Winkle-Wagner, Rachelle (2009). The Unchosen Me: Race, Gender, and Identity among Black Women in College. Johns Hopkins University Press Racial and gender inequities persist among college students, despite ongoing efforts to combat them. Students of color face alienation, stereotyping, low expectations, and lingering racism even as they actively engage in the academic and social worlds of college life. \The Unchosen Me\ examines the experiences of African American collegiate women and the identity-related pressures they encounter both on and off campus. Rachelle Winkle-Wagner finds that the predominantly white college environment often denies African American students the chance to determine their own sense of self. Even the very programs and policies developed to promote racial equality may effectively impose \unchosen\ identities on underrepresented students. She offers clear evidence of this interactive process, showing how race, gender, and identity are created through interactions among one's self, others, and society. At the heart of this book are the voices of women who struggle to define and maintain their… [Direct]

Colin, Scipio A. J., III; Hayes, Elisabeth (1994). Racism and Sexism in the United States: Fundamental Issues. New Directions for Adult and Continuing Education, n61 p5-16 Spr. Racism and sexism have economic impacts in terms of pay differentials and occupational segregation. They affect educational outcomes in terms of achievement and the relationship between education and occupational outcomes. Racism and sexism are perpetuated through individual beliefs and behavior and institutional policies and practices. (SK)…

Husain, Mary E. (2010). Academic Freedom: Costs, Consequences, and Resistance. ProQuest LLC, Ed.D. Dissertation, University of California, Davis. The present study examines the impact of media and the Neoconservative movement on academic freedom in higher education in the United States post 9/11 era. In the aftermath of September 11, 2001, much media coverage focused on the Middle East. In addition to traditional news sources, new Internet based outlets emerged. Some of these websites were designed to monitor higher education, with a focus on critical and activist voices of dissent. Because these efforts disproportionately highlighted Middle East Studies, most of the scholars interviewed for this study had connections to the Middle East, in terms of their work in the Academy or the broader community. Thirty one academics from across the United States participated in this research, twenty nine of whom appear in this dissertation. The majority held tenured positions, but a few are untenured professors, lecturers, or independent scholars. Evidence from this research revealed a concerted effort to attack scholars who… [Direct]

Cole, Mike; Stuart, Janet S. (2005). 'Do You Ride on Elephants' and 'Never Tell Them You're German': The Experiences of British Asian and Black, and Overseas Student Teachers in Southeast England. British Educational Research Journal, v31 n3 p349-366 Jun. In this article we report on part of a small-scale study into the experiences of 28 British-born Asian and black, and overseas student teachers, who were following both Postgraduate Certificate in Education (PGCE) and school-based routes to qualified teacher status (QTS), in Sussex and Kent. The results indicate worrying degrees of racism, xenophobia and general ignorance in schools in South-east England, a finding underscored by some recent interviews undertaken by a local council in the same region. The authors conclude that, in order to challenge this racism, xenophobia and ignorance, there is an urgent need to be proactive in undermining racism. This should include the full implementation of the Race Relations (Amendment) Act in all educational institutions and the endorsement of the Stephen Lawrence Enquiry (Macpherson) Report's recommendation for the amendment of the National Curriculum to provide an education which deals with racism awareness…. [Direct]

Coles, Ann S. (1978). Racism: The Evolution of a Concept. Many people have attempted to define exactly what racism is and what causes it. While there is no commonly accepted definition, there is agreement with regard to the facts that (1) no scientific evidence has been found to support the belief that race determines the history and culture of a people; (2) racism is a learned behavior; (3) definitions of racism which do not include a study of socioeconomic factors are confusing; and (4) racism is an instituional, problem. To understand racism in America, one must study the history of the development of racist thinking, beginning with slave codes passed in the 17th century through the 19th century, the notion of \race suicide\ (genetic inferiority), the erosion of the Reconstruction Period rights given to blacks, up through the inequalities of the 1950s and 1960s. Even with all the recently enacted legislation and institutional policy changes, racism, overt and covert, is still a significant factor in American society. The question of…

Grice, David Roland (2012). The Perceptions of General Education Teachers about the Over-Representation of Black Students in Special Education. ProQuest LLC, Ph.D. Dissertation, Andrews University. Statement of the Problem: There is an over-representation of Black students in special education. Black students are typically referred for special education consideration by the end of the fourth grade. One effort to reduce the large number of referrals in Connecticut was "Courageous Conversations About Race." Courageous Conversations About Race is designed to address what educators, families, and other community groups can do to improve teaching and learning across racial lines. It served as a strategy for educators to confront and deinstitutionalize racism. "Courageous Conversations About Race" is an effective means to address the issues of race in schools/districts where over-representation exits. Although various Connecticut schools have participated in Courageous Conversations About Race over the past 5 years, the State Education Resource Center (SERC) and the Connecticut State Department of Education (CSDE) are uncertain about its usefulness in changing the… [Direct]

Fillmore, Lily Wong (1997). Equity and Education in the Age of New Racism: Issues for Educators. Social Justice, v24 n2 p119-32 Sum. Explores the new racism of the intelligence quotient as represented by "The Bell Curve" by R. Herrnstein and C. Murray (1994). Educators must confront the factors that divide Americans to contribute to a multicultural society in which diversity unites rather than divides. (SLD)…

Chalmers, Graeme; Gill, Hartej (2007). Documenting Diversity: An Early Portrait of a Collaborative Teacher Education Initiative. International Journal of Inclusive Education, v11 n5-6 p551-570 Sep. This article documents a two-year journey developing and implementing a teacher education programme that required preservice teachers and teachers, administrators, and students in six cooperating schools to address issues of diversity, multi-/transculturalisms, inclusion, anti-racism/anti-oppression and social justice. We describe approaches and analyse changing attitudes, commitment and activism among those who participated in this "Diversity" cohort initiative–a collaboration between the University of British Columbia's Faculty of Education and the Vancouver School Board. We profile the courage and commitment of those who began to see themselves as important allies and agents of change in Canada's most multicultural environment. We acknowledge the less successful aspects, and generate implications for teacher education partnerships that seek to embrace "critical" multicultural, inclusive, and social justice education…. [Direct]

Pattman, R. (2010). Investigating "Race" and Social Cohesion at the University of KwaZulu-Natal. South African Journal of Higher Education, v24 n6 p953-971. In the light of the notorious video made by white students at the University of Free State (UFS) in which black middle aged cleaners were subjected to forms of degradation in a mock initiation ceremony (which included being given food mixed with urine) the Minister of Education authorised an investigation on social cohesion in universities. The Soudien report which followed from this questioned the transformative role of universities, noting that "racism and sexism" were "pervasive" in these. I take the Soudien report as a springboard for further investigative research on race (and gender) in universities, and, focusing on the University of KwaZulu-Natal, discuss principles and concerns which ought in my view to inform such research. I argue that part of the investigation should involve participatory research with students at the university and also with learners in the feeder schools in the Durban area, and try to illustrate the importance of doing this by taking… [Direct]

Bhavnani, Reena (2001). Rethinking Interventions To Combat Racism. This book arose as a result of the findings of the Stephen Lawrence murder inquiry, particularly the relationship to education and training about racism. Sir William Macpherson began his inquiry in 1998 following the racially motivated murder of Stephen Lawrence. The inquiry examined the causes of Lawrence's death, lessons to be learned from it, and national issues related to the investigation and prosection of racially motivated crimes. The resulting Macpherson report presented recommendations for rethinking racism and strategies for combating it. This book analyzes the legal inquiry in detail and interviews some of the key figures involved, discussing the police culture and the history of training on racial issues. It places the Macpherson recommendations in context, examining: how to use the Macpherson recommendations to enhance understanding of racism and improve effectiveness in tackling it; how current antiracism training takes account of the changing nature of racism; and…

Denevi, Elizabeth; Pastan, Nicholas (2006). Helping Whites Develop Anti-Racist Identities: Overcoming Their Resistance to Fighting Racism. Multicultural Education, v14 n2 p70-73 Win. White students and teachers who are exposed to information about how oppression works seem to recognize that there is a problem and want to do something to ameliorate the situation. They show up for meetings of diversity clubs, attend conferences and workshops, and will speak to others about their growing understanding of how privilege/ racism works. Yet, for all of this commitment, the system is not really changing. White students who feel that the diversity programs are exclusive or too time consuming are simply ignorant to the fact that racism affects them, albeit in different ways, just as it affects people of color. White privilege is described as a means of insulation that allows a White person to express awareness, but that also keeps the White person from really having to do anything with that awareness. This article asks the question "What exactly is white privilege, and what is the cost of racism to Whites in America? It goes on to present a discussion about a white… [PDF] [Direct]

Lawrence, Sandra M. (1997). Beyond Race Awareness: White Racial Identity and Multicultural Teaching. Journal of Teacher Education, v48 n2 p108-17 Mar-Apr. Interviews examined whether white students' shifts in thinking about themselves as racial beings and about systems of oppression during a multicultural education course were evident in later teaching practice. Though students initially resisted learning about their own racism, they eventually became more willing to take some responsibility for racism. (SM)…

Mock, Karen (1995). Combating Racism and Hate in Canada Today: Lessons of the Holocaust. Canadian Social Studies, v29 n4 p143-46 Sum. Maintains that the Holocaust was the catalyst for Canadian antihate legislation. Maintains that, to combat racism and bigotry, it is necessary to use three important tools: (1) the law; (2) community action; and (3) education. Describes some contemporary realities and remedies in the struggle against racism and hate in Canada. (CFR)…

Allen, Robert (1978). The Bakke Case and Affirmative Action. Edcentric, 42, 10-2, Spr 78. The decision in the Bakke case will not only affect affirmative action programs in education but in employment, housing, and other fields. Charges of "reverse racism" are being used to reverse the limited gains made in two decades. Affirmative action is necessary because institutional racism exists in our society. (SW)…

Martin, Danny Bernard (2007). Beyond Missionaries or Cannibals: Who Should Teach Mathematics to African American Children?. High School Journal, v91 n1 p6-28 Oct-Nov. Guided by a general critique that asks, Highly qualified for whom?, I problematize recent characterizations of highly qualified mathematics teachers by focusing on the question, Who should teach mathematics to African American children? I discuss how responses to this question in mainstream mathematics education research and policy contexts have drawn on discursive frames that support color-blind racism, that focus only on achievement outcomes, and that propose \missionaries\ and \cannibals\ as the kinds of teachers most appropriate for African American children. I propose a refocusing of mathematics education research and policy that gives meaningful attention to the ways that African American children experience mathematics in schools and life as African Americans. (Contains 1 figure and 2 footnotes.)… [Direct]

Halagao, Patricia Espiritu (2006). Questioning the "Aloha" in a Multicultural Teacher Education Course. Asia Pacific Journal of Education, v26 n1 p37-50 May. Hawaii is often perceived as the "Land of "Aloha," a racial paradise where everyone gets along. But do we? The author explores Hawaii's distinct cultural dynamics with pre-service teachers in a multicultural education course that problematised race and ethnicity. Using an inquiry approach and culturally relevant activities, the class examined the social inequity that exists between privileged "non-minorities" like Japanese, Chinese and Whites, and "disadvantaged minorities" like Filipinos, Native Hawaiians and Samoans. This study found that living among diversity in Hawaii made recognising racism and social inequity difficult. Patterns of student engagement reflected one's positioning in Hawaii's racial and socioeconomic hierarchy. Students from privileged groups minimised and deflected their role in contributing to racism, while students from disadvantaged groups assumed a more critical stance towards society. This study reframes the dialogue on… [Direct]

Smith, Janet L.; Stovall, David (2008). "Coming Home" to New Homes and New Schools: Critical Race Theory and the New Politics of Containment. Journal of Education Policy, v23 n2 p135-152 Mar. Older cities in the United States have long been trying to "bring back" the middle class in order to increase tax base. The poor quality of schools and the presence of public housing often were cited as deterrents for attracting higher income families. When the 2000 Census data revealed improvements in many cities, some elected officials and scholars attributed the turnaround to policies such as those aimed at transforming public housing and urban schools. In this article the authors examine these strategies as they have played out in a Chicago community to illustrate how these policies also facilitate the displacement and containment of poor people of color. Utilizing critical race theory, they argue that race continues to guide both education and public housing policy in historically segregated places like Chicago, and that racism is masked by class claims that allow the interests of middle class to trump educational opportunities for poor. (Contains 2 tables, 2 figures,… [Direct]

