- Department of Teacher Education
620 Farm Lane
Room 313
East Lansing, MI 48824
dcarter@msu.edu - 517-432-2070 (office)
Dorinda J Carter Andrews
Michigan State University, Teacher Education, Faculty Member
- Qualitative Research, Teacher Education, Racial Identity, Race and Racism, Critical Race Theory, Urban Education, and 11 moreBlack student achievement, Urban Teacher Preparation, Critical Race Praxis, Critical Theory, African American and Latina/o high achievers, Urban Teacher Education, Black Racial Identity Theory, Education, Social Justice in Education, Critical Race Feminism, and Black Feminist Theory/Thoughtedit
- Dorinda Carter Andrews is professor and chairperson of the Department of Teacher Education at Michigan State Universi... moreDorinda Carter Andrews is professor and chairperson of the Department of Teacher Education at Michigan State University where she teaches courses on racial identity development, urban education, critical multiculturalism, and critical race theory. She holds a B.S.I.E. from Georgia Tech, M.Ed. from Vanderbilt University, and an Ed.M. and Ed.D. from Harvard University. Her research is broadly focused on race, culture, and educational equity. She studies issues of racial justice in P-12 learning contexts and on college campuses, and urban teacher preparation and identity development. Her scholarship examines these issues by illuminating voices of youth and adults who have been historically and traditionally marginalized in schools and society.
Dr. Carter Andrews is a former industrial engineer, high school math teacher, and kindergarten teacher and has teaching experience in suburban, urban, charter, and independent schools. She partners with PreK-21 educational entities with varying student demographics to develop and maintain culturally inclusive and equitable learning and work environments. Dr. Carter Andrews regularly conducts professional development for in-service educators on how to better address racial bias in schools and meet the academic and social needs of culturally diverse students in various educational contexts.
Dr. Carter Andrews has given two TEDx talks on education – one entitled, “The Consciousness Gap in Education: An Equity Imperative” and another entitled, “Teach Kids to Be Eagles: Overcoming Educational Storms.” She is co-editor of the Journal of Teacher Education and an editor and contributing author of Contesting the Myth of a ‘Post Racial Era’: The Continued Significance of Race in U. S. Education (2013). Her work has been published in several top-tier academic journals and social media outlets.edit
""""Contesting the Myth of a ‘Post Racial’ Era brings together educational scholars across disciplines in higher education to reframe the discourse on race and racism in education in the Obama era and to explore structural,... more
""""Contesting the Myth of a ‘Post Racial’ Era brings together educational scholars across disciplines in higher education to reframe the discourse on race and racism in education in the
Obama era and to explore structural, environmental, cultural, and political implications of race and racism in education. The volume gives explicit attention to contesting the myth of post-racialism in U.S. education by examining racial inequality across the K-16 spectrum, through examination of classroom practices, educational policies, educational research, and equity and access. Policy makers, educators, and academics with an interest in raising the achievement levels of students of color as well as access to greater opportunities will
have interest in this book. It can be used for professional development at the K-12 and higher education level and for course adoption in college classrooms, particularly in programs
and courses where race is an explicit area of study.
""
Obama era and to explore structural, environmental, cultural, and political implications of race and racism in education. The volume gives explicit attention to contesting the myth of post-racialism in U.S. education by examining racial inequality across the K-16 spectrum, through examination of classroom practices, educational policies, educational research, and equity and access. Policy makers, educators, and academics with an interest in raising the achievement levels of students of color as well as access to greater opportunities will
have interest in this book. It can be used for professional development at the K-12 and higher education level and for course adoption in college classrooms, particularly in programs
and courses where race is an explicit area of study.
""
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Legacies of Brown illuminates the effects of segregation, desegregation, and integration on students, practitioners, communities, and policymakers in the fifty years since the landmark Brown v. Board of Education ruling. Articles by... more
Legacies of Brown illuminates the effects of segregation, desegregation, and integration on students, practitioners, communities, and policymakers in the fifty years since the landmark Brown v. Board of Education ruling.
Articles by leading legal and education scholars address questions that are central to the Brown rulings' complex and immensely influential legacy: Has the promise of Brown been realized for all students in public schools? What effects, both positive and negative, have occurred throughout educational communities in the United States as a result of this court decision? How has the process of integration fared in the educational outcomes of African American, Latino, Asian American, Native American, and immigrant youth?
In an essay written expressly for this volume, Harvard Law Professor Martha Minow offers her assessment of what has changed, and not, in the decades since Brown. Additional contributions from leading scholars offer a broad range of views on this complex and contested territory. A first group of articles focuses on desegregation policies and legal issues. Another section of essays examines the educational effects of integration policies on a wide range of racial and ethnic groups. As these latter articles clearly suggest, the implementation and consequences of integration policies in U.S. schools have turned out to be far more complex and various than the education community ever imagined in 1954.
