theory as a framework, this article reveals how racism and stereotypes obstruct the academic success of black students. Through the use of focus groups, African American undergraduates from a large California State University campus, share the ways in which campus racism impacts their achievement potential as well as their behavior and emotional well-being. The results of the study illuminate how research on the difference in black-white grade performance must begin to examine the role of racism, and the way in which it constricts the academic opportunities afforded to African American undergraduates. (Contains 13 notes.)… [Direct]

Thompson, Joanna Lillian (2018). MIXEDconceptions: An Analysis of Mixed-Race College Students and Racialized Bullying. ProQuest LLC, Ph.D. Dissertation, University of Illinois at Chicago. Since the 1970's, bullying has been a popular phenomenon of study among various disciplines of academia, including criminology. However, even within the field of criminology, bullying has consistently been studied in two principal domains: among young children in a classroom/playground setting or among adults as a part of workplace harassment. This study discusses an entirely different approach to existing literature by examining bullying of college students who identify as mixed-race. College students are an underrepresented population of study within the bullying literature and research on mixed-race identified individuals primarily focuses on the stresses of identity development. By taking a contemporary and intersectional approach, this exploratory study focuses on the issue of bullying and harassment against mixed-race college students at the University of Illinois at Chicago. The study considers the degree to which this phenomenon exists, the nature of such phenomenon, and how… [Direct]

Colin Ben (2018). Navajo Students' Decision-Making Factors that Influence Access and Persistence in Doctoral Education. ProQuest LLC, Ph.D. Dissertation, The University of Utah. American Indian and Alaska Native (AI/AN) students are not only historically underrepresented in undergraduate education but also underrepresented in graduate education. AI/AN graduate students accounted for 0.4% of total graduate student enrollment in 2016. Navajo graduate degree-seeking students and those students who applied for a tribal fellowship accounted for 0.2% of the total Navajo Nation population. This critical qualitative study examines decision-making factors influencing Navajo students' pursuit of doctoral education and their experiences of persisting in graduate school. The study was guided by three research questions: What decision-making factors influence Navajo students to pursue a doctoral education?; What resources are Navajo students using to increase access into doctoral education?; What challenging experiences do Navajo students experience in their doctoral program and what resources are they using to increase their persistence? To gain a deeper understanding… [Direct]

Clay, April M. (2010). Employing Critical Race Theory Lens in Examining Black Graduate Students' Experience in Higher Education: Implications for Counseling. ProQuest LLC, Ed.D. Dissertation, University of Redlands. Black students are a visibly diminishing population among college degree recipients, yet many manage to succeed in graduate school. This research was designed to broaden the understanding of Black graduate students' challenges, successes, and navigation strategies with implications for counselors, faculty and mentors working with Black students and other students from diverse linguistic and cultural backgrounds. Utilizing the social justice lens offered through critical race theory (CRT), the present study examined the written narratives of twelve former and current Black graduate students from predominantly white institutions. Using the method of counter-storytelling, which provides a counter-narrative to the dominant portrayal of the Black graduate experience, the present study found that Black graduate students are exposed to frequent acts of microaggression from faculty and peers regardless of race. The findings fell into seven thematic categories including: feeling… [Direct]

Ansorge, Vicki I. (2015). Counterstories: Urban Black Students' Perceptions of How Faculty Influence Their Academic Success at a Small, Rural, Predominately White Liberal Arts College. ProQuest LLC, Ed.D. Dissertation, Edgewood College. The purpose of this qualitative study was to expand knowledge about the needs of urban Black undergraduate students by exploring their perceptions of the impact of faculty interactions, in and out of the classroom, at a small rural predominately White institution. Study participants were full-time undergraduate students who self-identified as Black or African American and who were attending college for their second or subsequent semester. The primary data source was structured interviews conducted in the spring of 2014. Data sources also included observation notes and demographic information from the university database. Through the lens of Critical Race Theory, this study explored the perceptions participants had of the impact of faculty engagement on their academic success. The seven findings in this study strongly indicate that these participants saw personal connections, especially with faculty, as influencing or hampering their academic success. Recommendations included… [Direct]

Williams, Jeanine L. (2013). Representations of the Racialized Experiences of African Americans in Developmental Reading Textbooks. Journal of College Reading and Learning, v43 n2 p39-69. Race plays a major role in the lived experiences of African Americans. Consequently, race significantly impacts the identities and educational experiences of African American college students–many of whom require developmental reading courses. These courses, which are gateway courses in higher education, should address race along with reading skill development to increase engagement and success among African American students. This study investigates developmental reading curriculum, as exemplified by developmental reading textbooks, to determine how African Americans and their experiences related to race are represented and framed. Using Critical Race Theory as the theoretical framework, I conducted a qualitative content analysis of reading selections in a sample of five of the most recently published, top-selling developmental reading textbooks. Along with the findings of this study, the implications for developmental reading pedagogy and African American student engagement and… [Direct]

Berry, Theodorea Regina; Candis, Matthew Reese (2013). Cultural Identity and Education: A Critical Race Perspective. Educational Foundations, v27 n3-4 p43-64 Sum-Fall. The authors begin this article looking at the start of the journey through this new 21st century and how educators at every level are endeavoring to meet the challenge to be responsive to the educational needs of their students, current and future. This is especially true in relationship to the education of students of diverse backgrounds (Ladson-Billings 2001; 1999; 1994) in public educational settings. They first discuss cultural identity and cultural experience, then articulate their meanings for cultural identity, cultural experience(s), and cultural gap in the context of this work. Next, the authors address two questions: (1) In what ways does critical race theory (CRT)/critical race feminism (CRF) connect with issues of cultural identity and cultural experience and (2) in what ways have such connections served the praxis of two African American educators?… [PDF] [Direct]

Quijada Cerecer, Patricia D. (2013). The Policing of Native Bodies and Minds: Perspectives on Schooling from American Indian Youth. American Journal of Education, v119 n4 p591-616 Aug. Research indicates that high school campus climates are contentious for students of color, particularly as they negotiate institutional and personal racism. Unfortunately, minimal research centers on the experiences of American Indian youth. In response, this qualitative study explores American Indian responses to hostile campus climates. Using a Tribal Critical Race Theory framework, this article examines hostile school policies and leadership practices and student responses in a public high school with a majority population of American Indian students who reside on a reservation. Two main themes emerged: (a) the school neglected students' educational needs and views, and (b) the school marginalized Native students through specific policies. As this study demonstrates, American Indian youth's daily encounters in a racially charged high school environment affect their identities and well-being. Implications and recommendations for research, policy, and practice are included…. [Direct]

Bimper, Albert Y., Jr.; Clark, Langston; Harrison, Louis, Jr. (2013). Diamonds in the Rough: Examining a Case of Successful Black Male Student Athletes in College Sport. Journal of Black Psychology, v39 n2 p107-130 Apr. Ailing academic performances of Black male student athletes have been an impetus for a search of recourse by the National Collegiate Athletic Association. Amid the volume of these academic underperformances, particularly in revenue-generating sports, there are Black male student athletes who achieve a level of success in the classroom that rivals their athletic prowess. The present case study investigated the self-perceptions and behaviors contributing to seven Black male student athletes' success in managing their dual roles as students and athletes while navigating their college experience. The theoretical framework of Critical Race Theory was used to ground this research. Findings from this study are represented by the following themes: "Complex Identities," "Community," and "Liberation." The implications of this study support fostering meaningful opportunities to develop healthy Black male student athlete identities and academic achievement…. [Direct]

Castro-Villarreal, Felicia; Saldana, Lilliana Patricia; Sosa, Erica (2013). "Testimonios" of Latina Junior Faculty: Bridging Academia, Family, and Community Lives in the Academy. Educational Foundations, v27 n1-2 p31-48 Win-Spr. Relying on Latina/Chicana feminist and critical race theories of identity, and "testimonio" as methodology of knowledge production (Latina Feminist Group, 2001), the authors examine the complexity of their professional and personal identities as academics and members of families and communities to theorize their common experiences as Latina/Chicana junior faculty. The brief "testimonios" that follow seek to illuminate the personal and professional experiences of Latina junior faculty in academia and the ways in which they navigate, negotiate, and contest gendernorms and expectations inside academia. They contend that Chicana/Latina junior faculty continue to navigate cultural "borderlands" in academia, as they struggle to carve a rightful place as scholars in their disciplines, while maintaining "compromiso" (or commitment) to their families, communities, and students in higher education as mothers, daughters, and activists…. [PDF] [Direct]

Miller, Melinda G. (2014). Productive and Inclusive? How Documentation Concealed Racialising Practices in a Diversity Project. Early Years: An International Journal of Research and Development, v34 n2 p146-160. This article examines how documentation concealed racialising practices in a diversity project that was seen to be productive and inclusive. Documentation examples are taken from a doctoral study about embedding Indigenous perspectives in early childhood education curricula in two Australian urban childcare centres. In place of reporting examples of "good" early childhood education practice, the study labelled racialising practices in educators' work. The primary aim was to understand how racialising practices are mobilised in professional practices, including documentation, even when educators' work is seen to be high quality. Extracts from two communal journals that captured an action research process around embedding practices are examined to show how racism and whiteness were concealed within the documentation. This enables understanding about how documentation can provide evidence to stakeholders that diversity work in mainstream childcare centres is productive and… [Direct]

