(1993). The Imperial Curriculum: Racial Images and Education in the British Colonial Experience. This book presents a comparative analysis of racial attitudes within formal schooling of both Britain and its former dominions and colonies. It provides essays that examine racism, education, and imperialism, and focuses on the function of education, curriculum, and textbooks in shaping imperial images of dominance and deference. The following essays are provided: (1) "Images for Confident Control: Stereotypes in Imperial Discourse" (J. A. Mangan); (2) "The Imperial Indian: India in British History Textbooks for Schools 1890-1914" (Kathryn Castle); (3) "The Black African in Southern Africa: Images in British School Geography Books" (T. Lilly); (4) "The Irish and Others in Irish Nineteenth-Century Textbooks" (John Coolahan); (5) "Race, Empire and the Maori in the New Zealand Primary School Curriculum 1880-1940" (Colin McGeorge); (6) "Racial Stereotypes in the Australian Curriculum: The Case-Study of New South Wales" (Stewart…
(2019). Transformative Vision: Examining the Racial Literacy Practices of a Black Male Teacher with His Black Male Students. Journal for Multicultural Education, v13 n1 p82-93. Purpose: This paper aims to examine how a Black male teacher made sense of the ways racism and white supremacy function in schools and constrains his practice by addressing the question: How does a culturally relevant Black male teacher engage a racial perspective in his pedagogy and make sense of the socio-political context of his practice? Design/methodology/approach: This qualitative case study draws its data from semi-structured interviews and participant observations and was situated within a transfer high school in the Northeastern region of the USA. Findings: This study elucidates the ways in which a Black male teacher's racial literacy enabled him to make sense of the socio-political context of his school, the profession and help his Black male students negotiate how they are racialized in schools and society. Research limitations/implications: This paper closes with a call for additional research that further examines the relationship racial literacy plays in retaining… [Direct]
(2025). Translanguaging within the Scope of Dominican Pre-College and College Education. Online Submission Our country, which is today the Dominican Republic, is a Spanish speaking country due to the historical and well known fact that the then Hispaniola Island or Santo Domingo was split into two different colonies by effect of the Aranjuez Treaty (1777), held between the two Colonial Metropolis of Spain and France thus establishing the French occupation of the territory of Haiti to the West and the Spanish territory to the East, and producing therefore the establishing of two different countries with two different languages (Spanish and French), in a land (Quisqueya) in which in pre-Colombian times was occupied by the aborigines, mainly the Tainos, and Caribes and the use of their now disappeared aborigine languages. The Dominican Republic achieved its independence in 1844 from the Haitian domination and was also occupied by a score of empires like the British, the French and the American domination (1916), but it has also been the settlement of former Black Slaves brought from the… [PDF]
(2003). Combating Effects of Racism through a Cultural Immersion Medical Education Program. Academic Medicine, v78 n6 p595-98 Jun. Provides a perspective from New Zealand on the role of medical education in addressing racism in medicine. New Zealand nursing curricula have introduced the concept of cultural safety as a means of conveying the idea that cultural factors critically influence the relationship between carer and patient. Describes a cultural immersion program for third-year medical students in New Zealand and discusses some of the strengths and weaknesses of such an approach. (EV)…
(2024). Black Women in Higher Education: How Race, Class, and Gender Coalesce to Impact Success. Online Submission, Ed.D. Scholarly Research Project, Bradley University. The purpose of this qualitative, transformational, phenomenological, action research study is to ascertain how race, class, and gender coalesce to impact the success of Black women at predominantly white institutions. The term "success" in the context of this study holds layered meanings, particularly from a Black feminist perspective that emphasizes both individual achievement and collective well-being within systems marked by structural inequality. In the realm of higher education, success cannot merely be defined by traditional metrics such as degree attainment, career advancement, or social mobility. Instead, it encompasses the nuanced experiences of navigating and resisting intersecting systems of oppression–racism, sexism, and classism–within predominantly white institutions (PWIs) (Hill Collins, 2000; Crenshaw, 1989). Drawing on Black feminist thought, success for Black women involves achieving academic and professional goals while maintaining a sense of… [PDF]
