Fredrick, Rona M. (2007). Conductors of the Digitized Underground Railroad: Black Teachers Empower Pedagogies with Computer Technology. Journal of Negro Education, v76 n1 p68 Win. An interpretive case study framed by the critical race theory (CRT) and African centered theory is used to examine the teaching practices of two transformative African American teachers, which transformed the thinking and lives of their students. The analysis has illustrated that the computer technology has helped teachers in engaging in meaningful instruction about African American experiences and has become a medium for legitimizing African American students' real life experiences in the official curriculum…. [Direct]

Emily Davalos (2021). Education as a Tool of Liberation: Nurturing the Vital Branch between Ethnic Studies and Revolutionary Community Organizing. ProQuest LLC, Ph.D. Dissertation, Northern Arizona University. The pandemic and uprisings against police terror have heightened the devastation of white supremacy and capitalism. During this time of heightened devastation, revolutionary organizing efforts have amplified. As people are coming together to resist and create alternatives to these murderous systems, the purpose of this project is to strengthen the connection between revolutionary organizers and educators who struggle for the justice condition (i.e. racial liberation and decolonization). The fight for Ethnic Studies in 1968 marks the beginning of a field to bring this revolutionary struggle into schools. Ethnic Studies has taken a variety of shapes, but a revolutionary approach to Ethnic Studies is grounded in community struggles for racial liberation and decolonization. The three branches of decolonizing pedagogy, culturally responsive pedagogy, and community responsive pedagogy ground ethnic studies programs to the revolutionary roots of the field to resist the incessant co-optation… [Direct]

Teranishi, Robert T. (2002). Asian Pacific Americans and Critical Race Theory: An Examination of School Racial Climate. Equity & Excellence in Education, v35 n2 p144-54 May. Used critical race theory to explore similarities and differences in Chinese- and Filipino-American high school students' racial and ethnic experiences and in their college aspirations. Examines how racial and ethnic experiences influenced their processes of developing and realizing their postsecondary aspirations. Between-group differences resulted in different postsecondary information, knowledge, and opportunity. College choices were shaped by beliefs and stereotypes that others attached to their ethnicity and social class. (SM)…

Wagstaff, Iris R. (2014). Predicting 9th Graders' Science Self-Efficacy and STEM Career Intent: A Multilevel Approach. ProQuest LLC, Ed.D. Dissertation, North Carolina State University. This study was conducted in response to the growing concern about the lack of U.S. students majoring in STEM fields and pursuing STEM careers (NSF, 2013). In order for the U.S. to compete in a global economy that is increasingly technologically-based, a skilled STEM workforce is a necessity (National Academies, 2010). Understanding the factors that encourage confidence in science and intent to pursue science-related careers remains a national mandate. Using data from a nationally representative sample of 21,440 students from 940 schools, the High School Longitudinal Study of 2009 (HSLS:09), this study provides insight into the factors that predict science self-efficacy and STEM career intent. Guided by Lent, Brown & Hackett's (1994) Social Cognitive Career Theory (SCCT), both student-level and school-level factors were examined. The findings indicate that the personal inputs of being African American, female, and having a science identity predict both science self-efficacy and… [Direct]

McCray, Carlos R. (2008). Constructing a Positive Intrasection of Race and Class for the 21st Century. Journal of School Leadership, v18 n2 p249-267 Mar. This article attempts to provide some transparency with regard to how the intersection of race and class negatively affects African Americans in their effort to fight for social justice with regard to classism. Based on the explicit historical attempt to definitively make race and class synonymous, such a manufactured intersection is powerfully ingrained within the American psyche, and it has successfully created a quagmire with middle-class Blacks in their effort to fight against class injustice–specifically, those who are discriminated against in our society because of their lack of educational pedigree, economic standing, and job occupation. Thus, this article attempts to infuse sociological theoretical concepts with strands of critical race theory to provide insight into the potential barriers of middle-class Blacks' amalgamation with African Americans of lower-wealth communities…. [Direct]

Yosso, Tara J. (2005). Whose Culture Has Capital? A Critical Race Theory Discussion of Community Cultural Wealth. Race, Ethnicity and Education, v8 n1 p69-91 Mar. This article conceptualizes community cultural wealth as a critical race theory (CRT) challenge to traditional interpretations of cultural capital. CRT shifts the research lens away from a deficit view of Communities of Color as places full of cultural poverty disadvantages, and instead focuses on and learns from the array of cultural knowledge, skills, abilities and contacts possessed by socially marginalized groups that often go unrecognized and unacknowledged. Various forms of capital nurtured through cultural wealth include aspirational, navigational, social, linguistic, familial and resistant capital. These forms of capital draw on the knowledges Students of Color bring with them from their homes and communities into the classroom. This CRT approach to education involves a commitment to develop schools that acknowledge the multiple strengths of Communities of Color in order to serve a larger purpose of struggle toward social and racial justice…. [Direct]

Lumby, Jacky (2009). Performativity and Identity: Mechanisms of Exclusion. Journal of Education Policy, v24 n3 p353-369 May. National policy discourses imply rational and positive pathways to greater equality and inclusion for public sector workers, including those in education. However, radical feminist and critical race theory suggests that whatever measures are undertaken to disassemble systems which impact negatively on those who are minority or excluded, systems which sustain current inequalities are likely to be synchronously constructed. Analysis of the UK performativity environment has variously identified a range of intended and unintended effects. The mechanisms by which performativity may impact on the inclusion or exclusion of diverse staff in leadership have not been widely explored empirically. This paper draws on data from five case studies of further education colleges. It interrogates the data to explore how the performativity culture relates to the multiple identities of leaders at various levels of hierarchy within the organisation. It concludes that while previous commentaries may have… [Direct]

Bialka, Christa Saggiomo (2012). Taking the "Dis" out of Disability: Attending to Pre-Service Teacher Dispositions Related to Students with Special Needs. ProQuest LLC, Ed.D. Dissertation, University of Pennsylvania. This dissertation examines pre-service teachers' developing dispositions related to students with special needs and addresses their beliefs about students with disabilities through analysis of their experiences as members of the 2011-2012 cohort in the Teacher Education Program (TEP) at the University of Pennsylvania Graduate School of Education (GSE). Literature related to teachers' attitudes toward inclusion, educator dispositions and identity theory provide frames for analyzing what participants say about students with special needs. The conceptual framework for this study utilizes Critical Race Theory (CRT) and Disability Theory in concert as a means of examining participants' dispositions. When combined, CRT and Disability Theory provide a useful lens for examining issues of privilege and identity; while race, class and culture are often considered by educational theorists and researchers, issues of identity and privilege as "abled" or "disabled" are rarely… [Direct]

King, Chanel (2012). The Impact of Coaching on New African-American Female Principals. ProQuest LLC, Ed.D. Dissertation, California State University, East Bay. This is cross-case analysis of four new African American female principals who reported that coaching was critical to their success. They described the challenges inherent to all newcomers with particular attention to how their professional socialization was further confounded by factors of race and gender. The conceptual framework used for this multi-participant case study is critical race theory with an emphasis on counter-storytelling narratives. The transcripts yielded descriptions of the role of coaching in negotiating their experiences as new African American female principals and the ways race and gender influenced their professional induction. The analysis of data revealed themes such as marginalization, institutional racism, and broader societal perceptions of African American women. Participants offered examples of how their race and gender influenced how they were perceived as less competent, giving examples of European Americans and male colleagues being promoted more… [Direct]

Harris-Scott, Lynnette H. (2012). Spaces Where We Know Who to Be: Black Girls Reading Reflections of and Speaking for Themselves. ProQuest LLC, Ed.D. Dissertation, University of Pennsylvania. This study explores how academically talented Black girls read, write and narrate their lived experiences while attending a predominantly white, selective admissions urban high school. Black girls in these types of settings often experience feelings of isolation and silencing, unjust treatment, and underrepresentation in the curriculum (Carter, 2006; Fordham, 1996; Henry, 1998b; Pastor et al., 1996; Rollock, 2007). Drawing from a year-long qualitative study on the development and enactment of a special interest class, this narrative inquiry documents the co-construction of this class, or safe space, with eight young women. Drawing upon Critical Race Theory, Black feminist epistemology, and New Literacy Studies, the study addresses questions of agency, social injustice, and under/representation by exploring with Black girls the counternarratives of their lived experiences. This study describes how young Black women used discursive and literacy practices to transgress common notions of… [Direct]

Murray, Alana D (2012). Countering the Master Narrative: The Development of the Alternative Black Curriculum in Social Studies, 1890-1940. ProQuest LLC, Ph.D. Dissertation, University of Maryland, College Park. The purpose of this dissertation is to explore the development of the alternative black curriculum in social studies from 1890-1940. W.E.B. Du Bois and Carter G. Woodson worked in collaboration with women educators Nannie H. Burroughs and Anna Julia Cooper to create an alternative black curriculum that would support the intellectual growth of black children. There is a growing body of work, initially articulated by male scholars, that demonstrates the basic principles of the alternative black curriculum, a curriculum that reinterprets dominant narratives in US and world history about the African and African-American experience. My study illustrates how this curriculum was in many ways supplemented and even furthered by an ongoing dialogue with the pedagogical work of African-American women school founders, administrators, librarians, and teachers. Embracing both a critical race theory and integrated gender framework, an analysis of the alternative black curriculum will deepen and… [Direct]

Zavala, Maria R. (2012). Race, Language, and Opportunities to Learn: The Mathematics Identity Negotiation of Latino/a Youth. ProQuest LLC, Ph.D. Dissertation, University of Washington. Decades of research document underperformance of Latino/a youth in mathematics, yet little is known about the day-to-day mathematics socialization of Latino/a youth. This research used qualitative case studies of two Algebra 1 classrooms and seven Latino/a focal students to document and describe two major influences on Latino/a youths' mathematics identities: their individual beliefs and their negotiation of identity in classroom settings. I proposed a three-tiered framework for mathematics identity drawing on students' self-concepts, sociocultural learning theory, and Critical Race Theory (CRT) to research the perspectives Latino/a students had about their own mathematics identities. This study focused on how Latino/a students described the role of language and race in learning mathematics, how Latino/a youth exhibited agency in their mathematics educations, and the role of different features of mathematics classrooms in negotiating their mathematics identities. Findings… [Direct]

Hetherington, Susan Ames (2012). "They Think We Don't Have the Knowledge": The Intersection of Autism and Race. ProQuest LLC, Ph.D. Dissertation, University of Rochester. The purpose of this study was to explore the experiences of African American mothers of children with an autism diagnosis as they negotiated an urban district special education system. Beginning with the question, "How do the dual oppressions of race and disability impact African American mothers of children with autism and their relationship with the schooling process," five mothers participated in both one to one and focus group interviews. With a feminist disability theoretical framework, this research explored the intersection of race and disability as constructed and deconstructed through social positioning; institutional knowledge claims as privileged and non-innocent; and the critical race theory concepts of experiential knowledge and "contextual contours" of the lives and stories of those who are marginalized. Through a grounded theory analytic process, the concepts of microaggression and resistance were added, fitting well with the feminist disability… [Direct]

Jackson, Darrell D. (2012). Racing: A Critical Race Theorist's Qualitative Analysis of Whether African American Male Law School Alumni Were Mismatched or Maligned. ProQuest LLC, Ph.D. Dissertation, University of Colorado at Boulder. Despite the vast research on African Americans and affirmative action, little qualitative analysis has been done to investigate how race exists and functions in American law schools. This dissertation researches the ways in which race is constructed, deconstructed, and reconstructed within two American law schools. Three primary lenses guide this exploration: (a) Omi and Winant's theory of racial formation; (b) Bonilla-Silva's theory of color-blindness; and (c) critical race theory. The central question of this dissertation is: What can the experiences and voices of African American male former law school students reveal about race and how it functions in law schools? Additionally, how are these experiences related to attending more-selective or less-selective law schools? In the United States, the value of African Americans' law school experiences has been, most recently, reduced to a statistic. Missing from the statistics are the unique voices, perspectives, and… [Direct]

Dixson, Adrienne D.; Rousseau, Celia K. (2005). And We Are Still Not Saved: Critical Race Theory in Education Ten Years Later. Race, Ethnicity and Education, v8 n1 p7-27 Mar. In 1995, Teachers College Record published an article by Gloria Ladson-Billings and William Tate entitled \Toward a Critical Race Theory of Education\. In this article, the authors proposed that critical race theory (CRT), a framework developed by legal scholars, could be employed to examine the role of race and racism in education. Within a few years of the publication of the article by Ladson-Billings and Tate, several scholars in education had begun to describe their work as reflecting a CRT framework. In this article, we review the literature on CRT in education that has been published over the past ten years. We also assess how far we have come with respect to CRT in education and suggest where we might go from here…. [Direct]

Stovall, David (2005). A Challenge to Traditional Theory: Critical Race Theory, African-American Community Organizers, and Education. Discourse: Studies in the Cultural Politics of Education, v26 n1 p95-108 Mar. The following article, through the tenets of critical race theory, seeks to investigate the relationship between theory and practice in school-community relationships. By investigating the views, values, and perceptions of three African-American community organizers in Chicago, Illinois, the following account offers a \challenge\ to traditional theoretical constructs in addressing the needs of students of color in urban schools. The work of community organizers in schools highlights the necessity of viable relationships between schools and communities in the execution of viable approaches to critically analyze the world of young people while developing practical approaches to address their realities. In an attempt to challenge hegemony in public education the author offers critical race theory as a feasible construct in praxis development…. [Direct]

Norman, Lashaunda Renea (2013). What Is Taking Place in Science Classrooms?: A Case Study Analysis of Teaching and Learning in Seventh-Grade Science of One Alabama School and Its Impact on African American Student Learning. ProQuest LLC, Ph.D. Dissertation, Kansas State University. This qualitative case study investigated the teaching strategies that improve science learning of African American students. This research study further sought the extent the identified teaching strategies that are used to improve African American science learning reflect culturally responsive teaching. Best teaching strategies and culturally responsive teaching have been researched, but there has been minimal research on the impact that both have on science learning, with an emphasis on the African American population. Consequently, the Black-White achievement gap in science persists. The findings revealed the following teaching strategies have a positive impact on African American science learning: (a) lecture-discussion, (b) notetaking, (c) reading strategies, (d) graphic organizers, (e) hands-on activities, (f) laboratory experiences, and (g) cooperative learning. Culturally responsive teaching strategies were evident in the seventh-grade science classrooms observed. Seven themes… [Direct]

Villalpando, Octavio (2004). Practical Considerations of Critical Race Theory and Latino Critical Theory for Latino College Students. New Directions for Student Services, n105 p41-50. Critical race theory requires the examination of institutional policies, programs, and practices that interfere with Latino students' rights and abilities to receive the best educational opportunities available within higher education. With attention to an ethic of caring and social justice, student services staff can work to undo the effects of racism on campus…. [Direct]

Latino, Nicole Marie (2010). Unmasking Whiteness: A Framework for Understanding Inclusive Leadership at a Predominately White Institution. ProQuest LLC, Ph.D. Dissertation, University of Denver. This study explored the personal journey of 11 White college administrators who were identified as inclusive leaders at a predominately White institution (PWI), recognized nationally for its work on partnering diversity and excellence. One overall question guided this study: How do White college administrators describe their journey to becoming successful inclusive leaders at a predominately White institution? This question was explored from the perspective of critical race theory (CRT), that is, inclusive leadership for White administrators could be achieved by intentionally examining their construction of Whiteness and their personal racial identity. Narrative inquiry was used to co-construct a developmental framework on inclusive leadership based on three face-to-face interviews and two group interviews; 7 participants identified as female, 4 as male; 6 were senior-level administrators, and 5 were middle-level administrators. Findings were represented through narrative and… [Direct]

