Ladson-Billings, Gloria; Tate, William F., IV (1995). Toward a Critical Race Theory of Education. Teachers College Record, v97 n1 p47-68 Fall. Explains critical race theory as used in legal scholarship, arguing for its application in education and suggesting that in the United States, where race is critical in inequality and where society is organized around property rights, the intersection of race and property creates an analytical tool for understanding inequity. (SM)…

Lewis, Shannon (2013). Recruitment and Retention of Kindergarten through Grade 12 African American Male Educators in Rural Environments. ProQuest LLC, Ed.D. Dissertation, University of Arkansas. African American male teachers represent a disproportionately low number of educators in the American public school system. This lack of representation has implications for understanding, interacting with and educating the growing population of students of African descent in public schools. In addition, all students benefit from experiencing African American males in classrooms for cultural and educational reasons. For these reasons, recruiting and retaining African American males for careers in education is imperative. This dissertation investigated the reasons African American males do not select careers in education given the history of this career and its prominence for people of African descent. Using Critical Race Theory (CRT) as a theoretical framework, this phenomenological study addressed barriers that African American men may face in pursuing a career in education. Six African American male educators (elementary, middle and high school levels) from three school districts in… [Direct]

Bowman, Colleen Wilma (2013). Defining Student Success through Navajo Perspectives. ProQuest LLC, Ed.D. Dissertation, New Mexico State University. The purpose of this qualitative study was to determine the definition of student success as defined by the Navajo people. The data collection method used was the focus group. The data were collected from two geographical settings from two public schools located within the boundaries of the Navajo Indian Reservation. The focus group participants were all enrolled members of the Navajo Nation. The participants included parents, grandparents, community members, and policy makers. An overview of federal Indian policy is included to provide a foundation for the reader to understand the formal policies that have shaped Indian education in America. The study also reviews other minority groups' perspectives regarding aspects of student success. The study uses the theoretical frameworks of Indigenous Ways of Knowing (IWOK), Dine Philosophy of Learning/Life (DPL), and Tribal Critical Race Theory (ThbalCrit). Descriptors of student success were: 1) Family and Community Connections; 2) Navajo… [Direct]

Horsford, Sonya Douglass (2010). Mixed Feelings about Mixed Schools: Superintendents on the Complex Legacy of School Desegregation. Educational Administration Quarterly, v46 n3 p287-321 Aug. Purpose: This article considers the perspectives of superintendents who attended all-Black segregated schools and examines how their lived experiences informed their views on desegregation policy, programs, and practices. Research Design: This empirical, qualitative study used critical race theory as a methodological and analytical framework for collecting and interpreting participant narratives acquired through in-depth, semistructured interviews and autobiographical and biographical documents and artifacts. Findings: Study findings are presented as counterstories to (a) the inferior all-Black school, (b) equal education, access, and opportunity, and (c) integration, diversity, and inclusion, with implications for the perceived viability of school desegregation in the post-\Brown\ era. Collectively, they reflect what one participant described as \mixed feelings\ about school desegregation. Conclusions: The article concludes with implications for educational policy and practice to… [Direct]

Horsford, Sonya Douglass (2010). Black Superintendents on Educating Black Students in Separate and Unequal Contexts. Urban Review: Issues and Ideas in Public Education, v42 n1 p58-79 Mar. The negative consequences of school desegregation on Black families, educators, and communities in the US are well documented in education research today. The purpose of this article is to examine the experiential knowledge and wisdom of practice of former Black school superintendents who attended all Black segregated schools and led desegregated school districts. Using critical race theory as a methodological and analytical framework, I seek to advance our understanding of how the positive aspects of \valued segregated schools\ can improve Black education today. Findings include Black superintendent reflections of and calls to action concerning separate and unequal schooling contexts according to the following constituencies: the Black community, the Black parent, the Black teacher, and the Black student. Building on the participant directives for political engagement and community-based activism, I conclude with a discussion about transforming Black education through a political… [Direct]

Cox, Ernie J.; Hughes-Hassell, Sandra (2010). Inside Board Books: Representations of People of Color. Library Quarterly, v80 n3 p211-230 Jul. Research suggests that exposure to books and other resources about people who look like them, and stories that reflect their world, may contribute to an infant and toddler of color's developing appreciation of self. The purpose of this study was to examine children's board books published between 2003 and 2008 to determine the representation of people of color. The findings were analyzed using the lenses of critical race theory and the typology developed by Rudine Sims Bishop to describe African American children's literature. The results indicated that, despite the increasing ethnic and racial diversity in the United States, board books that feature people of color are rare and often present inauthentic and monolithic representations. Even rarer seems to be the creation of board books by authors and illustrators of color. The authors conclude that the lack of board books featuring children of color denies these children an important resource for developing a positive self-concept…. [Direct]

Smith, Barbara A. (2014). White Students' Understanding of Race: An Exploration of How White University Students, Raised in a Predominately White State, Experience Whiteness. ProQuest LLC, Ed.D. Dissertation, University of Maine. This study examines White university students' understanding of race. Based in the scholarship on higher education and diversity, and framed in Critical Race Theory (CRT), this study explores the racial awareness of White students. This study contributes to the literature on the racial experience of Whites and an understanding of how White students conceptualize race. Findings from this study can inform college and university educators as they seek to engage the racial majority in a multicultural campus. Fifteen 18-19 year old White students raised in a predominately White state, and attending their first year at a predominately White university, participated in this qualitative study. Each participant was invited to two interviews and responded twice to the writing prompt "What is race?" Interviews were audio recorded and transcribed. Both the transcriptions and free writes were coded for themes and sub themes. Findings are presented in three categories reflecting the… [Direct]

Wise, Camille Broussard (2013). No Crystal Stair: Narratives of Female Community College Presidents of Color. ProQuest LLC, Ed.D. Dissertation, Drexel University. The California Community College system is the largest system of higher education in the nation, with 2.6 million students attending 112 colleges. Community colleges are integral to workforce development, economic recovery, and an accessible and affordable gateway for transfer to four-year universities. While community college student population is very diverse, executive leadership is not necessarily representative of these shifting demographics. Organizations and aspiring leaders may not be prepared for the mass vacancies created by impending retirements of executive leadership positions (ELP) at community colleges. This study sought, through the counterstories of female community college presidents of color, to identify challenges and opportunities for California community colleges to develop representative and sustainable executive leadership and organizational cultures inclusive and supportive of aspiring female community college presidents of color. Specifically, this study… [Direct]

Marri, Anand R. (2007). Working with Blinders On: A Critical Race Theory Content Analysis of Research on Technology and Social Studies Education. Multicultural Education & Technology Journal, v1 n3 p144-161. Purpose: The purpose of this paper is to present a critical race theory content analysis of research on technology and social studies education. Design/methodology/approach: This study, using a critical race theory (CRT) framework, investigates how social studies education scholars have critically addressed the intersection between technology and race/ethnicity through a content analysis of articles in the journals Theory and Research in Social Education (TRSE) and Contemporary Issues in Technology and Teacher Education (CITE) since 1990. Findings: This paper contends that the interaction between technology and race/ethnicity is rarely critically examined in these two prominent social studies education research journals. Originality/value: In light of this neglect, the paper discusses the need for an in-depth analysis of the reification of low-level pedagogical methods with racial/ethnic minority students, an unexplored area of research. (Contains 8 notes.)… [Direct]

Borges, Sheila Ivelisse (2016). A Longitudinal Study of Implementing Reality Pedagogy in an Urban Science Classroom: Effects, Challenges, and Recommendations for Science Teaching and Learning. ProQuest LLC, Ph.D. Dissertation, Columbia University. Statistics indicate that students who reside in "forgotten places" do not engage in science-related careers. This is problematic because we are not tapping into diverse talent that could very well make scientific strides and because there is a moral obligation for equity as discussed in "Science for all" (AAAS, 1989). Research suggests that one of the reasons for this disparity is that students feel alienated from science early on in their K-12 education due to their inability to connect culturally with their teachers (Tobin, 2001). Urban students share an urban culture, a way of knowing and being that is separate from that of the majority of the teacher workforce whom have not experienced the nuances of urban culture. These teachers have challenges when teaching in urban classrooms and have a myriad of difficulties such as classroom management, limited access to experienced science colleagues and limited resources to teach effectively. This leads them to leaving… [Direct]

Arshad, Muminah; Bhandal, Jotepreet; Dada, Rachel; de Quinto Schneider, Monica; Elliott, Cathy; Georgis, Ines; Kalinowska, Iweta; Khan, Mehreen; Lipinski, Robert; Shilston, Fiona; Vassanth, Varun (2021). Diversity or Decolonization? Searching for the Tools to Dismantle the 'Master's House'. London Review of Education, v19 n1. Within the literature on decolonizing the curriculum, a clear distinction is frequently made between diversity and decolonization. While "decolonization" entails dismantling colonial forms of knowledge, including practices that racialize and categorize, "diversity" is a policy discourse that advocates for adding different sorts of people to reading lists and the staff and student body. As a team of staff and students, we are committed to decolonization, but we are also aware that within our discipline of political science, calls for diversity are more likely to be understood and accepted. We therefore bid for, and obtained, funding to conduct a quantitative review of our department's reading lists in order to assess the range not only of authors, but also of topics and ideas. We found that male White authors wrote the majority of the readings, with women of colour authoring just 2.5 per cent of works on our curriculum. Our reading lists also featured… [PDF] [Direct]

Del Razo, Jaime Liborio (2012). Echandole Ganas: Undocumented, Latino Students Fighting for Collegiate Survival in Their United States Homeland. ProQuest LLC, Ph.D. Dissertation, University of California, Los Angeles. This study examines the college aspirations and access of Latino, undocumented students. In a time when college access is limited and a college education is necessary, the issue of academically qualified, undocumented students trying to enter the higher education system under tremendous odds is one that deserves a closer study. This dissertation unearths the methods that undocumented, Latino students utilize to gain access and succeed in U.S. colleges despite the financial constraints and social stigma associated with being an undocumented, Latino student in the U.S. The theoretical lens of Critical Race Theory is used to analyze the stratification of immigration status in the U.S. along with examining the consequences of racialization of the term "undocumented". Utilizing a mixed methods approach that uses qualitative and quantitative methods, this study benefits from 16 in-depth interviews with undocumented Latino students from Arizona and California and 290 complete… [Direct]

Richards, Sabrina (2014). Equitable Access to Educational Resources: An Investigation of the Distribution of Teacher Quality across Secondary Schools in South Florida. ProQuest LLC, Ph.D. Dissertation, Florida Atlantic University. This quantitative study examined secondary schools across a south Florida school district to determine the relationship between school characteristics and measures of teacher quality with the aim of ascertaining the equitable distribution of the educational resource, teacher quality. Data regarding student population, staff climate survey responses, school points, and measures of teacher quality were requested from the school district; however, the requested teacher quality data was not available from the district. The researcher accessed publicly available teacher quality data from the Florida Department of Education regarding advanced degree completion, out-of-field teachers, and highly qualified teachers to serve as measures of teacher quality at secondary schools. Data were collected and analyzed using quantitative methods for 119 schools that served as the unit of analysis. Using multiple regressions, the study found a significant negative relationship between the percentage of… [Direct]

Cammarota, Julio; Romero, Augustine F. (2009). A Social Justice Epistemology and Pedagogy for Latina/o Students: Transforming Public Education with Participatory Action Research. New Directions for Youth Development, n123 p53-65 Fall. The article reports on Latina/o high school students who conducted participatory action research (PAR) on problems that circumscribe their possibilities for self-determination. The intention is to legitimize student knowledge to develop effective educational policies and practices for young Latinas/os. PAR is engaged through the Social Justice Education Project, which provides students with all social science requirements for their junior and senior years. The mandated curriculum is supplemented with advanced-level readings from Chicana/o studies, critical race theory, critical pedagogy, and, most important, PAR. The intention is for students to meet the requirements for graduation and to develop sophisticated critical analyses to address problems in their own social contexts. (Contains 17 notes.)… [Direct]

Jones Brayboy, Bryan McKinley (2005). Toward a Tribal Critical Race Theory in Education. Urban Review: Issues and Ideas in Public Education, v37 n5 p425-446 Dec. In this article, I outline the central tenets of an emerging theory that I call Tribal Critical Race Theory (TribalCrit) to more completely address the issues of Indigenous Peoples in the United States. TribalCrit has it roots in Critical Race Theory, Anthropology, Political/Legal Theory, Political Science, American Indian Literatures, Education, and American Indian Studies. This theoretical framework provides a way to address the complicated relationship between American Indians and the United States federal government and begin to make sense of American Indians' liminality as both racial and legal/political groups and individuals…. [Direct]

Burbridge, Diep N. (2019). Discovering Cultural Wealth in Latinx First-Generation Participants of a College Access and Enrichment Program: A Phenomenological Inquiry. ProQuest LLC, Ph.D./HE Dissertation, Azusa Pacific University. Nationwide, Latinx students are the largest minority group on college campuses and represent the largest increase in the rate of college enrollment (Pew Research Center, 2016). Sixty-one percent are first-generation, compared to 25% of White and Asian and 41% of Black students (Postsecondary National Policy Institute, 2018). First-generation college students are typically low-income minorities who have historically had and continue to have the lowest levels of academic performance and college degree attainment (Postsecondary National Policy Institute, 2018; Terenzini, Springer, Yaeger, Pascarella, & Nora, 1996). There exists a prevailing deficit perspective at all levels of education that asserts students of color are responsible for their lack of educational progress, and their social, cultural, and economic environments deter academic advancement (Garcia & Guerra, 2004). More research is needed to gain insight into the lived experiences of first-year first-generation Latinx… [Direct]

Fields-Smith, Cheryl; Kisura, Monica Wells (2013). Resisting the Status Quo: The Narratives of Black Homeschoolers in Metro-Atlanta and Metro-DC. Peabody Journal of Education, v88 n3 p265-283. Trends suggest that homeschooling continues to increase among black families. Yet, research on contemporary Black homeschooling remains scarce. Given black educational history, the phenomena of Black families choosing homeschooling over public and private schools in the post-Desegregation era is worthy of investigation. Further, documenting the ways in which black homeschool families engage their children in learning will inform the needs of black education in conventional schools, public and private. The phenomenon of increasing black home education represents a radical transformative act of self-determination, the likes of which have not been witnessed since the 1960s and '70s. This work highlights the primacy of agency among black homeschooling families. Thus, contrary to the negative depictions of black families as disengaged from the educational pursuits of their children, we evoke hooks's (1990) notion of homeplace to argue that black home education represents a vehicle of… [Direct]

Lazar, Althier M.; Offenberg, Robert M. (2011). Activists, Allies, and Racists: Helping Teachers Address Racism through Picture Books. Journal of Literacy Research, v43 n3 p275-313 Sep. Teachers often resist discussions about racism in the classroom, yet it is a topic that is frequently addressed in multicultural literature. This study examines teachers in a graduate reading program (N = 58) who used picture books reflecting African American heritage with elementary school children in a summer reading practicum. Prior to teaching children, a subset of these teachers participated in a course that addressed issues of racism, allowing for an investigation of a course effect on teachers' comfort level with the literature and their addressing of themes that surfaced in the books. Qualitative and quantitative methods were used to analyze questionnaires, planning forms, lesson evaluation forms, and transcripts of teachers using the books to test the hypothesis of a course effect and to identify the range of variation in teachers' ways of using the literature. The teachers in both \course\ and \comparison\ groups tended to focus on the perspectives, feelings, and traits of… [Direct]

