Morton, Christina S. (2021). Sistahs in STEM: A Critical Race Counterstory Uplifting Black Women's Experiences in STEM. Journal of Negro Education, v90 n3 p306-321 Sum. Utilizing composite counterstorytelling as a method, this article explores the postsecondary education experiences of Black women in STEM. Methodologically, composite counterstorytelling entails creating composite characters situated in sociohistorical, or political situations who embody the themes found after analyzing empirical data, pertinent scholarship, and theory. Empirical data utilized for this article includes interviews conducted with four self-identified Black women pursuing undergraduate degrees in engineering at a predominantly White institution. The current counterstory explores gendered racial microaggressions encountered by Black women in STEM fields, and how Black women respond to these offenses. Moreover, this article highlights how Black women establish spaces where they can be their authentic selves, share experiences, and support one another. Implications for practice and research are discussed…. [PDF]

Casado P√©rez, Javier F.; P√©rez, Diana C.; Roundtree, Sarah M. (2023). Motivation and Meaning in Everyday Resistance by Minoritized Faculty. Journal of Diversity in Higher Education, v16 n2 p182-193 Apr. We present the motivations and meaning-making processes bolstering minoritized faculty's daily efforts to disrupt institutional forms of oppression and imagine more equitable institutions. Through critical in-depth phenomenological interviewing (CIPI), we profile the experiences of minoritized faculty (N = 6) within the professional discipline of counselor education. Participants represented multiple racial identities, identified as cisgender men and women, and included diversity in sexual identity and ability. We utilize a critical race feminist (CRF) framework to analyze our findings and review the implications for institutional transformation…. [Direct]

Yu, Jing (2023). What Has COVID-19 Taught Us: Advancing Chinese International Student-Related Research, Policies, and Practices through Critical Race Perspectives. Teachers College Record, v125 n6 p110-118 Jun. As the largest international student group in U.S. higher education, Chinese international students have been made particularly vulnerable due to the resurgence of anti-Asian racism and U.S.-China geopolitical tensions. There is therefore a pressing need to make sense of Chinese international students' perspectives and experiences around U.S. higher education–and in doing so, to highlight the ever-present educational inequalities rooted in academic capitalism, global unevenness, and institutional racism. This article builds on the results of a critical qualitative research project investigating Chinese international students' agency, decision-making, and perceptions of race, racism, and power. It aims to unveil global hierarchies and racial inequalities in the field of international education in order to help advance future research and open new paths to practice. Greater critical reflexivity can help enhance the higher education institution's understanding of and engagement with… [Direct]

Frazier, Jennipher; Jackson, Jarvais; Long, Susi; Wynter-Hoyte, Kamania (2023). Liberatory Praxis in Preservice Teacher Education: Claiming Afrocentricity as Foundational in Critical Language and Literacy Teaching. International Journal of Qualitative Studies in Education (QSE), v36 n5 p774-795. Four teacher educators describe their work to establish Afrocentric foundations through integrating literacy and linguistic pluralism courses. We build on realities that teachers and children "do not learn, systematically and deeply, about Black genius and worth" (Baines, Tisdale, & Long, 2018, p. 20) in schools or universities nor do they learn a critical consciousness, impacting their abilities to dismantle Eurocratic systems. We share challenges and outcomes (including university and PreK-3 teaching examples) in building liberatory praxis focused on the African cradle of civilization, anti-colonialism, African/African American erasure in schooling today, African and Diaspora languages, and the multilingualism of AAL speakers…. [Direct]

Aragon, Antonette; Gabriel, Mar√≠a L.; Jennings, Louise B. (2023). Utilizing Latinx Counterstories to Support Developing Critical Race Consciousness in Teacher Education. Teacher Educators' Journal, v16 n1 p96-123 Spr. This study examines responses of educator participants to realities and current experiences of Latinx student educational experiences. Latinx student's counterstories of racialized experiences are used through four distinct teaching formats: frequency charts, student quotes, voice clips, and poetic counterstory. We interrogate how participants responded to youth's experiences and the relationship between the counterstory formats and the development of critical race consciousness. Findings demonstrated the use of voice clips and poetic counterstory were critical in creating empathy needed to move toward racial understanding and action. This transformative study develops future teaching approaches and professional development to increase awareness of student's racialized experiences…. [PDF]

Griffin, Autumn A.; Turner, Jennifer D. (2023). E-Racing False Narratives: A Black Woman Track Star's Multimodal Counterstory of Possible Futures. International Journal of Qualitative Studies in Education (QSE), v36 n3 p374-391. In 2019 the University of Missouri Athletics (Mizzou Athletics) tweeted an image of student athletes as part of their "I am" campaign. While the two white student athletes are defined with captions stating the certainty of their future careers, the Black students are defined by their racial identity and current values. The Mizzou tweet demonstrates how collegiate sports programs at PWIs reflect white patriarchal systems that seek to control the futures of Black women student-athletes like Arielle Mack. Throughout this paper we, two Black women literacy scholars, present a critical re-telling of Arielle's story for her future, which she narrated through a series of visual images and words. Specifically, we frame Arielle's "multimodal counterstory" with two reflective questions in mind: (1) What did Arielle have to say in response to the Mizzou tweet? and (2) How, if given the chance, might she have represented herself and her future differently?… [Direct]

Andreya M. Williams (2023). "A Veneer of Progress": Examining the Experiences of Black College Graduates in a Hyperlocal Gap Year Program. ProQuest LLC, Ph.D. Dissertation, Oklahoma State University. This case study aimed to examine the experiences of Black college graduates who completed a hyperlocal gap year program in Tulsa, Oklahoma. Much of the literature presented about gap years often occurs between high school and college, when students take an intentional break before pursuing a college degree (GYA, 2020; O'Shea, 2013; Simpson, 2004). However, this study specifically looks at the gap year from college to career, and more specifically for Black college graduates. Without a disruption to the status quo, gap year programs will not only continue to ignore the richness of talent and multiplicity of perspectives that Black graduates offer; but moreover, the status quo will also continue to reinforce systemic racism, exclusion, and widen socioeconomic disparities. The research question that guides this study is: What are the experiences of Black college graduates in a hyperlocal gap year program in Tulsa, Oklahoma during 2020 and 2021? Given the hyperlocal focus of the program,… [Direct]

Lenhoff, Sarah Winchell; Singer, Jeremy (2022). Race, Geography, and School Choice Policy: A Critical Analysis of Detroit Students' Suburban School Choices. AERA Open, v8 n1 Jan-Dec. The purpose of this study is to advance our thinking about race and racism in geospatial analyses of school choice policy. To do so, we present a critical race spatial analysis of Detroit students' suburban school choices. To frame our study, we describe the racial and spatial dynamics of school choice, drawing in particular on the concepts of opportunity hoarding and predatory landscapes. We find that Detroit students' suburban school choices were circumscribed by racial geography and concentrated in just a handful of schools and districts. We also find notable differences between students in different racial groups. For all Detroit exiters, their schools were significantly more segregated and lower quality than those of their suburban peers. We propose future directions for research on families' school choices as well as school and district behavior at the intersection of race, geography, and school choice policy…. [PDF]

Mac, Jacqueline; Manlove, Josh; Museus, Samuel D.; Sarreal, Adrianne; Wang, Amy C.; Wright-Mair, Raquel (2022). How Asian American and Native American Pacific Islander-Serving Institution (AANAPISI) Initiatives Respond to Institutional Racism. Journal of Higher Education, v93 n3 p452-476. In this study, authors conduct a qualitative inquiry grounded in a critical paradigm to understand how AANAPISI initiatives transcend their programmatic spaces to respond to racism within their respective institutional contexts. Analysis of 67 qualitative individual face-to-face interviews with faculty, administrators, and staff at five AANAPISI initiatives shed light on how these initiatives encounter institutional racism. The inquiry also details the ways in which such initiatives complicate data use practices and center Asian American and Pacific Islander (AAPI) voices to challenge model minority misconceptions, work with educators to construct more culturally relevant environments to address the racial marginalization and exclusion of AAPIs, and educate people about AANAPISI initiatives to diffuse racialized forms of resistance to AANAPISI efforts. Implications for future research and practice are discussed…. [Direct]

McClendon, Natasha K.; Mithika, Stephanie; Okello, Wilson Kwamogi (2022). "You Have to Know That You Know That You Know": Cognitive Reasoning and the Potentialities of Embodied Knowing. Journal of College Student Development, v63 n4 p368-382 Jul-Aug. To be racialized as a Black person in a US context provokes a series of questions that necessarily indict history, human experience, and anti-Black reverberations that pathologically script them as unlearned and uneducable (Dumas, 2014). Against this backdrop, Black students are engaged in meaning-making. More research is needed to explicate how Black students know as they grapple with anti-Black realities and the dissonance those realities incur. Thus, we examine the ways cognitive reasoning has functioned to understate the complexity of knowing and being for Black people by privileging cognitive reasoning over the body as a meaning-making entity. Moreover, we explicate the potential of embodied knowing as a critical alternative to the emphasis on cognitive reasoning in student development theorizing by keying into one Black woman's experience through critical race testimony (Baszile, 2008)…. [Direct]

Bae, Jaehan; Gu, Min; Hsieh, Kevin; Koo, Ahran; Lee, Oksun; Lim, Maria; Shin, Ryan (2022). Asian Critical Theory and Counternarratives of Asian American Art Educators in U.S. Higher Education. Studies in Art Education: A Journal of Issues and Research in Art Education, v63 n4 p313-329. This article is a collective counternarrative of seven Asian American art educators in higher education in the United States. Critically reflecting on their research and pedagogical practices, we attempt to recognize and address the voices and challenges of Asian Americans in the field of art education. We employed Asian Critical Theory as a theoretical framework, combined with collaborative autoethnography as a research methodology. Confronting racial stereotypes and discrimination against Asian Americans, we underlined the voices of Asian American art educators whose linguistic and cultural values are in stark contrast with those of mainstream American art educators. After reflecting on our shared stories and experiences, we suggest a new pedagogical approach, "Asian Critical Pedagogy," to redress and transform our experiences to attain the broader goal of racial and social justice in the field of art education…. [Direct]

Birk, Manjeet (2022). Do You Hear Me? A Critical Review of the Voice of Racism Anti-Racism Education Campaign from Aotearoa New Zealand. New Zealand Journal of Educational Studies, v57 n2 p543-558 Dec. In July 2020 the New Zealand Human Rights Commission launched their Voice of Racism digital experience as part of their Give Nothing to Racism Campaign. On the website you can "experience" the racism felt by real New Zealanders as performed by internationally acclaimed New Zealand director Taika Waititi. The immersive campaign provides some insights into the lived experience of racism and the anti-racism action that follows in Aotearoa, New Zealand. This paper, using ethnographic and critical race methods, uses a critical and systematic review of the Voice of Racism digital experience to consider: What is the New Zealand experience of racism? How are experiences of racism curated for the general population through the NZ HRC Voice of Racism online education campaign? This article suggests the campaign employs a classic diversity logic by calling attention to racism, recentering whiteness, and completely ignoring the systemic and institutional foundations that create and… [Direct]

Donnor, Jamel K. (2005). Towards an Interest-Convergence in the Education of African-American Football Student Athletes in Major College Sports. Race, Ethnicity and Education, v8 n1 p45-67 Mar. The purpose of this article is to advance Derrick Bell's (1992b) interest-convergence principle as an analytical lens for understanding the complex role of race in the educational experiences of African-American football student athletes. Currently, there is a scarcity of educational research that employs a critical theoretical perspective on race to address the education of African-American students in general, and student athletes in particular. This article includes American law cases that attend to the educational experiences of student athletes participating in high profile intercollegiate football programs. The inclusion of the legal literature is meant to adhere to the intellectual and methodological origins of critical race theory and to demonstrate how educational differences are institutionalized through coercion and ideology. The article concludes with a discussion of the interest-convergence principle as a means of investigating and establishing alternative strategies on… [Direct]

Singer, John N. (2005). Understanding Racism through the Eyes of African American Male Student-Athletes. Race, Ethnicity & Education, v8 n4 p365-386 Dec. This study utilized critical race theory (CRT) as an epistemological framework and theoretical tool for understanding African American male student-athletes' perceptions of racism and the potential impact racism might have on their educational experiences and overall development. This qualitative case study included a single focus group and in-depth interviews with four African American male football players in a big-time college sport program at a predominantly White institution (PWI) in the Midwestern United States. These males felt that racism manifested itself in terms of African Americans (1) being denied access to leadership and major decision-making opportunities in college and professional sport, and (2) being treated differently than their White counterparts. These findings point to the need for further studies that are inclusive of the voices of this particular group and other groups of African American student-athletes. Further, these results have implications for… [Direct]

Lynn, Marvin; Parker, Laurence; Solorzano, Daniel G.; Yosso, Tara J. (2004). From Jim Crow to Affirmative Action and Back Again: A Critical Race Discussion of Racialized Rationales and Access to Higher Education. Review of Research in Education, v28 p1-25. In this chapter, the authors outline critical race theory (CRT) as an analytical framework that originated in schools of law to examine and challenge the continuing significance of race and racism in U.S. society. They then describe the CRT framework within the field of education. CRT scholarship offers an explanatory structure that accounts for the role of race and racism in education and works toward identifying and challenging racism as part of a larger goal of identifying and challenging other forms of subordination. Next, with the historical backdrop of "Brown v. Board of Education" (1954), they address the debates over affirmative action in higher education evidenced in "Bakke v. Regents of the University of California" (1978) and "Grutter v. Bollinger" (2003). [This article represents Chapter 1 of "'Brown's' Influence on Education and Education Research: Critical Insights, Uneven Implementation, and Unanticipated Consequences,"… [Direct]

Marx, Sherry (2004). Regarding Whiteness: Exploring and Intervening in the Effects of White Racism in Teacher Education. Equity and Excellence in Education, v37 n1 p31-43. This study examines the beliefs of nine white English-only speaking preservice teachers who tutored English language learners of Mexican origin as part of a university field service requirement. Over the course of a semester, participants were interviewed at length about their own reasons for becoming teachers, their beliefs about the children, and the ways in which race influenced their lives. Participants also were observed tutoring, and their learning journals were analyzed. Through various means of data collection, it became apparent that the good intentions of the participants were consistently undermined by the whiteness and the racism that influenced their beliefs about and behaviors with the children. The researcher consequently decided to intervene in the study, sharing data with participants and encouraging them to see the ways that whiteness and racism influenced their tutoring experience. Critical Race Theory and Critical White Studies together make up the theoretical… [Direct]

Gates, Henry Louis, Jr.; And Others (1994). Speaking of Race, Speaking of Sex: Hate Speech, Civil Rights, and Civil Liberties. The essays of this collection explore the restriction of speech and the hate speech codes that attempt to restrict bigoted or offensive speech and punish those who engage in it. These essays generally argue that speech restrictions are dangerous and counterproductive, but they acknowledge that it is very difficult to distinguish between unprotected insults and protected ideas. The following essays are included: (1) "War of Words: Critical Race Theory and the First Amendment" (Henry Louis Gates, Jr.); (2) "Racial Myopia in the Age of Digital Compression" (Donald E. Lively); (3) "Racist Speech, Democracy, and the First Amendment" (Robert C. Post); (4) "Regulating Racist Speech on Campus: A Modest Proposal?" (Nadine Strossen); (5) "The First Amendment and the Art of Storytelling" (Anthony P. Griffin); and (6) "Since When Is the Fourteenth Amendment Our Route to Equality? Some Reflections on the Construction of the 'Hate-Speech'…

Tate, William F., IV (2005). Ethics, Engineering and the Challenge of Racial Reform in Education. Race, Ethnicity and Education, v8 n1 p121-127 Mar. The articles in this issue represent the growing body of literature in the field of education focused on problems of race. More specifically, these articles draw on the theoretical tenets of the New Race Group of Legal Studies or what is more commonly referred to as the critical race theory (CRT) movement. The author's goals in this article are twofold. The first goal of the article is to encourage scholars interested in CRT to carefully examine theoretical positions that may link their moral reasoning to a relativism project. The second goal in this article is to discuss the importance of intergenerational wealth and achievement as key factors in the theoretical formations of social justice challenges in education and the engineering of solutions in school reform and practice. In tandem, the author argues that the formation of a sound ethical framework and engineering strategy linked to solving real social problems are key to the continued relevancy of the CRT movement…. [Direct]

