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Scholars have called for critical research that positions Black girls in a positive light while centering their constructed meanings and resistance against stereotypes and dominant discourses in mathematics spaces, particularly in reform-oriented instructional contexts. Black girls may resist deficit master-narratives about the intellectual ability of Black women and girls (macro-level) in moment-to-moment classroom interactions (micro-level). In this article, we tell a counterstory of how sensemaking and silence became forms of resilience for a Black girl during a standards-based whole-class mathematics discussion. Using theoretical perspectives rooted in critical race theory and positioning theory, we operationalized Black girls' forms of resilience as repeated acts of resistance, which were evidenced by negotiated or rejected positions. Amari's mathematical brilliance was centered in this counterstory while showcasing how forms of resilience emerged from repeated acts of resistance at a micro-interactional timescale. Implications point to a need to specify microlevel responsibilities in classroom settings that challenge racism, sexism, and oppression that exist in macro-level reform efforts.

Across Canada, school districts have been confronting a backlash to their equity and social justice initiatives. Critics of public education have been arguing that the solution to these controversies is to increase school choice. Using several examples from the United States, this paper argues that the endgame of these strategies is to undermine the legitimacy of public education and increase support for private alternatives. To protect its future viability, the paper also calls on public education advocates to grapple with ongoing marginalization within school systems which make private options increasingly attractive.

The privilege walk is a pedagogical tool used to teach students about often-ignored aspects of privilege. Despite their popularity, privilege walks are under-examined in the scholarship of teaching and learning. This leaves open questions about the efficacy of the walk, and whether, and to what extent, the walk yields different results among students from different backgrounds. This paper critically examines the privilege walk by reflecting on our experience of teaching the walk and analyzing student learning reflections about the exercise. We draw on critical race theory to interpret our data and also to help introduce the concept of slippage. We use slippage as shorthand for systematic issues long described by critical race theorists, such as meritocracy, that are reframed as individual responsibilities. We conclude by discussing how educators might prioritize teaching about structural power by integrating ideas from critical race theory, and abandon intellectual traditions that center Whiteness or the individual.

Antiblackness is a persistent feature of American society with continued implications for the experiences, outcomes, and well-being of Black communities. In the wake of widespread protests against antiblack police brutality and heightened awareness of racial injustices in 2020, federal, state, and local political actors swiftly began a concerted effort to maintain the illusion of racial progress within the United States. These efforts, which we identify as manifestations of what Carol Anderson (2016) describes as White rage, have taken the form of educational censorship policies that have been successfully enacted in at least 18 states. This study interrogates the policy development process of two such censorship policies in Texas and North Dakota. Drawing on Black critical theory and insights from critical policy analysis, we demonstrate the ways that antiblackness was made legible in the policy development process and conclude with recommendations for combatting the further spread of antiblack educational censorship.

The increase in the prevalence of mental illness among Black millennials has led to more awareness and advocacy within the generation. However, Black millennial men are still utilizing counseling services at significantly lower rates than millennial Black women and men of other races. Consequently, this leads to an increase in suicide completions and undiagnosed mental health issues among Black men who experience more severe and disabling symptoms of mental illness. An exploration of racism, stigma, mental health in the Black community, and Black masculinity influenced the development of this study. Based on past reported themes, Black Masculinity and Critical Race Theory are utilized as a multi-dimensional framework for this phenomenological study to provide in-depth information on the barriers to counseling experienced by millennial Black men in a metropolitan city in North Carolina. Using Interpretive Phenomenological Analysis of the semi-structured interviews of this study, results indicated the following three themes as experienced barriers: "Black Pride", "Classical Masculinity", and "Negative Perceptions of Mental Health and Counseling." Implications for improving advocacy efforts in similar metropolitan areas by mental health professionals, universities, and general social justice advocates, as well as future research, are provided.

The paper illustrates the digital narratives of 219 Black students within the K-12 educational setting of a large West coast state in the United States. The researchers employed the method of storytelling to analyze Instagram posts created by students, which aimed to shed light on the various forms of injustice experienced by Black students. These online contributions effectively revitalized the significance of Black students' narratives and encounters with racism. The authors posit that educational institutions should reconsider their approach to mitigating the negative consequences encountered by Black students within educational environments. The present study serves as a call to action for educators and stakeholders to confront systemic anti-Blackness and create inclusive educational environments that prioritize the well-being and success of all students. Through collective effort and a commitment to antiracist practices, we can work towards a more equitable and just educational system. Addressing objectification and Whiteness requires a comprehensive approach that surpasses individual actions. Educators must acknowledge the ramifications of racially insensitive behavior and its impact on Black students in K-12 environments.