Hess, Juliet (2014). Radical Musicking: Towards a Pedagogy of Social Change. Music Education Research, v16 n3 p229-250. This research examines the work of four elementary music educators who strive to challenge the dominant paradigm of music education. I employed the methodology of a multiple case study to consider the discourses, practices and philosophies of these four educators. I observed in each school for an eight-week period for two full days each week, conducting semi-structured interviews at the beginning, middle and end of each observation process. At each school, I followed an observation protocol, in addition to completing three interviews and keeping a journal. In this work, I mobilise a tri-faceted lens that combines the theoretical frameworks of anti-colonialism, anti-racism and anti-racist feminism towards counterhegemonic goals. The teachers' diverse practices include critically engaging with issues of social justice, studying a broad range of musics, introducing multiple musical epistemologies, contextualising musics, considering differential privilege and subverting hegemonic… [Direct]

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

Casserly, Michael D.; Garrett, John R. (1977). Beyond the Victim: New Avenues for Research on Racism in Education. Educational Theory, 27, 3, 196-204, Sum 77. The school as a social institution reflects the attitude of society as a whole when it labels and stereotypes black children, assuming that their achievement level will be lower than that of their white peers. (JD)…

Chatters, Lawrence Joseph (2018). Exploring the Moderating Effects of Racial/Ethnic Socialization, Academic Motivation and African American Identity on the Relation between Microaggressions and Mattering of African American Students at Predominantly White Institutions. ProQuest LLC, Ph.D. Dissertation, The University of Nebraska – Lincoln. African Americans remain underrepresented in higher education (Thompson, Gorin, & Chen, 2006) and experience subtle forms of racism called microaggressions (Sue et. al, 2007). The impact of microaggressions in post-secondary institutions may manifest in the achievement gaps that exist between African American and White people; moreover, they may influence the inequitable treatment of African American students by staff, teaching assistants and faculty (Ancis, Sedlacek, & Mohr, 2000; Becker & Luther, 2002). 108 African American undergraduate students at three Predominantly White Institutions (PWIs) participated. The current study employed an online survey to explore relationships of microaggressions, racial/ethnic socialization, African American racial identity, academic motivation, and mattering of African American students at PWIs, including moderating relationships. Generally, results demonstrated the following significant relationships: experiences of microaggressions… [Direct]

Aberdeen, Lucinda; Carter, Jennifer; Grogan, Justine; Hollinsworth, David (2013). Rocking the Foundations: The Struggle for Effective Indigenous Studies in Australian Higher Education. Higher Education Review, v45 n3 p36-55 Sum. Foundation courses that provide knowledge and understanding about the social, cultural and historical factors shaping Indigenous Australians' lives since colonial settlement and their effects are endorsed in Australian higher education policy. Literature highlights the complexity of changing student views and the need for sustained, comprehensive approaches to teaching foundation content. This paper analyses one such course in its capacity to increase knowledge and understanding, and promote positive attitudes, particularly amongst non-Indigenous students. It finds significant shifts in views and knowledge gained from studying the foundation course, and a change in commitment to social justice and reconciliation for Indigenous Australians. Students also significantly changed their view as to whether all Australians should understand this material. Despite these gains, our experiences indicate that foundational courses can be eroded through institutional processes. We argue this… [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]

Pimentel, Charise (2010). Critical Race Talk in Teacher Education through Movie Analysis: From \Stand and Deliver\ to \Freedom Writers\. Multicultural Education, v17 n3 p51-56 Spr. In an attempt to enact equitable practices in U.S. public schools, many critical multicultural and anti-racist theorists, researchers, and practitioners strongly suggest that teacher educators move beyond diversity approaches to multicultural education in their teacher preparation programs to address the more uncomfortable issues of power and equity–namely, racism. Teacher educators commonly find that race talk, especially with their White students, leads to a host of dysfunctional classroom dynamics that may actually perpetuate the racial logic teacher educators, and even teacher education students, would hope to disrupt. This article seeks to provide a rationale for some of the dysfunctional aspects of race talk in teacher education programs and offers an alternative framework for engaging students in critical race talk. As a way to demonstrate how teacher education students in a graduate multicultural course critically examined race through a discursive framework of racism, this… [PDF] [Direct]

Boutte, Gloria Swindler (2012). Urban Schools: Challenges and Possibilities for Early Childhood and Elementary Education. Urban Education, v47 n2 p515-550 Mar. Addressing the seemingly perpetual turbulent landscape of urban schools, the role that elementary educators and teacher educators can play in reversing negative trends and trajectories is considered. Three urban education journals were examined over a 5-year period (2005-2010) to determine the emphasis on elementary students or schools. Of the 429 articles, only 8% focused on the elementary years. Schools and teacher education programs that are willing to learn from existing successful models and to straightforwardly and vigilantly address endemic racism in policies and practices offer the most hope for transforming urban schools. Collaborative grassroots efforts are recommended. (Contains 3 notes and 3 tables.)… [Direct]

Cinquemani, Shana; Fey, Cass; Marino, Catherine; Shin, Ryan (2010). Exploring Racism through Photography. Art Education, v63 n5 p44-51 Sep. Photography is a powerful medium with which to explore social issues and concerns through the intersection of artistic form and concept. Through the discussions of images and suggested activities, students will understand various ways photographers have documented and addressed racism and discrimination. This Instructional Resource presents a selection of photographs from the collection of the Center for Creative Photography (CCP) at the University of Arizona. The photographs of Marion Palfi, Ansel Adams, and David Levinthal are included as examples of documentary, found, and staged imagery that reflect historical and social practices of individual, societal, and institutional racism in the United States. These photographs were originally presented as educational programming at CCP, where they were discussed with classes studying racism, writing, and art and visual culture education. Areas of study across the curriculum, including art, photography, language arts, history, sociology… [Direct]

Chikkatur, Anita (2013). Teaching and Learning African American History in a Multiracial Classroom. Theory and Research in Social Education, v41 n4 p514-534. The author explores the challenges of teaching and learning African American history, a history fraught with uncomfortable implications about contemporary race relations and race-based inequalities. Drawing on various theories of anti-oppressive education, and using data from an ethnographic study conducted in one history classroom, the author explores possibilities and limitations in that realm. With its focus on a racial minority group whose history is not fully explored in traditional history courses, the course provided a curricular context for students to explore issues of racial difference and inequality. Consistent with much of the research and theoretical literature, teacher and student discourse revealed difficulties in teaching and learning multicultural content in a classroom setting where students enter with a range of experiences with and beliefs about race and racism…. [Direct]

Grosland, Tanetha J. (2011). \We Better Learn Something\–Antiracist Pedagogy in Graduate School. ProQuest LLC, Ph.D. Dissertation, University of Minnesota. While many understand the need for improved pedagogy in advanced graduate school education regarding issues of race and racism, we also need to better understand what happens in classrooms when issues of racism are centered in the pedagogy. I employed qualitative methods to examine what happened when racism and antiracism were taken up as explicit topics(s)/area(s) of study in a graduate school classroom. In this dissertation, I studied a multiracial and multicultural graduate school classroom situated in a Euro-centric university. I first explain how I and the students from racially under-represented populations in higher education are positioned and constructed in the classroom. I then explore how European Americans learned via those of various racially under-represented backgrounds in the classroom–learning from the \Other.\ Finally, I explain our emotional responses to antiracist pedagogy and how these emotions were racialized. Findings reveal several things. One is that… [Direct]

Wilkins, Ashlee Nichole (2017). The Ties That Bind: The Experiences of Women of Color Faculty in STEM. ProQuest LLC, Ph.D. Dissertation, University of California, Los Angeles. As women of color (WOC) enter the science, technology, engineering, and math (STEM) pipeline with aspirations to join the faculty ranks, it is important that the academy is prepared to address their unique needs to ensure they are supported as they engage in scientific and technological research, support students, and advance in their career. Thus, the purpose of this study was to test the theoretical constructs included the Science identity model, and determine how the relationship among the concepts are moderated by race and gender (Carlone & Johnson, 2007). Moreover, the study examines how identity shaped WOC's navigation of the STEM academic workplace. This study employs a convergent mixed methods design, using Higher Education Research Institute surveys of 272 underrepresented WOC, compared with 544 White men and women, and interviews with 10 WOC participants. The findings indicate the ways that stress from discrimination impacts the dimensions of "performance" and… [Direct]

Youngbull, Natalie Rose (2017). The (Un)Success of American Indian Gates Millennium Scholars within Institutions of Higher Education. ProQuest LLC, Ph.D. Dissertation, The University of Arizona. There remains limited research on the gap between the participation and persistence to graduation rates for American Indian students in higher education. It is pertinent to explore the experiences of these students who did not persist to graduation to be able to gain a better understanding of the factors involved in this gap. The primary purpose of this qualitative study was to gain a greater understanding of why twenty American Indian college students who were high-achieving and received the Gates Millennium scholarship (AIGMS) did not persist to graduation. To achieve this greater understanding from an Indigenous perspective, it was important to utilize existing theoretical frameworks developed by Native scholars that employed critical, culturally sensitive lenses for the analysis. Through the lenses of Tribal Critical Race Theory, Cultural Models of Education and the Family Education Model, the research questions were developed with a critical focus on the institutional influence… [Direct]

Gaztambide-Fernandez, Ruben A. (2011). Musicking in the City: Reconceptualizing Urban Music Education as Cultural Practice. Action, Criticism, and Theory for Music Education, v10 n1 p15-46 Aug. Descriptions of the urban contemporary format remain strongly grounded on the assumption that it is based on musical styles associated with African Americans, such as R&B, soul, hip hop, rap, and reggae. Even for the most progressive educators, to speak of urban music is to refer to a narrow set of musical genres associated with the umbrella term \hip hop\. In this article, the author briefly highlights the powerful role that the media has had in manipulating the symbolic content of the term \urban music\ for profit. He suggests that music educators–particularly those working in \urban\ classrooms and committed to social justice–need to work both with and against the prevailing narrow conception of the \urban\ that shapes the way one thinks about both urban music and urban education. Drawing on insights from contemporary cultural and critical race theory, the author proposes an expanded definition of the urban as cultural practice, and points to the possibilities that such a… [PDF]

Van de Kleut, Geraldine (2011). The Whiteness of Literacy Practice in Ontario. Race, Ethnicity and Education, v14 n5 p699-726. In the spring of 2008, the Literacy and Numeracy Secretariat of the Ontario Ministry of Education in Canada released a DVD that was one in a series designed to train literacy teachers in what the Ministry referred to as "high-yield" comprehension strategies. Using the lens of Critical Race Theory, this article analyses the picture book used in the model lesson as well as the teaching methods recommended for all Ontarian teachers in the DVD. While the selection of the picture book fits the present policies of multiculturalism in Ontario, its romanticized portrayal of an indigenous people serves to perpetuate racism, particularly in the uncritical reading demonstrated in the DVD. In addition, the teaching methods demonstrated as "high-yield" arise from the global movement towards standardization in education, and establish measurable student achievement, in a classroom portrayed as socially neutral, as the end goal of education. Nowhere in this model lesson, given… [Direct]

McNeil, Barbara (2011). Charting a Way Forward: Intersections of Race and Space in Establishing Identity as an African-Canadian Teacher Educator. Studying Teacher Education, v7 n2 p133-143. In Canada, most universities and their classrooms are often constructed as rational and neutral spaces where interaction between professors and students is free of the influences of race, class, and gender. Implicit in such a construction is the assumption that the university is a purely White space where students from the dominant racial group expect the professorate to be of similar race. The presence of a non-White teacher educator in such an environment disrupts such fictional constructions, generating tensions and resistance that complicate teaching and learning. This self-study describes my experience as an African-Canadian teacher educator and the intersections of race and space in a faculty of education landscape enmeshed in an ongoing struggle of decolonization. Along with self-study methodology, I use critical race theory and feminist post-structural theory to analyze the construction of my racial identity and relations of power in a White settler society. I explore how the… [Direct]

Fujii, Stephanie J. (2010). Observations, Values, and Beliefs about Ethnic/Racial Diversity by Members of Community College Faculty Search Committees. ProQuest LLC, Ph.D. Dissertation, Arizona State University. As open-door institutions, community colleges provide access to students from a wide range of backgrounds, experiences, and cultures. Yet while enrollment of students of color in community colleges continues to increase, representation by faculty of color has not. This qualitative study investigated community college faculty search committee members' implicit and subjective observations, values, and beliefs about ethnic/racial diversity in order to gain an understanding of how they may influence the faculty hiring process. The researcher interviewed 12 subjects–administrators and faculty members at three community colleges in a large district in the southwest region of the United States–who served on faculty search committees from 2006-2009. Findings revealed three major themes: (a) the communication of diversity; (b) search committee dynamics with the sub-themes of role of the chair, role of administration, and the issue of time; and (c) subjects' observations, values, and… [Direct]

Kanno, Yasuko; Oropeza, Maria Veronica; Varghese, Manka M. (2010). Linguistic Minority Students in Higher Education: Using, Resisting, and Negotiating Multiple Labels. Equity & Excellence in Education, v43 n2 p216-231. Linguistic minority students have been both under-researched and underserved in the context of research on minority students' access to and retention in higher education. The labels ascribed to them have typically failed to capture the complexity of their identities. Additionally, much of the literature in higher education on minority students' access and retention has focused on structural barriers rather than on how students negotiate these barriers. By bringing linguistic minority students into the forefront of this conversation, we show how four linguistic minority female students draw on their community cultural wealth and different forms of capital (Yosso, 2005) to access and navigate college while experiencing differing advantages and disadvantages based on institutional labeling. By employing critical race theory and its conceptualization of capital, we illustrate how students use, resist, and negotiate labels in attempts to access resources and services at a four-year… [Direct]

Bagley, Carl; Castro-Salazar, Ricardo (2010). "Ni De Aqui Ni from There". Navigating between Contexts: Counter-Narratives of Undocumented Mexican Students in the United States. Race, Ethnicity and Education, v13 n1 p23-40 Mar. Research has documented the ways in which students of Mexican origin are not succeeding academically in the same proportion as the rest of the US population. This process of educational failure occurs in the context of overt and more subtle forms of racism experienced throughout their schooling and everyday lives. Undocumented Mexican students face even harsher educational challenges as they experience life in a post-September 11th environment of heightened xenophobic US nativism. The purpose of this three-year study was to acknowledge the "counter-stories" and learn from the "counter-life-histories" of undocumented college graduates of Mexican origin as they navigate across and between historical, socioeconomic, political and cultural boundaries, barriers and contexts. The research is grounded in the experiences, voices and perspectives of six individuals who graduated from a community college in Arizona. The study utilizes critical race theory (CRT) as an… [Direct]

Huber, Lindsay Perez (2009). Disrupting Apartheid of Knowledge: "Testimonio" as Methodology in Latina/o Critical Race Research in Education. International Journal of Qualitative Studies in Education (QSE), v22 n6 p639-654 Nov. This article utilizes a Latina/o critical race theory (LatCrit) framework to disrupt a narrowly defined process of knowledge production in academia, informed by Eurocentric epistemologies and specific ideological beliefs. This process has created an apartheid of knowledge in academia. Disrupting this apartheid allows critical race researchers to move forward in developing methodologies that can be used in anti-racist social justice research. This article describes the use of testimonio as methodology in a LatCrit research study. This conceptual piece will describe how theory, methodology, and epistemology led to the development, collection, and analysis of 40 testimonio interviews with undocumented and US-born Chicana college students. Specific methodological strategies for employing testimonio in LatCrit research are also provided. (Contains 2 figures and 10 notes.)… [Direct]

