Daniel D Liou
Biographic Data
| ID | 356672 |
|---|---|
| NAME | Daniel D Liou |
| GIVEN NAMES | Daniel D |
| FAMILY NAME | Liou |
| SIGNATURE | LIOU D D |
| AFFILIATIONS | Arizona State University |
| ORCID | 0000-0001-5911-0181 |
| VERIFIED | Yes |
| TOTAL WORKS | 20 |
| TOTAL CITATIONS | 136 |
| AUTHOR COUNT | 20 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 5 |
Radical care and epistemic justice: A Thai American school principal and her expectations for refugee students
Book banning and contractual expectations of white cisheteropatriarchy: A praxis for epistemic justice in K-12 schools
In the United States, schools are expected to navigate the political climate of anti–critical race theory and anti-LGBTQ + discrimination, where white identity politics herald white knowledge as the invisible standard against which racial, gender, and sexuality differences are constructed. State policies that facilitate the removal of diverse books in schools and libraries – compounded by nationally driven and locally expressed efforts to further…
Expectations as property of white supremacy: The coloniality of ascriptive expectations within the racial contract
To celebrate and honor Charles Mills’ intellectual legacy in social science and political philosophy, this paper utilizes the racial contract as an analytical lens to both extend his work and reenvision the field of the sociology of expectations. In doing so, this paper draws on Mills’ idea of the epistemological contract to theorize the term expectations as a form of epistemological violence associated with coloniality. The contractarian perspec…
The Coloniality of False Racial Binaries: Intersectional Consciousness as Antiracist Expectations for Multiracial Coalition-Building
The racial awakening stemming from the disproportionate impact of the COVID-19 pandemic, anti-Black police brutalities, and unaccounted hate crimes against Asian Americans has captivated the world’s attention regarding the insidious realities of white supremacy. Yet many educators’ efforts to purposefully and pedagogically work toward building multiracial coalitions have been criminalized through policies banning the use of critical race theory a…
Friendships, Rejection, and Standardized Test Scores Over Time
Peer acceptance has been consistently linked with academic performance. Acceptance, however, is often a measure of overall peers' impressions of a child, and not their own interest in being friends. Friendship nominations reflect a stronger, more persistent, peer endorsement than acceptance, and rejection nominations, similarly, reflect more direct negative feelings. In addition, most data on these relationships are from schools with children fro…
Toward a Theory of Sympathetic Leadership: Asian American School Administrators’ Expectations for Justice and Excellence
Purpose: This qualitative case study illuminates the leadership practices of four female Asian American administrators in urban schools. Due to their underrepresentation in leadership roles, the need is pressing for research to capture concrete exemplars on beliefs and practices of sympathy based on an asset-oriented approach to school leadership. The study’s research questions include (a) How do Asian American school administrators define their …
Fostering Pre-Service Teachers’ Antiracist Expectations through Online Education: Implications for Teacher Education in the Context of Global Pandemics
The increase in online education programs, accompanied by the current COVID-10 pandemic, has led universities to reconsider alternative ways to prepare teachers for social justice. One under-researched area in this conversation is the need for teacher candidates to examine their racialized expectations that often negate students of color in TK-12 classrooms. This self-study describes one faculty member’s digital critical race praxis (DigitalCrit …
Latinas at a Hispanic-serving institution: Resilient resistance affirming race–gender expectancies for college attainment
The Role of Mestiza Consciousness in Three Dimensions of Educational Expectations: A Self-Narrative of Borderland Pedagogy
This manuscript examines the ways that a Queer Chicana teacher’s multiple identities and perceptions of race, gender, and sexuality shape her efforts to disrupt colonial models of education in the United States. Through a self-narrativization research design, the authors explore three essential dimensions of educational expectations (dispositional, ethical, and pedagogical) and illuminate concrete examples underpinning the concept of borderland p…
Disrupting the educational racial contract of Islamophobia: Racialized curricular expectations of Muslims in children’s literature
When racialized knowledge is built into curricular expectations in schools, children are susceptible to beliefs that lead them to a hierarchical understanding of social relationships with particular groups. This article seeks to illuminate orientalist ideologies underpinning award-winning children’s literature. Utilizing racialized curricular expectations as an analytical tool, the article deconstructs Muslim stereotypes and their racial, gender,…
Teaching Jihad: Developing Religious Literacy through Graphic Novels
