Education Commons^™

Learning To Teach For Equity, Diversity, And Social Justice: A Mixed Methods Case Study Of Initial Teacher Education In Ontario, Canada, Kate Paterson

Electronic Thesis and Dissertation Repository

Drawing on critical race theory, culturally and linguistically sustaining pedagogy, and ecological systems theory, this mixed methods case study explored the integration of equity, diversity, and social justice across one initial teacher education program in Ontario, Canada. Survey data (n=272) provided insight into prospective teachers’ endorsement of social-justice-related beliefs at program entry and exit. Demographic data were collected to obtain a current snapshot of initial teacher education representation rates, addressing a dearth of such data in the Ontario context. Semi-structured interviews were conducted with teacher candidates (n=15) and key stakeholders (n=4) to gain an understanding of how equity was conceptualized …

White Privilege And Teacher Perceptions Of Teacher-Child Relationship Quality, Kathleen Moritz Rudasill, Colin M. Mcginnis, Sheng-Lun Cheng, Dwayne Ray Cormier, Natalie A. Koziol

Nebraska Center for Research on Children, Youth, Families, and Schools: Faculty Publications

In this study, we investigated differences in teachers’ perceptions of the teacher-child relationship from kindergarten through second grade as a function of child race and gender from the perspective of critical race theory and the cultural synchrony hypothesis. Given the extensive evidence of White privilege and anti-Black racism in the US education system, we expected that teachers, particularly White teachers, would perceive their relationships with White children more positively than with Black children. Controlling for family SES and child gender, results supported this hypothesis. Black boys had the highest risk of being perceived by teachers as having poor relationships with …

Impact Of Two Courses On Intercultural Competence Of Undergraduate Students, Lauren Lindmeier, Ryuto Hashimoto, Elizabeth J. Sandell

Elementary and Literacy Education Department Publications

Increasing migrations across the world mean leaders at all levels need to become more competent in working across cultures. During the past 30 years, program designers, researchers, and others have investigated intercultural competence (ICC), often described as the capability to accurately understand and adapt behavior to cultural differences and commonalities. Tertiary education programs (TEP) are accepting these challenges by offering experiences (such as coursework, study away, study abroad, cultural events, etc.) that are intended to produce culturally competent graduates. The teaching and learning experiences described in this study at a midwestern American university may inform others. This study examined archived …

Integrating Historically Marginalized Students’ Funds Of Knowledge For Culturally Responsive Teaching And Learning, Martinique Ann Sealy

Theses and Dissertations

The United States historically has not always recognized the unique knowledge, or Funds of Knowledge (FoK; Moll et. al, 1992) that Black (and other historically marginalized) students’ have as assets to classroom learning and much of today’s mainstream curriculum represents White cultural norms as the basis (Sjursen, 2021). Because of this reality, marginalized students must navigate mainstream cultural norms alongside their own culture to be successful in the classroom. This three-paper dissertation includes 1. a systematic literature review of Black U.S. k-8 students language and identity in relation to achievement, 2. a qualitative case study centered on middle school urban …

Being And Becoming Across Difference: A Grounded Theory Study Of Exemplary White Teachers In Racially Diverse Classrooms, Jane S. Feinberg

Antioch University Full-Text Dissertations & Theses

Of the roughly 3.5 million public school teachers in the United States, approximately 80% are White. In contrast, about 51.7% of the nation’s students are African American, Hispanic, Asian, and American Indian. This mismatch is expected to grow as the number of BIPOC students in our nation’s public schools continues to increase. Studies have shown that strong positive relationships are essential for learning, but often, the relationships between White teachers and BIPOC students are strained at best, leading to poorer learning outcomes. The purpose of this Constructivist Grounded Theory study was to explore an understudied question: How do White teachers …

Creating Counter-Hegemonic Spaces In A Spanish Language Arts Classroom, Mercedes Valenzuela

