Dissertations / Theses on the topic 'Critical race theory'
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Dunbar, Anthony W. "Critical race information theory applying a CRITical race lens to information studies /." Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1779835191&sid=16&Fmt=2&clientId=48051&RQT=309&VName=PQD.
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Zakipour, Maneli. "Polisvåldet i USA : ett critical race theory perspektiv." Thesis, Stockholms universitet, Juridiska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-121394.
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SCAMARDO, Giovanna Maurilia Aurora. "LA CRITICAL RACE THEORY RICOSTRUZIONE STORICO CRITICA E ANALISI INTERSEZIONALE DELLA DISCRIMINAZIONE." Doctoral thesis, Università degli Studi di Palermo, 2014. http://hdl.handle.net/10447/91292.
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Adodo, Sophia. "THE FASHION RUNWAY THROUGH A CRITICAL RACE THEORY LENS." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1461576556.
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Shen, Phoebe. "A Critical Race Theory Intervention into the Cultural Defense Debate." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/scripps_theses/911.
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The cultural defense is an informal term that describes the use of cultural information to mitigate criminal responsibility, often used in conjunction with traditional defense strategies such as provocation or insanity. Arguments for the cultural defense include respecting cultural practices under the liberal narrative that frames the United States as a multicultural and pluralistic society. Advocates of the cultural defense recognize the harmful effects of the false universalism of the law. However, the cultural defense has been criticized as essentialist and harmful as it has been used in high profile cases to justify violence against women of color. The cultural defense superficially prioritizes the needs of marginalized communities by acknowledging the importance of culture in the administration of the criminal law. The rationale behind the cultural defense is politically appealing, but the impacts of the defense are incompatible with the goals of antisubordination, which will be further described by Critical Race Theory. Because the debate surrounding the cultural defense has yet to make significant advances, I argue that Critical Race Theory offers an essential starting point in intervening in the debate, ultimately transforming the realm of legal jurisprudence through its explicit race consciousness and examination of racialized power. In particular, I will examine the concepts of intersectionality and interest convergence which will offer valuable perspective into the cultural defense debate.
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Romero, Augustine Francis. "Towards a Critically Compassionate Intellectualism Model of Transformative Education: Love, Hope, Identity, and Organic Intellectualism Through the Convergence of Critical Race Theory, Critical Pedagogy, and Authentic Caring." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/194496.
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This critical race qualitative research study examines the perspectives of Chicanas\os regarding their educational experiences. Critical race theory in education has been critical in the effort to bring a deeper understanding of the racism that is experienced in American schools by Chicanas\os and other children of color. This study examines the intersectionality of American education; the Chicana\o social, political and historical experiences; and racism.This study is informed by theoretical frames from the disciplines of critical race theory, Latino critical race theory and their educational implications, new racism, Chicana/o authentic caring, and critical pedagogy. These theories expose inequality and injustice that adhere in American schools, and they help me understand that Chicana/o students, their parents and their communities are constructors of knowledge and facilitators of critical transformation.The study triangulates qualitative data through two critical components: interviews and an archival evaluation of the academic impact of the Social Justice Education Project and its Critically Compassionate Intellectualism (CCI) model of transformative education. The interview component consists of one open-ended focus group interview and one open-ended interview. In the archival segment, I evaluate informal open-ended student interviews, end of the year progress reports, post-program surveys, and achievement and graduation data.These data indicate that racism remains a key variable within the educational experiences of Chicanas\os students in SUSD schools. Additional findings indicate that the student cohorts that participate in the Social Justice Education Project and experience the CCI model of transformative education have a higher AIMS pass rate and higher graduation rates than those students cohorts that do not experience both the Social Justice Education Project and its CCI model.Given these findings, the study proposes that educational leaders demonstrate the political will that is needed to discover and implement multiple forms of critical transformative educational praxis. In addition, the need for more research that centers the voices of students and that focuses on racism and the Chicana\o contemporary experience.
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Aleshire, Seth Peter. "The Spectrum of Discourse: A Case Study Utilizing Critical Race Theory and Critical Discourse Analysis." Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/338708.
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This case study provides empirical evidence of the master and counternarrative described by Critical Race Theory (CRT) and seeks to understand the impact of these narratives in educational policy and practice. In 2010, Arizona passed A.R.S. §15-112, a law that was designed to eliminate the Mexican American Studies (MAS) program in the Tucson Unified School District. Utilizing the literature on culturally-relevant pedagogy and leadership, this case study uses a CRT theoretical framework and Critical Discourse Analysis (CDA) methodology to analyze the narratives of 26 participants. While the program was under investigation by the State for violation of A.R.S. §15-112 all of the teachers involved in MAS participated in qualitative interviews. In addition, this case study analyzes the narratives of two student focus groups, school administrators, and district governing board members well as the written findings of two former State Superintendents of Public Instruction both of whom found the program in violation of the law. By specifically focusing on the styles and genres described in a CDA methodology the findings provide evidence of both the master and counternarrative but also a spectrum of discourse in which other forms of narrative reside. Implications from this research include a more complex theory of discourse beyond the dichotomy of the master and counternarrative, the application of a new methodological tool in CRT, and recommendations for educational leaders and policy makers interested in advocating for a culturally relevant approach.
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Blaisdell, Benjamin Noblit George W. "Critical race theory as dialogic performance with white teachers addressing colorblindness /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2006. http://dc.lib.unc.edu/u?/etd,177.
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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2006.Title from electronic title page (viewed Oct. 10, 2007). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the School of Education (Culture, Curriculum, and Change)." Discipline: Education; Department/School: Education.
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Kim, Carolyn. "Applying critical race theory to multicultural children's books : race and racism in Korean-Canadian children's books." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/7555.
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The metaphor of Canadian society as a “mosaic” had been used to describe Canada’s
diverse society, even before Canada’s adoption of the Multicultural Act in 1988, with the
government policy “to recognize all Canadians as full and equal partners in Canadian society.”
The government’s aims suggest comfortable integration, but racism is a part of Canada’s history
and remains a problem, though this has been overlooked since Canadians have clung to the
vision of Canada as a tolerant society. Canadian children’s books reflect some of the racial
oppression that certain cultures endured but they do not overall serve well in representing distinct
cultural groups in Canada and their diverse racial experiences.
The year 2002 was a milestone for Korean-Canadian children’s literature with Janie
Jaehyun Park’s The Tiger and the Dried Persimmon earning a place as a finalist for the
prestigious Canadian Governor General’s Literary Award for Illustration and winning the
Elizabeth Mrazik-Cleaver Picture Book Award. Canada has not seen an abundance in the
publication of Korean-Canadian children’s books as America has seen with Korean American
children’s books, but there have been a handful of books that involve Korean Canadian
characters and culture, most of which have not been written by Korean-Canadian authors. This
observation led to my research questions: “Are there any observable biases in the books that
have been published about Koreans and Korean Canadians?” Also, “How does the racial
identity of the authors or illustrators shape their views when writing books for children?”
I discovered that the sample size of Korean-Canadian books is very small (only 10
published thus far), as I undertook research to qualitatively determine racial biases through the
application of key principles from Critical Race Theory. In looking at Korean-Canadian
children’s books and their background, I outlined not only the history of Korean immigration and
social history in Canada, but China’s history of racism in Canada, which acted as a precursor toracial sentiments that contributed to stereotyping of Asians to this day. And, since a common
mistake among people is the grouping of all Asians as Chinese, I determined to show that
Korean culture has not been treated as distinct. Investigation of the Korean-Canadian books
published so far shows that a very limited range of experiences is represented for child readers,
and that crucially missing are the voices from the Korean-Canadian community to tell their
stories for children.
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Young, Evelyn. "Grounding critical race theory in participatory inquiry: Raising educators' race consciousness and co-constructing antiracist pedagogy." Thesis, Boston College, 2010. http://hdl.handle.net/2345/1841.
