(1994). Empowerment Issues of An Afrocentric Perspective: Disempowering Racism in American Education. This paper explores a facet of the organizational implications of an Afrocentric perspective in American education, primarily in public schools. It also explores, through two focus groups, the perceptions of 10 African-American school administrators and 10 teachers in a graduate education supervision class. The focus groups made it clear that the Afrocentric perspective in American education is an issue that has come of age; however, the data identified a few critical distinctions between administrators' and teachers' perceptions. Because of these differences in perspective, the argument arises that there is a need for Afrocentric resource centers within schools and educational systems and that the Afrocentric idea is an essential step toward progress and greater inclusion of Blacks into the American dream. (Contains four references.) (GLR)… [PDF]
(1997). Black Women in the Academy. Promises and Perils. This book includes 30 essays by black women college administrators and faculty. The essays explore the thematic issues of identity, power, and change and examining the impact of racism and sexism in institutions of higher education. Essay authors come from both historically black and predominantly white institutions, public and private institutions, research and teaching institutions, coeducational and women's colleges, and from diverse disciplines, regions, and age strata. The volume consists of seven parts which address: (1) an overview of black women in the academy; (2) epistemological and ontological issues; (3) teaching and research issues for black women faculty; (4) black women administrators; (5) the social dynamics of academic life; (6) black women in diverse academic settings; and (7) the future of black women in higher education. Among the topics covered in the essays are: feminism for African American women; black women in the sciences; black women and the college music…
(2016). Profiles of Successful Persistence for Women in Science, Technology, Engineering, and Mathematics (STEM). ProQuest LLC, Ed.D. Dissertation, University of Southern California. In the last three decades, there has been a growing concern regarding the dearth of Science, Technology, Engineering and Mathematics (STEM) degree attainment for women. Women are considered the untapped resource with an affinity towards STEM fields; however, they tend to be absent in higher education commencements across the country. After nearly 30 years for a call to action by economists, scientists, workforce organizations, and the government, this disparity is chronically pervasive in these academic disciplines. Women entering into STEM fields are seen as crucial as it ensures the continuation of intellectual capital–the 21st century commodity needed for global competitiveness and strong economy. The study's impetus was to understand those women who, despite the historical and modern barriers have maneuvered to success through the STEM pipeline from undergraduate degree procurement to career. This success has been daunting for all women, due to their historical educational… [Direct]
(2020). Still I Rise: The Role of Social Capital on the Experiences of African American Women Senior Administrators in Higher Education. ProQuest LLC, Ph.D. Dissertation, The University of North Carolina at Greensboro. While the racial and ethnic diversity of the United States of America's overall population (especially the college student population) are expanding at unprecedented levels, the leadership within higher education's Ivory Tower has remained consistent for the past 300 years. At the highest levels, leadership remains largely monolithic — this is both White and male (Pratt-Clarke & Maes, 2017). African American women are severely underrepresented in senior level leadership positions. Defined as being at the Director level or above (Bertrand Jones et al. 2012), these types of administrative positions include titles such as Director, Associate Vice President/Chancellor, Associate/Assistant Dean, Vice President/Vice Chancellor, Provost and President/Chancellor. Whether teaching in the classroom or serving as an administrator, the narrative remains the same. In the classroom, African American women account for 8.04% or 25,114 of all full-time faculty members at degree-granting… [Direct]
(2012). The Evolving Significance of Race: Living, Learning, and Teaching. Peter Lang New York Individuals are living, learning, and teaching by questioning how to address race in a society that consistently prefers to see itself as colorblind, a society claiming to seek a "post-racial" existence. This edited volume offers evidence of the evolving significance of race from a diverse group of male and female contributors self-identifying as Black, Latino, Asian, White, Gay, Lesbian, Jewish, Christian, and Muslim. Individuals' attempts to provide every child and adult learner with what they need–equity–to make the most of their educational experiences–excellence–are still consciously and unconsciously thwarted by the ingrained nature of racism in this society. This point becomes obvious when individuals begin teaching those audiences that represent diverse lived experiences of race about the changing significance of race and how to develop a more critical, reflexive lens focused upon the politics of race. This book invites readers to co-construct and implement a… [Direct]
