Moran, John Gerard (2016). African-American Parent Perspectives on Special Education. ProQuest LLC, Ed.D. Dissertation, University of Southern California. The purpose of this study was to explore how some parents of AA students in SPED in a large, urban school district in California view SPED, their child's placement into SPED, and their involvement with their children's education. A mixed methods approach was employed via six parent interviews and a survey of twenty-three parents. Major findings: (1) AA parents perceive their child's SPED placement process negatively but SPED placement as appropriate; (2) AA parents are not sure if SPED is a track to academic success; (3) AA parental attitudes about SPED may impact their efforts to achieve placement; and (4) AA parents involvement with their children's education has no influence on their child's initial placement into SPED. Implications for practice: (1) Improve communication with AA parents; (2) Consider upgrades to SPED programs; and (3) Foster increased AA Parental involvement with their children in SPED. Future research: (1) What are the reasons behind poor communication?; (2) How… [Direct]

Serrano, Frank V. (2013). Counter-Narratives of La Raza Voces: An Exploration of the Personal and Professional Lived Experiences of Mexican-American/Chicana/o Faculty at California Catholic Institutions of Higher Education. ProQuest LLC, Ed.D. Dissertation, University of San Francisco. Faculty members of color time and again encounter the greatest number of challenges and barriers (e.g., discrimination, isolation, marginalization, tokenism, inundated with workloads and service commitments, devalued research, and delayed promotion and tenure) in both entering academia and succeeding within academia. The purpose of this study was to explore the personal and professional lived experiences of eight self-identified native-born Mexican-American and Chicana/o tenured and tenure-track faculty members employed at four California Catholic institutions of higher education. This study utilized a qualitative narrative methodology employing the critical race tenets of counter-storytelling and the permanence of racism. Through use of this methodology, La Raza counter-story narratives shed light on various degrees of racism pertaining to their social and cultural climate, tenure and promotion process, and level of job satisfaction as ethnic minority faculty members in Catholic… [Direct]

Sprung, Annette (2013). Adult Education in Migration Societies and the Challenge of "Recognition" in Austrian and German Adult Education. Studies in the Education of Adults, v45 n1 p82-98 Spr. Adult education institutions face a variety of challenges in "migration societies". This paper first analyses the marginal adoption of the topic by researchers in a German-speaking context and points out the dominance of a target group approach in the past. To open up alternative perspectives, I will discuss challenges for adult education in migration societies by referring to an empirical study which explored the labour market situation of highly skilled immigrants in Austria. The analysis focused on the question of how adult education/vocational training can strengthen the agency of learners under certain social conditions in terms of "recognition". The theoretical framework developed in this research project interrelates work from the philosopher Axel Honneth with those from Pierre Bourdieu as well as with theories of (institutional) discrimination and racism. Finally, challenges for institutions active in adult education and professional qualifications are… [Direct]

Bhopal, Kalwant; Rhamie, Jasmine (2014). Initial Teacher Training: Understanding "Race," Diversity and Inclusion. Race, Ethnicity and Education, v17 n3 p304-325. There is little research which has explored how students on Initial Teacher Training (ITT) courses understand and conceptualise discourses of "race," diversity and inclusion. This article will focus on student understandings of racialised identities; it will explore the discourses by which students understand what it means to be White and what it means to be Black, within the context of ITT. The article will examine the different facets and themes of identity within the context of belonging and exclusion which exist within higher education in the cultural and social contexts of English universities. The findings indicate that students' understandings of "race," diversity and inclusion on ITT courses are complex and multifaceted. The article argues that greater training is needed in relation to the practical assistance that student teachers require in terms of increasing their understanding of diversity and dealing with racism in the classroom…. [Direct]

Ragsdale, Laura Anne (2013). An Analysis of Three White Male High School Assistant Principal Perceptions of Black Male Students in a Suburban District. ProQuest LLC, Ed.D. Dissertation, Texas A&M University. A large majority of research portrays the achievement gap as an outcome and a primary focus of what is wrong in American schools when instead it is a symptom of a larger issue. Defining the problem in education in terms of achievement ignores a much more pervasive issue, which is an understanding of the causes behind these results. Studies of the achievement gap commonly result in looking at the individual, ignoring structural and systematic inequities and limitations, that promote deficit thinking. Early research into the achievement gap believed that family background was the strongest indicator of achievement. Educators widely accepted this theory and believed that schools could do little to assist Black students to be successful. But these beliefs are now understood to be heavily entrenched in deficit thinking, perpetuating structural inequalities, and the consequences have been educators who have largely bypassed the needs of Black male students for decades. Deficit thinking and… [Direct]

Dattilo, John (2021). Inclusive Leisure Services: Grounded in Social Justice. 5th Edition. Sagamore-Venture The figure presented on the front cover of this book depicts a model for inclusive leisure services grounded in social justice. The model identifies the overall goal of our services–to ensure people experience leisure, as highlighted in the center circle of the figure. Fundamental principles of inclusive leisure services are contained in the shaded circle immediately outside the goal of leisure. Such principles include ethics, inclusion and social justice, leisure, as well as, human and civil rights relevant to leisure involvement. The model also identifies unique challenges associated with selected characteristics. The figure illustrates these considerations by a white circle in the middle of the model. One characteristic is our culture, broadly used to include ethnicity, religion, nationality, and sexual orientation, among other variables. Another consideration is race and the extensiveness of racism locally and globally, influencing all of us every day. Also highlighted is the… [Direct]

Aleman, Enrique, Jr.; Parker, Laurence; Rorrer, Andrea; Salazar, Timothy (2011). Introduction to Postracialism in U.S. Public School and Higher Education Settings: The Politics of Education in the Age of Obama. Peabody Journal of Education, v86 n5 p479-487. Race and racism are topics typically silenced, muted, or reframed toward a discussion of color blindness. In 2008, the historic election of the nation's first African American president prompted increased proclamations that the nation had "moved past race." In the moments immediately after the major networks called the 2008 presidential election for Barack Obama, political pundits and mainstream journalists alike ushered in a dominant narrative that framed the first 2 1/2 years of the Obama presidency and cemented the notion of a color-blind society at the forefront of political discourse. Many presupposed that the mere election of the first president of color erased the pervasive and institutionalized racism that has historically oppressed Americans of color since the creation of the nation. This framing has resulted in the solidification of a de-contextualized and deraced analysis of some of the most important economic and social issues and policies of the last several… [Direct]

Kim, Hyejung (2017). Intersectionality in the Transition to Postsecondary Education among Korean-American Students with Autism. ProQuest LLC, Ph.D. Dissertation, The University of Wisconsin – Madison. Students in postsecondary institutions come from diverse communities in terms of social markers, such as race and dis/abilities. Although higher education increases one's chances of social mobility, the opportunities are still limited for students from non-dominant communities. In this regard, this study examines the strategies that families utilize and the challenges they face during this critical period by delineating the postsecondary enrollment process for Korean-American students with autism, a growing but under-examined population. Intersectionality theory provides a framework to elaborate the transition process at the intersection of race and autism because the experiences of these students cannot be described solely by looking at a single social marker. To analyze experiences of the postsecondary transition process, a multiple case study method was used to describe the individually situated cases as well as the common circumstances they faced. Data were obtained from multiple… [Direct]

Mosley, Melissa; Rogers, Rebecca (2011). Inhabiting the "Tragic Gap": Pre-Service Teachers Practicing Racial Literacy. Teaching Education, v22 n3 p303-324. Set in the context of a teacher education program, this study examined how three White pre-service teachers participate in book club discussions of children's literature. We asked: When White pre-service teachers are in a context that enables talk about race, racism and anti-racism, what do they talk about? What conceptual and discursive tools do they use? We were guided by these questions, along with theoretical perspectives of racial literacy, multicultural discourses and a form of critical discourse analysis referred to as "positive discourse analysis" or "reconstructive discourse analysis". Our analysis illustrates that the participants held two questions, what constitutes racism and what makes a person a White ally, without firm resolution in the form and function of their talk. Their discourses illustrate that racial literacy involves what teachers say and also a willingness to stand in the space of indeterminacy, which may create space for new social… [Direct]

Allen, Carrie D.; Kirshner, Ben; Kornbluh, Mariah; Ozer, Emily J. (2015). Youth Participatory Action Research as an Approach to Sociopolitical Development and the New Academic Standards: Considerations for Educators. Urban Review: Issues and Ideas in Public Education, v47 n5 p868-892 Dec. Administrators and teachers face changes prompted by the shift to Common Core State Standards (CCSS) and Next Generation Science Standards (NGSS). Youth Participatory Action Research (YPAR) offers a promising approach to supporting students in mastering new content standards, while also offering experiences that promote their sociopolitical development and civic agency. In YPAR, students work with a teacher or other adult ally to critically reflect upon the social and political forces influencing their lives, identify a pressing problem or school need, study it through systematic research, and then develop an action plan to raise awareness or change a policy. Because of its emphasis on educational relevance, critical consciousness, and social justice, YPAR is an especially promising strategy with young people who experience racism or other forms of marginalization in school. In this article we describe the YPAR cycle, make an argument for how it creates opportunities for academic… [Direct]

DeCandia, Gabriela; Heinze, Peter (2011). Assessing the Learning of White Students on Themes of White Privilege & Racism. Multicultural Education, v19 n1 p20-23 Fall. In an earlier article appearing in \Multicultural Education\ (Volume 16, Number 1, Fall 2008) a number of pedagogical techniques were presented for teaching White students about White privilege and racism (Heinze, 2008). That article emphasized that racism exists along a continuum and that the instructor needs to examine and disclose his or her own racism. Group exercises and an analysis of the film \The Color of Fear\ were described as approaches that have proved successful. Additionally, a number of student dynamics, such as resistance to the material, were considered from a psychoanalytic perspective. With respect to the assessment of student learning in a Multicultural Psychology course, anecdotes and quotes from students were offered in the 2008 article as evidence, noting that there was an absence of empirical data (e.g., measurable learning outcomes). Since that time, there has been an opportunity to collect quantitative data, and this article presents findings related to… [PDF] [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]

Davis, Dannielle Joy (2013). The Experiences of Marginalized Academics and Understanding the Majority: Implications for Institutional Policy and Practice. International Perspectives on Higher Education Research This study features interactions with White students and female colleagues from two regions in the United States. Helm's Racial Identity Model for Whites offers a conceptual lens to understand classroom and workplace dynamics between Blacks and Whites in predominantly White postsecondary settings, regardless of national context. Findings suggest that the quality of experiences with White colleagues and students often reflected the status individuals held in terms of their own racial identity development. These findings promise to inform institutional policy and faculty evaluation practices. [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]

Lau, Michael Y.; Smith, Laura (2013). Exploring the Corollaries of Students' Social Justice Intentionality. Education, Citizenship and Social Justice, v8 n1 p59-71 Mar. The preparation of students to take part in social justice advocacy has been increasingly embraced within higher education in the USA; nevertheless, the corollaries of social justice intentionality and commitment among students have yet to be investigated thoroughly. To contribute to the study of this question, data from 217 American psychology students were analyzed via a hierarchical multiple regression model that examined the ability of demographic variables, program enrollment and endorsement of structural explanations of racism and poverty to account for variability in social justice intentionality. Results indicated that awareness of structural aspects of oppression was more important than program enrollment or demographic variables in explaining social justice intentionality. (Contains 2 tables.)… [Direct]

Guy, Talmadge C.; Manglitz, Elaine; Merriweather, Lisa R. (2014). Knowledge and Emotions in Cross-Racial Dialogues: Challenges and Opportunities for Adult Educators Committed to Racial Justice in Educational Settings. Adult Learning, v25 n3 p111-118 Aug. Our society reflects a kaleidoscope of differences in terms of race, ethnicity, class, religion, and gender identity. These differences are evident from the boardroom to the classroom in higher education and can result in impaired communication when race is the topic of discussion. To effectively facilitate race-based dialogues, adult educators must deliberately and intentionally build their cognitive and emotive capacity. Capacity building involves adult educators acknowledging their privilege and systems of advantage, attaining cultural knowledge, taking emotional risks, and developing the ability to better organize formal learning and capitalize on informal learning opportunities, to engage in more genuine and appropriate racial dialogues. As we are ushered through the 21st century, issues of race and racism will remain as salient as ever as long as the disturbing silence, surrounding them in our work and school spaces, is allowed to persist. Considerations for the development of… [Direct]

Hill, Dave (2009). Race and Class in Britain: A Critique of the Statistical Basis for Critical Race Theory in Britain: And Some Political Implications. Journal for Critical Education Policy Studies, v7 n2 p1-40 Nov. In this paper, the author critiques what he analyses as the misuse of statistics in arguments put forward by some Critical Race Theorists in Britain showing that "Race" "trumps" Class in terms of underachievement at 16+ exams in England and Wales. At a theoretical level, using Marxist work the author argues for a notion of "raced" and gendered class, in which some minority ethnic groups are racialised or xeno-racialised and suffer a "race penalty" in, for example, teacher labelling and expectation, treatment by agencies of the state, such as the police, housing, judiciary, health services and in employment. The author critiques some CRT treatment of social class analysis and underachievement as unduly dismissive and extraordinarily subdued. He offers a Marxist critique of Critical Race Theory from statistical and theoretical perspectives, showing that it is not "whiteness," a key claim of CRT, that most privileges or underprivileges… [PDF]

Harper, Shaun R. (2009). Race, Interest Convergence, and Transfer Outcomes for Black Male Student Athletes. New Directions for Community Colleges, n147 p29-37 Fall. Although much of the existing literature on black male student athletes in Division I sports programs at four-year institutions explores the social construction of their athletic identities, their lived experiences with racial stereotyping and low expectations, and one specific outcome variable (bachelor's degree completion), these topics remain largely unexplored in the context of community college sports. Little emphasis has been placed on demonstrated institutional commitment to the overall success of black male students, particularly those who play on sports teams at community colleges. Thus, the purpose of this article is to consider the mutual benefits that could accrue for these students and the colleges they attend if the transfer rate to four-year institutions is strengthened. The Critical Race Theory, specifically the Interest Convergence tenet, is introduced and used for explanatory sense making. Critical Race Theory is used to consider the educational outcomes that could… [Direct]

Castagno, Angelina E.; Vaught, Sabina E. (2008). \I Don't Think I'm a Racist:\ Critical Race Theory, Teacher Attitudes, and Structural Racism. Race, Ethnicity and Education, v11 n2 p95-113 Jul. This article is an ethnographic examination of teacher attitudes towards race, racism, and White privilege in response to anti-bias in-service trainings in two major U.S. urban school districts through the theoretical lens of Critical Race Theory. We employ the analytic tools of Whiteness as property to make sense of the messages teachers perceived and developed about race and racism. Further, we examine what teacher attitudes reveal about the structural dimensions of racial inequity in schooling and achievement. We argue that the racial attitudes expressed by teachers in this study are illustrative of larger structural racism that both informs and is reinforced by these attitudes and their manifestation in practice…. [Direct]

Solis-Walker, Joanne (2016). Does Applied Critical Leadership Theory Really Apply? The Formation of Hispanic-Latin@ Ecclesial Leaders at Seminaries Accredited by the Association of Theological Schools: A Historical-Critical Analysis of the Progress and Challenges. ProQuest LLC, Ph.D. Dissertation, Regent University. A front-seat view allows the observer to see (a) the continual growth of the Hispanic population in the United States, (b) an increase in the number of Hispanic churches, and a (c) Latin@ community with significant buying power that also leaves its mark in the entertainment and sports industries. The view from the back is seldom beheld, but it contains the history of a people–memories of the marginalization and oppression of Hispanic-Latin@s. It tells the story of Latin America when stripped of its ethnic identity and forced to disconnect from its religious and cultural traditions. It brings to surface the moving of the borders and the Spanish-American War and deals with who really migrated to the United States and why. In some ways, little has changed. The marginalization and oppression of days gone are today's issues of immigration and deportation, educational inaccessibility and attainability, employment, barriers and systems of powers that dominate and detain the progress of… [Direct]

