Sexual minority people face a heterosexist society in which they are legally and socially marginalized. Additionally, Black people face a society where racist attitudes and laws persist, one in which they are dehumanized as "other" in relation to Whites. Furthermore, being a Black male means confronting a system where, beginning in elementary school, one is frequently deemed deficient or deviant and penalized by racist practices and policies. Very few studies have examined how Black gay males come to understand their intersecting racial and sexual identities or how they navigate and negotiate life in a White heterosexist society. This dissertation outlines the current state of sexual minority youth with a focus on Black gay males and suggests that more must be done to understand the lived experiences of this community within and beyond the schoolhouse, especially in a city such as Atlanta, which is known as a Black gay mecca and where the Black sexual minority community is visible. It is important to examine how a range of institutional forces, working in tandem with and sometimes against racism and heterosexism, challenge as well as assist Black gay males in forming their identities. The purpose of the study was to gather the life histories of five young Black sexual minority males aged 19-24 in metro-Atlanta. I utilized critical race theory and quare theory, which critique endemic racism and heteronormativity, as a lens to understand their life histories within a larger societal context. By probing how numerous social institutions have influenced young Black male identity formation, including schools, peers, family, church, community-based LGBTQ organizations, and social media, this study presents life histories in a way that provides a more holistic picture of this community. Due to the paucity of research focused on how young Black gay males are productively navigating through life, this study offers a distinct contribution by placing their histories front and center in an attempt to provide a counterstory to deficit-based perspectives. From the participants’ life histories, five factors were found to shape identity formation while navigating the above institutions: racial shelving (bracketing race in majority-Black environments to contend with sexual identity issues); thick skin (increasing ability to face and conquer challenges based on negotiation of past challenges); self-determination (taking the initiative to seek information and relationships to learn about sexual identity, including use of social media); defying/transcending stereotypes (refusing to conform to dominant narratives about Black gay males); and experiential evolution (understanding that experience translates into growth and self-affirmation). All of these factors address the ways in which the participants have come to understand, negotiate, accept, and even embrace their intersecting identities. Additionally, findings are useful because the participants’ life histories have set a foundation for how educators and sexual majority youth can better understand a population facing a racist and heterosexist society and enable new policy interventions to be imagined. Four proposals, which emanate from participants' life experiences, are presented for schools to undertake: incorporating Black gay activists and community members into school culture, providing professional development for teachers on race and heterosexism, developing a comprehensive sex-education curriculum that includes gay students, and implementing a “Who Cares” campaign to mediate peer pressure to conform.

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

This phenomenological study examined the experiences of Black male alumni in higher education to gain an in-depth understanding of the aspects that facilitated or impeded their desire to persist to degree completion. This study situated the internal and external aspects that supported or inhibited Black male persistence. And, this study examined how Black male alumni navigate race and racism in higher education. Critical race theory (CRT) is used in this study to examine the lived experiences of Black male alumni at predominately white institutions (PWIs) in higher education. The focus on alumni aids in implementing an anti-deficit approach to highlight Black male success. Anti-deficit research rejects the perpetuation of at-risk research, which presents Black males as incapable of thought production, lazy, criminal and violent. Instead, an antideficit approach illuminates Black male academic achievement and is strategic in replicating success for future Black male collegians. This approach was deemed necessary to gain a deeper understanding of the experiences of Black male alumni at PWIs. / Includes bibliography. / Dissertation (PhD)--Florida Atlantic University, 2021. / FAU Electronic Theses and Dissertations Collection

