(2010). White Faculty as Racial Justice Allies at a Predominantly White Institution. ProQuest LLC, Ph.D. Dissertation, Louisiana State University and Agricultural & Mechanical College. Little is known about the experiences of White faculty in higher education as racial justice allies. Most literature describing faculty involvement in diversity issues tends to be proscriptive in nature with little examination of the developmental experiences of the faculty member (Brown, Davis, & McClendon, 1999; Gibbons, 1993; Jenkins, 1990). Knowledge in this area is further limited by the fact that much of the existing scholarship has focused solely on the role of racial minority faculty members, with no overt examination of the role that White faculty can play in diversity efforts. Kobrak (1992) has also emphasized the significant role that socially concerned White faculty may play on our campuses, describing these faculty as the "missing link" in institutional efforts for diversity. However, little is known about the experiences of White faculty allies. While a growing body of literature has begun to examine White involvement in social justice activism, there is… [Direct]
(2006). Disappearing in the Houdini Education: The Experience of Race and Invisibility among Latina/o Students. Multicultural Education, v14 n1 p2-10 Fall. This article examined Latina/o students' experiences of racism at El Centro High. Many felt that negative relationships with school personnel were deleterious to their education. These relationships had grown from teachers' and administrators' ideological assumptions of Latina/o students' racial inferiority. These assumptions had stemmed from two prevalent and deeply racist ideologies: One was that Latinas/os were an illegitimate presence in the United States, and therefore had no right to exist in the country or have any fair claim to service by U.S. institutions. The other was that Latinas/os lacked the intellectual capacity for school success…. [PDF] [Direct]
(2007). Using Qualitative Methods to Assess Student Trajectories and College Impact. New Directions for Institutional Research, n136 p55-68 Win. Researchers have called attention to the racism and stereotypes experienced by black undergraduates on predominantly white campuses; provided evidence of how race-specific organizations and programs help neutralize the oppressive ethos of these institutions; and proven empirically that historically black colleges and universities foster more nurturing and outcomes-rich environments for these students. While the consistency of these findings is interesting, the author argues that institutional researchers have neglected to meaningfully explore additional aspects of black and other students' experiences. As such, sophisticated understandings of how diverse populations of students navigate their ways to and through higher education are warranted. In this article, the author presents five illustrative case examples derived from a study of undergraduates across six institutional types. The author also presents a list of data sources that can be used to assess students' trajectories and… [Direct]
(2011). Theological Education in Action: Adult Learning about Race in the Student Interracial Ministry of Union Theological Seminary, 1960-1968. ProQuest LLC, D.Ed. Dissertation, The Pennsylvania State University. The purpose of this research is to study the learning experiences of participants in the Student Interracial Ministry (SIM) of Union Theological Seminary in New York. SIM provided the seminarians with an intense learning environment in which they crossed borders including race, gender, class, and culture. For many of these participants, this experience offered them rich opportunities for transformative learning. This study investigated the ways in which participation in SIM affected the racial perspectives of the participants, with special attention to the interplay between religious background, theological education, and faith development. As it sought to understand adult learning about race among participants for whom religion and spirituality were important concerns, this study employed three theoretical perspectives: transformative learning theory, intergroup contact theory, and faith development theory. In the Spring of 1960, graduate theological students at Union Theological… [Direct]
(2000). The Role of the Department of Health and Other Key Institutions in the Promotion of Equal Opportunities, Multi-Cultural and Anti-Racist Issues in Nurse Education. Nurse Education Today, v20 n6 p443-48 Aug. The role of Britain's Department of Health, the United Kingdom Central Council, and the English National Board in implementing equal opportunity, multicultural, and antiracist policies in nursing education was reviewed. Major policies have neglected or marginalized equity and racism issues. Ideologies underlying social and health policies are rooted in Britain's history of colonialism. (SK)…