Tichavakunda, Antar A. (2024). Studying Black Student Life on Campus: Toward a Theory of Black Placemaking in Higher Education. Urban Education, v59 n1 p96-123. This essay outlines how Black placemaking, a sociological framework used to study Black residents in urban contexts, might be used to study Black students' experiences at historically White institutions (HWIs) of higher education. Black placemaking engages with the intersection of Blackness, place, structure, and agency. The author argues that this framework has the potential to more expansively study Black students' lives, experiences, and mechanisms of engagement without discounting realities of oppression. Drawing from research on Black students attending HWIs and data from an ethnography conducted by the author, this essay conceptualizes a Black placemaking approach for higher education…. [Direct]

Sarah W. Foster Walters (2024). Storying School Leadership toward Racial Equity: A Critical Narrative Inquiry. ProQuest LLC, Ph.D. Dissertation, University of Missouri – Columbia. Those who care about US public schools face urgent challenges while schools remain significant sites of racial inequity (Crenshaw, 2022; Darling-Hammond, 1998). School leaders play a crucial role in shaping educational in/equity for students (DeMatthews et al., 2020; Grissom et al., 2021; Khalifa, et al., 2016). Meanwhile, the increasing demands on the principalship continue make the job feel at times insurmountable (Banerji, 2024; Constantia et al., 2021; Irby, 2021; Stein, 2023). To better understand the challenges and the ways principals make sense of them, I used critical narrative inquiry to reveal the stories made, told, and shared by leaders in advancing racial equity (Kim, 2016; Pino Gavidia & Adu, 2022). In this study, I asked three research questions: (1.) How do school leaders story the ways they lead toward racial equity?, (2.) What are the leadership practice(s) leaders use when working toward racial equity?, and (3.) How do school leaders make sense of their… [Direct]

Acevedo, Nancy; Solorzano, Daniel G. (2023). An Overview of Community Cultural Wealth: Toward a Protective Factor against Racism. Urban Education, v58 n7 p1470-1488 Sep. Community cultural wealth (CCW) as an asset-based framework challenges the deficit notion that Communities of Color do not possess "cultural" capital. Here, we adapt CCW as a framework that can help Students of Color navigate PK-20 educational contexts, particularly when experiencing interpersonal and structured racism, such as racial microaggressions. We begin by discussing the conceptual origins and intent of CCW. Next, we provide an overview of research studies that exemplify Students and Faculty of Color accessing CCW. Finally, by framing racism as an everyday risk factor, we consider how CCW can be used as a protective factor when experiencing racism…. [Direct]

Sailer, John D. (2023). Comprehensive Restructuring: Diversity, Equity and Inclusion at the University of Texas at Austin. National Association of Scholars This study of the University of Texas (UT) at Austin surveys the most influential policies enacted on campus in the name of diversity, equity, and inclusion (DEI). This report compiles and examines the university's DEI plans, its progress updates, and all of the publicly accessible DEI plans and updates published by the university's various colleges and schools. Key takeaways from the report are that UT Austin's DEI initiatives espouse a clear ideological agenda, call for a vast overhaul of curriculum and instruction, make an overt commitment to make DEI an effective job requirement for faculty, and create and feed a large bureaucracy devoted to advancing the vague goals of DEI…. [PDF]

Masta, Stephanie (2022). Theory-to-Practice: Researching Indigenous Education in the United States. International Journal of Multicultural Education, v24 n1 p1-15. This article advances theories and scholarship focused on Indigenous educational research in the U.S. by engaging with the scholarship of Bryan Brayboy and Sandy Grande. This article provides an overview of the history of Indigenous education research and suggests that engaging with Indigenous-centered theories is essential for scholars undertaking this research endeavor. This article also acknowledges how past research practices inform current research and offers researchers a brief demonstration of how to apply these theories to their own educational research practices…. [PDF]

Young, Jamaal; Young, Jemimah (2022). Decoding the Data Dichotomy: Applying QuantCrit to Understand Racially Conscience Intersectional Meta-Analytic Research. International Journal of Research & Method in Education, v45 n4 p381-396. Our purpose is to proffer QuantCrit methodological approaches to interrogate notions of statistical practice by convention. We present two approaches to meta-analysis and mean effect size calculations for student achievement. The first approach is the conventional approach which applies between-group differences to calculate effect sizes representing achievement gaps. The second approach is commonly referred to as a single-group summary meta-analysis within the medical literature, which calculates within-group mean differences referred to here as student growth. In the conventional study, 39 independent effect sizes were combined to produce an overall mean difference effect size of -0.85, which indicated that the average difference in performance between Black and White girl literacy was almost one standard deviation. The second approach summarized the mean differences from 33 effect sizes using the previous administration year as the comparison group. A statistically significant… [Direct]

Diliberti, Melissa Kay; Schwartz, Heather L. (2022). Districts Continue to Struggle with Staffing, Political Polarization, and Unfinished Instruction: Selected Findings from the Fifth American School District Panel Survey. Data Note: Insights from the American Educator Panels. Research Report. RR-A956-13. RAND Corporation An American School District Panel (ASDP) survey administered in fall 2021 revealed district leaders' widespread concerns about teacher, substitute, and bus driver shortages; political polarization interfering with schooling; students' mental health, behavior, and attendance; and declining student enrollment. In this report, we revisit these concerns to assess whether the widespread problems that district leaders identified back in fall 2021 have persisted throughout the remainder of the 2021-2022 school year. This report also provides an update on the main ways that school districts are seeking to redress the negative effects of unfinished instruction because of the coronavirus disease 2019 (COVID-19) pandemic. This is the second of two reports with results from the spring 2022 survey of the ASDP. [For the companion report, "State of the Superintendent — High Job Satisfaction and a Projected Normal Turnover Rate. Selected Findings from the Fifth American School District Panel… [Direct]

Ortega, Yecid (2021). 'I Wanted to Be White': Understanding Power Asymmetries of Whiteness and Racialisation. Whiteness and Education, v6 n2 p147-162. This article uses a self-reflective autoethnography to critique colonisation and whiteness as systems of marginalisation and racialisation. I examine concepts grounded in post-colonial and anti-racist theories, and I interweave these with my experiences in white spaces in Colombia, the USA and Canada as an educator and researcher. I provide personal examples as data to explain how colonisation and whiteness have paved the road to my professional 'success', and I also illuminate how these have taken me away from understanding my cultural and linguistic roots. Contrary to conventional wisdom that formal education is empowering for racialised peoples, this article asserts that critical education has been fundamental to challenge inequality and power asymmetries. Finally, in reflecting on the depths to which whiteness has been entrenched in all aspects of my life and other racialised peoples, I seek determination and liberation by calling into question the normative historical… [Direct]

Huber, Lindsay Perez (2010). Suenos Indocumentados: Using LatCrit to Explore the Testimonios of Undocumented and U.S. Born Chicana College Students on Discourses of Racist Nativism in Education. ProQuest LLC, Ph.D. Dissertation, University of California, Los Angeles. Latina/o critical race theory (LatCrit) is used as an overarching framework that examines the intersectionality of race, class, and gender while also acknowledging the unique forms of subordination within the Latina/o community based on immigration status, language, phenotype, and ethnicity. LatCrit allows for the specific examination of race and immigration status and has led to the development of racist nativism, a conceptual tool used to examine the intersectionalities that emerge in the experiences of undocumented communities. It is at the intersections of race, immigration status, gender and class that discourses of racist nativism exist, guiding dominant perceptions, understandings and knowledge about undocumented immigrants in the U.S. This study explores how these discourses emerge in the educational trajectories of Chicana students. This study also explores the similarities and differences in the experiences of the undocumented and U.S. born women, and the strategies the… [Direct]

Tya Collins (2024). Contrasting Educator and Black Student Perspectives of the Special Education Placement Process: A DisCrit Counter-Narrative Analysis. Teacher Education and Special Education, v47 n4 p283-301. This critical qualitative inquiry employed a Disability Critical Race Studies Counter-Narrative framework (DCCN) to explore the contrast between educator and Black student understandings of the special education placement process and their implications. Interviews with 21 members of school personnel and 20 Black students between the ages of 14 and 18 were cross-referenced to narratively reconstruct the special education placement process in Quebec, Canada. Analysis of the results reveals a striking gap between educator and student understandings of the process, which can be linked to adverse student experiences. Subsequently, implications for enhancing educators' knowledge of diverse learners and professional practices are discussed…. [Direct]

Camangian, Patrick Roz; Philoxene, David A.; Stovall, David Omotoso (2023). "Upsetting the (Schooling) Set Up": Autoethnography as Critical Race Methodology. International Journal of Qualitative Studies in Education (QSE), v36 n1 p57-71. This manuscript utilizes autoethnography as a critical race methodology. Specifically, the authors use generative autoethnography — a collective spin-story — to illustrate how their past personal experiences are present in their current educational lives. This generative autoethnography fulfills CRT's tenets of: intercentricity of race and racism; challenging dominant Ideology; the commitment to social justice; the centrality of experiential knowledge; and interdisciplinary perspectives. We illustrate the dialectical relationship of our lived experiences in Los Angeles, Chicago, and Oakland, and how these experiences propel the educational work that we do, the voices we choose to lift up, and how we choose to lift them. Shared publicly, these stories further invite readers to critically reflect on their own personal experiences and social realities, continuing the generative praxis of autoethnography. In this way, autoethnography, like critical race method, is an analytic tool that… [Direct]

Berrett-Abebe, Julie; Grupp, Laurie L.; Martin, Alyson; Novella, Jocelyn; Regan, Michael; Shamash, Emily R.; Smith, Emily; Smith, LaTasha; Storms, Stephanie (2023). The Value of Process in Racial Equity Work: Reflections from a Faculty Learning Community. To Improve the Academy, v42 n1 Article 1 p1-31 Spr. This article explores how one higher education faculty learning community engaged in reflective practices in pursuit of their commitment to the inclusion of anti-racist content and pedagogy across their multidisciplinary curriculums. As a key initial step in engaging in this collaborative, cross-disciplinary work, they set out to consider collective definitions of key terms that are deemed critical to anti-racist pedagogy. This group engaged in a collaborative exploratory process to explore definitions and understanding of the following terms: "whiteness," "racism," "race," "racial equity," "racial injustice/inequity," "white supremacy," and "anti-racism" and document the reflective process by which the determination took place. Themes among the definitions and dynamics within the group process are identified and analyzed. The discussion focuses on the challenges and learning within the reflective process and the… [Direct]

Bauman, Lauren C.; Hu?nh, Tr√ ; Mathis, Clausell; Robertson, Amy D.; Scherr, Rachel E. (2023). Teacher Learning about the Integration of Energy and Equity: A Case Study. Physical Review Physics Education Research, v19 n1 Article 010136. Multicultural education invites teachers to support students in critiquing the foundations of a given discipline, with the aim of reimagining that discipline and the purposes it serves. In this paper, we present a series of cases in which high school physics teachers who are enrolled in a summer professional development course expressed vexation as they tried to integrate equity with the physics concept of energy and in which one teacher made significant progress in this integration. These cases serve to illustrate what teacher learning about multicultural education might look like in physics and what resources may support this learning. These cases also point us to some of the ways in which physics as a discipline and schooling as a system make it difficult for teachers to critically examine the canon…. [Direct]

Montenegro Gonzalez, Karla N. (2023). The Narratives of Black and Latino Men Transfer Adult Learners: A Transitional and Critical Analysis of Their Experiences from California Community College to California State University. ProQuest LLC, Ed.D. Dissertation, California State University, Fresno. Through a narrative approach, my research study focused on highlighting the experiences of Black and Latino men adult learners who are 25-years old or older as they describe their engagement in the transfer process from a California Community College to a California State University. Schlossberg's theory of adult transition and CRT served as guiding frameworks for my research study. Featured in my research study are the direct narratives of Remy, Alex, Max, and Angel as they engaged in their respective journeys to complete their education. Findings include how participants experienced guidance and representation at their California Community College. I also discuss the ways in which participants experienced supportive relationships, and how they decided to complete their studies. Lastly, findings include how participants also decided to engage with their respective California State University to build community and mentor others. I conclude with implications for practice, research,… [Direct]

ArCasia D. James-Gallaway; Chaddrick D. James-Gallaway (2023). A Historical Analysis of Education Leadership during Texas School Desegregation: Viewing Racial Literacy on a Gradient. Educational Foundations, v36 p49-72. During U.S. school desegregation, education leaders played crucial roles that showcased their capacity to humanize their Black students. Their actions, we posit, reveal their level of racial literacy. Using oral history interviews and archival records, we examined school desegregation implementation through a racial literacy lens. We analyzed school district leadership in 1970s central Texas alongside Black students' resistance to white supremacist and antiBlack domination. We show how a white male leader's difficulty to see, hear, and heed his educational community largely explains Black desegregating students' resistance to sub-humanization. In this, we argue that the way leadership views a community determines how it interprets said community's concerns and the extent to which it can lead and humanize that community. This account adds to critical race research that links identity and education leadership, building on new racial literacy perspectives that situate it on a continuum… [PDF]

Edwards, Kirsten T.; Shahjahan, Riyad A. (2022). Lessons on Love in Collaboration: Black and Brown Ruminations on Global Whiteness. International Journal of Qualitative Studies in Education (QSE), v35 n7 p764-774. This article illuminates our spiritual journey, as Black and Brown scholars, to globalize and further temporalize the discussion of whiteness in the field of higher education. By employing the spiritual ontoepistemologies of communities of color, we recount our journey in developing a critical race temporal heuristic, "Whiteness as Futurity" (Shahjahan & Edwards, 2022). We illuminate the three lessons we learned on this path: (1) trust in multiple ways of knowing, (2) spiritual healing in collaboration, and (3) community within interdependence. Our lessons highlight the complexities and potential of collaboration on conceptual research for Black and Brown people. We argue that spiritually and communally-informed scholarly practice creates the necessary psychic space to locate nuanced analyses of whiteness not readily available with traditional analytics while also supporting humanized ways of being for scholars…. [Direct]

Apodaca, Elizabeth C.; Guillaume, Rene O. (2022). Early Career Faculty of Color and Promotion and Tenure: The Intersection of Advancement in the Academy and Cultural Taxation. Race, Ethnicity and Education, v25 n4 p546-563. This qualitative study examined how early career faculty of color in higher education departments of educational leadership and administration across the United States were able to manage the cultural taxation associated with faculty service and achieve promotion and tenure. In the U.S., receiving academic tenure promises faculty both academic freedom and job security. This study utilizes cultural taxation as a theoretical framework to explore how faculty of color navigated service demands at their institutions. Three commonalities were found among participants: (1) being strategic about commitments to students and promotion and tenure efforts; (2) making connections between faculty workloads and motivation for pursuing promotion and tenure; and (3) believing relationships with students were a benefit during the promotion and tenure process. The results of this study indicated that successfully navigating cultural taxation helped faculty in their pursuit of promotion and tenure…. [Direct]

Dixon-Payne, Deneen S. (2022). In and Out: A Case Study Examining Adolescent Black Girls' STEM Engagement and STEM Identity in Informal STEM Education Programs. ProQuest LLC, D.Ed. Dissertation, The University of North Carolina at Charlotte. The underrepresentation of Black women in science, technology, engineering, and mathematics (STEM) is a long-standing issue. According to the National Science Foundation (2019), Black women hold less than 10% of STEM degrees, while only 2% work in STEM fields. These disparities can be attributed to structural inequities related to the STEM pipeline. Therefore, to mitigate these disparities, informal STEM education programs can help increase participation in STEM and create more opportunities for Black women and girls. Thus, this collective case study addressed the following research questions: (1) How do adolescent Black girls engage in and respond to informal STEM education programs? (2) How can informal STEM education programs develop adolescent Black girls' STEM identity and increase participation in STEM? (3) What pedagogical practices effectively engage adolescent Black girls in STEM? Purposeful criterion sampling was used to recruit participants for this study. The research… [Direct]

Griffith, Atiba David (2022). The Advantage of Males Writing the CCSLC Mathematics Examination Prior to the CSEC Mathematics Examination: A Statistical Justification for Mandatory Implementation. Online Submission, Ed.D Dissertation, Gwynedd Mercy University. The purpose of this quantitative study was to provide statistical evidence to support that if males take the Caribbean Certificate of Secondary Level Competence (CCSLC) mathematics examination before the Caribbean Secondary Education Certificate (CSEC) mathematics examination, they will have a statistically significantly higher average score than those who only take the CSEC mathematics examination. In addition, the study also proposed statistical evidence to support that if males take the CCSLC mathematics examination before the CSEC mathematics examination, there is a statistically insignificant difference between the average female and average male scores on the CSEC mathematics examination for those between 14 and 19 years old. With respect to research question one, the results indicated that male students who wrote the CCSLC mathematics examination before the CSEC mathematics examination received a statistically significantly higher mean score than their male counterparts who… [PDF]

