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.

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.

The research literature regarding African American male college students reports that they often experience difficulties with mathematics (Stage & Kloosterman, 1995; Treisman, 1992). It is also reported that many African American students enter college seeking to complete their degrees in mathematics and science, but few of these students successfully complete the core requirements (Hrabowski, Maton, & Greif, 1998; Treisman, 1992). In spite of these reported trends, there are some African American male students who, indeed, achieve in college mathematics. The purpose of this study was to analyze how being African American and male might play out in the college mathematics experiences of high-achieving African American men. Employing qualitative research methodology, specifically, multiple case study research (Bogdan & Biklen, 2007; Merriam, 1998) situated in critical race theory (CRT; Bell, 1992; Tate, 1997), I administered a survey instrument, conducted three interviews, and solicited artifacts from four African American men who are currently pursuing graduate degrees in mathematics or mathematics education. Coupling multiple case study research with CRT, I explored how they gained access to college mathematics, how they achieved in college mathematics, and how their race and/or racism affected their performance in mathematics. An analysis of the data revealed that the participants’ achievement and persistence in mathematics was explained, in part, by the participants’ (a) internal characteristics such as strong cultural identities as African American men, persistent attitudes, and spiritual connections; (b) ability to negotiate racial injustices as African American men; (c) positive mathematics identities developed as undergraduate mathematics majors at historically Black colleges and universities (HBCUs); and (d) positive outlooks concerning the participation of African American male students in mathematics. Findings from the study suggest that methodological and theoretical approaches that foreground race and utilize “voice” must be employed in mathematics education research, especially regarding African American male students. Furthermore, findings suggest that those invested in the mathematics education of African American male students should ensure that African American male students are granted access to mathematics, including at the collegiate level.

The purpose of this quantitative study was to identify performance differences on the TAKS mathematics assessments in grades three through eight across race/ethnicity, gender, and socioeconomic status in the years 2004, 2007, and 2010. The guiding research question was: ?What are the differences in mathematics achievement by mathematical objective as depicted by the Texas achievement tests during the years 2004, 2007, and 2010. To respond to the guiding research question, three independent studies were performed to examine race/ethnicity, gender, and socioeconomic status individually by mathematical objective. Statistical analysis of variance (ANOVA) tests were performed for race/ethnicity and socioeconomic status at a .05 level of significance. Independent samples t tests were administered to determine differences across gender. For study one, statistically significant differences of objective means were identified across every grade and objective with the exception of objective five (probability and statistics) in grade seven between Asian American students and African American students. Study two examined gender and found that no statistically significant differences exist between male and female students. The findings of study two identified that male students were scoring slightly higher across most objectives in 2004, but by 2010 scores between male and female students were more equivalent with male students scoring slightly higher in grades three through five and female students scoring slightly higher in grades six through eight. Study three examined TAKS mathematics data across socioeconomic identifiers and found that significant differences were mostly found in grade three across all objectives between students not identified as economically disadvantaged and students receiving free meals. After grade three, the number of significant differences drastically decreases with all objectives except for objective six (mathematical processes and tools). Significant differences were present across race/ethnicity and across socioeconomic status, but not across gender. An examination of within group data did not identify any statistical significance.

abstract: Disparities exist among minorities in educational a ttainment. The gap widens when examining access to higher education and persi stence rates among minority males as compared to their white counterparts and minorit y females. The purpose of this action research study was to explore the impact of a recip rocal mentoring model between faculty and minority male students in an effort to examine the effects on student persistence and the students' academic experience. The researcher attempted to examine mentoring relationships, the process of reciprocal mentoring, and the effects on persistence and the students' academic experience f or the purpose of learning about one another's perspectives. This study investigated min ority male persistence within Chandler-Gilbert Community College (CGCC). Persiste nce was defined as a student who enrolled during the fall 2013 academic semester and continued at the same institution or transferred to another two-year or four-year instit ution working on degree completion. The author used a mixed methods design and used Cri tical Race Theory (CRT) as the theoretical framework by which to examine issues pe rtaining to minority male student perspectives and experiences. The results yielded e ight assertions related to minority male retention and persistence. / Dissertation/Thesis / Ed.D. Educational Leadership and Policy Studies 2014

