(1992). Faculty Job Satisfaction: Women and Minorities in Peril. ASHE-ERIC Higher Education Report No. 4, 1992. Given the impending shortage of prospective college faculty that will exist by the year 2000, the topics of faculty job satisfaction, recruitment, and retention must be given priority attention. Moreover, the faculty of the future must reflect the diversity of the population to be served; consequently, immediate actions must be taken to ensure that faculty positions are made attractive to women and minorities alike. Numerous internal stressors uniquely affecting women and minorities must be recognized and dealt with to enhance job satisfaction and create a better fit between the faculty role and the person involved. It has been shown that women faculty members are less satisfied with their positions than their male counterparts because they are often forced to sacrifice more in terms of their personal lives in order to meet the demands of their jobs, as well as their families. As for minority faculty members, they generally find themselves less likely to be tenured compared to… [PDF]
(2013). How Direct Descendants of a School Lockout Achieved Academic Success: Resilience in the Educational Attainments of Prince Edward County's Children. ProQuest LLC, Ph.D. Dissertation, The College of William and Mary. From 1959 to 1964, approximately 1,700 Black children in Prince Edward County, Virginia were denied schooling, due to the county leaders' decision to close schools–a defiant response to federal racial desegregation mandates stemming from "Brown v. Board of Education" (1954, 1955). Yet from one of the most extreme cases of injustice in the history of American public schools emerged a remarkable example of resilience in education. Some descendants of the lockout persisted toward the completion of doctoral degrees in spite of their parents' experiences. This study sought an in-depth understanding of how and why these particular children developed academic resilience despite the adversity of having parents denied a complete public school education. This interpretivist phenomenological study drew upon the Systems Theory of Family Resilience (Walsh, 1998) to understand the processes that developed the eight participants' resilience. The data generated with these participants… [Direct]
(2012). Education, Philosophy and Politics: The Selected Works of Michael A. Peters. World Library of Educationalists. Routledge, Taylor & Francis Group In the World Library of Educationalists series, international experts themselves compile career-long collections of what they judge to be their finest pieces–extracts from books, key articles, salient research findings, major theoretical and/practical contributions–so the world can read them in a single manageable volume. Michael A. Peters has spent the last 30 years researching, thinking and writing about some of the key and enduring issues in education. He has contributed over 60 books (authored, co-authored and edited) and 500 articles to the field. In "Education, Philosophy and Politics", Michael A. Peters brings together 15 of his key writings in one place, including chapters from his best-selling books and articles from leading journals. Starting with a specially written Introduction, which gives an overview of Michael's career and contextualises his selection, the essays are then arranged thematically to create a pathway of a way of thinking in philosophy of… [Direct]
(2013). The Experience of Conducting a Study of Racial or Ethnic Dynamics: Voices of Doctoral Students in Colleges of Education. International Perspectives on Higher Education Research A large body of literature focuses on ways that learning experiences in colleges of education can combat racist stereotypes while promoting cultural competence. However, because limited research investigates how student research projects (e.g., master's theses and doctoral dissertations) can accomplish these same purposes, additional studies are needed. For this reason, the current exploratory mixed methods study addressed the following research question: "How does the racial identity development of doctoral students from colleges of education align with their experiences of conducting dissertation studies focusing on racial and/or ethnic dynamics in schools, universities, or human service agencies?" The research team used well-established scales to measure the racial identity development of Black and White participants. The team also conducted a series of three interviews with each participant to learn about how racial identity statuses contributed to and responded to the… [Direct]
(2013). At Home in the Academy: Latina Faculty Counterstories and Resistances. Educational Foundations, v27 n1-2 p91-109 Win-Spr. In the Academy, faculty and institutional leaders traditionally have been white, male, and heterosexual. Of the 173,395 Full Professors identified in the Integrated Postsecondary Education Data System (IPEDS) of the U.S. Department of Education in 2007, women represented almost 46,000, and Latinas held only 1,254 of those positions (U.S. Department of Education, 2010). Slow improvements (Valian, 1999) in institutions' structural diversity vis-a-vis Latina faculty means that they find themselves in alien territory, i.e., in contexts that do not readily understand or accept their difference, such that Latinas find it challenging to become incorporated into and legitimated within academe. Latinos of both genders in the faculty ranks experience subtle racism and hostility from students and peers (Solorzano, 1998) while Latina faculty members report feeling that their credibility as scholars or faculty members is challenged, and that White colleagues underestimate their abilities and… [PDF] [Direct]