Smith, Heather Jane (2016). Britishness as Racist Nativism: A Case of the Unnamed "Other". Journal of Education for Teaching: International Research and Pedagogy, v42 n3 p298-313. The construct of Britishness, as with nationalism elsewhere in the world, although amorphous and permeable over time, continues to be used by politicians and the media as a powerful exclusionary force. Moreover in England, fundamental British values (FBV), its most recent and official incarnation, now hold particular currency in education policy and regulatory mechanisms. This paper employs the concept of racist nativism, developed to explain the dialectic relationship between nativism and racism in America, to analyse both political constructions of Britishness with media portrayals of this and student-teachers' comprehension of FBV as an aspect of the Teacher standards in England. The underlying premise here is that understanding student-teachers' perceptions requires an understanding of the social context in which they are learning to teach. The paper explores relations between these; distinct differences between the manifestations of racist nativism in the sociopolitical context,… [Direct]

Brantefors, Lotta (2015). Between Culture and Cultural Heritage: Curriculum Historical Preconditions as Constitutive for Cultural Relations–The Swedish Case. Pedagogy, Culture and Society, v23 n2 p301-322. The aim here is to describe and discuss how different cultural meanings, offered in education, can contribute to unjust cultural relations such as othering and xenophobia. By analysing the cultural and discursive content in curricula using a (neo)pragmatic curriculum theory research method, dominating ideas, values and discourses between 1948 and 2011 in Sweden are clarified. The analysis of the content is undertaken in two steps: first, as a cultural content offered in education, and second, as an educative content, in order to discuss the fostering potential. This two-step analysis relies on an idea of values companioning the choice of content. Based on the dominating ideas in education, four phases and four discourses are further outlined and discussed, together with the role of and tension between the two dominating values governing cultural relations, namely "the culture of others" and "the cultural heritage". Despite the different rationalities over time,… [Direct]

Kress, Tricia; Lake, Robert (2017). Mamma Don't Put That Blue Guitar in a Museum: Greene and Freire's Duet of Radical Hope in Hopeless Times. Review of Education, Pedagogy & Cultural Studies, v39 n1 p60-75. Within the current U.S. sociopolitical context of rampant violence, increasing levels of racism and xenophobia in society and the rise of authoritarianism in schools, a new and fresh confluence of Maxine Greene and Paulo Freire's work revitalizes and expands the concept of radical hope. Their educational philosophies enable one to see beyond "what is" into more democratically just and humane worlds of "what might" be. This article focuses on ways that these two scholar-activists' key contributions converge to release a much needed melody that exposes exploitation and falsehood while inspiring wide awakeness, personal reflection, and directed action. Inspired by the metaphor of playing music on the blue guitar, it takes a "call and response" approach to examining these key ideas from the works of Greene and Freire that are parallel and complementary to each other. Sounds of Maxine Greene's (1995, 2001) and Freire's (1970, 1992) harmonic pairings of… [Direct]

Brown, Kimbree; Luginbuhl, Paula J.; McWhirter, Ellen Hawley (2014). °Ap√≥yenos! Latina/o Student Recommendations for High School Supports. Journal of Career Development, v41 n1 p3-23 Feb. We examined 401 Latina/o high school students' postsecondary plans and their responses to an open-ended question about how their schools should better help Latina/o students to achieve their plans. The majority of students planned to enroll in postsecondary education or training. Boys and those responding in Spanish were more likely not to plan to continue their education, and those responding in Spanish were more likely to plan to work full time or part time than those responding in English. Themes generated from the open-ended responses include that schools should provide more motivational support, structured programs, and clubs that engage Latina/o students within their schools and communities, academic assistance and support, information related to financial aid, college, and careers, and that schools should eliminate discrimination and racism and increase Latina/o cultural resources. Implications for research, practice, and policy are discussed…. [Direct]

Cooper, Chassidy (2017). Inside the Lived Experiences of Successful African American Women College Student Leaders. ProQuest LLC, Ph.D. Dissertation, University of Central Arkansas. The college experiences of African American students have received much attention in the higher education literature during the past three decades. Unfortunately, the majority of the research regarding the African American student experience at predominantly White institutions has focused on maladjustment, academic failure, racism, underachievement, and attrition rates. This study provides a new perspective of African Americans in college focusing on the experiences of successful African American women, i.e., the experiences of high-achieving, actively involved, well-adjusted African American women college students. Specifically, this study investigates the perceptions of African American women college student leaders who have optimized their college experiences; excelled academically (earning GPAs above 3.0); were highly involved in leadership and extracurricular activities; developed meaningful and rewarding relationships with faculty and staff members; participated in educational… [Direct]

Lisa Marie Knox-Brown (2020). Through Their Eyes: The Impact of Intersectionality on Enrollment/Retention in a Predominantly White Institution. ProQuest LLC, Ed.D. Dissertation, Rutgers The State University of New Jersey, School of Graduate Studies. Today, the need to help increase enrollment and retention of Black Preservice Teachers (BPTs) in a Predominantly White Institution (PWI) Teacher Education Program (TEP) is especially relevant in the United States, because teachers are more likely to be White and female in the classroom. According to the United States Department of Education's Federal data, 80% of teachers are White with less than 7% of teachers, across the United States, being Black between 1987 and 2015. America's public-school teachers are far less racially and ethnically diverse than their students (Pew Research Center, 2018, August 27). There is a need to increase the number of Black teachers to address this imbalance. Similarly, there is a lack of representation of Black Teachers (BTs) in the teaching force in the state of New Jersey. In 75% of public-school districts in the state of New Jersey, 84% of the teachers are white (NJDOE, 2018). Conversely, within this same teaching workforce, 16% of the remaining… [Direct]

Chapman, Thandeka K. (2013). You Can't Erase Race! Using CRT to Explain the Presence of Race and Racism in Majority White Suburban Schools. Discourse: Studies in the Cultural Politics of Education, v34 n4 p611-627. Employing a critical race analysis of contemporary suburban schooling in the US, the author challenges the ideology of colorblind racial contexts. The concepts of colorblindness, interest-convergence, racial realism, and white privilege are used to explain how federal mandates and common school policies and practices, such as tracking, traditional curricula, teacher classroom practices, and student surveillance, sustain a racially hostile environment for students of color in majority white suburban schools. Critical multicultural education is offered as a means to openly address issue of race and racism in the curriculum, school policies, and teacher practices…. [Direct]

Warner, Linda Sue (2013). Research as Activism. International Perspectives on Higher Education Research This chapter discusses the similarities and differences between native research methods and western social science research as it impacts American Indians in the academy. The chapter reflects on the requirements needed by young practitioners and their responsibilities to their tribal communities to produce research that is both informative and available. The chapter contextualizes the discussion in examples of indigenous activism. [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]

Allen-Handy, Ayana, Ed.; Bryant, Amber, Ed.; Lewis, Chance W., Ed.; Robinson, Petra A., Ed. (2019). Global Perspectives on Issues and Solutions in Urban Education. Contemporary Perspectives on Access, Equity, and Achievement. IAP – Information Age Publishing, Inc. In 2014, The Urban Education Collaborative at the University of North Carolina at Charlotte hosted its first biennial International Conference on Urban Education (ICUE) in Montego Bay, Jamaica. In 2016, the second hosting of the conference took place in San Juan, Puerto Rico. Additionally, in 2018, the third hosting of the conference took place in Nassau, Bahamas. These solution-focused conferences brought together students, teachers, scholars, public sector and business professionals as well as others from around the world to present their research and best practices on various topics pertaining to urban education. With ICUE's inspiration, this book is a response to the growing need to highlight the multifaceted aspects of urban education particularly focusing on common issues and solutions in urban environments (e.g., family and community engagement, student academic achievement, teacher preparation and professional development, targeted instructional and disciplinary… [Direct]

Ghulizadeh, Azar; Keshtiaray, Narges; Mostafazadeh, Esmail (2015). Analysis of Multi-Cultural Education Concept in Order to Explain Its Components. Journal of Education and Practice, v6 n1 p1-12. Existing racial, ethnic, linguistic, cultural variety, in different countries, educational systems, committed them to respond decently to plurality & diversity of their communities, and they are considered to be decently in educational curriculum. Multicultural education is an approach that is adopted in response to cultural diversity in a society and its educational system. This study was performed to investigate the reasons for considering the multicultural curriculum and identify its components. Research method was qualitative and content analysis. To collect information all available sources of multicultural education in print and electronic libraries (valid databases) were used & were analyzed using the inductive category. The findings of this research along with specifying the concept of multicultural education also showed that, attention to multicultural education curriculum, at global and national situation is an inevitable necessity. At the end of study, the… [PDF]

Jeanette Calvario Perales (2022). Stressors and Coping of Mexican American College Undergraduates. ProQuest LLC, Ph.D. Dissertation, Western Michigan University. Empirical literature indicates that current mental health practices with Mexican American college students are lacking. Mexican American undergraduates have unique challenges that need to be addressed by counselors within the university context and in community settings. This study addressed the dearth of empirical literature on stressors and coping strategies by exploring the experiences of Mexican American students at a predominately White institution (PWI) in the Midwest region of the United States. Through grounded theory, a theory was generated from multiple in-depth interviews using a comparative analysis process to enhance understanding of how Mexican American college undergraduates at PWIs cope with stressors. There was a total of 11 participants, 5 females and 6 males. This study sought to answer these research questions: (1) How do Mexican American college students cope with stressors? (a) What influences their coping processes? (b) What values are connected to their… [Direct]

