This study explores the use of participatory action research (PAR) as pedagogy with adults to create dialog about their educational experiences connected with learning mathematics. The dialog, largely centered on race and poverty and how those aspects factored into their learning, produced the opportunity for critical reflection. This dialog gave…

Research indicates that African-American non-traditional female students often experience academic difficulties when they have a placement in developmental education programs and courses at community colleges. As a result, African-American non-traditional female students often drop these courses, leave college, and do not persist to degree…

In California, the majority of students of color who enter postsecondary education do so in the community colleges. However large numbers of them leave and do not transfer to four-year institutions; in particular to highly selective pubic four-year colleges and universities. By using the theoretical perspective of critical race theory, transfer…