References

  • Alexander, M. (2010). The new Jim Crow: Mass incarceration in the age of colorblindness. The New Press.
  • Alim, H. S., & Smitherman, G. (2012). Articulate while Black: Barack Obama, language, and race in the U.S. Oxford University Press.
  • Allen, Q., & White-Smith, K. (2015). “Just as bad as prisons”: The challenge of dismantling the school-to-prison pipeline through teacher and community education. Equity & Excellence in Education, 47(4), 445–460. https://doi.org/10.1080/10665684.2014.958961
  • Au, W., Brown, A. L., & Calderon, D. (2016). Reclaiming the multicultural roots of U.S. curriculum: Communities of color and official knowledge in education. Teachers College Press.
  • Baker-Bell, A. (2017). I can switch my language, but I cannot switch my skin: What teachers must understand about the relationship between Black language and race. In E. Moore, A. Michael, & M. Penick-Parks (Eds.), The guide for White women who teach Black boys (pp. 97–107). Corwin Press.
  • Baszile, D. (2006). Rage in the interest of Black self: Curriculum theorizing as dangerous knowledge. Journal of Curriculum Theorizing, 22(1), 89–98. https://search.proquest.com/openview/b47c80bd5cfb7589a084d05418db994d/1?pqorigsite=gscholar&cbl=25997
  • Beauboeuf-Lafontant, T. (2002). A womanist experience of caring: Understanding the pedagogy of exemplary Black women teachers. The Urban Review, 34(1), 71–86. https://doi.org/10.1023/A:1014497228517
  • Berry, T. (2005). Black on Black education: Personally engaged pedagogy for/by African American preservice teachers. The Urban Review, 37(1), 31–48. https://doi.org/10.1007/s11256-005-3560-8
  • Berry, T. (2010). Me and Bill: Connecting Black curriculum orientations to critical race feminism. Educational Studies: A Journal of the American Educational Studies Association, 51(1), 423–433. https://doi.org/10.1080/00131946.2015.1076687
  • Bhattacharya, K. (2017). Fundamentals of qualitative research. Routledge.
  • Bianco, M., Leech, N. L., & Mitchell, K. (2011). Pathways to teaching: African American male teens explore teaching as a career. The Journal of Negro Education, 80(3), 368–383. www.jstor.org/stable/41341140
  • Bonilla-Silva, E. (2006). Racism without racists: Colorblind racism and the persistence of racial inequality in the United States. Rowman & Littlefield.
  • Boutte, G. (2016). Educating African American children: And how are the children? Routledge Press.
  • Boutte, G., López-Robertson, J., & Powers-Costello, E. (2011). Moving beyond colorblindness in early childhood classrooms. Early Childhood Education Journal, 39(5), 335–342. https://doi.org/10.1007/s10643-011-0457-x
  • Boutte, G. S., & Jackson, T. (2013). Advice to White allies: Insights from faculty of color. Race Ethnicity and Education, 17(5), 623–642. https://doi.org/10.1080/13613324.2012.759926
  • Brayboy, B. (2013). Tribal critical race theory: An origin story of future directions. In M. Lynn & A. D. Dixson (Eds.), Handbook of critical race theory in education (pp. 88–100). Routledge.
  • Bryan, N. (2017). White teachers’ role in sustaining the school-to-prison pipeline: Recommendations for teacher education. The Urban Review, 49(2), 326–345. https://doi.org/10.1007/s11256-017-0403-3
  • Bryan, N., & Ford, D. (2014). Recruiting and retaining Black male teachers in gifted education. Gifted Child Today, 37(3), 156–161. https://doi.org/10.1177/1076217514530116
  • Bryan, N., Johnson, L., & Williams, T. (2016). Preparing Black male teachers for the gifted classroom: Recommendations for historically Black colleges and universities (HBCUs). The Journal of Negro Education, 85(4), 489–504. https://doi.org/10.7709/jnegroeducation.85.4.0489
  • Chaney, C., & Robertson, R. V. (2013). Racism and police brutality in America. Journal of African American Studies, 17(4), 480–505. https://doi.org/10.1007/s12111-013-9246-5
  • Chaney, C., & Robertson, R. V. (2015). Armed and dangerous? An examination of fatal shootings of unarmed Black people by police. Journal of Pan African Studies, 8(4), 45–78. http://www.jpanafrican.org/docs/vol8no4/8.4-5-CCRR.pdf
  • Chapman, T. (2013). Origins of and connections to social justice in critical race theory in education. In M. Lynn & A. D. Dixson (Eds.), Handbook of critical race theory in education (pp. 121–132). Routledge.