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Thesis advisor: Diana PullinIn recent years, critical race theory (CRT) has garnered much attention in education scholarship as a way to examine the racialized practices that persist in U.S. schooling. This study was a grassroots attempt at using CRT as the theoretical framework to engage a group of administrators and teacher leaders at one urban school in inquiry-based discourse that focused on raising the educators' race consciousness and co-constructing an antiracist pedagogy. A combined method of action research and critical case study was used as the research methodology. This dissertation reports on three notable findings that surfaced from the study. One, the participants largely perceived racism an individual pathology, not as a system of privilege. Because the participants regarded themselves as educators who were committed to social justice, they were often deceived by their activism to recognize their own complicity in the perpetuation of racist ideologies in their practice. Two, despite the overwhelming criticisms against NCLB in scholarly literature, the participants at this low-income, racially-diverse, urban school were passionately in favor of the goals behind the statute. With the recent push toward the development of common core content standards through the Race to the Top program, increased dialogue regarding what knowledge should be considered "common" and "core" needs to occur in order to breach the impasse between the divergent curricular viewpoints held by all stakeholders. Three, although culturally relevant pedagogy is widely espoused and utilized in educational research and practice, it is often not commonly understood as a conceptual framework that advocates the three-pronged elements of academic success, cultural competence, and sociopolitical consciousness. Findings revealed wide misconceptions and misuse of the theory that stemmed from teachers' cultural bias, the nature of racism in school settings, and the lack of support to adequately implement theories into practice. ` All of these findings revealed issues of power, positionality, and privilege that were deeply entrenched in the policies and practices of the school, which suggested that greater collaboration between scholars and practitioners was necessary in order to engender ongoing critical self-reflection and reconceptualization of theories as viable pedagogical tools to begin the work of antiracism
Thesis (PhD) — Boston College, 2010
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Administration and Higher Education
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Anderson-Thompkins, Sibby. "Race Scholars on the Politics of Race, Research, and Risk: A Narrative Inquiry." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/eps_diss/44.
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This qualitative study examined the experiences of race scholars whose agenda include investigating and writing about racial issues which run counter to the entrenched ideas, values and philosophies of the dominant academic culture. It questioned the possible risks associated with race work, and it examined the available support and validation for race scholars within the academy. Perceived prejudices and micro-aggressions are examined, as well as coping strategies for navigating the political academic landscape. Designed as a narrative inquiry, the study utilized in-depth interviews and the analysis of written documents of four prominent race scholars, while critical race theory (CRT) served as the theoretical framework that guided the analysis. Critical race theory (CRT) serves as the theoretical framework for this study. CRT emphasizes the social constructs of race and the ensuing issues of racism, racial subordination and discrimination. Within the literature, CRT scholars suggest that the scholarship of faculty of color is often resisted, rejected, devalued, or subjugated by the dominant political regime in power. Further, research suggests that scholars of color and the race issues they examine are often the targets of a biased scrutiny within the academy. The results of this study reveal that race research carries potential personal and professional risks. Some of these are anticipated, others not. The results further support the importance of CRT concept of counterspace as both a coping strategy and a form of intellectual insurgence for race scholars within the academy. In addition, findings suggest that the impact and intersection of culture and language affect the experiences of scholars of color in significantly negative ways. Mentoring generally, and specifically amidst the politics of publishing, is very important to the scholar of color and is often the difference between success and failure. Also, micro-aggressions and racial subjugations, such as the assignation of Other seem to operate as a way to devalue the scholars and the research work they do. Finally, implications for better support for graduate students and emerging scholars are clearly evidenced.
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Choi, Amy Sae Hee. "Unveiling race in organisations: Examining the career experience of Asian Australian legal professionals." Thesis, The University of Sydney, 2021. https://hdl.handle.net/2123/25091.
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This thesis explores the career experience of Asian Australian legal professionals in advancing to leadership positions. This study contributes to critical race theory and the sub-field of Asian critical race theory by theorising race at the organisational (meso) level. This research suggests that the notion of organisations being race-neutral is a misconception, and racial hierarchy underlies power structures within organisations.
This qualitative study involving 65 in-depth interviews uses a grounded theory approach informed by a constructivist paradigm. This thesis argues that White privilege pervades through everyday organisational processes and practices, shaping the career experiences of Asian Australian legal professionals. In analysing the narratives of the participants, what emerges is that the racial hierarchy that advantages the ethnic (White) dominant group manifests in two ways. First, White privilege operates through the five career advancement mechanisms that consist of: 1) Assimilationist culture; 2) Demonstrating dedication; 3) Assignment of opportunities; 4) Business development requirement; and 5) Opaque promotion process. Second, organisational structures that are normalised with White privilege empower or limit the agency and career strategies of Asian Australian legal professionals. The strategies involve: 1) Cooperating with the structure; 2) Combatting the structure; and 3) Succumbing to the structure.
The examination of the career advancement mechanisms and navigating responses, which informs the career experience of Asian Australian legal professionals, emphasises how White privilege is replicated and sustained within organisational structures. What seems necessary to dismantle power structures, which engender racial inequality in meritocracy, is to introduce interventions that better support Asian Australian legal professionals in advancing to leadership positions.
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Drane, Charles J. "Racial Disproportionality as Experienced by Educators of Color: The Perceptions of Educators of Color with Respect to Their Pre-service Preparation." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:107999.
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Thesis advisor: Lauri JohnsonEven before working in school as a teacher or administrator, many factors were influential in the preparation process. Given that the vast majority of teachers in the workforce come from traditional university education programs, the role that schools of education play in graduating people of color to enter the teaching force is important to examine. This qualitative case study sought to answer the following research question: What are the perceptions of educators of color with respect to their pre-service education preparation? This study falls within a broader study on the overall perceptions of educators of color with respect to the racial disproportionality and its impact on the educator pipeline and schools. Both from literature and the counter narratives of these educators of color, these topics emerged as salient: the racial diversity of universities and schools of education, the impact of barrier exams, the curriculum of schools of education, and the sense of belonging of people of color in universities and their schools of education. Semi-structured interviews with 12 educators of color in the Cityside Public Schools were examined through the lens of Critical Race Theory (CRT). Findings supported what was found in the literature regarding demographics in schools of education not favoring people of color, exams required to get into school of education being barriers, and people of color feeling disconnected from their universities in a number of ways. Further, participant interviews revealed the additional barrier posed by exams needed to gain teaching certification, the substantial value of connections at various points throughout the pre-service experience, and how important practicum and internship experiences are to aspiring educators
Thesis (EdD) — Boston College, 2018
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Ezell, Pamela. "Counter-stories of First-Generation Latinx Alumnae: A Critical Race Theory Analysis." Chapman University Digital Commons, 2018. https://digitalcommons.chapman.edu/education_dissertations/3.
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This study includes the experiences of six first-generation Latinx alumnae who attended three private, predominantly-White universities in Southern California. It applied a critical race theory (CRT) framework and an anti-deficit ideology to their experiences. Importantly, because the participants and the researcher are of different identities, the study employed principles of culturally responsive methodologies (CRM). Most quantitative research and existent theory concerning first-generation Latinx collegiate women excludes the voices of first-generation Latinx alumnae, so this study included the telling of their counter-stories concerning their undergraduate experiences. These experiences included identity-threat, microaggressions, and the enactment of White privilege. Additionally, their counter-stories contradict majoritarian stories concerning first-generation students and their families, as well as institutional values of fairness, meritocracy, colorblindness, and diversity. The methodology of the study was CRT counter-storytelling. Concepts of narrative inquiry informed the research design. Counter-stories of the participants were shared during conversations and interviews, then interpreted using the framework of CRT and a method of thematic analysis. All members of the study have graduated with a bachelor’s degree, and their experiences provide direction for additional research concerning first-generation theory as it applies to Latinx collegiate women, as well as implications for policy and praxis regarding the future experiences of Latinx students on U.S. higher education campuses.
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Padgett, Gary. "A Critical Case Study of Selected United States History Textbooks from a Tribal Critical Race Theory Perspective." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4381.