On September 22, 2020, Donald Trump issued Executive Order 13950, titled "Combating Race and Sex Stereotyping." While the order has been revoked, as of May, 2022, 34 states, including Iowa (HF 802), had passed or were considering legislation prohibiting the use of critical lenses, such as Critical Race Theory, in public K-12 schools. In this study, we interviewed equity-oriented leaders in Iowa about how they are navigating HF 802, Iowa's "anti-CRT" law, while remaining committed to their work. Qualitative analyses revealed three significant themes titled: Leaders See the Critical Reality: White Supremacy; Informants and Attacks; and Leading, Navigating, and Subverting HF 802. Recommendations for leadership practice and policy change are included.

Since September 2020, Fox News spawned an anti-critical race theory (CRT) disinformation campaign, that has reverberated in the whitestream's echo chamber. The disinformation largely appeals to white people who refuse to see racism, unless they feel it is impinging their rights. The campaign against CRT has penetrated the e-tailer site Amazon.com where books identified by Fox News as CRT texts have experienced increasingly hyperbolic and disinformed customer reviews. Encountering these reviews, we questioned how Amazon reviewers used a mundane platform to reify whiteness, while feigning hurt and ignorance. In this article, we present results from a qualitative critical race content analysis of Amazon.com customer reviews of four books identified by Fox News. A dialectical engagement between the tenets of CRT and key concepts of critical whiteness studies guided our analysis to describe how Amazon reviews enforced en/whitened postdigital spaces. Our results indicate that reviewers transmitted emo-social whiteness, discursively keeping white racism implacable yet, off the table. Framing our discussion, we examine current violent movements resulting from the anti-CRT echo chamber and its impact on education.

As sociologists of education, we're deeply concerned about the growing censorship in our schools and the attack on teaching the truth about our history and present-day inequality. We also recognize how an educational past mired in antiblack practices and policies remains with us today and thus why teachers are still faced with navigating censorship and constraints on what they know are critical and proven pedagogies. This article explores the continued need for "fugitive" practices to employ educational models that de-center Eurocentric narratives and center Black or other marginalized cultures and ways of knowing. We argue that educators committed to antiracist teaching can learn from the legacy of the art of Black teaching and how it was subversively taken up and put into practice by Black teachers over time (Gay, 2002; Givens, 2021; Walker, 2018).

Recent reform efforts to center issues of equity and social justice in mathematics classrooms have been under fire from the loudest sectors of right-wing media. The hysteria around incorporating social justice issues in mathematics classrooms is captured in the artificial binary: STEM or CRT. In our paper, we examine resistance to reform efforts in mathematics education in artifacts geared towards audiences beyond mathematics education researchers through the lens of whiteness. We analyzed artifacts from the Math Wars of the late 1990's and the current backlash towards mathematics education reform (Math Culture Wars) in California and Florida. We identified fear as a significant mechanism to upholding whiteness in the backlash to mathematics education reforms, particularly centering white fear. By describing how fear is constructed in the artifacts, scholars may find more targeted responses to the backlash by addressing the ideas perpetuated in these artifacts. Still, the field of mathematics education has done little to become more inclusive and just because our agenda is too closely aligned to the status quo, with responses to the backlash being largely absent or tepid. We close with recommendations for action and allyship within the broader field of education to thwart the hysteria against CRT.

Despite the recent anti-CRT (Critical Race Theory) movement within U.S. education, teachings of Native histories and perspectives have never been accurately taught, or even taught. From their perspectives as teacher educators in predominantly white institutions (PWI), the authors share counterstories from their existing IRB-approved research projects to explore the impacts of CRT bans on teacher education and how the bans continue to perpetuate systemic erasure of Native perspectives. They review how legislators in the Western U.S. passed anti-CRT laws as well as its impact on teacher education. Using the TribalCrit framework with an emphasis on the first tenet, "colonization [being] endemic to society" (Brayboy, 2005, p. 430), the authors discuss how Native invisibilization and erasure are perpetuated in predominantly white classrooms by silencing Native perspectives in policy making and curriculum implementation, banning Natives in public education, and explicit refusal of white teachers to learn culturally sustaining pedagogies (Paris & Alim, 2017). While erasure and colonization may no longer be explicit U.S. federal policy aims in the education of Native youth, the subjugation of Native rights, cultures, knowledges, and histories remains a contemporary feature of state-sanctioned public education. Telling these stories of structural violence toward Native peoples reflected in the ignorance enforced by mainstream teachers and educational policymakers makes salient the overwhelming need to teach Native history and content at all levels of public education.