This study examined the representations of jihad in graphic novels to ascertain how its depictions may inform the development of religious literacy in secondary classrooms. Hegemonic constructions of jihad in the West are commonly reduced to false binaries that shape non-Muslims' extant beliefs and perceptions of Islam and Muslims. This raises concerns about the ways in which societal expectations shape knowledge formation in schools. Accordingly…
Managing Whiteness: The Call for Educational Leadership to Breach the Contractual Expectations of White Supremacy
Judge Robert Carter of the National Association for the Advancement of Colored People (NAACP) argued that White supremacy is the leading cause of de facto segregation. However, White supremacy is still undertheorized in educational leadership. Through the lens of Charles Mills’ racial contract, this article interprets a controversy surrounding White teachers’ expectations in a racially integrated high school. White supremacy operates in schools i…
Where Is the Real Reform? African American Students and Their School’s Expectations for Academic Performance
Although education reforms have been designed to improve academic achievement for all students, there may be intervening factors, such as teacher expectations, that interfere with the success of these initiatives. This ethnographic case study examined student and teacher perspectives on an urban high school reform, and how that reform was experienced within the classroom by African American students. Findings suggest that these African American s…
The significance of the racial contract in teachers’ college expectancies for students of color
Drawing on the theories of the racial contract and whiteness as property, this one-year qualitative case study explored the ways in which 27 classroom teachers harnessed school structure and classroom curriculum to support the college readiness of students of color in two California school districts. The study discovered that these teacher participants displayed different degrees of race consciousness, prompting contradictory expectancy practices…
Social Justice Teaching Through the Sympathetic Touch of Caring and High Expectations for Students of Color
This 1-year qualitative study examined the ways in which nine social justice-oriented teachers in racially segregated schools defined and fostered sympathy with low-income students of color. These teachers reportedly defined sympathy on the basis of caring and high expectations, which challenged traditional notions of sympathy as a teacher cue for low ability and lowered expectations for learning. Building upon W. E. B. Du Bois's concept of sympa…
Fostering College-Going Expectations of Immigrant Students Through the Sympathetic Touch of School Leadership
This article intends to support the efforts of administrators, teachers, and community activists to center race, equity, and anti-deficit perspectives within the practice of school leadership. By drawing upon methods of critical race studies, and Du Bois's 1935 Du Bois, W. E. B. (1935). Does the Negro need separate schools? Journal of Negro Education, 4(3), 328–335.[Crossref] , [Google Scholar] concept of the sympathetic touch, the author provide…
Teaching for Empowerment and Excellence: The Transformative Potential of Teacher Expectations in an Urban Latina/o Classroom
Don’t give up on me”: Critical mentoring pedagogy for the classroom building students’ community cultural wealth
This one-year ethnographic case study focused on students of color from a West Coast High School who faced a variety of academic challenges. Collectively, they shared perspectives on school improvement, and among the recommendations was the importance of mentorship in the classroom to develop students' aspirational, navigational, and informational capital for academic resiliency, high expectations, and success. This article highlights the perspec…
Tending to the Heart of Communities of Color: Towards Critical Race Teacher Activism
Critical Race Theory and Critical Whiteness Studies assert colorblindness flourishes when most urban teachers who are White feel emotionally uncomfortable to engage in dynamics of race in the classroom. Colorblind ideology distorts urban teaching because it presumes (a) many White teachers are missionaries trained to save and (b) urban schools are pathological deficits that need to be saved. We propose a community of color epistemological approac…
Unveiling the Promise of Community Cultural Wealth to Sustaining Latina/o Students’ College-Going Information Networks
This article examines the norms of school failure and illuminates ways in which low-income students of color respond to their needs for educational advancement when conditions to support their coll
Unveiling the Promise of Community Cultural Wealth to Sustaining Latina/o Students’ College-Going Information Networks
This article examines the norms of school failure and illuminates ways in which low-income students of color respond to their needs for educational advancement when conditions to support their coll
Tending to the Heart of Communities of Color: Towards Critical Race Teacher Activism
Critical Race Theory and Critical Whiteness Studies assert colorblindness flourishes when most urban teachers who are White feel emotionally uncomfortable to engage in dynamics of race in the classroom. Colorblind ideology distorts urban teaching because it presumes (a) many White teachers are missionaries trained to save and (b) urban schools are pathological deficits that need to be saved. We propose a community of color epistemological approac…