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The purpose of this study was to describe and explain the portrayal of American Indians in U.S. textbooks selected for review in Hillsborough County, Florida's 2012 textbook adoption. The study identified which of the textbooks under consideration contained the greatest amount of information dedicated to American Indians. The study then analyzed how that information was portrayed. The exploratory questions that guided this study were, how are American Indians portrayed in five selected U.S. history textbooks? It also addresses the question, under what conditions can Tribal Critical Race Theory help illuminate how American Indians are portrayed in textbooks? The methodology used is a critical case study (Rubin and Rubin, 2005; Janesick, 2004). The Five Great Values, as developed by Sanchez (2007), were used in the organization, coding, and analysis of the data. The theoretical framework that guides this study is Tribal Critical Race Theory (Brayboy, 2005), created in order to address issues from an indigenous perspective. This study found that while overt racism has declined, colonialism and assimilation were still used as models when American Indians were depicted in the five selected textbooks. It also discovered the portrayal of American Indian women to be particularly influenced by the models of colonialism and assimilation. Colonization and assimilation can been seen in the depiction of American Indians as a part of nature, the homogenization of American Indian religion, the portrayal of elders as unnecessary, the exclusion of American Indian role models, and the use of Western socioeconomic models rather than indigenous ones.
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Yanow, Wendy B. "Autobiography as counter-narrative : an empirical study of how race enters and structures the stories of our lives /." Digital version available through National-Louis University's Digital Commons; click to view, 2007. http://digitalcommons.nl.edu/diss/18.
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Bedford, Sarah. "A critical examination of race in Business English coursebooks." Thesis, The University of Sydney, 2011. http://hdl.handle.net/2123/8071.
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This thesis examines ways in which uses of images and words contribute towards constructions of race in published Business English language coursebooks, by exploring coursebook writers’ perspectives on compiling their Business English coursebooks and analysing Business English coursebook materials. The study drew on critical race theory, critical discourse analysis, and systemic functional linguistics to investigate relations between the ways coursebook writers construct race in selecting and organising materials for their Business English coursebooks and the ways race is constructed in Business English coursebooks. The data included seven published Business English coursebooks and interviews with writers of four of the coursebooks. The coursebooks were Global links 2 (Blackwell, 2001), Market leader intermediate (Cotton, Falvey, & Kent, 2005), Quick work pre-intermediate (Hollett, 2000), New international business English (Jones & Alexander, 2003), In company intermediate (Powell, 2002), First insights into business (Robbins, 2000), and International express pre-intermediate (Taylor, 2004). I argue that constructions of race in the coursebooks connect three notions: international business people, corporate ethics and responsibilities, and intercultural business communication. Patterns in the location and composition of the language learning materials, and expressions of opinions and emotions in illustrative extracts from the materials were found to contribute to these constructs.
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Abercrombie-Donahue, Micki. "Educators' perceptions of Indian education for all: a tribal critical race theory ethnography." Diss., Montana State University, 2011. http://etd.lib.montana.edu/etd/2011/abercrombie-donahue/Abercrombie-DonahueM1211.pdf.
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This tribal critical race theory (TribCrit) ethnographic study explored educators' perceptions of Indian Education for All (IEFA), the latest in a series of educational reforms designed to preserve the heritages of the Montana Tribal Nations and transform Montana school curricula and teaching. This study found a lack of consensus and understanding among the educators about the purposes and the design of IEFA. The educators believed the most beneficial sources of support for the future implementations of IEFA would be recursive, ongoing and consistent partnerships and collaborations with Indigenous specialists who could equip the educators with the Indigenous knowledge, pedagogies, and skills they needed to build and sustain relationships with Indian students and families. The educators indicated that the greatest obstacles to the implementation of IEFA curricula were: the lasting legacies of colonialism, Native American subjectivity, misrepresentations of Indigenous identities, lack of understanding about Indigenous epistemologies pedagogies and life ways, systemic racism, poor communication, broken relationships, mistrust and lack of rapport, whiteness and white privilege, and a lack of support or professional development opportunities with Indigenous specialists from particular tribal communities in Montana.
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Hollins, Stacy Gee. "The digital divide through the lens of critical race theory| The digitally denied." Thesis, University of Missouri - Saint Louis, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10012831.
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The purpose of this qualitative research study was to examine African American community college students’ availability to technological resources and how that availability affects their success. In this study, technological resources include access to the internet, software, hardware, technology training, technology support, and community resources. This study included six community college professors and six African American community college students enrolled in a Midwest community college. A major tenet of Critical Race Theory, storytelling, was used to give voice to students who lack sufficient access to technological resources referred to as the digitally denied. Data from this study can create an awareness of students that lack technological resources at community colleges, universities, and community libraries. This study could also be useful to community college leadership who set policies and procedures and determine curriculum requirements that call for technological resources. The findings suggested that access to technological resources is a key factor that impacted the success of African American students in the community college.
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Cisneros, McGilvrey Cynthia Ann. "African American males in high school credit recovery: a critical race theory perspective." Diss., Kansas State University, 2012. http://hdl.handle.net/2097/13709.
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Doctor of PhilosophyCurriculum & Instruction Programs
Kay Ann Taylor
African American males have the second highest dropout rate in this Midwest state‘s largest public school district. Often, African American male students take an abundance of elective classes but do not complete core classes that guarantee a diploma. This study documented and analyzed the experiences of African American male students who completed or attempted to complete their high school diplomas in an alternative setting. The study is significant because it reveals the importance of how time is structured in an alternative educational setting; it discloses the pervasiveness of racism in public education, and it exposes the widespread stereotyping of African American males by teachers and other authority figures. African American male students who have attended both traditional and alternative public schools have been overlooked in previous research. Self-ethnography comprised the methodology. The intersectionality of gender, race, grades, racism, athletic involvement, law, and relationships formed a crucial paradigm of this investigation. Research findings include: (a) the major difference between traditional public and alternative schools is how time is structured, (b) African American males believe that they often are stereotyped, (c) high school athletes receive special privileges that they see later as obstacles, (d) African American males sometimes deliberately assume a pleasing demeanor toward teachers, (e) African American male students respond positively to teachers who conduct themselves with clear purpose, (f) African American males returning to school for high school credit recovery demonstrate tenacity and resist stereotypes. The cornerstone tenets of CRT—racism is the norm, interest convergence, and the need for social justice for oppressed groups—were evident in the findings of the frequency of stereotyping and treatment of African American male high school athletes. In the interest of social justice for African American male students, it is recommended that teachers are provided with the following information: (a) how to avoid consciously stereotyping; (b) that African American males make conscious efforts to be approachable; (c) how to make necessary changes involving their authority. Recommended future research for African American males includes: (a) how the construction of time in traditional public schools affects their credit acquisition; (b) communication between the counseling and athletic departments; (c) the impact of athletic involvement on academics.
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Curry, Tommy Jermaine. "Cast upon the shadows : essays toward the culturalogic turn in critical race theory /." Available to subscribers only, 2009. http://proquest.umi.com/pqdweb?did=1878993791&sid=5&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Thesis (Ph. D.)--Southern Illinois University Carbondale, 2009."Department of Philosophy." Keywords: Africana philosophy, Black studies, Critical race theory, Culturalogics, Bell, Derrick A., Racial realism. Includes bibliographical references (p. 228-247). Also available online.
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Curry, Tommy J. "Cast Upon The Shadows: Essays Toward The Culturalogic Turn In Critical Race Theory." OpenSIUC, 2009. https://opensiuc.lib.siu.edu/dissertations/59.
