(2010). Widening the Aim of Health Promotion to Include the Most Disadvantaged: Vulnerable Adolescents and the Social Determinants of Health. Health Education Research, v25 n3 p387-394 Jun. Growing numbers of adolescents are marginalized by social factors beyond their control, leading to poor health outcomes for their families and future generations. Although the role of the social determinants of health has been recognized for many years, there is a gap in our knowledge about the strategies needed to address these factors in health promotion. Drawing on a review of literature on health promotion for marginalized and out-of-school adolescents, this paper highlights some urgent areas of focus for researchers and policy makers addressing adolescent health. Social determinants of health affecting marginalized adolescents identified by the review were education, gender, identity, homelessness, poverty, family structure, culture, religion and perceived racism, yet there is little solid evidence as to how to best address these factors. More systematic research, evaluation and global debate about long-term solutions to chronic poverty, lack of education and social… [Direct]
(2009). The Color of Money: School Funding and the Commodification of Black Children. Urban Education, v44 n5 p545-570. This article explores the roles of racism and Whiteness in the decentralized governance structure and practice of a weighted student formula funding policy in an urban, West Coast school district. Specifically, it examines the ways in which a racialized struggle for fiscal authority played out at one urban high school where the immense racial disparities in education and achievement were starkly highlighted. The analysis of this struggle is framed by Critical Race Theory and suggests that Whiteness operates as a form of property that maintains White racial dominance in schooling and achievement. (Contains 2 notes.)… [Direct]
(2012). Student and Teacher Perceptions of School Involvement and Their Effect on Multicultural Education: A Catalonian Survey. Race, Ethnicity and Education, v15 n3 p353-378. In multilingual schools students have diverse identities, cultural backgrounds, perceptions, capacities and linguistic experiences. The space for teaching and learning is also mediated by stereotypes and prejudices associated with this diversity. Diversity, stereotypes and prejudices shape how teachers and learners operate in a world of complex social relationships. In this survey we explore the hidden attitudes of immigrant students and teachers in secondary education in Catalonia (Spain). The research uses the distinction between explicit and implicit attitudes to analyse immigrant students' perceptions and teachers' subconscious perceptions about school involvement. The sample includes 4078 immigrant students with more than six months of residence in the host country that were attending linguistic support classes in secondary schools of Catalonia during the year 2006-2007, and also their regular classroom teachers and support teachers. The survey aims to establish if is there any… [Direct]
(2011). [Re]Conceptualizing Inclusion: Can Critical Race Theory and Interest Convergence Be Utilized to Achieve Inclusion and Equity for African American Students?. Teachers College Record, v113 n10 p2186-2205. Background/Context: Even though not fully realized, in legislation and theory, the requirements of the Individuals With Disabilities Education Improvement Act and the No Child Left Behind Act have created pressure to address the historical inequity in educational opportunity, achievement, and outcomes, as well as disparities in achievement between students of color and White students; disproportionality in special education referral, identification, and placement; high dropout rates for students of color; and disproportionate discipline and referrals for students of color, students from lower socioeconomic backgrounds, students from immigrant families, and students in urban areas. Purpose/Objective/Research Question/Focus of Study: The authors argue that inclusive education never had the potential to be truly inclusive because it is built on the premises of an inferiority paradigm. Issues of race, class, and privilege have rarely been incorporated into the inclusive education… [Direct]
(2012). An Examination of the Relationship between Practicing Urban School Counselors' Colorblind Racial Ideology and Social Justice Factors Such as Supports, Barriers, Self-Efficacy and Outcome Expectations, and Social Justice Interest and Commitment. ProQuest LLC, Ph.D. Dissertation, University of Maryland, College Park. Groups of American students are learning at alarmingly different rates. This disparity in education is seen disproportionately in schools in urban areas, where students of color and low income students are concentrated in highly segregated areas. In urban areas, the effects of poverty, racism, and isolation are compounded by stressful environments that make learning difficult for students as is evidenced by the various educational gaps. The inadequate and under-resourced education provided for children in urban schools results in a dramatic loss of human potential and economic loss to the nation's economy. Professional school counselors, who work in the urban context, are in a unique position to remove systemic barriers and create equitable opportunities for learning for these students. School counselors need multicultural counseling competence in order to provide appropriate services to these diverse urban student populations; however, multicultural awareness, knowledge and… [Direct]
