III Henry C. McCain (2021). Academic Resilience, Student Engagement, and Academic Achievement among Black Male Undergraduates at Predominantly White Institutions. ProQuest LLC, Ph.D. Dissertation, Western Michigan University. The proportion of Black men enrolled in college is representative of the Black male population in the U.S. (Toldson, 2019). However, an investigation of the 2010 college entry cohort of Black men showed that only 34% graduate within six years (National Center for Education Statistics; NCES, 2019). The disparity in Black male graduation rate is clearer when compared to other races such as White men (61%), Hispanic men (50%), and Asian men (70%) (NCES, 2019). Within-group disparities also exist in that Black women graduate at a rate of 44% (NCES, 2019). Much of the literature on Black undergraduates has been conducted at predominantly White institutions (PWIs) and has shown a pattern of Black male underachievement (Harper, 2015). These studies examined deficit-informed factors such as hostile racial climate (Carter, 2008; Flowers, 2004), racism (Harper, 2007, 2015; Singer, 2005), microaggressions (Sue et al., 2007), and lack of institutional support (Hotchkins & Dancy, 2015) to… [Direct]

Nazemi, Mahtab (2017). Racialized Narratives of Female Students of Color: Learning Mathematics in a Neoliberal Context. ProQuest LLC, Ph.D. Dissertation, University of Washington. There is a growing body of scholarship in mathematics education that has attended to the salience of race in mathematics teaching and learning. However, in the context of secondary classrooms with equity-oriented instruction, we know little about race and processes of racialization, and even less from the perspectives of students of color and in their own words about their identities and experiences. The purpose of this qualitative study was to better understand the ways in which the mathematical experiences of female students of color are racialized and shaped by neoliberalism, even in the context of a classroom that reflected equity-oriented instruction and was organized to support students' academic identities and mathematics learning. I drew on sociocultural theory of learning and critical race theory to center and privilege the racialized narratives of six female students of color who were enrolled in an AP Statistics classroom and characterized by high-quality implementation of… [Direct]

Urbina, Martin Guevara; Wright, Claudia Rodriguez (2015). Latino Access to Higher Education: Ethnic Realities and New Directions for the Twenty-First Century. Charles C. Thomas, Publisher, Ltd While the black and white racial experience has been delineated over the years, the ethnic realities of Latinos have received minimal attention. Therefore, with Latinos projected as the upcoming U.S. population majority, the central goal of this book is to document the Latino experience in the world of academia, focusing primarily, but not exclusively, on first generation Latino students in higher education, delineating the dynamics of the educational journey, while situating their experiences within the ethnic community, the overall American society, and the international community. The text focuses on (1) ethnic realities including Latino student access to higher education, retention, graduation rates, and career success; (2) analysis of historic trends; (3) extensive review of prior empirical studies; (4) a holistic portrayal of education in the U.S.; (5) a qualitative study conducted in an institution of higher education in Texas, placing the stories of participating Latino… [Direct]

Gutierrez, Rochelle (2013). The Sociopolitical Turn in Mathematics Education. Journal for Research in Mathematics Education, v44 n1 p37-68 Jan. Over the past decade, the mathematics education research community has incorporated more sociocultural perspectives into its ways of understanding and examining teaching and learning. However, researchers who have a long history of addressing anti-racism and social justice issues in mathematics have moved beyond this sociocultural view to espouse sociopolitical concepts and theories, highlighting identity and power at play. This article highlights some promising conceptual tools from critical theory and post-structuralism and makes an argument for why taking the sociopolitical turn is important for both researchers and practitioners. (Contains 17 footnotes.)… [Direct]

Gaither, Milton, Ed. (2016). The Wiley Handbook of Home Education. John Wiley & Sons, Inc "The Wiley Handbook of Home Education" is a comprehensive collection of the latest scholarship in all aspects of home education in the United States and abroad. This book presents the latest findings on academic achievement of home-schooled children, issues of socialization, and legal argumentation about home-schooling and government regulation. A truly global perspective on home education, this handbook includes the disparate work of scholars outside of the U.S. Typically understudied topics are addressed, such as the emotional lives of home educating mothers and the impact of home education on young adults. Writing is accessible to students, scholars, educators, and anyone interested in home schooling issues. Following an introduction by Milton Gaither, this book contains the following chapters: (1) The History of Homeschooling (Milton Gaither); (2) Using Survey Data Sets to Study Homeschooling (Eric Isenberg); (3) Legal Issues in Homeschooling (Antony Barone Kolenc); (4)… [Direct]

Cabrera, Nolan L. (2011). Using a Sequential Exploratory Mixed-Method Design to Examine Racial Hyperprivilege in Higher Education. New Directions for Institutional Research, n151 p77-91 Fall. Immediately after the election of a person of color to the presidency, the idea of being \postracial\ seeped into the national media, essentially claiming that racism was over. According to this author, however, the United States is far from a \postracial\ society. He contends that systemic racism continues to inequitably stratify society in favor of white people at the expense of people of color, and that this system of racial inequality is called white supremacy. Institutions of higher education within a white supremacist structure are not simply neutral arbiters; rather they serve as means of both reinforcing and sometimes challenging systemic racism. Racial ideologies are a central component of racial stratification; however, both higher education and institutional researchers have spent little time examining how college affects students' racial ideology development. This article describes an intersectionality, sequential exploratory, mixed-methods inquiry into racial ideology… [Direct]

Closson, Rosemary B. (2010). Critical Race Theory and Adult Education. Adult Education Quarterly: A Journal of Research and Theory, v60 n3 p261-283. Critical race theory (CRT) was developed to examine the persistence of racism. This literature review attempts to understand CRT as it has been applied in related fields such as higher education and possible reasons for its limited application in adult education theorizing about race and racism. This analysis of CRT is framed against a backdrop of the evolution of an adult education discourse on race and racism over several decades and distinguishes CRT from other racial theories that have been used in the field. CRT tenets are discussed using examples that demonstrate how CRT reveals areas of racism left untouched by other forms of theorizing. The author provides a critique of CRT, caveats for those adult educators who might choose to use it, and examples of areas within the field of adult education that might benefit from a CRT lens…. [Direct]

Ndimande, Bekisizwe S. (2012). Race and Resources: Black Parents' Perspectives on Post-Apartheid South African Schools. Race, Ethnicity and Education, v15 n4 p525-544. The dismantling of apartheid in 1994 brought an array of democratic changes in South Africa, including changes in curriculum and educational policies. One of the most momentous changes was the desegregation of public schools. While this was significant in South African education politics, it presented some educational challenges, especially to Black and poor children in the township neighborhoods. This article examines Black parents' perceptions of two major challenges that threaten education transformation in this new democracy: racism in formerly White-only schools and insufficient resources in township schools. It draws on an in-depth qualitative study with the parents of Black students, examining their "common sense" about the desegregated public schools. Based on the findings, I make a claim that parents have clear and informed opinions about the education of their children. They are aware of the lack of resources in township schools and of racism in formerly… [Direct]

Meyer, Lois M. (2016). Teaching Our Own Babies: Teachers' Life Journeys into Community-Based Initial Education in Indigenous Oaxaca, Mexico. Global Education Review, v3 n1 p5-26. In an era when U.S. and Mexican teachers are valued more for their academic achievements than their community-based knowledge and local/ethnic identity (e.g. Teach for America, or its off-shoot, Teach for Mexico), this study provides initial results of a one-year (2011-2012) intensive professional development experience (called a "diplomado") for 35 indigenous teachers of Initial Education who are "teaching their own babies" in marginalized communities of Oaxaca, Mexico, as documented in portfolios of written and photographic evidence produced by the teachers as their final diplomado product. The goal was to enrich these local teachers' background knowledge and equip them with research skills to investigate and honor the communal practices, governance, and perspectives (known as "comunalidad") of the rural indigenous communities where they teach, in order to generate an authentic, community-based approach to Initial Education for pregnant mothers, babies… [PDF]

Cristina Camarena-Prieto (2021). Exploring Resiliency among Former Foster Youth in Higher Education. ProQuest LLC, Ed.D. Dissertation, University of California, Los Angeles. This study explores resiliency among former foster youth enrolled in four-year universities and seeks to understand what makes this unique population resilient enough to achieve and maintain academic success despite remaining underserved and largely absent from educational discourse (Johnson, 2020). The qualitative approach of this study involved a preliminary screening demographic questionnaire and choosing 11 diverse students/youth formerly in foster care (YFFC) currently enrolled in campus support programs at three selective California 4-year institutions. Sample selection considered these important elements: students who (1.) identify as foster youth, (2.) are enrolled in their third year of college or beyond, including graduate school (3.) have a current GPA of 3.0 or higher, and (4.) have received one or more forms of support from college campus programs designed to help foster youth. Both recruitment efforts and data collection were done remotely due to pandemic restrictions…. [Direct]

Durham-Barnes, Joanna E. (2015). Engaging Preservice Teachers in Critical Dialogues on Race. SAGE Open, v5 n1 Mar. Rarely do White, middle-class Americans, the population from which most teachers are drawn, have the opportunity to consider themselves as racialized beings. Although personal experience is usually the best teacher, our increasingly homogeneous teaching population oftentimes lacks experience with diversity, and schools of education often struggle to find appropriate and meaningful diverse field experiences for their teacher candidates. This study uses a documentary in an attempt to provoke thoughtful conversations about race and racism in the United States among the mostly White teacher candidates. The study identifies racial themes that emerge from the conversations, explores the ways the groups' racial diversity alters conversations on race, and explores how the race of the group's facilitator may affect the conversations. The study suggested that racially diverse groups are more likely to explore greater numbers of racial themes and engage each other more deeply through polite… [Direct]

Boisen, Laura A.; Rodenborg, Nancy A. (2013). Aversive Racism and Intergroup Contact Theories: Cultural Competence in a Segregated World. Journal of Social Work Education, v49 n4 p564-579. The United States remains highly segregated, and social work students are likely to live and work in segregated contexts. What implications does this have for their cultural competence? Does segregation affect social workers' ability to serve diverse clients without bias? This article reviews two social psychology theories, aversive racism and intergroup contact, for use by social work educators. Together, these theories suggest both the likelihood of social worker prejudice within a context of segregation and an evidence-based method for improvement. The article concludes by offering strategies for incorporating both theories in cultural competence education…. [Direct]

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]

Whitt, Matt S. (2016). Other People's Problems: Student Distancing, Epistemic Responsibility, and Injustice. Studies in Philosophy and Education, v35 n5 p427-444 Sep. In classes that examine entrenched injustices like sexism or racism, students sometimes use "distancing strategies" to dissociate themselves from the injustice being studied. Education researchers argue that distancing is a mechanism through which students, especially students of apparent privilege, deny their complicity in systemic injustice. While I am sympathetic to this analysis, I argue that there is much at stake in student distancing that the current literature fails to recognize. On my view, distancing perpetuates socially sanctioned forms of ignorance and unknowing, through which students misrecognize not only their complicity in injustice, but also the ways that injustice shapes the world, their lives, and their knowledge. Thus, distancing is pedagogically problematic because it prevents students from understanding important social facts, and because it prevents them from engaging with perspectives, analyses, and testimonies that might beneficially challenge their… [Direct]

Tarasi, Philip J. (2016). An Exploration of the Experiences of LGBTQ International Students: The Case of the University of Pittsburgh. ProQuest LLC, Ed.D. Dissertation, University of Pittsburgh. This doctoral dissertation aimed to explore the unique experiences of a very specific, yet quite diverse segment of the student body population in higher education: International students who also identify as Lesbian, Gay, Bisexual, Transgender, and Queer or Questioning (LGBTQ). The experiences of this subset of the student population have not been extensively examined in scholarly research (Rankin, 2006). Oba and Pope (2013) indicate that these students might confront many difficulties in their academic and personal lives on American campuses as they grapple with factors related to their multiple identities. In light of these findings, this dissertation strove to explore the experiences of these students on one college campus in a city in the United States, the University of Pittsburgh. Sixty-nine students completed a survey which was created specifically for this study. Thirteen of the survey respondents also participated in individual interviews. Results indicated that students'… [Direct]

Malagon, Maria C. (2010). All the Losers Go There: Challenging the Deficit Educational Discourse of Chicano Racialized Masculinity in a Continuation High School. Educational Foundations, v24 n1-2 p59-76 Win-Spr. This article locates the Chicano racialized male body within the education discourse surrounding research and practice. In order to more appropriately understand the experiences of Chicano youth, the author draws from critical race theory (CRT) and Latina/o critical race theory (LatCrit) in education as well as Chicana feminist epistemologies to more specifically examine the racialized and gendered experiences of Chicano male students. A critical examination that interrogates Eurocentric epistemologies works at deconstructing the racialized and gendered discourses inscripted upon these young bodies. In order to illuminate these experiences, the author draws from participatory research and extensive oral history interviews that examine the educational trajectories of Chicano male high school students in a California continuation high school. She places these narratives within a historical context that takes into consideration the pathological marginalization of these Students of… [PDF] [Direct]

Poon, Oi Yan Anita (2010). "More Complicated than a Numbers Game": A Critical Race Theory Examination of Asian Americans and Campus Racial Climate. ProQuest LLC, Ph.D. Dissertation, University of California, Los Angeles. In the Grutter and Gratz Supreme Court decision, proponents of affirmative action claimed that a critical mass of minority students could effectively counter racial marginalization often experienced by students of color due to their racial status. On some campuses, Asian Americans as a pan-ethnic population enjoy a critical mass in undergraduate enrollments, and therefore present an opportunity for scholars to explore the relationship between critical mass, racial marginalization, and racial power within campus racial climate. Using UCLA as a case study of a campus environment with a critical mass of Asian Americans and controversies over racial disparities in college access, I conducted in-depth interviews of 25 randomly selected Asian American UCLA undergraduates, who represent a diversity of ethnicities, genders, academic majors, and socio-economic class. My dissertation explores ways in which Asian American college students continue to be racially marginalized, based on their… [Direct]

McKay, Cassandra L. (2010). Community Education and Critical Race Praxis: The Power of Voice. Educational Foundations, v24 n1-2 p25-38 Win-Spr. Critical pedagogy is an instructional approach to teaching that employs a theoretical framework by which social injustices are critiqued. This type of pedagogy encourages the learner to critique obstructions to the learner's full participation in society, and encourages critical collective action, through the engagement of the learner's experiential knowledge and social agency. Critical pedagogy, however, falls flat in addressing racially oppressive practices due to its shortsightedness on the intersectionality of race and class. In response to this shortsightedness, Critical Race Theory emerged to address specific social, political, educational, and economic concerns of race. When critical pedagogy and critical race theory (CRT) act in concert, adult education gives stage to the voice of the learner. The use of "voice" in education research is critical; conveying personal thoughts, feelings, desires and politics. It engages the reader to infer his or her own… [PDF] [Direct]

Adair, Jennifer Keys (2014). Examining Whiteness as an Obstacle to Positively Approaching Immigrant Families in US Early Childhood Educational Settings. Race, Ethnicity and Education, v17 n5 p643-666. This article examines whiteness at the intersection of immigration and early childhood education as it was made visible during interviews with 50 preschool teachers in five US cities as part of the Children Crossing Borders (CCB) study. Findings show whiteness acting not only as a construct of privilege but also as an idea that manifests itself in ways that affect schooling, even in early educational settings like preschool. Whiteness is made visible through a combination of multivocal ethnographic methodology, Critical Race Theory (CRT), and post-structural analytical tools all used within a comparative framework to understand whiteness from the perspective of white teachers responding to newly arrived immigrant families and subsequently from the counterexamples of immigrant teachers working in cities with longer histories of immigration. Findings suggest that the logic of whiteness used to respond to immigrant families includes blaming them, distancing from them and charging them… [Direct]

