Terrell R Morton
Biographic Data
| ID | 5093775 |
|---|---|
| NAME | Terrell R Morton |
| GIVEN NAMES | Terrell R |
| FAMILY NAME | Morton |
| SIGNATURE | MORTON T R |
| AFFILIATIONS | University of Illinois Chicago |
| ORCID | 0000-0002-3822-0848 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 56 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1999 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
The Paradox of Joy: Exploring Liberation, Humanity, and Black Men's Wellness in Ryan Coogler's Sinners
Through a conceptual analysis of Ryan Coogler's Sinners (2025), this article explores how Black men transform suffering into meaning, resilience, and collective healing as a humanistic and liberation‐centered praxis. Rather than offering peace, the film invites viewers to confront what peace demands. Leveraging principles of conscientization, cultural healing as resistance, and collective liberation, the article notes how wellness is often earned…
Race-Focused Research as a Space for Identity and Belonging: Black Graduate Students’ Experiences in an All-Black Research Team
This paper reveals a culture of opportunity for graduate STEM education as it delves into the experiences of Black-identifying graduate students who are members of a multi-institutional, national research project. Specifically, this study explores how their engagement in race-focused research with an all-Black team impacts their perceptions of Black identity, sense of belonging, community, and agency to continue this research endeavor. In-depth o…
An exploration of Black girls’ science motivation and teacher- and school-related beliefs: A QuantCrit approach utilizing situated expectancy-value theory and critical race feminism
Rethinking and reenvisioning research experiences for undergraduate Black women in science, technology, engineering, and mathematics
But I Just Want to Be Free: A Critical Race Theory-Phenomenological Variant Ecological Systems Theory Analysis of Blackness and STEMM in Canada
Lifting Black Student Voices to Identify Teaching Practices That Discourage and Encourage STEM Engagement: Why #Black Teachers Matter
Black students’ experiences in math and science courses in urban high schools were investigated. A critical race theoretical framing of qualitative data revealed teacher characteristics that encouraged and discouraged students. Teacher characteristics that encouraged students’ interests included (1) shared racial/cultural background with students, (2) passion for students and subject matter, and (3) a caring and understanding approach to student …
Navigating growing pains: Tensions in integrating critical race theory in psychology and strategies for addressing them
Recently there has been an uptake in the call for research that explores race and racism within the context of psychology. Researchers can use Critical Race Theory (CRT) to do so. However, scholars within the field of psychology may confront growing pains when integrating psychology research with CRT due to their respective inquiry worldviews—postpositivism and critical—which result in several tensions pertaining to the framing of research and me…
Accelerating Racial Activism in STEM Higher Education by Institutionalizing Equity Ethics
Background/Context: The United States invests in STEM education, but this investment is racialized and political. The country wants to maintain global economic domination, but there are also calls to diversify the STEM workforce (Baber, 2015; Basile & Lopez, 2015; Vakil & Ayers, 2019). This context leaves Black and Brown people to navigate racially hostile, toxic, and oppressive STEM learning and working environments (Bullock, 2017; Erete et al.,…
Who's who: How “women of color” are (or are not) represented in STEM education research
Despite national calls for increasing diversity and inclusion within science, technology, engineering, and mathematics (STEM), inequitable recruitment and retention strategies remain commonplace. Inherent to many strategies is a lack of specificity in attending to the needs, desires, and cultures of individuals who are minoritized at the intersections of race, gender, and class through the use of broad, sweeping classifications such as “Women of …
A critical‐ecological approach to STEM P‐20+ advising
This essay is the second paper of a related three‐paper set that examines, critiques, and offers responses to current conceptions of academic advising within P‐20+ STEM education. In this essay, we offer a review of the current understandings of academic advising and its existing limitations with meaningfully supporting Black and Brown STEM learners. As a response to this critique, we call for a critical‐ecological perspective to STEM academic ad…
A CRT-Informed Model to Enhance Experiences and Outcomes of Racially Minoritized Students
Racial inequities in retention and graduation rates are a top concern in higher education, yet scholars and practitioners rarely look to racism to explain these disparities. Critical Race Theory (CRT) is a vehicle to reveal and challenge power and oppression dynamics between racialized groups. This article proposes a practical model for student affairs professionals to leverage CRT concepts to address racial inequities in student outcomes and exp…
“Courageous self‐examination and radical STEM overhaul”: Fostering a racially just STEM education through Black, Brown, Bruised
A phenomenological and ecological perspective on the influence of undergraduate research experiences on Black women’s persistence in STEM at an HBCU
Being vs. Becoming: Transcending STEM Identity Development through Afropessimism, Moving toward a Black X Consciousness in STEM
