Dorinda J Carter Andrews
Biographic Data
| ID | 232486 |
|---|---|
| NAME | Dorinda J Carter Andrews |
| GIVEN NAMES | Dorinda J Carter |
| FAMILY NAME | Andrews |
| SIGNATURE | ANDREWS D J C |
| AFFILIATIONS | Michigan State University, East Lansing, USA |
| ORCID | 0000-0002-2632-8368 |
| VERIFIED | Yes |
| TOTAL WORKS | 23 |
| TOTAL CITATIONS | 258 |
| AUTHOR COUNT | 23 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 9 |
Centering ourselves: Unapologetically (re)defining and (re)claiming Black womanhood through collective healing
Resisting racism in school
Darius O. Johnson, Briana Markoff, and Dorinda J. Carter Andrews examined data from focus groups conducted with more than 60 Black boys in midwestern high schools to learn how teachers and schools can refuse antiblackness and reimagine futures for Black boys in school. Black boys and young men want safe school environments and will create safe communal spaces when needed. They seek teachers who are culturally relevant; they want to be able to tru…
Connection, Antiblackness, and Positive Relationships That (Re)Humanize Black Boys’ Experience of School
Background/Context: Black people continue to be popularly imagined as lacking humanity and, as such, are often the disproportionate subjects of unceasing race-gender terror and state violence. A vast body of scholarship has documented the failure of schools to adequately serve Black youth in general, and Black boys and men in particular. There is compelling evidence, however, that consistently humanizing interactions with adults in school lead to…
Preparing Teachers to Be Culturally Multidimensional: Designing and Implementing Teacher Preparation Programs for Pedagogical Relevance, Responsiveness, and Sustenance
In this article, I suggest four key principles that are foundational for guiding the design and implementation of teacher education programs that prepare teachers who are culturally multidimensional in their pedagogy and practice. These programs help teachers develop mindsets, methods, and practices for enacting decolonial purposes of education with a deep and critical intentionality to context, content, methods, and identity. In this way, teache…
Eradicating Anti-Black Logics in Schools: Transgressive Teaching as a Way Forward
In this article, we focus on how anti-Black logics operate within various domains of power in ways that deny Black children, including our own, their right to a just and antiracist education. We begin by describing how socialization contributes to the development and deployment of anti-Black logics by teachers and school leaders. We then discuss how antiblackness has manifested in K–12 schools and share examples of our own children’s pandemic vir…
Toward New Visions of Teacher Education: Addressing the Challenges of Program Coherence
The Teacher Support Imperative: Teacher Education and the Pedagogy of Connection
Just as teacher education programs depend upon practicing teachers for the quality and integrity of their programs, they have a responsibility for playing a role in ongoing support for these educators We begin by describing how we think about a pedagogy of connection for teacher education, building upon the earlier contributions of education scholars, and then briefly discuss the role of teacher education programs in cultivating this pedagogical …
Decentering Whiteness in Teacher Education: Addressing the Questions of Who, With Whom, and How
The Effects of Zero Tolerance Policies on Black Girls: Using Critical Race Feminism and Figured Worlds to Examine School Discipline
Black girls are more likely to be suspended or expelled through exclusionary discipline than their female counterparts, but continue to be overlooked and understudied. This article presents a case for using critical race feminism and figured worlds as theoretical frameworks for examining the effects of zero tolerance policies on Black girls. We use these frameworks to explore how adults’ implementation of disciplinary policies not only affects th…
Beyond Damage-Centered Teacher Education: Humanizing Pedagogy for Teacher Educators and Preservice Teachers
Background/Context In our best efforts to increase preservice teachers’ critical consciousness regarding the historical and contemporary inequities in the P–12 educational system and equip them to embody pedagogies and practices that counter those inequities, teacher educators often provide curricular and field experiences that reinforce the deficit mindsets that students bring to the teacher education classroom. For many social justice-oriented …
The Impossibility of Being “Perfect and White”: Black Girls’ Racialized and Gendered Schooling Experiences
The African American Policy Forum and the Center for Intersectionality and Social Policy Studies states, “The risks that Black and other girls of color confront rarely receive the full attention of researchers, advocates, policymakers, and funders.” The limited awareness of the challenges that Black girls face perpetuates the mischaracterization of their attitudes, abilities, and achievement. Thus, school becomes an inhospitable place where Black…
