Loyce Caruthers
Biographic Data
| ID | 653217 |
|---|---|
| NAME | Loyce Caruthers |
| GIVEN NAMES | Loyce |
| FAMILY NAME | Caruthers |
| SIGNATURE | CARUTHERS L |
| AFFILIATIONS | University of Missouri–Kansas City |
| ORCID | 0000-0002-2333-4340 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 15 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Explorations of Cultural Experiences at the Intersection of Neoliberalism and School Desegregation
This article illuminates issues of neoliberalism and school desegregation in urban education through the unique contribution of a qualitative research methodology that incorporates digital video production and website design. We developed an arts-based inquiry grounded in post-qualitative inquiry with Black Crit to record video interviews with students and educators, digitize artifacts, and design and launch a website to share diverse truths and …
Preparing antiracist educators through transformative teacher education
Purpose This paper reports the findings of a study examining the impact of one teacher preparation program on the current practices of its graduates and documents the ways the program focused on equity and social justice in preparing educators who see themselves as agents for transforming schools. This paper aims to identify program elements that can be transformative in the preparation of antiracist teachers. Design/methodology/approach This stu…
Experiencing the Civil Rights Movement Together: How Two Schools Bridged the Racial and Cultural Divide
This study explores an innovative Civil Rights program, one that brings together students from two Midwestern high schools, a majority Black public charter school and a majority white Jewish private suburban school. Students participating in this program culminate their study of the Civil Rights Movement by boarding a chartered bus and traveling together for eight days through the Deep South. During the eight-day journey, students visit seminal C…
Transitory Voices: The Journey From Urban High Schools to an Early College Academy Program
A mixed-methods approach of sequential explanatory strategy was used to explore experiences of 37 students related to an Early College Academy (ECA) program and their high schools. Data consisted of mixed survey with scaled and open-ended questions followed by in-depth interviews with 12 students. Findings suggested students benefited from the meritocracy of the ECA program leaving many of their peers behind. Several expressed concerns about chao…
School Desegregation as Multi-generational Narratives of Afropessimism
The Kansas City, Missouri School District (KCMSD) avoided federal oversight to comply with the desegregation ruling for nearly 30 years after Brown v. Board of Education by establishing a neighborhood concept for school attendance boundaries. Jenkins v. Missouri ended in 1995 with a U.S. Supreme Court decision to desegregate schools in this district. Our research project used BlackCrit and oral history to examine the experiences of 15 participant…
Who's Getting Targeted for Behavioral Interventions? Exploring the Connections between School Culture, Positive Behavior Support, and Elementary Student Achievement
Geoffrey D. Reno, Jennifer Friend, Loyce Caruthers, Dianne Smith, Who’s Getting Targeted for Behavioral Interventions? Exploring the Connections between School Culture, Positive Behavior Support, and Elementary Student Achievement, The Journal of Negro Education, Vol. 86, No. 4, Special Focus: Ethnic Differences, Experiences, and Connections for All Students in Education (Fall 2017), pp. 423-438
Narratives of Lincoln High School African American Graduates in Kansas City, Missouri: 1955 To 1985
Our purpose was to explore the voices of five African American graduates of Kansas City’s Lincoln High School between 1955 and 1985. It has been suggested that an ethic of care supporting institutional caring was maintained within segregated schools and broader communities of the old South and existed in all-Black Northern schools as well. This finding led to an inquiry about race and schooling in Kansas City, Missouri. Using oral history, the fo…
Critical Pedagogy in Online Environments as Thirdspace: A Narrative Analysis of Voices of Candidates in Educational Preparatory Programs
Faculty members in teacher and administrator preparation programs have unprecedented opportunities to incorporate advanced technologies, including the expansion of online classes and the use of online discussion forums. Within online environments, the concepts of critical pedagogy are more connected to the landscape of digital information, providing opportunities to focus on local regimes of truth with individuals constructing new knowledge forms…
Reconstructing the Cultural Context of Urban Schools: Listening to the Voices of High School Students
Through listening to the voices of students, educators and community members can begin to reconstruct the culture of urban schools that are often full of stories about student deficits, genetic explanations about achievement, and cultural mismatch theories that may be traced to historical and sociological ideologies. The purpose of this heuristic qualitative investigation was to explore the ways in which student voice can contribute to reculturin…