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Unlike many Black-specific disciplines in the academy (Black psychology, Black history, etc), Black philosophy never completely forged a unique conceptual framework separate from American and Continental intellectual traditions. Instead the field has continued to define its validity by the extent that Black authors extend the thought of white philosophers towards race. This epistemic convergence, or the extent to which Black theory converges with established white philosophical traditions, and hence white racial sensibilities, continues to misguide many of the current philosophical systems of Africana thought. Because this practice is so dominate, it has made current scholarship in African American and Africana thought derelict, in the sense that all investigations into Blackness are normatively, hence ideologically driven, and not culturally relevant to the actual lives of Africana people. Because whites are able to connect their work in traditional philosophy to studies of race under the misnomer of "critical race theory," these white associations with Black philosophy have given the illusion that integration and multicultural exchanges in Africana philosophy contribute to the restructuring of the discipline of philosophy and psychical changes in whites. Unfortunately this is merely wishful thinking that fails to consider the empirical research that confirms the undeniable failure of integration. This inability by Blacks to accept and explore racism without the illusion of racial coexistence in America makes current approaches to Black philosophy irrelevant to the present day struggles that Blacks find themselves burdened by in the American context. This dissertation however argues that the acceptance of the racial realist perspective, which accepts the permanence of racism, allows Blacks to "conceptually disengage" the triumphalism of the integrationist myth and explore the world without the illusion of anthropological parity. This lacuna in the European narration of liberal democracy's vision of equality spurs the culturalogical turn in Critical Race Theory, and introduces the philosophical insights of Derrick Bell and Paul Robeson as guiding voices towards the silencing of the idealist trends in contemporary studies of racism.
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Manfred, Oscar. "Norm-critical Design and CRT - An Explorative Study of the Relation Between Graphic Design and Critical Race Theory." Thesis, Linköpings universitet, Medie- och Informationsteknik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-130024.
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Att arbeta med grafisk formgivning är att arbeta mot samhället. Per definition är det ett yrke som handlar om att nå ut till andra människor, och som grafisk formgivare är det därför viktigt att vara förhålla sig till rådande samhällsfrågor. Genom sin kommunikativa förmåga har den grafiska formgivaren möjlighet att interagera med sin samtid, kommentera samhällsproblem och använda dessa för att skapa debatt och diskussion. En av samtidens högts relevant samhällsfrågor är rasismen, fördelningen av makt och förtryck baserat etnicitet, religion eller nationell tillhörighet. Syftet med denna explorativa studie är att undersöka huruvida grafiska formgivare kan implementera anti-rasistisk teori (i detta specifika fall Critical Race Theory) i skapandet av grafisk form. Om så är fallet undersöks även vilka användningsområden detta arbetssätt kan ha, och vilken långsiktig effekt det kan få. Genom användandet av semiotisk analys, en normkritisk designprocess och en diskuterande fokusgrupp har ett antal designprototyper tagits fram, utvärderas och analyserats. De viktigaste slutsatserna av studien är att det går att urskilja semiotiska likheter mellan Critical Race Theory och grafiska designprinciper, att dessa kan implementeras i en designprocess, och att arbetssättet har potential att skapa diskussion kring hur normer inom grafisk formgivning förhåller sig till rådande samhällsnormer.
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Esquibel, Elena. "Performing Race, Performing History: Oral Histories of Sundown Towns in Southern Illinois." OpenSIUC, 2011. https://opensiuc.lib.siu.edu/dissertations/356.
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Sundown towns are communities with a history of excluding African Americans and that are predominantly White on purpose. Although sundown towns have inevitably changed over time, a number of them continue to be alarmingly White, and their reputations continue to persist. Sundown towns are widespread across the U.S. and despite their prevalence, very little research exists on the topic. Furthermore, sundown towns were largely maintained through oral tradition. In this dissertation, I explore oral history interviews with community residents about the history of sundown towns in southern Illinois. Based on over two years of fieldwork, I examine how community narratives construct present realities of sundown towns in new and nuanced ways. I am also interested in how these narratives function. I argue that race is central to investigating the history of sundown towns and use performance as an analytical tool to understand racial dimensions in community members' stories. I examine how everyday community narratives reveal racialized performances and construct current manifestations of sundown towns. I further examine the process of translating these narratives into a staged performance. Ultimately, I argue that exploring everyday community narratives from the field to the stage allows a heuristic view of the living history of sundown towns. My approach to this study is deeply informed by critical performance ethnography and Critical Race Theory. These methods work together as modes of inquiry that enable analysis of community narratives as well as my role as a researcher, with the aspiration of social change. I enter this research with the agenda to deconstruct racist structures and add to social justice discourses. In this dissertation, I strive to create space for dialogue about sundown towns, race, and racism with various audiences and create possibilities for disrupting this history.
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Bass, Robert Tyrone. "A Narrative Inquiry of Black Leader Self-Determination for Urban Food Justice: A Critical Race Theory Perspective." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/91441.
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Leaders within the black community are among the most important assets for black
people in America. Given all that black Americans have experienced and still endure from social,
economic, and political disenfranchisement, it is necessary to explore the values, beliefs,
experiences, and practices of current leaders or those organizing for food justice with youth in
black communities. This research explored the experiences of self-determination and
empowerment of African American community organizers and educators, providing communitybased
educational opportunities to youth. It also sought to understand the values, beliefs, and
experiences of the participant leaders pertaining to community empowerment, youth
development, and food justice. A critical race theory (Bell, 1987; Crenshaw, 1989; Delgado and
Stefancic, 2012) lens was utilized to conduct a narrative analysis of 10 black leaders in the Triad
area of North Carolina. The researcher inquiry involved a narrative interview, using narrative
inquiry practices (Saldana, 2016) that were both audio and visually recorded. Narrative inquiry is
a methodological tool for capturing and co-interpreting the personal stories of people, their
personal experiences and their interpretations (Clandinin, 2007). A narrative videography was
developed to reach a wider audience and include the direct experiences of black leaders. Upon
completion of the data-collection process, the leaders were brought together to view the video
and discuss excerpts from their narratives in a single focus group. The study itself explored each
leaders' views on what food justice looks like in their community, how self-determination
influences their approach to black youth development for food justice, and their experiences of
racial and micro-aggressive barriers to their work. It was found that the participants were very
knowledgeable about what they needed to secure food justice in their communities. It was also
found that the leaders often experienced racism and sometimes it was internalized racism, which
often led them to the work with black youth empowerment and community food justice.Doctor of Philosophy
African Americans have been among the most disenfranchised and marginalized populations in American history (Anderson, 2001). Although today is not as physically reflective of this as the days of slavery and post-slavery Jim Crow, racism is still as pervasive now as it was then, (Alexander, 2010). Critical Race Theory is the theoretical lens of this study thought it is primarily utilized in modern law to understand the presence of race discrimination in the decision making of court officials (Dixson & Rousseau, 2006). This research was a narrative inquiry exploration to understand the experiences of self-determination and empowerment of African American community organizers and educators providing educational opportunities to youth for food justice. The researcher utilized narrative inquiry as methodology in a community-based context to explore the perceptions and attitudes of African American leaders as organizers and educators in the Triad area of North Carolina as they pertain to community empowerment, youth development, and food justice. Using a critical race theory lens, each of the 10 adult participants had been identified as an asset to the black community regarding agriculture and youth empowerment practices. They were then interviewed after consent to audio and visual recording. Influenced by the Whole Measures for Community Food Systems (Abi-Nader et. al, 2009), interview questions were developed and applied to highlight the values and beliefs associated with a just community food system, efforts to counter unjust food access and the racism within it. Participants were asked to contribute to a single collective focus group discussing various excerpts from their narratives. Findings support that each participant was knowledgeable of the food justice issues and what was needed to create it in the communities they worked. Participants expressed several themes related to critical race theory, critical pedagogy and community food work.
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Gilbride-Brown, Jennifer Kara. "(E)racing service-learning as critical pedagogy "race matters" /." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1226014242.
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Woodward, Joan M. "Racial Disproportionality as Experienced by Educators of Color: Perceptions of the Impact of Their Racial/Ethnic Identity on Their Work with Students." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:108000.