Solorzano, Daniel G.; Yosso, Tara J. (2001). From Racial Stereotyping and Deficit Discourse toward a Critical Race Theory in Teacher Education. Multicultural Education, v9 n1 p2-8 Fall. Examines connections between critical race theory (CRT) and its application to the concepts of race, racial bias, and racial stereotyping in teacher education. Defines CRT, then discusses racism and stereotyping, racial stereotypes in the media, and racial stereotypes in professional environments, noting the effects on minority students. Presents four exercises to better understand and challenge racism and stereotyping in education. (SM)…

Ramirez, Richard Andrew (2011). Chicanas/os and Latinas/os Crossing Institutional Fronteras: Critical Race Counterstories along the College Transfer Pipeline at a Sacramento Valley Community College. ProQuest LLC, Ed.D. Dissertation, University of California, Davis. Chicanos and Latinos constitute the fastest-growing ethnic group in the United States, with the California public school system reporting a definitive majority (50.4%) of Raza students in 2010, and California community colleges (CCCs) approaching record one-third Chicano/Latino enrollments in the last five years. Since CCCs are the entry point to postsecondary education for most Chicano/Latinos in pursuit of a baccalaureate degree, the dismal transfer rates of this community to the California State University (CSU) and the University of California (UC) systems warrant: (1) investigation into the "fronteras" (borders) imposed by institutions that block social equity and access to participation in public postsecondary education; and (2) examination of the attributes possessed by Chicano/Latinos which enable them to persist in the community college and successfully transfer to the four-year segments. Using Critical Race Theory (CRT) and Latina/o Critical Theory (LatCrit)… [Direct]

Williams, Roderica D. (2011). The Role of Leadership in Native American Student Persistence and Graduation: A Case Study of One Tribal College. ProQuest LLC, Ph.D. Dissertation, Mercer University. Literature verifies that Native American students are not graduating at a comparable rate as students from other ethnic groups. Furthermore, studies that focus solely on the persistence and completion rates for Native American students are fewer than for students who identify with other racial/ethnic groups. This research explored the inner workings of a single tribal college that has experienced successful retention and graduation rates to determine how various levels of leadership interact with students to encourage academic pursuits and degree completion at that institution. The framework for this study was based on two theories: Tribal Critical Race Theory and Family Education Model. Using a case study approach, the research was conducted at an institution in a southwestern state. Data collection consisted of interviews with executive, administrative, and student leaders as well as matriculating students; document analysis; and observations. The three research questions were… [Direct]

Reyes, Rosanna A. (2012). Proving Them Wrong: Academically Resilient First-Generation Latinas in College. ProQuest LLC, Ed.D. Dissertation, Rutgers The State University of New Jersey – New Brunswick. This study examined the educational trajectories of academically resilient first-generation Latinas in college. More specifically, the study focused on the factors that led them to become academically successful. The researcher of this study conducted a narrative inquiry analysis of the K-16 educational trajectories of five academically resilient college students, which served as counter-educational system. The study was guided by the following research questions: (1) What experiences contribute to the development of academic resiliency in first-generation Latinas? (2) What factors do academically resilient first-generation Latinas attribute their educational success? (3) What do the experiences that contributed to the academic resiliency of first-generation Latinas suggest for educational practice and policy? The data collection tactics applied in this qualitative analysis were: written autobiographical narratives of each of the five participants' educational trajectories,… [Direct]

Calleroz White, James (2012). The Experience of Achievement Academy Students: What Their Experience Can Tell Us about Success. ProQuest LLC, Ed.D. Dissertation, Arizona State University. The purpose of this study was to answer the question, "What are the experiences of students who have completed the Achievement Academy program?" In collecting data to answer this question, a series of clarifying questions also emerged: "What are the cultural, academic, and personal costs and benefits associated with being a part of Achievement Academy?"; "How have students defined or redefined their cultural, social, academic, and personal identities because of Achievement Academy?"; and "In what ways have the students used their surroundings and experiences to overcome preconceived notions of either what they were capable of or general expectations of those around them?" While there have been studies undertaken to examine students' experiences in both public school and private school academic programs, there is currently no research on the unique academic program and partnership of Achievement Academy with both public and private schools…. [Direct]

Briscoe, Kamilah; Teranishi, Robert T. (2008). Contextualizing Race: African American College Choice in an Evolving Affirmative Action Era. Journal of Negro Education, v77 n1 p15-26 Win. Using a critical race theory framework, this study examines the ways in which race and racialized ideologies are manifested in high-stakes college admissions, the debate over affirmative action, and the college choice behavior of Black high school students. This study allows for the voices of Black high school students in California to describe their lived experiences with Proposition 209, suggesting a deeper meaning to affirmative action than simply the ways in which it affected institutional practices related to admissions decisions. The results indicate that, following the end of affirmative action in California, Black students had altered perceptions of where they were welcome and where they belonged in higher education. The results of this study can help colleges and universities to create, maintain, or improve a positive and welcoming climate for students of color in the wake of such policy changes…. [Direct]

Chapman, Thandeka K. (2008). Desegregation and Multicultural Education: Teachers Embracing and Manipulating Reforms. Urban Review: Issues and Ideas in Public Education, v40 n1 p42-63 Mar. The purpose of this paper is to examine the remnants of desegregation curricular reforms in a small urban district. This study documents the affects of various policies that were implemented to create equity and equality in urban, multi-racial and socio-economically diverse classrooms. These reforms were created due to a court desegregation order that demanded the district take multiple steps to raise the academic achievement levels of students of color in the district. Using the lens of Critical Race Theory to examine issues of interest-convergence and the effects of court-ordered desegregation initiatives, the researcher documents how teachers have come to terms with two major curricular changes that work in conjunction with other curricular reforms. Research that considers the affects of large-scale policy initiatives on classroom practices is necessary to further current conversations on successful reform implementation…. [Direct]

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

Esposito, Jennifer; Evans-Winters, Venus E. (2010). Other People's Daughters: Critical Race Feminism and Black Girls' Education. Educational Foundations, v24 n1-2 p11-24 Win-Spr. In her 1995 article, \Sapphire Bound!\, legal scholar Regina Austin calls for minority female scholars in the legal field to straightforwardly, unapologetically, and strategically use their intellectual pursuits to advocate on behalf of poor and working class minority women. Even though Austin is arguing from the perspective of a woman of color, with experience and interest in the legal field, her comments are also relevant to conceptual, theoretical, methodological, and pedagogical efforts in the field of education. In this article, the authors focus on Austin's (1995) personal and professional insights for its implications and relevancy to urban girls, in particular, African American girls being schooled in urban school communities. They call for educational research, theorizing, and practice by women and scholars of color who are adamant about improving the academic outcomes and schooling experiences of Black girls. They look at critical race feminism in particular as a useful… [PDF] [Direct]

Erevelles, Nirmala; Watts, Ivan Eugene (2004). These Deadly Times: Reconceptualizing School Violence by Using Critical Race Theory and Disability Studies. American Educational Research Journal, v41 n2 p271-299 Sum. Most pragmatic responses to school violence seek to assign individual blame and to instill individual responsibility in students. The authors of this article argue that school violence is the result of the structural violence of oppressive social conditions that force students (especially low-income, male African American and Latino students) to feel vulnerable, angry, and resistant to the normative expectations of prison-like school environments. From the vantage point of the intersection of critical race theory and materialist disability studies, the authors examine the impact of social, political, economic, and institutional structures on the social construction of the \deviant\ student. They raise questions regarding violent \normalizing\ structures and argue for more empowering alternatives. (Contains 1 note.)… [Direct]

Stovall, David (2004). School Leader as Negotiator: Critical Race Theory, Praxis, and the Creation of Productive Space. Multicultural Education, v12 n2 p8-12 Win. In the attempt to gage innovative approaches to school leadership, this article seeks to investigate the possible application of Critical Race Theory (CRT) to school leadership. Expounding on Solorzano and Villalapando's application of CRT (1997), the hope is to engage the field of school leadership with constructive critique and suggestions for administrators who are dedicated to social justice and the well-being of students and staff. This article further seeks to address the question: How can CRT, as theory based in resistance to racial oppression, inform praxis for school leaders? While it is important to incorporate the needs of all students in schools, this article has urban schools in communities of color as its central focus…. [PDF] [Direct]

Kelley, James B. (2012). The Homeschooling of Scout Finch. Changing English: Studies in Culture and Education, v19 n4 p451-457. Harper Lee's novel "To Kill a Mockingbird" is one of the most widely taught texts in language arts classrooms through the English-speaking world and is greatly valued by many readers today for its depiction of youth grappling with racism in the American South of the Depression Era. However, the novel's subtle and sustained critique of public education has remained largely unrecognised. This essay identifies in the novel an underlying nostalgia for the past homeschooling of Southern white aristocracy as well as disdain for modern public institutions and for the democratic values that those institutions seek to instill in youth…. [Direct]

(1969). Racism and Education: A Review of Selected Literature Related to Segregation, Discrimination, and Other Aspects of Racism in Education. This review of research on racism and education comprises sixteen program topics selected by the Michigan-Ohio Regional Educational Laboratory. The introductory section carries 33 items (after Berelson and Steiner, 1964) described as general findings from behavioral science research which appeared four years before the Kerner Commission Report. The topics dealt with are: (1) Changing attitudes of students and teachers, which includes: improvement of Negro self-concept, achievement motivation, confrontation approaches, and teacher attitudes and expectations; (2) Curriculum and materials; (3) Decreasing racial isolation, consisting of: improvement of Negro self-concept, achievement motivation, desegregation, and staff deployment by race; (4) Compensatory education; (5) School working with other agencies, comprised of: decentralized lay board of education, other approaches, and pre-service teacher education; (6) Administrative practices; (7) Teacher education, treated in the two parts:… [PDF]

Ng, Winnie (2012). Pedagogy of Solidarity: Educating for an Interracial Working Class Movement. Journal of Workplace Learning, v24 n7-8 p528-537. Purpose: This paper aims to report on the author's recent research examining the meaning and practices of educating for solidarity, specifically from anti-racism and decolonizing perspective. The research is part of the critical exploration on new educational approaches on solidarity building among workers and trade union members in the broader political and economic context of neoliberalism. Design/methodology/approach: Utilizing the research methodologies of participatory action research, arts-informed research and critical autobiography, the research draws on the words and visual images made by the participants who are labour educators and activists from Aboriginal and racialized communities. In-depth interview and the Aboriginal talking circle method were used to deepen the dialogue among this group of activists. By focusing on their authentic voices and lived experiences, the research is grounded in Dei's stance on the importance of the embodied knowledge as part of the… [Direct]

Wooten, Sara Carrigan (2017). Revealing a Hidden Curriculum of Black Women's Erasure in Sexual Violence Prevention Policy. Gender and Education, v29 n3 p405-417. This article aims to challenge the framework by which rape and sexual assault prevention in higher education are being constituted by centring Black women's experiences of sexual violence within a prevention and response policy framework. Numerous research studies exist in the literature regarding the specific experience of sexual violence for Black women within a national context that remains deeply committed to White supremacy [Buchanan, N. T., and A. J. Ormerod. 2002. "Racialized Sexual Harassment in the Lives of African American Women." "Women & Therapy" 25 (3/4): 107-124; Crenshaw, K. 1989. "Demarginalizing the Intersection of Race and Sex: A Black Feminist Critique of Antidiscrimination Doctrine, Feminist Theory and Antiracist Politics." "University of Chicago Legal Forum" 140: 139-167; Donovan, R., and M. Williams. 2002. "Living at the Intersection: The Effects of Racism and Sexism on Black Rape Survivors." "Women… [Direct]

Meetoo, Veena; Mirza, Heidi Safia (2012). Respecting Difference: Race, Faith and Culture for Teacher Educators. Institute of Education – London "Respecting Difference" demonstrates how teacher educators in the UK and worldwide can attract, recruit and support black and minority ethnic students to become much needed and valued future teachers and educational leaders. This accessible guide presents insights into the institutional and individual dilemmas and experiences of both tutors and students involved in Post-Graduate Certificate in Education (PGCE) courses as they deal with issues of race, faith and culture. While the book collects and shares good practice, case studies throughout the book highlight specific ways tutors and students have explored and learned from difficult situations to develop positive outcomes. Student experiences are fundamental in framing the outcomes, particularly in respect of racist incidents and the dynamics of institutional racism. The book demonstrates how to create spaces and networks where people can express themselves and seek support so that problems are recognised and resolved…. [Direct]

Kellogg, Angela H.; Liddell, Debora L. (2012). "Not Half but Double": Exploring Critical Incidents in the Racial Identity of Multiracial College Students. Journal of College Student Development, v53 n4 p524-541 Jul-Aug. This qualitative study explored how critical incidents shape multiracial students' understanding of race and identity at predominantly White institutions. Participants included 14 multiracial undergraduate students from two institutions in the Midwest. Four categories of critical incidents were identified from the data: (a) confronting race and racism, (b) responding to external definitions, (c) defending legitimacy, and (d) affirming racial identity. The incidents took many forms and occurred in many contexts. The majority of incidents involved interactions with other students, underscoring the influence of peers. The study also suggests implications for higher education practice and research. (Contains 2 tables.)… [Direct]

Chen, Yung-Lung; Fouad, Nadya A. (2013). Asian American Educational Goals: Racial Barriers and Cultural Factors. Journal of Career Assessment, v21 n1 p73-90 Feb. Educational success among Asian American students has often been misunderstood as an occupational development separate from any experience of racism. However, several theorists have suggested that racial barriers in occupational mobility correlate with educational pursuits. Therefore, this research aims to examine the direct effect of perceived occupational racial barriers on educational pursuits and cultural factors as potential coping resources to moderate this effect. Research was conducted on 205 participants with East Asian backgrounds through hierarchical multiple regressions. Although cultural factors did not serve as moderators between a racial barrier and educational pursuits, the results suggested a racial barrier in less-educationally relevant occupations, such as politics, and a culture-specific variable, honoring parents, predicted effort-related activities. Further, enculturation and honoring parents accounted for significant variances in utility of education and… [Direct]

Gulson, Kalervo N.; Webb, P. Taylor (2012). Education Policy Racialisations: Afrocentric Schools, Islamic Schools, and the New Enunciations of Equity. Journal of Education Policy, v27 n6 p697-709. This paper draws on ideas of assemblage to examine the contingency and (in)coherence of education policy. The paper is a conceptual and thematic attempt to understand the policy terrain, broadly conceived, pertaining to opposition to the establishment of private Islamic schools in Australia and public Afrocentric schools in Canada. This opposition is located within complex policy terrains relating to multiculturalism, whiteness and race/racism. The paper focuses on the complex racialised politics surrounding education policy initiatives that support marketisation and choice in private and public K-12 schooling–with an interest in what forms of choice are legitimated in and by a racialised education market. The paper concludes that opposition to Islamic and Afrocentric schooling highlights the ambiguity of equity, and the fragility of identity in racialised education policy environments. (Contains 2 notes and 1 table.)… [Direct]