The Unfinished Agenda of School Desegregation: Using Storytelling to Deconstruct the Dangerous Memories of the American Mind
This article describes school desegregation as a 3-generational, intricately linked process. The 1st generation included efforts toward physical desegregation for African American students; the 2nd generation emphasized equal access to classrooms, teaching bias, and ability groups; and the challenges of the 3rd generation include barriers to equal education outcomes. Dangerous memories of school desegregation are interwoven with historical and so…
Using Storytelling to Discuss the "Undiscussables" in Urban Schools
Who's Getting Targeted for Behavioral Interventions? Exploring the Connections between School Culture, Positive Behavior Support, and Elementary Student Achievement
Geoffrey D. Reno, Jennifer Friend, Loyce Caruthers, Dianne Smith, Who’s Getting Targeted for Behavioral Interventions? Exploring the Connections between School Culture, Positive Behavior Support, and Elementary Student Achievement, The Journal of Negro Education, Vol. 86, No. 4, Special Focus: Ethnic Differences, Experiences, and Connections for All Students in Education (Fall 2017), pp. 423-438
Critical Pedagogy in Online Environments as Thirdspace: A Narrative Analysis of Voices of Candidates in Educational Preparatory Programs
Faculty members in teacher and administrator preparation programs have unprecedented opportunities to incorporate advanced technologies, including the expansion of online classes and the use of online discussion forums. Within online environments, the concepts of critical pedagogy are more connected to the landscape of digital information, providing opportunities to focus on local regimes of truth with individuals constructing new knowledge forms…
The Unfinished Agenda of School Desegregation: Using Storytelling to Deconstruct the Dangerous Memories of the American Mind
This article describes school desegregation as a 3-generational, intricately linked process. The 1st generation included efforts toward physical desegregation for African American students; the 2nd generation emphasized equal access to classrooms, teaching bias, and ability groups; and the challenges of the 3rd generation include barriers to equal education outcomes. Dangerous memories of school desegregation are interwoven with historical and so…
Using Storytelling to Discuss the "Undiscussables" in Urban Schools
Explorations of Cultural Experiences at the Intersection of Neoliberalism and School Desegregation
This article illuminates issues of neoliberalism and school desegregation in urban education through the unique contribution of a qualitative research methodology that incorporates digital video production and website design. We developed an arts-based inquiry grounded in post-qualitative inquiry with Black Crit to record video interviews with students and educators, digitize artifacts, and design and launch a website to share diverse truths and …
Preparing antiracist educators through transformative teacher education
Purpose This paper reports the findings of a study examining the impact of one teacher preparation program on the current practices of its graduates and documents the ways the program focused on equity and social justice in preparing educators who see themselves as agents for transforming schools. This paper aims to identify program elements that can be transformative in the preparation of antiracist teachers. Design/methodology/approach This stu…
Transitory Voices: The Journey From Urban High Schools to an Early College Academy Program
A mixed-methods approach of sequential explanatory strategy was used to explore experiences of 37 students related to an Early College Academy (ECA) program and their high schools. Data consisted of mixed survey with scaled and open-ended questions followed by in-depth interviews with 12 students. Findings suggested students benefited from the meritocracy of the ECA program leaving many of their peers behind. Several expressed concerns about chao…
Narratives of Lincoln High School African American Graduates in Kansas City, Missouri: 1955 To 1985
Our purpose was to explore the voices of five African American graduates of Kansas City’s Lincoln High School between 1955 and 1985. It has been suggested that an ethic of care supporting institutional caring was maintained within segregated schools and broader communities of the old South and existed in all-Black Northern schools as well. This finding led to an inquiry about race and schooling in Kansas City, Missouri. Using oral history, the fo…
Using Storytelling to Discuss the "Undiscussables" in Urban Schools
The Unfinished Agenda of School Desegregation: Using Storytelling to Deconstruct the Dangerous Memories of the American Mind
This article describes school desegregation as a 3-generational, intricately linked process. The 1st generation included efforts toward physical desegregation for African American students; the 2nd generation emphasized equal access to classrooms, teaching bias, and ability groups; and the challenges of the 3rd generation include barriers to equal education outcomes. Dangerous memories of school desegregation are interwoven with historical and so…