Griffith, Atiba David (2022). The Advantage of Males Writing the CCSLC Mathematics Examination Prior to the CSEC Mathematics Examination: A Statistical Justification for Mandatory Implementation. ProQuest LLC, Ed.D. Dissertation, Gwynedd Mercy University. The purpose of this quantitative study was to provide statistical evidence to support that if males take the Caribbean Certificate of Secondary Level Competence (CCSLC) mathematics examination before the Caribbean Secondary Education Certificate (CSEC) mathematics examination, they will have a statistically significantly higher average score than those who only take the CSEC mathematics examination. In addition, the study also proposed statistical evidence to support that if males take the CCSLC mathematics examination before the CSEC mathematics examination, there is a statistically insignificant difference between the average female and average male scores on the CSEC mathematics examination for those between 14 and 19 years old. With respect to research question one, the results indicated that male students who wrote the CCSLC mathematics examination before the CSEC mathematics examination received a statistically significantly higher mean score than their male counterparts who… [Direct]

Hoosain, Rumjahn, Ed.; Salili, Farideh, Ed. (2010). Democracy and Multicultural Education. Research in Multicultural Education and International Perspectives. IAP – Information Age Publishing, Inc. Democratic political systems and the democratic way of life is aspired by most people around the world. Democracy is considered to be morally superior to other forms of political systems as it aspires to secure civil liberties, human rights, social justice and equality before the law for everyone regardless of their gender, culture, religion and national origin. Enshrined in democracy is separation of religion and state, fair and competitive elections of leaders according to a country's constitution which in turn is based on democratic ideals. Democracy aspires for people of different backgrounds to live together with their differences intact, but all contributing towards a better life for all. In today's increasingly pluralistic societies many people of different cultural and national backgrounds are brought together. Many have migrated from countries with autocratic political systems. Some with religions that require them to behave in different way, others with cultures teaching… [Direct]

Thornton, Margaret E. (2023). Segregating the "Gifted" in Charlottesville: The Founding of Quest, 1976-1986. Journal of Educational Administration and History, v55 n2 p128-145. The implementation of gifted programmes in the 1970s provided a way for school divisions to circumvent many of the aims of desegregated schooling as called for in "Brown v. Board of Education." This study examines the implementation of one such system in a Southern school district that saw schools close rather than integrate in the years preceding the founding of a segregated gifted programme known as Quest. Additionally, the study situates the founding of this gifted programme in a national social and legal context involving fears of educational stagnation and white flight from public school systems. Using primary and secondary sources, this study highlights the attitudes of national policymakers at work in the 1974 reauthorization of ESEA, which significantly limited school divisions abilities to integrate while also providing funds for gifted classrooms that segregated 'exceptional' children using racially and socioeconomically biased measures…. [Direct]

Klean Zwilling, Jillian; Stanfill, Mel (2023). Critical Considerations for Safe Space in the College Classroom. College Teaching, v71 n2 p85-91. In 2014, the popular conversation about safe space in the classroom tended to mock marginalized students seeking protection. Nearly a decade later, the discourse has become protectionist toward majority students allegedly discriminated against by being informed that they benefit from racism, sexism and heterosexism. What, then, does it mean to talk about making classrooms safe spaces for learning? Through defining six considerations for safe space, we advocate for all colleges, faculty, and students to better facilitate inclusion…. [Direct]

Acosta, Melanie M.; Hayes, Cleveland (2023). "Come and Get Your Soul Food": A Duo-Ethnographic Account of Black Teachers Modeling the Praxis of the Black Intellectual Tradition. International Journal of Qualitative Studies in Education (QSE), v36 n5 p796-811. In this paper, we contribute to the work in progress which outlines the contours of the praxis of Black intellectual traditions by illuminating the ways in which the pedagogy of Black teachers can serve as a model useful for the preparation of preservice and inservice teachers. Researchers have documented that the successful Black educators employ practices derived from critical perspectives that serve as the conduit for their instruction and interactions in schools. Through two different studies of Black teacher pedagogy, we position the work of Black teachers as a timely pedagogical intervention into anti-Black teaching and learning structures in k-12 education and teacher education that challenge the cultivation and enactments of liberatory visions of teaching and learning for Black children…. [Direct]

Payne-Tsoupros, Christina (2023). Using Human Resources Planning to Disrupt Racism and Ableism in the IDEA. Journal of Education Human Resources, v41 n3 p466-476 Jul. This article proposes using the dimension of human resources planning (Rebore, 2011) as a vehicle to disrupt the racism and ableism in the Individuals with Disabilities Education Improvement Act of 2004 (the "IDEA") that contributes to children of color being disproportionately overidentified into stigmatized disability categories which carry less per-pupil funding. The IDEA guarantees children with disabilities the right to a "free and appropriate public education" ("FAPE"). Since Congress passed the IDEA in 1975, there have been disparities across racial lines with respect to identification of students and classification of disabilities, and the funding associated with these classifications. This article considers how certain decisions within the realm of human resources can disrupt these inequities against the backdrop of school finance litigation…. [Direct]

Lipman, Pauline (2003). Chicago School Policy: Regulating Black and Latino Youth in the Global City. Race, Ethnicity and Education, v6 n4 p331-355 Dec. The author examines the relationship between accountability and militarization of urban US schools and social and economic processes in cities. The focus is the role of education policies in the production of inequality and racial oppression in the context of a new geography of centrality and marginality in world cities. This analysis is developed through a case study of Chicago school policy, which has been presented as a model for US schools nationally. The analysis is grounded in critical policy scholarship and critical race theory and draws on qualitative studies of four Chicago schools and system-wide data. It is argued that Chicago's policies serve to regulate and marginalize African American and Latino youth and sort and discipline them for differentiated roles in the economy and the city. It is also argued that these policies establish racialized social control through direct force and internalized discipline. The author contends that in the new urban landscape, education… [Direct]

Wang, Viktor, Ed. (2022). Handbook of Research on Educational Leadership and Research Methodology. Advances in Educational Marketing, Administration, and Leadership (AEMAL). IGI Global Education inevitably influences society and our future. As literature and experience tells, educational leaders impact not only their institutions, but ultimately the learning outcomes for a large portion of society's members. Educational leaders are charged with more than creating a viable future for an institution; they are also charged with contributing to and creating a viable, positive human future–not an easy task amid the turbulence and disruption of our times. "The Handbook of Research on Educational Leadership and Research Methodology" discusses the evolution of educational leadership knowledge, thoughts, and practices by sharing the perspectives, experiences, theories, and philosophies related to educational leadership and research methodologies across all levels of education. Covering topics such as critical race design, toxic leadership, and adult learning, this major reference work is a critical resource for faculty and administrators of both K-12 and higher… [Direct]

An, Sohyun (2022). Re/Presentation of Asian Americans in 50 States' K-12 U.S. History Standards. Social Studies, v113 n4 p171-184. This study is a content analysis of K-12 U.S. history curriculum standards from 50 states regarding curricular re/presentation of Asian Americans. The guiding research questions are as follows: (1) What is the frequency of Asian American content covered in K-12 U.S. history standards from 50 states? (2) How do the standards depict Asian Americans in U.S. history? I analyzed U.S. history curriculum standards from all states using AsianCrit as a theoretical lens. The findings reveal that except for Japanese incarceration and anti-Asian immigration laws, Asian Americans are largely invisible in the state standards and, when included, they are primarily depicted as victims of nativist racism with a lack of civic agency as well as new immigrants with little contribution to nation-building. Being the first work to uncover curricular messages about Asian Americans across 50 states' standards, this study presents a necessary empirical basis for disrupting curriculum violence…. [Direct]

Dyann C. Logwood (2020). Critical Black Feminist Mentorship: A Review of A Middle School and University-Sponsored Program for Adolescent Black Girls. ProQuest LLC, Ph.D. Dissertation, Eastern Michigan University. This dissertation study aims to illuminate the creation of safe spaces for marginalized youth through mentorship initiatives. Likewise, the study examines the roles of mentorship programs in transforming the lives of Black adolescent girls by providing them with tools to change the narratives depicted by society. A qualitative design was employed that used phenomenological interviewing techniques and ethnographic observations to explore the experiences of the Black adolescent girls in one university-sponsored mentorship program. The findings illustrate what is coined through this research–a critical Black feminist mentorship model that emphasizes an intersectional identity development, the actualization of voice, the creation and preservation of sisterhood and solidarity, and consciousness raising. The results, implications, and future research possibilities are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further… [Direct]

Karen Ramlackhan; Yan Wang (2024). Urban School District Performance: A Longitudinal Analysis of Achievement. Urban Education, v59 n3 p849-877. We used the Stanford education data archive (SEDA) data to examine the heterogeneity among urban school districts in the United States. The SEDA 2.1 includes data sets on students' mathematics (Math) and English language arts (ELA) achievement from 2008 to 2014 at the district level. Growth mixture modeling was used to uncover the underlying growth trajectories for urban student achievement from the third to the eighth grade. Two and three growth patterns were observed for ELA and Math achievement, respectively, over time. We used the critical theoretical framework QuantCrit to centralize race in the analysis of the data and shared implications for future research…. [Direct]

Lester-Irabinna Rigney; Michalinos Zembylas; Nadeem Memon; Robert Hattam; Samantha Schulz (2024). Affect and the Force of Counter Stories: Learning Racial Literacy through Thinking and Feeling. Pedagogy, Culture and Society, v32 n5 p1307-1324. This paper contributes to international scholarship on racial literacy in teacher education. Specifically, we consider filmic counter stories as bodies that carry an affective charge with the potential to ignite dialogic and embodied/emotional learning. The football documentary The Final Quarter is our case study. This film traces the racially explosive final years of First Nations Australian, Adam Goodes' elite playing career. The film floodlights football as a site for public pedagogy where people learn racism, with the film offering means of developing racial literacy through examining its encounters. The paper describes racial literacy and establishes affect/embodiment as a contribution to the field. We analyse the film using an affective-discursive lens and genealogical methodology and consider implications for teacher education. We argue that language is insufficient for understanding racism and that the affective intensities activated by film may help to pedagogically… [Direct]

Lillie Padilla; Rosti Vana (2024). Tales of (Under)Representation: Afro-Latinx in Spanish as a Heritage Language Textbooks. Hispania, v107 n2-3 p255-272. The present study examines the lack of representation of minority communities in the existing literature by examining the representation of Afro-Latinxs in texts and visuals in seven Spanish as a Heritage Language (SHL) textbooks, and the ideologies behind these representations. Drawing upon Norman Fairclough's (1995) model for conducting Critical Discourse Analysis (CDA) and Gunther Kress and Theo van Leeuwen's (2001, 2006) grammar of visual design, this current study analyzes text (readings, descriptions, labels, among others) and visuals (people, pictures, buildings, artifacts, among others) in these textbooks. The findings suggest that Afro-Latinx are hardly represented in SHL textbooks. There were only 38 textual representations in the seven SHL textbooks examined and only 18 images clearly referencing Afro-Latinx. This underrepresentation is in line with the ideology of erasure. In addition, ideologies of collectivization and tourism discourse were found throughout the… [Direct]

Apple, Michael W., Ed.; Au, Wayne, Ed.; Gandin, Luis Armando, Ed. (2011). The Routledge International Handbook of Critical Education. Routledge, Taylor & Francis Group "The Routledge International Handbook of Critical Education" is the first authoritative reference work to provide an international analysis of the relationship between power, knowledge, education, and schooling. Rather than focusing solely on questions of how we teach efficiently and effectively, contributors to this volume push further to also think critically about education's relationship to economic, political, and cultural power. The various sections of this book integrate into their analyses the conceptual, political, pedagogic, and practical histories, tensions, and resources that have established critical education as one of the most vital and growing movements within the field of education, including topics such as: (1) social movements and pedagogic work; (2) critical research methods for critical education; (3) the politics of practice and the recreation of theory; and (4) the freirian legacy. With a comprehensive introduction by Michael W. Apple, Wayne Au, and… [Direct]

Wyche-Hall, Marla E. (2011). Demystifying the Lens of Color: Examining the Relationship between Academic Achievement and Racial Identity. ProQuest LLC, Ph.D. Dissertation, The University of New Mexico. The purpose of this mixed methods research study was to examine the dynamic interaction between the racial and academic identities of African American, undergraduate students who were enrolled full time at an academic institution of higher education that was both a Hispanic-serving institution (HSI), and a predominately White institution (PWI). The two main research questions addressed by this study were: 1. To what extent does the racial identity of African American, undergraduate students shape their expectations and beliefs about succeeding at the higher education level; and 2. What is the relationship between students' racial identity, selected aspects of their university environment, and students interactions with prior environments including their home environment (i.e., family structure and background) with their academic achievement while matriculating towards a bachelor's degree? Racial identity has been noted as a variable that impacts academic achievement within the realm… [Direct]

Stokes, Sy (2023). A Sense of Belonging within the Imaginative Constraints of Racial Realism: A Critical Race Analysis of Latinx Students' Racialized Experiences during the Trump Presidency. International Journal of Qualitative Studies in Education (QSE), v36 n1 p26-41. The continued significance of Derrick Bell's "theory of racial realism" is exemplified by the exclusionary sociopolitical and institutional climate that Latinx students experienced throughout the Trump presidency. I utilize various tenets from CRT and LatCrit as analytical and methodological tools for conducting a qualitative study at four colleges and universities in Southern California that explores how the Trump presidency influenced Latinx students' "sense of belonging" on college campuses and within the broader U.S. The findings reveal how the Trump presidency influenced the lives of Latinx students in interpersonal and superstructural ways. However, I problematize the concept of "sense of belonging" within the context of racial realism by arguing that it is counterproductive to cultivate a sense of belonging within an endemically racist society and/or higher education institution. I provide pragmatic and theoretical implications for how higher… [Direct]

Quinlan, Kathleen M.; Thomas, Dave S. P. (2023). Reimagining Curricula: Effects of Cultural (In)Sensitivity of Curricula on Racially Minoritised Students' Engagement. Studies in Higher Education, v48 n2 p283-298. Imperatives to eliminate racial inequalities in higher education (HE) have led to calls for diversification of curricula. Qualitative evidence is growing about racially minoritised students' perceptions of their curricula and its impact on them. Yet there are no specific instruments to facilitate evaluation of curricular diversification and its impact on students. We examined the relationship between students' perceptions of the cultural sensitivity of their curriculum and their engagement, as measured by students' interactions with their teachers and their interest in their programme of study. To do so, we conceptualised and developed a new set of four Culturally Sensitive Curriculum Scales, making a significant, original conceptual and methodological contribution. A racially diverse sample of second through postgraduate students primarily in arts, humanities and social sciences (N = 262; 189 F) rated the cultural sensitivity of the curriculum of their programme, their interactions… [Direct]

Coleman, James Joshua; Croom, Marcus; Deroo, Matthew R.; Hikida, Michiko; Machado, Emily; Salas, Rachel G.; Smith, Patriann; Tatum, Alfred; Waldron, Chad H.; Willis, Arlette; Zaidi, Rahat (2023). Reimagining LRA in the Spirit of a Transcendent Approach to Literacy. Literacy Research: Theory, Method, and Practice, v72 n1 p50-73. This invited paper highlights the reflections of expert panelists who were spontaneously called upon, graciously accepted, and quickly organized to respond thoughtfully and compellingly to Dr. Arlette Willis' powerful and timely Oscar Causey address at the 2022 Literacy Research Association (LRA) annual conference. In her address, Dr. Willis issued a clarion call for a Transcendent Approach to Literacy (TAL) to a space where "We re-create literacy as an equitable and moral construct" (Willis, 2023, p. 133). This paper comprises Dr. Alfred Tatum's comprehensive introduction, the cogent reflections on TAL by panelists Dr. Josh Coleman, Dr. Marcus Croom, Dr. Matthew Deroo, Dr. Michiko Hikida, Dr. Emily Machado, Dr. Patriann Smith, Dr. Chad Waldron, and Dr. Rahat Zaidi, and Dr. Willis' eloquent epilogue. In her epilogue, she provides not an ending but the genesis of a movement forward for the LRA community to "be brave" and actively and genuinely engage in a TAL that… [Direct]

Judit Palencia Gutierrez (2023). Committed Pedagogy: Intersectionality in the Spanish Classroom. International Society for Technology, Education, and Science, Paper presented at the International Conference on Humanities, Social and Education Sciences (iHSES) (Denver, CO, Apr 13-16, 2023). Representations of a nation's history work as a powerful tool to consolidate a collective identity and build trust in the nation. School textbooks are ideological products that disseminate official ideas about a collective past and heritage; their depictions have an impact on shared understandings of a nation's history. However, what is included and excluded from the official historical narrative is selective. Usually, Spanish educators have to use the materials established by the department. Unfortunately, it is very common to find in these books certain representations of Hispanic countries based on stereotypes. This presentation discusses notions of bell hooks — namely her concepts on teaching for social justice and intersectionality — and practical examples of textbooks to learn new ways to promote critical thinking of students and also educators. This has implications for classroom management, but also for curriculum design and education for social justice. This promotes… [PDF]