Basit, Tehmina N.; Carrington, Bruce; Maguire, Meg; McNamara, Olwen; Roberts, Lorna; Woodrow, Derek (2007). "The Bar Is Slightly Higher": The Perception of Racism in Teacher Education. Cambridge Journal of Education, v37 n2 p279-298 Jun. The education and training of teachers is an issue of national concern. In this paper we analyse the findings of an in-depth investigation, undertaken by means of semi structured interviews, of a group of minority ethnic teacher trainees who withdrew from Initial Teacher Training courses in England, and a smaller group of those who completed these courses. We focus, in particular, on trainees' perception of the manifestation of racism during their training. Though none of the minority ethnic withdrawers perceive racism as the determining factor for their withdrawal, some mention instances of covert and even overt racism, while others note subtle forms of discriminatory obstacles to successful completion of the course, which they are reluctant to label as racism. The paper concludes by pointing to the complexity of categorizing phenomena as racism. It also draws attention, on the one hand, to the vulnerability of those who view themselves as being racially abused, and, on the other,… [Direct]

Bhopal, Kalwant (2011). "What about Us?" Gypsies, Travellers and "White Racism" in Secondary Schools in England. International Studies in Sociology of Education, v21 n4 p315-329. This article examines the concept of "White racism" in relation to the experiences of Gypsy and Traveller groups in England. It is based on ethnographic research conducted in two secondary schools during the years 2006-2009. Interviews were carried out with pupils attending the secondary schools, their mothers and members of the Traveller Education Service. The research reveals that racism experienced by White Gypsy and Traveller groups is understood differently to that experienced by non-White minority ethnic groups. This is further related to how Gypsy and Traveller groups are perceived inside and outside schools, as "others" and "outsiders". The article considers discourses around racism and discrimination and how they might work to disadvantage Gypsy and Traveller groups in schools. (Contains 7 notes.)… [Direct]

Nenadovic, Maja; van Iterson, Swaan (2013). The Danger of Not Facing History: Exploring the Link between Education about the Past and Present-Day Anti-Semitism and Racism in Hungary. Intercultural Education, v24 n1-2 p93-102. Until a few years ago the international media devoted scant attention to Hungary. Recently, however, multiple news reports and analyses have expressed concern about rising racism and extremism in this country, as well as a sense that the country's democracy is unraveling. It has often been argued that economic hardship is an important contributor to the rise of extremism. However, increasing evidence supports the argument that economic factors are only part of the picture in Hungary. This essay explores the link between educational factors in this picture and the rise of Romaphobia, xenophobia, and anti-Semitism in Hungary. We argue that the failure to appropriately deal with the history of the World War II is reflected in the educational system, contributing to a climate of intolerance. The rise of extremism is always a consequence of a complex set of factors, and educational approaches should need to be included in analyses that attempt to explore the roots of rising extremism in… [Direct]

Lui, Joyce (2013). Asian American Transfer Students: The Intersection of Race & Class. ProQuest LLC, Ph.D. Dissertation, Iowa State University. There has been a limited body of research on Asian American students, specifically regarding community college attendance and the transfer process. The purpose of this qualitative study was to explore and understand how Asian American transfer students navigate the community college, their transfer processes, as well as their post-transfer experiences. Using Critical Race Theory as the guiding framework for this study, five themes emerged: parents' expectations, academic majors, a sense of community, old and alone, and class matters. Implications for community colleges and four year institutions, as well as future research ideas are discussed. [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: www.proquest.com/en-US/products/disserta…… [Direct]

Martell, Christopher C. (2013). Whiteness in the Social Studies Classroom: Students' Conceptions of Race and Ethnicity in United States History. Online Submission, Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, Apr 27-May 1, 2013). In this study, the researcher examined student conceptions of "Whiteness" as it relates to past and present U.S. history. Using Critical Race Theory as the lens, this study employed mixed methods, analyzing teacher observations, classroom artifacts/student work, survey, and interview data from White students and students of color at an ethnically and economically diverse urban high school. The results showed most students could explain that race had an important role in U.S. history and could supply examples of race playing a role in specific historical events. However, students of color were more likely to express that racism is still common in the current day, while White students were more likely to express that racism is uncommon. The following are appended: (1) Interview Questions; (2) Interview Protocol; (3) Coding Dictionary; and (4) Gold Rush Lesson Handout. (Contains 2 tables.)… [PDF]

Cara M. DiClemente (2021). Disrupting the School-To-Prison Pipeline: A Mixed-Methods Systematic Review of Alternative Discipline Practices to Reduce Exclusion and Promote Equity. ProQuest LLC, Ph.D. Dissertation, Loyola University Chicago. Zero tolerance policies were designed to create safety by implementing automatic exclusion (e.g., suspensions, expulsions) for misbehavior in response to rising school violence in the United States. However, evidence over the past four decades shows that these policies fail to increase objective and subjective safety, and instead foster poor school climate and disproportionate rates of minority groups in the school-to-prison pipeline. Previous research and literature reviews suggest there are a host of developing Multi-Tiered System of Supports (MTSS) practices that have promising potential to reduce exclusionary outcomes and foster equitable treatment of vulnerable student populations, such as Positive Behavioral Intervention Supports and Restorative Practices. This mixed methods systematic review collates available data regarding the effectiveness of various MTSS interventions as alternative discipline practices that intend to replace or reduce exclusionary outcomes in schools…. [Direct]

Gaxiola Serrano, Tanya J. (2019). Las Ense√±anzas de la Linea: Sense of Self and Academic Experiences of Latina/o/x Community College Students in the Tijuana-San Diego Borderlands. ProQuest LLC, Ph.D. Dissertation, University of California, Los Angeles. This qualitative dissertation explored how Latina/o students at Frontera Community College (FCC) made sense of their identities and community college experiences while traversing the Tijuana-San Diego borderlands. FCC is an HSI and one of the closest community colleges to the U.S.-Mexico border in California making this an important site of exploration, where students have distinct realities yet share the same space in pursuit of an education. Given the vastly political location of this study and widespread anti-Latina/o/x and immigration discourse prevalent during President Trump's administration, studying the role of space and geography on the lives of Latina/o/x students was of particular importance. With the foundations of critical race theory, Latina/o critical theory, critical geography, and Anzalduan borderlands theory, individual platicas rooted in Chicana/Latina feminist epistemologies were conducted with ten Latina/o community college student collaborators. The Latina/o… [Direct]

Garcia, Stephanie A. (2019). Pre-Service Elementary Teachers Enacting a Critical Race Curriculum in Science: A Multi-Case Study. ProQuest LLC, Ph.D. Dissertation, The University of Texas at San Antonio. This dissertation explores the ways in which preservice science teachers enact a critical race curriculum in majority-Latinx elementary classrooms. Even though Latinx students represent the majority in public schools, their ability to move forward in their curricular experiences are limited if teachers do not provide equitable opportunities to access academic success (Mercado, 2016). Although there is an immense body of research that includes teaching science for social justice or teacher education with a CRT lens, there is little to no research that includes critical science teacher education framed by CRT/LatCrit. It is imperative to provide traditionally disenfranchised students with a high quality and empowering science learning experience through a critical curriculum. Critical Race Theory, LatCrit, and CRC serve as the theoretical framework for this study. CRT is the theoretical lens of this case study, LatCrit specifies who preservice science teachers seek to empower in their… [Direct]

Jones, Alexander Harris (2016). The Discourse of Language Learning Strategies: Towards an Inclusive Approach. International Journal of Inclusive Education, v20 n8 p855-870. This paper critiques discourse surrounding language learning strategies within Teaching English to Speakers of Other Languages (TESOL) and argues for the creation of new definitions of language learning strategies that are rooted in the socio-political and socio-economic contexts of the marginalized. Section one of this paper describes linguistic imperialism theory and post-colonial education's responses to allegations therein: multicultural education theory, critical race theory, and technological egalitarianism. This section also highlights the difference between formal and informal learning in order to validate multiple learning strategies. Section two of this paper then analyses two prominent works by Oxford [2002. "Language learning strategies around the world: Cross-cultural perspectives". Honolulu: Second Language Teaching & Curriculum Center, University of Hawai'i at Manoa. 2013. "Language learning strategies: What every teacher should know". South… [Direct]

Acar-Ciftci, Yasemin (2016). Critical Multicultural Education Competencies Scale: A Scale Development Study. Journal of Education and Learning, v5 n3 p51-63. The purpose of this study is to develop a scale in order to identify the critical mutlicultural education competencies of teachers. For this reason, first of all, drawing on the knowledge in the literature, a new conceptual framework was created with deductive method based on critical theory, critical race theory and critical multicultural education theory, which includes dimensions of awareness, knowledge, attitude and skill. In accordance with this framework, experimental form consisting of 56 items was submitted to experts for consideration. In accordance with the responses of the experts, content validity rate of the items was identified and the items which were below. 80 level were excluded from the study. The pilot study form consisting of 45 items, was applied to teachers who work preschools, primary and secondary school and the data which was obtained from 421 teachers in total were analyzed. Through the Exploratory Factor Analysis (EFA), a structure consisting of… [PDF]

