Cobb-Roberts, Deirdre; Esnard, Talia (2023). Mentoring to Subvert Racialized-Gendered Spaces: Critical Perspectives of Black Women Academic Administrators. New Directions for Student Services, n182 p121-131 Sum. Black cis/trans women faculty face many challenges that impact their access to and success within administrative positions. We use critical race feminism (CRF) to highlight the role of mentoring in subverting multiple axes of power Black women encounter along the pathway to academic administration…. [Direct]

Jessica Lee Stovall (2023). Cycles of Fugitivity: How Black Teacher Fugitive Space Shapes Black Teacher Pedagogies. Equity & Excellence in Education, v56 n4 p560-573. As conservatives ban the teaching of Black history and critical understandings of race across the country, Black teachers are turning again to fugitive pedagogies, or subversive ways of teaching, to counter anti-blackness and imagine the world anew. This study drew on data from interviews, classroom observations, and student focus groups to demonstrate how a Black teacher fugitive professional learning space helped to motivate and inform the pedagogies of a Black secondary school teacher. Using the theoretical framing of BlackCrit and the concept of fugitivity, I share how one teacher reflected on and made sense of how his participation in this professional learning space impacted his pedagogical practice. The research provides insight into how Black teachers learn to use fugitive pedagogies to create Black-affirming collective learning spaces for their students…. [Direct]

Bernadeia Johnson; Julianne E. Schwietz (2023). Making a Case for Exemplary Principal Leadership for Racial Equity. Thresholds in Education, v46 n2 p193-208. The concurrent crises of climate change, a pandemic, and social unrest have laid bare systemic inequities in our economic, health, education, and criminal justice institutions that negatively impact people of color. School leaders face unprecedented challenges as they navigate these dilemmas and are compelled to address the implicit biases and resulting behaviors and policies responsible for the opportunity gaps in their schools. A path to equitable educational opportunities for all students in an era beset with compounding crises can begin with a new focus on character and virtues to provide a framework for right action. This prioritization of character and virtues dates back to nineteenth-century American educator Horace Mann, who asserted that the goal of public education should be to instill character and civic virtue. Our proposition that the philosophical analysis of character and virtue can be an effective framework for leading for educational equity is followed by an example… [PDF]

Cynthia D. Villarreal; Guillermo Ortega; Rom√°n Liera (2024). A Composite Counterstory of Latinx Faculty Navigating and Resisting a Culture of Niceness. Journal of Hispanic Higher Education, v23 n2 p104-120. Latinx faculty play a significant role in supporting the success of Latinx students. However, a culture of niceness at Historically White Serving Institutions with Hispanic-Serving Institution designations could reproduce inequities for Latinx faculty and thus contribute to their departure. We created a composite counterstory from interview data with Latinx faculty to illustrate how Latinx faculty created validating and supporting environments to critique and collectively transform the culture of niceness…. [Direct]

Anna Falkner (2024). 'This Is Almost Like Ruby Bridges': Young Children's Demonstration of Racial Literacy. Race, Ethnicity and Education, v27 n1 p118-137. Young Children of Color in the United States experience the effects of racism on a daily basis. There have been calls for anti-bias and anti-racist education across the field of education, yet most recommendations are based on older students or studies in laboratory settings. Additionally, state and local governments have enacted legislation designed to make it harder for teachers to engage in anti-racist, anti-oppressive education. In this ethnographic study of two early childhood classrooms, children explored individual and collective racialized identities and investigated the role of race in the lives of children across time, including 6-year-old Ruby Bridges, who integrated New Orleans schools in 1960. Children also applied theories of justice to ideas about race. Findings suggest racial education should support students' racial inquiry by acknowledging what they already experience, do, and wonder about race…. [Direct]

Maggie R. Beneke; Mar√≠a Cio√©-Pe√±a; Valentina Migliarini (2024). Solidarity on the Screen and Six Feet Apart? DisCrit Mothering amid Multiple Social Crises. International Journal of Qualitative Studies in Education (QSE), v37 n9 p2582-2599. In justice movements, solidarity means showing up for the humanity of others. This paper explores DisCrit mothering as a form of solidarity with children and families dehumanized by ableism and racism. As three motherscholars, who occupy varying spaces of privilege/marginalization in the academy, we reflect on our attempts to support our communities through DisCrit mothering, especially amid a global pandemic, uprisings for racial justice, and ongoing climate crises. As we encountered physical distance from our children's learning communities, we asked: What might solidarity look like? To answer this question, we share how we attempted solidarity from a distance…. [Direct]

Claire Syler (2024). Wall of Whiteness: Applied Theatre and Institutional Life. Research in Drama Education, v29 n4 p570-582. This essay urges the field of applied theatre to extend its critical focus to examine how whiteness differentially shapes our institutional homes, scholarship, and creative practice. Drawing from Sara Ahmed's (2012) notion of 'institutional life', the essay takes readers into my academic home at the University of Missouri, a predominantly white public institution in the middle of the US, to examine my direction of a critical performance effort, "The Revolutionists" Project. Throughout the essay, I show how a wall of whiteness shaped the design of the performance project and, as such, worked to obstruct critical conversations about racism and institutional life…. [Direct]

Janae Asali Oliver (2024). Racialized Lived Experience and Equitable Decision-Making among Philanthropic Leaders: A Narrative Inquiry. ProQuest LLC, Ed.D. Dissertation, Pepperdine University. This qualitative study explored the influence of racialized lived experiences (RLEs) on equitable decision-making among philanthropic leaders, employing a narrative inquiry approach. It examined how diversity within philanthropy, beyond tokenistic representation, can introduce a wide range of perspectives that enhance equitable decision-making processes. The study emphasized the significance of RLEs in philanthropic leadership and decision-making, despite potential institutional constraints on grant processes. Twenty philanthropic leaders from various backgrounds, including private and family foundations, community foundations, and corporate social responsibility initiatives, participated in the study. Utilizing a critical race conceptual and theoretical framework, the researcher analyzed philanthropic leader's narratives of race, racism, and equity relative to equitable decision-making and grantmaking praxis. These narratives were collected through interviews framed as… [Direct]

Alex Allen-Barrett; Ayana Bass; Elizabeth Bettini; Loretta Mason-Williams; Tammy Ellis-Robinson; Tuan D. Nguyen (2025). Ethnoracial Diversity of the Special Educator Workforce over Time. Exceptional Children, v91 n2 p144-165. Teachers of color are critical for improving students' educational experiences and outcomes, especially for students of color. Yet, more than 80% of special education teachers (SETs) in U.S. public schools are white. Thus, we examined how the ethnoracial diversity of the SET workforce changed over time, from 2012-2021, in relation to the increasingly ethnoracially diverse population of students with disabilities. Analyzing multiple waves of several nationally representative datasets, we found that any growth in the number of SETs of color nationally is wholly insufficient to keep pace with growth in the population of students of color with disabilities. With growing ethnoracial disparities between the SET workforce and the population of students with disabilities, race-evasive recruitment and retention initiatives are not justifiable. Instead, coordinated, race-conscious policies and practices are needed across policy, teacher education, and in-service school districts, to foster a… [Direct]

Howard, Tyrone C.; Reynolds, Rema (2008). Examining Parent Involvement in Reversing the Underachievement of African American Students in Middle-Class Schools. Educational Foundations, v22 n1-2 p79-98 Win-Spr. In this study, the authors examined the school experiences of middle-class African American parents and students, because they are largely overlooked in the professional literature when it comes to underachievement and parent involvement. Although No Child Left Behind (NCLB) highlights parent involvement and school accountability through the use of test data, the authors posit that non-White and non-Asian students in middle-class schools are frequently overlooked in the reporting and investigation of school achievement, particularly as it relates to parental involvement and engagement. Using Critical Race Theory (CRT) as a conceptual framework to examine parent involvement as it pertains to African Americans in middle-class schools, the authors attempt to account for an explicit intersection of race and class to be used in their analysis. CRT allows for the incorporation of counterstorytelling as a methodological tool so that parent voice can be a focus of this study. The purpose of… [PDF] [Direct]

Ashlee, Kyle C.; Wilkinson, Peter; Young, Natasha (2022). Critical Whiteness Studies and Racial Justice Activism with White Student Affairs Professionals. New Directions for Student Services, n180 p27-37 Win. Using Critical Whiteness Studies (CWS), two student affairs professionals share their personal narratives about their professional practice. Each reflect on how they challenge white supremacy both personally and professionally. We provide recommendations for using CWS as a framework to inform racial justice activism and support with white student affairs professionals…. [Direct]

Boda, Phillip Andrew; Kulkarni, Saili S.; Nusbaum, Emily A. (2022). From 'What Is' toward 'What If' through Intersectionality: Problematizing Ableist Erasures and Coloniality in Racially Just Research. International Journal of Research & Method in Education, v45 n4 p356-369. Drawing from critical theory and intersectionality, we speak with and through racially just methodologies and epistemologies to problematize who is being centred, for what purpose, and encourage the visibilizing of identities not explicitly engaged within this work. We argue that for racially just research to challenge how whiteness and ableism are embodied by traditional research design approaches it needs to problematize the coloniality wedded in such commitments and bear witness to the importance that disability identities, culture, justice, and freedom have in this endeavour. We first unpack what racially just methodologies and epistemologies have enquired from the late 1990s-2020, as well as where disability and coloniality have been represented (erased) in this work. Then, we engage with Mignolo's seminal theorization of "epistemic disobedience" and its importance in the generation of our thesis. Finally, we make visible the need to conceptualize the margins within… [Direct]

Dalton; Kath; King, Hannah; O'Brien, Kate; Phillips, Josie; Phoenix (2022). "Education as the Practice of Freedom?" — Prison Education and the Pandemic. Educational Review, v74 n3 p685-703. Throughout the COVID-19 pandemic there has been a corner of society where the spotlight has not fallen — the black hole of prisons, confining predominantly poor, minoritised and often younger adults. Globally, during the pandemic, people detained in prison have been locked away in solitary, or near solitary, confinement for up to 23-hours a day. In the UK, this meant choosing between fresh air, exercise or a phone call to loved ones each day. There has been little mention of education. Those in custody endured over a year locked in a cell without access to basic education let alone Higher Education (HE). In examining the state's responsibility to provide "education for all", we demonstrate, through our collective participation in the Inside-Out Prison Exchange Programme, the value and importance of prison education beyond the current focus on risk, responsibility and recidivism. We evidence the transformative and humanising potential of HE in prison through three key… [Direct]

Naidoo, Shantha; Shaikhnag, Noorullah (2022). Managing Racial Integration in BRICS Higher Education Institutions. Bulgarian Comparative Education Society, Paper presented at the Annual International Conference of the Bulgarian Comparative Education Society (BCES) (20th, Virtual, Jun 2022). The Sustainable Development Goals (SDGs) were developed by the United Nations in 2015 to encompass universal respect for equality and non-discrimination regardless of race, gender, ethnicity, and cultural diversity. Since 2000, Brazil, Russia, India, China, and South Africa (BRICS) have aligned with SDG 4.3 by developing higher education institutions (HEIs) which aims to "By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university". This was intended to create equal opportunities and permit full realisation and prosperity of human rights and human dignity. This paper explores the effectiveness of managing racial integration in BRICS HEIs and illustrates remarkable progress in research and policy enactment. Particular attention is devoted to the period from the mid-2000s when evidence around the globe exposed the presence of many forms of violence, which inhibit management of effective racial… [PDF]

Curtis, Andy, Ed.; Romney, Mary, Ed. (2006). Color, Race, and English Language Teaching: Shades of Meaning. Lawrence Erlbaum Associates (Bks) The unique contribution of this book is to bring together Critical Race Theory and narrative inquiry and apply them specifically to a largely overlooked area of experience within the field of TESOL: What does it mean to be a TESOL professional of color? To address this question, TESOL professionals of color from all over the world, representing a wide range of racial, ethnic, and cultural backgrounds, offer accounts of their own experiences, responding to two related questions: (1) Can you identify critical events or conditions in your personal or professional life that are the result of you being a person of color that affect who you are now and what you do as a TESOL professional of color? and (2) What have you learned from these events or conditions that have had a bearing on your life as a TESOL professional of color? This book is intended for researchers, professionals, and students in the field of English language teaching. The book is designed as a text for MATESOL programs… [Direct]

Gulson, Kalervo N.; Webb, P. Taylor (2011). Education Policy as Proto-Fascism: The Aesthetics of Racial Neo-Liberalism. Journal of Pedagogy, v2 n2 p173-194 Dec. We argue that neo-liberal educational policy has emerged as a proto-fascist governmentality. This contemporary technology relies on State racisms and racial orderings manifested from earlier liberal and neo-liberal practices of biopower. As a proto-fascist technology, education policy, and school choice policies in particular, operate within a racial aesthetics that connects ultra-nationalisms with microfascisms of racialized bodies. We discuss historical examples of liberal school segregation and residential schools in relation to contemporary examples of chartered ethnic-identity schools to illustrate the complexities of proto-fascist education policy…. [Direct]

Sutherland, Alexandra (2013). The Role of Theatre and Embodied Knowledge in Addressing Race in South African Higher Education. Studies in Higher Education, v38 n5 p728-740. This article examines the role of theatrical performance as a means of addressing the embodied and spatio-temporal manifestations of race and racism within South African higher education. As part of Jansen's proposal for a post-conflict pedagogy in South Africa, the article argues for the development and inclusion of embodied knowledges as an appropriate means of addressing issues of diversity and social transformation on South African campuses. Through a case study of one theatrical production aimed at tackling issues of diversity with incoming first year students at Rhodes University, it is argued that it was the embodied processes that the student performers in the production did that enabled them to interrogate the complexities of power and identity. The article suggests a move from intellectualised and abstracted engagements with race towards pedagogical methods that involve embodiment that, in this case, facilitated significant shifts in thinking about race and racial privilege… [Direct]

Lall, Rajinder; Wilkins, Chris (2011). "You've Got to Be Tough and I'm Trying": Black and Minority Ethnic Student Teachers' Experiences of Initial Teacher Education. Race, Ethnicity and Education, v14 n3 p365-386. Whilst Black and minority ethnic (BME) recruitment to initial teacher education (ITE) in the UK is increasing, completion rates are lower than for White students, and this study reports the experiences of BME student teachers on a primary postgraduate programme that had been particularly successful in increasing recruitment of BME students. Amongst some positive experiences, they report concerns about social isolation, stereotypical attitudes amongst White peers and instances of overt racism, particularly in school placements. Whilst conscious of the distinctive contribution they are able to make to schools, the student teachers are aware of the dangers of marginalization where their contribution is solely defined by their ethnicity. This paper draws attention to the parallels between these experiences and those revealed in similar studies undertaken up to two decades ago. It explores possible factors behind the persistence of these experiences and questions the effectiveness of the… [Direct]

Bursa, Sercan; Ersoy, Arife Figen (2016). Social Studies Teachers' Perceptions and Experiences of Social Justice. Eurasian Journal of Educational Research, n64 319-340. Problem Statement: Social justice addresses inequality in society, including economic inequality, global migration, racism, xenophobia, prejudice against disabled people, and class discrimination. In Turkey, social studies curriculum aims to cultivate active, democratically minded citizens who value justice, independence, peace, solidarity, tolerance, freedom, and respect and demonstrate critical thinking skills, problem solving skills, social participation, and empathy. Purpose: Since social justice education affects teachers' values, beliefs, experiences, practices, and views on social justice, we aimed to understand social studies teachers' perceptions and experiences of social justice. Methods: Following a phenomenological research design selected in accordance with maximum variation sampling, we recruited 10 teachers for our sample. We collected data by conducting semi-structured interviews with the teachers and classroom observations of four of them. We analyzed data by… [PDF]