As an epistemological, axiological, and methodological paradigm, Critical Race Theory (CRT; Crenshaw et al., 2000; Harris, 1993) is a scholarly tool to identify and disrupt inequities, possible via CRT's core tenets towards troubling systemic racism. We argue that political movements in North Carolina (NC) exhibit attempts to delegitimize critical race scholarship and curricula that accurately portray history and contemporary student populations' racialized experiences, a manifestation of the conservative agenda to whitewash the state's history that is predicated on racism and white supremacy. In alignment with radical theorizations and research that examine ideologies at the root of ill-informed hysteria, we present a Critical Discourse Analysis (CDA) of the effects of political power in foreclosing educational possibilities toward building equitable societies through our analysis of data from NC's Fairness and Accountability in the Classroom for Teachers and Students for North Carolinian "FACTS" submissions (Robinson, 2021). FACTS is a reporting tool targeting NC educators who employ critical lenses in their instruction that promotes unfounded antagonism toward CRT. The significance of this research is a localized example of CRT being targeted by conservative politicians toward the intent of delegitimizing critical scholarship and education and thus perpetuating ahistorical ideals rooted in racism and white supremacy.

In this article we explore the work of two after-school programs in Toronto, Ontario. Our Youth Success (OYS) is a community-based mentoring program dedicated to lowering the push-out rates of students of Spanish and/or Portuguese-speaking descent. In the Youth Speak Program (YSP), community activists use spoken word poetry and rapping as a vehicle for Black students to express their emotional lives. The data we present come from two separate studies which both used ethnographic approaches, focusing on observation and interviews with participants (Hammersley & Atkinson, 2019). Using Critical Race Theory (CRT), we examine interview data on how the pedagogical relationships developed in these spaces promote the wellbeing of Latinx and Black youth beyond academic outcomes. We argue that these spaces provide insight into the transformative possibilities of critical pedagogies for the wellbeing and healing of communities who have long been marginalized from mainstream institutions.

In response to the changing demographics of schools in Canada and to efforts to better equip principals to challenge inequity, leadership preparation programs have adopted new policies focusing on leading with an equity lens. However, studies have demonstrated a disconnect between what is covered in these leadership programs and how school principals actually perceive their ability to lead equitably and work with diverse learners. Six current school principals and vice principals in Ontario, Canada who have successfully completed a Principal Qualification Program course were interviewed to understand their perceptions of the program's ability to prepare them to lead and of concepts of equity, diversity, and inclusion (EDI). The racial experiences and identities of each participant shaped their definitions of EDI as well as their understanding of difference. The findings indicate several critical areas of change for principal preparation programs in Ontario: training guidelines, efforts to prepare educators to be equitable leaders, and the educators' perceptions of their preparedness to lead. Moreover, the use of Critical Race Theory in Education and Applied Critical Leadership helps frame analysis and supports the need to integrate culturally relevant pedagogical practices into leadership preparation programs.

This article presents a narrative inquiry of a Chinese heritage mother to theorize and explicate how historical, relational, and spatial processes impacted her negotiation with power and agency in relation to her own heritage language (HL) identity development. A narrative approach enables us to draw on participant counter-stories against master narratives that erase experiences of marginalization of Asians in Asian language education in the United States. We do this through a model of HL identity development (Zhou & Liu, 2022) supplemented by an AsianCrit lens (Iftikar & Museus, 2018). We show the importance of normalizing Chinese as a HL outside of the home in terms of language maintenance as well as the impact such normalization has on the development of an affirmative Chinese HL identity. We add that spaces for such identity development are deeply associated with language programs like dual language bilingual education (DLBE), especially as the number of DLBE opportunities grow in number and in popularity. Thus, language programs, including DLBE, have a responsibility to ensure that the language education they provide address the interests and investments of families with respect to their HL in order to decenter a primary focus on the interests of ethnolinguistic majoritized families.

In this critical autoethnography, I reflect on my experience teaching in a KIPP charter school in an urban, racially diverse city in the southwestern U.S. Over the past few decades KIPP has gained both prestige and resentment as a major character in the charter school movement. Their focus on supporting students from underrepresented racial backgrounds in achieving academic success has gained them ample support in many communities. How-ever, in this article I draw attention to the KIPP policies and practices that work directly against the organization's aims and instead support a process of acculturation. I engage with storytelling to bring the reader into my classroom experiences so that we might col-lectively trouble these disconnections and (re)consider how policies may impact students of Color in similar institutions.

Part of a larger study exploring leadership development opportunities for academic advisors of color at a predominantly white institution, this paper focuses on the lived experiences of academic advisors of color. Through an understanding of race theory, a critical race lens is used to examine the predominantly white institution and the narratives of academic advisors of color in this racialized setting. This qualitative study explored advisors' experiences with the structure of academic advising, their racialized experiences, and how race is addressed in the workplace. Implications for institutions of higher education are discussed, including how an understanding of the experiences of academic advisors of color can aid in challenging dominant narratives and practices within institutions of higher education.

