197,478 results on '"RACISM"'
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2. Moving beyond #Governancesowhite: (Re)Imagining a Demographic Shift in the Future of Boards of Higher Education. Research & Occasional Paper Series: CSHE.5.2024
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University of California, Berkeley. Center for Studies in Higher Education (CSHE), Valeria G. Dominguez, Carlos A. Galan, and Raquel M. Rall
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While current higher education literature stresses the importance of equity, diversity, and inclusivity, these imperatives have been mainly absent from conversations related to boards of higher education. In this paper, the authors present a historical overview of the demographic landscape of trustee boards from inception to the present. Using critical literacy as a methodology, the authors problematize the lack of discourses regarding Board's diversity. The authors juxtapose the longstanding homogeneity of boards with the increasing heterogeneity of higher education students and argue that systemic forms of racism have denied the opportunity to diversify those in charge of making decisions in higher education. Additionally, using the case of California, the authors problematize how diversity gaps in board composition manifest even within one of the most diverse and liberal states in the country. Ultimately, the authors make a case for diversifying the board of trustees as an instrumental step to align with the national push for enhanced diversity and equity in higher education.
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- 2024
3. Diverse and Inclusive Social Matters in Select Dissertations at HBCUs: A Summative Analysis
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Vance D. Keyes and Latocia Keyes
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Historically, Black colleges, universities, and social workers have shared a history of serving marginalized people. This research is conducted at a point in time when the profession and academic field of social work have expressed an interest in eliminating racism, but more so in upholding the values of social work education in support of working with marginalized populations. Social work as an academic discipline and the origin of Historically Black Colleges and Universities is introduced. The integration of social work in Historically Black Colleges and Universities is analyzed by cataloging the number and type of institutions that offer social work programs. Exploratory summative content analysis is used to identify the prevalence of race-related themes in doctoral dissertations. Dissertations in social work at the doctoral level are multi-dimensional. Despite this complexity, this study indicates that students at Historically Black Colleges and Universities are likely to study issues of race and racism. Recommendations on how Historically Black Colleges and Universities can assist are offered and, in some cases, provide a roadmap for the future development of social work as a practice and discipline.
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- 2024
4. The Professional Well-Being of Early Educators in California. Early Educator Well-Being Series
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University of California, Berkeley. Center for the Study of Child Care Employment (CSCCE), Wanzi Muruvi, Anna Powell, Yoonjeon Kim, Abby Copeman Petig, and Lea J. E. Austin
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Our look at the well-being of California's early educators points to the need to consider work environments in early care and education (ECE) policy development. The learning environments of young children are also the work environments of the ECE workforce. Supportive and safe work environments that foster a respectful workplace climate can enhance educators' practice, professional esteem, and job satisfaction. This is the second of three reports, drawn from our statewide survey of nearly 1,800 early educators. Our findings show that: (1) Though the majority of early educators find satisfaction and reward from their work with children, many feel their work is not respected; (2) Despite their dedication to their profession, many educators encounter inadequate work environments: more than two thirds of center teachers are given duties no one else wants, and nearly a tenth have been the target of racial slurs at work; and (3) Working with children with challenging behaviors, finding planning time and spending time with individual children are common classroom challenges.
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- 2024
5. Barriers to Racial Equity for Teachers of Color and Indigenous Teachers in California's Teaching Pipeline and Profession. A Civil Rights Agenda for California's Next Quarter Century
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University of California, Los Angeles. Civil Rights Project / Proyecto Derechos Civiles, Kai Mathews, Hui Huang, Erika Yagi, Cathy Balfe, Christopher Mauerman, and Earl J. Edwards
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The diversity of California's teaching force continues to lag behind its student population. While students of Color make up 78% of the state's K-12 population, Teachers of Color and Indigenous Teachers (TOCIT) comprise just 34% of the teaching workforce (California Department of Education, 2018), a statistic that has dominated the teacher shortage narrative. Although there is promise in the fact that teacher education program (TEP) enrollment is more diverse than the state's current educator workforce, it's still 27% less diverse than the state's K-12 students. As demand for greater representation increases, so have the initiatives to recruit and retain more racially diverse teachers. In the past few years, California has spent billions in an effort to diversify its teacher workforce, including Assembly Bill 520, which allocated $15 million to be distributed to school districts to develop and implement programs that diversify teaching staffs, and Assembly Bill 130, which appropriated $350 million over the next five years to create or expand Teacher Residency Programs, a pathway that has been shown to recruit and retain higher numbers of TOCIT (California Legislative Information, 2023). This study sets out to (1) explore how current policies, structures, practices, attitudes, and ideologies across the pipeline and profession impede the recruitment and retention of TOCIT, and (2) better understand the racialized experiences and perspectives of pre-service and in-service Teachers of Color and Indigenous Teachers. The following paper is based on a mix of qualitative and quantitative data collected from system leaders in teacher preparation, pre-service teachers, in-service teachers, and former teachers over the course of approximately one year: spring 2021 to summer 2022.
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- 2024
6. Integrating Minorities in the Classroom: The Role of Students, Parents, and Teachers. EdWorkingPaper No. 24-967
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Annenberg Institute for School Reform at Brown University, Alexandra de Gendre, Krzysztof Karbownik, Nicolas Salamanca, and Yves Zenou
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We develop a multi-agent model of the education production function where investments of students, parents, and teachers are linked to the presence of minorities in the classroom. We then test the key implications of this model using rich survey data and a mandate to randomly assign students to classrooms. Consistent with our model, we show that exposure to minority peers decreases student effort, parental investments, and teacher engagement and it results in lower student test scores. Observables correlated with minority status explain less than a third of the reduced-form test score effect while over a third can be descriptively attributed to endogenous responses of the agents.
