This study examined how White, female U.S. community and technical college educators develop and sustain an antiracist praxis. In the context of this study, antiracist praxis was defined as the ability for White educators to engage in consistent cycles of critical self-reflection about race and demonstrating antiracist actions. Semi-structured…

The problem addressed in this study was that there was the likelihood of a mismatch between preprimary teachers' racial, ethnic, and cultural make-up and the children and families they educate and care for in the preprimary classroom from birth to 5 years. The purpose of this basic qualitative study was to examine early childhood education (ECE)…

Like other postsecondary educators, community college faculty face challenges from conservative politicians seeking to eliminate equity perspectives in college teaching and educational stakeholders who overapply the label of equity, rendering it devoid of meaning. Through a content analysis of literacy class-focused equity practices from recent…

Racism continues to persist in academia and institutions of higher learning play a central role in the actions needed to root it out. Leaders and employees at community colleges seek to do this by constructing initiatives, task forces, and learning communities that are dedicated to this cause. Little research has been conducted, however, on…

This study examined the experiences of faculty of color in community colleges within the context of faculty diversification efforts. Community college students have become more racially and ethnically diverse, yet faculty remain overwhelmingly White. Ten faculty of color from diverse disciplinary fields were interviewed in this phenomenological…

This study expanded the understanding of the experiences and perspectives of faculty of color within the community college system. Through a qualitative research design, the study drew insights from interviews with 14 self-identified faculty of color and a review of institutional documents from a single community college. A framework that…

This article examines the alienated labor of ALP writing instructors, who are being held accountable for a community college completion agenda that might not be best serving students. Discussing some of the larger historical forces and local institutional contexts impacting ALP teachers at CUNY, and drawing on recent studies of CUNY faculty, it…

Purpose: This study addressed issues of chief diversity officers who often face diversity challenges when attracting, recruiting, and retaining, faculty of color in community colleges in California. Perceptions and meaning-making of chief diversity officers were explored as they encountered racism and shaped the discourse on race embedded in the…

This mixed methods study examined students' perceptions of EcoJustice and Social Justice curriculum in an undergraduate children's literature course. Data included beginning-course and end-course Likert scale questions and open-ended responses, student reflective writings, and assignments. This study also examined survey responses from faculty…

This dissertation is a call to action for the American community college educator to create and carry out a commitment to civic interfaith leadership. The community college educator as civic interfaith leader can and should examine and revise existing curricular and co-curricular resources--especially world religions courses and student…

We, as community college English teachers, have the opportunity to empower students who have been subjected to years of top-down, teacher-directed education. We have the obligation to make them critical thinkers, improving their chances of being thoughtful and successful adults. It all begins with the way we teach writing and the respect we have…

Harold Washington College (HWC), one of seven institutions in the City Colleges of Chicago system, is a minority-serving community college. During the 2018-2019 academic year, HWC was a recipient of the Pathways to Results (PTR) Implementation Communities grant funded by the Illinois Community College Board (ICCB), with support from the Office of…

Two-year college faculty have begun articulating a "teacher-scholar-activist" professional identity. After tracing the emergence of this concept and calls for solidarity in two-year college writing studies, we draw on two case studies to advocate for cross-sector disciplinary alliances that expand educational opportunity, improve…

The purpose of this instrumental qualitative case study was to address the challenges that community college professors face when curating or creating high-quality and low- or no-cost open educational resources (OERs), the accessibility of the resources, and the impact OER has on student success and social justice in education. The goal of this…

This qualitative study explored the systemic barriers to hiring faculty of color in the community college. A phenomenological design was used to examine the community college full-time faculty search process from the perspective of 10 full-time faculty of color who actively participate in racial justice advocacy. The participants represented five…