(2007). Racial Microaggressions in Everyday Life: Implications for Clinical Practice. American Psychologist, v62 n4 p271-286 May-Jun. Racial microaggressions are brief and commonplace daily verbal, behavioral, or environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory, or negative racial slights and insults toward people of color. Perpetrators of microaggressions are often unaware that they engage in such communications when they interact with racial/ethnic minorities. A taxonomy of racial microaggressions in everyday life was created through a review of the social psychological literature on aversive racism, from formulations regarding the manifestation and impact of everyday racism, and from reading numerous personal narratives of counselors (both White and those of color) on their racial/cultural awakening. Microaggressions seem to appear in three forms: microassault, microinsult, and microinvalidation. Almost all interracial encounters are prone to microaggressions; this article uses the White counselor-client of color counseling dyad to illustrate how they impair… [Direct]
(2008). Reducing Racism, Sexism, and Homophobia in College Students by Completing a Psychology of Prejudice Course. College Student Journal, v42 n2 p459-468 Jun. Students enrolled in Psychology of Prejudice and Introductory Psychology courses completed measures of racism, sexism, and attitudes toward homosexuals at the beginning and end of the term. We predicted that those who took part in the Psychology of Prejudice class would have significantly reduced prejudice as a result of the course experience. We also predicted that the Introductory Psychology students would show a minimal decrease in prejudice. As predicted, students in the prejudice class showed significant decreases in prejudice, while the introductory psychology students did not. Course involvement was related to greater prejudice reduction in two prejudice areas, but course grade was not related to prejudice reduction. We discuss the implications for prejudice reduction through class activities and education. (Contains 1 figure, 1 table, and 2 notes.)… [Direct]
(1988). Racism in Academia: The Old Wolf Revisited. Harvard Educational Review, v58 n3 p299-314 Aug. Points out that racism is as active in academia as it is in elementary and secondary education. Identifies disguises used by higher education administrators and faculty to hide racism. (JOW)…
(2005). New Racism, Reformed Teacher Education, and the Same Ole' Oppression. Educational Studies: Journal of the American Educational Studies Association, v38 n3 p263-274. This article builds on a case study about how teacher education students may actually learn racism through their program. It employs an analysis of how new racism is operationalized in today's sociopolitical contexts. Field placements and knowledge taught about various groups are critiqued as major teacher education reform efforts that particularly facilitate teaching racism. It seeks to examine and theorize about this occurrence through an analysis of new invisible forms of racism, power, and whiteness. It finally explores how this racism can be unlearned through reanalyzing teacher reform efforts and choosing to purposefully center programs on a systematic analysis of how these invisible operations shape programs and unintended program outcomes…. [Direct]
(2010). Reaching Black Men. Commentary. Association for the Study of Higher Education Journalist Elizabeth Redden brings to the surface several salient issues in her article entitled, "Reaching Black Men." First, she illuminates that fact that access is not enough when it comes to educating African American men. Second, she points to the importance of having campus-wide initiatives to support the success of Black men. And lastly, she illuminates criticisms of race and gender-based initiatives to increase engagement. The last major point in Redden's article is the existence of criticism of initiatives such as the one at Philander Smith College and those elsewhere in the country. Some activists find gender and race-based initiatives objectionable. These individuals typically believe that if all students are treated the same, fairness will be achieved and perhaps equity as well. However, this assumption neglects to consider the history of oppression and discrimination against African Americans in the United States. Likewise, these opponents fail to understand… [PDF]
(2006). Disproportionate Representation of African American Students in Special Education: Acknowledging the Role of White Privilege and Racism. Educational Researcher, v35 n6 p24-28 Aug-Sep. This article places the problem of disproportionate representation of African American students in special education in the context of the White privilege and racism that exist in American society as a whole. The author discusses how educational resource allocation, inappropriate curriculum and pedagogy, and inadequate teacher preparation have contributed to the problem of disproportionate representation. More important, she argues that remedies designed to address the disproportionality challenge must place the aforementioned structural forces at the center of education research, policy, and practice…. [Direct]
(2008). Engaging with Issues of Cultural Diversity and Discrimination through Critical Emotional Reflexivity in Online Learning. Adult Education Quarterly: A Journal of Research and Theory, v59 n1 p61-82. The purposes of this article are to describe the adult learners' emotional experiences as a result of engaging with issues of cultural diversity and discrimination, and to interrogate the ways in which critical emotional reflexivity emerges in the online format. The analysis is done in the context of an online course on diversity, inequality, and multicultural education; this course is part of a distance education master's level program in Educational Studies and the participants are primary and secondary school teachers. The findings provide evidence of (a) how adult learners respond and constantly negotiate their learning practices and the ways they feel about cultural diversity and discrimination, and highlight the different ways in which they reflect critically on their understanding of cultural/ethnic/social differences; (b) how online learning, contrary to popular belief, can be a useful medium to express difficult emotions related to racism, prejudice, and discrimination…. [Direct]
(1997). Experiences and Perceptions of Interpersonal, Environmental, and Institutional Racism among African-American Students in Psychology Graduate Training. Racist incidents that graduate students in psychology may experience can be reflective of Eurocentric values and forces which permeate present institutions. To better understand these forces, the experiences and perceptions of racism as experienced by minority graduate students are explored. Seventeen doctoral students in psychology, who identified themselves as African American, Black, or biracial (African/American/Caucasian), were asked open-ended questions, covering such areas as general experiences of racism within education, and were administered a demographics questionnaire. Their responses were organized into three different categories: (1) general life experiences of racism; (2) experiences of racism within education; and (3) experiences of racism particular to graduate training in psychology. The results indicated various dimensions of racism and included specific/overt incidents, chronic conditions (racism embedded in a context), daily micro-experiences (events), and… [PDF]