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- 2024
7. Disparate Pathways: Understanding Racial Disparities in Teaching. EdWorkingPaper No. 24-945
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Annenberg Institute for School Reform at Brown University, David Blazar, Ramon Goings, Max Anthenelli, Seth Gershenson, and Wenjing Gao
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Mounting evidence supporting the advantages of a diverse teacher workforce prompts policymakers to scrutinize existing recruitment pathways. Following four cohorts of Maryland public high-school students over 12 years reveals several insights. Early barriers require timely interventions, aiding students of color in achieving educational milestones that are prerequisites for teacher candidacy (high school graduation, college enrollment). While alternative pathways that bypass traditional undergraduate teacher preparation may help, current approaches still show persistent racial disparities. Data simulations underscore the need for race-conscious policies specifically targeting or differentially benefiting students of color, as race-neutral strategies have minimal impact. Ultimately, multiple race-conscious policy solutions addressing various educational milestones must demonstrate significant effects--approximately 30% increases--to reshape the teacher workforce to align with student body demographics.
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- 2024
8. Strengthening State Higher Education Funding: Lessons Learned from K-12
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Bellwether, Matthew Richmond, Carrie Hahnel, Linea Harding, and Nick Lee
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Most Americans today need some education beyond high school to secure a well-paying job, and higher education is a key factor in social and economic mobility. But higher education is not accessible to all students. To further equalize opportunity, states must understand options for improving the way they fund higher education. America's public K-12 system has been grappling with similar funding disparities for decades -- challenges that offer important lessons for postsecondary funding. Bellwether's analysis, "Strengthening State Higher Education Funding: Lessons Learned From K-12," identifies insights and lessons from K-12 finance policy that may be instructive as states rework how they fund higher education. This report explores four topics and associated questions that are also relevant across K-12 education: (1) Equity: How can states distribute funding to students and public IHEs with the greatest needs?; (2) Adequacy: How much funding is enough to achieve the desired outcomes?; (3) Cost Sharing: How can local governments and states share the cost of public higher education?; and (4) Stability: How can public IHEs secure consistent and predictable funding?
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- 2024
9. Navigating Tensions: A Critical Policy Analysis of Expectations for English Educators in Georgia
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Jennifer Ervin and Madison Gannon
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We compare the institutional standards and expectations for English language arts (ELA) educators from the National Council of Teachers of English (NCTE), the leading professional organization in this field, and the state of Georgia. By conducting a critical policy analysis of documents from NCTE and the Georgia Department of Education (GADoE) we sought to understand the tension between standards set for training English education students in institutions of higher education and the standards those teachers would be required to use in Georgia K-12 schools. We analyze these documents through Cooper et al.'s (2004) policy analysis framework, which questions the normative, structural, constituent, and technical dimensions of policy development. We found that the ideological beliefs and values embedded in the policies and documents from NCTE and GADoE have developed divergent sets of expectations for ELA teachers in Georgia, particularly around how teachers respond to oppression in our society; how we understand the overall purpose of ELA instruction; and the scope of responsibilities for educators. We end by presenting implications for educators working among these two sets of policies, in recognizing where these expectations may overlap as well as diverge.
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- 2024
10. The Limits of White Privilege Pedagogy: A Reflective Essay on Using Privilege Walks in the College Classroom
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Amy Dundon, Elisabeth Stoddard, Geoff Pfeifer, and Nestor Noyola
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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.
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- 2024
11. Start with Equity: NC Early Childhood Education Equity Analyses Project
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Iheoma U. Iruka, Rachel Kaplan, Milton Suggs, and Rosalind Kotz
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Despite increased attention to racial disparities in health, wellbeing, and academic outcomes--especially for Black, Latine, and Native American children and children from low-income households--little progress has been made in identifying the root causes of those disparities and, more importantly, identifying equitable policies and strategies to mitigate centuries of oppression and systemic inequities. There is a need to ensure that policies are developed with a racial equity and economic justice lens to activate and support transformation during children's early years, especially for those populations that have been historically marginalized and underrepresented. For this report, researchers conducted a landscape analyses and engaged with grassroots and grasstops early education partners to identify policies and strategies that show effect or promise in mitigating racial and economic disparities in early care and education (ECE). The research also focused on how policies can be more effectively enacted and implemented to advance equity. Its findings are presented in three core sections: (1) Child Opportunity Index (COI); (2) Disproportionality Analyses; and (3) Voices from the ECE Field. [The report was funded by the Blue Cross Blue Shield of North Carolina Foundation.]
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- 2024
12. The Multilayered Effects of Racism on Early Educators in California: An Examination of Disparities in Wages, Leadership Roles, and Education
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University of California, Berkeley. Center for the Study of Child Care Employment, Yoonjeon Kim, Lea J. E. Austin, and Hopeton Hess
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Despite the crucial role early educators play in young children's development, the field has always struggled with poor compensation and inadequate support (McLean et al., 2021). The persistent undervaluation of the ECE sector and the labor provided by the nearly all-female workforce can be traced back to its racist roots, when enslaved Black women were forced to care for White children (Center for the Study of Child Care Employment, 2022a; Lloyd et al., 2021). This report shows how racism continues to affect the ECE workforce. Racial disparities take many forms, from inequities in racial and ethnic representation across provider types and job roles to disparities in compensation. Black and Latina educators, for example, routinely experience lower wages than their peers. Asian and Black educators tend to hold higher levels of educational degrees compared to other groups, but their credentials do not necessarily lead to job advancement or higher pay. Systemic racism is most often understood as a form of racism that is "pervasively and deeply embedded in systems, laws, written or unwritten policies, and entrenched practices and beliefs that produce, condone, and perpetuate widespread unfair treatment and oppression of people of color" (Braveman et al., 2022, p. 171). Yet, systemic racism also fosters an absence of systems or processes that provide recourse for discrimination or protection from inequities. A transformed system could begin to repair the current injustices. (1) For example, if early care and education were treated as a public good, programs would be funded to reflect the true cost of care; (2) A salary scale driven by a combination of years of experience and education would reduce the vast pay gaps, especially between Black educators and their peers of other races and ethnicities with similar education and experience; (3) Professional pathway programs and mentorship initiatives could be designed specifically to expand access to leadership roles for underrepresented communities. Efforts like apprenticeships, degree-completion programs, and fellowships have proven incredibly successful (Copeman Petig et al., 2019; Kipnis et al., 2012; Smith et al., 2023). However, such opportunities are not built into ECE systems, but are often pilots, demonstration projects, or very limited in reach (Malone et al., 2021); and (3) Data to pinpoint disparities could track how or if they are reduced over time. North Carolina, for example, routinely funds robust data collection, but it is unclear if and how identified disparities are acted on (Child Care Services Association, 2020). [Additional funding for this report was provided by the Blue Shield of California Foundation.]