Stewart, Pearl (2012). The Uphill Climb. Diverse: Issues in Higher Education, v29 n11 p16-17 Jul. Despite decades of research and recommendations, a revolving door continues to cycle Black and Hispanic faculty into and out of predominantly White higher education institutions. Interviews with the scholars and researchers who have examined this issue in recent years suggest that, although some institutions have ramped up their recruitment and retention efforts, more proactive measures need to be taken. In addition, numerous racial incidents on university campuses have focused attention on the composition of faculty at many top universities. Why do the disparities persist? Much of the literature suggests that the continued underrepresentation of faculty of color is largely attributable to persisting institutional racism and to individuals who continue to–intentionally or unintentionally–perpetuate racially disparate outcomes…. [Direct]

Milner, H. Richard, IV (2013). Analyzing Poverty, Learning, and Teaching through a Critical Race Theory Lens. Review of Research in Education, v37 n1 p1-53 Mar. In this article, the author explores poverty as an outside-of-school factor and its influence on the inside-of-school experiences and outcome of students. He considers the interconnected space of learning, instructional practices, and poverty. In particular, he uses critical race theory as an analytic tool to unpack, shed light on, problematize, disrupt, and analyze how systems of oppression, marginalization, racism, inequity, hegemony, and discrimination are pervasively present and ingrained in the fabric of policies, practices, institutions, and systems in education that have important bearings on students–all students–even though most of the studies reviewed did not address race in this way. He analyzes the interrelationship between race and poverty. His point in using race as an analytic site is not to suggest that people are in poverty because of their race but to demonstrate how race can be a salient factor in how people experience and inhabit the world and consequently… [Direct]

Novak, John M., Ed. (1994). Democratic Teacher Education: Programs, Processes, Problems, and Prospects. SUNY Series, Democracy and Education. This book focuses on the creative work and struggles of democratic teacher educators. After "Introduction: The Talk and the Walk of Democratic Teacher Education" (John M. Novak), the book is organized in three sections. Section I, "Programs," includes: (1) "The Institute for Democracy in Education: Supporting Democratic Teachers" (George Wood); (2) "Foxfire Teachers' Networks (Viewed through Maxine Greene's 'The Dialectic of Freedom')" (Hilton Smith); (3) "Doing Women's Studies: Possibilities and Challenges in Democratic Praxis" (Cecilia Reynolds); (4) "Democratic Empowerment and Secondary Teacher Education" (Thomas E. Kelly); (5) "Teaching for Democracy: Preparing Teachers To Teach Democracy" (Keith Hillkirk); (6) "Deliberately Developing Democratic Teachers in a Year" (Barbara McEwan); and (7) "An Institute for Independence through Action, Process, and Theory" (J. Cynthia McDermott). Section…

Hughes, Sherick (2011). Justice for All or Justice for Just Us? Toward a Critical Race Pedagogy of Hope through "Brown" in Urban Education. Urban Education, v46 n1 p99-110 Jan. This article uses critical theoretical methods to reconsider the potential of "Brown v. Board of Education of Topeka" in urban education. It finds "Brown" as a potentially useful tool for coconstructing critical race pedagogy of hope that involves (a) Socratic questioning of the endemic nature of racism and power dynamics of public education and the political discursive innovations of "Brown"; (b) a commitment to justice in urban education for all stakeholders, including stakeholders representing injustices linking race to class and gender; and (c) tragicomic hope–locating, critiquing, and ultimately engaging the action of hope to sustain participation in the struggle for distributive justice in public education…. [Direct]

Kiyama, Judy Marquez; Qui√±ones, Sandra (2014). "Contra La Corriente" (Against the Current): The Role of Latino Fathers in Family-School Engagement. School Community Journal, v24 n1 p149-176. A community-based, multisite study using mixed methods examined the experiences and perspectives of Latino students and families in a low performing urban school district in New York State. This research project was spearheaded by a Latino Education Task Force which brought together multiple stakeholders in a collaborative effort to counteract high dropout rates and deficit thinking about Latino youth and their families. The findings reported here, drawn from a thematic analysis of data collected specifically from focus groups with parents, center on Latino fathers' perspectives and experiences. We utilized a conceptual framework of Latino family epistemology and alternative parental role theory to explore the role of Puerto Rican fathers in family-school engagement. Findings reveal that these fathers: (a) cultivate education as a family and community affair in order to promote school success; (b) critique dynamics within the parent-school–istrict system and advocate for their… [PDF]

Hudson, Nicholas (2017). Undocumented Latino Student Activists' Funds of Knowledge: Transforming Social Movements. ProQuest LLC, Ed.D. Dissertation, The George Washington University. There are approximately 28,000 to 55,000 undocumented enrolled in postsecondary institutions in the United States (Passel, 2003). In order to achieve their educational ambitions despite the structural social, socioeconomic, political, and legislative barriers facing them, undocumented students utilize various resources they have at their disposal. Minoritized populations, specifically undocumented Latino students, have employed individual and collective agency in overcoming structural racism and barriers enacted to maintain the status quo. This study of eight undocumented Latino student activists in Virginia and Washington reveals the various forms of resources available undocumented Latino student activists and documents how these students utilize them to navigate the barriers they encounter, shape the undocumented student social movement, and achieve their educational aspirations. This study seeks to uncover what resources undocumented Latino student activists have at their… [Direct]

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

Urban, Mathias (2015). Sufficiently well Informed and Seriously Concerned? European Union Policy Responses to Marginalisation, Structural Racism, and Institutionalised Exclusion in Early Childhood. Alberta Journal of Educational Research, v61 n4 399-416 Win. Throughout the European Union, children from marginalised communities experience an appalling reality of poverty, exclusion, discrimination, and racism. Growing up in poverty and social exclusion shapes the reality of the lived experience for an increasing number of children in one of the wealthiest regions of the world. In the UK, a member of the G7, a significant number of children suffer from hunger, malnutrition, and cold (Lansley & Mack, 2015) while the government has abandoned child poverty reduction targets; in Croatia, a recent accession to the EU, "it is normal that Roma children are mostly sick," according to a recently published report (≈ ikic-Micanovic, Ivatts, Vojak, & Geiger-Zeman, 2015, p. x). Rather than examining the situation in specific countries, in this paper I undertake a critical inquiry into policy approaches and responses to inequality at the level of the European Union–including the EU Framework for National Roma Integration… [Direct]

McGinnis, Kathleen (1994). Celebrating Racial Diversity. This book is a teacher's guide to lessons on racism and multicultural education for students in preschool through grade 12. The emphasis is on the Catholic tradition, and suggestions are given for using the manual to support a religious education program. Suggestions are also provided for using the manual in social studies and language arts curricula in which the orientation is not specifically religious. The first section deals with racism, defining three goals of a curriculum on racism: distinguishing racism from prejudice, increasing awareness of the realities of institutional racism in the United States, specifically in educational institutions, and offering strategies for attitudinal change. Four lessons are accompanied by student worksheets. The second section deals with multicultural education. It is designed to increase understanding of multicultural education, to explain the nature of stereotyping, and to suggest strategies and activities for building positive multicultural…

Boyle, Bill; Charles, Marie (2012). "In My Liverpool Home": An Investigation into the Institutionalised Invisibility of Liverpool's Black Citizens. Journal of Education Policy, v27 n3 p335-348. Reviewing the 22 years that have elapsed since Gifford's 1989 report labelled Liverpool as racist, the authors focus on the fact that in a city which has had a British African Caribbean (BAC) community for over 400 years, there is minimum representation of that community in the city's workforce. The authors investigate two major forms of employment in the city, i.e. the teaching workforce and the city's Council workforce and one major route to employability, i.e. Higher Education Institutions in the city. They set out an evidenced argument which demonstrates the under-representation of the BAC community in two of the city's major areas of employment. The authors hypothesise that this under-representation is grounded in institutional and structural racism. (Contains 7 notes.)… [Direct]

Zachos, Dimitris (2012). Institutional Racism? Roma Children, Local Community and School Practices. Journal for Critical Education Policy Studies, v10 n1 p53-66 Apr. This article tries to discuss the conditions Roma pupils face within the Greek educational system. In the first part, through a brief history of Roma groups in Greece followed by a short analysis of their legal status and leaving conditions, I attempt to present a critical approach in Romani Studies. Thereafter, using Institutional Racism as a lens and based on official documents and secondary data, I am trying to make a concise analysis of the educational policy of the Greek state towards Roma pupils. In the second part, based on an ethnographic research in a Greek primary school, I investigate the influence of the local Greek authorities, local communities and school personnel on Roma origin pupils' education. (Contains 13 footnotes and 2 tables.)… [PDF]

Jordan, Lorien S. (2023). Integrating Qualitative Inquiry and Critical Whiteness in Psychology Research Methods Courses. Teaching of Psychology, v50 n2 p112-118 Apr. Introduction: This paper merges two neglected components within the psychological sciences broadly and research methods courses specifically: Critical whiteness and qualitative methodologies. Statement of the Problem: In psychology programs, regardless of discipline, research courses remain one area where issues of race and racism, such as critical whiteness, are deemphasized. Similarly, methods courses rarely integrate qualitative inquiry and critical theory. Literature Review: First, I briefly review the relevant literature on the state of qualitative research in psychology. I then discuss critical whiteness, contextualizing the idea of whiteness, before moving into a review of the current research on whiteness in psychology. Teaching Implications: I present three experiential learning activities that further students' skill development in qualitative methods while learning about three specific aspects of whiteness. Practicing observations, photovoice, and qualitative coding,… [Direct]

Butler, Bettie R.; Hoon Lim, Jae; Lewis, Chance; Starker Glass, Tehia; Williams, John A., III (2023). The Discipline Gatekeeper: Assistant Principals' Experiences with Managing School Discipline in Urban Middle Schools. Urban Education, v58 n8 p1543-1571 Oct. School discipline disparities for African American students in urban schools continue to be a topic of contention. While research has rightfully called into question the practices and preparation of teachers and principals, the role that assistant principals serve as disciplinary gatekeepers has gone relatively unnoticed in the literature. The purpose of this study was to explore the experiences of five assistant principals at two urban middle schools to ascertain how they addressed issues of race amid applying school discipline interventions for African American students. The findings are analyzed and discussed through a critical race theoretical framework…. [Direct]

Cooper, Yichien; Hsieh, Kevin; Lai, Alice (2023). No More Yellow Perils: Antiracism Teaching and Learning. Studies in Art Education: A Journal of Issues and Research in Art Education, v64 n2 p150-168. The ongoing news about anti-Asian hate crimes prompted us to address racism through art education. In this article, we exemplify a model of antiracism art education implemented through three workshops: (1) Imagining Asians, which adopts an anticolonial pedagogy to destabilize the colonial and racist gaze toward Asians; (2) Animating the Chinese Taotie, which applies critical multicultural art education approaches to contextualize Chinese Shang arts and culture (1600-1046 BCE) and issues of social inequalities; (3) Layering Identity, which follows the cultural competence standards to emphasize the complexity of identity work and raise awareness of diverse identity-based narratives and issues. After explaining the conceptual foundation for each workshop, we describe the individual workshop and showcase selected preservice art teachers' artworks reflecting their informed and empowered interpretation of Asian artifacts and intersectional identity. We conclude that the participants gain… [Direct]

Carter, Heather; Gebhard, Amanda; Novotna, Gabriela; Oba, Funke (2023). Racism Plays a Disappearing Act: Discourses of Denial in One Anti-Discrimination Campaign in Higher Education. Whiteness and Education, v8 n2 p229-247. This article responds to a university's anti-discrimination campaign, ostensibly launched to combat racism. Taking up poststructural principles and anchored in anti-racism literature, we employ a discourse analysis to examine the truth productions about racism circulated by the campaign, and the subject positions to which they give rise. We analyse the consequences and possibilities for anti-racist action in the light of our argument that the campaign produced the university as an always already anti-racist space, becoming a means to an end to meaningful action. Through themes of belonging, denial, innocence, colour-blindness, and erasure, we demonstrate that the messaging of the campaign aligns with national narratives about Canadian society as free of racial inequity. We bring readers to consider how an anti-discrimination campaign effectively delegitimised the need for anti-racist action, imploring future initiatives to guard against re-inscribing the very forms of inequality they… [Direct]

Kirk D. Rogers; Liane I. Hypolite (2023). Closing STEM Opportunity Gaps through Critical Approaches to Teaching and Learning for Black Youth. Theory Into Practice, v62 n4 p431-447. This article builds upon prior work by suggesting how public, K-12 education systems across the United States can address longstanding opportunity gaps in STEM education. More specifically, we bring together the work of critical perspectives in education, STEM pathway research, as well as best practices from teaching and learning scholarship. We suggest that through critical, interconnected, and aligned approaches to pedagogy, curricula, and instruction, educators can effectively advance the holistic success of Black youth. We begin by summarizing some of the systemic barriers to STEM pathways for Black students. We then highlight how extant studies have pointed to 3 essential teaching and learning strategies that empower Black youth toward academic, social, and civic engagement. We suggest that through: (1) culturally responsive, relevant, and sustaining pedagogies, (2) problem- and project-based, participatory curricula, and (3) a commitment to civic action and civic engagement, we… [Direct]

Carter, Dorinda J. (2008). Cultivating a Critical Race Consciousness for African American School Success. Educational Foundations, v22 n1-2 p11-28 Win-Spr. In the field of education, much of the research on Black student achievement focuses on cultural and/or structural explanations for the academic outcomes of these adolescents. A vast amount of the research on Black student achievement perpetuates a continuous discussion of Black underachievement. Race continues to remain central across discussions that include psychological, anthropological, and sociological analyses. While this research highlights individual, environmental, institutional, and societal factors that affect Black students' schooling experiences, there is a lack of in-depth examination of how these factors interact with students' individual identities to shape their attitudes and beliefs about schooling and subsequent school behaviors. This article does not focus on the schooling experiences of urban, Black high school students; rather, it illuminates students' attitudes about race and racism, achievement, and the utility of schooling for upward mobility. In the… [PDF] [Direct]

Ariel Chasen; Mariel A. Pfeifer (2024). Empowering Disabled Voices: A Practical Guide for Methodological Shifts in Biology Education Research. CBE – Life Sciences Education, v23 n3 Research Methods 1. Biology education research provides important guidance for educators aiming to ensure access for disabled students. However, there is still work to be done in developing similar guidelines for research settings. By using critical frameworks that amplify the voices of people facing multiple forms of marginalization, there is potential to transform current biology education research practices. Many biology education researchers are still in the early stages of understanding critical disability frameworks, such as Disability Critical Race Studies (DisCrit), which consists of seven tenets designed to explore the intersecting experiences of ableism and racism. Our Research Methods Essay uses DisCrit as a model framework and pulls from other related critical disability frameworks to empower disabled voices in biology education research. Drawing from existing scholarship, we discuss how biology education researchers can design, conduct, and share research findings. Additionally, we… [Direct]

Manali J. Sheth (2024). Excavating Hegemonic Rules of Engagement for Women and Queer Students of Color in Academic Spaces. Review of Education, Pedagogy & Cultural Studies, v46 n4 p597-621. In this study, the author examines how persistent exclusionary epistemic norms and practices become internalized as barriers for women and queer students of color to pursuing liberatory learning in justice-oriented academic spaces at traditionally white institutions. Using an epistemic oppression framework rooted in critical race and intersectional feminist perspectives, the author analyzes critical episodes when women and queer students of color felt constrained in their desired participation in an educational foundations learning community to reveal hegemonic rules of academic engagement that operated to stifle their participation. The author argues that these rules, informed by dominant epistemologies and epistemic harms, limit WQSoC license to ask questions, claim their experiential knowledge, and assert critiques from their positionalities toward critical educational praxis. This research has implications for theorizing conditions that explicitly attune to and counter these… [Direct]