Irizarry, Jason (2011). \Buscando la Libertad\: Latino Youths in Search of Freedom in School. Democracy & Education, v19 n1 Article 4. Drawing from a two-year ethnographic study of Latino high school students engaged in youth participatory action research (YPAR), this article describes students' quest for freedom in schools, locating their struggle within a larger effort to realize the democratic ideals of public schooling. Using Latino/a Critical Race Theory as a theoretical lens, the author demonstrates how popular discourse around the \achievement gap\ often obscures the oppressive policies and practices implemented by educators that limit freedoms necessary for educational and personal development and profoundly influence the identities and life trajectories of Latino youth. The article concludes with an exploration of YPAR as a practice of educational freedom with the potential to transform the educational experiences and outcomes for Latino youth and other communities that have been traditionally underserved by schools. (Contains 1 table and 2 notes.)… [Direct]

Austin, Theresa; Bangou, Francis (2011). Revisiting Collaborative Boundaries-Pioneering Change in Perspectives and Relations of Power. Journal of Urban Learning, Teaching, and Research, v7 p41-48. In this article, we examine collaboration as a situated practice that defies a prescriptive definition mainly located in the interpersonal relations of professionals. We argue that collaboration does not merely depend upon good will or professionalism, rather interacts complexly with racial expectations that have been cultivated in institutions where racism is manifested in subtle ways. We use Critical Race Theory (Ladson-Billings & Tate, 1995) to examine how we as 2 different pairs of teacher educators in innovative programs in different sites faced racial tensions through our co-teaching experiences. Each racially diverse pair consisted of a more senior faculty member and an international teaching assistant. Hence we discuss the tensions that are inevitable as we professionals collaborate across relations of power and race. We argue for a more complex understanding of what it means to collaborate from these different social positions…. [PDF]

Sealey-Ruiz, Yolanda (2011). The Use of Educational Documentary in Urban Teacher Education: A Case Study of "Beyond the Bricks". Journal of Negro Education, v80 n3 p310-324 Sum. This article draws from a qualitative case study of 22 teachers of African American males who participated in a screening event of the documentary Beyond the Bricks as part of a community engagement project in three cities: New Orleans, New York, and Oakland Through the lenses of critical race theory and the Matrix Achievement Paradigms typology, this article highlights three major themes connected to teaching Black male students: (a) recognizing and removing the blind spot, (b) resisting the normalization of failure, and (c) fulfilling the need for (practicing) culturally responsive educators, This article seeks to contribute to the scholarly discussion on the use of film in urban teacher education, and puts forth Beyond the Bricks as a critical, solutions-oriented discussion tool that offers concrete ideas about what Black males need to achieve social and academic success in America's schools. (Contains 1 table.)… [Direct]

Morita-Mullaney, Patricia M. (2014). Leading from the Periphery: Collective Stories Told by English Language Learner (ELL) Leaders. ProQuest LLC, Ph.D. Dissertation, Indiana University. The purpose of this qualitative narrative study was to explore the stories of ELL leaders and how they negotiated local conditions of power, positioned themselves within leadership structures, and formed their identities. Using critical theory, critical race theory, and feminism as interpretive frames, this study addressed the marginalized status of ELL leaders and the gap in the research related to ELL leadership. Findings suggest that governmental agencies impacted the institutionalization of ELL programs, along with the pre-existing operational orders of school districts. The history of racial desegregation orders and decrees surfaced the impact of the interpretive framework that defined students within a Black/White racial paradigm where the intersecting identities of language background, national origin and races other than Black or White of ELL students and leaders were dismissed. Further, school districts had a static method of addressing respective federal and state reforms,… [Direct]

Barron, Ian (2014). Finding a Voice: A Figured Worlds Approach to Theorising Young Children's Identities. Journal of Early Childhood Research, v12 n3 p251-263 Oct. This article explores some of the ways in which children's ethnic identities have been conceptualised by sociocultural and critical race theory and the potential of the "figured worlds" literature in helping to theorise the responses of young children to the cultural and educational worlds they encounter. Using some vignettes drawn from the author's ethnographic study of the ethnic identities of a group of 3- and 4-year-old White British and British Pakistani children in a kindergarten in the north of England, the article explores the potential of a figured worlds analysis in understanding how the children respond to some of the experiences of the kindergarten and in understanding how they seek to make sense of their identities. The article concludes that while structural and cultural factors shaped the ways in which the children engaged or did not engage in the social and educational practices of the kindergarten and played a very significant part in how they viewed… [Direct]

Holloway, Yolanda Boyd (2014). African American Educators in a White Rural School District: 1966-2013. ProQuest LLC, Ph.D. Dissertation, Walden University. Racial integration and its outcomes have been critiqued for nearly 60 years. While the impact on teachers was vast, data on the impact on teachers outside of the American South is limited. The purpose of this study was to explore the perspectives of 6 African American teachers who described experiences of racial integration and its progress in a rural Mid-Atlantic, predominantly White school district over 47 years. The theoretical framework was based on critical race theory. Experiences with racial integration, bias, and discrimination were compared between 2 cohorts of African American teachers in the same school district. Purposeful criteria sampling was used. Three veteran teachers who taught in any year between 1966-1971 and 3 contemporary teachers who taught in any year between 2008-2013 participated in this qualitative, phenomenological study. The data were collected in 3 interviews for each of the 6 participants and were analyzed by open coding for emergent themes. Results… [Direct]

Hairston, Kimetta R. (2010). A Composite Counterstorytelling: Memoirs of African American Military Students in Hawaii Public Schools. Qualitative Report, v15 n4 p783-801 Jul. There are social, educational and behavioral problems for African American students in Hawaii public schools. Utilizing Critical Race Theory as a lens for analysis, the perceptions and experiences of these students regarding race, ethnic identity, military lineage, and self-definition are addressed. A composite counterstory of the researcher's and 115 African American students' experiences and reflections is portrayed through two siblings' memoirs. The impact of the counterstory challenges readers to see similar themes, perceptions, and experiences of being Black, military- affiliated, and a student in Hawaii in a story format as all events are integrated into two experiences, one male and one female…. [PDF]

Cherubini, Lorenzo; Hodson, Janie; Kitchen, Julian; Trudeau, Lyn (2010). Weeding out or Developing Capacity? Challenges for Aboriginal Teacher Education. Alberta Journal of Educational Research, v56 n2 p104-123 Sum. Teacher education is critical to the development of Aboriginal teachers able to ensure success among Aboriginal learners and contribute to the preservation and renewal of Aboriginal communities. In a series of talking circles, six beginning Aboriginal teachers discussed their teacher preparation and their first years of practice. They expressed concerns about teacher training programs that they regarded as assimilationist and a need for teacher education that helps Aboriginal teachers examine their individual and cultural identities in order to become effective teachers. Tribal Critical Race Theory (TribalCrit) is used as a discursive framework for critiquing existing approaches and offering culturally responsive alternatives…. [Direct]

Nolan, Kathleen (2021). Urban Students' Critical Race-Class Narratives: An Examination of the Relationship between Race and Class within the Context of Punitive School Discipline. Teachers College Record, v123 n14 p21-40 Dec. Background/Context: In the wake of the 1994 national call for zero tolerance and the growth of school policing programs in the United States throughout the 1990s and 2000s, an abundance of research has demonstrated that Black and Latinx students are disproportionately targeted for suspension and expulsion from school, and students of color, particularly those attending racially segregated schools in high-poverty neighborhoods, are substantially more likely to be subjected to daily policing and arrests. In addition, there is a significant body of critical scholarly work that examines the larger social-historical context of punitive school discipline and policing. Such studies illuminate the historical and structural underpinnings that give rise to punitive school discipline and reveal how school discipline policies have become an extension of the societal project of mass incarceration and aggressive policing in high poverty, racially segregated neighborhoods in the United States and… [Direct]

Alicia Nicole Cooper Denton (2023). A Narrative Study Exploring the Importance of Mentorship Programs for Young Black Women. ProQuest LLC, Ed.D. Dissertation, Ball State University. This study sought to explore the importance of mentorship programs for Black adolescent females. Due to the unique challenges that Black women face regarding the intersectionality of race, gender, and socioeconomic status, they are in need of mentorship programs to overcome these challenges. The Critical Race Feminist Theory was the theoretical framework for this study. This qualitative study included the narratives of five Black women between the ages of 23 and 33 years old, who grew up in a working-class family and are former mentees of the "Ruby" mentorship program. These narratives were collected by utilizing the life history approach to narrative research and semi-structured virtual interviews to better understand how the "Ruby" mentorship program affected them as they were transitioning into adulthood as Black adolescent females. This study answered the research questions: (1) What are the perceived benefits of mentorship for Black adolescent females? (2)… [Direct]

Cook, Joyce (2012). A Narrative Inquiry of How Akwesasne Pledge Scholarship Recipients' Life Experiences Influence Their Experiences at a Predominantly White University. ProQuest LLC, Ed.D. Dissertation, Hofstra University. Native American students are an underrepresented population at the post-secondary level (American Indian College Fund, 2007). Further complicating this issue, most Native American post-secondary students do not complete a degree within the traditionally accepted four-year period, and attend multiple institutions. The purpose of this study was to explore the experiences of Native American students, raised on the Akwesasne reservation, attended a predominantly white post-secondary institution in the Northeastern United States, and were recipients of a comprehensive scholarship package. This narrative study of four participants included three interviews and journal responses to help re-story the participants' data, and used Tribal Critical Race Theory as a lens to analyze the data. Research that informs the experiences on Native American students on predominantly White college campuses will assist educational leaders and administrators in creating environments that support graduation… [Direct]

Kohli, Rita (2012). Racial Pedagogy of the Oppressed: Critical Interracial Dialogue for Teachers of Color. Equity & Excellence in Education, v45 n1 p181-196. Brazilian education activist Paulo Freire (1970) argues that to create social change, oppressed people must have critical consciousness about their conditions, and that this consciousness is developed through dialogue. He theorizes that dialogue allows for reflection and unity building, tools needed to transform society. When considering racial oppression in K-12 schools, racial minority teachers have an often-untapped insight and power to transform classrooms and schools (Kohli, 2009). Connected through a commonality of racial oppression, it is important for teachers of color to engage in cross-racial dialogues about manifestations of racial injustice in K-12 schools and to develop strategies for change. Utilizing Freire's conceptual lens and a critical race theory (CRT) framework, this article highlights critical race dialogue about the educational experiences and observations of 12 black, Latina, and Asian American women enrolled in a teacher education program. Through… [Direct]

Beasley, Jennifer M. (2013). Giving Voices to Mexican Immigrant Parents: A Mixed Methods Study of Perceptions on the Transition to School. ProQuest LLC, Ph.D. Dissertation, The University of North Carolina at Greensboro. The transition to formal schooling is thought of as a critical educational experience for all children and their families. This transition may be especially critical for those in the largest immigrant group in the United States, Mexican families and their children. Using Critical Race Theory, the aim of the current study was to give Mexican immigrant parents a voice in their experiences and perspectives regarding their children's transition to school. Using two distinct phases, the current study examined Mexican immigrant parents' perspectives on and experiences with their children's transition to kindergarten. In the first phase, information from interviews with 7 Mexican immigrant parents and feedback from an expert panel were used to revise the Family Experiences and Involvement in Transition (FEIT) survey (McIntyre et al, 2007), with the intent of making it more culturally sensitive and relevant, and a better reflection of Mexican families' perspectives and experiences. In the… [Direct]

Kumasi, Kafi (2012). Roses in the Concrete: A Critical Race Perspective on Urban Youth and School Libraries. Knowledge Quest, v40 n5 p32-37 May-Jun. The late rapper Tupac Shakur wrote a poem called \The Rose that Grew from Concrete\ that serves as a good metaphor for helping educators, including school librarians, to disrupt stereotypical metanarratives they might have about urban youth and replace them with new narratives of hope, compassion, and high expectations for all students. Tupac's poem is a good primer for discussing what school libraries and school librarians can do to better support urban youth's diverse backgrounds and literacy abilities. What lessons might educators and school librarians learn about educating urban youth based on the message embedded in Tupac's poem? Moreover, how might they reflexively look back at their own practices and policies in the school library to see how they accommodate (or do not accommodate) the experiences, backgrounds, and literacies of urban youth? Finally, what insights might Critical Race Theory (CRT) afford them in an analysis of school library programs and school librarians'… [Direct]

Chadderton, Charlotte (2012). UK Secondary Schools under Surveillance: What Are the Implications for Race? A Critical Race and Butlerian Analysis. Journal for Critical Education Policy Studies, v10 n1 p76-92 Apr. Since September 11th 2001, and the London bombings of July 2005, the "war on terror" has led to the subjection of populations to new regimes of control and reinforced state sovereignty. This involves, in countries such as the UK and the US, the limiting of personal freedoms, increased regulation of immigration and constant surveillance, as a response to the perceived increased risk of terrorist attacks. In this paper I consider new surveillance technologies in secondary schools as a moment in the "war on terror" where recognisability is key to understanding the ways in which populations are racialised. I argue that the counter-terrorism agenda is one of the reasons why schools have invested to such an extent in new technologies of surveillance and explore the implications such surveillance has for the way in which students are raced. The paper applies a framework which combines a Critical Race Theory (CRT) analysis of white supremacy with Judith Butler's (2004a,… [PDF]

Womble, Callie Chantel (2018). Investigating Black Male Intersectionality: Counternarratives of High-Achieving Black Male Engineering Undergraduates at a Predominantly White Institution. ProQuest LLC, Ph.D. Dissertation, North Carolina State University. The purpose of this qualitative research study was to understand how being both Black and male (i.e., Black male intersectionality) shaped the lived experiences and academic success of high-achieving Black male undergraduates in engineering majors at a predominantly White institution (PWI). Consistent with prior research, high-achieving was defined as having earned a cumulative grade point average (GPA) at or above 3.0. A counternarrative approach was used to obtain the stories of this understudied population who has achieved academic success in college, despite all that is stacked up against them. Southeastern University (pseudonym), a large, public PWI located in an urban city within the Southeastern region of the United States, was selected as the study site because it has consistently been nationally ranked as a top producer of engineering bachelor's degrees awarded to underrepresented racial and ethnic minority students, particularly Black students. Eight high-achieving Black… [Direct]

McGriff, Deborah L. (2009). Identity Development for Black Adolescents in Predominately White Rural Communities. Multicultural Learning and Teaching, v4 n1 p64-77 Aug. Research on identity development of African American adolescents in predominantly White rural settings is virtually nonexistent. This article examines current literature on the developmental tasks of adolescents and issues of ethnic congruence for African American students in predominately White rural communities. In addition, it calls for critical conversations on this overlooked population. Recommendations for future research using Critical Race Theory is presented…. [Direct]

Lugg, Catherine; Valdez, Trina M. (2010). Community Cultural Wealth and Chicano/Latino Students. Journal of School Public Relations, v31 n3 p224-237 Sum. This article offers a vision of how educators can better foster the various forms of knowledge and wealth that Chicano/Latino students bring to their public schools. By using LatCrit (i.e., Latino/a critical race theory) to conceptualize community cultural wealth, we hope to give educational leaders greater insights into culturally appropriate strategies in serving all public school students. Yosso (2005) defined community cultural wealth as \an array of knowledges, skills, abilities and contacts possessed and used by Communities of Color to survive and resist racism and other forms of oppression\ (p. 154). Employing a LatCrit lens allows us to take an in-depth look into how schools can better relate to communities of color. We are \conceptualizing community cultural wealth as a critical race theory challenge to traditional interpretations of cultural capital and then offering suggestions on how community cultural wealth can \transform the process of schooling\\ (Yosso, 2005, p. 70)…. [Direct]