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Thesis advisor: Lauri JohnsonResearch has indicated that hiring and retaining educators of color can positively impact students of color, as educators of color have the capacity to be social justice change agents (Villegas & Davis, 2007), serve as strong role models for students of color (Ingersoll & May, 2011), promote culturally responsive curriculum (Ladson-Billings & Tate, 1995), and positively impact student achievement (Ahmad & Boser, 2014; Dee, 2004). However, there is a significant gap in the existing research on how educators of color perceive the impact of their racial/ethnic identity on their work in the classroom. This qualitative case study sought to answer how educators of color perceive the impact of their racial and/or ethnic identity on their relationships with students, their instructional practices, and the reduction of cultural bias in their school. It was part of a larger group case study that sought to capture the perceptions of educators of color related to racial disproportionality and its impact on the educator pipeline and schools. Data was collected through semi-structured face-to-face interviews and the administration of the Multigroup Ethnic Identity Measure protocol with educators of color in the Cityside Public School District. Data was examined through the lens of Critical Race Theory (CRT), specifically the tenets of permanence of racism, critique of liberalism, and counter storytelling. Findings support that the majority of the participants interviewed have a strong sense of belonging to their racial and/or ethnic group. Moreover, educators of color perceive that they serve as positive role models, provide students of color with culturally responsive pedagogy, and offer counter narratives that combat stereotyping
Thesis (EdD) — Boston College, 2018
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Insley, Lyman A. "Toward Critical Counseling: A Content Analysis of Critical Race Theory and Culturally Relevant Pedagogy in Community College Counselor Education." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/954.
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Background: Prior to the early 1990s, most counselor preparation programs did not have multicultural competencies. Therefore, a call was made for the use of multicultural competencies in counselor preparation programs. Yet, the popularization of multicultural competencies of this time in education had a Eurocentric bent, a kind of colorblindness
More recently, scholars confirmed that these Eurocentric multicultural competencies had become the primary template from which counselor preparation programs taught culturally responsive and relevant pedagogy. Therefore, a call was made for the use of critical race theory (CRT) in counselor preparation programs to challenge and change Eurocentric cultural competence.
Purpose: This study explored the presence of CRT and culturally relevant pedagogy in an educational counseling master’s program preparing community college counselors.
Methodology: This content analysis explored an educational counseling master’s program. Various data collection methods employed included program document analysis, and semi-structured interviews of program faculty/counselor-educators, program student-counselors/alumni.
Conclusion: The main findings of this content analysis are that although not explicit, and albeit limited, evidence of CRT themes were inferred in some way in the program’s content; while culturally relevant pedagogy was evident within the variety of counseling techniques employed.
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Fernandez-Bergersen, Sandra L. "Mexican American women‘s perspectives of the intersection of race and gender in public high school: a critical race theory analysis." Diss., Kansas State University, 2011. http://hdl.handle.net/2097/8552.
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Doctor of PhilosophyCurriculum and Instruction Programs
Kay A. Taylor
This qualitative multiple participant case study examined Mexican American women‘s experiences at the intersection of race and gender in public high school. Mexican American women‘s experiences cannot be isolated and described independently in terms of either race or gender. The intersection of race and gender for Mexican American women has not been investigated fully. The few studies that include Mexican American females focus on dropouts and emphasize at risk factors such as gender, race, socioeconomic status, and language. Consequently, the gaps in the empirical literature are caused in part by the shortage of research on Mexican American women and the propensity toward examining Mexican American women from the deficit perspective. Critical Race Theory was the framework for the analysis and the interpretation in this study. The significant findings of this research support CRT, in that racism is prevalent and ordinary in the daily the lives of Mexican American females. The findings of the study included: First, racism is endemic and pervasive in public education. Second, colorblindness is the notion from which many educational entities operate. Third, the participants perceive social justice as the solution to ending all forms of racism and oppression. Finally, navigating the system is necessary to learn to be academically successful. The results contribute to the limited research on Mexican American women at the intersection of race and gender and the racism experienced in public high school to the overall CRT research in education, and in particular, to LatCrit research.
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Morrison, Rob. "Culturally-relevant information literacy : a case study /." Digital version available through National-Louis University's Digital Commons; click to view, 2009. http://digitalcommons.nl.edu/diss/20/.
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Mitchell, Cecilia F. "Health Safety-Net Crisis: A Case Study of News Discourse." Digital Archive @ GSU, 2013. http://scholarworks.gsu.edu/communication_theses/101.
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This study is the first to analyze news coverage of a hegemonic struggle over a crisis that threatened to close a Southern safety net hospital. Such closure could have left indigent, African American men and women without health care access. The study utilizes critical discourse analysis to focus on news portrayals of patients and the struggle over whether the hospital would continue to be governed by a majority-Black, public board of directors or a nonprofit, private board recommended by a majority-White civic group. Results indicate that newspaper coverage privileged the elite, White view, while stereotypically representing indigent, Black patients as problematic. Coverage legitimized privatizing the hospital’s board through a neoliberal discourse that also portrayed its majority-Black board as incompetent.
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Green, Aaryn L. "Calling Out Culture Vultures: Nonwhite Interpretations of Cultural Appropriation in the Era of Colorblindness." University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1535371632312056.
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Vlasnik, Amber L. "Understandings of Race and Negotiations of Theory Among Women’s Center Professionals: A Critical Phenomenological Exploration." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1462805246.
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Fair, Elizabeth L. "Educational Disparities in Early Education| A Critical Race Theory Analysis of ECLS-K| 2011 Data." Thesis, Notre Dame of Maryland University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10784565.
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African American children’s public school education outcomes differ from those of their White, non-Hispanic peers. This dissertation used the data from The Early Childhood Longitudinal Survey for the Kindergarten Class of 2011 (ECLS-K: 2011) to explore the question: What factors during a child’s kindergarten through third-grade years contribute to disparate test scores, opportunities, and outcomes? There is a large body of research citing a gap between African American students and their White, non- Hispanic peers in later years of schooling. This study utilized data collected from students, parents, teachers, and administrators from a child’s entry to kindergarten through the completion of third grade. The results were interpreted through the lens of Critical Race Theory (CRT). Most CRT work has been qualitative. This study aimed to identify areas in which follow-up qualitative work could enrich the findings of the quantitative work and offer insight beyond the deficit models that are routinely provided to explain the gap.
Findings suggest that there is a slight gap between African American students and their White, non-Hispanic peers in reading and math scores on kindergarten entry. Those differences increased over a 4-year period. The data also suggest poverty played a factor in this disparity. The beliefs about kindergarten readiness between teachers and parents were aligned, and African American parents’ beliefs were more aligned than were those of the parent population as a whole. Teachers reported closer relationships with White, non-Hispanic students and higher levels of conflict with African American students, although this did not seem to correlate directly with reading and math test scores.
The research results indicate that there needs to be an increase in culturally relevant pedagogical training for preservice and inservice teachers. Early education programs need to be closely examined for practices that exclude or disadvantage children who are not from White, middle class backgrounds. The curriculum needs to build on the skills the students possess, rather than considering those without the desired skills deficient. Finally, intervention programs need to be evaluated as the data in the study indicate that reading gaps were less than math.
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Gregory, Stacie LeSure. "African American Female Engineering Students' Persistence in Stereotype-threatening Environments: A Critical Race Theory Perspective." DigitalCommons@USU, 2015. https://digitalcommons.usu.edu/etd/4260.
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Due to the social context of engineering classrooms, stereotype threat (STT) may play an essential role in the dearth of African American females in engineering. Empirical studies have confirmed the deleterious effects STT has on students' performance. However, acceptance of STT as more than a laboratory phenomenon necessitates an in-depth understanding of how stigmatized groups experience being socially devalued and negatively stereotyped. In this qualitative investigation, Intersectionality and the Critical Race Theory tenet of counter-storytelling were applied to capture the voices of 10 African American women to comprehend how they resisted or overcame STT and persisted in engineering degree programs. Data were triangulated from two different semi-structured interviews and reading reactions submitted by each participant. Findings reveal four characteristic themes shared by the participants: (a)Proof Stereotype Threat Exists; (b) Primary Contributors of Stereotype Threat; (c) Secondary Factors; and (d) Tools for Persisting. Based on participants’ narratives, 6 recommendations are offered to assist African American female students combat STT and persist in engineering.