Anwar S. Cruter (2024). From Strain to Strength: The Stressful Realities and Coping Mechanisms of Black Student Affairs Professionals in Predominantly White Institutions. ProQuest LLC, Ed.D. Dissertation, University of Georgia. Black student affairs professionals are not the primary group of focus in most empirical studies. Much of the literature about Black people at PWIs in higher education focuses on student and faculty experiences (Wolfe & Dilworth, 2015). The purpose of this narrative qualitative study was to explore experiences and strategies Black student affairs professionals use to cope, work through, and overcome various forms of racism and discrimination at predominantly white institutions (PWIs). Through a transformative paradigm, this study utilized BlackCrit (Dumas & Ross, 2016) as a guide to the emancipation of non-dominant groups to uncover stories using sociocultural lenses, as well as The Transactional Model of Stress and Coping (Lazarus & Folkman, 1984), as frameworks to understand how participants expressed navigating through anti-Black environments. Twelve individuals participated in a 60-minute semi-structured interview. The analysis indicated that there are significant… [Direct]

Duran, Lynda (2022). The Authenticity Trap: A Critical Race Interrogation. About Campus, v27 n4 p13-17 Sep-Oct. The author recounts how they could not "be myself" or be authentic in the same way that White peers could without being stereotyped as anything other than a typical college student. The article endeavors to interrogate the loose, subjective definition of authenticity in higher education as a potentially precarious practice for BIPOC who lack a layer of insulation from a judgment that White colleagues benefit from. It discussed the need to reclaim authenticity beyond the socially constructed and oppressive traditions and create spaces in which BIPOC can experience authentic liberation on their own terms…. [Direct]

Little, Shafiqua J.; Welsh, Richard O. (2022). Rac(e)ing to Punishment? Applying Theory to Racial Disparities in Disciplinary Outcomes. Race, Ethnicity and Education, v25 n4 p564-584. In recent decades, racial disparities in K-12 disciplinary outcomes in the United States have garnered considerable attention. Empirical studies have established that schools' discipline policies and practices play an important role; however, the lack of an integrated theoretical framework inhibits the discourse on bias and discrimination as a contributing factor. This study aims to close the gap between theory and empirical evidence by examining the contributors to the racial disparities in disciplinary outcomes through theoretical lenses. Our findings indicate that school discipline approaches that predominantly focus on policing minor and subjective behavior may facilitate racial bias in enforcement. Our results suggest that the racial discipline gap may be the product of the: (a) heightened focus on risk management, (b) cultural and demographic mismatch between the teaching workforce and students, and (c) transmission of dominant values through school discipline policies and… [Direct]

Henderson, Jessica (2022). Impacting Resilience of Black Students through Critically Conscious Institutional Leadership and Policy. Journal of Education, v202 n4 p576-584 Oct. The author develops a conceptual framework that defines characteristics of critically conscious institutions and proposes their effectiveness in the promotion and strengthening of resilience in black students. Black students' development within an anti-black society is framed as a sustained and continuous adversity, and this article expands the critical consciousness conversation by shifting the focus from changes in student characteristics to institutional change, mirroring the shift in resilience literature from a critique of individuals' characteristics to a critique of the interactions between individuals and the proximal and distal environments with which they engage…. [Direct]

Basile, Vincent; Black, Ray; York, Adam (2022). Who Is the One Being Disrespectful? Understanding and Deconstructing the Criminalization of Elementary School Boys of Color. Urban Education, v57 n9 p1592-1620 Nov. This research aims to contribute to understanding what criminalization for boys of color looks like in urban elementary school settings and to offering insights into what we must do to disrupt criminalization in urban schools. Using multiple sources of data from four elementary schools across a 2-year period, we found that boys of color in the study were subjected to criminalization as part of their daily educational experiences. Their bodies and behaviors were hyper-policed, disparately punished, and routinely labeled with criminalizing terms. Furthermore, we found masternarratives framing boys of color as disrespectful and habitually truant to be ambiguous and empirically false…. [Direct]

Rafael Zavala (2022). "I Think I've Always Thought I Have to Prove Myself": Interpretations, Perceptions, and Teacher Sensemaking at a Distance. ProQuest LLC, Ed.D. Dissertation, San Jose State University. This grounded theory, constant comparative method study provides a Critical Race Institutional Logics Perspective account of Latina teacher sensemaking of distance learning. Distance learning–while not a particularly new school initiative, school reform effort, or organizational change–brought forth an organizational change that unmasked racist systems and deficit policy models perpetuating persistent, pervasive, disproportionate, low academic achievement for Latinx students. This study looked at how Latina teachers made sense of and enacted distance learning from their own personal values, beliefs, perceptions, and or impressions. Particularly, this study analyzed the role of race and its effects in shaping Latina teacher practice through these perceptions. This study argues that the incongruence between policy and lived experience is not strictly an organizational question, but an epistemological question that is best addressed through a critical analysis of Latina teacher… [Direct]

Gadd, Sonja R.; Pass, Michelle B.; Wiggan, Greg (2023). Critical Race Structuralism: The Role of Science Education in Teaching Social Justice Issues in Urban Education and Pre-Service Teacher Education Programs. Urban Education, v58 n9 p2209-2238 Nov. Using critical race structuralism (CRS), a new contribution, as well as primary and secondary data, this article explores the role of science in teaching social justice issues in urban education. In the United States, a teaching workforce, which is predominately White, middle class, and female, intersects with an increasingly diverse student population, creating a need for culturally responsive teaching practices, particularly in science, technology, engineering, and math (STEM), and science, technology, engineering, arts, and math (STEAM) classes. An investigation of existing literature reveals the need for greater emphasis on environmental racism and social justice as they pertain to students living in low-income and urban communities. Our findings reveal that CRS can be utilized in a collective effort to transform teacher education programs and teacher pedagogy, to effectively address environmental racism and other social justice issues in urban schools and communities…. [Direct]

Prendergast, Monica; Shenfield, Robyn (2023). Curriculum Violence in Drama Education. Research in Drama Education, v28 n3 p392-404. This article examines a concept called 'curriculum violence' that offers a contribution to the field of curriculum studies, in deepening both teachers' and scholars' awareness of the ways in which our best intentions in the drama classroom may lead to potential harm for our students. We present two drama structures, both Canadian; the first by Carole Miller and Juliana Saxton and the second by Larry Swartz and Debbie Nyman. We then discuss what we view as a High risk issue; a new provincial curriculum to be implemented in Alberta, that we view as causing potential curriculum violence to students…. [Direct]

Moos, Andrew (2023). The Language Ideologies of White First-Year Composition Instructors: Exploring Intersections between Writing Pedagogy, Attitudes toward Language, and White Identity. ProQuest LLC, Ph.D. Dissertation, University of Michigan. First-year composition (FYC) has historically functioned as a space for furthering the linguistic assimilation of students into "appropriate" forms of communication in academic spaces. While often going unstated in course/writing program goals, Standardized American English (SAE) has typically been the language variety elevated in FYC classrooms. As SAE is associated with White individuals, the (un)spoken privileging of this variety in the classroom has been heavily critiqued as a way of furthering White supremacy. Further research into specifically how uncritical writing pedagogies can work to foster environments of White supremacy is one necessary avenue for further inquiry. In particular, research into how the language ideologies, or beliefs about language, may contribute to or resist these systemic problems can help understand the motivations instructors may have in enacting various pedagogical practices. To engage in such research, I completed a two-semester… [Direct]

Valeria G. Dominguez (2023). Counter-Stories of Women of Color Navigating the Trusteeship: A Critical Race Feminism Analysis of the Organizational Culture of Higher Education Boards in the U.S. ProQuest LLC, Ph.D. Dissertation, University of California, Riverside. This dissertation explores the internal cultures of (14) United States higher education boards from the perspectives of (18) Women of Color trustees. Guided by Critical Race Feminism, Intersectionality, and Organizational Culture Theory, the author develops a framework to study the impact of race "and" gender on historically underrepresented Women of Color Trustees. The counter-stories presented in this analysis inform how internalized behaviors, norms, and interactions of trustees reinforce racial and gender inequity on higher education boards. Moreover, the study poses the unique contributions of Women of Color trustees as leaders in higher education. This dissertation's novelty comes from the lack of governance scholarship informed through the lens of Women of Color. The findings of the study contribute to the empirical and theoretical work in governance research and provide guidance for any Women of Color interested in the trusteeship. [The dissertation citations… [Direct]

Ebejer, Mary; Johnson, Detra D.; Roberts, LaSonja; Wong, Lok-Sze (2023). Consequential Issues of Censoring Curriculum: Who Has the Right to Ban What's Read?. Journal of Cases in Educational Leadership, v26 n4 p62-74. Ms. Sampson, a White eighth-grade teacher in a predominately White suburban school district in the southern United States, decided to include several books in her lesson plan. Selected books were from the school's library and had been previously approved by stakeholders as instructional resources for the district. One parent, a school board member, became enraged when he heard about the readings during a Parent Teacher Organization (PTO) back-from-spring-break celebration and contacted the district superintendent. A book was subsequently removed from the library and Ms. Sampson was placed on administrative leave without pay. This case centers on the critical race debate in public schools and how school leaders and other stakeholders address a teacher's decision to diversify curriculum and instructional resources amid stakeholder pushback…. [Direct]

Meir Muller (2024). Anne and Emmett: University Education Students' Reactions to a Course in Countering Racism and Antisemitism in the Classroom. Journal of Curriculum and Pedagogy, v21 n1 p109-130. Teacher educators are called to replace the foregrounding of courses from Eurocratic practice to those that better prepare pre-service teachers to use equity pedagogy to address issues of justice. This study analyzed the reactions of twelve undergraduate and graduate education students in a one-semester course that used the lives of Anne Frank and Emmett Till to learn pedagogical insights to counter racism and antisemitism in the classroom. Themes that emerged from the findings were the ways that children hide and are made visible in classrooms and the role of the teacher in this phenomenon; the importance of respecting and partnering with families; the benefits of teaching through stories, teaching against the grain, and recognizing the ability of children to use critical thinking to support change; and the impact of a professor's ability to "cross borders" through authentic dialog and model how to have weighty conversations with practical applications…. [Direct]

Gabriela Chavira; Ilene N. Cruz; Jaqueline V. Dighero (2024). Predicting Academic Success Using a Critical Approach: The Impact of Campus Climate, Ethnic Identity, and Self-Esteem among Latinx High School Students. Journal of Hispanic Higher Education, v23 n2 p88-103. Using LatCrit and QuantCrit, we examined the effect of school climate, ethnic identity, and self-esteem on GPA in a sample of 300 Latinx high school students. We found significant positive correlations between climate and GPA as well as self-esteem and GPA. Moreover, using structural equation modeling, we found self-esteem mediated the relationship between climate and GPA. This highlights the role of institutions in improving the educational experiences and increasing the educational attainment of Latinx students…. [Direct]

Jean Swindle; Marsha Simon (2024). Daring to Be a Mother: A Case Study on Being Black, Being Pregnant, and Being a STEM Doctoral Student. Educational Studies: Journal of the American Educational Studies Association, v60 n5 p551-573. This singular holistic case study examined the experience of a Black pregnant mother pursuing doctoral studies in a science, technology, engineering, and math (STEM) field at a predominantly white flagship institution in the southern United States. We employed the tenets of critical race feminism in this study to demonstrate the ways in which structural racism and pervasive gender stereotypes, specifically as they relate to Black women, present obstacles to successful completion of doctoral STEM studies. We narrate her story to highlight the insight inherent within her intersecting identities that challenges dominant narratives about a Black pregnant doctoral student. In bringing to the fore four themes surfaced: the triple consciousness of layered Blackness, the pregnant Black tax, Chemical imbalance: mapping a white man's reality onto a Black mother's body, and internal struggles and the complex intra-actions that birthed them — we present a counternarrative to the dominant… [Direct]

Adriel A. Hilton; Crystal J. Bryant; Sheena Howard (2024). The Relevance of Historically Black Colleges and Universities: From a Critical Race Theorist Standpoint. Peabody Journal of Education, v99 n2 p201-208. Historically Black Colleges and Universities (HBCUs) were created to provide educational opportunities for African Americans when other educational pathways were closed or restricted. These higher education institutions with the assistance of the American Missionary Association and the Freedmen's Bureau, churches and philanthropists, continue to educate African American leaders and advance society at large. From a Critical Race Theorists (CRT) perspective, the promotion and sustainability of HBCUs is relevant and much needed in the 21st century particularly with the gradual elimination of affirmative action standards at mainstream institutions. Acknowledging the persistence of racism, which CRT implores us to do, it is clear that HBCUs are critical educational entities as they lessen equity gaps and create opportunities for marginalized and disproportionately recognized students across the globe…. [Direct]

Mayra Puente; Ver√≥nica N. V√©lez (2024). Ground-Truthing as Critical Race Feminista Methodology: Toward an Embodied and Community-Centered GIS in Educational Inquiry. International Journal of Qualitative Studies in Education (QSE), v37 n5 p1287-1306. This article extends the methodological proposal of "ground-truthing" in Critical Race Spatial Analysis (CRSA) to consider GIS as Critical Race Feminista Methodology (CRFM). Traditionally, GIS technicians are sent into the field to verify remote-sensing data via "ground-truthing." This process was repurposed in CRSA to "ground" mapmaking in the spatial wisdom of Communities of Color to examine "color-lines" and their everyday impact. Missing in this initial (re)conceptualization was the theoretical and methodological sensitivity to examine "spatiality" in these experiences–the more intimate aspects of space that center on identity and knowledge of place. The authors engage CRFM to extend ground-truthing to capture structural and embodied experiences in socio-spatial relationships by redefining technical GIS approaches key to ground-truthing–"projection," "layers," "scale," and "visualization."… [Direct]

Ferdinand, Debra (2009). Workforce Education and Development Curriculum Responsiveness to Culturally and Internationally Diverse Graduate Students: A Mixed Methods Study. ProQuest LLC, Ph.D. Dissertation, Southern Illinois University at Carbondale. This descriptive study used a mixed methods design and sought to examine students' perceptions on workforce education and development (WED) curriculum responsiveness to culturally and internationally diverse graduate students at a Midwestern university on four dimensions: "teaching strategies (to include delivery)," "curriculum inclusiveness," "international responsiveness," and "curriculum improvements." The research study design consisted of the mixed methods Follow-up Explanations Model (QUAN emphasized) complemented by the With-in Stage Mixed Model. A pragmatic paradigm guided the collection and analysis of the study's census data (survey and focus groups). A newly developed WED Curriculum Responsiveness Survey (0.850 Cronbach's alpha index) containing closed- and open-ended questions facilitated data collection from all the population. Three follow-up focus groups gathered qualitative data for explaining the survey quantitative results…. [Direct]

Taylor, Janis Swenson (2001). Through a Critical Lens: Native American Alienation from Higher Education. This paper is an analysis of Native American student alienation on a predominantly White university campus viewed through the lens of Critical Race Theory. It uses the narratives of 16 students in a qualitative study to question the assumption that minority student alienation is the result of a failure to adjust, adapt, integrate, and become involved with the traditional college setting. It suggests, in contrast, that certain aspects of university environments create and support forces that alienate. It recommends a broader, more inclusive curriculum and pedagogy, and urges higher education to listen to the voices of these students and to envision and create a new higher education culture that will provide support and services and an education relevant to their needs. (Contains 48 references.) (Author/SLD)… [PDF]