Ross, Sabrina N. (2009). Critical Race Theory, Democratization, and the Public Good: Deploying Postmodern Understandings of Racial Identity in the Social Justice Classroom to Contest Academic Capitalism. Teaching in Higher Education, v14 n5 p517-528 Oct. This essay discusses an academic capitalist knowledge regime (i.e. the increasing engagement of public institutions of higher education in market-based ventures) and the alterations to teacher and student behavior and the learning environment that result. Social justice-oriented university courses are positioned as sites where democratization and contestation of academic capitalism can be waged. The resistance of white students to curricular issues dealing with race is identified as a factor thwarting the counter-hegemonic potential of social justice-oriented courses and critical race theory (CRT) is offered as a corrective to ease student resistance to issues of race by encouraging postmodern understandings of racial identity. Ways in which CRT opens spaces for democratization, social justice, and the contestation of the academic capitalist knowledge regime are discussed…. [Direct]

Morgan, Harry (2010). Early Childhood Education: History, Theory, and Practice. Second Edition. Rowman & Littlefield Publishers, Inc. Harry Morgan lays the foundations of what early childhood education is by integrating the history of the field with the philosophy and theories behind this discipline. From birth to age eight, when children become integrated into society through their education at school and at home, \Early Childhood Education\ examines the education of this age group from its historical beginnings to the theories used then and today. The writings and research of philosophers such as Locke, psychologists such as Freud, and pioneers of early childhood education such as Frobel, are covered in this concise text. With lucid and engaging prose, Morgan delineates the beginnings of early childhood education and how it has become an important field of study in education today. This edition has been updated to include recent research and how current practices and culture affect the field today. Also included in this second edition is a new chapter about critical race theory and its implications on early… [Direct]

Montevirgen, Alexis S. (2011). Consciousness, Resistance, and Praxis: Counter-Narratives of Transformative Leaders of Color. ProQuest LLC, Ed.D. Dissertation, San Francisco State University. Using counter-narrative to frame the qualitative methodology, this dissertation shifts the paradigm of educational leadership by situating the experiences of transformative leaders of color as part of the dominant discourse. A theoretical framework drawing from Critical Race Theory (CRT), decolonization, and Freirean critical pedagogy is used to present a model for transformative educational leadership pedagogy which focuses on the values of consciousness, resistance, and praxis in order to directly challenge and counter more traditional leadership values of authority, power, and control. The dissertation provides a set of four recommendations which can be implemented to support and further the development of transformative leaders of color. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:… [Direct]

Hairston, Kimetta R.; Strickland, Martha J. (2011). Growing…But Constrained: An Exploration of Teachers' and Researchers' Interactions with Culture and Diversity through Personal Narratives. Qualitative Report, v16 n2 p341-357 Mar. Educators from all realms of education who engage in in-depth conversations and reflections about personal experiences and perspectives related to diversity are significantly important to the cultural understandings in Education. This paper is a narrative analysis of how teachers who were enrolled in a Master's Program from two university campuses of the same predominantly White university participated in an in-depth look at their diverse cultural experiences through reflection and dialogue. Two researchers, one African American female utilizing the Critical Race Theory perspective the other Caucasian female using Socio-constructivism, interacted with one another and the teachers' narratives through several personal experiences interchanges. The resulting teacher/research dialogue on culture and diversity revealed how when the constraints of different theoretical frameworks and past encounters with culture and diversity are exposed a space for dialogue on culture and diversity,… [PDF]

Han, Huamei (2011). "Love Your China" and Evangelise: Religion, Nationalism, Racism and Immigrant Settlement in Canada. Ethnography and Education, v6 n1 p61-79. This paper explores how race, religion and national origin intersect in one transnational context. In an educational ethnography, I encountered a discourse that called for overseas Chinese to convert and evangelise other Chinese (in China), which won many followers in Canada. Using Critical Race Theory and the notion of "intersectionality," I analyse the shared understandings of race and national identity, and the shared experience of institutionalised discrimination in everyday life in this community. I suggest that sanctioned and enabled by Canadian "banal nationalism" and racism, structural discrimination against racialised minority immigrants contributes to difficulties they experience in settlement. Intersecting with racism and banal nationalism, Christian evangelism offers many Chinese immigrants an alternative frame to understand the meaning and purpose of immigration and of living as racialised immigrants. Implications for immigrant settlement and for… [Direct]

Rolon-Dow, Rosalie (2011). Race(ing) Stories: Digital Storytelling as a Tool for Critical Race Scholarship. Race, Ethnicity and Education, v14 n2 p159-173 Mar. This article investigates the use of digital storytelling as a medium for exploring the significance of race in the educational experiences of youth. A critical race theory (CRT) framework is utilized because CRT places race at the center of social analysis and values the everyday experiences of people of color. The author focuses on two US high school students who created digital stories and shows how the students grappled with the ways race shaped identities and institutional structures in their educational contexts. The author also highlights the ways in which the students represented themselves through stories that countered normalized discourses about race. The author concludes that the digital storytelling medium, combined with a CRT framework, can be a valuable tool for initiating conversations about the raced experiences of youth and can provide valuable knowledge for those working towards greater racial justice within educational contexts. (Contains 12 notes.)… [Direct]

Roberts, Mari Ann (2010). Toward a Theory of Culturally Relevant Critical Teacher Care: African American Teachers' Definitions and Perceptions of Care for African American Students. Journal of Moral Education, v39 n4 p449-467 Dec. Growing research evidence on the ethic of care suggests that caring should be an integral part of the pedagogical methods implemented in schools. However, the colour blind \community of care\ often described in the literature does not disaggregate lines of ethnicity or race and much of this existing literature concerns elementary- and middle-school students. This phenomenological study examined teacher care for African American secondary students, through a theoretical lens of critical race and care theory, as it was represented through the counter stories of eight \successful\ African American teachers. Findings revealed that teachers' definitions and perceptions of care reflected a blend of traditional care literature, critical race theory and the literature on African American teachers before and after the US Supreme Court's landmark \Brown\ decision on integration. Findings also reveal the possibility of a pedagogy that I refer to as \culturally relevant critical teacher care.\… [Direct]

Holly, James S., Jr. (2018). "Of the Coming of James": A Critical Autoethnography on Teaching Engineering to Black Boys as a Black Man. ProQuest LLC, Ph.D. Dissertation, Purdue University. In W. E. B. Du Bois' "The Souls of Black Folk" there is a story entitled "Of the Coming of John" that features two boys named John, one black from a poor family, the other white from a wealthy family. As the two are away at college each family awaits 'of the coming of John,' the title is also a reference to maturity because black John becomes disillusioned with race relations as he is awakened to the injustices that seemed so normal. Like black John, I too went to college far away from my hometown, developed a heightened awareness of society's racism, and retained a desire to return home to teach youth in my community. And like black John, I want to teach by implementing a pedagogy that promotes equity for black Americans amid inequitable conditions. The research problem addressed in this study relates to the absence of sociopolitical teaching practices in K-12 engineering education, which I argue is necessary for equitable inclusion of underrepresented… [Direct]

Block, Lee Anne; Schmidt, Clea (2010). Without and within: The Implications of Employment and Ethnocultural Equity Policies for Internationally Educated Teachers. Canadian Journal of Educational Administration and Policy, n100 Feb. Analyzing school division employment policies from six Winnipeg school divisions and the Manitoba K-12 Action Plan for Ethnocultural Equity (MECY, 2006), we discuss implications for the integration of internationally educated teachers in K-12 schools. Findings suggest that the policies exhibit several major limitations in advancing IET integration: lack of equity and IET-specific content in the case of most divisional policies and lack of stakeholder buy-in and implementation strategies in the case of the ethnocultural equity policy. Subsequent recommendations use the construct of interest convergence from critical race theory to advocate for educational policymaking and implementation that prioritize a more diverse teaching force. (Contains 2 footnotes.)… [PDF]

Desai, Dipti (2010). Unframing Immigration: Looking through the Educational Space of Contemporary Art. Peabody Journal of Education, v85 n4 p425-442. This article uses the lens of contemporary visual art as a counternarrative to explore the racialization of immigration in the United States and its relationship to education. Drawing on critical race theory, I argue that today several artists use their artistic practice to intervene strategically in the immigration debates. These artistic interventions are pedagogical because they open spaces for students to address the topic of immigration in both secondary schools and universities. As pedagogical sites, these art practices precipitate debate, dissent, and dialogue about immigration in the United States, generating another avenue for civic engagement, which is a crucial component of democracy. (Contains 8 figures.)… [Direct]

Allen, Walter R.; Han, June C.; Howard, Tyrone C.; Jayakumar, Uma M. (2009). Racial Privilege in the Professoriate: An Exploration of Campus Climate, Retention, and Satisfaction. Journal of Higher Education, v80 n5 p538-563 Sep-Oct. This study applies the principles of critical race theory to examine quantitatively the experiences of a national sample of 37,582 faculty. Among the key factors influencing retention and satisfaction are campus racial climate, autonomy and independence, and the review and promotion process. Results support the value of examining faculty of color in the aggregate and of disaggregating racial categories. (Contains 4 tables and 3 footnotes.)… [Direct]

Wesley, LaWanda O. (2015). The Preparedness of African American Early Childhood Administrators to Build Quality Preschool Programs. ProQuest LLC, Ed.D. Dissertation, Drexel University. California early childhood administrators are faced with increased accountability to ensure preschool children are prepared to enter school ready to succeed. This comes in the wake of the 2001 No Child Left Behind Act and Obama's 2011 Race to the Top Early Learning initiative to improve the quality of preschool programs for its youngest learners and consequently narrow the persistent school readiness gap. The researcher employed a phenomenological research design to better understand early childhood administrators' experiences, perceptions, attitudes, and beliefs about their professional preparedness to lead and manage high-quality preschool programs. Furthermore, the researcher investigated the interplay among early childhood administrators' role as gatekeeper to quality preschool programming, the social and political influence of early childhood reform, and the structural inequality of professional development opportunities for African American early childhood administrators… [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]

Myers, Talbert (2012). The Persistence of African American Males in Community College. ProQuest LLC, Ed.D. Dissertation, North Carolina State University. The purpose of this qualitative study was to understand the experiences of African American male students in community college and to explore their decision-making process to persist. The study sought to describe these experiences and to discover any impact these experiences might have on decisions regarding completing a degree. The research questions guiding the study were: 1) what are the experiences of African American male students in community college? 2) how do personal, social and environmental factors affect the persistence of African American male students in community college? 3) what enhances the semester to semester persistence of African American male students in community college? and 4) what detracts from the semester to semester persistence of African American male students in community college? This was a narrative inquiry qualitative study guided by a Critical Race Theory framework. Fourteen African American male students who ranged in age from 20 to 66 participated… [Direct]

Blair, Carlos L. (2009). Critical Race Theory: A Framework to Study the Early Reading Intervention Strategies for Primary Teachers Working with African American Male Students. ProQuest LLC, Ph.D. Dissertation, Miami University. This research study endeavors to examine successful pedagogical practices that may increase the literacy skills of African American male students. This study examines how urban setting teachers utilize specific reading strategies including reading circles, small and individual group tutoring, in an effort to increase African American males' literacy skills. The researcher was interested in examining this topic because the research pinpoints that African American males are in a critical state of emergency. Their recidivism rates in the penal system are woeful. The number of African American males represented in special education programs far surpasses that of any other ethnic group. The research surmises that the there are stifling outcomes for referring a considerable number of African American males into special education. African American males' placement into special education programs traces dates back to the (Pre-Kindergarten through grade three early childhood years. The… [Direct]

Ruiz, Manuel (2013). Shifting Landscape: A Phenomenological Study of Latinos Social and Academic Integration on Campus. ProQuest LLC, Ed.D. Dissertation, Northeastern University. A college degree is widely accepted as a basic goal in education, and the United States labor market reinforces that expectation with substantial financial rewards. Today, Latinos are enrolling in colleges and universities at astronomical rates. As educators, we must provide this growing student population with the adequate programs and resources needed to graduate and compete in such a market. Through the use of Critical Race Theory and phenomenology as the methodological framework, this study examined the lived experiences of Latino students' academic and social integration on campus, and the extent to which their integration impacts their persistence and overall growth and development Purposeful sampling procedures were employed to recruit five participants and the researcher adhered to Moustakas's (1994) seven steps for phenomenological analysis in coding and interpreting the themes established. Four overarching themes emerged from the analysis: Academic, Finances, Social, and… [Direct]

da Rosa, Katemari Diogo (2013). Gender, Ethnicity, and Physics Education: Understanding How Black Women Build Their Identities as Scientists. ProQuest LLC, Ph.D. Dissertation, Columbia University. This research focuses on the underrepresentation of minoritized groups in scientific careers. The study is an analysis of the relationships between race, gender, and those with careers in the sciences, focusing on the lived experiences of Black women physicists, as viewed through the lens of women scientists in the United States. Although the research is geographically localized, the base-line question is clear and mirrors in the researcher's own intellectual development: "How do Black women physicists describe their experiences towards the construction of a scientific identity and the pursuit of a career in physics?" Grounded on a critical race theory perspective, the study uses storytelling to analyze how these women build their identities as scientists and how they have negotiate their multiple identities within different communities in society. Findings show that social integration is a key element for Black women physicists to enter study groups, which enables… [Direct]

Rediger, James N. (2013). How Community College Adjunct Faculty Members Teaching Communications Courses Understand Diversity as It Relates to Their Teaching. ProQuest LLC, Ed.D. Dissertation, Ball State University. The purpose of this study was to explore Midwestern Community College (MCC) communication adjunct faculty members' descriptions of techniques used to prepare for a diverse student population. This research was conducted in order to gain a better understanding of how adjunct faculty members teaching communications courses at MCC understood diversity as it related to their teaching preparations and practices. As an adjunct faculty member at a community college, this study has been enhanced by my own experiences, along with in-depth interviews with other adjunct faculty members from the same institution. Data, interpreted from a Critical Race Theory perspective revealed elements of dysconscious racism and whiteness from some participants. As a result, Culturally Relevant Pedagogy and Inclusive Pedagogy were examined as potential frameworks to guide next-level faculty development programs for adjunct faculty teaching communications courses at a community college. In the absence of such… [Direct]

Akom, Antwi A. A. (2011). Black Emancipatory Action Research: Integrating a Theory of Structural Racialisation into Ethnographic and Participatory Action Research Methods. Ethnography and Education, v6 n1 p113-131. The central purpose of this article is to introduce Black Emancipatory Action Research (BEAR) as a framework that will allow social scientists to explore the implications that \racing research and researching race\ have for methodological practices and knowledge production in the field of education and beyond (Twine and Warren 2003). Drawing on critical race theory (CRT), participatory action research (PAR), Critical Africentricity, and feminists scholarship (FS), the BEAR framework questions notions of objectivity and a universal foundation of knowledge by breaking down the barriers between the researched and the researcher and underscoring ethical principles such as self-determination, social justice, equity, healing and love. With its commitment to community capacity building, local knowledge, asset based research, community generated information and action as part of the inquiry process–BEAR represents an orientation to research that is highly consistent with Paulo Freire's… [Direct]

Childers, Sara M. (2011). Getting in Trouble: Feminist Postcritical Policy Ethnography in an Urban School. Qualitative Inquiry, v17 n4 p345-354 Apr. This article addresses how the author uses the notion of "getting in trouble" as a source of methodological energy to hold the researcher accountable to the complexities of conducting ethnographic policy studies. She focuses specifically on how a feminist postcritical methodology might be used to read for the disruptions at work in sociocultural policy research and locate analytic tools for getting through anxieties generated by complicated and competing readings of empirical material. The author (re)presents and analyzes troubling material from her own study regarding how one student's experience of racialized course enrollment was talked about and justified within the context of a "successful" high school. She offers four incommensurable and therefore complementary analytic reads using anthropological, foucaultian, critical race theory, and feminist postcritical frameworks to bring complicated retellings of school enrollment practices into play in an attempt to… [Direct]