Diggles, Kimberly (2014). Addressing Racial Awareness and Color-Blindness in Higher Education. New Directions for Teaching and Learning, n140 p31-44 Win. Racial awareness is a critical foundation to racial sensitivity, and it is a necessity for future professionals who want to be prepared to succeed in an increasingly diverse society. Several factors have been shown to influence racial awareness in professionals including their own race, their personal experience with racism, and the amount/quality of training they receive on the topic of race. Institutions of higher education that pride themselves on preparing students to work in a global and diverse market should make a purposeful effort to teach students how to address issues related to race and racism. This chapter offers recommendations for how to transform traditional programs into programs with a focus on antiracism using a Critical Race Theory paradigm. For example, curricula should be designed to challenge students to focus on their personal experiences of racism and racial identity rather than simply studying others'. Student resistance can be minimized by recruiting… [Direct]

Burkhard, Tanja, Ed.; Kinloch, Valerie, Ed.; Penn, Carlotta, Ed. (2019). Race, Justice, and Activism in Literacy Instruction. Language and Literacy Series. Teachers College Press This volume brings together respected scholars to examine the intersections of race, justice, and activism in direct relation to the teaching and learning of critical literacy. The authors focus on literacy praxis that reflect how students–with the loving, critical support of teachers and teacher educators–engage in resistance work and collaborate for social change. Each chapter theorizes how students and adults initiate and/or participate in important justice work, how their engagements are situated within a critical literacy lens, and what their engagements look like in schools and communities. The authors also explore the importance of this work in the context of current sociopolitical developments, including police shootings, deportations, and persistent educational inequities. Book Features: (1) The most recent work of both emerging and well-known literacy and social justice scholars; (2) Examples of student activism across multiple geographic contexts in the United States;… [Direct]

Cannella, Gaile S., Ed.; Steinberg, Shirley R., Ed. (2012). Critical Qualitative Research Reader. Critical Qualitative Research. Volume 2. Peter Lang New York This volume of transformed research utilizes an activist approach to examine the notion that nothing is apolitical. Research projects themselves are critically examined for power orientations, even as they are used to address curricular problems and educational or societal issues. Philosophical perspectives that have facilitated an understanding of issues of power are used to conceptualize research problems as well as determine methodologies. These life-experience perspectives include, but are not limited to, postcolonial and subaltern studies, feminisms, poststructuralism, cultural studies, and critical race theory. The book also examines the use of language, discourse practices, and power relations that prevent more socially just transformations. The "Critical Qualitative Research Reader" is an invaluable text for undergraduate and graduate classrooms as well as an important volume for researchers…. [Direct]

Donaldson, Morgaen L.; Irizarry, Jason (2012). Teach for America: The Latinization of U.S. Schools and the Critical Shortage of Latina/o Teachers. American Educational Research Journal, v49 n1 p155-194 Feb. Motivated by shifting demographics and the persistently low academic performance of Latinas/os in U.S. schools, the authors examine factors that influence the recruitment and retention of Latina/o teachers. Applying Latina/o critical race theory and cross-case analysis to data collected from three groups of Latinas/os at distinct points in the teacher pipeline–high school students, undergraduate preservice teachers, and inservice teachers–the authors conclude that the perspectives and experiences of Latinas/os differ significantly from the dominant narrative on teacher recruitment and retention, which is largely defined by White teachers' career histories. The findings of this study serve as an important race- and culture-conscious counternarrative that can inform efforts to systematically diversify the teaching profession. (Contains 8 notes and 3 tables.)… [Direct]

Brogden, Lace Marie (2012). CRT Rewind: Teaching toward (the Elusive) Social Justice. Alberta Journal of Educational Research, v58 n2 p246-262 Sum. The key event around which this paper is built is the 2010 absolute discharge granted to Eric Tillman, a former (and current) Canadian Football League executive, who pleaded guilty to a sexual assault charge involving a teenage girl in Regina, Saskatchewan, Canada (Pruden, 2010). Drawing on critical race theory as applied to pedagogical spaces (Knaus, 2009; Earick, 2009), it offers a reverse chronology, autoethnographic response to the ruling in the Tillman case, as well as to "public" discourse produced by, and informing, the case itself. Combining autoethnographic reflections and a bricolage of artifacts, it interrogates (im)possibilities of teaching toward social justice with/in pejoratively gendered and racialized social spaces such as those of the Canadian Prairies and offers pedagogical possibilities for speaking to disrupt…. [Direct]

Flowers, Theresa Danielle (2017). Pathways to Success: Black Women's Perspectives on Successfully Completing Doctoral Education. ProQuest LLC, Ph.D. Dissertation, Adelphi University. Schools of social work are facing a challenge of a lack of social workers with a doctorate to fill faculty positions expected to open due to faculty retiring. There is also a need for more ethnic diversity among social work faculty and schools are struggling to recruit and retain more faculty. This qualitative study used phenomenological methods to explore the factors that 20 Black women attribute to earning their doctorate degree in social work. It used Tinto's theory of graduate persistence, critical race theory, and Black feminist thought to contextualize the findings. All of the participants were first generational doctoral students. Two factors motivated them to earn their doctorates (1) influence of family, friends and mentors and (2) their desire to help others. Findings also revealed that participants encountered a number of internal and external obstacles during their studies. While these obstacles delayed many of the women, they did not stop them. The women perceived these… [Direct]

Mitchell, Kara (2010). Systemic Inequities in the Policy and Practice of Educating Secondary Bilingual Learners and Their Teachers: A Critical Race Theory Analysis. ProQuest LLC, Ph.D. Dissertation, Boston College. In 2002, voters in Massachusetts passed a referendum, commonly referred to as "Question 2," requiring that, "All children in Massachusetts public schools shall be taught English by being taught in English and all children shall be placed in English language classrooms" (M.G.L.c.71A section 4). This dissertation investigates the system of education for secondary bilingual learners and their teachers resulting from the passage of Question 2 by examining assumptions and ideologies about race, culture, and language across policy and practice. Drawing on critical race theory (CRT) and the construct of majoritarian stories, two distinct and complimentary analyses were conducted: a critical policy analysis of state level laws, regulations, and policy tools, and a critically conscious longitudinal case study of one teacher candidate who was prepared to work with bilingual learners and then taught bilingual learners during her first three years of teaching. The critical… [Direct]

Barney, Katelyn; Mackinlay, Elizabeth (2014). Unknown and Unknowing Possibilities: Transformative Learning, Social Justice, and Decolonising Pedagogy in Indigenous Australian Studies. Journal of Transformative Education, v12 n1 p54-73 Jan. For tertiary educators in Indigenous Australian Studies, decolonising discourse in education has held much promise to make space for the diversity of Indigenous Australian peoples to be included, accessed, understood, discussed, and engaged with in meaningful ways. However, Tuck and Yang provide us with the stark reminder that decolonisation requires the return of Indigenous lands and does not equate to social justice. In this article, we take up Tuck and Yang's concerns about decolonisation discourse into the terrain of transformative learning and pedagogical practice in Indigenous Australian Studies. We first position ourselves personally, professionally, and politically as non-Indigenous educators in the context of Indigenous Australian Studies in higher education and introduce the transformative learning environment of Political, Embodied, Active, and Reflective Learning (PEARL) in which we are currently involved. We then explore in more detail PEARL's relationship to critical… [Direct]

Ahmad Rashad Slade (2020). The Experiences of Black Students in High School Credit Recovery Programs. ProQuest LLC, Ed.D. Dissertation, The University of North Carolina at Greensboro. Credit recovery programs utilize an asynchronous online learning platform that is designed for students who are repeating a course they failed in a traditional classroom setting. Although there is a limited body of literature on credit recovery programs, credit recovery is increasingly being used in districts across the country to meet the needs of students who lack the required number of credits to graduate (Viano, 2018). The credit recovery programs researched in this study are designed for students to demonstrate that they have mastered sufficient content in a course in order to earn graduation credit. This instructional approach allowed students to work through course content at their own pace and enabled them to earn course credit in a reduced period of time. In this qualitative study, I capture the experiences of Black students enrolled in credit recovery programs. I sought to answer the following research questions: (a) What are Black students' experiences in credit recovery… [Direct]

Chochezi, Victoire S. (2013). Diversifying California's Community College Leadership: What's Race Got to Do with It? A Qualitative Multiple Case Study. ProQuest LLC, Ed.D. Dissertation, Drexel University. This qualitative multiple case study examined diversity perceptions of California community college senior leaders and sought to provide insights into how a senior leader's view of diversity concepts influences their actions in succession planning and selection of leaders and faculty. An in-depth qualitative analysis of participant interviews and researcher observations led to initial themes, subsequent findings, and conclusions. Critical Race Theory (CRT) was applied to further analyze the data. Congruence among the leader perceptions and the types of conscious or unconscious issues related to race and equity were critiqued through this lens and counter stories became evident. Three research questions guided this study: *How do community college leaders conceptualize diversity? *What evidence exists that community college leaders share meaning when creating and reviewing strategic plans and succession plans and when implementing diversity initiatives on their campus? *How might… [Direct]

Jones, Jamill Ray (2013). Her Story: A Qualitative Study of the Journey of the African American Woman Superintendent. ProQuest LLC, Ed.D. Dissertation, The George Washington University. The superintendency is the most male-dominated position in education (Alston, 2000; Brunner, 2000). Although statistical data reveal the disproportion between males and women in superintendent positions, the data also report a greater discrepancy in the number of African American women who have obtained superintendent positions. This qualitative study examined how race and gender affect African American women in the role of superintendent. The study was conducted through the use of 14 semistructured interviews with African American women superintendents in Mid-Atlantic states. Critical race theory, Black feminist thought, and tempered radicalism, in conjunction with in-depth, self-in-relationship interviews, were utilized to determine how race and gender impact African American women aspirants to the superintendency and how those factors lead to their appointment to that position. The findings from this study determined that African American women make meaning of their role and… [Direct]

Garcia, Lorenzo F. (2015). Documenting Experiences of Gay Latinos in Higher Education Using "Testimonio". ProQuest LLC, Ed.D. Dissertation, University of San Francisco. This qualitative study focuses on the stories of six self-Identified Gay Latinos in a higher education. The participant's stories are documented using "Testimonio." The six men were uniquely situated to give their "testimonios" about their campus experiences of seeking support in that they were the narrators of the experiences. Key findings indicated a pipeline of support which began with supportive families. Multidimensional identity was well defined by the participants as understanding of being both Latino and Gay. The participants, while exploring campus spaces for support, found themselves navigating through one identity or the other resulting in a process of "selective identity." Ultimately, the participants made decisions about safe-supportive spaces based on how they identity. Certain spaces such as LGBTQ resources did not meet their multidimensional needs. All participants found support with one or more campus resource from which they could… [Direct]

Allen, Eva J. (2017). Cultural Care and Inviting Practices: Building Relationships in an Urban Elementary School. Teacher Perspectives in Forming Positive Teacher-Student Relationships Based on Care and Equity. ProQuest LLC, Ed.D. Dissertation, Duquesne University. This dissertation in practice investigates teacher perceptions of the influence of cultural care and invitational education (IE) on the formation of a positive teacher-student relationship with students of color in an urban elementary school. Cultural care is a theory of practice that utilizes a social-emotional approach for school improvement and to promote positive student outcomes. It is defined as a verbal or nonverbal gesture that displays a genuine interest in another person's social, emotional, mental, and physical well-being; simultaneously recognizing and acknowledging race and culture as a vital part of a person's identity. Cultural care must include respecting, valuing, and embracing culture from a value- and strengths-based perspective. Conducted through qualitative participatory action research, this study examined teacher practices and perceptions in order to evaluate the influence of cultural care. The study utilizes elements of the theoretical frameworks of IE,… [Direct]

Murrell, Mariah S. (2017). Black World Language Instructors in Higher Education: Social Justice-Based Perspectives and Pedagogies. ProQuest LLC, D.E. Dissertation, The University of North Carolina at Chapel Hill. The field of world language education is one that has historically been dominated by traditional pedagogical practices and perspectives that limit the opportunity for rich, critical examination of course content. This often leaves much to be desired in students' learning experiences for many students, and frequently causes students of color to feel alienated from the language learning process. There has been a recent shift within the field in which social justice pedagogies are utilized by educators in an effort to create more meaningful learning experiences for students. This study explores the former learning experiences of three Black, post-secondary Spanish instructors and examines their pedagogical practices as they explore social justice-based phenomena and question and challenge systems of inequity and injustice with their students through use of the target language. The pedagogies implemented within the classrooms are based on the educators' own perceptions of what it means… [Direct]

Pitts, Deirdre Gernell (2017). The Academic Search: Unconscious Bias and Its Impact on the Recruitment and Evaluation of Faculty Candidates. ProQuest LLC, Ph.D. Dissertation, Oakland University. In this study, I examined the academic search process and the role that unconscious bias plays in the evaluation and recruitment of faculty candidates. The academic search process and participants' beliefs, values, and attitudes regarding how they evaluated faculty candidates and made decisions regarding shortlist placement were examined. I used a descriptive exploratory design employing a mixed method methodology. Data were collected from an online survey extended to 3,978 participants. The survey was administered to sociologists across the United States who had served on an academic search committee. I examined the attributes that were important to search committee members when evaluating or ranking candidates for shortlist placement, investigated search committee members' awareness of their propensity to express subtle bias behavior against African American faculty candidates, and analyzed responses to open-ended questions that were designed to examine personal search committee… [Direct]

Burton-Douglas, Elana T. (2017). Teacher Perception of the Role of Race and Culture in Special Education Referrals for African-American Males at an Urban Elementary/Middle School. ProQuest LLC, Ed.D. Dissertation, Morgan State University. Disproportionality in special education identification has been long debated by researchers and scholars in the field of education, yet understanding of this phenomenon remains limited (Sullivan & Bal, 2013). Racial, gender, and cultural biases are integral aspects of the special education process, especially for African-American males (Harry & Anderson, 1995; Fiedler, Chiang, Haren, Jorgensen, Halberg, & Borsen, 2008). African-American males have been overrepresented in special education for decades. Cultural mismatch, unexamined biases and assumptions, and stereotypes of African-Americans contribute to the high rate of special education referrals for African-American males. The purpose of this qualitative case study is to determine if teacher perception of race and culture plays a role in the referral of African-American male students to special education. Qualitative research methods, specifically case study research methods, were used to gather data for this study. A… [Direct]

Barkley, Heather A.; Hughes-Hassell, Sandra; Koehler, Elizabeth (2009). Promoting Equity in Children's Literacy Instruction: Using a Critical Race Theory Framework to Examine Transitional Books. School Library Media Research, v12. The purpose of this study was to examine books that support transitional readers to determine the representation of people of color. The findings were analyzed using critical race theory (CRT), a theoretical framework that places race at the center of educational research and discourse. The results indicate that despite the increasing ethnic and racial diversity in the United States, children of color are rare in transitional books. Even rarer are authors of color. The authors conclude that this lack of representation of people of color in transitional books is a subtle form of racism that denies children of color the kinds of resources research suggests they need to become motivated, engaged, and proficient readers. In the tradition of CRT, the article closes by offering nine strategies school librarians can employ to promote equity in literacy instruction for children of color. (Contains 4 tables and 1 figure.)… [PDF]

Ladson-Billings, Gloria (2009). \Who You Callin' Nappy-Headed?\ A Critical Race Theory Look at the Construction of Black Women. Race, Ethnicity and Education, v12 n1 p87-99 Mar. The spring 2007 furor over New York City syndicated radio personality Don Imus' racist and demeaning characterization of a group of African American women on a college basketball team set off a firestorm of debate and discussion throughout US media. However, little of this discussion focused on the broader constructions of Black women as unattractive, undesirable, and morally suspect. These constructions from popular culture find their way into education when Black women as teachers and mothers continue to face a separate and different set of standards about what it means to be a good teacher and/or a good mother. This paper uses a set of films about teaching and teachers as \texts\ that define and re-define what it means to be a teacher or a mother and explores the implications of these constructions for teaching and teacher education through a critical race theory perspective. (Contains 11 notes.)… [Direct]

