Sentences that come directly from the article are in quotation marks. CSUN students, faculty, and staff can access most articles through the University Library using CSUN credentials. Please use the library’s interlibrary loan services if an article of interest is not available.

 

Alemán, S. M., & Gaytán, S. (2017). ‘It doesn’t speak to me’: Understanding student of color resistance to critical race pedagogy. International Journal of Qualitative Studies in Education, 30(2), 128–146. https://doi.org/10.1080/09518398.2016.1242801

• Drawing on open-ended interviews, focus group discussions, and survey data, the authors argue that some Students of Color resist critical race pedagogy and curriculum. They identify and analyze how this push back “is articulated through three triggers: (1) an entrenchment in majoritarian ideologies; (2) a disavowal of racialized oppression; and (3) a disinclination to scrutinize personal experiences marred by race.” These dynamics illustrate what they call “‘resisting decolonization’ – a reluctance to grapple with pedagogies that destabilize dominant ideologies about race and racism in schools and disrupt mainstream ideas regarding ethnic or racial identity.”

 

Allen, Q., & White-Smith, K. (2018). 'That’s why I say stay in school’: Black mothers’ parental involvement, cultural wealth, and exclusion in their son’s schooling. Urban Education, 53(3), 409–435. https://doi.org/10.1177/0042085917714516

• This study “examines parental involvement practices, the cultural wealth, and school experiences of poor and working-class mothers of Black boys” by examining qualitative interviews with four Black mothers. Using CRT and cultural wealth frameworks, the authors highlight the mothers’ agency “in making use of particular forms of cultural wealth in responding to the school’s failure of their sons.”

 

Cammarota, J. (2017). Race war in Arizona: Reflections on the ethnic studies ban and white hegemony. Latino Studies, 15(4), 522–531. https://doi.org/10.1057/s41276-017-0094-7

• This essay discusses “how a racist ideological undercurrent, supported by the Arizona Department of Education, pushed the state to ban ethnic studies. The ethnic studies ban “reveals how the blending of racist ideology focused on white supremacy and common sense constructed around individualism maintains white hegemony over people of color.”

 

Chang, B. (2013). Voice of the voiceless? Multiethnic student voices in critical approaches to race, pedagogy, literacy and agency. Linguistics and Education, 24(3), 348–360. https://doi.org/10.1016/j.linged.2013.03.005

• The author “utilizes critical and sociocultural approaches to race, language and culture to examine the intersectional experiences of a multiethnic and ‘mixed race’ cohort of students in an inner-city, working-class neighborhood between their elementary and high school years.” Data from a Latino and Asian American male student, and an Asian American female student, show how they made sense of their experiences over time with regards to issues of race, pedagogy, literacy, and agency.

 

Dunac, P. S., & Demir, K. (2017). Negotiating White science in a racially and ethnically diverse United States. Educational Review, 69(1), 25–50. https://doi.org/10.1080/00131911.2016.1150255

• The authors “explore specific influences, confines, and conflicts that exist in urban schools, as a starting point to converse about the issues of race in science education and establish a strong theoretical rationale for the continued investigation of a race-based analysis of Culturally Relevant Pedagogy.” They propose a more inclusive model for teacher preparation programs that encourage critical conversations about race.

 

Freire, J. A., Valdez, V. E., & Delavan, M. G. (2017). The (dis)inclusion of Latina/o interests from Utah’s dual language education boom. Journal of Latinos and Education, 16(4), 276–289. https://doi.org/10.1080/15348431.2016.1229617

• Drawing on CRT and Latina/o Critical Race Theory, the authors examine state policy documents and promotional materials for their discursive portrayal of Latinx. The analysis revealed “a pattern of centering the interests of the White, English-dominant majority and those without an ethnic connection to the target language, while marginalizing or silencing Latina/o interests.”

 

Giraldo-García, R. J., Galletta, A., & Bagaka’s, J. G. (2019). The intersection of culture and institutional support for Latino students’ academic success: Remediation or empowerment? Journal of Latinos & Education, 18(1), 68–80. https://doi.org/10.1080/15348431.2018.1426464

• Framed by CRT, this study explores “the intersection of cultural and institutional factors that influence Latino students’ completion of high school.” It determines “the extent to which factors related to students’ background, culture, socioeconomic status, and institutional-support such as participation in mentoring and/or dropout-prevention programs, can predict Latino students’ successful completion of high school.”

 

Howard, T. C. (2013). How does it feel to be a problem? Black male students, schools, and learning in enhancing the knowledge base to disrupt deficit frameworks. Review of Research in Education, 37(1), 54–86. https://doi.org/10.3102/0091732X12462985

• The author provides a selective review of the research that has documented African American males and their experiences in PreK–12 schools. The search is “done in a way that seeks to highlight those works that disrupt the persistence of deficit-based notions.”

 

Huber, L. P., Johnson, R. N., & Kohli, R. (2006). Naming racism: A conceptual look at internalized racism in U.S. schools. Chicana/o Latina/o Law Review, 26(1), 183–206.