Dorian L. McCoy (2006). Entering the Academy: Exploring the Socialization Experiences of African American Male. ProQuest LLC, Ph.D. Dissertation, Louisiana State University and Agricultural & Mechanical College. This study explored the socialization experiences of African American male faculty at historically Black colleges and universities (HBCUs) and predominately White institutions (PWIs). Rosch and Reich's Enculturation Model was used as the theoretical framework. To gain a better understanding of the socialization experiences of African American male faculty, a group that has traditionally been underrepresented and marginalized in academia, Critical Race Theory (CRT) was incorporated into the study. More specifically, counter-storytelling, a basic tenet of CRT, was used to learn the stories that African American male faculty tell about their socialization experiences. A mixed methodology research design was utilized. Interviews were conducted with 16 full-time tenured and tenure-track African American male faculty at both institutional types in Phase I. In Phase II, 128 African American male participants responded to a questionnaire about their socialization experiences. The findings of… [Direct]

Caputo-Levine, Deirdre; Lynn, Vanessa (2022). Constructing the Ghetto: An Analysis of the Representation of Black Urban Communities in Urban and Community Sociology Courses. Race, Ethnicity and Education, v25 n4 p526-545. This article uses analysis of 72 syllabi to investigate portrayals of Black urban communities in undergraduate Urban and Community Sociology courses taught in colleges and universities in the United States. The authors conducted keyword analyses of the syllabi and content analyses of the assigned readings. Although professors' course descriptions do not focus on poverty, segregation, and crime, assigned readings relating to Black communities largely focus on those topics. The authors argue that urban sociology classes reproduce the 'iconic ghetto,' the lens through which Black urban communities are perceived. This pattern poses a risk of reinforcing current structures of racial inequality. This study identifies a need for more nuanced representations of Black communities within undergraduate Urban and Community Sociology classrooms, particularly in terms of required readings and assignments. The authors provide pedagogical and methodological suggestions around the use of… [Direct]

Mac√≠as, Luis Fernando (2022). Hall Pass: DACA Recipients' Experiences "Passing" in Higher Education. Equity & Excellence in Education, v55 n1-2 p87-104. Undocumented students face numerous hardships in their pursuit of higher education. Those who are part of the Deferred Action for Childhood Arrivals (DACA) program experience some improved college access and tuition affordability, but many administrative and financial barriers continue to impede their educational pursuits. This qualitative work explores how DACA recipients attempt to circumvent those limitations by "Hall Passing." The concept of "Hall Passing" combines the familiar concept to most attendees of U.S. schools of the hall pass (written, conditional, permission granted to students to be out of the locational bounds typically expected) and the concept of the act of "passing." "Passing" is when some members of marginalized groups modify or conceal characteristics that identify them as the Other. The new concept of "Hall Passing" came out of the results of this study which found that DACAmented students at predominantly white… [Direct]

Jones, Brittany L. (2022). Feeling Fear as Power and Oppression: An Examination of Black and White Fear in Virginia's U.S. History Standards and Curriculum Framework. Theory and Research in Social Education, v50 n3 p431-463. Fear has shaped events throughout U.S. history, as those who have possessed fear have weaponized this emotion to justify violence and oppression while others have used fear as an impetus for radical resistance. Fear, however, has been an under-researched emotion in history education. Using critical discourse analysis methods, in this article I aim to move fear from the periphery to the forefront by analyzing how fear is discussed in Virginia's U.S. History Standards and Curriculum Framework. Drawing from theories of BlackCrit and Feeling Power, three findings emerged from this study: The standards only describe fear as an emotion possessed by white people, the inclusion of Black suffering does not lead to Black fear, and Black people do not fear. This work illuminates the importance of examining emotions, particularly fear, in social studies education and has implications for both K-12 teachers and teacher education…. [Direct]

Kim-Bossard, MinSoo (2022). Breaking the Silence Using AsianCrit: Arts-Based Autoethnography of an Asian Immigrant Teacher Educator. Educational Forum, v86 n4 p355-367. This paper uses autoethnographic storytelling to examine the perpetually silenced space I occupy as an Asian immigrant teacher educator in the United States. Guided by four tenets of AsianCrit, I weave together fragments of my lifeworld that both fuel and challenge my position as a teacher educator in the hope of establishing fragile connectivities with other Asian American teachers and expanding the limited presence of Asian American voices in the field of teacher education…. [Direct]

Jennifer L. McCarthy Foubert (2022). 'Damned if You Do, Damned if You Don't:' Black Parents' Racial Realist School Engagement. Race, Ethnicity and Education, v25 n5 p647-664. Conventional scholarship frames parent involvement in schools as crucial for student success, often depicts Black and Brown parents as under-engaged, and implies their increased engagement would lead to the end of racial disparities in education. This study challenges this traditional discourse and introduces the notion of Racial Realist Parent Engagement. Racial Realist Parent Engagement is a practice and theoretical framing drawn from Derrick Bell's notion of racial realism and a qualitative multicase study of the school engagement experiences of 16 Black parents. These parent participants resisted antiblackness in their children's schools while simultaneously recognizing racism to be a permanent and inevitable aspect of schooling. Racial Realist Parent Engagement shifts parent involvement theory, policy, and practice to a more complex understanding of the purposes and benefits of parent engagement for Black and Brown families — and demands expansive racial justice policy for… [Direct]

Buras, Kristen (2023). Education Research and Critical Race Praxis: Fieldnotes on "Making It Matter" in New Orleans. International Journal of Qualitative Studies in Education (QSE), v36 n1 p42-56. Urban South Grassroots Research Collective for Public Education (USGRC) is a New Orleans-based coalition melding research and grassroots organizing for racial-economic equity. Buras examines her involvement as a scholar activist working in solidarity with community groups to document the effects of the charter school takeover on black public schools and neighborhoods — and push back. Through narrative accounts, Buras illustrates and analyzes USGRC's collective efforts as an instantiation of critical race praxis. Unlike mainstream approaches to scholarship, which treat people and places as data points to be leveraged for academic purposes, USGRC's approach prioritizes the meanings and consequences of research for communities. "Making it matter," Buras argues, requires insurgent scholarship grounded in history, counter-storytelling, place-based knowledge, democratic collaboration, long-term commitment to community, and anti-racist action. Ultimately, she situates USGRC's… [Direct]

Givens, Jarvis R.; Ross, Kihana Miraya (2023). The Clearing: On Black Education Studies and the Problem of "Antiblackness". Harvard Educational Review, v93 n2 p149-172 Sum. In this essay, authors Kihana Miraya Ross and Jarvis R. Givens make their case for a distinct field of education research–Black education studies, which builds on Black studies and education studies. They explore a key analytic in Black education studies, antiblackness, examining its early and more recent uses as an analytic in education research to forward a more holistic understanding of the concept. In doing so, they highlight the relationship between education as a social institution and the sustained manifestation of antiblackness. The authors conclude by considering how and why scholars might employ Black education studies to center Black life and living…. [Direct]

Halvorsen, Anne-Lise; Jones, Brittany L.; Thompson, Blake A.; Wise, Crystal N. (2023). Family Stories, Counter-Storytelling, and Chronological Overlaying: Exploring Black Historical Consciousness in Elementary Social Studies. Social Studies and the Young Learner, v35 n3 p5-12 Jan-Feb. Social studies in general, and Black history in particular, are marginalized at the elementary level. The ways Black history has been taught are problematic, focusing on either celebrating civil rights heroes or lamenting the oppressive treatment of Black people, thus flattening the rich and varied histories of Black people. An almost singular focus on the civil rights movement excludes other histories, including stories of everyday people–their lives, jobs, means of resistance, collaborations, and accomplishments. Moreover, there is an overwhelming emphasis on oppression and resistance, with less emphasis on culture, beauty, joy, and the full emotionalities of Black people. As a result, children are deprived of learning that captures the full range of humanity within Black histories. In this article, the authors present three alternatives to the traditional instructional approaches to Black history education at the elementary level: family stories/oral histories,… [Direct]

Brandon D. Mitchell (2023). Newspaper Constructions of the COVID-19 Learning Loss. Critical Education, v14 n4 p42-74. Learning loss due to the pandemic has become a significant global concern. The purpose of this paper is to understand the newspaper coverage of the COVID-19 learning loss. Critical discourse analysis is utilized to analyze (N = 38) newspaper articles. Results include: constructions of youth identities, racialized constructions of youth identities, factualized portrayals of learning loss, and the neoliberal narrative. The pandemic crisis narrative was used to promulgate fear and reinforce the deficit-based portrayals of youth learning. Generalized learning deficiencies and disproportionate impact led to racialized portrayals of loss, stigmatizing youth through decontextualized and ahistorical representations. Factualized portrayals of learning loss took shape through linguistical structure, word choices, data-based emphasis, and an expert narrative. Discourse depicted as fact undergirded the neoliberal narrative and justified the need for increased testing and reform in schools…. [PDF]

Brenda Ayala Lewis; Mar√≠a G. Leija; Myriam Jimena Guerra (2023). D√≠a de los Muertos: Recognizing Heterogeneity in Latinx Cultural Knowledge. NABE Journal of Research and Practice, v13 n3-4 p68-83. The article examines how a Mexican second grade dual language teacher guided his Latinx bilingual students in exploring D√≠a de los Muertos, a cultural practice. Through the D√≠a de los Muertos project, parents responded in a variety of ways. Some parents learned about D√≠a de los Muertos for the first time, other parents remembered participating in the commemorative practices in their country of origin, while a couple of parents were completely in opposition to the thematic project. A key finding of the qualitative study is that teachers need to recognize and be aware of the heterogeneity of Latinx parents' responses to D√≠a de los Muertos as a cultural practice. Learning parents' perceptions of D√≠a de los Muertos early on can inform the pedagogical practices of implementing the thematic unit…. [Direct]

Shenid Bhayroo (2024). Inspiring Critical Consciousness: A Case for a Decolonized Journalism Study Abroad Curriculum. Journalism and Mass Communication Educator, v79 n2 p147-168. This study explores how a study-abroad program that combines journalism best practices in diversity, equity, and inclusion with decolonized curricular materials can foster critical consciousness in journalism education. Against the backdrop of a multiethnic world, growing diversity in student demographics, and a recognition of the lack of diversity in newsrooms and news content, journalism education can explore innovative and radical options to equip future journalists. Data analysis of five cohorts of a journalism study abroad in South Africa finds that using such options translates into journalists-in-training producing news content that reflects a critical consciousness about equity, justice, and colonialism…. [Direct]

Kathleen M. Sellers; Kierstin Giunco (2024). When Anti-CRT Becomes Anti-Care: Navigating Curricular Controversies Amid Voucher-Induced Changes to a Private Religious School Landscape. Journal of Cases in Educational Leadership, v27 n3 p55-69. As access to private religious education expands through vouchers, public discourse has positioned these schools as politically neutral spaces. Teachers who seek to ethically care for students are thus placed in a predicament. In this article, we present the fictive case study of a middle school teacher in a suburban Catholic school that has accepted vouchers and consequently undergone significant demographic and political shifts. When the teacher makes a curricular decision that responds in caring and critical ways to their students, they face a wave of parental opinions that call their instruction and ethical aims into question…. [Direct]

Trobaugh, Joseph M. (2022). A Case Study of Trust and the Relationships between White Teachers and Their Black Students. ProQuest LLC, Ph.D. Dissertation, Oakland University. The purpose of this study was to examine whether White teachers' trust in their Black students would stimulate positive teacher-student relationships. One question guided my research: How do White teachers build trust with their Black students? This study used interviews of 5 White middle school teachers and 3 Black middle school students for the data set. Semi-structured interviews and a focus group were conducted to fully understand the lived experience of teachers and students within a middle school setting. All of the teacher participants worked in middle schools where they taught core content classes. Each teacher and student interviewed had at least 1 year experience teaching or attending middle school. Each interview and focus group was recorded via ZOOM and transcribed as soon as possible for accuracy and review. Important statements were extracted from the interview and focus group transcripts resulting in three major themes. Theme one, students and teachers' definition of… [Direct]

Menand, Louis, Ed. (1996). The Future of Academic Freedom. These nine essays address controversial issues of academic freedom and values at the university level. The book, which was derived from two years of debate and lectures presented to national meetings of the American Association of University Professors, is organized in three sections which address such issues as: the purpose of academic freedom, the problem of hate speech, and the ethics of inquiry. The nine essays are: (1) "The Limits of Academic Freedom" (Louis Menand); (2) "Does Academic Freedom Have Philosophical Presuppositions?" (Richard Rorty); (3) "Justifying the Rights of Academic Freedom in the Era of 'Power/Knowledge'" (Thomas L. Haskell); (4) "Academic Freedom and Law: Liberalism, Speech Codes, and Related Problems" (Cass R. Sunstein); (5) "Critical Race Theory and Freedom of Speech" (Harry Louis Gates Jr.); (6) "Academic Freedom as an Ethical Practice" (Joan W. Scott); (7) "We Need a New Interpretation of…

Twomey, Sarah Jane (2018). Hauntings and Entanglements of Race: Re-Reading the Journals of an Early American Missionary Woman in Hawai'i. Whiteness and Education, v3 n1 p90-102. As a way to develop a more somatic response to race and the legacy of injury and violence towards the first peoples of the Hawaiian nation, this paper's aim is to draw a connection between the early writings of American women to Hawai'i and my own positionality as a feminist scholar in present day Hawai'i. Using a feminist, postcolonial lens, I provide a content analysis of Lucia Holman's diary, which chronicles her journey to Hawai'i in 1820, as one of seven missionary women from the American Missionary Board. Third, I make a case for how archival texts as a lived process of research can move towards a deeper social understanding of race relations within the complexities and colonial injuries of the historical present. Finally, I propose that archival texts can be used in developing a critical anti-racist pedagogy in working with teachers and educators in Hawai'i. The larger question of this project asks if it is possible to produce anti-colonial or anti-oppressive responses from… [Direct]

Edosomwan, Kristian; Grice, Salandra; Richardson, Sonyia C.; Williams, John A., III; Young, Jemimah (2023). Is the Employment of School Resource Officers in High Schools Associated with Black Girls' Discipline Outcomes?. Race, Ethnicity and Education, v26 n3 p398-418. In recent years, the media has highlighted the disrespectful and sometimes violent manner in which SROs respond to Black girls' behaviors. Few studies question how SROs in schools might influence traditional school discipline outcomes such as suspensions for a double minoritized group (race and gender) such as Black girls. Leaning on the Black feminist framework of Intersectionality and QuantCrit and using the most recent data from the Office of Civil Rights (2017-2018) the present study examined if there was an association between a SRO's employment in a school and Black girls' risk of receiving an in-school or out-of-school suspension. The findings indicate that for Black girls, their exposure to an SRO was greatest at urban schools and schools with a racially/ethnically diverse student demographic, and the presence of an SRO was associated with an increase in out-of-school and in-school suspensions for Black girls…. [Direct]

Coachman, Erika de Freitas; Fernandes, Izabelle da Silva (2023). Addressing Race in English Language Teaching. AILA Review, v36 n1 p64-90. The aim of this paper is to analyze a set of didactic materials developed to teach English as an Additional Language at a Brazilian public school in Rio de Janeiro. Such materials were designed to invite 7th grade students with diverse social, racial, and economic backgrounds to learn about the world and the English language from viewpoints that delineate a decolonial stance (Mignolo, 2010; Kumaravadivelu, 2016; Jansen, 2017). Grounded on the notions of Critical Race Literacy (Ferreira, 2014) and Critical Language Awareness (Alim, 2005), this paper looks into didactic activities built upon emancipatory (Freire, 1996) and transgressive (Pennycook, 2006; hooks, 2013) approaches to Applied Linguistics and Language Education, understanding English Language classrooms as privileged arenas for the construction of ideas on race. The methodological approach is based on the premises of a Dialogical Discourse Analysis (Brait, 2006/2018) to identify centripetal and centrifugal forces (Bakhtin,… [Direct]