Kurban, Fikriye; Tobin, Joseph (2009). "They Don't like Us": Reflections of Turkish Children in a German Preschool. Contemporary Issues in Early Childhood, v10 n1 p24-34. In this article, the authors present multiple interpretations of a transcript of a discussion with a group of Turkish-German girls in a kindergarten in Berlin, Germany. These five-year-old girls make statements suggesting they experience alienation from their non-Turkish classmates and teachers, and the wider German society. The authors argue that the meanings of these statements should not be taken at face value. Instead, they employ interpretive strategies borrowed mostly from Mikhail Bakhtin and interpretive frameworks taken from Judith Butler, and post-colonial theory and Critical Race Theory to suggest that the girls' utterances can be usefully seen as having a performative dimension and as expressing tensions around immigration that can be found in the larger society. (Contains 1 note.)… [Direct]

Arce, Sean; Cammarota, Julio; Romero, Augustine (2009). A Barrio Pedagogy: Identity, Intellectualism, Activism, and Academic Achievement through the Evolution of Critically Compassionate Intellectualism. Race, Ethnicity and Education, v12 n2 p217-233 Jul. In this paper we forward our experiences and understanding of how we have used critical race theory (CRT) in our classrooms; more importantly, we bring forth the voices of students as a method of conveying the impact of our CRT classroom exercises. These exercises are parts of three structures that we created to counter the reality of racism and subordination within the American education system. These creations are: the Social Justice Education Project (SJEP); the Critically Compassionate Intellectualism Model of Transformative Education (CCI); and CCI's Third Dimension. An explanation and description of the SJEP and CCI are forthcoming in the next section of this paper, and in last section of this paper we explain CCI's Third Dimension. (Contains 3 figures and 1 note.)… [Direct]

Stinson, David W. (2009). The Proliferation of Theoretical Paradigms Quandary: How One Novice Researcher Used Eclecticism as a Solution. Qualitative Report, v14 n3 p498-523 Sep. When a doctoral student plans to conduct qualitative education research, the aspect of the dissertation that often becomes problematic is determining which theoretical paradigm(s) might frame the study. In this article, the author discusses how he resolved the quandary through eclecticism. The author begins by describing briefly the purpose of his dissertation study, providing a justification for eclecticism in the selection of theories. He follows with a description of the three theories–poststructural theory, critical race theory, and critical theory–that framed his study and discusses briefly the methodology employed. The author concludes with a discussion of likely objections of his study and with an explanation of why his study was positioned within a critical postmodern paradigm. (Contains 1 table and 12 footnotes.)… [PDF]

Torres-Capeles, Belkis (2012). Latinas in Higher Education: An Interpretive Study of Experiential Influences That Impact Their Life Choices. ProQuest LLC, Ph.D. Dissertation, Kent State University. This basic interpretive qualitative study used individual semi-structured interviews to explore and understand the experiences of seven self-identified Latina participants, who reside in Northeast Ohio and belong to a volunteer organization promoting professional Latinas. The study used Latina Critical Race theory and feminist perspectives to focus on various influences impacting the participants' experiences in higher education, career, and leadership roles, besides exploring the impact of gender, ethnicity, and culture on their experiences within dominant mainstream settings. The research also examines how the Latinas' perceptions of educators and administrators influenced their academic and professional choices. The results of this study suggest that perceived stereotypes and marginalization negatively influence "immigrant to 1.5G or second generation" Latinas' ability to experience higher education as an inclusive environment. Acculturative stress, ethnic identity,… [Direct]

Belcher, Nikia M. (2012). Disproportionate Suspension of African American Students in Public Schools: A Delphi Study. ProQuest LLC, Ed.D. Dissertation, University of Phoenix. The problem addressed in this study was the disproportionate number of African American students who are suspended or expelled at a higher rate than their white counterparts in Michigan public schools. This research was framed with critical race theory and cultural ecology theory of African American students suspended. This study applied a Delphi technique to gather an understanding from experts on why African American students are suspended at a higher rate in public schools than white students. The overarching research question for this study was why are students in Michigan school districts suspended or expelled for minor offenses at a greater rate than white students for the same infractions? The panel of experts consisted of three experts from the field of education. Data were collected through repeated surveys in three rounds. Findings indicated from Round one open-ended question, which generated 20 statements (questions) that were divided into general agreement and… [Direct]

Culpepper, Deberae (2012). The Development of Tracking and Its Historical Impact on Minority Students. ProQuest LLC, Ph.D. Dissertation, Walden University. In the 1920s, high school students were placed on one of three tracks: high, average, and low. Over the years, vocational education was transformed into a low track assignment for students, often racial minorities, who were perceived as less intelligent. However, the interaction between vocational education and tracking policies and practices remained unclear. Using critical race theory, this study produced an historical analysis of the interaction of these two programs. This included a systematic identification of the originating factors influencing tracking and contemporary tracking policies and practices to understand how tracking affected racial minority students' access to equal educational opportunities in the early 1900s and from 2006 to 2009. Data sources used included archival records that contained tracking data, policy discussions, and policy records; these were used to determine how and why tracking was implemented in one public school district and the impact of the… [Direct]

Marcus Lee Broadhead (2012). Invisible Men: The Life Experiences of African American Male Administrators within Predominantly White Public High School Settings. ProQuest LLC, Ed.D. Dissertation, Argosy University, Atlanta. Currently, there is a dearth of literature on the African American male administrative experience beyond the scope of an urban school environment. The purpose of this phenomenologically-based inquiry was to examine the lived experiences of six African American male high school administrators who worked in a predominantly White school setting. The experiences were obtained through semi-structured interviews and analyzed to reveal themes. The Transformative Leadership Model and Critical Race Theory was the theoretical framework used to understand the leadership style of the participants and the role of race from their perspective as an African American male in a leadership position. It was found that the Transformative Leadership Model was appropriate in identifying the leadership perspectives that existed in each participant. Also, race played an insignificant role in how the participant viewed his experience within the setting. Consequently, it is recommended that African American… [Direct]

Hunter, Iris Renell (2012). Standing on a Strong Foundation of Servitude: The 1960's Civil Rights Movement, Septima Clark and Other South Carolina African American Women Educators. ProQuest LLC, Ph.D. Dissertation, Union Institute and University. This research study examines nine African American women educators during the 1960s Civil Rights Movement in South Carolina. Additionally, the study conducts an analogous study of the lifeworks and contributions of Septima Clark, an African American woman educator who made significant community activist contributions during this period. For its research methodology, the study utilized the qualitative research methodology of oral history which involves in-depth interviewing as the primary method of data gathering. The research which utilized semi-structured open-ended interviews was guided by the following key questions: 1) How did the experiences of the Civil Rights Movement matter to you as a woman and African American person?; 2) What did it mean for you to be part of the civil rights struggle?; 3) How did the 1960s matter to you?; 4) How did South Carolina matter? Black feminist theory, Critical Race Theory (CRT), and Critical Pedagogy provided the theoretical and analytical bases… [Direct]

Housee, Shirin (2012). What's the Point? Anti-Racism and Students' Voices against Islamophobia. Race, Ethnicity and Education, v15 n1 p101-120. In a climate of Islamophobic racism, where media racism saturates our TV screens and newspapers, where racism on the streets, on campus, in our community become everyday realities, I ask, what can we–teachers, lecturers and educationalists–do in the work of anti-racism in education? This article examines classroom debates on Islamophobia by exploring the connections between student experiences and the wider social political issues and ideologies that create and re-enforce racism. The underlying interest for me is to examine the ways in which classroom interaction; dialogue and exchanges can undo racist thinking by informed anti-racist critique. This article has three sections; first, I discuss the multicultural and anti-racist discourses within education in the British context. I then go on to explore theoretical developments found in Critical Race Theory (CRT) as a tool for this anti-racism in education. In the second section I examine Islamophobia, the hatred of Muslims, as a… [Direct]

Chakrabarty, Namita (2012). "Buried Alive": The Psychoanalysis of Racial Absence in Preparedness/Education. Race, Ethnicity and Education, v15 n1 p43-63. Based on extracts from an ethnography produced during the ESRC 2009-10 research project, ""Preparedness Pedagogies" and Race: An Interdisciplinary Approach," this article explores the racialized culture of civil defence in the UK whilst also critiquing the world of higher education. The ethnographic artefacts of interviews, observations of preparedness role play around fictional character, and of professionals' live reminiscence of emergency, are explored through the lens of the psychoanalytical construction of being "buried alive"; Critical Race Theory (CRT) conceptions of policy constitution of a social world that imprisons the non-white citizen and the other are seen, in this article, as enshrined in this construction. Freud's "The Uncanny" encompasses the psychology of being "buried alive," and one conception of this is seen as a state akin to life in the womb, a strange place of safety. In contrast I use two CRT narratives of… [Direct]

Thompson, Pamela W. (2014). African American Parent Involvement in Special Education: Perceptions, Practice, and Placement. ProQuest LLC, Ed.D. Dissertation, University of California, San Diego. The disproportional representation of Black students in special education has been an issue of concern for many years in the United States. A review of the literature illustrates the struggle of African American children in the American educational system: from the Civil Rights Movement and desegregation to the re-segregation of these same children into special day classrooms. What the literature fails to report is how parental involvement might help educators address the problem of overrepresentation and the perceptions of the families who are affected by their children being placed in special educational settings. The purpose of this study was to describe and analyze the experiences and perceptions of African American parents who have male children receiving special education services in schools. Critical race theory was utilized as a framework to examine and challenge the manner in which race and racism impacts practices and procedures by school personnel dealing with African… [Direct]

Gerritson, Michael (2013). Rubrics as a Mitigating Instrument for Bias in the Grading of Student Writing. ProQuest LLC, Ed.D. Dissertation, Walden University. The practice of grading student writing often seems arbitrary and unfair to students. It is important to students and educators that writing is fairly and accurately assessed in order to facilitate demonstrable improvement in their composition. This research addressed a specific writing rubric as a method to mitigate implicit or subconscious biases before it could affect the grading process. The study was grounded in critical race theory, which in part states that certain kinds of biases are normal, but can be interpreted negatively by those affected. This experimental design first tested for name bias. This research also compared a writing rubric against a simple grading scale to test for bias mitigation. In this 2X3 Analysis of Variance (ANOVA) design, 82 middle school teachers were given the same middle school-level essay to grade. Half were given a specific writing rubric to use while grading; the others were given only a simple grading scale. Two different student names were… [Direct]

Baker, Timberly L. (2012). Student and School Characteristics: Factors Contributing to African American Overrepresentation for Defiance. ProQuest LLC, Ph.D. Dissertation, Indiana University. This study addresses the use of suspension and expulsion for defiant behavior. It examines the contributions of student and/or school characteristics and their relationship to suspension and expulsion for defiance, specifically focusing on African Americans. The purpose of this study is to examine factors that lead to students being suspended or expelled for defiance. Hierarchical linear modeling is used to examine three research questions; holding all other variables constant: (1) Are student characteristics, including socioeconomic status, race, or student achievement associated with suspension and expulsion of students for defiance? (2) Are school characteristics, including number of students by race, school free and reduced lunch percentage, teacher experience, locale, or dropout rate associated with suspension and expulsion of students for defiance? (3) Is the teacher racial makeup of a school associated with students being suspended or expelled for defiance? The Critical Race… [Direct]

Johnson, Lloyd Sheldon (2012). Spirituality as a Viable Resource in Responding to Racial Microaggressions: An Exploratory Study of Black Males Who Attended a Community College. ProQuest LLC, Ed.D. Dissertation, University of Massachusetts Boston. Upon entering college, Black males must negotiate a system that assumes they are in need of academic remediation and are lacking in higher-order critical thinking skills (Washington, 1996; Brown II, 2002; Harper, 2012). The low enrollment levels of Black males in college and their disenchantment with their college experiences has increased the likelihood that they will not be in classrooms with a diverse student population and a climate where they could feel comfortable (NSSE, 2008; Harper, 2006A; Harper, 2012). Black males who have enrolled in college must shoulder the stresses that accompany perceptions and stereotypes on campus about who they are (Washington, 1996) and can expect to encounter racial microaggressions: the verbal, nonverbal, or visual insults directed at people of color (Solorzano, Ceja, & Yosso, 2002). I proposed that spirituality may provide Black males with the tools they need to succeed in college and mitigate the effects of racial microaggressions. The… [Direct]

Horsford, Sonya Douglass (2009). From Negro Student to Black Superintendent: Counternarratives on Segregation and Desegregation. Journal of Negro Education, v78 n2 p172-187 Spr. The purpose of this study is to document the segregated schooling reflections of Black school superintendents and explore how those experiences informed their educational philosophies in the post-desegregation era. Critical race theory is used as a methodological and analytical framework to present participants' reflections of living in segregated communities, going to all Black schools, working to meet the high expectations of parents and teachers, and how those realities shaped their self-concept as Negro students. Study findings support the growing body of literature on valued segregated schools and negative consequences of desegregation on the education of Black students, but its significance lies in the uniquely informed perspectives of the Black school superintendent. It concludes with a discussion of implications for the future of Black education. (Contains 1 table.)… [Direct]

Aleman, Enrique, Jr. (2009). Latcrit Educational Leadership and Advocacy: Struggling over Whiteness as Property in Texas School Finance. Equity & Excellence in Education, v42 n2 p183-201. In this article, the author seeks to re-imagine the political and policy roles of educational leaders of color, offering an alternative method for educational leadership, advocacy, and policy analysis. The author uses critical race theory (CRT) and Latina/o critical (LatCrit) theory to problematize the way politically-active Mexican American educational leaders used personal and professional experiences to conceptualize racism and organize politically in the context of the debate over school finance equity in Texas. The findings suggest that a prevalent negation of critical raced leadership, analysis, and advocacy among the participants disadvantages Latina/o communities and de-legitimizes Latina/o political voices. The author envisions an alternative educational leadership framework centered on LatCrit theory's call for contextualized, historical, and critical analysis. (Contains 1 table and 7 notes.)… [Direct]

Lander, Vini (2011). Race, Culture and All that: An Exploration of the Perspectives of White Secondary Student Teachers about Race Equality Issues in Their Initial Teacher Education. Race, Ethnicity and Education, v14 n3 p351-364. This research explores the racialised perceptions of White students teachers who are preparing to teach in secondary schools in a diverse society. Student teachers' views about Black and minority ethnic (BME) pupils are often cast in the language of otherness. This research was conducted in a post-1992 university in the south of England where the majority of students on initial teacher education (ITE) programmes are White, which reflects the ethnicity of serving teachers in England (95.5% of whom are White). In England all student teachers are required to fulfil the Professional Standards for Qualified Teacher Status 2007 which incorporates statements on the understanding of cultural and linguistic issues. It could be argued that the inclusion of such standards would result in student teachers who are competent in these aspects. But this is not borne out in the annual survey of newly qualified teachers. This research draws on critical race theory as a theoretical framework to analyse… [Direct]

