Bibliography: Racism in Education (Part 148 of 248)

III Henry C. McCain (2021). Academic Resilience, Student Engagement, and Academic Achievement among Black Male Undergraduates at Predominantly White Institutions. ProQuest LLC, Ph.D. Dissertation, Western Michigan University. The proportion of Black men enrolled in college is representative of the Black male population in the U.S. (Toldson, 2019). However, an investigation of the 2010 college entry cohort of Black men showed that only 34% graduate within six years (National Center for Education Statistics; NCES, 2019). The disparity in Black male graduation rate is clearer when compared to other races such as White men (61%), Hispanic men (50%), and Asian men (70%) (NCES, 2019). Within-group disparities also exist in that Black women graduate at a rate of 44% (NCES, 2019). Much of the literature on Black undergraduates has been conducted at predominantly White institutions (PWIs) and has shown a pattern of Black male underachievement (Harper, 2015). These studies examined deficit-informed factors such as hostile racial climate (Carter, 2008; Flowers, 2004), racism (Harper, 2007, 2015; Singer, 2005), microaggressions (Sue et al., 2007), and lack of institutional support (Hotchkins & Dancy, 2015) to… [Direct]

Nazemi, Mahtab (2017). Racialized Narratives of Female Students of Color: Learning Mathematics in a Neoliberal Context. ProQuest LLC, Ph.D. Dissertation, University of Washington. There is a growing body of scholarship in mathematics education that has attended to the salience of race in mathematics teaching and learning. However, in the context of secondary classrooms with equity-oriented instruction, we know little about race and processes of racialization, and even less from the perspectives of students of color and in their own words about their identities and experiences. The purpose of this qualitative study was to better understand the ways in which the mathematical experiences of female students of color are racialized and shaped by neoliberalism, even in the context of a classroom that reflected equity-oriented instruction and was organized to support students' academic identities and mathematics learning. I drew on sociocultural theory of learning and critical race theory to center and privilege the racialized narratives of six female students of color who were enrolled in an AP Statistics classroom and characterized by high-quality implementation of… [Direct]

Urbina, Martin Guevara; Wright, Claudia Rodriguez (2015). Latino Access to Higher Education: Ethnic Realities and New Directions for the Twenty-First Century. Charles C. Thomas, Publisher, Ltd While the black and white racial experience has been delineated over the years, the ethnic realities of Latinos have received minimal attention. Therefore, with Latinos projected as the upcoming U.S. population majority, the central goal of this book is to document the Latino experience in the world of academia, focusing primarily, but not exclusively, on first generation Latino students in higher education, delineating the dynamics of the educational journey, while situating their experiences within the ethnic community, the overall American society, and the international community. The text focuses on (1) ethnic realities including Latino student access to higher education, retention, graduation rates, and career success; (2) analysis of historic trends; (3) extensive review of prior empirical studies; (4) a holistic portrayal of education in the U.S.; (5) a qualitative study conducted in an institution of higher education in Texas, placing the stories of participating Latino… [Direct]

Gutierrez, Rochelle (2013). The Sociopolitical Turn in Mathematics Education. Journal for Research in Mathematics Education, v44 n1 p37-68 Jan. Over the past decade, the mathematics education research community has incorporated more sociocultural perspectives into its ways of understanding and examining teaching and learning. However, researchers who have a long history of addressing anti-racism and social justice issues in mathematics have moved beyond this sociocultural view to espouse sociopolitical concepts and theories, highlighting identity and power at play. This article highlights some promising conceptual tools from critical theory and post-structuralism and makes an argument for why taking the sociopolitical turn is important for both researchers and practitioners. (Contains 17 footnotes.)… [Direct]

Gaither, Milton, Ed. (2016). The Wiley Handbook of Home Education. John Wiley & Sons, Inc "The Wiley Handbook of Home Education" is a comprehensive collection of the latest scholarship in all aspects of home education in the United States and abroad. This book presents the latest findings on academic achievement of home-schooled children, issues of socialization, and legal argumentation about home-schooling and government regulation. A truly global perspective on home education, this handbook includes the disparate work of scholars outside of the U.S. Typically understudied topics are addressed, such as the emotional lives of home educating mothers and the impact of home education on young adults. Writing is accessible to students, scholars, educators, and anyone interested in home schooling issues. Following an introduction by Milton Gaither, this book contains the following chapters: (1) The History of Homeschooling (Milton Gaither); (2) Using Survey Data Sets to Study Homeschooling (Eric Isenberg); (3) Legal Issues in Homeschooling (Antony Barone Kolenc); (4)… [Direct]