Donaldson, Karen B. McLean (1996). Through Students' Eyes. Combating Racism in United States Schools. Racism has not been eradicated in U.S. schools, even though many educators do not view it as a major deterrent to the learning of minority students. Overt racism among students, racism demonstrated in the ignorance of teachers and administrators, and racism revealed in the internal struggles of students are common in today's schools. This book documents the racist experiences and antiracist solutions shared by a number of students through a variety of interviews, surveys, and studies. Much of the book focuses on the High School Project, a study from an inner-city high school in New England in a school district with 25,000 students. A race relations survey completed by 2,000 11th and 12th graders was a basis for this book. Information from the Middle School Arts Project, which focused on assessing an artistic fifth-grade social studies unit, and the Teacher Project, a study that has evolved from student ideas for solutions, add to the information base. Much of the book is centered…

Dent, Harold E. (1974). Institutional Racism: A Barrier to Educational Change. Institutional racism remains a powerful force in American society, a reflection of the fact that the white majority which enjoys the benefits of racism is unable to see the destruction that racism works on others. Institutional racism is characterized by a set of organizational procedures, formal or informal, woven into the operational structure of an institution. This racism is deeply ingrained in all aspects of American life, and is particularly manifest in our educational institutions, so that minorities are not provided with the training needed to compete effectively in the job market. Attempts at public school desegregation in New York City and Berkeley demonstrate that minority students are placed at a disadvantage in terms of school size and distance of transportation to integrated schools. IQ tests are another example of a discriminatory procedure that is masked as a scientific enterprise. Higher education reveals these same propensities and conveniently excuses itself from…

Leyva, Rodolfo (2009). No Child Left Behind: A Neoliberal Repackaging of Social Darwinism. Journal for Critical Education Policy Studies, v7 n1 p364-381 Jun. It is widely believed that the end of Nazism, and the postwar era brought an end to academic theories and discourses regarding inherent racial inferiority. There was little tolerance Hawkins (1997) argues, for biological justifications for racism, war, and exploitation. The infamous Social Darwinism of key intellectual Herbert Spencer, and its explicit eugenics, racist, and free-market ideology of "Survival of the Fittest," was rendered unfashionable as Western democracies were quick to disassociate themselves with explicitly Nazi-related ideologies (Degler 1992). Social Darwinism has resurfaced in neoliberal economics and free-market policies where the similarities between Spencer and Friedman Hayek's (1994) brand of unrestricted markets are almost identical. This paper shall discuss the historical continuities between Spencer's Social Darwinism, and the essentialist ideals of meritocracy, selfishness, and competition that are advanced by neoliberalism, and that underpin… [PDF]

Brown, Kathleen (2006). "New" Educational Injustices in the "New" South Africa: A Call for Justice in the Form of Vertical Equity. Journal of Educational Administration, v44 n5 p509-519. Purpose: Outlines a framework for social justice, describes both the social and educational context of South Africa, highlights inequitable funding practices, and then advocates for policy changes in the form of vertical equity. Design/methodology/approach: Provides a retrospective review of mandated segregation by race to hypothetical de-segregation by post-apartheid policies to de facto re-segregation by class, in the "new" South Africa. Findings: Describes how overt racism in the form of apartheid laws has been replaced by covert racism and class domination in the form of school fees. Originality/value: Reveals how "new" educational injustices are preventing poor and marginalized groups from getting universal access to high-quality education in the "new" South Africa. (Contains 1 table.)… [Direct]

Bassett, Joshua, Ed.; Ivery, Curtis, Ed. (2011). America's Urban Crisis and the Advent of Color-Blind Politics: Education, Incarceration, Segregation, and the Future of the U.S. Multiracial Democracy. Rowman & Littlefield Publishers, Inc. Over 40 years ago the historic Kerner Commission Report declared that America was undergoing an urban crisis whose effects were disproportionately felt by underclass populations. In "America's Urban Crisis and the Advent of Color-blind Politics", Curtis Ivery and Joshua Bassett explore the persistence of this crisis today, despite public beliefs that America has become a "post-racial" nation after the election of Barack Obama to the presidency. Ivery and Bassett combine their own experience in the fields of civil rights and education with the knowledge of more than 20 experts in the field of urban studies to provide an accessible overview of the theories of the urban underclass and how they affect America's urban crisis. This engaging look into the still-present racial politics in America's cities adds significantly to the existing scholarship on the urban underclass by discussing the role of the prison-industrial complex in sustaining the urban crisis as well as… [Direct]

Cole, Mike (2004). 'Brutal and Stinking' and 'Difficult to Handle': The Historical and Contemporary Manifestations of Racialisation, Institutional Racism, and Schooling in Britain. Race, Ethnicity and Education, v7 n1 p35-56 Mar. In this paper, I begin by challenging the British Home Secretary's (David Blunkett) denial of the existence of institutional racism in Britain. While recognising the significance of Macpherson's acknowledgement in the Stephen Lawrence Inquiry that institutional racism is, in fact, widespread, I offer a wider definition than that offered by Macpherson. I argue that institutional racism has been a reality in British society from the origins of the Welfare State up to the present day. Utilising the Marxist concept of 'racialisation', which critiques an ideological process that categorises people into distinct 'races', I suggest that racialisation best explains the economic and political factors, which underlay institutional racism in schooling in Britain, both historically and at the beginning of the twenty-first century. I conclude by stressing the need to pressurise the British Government to reject Blunkett's denial of institutional racism and, at the very minimum, urgently to… [Direct]

Chung, Carl; Moore, Randy (2005). "P.S.-I'm White Too": The Legacy of Evolution, Creationism, and Racism in the United States. Science Education Review, v4 n2 p50.1-50.14. Despite decades of science education reform, creationism remains very popular in the United States. Although neither creationism nor evolution is inherently racist, creationists and evolutionists have used science to justify white supremacy. Powerful racist organizations such as the Ku Klux Klan and popular racist advocates such as Frank Norris worked together to vilify evolution, promote racism, and begin the evolution-creationism controversy in the United States in the 1920s. The links between racism and creationism became explicit during "Epperson v. Arkansas", in which the US Supreme Court ruled that laws banning the teaching of evolution in public schools are unconstitutional. Today, the relics of racism, evolution, and creationism persist in many forms, ranging from books such as "The Bell Curve" to educational institutions such as Bob Jones University. This article discusses some of the historical links between evolution (a scientific theory liable to… [PDF]

Bradley, Deborah (2006). Music Education, Multiculturalism, and Anti-Racism–Can We Talk?. Action, Criticism, and Theory for Music Education, v5 n2 p1-30 Dec. This paper is a beginning attempt to \decolonize\ one's understanding of multiculturalism in music education. The author first considers the ways race is embedded as coded language in discourse, and the ways one's use of coded language hinders one's ability to talk about race directly. In this regard, the author addresses the silence that sometimes results when one names races and racism explicitly. The author then looks at official multiculturalism and multiculturalism within music education as racialized discourses. The final section of this paper investigates motivations in North America for engaging in multiculturalism in music education, drawing upon the literature of postcolonial and anti-racism studies, and then connects this motivation to the ongoing project of decolonization within educational discourse. Throughout the paper, the author includes excerpts from interviews conducted with members of the Mississauga Festival Youth Choir (MFYC) to show how racialized discourses… [Direct]

Stover, Del (1990). The New Racism. American School Board Journal, v177 n6 p14-18 Jun. A disturbing increase in incidents of racism and prejudice is occurring in schools. Suggested strategies for improving school race relations include the following: (1) adopt a firm policy of zero tolerance for racism in any form; (2) start early; (3) expand social contacts between racial groups; and (4) add multicultural education programs to the curriculum. (MLF)…

Lawrence, Sandra M. (1998). Research, Writing, and Racial Identity: Cross-Disciplinary Connections for Multicultural Education. Teacher Educator, v34 n1 p41-53 Sum. Examined how white students in an undergraduate multicultural education course experienced difficult, emotional content about racism. Analysis of samples of students' reflective writing indicated that the coursework influenced students' racial identities. Reflective writing in combination with teaching practices informed by psychological theory helped expand students' understanding of racism while facilitating the development of racial identities. (SM)…

Simpson, Jennifer S. (2006). Reaching for Justice: The Pedagogical Politics of Agency, Race, and Change. Review of Education, Pedagogy & Cultural Studies, v28 n1 p67-94 Jan. The prevalence of institutional racism in the United States presents an urgent and complicated challenge. Little agreement exists among scholars regarding the existence and implications of racism, or the position educators might take in addressing it. In the context of public and scholarly retreats from the significance of and responsibility for individual and institutional racism, cultural studies is one area of discourse which has addressed both race and the ethical obligations of educators to a more just society, and offers those interested in such conversations a framework and resources for considering what is possible in terms of critique and change. Many working in cultural studies-related fields have addressed these obligations in the context of teaching and learning. In this article, the classroom serves as a starting point for an analysis of racism, cultural studies, and pedagogy. This article begins with a conversation among students and the author about the killing of… [Direct]

Mogan, Thomas (2013). The Limits to Catholic Racial Liberalism: The Villanova Encounter with Race, 1940-1985. ProQuest LLC, Ph.D. Dissertation, Temple University. This dissertation examines the process of desegregation on the campus of a Catholic university in the North. Focusing on Villanova University during the period from 1940-1985, the narrative explores the tension between the University's public commitment to desegregation and the difficulties of implementing integration on a predominately white campus. Through oral histories, newspaper accounts (especially the student newspaper), University committee meeting minutes, administrators' personal correspondence, and other internal documents, I examine how Villanova students and administrators thought about and experienced desegregation differently according to their race. In examining the process of desegregation, this dissertation makes two arguments. The first argument concerns the rise and fall of Catholic racial liberalism. In early post-World War II era, Catholic racial liberalism at Villanova was consolidated when the philosophy of Catholic interracialism combined with the emerging… [Direct]

Gillborn, David (1997). Racism and Reform: New Ethnicities/Old Inequalities?. British Educational Research Journal, v23 n3 p345-60 Jun. Explores how issues of "race," racism, and ethnicity are positioned within the education reforms reshaping the British schooling system. Exposes the new racist constructions of "the nation" and its "common culture" expressed through the marketization of schooling and willed ignorance about the extent and nature of racism in the system. (DSK)…

Burtonwood, Neil (1990). INSET and Education for Multicultural Society: A Review of the Literature. British Educational Research Journal, v16 n4 p321-33. Reviews research literature on efforts in the United Kingdom to address racism and the needs of a multicultural society through INSET (Inservice Education of Teachers). Notes recent developments in school-focused work emphasizing action research and teacher participation. Comments on Racism Awareness Training (RAT), problems in all-White areas, and training needs of teacher trainer and ethnic minority teachers. (CH)…

Kubota, Ryuko; Lin, Angel (2006). Race and TESOL: Introduction to Concepts and Theories. TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, v40 n3 p471-493 Sep. The field of teaching English to speakers of other languages (TESOL) brings people from various racialized backgrounds together in teaching, learning, and research. The idea of race, racialization, and racism are inescapable topics that arise in the contact zones created by teaching English worldwide and thus are valid topics to explore in the field. Nonetheless, unlike our peer fields such as anthropology, education, and sociology, the field of TESOL has not sufficiently addressed the idea of race and related concepts. This special topic issue is one of the first attempts in our field to fill the gap. This introductory article will survey key concepts and theories defined and debated in various fields, including race, ethnicity, culture, racialization, racism, critical race theory, and critical White studies, to provide a foundation for future explorations. (Contains 2 footnotes.)… [Direct]

Castillo, Victor Anthony (2012). Pathfinders: A Life History Study of 10 Academically Successful Latinos from San Antonio. ProQuest LLC, Ph.D. Dissertation, The University of Texas at San Antonio. With the study rise of the Hispanic population in the United States over the last 25-years there has been a languished progression of this populations' educational attainment. The purpose of this qualitative study was to tap into the "black-box" of ten academically successful Latino students from San Antonio by capturing the life history of their educational experience, and, the recollections of the factors that hindered or facilitated their attainment of a doctoral degree. In seeking an understanding of this phenomenon, this research utilized a phenomenological interviewing technique and a multi capitals theoretical framework underpinned in Bourdieu's cultural reproduction theory. The analysis of the narrative brought to light thirteen individual obstacles and eight institutional obstacles, resulting in a total of twenty-one themes. The thirteen individual obstacles include: "Language Obstacles," "Inner-ethnic Conflict," "Deviance,"… [Direct]

Henze, Rosemary; Lucas, Tamara; Scott, Beverly (1998). Dancing with the Monster: Teachers Discuss Racism, Power, and White Privilege in Education. Urban Review, v30 n3 p187-210 Sep. Explores why it is difficult for teachers to have an open dialog about power, white privilege, and racism by examining an attempt at such a discussion by 60 teachers at a professional-development institute. Implications for planning this type of discussion are discussed. (SLD)…