This dissertation responds to the notion that the economic success and social integration of one imaginary figure, the “model minority,” can explain the downward mobility of another, the “white working class” in post-Brexit Britain. Through intersectional readings of Black and Asian British fiction written during and after Margaret Thatcher’s prime ministership, I examine the model minority myth as providing a racist explanation for rising inequality, but also as a burdensome imperative of neoliberal aspiration to which racialized British subjects are increasingly subject. I trace the origins of this exclusionary account of racialized belonging to the account in Salman Rushdie’s The Satanic Verses of the political possibilities resulting from the collapse of anti-racist solidarities under the sign of Black British identity in the 1980s. I show that the author’s non-fictional responses to the subsequent controversy known as the Rushdie Affair work to close off these possibilities, serving instead to justify Islamophobia one specific means by which racial neoliberalism functions as what David Theo Goldberg calls “racism without racism.” I develop this analysis of Islamophobia as form of racial neoliberalism by turning to two novels that depict coming of age for diasporic Muslim British women, contrasting Monica Ali’s Brick Lane as a normative narrative of feminist becoming through assimilation with Leila Aboulela’s Minaret, which complicates the agency assumed to be conferred on “Third World Women” who migrate to the Global North. In my third and final chapter, I trace the model minority trope across differences in Black and Asian British communities as evidence of the empty aspiration of “post-racial” Britain, contrasting the attempt in Gautam Malkani’s Londonstani to posit the figure of the “rudeboy” as an alternative “outsider” figure of aspiration, with Zadie Smith’s “insider” depiction of the social alienation that results from approaching the embodiment of this racialized ideal in NW. / Thesis / Doctor of Philosophy (PhD) / This dissertation discusses the influence of neoliberalism—the idea that capitalism represents the ideal model of organization for every aspect of human life—on Black and Asian British writing from the 1980s to the present. In the context of mainstream analysis of the June 2016 Brexit vote as an expression of “white working class” disaffection with rising inequality, I focus on how coming-of-age narratives by Black and Asian writers complicate an unspoken implication of this popular explanation: that neoliberal reforms have unduly advantaged so-called “model” racial minorities. Through readings that emphasize how the Muslim and/as racialized protagonists of these texts experience the recoding of racism either in the covert guise of Islamophobia or through the aspirational idea that Britain is “post-racial,” I demonstrate the highly tenuous nature of what social and political belonging racialized subjects can find amid the increasing individualism of contemporary British society.

This qualitative case study investigates the discrepancies between theory, school policy, and practices within educational settings, particularly concerning minority students. Grounded in the persistent racial achievement gaps documented in educational literature, the study aims to understand the challenges and successful strategies for bridging these gaps. Drawing upon Critical Race Theory (CRT), Intergroup Contact Theory, and Stereotype Threat as conceptual frameworks, the research explores the experiences of eight participants through thematic analysis. Three overarching themes emerged: challenges aligning theories, policies, and practices; successful strategies for alignment; and unsuccessful strategies. Findings underscore the importance of culturally responsive curriculum, teacher professional development, student- teacher relationships, and parental engagement in narrowing achievement gaps. Additionally, the study identifies barriers such as language obstacles, resource inadequacies, and discriminatory policies. The implications of these findings extend to educational research, practice, and policy- making, emphasizing the need for equitable opportunities, teacher training, inclusive environments, and community involvement. By addressing the disconnect between theory and practice, this study contributes to promoting educational diversity and fostering student success in diverse classrooms. Key words: achievement gaps, minority groups, educational disparities

Racialized female faculty frequently experience discrimination in the academy. However, few scholars have attempted to understand such experiences. This study helps to fill this void by exploring the experiences of racialized female faculty within the university. More specifically, in this study, I interviewed racialized female faculty from Queen's University and asked them to discuss their experiences with discrimination on campus. I was interested in conducting this study at Queen's due to The Henry Report (2004) which examined the experiences of racialized faculty at Queen's and found that the university suffers from a 'culture of whiteness'. Moreover, I also wished to conduct this study at Queen's with racialized female faculty specifically because of the difficulties the university has in retaining these women, due to their experiences with racism on campus. From the interviews, I was able to conclude that racialized female faculty experience both racial and sexual discrimination at Queen's. Moreover, I was also able to conlude that this university still suffers from a 'culture of whiteness' and racism, and needs to make greater efforts to confront these issues or continue to have difficulties retaining racialized female faculty. / Thesis (Master, Sociology) -- Queen's University, 2009-05-21 12:54:47.649

