(2003). African American Female Adult Learners: Motivations, Challenges, and Coping Strategies. Journal of Black Studies, v33 n5 p654-74 May. Used data from a series of focus groups to examine the experiences of adult African American females in higher education. The article highlights participants' motivations, challenges, and sources of strength as they worked toward their academic goals. Women entered education for reasons over and beyond their own personal landscape. Their lives were affected by racism, sexism, and marginalization, which burdened them psychologically. (SM)…
(1995). Black Students in Teacher Education. Multicultural Teaching, v14 n1 p15-22 Aut. Examines black student's experiences in initial teacher education, and reveals what still needs to be done before these students can receive the same positive treatment as their white colleagues. The author presents research revealing the various forms of racism, discrimination, and stereotyping that create these negative educational experiences and suggests what teacher education can do to prevent replicating them. (GR)…
(2009). Response to Kauffman, Mock, & Simpson, (2007): Problems Related to Underservice of Students with Emotional or Behavioral Disorders. Behavioral Disorders, v34 n3 p164-171 May. This article is in response to Dr. Jim Kauffman and colleagues' article titled \Problems Related to Underservice of Students With Emotional or Behavioral Disorders,\ which was published in volume 33, issue 1, of \Behavioral Disorders.\ The work referenced by Kauffman et al. was a report of a 4-year ethnographic study of the processes by which Black and Hispanic children were placed into special education (including emotional and behavioral disorder (EBD)) programs (Harry & Klingner, 2006). The issue that fueled the authors' research was ethnic disproportionality in special education. There are some points of departure between Kauffman et al.'s views and theirs. The main point of disagreement is whether diverse children, specifically African American boys, are among those considered underserved in EBD programs. The authors have serious questions about the notion of underservice of children in general in EBD programming, particularly in light of intransigent and decades-long rates of… [Direct]
(1992). Euroracism, Citizenship and Democracy: The Role of Teacher Education. International Studies in Sociology of Education, v2 n1 p75-88. Argues for an acknowledgement of the rise in Euroracism, a combination of postcolonial racism, antisemitism, and fascism. Discusses the role of initial teacher education in combatting forms of inequality. Rejects nationalistic and multicultural approaches in favor of an empowering curriculum. Concludes that interconnections between all forms of oppression must underpin new perspectives. (DK)…
(1993). Probing Children's Prejudice: A Consideration of the Ethical and Methodological Issues Raised by Research and Curriculum Development. Educational Studies, v19 n2 p163-79. Contends that, since the mid-1980s, many British schools in predominantly white areas have taken active steps to counter racism and ethnocentrism. Examines the ethical issues of researching such initiatives at the primary school level. Looks at curriculum development work in antiracist and multicultural education in "all white" schools. (CFR)…
(1993). The Emergence of Black Supplementary Schools: Resistance to Racism in the United Kingdom. Urban Education, v27 n4 p430-47 Jan. Perceptions of 55 parents, 30 children, and their teachers concerning black supplementary schools in the United Kingdom indicate that most believe that these supplementary schools, a response to racism, provide a better education than state-run schools, even though supplementary schools are part-time. Supplementary school development is discussed. (SLD)…
(1991). The Impact of Economic, Political, and Social Factors on Recent Overt Black/White Racial Conflict in Higher Education in the United States. Journal of Negro Education, v60 n4 p524-37 Fall. Addresses the following: (1) what recent literature reveals about overt racial conflict in higher education between whites and African Americans; (2) how different factors influence this conflict; (3) an extensive listing of racism incidents; (4) rising economic anxiety and the nation's political climate; and (5) suggestions for alleviating the conflict. (JB)…
(2002). The Agenda for Education in Challenging Racism and Promoting Good Race Relations: Implementing the Race Relations Amendment Act. MCT, v20 n3 p13-15 Sum. Outlines how the Race Relations Amendment Act should contribute to addressing issues of underachievement and low expectations in London and throughout the United Kingdom, describing the responsibility of schools to prepare and maintain written race equality policies; assess and monitor the impact of policies on diverse staff, students, and parents; and public annually the results of assessments and monitoring. (SM)…
(1989). Prisons Devouring Multitude of Young Black Males: High Incarceration Rate Partly Blamed for Dwindling College Enrollment. Black Issues in Higher Education, v6 n12 p1,12-15 Aug 31. Examines connections between the increase in the number of young Black males in prison and their decreasing representation among college students. Discusses the following factors: (1) breakdown of the family; (2) drugs; (3) racism; (4) youth attitudes toward education; and (5) teacher expectations. Emphasizes the need for Black male role models. (FMW)…
(1993). Education, Race, and Class: A New Calculus for the 21st Century. Journal of Negro Education, v62 n2 p113-24 Spr. African-American students are beginning to make significant educational strides as measured by tests like the Scholastic Aptitude Test. Stereotypes of race and racism in the United States are exploding, and African Americans must continue to demand universal quality education. The role of Howard University in making this happen is explored. (SLD)…
(1999). From La Belle Sauvage to the Noble Savage: The Deculturalization of Indian Mascots in American Culture. Multicultural Education, v6 n3 p6-11 Spr. Discusses the exploitation of Indian (Native-American) mascots as an issue of educational equity, outlining for the United States educator the ways in which the use of mascots is racist and ways in which education can be a tool for liberation. The use of Indian mascots teaches that racism is acceptable. (SLD)…
(1998). Shhhh! Movement Afoot!–Listening to Voices in the Grassroots. Pathways: The Ontario Journal of Outdoor Education, v10 n1 p22-25 Mar-Apr. Defines the new social movement, environmental justice, in the outdoor-education terms of humane orientation, ecopolitical approach, and appreciation of work. Discusses institutional racism in the mainstream environmental movement, the environmental expression of social injustices, and outdoor educational strategies to combine appreciation of the natural world with care for human communities. (SAS)…
(1998). An Unhappy Experience. Adults Learning (England), v10 n2 p11-13 Oct. A study of 10 Cypriotturkish young people in British universities identified the factors they perceive as having had an impact on their achievement. Negative experiences in secondary and higher education included teachers' low expectations, racism, and lack of role models/mentors. Women were more aware of these issues than men were. (JOW)…
(1996). News and Views. Journal of Blacks in Higher Education, n11 p6-59 Spr. Presents a collection of articles on the black experience in postsecondary education, including issues regarding black achievement, black faculty, enrollment, politics and racism, black status in Ivy League schools, and affirmative action. The black experience at several specific colleges, including Wharton, UCLA, Kean College, Howard College, and Duke University, is also addressed. (GR)…
(2000). Learning How To Ignore Racism: A Case Study of One White Beginning Teacher in "The White Highlands" and the Two Black Boys in Her Care. This paper focuses on the experiences of one beginning teacher, studying the ways issues of race and ethnicity are dealt with in a predominately white elementary school. Faced with issues of racism in the classroom, the teacher had no strategies to handle either overt or covert racism, both of which appeared to be condoned by those responsible for her training. It suggests that the gradual elimination of issues such as multicultural education from the teacher-training curriculum has meant that important aspects of professional practice are being left to chance. At a time when racially motivated violence is again on the increase, the drive towards classroom based training in the 'white highland' neglects issues of equality and ethnicity in favor of meeting the needs of the British National Curriculum. (Contains 15 references.) (JDM)… [PDF]