Kwon, Soo Ah (2013). The Comforts and Discomforts of Race. Learning and Teaching: The International Journal of Higher Education in the Social Sciences, v6 n3 p39-50 Win. Drawing on existing literature and student ethnographic projects, this article examines Asian American undergraduates' overwhelming focus on individual racial identity and practices of racial segregation in their ethnographic research about the University of Illinois. The author examines how such racial segregation is described and analysed as a matter of personal "choice" and "comfort" rather than as the result of racial inequality, racism and the marginalisation and racialisation of minority groups. This lack of structural racial analysis in the examination of Asian American students' experiences points to the depoliticisation and institutionalisation of race in higher education today. Race is understood and more readily analysed as a politically neutral concept that invokes celebration of racial diversity and "culture" and not as a concept marked by power and inequities as it once may have been…. [Direct]

Spinney, Samantha A. (2015). Effects of Participation in Immigration Activism on Undocumented Students in Higher Education. ProQuest LLC, Ph.D. Dissertation, George Mason University. For undocumented students to go to college, they need to be highly resourceful and exceptionally motivated–and that might not be enough. Society confers numerous barriers on undocumented students regarding higher education attainment. Most undocumented students, who typically come from families living in poverty, cannot afford the high cost of a college education in the U.S. Moreover, undocumented students are ineligible for federal student aid and, in most states, undocumented students pay out-of-state tuition rates. In addition to these financial barriers, undocumented students also face academic and social-emotional barriers to higher education attainment, including receiving inadequate preparation for the college application process and experiencing mental health issues, such as depression and anxiety, related to their undocumented status internalized racism and xenophobia from the broader society. As such, it is extremely difficult for undocumented students to enroll in and… [Direct]

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

Neubert, Stefan (2010). Democracy and Education in the Twenty-First Century: Deweyan Pragmatism and the Question of Racism. Educational Theory, v60 n4 p487-502 Aug. Why is John Dewey still such an important philosopher today? Writing from the perspective of the Cologne Program of Interactive Constructivism, Stefan Neubert tries in what follows to give one possible answer to this question. Neubert notes that Cologne constructivism considers Dewey in many respects as one of the most important predecessors of present-day constructivism and regards Deweyan pragmatism as one of its most important dialogue partners in contemporary discussions about pragmatism and constructivism in philosophy and education. Among the many aspects in which Dewey's works still speak powerfully to us today, Neubert highlights in this essay one theme that is at the heart of Dewey's philosophical approach: the relation between democracy and education…. [Direct]

Wilson, Andrea Delores Sidney (2018). Recruit, Respond, Retain! A Comprehensive University Study on Efforts to "Recruit" African American Students, Successfully "Respond" to Their Campus Needs, and "Retain" through Graduation. ProQuest LLC, Ed.D. Dissertation, California State University, East Bay. According to the National Center for Education Statistics (NCES), from 2000-2010, in higher education there was a 73% increase in the enrollment of African American students in college and universities nationwide, however, the tragedy is that African American students have the lowest nationwide graduation and retention rates, and from 2010-2015 enrollment decreased by 14% (Ginder, Kelly-Reid, & Mann, 2016). Colleges and universities make significant efforts to recruit African American students to campuses to create a more diverse campus community. Data from 1990-2013 show an increase from 10% to 15% in two-year and four-year degree-granting institutions for African American. Unfortunately, with enrollment increases and retention rate decreases, lower degree completion rates result. NCES statistics also report that only an average of 20% of African American students admitted to four-year institutions will actually graduate with a degree (Aud, Fox, & Kewal Ramani, 2010). This… [Direct]

Morton, Cornel N. (1982). Higher Education's Response to the Needs of Minority Students: Leadership and Institutional Issues. Given recent funding cutbacks and lagging opportunities for minority groups in higher education, predominantly white colleges and universities must make a concerted effort to retain minority students and to increase their chances of success. Racism is systemic in institutions of higher education and is reinforced by low faculty expectations for academic success among blacks and other minorities. In order to counteract the effects of institutional racism, first, those in leadership positions must recognize that they have a responsibility to address both the financial and social needs of minority students. College presidents and program developers should encourage an institutional environment that reflects and supports ethnic diversity, and they should actively examine existing practices and policies that might have a discriminatory effect. In addition to strong leadership, successful efforts regarding minority student opportunity and retention require the commitment and participation… [PDF]

Kanz-White, Kathleen M. (2013). Perspective of a Majority Student. International Perspectives on Higher Education Research This chapter examines the importance of social justice courses from a majority student's perspective and outlines some of the difficulties in offering these courses. It discusses the benefits of social justice courses for both minority and majority students and focuses on the challenges of understanding and acknowledging the impact of the types of privilege and power that majority individuals experience. The concept of intersectionality, the compounding of injustice for individuals who have multiple minority identities, is explored. Finally, a four-phase model is proposed that can be used to describe the journey that majority students experience as they begin to understand the impact of privilege both on a personal and societal level. [For the complete volume, "Social Justice Issues and Racism in the College Classroom: Perspectives from Different Voices. International Perspectives on Higher Education Research. Volume 8," see ED591557.]… [Direct]

Andrews van Horne, Katherine Margaret (2018). Race Critical Action Research: 8th Grade Global Studies Teachers Move beyond the Status Quo to Address Issues of Race and Racism in Our Classrooms. ProQuest LLC, Ph.D. Dissertation, University of Minnesota. Research has shown that despite a recent emphasis on issues of race and racism in US society, White teachers struggle to construct adequate learning environments for their students of Color (Epstein, 2009; Martell, 2013; Sleeter, 2017). Further, Milner (2006) posits that when White teachers lose themselves in the "having of good intentions," their failure to act enshrines the status quo in classrooms. Using race-critical action research, the author presents the work of a group of White female teacher partners (n = 6) who collaborated over two years to critically examine the role of race and racism in their teaching practice. Data included transcripts of group meetings, reflective journals and interviews. Building on a framework of sociocultural and race-critical theories, the author explores the role that resistance and appropriation played as the teacher partners worked to improve their anti-racist teaching practice. Specifically, the teacher partners sought to defy… [Direct]

Bernal, Dolores Delgado; Solorzano, Daniel G. (2001). Examining Transformational Resistance through a Critical Race and LatCrit Theory Framework: Chicana and Chicano Students in an Urban Context. Urban Education, v36 n3 p308-42 May. Uses critical race theory and Latino/a critical race theory as a framework, and qualitative inquiry and counterstorytelling, to examine constructs of student resistance, developing a race- and gender-conscious framework that explains Hispanic student resistance in urban contexts. Examines two events in Hispanic student history, analyzing interviews with participants that illuminate the concepts of internal and external transformational resistance. (SM)…

Rolling, James Haywood, Jr. (2008). Secular Blasphemy: Utter(ed) Transgressions against Names and Fathers in the Postmodern Era. Qualitative Inquiry, v14 n6 p926-948. Unnaming the axiomatic constructs of a named identity–that which is thought to be fitting within a given regime of definition–becomes then an act of secular blasphemy, a performance of decanonizing translation that discursively relocates and reinscribes communicated meaning from power, prefix, and prefigurement to perpetual movement. Departing from Homi Bhabha's description of blasphemy as a transgressive act, this article blasphemes the certainty of definition in research writing, illuminating the performance of blasphemy as a source of new social names and the migration of norms and meaning. This article is the third in a trilogy of research forays exploring the intersection of autoethnography, critical race theory, and performance studies. This new research, written to follow up Rolling (2004a, 2004b), is a continuation of the author's effort to establish the efficacy of a poststructural and poetic aesthetic in qualitative research writing. (Contains 5 figures and 7 notes.)… [Direct]

McBride, Chantee Earl (2010). Teaching African American Youth: Learning from the Lives of Three African American Social Studies Teachers. ProQuest LLC, Ph.D. Dissertation, University of Pittsburgh. This study examines the life histories of three African American social studies teachers, focusing on the evolution and changes in their identities, perspectives, and attitudes related to their profession and instructional practice. In addition, the study addresses the significance of the teachers' racialized experiences as African Americans and how these experiences influence their use of culturally relevant pedagogy and other culturally responsive instructional strategies to teach their African American students. In the context of this study of three African American social studies teachers, critical race theory is used to acknowledge the teachers' life experiences with racism and the ways in which the teachers combat and address racism and oppressive mainstream educational ideologies, by sharing their counter-stories of experience in educational scholarship and their daily classroom teaching. A life history methodological approach was used to collect and interpret meaning from… [Direct]

Franklin, Annette (2010). Paraprofessional Teacher Aide to Teacher: An Oral History Study of Five Alumnae of the Career Opportunities Program (COP). ProQuest LLC, Ph.D. Dissertation, State University of New York at Buffalo. This oral history study addressed the problem of under-representation of minority teachers through the voices and perspectives of five African American female paraprofessional teacher aides who entered the teaching profession through participation in the Career Opportunities Program in Erie, Pennsylvania from 1970 through 1974. Two theoretical perspectives were used to analyze the findings. Critical Race Theory's (CRT) notion of "storytelling" provided a lens to fill in the gaps in the literature on the Career Opportunities Program from the experiences of the participants themselves. Black feminism's notion of giving "voice" articulated how the presence of African American women helped to change the racial makeup of professionals in the schools. The findings of this oral history unearthed four themes: (1) the quest for education discussed by each of the participants as personal growth; (2) their characterization of education as a social good and their desire to be… [Direct]

Carbado, Devon W. (2002). Afterword: (E)racing Education. Equity & Excellence in Education, v35 n2 p181-95 May. Presents an afterword to a collection of articles that illustrate how critical race theory shapes educational research and enables scholars to analyze educational outcomes that might otherwise remain hidden. Offers insight into the forward movement of critical race theory and education, suggesting that the articles collectively make a case for "racecentricity" (an explicitly race conscious approach to education) and demonstrate the potential of interdisciplinary approaches to education policy. (SM)…

DeCuir-Gunby, Jessica T. (2007). Negotiating Identity in a Bubble: A Critical Race Analysis of African American High School Students' Experiences in an Elite, Independent School. Equity & Excellence in Education, v40 n1 p26-35 Jan. This study used critical race theory to examine how African American adolescents negotiated race and class identity at Wells Academy, a predominately white, independent school. Interviews were conducted, exploring the experiences of six African American high school students. Their counterstories were analyzed focusing on the critique of liberalism, including meritocracy and colorblindness. Several common themes emerged from the students' counterstories regarding their experiences, including Wells' reputation, problems with the elite context, and the difficulty of negotiating African American identity in a \bubble.\ Recommendations are made regarding African American identity in the independent school context. (Contains 4 notes.)… [Direct]

Blaisdell, Benjamin (2005). Seeing Every Student as a 10: Using Critical Race Theory to Engage White Teachers' Colorblindness. International Journal of Educational Policy, Research, and Practice: Reconceptualizing Childhood Studies, v6 n1 p31-50 Spr. In this article, the author shares how he has attempted to carry on the critique and analysis of colorblindness in education in his work as a teacher educator. In working with in- and pre-service teachers, the author has found that some teachers who claim to be colorblind tend to enact practices that betray their beliefs about race. As a white researcher working with primarily white teachers, the author has found Critical Race Theory (CRT) to be valuable in addressing the colorblindness that still exists in teachers' thinking and teaching practice while also tapping into the way teachers value students. Here, the author discusses how CRT has helped him address colorblindness in his work with primarily white teachers, drawing from examples of an ongoing qualitative research study with high school teachers–four white, one Thai American, and all from middle-class backgrounds–about issues of colorblindness and race. The author also comments on his experiences working with white… [PDF]

Stinson, David W. (2008). Negotiating Sociocultural Discourses: The Counter-Storytelling of Academically (and Mathematically) Successful African American Male Students. American Educational Research Journal, v45 n4 p975-1010 Dec. This study documents the counterstories of four academically (and mathematically) successful African American male students. Using participative inquiry, the participants were asked to read, reflect on, and respond to historical and current research literature regarding the schooling experiences of African American students. Their responses were analyzed using a somewhat eclectic theoretical framework that included poststructural theory, critical race theory, and critical theory. Collectively, the participants' counterstories revealed that each had acquired a robust mathematics identity as a component of his overall efforts toward success. How the participants acquired such \uncharacteristic\ mathematics identities was to be found in part in how they understood sociocultural discourses of U.S. society and how they negotiated the specific discourses that surround male African Americans. Present throughout the counterstories of each participant was a recognition of himself as a… [Direct]

Michael-Luna, Sara (2008). \Todos Somos Blancos\/We Are All White: Constructing Racial Identities through Texts. Journal of Language, Identity, and Education, v7 n3-4 p272-293 Jul. Research has revealed an underlying link between identity construction and academic success for adolescents (Nasir & Saxe, 2003); however, research has not addressed how students' identities are formed and negotiated in the cultural practices of elementary school. This article examines how early elementary Mexican-origin bilinguals' racial, ethnic, and linguistic identities are constructed and negotiated during a literacy event on Martin Luther King, Jr. Using critical race theory (Ladson-Billings, 1999) and critical discourse analysis (Gee, 1999), a racial and power dichotomy in the text is uncovered. The moment-to-moment interactions around a text expose the students' understandings of race and the racial assumptions of the literacy practices. A critical discourse analysis of the moment-to-moment interactions shows the students' self-identify as \White.\ The teacher and researcher collaboratively examine how racial dichotomies in early elementary literacy texts and institutional… [Direct]

Sherman, Whitney H. (2008). No Child Left Behind: A Legislative Catalyst for Superintendent Action to Eliminate Test-Score Gaps?. Educational Policy, v22 n5 p675-704. Proponents of No Child Left Behind (NCLB) hail it as vital legislation that supports a civil rights agenda because of explicit recognition that achievement gaps are unacceptable. One way to make sense of NCLB's impact on school divisions and to understand whether NCLB recognizes the complexity of why minority and low-socioeconomic-background students often struggle in schools is to look through the lens of superintendents. District leaders, as moral agents, are tone setters for change in schools and negotiators and enactors of state and federal policies. This study explores how NCLB has affected achievement gaps in Virginia and not only investigates how superintendents have made sense of the federal legislation but also seeks out strategies employed by district leaders that target minority groups and the elimination of the achievement gap. Critical race theory allows consideration of superintendent perspectives across issues such as race, racism, poverty, class, power, test scores,… [Direct]

Ceja, Miguel; Solorzano, Daniel; Yosso, Tara (2000). Critical Race Theory, Racial Microaggressions, and Campus Racial Climate: The Experiences of African American College Students. Journal of Negro Education, v69 n1-2 p60-73 Win-Spr. Used critical race theory to examine racial microaggressions (subtle insults) and how they influenced the collegiate racial climate. Data from focus groups with African American students at three elite, predominantly white universities revealed that racial microaggressions existed in both academic and social spaces and had a negative impact on the campus racial climate. (SM)…

Lynn, Marvin (2002). Critical Race Theory and the Perspectives of Black Men Teachers in the Los Angeles Public Schools. Equity & Excellence in Education, v35 n2 p119-30 May. Used critical race theory to examine black male teachers' perspectives on their racial identity in relation to their connection and responsibility toward students, noting trends in educational research and theory (black teachers as invisible or inconsequential and more nuanced understandings of black teachers' roles in urban schools). Black male teachers reported clearly understanding the relationship between teaching and social change. (SM)…