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- 2024
13. Racial Conflict in a Higher Education Policy Vacuum
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Blanca Elizabeth Vega
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This study explored how 14 higher education and student affairs (HESA) professionals navigated institutional policy vacuums to address interpersonal racial conflict between students. Grounded in perspectives of policy vacuums, findings revealed that HESA professionals learned about racial conflict by referring to their own personal, professional, and academic training. Additionally, they employed strategies that were often self-generated and informal to address racial conflict. The paper concludes with a discussion of the findings, specifically highlighting that relying on HESA professionals' dispositions is an insufficient way to address racial conflict and that more institutional support is necessary to train racially responsive HESA professionals.
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- 2024
14. (Re)Setting the Racial Narrative: Antiblackness and Educational Censorship
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James C. Bridgeforth and Desiree O'Neal
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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.
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- 2024
15. Toward (Racial) Justice-In-The-Doing of Place-Based Community Engagement
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Tami L. Moore, Lindsey P. Abernathy, Gregory C. Robinson Ii, Marshan Marick, and Michael D. Stout
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Community and campus partners can benefit from place-based community engagement to enact a commitment to racial equity and community-driven decision-making. Racial equity is paramount in place-based community engagement. However, very little attention has been given to how whiteness in the ideological foundations of higher education shapes the work lives of professionals, faculty, and the collaborations they form to address community issues. Thus, the purpose of this case study is to foreground some paradoxes of whiteness-at-work (Yoon, 2012) in an informal place-based community engagement collaboration between the Center for Public Life at Oklahoma State University-Tulsa and members of the historic Greenwood community in Tulsa, Oklahoma. We take a reflexive stance (Ozias & Pasque, 2019), examining our own experience to explore how Yoon's (2012) concept of whiteness-at-work serves as a tool for advancing the racial equity agenda of place-based community engagement. We conclude that whiteness-at-work provides a useful lens through which to begin explicitly surfacing ways in which place-based community engagement can reify and perpetuate white hegemony. This approach also provides a starting point for racial "justice-in-the-doing," the internal, interpersonal, and institutional work to disrupt hegemonic whiteness" (Yoon, 2022), in place-based community engagement that may move us further toward garnering the racial equity to which we aspire.
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- 2024
16. Understanding Suburban School Segregation: Toward a Renewed Civil Rights Agenda. A Civil Rights Agenda for the Next Quarter Century
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University of California, Los Angeles. Civil Rights Project / Proyecto Derechos Civiles, Erica Frankenberg, and Genevieve Siegel-Hawley
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In the largest U.S. metropolitan areas, suburban school districts enroll 14.4 million students, far more than the 6 million students enrolled in the same metros' urban districts. In fact, students enrolled in the suburban school districts surrounding the 25 largest metropolitan areas represent roughly 30% of the nation's entire public school enrollment. Suburban growth has occurred alongside the creation of a segregated, metropolitan society through policy, law and practice. Discriminatory loan practices, federal highway construction, site selection for subsidized housing and exclusionary zoning are examples of how racial discrimination permeated to origins suburban society. State and federal governments are dominated politically by those representing suburban constituents too often eager to maintain an exclusionary status quo. As shifting populations change suburban school enrollment, education policy trends formerly confined to urban districts have spread to suburban ones. Many suburban school districts have experienced growth in the charter school sector, as well as a rash of school closures. Suburban schools and districts reflect broader societal problems, paradigms, and possibilities. This paper draws on federal enrollment data from the nation's largest 25 metros from 2011-2020 to descriptively analyze suburban school enrollment and segregation at the school district-level, seeking to understand different district contexts and their relationship to student segregation.
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- 2024
17. Visible but Invisible: Chinese International Students' Experience of the COVID-19 Pandemic and Academic Institutions' Support
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Xin Huang
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This study applies the hermeneutical phenomenological approach, guided by Critical Race Theory, to explicate a nuanced understanding of the way Chinese international students' racial identity shapes the challenges that they faced during the pandemic and their experience of academic institutions' support during this time. The current study highlights the pervasive anti-Asian racism that directly and indirectly contributed to Chinese international students' negative experiences studying in Canada during the pandemic. The findings also highlight the lack of support from academic institutions, despite the rising anti-Asian racism faced by this group of students. Furthermore, this study calls attention to the consideration of race in developing support programs for racialized international students. Recommendations for universities to better support international students (Chinese or otherwise) are developed.
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- 2024
18. 'A Bunch of Liberal, Nazi Communists': Equity-Oriented Educational Leaders' Response to the Anti-CRT Phenomenon in Iowa
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Leslie Ann Locke and Ann Blankenship-Knox
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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.
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- 2024
19. Enwhitened Spaces: A Critical Race/Critical Whiteness Content Analysis of Whiteness, Disinformation, and Amazon Reviews
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Lorien S. Jordan, Rachel R. Piontak, Kadesha Treco, and Stefanie L. McKoy
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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.