Denzin, Norman K., Ed.; Lincoln, Yvonna S., Ed. (2000). Handbook of Qualitative Research. Second Edition. This handbook's second edition represents the state of the art for the theory and practice of qualitative inquiry. It features eight new topics, including autoethnography, critical race theory, applied ethnography, queer theory, and "testimonio"every chapter in the handbook has been thoroughly revised and updated. The book contains:"Preface" (1 chapter); "Part I–Locating the Field" (4 chapters); "Part II–Paradigms and Perspectives in Transition" (7 chapters); "Part III- -Strategies of Inquiry" (11 chapters); "Part IV–Methods of Collecting and Analyzing Empirical Materials" (10 chapters); "Part V–The Art and Practices of Interpretation, Evaluation, and Representation" (6 chapters); "Part VI–Future of Qualitative Research" (2 chapters). Contains two indices. (BT)…

Boyce, Benjamin S. (2021). Racist Compared to What? The Myth of White Wokeness. Whiteness and Education, v6 n2 p115-129. Citizens of the contemporary Unites States are faced with the cognitive dissonance of a society which claims to reject the racist, sexist, homophobic and ableist ways of our ancestors, while daily experience betrays the inaccuracy of that world view. When confronted, those in privileged positions have learned to lean on social scripts in which we compare our behaviour to some of the worst examples we can conjure up, and in so doing we position ourselves as moral compared to that person. Chronic wokeness is a symptom of the incurable human condition of wanting to be a good person. Our cultural willingness to ignore obvious evidence in favour of a story that makes us feel better about ourselves has become our legacy. We are a country floating on the intoxicating cloud of permanent denial, thriving on narratives that present us as thoughtful, self-reflexive, and progressive — in a word, woke…. [Direct]

McCarthy-Brown, Nyama (2021). Dancing with Race: A Multiple Case Study on the Use of Critical Dance Pedagogy in Dance Making. Whiteness and Education, v6 n1 p19-38. This qualitative, multiple case study examines high-school and college-student experiences in a critical pedagogy choreographic process focused on race. Whiteness studies are illuminated throughout, as this scholarship correlates directly with the findings of denial and resistance that emerged when students were required to investigate race-based systems of oppression in our society. Also revealed is the value of embodied dialogues in the educational experience. Herein I describe, examine, and reflect upon the use of critical inquiry in dance classes. As students explore their embodied knowledge and abilities in non-verbal communication, a framework is presented for kinaesthetic learners to soar. The described embodied learning experiences proved impactful for over 90% of participants. This research can be used as a model for educators who wish to enter into difficult dialogues with students in dance and other disciplines…. [Direct]

Smith, R. Kweku Akyierfi (2022). "Mines in the Classroom": Black Student's Safety with General and Special Educators. Multicultural Learning and Teaching, v17 n2 p143-158 Sep. How Black learners are made to feel in the classroom by their general and special education professionals affect how they learn and navigate their world. An historical account of American education for the Black mind can be viewed as dull, dangerous, and deadly. It is imperative that each child feels physical and psychological safety in every educational environment. This is the premise of this article…. [Direct]

Beeman, Angie; Genao, Soribel; Melaku, Tsedale M. (2022). Leaning on Our Academic Shields of Gendered Support. Journal of Education Human Resources, v40 n1 p29-57 Win. Intersectionality reminds us that women of color face a particular kind of marginalization due to both gendered and racial oppression and underrepresentation. As such, they are more often "presumed incompetent" and may not feel as innately supported in social and professional structures as their white male and female counterparts. Additionally, the silencing effect of being one of very few women of color in academic departments puts us at risk for further marginalization, requiring that we engage in significant invisible labor that is neither recognized nor compensated. Grounded on our intersectionalities, we discuss our respective trajectories within our own fields and research, beginning with research that emphatically perpetuates the cycle of gender inequity in the academy. The discussion is then supported by analyzing the theoretical research on the salience of race, gender, and other axes of identity for the experiences of women of color. As authors, we present these… [Direct]

Hallie Kelly Star (2020). Whiteness in Higher Education: Using Autoethnography to Develop Critical Race Cognizant Leadership. ProQuest LLC, Ed.D. Dissertation, Idaho State University. The purpose of this research was to provide insight into how the discourses of Whiteness influence the behaviors of White leaders to maintain systems of oppression and dominance that exacerbate racism and inequity in higher education. Using critical Whiteness theory as a framework and critical autoethnography as the methodology, I used my lived experience as a White, upper-middle class woman working in higher education leadership as the source of data collection and analysis to better understand how to effectively model anti-racist leadership that builds equity and inclusion. This study developed using foundational concepts of autoethnography including an emergent design, the documentation of an epiphany and the use of reflexive writing to collect and analyze data. Specifically, this research focused on my experiences at NCORE 2018 and NCORE 2019, and the process I went through learning the truth about my family history, which is directly tied to White supremacy. The key findings of… [Direct]

Brown, Robert; Sul√©, V. Thandi (2023). My Body Is Not an Apology: Black Critical Agency as Sense of Belonging. Journal of College Student Development, v64 n1 p1-15 Jan-Feb. In the wake of highly visible institutionalized anti-Black violence, this study examined how sense of belonging manifests among Black students at historically white colleges. The findings speak to the need to expand upon the conceptualization of sense of belonging for Black students, particularly considering the history of racial trauma in the United States. The analysis draws from a lineage of critical race and afro-pessimist discourse to make connections between the participants' experiences and the people who preceded them. Implications for practice are introduced that consider how institutions can support the critical agency of Black students…. [Direct]

Cridland-Hughes, Susan; Khan, Nafees (2023). Counterstorying as Shining a Light: Teaching about Slavery through Narratives. Clearing House: A Journal of Educational Strategies, Issues and Ideas, v96 n3 p104-110. The article critiques schools' current reification and overreliance on teaching slavery as a history of exceptional individuals and unbroken progress toward freedom. The authors explore how the counterstorying of narratives of formerly enslaved individuals in both preservice and inservice education coursework complicates and engages the histories and legacies of slavery. Thomas' frame for critical race counterstorying (2020) and critical literacy (Janks 2013) form the theoretical lens for countering curricular violence. The authors focus on The Interesting Narrative of the Life of Olaudah Equiano as representative of the current canonical frame, then introduce interviews with formerly enslaved African Americans from the Federal Writers Project, Zora Neale Hurston's Barracoon, and the graphic novel Abina and the Important Men by Trevor Getz and Liz Clarke to demonstrate how counterstorying slavery shines a light on power and resistance…. [Direct]

Alicea, Julio Angel (2023). Placing Youth in the "Spatial Turn": An Intersectional Analysis of Youth Experiences in a Changing Neighborhood. Urban Review: Issues and Ideas in Public Education, v55 n1 p70-93 Mar. This study examines often-overlooked youth perspectives on the sociospatial changes happening in a community experiencing Black displacement, mass Latinx immigration, and impending gentrification. To date, studies of complex urban change rarely consider the ways in which young people perceive and produce place differently from adults. Drawing on Critical Race Spatial Analysis and related literature, this critical phenomenological study centers the experiences youth of color living and learning in South Central Los Angeles. In doing so, this article draws on walking interview data from a larger place sensitive study. This study found that youth of color in South Central derive keen, intersectional insights into the dialectical relationship between the social and the spatial just by living their lives. They learn to "read the world" around them and in doing so, develop complex understandings of the sociospatial phenomena that surrounds them. The article concludes with a call… [Direct]

Fu, Shuang; Hong, Ji Hyun; Qiu, Tairan; Yeom, Eun Young (2023). "I Feel Your Fear": (Counter)stories of East Asian International Doctoral Students about Awakening, Resistance, and Healing. Equity & Excellence in Education, v56 n1-2 p240-254. As an extension of the personal and intellectual conversations that took place in the sister-scholar group consisting of four East Asian international doctoral students from China and South Korea, in this article, we narrate and examine our (counter)stories traversing between different spaces and across time. These narratives center our racial, linguistic, social, and academic experiences and illustrate our processes of awakening, resistance, and collective healing. We used transnationalism and Asian Critical Theory as our theoretical guide, and collaborative autoethnography as our methodology. Through the canvas of (counter)stories, we (a) refuse dominant views and definitions of what it means to be Asian in the United States, (b) resist the simplistic and monolithic ways of understanding our existence and experiences as international students, and (c) challenge the academic community and broader society to develop more complex and critical social praxis regarding race, culture, and… [Direct]

Malin, Karrabi; Przymus, Steve Daniel (2023). DACA Funds of Knowledge: Testimonios of Access to and Success in Higher Education. Journal of Hispanic Higher Education, v22 n1 p76-93 Jan. Using "testimonios," we highlight six current university Deferred Action for Childhood Arrivals (DACA) students' funds of knowledge, or the lived experiences and culturally developed skills, specific to being DACA recipients, that these students leveraged in the past, currently lean on now for continued success, and learn what resources are lacking at university. Sharing these students' "DACA funds of knowledge," of navigating public education to successfully attend institutions of higher education, provides insight into equitable educational paths for those who follow…. [Direct]

Troy D. Washington (2023). Cloak of Racial Oppression Theory in Education. Educational Foundations, v36 p99-114. The more immediate concern of social injustice should explore the significant barriers Black men face in society. Although White America would like you to believe that things have improved, the current climate proves otherwise. The amount of hate toward people of color has been made obvious because of the Donald Trump administration. And one can even make the argument that most whites have ignored the enormity of racial tension escalating right before their eyes. It is easier for them to ignore the reality of racism, than to address it openly and honestly. But the barriers that Black men face are pushed even further to the outskirts of the minds of society to completely devalue their existence. These barriers may be more challenging to uphold if there's a framework like the cloak of racial oppression theory to identify the systemic barriers that exist in educational institutions. The cloak of racial oppression theory will likely generate discussions to encourage White America to… [PDF]

Moser, Stefanie Mary Broderick (2023). Moving beyond Numbers: Using DisCrit to Examine Policy. ProQuest LLC, Ed.D. Dissertation, Judson University. Decades of research about students of color with dis/abilities has left but one fact clear: these students are not treated equitably within our school systems. The purpose of this qualitative document analysis was to identify how Disability Critical Race Studies is represented within federal inclusion policies. The research question was "How are the seven tenets of Disability Critical Race Studies represented within federal inclusion policies?" Disability Critical Race Studies (DisCrit) is a theory that highlights the intersection of race and dis/ability. The Individuals with Disabilities Education Improvement Act and the Every Student Succeeds Act were analyzed for this study. The two policies were examined for keywords derived from the seven tenets of DisCrit. Data were then coded using a priori and process codes. Several themes emerged upon analysis of the data. Results show that several tenets of DisCrit are present within federal inclusion policies. However, their… [Direct]

Few, April L. (2007). Integrating Black Consciousness and Critical Race Feminism into Family Studies Research. Journal of Family Issues, v28 n4 p452-473. The author examines the advantages and challenges of using Black feminist theory and critical race feminist theory to study the lives of Black women and families in family studies. The author addresses the ways in which these perspectives, both of which are intentional in their analyses of intersectionality and the politics of location, are also distinct. She provides empirical examples from how family researchers have used Black feminist theory or a critical race feminist lens to examine the lives of Black women and families, and suggests ways for colleagues to embrace an explicit integration of Black consciousness and critical race feminist perspectives in family studies…. [Direct]

Van Lac (2024). "It Scared the Crap out of Me": Taking Risks and Talking about Race in a Principal Preparation Course. Journal of Research on Leadership Education, v19 n4 p433-457. University faculty have fixated on ways to adequately prepare social justice-oriented school leaders for quite some time. This teacher action research project documents the experiences of 14 aspiring school leaders in a principal preparation course focused on a critical race pedagogy curriculum. Using interview data, this qualitative study examines how white and Latinx students experience coursework grounded in the notion of risk-taking rather than safety. Findings from this study illustrate the following: (A) participants most resistant to the curriculum entered coursework having internalized dominant ideologies regarding merit and achievement; (B) these same students had adverse views regarding their critically conscious classmates and instructor; and lastly (C) all participants in this study demonstrated growth in their thinking regarding racial justice and educational equity. The discussion and implications address the nuances and complexities of promoting a pedagogy framed as… [Direct]

Lin Wu (2024). Examining Chinese American Teachers' Diasporic Lives through Empire and AsianCrit. Diaspora, Indigenous, and Minority Education, v18 n4 p270-283. Few studies examined Chinese American teachers' diasporic lives in U.S. K-12 schools and society, even as research on teachers of Color increases. In responding to such scarcity, the author connects tenets of empire and AsianCrit to illustrate how the legacies of imperialism and geopolitics of race have influenced three Chinese American teachers' diasporic trajectories and teaching practices. Implications include how scholars can use these theoretical orientations to historicize research on Chinese American teachers, apply Asian Diaspora as a framework in researching Asian American teachers, and prepare Asian American teachers to unsettle racism and imperialism in schools…. [Direct]

Abigail Novak; Vitoria De Francisco Lopes (2024). Disorderly to Whom? A Critical Analysis of School-Based Disorderly Conduct Referrals. Journal of School Violence, v23 n4 p582-596. The criminalization of school discipline and its resulting consequences for students, particularly students of color, has been widely studied. While results from previous research have shown racial and gender differences in punitive school experiences like suspension, school-based arrest, and school-based referrals to juvenile justice systems, existing literature has primarily focused on the experience of Black boys or used aggregate data to examine school-level correlates of referral-rates and has been limited in its examination of referrals for more subjective offenses like disorderly conduct. Informed by Critical Race Feminism, this study sought to examine whether Black girls experience increased odds of referral to the juvenile justice system for disorderly conduct involving school-based offenses in Florida. Our findings suggest that Black girls experience a higher risk of referral for school-based disorderly conduct as compared to other youth referred to the juvenile justice… [Direct]

Lydia Ocasio-Stoutenburg; Mildred Boveda (2024). "Who Raised You?": Black Women's Indispensable Conceptualizations of Mothering for Theorizing and Researching DisCrit. International Journal of Qualitative Studies in Education (QSE), v37 n9 p2521-2539. Traditionally, the academic field of special education has resisted critical perspectives. Despite their advanced skills, epistemological approaches, and ways of knowing, special education scholars enacting qualitative inquiry have often described inadequate support from their academic community. In a parallel manner, Black mothering in historical and contemporary spaces, especially in mothering disabled children, has often been dismissed for its valued expertise. This essay is a methodological, theoretical, spiritual, epistemological, and deeply philosophical intervention on the roles of Black mothers in all spaces who grapple with the tensions in the field of special education. The authors build upon Black Feminist epistemology and use Disability Critical Theory as a framework, documenting the journeys of two Black women mother and scholars through duoethnographic storytelling. Realizing that people who are mothering have their own agency and choose what they want to build with the… [Direct]

Adrienne D. Woods; Ben Van Dusen; Heidi Cian; Jayson Nissen; Lucy Arellano (2024). Comparing the Efficacy of Fixed-Effects and MAIHDA Models in Predicting Outcomes for Intersectional Social Strata. Sociology of Education, v97 n4 p342-362. This investigation examines the efficacy of multilevel analysis of individual heterogeneity and discriminatory accuracy (MAIHDA) over fixed-effects models when performing intersectional studies. The research questions are as follows: (1) What are typical strata representation rates and outcomes on physics research-based assessments? (2) To what extent do MAIHDA models create more accurate predicted strata outcomes than fixed-effects models? and (3) To what extent do MAIHDA models allow the modeling of smaller strata sample sizes? We simulated 3,000 data sets based on real-world data from 5,955 students on the LASSO platform. We found that MAIHDA created more accurate and precise predictions than fixed-effects models. We also found that using MAIHDA could allow researchers to disaggregate their data further, creating smaller group sample sizes while maintaining more accurate findings than fixed-effects models. We recommend using MAIHDA over fixed-effects models for intersectional… [Direct]