Torre, Maria Elena (2009). Participatory Action Research and Critical Race Theory: Fueling Spaces for "Nos-Otras" to Research. Urban Review: Issues and Ideas in Public Education, v41 n1 p106-120 Mar. Drawing on the intersections of a justice oriented participatory action research and critical race theory, this essay explores the possibilities for research embedded in the theoretical, ethical and methodological overlaps between the two. Using the Echoes project as a case study, a participatory collective of intentionally diverse youth from New York and New Jersey brought together in the long shadow of Brown, to document and perform educational injustice in their schools, the essay asks social scientists what it means to engage research that takes seriously the idea of mutual implication, or what Anzaldua (Borderlands/La Frontera, The New Mestiza, 1999) calls nos-otras–whereby research is designed to seek knowledge at the nexus of everyday lived experience and intricate social systems; to ask questions that allow individuals to hold multiple, even opposing, identities; to provoke analyses that requires historical re-memory; to destabilize naturalized power hierarchies. Research… [Direct]

Sampson, Kristin Morgan (2018). African-American Female Students and STEM: Principals' Leadership Perspectives. ProQuest LLC, Ed.D. Dissertation, The George Washington University. As the U.S. becomes more diverse, school leaders, major corporations, and areas of national defense continue to investigate science, technology, engineering and math (STEM) education issues. African-American female students have historically been underrepresented in STEM fields, yet educational leadership research, examining this population is limited. The purpose of this qualitative study was to explore how principals support African-American female students in schools with a STEM program. The Critical Race Theory (CRT) was used as a theoretical framework to highlight the inadequacies to support educational inequalities. The application of the CRT in this study is due to the embedded inequality practices within the educational system, that have resulted in the underrepresentation of African-American female students in STEM. To complement CRT, the transformative leadership model was also utilized to examine the emancipatory leadership practices principals utilized. These theories… [Direct]

Antony Farag (2020). Structured Whiteness: A Study of Social Studies Teachers Who Teach in Predominantly-White Public School Districts. ProQuest LLC, Ed.D. Dissertation, Rutgers The State University of New Jersey, School of Graduate Studies. Critical Race Theory (CRT) is a powerful and insightful theoretical framework that examines the way race plays a role in American society and, by extension, its education system. However, much of the empirical work framed by CRT is qualitative and explores the way race plays a role in the educational experiences of marginalized students and/or is used to prepare white teachers to educate marginalized students. This study sought to use quantitative methodology framed by CRT to study teachers who teach in predominantly-white districts, examine their critical multicultural educational competencies, their critical consciousness, and finally their knowledge of CRT and comfort level with its basic premises. As the one of the basic premises of CRT posits that "racism is normal in American society" (Ladson-Billings, 1998), it therefore becomes crucial to employ CRT as a framework to study predominantly white districts as well as districts populated by marginalized students. The… [Direct]

Benally, Darryl H. (2013). Identifying Educational Motivation Factors and Barriers for Native American Males Making the Secondary to Postsecondary Transition. ProQuest LLC, Ed.D. Dissertation, New Mexico State University. This qualitative study examined the motivating factors and barriers of Native American male students acquiring postsecondary education. This study sought to understand the similarities and differences between motivating factors and barriers as they corresponded to their decisions to attend or not attend college. Further, key issues regarding the motivating factors and barriers for attending and completing college were examined. The major motivational factors were support and encouragement from family. The primary barriers were lack of funding and transportation. From a Tribal Critical Race Theory perspective, this study brought to the educational leadership field the structural inequalities related to programmatic and leadership in secondary and higher education institutions for Native American males. Findings suggested programs need to be developed assisting Native American men to make a successful transition from high school to college. [The dissertation citations contained here… [Direct]

Koo, Sarai; Nishimura, Trisha S. (2013). Minority within a Minority Paradox: Asian Experiences in Latino Schools & Communities. Multicultural Education, v20 n2 p17-26 Win. Drawing on Critical Race Theory (CRT), the authors report on narratives of education collected from three young Asian women living in and attending a predominately Latina/o community and school. The authors explored how Asians and Latina/o groups intersect in a majority minority community. Specifically, they sought to understand: (1) How young Asian women positioned themselves with respect to their Latina/o peers; and (2) How race, culture, and stereotypes impacted the friendships they were able to develop, the ways they perceived themselves and their Latina/o peers, and the specific nuances that this minority-within- a- minority context provided. The purpose of the research was to understand the complexities of minority students living and attending school in a predominantly minority community that is ethnically different from those students. The findings focus on four concepts: minority-to-minority racialized experiences, the bell curve demystified, friendship formation, and where… [PDF]

Chaudhri, Amina; Teale, William H. (2013). Stories of Multiracial Experiences in Literature for Children, Ages 9-14. Children's Literature in Education, v44 n4 p359-376 Dec. This study analyzed 90 realistic novels written and published in the United States between the years 2000 and 2010 and featuring mixed race characters. The researchers examined specific textual features of these works of contemporary and historical fiction and employed Critical Race Theory to contextualize the books within paradigms about multiracial identity. Findings indicated three broad trends in representations of mixed race identity with an almost equal number of novels falling among three descriptive categories. Books in the Mixed Race In/Visibility category depicted stereotypical experiences and provided little or no opportunity for critique of racism. Mixed Race Blending books featured characters whose mixed race identity was descriptive but not functional in their lives. Mixed Race Awareness books represented a range of possible life experiences for biracial characters who responded to social discomfort about their racial identity in complex and credible ways. This study… [Direct]

Hayes, Nini, Visaya; Turner, K. C. Nat; Way, Kate (2013). Critical Multimodal Hip Hop Production: A Social Justice Approach to African American Language and Literacy Practices. Equity & Excellence in Education, v46 n3 spec iss p342-354. This article features key findings from a study that highlights the transformative impact of a pedagogical approach that employs Critical Multimodal Hip Hop Production (CMHHP). The study took place in an extended day program in a northern California public middle school among a group of 30, urban, African American, Chicano/a/Latino/a, and Asian youth. The authors utilize a theoretical lens informed by research on African American Language (AAL) and literacy practices, critical media literacy, social justice education, critical pedagogy, and critical race theory to contextualize the outcomes of using such a pedagogical approach. Through interviews, description of key critical pedagogical strategies, and an analysis of the lyrical content of two students' multimodal hip hop productions, the authors demonstrate how CMHHP was used to engage youth in (1) facilitating a participatory action research project; (2) synthesizing data from the research project and theorizing about the data in… [Direct]

DiAngelo, Robin; Matias, Cheryl E. (2013). Beyond the Face of Race: Emo-Cognitive Explorations of White Neurosis and Racial Cray-Cray. Educational Foundations, v27 n3-4 p3-20 Sum-Fall. In this article, the authors focus on the emotional and cognitive context that underlies whiteness. They employ interdisciplinary approaches of critical Whiteness studies and critical race theory to entertain how common White responses to racial material stem from the need for Whites to deny race, a traumatizing process that begins in childhood. First, the authors begin with an overview of the interconnected property of race to show how this co-production is linked. Then they offer an emotional-based perspective of White racialization and how such a racialization impacts emo-cognitive behaviors. They then overlay how those expressed behaviors, White neurosis, co-produce racial cray-cray (an African-American euphemism for utter craziness). Finally, inspired by the creative works of critical race scholar Derrick Bell (1987, 1992), who wrote parables to illustrate how mechanisms of White supremacy work their way into the everyday fabric of American life, the authors also weave a… [PDF] [Direct]

Boothe, Diane; Caspary, Melissa; Peralta, Claudia (2013). Success Factors Impacting Latina/o Persistence in Higher Education Leading to STEM Opportunities. Cultural Studies of Science Education, v8 n4 p905-918 Dec. This study investigates how Latina/Latino youth resist, conform to, and persist in schooling, and explores their preparation for an education in science, technology, engineering and math (STEM) fields. Using Latino Critical Race Theory as a framework, evidence of the "sticky mess" of racial inequalities (Espinoza and Harris in" Calif Law Rev" 10:499-559, 1997) and the concept of community cultural wealth (Yosso in "Race Ethn Educ" 8:69-91, 2005) will be used to understand how Latina/o students successfully persist in college. Quantitative and qualitative findings collected at two public universities in 2007-2012 show that Latina/o parents play a significant role in influencing their children's decision to attend college; family, friend and community support and hard work have also been instrumental in college success. This is evident through parents' encouragement to persist, expectations to do well and students serving as role models for… [Direct]

Wright, Shalene R. (2012). Oral Histories of Four Urban Youth Affected by Disproportionality in Special Education. ProQuest LLC, Ed.D. Dissertation, California State University, Los Angeles. This study uncovered some experiences and perspectives of four students of color during their educational journey through K-12 public schools as students identified with high incidence disabilities in school systems that exhibited ethnic disproportionality in special education. The participants reflected on their experiences to provide detailed accounts of being special education students and minorities. The lenses of labeling theory and critical race theory were used as guides to discuss macro and micro connections to existing literature while remaining true to each participant's life story. [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]

Croom, Natasha; Patton, Lori (2012). The Miner's Canary: A Critical Race Perspective on the Representation of Black Women Full Professors. Negro Educational Review, v62-63 n1-4 p13-39 2011-2012. This article examines experiences of a Black woman full professor, and the benefits and privileges associated with reaching this rank. Its purpose is to leave little room for conjecture about the rank and those who have earned it. Using critical race theory and a critical race feminism framework coupled with the concept of the miner's canary, we suggest that by examining the experiences of Black women full professors we can gain an understanding of the role of full professors in academe and the systemic issues prohibiting their promotion to the highest rank of the professoriate. We call for disciplined scholarship in this area and offer questions that could assist in creating research agendas that examine the complex issues of access to the senior faculty rank of full professor…. [Direct]

Nguyen, Huong Tran (2012). What Role Do Race, Ethnicity, Language and Gender Play in the Teaching Profession?. Race, Ethnicity and Education, v15 n5 p653-681. "Critical race theory" and "standard language ideology" are employed as theoretical and analytical frames for conceptualizing and understanding the entry perspectives and experiences of some Vietnamese American pre-service teachers in US schools. Study findings from a qualitative case study approach suggest that race, ethnicity, language, and gender influence these teachers' construction of self vis-a-vis others and their social milieu. Specifically, manifestations of these social constructs inform the ways in which others perceive them and measure their potential for success as future teachers. The heritage backgrounds and practicum accounts of these Vietnamese American women help to illuminate their individual and collective struggles and the mechanisms they each adopted in coping with their particular cases in the local school context. (Contains 2 tables.)… [Direct]

Bagley, Carl; Castro-Salazar, Ricardo (2012). Critical Arts-Based Research in Education: Performing Undocumented Historias. British Educational Research Journal, v38 n2 p239-260. The article seeks to elucidate and academically position the genre of critical arts-based research in education. The article fuses Critical Race Theory (CRT), life history and performance, alongside work with undocumented American students of Mexican origin, to show how a politicised qualitative paradigmatic re envisioning can occur in which counter-histories and counter-stories can be co-created into a powerful, evocative, and transformative arts-based performance text: Undocumented Historias. The article reflects on how critical arts-based research in education can function as a means to legitimise, empower and promote the voices of the educationally and socially marginalised; evoking an experiential and sensual means of feeling and knowing by which researcher and researched may co-recover, interrogate and enrich an anti-colonialist critique of the dominant social order. (Contains 1 figure.)… [Direct]

Rutledge, Michael E., II (2019). Understanding the Importance of Intrinsic Motivation: An Analysis of Intrinsic Motivation and Positive Student Athlete Experience Integration. Research Issues in Contemporary Education, v4 n1 p45-62 Spr-Sum. There is a consistent debate regarding the academic capabilities, career choices, and decision-making skills of African American male student-athlete (AAMSAs). Many studies highlight race as a direct threat to success and positive social influence at many colleges and universities. In the realm of race, prominent pieces of work (Cunningham & Welty-Peachy, 2010; Donnor, 2005; Edwards, 1975, 1985; Singer, 2005, 2008) have highlighted the image of the AAMSA through a critical, social lens, such as Critical Race Theory, in order to convey detailed images of realities within populations of color. There is also extensive research analyzing the academic motivations, successes, learning potential, intellectual capabilities, and likelihood of attaining learning disabilities of AAMSAs in relation to different student populations. While there are numerous higher education personnel attuned to the literature, many individuals hired in the athletic domain are not well-versed in education,… [PDF]

Lee, Dirkson (2014). The Transition of Latina Immigrant Community College Students from ESL to Transfer Readiness. ProQuest LLC, Ed.D. Dissertation, California State University, Fullerton. This qualitative study used narrative analysis to gain a greater understanding of the educational experiences of Latina immigrant English language learners (ELLs) and how they achieved and advance academically in the community college. The study used race-based (i.e., critical race theory and Latcrit) and asset-based methodologies (i.e., community cultural wealth) as a basis for focusing on the social identities of these students in order to gain a greater conceptual clarity of who these students are and how they are able to achieve and advance academically. The findings in this study identified current institutional inequities and challenges that hinder the academic progression of Latina immigrant ELLs, while highlighting the ways in which they draw their strength and gain support from those in their communities in order to address their challenges and achieve academically. These findings provide new ways of understanding the educational experiences of Latina immigrant ELLs…. [Direct]

Howard, Dorwin Llewelldyn, Sr. (2014). Perceptions of African American Male Public School Superintendents in North Carolina on the Impact of Race on Their Superintendencies. ProQuest LLC, Ed.D. Dissertation, North Carolina State University. This qualitative case study gives authentic insight into the experiences of African American males who serve as local school superintendents in the state of North Carolina. It investigates their career experiences on the way to becoming a superintendent and while serving in the superintendent's role, particularly their perceptions of how, if at all, race has impacted their leadership as superintendent. This research seeks to know and understand what the superintendents perceive of the behaviors of people they have encountered during their tenures as educational leaders. The study poses the question of whether the experiences of African American superintendents are similar to those traditionally described by White superintendents or whether their race has impacted their leadership or careers in ways that Whites may not have had to deal with. Utilizing the conceptual framework of critical race theory, the researcher interviewed African American males who serve as public school… [Direct]

Berry, Robert Q., III.; Ellis, Mark; Hughes, Sherick (2014). Examining a History of Failed Reforms and Recent Stories of Success: Mathematics Education and Black Learners of Mathematics in the United States. Race, Ethnicity and Education, v17 n4 p540-568. There is a long history indicating that during times of reform, the interests and needs of Black children are in many ways dismissed. This history culminated in 1990's to what is described today as the "Math Wars." The underlying narrative focuses on America's national security, technological interests, social efficiency, and the perpetuation of White privilege. There are intense debates focusing on curriculum, teaching, learning, and assessment but little debates on understanding the realities of children's lives. Through a hybrid historical-critical race theory (CRT) lens informed largely by the work of Derrick Bell, this article makes the case that Black children have not benefited from reform agendas in mathematics which are often situated in the larger political and social space. Moreover, the CRT analysis coupled with the historical critical methods of this article attempt to unveil the underpinning of the "mathematics for all" message, often… [Direct]

Aleman, Enrique, Jr.; Aleman, Sonya M. (2010). "Do Latin@ Interests Always Have to 'Converge' with White Interests?"': (Re)claiming Racial Realism and Interest-Convergence in Critical Race Theory Praxis. Race, Ethnicity and Education, v13 n1 p1-21 Mar. The interest-convergence principle proposes that change benefitting people and communities of color only occurs when those interests also benefit Whites. As newly transplanted Chicano/a residents of a state facing exponential growth of its Latino immigrant population, we have attempted to counter the efforts criminalizing members of our Latino/a community, and have witnessed attempts to do so through an alignment of interests between Latinos/as and Whites. In this article, we examine the current scholarship regarding interest-convergence and present a counterstory of educational leadership and politics affecting our own community. We use the counterstory to particularize and problematize how critical race theory concepts operate in real-world situations. Ultimately, the counterstory reveals that using interest-convergences as a political strategy divorces activism from the foundational tenets of critical race theory, preventing discussions that center race and racism and distorting… [Direct]