Agosto, Vonzell (2014). Scripted Curriculum: What Movies Teach about Dis/ability and Black Males. Teachers College Record, v116 n4. Background/Context: Tropes of dis/ability in the movies and master-narratives of Black males in education and society are typically treated in isolation. Furthermore, education research on Hollywood movies has typically focused on portrayals of schools, principals, and teachers even though education professionals are exposed to a broader range of movies. Analyses of dis/ability tropes in the media also tend to ignore how they work in multiples and intersect with narratives of other social identities such as race and gender. Focus of Study: This article examines the complexity of portrayals of Black (dis/abled) males that are scripted through dis/ability tropes and master-narratives of race and gender. Trends in these portrayals are juxtaposed with literature on how Black, (dis/abled) male students are treated in schools and society. Research Design: Critical media analysis is combined with the social model perspective of dis/ability to explore the lessons that movies provide… [Direct]

Hartlep, Nicholas Daniel (2010). Overcoming Being in a Nadir: The Harsh Realities of a Society Created for Whites. Online Submission, Paper presented at the Annual Meeting of the Eastern Educational Research Association (EERA) (Savannah, GA, Feb 10-13, 2010). Notwithstanding that Critical Race Theory (CRT) is currently in its second decade of existence, it is not and has never been something extraordinary–insofar as racism is something that has always been with us. Rather, CRT is a bona fide and avant-garde movement that leads to praxis–explicitly and courageously speaking to the injustices that prohibit people of color from exercising freedoms that whites have come to enjoy–that emancipates oppressed persons from a life of destituteness. CRT has been examined and dissected in many books, reports, studies, and articles. This is not one of them. Rather, this article examines how majoritarian society stations people of color in a nadir; thus, requiring a forward-thinking and fundamental change of society's beliefs, attitudes, and conceptions. This article draws from a fountain of postmodern-critical work and attempts to be non-tautological insofar as it makes a clarion call for reform and work to be done to emancipate and to enlighten… [PDF]

Mitchell, Roland W.; Witherspoon, Noelle; Wood, Gerald K. (2010). Considering Race and Space: Mapping Developmental Approaches for Providing Culturally Responsive Advising. Equity & Excellence in Education, v43 n3 p294-309. This exploratory essay critically examines how social relations structure the production of space on a college campus. In particular, we analyze how the organization of one particular site–the student advising office at a southeastern university–calls attention to the relationship between race and space in ways that re-inscribe narrow definitions of academic advising that are tied to the larger context of the universities and that continue to exclude students of color. Consequently, through this article, we use the university academic advising office as an example of a reified racialized space. To this end, by applying Henri Lefebvre's (1991) concept of critical geography, discourse analysis, and critical race theory to a specific advising session between a black advisor and a black student, we provide a lens to analyze this norming of space within the constraints of a prescriptive approach to advising. The results from our inquiry suggest that institutional interpretations of race… [Direct]

Jay, Michelle (2009). Race-ing through the School Day: African American Educators' Experiences with Race and Racism in Schools. International Journal of Qualitative Studies in Education (QSE), v22 n6 p671-685 Nov. This article examines the ways African American educators experience themselves as raced individuals in their school settings and explores their perceptions of racial discrimination, subordination, and isolation. For this study, five African American educators participated in in-depth phenomenological interviews. Qualitative data analysis of their stories revealed seven major thematic experiences: (1) hyper-visibility/invisibility; (2) intersecting identities; (3) challenging assumptions; (4) challenges to authority; (5) pigeonholing; (6) presumptions of failure, and (7) coping fatigue. The study confirms several tenets of critical race theory including the assertion that racism is not aberrant, but endemic and permanent in American society, and routinely exists in public schools. The study further suggests that those most directly positioned to bring about necessary, concrete change aimed at addressing racial discrimination and prejudice in schools are building-level administrators…. [Direct]

Vandeyar, Saloshna (2010). Educational and Socio-Cultural Experiences of Immigrant Students in South African Schools. Education Inquiry, v1 n4 p347-365. The advent of democracy and the easing of both legal and unauthorised entry to South Africa have made the country a new destination for Black asylum-seekers, long-distance traders, entrepreneurs, students and professionals. As this population continues to grow, its children have begun to experience South African schools in an array of uniquely challenging ways. In addition to opening their doors to all South African children irrespective of race, colour or creed, most public schools in South Africa have also opened their doors to a number of Black immigrant children. There is, however, very little research on the socio-cultural experiences of Black immigrant students within the "dominant institutional cultures" of schools. Accordingly, this study asks what are the educational and socio-cultural experiences of Black immigrant students in South African schools? To what extent has the ethos of these schools been transformed towards integration in the truest sense and how do… [Direct]

Gillborn, David (2006). Critical Race Theory and Education: Racism and Anti-Racism in Educational Theory and Praxis. Discourse: Studies in the Cultural Politics of Education, v27 n1 p11-32 Mar. What is Critical Race Theory (CRT) and what does it offer educational researchers and practitioners outside the US? This paper addresses these questions by examining the recent history of anti-racist research and policy in the UK. In particular, the paper argues that conventional forms of anti-racism have proven unable to keep pace with the development of increasingly racist and exclusionary education polices that operate beneath a veneer of professed tolerance and diversity. In particular, contemporary anti-racism lacks clear statements of principle and theory that risk reinventing the wheel with each new study; it is increasingly reduced to a meaningless slogan; and it risks appropriation within a reformist "can do" perspective dominated by the de-politicized and managerialist language of school effectiveness and improvement. In contrast, CRT offers a genuinely radical and coherent set of approaches that could revitalize critical research in education across a range of… [Direct]

Sanchez Lira, Diana (2011). Exploring Academic Culture: Experiences of Mexican American Women in Counseling Psychology. ProQuest LLC, Ph.D. Dissertation, New Mexico State University. This study sought to address the American Psychological Association's goals of providing a multiculturally safe and nurturing environment for ethnic minorities in psychology (CEMRRAT2, 2007). The current research sought to understand how safe, valued, and nurtured Mexican American women in doctoral counseling psychology programs felt. These women were chosen because of their unique position in graduate education as gender and ethnic minorities. The experiences of four Mexican American women were explored through semi-structured interviews. Research was collected and analyzed using qualitative methods. Critical Race Theory (CRT) was used as a philosophical base for this study because of it's focus on the importance of offering a voice to those who have experienced oppression, been ignored, and disempowered within larger systems (Solorzano & Yosso, 2002). Significant findings indicate that participants reported the following as important factors in creating safe,… [Direct]

Bechtold, Ginger Kellett (2011). Teacher Response to Discourse in Inclusion Settings: Challenges within Professional Contexts. ProQuest LLC, Ed.D. Dissertation, The University of Alabama. Classroom teachers draw upon a variety of discourses to understand and make decisions about the students they teach. This case study investigation explored the discourses at work in inclusion classrooms, with particular attention paid to the way in which discourses may impact the problem of overrepresentation in special education. Frameworks that appeared to organize teacher understandings about students in inclusion settings developed into the discourses under investigation: a discourse of disability, a liberal discourse, a traditional special education discourse, and a discourse of teacher professionalism. This investigation used the frameworks of Disability Studies in Education and Critical Race Theory to formulate the research design and interpret the results. Discourses surrounding teacher understandings were unveiled through interviews with 11 teachers working in inclusion settings in middle and high schools in the suburbs outside a large metropolitan southeastern city…. [Direct]

Chakrabarty, Namita (2011). The \Uncanny\ Character of Race: An Exploration of UK Preparedness through Youth Performance. Research in Drama Education, v16 n3 p403-419. Performance is a key tool in emergency preparedness and the rehearsal of professional response, simultaneously raising questions about the practice of cultural assumptions in this context. Usually the actors in preparedness exercises are civil servants who perform the work of the nihilistic imagination in often-apocalyptic fictional scenarios, performing the unthinkable without an audience. Their improvised words and actions reveal decisions of life and death made by the few on behalf of the many which are then filtered, through preparedness publications, to the public. This article examines a public preparedness exercise called \Emergency Exercise 2010: Operation Snowman\, which took place during the Economic and Social Research Council (ESRC) Festival of Social Science in 2010. It formed part of an ESRC-funded project, \Preparedness Pedagogies, and Race: An Interdisciplinary Approach\ (2009-10) which was informed by Critical Race Theory (CRT) and psychoanalytic interpretation. The… [Direct]

Mosley, Melissa; Rogers, Rebecca (2006). Racial Literacy in a Second-Grade Classroom: Critical Race Theory, Whiteness Studies, and Literacy Research. Reading Research Quarterly, v41 n4 p462-495 Oct-Dec. There is a pervasive silence in literacy research around matters of race, especially with both young people and white people. In this article we illustrate that young white children can and do talk about race, racism, and antiracism within the context of the literacy curriculum. Using a reconstructed framework for analyzing \white talk,\ one that relies on literature in whiteness studies and critical race theory and draws on critical discourse analytic frameworks, we illustrate what talk around race sounds like for white second-grade students and their teachers. This research makes several contributions to the literature. We provide a detailed method for coding interactional data using critical discourse analysis and a lens from critical race theory and whiteness studies. We also illustrate the instability of racial-identity formation and the implications for teachers and students when race is addressed in primary classrooms. Ultimately, we argue that racial-literacy development,… [Direct]

Michelle N. Martin (2024). Overrepresentation of Minorities in Special Education: An Exploration of External Factors. ProQuest LLC, Ed.D. Dissertation, Youngstown State University. Historically, minority students have been overrepresented in special education programming in the United States (Fletcher, 2014; Wright & Wright, 2021). This study describes how several external historical, theoretical, and practical factors beyond academic challenges impact special education qualification rates for minority students compared to their non-minority counterparts. It also considers these factors through the lens of implicit bias, cultural misunderstandings, and misinterpretations of disability categories, like emotional disturbance. The study outlines these contexts by exploring Disability Critical Race (DisCrit) Theory, Cultural Ecological Theory, and Social Learning Theory to understand the social and cultural influences that further lead to the issue of overrepresentation. Prior research suggests that lack of cultural awareness, potential implicit bias mindsets, and other issues beyond students' development and control contribute to the disproportionate… [Direct]

Moschella, Eric J. (2013). The Process by Which Black Male College Students Become Leaders of Predominantly White Organizations in Higher Education: A Grounded Theory. ProQuest LLC, Ph.D. Dissertation, Clemson University. This study sought to understand the process by which Black undergraduate men on predominately White college campuses become leaders of predominately White organizations. Using the theoretical frameworks of Black and White racial identity development (Helms, 1990), Critical Race Theory (Delgado & Stefancic, 2001), and Wijeyesinghe's (2001) Factor Model of Multiracial Identity the researcher sought to understand the process, challenges, and strategies Black college men employ as they emerge as leaders at predominantly White colleges. Specifically the researcher sought to answer the following research question: What is the process by which Black men become leaders of predominately White organizations on predominately White college campuses? Additionally the researcher sought to answer three secondary questions: What support systems do successful Black leaders develop and utilize? What challenges do Black men face in the leadership development process? What coping mechanisms do Black… [Direct]

Reaves, Rosalind (2013). Learning and Living While Black: Black Students, White Universities, and the Age of Post-Affirmative Action and Post-Racialism. ProQuest LLC, Ph.D. Dissertation, Wayne State University. With Critical Race Theory (CRT) and social justice serving as complementary conceptual frames, this ethnographic study investigates the learning and living experiences of ten African American students of a predominantly White university in the Midwest. While several studies have investigated Black students' experiences at PWIs, most notably Feagin, Vera and Imani (1996), much of this research was conducted pre-2000, prior to two important and notable social developments: the systematic dismantling of post-secondary affirmative action policies and the increasingly popular, but highly contentious, ideology of post-racialism. Thus, the purpose of this study was to understand how Black students are faring present-day, in the wake of efforts to dismantle affirmative action in higher education, and to characterize the United States as post-racial, as having moved beyond considerations of race. The following questions guided this study and served to deepen understanding of the learning and… [Direct]

Tabari, Kim (2013). Exploring the Internal and External Resources That Influence African American Males to Persist through an Undergraduate Degree. ProQuest LLC, Ed.D. Dissertation, California State University, Long Beach. Educational leaders and institutions struggle with increasing the persistence and graduation rates of Black male college students. Research on Black male college students has often been approached from a deficit lens that shows their challenges and poor academic tenure. This study explored what internal and external tools were utilized by Black male college students to influence them to persist through their undergraduate years from an anti-deficit lens. Participants included 18 Black male college students who had junior or senior academic standing at a public 4-year university in California, ranging in age from 20 to 38 years old. Data collected was based on one-on-one interviews, and analyzed using Nvivo 1 0 data analysis software. The data was coded into sub-themes around a Community Cultural Wealth model and Critical Race Theory (CRT) components. Data revealed that internal influences used by participants included personal motivation, being a role model, a sense of obligation and… [Direct]

Annamma, Subini A. (2013). Resistance and Resilience: The Education Trajectories of Young Women of Color with Disabilities through the School to Prison Pipeline. ProQuest LLC, Ph.D. Dissertation, University of Colorado at Boulder. Too often, students from communities of color experience the school system where they are routed from the doors of a schoolhouse to the doors of a prison; this phenomenon is known as the School to Prison Pipeline. In this dissertation, I explored how identity markers (e.g. race, gender, and disability) were related to education and incarceration through qualitative analysis and Critical Race Theory (CRT). Research provided us with statistics about the Pipeline; however, there was still little known about the actual experiences of students. Therefore, this study focused on the trajectories of young women of color with disabilities through the Pipeline. Using a combination of identity mapping, interviews, and observations, I collaborated with females of color with emotional disabilities and their teachers to share what has constrained and enabled the success of these young women. Much of the literature suggested that special education was tied to the School to Prison Pipeline and that… [Direct]

Lipsey, Talonda Michelle (2013). A Qualitative Case Study on Teachers' Identities, Ideologies, and Commitment to Teach in Urban and Suburban Schools. ProQuest LLC, Ph.D. Dissertation, University of Wisconsin, Milwaukee. Using narrative inquiry, this study employed a Critical Race Theory lens to examine the ways in which identity factors such as race, culture, socioeconomic status, and gender work in concession with teachers' ideologies, as demonstrated by their values, beliefs, and perceptions about race, to inform their teaching practices, experiences with students and families of color, and commitment to teach. The main question this research study sought to examine was: How do teachers' identities and ideologies, as demonstrated by their values, beliefs, and perceptions, influence their decisions to remain in or leave urban and suburban classrooms? The study focused on the lived experiences of four teachers, 2 whom taught in urban schools and 2 whom taught in suburban schools. Based on the findings of this study, it is my contention that the ideologies espoused by my four participants all evolved from a source of pain, rooted in their identities and their experiences living in a racialized… [Direct]

Mintz, Lee M. (2011). Gender Variance on Campus: A Critical Analysis of Transgender Voices. ProQuest LLC, Ed.D. Dissertation, University of California, San Diego. Transgender college students face discrimination, harassment, and oppression on college and university campuses; consequently leading to limited academic and social success. Current literature is focused on describing the experiences of transgender students and the practical implications associated with attempting to meet their needs (Beemyn, 2005; Beemyn, Curtis, Davis, & Tubbs, 2005). This study examined the perceptions of transgender inclusion, ways in which leadership structures or entities include/exclude transgender students, and effects of inclusive/exclusive language on transgender students through student's own words and experiences. Consistent with methods to utilize critical theories, students participated in individual interviews regarding their experiences on campus and reviewed campus documents. Findings indicate that while participants of this study did experience some negative reactions on campus, by allowing them to tell their stories we are allowed glimpses into… [Direct]