Cabrera, Nolan L. (2011). Using a Sequential Exploratory Mixed-Method Design to Examine Racial Hyperprivilege in Higher Education. New Directions for Institutional Research, n151 p77-91 Fall. Immediately after the election of a person of color to the presidency, the idea of being \postracial\ seeped into the national media, essentially claiming that racism was over. According to this author, however, the United States is far from a \postracial\ society. He contends that systemic racism continues to inequitably stratify society in favor of white people at the expense of people of color, and that this system of racial inequality is called white supremacy. Institutions of higher education within a white supremacist structure are not simply neutral arbiters; rather they serve as means of both reinforcing and sometimes challenging systemic racism. Racial ideologies are a central component of racial stratification; however, both higher education and institutional researchers have spent little time examining how college affects students' racial ideology development. This article describes an intersectionality, sequential exploratory, mixed-methods inquiry into racial ideology… [Direct]

Closson, Rosemary B. (2010). Critical Race Theory and Adult Education. Adult Education Quarterly: A Journal of Research and Theory, v60 n3 p261-283. Critical race theory (CRT) was developed to examine the persistence of racism. This literature review attempts to understand CRT as it has been applied in related fields such as higher education and possible reasons for its limited application in adult education theorizing about race and racism. This analysis of CRT is framed against a backdrop of the evolution of an adult education discourse on race and racism over several decades and distinguishes CRT from other racial theories that have been used in the field. CRT tenets are discussed using examples that demonstrate how CRT reveals areas of racism left untouched by other forms of theorizing. The author provides a critique of CRT, caveats for those adult educators who might choose to use it, and examples of areas within the field of adult education that might benefit from a CRT lens…. [Direct]

Ndimande, Bekisizwe S. (2012). Race and Resources: Black Parents' Perspectives on Post-Apartheid South African Schools. Race, Ethnicity and Education, v15 n4 p525-544. The dismantling of apartheid in 1994 brought an array of democratic changes in South Africa, including changes in curriculum and educational policies. One of the most momentous changes was the desegregation of public schools. While this was significant in South African education politics, it presented some educational challenges, especially to Black and poor children in the township neighborhoods. This article examines Black parents' perceptions of two major challenges that threaten education transformation in this new democracy: racism in formerly White-only schools and insufficient resources in township schools. It draws on an in-depth qualitative study with the parents of Black students, examining their "common sense" about the desegregated public schools. Based on the findings, I make a claim that parents have clear and informed opinions about the education of their children. They are aware of the lack of resources in township schools and of racism in formerly… [Direct]

Meyer, Lois M. (2016). Teaching Our Own Babies: Teachers' Life Journeys into Community-Based Initial Education in Indigenous Oaxaca, Mexico. Global Education Review, v3 n1 p5-26. In an era when U.S. and Mexican teachers are valued more for their academic achievements than their community-based knowledge and local/ethnic identity (e.g. Teach for America, or its off-shoot, Teach for Mexico), this study provides initial results of a one-year (2011-2012) intensive professional development experience (called a "diplomado") for 35 indigenous teachers of Initial Education who are "teaching their own babies" in marginalized communities of Oaxaca, Mexico, as documented in portfolios of written and photographic evidence produced by the teachers as their final diplomado product. The goal was to enrich these local teachers' background knowledge and equip them with research skills to investigate and honor the communal practices, governance, and perspectives (known as "comunalidad") of the rural indigenous communities where they teach, in order to generate an authentic, community-based approach to Initial Education for pregnant mothers, babies… [PDF]

Cristina Camarena-Prieto (2021). Exploring Resiliency among Former Foster Youth in Higher Education. ProQuest LLC, Ed.D. Dissertation, University of California, Los Angeles. This study explores resiliency among former foster youth enrolled in four-year universities and seeks to understand what makes this unique population resilient enough to achieve and maintain academic success despite remaining underserved and largely absent from educational discourse (Johnson, 2020). The qualitative approach of this study involved a preliminary screening demographic questionnaire and choosing 11 diverse students/youth formerly in foster care (YFFC) currently enrolled in campus support programs at three selective California 4-year institutions. Sample selection considered these important elements: students who (1.) identify as foster youth, (2.) are enrolled in their third year of college or beyond, including graduate school (3.) have a current GPA of 3.0 or higher, and (4.) have received one or more forms of support from college campus programs designed to help foster youth. Both recruitment efforts and data collection were done remotely due to pandemic restrictions…. [Direct]