Don’t give up on me”: Critical mentoring pedagogy for the classroom building students’ community cultural wealth
This one-year ethnographic case study focused on students of color from a West Coast High School who faced a variety of academic challenges. Collectively, they shared perspectives on school improvement, and among the recommendations was the importance of mentorship in the classroom to develop students' aspirational, navigational, and informational capital for academic resiliency, high expectations, and success. This article highlights the perspec…
Where Is the Real Reform? African American Students and Their School’s Expectations for Academic Performance
Although education reforms have been designed to improve academic achievement for all students, there may be intervening factors, such as teacher expectations, that interfere with the success of these initiatives. This ethnographic case study examined student and teacher perspectives on an urban high school reform, and how that reform was experienced within the classroom by African American students. Findings suggest that these African American s…
Managing Whiteness: The Call for Educational Leadership to Breach the Contractual Expectations of White Supremacy
Judge Robert Carter of the National Association for the Advancement of Colored People (NAACP) argued that White supremacy is the leading cause of de facto segregation. However, White supremacy is still undertheorized in educational leadership. Through the lens of Charles Mills’ racial contract, this article interprets a controversy surrounding White teachers’ expectations in a racially integrated high school. White supremacy operates in schools i…
Social Justice Teaching Through the Sympathetic Touch of Caring and High Expectations for Students of Color
This 1-year qualitative study examined the ways in which nine social justice-oriented teachers in racially segregated schools defined and fostered sympathy with low-income students of color. These teachers reportedly defined sympathy on the basis of caring and high expectations, which challenged traditional notions of sympathy as a teacher cue for low ability and lowered expectations for learning. Building upon W. E. B. Du Bois's concept of sympa…
The Coloniality of False Racial Binaries: Intersectional Consciousness as Antiracist Expectations for Multiracial Coalition-Building
The racial awakening stemming from the disproportionate impact of the COVID-19 pandemic, anti-Black police brutalities, and unaccounted hate crimes against Asian Americans has captivated the world’s attention regarding the insidious realities of white supremacy. Yet many educators’ efforts to purposefully and pedagogically work toward building multiracial coalitions have been criminalized through policies banning the use of critical race theory a…
The Role of Mestiza Consciousness in Three Dimensions of Educational Expectations: A Self-Narrative of Borderland Pedagogy
This manuscript examines the ways that a Queer Chicana teacher’s multiple identities and perceptions of race, gender, and sexuality shape her efforts to disrupt colonial models of education in the United States. Through a self-narrativization research design, the authors explore three essential dimensions of educational expectations (dispositional, ethical, and pedagogical) and illuminate concrete examples underpinning the concept of borderland p…
Disrupting the educational racial contract of Islamophobia: Racialized curricular expectations of Muslims in children’s literature
When racialized knowledge is built into curricular expectations in schools, children are susceptible to beliefs that lead them to a hierarchical understanding of social relationships with particular groups. This article seeks to illuminate orientalist ideologies underpinning award-winning children’s literature. Utilizing racialized curricular expectations as an analytical tool, the article deconstructs Muslim stereotypes and their racial, gender,…
The significance of the racial contract in teachers’ college expectancies for students of color
Drawing on the theories of the racial contract and whiteness as property, this one-year qualitative case study explored the ways in which 27 classroom teachers harnessed school structure and classroom curriculum to support the college readiness of students of color in two California school districts. The study discovered that these teacher participants displayed different degrees of race consciousness, prompting contradictory expectancy practices…
Fostering College-Going Expectations of Immigrant Students Through the Sympathetic Touch of School Leadership
This article intends to support the efforts of administrators, teachers, and community activists to center race, equity, and anti-deficit perspectives within the practice of school leadership. By drawing upon methods of critical race studies, and Du Bois's 1935 Du Bois, W. E. B. (1935). Does the Negro need separate schools? Journal of Negro Education, 4(3), 328–335.[Crossref] , [Google Scholar] concept of the sympathetic touch, the author provide…
Expectations as property of white supremacy: The coloniality of ascriptive expectations within the racial contract
To celebrate and honor Charles Mills’ intellectual legacy in social science and political philosophy, this paper utilizes the racial contract as an analytical lens to both extend his work and reenvision the field of the sociology of expectations. In doing so, this paper draws on Mills’ idea of the epistemological contract to theorize the term expectations as a form of epistemological violence associated with coloniality. The contractarian perspec…