Language, Literacy, and Sociocultural Studies ETDs

This qualitative case study used practitioner research methods to address the question: How does a Mexican American teacher create counter-hegemonic spaces in a Spanish Language Arts classroom utilizing critical race and borderlands theories? The research focused on how I as a teacher-built trust and respect through place—here, the classroom, classroom activities, and discussions—thereby creating a place for students to express their thoughts and feelings and to build relationships with the teacher and their classmates for learning to occur. This study also analyzed how using critical race and borderlands theories influences and shapes Mexican American students’ educational experiences beyond a …

How Well Does The New York State Higher Education Opportunity Program Work For Black Men? A Mixed Methods Study, Michael A. Dejesus Iii

Doctoral Dissertations

Previous research trended towards a deficit-oriented approach to understanding and explaining Black male underachievement. The past education research has focused on discussing the underachievement of Black males in Higher education. Finding solutions often were prescriptive in “fixing” behaviors in Black males to improve academic achievement. Additionally, there has been a trend towards race-neutrality in education policies, programs, and admissions criteria. And there is a lack of research on whether race-neutrality further exacerbates Black male underachievement by ignoring key race and gender targeted supports services that could improve Black male academic outcomes in higher education. While Black men have historically struggled …

The Making Of A Bilingual University In The 21st Century, Michael Mena

Dissertations, Theses, and Capstone Projects

At the southernmost tip of Texas, the University of Texas Rio Grande Valley (UTRGV) opened its doors on August 31, 2015 as a ‘bilingual, bicultural, and biliterate’ campus—the only one of its kind and at a scale never before attempted in the United States. This is a categorical achievement in the near 200 year-long quest for the educational advancement of Latinxs in Texas—a state historically structured by white supremacist ideologies, violent economic and political disenfranchisement, as well as a racially segregated education system designed to maintain exploitative labor practices (Montejano 1987; González 1990, 2013, 1999; Blanton 2004). This constitutes the …

Writing Through Whiteness: Utilizing Personal Narratives To Strengthen The Racial Competency Of White Teachers, Paul F. Walsh

Education Doctorate Dissertations

While the student population in the United States is becoming increasingly diverse, the teaching force is still White-dominant by a large margin. In the 2017-2018 school year, 79% of public-school teachers in the United States were White and non-Hispanic (National Center for Education Statistics). This White-dominant population of teachers is tasked with educating increasing numbers of students of color from diverse backgrounds. With this charge should come the necessity for White teachers to critically consider the complex ways that whiteness characterizes the American education system and their ways of teaching. White teachers cannot navigate issues of race in their schools …

Examining Perspectives Of Immigrant Working Learners & Education Providers: Crt As Analytical Framework, Jen Vanek, Kathy Harris, Gloria E. Jacobs, Jill Castek

21CLEO Presentations and Publications

Research questions in this article include:

• What supports English learners’ participation and engagement in workplace learning?

• Who gets access to learning opportunities?

• Whose workplace learning leads to advancement?
• What do the perspectives of adult working learners reveal about their education and training when viewed through a CRT lens?

Relationships, Relevance, And Reflection: How White Teachers Are Working To Dismantle White Supremacy In Their Classrooms Through Culturally Responsive Education, Zion W. Gezaw

Electronic Theses and Dissertations

This study examines the multitude of ways in which White supremacy manifests in the education system and examines how White teachers specifically are working to dismantle White supremacy in middle school classrooms through culturally responsive education. This educational criticism and connoisseurship study focuses on the interactions of White teachers in relation to their Black students, along with observations of their teaching and planning methods. The following research questions guided this research: How are White teachers implementing a culturally responsive classroom environment for Black students? How do White educators plan and enact a culturally responsive curriculum for Black students? How do …

Racial And Cultural Competence Through The Eyes Of Public-School Educators, Laquita Mcmillion

Dissertations

The discussion of racial and cultural competence in public schools today is necessary. The student population of public schools across the United States has significantly grown racially and culturally diverse. Through the use of a narrative inquiry and a critical lens, this study explored the perception and experiences of public-school educators focused on the topic of racial and cultural competence as it relates to their classroom practice and educational policies. The focus of this research (1) describes and analyzes my personal experiences through the use of qualitative approaches, (2) shares the experiences and perceptions of three public-school educators, and (3) …

Are High Levels Of Educator Bias Associated With The Disproportionate Discipline Of Black Students?, Melissa Ann Ramos