Professional Development for Equity: What Constitutes Powerful Professional Learning
Changing the Narrative on Diversifying the Teaching Workforce: A Look at Historical and Contemporary Factors That Inform Recruitment and Retention of Teachers of Color
"Making Justice Peripheral by Constructing Practice as "Core: How the Increasing Prominence of Core Practices Challenges Teacher Education
Reformers are increasingly calling for and adopting practice-based approaches to teacher preparation, with particular emphasis on identifying and centering core practices. In this article, we argue that organizing teacher education around core practices brings its own risks, including the risk of peripheralizing equity and justice. Situating our argument within the broad economic trends affecting labor and higher education in the 21st century, we…
Reexamining Coherence in Teacher Education
Necessary but Insufficient: How Educators Enact Hope for Formerly Disconnected Youth
This qualitative study investigated how educators in urban second-chance high school settings made sense of their work with formerly disconnected youth. Using Duncan-Andrade’s framework of critical hope, we examined how adults’ orientations toward hope shaped the educational context in ways that were necessary and sufficient for student success. Findings from this study highlight the need for more critical approaches to student engagement, specif…
Teacher Education for Critical Democracy: Understanding Our Commitments as Design Challenges and Opportunities
A Call to Action for Teacher Preparation Programs: Supporting Critical Conversations and Democratic Action in Safe Learning Environments
Maybe That Concept Is Still with Us”: Adolescents' Racialized and Classed Perceptions of Teachers' Expectations
Teacher expectations for student behavior and academic performance have a lasting effect on student academic achievement—not only in the immediate school year, but also many years later. Yet, we know very little about how students interpret and understand teachers' expectations for them. This article expands the literature on teachers' expectations for students by drawing on student voice to examine how middle and high school students describe an…
Teacher Education and Teaching in the Present Political Landscape: Promoting Educational Equity Through Critical Inquiry and Research
The U.S. educational enterprise lacks no shortage of debate around divisive issues. Two recent events remind us of this. In October of 2016, the U.S. Department of Education released its revised regulations for teacher preparation programs, which have a heavy emphasis on using P-12 student success as a measure of quality for teacher education programs. (1) While some individuals and organizations have praised the federal government for pushing in…
Teaching in Dehumanizing Times: The Professionalization Imperative
Earlier this year, teachers in Detroit Public Schools (DPS) district in Michigan engaged in rolling teacher sick-outs to protest their deplorable working conditions. On January 11, 2016, more than 60 schools were closed due to teachers not showing up for work. On January 20, a sick-out forced district to close 88 of its 97 schools due to more than 865 teachers being absent from classrooms (Lewis, 2016). For years, DPS teachers have voiced their c…
The Research We Need in Teacher Education
Prompted by internal and external criticism, demands for accountability, and an authentic desire to better understand processes associated with learning to teach, the field of teacher education--and more specifically, of teacher preparation--is experiencing a vigorous period of change. In some cases, this has resulted in innovations--such as current proposals to evaluate and regulate teacher education and preparation programs, reform of the requi…
The Construction of Black High-Achiever Identities in a Predominantly White High School
In this article, I examine how black students construct their racial and achievement self-concepts in a predominantly white high school to enact a black achiever identity. By listening to these students talk about the importance of race and achievement to their lives, I came to understand how racialized the task of achieving was for them even though they often deracialized the characteristics of an achiever. I suggest that these students do not m…
Changing the Narrative on Diversifying the Teaching Workforce: A Look at Historical and Contemporary Factors That Inform Recruitment and Retention of Teachers of Color
"Making Justice Peripheral by Constructing Practice as "Core: How the Increasing Prominence of Core Practices Challenges Teacher Education
Reformers are increasingly calling for and adopting practice-based approaches to teacher preparation, with particular emphasis on identifying and centering core practices. In this article, we argue that organizing teacher education around core practices brings its own risks, including the risk of peripheralizing equity and justice. Situating our argument within the broad economic trends affecting labor and higher education in the 21st century, we…