The racial mismatch between the overwhelmingly white teaching force and an increasingly heterogeneous student population continues to widen (Boucher, M. (2016). "Urban Education," 51(1), 82-107.) with pernicious implications for BIPOC students "who are systematically marginalized by the institution of schooling" (Kinloch, V., & Dixon, K. (2017). "English Teaching: Practice & Critique," 16(3), p. 332). This article employs critical whiteness studies to examine one white teacher's progress toward antiracist praxis. By "problematizing the normality of hegemonic whiteness" (Matias et al. (2014). "Equity & Excellence in Education," 47(3), p.291), critical whiteness studies expose the ways that whiteness and white people's resistance to acknowledging their whiteness upholds racism and systems of racial injustice. Analysis uncovered two shifts: 1) from a deficit perspective to an asset-based stance, and 2) from a dominant culture curriculum to a culturally relevant and sustaining curriculum that centered family and community. The conclusion offers recommendations for integrating antiracist praxis into pedagogy and ways of being.

University faculty have fixated on ways to adequately prepare social justice-oriented school leaders for quite some time. This teacher action research project documents the experiences of 14 aspiring school leaders in a principal preparation course focused on a critical race pedagogy curriculum. Using interview data, this qualitative study examines how white and Latinx students experience coursework grounded in the notion of risk-taking rather than safety. Findings from this study illustrate the following: (A) participants most resistant to the curriculum entered coursework having internalized dominant ideologies regarding merit and achievement; (B) these same students had adverse views regarding their critically conscious classmates and instructor; and lastly (C) all participants in this study demonstrated growth in their thinking regarding racial justice and educational equity. The discussion and implications address the nuances and complexities of promoting a pedagogy framed as risk-taking in preparation programs, particularly in mixed-race settings.

Disproportionality and inequity exist in the special education services that U.S. children receive based on factors such as race, geographic location, and resources of the school system. Overrepresentation and underrepresentation are both prevalent issues and can vary by region or school district and are likely due to multiple factors. Although several areas of special education services have been examined critically, one missing piece in the literature seems to be the writing and revising of the Individualized Education Program (IEP). The purpose of this paper is to examine the literature and background of special education services and the IEP, followed by an examination of the required portions of the IEP form and where the existing law might allow for implicit biases, specifically racism, to surface in the development of this program and its implementation.

In Ontario, Canada, principals' work is guided by competencies outlined in the Ontario Leadership Framework which reflect the leadership skills and behaviours needed to successfully lead schools, improve student achievement and well-being. The problem is that this document largely ignores equity and anti-oppressive leadership behaviours. The Toronto District School Board (TDSB), created an addendum to this document, introducing the notion of equity as a leadership competency. Other documents of this nature have emerged in multiple systems in Ontario in response to the increasing need to provide guidance to principals about how to engage equity work. The challenge is the gap between the competencies on the page and the actions taken in schools. There is little guidance around how to make these competencies actionable. This paper engages a discourse analysis of the TDSB's equity as a leadership competency document resulting in the creation of a model for equitable action. A focus on action-oriented language used in each competency revealed three overarching themes: development of self, building, connecting, and creating, and accountability. The model is intended to be used as a decision-making tool to help leaders ask the right questions and guide their thinking towards equitable action and the disruption of the status quo. Critical Race Theory and notions of critical hope inform this work to ensure that the model is well positioned to guide leaders towards actionable and transformative change.

The antagonism between "class" and "race" have plagued educational theory for decades. As a communist organizer seeking to move Marxist educational theory out of the stagnant waters of theoretical debates, I turn to recent CRT scholarship, which I find much more in line with the communist project. Yet, this literature omits world-historic and ongoing transformations inaugurated particularly since the beginning of the 20th century by erasing, discounting or, denouncing them. I argue the primary factors inhibiting educational researchers: Anticommunism. The global revolutionary era led largely by revolutionary communists contains the most fruitful explanations of those conditions and connections (and the historical legacies accounting for mass movements in the U.S. today, like the historic 2020 uprising against the War on Black America). This rich and dynamic legacy is what can get educational scholarship beyond the cages of academia. After outlining the interconnection between anticommunism and anti-Black racism as the contours of master narratives, I demonstrate how anticommunism continues to hold education's potential contributions to the struggle back while accounting for the material conditions responsible for the absence of revolutionary theory and practice and the overwhelming surplus of theories critical of revolution in the university today. I demonstrate how anti-Black racism in the U.S. is tethered to anticommunism and how Leninism provides the theoretical and practical link uniting the global struggle of the oppressed and creating the Black and indigenous-led communist movement, contending struggles against white supremacy, capitalism, and imperialism depend on a rejection of anticommunism by turning to Black communist Claudia Jones.

This critical qualitative inquiry employed a Disability Critical Race Studies Counter-Narrative framework (DCCN) to explore the contrast between educator and Black student understandings of the special education placement process and their implications. Interviews with 21 members of school personnel and 20 Black students between the ages of 14 and 18 were cross-referenced to narratively reconstruct the special education placement process in Quebec, Canada. Analysis of the results reveals a striking gap between educator and student understandings of the process, which can be linked to adverse student experiences. Subsequently, implications for enhancing educators' knowledge of diverse learners and professional practices are discussed.

