Bilingual, Multilingual, and Multicultural Education Commons^™

A Correlational Study Of Teacher Demographics And Racial Color-Blindness, Dudley Freeman

Doctoral Dissertations and Projects

Two primary camps of thought guide K-12 education: Color-blind ideology and Multiculturalism (Rattan & Ambady, 2013). Color-blindness implies color does not matter (Neville, Lilly, Duran, Lee, & Browne, 2000). Shifting student demographics in K-12 education and unchanging demographics of a predominately White, female teaching force create a need for better understanding the dynamics affecting teachers and their interaction with the students they teach. This correlational study utilized multiple regression analyses to answer the following research question: How accurately can racial color-blindness be predicted from the linear combination of age, years-of-experience, and political philosophy for K-12 teachers located in an urbanized …

“Mommy, Is Being Brown Bad?” : Critical Race Parenting In A Post-Race Era, Cheryl E. Matias Ph.D.

Race and Pedagogy Journal: Teaching and Learning for Justice

This article looks at the counter-pedagogical processes that may disrupt how children learn about race by positing a pedagogical process called Critical Race Parenting. By drawing upon counterstories of parenting I posit how Critical Race Parenting (CRP) becomes an educational praxis that can engage both parent and child in a mutual process of teaching and learning about race, especially ones that debunk dominant messages about race. And, in doing so, both parents and children have a deeper commitment to racial realism that does not allow for colorblind rhetoric to reign supreme.

A Phenomenological Approach Examining The Completion Of Latino High School Students Through The Lenses Of Critical Race Theory, Anna M. Rangel-Clawson

Dissertations

Latino students represent 24% of the American student population (National Center for Educational Statistics, 2002, 2013). Dropout rates for Latino students living in severe poverty are twice the dropout rate of other Americans at the same income level (National Center Educational Statistics, 2002, 2013). The strongest factor that influenced those who choose to drop out seems to be related to a family’s socioeconomic status (Fry & Taylor, 2013; Rumberger & Lim, 2008; Swanson, 2004).

This study sought to elicit the voices of Latino students who successfully completed high school in a school district with significantly lower graduation rates for Latinos …