Danielle Marie Greene-Bell; Francis A. Pearman II (2024). Racialized Closures and the Shuttering of Black Schools: Evidence from National Data. Harvard Educational Review, v94 n2 p187-210. In this article Danielle Marie Greene-Bell and Francis A. Pearman II examine racial disparities in school closures across the United States, with a particular interest in majority Black schools. Using survival analysis and longitudinal data, they find that majority Black schools are far more likely to close than non-majority Black schools and that these elevated closure rates are not fully accounted for by observable differences like achievement levels, enrollment patterns, and the socioeconomic status of their surrounding communities. Using the theoretical frame of BlackQuantCrit, they argue that this pattern of findings is consistent with the theory that school closures demonstrate historical and contemporary forms of anti-Blackness that affect US schools and the geography of opportunity more broadly…. [Direct]

Duncan, Garrett Albert (2005). Critical Race Ethnography in Education: Narrative, Inequality and the Problem of Epistemology. Race, Ethnicity and Education, v8 n1 p93-114 Mar. Data presented in a previously reported ethnographic research project indicated that an urban elementary school regularly subjects its students to dated curricular materials and supplies. As reported, this occurred even though the school had at its disposal updated and even state-of-the-art resources, such as computers, visual aids, curriculum and photocopying machines. The critical race analysis presented in this article demonstrates that these practices are expressions of allochronic discourses that ingrain racial oppression in US schools and society. This article considers the roles of narrative and ethnography as measures to explicate allochronic discourses that inform public education. It also considers what American post-industrialism and globalization mean for US public education and concludes with a discussion of the implications of critical race theory for contemporary urban school reform…. [Direct]

Rolon-Dow, Rosalie (2005). Critical Care: A Color(full) Analysis of Care Narratives in the Schooling Experiences of Puerto Rican Girls. American Educational Research Journal, v42 n1 p77-111 Spr. In this article, the author explores the intersection between race/ethnicity and caring in the educational experiences of middle school Puerto Rican girls. Critical race theory and Latino/Latina critical theory are used as data analysis frameworks because of their emphasis on the roles of race/ethnicity and racism in shaping the circumstances of individuals and institutions. The author calls for a color(full) critical care praxis that is grounded in a historical understanding of students' lives; translates race-conscious ideological and political orientations into pedagogical approaches that benefit Latino/a students; uses caring counternarratives to provide more intimate, caring connections between teachers and the Latino communities where they work; and pays attention to caring at both the individual and institutional levels. (Contains 3 tables and 11 notes.)… [Direct]

Donahoo, Saran (2008). Reflections on Race: Affirmative Action Policies Influencing Higher Education in France and the United States. Teachers College Record, v110 n2 p251-277. Background/Context: Although frequently associated with the United States, affirmative action is not a uniquely American social policy. Indeed, 2003 witnessed review and revision of affirmative action policies affecting higher education institutions in both France and the United States. Using critical race theory (CRT) as a theoretical lens, this text compares the affirmative action programs and lawsuits litigated in both nations in 2003 and their impact on the educational and social experiences of people who are racially or culturally non-White. Purpose: This article examines and compares affirmative action policies and lawsuits directed at higher education in France and the United States. Faced with similar challenges, controversies, and racial concerns, these courts offered somewhat diverging opinions on the purpose, meaning, and impact that affirmative action policies should have in this millennium. Research Design: This article employs legal hermeneutics, a specific form of… [Direct]

Bell, Jordan; Zaino, Karen (2022). We Are Each Other's Breath: Tracing Interdependency through Critical Poetic Inquiry. International Studies in Sociology of Education, v31 n1-2 p27-48. In this paper, we utilize poetic methods that seek to surface, but not overdetermine, the unanticipated relational excess produced through literacy practices. Karen, a queer white woman, and Jordan, a cis-gendered heterosexual Black man, wrote a series of letters to one another throughout the Spring 2020 semester. We turned to critical poetic inquiry to analyze the letters, interested in poetry's capacity to highlight literacy's critical power and its emergent potential. We found ourselves implicated in each other's lives in new ways; we found our relationship both strengthened and tested. Such relational indeterminacy creates methodological challenges in literacy research. We found critical poetic inquiry to be a uniquely useful method for expressing the ambiguity and incommensurability of literacy as 'affective encounters' (Lenters, 2016), particularly during the COVID-19 pandemic, as our interdependency and mutual obligation is highlighted…. [Direct]

Josephine H. Pham (2024). Orchestrating Critical Race Talk towards Institutional Change. Journal of Language, Identity, and Education, v23 n4 p482-497. Although race discourse has become increasingly encouraged to address educational inequities, racialized speakers are often expected to accommodate white listening subjects in institutional settings. Building upon multidisciplinary scholarship of race and language, I develop place-based raciolinguistics as an explanatory theory and linguistic ethnographic lens through which to analyze how racialized speakers discursively transform locally specific meanings of race and racism while being marked by prevailing ideologies, practices, and structures embedded in whiteness and other systems of power. I apply this framework by investigating the race discourse of justice-oriented K-12 teachers in Los Angeles, California. Through my analysis, I challenge reductive and essentialized views of social transformation by highlighting the multidimensional conditions of orchestrating critical race talk toward institutional change. Acknowledging the institutional vulnerability and harm that racialized… [Direct]

Allarie Coleman (2024). Designing Curriculum for Critical Consciousness: A White Teacher's Process. Critical Education, v15 n4 p1-17. This manuscript describes a white teacher's process of teaching texts authored by writers from historically marginalized cultural groups in a high school classroom. I wrote this self-study as theoretical guidance for teachers who also want to contextualize conversations about race. The scholarship of bell hooks motivated me to adopt the pedagogy of teaching for critical consciousness. I begin by introducing the theory of critical consciousness, the prevalence of white teachers, and the need for teachers to begin identifying white culture with their students. Then, classroom work is connected to conceptual approaches of centering race to demonstrate how to address whiteness. I connected concepts from scholarship on racial relationships to my own reflections to explain the qualities of a pedagogy that aimed to challenge the status quo of teaching while white. [Note: The page range (1-18) shown on the PDF is incorrect. The correct page range is 1-17.]… [PDF]

Janiece Z. Mackey; Varaxy Yi (2024). Poetic Transcription and Its Possibilities for (Re)Presentation. International Journal of Qualitative Studies in Education (QSE), v37 n7 p1853-1867. Two women scholars (Khmer and Black) explore how our subjectivities as researchers influence how we understand, give honor to, and (re)present our participants' experiences in ways that value their humanity. Through phenomenological methods and poetic transcription, we seek more nuanced, creative, and powerful ways of positioning participants' critical agency and highlighting the essence of their racialized experiences. In conceptualizing how qualitative researchers can integrate their positions and subjectivities into the research process as an asset, we identify the significant contributions our perspectives make when more thoughtfully incorporated with the lives and stories of our participants…. [Direct]

Ashley D. Dom√≠nguez; Carlos R. Casanova (2024). School Leader Loter√≠a: How School Educators Respond to Latinx Student Performances of (Their) Lived Experiences with Racism in School. Journal of Research on Leadership Education, v19 n3 p304-331. Latinx youth exhibit educational leadership and possess unique insight into experiences of youth of color in K-12 schooling. Yet, adultism hinders authentic youth participation in educational decision making. In this study we address the following question: What types of behavior do K-12 school leaders demonstrate in response to Latinx youths' experiences of racism? We share the story of a structured interaction, guided by social justice and forum theater, facilitated by Latinx youth to adult school leaders. We present our findings via the school leader loter√≠a typology model and discuss the spectrum of adult educator behavior in response to youth voice…. [Direct]

Oates, Evangela Q. (2023). Battered but Not Broken: A Composite of the Experiences of Black Librarians at Public, 2-Year Colleges–Dissertation of the Year. Community College Review, v51 n2 p147-172 Apr. Objective: Black librarians account for just 5.4% of academic librarians in the U.S. in a period in which enrollments for Black students steadily increases. While national programs aimed at recruitment exist, too little attention is focused on the environments and cultures that influence the attrition of racially minoritized groups. This study investigated the experiences of Black librarians at public, 2-year colleges in the U.S. to better understand how they navigate, cope, and succeed amongst the challenges of academic librarianship. The following question guided the study: what are the experiences of Black librarians at public, 2-year colleges? Methods: Using Critical Race Methodology's composite counterstory (CCS) and through two, ninety-minute interviews with four narrators, the experiences of Black librarians were leveraged to construct and reconstruct the storied lives of Black librarians in community college libraries. Results: The findings show the hostile environments Black… [Direct]

Flint, Maureen A. (2023). Sounded Histor-Futurit-ies: Imagining Posthuman Possibilities of Race and Place in Qualitative Research. International Journal of Qualitative Studies in Education (QSE), v36 n4 p672-688. This paper examines how histories of racism, slavery, and white supremacy continue to resonate in the present through the creation and curation of an audio compilation of student narratives. Grounded in posthuman theories, the sound compilation of layered student narratives offers a starting point for exploring the relational, embodied, and material web of affects that characterize the nomadic posthuman subject. This article takes up Braidotti's call to question who 'we' are in this together, what it means for 'us' to negotiate the convergence of the present together when we are not one and the same. Through compiling and overlapping student voices, this article works to attend to the patterns and differences in their tellings as ethical and relational starting positions. The tracing of stories and threads of student voices in the audio compilation 'puts to work' posthuman theory and offers possibilities for qualitative research methods grounded in posthuman theories…. [Direct]

Nelson, Terry A. (2023). Complementing Intersectionality Pedagogy with a Missing Component-Positionality. Journal of Management Education, v47 n3 p324-337 Jun. Teaching about race as an African American female instructor at a predominantly white university has its challenges, especially regarding classroom power and privilege dynamics. I use the concepts of intersectionality and positionality as frameworks to explain the experiences that I encountered in the classroom, usually as the only African American in the room. I share two scenarios that initiated my inquisitiveness to discover more about why the incidents occurred. At the conclusion of the paper, I reveal how the complementary value of intersectionality and positionality benefits all educators who desire to comprehend the hierarchical power and privilege that may interplay in the learning environment…. [Direct]

Carri√≥n, Alejandro E. (2023). Living in Multiple Worlds: Analyzing College Transitions and Dispositions through the Use of Critical Practice. Journal of Latinos and Education, v22 n4 p1647-1659. The academic progress and success of males of color have begun to capture the attention locally and nationally. Over the past several years research examining males of color and their k-12 to college, pathways have been the subject of conversation and focus of scholars and practitioners alike. This study examines the transition of successful Latino males and centers their perspectives through the analytical framework of Bourdieu's practice. This framework helps to theorize and capture strategies/logic/resistance male participants engaged in to shed stereotypical representations and stigmatized expectations placed on their bodies based on their identity as Latino males from the Bronx…. [Direct]

Rocha, Janet (2023). Snapshots of Everyday Affirmations Captured through Critical Race Photovoice: Seven Women's Strategies to Deploy Asset-Based Resources during Their College Transition. Equity & Excellence in Education, v56 n1-2 p221-239. There is limited understanding of how women of Mexican heritage transform cultural and familial protective factors into strategies to help navigate their education. This study helps bridge the gap between students' cultural wealth and the ways they utilize this protective factor in college. I analyzed the strategies used by seven first-generation college women of Mexican heritage and captured them through participant-produced photographs. Specifically, visual snapshots of the ways they chose to deploy their cultural wealth or asset-based resources were provided. The display of family photographs, collages, and religious statues reflected, accommodated, and validated their precollege assets and resources to incorporate their cultural wealth while navigating the first year in college. The women stayed connected with their precollege protective factors that include their family history, familial-cultural assets, and family resilience as they transitioned to college life. This study… [Direct]

Cushing, Ian (2023). "Miss, Can You Speak English?": Raciolinguistic Ideologies and Language Oppression in Initial Teacher Education. British Journal of Sociology of Education, v44 n5 p896-911. Racism is pervasive within the lives of racially minoritised pre-service teachers in England, but little work has explored how perceptions about language feature here. Based on interviews and workshops with 26 racially minoritised pre-service teachers, I describe their experiences of language oppression whilst on school experience placements, where they were instructed by mentors to modify, flatten, and completely abandon their ways of talking if they were to be perceived as legitimate. I show how language oppression gets justified by mentors in reference to national policy, and how perceptions about the quality of speech are ideologically anchored to perceptions about the quality of teaching. I show how language oppression often materialises under seemingly benevolent and humanitarian guises, but inevitably maintains the raciolinguistic status quo because it instructs racialised teachers to adapt their speech so that it appropriates whiteness. I argue that language oppression is a… [Direct]

Coles, Justin A. (2023). Storying against Non-Human/Superhuman Narratives: Black Youth Afro-Futurist Counterstories in Qualitative Research. International Journal of Qualitative Studies in Education (QSE), v36 n3 p446-464. Antiblackness, and the dominant stories it produces about Black humanity, creates distorted images of Black humanness that are used to justify violence against Black youth in schools and society. However, Black youth have different stories to tell about their being in the world that stems directly from their lived experiences and are inherently counter to damaged center narratives intertwined with Black suffering. Using the theoretical framing of BlackCrit and theorizations of Afrofuturism, I share two composite Afro-futurist counterstories developed by Black high school students in a summer writing course, which confront antiblackness and disrupt the ways the regime makes educators complicit in seeing Black youth as non-human/superhuman. The research provides insights into Black youth futurity in relation to schooling in an anti-Black world…. [Direct]

Brown, Tashal (2023). "To Be Our Best Selves": Critical Dialogue with Girls of Color about Their Experiences in a Social Justice Leadership Program. Journal of Curriculum and Pedagogy, v20 n1 p63-89. This critical qualitative study explores the affordances of social justice-oriented education that centers youth of color and their desire to engage in complex and nuanced dialogue concerning social and political issues relevant to their lives. In doing so, this paper focuses on the experiences of six high school girls of color participating in a New York City based nonprofit program committed to social justice, activism, and leadership. Specifically, it investigates their participation in a course as they interrogated power, oppression, and privilege at the interpersonal and institutional levels. Guided by the theoretical underpinnings of Critical Race Feminism (CRF) and figured worlds, this study's findings highlight the necessity of discussions about topics often seen as "taboo" in school spaces. The girls saw the dismissal and/or reluctance to engage with "uncomfortable topics" in schools as an attempt to cover up or shield students from histories and… [Direct]

Lorenzo S√°nchez-Gatt (2023). Divining an Afrofuturist Music Education. Action, Criticism, and Theory for Music Education, v22 n4 p131-158. I argue that an analysis of antiblack racism in music education discourse is crucial in identifying and addressing potential for harm in the music classroom. I contend that Black children are particularly, and regularly, subjected to poor stereotypical depictions of their identity in digital media. Furthermore, I contend that this digital socialization has far-reaching implications in school. I use the framework of Black Critical Theory (BlackCrit) to explore interpersonal, curricular, and environmental sites of antiblack assault that are commonplace in schools and, specifically, music classrooms. Using a selection of Janelle Mon√°e's music, I explore themes of resistance and affirmation through an Afrofuturist lens. I conclude my paper by proposing that Afrofuturism can serve as a disruption that may create sites of affirmation for Black children. [Note: The page range (131-58) shown on the website is incorrect. The correct page range is 131-158.]… [Direct]

