Research on Racial Justice and Equity from Education and Human Ecology

Researchers at The Ohio State University College of Education and Human Ecology are dedicated to advancing knowledge for our collective benefit including championing equity, justice and inclusion in education and human development. The collection of research presented here is a sampling of the type of work experts in our college have published to advance racial justice in the world.

• Quaye, S. J., Carter, K. D., Allen, C. R., Karikari, S. N., & Okello, W. K. (in press). “Why can’t I just chill?”: The visceral nature of racial battle fatigue. Journal of College Student Development.
• Okello, K. W., Quaye, S. J., Allen, C. R., Carter, K. D., & Karikari, S. N. (in press). Racial battle fatigue and the (im)possibilities of healing. Journal of College Student Development.
• Ashlee, A. A., & Quaye, S. J. (in press). On being racially enough: A duoethnography across minoritized racial identities. International Journal of Qualitative Studies in Education.
• Winston C. Thompson, Abigail J. Beneke, & Garry S. Mitchell, “Legitimate Concerns: On Complications of Identity in School Punishment,” Theory and Research in Education 18, no. 1 (2020): 78-97.
• Lily Lamboy, Ashley Taylor, & Winston C. Thompson, “Paternalistic Aims and (Mis)Attributions of Agency: What the Over-punishment of Black Girls in US Classrooms Teaches Us About Just School Discipline,” Theory and Research in Education 18, no. 1 (2020): 59-77
• Wong, K., Joffe, J., Wang, A. M., & Chao, T. (2020). Radical Cram School Season 2. Produced and created a follow up to the successful online web series for children, parents, and educators. Focused on issues of immigration, gun control, feminism, and Asian Pacific Islander Desi American (APIDA) role models. https://radicalcramschool.com
• Linder, C., Quaye, S. J., Lange, A. C., Evans, M. E., & Stewart, T. J. (2020). Identity-based student activism: Power and oppression on college campuses. New York, NY: Routledge. (book)
• Kokka, K. & Chao, T. (2020). ‘How I show up for Brown and Black students’: Investigating Asian American Male Mathematics Teacher Identity. Race, Ethnicity, and Education.
• Chao, T., & Marlowe, M. (2019). Elementary Mathematics and #BlackLivesMatter. Bank Street Occasional Paper Series. https://educate.bankstreet.edu/occasional-paper-series/vol2019/iss41/9/
• Kalinec-Craig, C., Chao, T., Maldonado, L., & Celedón-Pattichis, S. (2019). Reflecting back to move forward: Using the mathematics autobiography to open humanizing learning spaces for prospective mathematics t In T. G. Bartell, C. Drake, A. Roth McDuffie, J. M. Aguirre, E. E. Turner, & M. Q. Foote (Eds.), Transforming Mathematics Teacher Education: An Equity-Based Approach. Switzerland: Springer.
• Patton, L. D., & Njoku, N. N. (2019). Theorizing Black women’s experiences with institution sanctioned violence: A #BlackLivesMatter imperative toward black liberation on campus. International Journal of Qualitative Studies in Education, 32(9), 1162-1182.
• Quaye, S. J., Karikari, S. N., Allen, C. R., Okello, W. K., & Carter, K. D. (2019). Strategies for practicing self-care from racial battle fatigue. Journal Committed to Social Change on Race and Ethnicity, 5(2), 94-131.
• Linder, C., Quaye, S. J., Stewart, T. J., Okello, W. K., & Roberts, R. E. (2019). “The whole weight of the world on my shoulders”: Power, identity, and student activism. Journal of College Student Development, 60(5), 527-542.
• Linder, C., Quaye, S. J., Lange, A. C., Roberts, R. E., Lacy, M. C., & Okello, W. K. (2019). “A student should have the privilege of just being a student”: Student activism as labor. The Review of Higher Education, 42, 37-62.
• Abate, Michelle Ann.  (2019).  “ ‘Do you want to build on a racist tradition?’:  Olaf from Disney’s Frozen and Blackface Minstrelsy.”  The Journal of Popular Culture, 52 (5).  1058 – 1080.