Young, Allen Keith (2018). (R)Evolving Closet Door: Leadership Experiences of LGB School Superintendents of Color. ProQuest LLC, Ed.D. Dissertation, Grand Canyon University. Leadership experiences of lesbian, gay male, and bisexual (LGB) school superintendents of Color were explored in this dissertation. All LGB superintendents in recent research were White; this finding, along with literature on LGB identity, race and ethnicity, discrimination, and educational leadership, provided context for two research questions about how LGB superintendents of Color experience being leaders and being stigmatized. Critical race and queer theories provided the theoretical framework for the study. Semi-structured, in-person interviews, observations, and demographic data were compiled in a phenomenological approach to examine leadership experiences of the superintendents. Five current and former superintendents and assistant superintendents were recruited through purposive and snowball sampling from the U.S. Northeast and Pacific Coast regions. Participants included one African American gay male, one Asian American bisexual female, one Asian American gay male, and two… [Direct]

Gillborn, David (2005). Education Policy as an Act of White Supremacy: Whiteness, Critical Race Theory and Education Reform. Journal of Education Policy, v20 n4 p485-505 Jul. The paper presents an empirical analysis of education policy in England that is informed by recent developments in US critical theory. In particular, I draw on 'whiteness studies' and the application of critical race theory (CRT). These perspectives offer a new and radical way of conceptualizing the role of racism in education. Although the US literature has paid little or no regard to issues outside North America, I argue that a similar understanding of racism (as a multifaceted, deeply embedded, often taken-for-granted aspect of power relations) lies at the heart of recent attempts to understand institutional racism in the UK. Having set out the conceptual terrain in the first half of the paper, I then apply this approach to recent changes in the English education system to reveal the central role accorded the defence (and extension) of race inequity. Finally, the paper touches on the question of racism and intentionality: although race inequity may not be a planned and deliberate… [Direct]

Adams, Maurianne; Lynn, Marvin (2002). Introductory Overview to the Special Issue. Critical Race Theory and Education: Recent Developments in the Field. Equity & Excellence in Education, v35 n2 p87-92 May. Introduces several articles exemplifying various ways that critical race theory (CRT) and Latino/a critical theory shape educational research and enable scholars to analyze how presumed race-neutral structures in education actually reinforce race boundaries. Affirms the value of this application of theory to the educational experiences of minority students. Articles utilize CRT to examine the impact of race and racism along the entire education pipeline. (SM)…

Akom, Antwi (2011). Eco-Apartheid: Linking Environmental Health to Educational Outcomes. Teachers College Record, v113 n4 p831-859. Background/Context: The issue of how to achieve a racially diverse student population has become increasingly challenging since a 2007 U.S. Supreme Court split decision endorsed the importance of creating diverse schools, while simultaneously limiting the assignment to public schools based on an individual student's race or ethnicity. The article examines innovative efforts at achieving racial integration in Berkeley, California, as well as other district efforts in New York City, to curtail the dangers associated with polychlorinated biphenyls (PCBs) in school building materials and develop plans to remediate contaminated school buildings. Purpose/Objective/Research Question/Focus of Study: In this article, the author draws on the disciplines of environmental sociology, critical race theory, and social epidemiology to examine the relationship between school desegregation, environmental inequality, structural racialization, and health and educational outcomes. The author proposes a… [Direct]

Antrop-Gonzalez, Rene; Chapman, Thandeka K. (2011). A Critical Look at Choice Options as Solutions to Milwaukee's Schooling Inequities. Teachers College Record, v113 n4 p787-810. Background/Context: The lack of court-ordered support for race-based policies that maintain and create integrated schools has forced communities of color to seek other avenues to obtain equitable education, such as school choice. Individual states and the federal government, as seen in grant provisions through the American Reinvestment and Recovery Act, are encouraging the expansion of choice at the very time that options for increasing student diversity, particularly racial diversity, are being narrowed by the courts. Purpose/Objective/Research Question/Focus of Study: The article uses critical race theory to examine the outcomes of specific school reforms, based on market theory models of school choice, that were designed to alleviate schooling inequities in urban districts. Setting: The context of Milwaukee, Wisconsin, serves as a microcosm of urban districts that have embraced school choice to create more equitable schooling options. Milwaukee, like most metropolitan areas, has a… [Direct]

Anderson, Celia Rousseau (2011). What Do You See? The Supreme Court Decision in \PICS\ and the Resegregation of Two Southern School Districts. Teachers College Record, v113 n4 p755-786. Background/Context: In June 2007, the U.S. Supreme Court ruled to prohibit student assignment on the basis of race. In Parents Involved in Community Schools v. Seattle School District No. 1 (hereafter referred to as PICS), the court deemed race-based strategies used to voluntarily desegregate school districts to be unconstitutional. Although the ruling certainly has important practical implications for the desegregation of U.S. schools, the PICS decision is also significant for what it reflects about the climate surrounding school segregation. Purpose/Objective/Research Question/Focus of Study: One purpose of this article is to examine larger landscape of contemporary views in which the PICS decision is situated. As such, the focus is less on the specific impact on student assignment policies and more on the broader picture of desegregation and education. A second purpose of this article is to illustrate the important role that critical race theory (CRT) can play in viewing these… [Direct]

Wilson, Brandy (2012). Connecting Past, Present and Future: How African American Teacher Candidates' School Experiences Inform Their Motivations to Teach, Educational Philosophies, and Identities as Future Teachers. ProQuest LLC, Ph.D. Dissertation, University of South Carolina. The stories of students and teacher candidates of Color hold powerful lessons and tremendous insight for educational reform efforts. Yet, rarely do educators and policymakers solicit or critically engage the educational narratives of students of Color. Indeed, despite resurgence in a four-decade long conversation regarding the shortage of teachers and preservice teachers of Color in the United States, public and academic discourses have failed to reflect a genuine understanding of their school experiences. In particular, research confirms that we know little about how their educational experiences are impacted by race(ism) and culture, or how those experiences subsequently inform their motivations to enter the teaching field, their developing educational philosophies, and their views of themselves as future teachers. I argue that there is much to be gained through deepening our understanding of African American preservice teachers' past and present educational experiences,… [Direct]

Rivas, Martha Alicia (2012). Soulfully Resistant Transferistas: Understanding the Chicana Transfer Experience from Community College and into the Doctorate. ProQuest LLC, Ph.D. Dissertation, University of California, Los Angeles. U.S. doctoral production rates between 1990-2000 indicate Chicana recipients continue to be less than one percent in the nation (Solorzano, Rivas, & Velez, 2005; Watford, Rivas, Burciaga, & Solorzano 2006). However, during this time frame, one out of four Chicana/o doctoral recipients began their postsecondary pathway at the community college. Thus Chicana/os are more likely than any other racial group to obtain a doctoral degree through the community college entry point (Solorzano, et. al, 2005; Rivas, Perez, Alvarez, & Solorzano, 2007). Within this eleven year analyses, a consistent pattern emerge from 1998 through 2000: Chicanas transfer scholars experience a slight overrepresentation in doctorate production than their male counterparts. These data warrant queries on the Chicana experience and trajectories as they maneuver through to reach the last phase of the educational pipeline. This study is the first attempt to document the perspectives of Chicana community… [Direct]

Iverson, Susan VanDeventer (2007). Camouflaging Power and Privilege: A Critical Race Analysis of University Diversity Policies. Educational Administration Quarterly, v43 n5 p586-611. Background: Universities continue to undertake a range of initiatives to combat inequities and build diverse, inclusive campuses. Diversity action plans are a primary means by which U.S. postsecondary institutions articulate their professed commitment to an inclusive and equitable climate for all members of the university and advance strategies to meet the challenges of an increasingly diverse society. Purpose: To examine, using critical race theory, how discourses of diversity, circulating in educational policies, reflect and produce particular realities for people of color on university campuses. Data Collection and Analysis: Data were collected from 20 U.S. land-grant universities. Line-by-line analysis, employing inductive and deductive coding strategies, was conducted to identify images of diversity and the problems and solutions related to diversity as represented in 21 diversity action plans generated throughout a 5-year period (1999-2004). Findings: Analysis reveals four… [Direct]

Lintner, Timothy (2004). The Savage and the Slave: Critical Race Theory, Racial Stereotyping, and the Teaching of American History. Journal of Social Studies Research, v28 n1 p27-32 Spr. The teaching of American history is not neutral; teachers and textbooks often define what is important and what is not. It is through this historical subjectivity that stereotypes and biases emerge and ultimately persist. With relevance to African Americans and American Indians, such stereotypes can be culturally, politically and economically crippling. By promoting Critical Race Theory, which seeks to reduce marginalization through the recognition and promotion of historically disenfranchised peoples, American history teachers can redress stereotyping and enhance plurality in their classrooms. This descriptive article discusses the roots of historical stereotyping and offers ways in which such perceptions can be changed…. [Direct]

Parsons, Carl (2009). Explaining Sustained Inequalities in Ethnic Minority School Exclusions in England–Passive Racism in a Neoliberal Grip. Oxford Review of Education, v35 n2 p249-265 Apr. The enquiries into police action in the Stephen Lawrence murder, the Macpherson report and the subsequent race relations legislation have altered the political, professional and wider social climate of debate on equality issues, including inequalities in minority ethnic exclusions. The paper analyses the meanings given to racism and institutional racism, and the contested political territory which shapes and limits the possibilities of responses working towards equity. It considers the evidence on the extent to which the Race Relations (Amendment) Act 2000 (RRAA) has been implemented, reporting particularly on sustained disproportionality in exclusions experienced by some minority ethnic groups. Disproportionalities, in terms of exclusion and attainment, are deemed "institutionally racist" outcomes produced annually as a consequence of organisational practices, limited will and low levels of investment at national, local and school levels. Critical Race Theory and writings… [Direct]

Aleman, Enrique, Jr. (2006). Is Robin Hood the "Prince of Thieves" or a Pathway to Equity?: Applying Critical Race Theory to Finance Political Discourse. Educational Policy, v20 n1 p113-142. In this article, Aleman examines how Mexican American district leaders conceptualize and argue for a more equitable system of school finance. The superintendents studied are politically active educational leaders who participate in the school finance debate while advocating for their Mexican American constituency. The author addresses the nature of the superintendents policy and political discourse and their conceptualizations of race and racism in their political strategy. In these analyses, the author uses a Critical Race Theory (CRT) framework and argues for a more critical debate of the inherent institutional racism at the foundation of Texas school finance policy. (Contains 15 notes and 4 tables.)… [Direct]

Yamauchi, Elyse M. (2010). Counterstories: Uncovering History within the Stories of Faculty of Color. ProQuest LLC, Ph.D. Dissertation, University of Colorado at Denver. Through counterstorytelling (Solorzano & Yosso, 2002b), the methodological approach that is informed by critical race theory (CRT), an elegant platform and enlightening lens allows for the amplification of the narratives of faculty of color in predominantly White institutions of higher education (PWIs). Eight faculty of color, four women and four men, who identify as Chicano/a, Native American, Asian, and African American, were interviewed. They represented two institutions of higher education in a western state. Five of the counterstorytellers were tenured full professors, and the other three were non-tenured or tenure-track assistant professors. Their counterstories challenge the dominant master narrative that argues that in a post-racial and post-civil rights nation, issues of discrimination, racism, oppression, and White privilege have essentially been neutralized. However, their counterstories revealed painful historical experiences, legal decisions, and laws that have… [Direct]

Luie, Siu Ming (2010). College Choice and Documented Chinese Immigrant Community College Students in Massachusetts. ProQuest LLC, Ph.D. Dissertation, Boston College. College-choice studies have long been conducted to help colleges improve their recruitment strategies (Chapman, 1981; Hossler & Gallagher, 1987; Jackson, 1982; Litten, 1982). The dominant college-choice models and studies have, however, focused solely on traditional aged students seeking to enroll in four-year colleges/universities upon high school completion (Bers & Smith, 1987; Cabrera & La Nasa, 2000). Neglected from these established models has been the other student populations enrolled in other sectors of higher education in the U.S., specifically the community colleges. Critical Race Theory (CRT) provided the conceptual framework for this qualitative study that explored the college-choice phenomenon for a group of documented Chinese immigrant students at one urban public community college. This study examined the participants' experiences to determine factors that contributed to their college-choice decision making. The stories shared by a sample of 16 participants (ages… [Direct]

Love, Barbara J. (2004). \Brown\ plus 50 Counter-Storytelling: A Critical Race Theory Analysis of the \Majoritarian Achievement Gap\ Story. Equity and Excellence in Education, v37 n3 p227-246. This essay provides a Critical Race Theory (CRT) analysis of current discussions of the \achievement gap\as the latest incarnation of the \white intellectual superiority/African American intellectual inferiority\ notion that is a mainstay of \majoritarian storytelling\ in U.S. culture. A critical race counter-story chronicles both the historical development and maintenance of the \achievement gap\ along with efforts of African Americans to secure access to education. The process by which the 1954 \Brown v. Board of Education\ Supreme Court decision was subverted as a historical intervener in systemic access to equity in educational opportunity for African Americans is discussed. This essay concludes with principles to promote successful academic achievement of African American children…. [Direct]

Avery, Zanj K.; Denson, Cameron D.; Schell, John W. (2007). Critical Inquiry into Urban African American Students' Perceptions of Engineering. Research in Engineering and Technology Education. National Center for Engineering and Technology Education The purpose of this study was to critically examine the perceptions that African-American high school students have towards engineering. A qualitative research design using criterion sampling and snowballing was used to select seven African-American students from urban high schools to participate in the research. Semi-structured interviews were used to collect data from participants attending urban high schools on the east and west coast. Using Critical Race Theory (CRT) as the theoretical framework, the study was able to produce "emergent themes" from collected data. Findings from this study will help researchers understand how African-American students may perceive the field of engineering. (Contains 1 footnote.)… [PDF]

Deyhle, Donna; McCarty, Teresa L. (2007). Beatrice Medicine and the Anthropology of Education: Legacy and Vision for Critical Race/Critical Language Research and Praxis. Anthropology & Education Quarterly, v38 n3 p209-220 Sep. Over a 50-year professional career, Dr. Beatrice Medicine never failed to assert the importance of Indigenous language rights or to challenge racism in the academy, public schools, and society. She urged educational anthropologists to confront racism in our research with Indigenous peoples. She challenged linguicism and urged the teaching of Native American languages in schools. Bea Medicine's legacy provides a compelling vision for the future of the field of educational anthropology, particularly in the domains of critical race theory and critical language studies. In this article, we consider both the legacy and the vision of Beatrice Medicine as they guide us to new arenas of research and praxis…. [Direct]

Willis, Salatha T. (2013). James Edward Scott: The Leadership Journey of a Senior-Level African American Student Affairs Officer. ProQuest LLC, Ph.D. Dissertation, Indiana State University. The purpose of this study was to examine, understand, and describe the life, leadership, and influence of Dr. James Edward Scott on higher education and more specifically student affairs; as one of the most well-known and respected African American male chief student affairs officers in the late 20th and early 21st centuries. Using a qualitative research approach as the method of research, this study utilized elements of inquiry to illuminate the experiences of Dr. James Edward Scott. For its biographical components, this study employed a narrative approach to qualitative research methodology to determine the realities that existed within Scott's leadership journey. A narrative approach was also utilized to frame chronologically the experiences and stories presented through the data collection process. In an effort to reveal Scott's leadership journey, this study examined leadership theories, philosophies, and development. Theories and philosophies–such as transformational… [Direct]