Flowers, Rick; Swan, Elaine (2015). Clearing up the Table: Food Pedagogies and Environmental Education–Contributions, Challenges and Future Agendas. Australian Journal of Environmental Education, v31 n1 p146-164 Jul. In our paper, we draw on recent scholarship on food pedagogies and pedagogy studies to explore themes in the collection of articles in this special issue. In particular, we show how the articles variously conceptualise formal and informal pedagogies, their curricula, aims, and potential effects in relation to food and sustainability. Drawing on debates in pedagogy studies, we investigate how the papers reflect on what makes a pedagogy pedagogical. We then turn to food studies literature to identify how the articles in this special issue construct food as a theoretical and empirical object. Given food's multifaceted nature, which means that food works materially, biologically, economically, symbolically and socially, we explore which versions of food and its attributes are profiled across and within the articles. Inspired by critiques on race and class in relation to food and food social movements, in the final section of the paper we ask how the articles and future research on food… [Direct]

Raines, Amber Murphy (2017). A Phenomenological Exploration of Resilience in African American Male College and University Presidents. ProQuest LLC, Ph.D. Dissertation, Capella University. Colleges and universities across the nation are seeking a president with unique qualities to transform their institution. Notwithstanding, surprisingly, few studies have examined how African American presidents confront race while also successfully ascending into the presidency. The purpose of this study was to explore and interpret the experiences and perspectives of African American male college and university presidents in their ascension to presidency. This study aimed to catalyze strategies for leaders in higher education who aspire to ascend into presidency. In this critical phenomenological study, the researcher sought to address the experiences of 12 African American male college and university presidents in the South. This study included African American male presidents at public two-year institutions as well as public and private four-year institutions, some of which were Historically Black Colleges and Universities. By combining resilience theory and critical race theory,… [Direct]

Woody, Arlene Rice (2017). First-Time College Students' Experiences of Transitioning from High School to College. ProQuest LLC, Ph.D. Dissertation, Capella University. Although many students in low socioeconomic backgrounds lived in adverse situations during childhood, they were deeply motivated to pursue higher education. The current generic qualitative study was conducted to fill a gap in the literature pertaining to African American students' experiences of transitioning from high school to college. The primary theoretical framework for this study is critical race theory. Specifically, this study focused on low socioeconomic status African American first-time college students enrolled in a historically Black college or university (HBCU), located within the United States. Through semi-structured interviews with open-ended questions, the 12 students described the challenges faced from parental support, peer support, teacher support, and school administrative support. The researcher utilized thematic analysis and revealed commonalities in the students' accounts of their experiences and reasons for making their transitions as (a) preparation for… [Direct]

Williams, Eric D. (2017). "Been There Before": Mentorships Involving Undergraduate Black Males and Their Black Male Mentors at Predominately White Institutions. ProQuest LLC, Ph.D. Dissertation, Indiana University. The purpose of this study was to explore college mentorships that involve undergraduate Black male mentees and their Black male mentors as a means to understand how such mentorships function at predominately-White institutions (PWIs). Researchers have often examined the experiences of such mentorships through the lens of research that focuses on only one participant in the mentorship. Explorations of the unique functions of such mentorships that include social and career support are largely unexplored within the context of PWIs. Through semi-structured one-on-one and shared mentor/mentee interviews, eight Black men who composed of five separate mentorships shared their narratives of participating in a mentorship at a PWI. The details of their experiences were analyzed through use of Critical Race Theory (CRT) theoretical perspective and counter-narrative methodology. The analysis produced a series of themes that described their shared experience at predominately-White institution…. [Direct]

Valentine-Cobb, Linda (2017). African American Male College Students' Personal Experience of College Preparation. ProQuest LLC, Ph.D. Dissertation, Walden University. African American male students have a high risk of not completing high school and not going to college. Students receive some college preparation as early as middle school, yet it is not enough to increase the number of African American male high school or college graduates. The purpose of this phenomenological study was to describe what 18-24-year-old African American male college students recalled from middle school and high school about college preparation, college planning, and college attendance. Critical race theory was used to reveal how outside factors such as oppression, racism, or socioeconomic status prevent African American male students from attending college. The research questions sought to understand (a) college preparation experiences in high school, (b) influential decisions they made to attend college, and (c) the characteristics of a successful pathway to college for African American males. Data were collected from 7 participants who answered in-depth questions… [Direct]

Barney, Katelyn; Mackinlay, Elizabeth (2012). Pearls, Not Problems: Exploring Transformative Education in Indigenous Australian Studies. Australian Journal of Indigenous Education, v41 spec iss n1 p10-17 Aug. This article explores the shift in terminology that occurred in a 2-year Australian Learning and Teaching Council (ALTC)-funded curriculum renewal project that set out to broadly explore current teaching and learning practice in Indigenous Australian studies (www.teaching4change.edu.au). While we started with the term "Problem-Based Learning", it became clear as the project progressed that the terminology we were using was not politically or pedagogically appropriate. As the data began to reveal, the research team became increasingly uncomfortable with the colonial underpinnings and associations of the term "Problem-Based Learning" (PBL), and began to explore the possibility of redefining what we do as something else entirely. A key outcome of the project was that PBL became PEARL, to describe the Political, Embodied, Active, and Reflective aspects of this teaching and learning approach in Indigenous Australian studies. The shift from PBL to PEARL was unexpected,… [Direct]

Callender, Christine; Miller, Paul (2018). Black Leaders Matter: Agency, Progression and the Sustainability of BME School Leadership in England. Journal for Multicultural Education, v12 n2 p183-196. Purpose: The purpose of this study is to evaluate factors that contribute to black male school leaders' career progression and sustenance within the teaching profession. This, because the progression of black and minority ethnic (BME) teachers in Britain has been the subject of much debate. Fewer BME teachers are in leadership roles in education, and there are only 230 BME headteachers of approximately 24,000 primary and secondary headteachers. Design/methodology/approach: The headteachers' professional lives are explored through the lenses of critical race theory and interpretivism. In doing so, it illuminates the journey towards and the realities of a group whose views are currently unrepresented in research on school leadership or that of the experiences of male BME teachers in England. Findings: This study finds that whereas personal agency and determination are largely responsible for keeping these black headteachers in post, "White sanction" (Miller, 2016) has played… [Direct]

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

Espino, Michelle M. (2012). Seeking the "Truth" in the Stories We Tell: The Role of Critical Race Epistemology in Higher Education Research. Review of Higher Education, v36 n1 suppl p31-67 Fall. This article focuses on how critical race theory informed the author's epistemological perspective and methodological approach as she analyzed Mexican American educational narratives and formulated her identity as a scholar. Using a storytelling technique employed in CRT, the author weaves together her position as the translator of participants' stories with her conceptualization of the formation, reproduction, and resistance of master narratives. She then illustrates the process of uncovering master narratives and counter-narratives in two Mexican American Ph.D. participants' life narratives in an effort to present multiple truths about educational attainment. The article concludes with considerations for researchers wishing to employ critical race epistemology. (Contains 1 table and 1 figure.)… [Direct]

Luke, Allan (2012). Critical Literacy: Foundational Notes. Theory Into Practice, v51 n1 p4-11. The term "critical literacy" refers to use of the technologies of print and other media of communication to analyze, critique, and transform the norms, rule systems, and practices governing the social fields of everyday life (A. Luke, 2004). Since Freire's (1970) educational projects in Brazil, approaches to critical literacy have been developed through feminist, postcolonial, poststructuralist, and critical race theory; critical linguistics and cultural studies; and, indeed, rhetorical and cognitive models. This article traces the lineage of critical literacy from Freire through critical pedagogies and discourse analysis. It discusses the need for a contingent definition of critical literacy, given the increasingly sophisticated nature of texts and discourses…. [Direct]

Jayoung Choi; Shim Lew (2024). Teaching Minoritised Children in South Korea: Perspectives of Teachers in Early Childhood Education and Care. Educational Review, v76 n5 p1158-1179. Most policies and teaching practices in early childhood education and care (ECEC) are based on the developmental paths of children from mainstream middle-class, White, European, heterosexual households. The common discourse often summed up as universalism significantly minoritizes children deviating from this "norm" and pathologizes their differences. Efforts toward bringing about changes in the ECEC field can start by examining individual ECEC teachers' views on and teaching practices for minoritised children in various contexts. Set in South Korea, which has recently been populated by a relatively small yet exponentially growing minoritised population, this qualitative study examines ECEC educators' approaches to teaching ethnolinguistically minoritised children. We interviewed nine ECEC teachers who have taught a small number of minoritised children throughout their careers. We found that the ECEC teachers valued sameness and harmony over difference and emphasised good… [Direct]

Ocampo, Roxanne (2017). Los Guerreros Acad√©micos: 30 Academically Invulnerable Mexican-American Students Who Forged Their Way into America's Most Selective Universities. ProQuest LLC, Ed.D. Dissertation, University of California, San Diego. "Undermatching" refers to college ready students who select and enroll in colleges with selectivity levels significantly lower than their academic profile, resulting in attending a non-competitive college, a two-year college, or foregoing applying to college altogether. The current research trend examining the topic of Undermatching focuses on studies of low-income students in aggregate, ignoring the fastest growing racial/ethnic student demographic: "Latinxs." Latinx students, as a subgroup, undermatch at the highest rate compared to all subgroups within the demographic of low-income, first generation students. While the majority of high-performing, low-income, Latinx students Undermatch, there is a small percentage of students from this demographic who avert undermatching and in fact properly match to selective colleges. This phenomenological study explored the behaviors, practices, and experiences, of 30 Mexican-American college sophomores (15 females and 15… [Direct]