• Internalized racism describes “the conscious and unconscious acceptance of a racial hierarchy where whites are consistently ranked above People of Color.” This paper utilizes a CRT framework “to acknowledge the racialized experiences within classroom pedagogy, curriculum, and unequal school resources.” The authors examine how these factors can negatively affect racial group-identity and contribute to internalized racism for Students of Color. It also explores ways that schools can function to break this cycle.

 

Irizarry, J. G. (2012). Los caminos: Latino/a youth forging pathways in pursuit of higher education. Journal of Hispanic Higher Education, 11(3), 291–309. https://doi.org/10.1177/1538192712446322

• This article draws from data collected as part of a 3-year ethnographic study that followed two groups of Latinx students through their final years of high school, the college application process, and for some, the inception of their postsecondary studies. Using Latina/o Critical Race Theory, this article provides insights into the distinct pathways that students took in their pursuit of college, highlighting the support structures that Latinx youth identify as necessary for increasing their participation in higher education.

 

Irizarry, J., & Donaldson, M. L. (2012). Teach for América: The latinization of U.S. schools and the critical shortage of Latina/o teachers. American Educational Research Journal, 49(1), 155–194. https://doi.org/10.3102/0002831211434764

• The authors examine factors that influence the recruitment and retention of Latinx teachers. Applying Latina/o Critical Race Theory and cross-case analysis to data collected from three groups of Latinx at distinct points in the teacher pipeline—high school students, undergraduate preservice teachers, and inservice teachers—the authors conclude that the perspectives and experiences of Latinx “differ significantly from the dominant narrative on teacher recruitment and retention, which is largely defined by White teachers’ career histories.”

 

Kim, G. M., & Cooc, N. (2020). Teaching for social justice: A research synthesis on Asian American and Pacific Islander teachers in U.S. schools. Teaching and Teacher Education, 94, Article 103104. https://doi.org/10.1016/j.tate.2020.103104

• The authors synthesized 37 peer-reviewed research publications on Asian American and Pacific Islander teachers’ experiences and contributions to diversity and social justice. Results show that AAPI teachers disrupt Whiteness “through beliefs, pedagogies, and practices that value multiple perspectives and marginalized voices.”

 

King, L. J. (2019). Interpreting Black history: Toward a Black history framework for teacher education. Urban Education, 54(3), 368–396. https://doi.org/10.1177/0042085918756716

• Seven preservice teachers were asked to write Black history narratives to ascertain how they interpreted Black history. Their responses were analyzed “through a Black history framework that combined aspects of diaspora literacy, historical consciousness, and Black critical race theory.” Findings show that preservice teachers held both critical and noncritical Black history knowledge.

 

Matias, C. E., Viesca, K. M., Garrison-Wade, D. F., Tandon, M., & Galindo, R. (2014). "What is critical Whiteness doing in OUR nice field like critical race theory?" Applying CRT and CWS to understand the White imaginations of White teacher candidates. Equity & Excellence in Education, 47(3), 289–304. https://doi.org/10.1080/10665684.2014.933692

• The authors propose utilizing Critical Whiteness Studies to support CRT to aid in deconstructing the dimensions of White imaginations. They describe “how the white imagination operates inside the minds of white teacher candidates, namely through their (a) emotional disinvestment, (b) lack of critical understanding of race, (c) resurgence of white guilt, and (d) recycling of hegemonic whiteness, all of which negatively impact their role in anti-racist teaching in urban schools.”

 

McBean, T. R., & Feinberg, J. R. (2020). Critically examining virtual history curriculum. Journal of Social Studies Research, 44(1), 61–76. https://doi.org/10.1016/j.jssr.2019.08.002

• This study involves a critical evaluation of U.S. History curriculum of Georgia Virtual School (GAVS) through CRT, and contributes to the nascent literature on social studies online instruction. Analysis of the history course from GAVS shows that “race and racism are not addressed to the degree that Georgia Standards of Excellence require.”

 

McCray, C. R., Wright, J. V., & Beachum, F. D. (2007). Beyond Brown: examining the perplexing plight of African American principals. Journal of Instructional Psychology, 34(4), 247–255.

• This article examines to what extent does a principal candidate's race determines their placement. CRT was used to illuminate possible bias and provide socio-historical context. Survey findings (N = 126) show that African American principals were seemingly being placed in schools where the majority of the student body was Black. It also appears that “White principals had a greater chance of being chosen to lead majority Black schools than African American principals had to lead majority White schools.”

 

McIntosh, R., & Curry, K. (2020). The role of a Black church–school partnership in supporting the educational achievement of African American students. The School Community Journal, 30(1), 161–190.

• Through the lenses of social learning theory and CRT, this case study examines how a partnership between a Black church and an urban high school supports the achievement of African American students. Findings include the importance of relationships, equity, community, and commitment.

 

Neal-Jackson, A. (2018). A meta-ethnographic review of the experiences of African American girls and young women in K–12 education. Review of Educational Research, 88(4), 508–546. https://doi.org/10.3102/0034654318760785

• Drawing on CRT, “this meta-ethnographic literature review synthesizes what is currently known about the advantages and obstacles young Black women encounter within public schooling contexts given their marginalized racial and gender identities.”