Munn-Joseph, Marlene S. (2006). Trouble Don't Set Like Rain: Minority Status and Black Parents' Educational Decisions. Journal of School Public Relations, v27 n4 p397-419 Fall. Using grounded theory methodology combined with the interpretive lens of critical race theory, this study examines perceptions of minority status by 2 Black parents who have opted out of the public education system. Through the conceptual lens of stereotype threat, 2 contrasting examples illustrate how the perception of minority status affects parents' construction of perspectives that guide their educational decision making…. [Direct]

Cuellar, Marcela (2012). Latina/o Student Success in Higher Education: Models of Empowerment at Hispanic Serving-Institutions (HSIs), Emerging HSIs, and Non-HSIs. ProQuest LLC, Ph.D. Dissertation, University of California, Los Angeles. While Latina/o enrollments in higher education are on the rise, more than half of these students enroll at a unique institutional type, Hispanic-Serving Institutions (HSIs). As Latina/o enrollments in higher education increase, the number of HSIs and emerging HSIs also increases. Knowledge is presently limited on the Latina/o college choice to enroll at these institutional contexts and subsequent educational outcomes. This two-part study sought to address the gaps in research on Latina/os' college choice process and educational outcomes at these institutional types. Data were taken from the Higher Education Research Institute (HERI), Cooperative Institutional Research Program for the 2004 freshman and 2008 senior survey. Critical race theory and community cultural wealth (Yosso, 2005) in conjunction with the Multi-Contextual Model of Diverse Learning Environments (Hurtado, Alvarez, Guillermo-Wann, Cuellar, & Arellano, 2012) informed the conceptual model guiding this study…. [Direct]

Chaisson, Reba L. (2004). A Crack in the Door: Critical Race Theory in Practice at a Predominantly White Institution. Teaching Sociology, v32 n4 p345-357 Oct. Midwest Central University has a population of 3,500 students, predominantly working class and 95 percent White. The racial composition of the university suggests, and rightly so, that the students have minimal contact with Asians, Blacks, Hispanics/Latinos, Indians, Middle-Easterners, and people of mixed race, even though there is a predominantly black community about two miles from the campus. Given the lack of opportunities for cross-racial interaction among the student body, unless there is some intervention built into the curricula, students can complete their studies at the college with their limited ideological views on race and members of the aforementioned racial groups intact. If we have any hope of attaining a fair and just society, this cycle must be interrupted in the classroom. In this paper, I describe methods that I have used in my teaching and discuss my classroom experiences in an effort to provide some ideas for catalyzing white students to critically examine their… [Direct]

Aviles de Bradley, Ann Marie (2009). Educational Rights of Homeless Youth: Exploring Racial Dimensions of Homeless Educational Policy. ProQuest LLC, Ph.D. Dissertation, University of Illinois at Chicago. Research that addresses educational rights of unaccompanied homeless youth in grades 9-12 is limited. The McKinney-Vento Act was created to address the many needs of homeless individuals, including children and youth's right to an education. McKinney-Vento was created over twenty-years ago, and this research sought to examine the implementation of this legislation through the experiences of those most affected, homeless students. Further, discussions of homeless educational policy tend to focus on issues of class. This research illuminated racial dimensions of homelessness that often intersect with class. These dynamics were examined through a qualitative approach by conducting: interviews with homeless students, homeless liaisons, and homeless advocates; conducting document analysis of homeless educational policy; and field observations of two Chicago Public High schools enrolling 50 or more homeless students. The theoretical frameworks of Critical Race Theory and Structural Racism… [Direct]

Ebie, Gwyn Anne (2009). Latinas and Latinos Describe Their Pre-Collegiate Experiences: What Helped and Hindered Their Postsecondary Journey. ProQuest LLC, Ph.D. Dissertation, Colorado State University. The purpose of this case study was to better understand how Latina and Latino students experience their pre-collegiate program and learn whether or not they feel their experience has impacted or will impact their decision to continue their postsecondary pursuit. This case study focused on a single, specific pre-collegiate program. I used the phenomenology approach to explore how pre-collegiate program's social and cultural contributions impact a student's willingness, interest, and ability to pursue postsecondary education. Interviews of students participating in a pre-collegiate program and their families were the primary source of data. Using a Critical Race Theory and Latina/Latino Critical Theory lenses, I examined the social and cultural experiences pre-collegiate Latina/o students encountered in their journey to postsecondary institutions. This research documents that Latina/o students are systematically and consistently excluded from access to the dominant high school… [Direct]

Picower, Bree (2009). The Unexamined Whiteness of Teaching: How White Teachers Maintain and Enact Dominant Racial Ideologies. Race, Ethnicity and Education, v12 n2 p197-215 Jul. While much research that explores the role of race in education focuses on children of color, this article explores an aspect of the predominately White teaching force that educates them. This article explores findings from a qualitative study that posed questions about the ways in which White pre-service teachers' life-experiences influenced understandings of race and difference, and how these pre-service teachers negotiated the challenges a critical multicultural education course offered those beliefs. In keeping with the tenet of critical race theory that racism is an inherent and normalized aspect of American society, the author found that through previous life-experiences, the participants gained hegemonic understandings about race and difference. Participants responded to challenges to these understandings by relying on a set of \tools of Whiteness\ designed to protect and maintain dominant and stereotypical understandings of race–tools that were emotional, ideological, and… [Direct]

Kohli, Rita (2009). Critical Race Reflections: Valuing the Experiences of Teachers of Color in Teacher Education. Race, Ethnicity and Education, v12 n2 p235-251 Jul. While research has demonstrated that White teachers often must be taught about the pain of racism in order to not perpetuate it, this may not apply to racial minority teachers. Through personal experience, Teachers of Color are likely aware of the trauma that racism can cause students. Within teacher education, we must create research and teaching strategies that acknowledge racial minority teachers as insiders to the experiences of racism in school, and as valuable assets in the fight for educational justice. Using a critical race theory (CRT) framework, this article explores the reflections of Women of Color educators regarding their encounters and observations with race and racism in K-12 schools. Qualitative interviews were conducted with twelve Asian-American, Black and Latina women enrolled in a social justice teacher preparation program in Los Angeles. Their stories expose (1) the personal experiences with racism the women endured within their K-12 education; (2) the parallel… [Direct]

Gorlewski, David A., Ed.; Gorlewski, Julie A., Ed.; Porfilio, Brad J., Ed. (2012). Using Standards and High-Stakes Testing for Students: Exploiting Power with Critical Pedagogy. Counterpoints: Studies in the Postmodern Theory of Education. Volume 425. Peter Lang New York This book overturns the typical conception of standards, empowering educators by providing concrete examples of how top-down models of assessment can be embraced and used in ways that are consistent with critical pedagogies. Although standards, as broad frameworks for setting learning targets, are not necessarily problematic, when they are operationalized as high-stakes assessments, test-based pedagogies emerge and frequently dominate the curriculum, leaving little room for critical pedagogies. In addition, critics maintain that high-stakes assessments perpetuate current class structures by maintaining skill gaps and controlling ideology, particularly beliefs in individualism, meritocracy, and what counts as knowledge. This book offers readers a deepened awareness of how educators can alleviate the effects of standardization, especially for students in poor and working-class communities. As teachers negotiate their roles in this time of increasing regulation and standardization, it… [Direct]

Greenwood, Sylvia Joyce (2011). Culturally Responsive Pedagogy: A Study of Implementation. ProQuest LLC, Ed.D. Dissertation, California State University, East Bay. In public education we are faced with three realities: (1) our student population is diverse and growing in children of color; (2) children of color are the students most at risk of being caught on the negative end of the achievement gap; and (3) the adopted curriculum and instructional practices are predominately Eurocentric. There is a need to integrate culturally responsive practices to engage and promote success for our increasingly diverse student population. Critical race theory, equity pedagogy, culturally responsive pedagogy and liberation education inform the conceptual framework for this study. There is a plethora of theoretical work on culturally responsive pedagogy and a lack of work on how to implement pedagogies. The study examined the experiences of teachers attempting to implement culturally responsive practices and the role of the administrator, both as instructional leader and a co-constructor of knowledge. The participatory action research method allowed teachers… [Direct]

Howard-Hamilton, Mary F.; McEwen, Marylu; Patton, Lori D.; Rendon, Laura (2007). Critical Race Perspectives on Theory in Student Affairs. New Directions for Student Services, n120 p39-53 Win. Student development theory has been used to make sense of attitudes, behaviors, norms, and outcomes among college students since the late 1970s. In addition, educators, administrators, and researchers rely on theories of retention and student success, organizational development, learning, and campus environments in their efforts to understand diverse groups of students (McEwen, 2003, Torres, Howard-Hamilton, and Cooper, 2003). Although these theories contribute substantially to higher education and student affairs work, they are limited in their use of language about race and considerations of the roles of racism in students' development and learning. The purpose of this article is threefold. First, the authors highlight the value, role, and uses of theory in higher education and student affairs, as well as the omission of race, racism, and racial realities in the theories commonly used in the profession. Second, they introduce critical race theory as a framework for not only… [Direct]

Ferguson, Dionne J. (2013). The Underrepresentation of African American Women Faculty: A Phenomenological Study Exploring the Experiences of McKnight Doctoral Fellow Alumna Serving in the Professoriate. ProQuest LLC, Ph.D. Dissertation, University of South Florida. While African American women have been participating in higher education for more than a century, they remain significantly underrepresented among college and university professors in America. This study was pursued in an attempt to address the underrepresentation of African American women faculty at public and private universities within the State of Florida. More importantly, the study aimed to examine the role of the McKnight Doctoral Fellowship program (MDFP) in assisting McKnight Doctoral Fellow alumna in doctoral degree attainment, preparing them for the professoriate and contributing toward their professional success. A phenomenological methodological approach was used for this study, which was informed by doctoral student persistence theory, socialization theory, critical race theory and critical race feminism. These enlightening lenses allowed for the amplification of the lived experiences of McKnight Doctoral Fellow alumna. The findings from this study seem to suggest that… [Direct]

Masko, Amy L. (2005). \I Think About It All The Time\: A 12-Year-Old Girl's Internal Crisis With Racism and the Effects on her Mental Health. Urban Review: Issues and Ideas in Public Education, v37 n4 p329-350 Nov. I conducted an ethnographic study, situated within the conceptual framework of Critical Race Theory, which illustrates one child's experiences with racism. The study was conducted in an urban after-school program, and explores issues of racism in both the school and community settings. Utilizing the storytelling aspect of Critical Race Theory, I explore the racial experiences of a 12-year-old African-American girl, and the dichotomous emotions of sadness and anger that emerge. I describe the risk to this child's emotional well-being, and suggest a need within the mental health field to create a framework to deal with the trauma caused by racism…. [Direct]

Smith, Ann Marie (2007). Identity and Performance in Seventh Grade Students' Interpretations of Quality Literacy Learning in Class Discussions. Online Submission, Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, Apr 2007). The purpose of this ethnographic study was to analyze seventh grade students' and teachers' perceptions of literacy learning in language arts and reading classes. This paper includes a report of a section of this study that focused on discussions about literature. The impact of this diverse school culture on teachers' literacy instruction and students' classroom experiences was also interpreted. Applying critical race theories, the researcher collected data in the form of interviews and classroom observations. Results seemed to indicate that, at least for this classroom, students interpreted small group discussions as problematic. Students preferred whole class discussions about literature because disagreements about meaning were monitored and negotiated by the teacher. Implications for teaching critical literacy skills through class and small group discussions are included. (Contains 2 tables.)… [PDF]

Chapman, Thandeka K. (2007). The Power of Contexts: Teaching and Learning in Recently Desegregated Schools. Anthropology & Education Quarterly, v38 n3 p297-315 Sep. The following critical ethnography interrogates what it means for urban students to learn in multicultural ways, given the oppressive historical and present contexts of their newly desegregated urban district. By retelling events that occurred in the district and the classroom, I present a picture of urban students who are willing to learn and engage in classroom activities when the activities do not threaten their emotional safety. Although their actions are understandable, the students' conscious decisions to disengage from school stifles learning opportunities that would allow them to empathize and connect with other students as a move toward individual and group empowerment. Using critical race theory, I problematize the possibilities for successful multicultural classrooms in urban districts with complex legacies of injustice and racial hostility…. [Direct]

Calderon, Dolores (2006). One-Dimensionality and Whiteness. Policy Futures in Education, v4 n1 p73-82. This article is a theoretical discussion that links Marcuse's concept of one-dimensional society and the Great Refusal with critical race theory in order to achieve a more robust interrogation of whiteness. The author argues that in the context of the United States, the one-dimensionality that Marcuse condemns in \One-Dimensional Man\ is best illuminated by the concept of whiteness, which posits that whiteness in the context of white supremacy is an ideological manifestation of capitalism in the United States. The author furthers that the values Marcuse wants to break with or refuse in \An Essay on Liberation\ can be more concretely captured if it is made clear that the ideology of whiteness represents a key part of the normative order of advanced industrial society that must be \Refused.\ The reproduction of whiteness in educational structures serves to oppress raced, gendered, and classed individuals and communities who deviate from the norms established by the ideology of… [Direct]

Smith-Ligon, Pamela (2011). An Examination of African American Female College Presidents' Professional Ascendancy and Mentoring Experiences. ProQuest LLC, Ph.D. Dissertation, Mercer University. There is a large disparity in the number of African American women leaders in higher education, specifically in the presidency. Much of the literature negates the experiences of the African American woman, often fusing their experiences with those of all women, or those of African American men, which often disregards the challenges and successes that are unique to African American women. The lack of literature reflects the scarce number of African American women who hold leadership positions in institutions of higher education. Although research indicates that African American women are receiving more advanced degrees and are meeting the qualifications for leadership positions in higher education, the number holding such position is astoundingly low. This qualitative study delved into the ascension of 4 African American women presidents, allowing them to share their life histories, detailing their progression to the presidency. The objective of this research study was to explore and… [Direct]

van Belle, Leah Allison (2010). \Gentle Doses of Racism\: Racist Discourses in the Construction of Scientific Literacy, Mathematical Literacy, and Print-Based Literacies in Children's Basal Readers. ProQuest LLC, Ph.D. Dissertation, University of Michigan. Basal readers have long been problematized for a lack of diversity among the characters and experiences represented in the text selections. Building on this, and informed by critical theory, critical race theory, and Bourdieuian perspectives, this dissertation examines racist discourses in a set of third grade basal readers. In order to explore the guiding research question of \How are African American represented in literacy curriculum materials?\, I engaged in a critical discourse analysis of the 119 stories and informational text selections contained in the basal readers. The results of this research illustrate the ways in which these basal readers present discourses that reproduce White, middle-class privilege, while marginalizing people of color, particularly working-class African Americans. These racist discourses, persistent across the textbook selections, present ethnic and class-based differences in school based forms of knowledge and capital: cultural, symbolic, social,… [Direct]

Addo-Yobo, Festus (2013). Factors Regarding a Sense of Belonging on a University Campus: Affects on the Success of African American Male Students. ProQuest LLC, Ph.D. Dissertation, New Mexico State University. This dissertation examines the relationship of African American male undergraduate students from the context of one academic institution in the southwest border region of the United States. It explores the aspect of a sense of belonging on this particular university campus. The multiple mixed simultaneous study was conducted through the development and distribution of a survey to determine African American male undergraduate ideas and view points regarding a sense of belonging on a university campus. The research also included a, focus group consisting of undergraduate African American male students. They provided their perceptions about a sense of belonging on campus. Throughout the literature review a sense of belonging covered topics such as African American views of higher education, African American students and public White state institutions and what a sense of belonging means for these male students. Furthermore, the study also explored issues of sense of belonging for male… [Direct]