Alem√°n, Sonya (2023). Eroding Community Cultural Wealth: How Schooling Devalues Latina/o/x Students' Identity, Pride, and Language. Association of Mexican American Educators Journal, v17 n1 p1-31. Educational narratives written by several cohorts of Latina/o/x students in a college-level ethnic studies course, first-year retention program showed how the current hegemonic educational paradigm–with its attendant neo-liberal, colonial, white supremacist and Eurocentric logics– abates the accumulation and employment of community cultural wealth. Specifically, these systemic obstacles impact linguistic, navigational, and resistant capital as Latina/o/x students recount how learning English, feeling othered by classmates and teachers, and internalizing assimilationist and deficit-based ideologies to avoid harassment or mistreatment factored into their educational experiences. Situating community cultural wealth amid the Americanization, deculturalization, or assimilationist projects that have shaped the schooling conditions for students of color better accounts how educational practices, curriculum and spaces can destabilize the range of community cultural wealth competences Yosso… [Direct]

Cole, Mike (2012). "Abolish the White Race" or "Transfer Economic Power to the People"?: Some Educational Implications. Journal for Critical Education Policy Studies, v10 n2 p202-232 Oct. "Race Traitor", a movement founded by Noel Ignatiev and John Garvey, has been given a boost in recent months in three different arenas: the Occupy movement; an antiracist advertising campaign; and in an academic journal. With respect to the last, which is the main focus of this paper, Critical Race Theorists John Preston and Charlotte Chadderton, in "Race, Ethnicity and Education," argue that the "Race Traitor" movement is "a political form with resonance for contemporary Marxists" and Anarchists. Their intention, they state, is to try to counter the arguments of what they refer to "a left Marxist critique" that considers "Race Traitor" misguided and politically untenable. In this paper, I suggest that while "Race Traitor" has strengths in its depiction of the horrors of racism in the US in the 1990s and before, and in a few practical suggestions for combating racism at an individual level, as a campaigning… [PDF]

Delano-Oriaran, Omobolade O.; Parks, Marguerite W. (2015). One Black, One White: Power, White Privilege, & Creating Safe Spaces. Multicultural Education, v22 n3-4 p15-19 Spr-Sum. This article explores the experiences of two professors as they teach about White privilege in predominately White institutions of higher education. The authors discuss how racial potentiality shapes the classroom climates of each of the professors and then present strategies that utilize safe spaces to navigate students away from the resistance they feel for this topic. The two professors discuss examples that demonstrate how White privilege creates resistance in the courses they teach when they confront students with it as a real phenomenon (Johnson, 2001). At first, the professors worked in isolation, where their frustrations built up until they had an opportunity to share their experiences and realize that they teach similar content (e.g., manifestations of racism, discrimination, heterosexism, White privilege, and social construction of race and identity development theory), use many of the same texts, and that most of their students are from similar backgrounds. This article… [PDF]

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

Wilby, Mary Lynn (2013). Among the Missing: The Experience of Vietnamese American Nursing Students. ProQuest LLC, Ph.D. Dissertation, Union Institute and University. Non-traditional nursing students, including Vietnamese Americans often face challenges that differ from those of their white counterparts. These challenges have significant impact on academic success and contribute to underrepresentation of minorities in nursing. This study explored the lived experience of 12 Vietnamese American undergraduate nursing students and recent graduates through the use of phenomenologically based interviews. Study participants identified challenges similar to those identified in the literature by other ethnic minority nursing students. Participants experienced a variety of challenges including pressure to succeed in school while providing support for immediate and distant family members, financial hardship, language difficulty, cultural insensitivity, difficulty with socializing with other students, and racism in both academic and clinical settings. Despite significant stress experienced during participants' education, they perceived nursing as a rewarding… [Direct]

Hughes, Carolyn; Newkirk, Reginald; Stenhjem, Pamela H. (2010). Addressing the Challenge of Disenfranchisement of Youth: Poverty and Racism in the Schools. Reclaiming Children and Youth, v19 n1 p22-26. Understanding the role that poverty and racism play in the educational and socioeconomic barriers that confront racially and ethnically diverse youth is critical to affecting positive change with youth. Teaching principles, solutions, and basic concepts to make education a viable, life-giving experience for young people of color are discussed…. [Direct]

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

Holt, Ann (2012). Lowenfeld at Hampton (1939-1946): Empowerment, Resistance, Activism, and Pedagogy. Studies in Art Education: A Journal of Issues and Research in Art Education, v54 n1 p6-20 Fall. Viktor Lowenfeld (1903-1960) has been abundantly documented as having influenced art teaching in the United States. Scarce attention, however, has been given to the significant and remarkable advancements he made to resist structures of institutionalized racism and promote inter-racial cooperation. Lowenfeld was a mentor to several notable African American artists, who participated in his art program at the Hampton Institute, a historically Black college in Virginia (now Hampton University). While recognized in African American art history texts, it has been largely understated in histories of art education even though extant archival materials authenticate this aspect of his career. This article, based on archival research, revises Lowenfeld's story to include his connection to his African American students whose agency shaped the art world and helped create social change. It also raises questions concerning the collection, documentation, and preservation of the historical record in… [Direct]

Joldersma, Clarence W.; Perhamus, Lisa M. (2016). Interpellating Dispossession: Distributions of Vulnerability and the Politics of Grieving in the Precarious Mattering of Lives. Philosophical Studies in Education, v47 p56-67. The protest and movement #BlackLivesMatter that began in 2012 has fueled a national will of resistance to State violence and has nourished a sense of humanity that demands the valuing of all Black people. As part of the U.S.'s long history of systemic racism and its histories of local resistance, #BlackLivesMatter (BLM hereafter) has renewed "national attention to the disregard for the lives of young Black men by the established structures of power . . . [and] calls for a deeper humanity." In this nationally visible moment of moral outrage about the disposable treatment of Black people, BLM pushes the grieving of marginalized people of color into the public eye and the nation's historical narrative. BLM's ideological and political intervention is a call to change the existential and sociopolitical conditions for Black lives. The authors argue that, as a movement in history and a public project at this moment in time, BLM reframes for society who matters as a human life. In… [PDF]

Lobb, Pamela M. (2012). Making Multicultural Education Personal. Multicultural Perspectives, v14 n4 p229-233. In this article the author examines changes in students' self-awareness of multicultural topics during a multicultural education course. The course is a three-credit elective course offered in the university's school of education but taken by students across disciplines at a large, public research university in a mid-Atlantic state. Course instructors encourage students to reflect on what multicultural education topics mean to them and how they interact with students different from themselves. This qualitative study followed six students' experiences using interviews, student topic papers, and student reflection papers. Bennett's Developmental Model of Intercultural Sensitivity (DMIS: Bennett, 1986, 1993) was used as a framework for evaluating changes in self-awareness concerning ableism, racism, classism, sexism, and heterosexism. All participants showed an increase in multicultural self-awareness. Students assessed the instructional strategies they felt supported their growth in… [Direct]

Behar-Horenstein, Linda S.; Houchen, Deidre F.; Moore, Thomas E.; Roberts, Kellie W.; West-Olatunji, Cirecie A. (2012). Resilience Post Tenure: The Experience of an African American Woman in a PWI. Florida Journal of Educational Administration & Policy, v5 n2 p68-84 Spr. The purpose of this study was: 1) to explore the pre-tenure experiences of an African American female faculty member in a counselor education program; and 2) to compare the themes that ascended from a precursor study to the current one. By using critical ethnography and case study format, this research gave voice to the participant by prompting responses to questions of why and how. Evidence from this study reaffirms that female faculty of color are adversely impacted by racism and sexism in the Academy. Findings from this study support the notion that mentoring and across cultural affiliation with tenure-track faculty members from diverse backgrounds contributes to their professional achievement. Moreover, this study asserts that the milieu of research-intensive universities may foster psychic numbing, which has an intergenerational effect. (Contains 1 table.)… [PDF]

Berson, Ilene R.; Berson, Michael J.; Haas, Brandon J. (2015). With Their Voice: Constructing Meaning with Digital Testimony. Social Education, v79 n2 p106-109 Mar-Apr. The use of testimony in teaching about the Holocaust has long been a practice, relying on resources such as memoirs, diaries, and audio recordings. Having first-person accounts provides a window into the experience of those who lived the historical events that now fill the pages of text. As we mark the 70th Anniversary of the end of World War II in Europe, it becomes increasingly difficult to find survivors and witnesses to share their stories with students. The question of how these personal accounts will endure once the last survivor is no longer here is a pertinent issue in the field of Holocaust education. Though not equivalent to in-person accounts, video testimony can provide an important experience. This article describes the Visual History Archive of the USC Shoah Foundation, which houses over 53,000 testimonies of survivors and additional witnesses of the Holocaust and other genocides. These full life histories have been collected from individuals in 61 countries and 39… [Direct]

Weinraub, Anissa (2013). Why Teachers Must Join the Fight for Public Education. Now. Penn GSE Perspectives on Urban Education, v10 n1 Sum. The author, a teacher-activist with Teacher Action Group-Philadelphia (TAG), presents her views on the need for teachers to get involved in the battle for public education. She expresses her concerns about the political games being played to advance a neoliberal agenda that seeks to dispossess students of their right to a quality education and safety, communities of their public institutions and neighborhood stability, and workers of their hard-earned wages and workplace protections. She sees the consequence of the No Child Left Behind Act's accountability-without-resources policies on her 11th and 12 grade students in terms of deprofessionalizing teaching and standardizing learning, and the sophistication of the mechanisms and infrastructure of the school-to-prison pipeline. The author states that the priority of leaders are not the priorities of teachers, thus they must take a stand and work collectively in ways that are very new to all of them. She outlines the decisions made by… [PDF]

Kelly, Bridget; Winkle-Wagner, Rachelle (2017). Finding a Voice in Predominantly White Institutions: A Longitudinal Study of Black Women Faculty Members' Journeys toward Tenure. Teachers College Record, v119 n6. Background/Context: Amidst scholarship that underscores the importance of Black women faculty in higher education, Black women are often not being retained in faculty positions at research universities. There is a gap in the research relative to how Black women experience the tenure process at predominantly White institutions, and this may have important implications for both recruitment and retention of Black women faculty. Purpose: This analysis attempts to fill a gap in the literature on the recruitment and retention of faculty of color by asking: What are the experiences of Black women faculty on the tenure track at PWIs who are the only woman of color faculty member in their academic program? Drawing on data from qualitative longitudinal research with Black women faculty who were on the tenure track at PWIs, the primary purpose of this analysis was to understand four Black women's longitudinal reflections on their journey toward tenure at PWIs where they are "othered"… [Direct]

Baer, Jeffrey; Ely, Gretchen E.; Flaherty, Christopher; Meyer-Adams, Nancy; Sutphen, Richard D. (2013). Are Social Work Educators Bullies? Student Perceptions of Political Discourse in the Social Work Classroom. Journal of Teaching in Social Work, v33 n1 p59-74. Social work's professional commitment to working toward social justice for vulnerable groups is well known. However, as a profession, social work has been criticized for proposing professional perspectives that may be interpreted by some as political indoctrination. The purpose of the current study was to examine social work students' perceptions of political debate in the classroom. An additional goal was to examine whether students believed that colleagues who hold certain sociopolitical beliefs should be prohibited from receiving a social work degree. Four hundred and ninety-seven undergraduate and graduate social work students from 10 programs were surveyed. Results show that a majority of respondents were comfortable with the discussion of sociopolitical content in the classroom. Nevertheless, students who self-identified as politically conservative were more likely to report that they perceived the classroom environment as less open and hence less conducive to debate…. [Direct]

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

Carla Cheatham; Dominique Simms; Renae Mayes; Riley Drake (2024). Refusing the Master's Tools: An Abolition Feminist Framework for Career and Technical Education for Black Girls. Career and Technical Education Research, v49 n1 p60-74. The contemporary reconceptualization of Career and Technical Education (CTE) often emphasizes the need for more post-secondary opportunities for racially marginalized students. Yet CTE typically functions as a mode of social control for the racial capitalist project, and increased exposure and more CTE for students of color, particularly Black girls who have been notoriously neglected across the profession, without a refusal of its extractive purpose, will not radically shift possibilities for their futures. In this article, we apply Critical Race Feminism to analyze the current contextual landscape for Black girls in CTE, and argue that CTE educators and school counselors must turn toward the politics of abolition feminism to radically transform future possibilities for and with Black girls. We offer five life-affirming tenets of abolition feminist praxis that refuse the master's tools (Lorde, 1984) of traditional CTE and center and elevate the humanity and world-making of Black… [Direct]

Gonzalez, Mart√≠n Alberto (2022). The Right to the University: The Experiences of Mexican/Mexican American/Xicanx Students at a Predominantly White University in Upstate New York. Journal of Leadership, Equity, and Research, v8 n2 p11-36. Having the right to a space is not only the right to be present without being harassed or bothered, but it also includes the right to have a say in how that space should be experienced. Yet, spaces have long been contested and not everyone has equal access to shared spaces. This paper examines the experiences of Mexican/Mexican American/Xicanx (MMAX) undergraduate students at a predominantly white university in the Northeast. Drawing on in-depth interviews, participant observations, "pla ¥ticas," and document analyses, I argue that MMAX students do not have the right to their respective university because their university does not address their specific needs as Students of Color. The denial of the right to their university is experienced through a lack of resources and institutional support. This includes, but is not limited to, (a) Inconsiderate University Investment Patterns; (b) Inadequate University Services; (c) Unequal Housing Accessibility; and (d) Unfair Treatment… [PDF]

Keith Newvine (2022). Reading Privileges: Enacting Critical Race English Education in English Language Arts Classrooms. ProQuest LLC, Ph.D. Dissertation, Syracuse University. This dissertation uses practitioner inquiry (Cochran-Smith & Lytle, 1999, 2009), narrative inquiry (Clandinin & Connelly, 1990; Rolling & Bey, 2016; Schaafsma & Vinz, 2011; Toliver, 2020a), composite character counter storytelling (Baker-Bell, 2020), and critical discourse analysis (Bloome et al., 2008; Bloome & Power-Carter, 2013; Fairclough, 2003; Power-Carter, 2008; Rogers, 2004; van Dijk, 1993) to present findings from a 10-month qualitative study of the understanding and enactment of critical race English education (CREE) (Johnson, 2018, 2021) in one school and the effect of one teacher's enactment of CREE (Johnson, 2018, 2021) on youth's understanding of antiracism. Informed by critical whiteness studies (Applebaum, 2010; Delpit, 1988; Frankenburg, 1993; Harris, 1993; Leonardo, 2009; McIntosh, 1988; McIntyre, 1997; Rothenberg, 2008), Black feminism (Combahee River Collective, 1977/2014; Lorde, 1984/2007), and critical literacy theory (Freire, 1970/2000;… [Direct]

Johnson, Stanley Louis, Jr. (2011). Powerful Pedagogies: Evaluating Effective Culturally Relevant English Instruction for High Achieving African American Males in Advanced Placement English. ProQuest LLC, Ph.D. Dissertation, University of California, Los Angeles. Helping teachers to effectively use culturally relevant instructional practices can help the educational community close the literacy gap for African American males. This study examines effective secondary English teachers and their high achieving African American male students. Using critical race and sociocultural theories as a conceptual framework, this qualitative study documents the instructional practices of teachers who use culturally relevant curricula in their Advanced Placement English classes to ensure that their African American males develop languages and literacies of power. I employ an ethnographic and case study approach where I: (1) interviewed teachers around their beliefs concerning African American males and literacy Instruction; (2) observed and documented classroom practice; (3) analyzed the efficacy of culturally relevant instructional strategies; and finally (4) interviewed high achieving African American males about their overall engagement in secondary… [Direct]

Andrene J. Castro; April Hewko; Genevieve Siegel-Hawley; Kevin L. Clay; Kim Bridges (2024). Not "Citizens in Waiting": Student Counter-Narratives of Anti-Equity Campaigns. Educational Policy, v38 n7 p1638-1675. Recent efforts prohibiting race-related diversity, equity, and inclusion initiatives have informed localized public pushback narrating anti-equity campaigns. Emerging research and media accounts have largely focused on adults engaged with or against these efforts, with less attention on youth and their perceptions of these campaigns. To center youth voice, we analyzed 224 student newspaper articles published in Carmel, Indiana and Loudoun County, Virginia–two sites replete with localized contestations of equity reform. Using narrative policy analysis and approaches to counter-narratives, findings demonstrate youths' roles as engaged policy actors as student journalists highlighted forms of political engagement and action in their local contexts. We include recommendations for school leaders and policymakers to promote youth voice and engagement in education governance…. [Direct]