Terrell R. Morton, Destiny S. Gee, Ashley N. Woodson, Being vs. Becoming: Transcending STEM Identity Development through Afropessimism, Moving toward a Black X Consciousness in STEM, The Journal of Negro Education, Vol. 88, No. 3 (Summer 2019), pp. 327-342
What About Us? Exploring the Challenges and Sources of Support Influencing Black Students' STEM Identity Development in Postsecondary Education
Nickolaus A. Ortiz, Terrell R. Morton, Monica L. Miles, ReAnna S. Roby, What About Us? Exploring the Challenges and Sources of Support Influencing Black Students’ STEM Identity Development in Postsecondary Education, The Journal of Negro Education, Vol. 88, No. 3 (Summer 2019), pp. 311-326
BlackGirlMagic: The identity conceptualization of Black women in undergraduate STEM education
Much of the research in science education that explores the influence of a racial and gendered identity on science, technology, engineering, and mathematics (STEM) engagement for Black women situate their identities primarily as responses to the oppression and struggles they face in STEM. In this study, we use Phenomenological Variant Ecological Systems Theory as a strengths‐based approach to investigate 10 undergraduate Black women’s perceptions…
The Mongol Empire and its Legacy
The Mongol empire was founded early in the 13th century by Chinggis Khan and within the span of two generations embraced most of Asia, becoming the largest land-based state in history. The united empire lasted only until around 1260, but the major successor states continued on in the Middle East, present day Russia, Central Asia and China for generations, leaving a lasting impact - much of which was far from negative - on these areas and their pe…
The Mongol Empire and its Legacy
The Mongol empire was founded early in the 13th century by Chinggis Khan and within the span of two generations embraced most of Asia, becoming the largest land-based state in history. The united empire lasted only until around 1260, but the major successor states continued on in the Middle East, present day Russia, Central Asia and China for generations, leaving a lasting impact - much of which was far from negative - on these areas and their pe…
What About Us? Exploring the Challenges and Sources of Support Influencing Black Students' STEM Identity Development in Postsecondary Education
Nickolaus A. Ortiz, Terrell R. Morton, Monica L. Miles, ReAnna S. Roby, What About Us? Exploring the Challenges and Sources of Support Influencing Black Students’ STEM Identity Development in Postsecondary Education, The Journal of Negro Education, Vol. 88, No. 3 (Summer 2019), pp. 311-326
Lifting Black Student Voices to Identify Teaching Practices That Discourage and Encourage STEM Engagement: Why #Black Teachers Matter
Black students’ experiences in math and science courses in urban high schools were investigated. A critical race theoretical framing of qualitative data revealed teacher characteristics that encouraged and discouraged students. Teacher characteristics that encouraged students’ interests included (1) shared racial/cultural background with students, (2) passion for students and subject matter, and (3) a caring and understanding approach to student …
Being vs. Becoming: Transcending STEM Identity Development through Afropessimism, Moving toward a Black X Consciousness in STEM
Terrell R. Morton, Destiny S. Gee, Ashley N. Woodson, Being vs. Becoming: Transcending STEM Identity Development through Afropessimism, Moving toward a Black X Consciousness in STEM, The Journal of Negro Education, Vol. 88, No. 3 (Summer 2019), pp. 327-342
Navigating growing pains: Tensions in integrating critical race theory in psychology and strategies for addressing them
Recently there has been an uptake in the call for research that explores race and racism within the context of psychology. Researchers can use Critical Race Theory (CRT) to do so. However, scholars within the field of psychology may confront growing pains when integrating psychology research with CRT due to their respective inquiry worldviews—postpositivism and critical—which result in several tensions pertaining to the framing of research and me…
A phenomenological and ecological perspective on the influence of undergraduate research experiences on Black women’s persistence in STEM at an HBCU
But I Just Want to Be Free: A Critical Race Theory-Phenomenological Variant Ecological Systems Theory Analysis of Blackness and STEMM in Canada
The Mongol Empire and its Legacy
The Mongol empire was founded early in the 13th century by Chinggis Khan and within the span of two generations embraced most of Asia, becoming the largest land-based state in history. The united empire lasted only until around 1260, but the major successor states continued on in the Middle East, present day Russia, Central Asia and China for generations, leaving a lasting impact - much of which was far from negative - on these areas and their pe…
BlackGirlMagic: The identity conceptualization of Black women in undergraduate STEM education
Much of the research in science education that explores the influence of a racial and gendered identity on science, technology, engineering, and mathematics (STEM) engagement for Black women situate their identities primarily as responses to the oppression and struggles they face in STEM. In this study, we use Phenomenological Variant Ecological Systems Theory as a strengths‐based approach to investigate 10 undergraduate Black women’s perceptions…
A phenomenological and ecological perspective on the influence of undergraduate research experiences on Black women’s persistence in STEM at an HBCU
Being vs. Becoming: Transcending STEM Identity Development through Afropessimism, Moving toward a Black X Consciousness in STEM
Terrell R. Morton, Destiny S. Gee, Ashley N. Woodson, Being vs. Becoming: Transcending STEM Identity Development through Afropessimism, Moving toward a Black X Consciousness in STEM, The Journal of Negro Education, Vol. 88, No. 3 (Summer 2019), pp. 327-342