Williams, Margaret Marie (2013). "Why Can't We Get More Minority Applicants for Our Openings?" African American Leadership at Rural and Least Culturally Diverse Community College Administrations: Staying or Leaving. ProQuest LLC, Ed.D. Dissertation, University of California, Davis. This qualitative study examines the leadership experiences of 10 African American educational administrators and managers who are serving at or have served at one of four Northern California public community colleges that are located in rural communities and/or have minimal administrative cultural and racial diversity. Rural-serving community colleges constitute a significant portion (8%) of the nation's 1,200 community colleges and serve an increasing number of minority students, both African American and Hispanic. The focus of the study is to explore the experiences of African American community college leadership at these types of institutions and to determine what factors prompt decision(s) to stay with the colleges and what factors prompt decision(s) to leave the colleges. Three questions are analyzed to achieve this goal: (1) What are the experiences, goals, challenges, and triumphs of African American leaders at rural and or least diverse community colleges? (2) What factors… [Direct]

Lynn, Marvin (1999). Toward a Critical Race Pedagogy: A Research Note. Urban Education, v33 n5 p606-26 Jan. Explores the connectivity of research and theories of African-American emancipatory pedagogy to Critical Race Theory (CRT). Uses the premises of CRT to analyze interviews with eight African-American teachers. (Author/SLD)…

Powell, Kimberly (2008). Drumming against the Quiet: The Sounds of Asian American Identity in an Amorphous Landscape. Qualitative Inquiry, v14 n6 p901-925. Drawing largely from the realm of performance theory, critical race theory, and Asian American studies, the author examines the ways in which performance, performativity, and the cooptation of aesthetic forms constitute and disrupt racial identity categories. In this article, the author focuses on the growing contemporary artistic practice of \taiko\ drumming and its role in Asian American identity politics. As an artist-researcher, the author uses the methodological tools of ethnography and autoethnography to analyze the aesthetic components of taiko, the meaning it has for participants–including the author–as well as the author's personal background to delve into the politics of unknown ethnicity and racial amorphism in America. To understand how taiko performance can be used to rupture and recreate raced and gendered categories, the author examines how particular aesthetic forms of taiko become sites of intervention that challenge fixed notions of identity and hegemonic… [Direct]

Preston, John (2008). Protect and Survive: \Whiteness\ and the Middle-Class Family in Civil Defence Pedagogies. Journal of Education Policy, v23 n5 p469-482 Sep. \Civil defence pedagogies\ normalise continuous emergency through educational channels such as school, community and adult education. Using critical whiteness studies, and critiques of white supremacy from critical race theory, as a conceptual base, the protection of whiteness, and particularly the white middle-class family, is considered to be centrally important to civil defence in education. Civil defence is not only classed and state-centred, but a racialised and eugenic discourse where the state considers not necessarily the survival of the majority of white people, but the continuity of whiteness to be prioritised above the survival of people of colour. Within these policies, the enterprising white, middle-class, suburban family has provided a key role as main reference, beneficiary, activist and supporter of civil defence pedagogies. Through the use of policy analysis and documentation from the USA in the 1950s and the UK in the 1980s, I discuss representations of the family,… [Direct]

Gillborn, David (2008). Coincidence or Conspiracy? Whiteness, Policy and the Persistence of the Black/White Achievement Gap. Educational Review, v60 n3 p229-248 Aug. Adopting an approach shaped by critical race theory (CRT) the paper proposes a radical analysis of the nature of race inequality in the English educational system. Focusing on the relative achievements of White school leavers and their Black (African Caribbean) peers, it is argued that long standing Black/White inequalities have been obscured by a disproportionate focus on students in receipt of free school meals (FSMs). Simultaneously the media increasingly present Whites as race victims, re-centring the interests of White people in popular discourse, while government announcements create a false image of dramatic improvements in minority achievement through a form of "gap talk" that disguises the deep-seated and persistent nature of race inequality. The paper concludes by reviewing the key elements that define the current situation and notes that they fit the essential characteristics used in law to identify the operation of a conspiracy. It is argued that conceiving the… [Direct]

Moore-Callahan, Tamara Y. (2010). A Qualitative Interpretive Study of the Lived Educational Experiences of African American Male Students in Southeastern New Mexico: A Cross-Generational Exploration of Perceptions regarding Academic Achievement. ProQuest LLC, Ph.D. Dissertation, New Mexico State University. This research is an interpretive qualitative study that explores the perceptions and perspectives of two generations of African American male students, as related to their educational experiences at the same southeastern New Mexico high school. The central question of this research is, has the educational experience for African American male students (specifically, classroom engagement and teacher interaction) changed in the past 30+ years? Purposeful sampling was employed to obtain research participants for this interpretive qualitative study. Through the triangulation of individual interviews, focus groups, and portraiture, I investigate dynamics within the educational environment that enhance or hinder academic achievement among African American male students. Triangulation of qualitative methods yielded six themes that illuminated perceptions of African American male students regarding barriers and positive influences within the educational environment that shaped their… [Direct]

McHargh, Carlton R. (2010). Career Mobility of Black and White Upper Level Administrators in a Predominantly White Institution of Higher Education: A Case Study. ProQuest LLC, Ph.D. Dissertation, The University of Alabama. Today, more than half a century after \Brown v. Board of Education\, many institutions of higher education, particularly predominantly white institutions (PWIs) are still grappling with issues related to increasing diversity. And while many Institutions of higher education (IHE) now boast large numbers of students from diverse backgrounds, the same cannot be said of the diversity of upper level administrators particularly within PWIs. However, what research has shown is that most IHEs desire and value diversity. However, the means of achieving diversity are many, varied and contested. This study attempted to add to the body of existing literature on diversity within PWIs by drawing upon narratives of Black and White upper level administrators on issues of hiring and career mobility. By contrasting the careers of Black and White upper level administrators within one PWI in the southern United States, this study explored through their narratives what those narratives tell us about the… [Direct]

Johnson, Erica NicCole (2010). Lifting as We Climb: Experiences of Black Diversity Officers at Three Predominantly White Institutions in Kentucky. ProQuest LLC, Ph.D. Dissertation, University of Kentucky. Recently, colleges and universities across the country have created executive level positions responsible for institutional diversity. The origins of this work within higher education lay in the civil rights movements and its consequences for desegregation of higher education. Early diversity officer positions usually resided within student affairs. However, as the responsibilities of these offices have changed, the reporting lines have also changed such that diversity officers are now commonly situated within academic affairs. This exploratory study examines these administrative positions responsible for diversity at southern white institutions. The research takes an in-depth look at how these positions have shifted over time and how people who hold these positions understand their work. This study presents an analysis of nine personal narratives of diversity officers at three predominantly white institutions in Kentucky from the early 1970s to the present. Counterstories, or… [Direct]

Chelsea Stinson (2024). DisCrit Mothering as Analytical Tool. International Journal of Qualitative Studies in Education (QSE), v37 n9 p2600-2614. This paper explores what DisCrit Mothering means across multiple, dynamic identities, contexts, and experiences. To this end, the author explores potential implications of this emergent theoretical orientation for the broader community of motherscholars. This paper explicitly addresses the personal and political implications of DisCrit Mothering as an analytical tool for a white, neurodivergent motherscholar who conducts research with/about multiply marginalized parents and children. Explicating the theoretical lineage of DisCrit and ParentCrit in conversation with radical specificity, the author offers a praxical framework of DisCrit Mothering to support the politicized action within/across spaces in times of social, political, and biological precarity for marginalized families…. [Direct]

Jason C. Garvey; Jimmy Huynh (2024). Quantitative Criticalism in Education Research. Critical Education, v15 n1 p74-90. The purpose of this manuscript is to illustrate the value and potential of critical approaches to quantitative research. We begin by providing our positionalities as scholars to situate ourselves within this content. Next, we overview quantitative criticalism and explore tensions inherent within this approach. Following, we discuss four quantitative criticalism examples in education research to highlight specific quantitative methods and critical theories and to overview opportunities for using quantitative criticalism. We close by providing implications for our intended audiences, primarily directing our recommendations to scholars who employ quantitative methods and/or critical perspectives in education research…. [PDF]

Byrd, Marilyn Y. (2007). The Effects of Racial Conflict on Organizational Performance: A Search for Theory. New Horizons in Adult Education & Human Resource Development, v21 n1-2 p13-28 Win-Spr. This article addresses the effect of racial conflict on organizational performance as an issue that needs theoretical support in the foundational theories of human resource development (HRD). While the field of HRD recognizes theories from multiple disciplines, the field lacks a theoretical framework to inform leadership in managing racial conflict. In this article literature across multiple disciplines was reviewed to identify research and theory that links racial conflict, racial groups, organizational groups, and performance outcomes. The findings indicate Critical Race Theory (Bell, 1993; Delgado, 1995; Ladson-Billings & Tate, 1995) and Embedded Group Theory (Alderfer & Smith, 1982) provide useful frameworks for addressing inter-group conflict by offering counter discourse through storytelling. This article also suggests a conceptual framework for HRD to begin theory-building research of its own. (Contains 2 figures and 1 table.)… [PDF]

Peden, Sherry; Wallin, Dawn C. (2014). Touring Turtle Island: Fostering Leadership Capacity to Support First Nations, M√©tis, and Inuit Learners. in education, v19 n3 p47-68 Spr. This paper reports on findings from a research study that examined the design, delivery, and effects of a graduate level summer institute, the aim of which was to foster the capacity of educational leaders to support First Nations, M√©tis, and Inuit (FNMI) learners. Our study is conceptually framed using elements of critical race and Whiteness theory, and red pedagogy/culturally relevant pedagogy. We designed the institute and our methods around Kirkness's and Barnhardt's (1991) 4 R's of success in higher education environments: relevance, reciprocity, responsibility, and respect. Data for the study were gathered using a qualitative, inquiry-based methodology, and articulated using Indigenous storywork and story. The primary data sources included online surveys and sharing circles conducted with past students of the course. Findings suggest that the summer institute helped to disrupt colonial assumptions; increase respect for Aboriginal knowledges, values, and experiences; offer… [PDF]

Nyasuma, Nilajah M. (2012). The Influence of an Urban Educational Leadership Doctoral Program on the Social Justice Leadership Knowledge, Skills, and Dispositions of Its Graduates: A Case Study. ProQuest LLC, Ed.D. Dissertation, Morgan State University. There is an abundance of data that indicate that social inequality contributes to the school failure of African American and other children of color. Despite this finding, educational leadership preparation programs, have not, overwhelmingly embraced a social justice curriculum (Lopez, 2003). The purpose of this study was to understand faculty and student perceptions regarding the extent to which the doctoral program in Urban Educational Leadership at a Historically Black College and University (HBCU) explicitly or implicitly espouses a social justice agenda in the preparation of leaders. Additionally, its purpose was to study stakeholder perceptions of the extent to which the program succeeds in advancing such an agenda. This study was guided by three research questions: (1) What perceptions do faculty and graduates have of the core curriculum employed by Mid Atlantic University's doctoral program in Urban Educational Leadership to encourage the utilization of a social justice style… [Direct]

Brady, Kevin; Eatman, Timothy; Parker, Laurence (2000). To Have or Not To Have? A Preliminary Analysis of Higher Education Funding Disparities in the Post-Ayers v Fordice Era: Evidence form Critical Race Theory. Journal of Education Finance, v25 n3 p297-322 Win. Reviews higher education racial desegregation equity since the U.S. Supreme Court's 1992 "Fordice" decision. Discusses historically black colleges and universities' future status and African-American students' progress, using finance data analyzed and interpreted via critical race theory. HBCU's receive inferior state appropriation levels, compared to traditionally white institutions. (Contains 81 resources.) (MLH)…

Cabrera, Nolan L.; Downey, R. Jamaal; Guida, Tonia F.; Smith, Laura Lee (2023). W.A.A.C.K. C.S.P.: The Tensions and Overlaps between Whiteness and Culturally Sustaining Pedagogies. International Journal of Qualitative Studies in Education (QSE), v36 n8 p1476-1486. This article takes up the questions: How does Whiteness affect conceptions of Culturally Sustaining Pedagogies (CSP)? Specifically, when it comes to Whiteness, is there a culture worth sustaining? To begin this examination, we first outline what CSP and Whiteness are. Second, we review the literature within Critical Whiteness Studies (CWS) that takes up pedagogical questions. Third, we theorize the tensions and places of overlap across CSP and CWS–specifically that when it comes to Whiteness there is not a culture worth sustaining, but there is space for White people within CSP as long as they take account of Whiteness. Fourth, we propose a framework for merging CSP and CWS, W.A.A.C.K. C.S.P. (White folks Applying Anti-Racist Cultural Knowledge for Culturally Sustaining Pedagogies). We conclude with implications of this framework for future educational research and practical implications for White teachers and White students…. [Direct]

Bailey, Fatima H. (2011). "Where Are Their Parents?" Re-Thinking, Re-Defining and Re-Conceptualizing African American and Latino Parental Involvement, Engagement and Empowerment in Schools. ProQuest LLC, Ed.D. Dissertation, Mills College. Traditional and current parental involvement programs can be challenging, debilitating and disenfranchising for African American and Latino school-parents. This qualitative study explores the issue of parental involvement, engagement and empowerment for African American and Latino parents. It provides an overview of hegemonic underpinnings, discursive expectations and mainstream definitions surrounding this issue. Embedded in the study, is a description of parents who do not conform to nor meet "traditional expectations" of parental involvement. A discussion of how current literature characterizes these parents is provided. It notes that deficit based research (vis-√°-vis assumptions and biases) privilege traditional orthodoxies and ideas regarding parental involvement. Through the lens of critical race theory, this study challenges traditional orthodoxies and debunks deficit perspective research, as it illuminates how African American and Latino parents are deeply committed… [Direct]

Senegal, Pamela Gibson (2011). A Case Study of a Southeastern African American Male Mentoring Community College Program. ProQuest LLC, Ed.D. Dissertation, North Carolina State University. This research is a qualitative case study exploring the experiences of African American male mentoring community college students. Such programs have proliferated throughout higher education, over the past 20 years, in an effort to improve the retention, performance and goal attainment of African American males. The theoretical framework shaping the study was Critical Race Theory, which acknowledges the centrality of race in every aspect of culture in the United States, including higher education. Three research questions guided this study: (1) How do African American Male Mentoring students describe their educational journeys at a Southeastern Community College? (2) What do African American males perceive as their cultural identity through participation in a Southeastern Community College mentoring program? (3) What particular aspects of this Southeastern Community College's mentoring program contributed to student academic progress? In the case study tradition, I delved into the… [Direct]

Porchia Moore (2024). From Docent to Professional to Activist to Critical Race Theorist: A Biomythography of a Black American Museum Professional. Journal of Museum Education, v49 n2 p194-208. The wisdom of Audre Lorde informs us that "the master's tools will never dismantle the master's house." The origins of many museum collections are that their objects were obtained by colonizers who became the masters of colonized people's cultural heritage. One of the master's tools has always been to create and benefit from a system of free labor. Within the museum, the vestiges of the master's tool of free labor remain, although with different shapes and aims. The system of free labor in the museum is tangential with the presence of the docent corps. This article explores the sensationalism of battles over the fate of docent groups in light of the need to make fundamental shifts in museum praxis…. [Direct]