  • Cook, D. A. (2013). Blurring the boundaries: The mechanics of creating composite characters. In M. Lynn & A. D. Dixson (Eds.), Handbook of critical race theory in education (pp. 201–214). Routledge.
  • Crenshaw, K. (1991). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43(6), 1241–1299. https://doi.org/10.2307/1229039
  • Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches. Sage Publications.
  • Delgado, R. (Ed.). (1995). Critical race theory: The cutting edge. Temple University Press.
  • Delgado, R., & Stefanic, J. (2001). Critical race theory: An introduction. New York University Press.
  • Dingus, J. (2006). Doing the best we could: African American teachers’ counterstory on school desegregation. The Urban Review, 38(3), 211–233. https://doi.org/10.1007/s11256-006-0034-6
  • Earick, M. (2018). We are not social justice equals: The need for White scholars to understand their Whiteness. International Journal of Qualitative Studies in Education, 31(8), 800–820. https://doi.org/10.1080/09518398.2018.1479044
  • Easton-Brooks, D., Lewis, C., & Zhang, Y. (2010). Ethnic-matching: The influence of African American teachers on the reading scores of African American students. National Journal of Urban Education & Practice, 3(1), 230–243. https://www.researchgate.net/profile/Donald_Easton-Brooks2/publication/277238157_Ethnicmatching_The_influence_of_African_American_teachers_on_the_reading_scores_of_African_American_links/5c61b8c1299bf1d14cbf6f6f/Ethnic-matching-The-influenceof-African-American-teachers-on-the-reading-scores-of-African-American-students.pdf
  • Emdin, C. (2016). For White folks who teach in the hood … and the rest of y’all too: Reality pedagogy and urban education. Beacon Press.
  • Essence. Facebook, (17, Mar. 2020, 11:00 PM). https://www.facebook.com/essence/photos/a.425881757854/10158182100097855/?type=3 Accessed 18 March 2020.
  • Ethridge, S. B. (1979). Impact of the 1954 Brown vs. Topeka Board of Education decision on Black educators. The Negro Educational Review, 30(4), 217. https://search.proquest.com/openview/380e2078663c91e52322d76ddcbfbdc2/1?pqorigsite=gscholar&cbl=1819053
  • Evans-Winters, V. E., & Esposito, J. (2010). Other people’s daughters: Critical race feminism and Black girls’ education. Educational Foundations, 24, 11–24. https://files.eric.ed.gov/fulltext/EJ885912.pdf
  • Evans-Winters, V. E., & Twyman Hoff, P. (2011). The aesthetics of White racism in pre-service teacher education: A critical race theory perspective. Race Ethnicity and Education, 14(4), 461–479. https://doi.org/10.1080/13613324.2010.548376
  • Ferlazzo, L. (2018, February 20). The importance of White students having Black teachers: Gloria Ladson-Billings on education. Education Teacher Week. http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2018/02/the_importance_of_white_students_having_Black_teachers_gloria_ladson-billings_on_education.html
  • Foster, M. (1997). Black teachers on teaching. The New Press.
  • Gershenson, S., Hart, C., Hyman, J., Lindsay, C., & Papageorge, N. W. (2018). The long-run impacts of same-race teachers. National Bureau of Economic Research.
  • Gilborn, D. (2018). Heads I win, tails you lose: Anti-Black racism as fluid, relentless, individual, and systemic. Peabody Journal of Education, 93(1), 66–77. https://doi.org/10.1080/0161956X.2017.1403178
  • Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Routledge.