Elliott-Ghalleb, Robin (2016). Factors That Influence the Retention of Urban, Hispanic High School Male Graduates: A Phenomenological Study. ProQuest LLC, Ed.D. Dissertation, Liberty University. The purpose of this transcendental phenomenological study was to investigate the factors that contribute to the retention of urban, Hispanic high school male graduates in East Harlem, New York. Originated through the works by W. E. B. Du Bois (1968), Gloria Ladson-Billings (1998) and Derrick Bell (1992) pioneered Critical Race Theory (CRT), which reported that the United States Education system has historically failed to adequately provide access to all students. Hispanics continue to have the lowest rates of high school and college degree attainment. This study's purpose was to address the phenomenon of low retention rates of urban, Hispanic males by identifying influences on the participants' abilities to overcome family and non-family risk factors. For the purpose of this study, 10 participants were bounded by their socioeconomic status (SES), ethnicity, age, gender, residential address (residents of East Harlem, New York), and successful completion of high school. The following… [Direct]

Boyd, Korey; Simon, Mara (2023). Cracks in the Narrative: Black and Latinx Pre-Service PE Teachers in Predominantly White PETE Programs. Physical Education and Sport Pedagogy, v28 n3 p259-275. Background: PE curricula and pedagogy maintain dominant discourses of whiteness as normalized, lacking in cultural relevancy and disregarding racially minoritized students' cultural knowledges (Azzarito 2019, "'Look to the Bottom': Re-Writing the Body Curriculum Through Storylines." "Sport, Education and Society" 24 (6): 638-650; Clark 2020, "Toward a Critical Race Pedagogy of Physical Education." "Physical Education and Sport Pedagogy" 25 (4): 439-450; Culp 2020, "Thirdspace Investigations: Geography, Dehumanization, and Seeking Spatial Justice in Kinesiology: National Association for Kinesiology in Higher Education 39th Dudley Allen Sargent Commemorative Lecture 2020." "Quest (Grand Rapids, Mich)" 72 (2): 153-166; Flintoff and Dowling 2019, "'I Just Treat Them all the Same, Really': Teachers, Whiteness and (Anti) Racism in Physical Education." "Sport, Education and Society" 24 (2): 121-133). Both… [Direct]

Perdigon, Nereida (2016). The Experiences of Latina Students during Their First Year of Attendance at a Four-Year University. ProQuest LLC, Ph.D. Dissertation, Colorado State University. Latin@ is a minority group that has grown rapidly in the last twenty years in the United States. However, Latin@s have low participation in higher education, placing the group in a disadvantaged position compared with other ethnic groups. Therefore, it is important for the United States to educate and appropriately employ this group. This qualitative study used the counter-storytelling methodology to highlight the personal experiences (Creswell, 2008, p. 514) of eight Latina/Chicana students during their first year within a public institution. The main instruments to collect the data were face-to-face interviews and a letter-to-self written by the participants. The analysis was done using a triple framework of Critical Race Theory, Latino Critical Theory, and Community Cultural Wealth. This study found several common results: Participants were thankful for their families' support during this process in the university. Most participants indicated that there was a lack of information… [Direct]

Joel Berrien Jr. (2020). Waiting for Bruh Man Instead of Superman: The "Invisible Tax" on Black Male Special Education Teachers. ProQuest LLC, Ed.D. Dissertation, Texas A&M University. Black male teachers comprise less than two percent of the teachers of color in education nationwide and even fewer than that teach in special education. There exists a paucity of research literature on the "invisible tax" placed upon them via the nuanced responsibilities, lived experiences, identities, and needs of Black male special education teachers nationwide. This phenomenological study incorporated critical race theory and intersectionality and sought to answer the following guiding qualitative research questions: (1) In what ways does the invisible tax levied on Black male special education teachers deter them from entering the profession? (2) What supports mitigate the taxation? Eight Black male special education teachers individually participated in a semi-structured interview and completed a fictive kinship narrative regarding their fictive kinship network. Within the fictive kinship network, members of the community are able to gain prestige, obtain status,… [Direct]

Sciurba, Katie (2020). Depicting Hate: Picture Books and the Realities of White Supremacist Crime and Violence. Teachers College Record, v122 n8. Background/Context: Since the 2016 presidential election, hate-based speech, crime, and violence have been on the rise in the United States, (re)creating a need for adults to engage children in dialogue related to white supremacy as it exists today, instead of framing it as a problem that ended with the civil rights movement. Following an incident of racist vandalism at her home, the author of this article (a White mother) conducted a search for picture books that could serve as vehicles to discuss race-based hate and whiteness with children like her young Black son. Purpose/Objective/Research Question/Focus of Study: This study draws upon Critical Race Theory, Critical Whiteness Studies, and Critical Multicultural Analysis to explore the emancipatory possibilities of literacy education. Given that children's literature has the potential to engage young readers in transactions that promote critical literacy, this study focuses on the following research questions: (1) To what extent… [Direct]

Buenavista, Tracy Lachica; Jayakumar, Uma M.; Misa-Escalante, Kimberly (2009). Contextualizing Asian American Education through Critical Race Theory: An Example of U.S. Pilipino College Student Experiences. New Directions for Institutional Research, n142 p69-81 Sum. In this article, the authors offer a CRT (critical race theory) perspective of the prevailing representation of Asian Americans in higher education research and acknowledge the importance of recent studies that have begun to challenge notions of a monolithic Asian American educational experience through an examination of differences among Asian American subpopulations. The authors use Pilipino Americans as an example because of their unique history of American colonization in the Philippines. Drawing from the research of coauthor Buenavista, the authors illustrate how CRT can be used to provide a holistic account of Asian American students' experiences–in this case, Pilipino college students' experiences. They conclude by advocating for the application of a CRT paradigm to qualitative or quantitative research in higher education to emphasize sociohistorical and contemporary contexts of race in the United States…. [Direct]

Wadhwa, Anita K. (2010). "There Has Never Been a Glory Day in Education for Non-Whites": Critical Race Theory and Discipline Reform in Denver. International Journal on School Disaffection, v7 n2 p21-28. Suspension increases the likelihood of a student being expelled, dropping out, and being incarcerated, a phenomenon dubbed the "school to prison pipeline". One less punitive model of discipline that is gaining popularity worldwide is "restorative justice". Though restorative justice is now being used in the US to address racial disproportionality in suspensions, to date there has been little theorizing about race in the school-based literature on restorative justice. In this study, the author examines race-based and non race-based explanations among discipline reform committee members in Denver for why so many students are suspended, and the possible implications of these discrepancies for the implementation of restorative justice. Based on community members' descriptions of school disciplinary practices, the author offers a new framing of restorative justice as a Critical Racial response to inequitable suspension rates. She begins by introducing restorative… [Direct]

Perez Huber, Lindsay (2010). Using Latina/o Critical Race Theory (LatCrit) and Racist Nativism to Explore Intersectionality in the Educational Experiences of Undocumented Chicana College Students. Educational Foundations, v24 n1-2 p77-96 Win-Spr. One of the most powerful elements of Critical Race Theory (CRT) in Education is that it provides critical researchers with a lens not offered by many other theoretical frameworks–that is, the ability to examine how multiple forms of oppression can intersect within the lives of People of Color and how those intersections manifest in researchers' daily experiences to mediate their education. A theoretical branch extending from CRT is Latina/o Critical Race Theory (LatCrit), which examines experiences unique to the Latina/o community such as immigration status, language, ethnicity, and culture. A LatCrit analysis has allowed researchers to develop the conceptual framework of racist nativism, a lens that highlights the intersection of racism and nativism. This article examines how a racist nativism framework can help understand the experiences of undocumented Chicana college students attending a public research university in California. First, this article provides a brief description… [PDF] [Direct]

Love, Bettina L. (2014). "I 'See' Trayvon Martin": What Teachers Can Learn from the Tragic Death of a Young Black Male. Urban Review: Issues and Ideas in Public Education, v46 n2 p292-306 Jun. The goal of this article is to examine the racially hostile environment of U.S. public schooling towards Black males. Drawing on the work of Foucault ("Discipline and punish. The birth of the prison," Penguin Books, London, 1977; "Michel Foucault: beyond structuralism and hermeneutics," The Harvester Press, Brighton, 1982) regarding the construction of society's power relations and Bourdieu's ("Power and ideology in education," Oxford University Press, New York, 1977; "Handbook of theory and research for the sociology of education." Greenwood Press, New York, 1986; "The logic of practice." Polity Press, Cambridge, 1990) work concerning how beliefs are established, this article demonstrates how power operates within schools alongside racism, racial profiling, and gender stereotypes to criminalize Black males. Additionally, the utilization of the theoretical lenses of populational reasoning (Popkewitz in "Struggling for… [Direct]

Gooden, Mark A.; Green, Terrance L. (2016). The Shaping of Policy: Exploring the Context, Contradictions, and Contours of Privilege in "Milliken v. Bradley," over 40 Years Later. Teachers College Record, v118 n3. Background/Context: "Milliken v. Bradley" (1974) ("Milliken I") is a pivotal Supreme Court case that halted a metropolitan school desegregation remedy between Detroit and 53 surrounding suburban school districts. In a 5-4 Supreme Court decision, the "Milliken" ruling was a significant retraction from the landmark "Brown v. Board" (1954) ("Brown I") ruling that 20 years earlier deemed state imposed racially segregated schools unequal and unconstitutional. The effects of the "Milliken" decision neutralized school desegregation efforts in the United States, especially in the North. We, therefore, revisit the significance of "Milliken" over 40 years later. Purpose: The purpose of this study is to examine the context and contradictions in "Milliken." In doing so, we review select federal school desegregation cases that informed the judicial and plaintiff's thinking in "Milliken," and provide an… [Direct]

Coleman, Annette (2016). The Identification, Retention, and Learning Opportunities for Underrepresented Groups in Gifted and Talented Educational Programs in an Urban School District. ProQuest LLC, Ed.D. Dissertation, Aurora University. In a school district with over 60% of the school population African American and Hispanic, it would seem judicious to believe the gifted, talented, and high ability programming would similarly represent these populations. Yet, based on the findings of this study, the representation of African American and Hispanic students in these programs is less than 4%. The purpose of this qualitative research study was to examine educational, as well as cultural, approaches for this school district to consider in providing an equitable gifted and talented educational program which embraces and engages minority students. The identified programs that were focused on in this study were the high school International Baccalaureate Diploma Program, the Advanced Placement courses at one high school, and the Specialized Gifted Middle School in a large urban school district. This intrinsic case study included the review of district documents as they pertained to gifted education; direct observations of… [Direct]

Moore, Maia Niguel (2016). "No Cosby Show": Single Black Mother Homes and How Black Men Build Romantic Relationships. ProQuest LLC, Ph.D. Dissertation, Southern Illinois University at Carbondale. This qualitative study explored the lives of 11 Black men to better understand how Black men who were raised in single Black mother homes build romantic relationships with Black women. One focus group and a series of individual in-person interviews were conducted with the participants who ranged between 23 and 43 years of age. Participants were asked questions that inquired about their family of origin, messages they received about relationships, how they define masculinity, their perceptions of Black women, and their previous and current experiences building romantic relationships. Guided by a narrative approach, several different coding methods were used to help reveal six core themes related to the study. Some of the more significant themes include: 1) conflicted feelings towards their parents and Black women; 2) male mentorship; and 3) masculinity. Because the study was conducted using a non-deficit approach, the findings were analyzed using Helms' "Black racial identity… [Direct]

Bridwell, Sandra D. (2012). School Leadership: Lessons from the Lived Experiences of Urban Teachers. Journal of Ethnographic & Qualitative Research, v7 n2 p52-63 Win. The detrimental effects of high-stakes testing and accountability mandates are experienced disproportionately in high-poverty urban schools, which African American and Hispanic students are more likely to attend. However, the literature does not fully address how teachers experience the inequitable working and learning conditions in these contexts. A critical race theory lens was used in interviewing 12 African American teachers from urban districts in Georgia, New York, North Carolina, and Pennsylvania to privilege descriptions of their lived experiences in such schools. Teachers' views of their profession were explored using narrative analysis. Results indicated that accountability mandates and leadership support influenced teachers' perceptions regarding (a) the qualities of a good teacher, (b) colleague descriptions of their jobs, and (c) plans for the future. These findings and implications for practice, policy and future study are discussed. (Contains 1 table.)… [Direct]

Jawitz, Jeff (2012). Race and Assessment Practice in South Africa: Understanding Black Academic Experience. Race, Ethnicity and Education, v15 n4 p545-559. Despite efforts to transform the racialised system of higher education in South Africa inherited from apartheid, there has been little research published that interrogates the relationship between race and the experience of academic staff within the South African higher education environment. Drawing on critical discourse analysis and critical race theory, this article traces the experience of two black male academics in relation to the assessment practices of their colleagues at a historically white university in South Africa. The interviewees, both graduates from the departments in which they teach, reflected on their experience of their departmental assessment practices both as black students and black academics. The analysis concludes that despite their differing perceptions and experiences they both regard the assessment practices of some of their white colleagues as undermining of their black students' efforts to succeed. (Contains 1 note.)… [Direct]

Bradley, Deborah (2012). Avoiding the \P\ Word: Political Contexts and Multicultural Music Education. Theory Into Practice, v51 n3 p188-195. Socio-historical contexts are integral to both general and music educational practices. However, when music teacher education candidates ask such questions as, \How can we engage in musics outside of the accepted canon and talk about these issues in my class without being accused by parents or administrators of being \political?\\ they restrict possibilities for engaging with context meaningfully. Yet students, in their complex and often sophisticated musical lives outside of the formal institute of schooling, carry out these kinds of discussions and understandings with ease and nonchalance. Using the companion lenses of critical race theory and antiracism education, this article explores the reluctance of some music educators to engage those socio-historical contexts deemed political within multicultural and world music, asking: Without such contextualization, how is cross-cultural or intercultural understanding possible? (Contains 2 notes.)… [Direct]

Anastasia Sanchez (2024). Exploring Liberatory Possibilities of Anti-Racist and Anti-Colonial Elementary Science Education across a School District. ProQuest LLC, Ph.D. Dissertation, University of Washington. Background: This dissertation examines the pervasive influence of the white and colonial imaginary in shaping educational narratives that promote neoliberal success and capitalism, impacting the minds of successive generations. Contemporary youth perceive these narratives as detrimental, contributing to racial violence, climate-induced displacement, and ecological degradation. The growing disillusionment among young people calls for a shift towards cultivating authentic, responsible, and reciprocal narratives prioritizing critical eco-relational significance and fostering sustainable futures (Fowler, 2023; Vamvalis, 2022; Han, 2022; Whyte, 2018). The design research shared in this dissertation not only illuminates the intricate eco-relational brilliance and radical care exhibited by some of our youngest geologists, engineers, scientists, and critically conscious citizens, but it also unveils liberatory trajectories for teacher (un)learning and pedagogical commitments associated with… [Direct]

Smith, Patriann (2020). Chapter 1: Silencing Invisibility–Towards a Framework for "Black Immigrant Literacies". Teachers College Record, v122 n13. Purpose: In this conceptual essay used to introduce the special issue titled, Clarifying the Role of Race in the Literacies of Black Immigrant Youth," I argue for centralizing race in research that examines Englishes and literacies of the largely invisible population of Black immigrant youth in the United States. My rationale for this argument is based largely on the increasingly divisive rhetoric surrounding Black immigrants and Black Americans, exacerbated by current racial tensions and further amplified amidst a politicized landscape and COVID-19. This rhetoric has erupted from often implicit and negative connotations associated with Black immigrants as a "new model minority" when compared with their "underperforming" Black American counterparts and evolved into the use of dichotomous intraracial ideologies that continue to pit one subgroup against the other. Beyond this, race continues to be present as a key part of conversations in the Englishes and… [Direct]