Huber, Lindsay Perez (2011). Discourses of Racist Nativism in California Public Education: English Dominance as Racist Nativist Microaggressions. Educational Studies: Journal of the American Educational Studies Association, v47 n4 p379-401. This article uses a Latina/o critical theory framework (LatCrit), as a branch of critical race theory (CRT) in education, to understand how discourses of racist nativism–the institutionalized ways people perceive, understand and make sense of contemporary US immigration, that justifies "native" ("white") dominance, and reinforces hegemonic power–emerge in California public K-12 education for Chicana students. I use data from 40 "testimonio" interviews with 20 undocumented and US-born Chicana students, to show how racist nativist discourses have been institutionalized in California public education by English hegemony, that maintains social, political, and economic dominance over Latina/o students and communities, regardless of actual nativity. Teacher practices of English dominance is a manifestation of this hegemony that can be articulated by the concept of racist nativist microaggression–systemic, everyday forms of racist nativism that are subtle,… [Direct]

Araujo, Blanca (2011). The College Assistance Migrant Program: A Valuable Resource for Migrant Farmworker Students. Journal of Hispanic Higher Education, v10 n3 p252-265 Jul. Migrant farmworker students have been underrepresented in research studies. Many scholars have written about Latinos and immigrants in higher education (Becerra, 2010; Mendiola, Watt, & Huerta, 2010; Nevarez, 2001) but little literature relates to how farmworker students are able to enter into higher education. Using community cultural wealth through the lens of Latino critical race theory, this article will focus on the experiences told by eight Latino migrant farmworkers students about their first year of college. It describes how the College Assistance Migrant Program (CAMP) was influential in providing the students with different forms of capital by helping them with financial, informational, emotional, and academic assistance. This study also points to the importance of continuing to research the impact of CAMP especially after the first year of college is completed. Further research on the number of CAMP students who complete their degrees and how the program impacts graduation… [Direct]

Ullucci, Kerri (2011). Learning to See: The Development of Race and Class Consciousness in White Teachers. Race, Ethnicity and Education, v14 n4 p561-577. This is a study of White teachers and their identity development. Using a qualitative approach steeped in the tenants of critical race theory and storytelling, this study investigated how White teachers learn about race, class and diversity in meaningful ways, with a close eye on the role their own personal histories played in their development. To better understand this phenomenon, three White teachers–all believed to be exceptionally skilled in educating children of color in urban centers–were interviewed over the course of several meetings. Their data provides insights into the factors and experiences that shape the race and class consciousness of successful White teachers in urban schools. Through the teachers' stories, we glean an awareness of the salient life experiences that help build solidarity between students and teachers, help White teachers understand their own racial positioning, and illuminate ways in which teacher education programs can broaden their understanding… [Direct]

Croom, Natasha N.; Gildersleeve, Ryan Evely; Vasquez, Philip L. (2011). \Am I Going Crazy?!\: A Critical Race Analysis of Doctoral Education. Equity & Excellence in Education, v44 n1 p93-114. The graduate school experience for students of color has been theorized as oppressive and dehumanizing (Gay, 2004). Scholars have struggled to document how students of color navigate and negotiate oppressive and dehumanizing conditions in their daily experiences of doctoral education. We provide a critical race analysis of the everyday experiences of Latina/o and black doctoral students. We draw from critical inquiry and critical race theory to establish and describe an overarching and powerful social narrative that informs, influences, and illustrates the endemic racism through which black and Latina/o students struggle to persist in pursuit of the doctorate. We call this social narrative, \Am I going crazy?!\ Deconstructing the narrative into its core elements, we provide an extended definition that illustrates a dehumanizing cultural experience in the everyday lives of doctoral students. We problematize these cultural norms to promote a more humanizing experience of doctoral… [Direct]

Boyd, Dwight (2011). Learning to Leave Liberalism…And Live with Complicity, Conundrum and Moral Chagrin. Journal of Moral Education, v40 n3 p329-337. This paper is a story of personal learning. I locate its beginning in my early, comfortable adoption of liberalism as the preferred perspective for my work as a philosopher of education. I then trace how and why I became disaffected with this perspective. I describe how learning from students, feminism and critical race theory led to an acceptance of the fact that my particular social locations as a white, upper-middle-class, educated, heterosexual man are not politically neutral as liberalism would have it, but aspects of social relations that are oppressive to others. I illustrate how this development and its implications took shape in my work, leading me to the unpleasant implications of my unavoidable complicity in these relations, even down to the level of my very subjectivity. I worry, then, about an apparent conundrum that \I\ experience when I address the question of how ameliorative change might be initiated, and end with some injunctions to myself…. [Direct]

Giles, Mark S.; Hughes, Robin L. (2009). CRiT Walking Race, Place, and Space in the Academy. International Journal of Qualitative Studies in Education (QSE), v22 n6 p687-696 Nov. This article is a commentary on several issues relevant to critical race theory (CRT), education, and race-related discourse. In this article, we hope to contribute to the dialogue on race and education, and raise a few thought-provoking questions regarding ways of seeing and thinking about CRT as both a theoretical and practical tool when focused on issues of race, structural racism, and education. (Contains 1 note.)… [Direct]

Hudson, Sheila A. (2012). American Dreams on Hold: Exploring the Impact of Immigration Policy on the Educational Experiences and Attitudes of Graduating Undocumented Latina/o College Students. ProQuest LLC, Ed.D. Dissertation, California State University, Los Angeles. Each year in the United States, thousands of undocumented Latina/o immigrant college students face a variety of challenges as they negotiate postsecondary institutions and cultural landscapes that are predominantly fashioned by traditional American values about race, class, and immigration status that have shaped-and continue to influence-our political, educational, and economic systems. This qualitative case study utilized Latino Critical Race Theory and theories on persistence to explore the educational experiences and persistence stories of undocumented Latina/o students as they approached college graduation. The participants were 11 students who were within one year of degree completion at a large urban university in California. Data collection was conducted during "testimonio" interviews and a focus group. Artifact analysis and observations represented additional sources of data. The findings of this research indicate that individual, social, cultural, and… [Direct]

Brown, Kimberly Jonetta (2012). Factors Influencing the Improved Academic Success in Literacy at the Knowledge Is Power Program School in the Delta Region According to Administrator, Teacher, and Student Perceptions: Case Study. ProQuest LLC, Ed.D. Dissertation, University of Arkansas. The purpose of this study was to explore the factors that have influenced the literacy success of the Knowledge is Power Program (KIPP) students in the low-income, poverty stricken Delta Region of a mid-south state. The study examined the progress made since the implementation of the KIPP Program and the influence the program has made upon student achievement in literacy, at the KIPP Middle and High Schools, according to administrator, teacher, and student perceptions. The study explored what factors are influencing the improvement of previously at-risk students. The study adopted the research of Gene Bottoms' High Schools that Work Initiative that states high expectations plus rigor, relevance, and relationships increases student achievement as a theoretical framework. Additionally, the study was analyzed through the critical race theory and the advocacy paradigms. The themes emerged from the study were high expectations, rigor, relevance, and relationship along with the extension… [Direct]

Revilla, Anita Tijerina (2012). What Happens in Vegas Does "Not" Stay in Vegas: Youth Leadership in the Immigrant Rights Movement in Las Vegas, 2006. Aztlan: A Journal of Chicano Studies, v37 n1 p87-115 Spr. Students calling themselves the Las Vegas Activist Crew shut down the city's famed Strip on May 1, 2006, with an immigrant rights protest that was one of the largest demonstrations in Nevada's history. This research analyzes the ways that students engage in activism to improve their own social conditions and those of their communities. The theoretical framework for the study is critical race theory and Latina/o critical theory in education, which examine the intersection of race with ethnicity, class, gender, sexuality, language, immigration status, culture, and color. Data for this study were collected over five years, starting with the immigrant rights mobilization of 2006 and continuing to the present. A multitiered approach was used, including participatory action research, one-on-one interviews, and focus group interviews. This research reveals the importance of youth leadership and contests deficit thinking about Latina/o students. It supports the notion that advocacy for… [Direct]

Gillborn, David (2010). Full of Sound and Fury, Signifying Nothing? A Reply to Dave Hill's "Race and Class in Britain: A Critique of the Statistical Basis for Critical Race Theory in Britain". Journal for Critical Education Policy Studies, v8 n1 p78-107 Aug. This paper is a reply to an earlier piece by Dave Hill, in this journal, that attacked critical race theory (CRT) in general and my own work in particular. I begin with a brief introduction to CRT which highlights the differences between the reality, of a broad and dynamic approach, as opposed to the simple and monolithic version constructed by Hill. In particular, I show that the CRT concept of "White supremacy" is more nuanced and fluid than the common-sense understanding of that term which Hill applies. I then respond, in turn, to each of Hill's main accusations: namely, that I systematically "misrepresent" statistical data, especially in relation to social class inequalities, and "ignore" the attainments of Indian students. These are serious accusations and I demonstrate that they are without any foundation in truth, but rather reflect fundamental inadequacies in Hill's own understanding of racism, CRT and basic descriptive statistics. (Contains 3… [PDF]

Lathan, Jamie L. (2013). New Format, Same Old Story?: An Analysis of Traditional and Digital U.S. History Textbook Accounts of Slavery. ProQuest LLC, Ph.D. Dissertation, The University of North Carolina at Chapel Hill. While the distortions and omissions in traditional U. S. history textbook accounts of slavery have been well documented (Alexander, 2002; Brown & Brown, 2010; Banks, 1969; Council on Interracial Books for Children, 1977; Elson, 1964; Gordy & Pritchard, 1995; Kane, 1970; Kochlin, 1998; Washburn, 1997), no study has analyzed digital U. S. history textbooks for those same distortions. Given the digital history affordances of increased accessibility of primary source documents (Lee, 2002), multiple perspectives of historical narratives (Ayers, 1999), flexibility in presentation forms (Cohen & Rosenzweig, 2005), and integration of formerly marginalized historical accounts (Bolick, 2006), it should follow that digital U. S. history textbook accounts of slavery eliminate, or at least minimize, the stereotypes, distortions, and omissions. After conducting a content-based, hypertext-based, image-based, and multimedia-based content analysis of traditional and digital U. S. history… [Direct]

Forletta, Felicia; Horsford, Sonya Douglass; Sampson, Carrie (2013). School Resegregation in the Mississippi of the West: Community Counternarratives on the Return to Neighborhood Schools in Las Vegas, 1968-1994. Teachers College Record, v115 n11. Background: School desegregation and resegregation in the Mountain West remain understudied despite the substantial impact the region's growth and demographic change have had on racial balance and diversity in schools. Home to the largest school district in the Mountain West and fifth largest school district in the country, Las Vegas's unprecedented rise in students identified as Latino, Asian, and immigrant English-language learners living in poverty, coupled with its legacy of racial segregation, reflect trends and conditions critical to national conversations around racial diversity and school resegregation in the post-Civil Rights Era. Purpose: This article describes the events surrounding the "Kelly v. Mason" (1968) case, which led to Las Vegas's mandatory school desegregation plan and the African American community's request in 1992 to abandon the mandatory busing plan for a return to neighborhood schools. Its secondary aim is to disrupt a tradition of advocacy for… [Direct]

Alvarez, Crystal R.; Malagon, Maria C. (2010). Scholarship Girls Aren't the Only Chicanas Who Go to College: Former Chicana Continuation High School Students Disrupting the Educational Achievement Binary. Harvard Educational Review, v80 n2 p149-174 Sum. Drawing from extensive oral history interviews with five Chicana women, Malagon and Alvarez (re)conceptualize the way educational scholarship defines "high achieving." As attendees of California continuation high schools, all five women defy societal expectations by moving from these alternative educational spaces to community colleges, then transferring into four-year universities and going on to enroll in graduate programs. The article highlights the resistance strategies these young women employ through their critique of social oppression, with the authors using critical race theory, Latina/o critical theory, and Chicana feminist epistemologies to make sense of the women's narratives and their journeys through the educational pipeline. (Contains 7 notes and 1 figure.)… [Direct]

Blackmore, Jill (2010). \The Other within\: Race/Gender Disruptions to the Professional Learning of White Educational Leaders. International Journal of Leadership in Education, v13 n1 p45-61 Jan. Leslie Roman states \white is a colour too\. Yet the whiteness of educational leaders is rarely questioned, although masculinism–enduring capacity of different masculinities to remain the norm in leadership–is increasingly under scrutiny. Rarely do white men or women leaders question their whiteness, whereas indigenous and other minority groups, as a consequence of their being \other than white\, are expected to explain their exclusion. Instead, the \problem\ is depicted as the lack of \the Other\, and therefore a problem for and of \the Other\. This article confronts normative whiteness in educational administration from the perspective of feminist and critical race theory, considering how foregrounding whiteness in leadership is a necessary condition of inclusive education and leadership…. [Direct]

Howard, Tyrone C. (2008). Who Really Cares? The Disenfranchisement of African American Males in PreK-12 Schools: A Critical Race Theory Perspective. Teachers College Record, v110 n5 p954-985. Background/Context: Despite recent gains from a number of students in U.S. schools, African American males continue to underachieve on most academic indices. Despite various interventions that have attempted to transform the perennial disenfranchisement, their school failure has persisted. Conversely, their failure in schools frequently results in poor quality of life options. Purpose/Objective/Focus of Study: The objective of this study was to use critical race theory as a paradigmatic lens to examine the schooling experiences of African American males in PreK-12 schools. The focus of the study was to shed light on how African American males believe race and racism play as factors in their schooling experiences. Research Design: The article includes qualitative data from a case study of African American males who offer counterstorytelling accounts of their schooling experiences. This article also explores the utility and appropriateness of critical race theory as a methodological… [Direct]

Jo Al Khafaji-King (2024). Effects of Special Education: Moderation by Discipline Policy Context. Society for Research on Educational Effectiveness Background/Context/Setting: In the wake of growing evidence regarding the negative impacts of suspension on student outcomes, states and school districts have implemented disciplinary reforms, restricting or eliminating the use of suspension for minor misbehaviors. Recent evaluations of these reforms suggest that they have the potential to positively impact those students at high risk for suspension (Craig & Martin, 2023; Cleveland, 2023; Pope & Zuo, 2024), yet, the potential for negative peer effects (Pope & Zuo, 2024; Steinberg & Lacoe, 2018) and the use of unintended management strategies (Al Khafaji-King, 2024; Wang, 2022) remain a concern. However, no research has examined the impact of these reforms on an exceptionally vulnerable population: students with disabilities. This lack of research is surprising given the large and growing proportion of SWDs as well as the sensitivity of this group to changes in schooling environments (O'Hagan et al., 2024). Moreover,… [Direct]

Wheeler-Davenport, Veronica (2014). Effects of Teacher Certification on the Educational Achievement of African American Students. ProQuest LLC, Ed.D. Dissertation, Walden University. The purpose of this nonexperimental quantitative study was to explore the effects of teachers' certification on the achievement of African American students. The impetus for this exploration resided in the reading achievement disparities between African American and Caucasian students in the study district. Guided by the principles of total quality management in education to address educational quality, as well as by the critical race theory to examine the effects of race and racism, this study contributed to research on reading achievement gaps for African American students by addressing whether teacher certification levels have effects on student achievement and whether there are racial disparities in access to highly certified teachers. Archived state reading data on African American students in 100 schools were analyzed using an independent-measures t statistic to identify statistical significance between achievement and teacher certification levels, and percentage of Advanced… [Direct]

Shapses Wertheim, Samantha (2014). From a Privileged Perspective: How White Undergraduate Students Make Meaning of Cross-Racial Interaction. ProQuest LLC, Ed.D. Dissertation, New York University. This study explored how White undergraduate students make meaning of cross-racial interaction in order to provide essential knowledge for practitioners who seek to create curricular and co-curricular activities designed to promote productive interactions around race. This study is guided by two overarching questions 1) How do White undergraduate students with a set of peers who are of a different race and 2) How are these meaning-making processes affected by the lived personal and societal experiences of the students, particularly with regard to their experiences at New York University? Utilizing Critical Race Theory and Intercultural Maturity as overarching theoretical frameworks, this study employs narrative inquiry and analysis to explore the life experiences of 11 students in their 3rd or 4th at New York University. Several themes pertaining to how White students make meaning of cross-racial interaction were identified, including the use of humor, difficulty communicating, the… [Direct]