Both timely and of enduring significance, Legacies of Brown is a unique contribution to our current reassessment of the Brown decision and its many consequences for American education and society. Less
Articles by leading legal and education scholars address questions that are central to the Brown rulings' complex and immensely influential legacy: Has the promise of Brown been realized for all students in public schools? What effects, both positive and negative, have occurred throughout educational communities in the United States as a result of this court decision? How has the process of integration fared in the educational outcomes of African American, Latino, Asian American, Native American, and immigrant youth?
In an essay written expressly for this volume, Harvard Law Professor Martha Minow offers her assessment of what has changed, and not, in the decades since Brown. Additional contributions from leading scholars offer a broad range of views on this complex and contested territory. A first group of articles focuses on desegregation policies and legal issues. Another section of essays examines the educational effects of integration policies on a wide range of racial and ethnic groups. As these latter articles clearly suggest, the implementation and consequences of integration policies in U.S. schools have turned out to be far more complex and various than the education community ever imagined in 1954.
Both timely and of enduring significance, Legacies of Brown is a unique contribution to our current reassessment of the Brown decision and its many consequences for American education and society. Less
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Background/Context: Black people continue to be popularly imagined as lacking humanity and, as such, are often the disproportionate subjects of unceasing race-gender terror and state violence. A vast body of scholarship has documented the... more
Background/Context: Black people continue to be popularly imagined as lacking humanity and, as such, are often the disproportionate subjects of unceasing race-gender terror and state violence. A vast body of scholarship has documented the failure of schools to adequately serve Black youth in general, and Black boys and men in particular. There is compelling evidence, however, that consistently humanizing interactions with adults in school lead to positive relationships that in turn may protect against Black boys' experience of school as fundamentally dehumanizing. Purpose/Objective/Research Question/Focus of Study: This study examined the significance of positive relationships between Black boys and adults in school as they move(d) across the P-16 education pipeline. The study is guided by the following primary research question: How do young Black men and boys describe and understand their interpersonal relationships with adults in P-16 schools? Research Design: A descriptive phenomenological approach was used to understand how 28 Black boys and young men discuss and describe the characteristics of relationships with adults in their school or university. Seven video-and audio-recorded focus groups were conducted. Data analysis occurred in three phases. Video clips from focus groups were analyzed in the first phase of data analysis. During the second phase of our data analysis, researchers employed critical race theory (CRT) as a key analytic perspective to interpret the data for what they revealed about the ways anti-Black racism and white supremacy structured schooling experiences. The third phase of analysis centered on coding the entire data set, regardless of grade band, for three specific types of interactions: disciplinary/behavioral, social/relational, and academic. Findings/Results: Key findings from the study center on (a) these participants' keen awareness of the ways their words/behavior/actions are generally misread and misunderstood in U.S. society, and (b) the significance of educators' race-gender perceptions of them in building positive relationships that establish and sustain authentic human connections. Conclusions/Recommendations: Human connection emerges over time and differentiates what our participants ultimately perceived as "good"/positive relationships from "bad"/negative relationships with educators. Recognition of the residual consequences of U.S. chattel slavery for the ways we see, know, and understand Black people and Black children is essential to cultivating positive relationships with Black boys. While "bad" relationships are characterized by interactions reflecting racial misandry that Black boys come to expect as a normal, ordinary feature of their schooling experience, positive relationships are evidenced through consistently humanizing interpersonal interactions with adults that actively counter harmful racial scripts.
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In our best efforts to increase preservice teachers' critical consciousness regarding the historical and contemporary inequities in the P-12 educational system and equip them to embody pedagogies and practices that counter those... more
In our best efforts to increase preservice teachers' critical consciousness regarding the historical and contemporary inequities in the P-12 educational system and equip them to embody pedagogies and practices that counter those inequities, teacher educators often provide curricular and field experiences that reinforce the deficit mindsets that students bring to the teacher education classroom. For many social justice-oriented teacher educators, our best intentions to create humanizing experiences for future teachers can have harmful results that negatively impact preservice teachers' ability to successfully teach culturally diverse students in a multitude of learning contexts.
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In this article, I suggest four key principles that are foundational for guiding the design and implementation of teacher education programs that prepare teachers who are culturally multidimensional in their pedagogy and practice. These... more
In this article, I suggest four key principles that are foundational for guiding the design and implementation of teacher education programs that prepare teachers who are culturally multidimensional in their pedagogy and practice. These programs help teachers develop mindsets, methods, and practices for enacting decolonial purposes of education with a deep and critical intentionality to context, content, methods, and identity. In this way, teachers are culturally relevant, responsive, and sustaining.