The Impossibility of Being “Perfect and White”: Black Girls’ Racialized and Gendered Schooling Experiences
The African American Policy Forum and the Center for Intersectionality and Social Policy Studies states, “The risks that Black and other girls of color confront rarely receive the full attention of researchers, advocates, policymakers, and funders.” The limited awareness of the challenges that Black girls face perpetuates the mischaracterization of their attitudes, abilities, and achievement. Thus, school becomes an inhospitable place where Black…
The Effects of Zero Tolerance Policies on Black Girls: Using Critical Race Feminism and Figured Worlds to Examine School Discipline
Black girls are more likely to be suspended or expelled through exclusionary discipline than their female counterparts, but continue to be overlooked and understudied. This article presents a case for using critical race feminism and figured worlds as theoretical frameworks for examining the effects of zero tolerance policies on Black girls. We use these frameworks to explore how adults’ implementation of disciplinary policies not only affects th…
Decentering Whiteness in Teacher Education: Addressing the Questions of Who, With Whom, and How
The Construction of Black High-Achiever Identities in a Predominantly White High School
In this article, I examine how black students construct their racial and achievement self-concepts in a predominantly white high school to enact a black achiever identity. By listening to these students talk about the importance of race and achievement to their lives, I came to understand how racialized the task of achieving was for them even though they often deracialized the characteristics of an achiever. I suggest that these students do not m…
Reexamining Coherence in Teacher Education
Teaching in Dehumanizing Times: The Professionalization Imperative
Earlier this year, teachers in Detroit Public Schools (DPS) district in Michigan engaged in rolling teacher sick-outs to protest their deplorable working conditions. On January 11, 2016, more than 60 schools were closed due to teachers not showing up for work. On January 20, a sick-out forced district to close 88 of its 97 schools due to more than 865 teachers being absent from classrooms (Lewis, 2016). For years, DPS teachers have voiced their c…
A Call to Action for Teacher Preparation Programs: Supporting Critical Conversations and Democratic Action in Safe Learning Environments
Teacher Education for Critical Democracy: Understanding Our Commitments as Design Challenges and Opportunities
Maybe That Concept Is Still with Us”: Adolescents' Racialized and Classed Perceptions of Teachers' Expectations
Teacher expectations for student behavior and academic performance have a lasting effect on student academic achievement—not only in the immediate school year, but also many years later. Yet, we know very little about how students interpret and understand teachers' expectations for them. This article expands the literature on teachers' expectations for students by drawing on student voice to examine how middle and high school students describe an…
The Research We Need in Teacher Education
Prompted by internal and external criticism, demands for accountability, and an authentic desire to better understand processes associated with learning to teach, the field of teacher education--and more specifically, of teacher preparation--is experiencing a vigorous period of change. In some cases, this has resulted in innovations--such as current proposals to evaluate and regulate teacher education and preparation programs, reform of the requi…
Toward New Visions of Teacher Education: Addressing the Challenges of Program Coherence
The Teacher Support Imperative: Teacher Education and the Pedagogy of Connection
Just as teacher education programs depend upon practicing teachers for the quality and integrity of their programs, they have a responsibility for playing a role in ongoing support for these educators We begin by describing how we think about a pedagogy of connection for teacher education, building upon the earlier contributions of education scholars, and then briefly discuss the role of teacher education programs in cultivating this pedagogical …
Professional Development for Equity: What Constitutes Powerful Professional Learning
Teacher Education and Teaching in the Present Political Landscape: Promoting Educational Equity Through Critical Inquiry and Research
The U.S. educational enterprise lacks no shortage of debate around divisive issues. Two recent events remind us of this. In October of 2016, the U.S. Department of Education released its revised regulations for teacher preparation programs, which have a heavy emphasis on using P-12 student success as a measure of quality for teacher education programs. (1) While some individuals and organizations have praised the federal government for pushing in…