Bilyalov, Darkhan; Garces, Liliana M. (2019). Navigating the Quicksand: How Postsecondary Administrators Understand the Influence of Affirmative Action Developments on Racial Diversity Work. Teachers College Record, v121 n3. Background/Context: Seeking to avoid litigation or a legal threat, many postsecondary institutions are responding to a legal and policy environment that seeks to end the consideration of race in education policies by adopting race-neutral policies and practices in admissions, even when not explicitly required to do so by law. Yet, such responses may introduce new barriers and challenges for administrators seeking to promote inclusive campus environments and support students of color, not only within admissions but in other areas of campus life after students enroll. Understanding the consequences of these institutional responses is critical for those addressing the potential limitations a race-neutral approach puts on diversity-related policies and practices. Purpose/Objective: In this study, we examine how key players charged with implementing diversity-related policies and practices understand legal developments around affirmative action and the institutional responses to these… [Direct]

Poteat, V. Paul; Spanierman, Lisa B.; Todd, Nathan R. (2011). Longitudinal Examination of the Psychosocial Costs of Racism to Whites across the College Experience. Journal of Counseling Psychology, v58 n4 p508-521 Oct. This longitudinal investigation adds to the growing body of scholarship on the psychosocial costs of racism to Whites, which refer to the consequences of being in the dominant position in an unjust, hierarchical system of societal racism. We examined how White students' affective costs of racism (i.e., White empathy, guilt, and fear) changed across the college experience and how gender, colorblind racial ideology, and diversity experiences were associated with those costs. Findings indicated that White empathy, guilt, and fear each had a distinct trajectory of change across the college experience. Moreover, patterns of change for each cost were moderated by colorblind racial attitude scores at college entrance. We also found that participation in college diversity experiences (e.g., diversity courses) was associated with the costs; moreover, different types of diversity experiences were linked to particular costs. These findings provide insight into the affective experiences of White… [Direct]

Patron, Oscar E. (2019). Reconceptualizing Notions of Resilience through the Experiences of Gay Latino Male Collegians. ProQuest LLC, Ph.D. Dissertation, University of Pittsburgh. The purpose of this study was two-fold. First, the author explored the processes of resilience that gay Latino male collegians underwent throughout their educational trajectories. He examined the way that their most salient social identities and surrounding contexts intersected and influenced their resilience. In discussing students' social identities, the author situated them within larger systems of oppression (e.g. heterosexism, patriarchy, white supremacy, and racism). Second, this investigation challenged and expanded the theoretical underpinnings of a resilience framework. As theorized, resilience remained a race-neutral, gender-neutral, queer-neutral, and immigration neutral phenomenon, among other things. In this investigation, the author brought these to the forefront of a resilience framework. The questions that guided this study included: 1) in what ways do gay Latino male collegians undergo a process of resilience?, 2) how do gay Latino males' social identities influence… [Direct]

Pemberton, Gregory Ashton (2023). The Color of Accusal: Black Men's Perceptions of Intra-Racial Sexual Violence Allegations. ProQuest LLC, Ph.D. Dissertation, University of California, Los Angeles. Sexual violence is an issue every college in America must work to prevent. Critical race scholars such as Derrick Bell may argue sexual violence can be viewed through a lens of race because racism is ordinary and not aberrational (Crewe, 2021). Historical context can affect the perceptions racialized groups or populations have when discussing sexual violence, like Black students for example. Historically, Black men have been socially connected to hypersexuality and criminality (Baker, 1998). This may affect how Black men view peers accused of sexual violence. Black women, however, have a history of being met with skepticism or disbelief when they disclose experiencing sexual violence (Brubaker & Mancini, 2017). Studies show the majority of rapes are intra-racial (Koch, 1995; Wheeler & George, 2001). Thus, how sexual violence impacts Black communities is important to explore. This study examines the following questions: (1) How do Black men perceive rape allegations made by… [Direct]

Fries-Britt, Sharon; George Mwangi, Chrystal A.; Peralta, Alicia M. (2014). Learning Race in a U.S. Context: An Emergent Framework on the Perceptions of Race among Foreign-Born Students of Color. Journal of Diversity in Higher Education, v7 n1 p1-13 Mar. Foreign-born students of color arrive in the United States with racial and cultural orientations specific to their country of origin, which are often quite distinct from issues of race and racism within the U.S. context. This qualitative study examines the college experiences of 15 foreign-born students of color to address the research question: How do foreign-born students of color perceive and respond to racialized experiences and their racial minority status in the United States? The findings of this study reveal that traditional frameworks on race and racial identity development do not fully capture the perceptions and behaviors of foreign-born students of color. Our data reveal patterns that we offer as an emergent framework on Learning Race in a U.S. Context (LRUSC). Understanding how foreign-born students make meaning of racialization in the United States can give education researchers and practitioners more holistic insight into the educational experiences of this growing… [Direct]

(1988). Black Student Retention in Higher Education. Proceedings of the National Conference (4th, New York, New York, November 15-18, 1988). Conference Agenda and Abstracts of Papers. This document for participants comprises the proceedings of a fourth national conference on the retention of black college students. The conference consisted of 6 general sessions, 6 special sessions, 40 concurrent sessions, and several special activities. A total of 103 selected papers were presented. The following key topics were explored in roundtables: (1) academic advisement/counseling; (2) academic skills; (3) black male retention; (4) coping mechanisms; (5) faculty involvement and attitudes; (6) graduate student survival; (7) institutional retention data; (8) international student retention; (9) mentoring/role models; (10) motivation; (11) orientation; (12) outreach activities/partnerships; (13) performance standards; (14) precollegiate activities; (15) public policy/state initiatives; (16) recruitment for retention; (17) student leadership/commitment; (18) success in the sciences; (19) support systems; and (20) testing/assessment. A special video session that focused on…

Bradshaw, Catherine P.; O'Brennan, Lindsey M.; Waasdorp, Tracy E. (2014). Strengthening Bullying Prevention through School Staff Connectedness. Journal of Educational Psychology, v106 n3 p870-880 Aug. The growing concern about bullying and school violence has focused national attention on various aspects of school climate and school connectedness. The current study examined dimensions of staff connectedness (i.e., personal, student, staff, and administration) in relation to staff members' comfort intervening in bullying situations (e.g., physical, verbal, relational), as well as bullying situations involving special populations of students (e.g., gender-nonconforming, disability, overweight, sexism, racism, and religion). Data for this study were collected from a national sample of 5,064 members of the National Education Association (NEA), of whom 2,163 were teachers and 2,901 other school staff. Analyses with structural equation modeling indicated that increased staff connectedness was associated with greater comfort intervening with bullying. Similarly, having resources available regarding bullying, receiving training on the school's bullying policy, and being involved in… [Direct]

Siggelkow, Richard A. (1991). Racism in Higher Education: A Permanent Condition?. NASPA Journal, v28 n2 p98-104 Win. Addresses questions about why colleges are unable to alleviate racism or resolve ethnic imbalance in student enrollment and professional staffing levels. Reviews recent incidents of racism on college campuses. Concludes perhaps colleges are no less racist than other societal institutions and the commercial world, but potential for irreparable harm is far greater in higher education. (Author/ABL)…

Brown, Keffrelyn D. (2011). Breaking the Cycle of Sisyphus: Social Education and the Acquisition of Critical Sociocultural Knowledge about Race and Racism in the United States. Social Studies, v102 n6 p249-255. Using Lani Guinier's notion of \racial literacy\ and the findings from a study that analyzed how recent K-12 social studies textbooks portray racial violence against African Americans, I argue in this article that students come to teacher education programs possessing a limited understanding of racism as a historically situated, institutionalized practice. I consider the implications this gap has on preservice teacher education and offer suggestions on how social education might assist K-12 students and later preservice teacher candidates develop critical racial literacy…. [Direct]

Dilworth, Mary E., Ed. (2018). Millennial Teachers of Color. Harvard Education Press "Millennial Teachers of Color" explores the opportunities and challenges for creating and sustaining a healthy teaching force in the United States. Millennials are the largest generational cohort in American history, with approximately ninety million members and, of these, roughly 43 percent are people of color. This book, edited by prominent teacher educator Mary E. Dilworth, considers the unique qualities, challenges, and opportunities posed by that large population for the teaching field. Noting that a diverse teaching and learning community enhances student achievement, particularly for the underserved and underachieving preK-12 student population, Dilworth argues that efforts to recruit, groom, and retain teachers of color are out-of-date and inadequate. She and the contributors offer fresh looks at these millennials and explore their views of the teaching profession; focus attention on their relation to schools and teaching; and consider how these young teachers feel… [Direct]

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

Bhopal, Kalwant (2012). Islam, Education and Inclusion: Towards a Social Justice Agenda?. British Journal of Sociology of Education, v33 n5 p783-790. Recent research has shown that racism towards Muslims has significantly increased both in the USA and in the United Kingdom. Following the 9/11 attacks in the USA, discrimination and racialised violence has shown a significant increase against those from Muslim groups. This article reviews four texts that examine aspects of Muslim identity in current society, focusing on discourses of racism, Islamophobia and discrimination. They focus on issues in the United Kingdom and the USA and are key exemplars of the Global North. They examine these aspects by exploring how a social justice agenda can be reached either through an inclusive pedagogy or by understanding how Muslim identities would be affected by this. The commonality of the texts stems from the notion that they are all (in their own ways) arguing for an inclusive and social justice agenda in relation to exploring aspects of religious identity for Muslims in education. All texts recognise the difficulties associated with aspects… [Direct]

Lybaek, Lena; Osler, Audrey (2014). Educating "The New Norwegian We": An Examination of National and Cosmopolitan Education Policy Discourses in the Context of Extremism and Islamophobia. Oxford Review of Education, v40 n5 p543-566. Across Europe there are growing concerns about Islamophobia and far-right and anti-democratic movements. Until Anders Behring Breivik's July 2011 attacks in which 77 died, Norway's vulnerability was not perceived as great as that of other jurisdictions. Breivik declared his abhorrence of multiculturalism but also drew the world's attention to intolerance and xenophobia in Europe, increasingly directed towards Muslims. In response, Prime Minister Stoltenberg spoke widely of "the new Norwegian we", cautioning against exclusionary discourses and underlining that minorities are an equal part of Norwegian society. This paper examines education policy in the context both of extreme right political activity and national and international debates about nationalism and cosmopolitanism, considering ways in which policy supports an inclusive notion of nationhood, and ways in which it promotes an exclusive model of national identity. Drawing on framing questions from the International… [Direct]

Angeles, Sophia L.; Villenas, Sofia A. (2013). Race Talk and School Equity in Local Print Media: The Discursive Flexibility of Whiteness and the Promise of Race-Conscious Talk. Discourse: Studies in the Cultural Politics of Education, v34 n4 p510-530. This article examines how a progressive, rural/small city community in the USA wrestles with race, racism, and school equity in the public arena of print media. It inquires into the tensions, limitations, and possibilities for race-conscious discourse in the face of both explicit racist hate speech and benevolent liberal race talk. Based on ethnographic and cultural discourse analyses of local print media, this article draws from critical race and whiteness theories to examine how racist hate speech, occurring in a non-education context of a police-related tragedy, and benevolent liberal race talk on school equity issues mutually reinforce the logic of white racial dominance. It also locates the possibilities of race-conscious talk as generative speech that demands a response…. [Direct]

Malott, Curry (2017). Contextualizing Trump: Education for Communism. Berkeley Review of Education, v7 n1 p125-132 Jan. In this article, Dr. Malott challenges the conclusion that the primary factor that led to Trump's victory in the 2016 United States presidential election was the racism of poor whites. Rejecting this position for its capitulation to bourgeois caricatures of segments of the working class, Malott points to the fall of communism for a more historically contextualized understanding of how we got to where we are. That is, this essay notes that the rise of the socialist bloc after World War II was so inspiring to the world's oppressed and colonized that it slowed down capitalism's tendency toward an extending rate of exploitation. After the fall of the Soviet Union and the socialist bloc, and an aggressive anti-communist campaign, capitalists unleashed a more aggressive capitalism called neoliberalism. After nearly five decades of neoliberal wealth redistribution, and the destruction of the communist movement, right-wing demagogy has risen in European country after European country…. [PDF]

Allen, Tyrone J. (2014). Factors That Promote the Academic Success of African American Male Students in High School Math. ProQuest LLC, Ed.D. Dissertation, Walden University. Low performance of African American male students in high school math is an ongoing concern of Maryland's public schools. Because disproportionately large numbers of African American male students enroll in Algebra 2 in Grade 11, the use of early academic counseling to promote enrollment in Algebra 2 in Grade 9 and to increase self-regulation may foster success in college-level math. Informed by Ladson-Billing and Tate's critical race theory, the purpose of this study was to examine the effect of early academic counseling on freshman college math placement and the relationship between self-regulation and placement in credit or noncredit courses. A convenience sample of African American male graduates who enrolled in a Maryland community college were asked to complete the Online Motivation Questionnaire. Using a quasi-experimental research design, one group of participants included 18 African American male high school graduates who took Algebra 2 in Grade 9 and the comparison group… [Direct]

Marcy, Renee (2010). How White Teachers Experience and Think about Race in Professional Development. ProQuest LLC, Ed.D. Dissertation, University of California, Los Angeles. The public educational system in the United States fails to proficiently educate a majority of African American, Latino/a, and students from low-income backgrounds. Test score statistics show an average scaled score gap of twenty-six points between African American and White students (National Center for Education Statistics, 2007). The term "achievement gap" and the use of test data indicators of student performance, however locates the problem in students and with student group underperformance rather than in school system factors that contribute to educational inequity. Critical race theory scholars in education effectively argue that the discrepancies between groups in the educational system reflect the imprint of societal race, racism, and power insidiously operating in schools (Howard, 2008; Ladson-Billings & Tate, 1995). A research agenda to examine racism, class-ism and race in education has been introduced as necessary to catalyze a radical shift toward… [Direct]

Jason Purnell; Karishma Furtado; Odis Johnson; Ross Brownson; Sarah Murphy (2023). Learning to Disengage? Examining Connections between Racial Disparities in School Discipline and Civic Engagement Later in Life. Society for Research on Educational Effectiveness Background: Public schools are among the first civic institution with which many individuals have prolonged, meaningful social interaction. Lessons about the authority, power, and fairness of civic institutions, conveyed through disciplinary and social control practices, may be part of the "hidden curriculum," that teaches students about racially inequitable unspoken norms, beliefs, and values held by society. We summarize three pathways by which the discipline gap in schools may contribute to civic disempowerment. First, and most directly, schools are key providers of civic education. They provide students with knowledge and skills on topics like politics, history, government, and current events (1,2). Students who are excessively removed from the classroom because of exclusionary discipline are more likely to miss out on this education. Second, schools shape students' attitudes about civic engagement. Schools influence students' concern for the common good, their… [Direct]

Smith, Janet L.; Stovall, David (2008). "Coming Home" to New Homes and New Schools: Critical Race Theory and the New Politics of Containment. Journal of Education Policy, v23 n2 p135-152 Mar. Older cities in the United States have long been trying to "bring back" the middle class in order to increase tax base. The poor quality of schools and the presence of public housing often were cited as deterrents for attracting higher income families. When the 2000 Census data revealed improvements in many cities, some elected officials and scholars attributed the turnaround to policies such as those aimed at transforming public housing and urban schools. In this article the authors examine these strategies as they have played out in a Chicago community to illustrate how these policies also facilitate the displacement and containment of poor people of color. Utilizing critical race theory, they argue that race continues to guide both education and public housing policy in historically segregated places like Chicago, and that racism is masked by class claims that allow the interests of middle class to trump educational opportunities for poor. (Contains 2 tables, 2 figures,… [Direct]