Huang, Jennifer L. (2017). We Shall Overcome: A Phenomenological Study of the Role Academic, Social and Family Factors Have on English Learners' Decision to Pursue Higher Education. ProQuest LLC, Ed.D. Dissertation, Pepperdine University. The attainment of a college degree has long been a part of the American dream. For the English learner, however, reaching this goal is a task fraught with difficulty. Yet, as the participants in this study demonstrate, it is possible. In this qualitative, phenomenological study of seven current community college students who graduated from a Southern California high school, not yet proficient in the English language, the researcher sought to identify the factors that both encouraged and discouraged their decision to pursue higher education. This study collected original data on factors within the school setting, peers, family and personal characteristics that supported or discouraged the participant continuing their education past high school. To identify facets most significant in each of the three areas, the data is viewed through the lens of Bronfenbrenner's Ecological Systems Theory. The English-only policy is viewed through the lens of the Critical Race Theory and student… [Direct]

Charles, Quanisha D. (2017). Black Teachers of English in South Korea. ProQuest LLC, Ph.D. Dissertation, Indiana University of Pennsylvania. This study used narrative inquiry as a methodological tool and Critical Race Theory (CRT) as a lens to examine how the term native English speaker (NES) is socially constructed when subscribed by Black teachers of English (BTE) in South Korea. In addition to examining how Black teachers of English interpret the term native English speaker, this study also analyzed how being a native English speaker influences pedagogical approaches in the classroom and teachers' identity as an English Language Teaching (ELT) professional. As a critical qualitative inquiry, this study aimed to examine the teaching experiences of five BTE in South Korea and how such experiences have shaped their pedagogy. Data collection consisted of the use of audio-recording, questionnaire surveys, and Skype interviews. Teaching strategies implemented by Black teachers of English may be witnessed by other teachers of English as an inspirational guidance for teaching the English language in the South Korean context… [Direct]

Castagno, Angelina Elizabeth (2009). Commonsense Understandings of Equality and Social Change: A Critical Race Theory Analysis of Liberalism at Spruce Middle School. International Journal of Qualitative Studies in Education (QSE), v22 n6 p755-768 Nov. Drawing on data from an ethnographic study in an urban district in the state of Utah, this article highlights how liberalism shapes educational policy and practice in particular ways that ultimately reproduce and legitimate the status quo of whiteness. I employ critical race theory to analyze two aspects of liberalism that are especially pervasive among US educators: first, formal equality, and second, the notion that change is either unneeded or, at best, should be incremental. Both of these liberal tenets result in racialized patterns within schools that become common sense despite their destructive nature…. [Direct]

Martusewicz, Rebecca (2014). Letting Our Hearts Break: On Facing the "Hidden Wound" of Human Supremacy. Canadian Journal of Environmental Education, v19 p31-46. In this paper I argue that education must be defined by our willingness to experience compassion in the face of others' suffering and thus by an ethical imperative, and seek to expose psycho-social processes of shame as dark matters that inferiorize and subjugate those expressing such compassion for the more-than-human world. Beginning with stories from my own life, I examine works of fiction including J. M Coetzee's "The Lives of Animals" (1999) and Wendell Berry's "Jayber Crow" (2000), as well as Berry's reflection on his family's legacy of racism in "The Hidden Wound" (2010), to explore the deep cultural wound caused by human supremacy. I further argue the need for claiming deep love and thus heartbreak in the face of suffering as the foundations for a pedagogy of responsibility…. [PDF]

Nganga, Christine W. (2013). Teaching for Social Justice through Embracing Identity Tensions. International Perspectives on Higher Education Research In this chapter, the author uses the interrelated knowledge base of multicultural education and critical pedagogy to offer possibilities for identity negotiations among students and educators. As an international scholar of color, she also interweaves how her own identity is negotiated by comparing and contrasting her teaching experiences in her home country and in the United States. The author argues that it is important for educators to interrogate their identity and embrace the tensions that arise in the process, in order to enact a critically engaged dialogue in their classrooms. [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]

Siuty, Molly Elizabeth (2017). (Re)Constituting Teacher Identity for Inclusion in Urban Schools: A Process of Reification and Resistance. ProQuest LLC, Ph.D. Dissertation, University of Kansas. Urban education systems serve nearly 16 million students and employ almost one million teachers in the United States. The preparation of teachers for urban settings must attend to the unique and complex historical and sociocultural context of urban communities. This includes disrupting dominant stereotypes, particularly of urban communities of color, and recognizing urban communities as vibrant and culturally rich. In addition, they must also recognize larger systems of power that influence the way in which resources are unevenly distributed between urban communities and schools. Furthermore, urban special education teacher preparation requires a comprehensive understanding of structural inequity that addresses disability and its intersection with other marginalized identities. Critical inclusive education offers an overarching framework for preparing (special) educators to critically analyze the way in which dominant ideologies (e.g., ableism, racism, sexism, etc.) to construct… [Direct]

Fitzgerald, Terence (2015). White Racial Framing Related to Public School Financing. Forum on Public Policy Online, v2015 n1. In the 21st century, U.S. Blacks in public schools experience disenfranchisement, as did their ancestral predecessors in the 19th and 20th centuries. This research utilizes the "White Racial Frame," which essentially encompasses the cognitive racialized false stereotypes and beliefs Whites hold regarding people of color (Feagin, 2010). These stereotypes, beliefs, and values cause Whites to subconsciously and /or consciously marginalize people of color. This Frame will be discussed regarding the rationale for not justly addressing the issue of racial inequities within public school funding apportionment systems. This approach spotlights the historical and contemporary systemic targeting of U.S. Black students.2 Results of this study indicate that public school funding allotments are both historical and contemporary examples of systemic racial subjugation. This article extends earlier papers (Halcoussis, Ng, & Virts, 2009; Ng & Halcoussis, 2003) by both examining… [PDF] [PDF]

Larrick, Peggy Sue (2018). So Grows the Forest: Reconceptualizing Rural Education through Significant Memories, Epiphanic Moments, and Critical Conversations in a Post-Reconceptualist Era. ProQuest LLC, Ph.D. Dissertation, Miami University. In this project, I engage in pedagogical research, through self-study, situated in time, space, and place, and work toward reconceptualizing curriculum in which poor, rural, elementary students can unlearn and disrupt constructs of structural racism. I return to the past to explore my own educational experiences in which I failed to acknowledge what it meant to be white in a rural place that is predominantly white. I suggest that miseducation (Woodson, 1933/2010) occurs in rural places but goes unnoticed because of an unexamined commitment to white supremacist patriarchal systems of schooling (hooks, 1994). I engage in a personal healing process by drawing on Critical Race Feminist "currere" (Baszile, 2015) and place-based pedagogy (Gruenwald, 2003a, 2003b). This healing predicates and includes a personal dialogue with self about the intersection of race, class, and gender in predominantly white places of schooling and is framed in transforming and reclaiming education as… [Direct]

Carver, Rebecca; Cast√©ra, J√©r√©my; El-Hani, Charbel N.; Evangelista, Neima Alice Menezes; Gericke, Niklas; Marre, Claire Coiffard (2017). Exploring Relationships among Belief in Genetic Determinism, Genetics Knowledge, and Social Factors. Science & Education, v26 n10 p1223-1259 Dec. Genetic determinism can be described as the attribution of the formation of traits to genes, where genes are ascribed more causal power than what scientific consensus suggests. Belief in genetic determinism is an educational problem because it contradicts scientific knowledge, and is a societal problem because it has the potential to foster intolerant attitudes such as racism and prejudice against sexual orientation. In this article, we begin by investigating the very nature of belief in genetic determinism. Then, we investigate whether knowledge of genetics and genomics is associated with beliefs in genetic determinism. Finally, we explore the extent to which social factors such as gender, education, and religiosity are associated with genetic determinism. Methodologically, we gathered and analyzed data on beliefs in genetic determinism, knowledge of genetics and genomics, and social variables using the "Public Understanding and Attitudes towards Genetics and Genomics"… [Direct]

Eskay, M. K.; Igbo, J. N.; Obiyo, N. O.; Onu, V. C.; Udaya, J. (2012). Surviving as Foreign-Born Immigrants in America's Higher Education: Eight Exemplary Cases. Online Submission, US-China Education Review B 2 p236-243. In every democratically heterogeneous society like America, different players are involved in contributing to the smooth running of its higher education. These players have differentiated body of knowledge with which to make America's higher education a premier one. However, that does not seem to be the case for many foreign-born African immigrants. These immigrants confront racism, xenophobia and other forms of mistreatments. In this article, the authors use six exemplary cases to discuss their plights and what can be done to maximize their fullest potential in America's higher education…. [PDF]

Dijk, Teun A. van (1993). Elite Discourse and Racism. Sage Series on Race and Ethnic Relations, Volume 6. A new multidisciplinary discourse approach is introduced to the study of racism. It is shown that elites play a primary role in the reproduction of ethnic dominance and racism in the popular cultures of Western societies. The subtle forms of elite racism demonstrated in politics, business, academia, education, and the media are discussed. Chapter 5 focuses on academic discourse, emphasizing that influential scholars play an increasingly powerful role as academic support for other elites. Chapter 6 discusses educational discourse. Along with the mass media, the system of formal education is among the most important institutions involved in the reproduction of contemporary society. The results of educational practices are embodied in what counts as official knowledge as well as in norms, values, and other social cognitive frameworks. The portrayal of minorities and Third World peoples in elementary, secondary, and higher education textbooks is frequently stereotypical and…

Hoffman, Micah C. (2018). Culturally Responsive Teaching–Part 1: Acknowledging Culture and Self-Cultivation. Communique, v47 n2 p1, 23-26 Oct. A persistent achievement gap between White and minority students in the United States has been monitored and reported for many decades, yet progress toward closing the gap has been remarkably slow. This is particularly consequential for the future of education in the United States considering that students of color are expected to make up 59% of the student population by 2024. However, the elementary and secondary educator workforce is still overwhelmingly White. The most recent U.S. Department of Education Schools and Staffing Survey (SASS), a nationally representative survey of teachers and principals, showed that 82% of public school teachers identified as White. This figure has hardly changed in more than 15 years; in 2000, 84% of public school teachers identified as White. Education leaders are also predominantly White. In the 2011-2012 school year, only 20% of public school principals were individuals of color. This racial disparity might be a disadvantage for minority… [Direct]

Helms, Janet E.; P√©rez-Gualdr√≥n, Leyla, M. (2017). A Longitudinal Model of School Climate, Social Justice Orientation, and Academic Outcomes among Latina/o Students. Teachers College Record, v119 n10. Background: Social justice orientation (SJO) is the motivation to promote justice and equity among all in society. Researchers argue that students of Color with high SJO can resist structural racism in their schools/society and have positive academic outcomes. Purpose: In the present study, a longitudinal model of cultural and environmental predictors (i.e., school relational climate, school language climate, Spanish language background, and English proficiency) and civic/educational outcomes (i.e., community engagement, grades, school engagement, school dropout) of SJO among Latina/o youths was developed and tested. Participants: The study was conducted with a subsample of Latinas/os taken from the National Education Longitudinal Study of 1988. Participants were enrolled in eighth grade (N = 1,472), sampled from different schools and regions in the U.S., and followed through three waves of data collection from 8th through 12th grade. Research Design: A longitudinal, correlational… [Direct]

Modica, Marianne (2012). Constructions of Race among Religiously Conservative College Students. Multicultural Perspectives, v14 n1 p38-43. The "Whites as victims" motif in conversations about race has been well documented in recent decades. When discussing affirmative action hiring policies, a common belief expressed by Whites is that people of color have been permitted to progress unfairly at the expense of harder working Whites. Whites using this discourse see themselves as victims of a political process that ignores individual responsibility and caters to people of color who are not willing to work toward their own success. Using students' Blackboard discussion forum postings, the author analyzes ideas about race expressed by students in education classes at a small denominational Christian college in the northeastern United States, and compares these students' constructions of race to those analyzed in previous research using Whites as subjects in both religious and non-religious settings. The author argues that these students do not differ in their constructions of race and racism from other Whites in… [Direct]

Cabrera, Nolan L. (2009). Invisible Racism: Male, Hegemonic Whiteness in Higher Education. ProQuest LLC, Ph.D. Dissertation, University of California, Los Angeles. Within the study of higher education, the issue of racial diversity tends to focus on either the universalistic impacts of enacting diverse learning environments or the social marginalization of students of color within these institutions. Generally absent from these discussions is how White students experience multicultural campus environments as well as how they view issues of racial inequality. Using Antonio Gramsci's theory of hegemony and Paulo Friere's conception of liberatory praxis, this research examines how White male college students' racial ideologies both reinforce and challenge the existing racial paradigm. A semi-structured interview protocol was administered to 43 undergraduates at two public institutions of higher education specifically asking how they explain racial inequality and, by inference, what their racial ideologies were. The participants were also asked which college experiences they felt help shape their racial worldview. They tended to be in two distinct… [Direct]

Ball, Stephen; Gillborn, David; Rollock, Nicola; Vincent, Carol (2013). Three Generations of Racism: Black Middle-Class Children and Schooling. British Journal of Sociology of Education, v34 n5-6 p929-946. This paper draws on qualitative data exploring the experiences of first-generation middle-class Black Caribbean-heritage parents, their own parents, and their children. We focus on the different ways in which race and class intersect in shaping attitudes towards education and subsequent educational practices. We argue that the nature of racism has changed, but it still remains, mainly in more subtle, insidious forms. We conclude that race cannot be simply "added on" to class. Race changes how class works, how it is experienced, and the subjectivities available to individuals. The paper illustrates how the two intersect, in complex ways, in different historical "moments"…. [Direct]

Gasman, Marybeth (2013). Teaching Race, Pushing Back, and Making Meaningful Change. International Perspectives on Higher Education Research In this chapter, I discuss my role as a White woman who studies race in the academy. I examine my ability to use my status, including my tenured status, to make change that can have a positive impact on faculty and students of color, especially African Americans. Moreover, I discuss my approach to teaching about race in the classroom. I also explore the limitations of my role and the reactions to my role by both Whites and people of color. [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]

Flemons, Michelle; Flory, Sara B.; Hill, Joanne; Ovens, Alan; Phillips, Sharon; Philpot, Rod; Sutherland, Sue; Walton-Fisette, Jennifer L. (2018). Conceptualising Social Justice and Sociocultural Issues within Physical Education Teacher Education: International Perspectives. Physical Education and Sport Pedagogy, v23 n5 p469-483. Background: Physical education (PE) and physical education teacher education (PETE) have a substantial literature base that advocates for students to develop a critical consciousness, appreciate multiple perspectives, and engage in actions to enhance social justice [Tinning, R. 2016. "Transformative Pedagogies and Physical Education." In "The Routledge Handbook of Physical Education Pedagogies," edited by C. Ennis, 281-294. New York: Routledge]. Analysing sociocultural issues, critically reflecting on beliefs, knowledge, biography, and values, and developing a sense of agency to enact change, have been recognised as an integral part of the PETE knowledge base for some time [Fern√°ndez-Balboa, J. M. 1997. "Physical Education Teacher Preparation in the Postmodern era: Toward a Critical Pedagogy." In "Critical Postmodernism in Human Movement, Physical Education, and Sport," edited by J. M. Fern√°ndez-Balboa, 121-138. Albany: State University of New… [Direct]

Curry, Nettavia Doreen (2011). Mentoring and Professional Identity Development for African American Female Doctoral Students: An Exploratory Study. ProQuest LLC, Ph.D. Dissertation, Michigan State University. This dissertation examines the impact mentoring relationships, between African American women doctoral students and faculty members, has on the students' professional identity development. Of particular interest is an examination of whether matched mentoring relationships between African American women doctoral students and African American female faculty members impact the professional identity of African American graduate students. The theoretical frameworks guiding this study are critical race theory and black feminist thought. Critical race theory and black feminist thought establish the foundation for this study. This examination of African American women doctoral students' mentoring experiences and perceptions of their professional identity development allows these women to tell their story in their own words. Sixteen African American female doctoral students across various academic disciplines in the social sciences, humanities and education participated in this qualitative… [Direct]