• Abate, Michelle Ann.  (2019).  “The new millennium minstrel show:  Blackface elements in Seinfeld, Parks and Recreation, and Miranda Sings.”  Journal of Popular Film and Television, 47 (3).  132 – 151.
• Abate, Michelle Ann.  (2019).  “Drawing racial lines: The aesthetics of Franklin in Peanuts.”  INKS: The Journal of the Comics Studies Society, 3 (3).  227 – 248.
• Enciso, P., Sivashankar, N. & Fletcher, S. (2019). The social mind: Using drama to walk through racism in Out of Darkness. In W. Glenn and R. Ginsberg (Eds). Engaging with YA multicultural literature in the secondary classroom: Critical approaches for critical educators. New York, NY: Routledge
• Enciso, P. (2019).  Finding a Way into Story Worlds: Youth Co-Narrations of Cross-Cultural Lives as Analogue for Academic Literary Talk. In I.M. García-Sánchez & M. F. Orellana (Eds).  Language and cultural practices in communities and school: Bridging learning for students from non-dominant groups NY: Routledge.
• San Pedro, T. (2019). Applying Projects in Humanization: Lessons of Critical Listening and Storying. Research in the Teaching of English, 53(4), 393-397.
• Patton, L. D., & Haynes, C. (2018). Hidden in plain sight: The Black women’s blueprint for institutional transformation in higher education. Teacher’s College Record, 120(14), 1-18.
• Wong, K., Joffe, J., Wang, A. M., & Chao, T. (2018). Radical Cram School. Produced and created online web series for children, parents, and educators for engaging in conversations around misogyny, racism, and oppression for Asian Pacific Islander Desi American (APIDA) children. Featured my work using equal sharing to represent (dis)proportionality in women’s wages by race and ethnicity. https://radicalcramschool.com
• Winston C. Thompson, “Reconstructing a ‘Dilemma’ of Racial Identity Education,” Ethics and Education 13, no. 1 (2018): 55-72.
• Beard, K. S. (2018). Standing in the gap: Theory and practice impacting educational opportunity and achievement gaps. Urban Education, 53(5), 668-696.
• Patton, L. D., & Jordan, J. L. (2017). It’s not about you, it’s about us: A Black woman administrator’s efforts to disrupt whiteness in an urban school. Journal of Cases in Educational Leadership, 20(1), 80-91.
• San Pedro, T.; Carlos, E. & Mburu, J. (2017). Critical listening and storying: Fostering respect for differences and action within and beyond a Native American literature classroom. Urban Education, 52(5), 667-693.
• San Pedro, T. (2016). ‘Truth, in the end, is different from what we have been taught’: Re-centering Indigenous knowledges in public schooling spaces. In S. Greene, K. Burke & M. McKenna (Eds.) Youth voices, public spaces, and civic engagement. London: Routledge.
• Patton, L. D., & Bondi, S. (2015). Nice white men or social justice allies?: Using critical race theory to examine how white male faculty and administrators engage in ally work. Race, Ethnicity, and Education, 18(4), 488-514
• Beard, K. S. (2013). Character in action: A case of authentic educational leadership that advanced equity and excellence. Journal of School Leadership, 23(6), 1015-1046.
• Beard, K. S. (2012). Making the case for the outlier: Researcher reflections of an African-American female deputy superintendent who decided to close the achievement gap. International Journal of Qualitative Studies in Education, 25(1), 57-71.
• Beard, K. S., Brown, K.M. (2008). ‘Trusting schools to meet the academic needs of African American students?’ Suburban mothers’ perspectives. The International Journal of Qualitative Studies in Education, 21(5), 471-485.
• Mills, M. T., Moore, L. C., Chang, R., Kim, S., & Frick, B. (accepted). Perceptions of Black children’s narrative language: A mixed-methods study. Language, Speech, and Hearing Services in Schools.