Castleman, Michele; Parsons, Linda T. (2011). "I Have a Dream, Too!": The American Dream in Coretta Scott King Award-Winning Books. Journal of Children's Literature, v37 n1 p6-18 Spr. The Coretta Scott King (CSK) Award, instituted in 1969 and recognized as an official award by the American Library Association (ALA) in 1982, is conferred annually to an African American author and an illustrator for their outstanding contributions to literature about the Black experience for children and young adults. A partial impetus for the award's creation was the fact that no African American author had won the prestigious Newbery Medal and only twice had an African American writer received a Newbery Honor. The selection criteria for the CSK Award states that books receiving the award "promote understanding and appreciation of the culture of all peoples and their contribution to the realization of the American dream of a pluralistic society." The award criteria further states "particular attention will be paid to titles which seek to motivate readers to develop their own attitudes and behaviors as well as comprehend their personal duty and responsibility as… [Direct]

Brown, Anthony L.; Brown, Keffrelyn D. (2010). Strange Fruit Indeed: Interrogating Contemporary Textbook Representations of Racial Violence toward African Americans. Teachers College Record, v112 n1 p31-67. Background/Context: Recent racial incidents on college and high school campuses throughout the United States have catalyzed a growing conversation around issues of race and racism. These conversations exist alongside ongoing concerns about the lack of attention given to race and racism in the official school curriculum. Given that the field of education is generally located as a space to interrogate why these difficult issues of race in schools and society still persist, this study illustrates how contemporary official school knowledge addresses historical and contemporary issues of race and racism. To do this, we examine how historic acts of racial violence directed toward African Americans are rendered in K-12 school textbooks. Using the theoretical lenses of critical race theory and cultural memory, we explicate how historic acts of racial violence toward African Americans receives minimal and/or distorted attention in most K-12 texts. Purpose/Objective/Research Question/Focus of… [Direct]

Maylor, Uvanney (2009). Is It because I'm Black? A Black Female Research Experience. Race, Ethnicity and Education, v12 n1 p53-64 Mar. This article examines what it means to be a Black female researcher in contemporary Britain. Drawing on Black feminist theory and critical race theory (CRT), this article seeks to highlight some of the experiences and challenges that Black female researchers face when undertaking research, particularly research that has diversity, equality or "race" as key foci. Such experiences often remain silent, yet they are integral to how Black researchers conduct and experience research. The article adopts a reflexive approach in uncovering these hidden realities. It explores a small number of racist experiences encountered in English schools and other educational establishments. The article examines how these various experiences are situated, internalised and negotiated as part of a Black researcher's everyday practice. In drawing attention to Black researcher (in)visibility, the discussion also reveals why some White staff sometimes find it difficult to acknowledge racist… [Direct]

McKay, Cassandra (2008). A New Consciousness Trudging toward Leadership. Educational Gerontology, v34 n8 p670-690 Aug. Integrating elements of oppression psychology, Popular Education (1999), critical pedagogy, and critical race theory, this article highlights a study of seven African American elders who graduated from a Senior Advocacy Leadership Training (SALT) program. These elders confronted external and internal oppressive ideologies and challenged the stereotypes of African American elders. They accomplished this via a critical theoretical approach to the study of African American history and the promotion of the elders' strengths as leaders. The findings increase our understanding of African American elders as leaders and the role of Popular Education in affirming their leadership capabilities. (Contains 1 table.)… [Direct]

Catlin, Janell N. (2008). Black like Me: A Shared Ethnography. Journal of Urban Learning, Teaching, and Research, v4 p13-22. This study focused on a concept entitled shared ethnography. The researcher and youth participants share race in common. Critical Race Theory was used to analyze the reflective journal. An after school science program in a high poverty urban environment provided the context for this study. The findings of the study suggested that when researcher and subject share race in common, the researcher has a distinct insight into the subjects' experiences and that the subjects reveal more about their experiences. A shared ethnography implicates the power between researcher and subject in critical issues of race and racism…. [PDF]

Hancock, Stephen; Hill-Jackson, Valerie; James, Marlon; Lewis, Chance W. (2008). Framing African American Students' Success and Failure in Urban Settings: A Typology for Change. Urban Education, v43 n2 p127-153. Grounded in critical race theory, this article seeks to frame the ideological positions of success and failure for African American students in urban school settings. First, we revisit national data and research literature that illustrate the ongoing urban Black-White achievement gap. Second, the Matrix of Achievement Paradigms is shared in an attempt to advance the conversation on African American students' achievement. It provides a serviceable organizational tool for framing African American students' success and failure. Finally, we bridge rhetoric with practical ideas for stakeholders by providing recommendations for closing the achievement gap in urban settings. (Contains 2 tables and 1 figure.)… [Direct]

Pawley, Alice L. (2019). Learning from Small Numbers: Studying Ruling Relations That Gender and Race the Structure of U.S. Engineering Education. Journal of Engineering Education, v108 n1 p13-31 Jan. Background: Women and men of color and White women participate in American engineering education in lower proportions than they represent in the general U.S. population. Much existing engineering education research uses individual-level (such as psychological) theories to explain this difference. The study reported here instead takes a structural perspective, asking how social relations are coordinated in engineering education. Purpose: This study explores how the intersection of ruling relations, critical race, and feminist theories can investigate how gender and race are built into engineering education's institutional structure. Design/Method: This study used interviews collected from 17 women and men of color and White women who were engineering undergraduate students at U.S. universities. The interviews were drawn from a project that takes as its premise that learning from such small numbers of students facilitates analyzing data intersectionally. The primary analysis used… [Direct]

Vaught, Sabina E. (2019). Vanishment: Girls, Punishment, and the Education State. Teachers College Record, v121 n7. Background/Context: This article emerges from several scholarly traditions, chief among them feminist and critical ethnography; school-prison nexus; and critical feminist and race theories. Focus of Study: The larger study that informs this article was an 18-month ethnographic inquiry into youth prison schooling in one state. This study explored both the specifics of schooling inside the system and attended to the ways in which it mimicked, mirrored, or resonated with schooling on the outside–offering a qualitative map of power and discipline in schooling writ large. The story that undergirds this article is drawn from that larger study. Here, I attend carefully to one ethnographic moment to conceptualize broad questions of punishment, gender, race, and sexual identity. Setting: The research took place inside multiple institutions across one state's juvenile detention and prison system. The article organizes its inquiries around an ethnographic vignette from Inside one state's… [Direct]

Horsford, Sheena (2014). The Interface of Risks and Protective Factors among African American Women in Clinically Focused Graduate Programs. ProQuest LLC, Ph.D. Dissertation, Michigan State University. Black females must navigate higher education as a gendered racial minority in solidarity or at the very least, one of a few Black females within their environment. This experience can create a lot of stress, isolation, or lack of support and direction. Within the Black community, Black women are obtaining PhDs at record numbers; however, compared to other female counterparts across racial ethnic groups, Black female PhD holders are lagging behind (NSF, 2011b). When accurately represented, Black women are lagging behind as a result of the intersection of their race and gender within higher education. Research shows Black women as high academic achievers, yet, it fails to capture their contextualized experiences (Chavous & Cogburn, 2007). In clinically focused doctoral programs, Black women are influenced by the overrepresentation of women, yet there remains a racial disparity among graduates (NSF, 2011a). Further, they are equated as the token representation of culture within the… [Direct]

Gillborn, David (2010). The White Working Class, Racism and Respectability: Victims, Degenerates and Interest-Convergence. British Journal of Educational Studies, v58 n1 p3-25. This paper argues that race and class inequalities cannot be fully understood in isolation: their intersectional quality is explored through an analysis of how the White working class were portrayed in popular and political discourse during late 2008 (the timing is highly significant). While global capitalism reeled on the edge of financial melt-down, the essential values of neo-liberalism were reasserted as natural, moral and efficient through two apparently contrasting discourses. First, a victim discourse presented White working people, and their children in particular, as suffering educationally because of minoritised racial groups and their advocates. Second a discourse of degeneracy presented an immoral and barbaric underclass as a threat to social and economic order. Applying the \interest-convergence principle\, from Critical Race Theory, the discourses amount to a strategic mobilisation of White interests where the \White, but not quite\ status of the working class (Allen,… [Direct]

Milholland, Sharon (2010). In the Eyes of the Beholder: Understanding and Resolving Incompatible Ideologies and Languages in US Environmental and Cultural Laws in Relationship to Navajo Sacred Lands. American Indian Culture and Research Journal, v34 n2 p103-124. In this article, the author raises a few examples of incompatible concepts and languages in US federal environmental and cultural laws affecting the management of indigenous sacred lands. She explains these examples by describing the management of a selection of Navajo (Dine) sacred places and elsewhere. Through fundamental concepts rooted in postcolonial theory and critical race theory, she suggests an intellectual framework for understanding why traditional indigenous values and knowledge are marginalized and why incompatible Western values have been privileged and enshrined in US law and policy in relationship to the management of Native sacred lands. Finally, she introduces \hozho,\ the Navajo philosophy of harmony and natural beauty, which is intimately related to the Navajo orientation to their land. This is an abstract, complex, highly spiritual doctrine of Navajo philosophy and spiritual practice. The environmental and cultural laws and policy of the United States are not… [Direct]

Saltmarsh, Sue (2010). Lessons in Safety: Cultural Politics and Safety Education in a Multiracial, Multiethnic Early Childhood Education Setting. Contemporary Issues in Early Childhood, v11 n3 p288-298. Young children learn about safety from a variety of sources, including formal lessons and informal activities provided through early childhood education and care (ECEC) services. For many ECEC centres in Australia, scheduled visits from police and fire departments are a highlight of safety education activities. Such visits offer children the opportunity to see and touch safety equipment, to meet police and fire department personnel, and to discuss and ask questions about safety issues. This article analyses ethnographic data generated in a multiracial, multiethnic ECEC setting in the outer western suburbs of Sydney, Australia in 2006. Part of a larger, ongoing study concerning childhood and popular culture, this article analyses the cultural politics of safety education visits from police and fire department personnel in one research site. Drawing on Foucauldian notions of power-knowledge, together with critical race theories, the article argues that children's knowledge of fire and… [Direct]

Gillborn, David (2010). The Colour of Numbers: Surveys, Statistics and Deficit-Thinking about Race and Class. Journal of Education Policy, v25 n2 p253-276 Mar. Drawing on the traditions of critical race theory, the paper is presented as a chronicle–a narrative–featuring two invented characters with different histories and expertise. Together they explore the strengths and weaknesses of quantitative approaches to race equality in education. In societies that are structured in racial domination, such as the USA and the UK, quantitative approaches often encode particular assumptions about the nature of social processes and the generation of educational inequality that reflect a generally superficial understanding of racism. Statistical methods can obscure the material reality of racism and the more that statisticians manipulate their data, the more it is likely that majoritarian assumptions will be introduced as part of the fabric of the calculations themselves and the conclusions that are drawn. Focusing on the case of recent national data on the secondary education of minoritized children in England, the paper highlights statisticians'… [Direct]

Wamsted, John Oliver (2013). A High School Mathematics Teacher Tacking through the Middle Way: Toward a Critical Postmodern Autoethnography in Mathematics Education. ProQuest LLC, Ph.D. Dissertation, Georgia State University. The "urban" mathematics classroom has become an increasingly polarized site, one where many middle-class White teachers attempt to bridge the divide between themselves and their relatively economically disadvantaged, non-White students. With its mania for high-stakes testing, current education policy has intensified the importance of mathematics in the school curriculum–both drawing attention to and reifying an "achievement gap" between White (and Asian) and non-White students (Martin, 2009c, 2010). Keeping in mind the "Mathematics for all" rhetoric as it affects the academic and life success of students (Martin, 2003), this cultural polarization in the mathematics classroom provides a rich site for exploring pedagogical practices that might improve mathematics achievement and persistence for all students. As a middle-class White man, I am a teacher in such a divided situation; I have spent the past 7 years working with almost entirely Black 9th graders… [Direct]

Nixon, Monica L. (2013). Women of Color Chief Diversity Officers: Their Positionality and Agency in Higher Education Institutions. ProQuest LLC, Ed.D. Dissertation, University of Washington. Colleges and universities are seen as sites for harnessing for the common good the challenges and opportunities associated with diversity. Research supports the link of diversity experiences with a range of individual, institutional, and societal benefits. Contemporary models of operationalizing diversity on college campuses focus on the integration of diversity goals with the overall educational mission in ways that maximize the benefits of diversity for all. A growing number of institutions have created Chief Diversity Officer (CDO) positions to procedurally and symbolically centralize diversity capabilities. The study of CDO positions is a relatively new focus in diversity and higher education literature, with research to date addressing commonalities and distinctions in organizational structures, portfolios, and strategies. This qualitative study builds on existing literature by examining through semi-structured interviews and document analysis the ways that five women of color… [Direct]

Candis, Matthew Reese (2013). A Contextual Analysis of the Quality Core Curriculum and the Georgia Performance Standards in Seventh Grade Social Studies: A Critical Race Perspective. ProQuest LLC, Ph.D. Dissertation, Mercer University. In 1985 the state of Georgia introduced the Quality Core Curriculum (QCC) in accordance with the Quality Basic Education (QBE) Act. These learning standards identified the content knowledge that students were required to learn in each subject area at all grade levels. The QCC was replaced by the Georgia Performance Standards (GPS) to identify the content knowledge to be taught and learned in the state of Georgia, which serve an ethnically diverse student population. In seventh grade Social Studies both of these sets of standards identify content related to the study of the regions and people of Africa and Asia. To date there has been no study investigating the content knowledge in these documents exclusively. The purpose of this contextual analysis study of the QCC and GPS for seventh grade Social Studies was to reveal the essential content in each. By conducting a close reading of the language in both texts the researcher identified the essential themes covered in the standards… [Direct]

McCoy, Shuntay Z. (2013). Navigating Racialized Contexts: The Influence of School and Family Socialization on African American Students' Racial and Educational Identity Development. ProQuest LLC, Ph.D. Dissertation, University of North Carolina at Greensboro. Within the United States, African American students experience school socialization that exposes them to racial segregation, economic stratification, and route learning masked as education. Consequently African American families are compelled to engage in socialization practices that buffer against the adverse influences of racism, oppression, and dehumanization that threaten African American students' pro-social identity development within a racialized society. To investigate how African American students' develop their racial and educational identity within this racialized context I conduct a qualitative investigation to (a) explore African American students' perceptions of the socialization experiences they identify as salient influences on their racial and educational identity; (b) theoretically deconstruct the racialized contexts (i.e., secondary educational institutions) within which African American students are socialized prior to entering college; and (c)… [Direct]

Parker, Laurence; Stovall, David O. (2004). Actions Following Words: Critical Race Theory Connects to Critical Pedagogy. Educational Philosophy and Theory, v36 n2 p167-182 Apr. In this essay the authors discuss some of the ways that critical race theory (CRT) could be linked to critical pedagogy in order to provide a more comprehensive analytical framework to analyze the role of race-class dynamics. This approach will attempt to address some of the gaps and silences that critical pedagogy has had regarding critical theoretical positions on race and racism and the operation of white supremacy in education. However, the authors also point out some of the problems and raise more issues of concern related to critical pedagogy and race in educational research and practice. They connect the tenets of CRT to the current color-blind ideology and discourse in education regarding race studies. They highlight some of the limitations of critical pedagogy regarding the permanence of racism, and how CRT perspectives have been utilized to analyze the racism, coupled with social class bias, sexism, etc., that still exists in education. They present an argument for why… [Direct]