Byrd, Ajani M. (2017). Transfer Student Success: Latinx Students Overcoming Challenges at Two- and Four-Year Institutions towards Baccalaureate Degree Attainment. ProQuest LLC, Ph.D. Dissertation, Loyola University Chicago. As the largest post-secondary educational system, community colleges enroll nearly 35% of all college students (American Association for Community Colleges, 2014). However, the vast majority of students attending two-year institutions aspiring to vertically transfer (from community college to four-year institution), fall short of their academic goals and do not obtain a baccalaureate degree (Student Success Score Card, 2013). To this end, the extant literature has illustrated students of color, especially Latinx and African American students, transfer and graduate at disproportionately lower rates than their white counterparts. Qualitative researchers have explored this phenomenon; yet, often fall short of highlighting the specific experiences of students of color. Moreover, these studies regularly focus on the barriers or influencers that inhibit persistence, rather than exploring the narratives of students of color that successfully navigated the institutional systems. That said,… [Direct]

Rudnick, Dennis L. (2017). Walking on Egg Shells: Colorblind Ideology and Race Talk in Teacher Education. ProQuest LLC, Ph.D. Dissertation, University of Washington. Background/Context: Teacher education students in the U.S., regardless of their personal beliefs, knowledge, and levels of awareness, are racially positioned to participate in an education system and society embedded in colorblind ideology. More research is needed that describes the ways in which colorblind ideology informs how teacher education students understand and talk about race, racism, and education. This study addresses this knowledge gap by focusing on the dispositional and discursive narratives of individual teacher education students and their relationship to larger ideological, institutional, and structural contexts. Purpose: The purpose of this study is to examine how teacher education students understand and talk about race, racism, and education in the context of colorblind ideology. This study narrows the research lens to focus deeply on the vantage points of teacher education students, their life histories and experiences, and how they think and talk about race,… [Direct]

Higuera, Shellie Renae (2017). Investigating Disproportionality through the Experiences of Formerly Incarcerated People of Color with Special Needs. ProQuest LLC, Ed.D. Dissertation, California State University, East Bay. Since the United States' inception, the foundation of the country has been built upon inequities. From unfair assessment practices to ability tracking and arbitrary discipline, the African American/Latino K-12 educational experience has been exclusionary, subsequently paralleling the disproportionality for people of color incarcerated within the justice system. The disproportionality observed in special education programs and the prison system creates what some have called "second generation segregation" (Alexander, 2010; Ahram, Fergus, and Noguera, 2011; Ferri and Connor, 2005). While an emerging body of literature shows that persons of color who have disabilities and records of disciplinary infractions are more likely to be incarcerated (Peguero and Shekarkhar, 2011; Noguera, 2003; Ladson-Billings, 2004; and Ahram, Fergus and Noguera, 2011), this literature does not highlight the factors that set these students on the school-to-prison pipeline. Using Structural Inequity,… [Direct]

Roberson, Deborah C. (2017). Interruption of Community: A Chronicle of the Journey from Segregation to Dis-Integration. ProQuest LLC, Ed.D. Dissertation, Neumann University. Traditional research often excludes the voices of marginalized populations such as African Americans, who are usually written about instead of being allowed to tell their own stories (King, 2005). This research gives African Americans the opportunity to "tell their stories" of segregation and integration. Leaving the telling of our stories to others may have already had severe consequences, such as the perpetuation of stereotypes of African Americans, their communities and their academic abilities (Brown, 2009). This research hopes to shine a different light on the cohesiveness of the Black community and the Black academic experiences these participants had during the 1950s-1970s. There were 20 participants identified from yearbooks, social media and snowball sampling; from the 20, nine were selected to be interviewed. All participants were African American, male or female, and were selected based on other criteria such as age and where they attended school between the… [Direct]

Ideland, Malin; Malmberg, Claes (2014). "Our Common World" Belongs to "Us": Constructions of Otherness in Education for Sustainable Development. Critical Studies in Education, v55 n3 p369-386. The aim of this article is to analyse how good intentions in Education for Sustainable Development (ESD) discursively construct and maintain differences between "Us" and "Them". The empirical material consists of textbooks about sustainable development used in Swedish schools. An analysis of how "Us" and "Them" are constructed and maintained is done with help from critical race theory, whiteness studies and Popkewitz' notion of double gestures, exclusion through intentions of inclusion. The analysis departs from five dichotomies: tradition/civilisation, dirtiness/purity, chaos/order, ignorance/morality and helped/helping. We consider these dichotomies as cogwheels operating in an "Otherness machinery". Through this machinery, "We" are constructed as knowing, altruistic, conscious and good. The Other is simultaneously constructed as "uncivilised" or as a "bad" Other in need of higher moral standards. With… [Direct]

Chadderton, Charlotte; Wischmann, Anke (2014). Racialised Norms in Apprenticeship Systems in England and Germany. Journal of Vocational Education and Training, v66 n3 p330-347. In this paper, we consider the issue of the under-representation of young people from minority ethnic/migrant backgrounds in apprenticeships in England and Germany. Whilst there are many studies on apprenticeships in England and Germany, few focus on under-representation or discrimination, even fewer on ethnic under-representation, and there are no comparative studies of the topic. We review the existing literature and drawing on Critical Race Theory, we argue that most studies on apprenticeships and ethnicity tend to confirm rather than challenge stereotypes of these minority groups, and to view young people as autonomous agents able to make (relatively) free choices. We argue that connections should be made between ethnic under-representation and studies of the racial segmentation of the labour market. Drawing on these studies of the labour market, we suggest, innovatively but perhaps somewhat controversially, that it is likely that racialised norms shape expectations of the worker… [Direct]

Kohli, Rita (2014). Unpacking Internalized Racism: Teachers of Color Striving for Racially Just Classrooms. Race, Ethnicity and Education, v17 n3 p367-387. Within racial inequitable educational conditions, students of color in US schools are susceptible to internalizing racism. If these students go on to be teachers, the consequences can be particularly detrimental if internalized racism influences their teaching. Framed in Critical Race Theory, this article investigates the process pre-service teachers of color took in unpacking their internalized racism as they strive for racially just classrooms. In-depth interviews and focus groups were conducted with black (four) Latina (four) and Asian American (four) women enrolled in a social justice-oriented urban teacher education program in California. Data revealed that participants in this study: (1) had experienced racism and internalized racism in their K-12 education; (2) had done self-work prior to enrolling in their teacher education program to begin the process of unpacking internalized racism; and (3) felt that critical dialogues about internalized racism within teacher preparation… [Direct]

Vass, Greg (2014). The Racialised Educational Landscape in Australia: Listening to the Whispering Elephant. Race, Ethnicity and Education, v17 n2 p176-201. Recent political and educational policy shifts within Australia have renewed concerns with achievement and engagement "gaps" when Indigenous and non-indigenous school students are compared. The position taken for this article however, hopes to demonstrate that this shift is unlikely to result in improved outcomes because of an ongoing failure to account for the racialised underpinnings of the Australian educational setting. To illustrate this, the body of the article offers four "Chronicles" that draw attention to the pervasive presence of negative racialised assumptions that contribute to sustaining educational inequities. The "Chronicles" are based on my experiences as a classroom teacher, and subsequently informed by exposure to ideas from Critical Race Theory as a graduate education researcher. The narrative style adopted here accepts the assertion that "Chronicles" are a valid, suitable and insightful approach to analyse and learn about… [Direct]

Bennett-Haron, Karen P.; Fasching-Varner, Kenneth J.; Martin, Lori L.; Mitchell, Roland W. (2014). Beyond School-to-Prison Pipeline and toward an Educational and Penal Realism. Equity & Excellence in Education, v47 n4 p410-429. Much scholarly attention has been paid to the school-to-prison pipeline and the sanitized discourse of "death by education," called the achievement gap. Additionally, there exists a longstanding discourse surrounding the alleged crisis of educational failure. This article offers no solutions to the crisis and suggests instead that the system is functioning as it was intended–to disenfranchise many (predominately people of color) for the benefit of some (mostly white), based on economic principals of the free market. We begin by tracing the economic interests of prisons and the prison industrial complex, juxtaposing considerations of what we call the "educational reform industrial complex." With a baseline in the economic interests of school failure and prison proliferation, we draw on the critical race theory concept of "racial realism," to work toward a theory of educational and penal realism. Specifically, we outline seven working tenets of… [Direct]

Western, Tiyah (2021). Campus Ecology and the Engagement Motivations of Black Males at Small, Private Liberal Arts Colleges. ProQuest LLC, Ed.D. Dissertation, Sam Houston State University. Background/Context: Although predominantly White institutions (PWIs) promote that opportunities for positive engagement and success are provided for all students who seek them out (Bourke, 2016; Ladson-Billings & Tate, 1995; Love, 2004), Black male counterstories tell a different tale of Black male college outcomes (see Brooms, 2017; Harper, 2009a; Hotchkins & Dancy, 2015; Iverson & Jaggers, 2015; Smith, Allen, & Danley, 2007; Smith, Yosso, Solorzano, 2007; Smith et al., 2016). Small liberal arts colleges have been theorized as providing students with distinctive educational experiences when compared to other institution types (Kuh, 2003). However, Strayhorn and DeVita (2010) contended that liberal arts colleges did not offer these same results for Black males. Further, other researchers noted that, compared to their White peers, African American students and other students of color experienced their predominantly White liberal arts campuses as more racialized and… [Direct]