(2011). Teaching of the Holocaust as Part of a University's Catholic Identity. Journal of Catholic Higher Education, v30 n2 p199-220 Sum. This article sketches the development of the National Catholic Center for Holocaust Education, Seton Hill University, Greensburg, PA. It does so with broad strokes, which paint a picture of the program of the Center within the context of ecclesial and papal activities and documents. The article describes how the Center entered into dialogue with the academic world of Holocaust studies (especially with the International School for Holocaust Studies, Yad Vashem, Jerusalem, Israel) and how it became engaged in an institute and in triennial conferences that prepare Catholic educators to each the Holocaust by referencing Catholic documents on the Holocaust and on related topics such as antisemitism, racism, genocide, human rights, and interreligious dialogue. The work of the Holocaust Center has contributed to strengthening Seton Hill University's Catholic identity…. [Direct]
(2011). \Am I Going Crazy?!\: A Critical Race Analysis of Doctoral Education. Equity & Excellence in Education, v44 n1 p93-114. The graduate school experience for students of color has been theorized as oppressive and dehumanizing (Gay, 2004). Scholars have struggled to document how students of color navigate and negotiate oppressive and dehumanizing conditions in their daily experiences of doctoral education. We provide a critical race analysis of the everyday experiences of Latina/o and black doctoral students. We draw from critical inquiry and critical race theory to establish and describe an overarching and powerful social narrative that informs, influences, and illustrates the endemic racism through which black and Latina/o students struggle to persist in pursuit of the doctorate. We call this social narrative, \Am I going crazy?!\ Deconstructing the narrative into its core elements, we provide an extended definition that illustrates a dehumanizing cultural experience in the everyday lives of doctoral students. We problematize these cultural norms to promote a more humanizing experience of doctoral… [Direct]
(2013). Native American Perspectives on Educational Experiences from within the Not So Ivory Tower. ProQuest LLC, Ph.D. Dissertation, University of California, Davis. This dissertation explores how education has had an impact on the lives of twenty-three professors who are Native. Within the context of this study, education may refer to either learning in the western frame of schooling or non western forms of Indigenous education. While many individuals would define education as a process that develops life and job skills, this dissertation explores education for these twenty-three professors in all of its facets. In recent years scholarship has examined the experiences of Native Peoples in higher education and studies have emerged regarding Native Americans in academia. While research involving Indigenous students is often focused on mainstream notions of success and completion, this study moves beyond typical framing and examines how educational experiences of all types have had an impact on Indigenous Peoples working in academia. Contextualized within a historical framework that situates American Indian Education as an element of genocide, this… [Direct]
(2013). Undocumented Students and Higher Education in the State of Georgia: The "Don't Ask, Don't Tell" Policy of Illegal Immigrant Children. ProQuest LLC, Ph.D. Dissertation, Mercer University. The study detailed the life history of a family of five, Georgia high school graduates, undocumented students using semi-structured interviews. Because the five participants were all of Latino descent and undocumented students, their lived experiences were expected to add to the relatively young research concerning the sensitive, yet powerful, subject of undocumented people and higher education preparedness, access and achievement. The themes derived from the findings of the interviews, academic attainment, family unit issues, immigration issues, identity and challenges to daily life are all areas that are affected by the legal predicaments in which the undocumented students find themselves. Following the five principles of LatCrit, the participants acknowledge 1) that their race accounts for their experiences of oppression and cultural racism; 2) conventional concepts of the educational system do not apply to them as undocumented students; 3) equal opportunities is lacking when… [Direct]
(2010). \That Really Hit Me Hard\: Moving beyond Passive Anti-Racism to Engage with Critical Race Literacy Pedagogy. Race, Ethnicity and Education, v13 n4 p449-471 Dec. This study interrogates how understandings about racism and anti-racism are constructed through interactions with students as well as peers in preservice teacher education contexts towards a closer understanding of racial literacy as both a personal and pedagogical tool. Critical race literacy pedagogy–a subset of the approaches known as multicultural education, culturally responsive teaching, and anti-racist teaching–is a set of tools to practice racial literacy in school settings with children, peers, colleagues, and so forth. In this article, I explore the construction of critical race literacy pedagogy for one white preservice teacher in a U.S. teacher education program through two engagements with literacy pedagogy: a reading lesson with two African American students and the discussion of a children's literature text in a teacher education book club. Through the critical, mediated discourse analysis of these two engagements, we see that for Kelly, the process of enacting… [Direct]