Chen, Angela Chuan-Ru (2013). Undocumented Students, Institutional Allies, and Transformative Resistance: An Institutional Case Study. ProQuest LLC, Ph.D. Dissertation, University of California, Los Angeles. This study focuses on the capacity of colleges and universities to minimize educational inequalities experienced by undocumented students. It analyzes the role of student activism in prompting institutional accountability and successful practices used by institutional allies, such as faculty and administrators, in order to create a model for improving undocumented student success. My research and writing is centered in critical pedagogy, critical race theory, and feminist frameworks. These theoretical perspectives provide the lens to analyze interviewees' understanding of educational disparities and their sense of agency to maintain and/or resist existing institutional structures. This lens offers a framework to analyze the disenfranchised educational experiences of undocumented students and to examine their counter narratives within the larger social, economic, historical, and political contexts to understand external factors that shape discriminatory institutional practices…. [Direct]

Herrera, Alfred; Jain, Dimpal (2013). Building a Transfer-Receptive Culture at Four-Year Institutions. New Directions for Higher Education, n162 p51-59 Sum. This chapter reviews a four-year university's role in developing and implementing a transfer-receptive culture. In particular, it focuses on the first element of a transfer-receptive culture by highlighting a series of visits by the chancellor of the University of California, Los Angeles, to community colleges within California. Strengthening a four-year university's commitment to transfer can be a monumental undertaking that requires support and collaboration across the campus. While trying to develop this culture, it is important to remember that all five elements of building a transfer-receptive culture should be present and harmonious (Jain et al., 2011). The five elements of a transfer-receptive culture are built on the foundation of critical race theory, which allows institutions and educators to center race and racism when considering the experiences of nontraditional, first-generation, low-income, and/or under-represented students who make the transition from the community… [Direct]

Woodard, Justin Wayne (2016). Narrative Study of Vietnamese American Male Students: Equity, Access, and Retention on the Campus of San Francisco State University. ProQuest LLC, Ed.D. Dissertation, Drexel University. Critical race theory applies to all ethnic groups and creates a social hierarchy. Asian Americans are an extremely diverse group of the American population comprising over 40 various sub groups. The Vietnamese American sub group population, which has grown in numbers since the 1970s, has still been met with the stereotype of the "model minority." The purpose of this study was to use the narrative experience of recent Vietnamese American male San Francisco State University alumni to examine how the underserved population is able to gain equity, access, and retention. Using the narrative voices of six men from the Vietnamese American population on topics of equity, access, and retention rates will give insight into the path many Vietnamese American males must navigate within higher education system. The reflective voices and stories of recent male alumni of San Francisco State University who self-identified as Vietnamese Americans will allow enrollment management… [Direct]

Ferlis, Emily C. (2012). ESL Teachers' Perceptions of the Process for Identifying Adolescent Latino English Language Learners with Specific Learning Disabilities. ProQuest LLC, Ph.D. Dissertation, Virginia Commonwealth University. This dissertation examines the question "how do ESL teachers perceive the prereferral process for identifying adolescent Latino English language learners with specific learning disabilities?" The study fits within the Latino Critical Race Theory framework and employs an interpretive phenomenological qualitative research approach. Participants were six secondary-level ESL teachers from two school districts with small ELL populations. Data consisted of in-depth interviews, researcher notes, and analytical memos. Phenomenological data analysis procedures followed recommendations by Colaizzi (1978) and Smith, Flowers, and Larkin (2009). Data validity measures included second-researcher review and member-checking. Results of the study are presented as descriptions of how participants perceived the prereferral processes for identifying adolescent Latino English language learners with suspected specific learning disabilities. Nine categories emerged from the interviews: (a)… [Direct]

Nash, Kindel A. Turner (2012). Blinded by the White: Foregrounding Race in a Language and Literacy Course for Preservice Teachers. ProQuest LLC, Ph.D. Dissertation, University of South Carolina. While the teaching population in the U.S. is predominantly (84%) White (National Council of Education Statistics, 2010), students of Color will comprise 41% of the total school population by the year 2020, with 67% in urban areas (NCES, 2010). Studies show that children of Color are regularly disenfranchised through inequitable instructional, curricular, and assessment school practices (Ladson-Billings, 2009). Achievement statistics also show that schools fail to serve African American students more than any other group (Gay, 2010). Colleges of education must take action. Addressing this problem, this study used qualitative methods to explore what happened when critical race theory conceptually guided a literacy methods course for preservice teachers. Findings indicate that while preservice teachers gained many insights about issues of race and racism, there were considerable tensions and challenges, such as White Talk (McIntyre, 1997), colorblind dispositions, and deflection… [Direct]

Cooler, Meredith (2012). Success Factors Identified by Academically Successful African-American Students of Poverty. ProQuest LLC, Ed.D. Dissertation, Liberty University. The purpose of this phenomenological study was to explore why some low-income minority students were academically successful in school using a three-tiered approach to research including individual student interviews, classroom observations, and photographs and follow up interviews on photographs to identify factors contributing to academic success. Twenty-five students in grades 3-8 meeting the criteria of African-American, low SES, and high achieving were selected and interviewed to identify factors contributing to their academic success as measured by Northwest Evaluation Association's Measures of Academic Progress testing. The study participant responses were compared and discussed through the lens of Critical Race Theory (CRT), however, the data did not support the tenets of CRT as there was little discussion of race or racism during the study. Through the three-tier process themes were developed supporting academic success. Themes included positive feelings about school,… [Direct]

Currie, Michelle A. (2012). Success Factors of Black Science, Technology, Engineering and Mathematics Faculty at Predominantly White Institutions. ProQuest LLC, Ph.D. Dissertation, Mercer University. Black faculty at predominantly White institutions (PWIs) have historically been underrepresented and made to endure with academic isolation, scholarship marginalization and other challenges to the tenure process. When it comes to science, technology, engineering and math, also known as STEM, as it relates to race and success, little is known of how tenured Black STEM faculty have developed an interest in STEM, navigated the unfamiliar waters of academia and maintained longevity at their respective postsecondary institutions. The purpose of this study is to look at the similar experiences of this population and provide insight regarding any factors and or influences that have impacted their success. Grounded in critical race theory (CRT), this qualitative study will utilize a Delphi technique to determine the similar experiences and influences of 17 Black STEM, tenured (and tenure-track) faculty working at PWIs in a Southern Regional Education Board (SREB) states. The study… [Direct]

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

Chapman, Thandeka K. (2007). Interrogating Classroom Relationships and Events: Using Portraiture and Critical Race Theory in Education Research. Educational Researcher, v36 n3 p156-162. This article explores the use of the methodology of portraiture and the analytic framework of critical race theory (CRT) to evaluate success and failure in urban classrooms. Portraiture and CRT share a number of features that make the two a viable pair for conducting research in urban schools. In combination, portraiture and CRT allow researchers to evoke the personal, the professional, and the political to illuminate issues of race, class, and gender in education research and to create possibilities for urban school reform as social action. (Contains 3 notes.)… [Direct]

Bradley, Deborah (2011). In the Space between the Rock and the Hard Place: State Teacher Certification Guidelines and Music Education for Social Justice. Journal of Aesthetic Education, v45 n4 p79-96 Win. This paper looks at the State of Wisconsin Department of Public Instruction (DPI) Guidelines for Music Teacher Education, a governmentally defined technology of accountability for preservice teacher education. In this investigation, the author draws upon Jean-Francois Lyotard's analysis of "differends" to frame the conflict between the state-authorized technologies for accountability (DPI Guidelines) and discourses of education supporting ideals of social justice. Drawing from Lyotard's arguments, the author posits that the language of the guidelines constitutes a unique "phrase universe" that defines what (and thus whose) knowledge students need to enter the classroom as state-certified music teachers. This particular phrase universe contributes to ongoing exclusionary practices within music education. The DPI guidelines are drawn from the Eurocentric phrase universe of aesthetic education, a phrase universe that locates "music" as an object for… [Direct]

Bielfeldt, Darla; Moeller, Mary R. (2011). Shaping Perceptions: Integrating Community Cultural Wealth Theory into Teacher Education. Journal of Applied Learning in Higher Education, v3 p81-96 Fall. Teacher candidates need to be prepared to work effectively with rising numbers of diverse student populations, and yet classroom interventions do not always impact perceptions and attitudes in the field. This study explored the initial steps of integrating Critical Race Theory and community cultural wealth (CCW) theory (Yosso, 2005, 2006) into the teacher education curriculum. The study asked if the candidates applied their knowledge of CCW in reflecting on their face-to-face interactions as hosts for Native American students in a diversity workshop. It further asked which types of (CCW) capital the candidates identified most frequently as they reflected on their experiences with Native American students. Results indicated that candidates can identify CCW in the field, with some types of capital more frequently identified than others. Because the potential exists for knowledge to shape perceptions (Kolb, 1984), the study concludes that CCW could be a valuable addition in teacher… [PDF]

Esposito, Jennifer (2011). Negotiating the Gaze and Learning the Hidden Curriculum: A Critical Race Analysis of the Embodiment of Female Students of Color at a Predominantly White Institution. Journal for Critical Education Policy Studies, v9 n2 p143-164 Nov. This study examines the hidden curriculum within a predominantly White institution (PWI) of higher education, and examines how women of color encountered the curriculum. I used critical race theory to explore how race and gender influenced the manner in which women of color negotiated their roles and promoted a culture of femininity that helped shape campus life in many ways. Data collection included interviews and focus groups over a two year period. Results revealed that femininity was not performed on campus freed from power relations and different oppressions. The women of color who participated in the study noted that they felt their bodies stood out among the predominantly White bodies across campus. Because of their heightened visibility, the participants felt they had to confront the power of the gaze from White students and professors who read them through a stereotypical lens. According to the seven young women who participated in this study, race and gender are embodied… [PDF]

Jackson, Taharee Apirom (2011). \Which\ Interests Are Served by the Principle of Interest Convergence? Whiteness, Collective Trauma, and the Case for Anti-Racism. Race, Ethnicity and Education, v14 n4 p435-459. A primary principle of critical race theory is \interest convergence,\ or the notion that progress toward racial equality will only be made when it converges with the interests of whites. Although I generally concur, I posit that \interest\ must be rendered more complex in order to fully understand the pernicious effects of racism on all people, and on whites in particular. While laws, cultural norms, institutional practices, and even the election of Barack Obama indeed serve the material and emotional interests of whites, their psychological and moral interests are simultaneously undermined. I complicate the meaning of \interest\ to show that while whites indeed benefit from racial hierarchy in numerous ways, a full deconstruction of racism and the collective trauma it induces must be considered with a more nuanced and disaggregated definition of \interest\ in mind. I put forth that while whites are advantaged in real and tangible ways in an endemic system of racial dominance, the… [Direct]

Daniels, Emily A. (2011). Racial Silences: Exploring and Incorporating Critical Frameworks in the Social Studies. Social Studies, v102 n5 p211-220. If we are to aim toward a genuine democracy, we must be willing to look at the uncomfortable topics that continue to sabotage what we aspire to as a society. This article aims to problematize the ways we conceive of and implement the social studies. To do so, I investigate the social studies in K-12 practice through critical theoretical lenses, including critical race theory (CRT), Latino critical theory (LatCrit) and tribal critical theory (TribalCrit). Various practical resources are offered for teachers to bring a deeper level of equity to the practice of the social studies. This article provides possibilities based in both theory and practice. I discuss critical frameworks, and then, after each section, I provide resources and links to examples of critical curricula that incorporate those standpoints into the classroom. This can lead to a critical awareness regarding the ways that our democracy has shortchanged many Americans as well as the initiative to work toward change in our… [Direct]

Powell, Shameka N. (2015). Sifting for Success: A Grounded Theory Approach to Sponsorship of Black Student Academic Success. ProQuest LLC, Ph.D. Dissertation, The University of Wisconsin – Madison. Numerous findings and theories have been used to make sense of African Americans students' educational successes and experiences. Along those lines, the purpose of this study is to generate a theoretical framework of sponsorship that is grounded in Black students' educational experiences. Sponsorship is taken to be the process through which agents provide, stymie, and/or enhance access to valued resources for select student(s) (Brandt, 2001; Turner, 1960, 1966). This research interest is informed by my own educational experiences as someone who was "groomed" (Ladson-Billings, 2005, p. 30) for success, by teachers particularly, in ways my peers were not. I imagine many people wanted me to "fall on soft ground" (Hurston, 1937, p. 29) and sought out ways to see that happen. At the same time, I remain mindful of my peers who were not afforded similar, or any, opportunities at greatness. In seeking to understand the process, tensions, and paths that emerge when… [Direct]

Cammarota, Julio (2011). The Value of a Multicultural and Critical Pedagogy: Learning Democracy through Diversity and Dissent. Multicultural Perspectives, v13 n2 p62-69. In this article, the author argues that true knowledge of democracy requires learning about the values of diversity and dissent. The American brand of democratic ideology has inspired numerous movements for inclusion through the securing of rights and opportunities for marginalized populations. Multicultural education is a recent historical movement that follows the same path of inclusion–sustaining the values of diversity and dissent in American democracy. The author therefore argues that multicultural education provides the rare opportunity to practice and experience this unique form of American democracy by explicitly striving for the diversity of perspectives and dissent from domination. As an example of teaching democracy through diversity and dissent, he discusses the critical pedagogy of the Social Justice Education Project (SJEP), a multicultural curriculum he helped to design for the Tucson Unified School District (TUSD). While this curriculum meets the senior-year… [Direct]

Beneke, Margaret Rose (2017). Race and Ability Talk in Early Childhood: Critical Inquiry into Shared Book Reading Practices with Pre-Service Teachers. ProQuest LLC, Ph.D. Dissertation, University of Kansas. In early childhood contexts, reading literature to engage children in critical discussions about ability and race–and how it impacts their daily lives–is a promising practice. Indeed, critical literacy scholars see the use of language, text, and discourse structures as powerful ways to address inequity in educational settings (Gainer, 2013; Luke, 2012; Rodriguez & Cho, 2011). However, research investigating the ways in which teachers and young children participate in dialogue about ability and race through shared-book reading is sparse. Further, research on ways pre-service teachers' identities and experiences mediate these classroom interactions is limited (Aboud et al., 2012; Yu, Ostrosky, & Fowler, 2012). This study investigated how four pre-service teachers constructed identities and transformed their practice as they facilitated dialogue about ability and race with young children during shared-book reading in preschool fieldwork placements. Grounded in a humanizing… [Direct]

Coram, Stella (2009). Encountering Disregard in Australian Academe: The Subjective Perspective of a Disaffiliated Racial "Other". British Journal of Sociology of Education, v30 n3 p275-287 May. This article proposes that progressive frameworks underpinned by diversity are contradictory to the inclusion of the "other" in Australian higher education. I integrate the critical race theory constructs of disregard and convergence with white privilege and indigenous lacking to claim that objective processes underpinned by merit embed the marginalising of the "other". I draw on storytelling to enunciate my subjective experience of disregard as a Maori woman scholar to shed light on institutional culture in the maintaining of insider privilege. (Contains 4 notes.)… [Direct]

Agosto, Vonzell (2010). Problematic Conceptualizations: Allies in Teacher Education for Social Justice. Teacher Education and Practice, v23 n4 p507-521 Fall. This review of the literature on the concept ally and ally identity development was inspired by a qualitative study exploring the identities and social justice values of prospective teachers of color. Although the participants in the original study never used the term \ally,\ their narratives inspired me to characterize them as allies in the struggle for social justice education. However, a review of the literature on allies, as analyzed through critical race theory and critical discourse analysis, revealed emerging conceptualizations of ally as being incongruent with minority identities that position people of color at the periphery of this social justice discourse in education. As the emerging literature on allies from student affairs begins to penetrate teacher education, I urge teacher educators to consider the implications of these conceptualizations for the preparation of teachers…. [Direct]