Reconstructing the Cultural Context of Urban Schools: Listening to the Voices of High School Students
Through listening to the voices of students, educators and community members can begin to reconstruct the culture of urban schools that are often full of stories about student deficits, genetic explanations about achievement, and cultural mismatch theories that may be traced to historical and sociological ideologies. The purpose of this heuristic qualitative investigation was to explore the ways in which student voice can contribute to reculturin…
Critical Pedagogy in Online Environments as Thirdspace: A Narrative Analysis of Voices of Candidates in Educational Preparatory Programs
Faculty members in teacher and administrator preparation programs have unprecedented opportunities to incorporate advanced technologies, including the expansion of online classes and the use of online discussion forums. Within online environments, the concepts of critical pedagogy are more connected to the landscape of digital information, providing opportunities to focus on local regimes of truth with individuals constructing new knowledge forms…
Narratives of Lincoln High School African American Graduates in Kansas City, Missouri: 1955 To 1985
Our purpose was to explore the voices of five African American graduates of Kansas City’s Lincoln High School between 1955 and 1985. It has been suggested that an ethic of care supporting institutional caring was maintained within segregated schools and broader communities of the old South and existed in all-Black Northern schools as well. This finding led to an inquiry about race and schooling in Kansas City, Missouri. Using oral history, the fo…
Who's Getting Targeted for Behavioral Interventions? Exploring the Connections between School Culture, Positive Behavior Support, and Elementary Student Achievement
Geoffrey D. Reno, Jennifer Friend, Loyce Caruthers, Dianne Smith, Who’s Getting Targeted for Behavioral Interventions? Exploring the Connections between School Culture, Positive Behavior Support, and Elementary Student Achievement, The Journal of Negro Education, Vol. 86, No. 4, Special Focus: Ethnic Differences, Experiences, and Connections for All Students in Education (Fall 2017), pp. 423-438
Experiencing the Civil Rights Movement Together: How Two Schools Bridged the Racial and Cultural Divide
This study explores an innovative Civil Rights program, one that brings together students from two Midwestern high schools, a majority Black public charter school and a majority white Jewish private suburban school. Students participating in this program culminate their study of the Civil Rights Movement by boarding a chartered bus and traveling together for eight days through the Deep South. During the eight-day journey, students visit seminal C…
Transitory Voices: The Journey From Urban High Schools to an Early College Academy Program
A mixed-methods approach of sequential explanatory strategy was used to explore experiences of 37 students related to an Early College Academy (ECA) program and their high schools. Data consisted of mixed survey with scaled and open-ended questions followed by in-depth interviews with 12 students. Findings suggested students benefited from the meritocracy of the ECA program leaving many of their peers behind. Several expressed concerns about chao…
School Desegregation as Multi-generational Narratives of Afropessimism
The Kansas City, Missouri School District (KCMSD) avoided federal oversight to comply with the desegregation ruling for nearly 30 years after Brown v. Board of Education by establishing a neighborhood concept for school attendance boundaries. Jenkins v. Missouri ended in 1995 with a U.S. Supreme Court decision to desegregate schools in this district. Our research project used BlackCrit and oral history to examine the experiences of 15 participant…
Preparing antiracist educators through transformative teacher education
Purpose This paper reports the findings of a study examining the impact of one teacher preparation program on the current practices of its graduates and documents the ways the program focused on equity and social justice in preparing educators who see themselves as agents for transforming schools. This paper aims to identify program elements that can be transformative in the preparation of antiracist teachers. Design/methodology/approach This stu…
Explorations of Cultural Experiences at the Intersection of Neoliberalism and School Desegregation
This article illuminates issues of neoliberalism and school desegregation in urban education through the unique contribution of a qualitative research methodology that incorporates digital video production and website design. We developed an arts-based inquiry grounded in post-qualitative inquiry with Black Crit to record video interviews with students and educators, digitize artifacts, and design and launch a website to share diverse truths and …
Pedagogy (10 works) · Sociology (10 works) · Critical Race Theory in Education (8 works) · Political science (8 works) · Psychology (7 works) · Mathematics education (6 works) · Narrative (5 works) · Desegregation (4 works) · Public Administration (4 works) · Public Administration (4 works)