Necessary but Insufficient: How Educators Enact Hope for Formerly Disconnected Youth
This qualitative study investigated how educators in urban second-chance high school settings made sense of their work with formerly disconnected youth. Using Duncan-Andrade’s framework of critical hope, we examined how adults’ orientations toward hope shaped the educational context in ways that were necessary and sufficient for student success. Findings from this study highlight the need for more critical approaches to student engagement, specif…
The Construction of Black High-Achiever Identities in a Predominantly White High School
In this article, I examine how black students construct their racial and achievement self-concepts in a predominantly white high school to enact a black achiever identity. By listening to these students talk about the importance of race and achievement to their lives, I came to understand how racialized the task of achieving was for them even though they often deracialized the characteristics of an achiever. I suggest that these students do not m…
Teaching in Dehumanizing Times: The Professionalization Imperative
Earlier this year, teachers in Detroit Public Schools (DPS) district in Michigan engaged in rolling teacher sick-outs to protest their deplorable working conditions. On January 11, 2016, more than 60 schools were closed due to teachers not showing up for work. On January 20, a sick-out forced district to close 88 of its 97 schools due to more than 865 teachers being absent from classrooms (Lewis, 2016). For years, DPS teachers have voiced their c…
The Research We Need in Teacher Education
Prompted by internal and external criticism, demands for accountability, and an authentic desire to better understand processes associated with learning to teach, the field of teacher education--and more specifically, of teacher preparation--is experiencing a vigorous period of change. In some cases, this has resulted in innovations--such as current proposals to evaluate and regulate teacher education and preparation programs, reform of the requi…
Maybe That Concept Is Still with Us”: Adolescents' Racialized and Classed Perceptions of Teachers' Expectations
Teacher expectations for student behavior and academic performance have a lasting effect on student academic achievement—not only in the immediate school year, but also many years later. Yet, we know very little about how students interpret and understand teachers' expectations for them. This article expands the literature on teachers' expectations for students by drawing on student voice to examine how middle and high school students describe an…
Teacher Education and Teaching in the Present Political Landscape: Promoting Educational Equity Through Critical Inquiry and Research
The U.S. educational enterprise lacks no shortage of debate around divisive issues. Two recent events remind us of this. In October of 2016, the U.S. Department of Education released its revised regulations for teacher preparation programs, which have a heavy emphasis on using P-12 student success as a measure of quality for teacher education programs. (1) While some individuals and organizations have praised the federal government for pushing in…
Necessary but Insufficient: How Educators Enact Hope for Formerly Disconnected Youth
This qualitative study investigated how educators in urban second-chance high school settings made sense of their work with formerly disconnected youth. Using Duncan-Andrade’s framework of critical hope, we examined how adults’ orientations toward hope shaped the educational context in ways that were necessary and sufficient for student success. Findings from this study highlight the need for more critical approaches to student engagement, specif…
Teacher Education for Critical Democracy: Understanding Our Commitments as Design Challenges and Opportunities
A Call to Action for Teacher Preparation Programs: Supporting Critical Conversations and Democratic Action in Safe Learning Environments
Beyond Damage-Centered Teacher Education: Humanizing Pedagogy for Teacher Educators and Preservice Teachers
Background/Context In our best efforts to increase preservice teachers’ critical consciousness regarding the historical and contemporary inequities in the P–12 educational system and equip them to embody pedagogies and practices that counter those inequities, teacher educators often provide curricular and field experiences that reinforce the deficit mindsets that students bring to the teacher education classroom. For many social justice-oriented …
The Impossibility of Being “Perfect and White”: Black Girls’ Racialized and Gendered Schooling Experiences
The African American Policy Forum and the Center for Intersectionality and Social Policy Studies states, “The risks that Black and other girls of color confront rarely receive the full attention of researchers, advocates, policymakers, and funders.” The limited awareness of the challenges that Black girls face perpetuates the mischaracterization of their attitudes, abilities, and achievement. Thus, school becomes an inhospitable place where Black…