(2009). Critical Race Theory and the Cultural Competence Dilemma in Social Work Education. Journal of Social Work Education, v45 n2 p245-261 Spr-Sum. Cultural competence is a fundamental tenet of social work education. Although cultural competence with diverse populations historically referred to individuals and groups from non-White racial origins, the term has evolved to encompass differences pertaining to sexuality, religion, ability, and others. Critics charge that the cultural competence model is largely ineffective and that its tendency to equalize oppressions under a \multicultural umbrella\ unintentionally promotes a color-blind mentality that eclipses the significance of institutionalized racism. In this article we argue that critical race theory (CRT) can be used to address some of these noted problems with the cultural competence model. We define the major tenets of CRT and analyze its benefits and limitations for social work pedagogy around race, racism, and other oppressions…. [Direct]
(2010). Improvisation in the Disorders of Desire: Performativity, Passion and Moral Education. Ethics and Education, v5 n3 p281-297 Nov. In this article, I attempt to bring some colour to a discussion of fraught topics in education. Though the scenes and stories (from education and elsewhere) that feature here deal with racism, the discussion aims to say something to such topics more generally. The philosophers whose work I draw on here are Stanley Cavell and Judith Butler. Both Butler and Cavell develop (or depart from) J.L. Austin's theory of the performative utterance. Butler, following Derrida, argues that in concentrating on the illocutionary force of utterances (their capacity to do things), Austin fails to account for the force of words themselves. The iterability of language means that words are never at one with themselves. They carry their old contexts with them as they enter into new ones. This has important consequences for ethical issues that pertain to what Butler calls the "performativity" of gender and race. Though we are performed by language, this performance has a dynamic quality that… [Direct]
(2011). Color in the Classroom: How American Schools Taught Race, 1900-1954. Oxford University Press Between the turn of the twentieth century and the "Brown v. Board of Education" decision in 1954, the way that American schools taught about "race" changed dramatically. This transformation was engineered by the nation's most prominent anthropologists, including Franz Boas, Ruth Benedict, and Margaret Mead, during World War II. Inspired by scientific racism in Nazi Germany, these activist scholars decided that the best way to fight racial prejudice was to teach what they saw as the truth about race in the institution that had the power to do the most good-American schools. Anthropologists created lesson plans, lectures, courses, and pamphlets designed to revise what they called "the "race" concept" in American education. They believed that if teachers presented race in scientific and egalitarian terms, conveying human diversity as learned habits of culture rather than innate characteristics, American citizens would become less racist. Although… [Direct]
(2009). CRiT Walking Race, Place, and Space in the Academy. International Journal of Qualitative Studies in Education (QSE), v22 n6 p687-696 Nov. This article is a commentary on several issues relevant to critical race theory (CRT), education, and race-related discourse. In this article, we hope to contribute to the dialogue on race and education, and raise a few thought-provoking questions regarding ways of seeing and thinking about CRT as both a theoretical and practical tool when focused on issues of race, structural racism, and education. (Contains 1 note.)… [Direct]
(2011). Being, Becoming and Belonging: Some Thoughts on Academic Disciplinary Effects. Cultural Studies of Science Education, v6 n4 p841-843 Dec. In this paper I reflect on perspectives presented by John Settlage as he examines the truth of the proposition that \many teacher educators harbour deficit perspectives about their pre-service teachers, presuming that their lack of exposure to economically, ethnically and linguistically diverse settings renders them deficient as future educators.\ In the study presented in his paper, he \uncovered shifting identities that indicate that mainstream future teachers do not fit the \damaged goods\ label that ardent multiculturalists might be tempted to impose.\ One of his conclusions was that \the practices of essentializing education majors because of their perceived deficiencies born of privilege are inaccurate and unproductive.\ My reflections focus on tertiary teacher-researchers in mathematics, information technology, environmental sciences and engineering, their students and racism, and broaden Settlage's context to teaching and research relationships in this setting…. [Direct]