Durham-Barnes, Joanna E. (2015). Engaging Preservice Teachers in Critical Dialogues on Race. SAGE Open, v5 n1 Mar. Rarely do White, middle-class Americans, the population from which most teachers are drawn, have the opportunity to consider themselves as racialized beings. Although personal experience is usually the best teacher, our increasingly homogeneous teaching population oftentimes lacks experience with diversity, and schools of education often struggle to find appropriate and meaningful diverse field experiences for their teacher candidates. This study uses a documentary in an attempt to provoke thoughtful conversations about race and racism in the United States among the mostly White teacher candidates. The study identifies racial themes that emerge from the conversations, explores the ways the groups' racial diversity alters conversations on race, and explores how the race of the group's facilitator may affect the conversations. The study suggested that racially diverse groups are more likely to explore greater numbers of racial themes and engage each other more deeply through polite… [Direct]

Boisen, Laura A.; Rodenborg, Nancy A. (2013). Aversive Racism and Intergroup Contact Theories: Cultural Competence in a Segregated World. Journal of Social Work Education, v49 n4 p564-579. The United States remains highly segregated, and social work students are likely to live and work in segregated contexts. What implications does this have for their cultural competence? Does segregation affect social workers' ability to serve diverse clients without bias? This article reviews two social psychology theories, aversive racism and intergroup contact, for use by social work educators. Together, these theories suggest both the likelihood of social worker prejudice within a context of segregation and an evidence-based method for improvement. The article concludes by offering strategies for incorporating both theories in cultural competence education…. [Direct]

Harden, Kimberly Linayah (2016). Institutional Racism through the Eyes of African American Male Faculty at Community Colleges in the Pacific Northwest. ProQuest LLC, Ed.D. Dissertation, Concordia University (Oregon). The purpose of this qualitative study is to explore the lived experiences of African American male faculty at community colleges in the Pacific Northwest. Regional data mirrors national statistics denoting the low number of faculty of color working at state-funded community colleges. The literature reviewed for this study suggests that African American male faculty experience racism and gender bias during their academic career journeys. This study sought insight from five African American male faculty to answer the overarching research question: What are the possible perceived institutional barriers that contribute to the underrepresentation of African American male faculty? These individuals were purposefully selected because their race, gender, and current professional position in higher education qualified them to provide important insights into the phenomenon being studied. Three methods of data collection were used in this study: (a) a biographical questionnaire, (b)… [Direct]

Whitt, Matt S. (2016). Other People's Problems: Student Distancing, Epistemic Responsibility, and Injustice. Studies in Philosophy and Education, v35 n5 p427-444 Sep. In classes that examine entrenched injustices like sexism or racism, students sometimes use "distancing strategies" to dissociate themselves from the injustice being studied. Education researchers argue that distancing is a mechanism through which students, especially students of apparent privilege, deny their complicity in systemic injustice. While I am sympathetic to this analysis, I argue that there is much at stake in student distancing that the current literature fails to recognize. On my view, distancing perpetuates socially sanctioned forms of ignorance and unknowing, through which students misrecognize not only their complicity in injustice, but also the ways that injustice shapes the world, their lives, and their knowledge. Thus, distancing is pedagogically problematic because it prevents students from understanding important social facts, and because it prevents them from engaging with perspectives, analyses, and testimonies that might beneficially challenge their… [Direct]

Tarasi, Philip J. (2016). An Exploration of the Experiences of LGBTQ International Students: The Case of the University of Pittsburgh. ProQuest LLC, Ed.D. Dissertation, University of Pittsburgh. This doctoral dissertation aimed to explore the unique experiences of a very specific, yet quite diverse segment of the student body population in higher education: International students who also identify as Lesbian, Gay, Bisexual, Transgender, and Queer or Questioning (LGBTQ). The experiences of this subset of the student population have not been extensively examined in scholarly research (Rankin, 2006). Oba and Pope (2013) indicate that these students might confront many difficulties in their academic and personal lives on American campuses as they grapple with factors related to their multiple identities. In light of these findings, this dissertation strove to explore the experiences of these students on one college campus in a city in the United States, the University of Pittsburgh. Sixty-nine students completed a survey which was created specifically for this study. Thirteen of the survey respondents also participated in individual interviews. Results indicated that students'… [Direct]

15 | 2628 | 23463 | 25031100