Recent efforts prohibiting race-related diversity, equity, and inclusion initiatives have informed localized public pushback narrating anti-equity campaigns. Emerging research and media accounts have largely focused on adults engaged with or against these efforts, with less attention on youth and their perceptions of these campaigns. To center youth voice, we analyzed 224 student newspaper articles published in Carmel, Indiana and Loudoun County, Virginia--two sites replete with localized contestations of equity reform. Using narrative policy analysis and approaches to counter-narratives, findings demonstrate youths' roles as engaged policy actors as student journalists highlighted forms of political engagement and action in their local contexts. We include recommendations for school leaders and policymakers to promote youth voice and engagement in education governance.

The U.S. education system has been a critical site in the nation's ongoing fight for racial equity. Yet, despite many attempts to promote equity within and across schools, efforts fall short in a system designed to uphold norms rooted in whiteness and white supremacy. We need anti-racist educational leaders who can identify and push back at the racial bias embedded in educational policies. Through a research-practice partnership with a Midwestern high school, we sought to understand how an anti-racist policy decision-making protocol can be used to redress inequitable policies to be racially just. The anti-racist policy decision-making protocol promotes social justice by empowering school practitioners to become policy agents. Implications from our findings point to the need for school practitioners to be critically introspective and identify and directly address the politics of whiteness that can ensue when working in partnership to do anti-racist policy change.

Despite good intentions, educators often inadvertently uphold systems of antiblackness that undermine the well-being of Black students. This article combines qualitative content analysis and interactional analysis to interrogate how daily interactions between educators in an urban high school in the Midwest may contribute to a school culture of antiblackness. Findings indicate that educators at this school rely on coded and non-coded racialized language to talk about Black students. Further, the article uses Interaction Ritual Theory to argue that the racialized discourse acts as a socio-emotional resource for educators in urban contexts. Implications for schools, policy makers, and researchers are discussed.

The predominance of western paradigms and a frequent failure to consider and theorize the non-neutrality of schools and technology leaves an ontological and epistemological gap in educational technology studies. Specifically, it leads to thin research on the role of power, the collective, and the intersections with technology that can alter our interaction with the world. The current narrow approach hobbles the imagination of the field, constraining the possibilities for technology and education. We propose three research frames that are relatively new to the field of educational technology. These frames acknowledge the interdisciplinary and socially embedded nature of technology and the systems of power that exist in both schools and technology: "Collective Framing, Critical Race Theory (CRT) Framing," and "Ecological Framing." We synthesize the possibilities of these approaches for educational technology research, identifying how they can push the field to consider different epistemological, ontological, and axiological approaches. We identify potential areas of research and consider implications for the field of educational technology. While each frame offers its particular theoretical contribution, taken together, all three frames suggest the sociocultural, epistemological, and political limitations of the field known as educational technology. Finally, we return to the initial wonderings of our paper, imagining the possibilities for ed tech research if the field confronted the hegemonic western paradigms embedded within itself.

Critical Race Theory (CRT) has recently been positioned as a serious problem requiring urgent policy response among partisan media outlets. Making a case for pressing policy demands, several policy makers have proposed federal, state, and local level legislation and other measures to restrict how race, racism, or American history in general can be taught in K-12 schools, higher education institutions, and state agencies. Anti-CRT rhetoric in media and policy proposals have also propagated the notion of CRT as being divisive as well as ubiquitous in public education. Given this, it is critical to examine whether policy opinions regarding reactionary legislation is based on a real understanding of CRT. We conduct a conceptual and theoretical inquiry into anti-CRT rhetoric relying on the sociological concepts of moral panics and folk devils. Then, we examine familiarity, knowledge, ideology, policy beliefs, and policy opinions regarding CRT in education using nationally representative survey data. The analysis showed that most parents are not familiar with CRT, and the average parent neither opposes nor supports teaching of CRT. The opposition to teaching of CRT is largely driven by political affiliation and related ideological beliefs and positions.

The debates that involve banning critical race theory and implementing ethnic studies programs have recently surged. But this is not the first time that controversy about ethnic studies programs and other efforts to promote equity has led to dissension. In the 1960s, similar discord led to violence. Today, right-wing activists are making efforts to prevent ethnic studies programs from being implemented. Many educators and historians, however, are expressing the need to teach the accurate histories of racial and ethnic minority groups at educational institutions. In this article, I argue that today's resistance to implementing ethnic studies programs is a continuation of the opposition that occurred in the 1960s against this trend and the other efforts that were designed to promote equity. In contrast to the idea that ethnic studies programs contribute to divisiveness, I argue that they offer a better way of teaching students in a country that has become more racially diverse. I retell what happened during the Freedom Summer of 1964 and the strikes at Columbia University and San Francisco State College to offer a perspective that is often neglected when authors describe the movement to ban critical race theory.

