(2009). Teachers' Perspectives on the Education of Muslim Students: A Missing Voice in Muslim Education Research. Curriculum Inquiry, v39 n5 p637-677 Dec. This article builds on an extensive review of the comparative and international literature on teachers' perspectives on the education of Muslim students in public, Catholic, and Islamic schools. Bringing the teachers' voices and practices to the attention of researchers, policy makers, and general readers, the authors emphasize the centrality of teachers' roles in the education of Muslim students, highlight the constructive and positive work that teachers do, and point out the challenges they face and the support they need in fulfilling their moral and intellectual duties. We situate teachers' perspectives in the context of the upsurge of global interest in Islam and Islamic education and the increase in Muslims' challenges to multiculturalism and the existing education system dominated largely by Eurocentric, Hellenic-Judeo-Christian heritage and modernist values. The article examines and challenges the research, media and publicly produced contradictory and overlapping statements… [Direct]
(2013). The Underrepresentation of African American Women Faculty: A Phenomenological Study Exploring the Experiences of McKnight Doctoral Fellow Alumna Serving in the Professoriate. ProQuest LLC, Ph.D. Dissertation, University of South Florida. While African American women have been participating in higher education for more than a century, they remain significantly underrepresented among college and university professors in America. This study was pursued in an attempt to address the underrepresentation of African American women faculty at public and private universities within the State of Florida. More importantly, the study aimed to examine the role of the McKnight Doctoral Fellowship program (MDFP) in assisting McKnight Doctoral Fellow alumna in doctoral degree attainment, preparing them for the professoriate and contributing toward their professional success. A phenomenological methodological approach was used for this study, which was informed by doctoral student persistence theory, socialization theory, critical race theory and critical race feminism. These enlightening lenses allowed for the amplification of the lived experiences of McKnight Doctoral Fellow alumna. The findings from this study seem to suggest that… [Direct]
(1998). One Beige Crayon: Rethinking the Social Construction of Racism. Urban Education, v33 n1 p50-70 Mar. Describes a graduate seminar on qualitative research methods in which 19 European-American men and women educators interview African-American educators and students on issues of race and racism. The data reveal six ways that race conflated with racism. Racism is also constructed as an all-black/white experience and a social agenda in public education. (MMU)…
(2000). Moral Imperatives for the Millennium: The Historical Construction of Race and Its Implications for Childhood and Schooling in the Twentieth Century. Studies in Philosophy and Education, v19 n4 p301-327 Jul. Focuses on public school education and chronicles the history of racism and race construct by drawing from a vast pool of racism literature. Develops this detailed historical analysis in the context of what must be done in our schools as we enter the new millennium. Suggests how and why racism discussions must be brought into public school curriculums. (VWC)…
(2009). No Excuses: A Critique of the Knowledge Is Power Program (KIPP) within Charter Schools in the USA. Journal for Critical Education Policy Studies, v7 n2 p126-153 Nov. The purpose of this paper is to proffer a critical perspective about a specific brand of American schools within the larger charter school movement: the Knowledge Is Power Program (KIPP). KIPP is currently receiving wholesale acclaim as a radical alternative to public schooling \that works.\ While KIPP schools ostensibly claim that college acceptance for all students is their primary goal, the principles and practices that undergird their mission are founded upon capitalistic and militaristic ideals that run counter to the ideals of democratic education. I argue that KIPP schools merely preserve the status quo by asking students to overcome overwhelming disparities through \hard work\ and \motivation,\ instead of addressing the structural sources of poverty and poor academic achievement–i.e., the unequal distribution of resources in schools and society. By subscribing to a dictum of no excuses, KIPP essentially puts the onus on the victims of poverty and institutional racism. This… [Direct]
(2010). School Counselors' Perceptions of Biracial Students' Functioning. ProQuest LLC, Ph.D. Dissertation, Columbia University. The number of biracial school-aged youth has continued to increase dramatically (Jones & Smith, 2001), and has drawn timely attention to the extent to which practicing school counselors address biracial youths' concerns in a culturally competent manner. This study examined the perceptions of a nationally-based random sample of 203 White school counselors who provided their assessment of a students functioning (i.e., GAF) and case conceptualizations (i.e., multicultural case conceptualization ability [MCCA]; Ladany et al., 1997) in response to a summary of a fictitious student. In the summary, the student was identified as White, Black, Asian, Biracial Black-White, Biracial Black- Asian, or Biracial Asian-White; the student summaries were identical less the racial background of the identified student. Potential differences in assessments of students' functioning and inclusion of racial-cultural information in case conceptualizations were examined across the six student conditions,… [Direct]
(2012). Understanding Social Integration and Student Involvement as Factors of Self-Reported Gains for African American Undergraduate Women. ProQuest LLC, Ph.D. Dissertation, University of South Florida. Diversity of student populations within higher education has considerably increased, particularly for women and minority populations, which is indicative of greater access to education toward a college degree. However, increased diversity of student populations has introduced a new set of challenges for higher education administrators in that it is becoming increasingly difficult for administrators to maintain current educational methods when considering the changing needs of matriculating students. As a result, higher education institutions are compelled to strategize beyond the "one-size-fits all" approach in the way teaching and support services are delivered in order to provide a more holistic approach to learning. Researchers have sought to establish a universal definition of student success and they continue to work toward understanding the factors of that inhibit or promote success for college students. Numerous studies have indicated that student success factors are… [Direct]