Professional Development for Equity: What Constitutes Powerful Professional Learning
Changing the Narrative on Diversifying the Teaching Workforce: A Look at Historical and Contemporary Factors That Inform Recruitment and Retention of Teachers of Color
"Making Justice Peripheral by Constructing Practice as "Core: How the Increasing Prominence of Core Practices Challenges Teacher Education
Reformers are increasingly calling for and adopting practice-based approaches to teacher preparation, with particular emphasis on identifying and centering core practices. In this article, we argue that organizing teacher education around core practices brings its own risks, including the risk of peripheralizing equity and justice. Situating our argument within the broad economic trends affecting labor and higher education in the 21st century, we…
Reexamining Coherence in Teacher Education
The Effects of Zero Tolerance Policies on Black Girls: Using Critical Race Feminism and Figured Worlds to Examine School Discipline
Black girls are more likely to be suspended or expelled through exclusionary discipline than their female counterparts, but continue to be overlooked and understudied. This article presents a case for using critical race feminism and figured worlds as theoretical frameworks for examining the effects of zero tolerance policies on Black girls. We use these frameworks to explore how adults’ implementation of disciplinary policies not only affects th…
Preparing Teachers to Be Culturally Multidimensional: Designing and Implementing Teacher Preparation Programs for Pedagogical Relevance, Responsiveness, and Sustenance
In this article, I suggest four key principles that are foundational for guiding the design and implementation of teacher education programs that prepare teachers who are culturally multidimensional in their pedagogy and practice. These programs help teachers develop mindsets, methods, and practices for enacting decolonial purposes of education with a deep and critical intentionality to context, content, methods, and identity. In this way, teache…
Eradicating Anti-Black Logics in Schools: Transgressive Teaching as a Way Forward
In this article, we focus on how anti-Black logics operate within various domains of power in ways that deny Black children, including our own, their right to a just and antiracist education. We begin by describing how socialization contributes to the development and deployment of anti-Black logics by teachers and school leaders. We then discuss how antiblackness has manifested in K–12 schools and share examples of our own children’s pandemic vir…
Toward New Visions of Teacher Education: Addressing the Challenges of Program Coherence
The Teacher Support Imperative: Teacher Education and the Pedagogy of Connection
Just as teacher education programs depend upon practicing teachers for the quality and integrity of their programs, they have a responsibility for playing a role in ongoing support for these educators We begin by describing how we think about a pedagogy of connection for teacher education, building upon the earlier contributions of education scholars, and then briefly discuss the role of teacher education programs in cultivating this pedagogical …
Decentering Whiteness in Teacher Education: Addressing the Questions of Who, With Whom, and How
Connection, Antiblackness, and Positive Relationships That (Re)Humanize Black Boys’ Experience of School
Background/Context: Black people continue to be popularly imagined as lacking humanity and, as such, are often the disproportionate subjects of unceasing race-gender terror and state violence. A vast body of scholarship has documented the failure of schools to adequately serve Black youth in general, and Black boys and men in particular. There is compelling evidence, however, that consistently humanizing interactions with adults in school lead to…
Resisting racism in school
Darius O. Johnson, Briana Markoff, and Dorinda J. Carter Andrews examined data from focus groups conducted with more than 60 Black boys in midwestern high schools to learn how teachers and schools can refuse antiblackness and reimagine futures for Black boys in school. Black boys and young men want safe school environments and will create safe communal spaces when needed. They seek teachers who are culturally relevant; they want to be able to tru…
Centering ourselves: Unapologetically (re)defining and (re)claiming Black womanhood through collective healing
Sociology (23 works) · Psychology (20 works) · Pedagogy (18 works) · Mathematics education (14 works) · Political science (14 works) · Teacher Education and Leadership Studies (13 works) · Critical Race Theory in Education (12 works) · Teacher education (9 works) · Educator Training and Historical Pedagogy (8 works) · Gender Studies (6 works)