Access to Upper-Level Mathematics: The Stories of Successful African American Middle School Boys

This article is about 8 African American middle school boys who have experienced success in mathematics. Working within a phenomenological methodological framework, the researcher investigated the limitations these students encounter and the compensating factors they experience. Critical race theory was the theoretical framework for this study; counter-storytelling was utilized to capture the boys' experiences, which is in stark contrast to the dominant literature concerning African American males and mathematics. Five themes emerged from the data: (a) early educational experiences, (b) recognition of abilities and how it was achieved, (c) support systems, (d) positive mathematical and academic identity, and (e) alternative identities.

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K–12 School Counselors Utilizing Critical Race Theory to Support the Racial Identity Development and Academic Achievement of African American Males

Professional School Counseling ◽

10.1177/2156759x211040043 ◽

2021 ◽

Vol 25 (1_part_4) ◽

pp. 2156759X2110400

Author(s):

Brandee Appling ◽

Shanel Robinson

Keyword(s):

Academic Achievement ◽

African American ◽

Racial Identity ◽

Critical Race Theory ◽

Identity Development ◽

School Counselors ◽

African American Males ◽

Racial Identity Development ◽

Race Theory ◽

K 12

This article examines the role of racial identity development in the academic achievement of African American adolescent males. Through the lens of critical race theory (CRT), we highlight how K–12 school counselors may support and enhance the schooling experiences of African American males by understanding and acknowledging how racial identity development may impact academic achievement. A focus on CRT in education emphasizes the continual persistence of racism ingrained in K–12 education located within the educational opportunities, curriculum, representation, and teacher perception of African American males. We offer insight into how school counselors may work to decrease barriers to achievement by analyzing the effect race and gender have on the identification, retention, and underachievement of their African American male students.

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Critical Race Theory As An Analytical Tool: African American Male Success In Doctoral Education

Journal of College Teaching & Learning (TLC) ◽

10.19030/tlc.v7i10.152 ◽

2010 ◽

Vol 7 (10) ◽

Author(s):

Rosa Cintron

Keyword(s):

African American ◽

Critical Race Theory ◽

African American Males ◽

Doctoral Program ◽

Analytical Framework ◽

Access To Higher Education ◽

Critical Race ◽

Race Theory ◽

White Institution ◽

Insight Into

While access to higher education for racial and ethnic minorities improved over the last half of the 20th century, the percentage of these populations obtaining terminal degrees does not approach their respective percentage of society at large. By interviewing five African American males who completed a doctoral program at a Majority White Institution (MWI), this study seeks to identify some consistent themes among successful graduates. Using Critical Race Theory as an analytical framework, meaning is constructed in an effort to provide insight into those traits, practices and situations that contributed to the success of the participants in the study.

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Critical Race Theory and Caring as Channels for Transcending Borders between an African American Professor and Her Latina/o Students

International Journal of Multicultural Education ◽

10.18251/ijme.v20i2.1432 ◽

2018 ◽

Vol 20 (2) ◽

pp. 101 ◽

Cited By ~ 4

Author(s):

Jacqueline B. Koonce

Keyword(s):

African American ◽

Critical Race Theory ◽

Effective Teaching ◽

Student Learning ◽

Critical Reflection ◽

Participant Observation ◽

Archival Data ◽

Critical Race ◽

Race Theory ◽

Reflective Essay

This reflective essay uncovers ways in which critical race theory and caring are key to crossing racial, cultural, and linguistic borders between professors and their students. Many scholars have noted how critical reflection relates to effective teaching, especially when taking into account student learning. Reflecting upon archival data and participant observation, the author describes, through various stories, how she uses critical race theory and caring to connect with her students in spite of their differences. The author also provides examples of how her students reciprocate her care in extravagant ways.

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