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Jacobs, Bethany. "Refusing Mothers: The Dystopic Maternal in Contemporary American Women's Literature." Thesis, University of Oregon, 2015. http://hdl.handle.net/1794/18699.
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In this dissertation I argue that despite the liberatory promises of mid-century American social justice movements, women's literature in the late 20th and early 21st centuries treats motherhood as a dystopic and economically marginalized subject position. In genres as disparate as science fiction and gang narrative, authors Octavia Butler, Yxta Maya Murray and Suzanne Collins engage problematic ideologies of maternal love, asserting, through their renderings of fictional maternal characters, that mothers are powerless in contemporary society. This pessimism contrasts with the view of woman of color (WOC) feminist writers of the 1980s, who participated in social justice movements by asserting their own politics and including mothers in their liberatory vision. Audre Lorde's biomythography Zami (1982) is emblematic of their optimism, which imagines a regenerative possibility for mothers. I begin this dissertation with an exploration of Zami in order to ask how and why later texts appear to unwrite this transformative potential of the maternal as envisioned by earlier WOC feminists. Thus, Lorde serves as a lens through which I examine the increasingly despairing attitude of women writers toward the maternal. I argue that the shared focus on the maternal among such dissimilar writers demonstrates that in American women's writing, mothers are a crucial literary subject across sexual, gendered, racial and ethnic lines. By drawing on critical race theory, WOC feminism, queer theory, and maternal theory to examine interlocking formal and thematic elements--unreliable narrators who sanctify motherhood, reworking of the sentimental, the ironic use of both saintly and devouring mothers--I expose writers' dystopic reworking of the meanings of motherhood. The breadth of texts I read prompts an interdisciplinary approach, with close attention to socio-historical context; thus reading Butler's ironic black superwoman in Lilith's Brood gains coherence when placed in the light of 1960s Black Nationalism, which traded on the trope of a Black Matriarch in order to blame women for black social ills. I argue that maternal oppression is essential to the nature of women's identity in contemporary American women's literature, wherein being human for women includes the expectation to be a mother, in often brutally oppressive contexts.10000-01-01
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Olivieri, Scott D. "Diversity on Jesuit Higher Education Websites." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:107711.
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Thesis advisor: Ana M. Martínez AlemánThe term “diversity” was popularized in Justice Powell’s opinion in Regents of the University of California v. Bakke, which identified the benefits of a diverse student body as a compelling state interest. Forty years after Bakke, deep inequities remain in higher education and racist events occur with regularity on college campuses (“Campus Racial Incidents : The Journal of Blacks in Higher Education,” n.d.). Institutions continue to struggle to address student concerns and a significant gap remains between students and administrators on the topic of diversity and inclusion. Because the public website is the face of the university to the world and the most powerful platform for conveying institutional values, goals, and priorities, representations of diversity on university webpages are potent statements about how institutions address these topics (Snider & Martin, 2012). Jesuit universities in particular have a 500-year tradition in education that is founded on a deep respect for cultural difference, making them an excellent choice for a study on diversity (O’Malley, 2014). This exploratory qualitative study utilizes Critical Discourse Analysis to examine how diversity is characterized on Jesuit higher education websites. The 28 Jesuit higher education institutions in the United States were analyzed during two time periods using a framework combining elements of Fairclough (2003) and McGregor (2014). The data were interpreted through the lens of Critical Race Theory (CRT), which posits that racism continues to be endemic and omnipresent in the United States. CRT scholarship on microaggressions, whiteness, and colorblindness is a foundational element of this analysis Based on this analysis, institutions were placed in an adapted model of diversity development based on Williams (2013). While respecting cultural difference and care for the marginalized is at the core of the Jesuit mission, translating this to an inclusive diversity web presence has presented challenges for institutions. In this study, just 3 of the 28 Jesuit higher education institutions attained the most advanced stage—Inclusive Excellence. Few Jesuit institutions placed diversity at the core of the mission or maintained cohesive and powerful diversity messaging across the website. This study found instances where imagery, prose, and information architecture issues reinforced hegemonic norms and objectified individuals. This analysis concludes with diversity website content recommendations for administrators, communications professionals, and faculty who seek to be inclusive rather than alienate, deconstruct hegemonic norms rather than reinforce them, and balance marketing goals with campus authenticity
Thesis (PhD) — Boston College, 2018
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Swenson, Crystal L. "The Story of La Raza Studies: An Historiography Investigating Deficit Discourses, Latino Students and Critical Pedagogy." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/194917.
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Constructed from a social justice paradigm, the researcher of this study combines historical research methods, case study strategies and the lens of critical race theory (CRT) to investigate the Raza Studies program within the Tucson Unified School District’s Ethnic Studies Department. With equal emphasis, this study has four aims: 1) to provide a deep literature review revealing the historical plight of Latin@ students (Darder, 1997; Valencia, 1991/1997/2002); 2) to explore the maintenance of deficit discourses and subtractive schooling conditions in relation to Latin@ students (Ogbu, 1998; Solórzano and Yosso, 2001; Valenzuela, 1999); 3) to offer a counter discourse based on an exploration of alternative critical pedagogies (Cammarota and Romero, 2006/2009; Freire, 1970/1973; Giroux; 1988; Kincheloe; 2004; McLaren, 1997/2003) and; 4) to tell the story of Raza Studies primarily using newspaper articles, letters to the editor and editorials written in response to four major events that occurred from 2007-2010. Within this study, CRT is the most effective theoretical framework to uncover the malignant schooling conditions and practices imposed on Latin@ youth because it allows the researcher to examine how racial stereotyping might contribute to the continued marginalization and subordination of Latin@ students. In turn, the investigation into the conditions and events surrounding La Raza Studies suggests that implicit (and explicit) racist attitudes, within the public discourse, not only impede Latin@ student success but that they also intend to. (Solórzano and Yosso 2001; Giroux 2005). Additionally, this historical descriptive account is further developed and magnified by a critical analysis of the data (58 opinion-based responses retrieved from a local newspaper). Coding for indicators of a deficit discourse (stereotypes, prejudice, xenophobia, etc.), a critical reflection and discussion of these texts is considered within the larger themes of power, ideology, and hegemony. (Apple, 1979/1995; Fairclough, 1995/2001; Giroux, 2004/2005; Giroux and McLaren, 1989; Gramsci, 1971; van Dijk, 1987/1998; Wodak, 1989). In consideration of the four aims of this study combined with the researcher’s theoretical framework and bias, she believes the reader will gain a more empathetic, even if only a more informed, perspective regarding the educational plight of Latin@ students.
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Rideau, Ryan. "A Critical Race Analysis of the Work Experiences of Non-Tenure-Track Faculty Members of Color." Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/81993.
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The rapid increase in the number of non-tenure-track faculty members (Curtis, 2014), has prompted research about this group (Allison, Lynn, and Hovermann, 2014; Coalition on the Academic Workforce, 2012; Eagan and Jaeger, 2009; Umbach, 2007). There is also a large body of literature that explores the experiences of faculty members of color (Joseph and Hirshfield, 2011; Stanley, 2006a; Turner, González, and Wood, 2008). However, there is very little research about the experiences of non-tenure-track faculty members of color (NTFOCs).
This study centered the experiences of NTFOCs to understand how this group experiences racism and other forms of systematic oppression in their work environments. The theoretical frameworks for this study were critical race theory (CRT) (Bell, 1980; Delgado and Stefancic, 2012; Ladson-Billings and Tate, 1995) and critical race feminism (CRF) (Wing, 1997). Critical race methodology was integrated throughout the research process (Solórzano and Yosso, 2001; Solórzano and Yosso, 2002). The sample consisted of 24 NTFOCs who worked at four-year, historically White colleges and universities. Data was collected through semi-structured interviews.