Rivera, Roberto (2023). School and Community Leaders' Experiences Implementing Critical Well-Being during the Dual Pandemics. ProQuest LLC, Ph.D. Dissertation, University of Illinois at Chicago. Emerging research has revealed the disproportionate impact COVID-19 has had on communities of color (Wilder et al., 2021), and the subsequent rising rates of racialized trauma that has occurred due to increasing racial injustice in the United States (Horsford et al., 2021). Although calls have been made for trauma-informed and social and emotional learning efforts in schools to become more race conscious (Alvarez, 2020), healing centered (Ginwright, 2018), equity focused (Venet, 2021), and promote justice (Jagers et al., 2019); such articulations have not been documented in K-12 settings during this particular context. In this study–School and Community Leaders' Experiences Implementing Critical Well-Being During the Dual Pandemic — I document how a model called Critical Well-Being, which draws from, and remixes these aforementioned discourses, was implemented in a school community during the 20210/2022 school. This study particularly focuses on school and community leaders'… [Direct]

Charley Brooks (2023). White, Award-Winning History Teachers' Narrations of Race, Anti/Racism, and Whiteness. ProQuest LLC, Ph.D. Dissertation, University of California, Santa Cruz. This dissertation study explores how white, award-winning history teachers narrate the role of race, racism, whiteness, and antiracism in their identity formation, in their understandings of society, and in their teaching of history. Drawing from a nationwide sample and utilizing surveys and semi-structured interviews, this project explores teachers' racial ideologies, antiracist pedagogies, and their navigation of their state and local contexts, especially those affected by anti- "CRT" legislation or policies. The dissertation provides an overview of teachers' narrations of race and related concepts, homing in on places of consistency and discordances in ideological articulation. This analysis leads to a focus on certain teachers' 'ideologies in pieces' (Philip, 2011), whose articulations of race and teaching commitments appear to conflict, contradict, or operate in tension, which tend to be spaces ripe for learning and transformation. The study follows with an overview of… [Direct]

Jacob Tyler Jobe (2023). "Once You See It, You Can't Unsee It.": A White Teacher and White Students' Exploration of Antiracist Education through Critical Whiteness Pedagogy. ProQuest LLC, Ph.D. Dissertation, The University of Utah. White people have a responsibility due to their complicity in White Supremacy, to practice antiracism in solidarity for racial justice with Black, Indigenous, People of Color (BIPOC) people and communities. Antiracist education, which fosters this sort of work, necessitates learning about racism and Whiteness to comprehend the violence of White Supremacist Capitalist Patriarchy. With the help of critical Whiteness pedagogy and critical Whiteness studies broadly, I engaged my White student-participants in antiracist education. As a White, male teacher of a social justice course at Crescent View High School (CVHS), a public school in a ski resort town in the Intermountain West, I had two goals with this scholarship. My first goal in the dissertation was to analyze how White students studying and practicing antiracism understood their racial identities. My second goal was to describe the various ways they tried to practice antiracism. I used critical Whiteness methodology and critical… [Direct]

Avil√©s, Tania; Harb, Anthony J. (2023). "It Wasn't Just about Learning How to Speak Spanish": Engaging Histories of Oppression and Enslavement in Spanish Heritage Language Education. Journal of Latinos and Education, v22 n5 p1815-1829. We present a curricular intervention in elementary Spanish heritage language in a Hispanic serving institution located in the US Northeast (Bronx, NYC), that aims to contextualize Latinx students' experiences and perceptions of Blackness within broader histories of oppression and enslavement. Our practice brings together critical Latinx pedagogy and critical approaches to Spanish heritage language education to facilitate sociohistorical consciousness for both language instructors and students through the use of open-access Latinx archival resources. We outline a three-week unit designed using the First Blacks in the Americas online collection curated by the City University of New York Dominican Studies Institute. During the unit, the students practice their full linguistic repertoires and develop historical thinking skills. We discursively analyze survey responses, instructor fieldnotes, and students' coursework collected throughout the course to measure the impact of this pilot… [Direct]

Jessica Bridges (2023). The Epistemic Uncertainty in Learning and Doing Anti-Racist Work. Thresholds in Education, v46 n2 p305-319. In this article, I start with an overview of two major events in 2020–the Coronavirus and the murder of George Floyd to contextualize White women's engagement in anti-racist work. I make meaning of the learning process for other White Women as I reflect and analyze my own learning experiences using autoethnography. I offer an overview of critical whiteness studies and scholarship about White women who engage in antiracist work. I share my autoethnographic narrative account of engaging in anti-racist work. I conclude by highlighting the hopeful possibilities anti-racist work can create for a more just society…. [PDF]

Edwin Mayorga; Jen Bradley (2023). Doubling Down: Collective Racial Literacy Development. Pennsylvania Teacher Educator, v22 n1 p1-17. This paper chronicles the journey of how our educational studies department answered student demands for change and engaged in a departmental inquiry into antiracism and abolition that continues to this day. We conceptualize what emerged over this three-year journey as a framework and process for Collective Racial Literacy Development (CRLD)…. [PDF]

Beneke, Margaret R. (2021). Mapping Socio-Spatial Constructions of Normalcy: Whiteness and Ability in Teacher Candidates' Educational Trajectories. Whiteness and Education, v6 n1 p92-113. In this paper I present a qualitative study in which I investigated how socio-spatial dimensions of schooling influenced the ways four, white, nondisabled teacher candidates made meaning of whiteness and ability throughout their educational journeys. Drawing on literature exploring the socio-spatial dimensions of power and whiteness and ability as property, I employed qualitative mapping to analyse how white, nondisabled teacher candidates appropriated conceptions of normalcy. Data reveal how whiteness and ability were constructed, normalised, and deployed as resources throughout teacher candidates' P-12 schooling and teacher preparation programmes. I assert that such an analysis can inform teacher education programs in dismantling these intersecting ideologies…. [Direct]

Ching, Cheryl D.; Roberts, Maxine T. (2022). Crafting a Racial Equity Practice in College Math Education. Journal of Diversity in Higher Education, v15 n4 p401-405 Aug. While assessment, curricular, and pedagogical reforms have improved overall success rates in college math courses, they have been less effective in closing racial equity gaps and fostering equitable classroom experiences for racially minoritized students. Following the insights of critical race math scholars, we argue that racial inequity persists because these reforms do not tackle the dominant instructional template that informs how many math faculty teach. We propose that racial equity requires a reconfiguration of practice involving (a) race-conscious sensemaking of teaching; (b) awareness of racial dynamics in math classrooms; and (c) a humanizing math pedagogy. We describe these three principles of a racial equity practice, along with the challenges that can arise when faculty confront complicity in producing racial inequity, attempt to undo practices serving them well, and wrestle with institutional factors that constrain change…. [Direct]

Alexander, Kendra P.; Clarke, Anna; Richardson, Sonyia; Stevenson, Andre P.; Thomas, Kenisha; Turnage, Barbara; Wood, Zionna (2022). Shamed into Action?: The Historical Avoidance of Pursuing Anti-Racist Educational Policies and Content in Social Work Education. Journal of Teaching in Social Work, v42 n2-3 p247-264. Linguistic norms concerning issues of social injustice, racism specifically, vary by discipline. In this study, the authors used content analysis to examine discourse in the social work profession related to racism and anti-racist action. Our investigation found that the usage of forthright terms such as racism, white supremacy, and oppression in the description of social work courses, authoritative disciplinary statements, and educational standards, was uncommon prior to the uprisings that occurred worldwide following the murder of George Floyd in 2020. In contrast, we find the pervasive promulgation of anti-racism as an explicit social work priority across multiple high-profile educational venues since this time. In our discussion, we interrogate the implications of this contrast as it relates to the ability of social work students and practitioners to both conceptually and practically engage in effective anti-racist action…. [Direct]

Pickup, Austin J.; Southall, Aubrey Brammar (2022). A Critical Discourse Analysis of the 1619 Project Controversy and Its Implications for Social Studies Educators. Social Studies, v113 n5 p223-236. The protests of 2020 cast a national spotlight once again on police brutality and ongoing racial injustice in America. Within this context, many activists and even mainstream commentators have given more attention to a critical analysis of how American history has been taught, especially regarding race relations. The publication of the "1619 Project" has touched off a wave of controversy regarding some of its historical claims and its larger interpretation of American history. In this paper, we analyze some of the discourses that have emerged from the post-publication controversy over the "1619 Project" and then discuss applications of our inquiry for the preservice teacher classroom. The paper will provide an overview of the background of the topic, important theoretical frameworks, methods, and sources…. [Direct]

Ward, LaWanda W. M. (2023). From Fisher to Fisher: A Critical Race Feminist Counterstory about Access to U.S. Higher Education. International Journal of Qualitative Studies in Education (QSE), v36 n6 p1003-1017. Most education and legal scholarship overlook gendered-race themes in pre-Brown v. Board of Education desegregation higher education cases that remain relevant to examining post-"Brown" race-conscious admissions cases. The author engaged critical race feminism to create a counterstory with Ada Lois Sipuel Fisher, a U.S. Supreme Court plaintiff in conversation with two fictitious Black women, Geneva Crenshaw, a civil rights attorney, and Nia Lytle, a tenure-track assistant professor of higher education. During a fictionalized one-day oral argument presented with dialogue composed from texts of actual race-conscious admission cases, the Black women react to and critique the societal and legal logic used by organizations and individuals who recruited the white women plaintiffs in those cases. The counterstory illustrates how civil rights discourse was coopted to advance white supremacist grievances. The conclusion calls on those invested in racial equity to reframe the… [Direct]

Aponte, Andrea V.; Hoang, Kim T.; Lee, Isabella H.; Mann, Sukhdev S.; Melendrez, Minerva; Singla, Aman; Thai, Mable T.; Zhong, Denise (2023). Diversity in Honors: Understanding Systemic Biases through Student Narratives. Journal of the National Collegiate Honors Council, v24 n1 p57-80. Centered on superiority over a certain group or individual, discrimination becomes predominant in prestigious institutions that pride themselves on exclusivity. Collegiate honors programs tend to deepen this practice by creating highly elite spaces accessible only to a select few. This rigidity can lead to an underrepresentation of historically marginalized groups, students who often lack the necessary resources for achieving academic excellence. This case study examines the ways honors programs inadvertently perpetuate discrimination among different social identities. Using inductive interviewing of honors students (n = 12) to gauge individual perceptions of program diversity, researchers rely on content analysis to generate four themes (relationship, discrimination, exclusion, conformity). By cross-analyzing participant responses with social identities, key programmatic components that may have led to covert systemic bias are uncovered. Results further indicate a possible link… [PDF]

Evans, Michael P.; Malin, Joel R.; White, Rachel S. (2023). Political Battles in Suburbia. Phi Delta Kappan, v104 n5 p6-10 Feb. Media reports have shown suburban school officials being threatened and school board meetings erupting into chaos. Rachel S. White, Michael P. Evans, and Joel R. Malin examine whether these politically contentious experiences are occurring everywhere, or if there is something distinct about the contentiousness suburban superintendents face. Drawing on a national survey of superintendents, they asked: How do political experiences of rural, suburban, and urban superintendents differ? The results paint a bleak picture about the stresses of the superintendency, and the direct toll they have on some superintendents' well-being. However, they also identify ways to support suburban superintendents as they face political challenges…. [Direct]

Argelia Lara (2023). An Undocumented Student's Quest for Acceptance: A "Testimonio" Analysis Traversing the Chicanx Educational Pipeline. Association of Mexican American Educators Journal, v17 n2 p98-123. This article examines the educational trajectory of a multiply marginalized undocumented Latinx student. Utilizing a Critical Race Quantitative Intersectional + "Testimonio," this article brings to light the experiential knowledge often not visible in quantitative data approaches, helping to contextualize educational pipeline numbers. This study draws on a "testimonio" methodology revealing challenges and illuminating educational pathways from high school to the doctorate. The findings show important considerations for policy and practice that account for social instability, consider the importance of mentorship, and offer implications for Diversity, Equity, and Inclusion leaders to create greater belonging across campuses throughout the educational pipeline…. [Direct]

Foste, Zak (2020). Remaining Vigilant: Reflexive Considerations for White Researchers Studying Whiteness. Whiteness and Education, v5 n2 p131-146. Drawing on Applebaum's theory of White Complicity, this paper considers how white researchers remain complicit in the reproduction of whiteness despite our intentions of disrupting its hegemonic nature. I reflect on a recent qualitative investigation on white college students' understandings of race and whiteness and offer three reflexive considerations for white researchers: creating contexts for racial comfort, unintentionally validating racist beliefs, and missed opportunities for educational interventions. In doing so I move beyond simplistic, reflective accounts of researcher identity and work towards a more vigilant, reflexive understanding of the white researcher in relation to our white participants. The paper should assist white scholars who seek to remain vigilant in reflecting on their own complicity in white supremacy, despite our scholarly intentions…. [Direct]

Adrienne D. Dixson; Chaddrick James-Gallaway (2025). Blackademics as Prophetic Witnesses and the Continuing Struggle for Racial Justice in Higher Education. Race, Ethnicity and Education, v28 n1 p1-18. This multidisciplinary paper illuminates white supremacist ideologies that serve to disenfranchise critical Black scholars in the U.S. academy. We situate the work of what we describe as the 'Blackademic' within the theological tradition of the prophetic witness. The conceptualization of critical Black scholars as a prophetic witness illuminates how they traverse the increasingly neo-liberal academy while they also navigate anti-Black white supremacist racism in higher education. This paper seeks to identify practical crossroads between the study of the experiences of Black scholars in academia and Blackademics (e.g. critical Black scholars). This paper also extends our previous emergent theoretical understanding of the actions of Blackademics…. [Direct]

Ferney Cruz-Arcila; Sandra Ximena Bonilla-Medina; Vanessa Solano-Cohen (2025). Language Learning Materials Counteracting Rural Racializations: A Practical Attempt in ELT. PROFILE: Issues in Teachers' Professional Development, v27 n1 p207-225. Colombia is one of the most socioeconomically unequal countries worldwide, with rural regions facing severe poverty, under-resourced schools, precarious economic opportunities, and an unresolved armed conflict. These inequalities are often overlooked in ELT policies and social practices, as rural institutions and educational actors are expected to adhere to English teaching goals that are more aligned with an urban ideal. This misrecognition of the rural socioeconomic and cultural conditions, along with historical racial intersections from colonization, contribute to emerging forms of racialization. Drawing on our research to explore the linkages between L2 education and race, this article examines the racialization of rurality from an ELT angle and introduces a didactic proposal to foster critical consciousness and enact deracialization…. [PDF]

Ariel Flores Mena; Laurence Parker; Sadie Ortiz (2024). Understanding Latinas/os/xs Undergraduate Experiences in a Business School through the Working Identity Lens. Journal of Latinos and Education, v23 n1 p59-67. Our study presents some of the voces of Latinas/os/xs undergraduates in a western U.S. business school to explore the concept of "working identity" in employment discrimination law under Title VII of the 1964 Civil Rights Act. While overt racial discrimination is outlawed, racial salience through factors such as phenotype, accent, demeanor, associations and assimilation all impact the way employers see potential applicants and fit with future corporate job roles. We used this conceptual framework to gain insights into ways that some Latinas/os/xs students initially experienced the pressure of "working identity" through their education in schools of business. We selected students majoring in business because it is a popular major and diversity, equity and inclusion efforts have taken hold in business school contexts. The five participants in our study were majoring in accounting, business administration and management, and preparing for their future as employees in… [Direct]