(2013). Navigating Racialized Contexts: The Influence of School and Family Socialization on African American Students' Racial and Educational Identity Development. ProQuest LLC, Ph.D. Dissertation, University of North Carolina at Greensboro. Within the United States, African American students experience school socialization that exposes them to racial segregation, economic stratification, and route learning masked as education. Consequently African American families are compelled to engage in socialization practices that buffer against the adverse influences of racism, oppression, and dehumanization that threaten African American students' pro-social identity development within a racialized society. To investigate how African American students' develop their racial and educational identity within this racialized context I conduct a qualitative investigation to (a) explore African American students' perceptions of the socialization experiences they identify as salient influences on their racial and educational identity; (b) theoretically deconstruct the racialized contexts (i.e., secondary educational institutions) within which African American students are socialized prior to entering college; and (c)… [Direct]
(2009). A Social Work Program's Experience in Teaching about Race in the Curriculum. Journal of Social Work Education, v45 n2 p325-333 Spr-Sum. Teaching about race, racism, and oppression presents higher education programs with complex challenges. This article reports on the experiences of a new MSW program in designing a gateway \race, gender, and inequality\ course. Embracing a theoretical base of culturally competent practice and solutions to the inherent difficulties of discussing race and oppression in diverse student groups is suggested along with six rules of engagement. Recommendations are based on the interactive experience of a highly diverse faculty and student body, literature review, student focus groups, faculty retreats, expert consultation, and curriculum refinement. (Contains 1 table.)… [Direct]
(2011). '"We Saw Inhumanity Close up." What Is Gained by School Students from Scotland Visiting Auschwitz?. Journal of Curriculum Studies, v43 n2 p163-184. As the education for citizenship agenda continues to impact on schools in the UK and with the Holocaust Educational Trust (HET) in conjunction with the Scottish Government introducing its Lessons From Auschwitz (LFA) project for students and teachers in Scotland, this article focuses on the Scottish context and investigates the school processes by which students are chosen to participate in the LFA project, the impact the LFA project has on student personal growth, and the range of follow-up activities in their schools and communities. The methodology employed online questionnaires and face-to-face interviews which were designed to ascertain student perceptions of the LFA project and the impact that this project had on student participants, their schools, and their communities. Findings demonstrate that the student cohort were highly academic students who took their responsibilities on return to their schools very seriously and organized a wide range of events, both in their schools… [Direct]
(2011). Tasseography: Reading Post-Racial Resistance to Teaching. Philosophical Studies in Education, v42 p76-87. This article focuses on developing a progressive philosophy of praxis that challenges, what the author argues is, a post-racial resistance to teaching about racial injustice. Post-racial resistance to teaching can lead to forms of enlightened racism and sexism in the classroom. In this essay, the author develops and extends the use of the metaphor of tasseography as a critically analytical practice to consider the impact of Tea Party politics on higher education teaching pedagogy. By considering forces that help to construct and frame certain forms of student ideology, particularly Tea Party rhetoric, tasseography emerges as a way to read the sediments of popular discourse. The philosophy and practice of tasseography provides a means to interpret, understand, and analyze the significance of the Tea Party for post-racial resistance to teaching, deconstructing its relations of power and racist ideology. As such, tasseography as a critical practice can offer ideas and solutions around… [PDF]