This counterstory began with "CRiTical Race Information Theory as Innovative Pedagogy, Act One: Harder Than You Think, It's a Beautiful Thing." In the first act, the authors introduced Critical Race information Theory (CRiT) as a rapidly developing iteration of Critical Race Theory (CRT) applied within information settings. The first act also introduced the CRiT frameworks and tenets as well as the CRiT's three-dimensional infrastructure: CRiT as pedagogy, CRiT as praxis, and CRiT as theory (including the process and nuances of theory building). In this article, the authors transition from the first act's "What is CRiT?" discussion to the second act's discussion of how to "Make it CRiT." Whereas act one covered an approximately 15-year period, this second act moves at a more rapid pace, primarily because it covers a shorter period of time (2021-2023). In act two, the CRiT as pedagogy setting changes from the context of the pilot course launched within the Department of Information Studies at the University of California, Los Angeles to CRiT as pedagogy providing two offerings to Dominican University's School of Information Studies foundational course electives in its ALA-accredited curriculum. Before concluding, the second act offers inspiration and encouragement both to those who offer their critical race work as expressions of transformative, difference-making contributions and to those who aspire to develop and then offer their critical race creations.

This investigation examines the efficacy of multilevel analysis of individual heterogeneity and discriminatory accuracy (MAIHDA) over fixed-effects models when performing intersectional studies. The research questions are as follows: (1) What are typical strata representation rates and outcomes on physics research-based assessments? (2) To what extent do MAIHDA models create more accurate predicted strata outcomes than fixed-effects models? and (3) To what extent do MAIHDA models allow the modeling of smaller strata sample sizes? We simulated 3,000 data sets based on real-world data from 5,955 students on the LASSO platform. We found that MAIHDA created more accurate and precise predictions than fixed-effects models. We also found that using MAIHDA could allow researchers to disaggregate their data further, creating smaller group sample sizes while maintaining more accurate findings than fixed-effects models. We recommend using MAIHDA over fixed-effects models for intersectional investigations.

Despite revolutions, ongoing student protests, and long-standing transformational efforts, African higher education remains steeped in a colonial model, with current structures, approaches, and purposes paralleling Western universities. The doctorate, the highest level of formal education one can attain, reflects this commitment to Western domination, relying upon European conceptions of knowledge to shape the entire research process. Thus, knowledge construction in higher education, and particularly in the African doctorate, has remained fixed to Eurocentrism. This conceptual article presents a critical race theory model to transform the African doctorate towards a social justice orientation, arguing for investments in race-conscious, Black affirming approaches that recognise doctoral researcher positionalities and African languages as ways to disrupt socio-political and racialised contexts. This transformation requires re-alignment of the entire research endeavour through an Ubuntu lens, with doctoral recipients engaging in training and support that embody antiracist, decolonial, and African Indigenous-affirming approaches.

Hate crimes and racist incidents are occurring with alarming and increasing frequency on college and university campuses. As colleges work to reduce racist incidents on campus, there is still a need to prepare students to respond to racism when it occurs. When students are prepared to respond to racist incidents, they tend to have better mental health. We draw on prior literature to examine whether learning about critical race theory (CRT) and receiving CRT-informed mentoring--as embedded in an undergraduate research experience program--related to four-year college students' self-assessed ability to respond to racism. Specifically, we propose and test a conceptual model to examine the benefits of participating in an undergraduate research experience program that required students to learn about CRT and receiving CRT-informed mentorship. Consistent with prior literature on undergraduate research experience programs, we found that the intervention positively related to students' sense of self-efficacy and science identity, but it did not have an independent, direct relationship with self-assessed ability to respond to racism. However, the intervention indirectly supports students' preparedness to respond to racism through its positive relationship with self-efficacy. As state legislatures around the country work to ban CRT, this paper offers empirical evidence that embedding CRT in university programs can support student development in multiple related ways.

Objective: This study aims to understand how Southeast Asian American (SEAA) community college students experience community college stigma. Methods: This phenomenological study employs AsianCrit as a framework to examine the realities of SEAA students in community college. Ten SEAA community college students underscore how racialization and community college stigma shape their self-perception and college-making decisions. Results: The findings indicate that SEAA community college students experience community college stigma in distinct ways, as shaped by the racialized contexts in which they experience stereotypes in education and in which their peers, educators, and family members inadvertently or intentionally reinforce this stigma. Contributions: These findings indicate that SEAA students experience racialized community college stigma shaped by their raced and racialized positionings within the Asian American racial category and intersecting with the stigmas of attending community college as Asianized individuals. Implications for practice include faculty exploration of how they reinforce racialized community college stigma, deeper engagement with families to minimize the reinforcement of negative stigmas associated with community college, and creating educational opportunities to support students' meaning-making and abilities to resist stigmatization. Future research should expand on SEAA students' experiences of community college stigma to include SEAA community college students across different contexts. Additionally, research focusing on specific ethnic populations under the SEAA umbrella experiencing racialized community college stigma is warranted.