Mansouri, Fethi; Trembath, Anna (2005). Multicultural Education and Racism: The Case of Arab-Australian Students in Contemporary Australia. International Education Journal, v6 n4 p516-529 Sep. This paper discusses the social and cultural dimensions of the educational experiences of Arab-Australian students. It seeks to explore the cultural attitudes and the social experiences of Arab-Australian secondary school students from two schools situated in Melbourne's northern region. The paper seeks to examine how Arab-Australian students and their families understand and construct their own social and educational experiences in relation to schools' initiatives as well as wider social discourses. The empirical findings presented in this paper suggest that there are critical links between Arab-Australian students' perceptions of belonging, identity and citizenship on the one hand, and their attitudes to schooling and educational experiences on the other. The study's findings show the need for current patterns of multicultural education research and practice to incorporate more systematically socio-political dynamics beyond the confines of school and family factors. (Contains 1… [PDF] [Direct]

Pfeifer, R. Scott; Polek, Mag (2007). Creating a Climate of Trust. Principal Leadership, v8 n1 p36-40 Sep. The trouble started when an anonymous e-mail alleged abuse of power at Centennial High School in Howard County, Maryland. Each week, the local paper reported new developments in the investigation. On top of that, the family of a Black student reported that a culture of racism existed at Centennial. At the end of the year, members of the community and the board of education held a meeting to discuss the issues at the school. The packed meeting deteriorated into a name-calling, shouting match tinged with charges of racism at worst and racial insensitivity at best. When the existing principal retired suddenly during the turmoil, the superintendent expected the new principal to make cultural proficiency his first priority. But how can a school become culturally proficient when parents and students do not know whether diversity is truly valued? The school community had to begin building cultural proficiency from the ground up. The administrators adopted several key elements as the… [Direct]

Flores, Jayni (1988). Chicana Doctoral Students: Another Look at Educational Equity. Telephone interviews with Chicanas–30 graduates and 20 dropouts from Title VII Bilingual Education Doctoral Fellowship Programs in Arizona, California, Colorado, New Mexico, and Texas are reported. The study sought information on how the Chicanas' perceptions of racism, sexism, economics, family responsibilities, support networks, role models, and mentors affected persistence and graduation. The present report addresses the resulting demographic profile and racism and sexism variables. Results show a significant relationship between persistence and marital status, but no statistically significant relationship with age or existence of dependents, and no significant relationship with perception of racism or sexism. However, a majority of the Chicanas felt they were victims of sexism and about one-fifth felt they were victims of racism in the program. Recommendations for improvement of the situation include an end to sexual harassment, equitable distribution of research and teaching…

Weinberg, Meyer (1983). United States. Integrated Education, v20 n6 p47-48 Nov-Dec. Argues that in 1982 inequality in U.S. education grew while racism gained new ground. (CMG)…

Lane, Jane; Ross, Gerri (2001). Early Years and Race Equality: Possibilities and Limits for Race Equality Work. MCT, v19 n3 p23-25 Sum. Notes the importance of moving to an antiracist approach in education, identifying early learning goals and exploring possible antiracist activities (taking seriously all forms of name-calling, using Persona Dolls to help children confront racism, and taking a strategic approach to addressing racism). Stresses the need for creating policies for equality that include policy statements, implementation programs, and monitoring mechanisms. (SM)…

Liu, Jane (2012). A Social Cognitive Examination of East Asian American Career Development: Contextual Factors Influencing Career Choice. ProQuest LLC, Ph.D. Dissertation, The University of Wisconsin – Milwaukee. Despite their educational and economic achievements in the United States, Asian Americans continue to be occupationally segregated in the labor force. Asian Americans are overrepresented in mathematics, engineering and biological sciences while underrepresented in field such as education, humanities, social and behavioral sciences (Bureau of Labor Statistics, 2010; National Science Foundation, 2007). This skewed distribution is problematic. It implies that Asian Americans have differential access to various occupations and may be restricted in their range of occupational choices. Although labor statistics continuously reveal this trend, there is a lack of available research on the career choice and development of Asian Americans to understand why such occupational segregation exists. Understanding factors that contribute to the occupational segregation of Asian Americans can add valuable information regarding the career choice process of Asian Americans. This knowledge can assist… [Direct]

Ward, Stephen (2008). Religious Control of Schooling in England: Diversity and Division. Intercultural Education, v19 n4 p315-323 Aug. Britain is a multicultural, multi-faith and multiracial society overlaid by white institutional racism. The race riots in the northern cities of England in 2001 and in 2005 signal that social and ethnic divisions are prominent. This article considers the state schooling in England and the role which state-funded faith schools play in government policy to promote diversity in education. It is suggested that the divisive nature of education in Britain is borne of religious beliefs and the relationship of the State to the established Church. Given the decline in the church-going population, it might be anticipated that the interest in state-funded religious education would decline. However, recent government policy has been designed to promote their increase and the number of faith schools has grown. The article is written from the perspective of a liberal theory of education: that all children should have the opportunity to grow into autonomous thinking adults and to which religious… [Direct]

Misco, Tomas (2008). "Nobody Told Us about What Happened": The Current State of Holocaust Education in Romania. International Education, v38 n1 p6-20 Fall. This research study sought to understand the current state of Holocaust education in Romanian classrooms and how sociocultural and institutional forces influence its treatment. By identifying the obstacles, challenges, and successes of Holocaust education in Romania, this study can both disseminate the techniques and conditions that bring about meaningful Holocaust education and provide a generative knowledge base for curriculum proposals, symposia, and other initiatives that seek to disrupt reticence on this topic. Given their recent accession to the European Union, this is a timely study that also examines Romania's educational efforts concerning the development of democratic skills and dispositions, many of which often result from addressing controversial topics and closed areas, including the Holocaust in Romania. Holocaust education is a relatively new phenomenon in Romania and studying its inception can offer insights for other societies and cultures that are working to… [Direct]

Allen, Anthony G. (2010). A Critical Race Theory Analysis of the Disproportionate Representation of Blacks and Males Participating in Florida's Special Education Programs. ProQuest LLC, Ph.D. Dissertation, Florida Atlantic University. The Individuals with Disabilities Education Act (IDEA) of 1975 has made a profound impact on millions of children with disabilities who now enjoy their right to a free appropriate public education (FAPE). It is the goal of national policy, endorsed by Congress, to ensure equality of opportunity, full participation, independent living, and economic self-sufficiency for individuals with disabilities. With the enactment of IDEA, it ensures that all children, who participate in special education programs, have equal access to education. However, since IDEA's inception, a disproportionate number of African Americans children have been placed, or rather, misplaced in special education programs. African American students are three times more likely than Whites to be placed into categories as needing services in special education programs, making them subject to less demanding schoolwork, to more restrictive classrooms, and to isolation from their peers. For the purpose of this study,… [Direct]

Endo, Russell, Ed.; Park, Clara C., Ed.; Rong, Xue Lan, Ed. (2009). New Perspectives on Asian American Parents, Students and Teacher Recruitment. Research on the Education of Asian Pacific Americans. IAP – Information Age Publishing, Inc. This research anthology is the fifth volume in a series sponsored by the Special Interest Group-Research on the Education of Asian and Pacific Americans (SIG-REAPA) of the American Educational Research Association and National Association for Asian and Pacific American Education. This series explores and examines the patterns of Asian parents' involvement in the education of their children, as well as the direct and indirect effects on children's academic achievement; Asian American children's literacy development and learning strategies; Asian American teachers' motivation to enter teaching profession, and strategies to recruit and retain them; the \model minority stereotype\ of Asian American students and their socio-emotional development; campus climate and perceived racism toward Asian American college students, etc. This series blends the work of well established Asian American scholars with the voices of emerging researchers and examines in close detail important issues in… [Direct]

Aviles de Bradley, Ann Marie (2009). Educational Rights of Homeless Youth: Exploring Racial Dimensions of Homeless Educational Policy. ProQuest LLC, Ph.D. Dissertation, University of Illinois at Chicago. Research that addresses educational rights of unaccompanied homeless youth in grades 9-12 is limited. The McKinney-Vento Act was created to address the many needs of homeless individuals, including children and youth's right to an education. McKinney-Vento was created over twenty-years ago, and this research sought to examine the implementation of this legislation through the experiences of those most affected, homeless students. Further, discussions of homeless educational policy tend to focus on issues of class. This research illuminated racial dimensions of homelessness that often intersect with class. These dynamics were examined through a qualitative approach by conducting: interviews with homeless students, homeless liaisons, and homeless advocates; conducting document analysis of homeless educational policy; and field observations of two Chicago Public High schools enrolling 50 or more homeless students. The theoretical frameworks of Critical Race Theory and Structural Racism… [Direct]

Mabbutt, Richard (1991). Reducing Bias: Research Notes on Racism in America. This paper highlights recent developments in research on racism in the United States, and notes several conceptual issues of significance for the long-range planning work of those interested in reducing racism in America and particularly in Idaho. Growth in the number of minority researchers has resulted in increased attention toward racism as it affects other minority groups, and has led to the development of new theories or reinterpretations and to the greater sophistication of both theoretical development and empirical investigations. In addition, there is greater diversity to the definition of the word "racism". Some "constellations" of findings of recent empirical research on prejudice and discrimination include results on how prejudice is learned, class prejudice, racism and self-esteem, the impact of contact among diverse groups, additive multiculturalism, the nature of social experiences, and the role of schools. In addressing each of these subjects, the… [PDF]

Leon, David Jess (1979). Institutional Racism and the Educational Opportunity Program: A Study of Organizational Change and Strategies for Reform. Various organizational modes for implementing desegregation in higher education are examined with specific reference to the effects of programs at the University of Washington, the University of California at Santa Barbara, and the University of California at Berkeley. Each school established Equal Opportunity Programs (EOP) that differ structurally and operationally. The University of Washington program illustrates a self-determination model, a unified, self-contained, and relatively autonomous office. A partial-determination model was used by UC Santa Barbara where EOP operates under a somewhat decentralized system. EOP at the UC Berkeley follows an integration model where all EOP clients use regular student services for advice and assistance. The extent to which each of these models may lend itself to or embody institutional racism is examined. It is suggested that wherever racial disparities exist in an institution, institutional racism exists. Enrollment figures, relative… [PDF]

Barbarin, Oscar A. (1981). Community Competence: An Individual Systems Model of Institutional Racism. Analysis of racism has shifted in focus over the years from concentration on individual/interpersonal processes to considerations of organizational variables that maintain racist outcomes. The concept of organizational or institutional racism refers to processes, behaviors, policies, or procedures that covertly sanction unequal access to goods and services and produce negative outcomes for nonwhites (as compared to outcomes for whites). Institutional racism may be analyzed within a framework that identifies competent communities as those that provide informal support systems for members, are highly cohesive, and encourage diversity. Under the community competence model, institutional racism is defined as the differential provision of employment, housing, education, health/mental health serivces, and other social services to minority versus nonminority members. This model suggests that promoting community competence depends on interaction between individual and system factors…

Hill, Dave (2009). Race and Class in Britain: A Critique of the Statistical Basis for Critical Race Theory in Britain: And Some Political Implications. Journal for Critical Education Policy Studies, v7 n2 p1-40 Nov. In this paper, the author critiques what he analyses as the misuse of statistics in arguments put forward by some Critical Race Theorists in Britain showing that "Race" "trumps" Class in terms of underachievement at 16+ exams in England and Wales. At a theoretical level, using Marxist work the author argues for a notion of "raced" and gendered class, in which some minority ethnic groups are racialised or xeno-racialised and suffer a "race penalty" in, for example, teacher labelling and expectation, treatment by agencies of the state, such as the police, housing, judiciary, health services and in employment. The author critiques some CRT treatment of social class analysis and underachievement as unduly dismissive and extraordinarily subdued. He offers a Marxist critique of Critical Race Theory from statistical and theoretical perspectives, showing that it is not "whiteness," a key claim of CRT, that most privileges or underprivileges… [PDF]

Clayton, Marian S. (1979). Meet Joan Yvonne Polite. Today's Education, v68 n4 p30-33 Nov-Dec. A successful and effective Black teacher discusses racism, teacher training, professional standards, and the role of parents in education. (LH)…

Jackson, Liz (2008). Reconsidering Affirmative Action in Education as a Good for the Disadvantaged. Journal for Critical Education Policy Studies, v6 n1 May. Affirmative action in higher education remains a controversial topic in the US today, as it is tied in directly with citizens' varying conceptions of the larger society, and the importance of racial and other differences (in particular, socioeconomic class) in individual experiences and outcomes. This essay examines different arguments for and against race-based affirmative action in higher education, continually circling in on the question of in whose interests arguments for affirmative action are successfully being made. After reviewing philosophical underpinnings for affirmative action as a means to increase equality and social justice for blacks in US society, the author contrasts these approaches with the diversity argument sanctioned by the US Supreme Court in its recent decision in Grutter vs. Bollinger, arguing that unlike the former, this latter case defends affirmative action primarily on behalf of the political-economic majority in US society. Critically considering the… [Direct]