Watson, Jesse S. (2013). White Undergraduate Social Justice Advocates: Experiences That Influence Continued Participation in Racially and Ethnically Diverse Campus Settings. ProQuest LLC, Ph.D. Dissertation, Michigan State University. This study explored how the experiences of four white, undergraduate, self-identified social justice advocates influenced their on campus participation in racially and ethnically diverse settings. Acknowledging the existence and persistence of white privilege, ontological expansiveness, and epistemological ignorance, the research was grounded in critical white studies and influenced by the tenets of critical race theory. Their experiences as sustained participants in racially and ethnically diverse settings such as the Black Student Alliance, the Multicultural Hall, and other campus based gathering locations of racial/ethnic minority students at a small liberal arts college were collected through in depth interviews. The data were analyzed using portraiture and constant comparative methods. Key findings included the impact of social tourism; the difference between advertised and experienced institutional climate, culture and liberalism; the role of multicultural residence halls; and… [Direct]

Means, Darris R.; Pyne, Kimberly B. (2013). Underrepresented and In/visible: A Hispanic First-Generation Student's Narratives of College. Journal of Diversity in Higher Education, v6 n3 p186-198 Sep. Despite improvements in the rates of college admission over the past few decades, college persistence, retention, and graduation rates continue to be problematic for underrepresented students–students of color and students from low-income and/or first-generation families. This article presents a case study of a female, first-generation, low-income Hispanic student during her 1st year at a highly selective, private, predominantly White university. Drawing on critical race theory and qualitative research methodologies, it explores and understands key incidents prior to matriculation and throughout 2 semesters, focusing on those connected to racial, ethnic, and socioeconomic identities, as well as social and academic interactions and relationships. It recenters discussion on the lived experiences and insider's perspectives of a historically marginalized student, stories often omitted from the research or hidden within the broader statistics on success and failure. Using the metaphor of… [Direct]

Manning, Linda (2013). While on My Journey: A Life Story Analysis of African American Women in Pursuit of Their Doctoral Degrees in the Southwest. ProQuest LLC, Ph.D. Dissertation, Arizona State University. The purpose of this study is to explore the lived experiences of African American women in pursuit of doctoral degrees in the southwest, their challenges and motivations, and plans for the their next chapter. Drawing from critical race theory and a sociocultural framework, this qualitative study uses Dan McAdams' "Life Story Interview" (McAdams, 2005) to explore the journeys of these high achieving minority women and how achievement is conceptualized in their stories. Particular emphasis is placed on their critical events, challenges, and alternative futures. Seven separate themes (parental support and advocacy in early education, improved experiences among other African American students, perseverance through struggles/experiences led to purpose, poor department support, family support, impact of spirituality, and relocation and desire to give back) emerged that address three main research questions. Implications for findings and suggestions for future research are… [Direct]

Hodges, Cynthia D. (2013). Advancement via Individual Determination: A Model for Equity in Secondary Mathematics. ProQuest LLC, Ph.D. Dissertation, Capella University. This study examined the impact of Advancement Via Individual Determination (AVID) methodologies on the mathematics achievement of African American, European American, and Hispanic students as measured by the State of Texas Assessment of Academic Readiness (STAAR) End of Course (EOC) for Algebra I. This quantitative nonexperimental ex post facto study utilizes the Critical Theory and Critical Race Theory (CRT) frameworks in an endeavor to examine the academic achievement gap experienced by African American, Hispanic, and low-socioeconomic students. The mean scores of African American, European American, and Hispanic students enrolled in AVID were compared to those African American, European American, and Hispanic students not enrolled AVID. The differences in the mean scores were examined to determine which subgroups experience the greatest impact in mathematical achievement from AVID strategies and methodologies. Lastly, the study will examine the differences in the mean scores of… [Direct]

Howard, Tyrone C.; Milner, H. Richard, IV (2013). Counter-Narrative as Method: Race, Policy and Research for Teacher Education. Race, Ethnicity and Education, v16 n4 p536-561. The authors argue for a research and conceptual agenda that complicates and disrupts common narratives in teacher education that have serious implications for race. Building on the pivotal work of legal scholar Derrick Bell and through a critical race theory (CRT) lens, this article challenges researchers to broaden and complexify traditional ideologies related to: (1) characteristics of ideal teachers recruited into the field; (2) the amount of time teachers should be expected to remain in the field through alternative programs such as Teach for America; (3) weight placed on teacher entrance examinations; (4) racial diversity of P-12 teachers; (5) racial and ethnic makeup of teacher educators; and (6) over-reliance on subject matter knowledge in teacher preparation to the exclusion of other aspects of learning to teach. The authors argue given the present racial divide in schools between teachers and students it is imperative for teacher education programs to complicate and… [Direct]

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]

Cardoza, Daria Lisa (2017). Empowering the Self, the Researcher, and the Leader: A "Testimonio" of a Latina in Higher Education. ProQuest LLC, Ed.D. Dissertation, The University of Texas Rio Grande Valley. This dissertation, my "testimonio", is a critical self-reflection about my experiences as a Latina in higher education. I write my story with an awareness, a critical consciousness, of who I am as an individual in the shared spaces of my life–as a daughter, a sister, a mother, a student, a researcher, a teacher, a learner, a partner, a lover, a leader, and a work in progress–and an acute desire to be an agent of change. Through my educational journey, I have been able to honor my epistemological, "mestiza" consciousness, challenge how I view the world, my ontological framework, and understand how my ethics and values shape my work, my axiological influences. I utilize Wilson's (2008) Indigenous research paradigm that respects and values relationships and relational accountability. I share my personal, academic, and professional story through autoethnographic "testimonio" as a research method to challenge the master narrative about socioeconomically… [Direct]

Barnes, J. Ako; Eadens, Daniel (2014). A Study into the Perceptions of Students of Color and Their Ninth-Grade Academic Experience. Education Leadership Review of Doctoral Research, v1 n1 p25-38 Mar. Barnes, Mullen, and Lieb (2013) suggested that the effective implementation of the freshman academy promoted positive achievement outcomes for students of color. From a sociocultural perspective through the theoretical framework of Critical Race Theory (CRT), understanding the existence of racism is crucial to a positive academic environment (Beachum, 2013; Chapman, Dixon, Gillborn, & Ladson-Billings, 2013; Ladson-Billings, 1999a). Using CRT, this study examined the perceptions of ninth-grade students of color who attended a ninth-grade academy in a racially diverse high school in North Carolina. The aim of the study was to provide educators with insight into how race and ethnicity play a factor in the educational experiences of ninth grade students of color and to determine if there are patterns or characteristics in their experiences. Additionally, this research study provided insight into programs and practices, which might lead to improved educational experiences for students… [PDF]

Mthethwa-Sommers, S. (2012). In Search of Permeable Boundaries: A Case Study of Teacher Background, Student Resistance, and Learning. Journal on Excellence in College Teaching, v23 n3 p77-97. This article draws from an action research case study undertaken by an African-born faculty member who speaks English with a foreign accent. The study employed co-teaching as an intervention method to (a) test the hypothesis that co-teaching with an instructor born in the United States from the dominant racial and linguistic group might reduce levels of resistance to the content of the social justice in education course and (b) to examine student-instructor interactions on the basis of instructor background. Data were collected from the reflective journals and teaching evaluations of instructors as well as from students' journals and assignments. Critical race theory was utilized as the framework to analyze these documents. Results reveal that the students' judgment of the African-born instructor's teaching efficacy appeared to be closely linked to her background as an African-born faculty member who speaks English with a foreign accent…. [Direct]

Johnson Lachuk, Amy S.; Mosley, Melissa (2012). Us & Them? Entering a Three-Dimensional Narrative Inquiry Space with White Pre-Service Teachers to Explore Race, Racism, and Anti-Racism. Race, Ethnicity and Education, v15 n3 p311-330. In this article, two white teacher educators illustrate entering into a three-dimensional narrative space with a white pre-service teacher. The authors explore how their histories have led them to practice teacher education pedagogies that are rooted in ideas of social justice and critical race theory. In order to support the goals and aims of social justice and critical race teaching, teacher educators must be willing to be "part of the parade" of teacher education with pre-service teachers, sharing their stories of racialized experiences alongside the stories of white pre-service teachers. As a result of entering a three-dimensional narrative space with white pre-service teachers, the authors encourage teacher educators to become more cognizant of their roles in shaping pre-service teachers' understandings of race and racism. To do so, teacher educators must assume a narrative inquiry stance in their teaching…. [Direct]

Catherine Compton-Lilly (2011). Counting the Uncounted: African American Students in Reading Recovery. Journal of Early Childhood Literacy, v11 n1 p3-24 Mar. This article examines Reading Recovery as a microcosm for issues related to race and access. Tenets of critical race theory are presented to explore how racial biases are systemic in our ways of being, teaching, and conducting research. Specifically, I present data for African American children involved in Reading Recovery in one Midwestern American city and explore contextual factors and policies related to both Reading Recovery and the sociopolitical context in which children live that affect their ability to benefit from the program. The article ends with a set of conclusions related to how well African American children are served by Reading Recovery. (Contains 12 tables.)… [Direct] [Direct]

Mencke, Bernadette Kristine Buchanan (2010). Education, Racism, and the Military: A Critical Race Theory Analysis of the GI Bill and Its Implications for African Americans in Higher Education. ProQuest LLC, Ph.D. Dissertation, Washington State University. This study examined the impact of the Serviceman's Readjustment Act of 1944 (the GI Bill) on African Americans' quest for higher education. The central question guiding this study follows: Why has higher education been so elusive for African Americans? With reference to this question, the following sub-questions were addressed: (1) How can the \counter narrative\ approach uncover \truths\ about the GI Bill's lack of effectiveness for the African American community? (2) How did the racial climate of the 1940s and 1950s impact African American veterans and their pursuit of post-secondary education? (3) How did African American veterans counter instances when race and racism intersected during their pursuit of higher education? (4) How does the lingering influence of the GI Bill impact higher education for African Americans today? This qualitative study followed a Critical Race Theory (CRT) design. This methodology uses five tenets to interrogate the intersections of race and racism… [Direct]

Wendt, Jill Lynette (2014). The Invisible Student Retaining Minority Males in the Community College Setting. ProQuest LLC, Ed.D. Dissertation, Arizona State University. Disparities exist among minorities in educational attainment. The gap widens when examining access to higher education and persistence rates among minority males as compared to their white counterparts and minority females. The purpose of this action research study was to explore the impact of a reciprocal mentoring model between faculty and minority male students in an effort to examine the effects on student persistence and the students' academic experience. The researcher attempted to examine mentoring relationships, the process of reciprocal mentoring, and the effects on persistence and the students' academic experience for the purpose of learning about one another's perspectives. This study investigated minority male persistence within Chandler-Gilbert Community College (CGCC). Persistence was defined as a student who enrolled during the fall 2013 academic semester and continued at the same institution or transferred to another two-year or four-year institution working on degree… [Direct]

George, Hughes B. (2011). The Role of Race, Racism and Power in the Experiences and Perspectives of African American Males in the Context of Their Ascendence to the Superintendency. ProQuest LLC, Ph.D. Dissertation, The University of Wisconsin – Milwaukee. Using the lens of Critical Race Theory, I present the experiences and perspectives of African American male superintendents in the context of their ascension to the superintendency. Participants in the study are chief executive officers of a school district. The primary question of this study is what are the contributing factors, particularly the intersectionality of race, racism and power that have lead to the significant under-representation of African American males in the superintendency? The relevant question guiding the research is: What were some of the barriers, supports and strategies employed by African American males in their rise to the superintendency? This research study contributes to the academic literature concerning the representation of minority voices. It mitigates the paucity of scholarly literature on African American male superintendents. It also attempts to add to the body of literature in education using Critical Race Theory (CRT). CRT will also be used to… [Direct]

Benbow, Samuel R.; Galarza, Jayleen; Minnick, Dorlisa J. (2022). #Resist: Utilizing Racial Justice Teach-Ins to Challenge Anti-Black Racism. Journal of Teaching in Social Work, v42 n2-3 p265-279. Across the United States, racist, hate-filled rhetoric, attitudes, and behaviors are daily occurrences. Events like officer-involved shootings of unarmed Black men, women, and non-binary individuals, along with the increase in white supremacist and nationalist groups, have cumulatively created a climate of fear and mistrust. This fear and mistrust are exacerbated when police officers operate with impunity in predominantly Black communities and constitutional rights to peaceful protest are being maligned as unpatriotic or denied through violence. In response to these and related events, a BSW program, situated within a predominantly white rural setting in the Mid-Atlantic region of the United States, developed and implemented a racial justice teach-in grounded in critical race and postcolonial theories. The goals of the teach-ins are to provide experiential educational activities, opportunities for in-depth discussion beyond the classroom, and exposure to anti-racist practice tools in… [Direct]

Jackson, Iesha; Mensah, Felicia Moore (2018). Whiteness as Property in Science Teacher Education. Teachers College Record, v120 n1. Background/Context: The disparity between the race and ethnicity of teachers and students is expected to increase as our nation and classrooms continue to become more racially, ethnically, linguistically, and economically diverse. It is extremely important to think about not only the educational needs of such a diverse student population within schools but also who will teach these students. However, when looking at subject-matter specificity for the retention of Teachers of Color, such as science teachers, the picture becomes extremely serious when we understand teachers' paths into and out of science and teaching. Purpose: The purpose of the study is to analyze the experiences of preservice Teachers of Color (PTOC) enrolled in an elementary science methods course as they gain access to science as White property. Our analysis provides evidence that PTOC can break the perpetual cycle of alienation, exclusion, and inequity in science when they are given opportunities to engage in… [Direct]

Aleman, Enrique, Jr. (2009). Through the Prism of Critical Race Theory: "Niceness" and Latina/o Leadership in the Politics of Education. Journal of Latinos and Education, v8 n4 p290-311. Utilizing a critical race theory (CRT) framework, I conduct a rhetorical and discursive analysis of data from a study of Utah Latino/a educational and political leaders. In analyzing how participants advocate closing the achievement gaps that affect Latina/o and Chicana/o students, I find that participants' political discourse is shaped by concepts such as "niceness," "respect," and "decorum," which ultimately limits their critique and silences the experiences of students in their communities. I argue that CRT scholarship and practice frameworks play a vital role in enacting socially just policies and preparing educational leaders to engage critically in the politics of education. (Contains 8 footnotes.)… [Direct]

Chandler, Prentice; McKnight, Douglas (2012). The Complicated Conversation of Class and Race in Social and Curricular Analysis: An Examination of Pierre Bourdieu's Interpretative Framework in Relation to Race. Educational Philosophy and Theory, v44 suppl s1 p74-97 May. As a means to challenge and diminish the hold of mainstream curriculum's claim of being a colorblind, politically neutral text, we will address two particular features that partially, though significantly, constitute the hidden curriculum in the United States–race and class–historically studied as separate social issues. Race and class have been embedded within the institutional curriculum from the beginning in the US; though rarely acknowledged as intertwined issues. We illustrate how the theoretical and interpretive structure of French philosopher and sociologist Pierre Bourdieu can productively subsume the insights of critical race theory into its framework in a way that provides a more robust understanding of how race and class continue to be socially reproduced in schools. To perform this task we examine, through Bourdieu's constructs of habitus, field, capital, symbolic violence and misrecognition, the ways in which race, in general, and whiteness, specifically, influences… [Direct]

Maldonado, Marta Maria; Munoz, Susana Maria (2012). Counterstories of College Persistence by Undocumented Mexicana Students: Navigating Race, Class, Gender, and Legal Status. International Journal of Qualitative Studies in Education (QSE), v25 n3 p293-315. This paper draws from four sets of four in-depth interviews and one subsequent focus group to examine how undocumented Mexicana students navigate identities and the meanings of race, gender, class, and legal status. We mobilize a critical race theory framework to center and explore the content of students' counterstories. While majoritarian stories perpetuate stereotypical narratives that portray communities of color as culturally deficient, counterstorytelling creates a space for exposing and resisting hegemonic narratives in the home, community, and college settings. We argue that, through counterstories, Mexicana students are able to develop a positive self-image that allows them to hang on to their academic aspirations, to persist in college, and to envision and pursue the possibility of success. We look at how undocumented Mexicana students' narratives also reproduce and/or reinscribe elements of oppressive discourses of race, class, and gender in the contemporary USA. We… [Direct]