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- 2024
20. Forgotten Women in Education: A Narrative Inquiry into the Marginalisation of ECD Practitioners
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Kaylianne Aploon-Zokufa
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Background: South African narratives of and by early childhood development (ECD) practitioners often focus on policies, practices and perspectives in research. While these are important for the development of the field, the voices of ECD practitioners, in this marginalised space, are silent. Aim: This article aims to understand: Who are the ECD practitioners? What are the conditions of their lives and livelihoods? How do they negotiate opportunities for employment, socioeconomic growth and further education and training? Setting: The study describes the marginality of ECD practitioners by narrating the lived experience of work and post-school education and training of one mature woman in the Western Cape. By narrating a single story, the stories of others unfold; working in similar circumstances and negotiating the same opportunities in the harsh reality of poverty and oppression. Employing a narrative methodology is a commitment to decolonising the practice of research, where voices of the 'Other' are centralised and amplified. Methods: An intersectional lens forms the theoretical grounding for this article with life history interviews as its primary form of data collection. Results: Adult women ECD practitioners are mainly poor, black and female. They pursue access into higher education to improve their lives and livelihoods. Conclusion: The intersections that shape their lives limit their opportunities for access and success. Contribution: The power of narrative research, displayed in this article, ensures that voice is used to move the lived experiences of black women ECD practitioners from the margins to the centre.
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- 2024
21. Inequalities in the Cape Flats: Principals' Perspectives on Children's Schooling
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Desire' Christian and Amy E. Stambach
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Background: A separate, apartheid system of schooling in South Africa entrenched European racialised ideologies of white supremacy that left a legacy of social, economic, and educational inequalities. The 1995 White Paper for Education, the 1996 South African Schools Act, and the Revised National Curriculum Statement outlined steps for equalising education. However, inequalities within the schooling system remain. Aim: The study aimed to understand how principals experience the lasting effects of apartheidera segregationist policies in primary schools and to document principals' solutions. Setting: A meeting of principals who work at primary schools in the Western Cape province. Methods: Researchers purposively sampled four principals from the primary schools represented at the meeting, conducted semi-structured interviews with the principals chosen, and adopted an interpretive approach to analyse findings. Results: This study finds from principals' perspectives that neighbourhood gang violence, and highly unequal funding for schools in different neighbourhoods adversely impact primary school children's education and principals' abilities to lead as a result of context, overcrowding and inequality. Principals note that when parent-led programmes such as the Walking Bus produce a positive effect, the government tends to undercut parents' efforts to work with principals to secure and equalise young children's schooling. Conclusion: Giving greater governance power to parents and principals may help to equalise the extremes of inequalities in primary schools remaining from Nationalist Party policies of the pre-1994 apartheid era. Contribution: This study contributes to primary school principals' ideas for improving primary schoolchildren's education.
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- 2024
22. Troubling Hegemonic Racialized Ideologies in Education with Critical Race Theory
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Cathryn B. Bennett and Delma Ramos
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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.
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- 2024
23. Seeking Care: Youth's Counterstories within the Context of Mental Health
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Jinny Menon, Michelle Lavoie, Vera Caine, Margot Jackson, and Holly Symonds-Brown
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In this article, we draw on a narrative inquiry into the experiences of children, youth, and families waiting for mental health support during the COVID-19 pandemic in Western Canada. We foreground two youths' experiences (Gillian, who self-identifies as transgender, and Malek, who self-identifies as racialized) to highlight the complex barriers and supports each encountered while attempting to secure appropriate care as they navigated moments of crisis within their worlds of home, school, and communities. By inquiring into their mental health stories, we foreground the unique ways these youth enacted counterstories to disrupt hegemonic constructions of their identities, build agency, and support their wellbeing.
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- 2024
24. White Racial Framing and White Supremacy Culture in STEM Education: Experiences of Students with Minoritized Identities of Sexuality and/or Gender
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Rachael Forester, Ryan A. Miller, Rachel Friedensen, Annemarie Vaccaro, and Ezekiel W. Kimball
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Whiteness is prevalent in higher education and therefore permeates science, technology, engineering, and mathematics (STEM) fields. While research shows STEM's long history of exclusion and marginalization in higher education (Ong et al., 2011), there has been limited research on the ways students with minoritized identities of sexuality and/or gender (MIoSG) in STEM interact with systems of dominance, such as whiteness. Using white supremacy culture (Okun, 2021; Okun & Jones, 2001) and the white racial frame (Feagin, 2010) as sensitizing concepts, this paper explores how students with MIoSG are situated in relation to systems of whiteness and white racial dominance in STEM learning spaces. Our findings included three emergent categories: color-evasiveness, desiring diversity in STEM, and the simultaneous invisibility and hypervisibility of Black, Indigenous, and People of Color (BIPOC) in STEM. Findings illuminated the complex ways BIPOC and white students with MIoSG experienced and thought about whiteness and white supremacy in STEM. Data point to the need for intentional anti-racist research, policy, and practice in STEM learning spaces.
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- 2024
25. Language Equity in the Undergraduate Classroom: Fostering Language Diversity in the World of Standard Academic English
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Gabriela Johnson
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In this essay, I explore the complex intersection of language, identity, and education with a particular focus on the importance of fostering linguistic equity in higher education settings. It is imperative for higher education institutions to reevaluate language-related practices and foster linguistic diversity and equity. Drawing upon linguistic theories and real-world examples, I highlight how language is deeply intertwined with personal identity, culture, and heritage. Various English dialects, such as African American Vernacular English, Chicano English, and others, are highlighted as valid linguistic expressions rather than deviations from a supposed standard. The role of standard academic English (SAE) in academia is examined, with a critical examination of how it can unintentionally perpetuate linguistic prejudice and inequality. I highlight activities in one university and provide practical strategies and classroom approaches to promote linguistic equity by showcasing rubric adjustments and teaching techniques that accommodate diverse language backgrounds. Educators can create inclusive learning environments that empower students to communicate effectively and celebrate their linguistic diversity, ultimately breaking free from historically biased language standards.