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Research indicates that school discipline practices are inequitable based on student race, class, and gender; yet, few studies highlight students’ voices regarding their experiences with these practices. Further, we know that positive... more
Research indicates that school discipline practices are
inequitable based on student race, class, and gender; yet, few
studies highlight students’ voices regarding their experiences
with these practices. Further, we know that positive teacher–
student relationships are a significant factor in student academic
achievement and success. This article presents qualitative
data from 40 middle school youth who participated in five
focus groups in one midwestern suburban school district.
Findings indicate that students understand their experiences
with teachers’ discipline practices as culturally biased and
inequitable. The article explores the importance of middle
grades educators taking a critically reflective approach to the
ways their discipline practices are shaped by their conscious
and unconscious understandings and enactments of race, class,
and culture in school. The article also discusses the importance
of pre- and in-service middle grades educators implementing
culturally relevant and restorative discipline as a way to reduce
teacher referrals for minor infractions.
inequitable based on student race, class, and gender; yet, few
studies highlight students’ voices regarding their experiences
with these practices. Further, we know that positive teacher–
student relationships are a significant factor in student academic
achievement and success. This article presents qualitative
data from 40 middle school youth who participated in five
focus groups in one midwestern suburban school district.
Findings indicate that students understand their experiences
with teachers’ discipline practices as culturally biased and
inequitable. The article explores the importance of middle
grades educators taking a critically reflective approach to the
ways their discipline practices are shaped by their conscious
and unconscious understandings and enactments of race, class,
and culture in school. The article also discusses the importance
of pre- and in-service middle grades educators implementing
culturally relevant and restorative discipline as a way to reduce
teacher referrals for minor infractions.
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The African American Policy Forum and the Center for Intersectionality and Social Policy Studies states, ''The risks that Black and other girls of color confront rarely receive the full attention of researchers, advocates, policymakers,... more
The African American Policy Forum and the Center for Intersectionality and Social Policy Studies states, ''The risks that Black and other girls of color confront rarely receive the full attention of researchers, advocates, policymakers, and funders.'' The limited awareness of the challenges that Black girls face perpetuates the mischaracterization of their attitudes, abilities, and achievement. Thus, school becomes an inhospitable place where Black girls receive mixed messages about femininity and goodness and are held to unreasonable standards. This study explores how Black girls describe and understand their school experiences as racialized and gendered and the ways a conversation space allows Black girls' meaning making about and critical examination of individual and collective schooling experiences.
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Black girls are more likely to be suspended or expelled through exclusionary discipline than their female counterparts, but continue to be overlooked and understudied. This article presents a case for using critical race feminism and... more
Black girls are more likely to be suspended or expelled through exclusionary discipline than their female counterparts, but continue to be overlooked and understudied. This article presents a case for using critical race feminism and figured worlds as theoretical frameworks for examining the effects of zero tolerance policies on Black girls. We use these frameworks to explore how adults' implementation of disciplinary policies not only affects the racial and gender identity development of Black girls, but perpetuates anti-Black discipline and represents behavioral responses to White femininity that may not align with Black girls' femininity and identification with school.
Research Interests: Psychology, Black Studies Or African American Studies, Gender Studies, Feminist Theory, Peace and Conflict Studies, and 22 moreViolence, Race and Racism, Urban Education, Critical Race Theory, Identity (Culture), Race and Ethnicity, Social Justice, Multicultural Education, Black feminism, Educational Equity and Justice, Black Women's Studies, Adolescent Education (Education), Education Law (Education), Black feminist theory/thought (Cultural Theory), Critical Race Feminism, Women and Gender Studies, Black girls, Educational Policy Studies, K-12 Education, Zero Tolerance Policy, African and African American Studies, and School Discipline
In this critical essay, the authors confront silences in urban education research on sexual victimization and other forms of gendered violence in the lives of Black girls. This essay is guided by two overarching questions: What are the... more
In this critical essay, the authors confront silences in urban education research on sexual victimization and other forms of gendered violence in the lives of Black girls. This essay is guided by two overarching questions: What are the silences and challenges regarding sexual victimization and Black girls in urban education? In what ways can (teacher) educators cultivate learning environments that support human rights-oriented and culturally relevant sexual and health education for all students by centering Black girls' gender-specific experiences with sexual victimization? The authors ground their discussion in historical, legal, and psychological review of interdisciplinary literature to suggest essential components of human rights-oriented and culturally relevant sexual and health education for Black girls and young women, and outline compelling professional and moral considerations for urban (teacher) educators and activists committed to anti-rape advocacy and rape awareness.