(1996). Racism. IDRA Focus. IDRA Newsletter, v23 n2 Feb. This theme issue includes four articles on racism in colleges and public schools and on strategies to build ethnic and racial tolerance. \Affirmative Action: Not a Thing of the Past\ (Linda Cantu) reviews the history of affirmative action and its positive effects on Hispanic and Black enrollment in higher education, discusses current efforts to dismantle affirmative action, and counters claims of reverse discrimination against White males. \Everything Old Seems New Again…Or Is It? Recognizing Aversive Racism\ (Bradley Scott) discusses \aversive racism\ (unconscious racial bias in persons espousing egalitarian values), provides examples of aversive racism in public schools, suggests ways that schools can preserve ethnic identity in the context of racial integration, and lists strategies that school administrators can use to prevent racism. \Celebrating Cultural Differences: Integrating the Language and Cultural of Staff and Students in Campus Life\ (Aurelio M. Montemayor) describes… [PDF]

(2003). Race and Its Continuing Significance on Our Campuses: An Interview with Dr. Joe R. Feagin. Black Issues in Higher Education, v19 n24 p24-27 Jan. A noted scholar on racism and sexism shares his views about the state of race relations, particularly in higher education. (EV)…

Abuateya, H.; Atkin, K.; Culley, L. A.; Dyson, S. E.; Dyson, S. M.; Rowley, D. T. (2008). Local Authorities and the Education of Young People with Sickle Cell Disorders in England. International Studies in Sociology of Education, v18 n1 p47-60 Mar. The successful inclusion of minority ethnic pupils with sickle cell disorders (SCD) raises a number of challenges for educational systems. In England, local education authorities were important drivers for innovative responses to complex needs and the former Inner London Education Authority produced guidance in 1989 on SCD in schools. Local education authorities, however, have been superseded by centralised curricula on the one hand and by local management of schools on the other. We know little about the impact of these changes on managing chronic conditions such as SCD. A survey was conducted with 107 local authorities in England to assess responses to needs of pupils with SCD. The majority of authorities did not know the numbers of children with SCD under their jurisdiction, even though most agreed with government guidance that all such children should have individual healthcare plans. Only two had policies on SCD and most authorities referred to generic guidance on pupils with… [Direct]

Bisschoff, Tom; du Plessis, Pierre (2007). Diversity and Complexity in the Classroom: Valuing Racial and Cultural Diversity. Educational Research and Reviews, v2 n9 p245-254 Sep. From a diversity perspective, all students should receive an education that continuously affirms human diversity–one that embraces the history and culture of all racial groups and that teaches people of colour to take change of their own destinies. With regards to teaching, a diversity perspective assumes that teachers will hold high expectations for all students and that they will challenge these students who are trapped in the cycle of poverty and despair to rise above it. Individual teachers in individual classrooms play an important role in providing equity of opportunity to learn and in ameliorating racism, but more comprehensive conceptions of diversity education capture the school's crucial role as well. This article wants to address diversity in the classroom and how racial and cultural diversity are valued and what can be done to improve it…. [PDF]

Vavrus, Michael (2002). Transforming the Multicultural Education of Teachers: Theory, Research, and Practice. Multicultural Education Series. This book recognizes the important role teacher education programs can play in providing culturally responsive teachers for 21st century public school classrooms. It provides a range of transformative perspectives on the multicultural education of teachers, emphasizing race, racism, anti-racism, and democracy . The book includes structural suggestions for including transformative multicultural education in higher education and K-12 inservice programs; a multicultural critique of new NCATE accreditation standards for teacher education programs that offers reconceptualized assessment procedures; the historical roots of transformative multicultural education that incorporates issues of white privilege and racialized color blindness, anti-racist pedagogy, racial identity among teachers, and critical race theory; and a discussion of globalization that emphasizes its contemporary economic effects on social and educational inequities. Eight chapters are: (1) "Multicultural Teacher…

Derman-Sparks, Louise; Phillips, Carol Brunson (1997). Teaching/Learning Anti-Racism: A Developmental Approach. Drawing on experience teaching a college course, this book explains the process that evolves as teachers and students grapple with learning about racism and becoming antiracist. Racism is defined as an institutionalized system of economic, political, social, and procedural relations that ensures that one racial group has and maintains power and privilege over all others. Individuals participate in racism when an objective outcome of behavior reinforces these relations, regardless of their intention. Consequently, an individual may act in a racist manner unintentionally. Antiracism education is the beginning of a new approach to thinking, feeling, and acting. Part I of this book describes the conceptual framework for antiracism and the premises underlying the researchers' pedagogy. Part II describes the course \Racism and Human Development,\ and details how each class session contributes to the progression of students' growth. Each chapter in this section focuses on a major…

Ebie, Gwyn Anne (2009). Latinas and Latinos Describe Their Pre-Collegiate Experiences: What Helped and Hindered Their Postsecondary Journey. ProQuest LLC, Ph.D. Dissertation, Colorado State University. The purpose of this case study was to better understand how Latina and Latino students experience their pre-collegiate program and learn whether or not they feel their experience has impacted or will impact their decision to continue their postsecondary pursuit. This case study focused on a single, specific pre-collegiate program. I used the phenomenology approach to explore how pre-collegiate program's social and cultural contributions impact a student's willingness, interest, and ability to pursue postsecondary education. Interviews of students participating in a pre-collegiate program and their families were the primary source of data. Using a Critical Race Theory and Latina/Latino Critical Theory lenses, I examined the social and cultural experiences pre-collegiate Latina/o students encountered in their journey to postsecondary institutions. This research documents that Latina/o students are systematically and consistently excluded from access to the dominant high school… [Direct]

Brandt, Godfrey L. (1986). The Realization of Anti-Racist Teaching. In order to dismantle racism through development of new curricula and positive pedagogic practices, education professionals must be informed about the history, structure, and culture of racism. An examination of the nature of schooling demonstrates that the education system is a crucial component of a racist state, by propounding a racist pedagogy. A wide range of practices in pursuit of diverse goals is considered for the development of the pedagogy of anti-racism. New materials need to be developed, and the ones currently in use need to be examined. Curricula and examinations must be altered to help consolidate anti-racist change. Teachers need the space and stimulation that in-service training provides in order to develop anti-racist teaching. There is an urgent need for research into classroom processes in relation to anti-racist aims and objectives, and for more curriculum development projects that engage the community. Tables, figures, and a map illustrate the data. A…

Blum, Lawrence A. (1992). Antiracism, Multiculturalism, and Interracial Community: Three Educational Values for a Multicultural Society. Distinguished Lecture Series, 1991-1992. At least four values, or families of values, should be taught in schools and families to respond to the increasingly multiracial and multicultural society of the United States. These are: (1) antiracism or opposition to racism; (2) multiculturalism; (3) a sense of community; and (4) treating persons as individuals. The first three categories are discussed in relation to education, focusing on education at the precollege level. Three components of antiracism include a belief in the equal worth of all persons regardless of race; an understanding of racism; and opposition, including intervention, to racism in others. Multiculturalism encompasses the subvalues of affirming one's own cultural identity, respecting and desiring to learn about and from other cultures, and valuing and delighting in cultural diversity itself. A sense of community suggests a sense that embraces racial and cultural differences, that involves a bond with others and a shared identity with the community. These… [PDF]

Ringrose, Jessica (2007). Rethinking White Resistance: Exploring the Discursive Practices and Psychical Negotiations of "Whiteness" in Feminist, Anti-Racist Education. Race, Ethnicity and Education, v10 n3 p323-344 Sep. This article explores how under-theorized representations of whiteness in pedagogical literatures have informed simplistic ideas about white resistance among students. It is argued that the performance and practice of discourses of whiteness in pedagogical contexts, and the subjective, psychical and emotional complexities of engaging with discourses of whiteness, have been neglected in pedagogical research, diminishing the potential for understanding processes of subjective and social change through anti-racist education. Analyzing observational findings from an ethnographic study of a course focused on issues of "women's diversity" in a Canadian Women's Studies programme, the author explores how discourses of whiteness play out in the context of a feminist classroom in ways that contributed to a predominance of individualizing discourses of racism. She draws on psychoanalysis to analyze the highly defensive dynamics enacted among students, examining projective practices… [Direct]

Johnson, Howard (1975). The Educational System as a Reinforcer of Institutionalized Racism. The educational complex is seen to act as a subsystem of the overall societal system whose main function is said to lie in the socialization of individuals for membership in the larger society. The socialization process, including mastery of norms, beliefs, attitudes, and behavioral patterns of the society, are seen to be permeated with institutionalized racism. As a vehicle of the socialization process, the educational system is considered to incorporate racist norms, standards, behavioral patterns, morals, and sense of social position in such a manner that the socializee is unaware of his absorption of a curriculum that is fundamentally racist. While American institutions contribute to institutionalized racism, the focus on the educational system has particular relevance since minority groups, ethnic minorities, and poverty groups attach high significance to education, particularly as the road to upward mobility. The major conclusion formulated from the evidence presented is that… [PDF]

Liegeois, Jean-Pierre (2007). Roma Education and Public Policy: A European Perspective. European Education, v39 n1 p11-31 Spr. The trajectory of the Roma is illuminating for understanding the social situation of other minorities, but also for a set of issues concerning the multiculturalism present within states. In this article, the author discusses the context of Roma education–marked by the stateless and marginalized status of the Roma–and provides a brief history of Council of Europe and European Union efforts to improve the plight of Roma children through schooling, focusing on changes that have occurred at the institutional, administrative, and practical levels. While the actions taken thus far have been excellent and necessary, he concludes that they are far from sufficient, as the situation of Roma communities remains difficult and even dire. In particular, Europe is witnessing a resurgence of attitudes and behaviors driven by rejection, violence, and racism, which holds back the implementation of projects promoting an intercultural spirit of education. He recommends rigorous methods of assessment… [Direct]

Wong, Penelope (2007). Six Multicultural Service-Learning Lessons I Learned in the Wake of Hurricane Katrina. Multicultural Education, v15 n2 p52-54 Win. As a teacher educator who regularly teaches a multicultural education course, the author has often employed service-learning as a pedagogical strategy in assisting preservice teachers to understand better the various multicultural topics they discuss, such as racism, heterosexism, and sexism that impact their schools. Therefore, when she was presented an opportunity through a major U.S. disaster relief agency to serve at a shelter housing Hurricane Katrina evacuees, she jumped at it. She knew that this would be a challenging service experience, challenging her in different ways from the kinds of service (tutoring, working at a homeless shelter, and the like) in which she usually engages. In this article, the author shares six multicultural service-learning lessons she learned as a volunteer…. [PDF] [Direct]

Bidell, Thomas R.; And Others (1994). Developing Conceptions of Racism among Young White Adults in the Context of Cultural Diversity Coursework. An exploratory study was conducted to evaluate a model that predicts a five-step developmental sequence from dualistic to systematic conceptions of racism among young white adults. The model predicts developmental changes for white middle-class young adults within the context of a college cultural-diversity course. The following steps in understanding are predicted: (1) individual prejudice; (2) individual prejudice conflicted; (3) recognition of a multiplicity of inequalities; (4) coordination of a partial system of inequality; and (5) understanding of social and systemic racism. Subjects were 55 white college students (45 female and 10 male) in a cultural-diversity course required of education majors. The majority did respond at step 1 at the beginning of the course and saw racism as simply a matter of individual prejudice. None of the students reached a step-5 conceptualization, but the average student did gain one step, and more than a quarter made two- or three-step gains. The… [PDF]

Schniedewind, Nancy (2005). "There Ain't No White People Here!": The Transforming Impact of Teachers' Racial Consciousness on Students and Schools. Equity & Excellence in Education, v38 n4 p280-289 Nov. This article examines the impact of racial consciousness on the practice of a group of five exemplary teachers, participants in a long-term professional development program in diversity education. The article draws from transcripts of group discussions in which teachers reflect on the development of their consciousness of race, racism, and whiteness and implications for their work. Teachers provide telling narratives, reflecting common themes that emerged in the data analysis that exemplify their consciousness in practice. They describe supporting students of color, educating about stereotyping, addressing white privilege, and challenging institutional racism. The article points to the value of long-term professional development for fostering critical multicultural education in schools…. [Direct]

Garcia, Michelle (2009). Take the Initiative. Teaching Tolerance, n36 p34-36 Fall. There's a lot wrong with the diversity training that goes on in the nation's schools. There are programs that offer shortcuts for communication across racial and ethnic lines, too often drawing on stereotypes rather than challenging them. There are dialogue programs that usher in difficult conversations about racism, prejudice and bias, sometimes opening wounds and creating tensions that leave participants asking, \How did \that\ help?\ And then there are \feel-good-about-diversity\ programs that seem wholly disconnected from the practice and realities of teaching. Lackluster diversity programs aren't limited to in-services, either. A May 2007 survey by Public Agenda found that most new teachers (76 percent) said teaching an ethnically diverse student body was covered in their pre-service training, but less than half said this training helped them \a lot\ when they got into actual classrooms. But \something\ has to be done, right? The nation's education system has an undeniable… [Direct]