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- 2024
26. Critical Global Citizenship Education: Unpacking Representations of Racialization in Korean English Textbooks
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En Hye Lee
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This paper aims to investigate how and to what extent 'critical' global citizenship is reflected in middle school English textbooks in Korea. Framed within Freire's concept of critical literacy, the study is concerned with analyzing the written texts in two English textbooks, with a focus on the issue of representations. Using critical content analysis, the research centers on unpacking how race, racism, or racialization, especially in the United States, is represented, and to what extent these representations may be associated with global citizenship education in English language learning. The major findings indicate a notable absence of sufficient sociohistorical and cultural contexts of race in the United States as presented in the concerned English textbooks. Based on the analysis, this paper calls for an expansion of the dimensions of critical global citizenship in English language learning settings, aiming to provide students with broader opportunities to question colonial discourse and challenge issues related to power and systemic oppression.
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- 2024
27. Pseudocommunity as a Limitation in Antiracist Faculty Professional Development
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Mara Lee Grayson
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This article explores how the racialized discursive and behavioral norms of pseudocommunity interfere with faculty professional development toward antiracist writing pedagogy. The author draws upon original research into a faculty learning community of first year composition instructors to highlight how, without explicit acknowledgment and interrogation, antiracist initiatives meant to encourage collaboration, equitable exchange, and professional learning may reproduce the white pseudocommunity dynamics that prevail in writing programs. This essay contributes to the growing body of literature on antiracist pedagogy and writing program administration by emphasizing the necessity of deep consideration of contextual interpersonal aspects of racism and white supremacy that may go unnoticed or unacknowledged by administrators and instructors.
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- 2024
28. Yes, I'm White, But…Now What…Cultural Competency & Deficit Perspectives in White Preservice Undergraduate Women Teachers
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Shanna Y. Salmond-McHellen and Pietro A. Sasso
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This phenomenological qualitative study used Rowe, Bennett, and Atkinson's (1994) White Racial Consciousness Model to conceptualize racial awareness among White undergraduate female preservice teachers. Findings indicate that White preservice teachers recognized their White racial identity but lacked an understanding about their positionality within systems of whiteness. They use colorblind perspectives when discussing issues of race and racism in support of an enlightenment narrative. Participants sought diversity competencies in their student teaching experiences because they suggested their teacher preparation programs and precollege experiences limited their exposure to diverse identities and settings. They held deficit perspectives about Students of Color and struggled communicating with parents. Implications for practice are included related to improvements within teacher preparation curriculum and undergraduate student development.
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- 2024
29. The Lived Experiences of Asian International Students in the U.S. Higher Education
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Hongyan Wang
- Abstract
Asian international students have long constituted the largest portion of the international student body in the United States (U.S.), a trend that persists despite the hurdles presented by the COVID-19 pandemic. These students play an essential role in stimulating the U.S. economy, facilitating cross-cultural exchange, and nurturing international collaboration and understanding. During the 2022-2023 academic year, Asian international students comprised 70.3% of the total international student population in the U.S. higher education. The number of Asian international students in the U.S. higher education institutions is so considerable that their lived experiences within the U.S. higher education system deserves a thorough examination. Existing empirical research demonstrates that plenty of Asian international students are underserved, mainly facing culture shock, linguistic barriers, racial discrimination, and mental health issues. This systematic literature review aims to: (1) Investigate whether Asian international students face any challenges in the U.S. higher education; (2) Classify the challenges (if any) encountered by Asian international students in the U.S. higher education; (3) Offer valuable insights to key stakeholders in international education, empowering them to refine current administrative policies and teaching pedagogies to best support the well-being and success of Asian international students in the U.S. higher education.
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- 2024
30. Developing a Culturally Responsive Social Studies Classroom with Trade Books
- Author
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Jeremiah Clabough, Timothy Lintner, Caroline Sheffield, and Alyssa Whitford
- Abstract
In this article, the authors focus on a one-week research project examining Frederick Douglass's civic actions to challenge racial discrimination African Americans faced before and after the U.S. Civil War. Our one-week research project was implemented at a free public charter school in amid-sized Southern city. Our project connects to the disciplinary literacy skills argued for in the indicators of the C3 Framework. The following research questions drove our study: (a) in what ways, if any, do students articulate the challenges African Americans faced in the slavery system?; (b) In what ways, if any, do students articulate the civic actions taken by Frederick Douglass to challenge racial discrimination in U.S. society? First, we define the concept of public issues and describe their importance in an abbreviated literature review. Next, our focus shifts to examining how disciplinary literacy skills advocated for in the C3 Framework helped to shape our project. Then, we briefly focus on the demographic information for the students that participated in our study along with giving the demographic information about the teacher that implemented this project. Next, methods utilized in our project will be given. Then, a description of the student data and analysis procedures is provided. Next, we talk about the findings from our study and give a discussion section to unpack our findings. Finally, we close the article with limitations from our study and recommendations for future research studies to build upon our project.
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- 2024
31. Starting with Stories: Leveraging Children's and Adolescent Literature to Teach for Anti-Racist and Global Competence
- Author
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April Mattix Foster, Kathleen A. Ramos, Sarah Rich, Rebecca Eisenberg, and Courtney Hayes
- Abstract
As we consider the growing number of children from immigrant and refugee backgrounds that our schools serve, the importance of fostering anti-racist educators through teacher education is of the utmost importance. While anti-racist work can be a challenging and ongoing personal journey for every educator, engaging teacher education students with diverse children's and adolescent literature can lead to meaningful self-reflection that can foster empathy and global competence. This article shares how online university course modules were designed, with funding from the Longview Foundation, to support pre- and in-service educators to engage with children's and adolescent literature centered on the lived stories of immigrant and refugee families through scaffolded reading and thinking protocols as a model for using literature to encourage empathy and global competence with young learners. Pre- and in-service teachers reported several benefits, including an increased awareness of the importance of diverse literature, deepened self-reflection and empathy, and meaningful connections to classroom practice, thereby benefiting educators and their learners alike.