Tate, William F. (1994). From Inner City to Ivory Tower: Does My Voice Matter in the Academy?. Urban Education, v29 n3 p245-69 Oct. Using the principle of critical race theory, the author contends that his Catholic, urban elementary school education was built on the integration of centric and conflict theories. The tension his adult voice creates in traditional academic discourse is discussed. (SLD)…

Davis, Donna M. (2007). The Los Angeles Riots Revisited: The Changing Face of the Los Angeles Unified School District and the Challenge for Educators. Educational Studies: Journal of the American Educational Studies Association, v42 n3 p213-229 Oct. This article provides a brief history of the Los Angeles Unified School District (LAUSD), including an analysis of the demographic shifts and the tensions between the African American and Korean American communities at the time of the Los Angeles riots in 1992. The article includes my own experiences teaching high school English during the uprising, and relies on some of the ideas of Critical Race Theory to stress the need for educators to hold uncomfortable discussions about race and racism in educational settings. The article further includes an examination of issues and concerns that faced the district in the years leading up to the King verdict (racial isolation, poor academic achievement in some schools, teacher frustration, and, an ultimate strike in 1989, gang violence), and provides a snapshot of current achievement levels for children in LAUSD. (Contains 1 table and 3 notes.)… [Direct]

Lopez, Gerardo R., Ed.; Parker, Laurence, Ed. (2003). Interrogating Racism in Qualitative Research Methodology. Counterpoints. This book explores the link between critical race theory and qualitative research methodology, interrogating how race connects and conflicts with other areas of difference and is never entirely absent from the research process. After an introduction, "Critical Race Theory in Education: Theory, Praxis, and Recommendations" (Sylvia R. Lazos Vargas), eight chapters include: (1) "Research, Race, and an Epistemology of Emancipation" (Cynthia Tyson); (2) "Telling Tales Out of School: 'What's the Fate of a Black Story in a White World of White Stories'" (Melanie Carter); (3) "Fashioning Research Stories: The Metaphoric and Narrative Structure of Writing Research about Race" (Edward Buendia); (4) "Parent Involvement as Racialized Performance" (Gerardo R. Lopez); (5) "Multicultural Education in Teacher Training Programs and Its Implications on Preparedness for Effective Work in Urban Settings" (Jennifer Ng); (6) "On Whose…

Jewett, Sarah (2006). \If You Don't Identify with Your Ancestry, You're Like a Race without a Land\: Constructing Race at a Small Urban Middle School. Anthropology & Education Quarterly, v37 n2 p144-161 Jun. Based on a one-and-a-half-year ethnographic study of a desegregated urban middle school, this article investigates the ways in which administrators, students, and teachers multiply constructed race through a network of policies, pedagogies, and practices. Using a framework of cultural production theory and critical race theory, the article not only illustrates these constructions but also argues that the careful analysis of them for themes of power and equity can inform the school curriculum and professional programs for preservice and practicing teachers…. [Direct]

Counts, Shelia Antley (2012). Invisible Woman? Narratives of Black Women Leaders in Southeastern Two-Year Colleges. ProQuest LLC, Ph.D. Dissertation, Clemson University. This narrative research study explored the experiences of two Black women executive-level leaders who started their careers within higher education, including two-year technical colleges located in the Southeast during the pivotal sociopolitical moments that occurred during the 1960s to the 1980s. The stories of these women revealed their perceptions of the barriers they faced as well as the opportunities they received for career advancement as their careers evolved parallel to the development of the technical college system itself. Qualitative procedures, including semi-structured interviews and a combined narrative analysis and analysis of narratives interpretative framework (Connelly & Clandinin, 2006; Creswell, 2009; Kramp, 2004; Polkinghorne, 1995, as cited in Kramp, 2004, and in Creswell, 2007; and Roberts, 2002), illuminated a richly descriptive and complex perspective of these women's lived experiences. The theoretical frameworks of critical race theory and Black feminist… [Direct]

Blanding, Joseph Dwayne (2010). A Phenomenological Case Study of African American Students Who Achieved Success Despite Scoring Low on Standardized Tests. ProQuest LLC, Ed.D. Dissertation, University of Missouri – Kansas City. Standardized tests continue to be used in the United States to evaluate applicants for admission to most colleges and universities, which often results in less access for students–specifically students of color–who may have been inadequately prepared in grades K-12 for standardized testing. The purpose of this phenomenological case study was to explore the experiences of African-American college students, who are successful despite scoring low in one or more areas on the SAT or ACT. The traditions of heuristic inquiry, narratology and the perspective of critical race theory (CRT) assisted in understanding the meaning of the phenomenon of standardized tests. Success in college was defined as an African American student in his or her sophomore year possessing a grade point average (GPA) of 2.75 or higher. The goal of this study was to identify strategies that students with similar experiences, PreK-12 educators, and community members can use for program development. The data were… [Direct]

Epstein, Kitty Kelly (2006). A Different View of Urban Schools: Civil Rights, Critical Race Theory, and Unexplored Realities. Counterpoints: Studies in the Postmodern Theory of Education Volume 291. Peter Lang New York This book tells a fascinating story about the realities of urban education in America. It provides new insights on teacher selection and preparation, curriculum, school takeovers, federal legislation, the role of business, and the impact of the civil rights movement on urban schools. The result is a new perspective on what educational reform requires in American cities. This book will be useful to teachers, policy makers, school board members, and parents, as well as classes in multicultural education, ethnic studies, and the social foundations of education….

Campesino, Maureen (2007). Homicide Bereavement: Reflections on the Therapeutic Relationship in Trauma Research. Qualitative Inquiry, v13 n4 p541-553 May. This critical narrative ethnography focused on the aftermath of gang-related homicide of two Latino teenage boys, as articulated from the perspectives of their mothers. Grounded in critical race theory, this study situates the phenomenon of Latino youth violence within contexts of local oppressive political and historical conditions. This article explores therapeutic aspects of the researcher's relationship with the bereaved mothers, ethical issues involved in trauma research, and the role of reflexivity. The bereavement narratives represent the subjugated voices of women living with violence in marginalized communities and reveal multiple layers of dehumanization. The therapeutic relationship that developed between the participants and researcher became an effective strategy for rehumanization. The traumatic nature of the women's bereavement produced a deep vulnerability, requiring a complex negotiation of roles and responsibilities of the researcher. The self-reflective experiences… [Direct]

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

Posey, Linn (2017). Race in Place: Black Parents, Family-School Relations, and Multispatial Microaggressions in a Predominantly White Suburb. Teachers College Record, v119 n12. Background: Research has demonstrated the importance of understanding the multiple factors that shape parents' relationships with schools, including the resources parents have at their disposal, their own educational histories, and the influence of school cultures and policies. Less is known, however, about how parents' engagement relates to their everyday experiences across school and community spaces, particularly for Black parents in nonurban, predominantly White settings. Purpose: The purpose of this study is to examine Black parents' school and community experiences in a predominantly White suburb and how their experiences and engagement may vary based on social class and gender (and their intersections). Participants: A socioeconomically mixed sample of 56 Black parents (16 men, 40 women) with children in Grades K– participated in the study, as well as 2 longtime residents whose children attended district schools. Research Design: The findings are based on an ethnographic… [Direct]

Georgiadis, Fokion; Zisimos, Apostolos (2012). Teacher Training in Roma Education in Greece: Intercultural and Critical Educational Necessities. Issues in Educational Research, v22 n1 p47-59. This paper first outlines briefly the present status and position of the Roma/Gypsies in the Greek context while it gives a review of education policy and provision. Secondly, it indicates that Greek primary teachers lack adequate preparedness for the challenges accompanying contemporary educational multiculturalism and social justice issues. The following part is focused on the training of teachers and the need to educate and prepare them further on specific intercultural issues as well as methodologies for teaching in multicultural classes. Finally, the paper indicates the importance of teacher training to combat racism and promote social justice in classrooms and schools through critical education and empowerment/emancipation processes of Roma children, and how those two pedagogical philosophies (intercultural and critical) may converge within teacher training praxis…. [PDF]

Kohli, Rita (2009). Critical Race Reflections: Valuing the Experiences of Teachers of Color in Teacher Education. Race, Ethnicity and Education, v12 n2 p235-251 Jul. While research has demonstrated that White teachers often must be taught about the pain of racism in order to not perpetuate it, this may not apply to racial minority teachers. Through personal experience, Teachers of Color are likely aware of the trauma that racism can cause students. Within teacher education, we must create research and teaching strategies that acknowledge racial minority teachers as insiders to the experiences of racism in school, and as valuable assets in the fight for educational justice. Using a critical race theory (CRT) framework, this article explores the reflections of Women of Color educators regarding their encounters and observations with race and racism in K-12 schools. Qualitative interviews were conducted with twelve Asian-American, Black and Latina women enrolled in a social justice teacher preparation program in Los Angeles. Their stories expose (1) the personal experiences with racism the women endured within their K-12 education; (2) the parallel… [Direct]

Casey, Zachary A.; Lozenski, Brian D.; McManimon, Shannon K. (2013). From Neoliberal Policy to Neoliberal Pedagogy: Racializing and Historicizing Classroom Management. Journal of Pedagogy, v4 n1 p36-58 Jun. In this article we first trace the history of "management," particularly in the United States, from the plantation to the factory to the corporation, with the intention of understanding and contextualizing "classroom management" in today's educational lexicon. To do so, we look at the intertwining history of racial knowledge and the management of enslaved persons; the subsequent development of scientific management; social efficiency educators' application of scientific management to education; and conceptions of classroom management in today's neoliberal environment, in which education is increasingly positioned as a consumer good subject to individual choice and competitive markets. We further look to examples from post-colonial Africa to demonstrate the ways in which neocolonial forms of scientific management comingle and entwine with neoliberal policies and procedures. The global phenomenon of scientific management, rife with neoliberalism and racism, is… [Direct]

Leonardo, Zeus; Zembylas, Michalinos (2013). Whiteness as Technology of Affect: Implications for Educational Praxis. Equity & Excellence in Education, v46 n1 p150-165. This article explores the embodiment and affectivity of whiteness, particularly as it implicates educational praxis and social justice in education, focusing on the following questions: In what ways are affect and whiteness constitutive of each other in race dialogue? How does emotion intersect with racial practices and white privilege, and what are the educational implications of this entanglement? In theorizing whiteness as a technology of affect, the authors hope to capture the mental, emotional, and bodily dimensions of whiteness in the context of racial dialogue. In particular, the authors introduce the idea of \white intellectual alibis,\ or Whites' attempt to project a non-racist alibi rather than aligning themselves with anti-racism. Finally, the authors discuss how whiteness as a kind of technology of affect has implications for pedagogical efforts to engage in equitable and anti-racist education. It is suggested that unless educational scholars engage with a theoretical… [Direct]

Perezchica, Inez G. (2017). Interaction with Institutional Agents in Community College, Predictors of Latino Males' Commitment to Educational Goals: A Quantitative Study. ProQuest LLC, Ed.D. Dissertation, California State University, Fullerton. Only 9% of U.S Latino males have bachelor's degrees. Community colleges are the preferred choice for Latinas/os entering the higher education pipeline. Almost half of first-year community college students leave college without achieving their educational goals. Racial inequalities in education are a symptom of lingering institutional racism. In order to address educational inequities, educational leaders must learn how to support Latino male students. The purpose of this study was to examine the role of institutional agents on Latino male students' commitment to educational goals. In particular, this study sought to assess the added impact of students' perceptions of and use of campus support services, interactions with institutional agents, validation, and socio-academic integrative moments. The study found that 24% of the variance in Latino male students' commitment to educational goals could be explained by interactions with institutional agents. A high-quality interaction with… [Direct]

Taylor, R.; Taylor, Y. (2010). Academic Freedom and Racial Injustice: South Africa's Former "Open Universities". South African Journal of Higher Education, v24 n6 p897-913. The article critically re-interrogates three high profile cases of white racism at South Africa's former "open universities" to highlight the way in which existing debates around academic freedom fail to come to terms with questions of racial injustice after apartheid. The cases covered are the Makgoba affair at Wits, the Mamdani affair at the University of Cape Town, and the Shell affair at Rhodes. It is argued that the genuine transformation of higher education requires recognizing and addressing the dynamics of systemic white racism. (Contains 1 note.)… [Direct]

Stovall, David (2013). 14 Souls, 19 Days and 1600 Dreams: Engaging Critical Race Praxis While Living on the "Edge" of Race. Discourse: Studies in the Cultural Politics of Education, v34 n4 p562-578. Because the dynamics of race are wrongly ignored in a current shroud of post-racialism (i.e. re-election of Barack Obama as president of the USA, shifting racial demographics in the USA, etc.), there are still communities in the USA and throughout the world that experience the damaging effects of racism entangled with the realities of class. Many still do not live in a post-racial utopia where "things are getting better". Instead, for some, things are getting worse. In light of these realities, this article is an account of a community's attempt to interrupt the popularly shared notion that low-income/working-class communities of color do not deserve quality education. The title has particular significance in that the 14 is reflective of the 14 community members that endured a 19-day hunger strike to secure a school for 1600 students. It should be considered on the "edge" of race in that it recognizes that race is often placed on the periphery of urban education,… [Direct]

Frame, Amy (2017). Assessing the Efficacy of Outdoor Education on Campers' Perceptions of Environmental Stewardship, Civic Engagement, and College and Career Pathways. ProQuest LLC, Ed.D. Dissertation, University of California, Los Angeles. Given global threats to the continued functioning of ecosystem services that sustain us all, educators would be wise to embrace the task of redefining our individual and collective orientations to the natural world. Since the inception of the modern environmental education movement in the 1970's, outdoor education at residential camps has distinguished itself as one of the most promising pedagogies for inspiring environmental stewardship behaviors (American Institutes for Research, 2005; Hattie, Marsh, Neill, & Richards, 1997; Larson, Castleberry, & Green, 2010). Specific outdoor education program components have been shown to lead to immediate feelings of connectedness with nature, social connectedness, and self-efficacy (Garst, Browne, & Bialeschki, 2011a; McKenzie, 2003; Priest & Gass, 2005). This empirical study explored the relationships among campers' demographics, attitudes related to their camp experiences, and self-reported behavioral intentions toward… [Direct]

Soudien, Crain (2015). A Brief Engagement with Some Conceptual Challenges in the Discussion about 'Race' and Racism. Power and Education, v7 n2 p143-154 Jul. At issue in this discussion is a question of knowledge and how those who work in education use the knowledge at their disposal in practice. How do they, firstly, work with the almost universal consensus that 'race' as a biological phenomenon has no inherent substance but that its equally almost universal social acceptance makes it real? Having come to their conclusions, secondly, how do they work educationally with the complexity of the ideological positions surrounding their knowledge? It is argued, that in these questions a particular kind of challenge for the politics of anti-racism arises. This challenge is deeply educational at its core. It talks to how an individual acts in relation to what he/she knows. Towards an engagement with what such a politics is in this contribution this paper seeks to argue that a concept such as 'race', and indeed gender, subsists and relies on presumptive agreements about the meanings — the form and substance — attached to looks. The concept… [Direct]