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

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

Rutledge, Essie Manuel (1982). Students' Perceptions of Racism in Higher Education. Integrated Education, v20 n3-5 p106-11 May-Oct. Assessed institutional racism in a predominantly White university on the basis of Black and White students' differential perceptions of life choices and of racism. Found racism in the number of Black personnel and students; in curriculum relevant to the Black experience; and in practices and behaviors of faculty and administrators. (GC)…

McClain, Benjamin R. (1982). Racism in Higher Education: A Societal Reflection. Negro Educational Review, v33 n1 p34-45 Jan. Assesses results of attitudinal racism in White institutions through examination (by race and sex) of college experience of the civilian labor force for 1977-79. Asserts that a lack of increased Black enrollment and retention rates demonstrate the need for a collective effort to raise the national consciousness in support of equal opportunity. (ML)…

Cochran-Smith, Marilyn (2000). Blind Vision: Unlearning Racism in Teacher Education. Harvard Educational Review, v70 n2 p157-90 Sum. Unlearning racism involves examining racist assumptions that are embedded in courses and curricula, acknowledging complicity in maintaining existing systems of privilege and oppression, and addressing failure to produce change. Narrative is an effective way to examine experience; it provides an alternative to traditional academic discourse. (SK)…

Cerna, Oscar; Dukes, Dominique; Hill, Colin; Manno, Michelle (2020). Pushing toward Progress: Early Implementation Findings from a Study of the Male Student Success Initiative. MDRC National college completion rates for men of color at open- and broad-access postsecondary institutions (including community colleges) lag behind completion rates for White students and for female students of any race or ethnicity. Research points to several broad factors to explain these unequal outcomes, including precollege environments that do not sufficiently prepare men of color for college, nonacademic barriers that compete for students' time and attention, and inadequate college campus support. Other scholarship challenges postsecondary education professionals to think critically about how discriminatory policies and practices and structural racism perpetuate this inequality nationwide. Since the early 2000s, many colleges have tailored campus programs to provide academic and social support specific to the interests and needs of male students of color to overcome gaps in success rates. The Male Student Success Initiative (MSSI) at the Community College of Baltimore County… [PDF] [Direct]

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

Renata D. Bryant (2019). The Perceptions of African American Female High-Needs Students regarding the Impact of the Disciplinary System in Low-Performing Schools in Arkansas. ProQuest LLC, Ed.D. Dissertation, Arkansas Tech University. The purpose of this qualitative study was to investigate why African American female students are being "pushed out" of learning environments in public schools. This study attempted to answer the central question: "According to the "lived experiences" of African – American female students in Arkansas, what are the perceived factors contributing to the disproportionate number of African American female students receiving serious disciplinary consequences in public schools?" Eleven African American female students associated with three school districts in Eastern Arkansas fit the following criteria: student in grades 10-12; a female student; self – identified as being African-American; received education in a traditional and nontraditional school setting; had experienced out-of-school suspension, in-school suspension, and expulsion. The semi-structured questions were conducted face-to-face in with in-depth dialogue. Five major themes emerged from the… [Direct]

Flores-Villarreal, Adriana (2017). A Critical Reflection of the Self: An Autoethnography of a Mexican American Educational Leader. ProQuest LLC, Ed.D. Dissertation, The University of Texas Rio Grande Valley. This autoethnographic study seeks to explain how my "lived experiences" both personal and academic have had a profound effect on the course of my life. Autoethnography has allowed me to utilize "reflexivity, multiple voices, and introspection" to "invoke" readers to enter into my "emergent experience" of doing and writing research. As a first generation, Latina, migrant, high school dropout, I was destined to fail according to research. Through the use of "testimonies", I have inscribed the struggles and understanding, creating new knowledge, and affirming my epistemology by writing about what I know best, "familia, barrio, life experiences." Through "testimonio" pedagogy, we are able to "hear and read each other's stories through voices, silences, bodies, and emotions and with the goal of achieving new "conocimientos", or understandings." In moving from silence to debate, I, like many other… [Direct]

Brown, Amy (2012). A Good Investment? Race, Philanthrocapitalism and Professionalism in a New York City Small School of Choice. International Journal of Qualitative Studies in Education (QSE), v25 n4 p375-396. Incorporating data from two years of ethnographic teacher-research, this article explores how a curriculum of "professionalism" resonates with teachers and students in a small New York City school of choice. Using the literature on Critical Whiteness Studies and philanthrocapitalism in the context of New York City Mayor Michael Bloomberg's education reforms, the paper critiques the ways that the increasing privatization and corporatization of schools in the US reinforces racism and inequality. The discussion concludes by outlining instances where students and teachers resist market-based pedagogies of professionalism, and discusses the importance of critical intellectualism and humanizing pedagogy in a climate of market-based reforms in education. (Contains 9 notes.)… [Direct]

Bensimon, Estela Mara; Dowd, Alicia C. (2015). Engaging the "Race Question": Accountability and Equity in U.S. Higher Education. Multicultural Education Series. Teachers College Press This book is for anyone who is challenged or troubled by the substantial disparities in college participation, persistence, and completion among racial and ethnic groups in the United States. As codirectors of the Center for Urban Education (CUE) at the University of Southern California, coauthors Alicia Dowd and Estela Bensimon draw on their experience conducting CUE's Equity Scorecard, a comprehensive action research process that has been implemented at over 40 colleges and universities in the United States. They demonstrate what educators need to know and do to take an active role in racial equity work on their own campuses. Through case studies of college faculty, administrators, and student affairs professionals engaged in inquiry using the Equity Scorecard, the book clarifies the "muddled conversation" that colleges and universities are having about equity. Synthesizing equity standards based on three theories of justice–justice as fairness, justice as care, and… [Direct]

DePouw, Christin (2012). When Culture Implies Deficit: Placing Race at the Center of Hmong American Education. Race, Ethnicity and Education, v15 n2 p223-239. There is a need for a critical race analysis of Hmong American education that places race and racism at the center of analysis, highlights Whiteness as property and recognizes the fluid and situated racialization of Hmong American students. Majoritarian explanations of inequities in Hmong American education often describe Hmong American student and family experiences in terms of \culture clash\ or profound cultural difference, thereby obscuring the ways in which Hmong American communities have been racialized as refugees, as Southeast Asians, and as \Blackened\ and gendered low income communities of color. Further, these racializing processes significantly impact the ways in which Hmong American students are situated and shaped by Whiteness as property within schools. (Contains 2 notes.)… [Direct]

Huff, Delores J. (1997). To Live Heroically: Institutional Racism and American Indian Education. SUNY Series, The Social Context of Education. This book explores the legacy of institutional racism in American Indian education, presents two contrasting assessments of Indian education in public and tribal schools, and outlines a more aggressive federal role to assure equity in local school systems. For most of its history, federally funded Indian education aimed to assimilate American Indians into the dominant U.S. culture. In the 1960s, evidence of high Indian dropout rates and school ineffectiveness led to legislation promoting Indian parent participation and tribal control of schools. By the 1980s, tribal sovereignty was under attack from national and state agencies that claimed that Indians were not ready to run tribal schools and that tribal schools should not be independent of state or federal regulations. In this context, ABT Associates was hired by the U.S. Department of Education to compare the cost effectiveness of tribal, public, and Bureau of Indian Affairs schools, but with the real purpose of justifying…

Moreno, German Alonso (2015). Making Meaning about Educational Experiences through Participatory Action Research: A Project Conducted with Adults Enrolled in a Community College Mathematics Course. Educational Action Research, v23 n2 p178-193. This paper discusses the findings of a group of co-researchers involved in a participatory action research (PAR) project conducted with adults in a developmental education program. The co-researchers were mostly individuals of Hispanic descent, who had struggled in the past with schooling. Because the educational experiences of Hispanics often involve marginalizing events, the experiences of the co-researchers are contextualized by explaining how Hispanics and other persons of color experience schooling, and the lasting impact of those experiences on their psyche. The study was based on principles of PAR especially tied to the notion of "vivencia" (genuine human experiences), and on examples of the use of PAR in educational environments. In order to understand the meaning of the co-researchers' experiences conveyed during dialogue sessions, the author/researcher used thematic analysis of dialogue and journals that was guided by "hermeneutic phenomenological… [Direct]

Griffin, Shayla Reese (2015). Those Kids, Our Schools: Race and Reform in an American High School. Harvard Education Press In "Those Kids, Our Schools," Shayla Reese Griffin examines patterns of racial interaction in a large, integrated high school and makes a powerful case for the frank conversations that educators could and should be having about race in schools. Over three years, Griffin observed students, teachers, and administrators in a "post-racial" exurban high school in the Midwest. In its hallways, classrooms, lunchrooms, and staff meetings, she uncovered the disturbing ways in which racial tensions and prejudices persist and are reinforced. Students engaged in patterns of behavior that underscored racial hierarchies. Teachers–no matter how intellectually committed to equity and diversity–often lacked the skills, resources, or authority to address racial issues, while administrators failed to acknowledge racial tensions or recognize how school practices and policies perpetuated racial inequality. This astute and thoughtful book offers a revealing glimpse into the world of… [Direct]

Castagno, Angelina E.; Lee, Stacey J. (2007). Native Mascots and Ethnic Fraud in Higher Education: Using Tribal Critical Race Theory and the Interest Convergence Principle as an Analytic Tool. Equity & Excellence in Education, v40 n1 p3-13 Jan. This article examines one university's policies regarding Native mascots and ethnic fraud through a Tribal Critical Race Theory analytic lens. Using the principle of interest convergence, we argue that institutions of higher education allow and even work actively towards a particular form or level of diversity, but they do not extend it far enough. Once racial remedies no longer hold value or benefit the institution itself, the status quo is maintained. Ultimately, the university has an interest in "celebrating" diversity and supporting superficial multiculturalism, but it does not have an interest in critical, social justice-oriented policies that challenge the status quo, the current racial order, or the institution's privilege and power. (Contains 12 notes.)… [Direct]

Garcia, David G.; Yosso, Tara J. (2007). "This Is No Slum!": A Critical Race Theory Analysis of Community Cultural Wealth in Culture Clash's "Chavez Ravine". Aztlan: A Journal of Chicano Studies, v32 n1 p145-179 Spr. Drawing on a critical race theory framework, this article weaves together sociology, education, history, and performance studies to challenge deficit interpretations of Pierre Bourdieu's cultural capital theory and to analyze Culture Clash's play Chavez Ravine. The play recounts a decade of Los Angeles history through the perspectives of displaced Mexican American families from three former neighborhoods of Chavez Ravine. Culture Clash's performance recovers and personifies the community cultural wealth cultivated by these families. This multifaceted portfolio of cultural assets and resources includes aspirational, linguistic, social, navigational, familial, and resistant capital. Chavez Ravine affirms the continuity of Chicana/o communities, utilizing culture as a source of strength that facilitates survival and nurtures resistance. (Contains 6 figures and 27 notes.)… [Direct]

Marx, Sherry; Pennington, Julie (2002). Experimentations with Critical Race Theory and Teacher Education Students. This paper describes how two white, female teacher educators openly addressed white racism with their white preservice students in order to help them become more aware of the advantages and biases inherent in their positionality as white teachers. They sought to move students past feelings of guilt and helplessness and avoid the dominant culture resentment against cultures of color. They helped student teachers open up to discourses of white racism and move beyond feelings of defensiveness, instead becoming critical of ways in which defensiveness and resentment signified the effects of white racism on their own beliefs and actions. Discussions were conducted in trusting, nonjudgmental environments. One of the teachers explored the thoughts and beliefs of three white student teachers who completed their student teaching in a predominantly Mexican-American school. The other teacher assigned her white student teachers to tutor English language learners in a local public school….

Gutierrez, Gabriel (2000). Deconstructing Disney: Chicano/a Children and Critical Race Theory. Aztlan: A Journal of Chicano Studies, v25 n1 p7-46 Spr. The Walt Disney Company's shift in ideology from conservatism to liberal multiculturalism is examined, focusing on corporate history, Disney's hegemonic dealings with Latin American and U.S. Hispanic communities, and Disney's role as cultural producer and facilitator of multiculturalism. Analysis of The Lion King points out its contributions to conformist nation-building agendas and a new politics of exclusion. (Contains 87 references.) (Author/TD)…

Singer, John N. (2009). African American Football Athletes' Perspectives on Institutional Integrity in College Sport. Research Quarterly for Exercise and Sport, v80 n1 p102-116 Mar. This qualitative case study used tenets of critical race theory and a single focus group and individual interviews with 4 African American football athletes at a predominantly White institution of higher education (PWIHE) in an effort to bring the voices of this marginalized group into the dialogue on issues concerning institutional integrity in college sport. Institutional integrity involves an athletic program's actual commitment to the educational interests of college athletes as expressed through their structures, functions, and activities. Three themes emerged from the data: (a) there is a need for more African American role models in leadership positions within the athletic departments of these PWIHE; (b) there is a need for more financial support for athletes; and (c) African American athletes should be given a platform to voice concerns. These findings have implications for those educational stakeholders and researchers who are genuinely concerned with institutional integrity… [Direct]

Cole, Elizabeth R. (2009). Intersectionality and Research in Psychology. American Psychologist, v64 n3 p170-180 Apr. Feminist and critical race theories offer the concept of intersectionality to describe analytic approaches that simultaneously consider the meaning and consequences of multiple categories of identity, difference, and disadvantage. To understand how these categories depend on one another for meaning and are jointly associated with outcomes, reconceptualization of the meaning and significance of the categories is necessary. To accomplish this, the author presents 3 questions for psychologists to ask: Who is included within this category? What role does inequality play? Where are there similarities? The 1st question involves attending to diversity within social categories. The 2nd conceptualizes social categories as connoting hierarchies of privilege and power that structure social and material life. The 3rd looks for commonalities across categories commonly viewed as deeply different. The author concludes with a discussion of the implications and value of these 3 questions for each… [Direct]

Dailey, Ardella Jones (2011). An Autoethnography of a First-Time School District Superintendent: Complicated by Issues of Race, Gender, and Persistent Fiscal Stress. ProQuest LLC, Ed.D. Dissertation, University of California, Berkeley. This inquiry used autoethnography methodology in a self-narrative format that places the self within the position of a first time Superintendent as an African American woman. The design of this research will allow the reader to travel with me through my experiences to obtain information about the challenges and obstacles of the superintendent position. The study will focus on three dimensions of superintendent leadership, (a) Policy and Governance: Board and Community Relationships, (b) Organizational and Human Resources Management, and (c) Leadership and District Culture. The research design use of autoethnography, linked with the theoretical framework of Critical Race Theory (CRT), and sensemaking and sensegiving of organization management will allow for the examination of the dimensions of superintendent leadership through the experiences of the researcher. These dimensions will be reflected upon, analyzed, and interpreted within their broader social context. Implications and… [Direct]

Garcia, Jeremy (2011). A Critical Analysis of Curriculum and Pedagogy in Indigenous Education: Engaging Hopi and Tewa Educators in the Process of Praxis. ProQuest LLC, Ph.D. Dissertation, Purdue University. This Critical Indigenous Qualitative Research study examined the ways in which K-12 Hopi/Tewa educators and principals negotiated curriculum and pedagogy selected for Hopi/Tewa students. Specifically, the study examined: (1) how the developing theoretical frameworks of Red Pedagogy (Grande, 2004) and Tribal Critical Race Theory (Brayboy, 2006) affected K-12 Hopi/Tewa teachers and principals; and (2) the curricular and pedagogical choices for Hopi/Tewa learners. The theoretical frameworks provided a lens through which the participants analyzed Western frameworks and re-considered Indigenous worldviews through the examination of curriculum and pedagogy. Once exposed to the concepts proposed within the theoretical frameworks (i.e., assimilation, decolonization, hegemony, power, Indigenous knowledge and sovereignty), the participants engaged in a process of praxis around aspects of curriculum and pedagogy serving Hopi/Tewa schools. Within the dialogical and dialectical space of this… [Direct]