The reading trajectory of African Americans males within the PreK-12 special education system has been at the forefront of scholarship. This case study was to understand how Zion's misidentification may have influenced his reading experiences. The inequalities Zion encountered in Special Education are examined through the Critical Race Theory and DisCrit lens. The article is illuminating the racialized impact of special education practices and policies, analyzed through Zion's experiences of receiving services for an emotional/behavioral disability identification rather than receiving specific reading services and accommodations.

Black Gaze Framework (BGF) is a promising pathway to center and celebrate Blackness in education for liberation. We provide an overview of anti-Blackness within education and teacher education, share the BGF, and apply that framework to courses within teacher education, we have taught. Like BlackCrit, BGF calls for "the specificity of the Black" (Dumas & ross, 2016) and moves into action to center Blackness for liberation in education. BGF has five tenets: 1.) Honoring the OGs: Black history & wisdom; 2.) Elevating our Stories: Black multifaceted experiences; 3.) Preaching Points: Action steps for Black folx; 4.) What You Doin' With Yo' Life?: Black thought past & present; and 5.) I See You!: Black acknowledgement & elevation.

Biology education research provides important guidance for educators aiming to ensure access for disabled students. However, there is still work to be done in developing similar guidelines for research settings. By using critical frameworks that amplify the voices of people facing multiple forms of marginalization, there is potential to transform current biology education research practices. Many biology education researchers are still in the early stages of understanding critical disability frameworks, such as Disability Critical Race Studies (DisCrit), which consists of seven tenets designed to explore the intersecting experiences of ableism and racism. Our Research Methods Essay uses DisCrit as a model framework and pulls from other related critical disability frameworks to empower disabled voices in biology education research. Drawing from existing scholarship, we discuss how biology education researchers can design, conduct, and share research findings. Additionally, we highlight strategies that biology education scholars can use in their research to support access for participants. We propose the creation and sharing of Access and Equity Maps to help plan--and make public--the steps researchers take to foster access in their research. We close by discussing frequently asked questions researchers may encounter in taking on critical frameworks, such as DisCrit.

Adults' beliefs and knowledge about the state of the U.S. education system drive decisions about policy, funding, program adoption, student participation in programs, and the selection of decision makers to elected positions. Amie Rapaport and Anna Rosefsky Saavedra share national survey data showing that U.S. adults have little knowledge about what is being taught in schools, express neutrality about belief systems undergirding education policy, and report experiences misaligned with hard-data trends on student academic progress in recent years. With adults reporting they learn about issues crucial to our education system mainly from "personal experience," better information has the potential to improve U.S. education.

This teaching case explores the complexities of teaching students about race and racism, a struggle complicated by political efforts to restrict the discussion of critical educational theories. It emphasizes the political ideologies that faculty must consider as they teach in an academic setting. The case narrative illuminates the complexity of diverse and divisive political ideologies that veer from scholarship into emotion. This case offers questions for further reflection on solutions to these challenges.

As access to private religious education expands through vouchers, public discourse has positioned these schools as politically neutral spaces. Teachers who seek to ethically care for students are thus placed in a predicament. In this article, we present the fictive case study of a middle school teacher in a suburban Catholic school that has accepted vouchers and consequently undergone significant demographic and political shifts. When the teacher makes a curricular decision that responds in caring and critical ways to their students, they face a wave of parental opinions that call their instruction and ethical aims into question.

Latinx youth exhibit educational leadership and possess unique insight into experiences of youth of color in K-12 schooling. Yet, adultism hinders authentic youth participation in educational decision making. In this study we address the following question: What types of behavior do K-12 school leaders demonstrate in response to Latinx youths' experiences of racism? We share the story of a structured interaction, guided by social justice and forum theater, facilitated by Latinx youth to adult school leaders. We present our findings via the school leader lotería typology model and discuss the spectrum of adult educator behavior in response to youth voice.

As school board meetings are integral sites of local education policymaking, scholars must consider how structural racism manifests in these spaces across various district contexts. We examine how racialized institutional logics undergird the interactions between majority-Black district leadership and a local Black community during school board meetings. Through an ethnographic case study of school board meetings over the 2019-2020 school year, we find that racialized pressures led predominantly Black school board members and district administrators to uphold policies and practices that limited two-way authentic interactions with their Black constituents. In conclusion, we argue that racial representation in educational politics may be important, but is not sufficient unless accompanied by changes to policies and practices that privilege Whiteness and reproduce racism.

This article draws from primary and secondary historical sources such as public policy documents, speeches, and media reports to trace attempts made by the Kentucky legislature to ban controversial topics in public school curriculum--evolution in 1922 and critical race theory in 2022. Kingdon's multiple streams framework (MSF) serves as the model for this historical and contemporary comparative education policy analysis.