Research Interests: Teacher Education, Urban Education, Gender and Race, Urban Teacher Education, Gender and sexuality studies; critical theory, especially feminist, queer and psychoanalytic theory; 20th century and contemporary Irish literary and cultural studies, and 2 moreUrban Education Reform and Black Girls Education
This qualitative study investigated how educators in urban second-chance high school settings made sense of their work with formerly disconnected youth. Using Duncan-Andrade's framework of critical hope, we examined how adults'... more
This qualitative study investigated how educators in urban second-chance high school settings made sense of their work with formerly disconnected youth. Using Duncan-Andrade's framework of critical hope, we examined how adults' orientations toward hope shaped the educational context in ways that were necessary and sufficient for student success. Findings from this study highlight the need for more critical approaches to student engagement, specifically for students most affected by systems of marginalization. Implications for urban educators and the institutions that prepare them are discussed.
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Black girls are more likely to be suspended or expelled through exclusionary discipline than their female counterparts, but continue to be overlooked and understudied. This article presents a case for using critical race feminism and... more
Black girls are more likely to be suspended or expelled through exclusionary discipline than their female counterparts, but continue to be overlooked and understudied. This article presents a case for using critical race feminism and figured worlds as theoretical frameworks for examining the effects of zero tolerance policies on Black girls. We use these frameworks to explore how adults' implementation of disciplinary policies not only affects the racial and gender identity development of Black girls, but perpetuates anti-Black discipline and represents behavioral responses to White femininity that may not align with Black girls' femininity and identification with school.
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Teacher expectations for student behavior and academic performance have a lasting effect on student academic achievement—not only in the immediate school year, but also many years later. Yet, we know very little about how students... more
Teacher expectations for student behavior and academic performance have a lasting effect on student academic achievement—not only in the immediate school year, but also many years later. Yet, we know very little about how students interpret and understand teachers' expectations for them. This article expands the literature on teachers' expectations for students by drawing on student voice to examine how middle and high school students describe and experience the expectations that teachers have for them, and the implications of these expectations for developing positive student–teacher relationships. Findings indicate that traditionally minoritized and traditionally privileged youth harbor racialized and classed perceptions of teachers' expectations.
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Although there exists a healthy body of literature related to discrimination in schools, this research has primarily focused on racial or ethnic discrimination as perceived and experienced by students of color. Few studies examine... more
Although there exists a healthy body of literature related to discrimination in schools, this research has primarily focused on racial or ethnic discrimination as perceived and experienced by students of color. Few studies examine students' perceptions of discrimination from a variety of sources, such as adults and peers, their descriptions of the discrimination, or the frequency of discrimination in the learning environment. Middle and high school students in a Midwestern school district (N = 1468) completed surveys identifying whether they experienced discrimination from seven sources (e.g., peers, teachers, administrators), for seven reasons (e.g., gender, race/ethnicity, religion), and in eight forms (e.g., punished more frequently, called names, excluded from social groups). The sample was 52% White, 15% Black/African American, 14% Multiracial, and 17% Other. Latent class analysis was used to cluster individuals based on reported sources of, reasons for, and forms of discrimination. Four clusters were found, and ANOVAs were used to test for differences between clusters on perceptions of school climate, relationships with teachers, perceptions that the school was a " good school, " and engagement. The Low Discrimination cluster experienced the best outcomes, whereas an intersectional cluster experienced the most discrimination and the worst outcomes. The results confirm existing research on the negative effects of discrimination. Additionally, the paper adds to the literature by highlighting the importance of an intersec-tional approach to examining students' perceptions of in-school discrimination.
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Research Interests: Social Psychology, Teacher Education, Race and Racism, Critical Pedagogy, Stigma, and 15 moreCritical Race Theory, Stereotypes and Prejudice, Discrimination, Gender, Negotiation, Racism, Qualitative Research, Microaggressions, Reflective Teaching, Stereotype Threat, African American and Latina/o high achievers, English as a Foreign Language (EFL), Stereotyping, Black student achievement, and English As a Second Language (ESL)
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Research Interests: Race and Racism, Microaggressions, Stereotype Threat, African American and Latina/o high achievers, Race and Racism in Higher Education Persistence Strategies of Minority Leaders in Predominantly White Institutions Social Justice in Higher Education Higher Education Institutional Leadership Organizational Socialization and Culture, and Experiences of black and ethnic Minority students in Higher education
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In this article, I examine how black students construct their racial and achievement self-concepts in a predominantly white high school to enact a black achiever identity. By listening to these students talk about the importance of race... more
In this article, I examine how black students construct their racial and achievement self-concepts in a predominantly white high school to enact a black achiever identity. By listening to these students talk about the importance of race and achievement to their lives, I came to understand how racialized the task of achieving was for them even though they often deracialized the characteristics of an achiever. I suggest that these students do not maintain school success by simply having a strong racial self-concept or a strong achievement self-concept; rather, they discuss achieving in the context of being black or African American. For these students, being a black or African American achiever in a predominantly white high school means embodying racial group pride as well as having a critical understanding of how race and racism operate to potentially constrain one's success. It also means viewing achievement as a human, raceless trait that can be acquired by anyone. In their descriptions of themselves as black achievers, these students resist hegemonic notions that academic success is white property and cannot be attained by them. [self-concept, high achievers, black student achievement, achievement self-concept]
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Research Interests: Race and Racism, Microaggressions, Race and Racism in Higher Education Persistence Strategies of Minority Leaders in Predominantly White Institutions Social Justice in Higher Education Higher Education Institutional Leadership Organizational Socialization and Culture, Critical Race Theory (CRT & LatCrit) Educational Access & Equity Campus Racial and Gender Climate Critical Media Literacy Racial and Gender Microaggressions, Faculty of Color Experiences, and 3 moreRacial Microagressions, Women of Color in academia, and Faculty Women of Color
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The experience of being Black in a majority-White environment affects Black students in both harmful and helpful ways. Often, these students are simulta-neously affirmed and devalued as Black students and both included and isolated in... more
The experience of being Black in a majority-White environment affects Black students in both harmful and helpful ways. Often, these students are simulta-neously affirmed and devalued as Black students and both included and isolated in classrooms. A Black student constantly wonders if and how race is operating in her daily treatment, which can have negative psychological and academic effects.
