Dorinda Carter Andrews

Chairperson and Professor Michigan State University

  • East Lansing MI

Her research is broadly focused on racial justice and educational equity.

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Michigan State University

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Biography

Dorinda Carter Andrews is the chairperson for the Department of Teacher Education. She is also a professor of race, culture, and equity. Her research is broadly focused on racial justice and educational equity. She examines issues of racial justice in P-12 learning contexts and on college campuses, urban teacher preparation and identity development, and critical race praxis with K-12 educators. Her scholarship examines these issues by illuminating voices of youth and adults who have been historically and traditionally marginalized in schools and society. Carter Andrews is a 2019 co-recipient of the Division G Outstanding Mentoring Award from the American Educational Research Association. She is also co-editor of the Journal of Teacher Education. She has given two TEDx talks, "The Consciousness Gap in Education" and "Teach Kids to be Eagles." Her work has been published in several top-tier academic journals and media outlets.

Areas of Expertise

Program Development
Curriculum Development
Higher Education
Community Outreach
Program Evaluation

Education

Harvard University

Ed.D.

Learning and Teaching

2005

Vanderbilt University

M.Ed.

Elementary Education

1998

Georgia Institute of Technology

B.I.E.

Industrial Engineering

1997

News

Michigan House GOP takes aim at critical race theory with new bill

The Detroit Free Press  online

2021-11-02

More recently, the term "critical race theory" has risen anew in the wake of the killing of George Floyd and other instances of racial bias involving police and the justice system. But the idea that the concept is being taught in schools is misleading, Dorinda Carter Andrews, a professor at Michigan State University's College of Education, said in an interview with the Detroit Free Press in June. "I'd be hard pressed to find a K-12 teacher who is doing that in their school district," she said.

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The minimum every teacher needs to know about critical race theory and the school policies it inspires

BAM! Radio  online

2021-08-30

Jon Harper with Dorinda Carter Andrews, an internationally renowned professor and the chairperson for the Department of Teacher Education at Michigan State University, Janel George, and Sarah Schwartz
This term, many teachers, school leaders, students, and parents are going to be touched by the discussion seeping into schools around the United States. What is Critical Race Theory, and how did it get on the list of back-to-school things we all need to think about? In this episode, we invited three guests with specialized experience, knowledge, and insight to help us understand the basics.

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Critical race theory isn't taught in Michigan schools, so why is it such a hot topic?

MLive  online

2021-07-08

Dorinda Carter-Andrews is a professor of race, culture and equity in the Department of Education at Michigan State University. She has experience studying issues of racial equity and justice, primarily in K-12 schools. Carter-Andrews explains critical race theory as more than just a historical analysis of subjects like slavery and the Civil Rights Movement. “It's different from what teachers are currently doing in the classroom in that they are discussing throughout the curriculum race, racism and other forms of discrimination,” Carter-Andrews said. Critical race theory is most often taught in colleges and universities. It's not currently being taught in K-12 schools anywhere in Michigan or the country.

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Journal Articles

The Impossibility of Being “Perfect and White”: Black Girls’ Racialized and Gendered Schooling Experiences

American Educational Research Journal

2019

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 girls receive mixed messages about femininity and goodness and are held to unreasonable standards.

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Reexamining Coherence in Teacher Education

Journal of Teacher Education

2019

Teacher education, particularly as represented by the myriad institutions which provide programs to prepare individuals for the classroom, is positioned amid many forces, both internal and external. Historically, university-based programs have been undervalued by the institutions within which they sit, and they also have generally been ignored. More recently, increased scrutiny and demands for greater accountability have resulted in a shift in expectations focused on the provision of evidence that such programs provide value-added experiences for participants.

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Changing the Narrative on Diversifying the Teaching Workforce: A Look at Historical and Contemporary Factors That Inform Recruitment and Retention of Teachers of Color

Journal of Teacher Education

2018

The genesis of this issue is in large part an outgrowth of the organizing efforts of the leaders of AACTE’s Diversified Teaching Workforce (DTW) Topical Action Group (TAG). The DTW TAG held its first meeting at the 2015 AACTE Annual Conference, and subcommittees were formed to address recruitment, research, mentorship, professional development, and advocacy. At the 2016 AACTE Annual Conference, the DTW TAG presented a research panel that explored various facets of research needed across the teacher development continuum for Teachers of Color (TOCs; please see Editors’ note regarding definition).

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