(1995). Anti-Racism, Feminism, and Critical Approaches to Education. Critical Studies in Education and Culture Series. This book argues that there has not been sufficient dialog and exchange between various forms of critical approaches to education, such as multicultural and antiracist education, feminist pedagogy, and critical pedagogy. Contributors from the United States and Canada address issues relevant to ethnic and minority groups in light of feminist and critical pedagogical theory in the following discussions: (1) "Multicultural Education, Anti-Racist Education, and Critical Pedagogy: Reflections on Everyday Practice" (Goli Rezai-Rashti); (2) "Multicultural Policy Discourses on Racial Inequality in American Education" (Cameron McCarthy); (3) "Multicultural and Anti-Racist Teacher Education: A Comparison of Canadian and British Experiences in the 1970s and 1980s" (Jon Young); (4) "Warrior as Pedagogue, Pedagogue as Warrior: Reflections on Aboriginal Anti-Racist Pedagogy" (Robert Regnier); (5) "Connecting Racism and Sexism: The Dilemma of Working…
(1991). Racism–A Challenge to Social Work Education and Practice: The British Experience. Journal of Multicultural Social Work, v1 n2 p99-106. Traces the history of race relations in Great Britain. Discusses the recent rise of racism in Europe and the efforts of antiracist groups. Outlines three models of antiracist and multicultural social work education, and recommends continuing education and training for social workers in racism awareness. (SV)…
(2011). A Case Study of a Southeastern African American Male Mentoring Community College Program. ProQuest LLC, Ed.D. Dissertation, North Carolina State University. This research is a qualitative case study exploring the experiences of African American male mentoring community college students. Such programs have proliferated throughout higher education, over the past 20 years, in an effort to improve the retention, performance and goal attainment of African American males. The theoretical framework shaping the study was Critical Race Theory, which acknowledges the centrality of race in every aspect of culture in the United States, including higher education. Three research questions guided this study: (1) How do African American Male Mentoring students describe their educational journeys at a Southeastern Community College? (2) What do African American males perceive as their cultural identity through participation in a Southeastern Community College mentoring program? (3) What particular aspects of this Southeastern Community College's mentoring program contributed to student academic progress? In the case study tradition, I delved into the… [Direct]
(2004). \There's No Racism at My School, It's Just Joking Around\: Ramifications for Anti-Racist Education. Race, Ethnicity and Education, v7 n4 p367-383 Dec. Racialization is a social process inscribed with power relations that tend to centre whiteness. This article draws on comments made about race and racism collected through interviews with 12 teenage girls, living in or near the Toronto area, on the broader topic of adolescence. Within these interviews, the young women were asked how adolescence might be experienced differently on the basis of cultural background and race. They were also asked if they believed there to be any racism in their schools. Three patterns emerged in their responses: they denied and downplayed racism in their schools; narrowly defined racism, privileging definitions of racism as individualized and violent over institutional and systematic; and conceptualized racism in a way that centred whiteness. This article presents the observations of these young women, reflects on the motivations behind them and discusses ramifications for anti-racist education…. [Direct]
(2008). Interpreting Children's Constructions of Their Ethnicity. Contemporary Issues in Early Childhood, v9 n2 p131?147. Drawing upon post-structural and post-colonial theories, this study is an investigation into the ways in which five classes of first-grade children (six and seven year olds) in Florida and Hawaii talked about their ethnicities in a video pen pal project. The qualitative methods utilized in this research were participant observation, interviews, and videotaping. The resulting analysis notes that the children in the five different schools talked about their ethnicities differently (ethnicity only, hyphenated ethnic-national identity, or national identity only). Four themes emerge from the analysis related to multicultural education, real-life racism, national identity, and shifting subjectivities. Emphasized in the analysis and interpretation is the importance of situating children's talk about ethnicity within local contexts, acknowledging the multiple and fluid nature of individual subjectivities, and recognizing their location within ideological discourses. (Contains 2 tables and 7… [Direct]
(1994). Adult and Continuing Education Graduate Programs: Prescription for the Future. New Directions for Adult and Continuing Education, n61 p53-62 Spr. Racism affects recruitment and retention of African American faculty and students and excludes Africentric content from graduate curricula. These issues must be addressed in adult education before societal racism can be confronted. (SK)…
(1975). Ethnicity: An Intervening Variable in Social Work Education. Journal of Education for Social Work, 11, 3, 76-83, F 75. Examines curriculum issues in social work education in relationship to the concepts of ethnicity, minority groups, racism, and institutional racism and discusses social policy and the implementation of change in social work practice and education in relation to the current reality of the profession and the society. (Editor/JT)…
(2006). Interactional Issues in the Teaching of "Race" and Ethnicity in UK Higher Education. Race, Ethnicity & Education, v9 n4 p341-360 Dec. This paper draws on research into the teaching of "race" and ethnicity in higher education, including interviews with lecturers and students of specialist sociology of "race" options. It focuses particularly on interactional issues: the conversations conducted about "race" and ethnicity within seminar rooms were often conflictual and emotional in tone. The topics around which conflicts emerged are discussed: the most common areas of conflict were around Islamophobia, anti-Jewish racism and gender/sexuality; anti-black racism, British/English nationalism and anti-Irish racism were also expressed, but less frequently. Women lecturers were more likely to experience conflicts than were men. The paper analyses some factors underlying these processes: these include the perhaps inherent difficulty of teaching subjects in which discrimination and violence feature large; wider political conflicts and "identity politics" as played out within the… [Direct]