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Research Interests: Teacher Education, Multicultural Education, Social Justice in Education, Educational Equity and Justice, Teachers' professional development, and 7 moreCulturally Responsive Teaching and Learning, Achievement Gaps, Multicultural Teacher Education, Culturally Responsive Leadership, Teacher Self reflection, In service Teacher Education, and Critical Self Reflection
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Fifty years after the 1954 Brown decision, many are still intrigued by the (under) performance of Black students in America's schools. Even though some challenge why educational institutions continue to evaluate these and other minority... more
Fifty years after the 1954 Brown decision, many are still intrigued by the (under) performance of Black students in America's schools. Even though some challenge why educational institutions continue to evaluate these and other minority group members based on their ability to acquire dominant cultural ways of speaking, behaving, and interacting (Villegas, 1988), the question still remains: Why is there a gap in the academic performance between Black and White students?
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Abstract In this article, I suggest four key principles that are foundational for guiding the design and implementation of teacher education programs that prepare teachers who are culturally multidimensional in their pedagogy and... more
Abstract In this article, I suggest four key principles that are foundational for guiding the design and implementation of teacher education programs that prepare teachers who are culturally multidimensional in their pedagogy and practice. These programs help teachers develop mindsets, methods, and practices for enacting decolonial purposes of education with a deep and critical intentionality to context, content, methods, and identity. In this way, teachers are culturally relevant, responsive, and sustaining.
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Background/ContextDespite a history of racial oppression and degradation in U.S. schools, African Americans have responded to racism and discrimination in ways that promote educational attainment and school success. Many Black adolescents... more
Background/ContextDespite a history of racial oppression and degradation in U.S. schools, African Americans have responded to racism and discrimination in ways that promote educational attainment and school success. Many Black adolescents have been empowered to succeed academically partly because of their awareness of racist practices in education and society. This empowerment to succeed in the face of racism is also seen as resiliency. A growing body of research suggests that despite experiencing racism in schools, many African Americans possess an achievement ethos that demands a commitment to excellence; despite experiencing racism as a stressor, these students develop resilient strategies for resisting racism in the school context.Purpose/Objective/Focus of StudyThe purpose of this study was to understand the adaptive behaviors that high-achieving Black students employed in a predominantly White high school to maintain school success and a positive racial self-definition. The fo...
Research Interests: Psychology, Social Psychology, Race and Racism, Critical Pedagogy, Critical Race Theory, and 15 moreDiscrimination, Gender, Negotiation, Racism, Qualitative Research, Grounded Theory, Observation, Microaggressions, Race, Racial discrimination, Reflective Teaching, Cultural Differences, Interviews, Academic achievement, and Black student achievement
abstract: In this critical essay, the authors confront silences in urban education research on sexual victimization and other forms of gendered violence in the lives of Black girls. This essay is guided by two overarching questions: What... more
abstract: In this critical essay, the authors confront silences in urban education research on sexual victimization and other forms of gendered violence in the lives of Black girls. This essay is guided by two overarching questions: What are the silences and challenges regarding sexual victimization and Black girls in urban education? In what ways can (teacher) educators cultivate learning environments that support human rights-oriented and culturally relevant sexual and health education for all students by centering Black girls’ gender-specific experiences with sexual victimization? The authors ground their discussion in historical, legal, and psychological research on Black girls and sexual victimization, present findings from a thematic review of interdisciplinary literature to suggest essential components of human rights-oriented and culturally relevant sexual and health education for Black girls and young women, and outline compelling professional and moral considerations for urban (teacher) educators and activists committed to anti-rape advocacy and rape awareness.