(2014). Understanding Critical Race Theory as a Framework in Higher Educational Research. British Journal of Sociology of Education, v35 n4 p506-522. This paper reviews the existing literature to discuss how critical race theory has been applied as a theoretical framework to higher educational research in the United States and what its contributions are. To provide necessary context, I will discuss race and racism in the United States, the background of US higher education in relation to race, the emergence of critical race theory and its application in US higher education…. [Direct]
(2023). "Listen to the Students": Composite Poems on Racial Justice Advocacy in Fraternity/Sorority Life. ProQuest LLC, Ph.D. Dissertation, University of Georgia. Seven campus fraternity/sorority life (FSL) professionals of color who are members of culturally based fraternal organizations (CBFOs) shared stories on how they advocate for students of color and CBFOs on their campus. College Student Educators International's (ACPA's) strategic imperative for racial justice and decolonization (SIRJD) was used as the theoretical framework for this study. Critical race theory as well as tempered radicalism and the student affairs model of case management were also used to help frame this study. The stories of advocacy shared by the participants revealed insight into how advocacy was understood, the contexts in which advocacy was done, and what advocacy looked like in practice. Through poetic thinking and a performance analysis, ten composite poems were created that captured the various ways advocacy was approached. These approaches to advocacy included participants' self-awareness to the racial history of FSL, their critical consciousness to the… [Direct]
(2023). "I'm Not Your Superwoman": How Black Women Principals Define and Mediate Self-Care. ProQuest LLC, Ph.D. Dissertation, The Ohio State University. School districts across the country are experiencing a mass exodus of teachers and administrators while those who stay struggle to maintain the level of productivity needed to lead our schools and ensure a high-quality education for our nation's students (DeMatthews et. al., 2021; Peters-Hawkins et.al., 2018; Superville, 2020). Black women, in particular, are leaving the field of K-12 educational leadership at rates higher than their counterparts (Brown, 2014; Wilkerson & Wilson, 2017). This has been an ongoing problem challenged even further by the COVID-19 pandemic (DeMatthews, 2021). Research on Black women school leaders investigates the ways the school environment perpetuates stressful conditions that impact career path and longevity as compared to their counterparts (Alston, 2005; Cyr et. al., 2021). However, while there is some research on the care practices of Black women principals (Dillard, 1995; Cabral & Horsford, 2021; Murtadha-Watts, 2000; Witherspoon &… [Direct]
(2023). Between Perception and Reality: Why Black Student Opinions of HBCUs and PWIs Matter. ProQuest LLC, Ph.D. Dissertation, University of California, Los Angeles. Historically Black Colleges and Universities (HBCUs) are a significant and necessary component of American higher education and should be treated and perceived as such. However, this has not been the case. Despite their lengthy track record of making significant contributions toward the advancement of Black people, HBCUs have faced discrimination. Additionally, despite their accomplishments, they have been subjected to heavy criticism in the media, suggesting there are some misconceptions about their value and relevance. This study investigates the beliefs people hold about colleges, how systemic racism and social pressure affect those beliefs, and the effects those beliefs have on social and educational outcomes. Using a bio-demographic questionnaire, individual semi-structured interviews, and two activities that resulted in files for document analysis, this study explored how systemic racism and social pressure influenced how 20 Black students (10 who attended predominantly white… [Direct]
(2019). Examining College Students' Multiple Social Identities of Gender, Race, and Socioeconomic Status: Implications for Intergroup and Social Justice Attitudes. Journal of Diversity in Higher Education, v12 n4 p377-389 Dec. The negotiation of multiple social identities (e.g., race, gender, and socioeconomic status) is relevant to emerging adults in their first year of college, with important implications for their social attitudes and subsequent intergroup interactions and behaviors (Arnett, 2000; Jones & Abes, 2013). Social identity scholarship acknowledges that individuals hold multiple social identities simultaneously, but relatively little research examines individuals' identification with multiple social identities or implications for their social attitudes. The current study used latent class cluster analysis to examine variation in patterns of identity centrality across gender, racial, and social class identities among a diverse college student sample (N = 887) attending a predominantly White university. Five cluster groups were distinguished (all average, all low, all high, high-race/low-SES, and high-gender/low-SES importance). Cluster membership related to participants' self-identified… [Direct]