Winograd, Ken (2011). Sports Biographies of African American Football Players: The Racism of Colorblindness in Children's Literature. Race, Ethnicity and Education, v14 n3 p331-349. This is an exploratory study of racism in a genre of children's literature that has been largely overlooked by research and teaching in multicultural children's literature: sports biographies and, in particular, the biographies of African American professional football players. By examining the race bias of this genre of children's literature, the study addressed the question: How is race represented in the biographies of African American professional football players in texts written for elementary school-aged children? Critical race theory was used to inform the analysis of data, particularly as it relates to the relationship between the practice of race colorblindness and property as well as its promotion of storytelling by people of color as the central method of representing their biographies, for literary, cultural and legal purposes. After a textual analysis of eight popular biographies, the study found that these children's books tend to reflect the racism of colorblindness,… [Direct]

Avery, Barry; Chakrabarty, Namita; Edmonds, Casey; Preston, John (2011). Emergency Preparedness as Public Pedagogy: The Absent-Presence of Race in "Preparing for Emergencies". International Journal of Lifelong Education, v30 n6 p749-762. Emergency preparedness can be considered to be a form of lifelong learning and public pedagogy with implications for race equality. The paper is based on an ESRC project "Preparedness pedagogies and race: an interdisciplinary approach" considering the policy process around the construction of the "Preparing for Emergencies" (PFE) campaign. This campaign which appeared as a leaflet (distributed to every household in the UK) and as a television campaign was a belated response to preparedness by the UK government post-9/11. The results in the paper are based on 20 interviews and two focus groups conducted in 2009-2010. Interviews were conducted with a previous home secretary, members of the cabinet office, private sector security consultants, civil servants and emergency planning committees. Using a Critical Race Theory (CRT) informed methodology we find that both for white and BME (Black and Minority Ethnic) respondents in our focus groups "race" and… [Direct]

Lopez, Gerardo R. (2003). The (Racially Neutral) Politics of Education: A Critical Race Theory Perspective. Educational Administration Quarterly, v39 n1 p68-94 Feb. Argues that the influence of Critical Race Theory has not spread significantly into the field of educational leadership, where the discourse on diversity has failed to penetrate the silence of racism in schooling. Confronts the silence on race in schools and summons scholars in the politics of education field to critically analyze race. (Contains 142 references.)(Author/PKP)…

Garcia, David G. (2008). Culture Clash Invades Miami: Oral Histories and Ethnography Center Stage. Qualitative Inquiry, v14 n6 p865-895. Using a critical race theory (CRT) framework, this article compares the playwriting methods of the Chicano–Latino theater trio, Culture Clash, to a counterstorytelling methodology. The author uncovers the tenets of a critical race theater in the trio's site-specific ethnographic play, "Radio Mambo: Culture Clash Invades Miami". He argues that this performance art consciously challenges social and racial injustice by illuminating the lives and histories of diverse urban communities. Grounded in a Chicana/o "teatro rasquache" aesthetic, Culture Clash's theatrical ethnographies speak to a broad array of audiences about race, class, culture, gender, and identity. (Contains 5 figures and 27 notes.)… [Direct]

Park, Julie (2008). Race and the Greek System in the 21st Century: Centering the Voices of Asian American Women. NASPA Journal, v45 n1 p103-132. Analyzing interviews with 18 Asian American female undergraduates, this study seeks to understand how participants viewed the sorority system at a predominantly White institution in the Southeastern United States. Drawing from critical race theory, I argue that the ways in which women perceived and experienced both acceptance and marginalization in the Greek system testify to the complexity and subtlety of racial politics on campus. While women generally perceived sororities as open access, they also reported instances in which race mattered, such as the presence of status hierarchies within the sorority system and the underrepresentation of women of color in sororities. (Contains 1 table and 1 footnote.)… [Direct]

Felski, Rita (2008). Remember the Reader: A Manifesto. Chronicle of Higher Education, v55 n17 pB7 Dec. Literary studies is in the doldrums. Wave after wave of revisionism has washed over literature departments in the last few decades, bringing a miscellany of new methods and critical tools, from cultural materialism to critical race theory, deconstruction to disability studies, the new historicism to the new formalism. Yet, even as people's ways of reading have become more searching and sophisticated, the stories they tell themselves and others about what they do and why they do it have grown hesitant and faint-hearted. The author discusses how one can develop rationales for reading and talking about books without lapsing into what she terms \the canon worship of the past.\… [Direct]

Henfield, Malik S.; Moore, James L., III; Wood, Chris (2008). Inside and outside Gifted Education Programming: Hidden Challenges for African American Students. Exceptional Children, v74 n4 p433-450 Sum. This qualitative study used Critical Race Theory as a theoretical framework to examine the meaning, context, and process by which 12 African American students in gifted education programs formulated perceptions of their experiences in those programs. The following themes emerged from the semistructured, biographical questionnaires and individual interviews: (a) critical issues facing gifted African American students; (b) ways that the students navigate the perils of gifted education; and (c) the benefits of gifted education. These themes highlight the salience of race inside and outside gifted education programs. The research findings also provide practical applications for teachers, principals, school counselors, and parents. (Contains 1 table.)… [Direct]

Jones, Shawn (2011). A Long Road to Travel: Narratives of African American Male Preservice Educators' Journeys through a Graduate Teacher Education Program. ProQuest LLC, Ph.D. Dissertation, Georgia State University. The ongoing research concerning African American males enrolled in teacher education programs is essential for a number of reasons. Research specifically addressing preservice teaching, teacher education, and the African American male student is needed to promote the well-being of any school of education. According to McCray, Sindelar, Kilgore, and Neal (2002), colleges of education have addressed the issue of underrepresentation and under population of African American teachers through policy reform and financial support. The narratives of African American male preservice teachers and their perspectives on teacher education may provide a context for other researchers seeking to understand how and why African American males move into the field of education. More importantly, one particular way to enhance and advance the cause of the African American male preservice teacher is to accept a \culturally sensitive practice\ (Tillman, 2002, p. 3) and insure epistemological and research… [Direct]

Brown, Keffrelyn D. (2011). Elevating the Role of Race in Ethnographic Research: Navigating Race Relations in the Field. Ethnography and Education, v6 n1 p97-111. Little work in the social sciences or in the field of education has fully explored the methodological issues related to the study of race and racism, yet qualitative researchers acknowledge that race plays (and should play) a role in the research process. Indeed, race frames and informs the context, practices and perspectives of everyday lived experiences in society and schools–even in those instances when race is not expressly recognised. In the case of ethnographic research, race emerges as a pivotal factor that is often undertheorised and sometimes unacknowledged. Though ethnographic research seeks to illuminate \culture\, and often does so in the context of research inquiries that are both racialised and that occur with researchers and participants who come from different racial backgrounds, this work often fails to place race at the centre. Drawing from data collected in a multi-sited ethnographic study on risk and academic achievement and using key insights from narrative… [Direct]

Garcia, Yeni Violeta (2013). A Case Study Exploring Science Competence and Science Confidence of Middle School Girls from Marginalized Backgrounds. ProQuest LLC, Ph.D. Dissertation, University of Northern Colorado. The inclusion of learners from underrepresented background in biology field research experiences has not been widely explored in the literature. Increased access and equity to experiences for groups historically underrepresented in science, technology, engineering, and mathematics (STEM) has been identified as a priority for many, yet little is known about the components these experiences should have and what types of transformations participants undergo as a result of these experiences. This dissertation explored the systemic creation of an intervention purposely designed to serve middle school girls from underrepresented backgrounds, the implementation of such intervention, and effect on the girls' science competence and science confidence. "El Espejo," Spanish for "The Mirror," was an ongoing field ecology research program for middle schools girls founded in 2009 at a local interdisciplinary learning center. Girls from all walks of life had the opportunity to… [Direct]

Solorzano, Daniel G. (1997). Images and Words that Wound: Critical Race Theory, Racial Stereotyping, and Teacher Education. Teacher Education Quarterly, v24 n3 p5-19 Sum. This paper considers the legacy of racism that marks our society, arguing that critical race theory provides a framework for challenging the genetic and cultural deficit theories. Specific recommendations, based on critical race theory, to help teacher educators challenge racism and stereotyping in the classroom are presented. (SM)…

Curry, Tommy (2008). Saved by the Bell: Derrick Bell's Racial Realism as Pedagogy. Philosophical Studies in Education, v39 p35-46. The recent pop culture iconography of the Critical Race Theory (CRT) label has attracted more devoted (white) fans than a 90s boy band. In philosophy, this trend is evidenced by the growing number of white feminists extending their work in gender analogically to questions of race and identity, as well as the unchecked use of the CRT label to describe any work dealing with postcolonial authors like W.E.B. DuBois, and Frantz Fanon, or the role postcolonial themes like power, discourse, and the unconscious play in the social constructionist era. In the field of education, however, CRT has had quite a different impact. For over a decade, largely due to Gloria Ladson-Billings and William Tate's 1995 article, "Toward a Critical Race Theory of Education," education theorists have been dealing with the work of Derrick Bell, Richard Delgado and Cheryl Harris, and other Critical Race Theorists' arguments concerning the impact of white normativity on institutions of learning, the use… [PDF]

Hylton, Kevin (2015). "Race" Talk! Tensions and Contradictions in Sport and PE. Physical Education and Sport Pedagogy, v20 n5 p503-516. Background: The universal sport discourses of meritocracy and equality are so engrained that few challenge them. The most cursory interest in sport, Physical Education (PE), and society will reveal that the lived reality is quite different. Racial disparities in the leadership and administration of sport are commonplace worldwide; yet, from research into "race" in sport and PE, awareness of these issues is widespread, where many know that racism takes place it is generally claimed to be somewhere else or someone else. For many, this racism is part of the game and something to manipulate to steal an advantage; for others, it is trivial. This paper explores the contradictions and tensions of the author's experience of how sport and PE students talk about "race" and racism. "Race" talk is considered here in the context of passive everyday "race" talk, dominant discourses in sporting cultures, and colour blindness. Theoretical framework: Drawing on… [Direct]

Davila, Erica R.; de Bradley, Ann Aviles (2010). Examining Education for Latinas/os in Chicago: A CRT/LatCrit Approach. Educational Foundations, v24 n1-2 p39-58 Win-Spr. This article explores the sociopolitical context of education policy, particularly as it relates to Latina/o education. The authors highlight the status of Latinas/os within the Chicago Public Schools (CPS) to examine the impact of education policy designed to benefit few and disenfranchise most. They draw attention to the injustices of Latinas/os in CPS and examine this status within a Critical Race Theory (CRT) and Critical Latino Theory (LatCrit) framework. They draw from the lens of LatCrit to situate their research within a paradigm that speaks to Latina/o school experiences in a very specific way. They focus on the inequities that clearly disenfranchise Latina/o students by drawing on two editions of a previous research project (Aviles, Capeheart, Davila, & Miller, 2004) and (Aviles, Capeheart, Davila, Miller, & Rodriguez-Lucero, 2006) which is discussed further in the methods section. While the research report (Aviles, Capeheart, Davila, Miller, & Rodriguez-Lucero,… [PDF] [Direct]

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

Pennington, Julie L. (2007). Silence in the Classroom/Whispers in the Halls: Autoethnography as Pedagogy in White Pre-Service Teacher Education. Race, Ethnicity and Education, v10 n1 p93-113 Mar. This study examines the use of autoethnography as a teaching method to work with pre-service teachers in an elementary school setting. Focusing on Whiteness and critical race theory as a lens for reviewing their experiences while working with children of color, the author includes her own story of exploring her racism as a classroom teacher, a researcher and a pre-service teacher educator…. [Direct]

Dingus, Jeannine; Dixson, Adrienne (2007). Tyranny of the Majority: Re-Enfranchisement of African-American Teacher Educators Teaching for Democracy. International Journal of Qualitative Studies in Education (QSE), v20 n6 p639-654 Nov. This article examines the tensions related to multicultural pre-service teacher education for professors of color. Using two tenets of Critical Race Theory, counterstory and Whiteness as property, as their theoretical framework, the authors draw on personal and professional experiences working with pre-service teachers in predominantly White institutions (PWI) as these relate to preparing them to teach in diverse settings and embracing notions of democratic education…. [Direct]

Anderson-Thompkins, Sibby (2009). Race Scholars on the Politics of Race, Research, and Risk in the Academy: A Narrative Inquiry. ProQuest LLC, Ph.D. Dissertation, Georgia State University. This qualitative study examined the experiences of race scholars whose agenda include investigating and writing about racial issues which run counter to the entrenched ideas, values and philosophies of the dominant academic culture. It questioned the possible risks associated with race work, and it examined the available support and validation for race scholars within the academy. Perceived prejudices and micro-aggressions are examined, as well as coping strategies for navigating the political academic landscape. Designed as a narrative inquiry, the study utilized in-depth interviews and the analysis of written documents of four prominent race scholars, while critical race theory (CRT) served as the theoretical framework that guided the analysis. Critical race theory (CRT) serves as the theoretical framework for this study. CRT emphasizes the social constructs of race and the ensuing issues of racism, racial subordination and discrimination. Within the literature, CRT scholars… [Direct]

Bourke, Brian; Harris, Michael S. (2008). Selling Exclusion: Images of Students of Color in Bowl Game Advertising. College and University, v84 n2 p18-26 Fall. Each winter, the best collegiate football programs compete in the Bowl Championship Series. in addition to showcasing their prowess of the field, each school is afforded opportunities to highlight other aspects of their institution in the form of advertising spots. The current study analyzed each of these spots for the 43 university participants using orienting concepts of critical race theory and iconography. The messages and symbolism within each advertisement reveal a great deal about each institution, both through what is included, and what and who are excluded. Through this paper, the authors provide an analysis of how the dominance of whiteness is communicated, as well as how the token multiculturalism that is shown sends a message about each institution…. [Direct]

Elteto, Sharon; Jackson, Rose M.; Lim, Adriene (2008). Is the Library a \Welcoming Space\?: An Urban Academic Library and Diverse Student Experiences. portal: Libraries and the Academy, v8 n3 p325-337 Jul. This article presents a case study of an urban academic library's attempt to identify factors that influence the perceptions of students of color concerning the library as a welcoming space. The goal of this study is to determine if there are qualitative divergent factors along racial lines concerning how students use this library. The research is grounded in the theory of symbolic interactionism and Critical Race Theory. The authors then used these theories to focus on three themes that emerged reflecting racial differences among library users. This project adds to the limited scholarly research concerning the influence of the library on the experiences and the retention and success rates of students of color. (Contains 30 notes.)… [Direct]