Barker, Jani L. (2010). Racial Identification and Audience in \Roll of Thunder, Hear My Cry\ and \The Watsons Go to Birmingham–1963\. Children's Literature in Education, v41 n2 p118-145 Jun. Multiethnic children's literature addresses multiple audiences, providing different reading experiences and benefits for each. Using critical race theory as an interpretive tool, this article examines how two African American historical fiction novels, Mildred Taylor's \Roll of Thunder, Hear My Cry\ and Christopher Paul Curtis's \The Watsons Go to Birmingham–1963\, frame anti-racist identifications for readers of all races. It argues that these identifications are key elements in the novels' rhetorical strategies for engaging readers and opposing racism. Both novels portray strong African American families with whom both black and nonblack readers can identify and present African American perspectives on race, but they differ in how directly they approach racism and how they frame the identification of white readers. The conclusion offers implications of analyzing race and audience when teaching multiethnic literature…. [Direct]

Jaime, Angela M.; Rogers, Christine A. (2010). Listening to the Community: Guidance from Native Community Members for Emerging Culturally Responsive Educators. Equity & Excellence in Education, v43 n2 p188-201. Critical race theory (CRT) emphasizes the importance of listening to the counter-narratives of people from marginalized groups. However, the applicability of CRT in practical settings often remains unclear for educators and scholars. This project offers not only a place for Native community members to share their experiences and ideas, it also provides practical guidance for emerging culturally responsive educators and ways to use themes from narratives to guide future scholarship. As a result of interviews with five Native community members, three themes emerged for non-Native educators working in Native communities: (a) learning from the community, (b) transforming thinking through discomfort, and (c) gaining awareness of positive values. These themes can be used to guide future projects, including reservation-based field experiences and research projects exploring educator thinking in reservation communities. (Contains 1 note.)… [Direct]

Brown, Anthony L.; Brown, Keffrelyn D. (2010). Silenced Memories: An Examination of the Sociocultural Knowledge on Race and Racial Violence in Official School Curriculum. Equity & Excellence in Education, v43 n2 p139-154. Drawing from the theoretical lenses of cultural memory and critical race theory, we examined how elementary level and middle school level social studies textbooks represent the history of racial violence directed toward African Americans and resistance to this violence in the U.S. Using a literary analysis method, we found that textbooks often presented vivid accounts; however, these narratives often presented these acts as detached from the larger structural and institutional ties that supported and subsequently benefited from these actions. We contend that this limited representation of racial violence has an adverse effect on the larger sociocultural memory and sociocultural knowledge available to students, thus limiting the extent to which students can fully understand the legacy of racism and racial inequity in the U.S. (Contains 1 table and 1 note.)… [Direct]

Cole, Mike (2009). On "White Supremacy" and Caricaturing, Misrepresenting and Dismissing Marx and Marxism: A Response to David Gillborn's "Who's Afraid of Critical Race Theory in Education". Journal for Critical Education Policy Studies, v7 n1 p29-49 Jun. In this journal in 2007, the author and Alpesh Maisuria critiqued two central tenets of Critical Race Theory (CRT) from a Marxist perspective (Cole and Maisuria, 2007). These are its primacy of "race" over class, and its concept of "white supremacy". Part of the critique focused on the work of leading UK Critical Race Theorist, David Gillborn. A year later Gillborn (2008) responded briefly to their critique. There followed an interchange between the author and Gillborn (Cole, 2009a; Gillborn, 2009). The author welcomes Gillborn's willingness to enter the debate between Marxism and Critical Race Theory. In Gillborn, 2009, Gillborn raises a number of issues in reply to the author's paper (Cole, 2009a). In this paper, the author limits his response to what he considers to be the most important issues for the readers of this journal: the concept of "white supremacy", and Gillborn's caricature, misrepresentation and dismissal of Marx and Marxism. At the… [PDF]

Jackson, Alicia D. (2013). Fighting through Resistance: Challenges Faced by African American Women Principals in Predominately White School Settings. ProQuest LLC, Ph.D. Dissertation, Capella University. African American women represented a growing proportion within the field of education in attaining leadership roles as school principals. As the numbers continued to rise slowly, African American women principals found themselves leading in diverse or even predominately White school settings. Leading in such settings encouraged African American women to find ways to deal with resilient behaviors that were encountered in such settings. Using critical race theory, phenomenological variant ecological systems theory (PVEST), and Black feminist theory, this qualitative, phenomenological study explored the experiences, challenges, and perceptions of three African American women principals who lead in predominately White school settings in the southeastern United States. This replicated study investigated their experiences in such settings and how they dealt with the challenges faced while leading in predominately White school settings. The research methodology was grounded in… [Direct]

Buras, Kristen L. (2013). New Orleans Education Reform: A Guide for Cities or a Warning for Communities? (Grassroots Lessons Learned, 2005-2012). Berkeley Review of Education, v4 n1 p123-160 Jan. Louisiana Senator Mary Landrieu, co-chair of the Senate Public Charter School Caucus in Washington, DC, hosted a forum for education policymakers. It centered on "New Orleans-Style Education Reform: A Guide for Cities (Lessons Learned, 2004-2010)," a report published by the charter school incubator New Schools for New Orleans (NSNO). Through human capital and charter school development, the report asserts, New Orleans has become a national leader in education reform. In this essay, members of Urban South Grassroots Research Collective, including education scholars and those affiliated with longstanding educational and cultural organizations in New Orleans, reveal that such reform has been destructive to African American students, teachers, and neighborhoods. Inspired by critical race theory and the role of experiential knowledge in challenging dominant narratives, authors draw heavily on testimony from community-based education groups, which have typically been ignored,… [PDF]

Gamble, Angie Monique (2013). Exploring Faculty Diversity in the South: A Case Study on Campus Climate and Leadership Commitment to the Recruitment and Retention of African American Faculty. ProQuest LLC, Ph.D. Dissertation, Capella University. The purpose of this qualitative case study was to explore faculty diversity in the South by examining the campus climate and leadership commitment to the recruitment and retention of African American faculty. The Critical Race Theory (CRT) concept of storytelling captured the participants' personal experiences and perceptions. Three higher education institutions participated in this study. Taking part were eight participants, including two senior administrators (deans), and six African American faculty members, all of whom answered 11 questions via an on-line questionnaire that provided answers to the three research questions. First, how do African American faculty members and the university's leadership describe the university's leadership and campus climate at selected higher education institutions in the South in regard to recruitment and retention strategies that promote faculty diversity? The participants described that the strategies are not evident on the college campus and… [Direct]

King, Dolores (2013). African American Faculty Women Experiences of Underrepresentation in Computer Technology Positions in Higher Education. ProQuest LLC, Ph.D. Dissertation, Walden University. African American women are underrepresented in computer technology disciplines in institutions of higher education throughout the United States. Although equitable gender representation is progressing in most fields, much less information is available on why institutions are still lagging in workforce diversity, a problem which can be lessened by hiring African American women in computer technology-related fields. The purpose of this study was to examine the perceptions of African American female faculty about race underrepresentation in higher education. The critical race theory and Black feminist thought theory provided the conceptual framework of this study. Using a phenomenological approach, the primary data source was the interview. The sample was comprised of 8 African American faculty women from 1 southwestern state. Data were analyzed using a combined process of open coding, categorizing, and comparison for similarities and emerging themes. Nine themes emerged from the data:… [Direct]

Bisbee, Yolanda J. Guzman (2013). The Native American Persistence in Higher Education: A Journey through Story to Identify the Family Support to Native American Graduates. ProQuest LLC, Ed.D. Dissertation, University of Idaho. This Indigenous Framed Research will utilize counter-storytelling through shared collaborator stories provided by Nez Perce Native American Graduates. The methodology is shaped by an Indigenous Framework as this form of research promotes and develops a culturally resonant environment for constructing, analyzing and sharing information. The foundation of an Indigenous Framework is to maintain the 3R's of Respect, Reciprocity and Relationality. Incorporating the 3R's in this research will aid to contextually analyze the family support the Nez Perce graduates were provided to persist to graduation from a public, four-year Institution of Higher Education. This Indigenous Research framework and arguments framed in Tribal Critical Race Theory (TribalCrit) are central in analyzing the experiences that Native peoples have faced in the past and continue to face in the present, which are based on the unique relationship Native Americans have with the U.S. Government. By utilizing the… [Direct]

Vaught, Sabina Elena (2009). The Color of Money: School Funding and the Commodification of Black Children. Urban Education, v44 n5 p545-570. This article explores the roles of racism and Whiteness in the decentralized governance structure and practice of a weighted student formula funding policy in an urban, West Coast school district. Specifically, it examines the ways in which a racialized struggle for fiscal authority played out at one urban high school where the immense racial disparities in education and achievement were starkly highlighted. The analysis of this struggle is framed by Critical Race Theory and suggests that Whiteness operates as a form of property that maintains White racial dominance in schooling and achievement. (Contains 2 notes.)… [Direct]

Liberation League, Debate; Mirra, Nicole (2020). Without Borders: Youth Debaters Reimagining the Nature and Purpose of Public Dialogue. English Teaching: Practice and Critique, v19 n3 p253-267. Purpose: This paper aims to analyze how a group of middle-school debaters integrated their identities and epistemologies into the traditional literacy practice of debate to advocate for more expansive and inclusive forms of academic and civic discussion. The adult and youth co-researchers of the Debate Liberation League (DLL) detail their creation of a critical debate praxis through the use of spoken word and translanguaging and illustrate how they sought to redesign a foundational activity of English Language Arts on their own terms. Design/methodology/approach: Drawing upon critical race and borderlands theories, the authors use critical ethnographic and participatory action research methods to explore how the DLL deconstructed the boundaries of what counts as public dialogue and offered an alternative model of what intergenerational and multi-voiced democratic discourse could look like in English Language Arts (ELA) classrooms and beyond. Findings: The findings demonstrate how DLL… [Direct]

Bhopal, Kalwant, Ed.; Preston, John, Ed. (2011). Intersectionality and Race in Education. Routledge Research in Education. Routledge, Taylor & Francis Group Education is a controversial subject in which difficult and contested discourses are the norm. Individuals in education experience multiple inequalities and have diverse identifications that cannot necessarily be captured by one theoretical perspective alone. This edited collection draws on empirical and theoretical research to examine the intersections of "race," gender and class, alongside other aspects of personhood, within education. Contributors from the fields of education and sociology seek to locate the dimensions of difference and identity within recent theoretical discourses such as Critical Race Theory, Judith Butler and "queer" theory, post-structural approaches and multicultural models, as they analyze whiteness and the education experience of minority ethnic groups. By combining a mix of intellectually rigorous, accessible, and controversial chapters, this book presents a distinctive and engaging voice, one that seeks to broaden the understanding of… [Direct]

Diggles, Kimberly Ruth (2013). Factors Associated with Couples and Family Therapy Students' Racial Awareness. ProQuest LLC, Ph.D. Dissertation, University of Minnesota. Racial awareness is a critical foundation to Couples and Family Therapists (CFT) being able to confront issues of race and racism with their clients. Current CFT literature has used qualitative methods to conclude that when strategies focused on issues of race and racism are competently incorporated across several domains of CFT education and training, students' racial awareness is increased. This study extends the current literature by quantitatively examining the relationship between several factors–including CFT graduate coursework and clinical supervision–and CFT students' racial awareness. Participants for this study consisted of 78 white and non-white CFT master's and doctoral students from various accredited CFT programs nationwide. Participants completed an on-line survey measuring their racial awareness, personal experiences with racism, and perceived exposure to racially competent coursework and clinical supervision. Students' personal experiences with racism as well as… [Direct]

Jenkins-Williams, Mary E. (2013). African American Males' Success in Completing High School: The Impact of Mentoring Programs. ProQuest LLC, Ed.D. Dissertation, Walden University. Within a local school district, the dropout rate among African American males is among the highest in the United States. There is ample research on these dropout rates among African American males; however, what remains understudied are the experiences of young African American males who have successfully negotiated 4 years of high school to graduate, despite the dropout rate. The purpose of this case study was to understand the success of 6 African American male high school graduates aged 18 and 19 years. Using the critical race theoretical foundation, data were collected through in-depth interviews, questionnaires, and document analysis to examine the research questions regarding the influence of informal and formal mentoring programs on these young men in completing high school. Data were analyzed through content analysis and coding, from which themes emerged that addressed the research questions. According to study results, informal and formal mentoring programs have had a… [Direct]

Volkers, Erica (2012). Trespassing Barriers: Researching the Experiences of Latina Immigrants in a Community College Bilingual Early Childhood Program. ProQuest LLC, Ph.D. Dissertation, Colorado State University. There has been much debate on the politics and pedagogies of bilingual education in K-12 schools, but conspicuously absent in this debate are institutions of higher education. English-only ideologies are deeply embedded and rarely questioned in U.S. institutions of higher education, which predominantly require English language proficiency to access college-level coursework. Working within the intersections of critical race theory and participatory research, I engaged Latina immigrant students participating in a community college bilingual early childhood degree program as "research collaborators" in examining the influences of this program on their lives. Their stories, shared in a community narrative, reveal how this program opened the door to college access and empowered them as students, mothers, professionals, and advocates. In my discussion of our findings I highlight the capital Latina immigrant students bring to their academic journey, critique the English-only… [Direct]

Chadderton, Charlotte (2012). Problematising the Role of the White Researcher in Social Justice Research. Ethnography and Education, v7 n3 p363-380. This article contributes to the debate on decolonising methodologies in qualitative research by considering how a white researcher can try and destabilise white supremacy when explicitly conducting research with social justice aims. It draws on data from a recent ethnographic study of minority ethnic pupils' experiences in secondary schools in England and interrogates the tensions between the research aim to challenge racial stereotyping in education and issues of race and power emerging from the research process. This article investigates specifically the ways in which interaction is shaped by–frequently hidden, particularly to those privileged by them–structures of white supremacy. Developing an innovative analytical framework which draws on insights from both critical race theory and the work of Judith Butler, the researcher problematises issues of voice and representation in conducting social justice research. It is argued that an approach which engages with elements of both… [Direct]

Gooden, Mark A. (2012). What Does Racism Have to Do with Leadership? Countering the Idea of Color-Blind Leadership: A Reflection on Race and the Growing Pressures of the Urban Principalship. Educational Foundations, v26 n1-2 p67-84 Win-Spr. Much of the history and study of leadership in general has omitted \other\ perspectives in the literature. The same is true in educational leadership in general, and the principalship in particular. The discourse of the history of African Americans and their struggle to achieve equity in education has been enhanced by the work of noted scholars. However, this story is not complete without a discussion of the lives of African-American leaders, especially principals. It is also important that these histories are reported from perspectives of African-American scholars who do not present them from a deficit perspective. The purpose of this article is to disrupt the broader societal narrative of effective African-American principals of urban schools as portrayed in movies and media. The author is using critical race theory (CRT) as an analytical framework and relying on its themes to construct a counternarrative that challenges general societal assumptions about African Americans in… [PDF] [Direct]

Hemson, C.; Singh, P. (2010). Shadows of Transformation: Inclusion and Exclusion of Academic Staff at a University of Technology. South African Journal of Higher Education, v24 n6 p935-952. A study of academic staff at a South African university of technology used questionnaires and interviews to understand perceptions and experiences related to inclusion and exclusion. Taking critical race theory as the theoretical framework, the study revealed high levels of anger amongst staff of different racial identities. Expressions of alienation related to racism were particularly high from African staff members. The response rate by Indian men was particularly low. Indian and white women were more likely to report a sense of exclusion than men from these groups. While whites tended to feel included, there was some resentment over affirmative action. Issues of gender and class also arose but seldom separately from discussions of race. The prevailing neoliberal discourse of universities is seen as one factor that impedes transformation. Recommendations are made to assist the institution to become more genuinely inclusive. (Contains 3 tables.)… [Direct]

