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Equity Centered Leadership of Principals Who Narrowed the Race-Based Academic Achievement Gap
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Rivale-Bell, Nichole – Journal for Critical Education Policy Studies, 2022
Critical Race Theory is the theoretical framework used to structure the discussion of data and results. The purpose of this descriptive multi-embedded case study was to investigate the perspective of effective elementary school principals in a large, diverse suburban school district in the Metro area who narrowed the race-based academic…
Descriptors: Critical Race Theory, Case Studies, Elementary Schools, Administrator Effectiveness
Faculty Learning at Boundaries to Broker Racial Equity
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Liera, Román; Dowd, Alicia C. – Journal of Higher Education, 2019
On many college campuses, faculty are being called on to act as change agents for racial equity. Through narrative inquiry analysis using the theoretical constructs of boundary crossing and boundary objects, this case study examined learning among faculty (n = 12) who attempted to broker structural changes at their universities through…
Descriptors: Equal Education, College Faculty, Action Research, Race
Mexican American Women's Reflections from Public High School
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Taylor, Kay Ann; Fernandez-Bergersen, Sandra Luz – Journal of Latinos and Education, 2015
This qualitative case study examined 5 Mexican American women's experiences at the intersection of race and gender in public high school. Critical race theory provided the analysis and interpretation. The significant findings of this research included the following: (a) Racism is endemic and pervasive in public education; (b) many educational…
Descriptors: High School Students, Public Schools, Mexican Americans, Reflection
Breaking the Yoke of Racism & Cultural Biases: Two Pre-Service Teachers' Online Discussions & Candid Reflections about Race & Culture
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Christian, Beth Morton; Zippay, Cassie – Multicultural Education, 2012
The purpose of this study was to explore how critical and reflective thinking about race and culture evolved and manifested in online threaded discussions among pre-service teachers during a required Multicultural Education course. Because of the ubiquitous presence of computer-mediated forms of communication, research has increased in recent…
Descriptors: Racial Bias, Student Teacher Attitudes, Multicultural Education, Preservice Teachers
The Effects of a Culturally Responsive Professional Development Series on the Attitudes and Beliefs of Teachers of Diverse Students in a Missouri Suburban School District
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Casey, Amy C. – ProQuest LLC, 2013
Contrary to what supporters of the "No Child Left Behind" Act (P.L. 107-110, 2001) would have us believe about the effects of this legislation, the academic achievement gap between students of color and White students, and between economically disadvantaged students and students from higher socio-economic backgrounds is not closing.…
Descriptors: Teachers, Teacher Attitudes, Faculty Development, Culturally Relevant Education
Retracing the Roots of Teacher Activism in Urban Schools
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Collay, Michelle – Education, Citizenship and Social Justice, 2010
This article explores experiences that led individuals to become teacher leaders advocating for under-served students in urban schools. Cohort members in an urban teacher leadership master's degree programme engaged in systematic critical reflection about becoming leaders for equity, describing the influences of their families and communities,…
Descriptors: Social Justice, Urban Schools, Urban Teaching, Teacher Leadership