Malan, D. Johann (1994). Appropriate Selection Procedures for a Multicultural Tertiary Institution. Multicultural Teaching, v12 n3 p35-41 Sum. If entrance to tertiary education in South Africa is restricted to successful school final-examination scores, blacks may be underrepresented for many years. Difficulties in ridding South African education of racism and alternative strategies for conditional enrollment in higher education are discussed. (SLD)…

Wallace, Joan (1975). The Black Family as Educator. The black family is the primary socializing agent of the black child and, thus, the primary educator. The culture of blacks in America, in which the child is steeped, is unique, complex and rich-the result of a convergence and fusion of African, American, and European influences. In its education of the black child, the black family must deal, from beginning to end, with questions of racism and with questions deriving from racism. Today, most questions involving race in the raising of children still fall into the two main categories of how to deal with overt and covert racist expressions, and the resolution of questions of racial identity. Prime among the special problems facing the black family is the need to raise its children bi-culturally. The black child's bicultural experience is one of the ramifications of racism, and it is pivotal in his struggle for racial identity. Also central to the child's bicultural experience is language. The challenge to the black family, as… [PDF]

Pittinsky, Todd L. (2009). Allophilia: Moving beyond Tolerance in the Classroom. Childhood Education, v85 n4 p212 Sum. Allophilia refers to an individual's feelings of affection, engagement, kinship, comfort, and enthusiasm toward members of a group seen as \different\ and \other\ (Pittinsky, Rosenthal, & Montoya, 2009b). The term allophilia is derived from the ancient Greek words for \liking\ or \love\ and the \other\. The concept of allophilia mitigates the longtime imbalance in the theory and discussion of diversity and difference. The education industry isn't always very helpful to teachers facing the challenge of dealing with diversity in positive ways. The bias toward reducing the negative rather than promoting the positive spills over into the materials and resources available to teachers. Many teaching resources adopt the view that the goal is to bring about \the end of racism, sexism, and other forms of prejudice and discrimination\ (Bennett, 2001, p. 173), rather than to initiate something really positive. Such leading organizations as the Anti-Defamation League, the Southern Poverty Law…

Yu, Tianlong (2006). Challenging the Politics of the "Model Minority" Stereotype: A Case for Educational Equality. Equity & Excellence in Education, v39 n4 p325-333 Nov. This article examines the political rationale of the "model minority" stereotype about Asian Americans and its ramifications on education. Created by white elites in the 1960s as a device of political control, the model minority stereotype continues to serve the larger conservative restoration in American society today. By over-emphasizing Asian American success and misrepresenting it as proof of the perceived equal opportunity in American society, proponents of the stereotype downplay racism and other structural problems Asians and other minority groups continue to suffer. The theory that Asians succeed by merit (strong family, hard work, and high regard for education) is used by power elites to silence the protesting voices of racial minorities and even disadvantaged Whites and to maintain the status quo in race and power relations. In education, the model minority thesis has always supported conservative agendas in school reform. Now it goes hand in hand with the… [Direct]

Walker, Melanie (2005). Rainbow Nation or New Racism? Theorizing Race and Identity Formation in South African Higher Education. Race, Ethnicity and Education, v8 n2 p129-146 Jul. This paper explores both the personal narratives of a group of black and white undergraduate students and the institutional discourse at one historically white and Afrikaans medium university now undergoing its own transformation in post-apartheid South Africa. It considers how students talk about their actual experiences and the micro-realties of their personal biographies, what this reveals about how they construct and reconstruct race and identity, and how discourses of race and racialized identities are being reproduced or transformed under new historical and institutional conditions of possibility. The focus is twofold: on the one hand on the contradictions of institutional discourse which both formally admits black students but may subtly work to exclude them as well; and on the other on the friendships that students develop as just one exemplar of how race works itself out biographically and personally. The particular issue is to understand institutional and individual… [Direct]

Parker, Laurence; Stovall, David O. (2004). Actions Following Words: Critical Race Theory Connects to Critical Pedagogy. Educational Philosophy and Theory, v36 n2 p167-182 Apr. In this essay the authors discuss some of the ways that critical race theory (CRT) could be linked to critical pedagogy in order to provide a more comprehensive analytical framework to analyze the role of race-class dynamics. This approach will attempt to address some of the gaps and silences that critical pedagogy has had regarding critical theoretical positions on race and racism and the operation of white supremacy in education. However, the authors also point out some of the problems and raise more issues of concern related to critical pedagogy and race in educational research and practice. They connect the tenets of CRT to the current color-blind ideology and discourse in education regarding race studies. They highlight some of the limitations of critical pedagogy regarding the permanence of racism, and how CRT perspectives have been utilized to analyze the racism, coupled with social class bias, sexism, etc., that still exists in education. They present an argument for why… [Direct]

Adams, Samuel; De Mott, John (1984). Journalism Instruction Concerning Racism and Related Knowledge: Some Perspectives Held by Administrators. Journal of Negro Education, v53 n1 p50-58 Win. Surveyed administrators of schools of journalism regarding their institutions' programs in the areas of affirmative action, multicultural education, and courses on minorities, racism, and racial issues in American society. (GC)…

Adams, Samuel; De Mott, John (1984). Journalism Instruction Concerning Racism and Related Knowledge: Some Perspectives Held by Administrators. Journal of Negro Education, v53 n1 p50-58 Win. Surveyed administrators of schools of journalism regarding their institutions' programs in the areas of affirmative action, multicultural education, and courses on minorities, racism, and racial issues in American society. (GC)…

Huddy, Leonie; Sears, David O. (1987). Bilingual Education: Symbolic Meaning and Support among Non-Hispanics. A study of non-Hispanic attitudes about bilingual education had two goals: (1) to apply symbolic politics theory to bilingual education and (2) to test the theory's assumption that the symbolic meaning of an attitude object determines which symbolic predisposition it evokes. A national sample of 1,170 non-Hispanics were surveyed via telephone interview about two versions of bilingual education: cultural maintenance and English-as-a-second-language (ESL). There were five main findings: (1) symbolic meaning influenced support for bilingual education, with cultural maintenance drawing the least support; (2) personal experience and self-interest (potential impact on one's children, personal experience with bilingualism, and living in substantially Hispanic areas) had little effect on support; (3) symbolic predispositions had substantial effects on support, particularly symbolic racism, as did attitudes about foreign language instruction and government spending in general; (4) symbolic… [PDF]

Foolchand, M. K. (1995). Promoting Racial Equality in the Nursing Curriculum. Nurse Education Today, v15 n2 p101-05 Apr. Equality in nursing education and the profession can be promoted in the following ways: a working policy on racism and equal opportunities; curriculum content that explores stereotypes, values, attitudes, and prejudices; and multicultural health research, education, and promotion. (SK)…

Bolovan, Sorina Paula (2009). Opportunities of the Intercultural Education in Teaching-Learning History. Acta Didactica Napocensia, v2 suppl 1 p35-42. No one disputes today the fact that, for centuries, the diversity of traditions and cultures has been one of the major assets of both Europe and Romania, and that during the past decades the principle of tolerance has become the guarantee of a European open society aware of the importance of its cultural diversity. In this 21st century, in Romania and elsewhere, we need to shift the focus of tolerance from the social and political realm towards the field of human relations, because in the 21st century the concept of tolerance seems to be insufficient and limited. Thus, we need to move from a tolerant co-existence to an active collaboration (the most significant mutation should involve the replacement of "I tolerate" by "I respect"). First and foremost, this requires a knowledge of the past, and only then concrete practical and pragmatic actions. Of course, under these circumstances the education of both young people and adults plays a crucial role, as the majority… [PDF]

Lightfoot, Jonathan D. (2006). Separate Is Inherently Unequal: Rethinking Commonly Held Wisdom. International Electronic Journal for Leadership in Learning, v10 n23. Modern educational reform owes much to the legal team and educational leaders who fought to make equal educational opportunity a reality for Black students in the United States of America. Their efforts helped to dismantle American apartheid; a.k.a. Jim Crow, a system of allocating human and civil rights according to assigned or assumed "racial" classifications. The 1954 Supreme Court concluded that the doctrine of "separate but equal", initiated in 1896 under Plessy, has no place in public education and separate educational facilities are inherently unequal. Since the 1954 decision of "Brown v. Board of Education Topeka", Kansas "separate is inherently unequal" has been the mantra used by advocates of desegregated schools. The purpose of this research is to question commonly held wisdom promoting the idea that if things are separate, they must be unequal. Integration, it follows, is then sought as the solution to the problem of inequality. I… [Direct]

Stevens, Peter A. J. (2007). Researching Race/Ethnicity and Educational Inequality in English Secondary Schools: A Critical Review of the Research Literature between 1980 and 2005. Review of Educational Research, v77 n2 p147-185. This article describes and critically analyzes how sociologists in England have studied racial/ethnic inequalities in secondary education between 1980 and 2005. This study is different from earlier literature reviews conducted in this particular area in that it adopts a more systematic approach and includes the most recent studies in this field. Five major research traditions are identified: those of political arithmetic, racism and racial discrimination in school, school effectiveness and school inclusion, culture and educational outcomes, and educational markets and educational outcomes. These research traditions are critically examined in terms of their research questions, methods, outcomes, and related debates. The development of particular research traditions is explained by pointing to more general developments in terms of social policy and intellectual climate in England. A final section offers a discussion of how sociologists of education could improve future research on… [Direct]

Akom, A. A. (2007). Cities as Battlefields: Understanding How the Nation of Islam Impacts on Civic Engagement, Environmental Racism, and Community Development in a Low Income Neighborhood. International Journal of Qualitative Studies in Education (QSE), v20 n6 p711-730 Nov. This article challenges social (dis)organization theory by investigating the impact of religious culture on civic engagement. Using qualitative data from 'Bridge View,' a historically African-American neighborhood in San Francisco experiencing environmental racism, this article asks: (1) How does the Nation of Islam (NOI) affect social organization in a low-income community? And (2) How does the metropolitan distribution of wealth, opportunity, and resources play out in urban space? The findings suggest that the NOI has often had to replace important public institutions responsible for providing social services in low-income communities – police protection, community welfare, and education. These findings suggest that we need to rethink the relationship between race, culture, structure, and political mobilization and incorporate a more fluid conceptualization of culture into social (dis) organization theory…. [Direct]

Franco, Beatriz; Ray, Douglas (1986). Human Rights in Education: Recently Published Canadian Sources and an Index. Canadian Journal of Education, v11 n3 p364-82 Sum. Bibliographies of 180 recent studies of Canadian themes or by Canadian authors on human rights in Canadian education are alphabetically listed. The studies are also indexed by the following topics: children's rights; education; ethnicity; financial; language; migration; multiculturalism; racism; sexism; special education; and theory. (SLD)…

de Plevitz, Loretta (2006). Special Schooling for Indigenous Students: A New Form of Racial Discrimination?. Australian Journal of Indigenous Education, v35 p44-53. Recent reports on Indigenous education have revealed that high proportions of students have been placed in special classes for intellectual disability or behaviour disorders. This is not an isolated phenomenon. Indigenous students in Canada and Romani children in Europe are also disproportionately represented in special schooling. This paper asks whether systemic racism, which fails to perceive cultural differences between the ethos of Australian educational systems and the experiences and abilities of Indigenous students, is the catalyst for placing many Indigenous students in special schooling, away from the mainstream. The paper applies an analysis based on anti-discrimination law to argue that while allocation on the basis of intellectual disability or behaviour disorders may not be deliberate racism, the criteria developed for the allocation may be measuring conformity to the dominant culture. If the policies underlying this segregation are unreasonable in the circumstances,… [Direct]

Prins, Esther (2007). Interdistrict Transfers, Latino/White School Segregation, and Institutional Racism in a Small California Town. Journal of Latinos and Education, v6 n4 p285-308 Sep. This article examines how the interdistrict transfer of White students from a majority-Latino school to a majority-White school increased school segregation in a small California town. The article argues that White parents' decisions to transfer their children, coupled with the sending school district's decision to allow the transfers, constituted institutional racism, as these practices further segregated Latino/a students in a high-poverty school. Qualitative data reveal that many of the transfer families were prejudiced toward Latino/a children and families, and ethnographic data show how local race relations, historical events, and the relationship between the school and the district contributed to segregation. (Contains 5 footnotes and 4 tables.) … [Direct]