Matias, Cheryl E. (2013). Check Yo'self before You Wreck Yo'self and Our Kids: Counterstories from Culturally Responsive White Teachers? . . . To Culturally Responsive White Teachers!. Interdisciplinary Journal of Teaching and Learning, v3 n2 p68-81 Sum. Numerous studies show the effectiveness of culturally responsive teaching with urban students of color. Yet few articulate the dynamics of how whiteness impacts the delivery of culturally responsive teaching. Using critical "whiteness" studies, critical race theory, and Black feminist concepts, this article interrogates the effectiveness of White teachers who engage in culturally responsive teaching without first interrogating their whiteness. Counterstories are used as well as responses from White teacher candidates who matriculated in an urban-focused teacher education program that explicitly focuses on culturally responsive teaching to provide answers to three poignant questions — What happens when cultural responsiveness is co-opted by the White liberal agendas in teacher education? How genuine can the essence of cultural responsivity be if it narrowly focuses on the "Other" without exploring the "White" self? And, what potential implications does… [PDF]

Carter, Bruce Allen; Hoffman, Adria Rachel (2013). Representin' and Disrespectin': African-American Wind Band Students' Meanings of a Composition-Based Secondary Music Curriculum and Classroom Power Structures. Music Education Research, v15 n2 p135-150. Although cultural diversity is important to the social context of classrooms, few researchers have explored school music experiences from the perspective of students of colour. Possibly of greater concern is the absence of research examining African-American students' educational experiences in early secondary education, during which time the attrition rates of non-White music students increases. This qualitative case study utilised critical theory and critical race theory to explore the power structures between music teachers employing improvisation and composition in a wind band classroom and African-American music students at the middle level. Data collection included daily classroom observations, weekly narrative writing, student musical compositions and open-ended interviews over an eight-month period. Findings inform our understanding of the nested contexts of the wind band classroom and the larger school community as well as the intersections between race, music classroom… [Direct]

Behringer, Laurie B.; Grey, Emily A.; Parker, Tara L.; Teranishi, Robert T. (2009). Critical Race Theory and Research on Asian Americans and Pacific Islanders in Higher Education. New Directions for Institutional Research, n142 p57-68 Sum. In this article, the authors offer critical race theory (CRT) as an alternative theoretical perspective that permits the examination and transcendence of conceptual blockages, while simultaneously offering alternative perspectives on higher education policy and practice and the Asian American and Pacific Islander (AAPI) student population. The authors do so through a reflection of some findings from their project, their experiences as current and past members of the Commission on Asian American and Pacific Islander Research in Education (CARE) research team at New York University, and their broader interests as scholars who seek to challenge racial inequality in higher education. Here, the authors focus on issues related to college access and admissions, the AAPI college student experience, and AAPI administrators and higher education leadership. The authors examine each of these issues through the lens of CRT, which they assert is an effective tool for critically examining the… [Direct]

Garcia, Gina A.; Garibay, Juan C.; Giraldo, Luis G.; Herrera, Felisha A.; Johnston, Marc P. (2011). When Parties become Racialized: Deconstructing Racially Themed Parties. Journal of Student Affairs Research and Practice, v48 n1 p5-21. Racially themed parties are all-too-common occurrences on college campuses. Using critical race theory as a lens, this article provides a contemporary overview of these events and deconstructs these incidents as examples of overt forms of racism often emanating from subtle, everyday occurrences of covert racism or racial microaggressions. Implications for future empirical research and professional practice are provided in hopes of better responding to and prevention of racially themed parties. (Contains 1 table.)… [Direct]

Charles E. B. Wilkes II (2022). Ordinary Brilliance: Understanding Black Children's Conceptions of Smartness and How Teachers Communicate Smartness through Their Practice. ProQuest LLC, Ph.D. Dissertation, University of Michigan. This dissertation is an effort to better understand Black children's conceptions of smartness and the ways that teachers communicate smartness through their practice. Here, I reimagine smartness as a verb rather than a noun–that is, smartness is about what one does that is smart. I develop a conceptual framework that attends to race, mathematics, and teacher practice that disrupts a traditional, white supremacist, and antiBlack mathematics education. Key elements of my conceptual frame incorporate tenets of critical race theory (Ladson-Billings, 1999) to attend to race. I drew on the mathematical task framework (Stein, Grover, Henningson, 1996) to appraise and analyze the mathematics problems used in the class, and the concept of normative identity (Cobb, Gresalfi, & Hodge, 2009) was a key analytic tool in identifying the obligations and messages communicated by the teacher. I used my conceptual framework to conduct a multi-case study that explores the conceptions of smartness… [Direct]

Durant, Gilda Ivonne (2018). A Phenomenological Study on Hispanic School Superintendents' Perceptions about the Impact of a Common Language and Lived Cultural Experience in Educating Hispanic English Language Learners. ProQuest LLC, Ed.D. Dissertation, Texas A&M University – Commerce. In this qualitative study, the researcher used a phenomenological design to better understand Hispanic superintendents' perceptions of how or if their personal childhood experiences influenced their current leadership stance in educating Hispanic English language learners (ELLs) enrolled in their respective school districts. She examined the relationship between the participants' language, culture, and socio-economic status and their predilection of programs used to educate the Hispanic ELLs in their respective school districts using Latino Critical Race Theory (LatCrit) to answer the overarching study question: How do linguistic, cultural, and socio-economic factors of Hispanic superintendents' lived experience contribute to their predilection of formal programming and approaches (e.g., bilingual education, dual language, sheltered instruction, mainstream classes, etc.) for Hispanic ELLs? Secondary or sub-questions focused specifically on the linguistic and cultural aspects of the… [Direct]

Thomas, Emel (2012). Beyond the Culture of Exclusion: Using Critical Race Theory to Examine the Perceptions of British "Minority Ethnic" and Eastern European "Immigrant" Young People in English Schools. Intercultural Education, v23 n6 p501-511. In England there are minority ethnic students with past family connections to the former British Empire, as well as recent Eastern European students, economic migrants, asylum seekers and refugees. One may wish to ask, do newly emerging racial identities conceptualise race and race relations in similar ways to existing minority ethnic communities? This paper is based on ongoing research examining the perceptions and experiences of British "minority ethnic" and more recently migrated Eastern European "immigrant" youth. Findings from a qualitative study conducted in two Buckinghamshire secondary schools examine everyday experiences, perceptions, practices, and barriers that validate stereotypes of 30 young people (ages 12-16). The primary aims in this paper are: (1) to illustrate some articulations of both inclusion and exclusion within the English educational system, particularly in relation to the recent comparative and temporal dimensions of migration and (2) to… [Direct]

Davis, Julius (2018). Redefining Black Students' Success and High Achievement in Mathematics Education: Toward a Liberatory Paradigm. Journal of Urban Mathematics Education, v11 n1-2 p69-77 Dec. Julius Davis is an associate professor in the Department of Teaching, Learning, and Professional Development in the College of Education at Bowie State University. His research and scholarly interest focus is on Black male students and teachers, critical race theory, culturally relevant pedagogy, and social justice in mathematics education. Davis opens this article with a poem in which M.K. Asante speaks of two sets of notes. Davis writes that the poem eloquently captures the dichotomy of the racial reality Black students face inside and outside of mathematics spaces. Though mathematics is typically considered completely objective, race-neutral, and culture-free, Black students often learn in White institutional space. White teachers dominate the field of mathematics, another signifier of a White institutional space. In addition to being taught by White teachers, Black students learn that White men created mathematics, and the purpose for learning mathematics is to get a high-paying… [PDF]

Zazil-Ha Baruch (2023). Brain-Waste among Highly-Skilled MeXpatriates: The Underemployment Experiences of Tertiary-Educated Mexicans in the United States. ProQuest LLC, Ph.D. Dissertation, The University of Arizona. This study acknowledges the potential contribution of Mexican highly-skilled immigrants settled in the United States. Then, to better understand how the brain waste phenomenon (unemployment/underemployment) functions among these immigrants in the United States, by using the lens of neo-racism, Latina/o Critical Race Theory (LatCrit), and Bourdieu's Reconnaissance of Capitals, this qualitative study analyzed tertiary-educated Mexican immigrants (MeXpatriates) ¥ lived-experiences in securing and maintaining employment in the United States, as well as the meaning that these actors make of these experiences. Through Hermeneutic (Interpretive) Phenomenological Analysis (IPA), the study captures the lived-experiences of 21 MeXpatriates residing in the Arizona, U.S. — Sonora, Mexico border region, collected via in-depth, open-ended interviews and analyzed using Atlas-Ti software. The study finds that tertiary-educated MeXpatriates do not necessarily arrive in the United States with a… [Direct]