What About Us? Exploring the Challenges and Sources of Support Influencing Black Students' STEM Identity Development in Postsecondary Education
Nickolaus A. Ortiz, Terrell R. Morton, Monica L. Miles, ReAnna S. Roby, What About Us? Exploring the Challenges and Sources of Support Influencing Black Students’ STEM Identity Development in Postsecondary Education, The Journal of Negro Education, Vol. 88, No. 3 (Summer 2019), pp. 311-326
A CRT-Informed Model to Enhance Experiences and Outcomes of Racially Minoritized Students
Racial inequities in retention and graduation rates are a top concern in higher education, yet scholars and practitioners rarely look to racism to explain these disparities. Critical Race Theory (CRT) is a vehicle to reveal and challenge power and oppression dynamics between racialized groups. This article proposes a practical model for student affairs professionals to leverage CRT concepts to address racial inequities in student outcomes and exp…
“Courageous self‐examination and radical STEM overhaul”: Fostering a racially just STEM education through Black, Brown, Bruised
Who's who: How “women of color” are (or are not) represented in STEM education research
Despite national calls for increasing diversity and inclusion within science, technology, engineering, and mathematics (STEM), inequitable recruitment and retention strategies remain commonplace. Inherent to many strategies is a lack of specificity in attending to the needs, desires, and cultures of individuals who are minoritized at the intersections of race, gender, and class through the use of broad, sweeping classifications such as “Women of …
A critical‐ecological approach to STEM P‐20+ advising
This essay is the second paper of a related three‐paper set that examines, critiques, and offers responses to current conceptions of academic advising within P‐20+ STEM education. In this essay, we offer a review of the current understandings of academic advising and its existing limitations with meaningfully supporting Black and Brown STEM learners. As a response to this critique, we call for a critical‐ecological perspective to STEM academic ad…
Accelerating Racial Activism in STEM Higher Education by Institutionalizing Equity Ethics
Background/Context: The United States invests in STEM education, but this investment is racialized and political. The country wants to maintain global economic domination, but there are also calls to diversify the STEM workforce (Baber, 2015; Basile & Lopez, 2015; Vakil & Ayers, 2019). This context leaves Black and Brown people to navigate racially hostile, toxic, and oppressive STEM learning and working environments (Bullock, 2017; Erete et al.,…
Lifting Black Student Voices to Identify Teaching Practices That Discourage and Encourage STEM Engagement: Why #Black Teachers Matter
Black students’ experiences in math and science courses in urban high schools were investigated. A critical race theoretical framing of qualitative data revealed teacher characteristics that encouraged and discouraged students. Teacher characteristics that encouraged students’ interests included (1) shared racial/cultural background with students, (2) passion for students and subject matter, and (3) a caring and understanding approach to student …
Navigating growing pains: Tensions in integrating critical race theory in psychology and strategies for addressing them
Recently there has been an uptake in the call for research that explores race and racism within the context of psychology. Researchers can use Critical Race Theory (CRT) to do so. However, scholars within the field of psychology may confront growing pains when integrating psychology research with CRT due to their respective inquiry worldviews—postpositivism and critical—which result in several tensions pertaining to the framing of research and me…
An exploration of Black girls’ science motivation and teacher- and school-related beliefs: A QuantCrit approach utilizing situated expectancy-value theory and critical race feminism
Rethinking and reenvisioning research experiences for undergraduate Black women in science, technology, engineering, and mathematics
But I Just Want to Be Free: A Critical Race Theory-Phenomenological Variant Ecological Systems Theory Analysis of Blackness and STEMM in Canada
The Paradox of Joy: Exploring Liberation, Humanity, and Black Men's Wellness in Ryan Coogler's Sinners
Through a conceptual analysis of Ryan Coogler's Sinners (2025), this article explores how Black men transform suffering into meaning, resilience, and collective healing as a humanistic and liberation‐centered praxis. Rather than offering peace, the film invites viewers to confront what peace demands. Leveraging principles of conscientization, cultural healing as resistance, and collective liberation, the article notes how wellness is often earned…
Race-Focused Research as a Space for Identity and Belonging: Black Graduate Students’ Experiences in an All-Black Research Team
This paper reveals a culture of opportunity for graduate STEM education as it delves into the experiences of Black-identifying graduate students who are members of a multi-institutional, national research project. Specifically, this study explores how their engagement in race-focused research with an all-Black team impacts their perceptions of Black identity, sense of belonging, community, and agency to continue this research endeavor. In-depth o…
Sociology (14 works) · Psychology (12 works) · Career Development and Diversity (10 works) · Gender Studies (9 works) · Political science (8 works) · Mathematics education (7 works) · Social Psychology (7 works) · Pedagogy (6 works) · Critical Race Theory in Education (5 works) · Epistemology (5 works)