Sadler, Joanne (2007). Early Childhood Education: The Promise, the Challenges. Forum on Public Policy Online, v2007 n2 Spr. The benefits of high quality early childhood programs have been documented. Good programs engage students in developmentally appropriate practices that include pre-literacy, pre-numeracy activities, language, social and physical development in these preschool programs. Studies have shown that literacy skills such as letter-name recognition, phonological and print awareness affect the reading achievement of children. However, in the rush to provide these skills, preschool programs cannot overlook the important role that culture plays. There is an important place for multicultural education and even an anti-bias curriculum. Several reasons are given for multicultural education from the need to confront the harmful effects of racism, as well as the need to address the poor academic performance of the growing number of children from ethnic groups of color who are entering schools. This paper will outline some of the benefits of pre-school programs and address some of the issues… [PDF]

Williams, Jacqueline A.; Williamson, Kay M. (1990). Promoting Equity Awareness in the Preparation of Physical Education Students. Teaching Education, v3 n1 p117-23 Sum-Fall. This article outlines the goals, rationale, content, and strategies of "Equity Awareness," a course within the professional preparation program for physical education students at the University of Massachusetts. Topics include stereotyping, racism, homophobia, motor elitism, and sexism in physical education. (IAH)…

Carrington, Bruce; Short, Geoffrey (1996). Anti-racist Education, Multiculturalism and the New Racism. Educational Review, v48 n1 p65-77 Feb. Ethnographic data on the development of British culture and identity among 128 children ages 8-11 showed an incipient awareness of the new racism among the older children. Findings suggest that antiracist education and multicultural education should be taught in primary schools. (JOW)…

Coppedge, Walter R. (1970). From Book Learning to Aquarius. Library College Journal, 3, 4, 53-56, Fall '70. In education today, it is fundamentally important to require answers to the problems of our environment, of latent racism and patent violence, of poverty and war and indifference to one another. (Author/NH)…

Ballard, Allen B.; And Others (1994). \Best of Change\ Continued… Change, v26 n4 p38-47 Jul-Aug. Articles and excerpts on diversity in higher education, appearing in issues of the journal from 1969 through 1991, are reprinted here. Topics addressed include higher education's benign neglect of racism, black education, black faculty, ethnic studies (black, Asian American), American Indian students, women's education, and Hispanic American students in colleges and universities. (MSE)…

May, Stephen, Ed. (1999). Critical Multiculturalism: Rethinking Multicultural and Antiracist Education. This collection brings together the traditions of commitment to antiracist education and identity-based education. Selections from academic commentators on multicultural education link educational theory and practice in the discussion of culturally pluralist schooling. The collection contains the following chapters: (1) \Critical Multiculturalism and Cultural Difference: Avoiding Essentialism\ (Stephen May); (2) \Racism and Multicultural Education: Rethinking 'Race' and 'Whiteness' in Late Capitalism\ (Peter McLaren and Rodolfo Torres); (3) \Racism, 'Postmodernism' and Reflexive Multiculturalism\ (Ali Rattansi); (4) \Forging Partnerships for Multicultural Teacher Education\ (Christine Sleeter and Carmen Montecinos); (5) \Antiracist Education through Political Literacy: The Case of Canada\ (Kogila Moodley); (6) \Critical Antiracism in South Africa\ (Nazir Carrim and Crain Soudien); (7) \Children's Construction of Their National Identity: Implications for Critical Multiculturalism\…

Berube', Barney (1992). An Invitation to the Dance: From Dragons to Wolves. Community Education Journal, v19 n4 p20-21 Sum. Multicultural education occurs in environments that consciously recognize the existence of racism, celebrate all cultures, infuse diversity in the curriculum, make it a continuous spiraling process, encourage critical thinking, and seek reform and change. (SK)…

Colton, Helen (1970). Adults Need Sex Education Too. This volume examines attitudes toward sexual behavior, the cost of sexual ignorance, the need for research in the area of the relationship between sex and mental health, the new emerging holistic sexual philosophy, changing attitudes toward selected sexual behaviors, the meaning of sexual maturity, the role of the parent as sex educator, the relationship between sex and politics, the relationship between sex and racism, and the impact on sexual behavior and future technological developments. The complex of sexual attitudes underlying racism is given the term segrophobia. New and more open attitudes toward sex education and behavior are urged and it is argued that adults need sex education just as much as young people. (DM)…

Turner, Michelle R. (2010). Embracing Resistance at the Margins: First-Generation Latino Students' Testimonios on Dual/Concurrent Enrollment High School Programs. ProQuest LLC, Ph.D. Dissertation, University of Denver. Despite moderate gains in equal educational opportunities over the past 60 years, low-income students of color continue to lag behind their middle-class, White peers. This is particularly true for first-generation Latina/o students who: (a) have the highest K-12 drop-out rate than any other ethnic group in U.S. schools; (b) are underrepresented in high quality, rigorous secondary curricular tracks; and (c) continue to be overrepresented in two-year institutions and postsecondary vocational schools. Using a conceptual framework comprised of critical race theory (CRT), social theory, and community cultural wealth theory it was clear that the U.S. education system is still plagued by systemic and endemic racism. Contrary to the predominate neoliberal discourse that emerged in the education field after the "Brown v. Board of Education" ruling, it is clear that meritocracy is a myth and students continue to face disproportionate opportunities to learn. One of the current school… [Direct]

Male, George A. (1986). England. Education and Urban Society, v18 n4 p477-86 Aug. Presents the historical background of the recognition of racism as a factor in low achievement of nonwhite students in England. Discusses reactions of various education groups towards offical reports on the education of minority children. Concludes with comparison of England's policies with United States' policies toward the education of minorities. (SA)…

Jones, Terry (1980). Miseducation of the Black Child: Societal and Institutional Failures. Western Journal of Black Studies, v4 n2 p105-13 Sum. To understand the kind of education that Black young people are receiving, it is necessary to examine schooling in the context of racism and economic exploitation within the larger society. Because economic and business interests in education are so enormous, Black community control of education is particularly difficult. (Author/GC)…

Cremin, Hilary; Warwick, Paul (2008). Multiculturalism Is Dead: Long Live Community Cohesion? A Case Study of an Educational Methodology to Empower Young People as Global Citizens. Research in Comparative and International Education, v3 n1 p36-49. This article explores the theme of the "two faces of education" by reviewing new policy directives in the United Kingdom to strengthen community cohesion in schools and their communities. These directives have resulted from growing disaffection with the aims and outcomes of multiculturalism. This article will investigate the ways in which this disaffection has resulted in both "quick fix" politicised solutions, and in more genuine attempts to support young people to develop positive relationships with people from different ethnic backgrounds. It will suggest that whilst inequalities of educational outcome for different ethnic groups persist, schools will continue to be part of the problem, hence the second link with the theme of two (or more?) faces of education. In order to become part of the solution, schools internationally will need to adopt much more creative and complex approaches to the reduction of racism and inequality than those currently being proposed… [Direct]

Gillborn, David; Kirton, Alison; Youdell, Deborah (1999). Government Policy and School Effects: Racism and Social Justice in Policy and Practice. MCT–Multicultural Teaching, v17 n3 p11-17 Sum. Criticizes social justice policies of the Labour government in the United Kingdom because they promote formal equality in the schools without working for substantive equity in outcomes of education. Naive multiculturalism is an inadequate policy response to the institutionalized racism that pervades the contemporary education system. (SLD)…

Goulet, Linda (1998). Culturally Relevant Teacher Education: A Saskatchewan First Nations Case. This paper examines culturally relevant teacher education for First Nations undergraduate students, offered by the Department of Indian Education at the University of Regina-affiliated Saskatchewan Indian Federated College. As graduates may want to challenge dominant epistemologies of the schools in which they teach, the program responds to students' needs for connection to traditional cultural knowledge in order to overcome personal and cultural dislocation and racism. All students take classes in Indian languages, studies, and art. In a class affirming cultural identity, Elders are used as teachers in an outdoor education setting that includes ceremonies, traditional activities, and storytelling. Tools to deconstruct racist ideology and practices are given in a third-year class in human justice that focuses on institutional racism, particularly on an analysis of curriculum. The concepts of race, text, identity, stereotyping, bias, and ethnocentrism are used to analyze the impact… [PDF]

Tidwell, Billy J. (1990). The Price: A Study of the Costs of Racism in America. America cannot afford to continue to pay the sociopsychological, sociopolitical, and economic costs of racism. The economic and psychosocial benefits of racism to the majority population during the slavery era are obvious. Similar interests motivated the discriminatory treatment of African Americans during the Jim Crow period, when Whites still believed that excluding African Americans from full social, economic, and political participation and exploiting them for economic gain was part of the natural order. Since the 1954 Supreme Court decsision, "Brown v. Board of Education," White Americans have continued to enjoy material and psychosocial advantages based on past racially exclusionary practices and present institutionalized discrimination. However, this long history of racism has created social costs in terms of social instability, loss of economic productivity, and constraints on the United States' world role as a purveyor of democracy. African Americans bear the…

Lloyd, Gil B. (1981). Summary Statement: An Agenda for the Future: Problems, Prospects, and Requirements for the 1980's and Beyond. Negro Educational Review, v32 n1 p120-25 Jan. Asserts that the "Brown" decision did little to redress the racism that keeps Blacks from obtaining equal education. Outlines strategies that the Black community might develop in order to achieve educational goals. (GC)…

Figueroa, Peter (1995). Multicultural Education in the United Kingdom: Historical Development and Current Status. This chapter provides a historical review of the development of education for a multicultural society in postwar Britain, particularly in England. It is based on existing literature but makes no claims to be comprehensive in coverage. Britain has long been culturally diverse and characterized both racism and by antiracist forces and democratic ideals. As with social issues of any significance, there is scarcely an issue of any importance related to the education of a multicultural society that has not been contested, as a review of the historical developments in multicultural education demonstrates. Among the many opponents of multicultural education have been antiracists who have condemned the failures of multicultural education to attack racism directly. There is no inherent conflict between the two approaches, and one of the objectives of future educational strategies should be integrating the two approaches to educational reform. (Contains 208 references.) (SLD)…

Pacino, Mario A. (2007). The Sting of Prejudice and Schooling. Multicultural Perspectives, v9 n2 p51-52 Jun. In this article, the author shares some of the prejudices faced by her daughter in her school and in their community. As an immigrant mother and educator who believed that democratic schooling meant inclusive education, it was painful for the author to watch her daughter negotiate the biases of her school experiences in a Midwestern town not always understanding of cultural differences. She relates how it was difficult to explain racism to her daughter when the concept of race has no solid foundation or meaning in today's studies about culture. The author presents this narrative as an appeal to all educators to find/develop meaningful ways of affirming students' sense of identity and to ensure that all classrooms are caring places which foster the teaching and modeling of respect, understanding, and appreciation for cultural differences in a pluralistic democracy…. [Direct]

Watson, Jamal (2008). When Diversity Training Goes Awry. Diverse: Issues in Higher Education, v24 n25 p11-13 Jan. Initially, Courtney Halligan, a first-year student at the University of Delaware (UD), was not opposed to attending a diversity training session that was required of all incoming freshmen. In fact, the 18-year-old New Jersey native assumed that the experience would be an opportunity for her to learn more about students from different backgrounds. In one-on-one and group sessions conducted in the dormitories by resident assistants, Halligan and dozens of other White students complained that they were made to feel like racists. She adds that they were blamed for the legacy of racism that Blacks and other minority groups have endured through the years. In response to complaints by students like Halligan, and pressure from the Foundation for Individual Rights in Education (FIRE), a Philadelphia-based civil liberties advocacy group that monitors freedom of speech issues on campuses across the country, the university decided last semester to suspend the controversial program. The debacle… [Direct]

Villenas, Sofia (2001). Latina Mothers and Small-Town Racisms: Creating Narratives of Dignity and Moral Education in North Carolina. Anthropology & Education Quarterly, v32 n1 p3-28 Mar. Highlights Hispanic mothers' discussions about moral family education. Narratives involved claiming the home space in the midst of the English-speaking community's attempts to define their families and childrearing practices as "problematic." Uses a race-based feminist perspective to examine how mothers' counternarratives helped contest their deficit framing, produce educated identities, and create community in the rural south. (Contains references.) (SM)…

Fuentes, Luis (1981). The Neighborhood School Concept: A Real History. Integrated Education, v19 n3-6 p64-67 May-Dec. Equates the fight for busing, equal education, and school integration with the general struggle against racism. Briefly discusses the history of busing and school desegregation in the Ocean Hill-Brownsville, New York public schools. (Author/GC)…

Marmor, Margie (1995). The Holocaust: A Personal Encounter. Canadian Social Studies, v29 n4 p150-53 Sum. Maintains that story is a powerful tool in teaching antiracist education. Presents the personal story of a World War II concentration camp survivor. Discusses the use of Holocaust literature to explore anti-Semitism and racism. (CFR)…