UNF Graduate Theses and Dissertations

Data on school discipline inequities have shown disproportionate numbers of Black students suspended and expelled compared to their non-Black counterparts. Despite the implementation of evidence-based solutions such as positive behavior supports and intervention, educator professional development, and restorative practices aimed at closing the racial discipline gap, little to no change has occurred. Critical Race Theory is used as a lens for viewing racial hierarchies as a socially constructed tool to oppress people of color. This oppression can be seen in various aspects of society and in education, especially in school discipline. It is fueled by biases, both implicit and explicit. …

Divergent Values: A Family Critical Race Theory Analysis Of Families Of Color And Their Perceptions Of Teachers And Teaching As A Profession, Norma A. Marrun, Marcela Rodriguez-Campo, Tara J. Plachowski, Christine Clark

Taboo: The Journal of Culture and Education

In seeking strategies for diversifying the U.S. public school teacher workforce, education policymakers and teacher education programs need to meaningfully consider input from the families of PK-12 Students of Color. Using a Family Critical Race Theory (FamilyCrit) analysis, this article examines the educational experiences and related perspectives of Families of Color about teachers and the teaching profession. Findings reveal that Families of Color perceive teaching as a form of caring and teachers as extended family members. Families of Color wrestled with a divergence of values in encouraging their children to pursue their passions, while concomitantly confronting economic injustices. Findings challenge …

21st Century Learning Ecosystem For Working Learners, Kathy Harris, Jen Vanek,, Jill Castek, Gloria Jacobs

21CLEO Presentations and Publications

• What are the experiences of working learners in employer sponsored learning?
• What motivates frontline service workers to participate in employer sponsored learning opportunities, many of which are offered online?
• What factors support working learners’ continued participation and their success?

Being Triggered As Faculty Of Color: Reflections On Teaching Diversity During The Trump Era, Lakia M. Scott

Journal of Multicultural Affairs

Much has been written about the Black academic’s experiences of teaching in predominately White spaces. However, less has been shared about being triggered, especially when teaching during the time of the Trump administration. This essay discusses an email encounter with a White female student who was enrolled in a graduate diversity issues course. As articulated in her email response, after declining an informal conferencing opportunity with the instructor, the student critiqued the tenets of the course because of her own conceptions of Whiteness. Many of the comments made were similar to the onslaught of hate-speech and racial bias and intimidation …

Still Just White-Framed: Continued Coloniality, Hispanic Serving Institutions, And Latin@/X Students, Ilda Guzman

Ed.D. Dissertations in Practice

Abstract

Throughout the Pacific Northwest there are a total of 12 Hispanic Serving Institutions (HSIs) with an average Latin@/x undergraduate full-time enrollment rate of 33.7 percent. In order to be designated as HSIs, institutions of higher education must have an enrollment rate of 25 percent or more students who identify as Latin@/x. HSIs became recognized in the late 1980s when a small number of higher education institutions enrolled a large number of Latin@/x students, yet did not have the resources to successfully educate the students (Excelencia, 2019). Since then, HSIs have consistently and continuously risen in Latin@/x enrollments. To date, …

Contextualizing Bipoc High School Students’ Racialized Experiences Under Trump, Christina Ung

Master's Theses

This thesis contextualizes public high school experiences of self-identified students of color during Trump’s presidency. The study features three recent high school graduates from the same campus, and their perspectives on a series of topics related to their racial identity. It was important that this research served as a space for marginalized voices to share their lived experiences, as they are frequently left out of American curriculum. More specifically in this case, the high school is located in a small, rural town where the population is majority white and politically conservative. Through the lens of critical race theory (CRT), data …

French Muslim Youth’S Perception Of Their Cultural Identity In A Post-Charlie Hebdo Reality In The 19th Arrondissement., Gaelle Flora Bernard

FIU Electronic Theses and Dissertations

On January 7, 2015, the headquarters of Charlie Hebdo, a satirical newspaper in France, was attacked by two armed men, Chérif and Saïd Kouachi, who shot and killed 12 staff members and injured another 11. The motive of the gunmen was the defense of their Muslim religion, in response to the newspaper’s history of publishing caricatures of the prophet Mohammed (AFP, 2015). This terrorist attack of January 7, 2015 continues to have a lasting impact on the lives of French people, most particularly French Muslims.