Olivia Marcucci; Rowhea M. Elmesky (2024). Coded Racialized Discourse among Educators: Implications for Social-Emotional Outcomes and Cultures of Antiblackness at an Urban School. Urban Education, v59 n9 p2859-2888. Despite good intentions, educators often inadvertently uphold systems of antiblackness that undermine the well-being of Black students. This article combines qualitative content analysis and interactional analysis to interrogate how daily interactions between educators in an urban high school in the Midwest may contribute to a school culture of antiblackness. Findings indicate that educators at this school rely on coded and non-coded racialized language to talk about Black students. Further, the article uses Interaction Ritual Theory to argue that the racialized discourse acts as a socio-emotional resource for educators in urban contexts. Implications for schools, policy makers, and researchers are discussed…. [Direct]

Kira J. Baker-Doyle; Lynnette Mawhinney (2024). Nurturing "A Specific Kind of Unicorn-y Teacher": How Teacher Activist Networks Influence the Professional Identity and Practices of Teachers of Color. Equity & Excellence in Education, v57 n1 p31-46. This article highlights the ways justice-oriented activist teachers of Color nurture themselves professionally through their involvement in critical professional development through activist teacher networks. This study conducted narrative inquiries of 26 activist teachers of Color across the United States. The counter-stories told by the teachers in this study reflect critical intellectual engagement and highlight specific ways in which these organizations further teacher sustainability, nurturance, and social change. This unified portrait shows a unique interplay between support of moral purpose, intellectual inquiry, and democratic change…. [Direct]

Bell, Nicholas; Bowman, Rachel W.; Dayton, Meagan; Evans, Imani; Grillo, Monica; Layden, Selena J.; Scott, LaRon A.; Spence, Christine (2023). Special Education Teachers of Color Retention Decisions: Findings from a National Study. Exceptional Children, v89 n3 p256-274 Apr. Special education teachers of color are underrepresented in research about attrition and retention, despite evidence of their role in the academic, social, and emotional success of students of color. We used critical quantitative methods and structural equation modeling to investigate the attrition and retention variability between special education teachers (SETs) of color and White SETs. We sampled 778 SETs and found SETs of color reported higher rates of intent to remain in the profession than White SETs. SETs of color in urban schools also rated supports higher than White SETs, based on school geographical location, suggesting higher retention of SETs of color in urban schools. We offer implications for ensuring SETs of color are reflected in research, and policy and practice recommendations to move the discussion of race and teacher shortage forward in the field…. [Direct]

Haynes, Chayla (2023). The Susceptibility of Teaching to White Interests: A Theoretical Explanation of the Influence of Racial Consciousness on the Behaviors of White Faculty in the Classroom. Journal of Diversity in Higher Education, v16 n1 p97-108 Feb. This article presents the White racial consciousness and faculty behavior (WRC/FB) model, which emerged from a constructivist grounded theory study I conducted. The WRC/FB model represents the inextricable link between racial consciousness and White faculty behaviors that either challenge or serve White interests and, consequently, White supremacy. This research broadens the higher education literature on teaching and learning by using Kimberl√© Crenshaw's restrictive and expansive views of equality framework and Derrick Bell's interest convergence principle to establish a connection between advancing racial justice and excellence in college teaching…. [Direct]

Bryan, Nathaniel; Cooper, Robin; Davis, Darrel R.; Jackson, Jarvais; McMillian, Rachel (2023). Toward a "Black PlayCrit" in Educational Leadership: What School Leaders Need to Know about Black Boyhood Play. Journal of School Leadership, v33 n3 p269-290 May. Childhood play is one of the hallmarks of early childhood education, yet most early childhood educators have stereotypical views of Black boyhood play. At the same time, few scholars have addressed teachers' and school administrators' stereotypes and biases of Black boys' play styles and behaviors. The purpose of this conceptual paper is to highlight the ways in which school administrators reinforce the anti-Black misandric violence Black boys experience during play through disciplinary decision-making. We also explore how such reinforcement leads to Black boys' entry into the preschool-to-prison pipeline. Ultimately, we aim to introduce Black PlayCrit to the field of educational leadership/adminstration in order to bring attention to anti-Black misandric violence against Black boys, and to celebrate the rich history and strength of Black boyhood play…. [Direct]

Galvez, Eliza Silvia; Guerra Lombardi, Paula P.; Rodriguez, Sanjuana C. (2023). Pl√°ticas with Latinx Preservice Teachers: Insights about Navigating Teacher Education in the New Latinx South. Journal for Multicultural Education, v17 n2 p212-222. Purpose: The purpose of this study is to examine the experiences of Latinx preservice teachers (PSTs) while enrolled in a teacher preparation program in the New Latinx South, a cluster of states that have seen a precipitous growth in the Latinx population over the last decades. Design/methodology/approach: The authors used pl√°ticas, or informal conversations with a group of six female Latinx PSTs. Findings: Two main themes were identified: experiences with racism and discrimination and feelings of isolation. These themes, along with the narratives of the participants, reflect the barriers this population experiences in the education field and how professionals in this field can improve to best assist Latinx PSTs. Originality/value: Latinx PSTs' experiences are yet to be fully investigated to improve not only their schooling but also the number of Latinx teachers serving a growing number of Latinx children in US schools. Additionally, the use of pl√°ticas elevates this paper as this is… [Direct]

Call-Cummings, Meagan; Chan, Elisabeth; Hassell-Goodman, Sharrell; Hauber-√ñzer, Melissa (2023). Counter-Storytelling: Toward a Critical Race Praxis for Participatory Action Research. International Journal of Qualitative Studies in Education (QSE), v36 n6 p1175-1190. As university-based educational researchers who have engaged in participatory methods with marginalized populations, we have rising concerns about how interpersonal and institutional power dynamics affect co-researchers from racial and ethnic minority groups. In this manuscript, we use critical race and critical whiteness theory and counter-storytelling methodology to examine three experiences of the same event, which occurred in the context of an ongoing participatory action research project with youth of color, from the perspectives of three female, early career scholars: an Asian American doctoral candidate, a Black doctoral candidate, and a White junior faculty member. Our goals are to encourage increased reflexivity about racial dynamics in participatory research and to grapple with the ways in which educational institutions often subtly perpetuate colorblind ideologies and prop up White privilege. We conclude with considerations for enacting a critical race praxis in… [Direct]

Ferraro, Holly Slay (2023). Disrupting Dominant Narratives and Privilege: Teaching Black Women's Enterprise and Activism. Journal of Management Education, v47 n1 p40-55 Feb. This article deals with my experience of teaching a course on Black women's enterprise and activism as a means of disrupting the dominant narratives that privilege accounts of Whites and men in the management canon. I explore counterstorytelling as a pedagogical tool to bear witness to the struggles of people from marginalized communities and amplify their experience to critique systems of economic power based on race, class, and gender. Finally, I share a call for epistemologies of racialized people to combat privilege in business school classrooms…. [Direct]

Sansone, Vanessa A. (2023). Applying Intersectionality to Address Racial and Spatial Postsecondary Disparities–Rural Latino Youth. Teachers College Record, v125 n5 p59-75 May. Background/Context: There is a growing concern about the ways in which geography affects the educational opportunity for America's rural youth. Most research on this population has assumed that rural America is primarily White and that rural college access is stratified by an individual's ability to complete the application process. Such approaches ignore race and the interplay among geography, admissions practices, and individual behavior and decision-making. Purpose/Objective/Research Question/Focus of Study: This study examines the postsecondary experiences and opportunity structures for Latino youth living in rural Latino communities in South Texas. The purpose of this study is to understand quantitively and qualitatively how the geographic context of a predominantly rural Latino area shaped the college-going process and pathway decisions for the Latino youth living within these rural communities. To critically understand beyond the individual and learn about how systemic… [Direct]

Erkili√ß, Ali; G√ºven√ß, Mehmet; Pek, Nurcan Tem√ºr; S√ºre, Emrah; Titrek, Osman (2016). The Socio-Cultural, Financial and Education Problems of International Postgraduate Students in Turkey. Universal Journal of Educational Research, v4 n12A p160-166. The aim of this study is to analyze and investigate the predicaments that are categorized by the investigators according to education and life conditions of postgraduate international students in Sakarya University. Qualitative research method was conducted in this research and standardized and tightly structured interview form was used to address questions as a data collection tool in the study. During the interview, objectively investigators helped the participants because they were not good at speaking Turkish. The study sample included 20 postgraduate international students from several departments at the institutes of natural and applied sciences and social sciences of Sakarya University, 2015-2016 academic year as voluntarily. Maximum range sample technique was used in the identifying of the study group. In the analytical part of the study, descriptive analysis technique that is one of the qualitative research techniques, was used to facilitate the thematic classification of… [PDF]

Davis, Bryan L.; Rubinstein-Avila, Eliane (2013). Holocaust Education: Global Forces Shaping Curricula Integration and Implementation. Intercultural Education, v24 n1-2 p149-166. The article provides a critical review of the global scholarship on Holocaust education (HE). Despite the growing body of work on this topic, a search through major academic databases by the authors revealed that no such review of the research literature has been published as of yet. The review focuses on three main themes across the research literature: (1) the emergence of HE in (national) school curricula; (2) the relationship between Holocaust memorialization and education; and (3) the potential of HE for teaching about xenophobia, racism, and human rights more broadly. Moreover, the authors offer a rhizomatic framework for consideration, and expand on the numerous factors that have complicated the emergence and integration of HE into school curricula globally: (a) involvement and role of nations with the Holocaust; (b) forms of governance in the years following the Holocaust; (c) societal desire to "forget" the horrors of war and return to the routine of normalcy; (d)… [Direct]

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

Williams, Patricia Coleman (2017). The Impact of "Old-Wave" McCarthyism at Four Private Black Colleges and Universities in Atlanta, Georgia. ProQuest LLC, Ed.D. Dissertation, University of Pennsylvania. Decades after the term "McCarthyism" was first coined, it continues to be used to describe those who prey on the fears of Americans to discriminate against others. In the post-world War years, and well into the sixties, it was Communism. Today, it is "terrorism," and an irrational fear of Muslims. The word is used to describe those who perpetuate unsubstantiated claims and who practice the intimidation tactics employed against those suspected of being members of a targeted group. This resurgence of the term has piqued the interest of scholars, who like me, are studying Cold War or "old wave" McCarthyism and comparing it to the "new wave" of McCarthyism that has emerged since 9-11. Similar to what transpired during "old wave" McCarthyism most research is focused on predominantly White institutions (PWI's). The historical development of Black colleges and universities reveals how the lack of resources and finances made these schools… [Direct]

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

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]

Misawa, Mitsunori (2009). The Intersection of Homophobic Bullying and Racism in Adulthood: A Graduate School Experience. Journal of LGBT Youth, v6 n1 p47-60 Jan. The purpose of this article is to describe how homophobic bullying and bullying based on racism intersect in graduate school through the personal narrative of a gay Japanese male graduate student. First, I will provide a critical incident that demonstrates when, where, and how bullying based on homophobia and racism occurred in a specific graduate school environment based on personal journal entries. Second, I will analyze my personal bullying experiences. Last, I am going to point out what the fields of social services and higher education can offer to end bullying based on homophobia and racism…. [Direct]

Hussain, Khuram (2014). Against the "Primers of White Supremacy": The Radical Black Press in the Cause of Multicultural History. American Educational History Journal, v41 n1 p163-181. In the 1960s, "Muhammad Speaks" and "Black Panther" were widely known for their sensational rhetoric and calls for radical social reform. Yet they also served as a distinct voice in Black communities, providing critical and creative perspectives on a range of social issues–from education reform to police reform–that received little coverage in the mainstream press (Streitmatter 2001). Akin to earlier generations of the militant Black press they sought to define Black liberation struggles through discussion and debate on the fundamental purpose and meaning of education for Black Americans (Fultz 1995). The papers protested the "mis-education" of Black children in public schools, while illustrating progressive alternatives to improving educational opportunity for historically marginalized communities (Kashif 1973). In doing so, they raised important and difficult questions about the purpose of education, the politics of knowledge and the relationship… [Direct]

Haynes, Christina S. (2013). Tightrope Walkers: Narratives of Academically Successful African American Women Attending Predominately White Institutions. ProQuest LLC, Ph.D. Dissertation, The Ohio State University. This dissertation uses Black feminist standpoint theory and feminist geography to construct a new approach for understanding how academically successful African American women students construct and reconstruct their identities while attending predominately White institutions (PWIs). The primary research takes place against the backdrop of an investigation into the lacunae of educational scholarship that examines why African American women are not performing well at PWIs. Many of these studies define Black women as social outsiders, as unprepared, and as lacking academic abilities. This research often fails to ask how Black women characterize their higher educational experiences, and it overlooks the fact that many Black women students not only perform as well as other students but also exceed academic expectations while negotiating an environment that has been historically antagonistic toward them. This qualitative study uses one-on-one interviews of academically successful African… [Direct]

Deneen, Patrick J. (2012). An Unbalanced Crucible. Academic Questions, v25 n3 p337-342 Sep. Long regarded by the vanguard of America's universities as antiquated and even dangerous, civic education is suddenly fashionable again. With the publication of \A Crucible Moment,\ a long battle in the culture wars appears to be winding down. It appears that everyone supports civic education today. For the past three decades, the ideal of civic education was the purview of the academic Right, a response to left-wing academic accusations against the West generally and America specifically for purported endorsement of racism, sexism, and colonialism. Now that civics has largely been expelled from the academy, the author opines that America's educational vanguard is suddenly eager to restore \civic education\ to a place of pride within the universities. Yet this idea of civic education–certainly as articulated in \A Crucible Moment\–is neither civic nor educative. In light of the traditional understandings of civic education, what is altogether striking about \A Crucible Moment\ is… [Direct]

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

Cooper, Kenneth J. (2011). Whites Only?. Diverse: Issues in Higher Education, v28 n22 p14-15 Dec. For a decade, St. Cloud State University has worked to change a broad climate of intolerance that had pervaded the campus of the second-largest university in Minnesota. It has struggled for years to overcome entrenched racism on campus and in the surrounding community. Minority enrollment and faculty of color have increased. The provost is Indian and the dean of education is Ghanaian. The number of discrimination complaints and lawsuits–once unusually high–has plummeted. Still, this fall, the campus was embroiled in protests over the firing of an Iranian administrator who had helped diversify enrollment. One lawsuit and one complaint alleging racial discrimination are pending. What is not in dispute is that St. Cloud surely had a long way to go to become a welcoming place for minorities, women, homosexuals and Jews. St. Cloud had already begun requiring incoming students to attend a half-day seminar on respecting other individuals and their rights and the penalties for violating… [Direct]

de Oliveira Andreotti, Vanessa (2011). (Towards) Decoloniality and Diversality in Global Citizenship Education. Globalisation, Societies and Education, v9 n3-4 p381-397. This article focuses on the geo- and body-politics of knowledge production related to global citizenship education. It introduces a set of concepts and questions, developed in the work of (mainly) Latin American scholars, that problematise Eurocentric conceptualisations of modernity, globalisation, knowledge and \being\ with several implications for education. Through conceptual tools that engage the \darker side of modernity\, the \coloniality of power/being\, \epistemic racism\ and \abyssal thinking\, the ideas presented in this article aim to pluralise possibilities for global citizenship education in ways that address ethnocentrism, ahistoricism, depoliticisation and paternalism in educational agendas, upholding possibilities for decoloniality, diversality and \ecologies of knowledge\ in educational research, policy and pedagogy. (Contains 2 notes.)… [Direct]