Maier, Meredith L. (2018). Critical Case Studies of District-Level Equity Leaders in Public Schools. ProQuest LLC, D.E. Dissertation, The University of North Carolina at Chapel Hill. A collection of three case studies on District-level Equity Leaders (DELs), this study aims to fill the current void in the research on DELs and equity work at the district level in public schools, using a Critical Race Theory (CRT) lens. The study's primary focus is to document the lived experiences of individuals in this work and how they understand and fulfill their roles – especially in the context of current educational, social, and political spheres. This includes 1) how they define their positions and implement their vision for their positions, 2) how they respond to barriers and/or setbacks they encounter, 3) how their experiences are similar or different across districts, and 4) how the CRT tenets most commonly found in education — permanence of racism, interest convergence, Whiteness as property, counternarratives versus majoritarian narratives, critique of liberalism, and intersectionality (Capper, 2015) — manifest in and/or impact district level equity leadership roles…. [Direct]

Waldron-Asuncion, Alma (2016). Successful African American Women School Leaders in Florida. ProQuest LLC, Ph.D. Dissertation, Capella University. The focus of this basic qualitative study was to explore the lived experiences of Floridian African American women in secondary educational leadership positions. Using critical race theory and Black feminist standpoint theory as a theoretical framework, this narrative analysis serves to increase the understanding of leadership styles among a specific region of African American school administrators. Adding this literature strengthens the phenomenon when obtaining and retaining a leadership position in the field of education. The following research questions were used to guide this study: (a) How do African American women describe their journey during their paths to successful educational leadership positions? (b) How did the selected women school leaders develop and frame their current leadership style? and (c) How do the selected women school leaders describe the challenges experienced during the career path of their current positions? Through a semistructured interview process,… [Direct]

Kathryn A. Bethea (2016). Capital Gatekeeping or Community Advocacy: A Qualitative Study of Diversity College Admission Professionals' Perspectives of College Access in a Local Urban Context. ProQuest LLC, Ph.D. Dissertation, University of Pittsburgh. Race/ethnicity plays an important role in college access for urban students of color. This study explores how race/ethnicity influences college admission policies and practices, which, in turn, impacts college access. The main research question is how institutions of higher education, specifically diversity college admission professionals (DCAPs), play a crucial role in college access for local underrepresented students of color in a northeast local city school district. Using a descriptive study design, I utilize cultural capital theory and critical race theory in a combined theoretical framework to analyze the DCAPs' narratives. The present study is a qualitative look at DCAPs' perspectives of the interplay between sociocultural context, cultural capital, and institutional race-conscious admissions policies that impacts college access. Findings show that DCAPs are an authority on college access and have a unique perspective on local diversity recruitment and college access… [Direct]

Frederick Sserugga (2016). The Effects of Racial Experiences on Former Ugandan Students in U.S. Universities: A Phenomenological Study. ProQuest LLC, Ed.D. Dissertation, University of St. Thomas (Minnesota). The purpose of this study was to explore the racial experiences Ugandan students encountered in U.S. universities and the effects on those students when they returned to Uganda after completing their studies. In order to gather data relevant to this study, I interviewed six Ugandan women and six Ugandan men, and I employed a qualitative design and a phenomenological approach. I derived three themes from the students' racial experiences; namely, on-campus experiences, off-campus experiences, and the university as a racial buffer zone. Also, from the effects of the racial experiences, I derived three themes: openness to race and appreciation of racial diversity, the awareness of being a people of color and pride in Black heritage, and change of worldview. To shed light on the findings, I used six theoretical lenses: acculturation model (Jandt, 2004), assimilation model (Park & Burgess, 1921/1969), critical race theory (D. Bell, 1995), racial microaggressions theory (Sue et al.,… [Direct]

Allen, Anthony G. (2010). A Critical Race Theory Analysis of the Disproportionate Representation of Blacks and Males Participating in Florida's Special Education Programs. ProQuest LLC, Ph.D. Dissertation, Florida Atlantic University. The Individuals with Disabilities Education Act (IDEA) of 1975 has made a profound impact on millions of children with disabilities who now enjoy their right to a free appropriate public education (FAPE). It is the goal of national policy, endorsed by Congress, to ensure equality of opportunity, full participation, independent living, and economic self-sufficiency for individuals with disabilities. With the enactment of IDEA, it ensures that all children, who participate in special education programs, have equal access to education. However, since IDEA's inception, a disproportionate number of African Americans children have been placed, or rather, misplaced in special education programs. African American students are three times more likely than Whites to be placed into categories as needing services in special education programs, making them subject to less demanding schoolwork, to more restrictive classrooms, and to isolation from their peers. For the purpose of this study,… [Direct]

Vaught, Sabina E. (2012). Institutional Racist Melancholia: A Structural Understanding of Grief and Power in Schooling. Harvard Educational Review, v82 n1 p52-77 Spr. In this article, Sabina Vaught undertakes the theoretical and analytical project of conceptually integrating "Whiteness as property", a key structural framework of Critical Race Theory (CRT), and "melancholia", a framework originally emerging from psychoanalysis. Specifically, Vaught engages "Whiteness as property" as an analytic tool to examine data from a larger ethnographic study of juvenile prison and schooling. She suggests that the psychoanalytic framework of melancholia enriches and complicates this analysis and proposes a theoretical move toward understanding structural affective processes in the scholarly effort to map schooling, race, and power. Throughout, Vaught illustrates the significance and utility of such an approach through multifaceted data-driven analyses. (Contains 3 notes.)… [Direct]

Bakare, Abisola (2021). White Urban Special Educators: Making Sense of Culturally Relevant Teaching. ProQuest LLC, Ph.D. Dissertation, University of Illinois at Chicago. The consistency of a predominantly White special education teaching workforce in urban classrooms and the significant increase in the enrollment of culturally diverse students have fueled concerns about equity and access in special education (Artiles et al., 2010; Zion & Blanchett, 2017). Scholars advocate that all teachers need to understand culturally relevant teaching practices to promote student learning and to facilitate positive post-school outcomes (Gay, 2010/2018; Ladson-Billings, 1994/1995a/1995b). Many argue that utilizing culturally relevant teaching practices can help provide more equitable learning experiences to many Black and Brown students in urban schools (Gay, 2010; Grant & Sleeter, 2011; Ladson-Billings, 2009; Milner, 2010). However, little empirical literature exists regarding how White special educators perceive culturally relevant teaching and utilize it in urban classrooms (Banks & Banks, 2012; Blanchett, 2006; Blanchett et al., 2009; Gay, 2002;… [Direct]

Acuff, Joni B.; Kraehe, Amelia M. (2013). Theoretical Considerations for Art Education Research with and about "Underserved Populations". Studies in Art Education: A Journal of Issues and Research in Art Education, v54 n4 p294-309 Sum. Though it is widely used, the concept of "underserved" is sorely undertheorized in art education. Before the field of art education can effectively address the persistent educational disparities across different sociocultural and economic groups, we need deeper understandings of entangled sociocultural and political processes that create and conceal underservedness. The term "underservedness" moves us away from conceiving of populations, and instead draws attention to cultural articulations and material conditions that prevent certain groups from fully accessing and benefiting from the resources and opportunities for effective education, including high-quality art experiences. In this article, the authors discuss four theoretical perspectives–critical race theory, intersectionality, critical multiculturalism, and social justice education–that can foster nuanced analyses and cogent explanations of art education in the context of underservedness. The discussion… [Direct]

Gillborn, David (2013). Interest-Divergence and the Colour of Cutbacks: Race, Recession and the Undeclared War on Black Children. Discourse: Studies in the Cultural Politics of Education, v34 n4 p477-491. Drawing on Critical Race Theory (CRT) and illustrating with examples from the English system, the paper addresses the hidden racist dimension to contemporary education reforms and argues that this is a predictable and recurrent theme at times of economic crisis. Derrick Bell's concept of "interest-convergence" argues that moments of racial progress are won when White power-holders perceive self-interest in accommodating the demands of minoritised groups; such moments are unusual and often short-lived. Presently, we are witnessing the reverse of this process; a period of pronounced "interest-divergence," when White power-holders imagine that a direct advantage will accrue from the further exclusion and oppression of Black groups in society. Behind rhetoric that proclaims the need to improve educational standards for all and celebrates a commitment to closing the existing achievement gaps; in reality education reforms are being enacted that systematically… [Direct]

Aseltine, Elyshia; Elliott, Sinikka (2013). Raising Teenagers in Hostile Environments: How Race, Class, and Gender Matter for Mothers' Protective Carework. Journal of Family Issues, v34 n6 p719-744 Jun. In contemporary discourse, children are imagined with "surplus risk," and parents often feel pressure to protect their children from danger. Drawing on interviews with 40 Latina, White, and Black mothers of teenagers, the authors examine the factors that shape these mothers' concerns for their teens' safety, how they articulate these concerns, and the strategies they employ to try to keep teens safe: individual responsibility, monitoring, and organized activities. Drawing on insights from Black feminism and critical race theory, the authors demonstrate how the intersections of race, class, and gender shape mothers' perceptions of the dangers their children face and their efforts to help their children navigate these "hostile environments." Findings reveal intersecting axes of inequality in mothers' protective carework as well as how inequalities are resisted, but may also be reproduced, through mothers' understandings and strategies. The benefits and challenges of… [Direct]

