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This research examines Black educators' professional experiences in the School District of Philadelphia (SDP) over forty years, through six superintendents and a state takeover. Using critical race theory, this research uncovers how Black educators' perceptions of SDP, based on district leadership, combined with their interpretations of the historical, social, and political contexts, influenced how they defined their professional situations, interpreted the culture of the District, and how they performed their roles. A phenomenological, historical ethnography approach is employed to investigate person to institution interactions interpreted through the historical record and educators' narratives. This research explores power relations and disjuncture between the goals, assumptions, and rhetoric of the School District of Philadelphia as expressed through its policies, politics, and practices, juxtaposed against the narratives of Black educators. This research found that SDP is peculiar, particular, unforgiving, and deeply politically entrenched. Its politics are complicated by issues of race and insider-outsider tensions and are compounded by state politics and the national political landscape. The politics within SDP were also influenced by the interpretation of the contemporary political narrative by the superintendent and his or her epistemological beliefs and ontological bent within that narrative. / Urban Education

The disproportionate burden of covid-19 pandemic on racialized groups in developed countries has made socio-political and socio-economic inequalities even more apparent. This thesis utilizes critical race thoery (CRT), framing theory and the ”What’s the ’problem’ represented to be?”-approach to conduct a critical analysis of how the representation of the underlying causes of racial disparities in covid-19 mortality framed by the Swedish Public Health Agency. The published report on migrants and covid-19 ”Migrants and COVID-19 – Confirmed cases, ICU-cases and mortality from 13 March 2020 to 15 February 2021 among foreign-born in Sweden” is analyzed through qualitative content analysis. In the report, the Swedish Public Health Agency analyzes underlying causes to differences of covid-19 outcome based on country of birth, which suggests that the population born in other countries is affected by the covid-19 more than the population born in Sweden. The content analysis of the official document on foreign-borns and covid-19 mortality, released by the Swedish Public Health agency, suggests that the agency has represented the underlying causes of racial disparities in covid-19 mortality in Sweden with a socio-economic inequality frame, and from a CRT perspective, the representation is guided by colorblind ideology that does not problematize the role of racism in the society. The knowledge produced in this thesis aims to contribute to the field of CRT studies in Sweden with empirical knowledge about problematization of the covid-19 pandemic outcomes in Sweden

Literature shows that one of the major issues affecting the achievement of inner-city African- American male students in public-schools is the ineffectiveness of disciplinary procedures. These studies have shown a direct positive relationship between student behavioral problems and academic failure. This study was an attempt at answering Noguera’s (2008) call for understanding more fully how African-American males come to perceive schooling, in particular their discipline experiences, and how environmental and cultural forces impact this perception of their behavior and performance in school. This was a qualitative study that heard the stories of inner-city African-American male students who were pushed out of public-schools through disciplinary measures. This study was based on racial components that fit directly into the structure of Critical Race Theory (CRT). The qualitative research method of portraiture was used to answer this study’s research question because it was relative to the problems that African- American male students face in their inner-city schooling experiences. The participants in this study were at least eighteen years old, African American, and pushed out of an inner-city public high school based on disciplinary consequences. Each participant shared environmental, cultural, and schooling experiences through a series of three interviews. The study found that environmental and cultural forces had a negative affect on the ways that these African-American males perceived their experiences in public-schools. The study concluded that these young men found success in private-continuation-schools, and that educators and policy makers should consider implementing the practices of these alternative schools in U.S. public-schools.

This study uplifted the stories of formerly incarcerated and/or system-impacted students attending a California community college (i.e., “Rising Scholars”) to provide qualitative context to a growing literature following the state’s promotion of support programs at the University of California (UC), California State University (CSU), and California Community Colleges (CCC) systems. This study interviewed six formerly incarcerated/system impacted Rising Scholars using a narrative inquiry methodology with a theoretical framework of Critical Race Theory (CRT) and Desistance theory to inquire about their educational experiences before and during their enrollment at an urban California community college with reentry support. Key themes in the interviews include trauma in early educational experiences, dropping out of college, the gendered experiences of formerly incarcerated women, the role of pregnancy and parenthood as a turning point, and authentic care expressed by the support staff. The narratives of the participants are offered as a counter-narrative to the quantitative neoliberal practice of justifying reentry programs based solely on reductions in recidivism rates. Recommendations include increasing trauma-informed pedagogy in TK-12 and Postsecondary education, recruiting and educating more allies for Rising Scholars on campus, ensuring that campus reentry support programs fully meet the needs of female Rising Scholars, and uplifting successes and scholarship by Rising Scholars to build lasting structural support for the Rising Scholars Network.