Garewal, Gurpreet (1999). Experiences of Racism in Initial Teacher Education. MCT–Multicultural Teaching, v17 n2 p17-23 Spr. Explores trainee teachers' perceptions and projections of racial discrimination while taking the postcompulsory teaching course in England. Experiences of four trainee teachers highlight the need for more support for teacher trainees, more cultural sensitivity among teacher educators, and the inclusion of cultural and racial issues in the course. (SLD)…

Laughter, Judson C. (2011). Rethinking Assumptions of Demographic Privilege: Diversity among White Preservice Teachers. Teaching and Teacher Education: An International Journal of Research and Studies, v27 n1 p43-50 Jan. In this study, White preservice teachers engaged in a dialogue circle around issues of race and racism in the classroom. Evidence indicated a need to reevaluate and diversify the ways in which each participant embodied and enacted Whiteness. The participants are compared to generalizations of White preservice teachers found in the literature. Findings are presented in the form of racial development biographies co-written with the participants. Implications include being more specific and individual in the preparation of White preservice teachers and rethinking assumptions in the field of Multicultural Teacher Education…. [Direct]

Emily Holtz (2023). The Tale of Two Cities: A Critical Spatial Analysis of Access to Two-Way Dual Language Programs in San Antonio and Austin. Journal of Urban Learning, Teaching, and Research, v17 spec iss. Texas is home to a burgeoning linguistically diverse population, which has contributed to the exponential growth of bilingual education programming across the state. One program type, two-way dual language (TWDL), has become a popular enrichment model of bilingual education and has received increased attention and funding at the state level. While bilingual education was originally intended to serve linguistically diverse, primarily Latinx, students, there is a growing body of research that suggests the rapid growth of TWDL has come to serve primarily white, affluent, English-dominant students. The present study sought to contribute to this research by examining the locations of TWDL within two major cities in Texas: San Antonio and Austin. This tale of two cities employed a critical race spatial analysis to describe TWDL locational patterns within San Antonio and Austin based on neighborhood demographics including race/ethnicity and socioeconomics. Findings suggest that access to… [PDF]

Lynita Taylor (2023). Understanding the Experiences of Black Students Supported by Black Mentors While Attending a Predominantly White Institution. ProQuest LLC, Ed.D. Dissertation, Wayne State University. America's higher education system was not created with consideration to supporting Black students. Now, centuries later, the majority of Black students choose to attend predominantly White institutions (PWIs) and enroll at comparable rates to their White peers. However, Black students do not graduate at the same rate as White students, with only 40% completing their degree within six years compared to 64% of White students completing their degree in the same timespan (National Center for Education Statistics, 2019). Black students continue to report PWI campuses as being hostile, toxic environments that can negatively impact their psychological well-being and learning experiences (Harvey, Harvey, & King, 2004; Beasley, Chapman-Hilliard, & McClain, 2016; Cabrera, Watson, & Franklin, 2016; Means & Pyne, 2017). Many PWIs have worked to implement diversity initiatives focused on supporting underrepresented minority populations, including Black students (Patton, Sanchez,… [Direct]

Ault, Stacey; Johnson, Onda; Love, Bridget H.; Templeton, Emerald (2023). Bruised, Not Broken: Scholarly Personal Narratives of Black Women in the Academy. International Journal of Qualitative Studies in Education (QSE), v36 n10 p2229-2251. With growing research on our experiences, this paper explores the academic lives of four doctorate-holding Black women. Using Scholarly Personal Narrative as a methodology, monologues and reflections from a conference on race in higher education were analyzed and thematically situated to understand the vantages of navigating gendered racism in the academy. Black women experience advancing the academy in painful ways that impact their well-being and professional trajectory. Amidst a growth in social justice-focused academic programs, contemporary politics have undercut the experiences of Black women whose stories are often academicized and co-opted by others. Through the unique lens afforded by intersectionality, this paper addresses the need to listen to and value Black women's stories. Additionally, discussions herein underscore how providing a venue for Black women to foster commu nity benefits our and others' success which has implications for practice, research, and policy…. [Direct]

Boivin, Jacquelynne Anne; Correia, Marlene (2023). Teacher Candidates Dismantling Racism, One Book Study at a Time. Teacher Educators' Journal, v16 n2 p211-227. Starting in fall of 2020, two faculty created and facilitated a book study with teacher candidates the semester before they entered student teaching. They read "This Book is Anti-Racist" by Tiffany Jewell and viewed the content through their own personal journey lenses and also applied the ideas to how they hope to bring anti-racism and multiculturalism into their teaching practice. In the spring of 2022, they conducted a pilot study to gauge the effectiveness in increasing teacher candidates' confidence in bringing anti-racism and cultural responsiveness to their teaching. Their initial findings showed promising results with a small sample size. They have progressed to over tripling their sample size during the fall 2022 semester with the hypothesis of seeing the promising pilot results further confirmed. This study has inspired ideas for future study and considerations for programmatic improvements, all with making anti-racism the norm for the teaching profession…. [PDF]

Roberts, Leslie; Savitz, Rachelle S.; Stockwell, Daniel (2022). The Impact of Analyzing Young Adult Literature for Racial Identity/Social Justice Orientation with Interdisciplinary Students. Journal of College Reading and Learning, v52 n4 p264-289. Research suggests that students need authenticity by welcoming their stories, even causing tension and discomfort with complex topics, encouraging discussion, and questioning. Our study explores undergraduates' open-ended reflections on using young adult literature to challenge dominant, deficit perspectives about themselves and others, which is not yet the norm but more common in high school settings. We explored how students questioned their implicit biases and assumptions toward a more critically aware identity through a holistic qualitative case study. Our analysis of students' open-ended reflections produced three major themes: (a) Importance of Diverse Books and Analysis; (b) Books as an Impetus for a Change in Thinking and Awareness of Self; and (c) Lingering Tensions and Ongoing Resistance. Although many students expressed a change in thinking, there were still instances that reflected resistance…. [Direct]

Carranza, Mirna (2022). The Colonial Grid: Mapping the Social Work Classroom. Whiteness and Education, v7 n2 p160-174. Social work education in the Global North is rooted in an underlying discourse of power that defines the 'knower' parameters and, therefore, legitimises who can 'teach'. For this paper, the spatial orientation of whiteness in the classroom in a time of coloniality and intersectionality is the unit of analysis. This whiteness is made visible by not just the presence of the racialised 'Other,' but a non-white, female professor from the Global South educating from marginalised and discounted knowledge. Using reflexivity and story-telling methods combined with critical theory, I present an analysis of my lived experience of navigating social work students and institutions' whiteness. How the classroom is experienced becomes a part of racialised professors' lived process, embodying the tensions and contradictions in the profession and knowledge base. Using this analysis, I map out the colonial grid embedded in the social work classroom…. [Direct]

Chenelle S. Boatswain (2022). Thriving Together: A Phenomenological Study of the Contributions of a Professional Counterspace to Black Women Higher Education Leaders' Cultivation of Resilience. ProQuest LLC, Ed.D. Dissertation, University of Pennsylvania. Black women who serve in administrative leadership roles in higher education do so amidst conflicting experiences wherein they are positioned to exercise authority while being subjugated to conditions, socially and institutionally, that uphold racism and sexism. The manifestations and effects of gender and race-based oppression on Black women professionals in higher education have been well documented, but limited research makes visible the strategies that enable Black women leaders to persevere amidst the oppressive conditions they encounter in the higher education context. Professional counterspaces may add to the strategies employed by Black women leaders by offering inclusive spaces to cultivate resilience to persist in their professional practice. This phenomenology explores the impact of institutional racism and sexism on the leadership experiences of eleven mid-level and senior-level Black women administrators historically White Institutions (HWIs), the ways these leaders… [Direct]

Burden, Joe W., Jr.; Harrison, Louis, Jr.; Hodge, Samuel R. (2005). Perceptions of African American Faculty in Kinesiology-Based Programs at Predominantly White American Institutions of Higher Education. Research Quarterly for Exercise and Sport, v76 n2 p224-237 Jun. The purpose of this study was to examine the perceptions of African American faculty on their organizational socialization in kinesiology-based (i.e., sport pedagogy, exercise physiology, motor behavior, sport management/history) programs at predominantly White American (1) institutions of higher education (PW-IHE). Participants were 9 African American tenure-track faculty members from various kinesiology-based programs at PW-IHE. Data were gathered via interviewing and analyzed within the framework of critical race theory (Ladson-Billings, 2000). Findings are presented using storytelling and thematic narratives. Interviews with the participants revealed four major recurring themes with regard to: (a) resources, opportunities, and power structures; (b) programmatic neglects and faculty mentoring needs; (c) social isolation, disengagement, and intellectual inferiority issues; and (d) double standards, marginalization, and scholarship biases. This study suggests that faculty and… [PDF]

Brian Cabral; Brianna Harvey; Jamelia Morgan; Subini Ancy Annamma (2024). "Ain't Nobody about to Trap Me": The Violence of Multi-System Collusion and Entrapment for Incarcerated Disabled Girls of Color. Journal of School Violence, v23 n2 p202-219. Incarcerated disabled Girls of Color reside and exist within a nexus of systems that continually entrap them through the ongoing use of carceral logics. Utilizing interviews from a larger qualitative study, this article centers the lived experiences of disabled Girls of Color by interrogating the collusive partnerships between schools, child "welfare," and other related systems in entrapping and criminalizing them. The narratives shared by the incarcerated disabled Girls of Color highlight the role of schools in perpetuating state induced entrapment, how multi-system collusion makes carceral and state-sanctioned protection systems indistinguishable, and showcase the creative ways that Girls of Color resist and subvert confinement and entrapment within carceral apparatuses. Ultimately, this article recognizes how multiple systems are set up to trap incarcerated disabled Girls of Color through collusive relations. However, through forged connections, economies, and the girls'… [Direct]

Fuyu Shimomura (2024). The Voice of the Other in a 'Liberal' Ivory Tower: Exploring the Counterstory of an Asian International Student on Structural Racism in US Academia. Whiteness and Education, v9 n1 p161-176. The normative institutional practices of White, native English speakers have been explored in detail by CRT scholars in US academia, and these practices perpetuate a system which maintains White privilege to the detriment and systemic exclusion of the Other. Consequently, students of colour and non-native English speakers are inclined to face a number of forms of inequality, inequity, discrimination and harassment based on Whiteness and nativism including English speaker centrism, and this eventually serves to reproduce Whiteness and White racial domination. To better understand this institutional practices based on Whiteness in US academia, this paper explores how structural inequity based on linguistic racism and White privilege is reproduced by patterns in everyday institutional practice in US academia, and how intersectional structural inequity influences non-White, non-native speakers of American English such as international students from Asia by interviewing an Asian… [Direct]

ArCasia D. James-Gallaway; Autumn A. Griffin; Chaddrick D. James-Gallaway (2024). "It's in [Their] Roots": A Critical Race Discourse Analysis of Media Accounts Depicting Black Hair Discrimination in K-12 School. Urban Review: Issues and Ideas in Public Education, v56 n1 p35-58. As many U.S. school administrators create policies around hair, many often neglect to consider racial differences, especially those pertaining to hair care and maintenance styles. News media outlets have recently highlighted the ways schools create and sustain racially biased policies and schooling environments, demonstrating the media's role in promoting awareness of schools' mistreatment of Black children. This study examines media reports that shed light on these dynamics, focusing on urban/metropolitan areas in Texas, Louisiana, Florida, and Massachusetts. We ask: What do news media accounts–explicitly and implicitly–reveal about Black children and their families' experiences with hair policies in K-12 schools? We take up critical race discourse analysis to examine selected news media accounts of four recent, high profile (i.e., viral) events of Black students' experiences with hair policies in K-12 U.S. schools. Analysis of our data revealed that Black students face undue… [Direct]

Adriana Garza; Elena M. Venegas; Jacqueline B. Koonce; Julissa Bazan; Lorenza Lancaster (2024). Diversifying the 'HSI Bubble': Black and Asian Women Faculty at Hispanic-Serving Institutions. Race, Ethnicity and Education, v27 n5 p620-639. This qualitative case study explored the experiences of seven Black and Asian women faculty at Hispanic-Serving Institutions (HSIs). The unique experience of each woman is shared in this paper. Three themes highlight the interconnectedness of participant experiences. The first theme indicated that these Black and Asian women faculty operated in unsupportive microclimates within their HSIs. Secondly, participants communicated a need for representation within the 'HSI bubble.' Finally, our participants felt as though their HSIs needed to exercise greater intentionality in terms of truly serving their student populations. Amongst the implications of this research is a better understanding of the experiences of a minority group (i.e., Black and Asian women faculty) within higher education. These experiences can inform administrators on how to move beyond recruitment of Black and Asian women faculty to foster a supportive microclimate so as to retain these women and enable their success…. [Direct]

Colin Thomas McGrane (2024). A Holistic View of Student Success in Systemic Change: An Investigation of Student Identities and Experiences in Undergraduate Mathematics. ProQuest LLC, Ph.D. Dissertation, San Diego State University. Student success is an integral part of systemic change research. However, students' lived experiences and voices are often subdued in this programme, leaving the change that occurs to be evaluated upon measures that do not capture a holistic view of the experiences students and their shifting identities during the roll-out of those changes. These experiences could include not only the grades received and math course persistence, but also their perception of instructional practices, their attitudes towards mathematics, and their sense of belonging in math settings. In this dissertation, students' experiences and identities are investigated through a mixed-methods research design, with a critically inspired theoretical perspective of Figured Worlds interfaced with Critical Race Feminism. A survey that included Likert scale and free-response items was administered to students enrolled in Precalculus, Calculus I, and Calculus II. Additionally, semi-structured interviews with several… [Direct]

Donica Hadley; Ekaterina Koubek; Emma Thacker; Joi DeShawn Merritt; Joshua M. Pulos; Kara M. Kavanagh; Kristina Doubet; Leonard L. Richards; Monica Smith-Woofter; Tiara Brown (2024). Responding with Confidence: An Inclusive Educator's Guide to Handling the Culture Wars, Inclusion, and Curriculum. Multicultural Perspectives, v26 n4 p240-250. NAME declared, "… we must all rise up against the current tide of white supremacy to defend multicultural education." Yet, fearful educators omit curriculum and conversations deemed 'divisive.' In response to these challenges posed by white supremacy and the consequential pressure on educators to avoid "divisive" topics, this manuscript details a workshop aimed at empowering educators navigating the "culture wars" that pervade the educational landscape and impact classroom practice. Drawing on research and current events, our interdisciplinary group of teacher and leadership educators from the College of Education's Diversity Council, offers strategies and tools designed to empower educators to advocate for social justice-oriented and multicultural education, despite facing backlash and punitive measures from conservative entities. Recognizing teachers as classroom experts, this work aims to bolster their confidence and equip them with a robust toolkit… [Direct]

Byrd, Janice A.; Lloyd, Christina; Washington, Ahmad R.; Williams, Joseph M. (2021). Reading Woke: Exploring How School Counselors May Use Bibliotherapy with Adolescent Black Boys. Professional School Counseling, v25 n1 part 4. Bibliotherapy is a therapeutic intervention that uses stories and narratives to offer insight about personal dilemmas, teach cultural traditions, and assist in fostering various facets of identity development. For adolescent Black boys, exploring stories with protagonists that look like them, who come from similar cultural backgrounds and contend with familiar social/emotional issues and systemic barriers, stimulates healthy discussions that can increase self-awareness and an understanding about the systemic barriers they navigate. This article provides clear, concise, step-by-step guidelines to assist practicing school counselors in effectively using bibliotherapy with adolescent Black boys…. [Direct]