Quinita Ogletree
Biographic Data
| ID | 176259 |
|---|---|
| NAME | Quinita Ogletree |
| GIVEN NAMES | Quinita |
| FAMILY NAME | Ogletree |
| SIGNATURE | OGLETREE Q |
| AFFILIATIONS | Texas A&M University |
| ORCID | 0000-0001-6634-3530 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 8 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Centering Language and Identity to Advance a Culturally Relevant Science of Reading Framework for African American Students
Systematic, explicit instruction aligned with the science of reading (SoR) has been shown to improve literacy outcomes. However, critiques highlight how racism and whiteness embedded in the SoR limit its effectiveness, particularly for African American students in urban contexts who face systemic inequities and linguistic marginalization. This article advances a culturally relevant SoR framework by centering African American English and racial id…
Utilizing the Urban Education Typology
In the seminal work “But What Is Urban Education?” from 2012, Richard Milner proffered a typology to better represent urban spaces as conceptions of urbanization's evolution. The typology consists of three descriptors, to which each highlights the manner in which population density influences the availability of resources to support culturally diverse learners: urban intensive (large spatially dense cities), urban emergent (large suburbs and mid-…
Talking Back
This study employed bibliometric analysis to analyze the research on critical race theory (CRT) in education. We employed four approaches: citation analysis, document co-citation analysis, social network analysis, and keyword co-occurrence to examine the scientific structure of CRT research in education based on 1,464 documents and 55,493 cited references. Using VOSviewer, we identified four distinct clusters of CRT research that characterize the…
We Matter Too
The present article problematizes faculty relationships within academic departments by applying critical race theory (counterstorytelling) to generate equity cases promoting racial healing. These equity cases illustrate the utility of an emergent typology, the equity paradox. More specifically, the equity paradox describes the web of reprisals endured by faculty of color who advocate for the authentic actualization of university-sponsored diversi…
Employing the Urban Education Typology Through a Critical Race Spatial Analysis
The Equity Paradox Typology
This inquiry unearths the stratified nature of racial harm in higher education by applying counterstorytelling to fashion an equity case study on racial harm. Racial harm consists of four conditions (hyper-cognition, hyper-isolation, hyper-distress, and hyper-reactivity) brought on by persistent exposure to racial discrimination embedded subtlety within academic departments as a series of racialized conflicts (diversity & curriculum clashes, and …
Employing the Urban Education Typology Through a Critical Race Spatial Analysis
Utilizing the Urban Education Typology
In the seminal work “But What Is Urban Education?” from 2012, Richard Milner proffered a typology to better represent urban spaces as conceptions of urbanization's evolution. The typology consists of three descriptors, to which each highlights the manner in which population density influences the availability of resources to support culturally diverse learners: urban intensive (large spatially dense cities), urban emergent (large suburbs and mid-…
The Equity Paradox Typology
This inquiry unearths the stratified nature of racial harm in higher education by applying counterstorytelling to fashion an equity case study on racial harm. Racial harm consists of four conditions (hyper-cognition, hyper-isolation, hyper-distress, and hyper-reactivity) brought on by persistent exposure to racial discrimination embedded subtlety within academic departments as a series of racialized conflicts (diversity & curriculum clashes, and …
We Matter Too
The present article problematizes faculty relationships within academic departments by applying critical race theory (counterstorytelling) to generate equity cases promoting racial healing. These equity cases illustrate the utility of an emergent typology, the equity paradox. More specifically, the equity paradox describes the web of reprisals endured by faculty of color who advocate for the authentic actualization of university-sponsored diversi…
Employing the Urban Education Typology Through a Critical Race Spatial Analysis
Talking Back
This study employed bibliometric analysis to analyze the research on critical race theory (CRT) in education. We employed four approaches: citation analysis, document co-citation analysis, social network analysis, and keyword co-occurrence to examine the scientific structure of CRT research in education based on 1,464 documents and 55,493 cited references. Using VOSviewer, we identified four distinct clusters of CRT research that characterize the…
Utilizing the Urban Education Typology
In the seminal work “But What Is Urban Education?” from 2012, Richard Milner proffered a typology to better represent urban spaces as conceptions of urbanization's evolution. The typology consists of three descriptors, to which each highlights the manner in which population density influences the availability of resources to support culturally diverse learners: urban intensive (large spatially dense cities), urban emergent (large suburbs and mid-…
Centering Language and Identity to Advance a Culturally Relevant Science of Reading Framework for African American Students
Systematic, explicit instruction aligned with the science of reading (SoR) has been shown to improve literacy outcomes. However, critiques highlight how racism and whiteness embedded in the SoR limit its effectiveness, particularly for African American students in urban contexts who face systemic inequities and linguistic marginalization. This article advances a culturally relevant SoR framework by centering African American English and racial id…
Sociology (5 works) · Critical Race Theory in Education (4 works) · Typology (4 works) · Gender Studies (3 works) · Political science (3 works) · Psychology (3 works) · Racism (3 works) · Critical race theory (2 works) · Harm (2 works) · Higher Education Research Studies (2 works)