The purpose of this case study was to investigate the negotiation of Muslim youth identity …

"Meet Me At The 50": A Critical Discourse Analysis Of How Higher Education Curriculum Is Meeting The Needs Of Black, Male Student-Athletes, Julia Diane Morris

Teaching & Learning Theses & Dissertations

The overarching goal of this research is to make proverbial payments towards Ladson-Billings’ (2006) “education debt” owed to historically resilient populations by promoting equitable and democratic practices in all facets of education. Black men, specifically those who participate in athletics, are advocated for in this research because these men identify as part of a community of voices who are not only historically oppressed but are being failed by current educational practices. Further, student-athletes provide a predetermined and specific sociocultural context, and thus social location, by which to compare how various types of critical literacy assignments are addressing said contexts. Using …

Do You Hear Us? Amplifying Alternative Pathways For High School Pushouts Through Youth Participatory Action Research, Rob A. Duren

Educational Leadership and Policy Studies: Doctoral Research Projects

The school-to-prison pipeline (STPP) metaphor encapsulates and describes a set of legislative policies and educational practices that systematically funnel African American, Indigenous, and Latinx students from the classroom into the juvenile and criminal justice system at disparate rates. An emerging solution to address high school pushout and the STPP has been to develop Alternative Education Campuses (AECs). However, there is a current gap in the research that amplifies the counter narratives of students currently enrolled at an AEC, through their own words, using Youth Participatory Action Research (YPAR). Studies conducted with students who have been labeled “high-risk” are especially lacking. …

Are (We) Going Deep Enough?: A Narrative Literature Review Addressing Critical Race Theory, Radical Space Theory, And Black Identity Development, Kala Burrell-Craft

Educational Foundations & Leadership Faculty Publications

A narrative literature review was conducted to examine how researchers address the concept of intersectionality using critical race theory, racial space theory, and Black identity development. A Boolean search revealed 18 articles met criteria for consideration. Multiple reviews occurred to isolate the articles that contained all the search criteria and multiple reviews occurred that selected the Boolean phrase or phrases that the researcher was searching for. Thirteen of the 18 articles met one or more search criteria and were included in the review, however, no articles matched 100 percent for inclusion. Thus, indicating we are not going deep enough in …

Exploring Appreciative Advising As An Equity Approach For African American Students: A Grounded Theory Study Of Academic Advisors At Predominantly White Institutions (Pwis), Valerie Harper

Electronic Theses and Dissertations

ABSTRACT

EXPLORING APPRECIATIVE ADVISING AS AN EQUITY APPROACH FOR AFRICAN AMERICAN STUDENTS: A GROUNDED THEORY STUDY OF ACADEMIC ADVISORS AT PREDOMINANTLY WHITE INSTITUTIONS (PWIs)

By

Valerie J. Harper

October 28, 2019

Dissertation supervised by Professor Gretchen Givens Generett

African American matriculation into postsecondary education continues to rise, but degree conferral remains low (Hoston, Graves, & Fleming-Randle, 2010). Arguably, Harper and Hurtado’s (2007) research, as far back as 1992, stated black students and other students of color have dealt with alienation, isolation, and stereotyping at PWIs; this continues to persist today (Lee, 2018), which may interrupt the academic success of African …

Revealing The Resistant Capital Of Cambodian Youth: Using Photovoice As A Tool For Advocacy And Policy Change, Erin L. Papa

Journal of Southeast Asian American Education and Advancement

This paper explores the use of Photovoice as a tool for uncovering or developing resistant capital (Yosso, 2005) with youth for language education policy change. Using data from a Youth Participatory Action Research (YPAR) study on the relationships and tensions among the home, community, and school linguistic and social practices of emergent bilingual Cambodian youth in an urban district in the northeastern U.S., I argue that the development of resistant capital depends on various contextual and demographic factors. The Cambodian youth, who have been educated in a recursive bilingual environment (García, 2009) and are involved in a youth-led community organization …

Reframing Internationalization: Faculty Beliefs And Teaching Practices, Marco Tulluck

Ed.D. Dissertations in Practice

This study applies Critical Race Theory as a critical lens to gain a clearer understanding of highly racialized policies and teaching practices around international student engagement in US higher education. The findings help to inform higher education leaders of how to support faculty to foster more inclusive and affirming learning environments for international students of color and other diverse student populations.