Book banning and contractual expectations of white cisheteropatriarchy: A praxis for epistemic justice in K-12 schools
In the United States, schools are expected to navigate the political climate of anti–critical race theory and anti-LGBTQ + discrimination, where white identity politics herald white knowledge as the invisible standard against which racial, gender, and sexuality differences are constructed. State policies that facilitate the removal of diverse books in schools and libraries – compounded by nationally driven and locally expressed efforts to further…
Latinas at a Hispanic-serving institution: Resilient resistance affirming race–gender expectancies for college attainment
Teaching for Empowerment and Excellence: The Transformative Potential of Teacher Expectations in an Urban Latina/o Classroom
Unveiling the Promise of Community Cultural Wealth to Sustaining Latina/o Students’ College-Going Information Networks
This article examines the norms of school failure and illuminates ways in which low-income students of color respond to their needs for educational advancement when conditions to support their coll
Don’t give up on me”: Critical mentoring pedagogy for the classroom building students’ community cultural wealth
This one-year ethnographic case study focused on students of color from a West Coast High School who faced a variety of academic challenges. Collectively, they shared perspectives on school improvement, and among the recommendations was the importance of mentorship in the classroom to develop students' aspirational, navigational, and informational capital for academic resiliency, high expectations, and success. This article highlights the perspec…
Tending to the Heart of Communities of Color: Towards Critical Race Teacher Activism
Critical Race Theory and Critical Whiteness Studies assert colorblindness flourishes when most urban teachers who are White feel emotionally uncomfortable to engage in dynamics of race in the classroom. Colorblind ideology distorts urban teaching because it presumes (a) many White teachers are missionaries trained to save and (b) urban schools are pathological deficits that need to be saved. We propose a community of color epistemological approac…
Fostering College-Going Expectations of Immigrant Students Through the Sympathetic Touch of School Leadership
This article intends to support the efforts of administrators, teachers, and community activists to center race, equity, and anti-deficit perspectives within the practice of school leadership. By drawing upon methods of critical race studies, and Du Bois's 1935 Du Bois, W. E. B. (1935). Does the Negro need separate schools? Journal of Negro Education, 4(3), 328–335.[Crossref] , [Google Scholar] concept of the sympathetic touch, the author provide…
Teaching for Empowerment and Excellence: The Transformative Potential of Teacher Expectations in an Urban Latina/o Classroom
Social Justice Teaching Through the Sympathetic Touch of Caring and High Expectations for Students of Color
This 1-year qualitative study examined the ways in which nine social justice-oriented teachers in racially segregated schools defined and fostered sympathy with low-income students of color. These teachers reportedly defined sympathy on the basis of caring and high expectations, which challenged traditional notions of sympathy as a teacher cue for low ability and lowered expectations for learning. Building upon W. E. B. Du Bois's concept of sympa…
The significance of the racial contract in teachers’ college expectancies for students of color
Drawing on the theories of the racial contract and whiteness as property, this one-year qualitative case study explored the ways in which 27 classroom teachers harnessed school structure and classroom curriculum to support the college readiness of students of color in two California school districts. The study discovered that these teacher participants displayed different degrees of race consciousness, prompting contradictory expectancy practices…
Managing Whiteness: The Call for Educational Leadership to Breach the Contractual Expectations of White Supremacy
Judge Robert Carter of the National Association for the Advancement of Colored People (NAACP) argued that White supremacy is the leading cause of de facto segregation. However, White supremacy is still undertheorized in educational leadership. Through the lens of Charles Mills’ racial contract, this article interprets a controversy surrounding White teachers’ expectations in a racially integrated high school. White supremacy operates in schools i…
Where Is the Real Reform? African American Students and Their School’s Expectations for Academic Performance
Although education reforms have been designed to improve academic achievement for all students, there may be intervening factors, such as teacher expectations, that interfere with the success of these initiatives. This ethnographic case study examined student and teacher perspectives on an urban high school reform, and how that reform was experienced within the classroom by African American students. Findings suggest that these African American s…
The Role of Mestiza Consciousness in Three Dimensions of Educational Expectations: A Self-Narrative of Borderland Pedagogy