Stoddard, Ellen W.; Thompson, Corliss B.; White, Shariva D. H. (2022). Perceptions of Race in Career and Technical Education: Moving toward Critical Consciousness. Career and Technical Education Research, v47 n1 p3-22 May. Career and technical education (CTE) gives students access to skill development and greater economic opportunity, but challenges in the CTE system are pervasive for students of color, specifically Black and Latinx students. This study examines Black and Latinx high school student and teacher experiences with race in a profession-based learning program that awards CTE credits. This basic qualitative study is built around a conceptual framework that examines what racism is in CTE, how it creates barriers for people of color and how activating sociopolitical consciousness of students and teachers may enhance student agency. Findings reveal student and teacher perspectives defining race as skin color, strong beliefs in meritocracy, and individualized approaches that lead to a lack of awareness of systemic racism. Teachers play a critical role in supporting students through challenges, but they stop short of using their positions to elevate those challenges toward more meaningful systemic… [Direct]

Banack, Arianna; Broemmel, Amy; Jordan, Jennifer; Laughter, Judson; Maples, Amy; Rigell, Amanda; Vines, Nora (2022). Overwhelming Whiteness: A Critical Analysis of Race in a Scripted Reading Curriculum. Journal of Curriculum Studies, v54 n6 p852-870. Teachers in the US are increasingly required to use scripted curricula. Such instructional materials often reflect the overwhelming whiteness of the publishing industry through a lack of representation of authors and protagonists outside of white, middle-class normative characters. Implementation of such curricula stands in direct contrast to studies finding that culturally relevant pedagogy and curricula benefit students across racial and ethnic groups. This paper describes a qualitative analysis of the scripted "Wit and Wisdom" English Language Arts curriculum for grades K-8 guided by the research question: How might the curriculum reproduce a white supremacist master script? Following a quantitative analysis of racial representation across all core and supplementary texts in the curriculum, the research team used guiding questions grounded in a critical discourse and anti-racist teaching framework to qualitatively analyse teacher-facing materials at each grade level. The… [Direct]

Boutte, Gloria; Braden, Eliza; Long, Susi; Muller, Meir; Wynter-Hoyte, Kamania (2022). Identifying Anti-Blackness and Committing to Pro-Blackness in Early Literacy Pedagogy and Research: A Guide for Child Care Settings, Schools, Teacher Preparation Programs, and Researchers. Journal of Early Childhood Literacy, v22 n4 p565-591 Dec. This article is written for educators who serve as teachers, administrators, policy-makers in childcare settings, schools, classrooms, teacher preparation programs, programs that prepare educational researchers, and universities. Its purpose is to provide background, rationale, and support for individuals within those institutions to address the need to identify and counter anti-Black racist structures, policies, and practice within and beyond educational spaces. While the focus is on spaces connected to early literacy education, the content of this article will also be useful for educators and educational researchers in other areas of education. After providing a framework in Critical Race and Black Critical theories and addressing attempts to interrupt and take down any teaching about racial histories or contemporary issues, the authors provide extensive lists of questions that can be used for educational stakeholders to root out anti-Blackness in their institutions. A few of the… [Direct]

Tajrobehkar, Bahar (2023). Orientalism and Linguicism: How Language Marks Iranian-Canadians as a Racial 'Other'. International Journal of Qualitative Studies in Education (QSE), v36 n4 p655-671. This study examines the social experiences of Iranian female immigrants in schools in Toronto, Canada. Drawing on postcolonial theory and critical whiteness studies, I interrogate the ways in which 'Oriental' subjects are Othered among their peers, and how whiteness is established as the invisible norm. This study observes the role that having an immigrant, English-as-a-second-language (ESL) identity plays in shaping the participants' social experiences at school. The women in this study rejected racism as a plausible cause of their social exclusion. I suggest two possible explanations for this: (1) the 'Aryan myth', which still heavily circulates within Iranian communities, constitutes a subtle mechanism by which white supremacy is culturally inherited by many Iranians; and (2) the participants' ability to 'pass' as white acted as a privilege which made race a less salient marker of difference to them. Instead, their status as the 'Oriental Other' was most visible when language was… [Direct]

Albritton, Kizzy; Cruz, Kenia; Stein, Rachel (2023). Embracing the Promise and Potential of Preschool-Age Black Boys: Strength-Based Opportunities for Early Childhood School Psychologists. School Psychology Review, v52 n3 p343-356. Although extensive research illustrates the numerous benefits associated with attending a high-quality early childhood education program, preschool-age Black boys are not equitable beneficiaries of the academic, social-emotional, and behavioral supports provided in high-quality early childhood settings. Young Black boys in early childhood education programs face a variety of challenges that have significant, negative consequences for their foundational experiences. Overcoming these challenges and improving the educational outcomes of young Black boys requires not only a comprehensive examination of the complex issues impacting them but also requires the implementation of strength-based recommendations that will ultimately improve their short-term and long-term educational experiences. This paper offers a critical discussion of the systems and factors that fail to honor Black boys' strengths as well as specific recommendations for early childhood school psychologists seeking to… [Direct]

Marshall, Stefanie L. (2023). In Pieces: An Approach to Critical Reflexivity with Science Teachers through Storytelling and in Community. Journal of Science Teacher Education, v34 n5 p563-581. This study examines how storytelling can guide the critical reflexivity of secondary science teachers engaged in a professional learning community. Traditionally, storytelling has been used in Black communities to "teach the people to know themselves." The author engages in racial storytelling to remember, envision and consider what could have been, to imagine new possibilities. Through narrative case study analysis, the author examines two science educators' past, present, and futures through their narratives. The author asserts that critical consciousness is necessary for teachers as they aspire to support the needs of diverse learners…. [Direct]

Castell√≥n, Libni B.; Chirinda, Brantina; Kitchen, Richard; Matute, Karla (2023). Teaching Mathematics in Post-Apartheid South Africa: The Perspectives of Teachers of Black Students. Research in Mathematics Education, v25 n1 p105-123. Using a critical race theoretical lens, we examine how South African secondary mathematics teachers of Black students characterised their preparation in the post-apartheid era, how they portrayed good mathematics instruction, and what challenges they identified as barriers to becoming a good mathematics instructor. We found that teachers characterised their preparation in terms of their students' achievement, often talked about the importance of teaching their students mathematical skills and procedures, identified challenges associated with using English as the language of instruction, and engaged in student blaming. Implications from this study include prioritising quality professional development for mathematics teachers of Black students that focuses on developing teachers specialised mathematical knowledge. Professional development should also strengthen South African mathematics teachers' abilities to teach the mathematics register in English and support teachers to examine the… [Direct]

Aurea Evelyn Jaca (2023). Fostering Cultural Responsiveness in K-8 Education: A Case Study of an Urban Public School. ProQuest LLC, Ed.D. Dissertation, University of Bridgeport. This case study investigates the intricate landscape of K-8 education in Connecticut, particularly focusing on Culturally Responsive Teaching (CRT). Drawing inspiration from theories of cultural intelligence and collaborative learning, the research sought to understand the experiences, perceptions, and practices of K-8 educators concerning CRT, especially in the context of Public Act No. 19-100. This case study investigates the intricate landscape of K-8 education in Connecticut, particularly focusing on Culturally Responsive Teaching (CRT). Drawing inspiration from theories of cultural intelligence and collaborative learning, the research sought to understand the experiences, perceptions, and practices of K-8 educators concerning CRT, especially in the context of Public Act No. 19-100. Four distinct themes emerged, each highlighting different facets of the CRT landscape. From the pressing need for comprehensive training modules to the challenges of sourcing culturally diverse… [Direct]

Kimberly J. Vachon (2023). Barriers to Developing Antiracist Teachers: The Role of Policy, Pedagogy, and Practice in Teacher Education. ProQuest LLC, Ph.D. Dissertation, University of California, Santa Cruz. Following the murder of George Floyd and the wide-spread recognition of systemic discriminatory abuse of power by police, organizations across the country were jolted into reviewing their own policies and practices for evidence of prejudice and racial injustice. Teacher education programs were no exception. As teacher education grapples with this critical historical conjuncture, it is imperative to deeply examine how logics of systemic racism are embedded in the social and political structures charged with preparing future teachers. This dissertation contributes to this investigation by exploring how teacher education state and program policies intersect with teacher educator pedagogies regarding the development of antiracist engagement in pre-service teacher practice. Framed by critical whiteness studies rooted in Black scholarly perspectives and Victor Ray's conception of racialized organizations, the purpose of this research is to bring awareness to how education policy and… [Direct]

Marshall, Samantha A.; Rivera, Amelia Q. (2023). More than Multilingual: Investigating Teachers' Learning to Support Multilingual Students through an Intersectional Lens. Educational Forum, v87 n4 p362-376. Traditional teacher andragogy models oversimplify teaching multilingual students, overlooking both the complexity of identity and the contexts in which this work occurs. In this paper, we describe our intersectional approach to research, highlighting its affordances for research on teachers' learning to support multilingual students. This intersectional lens opens urgent new research questions, invites different types of data, and offers informative analytic approaches to improve both research and practice…. [Direct]

Barone, Ryan P.; Mora, Fabiola (2023). Equity Is Not Equality: Prioritization, Preference and Privilege on the Neoliberal College Campus. About Campus, v28 n5 p62-67. In this article, the authors discuss that equity is the aspiration for justice resulting from the intentional distribution of capital in its myriad forms in the context of generations of state, system, and institutional oppression. The conflation of equity with equality and the white-washing of equity have upheld systems of dominance within higher education. Courageously naming this tendency advances our work shifting from equality to equity-based frameworks. Shifting to equity-based frameworks requires valor. If we do not engage with valor, the maintenance of inequitable educational environments will continue to inflict violence on minoritized communities at the cost of student learning, the core of our higher education work. This shift requires higher education institutions to grapple with complex and uncomfortable questions to examine core issues contributing to inequities…. [Direct]

Lundy, Valerie Cyrina (2010). The Significance of Interactions: Understanding Gender, Ethnicity/Race, and Socioeconomic Status as Related to the Likelihood of Bachelor's Degree Completion. ProQuest LLC, Ph.D. Dissertation, University of Pennsylvania. Although access to a postsecondary education has increased exponentially since 1970, access to a bachelor's degree has not grown as swiftly. Moreover, while national longitudinal trend data highlight improvements in bachelor's degree completion in the aggregate, they disguise important disparities in bachelor's degree completion across groups. Specifically, these data mask inequality in bachelor's degree attainment across and within groups, particularly groups defined by gender, ethnicity/race, and socioeconomic status. Conceptual models accompanying research on bachelor's degree completion have included both student- and institution-level characteristics. Although these models have shed light on disparities in completion with respect to gender, ethnicity/race, and socioeconomic status, few predictive models incorporate the interaction of these demographic constructs. Since gaps in bachelor's degree completion persist both within and across groups, additional consideration of… [Direct]

Vavrus, Michael (2002). Transforming the Multicultural Education of Teachers: Theory, Research, and Practice. Multicultural Education Series. This book recognizes the important role teacher education programs can play in providing culturally responsive teachers for 21st century public school classrooms. It provides a range of transformative perspectives on the multicultural education of teachers, emphasizing race, racism, anti-racism, and democracy . The book includes structural suggestions for including transformative multicultural education in higher education and K-12 inservice programs; a multicultural critique of new NCATE accreditation standards for teacher education programs that offers reconceptualized assessment procedures; the historical roots of transformative multicultural education that incorporates issues of white privilege and racialized color blindness, anti-racist pedagogy, racial identity among teachers, and critical race theory; and a discussion of globalization that emphasizes its contemporary economic effects on social and educational inequities. Eight chapters are: (1) "Multicultural Teacher…

Bucket Lynn Manyweather (2024). Voices of Change: Oral Histories of Ethnic Studies Leaders in Racialized Organizations. ProQuest LLC, Ph.D. Dissertation, University of Nevada, Las Vegas. This study of implementing California Assembly Bill 1460, or mandatory Ethnic Studies (ES) in the California State University System (CSU), investigates the leadership decisions made within a set of self-governing campuses with varied institutional resources and responsibilities. This research uses an Oral History methodology, which situates personal experiences in history to illustrate how Ethnic Studies staff, faculty, and administrators navigate a racialized organization as they institutionalize a critical race curriculum and mandate within the context of individual campus histories, cultures and governances. I reviewed the literature and documented the history of the first College of Ethnic Studies, the movement's impact, challenges with sustained implementation in P-20 education, and the Ethnic Studies task force that advocated for the bill to become law. Because AB 1460 requires systemic change, I combined two organizational theories to understand these leaders' navigational… [Direct]

Diane L. Hughes; Nancy E. Hill; Whitney M. Polk (2024). Sources, Conceptualizations, and Mechanisms of Racism/Oppression for Academic and Mental Health Outcomes. AERA Open, v10 n1. Interpersonal and systemic racism and discrimination persist in our educational system — from primary and secondary institutions through college, despite the forward strides of desegregation, the Civil Rights Movement, and the Black Lives Matter movement. This special topic collection identifies and applies empirically and theoretically grounded conceptualizations of racism to improve our understanding of the experience of racism, interventions to mitigate it, and protective factors. The papers in this collection reflect two themes: 1) racial and religious identities in classrooms, schools, and universities, focusing on how educators mitigate and perpetuate systemic racism, including how White teachers understand the impact of race, how inclusive and antiracism curricula are received and rejected by future educators and clinicians, and the impact of exclusionary social networks in the hiring of teachers of color and 2) school belonging and climate, including documenting that… [PDF] [Direct]

Dowdy, Kilgour (1998). Noises in the Attic: The Legacy of Expectations in the Academy. As an outcome of the author's experiences at several American universities, and based on critical race theory as espoused by Bell (which uses narrative to bear witness to lived experiences of racism in American society), a project was undertaken to record conversations with four non-white students at a university in the southern United States. Three, unplanned, hour-long conversations were recorded to explore participants' feelings and experiences as non-whites at a predominantly white academic institution. An edited version of the videotaped narratives, entitled "Noises in the Attic: A Conversation with Ourselves," was subsequently shown at conferences and private presentations in an effort to raise the consciousness of graduate students, administrators, and professors of education. The video is divided thematically, with each section describing some aspect of the experience of being "alien" in the white academic institution. The following issues are…

Kinnucan-Welsh, Kathryn; Newsom, M. Cookie; Ridenour, Carolyn (2001). "Is the Tape Off?" African American Respondents' Spontaneous Discussions of Race and Racism When the Researcher Is Also African American. This study explored the dynamic of race within the research process when researchers and respondents were African American, looking at critical race theory. It was part of a larger study on the cultures of inner city schools at the beginning of a privately funded scholarship program. Researchers were both African American and white. This paper presents one African American researcher's experiences with African American teachers and administrators who waited until formal data collection ended, and the tape recorder was off, before speaking frankly about racial issues. Their comments about race and racism focused on: conditions that African American children lived in and the impact on student achievement and the inability of white teachers to effectively teach African American students. African American teachers viewed themselves as cultural mediators and believed there were not enough African American teachers on staff. No African American teachers mentioned racial issues during… [PDF]

Beasley, Lauren; Johnson, Emily J. (2022). Navigating Contrapower Harassment in the Sport Classroom as Graduate Teaching Associates: A Collaborative Autoethnography. Journal of Women and Gender in Higher Education, v15 n2 p181-200. While teaching, many graduate teaching associates (GTAs) are exposed to contrapower harassment, as it is common in higher education. Contrapower harassment occurs when a person with more authority is harassed by a person with less authority. In the sport studies classroom, experiences of contrapower harassment are magnified for women, as they are underrepresented in this space. Man-dominated sport environments often see higher rates of harassment. Research has focused on women faculty experiences of harassment in the classroom yet neglected the experiences of women GTAs. This collaborative autoethnography focuses on the experiences of contrapower harassment for two women GTAs in a sport studies department. Collaborative autoethnography allowed the researchers to gain a deeper understanding of ourselves, in the context of the sport studies classroom, through a combination of self and collective analysis. Interwoven throughout our myriad experiences was the expression of uncertainty in… [Direct]

Thompson, Audrey (2004). Gentlemanly Orthodoxy: Critical Race Feminism, Whiteness Theory, and the APA Manual. Educational Theory, v54 n1 p27-57 Feb. Although often viewed as burdensome, academic writing guidelines are rarely treated as actively problematic. Even progressive scholars are unlikely to challenge the cultural assumptions or political investments of academic style guides. Yet standards regarding clarity, precision, appropriateness, sensitivity, and objectivity are not politically innocent. In codifying formal guidelines for the presentation of research, academic style manuals reflect and reinscribe the racialized and gendered among other power relations characteristic of the academy. Drawing on critical race feminism and whiteness theories, this paper considers how scholarly investments in whiteness and patriarchy organize the influential APA writing guidelines. The present analysis refers specifically to the APA Manual, but similar analyses might apply to aspects of the Chicago and MLA manuals and the Bluebook, among other style guides…. [Direct]