Shah, Saeeda (2012). Muslim Schools in Secular Societies: Persistence or Resistance!. British Journal of Religious Education, v34 n1 p51-65. Muslim schools are a growing phenomenon across the world. Muslim diaspora resulting from multiple factors including political, religious and economic enhanced the need among Muslims to maintain and develop their faith identity. Marginalisation of Muslims, in whatever forms and for whatever reasons, particularly in Muslim minority and/or secular societies further energised affiliations with faith identity. In this context, the article will argue that Islamic schools are being seen by many Muslims as an option not only to provide opportunities for updated education in consonance with their perceptions of Muslim identity, but also to denote an agenda for resistance to challenge racism and existing power relations. (Contains 3 notes.)… [Direct]

Applebaum, Barbara (2013). Vigilance as a Response to White Complicity. Educational Theory, v63 n1 p17-34 Feb. Calls for vigilance have been a recurrent theme in social justice education. Scholars making this call note that vigilance involves a continuous attentiveness, that it presumes some type of criticality, and that it is transformative. In this essay Barbara Applebaum expands upon some of these attributes and calls attention to three particular features of vigilance that, while they may be alluded to in the aforementioned discussions, are rarely made explicit. These three features are critique, staying in the anxiety of critique, and vulnerability. Using the lens of Judith Butler's recent work and the discussions that her work has provoked, Applebaum examines these three features of vigilance and demonstrates how they are crucial for white people interrogating their complicity in systemic racism. Finally, she discusses how the expanded three features of vigilance can offer guidance to one of the enormously thorny questions that arises in the social justice classroom. (Contains 58… [Direct]

Eleni Zgourou; Laura Kuhn; Sandra Soliday Hong; Terri Sabol (2021). Variation in Children's Experiences in Pre-K Classrooms: Content and Quality. Society for Research on Educational Effectiveness Background: Decades of research suggest that when young children are enrolled in high-quality pre-K classrooms they have better literacy, language, math, and social outcomes at the end of the pre-K year. A traditional approach to capturing the quality of children's experiences, including the quality of their engagement with academic content and with teachers in a classroom focuses on average classroom quality levels. This approach, however, may not capture the variability in the quality of classroom experiences individual children encounter. This study proposes to examine the variability of the quality of children's engagement in academic content and with their teachers, and the degree to which variability in addition to total proportion of time spent in academic content contribute to children's school-readiness outcomes. We also explore a novel approach to examining variability as the actual incidence of academic engagement is quite low for individual children enrolled in pre-K… [Direct]

Walkuski, Christy Burke (2017). Civic Narratives: Exploring the Civic Identity of Community College Students. ProQuest LLC, Ph.D. Dissertation, Kent State University. This narrative inquiry brings together a re-emerging interest in the civic mission of higher education and inquiry about individual civic identity development, with a lens focused on the currently underrepresented voices of community college students. The purpose of this study is to increase our understanding of the meaning that community college students make of their own civic actions and beliefs, in order to inform the work of faculty, administrators, and researchers regarding the role that higher education can play in the development of community college students' civic identity. Additionally, these narratives of currently underrepresented voices and civic perspectives inform efforts to address the growing civic empowerment gap within our campus and community environments. The narratives included in this study demonstrated an expressed interest in community engagement from participants and a wide-ranging feeling of responsibility towards their communities, paired with tremendous… [Direct]

Milner, H. Richard, IV (2007). Race, Culture, and Researcher Positionality: Working through Dangers Seen, Unseen, and Unforeseen. Educational Researcher, v36 n7 p388-400. This author introduces a framework to guide researchers into a process of racial and cultural awareness, consciousness, and positionality as they conduct education research. The premise of the argument is that dangers seen, unseen, and unforeseen can emerge for researchers when they do not pay careful attention to their own and others' racialized and cultural systems of coming to know, knowing, and experiencing the world. Education research is used as an analytic site for discussion throughout this article, but the framework may be transferable to other academic disciplines. After a review of literature on race and culture in education and an outline of central tenets of critical race theory, a nonlinear framework is introduced that focuses on several interrelated qualities: researching the self, researching the self in relation to others, engaged reflection and representation, and shifting from the self to system. (Contains 13 notes.)… [Direct]

Johnson, Jonathan Lee (2013). The Social Construction of Ethnicity and Masculinity of African American College Men. ProQuest LLC, Ph.D. Dissertation, University of Louisville. The purpose of this study was to understand how African American college men construct masculine and ethnic notions of their identities, despite disproportionate social obstacles and hegemonic stereotypes. The primary research question of this study was, "how might African American undergraduate males understand and develop healthy concepts of their ethnic and masculine identities at a predominately White public institution?" The following research questions guided this study: (1) how do African American college men characterize their ethnic identity; (2) how do African American college men characterize their perception of their masculinity; (3) how do African American college men perceive their performance of masculinit(ies); (4) how do the ethnic and masculine identities of African American college men intersect?; and (5) how does being in college impact African American men's identities? Critical race theory and methodology provided a conceptual framework for exploring… [Direct]

Aguilar-Valdez, Jean Rockford (2013). Dreaming of Science: Undocumented Latin@s' Testimonios across the Borderlands of High School Science. ProQuest LLC, Ph.D. Dissertation, The University of North Carolina at Greensboro. This qualitative study uncovers the voices of five Latin@ students who are high-"achieving" and undocumented and have strong aspirations in science, in a Southern, Title I high school. Through critical race methodology and these students' "testimonios"/counter-stories, these students' struggles and successes reveal their crossing of cultural and political borderlands and negotiating structures of schooling and science. The students dream of someday pursuing a trajectory in the field of science despite racial, ethnic, and political barriers due to their undocumented status. I use three key theoretical approaches–Borderlands/Anzalduan theory (Anzaldua, 2007), Loving Playfulness/World Traveling (Lugones, 2003), and Latino Critical Race Theory (in which many Latin@/Chican@ studies contribute)–to put a human face on the complex political and educational situations which the students in this study traverse. Data were collected during a full school year with follow-up… [Direct]

Broido, Ellen M.; Manning, Kathleen (2002). Philosophical Foundations and Current Theoretical Perspectives in Qualitative Research. Journal of College Student Development, v43 n4 p434-45 Jul-Aug. The relationship between the philosophy, theory, and methods of different research paradigms is explored in this article. Specific theoretical perspectives, critical theory, postmodernism, critical race theory, queer theory, and feminist theory are explored in the context of their political values and implications for qualitative research. (Contains 44 references.) (GCP)…

Fitzsimmons, Kathleen A. (2009). The Existence of Implicit Racial Bias in Nursing Faculty. ProQuest LLC, Ph.D. Dissertation, University of Northern Colorado. This study examined the existence of implicit racial bias in nursing faculty using the Implicit Association Test (IAT). It was conducted within a critical race theory framework where race was seen as a permanent, pervasive, and systemic condition, not an individual process. The study was fueled by data showing continued disparate academic and NCLEX-RN pass rates between students of color and White nursing students. In exploring why these disparities continue to exist in spite of increased efforts at recruitment and support, this study used the Skin-Tone Implicit Association Test to determine if racial bias might be a factor. Baccalaureate nursing faculty from diverse institutions (size, public/private, geographic area) completed the Skin-Tone IAT, explicit measures of bias, and a demographic questionnaire. Results showed statistically significant levels of implicit racial bias in nursing faculty and statistically significant differences between measures of implicit bias and… [Direct]

Bernal, Dolores Delgado; Villalpando, Octavio (2002). An Apartheid of Knowledge in Academia: The Struggle over the "Legitimate" Knowledge of Faculty of Color. Equity & Excellence in Education, v35 n2 p169-80 May. Using critical race theory, analyzes how an apartheid in knowledge that marginalizes and devalues the scholarship, epistemologies, and cultural resources of minority faculty is embedded in higher education, questioning claims of objectivity, meritocracy, and individuality in society. Affirms the importance of using experiential knowledge in people and communities of color. (SM)…

Beachum, Floyd D.; McCray, Carlos R.; Wright, James V. (2007). Beyond \Brown\: Examining the Perplexing Plight of African American Principals. Journal of Instructional Psychology, v34 n4 p247-255 Dec. The purpose of this article was to determine to what extent does a principal candidate's race determine his or her placement. Critical Race Theory was used as a theoretical framework to illuminate possible bias and provide socio-historical context. The authors surveyed 302 secondary school principals in a designated southeastern state concerning their perceptions of multicultural education. The return rate for this particular study was 42%. Through data subsets, it was found that African American principals were seemingly being placed in schools where the majority of the student body was Black. It was also determined that White principals had a greater chance of being chosen to lead majority Black schools than African American principals had to lead majority White schools. This study brings to the forefront issues concerning whether or not the historically negative presumptions as it relates to the leadership capabilities of African American principals are still part of the thought… [Direct]

Dyrness, Andrea (2007). "'Confianza' Is Where I Can Be Myself": Latina Mothers' Constructions of Community in Education Reform. Ethnography and Education, v2 n2 p257-271 Jun. This paper brings together ethnographic data and testimonies from a group of Latina mother activists with critical race theories, to challenge dominant views of home-school relations and re-envision the "homeplace" as a site of radical resistance (Hooks (1990) "Yearning: race, gender and cultural politics" (Boston, MA, South End Press)). Madres Unidas (Mothers United) is a participatory research team made up of immigrant mothers who helped start a new small school for their children. Over the course of a year, Madres Unidas met weekly around a kitchen table in one of the mother's homes. This paper analyzes the educational space created by Madres Unidas in contrast to the spaces for parent participation provided by the school. For the mothers in Madres Unidas, the home became a place to restore their sense of self and a place from which to critique, engage, and take action against school practices that silenced them. (Contains 8 notes.)… [Direct]

Gonzalez, Juan Carlos (2007). The Ordinary-ness of Institutional Racism: The Effect of History and Law in the Segregation and Integration of Latinas/os in Schools. American Educational History Journal, v34 n2 p331-345. This article examines the effect of history and law in the segregation and integration of Latinas/os in schools. Initially, a Critical Race Theory (CRT) analysis of the question of the effects of Latina/o school desegregation history and law on their present-day educational conditions highlighted the reasons for the omni-present struggle for advancement, but it is also important to note that a lot of educational progress has been made. While Latina/o school segregation is increasing, not all Latinas/os receive a segregated education. The history and legal struggles that were presented are merely the beginning of a struggle that is likely to intensify in reaction to not only the expected Latina/o growth, but their increased sophistication and demand for justice and equity in the schooling process. But, presentation of these legal cases is merely a synopsis that articulated a relationship between Anglo American philosophy, racism and institutional racism, and Latina/o historical and… [Direct]

Randall, Jennifer (2023). It Ain't near 'Bout Fair: Re-Envisioning the Bias and Sensitivity Review Process from a Justice-Oriented Antiracist Perspective. Educational Assessment, v28 n2 p68-82. In a justice-oriented antiracist assessment process, attention to the disruption of white supremacy must occur at every stage–from construct articulation to score reporting. An important step in the assessment development process is the item review stage often referred to as Bias/Fairness and Sensitivity Review. I argue that typical approaches to the item and test review process miss the opportunity to actively disrupt white supremacist and racist logics–in other words, to be anti-racist. Using Critical Race and Critical Whiteness Theory as a frame, this paper challenges the field to re-envision the purpose and outcomes of the bias and sensitivity review process by (a) identifying common themes and/or recommendations found in bias and sensitivity guidelines that, even if unintentionally, center whiteness and/or the paradigm of white dominant culture; and (b) recommending a set of bias and sensitivity principles that promote an antiracist approach to assessment design, specifically… [Direct]

Edwards, Kirsten T. (2023). Venus in the Unvisible: Accounting for Antiblackness in the International Higher Education Research Archive. Educational Studies: Journal of the American Educational Studies Association, v59 n4 p440-452. Critical race studies in international higher education remains on the margins. More so are analyses of Black subjects (nations, institutions, people, etc.) and/or knowledge traditions. In particular, there remains a dearth of research centering Black subjects as not only the unit of analysis, but also agents in the internationalization of higher education. These absences shape the way researchers approach the questions and problems of international higher education, perpetuating an archive of research that erases global Black experiences. The purpose of this article is to imagine a study of international higher education guided by Black studies. In conversation with two Black studies analytics–McKittrick's Black Unvisibility and the inquiries shaping Hartman's Critical Fabulation–I narratively and creatively explore the Black subject possibilities therein…. [Direct]

Akom, A. A. (2008). Black Metropolis and Mental Life: Beyond the \Burden of \Acting White\\ Toward a Third Wave of Critical Racial Studies. Anthropology & Education Quarterly, v39 n3 p247-265 Sep. In this article, I reflect on Signithia Fordham and John Ogbu's classic research on the \burden of \acting White\\ to develop a long overdue dialogue between Africana studies and critical white studies. It highlights the dialectical nature of Fordham and Ogbu's philosophy of race and critical race theory by locating the origins of the \burden of \acting White\\ in the work of W.E.B. Du Bois, who provides some of the intellectual foundations for this work. Following the work of F. W. Twine and C. Gallagher (2008), I then survey the field of critical whiteness studies and outline an emerging third wave in this interdisciplinary field. This new wave of research utilizes the following five elements that form its basic core: (1) the centrality of race and racism and their intersectionality with other forms of oppression; (2) challenging white supremacy, patriarchy, heteronormativity, and other dominant ideologies; (3) a critical reflexivity that addresses how various formulations of… [Direct]

Chavez, Rudolfo Chavez (1999). W(R)i(t/d)ing on the Border: Reading our Borderscape. Theory and Research in Social Education, v27 n2 p248-72 Spr. Provides a counter story focusing on the U.S./Mexico border that is a borderscape requiring active and tacit engagements and uses the genre of Critical Race Theory in which the experiential and intrinsic complexity of story knowledge depends on the Other's lived experiences. Attempts to unmask the hegemony of social injustices. (CMK)…

Witherspoon, Erick E. (2011). The Significance of the Teacher-Student Relationship. ProQuest LLC, Ed.D. Dissertation, University of Redlands. Using a theoretical framework of the Teacher Expectancy Theory, Self-Determination Theory, and Critical Race Theory, this research includes a quantitative methodology with respect to the perceptions of elementary students regarding teacher-student relationship factors that impact academic achievement. The purpose of this study was to determine if the student-teacher relationship impacts students' academic achievement. Theorists researching the teacher expectancy model have suggested that a teacher's expectation for student achievement has a significant effect on student academic and social outcomes. Sherman (2004) believed that teaching is a moral endeavor because it directly influences the quality of the present educational moment in which the persons we are becoming hang in the balance. Kuklinski & Weinstein (2001) acknowledged that although specifics and emphases differ, teacher expectancy models have the following stages in common: Teachers form expectations about children's… [Direct]

Morrison, Rob (2009). Culturally-Relevant Information Literacy: A Case Study. ProQuest LLC, Ed.D. Dissertation, National-Louis University. Information Literacy is a process for finding, using, evaluating and incorporating information into an individuals' knowledge base. This process has been formalized into the "ACRL Information Literacy Competency Standards for Higher Education." The concept of Information Literacy as articulated in the "ACRL Standards" is based on Western knowledge and ways of knowing that resides in academic disciplines. This knowledge is privileged and regarded as universal, rational, and superior to other forms of knowledge and does not incorporate or reflect non-Western epistemologies. This study questioned the universality of this process as reflective of being grounded in Western culture and knowledge. The purpose of this study was to identify the role of culture in the information-seeking process in order to inform librarians on how they can provide culturally-relevant instruction. This single case study examined the role of culture in the information-seeking process…. [Direct]