(2022). Desettling History: Non-Indigenous Teachers' Practices and Tensions Engaging Indigenous Knowledges. Teachers College Record, v124 n1 p3-29 Jan. Background/Context: For educators committed to unraveling racism and colonial bias in world history courses, challenges persist–particularly with Indigenous peoples and knowledges. Typical history curriculum, standards, and instructional tools misrepresent Indigenous peoples and knowledges in damaging and inaccurate ways. In cities, where Indigenous peoples and the natural world are often presumed distant, teachers may especially struggle to disrupt these patterns. Purpose/Objective/Research Question/Focus of Study: This study explores the efforts of two experienced urban secondary teachers nominated by local Indigenous educators, asking: How do teachers craft globally-oriented history instruction that engages Indigenous knowledges in historical inquiry? Population/Participants/Subjects: Both participants were experienced social studies teachers in or near West Coast cities, in public schools with strong racial, ethnic, and socioeconomic diversity. Julie (a white woman in her late… [Direct]
(2023). Meanings of Mobility: Family, Education, and Immigration in the Lives of Latino Youth. Russell Sage Foundation Over the past twenty years, elite colleges and universities enacted policies that reshaped the racial and class composition of their campuses, and over the past decade, Latinos' college attendance notably increased. While discussions on educational mobility often focus on its perceived benefits — that it will ultimately lead to social and economic mobility — less attention is paid to the process of "making it" and the challenges low-income youth experience when navigating these elite spaces. In "Meanings of Mobility," sociologist Leah C. Schmalzbauer explores the experiences of low-income Latino youth attending highly selective, elite colleges. To better understand these experiences, Schmalzbauer draws on interviews with 60 low-income Latino youth who graduated or were set to graduate from Amherst College, one of the most selective private colleges in the United States, as well as their parents and siblings. The vast majority of these students were the first in… [Direct]
(2017). Analyzing the Intersections of Race and Class: An Essay Review of Nicola Rollock, David Gillborn, Carol Vincent, and Stephen J. Ball's "The Colour of Class: The Educational Strategies of the Black Middle Class" (New York, NY: Routledge, 2015, pp. 201. ISBN: 978-0-415-80982-5). Educational Policy, v31 n3 p404-412 May. In England, we might say that "the Empire has come home." This means that while racism and the processes of racialization are indeed extraordinarily powerful, there will not only be strong similarities between say the United States and England but also significant differences in how these things play out both now and in the past. This is one of the reasons that "The Colour of Class" is important reading for U.S. researchers. What "The Colour of Class" gives us is a creative rearticulation and use of theories that when put together illuminate how race and class interact. In the process, it simultaneously presents us with a much more detailed and clear understanding of how the Black middle class creatively uses its various resources, and works assiduously to gain legitimacy for the resources it possesses, as it creatively seeks in education and the larger society to "make its own history in conditions it hasn't chosen."… [Direct]
(2018). Taking Action on Racial Equity: How Grantmakers Are Becoming Change-Makers. Grantmakers for Education Generally speaking, black, Latino and Native American learners continue to face a variety of barriers to opportunity that result in severe disparities in academic achievement and educational outcomes. The persistence of these inequities has prompted some funders to step back, reflect and ask themselves what else they need to be doing to remove barriers to opportunity and assure that all learners have the chance to succeed. Recognizing that more grantmakers are feeling a need to address racial equity directly but are unsure where to begin, Grantmakers for Education (GFE) held three summits on racial equity in different cities during the summer of 2018. These regional summits — held in Washington, D.C., San Francisco and Dallas — gave funders from a wide range of grantmaking organizations a rare opportunity to talk openly and at length about racism, bias, opportunity and achievement gaps, and their dire consequences both for individuals and for society. After the summits,… [PDF]
(2015). Building Inclusive Pedagogy: Recommendations from a National Study of Students of Color in Higher Education and Student Affairs Graduate Programs. Equity & Excellence in Education, v48 n2 p178-194. In this study, we share the racialized experiences of 29 students of color in higher education and student affairs graduate programs, focusing specifically on their relationships with faculty, their experiences in classrooms, and the strategies they recommend for inclusion. Participants indicated that they are expected to serve as the racial expert in classrooms and that many faculty fail to effectively facilitate discussions related to race and racism and to intervene in instances of racial microaggressions. Participants convey effective strategies to build racially-inclusive classrooms which include authenticity, vulnerability, and validation…. [Direct]