  • Goel, S., Rao, J. M., & Shroff, R. (2016). Precinct or prejudice? Understanding racial disparities in New York City’s stop-and-frisk policy. The Annuals of Applied Statistics, 10(1), 365–394. https://doi.org/10.1214/15-AOAS897
  • Goings, R., & Bianco, M. (2016). It’s hard to be who you don’t see: An exploration of Black male high school students’ perspectives on becoming teachers. The Urban Review, 48(4), 628–646. https://doi.org/10.1007/s11256-016-0371-z
  • Grbich, C. (2012). Qualitative data analysis: An introduction. Sage Publications.
  • Gutierrez y Muhs, G., & Niemann, Y. (2012). Presumed incompetent: The intersections of race and class for women in academia. University Press of Colorado.
  • Haddix, M., McArthur, S. A., Muhammad, G. E., Price-Dennis, D., & Sealey-Ruiz, Y. (2016). At the kitchen table: Black women English educators speaking our truths. English Education, 48(4), 380–395. www.jstor.org/stable/26492575
  • Haddix, M. M. (2012). Talkin’ in the company of my sistas: The counterlanguages and deliberate silences of Black female students in teacher education. Linguistics and Education, 23(2), 169–181. https://doi.org/10.1016/j.linged.2012.01.003
  • Harris, C. (1993). Whiteness as property. Harvard Law Review, 106(8), 1707–1711. https://doi.org/10.2307/1341787
  • Holvino, E., & Blake-Beard, S. (2004). Women discussing their differences: A promising trend. The Diversity Factor, 12(3), 22–29. http://www.chaosmanagement.com/images/stories/pdfs/TDFwocarticle8-04.pdf
  • Irvine, J., & Fenwick, L. (2011). Teachers and teaching for the new millennium: The roles of HBCUs. The Journal of Negro Education, 80, 197–208. www.jstor.org/stable/41341128
  • Jackson, T., Ballard, A., Drewery, M., Membres, B., Morgan, L., & Nicholson, F. (2017). “Black like me”: Female preservice teachers of color on learning to teach social justice with a Black female professor. In A. Farinde-Wu & A. Allen-Handy (Eds.), Black female teachers: Diversifying the United States’ teacher workforce (pp. 93–113). Emerald Publishing Limited.
  • Jackson, T., & Kohli, R. (2016). Guest editors’ introduction: The state of teachers of color. Equity & Excellence in Education, 49(1), 1–8. https://doi.org/10.1080/10665684.2015.1130477
  • Johnson, L., & Bryan, N. (2016). Using our voices, losing our bodies: Michael Brown, Trayvon Martin and the spirit murder of Black male professors in the academy. Race Ethnicity and Education, 20(2), 163–177. https://doi.org/10.1080/13613324.2016.1248831
  • Ladson-Billings, G. (2005). Beyond the big house: African American educators on teacher education. Teacher College Press.
  • Ladson-Billings, G. (2009). The dreamkeepers: Successful teachers of African American children (2nd ed.). Jossey-Bass.
  • Ladson-Billings, G., & Tate, W. (1999). Towards a critical race theory in education. Teachers College Record, 97(1), 47–68
  • Lees, L., Slater, T., & Wyly, E. (2013). Gentrification. Routledge.
  • Lortie, D. (2002). Schoolteacher: A sociological study. University of Chicago Press.
  • Lynn, M. (2006). Education for the community: Exploring the culturally relevant practices of Black male teachers. Teachers College Record, 108(12), 2497–2522. https://doi.org/10.1111/j.1467-9620.2006.00792.x
  • Lynn, M., & Dixon, A. (2013). Handbook of critical race theory in education. Routledge.
  • Lynn, M., & Jennings, M. (2009). Power, politics and critical race pedagogy: A critical race analysis of Black male teacher pedagogy. Race Ethnicity and Education, 12(2), 173–196. https://doi.org/10.1080/13613320902995467
  • Martin, J. (2018, February 22). An imposing honor for Harvard’s first Black graduate. Harvard Magazine. https://www.harvardmagazine.com/2018/02/richard-greener-statue-univ-sc
  • Meares, T. L. (2015). Programming errors: Understanding the constitutionality of stop-and-frisk as a program, not an incident. University of Chicago Law Review, 82(1), 159–179. https://heinonline.org/HOL/LandingPage?handle=hein.journals/uclr82&div=10&id=&page=
  • Milner, H. R. (2012). But, what is urban education? Urban Education, 47(3), 556–561. https://doi.org/10.1177/0042085912447516
  • Milner, H. R., & Lomotey, K. (2014). Handbook of urban education. Routledge.