(1985). Toward Emancipation in Citizenship Education: The Case of African-American Cultural Knowledge. Theory and Research in Social Education, v12 n4 p1-23 Win. An emancipatory form of citizenship education is proposed, employing as its pedagogical base Afro-American cultural knowledge born out of the Black community's struggle against American capitalism and racism. The origins of this knowledge are examined and suggestions as to how it could be used in classroom activities are provided. (Author/RM)…
(1978). Eugenics and Curriculum: 1860-1929. Educational Forum, v43 n1 p67-82 Nov. Examines ideas about heredity, racism, and the development of the eugenics movement, which influenced curriculum thinkers in the period of the "naturalistic mind" and progressivism; the eugenics movement's influence upon education for the gifted; and continuing similar attitudes as to the limited effect of environment on individuals compared to heredity. (MF)…
(1995). Leaving Adult Education: An Open Letter. Adults Learning (England), v6 n6 p184-86 Feb. An adult educator whose job was eliminated expresses concern that, in community education, the challenges of racism, poverty, and alienation not be reduced to a skills/qualifications deficit model. A more holistic, community-based approach focused on learner goals and processes is favored over the accreditation approach, which is isolating and competitive. (SK)…
(2002). Introductory Overview to the Special Issue. Critical Race Theory and Education: Recent Developments in the Field. Equity & Excellence in Education, v35 n2 p87-92 May. Introduces several articles exemplifying various ways that critical race theory (CRT) and Latino/a critical theory shape educational research and enable scholars to analyze how presumed race-neutral structures in education actually reinforce race boundaries. Affirms the value of this application of theory to the educational experiences of minority students. Articles utilize CRT to examine the impact of race and racism along the entire education pipeline. (SM)…
(1978). Equal Educational Opportunity and Quality Education. Anthropology and Education Quarterly, 9, 2, 110-26, Sum 78. The role of culture in the attainment of equal educational opportunity is reconceptualized. The focus of educational problem solving is shifted from that of victim analysis to an examination of the forces of racism and oppression as they are reflected in education. The use of culture as a tool for liberation is discussed. (Author/GC)…
(2003). Racializing Criticality in Adult Education. Adult Education Quarterly, v53 n3 p154-69 May. Examines two theoretical frameworks: (1) second-generation critical theory, in which African-Americans reframe criticality as awareness of the struggle against racism; and (2) Africentrism, which reconceptualizes criticality as an alternative discourse. Explores their compatibility, their challenge to the concept of criticality in adult education, and their implications for critical practice. (Contains 46 references.) (SK)…
(2000). Issues of Discrimination in European Education Systems. Comparative Education, v36 n2 p223-34 May. Examines difficulties and complexities in researching issues of discrimination in education across European countries as a first step in devising intercultural curricula. Discusses cross-national differences in terminology, in the ways in which research issues related to racism and interculturalism are formulated, and in the educational experience of children of immigrant and ex-colonial groups. (SV)…
(1967). GHETTO SCHOOLS, AN AMERICAN TRAGEDY. IN THIS ARTICLE THE ATTITUDES OF TEACHERS AND STUDENTS TOWARD THEIR EXPERIENCES IN GHETTO SCHOOLS ARE SET FORTH, AND THE EFFECTS OF PUBLIC SCHOOL SEGREGATION ARE CATALOGED. THE RACISM IN AMERICAN SOCIETY AND THE EFFECTS OF SUMMER RIOTS ON EDUCATION ARE ALSO BRIEFLY DISCUSSED. THIS ARTICLE WAS PUBLISHED IN \EDUCATIONAL LEADERSHIP,\ VOLUME 25, NUMBER 1, OCTOBER 1967. (AF)… [PDF]
(1990). Where Were We, Where Are We as Community College English Teachers?. Teaching English in the Two-Year College, v17 n2 p92-99 May. Discusses issues of concern to community college English teachers in the 1960s: institutional growth, professional recognition, work load, sexism in language, students' right to their own language, teacher training, racism and bias, back to basics movement, usage tests, and doublespeak. Presents excerpts from a speech made by the author in 1969 concerning innovation in education. (RS)…
(1995). Healing the Spirit of the Little Girl Inside. Winds of Change, v10 n3 p24-28 Sum. Judy Gobert (Blackfeet/Salish) struggled with racism and sexual abuse in childhood and with substance abuse and family violence in adulthood. Traditional spirituality, belief in education, and support groups have helped her to heal herself and create a better life for her children and herself. Describes her doctoral research on drug-resistant mutants in AIDS chemotherapy. (JAT)…