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Reformers are increasingly calling for and adopting practice-based approaches to teacher preparation, with particular emphasis on identifying and centering core practices. In this article, we argue that organizing teacher education around... more
Reformers are increasingly calling for and adopting practice-based approaches to teacher preparation, with particular emphasis on identifying and centering core practices. In this article, we argue that organizing teacher education around core practices brings its own risks, including the risk of peripheralizing equity and justice. Situating our argument within the broad economic trends affecting labor and higher education in the 21st century, we begin by examining the linkages between the core practices movement and organizations that advocate market-based solutions to education. We then explore how constructs of practice and improvisation and commitments to equity and justice are taken up, and with what implications and consequences, in core practices scholarship and its applications. In conclusion, we consider how work being done around core practices might contribute to a collective struggle for greater equity and justice in schools and in society.
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This qualitative study investigated how educators in urban second-chance high school settings made sense of their work with formerly disconnected youth. Using Duncan-Andrade’s framework of critical hope, we examined how adults’... more
This qualitative study investigated how educators in urban second-chance high school settings made sense of their work with formerly disconnected youth. Using Duncan-Andrade’s framework of critical hope, we examined how adults’ orientations toward hope shaped the educational context in ways that were necessary and sufficient for student success. Findings from this study highlight the need for more critical approaches to student engagement, specifically for students most affected by systems of marginalization. Implications for urban educators and the institutions that prepare them are discussed.
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Black girls are more likely to be suspended or expelled through exclusionary discipline than their female counterparts, but continue to be overlooked and understudied. This article presents a case for using critical race feminism and... more
Black girls are more likely to be suspended or expelled through exclusionary discipline than their female counterparts, but continue to be overlooked and understudied. This article presents a case for using critical race feminism and figured worlds as theoretical frameworks for examining the effects of zero tolerance policies on Black girls. We use these frameworks to explore how adults’ implementation of disciplinary policies not only affects the racial and gender identity development of Black girls, but perpetuates anti-Black discipline and represents behavioral responses to White femininity that may not align with Black girls’ femininity and identification with school.
Research Interests: Gender Studies, Feminist Theory, Race and Racism, Critical Race Theory, Race and Ethnicity, and 15 moreFeminism, Black feminism, Educational Equity and Justice, Femininity, Discipline, Critical Race Feminism, Black girls, Educational Policy Studies, Education Systems, Discipline Problems in School, African and African American Studies, Black Girls Education, Racial Disproportionality In School Discipline, Black Female, and black girls and school discipline
Research Interests: Psychology, Perception, Prejudice, Discrimination, School Psychology, and 15 moreAdolescent, Medicine, Racial and ethnic discrimination, Intersectionality, Schools, School culture, Humans, School Climate, Female, Male, Michigan, Adolescents, Ethnic Group, Latent Class Analysis, and Latent class model
In this article, Dorinda Carter examines the embodiment of a critical race achievement ideology in high-achieving black students. She conducted a yearlong qualitative investigation of the adaptive behaviors that nine high-achieving black... more
In this article, Dorinda Carter examines the embodiment of a critical race achievement ideology in high-achieving black students. She conducted a yearlong qualitative investigation of the adaptive behaviors that nine high-achieving black students developed and employed to navigate the process of schooling at an upper-class, predominantly white, suburban public high school while maintaining school success and a positive racial self-definition. Based on an analysis of interview data, participant observations, and field notes, Carter argues that these students' conceptions of race and how race operates in their daily lives informs their constructions of achievement beliefs, attitudes, and self-definitions and informs their racialization and deracialization of the task of achieving at various times in the school context. Findings from this study indicate that students with strong racial and achievement identities may develop a critical race achievement ideology and enact resilient, ...