(2008). \Generation 1.5\ and Its Discourses of Partiality: A Critical Analysis. Journal of Language, Identity, and Education, v7 n3-4 p294-311 Jul. This is a critical discourse analysis of \generation 1.5,\ a term used to refer to students born outside the United States who received part, or most, of their formal education in the United States. The analysis reveals that surrounding \generation 1.5\ are 3 interconnected discourses of partiality: a discourse of demographic partiality, a discourse of linguistic partiality, and a discourse of academic partiality. Claiming that these discourses are grounded in a monolingual/monocultural ideology, I offer counterdiscursive evidence that self-described \generation 1.5\ writers see themselves not as partial but as visible minorities who experience racism in their daily lives. To address racism, I offer strategies for promoting multilingualism and multiculturalism on U.S. college campuses. (Contains 3 endnotes.)… [Direct]
(2013). The Silenced Dialogue and Pre-Service Teachers. Multicultural Education, v20 n2 p27-32 Win. In this article, the author reflects on the 1988 article "The Silenced Dialogue," by Lisa Delpit, which described the lack of communication dividing Black and White educators when it comes to the issue of race, specifically due to the disparity between reliance on theory (White) and reliance on cultural understanding (Black). Nearly a quarter century has passed since that article was written, but research about the attitudes, beliefs, and experiences of both Black and White educators seems to indicate that the Silenced Dialogue continues to exist in teacher education programs as well as in the broader world of the American education system (Dickar, 2008; Hayes & Juarez, 2012). As a Diversity course instructor in a teacher education program, this author began to wonder where she and her students fit into this dynamic of the Silenced Dialogue. Thinking back on her teaching tended to indicate that the Black and White students in her reflection-heavy and discussion-heavy… [PDF]
(2011). A Match on Dry Grass: Community Organizing as a Catalyst for School Reform. Oxford University Press The persistent failure of public schooling in low-income communities constitutes one of our nation's most pressing civil rights and social justice issues. Many school reformers recognize that poverty, racism, and a lack of power held by these communities undermine children's education and development, but few know what to do about it. "A Match on Dry Grass" argues that community organizing represents a fresh and promising approach to school reform as part of a broader agenda to build power for low-income communities and address the profound social inequalities that affect the education of children. Based on a comprehensive national study, the book presents rich and compelling case studies of prominent organizing efforts in Chicago, New York City, Los Angeles, Denver, San Jose, and the Mississippi Delta. The authors show how organizing groups build the participation and leadership of parents and students so they can become powerful actors in school improvement efforts. They… [Direct]
(2009). Public School Education: The Case for Reduced Class Size. Why the Present Class Size is Not Working and What Can We Do about It?. Online Submission By reducing class size we will close the achievement gap in public school education, caused by prior neglect especially since the civil rights era of the sixties. Additional, highly qualified and specialized teachers will more effectively manage a smaller class size and serve more individual student needs in the crucial early grades, where a solid foundation helps learning. Research supports closing the achievement gap with smaller classes and an increased number of qualified teachers. (Promising Initiatives to Improve Education in Your Community–February 2000, Class-Size Reduction) A history of racism, sexism, and ethnic prejudice was commonly ignored in American social life and schools, as we embraced the myth that everyone shared a happy society made up of people with the same cultural values. Class size was not an issue at the time because there was far less diversity. The typical class size in the 1950s was 35 to 40 per teacher. The 1964 Civil Rights Act would also integrate… [PDF]
(2003). An Education in Racism. Journal of Nursing Education, v42 n6 p258-65 Jun. Interviews explored experiences of nine women of color in a nursing doctoral program. The pervasive influence of racism at personal/interpersonal, institutional, and cultural levels was evident. Themes included wearing masks, maintaining the status quo, and moving on. (Contains 20 references.) (SK)…
(2009). A Barrio Pedagogy: Identity, Intellectualism, Activism, and Academic Achievement through the Evolution of Critically Compassionate Intellectualism. Race, Ethnicity and Education, v12 n2 p217-233 Jul. In this paper we forward our experiences and understanding of how we have used critical race theory (CRT) in our classrooms; more importantly, we bring forth the voices of students as a method of conveying the impact of our CRT classroom exercises. These exercises are parts of three structures that we created to counter the reality of racism and subordination within the American education system. These creations are: the Social Justice Education Project (SJEP); the Critically Compassionate Intellectualism Model of Transformative Education (CCI); and CCI's Third Dimension. An explanation and description of the SJEP and CCI are forthcoming in the next section of this paper, and in last section of this paper we explain CCI's Third Dimension. (Contains 3 figures and 1 note.)… [Direct]