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- 2024
32. South African COVID-19 School Closures: Impact on Children and Families
- Author
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Sadiyya Haffejee, Thandi M. Simelane, and Anita Mwanda
- Abstract
Background: The COVID-19 pandemic and subsequent school closures have had profound impacts on learners and their families globally, affecting their psychosocial wellbeing. However, the extent and nature of these effects, particularly in diverse socioeconomic contexts, remain largely under-explored. Aim: This study aimed to investigate the effects of school closures on the psychosocial wellbeing of children and parents in South Africa's Gauteng province. Setting: The research included families from various socioeconomic backgrounds in Gauteng province, South Africa. Methods: Using an ethnographic research approach, diary-style entries via the WhatsApp mobile app were collected from 43 families, and semi-structured telephonic interviews were conducted with 21 families. Results: The study found that children experienced adverse emotions, including loneliness, boredom, anxiety and isolation during school closures. Parents reported elevated stress levels and increased caregiving burden. The severity of impact was influenced by access to resources for online or home-schooling. Conclusion: The findings highlight the multi-dimensional implications of school closures on families and underscore the importance of providing adequate support during such disruptions, taking into account the varying effects across socioeconomic backgrounds. Contribution: This study fills a crucial gap in understanding the psychosocial impacts of school closures due to the COVID-19 pandemic on children and parents within diverse socioeconomic contexts. The findings call for equitable access to educational resources, evidence-based remediation efforts, and integrated mental health support services.
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- 2024
33. Race-Conscious Professional Teaching Standards: Where Do the States Stand?
- Author
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Danielle M. Carrier
- Abstract
Education policymakers have long sought to reduce persistent achievement disparities between students of color and White students with varying levels of success. Understanding the different needs and obstacles faced by students and families of color is important given educating all individuals for our future U.S. society is a priority. Educational policy should reflect the assumption that race matters and continues to impact educational opportunity. This paper argues that race-conscious professional teaching standards could extend the structural boundaries of teacher practice when working with racially, culturally, and linguistically diverse students. Using discourse analysis to analyze the deeper meanings of selected states' teaching standards in different sociopolitical contexts, this paper describes the challenges and opportunities for infusing race-conscious perspectives in teaching standards. Implications for how states' teaching policy language actively creates and builds teaching and learning environments are discussed.
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- 2024
34. COVID-19 as a Window for Equity-Oriented School Leadership: What Have We Learned from Principals' COVID-19 Response?
- Author
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Mario Jackson
- Abstract
This essay argues that principals' capacity to advance equity might have been constrained by pre-COVID conditions. Drawing on the emerging literature on school leadership during the pandemic, the current article discusses how principals' capacity to advance equity was expanded as a result of the window of opportunities created by the COVID-19 pandemic. Given the increased frequency at which schools experience crises, understanding these opportunities may allow stakeholders to better support principals' efforts to enact equity-oriented leadership practices. Implications for leadership preparation, school funding, accountability policies, and future research are discussed.
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- 2024
35. Translational Research Approaches in Land-Grant Institutions: A Case Study of the REDI Movement
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David A. Julian, Melissa C. Ross, Kenyona N. Walker, Gabrielle C. Johnson, and Ana-Paula Correia
- Abstract
In this case study we explore the concept of translational research: specifically, how common tools were employed in the context of the translational research process to design and implement a formal intervention to address racism at the individual and structural level. This approach to translational research focuses on the implementation of evidence-based interventions to address issues in communities, schools, and other organizations and is ideally suited to support researchers and practitioners in the nation's land-grant institutions. We discuss the suitability of translational research as an approach to identifying and resolving issues and implications for training and day-to-day operations of translational research organizations. Finally, we point to the necessity of incorporating principles of equity and engagement in the translational research process.
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- 2024
36. Extractive Knowledge: Epistemic and Practical Challenges for Higher Education Community Engagement
- Author
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Nancy Arden Mchugh, Samantha Kennedy, and Ashley Wright
- Abstract
Extractive knowledge is prevalent in higher education community engagement. It is a type of epistemic injustice that is harmful to the historically and systemically minoritized communities and community nonprofits that many universities, particularly predominately white institutions, seek to engage. Extractive knowledge results from what we can think of as transactional relationships with community members or community nonprofits. These are largely superficial but impactful relationships perpetuating injustice in higher education spaces that imagine themselves working to create greater justice. In this article, we make two primary arguments: a.) Extractive knowledge is an epistemic injustice prevalent in community-engaged higher education, and b.) The Robert Wood Johnson Foundation's model for transformative community engagement and the Fitz Center for Leadership in Community's Practice Principles provide strategies and models for more epistemically just approaches to community engagement that shape knowledge in epistemically responsible ways, in partnership with communities and alignment with communities' goals and outcomes, this paper finishes with the Fitz Center's Health Equity Program and a community-led partnership as examples of these Practice Principles that lead toward reciprocal, responsible, community-driven, and transformational community engagement.
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- 2024
37. Using the Cultural Formulation Interview with Afro Latinx Immigrants in Counseling: A Practical Application
- Author
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Kirsis Allennys Dipre, Diana Gallardo, Susan F. Branco, and Ladylanis Grullon Cepeda
- Abstract
Afro Latinx immigrants are an underserved population in the United States and within counseling specifically. The counseling profession has been slow to address the unique needs of this population despite the increased visibility of this group in recent years. Consistent with the codes of ethics from the American Counseling Association and the National Board for Certified Counselors and the Multicultural and Social Justice Counseling Competencies (MSJCC), counselors must continue to expand their repertoire and use empirically supported tools to address these mandates and increase cultural responsiveness in clinical practice. Despite its alignment with the MSJCC, the counseling literature demonstrates that the Cultural Formulation Interview is an underutilized, empirically supported tool. The authors describe how counselors may use the Cultural Formulation Interview in their clinical practice with Afro Latinx immigrants while operating from a multicultural and social justice-oriented framework.