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five If and when . . . [the Blacks] are admitted to these [public] schools certain things will inevitably follow. Negro teachers will become rarer and in many cases will disappear. (Du Bois, 1960, p. 163) In a war there must be some... more
five If and when . . . [the Blacks] are admitted to these [public] schools certain things will inevitably follow. Negro teachers will become rarer and in many cases will disappear. (Du Bois, 1960, p. 163) In a war there must be some casualties, and perhaps the Black teachers will be the casualties in the fight for equal education of Black students. (Ethridge, 1979, p. 220)
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Contents: Pedro A. Noguera: Foreword: Beyond the Postracial Society - Dorinda J. Carter Andrews/Frank Tuitt: Racism as the Environmental Hazard in Educational Spaces: An Overview and Introduction - Judson C. Laughter: "I Am My... more
Contents: Pedro A. Noguera: Foreword: Beyond the Postracial Society - Dorinda J. Carter Andrews/Frank Tuitt: Racism as the Environmental Hazard in Educational Spaces: An Overview and Introduction - Judson C. Laughter: "I Am My Brother's Keeper I Am My Sister's Keeper": Rejecting Meritocracy and Embracing Relational Pluralism - Bridgette Coble/Floyd Cobb/Kristin Deal/Frank Tuitt: Navigating the Space Between: Obama and the Postracial Myth - Louie F. Rodriguez: Learning From Catalina: Reflections on Bridging Communities and Schools in the Context of a "Postracial" Society - Laurence J. Parker/Erin L. Castro: An Introduction to Critical Race Realism: Theoretical and Methodological Implications for Education Research - Tuesda Roberts/Dorinda J. Carter Andrews: A Critical Race Analysis of the Gaslighting Against African American Teachers: Considerations for Recruitment and Retention - John B. Diamond: The Resource and Opportunity Gap: The Continued Significance of Race for African American Student Outcomes - Maria C. Ledesma/Daniel Solorzano: Naming Their Pain: How Everyday Racial Microaggressions Impact Students and Teachers - Tara M. Brown: The Racialization of Threat: Responding to the Punishment and Purging of Black and Latina/o Youth in School - Maria del Carmen Salazar: Disrupting the Standard Education Storyline for Latin@ Students Across the P-20 Educational System: Sustaining the Alma (Soul) of the Latin@ Community Through a Counterstory of Access to the Culture of Power and the Power of Culture - Bettie Ray Butler/Chance W. Lewis: African American Politics and Education: An Analysis of Electoral Structures, African American Representation, and Educational Outcomes - Walter R. Allen: Afterword.
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In this article, we focus on how anti-Black logics operate within various domains of power in ways that deny Black children, including our own, their right to a just and antiracist education. We begin by describing how socialization... more
In this article, we focus on how anti-Black logics operate within various domains of power in ways that deny Black children, including our own, their right to a just and antiracist education. We begin by describing how socialization contributes to the development and deployment of anti-Black logics by teachers and school leaders. We then discuss how antiblackness has manifested in K–12 schools and share examples of our own children’s pandemic virtual learning experiences, highlighting how such logics are at play. We conclude with ways that educators can become aware of anti-Black logics and work to eradicate them by considering antiracist education for all Black children and transgressive education as socially just.
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The African American Policy Forum and the Center for Intersectionality and Social Policy Studies states, “The risks that Black and other girls of color confront rarely receive the full attention of researchers, advocates, policymakers,... more
The African American Policy Forum and the Center for Intersectionality and Social Policy Studies states, “The risks that Black and other girls of color confront rarely receive the full attention of researchers, advocates, policymakers, and funders.” The limited awareness of the challenges that Black girls face perpetuates the mischaracterization of their attitudes, abilities, and achievement. Thus, school becomes an inhospitable place where Black girls receive mixed messages about femininity and goodness and are held to unreasonable standards. This study explores how Black girls describe and understand their school experiences as racialized and gendered and the ways a conversation space allows Black girls’ meaning making about and critical examination of individual and collective schooling experiences.
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Background/Context In our best efforts to increase preservice teachers’ critical consciousness regarding the historical and contemporary inequities in the P–12 educational system and equip them to embody pedagogies and practices that... more
Background/Context In our best efforts to increase preservice teachers’ critical consciousness regarding the historical and contemporary inequities in the P–12 educational system and equip them to embody pedagogies and practices that counter those inequities, teacher educators often provide curricular and field experiences that reinforce the deficit mindsets that students bring to the teacher education classroom. For many social justice-oriented teacher educators, our best intentions to create humanizing experiences for future teachers can have harmful results that negatively impact preservice teachers’ ability to successfully teach culturally diverse students in a multitude of learning contexts. Purpose/Objective/Research Question/Focus of Study In this article, we propose a humanizing pedagogy for teacher education that is informed by our experiences as K–12 teachers and teacher educators in a university-based teacher preparation program. We focus on the general questions, How can...
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The work of preparing teachers and adequately supporting them in schools requires that we ensure their ability to meet the academic, socioemotional, and sociocultural needs of young people. It also requires countering the normative... more
The work of preparing teachers and adequately supporting them in schools requires that we ensure their ability to meet the academic, socioemotional, and sociocultural needs of young people. It also requires countering the normative culture of Whiteness in teacher education and the perpetuation of its oppressive and debilitating impact on program design and implementation, pedagogy, and community interactions and partnerships. Calderon (2006) states that “the reproduction of whiteness in structures serves to oppress raced, gendered, and classed individuals and communities who deviate from the norms established by the ideology of whiteness” (p. 73). While the field of teacher education has made strides in efforts to be more social justice focused and responsive to persistent challenges facing teachers, schools, and families, there is still much work to do to eliminate the presence and use of White supremacist logics in teacher education programs, policy development and implementation,...