Ten themes emerged that revealed the ways NTFOCs experienced racism and marginalization in their work environments: (a) not treated like a professional; (b) lack of support; (c) formal discrimination; (d) racialized evaluations; (e) racialized and gendered microaggressions; (f) feeling unsafe in the classroom; (g) unpaid labor; (h) balancing job responsibilities; (i) lack of resources; (j) different treatment than White colleagues. Four additional themes regarding the ways NTFOCs navigated these experiences with oppression and marginalization: (a) relying on systems of support; (b) negotiating speaking out against forms of oppression; (c) disclosing personal information; (d) deciding how to interact with department/program colleagues. These findings have implications for the personal well-being of NTFOCs, how they perform their job, and their ability to gain secure employment. The findings highlight the need for campus constituents to recognize the work of NTOFCs and to create better work conditions for them.Ph. D.
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Kenna, Alexandra C. "Exploring women’s multiple identities as they negotiate Welfare-to-Work : the intersection of race, class, and gender." Thesis, Boston College, 2008. http://hdl.handle.net/2345/1352.
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Thesis advisor: David BlusteinThis qualitative study explored the experiences of women going through a welfare-to-work program in a northeastern setting. Specifically, the women's identities as mothers, women of color, and women living in poverty were examined. Feminist and critical theory informed the research questions and literature review. Qualitative description and content analysis were used to analyze the data from 10 interviews. The concepts that emerged described the women's experiences going through the program, their identity as mothers and caregivers, the negative psychological experiences and impact of going through the system, feeling labeled and misunderstood, obstacles and barriers to success, forms of resilience and resistance, and their relationship with work. Four major inferences were gleaned from the results: the need to integrate the experience of motherhood/caregiving more explicitly into WTW, the need for more attention to mental health concerns, an alarming level of corruption and corruption within the welfare system itself, and a dialectical struggle between the theoretical and practical experience of work and employment. Implications for practice, policy, and research are discussed
Thesis (PhD) — Boston College, 2008
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental, and Educational Psychology
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Mercer, David Lewis. "The Colored Sense of Awareness: An Analysis of African American Perceptions of Race and Communication in the Workplace." Thesis, Virginia Tech, 2019. http://hdl.handle.net/10919/90400.
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The United States has a troubled history with race relations. African Americans have immeasurably experienced racism and racial oppression in various forms and in many sectors of the American society. One of the sectors that the racial inequalities of our past have affected is the employment sector. Many Americans experience the workplace on a daily basis and therefore experience the inequities that persist in such environments. This study explores African American experiences with race in the workplace and the way that race shapes today's workplace. Specifically, this study analyzes the experiences of African American professionals working at for-profit organizations and their perceptions of the way that race shapes their organization's culture. This study employs a constant comparative analysis of qualitative interviews using Critical Race Theory as a guide. The interviews explored the manner in which race, Diversity and Inclusion (DandI) programs, and communication affect organizational culture. The thesis further questions if and how organizations are working to create and sustain a more equitable workplace for all employees. The findings suggest that African American professionals perceive that their organizations are welcoming and inclusive of all minority groups. They also perceive the organizational culture to be friendly and family-oriented where open, positive, and encouraging communication exists. The professionals feel that their organizations are generally interested in diversity, however they feel the organization's engagement with diversity practices is not sufficient. The findings of this study could be used as a tool for organizations to reevaluate their diversity practices and to ensure that they are creating an equitable workplace.Master of Arts
The inequalities caused by racism and the systematic oppression of African Americans in the United States are present in many areas of contemporary American life. African Americans are still faced with problems that stem from the country’s past with race and are affected by these problems in many ways. One area that African Americans must deal with race is the workplace. The inequalities that were created in the past have caused race to play a significant role in the way that African Americans experience the workplace. This study explored the experiences of African American professionals in the workplace and the way they perceive race to play a role in shaping their organization’s culture. The findings of the study explain that African American professionals perceive that race has a definite effect on their organization’s culture. The professionals believe that their organizations have a general interest for diversity, but they have not adequately addressed the lack of racial and ethnic diversity in the workplace. They reported that the organizations are inclusive and provide an environment where they can be productive and develop professionally. Today’s organizations have made a step in the right direction of diversity, but there is much work left to do.
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Johnson, Pool Jessica. ""Cultural Worldview, Religious Influence and Interpretation, and American Political Behavior"." University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1337716583.
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Morrison, Kim. "Counter-story as curriculum: Autoenthnography, critical race theory, and informed assets in the information literacy classroom." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/122308/1/Kim_Morrison_Thesis.pdf.
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Through a collaborative, co-constructed curriculum, drawn from the researcher's and students' lived and shared experiences, this auto-ethnographic work introduces an asset-based information literacy pedagogy. This research was conducted in a community college with primarily first generation students of color. The work intersects critical race theory, decolonizing theory and methods, and informed learning, with a Hip-Hop aesthetic of counter-stories to displace the pervasive deficit narrative with a cultural asset frame.
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Samuels, Amy Jo. "Negotiating Race-Related Tensions: How White Educational Leaders Recognize, Confront, and Dialogue about Race and Racism." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4760.
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Despite exposure of educational disparities for students of color, as well as the notion that educational training rarely discusses race and racism, there continues to be a lack of discourse on race, racism, and anti-racism in educational leadership. Subsequently, it is important to challenge deficit thinking and encourage further examination of the deeply-rooted foundation of oppression. The study explored personal narratives of white educational leaders who oppose racial inequity to heighten awareness about conceptualizations of race, racism, and anti-racism. The research involved interviewing educational leaders in three groups: 1) aspiring, 2) currently-practicing, and 3) recently-retired. Eight participants were selected to engage in two semi-structured interviews about their experiences aligned with the following research questions: 1) How do white educational leaders frame the impact of race and racism? and 2) How do white educational leaders describe their perceptions and experiences recognizing, confronting, and dialoguing with others about race and racism? The findings revealed commonalties about the subtle nature of racism, as well as how to confront racism through thoughts and actions. While participants considered dialogue beneficial in their own awareness of race and racism, the lack of venues to dialogue were emphasized. The findings suggest implications for further contextualizing negotiations of race-related tensions and framing the impact of race and racism, particularly in relation to creating purposeful spaces and relationships to encourage such dialogue. Additionally, interpretation of the findings adds insight to further conceptualizing racial identity models and anti-racism.
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De, Rosa Marla C. "Language, race and place: A critical race theory analysis of students of color in a pre-medical program at a predominately white research university." Thesis, Boston College, 2015. http://hdl.handle.net/2345/bc-ir:104154.
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Thesis advisor: Lisa (Leigh) PatelWith the increasing racial diversity of the United States and the growing economic and health disparities among racial groups, there is a growing need for health professionals of color (Montoya, 2006). However, people of color are significantly underrepresented in the health professions and make up only 14% of those admitted to medical schools and only 6% of the physician workforce (US Department of Health and Human Services 2009). Much of this disparity can be linked to very high attrition rates for students of color in their first two years of undergraduate science programs (Cohen & Steinecke 2006; Smith 1993; Tobias 1990; US HHS 2009). To better understand the complexity of the disparity, this ethnographic case study used Critical Race Theory to examine the experiences of eight students of color during their first year in a pre-medical program at a predominantly white research university. Critical Race Theory as a framework facilitates the examination of the various iterations of systemic racism including the intersecting forms of oppression and the dominant narratives used to explain and justify the relative educational success or failure of one group over another (Ladson-Billings, 1998; Solorzano & Yosso, 2001). The major areas of analytic focus included: Assumptions and dominant narratives about students of color in science, pedagogical approaches employed by instructors in college science classes; the role and impact on students of the academic science language in course textbooks and exams; the ways that race, class, language, and immigration status impact students in the science classes and the larger university; the impact on students of various university structures and practices such as financial aid policies, science course structures, and grading practices. This analysis shows how these multiple factors function as interlocking systems of institutionalized oppression that disadvantage students of color in the science courses. In addition, the counterstories of these students show the valuable knowledge and experience these students can bring to the medical profession
Thesis (PhD) — Boston College, 2015
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Anderson, Alana. "#BLACKONCAMPUS: A Critical Examination of Racial and Gender Performances of Black College Women on Social Media." Thesis, Boston College, 2017. http://hdl.handle.net/2345/bc-ir:107338.