(2012). Racist Facebook Event against Native Americans: Preservice Teachers Explore Ethical and Critical Multicultural Implications. Journal of Educational Technology, v9 n1 p35-43 Apr-Jun. This exploratory case study sought to analyze data from Collaborative Learning Modalities (Brantmeier, Aragon & Folkestad, 2011) on-line threaded discussions in a teacher education course where pre-service teachers examined the nature of a Facebook event revealing unethical and racist notions against Native Americans. In 2010 a university student posted a Facebook event titled, "Cowboys vs. Indians" inviting fellow students to wear "Indian headdress" to rouse team spirit for a rival basketball game. This Facebook event stimulated commentary from many university students decrying Native Americans. Participants in this study believed unethical racism was present in this event because of the prolific nature of on-line communication where offensive statements and ideas were cruelly exposed about Native Americans. Such offensive ideas asserted against Native Americans were performed under a false sense of anonymity or autonomy. Yet anonymity was revealed by the… [PDF]
(2013). Antiracist Solidarity in Critical Education: Contemporary Problems and Possibilities. Urban Review: Issues and Ideas in Public Education, v45 n5 p539-560 Dec. This paper argues that antiracist solidarity in education remains urgent, but that in framing solidarity projects critical educators have not been sufficiently attentive to the shape and extent of racism as a global ordering of social life. We describe the paternalism that has determined historical efforts at solidarity between African Americans and Whites and then extend our analysis of whiteness to the contemporary context, outlining its expressions in schooling and the challenges they pose for solidarity projects. Drawing on recent work in cultural studies and philosophy, we describe whiteness as a basic ordering of human being as well as a system of material and cultural oppression, and suggest that antiracist solidarity has to involve a reorganization of ways of being and knowing as well as a vision of global coexistence that respects epistemological difference and autonomy. On this basis we identify several key principles that should guide projects of antiracist solidarity in… [Direct]
(2011). Safe Schools: The Threat from within?. Education Canada, v51 n3 Sum. Safe school policies in many urban schools in Ontario have featured security guards, electronic surveillance, student identification tags, discipline, and zero tolerance. In 2000, the Ontario Ministry of Education passed the Safe Schools Act, which set out a list of offences that could trigger expulsion, suspension, and other disciplinary responses. Interestingly, it did not define safety. In a parallel move, the Toronto District School Board (TDSB) adopted The Equity Foundation Statement in 1999–a comprehensive commitment to equity and a rally against racism, homophobia, sexism, and oppression based on class. This article explores the disconnect between students' and teachers' conceptualization of safety and equity, and how they experience them on a day-to-day basis. (Contains 1 endnote.)… [Direct]
(2009). Color-Blind Racism, Color-Blind Theology, and Church Practices. Religious Education, v104 n3 p272-288 May-Jun. Color-blind racism develops when persons ignore color in people and see them simply as individuals. As persons of color in racialized societies such as the United States are unequally treated on account of their color, the issue becomes a matter of faith and religious experience as religious leaders and educators, who disregard color, overlook important aspects of a person's ability to live wholly and abundantly. Using participant observation and literature-based research in several areas of scholarly inquiry (sociology, history, theology, and Religious Education), the author argues that certain church practices and theology reflect color-blind racism. (Contains 2 footnotes.)… [Direct]
(1969). Report on Offerings of the Sixteen-Credit Course, Problems in Contemporary Race Relations, Fall, 1968, and Winter, 1969. The General College Studies, v6 nl 1969-1970. After a first experiment dealing with poverty in the Twin Cities (ED 028 781), a second was undertaken to examine race relations. As the problem was immediately important, materials would be plentiful. Four courses (speech, composition, social studies, literature) and three instructors dealt exclusively with this 2-quarter, 16-credit project. The Fall 1968 class of 25 had only four blacks in it; the next had 14. The students did field work in the community; their reports were their writing assignment. As previous pre- and post-tests of attitudes had shown a student gain in empathy with other ethnic groups, the tests were not used for these two quarters. The investigators will reinstate them next time, however, as this one revealed that the black students lost less anti-white prejudice than expected. It was also clear that, after initial hesitations, the different perspectives of team teaching contributed to the vitality of instruction. It was disappointing to discover that not all… [PDF]