Mann, Linda; Pellegrino, Anthony; Russell, William B., III (2013). To Lift as We Climb: A Textbook Analysis of the Segregated School Experience. High School Journal, v96 n3 p209-231 Feb-Mar. In this paper we share findings of a textbook analysis in which we explored the treatment of segregated education in eight, widely-used secondary United States history and government textbooks. We positioned our findings within the historiography related to the African American school experience which challenges the notion that the lack of resources allocated to Black schools in many areas of the country necessarily equated to a substandard educational experience for Black children. In our analysis we found textbook coverage to be episodically robust, but generally lacking in sufficient context to promote students' recognition of the complexity and nuance of the development and disintegration of African American education. Using the [Direct]

Lui, Joyce (2013). Grades of the Not So Modeled: Asian American and Pacific Islander Transfer Students at Middle University. Community College Journal of Research and Practice, v37 n3 p205-215. The understanding of Asian-American and Pacific Islander (AAPI) students, beyond stereotypes, has been limited (Museus, 2009). Although literature on transfer students has grown, the limited research on AAPI transfer students is lacking. A more accurate portrayal of their academic progress needs to be examined. One of the ways to better understand academic progress will be to critically analyze transcripts of AAPI transfer students to better understand how they navigate through higher education. Utilizing Critical Race Theory, myth of the model minority, and transfer shock, this study will provide literature for educators to better understand the experiences and to better serve diverse students' needs. The purpose of this study was to describe the demographic and academic progress of AAPI transfer students at a large Midwest institution. Some of the results included that the graduation rates for AAPI students (native and transfer) were comparable to other students of color groups,… [Direct]

Matias, Cheryl E. (2013). Who You Callin' White?! A Critical Counter-Story on Colouring White Identity. Race, Ethnicity and Education, v16 n3 p291-315. This action research, which utilizes critical race theory's counter-storytelling, analyses a process of debunking White students' epistemology of ignorance in a history course at an urban public high school. After piloting a raced curriculum that deliberately re-centers marginalized counter-stories of students of colour, I document its impacts on White students' understanding of history. Ultimately, such a process problematizes White students' sense of identity. I employ the analytic tools of Whiteness as power to understand how White students responded to curriculum on race and racism. The analysis silences White dominant Discourse while activating counter-stories by modelling critical consciousness and "colourscence" for my students of colour. Further, I detail two specific responses made by White students in this study: (1) symbiotic transformation; and (2) active resistance. Regardless of the differences in responses, both are processes in debunking… [Direct]

Waterman, Stephanie J. (2013). Using Theory to Tell It Like It Is. Urban Review: Issues and Ideas in Public Education, v45 n3 p335-354 Sep. In this article a graduate level diversity course, "Diversity & Equity in Higher Education" that is based on Johnson's (2005) "Privilege, Power, and Difference," and Critical Race Theory (CRT) (Tate in "Rev Res Educ" 22:195-247, 1997) is described. Johnson's concepts, such as paths of least resistance, are explained, as well as CRT, and forms of multiculturalism. The course format, the instructor's philosophy toward this course, and course assignments are shared. Using the CRT analysis tool developed by former students of this course, an example from a student's paper is provided as an example of how to use the tool, and how theory is used to help students "see" injustice and oppression. Challenges, such as tackling a complex topic in one semester, are discussed and recommendations are made, such as extending the course for two semesters…. [Direct]

Kirkwood, Alisia Monique (2018). Maintaining One's Consciousness: An Exploratory Study of Upper-Level Black Community College Administrators as Racially Conscious Leaders. ProQuest LLC, Ed.D. Dissertation, California State University, Fullerton. The purpose of this study was to explore the experiences of Black community college administrators who have transitioned to upper-level management, while maintaining their own race consciousness. A race conscious mindset is defined as: (a) acknowledgement of racialized self as Black; (b) normative emphasis on racial group membership as part of overall self-concept; (c) a comprehensive understanding of racialized self within racial and social context; (d) an in-depth understanding of the complexities of racism and systemic oppression; and (e) proactive engagement in work aiming to disrupt institutional marginalization. This study also examined how Black administrators, who serve or have served as chancellor, vice-chancellor, president, or vice-president navigate leadership expectations of the California Community College system, while maintaining the saliency of their own consciousness. The following questions guided this exploratory study: 1. How do racially conscious Black community… [Direct]

Henry, Alethea (2018). Exploring Minority Teachers' Experiences Pertaining to Their Value in Education: A Single Case Study of Teachers in New York City. ProQuest LLC, Ed.D. Dissertation, Northcentral University. The lack of minority teachers in the United States is an ongoing problem, and the underrepresentation of minority teachers in the United States has been recognized as a symptom and a cause of racial injustice. The general problem is that minority K-12 teachers are under-represented in the United States. The specific problem that justifies the need for this study is the lack of minority teachers in urban K-12 school districts in the United States, and how minority teachers perceive their teaching practices because there is so few of them. The purpose of this qualitative exploratory single case study is to gain a clearer understanding of minority teachers' experiences concerning the under-representation of minority K-12 teachers in urban school districts in the United States. The two research questions that guided the study were what are minority teachers' perceptions concerning their under-representation of minority teachers in urban school districts? and what are minority teachers'… [Direct]

Roberts, Ruby Beatrice (2018). African-American Non-Traditional Female Community College Students' Experiences in, and Perceptions 0f, Developmental Education. ProQuest LLC, Ed.D. Dissertation, Northcentral University. Research indicates that African-American non-traditional female students often experience academic difficulties when they have a placement in developmental education programs and courses at community colleges. As a result, African-American non-traditional female students often drop these courses, leave college, and do not persist to degree attainment. There is a gap in the literature about the experiences and perceptions of African-American non-traditional female students enrolled in developmental education courses and the impact these courses have on their persistence to degree attainment. The purpose of this interpretative phenomenological qualitative study was to gain a deeper understanding of the experiences and perceptions of African-American female students, ages 25 to 55, enrolled in developmental education courses in community colleges, completed these courses, or who dropped these courses and the impact these courses have on their persistence to degree attainment. This study… [Direct]

Gil, Felix R. (2016). Latino Students Defining an Identity in an American Town. ProQuest LLC, Ed.D. Dissertation, University of Pennsylvania. Based on indicators of educational achievement in the United States, Latinos have lagged behind most other demographic groups. This study explored Latino students' social identity through a qualitative research design that privileged student voice as a vehicle to addressing educational disparities. The research design employed a phenomenological approach within the framework of practitioner research to explore students' constructions of identity in reference to school in one suburban community. Research has shown that students' experiences and sense of social identity can have significant impacts on academic performance (Aronson & Good, 2002; Moya, 2002; 2009; Steele & Aronson, 1995; Steele, Spencer, & Aronson, 2002). As a Latino school district leader who desires to improve practice by better understanding Latino students in a suburban school setting in which they have a minority presence, in this study I created a forum where students could speak to their experiences… [Direct]

Espinoza-Shanahan, Crystal C. (2016). Understanding Disadvantage among Medical School Applicants. ProQuest LLC, Ph.D. Dissertation, The University of Arizona. The United States is a nation of peoples with highly stratified degrees of healthcare access and coverage, including many individuals with none at all. Exacerbating the problem of widespread health disparities is a persistent shortage of physicians over recent decades. Of most urgency is the need for doctors within already underserved minority communities. Extant research demonstrates that a more racially diverse student body can effectively address the nation's physician shortage and gross health disparities. Yet, the pool of future physicians of color relative to the increasingly racially diverse U.S. population remains incongruent. For medical school admissions committees, this is a formidable challenge, made ever more difficult by legal affronts to affirmative action in postsecondary admissions. Accordingly, the "disadvantaged status" prompt was inserted into the U.S. medical school application as a race-neutral mechanism with potential to help cull a more racially… [Direct]

Kempf, Arlo (2022). Toward Deeper Unconscious Racial Bias Work in Education. Teachers College Record, v124 n11 p3-29 Nov. Background/Context: Unconscious racial bias (URB) can be a pernicious form of racism. In light of increased awareness of and research on the subject, URB work has become a key focus of equity work in health care, education, and corporate contexts as part of broader calls for racial justice. In Canada, targeting URB in education has become a policy priority at the national, provincial, and school board levels. The role of individual and organizational URB is now widely recognized in policy as central to equitable outcomes in schooling; however, research is limited on how to engage these forms of racism in educational contexts. Prevailing approaches to URB work in schools often include truncated one-off workshops, which leave unaddressed the connections between the individual racial biases, and the operations of white supremacy and racism at the institutional, systemic, and structural levels. Purpose/Objective/Research Question/Focus of Study: While URB is increasingly well-understood… [Direct]

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

Brooks, Wanda (2009). An Author as a Counter-Storyteller: Applying Critical Race Theory to a \Coretta Scott King Award Book\. Children's Literature in Education, v40 n1 p33-45 Mar. This article analyzes the 2002 Coretta Scott King Award book by Mildred Taylor entitled \The Land\. The novel and its author are situated within a tradition of historical fiction written by and about African Americans. I then offer an analysis that utilizes Critical Race Theory as an interpretive tool for examining the ways Taylor embeds meanings of land ownership into the novel. In particular the following themes emerged: (1) inspiration and adoration, (2) entitlement and privilege, and (3) freedom and security. The conclusion addresses the importance of applying Critical Race Theory to literary studies as well as identifying ways to purposefully incorporate African American young adult historical fiction within today's classrooms…. [Direct]