Best, Melanie; Richards, Ronnie; Ward, Gavin (2022). Negotiating Whiteness through Brownness: Using Intersectionality and Transactional Theory to Capture Racialised Experiences of University Campus Life. Studies in Higher Education, v47 n8 p1736-1749. This paper aims to explore the potential of using dialogue between intersectional and pragmatist theorising of transactional social relations. By considering tensions within intersectional research, a position is developed which utilises a mutual constitution approach to intersectional theory and the dynamic, ongoing, complex social relations captured in pragmatist theorising. It is argued that from this position race and ethnicity become actions in which, for example, Whiteness and Brownness are defined in ongoing relation to each other. Example data from a pilot study, designed to explore experiences of campus life, is analysed using this action sense of race. The 'Racing' of experience within the data identifies how Whiteness and Brownness become constituted through a Male, South Asian, Muslim student's experience of studying sport. Whiteness in this context becomes secular, partying, and sporty-bravado-competitive, while Brownness is supressed Islamic, working not to perpetuate… [Direct]

Cummings, Marlon I.; Jemison-Ewing, Infini (2022). Conversations about Academic Success: Developing Supportive Context for High Achieving Black Students. Mid-Western Educational Researcher, v34 n2 p116-139. The racial academic achievement gap in America's public schools persists and there is solid research explaining the elements that have led to and support it. Much of this research is deficit-based and highlights the vulnerabilities of those who fall at the bottom of that gap. Not enough research is invested in celebrating, highlighting, or exploring the experiences of the Black students who perform well academically. This article represents research designed to provide a strengths-based, anti-racist view of a marginalized portion of America's public-school students. The goal of this study was to uncover the common factors that contribute to academic success for Black students who attend public schools in the suburbs surrounding the south Chicagoland area. The findings indicate that self-efficacy, school counselors, and resilience, among other factors, are characteristics held in common by the participants of this study. The practices and conditions highlighted help these students… [PDF]

White, Courtney L. (2022). Race, Negative Acculturation, and the Black International Student: A Study of Afro-Caribbean and African-Born Students in U.S. Colleges. International Research and Review, v12 n1 p33-51 Fall. Black students originating from African and Caribbean nations are well represented in the ranks of international students attending U.S. colleges, at over 51,000 annually (Institute of International Education, 2021). In addition to contributing heavily to the overall economic impact of the universities they attend (NAFSA, 2021), Black foreign-born students play a critically important role in adding diversity of thought and perspective to these academic communities. However, because of the additional socio-political challenges they face in a racially polarized United States, these students must navigate a more difficult pathway to acculturation and desirable academic outcomes than their non-Black peers. This qualitative study examines the phenomenological experiences of 15 foreign-born Black students from the subSaharan African and Caribbean regions — lived experiences found at the intersection of immigration, race, and higher education. The findings suggest that the interpolations… [PDF]

Ratcliff, Joseph Holt (2022). Understanding Campus Space and Whiteness as Ontological Expansiveness. Metropolitan Universities, v33 n2 p3-18 Aug. This paper discusses findings of a quantitative, causal-comparative study that sought to determine if a statistically significant difference existed between a rural predominantly white institution and an urban minority-serving institution in terms of their white American male students' perceptions of whiteness as ontological expansiveness. As the demographic makeup of the United States of America continues to become more diverse, so too are the colleges and universities that support students of all backgrounds. Given this shift and understanding the need for social justice awareness, it is important to grasp how white students understand and take part in this shift. The study found low effect sizes and statistically significant differences between the two institutions as assessed by the study instrument, finding minority-serving institutions' white American male students are slightly more accepting of their white racial identity and have a slightly higher affinity for social… [PDF]

Johnson, Paula (2020). An Interdisciplinary Approach to Developing Black Student Identity through Culturally Responsive Pedagogy. Literature Review. Equity Assistance Center Region II, Intercultural Development Research Association Interdisciplinarity provides alternate perspectives through which to better understand the ways in which Black students and their access to education intersect and collide. This literature review proposes the employment of an interdisciplinary paradigm that centers the development of students' academic identity through culturally responsive pedagogy (CRP) (Ladson-Billings, 1995) that specifically targets and disrupts biases in the classroom concerning the education of Black youth. Ladson-Billings (1995) sought to transform an educational system designed to teach students the necessary skills required to succeed in mainstream society. She studied models of instruction that included observations of students in their home environment (Ladson-Billings, 1995)…. [PDF]

Naidoo, Shantha (2023). South African Educators' Responses to Racial Integration in Public Secondary Schools. Bulgarian Comparative Education Society, Paper presented at the Annual International Conference of the Bulgarian Comparative Education Society (BCES) (21st, Sofia, Bulgaria, Jun 2023). The paper examines the role educators and members of school management teams (SMTs) play in transforming schools towards integrative learning environments. Data was collected through a survey and individual interviews that were administered to educators and members of SMTs (N = 88) in four multiracial schools. The survey included open-ended questions that focused on what was happening in schools, in racially diverse classrooms, and the interaction between racially diverse groups. SMTs and SGBs are seen as always advancing strategies that lead to racial integration at school. The results showed that racial integration was not evident in these schools but rather there was a heightened racial conflict and racial incidences were prevalent in former White, Indian and Coloured schools. [For the complete Volume 21 proceedings, see ED629259.]… [PDF]

Ward, LaWanda W. M. (2023). Exploring the Color-Evasive Hustle 2.0 and Asian Americans within U.S. Higher Education Race-Conscious Admissions Oral Arguments. Race, Ethnicity and Education, v26 n7 p834-850. Ongoing sociolegal conflicts over affirmative action in race-conscious admissions in U.S. higher education have significant modern-day relevance. This article, informed mainly by Asian American women's scholarship, explores discourse in U.S. Supreme Court rulings and oral arguments and how litigation actors continue to recycle this discourse in more recent legal strategies that maintain and normalize inequitable access to selective, historically White institutions. The author revisited and extended critical race feminist Kimberl√© Crenshaw's metaphor, the "Colorblind Hustle," which describes the anti-affirmative action strategy of deploying Black spokespersons as advocates for eradicating policies that promote racial equity. The author proposes a new metaphor, the "Color-Evasive Hustle 2.0," to describe current anti-affirmative action strategies with Asian Americans as plaintiffs in a 2018 lawsuit against Harvard University. Finally, this article elevates… [Direct]

Adrienne T. Aiken-Morgan; Anna K. Lee; Christopher Doss; Dextiny McCain; Jeannette Wade; Smriti Shrestha; Stephanie Teixeira-Poit (2024). Contextualizing the Racial Gradient in COVID-19 Outcomes: Narratives From HBCU Students. Journal of American College Health, v72 n6 p1759-1767. COVID-19 spread across the nation with Black Americans experiencing twice of the prevalence of deaths than White Americans. Black American college students are facing a unique set of biopsychosocial costs including less retention and poorer mental health. Therefore, the purpose of this study was to examine how Historically Black College or University (HBCU) students contextualize COVID-19. Interviews were conducted with 19 participants and lasted 40-60 minutes. They discussed topics including: their COVID-19 knowledge, precautionary measures, and barriers and promoters of school success were covered. Data were coded through semi-open coding and discussed among the research team. Responses were summarized by eight themes: emotional responses, colorblind rhetoric, lack of healthcare, essential work, distrust for the medical field, barriers to precautions like supply shortages and environmental factors, and poor baseline health. These findings may be used to develop interventions that… [Direct]

Ho, Kristine Michelle (2009). Race and Equity in the Mathematics Classroom: Teacher Learning via Artifacts. ProQuest LLC, Ph.D. Dissertation, University of California, Los Angeles. The field of education has recently recognized the importance of investigating how issues of race impact equity in mathematics education. Historically there has been great emphasis on researching how to support teachers in their practice. Specifically examining the intersection of all these components is a growing focus of a cadre of researchers. There remains, however, a great deal to learn and study. This study utilizes qualitative methods to observe and analyze how teachers engage with specific artifacts in order to address issues of race, equity, and the teaching of mathematics. The objective of this study is to offer insight on teacher growth in response to engagement with artifacts. The theoretical framework that grounds this study includes Lave and Wenger's (1991) framework and a Situative Perspective of teacher learning (Pressini, 2004) that details how communities of learners interact with artifacts as a tool for learning. In addition, Critical Race Theory… [Direct]

Wigginton, Sheridan (2005). Character or Caricature: Representations of Blackness in Dominican Social Science Textbooks. Race, Ethnicity and Education, v8 n2 p191-211 Jul. This article sets out to examine the question: how do social science textbooks used in the Dominican public schools portray national identity and ethnicity to its students? This article examines how the popular contemporary Dominican perspective on "blackness" plays a fundamental role in the current Dominican social science public school curriculum. The article begins with an historical overview of race and ethnicity in the Dominican Republic and insight into how the relationship between the Dominican Republic and Haiti has shaped both countries' concept of race, culture and ethnic identity in very different ways. The theoretical paradigm of the project is guided by constructivism and by and critical race theory. The methodological process of data collection and analysis is also outlined. Data sources include: interviews, participant observation, personal experience field notes and document collection. Various illustrations and activities from social science textbooks used… [Direct]

Ornelas, Armida; Solorzano, Daniel G. (2004). A Critical Race Analysis of Latina/o and African American Advanced Placement Enrollment in Public High Schools. High School Journal, v87 n3 p15-26 Feb-Mar. Using critical race theory as a framework, this article examines the access and availability of Advanced Placement (AP) courses and how they impact educational outcomes for Latina/o and African American students. To begin thinking critically about enrollment patterns of AP courses, we ask the following questions: How do school structures, practices, and discourses help maintain racial and ethnic discrimination in access to AP courses? How do Latina/o and African American students and parents respond to the educational structures, practices, and discourses that help maintain racial and ethnic discrimination in access to AP courses? Finally, how can school reforms help end racial and ethnic discrimination in access to AP courses? In order to answer these questions, we examined a school district in California that serves a large population of Latina/o and African American students. Three different patterns emerged around access and availability of AP courses: Latina/o students are… [Direct]

Lee, Charles T. (2022). Between Racial Stranger and Racial Underling: Elastic Racialization of Asian Pacific Americans across White and Multiracial Academic Spaces. Journal of Political Science Education, v18 n2 p242-257. Using an autoethnographic approach, this article draws on my personal experience as an Asian Pacific American (APA) political theorist who has navigated between different institutional spaces to reflect on a phenomenon that I call "elastic racialization" of APAs in higher education and its implications on our pedagogic agenda and curriculum. While the existing notion of "differential racialization" critically captures the ways in which racial minority groups have been racialized in different ways in accordance with the changing interests of the dominant group, the concept is often used in a broad U.S. national context such that even though it underlines fluidity in the social construction of race, the racialized meanings of particular racial groups can become fixed understandings and paradigms. As a result, we stop short of exploring further how the differential racialization of people of color–for instance, APAs as the "model minority" and the… [Direct]

Pham, Josephine H. (2022). Racial Micropolitical Literacy: Examining the Sociopolitical Realities of Teachers of Color Co-Constructing Student Transformational Resistance. Curriculum Inquiry, v52 n5 p518-543. In connection with the historical legacy and imaginations of youth of Color advocating for more just and equitable futures, I consider the complex political terrain through which teachers of Color cultivate students' agency for social change within the narrow confines of schooling institutions. In this article, I conceptualize "racial micropolitical literacy" to analyze how teachers identify context-specific reproductions of whiteness and interlocking systems of oppression while learning to politically confront, navigate, and transform race and power through daily, embodied, and interactional practices. Through video recordings, ethnographic field notes, and interview data, I apply this framework to document the day-to-day practices of an Asian American teacher co-constructing student transformational resistance within a southeast Los Angeles, California public middle school. My analysis reveals that the teacher: (1) used critical artifacts to reconstruct carceral… [Direct]

Aoudeh, Nada; Cuglievan-Mindreau, Gisele; Flessa, Joseph; Shah, Vidya (2023). Tempering Applied Critical Leadership: The Im/possibilities of Leading for Racial Justice in School Districts. Educational Administration Quarterly, v59 n1 p179-217 Feb. How do leaders make the impossible choice between harm enacted on racially oppressed students and families, and harm enacted on them as advocates for racial justice in systems steeped in whiteness? How do they negotiate multiple harms in Black and Brown bodies? Purpose: Situated in between the literature on tempered radicalism and Applied Critical Leadership (ACL), this study explores the experiences of six Black and Brown mid-level and senior-level district leaders in Greater Toronto Area, in Ontario, Canada. Research Methods/Approach: We draw on counter-narrative methodologies including in-depth oral history interviews and ongoing communication with participants to explore the impossibilities and possibilities of leading for racial justice. Findings: Impossibilities include "complicities and complexities," "accountabilities and alliances," and "different metrics, different expectations." Possibilities include "present and future hopes,"… [Direct]

Pollock, Mica (2023). Supported, Silenced, Subdued, or Speaking Up? K12 Educators' Experiences with the Conflict Campaign, 2021-2022. Journal of Leadership, Equity, and Research, v9 n2 p4-58. Across the country, effort is underway to restrict discussion, learning, and student support related to race and gender/sexual identity in educational settings, targeting schools with state legislation and politicians' orders; national conservative media and organizations; Board directives; and local actors wielding media-fueled talking points. To date, few analysts have yet explored in detail educators' lived experiences of these multi-level restriction efforts and local responses to them. In this article, we analyze 16 educators' experiences of 2021-22 restriction effort and local responses, with an eye to potential effects on student support and learning. Educators interviewed emphasized their recent experiences with "talking" about race and LGBTQ lives, with many emphasizing threatened punishment by critics for discussing these topics. Context mattered tremendously: While some educators enjoyed support and freedom in race and diversity-related discussion and learning,… [PDF]

Catherine P. Bradshaw; Jessika H. Bottiani; Joseph M. Kush; Lora Henderson Smith (2023). The Discipline Gap in Context: The Role of School Racial and Ethnic Diversity and within School Positionality on Out-of-School Suspensions. Grantee Submission Disparities in exclusionary discipline practices are well-documented; however, variation in Black students' disciplinary experiences across different racial and ethnic school compositions remains understudied. Utilizing a state-wide dataset (N = 769,050 students in J = 1296 schools), we examined student- and school-level factors that contribute to suspensions for Black students across schools with varying racial and ethnic diversity. Consistent with prior research, we found that Black students were disproportionately suspended more often, for more days, and more likely for soft offenses. We also found that students in majority Black schools (i.e., those where more than 50% of the students were Black) had the highest unadjusted rates of suspension. However, when controlling for multiple other student- and school-level characteristics, including overall suspension rates, we found that Black students attending majority White schools had a higher adjusted risk of suspension than in… [PDF] [Direct] [Direct] [Direct]

Christine McWhorter; Tiffany Mitchell Patterson (2023). Teaching Critical Race Media Literacy through Black Historical Narratives. Journal of Media Literacy Education, v15 n3 p1-13. On the 400th anniversary of American enslavement the New York Times (NYT) 1619 project launched an interactive digital experience including a popular podcast centering the contributions and narratives of Black Americans. This study sought to understand how HBCU students responded to learning Black music history through what we term a "pop culture podcast." This study explored the ways in which this particular podcast could support the development of Critical Race Media Literacy (CRML) based on a media discourse at a Historically Black College/University (HBCU). This study employed survey research and focus group discussions with HBCU students in two courses. The study found that by having students recognize and challenge the dominant narratives, pop culture podcasts focused on Black narratives can be utilized to help students develop Critical Race Media Literacy. While students indicated a stronger preference for learning through podcasts, there was no difference in the… [PDF]

Main, Joyce B.; Mondisa, Joi-Lynn (2021). Mentors' Perceptions of Their African American Undergraduate Prot√©g√©s' Needs and Challenges. Journal of Negro Education, v90 n2 p195-210 Spr. In this exploratory qualitative study, we examined African American mentors' perspectives of what they identify as the needs of their African American undergraduate prot√©g√©s and the challenges that may impede their prot√©g√©s' success. Interviews were conducted with 10 African American mentors who hold STEM PhDs. Data were analyzed using an iterative emergent, thematic coding method and a narrative analysis method as a methodological framework. Findings indicated that some prot√©g√©s may lack a sense of entitlement or contextualized confidence and may need personalized information and a plan to assist them in navigating academic environments. There are several opportunities for helping undergraduates overcome these challenges, such as mentoring practices focusing on ways to increase prot√©g√©s' sense of empowerment and providing personalized information about navigating academia…. [PDF]