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Background/Context: Black people continue to be popularly imagined as lacking humanity, and as such, are often the disproportionate subjects of unceasing race-gender terror and state violence. There is a vast body of scholarship... more
Background/Context: Black people continue to be popularly imagined as lacking humanity, and as such, are often the disproportionate subjects of unceasing race-gender terror and state violence. There is a vast body of scholarship documenting the failure of schools to adequately serve Black youth in general, and Black boys and men in particular. There is compelling evidence, however, that consistently humanizing interactions with adults in school lead to positive relationships, that in turn may protect against Black boys’ experience of school as fundamentally dehumanizing.
Purpose/Objective/Research Question/Focus of Study: This study examined the significance of positive relationships between Black boys and adults in school as they move(d) across the P-16 education pipeline. The study is guided by the following primary research question: How do young Black men and boys describe and understand their interpersonal relationships with adults in P-16 schools?
Research Design: A descriptive phenomenological approach was used to understand how 28 Black boys and young men discuss and describe the characteristics of relationships with adults in their school or university. Seven video- and audio-recorded focus groups were conducted. Data analysis occurred in three phases. Video from focus groups were analyzed in the first phase of data analysis. During the second phase of our data analysis, researchers employed critical race theory (CRT) as a key analytic perspective to interpret the data for what it revealed about the ways anti-Black racism and white supremacy structured schooling experiences. The third phase of analysis centered on coding the entire data set, regardless of grade band, for three specific types of interactions: disciplinary/behavioral; social/relational; and, academic.
Findings/Results: Key findings from the study center on a) these participants’ keen awareness of the ways their words/behavior/actions are generally misread and misunderstood in U.S. society; and b) the significance of educators’ race-gender perceptions of them to build positive relationships that establish and sustain authentic human connections.
Conclusions/Recommendations: Human connection emerges over time and differentiates what our participants ultimately perceived as “good”/positive relationships from “bad”/negative relationships with educators. Recognition of the residual consequences of U.S. chattel slavery for the ways we see, know, and understand Black people and Black children is essential to cultivating positive relationships with Black boys. While “bad” relationships are characterized by interactions reflecting racial misandry Black boys come to expect as a normal, ordinary feature of their schooling experience, positive relationships are evidenced through consistently humanizing interpersonal interactions with adults that actively counter harmful racial scripts.
Purpose/Objective/Research Question/Focus of Study: This study examined the significance of positive relationships between Black boys and adults in school as they move(d) across the P-16 education pipeline. The study is guided by the following primary research question: How do young Black men and boys describe and understand their interpersonal relationships with adults in P-16 schools?
Research Design: A descriptive phenomenological approach was used to understand how 28 Black boys and young men discuss and describe the characteristics of relationships with adults in their school or university. Seven video- and audio-recorded focus groups were conducted. Data analysis occurred in three phases. Video from focus groups were analyzed in the first phase of data analysis. During the second phase of our data analysis, researchers employed critical race theory (CRT) as a key analytic perspective to interpret the data for what it revealed about the ways anti-Black racism and white supremacy structured schooling experiences. The third phase of analysis centered on coding the entire data set, regardless of grade band, for three specific types of interactions: disciplinary/behavioral; social/relational; and, academic.
Findings/Results: Key findings from the study center on a) these participants’ keen awareness of the ways their words/behavior/actions are generally misread and misunderstood in U.S. society; and b) the significance of educators’ race-gender perceptions of them to build positive relationships that establish and sustain authentic human connections.
Conclusions/Recommendations: Human connection emerges over time and differentiates what our participants ultimately perceived as “good”/positive relationships from “bad”/negative relationships with educators. Recognition of the residual consequences of U.S. chattel slavery for the ways we see, know, and understand Black people and Black children is essential to cultivating positive relationships with Black boys. While “bad” relationships are characterized by interactions reflecting racial misandry Black boys come to expect as a normal, ordinary feature of their schooling experience, positive relationships are evidenced through consistently humanizing interpersonal interactions with adults that actively counter harmful racial scripts.
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Just as teacher education programs depend upon practicing teachers for the quality and integrity of their programs, they have a responsibility for playing a role in ongoing support for these educators We begin by describing how we think... more
Just as teacher education programs depend upon practicing teachers for the quality and integrity of their programs, they have a responsibility for playing a role in ongoing support for these educators We begin by describing how we think about a pedagogy of connection for teacher education, building upon the earlier contributions of education scholars, and then briefly discuss the role of teacher education programs in cultivating this pedagogical strategy with teacher candidates and practicing teachers Teacher educators may also benefit from participating in virtual communities alongside teacher candidates and practicing teachers Teacher educators' ability to foster a pedagogy of connection with teacher candidates and practicing teachers is necessary to help them understand the full scope of students' academic, social, and emotional needs and how to effectively respond ([1]) [Extracted from the article] Copyright of Journal of Teacher Education is the property of Sage Publica...