Flannery, Daniele D. (1994). Changing Dominant Understandings of Adults as Learners. New Directions for Adult and Continuing Education, n61 p17-26 Spr. "Universal" theories imply that a single group represents everyone. Universality in adult education theories about motivation and adult learning perpetuates racism and sexism and should be challenged through alternative perspectives for knowledge building. (SK)…

Applebaum, Barbara (2007). White Complicity and Social Justice Education: Can One Be Culpable without Being Liable?. Educational Theory, v57 n4 p453-467 Nov. In part of an ongoing study of white complicity, moral responsibility, and moral agency in social justice education, Barbara Applebaum asks in this essay what model or models of moral responsibility can help white students recognize their white complicity and which models of moral responsibility obscure such acknowledgment. To address this question, she explores the concept of white complicity and its relation to racism and raises some compelling conceptual and pedagogical questions. Then she reviews a recent analysis of the concept of "complicity" and shows it to be inadequate as a foundation for white complicity. Finally, Applebaum describes Iris Marion Young's conception of a Social Connection Model of Responsibility and shows it to be capable not only of elucidating white complicity but also, when incorporated in social justice pedagogy, of diminishing denials of white complicity by white students…. [Direct]

Boyle, Ellexis; Millington, Brad; Vertinsky, Patricia; Wilson, Brian (2008). Making Chinese-Canadian Masculinities in Vancouver's Physical Education Curriculum. Sport, Education and Society, v13 n2 p195-214 May. Our paper illustrates how males of Chinese descent in British Columbia (BC) have historically been victims of overt and subtle forms of discrimination, and describes how racism is and was integrally linked to notions of class, gender and the body. Highlighted in our historical overview are issues around race and masculinity for Chinese males as they existed (and still exist) in the BC educational system, especially in sport-related and physical education (PE) contexts. We examine how some of these issues continue to impact Vancouver's schools through Millington's (2006) study of masculinities in secondary PE which showed how that environment, while offering the potential for various masculinities to flourish, tended to promote hegemonic gender identities as "normal". In particular, we show how Chinese-Canadian boys, both Canadian born as well as more recent immigrants from Hong Kong, Taiwan and mainland China, continue to be subject to subtle racist understandings of… [Direct]

Beswick, Richard (1990). Racism in America's Schools. ERIC Digest Series, Number EA 49. Schools play an important role in combatting racism, which, despite a quarter century of desegregation, may be increasing. Possible solutions offered in this report are: public declarations of repugnance for racism; multicultural educational programs; use of teachers as role-models; and effective use of tolerance-generating resources. Several other motivational and confrontational strategies used by educators to change racist behavior are discussed. Schools can preserve ethnic identity without sacrificing social integration by offering programs that recognize the distinction between the meanings of culture and ethnicity. Multicultural education must distinguish between culture and ethnicity if it is to preserve ethnic identity while facilitating social integration. Multicultural education offers excellent ways to uncover prejudice and to stimulate appreciation for racial and ethnic differences. (12 references) (LMI)… [PDF]

McClain, Shirla; Spencer, Norma L. (1978). Racism and Sexism in America: The Black Woman's Dilemma. The black American female's social and economic status, family life and contributions to society have all suffered under the effects of racism and sexism. Racism in particular has had the greatest disabling effects on the status and progress of black women. The black woman has had to cope with problems dating back to slavery, the continuing emasculation of black males, and unique problems in childrearing. Myths about the black family and economic racism adversely affect the quality of life which she is able to provide for herself and for her family. From slavery until contemporary times the black female could make only limited contributions to society at large because of educational limitations and inadequate recognition from a dominant society. Even improving educational status has not insured social mobility. The unique set of circumstances surrounding the black woman's problems in American society demand that educators acquire certain knowledge, skills and attitudes for the…

Hohelpa, Margie; Jenkins, Kuni (1996). Te Ao Tuhi–Maori Literacy: A Consequence of Racism?. Nga Kete Korero: Journal of the Adult Reading & Learning Assistance Federation, n4-5 p5-11. Institutional racism has been justified by disdaining non-Western cultures such as the Maori as illiterate. Maori education is focusing on biliteracy, developing literacy in both Maori and English within contemporary Maori cultural values and practices. (SK)…

Macias, Jose (1996). Resurgence of Ethnic Nationalism in California and Germany: The Impact on Recent Progress in Education. Anthropology & Education Quarterly, v27 n2 p232-52 Jun. A comparative study examines ethnic group conflict in California, with its Proposition 187, and in Germany, with its hostility toward foreign residents. Historical and ethnographic studies reveal a connection between historically constructed ethnic ideology, intergroup experience, and education. Education is key to finding new ways of combating racism. (MMU)…

Jett, Christopher Charlie (2009). African American Men and College Mathematics: Gaining Access and Attaining Success. ProQuest LLC, Ph.D. Dissertation, Georgia State University. The research literature regarding African American male college students reports that they often experience difficulties with mathematics (Stage & Kloosterman, 1995; Treisman, 1992). It is also reported that many African American students enter college seeking to complete their degrees in mathematics and science, but few of these students successfully complete the core requirements (Hrabowski, Maton, & Greif, 1998; Treisman, 1992). In spite of these reported trends, there are some African American male students who, indeed, achieve in college mathematics. The purpose of this study was to analyze how being African American and male might play out in the college mathematics experiences of high-achieving African American men. Employing qualitative research methodology, specifically, multiple case study research (Bogdan & Biklen, 2007; Merriam, 1998) situated in critical race theory (CRT; Bell, 1992; Tate, 1997), I administered a survey instrument, conducted three interviews, and… [Direct]

Ford, Nick Aaron (1969). The English Department and the Challenge of Racism. ADE Bulletin, n20 p16-22 Jan. Racism, the ways in which it is manifested in higher education, and the effectiveness of its manifestations are discussed. The following proposals suggesting how English departments can contribute to the diminution of racism were made: (1) that single academic standards be required for black and white students in freshman English classes, (2) that works by black authors be included in freshman English courses, (3) that black authors be added to the reading list in all American literature of drama courses, (4) that a reasonable number of the faculty do special studies of black literature, and (5) that at least one member of the English faculty be black. (CW)… [PDF]

Weinstein, Matthew (2008). Captain America, Tuskegee, Belmont, and Righteous Guinea Pigs: Considering Scientific Ethics through Official and Subaltern Perspectives. Science & Education, v17 n8-9 p961-975 Sep. With an eye towards a potential scientific ethics curriculum, this paper examines four contrasting discourses regarding the ethics of using human subjects in science. The first two represent official statements regarding ethics. These include the U.S.'s National Science Education Standards, that identify ethics with a professional code, and the Belmont Report, that conceptualizes ethics in three principles to guide research oversight boards. Contrasting this view of ethics as decorum and practice in line with a "priori" principles is the conception of ethics from unofficial sources representing populations who have been human subjects. The first counter-discourse examined comes from "Guinea Pig Zero", an underground magazine for professional human subjects. Here ethics emerges as a question of politics over principle. The good behavior of the doctors and researchers is an effect of the politics and agency of the communities that supply science with subjects. The… [Direct]

Marsden, W. E. (1990). Rooting Racism into the Educational Experience of Childhood and Youth in the Nineteenth- and Twentieth-Centuries. History of Education, v19 n4 p333-53 Dec. Analyzes religious, environmental, and imperialistic rationalizations for racism throughout history. Examines how racist doctrines, stereotypes, and racial prejudice were instilled in the British education system through school textbooks and children's literature. Suggests this process of socialization created implicit, deeply rooted prejudices that still infiltrate British education, posing significant challenges for antiracist education. (CH)…

Lengwati, Makkies David (1995). The Politics of Environmental Destruction and the Use of Nature as Teacher and Site of Learning. Convergence, v28 n4 p99-105. Lack of education, low environmental awareness, and environmental racism (for example, siting toxic waste dumps in certain communities) contribute to the degradation of the environment in South Africa. Educational initiatives include learning from nature and fostering political action. (SK)…

Poon, Oi Yan Anita (2010). "More Complicated than a Numbers Game": A Critical Race Theory Examination of Asian Americans and Campus Racial Climate. ProQuest LLC, Ph.D. Dissertation, University of California, Los Angeles. In the Grutter and Gratz Supreme Court decision, proponents of affirmative action claimed that a critical mass of minority students could effectively counter racial marginalization often experienced by students of color due to their racial status. On some campuses, Asian Americans as a pan-ethnic population enjoy a critical mass in undergraduate enrollments, and therefore present an opportunity for scholars to explore the relationship between critical mass, racial marginalization, and racial power within campus racial climate. Using UCLA as a case study of a campus environment with a critical mass of Asian Americans and controversies over racial disparities in college access, I conducted in-depth interviews of 25 randomly selected Asian American UCLA undergraduates, who represent a diversity of ethnicities, genders, academic majors, and socio-economic class. My dissertation explores ways in which Asian American college students continue to be racially marginalized, based on their… [Direct]

Kilgour, David (1994). Whither Racism. The Front Line. Canadian Social Studies, v29 n1 p6-7 Fall. Contends that governments around the world are working to eliminate racism and racial discrimination. Maintains that Canadian education has problems resulting from racial differences and immigration. Concludes that Canadians must move forward in racial and cultural harmony. (CFR)…

Jones-Quartey, Theo S. (1993). The Academic Library's Role in the Effort to Improve Ethnic Minority Retention. Educational Forum, v57 n3 p277-81 Spr. Financial need, inadequate preparation, racism, and lack of support groups contribute to low minority retention in higher education. Academic libraries can empower minority students with research and information skills, reflect diversity in their collections, and train staff in multicultural sensitivity. (SK)…

Thompson, Jepkorir Rose-Chepyator; And Others (1994). Multicultural Education: Culturally Responsive Teaching. Journal of Physical Education, Recreation and Dance, v65 n9 p31-36,61-74 Nov-Dec. Teachers must understand their personal biases, their own cultures, and the biases and cultures of their students to help students develop the sensitivities to function in a diverse world. Four articles examine multicultural education, ethnicity, racism, and the development of culturally relevant pedagogy for teachers, highlighting physical education. (SM)…

Hustler, David; Robinson, John (1995). Celebrating Naivety: The Role of Black Artists in Multicultural and Anti-Racist Education. Curriculum Studies, v3 n1 p61-77. Britain's Arts Education for a Multicultural Society project was designed to raise the status and visibility of black artists. An external evaluation by one local education agency suggested that participants found the project enjoyable, and it raised their awareness of the nature of inequalities founded in racism. (SM)…

Cappello, Michael; Tupper, Jennifer A. (2008). Teaching Treaties as (Un)Usual Narratives: Disrupting the Curricular Commonsense. Curriculum Inquiry, v38 n5 p559-578 Dec. This article examines the importance of treaty education for students living in a province entirely ceded through treaty. Specifically, we ask and attempt to answer the questions "Why teach treaties?" and "What is the effect of teaching treaties?" We build on research that explores teachers' use of a treaty resource kit, commissioned by the Office of the Treaty Commissioner in Saskatchewan. Working with six classrooms representing a mix of rural, urban and First Nations settings, the research attempts to make sense of what students understand, know and feel about treaties, about First Nations peoples and about the relationships between First Nations and non-First Nations peoples in Saskatchewan. It is revealing that initially students are unable to make sense of their province through the lens of treaty given the commonsense story of settlement they learn through mandated curricula. We offer a critique of the curricular approach in Saskatchewan which separates… [Direct]

Fuertes, Jairo N.; Sedlacek, William E. (1993). Barriers to the Leadership Development of Hispanics in Higher Education. NASPA Journal, v30 n4 p277-83 Sum. Identifies institutional racism, encouraged assimilation, and ignorance of Hispanic values as barriers to the leadership development of Hispanics in higher education. Considers role of student personnel workers in promoting leadership development programs and activities for Hispanic college students. (Author/NB)…

Brooks, Clifford; Pritscher, Conrad (1992). Reducing Racial Tensions in the Classroom. Negro Educational Review, v43 n3-4 p4-14 Jul-Oct. The goal of good education is to have each student decide for himself or herself what will secure or endanger his or her freedom. Ways in which education has socialized people to fit into a racist society are discussed, and suggestions are given for reducing racism in the classroom. (SLD)…

Swartz, Ellen (1992). Emancipatory Narratives: Rewriting the Master Script in the School Curriculum. Journal of Negro Education, v61 n3 p341-55 Sum. Early efforts at multicultural education have largely been compensatory attempts to address inequities in cultural representation. What is needed is a rewriting of the entire master script of curriculum to eliminate implicit racism, classism, and sexism. Examples from U.S. history illustrate the scope of revision needed in education. (SLD)…