This mixed methods study employed a modified version of the Colorblind and Multicultural Ideology of STEM Faculty Measure as well as focus group interviews to gain a more complex understanding of how university faculty members’ beliefs align with colorblind …

'Race, Racism, And American Law': A Seminar From The Indigenous, Black, And Immigrant Legal Perspectives, Eduardo R.C. Capulong, Andrew King-Ries, Monte Mills

The Scholar: St. Mary's Law Review on Race and Social Justice

Flagrant racism has characterized the Trump era from the onset. Beginning with the 2016 presidential campaign, Trump has inflamed long-festering racial wounds and unleashed White supremacist reaction to the nation’s first Black President, in the process destabilizing our sense of the nation’s racial progress and upending core principles of legality, equality, and justice. As law professors, we sought to rise to these challenges and prepare the next generation of lawyers to succeed in a different and more polarized future. Our shared commitment resulted in a new course, “Race, Racism, and American Law,” in which we sought to explore the roots …

Centering Preservice Teachers Of Color Through Culturally Relevant Critical Teacher Care: A Critical Race Transformative Convergent Mixed-Methods Analysis, Tara Joann Plachowski

UNLV Theses, Dissertations, Professional Papers, and Capstones

The reproduction of white supremacist culture in schools continues to marginalize Students of Color in a variety of implicit, explicit, and systemic ways. As teachers are the one of the key arbiters of school culture, teacher education presents itself as a vital locus in need of critical inquiry and radical change. A diverse teacher workforce not only helps to disrupt the direct effects of racism on Students of Color, but also prepares all students for successful democratic participation in a diverse global society (Sleeter, 2011). This study of teacher education examines the teacher demographic diversity gap within a College of …

College Access And African American Males: An Instrumental Case Study On The Impact Of Postsecondary Educators And Educational Leaders On Secondary Students With Postsecondary Educational Aspirations, Kimberly L. Williams

UNLV Theses, Dissertations, Professional Papers, and Capstones

This study examined the college access experiences of successful African American males. Postsecondary education is critical for economic and social stability; however, African American males from families with low socioeconomic status have been operating in educational systems that keeps them on the margins. Many African American males report strong postsecondary educational aspirations early in their educational careers, but they encounter microaggressions that leave them feeling like outsiders-within. This study examined African American males’ college access experiences as they successfully transitioned through the K-16 educational pipeline. Further, their experiences in their role (s) as postsecondary educators or postsecondary educational leaders working …

A Portrait In Black And White: An Analysis Of Race In The Adult Education Classroom, Tealia N. Deberry

USF Tampa Graduate Theses and Dissertations

Adult education is a reciprocal relationship between adult learners and adult education practitioners. As such, it is essential to understand the experiences of adult educators and adult education practitioners as they teach adults. This study focuses on how ideas about race and racism are examined in the graduate-level classroom and the adult learners’ experience as they focus on subject matter that challenges their assumptions and forces them to create new understandings about race. This study examines, through the portraiture methodology, the experiences of a White researcher and the adult learners engaging in dialogues about race in a CRT course.

The …

Gifted Culturally Linguistically Diverse Learners: A School-Based Exploration, Robin M. Greene

Teaching and Learning Sciences: Doctoral Research Projects

The purpose of this case study was to explore educators’ perceptions of characteristics, needs, and practices relating to gifted culturally linguistically diverse learners. The research questions guiding the study included the following: What are educators’ perceptions of the characteristics, needs, and practices related to gifted culturally linguistically diverse learners? How do educators describe gifted culturally linguistically diverse learners? How do educators describe their understanding of culturally responsive teaching as it relates to diverse gifted learners? What are school-based practices for gifted culturally linguistically diverse learners that support or hinder learning?

This study focused on an elementary school within Colorado. Seventeen …