Having an effective teacher in a school is paramount because they significantly influence student achievement (Shaw & Newton, 2014). Not having this vital resource contributes to the achievement gap between White and minority students. This phenomenological study examined the lived experiences of ten principals with hiring and retaining teachers for schools with a large percentage of minority students from low-income households who also struggle academically. All principals share a common experience – they receive a federal grant, Teacher Incentive Fund (TIF), which is additional funding for bonuses to hire and retain teachers and provide professional support. The study includes research that provides context to the factors that contribute to the teacher shortage problem within schools with this specific student demographic and the way in which this impacts the inequitable distribution of qualified instructors. The research also contains literature which informed the study's theoretical framework - Critical Race Theory and Theory of Oppression and the concepts of leadership practices, asset-based thinking, and teacher motivation. The researcher found that the principals experience anxiety filling vacant positions due to teacher shortage. There were three prominent themes that framed the findings: Hiring Teachers, Retaining Teachers, and Teacher Shortage. Principals experience challenges with employing teachers because of their negative perceptions of the students. Most of the teachers they hire are Black and Hispanic, and the Teacher Incentive Fund grant did not help attract teachers to accept a position, but it helped retain them. The principals work arduously to keep teachers by giving them support and creating a positive school culture, in addition, most of them find that Black and Hispanic teachers remain at the school more than White teachers. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2021. / FAU Electronic Theses and Dissertations Collection

The United States is becoming more and more multiracial, but little research attends to multiracial characters in children’s picture books. This research employed a critical content analysis using the lens of critical race theory to examine eight children’s picture books published after 2000. This study sought to answer two questions. First, using a critical race theory lens, what patterns and tensions emerge in the depictions of multiracial characters in children’s picture books? Secondly, how do the depictions of multiracial characters in children’s picture books perpetuate deconstructed conceptualizations of multiracial identity? Common themes that presented themselves in this study were (a) how food is used to represent a multiracial character’s skin color, (b) the similarities and differences of the multiracial characters’ cultures, (c) the multiracial characters’ appearance, specifically their hair and eyes, (d) the affirmations given to and received by the main characters, (e) and love and unity. The analysis is followed by a conclusion for implications for parents, teachers, authors, and publishers.

I uppsatsen undersöks hur hedersvåld har förklarats och vilka fördomar om ras som återspeglas i statliga åtgärder mot hedersvåld. Utgångspunkten är statliga åtgärder från millennieskiftet fram tills idag, våren 2021. En central del i uppsatsen är att, med en rättshistorisk utgångspunkt, undersöka statliga åtgärder mot hedersvåld för att analysera vilka diskurser om våldet, de våldsutsatta och våldsutövarna som förekommer. I analysen tillämpas Critical Race Theory för att synliggöra föreställningar om ras i de orsaksförklaringar och beskrivningar av hedersvåld som förekommer i analyserade statliga åtgärder. Vidare behandlas även den rättshistoriska utvecklingen av mäns våld mot kvinnor och rättshistoriska företeelser som kan liknas vid den nutida förståelsen av hedersvåld. I uppsatsen kommer jag fram till att utvecklingen av förståelsen av hedersvåld i svensk rätt skiljer sig från hur mäns våld mot kvinnor har förklarats. Hedersvåld diskuteras i en diskurs om invandrare och utländsk kultur. Den kulturella förklaringsmodellen av hedersvåld reproducerar rasstereotypa föreställningar om invandrare i statliga åtgärder.

Indiana University-Purdue University Indianapolis (IUPUI) / In 1787, Prince Hall, a Revolutionary War veteran, community leader, and Black parent, petitioned the Massachusetts legislature on behalf of Black children demanding a separate “African” school. Hall claimed that Black children were met with continuous hostility and suffered maltreatment when attending White controlled schools. Many have documented similar claims and actions by Black parents throughout history. These experiences present a consistent insidious counter-narrative of parental involvement challenging the notion of race neutral schools but congruently demonstrate a racial phenomenon in the purview of parental involvement that is undertheorized. Considering these experiences, my central research question was, how is one involved as a Black parent in their child’s education? Among 16 sets of Black parents, this study explored the relationship between race, racism, parental involvement using critical race theory (CRT), and critical qualitative research methods. Findings indicate that Black parental involvement included the consideration of how race and racism in schools may impact, at the very least, their children’s academic achievement, which led to two means of protection of their children from anticipated or experienced school related racism; racial socialization, which was chiefly exercised as involvement at the home level, and racial vigilance, which seemed to be a pervasive form of involvement at the school and home level. I consider the totality of these parental involvement means, Black parental protectionism drawing from Mazama and Lundy conception of racial protectionism. This finding should reframe our understanding of parental involvement but the implications of Black parent protectionism suggest that Black children need protection from racist institutions. When considering the treatment of Black children in White dominated schools over the last four centuries, perhaps Black parents have been their children’s only saving grace to escape the continuous racial maltreatment in schools through time. Instead of falling into traditional research paradigms, which typically relate involvement to achievement, this study concludes with questioning if Black children can receive an optimal education in a pervasive system of racism in schools regardless of Black parental protectionism.

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