Ambler, Marjane (1997). Without Racism: Indian Students could Be both Indian and Students. Tribal College, v8 n4 p8-11 Spr. Emphasizes the integral role of tribal colleges in providing a safe environment for Native American students to obtain both academic and cultural education. Documents instances of racism that previously have acted as barriers to Indian students' academic success. (YKH)…

Barnes, Philip (2006). The Misrepresentation of Religion in Modern British (Religious) Education. British Journal of Educational Studies, v54 n4 p395-411 Dec. The purpose of this paper is to articulate a new perspective on British multi-faith religious education that both complements and, in part, subsumes existing critiques. My argument, while controversial, is straightforward: it is that British religious education has misrepresented the nature of religion in efforts to commend itself as contributing to the social aims of education, as these are typically framed in liberal democratic societies. Contemporary multi-faith religious education is placed in context and its underlying theological and philosophical commitments identified and criticised. It is concluded that current representations of religion in British religious education are limited in their capacity to challenge racism and religious intolerance, chiefly because they are conceptually ill equipped to develop respect for difference…. [Direct]

Brooks, Glenwood C., Jr.; Sedlacek, William E. (1973). A Procedure for Eliminating Racism in our Schools. This procedural model includes progressive stages which must be worked through by an individual or institution in the process of change. These are: (1) Cultural and Racial Differences; (2) Racism and How It Operates; (3) Examining Racial Attitudes; (4) Sources of Racial Attitudes; (5) Behavior; What Should Be Done?; and (6) Behavior; How Should It Be Done? Examples of racism from elementary, secondary and higher education are presented and discussed. The article emphasizes methods for the change agent and raises several points: (1) Anytime a strategy becomes a goal we sow the seeds of institutional discrimination; (2) Goals are temporal and must be adjusted to the context of the times; and (3) The greatest effort should be expended on those goals which most clearly work against racism rather than attempting a \fight to the death\ on all issues. Suggested roles for minority and majority group members in fighting racism are made. Questions put to change agents such as \Why are you… [PDF]

Tehranian, Majid, Ed. (1991). Restructuring for Ethnic Peace: A Public Debate at the University of Hawaii. This volume represents the outcome of a series of seven public forums held at the University of Hawaii on problems of ethnic peace. The papers included cover such topics as academic freedom and responsibility; affirmative action and grievances; legacies of colonialism and racism; dynamics of class, ethnicity, culture, and education; and finally the search for ethnic peace in Hawaii. Panelist presentations are as follows: "Remarks on the Limits of Academic Freedom" (Kenneth Kipnis); "The Politics of Academic Freedom as the Politics of White Racism" (Haunani-Kay Trask); "Discursive Politics" (Kathy E. Ferguson); "The Responsibilities of the Academic" (Peter Manicas); "Native Hawaiian Students and the Role of the University" (Kaleimomi'olani Decker); "Sexual Harassment and the University's Responsibility" (Susan Hippensteele); "The University's Attitude Toward Students" (Robert Wisotzkey); "The Legacy of Racism… [PDF]

Staples, Robert (1978). Land of Promise, Cities of Despair: Blacks in Urban America. Black Scholar, v10 n2 p2-11 Oct 1978, Oct78. This article discusses the current effect on Blacks of unequal political and economic power in American cities. Some of the issues examined include: Black migration; employment status; education; socioeconomic status; Black suicide; Black political power; housing; health; and racism. (EB)…

Keeter, Larry (1987). Minority Students at Risk: An Interview with Professor Shirley Chisholm. Journal of Developmental Education, v10 n3 p14-17 Jan. Professor Shirley Chisholm responds to questions concerning the decline in minority higher education enrollments, student financial aid considerations, ways of fostering a climate of support for minority students, faculty behaviors, racism on campus, and family pressures on minority students. (DMM)…

Auerbach, Arnold J. (1972). Quotas in Schools of Social Work. Social Work, 17, 2, 102-105, Mar 72. The author contends that quota systems can be used to increase minority group numbers in graduate schools of social work, thus providing an effective means of breaking down the institutional racism and contributing toward making social work education more relevant. (Author)…

Nettles, Saundra Murray; Scott-Jones, Diane (1987). The Role of Sexuality and Sex Equity in the Education of Minority Adolescents. Peabody Journal of Education, v64 n4 p183-97 Sum. This article discusses the intersection of sexism and racism in three aspects of minority students' educational experiences: the role of myths and stereotypes about minority student sexuality, adolescent pregnancy, and AIDS education among minority and non-minority adolescent populations. (IAH)…

Greenberg, Polly (1989). Ideas that Work With Young Children: Parents as Partners in Young Children's Development and Education: A New American Fad? Why Does It Matter?. Young Children, v44 n4 p61-75 May. Focuses on factors that thwart true school-parent partnerships in the development and education of children. Factors include a family's socioeconomic status, democratic issues, the creation of school systems, gender bias against women, teacher priorities, racism, and classism. (Author/BB)…

Hansford, Susan (2003). Gifted or Not Gifted–Is That the Question?. Understanding Our Gifted, v15 n3 p12-15 Spr. This article discusses the underrepresentation of children from minority backgrounds in gifted education and the ultimate goal of gifted education to make children's lives better. Barriers to appropriate gifted identification are discussed and include state/local requirements and inadequate identification procedures, stereotypes and racism, and pragmatics. (Contains 3 references.) (CR)…

Adams, Maurianne; Marchesani, Linda S. (1992). Curricular Innovations: Social Diversity as Course Content. New Directions for Teaching and Learning, n52 p85-98 Win. A sophomore- or junior-level education course on social diversity in education is described, and techniques used to teach it are discussed. Content includes five subject areas: gender and sexism, race and racism, religious culture and anti-Semitism, sexual orientation and heterosexism, and physical or mental ability and ableism. (MSE)…

Sleeter, Christine (1994). White Racism. Multicultural Education, v1 n4 p5-8,39 Spr. Discusses the tendency of whites to deflect attention from racism, which is the main problem underlying the need for multicultural education, and suggests a role for whites in examining their own generally unrecognized white racial bonding. To mitigate effects of white racial bonding, advocates of multicultural education must recognize them. (SLD)…

Four Arrows (2024). The Coloniality of Learning Platforms in Higher Education. Taboo: The Journal of Culture and Education, v22 n3 p83-86. As an Indigenous scholar engaged in the decolonization of education for forty years, Four Arrows has worked to challenge an over-emphasis on standardization, efficiency, control, corporatizing, power dynamics, Euro-centrism, neoliberalism, and anti-Indianism (Four Arrows, 2006). Instead, he emphasizes diverse, critical, creative, and culturally grounded forms of knowledge production, prioritizing the nature-based worldview precepts that guided humanity well for most of human history. He also attempts to minimize technological interventions if they interfere with more natural ones. This article offers his first attempt to write about the coloniality of online courses and learning platforms. He proposes that learning platforms in higher education reflect a significant degree of coloniality and managerialism (Rodriguez, 2020). They generally emphasize a standardization that fits conventional academic frameworks such as fragmented segments, deadlines, pre-determined syllabi, and… [Direct]

Grant, Carl A. (1981). Education that Is Multicultural and Teacher Preparation: An Examination from the Perspectives of Preservice Students. Journal of Educational Research, v75 n2 p95-101 Nov-Dec. A study attempted to discover the quality of multicultural instruction received by students in a preservice teacher education program. Results showed that the content of the instruction focused primarily on bias in instructional materials and secondarily on racism in schools and society. (JN)…

Altbach, Philip G., Ed.; Lomotey, Kofi, Ed. (1991). The Racial Crisis in American Higher Education. This collection of essays addresses the need for continued research in race-related issues on college campuses. The book examines the causes and the impact of campus racial tensions by studying some key university case studies and by investigating some of the underlying elements of the crisis. Essays and their authors are as follows: \The Racial Dilemma in American Higher Education\ (Philip G. Altbach); \The Changing Demographics: Problems and Opportunities\ (Lewis C. Solmon, Tamara L. Wingard); \Racism and the Model Minority: Asian-Americans in Higher Education\ (Sucheng Chan, Ling-chi Wang); \Race Relations on Campus: An Administrative Perspective\ (Alan Colon); \The Undergraduate Curriculum and the Issues of Race: Opportunities and Obligations\ (Leon Botstein); \Student Affirmative Action in Higher Education: Addressing Underrepresentation\ (William T. Trent); \Black Faculty in Academia\ (Kenneth W. Jackson); \Making the Short List: Black Candidates and the Faculty Recruitment…

(1985). Curriculum Development for a Multicultural Society: Policy and Curriculum. An FEU View. This document collects examples of policies of local education agencies (LEAs), colleges, and others in the area of multicultural education. Guidelines are also presented for those who haven't fully generated and applied policy in this area. Chapter One is an introduction. Chapter Two contains a checklist of questions to enable others to test the assumption that a multicultural society is an important issue for further education. Three broad headings of questions are equal opportunities, multicultural issues, and issues of racism. The questions are cross-referenced with Chapter Three, which offers a series of examples of college and LEA policies, with extracts from documents. Chapter Four contains some preliminary examples of college practice from two different multicultural settings. Main points from surveys of black communities about local further education provision are presented. Appendixes include a listing of documents on education in a multicultural society, a brief summary…

Vinzant, Jeremy C. (2009). Black Principals' Perceptions of How Their Racial, Cultural, Personal, and Professional Identities Affect Their Leadership. ProQuest LLC, Ph.D. Dissertation, Boston College. This dissertation addresses the negative way that blacks are viewed in mainstream society and how that image affects black educational leaders. Race has been historically used to subordinate blacks in the United States, and research suggests that a key factor in this subordination has been the systematic withdrawal of educational opportunities and access for blacks. This research posits that such racism and discrimination has affected the way blacks have formed their identities, specifically with regard to education. In this multiple-participant case study, black principals were interviewed to determine the ways in which they perceived their racial, cultural, personal, and professional identities to affect their leadership of schools. Findings stated that race heavily affected all areas of participants' identities. Race caused participants to feel more connected to minority students and communities, to advocate high expectations for minority students especially in addition to all… [Direct]

Kauffman, James M.; Sasso, Gary M. (2003). Reflections on the Field [and] An Examined Life: A Response to James Kauffman's Reflections on the Field. Behavioral Disorders, v28 n3 p205-11 May. Six issues in special education are analyzed: the erosion of science; the decline in the worth of special education; the lack of attention to prevention; the lack of primacy of academic instruction; the erosion of government programs; and the new racism that erodes the centrality of our common humanity. (Contains 3 references.) (CR)…

Walter, Pierre (2003). Adult Literacy Education on the Canadian Frontier. Adult Basic Education, v13 n1 p3-18 Spr. Canada's Frontier College began in 1899 to bring literacy and citizenship education to immigrant men; in the 1920s it offered university education. However, its early history embodied a legacy of nativism, anticommunism, racism, and sexism as it attempted to assimilate adult literacy learners into Anglo-Canadian sociocultural norms. (Contains 19 references.) (SK)…

Newman, Joanna; Washington, Valora (1991). Setting Our Own Agenda: Exploring the Meaning of Gender Disparities among Blacks in Higher Education. Journal of Negro Education, v60 n1 p19-35 Win. Attention to the discrepancy between female progress and male declines among Blacks in higher education detracts from the larger issue of the effects of racism on all Blacks' educational opportunities. Argues for an Afrocentric perspective on the crisis in higher education. Calls for analysis of sex-related achievement differences among Blacks. (AF)…

Hilliard, Asa G. III (1978). Straight Talk About School Desegregation Problems. Theory Into Practice, 17, 2, 100-6, Apr 78. The belief that the education that most white children are getting is quality education and that if black and other cultural groups are integrated into white schools they are better off than if segregated, is inconsistent with the fact that racism and racial bias exist in schools. The result is poorer quality education for all children. (JD)…

Gulam, W. A.; Hapeshi, Demetris (2000). Rediscovering the Lost Tribes in Higher Education. MCT, v18 n2 p34-39 Spr. Discusses the racial dynamic in higher education 1 year after an inquiry into the murder of a black man, Stephen Lawrence, and its rediscovery of institutional racism, examining how the higher education terrain currently feels to black educators. Suggests that the Lawrence inquiry has given higher education administrators a much needed and long overdue shove. (SM)…

Cole, Mike (1998). Re-establishing Antiracist Education: A Response to Short and Carrington. Cambridge Journal of Education, v28 n2 p235-38 Jun. Responds to the article "Reconstructing Multicultural Education: a Response to Mike Cole" in which Cole defends his views of antiracist education and the role of cultural racism, the teaching of controversial aspects of other cultures, reconstructed multiculturalism as opposed to student misconceptions, and nationalism within the context of Britishness. (CMK)…