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- 2024
38. Diondre Also Has Bad Days: Cannabis Use and the Criminalization of Black Youth
- Author
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Rommel Johnson
- Abstract
Black, school-aged youth may experience socioeconomic, psychological, and emotional difficulties that affect their mental health, leading to maladaptive ways of coping, such as cannabis use. Instead of getting treatment and support to help them manage their stressors in positive ways, Black youth often receive punitive school practices, including referrals to the juvenile justice system. Counselors who work with school-aged youth are likely to encounter many Black youth and can thus either be instrumental to their psychological development or inadvertently impede their well-being with over-pathologization and criminalization of their cannabis use. In this article, the author reflects on a particular experience he had working with a Black youth and how it influenced his cultural competency and development as a counselor. The author also discusses the socioeconomic landscape and psychological experience of Black youth and their rationale for cannabis use. The article concludes with implications for professional counselors.
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- 2024
39. From Lived Experiences to Social Activism: Latino Fraternity Brothers Critical Service to the Latinx Community
- Author
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Regina L. Suriel, James Martinez, Christian Bello Escobar, and Jamie L. Workman
- Abstract
Colleges and universities are seeing growth of Latinx students actively engaged in Greek life. In this study, six Latino participants share their testimonios as members of different Chapters of a Latinx Greek Letter Organization (LGLO) nestled within Predominantly White Institutions located in the state of Georgia, USA. Informed by LatCrit theory, this qualitative study uses member's testimonios to shed light on their varied and sometimes politically charged and racist lived experiences. The researchers draw on these experiences to show how the LGLO supported these members' character and leadership development and their desire and commitment to critical service and socially just causes.
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- 2024
40. The Challenging Path of Welcoming and Inclusion of Foreign Students in Schools: A Systematic Review
- Author
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María Rodríguez Riquelme, María Belén Ortega-Senet, Caterine Galaz, and Andrew Philominraj
- Abstract
Interculturality, inclusion, and diversity are generally associated with bilingualism in countries with different sociocultural identities, but rarely with school coexistence among students hailing from different backgrounds. The present systematic review is framed in a descriptive-qualitative approach since its main objective is to provide an account of the relationship between welcoming, school coexistence, and the integration and inclusion processes in schools in countries receiving foreign migrant families. For this purpose, Web of Science, SCOPUS, EBSCO, and SCiELO databases were searched using a reference chain, and according to search results, 26 empirical studies retrieved from those databases published between 2010 and 2020 were analyzed. The main findings indicate that the inclusion process is developed through the acculturation and disciplining devices of foreign children to the dominant national logic, which marks a hierarchical difference between nationalities. They also highlight the recognition of cultural diversity under the logic of folklorization and a vision that focuses on academic achievement rather than on the particularities that cultural diversity can contribute to social relations and learning within the school.
- Published
- 2024
41. Hate Speech in YouTube Comments on Rohingya Refugees in Thailand and Syrian Refugees in Europe
- Author
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Parichart Chimkhlai and Siriporn Panyametheekul
- Abstract
This research aims to analyze language patterns in hate speech found in comments on YouTube about Rohingya refugees in Thailand and Syrian refugees in Europe. Data were collected from 4,113 comments in Thai and 13,960 comments in English and appeared on a video-sharing website specifically from news clips about Rohingya refugees in Thailand during the year 2015- 2019 and news on Syrian refugees in Europe during 2013-2019. After applying critical discourse analysis theory on the data, three types of hate speech were found: 1) name calling; 2) verb phrases; and 3) modifiers. The hate speech addresses race, religion, gender, body shape, taste, potential, ability, and individual or group identity. There were five types of name-calling, namely regarding race, religion, threats, animals/evil, and being unwanted; three types of verbs, namely danger/threats, behaviors/actions, and eviction/expulsion; and two types of modifiers, namely degrading quality and degree intensity. The three sets of vocabulary equally form hate speech in Thai and in English. In both languages, refugees are portrayed as villains, devalued as unwanted, dangerous, and offensive. Modifiers are used to magnify the degree of intensity driven by the underlying emotional implications.
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- 2024
42. Developing and Sustaining Northeastern's EdD Program during and post Pandemic
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Cherese Childers-McKee, Sara Ewell, Joan Giblin, Joseph McNabb, and Melissa Parenti
- Abstract
Northeastern University's EdD faculty faced unique challenges during the pandemic and racial reckoning following George Floyd's murder. During this period, however, we found opportunities to adapt and improve our program. We prioritized compassion and connection. We made significant strides in curriculum development through design and implementation of three new concentrations. We focused all program elements on how social justice works in a variety of educational settings. We altered our approach to data collection and doctoral supervision. In so doing, we were able to maintain consistency for our students and develop a closer bond with our faculty colleagues.
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- 2024
43. Pivoting from Problems to Possibilities in Response to Dual Pandemics
- Author
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Jarrod E. Druery, Melissa M. Jones, and Brandelyn Tosolt
- Abstract
The year 2020 brought not only the COVID-19 pandemic but also a wave of racial injustice, which impacted many in the U.S. and beyond. Combined, these phenomena have been characterized as dual pandemics, which introduced new demands that forced faculty to redesign aspects of their doctoral programs to ensure sustainability during the pandemic and post-pandemic era. The purpose of this essay is to highlight changes we made to sustain our EdD program during and post dual pandemics. We achieve this by employing Ginwright's (2022) four pivots and brown's (2017) emergent leadership as a framework and to conceptualize how we transitioned from viewing the events of 2020 as problems to embracing the possibilities they offered for the present and future of our EdD program. Practical implications and recommendations for this work are discussed to offer EdD faculty ways to design, develop, and sustain their doctoral programs in the post-pandemic era.