abstract: The purpose of this study is to give voice to five Arizona DREAMers. The assumption is that DREAMers have developed unique strategies as a means to navigate the education highway and ethos of Arizona laws that are seldom positive. These five stories represent a very small sampling of the many DREAMers that dot the landscape of Arizona. Their stories are important to add to the collection of literature that already exists on this topic because Arizona DREAMers confront far more challenges due to the anti-immigrant laws that have prevailed despite federal law changes. DREAMers are neither monolithic nor a homogenous group; each individual carries a unique story that merits hearing and may shed light on the reasons why most have opted to stay in a state that has so passionately rejected them despite progress in other states. It may also illuminate the benefits Arizona stands to give by accepting DREAMers as contributing members of society and may even enlighten the state public on the benefits of passing a major comprehensive immigration reform. The scope of this project is designed to highlight the personal challenges these five DREAMers face in Arizona, a state that has consistently used discriminatory treatment and purposefully created roadblocks through the creation of draconian laws. Former Governor Brewer has repeatedly labeled DREAMers as an economic drain on the state's educational system and has stated the Dream Act is nothing but "backdoor amnesty" and political pandering by the Democratic president. Despite all the negative rhetoric, this Arizonan cohort has not given up on their dreams. Their determinations and strengths are the focus of this project. Narratives will enable the DREAMers' stories to be told through their own voice through semi-structured and in-depth interviews with each of the students, transcribing the interviews with subsequent coding and analysis. The results will be organized into major and minor sub themes to give strength to the stories. Findings of this study will contribute and enhance existing literature with the hopes that it might influence policy change at the local level. / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2015

Given the ongoing persistence of anti-Black racism in Ontario education, I enact a curriculum of Black Excellence and antiracism. In partnership with the Ottawa Carleton District School Board and propelled by calls to action from The Ministry of Education and Black advocacy organization, I ask how The Sankofa Centre of Black Excellence course and program may address these systems of racism. I draw on Critical Race Theory as both a theoretical framework and overarching methodology of analysis for my thesis. In the first of three articles within this thesis I begin by framing my understanding of antiracism with an overview of the possibilities and limitation of Culturally Relevant and Responsive Pedagogy in Ontario public schooling contexts. In the second article, I draw on the literature and method of Critical Race Currere to understand antiracism and Black excellence in relation to teaching the Sankofa course. In the third article, I draw on a social action curriculum project research methodology to analyze and synthesize the course curriculum-as-planned and -lived. Finally, I suggest that the continued engagement with Aoki’s (1993) concept of a curriculum-as-lived serves as a departing point for engaging with broader conversations surrounding Black excellence and antiracism curriculum in the Ontario educational system.

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. / There has been a rapid rise in the number of non-tenure-track faculty members (Curtis, 2014). These faculty members are underpaid and lack job security relative to their tenured and tenured-track colleagues (Allison, Lynn, & Hovermann, 2014; Coalition on the Academic Workforce, 2012; American Federation of Teachers, 2010a). However, there is little research that considers race and the experiences of non-tenure-track faculty members of color (NTFOCs). This study sought to explore how NTFOCs experienced racism in their work environments. I interviewed, 24 non-tenure-track faculty members of color about the ways they experienced racism in their classrooms and departments, and how they navigated these experiences. Participants worked at predominantly and historically White colleges and universities across the United States. 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. The findings highlight ways that NTFOCs are marginalized by the nature of their positions as well as intersections of racism and sexism.

Through open-ended interviews and oral history, this ethnographic project captures unique histories of cultivating critical race consciousness as a White subject in social contexts of continuing overt and covert racisms. The project studies the legacy of racist and prejudiced discourses in how White research participants embody, theorize, and perform White consciousness. I explore a spectrum of White consciousness that corresponds to shifting conceptualizations of racism (Jim Crow, Colorblind, and Critical Race Consciousness), unstable ideologies of activism and antiracism (reflecting whether or not and how subjects act against prejudice), and the changing politics of rhetorical practice in backstage settings (that is, how subjects represent and construct racialized realities in these discourse situations). The project concludes that storytelling can be strategically and effectively used in activist research and everyday conversation as a vehicle for positive social change to cultivate critical dialogue about and rearticulate lived histories of race, racialized identities, racial privileges, and racisms.