This manuscript examines the ways that a Queer Chicana teacher’s multiple identities and perceptions of race, gender, and sexuality shape her efforts to disrupt colonial models of education in the United States. Through a self-narrativization research design, the authors explore three essential dimensions of educational expectations (dispositional, ethical, and pedagogical) and illuminate concrete examples underpinning the concept of borderland p…
Disrupting the educational racial contract of Islamophobia: Racialized curricular expectations of Muslims in children’s literature
When racialized knowledge is built into curricular expectations in schools, children are susceptible to beliefs that lead them to a hierarchical understanding of social relationships with particular groups. This article seeks to illuminate orientalist ideologies underpinning award-winning children’s literature. Utilizing racialized curricular expectations as an analytical tool, the article deconstructs Muslim stereotypes and their racial, gender,…
Teaching Jihad: Developing Religious Literacy through Graphic Novels
This study examined the representations of jihad in graphic novels to ascertain how its depictions may inform the development of religious literacy in secondary classrooms. Hegemonic constructions of jihad in the West are commonly reduced to false binaries that shape non-Muslims' extant beliefs and perceptions of Islam and Muslims. This raises concerns about the ways in which societal expectations shape knowledge formation in schools. Accordingly…
Toward a Theory of Sympathetic Leadership: Asian American School Administrators’ Expectations for Justice and Excellence
Purpose: This qualitative case study illuminates the leadership practices of four female Asian American administrators in urban schools. Due to their underrepresentation in leadership roles, the need is pressing for research to capture concrete exemplars on beliefs and practices of sympathy based on an asset-oriented approach to school leadership. The study’s research questions include (a) How do Asian American school administrators define their …
Fostering Pre-Service Teachers’ Antiracist Expectations through Online Education: Implications for Teacher Education in the Context of Global Pandemics
The increase in online education programs, accompanied by the current COVID-10 pandemic, has led universities to reconsider alternative ways to prepare teachers for social justice. One under-researched area in this conversation is the need for teacher candidates to examine their racialized expectations that often negate students of color in TK-12 classrooms. This self-study describes one faculty member’s digital critical race praxis (DigitalCrit …
Latinas at a Hispanic-serving institution: Resilient resistance affirming race–gender expectancies for college attainment
The Coloniality of False Racial Binaries: Intersectional Consciousness as Antiracist Expectations for Multiracial Coalition-Building
The racial awakening stemming from the disproportionate impact of the COVID-19 pandemic, anti-Black police brutalities, and unaccounted hate crimes against Asian Americans has captivated the world’s attention regarding the insidious realities of white supremacy. Yet many educators’ efforts to purposefully and pedagogically work toward building multiracial coalitions have been criminalized through policies banning the use of critical race theory a…
Friendships, Rejection, and Standardized Test Scores Over Time
Peer acceptance has been consistently linked with academic performance. Acceptance, however, is often a measure of overall peers' impressions of a child, and not their own interest in being friends. Friendship nominations reflect a stronger, more persistent, peer endorsement than acceptance, and rejection nominations, similarly, reflect more direct negative feelings. In addition, most data on these relationships are from schools with children fro…
Expectations as property of white supremacy: The coloniality of ascriptive expectations within the racial contract
To celebrate and honor Charles Mills’ intellectual legacy in social science and political philosophy, this paper utilizes the racial contract as an analytical lens to both extend his work and reenvision the field of the sociology of expectations. In doing so, this paper draws on Mills’ idea of the epistemological contract to theorize the term expectations as a form of epistemological violence associated with coloniality. The contractarian perspec…
Book banning and contractual expectations of white cisheteropatriarchy: A praxis for epistemic justice in K-12 schools
In the United States, schools are expected to navigate the political climate of anti–critical race theory and anti-LGBTQ + discrimination, where white identity politics herald white knowledge as the invisible standard against which racial, gender, and sexuality differences are constructed. State policies that facilitate the removal of diverse books in schools and libraries – compounded by nationally driven and locally expressed efforts to further…
Radical care and epistemic justice: A Thai American school principal and her expectations for refugee students
Sociology (18 works) · Critical Race Theory in Education (15 works) · Political science (15 works) · Pedagogy (13 works) · Psychology (12 works) · Gender Studies (10 works) · Law (10 works) · Gender Studies (7 works) · Social science (7 works) · Higher Education Research Studies (6 works)