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Thesis advisor: Ana M. Martinez-AlemanMore than 98 percent of college-aged students use social media and social media usage has increased nationally by almost 1000 percent since 2007 (Griffin, 2015). College students’ social media profiles can be understood as cultural performances and narratives of identity that possess aspects of both fiction and real life (Martínez Alemán & Wartmann, 2008). According to Dalton & Crosby (2013), social media have and will continue to transform the experiences and objectives of colleges and universities and the ways in which students choose to share components of their experience and identity must be examined. This dissertation uses a critical race theory framework to examine how African American college women perform race and gender on social media. This dissertation addresses the following questions: • How do black college women construct identity on social media? • How do black college women perform race and gender on social media? 15 participants from three predominately white institutions (Oxford, Cambridge, Kings College) engaged in individual interviews, participant observations, artifact collection and focus groups as a part of this study. The findings suggest that in person experiences inform what is presented and performed on social media and social media experiences enhance participants lives as college students on their campuses. Black women respond to and are affected by the campus environment in which they routinely encounter racial stress and stereotypes and choose to share some of these experiences on social media
Thesis (PhD) — Boston College, 2017
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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López, Janet Kier Noblit George W. "We asked for workers and they sent us people a critical race theory and Latino critical theory ethnography exploring college-ready undocumented high school immigrants in North Carolina /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2007. http://dc.lib.unc.edu/u?/etd,783.
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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2007.Title from electronic title page (viewed Dec. 18, 2007). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the School of Education (Culture, Curriculum, and Change). " Discipline: Education; Department/School: Education.
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Trinchero, Beth. "Counter Narrating the Media’s Master Narrative: A Case Study of Victory High School." Digital Commons at Loyola Marymount University and Loyola Law School, 2011. https://digitalcommons.lmu.edu/etd/261.
Full textAbstract:
Since the publication of A Nation at Risk (National Commission on Excellence in Education, 1983), Berliner and Biddle (1995) have argued media have assisted leaders in creating a “manufactured crisis” (p. 4) about America’s public schools to scapegoat educators, push reforms, and minimize societal problems, such as systemic racism and declining economic growth, particularly in urban areas. The No Child Left Behind (NCLB) Act (2001) functions as an important articulation of this crisis (Granger, 2008).
Utilizing the theoretical lenses of master narrative theory (Lyotard, 1984), Critical Race Theory (Delgado & Stefancic, 2001), and social capital theory (Bourdieu, 1986; Coleman 1988), this study employed critical discourse analysis (Reisigl & Wodak, 2009) to unmask the mainstream media’s master narrative, or dominant story, about Victory High School (VHS), which was reconstituted under the authority of the NCLB Act (2001). Findings revealed a master narrative that racialized economic competition, vilified community members, and exonerated neoliberal reforms.
Drawing on the critical race methodology of counter-narratives (Yosso, 2006), individual and focus group interviews with 12 VHS teachers, alumni, and community elders illustrated how reforms fragmented this school community, destroying collective social capital, while protecting the interests of capitalism and neoliberalism.
By revealing the interests protected by the media’s master narrative and beginning a counter-narrative voiced by members of the community, this study contributes to recasting the history of the VHS community, to understanding the intersections between race and class in working class communities of color, and to exposing the impact of neoliberal educational reforms on urban schools.
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Jones, Shawn. "A Long Road to Travel: Narratives of African American Male Preservice Educators' Journeys through a Graduate Teacher Eduaction Program." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/msit_diss/78.
Full textAbstract:
The ongoing research concerning African American males enrolled in teacher education
programs is essential for a number of reasons. Research specifically addressing preservice
teaching, teacher education, and the African American male student is needed to promote the
well-being of any school of education. According to McCray, Sindelar, Kilgore, and Neal
(2002), colleges of education have addressed the issue of underrepresentation and under
population of African American teachers through policy reform and financial support.
The narratives of African American male preservice teachers and their perspectives on
teacher education may provide a context for other researchers seeking to understand how and
why African American males move into the field of education. More importantly, one particular
way to enhance and advance the cause of the African American male preservice teacher is to
accept a “culturally sensitive practice” (Tillman, 2002, p. 3) and insure epistemological and
research practices unfamiliar to many teachers of preservice teachers are approved and
embraced.
This study is situated in a cultural, racial, and gendered point of view seeking to highlight
the individual and shared experiences of three African American male preservice teachers
enrolled in a graduate teacher education program. Stabilized through the lens of critical race
theory (CRT), the gathering of counter-narratives provided the context to allow the research
participants a vehicle to name their own reality.
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Meghji, Ali. "Cultural capital and cultural repertoires among the black middle-class : race, class, and culture in the racialised social system." Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/285101.
Full textAbstract:
In this thesis, I ask 'Do racism and anti-racism affect black middle-class cultural lives?' I answer this question through interviews with thirty-two black Brits in professional occupations, and ethnographic work across middle-class spaces in London. I argue there are three black middle-class identity modes - strategic assimilation, ethnoracial autonomous, and class-minded - that each show a different relationship between racism, anti-racism, and cultural lives. Each of these identity modes are characterised by specific cultural repertoires. Individuals towards strategic assimilation draw on cultural repertoires of code-switching and cultural equity. Through the repertoire of code-switching, individuals towards strategic assimilation 'switch' identities when around the white middle-class. This identity-switching is based on the premise that one must become palatable to the white middle-class in order to attain legitimate middle-class cultural membership. Racism thus affects such individuals' cultural identities as they show racialised (white) barriers to middle-class cultural membership. Nevertheless, such individuals draw on the anti-racist repertoire of cultural equity, meaning they strive to be equal to the white middle-class in terms of cultural capital. Such individuals therefore often 'decode' traditional middle-class culture as white, but consume such culture to maintain an equal standing to the white middle-class in terms of cultural capital. Those towards the ethnoracial autonomous identity mode draw on cultural repertoires of 'browning' and Afro-centrism. Through their anti-racist repertoire of browning, they stress that people ought to be proud of being black. They therefore resist 'code-switching' and challenge the view that one must assimilate with white norms to prove their middle-class status. Such individuals also use the anti-racist repertoire of Afro-centrism to argue that they have a moral duty to positively uphold black diasporic histories, identities, and culture. They therefore prioritise consuming cultural forms which give positive, authentic representations of the black diaspora, consequently challenging the devaluation of blackness in British society. Lastly, those towards the class-minded identity mode draw on cultural repertoires of post-racialism and de-racialisation. Such individuals believe British society is 'beyond' racism, and they define as 'middle-class' rather than 'black', often reproducing negative stereotypes of other black people. Such individuals use their consumption of middle-class cultural forms to symbolically separate themselves from other black people. Racism affects their cultural lives, therefore, as they often reproduce negative ideologies of other black people as being culturally myopic, uncultivated, or 'playing the race card'. My thesis develops the 'two streams' of research on Britain's black middle-class. Firstly, studies of black British middle-class identity have been unidimensional, focusing predominantly on strategic assimilation. My research shows that strategic assimilation is only one identity mode. Secondly, the literature on black middle-class cultural consumption is also unidimensional, making it appear as though all black middle-class people seek to consume 'middle-class' cultural forms that have a 'black' focus (for example, literature exploring black identity). My research shows that certain black middle-class people (those towards the class-minded identity mode) have no affinity towards 'black' cultural forms, while others (those towards strategic assimilation) make sure to consume 'traditional' middle-class culture to maintain an equal standing with the white middle-class.