- Published
- 2024
44. Hidden Traumas of Coloniality of a South African Child Who Received an Academic Scholarship
- Author
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Marcina Singh
- Abstract
Background: Cultural dissonance and exclusion in schools persevere because of a lack of response to diversity. In South Africa, coloniality manifests itself in teaching and learning practices through promoting and privileging selective cultural norms in schools, often to the detriment of poor black children. Aim: Despite the availability of educational scholarships for poor children as a way to promote economic success, these opportunities are often laden with cultural and hegemonic expectations making them challenging to navigate, often rendering the experiences as traumatic rather than developmental. Setting: The article reflects on children's schooling experiences in South Africa. Methods: This qualitative exposition presents insights from a primary school teacher about her own childhood experiences of exclusion, alienation, and cultural dissonance in South African schools. Results: It reveals the pervasiveness of coloniality and how social justice has still not fully permeated schools. The interplay between race and class remains salient. Conclusion: Schools should intensify efforts to promote inclusion by recognising diversity and avoiding normalising singular narratives in diverse contexts. Educational opportunities given to children from disadvantaged backgrounds should be accompanied by psycho-social support to ease the culture shock and alienation they feel when learning in new contexts that differ from their norm. Contribution: The article demonstrates that culture is more powerful than politics because, despite the democratic political context, the 'cultural bomb' of decoloniality is all-encompassing.
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- 2024
45. Do Increasing Levels of Education Contribute to Individualist or Collectivist Orientations? Evidence from the U.S. General Social Survey
- Author
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Elizabeth A. Jach
- Abstract
While prior research has examined the connection between civic engagement and collectivist views, the present study considers to what extent years of education have been associated with more collectivistic views. This study analyzed data from the 2021 United States General Social Survey. Results suggested that more years of education was associated with believing that the government should do more for Black people and that the government should do move overall (in a scaled average of individualism/collectivism). Specific demographic factors were associated with more collectivist or individualistic views. Implications for program and policy development within higher education are considered.
- Published
- 2024
- Full Text
- View/download PDF
46. Ethnic Diversity in the Teaching Workforce: Evidence Review. Report
- Author
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National Foundation for Educational Research (NFER) (United Kingdom)
- Abstract
A key factor in the lack of ethnic diversity in teaching is the low acceptance rates of ethnic minority applicants onto initial teacher training (ITT) programmes compared with their White peers. While the reasons behind this disparity are not clear, there are two main areas of speculation in the literature: one suggestion is that White candidates have higher qualifications or more relevant experience; another suggestion is that there are some underlying sources of bias in favour of White applicants. For example, this could emanate from ethnic bias in ITT entry assessments. Negative experiences during ITT could also help to explain why fewer trainee teachers of colour achieve qualified teacher status (QTS). Beyond high workload, often cited reasons for leaving include (1) overt and covert racial discrimination from staff, pupils and parents; (2) disillusionment with their ability to make a difference for pupils from ethnic minority backgrounds; and (3) a lack of opportunities for progression. While few interventions to date have been rigorously evaluated to assess effectiveness, there are some promising approaches in the field. The review highlighted the following strategies as potentially helpful: (1) Recruitment to ITT; (2) Retention in teaching; and (3) Leadership progression and retention. [This report was commissioned by Mission 44 (United Kingdom).]
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- 2024
47. 'A Brief Moment in the Sun': Mapping White Backlash in the History of K-12 Black Education in the United States
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Amber M. Neal-Stanley, Kristen E. Duncan, and Bettina L. Love
- Abstract
White backlash is the immediate, violent response of some white people to the actual and perceived racial and educational progress of oppressed groups. In this paper, we take a historical detour to map this phenomenon, specifically in the history of K-12 Black education. We demonstrate that the current state of education is not an exceptional moment, but part of a long genealogy of anti-Black educational violence and white backlash. Yet, we suggest that operating from an understanding of the inevitability and imminence of white backlash offers necessary tools in the continued fight for liberatory Black educational futures. [Note: The publication year (2026) shown in the header on the PDF is incorrect. The correct publication year is 2024.]
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- 2024
48. Examining Experiences of Academic Advisors of Color Using a Critical Race Framework
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Sophie L. Spratley and Cecilia E. Suarez
- Abstract
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.
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- 2024
49. Professional Development Supporting Principals' Changing Roles as Equity-Oriented Leaders
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Carol A. Mullen and Rebecca B. Hall
- Abstract
In these challenging times, it is essential that principals serve as equity-oriented, antiracist, culturally competent leaders accountable for students' performance, school improvement, and policy requirements. Many studies focus on professional development (PD) for teachers but not school leaders, thus the value of the present analysis is that principal PD is the centerpiece. This literature review/conceptual article examines quality PD that advances principals' learning and effectiveness in the context of their changing roles associated with instructional leadership, equity, and technology. The research question was, What does the literature convey about the main influences on effective principal PD that establish the need for equity and antiracism? Sixty-eight scholarly sources were examined in addition to public documents. The authors developed a conceptual framework named Influences on Principal Development to present various factors influencing student achievement. Six findings emerged: principal PD considerations and importance; changes in principal role and reasons for PD; types and practices of PD benefitting principals; barriers to engaging in principal PD; virtual PD platforms and their value; and leveraging virtual PD to support impact. The contribution is to knowledge of the principalship regarding quality PD and the importance of developing equity-minded leaders who impact teacher effectiveness and student performance.
- Published
- 2024
50. Reimagining the Agency of International Students of Color during Global Pandemic and (Neo)Racism
- Author
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Minghui Hou
- Abstract
The global imaginary contributes to the perpetuation of neo-colonial and neoliberal mentalities, which reinforce the political, cultural, and social dominance over international students. Through an exploration guided by interrelated theories of agency and transnational social fields, this study employs a narrative inquiry methodology with a constructivist research approach to comprehend and investigate the agency of international graduate students of Color amidst transnational mobility during the COVID-19 pandemic within a four-year public research institution in the United States. The research findings demonstrate that specific contexts and spaces shape the agency of international graduate students and (trans)form their present and future. This article reveals four distinct forms of agency: agency as negotiation in uncertainties, agency as resistance to forms of (neo)racism, agency for personal growth and (trans)formation, and agency within transnational futures.
- Published
- 2024
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