 

Paino, M., Boylan, R. L., & Renzulli, L. A. (2017). The closing door: The effect of race on charter school closures. Sociological Perspectives, 60(4), 747–767. https://doi.org/10.1177/0731121416674948

• Guided by CRT, the authors examine the factors that may promote or constrain charter school closure. Specifically, they examine how the racial demographics of a charter school affect its likelihood of closure. Their findings reveal that “as the proportion of black students in a charter school increases, so too does its likelihood of closings.” Their work suggests that “the promotion of charter schools as avenues of racial equity may be misleading.”

 

Qin, K., & Li, G. (2020). Understanding immigrant youths' negotiation of racialized masculinities in one U.S. high school: An intersectionality lens on race, gender, and language. Sexuality and Culture, 24(4), 1046–1063. https://doi.org/10.1007/s12119-020-09751-3

• Drawing on intersectionality and CRT, this article examines three immigrant boys’ negotiation of racialized masculinities and its impact on their language learning in one U.S. English as a Second Language classroom. Through analyzing data from an ethnographic case study, the authors “illustrate that their masculinity was connected to negotiation of hyphenated selves in transnational and transcultural spaces where gender identities were intersectionally shaped by racism, linguicism, and heteronormativity.”

 

Radd, S. I., & Grosland, T. J. (2019). Desirablizing Whiteness: A discursive practice in social justice leadership that entrenches White supremacy. Urban Education, 54(5), 656–676. https://doi.org/10.1177/0042085918783824

• Desirablizing Whiteness occurs “when equity efforts aim to include racially minoritized students in actions, situations, formats, and settings where they have been absent or underrepresented, and which have been the ‘property’ of Whites.” Tenets from CRT “highlight the fundamentally racist effect of this discursive practice.” Because Whiteness’ property value “is both tangible and psychic, the presence and role of emotions are key to understanding how Desirablizing Whiteness has a dialectical relationship with human interactions and decision making, ultimately undermining social justice efforts.”

 

Sampson, C. R. (2017). So it “became White activists fighting for integration?” Community organizations, intersectional identities, and education reform. The Urban Review, 49(1), 72–95. https://doi.org/10.1007/s11256-016-0382-9

• This study explores how The League of Women Voters of Las Vegas Valley, a mostly White, middle-upper-class women’s organization, worked to pursue school desegregation. Using interview and archival data, this historical case study examines “how the organization’s racial and economic privileges, and in some cases oppression, coupled with gendered systems of patriarchy and misogyny, influenced the process and outcomes of school desegregation reform in Las Vegas between 1966 and 1972.” The findings suggest that “the intersectional identities of organizations can both empower and hinder community engagement in education reform."

 

Strekalova-Hughes, E., & Wang, X. C. (2019). Perspectives of children from refugee backgrounds on their family storytelling as a culturally sustaining practice. Journal of Research in Childhood Education, 33(1), 6–21. https://doi.org/10.1080/02568543.2018.1531452

• Foregrounding “the lived experiences and voices of children from refugee backgrounds, the authors adapted culturally sustaining pedagogy and refugee critical race theory frameworks to investigate how Nepali, Somali, and South Sudanese children from refugee backgrounds whose families resettled in western New York perceive family storytelling.”

 

Tafari, D. N. H. (2018). “Whose world is this?”: A composite counterstory of Black male elementary school teachers as hip-hop otherfathers. The Urban Review, 50(5), 795–817. https://doi.org/10.1007/s11256-018-0471-z

• From a CRT lens, the author shares data from a yearlong study on Black male elementary school teachers from the Hip-Hop generation. They present the data as a composite counterstory that “highlights how Black males are alienated, adultified, and criminalized in American public schools.” The concept of otherfathering is also defined as it relates to how Black male teachers mentor and support their students.

 

Wiseman, A. M., Vehabovic, N., & Jones, J. S. (2019). Intersections of race and bullying in children’s literature: Transitions, racism, and counternarratives. Early Childhood Education Journal, 47(4), 465–474. https://doi.org/10.1007/s10643-019-00933-9

• This article analyzes children’s literature published from 1997 to 2017 that highlights the intersection of bullying and racism. Using critical content analysis, the authors analyze relevant picturebooks to address how racism can influence bullying behavior.

 

Zirkel, S., & Pollack, T. M. (2016). “Just let the worst students go”: A critical case analysis of public discourse about race, merit, and worth. American Educational Research Journal, 53(6), 1522–1555. https://doi.org/10.3102/0002831216676568

• The authors discuss “the controversy and public debate generated from a school district’s efforts to address racial inequities in educational outcomes by diverting special funds from the highest performing students seeking elite college admissions to the lowest performing students who were struggling to graduate from high school.” They argue that “narratives identifying some students as worthy and others unworthy are highly influential in the outcomes of many educational policy and funding debates.”