Document Type

Dissertation

Degree

Doctor of Education

Major

Educational Practice

Date of Defense

3-31-2021

Graduate Advisor

Thomasina Hassler

Committee

Thomasina Hassler, PhD

Cheryl Osby, PhD

Keith Miller, PhD

Abstract

This autoethnography shares our personal experiences, narratives, and counter-stories as we view the social justice issues of inequities in the education of African American students. Through our journey, we highlighted our personal views and real scenarios as seen through the eyes of a reading specialist, social worker, and college-level administrator. Critical Race Theory in Education (CRT) served as our primary guiding force allowing us to focus on the following tenets: counter-stories, permanence of racism, whiteness as property, interest convergence, and critique of liberalism (Dixson, Anderson & Donnor, 2017). Critical Race Theory (CRT) is the framework in Social Sciences that examines society and culture as it relates to the categorization of race, law, and power (Lynn & Dixson, 2013). The purpose of our study was to take a closer look at inequities that are ignored or not effectively solved for the betterment of African American students. Educational settings serving African American students continued to provide a disservice. This disservice resulted in the recycling of academic failure (Williams, 2017). Our autoethnography has allowed for realism and truth as we shared our personal narratives as to why African American students are struggling academically, emotionally, and mentally.

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