(2010). Life for Minority Professors of Special Education Ain't Been No Crystal Stair. Online Submission, Paper presented at the Annual Meeting of the Council for Exceptional Children (33rd, St. Louis, MO, Nov 2-6, 2010). To expect an \easy life\ as a professor of special education is to expect what never was nor never will be. But when the playing field is uneven for minorities, or even worse, when it is not even recognized that the playing field is uneven, there is cause for action. For example, Bonner (2004) stated that minority faculty face tremendous challenges (including racism) in achieving tenure and promotion; Lovell (2004) countered that several of the experiences lamented by Bonner commonly happen to white faculty as well. It seemed not to be recognized that racism can negatively impact all of the necessary activities and accomplishments to earn tenure and promotion. The journey to becoming a professor of special education is long and tedious. It is making good grades in college for admission to a reputable graduate program, obtaining suitable employment in a promising university, becoming a successful teacher, being of service to students, and most certainly, launching a record of… [PDF]
(2011). Beyond Intellectual Insularity: Multicultural Literacy as a Measure of Respect. Canadian Journal of Education, v34 n2 p219-238. We report on a survey of 942 grade 10 and 11 students from 10 urban and "rurban" boards in 5 Canadian provinces that takes stock of multicultural education three decades on in the context of youth's multiple, multimedia spheres of learning. This survey is presented as an innovative research instrument measuring "what young people know" about the struggles as well as the intellectual, political and cultural legacies of racialized peoples globally and nationally "and where they learned it (school, media, family, community)". Bivariate analysis of demographic, knowledge and attitudinal questions suggests schools' unique role in building a common knowledge base to combat Eurocentrism and cultural racism. (Contains 2 tables and 6 footnotes.)… [PDF] [Direct]
(2013). U.S. Department of Education Chapter of Blacks In Government's Reaction to the EEOC African American Workgroup Report. Online Submission The U.S. Department of Education Chapter of Blacks in Government (BIG) reviewed and responded to the EEOC [Equal Employment Opportunity Commission Office] African American Workgroup Report. The BIG ED Chapter considered whether: There is any evidence indicating that the number and percentage of African Americans employed by any federal government agency is a variable in the barriers described in the Report. Articulated another way, do barriers still exist in agencies with large numbers and percentages of African Americans relative to the total number of employees in an agency? Do barriers exist in those agencies with small numbers and percentages of African Americans? The recommendations were timely and strategic, given: (1) The Obama Administration; and (2) The increasing numbers of other groups of people of color along with the lower number of Blacks employed by some agencies in the federal government. While the Report included unconscious bias as a barrier, the ED Chapter… [PDF]
(2011). Learning in a Burning House: Educational Inequality, Ideology, and (Dis)Integration. Teachers College Press The negative consequences of school desegregation on Black communities in the United States are now well documented in education research. \Learning in a Burning House\ is the first book to offer a historical look at the desegregation dilemma with clear recommendations for what must be done to ensure Black student success in today's schools. This important book centers race and voice in the desegregation discourse, examining and reconceptualizing the meaning of \equal education.\ Featuring the unique perspectives of Black school leaders, Horsford provides a critical race analysis of how racism has undermined the integration ideal and the subsequent schooling of Black children. Most importantly, the book discusses how meaningful education reform must be grounded in a moral activist vision of equal education through a cross-racial commitment to racial literacy, realism, reconstruction, and reconciliation in our schools and society. With an engaging style that invites us on a journey of… [Direct]
(2013). Effects of Racial Discrimination on High School Performance and College Admission in Brazil. ProQuest LLC, Ph.D. Dissertation, University of Texas at Dallas. This research uses national survey data from the Exame Nacional do Ensino M√©dio (National Secondary Education Exam-ENEM) in Brazil to explore the impact of racial discrimination on high school students between 2004 and 2008. The analysis shows that being a victim of racism can reduce a student's ENEM scores, as well as diminish the perceived quality of their education. These results suggest that racial discrimination in the school environment can be detrimental to the learning experience and to educational attainment. In addition, the study analyzes the characteristics of students admitted to the University of S√£o Paulo (USP) and finds a great racial disparity in acceptance rates. Those accepted at the University of S√£o Paulo are more likely to be white, to come from high income families, to come from private high schools, to enroll in "cursinho" (prep course) and to have a mother with high educational attainment. Thus, the study concludes that higher education in Brazil is… [Direct]