  • Moraga, C., & Anzaldua, G. (2015). This bridge called my back: Writings by radical women of color. State University of New York Press.
  • National Center for Education Statistics, (NCES).(2015). The Condition of Education 2015. Washington,DC: National Center of Education Statistics, U.S. Department of Education.
  • Overton, S. (2007). Stealing democracy: The new politics of voter suppression. W.W. Norton & Company.
  • Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology and practice. Educational Researcher, 41(3), 93–97. https://doi.org/10.3102/0013189X12441244
  • Ransby, B. (2003). Ella Baker and the Black freedom movement: A radical democratic vision. University of North Carolina Press.
  • Sanchez-Hucles, J. V., & Davis, D. D. (2010). Women and women of color in leadership: Complexity, identity, and intersectionality. American Psychologist, 65(3), 171–181. https://doi.org/10.1037/a0017459
  • Schwartz, T., Dinnen, H., Smith-Millman, M. K., Dixon, M., & Flaspholer, P. (2016). The urban teaching cohort: Preservice training to support mental health in urban schools. Advances in School Mental Health Promotion, 10(1), 26–48. https://doi.org/10.1080/1754730X.2016.1246195
  • Smith, B. (1989). A press of our own kitchen table: Women of color press. Frontiers: A Journal of Women Studies, 10(3), 11–13. https://doi.org/10.2307/3346433
  • Smitherman, G. (1999). Talkin that talk: Language, culture, and education in African America. Routledge.
  • Southern Poverty Law Center. (2016). Hatewatch. https://www.splcenter.org/hatewatch
  • Stovall, D. O. (2013). “Fightin’ the Devil 24/7” context, community, and critical race praxis in education. In Handbook of critical race theory in education (pp. 309–321). Routledge.
  • Tate, W. (1997). Critical race theory and education: History, theory, and implications. Review of Research in Education, 22(1), 195–247. https://doi.org/10.3102/0091732X022001195
  • Tolliver, W. F., Hadden, B. R., Snowden, F., & Brown-Manning, R. (2016). Police killings of unarmed Black people: Centering race and racism in human behavior and the social environment content. Journal of Human Behavior in the Social Environment, 26(3–4), 279–286. https://doi.org/10.1080/10911359.2015.1125207
  • Tuck, E. (2009). Suspending damage: A letter to communities. Harvard Educational Review, 79(3), 409–428. https://doi.org/10.17763/haer.79.3.n0016675661t3n15
  • U.S. Department of Education. (2016, July). The state of racial diversity in the educator workforce. U.S. Department of Education. https://www2.ed.gov/rschstat/eval/highered/racial-diversity/state-racial-diversity-workforce.pdf
  • Wang, T. A. (2012). The politics of voter suppression: Defending and expanding Americans’ right to vote. Cornell University Press.
  • Warren, C. (2017). Urban preparation: Young Black men moving Chicago’s South Side to success in higher education. Harvard Education Press.
  • West, C. (1999). Race matters. Beacon Press.
  • Wheeler, R. S., & Swords, R. (2006). Code-switching. Teaching Standard English in urban classrooms. National Council of Teachers of English.
  • White, A. K. (1997). Critical race feminism: A reader. New York University Press.
  • Wing, A. K. (2003). Introduction. In A. K. Wing (Ed.), Critical race feminism: A reader (pp. 1–22). New York University Press.
  • Wynter-Hoyte, K., Braden, E., Rodriguez, S., & Thornton, N. (2017). Disrupting the status quo: Exploring culturally relevant and sustaining pedagogies for young diverse learners. Race Ethnicity and Education, 22(3), 428–447. https://doi.org/10.1080/13613324.2017.1382465
  • Wynter-Hoyte, K., Long, S., Frazier, J., & Jackson, J. (in press). Liberatory praxis in preservice teacher education: Claiming Afrocentrism as foundational in critical language and literacy teaching. International Journal of Qualitative Studies in Education. National Center for Educational Statistics.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.