This systematic review includes 125 peer-reviewed education-research articles that employ a LatCrit framework (from a search including articles published from 1995 to 2020). The author examines how the literature utilizes LatCrit and advances ideas about race, Latinxs, and Latinidad in education. The author presents significant patterns and divergences in the literature's strengths, challenges, and tensions. Some strengths include detailing Latinxs' experiences and valuing experiential knowledge. The author problematizes four research practices: (1) describing LatCrit with select tenets of CRT; (2) not defining race or other relevant concepts (language, culture, etc.); (3) claiming Latinxs are unique because of their multidimensionality; and (4) exceeding LatCrit's scope by rationalizing the study's use of LatCrit because its participants are Latinxs. The author argues that these complications lead to a paradox: even though LatCrit emerges from critical race theory and is described as for Latinxs, the literature largely undertheorizes race and lacks clarity about conceptualizing Latinxs as a racialized group. The author recommends four framing ideas that are particular to LatCrit and that help advance the specificity of Latinidad in education.

Informed by disability critical race theory (DisCrit), this phenomenological study explored the perspectives of Black parents of young adults with high-incidence disabilities regarding their experiences with their children's postsecondary planning processes. Fourteen Black parents participated in semistructured interviews and shared recommendations for educator practices. Five overarching themes emerged from the phenomenological data analysis. Namely, Black parents (a) experienced invisibility by a lack of inclusive postsecondary planning, (b) felt marginalized due to collusive forces of ableism and racism, (c) persevered through postsecondary planning processes and beyond, (d) navigated inequities through social supports and other supports, and (e) enacted ongoing resistance and advocacy. Findings illuminate how Black parents experienced their child's postsecondary planning, and we provide recommendations for educators to advance the postsecondary planning needs of multiple marginalized students and their parents.

We propose an integrative model for the development of anti-racism in white adolescents that unpacks and combines critical consciousness, color consciousness, anti-racism, and Critical Race Theory frameworks. Black and Brown youth in the U.S. face increasing rates of peer-directed racism, which contribute to long-term negative physical, psychological, academic, and behavioral outcomes. Despite increased focus on how critical consciousness and anti-racism develop uniquely in adolescence, there are no existing theories that provide an integrated, comprehensive model of anti-racist development in white adolescents. Our model unpacks and reorganizes the core features of four prominent theories into cognitive, psychological, and behavioral components of anti-racism development in white adolescents based on existing research to support a next-generation of hypotheses for future research. In doing so, we aim to provide a contemporary theoretical foundation for research that will elucidate anti-racism development among white youth, and help to dismantle structural racism against Black and Brown people in the U.S.

The author of this article utilized a Critical Race Theory (CRT) framework to evaluate the effectiveness of instructional technology and STEM opportunities for girls and students of color in their role as a K-5 Instructional Technology Facilitator (ITF). By defining Critical Race Theory, the role of the ITF can be leveraged to provide equitable and inclusive opportunities to learning environments. Rather than a focus on the technology tools themselves, this article offers an opportunity to explore the implicit biases that exist within each educator and leader to shift pedagogical practice to ensure that instructional technology and STEM is accessible to every student, especially those that have been historically marginalized. This article also offers an opportunity to shift thinking from technology being "inherently good," to considering who benefits from technology, and why. An ITF's perspective has the power to create a more inclusive practice for the classrooms they support which may result in being champions for culturally responsive Universal Design for Learning (UDL) to reach all students. Though the focus in this article is on the ITF role within a K-5 setting, concepts can also be applied to any coach or leadership role within a K-12 setting.

This article examines how Florida Governor Ron DeSantis' remarks contribute to anti-intellectualism and fuel the pushback against critical race theory (CRT) championed by like-minded conservative Republicans who view its instruction as an affront to society and authentic historical narratives. Dismissing educators and scholars who uphold the teaching of CRT as unpatriotic and denigrating to American society, DeSantis, who has presidential aspirations, has effectively used the issue (along with a number of other matters) to solidify his conservative base fearful of social and hegemonic change. Although CRT is not taught in Florida public schools, similar to other conservative-dominated states which have seized on the teaching of CRT as anathema to their civic principles, DeSantis' thinly veiled attempt to appease right-wing voters is yet another example of Republicans stoking cultural wars designed to energize conservative constituents against what many of them perceive as liberal attacks on their beliefs and values.

Education policy scholars must consider spatial theories and related methodologies. Spatial theories encourage rich understandings of education policy because education and place are intimately connected. This article shows how scholars can use "spatial imaginaries" to enhance knowledge of place and education policy. We explain these connections in three ways. First, we outline theoretical concepts and analytical considerations of spatial imaginaries. Second, we provide examples of lines of inquiry related to spatial imaginaries and education policy. Third, we consider methodological techniques. Education policy is spatial policy, so building theory and methods about place and education policy is vital to the field.