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

Cobb-Roberts, Deirdre (2012). Betwixt Safety and Shielding in the Academy: Confronting Institutional Gendered Racism–Again. Negro Educational Review, v62-63 n1-4 p89-113 2011-2012. This article represents a critical reflection of a Black African American female associate professor who, while teaching a diversity course, unknowingly enabled systems of power and privilege to undermine her faculty role in the course and in the academy. The author revisits a story of this experience and its vestiges using Critical Race Theory (CRT) and an autoethnographic approach. In doing so, she comes to terms with her complicity in supporting White supremacy and patriarchy and reclaims a voice previously suppressed yet still vulnerable in the matrix of institutional power. Two significant shifts are captured in this account–a narrative shift from the individual to one that includes the institutional and a political shift from a position of naivete to critical consciousness. These shifts, illustrated by the metaphor of safety, reflect the dissonance experienced by the author in seeking to negotiate a balance between the personal, professional, and socialized traditions of… [Direct]

Lee, Jasmine Antoinette (2016). From Underdog to Overcomer: Counter-Stories of Academic Resilience from Black, First Generation College Students from Low-Income Backgrounds, Studying at a Predominantly White Institution. ProQuest LLC, Ph.D. Dissertation, Michigan State University. The purpose of the current study was to explore the academic resilience of Black, first generation, low-income college students at a particular Predominantly White Institution (PWI). Through an exploration of lived experiences of Black, first generation, low-income college students, the current study sought to understand, from student perspectives, the institutional, communal, and personal factors contributing to academic resilience in ways leading to continued persistence. Using Critical Race Theory (CRT) as the macro theoretical lens and critical race methodology, the study elicited counter-stories that focused on academic resilience in the face of daily and historical challenges. The study employed purposeful sampling to select 10 participants who identified as Black, first generation, and low-income. Each participant engaged in a single semi-structured interview and follow up participant focus group; both of which lasted no more than two hours. Based on thematic analysis, I… [Direct]

Larson, Larry L.; Marx, Sherry (2012). Taking off the Color-Blind Glasses: Recognizing and Supporting Latina/o Students in a Predominantly White School. Educational Administration Quarterly, v48 n2 p259-303 Apr. This article reports findings of a collaborative research project examining and seeking to improve the schooling experiences of a small but growing population of Latina/o students in a small-town secondary school over a 4-year period. The school was studied through ethnographic methods and surveys in 2005 and 2008. Initial findings were shared with the principal who proceeded to make substantial changes in school curriculum and climate, targeting an improved academic climate for Latinas/os. The story of the choices he made, the changes he and his staff implemented, and the consequent results regarding school climate for Latina/o students is the central narrative of this article. The theoretical framework of critical race theory and critical studies in Whiteness contextualizes this examination of change and enables analysis of why some changes were made rather than others as well as subsequent results for Latina/o students. (Contains 5 notes, 2 figures and 3 tables.)… [Direct]

Sarah Wellberg (2023). A QuantCrit Investigation of Instructional and Testing Practices in U.S. Mathematics Classes. ProQuest LLC, Ph.D. Dissertation, University of Colorado at Boulder. The instructional and assessment environments that students experience can have an enormous impact on their mathematical success, their understandings of what mathematics is, and their views of themselves as learners and doers of mathematics. While there has been ample research conducted about how teachers use assessment results to inform their instructional practices, the few studies specifically addressing the relationship between the instructional approaches and the types of assessments that teachers use have yielded inconsistent results. The aim of this dissertation was to explore this relationship and how it may be impacted by the racial composition of a class. Systemic racism and white supremacy have an enormous, yet often invisible, impact on all aspects of life in the U.S., which certainly extends to the classroom. Consequently, this dissertation used the Critical Race Theory (CRT) and QuantCrit frameworks to examine whether and how classes with different racial compositions… [Direct]

Edvalson, Sherri Ivy (2013). Sociocultural Influences on Undergraduate Students' Conversations on Race at a Predominantly White Institution. ProQuest LLC, Ph.D. Dissertation, The University of Iowa. The purpose of this study was to analyze the sociocultural influences on dialogues about race of undergraduate students from various racial backgrounds at a Predominantly White Institution (PWI). This qualitative study included 16 undergraduate students from various racial backgrounds at a small, private university in the Midwest who participated in semi-structured focus group interviews. A data analysis addressed how the interplay of narratives and counter-narratives within dialogues on race revealed common themes within the framework of Critical Race Theory. Findings from the interview data suggest that race does not occur solely in the moment of a particular conversation or incidence. Rather, there are three sociocultural influences on undergraduates' conversations on race: The collective history related to race in the United States, students' personal experiences related to race, particularly discrimination, and the way they describe themselves as racial beings. Findings also… [Direct]

Su, Celina (2007). Cracking Silent Codes: Critical Race Theory and Education Organizing. Discourse: Studies in the Cultural Politics of Education, v28 n4 p531-548 Dec. Critical race theory (CRT) has moved beyond legal scholarship to critique the ways in which "colorblind" laws and policies perpetuate existing racial inequalities in education policy. While criticisms of CRT have focused on the pessimism and lack of remedies presented, CRT scholars have begun to address issues of praxis. Specifically, communities of color must challenge the dominant narratives of mainstream institutions with alternative visions of pedagogy and school reform, and community organizing plays an important role in helping communities of color to articulate these alternative counter-narratives. Yet, many in education organizing disagree with CRT's critique of colorblindness. Drawing on five case study organizations working towards school reform in the South Bronx neighborhoods of New York City, this article traces the difficulty of implementing anti-racist practices in education organizing groups. It also analyzes specific practices that may help such groups to… [Direct]

Ramos, Teresa (2013). Critical Race Ethnography of Higher Education: Racial Risk and Counter-Storytelling. Learning and Teaching: The International Journal of Higher Education in the Social Sciences, v6 n3 p64-78 Win. The Ethnography of the University Initiative (EUI) joins a long history of critique, challenge and transformation of higher education. EUI courses are an important site for the creation of non-traditional narratives in which students challenge "business-as-usual" in higher education. For under-represented students, this includes inquiry and analysis of the racial status quo at the University. In this article, I provide a student's perspective on EUI through my own experiences with EUI research as both an undergraduate and later graduate student investigating race and racism at the University of Illinois at Urbana-Champaign (U of I). Using ethnographic methods and drawing on critical race theory, I provide two examples of EUI research that critiqued the University's management of race. The first example is a collaborative ethnography of the Brown versus Board of Education Commemoration at U of I–a project that I joined as an undergraduate (Abelmann et al. 2007); and the… [Direct]

Au, Wayne; Brown, Anthony L. (2014). Race, Memory, and Master Narratives: A Critical Essay on U.S. Curriculum History. Curriculum Inquiry, v44 n3 p358-389 Jun. The field of curriculum studies has a history of looking at its own past, summarizing and synthesizing the trends and patterns across its foundations. Whether through synoptic texts, historical analyses, or edited collections, the field's foundational retrospection typically traces a lineage of curriculum studies that runs through various official committees, university scholars, textbook designers, and school leaders at the turn of the 20th century and into the first few decades. In this critical essay, the authors draw from the theories of cultural memory and critical race theory, to contextualize how the histories of race and curriculum are portrayed. The authors find that, despite curriculum studies' more recent attention to issues of power and identity associated with race, culture, gender, and sexuality, the voices and curricular histories of communities of color in the United States are largely left out of the selective tradition associated with the narrative of the… [Direct]

Delgadillo, Monica D. (2017). Latina Community College Leadership in California: Pathways to Executive Management. ProQuest LLC, D.P.A. Dissertation, University of La Verne. Purpose: The purpose of this qualitative study was to examine the learned experiences, challenges, and leadership pathways of Latinas currently in California community college management positions. Latinas have been underrepresented in community college leadership positions. Currently, women constitute a majority of those attending college, and the California community college system serves a diverse student population. From the voices of these participants, a series of exemplars and lessons learned are shared to provide Latinas interested in executive leadership and decision makers with guidance on how to achieve that goal and increase Latina representation. Theoretical Framework: The theoretical framework of this study is based on the research foundations of social equity, critical race theory, representative bureaucracy, human capital, social capital and mentoring. Methodology: In-depth interviews were held with 8 participants. The participants were Latinas in midlevel to… [Direct]

Bolden Crockett, Anitra (2017). An Analysis of the Role of African American School Superintendents in the Teachers' Collective Bargaining Process. ProQuest LLC, Ed.D. Dissertation, Chicago State University. African American superintendents in the United States supervise more than 300 school districts, 2% of the more than 14,000 school districts in the nation (NABSE, 2011). The paucity of available literature, however, fails to acknowledge the African American superintendents' practices and perception of the role(s) they employ during the collective bargaining process. The purpose of this study is to explore the experiences of African American superintendents as they negotiate their role(s) in teachers' collective bargaining. Early role conceptualizations of the superintendency were based upon the narratives of white males; the superintendency did not become diverse until recently. African American superintendents in this study have worked to negotiate a balance between the traditional role constructs of the superintendency and functions within the position and a role configuration that aligns with their lived experiences. The incorporation of critical race theory, the subprocesses of… [Direct]

Milner, H. Richard, IV (2008). Critical Race Theory and Interest Convergence as Analytic Tools in Teacher Education Policies and Practices. Journal of Teacher Education, v59 n4 p332-346. In \The Report of the AERA Panel on Research and Teacher Education,\ Cochran-Smith and Zeichner's (2005) review of studies in the field of teacher education revealed that many studies lacked theoretical and conceptual grounding. The author argues that Derrick Bell's (1980) interest convergence, a principle of critical race theory, can be used as an analytic, explanatory, and conceptual tool in the study and analyses of policies and practices in teacher education. In particular, the author outlines interest convergence as a tenet of critical race theory, conceptualizes some broad themes of \raced\ interests in teacher education, applies the interest-convergence principle to teacher education, and introduces an evolving theory of disruptive movement in teacher education to fight against racism in teacher education policies and practices. (Contains 2 tables and 19 notes.)… [Direct]

Hartlep, Nicholas Daniel (2010). From Statehouses to Schoolhouses: Eradicating Environmental Racism. Online Submission, Paper presented at the University of Wisconsin at Milwaukee School of Education Research Conference (Milwaukee, WI, Mar 11, 2010). Written through the prism of Critical Race Theory (CRT), this paper addresses the question, "How can schoolhouses best serve the students within them?" The author begins by introducing "environmental racism" through a review of the literature. The author argues that CRT proponents, by allying with whites and using geographic information systems (GIS) mapping, can help curb or eliminate environmental racism. (Contains 1 endnote.) [This research was supported by a University of Wisconsin-Milwaukee Graduate Student Travel Grant.]… [PDF]

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

Steele, Aimy Shantell La'Nae (2017). My Social Inclusion and Exclusion as a Black Female School Administrator and Factors Affecting My Retention: An Autoethnographic Study. ProQuest LLC, Ph.D. Dissertation, The University of North Carolina at Charlotte. Information regarding school administrator quality, impact, and effectiveness exists in abundance (Bloom & Erlandson, 2003; Eagly, Karau, Johnson, 1992; Simien, 2005). There are few studies and research about the career development of Black female school administrators particularly and appropriate retention strategies that yield results encouraging them to remain in the field after having reported experiencing social exclusion and alienation while in their roles of leadership (Anderson, 1988; Tillman, 2004; Mertz & McNeely, 1998; Horsford & Tillman, 2014). Personally speaking, after having years of childhood experiences of social inclusion, I was unaware of what social exclusion felt like until I became an adult trying to navigate the world of educational leadership after having been a classroom teacher for four years. This study addresses my journey and its impact on how I viewed my early school administrator experiences as well as my decision to remain in the profession… [Direct]

Ahlgren, Erica J. (2017). In-Service Teachers' Conceptions of Racial Identity. ProQuest LLC, Ph.D. Dissertation, University of Minnesota. There is a large discrepancy between the racial identities of current teachers and the students they teach. In the United States, white middle-class women constitute 90% of the teaching population (Picower, 2009), while students of color comprise approximately one third of the population, with an expected increase to approximately two thirds by the year 2050 (Howard, 2003). This discrepancy in racial identities often leads to deficit views and colorblindness within classrooms, resulting in the continued replication of dominant forms of power. Therefore, it is crucial to examine racial identities of teachers in hopes to build and expand on the current understandings of the role that race and racial identity have within classroom spaces.With an ethnographic study, I examined how teachers conceptualize their racial identity. How are teachers' racial identities and their students' racial identities represented in practice? How do teachers conceptualize their racial identities and their… [Direct]

Jackson, Tambra O. (2015). Perspectives and Insights from Preservice Teachers of Color on Developing Culturally Responsive Pedagogy at Predominantly White Institutions. Action in Teacher Education, v37 n3 p223-237. This article reports findings from the first phase of a longitudinal study that explored the influence of teacher education at a predominantly White institution (PWI) on the development of preservice teachers' of Color culturally responsive pedagogy. Despite the overwhelming presence of White preservice teachers enrolled in teacher preparation programs across the nation, the author argues that programs need to pay attention to the specific needs of preservice teachers of Color. The assumption is often made that preservice teachers of Color already know how to enact culturally responsive pedagogy. However, analysis of qualitative responses from a questionnaire presented here demonstrates that is not necessarily the case. The precarious predicaments and ambivalence that many preservice teachers of Color face at PWIs are documented and explained using critical race theory and culturally responsive pedagogy as theoretical frameworks for analysis. In addition to having limited… [Direct]

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

Jay, Michelle; Noblit, George W. (2010). Against the Majoritarian Story of School Reform: The Comer Schools Evaluation as a Critical Race Counternarrative. New Directions for Evaluation, n127 p71-82 Aut. Critical race theory (CRT) is a relatively new theory that has been little used in evaluation practice. The authors explore an example of critical race evaluation working with James Comer's School Development Program. In this evaluation common tropes associated with CRT were used to construct a counternarrative of school reform. The authors conclude that CRT has a place in evaluation, but that it also makes some demands on evaluators and those being evaluated that may make it less likely to be used than other theories…. [Direct]

Ceja, Miguel; Perez, Patricia A. (2010). Building a Latina/o Student Transfer Culture: Best Practices and Outcomes in Transfer to Universities. Journal of Hispanic Higher Education, v9 n1 p6-21. Although most Latina/o transfer students declare intentions to transfer from a community college, few move on to 4-year colleges and universities. The authors provide an overview of the existing information related to transfer objectives and rates. Using the theoretical models of Latina/o critical race theory and validation theory the authors also highlight key practices that promote transfer. Finally, based on previous scholarship the authors outline a Latina/o transfer culture and provide recommendations for future research and policy. (Contains 3 notes.)… [Direct]

Burton, Mirella Medina (2012). DREAMs Deferred: Testimonies of the Undocumented Latina/o Student Experience. ProQuest LLC, Ph.D. Dissertation, Colorado State University. According to Passel and Cohn (2008), in 2008, there were 1.5 million undocumented children under the age of 18 living in the United States. California housed 22% of the nation's total undocumented population (Passel & Cohn, 2008). Each year approximately 65,000 undocumented students graduate from United States high schools, and 25,000 of these students graduate from California alone (National Immigration Law Center, 2006). This narrative study explores the meaning of the label "undocumented" as it is experienced by Latino/a undocumented college students in educational settings. Utilizing Critical Race Theory (CRT) and Latino Critical Theory (LatCrit) theoretical frameworks to analyze the participant's testimonies, this study illuminates the multiple forms of subordination that Latino/a undocumented students experience because of their race, language, socioeconomic background, gender, and immigration status. [The dissertation citations contained here are published with… [Direct]