Randolph, Adah Ward; Sanders, Stephanie (2011). In Search of Excellence in Education: The Political, Academic, and Curricular Leadership of Ethel T. Overby. Journal of School Leadership, v21 n4 spec iss p521-547 Jul. This article examines the educational leadership of the first African American female principal in Richmond, Virginia: Mrs. Ethel Thompson Overby. It seeks to ascertain, through a historical framework utilizing critical race theory, how this particular educational and instructional leader conceptualized academic achievement given the context of segregation, known for its lack of resources, physical inadequacies of facilities, underfunded schools, underpaid teachers, and limited social, political, and economic power of students and their communities. More important, this research assesses what measures Overby as a school leader developed to foster the academic achievement and excellence of urban African American youth at the Elba School. We argue that this research documents how one African American female principal and her teachers conceptualized achievement beyond test scores to include other measures of achievement, such as educational access, critical and cultural literacy,… [Direct]

Garrison-Wade, Dorothy F.; Sampson, Darlene (2011). Cultural Vibrancy: Exploring the Preferences of African American Children toward Culturally Relevant and Non-Culturally Relevant Lessons. Urban Review: Issues and Ideas in Public Education, v43 n2 p279-309 Jun. Despite the laudable intent of various educational initiatives in raising the achievement level of all children, limited progress has been made. In an effort to diminish the achievement gap of students of color, some researchers have examined the cultural relevancy of the curriculum in promoting student achievement. The purpose of this mixed methods study was to explore the preferences of African American children toward culturally relevant and non-culturally relevant lessons, through a six-week series of lessons in an American History classroom. Critical Race Theory and Racial Identity Development provided the theoretical underpinnings of this study. This study takes place in an ethnically diverse high school in Colorado. Culturally relevant lessons were rich in oral traditions, music, historical connections, and a structured culturally relevant field trip. Non-culturally relevant lessons were administered devoid of cultural referents, and utilized the existing curriculum guide…. [Direct]

Sleeter, Christine E. (2011). Becoming White: Reinterpreting a Family Story by Putting Race Back into the Picture. Race, Ethnicity and Education, v14 n4 p421-433. Many teacher educators attempt to prompt teacher candidates, who are usually majority white, to examine themselves as culturally and historically located beings in order to prepare for multicultural and anti-racist teaching. But with white teacher candidates in colonialist societies, this work is difficult. Family history stories that white teacher candidates tell tend to disassociate individuals from the context of race and class relations in which they lived. Using insights from Critical Race Theory, critical whiteness studies, and post-positivist realist identity theory, I probe below the surface of a \heroic individual\ story I grew up hearing about one of my immigrant great-great-grandmothers. This paper reports detailed historical research that situates her life in a social and cultural context, thereby making racism visible. Using a research methodology I am calling \critical family history,\ I uncover the story's silences related to her claiming of a white identity in the… [Direct]

Aguilar-Valdez, Jean Rockford; Bettez, Silvia Cristina; Carlone, Heidi B.; Cooper, Jewell E. (2011). On Negotiating White Science: A Call for Cultural Relevance and Critical Reflexivity. Cultural Studies of Science Education, v6 n4 p941-950 Dec. This article is a response to Randy Yerrick and Joseph Johnson's article \Negotiating White Science in Rural Black America: A Case for Navigating the Landscape of Teacher Knowledge Domains\. They write about research conducted by Yerrick in which videos of his teaching practice as a White educator in a predominately Black rural classroom were examined. Their analysis is framed through Shulman's (\1986\) work on \domains of teacher knowledge\ and Ladson-Billings' (\1999\) critical race theory (CRT). Although we appreciate a framework that attends to issues of power, such as CRT, we see a heavier emphasis on Shulman's work in their analysis. We argue that a culturally relevant pedagogy (CRP) framework has the potential to provide a more nuanced analysis of what occurred in Yerrick's classroom from a critical lens. Thus we examine Yerrick and Johnson's work through the five main CRP components (as defined by Brown-Jeffy and Cooper \2011\) and ultimately argue that science educators who… [Direct]

Hawkins, Billy; Smith, Bettye P. (2011). Examining Student Evaluations of Black College Faculty: Does Race Matter?. Journal of Negro Education, v80 n2 p149-162 Spr. The purpose of this study was twofold. First, to describe the undergraduate student ratings of teaching effectiveness based on the traditional 36-item end-of-course evaluation form used in the College of Education (COE) at a southeastern Research Extensive predominantly White institution. Second, using critical race theory (CRT) to compare the teaching effectiveness for the tenure-track faculty in this study based on race (White, Black, and Other racial groups including Asians, Latinos, and Native Americans). Three academic years of undergraduate level courses were used to analyze student ratings for 28 items (26 multidimensional, which address specific topics or a single aspect about instruction and 2 global/overall, which address value of course and teaching ability) on the end-of-course evaluation form. Eight of the 36 items request demographic information from the student. The findings showed that of the three faculty racial groups, Black faculty mean scores were the lowest on… [Direct]

Rollock, Nicola (2012). The Invisibility of Race: Intersectional Reflections on the Liminal Space of Alterity. Race, Ethnicity and Education, v15 n1 p65-84. It has been argued that racialised Others occupy a liminal space of alterity; a position at the edges of society from which their identities and experiences are constructed. Rather than being regarded as a place of disadvantage and degradation, it has been posited that those excluded from the centre can experience a "perspective advantage" as their experiences and analyses become informed by a panoramic dialectic offering a wider lens than the white majority located in the privileged spaces of the centre are able to deploy. In this article, I invite the reader to glimpse the world from this liminal positioning as I reflect critically on how the intersections between social class, race and gender variously advantage or disadvantage, depending on the context, the ways in which Black middle classes are able to engage with the education system. While I make reference to findings from a recent school-focused ESRC project "The Educational Strategies of the Black Middle… [Direct]

Taylor, Edward (1998). A Primer on Critical Race Theory. Journal of Blacks in Higher Education, n19 p122-24 Spr. Describes critical race theory (CRT), an eclectic and dynamic form of legal scholarship that evolved as a response to the stalled progress of traditional civil rights litigation. CRT, as a form of oppositional scholarship, challenges the experience of whites as the normative standard and grounds its conceptual framework in the experiences of people of color. (SLD)…

Nyachae, Tiffany M. (2018). 'Race Space' Critical Professional Development as Third Space: Cultivating Racial Literacy, Ideological Becoming, and Social Justice Teaching With/In Urban Teachers. ProQuest LLC, Ph.D. Dissertation, State University of New York at Buffalo. Racial injustice in U. S. society cannot be separated from that which happens in U.S. classrooms. Indeed, many battles between white supremacy and antiracism are waged in the public school arena—such as, the whitewashing of slavery in textbooks, and the Supreme Court decision to ban Mexican American Studies in Arizona. Thus, this dissertation took into account teacher learning and classroom practice around race, racism, and social justice through professional development. Specifically, among teachers committed to social justice, this dissertation investigated the role professional development plays in shaping how their commitment translates into classroom practice. I designed 'race space' Critical Professional Development (CPD) (Kohli, Picower, Martinez, & Ortiz, 2015) to support in-service urban teachers in learning about race, racism, and what it means to engage in social justice teaching. I employ the term 'race space' to describe an aim to engender transformational,… [Direct]

Laura Lee Allen (2020). Hospitable Literacies: The Writing and Rhetorical Practices of Black Family Reunions Online and Offline. ProQuest LLC, Ph.D. Dissertation, The Ohio State University. Scholars in the field of Rhetoric, Composition, and Literacy have called for more work on the intersections of race and technologies (Banks, 2006, 2011; Gilyard & Banks, 2018; Haas, 2018; A. H. Powell, 2007). There is a particular need for research on how Black Americans engage with digital technologies beyond school settings. This project fills this research gap by examining the print and digital literacy practices of five Black family reunions. In this qualitative study, I sought to answer two questions. First, what are the roles of reading, writing, and digital technologies in how Black family reunions are planned, executed, and sustained? Second, what does the study of digital practices in Black family reunions contribute to how we define and conceptualize digital literacy? To answer these research questions, I introduced and used a Critical Race-Grounded Theory methodology (Malagon, Huber, & Velez, 2009) tailored to Rhetoric, Composition, and Literacy studies. My data… [Direct]

Bridgeman, Jacquelyn; Rios, Francisco; Russell, Caskey; Zamudio, Margaret (2009). Developing a Critical Consciousness: Positionality, Pedagogy, and Problems. Race, Ethnicity and Education, v12 n4 p455-472 Dec. This article relies on Critical Race Theory (CRT) to examine the development of a critical consciousness necessary to understand the contradictions between the post-civil rights notion of abstract equality and the reality of structurally entrenched inequality. The authors' ground their analysis in narratives on the development of their own critical consciousness and how it informs their pedagogy around teaching about the American Civil Rights Movement (CRM). The relationship between their own positionality and the pedagogical tools relevant in accessing their own critical consciousness serves as exemplar for understanding the impact of CRT on a critical education. (Contains 2 notes.)… [Direct]

O'Brien, Joe (2009). Institutional Racism and Anti-Racism in Teacher Education: Perspectives of Teacher Educators. Irish Educational Studies, v28 n2 p193-207 Jun. This paper focuses on the issue of institutional racism in the Irish education system. Drawing on insights from Critical Race Theory, the views of a sample of teacher educators in the Republic of Ireland were sought in relation to the existence of institutional racism in the Irish post-primary system and the extent to which anti-racism permeates teacher education programmes. Findings suggest the need for a form of deep engagement with anti-racism issues in the education of student teachers and the difficulties of doing so in the current structure of the Postgraduate Diploma in Education. (Contains 3 notes.)… [Direct]

Milinda Crawford (2022). African American Female School Principals' Experiences with Intersectionality of Race and Gender: A Descriptive Study. ProQuest LLC, Ed.D. Dissertation, Grand Canyon University. The purpose of this qualitative descriptive study was to explore how African American female principals describe their experiences of opportunities, challenges, and support with a focus on the intersectionality of race and gender in the Southwestern United States. The underrepresentation of African American female principals necessitated this research. It was not known how African American female principals described their experience with the intersectionality of race and gender. Theoretical foundations used were the Critical Race and Intersectionality theories. Three research questions guided this study. (1) How do African American female principals describe the impact of the intersectionality of race and gender on their pathway to becoming a principal and during their principalship? (2) How do African American female principals describe their experiences with barriers and opportunities due to the intersectionality of race and gender while aspiring to the principal positions and… [Direct]

Dionne L. Davis (2022). Educational Language Policy: An Examination of Race and Language in Policy Discourse. ProQuest LLC, Ed.D. Dissertation, University of South Florida. Linguistic diversity is an integral thread in the tapestry of America. As such researchers how linguistic differences across ethnoracial groups can be understood as resources rather than problems. The aim of this study was to examine ideologies concerning race/ethnicity and language in the discourse of educational language policies that guide multilingual approaches to education. The design of this study was critical discourse policy analysis, and the framework was a combination of Critical Language and Race Theory, also known as LangCrit (Crump, 2014), and Raciolinguistics (Alim, 2016; Flores and Rosa, 2015). The research questions were: (1) How are ideologies about the intersections of race/ethnicity and language reflected in educational language policy discourse? (2) How does discourse related to race/ethnicity and language compare across federal, state, and local policies? I analyzed federal, state, and local policy documents from the federal government, the state department of… [Direct]

McNair, Jonda C. (2008). \I May Be Crackin', But Um Fackin\: Racial Humor in \The Watsons Go To Birmingham–1963\. Children's Literature in Education, v39 n3 p201-212 Sep. This article examines the utilization of racial humor in Christopher Paul Curtis' novel, \The Watsons Go To Birmingham–1963.\ The theoretical perspectives that inform the analysis include critical race theory and humor theory. The results of the analysis reveal that the use of humor in this book is influenced to a significant degree by race and racism…. [Direct]

Brown, Sally; Laman, Tasha Tropp; Souto-Manning, Mariana (2010). Seeing the Strange in the Familiar: Unpacking Racialized Practices in Early Childhood Settings. Race, Ethnicity and Education, v13 n4 p513-532 Dec. In this article, three educators share case studies describing racial biases and segregationist practices in early schooling. The authors draw upon critical race theory as a lens and employ critical discourse analysis to uncover classed and raced biases within and across three early childhood contexts. While the cases are situated in specific public school settings–a parent teacher association (PTA) fundraiser, a mandated literacy program, and a read-aloud–they shed light onto a variety of contexts as these are all common phenomena in many American elementary schools. Together, the cases illustrate how racism has been normalized through familiar practices in early childhood settings. Through description and reflection, the authors suggest ways to start seeing the strange in the familiar, unpacking racialized practices across three settings, and advocating new ways of thinking about these common practices leading to change and transformation. (Contains 1 figure and 1 note.)… [Direct]

Brown, Stacey Marvetta (2012). Lifting the Voices of High-Achieving, Middle-Class, African American Students. ProQuest LLC, Ph.D. Dissertation, University of Maryland, College Park. The state of African American education is complex. Beginning in the 17th century, African Americans fought for an education that allowed them to read and write. During the 21st century, African Americans value on education extends beyond only reading and writing to using these skills and other skills to maintain strong academic and leadership backgrounds for a higher education. The purpose of this study was to understand the college preparation process of high-achieving, middle-class, African American students at a large research institution in the mid-Atlantic United States. This study was important because despite high-achieving, middle-class, African American students' success, there still exists an achievement gap between African American students and their White and Asian peers. Three theoretical frameworks and models were used as a guide for this study, critical race theory (Delgado & Stefancic, 2001), Perna and Titus' (2005) integrated conceptual model on college… [Direct]

Peterek-Bonner, Emily (2009). The Silence of Fear: Making Sense of Student (Mis)Behavior. High School Journal, v92 n3 p44-53 Feb-Mar. The purpose of this personal narrative is to retrospectively analyze the actions and reactions of a young, female, white teacher who was faced with the reality of the dichotomy of race and power in a large school system. When an African American male student brings a gun to school, the teacher's personal assumptions come to the forefront, bringing confusion and fear. Simultaneously, the power exerted by the administration to keep the situation out of the public eye maintains any pervasive racial tensions that exist in the school. This piece reflects on and deconstructs the complexities of this situation through the lens of critical race theory…. [Direct]

Green-Powell, Patricia A.; Hilton, Adriel A.; Joseph, Crystal L.; Knight, Linda G. (2011). The Perceptions of Administrators Concerning the One Florida Initiative. Online Submission, US-China Education Review v8 n2 p233-238 Feb. The purpose of this study was to discover the perceptions of Florida law school administrators on the impact of the OFI (one Florida initiative) and the addition of two MSI (minority serving institution) law schools on diversity in Florida's legal profession. This research explored the impact of Governor Bush's EO (executive order) on diversity within the SUS (state university system) of Florida law schools. Further, this study examined the impact of the creation of two MSI law schools after implementation of the OFI, as perceived by the administrators. The concept of CRT (critical race theory) provides modern legal debates outlining the usefulness of historical civil rights policies in opinionated climates. This study will examine the role of CRT in relation to affirmative action and desegregation case law. CRT forms the framework for examining the impact of the creation of two MSI law schools in the state of Florida. In conclusion, this study found that minority representation in… [PDF]

Irizarry, Jason (2011). En La Lucha: The Struggles and Triumphs of Latino/a Preservice Teachers. Teachers College Record, v113 n12 p2804-2835. Background/Context: Several studies have argued that the academic struggles of Latino/a students are connected, at least in part, to the dearth of Latino/a teachers and other school personnel who may be better equipped to meet the needs of this group. Others have suggested that there are significant academic benefits to having a more diverse teaching force. Despite significant population growth among Latinos/as in the United States, the teaching force remains overwhelmingly White, as Latino/a students continue to be underrepresented in institutions of higher education and, more specifically, within teacher education programs. Purpose/Objective/Focus of the Study: Given the failure of teacher preparation programs to attract and retain more Latino/a students, and the implications that the shortage of qualified teachers has on Latino/a and other K-12 students, it is vital to learn from the challenges and successes of Latino/a preservice teachers to improve the ways in which teachers of… [Direct]