Yee Chief, Irene Mary (2012). Perceptions of Online Learning Experiences: Voices of African American Women at a Historically Black College and University. ProQuest LLC, Ph.D. Dissertation, New Mexico State University. An increasing number of higher education learners are using online learning. The purpose of this exploratory study was to examine non-traditional learners' perceptions and experiences of online learning at a public Historically Black College or University (HBCU). This study examined learners' interactivity with peers, teachers, administrators, content and technology and student support. Six non-traditional African American women were interviewed on their perceptions of their online learning experiences. Freire's Liberation Pedagogy and Critical Race Theory as the theoretical frameworks were utilized to situate participants' voices and perceptions of online learning in a wider social, economic, and political context. Elicited themes were extracted via constant comparative method and the use of NVivo. The participants had studied in the traditional classrooms at two or more higher education institutions. Students chose to study at HBCUs as their institutions because… [Direct]

Mackenzie, Kathleen (2012). Teaching Hispanic English Language Learners in the General Education Classroom: A Phenomenological Study. ProQuest LLC, Ed.D. Dissertation, Northeastern University. This study used a phenomenological study design to better understand the phenomenon of teaching Hispanic English language learners in the general education setting. Data were collected using semi-structured interviews and researcher memos, and analyzed using the Listening Guide method. The study focused on white, English-speaking teachers to maximize the language and cultural differences between teachers and students. The study also focused on Hispanic students because of the current political climate associated with recent Hispanic immigration trends in this country. Participants included four white, English-speaking teachers at Harbor Elementary School, which is a large, diverse, urban school with a large and rapidly increasing Hispanic population. This study used Critical Race Theory and Socio-cultural Theory to help answer the following question: "How do white, monolingual, general education teachers at Harbor Elementary School describe their experiences with teaching… [Direct]

Haskins, Natoya Hill (2011). A Critical Look at Minority Student Preparation to Counsel White Clients. ProQuest LLC, Ph.D. Dissertation, The College of William and Mary. The purpose of this study was to explore how minority students are prepared to counsel White clients in two Predominantly White Institutions (PWIs). Engaging in a critical exploration of the experiences of minority students allowed the personal stories to create a consciousness which could lead to programmatic change. The paucity of research addressing the minority counselor/White client dyad lends viability to this study. This study used methods consistent with the critical research, including individual interviews and artifact collection. All data were analyzed through the lens of Critical Race Theory and Whiteness in an effort to conceptualize the role of race and racism on the minority student's preparation to counsel White clients. Data analysis revealed nine themes suggesting collectively that relevant curriculum focusing on the minority student/White client dyad is lacking, and that a colorblind curriculum is used to address cross-cultural interactions. Data also revealed that… [Direct]

Nickelberry, Tressie A. (2012). The Experiences of Blacks Who Obtained Doctorates from Predominantly White Institutions. ProQuest LLC, Ed.D. Dissertation, California Lutheran University. Being in a doctoral program requires a substantial amount of one's time, energy, and commitment. Doctoral students face many challenges while pursuing their degrees. For example, some may be on financial aid, work full-time, and/or have a family. While doctoral students face many hurdles, Black doctoral students face additional barriers. The purpose of this study was to reveal the perspectives and experiences of Blacks who obtained doctorates from predominately White institutions. This study offers insight into the atypical challenges that Black doctoral students faced while in graduate school, their motivation to persist, and the role of racial and ethnic identity in the graduate school experience. Qualitative research methods were used to examine the journey of those Black students, who completed their doctorates at predominately White institutions. Critical race theory and constructivism were used as the theoretical underpinnings of this study. Case study methodology was… [Direct]

Hudson, Wayne V. (2011). Zero Tolerance Educational Policies and Expansion of the School-to-Prison Pipeline for African American Males: A Multi-Conceptual Analysis of the Linkages. ProQuest LLC, Ed.D. Dissertation, Cambridge College. The purpose of this theoretical study was to explore, examine, and analyze the United States (US) Zero Tolerance (ZT) educational policies and practices of the school-to-prison pipeline phenomenon. This study specifically explored the influence of the ZT policy on African American males becoming part of that system. The study was guided by three research questions: 1) how do the U.S. educational policies and practices of ZT methods and the current application influence the expansion of African American males into the school-to-prison pipeline; 2) who benefits from these policies and practices of ZT and the school-to-prison pipeline; and 3) how do these educational and criminal justice policies entrap African American males? This study further examined the impact of race, regarding the disproportionate numbers of African Americans males that are trapped within that system. In addition, this study's research methodology adopted a critical theory and a critical race theory application,… [Direct]

Carmen Alicia Martinez (2022). A Case Study Policy Analysis of One Bilingual Higher Education Institution: How Are Bilingual English-Spanish Universities Planning to Remain Viable?. ProQuest LLC, Ed.D. Dissertation, University of Pittsburgh. Hispanic college enrollment in the U.S. will surpass 4.4 million students by 2025, far exceeding the growth rate of any other racial or ethnic group. Hence, the number of Hispanic-Serving Institutions (HSIs) identified by the Hispanic Association of Colleges and Universities (HACU) increased to nearly 570 in 2020 and is likely to accelerate (Hispanic Association of Colleges and Universities, n.d.). This qualitative case study took place at the University of Texas Rio Grande Valley (UTRGV), one of the largest U.S. HSIs. Located at the South Texas borderland, it claims to be a "highly engaged bilingual university." This qualitative case study describes and interprets UTRGV's bilingual model of higher education through institutional document analysis, supported by semi-structured interviews. Data were conceptualized using an adaptation of Dafouz and Smit's (2016) ROAD MAPPING of English-Medium Education in Multilingual University Settings (EMEMUS), originally used to study the… [Direct]

Carrasquillo, Carmen Ana (2013). In Their Own Words: High-Achieving, Low-Income Community College Students Talk about Supports and Obstacles to Their Success. ProQuest LLC, Ed.D. Dissertation, University of California, San Diego.. Open-access admissions policies and greater affordability position community colleges at the forefront in addressing equitable academic outcomes. Yet, most community college students fail to complete their certificate, degree and transfer goals. The failure rate is particularly high for low-income, Black and Latino(a) students. Much has been written about these student populations. However, we know surprisingly little about those who "beat the odds," that is low-income students who are high-achieving. Even fewer studies turn the lens on the students' voices. What characterizes the experiences of these "beat the odds" students? With student voice at its center, this qualitative study investigates how high-achieving, low-income students make sense of the opportunities and obstacles they encounter at the community college. Students' experiences and relationships are examined to discover to what extent they contribute to or impede their persistence. Also… [Direct]

Cole, Mike; Maisuria, Alpesh (2007). "Shut the F*** up", "You Have No Rights Here": Critical Race Theory and Racialisation in Post-7/7 Racist Britain. Journal for Critical Education Policy Studies, v5 n1 May. The London bombings of 7th July, 2007 (7/7) were a pivotal moment in British society, not only because of the loss of life and injury, but because it was the first time Britain had been attacked by non-white British citizens. This point was underscored by Chancellor Gordon Brown when he stressed that "the uncomfortable facts" have to be faced that the bombers were "British citizens, British born, apparently integrated into our communities, who were prepared to maim and kill fellow British citizens". Here we assess competing explanations for the role of "race" in contemporary society: Critical Race Theory (CRT) and Racialisation. Two central tenets of CRT are critiqued from a Marxist perspective, and the Marxist concept of racialisation is put forward as having most purchase in explaining manifestations of intensified Islamophobia and xenoracism in post 7/7 Britain. (Contains 10 notes.)… [Direct]

Mirza, Heidi Safia (2009). Plotting a History: Black and Postcolonial Feminisms in \New Times\. Race, Ethnicity and Education, v12 n1 p1-10 Mar. Black feminist thought is grounded in an understanding of the nature of power and the way black/othered difference women's is systematically organised through social relations. Postcolonial feminist approaches enable us to situate the silent \spectral\ power of colonial times as it appears in the production and reproduction of marginalised, racialised and gendered others in new contemporary times. This special issue brings the two perspectives together to explore the complexities of black and ethnicised female marginality through an intersectional analysis where race, class, gender and other social divisions are theorised as lived realities. Through a variety of methodologies–such as the oral tradition of storytelling in CRT (critical race theory), embodied autobiography and geographically embedded longitudinal ethnographies–black and postcolonial feminist scholars chart new perspectives on multiple identity, hybridity, diaspora, religion, culture and sexuality. Exploring issues as… [Direct]

Baszile, Denise Taliaferro (2009). Deal with It We Must: Education, Social Justice, and the Curriculum of Hip Hop Culture. Equity & Excellence in Education, v42 n1 p6-19 Jan. Although hip hop culture has been one of the most significant urban youth movements over the last three decades, it has only recently gained attention within the educational literature as a force to be reckoned with. And even then, much of the literature seeks to understand how hip hop can be used to engage students in the official school curriculum. In contrast, in this paper, the author looks critically at hip hop's curricular dimensions; that is, what hip hop might teach educators not only about the way in which the last three generations of young urban dwellers negotiate identity and difference across cycles of urban blight and ongoing educational disenfranchisement but also about the limitations and possibilities of our work as educators. Drawing on curriculum theory and critical race theory, the author contends that an important part of re-imagining the relationship among education, social justice, and hip hop culture is beginning with a critical awareness of how the curriculum… [Direct]

Stoudt, Brett G. (2009). The Role of Language & Discourse in the Investigation of Privilege: Using Participatory Action Research to Discuss Theory, Develop Methodology, & Interrupt Power. Urban Review: Issues and Ideas in Public Education, v41 n1 p7-28 Mar. Rooted in feminist philosophy, critical race theory, and participatory action research (PAR), I partnered with four faculty and four students at an elite, private, college preparatory day school for boys in order to examine bullying. In this article I closely examine the role of language and discourse when conducting counter hegemonic research \with\ people who are predominantly privileged and \within\ institutions designed to reproduce those privileges. I briefly describe the co-construction of our theory and instrument to illustrate that our close attention to language in regards to bullying both helped us understand our work and changed how we went about conducting the study. I describe how our strategic use of language to broadly define bullying helped us capture interesting data and interrupt power. And finally, I discuss our political use of language to others and suggest that while it paved a safer space for us to conduct our work it also may have restricted our work from… [Direct]

Arrona, John; Lynn, Marvin; Morfin, Otoniel Jimenez; Parker, Laurence; Perez, Victor H. (2006). Hiding the Politically Obvious: A Critical Race Theory Preview of Diversity as Racial Neutrality in Higher Education. Educational Policy, v20 n1 p249-270. What have colleges and universities done to increase student of color enrollment since the 2003 U.S. Supreme Court decisions in \Grutter v. Bollinger\ and \Gratz v. Bollinger?\ This article provides a critical race theory (CRT) snapshot of selective data and institutions since these landmark decisions. We find that even though \Grutter\ gives the go-ahead to use affirmative action, higher education has failed politically to take on this challenge. When taken together, the \Gratz\ and \Grutter\ decisions allow higher education institutions to engage in symbolic affirmative action measures that appear as diversity measures but are operationalized as race neutral when one examines the data of continuing overall declines of students of color at many institutions. The authors conclude with a CRT call for a more expansive affirmative action with higher education administrators doing more to justify affirmative action through \Grutter.\ (Contains 6 notes and 3 figures.)… [Direct]

Brown-Jeffy, Shelly; Cooper, Jewell E. (2011). Toward a Conceptual Framework of Culturally Relevant Pedagogy: An Overview of the Conceptual and Theoretical Literature. Teacher Education Quarterly, v38 n1 p65-84 Win. The United States is a diverse country with constantly changing demographics. The noticeable shift in demographics is even more phenomenal among the school-aged population. The increase of ethnic-minority student presence is largely credited to the national growth of the Hispanic population, which exceeded the growth of all other ethnic minority group students in public schools. Scholars have pondered over strategies to assist teachers in teaching about diversity (multiculturalism, racism, etc.) as well as interacting with the diversity found within their classrooms in order to ameliorate the effects of cultural discontinuity. One area that has developed in multicultural education literature is culturally relevant pedagogy (CRP). CRP maintains that teachers need to be non-judgmental and inclusive of the cultural backgrounds of their students in order to be effective facilitators of learning in the classroom. The plethora of literature on CRP, however, has not been presented as a… [PDF] [Direct]

Pittman, Edward L. (2012). Behind Ivory Towers and Stone Walls: Racial Climate and Black Students at a Highly Selective Liberal Arts College. ProQuest LLC, Ed.D. Dissertation, University of Pennsylvania. The experiences of Black students at predominantly White institutions (PWIs) of higher education have been the focus of study and policymaking for several decades. Much of the research addresses dimensions of campus racial climate and its impact on the academic and campus life experiences of Black students at large universities. The experiences of Black students at smaller and highly selective liberal arts colleges, however, deserve a deeper and closer examination because these campuses may be uniquely situated and present data-rich opportunities for exploration. The purpose of this study was to explore two central questions: how do past histories of campus racial climate affect the current experiences of Black students? What are the experiences of Black students with respect to racial climate at highly selective liberal arts colleges? The study employed qualitative methods within a case study approach for an in-depth exploration of a highly selective liberal arts college. The… [Direct]

Deyhle, Donna, Ed.; Parker, Laurence, Ed.; Villenas, Sofia, Ed. (1999). Race Is…Race Isn't: Critical Race Theory and Qualitative Studies in Education. Critical race theory offers a way to understand how ostensibly race-neutral structures in education–knowledge, merit, objectivity, and "good education"–in fact help form and police the boundaries of white supremacy and racism. Critical race theory can be used to deconstruct the meaning of "educational achievement," to recognize that the classroom is a central site for the construction of social and racial power. It can also be used to provide the theoretical justification for oppositional "counterstories" that challenge educational assumptions from an outsider's perspective. The educational studies in this book integrate counter-storytelling with qualitative research to open new areas of inquiry. Following "Introduction to Critical Race Theory in Educational Research and Praxis" (Daria Roithmayr), the chapters are: (1) "Just What Is Critical Race Theory and What's It Doing in a 'Nice' Field Like Education?" (Gloria…

Stovall, David (2006). Forging Community in Race and Class: Critical Race Theory and the Quest for Social Justice in Education. Race, Ethnicity & Education, v9 n3 p243-259 Sep. Among the communities of critical race theorists and its detractors in education, there is an apparent rift as to what theoretical construct best contributes to the social justice project in education. Conferences and meetings have served as quasi-battle grounds for theorists, activists and scholars to go back and forth about what theoretical construct has the greatest bearing on educational praxis. Debate notwithstanding, the following document argues critical race theory (CRT hereafter) as a viable theoretical construct to address issues of social justice in education. In so doing, the following document couches the discussion in three tasks. The first is to identify the contributions of CRT in education. Second, the document argues for a closer read of the theoretical construct and its subsequent application. The concluding task will be an example of how the points of contention and compliance can be located through an example (in this case narrative) of a school with a social… [Direct]

Patton, Lori D., Ed. (2010). Culture Centers in Higher Education: Perspectives on Identity, Theory, and Practice. Stylus Publishing, LLC This book fills a significant void in the research on ethnic minority cultural centers, offers the historic background to their establishment and development, considers the circumstances that led to their creation, examines the roles they play on campus, explores their impact on retention and campus climate, and provides guidelines for their management in the light of current issues and future directions. In the first part of this volume, the contributors provide perspectives on culture centers from the point of view of various racial/ethnic identity groups, Latina/o, Asian, American Indian, and African American. Part II offers theoretical perspectives that frame the role of culture centers from the point of view of critical race theory, student development theory, and a social justice framework. Part III focuses specifically on administrative and practice-oriented themes, addressing such issues as the relative merits of full- and part-time staff, of race/ethnic specific as opposed… [Direct]