(2008). Breaking the Cycle of Racism in the Classroom: Critical Race Reflections from Future Teachers of Color. Teacher Education Quarterly, v35 n4 p177-188 Fall. As a resource specialist in a middle school in Oakland, California, the author worked with many students who were labeled "learning disabled." Contrary to the label, these students were critical of the world and challenged it in brilliant ways that have forever changed the author's life perspective. To highlight the impact that cultural bias in schools can have on Students of Color, this article articulates themes that emerge from the personal narratives of nine Women of Color enrolled in an undergraduate education program in Southern California. Through qualitative interviews, these future Teachers of Color reveal discriminatory experiences in their own education; as well as convey advice on how to prevent and break cycles of racism in classrooms of today's youth. The voices of Teachers of Color are often invisible from education discourse; however, this study adds a much needed perspective to teacher education, and can provide a model of pedagogical reflection that, the… [PDF] [Direct]
(2000). Holocaust Education in Ontario High Schools: An Antidote to Racism?. Cambridge Journal of Education, v30 n2 p291-305 Jun. Examines the teaching of the Holocaust in Ontario (Canada) high schools reporting the findings of a survey conducted among history staff in May 1998. Explains that suggestions are made to enable teachers to alter their teaching approach on the Holocaust to strengthen the contribution to anti-racist education. Includes references. (CMK)…
(2013). What Is Taking Place in Science Classrooms?: A Case Study Analysis of Teaching and Learning in Seventh-Grade Science of One Alabama School and Its Impact on African American Student Learning. ProQuest LLC, Ph.D. Dissertation, Kansas State University. This qualitative case study investigated the teaching strategies that improve science learning of African American students. This research study further sought the extent the identified teaching strategies that are used to improve African American science learning reflect culturally responsive teaching. Best teaching strategies and culturally responsive teaching have been researched, but there has been minimal research on the impact that both have on science learning, with an emphasis on the African American population. Consequently, the Black-White achievement gap in science persists. The findings revealed the following teaching strategies have a positive impact on African American science learning: (a) lecture-discussion, (b) notetaking, (c) reading strategies, (d) graphic organizers, (e) hands-on activities, (f) laboratory experiences, and (g) cooperative learning. Culturally responsive teaching strategies were evident in the seventh-grade science classrooms observed. Seven themes… [Direct]
(2005). Constructions of Racism by British Chinese Pupils and Parents. Race, Ethnicity & Education, v8 n4 p387-407 Dec. British Chinese pupils stand out as a high achieving group within the British education system and yet very little theoretical or policy attention has been given to these pupils' identities and experiences of education. In this paper we consider British Chinese pupils' (and parents') reports of their experiences of racism/s and their views on the potential causes of–and their responses to–racism. Analysis teases out several key components within respondents' constructions of racism/s, including popular assumptions (e.g. that Chinese pupils are clever, quiet/passive, and hardworking). It is argued that pupils experienced the seemingly "positive" stereotypes of British Chinese pupils as clever and hardworking as highly negative for a range of reasons and attention is drawn to respondents' negotiations between conflicting identity positions (for example "geek" and "tag"). Particular attention is also drawn to interplays of "race"/ethnicity and… [Direct]
(1995). Racism: Divided by Color. Multicultural Issues. Racism can be defined as any attitude, belief, behavior, or institutional arrangement that favors one race or ethnic group over another. This discussion of racism for young people defines attitudinal racism, ideological racism, individual or group discrimination, and institutional racism as four aspects of racism in the United States. While some scientists have abandoned the idea of classifying human beings into races, the average person continues to identify himself or herself and others as members of a particular race. This type of classification has been in effect throughout history, and continues, in spite of advances in civil rights, today. More subtle than overt racism is the institutional racism that society's structures have established and often maintain. Efforts to desegregate the school system have reduced some manifestations of institutional racism, and research indicates that schools in the past 20 years have been very successful in teaching children that it is wrong to…
(2012). Rare but There: an Intersectional Exploration of the Experiences and Outcomes of Black Women Who Studied Abroad through Community College Programs. ProQuest LLC, Ed.D. Dissertation, California State University, Long Beach. As institutions of higher education strive to prepare global ready graduates, study abroad is on the rise at both 2-and 4-year campuses. Study abroad is also identified as a high impact program that can lead to increased engagement and student success. However, research has centered on the experiences of White, 4-year students. Literature is rare on the experiences of community college students and students of color. This study explores an underrepresented and understudied student population: Black female community college students who study abroad. Using an intersectional lens, this study provides critical insight into participant experiences and outcomes. Research questions inquired about ethnic and racial identity development outcomes, but also broadened the scope of research by including intercultural growth, global identity, and other identity development outcomes. This qualitative inquiry utilized 19 open-ended interviews to explore the experiences of African American female… [Direct]
(1988). Racism: It Is Always There. Library Journal, v113 n18 p35-39 Nov 1. Defines the concept of racism and provides background on racism in the United States. Statistics showing the status of minority groups in the areas of the economy, government, housing, education, media, and health are presented. Attitudes toward Black managers in the corporate world are discussed, and several experiences with racism and prejudice are recounted. (MES)…