Agosto, Vonzell; Karanxha, Zorka (2012). Resistance Meets Spirituality in Academia: \I Prayed on It!\. Negro Educational Review, v62-63 n1-4 p41-66 2011-2012. We describe the lived experiences of a Black Woman educational leader who has studied and worked in the academy and in the field of K-12 education. This partial life history, excavated through the tenets of Critical Race Theory (CRT), illuminates the social construction of race and the pervasiveness and permanence of racism. We determined through a series of interviews that the participant's resilient resistance is guided by critical spirituality so that circumstances and people who challenge her also confront this source of power. Her lived experience, from student to faculty member, conveys the challenges and opportunities she faces and adds to the scholarship to better understand anti-oppressive education. As a result of our study we derived implications for practice which include suggested institutional efforts to build support structures for Black women and shift academic culture. Also, there are recommendations which include conducting socially and culturally responsible and… [Direct]

Leonardo, Zeus (2012). The Race for Class: Reflections on a Critical Raceclass Theory of Education. Educational Studies: Journal of the American Educational Studies Association, v48 n5 p427-449. This article is intended to appraise the insights gained from Critical Race Theory (CRT) in Education. It is particularly interested in CRT's relationship with Marxist discourse, which falls under two questions. One, how does CRT understand Marxist concepts, such as \capital,\ which show up in the way CRT appropriates them? The article argues that Marxist concepts, such as \historical classes,\ \class-for-itself,\ are useful for race analysis as it sets parameters around the conceptual use of \historical races\ and a \race-for-itself.\ Two, how does CRT understand the role of capitalism, therefore shedding light on its position regarding the class problem? It is no doubt attentive to class power, but this is not the same as performing an immanent critique of capitalism. As a result, within CRT class achieves a color whereby class becomes a variant of race, better known as \classism.\ Race becomes the theory with class vocabulary superimposed on it. Last, I suggest areas where CRT… [Direct]

Watson, Kenjus Terrel (2019). "Revealing and Uprooting Cellular Violence": Black Men and the Biopsychosocial Impact of Racial Microaggressions. ProQuest LLC, Ph.D. Dissertation, University of California, Los Angeles. Although the overall health in the US has improved over the past few decades, Black men, regardless of socioeconomic status or educational attainment, bear a disproportionate burden in disease morbidity and mortality. African-American men remain the most vulnerable racial gender group for almost every health condition that medical researchers monitor and feature the lowest life expectancy of any cohort in the country. Current research suggests college-educated African-Americans accumulate stress through frequent encounters with subtle and seemingly ambiguous forms of racial discrimination. These racial microaggressions (a particularly mundane and insidious form of modern racism) can wreak havoc on the psychological and physiological functioning of Black males and may be complicit in their elevated levels of stress-related disease and shortened lifespans. Most educational research on Black males' racialized experiences at purposively white colleges and universities (PWIs) has featured… [Direct]

Washington, Michael L. (2019). Towards a Culturally Critical Andragogy: An Exploratory Study of the Black Male Experience in Higher Education. ProQuest LLC, Ph.D. Dissertation, The Claremont Graduate University. The scope of this study examines the experiences of African American (AA) Black males as they navigate the college environment in the pursuit of a bachelor's degree. The main research questions asked: What is the campus climate of a selected CSU campus that has a critical mass of AA/Black males as they navigate the college environment in the pursuit of a bachelor's degree? To answer the main question, five sub-questions are examined: 1. What are the "institutional policies and practices" that hinder or promote the academic achievement of AA/Black male college students in the pursuit of a bachelor's degree? 2. What are the "campus climate conditions" that AA/Black male college students' experience that hinder or promote social or cultural support in the pursuit of a bachelor's degree? 3. What campus climate conditions contribute or hinder AA/Black male social and academic engagement in the pursuit of a bachelor's degree? 4. What "intrinsic motivators"… [Direct]

Fissori, Lauren (2010). Portraits by African-American Male University Students: A Retrospective Study. ProQuest LLC, Ed.D. Dissertation, Loyola Marymount University. African-American male students are systematically forced to confine themselves to the social construct that European-American society has developed for them. Actions, behaviors, and words that communicate this message spread both interracially and intraracially within schools and affect African-American males tremendously in terms of their identity development and personal well-being. While many studies examine the overt forms of racism and more obvious microaggressions that African-American male students encounter in their schooling, few look at the deep-seated forms of racism that are less noticeable but that have a disastrous psychological impact on these students. This study shows the effects on the psyche and development of the three African-American male students involved as they retrospectively recount their secondary school experiences. Portraiture is used to capture each participant's story accurately and clearly while critical race theory is interwoven throughout as… [Direct]

Wambsgans, Cynthia (2014). Eighth Grade Algebra Placement Policies: Promoting Equity, Achievement, and Access. ProQuest LLC, Ed.D. Dissertation, Walden University. This study was an investigation of a standardized 8th grade Algebra I placement policy across multiple educational districts. Researchers have documented benefits of students' 8th grade Algebra I education, while others have detailed the consequences of algebra enrollment without necessary prerequisite skills. The purpose of this study was to examine the degree to which a standardized algebra placement policy impacted students' enrollment, performance, and achievement across demographic groups. Critical race theory underpinned this study, exploring students' mathematics education through an equity lens. The research questions guiding this study examined the relationships between students' course enrollments, academic performance, achievement scores, gender, and race, both before and after the policy's implementation. A quantitative causal-comparative research design utilized Spearman and Pearson correlation tests, in conjunction with multiple linear regression models, to analyze the… [Direct]

Woodley, Xeturah Monique (2014). Black Women's Faculty Voices in New Mexico: Invisible Assets Silent No More. ProQuest LLC, Ph.D. Dissertation, New Mexico State University. There continues to exist a lack of Black women faculty at institutions of higher education (Moses, 1989; Collins, 1991; Gregory, 2001). Although we can see an increase in the number of research projects focused on Black women faculty there still remains a significant gap in the research (Glover, 2006; Foster-Williamson, 2002; Thomas & Hollenshead, 2001; Ramsey, 1998). This gap in the research is even more pronounced for Black women faculty at New Mexico's higher education institutions. The purpose of the study is to examine the experiences of Black women educators in New Mexico's institutions of higher education through semi-structured interviews, in the form of a two-interview series, in order to understand the beliefs, values, and educational experiences that have influenced them as educators. Ten (10) Black women educators employed in New Mexico's higher education institutions participated in this study. Black Womanist Theory and Black Critical Race Theory provided the… [Direct]

Rose, Stanley, III. (2011). An Autoethnography of a First-Time School District Superintendent: Experiences in Governance, Fiscal Stress, and Community Relations. ProQuest LLC, Ed.D. Dissertation, University of California, Berkeley. There are just over 1,000 sitting superintendents and like number of local educational agencies (LEA's) in California, serving 6.2 million students. Superintendents' ability to share knowledge and learn from each other is limited; this is especially true the further one's work is removed from concentrated urban populations. This study addresses the following question: As a first-time district superintendent, what roadblocks stand in the way of effectively leading the district? To consider the question, this inquiry interprets a representative sample of my experiences as a first-time superintendent over the past five years during a period characterized by constant fiscal stress, organizational uncertainty, and shifting demographic populations. The theoretical basis from which this inquiry draws includes three streams of qualitative research (a) autoethnography, (b) organizational sensemaking, sensegiving, and decision-making, and (c) Critical Race Theory. Using the emerging field of… [Direct]

Douglasb, Ty-Ron; Dunbar, Christopher; Khalifa, Muhammad (2013). Derrick Bell, CRT, and Educational Leadership 1995-Present. Race, Ethnicity and Education, v16 n4 p489-513. Critical Race Theory (CRT) has become a centered conceptual framework to understand American education and reform (Ladson-Billings and Tate 1995; Solorzano and Yosso; 2001; Decuir and Dixon 2004). Indeed, educational leadership scholars have not been far behind in recognizing the explicative and powerful role of CRT studies in their work (Lopez 2003; Parker and Villalpando 2007). As we acknowledge the role of CRT, we cannot do so without reflecting on the life and works of the quintessential Critical Legal Studies (CLS) scholar Derrick Bell (193-2011). In this article, we use Bell's collective works to analyze current trends and research in educational leadership. We bring his works into conversation not only with conceptions of instructional and distributed leadership, but with the palpability that CRT has on the current state of educational reform. More specifically, we use Bell's theories of interest convergence and conversations around "racial remedies" to understand… [Direct]

Locher, Holley M. (2013). Academic Freedom for Whom? Experiences and Perceptions of Faculty of Color. ProQuest LLC, Ph.D. Dissertation, University of Minnesota. Academic freedom is a cornerstone principle to the U. S. system of higher education and is intended to exist for all faculty. Thus, the dominant discourse is that academic freedom is neutral. Utilizing the framework of critical race theory, this research demonstrates that faculty of color can differentially experience and perceive their academic freedom in ways that are influenced by their social identities. Thirteen faculty of color from three Research 1 institutions in geographically distinct states were interviewed for this study. Their CVs and publications were also analyzed. Results highlight several findings: academic freedom played an important role in participants' teaching, service, and research; participants' social identities could influence the extent to which they felt they could enact their academic freedom; some participants did not feel fully protected by academic freedom; and discrimination/oppression could fatigue participants to the point where they no… [Direct]

Best, Marguerita L. (2013). Assistant Principals and Reform: A Socialization Paradox?. ProQuest LLC, Ed.D. Dissertation, The University of North Carolina at Chapel Hill. Framed in the critical race theory of structuration (CRTS), this sequential explanatory mixed methods study seeks to identify the socialization practices by examining the realities of practices of assistant principals and the ways in which they impact the disciplinary actions of assistant principals at middle and high schools. The mixed methods design was used to explore and understand: (1) the realities of practice within the school organization; (2) the socialization processes of assistant principals within the realities of practice; and (3) the ways in which those socialization processes influence their disciplinary practices. Fifty-one percent of the assistant principals invited to participate in this study completed the online survey. The survey responses led to a focused sample and in-depth interviews with three Black female assistant principals supervised by White male principals. The data from both portions of this study revealed that the structure of the realities of… [Direct]

Hughes, Sherick; Jennings, Michael E.; Lynn, Marvin (2013). Critical Race Pedagogy 2.0: Lessons from Derrick Bell. Race, Ethnicity and Education, v16 n4 p603-628. In this article, we attempt to honor the rich legacy of Derrick Bell by detailing how exploring his specific contributions to critical race theory (CRT) provided lessons for developing and refining critical race pedagogy (CRP). We examine Bell's racial realism thesis in connection with his pedagogical work. In doing so, we find that he was as committed to developing a "community-based" law classroom as he was to articulating a strong critique of the law (Radice 1991). As part of his teaching philosophy, Bell wrote extensively about the value and importance of a student-centered humanist pedagogy (Bell 1980, 1982, 1997; Bell and Edmonds 1993; Delgado and Stefancic 2005). We draw parallels between Bell's humanist student-centered pedagogy and the tenets of CRP as a way to expand the accessibility of this framework. Finally, as the ultimate homage to the work of Derrick Bell, we end with a futuristic mini-chronicle that takes place in a school district boardroom. The chronicle… [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]

Gove, Mary K.; Huang, Grace Hui-Chen; Still, Kristine; Thomas-Alexander, Sashelle; Volk, Dinah (2011). A Critical Look at Four Multicultural Reform Efforts in One Urban College of Education. Multicultural Education, v18 n4 p18-23 Sum. This analysis encompassed four different projects that were implemented as reform initiatives at the college. The authors' collaborative work and this subsequent analysis have drawn on insights from Cochran-Smith (2004), who describes teacher education as both a \learning problem and a political problem\ that involves the creation of inquiry communities. Grounded in a critical perspective, the authors' work and the projects described have all involved critical sociocultural theory, critical race theory, and a critical literacy perspective. In this article, the authors present descriptions of the individual projects and jointly analyze the projects through a lens created by four dimensions of critical perspective. Striving to meet Cochran-Smith's (2004) challenge, they then \work the dialectic\ by generating both theory and practice from local knowledge that advances their college's mission relating to diversity. (Contains 1 note.)… [PDF] [Direct]

Ramjattan, Vijay A. (2019). Racist Nativist Microaggressions and the Professional Resistance of Racialized English Language Teachers in Toronto. Race, Ethnicity and Education, v22 n3 p374-390. English language teaching upholds racist nativist notions that competent teachers are white native speakers of English born in majority-white countries. These notions manifest when international students, expecting to be taught by these speakers, are skeptical about having a racialized instructor, who may be seen as non-native to English and the nation where it is natively spoken. Rather than overt, this skepticism may appear in the form of microaggressions. Informed by critical race and resistance theories, this article uses interviews with 10 racialized teachers in Toronto, Canada to detail the racist nativist microaggressions that they experience at work and their professional resistance strategies that combat these microaggressions. The findings describe the following microaggressions: interrogations of the teachers' nativeness, insinuations of their foreignness to English, and behavioral indications that they are 'invading' the classroom. Their professional resistance either… [Direct]

Cantu, Elizabeth A. (2016). (Im)migrant Voices: An Ethnographic Inquiry into Contemporary (Im)migrant Issues Faced by (Im)migrant University Students. ProQuest LLC, Ph.D. Dissertation, Arizona State University. This dissertation examines contemporary issues that 18 (im)migrant university students faced during a time of highly militarized U.S.-Mexico border relations while living in Arizona during the time of this dissertation research. Utilizing critical race theory and public sphere theory as theoretical frameworks, the project addresses several related research questions. The first is how did (im)migrant university students describe their (im)migrant experience while they lived in the U.S. and studied at a large southwestern university? Second, what can (im)migrant university student experiences tell us about (im)migrant issues? Third, what do (im)migrant university students want people to know about (im)migration from reading their story? Three conceptual constructs, each composed of three categories, that described the different (im)migrant experiences in this study emerged through data analysis. The first of these conceptual constructs was the "racialized/ing (im)migrant… [Direct]

Rollock, Nicola (2013). A Political Investment: Revisiting Race and Racism in the Research Process. Discourse: Studies in the Cultural Politics of Education, v34 n4 p492-509. This paper draws upon a two-year Economic and Social Research Council (ESRC) funded study into the educational strategies of the black middle classes to examine the role of race and racism in the research process. Specifically, it explores how my political positioning and experiences of racism, as a black female scholar, shaped not only my engagement with the research but also how I was perceived and positioned by others. This is analysed in terms of three areas: the recruitment and identification of research participants, the interview process and the dissemination of the project findings. While consideration of the researcher's race and racial politics tended to run parallel to or quietly intersect with the project development, fieldwork and analysis, it is argued that these factors, in actuality, play a significant and highly informative role in shaping a broader, nuanced conceptualisation of race and racism that is too often silenced and neglected in race research and the academy… [Direct]

Bradbury, Alice (2013). From Model Minorities to Disposable Models: The De-Legitimisation of Educational Success through Discourses of Authenticity. Discourse: Studies in the Cultural Politics of Education, v34 n4 p548-561. This article explores teachers' use of discourses of authenticity in relation to minoritised students, with a focus on the relationship between these discourses and "model minority" status. The paper aims to advance the critical thinking about "model minorities" in the education system in England by examining the diversity of identity positions and minoritised groups that can be constituted as belonging to this category in different contexts. It is argued that in England there is "intelligible space" for some students from the Afghan and Kosovan communities to be constituted as "model minorities", alongside the Chinese and Indian communities usually identified with this term, with similar links made between the home lives of students and their educational attainment. However, this status carries with it racist assumptions about students' motivation, and the perception of high attainment as inauthentic and therefore illegitimate. Building on… [Direct]

Compton-Lilly, Catherine F. (2009). What Can New Literacy Studies Offer to the Teaching of Struggling Readers?. Reading Teacher, v63 n1 p88-90 Sep. A case study of one student is used to explore three instructional approaches that draw teachers' attention to reading as a social experience that involves culture and identity. These approaches draw on New Literacy Studies, children's media practices, and critical race theory and provide insights on how to better serve struggling readers…. [Direct]