Maraj, Louis Maurice (2018). Black or Right: Anti/Racist Rhetorical Ecologies at an Historically White Institution. ProQuest LLC, Ph.D. Dissertation, The Ohio State University. This dissertation intervenes in antiracist scholarship's recent trend of acknowledging/openly critiquing whiteness as primary means to dismantle white supremacy in Rhetoric, Composition, and Literacy (Ratcliffe, Inoue). I use intersectional Black Feminist thought (Lorde, Cohen), buttressed by Black Studies (DuBois, Godwin-Woodson, Weheliye) and Afrocentric philosophy (Asante, Mazama), to interrupt that trend by examining marginalized antiracist agency, through analysis of meanings of blackness in the US vis-a-vis institutional power. In centering blackness, I apply "a critical method" that "presents a positive rather than a reactionary posture" (Asante) in mobilizing generative approaches to destabilizing institutional whiteness, as opposed to reparative attempts that often paradoxically center whiteness. At the crux of this project is an attempt to establish a lens for reading "rhetorical ecologies of race"–race relations interrelated through space,… [Direct]

Apple, Michael W., Ed.; Ball, Stephen J., Ed.; Gandin, Luis Armando, Ed. (2009). The Routledge International Handbook of the Sociology of Education. Routledge, Taylor & Francis Group This collection brings together many of the world's leading sociologists of education to explore and address key issues and concerns within the discipline. The thirty-seven newly commissioned chapters draw upon theory and research to provide new accounts of contemporary educational processes, global trends, and changing and enduring forms of social conflict and social inequality. The research, conducted by leading international scholars in the field, indicates that two complexly interrelated agendas are discernible in the heat and noise of educational change over the past twenty-five years. The first rests on a clear articulation by the state of its requirements of education. The second promotes at least the appearance of greater autonomy on the part of educational institutions in the delivery of those requirements. "The Routledge International Handbook of the Sociology of Education" examines the ways in which the sociology of education has responded to these two political… [Direct]

Jason D. Mizell; Judith Flores Carmona (2024). Testimonios as a Methodological Third Space: Disrupting Epistemological Racism in Applied Linguistics. Journal of Latinos and Education, v23 n2 p829-842. This paper explores the use of testimonio methodology, born from Chicana/Latina feminist thought and epistemologies as a way of exploring the languaging and knowledge production practices of minoritized communities as a platform to share their/our wisdom/voices in applied linguistics. As such, testimonio is a methodology that allows racialized scholars and accomplices to foreground their/our languaging and knowledges and thus disrupt deficit framings. This paper explores the benefits of using testimonios in applied linguistics as one way of disrupting epistemological racism. Drawing on examples from three different youth who took part in a multiyear culturally sustaining systemic functional linguistics oriented program we show the power of using various types of testimonios to examine/understand the languaging and literacies practices of racialized youth. Implications indicate that the co-creation of knowledge/understanding is what makes testimonios a powerful and insightful… [Direct]

NaLette Brodnax; Nandi Carson; Xinyu Li (2024). Top-Down Discipline: Linking Political and Carceral Ideology in North Carolina Schools. Society for Research on Educational Effectiveness Black students account for 15.1% of public school students, yet represent 38.2% of out-of-school suspensions, 28.7% of referrals to law enforcement, and 31.6% of school arrests (U.S. Department of Education, 2021). Suspended and expelled youth are less likely to complete high school or attend college (Rosenbaum, 2020), and more likely to be arrested and incarcerated as adults (Bacher-Hicks et al., 2019). Researchers have considered numerous factors as possible explanations for racial disparities in discipline (Welsh and Little, 2018). Studies tend to focus on the behaviors and characteristics of students (Skiba et al., 2002; Wallace et al., 2008; Huang and Cornell, 2017), decision-making among school teachers and administrators, including discipline referrals and sanctions (Owens and McLanahan, 2020; Skiba et al., 2014), and sorting into punitive schooling environments (Owens and McLanahan, 2020; Gopalan and Nelson, 2019). Few studies have focused on the ways that school environments… [Direct]

Blaisdell, Benjamin; Dietz, Syntia Santos; Howard, Christy (2022). The Secret Hurt: Exposing the Visceral Nature of Whiteness in the Academy. Educational Studies: Journal of the American Educational Studies Association, v58 n4 p474-494. This article presents an autoethnographic reflection from three education scholars–a white man, a Latinx woman, and a Black woman–on the institutional presence of whiteness in the academy. We started developing this reflection when jointly conducting a study of faculty and students of color in a predominantly white institution (PWI). Ongoing discussion of that study's interviews and themes led us to write about how that work affected us personally. As our reflection progressed and we continued to analyze what we wrote, what started as a reflection on conducting race research became a set of narratives about our experiences with whiteness in the academy more broadly. We share those narratives to highlight the visceral nature of whiteness, i.e., the emotional weight and harm of whiteness' looming presence in the academy. We also explore how the research act–when conducted as critical, collaborative autoethnography–can serve as a form of antiracist community building and help carve… [Direct]

Ferretti, Ralph P. (2023). When the Truth Doesn't Seem to Matter: The Affordances of Disciplinary Argument in the Era of Post-Truth. Written Communication, v40 n2 p300-332 Apr. A disquieting aspect of some contemporary public discourse is its seeming indifference to or abandonment of any pretense to truth. Among other things, unsubstantiated and misleading claims have been made about the efficacy of vaccines and other purported treatments for SARS-COVID, the 2020 U.S. presidential election, and the January 6, 2021, insurrection on the U.S. Capitol. In addition, a spate of legislation restricting classroom discussion and instruction related to race, bias, privilege, and discrimination has been or is pending passage in U.S. state legislatures. These restrictions are antithetical to core functions of education, which are to inculcate the values, virtues, and advanced literacy skills that support democratic deliberation about controversial issues. This article discusses the increasing political polarization and partisan attacks on the processes of education and the threats to liberal democracy posed by this disregard for the truth. In addition, it reviews the… [Direct] [Direct]

Sedlacek, Quentin Charles (2023). "Stealing from the Language": Interest Convergence and Teachers' Advocacy for Language-Inclusive Practices. English Teaching: Practice and Critique, v22 n1 p112-130. Purpose: The purpose of this study is to support advocacy for racial and linguistic justice by examining teachers' efforts to contest their colleagues' language-exclusive policies and practices. Design/methodology/approach: The author used a critical and reconstructive discourse analysis guided by interest convergence theory to analyze narratives shared by teachers working to contest language-exclusive practices. Findings: Teachers identified or created interest convergence to successfully contest specific practices. However, their arguments had the potential to be coopted for hegemonic purposes. Originality/value: Previous studies have used interest convergence to analyze bilingual education policy. This study is one of the few to apply the theory to analyze other efforts to contest language-exclusive practices…. [Direct]

Nu'Rodney Terell Prad (2023). What Makes an Activist? Exploring How Racial Justice Movements Mobilize Black and White College Students. ProQuest LLC, Ed.D. Dissertation, Temple University. In 2020, George Floyd, an unarmed Black man, was murdered by Minneapolis Police. As social media and news outlets reported on Floyd's death, racial justice activists began to organize under the Black Lives Matter movement. The United States was also on lockdown due to the global pandemic — COVID-19. Prior researchers have noted that the lockdown was consequential to the sustained longevity of peaceful protests. Additionally, researchers have concluded that this time saw a heightened number of college students from diverse racial backgrounds. This study examines what explicitly motivated Black and White college students to act on racial justice and engage with these movements. More importantly, this study included 11 participants to inquire about what motivated White racial justice activism and to explore Black students' perceptions of these actions from their White peers. This research used an interpretative phenomenological to analyze interviews and a facilitated Social Justice… [Direct]

Dom√≠nguez-Fret, Nancy; Oberto, Ellen Evans (2022). Untapped Potential: The Current State of Dual Language Education in Chicago Public Schools. Bilingual Research Journal, v45 n1 p61-81. In Chicago Public Schools (CPS), Spanish Dual Language (DL) programs are caught up in a school choice paradigm, marketed by schools as special features by which to lure prospective families. Out of concern that this approach does not position schools to serve the full breadth of Latina/o/x students, who possess the social, cultural and linguistic resources tied to Spanish language, we assumed a LatCrit lens to conduct a Critical Race Spatial Analysis of DL programs in relation to Latina/o/x and white populations at macro and micro levels. Findings demonstrate that, in terms of the linguistic, cultural and social resources necessary for DL programming, Chicago's Latina/o/x communities present CPS with the potential to implement far more DL programs than those currently available. Furthermore, CPS does not provide adequate access to DL programming for their large population of Latina/o/x students, and the geospatial proximity of a majority of programs to white populations suggests that… [Direct]

Mahmuda Sharmin (2023). Debriefing Teaching Strategies and Multimodal Narratives in ESL: Pedagogical Tools for Developing Agency, Making Meaning, and Confronting Racism. Language Teaching Research Quarterly, v38 p92-110. Over the years, there has been a rising interest in combining debriefing teaching approaches and multimodality in classrooms to promote superior critical thinking, reflective thinking, and comprehension (Reyes-Chua, 2018). Such practices have also been instrumental in facilitating L2 learning and identity development (Johnson & Kendrick, 2017). Although most research has focused on the potential of multimodality in enhancing language learning and identity construction, only a handful of studies have investigated how debriefing teaching strategies and multimodal narrative tactics can empower adult minoritized L2 learners to confront racism and develop agency. Using ethnographic and action-based research data, this study examines the role of debriefing teaching strategies and multimodal narrative practices in developing agency, creating meaning, and addressing linguistic racism. The study took place in an intermediate ESL class in the Mid-South region of the USA. Over a period of… [PDF]

Chu, Marilyn; Torres, Daisy Padilla; V√©lez, Ver√≥nica N. (2023). "Homegrown" Latinx Educator Pathways: The Challenges and Possibilities for Early Childhood Teacher Education. Journal of Early Childhood Teacher Education, v44 n4 p1045-1066. This study highlights a critical case that can serve as a programmatic and conceptual model for institutional partnerships seeking to diversify the early childhood education (ECE) teaching profession with "homegrown" Latinx teachers. The case study explored the experiences of Latinx students in an ECE program at a regional, public 4-year university who participated in a Grow Your Own (GYO) program at their high schools and/or local community college. The student-centered qualitative case study addressed: What obstacles have GYO Latinx teacher candidates experienced as they transferred to a 4-year university teacher education program? What can we learn about how they made sense of and responded to these challenges for improving the way in which early childhood teacher education programs might extend and transform GYO initiatives at the university level to support the retention and continued success of Latinx teacher candidates? Using a combination of interviews and focus… [Direct]

Edwards, Sachi; Nielsen, J. Cody; Sayers, Matthew R. (2022). Interfaith?: A Critical Examination of the Interfaith Learning and Development (ILDT) Framework for Religious, Secular, and Spiritual Identities. Journal of College and Character, v23 n4 p283-294. In a recent volume of the "Journal of College and Character," Matt Mayhew and Alyssa Rockenbach presented their frameworks by which they have designed and utilized their IDEALS study over the past several years. In this present article, the authors contend that despite their rigorous research, the researchers and measurements oftentimes have lacked recognition and acknowledgement of Christian biases and hegemony and thus have limited their results. We propose several remediations for how the data can be helpful and effective and suggest future scholarship which evaluates more critical approaches to the subject of religious, secular, and spiritual identities (RSSIs)…. [Direct]

(2022). Legislative Threats to Academic Freedom: Redefinitions of Antisemitism and Racism. American Association of University Professors The past few years have seen an increase in partisan political attempts to restrict the public education curriculum and to portray some forms of public education as a social harm. Two targets are particularly evident: teaching about the history, policies, and actions of the state of Israel and teaching about the history and perpetuation of racism and other accounts of state-enabled violence in the United States. In both cases, conservative politicians have justified restrictive legislation under the guise of protecting students from harm, including discriminatory treatment or exclusion. The core assertion of the American Association of University Professors' (AAUP's) 2021 "Statement on Legislation Restricting Teaching about Race" applies equally to legislative restrictions on teaching about the history and ongoing actions of Israel. The AAUP therefore urges the defeat of these legislative initiatives and others of their kind in order to protect the academic freedom that is… [PDF]

Kuokkanen, Rauna (2003). Toward a New Relation of Hospitality in the Academy. American Indian Quarterly, v27 n1-2 p267-295 Win-Spr. In this article the author proposes some thoughts for working toward academic hospitality that would enable the recognition of Indigenous epistemologies in an appropriate manner. These suggestions will always remain partial and are by no means intended to be taken as a comprehensive, exhaustive consideration of possible measures. To suggest otherwise would inevitably contradict and negate the idea of hospitality, the fundamental openness to the other. Clearly, the question of hospitality will not and should never come to a close because in the moment people assume the problem solved, they arrive at a totalizing closure–another symptom of the colonial. Instead of yearning for an ultimate answer and solution, people need to accept that, necessarily, hospitality is a continuous, never-ending process of negotiation–a productive crisis in which people work continuously toward a new way of thinking and ultimately a new relationship in which the academy is compelled to recognize and… [Direct]

Johnson, Lauri; Joshee, Reva (2007). Multicultural Education Policies in Canada and the United States. University of British Columbia Press "Multicultural Education Policies in Canada and the United States" uses a dialogical approach to examine responses to increasing cultural and racial diversity in both countries. It compares and contrasts foundational myths and highlights the sociopolitical contexts that affect the conditions of citizenship, access to education, and inclusion of diverse cultural knowledge and languages in educational systems. This will interest readers in the areas of multiculturalism, education, public policy, and ethnic studies, and will be valuable to policy developers and activists in the fields of equity and diversity. Following an Introduction: Cross-Border Dialogue and Multicultural Policy Webs (Lauri Johnson and Reva Joshee), the book is divided into 6 parts. Part 1: Historical Context, contains: (1) Past Crossings: US Influences on the Development of Canadian Multicultural Education Policy (Reva Joshee and Susan Winton); (2) Diversity Policies in American Schools: A Legacy of… [Direct]

Vaugeois, Lise (2007). Social Justice and Music Education: Claiming the Space of Music Education as a Site of Postcolonial Contestation. Action, Criticism, and Theory for Music Education, v6 n4 p163-200 Dec. In recent years, music educators have become interested in linking music education practices, programs and projects to issues of social justice. However, theoretical approaches to conceptualizing the problem or to developing strategic interventions have yet to occur within the field. In this paper, the author argues that to address social justice music educators need theoretical tools oriented to injustice, its causes and its manifestations. Addressing injustice means engaging with the political, locating themselves historically and coming to terms with their implicatedness in injustice. Critical exploration of their positionality and their philosophical assumptions is vital to this enterprise. Without such critiques they risk getting caught up in discourses of charity–discourses that too often result in \feel good\ projects that valorize the giver while maintaining the inferior position of the receiver. Discourses of charity do not require them to ask how they have come to be in a… [Direct]

Johnson, Jennifer M.; Scott, Sharron (2023). Nuanced Navigation: Narratives of the Experiences of Black 'All but Dissertation' (ABD) Women in the Academy. International Journal of Qualitative Studies in Education (QSE), v36 n4 p612-626. In this article, the authors examine the experiences that contribute to the delayed completion of doctoral programs among Black women. Building upon prevailing applications of doctoral student socialization, this study explores the ways race and gender intersect to shape the graduate school experiences of Black women pursuing EdD and PhD degrees. Semi-structured interviews with current graduate students and doctoral degree recipients reveal that the intersecting identities held by Black women are largely ignored during interactions with graduate faculty and peers, complicating the graduate school socialization process. Gendered priorities constrained time available to dedicate to studies, particularly during the writing stage. Black women described efforts to navigate dominant culture communication styles and the necessity to create networks of their own to overcome these challenges and move towards degree attainment. Implications for institutional policy and practice are shared…. [Direct]

Angga Hidayat; Ruth Nneoma Oliwe; Theodore Chao (2023). Why Am I Supposed to Love Math?: Digital Mathematics Storytelling in Asian American Communities. North American Chapter of the International Group for the Psychology of Mathematics Education, Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (45th, Reno, NV, Oct 1-4, 2023). In this research study, we detail how Digital Mathematics Storytelling, in which youth create video stories detailing the mathematics knowledge existing within their families and communities, can actively create counter-stories to the model minority myth. Through intergenerational video storytelling in historic Asian American communities, the research team and participants used a community participatory action research and narrative inquiry framework to engage elementary and middle-school aged youth in mathematics-based storytelling that not only detailed the painful effects of the model minority myth but also showcased that mathematics identities within Asian American communities can be rich and joyful. [For the complete proceedings, see ED658295.]… [PDF]